The Family Is an Ideological Construction That Perpetuates Patriarchy. Discuss.

The family is a repressive and ideological construction that perpetuates patriarchy. Discuss. Families could be described as one of the most basic forms of social organisation. Look almost anywhere in the world and you will find some form of family unit. This has happened arguably through reproduction, humans have drives and sexual needs which result in the creation of a new life, which to begin with, is completely helpless and dependant for a long period of time. The family is almost universal; the only exception to this would be communes. Functionalists agree that the family is a primary social organisation and that it does serve the purpose of integrating further generations into society with cultural values and norms. Functionalists believe that the family carry out the role of socialisation, which is the backbone of most societies. This leads to an efficient economy and social order. Functionalists say that the family satisfies the basic physical and emotional needs of humans. Murdock (1949) claimed that the family performs four basic functions in all societies; sexual, reproductive, educational, and economic. He believed that no other institution matches the efficiency of the nuclear family and therefore contributes to its universality. Talcott Parsons argued that primary socialisation of children and the stabilization of the adult personalities were common to the family in all societies, not just American. There are criticisms of the functionalists view on the family. Functionalism ignores alternative family structures, and ignores functional alternatives to the family. Further to this Marxist, Feminists, and Post Modern Sociologists do not accept that the family performs particular functions on its own in isolation of other institutions. Marxists say that the family is a major prop for the capitalist economy. They believe that women reproduce future generations of workers alongside providing unpaid domestic labour. Women are very much seen as servants to capitalism. Traditionally they stay at home and encourage children to study and enter employment. Further to this families are the central units of consumption in modern societies. We buy houses, cars, material possessions, and holidays. Zaretsky (1976) argues that in modern capitalist society the family creates the illusion that the private life of the family can be separated from other aspects of life like economy. He believed that the family cannot provide for the psychological and personal needs of individuals. It cushions the effects of capitalism on individuals while perpetuating the system. However this cannot compensate for the general alienation and lack of fulfilment produced by capitalism. Modern Marxist accounts of the family emphasise not only its structural features, but also its function in socialising children into the ideology of society. Marxists believe that this is simply a way of continuing the narrow standards of capitalism. Where functionalists like Murdock and Parsons see this socialisation process in the family as a healthy adjustment to the surrounding social relationships, the Marxist tends to see it as the manipulation of the child’s personality to ensure that it remains in line with the social and economic system. The family is both the institutional and psychological model for social organisation associated with an unequal distribution of wealth and power and the domination of one section of society by another. Marxism offers an explanation for the exploitation of women by men. This is that the family affords opportunities for men to compensate for their real lack of power in capitalist society by exercising domination over their households and their female partners. The role of the male in the family disguises the exploitative nature of the economic system as a whole. Marxists recognise the exploitation of women in marriage and family life but emphasises the relationship between capitalism and the family rather than the family’s effect on women. Feminism stresses the exploitation of women as a key feature of family life. Feminism has had the most influence on the study of the family since the 1960’s. They are highly critical of the family and emphasize the harmful effects of family life upon women. It is argued that through the production of labour power the family produces and rears cheap labour at minimal costs to capitalists, as well as acting as an emotional support, absorbing frustrations of working in the capitalist system, therefore reducing the revolutionary potential. Radical feminists describe the family as an economic system characterised by the domination and exploitation of women by men. It typically features a male head of household who has ultimate control of family resources and is the final decision-maker. Women assume by far the greater responsibility for household tasks as unpaid labourers, provide sexual services for the head of household and bear and rear his children. In addition, they assume the overwhelming share of tasks like caring for old and disabled family members. The contributions made by women to family life are thus far greater than those made by men. Even where the woman happens to be the ‘breadwinner’ she bears a disproportionate burden of housekeeping and is responsible for providing emotional support to the male head of the family. There is a good deal of common ground among feminists, though the ideology is characterised by disagreement, but most feminists agree that sexual inequality is not simply natural, it is also highly political. Female oppression operates in all walks of life, including conditioning in the family, the result of stereotyping. So the traditional divide between ‘public man' and ‘private woman' is unacceptable. Gender is a significant social aspect, like class, race or religion. It is caused by patriarchy, the dominance of men over women in a relationship of power. The dominance of men in the family symbolises male supremacy in all other institutions. Sex and gender should not be confused. Biologically, only women can be mothers, but they don’t have to accept the responsibilities of motherhood – nurturing, educating and raising children by devoting themselves