Our Barbies, Ourselves Summary Essay -- essays research papers

Our Barbies, Ourselves Summary In an article in Interview Magazine, Emily Prager discuses her opinions of Mattel's toy doll Barbie being designed by Jack Ryan, husband to Zsa Zsa Gabor, and designer of military missiles. The concept that a doll for young girls was designed by such a person greatly shocked Prager." Suddenly a lot of things made sense to me" says Prager. The element that Ryan designed Barbie may explain some of the key aspects of the doll itself. Although Barbie was created as a toy for girls, the sexual nature of the doll suggests it was created for the pleasure of men and envy of women. Prager compares the figure of Barbie to the kind of women who would be seen in the Playboy mansion or be a frequent guest on explicit television shows. This is the image of a mans... Our Barbies, Ourselves Summary Essay -- essays research papers Our Barbies, Ourselves Summary In an article in Interview Magazine, Emily Prager discuses her opinions of Mattel's toy doll Barbie being designed by Jack Ryan, husband to Zsa Zsa Gabor, and designer of military missiles. The concept that a doll for young girls was designed by such a person greatly shocked Prager." Suddenly a lot of things made sense to me" says Prager. The element that Ryan designed Barbie may explain some of the key aspects of the doll itself. Although Barbie was created as a toy for girls, the sexual nature of the doll suggests it was created for the pleasure of men and envy of women. Prager compares the figure of Barbie to the kind of women who would be seen in the Playboy mansion or be a frequent guest on explicit television shows. This is the image of a mans...

