...Social Class Assignment Paper Structure: • Page 1: Cover sheet • Pages 2, 3, 4, and 5: The text of your paper - four full pages of text • Page 6: Bibliography Formatting Instructions: • Your cover sheet should provide your name and the title of your paper only; • Your title should be a creative one that you come up with yourself - allowing you to establish the tone for the paper that follows; • Provide citations for all quotes you take from the Kate Fox book (inc. page numbers), films, or TV shows, and for all references you make to events or incidents in the Fox book, films, TV episodes, and course lectures; • If using an e-version of Fox's book, you should provide the chapter number and section title from which a quote comes instead of page numbers; • Citations can be footnotes, endnotes, or in-text references, whichever format you're most familiar and comfortable with; • Your text should be double-spaced, in 12-point Times New Roman font, with one inch page margins; insert page numbers in 'footers' bottom right; • Your thesis statement should be in bold or italicized. Assignment: Your task in this assignment - worth 20% of your course grade - is to analyze, outline, and explain the differences between the three social classes as they exist in Britain today, providing multiple examples from course materials to illustrate your argument. Social class in Britain is no longer based in the old, pre-World War II...
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...Visit schools anywhere in the world, and one will notice a number of similarities and differences. There are students, teachers, books, blackboards, and exams everywhere. However, a school system in one country is not identical to the system in any other country. It cannot be exactly the same because each culture is different. The educational system is a mirror that reflects the culture and the society. By looking at the school system of the United States, Japan, and Britain, the social structure and the values of a society’s cultural identity are revealed. Education in the United States is available to everyone, but not all schools are equal. Public primary and secondary schools are free for everyone. There is no tuition. Almost 80 percent of all Americans are high school graduates. Students themselves decide if they want college-preparatory or vocational classes in high school; no national exam determines this. Higher education is not free, but it is available to almost anyone, and about 60 percent of all high school graduates attend college or university. Older people have the opportunity to attend college, too, because Americans believe that “you’re never too old to learn.” On the other hand, there are problems with lack of discipline and with both drugs and crime. In addition, public schools receive their money from local taxes, so schools in poor areas receive less money. As a result, they don’t have enough effective teachers or laboratory equipment, and...
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...Norwegian "politeness" lies more in being friendly with people than in correctness. Traditionalism The British tend to stick to their old traditions, and are not very keen on making changes to adapt to European standards. F.exs: Driving on the left remains the rule in traffic and british judges are still wearing old-fashioned white wigs in court. Maybe this traditionalism comes from the isolated geographical position of the British Isles? Britain has tended to export its own culture rather than pick up new habits from others. Humour The British are famous for their well-developed sense of humour. Their humour tends to be verbal, with the use of puns and irony. Making jokes and teasing someone is often a sign of approval. There is also the British art of understatement, making a point of something by playing it down. The writer Oscar Wilde is famous for his elegantly dressed ironic statements. Eks: “I can resist anything but temptation.” And “I am not young enough to know everything.” Norway share some of the same humor as britain. Shows like monty python and mr. Bean had big success in norway as well as...
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...houses, in return for their labour. The aim was that the outcome of being unable to support yourself or family was so harsh and severe, that it would stop anyone from wishing to enter (The National Archives, 2014: 1). The Second World War saw a shift from the Poor Law to the Welfare State through the Beveridge Report. “No one, not even Beveridge himself, ever planned the Welfare State, nor has it been a direct outcome of any political or social philosophy”, (Bruce, 1961: 13). “It has been in fact no more than the accumulation over many years of remedies to specific problems which in the end have reached such proportions as to create a new conception of governmental responsibility”, (Bruce, 1961: 13).” The Beveridge Report of 1942 was the culmination of a review of the whole of social security provision in Britain commissioned by the Wartime National Government”, (Alcock, 1987: 51). The Wartime National Government only set out to tidy Britain up, not to make the huge changes Beveridge reported were required. Beveridge found that Britain had five giant evils to slay. Want (poverty), idleness (employment), ignorance (lack of education), squalor (poor housing) and disease (health). The government on receiving the report took serious consideration on whether to publish the report or not. It was in fact published and people queued to purchase a copy (Abel-Smith, 1992: 5-16).This essay will look at each of the five giant evils and the Atlee Reforms that where...
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...Introduction I have prepared this report regarding the effects of inequalities in health and social care. It will include the meaning of social construction and stratification in the UK. I will be looking at Current trends in society in the UK as well as cultural values, beliefs and the implications of change in society that effect the health and social care sector. Task 1 LO 1a, 1b, 1c, 1d Social construction is something you might not be aware of. You are somewhat living in segregation depending on what gender, race and class you are. Race, class and gender don’t really mean anything. They only have a meaning because society gives them a meaning. Social construction is how society groups people and how it privileges certain groups over others. For example, you are a woman or a man because society tells you that you are, not because you choose to be. Simple as that. Just like it tells you what race you’re classified as and what social class you belong in. It is all just a social process that makes us differentiate between what’s “normal” and what’s not “normal.” http://oakes.ucsc.edu/academics/Core%20Course/oakes-core-awards-2012/laura-flores.html Social constructionism is characterised by an emphasis on the extent to which society is actively and creatively produced by human beings. The world is portrayed as made or invented – rather than as given or taken for granted. Social worlds are interpretive nets woven by individuals and groups’ (Marshall 1998: 609) The extent...