to home and family. Sex refers to unavoidable biological differences; gender, on the other hand, is a cultural term and refers to the different roles that society gives to men and women. The overall goal of feminism is the overthrow of patriarchy and the ending of sexist oppression. Liberal feminists place the emphasis upon legal and political equality for women. They have pursued an equal rights agenda, and generally in a very pragmatic way. They want women to be able to compete on equal terms with men in every area of public life; there is no question of women being superior or entitled to favourable treatment. Hence the stress is on female emancipation, equal rights and opportunities. Socialist feminists argue that these equal rights mean little unless women also enjoy social equality. This means that they address issues such as the ownership of property, the differences in pay and mployment opportunities for men and women, and the distinction between wages labour and unwaged labour for women. So ‘difference' is linked to patriarchy, seeing it as a manifestation of oppression and subordination. Radical feminists believe ‘the personal is the political'. They are primarily concerned with equality in family and personal life. Equality must therefore operate with respect to childcare and other domestic responsibilities, as well as with respect to control of one's own body, and individual sexual expression and fulfilment. The stress is more on difference than on equality – the very idea of equality is misguided since it implies that women would then be ‘male identified' in that they define their goals in terms of what men are or what men have. Women should instead recognise and celebrate the distinctive features of the female sex; the stress is on women's liberation. Clearly, if feminists wish to make permanent long-term changes with respect to the position of women in this society they face the challenge of creating new values with respect to gender and passing these values on to their children. But it is not so clear what the values are that feminists would wish to pass on to their children. An easy answer would be to say general ideas of gender equality. But the deeper we probe, the more complex this issue becomes. What are the specific values that feminists wish to pass on to their children about the structure of the family? Are feminists willing to say that the enemy is patriarchy? And if so, what exactly does this mean, both as a theoretical and a practical matter? The word â€Å"family† covers such a broad spectrum of different things, and is victim to cultural relativity. I would say that the nuclear family was definitely an ideological construction. Ann Oakley (1982) said that the conventional family is nuclear families composed of legally married couples, voluntarily choosing the parent hood of one or more children. I think Oakley’s idea of the family is very ideological. Leach (1967) called this the â€Å"cereal packet† image of the family. Advertisers cling mercilessly to family imagery for selling all kinds of products. The constant use of women in adverts for cleaning products is a good example of repression. Adverts often show fathers coming home from work to a beautiful wife, immaculate home, well behaved children, and a hearty meal on the table. I think this view is archaic in many senses, but also rings very true in millions of households today. Some women aspire to this dream; we all know that life isn’t quite like the adverts, the problem being that we don’t find that out till afterwards! The family is to some extent a repressive and ideological construction, but as long as there is male dominance in other social institutions, this will continue. I would say that the family isn’t as repressive today as it once was. In most modern societies, women can have children and have a career, although this is still somewhat of a blurry area with negative stigma. Further to this there has been a sharp rise in the number of single parent families, which are predominantly headed by women. I do believe the family is ideological; it can’t always be as clear cut because people face different personal circumstances. Households will continue to be male dominated for hundreds of years to come, men are seen as more economically valuable than women, and this can be seen in salary differences. Until the world and media extinguish the onslaught of family propaganda through the media, our children, and perhaps even our children’s children will grow up with the notion of a patriarchal society. References 1. Sociology Themes & Perspectives (seventh edition) Haralambos & Holborn 2. www. sociology. org. uk 3. Psychology- The Science of mind and behaviour Richard Gross 4. www. wikipedia. co. uk 5. Class Notes 6. http://www. educationforum. co. uk/sociology_2/FamilyDiversitycauses. htm

A Brief Note On The Problem Of Co2 Pollution - 1975 Words

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This is the world me and my friends will inherit and I don’t want it to be some sort of poorly cared for world but a clean well cared for world. The CO2 emissions are becoming major things in the US and China as they pollute millions of tonnes a year of carbon dioxide. The connection I have to this came up when I heard how bad our air was getting a couple years ago. I haven’t really gotten into this until now but that was a major help in my research because I already had the basics down for carbon dioxide pollution. 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SchellS Zero Homeless Family Strategy - 1161 Words

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Central and Eastern Europe Environmental Issues - 2369 Words

