Working Cass Families and Modern Education Systems Redefined under Neo-Liberalism Policies Essay Example for Free

Working Cass Families and Modern Education Systems Redefined under Neo-Liberalism Policies Essay Connell’s (2003) article focuses on the problematic relationship between working-class families, and modern education systems, which is being redefined under neo-liberalism policies. Connell explores this issue in relation to an Australian reform, which was created with an intention to make upper secondary education more inclusive, in particular  ¬Ã¢â‚¬â€œ through more extensive vocational education opportunities. Connell explains that the level of which working-class youth’s needs have been met, or neglected throughout the past 150 years of mass schooling in advanced capitalist economies remains a core problem of social justice in education. (p. 235) Connell’s argument is that while social class is no longer officially recognised as an issue in Australian life, class inequality and exclusion have a marked influence on education in the present day. (p. 247) Connell states that the nature of which working class families respond to state schooling is a key issue of importance in research on class and education. Connell’s central argument lies in her criticism of the neo-liberal market agenda, which she states is ultimately seeking to ‘reconstruct mass education on a ruling-class education organisational model’. Connell argues that due to the fact neo-liberalism fails to acknowledge that class structure exists, and assumes its market model is universally applicable (an assumption which Connell states is disproven by British research) –problems associated with class structure will continue to go unacknowledged. (p. 37) Connell further argues that many working class families continue to grapple with the ‘bureaucratic machinery’ of state education in order to obtain a reasonable education for their children, however as Connell believes – ‘there’s still a long way to go’ before this relationship is cohesive and productive for all parties involved. (p. 247) In support of her argument of class still being a key factor of inequality in education, Connell cites authors such as Bettie (2002), Dent and Hatton (1996), Thompson (2002), Lynch Lodge (2002) Teese and Polesel (2003) (p. 235). Connell cites Marginson (1997) to argue that the motives of neo-liberalism’s market agenda in the 1980’s was to ‘push to privatise education’, and where public education institutions remained –restructure them to become market competitive. (p. 236) Using largely a methodical approach, Connell draws on close-focus research carried out across four socially and geographically diverse government secondary schools, obtained from the Vocational Education and Equity in Senior Secondary Schooling project, and undertaken by staff of the University of Sydney’s Faculty of Education, the Department of Education and Training and the NSW Board of Studies. Through a series of qualitative interviews with students, parents and teachers of Years 11 and 12 VET classes over a period of two years, Connell explores the relationship between working-class families and schools today, which operate under this neo-liberalist influence, but which are also attempting to implement social justice reforms, particularly in regards to expanding vocational education options. (p. 238) Connell’s central argument is plausible and relatable in the sense of the extensive field data carried out across schools depicting various class structures. The article being ‘peer reviewed’ also adds more weight to her claims. The central theme of her argument is logically developed throughout the body of the paper, and further solidified in the conclusion, however at times she touches on international research, (for example; the British research she suggests disproves the neo-liberalist market model is ‘far from’ being universally applicable) (p. 237) without any further details as to why. Adding further detail of the international data Connell cited would have helped to solidify her key points.

Character of Stanley Kowalski in Tennessee Williams A Streetcar Essay

The Character of Stanley in A Streetcar Named Desire   Ã‚  Ã‚   Animals are, by nature, passionately instinctive; that is, when reacting to a situation, they do so forcefully and spontaneously. Therefore, we can think of passionate instinct as an intense, innate reaction to a particular situation. Animals also lack what we call ‘inhibition’ -- the suppression of a natural drive, instinct or feeling. For instance, when a skunk senses danger, it will not restrain its natural, defensive reaction and will not hesitate to spray a foul-smelling substance in the direction of the danger for self-protection. When cattle sense a threat to their environment, they do not try to rationalize their way to safety -- they stampede. If a bull’s passions are aroused, it will either charge or mate with the nearest cow.    Passionate instinct drives us, as well. Although we often try to reason our way through situations as civilized, rational beings should, there is sometimes a point where we can no longer be controlled by reason. This point often comes when we feel some strong emotion, and our rational halves become shadowed by our darker, instinctive sides. We often conceal this darker half because the instinct, which is so much a part of it, may lead to violence when released. It appears that the very idea of being ruled by instinct has become distasteful; people who use their instincts to get through a situation are often labeled as being ‘unpredictable’, ‘maverick’, and ‘dangerous’. Although we consider ourselves to be civilized, we were once a race ruled by instinct -- and still are, to some extent.    A man’s instinct can also reach the point where it nearly drowns his ‘civilized’ side, as in the case of Stanley Kowalski. In A St... ...that cannot be prevented. However, if mankind does manage to squelch all inhibitions and allow his actions to be ruled by instinct alone, then humanity’s tenuous hold on civility will be loosened and the results could be catastrophic. Works Cited Adler, Thomas P.   A Streetcar Named Desire: The Moth and the Lantern.   New York: Twayne, 1990. Brownmiller, Susan. Against Our Will. New York: Bantam Books, 1975. Dworkin, Andrea. Intercourse. New York: The Free Press, 1087 Lant, Kathleen Margaret. "A Streetcar Named Misogyny." pp. 225-238 in REDMOND. Miller, Jordan.   Twentieth Century Interpretations of a Streetcar Named Desire: a collection of critical essays.   New Jersey: Prentice-Hall, 1971. Redmond, James (Editor). Violence in Drama. Cambridge University Press; 1991.   Williams, Tennessee. A Streetcar Named Desire. Signet: New York, 1947.