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...American and UK subculture theory (comparison study) This study occurred about 3rd quarter of 1900's, whereas, the subculture of American is far different from Great Britain, however, there was, instead, a focus on cultural forms and their links to leisure activities. Then later research, taking a more politically radical and Marxist approach, became interested in moral panics and problem atisation surrounding the activities of certain young people. The social disorganization theory also arise to their study from Britain to America, although it appears that on Britain has very minimal number of gangs compare to America, has lots of gangs, specifically the study of differentiation unto working class young people into college boy and corner boys. Consequently, according to downes study he argues that the delinquent subculture can exist even when there is no structured delinquent gang. These lead to the 2nd main point that subculture theory can explain adolescent corner groups where delinquency is sole purpose of the group. Downes argue also that young people in his study were not afflicted by class-based status-frustration which manifests in a reaction-formation, as in the work of Cohen. Neither were alienated from 'conventional forms' and so withdrew support their legitimacy, this is because, in the main, the young people did not express a problem of adjustment to working life "dissociation"(elevation of non-work over work) and alienation by Cloward and ohlins that elaborated...
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...German states. It was written by Bismarck in 1871 and full of contradictions and it favoured the aristocracy and the upper class. The constitution resembled a parliamentary democracy run by publilcly elected bodies such as the Reichstag and the Bundesrat. The political system was fragmented and there were disagreements in economic, social and military matters. This resulted in the internal hierarchy of the country contradicting the promise of a democracy. Willhelmine Germany was riddled with internal contradictions to quite a large extent as and one of the biggest contradictions in Germany was the constitution itself. Bismarck created the illusion of a parliamentary democracy but kept the power of the elite. The states kept their own government that were in charge of some atters such as suffrage and education. Foreign matters were still controlled by the Kaiser whilst the Bundesrat and the Reichstag had control over the law making process. The Bundesrat, the upper house, is a good example of the illusion of democracy that Bismarck had created; it was made up of 58 members nominated by the states assemblies. It could veto legislation if 14 or more members voted against a bill. Prussia held 17 of the 58 seats which ensured that no legislation was passed without Prussian consent. To elect the members of the Bundesrat they used a "three-class voting system" , this ment that the votes of those who paid more taxes (Junkers, Businessmen, wealthy men) counted for more votes than those...
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...Modern Class System New research, conducted through the Great British Class Survey (GBCS) indicates a changing paradigm in social class across the UK. This was a survey created by a number of economists and socialists from universities across the UK and France and is based off the previously discussed ideas of Bourdieu with the aims of discovering how British people interact with class systems. It can be identified from this that 7 classes have emerged in the UK starting at the bottom with precariat this then moves up to traditional working class, emergent service workers, new affluent workers, technical middle class, established middle class and then finally elite at the top (Savage et al. 2015). This however cannot be seen as a ladder in...
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...to thrive as the “top dog” in world politics and economics. This most clearly manifested itself in the Empire it had crafted through the centuries. Rather than just endure, Britain and the Empire continued to thrive and grow, with the later entity reaping enormous profits and influence for Britain. In both industry and science, Britain led the charge throughout the 19th century, revolutionizing the way in...
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...To what extent does social class influence voting behaviour? It is often said that social class is the key determinant in voting behaviour. When the next Government elections come up is it true that the middle and upper classes will vote for the Conservative Party and the working class vote for the Labour Party? Or is voter behaviour more complex than that? This essay explores how the impact of social class on voting behaviour has changed over the years. Social class was the main determinant of voting behaviour back in the 1960s because in the 1960s Britain was a country in which social class was much more apparent and easy to define. Broadly speaking, people were ‘categorised’ as the Upper Class, the Middle Class and the Working Class. The class based system influenced many people’s attitudes and actions, this included voting. This led to a stability of voting patterns, which meant that voting habits seemed to be consistent and predictable. Also at the time there was a level of class alignment. This relates to the strong association of membership of a social class with support for a political party. This meant that people in social classes A to C1 would tend to vote for the Conservative Party and those in social classes C2 to E would vote for the Labour Party. This is known as the “Marsh Theory”. The “Marsh Theory” suggests that there were two main dominant parties, Labour and Conservative in which people voted accordingly to their Social Class. However, this led to a Middle...
