...Clara’s Day Would you spountaneously walk naked in front of your whole school? Of course not, but just because you aren’t Clara Tilling, a 15 year-old student who one day decides to walk naked during the school assembly. As a matter of facts, Clara is a very shy girl, but she decides to act this way because she feels very lonely and she wants to receive attentions from other students and from her mother. Nevertheless, she doesn’t succeed, since in the end still no one is caring about her. The story is written by Penelope Lively and this text will discuss the characterisation of Clara, the relationship between Clara and her mother and the common theme of family problems. The story is set in a school in London, apparently in modern days (probably arond the end of the 20th century) and the characters seem to belong to a middle/wealthy class. The main character is a teenager girl named Clara Tilling. She’s 15 year old, she’s a student and she lives alone with her mother and her mother’s younger boyfriend Stan since her parents are divorced. Nothing is told about Clara’s father. During the talk with the Head, she says she hangs out with 2 other girls named Liz and Stephanie, but she doesn’t seem to have many friends. Despite her act in the beginnning, Clara seems to be quite an ordininary and quiet girl, who doesn’t stand out and does what people expect from her. She does well at school (excluding physics and chemistry), since the headmaster compliments for her marks...
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...Gender inequality in theoretical perspective GENDER: There is increasing consensus among gender scholars that gender is not primarily an identity or role that is taught in childhood and enacted in family relations. Instead, gender is an institutionalized system of social practices for constituting people as two significantly different categories, men and women, and organizing social relations of inequality on the basis of that difference Cultural Beliefs about Gender: . In general, contemporary stereotypes describe women as more communal and men as more agented and instrumental. In addition to this horizontal dimension of difference, gender beliefs have a hierarchical dimension of status inequality. Men are viewed as more status worthy and competent overall and more competent at the things that “count most” (e.g., instrumental rationality). Women are seen as less competent in general but “nicer” and better at communal tasks even though these tasks themselves are less valued. As these descriptions make clear, gender beliefs represent themselves as universal depictions of women and men defined by a narrow set of features. This is, in itself, odd since no one ever has the experience of interacting with a concrete person who is just a man or just a woman in a way that is not affected by a host of other attributes such as the person’s race or level of education. The deeply held cultural belief in the inherent difference between men and women appears to somehow disaggregate the...
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...Gender-Based Analyses of Stress Among Professional Managers: An Exploratory Qualitative Study Yoshi Iwasaki, Kelly J. MacKay, and Janice Ristock University of Manitoba The purpose of this study was to explore the experiences of stress among both female and male managers, using a series of single-sex and mixed focus groups. In addition to substantial similarities between female and male participants’ descriptions about their experiences of stress (e.g., negative and positive aspects of stress, different levels of stress, lack of sleep, pressure, financial stressors, being a manager), a number of important gender differences emerged from their descriptions. These differences can be explained by the way in which gender continues to be socially constructed in society; specifically, there are differing gender role expectations and responsibilities for women and men. Female managers experienced “emotional stress,” primarily because of the pressure to meet expectations of being responsible and caring for people both inside and outside of their home. In contrast, male managers tended to focus on themselves and regard other things as beyond their control or responsibility. KEY WORDS: gender; stress; managers; profession Many people in contemporary society feel stressed in their lives. People experience stress in almost every domain of their lives: work, family, community, and even leisure, where “juggling” diverse demands and multitasks in these domains can be stressful (Aneshensel...
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...social groups and determine the type of interpersonal relationships one forges with other people, relative to their role in their lives. In addition, media affect the expressions of social class and socio-economic stature through the encouragement of the consumer culture and individualism. This paper analyses the television series Weeds, seeking to highlight how the portrayal of a single-mother family mirrors the literature on single-parent families in terms of perceived structures, financial challenges, academic achievement of children and the emotional and psychological health as well as the challenges specifically affecting single mothers. Weeds is an eight-season television show depicting the character of Nancy, a recently widowed woman who struggles to a means of mitigating the growing financial problem she faces following the death of Judah, her husband. She eventually opts to expand small her marijuana retailing enterprise to make ends meet. The series depicts her struggle to avoid being captured from the law enforcement, retail the marijuana and raise her two, then three sons. The show also highlights the importance of a strong support structure for the parent and children in single parent families through characters like Andy, David and Doug who become surrogate mentors and father figures for the boys, Shane and Silus. The...
