Your Life Chances And Opportunities

Your Life Chances And Opportunities The likelihood of a child succeeding in life is still largely determined by their familys income and social position. The social circumstances that children are born into can still have major effects on future outcomes and these must be identified in order to enhance Britains goal of equality for all. This essay will begin by introducing the debates which centre on this topic. It will then go on to examine four key domains which affect a Childs future life chances: family income, education, class status and family background and the impact these have on future life chances and outcome before concluding on the topic. The concept of life chances was originally introduced by Max Weber who believed that factors such as low, economic position, status and power were interlinked and together presented the problem of poorer life chances in the future. In current literature life chances signifies the opportunities which are available for people to improve there quality of life in the future for example access to quality education. The importance of parents influences on there childs subsequent achievemnts and therefore there life chances is illustrated by Keane and Wolpin (1997) who found that 90% of the variation in lifetime chances and welfare can be attributed to the inequality in skills at age 16, which suggests that a chuilds life chances is mostly related to the social circumstances and decisions of there parents from birth to the age of 16 This could be directly: well educated parents, all things being equal, will probably provide a more intellectually stimulating home-life than those parents who left school early. Other influences will be indirect: better-educated parents may have higher than average incomes and hence be able to finance educational excursions, or in other ways to provide life enhancing experiences for their offspring. some of these additional opportunities will be cumulative, reinforcing other positive characteristics, while others may serve to compensate for some forms of disadvantage. Some people believe that it is strictly genes that affect our opportunities in life. Research focusing on the causal relationship between genes and subsequent IQ, range from 0 to 80% this provides inconsistent results. Recent research, has suggested that genetic and environmental factors are not distinct determinants of intelligence and life chances. Instead it is the interaction between these two factors which gives rise to a childs intelligence levels. The role that nurture has to play in developing intelligence is clearly demonstrated from data published by Inequality in the early cognitive development of British children. The data suggested that the social circumstances of the family influenced future educational attainment. Those children brought up in families with low Socio-economic Status (SES) with attainment levels ranked as low, at 22 months, were also prone to have low attainment at age ten. On the other hand those children from a high SES background were as likely to sho w high attainment at age ten, even if their attainment was ranked low at 22 months. This data suggests that it is nurture and the social circumstances of the family which influences the future chances of these children and not their initial genetic abilities. Mayer notes that children who are born into low income parents also seem to have less success than those parents who have more money. Children from low income families also tend to score lower on measurers of cognitive ability, more likely to drop put of school, to have behavioural problems and essentially earn less in later life. This is drastically demonstrated in a 1970 British cohort survey showing that at age 26 young adults experience an earnings penalty of 9% if they were brought up in a household with an income below half the average (after controlling for educational attainment) therefore this suggests that young people from poor backgrounds are disproportionately observed at the lower end of the earnings distribution when they are in work. Further research in the US by Isaac (2007) which focused on the intergenerational aspect of income focusing on families economic position and how this is influenced by that of there parents: He found that of the children born to parents i n the bottom fifth of the economic distribution, 42 percent remain in this section as adults with only 23 percent rising to the second fifth, meanwhile 32% of children born to parents at the top of the income distribution remain at the top, with only 23 percent moving downwards to the second fifth. From this research alone it is clear to see that a parents income is influencing there childrens future income opportunities. One possible reason for this difference is that of social class. The role of SES is well-documented in the literature concerning life chances. Using the National Child Development Stufies and the British Cohort study, Carneiro et al (2007) and Blanden et al (2006) illustrated that there is clearly a strong relationship between a childs social and cognitive abilities and their parents SES. This has been demonstrated by Fienstein (2003) who found that those children who were originally brought up in low socio economic status background who scored poorly on cognitive tests at an early age were more likely to remain with low scores as they progressed through the life course, however those children from a higher socio economic status with lowe scores were much more likely to catch up. These results from the NCDS and the BCS do allow for informative feedback However in order to test the validity of these findings it is very important that these relationships are tested throughout generations. This recent research has been carried out by Sylva et al (2007) who analysed data from a recent programme the Effective Pre-School and Primary Education (EPPE) programme which aimed to test childrens cognitive attainment (reading and mathematics) from that age of three to the end of Key Stage 2. This study illustrated that even in recent times the socio economic