Workout log system Term Paper Example | Topics and Well Written Essays - 500 words

Workout log system - Term Paper Example There is a 2-step authentication process in Gmail use. The system uses forms and a database that will access the details of the user. The database is updated automatically. The system is also known to have information about the various courses and the various student activities that are common. This will help students not to repeat common steps and procedures. The system has various useful features like bread crumbs that help users know where they are within the system. This way, they will be able to know where they will move from the location they are. It is an important feature that has been added that helps users to navigate the system well. Given the fact that the system is web based, there is no requirement that the system will use a specific platform. As long as one has some internet connection, they will be able to have connected to the system. The system will be able to restore a session if it was interrupted. This is an important feature and functionality of the system. If the user gets out of the system by mistake, they will be able to restore the previous session after they have resolved the previous issue that caused them to lose connection. This is an important feature that helps users not to remember where they were in the system. This will help the user if they were working out on something that was so important in their procedures. The system also has the functionality to support concurrency. This is the ability of a system to support two users who are accessing it at the same time. This is an important feature as it helps various users be able to access the system without having to wait for someone to finish accessing it first. One has the freedom to access any site and web page without having to wait for others to finish accessing it. With the system, users are able to track what they do and where they are at a given time and place. It is an important feature that helps users to have a way in which they can automatically

The Pursuit of Happiness Essay Example for Free

The Pursuit of Happiness Essay The 2006 movie The Pursuit of Happyness, featuring will smith and real-life son Jaden Smith received significant financial success both during its original release and subsequent DVD edition. Inspired by the memoirs by self-made millionaire Chris Gardner together with Quincy Troupe, the film features the challenges of pursing the â€Å"American dream†, a challenge more easily associated with foreigners or immigrants to the country. The inspirational value of the movie is one of the reasons for its appeal. In the story, Gardner is portrayed as having employment is al subject to the social change faced by the unemployed. Though the premise of the story is not unique, the films approach illustrating how the collective impact of small social challenges can lead to homelessness highlights the concern of the spiraling social exclusion most middle class Americans have to deal with.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gardner’s joke to his son regarding the drowning man who turned down the rescue of two boats in favor of waiting for God himself to save him is a testimony to the philosophy that he believes was key to his success. Similar to the adage that God helps those who help themselves, Gardner points out that one should not be so proud as to accept the help of others even if they do not compare to one’s expectation of the help that one needs. Moreover, Gardner’s story to his son encourages him to see the hand of God behind the opportunities, good and bad that comes his way going beyond corporeal or mystical manifestations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are key moments in the film where this can be most apparent. One of the early moments where this is seen is when he asks a man going out of a Ferrari what he did for a living and how he did it. The encounter, in real life with then top stockbroker Bob Bridges, led to Gardner’s introduction to a career in stock trading. Gardner again illustrates this idea in his interview with the internship position where he had to convince the panel to accept him though he came underdressed to the interview. Another example is portrayed in the daily rush father and son would always have to make at the end of the day to be able to get s a lot in the church shelter as well as the times when he sought â€Å"creative† ways of finding a place to spend the night in with his son which included railway station bathroom, subways and busses. The other scene that brings the deliver the same message was when the light of the bone density machine was being repaired by Gardner. But the most poignant illustrations of the philosophy behind Gardner’s quip are delivered by the conversations between father and son such as in Gardner’s lecture to his son regarding pursuing one’s dream despite others’ negative opinion viewing the city.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At many points in the picture, Gardner is portrayed as someone who is driven to the edge but is able to keep himself from totally falling into despair. His moments of self-pride in the movie are always resolved to have negative consequences such as having to run from a taxi driver and missing a slot in the shelter due to lending his boss cab fare. Often he is shown to have to swallow his pride to seek shelter or care but remains committed to alleviating his situation with his son as best he can and to not be dependent on welfare or the charity of others. Gardner’s view of helping one’s self emphasizes self-reliance but also self-realization. He points out that to be able to triumph from challenges: one has to be able to commit one’s self on doing so and pursuing every opportunity that comes. This implies the need to actively seek ways to accomplish such an objective, improving one’s self and learning from others and to persist regardless of failure. Work Cited The Pursuit of Happyness. Dir. Gabriele Muccino. Perf. Will Smith, Jaden Smith, Thandie Newton. Sony Pictures. 15 December 2006.

Carpe Diem Seizing the Day Essay example -- essays research papers

Live a Full Life or Not, the Choice is Yours Some 2000 years ago a Roman poet was talking with his vampy friend, Vladimir Longtoothski about his bizarre phengophobia. â€Å"Vlad,† Horace the Geek began, â€Å"I realize you’re a creature of the night but you need to catch some rays, man. You’ve been looking a little pale lately, you need to get your blood boiling and get some color in your cheeks.† Exasperated with Vlad’s nightowl existence, Horace the Geek uttered, â€Å"Seize the day, Vlad!† â€Å"Bloody good prompt,† responded the incisive Vlad. And for the next 2000 years, teachers everywhere encouraged their students to write about the importance of seizing the day if you want to live each day to the fullest. So check out the following seizures. The year: 1959. The place: Welton Academy. It’s a strict prep school run with military precision almost like Harlingen’s Marine Military Academy or the La Joya ROTC program. Passionate to the extreme, maverick English teacher John Keating urges his students to break the rules, to break with tradition, to break up their routine life, and dre...

Artist Deconstruction: A Starry Night

Artist Deconstruction: A Starry Night If there is one thing in this life that cannot be escaped, it is art. Art takes over our visual and audio senses as well as sensation of touch and emotion. Not only does art take over our senses, but it also does something wonderful to our mental status. It raises awareness and stimulates our brains. Some art can touch us on a very deep emotional level. I have chosen to write about a portrait painted by Vaccine van Gogh called Starry Night, which was painted in June 1889. This painting depicts the view outside van Sago's sanitarium room window at night.How does van Gogh use visual imagery to depict the four visual cures in this painting? How does the physiology of the eye help see the four visual cures? The visual cortex has cells that respond to a spot of light while others noted the edges of objects, certain angles of lines, specific movements, colors or the space between lines (Lester 2011). The use of visual imagery is used in the form of col or, form, depth and movement. The first thing that I noticed in this painting was the overwhelming night sky, which takes up most of the background.The color that is most prominent in the painting is blue. This has a connection with the sea and sky which each relate to movement of the cool dark colors. Eleven fiery yellow stars that look like huge fireballs illuminate this whole piece and contrast with the cool blue, fluid night sky which shows variety of shades of blue and grey. There is also the crescent moon at the top right hand corner that radiates an almost orange, brighter light from the rest of the stars. The view of the night sky and village is partially blocked by this huge cypress tree.The tree has a black and green coloring which stands out. The houses are tiny and painted in the bottom right corner of the painting and blend in well with the forest and mountains. The architecture of the village is simple and no light illuminates the village, giving the impression that ev eryone there is probably asleep. The use of form is evident in this painting by the use of the use dot to dot effect and with the use of lines. The dot to dot effect leads your eyes in a particular way oiling over the hills. The spacing between the stars and the curving shapes create a dot to dot effect.The use of lines that are swirling, appear to be swishing across the background in a wax. Y motion and seem to be merging at the center to form this spiral like formation. All of the swirling lines in the sky direct your eyes around the painting. Both forms have a lot to do with movement within the painting as I believe the forms, shapes and spirals in the painting are meant to be a meaner of expression and used to convey emotion. This is an abstract painting, which creates depth by using texture cues by conveying depth to the edges and texture to boundaries.I perceive this painting of having an illusion of constantly being in motion. The uses of horizontal lines is used to create de pth in the night sky, while the vertical lines on the cypress tree draw the viewer to the object as it takes over the countryside. The curving lines of the cypress tree mirror the sky, which also create depth in the painting. Since humans see in three dimensions the use of depth in this painting is brought out by the size, color, ND lighting and through perspective.The painting also has movement as it shows motion and has what I perceive to be a sense of flowing movement. The pattern of the waves with in the cypress tree, the layers of lines within the stars and the spiral in the sky all amplify the sense of motion. The lines in the painting show movement in the sky as well as distance. The lines that make up the building get thinner as your eye looks further and deeper into the painting. The use of texture within the painting is visually meant to provide a ensue of motion along with the curvy forms in the sky giving the illusion of the wind blowing.My interpretation of Starry Night is Just one of the many and it remains very much an elusive work to art critics and students alike. Because nobody really knows Van Sago's intention of painting this piece, everybody seems to be using different codes to decipher what Van Gogh was trying to bring across. For me, the painting communicated this love he had for Gods beautiful creations, and yet, there is this sense of loneliness as if no one really saw the world as he saw it.