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...Hospital for Sick Children, Toronto, Ontario, Canada MARU BARRERA Department of Psychology, Haematology=Oncology Program, Child Health Evaluative Sciences, Research Institute, Hospital for Sick Children and Department of Public Health Sciences, University of Toronto, Toronto, Ontario, Canada NORMA D’AGOSTINO Department of Psychosocial Oncology and Palliative Care, Survivorship Program, Princess Margaret Hospital, Toronto, Ontario, Canada DAVID B. NICHOLAS Faculty of Social Work, University of Calgary, Calgary, Alberta, Canada GERALD SCHNEIDERMAN Department of Psychiatry, Hospital for Sick Children and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada The authors investigated longitudinally bereavement in mothers and fathers whose children died of cancer. Thirty-one parents were interviewed 6 and 18 months post-death. Analyses revealed parental differences and changes over time: (a) employment—fathers were more work-focused; (b) grief reactions—mothers expressed more intense grief reactions that lessened over time; (c) coping—mothers were more child-focused, fathers more task-focused; (d) relationship with bereaved siblings—mothers actively nurtured relationship with child; (e) spousal relationship—parents reported diversity in their relationship over time; and (f) relationship with extended family—mothers maintained contact with extended Received 14 August 2009; accepted 7 August 2010. We wish to acknowledge the Hospital for Sick Children Foundation and...
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...HAVE YOU READ SECTION A? Gender and nutrition in emergencies Emergencies are often characterized by a high prevalence of acute malnutrition and micronutrient deficiency diseases, which in turn lead to increased risk of death among the affected population and in particular among vulnerable groups. Women, girls, boys and men face different risks in relation to a deterioration in their nutritional status in emergency contexts. These different vulnerabilities are related both to their differing nutritional requirements and to socio-cultural factors related to gender. Good nutrition programming must take due account of gender issues at all stages of the project cycle — from participatory assessment and analysis through to surveillance, implementation of interventions, monitoring and evaluation. How do gender issues affect nutritional status? * In crisis situations where food is in short supply, women and girls are more likely to reduce their food intake as a coping strategy in favour of other household members. This can contribute to under-nutrition among women and girls. Breastfeeding Challenges in Transition and Emergency Contexts Following the October 2005 earthquake in Kashmir, Pakistan, women frequently shared a shelter with distant male relatives and/or non-related men. The lack of privacy and support led many women to stop breastfeeding as they felt uncomfortable exposing their breasts in front of men. This emphasizes the urgent need for lactation corners in emergency...
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...ASSESSMENT FEEDBACK FRONT SHEET | |STUDENTS NAME: | |Edexcel BTEC Level 3 |Unit no & Title: 10: Caring for Children and Young People | |Health and Social Care | | |[pic] | | | |Assignment no & title: 10: Know how care is provided for looked after children and young people | | |Date Brief IV’d: | | |Marking Tutor : | | |Handout Date : | | |Submission Date : | | |Feedback Date due: ...
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...1 DEFINITION: COMMUNITY PSYCHOLOGY Community is a group of people living in the same, it is also the condition of sharing or having certain attitudes and interests in common. Psychology is a study of the human mind and its functions, especially those affecting behaviour in a given context. Community psychology is the individuals within communities and the society at large. It is the relationships of the individual to communities and society. Community psychologists seek to understand the quality of life of individuals, communities, and society. Their aim is to enhance quality of life through collaborative research and action. Community psychology is the branch of psychology concerned with person environment interactions and the ways society affects individual and community functioning. Community psychology focuses on social issues, social institutions, and other settings that influence individuals, groups, and organizations. According to Seedat et al. (2001), community psychology aims to extend mental health services, particularly previously and currently disadvantages and oppressed groups. It is concerned about transforming the way psychosocial problems and solutions are conceptualised, providing a contextual analysis that takes cognisance of local knowledge and social issues. Community psychology is like clinical psychology and community mental health in its action orientation. Community psychology aims to promote human welfare. Community psychology is like public health...
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...academic and non-academic life. Academic is defined as "pertaining to the development of the mind" or "anything that occurs in a school" ( Simanek, 1992,1996). Non-academic here refers to other aspects than that of academic. In order to attain student as a quality human product, the three components do not function individually, rather they should interact, support and complement each other (which I will use the term collaborate). Epstein mentioned that: The way schools care about children is reflected in the way schools care about the children's families. If educators view children simply as students, they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children, they are likely to see both the family and the community as partners with the school in children's education and development. Partners recognize their shared interests in and responsibilities for children, and they work together to create better programs and opportunities for students (Epstein, 1995). It is necessary to discuss the issue from the following dimensions; firstly, why is it important for the home, the school and the community to interact, support and complement (collaborate) each other for the purpose of students’ development, secondly, how the three components collaborate in supporting the academic and non-academic development of the students, thirdly, what are...