Leadership Lessons from D-Day: A Book Review

For this book review, I chose Victory Principles: Leadership Lessons from D-Day by Leonard Kloeber, Jr., a retired army officer.This book is not only a mere history book but it also provides a lesson on leadership principles based on what was applied by the Allied leaders during those crucial moments that characterized D-Day (also known as Operation Overlord) from the planning stage to the actual execution of the operation which was a success and eventually led to the liberation of Europe from Nazi occupation.The first part is more of a historical narrative.   The Kloeber narrates the important events that were considered the defining moments of D-Day which are organized into chapters.   The prelude in included to set the tone and help put the reader on the proper perspective in approaching the book and what it is all about.Each chapter mentioned important leaders during the operation, not just for trivia but describing what they did that made success possible.   These are lead ers who were actually there with the men as they saw action.Such senior leaders were Brigadier General Norman Cota, assistant division commander of the 29th Infantry Division which landed on Omaha Beach and received the brunt of the fighting. It also featured junior leaders such as Lieutenant Richard Winters, of Easy Company, 506th Regiment, 101st Airborne who led the company to neutralize an enemy gun emplacement menacing the beaches (Kloeber, Jr., 2009, pp. 61-62, 83).   What these leaders had in common was they made crucial decisions under fire but since they were in the thick of the action, they had a grasp of the situation and came up with crucial decisions that led to victory.Part Two provides an analysis as Kloeber spelled out what he called â€Å"Victory Principles† which were applied by the above-mentioned leaders which were key to the success of D-Day. One example of these principles was resilience which was demonstrated by Generals Cota and Roosevelt when their m en were under fire.They did not panic and maintained their composure which was the glue that kept the men together even though they were taking casualties (Kloeber, Jr, 2009, pp. 208-209).Another principle discussed was making timely decisions as applied by Lieutenant Winters when he and his men carried out their mission which was successful (Kloeber, Jr, 2009, p. 186).   It can be seen that the author did a great job organizing his ideas by telling the story first and discussing the relevant principles.   He was able to establish a connection between the two parts.Part Three is what military leaders call the â€Å"Staff Ride† where military students would tour the battlefield to get a feel of what has happened though not necessarily during actual combat as part of applying the lessons learned in the classroom.The purpose here is to immerse them â€Å"spiritually† and by making them picture themselves being there and it is proven to be an effective method when unde rstanding the principles.   An appendix is added which provides supplemental details on D-Day.Overall, Kloeber’s book is not only for history students but also those who wish to be enlightened on leadership principles and the author has done a good job identifying them and showing how they were applied as well as mentioning their applicability in any kind of situation which need not be about combat.ReferenceKloeber Jr., L. (2009). Victory Principles: Leadership Lessons from D-Day. Garden City, New York: Morgan James Publishing, LLC..

The Problem Of Child Labor - 3789 Words

Abstract This paper especially focuses on the problem of Child Labor in Pakistan with respect to the case of the world-renowned sports brand Nike and its use of children in its factories in Pakistan. A set of laws that can be established to eradicate this evil from Pakistan have been elaborated upon in the paper, these proposals include the Trafficking Victim Protection Reauthorization Act (TVPRA), the International Human Right Treaty by the General Assembly, International Criminal Court (ICC), penalty laws for businesses practicing child labor, system to inspect workplaces for child labor and holding employers responsible for the education of the employed children. The recommendations section of the paper deals with methods beside laws that can aid in the eradication of child labor and includes negative publicity, introducing a rating mechanism and dealing with competing (and ethically more sound) organizations. Outline: I. Introduction: A. Thesis statement: Because child labor is practiced in Pakistan at a Nike factory, I propose the Trafficking Victim Protection Reauthorization Act (TVPRA), the International Human Right Treaty by the General Assembly, International Criminal Court (ICC), and negative publicity to mitigate the problem. II. Analyses the problem: A. Child Trafficking affects children in several ways including: 1. It harms the child 2. Some children work for little pay, giving them low income (Srivastava, 2011). 3. Children often work under poorShow MoreRelatedThe Problem Of Child Labor2765 Words   |  12 PagesIntroduction: Outside the natural beauty and scenery across Indonesia and its respective islands, the behind the scenes action of their economy and social development lies in income disparity and ill-fated use of child labor. With a population of around 249.9 million, Indonesia is the fourth largest (in terms of population) in the world; however, 30 percent of the people are under 15 years old. 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Giffords story began the resurgence of knowledge of the growing problem of sweatshops in todays society. Contrary to popular belief, sweatshopsRead MoreNegative Effects Of Child Labor In Ghana1583 Words   |  7 PagesLives of little ones are destroyed, when child labor is employed. This is one of the famous slogans that shows the severity and the cruelty of child labor. Child labor refers to work that threatens children’s health and safety or deprives their right to education (Herring). Child labor is a serious global issue that the world is facing these days. According to the International Labor Organization (ILO), 215 million children worldwide between the ages of five and seven teen work under conditions thatRead MoreChild Labor As A Cultural Norm1604 Words   |  7 Pagesapproximately 215 million children under the age of 15 that are working in the child labor industry around the world. What can be done to resolve this global issue? Child labor is when companies use children to perform manufacturing duties— typically being paid in low wages. There are many different reasons and causes of child labor such as: poverty, globalization, and corruption. In some countries, however, child labor is considered a cultural norm. Although most prevalent in third-world and underdeveloped