status of parents is ti ll having huge influences on there childrens mathematics and reading skills from the age of three to then end of key stage 2. This data shows that there is a clear relationship between the SES of parents and the subsequent development and life outcome of there children. Families with a low socioeconomic status very often lack the required social, financial and educational supports that typify families with high socioeconomic statuss. Those families from poor backgrounds are also likely to have inadequate access to resources within the community that promote and support childrens development and school readiness. Education plays a major role in helping children to acquire the skills required for acquiring jobs, at the same time as introducing specific virtues that stratify people from high SES to lower SES. It is one of the most influential factors in demolishing intergenerational characteristics and there are strong patterns between socio economic status and educational achievement The study by the Sutton trust report (2002) found that of the richest fifth of the population 44% of young people had a degree, compared with only 10% from the poorest fifth. Those from high income groups are still over four times as likely to graduate as those from low income groups. These inequalities in degree acquirement persist across diverse income groups, The social economic status of a family can affect children in various one way in which it affects the future outcomes of children is that of social capital, this refers to the social connections and attendant norms and values, including aspirations Families are a key foundation for social capital. Those middle class families are likely to have greater access to social capital than working class families: the social networks of the middle class tend to be more diverse than those of the working class. In particular the middle class have more extensive weak ties with e.g. former colleagues, acquaintances and friends of friends. middle class parents can give their children access to these networks of weak ties and associated information and other support. middle class children have further opportunities to develop social networks at university and elsewhere Students from low SES backgrounds who attend poorly funded schools do not perform as well as those from a high SES. Seyfried (1998) stated that low SES students tend to score up to 10% lower on the national assessment of educational programs than those students from Higher SES. This difference has been explained by Eamon (2005) as the low SES of these families prevents access to quality and essential resources which subsequently leads to stress and conflicts within the home this inevitably affects a Childs ability to perform well in educational settings. The relationship between educational attainment and SES also holds for secondary school students. Bradley and Taylor (2004) analyse Youth Cohort Studies data and find that young people whose parents are in highly skilled (particularly professional) occupations are more likely to obtain good exam results than young people whose parents have lower skill levels. The role models and influences of the home are significant and Berliner (2005) attempts to point out that SES is a much larger problem than people like to think. Arguing that socio economic status is just one aspects of a long list of integrated and intergenerational effects this can have on the family and the individual. The social circumstances at home are a huge predicator of later life chances. One key factor which is influencing achievements is the huge changes in family structure over recent years. Increasing numbers of children are being brought up in step families or in lone parent families. And althouh the key factor in developing to the best potential is the family loving environment, this increase kin lone parents is increasing the likelihood of poverty in the future. (Cabinet Office) In the United Kingdom, there are 5.9 million single parents as of 2005, with 3.1 million children At-home good parenting has a bigger effect on childrens achievement at primary level than differences in quality of schools, evident across all social classes and all ethnic groups. Evidence from Demo and Acock (1991) suggests that children from mother only families seem to experience various disadvantages such as higher truancy rates, lower levels of education and more delinquent activity. All of these factors are likely to effect them in the short term and more problematically in the long term effecting there life long chances Emrish and Francesconi carried out a study into the affect of single parenthoods on future outcomes. Almost two in five of the young adults had spent a period of time in a single-parent family. These children tended to obtain poorer educational attainments especially young men.The study found that among men, the probability of children from single parent families is 18% compared to that of a 22% chance for those living in an in tact family. One of the most influential reasons for this was that single-parent-families tended to have fewer economic resources available. This difference wasnt as high for females and this identifies the differences which need to be considered. A further social circumstance of those who live in high SES backgrounds is that they are more likely to have parents who themselves went through to higher education. There exists considerable evidence for the inter-generational effects of parents education on children. Feinstein (1999) stratifies children based on their parents educational qualifications and assesses their progress over time. He uses the BCS and finds that: Children whose parents both have at least A-levels are 14 percentage points higher in the distribution of test outcomes measured at the age of 22 months than those whose parents have no qualifications, and seven percentage points higher than those whose parents are in the middle education group (who have some qualifications, but do not both have A-Levels or higher). Although it seems as though social circumstances of the family have a huge