Abstract Eastern Europe’s environmental problems are not as simple as they may seem on the surface. The environmental problems that face Eastern Europe are complicated by political, economic, and social implications. The current environmental problems are a bi-product of rapid industrial expansion under a socialist government. The soviet government was more concerned with surpassing the western cultures in technology and military might than the environmental damage they were doing to their country. The following paragraphs will address the current environmental problems facing Eastern Europe, the various solutions to the environmental problems, and the efforts taken to correct the environmental problems. Environmental Problems in†¦show more content†¦The good news is that there are viable solutions to the environmental problems that the Eastern Europe countries are having. Viable Environmental Solutions The environmental problems that face Central and Eastern Europe are much the same as any other country in the world with one exception, the proximity of the environmental hazards. Most countries in the world deal with environmental hazards, but the hazards are spread out over different parts of the country. Central and Eastern Europe are unique when it comes to environmental disasters because Central and Eastern Europe was the industrial might behind the soviet military. For every environmental disaster Central and Eastern Europe faces, there is a viable solution thanks to modern technology and proven environmental regulations. Possible environmental solutions Because of the vast environmental disasters throughout Central and Eastern Europe there are several possible environmental solutions. The possible environmental solutions that Central and Eastern Europe are considering will be decided by the cost of the solution, ease of implementation, and consultation from environmental agencies such as the United States Environmental Agency. Even with the various economic, governmental agency communication problems, and various ecological disasters Central and Eastern Europe have a number of viable solutions. Air Pollution Solutions One of theShow MoreRelatedWestern And Northern Hemispheres On The European Continent Essay1558 Words   |  7 PagesDiscovering Europe Europe is located in the Western and Northern Hemispheres on the European continent. Europe lies north of the African continent, south of the Arctic continent, west of the Asian continent and east of the North Atlantic Ocean. Europe is known as one of the most dense natural environments due to the nation’s strong laws and regulations on recycling, energy efficiency, and pollution. 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qCorporate Social Responsibility Integrative Industry

Question: Discuss about the Corporate Social Responsibility for Integrative Industry. Answer: Introduction: After conducting an in-depth literature review on the impact of advertisement on sales generation, it has been observed that the customers expectations are gradually changing with the upgrading progress of technology. After the emergence of digital marketing, millions of customers have showed their interest in gathering in-depth knowledge and overview about a particular product from online advertisement. Customers belonging to different geographical boundaries would be able to view the reliability of products and services from online advertisement. Especially after the emergence of Smartphone, the entire advertisement procedure has become very much convenient. Cadbury has decided to use the popularity of mobile application based on which they have grabbed the attention of millions of customers. While analyzing the discussion and findings the study has focused to conduct an in-depth thematic analysis of secondary research in order to make an effective conclusion of the research on how Cadbury has increased their sales growth by using advertisements through mobile applications. While conducting the research four themes have been selected for evaluating the impact of advertisement. As per the report of Telecommunication Regulatory Authority Apples iPhone 6 has been considered as the most popular Smartphone used in UAE. On the other hand, Samsung is the most used handset brands that most of the people belonging to UAE tend to depend. Schudson (2013) opined that after the emergence of Smartphone, most of the users do not have to be dependent on computer while viewing any kind of product promotion. Smartphone being portable and accessible to anywhere can attract the attention of people at anywhere. In order to view an advertisement of Cadbury the target customers do not have to wait for a long time. With the help of mobile applications through Smartphone customers can watch the advertisement at any time. As per the market survey conducted by Nielsen in the year 2010, facebook, instragram, google map, linkdin are the most popular mobile applications that the people of now-a-days tend to use quite often. It is undeniable that the realm of facebook is vast and wide. People from different geographical boundaries can view the detailed promotional activities by logging in facebook. Therefore, Cadbury as opined by Lou (2014), before launching a new product in the market tends to collect customer review by posting their product on the facebook page. After applying this marketing strategy, the marketing managers of Cadbury have received innumerable responses from the customers of multinational countries. Buil, De Chernatony and Martnez (2013) stated that the customers get the scope to share their comment on facebook as well. Servaes Tamayo (2013) commented that in last ten years this particular brand faced a minimum revenue growth all over the World. After the modification of advertisement and promotional activities the marketing managers have faced huge response from the customers. As per the report of Nielsen, Cadbury has increased 10.6% growth in the revenue in comparison to the previous year. In comparison to Kraft, the brand of Cadbury has lagged behind till 2009. On the other hand, the marketing managers tend to use other applications as well in order to enhance their range of target market. Gurun and Butler (2012) opined that the sales growth of a particular brand is highly dependent on the revenue range of target customers. As emphasized by Cui, Lui and Guo (2012), the earlier trend to business promotion was highly dependent on both online as well as offline advertisement. With the dynamic progress of advanced technology, customers have become more inclined towards the mobile applications. It has found that more than 185 billion applications have been downloaded from various mobile application stores at the end of 2014. Therefore, the marketing managers of Cadbury has decided to promote their products through various applications