Against School Essay

Against School Gattos opinion on school is extremely intense and straight forward. For the most part I agree with his standing point on the subject of schooling. I agree with his arguments of how we have become a society that completely relies on technology to keep us from being bored, and this notion teaches us to be absent minded rather than creative. I also agree that keeping kids â€Å"locked up† in a building for about seven hours a day gives us no room to grow individually and learn from life experiences. Not only are students the ones in jeopardy because of this confined structure, but the teachers are as well. It’s almost like this narrow minded school system we abide by is just a dark cloud that hovers over us and imprints this idea that there is no other way to do things. When you think about it, school closely resembles what prison is made out to be. A bunch of unhappy people who would rather be anywhere but there. This is NOT what education should be about. We should enjoy learning, not think of it as a chore or something to get over with so that we can move on to the next thing in life. Which is what? More work? We need to focus on training our brains to engage in activities, enjoy the moment, be curious, and to discover new wonders, not new worksheets. I remember being a kid, gazing out the window on a car ride home, letting my imagination run wild, as fast as the car was going. Now whenever I drive for long periods of time, I lean over to look at what my little brother is doing. He’s constantly staring at some sort of computer screen. I even attempt having a conversation with him, asking him if he has any homework he needs help with but all I get in return is the same absent- minded response that I receive every day after school, â€Å"Nope, I already did my homework at school. † I’m always worried that he’s not getting an education, but instead is just receiving a â€Å"schooling†. He never seems engaged in his homework, but is more interested in what video game he can play as soon as he’s done. What ever happened to picking up a book and actually exercising the brain to imagine impossible things such as dragons and fairies? Does the board of education honestly think that they are tricking everyone into thinking that you will learn better off of a simple worksheet rather than actually going out and doing hands on interactions? Why do they restrict us? It’s almost like they emphasis conformity. It’s such a contradicting setting, school is. They put so much pressure on us to be individual and be completely yourself, yet they don’t allow us freedom to do so. I think we all stay so indifferent to the subject that it’s only getting worse. And the more we stay indifferent about it, the more the problem will escalate. It’s a vicious cycle that has to be stopped.