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...Stratification Learning Objectives • Define social stratification and explain why it is sociologically significant. • Describe and provide examples of the four major systems of social stratification. • Discuss the relationship between gender and social stratification. • Describe the major points of disagreement between Karl Marx and Max Weber regarding the meaning of social class in industrialized societies. • As articulated by Kingsley Davis and Wilbert Moore, list the functions that social stratification provides for society. • Discuss Melvin Tumin's rebuttal to Davis and Moore's functionalist view of social stratification. • Explain the conflict perspective's view of social stratification as it relates to class conflict and scarce resources. • Evaluate Gerhard Lenski's attempt to synthesize the functionalist and conflict perspectives' views on social stratification. • Define ideology and understand how elite classes use it to maintain social stratification. • Compare the social stratification system in Great Britain and the former Soviet Union to the social stratification system in the United States. • Identify the major characteristics associated with the Most Industrialized Nations, Industrializing Nations, and Least Industrialized Nations. • Describe and evaluate the major theories pertaining to the origins of and maintenance of global stratification. Chapter Summary Social stratification is the division of large...
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...characteristics of Scotland? – The second largest of the four nations, both in population and in geographical area. – The most confident of its own identity. – The most rugged part of the UK, with areas of sparsely populated mountains and lakes in the north (the Highlands), and in the south (the Southern Uplands). – Scotland was not conquered by the Romans or the Anglo–Saxons. – Scotland began to experience Viking raids in the 9th century, and it was the pressure from this outside threat that led Scottish kings to unify, forming an independent singular Scottish state. – In 1314, the Scottish defeated the English at the Battle of Bannockburn, leading to 300 years of full independence. How did Scotland become part of the union of Great Britain? – In 1603, Queen Elizabeth the First of England died childless, so James the Sixth of Scotland...
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...The Industrial Revolution The term Industrial Revolution refers to the social and economic changes that led to the transition from an agricultural and commercial society to a modern industrial one. This revolution relied on machinery instead of basic tools. This happened in Great Britain in the middle of the 18th century until the middle of the 19th century. The Industrial Revolution spread to other parts of Europe as well as other parts of the world. The period of explorations from the 14th to the 16th centuries helped in laying the foundations for the Industrial Revolution. Because of the explorations and subsequently colonialism, gold and silver from the New World flooded Europe. Prices of commodities rose, industries bloomed and a money-based economy fully developed. The expansion of trade and the economy based on money led to the creation of financial and lending institutions. Thus, the necessary factors for the emergence of an Industrial Revolution had already been established in the 15thcentury. The term Industrial revolution does not imply that changes happened only in the industry. In fact, the rise in the number of factories, the economic changes and the new inventions in science all had a great impact in the lives of the people in Europe and even the whole world. THE RISE OF THE INDUSTRIAL REVOLUTION IN GREAT BRITAIN From the 18th to the 19th centuries, Great Britain was the leading force in industry. It had large deposits of coal and iron. Because...
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...Over the course years after the American Revolution, Americans typically viewed the revolution as American colonies standing up to the “big bad bully” that is Great Britain and rebel for their freedom and rights and that “these years are the most important in American history, indeed in the history of the world”. That American colonist wanted to be viewed by Great Britain as an independent country. John Merrell thinks that the revolutionary period deserves to be looked at closer. Merrell insist that “the founding fathers would be surprised by our certainty, for they themselves were confused” confused about what they had started in the revolution. In the article merrell talks about how hard it was for john Adams and his friend, Jefferson, to make sense of their Revolution and that they “knew what generations since have largely forgotten” which is that the independence of America was unheard of and such a unbelievable event. Merrell suggest that we have to look past the American heroes to find the real reasoning behind it all. We can find the true impact of the revolution by looking deep into the social aspects in pre-Revolutionary and post revolution. With all the news about a rebellion against Great Britain more social groups started to come into play one of them being white women. In the 1700’s women were not considered a person but as a possession males had, but the boycotting of British goods gave women a bigger role. Merrell suggest that woman played a major role in the...
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...Liberal capitalism was as well known and tried system in Great Britain during the 19th century. However, around the late 19th century a new system began to appear, communism. These two systems were quite different when it came to their political and economic views. This new system gave rise to some believing that maybe it was time for Great Britain to change their former system of liberal capitalism to one that is more communist in nature. Others believed it was better to leave the system as it was. To decide on which would be better for the country one must first look at the ideas that lay behind both liberal capitalism and communism. One had to delve into the core of both systems and discover not only the positive implications, but also the possible negative implications as well. The term liberal capitalism is one that was well known throughout Great Britain. It was a system based upon the individual. It was a system that was primarily driven by free enterprise and the existence of classes. The government had very little say in what the market was like; this was known as a free market. The primary view was that this was the best form of economic system due to the fact that the individuals themselves set the amount of production and the prices of those products. David Ricardo believed that the wages received naturally fluctuated to meet the minimum subsistence requirements for workers. As he stated, “The market price of labour is the price which is really paid for it” (“Ricardo...
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