Depiction Of The Gilded Age - Free Essay Example

Sample details Pages: 4 Words: 1070 Downloads: 5 Date added: 2019/10/30 Category Society Essay Level High school Tags: Gilded Age Essay Did you like this example? Briefly define the Gilded Age, as well as the growth of industrialization and the prevailing attitude toward employee-employer relations during that era.   Then, explore the problems caused by industrialization and discuss how workers responded to those challenges. The Gilded Age was a period after reconstruction from the 1870s to the 1900. The United States was going through Industrialization during this time and we saw major changes in the economy, government, and technology also spiked. During this period we also saw massive poverty and unequal wealth; the rich were getting richer and poor poorer, there was a rise of extremely rich people who wanted to be monopolies, most of whom were referred to as Robber Barons meaning wealthy businessmen who made tons of money but were paying their employees very cheap, two notable Robber Barons during this period are Andrew Carnegie and John D Rockefeller. Both supported workers rights but on the other hand destroyed unions; Carnegie used most of his fortune in donations to libraries, schools, museums; in his article Gospel of Wealth he states that is it up to upper class citizens to engage in philanthropist work. Rockefeller was also involved in philanthropist work, but they both paid their employers ve ry cheap and did very little to help those from lower class. Don’t waste time! Our writers will create an original "Depiction Of The Gilded Age" essay for you Create order This age was a period of major Economic growth, Industrial development with the rise of cities, and also technology advancements. During the Gilded Age businesses were booming, industrialization brought the invention fax machines, cellphones, playgrounds railroad s were being built abundantly. Many businesses formed strategies to gain wealth and power such as Oligopolies where businesses agreed to not to compete against each other; they also came up with a system called Horizontal integration where companies that produced the same goods came together to increase the production of goods and services, on the other hand Vertical Integration is when one company controls all aspects of other companies, one example would be Andrew Carnegie and his steel industry. There was also a lot of competition which helped with pricing, innovation and wages, new management techniques were put into place such as systematic arrangement, the notion that time is money and slowly machines started replacing workers. Many businesses believed in Social Darwinism to justify their wealth, Social Darwinism is the idea that everyone has the resources and opportunities available to them to succeed and so if a person is poor its because they choose to. They also believed in laissez-faire, the notion that the federal government should have a hands-off approach on businesses.   During this time the need for workers boosted immigration; the country welcomed millions of workers from Europe (Germany, Hungary, Russia, Austria), the working class was diverse and divided, there was the class of skilled workers / labor aristocracy who were usually U.S. born white men and they received higher wages. And there was a class of unskilled workers who were immigrants, children, women, blacks and Mexicans who worked very long hours and were paid very low, sometimes in script, they did dangerous work and were being exploited. Many of these unskilled workers were getting a lot of injuries; kids were losing their fingers this led to states beginning to take action and pass laws against child labor, these laws were made in regards to safety in the workplace, monopolies, and the supreme court passed Munn v Illinois (1877) that approved the power of government to regulate private industries. Later, the federal government took action and passed the Commerce clause which auth orized congress to regulate commerce with foreign nations. Many corporations were starting to become monopolies and so the congress passed the Sherman Anti-trust Act which stated that business activity in restraint of trade is illegal, and was made to protect consumers. This act immensely hurt workers union, they were angry and this led to a massive strike in various nations across the country called the Great Railroad Strike. Workers began to take action, we saw people coming together and the birth of the working class movement was formed, with goals to assert labor rights and regulate businesses. By the 1880s, people began to unionize at local institutes but they keep women out, so women formed their own union and they linked their labor rights to religion and patriotism, they went on strike and boycotted, a few of them became militants, and in the late 1800s, we saw the rise of the Knights of labor. They wanted to include everybody (workers) together no matter if they were skilled or not. Their leader Terrence Powderly believed the poor deserved education, land, temperance (no drinking of alcohol), wages labor and this led to a roar in membership. By 1886 the movement has expanded and we see the year of the great uprising of labor. May 1rst 1986, called May Day becomes national strike day led by Albert Parsons, workers were claiming that 8 hours of work a day is what is necessary. After May Day, police clashed with farmers at the McCormick Company, so farmers started to demonstrate at Haymarket place; someone threw a bomb then violence began, many police officers lost their lives. A lot of people began to leave the Knights of labor and we saw the rise of the American Federation of Labor (AFL). They rejected the thoughts of the Knights and they wanted to fight for people who are skilled (mostly white men). The knights of labor became mostly filled with Blacks, Mexicans, Asians, women The AFLs vision was challenges in Homestead, PA (1892), And Unionists won the battle against Pinkertons. In the Homestead strike.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Urbanization increased as immigrants were moving from rural to urban cities and African Americans were moving from the South. These people were leaving in tenements, there were ethnic communities and they were once again being exploited by boss tweeds. The Gilded Age was a period when industrialization spiked with the creation of machines, and technological advancement, there was a huge increase in the economy, changes in the government. During this period we saw business owners rising to riches and taking advantage of the working class by paying them very poorly, and so the working class was fighting for their rights to be better paid and taken care of as workers. During this time we also saw the formation of many unions working together, there were unions that were only relatable to U.S. born white male skilled workers, unions for unskilled workers/ immigrants and unions for women.

