Business LAw 2 Assignment Example | Topics and Well Written Essays - 1000 words

Business LAw 2 - Assignment Example Introduction General partnership is a business organization in which two or more persons come together to form a business with the aim of realizing profits. In opting for this form of business organization, we considered several factors in the formation of businesses and opted for this form of business given the several flexibility associated with the business. These include; during the formation of the business, the legal requirements are not tedious and lengthy (Dobson, & Stokes, 2008). One undergoes few legal formalities and the business will be granted the permission to legal exist as opposed to other forms of business organization like the limited companies. In the partnership, the partners are directly involved in the daily running of the business and have the opportunity to acclimatize with the requirement of the business and ensure efficient and smooth running of the business (Fletcher, 2002). In addition to these, there are also different expertise brought together in runnin g of the business hence specialization and division of labor. Policies of the Company during Formation During the formation of the company (partnership), we will have to form the reference policies that will be used for the daily running of the business. ... In this sense, the profit or losses realized in the business will be shared according to the assets and capita contributed during the formation of the business. II. Division of Duty and Responsibilities The duties in the partnership will be equally divided given the number of the partners in the business. In the business, there will be no dormant partner and expenditures incurred following outsourced labor will be considered liabilities of the partners of the business (Gage, 2004). III. Dissolution of the partnership Partnership will be in existence until such a time that the following hypothetical situations stipulated in this agreement realized; death of a partner, when the business run into bankruptcy, and when declared by court of law as engaging in unscrupulous business (Hall, 1984). During the dissolution f the partnership, the business assets and the profit or losses will be shared according to the stipulation given by the clause describing Capital and profit sharing. IV. Inco rporation of the new Partners The partnership will remain open for the incorporation of new partnership given they make asset and capital contribution equivalent to those already in the business. The contribution of each partner will be proportionately be determined and profit and losses shared according to the proportion made in the contribution (Lowe, 1999). Policies on the Breach of sale and Purchase of Products In the partnership business and just like any other business, there are sales and purchase of products. These operations in the business require that certain terms and conditions be made and the parties have to adhere to them, failure to

Personal Intellectual Development Essay Example | Topics and Well Written Essays - 750 words

Personal Intellectual Development - Essay Example His standards are ever high, and his expectations have zero tolerance for excuses. His firm stance on quality in every aspect of life has always served as a driving force in my intellectual development. From how he monitored my initial stages of academic development to how he came up with a period that would guard my personal studies, I just established a firm foundation that would bear intellectual fruits. His firsthand involvement at home came with assistance in dealing with homework, research and other forms of personal studies. Nothing works magic as a dad who has time for his children. Every night was a thorough review of work covered during the day. A timely response to my requests would have me a step ahead of my peers. He would work hard at daytime to meet my every kind of needs, meet financial requirements to keep me in one of the best schools in our state. Attending our activities day came with a through inquiry of what I was doing at school. My performance came with reward s from him, motivation, encouragement, and sometimes a slap on my whole face. Sometimes I think about all these with my head down and put on a big smile seeing the man he made me. Having had me in the school environment presented an open opportunity to find reads that would transform my academic approach. While dad was pulling strings at home, Alain de Botton’s The Consolation of Philosophy was a source of inspiration for school. This read provided wisdom basics that have always been a pillar to lean on. Botton’s assumes a tone of consolation as he helps the readers figure solutions to their everyday problems. I borrowed a great deal from Botton’s perspectives as he cites the likes of Socrates and Epicurus philosophy (Botton). Botton taught me that as much as life has challenges, what matters is an attitude that helps you sort through the problem.

Lego strategic analysis

Lego strategic analysis Introduction: This essay will consider firstly the position of Lego in relation to both the constraints of the internal and external environment in the lead up to 2004. The essay will then go on to consider the position of the Lego group from 2005 onwards paying particular attention to how the company has reacted to adapt its internal resources in order to meet the needs of the external environment. The Lego group up to 2004: In 2004 the Lego group was under the leadership of CEO Kjeld Kirk Kristiansen, the company faced a large number of problems including posting a loss for the year of DKK 1,800m despite a group turnover of DKK 6,295m. As a result Kristiansen stepped down from the chiromancy and deposited a further DKK 800,000 of personal funds into the company. Despite these headline figures the problems facing the Lego group in 2004 many be considered has having a longer history than the single year of such great losses and be routed in both problems in the internal and external environment. Five Forces Analysis Porter (2004) outlines five forces which have an impact upon a business coming from the external environment and include the following elements which will now be considered individually: Level of rivalry Power of buyers Power of suppliers Threat of substitutes Threat of entrants Level of rivalry The overall level of rivalry may be seen as relatively intense for the Lego group in the run up until the end of 2004. Whilst Lego occupies a strong position in the market for construction toys with relatively few rivals one must consider that Lego is now competing in boarder market of childrens entertainment which in the lead up to 2004 began in include large incumbents from the electronics sector such as Sega and Nintendo. Power of buys The power of the buyer in the case of Lego may be seen as relatively high with low switching costs between alternative toys and even substitute products such as video games and television. Power of suppliers The power of suppliers may be seen as average, Legos products on the whole may be seen as largely based upon standardised inputs such as plastics and chemicals. There is the consideration that were Lego chooses to move into non-traditional areas such as sets associated with films or games the power of suppliers will increase as a key input becomes that of licences which is a form of intellectual property. Threat of substitutes This may be seen as the largest threat to the Lego group in the run up to the end of 2004. Although it is difficult to define what market a company occupies (Grant 2008, Porter 2004) for the purpose of considering the impact of substitution one must consider Lego to be a provider of childrens entertainment. In this case the threat from substitutes are rather high given that consumers may substitute between alternative traditional toys such as action figures or toy cars through to electronic products such as video games and television. Threat of new entrants The threat of new entrants into both the smaller traditional toys market and the wider childrens entrainments market may be seen as relatively low in the run up until 2004 largely for similar reasons. In order to enter these markets there is the requirement for significantly high levels of investment in both the form of capital investments and research and development costs both of which act as barriers to entry and thus restrict the number of new entrants (Porter 2004). SWOT analysis A key tool in considering the overall strategic fit is that of a SWOT analysis, a SWOT analysis considers both a companys internal elements (Strengths and Weaknesses) and attempts to considers how these factors fit against the external elements of Opportunities and Threats (Lynch 2008). Strengths Legos key strengths may be seen as coming from both its brand recognition and its ability to use innovative technology without moving away from the companys core values. Whilst there are many other competitors in the toy or childrens entertainment market Lego remains the brand of choice in the field of construction toys despite the fall of other long term historical brand such as Meccano (VA 2010) and the rise of alternative substitute products such as video games (BBC News 2004). As the case study indicates despite the traditional nature of the Lego offering the company has a strong association with contemporary IT, design and manufacturing systems which help to make the product both more durable as well as helping to reduce manufacturing costs thus making the field of technology as key strength for the business. Weaknesses Legos key weakness in the run up to 2004 may be seen as two fold. Firstly the company has failed in a key area of the understanding of marketing in regard to understanding the needs of their customers which may be seen as the focal point of the marketing concept (Brassington and Pettitt 2007). This can be clearly seen in the role out of the Explorer range, in this case the company designed a product which failed to appeal to those who were not buying Lego products but subsequently didnt meet the needs of those who were buying the current Lego products. The second weakness of the Lego group in the run up to the changes at the end of 2004 may be seen as the lack of ability to translate key corporate strengths and innovations into implemented strategies. Such considerations are demonstrated by Legos initial development of such innovative actions such as programmable parts for its Technic range as far back as 1986 but a contradictory failure to react to further developments in manufactur ing processes such as CAM and CAD or product developments such as those associated with video games until much later. Opportunities and Threats The opportunities and threats to Lego in the run up until