11 Tips for Getting the Salary You Want

11 Tips for Getting the Salary You Want Salary negotiating can be terrifying- particularly for entry-level workers who feel they have yet to prove their obvious worth to the profession and aren’t allowed to ask for what they want. Here are 11 tips that will help you get the salary you want.1. Know thyselfKnow what a typical employee makes at that job level in that industry. But also weigh that against your particular skills and experience, and how much you know you’re worth. Do you think you deserve the higher end of the starting range? Then ask for it. Know what you want and then give them the chance to give it to you. It never hurts to ask.2. Stay coolYou really need this job. But that doesn’t mean you should just take the first salary offer they make. Opening the lines of negotiation will not cost you the job. Not opening them might, however, cost you the salary you deserve.3. Ask higherWant a 25% hike in salary? Ask for 35%. They’ll bring it down and think they’ve won the day. And you ’ll still get what you need.4. Be popularThe best way to get what you want from one employer is to have a counteroffer from another one. Show you have many more options and offers. Make them sweat a bit that they won’t land you. Show them how highly other companies value you.5. Think benefits and bonusesDon’t forget to take these into account when comparing the salary you’re currently negotiating with your past salary package. And don’t forget they can be useful extras to sweeten your deal if you can’t get the dollar amount you asked for.6. Keep your headDon’t be petulant or pout. Don’t be aggressive. Stay calm and logical and present your case like a grown-up. Act like a grown-up and HR will treat you like one.7. SnoopIt’s always good to have some idea what your colleagues are making before you go into negotiations. This gives you a great sense of range. If you’re moving to a new company, see if you can’t find someone who knows someone who might know roughly what the salary packages are at that company for your position.8. Be thoroughMake sure you get all of the details. Talk through your salary breakdown line-by-line and avoid being surprised on payday.9. Don’t be greedyAt the end of the day, salary isn’t everything. If this is your dream company, you can probably afford to work for them for a little less than you would make at the sell-out company of doom and ennui. If they’re not being unreasonable with you, but just can’t give you what you’re asking, don’t storm out without thinking it through. Remember: you’re playing the long game here.10. Be ballsyIf you can afford to, and this isn’t your dreamiest of dream jobs, it’s okay to walk away sometimes. You can say ‘no.’ Sometimes showing your back on the way out the door can be the thing that actually gets you what you want. Just don’t bank on this ha ppening. Only walk away from negotiations if you can be comfortable with the possibility of it ending there.11. Know when to fold ‘emDo all of these things before you get your offer letter. Once that thing hits your inbox, all typed up and official-looking on the company letterhead, that’s the official number. HR isn’t going to budge.Remember to do your homework, have a clear idea of what you’re worth, and ask for something within the realm of fairness. Chances are, you’ll get it. Worst case scenario: you’ll have learned a valuable skill that will serve you next time- and throughout your whole career.

Real Pirate Quotations

Real Pirate Quotations Note: These are real quotations from actual pirates during the Golden Age of piracy, which lasted roughly from 1700 to 1725. If youre looking for modern quotations about pirates or quotations from movies, youve come to the wrong place, but if youre looking for authentic historical quotations from historys greatest sea-dogs, read on! Anonymous Pirate (Context) When asked on the gallows if he repented. Yes, I do heartily repent. I repent I had not done more mischief; and that we did not cut the throats of them that took us, and I am extremely sorry that you arent hanged as well as we. (Johnson 43) Bartholomew Black Bart Roberts In an honest service there is thin commons, low wages, and hard labor; in this, plenty and satiety, pleasure and ease, liberty and power; and who would not balance creditor on this side, when all the hazard that is run for it, at worst, is only a sour look or two at choking. No, a merry life and a short one, shall be my motto. (Johnson, 244) (Translation: In honest work, the food is bad, the wages are low and the work is hard. In piracy, there is plenty of loot, its fun and easy and we are free and powerful. Who, when presented with this choice, would not choose piracy? The worst that can happen is you can be hanged. No, a merry life and a short one shall be my motto.) Henry Avery (Context) Informing Captain Gibson of the Duke (who was a notorious drunkard) that he was taking over the ship and going pirate. Come, dont be in a fright, but put on your clothes, and Ill let you into a secret. You must know that I am Captain of this ship now, and this is my cabin, therefore you must walk out. I am bound to Madagascar, with a design of making my own fortune, and that of all the brave fellows joined with me...if you have a mind to make one of us, we will receive you, and if youll turn sober, and mind your business, perhaps in time I may make you one of my Lieutenants, if not, heres a boat alongside and you shall be set ashore. (Johnson 51-52) Edward Blackbeard Teach (Context) Before his final battle Damnation seize my soul if I give you quarters, or take any from you. (Johnson 80) (Translation: Ill be damned if I accept your surrender or surrender to you.) Blackbeard Lets jump on board, and cut them to pieces. (Johnson 81) Howell Davis (Context) Dissolving his alliance with pirates Thomas Cocklyn and Olivier La Buse Hark ye, you Cocklyn and la Bouche, I find by strengthening you, I have put a rod into your hands to whip myself, but I am still able to deal with you both; but since we met in love, let us part in love, for I find that three of a trade can never agree. (Johnson 175) Bartholomew Roberts (Context) Explaining to his victims that he was under no obligation to treat them kindly or fairly. There is none of you but will hang me, I know, whenever you can clinch me within your power. (Johnson 214) Black Sam Bellamy (Context) To a Captain Beer, apologizing after his pirates had voted to sink Beers ship after looting it. Damn my blood, I am sorry they wont let you have your sloop again, for I scorn to do anyone a mischief, when it is not for my advantage. (Johnson 587) Anne Bonny (Context) To Calico Jack Rackham in prison after he had decided to surrender to pirate hunters instead of fight. I am sorry to see you here, but if you had fought like a man, you neednt be hanged like a dog. (Johnson, 165) Thomas Sutton (Context) A captured member of Roberts crew, when told by a fellow pirate that he hoped to make it into Heaven. Heaven, you fool? Did you ever year of any pirates going thither? Give me hell, its a merrier place: Ill give Roberts a salute of 13 guns at entrance. (Johnson 246) William Kidd (Context) Upon being sentenced to hang. My Lord, it is a very hard sentence. For my part, I am the innocentest person of them all, only I have been sworn against by perjured persons. (Johnson 451) About These Quotations All of these quotations are directly taken from Captain Charles Johnsons A General History of the Pyrates (page numbers in parentheses refer to the edition below), written between 1720 and 1728 and considered one of the most important primary sources on piracy. Please note that I have made minor cosmetic changes to the quotations such as updating to modern spelling and removing capitalization of proper nouns. For the record, it is unlikely that Captain Johnson actually heard any of these quotations directly, but he did have good sources and it is fair to assume that the pirates in question said, at some point, something reasonably like the quotations listed. Source Defoe, Daniel (Captain Charles Johnson). A General History of the Pyrates. Edited by Manuel Schonhorn. Mineola: Dover Publications, 1972/1999.