Non Proliferation Treaty And The Universal Declaration Of...

The functioning of an international order refers to the â€Å"rules of the game† that delineate how states act toward each other. These rules or governing arrangements are intentionally constructed by states to promote their goals and interests (Bull 1977: 8) These rules may be formal, operating through mechanisms like international law, international treaties and alliances, and international organizations, or they may be informal, based on more nebulous concepts like norms, principles, and values regarding acceptable or legitimate behavior. These rules of the game identify the rights and obligations of states, and they provide mechanisms for regulating conflict among states. The post-1945 international order comprises a large number of†¦show more content†¦Thus, there is no central political authority that can establish rules, force states to obey them, punish states that break the rules, or otherwise arbitrate among states (Jervis 1985). However, the major theoretic al paradigms draw different implications from anarchy. Realism is a dominant theory of international relations focuses on state s security and power primarily. Besides, states are considered the only unitary rational actors where its survival and interests is the cornerstone of interstates relation highly based on might rather than on right. Hence, realists believe that people are by nature sinful and instinctively seeking power to dominant others. Power will be everlasting in the human s nature and the possibility to be eradicated is a utopian aspiration (Kegley, 1993). On the other hand, Liberalism as a dominant theory of international relations emphasizes peaceful interstates relations where the preference of states goes beyond politics to economic and social interaction to achieve a harmonious environment and reducing war conflicts. Basically, the liberals underline that states are not unitary actors and non-states actors are significant to take a part in the realm since states are not rational and all actors will function better tog ether. Additionally, power and security dilemma is a secondary objective. For realists, power and the distribution of power are the only important factors in IR. It is

Gender Issues In Primary Literacy Education Essay Free Essays

string(209) " peculiarly as reading is being perceived as a feminine activity due to female members of the household and primary school instructors, of which the bulk are female, supplying the premier support for reading\." The ‘gender spread ‘ within literacy at Key Stage 2 has late become a greater issue as the under-achievement of male childs within reading and authorship has been highlighted as a cause for concern ( Barrs and Pigeon, 1998 ; Millard, 1997 ; Wood, 2000 ) . As both male and female students are taught in the same manner, it is hence of import to research and discourse the issues which have lead to male childs in the primary school falling behind the misss. The National Literacy Trust ( NLT, 2010 ) has surveyed 17,000 immature people about their reading patterns. We will write a custom essay sample on Gender Issues In Primary Literacy Education Essay or any similar topic only for you Order Now The consequences of this survey showed that 39 % of misss admitted to reading every twenty-four hours, compared with 28 % of male childs. Furthermore the survey besides revealed that 19 % of male childs say they merely read in category while merely 11 % of misss agree with this statement, 24 % of male childs think reading is deadening, compared with 13 % of misss and 45 % of misss like traveling to the library, while merely 35 % of male childs do. Such consequences merely serve to corroborate that the disparity in how both genders view themselves as readers, every bit good as the procedure of reading. This is particularly of import as farther NTL surveies have shown that reading frequence is strongly linked to attainment degrees, with 60 % of those who read every twenty-four hours accomplishing above the expected degrees for their age compared with merely 5 % of those who â€Å" ne’er † read accomplishing above the expected degrees. When discoursing the ‘explanat ions ‘ of low accomplishment degrees of male childs in Literacy at Key Stage 2, we must non merely see formal factors within the school and schoolroom, but besides any cultural and societal influences on the student. To get down it would be prudent to look at what may be considered the most of import factor act uponing an person ‘s literacy pattern, how they see themselves as readers. This is besides known as their ‘reader ego construct ‘ . Henk and Melnick ( 1995 ) believe that persons are influenced by this construct, and the procedure of doing the simple pick of whether reading is worth it. The person, they believe, calculates the attempt that would be needed for the reading undertaking and hence makes a determination on whether reading is to be avoided or non. Further surveies, from Clark and Foster ( 2005 ) , and McKenna et Al ( 1995 ) have found that boys by and large have more negative ego constructs than misss, and hence conclude that boys hold more negative positions towards reading. Such self constructs and position points lead to a low degree of motive towards reading, both