Primary school teachers in uk The WritePass Journal

Primary school teachers in uk Chapter 1 Introduction Primary school teachers in uk Chapter 1 IntroductionChapter 2: To examine and critically analyze the under representation of men in primary schools2.1 – Introduction to the Chapter2.2 – A Feminised Profession?2.3    The Social Status of Teachers2.4 – Male Teachers and the Fear of Being Branded a Paedophile2.5 – The Preference of Men to Teach in Secondary Schools3.1 Introduction to chapter3.2 – Male Teachers as Role Models3.3 – The Job Being Done by Female Primary Teachers3.3 – The Masculinisation of the Primary Sector4.1 – Introduction to the Chapter4.2 – Gender Specific Jobs and the Division of Labour4.3 – Primary School Teaching as a ProfessionReferenceRelated Chapter 1 Introduction This piece of work is designed to examine male primary school teachers; the work that they do, their supposed under representation in UK based primary schools and the apparent feminisation of the profession. Within this body of work there are various main aims which are to be met. Firstly an extensive examination of the factors that result in an under representation of men will be undertaken. Within this aim reasons for men not becoming primary school teachers that are provided in relevant research and literature will be critically analysed with the intention of giving a thorough multi-factoral explanation as to why men aren’t performing teaching jobs within the primary school sector. The second aim to be examined is to assess the effectiveness and purpose the role of a male primary teacher plays in the development of a child. There is a wide acceptance that the male primary school teacher is important in providing a male role model in a modern child’s life (Francis Skelton, 2005). This view amongst others will be queried as will the view that a male primary teacher can provide something that a female primary teacher cannot. The final primary aim is to look at the professi on of primary school teaching historically and the role that the division of labour and patriarchy had on the shaping of primary school teaching. Within this the development of gender specific roles and jobs will be looked at along with the division of labour and the importance that patriarchy had in shaping these roles. Each of these aims will be divided into various sub-sections looking at specific points within each aim. Through the use of previous works, research and literature on each subject contrasting views will be critically analysed with the idea of coming to a conclusion and offering possible instruction regarding various facets that arise with the subject of the male primary school teacher. A lack of male primary school teachers is common all over the western world with many western countries driving to recruit more of what appears to be an endangered species (Skelton, 2003). There are many contributing factors for this being the case including the fear for men that being part of such a childcare profession could lead to them being branded as a paedophile (March bank Let herby, 2007). Since the development of the primary teaching role the preference has been to hire women rather than men as women were seen as more natural at aiding the development of a child and historically women were often hired due to them being very much a cheaper option (Quartararo, 1995). The modern assumption is that by not providing a sufficient male role model within the primary school setting that children and particularly boys are being put at a disadvantage (Wilson, 2006). Such a subject as the primary school teacher is important in the sense that the type of teacher a child has can impact on the child’s future development both academically and in future life chances (Leonhardt, 2010). It has even been described previously as the most important job in the world (Teachers First, 2008). Although this may be a slightly biased viewpoint should a male primary school teacher improve the academic attainment of those currently underachieving (such as those in the lower social class strata or boys in general) then the implementation of more male primary school teachers is important in ensuring every child is given the best opportunity to reach their potential and the drive by many countries to hire more men as primary school teachers is the right thing to do. Equally if the general consensus is that a male primary teacher does not offer anything that a female primary school teacher could offer in terms of teaching style or relationships with the children that they are teaching then reasons for some children’s underachievement are yet unidentified and pushing the recruitment of male primary school teachers may not be the best way to go forward in terms of improving teaching and the educational attainment of the child within the primary school sector. The subject of teaching will always hold great importance within a society as it aids in shaping the lives of those children who are being taught. If the teaching of children is at the best quality as it can be so will the quality of learning. The general aim of this work is to not only outline as to why men are not opting to teach in primary schools but also to assess whether trying to tempt more males into the job is beneficial. Would having more male teachers benefit the pupils that are being taught and will providing more male teachers mess with the division of labour that has been a part of UK life for years in a negative way? Personally the subject of male primary teachers is of great interest. A profession that may end up becoming my career, the role that the male primary teacher plays is of great importance to me. As personally I chose to pursue a career with children it interests me that the vast majority of my peers on the same degree course are women. The reasons as to why many males opt against taking a role in teaching or working with younger children while still being willing to work with children at secondary school level is also of great interest. Much of what I have learned regarding the taking care and teaching of younger children has been dictated to me by women; with this being the case whether a male does have an impact on the way a child learns or develops can be questioned. Should a male be practicing the same teaching methods as women are then does the gender of the teacher actually make a difference on how the child react to the teacher and in turn how the child learns. Why primary scho ol teaching has been characterised as a typically female profession is also something that interests me. Why is it that a woman would historically be considered more suited to a job than a male like myself. Is this simply because women are the child bearers, or is it as a result of gender stereotyping stemming back to times where the patriarch took on a ‘breadwinner’ role while women took care of children or is it due to other contributing factors? Chapter 2: To examine and critically analyze the under representation of men in primary schools 2.1 – Introduction to the Chapter Within this chapter the number of males working in primary schools in the modern day will be examined. As well as looking at the statistics the reasons for men opting out of teaching in the primary school sector will be identified and critically analysed in an attempt to offer explanations for the reported under representation of men in primary schools today. 2.2 – A Feminised Profession? ‘No country should pride itself on its educational system if the teaching profession has become predominantly a world of women.’ (Langeveld, 1963 cited in Lyon Migniuolo, 1989). But this is what appears to be the case with the primary school sector of the UK education system. In 2009 statistics provided (Guardian, 2009) showed that a total of 4,587 which is more than a quarter of primary schools in the UK operated with solely female teachers. In some counties including Lancashire, Cumbria, Hampshire, Essex, Derbyshire, Hertfordshire and Norfolk there are more than 100 schools which are taught by just women teachers. In 2010 of 567,817 teachers were registered in the UK of which 75.1% are women, up from 74.4% in 2009 with the numbers of women working in schools increasing year on year since 2006. In terms of males 24.9% of the 567,817 are teachers, down from 25.6% in 2009. In terms of primary schools 12.5% of the teachers are men, down from 13% in 2009. (General Teaching Council cited in Telegraph, 2010). The expression of panic regarding the small numbers of male primary school teachers is nothing new as such feeling was similar during the rise of feminisation in the 1950’s and 1960’s (Acker 1994 cited in Drudy,2005) The possible reasons for such underrepresentation are vast. One reason may be that historically primary school teaching has been viewed as a feminised profession. Coffey and Delemont (2000) argue that primary school teaching being a feminine profession is a view that has a ‘long history’ and that since the establishment of the state education system in 1870 the teaching of younger children has consistently been seen as a job for women. So the idea that different sexes are more suited to certain jobs is not uncommon and there are various jobs around that are considered to be typical for women. Primary school teaching and nursing are just 2 examples of this. Within these kinds of professions there are certain attributes that are thought to be important in order to be good at said job. Primary teaching in particular is thought to require ‘emotional labour’ something that is said to be much more common in women than in men (Hochschild, 1983). This in turn poses various problems to those men who do work in primary schools; male teachers’ competence when working in primary school settings may be questioned should they not show levels of emotional labour that some women do. The same may occur should the male teacher begin to show signs of typical masculinity, something that is rather uncommon in primary schools. (Connell Messerschmidt 2005) In primary teaching men are in somewhat of a difficult situation, while in some cases their masculinity can give them an advantage in originally obtaining the job such displays of masculinity while in the job can be frowned upon by those women already working in the feminised job of primary education and leave them alienated from their colleagues (Allan, 1993). Should a male teacher however display the kind of attributes and attitudes currently associated with those working as a primary school teacher however then these attributes could be interpreted as feminine and the man may find their sexualit y becoming questioned (Sargent, 2001) something that may well prevent a man from thinking about teaching young children. The process by which sex is directly linked to feminine or masculine activities can lead to ‘sexism or sex stereotyping’ (Drudy 2005) something that may well be present within primary schools nowadays. An example of this is the way that male teachers are perceived; since the end of World War 2 the idea of men as teachers has been viewed as ‘out of place’ (Kaplan, 1974 cited in Robinson Hobson, 2004) and even morally questionable (Tubbs 1946 cited in National Association for the Education of Young Children, 1980). Currently it appears that the feminisation of the sector is as a result of various conditions including not just the sheer number of women working as primary school teachers but also the strengthened feminine interpretation of various facets in the job and the domestic ideology that comes with it. (Drudy, 2005) These are all thi ngs that could discourage men from pursuing a career in primary school teaching. Despite the apparent effect of a feminised profession preventing men from teaching in primary schools the whole premise behind describing primary schools as feminised has been questioned. If a primary school were to be considered unquestionably feminised then there would have to be various identifying factors rather than simply because of the sheer number of female staff at the setting. If we are to believe previous works on female teachers then one would expect to observe a non-hierarchical, democratic management system (Powney Weiner, 2000) with agendas within the school that are free to flexibility (Ozga, 1990). There is an argument that rather than the primary school environment being best suited to female teachers that infact it is becoming a more masculinised environment to work in (Mahony Hextall, 2000) particularly in reference to the management structure in that there is a hierarchy of staff rather than a democracy of such and in terms of how the schools in general appear to be structured; in an inflexible way based on routine and a fixed way of doing things (Mahony Hextall). If it were the case that the profession was becoming more suited to those with masculine tendencies then one would expect there to be a marked increase in men opting to teach in primary schools, with current statistics indicating otherwise (General Teaching Council cited in Telegraph, 2010) there must be other reasons as to why men are choosing not to become primary school teachers. 2.3    The Social Status of Teachers Other potential reasons limiting the participation of males teaching in primary schools are things such as low social status and relatively low wage (Armitage, 1999). It is also claimed that ideas of the role a teacher has is shaped by the experience that each of us has when we were pupils (Campbell StNeill, 1994); with this in mind some people hold the view that primary school teachers have it easy.   This view is put forward because some think that teachers have fairly short working hours similar to those of the students and as such aren’t as respected as they perhaps should be. The perceived long holidays in comparison to other jobs also has an effect on the social status of those working as primary teachers as some think that because they have relatively long holidays in comparison to other jobs that primary teachers ‘have it easy’ (Campbell StNeill, 1994). Primary school teachers it would appear hold even less social prestige than those working in seconda ry schools or other settings of education. This is because of the perception that those working with younger children do not have to work very hard and actually merely oversee play. (Rumbold, 1988 cited in Campbell StNeill) This along with the old saying ‘He who can does, he who cannot, teaches’ (George  Bernard Shaw, Man and Superman Maxims for Revolutionists, 1903)  results in a consensus engrained in UK national identity that those who teach are deficient in some way (Campbell StNeill, 1994), to be viewed in such a manner will not be an attractive prospect for those men perhaps thinking of becoming a primary school teacher. 2.4 – Male Teachers and the Fear of Being Branded a Paedophile Although on the face of things it would appear that job satisfaction and contentment for those working as primary school teachers is at a relatively low level due to low social status and relatively low wage in comparison to other jobs there are various findings that indicate otherwise. The National Foundation for Educational Research (2002) conducted research into the job satisfaction of teachers in comparison to the job satisfaction of people in other jobs. The findings showed that although there is a certain amount of dissatisfaction towards the pay that they receive and generally higher levels of stress amongst teachers they still enjoy more job satisfaction. Primary school teachers imparticular seemed to enjoy higher levels of job satisfaction and job security than not only those within other professions but also when compared to those teachers who work in secondary schools. Those teachers who do work in primary schools were also found to be more positive about the relationships that they form within their workplace with peers and were also found to be rather less disgruntled about the level of pay that they receive for doing their job (Sturman, 2002). It would appear that one of the major reasons for the modern day male deciding not to enter teaching at primary school level is through the fear of being branded a ‘child abuser’ or a ‘paedophile’. Due to high profile cases of child abduction and cases of paedophilia In the UK over recent years men are beginning to become more cautious with regards to spending time with children (Clark, 2010). A survey conducted by Play England (2010) discovered that in the UK 44% of men would be hesitant to help a child in need due to the risk of being seen as a child abductor or child abuser (Play England, 2010) this is perhaps due to guidelines set by the NSPCC advising men not to approach lost children for the aforementioned reasons (FACT, 2006). This fear may well be having an impact on the number of   men opting to work in primary schools. John Bangs who is the assistant secretary for the national union of teachers argued that men are being put off by an increasing s uspicion surrounding men who teach in primary schools, Bangs stated ‘people have become much more suspicious of men who want to work with children’ and that ‘these perceptions are absurd but men are reluctant to be stigmatised in this way’ (Guardian, 2008). This fear of being branded in such a way is something that many male primary teachers currently working have to deal with. During a study with primary school teachers Sargent (2001) found that many of the male teachers’ gripes with the profession was that of being labelled as a child abuser or as gay due to