the end of 2004 may be seen as indivisibly linked representing a threat or opportunity based upon Legos reaction to the element hence they will be considered together. The largest threat to Lego may be seen as the changing nature of the market in the run up until 2004. Whilst Lego has remained the market leader in construction toys there must be the consideration that for a large part there has been a decline in the overall market for traditional toys has children have increasingly substituted to alternative forms of entrainments largely in the electronics sector. Despite the threat to Legos core product offering in this trend in the run up to 2004 there was also a significant opportunity for Lego to use such threats as opportunities to generate spine of sales in the form of Lego sets associated with games and films as well as the development of non-traditional Lego products presenting Lego with the opportunity to diversify (Johnson et al 2008). Previous to 2004 Lego had already made some diversifications into the areas of direct retails with its Lego stores and the opening of its Lego Land amusement parks, this however represented at the time a co nsiderable opportunity for further development. The Lego group 2005 and beyond: This section will now consider the position of Lego from 2005 onwards and as such will attempt to consider how Lego has adapted to the issues highlighted as facing the company in the run up to and including 2004. In the first instance one should consider that at the start of 2005 Lego started with a new CEO and by the end of the year posted a profit of DKK 214 a figure which has since risen in 2008 to DKK 1,352. Structure: In the first instance the structure of the Lego group may be seen as changing significantly since 2004. The first change for the companys structure may be seen as beginning with the appointment of a new CEO an action which may be seen as both a large pragmatic change for any organisation but also a significant one from a symbolic perspective (Mullins 2009). Such a change has allowed Lego to re-define its operations allowing the company to move into new diversified markets such as the use of the Lego brand in relation to computer games and the production of traditional sets which are related to television and cinematic spin offs. Other structural changes relate to the companies operations, operations in counties with relatively high labour costs such as Europe and the US have been outsourced to companies in Singapore and Mexico respectively. In addition the companys operations in the Czech Republic whilst remaining under the ownership of the Lego group have been put under the day to day management of the companies joint venture partner Flextronics. These structural changes which have taken place within Legos operational function have allowed the company to make significant savings in labour costs. Despite these advantages there must also be the consideration that there are some draw backs. In outsourcing production there is the consideration that Lego will lose some of the control it had over its operations previously (Slack 2009), this is a key consideration for Lego as the success of the company and its brand has previously relied on a high association with good quality, something which may be damaged if ou tsourcing is not managed correctly. HR: The companys HR policy may be seen as a true test of the organisations wider values against a back drop of changing economic conditions. On the one hand the companys policies may be seen as facilitation an organisation which values organisational learning and development through the medium of its staff. Such considerations can be seen in the specific deployment of such policies of continuous improvement which is a key contributor to the companys high standards for product quality. Despite this following such heavy losses in 2004 Lego made significant reductions of staff from 5,604 in 2004 to a low of 4,199 in 2007 a figure which has since recovered dramatically to 5,388 in 2008. As such the company may be seen as demonstrating that whilst its organisational values are key to its success reductions will be made to adapt to market conditions were necessary. Another contradiction that one may consider is that the company in the case study maintains that it will meet the legal requiremen ts as a minimum in relation to its operations. This raises two concerns in the first case there is the consideration that all companies should in theory meet these minimum standards in any case and so this doesnt really form a policy so much as a statement of the obvious. In the second instance Lego in recent years has outsourced a considerable amount of its operations to areas such as the Far East were HR standards are often much lower (Hutchings 2001). One may consider that in these cases if Lego only aims to meet minimum standards then the policies outlined in earlier paragraphs represent an attempt to present the company in a positive light to consumers rather than attempt to create a genuine learning organisation. Culture/Values: Despite the changes which have been made since 2004 one may consider that such changes have not been at the expense of the companys wider culture and corporate values. In the lead up until 2004 the Lego group may be seen as largely having a corporate cultured built around offering a high quality differentiated product (Jobber 2007) in which the experience of the child as an end user is the key consideration. Despite branching out into alternative products Lego has maintained its commitment to product quality and key concepts such as not promoting war related themes in its product portfolio. From a innovation perspective one may see that Lego previous to 2004 had the technical abilities associated with an innovative culture however in more recent years one may see that the company has been much more successful at moving such innovations from the ideas stage into the implemented strategy stage. IT/Innovation: One of Legos key strategies since the restructuring of the company at the end of 2004 has been the companys attitude towards IT and innovation. In adapting to the new business environment Lego may be seen as adopting two key strategies in relation to innovation and technology. Firstly the company has used new forms of technology for internal manufacturing processes. Such innovations include the use of computer modelling and computer aided design and have allowed the company to speed up the design process as well as well as maintain the companys values in relation to quality and manufacturing tolerances which contribute to the consumer experience. Secondly the company has used IT and innovation in diversifying its product ranges, such innovations have seen adaptations of Legos traditional lines to incorporate more electronic features through to the outright diversification into new product areas such as computer games based upon a Lego theme or using the Lego brand. Such diversifications may be seen as providing a key hedge against the risk which is inherent in operating with a lower level of diversification (De Witt and Meyer 2004). From a strategic perspective this also shows the recognition on the behalf of Lego executives of the need to compete in a wider market than merely that of traditional childrens toys. As such the element of innovation may be seen as one of the most important elements in the turnaround of the companys fortunes since the end of 2004. Conclusions: Having considered the research there are a number of conclusions that may be drawn. Firstly in considering Legos potion previous to 2005 one could argue that the company had a strong set of internal resources but had failed to respond to changing external considerations in the market. The result of such a lack of strategic fit ultimately put the company in a relatively weak financial position generating substantial losses in 2004. Following the appointment of a new chairman in 2005 the company has successfully turned its fortunes around seeing that the key strengths of the company in the form of brand, technological innovation and corporate values have been used to create a strategic fit which matches the challenges of the contemporary business environment. One may take the view that whilst Lego will face significant challenges in the future due to the continuing nature of changes in the market the company has not adapted its structure and processes so as to be able to deal with such challenges successfully in the future.

Anabolic and Androgenic Steroids :: performance enhancing drugs

The first performance enhancing drugs I’ll talk about are Anabolic and androgenic steroids. Anabolic and androgenic steroids are synthetic drugs that duplicate male sex hormones such as testosterone. â€Å"Anabolic† is a muscle building steroid, and â€Å"androgenic† is built to increase masculinity. Steroids are a class of drugs. Steroids are only legal when prescribed. They are used on patients who have problems such as delayed puberty. Other uses for steroids include treatment of allergies, impotence, and asthma. Doctors also prescribe steroids to patients who have AIDS to stop the loss of muscle mass which is a problem for AIDS victims, other diseases also cause loss of muscle mass and sometimes are treated with steroids. Since 1976 steroids have been used to enhance performance athletically. They are also used by bodybuilders to put on muscle mass. There are two ways to take anabolic steroids. One way is orally the other is by injection. Like many other performance enhancing drugs they are taken in cycles. These cycles are months and sometimes weeks. They are designed so that the body does not stop producing the hormone or nutrient in other cases naturally. Another reason for this is to reduce the negative affects of steroids. Steroid users often take several different steroids to maximize the results. This is known as â€Å"stacking†.   Ã‚  Ã‚  Ã‚  Ã‚  Many sports organizations have taken action to prevent the use of steroids by giving random drug tests. As drug tests become more and more common so do the ways of covering up the use. A very common way of covering up steroid use is by using oral steroids which are usually untraceable after two weeks. Another way that is used is by taking other drugs that dilute the urine to pass the drug tests. All in all steroids are not worth the risk. Side effects like these prove it. In males use of steroids because shrinking of testicles, reduced sperm count, increased risk of baldness, increased risk of prostate cancer, weakened tendons, liver damage, premature heart attacks or strokes, and development of breasts. In woman steroids also have non intriguing side effects such as, male pattern baldness, changes is or pause of menstrual cycle, enlargement of the clitoris and deepened voice.

