Homosexual Example For Free - Free Essay Example

Sample details Pages: 4 Words: 1257 Downloads: 3 Date added: 2017/06/26 Category Education Essay Type Analytical essay Did you like this example? Describe how a being a homosexual young girl with gender identity issues can generate prejudice and inequality in schools, and their effects on students personal and social educational experience. Atkinson and De Palma (2010) are among the researchers who realise that there is increasing concern about homophobia in schools. This concern extends to young children in primary school. Recognising the link between homophobic and transphobic bullying, Ofsted were prompted in April 2014 to reissue their guidance on tackling the issue in primary schools (Ofsted, 2014). Don’t waste time! Our writers will create an original "Homosexual Example For Free" essay for you Create order While Moffat (2014) lacks research evidence to back his assertion that children as young as five need to learn about homosexual and trans-people, he convincingly identifies the need for early intervention as the key to addressing homophobic and transphobic bullying in primary schools. Being a homosexual pupil generates prejudice and inequality in schools through homophobic bullying directly against them, and this bullying is rife in primary schools. An illuminating, though worrying, study by Stonewall (2009) found that 44 percent of primary school teachers stated that children in their schools experienced homophobic bullying, name-calling or harassment. Citing a study by Rivers (2000), the teacher’s union NASUWT highlights a variety of examples of abusive homophobic prejudice experienced by lesbian and gay pupils in school, including from name-calling to physical and sexual assault. The NASUWT point to research by the Gender Identity Research and Education Society (GI RES) which shows that school children can also experience gender variance, thus making them potential targets for transphobic bullying. In the Stonewall study (2009), a significant 17 percent of teachers report that ‘girls who act like boys’ are bullied. Both Stonewall and the NASUWT understand that transphobic bullying is additional to, and different from, homophobic bullying: young homosexual girls with gender identity issues suffer the two-fold risk of transphobic as well as homophobic bullying. Such bullying is likely to cause low self-esteem and the risk of self-harm and suicidal contemplation (DCSF 2007). It is unclear how this learning support will fit in the emerging revised national framework for PSHE, nor how homosexual students with gender identity issues will be included in the pupil voice which the PSHE Association (2014) rightly asserts is needed in shaping schools’ PSHE curriculum. Homophobic and transphobic prejudice and inequality also b ecome powerfully generated within schools as institutions. One way this happens in primary schools is through the prejudiced and unequal treatment of homosexual and gender dysphoric pupils producing a culture of negativity around being ‘gay’. In the Stonewall study (2009), three quarters of the teachers reported pupils saying ‘that’s so gay’ or ‘you’re so gay’. One of the teachers sums up the negative culture: ‘At primary level to call another child gay is currently a term of abuse’. Another way is through staff and parents abusing their power to treat homosexuality and / or gender difference with prejudice and inequality: the NASUWT stress that homophobic bullying can be perpetrated by any member of the school community. The process of institutionalised prejudice and inequality gathers momentum when fuelled by the school community’s preconceptions of ‘normal’ behaviour. The view from one of the teachers in the Stonewall study (2009) is striking: ‘People seem to be very definite in their ideas of what a ‘proper’ boy or a ‘proper’ girl should do or be interested in. It takes very little deviation from these so called norms for a person to be singled out and picked on.’ Within the school community, the family, itself an institution, is a prime agent in the generation and ‘norming’ of institutionalised prejudice and inequality. We know from researchers such as Crompton (2006) that the family plays a key role in reproducing social class and class inequalities. Family behaviour develops habitus within children unconsciously from a young age (Dumais, 2002). Bourdieu (1974) explains the experiential cycle whereby the family habitus fundamentally structures experiences in school, and the school acts as a conservative force for inequality. School staff and parents, as well as pupils, are all influenced by their fami lies while they perpetrate, and perpetuate, prejudice and inequality in primary schools. In this oppressive environment, it is likely that the reinforcement of ‘positive social norms’ recommended for primary school PSHE (PSHE Association, 2014) will exclude or further repress young homosexual girls with gender identity issues. Atkinson and De Palma (2010) argue that educational policy and practice need to recognise and understand the Institutional heteronormativity which lies behind individual cases of homophobia in schools. In schools with a heteronormative power structure, heterosexuality and clear male / female gender identities and roles are the only accepted norms. In her useful summary of subjectivation and performative discourse in relation to power in schools, Youdell (2011) summarises how Foucault would see this kind of repressive power as originating from the state (Foucault, 1991, cited in Youdell, 2011). This power leads to institutions, including s chools, regulating their populations and subjecting them to the state’s ‘normative criteria for judgment’ (ibid). The young homosexual girl may well be subjected to the school’s prejudicial ‘norms’, and even end up subscribing to them as a mask in order to derive identity and recognition. The name-calling she suffers is potentially as destructive to her own, real identity as it is to her emotions, since in this subjection, as Youdell (2011) goes on to explain through Althusser: We are ‘called’, and as we turn to the call we accept it, allowing ourselves to be recognized in its terms, in order to be recognized at all. In this acceptance and recognition we become a subject within the terms of the call (Althusser, 1971, cited in Youdell, 2011). Youdell (2011) takes the subjectivation process further, showing through Butler how subjection is itself a power which makes and dominates us as named categories of subject (Butler, 1997, cited in Youdell, 2010). For Butler these categories are ‘performatives’: ‘that discursive practice that enacts or produces that which it names.’ (Butler 1993, cited by Youdell, 2011). The named category of ‘gay’ produces or generates a culture of prejudice in the school around ‘being gay’, and can be blamed for doing so: since performatives can be seen as culpable in the process of subjectivation (Youdell, 2011). In conclusion, it seems that it is not so much the young girl’s homosexuality and gender issues which generate prejudice and inequality. Rather it is the unequal power dynamic within the state and its educational institutions, fed by prejudicial family and class norms, which give rise to unfair treatment by the whole school ‘community’ towards children who are different. References: Atkinson, E., De Palma, R. (2010). The Nature of Institutional Heteronormativity in Primary Schools. Teaching and Teacher Education, 26 (8): 1669-1776 Bourdieu, P. (1974). ‘The School as a Conservative Force: Scholastic and Cultural Inequalities.’ In Eccleston, J., ed, In Contemporary Research in Sociology of Education, pp 32-46 Methuen, London. Crompton, R. (2006). Class and family. Sociological Review, 54 (4): 658-677 Department for Children, Schools and Families (DCSF). (2007). Homophobic Bullying. Safe to Learn : Embedding Anti Bullying Work in Schools. HMSO. Dumais, S. (2002). Cultural capital, gender and school success: The Role of Habitus. Sociology of Education 75(1) : 44-68 Moffat, A. 2014. CHIPS Challenging Homophobia In Primary Schools Available from: https://www.ellybarnes.com/wp-content/uploads/2014/11/CHIPS-Volume-5-Oct-2014.pdf [28 December 2014] NASUWT. Tackling homophobic bullying. NASUWT, Birmingham. Ofsted (2014). Exploring the school’s actions to prevent and tackle homophobic and transphobic bullying. Available from: www.ellybarnes.com/primary [28 December 2014] PSHE Association (2014). How should I Teach and How? Available from : https://www.pshe-association.org.uk/content.aspx?CategoryID=1004 Rivers, I. (2000). Social exclusion, absenteeism and sexual minority youth. Support for Learning, 15(1) 13-18 Stonewall (2009). The Teachers’ Report : Homophobic bullying in Britain’s schools. Available from : www.stonewall.org.uk/documents/the_teachers_report_1.pdf [28 December 2014] Youdell, D. (2011). School Trouble. Identity, Power and Politics in Education. Routledge, Oxon.

White Collar Crime The Effects and Punishments - 5087 Words

White Collar crime has been a hot topic since the 20th century. Edwin Sutherland introduced the term at the fourth annual meeting of the Sociological Association. At this meeting he explained who this type of criminal is and what the criminal does for a living. Sutherland developed a theory to try and fit this type of criminal. The theory is differential association. There are four different pieces of evidence to understand the theory. White collar crime ranges from Embezzlement to Mortgage Fraud. This paper will explain several incidents which are involved with white collar crime and how it hurts many individuals from families to businesses. The sentencing guidelines help convict criminals. The Sarbanes-Oxley Act helped add on top of the†¦show more content†¦Ã¢â‚¬ ¦ The New York Times in 1931 reported four cases of embezzlement in the United States with a loss of more than $1 million each and a combined loss of $9 million. Although a million dollar burglar or robber is pra ctically unheard of, the million dollar embezzler is a small-fry among white collar criminals. The estimated loss to investors in one investment trust from 1929 to 1935 was $580 million†¦ 2. This financial loss from white collar crime, great as it is, is less important than the damage to social relations. White collar crimes violate trust and therefore create distrust, and this lowers social morale and produces social disorganization on a large scale. * White Collar Crime: The Uncut Version, 1983 One can conclude that Sutherland says white collar crime is the most dangerous type of crime because it financially hurts a society. The statistics provided by Sutherland was of embezzlers, white collar crime creates morale conflicts within a society and social disorganization; it is also unethical in day to day business practices. Due to the threats that white collar crime creates in a society, Sutherland was able to reject previous criminology theories of psychopathological or economic factors (i.e., being from lower class and poverty, broken home) that explain/justify criminal behavior. Sutherland created the differential association theory, which was to include all crimes from all classes, lower class and upper class society.Show MoreRelatedStreet Crime And White Collar Crimes766 Words   |  4 Pageseconomic crimes goes up as well. Either it’s the street crimes or the white-collar crimes/corporate crimes but which of is a wide spread crime. Street crime and white-collar crimes affect the people negatively. You would be hurting yourself and others. Even though, street crimes are more violent then the white-collar. White collar effect you devastating you finacially and emotionally. Street crimes are more generally physical effect. 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Boundaryless Chains of Organizational Structure †MyAssignmenthelp