the work that they do. During the research it was found that the majority of respondents expressed a concern when coming into physical contact with the children that they teach. This is through the fear that when making physical contact with the child their intentions may be misconstrued and as a result may find themselves being accused of touching the child inappropriately or being homosexual. While female primary teachers can often come into close proximity with a child and even make physical contact with a child without much being said. Men on the other hand feel as though they are unable to have contact with a child due to the way that they may be viewed by others and through fear of the possible controversy that may ensue (Sargent, 2001). As so eloquently put by one of the respondents during the study conducted by Sargent ‘Women’s laps are places of love, men’s laps are places of danger’. This fear may well be having a negative effect on the teaching performance of those men as they cannot meet the social and emotional needs as effectively as their female counterparts (Sargent,2001). Although these fears of child abuse within schools are largely unfounded partly due to current stringent criminal record checking prior to teachers taking a job it is easy to see why some males may be hesitant about taking a job working with children and is als o understandable for those not wanting to work in primary schools due to the difficulties that these men face within their role. 2.5 – The Preference of Men to Teach in Secondary Schools The reason for the underrepresentation of men in primary schools may not be due to mistreatment in primary schools but rather a preference towards teaching in secondary schools. While statistics show that the number of male teachers in primary schools in dwindling in secondary schools disparity between the genders of secondary school teachers is not as evident as the split is much more balanced (Office for National Statistics, 2007). Rather than simply a preference of working with older children David Hanson, the chief executive of the Independent Association of Prep Schools argued that more men would opt for primary school teaching if there were opportunities to teach singular subjects similar to how secondary schools are taught. Hanson argued that teaching individual subjects meant that lessons become more ‘rigorous’ and that teachers taking part in teaching singular subjects take more pride in their job, it was also stated that ‘there seems to be something to do with men being able to attach a sense of status to the subject’ and that ‘subject specialism seems to have an appeal for men.’ (Davis, 2010) To argue that there is simply one reason why men choose not to teach in primary schools would be far too simplistic. The reasons for not teaching in a primary school could be specific to each individual. For example while one person may opt out of primary school teaching due to the lack of specialised subjects another may opt against it out of fear of being branded a child abuser. Reasons may also be due to various facets of the job that are unappealing. Despite the perceived multi factoral reasons for opting out of primary school teaching it may after all just come down to money.   In 2009 52% more men chose to pursue a career in primary school teaching. The cause of this was attributed to the recent recession and subsequent insecurity of some other jobs where cuts were frequent or where promotion was difficult to come by. (Williams, 2010) It was then thought that through the job security and promotional opportunities that primary school teaching offers it was becoming a more appe aling prospect for potential male teachers; although the vast majority of those opting to teach in primary schools are still women. 3.1 Introduction to chapter This chapter will attempt to examine the reasons why there seems to be such a drive to introduce more male teachers into primary schools in the UK. Within the chapter whether introducing more male teachers is the best way to improve teaching practices and attainment of the children and where this leaves the female primary school teacher will be analysed, as will the effectiveness of male primary school teachers and the role that they play within the school. 3.2 – Male Teachers as Role Models Recently it has become the view of government officials that the dominant ‘female domain’ that is primary school teaching is beginning to have a negative effect on the achievement and attainment of male pupils (Morris 1998) and there have been numerous government initiatives established with the aim of increasing the number of male primary school teachers. But despite high profile drives to increase the numbers of male teachers’ numbers are still dwindling. Historically there did not seem to be any issue with the numbers of men in the primary school field until the 1980’s where feminists argued that the numbers of men teaching in primary schools should be increased as a means of breaking down sexual and gender barriers while perhaps having a positive effect on the children they teach. (Aspinwall, Drummond, 1989 cited in Brush Middlewood, 1997). As recent as 2009 there was a new drive encouraging males to become primary school teachers with a page on the go vernment’s website dedicated to getting men to teach younger children. One of the major reasons for championing the introduction male teachers into primary schools is the perceived problem of children not having a sufficient male role model. Much of this could be due to the distinct rise in children becoming members of single parent families (SPF). In 2007 it was announced that 24% of children; nearly a quarter were living in SPF’s. Within this 24% 9 out of 10 of these households are being headed by a women (often the mother) rather then the father or any other male figure (Independent, 2007). As a result of such figures for some it is thought that male pupils need male teachers as role models as well as teachers in order to develop and to reach their full potential. A poll conducted in 2008 for the Training and Development Agency of 800 men looked at the impact of male teachers in the development of boys. Within the survey it was found that 35% of respondents felt that having a male teacher encouraged them to work harder at schools, 50% said tha t they would be more likely to ask a male teacher for help regarding bullying, and 49% stated that they would be more likely to ask for help about school work if the teacher was male rather than if the teacher was female. Tanya Byron a consultant clinical psychologist claims that male primary school teachers are vital in providing a positive role model for children. Byron also claims that male primary school teachers are often stable and reliable figures in the lives of the children that they teach and that they inspire their children to ‘be more confident, work harder and to behave better’. Mancus (1992 cit; Drudy,2005) Found that when they are taught by both male and female teachers children became less rigid in thoughts about gender roles. Mancus continued by claiming that in comparison to their counterparts who have no male teachers those who do have male teachers to some degree tend to view male and female teachers as both nurturing as well as having authority. Thi s could result in giving boys a wider range of behavioural choices which means they may well be more likely to show a more nurturing side if they were to see a male teacher behaving in such a nurturing manner. It could however be argued that the impact of male teachers as role models is overstated. Currently in most of the developed world girls tend to perform better anyway (Programme for International Student Assessment, 2000 cit; OECD, 2000). The tendency regarding the underperformance of boys is to blame the feminisation of schooling for the disparity between the sexes. Miller (1996 cit; Kramarae Spender, 2000) claims that the apparent feminisation of the primary school sector is merely used as a scapegoat in explaining the underperformance of boys in schools and that values and mechanisms must be looked at before coming to such a conclusion. Differences in the attainment of the sexes are not particularly due to the feminisation of the primary school. When looking at how   the sexes perform in school it is important to not simply look at the sex of the student when other things could have a more profound   effect such as social class and where the child lives (Lynch, 1999)It can be argued that there is infact no evidence that the feminisation of primary schools is the reason for any kind of underperformance by boys, this is underlined by the fact that in instances where boys outperform girls in things such as mathematics (OFSTED, 2003) this is irrelevant of whether the boys are taught by male or female teachers. Russell Hobby the general secretary of the National Association of Head Teachers has a similar point of view in thinking that male teachers effect on boys is overstated stating that he doesn’t believe that ‘it has a huge impact’ and that boys often have other male role models in other aspects of life such as ‘home, sporting clubs and the Boy Scouts’.   This view is also argued by Allen (1994) who stated regarding male primary teachers as role models that ‘in practice, male role modelling emerges as a kind of optimistic ritual approach to solving social problems: No one knows what it is or how it works, but letà ¢â‚¬â„¢s do it anyway’. A study conducted in Australia also found that not all male primary school teachers were positive about the view that they should be/are considered role models for the children that they teach. Within the study of those who rejected the notion that they are a role model many stated that they regarded themselves as an ‘educator’ rather than a ‘parent substitute’ (Smith, 2004). Although many male primary school teachers accept the assumption that they are to be role models to those that they teach it could be argued that such expectations are putting unrealistic expectations on these people as they are already expected to teach these children should they also be expected to act as the primary male influence on these children’s life? 3.3 – The Job Being Done by Female Primary Teachers The whole question regarding male primary school teachers leaves the status of the female primary school teacher very much under question. On the page Graham Holley Chief Executive of the Teaching Development Agency stated that ‘Men are under-represented in primary schools and we are keen to improve the balance over time.  This is not an educational issue: there is nothing wrong with the thousands of splendid women teachers who we are fortunate to have in our schools.  But a well-balanced, diverse and representative workforce is of huge benefit to children socially and in their broader development.’ But it could be questioned as to whether the sex of the teacher is what matters in the first place The whole idea of trying to tempt more men into teaching in primary schools has been interpreted as an ‘implicit criticism’ of female teachers in primary schools by Chris Keates, the general secretary of NASUWT. Keates argued that there was little evidence to sh ow that increasing the number of male teachers would have any significant influence on the further educational attainment of the children which they teach. Also it was argued that the apparent positives of hiring a male primary school teacher such as the ability to inspire children, encourage them to work harder and behave better are all attributes that are gender neutral and that women who are doing a good job in primary schools can encourage children to behave and work in a similar manner without having to be viewed as a role model. (Guardian, 2009). This is a view shared by Yee (1973) who claimed that in teacher recruitment it was not the sex of the teacher that actually made a difference in the education of the child instead it was the qualities of the teacher that actually mattered. It just so happened that the traits that make one a good teacher in the primary school sector are more common in women rather than men. This view is one that has been taken on by quite a few and has since been dubbed as the ‘so what’ factor (Armitage, 1999) Concerns that boys are under performing is something that is common all over the world in not just the UK but other Western and South American countries (Hutchings, 2001 cit; Skelton, 2002) and   it may be simplistic to think that this is just because of a lack of male teachers within schools. While there appears to be a stereotyping of children in the sense that it is thought that boys require a male teacher in order to perform at their best it could be argued that a subsequent stereotyping of teachers is occurring at the same time. There is no doubt a need for strong teachers in primary schools and to suggest that one gender is better at fulfilling such a role this is merely emphasising damaging stereotypes (Burn, 2001). 3.3 – The Masculinisation of the Primary Sector On the contrary to what is commonly thought there is a view that the primary school sector is infact favouring male teachers rather than female teachers. Despite the sector becoming a profession predominantly occupied by women it would appear that this has not resulted in equal opportunities for the 2 sexes. In conducting a study regarding the promotion patterns of primary schools in the UK Thornton Bricheno (2000) found that often men enjoy career advancement which is quicker than what is commonly experienced by women. This is also suggested through statistics provided regarding primary schools in Scotland. In 2005 93% of primary school teachers were women and 7% men. Women accounted for 81% of head teachers in primary schools and men 19%; this shows a definite preference for promoting males rather than females to authoritative positions (Scotland.gov, 2007). As a result it was found that although men who do work as primary school teachers are in a relatively low status profession they tend to enjoy more power and status within it than their female counterparts and as a result men envisage a more rapid rise to higher paid positions; a finding that has been evidenced by a number of other studies on the subject (Reid Thornton, 2000 cit; Thornton Bricheno, 2006). It is thought that men who do opt to teach in primary schools are well aware of the promotion opportunities available to them. Skelton (2001) backed up this theory through conducting interviews with various male primary school teachers. Within those who were questioned one respondent claimed that men were placed in headship positions merely because they ‘were men’.   Another respondent offered a more comprehensive explanation as to why men are elevated to roles of more responsibility citing the traditional ideas of masculinity; the teacher stated that within the modern day society men are seen primarily as men rather than teachers and that men are seen as slightly superior and able to p rosper in a role such as head teacher. Despite this study being on a micro scale and as such cannot be generalised throughout the country there does appear to be some sort of validity to the claims that men are being unfairly favoured when a head teacher post comes available because they are male. The views of the primary school teacher as a whole are shaped by both cultural history and traditions within this country and the considerable influence of the media on the subject (Burn, 2001). Currently it would appear that men are being labelled as assets within the classroom (Pepperell Smedley, 1998) due to their supposed authoritative persona and ‘discipline man’ image. This is something that some male teachers use to their advantage; after getting used to women disciplining them children were taking more notice of male teachers due to their deeper voice (Burn, 2000). Grant (1989) had similar findings when examining the promotion aspects of women. When questioning a sele ct group of women who were being interviewed with regards to a senior management position Grant found that posts often went to tall strong men who kept the children within their setting in line. These men were perceived as ‘bullies’ that took a hard line when it came to discipline by their fellow teachers and this was offered as a reason as to why they were selected to these higher roles. Whether the authoritative nature of the male teacher is the reason for men being given higher positions within the school setting is unclear but in recent times it does not appear that men are being preferred in these roles any more.   According to data provided by the Training and Development Agency for Schools those who are being appointed as head teachers across the UK are much younger than has been previously, but perhaps of more greater significance in regards to this piece of work there appears to be a significant rise in the number of women being promoted to the headship positions. The statistics published stated that women were now accounting for 70% of the workforce along with now 67% of head teacher and deputy head teacher positions. In comparison to the rest of the UK workforce this percentage of women in senior management positions is relatively high with just 12.5% of senior management positions within the top 100 UK companies being occupied by women. (TDA, 2011 cited in Daily mail, 2011) 4.1 – Introduction to the Chapter This chapter will look at the history of the teaching profession and what has happened to shaped it into what it is today. Specifically the history of the division of labour and how it has affected the type of person to take a teaching job will be looked at, as will the debate of teaching being a professional or a semi-professional career. 