due to which people do not have to struggle in order to gain sufficient information regarding the product (Bruce, Peters Naik, 2012). While viewing a specific program or event through the mobile application the customers can view the advertisement. Therefore, the target consumers do not have to put an extra effort for taking information regarding the brand of Cadbury. As per the market position of Cadbury up to the year 2012 this particular brand has established a recognizable place in the global market (Jo Harjoto, 2012). The market of UAE has sold more than 2.8 million Smartphone up to the year 2014. As a result, in this particular country 2.8 million people are having the accessibility of using mobile applications (Ramanathan, Ramanathan Hsiao, 2012). The marketing executives of Cadbury have decided to make the content of product promotion in most lucid language. As a result, people do not have to face difficulties in understating the content. Cadbury At the same time, the customers have gained a visual effect of advertisement. As a result, Cadbury has reached to the mind of illiterate people as well. Customers from various cultural and religious backgrounds by sitting at their drawing room or in workplace get to know the new products launched by Cadbury. After evaluating the entire secondary data resources it has been analyzed that advertisement through mobile application is not devoid of some of its negative effects as well. After the emergence of Smartphone most of the business organizations especially global brands have decided to use the popularity of digital media for promoting their entire process of business. As a result, the target customers have become very much limited within a specific age group of people. Onishi Manchanda (2012) stated that most of the young generations belong to 20 to 38 age group of people are the primary users of Smartphone. As a result, the range of target customers has become very much restricted. Cadbury with the help of geographic, demographic and psychographic market segmentation has targeted the people belonging to 10 to 18 years old primarily (Park Jang, 2012). Therefore, advertisement through mobile application cannot reach to the mind of those young people. The marketing managers have faced major difficulties to grab the attention of children while promoting their brand. In order to overcome this kind of situation, the business experts of Cadbury have decided to involve younger customers as well by providing an easier and attractive content along with audio-visual aids. Moriarty et al., (2014) opined that from the entire data collected from secondary resources it has been concluded that Cadbury should take more initiative while promoting their brand instead of depending on mobile applications only. Recommendations: Based on the entire data analysis and findings discussed in the previous part some of the necessary recommendations can be provided. The recommendations are as follows: After evaluating the entire data analysis and findings parts it can be recommended that Cadbury should expand their promotional activities and advertisement sphere beyond going the platform of mobile application. Apart from mobile applications, the brand should choose using electronic media, official websites, newspapers and magazines and so on in order to reach the large number of customers from different age group of people (Eggers et al., 2013). Cadbury primary targets the customers of different age group especially children. Therefore, electronic media would be very much fruitful for this brand in order to enhance their revenue growth. It is undeniable that the marketing managers of Cadbury have used electronic media as the platform of advertisement though the advertising space is too little to draw the attention of customers. Therefore, it can be recommended that the marketing managers should invest sufficient money in promotional budget so that the channel owners like to broadcast the advertising content of Cadbury repeatedly. As a result, it would easily grab the attention of children (Black Kim, 2012). Only mobile application would be very much limited in promoting the brand and spreading their widespread wings to the mind of international customers. Cadbury before using the mobile application should make an effective market survey in order to identify the number of this specific mobile application user. For an example, the user of facebook and youtube is high in range as per the current market scenario (De Maeyer, 2012). Therefore, the brand would not have to hesitate for purchasing the page of youtube or facebook. On the other hand, the service users of sawan are very limited. As a result, Cadbury should not invest money on this kind of mobile applications that are not widely used (Berger, 2015). In order to know the number of mobile application users of various platforms of digital marketing the sales executives of Cadbury should conduct an effective market survey in order to collect the direct feedback from the customers. Necessary changes in the utility process of mobile application: While providing advertisement through mobile application the customers tend to show their reluctance in watching the entire video clips due to time constraints (Sheehan, 2013). As a result, the viewers generally tend to skip the advertisement. In order to overcome this kind of situation, the mobile application developer should change their application process in such a way that customers cannot find that option of skip. The entire advertising video is possessed with three or four seconds (Chung, Derdenger Srinivasan, 2013). Therefore, the customers do not have to invest long time to view the advertisement. In this kind of situation, the mobile app developers can improvise the software so that target customers cannot skip the advertisement. In addition, Cadbury should choose an attractive content as well with the help of which people from different geographical markets cannot resist but viewing the advertisement. The marketing managers can use this particular strategy in order to draw the attention of large number of customers (Banker et al., 2014). People from different geographical markets would like to view the advertisement of Cadbury only when the content would