My Final Report for my internship in ExxonMobil Qatar Essay

My Final Report for my internship in ExxonMobil Qatar - Essay Example The company had interest in oil and gas companies including Qatargas Liquefied Gas Company limited and Ras Laffan Liquefied Natural Gas Company Limited. In addition, it is committed to the government’s Qatarization policy, which means that majority of the employees of the company are locals. In partnership with the Qatar Petroleum, ExxonMobil works to promote maximum utilization of the gas resources in Qatar while ensuring that Qatar remains a reputable LNG exporter. The company upholds working business ethics that is a key pillar in the attainment of results. ExxonMobil has a total of ---employees, which includes both low cadre staff as well as senior management. The general manager who is also the president of ExxonMobil Qatar is Mr. Barton Cahir. Exxon Mobil Corporation’s shares as at 4th of August were trading at $ 99.23. In the current state of affairs, ExxonMobil Qatar is among the largest company in Qatar dealing with petroleum and petrochemicals. The mission of the company is to find long-term and sustainable solutions to the energy needs in the world. The company is committed to being the world’s premier petrochemical and Petroleum Company. In addition, the company is committed to promoting technologies that are energy efficient, and maximizing the use of energy. It further develops collaborations that facilitate the LNG projects in Qatar. Further, they have adopted the diversification of gas use while they have engaged in research that is geared towards the realization of solutions to the energy needs in the world. The company has developed partnerships with the state of Qatar as well as the Qatar Petroleum in providing solutions to energy needs. Additionally, the company endeavors to achieve financial success continuously and operating results while ensuring that business conduct is adhered to. With the company’s â€Å"Qatarization† approach to human resource, the company is able to employ a diverse w ork force mainly

Human Trafficking Essay Example | Topics and Well Written Essays - 1250 words

Human Trafficking - Essay Example Human trafficking involves the exploitation bit in the sense that people are forced into prostitution, forced labor and receipt of services for no money whatsoever, slavery and even removal of different organs from the body. Children are also being used under the trafficking regimes since they form as the most vulnerable of human beings to attract and thus abduct them from their homes, schools and other areas of attachment. These children are used for begging purposes, in the form of recruitment of child soldiers, as child camel jockeys and as religious recruits for cult purposes. These indeed are the targets of the human trafficking processes and regimes. One must understand that human trafficking is somewhat different from people smuggling. What the difference is indeed is of the fact that in people smuggling, the individuals voluntarily ask the authorities to be sent across ports, in order to make their ends meet. Whilst human trafficking is a wholly different phenomenon since the human being under question does not even know where he is being transported and what will be done to him next. This is a complete case of abduction without letting any of the immediate family members know as to what is going to happen to the individual and what lies ahead for him in the future. In people smuggling, the smuggled person is set free when he reaches the new destination or port while in human trafficking, this seldom is the case. In most of the instances, the individual in human trafficking is enslaved and even the most basic of human rights is not granted upon this individual, let alone other aspects. Human trafficking is indeed full of rubbish stories and false promises which are made with individuals who will eventually be transported across lands, with the parents who do not know what future holds for their young ones, etc. For the individuals who are subjected

ASEAN Essay Example | Topics and Well Written Essays - 750 words

ASEAN - Essay Example Then it discusses the origin of ASEAN in detail. This section stresses on the kind of economy existing in the South East Asian countries prior to the formation of ASEAN. It also highlights the role of United States and Japan in the formation of ASEAN and the implication of the development of this organization. ASEAN has certain restriction in the achievement of its goals The reason for the limitations to attain its goals are discussed in detail. The second part of the paper mainly concentrates on the achievements of ASEAN. It describes in detail the role played by it in the economic and the political affairs of the South East Asian countries. The successful ASEAN strategy that has developed the economy of India and China, the endeavor of ASEAN in the global market place and the growth rate of ASEAN countries are also highlighted in this section. The various achievements discussed in this section are the benefits of free trade, the growth of outside economic relations, technological innovations, the increasing buying potential of various countries, market unification and monetary assistance. The initiatives taken to strengthen political stability and to combat terrorism in the region is also one of the aspects discussed. The third part of the paper deals with the kind of challenges faced by ASEAN to achieve and sustain its primary goal. Some of the challenges that ASEAN faces because of relations between member nations and concerns faced in resolving these issues are the important aspect of this section. The kind of security threats that appears in South-east Asia is mentioned in detail. The challenges due to economic development of certain south East Asian countries, the monetary crisis, and the issues due to the incorporation of new member countries in ASEAN are some of major topics, which are discussed in detail. The fourth part of the paper stresses on the response to challenges and the future of ASEAN. ASEAN follows a certain strategy to face the challenges in future. Hence, the first part of this section concentrates on the objectives of the formation of ASEAN Economic Community (AEC), Dispute Settlement Mechanism (DSM). The importance of regionalism and steps taken to ensure peace in the South East Asian countries are also covered. There are suggestion put forth to face its future challenges. The various steps taken by ASEAN to eliminate the barriers of trade and the development in the infrastructure of the south East Asian countries is also discussed at length. The different strategies to enhance the dealing of trade, the technological advancements, necessity of transparent, specific rules and treaties, initiatives taken in the field of finance and planning are some of the other aspects dealt with in this section. The second part of this section ascertains the future of ASEAN. The reason for the existence of ASEAN, changes anticipated in future to ensure the security of southeast nations due to increased terrorism and the need to initiate in its financial policies are discussed. The change in role of ASEAN, some of the benefits of extending this establishment, the change in the utility of the concept of regionalism are some of the changes in the structure of ASEAN that is discussed under this section. The change in the