within school and at place and may explicate why males are less likely than females to read for pleasance ( Cipielewski A ; Stanovich, 1992 ; Libsch and Breslow, 1996 ; Logan A ; Johnston, 2009 ) . There are a figure of research undertakings which suggest that these self concepts vary between the genders due to innate literacy ability. They province misss develop their verbal accomplishments quicker than male childs, and show between the ages of 18 to 24 months to hold superior verbal abilities to male childs ( Galsworthy et al, 2000 ) . In add-on Locke et Al ( 2002 ) found that misss ‘ linguistic communication abilities and non-verbal abilities were significantly better than male childs when come ining into instruction. Therefore, there is grounds that suggests that from the really start of formal schooling there is a little gender spread in literacy. Galsworthy goes on to province that due to these early differences, â€Å" a instruction attack which does non trust to a great extent on verbal accomplishments for word reading may profit male childs. † Coupled with this, Thompson ( 1987 ) believes that grounds shows a difference in schemes in the manner male childs and misss trade with reading. This belief lies in the grounds demoing that male childs and misss learn otherwise, hence, it is of import that there are gender friendly attacks to learning in topographic point in the schoolroom. Johnson and Watson ( 2005 ) conducted research to endorse these claims up, they found that with respects to reading and spelling, a technique concentrating on a ‘systematic man-made phonic ‘ method produced a much more positive response from male childs, whereas, female students performed to a higher criterion when taught with an ‘analytic-phonic attack. ‘ The research above non merely shows that boys learn in a different manner to misss, but besides suggests that they besides enjoy different types of text. Barrs ( 1998 ) , Hall and Coles ( 1997 ) and Moss ( 1999 ) each recommend a alteration in how reading communities are created in school, with the bulk, they all concur, tailored towards the reading manner and penchants of female scholars, whilst male scholars ‘ demands and penchants are grossly underrepresented. They form this sentiment due to school libraries concentrating their attending on fiction and narrative. Whereas, they province, male childs have been shown to prefer non-fiction texts. Furthermore, Millard ( 1997 ) and Probst ( 2003 ) agree suggest that current curricular accent and the text pick of the instructor do non fit the involvement, or the demands of male students. When interviewed about such alterations taking topographic point in primary school throughout the state, National Literacy Trust Director Jonathan Douglas stated in 2010: â€Å" We have late experienced immense success with a undertaking that inspired male childs to read through the exhilaration environing the football World Cup. More things like this must be done to instil a love of reading in male childs, and to alter their negative attitudes. We need to demo boys that reading and composing are ‘cool ‘ and are the first measure on a promising calling way and towards a successful life † A deficiency of apprehension of the issues above has the possible to take to boys avoiding reading. Millard ( 1997 ) , states that these cognitive differences are non the lone issues confronting male childs in footings of under accomplishment in literacy. She emphasizes the importance of reading function theoretical accounts at place and in school, peculiarly as reading is being perceived as a feminine activity due to female members of the household and primary school instructors, of which the bulk are female, supplying the premier support for reading. You read "Gender Issues In Primary Literacy Education Essay" in category "Essay examples" It would be of import, hence, for both male and female function theoretical accounts within the place or school to demo reading as an gratifying activity and above all else, its utilizations. By witnessing these grownups value reading in this manner the kid can get down to understand that reading is an of import activity. Rasinski and Fredericks ( 1991 ) province that: â€Å" It is important that kids see their parents use reading for a assortment of intents from amusement to keeping a occupation. Parents should demo kids the many ways that they use reading. † The basic undertaking of a parent reading for pleasance, hence, has the possible to act upon the kid ‘s perceptual experience of reading and would accordingly hold an tremendous power and long standing consequence on the kid ‘s educational success. Without being allowed to see reading in such contexts, the value of reading is non appreciated by a bulk male child ( Millard, 1997 ) . Millard ‘s concluded that the sentiment of many of the male childs questioned regarded reading as simply ‘a phase to travel through ‘ , and that one time they had learnt how to read, they could see small ground in go oning to make so. Furthermore, with respects to composing, research by Millard has shown through interviews with instructors that this spread is perceived to widen throughout the primary old ages of instruction. The interviews non merely show that gender differences are prevailing in relation to