Business unit

I have excellent communication skills I am trustworthy I have a smart appearance Weaknesses: Nervous when speaking in front of groups I am sometimes shy when I meet people for the first time sometimes a problem My punctuality is When starting your own business there are many advantages, these vary from being your own boss, which means you are able to make your own decisions which is very convenient because everything you say goes.You are also able to work at a place that suits you, whether It being a location that Is close to your home or a place that has more attractions_ This also means that you are able to combine work and family together. You can spend more time with your family because you being your own boss means you are able to go to work when it suits you. Starting your own business also means all the profit that is made within the business is all yours. With every business although there are advantages there are also disadvantages. It could be that you work very hard and st ill not make any profit.If this happens it could be a big downer on the business and you yourself as the owner. It is also possible that you could make a loss. It can also be very stressful running your own business because all the pressure will be on you as the owner and manager of the business. Regulations and laws for business When starting a business one of the most important law is to obtain a license to operate a business Marketing and sales and hers we use direct selling and distance selling. At his and hers we sell our products directly to our customers from our store.Which gives us direct contact with our customers which with great customer service helps us to build a relationship with our customers. We also have our own online website where customers can place their order and we send them their products via delivery or shipping. Financial issues UP (LEAFLET) Legal status The business I have chosen is a sole trader business. A sole trader has the freedom to do things the wa y you want. Being a sole trader also means On the other hand being a sole trader could be quite lonely if you work alone and you will need to have wide range of skills such as marketing, finance, etc.Process for starting a business legally When starting up your own sole trader business you have to inform the HAM Revenue and Customs with the first three months of starting the business and you also have to complete a self-assessment x return and pay income tax on their profit. Businesses pay a fixed rate National Insurance contribution called and class 2 another contribution called class 4. Sole traders their own name for their business do not need to register this, but other businesses that trade under a different business name must include their own name on the business information.Formal records for example leasing arrangement, tax returns, health and safety. Every business needs to keep records. All records usually fall into two main categories, records required by the law and rec ords to help run the business. Being that my chosen business is a sole trader I will not need to register with the tax office. Customer care Customer service is key to maintaining good customer relations and growing a successful business. Customer care means trying to make the customers experience as good as possible.At His and Hers we ensure that customers get their moneys worth, we make sure the product and our service matches the customer needs, we also complaints are dealt with promptly, courteously and thoroughly. Market research At his and hers we like to find out information about existing and potential personal factors, such as their age, gender, culture, occupation, income, the products they currently use and location. There are two main ways to carry out market research, primary research and secondary research. Primary research is where we get information straight from the customers.These could include interviews, questionnaires, analyzing purchase records and feedback. Se condary research uses published information such as yellow pages, newspaper reports and articles in trade journals. Promoting and advertising your product or service Promoting and advertising your business is quite important because it helps make the business more recognizable. We usually promote advertise to give people information on products and services, we explain about changes and improvement, publicizing special offers and sales and building a positive image of the business.At His and Hers we use a variety of ways to promote and advertise our business. We have posters around the local area, we hand out leaflets, we advertise in the local newspaper and many more. We also promote our business by giving out key holders and pens with our logo and address on it. Unique selling point My business His and Hers sell pure virgin hair, they vary from different lengths to different textures. We also have appealing packaging and outstanding customer service. We also sell at very reasonabl e prices compared to other high street cosmetic stores. CompetitionMy business has many competitors such as Pass cosmetics, Shabby, beauty depot and many more. All of these hair and cosmetics shops are located all around London. Pass are very similar to my business because we both sell a variety of hair. Although Pass do sell a vary of hair whether it being human hair, virgin hair or synthetic hair His and Hers sell unprocessed virgin hair with a variety of different textures. Sources of finance When starting a business you need some form of finance to get the business started and for the running cost for the first few months. There are many different sources of instances out there.You could look into your own savings, this could be your money that you've saved, money you've inherited or money from family or friends. You could take out a bank loan which is borrowing money from the bank for a fixed period and is paid back monthly including interest, or you could get a bank overdraft which is an agreement with the bank where you withdraw more money from a current account than there is in the account. Businesses always need money to get them started, this is called a start-up cost. There are two basic costs when starting a business, this is called capital costs and tart-up working capital.Capital costs and items that will last long term such as the purchase of a building or rental deposit, refitting of a building such as installing shop displays or a shelf, equipment such as a computer or any vehicles required. Start-up working capital is needed to buy stock for production such as stationary and cleaning products. Cash flow forecasting Cash flow is the total amount of money that goes in and out of the bank account of a business. The most important factor is the closing balance, which tells you're the final amount of money in the bank at the end of month.If it's a loss, the business could be at risk because they may not have enough money to pay the bills. It is im portant for businesses to forecast cash flow to see if there may be a problem. Measure financial success for example, profit, income and costs. The financial success of a business can be measured in many different ways such as cash flow which is the closing bank balance of a business' ability to pay its debts on time, cost and income which is when businesses aim to minimize they're costs and maximize their income and profit which is this figure after costs are subtracted from income.

Perspectives On Managing And Organizing Education Essay

Experiential larning provides a phenomenon where direction as a acquisition procedure is applied for single workers, squad edifice and organisational constructions ( Bartik 2001 ) . It provides a holistic and dynamic attack in direction through entrepreneurial acquisition, scheme preparation, job resolution, decision-making and leading. Experiential acquisition as applied in direction has hence been instrumental in planing managerial instruction plans, developing and development. It is peculiarly important in determining the behaviour of persons with regard to existent experiences that they go through at their several workplace in relation to their personal ends and aims. Employees are motivated to work at the organisational degree by the grade to which their personal and calling aspirations are applied. The direction of different organisations hence needs to actuate their employees by making an environment that promotes their public assistance for the common benefit. The acquisition manners utilised towards beef uping direction in organisations benchmark both the experiences of directors and work force ( Brockett & A ; Merriam 2007 ) . It is every bit of import that personal acquisition manners are le in the procedure of geting dynamic cognition and preparation. Through entrepreneurial acquisition, cognition is acquired which is so complimented by the assimilating phases that includes scheme preparation. Entrepreneurial acquisition incorporates ways of working chances that are good to both workers and the direction. Persons are benefit from experiential larning in direction by constructing the capacity to place jobs in their lives after which declarations are designed to work out them based on the existent challenges that follow the implicit in experiences. In pull offing organisations, the leading seeks to work out jobs which interfere with the end product of their concerns. The acquisition styles that steer the procedure are benchmarked on a proper apprehension of the managerial behaviour, squad edifice and organisational construction. Individual are able of geting cognition through a careful observation of their experiences in add-on to their interaction with their milieus. Peoples are so in a place to measure their experiences in life in order to do of import determinations meant to work out their jobs. Since acquisition is a procedure of geting cognition, the procedure of interrogating day-to-day life experiences from the position of one ‘s ends and aims so invent his/her individuality consequently ( Moon, 2004 ) . Peoples are so directed in their lives by the subsequent picks that they make to react to the accompanying challenges. Experiential larning hence establishes an luxuriant agencies of transforming experiences into cognition which is appropriate to single aspirations. Learning in general seeks to enlarge the cognition base of information. This requires that the information is stored for future mention or otherwise memorized. The accomplishments and facts acquired during the learning procedure should authorise scholars in work outing their day-to-day jobs through using them suitably. Persons have a natural ability to larn from their experiences ( Griffin, 2003 ) . It therefore explores a method of obtaining information by larning from experiences. The cognition is so acquired and transformed to work out jobs that persons have every bit good as the environmental concerns. Experiential acquisition is a uninterrupted procedure that incorporates the experience with theory, contemplation every bit good as solutions. Experiential acquisition is based on the rule that persons learn better from their personal experiences. People ‘s actions in this theory are more of import than what they have been taught ( Moon, 1999 ) . It hence employs a learning procedure that is self fulfilling and gratifying in order for the scholars to confront the challenges suitably. It besides empowers the persons with the ability to go originative and advanced. The theory of experiential larning hence based on firsthand experience and observation. Contemplation in experiential acquisition is really critical ( Silberman, 2007 ) . I t provides the nexus between the existent life experiences and theoretical constructs. Participants in the acquisition procedure are given an chance to interact with each other with an purpose of larning from one another. An person is besides expected to measure his advancement within the squad with a position of developing oneself at the terminal. This is peculiarly utile larning since it equips persons with the possible to grok thoughts easy. This is due to the fact that workers are engaged in several activities at the same clip. As a consequence they require such group activities to animate their acquisition procedure with upper limit end product out of each session ( Hillier, 2002 ) . This is besides because the professionals are able to interact with the acquisition phenomenon firsthand from familiar experiences