Changes in the structure of the British family

Changes in the structure of the British family How has the structure of the family changed in Britain over the last hundred years? Indicate the implications of the changes for the education system. I am going to start by defining what a family is from a social science dictionary. A group of individuals related to one another by blood ties, marriage and adoption. (www.socialsciencedictionary.com/family). In the nineteenth century the family structure was shaped by the industrial revolution. It spread throughout Britain, and there was a massive increase in the number of factories. As the number of factories grew, people moved from the countryside into towns looking for better paid work. The towns were not ready for this great increase of people and housing was very overcrowded. Rooms were rented to whole families. Family size at this time was between six to twelve children and they all slept and fed in a single room. Muncie, et al (1993) cited that Smith (1986:pg 18) showed that in 1860 the average marriage produced seven children. Also part of the family living in one room were the grandparents, this is known as an extended family. They lived and were looked after by the family because they were a valuable resource, as a childminder. Kin were an important source of aid in critical life situations for example, aging parents, who lived with and were supported by their married children, provided a child-minding service which allowed the mother to work. (Elliot 1986:p46). At the beginning of the nineteenth century schools were not very common and none were provided by the state. Children, in the working-class, were seen as benefits to the family as they were sent to work in the factories to help bring in money for the family. There was no compulsory education but Burnett (1982 ) explains that expansion of the Sunday school movement was of a great importance. It brought education opportunities to those who worked 6 days a week. Burnett (1982) also explains that sometimes even the very poor children could not attend Sunday school as they did not have suitable clothes or shoes, and the rich attended much better Sunday schools. Even before state education was around the class divide was great, the rich had better education and the poor couldnt even attend due to being so poor. England was introduced to universal, free education by these Sunday schools and this developed the system of day-schooling. As the types of work became more diverse, the machinery in the factories became more technical and needed skilled workers to operate them. This meant there was a need for more educated workers and the state accepted that it needed to provide education for the working class. David (1980:pg33) acknowledges this The arguments for the state to provide education for the working classes only won acceptance as the economy became more diversified, the need for skilled and trained labour became more critical. Another reason why education was needed for the working class was the change in womens employment. Children had no care and needed somewhere to go while their parents were at work. From 1893 all working-class children had to attend school for at least six years, from five years old to the age of eleven. After this children were allowed to be exempt from school as long as they had proof they were going into employment. Sunderland (1971) explained that this lead to most children being exem pt from school at the age of eleven as the family needed them to work to provide an income. Only 14% of the children on the registers of inspected schools were aged twelve and over Sunderland (1971:pg44) The First World War brought new opportunities for women. The men were sent to war and the women were able to fill many different roles in the workforce. This was quickly withdrawn after the war and women were expected to withdraw from working and return to full-time care of the house and children. Unfortunately due to recession money had been withdrawn from providing school meals and nursery care for their children had been forced to close and this made it harder for women to be able to work. Parents were once more forced to rely on their own resources for the care of their children David (1980:pg58). Women campaigned for more equal rights and in 1918 women over the age of thirty were able to vote and in 1928 the age was lowered to twenty-one. This gave females more rights and freedom in their choices. Unfortunately there was a great depression and unemployment was high so women were unable to work and therefore stayed at home to look after the family. After World War Two, education in Britain changed, due to the 1944 Education Act. This act made secondary education compulsory and until the age of fifteen. At this time there was a recognition that Britains economy needed to be rebuilt and Britain called for immigrant workers. It attracted for the first time large numbers of workers and families from the Caribbean, Indian and Pakistan www.nationalarchives.gov.uk (accessed 14/03/11). This meant that Britains non-white population rapidly increased. This influx was not very well received by the British people and the government repeatedly discussed how to try and restrict the immigration from these countries. In schools racism and divide in social class was very high and unless you were white, middle class and non-handicapped; your time at school was seen as a time of prejudice, frustration and lost opportunity. Factors that contributed to this exclusion were the different language and culture the families brought with them. This contr ibuted to them being unable to mix with the British society it was greatly due to people being uneducated in other cultures and religions. Sidney Webb (1894) wrote that we need to generate a body of systematic political thought as a prime task of those who hoped to teach others how practically to transform England into a Social Democratic Commonwealth. In 1976 the Race Relations Act was introduced and it became lawful to discriminate against anyone on grounds of race, colour and nationality (including citizenship) (Hope 2011). This has lead to a change in education which has only recently come into schools; Citizenship classes. An unawareness of these cultures and languages and the differences between the pupils led to citizenship classes being introduced to the curriculum in September 2002. The national framework introduces citizenship as a subject to develop sound principles of freedom, equality, justice and peace. It allows the students to engage with each other and their community. However not everyone agreed to the significance of citizenship classes and parents wanted to know