be able to draw the attention of viewers. Collecting feedback from the customers regarding the brand: Feedback collection from the different level of customers is highly important in order to gather knowledge on current market demand. The primary responsibility of research and development team of Cadbury should be gathering and evaluating the feedback of customers regarding mobile application use (Amini et al., 2012). The primary responsibility of the research and development sector is to collect information on how mobile application is useful for the target customers of Cadbury. Direct feedback is very significant in getting immediate response from the customers. As a result based on the customers response Cadbury should maintain their promotional activities be it on the page of social media, mobile application or electronic media. At the same time, feedback can be collected by using social media tools as well (Heerde et al, 2013). With the help of social media, people from various geographical boundaries can be involved. After collecting data from the customers the marketing execut ives should re-form advertising strategy and policy to meet the demand of current market. Re-forming business strategy is the immediate stage of feedback collection from the customers. People belonging to different geographical market tend to provide numerous feedbacks regarding the products of Cadbury. Based on the customers feedback the marketing managers should reform their advertising contents, promotional strategies and policies (Gopinath, Thomas Krishnamurthi, 2014). Therefore, it can be recommended that business experts should not only collect response from the people, they should re-form innovative promotional strategies based on the current market demand. Mobile applications users are vast in range belonging to this particular era (Levy Gendel-Guterman, 2012). Therefore, the marketing manages can collect necessary response from the customers by suing public forum, social media pages, linkdin, official websites and so on. Reference List: Amini, M., Wakolbinger, T., Racer, M., Nejad, M. G. (2012). Alternative supply chain productionsales policies for new product diffusion: An agent-based modeling and simulation approach.European Journal of Operational Research,216(2), 301-311. Banker, R. D., Byzalov, D., Ciftci, M., Mashruwala, R. (2014). The moderating effect of prior sales changes on asymmetric cost behavior.Journal of Management Accounting Research,26(2), 221-242. Berger, A. A. (2015).Ads, fads, and consumer culture: Advertising's impact on American character and society. Rowman Littlefield. Black, B., Kim, W. (2012). The effect of board structure on firm value: A multiple identification strategies approach using Korean data.Journal of Financial Economics,104(1), 203-226. Bruce, N. I., Peters, K., Naik, P. A. (2012). Discovering how advertising grows sales and builds brands.Journal of marketing Research,49(6), 793-806. Buil, I., De Chernatony, L. and Martnez, E., (2013). Examining the role of advertising and sales promotions in brand equity creation.Journal of Business Research,66(1), pp.115-122. cadbury.co.uk, ( 2017). [online] com. Available at: https://www.cadbury.co.uk [Accessed 13 Apr. 2017]. Cao, L., Li, L. (2015). The impact of cross-channel integration on retailers sales growth.Journal of Retailing,91(2), 198-216. Chung, K. Y., Derdenger, T. P., Srinivasan, K. (2013). Economic value of celebrity endorsements: Tiger Woods' impact on sales of Nike golf balls.Marketing Science,32(2), 271-293. Cui, G., Lui, H. K., Guo, X. (2012). The effect of online consumer reviews on new product sales.International Journal of Electronic Commerce,17(1), 39-58. De Maeyer, P. (2012). Impact of online consumer reviews on sales and price strategies: A review and directions for future research.Journal of Product Brand Management,21(2), 132-139. Dinner, I. M., Van Heerde, H. J., Neslin, S. A. (2014). Driving online and offline sales: The cross-channel effects of traditional, online display, and paid search advertising.Journal of Marketing Research,51(5), 527-545. Eggers, F., ODwyer, M., Kraus, S., Vallaster, C., Gldenberg, S. (2013). The impact of brand authenticity on brand trust and SME growth: A CEO perspective.Journal of World Business,48(3), 340-348. Gopinath, S., Thomas, J. S., Krishnamurthi, L. (2014). Investigating the relationship between the content of online word of mouth, advertising, and brand performance.Marketing Science,33(2), 241-258. Gurun, U. G., Butler, A. W. (2012). Don't believe the hype: Local media slant, local advertising, and firm value.The Journal of Finance,67(2), 561-598. Heerde, H. J. V., Gijsenberg, M. J., Dekimpe, M. G., Steenkamp, J. B. E. (2013). Price and advertising effectiveness over the business cycle.Journal of Marketing Research,50(2), 177-193. Jo, H., Harjoto, M. A. (2012). The causal effect of corporate governance on corporate social responsibility.Journal of business ethics,106(1), 53-72. Levy, S., Gendel-Guterman, H. (2012). Does advertising matter to store brand purchase intention? A conceptual framework.Journal of Product Brand Management,21(2), 89-97. Lou, D. (2014). Attracting investor attention through advertising.Review of Financial Studies, hhu019. Moriarty, S., Mitchell, N. D., Wells, W. D., Crawford, R., Brennan, L., Spence-Stone, R. (2014).Advertising: Principles and practice. Pearson Australia. Onishi, H., Manchanda, P. (2012). Marketing activity, blogging and sales.International Journal of Research in Marketing,29(3), 221-234. Park, K., Jang, S. S. (2012). Duration of advertising effect: considering franchising in the restaurant industry.International journal of Hospitality management,31(1), 257-265. Ramanathan, R., Ramanathan, U., Hsiao, H. L. (2012). The impact of e-commerce on Taiwanese SMEs: Marketing and operations effects.International Journal of Production Economics,140(2), 934-943. Schudson, M. (2013).Advertising, the uneasy persuasion (RLE Advertising): Its dubious impact on American society. Routledge. Servaes, H., Tamayo, A. (2013). The impact of corporate social responsibility on firm value: The role of customer awareness.Management Science,59(5), 1045-1061. Sheehan, K. B. (2013).Controversies in contemporary advertising. Sage Publications.