Choice of University and Choice of Course in Australia Essay

After the Bradley report which was written following the review of higher education system in 2008, the Australian government has introduced many policies and financial assistance for this demographic in hope of increasing the participation rates to 20 per cent by 2020 (Department of Education, Employment, and Workplace Relations, 2008, p. xiv). However, despite steady increases in overall tertiary participation, the inequalities still remain. People with low socio-economic status are not as successful in applying or gaining access to more prestigious institutions as those with medium or high socio-economic status are (James, 2007, p. ). It is not only participation at university level that is affected with this imbalance. Significant social differences can be seen across different universities as well as different fields of study (Reay et al. 2001, p. 858). Study by Ferguson and Simpson (2011) has found, and James (2007) agrees, that students with low socio-economic background are n ot so successful in gaining entry into the courses with more competitive entry requirements like medicine, law or architecture. These students were more concentrated in courses such as education, nursing, IT and business (James, 2007, p. 7). James (2007, p. 7) believes that the same is true for the high demand universities, where low socio-economic status students hold a share of only 11 per cent of all places. These differences can be somewhat accredited to the geographical location of these more prestigious universities as they are mainly situated in the metropolitan areas. However, there are other factors that contribute to this imbalance more so. Some experts believe that students who come from disadvantaged backgrounds may not aspire to attend these universities believing that it is not an achievable goal, or they may not perform academically well enough for more competitive courses. Other studies indicate that it is in fact the psychological factors which create socioeconomic imbalances in higher education participation. This paper will look at rates of participation, aspirations, ability and psychological factors and their affect on the decision making process of low socio-economic status students when it comes to higher education. It will argue that there is enough supporting evidence to conclude that this demographic does not have a lot of impact on university participation, choice of university or choice of course. While overall higher education participation rates have improved, socio-economically disadvantaged people are least represented group in Australian higher education. James (2007, p. 2) states that ‘social class is the single most reliable predictor of the likelihood that individuals will participate in higher education at some stage in their lives’. Undergraduate Applications, Offers and Acceptances Report from the Department of Education, Employment and Work Relations, states that in 2011, 18. 6 per cent of all applicants were from low socio-economic backgrounds, compared to 30. 6 per cent of applicants from high socio-economic group (DEEWR, 2011, p. 15). It also reports that even though applications by low socio-economic status applicants were up by 3. 4 per cent they were less likely to result in an offer. Low socio-economic status applicants had an offer rate of 79. per cent compared to 83. 5 per cent for applications from high socio-economic status applicants (DEEWR, 2011, p. 15). Even though the rates for applications and offers to higher education for low socio-economic demographic have slightly increased, according to DEEWR (2011), this demographic continues to be the least represented at university level. One of the reasons that could explain the current higher education participation numbers by people from low socio-ec onomic background is aspiration. It has to be considered as one of the principal issues in student’s decision making process. According to the English dictionary, to aspire, it means to have a strong desire to achieve something. Consequently, to attend university, an individual needs to aspire to do so. Bowden and Doughney (2010), in their study of secondary students in the western suburbs of Melbourne, have found that those with lower socio-economic status have fewer aspirations to attend university. Instead, they aspire to attend a vocational training institution or gain employment. Difference in spirations among different demographics is mainly influenced by individual’s social systems, such as class, ethnicity, gender, customs and religion (Bowden & Doughney, 2010, p. 119). Furthermore, in his research for the Department of Education, Science and Training, James has found that there is a strong relationship between parental education levels and young people’s educational aspirations (DES T, 2002, p. 51). Bowden and Doughney’s study results are consistent with James’ findings, as well as Bourdieu’s concept of ‘cultural capital’, which Harker et al. (cited in Webb et al. 002, p. 22) defined as ‘culturally valued taste and consumption pattern’. Therefore, it can be said that those who come from low socio-economic background are at a disadvantage when it comes to entering higher education due to the fact that they were not brought up with the idea of attending university. Academic achievement or student’s ability is seen as another important factor that needs to be considered when studying inequalities in higher education. This is because in Australia, university enrolment process relies heavily on individual’s academic achievement. Student’s academic record is seen as a main way of entry into the university and acquiring all the benefits that come with having a degree. Teese (cited in Ferguson & Simpson, 2011, p. 33) proposed that almost half of low socio-economic status students obtain scores in the lowest academic bands and that only small number of these students receives high academic scores. Ferguson and Simpson conclude that this is due to fewer resources, such as educational, cultural, social and financial, that are available for this group of students, rather than lack of ability. Cardak and Ryan (2009) have come to the similar conclusion. They have found that academic scores of low socio-economic status students are lower due to the fact that their early educational achievements are also lower in comparison to the more advantaged students and their achievements (Cardak & Ryan, 2009, p. 444). Both Ferguson and Simpson’s and Cardak and Ryan’s studies agree that students with same ability and same academic scores have the same likelihood of attending university regardless of their socio-economic status. They also agree that the quality of academic results rises with the status. Thus, as they don’t have access to as many resources as their more privileged peers, low socio-economic status students are at a disadvantage when it comes to securing a place at university. Although aspirations and academic ability are very important factors in higher education inequality, it could be said that the psychological factors have most of the influence on person’s decision to attend university. Students from low socio-economic background are more conscious of the existence of barriers to their entering higher education (Harris, 2005, p. 4) and are not likely to encounter diverse influences that might persuade them to participate in higher education (DEST, 2002, p. 50). James believes that students from this demographic are more likely to be doubtful about their academic ability and achievement and they would possibly be lacking financial support (DEST, 2002, p. 50). He also states that they have less confidence in parental support and a stronger interest in earning an income as soon as they leave school. ‘The perceptions and beliefs held by people with low socio-economic status can all be regarded as habitus, which is described as ‘embodied predispositions that are learned early in the life of a young person’ (Harris, 2005, p. 4). As they lack role models, it is very difficult for these young people to see university participation as something that is relevant to them or something they could achieve (Harris, 2005, p. ). In their UK based study of working class secondary students, Reay et al. (2001, p. 865) have found that this group of students were choosing universities where they were most likely to fit in, as they felt more comfortable attending such university and where they could find ‘intellectual and social peers’. Psychological factors play an important role in the decision making process due to the emotio ns attached to them. Low socio-economic status students seem to have a lot more to consider when deciding on their higher education pathway. As the evidence would suggest, students from low socio-economic background, have very little impact on university participation, choice of university or choice of course at present time. According to the government reports, students from disadvantaged backgrounds are highly under-represented at university level. Thus, higher education in Australia is far from being level playing field for some demographics. The most current review of higher education shows that the participation rates at university in general, as well as different courses and institutions are considerably lower for those ith low socio-economic status. The difference between low and high socio-economic status groups is quite significant, despite the government’s efforts to improve these numbers by implementing new policies and strategies. As discussed in this paper, the reasons for inequality are varied and complex. However, most of the researchers agree that it is the family attitudes that are at the core of t he problem. These attitudes have enormous influence on student’s decision making process. However, there is always a possibility for change. Australian universities, in conjunction with schools and government’s help, need to focus on developing new social networks and transforming set beliefs of disadvantaged students. These changes could be achieved through the use of early interventions and positive role models during middle schooling. Only with successful attitude changes will the higher education participation numbers improve for this particular demographic. References Bowden, MP & Doughney, J 2010, ‘Socio-economic status, cultural diversity and the aspirations of secondary students in the western suburbs of Melbourne, Australia’, High Education, vol. 9, no. 1, pp. 115-129, SpringerLink, viewed 2 October 2012. Cardak, BA & Ryan, C 2009, ‘Participation in higher education in Australia: equity and access’, Economic Record, vol. 85, no. 4, pp. 433-448, Wiley Online Library 2012 Full Collection, viewed 25 September 2012. Centre for the Study of Higher Education 2008, ‘Partici pation and Equity: A Review of the participation in higher education of people from lower socioeconomic backgrounds and Indigenous people’, Universities Australia and the Centre for the Study of Higher Education (CSHE), University of Melbourne, viewed 4 October 2012, <http://www. niversitiesaustralia. edu. au/resources/271/290> Department of Education, Employment, and Workplace Relations 2008, ‘Review of Australian higher education – Executive summary’ report prepared by D Bradley, H Noonan & B Scales, Department of Education, Employment, and Workplace Relations (DEEWR), Canberra, pp. xi-xviii, viewed 25 September 2012, <http://www. innovation. gov. au/HigherEducation/Documents/Review/PDF/Hig