Definition Of Treating Everyone Fairly

Definition Of Treating Everyone Fairly The application of common standards or same treatment does not necessarily mean respect for a persons personality or individualism. Individuals cannot create their own opportunities as they are state provided. People should be free to choose which job they want to do. Many people refuse that equality of opportunity exists in democratic societies. There are some arguments that equality is of no importance to most people due to the fact that they do not have an equal economic or social status. It can be also argued, that rich people have greater opportunities in education and employment as they are in an beneficial situation because of their wealth. likewise, another thing to mention is that there is a prejudice from the past years until today against some racial groups and women, which situates them in a disadvantageous position as they have no right to equal opportunities. Opportunities in any social system are determined not only by ability, commitment, interest, corruption and luck but also by the unpredictable physical and human environment. Opportunities can be completely equalized only by controlling the physical environment and human behavior into predictable patterns. During the years the realization dawned that it was impossible not only to place everyone on the same starting line but to expect them to finish together  [1]  . For a democratic society to exist there must be political opportunities, economic opportunities as to have wealth and prosperity. All discriminatory laws should be removed. Official discriminatory practices should be terminated and assistance should be extended to the less advantaged without penalizing others  [2]  . Despite the colour of our skin, the place where we were born, our religion we all have the right to be treated fairly. But what does fairly mean? Does it mean equality, common standards, that we are all the same or that we have to be treated according our differences? The term social inequality is a wide term which represents all the societies in our days. Facing the problem of social inequality we can recognize two different aspects. The first is the distributive one which is related on how the variety of factors, such as education, wealth, occupation and so on, are distributed in the society. The second one is based on how the individuals are related to each other in a system of groups. When talking about equality we are basically mean the equal opportunities, it also protects people from being discriminated on the grounds of religion, disability, age, belief or sexual orientation. Aristotle stated that à ¢Ã¢â€š ¬Ã‚ ¦ Justice is thought to be equality; and so it is, but for equals, not for everybody. Inequality is also thought to be just; and so it is, but for unequals, not for everybody  [3]  . Also, in his paper Justice as Fairness, John Rawls set out two principles. Firstly, that each person participating in a practice, or affected by it, has an equal right to the most extensive liberty compatible with a like liberty for all. And secondly, that inequalities are arbitrary unless it is reasonable to expect that they will work out for everyones advantage, and provided the positions and offices to which they attach, or from which they may be gained, are open to all  [4]  . In 1950s British government, while facing a problem with labour shortage, turned its face to the British colonies and ex-colonies and as a result, immigrants were employed in low-status jobs. Since the immigrant labour was very cheap, the money that the British government saved should have been used for improving the conditions under which the immigrants were living. Therefore, this never happened since the number of immigrants increased. However, immigrants were accepted as workers by the British people but they were socially unwelcomed, and this raised new racial stereotypes in the United Kingdom. There is a claim that when people are in a comparable situation, they should be treated in an equal manner. As Castberg stated, Everywhere , a law which for instance imposed special taxes on person with long arms or short legs, red hair or big ears would be regarded as unjust and unwarrantable, irrespective of whether the law was correctly applied in accordance with its content  [5]  . However, equality does not mean that people should be treated in the same manner even if they are considered to fall in the same class because this disregards peoples differences. Discrimination has a big effect in public relating to any analysis of human rights and can be a problem which occurs in relation to equality before the law. No human being is equal in every respect and can be distinguished not only by mental and physical attributes but also by their particular circumstances. It is these various differences that lead to acts and for which appear to be discrimination. There are numerous situations whereby each human being must not be treated equally otherwise where is the freedom from discrimination? By equality before the law we mean that when a law is made, each person must be treated in the same way. Equal protection of the law is when applying or enforcing a law which has already been implemented, there should be no differentiation except on a rational and justifiable basis, something which does not create inequality, and as already mentioned, no human being can be treated equally. As an example of the above, traditionally, people and particularly men, are biased against women claiming that women should be focused on their family having a nurturing role. This is like trapping women and removing their freedom of choice as to what they want to do with their lives. Is like denying women their right to choose by restricting their choice between mother-hood and career. Durkheim, deals with the sexual separation in the labour and he states that in the past the gap between men and women was smaller, women retired from public affairs and warfare and focused her attention only to her family. In nowadays, womans situation is differentiated from that of man, who has now realized that women are able to participate in the same activities as them. An illustration of the fact that people are treated differently is that homosexuals in the past could not serve in the army. But, in 1973 the military allowed homosexuals to get into the army. Some may claim that the fact that different Acts and rules apply for homosexuals it is itself discriminatory since it distinguishes them from the other people. However, the law itself previously was discriminatory and the new law is nothing more than positive discrimination and an improvement towards equality. In addition, in 2001 Netherlands was the first country which allowed the marriage between people with the same sex. United Kingdom government introduced the Equality Act (Sexual Orientation) Regulations 2007. Moreover, most of the other countries have the civil partnership and as a result of that there is a different status between heterosexuals and homosexuals. This equals to inferiority and inequality. Accordingly, another thing to consider is whether all societies can follow a particular ideology or whether it is necessary to have many different ideologies which are based on different types of societies. By homogeneous society we mean a society where the citizens have the same values, ethnicity, language and religion. In our days it is difficult to find such homogeneous societies since we all have different language, religion, culture and so on. Especially, the United Kingdom is a multiculturalism society, so it is not possible for the people to live in one homogeneous society. Therefore, in nowadays, there are some examples of such societies, such as Japanese society, Chinese and some African tribes. Hence, if societies have different natures and essences, they naturally call for different programmes, plans, ideals. In this case, one single ideology cannot be applied to all of them  [6]  . People in a way tend to other each other and tend to think of themselves different, not necessarily better, but at least different. People all over the world are biased, feeling that they do not belong anywhere, that they are strangers, or that they are sub-humans. The only word that comes in my mind when thinking of that is racism. Every group in this world tends to put some standards for itself and criticizes people consequently, so anyone who meets with these standards belongs to the group and anyone who does not meet with them is the other. Other, can be called a person with a different nationality, social class, religion, political ideology and many other types. Emmanuel Levinas stated, act in such a way that you always respect the absolute singularity of the other, and/or the irreducibility of otherness. If we look around us, around the whole world, we will realize that racism is an everyday phenomenon, but through the history we have learned that two group of people have treated really bad and discriminated, the women and the black people. People have abandoned an idea that black people are people with no education, uncivilized and that white people are at the top of the hierarchy, and that is just because they have a different colour. They accept the fact that they do not belong in the community and that they do not have the same rights as the white people. But they do have rights and they should stand for them. Today, the blacks can be considered equal to the whites. They are no longer prevented from going to certain schools, restaurants, or libraries. They can even participate in politics and this can be seen clearly in the United States since its President nowadays is Barak Obama, who is a black person  [7]  . The French Declaration was the declaration of men, citizen and others. Does this mean that women are not included? In fact, women did not have a right to vote until 1944 and also, until the 20th century they did not have a right to education and employment. Still, in nowadays women have not reached the top of the status of humanity. The Universal Declaration of Human Rights, states that all men are born equal in rights and in dignity. This is evidently a great fallacy. People are not born equal but totally unequal. Indeed, infancy and childhood are the best examples of human inequality and dependency upon others, upon parents, family members and community networks, within which human life starts, develops and ends  [8]  . After the French Revolution, slavery was abolished but this was not permanent. The human prototype enjoying the rights of the declarations was not only male but also white. The French declaration, as well as the following declarations was not concerned with gender or race. Edmund Burke regarding the rights in the declarations said that they are not universal or absolute; they do not belong to abstract men but to particular people in concrete societies with their infinitive modification of circumstances, tradition and legal entitlement  [9]  . Marx criticized that Human Rights that turns real people into abstract ciphers. Also, the man of human rights is abstract and empty. They promote the interest of a very concrete person, the selfish and possessive individual of capitalism. The subject of human rights loses her concrete identity, with its class, gender and ethnic characteristics; all real human determinations are sacrificed on the altar of the abstract man lacking history and context  [10]  . Karl Marx. in the Critique of the Gotha Programme, stated that Right by its very nature can consist only in the application of an equal standard; but unequal individuals (and they would not be different individuals if they were not unequal) are measurable only by an equal point of view, are taken from one definite side onlyOne worker is married, another is not; one has more children than another and so on and so forth.. To avoid all these defects, right instead of being equal would have to be unequal  [11]  . All human beings are equally entitled to some rights, Human Rights, despite their sex nationality, religion, colour or any other status. We are all different but all equal. So how can we use our Human Rights, do they really make a difference? The fact that they exist does not make it impossible for people to violate them as it is an everyday phenomenon in every part of the world. People, even governments may say that they act in a way that protects human rights, but as a result their actions are found to be in violation of basic rights. Hence, they may use those rights in order to defence their action which are prima facie immoral. Human Rights try to form humanity. As we have seen from the genocides some are considered humans, others not. Some have more humanity than others. This is because even though we are considered the same, not all people are originally the same and in order to become the same they first need to be considered inferior. Humanity has many different types. A type of humanity can be considered the fact that thousands of babies in Iraq die every month because of the Western embargo and many babies in Africa die seventeen times more than Europeans babies. Those people found to be in a very low situation of humanity. In addition, poor people in sub-Saharan Africa who are expected to live thirty years less than the average can also be characterized as fewer humans than the other people. Another group of people, who are ill-treated, are the people who have sexual orientations or race and can be considered as imperfect humans. Humanity is therefore a graded and ranked status with many shades and tires between the superhuman Western, white heterosexual male at the one end and the non human, the concentration camp inmates or the fleeing refugee, at the other  [12]  . However, is not everything that vain. Human Rights exist and we can benefit from them. So, how can the Human Rights be prepared to accept the conflict of the variety of cultures which characterize our days? Some can argue that human rights are culturally relative rather than universal. The Vienna Declaration states that the significance of national and regional particularities and various historical, cultural and religious backgrounds must be borne in mind. This puts an intentional duty towards the States to guard and promote human rights no matter of their cultural systems. While its significance is acknowledged, cultural consideration in no way reduces States human rights duties. Human Rights are a contemporary attainment for all cultures. They reflect the dynamic, coordinated efforts of the international community to achieve and advance a common standard and international system of law to protect human dignity  [13]  . Human Rights are characterized from a cultural multiplicity and include in a broad sense a number of protections such as, freedom of expression, thought, religion, right to education, and protection of persons belonging to ethnic, religious or linguistic minorities, protection of the principle of non-discrimination and so on. There is greater consideration of the ways in which cultures protect the welfare of their people and illustration of the common foundation of human pride on which human rights protection stands. This phenomenon would enable human rights promotion to emphasize the cultural relevance of universal human rights in various cultural contexts. Acknowledgment of particular cultural contexts would serve to smooth the progress of human rights execution and respect. Working in this way with particular cultures inherently recognizes cultural integrity and diversity, without compromising or diluting the unquestionably universal standard of human rights. Such an approach is e ssential to ensure that the future will be guided above all by human rights, non-discrimination, tolerance and cultural pluralism.  [14]   To conclude, it is a fact that in theory everything is much easier than in practice, because it is in the practice where the people lose control and act in a way that does not respect others. If we do not accept that each of us is different, then nothing in this world will change, nothing will improve. Discrimination against other people is something that does not bring people together, instead it pushes them apart. We are all part of the same world but what can we do to change this world for the best? Women, minority ethnic group members, and those of a different sexual orientation continue to be equal but still separate, supported by the law but unable to obtain true and complete participation. It is impossible for all of us to be the same but it is upon us to respect our human fellows without criticizing them, in order to be able to live in a harmonious society.

