Upper Class In Britain Sociology Essay

Upper Class In Britain Sociology Essay There are quite intense debates nowadays about social classes between social scientists. Some argue that there is no need anymore to study the classes of society in the old ways, since in the twentieth century capitalism and the global economy altered the society and the way people live their lives so much; that classes became so fragmented, so layered that basically they have turned into lifestyles (Marsh et al, 2000). Others argue that, although there are changes in the class system, the basic classes still clearly can be found and studied (especially the upper class), and these social classes are still playing a decisive part in peoples life and identity. They agree that social classes became very layered and sometimes hardly identifiable, but they also say that people still identify themselves in the terms of classes and that the classes were not effected equally by these changes in global and national economy. They also say that inequality between people still makes the classes fairly identifiable (Macionis Plummer, 2005). These debates would not have made sense till the industrial revolution. Till that time there was a clearly identifiable working-, middle- and upper class. However the changes in the national and global economy, also in the ownership of the big companies and the birth of the joint-stock companies made the borders between social classes vague and, some say, led to the demise of the upper class (Marsh et al, 2000). Edgell (1993) cited by Kirby et al (1997, p. 125) states that there are two approaches of the upper classs situation now days. The managerialist and the non-managerialist approach. The managerialist scientists, like Dahrendorf, say that the separation of ownership and control led to the birth of a manager class and through this change it also led to vast alterations in the upper class. They state that, on one hand, the workers can buy shares in any company and the control of the companies wandered from the owners (members of the upper class) to the managers, thus the upper c lass became just as fragmented and layered as the working-, and middle-class. On the other hand, because of the changes in the quality of life, the lower classes enjoy or will enjoy the same privileges just as the upper class (Kirby et al, 1997). Hence, argue they, it does not make sense to study classes in the old way, since the classes in the way as people knew them have disappeared. However the scientists on the other side of the fence say that, though the class system became very layered, that change did not affected the upper class as much as the other classes. Moreover, they argue that the upper class is the only one which still can be identified and separated easily, although it became more layered than it was in the nineteenth century (Bilton et al, 2002). They prove this statement with statistics, surveys and other evidences. The changes that made the working-, and middle-class almost too layered to be studied, also had an effect on the upper class. The scientists now days separate different layers. The basic partitioning separates it to two layers: the upper-uppers and the lower-uppers. The upper-uppers are the old landed aristocracy and the lower-uppers are the new rich, who became wealthy during the industrialization or in the twentieth century through the changes in the global and national economy. These are the very basic layers of the upper class, but we can separate them further. As Macionis Plummer (2005) and Giddens (1980) cited by Kirby et al (1997, pp.124-125) state there are four main categories: the land-owning rich, whose income and wealth comes mostly from inherited lands and goods, the so called fat-cats who have gigantic salaries, the ‘jet-set rich who made their wealth in the show-, or any other businesses, but one thing is common in them they are all very famous. The last group i s the entrepreneurial rich who made their money through investments in companies or real estate. Scott (1997) cited by Fulcher Scott (2003, p.716) uses a different partitioning. He states that there are four layers of the lower-upper class. The first one is the ‘entrepreneurial capitalist. They make their money through running the business of big companies, whose shares they own. The second group is the ‘rentier capitalist. They made their money from the land or from any other business, but now days they make money by investing into many enterprises. The third layer is the ‘executive capitalist who own executive positions in big companies and reached this status by good education and hard work; and the last group is the ‘finance capitalist. They make their income by holding part-time positions in many corporations leadership, mainly in the banking or insurance sector. As it can be seen there are many layers in the upper class, but what makes these layers can be asked to constitute a well identifiable and basically single social group, called the upper class? Well, many things. In the nineteenth century the upper-upper and lower-upper class were quite separate. The landed upper class did not absorb the new rich till the end of the nineteenth century. This absorbing process was very slow. Though the lower-uppers had the same power and many times they were richer than many old-uppers, they did not have the prestige which the old-uppers had had for a long time. However, the unity of interests they have, slowly made them one single social class; and nowadays they are attached together by many things (Fulcher Scott, 2003). In a Weberian view, they have the power, status and wealth to defend their interests and reproduce themselves, which can be seen in the statistics. As Macionis Plummer (2005) state in 1997 there were 120.000 millionaires in Britai n, this number grew to 200.000 till 2000. Furthermore between 1983 and 1993 the earnings of the top five per cent of the population rose by fifty per cent, whilst the earnings of the lowest five per cent were basically stagnating. In addition the top one per cent of Britains population owns the one fifth, one fourth of the countrys marketable wealth, while half of the whole population owns only the six per cent of it. That is because they have huge influence in society, hence they can protect each others interest, which they do so. And what tides these people together as an upper class? As Kirby et al (1997) claim there is a social and economic unity amongst them. That means that they have similarities in background and education. They are mostly educated in public schools, and this public school system plays a very significant role in reproducing the upper class. As Stanworth Giddens (1974) cited by Kirby et al (1997, pp.126-127) found that ‘†¦of those employed in each of the following occupational categories bishops, senior ranks of the armed forces, principal judges, senior civil servants, Conservative MPs, and the directors of the largest industrial and financial corporations more than half had been to a public school (in many cases the proportion was much higher). Some 73 per cent of the directors of industrial corporations and 80 per cent of the directors of financial firms had received a public school education. This ratio is quite huge considering that public schools educate only five per cent of the male school population. For the members of the upper class this educational system has many benefits. It reproduces them and as Fulcher Scott (2003), Kirby et al (1997) and Marsh et al (2000) argue it establishes the so-called ‘old boy network. Furthermore, as Fawbert states (2007), it helps them to maintain their cultural capital (which helps them to remain wealthy); also they make very close kinship connections and interlocking networks, which ensure that their privileges will be transmitted to the next generation. Because of all these things it can be concluded that, although the upper part of society changed and got layered during the nineteenth and twentieth century, it still constitutes one well identifiable social class. The people, who belong to the upper class, manage to maintain their superiority. With the wealth and power they possess, they can ensure a privileged education to their children which leads almost straight to Oxford and Cambridge (‘Oxbridge). During this education process the youth of the upper class can develop the ‘old boy network, which helps them to get better jobs through the ‘elite self-recruitment (Fawbert, 2007). Furthermore, as Scott (1992) cited by Marsh et al (2000, p.306) argue, they are ‘†¦a group of people allied around certain social institutions. These institutions are the Conservative Party, the Church of England, the public schools and ancient universities, the legal profession and the Guards regiments†¦.Therefore despit e of the changes there is still a well identifiable upper class in Britain. Moreover it is the only social class left, which can be easily recognized and separated from the other social classes. Bibliography Bilton, T. et al (2002) Introductory Sociology 4th edn. Basingstoke: Palgrave Macmillan. Fawbert, J. (2007) ‘Week 6: The class structure today: the upper class. Identity Structure. [Online]. Available at: http://breo.beds.ac.uk (Accessed: 7 December 2007) Fulcher, J. Scott, J. (2003) Sociology 2nd edn. Oxford: Oxford University Press. Kirby, M. et al (1997) Sociology in Perspective Oxford: Heinemann Educational Publishers. Macionis, J. Plummer, K. (2005) Sociology: A Global Introduction 3rd edn. Harlow: Pearson Education. Marsh, I. et al (2000) Making Sense of Society 2nd edn. London: Longman.