Shitstorm free essay sample

Please note that the views email system is ONLY read by the unit coordinator and emails meant for tutors Anton be passed on and therefore may not receive a response. On Campus If you wish to meet with your tutor please book an appointment time via email or phone. All tutors have set student consultation times. Assignment Boxes Bankbooks SEE Assignment Boxes can be found in Building 1 near the entrance to Building 4 This Learning Guide is designed to support your learning. It should be read in conjunction with your unit outline.Table of Contents How this unit relates to your course Education is a complex field comprised of diverse and dynamic teacher, student and community populations. This unit focuses on the socio-political, economic and cultural milieu that shapes teachers work and school education in Australia. Teachers are required to understand the variety of, and changing nature of, the discourses and ideologies that both constitute and are constituted in schooling, teaching and learning in an increasingly multifaceted, globalizes environment. We will write a custom essay sample on Shitstorm or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is also essential that teachers in particular, but also those interested in related human services, engage with and understand the diversity of both individuals and the broader Australian community to promote equitable practices and to facilitate educational and professional transformation. Developing sociological understandings of education, knowledge, society and change can provide those working in education and similar services with an enhanced awareness of equity issues as well as crucial analytic and critical tools to address the diverse needs they may encounter in complex and ever-changing professional contexts. This unit is one of the 16 units that provide opportunities for students as pre- service teachers to prepare for their future employment as a graduate teacher in Primary Education. Students will develop understandings about pedagogy and practice within the area of equity, diversity and social justice. The knowledge and skills developed in the other units of study in the course can be applied in this unit and Professional Experience units. Education, Knowledge, Society and Change is a core unit for students in the Masters of Teaching (Primary).This unit is offered on-campus as a lecture, tutorial and online series. As professional learners, the students will have engaged with the seven Standards of a graduate teacher as described by the New South Wales Institute of Teachers, which has accredited the Master of Teaching (Primary) course. In regards to 1 01578, students engage with the allowing Elements and Aspects (See Professional Teaching Standards -NEWS institute of Teachers This cou rse links to the following NEWS Institutes National Standards for Teachers. Standard 1: Know students and how they learn Standard 4: Create and maintain supportive and safe learning environments Standard 5: Assess, provide feedback and report on student learning Standard 7: Engage professionally with colleagues, parents/careers and the community On completion of this unit in the Masters Of Teaching (Primary) course, the graduate will have fulfilled the following course outcomes that align with the graduate attributes: Contribute to the development of innovative research-based practice by critiquing and interpreting research.Demonstrate enhanced leadership qualities and skills. Demonstrate more developed understanding and leadership in an educational/social/cultural setting. Demonstrate relevant skills in research strategies and their implementation and interpretation. Advance the profession by contributing to the development of educational professionals in the relevant Strand. Critically reflect upon learning and teaching practices in the relevant Strand. De velop innovative ways to initiate change in educational tenting and the broader community. Collaborate and liaise with colleagues to build strong trans-disciplinary practice. Unit Learning Outcomes On successful completion of this unit, you should be able to: a) Analyses the role and impact of broader socio-political, economic and cultural dimensions on teachers work, schooling and education (AWAITS standard 7. 1); b) Explain how identities are socially constructed and describe how schooling and teaching can perpetuate and position particular understandings of various identities (AWAITS standard 1. , 1. 3, 7. 1 c) Apply theoretical tools to critically analyses schooling practices, policy, pedagogy and curricula (AWAITS standard 4. 1, 7. 2); d) Examine the theoretical, research and policy construction of the multiple dimensions of schooling, in particular in relation to class, race, ethnicity, Aboriginal, gender, and sexualities (AWAITS standard 1. 4) e) Describe the relationship between social justice, place, space, and identities and communities as they relate to the schooling (AWAITS standard 7. F) Develop knowledge and understanding of and respect for the diverse backgrounds of students, teachers and communities and the effects of these actors on learning (TIT SSL standard 4. 4, 1. 4); g) Describe the ways in which educators can develop and sustain the capacity of families, communities and the school to engage all students (AWAITS standard 4. 1, 1. 4, 3. 7, 7. 3, 7. 4) h) Evaluate policies and legislative requirements related to rights and responsibilities of students, parents, other community members and teachers (AWAITS standard 4. , 7. 2) I) Describe how supportive learning environments might be developed where students feel safe to risk full participation (AWAITS standard 4. 1 , 4. 4); j) Apply technology for facilitating learning and addressing issues pertaining to equity diversity (AWAITS standard 4. 5, 3. 