impact on the life course and life chances of an individual. It is important to understand that Individuals do have the freedom to act on their own choices and free will. It is true that people can make a decision to do something whatever way there societal circumstances have been guiding them. One very interesting concept is how some individuals react to the adversity that they face in social circumstances from birth. Resilience means the strategies that people use to cope with adversities, such as income poverty, violent conflict, class differences and education inequalities. There has been a range of research investigating whether these poor social circumstances that children are born into can be overcome in the future. Research into resilience has identified a range pof individual attributes and social contexts associated with high levels of resilience in children throughout there life course with various levels including individual level, level of relationships and community resources. Although there are social circumstances which can put children at high risk of certain life outcomes at birth it can be argues that with the correct relationships and support these can be overcome to intervene in the intergenerational concept. (Masten 1994; Masten, Best and Garmezy 1990) . Some individuals appear to thrive despite sharing the characteristics and conditions of high risk inequalities(e.g., Anthony 1987; Rutter 1985; Werner and Smith 2001 Bernard (2004) analysed research into this matter looking at both qualitative and quantitative research and found that children consistently manage to overcome the social adversities they are presented with in the family and go on to lead positive lives. Most research into this area suggests that on average 70 to 75% of children who seem at risk of intergenerational affects tackle these and go on to lead healthy and positive lives. (Bernard 2004). One study by Werner and Smith (1982) followed a group of 700 children born in Kauai (Hawaii) in 1995 using a longitudinal study. With data collected at six different ages, showed that despite having been challenged with a variety of high risk factors as they grow up they still went on to achieve positive outcomes in adulthood. From the research in this area it is important to understand that there are always individual differences in the way people go on to lead there life course, independent of the social circumstances to which they were born into. Therefore life chances are in part affected by the social circumstances to which you are born into and these circumstances are likely to present risk factors for future achievement however there is always a degree of choice and independence in overcoming the intergenerational affects. McCall, R.B., Owens, E. B. (1996 ). Resilient children: Factors that protect against psychosocial stressors. Developments, 10, 4 (December 1996), 5-10. University of Pittsburgh Office of Child Development. J Ermisch and M Francesconi, Family Matters, Discussion Paper No. 1591, February 1997 single parenbthoss

Broadcasting Industry

When Newton Minow delivered his first formal address as the newly appointed chairman of the Federal Communications Commission (FCC) in 1961, his speech triggered discussions about the role broadcasting, specifically the television played in the society. Minow’s Address to the National Association of Broadcasters elaborated on the critical task the broadcasting industry brings to the audience, in the case of television, the viewing public. He presented the harmful and constructive effects that the television possesses. Winow highlighted his major arguments on television’s negative or ill effects to viewers.It is a common knowledge that the viewers more especially the children of this generation will be devoting more of their time watching television – waiting for their favorite programs, switching channels and choosing programs they will be interested to watch or simply killing time. The premise was that the programs offered to the publics are not intelligibly cho sen and put on-air. Most networks air programs for the purposes of earning high ratings and viewership without really considering what the viewer will be getting from such programs.It is indeed true that TV works for one general function – to inform, but it seems like the broadcasting industry’s trend has done away with integrating or injecting values to the programs they air. With the current set-up or trend, the viewers are the ones at risk. The reason why mass media – particularly the television is blamed for the collapse of the society’s (especially the children’s) value system. According to Marsden, the disintegration or what was termed as fragmentation affected the religious and moral life in the United States over the decades when the mass media proliferated.With Minow’s account of the world currently living in a â€Å"television age† one of the worst effects would be such disintegration. This proves how immense the television can influence the viewing public. What the viewers see on television is often times accepted to be the truth and is treated as something to be absorbed and to some extent, be imitated or applied in real life. Stories and programs with themes about violence, revenge, murder and sex leave the viewer without morals or values to keep but in some cases make them believe that violence is justifiable.These details were some of the reasons why the FCC chairman illustrated the television shows as a vast wasteland. Television is one of the most powerful mass media which can reach millions of viewers with a single program at one sitting. With this great potential the television offers, Winow believed that the broadcasting industry should take advantage of this. Television industry should not just be satisfied of fulfilling its information function but it should make use of its power to educate, inspire, motivate, challenge and empower the loyal viewers.It is still good news that there are stil l a few programs that cater to the mentioned functions. Putting the viewers into consideration not only making them enjoy what they watch but also more