Illustrating with Vignettes Essay -- Historical Vignettes, American Go

Neil Gaiman employs vignettes quite successfully within American Gods. His interludes, particularly those of a historical digression, provide context for the development of various gods in America, as well as their difficulty in assimilating and flourishing. Common throughout all four historical digressions are themes of sacrifice and abandonment. The first vignette, A.D. 813, illustrates the establishment of gods in the new world. Norsemen sail to North America, calling on the All-Father to keep them safe. Once established, their bard sings of Odin around the campfire. The Norsemen then meet a native, a â€Å"scraeling†¦ dressed in furs† with â€Å"small bones braided into his long hair† (68). They entertain and feed him before sacrificing him to their god: â€Å"†¦they carried him at the head of a procession to an ash tree†¦where they put a rope around his neck and hung him high in tribute to the All-Father†¦Ã¢â‚¬  (68). While their singing to Odin drew the Grimner’s attention, it was the sacrifice that brought him to the new land. The day after the homage, â€Å"two huge ravens landed upon the scraeling’s corpse†¦[and] the men knew their sacrifice had been accepted† (68-69). The blood and sacrifice strengthened Odin’s tie to the land. Though the Norseme n all die in an attack by natives, the religion, though abandoned, is not entirely forgotten. When Leif the Fortunate arrives later, his gods await him. The second historical vignette, dated 1721, also illustrates the arrival of gods, but goes further to address their struggle to survive. Celtic beliefs arrive to North America in the back of a faithful Cornishwoman’s mind. Readers grow old with the Essie the main character, a woman banished twice from her homeland, bartering her body for second cha... ...ents itself in this interlude. Like the others, it ties a god to the new land through sacrifice, and presents the death of god(s) as result of a lack in, or abandonment by followers. The last vignette offers more detail concerning the origin and death of a god, than any other within American Gods. It suggests that a god is the figment of a hallucinogenic craze, or a figment of the mind. Like the other vignettes, it proposes that the sacrifice of a believer ties a god to a new land. It implies that the successful transplant of a god depends on the similarities between the old world and the new, and it insinuates that the existence of one jealous god (possibly referring to monotheism), precludes the addition of another during assimilation. Essentially, the last vignette offers a reflection on all of the previous historical digressions, as well as the main text.

How People Perceive Differently

Many people perceive thoughts differently because they all have different view of the world. After reading the text, Communications in a Changing World, I learned how people can interpret things differently. There are steps of perception everyone goes through which includes interpretation, selection, and organization. As I showed a picture to three different people, they all had different words that described the picture and this explains how people perceive thoughts differently. Everyone in life has different views of the world because of their experiences and beliefs.People went through many obstacles in life which alters their belief system. Once their belief system has been constructed, they are in a habitual cycle which makes them hard to be same with others. No people are alike. We are all different people. With this knowledge, I believe that people view things according to their habitual lifestyle. For example, a person who are stereotypical may view people or judge them by ra ce or individual's character. These people will tend to view society as if everyone did not come from the same family but different places and everyone is categorized.However, some people may view things by emotions and actions. People perceive things differently as the author states, â€Å"Just as self-concept, identity, and physical factors act as filters on our perceptions, our personality also affects how we perceive others† (Dobkins, pg. 68). Many people are brought up in different cultures and background. Even though I may have friends that grew up with me in the same culture, we are different because our nationality might be different. We can eat different food and have our own unique styles.Our interests are different. How we look and feel is different. All three people I showed the picture to came up with different words because they all were in different states and brought up differently in life in general as the author states, â€Å"We like things that are recogni zable or similar to us† (Dobkins, pg. 70). First guy I interviewed goes by the name Jimmy. He looked at the picture and described how the person in the picture was behaving. He came up with words such as â€Å"chilling†, â€Å"sitting†, â€Å"relaxing†, â€Å"distracted†, and â€Å"resting†.Jimmy used most of the words that describes the person's action. He was not stereotypical at all. The second person I interviewed goes by the name of John. John however came up with words such as â€Å"black†, â€Å"afro†, â€Å"double-eye lids†, and â€Å"old†. John was being more stereotypical and described the person as if he belongs in a different family group. The third guy I interviewed goes by the name of David. David used words such as, â€Å"bum†, â€Å"poverty†, â€Å"frustration†, â€Å"hilarious†, â€Å"afro†, and â€Å"guilty†.He perceives that because the man in the picture is African American, he may be doing something harmful to the society as he mentioned the word â€Å"guilty†. Also, he used the word â€Å"poverty† which may represent how he views African Americans as people who are poor. The words he also used was the word â€Å"bum† which indicates that David may feel that there are a lot of African Americans on the streets without homes. I do understand where David came from because he lived all of his life in Downtown Los Angeles. Media influences people to perceive differently about certain group of people in the world.As in Los Angeles, there is always a news about someone shooting in Downtown Los Angeles and most of the time the people who commit crimes are either Hispanic or African Americans. Just because the person is African American does not mean he commits crime or he is a bum. The person in the picture clearly determines that he is not a bad person. But just because of his race, David thinks he is someone bad. Ho wever, Jimmy did not use any words that were stereotypical. He only used words that described the person's actions.By this analysis, people perceive differently by the way they operate their views and belief system. People tend to cooperate by approximately determining their belief system and that is how they feel comfortable as the author states, â€Å"we often put ourselves in familiar situations, see the same patterns, and focus on the same senses in ways that are predictable and comfortable† (Dobkins, pg. 73). People may perceive differently by how they feel at the exact moment of time. When shown the picture if the person is at a negative state, they will look for negative words.When the person is in an excited or happy state of mind, they will look for words that are more positive. Although media repetition may alter one's mind about views of different nationalities, a person's state can distract how they analyze things of this world. For example, a person in a good sta te may present happier motives and bring excitement and joyful emotions to the table. However, a person with a negative state of mind may extract bad energy that may bring people around them down. A person's state may alter how they perceive things differently.Jimmy and John may have used more positive words because they may be in a positive state of mind at the moment. However, David may have been in a negative state of mind at the moment he was interviewed. I do believe that people have their own ways of beliefs and view systems but the emotions they feel at the moment definitely do have some type of impact towards their perception as the author states, â€Å"As individuals, we bring the composite of our self-concept and identity, physical characteristics, and personality into every communicative setting† (Dobkins, pg. 68).In conclusion, everyone in this world perceives differently. Everyone has their own core belief systems embedded into their lifestyle. This is due to the ir experiences in their lifetime. Media and other sources may impact one's belief systems. Maybe some people might have been hurt by certain ethnic group of people. Jimmy, John, and David whom I interviewed all had different words that describe the picture. In this regimental paper, I have described how these three people perceived differently because of their different belief system, state of mind, and experiences.