why Muslims and Jehovah witnesses were allowed to take their children out of the school prayers and they werent allowed, as non-believers, to remove their children from the citizenship classes. On 20th January 2011, there was a major review of the national curriculum by the education secretary Michael Gove and he wanted to demote citizenship to an optional subject (Shepherd 2011). Teachers argued that this would work against aims of the big society and Chris Waller (Head of the Association of Citizenship Teaching) said it would s et England back 15 years to when it was the least politically literate country in the developed world. In schools, the difference between the pupils in their abilities is seen as being due to their socioeconomic status and linguistic diversity. Bernstein (1971) suggested that there is a difference between working-class and middle class children due to the working class children being linguistically deprived. Because of the childs different tone, accents and languages spoken, this is seen as not Standard English therefore they are misunderstood in schools. Whereas Labov (1977) suggested that there is a difference not a deficit therefore we should be more accepting and willing to understand these differences. The citizenship classes should help to close this divide and allow not only pupils but teachers to have a greater understanding and allowing them to be educated in the same way as middle class students. Staying with the present time Im going to look at the family in modern societ y. There has been a disappearance of the traditional nuclear family and now there are many different types of the family. These include gay and lesbian relationships, adoption and fostering, separation and divorce, re-marriage and single-parents. Many factors have changed in order to create these different types. Age at motherhood and first motherhood has risen, family size has fallen and childlessness has increased. Cohabitation has become common, both before marriage and between marriage; rising divorce rates and a near-trebling in the number of lone-parent families. (Mcrae S, 1999:pg5) An increase of divorce since the Divorce Law Reform Act 1969 and an increase of births outside of marriage have led to an increase in single-parent families. Usually the single parent in the single-parent families is the mother living on her own with her children; she does the greater share of caring for her children both financially and emotionally. Being able to provide for your family as a lone-parent has become easier with the help of state benefits and social or subsidized housing: but in many cases the mother is usually forced to work in a manual job or be unemployed. There is a concern if children are at an educational disadvantage in these homes. Spencer (2004) of the school of health and social studies reports that lone parenthood is associated with educational problems and that these families are significantly disadvantaged compared with couple families. In the lone-parent homes it is suggested that there is a material disadvantage and a low maternal education. Maternal edu cation is the inequality in a childs home which does not allow a child to learn things from their mother that will help them develop in life such as what is right and wrong and experiencing affection. This can be due to many factors such as the mother having to work to provide for the family and cannot spend much time at home with her children. It has been reported by Carneiro, Meghir Parey (2007) that educated mothers tend to delay in starting a family and when they do they are more likely to be married and have a very good income. The report also shows that the educated mothers are more likely to invest in their children through books and extra tuition; also providing an availability of a computer. In these families it is reported by Caneiro, Meghir Parey (2007) that the maternal education persists into adolescence which reduces the number of children born to young adults and the number of criminal convictions. On the other hand reports have proven that childrens education is not affected if they come from a lone-parent family. It just depends on what happens in the home; whether the time and interest is taken in the childs education. If a single parent sets up good morals and standards and lives by example then the children will automatically grow up according to the values set before them. Desai, Chase-Landslade Mich ael (1989) have researched into lone-parent mothers and believe their attitudes and ambitions can be changed and instead of accepting that their children will live to be un-educated and therefore not work; they have suggested ways to improve this; such as putting a limit on the number of years the mothers are in receipt of benefit and help them get back to work or even back into higher education to study for a profession. Classes at local community centres have also been introduced to educate mothers in health, education and general well-being to allow the mothers to increase their maternal education. To conclude the family has taken many different forms over the last 100 years starting with the large families in the industrial revolution where there was not any education and children worked to earn money to support the family. The industrial revolution created a new form of education as factories had more skilled machines and needed experienced workers. Education for working class became universal and allowed every child to be educated and this created an opportunity for women to become more independent and able to work. The post war immigration brought a change to families in the sense of race, culture and language; this created a need for schools to educate children in citizenship. There was a need to understand each others cultures and to create a more multicultural society. This brought up disputes between cultures and religions but generally it was seen as a need to make citizenship classes compulsory. This allows not only the children to be educated in the differences in cu ltures and society but the teachers to understand their pupils too; and to make changes to be able to educate their pupils. Another change to the family structure was the changes in the different types of family in todays modern society. The main one I focused on was lone-parent families. This has seen to affect education in the sense of these children from the lone-parent families tending to be uneducated maternally in morals and standards. This lead to show they tend to under achieve at school; but there is research and reports in trying to improve ways of educating the parents to help their children in their future and to be able to have a good career.