that could steer their contemplation. Both the content of the acquisition procedure and the relevant experience that is applicable to the scholar are explored. The immediate personal experience provides the foundation for acquisition because it provides a familiar relationship to the theoretical constructs being discussed. Any new thoughts being discussed can hence be verified against these known experiences for their cogency ( Brockett & A ; Merriam, 2007 ) . The experiences can besides be understood better through a witting contemplation. Experiential acquisition is typically a uninterrupted procedure that combines existent touchable experiences through contemplation to academic theories in order to calculate current and future events. This may include the procedure of larning about market and corporate kineticss for the end of forming and pull offing concerns. No instructor is involved but the scholar additions knowledge by interacting with the environment straight thereby being able to do personal finds without looking at others ‘ experiences ( Moon, 1999 ) . In order for the scholar to profit from this sort of exposure instruction, he/she should be able to take part proactively in the experience. Another basic constituent entails the scholar ‘s possible to reflect on each and every item of the experience ( Nasta, Gray & A ; Gray, 2000 ) . In order to grok the experience to the full, the scholar should possess critical fact-finding accomplishments in order to examine the issues being experienced. Then the scholar needs to hold the accomplishments to cover with hard scenarios every bit good as doing wise picks. This is really utile in authorising the scholar with the possible to work the experiences involved in existent life state of affairs. This becomes even more indispensable to directors and their subsidiaries alike who find the experiences a feasible resource stuff for mention when work outing daily jobs every bit good as doing life determinations. However, these experiences can be to the full utilized if they are understood within the context of formal larning otherwise general experiences may stop up being applied wrongly ( Doyle, MacDonald & A ; Leberman 2006 ) . Therefore experiential acquisition on its ain may take to generalisations, stereotypes and bias when scholars make decisions from their experiences. On the manus, experiential larning becomes really utile in assisting persons educate themselves about their best manner to run into personal demands, wants and demands through direct experience. Persons take parting in this sort of acquisition should possess personal enterprise and regular rating of their experiences in order to efficaciously prosecute in the procedure. The procedure requires that scholars at the inset set their ends and aims which are meant to steer them in measuring their experiences. Evaluation entails doing relevant observations, contemplation and the ultimate determination devising. There is besides a constituent of enjoyment in experiential larning characterized by athleticss and games ( Zounkova D, Franc & A ; Martin, 2004 ) . The serves to maintain the lessons obtained in the acquisition procedure for a good period of clip. The societal forums created by the athleticss encourage squad work, communicating and leading. When scholars are personally involved in the experiential acquisition procedure, they are able to appreciate their endowments and gifts within a communal and gratifying scene. As a consequence, those easing the experiential acquisition should be rather surpassing in footings of prosecuting the scholars in procedure to the full. This demands that the facilitator provides leading by active engagement every bit good as promoting the squad members to work the environment to the upper limit. They should brainstorm the heads of their co-workers to believe in tandem to the set ends and aims. Emphasis is hence put on an person ‘s personal growing and development through escapade in the mark environment ( Hillier, 2002 ) . The attack seeks to authorise the personal rational, emotional, physical and religious well-being. The person ‘s senses are put to pattern in the acquisition procedure prosecuting the encephalon, the eyes, the bosom, the lingua and the custodies. This means that the whole being of a individual is engaged in a holistic acquisition procedure. Persons so interact with each other constructing relationships and furthering character development and individualism. This signifier of acquisition is peculiarly effectual in grownup acquisition and direction. The grownups have fundamentally gained experience in the immediate yesteryear which is relevant in experiential acquisition procedure when covering with present challenges. Tangible experience is related to theoretical constructs through contemplation and dynamic tests ( Moon, 1999 ) . The grownup scholars utilize their immediate experiences through acute observation and brooding thought to pull relevant constructs about the past events in their finding of future programs. The four phases are integrated procedures that follow each other in the experiential grownup larning procedure. Learners are invariably involved in set uping personal experiences that are related to the current environment being evaluated within a societal cultural apparatus. This properly defines the best position to prosecute in womb-to-tomb learning procedure. It provides a forum for the grownups to develop the society through their personal experiences in position of the current challenges. Experiential acquisition besides provides an chance to develop the grownups ‘ callings after their formal acquisition in schools. Their work experience is peculiarly of import when seeking for publicities at their workplace and leading in the society as an chance to foster their callings. The procedure of experiential larning hence develops a individual ‘s overall mentality and societal relevancy. This manner of acquisition is really of import in finding the sequence of events in a peculiar state of affairs particularly when discoursing possibilities of work outing a job. From this form of events, a general shaping rule can be established to explicate the state of affairs ( Silberman, 2007 ) . The actions that characterize the response to the state of affairs and several other related events provide the implicit in rule. When a similar state of affairs arises or some other related scenario, this rule is applied in specifying the stairss which can be exploited to work out them within that context. This is an of import signifier of larning to grownups particularly those in direction places. This is because they are able to do wise judgements by transporting out a critical contemplation on issues based on old experiences in direction. The grownups are able to expect future results by linking similar actions that occurred in their past experiences at work or in societal forums. Despite of this baronial acquisition procedure, the generalisation of issues may take to erroneous decisions which could damage the credibleness and unity of peculiar cover determination devising processs ( Griffin, Holford & A ; Javis, 2003 ) . Above all, scholars in direction have their ain strengths and failings which they are familiar with. This when coupled to their ain experiences which they are easy for them to use, forms a comfy acquisition atmosphere to derive personal cognition. Management as a acquisition procedure besides exploits relevant experiences that are practical in nature such as the application of larning manners by portfolio directors in investing banking. The implicit in attack seeks to analyze the mode in which the portfolio directors are able to use the subsequent job resolution and determination devising accomplishments in forming assets in their portfolios ( Checkoway 2007 ) . The investing subdivisions of a bank which are usually demanding in footings of the big discretional histories and clients with a hazard disposition so steer the investing directors in determination devising. They really achieve the position utilizing suiting larning manners such as active experimentation and concrete experiences in rapprochement of histories. On the manus, other subdivisions of a bank such as the personal trust section with lower public presentation and hazard outlooks every bit good as fewer discretional histories so inform the directors on larning manners that incorporate brooding observation and active conceptualisation in determination devising. The several directors with acquisition manners face-to-face to each other had different experiences in their direction acquisition ; the concrete directors preferable people in the signifier of fellow workers, agents and business communities in their direction portfolios. Abstract directors on the manus obtained information relevant in their sections through analytical informations from beginnings such as company reappraisal and economic analysis ( Pettigrew 2003 ) . The concrete directors really preferred information that was utile in doing specific recommendation to a job with regard to investing banking. It was besides deserving observing that abstract directors arrived at a decisive decision from beginnings of information that they could straight analyse with regard to investing dimensions. As a consequence, abstract directors have a inclination to utilize so much information in their analysis in order to get at a determination as compared to their concrete opposite numbers in the same investing banking ( McGill & A ; Weil1989 ) . A situational analysis reveals that experiential larning in investing banking enables directors to be sensitive in their feelings towards other people particularly their clients and other stakeholders who matter in their plans. This really empowers them with an open-minded attack in their lives and managerial callings. This is so followed by job analysis with regard to investing state of affairss which so strengthens understanding in work outing jobs. The principle follows a position that recognizes people ‘s ideas and feelings in order to set up of import sentiments to be made that decide direction challenges. Those persons that participate successfully in this analysis develop a character profile with of import values such as forbearance, equity and resourceful thought. The subsequent experiences are utilized in solution analysis where possibilities are created for practical solutions to underlying following the precedency already established in the old phases. A solution analysis hence generates solution every bit good as their application in deciding jobs ( Sheth & A ; Eshghi 2008 ) . In this procedure, people are prefer rational logical thinking as opposed to mere feelings every bit good as set up theories related to underlying state of affairs ( in this instance investing banking ) than look intoing established facts. Directors are concerned with systematic organisation of issues, quantitative analysis and theoretical use of constructs in concern. As a affair of fact, the ensuing result of their idea forms follows a rigorous standard of analysing thoughts and later organizes their systems in investing portfolios for the common benefit of the concern and clients. What follows so is the execution analysis which is characterized by the procedure of placing undertakings that are portion of the solution analysis into a logical program characterized by relevant clip frames with appropriate rating schemes. Mechanisms are established to promote clients for case to put more in stocks and to mortgage installations alternatively of pyramid strategies that could put on the line their pecuniary additions in unbarred ventures. Directors who are able to interrogate issues to this degree derive practical cognition of their concern challenges and state of affairss that confront their dynamic markets ( Partin 2008 ) . These directors finally obtain practical applications of their theoretical cognition in order to act upon fellow co-workers. In kernel the directors taking advantage of active experimentation happen it easier to use abstract solution to their jobs and their organisations. In the universe of investing banking, the directors are able to innovatively plan practical solutions through a situational analysis and the subsequent execution protocols. They are really capable of taking manageable hazards in order to accomplish their ends and aims in add-on to their passion to see an impact of their Bankss in