Churchill, Roosevelt and Hitler in WWII essays

Churchill, Roosevelt and Hitler in WWII essays Throughout history, there have been many events that have shaped the future of civilization. However, none was of more importance than World War II. Whatever was to materialize at the end of the war would drastically affect the entire world and all of the inhabitants. If Hitler had managed to win the war, all the civilians of earth may have fallen into his diabolical grasp. This did not happen for many different reasons, but none more important than that of the contributions of three great leaders at the time. Franklin D. Roosevelt, the American president, and Winston Churchill, the Prime Minister of Great Britain, joined their military and thinking powers to defeat Hitler. Also, Hitler himself played a great part in his downfall. The personalities of Churchill, Roosevelt and Hitler dictated the outcome of WWII through Churchills great leadership qualities, Roosevelts popularity with the American people and Hitlers greedy and obsessive behaviour. Churchill helped dictate the end of WWII with his great leadership qualities in Britain. Churchill was a noted speaker, author, painter, soldier, and war reporter. All these qualities helped him to gain the support of the British people in the war against Hitler. His talks to the British people lifted their spirits to defeat the German army; he inspired the British people with his visits on the campsites of the wounded to show his support and concern, always holding up two fingers in the shape of a v for victory. Churchill was a man that had virtually no fear at all. He would walk onto the fields of battle where his life could very well be in danger, and would salute his men, something seldom done by any other political leader. Then again, Churchill was anything but an ordinary political leader. He was a man that would do anything to help his country rise up to the task and win the war; so everywhere he went he held up those two fingers, and this sign b...