4.2 – Gender Specific Jobs and the Division of Labour The idea that different roles are more suited to certain people is not something that is uncommon, as is explained through the ‘division of labour’. The division of labour is defined as the way by which different tasks are allocated to certain groups of people in a given society. The idea of the division of labour in post industrialised western countries is to increase production by allocating certain jobs to those deemed most suited to it.   In terms of gender, this refers to the ‘sexual division of labour’ where the traditional roles of a male breadwinner and a female housewife are generally considered the norm. The sexual division of labour arose following the separation of the household and the workplace during the industrialisation of western civilisations at which time men were then expected to become the breadwinner and provide for their family while the woman was expected to stay at home, complete various domestic chores and look after any children within the household. This occurred for a couple of reasons, firstly the jobs that arose as a result of industrialisation were primarily jobs of a physical nature; something that was assumed to be much more of a man’s forte as men were stereotypically thought to be stronger than women. As well as this women were considered more suited to the role of rearing the child due to the thought that women were more caring than men and also because women are the ones that give birth and carry the unborn child it was thought that this meant that the woman was more suited to the domestic role. With this sexual division of labour came the rise of patriarchy within western societies. As the men were going out to do work to keep the family running the men seemed to grasp a sense of greater importance and take the major ruling role within the family and other sectors. As stated; the male role is deemed as ‘instrumental’ while the woman’s role deemed as ‘expressiveà ¢â‚¬â„¢ (Parsons 1956 cited in Podell, 1966) In terms of the UK the history of the division of labour and the patriarchal society has had a profound effect.   Even in modern day Britain women between the ages of 16-64 are almost twice as likely to be considered ‘economically inactive’ than their male counterparts. Of those women who do work far less hours are contributed that men. Women were found to be four times more likely to work part-time rather than full time and on average spend 70% more hours on domestic chores than men (Washbrook, 2007).This seems to have had an effect on the amount of pay that women get in comparison to men for those working in full time work it was found that men are earning more an hour than women in 18% of circumstances while in part time work men are earning more an hour in 40% of circumstances. (Olsen Walby, 2004 cited in Washbrook, 2007) The reason for this has been given as because women often spend a longer amount of time outside of the workforce than men, often due to familial care responsibilities or maternity leave, something that men do not have or use as often as women do. (Olsen Walby, 2004 cited in Washbrook, 2007). The disparity of wages between the sexes is something that indicates the prominence of the division of labour.   Becker (1991) offered possible explanation for this being the case. This is through the theory that through the difference in wage there is a benefit to the household generally. Becker argued that should a couple differ in wage and household productivity then the output of the household can be maximised if both the man and woman within the household allocate their time to the sector of which they are deemed most productive (i.e. women taking part in domestic work and men earning outside of the household) and then exchange any surplus work within either section with their respective spouse. Becker argued that the bigger the difference in the spouse’s productivity the greater the potential gains are for the household. (Becker, 1991) Becker’s theory indicates that there is an assumption that the differing genders excel in different areas.   Such assumptions when they are widely held by the society in which people live can have a marked effect on the choices that members of either sex make and also potentially the choices of occupation that individuals choose to be a part of. (Washbrook, 2007) Following research conducted in 2005 it was found that women   appear   to opt for occupations where the skills required are comparatively similar to those required within the domestic realm. Skills such as household maintenance and caring attributes required when bringing up children are the skills used in the jobs that women in the UK tend to choose. This is shown in that women in 2005 women accounted for over 80% of workers within secretary, administrative and personal service sectors. As we have examined; a high percentage of women were also seen to be working in the education sector. Though the percentage of those working in such a profession is not as high as 80% like in secretary, administrative or personal services   the proportion of women working in the health, social work and importantly the education sectors is still high (Washbrook, 2007). There are certain indicators however that the division of labour is beginning to become impacted on. The changing of social trends over time is given as a possible reason for the division of labour being changed. A perfect example of this is the changing difference in pay between men and women. In 1973 the gap in pay between men working in full time work and women working in full time work was 29%, this had lowered by 12% to 17% in 2005. Within that same time period the number of women working in Britain rose by 10%. As mentioned previously much of the reason men were earning more money and were more likely to work full time was due to the amount of time women were spending outside of the workforce. More recently however women have to spend less time outside of the workforce due to numerous factors; the massive rise in divorce rates, the postponement of first marriage and the decrease of women wanting children or the delay of children has resulted in women have a longer period of tim e being able to be economically independent, spend a prolonged uninterrupted period of time within the workforce and as a result minimize the pay disparity between male workers and female workers. Educational attainment of the respective sexes has also been highlighted as a possible reason for the differences in pay reducing. In 1970/1971 of those in further education 58% were male, while 67% of those taking part in higher education were men. By the year 2000 things changed greatly, 59% of those in further education were now female while 57% of those in further education were also female (Washbrook, 2007) 4.3 – Primary School Teaching as a Profession Historically teaching in primary schools was deemed as a semi-professional job (Etzioni, 1969). This correlates with the observation that women historically worked in jobs where the pay was less than that for men, with much of the work they did do being part time. So what of the history regarding primary teaching as a ‘profession’? A profession is defined as ‘an occupation, such as law, medicine, or engineering that requires considerable training and specialized study’. What is most noticeable about the definition provided is that there is no reference to teaching within it. This is primarily because historically teaching has not actually been viewed as a ‘profession’ as such. Although teaching had been acknowledged as an important job it was is rarely held in high esteem similar to that enjoyed by doctors or lawyers. This it is argued is due to the view that teachers who taught within public and grammar schools were ‘born and not madeâ₠¬â„¢ (Smith, 1957). Because of this these schools began to be populated by teachers who although were university educated were largely unprepared for the many potential difficulties that can arise within a classroom (Simon, 1981). The job first took a step towards professionalism following the 1902 education act. The 1902 education act provided the development of numerous grammar schools around the UK within which students had the opportunity to go on to teacher training colleges. Most importantly however the education act insisted that any entrants wishing to enrol into a teacher training college must have completed 4 years of full time grammar school education before doing so (Kandel, 1955). This meant that those pupils now wishing to become teachers were at least educated to a decent level and due to the teacher training colleges were in theory now better prepared for potential classroom situations. What the 1902education actually did however how widen the gap between elementary schools and grammar schools. Although in theory bringing the two closer by ensuring they were both involved with the state education system inadvertently the differing settings were being dragged further apart. The implementation of the 1902 education act meant that elementary schools and grammar schools were being governed by differing organisations, having to adhere to different codes.   This meant that there was still a distinct difference in class between grammar schools and elementary schools and the quality of teachers that they could attract to their setting (Gillard, 2005). At first the teacher training colleges focussed solely on subjects and methods of teaching. The teachers association after a time decided however that this was not stringent enough and encouraged a style of training similar to that of other professions, the need to change the way which teachers were trained was enhanced when it became apparent that education was beginning to put a greater emphasis on aiding a child’s development not just intellectually but also physically morally and emotionally (Kandell, 1955). At this point universities began to offer their graduates who wished to become teachers an opportunity to continue studying at the same university in training departments whereby the students would learn about teaching theory and also teaching practically. (Gillard,2005). By 1944 the McNair committee report outlined various recommendations regarding the staffing and training of teachers; this included a 3 year compulsory training course for those who wished to become t eachers and also a salary increase for teachers. This report along with the education act of the same year was the first indication that teaching was becoming considered as a profession. The professionalism of teaching enjoyed a peak within the 1960’s in the UK due to various contributing factors. In 1960 the recommendation by the McNair report to extend the teacher training course from 2 years to 3 years came into fruition. In 1963 the Robbins report also recommended the introduction of other teaching degree courses where over a 4 year period students could study both education and 2 other main subjects. In 1964 school councils were introduced following a recommendation from the Lockwood report. This in theory meant that schools would have much more responsibility for what goes on within their own school. This meant that schools could take a role in what they teach to their pupils and also how the curriculum is taught to them by their teachers. This in turn was designed to h elp the teachers meet the expanding needs of their pupils by giving them a bit more freedom to teach using different techniques. (Watkins, 1993) In 1967 the Plowden report was published. Although congratulating the unique responsibility ad spur of freedom that teachers in the UK had the report did express some issue with the training system at that time. Plowden felt that it was wrong that someone can obtain a teaching degree with little or no professional training, consequently Plowden recommended that all teachers should be required to become professionally qualified prior to taking on a teaching role. (Plowden, 1968) In 1970 Plowden’s recommendations regarding professional qualification was taken on board by the government and at which time it became a requirement for teachers to gain Qualified Teacher Status and be approved by the teaching department prior to conducting formal teaching within any school. One would think that this would result in teachers being seen as professionals but this was not the case. A series of publications criticising teachers and teaching were released, the first publication in 1969 argued that teaching in primary schools was a major cause of unrest amongst university students as well as a large factor in developing other unwelcome tendencies amongst students (Gallton, Simon Croll, 1980). A publication by Bennet (1976) also received much press attention as apparent ‘progressive’ styles of teaching supposedly was having a negative effect on the development of their pupils (Galton, Simon Croll, 1980). Publications of such Black Papers lead to the involvement of then Prime Minister Jim Callaghan who although applauding much of what goes on within schools expressed a concern at complaints within the teaching profession that many of those who were being recruited into the job did not have the basic skills required in order to effectively carry ou t their job. Callaghan also noted the concern being expressed by parents regarding the perceived informal methods of teaching being utilised by many teachers at that time (Gillard, 2005). Callaghan went on to explain that teachers were in such a job to appease both industry and parents while meeting the needs of their pupils. He also stated that if the general public were not convinced that teachers were doing things correctly then the profession was sure to come under more scrutiny in the future. The appointment of the Conservative government in 1979 and the subsequent 1980 education act went about taking a share of the power from teachers in the education system and giving in to parents. Parents were now given the opportunity to take a seat on the school boards and were also given greater freedom in deciding where their children went to school. Parents continuously were given more power throughout the 80’s with the 1984 ‘parental influence at school’ green pape r, the implication of which was that parents and government officials were blaming teachers for the state of the education system and in order for the system to improve then parents and officials must take a more prominent role in shaping the education system. (Gillard, 2005) It wasn’t just the teachers who suffered from such assumptions however; it had a damaging effect on the education of the children, most particularly in terms of the curriculum. The emphasis of the Conservative government in terms of education was that teachers should be teaching children the 3 R’s of reading, writing and arithmetic rather than any other more experimental teaching (Gillard, 2005). This method of teaching was introduced despite the opposition of many, it was actually thought by many that a flexible curriculum, concentrating on cognitive development would be better in aiding the development of the child. (Gipps, 1993 cited in Chitty Simon, 1993). In more recent times teachers are continuing to suffer from a lack of morale and from a lack of status with little help from the government in rectifying the situation. (Gillard, 2005). The year 2003 saw what appeared to be a return to the past where teachers did not require specialist training. This became the case as student teachers were given permission to cover for fully qualified staff when they are off school. This was often cheaper than hiring fully qualified substitute teachers and became commonplace in schools around the country (Revell, 2004). The use of unqualified workers within schools was something championed by the Labour government in 2005 where the government said that they would widen routes into teaching by providing more varied support staff roles within schools. New teachers also argued that often schools often shirked their responsibility with regards to dedicating 10% of the teacher’s timetable for professional development. (Revell, 2005). The prominenc e of unqualified workers operating within schools and the lack of continuous professional training for newly appointed teachers makes it unsurprising that often teaching isn’t considered to be a profession. In order to achieve the best results for both teachers and pupils it should ensured that teachers are sufficiently trained before entering a job. Although it is important for students wishing to enter teaching to experience it first hand unqualified teachers should not be permitted to teach classes alone as they are as of yet unqualified to do so. 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(2007) Explaining the Gender Division of Labour: The Role of the Gender Wage Ga.  The Centre for Market and Public Organisation. 174 (7) Williams, R. (2010)  50% more men go into teaching.  Available: guardian.co.uk/education/2010/mar/04/more-men-go-into-teaching. Last accessed 24/3/2011. Wilson, G. (2006)  Breaking through barriers to boys achievement: developing a caring masculinity. London: Network Continuum Education. Yee, A. (1973)  Perspectives on management systems approaches in education: a symposium. New Jersey: Educational Technology Publications.