the surrounding environment ( Griffin, Holford & A ; Jarvis, 2003 ) . Through corporate societal duties, the directors are capable open uping local investing into enterprises that lead to poverty obliteration. They are influential in converting managers on of import council chamber determinations that create investing enterprises for other corporate every bit good as little and average endeavors. Since experiential acquisition follows a paradigm that values squad edifice, directors who are donees of the preparation value the part of their co-workers in benchmarking concern investings related to banking every bit good as research and development of their portfolios towards competitory advantage in the market ( Hillier 2002 ) . Team constructing characterized by larning from one another ‘s experiences enables for self rating and brainstorming techniques to be applied with a high grade of answerability and transparence. In order to larn from diverse experiences in a squad, the squad really builds itself from constructive duologue which allows for members to reflect about their single experiences together. As a consequence of contemplation, preservation and corporate duty and active question of single experiences, practical solutions can be created for the benefit of the full society. Members are encouraged to interact as equals in group treatments where they brainstorm on issues in their environment and peculiarly in their investing Bankss. The groups every bit do research in their niche markets on their clients with leading from directors with diverse experiential acquisition in order to incorporate dynamic thoughts in determination devising ( Moon 2004 ) . The directors are able to help the squads to develop an image unique to their organisation by spearheading a corporate treatment on different members ‘ experiences. As a consequence of the fruitful treatments, the directors are able to transfuse in the squad some sense of corporate duty in the subsequent determinations that affect their organisation. In kernel, the directors integrate in the workers through responsible leading, an apprehension that all of them belong to the company and their aspirations and ends in life every bit affair ( Silberman 2007 ) . Investings in the bank are more likely to better when the employees are trained to believe in the vision and mission of the organisation every bit good as guided on how to incorporate their single experiences and aspirations into the broader image of the investing authorization. For case, the workers ‘ calling aspirations can be developed more suitably when the bank through squad edifice recognizes endowments and capablenesss of its staff in their determination devising procedure. Monetary awards are non plenty in actuating the bank workers to execute better and honest in their projects. The workers ‘ household and calling aspiration is fundamentally a major ingredient of their direct experiences which could act upon the overall end product of the organisation. The directors fundamentally provide the executive consciousness required to steer the interaction procedure within the squad with maximal regard and focal point ( Nasta, Griffin & A ; Gray 2000 ) . It is of import that the workers are guided into fruitful deliberations with a batch of regard with one another ‘s experiences. When the civilization of common regard is developed in the squad, members become receptive to their co-workers points of position which so lead to proper contemplation on the subsequent determination for the common growing and development of everyone. The squad really develops into a acquisition system with members have a maps that contribute towards continuing the aims of the squad. The directors are left to monopolise leading alternatively they are portion of the squad which assumes shared leading with personal demands being integrated into the squad ‘s ends. The functions assigned to team members revolve around the investing banking portfolio with others being information searchers, coordinators and others could function as criterions compositors, compromisers, encouragers and group perceivers ( Zounkova , Franc & A ; Martin 2004 ) . Members really preferable executing those undertakings which they were familiar with or otherwise interested in. Despite of this, they were motivated by the squad spirit to execute some responsibilities for the best involvement of the group. As a consequence, the group provides a hospitable infinite for calling growing and expertness among its members. The procedure of experiential acquisition in direction of the banking industry besides allows for the creative activity of occupations through enlargement of concern chances to the young person. The investing portfolio is hence guided by its part to the society as a consequence of the fruitful deliberations that involve the full members of the community. The banking involvements in furthering fiscal growing in the environing community is paramount and squad edifice ensures that the merchandises provided by the establishment ( Silberman 2007 ) . For case husbandmans can be financially empowered through loans that enable them to purchase farm inputs such as seeds and fertilisers in order to guarantee that the end product of their agricultural green goods is sustainable with high net income borders. Students can every bit be supported through experiential acquisition to develop a holistic attack in calling patterned advance. The Bankss are every bit positioned good to widen educational loans and grants to the pupils with minimum involvement rates for their common benefit. Management as a acquisition procedure is hence sustained as a procedure of accommodating to the day-to-day challenges that confront the society particularly in elating their life criterions. Action Plan affecting economic research Economic research is of import in finding the extent to which the benefits of an industrialised economic system are to both the urban and rural scenes. Economic determinations are ever made by political leaders in authorities and people in direction ( Bartik, 2001 ) . Since most of the industries are based in urban scenes, there is sporadic rural-urban migration taking to congestion in major metropoliss. The limited resources particularly in lodging, infinite, employment and sanitation have lead to an addition in the degree of poorness every bit good as an addition in condemnable activities. Directors hence need to take advantage of the available statistics which demand for increased support into urban centres with a position of bettering the societal installations in order to avoid wellness hazard from happening ( Bartik, 2001 ) . Facilities such as schools, infirmaries, prisons and societal amusement articulations require periodic rating and upgrading in order to back up the increasing populations. The authorities may every bit see set abouting economic plans which promote private concerns in order to cut down poorness degrees and empower personal investings in coevals of employment. Such little and average endeavors are managed by people with small preparation in concern direction. The authorities should therefore explore economic research into ways of preparation concern proprietors for such little and average ventures with a position of fiting them with necessary accomplishments on current engineerings ( Bartik, 2001 ) . Research into the state of affairs is really important in steering the procedure of policy doing within authorities. Such policies are utile because some dependable statistics are available to steer the procedure. It is hence of import that a proper analysis is done to happen out the possibility of relocating some industries to rural countries in order to authorise the destitute populations at that place economically. It is non just for authorities to pass immense fiscal investings in traditional sectors of the economic system that can non be widening to suit the increasing populations. They are besides located within urban centres merely go forthing rural dwellers enduring in rampant poorness. It could look expensive to set up new industries for case in rural countries but this type of venture nowadayss instead a lasting solution to the marginalized province of the economic system in the distant scenes ( Bartik, 2001 ) . These demands that equal resources are budgeted in the nationally in order to finance substructure undertakings meant to open up rural countries for both authorities and private investings. There is besides need for authorities subsidies and revenue enhancement releases for economic activities already based in rural countries. Agricultural-based industries could be set up in rural scenes because there are available natural stuffs that can be when the necessary substructure is in topographic point ( Bartik, 2001 ) . As such, economic research is really relevant in steering authorities intercessions in cut downing poorness degrees every bit good as coevals of wealth across the board. It is hence of import for policy shapers to understand the kineticss associated with both urban and rural scenes. Other factors important for the economic research include the literacy degrees and acceptance of engineerings in the assorted scenes. When the authorities ends within the its vicinity as a state succeeds in accomplishing their aims in eliminating poorness every bit good as create employment chances for all, they every bit open up their states for direct foreign investings ( Bartik, 2001 ) . This therefore means that economic productiveness could come on with equal distribution of resources. The authorities general financial policies are based on dependable informations about the worlds on the land every bit good as the planetary political tendencies. Decision Experiential acquisition is hence an of import parametric quantity that informs research, instruction and direction for the well-being of society. Experiences that people have in different environments, when integrated into the common ends of the community, boosts development enterprises. Resources including human work force are efficaciously managed when diverse experiences are exploited for the common good of everyone. As a consequence of this worthwhile acquisition paradigm, direction in such fiscal establishments as Bankss can be efficaciously done as noted through squad edifice for the intent of non merely increasing investings but besides cut downing poorness and making occupations. The overall consequence is the betterment of the people ‘s life criterions. Mentions list Bartik, J. , T.2001. Jobs for the hapless: can labour demand policies help. New York: Russell Sage Foundation, 2001. Brockett, G. R, Merriam B. S. 2007. The Profession and Practice of Adult Education: An Introduction Jossey-Bass higher and adult instruction series, London: John Wiley and Sons. Checkoway, B. 2007.Strategic positions on planning pattern. Michigan: Lexington Books. Doyle, S. , McDonald, L. & A ; Leberman, S. 2006. The transportation of acquisition: participants ‘ positions of grownup instruction and preparation. Berlin: Gower Publishing, Ltd. Griffin, C. Holford, J. & A ; Jarvis, P. 2003. The theory & A ; pattern of larning, New York: Routledge. Hillier Y. 2002. Brooding instruction in farther and big instruction Continuum Studies in Lifelong larning.Washington: Continuum International Publishing Group. McGill I. & A ; Weil W. S.1989. Making sense of experiential acquisition: diverseness in theory and pattern, Washington: Society for Research into Higher Education. Moon, A, J. 1999. Contemplation in larning and professional development: theory and pattern. New York: Routledge. Moon, A. J. 2004. A enchiridion of brooding and experiential acquisition: theory and pattern. New York: Routledge. Nasta, T, Griffin C, Gray D.2000. Training to learn in farther and big instruction Teacher Training Series. London: Nelson Thornes. Partin, J.J. 2008. Current positions in organisation development. Addison-Wesley Publishing Company. Pettigrew A, M. 2003. Advanced signifiers of forming: international positions. London: Sage. Sheth N, J. & A ; Eshghi G, S. 2008.Global human resources positions. California: South-Western Publishing Company. Silberman L, M 2007. The enchiridion of experiential larning Essential Knowledge Resource Series. London: John Wiley and Sons. Zounkova D, Franc D, Martin A. 2004. Outdoor and experiential acquisition: an holistic and originative attack to programme design. Berlin: Gower Publishing, Ltd.