4). Student feedback and improvements to the unit The University values student feedback in order to improve the quality of its educational programs.As a result of student feedback, the following changes and improvements to this unit have recently been made: (I) Review of readings (ii) Review of assessment tasks and structure Assessment Overview I Assessment for this unit will be based on the following components Assignment Item Due Date Weighting Link to Unit Learning Outcomes (la) Group peer-teaching seminar task and (b) Hurdle task individual peer valuation Tutorial time allocation b, d, f, g, I, j (see above) Assignment 2 Essay Word Limit 2000 words Hard-copy assignment in tutors assignment box and final e-copy uploaded into Turning in vows by May October 14th pm. 0% a, c, e, g, h (see above) Students are required to keep a copy of all work submitted. Essential Requirements You need to have access to a computer where the Internet can be used to logon to e-learning (vows) for this unit. It would be useful to have Adobe Acrobat Reader. It can be downloaded from the link at e-learning at I. JAWS http://www. Us. Du. AU/students/nonlinearities. There are computer labs for student use on each campus and there are provisions for students to access online materials at each of the campus libraries.Assignment Details Please note that extensions for assignments MAY ONLY be granted in extenuating circumstances AND where appropriate documentation is supplied (e. G. Medical certificate) AND where correct procedures for the request are followed. Please ensure that you manage your time well and do not leave assignment completion to the last moment. It is recommended that students begin to work on their assignments early in the semester to interact any unforeseen circumstances that may arise closer to the due date and to help manage workload.The weekly lecture and seminar topic readings for the unit are recommended as an excellent starting point. Assignment 1: (1 a) Group peer-teaching seminar -and (1 b) peer evaluation -b Total worth 50% This assignment requires you, in groups, to a) develop and implement a peer teaching seminar; AND b) Individually undertake a peer-evaluation of another groups peer-teaching seminar. The peer- evaluation is a hurdle task and must be completed as a component of Assignment (1 a). What do I need to submit?CD from the group that is a copy of the groups peer-teaching seminar Powering slides A 2 page overview of the groups seminar plan with key points included A signed cover sheet (found at the end of the Learning Guide) for EACH member in the group. This should be signed and stapled together with other group members cover sheets Completed peer-evaluation form on the allocated day that you undertake your peer-evaluation. l Submission details CDC (clearly labeled with ALL presenters full names, student numbers, topic and date) and the 2 page overview should be submitted to your tutor ON THEDAY of the peer-teaching seminar along with the signed cover sheets. Completed peer-evaluation forms should be submitted TO YOUR TUTOR on the allocated day that you undertake your peer-evaluation. Purpose -? How this assignment relates to learning outcomes In addition to the outcomes listed above, students will be able: To demonstrate and explain understandings of the various s ociological theories and issues as presented in this unit in readings and lectures to date. To use one example of either youth culture or an education stimulus to explain and apply these theories/ concepts/issues.To teach peers about these understandings in a clear and coherent way using the software Microsoft Powering. To build a culture of learning with peers. Process In order to complete this assignment you need to: Select one equity issue from the seminar topics in the Schedule of Teaching Activities below (up. 18-19). Ensure that you have registered for this topic. Note that there is a limit of 4 students per group. If your topic choice is full you will need to select another topic. Please note that you cannot go to another tutorial class to implement your peer-teaching seminar task. You just select a topic from those available within your own tutorial time and class. Using the readings allocated for that issue, that is the class readings and the seminar readings (listed), and if and where relevant lectures/readings from previous weeks and/or additional readings, develop a group peer- teaching seminar. Students should use Powering to support this task. The group seminar must explore the social justice/equity issue allocated to that week. Your group seminar should use whatnot think are the key ideas to explain/explore the issue and to share these with your tutorial peers.Groups would also draw briefly on one example of youth culture or an educational stimulus to help explain and analyses their topic / key issues and to add interest and clarity to the seminar (egg website, magazine article, music, educational policy, video game, recent event that impacts young people etc. ). Your peer-teaching seminar may also explore how issues pertaining to equity, stereotyping and discrimination are represented, reinforced, explored, and exploited, the underlying power relations, as well as broader social, economic, cultural, and/or political implications.Your seminar content should include incinerations for teaching, learning, education and/or schools. Group formation and group expectations Groups should have a maximum Of 4 members. Groups should be formed and group members names registered with your tutor in the first tutorial. Each group will be allocated 25 minutes for their seminar. All group members should contribute equally to the organization of the seminar component of the first assignment and should lead the seminar for equal amounts of time. All groups will be stopped at 25 minutes. It is important that members organize themselves so that each person is given sufficient time to speak/lead. It is up to group members to strictly adhere to this time allocation. Failure to do so may impact results and/or may result in not satisfying the criteria of the assessment. If you withdraw from the unit, please inform a) your tutor by email b) the unit coordinator by email and c) someone from your seminar group, so they know not to expect you to pa artic pate in the task. NOTE: All visuals must be saved on CO. Internet access cannot be guaranteed on the day.Important information for peer-group seminars This is a teaching seminar not a presentation. Do not write a speech on the slides. Do not rely heavily on notes. DO NOT read your speech Remember you are teaching and sharing the information that you think is important with your peers. Students who read their peer-teaching seminar component will be stopped. Consider your context. This is not a lecture. It is a peer-teaching / learning activity with a small group of students. That is, you are teaching the (adult) class. You are expected to incorporate specified readings and references in your seminar.These should form the basis of what you discuss. It is vital you move beyond description and engage in a critical analysis of the issues presented. Ensure that time limits are clearly communicated to all team members. This is the groups responsibility. Consider your peers and dont eat into their time. It is the responsibility of the group to address and find a solution to any disagreements either academic or interpersonal that may arise (but generally dont). As a resource use the DVD Thinking through Presenting which will be made available to students either via the FL_JAWS site or via your tutor who will be able to provide copies.Assessment Item b Peer evaluation task The Peer Evaluation is a hurdle