importantly allow them to learn and decide for themselves. Minow emphasized that the broadcasting industry owes a lot to the viewing public, leaving the practitioners the challenge of giving back to the publics what they truly deserve. The public is given the choice and control over programs to tune in, and responsible broadcasting is all about providing them with quality programs to choose from.Television has a very big potential in molding the public, but along with this potential also comes a crucial responsibility of airing appropriate shows both for children and adults and other segments of the viewing public. He had also stressed that the broadcasting industry, more specifically the television should be used as a tool or instrument in molding the viewers as he mentioned about educational television. Newton Minow posed a challen ge to the industry practitioners to be more responsible, to use the television to the viewers’ advantage considering the tremendous power and influence such broadcast medium provides the public.

5 Common Private School Interview Questions

If your child is applying to private school for middle school or high school (usually fifth grade and beyond), he can expect to have an interview  with a member of the admissions team. This interaction is typically a required part of the application process and allows the admissions committee to add a personal dimension to the students application. This is an important aspect of applying to private school and is a great way for a student to enhance his application.   While each student will have a different experience during the interview and each school varies in what it asks applicants, there are some common questions that many students applying to private school can expect to encounter. Your child can practice answering these questions to be fully prepared for the interview. What in Recent Current Events Has Interested You? Older students, in particular, are expected to follow current events and know what’s going on in the world. To answer this question in a thoughtful way, students should make a habit of regularly reading their local newspaper or following local news outlets online, as well as familiarizing themselves with international and national news. Outlets such as The New York Times  or The Economist are often popular options and are available both online and in print. Students should think through their views and speak knowledgeably about events happening in the U.S. and abroad. Many private school history classes require students to read the news regularly, so it’s beneficial for them to start following current events before entering a private school. Following major news outlets on social media is another way to stay on top of breaking news and issues.   What Do You Read Outside of School? Even if students prefer to spend time on the computer rather than curled up with a paperback, they should have read three or so age-appropriate books that they can speak about thoughtfully in the interview. They can read books on their digital devices or print copies, but they need to engage in regular reading. This is useful for the admissions process and is good practice to help improve both reading comprehension and  vocabulary. While it’s acceptable to speak about books students have read in school, they should also have read some books outside of class.  Students should develop an idea of why these books interest them. For example, are they about a compelling topic? Do they have an interesting protagonist? Do they explain more about a fascinating event in history? Are they written in an engaging and suspenseful way? Applicants can think about how they might answer these questions in advance. Other reading material might include books related to a childs hobbies or recent family trips. These books can help the admission officer better connect with the applicant and provides the student with a chance to speak about specific passions. Both fiction and nonfiction options are acceptable, and students should engage in reading material that interests them.   Tell Me a Bit About Your Family This is a common interview question  and one that is potentially filled with minefields. Applicants can talk about who’s in their immediate and extended family, but they should steer clear of difficult or potentially embarrassing subjects. It’s fine to state that the child’s parents are divorced, as this fact will be obvious to the admissions committee, but the applicant shouldn’t speak about topics that are too personal or revelatory. Admission officers expect to hear about family vacations, what holidays are like, or even about family traditions or cultural celebrations, all of which paint a picture of what the home life is like. The goal of the interview is to get to know the applicant, and learning about family is a great way to do this. Why Are You Interested in Our School? Admissions committees like this question so that they can assess how motivated the student is to attend their school. The applicant should know something about the school and which academic classes  or  sports  she might participate in at the school. It’s compelling if the student has visited classes at the school or spoken to coaches or teachers so that she can speak in a firsthand, vivid way about why she wants to attend the school. Canned, clichà ©d answers such as, â€Å"Your school has a great reputation† or cynical answers like, â€Å"My dad said I would get into a really good college if I go here† don’t hold much water with admissions committees. Tell Us More About What You Do Outside of School Students should be prepared to speak eloquently about their area of interest, whether it’s music, drama, or sports. They might also explain how they will continue this interest while at the school, as admissions committees are always looking for well-rounded applicants. This is also a chance for an applicant to share a new interest. Private schools tend to encourage students to try new things, and sharing with the admission officer a desire to try a new sport or get involved with art is a great way to show a desire to grow and expand.