Certificate and Diploma in Child Care and Education

?What do the qualifications cover? These qualifications prepare you to work unsupervised or in a supervisory capacity with children and their families in a variety of settings. These could include nurseries, children’s centres, home-based child care pre-schools or schools. Who are they suitable for? Anyone wanting to work with Children and Young People. What are the entry requirements? You will need to be least 16 years old. CACHE does not set any other entry requirements but colleges or training providers may have their own guidelines.How are they assessed? They will be assessed by your tutor and CACHE. You will need to complete written assignments for the Award and a short answer test and written assignments for the Certificate. For the Diploma, assessment is the same as for the Award and Certificate plus additional written assignments, assessment of your performance in the workplace and a research task. ?Do you need to be working to take the qualifications? No, but you will be required to spend some time in different practical placements to complete the Diploma.How long do they take to complete? You can usually complete the Diploma in 2 years. The Award and Certificate can be completed in less time. What related qualifications can you progress to? The Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (QCF) or a degree. UCAS Information The following points are available for this qualification Award – 10 to 30 points Certificate – 35 to 110 points Diploma – 120 to 360 points To work out your UCAS grades, we have a handy calculator to help you.

Music is the speech of angels

Music is the speech of angels. Angels are the exemplifications of goodness, uprightness, and everything that bespeaks of morality and mortality. It is said that music is the child of prayer and the companion of religion. Among the Hindus and the Egyptians, music is interwoven with religion. I Aristotle, the great philosopher, saw in music not only enjoyment, relaxation, and recreation, but also release of tension and an incentive to a positive development of character. Likewise Plato, another Greek philosopher said, â€Å"Through music, rhythm and harmony find their ways into the inner-most soul of man which becomes part of his personality.† Music is the unifying element where man finds adequate expression and inner satisfaction for feelings. Dignity and love of work is manifested in songs about the boatman (barcarolle), sailor (chantey) , and the farmer (Japanese rice planting songs). Early history of man has a treasure of   songs evoking friendship (English), victory (Greeks), grief ( Russians), and festivities ( French ). The Belgians have songs for bathing, and the Vikings also had songs about rowing their boats. John Dewey said in Sobritchea’s â€Å" Famous People on Music†, As sculpture expresses the enduring, the stable , and the universal, so music expresses stir, agitation, movement, the particular, and contingencies of existence (47). Music helps establish emotional integrity. Fully aware   of his social and moral responsibilities, the teachers uses remedial measures to extricate the student from delinquent situations, safe from the thorny clutches of evil and vice and from crime—through new musical presentations such as music in the puppet and marionette shows. That music is a manna for emotional catharsis finds evidence in the continuing proliferation of music groups, vocal and instrumental, and in the various contests and festivals which allow the surfacing of talents of the people, young an old ( American Idol, Just for Variety et al ). It is now generally realized   that music; brought about in ways that have meaning to the child, contributes significantly to building the child’s personal identity, enriching his life by developing understanding and perception in his social environment through sound, color, emotion, thought and social relationships and expanding his ability to imagine, create, and appreciate with discriminating judgment. Human beings are lovers of music. Singing, according to Quema   Torrelavega in â€Å" The Myths in Music†Ã‚   was an ongoing even before the discovery of other countries such as the Americas (98). In Roman mythology, the spirits of the gods had to be appeased through songs. Prayers, lustrations and laughter were accompanied by songs. Music is a necessary ingredient in all ceremonies: weddings, delivery of the new baby, baptismal, etc. Music is the flavor of games, dances, worship, festivities, and other ceremonies expressing joy, humor, wonder, and sorrow. Again to include John Dewey as cited in David’s â€Å" Music’s Mystique†, said that music is also change. For Music is a discipline geared to the physical, social, and physiological developments of people, as well as to the socio-economic aspects that lead to the fulfillment of moral values. Motivated and inspired to music, the out- of- school youth is more   than willing to sing and strum his guitar, if only to give expressions of enjoyment and pride in his chosen are- music.   People young and old, have developed a natural and perennial longing for cultural evidence local and foreign, and a feeling for increased involvement and a high level of participation. They seize every opportunity to go out not only to promenade in the streets but also to share, as willing and intelligent music consumers, to free concerts, recitals, vocal or instrumental and other presentations at open parks, cultural centers, art auditoriums, theaters, and other entertainment venues. A powerful antidote to the multifarious problems of delinquency in this troubled world, music affords profitable changes in man’s societal surroundings (89) , according to Peaches Noveuelli   in her book †Ã‚   The Fancies and Guiles of Music†.   Cultural exchange in the performing arts have paved the groundwork for deepened social, and moral goodwill amongst people—Asian, European and the like. Music has effected the blending of culture of the east and west. Music serves as the liaison between the youth and his stand in the community, socially and morally. Singing native songs becomes a pleasurable campaign to propagandize the country’s vast reservoir of human talent. Music is a very important vehicle in the extension of man’s love of country. It is a strong medium that strengthens nationalism and solidarity. The reference book,   Ã¢â‚¬Å"The Legacy of Euripedes† by Edward Romulis states that Hungarian music educators – Zoltan Kodaly, and Bela Bartok, introduced folksongs-the supreme expression of life, play, and work – as the core of their music curriculum (90). Frederick Chopin, the great Polish composer, known as the Poet of the Piano expressed the national sentiments of his people through his polonaises. Music has a deep respect for the beauty of nature. To achieve beauty, the composer utilizes a kinship of many elements: melody, harmony, rhythm and dynamics. Through music, man attempts to reduce phenomena into matters of order and definite form. With sound and silence as basic components, music is delivered into varied styles whether in the haunting and mystic music of the East or to the acculturated music of the West. Music is a testing ground and clearing house for talents. Shinichi Suzuki has spent more than three decades teaching violin to children. Music   is a mental discipline, after all, and oftentimes demands training, schooling, and guidance. Music performed as solo or in groups has been one of countries’ big â€Å"exports†Ã¢â‚¬â€be it choral or instrumental. The creative rock and pop singers, the gyrating combo players in their new age music, and other instrumental players are tangible evidences that they are substantial contributors to the country’s coffers. Music is really an impetus for progress and indispensable in the enhancement of the quality of man’s life. Music’s continuing attention for aesthetic pleasure is adequately shown in Chopin music, romantic violin concertos, or in the magnificent operas, sonatas, and symphonies of the elite society to whet the appetite of music lovers. The only bad effect that can be mentioned of music, is the effect of some forms of innovations in music, like rap and spoken word music, because they tend to increase the hyperactivity of the youth of today,[ sometimes, the young merely opt to have their earphones plugged into their ears, even during class hours, and they do not listen to their teacher’s lectures anymore ], but this is problem that can be handled easily, through discipline measures, like detention. But, this aside, one thing remains, that music knows no bounds. Sources: David, Lucianno.   Ã¢â‚¬Å" Music’s Mystique† Dell Publishing: Chicago, 2000. Noveuelli, Peaches †Ã‚   The Fancies and Guiles of Music†. 9th gate Presses: Italy, 2001. Romulis, Edward.   Ã¢â‚¬Å"The Legacy of Euripedes† Blaisdale Publishing: London, 1996. Sobritchea, Paulinho. â€Å"Famous People on Music†. Wagonhouses Books: London, 1999. Torrelavega, Quema.   â€Å"The Myths in Music† . Harper and Row: USA , 1997.   