Invention of telephone Essays

Invention of telephone Essays Invention of telephone Essay Invention of telephone Essay When Alexander Graham Bell foremost invented the telephone his purpose was to make a device that would do communicating over great distances easier. Today. when we want to speak to another individual. what do we make? We pick up the telephone. coil through our contacts. and imperativeness send. Because of the engineering that was foremost invented in the mid 1800’s we can immediately link to people in other metropoliss. provinces. and even other states. But have you of all time wondered how different today’s universe would be without the innovation of the telephone? In my sentiment. the telephone has brought about the most far making and permanent alterations in our civilisation. The innovation of the telephone has caused both positive and negative results to our society. Some of the advantages of the innovation of the telephone are: We can now immediately reach our household and friends. concerns can distribute their services worldwide. we can reach exigency forces in the event that we need them. and it was used to assist make the cyberspace. Some of the disadvantages of the innovation of the telephone are: America is a state that thrives on instant satisfaction. there are a batch of safety and wellness concerns due to the overexploitation of the telephone. and the fact that people today are non every bit societal as they one time were. Back when this state was foremost founded if a individual wanted to acquire in contact with another individual in another metropolis it meant a courier had to go a great distance and manus present the missive to the intended individual. The procedure from start to complete could take months. or even near to a twelvemonth. because of the bringing clip. In today’s universe though. a individual has the ability to pick up the telephone and immediately acquire an reply to a inquiry they have. Businesss use telephones within their offices to pass on with colleagues and they besides utilize the telephone to speak to clients. concern spouses. or sellers that may populate in different provinces or different states. In the 1700’s if a baker needed milk he could non pick up the phone and order 100 gallons from Cobourg Farms that was located 200 stat mis off. the baker would hold to purchase that milk from a local husbandman. Families that were separated by an full ocean truly had no agencies of communicating until the early 1900’s. However. today non merely do we hold the ability to name person on our telephones. but we besides have to ability to see the other individual while speaking on the phone with them. In the crude cyberspace yearss we used the telephone lines to dial into the cyberspace. The innovation of the telephone has opened impossible doors for the universe. However. with the good the telephone brings society. it besides brings some negative things into society every bit good. Most first universe states in the universe thrive on instant satisfaction. We ever have our phone with us and when we are without it we feel like a piece of us is losing. I myself have been guilty of speaking to older coevalss and inquiring them how they of all time survived without a cell phone. because holding a phone within my range 24/7 is 2nd nature to me. When we want to cognize something or want to speak to person all we have to make is make down into our pockets and we immediately get replies. Peoples are less patient now-a-days and I’d like to believe that has something to make with the fact that we have the universe at our finger tips at any given point throughout our twenty-four hours. Because of the innovation of the cellular telephone there are a figure of safety and wellness hazards that are caused by the overexploitation of these devices. Cellphones emit little sums of radiation. and over clip the radiation end product can take to memory jobs. tumours. and other wellness issues. Peoples now besides can speak on their cell phones and thrust. or text and thrust. A driver is non to the full cognizant of his or her milieus when they are being distracted by a cellular telephone in their manus. or a Bluetooth device that is in their ear or built into their auto. Having the ability to utilize a phone anyplace. at any clip causes wrecks and human deaths every twenty-four hours in the impulsive universe. We now have runs against texting and driving and in some provinces it is illegal to speak and drive without a grip device because of the figure of deceases that phones have caused. I can vouch if you walk into any dining installation at dinner clip you will see at least one household whose olfactory organs are all buried in their phones. Because of the innovation of the smartphone we have entree to the whereabouts of everyone in our household and all of our friends. The telephone has played a immense function in the decomposition of our societal behaviour. Twelve people can be in a room with each other. but neer talk to each other because they are all preoccupied on their phones. Families don’t communicate every bit much as they used to in individual. because directing a simple text message is much easier than speaking in individual. In today’s coevals holding a phone is a natural portion of life. When the phone was foremost invented it was merely available to the rich. but over clip it has become less expensive which allows more people to hold entree to it. The innovation of the telephone has greatly changed how society maps. I don’t believe Alexander Graham Bell knew how the engineering for the phone would turn when he foremost invented it. The phone has many positive properties. but it besides has many disadvantages every bit good. I urge you the following clip you pick up your phone attempt and believe about how you would hold functioned 200 old ages ago when communicating was non so readily accessible.