Global Warming is NOT a Concern :: Environment Climate Change

Global Warming, global concern? I think not. I personally believe that the theory of global warming caused by the infamous carbon dioxide is false. Please, let me explain. First of all, there are more potent, harmful, gases being emitted into the atmosphere. Secondly, the temperature change in the 20th and 21st centuries is extremely slight. Lastly, the earth is currently recovering from a period known as the Little Ice Age. First of all, there are more potent gases being emitted into the atmosphere such as the well known greenhouse gas, methane. Methane is mostly associated with cows. Yes, I said it, cows. When cows fart, they release the greenhouse gas methane. Also, methane heats up the atmosphere more than carbon dioxide. So the point here is that global warming isn't mainly caused by humans. Secondly, the temperature change in the 20th and 21st centuries is very slight. In fact it has stayed within a 3 degree Celsius range. In fact, if the change were to happen in a room, many people in the room would not notice. Right now, you probably aren't persuaded, but, in my next paragraph, I will definitely persuade you. Definitely. Finally, the moment you have all been waiting for, the third paragraph! This is where I will persuade you to believe my ideas. Well, here it goes. My final idea is that the globe is now recovering from a time know as the little ice age. This in turn will make the earth seem warmer. In science class, we conducted an experiment conducting this. We put one hand in warm water and another in cold water. Then we put both hands in room temperature water. The hand that was in warm water felt cold and visa vera for the other.

