Is Stem Education A Stereotype Threat - 963 Words

Today our society is still viewed as gender stereotype. As women we are still fighting for equality. The problem is damaging our young girls that one day will be our future. They are getting taught at a very young age of what they are meant to do and what aren’t meant to do. This issue is affecting the majority of the Latin community and therefore we have little to no girls wanting to join any STEM programs after high school. STEM is a curriculum based on the idea of educating students in four specific disciplines science, technology, engineering and mathematics in an interdisciplinary and applied approach (What Is STEM Education?). The problems that this program will be forcing on are stereotype threat, poverty, English as a second language, and teen pregnancy. Our goal is to help minor these problems and achieve a higher rate of Latina girls join STEM programs after they finish high school. The first problem that we have focused on is the â€Å"stereotype threat†. The stereotype threat is defined as â€Å"A large body of experimental research has found the negative stereotype to affect women’s and girl’s performance and aspirations in math and science† (Why so Few? p.38). What this does to women and girls is that they believe to perform at a lower performance than boys. They consider that men and boys are superior in math and science and therefore they avoid pursuing in these fields. They rather avoid liking or expressing any interest in the STEM programs so that they are notShow MoreRelatedHispanic Gender And Gender Inequality801 Words   |  4 Pagesmentioned, minority groups, more specifically Hispanics, face disadvantages when pursuing STEM because of their ethnic background. However, hispanic girls pursuing a STEM education or career, experience sexism and racism simultaneously. Both forms of stereotypes significantly correlate to their low representation which sets them apart from other women and men. For that reason, the few hispanic women who identify with STEM are immediately at a greater disadvantage; they are discouraged for both their genderRead MoreDisparity Between Males And Women In The Education System1731 Words   |  7 PagesWomen in Science, Technology, Engineering and Mathematics (STEM) job industries are clearly a minority group as opposed to males. And each of these statistics above has been used to analyze and raise awareness about the discrepancy between genders within STEM occupations. However, there seems to be lesser research on the education system that feeds into these work opportunities. It is vital to note that the disadvantage for women in STEM starts well before they enter the workforce; it starts whenRead MoreWomen s Rights For Women1627 Words   |  7 Pagesundermined the rights for women to obtain a job and education. It was not until the 1920s that women had the right to vote, and it was not until later that women had the opportunity of employment and earn equal pay as men. The battle that women have faced and are still facing today has allowed them to obtain an education and acquire careers alongside men. Although granted these opportunities, women still face problems and are underrepresented in the STEM (Science, Technology, Engineering, and Mathematics)Read MoreWomen s Role For A Job Worker Of The House, Children, And Husband1305 Words   |  6 Pagesscience, math, engineering, and technology (STEM) majors, seemed to alarm people when it started becoming more popular. Over the past couple decades though, more women have begun to spark an interest in these fields, making it more acceptable today than it was a few decades ago. STEM jobs have grown very extensively in the past 2 decades and plan to grow even more exponentially in the coming years. Contrarily, the need for more students who graduate with STEM degrees are not keeping up with those numbersRead MoreA Meritocratic Society Essay1405 Words   |  6 Pagesthan gender or background, especially in higher education, is often championed in Australia. (Wheelahan 2016). This freedom to follow a chosen career path allows the individual to achieve success in any field, yet the question has often been asked, why women choose to stay away from often lucrative, in-demand careers from STEM related fields (Science, Technology, Engineering, Mathematics). This persistent gender disparity, particularly in higher education have sparked considerable debate and numerousRead MoreBehavioral And Contextual Factors That Affect The Females And Minority Students Career Choices Essay1557 Words   |  7 PagesBesides stereotype threats, there is also a group of behavior al and contextual factors which affect the females and minority students’ career choices. These individual differences affect the adolescent’s potential outcome in STEM. These differences are also supported by two theories which also can explain the results of career choice. First is the theory from Lent, Brown, Hacket (1994,2000) called the social cognitive career theory (SCCT) which emphasizes self-efficacy as well as its link to theRead Morehow stereotype threat may cause poor performance in women Essay1509 Words   |  7 Pagesacademic disciplines of science, technology, engineering, and mathematics (STEM) with very few females finding their way in the mix (Steinberg, Okun, Aiken, 2012). Those females enrolling in the STEM majors soon find themselves questioning why they have, and many quickly change their majors to more female-accepting professions (Steele, James, Barnett, 2002). The view that women lack the intellect to succeeded in STEM disciplines has been a prevailing one for much of history (Cadinu, Maass, RosabiancaRead MoreStereotype Threat Was First Defined By Steele And Arson As The Social Psychological Threat1641 Words   |  7 PagesLiterature Review Stereotype threat was first defined by Steele and Arson as the â€Å"social-psychological threat that occurs when one is in a situation or doing something for which a negative stereotype about one’s group applies. This predicament threatens one with being negatively stereotyped, with being judged or threatened stereotypically, or with the prospect of conforming to the stereotype† (Steele, 1997, p.614). The biggest stereotype when we talk about STEM fields is â€Å"Why so Few [women]?† ThenRead MoreWhistling Vivaldi : How Stereotypes Affect People1309 Words   |  6 PagesStereotypes are unescapable. No matter what part of the world you are at or who you are talking to, everyone has some bias. Claude Steele say’s exactly this in his book â€Å"Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do† when he states â€Å" We could all take out a piece of paper, write down the major stereotypes of these identities, and show a high degree of a greement in what we wrote.† His piece addresses the effects of stereotypes, which result in what Steele calls â€Å"stereotype threat†Read MoreA Research Proposal For Non Asian Minority Groups2133 Words   |  9 PagesMini-Research Proposal: Stereotype Threat As demographic changes reshape the STEM talent pool in the US, the nation will need to draw more on racial and ethnic groups that have been traditionally marginalized in order to maintain its global competitiveness. By 2050, the US Census Bureau (2008) projects that minority racial and ethnic groups will account for approximately 54% of the nation’s population, an increase from the current 28%. Yet today they only make up only 9% of the nation’s STEM workforce (NSF