Different Developments in the British Sociology of Education

Different Developments in the British Sociology of Education Up until recently, education was only accessible to only those who could afford it: The upper middle class and some few people from the middle class group. As it is currently evident, education stands out as one among the key commodities that every person must possess to cope with the ever-changing world.Advertising We will write a custom essay sample on Different Developments in the British Sociology of Education specifically for you for only $16.05 $11/page Learn More As a result and especially in Britain, there are remarkable developments that are evident in the British sociology of education, as this essay will reveal. There is little doubt that being educated is a great life changing practice. Education as a social institution changes the society. This report will examine the structuralist, interactionist, and postmodernism perspectives of education in Britain (Bank 2011). This will help to explore the purpose of formal education in the contemporary Bri tish society. An essential legislation with regard to the education policy in the United Kingdom is the 1870 Education Act (Haralambos, Holborn 2000). This act is the first official legislation that specifically addressed the British education policy. More importantly, this law portrays the commitment of the government to education nationwide (Haralambos, Holborn 2000). This legislation allowed voluntary schools to continue unaffected. However, it established an education system of management, School Boards, which constructed schools and managed them in places that they were needed (Haralambos, Holborn 2000). The role of introducing free compulsory education was to prevent child labour, to ensure that all Britons had the basic education, to ensure sustainability of the British workforce, and for Britain to continue leading in development issues. Legislations that govern education have continued to change to manage education policies. In 1918, they placed the management of seconda ry education under the Fisher Education Act.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This act made school attendance compulsory for children up to the age of 14 years (Haralambos, Holborn 2000). The age to leave school went up to 15 years in 1947. In 1972, it went to 16 years. Expansion of schools to ensure more skilled workforce accompanied these changes. In this essay, I give special focus on two important things. The first is the role of education in the United Kingdom. There are several points of view when addressing the functions of education in any society and its implications. Second, will be the question as to why it happens that some social groups seem to be enjoying more education success in relation to others (Haralambos, Holborn 2000). Going back to the functionalist perspective, there are two issues that the theory seeks to address. First, it addresses the functions o f education in the society. Putting into consideration the functionalist perspective of need of the social system, the issue leads to the analysis of the contributions that education has made in creation of value and social harmony (Haralambos, Holborn 2000, p. 726). Second, the functional relationships that education has with other social systems. This results in assessment of the connection between the economic system and education, and contemplation of how these relationship, help in integration of the society as a whole (Haralambos, Holborn 2000). In the beginning of the 20th century, schools grew to become major societal institutions. Sociologists since then focused incessant, concerted effort towards comprehension of the structure and the impact this had on society (Arum, et al. 2010). Sociologists of the 21st century, Max Weber, John Meyer, James Coleman, and Pierre Bourdieu among others have developed theoretical frameworks for education. Whereas some researchers concentra ted on economic aspects of education, others concentrated on the associated issues of socialization. For studies in sociology of education, these differences are very important. Education is a very important social investment. It has a very huge role in the society. Whether, a person looks at it pessimistically or optimistically, there is a range of perspectives that are important for understanding for instance, structuralism, post-modern and interractionism. These perspectives are important in defining the function of formal education in contemporary British society.Advertising We will write a custom essay sample on Different Developments in the British Sociology of Education specifically for you for only $16.05 $11/page Learn More Structuralist theory has three perspectives: the functionalist, feminism, and Marxism. Though functionalist theory application has greatly reduced sociological importance in Britain, for over two decades, it had already made re markable influence on Britain’s educational policy. Thus, it played an important role of shaping the current education system and this should not be underestimated. The design of the British education teaches competition, consensus and success based on merit (Bradley, et al. 2001). From the functionalist perspective, there are two important aspects in the role of education namely institutional relationship and subsequent connection to the larger society. In this regard, therefore, emphasis is on the way education connects outer institutions like workplaces. As intricate as the modern social system, the education system is a link between institutions in a number of ways (Bradley, et al. 2001). Firstly, at institutional level, the systems must have human resource management strategies for doctors, managers, police, and accountants among other professionals. It would make no sense if the system produces many employees yet the government cannot find demand for them (Bradley, et a l. 2001). Secondly, on the individual level, education systems offer an agency of secondary socialization. Secondary socialization -this describes a process of emancipating students from primary attachment to their families to workplace roles. This concept of education helps in connecting childhood to adulthood. Schools offer a range of secondary socialization opportunities, abilities and means (Bradley, et al. 2001). When people grow up, most of their relationships take the form of ‘give and take’ where they form allies based on what they can do for them in return for some other favours. This relationship is not similar to affective association between people in close friendship. Meritocracy – this concept is a reflection of reward of ideas like jobs, better pay and high social status earned because of efforts and capabilities (Dewey 1997). Efforts and capabilities include hard work in school and acquired academic credentials instead of the allotted based on con nection and family links.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Merit based education system are also naturally competitive since different degrees of reward for different heights of academic attainment makes students want to continually prove themselves for the reward (Bourdieu 1986). In the contemporary Britain system of education, like rewards relating to academic qualifications (for instance, A-levels and GCSE) in turn allow students to be eligible for entry into certain job types. Meritocracy functions well when equality of opportunity prevails. This means that no disadvantaged parties face discrimination or the depriving of their opportunity to express their worth (Bourdieu 1986). Differential rewards for different levels of achievement are reasonable as long as the competition offers equal access to opportunities. Functionalist view also allows children to learn the acceptable and unacceptable conduct in the society. Students hence gain self-control. This includes deferred gratification (opposite of immediate reward) as well as internaliz ation of certain societal values and norms (Powers, Wojtkiewicz 2004). Besides secondary socialization, there is coordination of human resources, which connect to the larger society, and it includes things that prepare students for different future careers and social differentiation since different individuals are good at difference roles in the society (Powers, Wojtkiewicz 2004). The post-structuralism is not easy to characterise since it is very diverse. Most of its representations do not take the form that allows characterization of any kind (Cole 2008). The post-structuralism and post-modernism have a wider array of interpretations (Bank 2011). The post structural views on the United Kingdom’s education are harder to categorise as well (Bank 2011). Post-structuralism describes cultural changes that happen in the modern world (Cole 2008). Post modernist views do not have a specified perception as such on the part of function of education since that would mean a question of right or wrong. That might spark competition between two ideologies and tension. Modern institutions like schools fall under this theory especially those that developed out of the industrial revolution and emergence of the contemporary society (Cole 2008). As a result, they exist for certain causes all of which Foucault describes as being because of power. The power doctrine in this context relates to how modern Britain attempts to exert social control by use of educational institutions. The post-modernism aspect of this theory is that there is â€Å"a resistance and decentralization attitudes of students and educators to the tendency of contemporary education system to centralize issues† (Bank 2011, p. 78). The national curriculum is an example of the means the state used to take control by setting out what is worth teaching in schools. The interpretivist theory notes that, for one to comprehend the phenomenon, the entire system must be analysed. From this viewpoint, one can declare interperetivism better than positivism as it targets understanding as a whole, as Neill points out (Neill 2006). In order to understand the problems in the education system, one can only understand the real problems when we address the entire education system. This has seen the theory address issues ranging from curriculum, function of education, educators, students, and government participation. This theory offers answers to anything that education should have critically addressed (Tozer, Violas Senese 2002). Marxist perspective has not been dominant in the Britain’s government policies – this barely surprises because Britain has been critical of capitalist societies. Expanding further the Marxist perspective for the function of education in the capitalist society identifies several ideas (Rikowski 1999). Althusser (1971) did not simply address ‘cultural reproduction’ in the society and how it related to the problem of societies replacing its elf over time (transfer of cultural values to the next generation) rather, he also discussed how the dominant social class managed to stay in control by reproducing its social and political power (Althusser 1971). He argues that one of the most efficient ways of controlling is through education. Thus, education is an instrument of class suppression and domination. He however included other institutions like media and religion to seem fair. Today, the ruling class limit access to education by restricting or regulating the subjects that are included in the curriculum (Taylor, Smithers 2005). The higher students advance in education, the wider the access to knowledge base (Apple 1995). This helps to restrict students’ ambitions and expectations. The fact that education has a structure that appears in a way that it has different levels of qualifications facilitates restriction. In many cases, in the British curriculum, students have to prove their capabilities to handle the chal lenges of the next step in their education through sitting for transitional examinations. These examinations act as selection instruments that pick only those capable of making it to the next level. According to the Marxists, this is entirely in place strategically as a plot to justify the oppression that befalls those unable to proceed further in their studies as those that the system favours use them as menial labourers. In addition, there is theory versus practical knowledge. Schools help to institute social control where students learn respect for authorities. The attainment of commoditization of education makes it more expansive as it is possible to custom it to some level (Apple 1995). By having examinations as part of education, schooling receives monetary value. Hence, there is the possibility of selling education. With the contemporary system of education in Britain favouring commercialized education, capitalists are taking advantage of this scenario to oppress the masses t hat are in search of skills to better their situations. With the school owners being the owners of the means of production, the educational facility, rather than serving its function