Against schools Essay

The article Against Schools is a very intriguing article or could case great debate and concern about public schooling systems in America today. Born in Monongahela, Pa, John Taylor Gatto is a retired America school teacher with nearly 30 years of experience in the school system. Gatto is a recipient of many awards such as: The New York City Teacher of the Year award in 1989,1990, and 1991 and The New York State Teacher of the Year award in 1991. He is broadminded perilous of compulsory schooling, and author of several books on education. Gatto voiced his belief that the public school system that we use, is not there for educational means; instead, exist to fulfill the function to cripple children in the long run. After reading Gatto’s article and reasoning for his opinion, I harmonize with Gatto’s belief. His article explains how our system was constructed and its purpose. I felt that the points he made displayed a lot of truth in them and it brought to reality effects about public school systems that I would have never thought to question or recognize. In the article Against School, John Taylor Gatto expresses his outlook that the public school system isn’t there for informative measures, instead â€Å"it exist to fulfill six covert functions meant to cripple our kids. † (Gatto 14 ) He speaks about the public school system not being of what we think and how it originates from the Prussian culture, which is a system deliberately designed to produce ordinary brainpowers that are simply ran. He emphasizes in the article how mandatory schooling has encouraged children not to think at all as a result leaving â€Å"them sitting ducks for the modern era of marketing†. (Gatto 148) Gatto states the fact that do to the training in school, â€Å"we have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults†. (Gatto 148) The article goes on to express Gatto’s opinion that the school system encourages children not to think for their selves and children should be taught to manage their own lives. He says that he feels the solution is to simply let them be their true selves. One of the major points that Gatto explains in the article Against School is how the public school system originates from the Prussian culture and how compulsory school was intended to be just what it had been for the Perssia. According to several sources, â€Å"Horace Mann, credited as the father of the American public school system, studied a wide variety of educational models before implementing the Prussian system designed by Fredrick the Great. King Frederick created a system that was engineered to teach obedience and solidify his control. Focusing on following directions, basic skills, and conformity, he sought to indoctrinate the nation from an early age. Isolating students in rows and teachers in individual classrooms fashioned a strict hierarchy—intentionally fostering fear and loneliness. Mann chose the Prussian model, with its depersonalized learning and strict hierarchy of power, because it was the cheapest and easiest way to teach literacy on a large scale. Social efficiency theorists who sought to industrialize the educational process perpetuated this system throughout the early twentieth century. Led by educators such as Ellwood P. Cubberley, they used education as a tool for social engineering. Building upon the depersonalized uniformity and rigid hierarchy of the Prussian system, they constructed an industrial schooling model designed to produce millions of workers for America’s factories. Believing that most of America’s students were destined for a life of menial, industrial labor, these theorists created a multi-track educational system meant to sort students from an early age. While the best and brightest were carefully groomed for leadership positions, the majority was relegated to a monotonous education of rote learning and task completion. Consequently, our schooling system is still locked into the Prussian-industrial framework of fear, isolation, and monotony. For both students and teachers, procedure is emphasized over innovation, uniformity over individual expression, and control over empowerment. It is, therefore, not surprising that the majority of America’s classrooms have changed little in over one hundred years. †(Web) Gatto makes this point by stating these historical facts in his article. Gatto also gives examples of the outcome of compulsory school, which he says, results in adults that are manageable beings. He says those adults by things they don’t need because they are trained to believe they give some sense of proudness like a television to order more things on TV. Gatto states, â€Å" Easy answers have removed the need to ask questions. † (Gatto148) The point is definite proven by Gatto in the article which is that â€Å" mandatory education serves children incidentally†¦ its real purpose is to turn our children into servants. † (Gatto 149) He feels that instead of let the government managing our children, the solution is to let them manage themselves. The best way this can be achieved in Gatto’s vision is through homeschooling children. When I thought about the public school system, I did not ever question its purpose but to be anything but benficual to children. I thought it was to enlighten them and bring out their true individualism and make them productive citizens in society. I agree with Gatto’s article after recalling back to my experience in school. Everything was so ordered and strict, to mold everyone to be what was told of them. I did from time to time question the why can I not do this that way or why can it not be something else and I was always told by my teachers because this is the right way. Everybody does it like this so you have to as well or you are wrong. Gatto says that schooling structures us into the reliant, mindless adults we are in ways like: â€Å"easy divorce encouraging us not to work on relationships, easy credit removing the need for fiscal control, easy entertainment removing the need to entertain one’s self, etc. † (Gatto148) It does not make sense that if we are each individuals, then why are we taught and ma to think the same. Gatto feels the solution is to go back to the original way and possibly teach children our selves, preferably at home not in a â€Å"institution and the government should not really have any say so over it. I believe that yes children should be encouraged to be who they truly are and explore their minds deepest capacities; however, there should still be some stucture in their lives outside of home. They need to learn to coexist with others and their own ideas as well. I do not agree with the idea of homeschooling completely. With the economy being the way it is families have to work to provide for there families and some families are single parent homes, therefore leaving no time to instruct the children to proper way. John Taylor Gatto purpose for wring the article Against schools, was to bring to light the issue that our government is corrupting Americans from the beginning through something almost everyone supports, Our educational system. Gatto more than prospered with attainment of his point being acknowledged. I was stunned to discover that the American public school system is one designed to casts an being’s mind to be what its told to be, not what it is suppose to be or wants to be, and that is very disturbing to me. Gatto bringing the origin of the public school system to light did his work justice. On the contrast, I do not believe that the resolution is to teach children at home. In conclusion, the reality of it is: even though the system is corrupt and controlling, it has been operating for years and no one has changed it. We will never be able to subdue the government, so the best is to just make do the way we can. Works Cited 1. http://thenewamericanacademy. org/index. php/home/our-philosophy-menu/the-prussian-industrial-model. 2. Gatto, John Taylor. â€Å"Against Schools. † Rereading America. 9th ed. Ed. Gary Colombo, Robert Cullen, Bonnie Lisle. Boston: Bedford/St. Martin’s, 2013. p141-150.