hapless attitudes towards literacy and usage of linguistic communication etc. But besides show that when discoursing their narratives, instructors report male students as holding ‘good thoughts ‘ , and demoing greater creativeness and imaginativeness than female scholars. Furthermore, Maynard and Lowe ( 1999 ) in their research found that instructors, when interviewed, reported that their male scholars seemed to bask composing activities, whereas their female scholars showed a great involvement and enjoyment at such undertakings. This is reported to be because of the male childs ‘ greater reluctance to compose narratives and their troubles in get bying with the many demands of narrative and f iction authorship. Similarly, Kanaris ( 1999 ) has stated that this is due to the different ways in male and female primary school kids use composing to build significance: â€Å" Girls by and large write longer, more complex texts. They tend to utilize a broad scope of both verbs and adjectives and develop their texts with more focal point on description and amplification. Boys ‘ composing tends to be more ‘event focused ‘ and is much more egoistic. . . ( they are ) less likely than misss to take themselves from the Centre of the action and state their narratives from the point of view of an perceiver. † Kanaris ‘ survey considers that written narratives by male students, hence, deficiency item and description and, like their penchants for reading, tend to concentrate on facts utilizing linguistic communication of ‘cartoons and cartoon strips ‘ instead than the descriptive linguistic communication asked for by the instructor, moreover, male childs were besides identified as less disquieted than the misss about pacifying the instructor with right replies and increased attempt. This peculiar idiosyncrasy was identified by Pollack ( 1998 ) as a ‘suicide cistron ‘ due to the male childs ‘ lassitude towards pacifying the instructor taking to underperformance, and he states that, â€Å" When male childs are non successful in school, their assurance is impairedaˆÂ ¦leaving them more likely to digest disciplinary jobs, be suspended from school or dropping out of school † . These disciplinary jobs are widely discussed within instruction literature as possible causes of male underachievement in literacy. ( Mac and Ghaill, 1994 ; Rudduck et al. , 1995 ; Younger and Warrington, 1996 ; Salisbury and Jackson, 1996 ; Warrington and Younger, 1999 ) The grounds in such studies returns to how male childs see female functions and male functions within society etc. The research workers concur that the impressions of maleness that boys conveying with them to instruction are in direct struggle with the ethos of the school in that they place really small value in the power of authorization. Younger et Al ( 1999 ) and Myhill ( 2000 ) believe that due to these peculiar perceptual experiences that male childs are conveying to school they begin to play up to peer group force per unit area upon image and attitude, impacting motive and committedness towards their work. Such surveies have shown engagement in category have been low, and even demo that some higher accomplishing male childs contribute less constructively than others within schoolroom treatment. Swain ( 2000 ) and Tinklin et Al ( 2001 ) believe that this behavior is an act to build their ain image of maleness within their friendly relationship and equal groups. Furthermore, Younger et Al province that during whole-class treatments whilst their part is less constructive, there is grounds of male childs ruling in the schoolroom. Taking the signifier of naming out more frequently than misss, and therefore are reprimanded more frequently. Whilst such behaviors can be damaging to their ain accomplishment in literacy, as being reprimanded can take to a bead in motive as antecedently discussed, this peculiar signifier of schoolroom behavior is besides to the hurt of misss. Their reaction to boys ‘ laterality in category room treatment has resulted in lowered outlooks and poorer attitudes towards acquisition ( Howe, 1997 ) . Hey et Al. ( 2000 ) conducted interviews with primary school kids in order to look into why such behavior from the ‘higher ability ‘ students is go oning. The students frequently admitted to experiencing like they have to feign non to be interested in work as an effort to maintain their topographic point in the hierarchy within the schoolroom. With this in head coupled with research from Van Der Gaer et Al ( 2009 ) in which they studied enjoyment of work and the consequences achieved in specific topics within school. Whilst they agree that misss seem to bask literacy more, and are more occupied in the exercisings, when taken this difference in gender into history the consequences acquired by the students did n’t demo as bigger disparity between male childs and misss as might be expected. They hence believe that any gender spread in attainment is non down to ability, but largely down to engagement in the topics. It is interesting to observe at this point that resear ch shows whilst male childs are fighting within a topic that is perceived as ideally suited towards female scholars the spread appears in topics in which are seen traditionally as male, such as scientific discipline and maths ( Millard, 