Customer attitude towards change in brands' ownership in the Literature review

Customer attitude towards change in brands' ownership in the automotive industry and how it affects car purchase intentions - Literature review Example The paper tells that with the continued elevation of completion within the current global marketplace because of globalization, introduction of new products has turned out to be a highly risky venture. One factor facilitating such high levels of risk is the implausible high cost of creating brands for product (new products), which can exceed 100 million dollars in some cases. Thus, firms are resulting into line extensions, brand extensions, as well as other new strategies of products, which allow their leveraging of the existing trademark equity with their relatively new products as a measure of minimizing the brand associated risks. Due to the increasing alarming studies about the possible harmful impacts of these, family brands’ extensions, the marketers’ attention has been captured by some recent new approaches. One such approach is the alliances of brands, which this paper seeks to examine in the automobile industry. In the present competitive world, brand alliances are often chosen as strategic options, which assume a diversity of forms ranging from simple advertising to ingredient branding. Some prominent illustrations of such collaborations of brands are evident across the daily life of consumers and spans diverse industries such as high technology, airlines, automobile industry, services, fast moving consumer products, as well as the fashion industry. In marketing, an attitude is a general assessment of products or services created over time. Attitude satisfies personal motives as well as affects buying and shopping habits of the consumers. Consumer attitudes compose of the consumers’ beliefs, behavioral intentions, and feelings about a product or service. This is within the marketing context, usually a retail or brand store. Beliefs, behavioral intentions, and feelings about a product are considered together as they are interdependent. They also represent the forces influencing the way in which consumers react towards an object. Th e consumer attitudes are an advantage as well as an obstacle to a marketer. Selecting to ignore or discount attitudes of the consumers concerning car brands in the development of marketing strategies guarantees less successful of the whole campaign. The perceptive marketers control their attitudes’ understanding in order to predict the consumers’ behavior. Such well-informed marketers understand the exact ways of distinguishing the variations between attitudes, beliefs, and behaviors while controlling all the three in development of effective marketing strategies. Most of the brand alliances or M&A occur between firms from the same nation and across international borders as well as between transnational brands as shall be seen in the automotive industry, which has witnessed a number of mergers and acquisitions. Such transnational alliances of brands allows business entities the permit of marketing as well as learning beyond their domestic scale markets, while maintaini ng high levels of domestic responsiveness. Both parties involved in brand alliance accrue benefits via increasing the rate of success for the product offering in the local markets while strengthening their local brands. This is realized via foreign investment and technology transfer between the alliance partners. However, the successfulness of such brand alliances must consider the attitudes of the customers in the target markets as these determine their effectiveness. The purpose of this paper is to examine the alliances in the automotive industry. The emphasis is on examining the attitudes of the customers towards the increasing M&A in this industry as well as its impacts on their intentions of purchasing cars. The objective is determination of the relationship existing between the behavior and attitudes of the