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...introspection of his soul in later years. Relatively little is known about Whitman’s early life. He was born on May 31, 1819, in West Hills, New York, to semi-literate parents. Whitman, the second of nine children, was named after his father, a farmer, laborer, builder, and carpenter. He was close with his Quaker mother, and her influence led Whitman to use words such as “Thee” and “Thou” in his future writings. While Whitman attended school in Brooklyn for some time, he learned his real lessons at home. His mother taught him the importance of family, and according to the Dictionary of Literary Biography, “Whitman inherited the liberal, intellectual, and political attitudes of a free-thinker from his father.” At the age of eleven he left school to work as an office boy in a law firm. One lawyer took Whitman under his wing, instructed him in handwriting and composition, and introduced him to literature by buying him a library subscription. Whitman took to literature immediately (“Walt Whitman”, 2002). His literary genius is not the only reason Whitman is famous today. He is said to be the voice of the homosexual in the 1800s. In fact, research was conducted in the 1980s and 1990s to prove Whitman’s role as a homosexual poet and his relationships with working-class men. Textual analyses of his work and corresponding documents have proved the theory. Be that as it may, having critically studied Whitman and his works, James E. Miller maintains, “Whitman had only one lasting affair, and...
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...returned to Aristotle's views, claiming that we should place greater emphasis on the development of the moral values. Those who have advanced this claim hold that contemporary philosophy stresses too much action what people should and should not do - and that much more attention must be paid to people's character - what a human being should be. Some of them even argued that humans should not waste time on other aspects of ethics but should concentrate their efforts solely on trying to understand and develop the virtues that make a person a morally decent human being. Although this extreme view was accepted by few philosophers , still a large number have begun to devote considerable energy to analyzing human values and some have produced analyses of...
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...parental involvement and children’s learning competence. The analyses use Wave 2 data from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) for children in the kindergarten cohort, who were recruited at age 4 into the study. At the time of the Wave 2 data collection in 2006, these children were in Year 1 and 2 at school. Research findings on parental involvement are first briefly reviewed, and then the analyses using the LSAC data are discussed. I Questions considered include: What expectations do parents have for their child’s education? How responsive do parents believe that schools and teachers are to their needs? What contact do parents have with their children’s school and teachers in the early years of school? Does parental involvement predict children’s learning competence? Engaging families in the education of their children at home and at school is increasingly viewed as an important means to support better learning outcomes for children. When schools and families work together, children have higher achievement in school and stay in school longer (Henderson & 34 Family Matters 2008 No. 79 Australian Institute of Family Studies Mapp, 2002; Jeynes, 2005; Pomerantz, Moorman, & Litwack, 2007; Reynolds & Clements, 2005). Although there has been considerable research on how parents influence children’s development, less is known about the specific ways in which parents socialise their children in terms of school-related behaviours. While extensive...
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...Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential Management)...
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...when aiming to give everyone the same chance to succeed. Q2) “Child Penalty” (or opportunity cost) refers to the income over one’s lifetime that could have possibly been accessed if they had not chosen to become a mother. This grows the more children you have and/or the more time not in the workforce. It is calculated by two units; forgone wage during the time of maternity disruptions (which can be little over ones lifespan with welfare benefits and can become very large if prolonged interruptions) and the long-term repercussions on wages due to loss of experience and “human capital depreciation”. This disproportional affects women as women are more likely to face the caring responsibility both of elderly parents and young children. There is little intrusion in the life course of males by this responsibility (except in areas where there is also paternal leave, although this is a choice). There is still a “gender gap” where women are expected to take on the responsibility of the home, sacrifice work for care roles. This is reinforced by women placing importance on motherhood and raising children, and an expectation of employees that this will interrupt a woman’s time at work. Changes have been made to the Australian childcare payment system including; CCS cover(85%-50%) of childcare expenses and is dependent on income, with lower incomes receiving a higher percentage. However this is tied to a controversial...
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...Optional Unit - 3MER = 6 credits - 2000 words On final submission please enter your total word count (excluding bibliography): [pic] Learning Outcome 1: Understand the impact of employment law at the start of the employment relationship. |Assessment Criteria | |Describe the internal and external factors that impact on the employment relationship. | |Indicative Content | |Context: | |the context within which the employment relationship operates, the impact of internal and external factors. | |Think about your own organisation and consider the internal and external factors that may have an impact on the employment relationship | |Describe at least 2 external factors and explain why they have an impact | |Describe at least 2 internal factors and explain why they have an impact | | ...
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