Mentoring Nursing and Healthcare Students Essay - 2967 Words

The Nursing and Midwifery Council (NMC) defines the role of a mentor as a nurse with specific training who is able to facilitate learning, and supports and supervises students in a practice setting (NMC 2008). Mentorship plays an integral part in the next generation of practitioners and nursing professionals play a vital role in guiding a process that allows the transference of knowledge, skills and attributes from healthcare professionals to the students they are working with (English National Board and Department of Health 2001). This assignment will critically review the key issues for the preparation of an effective learning environment and appraise the opportunities and challenges experienced when facilitating learning in practice.†¦show more content†¦This experience prepares the student for the realities of professional practice, acquiring the knowledge skills and attributes to become a safe, competent practitioner (Mcallister 2001, cited in Midgley 2006). Educational audits by the clinical lead universities monitor clinical learning environments for their appropriateness of learning provision, enabling the ward to facilitate change if necessary to ensure continuing suitability as a clinical placement (NMC 2008). Mentors have an important role in ensuring the acquisition of knowledge obtained at university translates into competency in practice and does not lead to the theory practice gap described by Cope et al (2000). Mentors have to consolidate the knowledge taught in university into practice in the learning environment and allow the student to reflect on their performance and experiences. Mentors now have to be aware of the NHS Institute for Innovation and Improvement, NHS leadership Qualities Framework, which gives mentors clear instructions about their responsibilities (Kinnell and Hughes 2010). However, meeting these requirements alone will not make a nurse a successful mentor. 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