Obesity in America Essay - 2038 Words

It is no secret that the average weight of a person has gone up significantly throughout the last decade or so. While people are becoming more and more overweight, they get closer to being categorized as obese. Obesity is a condition in which the body becomes grossly fat or overweight. It is not the same as simply being overweight, which may just be caused by extra muscle, bone, or water, along with having too much fat. If a person’s body weight is 20% higher than what it should be, then he or she is considered to be obese. If the body mass index, a statistical measurement derived from height and weight, is between 25 and 29.9, a person is considered overweight. If the BMI is 30 or over, one is considered to be obese. Someone who is†¦show more content†¦It is obvious that past generations have been much more fit than how people are now. During the year 1900, the average weight of a college-age man in America was 133 pounds, while the average woman was 122 pounds (St aff, N.p.). These statistics compared to the weight averages today are mind blowing. Today, the average male weighs 180 pounds and the average female weighs 155 pounds (Cutler, Glaeser, and Shapiro 93-118). Because there are so many different factors that have led to the substantial increase in weight, it is very hard to peg what is causing all of this. In the early 1970s, fourteen percent of the population was considered to be obese, and today, the rate is two times higher (Cutler, Glaeser, and Shapiro 93-118). Although there are so many causes that may have been a factor in this epidemic, no one wants to take the blame. One of the most common factors that people tend to blame is the fast food industry. Fatty foods have become so much more accessible and cheap than they were in past decades. Because the food is so cheap, men and women are able to buy large quantities. Unfortunately, however, because the food is so cheap, it is very low quality. It is full of fillers and chemicals that make the food taste better in order to make up for the lack of real ingredients. People are stuffing their faces with calories that have no real benefit to their health; therefore, the body turns it into fat. Another common industry to blame is the soda industry.Show MoreRelatedObesity in America909 Words   |  4 Pages When discussing the issue of obesity in America, it seems to be that there is plenty of blame to go around and most of that blame falls on fast food companies. When searching for a concrete answer to the question used as my title, you will find none because there isn’t one. When asked this simpl e question, it is easy to blame the obesity problem on fast food considering 8 out of 10 Americans consume fast food according to a report done by the Huffington Post. But after doing more research you willRead MoreObesity in America787 Words   |  4 PagesGood news! We’re Number 2! 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This is called a hierarchy of needs, and in 1943 a scientist by the name of Abraham Maslow theorized it. When he discovered this characteristic of the human body, he came out with an organized chart, or pyramid. His pyramid showed five different levels, Basic needs, Safety, Love and Belonging, Self esteem, and Self-Actualization. Basically he created a blueprint for life. First you have to lay your foundationRead MoreObesity in America Essay1285 Words   |  6 Pagesa long time, obesity has been one of the notable health concerns that America has struggled with during the last five decades .Obesity as a health concern is not limited to America alone, it is a serious concern among other affluent societies like European countries. A considerable number of Americans spend a significant amount of money trying to lose weight. 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