1997 ) . Following on from Van Der Gaer et Al, Mead ( 2006 ) published a paper that stated that the overall accomplishment of male child has been increasing, and are now executing at a degree every bit high as it has of all time been. The job is, they believe, that misss are excessively executing at their highest degrees of all time. Research such as this, hence, suggests that it is non a instance of male childs underachieving in footings of what is expected of them, as they are deriving the highest Markss that they of all time have. It ‘s more a instance of misss within literacy executing above outlooks. When nearing the instruction of literacy within the schoolroom, the above issues need to be considered in order to efficaciously include both genders within the topic. Initially within the schoolroom, I would work towards bettering male childs ‘ accomplishment within literacy through the debut of stuff deemed appropriate to the acquisition manners of male scholars, whilst still leting for female students to be taught in a manner that suits their learning/reading manners ( Millard, 1997 ; Probst, 2003 ; Johnson and Watson, 2005 ) . With respects to reading, some suggestions to make this include reading fiction based on subject that stereotypically involvement male childs such as football based fiction or music etc. If utilizing this technique within my schoolroom, it is imperative to let scholars the chance to choose books that they would wish to read this will guarantee that the high degrees of accomplishment by female students will go on, whilst leting the male students to acc omplish higher as Former Secretary of State for Education and Skills, Charles Clarke, wrote in the Excellence and Enjoyment Strategy ( 2004 ) , â€Å" What makes good primary instruction great is the merger of excellence and enjoyment. Children learn better when they are excited and engaged – but what excites them and engages them best is genuinely first-class instruction, which challenges them and shows them what they can make. † Through the execution of such instruction attacks would besides assist further issues within the gender spread in literacy, viz. that of male motive towards reading and school. As discussed antecedently, a deficiency of male function theoretical accounts towards reading has led to male students making the sentiment that reading is slightly a female activity which is non of import for accomplishment ( Millard, 1997 ) . As a male instructor it is my function to move as a good function theoretical account for male scholars in order to demo good pattern of reading and its utilizations etc. Furthermore, the reading and grounds suggesting that parental engagement in reading is of import would besides act upon my instruction of kids both in and out of the schoolroom. Due to research saying the importance of parental engagement towards reading and composing, I would promote parents of my students to go more active towards literacy outside of the schoolroom and school environment. This nevertheless, might be hard to implement as Toomey ( 1993 ) found in research of over 40 households really resulted in no major difference in attainment being recorded. It would hence be appropriate to develop and develop the parents ‘ accomplishments at easing their kid ‘s literacy accomplishments, instead than merely simply inquiring them to ‘listen ‘ to their kid ‘s reading, with no scheme to work from ( Hayden, 1995 ) . Whilst looking at the benefits of being a male instructor and that going a good function theoretical account to boys within the primary school, every bit good as all other scholars, such a duty can assist move as a hindrance towards a deficiency of constructive engagement in the schoolroom and a bead in acceptable behavior of male childs in school. Swain ( 2000 ) and Tinklin et Al ( 2001 ) province that such behavior is an effort to build an image of maleness within equal groups, nevertheless, by developing my attack to learning it is possible to project a masculine character whilst besides being interested in larning ( Hey et al. , 2000 ; Younger et Al, 1999 ; Myhill, 2000 ) , moreover, Larsen-Freeman ( 2000 ) province that this attack would be successful as larning becomes even more effectual due to it being â€Å" facilitated in a cheerful environment † , whilst enthusiasm has been identified as a outstanding instructor behavior that affects pupil acquisition ( Carlise A ; Phillips, 1984 ) . Finally, within the schoolroom I would be cognizant of the differences between male and female scholars with respects to larning manners. As discussed, Gipps ( 1996 ) and Warrington and Younger ( 2000 ) province that female students have a more co-operative manner to larning and as such are more likely to join forces with each other taking to a much more successful clip within instruction. Whilst boys it is believed ( Hey ey Al, 2001 ) have a wholly unaware of the benefits that speaking and sharing has towards larning. Therefore, a seating agreement that encourages the communicating between the genders may be appropriate in order to assist promote both genders learn from each other and develop larning manners from their equals ( Vygotsky, 1978 ; Bennett A ; Dunne, 1992 ) . How to cite Gender Issues In Primary Literacy Education Essay, Essay examples