of freeing the people from ignorance further, oppresses people by taking all that they had. Cultural reproduction is a concept based on secondary socialization but with a new look. Marxists like Althusser argue that, the reproduction of capitalism occurs via education to next generations. The reason is that future generations have to acquire life skills to enable them to take up positions in the workforce (Althusser 1971). The new look here is that schools cannot just select, allot and differentiate students for these roles even through public examination is in the interest of the society. This puts education on the spot as not being meritocratic (Marx 1977). The role of education is to facilitate children from powerful class to attain education level that would allow them to work as professionals. The trick here is â€Å"to educate many children ‘just enough’ to qualify as useful worker and few, ‘more than enough’ to qualify for high-powered jobs† (Bourdieu, 1977, p.85). Cultural reproduction theory explains why there is relatively low to lack of mobility at the lower-class levels in the British society. Education in this case, therefore, only serves in the interest of the ruling class in that only the children from the ruling classes receive the best form of education that would enable them to rule over the others in the lower social classes. With the current education systems in Britain only granting free education on the lower levels of the system and then very expensive education in the higher levels, according to the Marxists, the system is destined to fail just as the capitalist rule in the world. Bowles and Gintis (2002) and Willis (2003) cite cultural reproduction as the ideology leading to elite self-recruitment making the top players to close mobility for the lower class. Though the main focus of the feminist educational research has not changed significantly over the past two decades, its emphasis has slightly shifted from the vague explanations as to why girls’ performance is poor compared to boys’ (reason being they don’t anymore) to explanations of how girls cope with school and workplace obstacle -mainly prejudice based on gender (Bourdieu 1977). This subtle shift should not imply that historically feminist theory’s impact on Britain’s education was insignificant. Its study remains relevant for explaining the differences in higher education choice of courses and career choices too (Blanden, Machin 2004). Feminist impact on modern British education is on socialization, hidden curriculum and the societal norms. Different socialization experiences and subsequent varied social expectation between male and females, direct them to different gender identities and role performance. The education system in the past contributed to the way women perceived their primary role in the family as wives and mothers. Despite the seemingly widened female horizons, feminist argue the traditional mindsets about masculinity and femininity still affects family and work relationships (McKenzie 1997). Feminist perspective is reflected in sociology of education in two ways – work and gender stereotypes. There is a consistent sidelining of women at the work place regardless of their academic credentials. Treneman (1998) has shown that statistical under-performance in schools does not match the statistical over-achievement of men at workplaces. The differences are evident in their earnings. In Britain, it remains illegal to pay women and men different wages for the same job or comparable jobs (Treneman 1998). This was effective following the passing of the equal pay act of 1970. However, women still earn averagely 17.2% less per hour, Annual Survey of Hours and Earnings (20 06) revealed. Women graduates get less payments right from the very beginning when they join employment (McKenzie 1997). Gender stereotyping, on the other hand, stands out in career aspirations from school. Warrington and Younger (2000, p.495) noted men and women chose careers based on stereotypes for or against them. Women tended to focus on secretarial jobs, caregivers, nursing, and hairdressing, men in the other hand tended to pursue plumbing, accounting etc (Powers, Wojtkiewicz, 2004). Gordon (1996) says that teachers in Britain focused more attention on boys as they seemed interesting to teach, though they frequently praised girls for their efforts. The equal opportunities Commission (2007) argue that girls’ education credentials do not necessarily help them to attain well-paying jobs. Roger and Duffield have identified several causes of the tendency to avoid sciences among girls. Primary socialization ingrains certain gender identity concepts in boys and girls (Roger Duffield, 2000). Reay (2001) showed a variety of female identities that developed from the primary classroom. The most interesting is that girls wanted to be like boys. In primary, most teachers are female, about 90% (Reay 2001). In the early childhood education level, for instance, it has been on the record that more women teach at the preparatory schools than men have. One can attribute this to the stereotypes on women as being better placed to watch children as they grow than men. They exemplify the role model concept, which connects gender, and work hence building this notion in students (Feinstein, 2003). Besides, career advisers from early ages have a propensity of reinforcing traditional men/women roles and separation of tasks (Roger Duffield, 2000). Lauder et al. (2009) looks through the history of British sociology of education since 1950s to the current system. They explain how the main audience for research has changed from the policy creators in 1970s to teachers in tod ay’s system, Shain and Ozga share similar sentiments. They argue that, â€Å"the close association with teachers and education was an important factor in causing a shift of the sociology of education from the mainstream sociology† (2001, p. 110). This was part of the paradigm shift from mere tutoring to training – this meant that sociologists of education in effect lost most of their followers and audience. As Shain, and Ozga (2001, p.114) point out, â€Å"A dramatic cultural turn from the old socialization theories to the more flexible accounts of identity, together with the shift towards new policies in 1990s and 2000s shows that whereas the concept of social justice remained, there was no central audience for the sociology of education†. Lauder et al (2009, p.580) argues that the severe nature of the sociology of education made the discipline unpleasant. This also means it was challenging to the policy makers and educators. A wider, more applicable, in terdisciplinary, and pedagogically determined faculty of education studies was developed to realise the need of practice and policy (James 2010). These primarily targeted problem solving instead of criticising the systems. This was characteristic of previous theories and an inspiration for evidence based practice regulation (James 2010 Shain, Ozga 2001). Whereas the traditional sociology of education in Britain has successfully allowed incorporation of its concepts in other fields, its current availability to maintain dialogue with such workers and decision makers is greatly compromised (James, 2010). Most researches in sociology of education focus on explaining why some social groups tend to attain higher education more easily than others do (Blanden, Machin, 2004). Experts measure education level achievement in terms of academic qualifications. More attention is placed on the differences existing between the social classes (high, middle and lower), on the gender (boys and girls) and sometimes ethnic groups. Attempts to explain this uses the interactionist concept. The differential achievements studied so far show that factors that the students have no control over affect their progress in education, for instance, social background and intelligence (Machin, Vignoles 2004). However, the most obvious place where one can find explanations in the education system itself. The previous approaches explaining differences in performance did not address schooling itself. The scholars then partially assumed that schools played a crucial role in the determination of educational success or failure. Families that could afford paying for education spent large amounts of money paying for their children’s education in fee-paying institutions (Machin, Vignoles 2004). The main reason for parents to do this was that they believed that such schools as opposed to free public school offered the best education hence an advantage to their children. This, however, never hap pened as hoped. Despite these schools, social class inequality remains this has shifted focus on the studying of the differential treatment of students even when they attend same schools (Blanden, Machin 2004). For Marxists, British education system is an ideological instrument of the government (Rikowski 1999). That means education serves in disseminating the upper class or ruling class ideologies. Education creates myths and its existence promotes incongruous ideas. This is similar to the arguments presented by Louis Althusser, one of the staunch French Marxists (Althusser 1971). Accordingly, Althusser (1971) claims that, no class can be able to stay in power forever exclusively using threats. Therefore, ideology offers the most efficient tool for attaining long-term control. Educational facilities such as schools serve as places to teach ideologies that aim at brainwashing the students and justifying the oppressive systems. In these institutions, students learn taught never to q uestion the authorities even when the decisions of such authorities are not in their favour. Marxists are of the believe that educational system and facilities are only important when they are involved in highlighting the masses and giving them the necessary knowledge of their oppressed conditions and the hope that one day they will overcome the oppression. When the state is able to control what people think, it can then control what they do, hence making this the downright type of control. Education systems have taken over religion as the major agent of disseminating ideologies, which is a prerequisite for maintaining capitalist economic structure (Althusser 1971). It is evident that the higher your family’s social class, the higher you would probably attain education qualification and the longer you stay in school (Willis 1977). Class still determined where one ended up in most of the cases. The education system propagates the concept, nonetheless, that success is mainly du e to hard work and intelligence (White 1990). According to people like Althusser who upheld the Marxist view of education, education systems in this way deprive the students of the knowledge that they can still succeed even in the absence of the education offered in classroom. This is a fallacy according to Althusser (1971), as it aims at killing the hopes to succeed for the students who are naturally lazy or not intelligent. This targets making them to be quiet observers of their destiny, as the society turns against them and starts oppressing them. Status attainment studies in general supports the individual and personal collective benefits when individuals attain higher educational levels (Dale 2009). From the policy point of view, the social challenge or social concern is expansion of the educational opportunities and promotion of greater efficiency in schools and universities. Opponents of the status attainment paradigm nonetheless dispute the reliability and legitimacy of scho ols as mechanism of dissemination of social resource and promotion of socio-economic welfare, at least as they are currently operating. Even though sociologists continue to debate the purpose and function of education, most agree that education gives students the qualifications and opportunities for survival in the job market (Dale 2009). Addressing policies pertaining to school choices, curriculum and finance is important. Britain is said to be a capitalist society therefore it justifies social inequality especially wealth, opportunity to access resources and power (Blanden, Machin 2004). If ever a person questions these inequalities, as well as the way people manifest them, then that could result in erosion and replacement of the capitalist economies. One can prevent such a situation by promoting the ideology that inequalities are acceptable. Education system in the UK makes inequality more socially right by spreading the myth that education provided equal opportunity to everyone (Blanden, Machin, 2004). Is there any response from the British government? Today in Britain, all children are entitled to state education. The argument is therefore that, those who attain the best qualifications qualify for top jobs and that they deserve success because they are brilliant and more hardworking than classmates who did not perform as well as they did (White 1990). Education fosters this viewpoint leading people to think that they fall along such classes simply