Entertainment Architecture and Disney Design

Entertainment Architecture and Disney Design The Walt Disney Company must be a fun place to work. Even the Seven Dwarfs have smiles on their faces as they sing Heigh-ho, Heigh-ho, its off to work we go!   But who knew cartoon characters would be asked to hold up the floors of Disney Headquarters in Burbank, California? Designed by internationally known American architect Michael Graves, this whimsical building is a landmark example of entertainment architecture. Disney Architecture Needs Disney Architects The Walt Disney Company is not just for kids. When you visit any of the Disney theme parks or hotels, youll find buildings designed by some of the worlds leading architects, including Michael Graves. Typically, theme park architecture is as the name implies - thematic. Borrowing popular motifs from history and fairy tales, theme park buildings are designed to tell a story. For example, its well known that the romantic Neuschwanstein Castle in Germany inspired Disneyland’s Sleeping Beauty Castle in Southern California. But the Walt Disney Company wanted more when Michael Eisner took over in 1984. Were not about safe-deposit boxes. Were in the entertainment business, Eisner told The New York Times. And so the company set out to find architects to develop an entertainment architecture. Architects Who Have Designed for the Walt Disney Company All architects do not submit to the blatant commercialism behind entertainment architecture. Most notably, when the Disney Company was enlisting architects for their Disney World expansion, Pritzker Laureate James Stirling (1926-1992) denied Disneys advances - the commercialization of Britains Queen, the   changing of the guard, and other regal traditions soured the Scottish-born architect on using architecture for frivolous commercial promotion. Many postmodernists, however, jumped at the challenge of designing an architecture whose purpose was to envelop entertainment. They also jumped at the chance to be part of the powerful Disney empire. Architecture becomes magic, whether designing for Disney or not in the 1980s and 1990s. Robert A. M. Stern may be the most prolific Disney architect. At the Walt Disney World Resort, his designs for the BoardWalk and the 1991 Yacht and Beach Club Resorts are modeled after New England private resorts and clubs - a theme Stern also used for the 1992 Newport Bay Club Hotel at Paris Disneyland in Marne-La-Vallà ©e, France. Even more Disneyesque is Sterns 1992 Hotel Cheyenne in France - conceived in the image of a nineteenth-century American western town, but filtered through the lens of Hollywood....Hotel Cheyenne is the town itself. The meaning of the lens of Hollywood is, of course, what became known as the Disney version and not the 1973 horror tale of robots gone amok in the Westworld movie by Michael Crichton. A New York architect known for his sleek, postmodern urban designs, Stern developed the art moderne Disney Ambassador Hotel in 2000 in Urayasu-shi, Japan - a design that looks back to an architecture that represented the promise, magic, and glamour of a time when travel and movies were a romantic escape. Stern is also a champion of the new urbanism movement. In 1997 Sterns architecture firm, RAMSA, was chosen to design the Master Plan for Disneys planned community known as Celebration, Florida. It was to be a real community, where real people live and commute to nearby Orlando, but modeled after a typical sleepy Southern town of children, bikes, and neighborhood pets. Postmodernist architects were enlisted to design playful town buildings, such as the multi-columned Town Hall by Pritzker Laureat Philip Johnson and the Googie-styled movie theater designed by Cesar Pelli. Michael Graves designed a small post office that looks like a lighthouse, or a silo, or a ships smokestack. Graham Gunds inn is designed for visitors to step into 1920s Florida relaxation, but Robert Venturi and Denise Scott Brown planned the local bank to look like the old J.P. Morgan vault on the Corner of Wall Street in Lower Manhattan - all postmodern fun. Colorado architect Peter Dominick (1941-2009) knew how to design Disneys Wilderness Lodge and Animal Kingdom Lodge - resort rustic based on American Rockies. The whimsical Michael Graves (1934-2015) incorporated swans and dolphins, waves and shells into the architecture of the Walt Disney World Swan and Walt Disney World Dolphin hotels. Charles Gwathmey (1938-2009) designed Bay Lake Tower to look like a modern convention center and hotel, which it was. Disney employees work in Team Disney office buildings, which in a postmodern world are designed to look like cartoons. Michael Graves dwarf-clad headquarters building in Burbank, California substitutes dwarfs for Classical order columns. Japanese architect Arata Isozaki uses sundials and mouse ears within the Orlando, Florida Team Disney building. Italian architect Aldo Rossi (1931-1997) created Celebration Place, an office complex that is a drive-by lesson of postmodernism in the history of architecture. When Rossi won the Pritzker Prize in 1990, the jury cited his work as being bold and ordinary, original without being novel, refreshingly simple in appearance but extremely complex in content and meaning. This is the architecture of a Disney architect. Disney Design Specifications At Disney, architects may (1) strive for historic authenticity and recreate historic buildings; (2) take a whimsical approach and exaggerate storybook images; (3) create subtle, abstract images; or (4) do all of these things. How? Take a look at the Swan and Dolphin hotels designed by Michael Graves. The architect creates a storybook destination without stepping on the toes of any Disney character. Giant sculptures of swans, dolphins, and shells not only greet each guest, but also stay with the visitors throughout their journey. Sculptures are everywhere.   Located near EPCOT in the Walt Disney World ® Resort, the hotels architectural theme not only takes storybook-like figures, but also environmental elements as their theme. Like the swans and dolphins, water and sunlight are everywhere. Waves are painted as murals on the hotels facade. The hotel itself is an entertainment destination. What is Entertainment Architecture? Entertainment architecture is the design of commercial buildings with a focus on amusing themes. The approach has  been loosely promoted and/or defined by the entertainment industry, with the Walt Disney Company leading the way. You might suppose that entertainment architecture is the architecture of theaters and amusement parks, and structures exclusively designed by Disney architects. However, the term entertainment architecture can refer to any building or structure, regardless of its location and function, provided that it is designed to stimulate the imagination and encourage fantasy and whimsy. The Frank Gehry-designed Walt Disney Concert Hall in California may be a hall for entertainment, but its design is pure Gehry. Some works of entertainment architecture are playful recreations of famous monuments. Some feature enormous statues and fountains. Entertainment architecture is often considered postmodern because it uses familiar shapes and details in unexpected ways. Examples of Entertainment Architecture Perhaps the most striking illustrations of entertainment architecture are amusing theme hotels. The Luxor Hotel in Las Vegas, for example, is designed to resemble a giant pyramid filled with over-sized imitations of ancient Egyptian artifacts. In Edmonton, Alberta, Canada, the Fantasyland Hotel stimulates make-believe by decking out rooms in various themes, like the Old West and ancient Roman splendor. You will also find many examples of entertainment architecture in Disney World and other theme parks. The Swan Dolphin Hotels may be considered entertainment architecture as guests discover giant birds lurking through windows into lobbies. It is a destination in and of itself. Likewise, the exaggerated pediment at Disney Headquarters in Burbank, California is not supported by Classical columns but is held up by six of the Seven Dwarfs. And Dopey? Hes at the top, within the pediment, unlike any other symbolic statuary youve ever seen. Building a Dream One of the best sources for in-depth information on buildings at Disney resorts world-wide is Building a Dream: The Art of Disney Architecture by Beth Dunlop. Dont let the Disney name in the subtitle fool you. Building a Dream is not a travel guide, a childs storybook or a sugarcoated romanticization of the Disney empire. Instead, Dunlops picture-packed book is a careful study of the imaginative and often-revolutionary designs found in Disney theme parks, hotels, and corporate offices. At over two hundred pages and with a focus on the Michael Eisner years, Building a Dream includes interviews with architects, drawings and color photos along with a helpful bibliography. Author Dunlop has written for numerous architecture, design, and travel magazines, as well as being the architecture critic at the Miami Herald for fifteen years. In Building a Dream, Dunlop approaches Disney architecture with the care and respect of an anthropologist. She examines original concept drawings and historic photographs and she conducts extensive interviews with architects, imagineers and corporate leaders. Architecture enthusiasts will be fascinated by the inside story of how the trendy architects Eisner hired managed to incorporate Disney motifs into complex and often abstract designs. Building a Dream is a book studded with anecdotes: We learn about the heated competition to build the Swan and Dolphin hotels and the oriental philosophies expressed in Isozakis striking Team Disney building. We make dizzy and sometimes disorienting leaps from Disneyland to Walt Disney World to EuroDisney. An occasional technical term, such as scuppers along the parapet may leave some readers baffled, but overall Dunlops tone is relaxed and conversational. Devoted Disney fans may wish Dunlop had spent more time on Cinderellas castle and Thunder Mountain. Even in its early days, the Walt Disney Company pioneered imaginative building styles. Dunlop traces the evolution of the first Disney Main Street, Future World and the original corporate offices. For Dunlop, however, the most exciting architecture was created when Eisner took over the company in 1984. When Eisner commissioned prize-winning architects to create new designs for Disney worldwide, the ideas baked into modern architecture were brought to the masses. This is the importance of the Disney architects. Sources Disney Deco by Patricia Leigh Brown, The New York Times, April 8, 1990 [accessed October 2, 2015]Additional photo of the Team Disney Building in Burbank, California by George Rose/Getty Images; additional photos of the Swan and Dolpin Hotels courtesy Swan Dolphin MediaWDW Architecture, magicalkingdoms.com/wdw/more/architecture.html [accessed January 25, 2018]RAMSA, Hotel Cheyenne, ramsa.com/project-detail.php?project451 and Disney Ambassador Hotel, ramsa.com/project-detail.php?project453langen [accessed January 28, 2018]Pritzker Prize, https://www.pritzkerprize.com/laureates/1990 [accessed January 26, 2018]