Case Analysis #2

Rongsheng Yuan MGMT250 Hector Martinez Case analysis#2 03/27/13 Amelia Rogers, the account director for Tassani Communication, worked with the Marketing director, Guy Johnson. Johnson informed her that Dave Burns, the creative director had phoned him to discuss the direction of the â€Å"Rust No More Muffler† project. The problem is if Amelia need to take up the situation with Jim Paglia, the COO of Tassani Communications. Rogers, Burns and Johnson worked on a variety of ideas for the â€Å"Rost No More† project. They met to review the work several times to make suggestions of feasibility of the project.Burns was satisfied with the sketch and believed that the work could be improved smoothly. However, Johnson’s boss had some queries about their ideas. Johnson asked Rogers and Burns to start working on another layout. There are four objectives that explain the reasons why Burns tried to phone Johnson several times even if he was not supposed to do so. First of all , Burns’ role was to give the creatives’ ideas to the clients and account management people. He need to communicate the creatives’ version in a convincing way. As a creative director, Burns should make the client to think the creatives’ more groundbreaking ideas.It was his task to talk with his clients in terms of their interests. In order to make his work successfully, he had to meet his client frequently to make sure all the requirements were included and meet. Burn was a responsible director who cared about the ideas of his clients and the quality of the project. Secondly, Burns was not able to accept clients’ opinions when they do not agree with him. However, Burn did not consider his stubbornness as a weakness even if he was aware of a fault. In his opinion, if he disagreed with someone, he was free to not agree and give out his thoughts.His point of view was true, but he often did not understand situations well. As Rogers mentioned in the cas e, Dave loved to be shared with backgrounds. Since Dave needed to learn the detailed instruction of the project, he would question If he was not informed. It was understandable that Burns should be informed of the requirements of assignments, but his phone calls were overwhelming to Johnson if he questioned too often. Thirdly, Amelia did not have industry-specific experience, and she did not have good relationship with colleagues in TC, so the project and the conflicts might be a huge challenge for her.Even the COO Paglia encouraged her to ask questions and was willing to help if she had any concerns. When Rogers, Burns and Johnson worked on the assignment, it was Rogers’ role to be the mediator of Burns and Johnson. According to the case, the colleagues of TC demonstrated that Rogers provided best products by creating conflicts. She only cared about the relationship with her clients and did manage to get achievements. However, she did not get along with her colleagues well d ue to her arrogant manners.Since Amelia lacked the industry-specific experience and good relationship with colleagues, she got frustrated with the assignment naturally. The fourth objective is that Johnson’s boss doubted their layout. During the development of their project, Rogers, Burns and Johnson met to review the layout twice. They design a postcard with an illustration of a muffler, but they got a lukewarm reception from Johnson’s boss. As a result, John advised Rogers to get a illustrated sample of the layout. According to the case, Johnson’s boss seemed to be unsatisfied with their idea or give any suggestions to them.Burns might be concerned about the ideas and quality of their assignment, so he phoned Johnson twice to make sure what his boss needed. To solve all of these potential problems, there are four alternative solutions make sense to me. Firstly, I believed that Amelia should ask Paglia for help due to her lack of experience. Since Burns was a s tubborn person who was overwhelming when he disagreed with others, Paglia, as his superior, could ask him not to phone Johnson frequently. However, it was Burns role to talk with clients about their assignment.Burns did not do anything wrong but was eager to know Johnson’s opinions. As a result, Amelia showed that she was not capable of handling the problems herself. Meanwhile, Burns might care her to worsen their relationship by contacting COO directly. The second solution is to talk with Burns face to face. According to Amelia, she would explain backgrounds to Burns when doing their project. Burns might understand this situation if Amelia’s explanation were convincing. However, in the case, Burns did not pick up her calls, which implied that he might not want to communicate with her.Even if Amelia had the chance to talk to him, his strong opinions would not be changed easily. The third solution is to ask Johnson’s boss for direct advice about their layout. The ir problem was from Johnson’s boss because of his unconvincing attitude. Their project would move forward successfully once they got the clear instruction from the boss. However, employees of TC were not expected to communicate directly with clients unless they meet tactical issue. However, Johnson was frustrated with their layout. He did not get good feedbacks from his boss.As for Burns, he would stop making phone calls to Johnson once they had the detailed requirements from the boss. The fourth solution is to have a group meeting to discuss their plan of the assignment. As they reviewed the layout, they should also speak out their point of view. Since Burns had many questions about their project, Johnson should explain their background and requirement to him clearly. Meanwhile, Johnson was also unfamiliar with his boss’ idea, so he needed to indicate that he did not want to further discuss the project after the meeting.As for Burns, he should think alone about his id eas toward the assignment before group meeting. However, this solution would only solve their internal conflict but would not help their assignment move on because they lacked the detailed instruction of the layout. We can choose the best solution by compute the total scores of the solutions that meet the objetives. Problem | Objectives| | Solutions| | | Burns phoned Johnson twice to talk about the project but Johnson refused Burns phoned Johnson twice to talk about the project but Johnson refused | 1.Burns’ task to talk with clients. | | 1. ask Paglia for help| | | | 2. Burns insisted on talking with Johnson. | | 2. talk to Burns| | | | 3. Rogers lacked of experience| | 3. Talk to Johnson’s boss| | | | 4. Johnson’s boss was not convinced | | 4. group meeting| | | Objectives | Objective 1| Objective 2| Objective 3| Objective 4| Total | Rank in importance| | | | | | Solution1| 3| 4| 3| 1| 11| Solution2| 1| 3| 2| 1| 7| Solution3| 3| 4| 1| 5| 13| Solution4| 4| 3| 2 | 1| 9| From the table, to talk with Johnson’s boss is the best solution which meet most of the objectives.