The Social Context of Ethical Practice in Mental Health Care Essay

The Social Context of Ethical Practice in Mental Health Care - Essay Example It shall discuss the planning, implementation, and evaluation associated with their care relating it to the nursing process and theoretical framework and model of care underpinning the assessment. The driving force for the development of mental health policies were concerns on public safety and on the minimization of risk (Fry, 2011). In the 1700s, their fears of mental illness were mostly related to their fears on witchcraft and the devil. The lower classes believed that only by using violent means could the mental illness be treated. Among the upper classes, they were keen on morally condemning such illnesses; and their fears of these diseases impacted on mental health with the attitudes of apathy being expressed against these diseases (Fry, 2011). During King George’s time when he was apparently cured of his mental illness, the attitudes towards mental illness changed and took on a more accepting attitude. The people had faith in the belief that the mental illness can be cu red. As a result, asylums for the treatment of the mentally ill were established (Fry, 2011). More research on mental illness and on its treatment was carried out. Models of sanity were also conceptualized; these models were accepted among professionals and laymen. Unfortunately inasmuch as these asylums were built on noble and helpful reasons, they soon became places of incarceration for the mentally ill, not a place of treatment (Fry, 2011). The war gave birth to the so-called war trauma which was identified as a mental illness. This mental illness became the subject of many studies. However, even as the general concern was for the treatment of mental illnesses, the focus of legislation ran towards detainment and compulsory treatment (Fry, 2011). After the Second World War and with the advent of drug therapies, including tranquilizers and neuroleptics, better odds for the treatment of mental illness brought about legislation for the improvement of the treatment of patients in ment al institutions (Fry, 2011). In 1983, the Mental Health Act was introduced in order to secure the rights of mental health patients and to protect public safety. The National Health Service and Community Care Act of 1990 further improved this law by introducing community care for the mentally ill. More improvements were later seen on mental health care with the amendment of the Mental Health Act as introduced by the Mental Health Act of 2007. Description of patient My client who shall be referred to as Patient A was admitted into the rehabilitation unit from Ward 8 following his right below the knee amputation. His amputation was carried out as a result of infected foot ulcers. His sutures from his amputation were recently removed and he was now set to start the rehabilitation process. The rehabilitation unit where he was admitted specializes in orthopaedic and stroke rehabilitation patients, including patients having had fractures, amputations, and patients with bodily weakness caus ed by paralysis as a result of strokes and spinal injuries. The unit focuses on regaining mobility for patients, helping them regain strength and coordination in their movements, and assisting them in learning ways on how to carry out their daily activities even with their disabilities. On the third of March 2011, an ectasia was detected in his right common iliac. Further infection of foot ulcers in the area led to further

Education lesson plan design Essay Example | Topics and Well Written Essays - 2500 words

Education lesson plan design - Essay Example However, imparting knowledge of sex and reproduction early on helps the children to understand that this is all a normal part of life and helps them to develop a more healthy attitude about it. Since babies are a part of every family, especially in the case of extended families, and since the children have been babies themselves, it is only natural that such questions will arise. However, it is also true that in many instances, teachers, especially female teachers, are reluctant or hesitant to teach reproduction and often skim over this topic, imparting a very sketchy understanding. Therefore, the â€Å"Birth of Life† was selected as the topic for this assignment, in order to take up the challenge of presenting this information to the children in a relevant and easily understandable manner. Teaching about reproduction presents a paradox – it is easy in the sense that offspring can be observed openly, yet the mystery surrounding the reproduction process as a result of the unhealthy stigma attached to sex makes it difficult to teach. Moreover, teaching about reproduction also involves imparting knowledge about cells, which in itself is abstract and difficult to communicate to children. Many teachers have found that students have problems with abstract concepts such as cells (www.sedl.org, n.d.) and its constituent parts. Therefore, we had to devise a way in which to make the concept of cells come alive for the children. The second challenge lay in the fact that we were communicating with young children in the second grade and many of the terms used, such as sperm, fallopian tube, embryo, labium minus, vagina and other such words had to be explained in a way that the young children would understand, so we had to think about how we could graphically represent the reproduction process for the children to understand these