because they exist. Bowles and Gintis (2002) identify that chances of educational prowess were closely linked to the class the family student comes from. Children from rich families stayed longer in schools and performed better. The evidence that educational qualification is proportional to intelligence is at stake with such perceptions. Research truly shows that students with higher IQs performed better in relation to those with average IQs. Rich families can also afford other educational resources for their children like textbooks, which have been growing very expensive each day (Machin, Vignoles 2004). Students can be able to access a computer and internet and a printer, which could play a big role in how they handle their homework and their knowledge base as well as enhance creativity. Despite what the teacher may say, the style of presenting school assignments is important just as the content of the assignments (Machin, Vignoles 2004). According to Bowles Gintis (2002), the relationship between intelligence and academic achievement is not a casual one. Intelligence does not necessarily determine academic prowess Bowles and Gintis (2002). Education ideology promotes specific values that function to ensure the continuation of capitalism. The ideology therein consists, not only of certain distorted beliefs, but also promotes functions, which work to preserve the status quo. One of these values prevalent in Britain is competition (Bradley, et al., 1997). Education offers a platform f or competing with educators as judges. These competitions have also incorporated sports where students participate in sports like rugby, and football (Bradley, et al., 1997). In any case, where there are two opposing ideas, there is also bound to be winners and losers. This happens because each side would try to outsmart the opponent. The UK’s education also fosters another ideology, which is socialization as mentioned in preceding paragraphs. Much of what people know came from education in schools and colleges. However, only certain things that the state wants students to know are included in the curriculum. Therefore, people should not see it as coming from teachers as reactionary outcomes because they are middle class (Carchedi 1975) even though most are, but because they teach a curriculum designed by the government. The government dictates teaching. Therefore, even though teachers may which to teach socialism, anarchy, and negative consequences of free enterprise structu res, they cannot risk it (Machin, Vignoles 2004). In terms of the material wealth, the effect on education is profound and it evidently plays a crucial role in education prowess. A rich parent can afford to take his/her children to good fee-paying schools despite how undeserving the children maybe. With good schools, they have an assurance of academic prowess (Machin, Vignoles 2004). It is rumoured that in Britain, the ‘Toffs’ normally have their examinations marked more leniently that their counterparts from state schools. Whether true or false, the standards of teaching are certainly higher in the public schools compared to the poorly financed comprehensive schools with demoralized staff (Machin, Vignoles 2004). Even in cases where parents cannot fully afford to pay for their children’s education in public schools, they can hire private tutors to subsidize for the comprehensive education. When this tuition took place with teacher paying close attention to th e students and over a long period, it brings out better results of academic success. One of the areas that concerned the policymakers in the UK was the general lack of basic skills among its workforce, particularly younger employees. The government responded to this problem by the introduction of standardized national curriculum for all students between ages 7 and 16 years (Provenzo, 2002, p.65). This was set to make sure that the students had minimum depth and breadth of the curriculum. In the 1990s, there was the introduction of another policy to ensure students were very qualified in terms of basic skills. This policy, referred to as numeracy and literacy policy, described how the primary school teachers should teach (National Literacy Trust 2004). It stipulated a minimum of one hour every day to be set for numeracy and literacy. The evidence of these policy reforms is not ample. The national evaluation of the national curriculum has been impossible. In terms of literacy, the stu dents graduating since then have improved reading ability and English prowess (Ryan, Bohlin 1999). The other important policy relies on the relatively small number of students persisting in education past 16 years and therefore less number of students graduating from second and third levels compared to other developed countries. Britain introduced two educational policies to increase the number students participating in post compulsory education (Clark, et al., 2005). The first policy was Vocational qualifications for entry job for new employees designed based on national vocational qualification. The second policy for this was maintenance allowance paid to students aged 16 to 19 (Dixit 2002) from disadvantaged background to encourage their continued participation in fulltime education (Clark, et al., 2005). Another important policy subjected to reform is higher education. Traditionally, British higher education had been a preserve for few people in the higher social class (Blanden , Machin 2004). Even though enrolment in higher education has increased considerably over the past few years, the low class is still under-represented, as their enrolment remains low. The policy seeks to expand the higher education opportunities further to increase access to encompass the previously under-represented social classes (Blanden, Machin 2004). Durkheim’s theories have had a critical impact on the modern sociology and education. Durkheim’s viewpoint has been that the contemporary schools have placed attention on building individuals and less attention on the roles and responsibilities that these individuals should perform towards group life (Durkheim, Emirbaye, 2003). In order to attain dignity, an individual has to attain a sense of competence, a sense of contributing to something and of getting appreciation from the society where he/she belongs. There needs to be changes in curriculum that will address these feelings. Critics have declared Durkheim†™s views as far from clear that Modern education in Britain has been effective in transmitting shared values, promoting personal discipline, and reinforcing social solidarity (Durkheim, Emirbaye 2003). Politically, the social gap that the education in Britain has not been able to bridge has received the policy concern from all the three major political parties. All these parties have been involved in the important discussions as to whether the education system as it is has played any significant role in the effort to bridge the social gap or it has simply been an impediment to social mobility and meritocracy(Chevalier Dolton 2005). There are several discoveries made though about the reasons why the education system has failed the test of time in ensuring greater engagement in education from the working class. These include the realization that the curriculum has been enforced to the people in what is called the top- down approach whereby no sufficient research was conducted to i dentify the most felt needs of the people that could possibly be addressed by the system of education (Apple, 1995). There are differing contexts that require unique treatment as realized through research conducted by several interested parties in the field. Because of this, most political debates that handled the topic of the effectiveness of the education system in Britain lie on the need to have a system that uniquely encourages the participation of students and eventually helps them in the process or at the end of the day (Shilling 1993). Gillborn and Mirza (2000) argue that outcomes of many research studies conducted on this areas clearly point on the fact that academic prowess among British children is majorly connected to the occupations, wealth and influence of the parents. This impacts to slowed class mobility as it is hard for students from the working class to compete with others on a level ground, as they are disadvantaged. According to the National Literacy Trust (2004) , in some areas of Britain that are termed as disadvantaged, up to 50% of children reach the school going years without the required and necessary communication and language skills. The Education secretary in a recent remark that triggered a lot of criticism directed to him, is recorded as saying to a Commons education committee that kids from rich families who are considerably thicker tend to perform much better that others from the poor families who are clever even before they attain the school going age. Though most of those criticizing his remarks termed the language as unprofessionally blunt and emotive, there is indispensable truth in his words as far as the connection between poverty and underperformance is concerned. Social democrats, for instance, are convinced that it is only through the intervention of the government that education will be of benefit to everyone. According to Crozier (2000), they constantly push the government to exercise control over the free market that result to inequalities in the education sector. They in this manner totally disagree with their counterparts the functionalists who are of the argument that the education system in place in Britain encourages the genuine spirit of equal opportunity. As Gillborn and Mirza (2000) point out, â€Å" To the social democrat, education in this sense fails to offer equal opportunities to the children from the lower social classes as compared to those in the upper social classes†. Social democratic theorists argue that, if run properly, the education systems can, at the end of the day, produce better results as far as achieving social equality is concerned. Although the educational success in Britain majorly depends upon the social class background of the students, it cannot attain social mobility at any degree according to the Labour party politician Antony Crosland (Crozier, 2000). Education is supposed to ensure that the society is more meritocratic and therefore enable one to att ain his potential and eventually contribute to the overall development of the society. However, this is not the case in British education as the system is constantly shifting from the intentions that led to its development (Archer, 2007). The social democrats are in this view also opposed to the functionalists who are very contented that the education system in place in Britain is serving its functions. These arguments constantly spark open-ended discussions in the political arena as far as the education of the British population is concerned. Nonetheless, the stance of the social democrats and the theorists who support these arguments does not escape criticism based on the recorded evidence that proves that the education system is in a way working towards the increase in equal opportunities and social mobility. One might ask, is there anything to boast about concerning the education system in Britain? Whether or not the education system in Britain and its positive developments over time have achieved anything in contributing to the growth of the economy has been a discussion in the political field since the days of the labour prime minister; James Callaghan in 1976. In his speech at Ruskin College that particular year, Callaghan pointed out that the education system was failing in that it did not meet Britain’s’ industry needs. The criticism on the effectiveness of education continued further with the election into office of Margaret Thatcher in 1979. This made the debate even more heated as the conservative right thinkers were of the opinion that the efforts to enforce equality of opportunity and also the liberal ideals in the existing education system was a blow to the education sector since they were degrading its value and standards (Bourdieu, 1977). These efforts in their view were holding back the most talented in an effort to provide a basis of equality, which was a blow to the standards of education in Britain. All the social education t heorists, as well as politicians, however, share a similar assumption in their arguments on the developments and effectiveness in the British education system that it should work to the benefit of the society as a whole (Gillborn Mirza, 2000). Despite the fact that some critique the manner the education policies are implemented, they all share the hope that the existing education system can in a way be modified to the greater good and to ensure the realization of a society determined by merit either inside or outside the class environment. The government and the different parties may have their differing opinions on the effectiveness of the education sector. 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