task associated with the first assessment task. This requires students to choose one seminar topic to formally evaluate in order to provide feedback to the group conducting the session. To complete this task, students will need to select a peer-group teaching seminar topic. This cannot be the seminar with which they are involved and ideally should not be in the same week of their own seminar. Students should register for the topic in the first tutorial.Please note that students need to register for two tasks -? the first is the peer-group seminar and the second is the seminar that they will evaluate and provide feedback. Students will be required to dead all of the seminar readings for the topic that they have chosen to evaluate in order to provide feedback to the presenters. This is an expectation of the task. The Peer Evaluation Feedback Sheets will be provided by your tutor and will need to be fully completed by you. You should add an additional page for comments. Submit it to your tutor on the day of the presentation for grading and forwarding on to the appropriate group.Please note that feedback requires constructive and thoughtful criticism. As this is a teacher education degree, it is crucial that students learn to be inconsiderate and diplomatic when writing about the perceived positives and negatives of another persons endeavourers. Any abusive or poorly considered response will automatically receive an Unsatisfactory grade for their component Of the seminar presentation. Assessment Standards MODULE 1 ASSESSMENT GUIDELINES In order to pass this unit, students must demonstrate adequate academic literacy and attain a Satisfactory level of understanding of the units content and its application.Passing this unit and receiving an overall Satisfactory grade entails meeting a minimum of 6 of the 1 0 criteria for both assessment asks. Therefore, to pass this unit, students MUST receive a Satisfactory grade on the two assessment tasks. Satisfactory Grades For each assignment there is an Academic Standard Criterion (ASS) and 10 assessment criteria. The ASS must be satisfactorily attained to be eligible to be assessed on Ethel O criteria for the assessment tasks. If the Academic Standard Criterion (see below) has been successfully met, you will be assessed on the 1 0 assignment criteria.A Satisfactory (S) assignment grade will be awarded IF a minimum of 6 of the 10 assessment criteria have been adds tautly achieved. Academic Standard Criterion The ASS requires the assignment to reflect an appropriate standard of academic writing that demonstrates engagement with the content of the unit. Appropriate standard of writing means using correct grammar, sentence structure and spelling, developing a coherent and logical argument and referencing with accordance to PAP style. Unit engagement means that there is a clear indication that the student has participated with the unit, read all compulsory unit material and read and followed the criteria for the assignment. If this criterion is not met, the assignment may be failed, sugarless of the assessment against other specific assignment criteria. If the Academic Standard Criterion has NOT been successfully met, the assignment will be referred to the Master Of Teaching primary Academic Course Advisor and Academic Support Coordinator for consideration and advice with regard to progression in the course.Unsatisfactory Grades An Unsatisfactory (U) will be awarded if less than 6 of the criteria are achieved for that assignment. If a student receives between 4 or 5 of the 10 criteria in ONE assignment and receives satisfactory on the second assignment (I. E. 6 or ore out of 10), then that student may be eligible to undertake a make-up task to give them an opportunity to pass the unit (I. E. Achieve a minimum of 6 for two assignments). This is at the discretion of the Unit Coordinator. Students awarded 3 or less for either assignment will receive an Unsatisfactory grade for the unit.Scenarios Example 1 . A student receives Satisfactory across 6 out of the 10 criteria. In the second assignment for the unit, the student achieves Satisfactory across at least 6 of the 10 criteria. Since this student achieved the Satisfactory minimum of 6 of the criteria for both assignments 1 and 2, this student will ass the unit. Example 2. A student receives Satisfactory across 8 out of the 10 criteria for the first assignment. In the second assignment for that unit the student achieves Satisfactory for 3 of the 10 criteria.As the second assignment demonstrated a satisfactory level on fewer than 4 of the criteria the student is ineligible to receive a make-up task. This student will fail the unit as they have not achieved satisfactory 6 of the criteria for both assignments. Example 3. A student receives Satisfactory across 6 out of the student achieves satisfactory for 5 of the ID criteria. As the second assignment demonstrated a satisfactory level on more than 4 of the criteria the student is eligible to receive a make-up task at the discretion of the Jinni Coordinator.If this make-up task achieves satisfactory of 6 of the criteria, the student will receive Satisfactory for the unit. Note: A make-up task is only potentially available to students if they have met 6 or more of the criteria on at least one of the two assignments, and 4 or more of the criteria on the second assignment. Students who are eligible to undertake the make-up task must contact the unit Coordinator by email within ONE week of marks being leased in flaws. Students will have one week to complete the make-up task from the date of issue by the Coordinator.

A While vs Awhile

A While vs Awhile A While vs Awhile A While vs Awhile By Ali Hale One of our readers, Robert, wrote to ask Daily Writing Tips: Heres a couple of words I use all the time interchangeably. But are they? a while vs. awhile Help me out, o oracle! No problem, Robert! This one’s pretty easy to grasp: A while is a noun meaning â€Å"a length of time† â€Å"I slept for a while.† (compare with â€Å"I slept for a bit† and â€Å"I slept for three hours†) â€Å"I was away from my desk for a while.† (compare with â€Å"I was away from my desk for two minutes†) Awhile is an adverb, meaning â€Å"for a time,† or literally, â€Å"for a while†. â€Å"I slept awhile before dinner.† (compare with â€Å"I slept deeply before dinner† and â€Å"I slept badly before dinner†.) As you can see, the words can be used almost interchangeably in some cases – but a while needs to be accompanied by a preposition, such as â€Å"for† (â€Å"I slept for a while†) or â€Å"ago† (â€Å"I left work a while ago†). Awhile always means â€Å"for a while†. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Comparative Forms of AdjectivesThe Difference Between "will" and "shall"Shore It Up