Social class and educational opportunities The WritePass Journal

Social class and educational opportunities Introduction Social class and educational opportunities Introduction1. Social Class and Education2. The Right to Education3. The Notion Of Meritocracy  4. Education and Social Inequalities  5. Cultural and Social Capital6.  Ã‚  Ã‚  Ã‚   Language Codes7.  Ã‚  Ã‚  Ã‚   Social Mobility8.  Ã‚  Ã‚  Ã‚   Education, Markets, and Economy9.  Ã‚  Ã‚  Ã‚   The Opportunity TrapConclusionRelated Introduction Social class and educational opportunities is one of the most important issues of educational policy the last decades (Silver, 1973). This essay provides me the opportunity to analyze the relation between social class inequalities and education and to highlight that nowadays education cannot overturn inequalities. The first section of this essay is an attempt to define social classes and to give information about education the previous century, the second section is about the human rights in education, the third section gives useful information about the notion of meritocracy, the next section of this essay is about the findings of sociology of education about the educational inequalities, the next two sections explore the theories of cultural and social capital, and the theory of language codes, chapter seven is about the issue of social mobility which is associated with the equal opportunities of education, chapter eight is about the connection the connection between education and markets and economy. The last chapter is about the problem of ‘opportunity trap’.    1. Social Class and Education It is quite important to analyse the concept of social class before we go into the procedure of analysis of this topic. There are structures that delimit the circumstances and restrict human behaviour in which individuals are socialized and they are transformed to social beings, the first attempt of identification of these structures was the theory of historical materialism (Hickey, 2000). Marx and Engels were the first who had tried to analyze the structure and the struggles of social classes in the European capitalism of the 19th century (Hickey, 2000). According to Marx: ‘‘classes are large groups of people differing from each other by the place they occupy in historically determined system of social production, by their relation to the means of production, by their role in the social organisation of labour, by the dimension of the share of the social wealth of which they dispose and their made of acquiring it’’ (Hill: 172). Moreover, Frederick Engels who had tried to create an adequate theory to Marxism had claimed that social classes could be realised as a complex interaction based on three key aspects, social and economic background and political power, the extent of social mobility defines social class boundaries, class is not the only reason which causes tha social differentiation, in some situations political power and social background determine the social standing more than social class (Hickey, 2000). Another approach of social classes based on the works of Weber, he believed that economic power is one of the most important factors which guides the construction of social classes, and that there is a connection between life chances, possession of goods and property and all of them are guided by the strict regulations of market exchange (Johnston, 2007). On the other hand, definition of social class is quite difficult. According to Bourdieu: ‘‘class and class fraction is defined not only by its position in the relations of production, as identified through indices such as occupation, income or even educational level, but also by a certain sex-ratio, a certain distribution in geographical space (which is never socially neutral) and by a whole set of subsidiary characteristics which may function, in the form of tacit requirements, as real principles of selection or exclusion without ever being formally stated (this is the case with ethnic origin and sex). A number of official criteria in fact serve as a mask for hidden criteria: for example, the requiring of a given diploma can be a way of demanding a particular social origin’’ (Bourdieu, 1984: 96). It is obvious that society is divided into social classes, there are people who have economic, social, and political power and people who live under conditions such as poverty. There is an inequality of opportunities among different social classes, those from the lower they do not have the same opportunities in many aspects of social life such as education. This is obvious if we consider that before the mid-20th century and the explosion of equal opportunities theories individuals from the lower social classes do not have equal opportunities (Young, 1961). However, the last decades there was an attempt education to become more democratic and it is considered as a public good.   According to Hodgson (1998): ‘‘education is no longer the exclusive preserve of a particular social class or the select few’’ (Hodgson, 1998: 8). 2. The Right to Education The Supreme Court of United States in 1954 claimed that: ‘‘ [i]n these days, it is doubtful that any child may reasonably be expected to succeed in life if he [or she] is denied the opportunity of an education’’ (Hodgson, 1998: ). We can assume that education offers people the opportunity to live a better and successful life, and all people should have the right of access in education. As a result, many governments and global organisations try to raise the rates of access in education and to help people from the lower social classes to have equal opportunities. Many Covenants and Conventions have taken place around the world targeting on the promotion of equal opportunities in education. In 1948, ‘The Universal Declaration of Human Rights’ (UDHR) has stated that: ‘‘Article 26   Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical education shall be made generally available and higher education shall be equally accessible to all on the basis of merit’’(un.org/en/documents/udhr/index.shtml). In 1950, ‘The European Convention for the Protection of Human Rights and Fundamental Freedoms’ has stated that: ‘’First Protocol, Article 2 No person shall be denied the right to education’’ (http://conventions.coe.int/treaty/Commun/QueVoulezVous.asp?NT=005CL=ENG). In 1966, the ‘International Covenant on Economic, Social and Cultural Rights’ has stated that: ‘‘Article 13 1.  Ã‚  Ã‚  Ã‚  Ã‚   The States Parties †¦ recognize the right of everyone to education 2.  Ã‚  Ã‚  Ã‚  Ã‚   To achieve [ing] the full realisation of this right: a)  Ã‚  Ã‚  Ã‚  Ã‚   Primary education shall be compulsory and available free to all b)  Ã‚  Ã‚  Ã‚  Ã‚   Secondary education in its different forms, including technical and vocational secondary education, shall be made generally available and accessible to all by every appropriate means, and in particular by the progressive introduction of free education c)  Ã‚  Ã‚  Ã‚  Ã‚   Higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education’’ In 1989, the ‘Convention on the Rights of the Child’ has stated that: ‘‘Article 28 1.  Ã‚  Ã‚  Ã‚  Ã‚   States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equality of opportunity, they shall, in particular: a)  Ã‚  Ã‚  Ã‚  Ã‚   Make primary education compulsory and available free to all b)  Ã‚  Ã‚  Ã‚  Ã‚   Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible †¦ and take appropriate measures such as the introduction of free education and †¦ financial assistance c)  Ã‚  Ã‚  Ã‚  Ã‚   Make higher education accessible to all on the basis of capacity’’ However, all of these are not policies, but international treaties, which help goverments to enact human rights to their countries. It is obvious that these treaties targeting on widening the access to education helping people from the lower social classes to have equal opportunities in education. Moreover, if we study the educational systems in many European countries we will realise that all of these treaties were almost fulfiled, the majority of European countries have established compulsory education between the ages of 5 to 16 years old and compulsory education is free of charge (http://eacea.ec.europa.eu/education/eurydice/eurybase_en.php). Furthermore, equal access to higher education is one of the most important dimensions of ‘Bologna Process’. According to London Communique in 2007: ‘‘Higher education should play a strong role in fostering social cohesion, reducing inequalities and raising the level of knowledge, skills and competences in society. Policy should therefore aim to maximise the potential of individuals in terms of their personal development and their contribution to a sustainable and democratic knowledge-based society. We share the societal aspiration that the student body entering, participating in and completing higher education at all levels should reflect the diversity of our populations. We reaffirm the importance of students being able to complete their studies without obstacles related to their social and economic background. We therefore continue our efforts to provide adequate student services, create more flexible learning pathways into and within higher education, and to widen participation at all levels on the basis of equal opportunity.’’(London Communique, 2007: 5).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is obvious that all of these treaties helped to the reduction of social class inequalities in education, and, as a result, many people can assume that we live in a society which is based on the notion of meritocracy.    3. The Notion Of Meritocracy   The notion of meritocracy assumes that every individual has the same opportunities in education and as a result is themselves which should be blamed for the failure in educational attainment, the concept of meritocracy is associated with liberalism which is rooted in Enlightment, liberalism constructs an aspect of society which is fair and egalitarian where people rise and fall and this function based on individuals merits, it represents a society which fair competition creates inequalities (Zamudio, Russel, Rios, Bridgeman,   2011). According to Young (1961): ‘‘Today all persons, however humble, know they have had every chance. They are again and again. If on one occasion they are off-colour, they have a second, a third and fourth opportunity to demonstrate their ability. But if they have been labelled ‘dunce’ repeatedly they cannot any longer pretend; their image of themselves is more nearly a true, unflattering, reflection. Are they not bound to recognize that they have an inferior status – not in the past because they were denied opportunity; but because they are inferior’’ (Young,1961, pp. 107-108). The fact that we live in the era of meritocracy make us think that differences in educational attainment between children from different social classes do not exist anymore, and all students have the same opportunities. However, there are some sociological approaches which claim that there are still substantial differences. 4. Education and Social Inequalities Although, there are policies that widening access in education, inequalities based on property and income very often determine educational attainment, it is obvious that students from the lower social classes have more chances and opportunities, however, there are still substantial differences (Hatcher, 2000). There are some sociological approaches which support that education is a mean of social reproduction. Education creates inequalities and the children from the higher social classes use the distinctions created by schools to reproduce and reassure   their position in the social structure (Tomlinson, 2005). Pierre Bourdieu had stated that the educational system plays an important role to the reproduction both of power and symbolic relations across social classes, education reproduces the existing social structures (Banks, 1971). School prepares students for the role that they should fulfil in the contemporary society and economy, as a result, the manipulation of educational system is quite important (Banks, 1971). Furthermore, Bowles and Gintis, had stated that differences in educational attainment between children from different social classes are attributed to the unfair distribution of resources and this is more important than the inequalities of the structural system of society (Cole, 1988). They believed that schools organisation promotes and support the reproduction and legitimation of inequalities, education prepares individuals for the capitalist economy and not for the expanded opportunities in their lives, education serves the capitalist economy and not the fair purpose of personal development (Bowles Ginits, 1976). School is one of the most important social institutions because it produces the next generations of workers, which some of them will have well-paid jobs and some students will not, as a consequence, produces the next generations of people that they will be placed in the higher social classes and people that they will be placed in the lower social classes reassuring the contemporary social structure and the capitalist economy (Hatcher, 2000). Education it is used by the higher social classes to reassure and secure their dominance over the lower social classes, people from the lower social backgrounds do not have the opportunity to influence policies and to be the main beneficiaries of them (Reay, 2001). We can assume that the notion of meritocracy is just   a myth because it does not examine some factors which cause inequalities such as capitalism, class, racism and patriarchy, equal opportunities in education act as an equalizer of inequalities but the notion of meritocracy and liberalism avoid to examine the contradictions that take place between this belief and the reality of inequalities in education (Zamudio, Russel, Rios, Bridgeman,   2011). Although, many governments have tried to eliminate social class inequalities in education, many students from the lower social classes do not have equal opportunities. There are some sociological theories such as the theory of social and cultural capital, and the theory of language codes which highlight   the educational inequalities.   5. Cultural and Social Capital The social and cultural capital of students is a very important factor which enhances the inequalities in education. There are some sociologists who have tried to shed light on this issue with the theory of social and cultural capital (Bourdieu 1986, Coleman 1988, Hargreaves 2001). According to Bourdieu (1986), cultural capital has three forms, the objectified,   the embodied and the institutionalized state. The embodied state deals with the culture and the cultivation, and cannot be direct transmitted and depends on the investor’s personal investment (Bourdieu, 1986). The objectified state deals with the possession and access in cultural goods such as books and pictures and the institutionalized state deals with the original properties of cultural capital such as educational qualifications (Bourdieu, 1986).   