Question: Discuss about the Boundaryless Chains of Organizational Structure. Answer: Introduction The report focuses on the ways in which job and enterprises have changed over the last 10 years. This study provides an overview about how these changes have influenced the job of manager in todays world. In context to this, the skills that a manager requires to be successful are also discussed in this study. Change in enterprises has lead to change in management of the enterprises and the job of managers. At present times, the managers play crucial role in the management of the enterprises. For the last 10 years, the role of mangers in managing the enterprise has changed. Now- days, the mangers play three basic roles- interpersonal, informational and decisional. Moreover, the functions performed by the managers during these years involves planning, organizing, controlling, staffing and leading (Dozier, Grunig and Grunig 2013). As the managers are present in all aspects of management, change in their job helps them to achieve target of business. The role played by the managers of todays enterprises basically involves effective decision making. The mangers of companies have four roles involving- entrepreneurial, resource allocator, conflict handler and negotiator under which it requires their decision making skills. As an entrepreneur, the mangers make decision regarding initiation of improvement project and identification of new ideas. As resource allocator, they decide the resources to be allocated and budget to be prepared (Pettigrew 2014). In fact, they also take proper decision on the action to be implemented for resolving any conflicts. Furthermore, as negotiator they represents department while negotiations of sales, Union contracts, budgets etc. As conflict handler, the managers take proper action in response to unforeseen issues. The entrepreneurial role played by manager involves initiation and reviewing of new products, improve business operations, adapts to varying environmental factors etc. Planning refers to setting target and adopting methods for achieving them. The foundation of planning is to achieve target within a specified time. In the last ten years, the engagement of managers in planning has changed hugely. Managers now make business plans mainly because of four reasons, which includes- reducing influence of change, minimizing redundancy, providing strategic direction to employees, setting standards for facilitating control and so on. Now-a-days, managers make strategic planning not only to attain goals but also to attain competitive edge over their rivalries (Drucker 2012). Based on time frame and business objectives, mangers now make short term, middle term and long term plans. This strategy helps them to devise actions in effective way and achieve success in project. Apart from this, effective adoption of strategic plan helps the managers to face challenges and avoid risk in business. While developing plans, they should basically focus on level of environmen tal uncertainty and future commitments. As a result, this will help them to avoid conflicts with higher authority. Organizational Structure and Design The companys structure and design pertains to the way where the managers arrange all departments of companies. For instance, smaller organizations usually have flatter structure and design with fewer management levels. On the contrary, larger enterprises use taller structures with several management echelons and employees. Since the organizational structure as well as design has changed over the years, the role of mangers also changed. (Ashkenas et al. 2015). Now- a- days, the executives creates specific operational procedures so that they can effectively communicate with managers and higher authority. Most of the organizations marketing managers decentralize marketing for making fast decisions. Recent evidences reflect that the managers of software organizations have changed their structure and design in order to increase efficiency of employees. The role of HR (human resource) managers in the present years has been constantly evolving. Previously, the HR managers were limited to handling routine record and primary data work among the workers. But now they are exposed to diverse complexities of workforce, strategic management of enterprise targets and legal obligations (Cascio 2018). They manages human resource by providing them training, assigning particular functions and giving them proper professional as well as supportive environment. There are fewer enterprises that still have one person administering human resources. In fact, they also provide the human resource with huge benefits including, subsidized pensions, shorten work days, provide flexibility in work, good salary packages etc. This in turn helps the managers to manage their human resource (Rice 2013). Conclusion From the above study, it can be concluded that managers in present business world plays vital role in making change in the management. Over the last few years, the responsibility of managers increased owing to increased competition among workforce. They manages the employees work and improve their quality of work life (QWL). As a result, this positively impacts on the performance of the enterprise. References Ashkenas, R., Ulrich, D., Jick, T. and Kerr, S., 2015.The boundaryless organization: Breaking the chains of organizational structure. John Wiley Sons. Cascio, W., 2018.Managing human resources. McGraw-Hill Education. Dozier, D.M., Grunig, L.A. and Grunig, J.E., 2013.Manager's guide to excellence in public relations and communication management. Routledge. Drucker, P., 2012.Management challenges for the 21st century. Routledge. Pettigrew, A.M., 2014.The politics of organizational decision-making. Routledge. Rice, A.L. ed., 2013.The enterprise and its environment: A system theory of management organization(Vol. 10). Routledge.