If Venerus Implements the Suggested Methodology?

If Venerus implements the suggested methodology, what would be the range of discount rates that AES would use around the world? * 12% discount rate was used for all projects * Venerus felt that this model worked fairly well In 1990s this model of capital budgeting was exported to projects overseas * model became increasingly strained with the expansions in Brazil and Argentina * because hedging key exposures such as regulatory or currency risk was not feasible * the ever-increasing complexity in the financing of international operations is another problem * when subsidiaries’ local currency real exchange rates depreciated, leverage at the subsidiary and holding company level effectively increased, and the subsidiaries struggled to service their foreign currency debt * Venerus’s solution to the problem had to be consistent, transparent, and accessible As a starting point, he considered the 15 representative projects shown in Exhibit 7a and, using the financial data in Ex hibit 7b * he endeavored to derive a weighted average cost of capital (WACC) for each project using a standard methodology: * he endeavored to derive a weighted average cost of capital (WACC) for each project using a standard methodology: WACC=EVre+DVrd1-? In order to calculate each WACC, Venerus knew he would have to measure all of the constituent parts for the 15 projects: * the cost of debt * the target capital structure * the local country tax rates * an appropriate cost of equity Venerus feared the use of a World CAPM might yield artificially low costs of capital.Similarly, Venerus did not advocate the use of a â€Å"Local CAPM† where beta measured the covariance of a project’s returns with a portfolio of local equities. Countries such as Tanzania or Georgia, where AES had projects, did not have any meaningful equity markets or local benchmarks. Still, he knew he had to find a way to capture the country-specific risks in foreign markets. 1. he calculated a cost of debt and cost of equity for each of the 15 projects using U. S. market data 2. he added the difference between the yield on local government bonds and the yield on corresponding U. S. Treasury bonds to both the cost of debt and the cost of equity Summary of WACC Calculations for AES

How Can The Diet Of A Mother Affect Her Baby From Getting...

How can the diet of a mother affect her baby from getting type 2 diabetes in the future? Type 2 diabetes is a serious issue for the body and on your lifestyle. This report is about type 2 diabetes and how can the diet of a mother affect her baby from getting type 2 diabetes in the future. I will also explain the biology behind type 2 diabetes and the impacts of type 2 diabetes. The biology behind this disease known as type 2 diabetes, in most cases, sources highlight that type 2 diabetes is when your body doesn t produce enough insulin. Such as Diabetes New Zealand according to the New Zealand website it defines ‘in type 2 diabetes, either the body doesn t produce enough insulin or the cells in the body don’t recognise the insulin that is present’. Type 2 diabetes is when you eat carbohydrate food, chemical in your small intestine break them down into glucose. The cells lining absorb the glucose which passes into the bloodstream. 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