In the field of education cultural capital is quite important because according to Bourdieu (1973): ‘‘academic success is directly dependent upon cultural capital and on the inclination to invest in the academic market’’ (Bourdieu, 1973: 96). Moreover, children from the higher social classes feel familiar with the school, they have better communication with the teachers and much more chances to succeed in school whereas the children from the lower social classes do not feel comfortable in school because the environment in school, is totally different with the environment in their homes (Dumais, 2002). On the other hand, social capital is connected with the possesion and participation in a durable network based on institutionalized relationships of recognition, these networks provide to their members the ‘credential’ which render them capable of crediting in the various aspects of the social world (Bourdieu, 1986). The size and the connections that they take place in this network play an important role when we refer to the volume of this kind of capital, individuals that participate could have benefits from the connections with other individuals, in the form of cultural, symbolic and economic capital, howerer the reproduction and maintance of social capital demands a continuous effort of sociability (Bourdieu, 1986). Moreover, Coleman (1988) he claimed that the only way to define social capital is by its operation, social capital is consisted of some different entities which they have two similar elements, the fact that they contain some perspectives of social structures, moreover, they support and make easier some certain actions within the social structure which are taken place by the individuals, social capital exists among the structural connections among individuals or corporate individuals, it comes from the changes among the relationships between actors that help and support certain actions (Coleman, 1988). Furthermore, according to Hargreaves (2001), social capital can be understood as a both private and public good, its private form is quite important because helps individuals to succeed in their lives, as a public good is an essential component to the creation of communities, it helps people to create social groups and networks and when the social capital of these groups and networks becomes strong renders the participants capable of resolving much more easier their collective problems (Hargreaves, 2001). These aspects of social and cultural capital render us capable of understanding, up to a point, the reasons of social class inequalities when we talk about equal opportunities in education. For example, the theory of cultural capital help us to realize that children form families with high cultural capital have access to cultural goods and of course their parents with their knowledge guide them and help them to succeed in school and university. In addition, there is also more interaction between the members of a higher social status family and children participate in conversation with adults whereas in the lower social status families, children do not participate actively in discourses with adults, as a result, these children should build alone their construction of reality (Banks, 1971). It is obvious that education promotes these inequalities because there are not any effective educational policies which target on the elimination of cultural and social capital differences. Students with high social and cultural capital, have more chances to succeed in education. School’s culture represents the culture of the higher social classes and educational systems reinforce these inequalities (Dumais, 2002). 6.  Ã‚  Ã‚  Ã‚   Language Codes Apart from, the theories of social and cultural capital, there is another form of social class inequalities which promotes inequalities in education. The theory of language codes which based on the works of Basil Bernstein. Bernstein had tried, to connect the class differences in educational attainment with the class differences in the way which the different social classes use   the language (Banks, 1971). In the late 1950’s and 1960’s Basil Bernstein had tried to give an explanation to the low school performance of children from the working class and this attempt was based on the theory of language codes (Silver, 1973). Bernstein had stated that there are two different language codes, the restricted code which usually is used from the ‘working class’ families and the elaborated code that frequently used from the middle and higher social class families (Banks, 1968).   Although, the majority of working class children used the restricted code the official language of school is the elaborated one, and this is obvious that affect badly the school performance of students from the lower social classes. This is obvious if we consider that when children go to the primary school, there are some students who already know how to speak and write the language of the school, as a result, there is a gap in the school performance between these students and the students who are not familiar with this language. Students who know who to write and read have more chances to do well in school. Unfortunately, there are not any educational policies to reverse these inequalities. 7.  Ã‚  Ã‚  Ã‚   Social Mobility The lack of policies which target on the elimination of inequalities in education, affects social mobility. The connection between education attainment and social class is very important and substantial because it correlates with the social mobility (Boudon, 1974), and it is obvious that the notion of social mobility would not have existed if social inequalities had not taken place in our society. According to, Aldridge, social mobility: ‘‘describes the movement or opportunities for movement between different social groups and the advantages and disadvantages that go with this in terms of income, security of employment opportunities for advancement etc ’’ (Aldridge, 2001: 1). Although, educational attainment improved across all the individuals from different classes, substantial differences according to social backgrounds still exist (Fitz, Davies, Evans, 2006). Social origin determines individuals destination and that it is obvious when we think that people with the same qualifications do not have frequently similar class destinations (Fitz, Davies, Evans, 2006). The connection between social origin and educational attainment is extremely strong,   there are four factors that determine this connection, firstly, the poverty, very often prevents children from the lower social classes to succeed in education because they do not have enough money to buy for example, their books, secondly, family plays an important role because it is very common for the families from the lower social classes not to have many expectations from their children when it comes to education, thirdly, the neighbourhood is very important factor because the social groups that people participate in are quite important, moreover, school-based factor determine in many cases the connection between social origin and educational attainment, because some schools do not have the appropriate funds to provide to their students qualitative education (Miliband, 2003). It is obvious that social inequalities reduce the chances of social mobility, students from the higher social classes have more chances to have better educational careers and qualifications from students from the lower social classes (Shavit Blossfeld, 1993), although, the existing notion of meritocracy and the educational reform and policies that have taken place the last decades.   On the other hand, the ideas of equality of opportunities which are related to liberalism and meritocracy, helped many people from the lower social class to have different class destinations, especially, the 1960’s, because until then education was privilege of the higher social classes (Tomlinson, 2005). However, a lot of students especially those from the lower social classes have not the same opportunities. Although, our society based on the notions of liberalism and meritocracy, there is a link between social class and educational attainment, prevent them from any chance of social mobility. It is obvious that without social mobility, inequalities based on social class will not be reduced. Moreover, nowadays, there is a connection between education and economy, as a result, inequalities become more obvious. 8.  Ã‚  Ã‚  Ã‚   Education, Markets, and Economy As it was mentioned before, the notion of meritocracy is associated with liberalism (Zamudio, Russel, Rios, Bridgeman,   2011), this happens because it suits with the current, free market policies and theories (Crawford, 2010). Nowadays, education is an important factor because promotes and enhances the competitiveness and the economic productivity (Ball, 2008). The global economic competition has change dramatically the function and the purpose of education, education should prepare students to meet the demands of economy, the assumptions of economish clearly determine educational systems (Ball, 2008). Moreover, education should improve individual’s skills, it should create a productive workforce according to the theory of human capital (Tomlinson, 2005) which suggests that education and ability are crucial factors for individuals, because highly skilled people are more productive and as a result they can find a better job in the job market. We live in the era of ‘knowledge economy’. This idea firstly introduced in a book of Drucker (1966) which called ‘The Effective Executive’, offering a clear description to the differences between the duties of a worker that work in his era, and the duties of a worker in the knowledge economy (Ball, 2008). The whole educational system should ensure and promote a base of specialised workers with the appropriate skills flexible and lifelong learning methods should replace the traditional methods supporting the idea of ‘knowledge economy’ (Ball, 2008). Tony Blair in   a speech when he was a Prime Minister (1997-2007) confirmed the important role of education as a mechanism of economic policy, however, the first sings of the forthcoming connection between education and economy appeared in 1976, when the Prime Minister James Callaghan stated that schools should prepare students for the needs of employers (Ball, 2008). As a result, those who had been excluded from their right to education have not many chances to find a well-paid job, students from the lower social classes do not have the same opportunities in social mobility. It is obvious that without the appropriate educational policies, the connection between education and economy will make the inequalities in education much more obvious, reproducing the current social structure. However, as we have mentioned, nowadays, all people have more chances to succeed in education (Young, 1961), the majority of people have the right of access in education, but this, create another important social problem, the problem of the ‘opportunity trap’. 9.  Ã‚  Ã‚  Ã‚   The Opportunity Trap Although, the negative effects of the capitalist economy and liberalism in education, it is obvious that all individuals have typically the same opportunities in education. There is a wide access in every educational level regardless the social origin of individuals. The massive higher education, and policies that are targeting on the knowledge economy, enhance the notion that individuals have the same opportunities, social and economic policies render education as a crucial factor of delivering social justice and global prosperity (Brown, 2006). People have a lot of expectations from education because as we have mentioned those with higher human capital have more chances to find a good job, as a result, there is an increasing positional competition because people try to find alternative ways to avoid the social congestion around some of the most famous and well-known schools, and universities (Brown, 2006). However, these alternative ways such as private tutors, it raises the requirements that are appropriate to enter universities or employment, this is called ‘opportunity trap’ (Brown, 2006). The relations between nation-state, capitalism, and democracy are the roots of the opportunity trap, the expansion of higher education made people   believe that they have the same opportunities but the labour market is not possible to go with the high expectations of individuals and as a result, inequalities become stronger and stronger (Brown, 2006). As a result, some basic levels of income and employment should be ensured by governments because this is crucial factor of social justice,   however, the educational reforms did not seem to serve satisfactorily the needs of individuals and the needs of society (Tomlinson, 2005). A research that was conducted in 2010 by the ‘Hellenic Statistical Authority’(Index) provide us the opportunity to realize the issue of ‘opportunity trap’. The study of the unemployment rates the period between 2005 and 2010, make us capable of understanding the effects of ‘opportunity trap’. We can see that unemployment affects more young people, given, that the majority of them are probably have a university degree, however, it is difficult to draw reliable conclusions because unfortunately the ‘Hellenic Statistical Authority’ does not provide information regarding the level of their education and social origin. The fact that the majority of them at least have attended compulsory education because Greece has established compulsory education between the ages of 6 to 15 years old and the fact that it is sure that some of them have attended tertiary education help us to understand what it means ‘opportunity trap’. Although, it is obvious that a connection between the labour market and education is appropriate, governments did not achieve in giving a radical solution to this issue (Tomlinson, 2005). Moreover, unemployment affects the social cohesion, educational policies failed to connect labour market with education because these policies were partial and not well-organised (Green, Preston, Janmaat, 2006). Governments found it extremely difficult to connect job market with education (Brown, 2006). As a result, a lot of people face unemployment. We can easily realize that unemployment is a usual phenomenon to those from the lower social classes, because those from the higher social classes have more chances to succeed in education and to have access in the best universities in the world. Thus, they can use all the advantages from their social, economic and cultural origin and together with their educational credentials to find a well-paid job. Conclusion It is obvious that although there is a growth in the rates of access in education this does not mean that there is a reduction in the relation between social class and equal opportunities (Husen, 1972). Economic and social background very often determines the opportunities in many aspects of social life (Boudon, 1974). The last decades several educational policies adopted to eliminate inequalities in education, which they targeted on the raise of the rates of access in education, but they failed because they did not take into account factors such as cultural and social capital and language codes which clearly affects school performance. Policy makers should realise that they should adopt policies which will help students from the lower social classes to overcome their problems. Moreover, they should understand that it is difficult equal opportunities to be achieved when the same education is offered to all students (Morris, 2002), educational policies should target on the elimination of differences between students from different social classes, and to help students from the disadvantaged social and economic groups   to have the same starting point with students from the higher social classes. Furtermore, the connection between education and economy makes inequalities even more obvious and powerful, people with the appropriate skills and knowledge have more chances to raise their earnings in the job market (Youn, 1988), as a result, people from the lower social classes do not have equal opportunities of social mobility. On the other hand, education itself is not a means of social reproduction. There is a lack of appropriate educational policies which will eliminate social class inequalities. According to Socrates, education can place people in their correct position in the society, helping them to realize the meaning of justice, education can make people capable of understanding what is the best for them and for the society (Spring, 2006), as a result, people will have the knowledge to overturn social class inequalities because education will equip them with the knowledge to tackle inequalities and it will help them to create a new, equal society. I firmly believe that education nowadays cannot eliminate inequalities, because policy makers have not adopted the appropriate policies, however, we cannot blame education that reproduces and maintains inequalities because if one day the appropriate educational policies will be adopted, we can hope for a better and more equal society.