Marketing Communication Strategies of UK Supermarkets Case Study

Marketing Communication Strategies of UK Supermarkets - Case Study Example Essentially, the value of the customer must be prudently considered. Convenience substitutes place and cost (which includes time and energy) replaces price. Thus, communication replaces promotion (Ashcroft 2002, p.178). Knowing its external audience is a huge necessity for any organisation and to achieve this task, a firm must embark on an effective market research. So as to attain excellent communication, it is imperative to be conscious on which communications media the audience will respond to -- whether they read newspapers, magazines, leaflets, listen to the radio or watch television (what type or what programmes they specifically watch). In the case of supermarkets, for instance, they obtain information about their customers via loyalty card ideas, magazines and their websites. From the information gained, they target particular groups of shoppers. The process employed in the current study includes Primary Research and Secondary research. Primary research entailed the use of questionnaire survey and personal interviews. Meanwhile, with Secondary research, it included the Mintel database as well as newspapers, books, company information and internet search. Many of the information gathered are backed up by visuals like illustrations, charts and graphical representations. Likewise, in order to complete the brief report, the study also included watching television and taking notes from these commercials, getting inside the supermarkets themselves, watch how people react to the advertisements fed to them, talking with marketing agents and supermarket sales staff. Similarly, product reviews have also been read, consumer comments and blogs have been randomly considered so as to get insights and an overview of the whole chain and the entire supermarket-retailing system. Market Overview Today, supermarkets control food sales in developed countries and are swiftly escalating their international presence. At the same time, global mergers and acquisitions and cutthroat pricing schemes have focused market power in the hands of a few major retailers (see Appendix 1 for company growth) (Raworth 2004, p. 6). The late 1990s witnessed a spell of merger and acquisition activities as the supermarket segment speedily merged and strengthened to counter the 'Wal-Mart' intimidation. Currently, the UK food retailing industry is governed and strongly dictated by four key supermarkets (Tesco, Asda, Sainsburys and Morrisons) who together account for over two-thirds of retail food sales (Fearney, Duffy and Hornibrook 2004, p. 2) and such consolidation of retailers has reinforced their control over suppliers. Today, the UK supermarket segment is still ruled by Tesco, Asda, Sainsbury's and Morrisons; these are the only chains that operate full-scale superstores of 40,000 square feet (3,700m) and sometimes go beyond. These so-called "Big 4" had a combined share of 75.3% of UK's grocery market realm (TNS Report, 2008). As it is, sector analysts foresee that it is not improbable

Girlguiding UK anmd the Scout association Essay

Girlguiding UK anmd the Scout association - Essay Example The campaign is a cause-based online advocacy that will require technological resources to run the campaign smoothly and effectively without any hassles. For this purpose, some funding will be required to spread the message in targeted areas. The campaign messages will usually signify the financial benefit that youth may acquire from collecting junk material from homes or communities, and the way these junk materials can be turned into useful items, such as soda cans into pencil jars, oilcans into dustbins, newspapers into bags, etc. The campaign will only use online platform, particularly social media, such as Facebook and Twitter to spread the message to youth registered with the Scout Association and Girlguiding UK who will then become ambassadors of the campaign to spread message to several other individuals in the same communities and societies. The Association will also create official pages of the campaign that will have small quizzes, games, etc to influence youth. One of the major key performance indicators will be participation of youth on social media pages that will allow the Association to determine level of reach among the targeted audience. The second key indicator will be the amount of funding that Associations will acquire by collecting and selling junk material. The Association (Girlguiding UK, 2013; The Scout Association, 2013) has a reasonable number of trained teaching and non-teaching staff that is one of its strengths. Besides, the Association’s centres are located at different locations that are accessible for youth as well as their parents conveniently. Ample of learning resources is available in the form of human and learning resources at these centres. Despite of many campaigns, one of the major weaknesses of the Association is lack of community involvement that has not allowed the association leadership to achieve its targets fully in the past (World Scout Bureau, 1998, pp.

Motivating Generation X Essay Example | Topics and Well Written Essays - 1250 words

Motivating Generation X - Essay Example However, how to motivate employees has recently become a hard task for the management of various companies (Allen & Helms, 2002). This is because most of the employees in organizations today are of the generation X. The generation X is made up of people born between 1960s and the 1980s. They have grown up under very different values from the ones of those in generation Y. For example, this generation has grown up seeing their parents go to work all day and all night only for then to be retrenched after thirty years of faithful service. For them now, job security does not matter anymore they only see each job opportunity to advance their careers so they will always be hopping from company to company in search of greener pastures (Dewhurst, Guthridge, & Mohr, 2010). This, therefore, means that in order to retain generation X. Managers will always have to offer very attractive incentives. By incentives here, I mean that all forms of financial returns and tangible benefits received by an employee as part of the employment relationship. It can be divided into two parts, monetary compensation and non-monetary compensation. ... Most of them are well conversant with the core jobs that help an organization achieve very high profits. They also usually have expertise in the core units in a company. The core units are those that bring most sales and are most crucial to the successful running of business in an organization. For example, a well motivated sales team will increase turnover for the company. Other departments responsible for smooth running of operations in a company include IT, Finance department among others (Dunham, 2003). Management could also motivate the generation X using other financial forms of motivation other than an attractive salary. This could be a bonus which is mainly an incentive given to reward good performance purchase of shares in a company at a fixed price, and when employees feel some sense of ownership in a company they will stay longer and work more as they understand the benefits involved should the company make high profits. Generation X, having grown up in an era where there parents were always busy, they did not somehow get sufficient parental love. They, therefore, do not want the same to happen to their families and, therefore, in most cases will always choose their families over work. Management should, therefore, ensure that on the remuneration package, it also offers sufficient non-monetary compensation. Bhatia (2010) defines non-monetary motivation as benefits employees receive other than the normal monetary compensation package to boost employee morale. Non-monetary compensation includes any benefit received by an employee from an employer that is non-financial but satisfying. They include but not limited to opportunity for growth, flexible hours, recognition and praise, friendships