Caffeine effect Essay Example | Topics and Well Written Essays - 750 words

Caffeine effect - Essay Example Black tea brewed for 4 minutes has 40-100 milligrams. Green tea has one-third as much caffeine as black tea.† (Definition of Caffeine) The purpose of this essay is to make a reasonable assessment on the subject matter, sighting the roles of Caffeine in the lives of human being, but primarily the essay would focus on its effect, that is the Caffeine effect as the main topic, while my Research will be tagged as ‘The positive and negative effect of Caffeine to the human life. What ever God in his infinite mercy given to human being, does not primarily given to have negative effects, unless probably while applying it, then people will begin to make misuse of it, and finally reflect back to them the way they have applied it hitherto. To this end, to begin with sighting positive effects which Caffeine brings to our health. Research has shown that one of the positive effects of Caffeine is that, is increased Human Behavior, especially when an individual consume a little of it, and avoiding over consumption. According to a Research performed in the Cardiff University, at the Center of Health Psychology, of the School of Psychology, researchers have pointed out some key positive effects of Caffeine to human’s health. (The literature suggests that the following effects on behavior of adult humans may occur when individuals consume moderate amounts of caffeine. (1) Caffeine increases alertness and reduces fatigue. This may be especially important in low arousal situations (e.g. working at night). (2) Caffeine improves performance on vigilance tasks and simple tasks that require sustained response†. (Effects of caffeine on human behavior). Other positive effects of Caffeine to human health include that, as one of the key ingredients of the coffee is Caffeine, thus its gives human being a very good stimulant to the nervous system. Additionally, Caffeine also helps to remedy the cool negative effects to human’s health, diuretics, aspirin, and it’s

Standard Practices of the Magistrate Court Outline

Standard Practices of the Magistrate Court - Outline Example The main aim of this research presented in this outline was to determine if there is a specific combination of factors that leads to a ruling of guilty, or to a guilty plea. If there is such a combination, research should show what the factors are that make it up. Should there not be an identifiable pattern to guilty pleas, the data provided by this research should be able to point future researchers in the right direction. The methodology used by the researcher was Ethnographic Observation as this allowed the researcher to quietly observe the proceedings without altering those proceedings with their presence. Multiple cases were observed in several different courtrooms to allow for maximum opportunity of fully comprehensive data. At the end of the 3-week placement, the data was analyzed and evaluated for patterns of consistency. At the end of the 3-week placement period, the data gathered was to be analyzed for patterns of consistency in what age and gender groups are most frequentl y brought before the Magistrate Court, and on what charges they are brought forth. The conclusion reached at the end of this research was that lay magistrates, unable to lean on the legal training they do not have, are essentially forced to rely on tangible evidence presented to them in the courtroom. Although the tangible evidence they rely on may or may not have anything to do with the actual case, there is clear evidence that the defendant’s appearance in court influences the judgments handed down.