Individuality vs. Conformity in High School Essay - 670 Words

It was the first day of school. I was eager to see most of my friends who I went to middle school with. There was one big thing that struck me; I noticed my friends changed. They started dressed differently, acted differently, changed their hair style, and even started wearing makeup. Since the transition fresh out of middle school and into high school, my friends wanted to look older. The biggest factor that bothered me was how they would conform to look like the sophomores, juniors, and seniors. I felt that my good friends wanted to conform and be something they weren’t. In my personal view, Americans in general want to feel mature sophisticated but also want to have fun. Individuality is essential because it allows people to express who†¦show more content†¦In my mind, if I became a doctor I would have to go through many years of schooling and I wouldn’t finish my education till I’m at least in my mid thirties. Choosing my career path as a doctor mean t committing my whole focus on getting into the best medical school. Even though doctors make a lot of money, doctors don’t get to spend one on one their patients. I told my parents that I wanted to become a nurse because it’s what I want to do. I wouldn’t have to worry about attending medical school after I get my education at a four year university. Nurses spend less time in school and the experience on the job is more rewarding. They are able to enjoy the company of the people they are helping; I want to help people. In other words, not being able to pick a career by choice also relates to society views about fashion statement. Society tends to make fashion look very fancy. A lot of high fashion magazines show models that dress the same and even look the same. Keeping up the latest trends makes people want more clothing to make them outshine others making them look â€Å"legit†. People shouldn’t have to be competing to look the best but should be reinstating that they are different. My friend Michelle was always in style. She was friends with a group of girls that judged every girl in the school by the way they dressed. Michelle told me that one day she wore something she had already worn that week and her friends made her feel like she shouldn’t belong with them.Show MoreRelatedUniforms Should Not Wear School Uniforms1751 Words   |  8 PagesDuring every school year, the issue on if school officials should or should not entail students to wear uniforms in school is a constant debate among the parents and staff members in school districts. Just like any other controversial issues, there are two sides to the argument representing both the good and bad points that exist behind student being required to wear uniforms in school. Although it can take students time to adjust to transitioning into the policy of being required to wear uniformsRead MoreCurrently There Is A Growing Awareness Of The Prevalence1558 Words   |  7 Pagesregular bullying, whereas less than 10% of adolescents’ aged 17 report any bullying, including bullies and victimization of bullying, on a weekly basis. Baldry (2004) examined the effects of attitude toward bullying and victimization in Italian middle schools. Baldry (2004) aimed to establish young adolescents’ positive and negative judgments according to gender, toward a victim being bullied on the basis of if the victim was bullied in a group or alone; hypothesizing the gender of the bullies and victimsRead MoreSchool Dress Code Takes Away From Young Girls1657 Words   |  7 PagesSchool Dress Code Takes Away From Young Girls. The people who are in charge of creating the school dress code don’t think of girls feelings, or their need to be an individual. There are also some unnecessary rules in schools, and what schools deemed inappropriate or distracting. The schools are taking some of the girls rights away. I believe that the dress code for the younger generation is too focused on girls, and it’s way too strict. Students should not have to wear school uniforms, some schoolsRead MoreProgressive Education Essay1318 Words   |  6 Pagestrying to teach and internalize learning. Dewey felt that students needed to learn by doing (Wood). Progressive schools encourage children to be outspoken and allow their ideas to be heard (What is a Progressive School?). The philosophy of these schools is curriculum driven by questions and respect for the mind and imagination of the students while trying to challenge. Progressive schools do not wish for students to recite facts from memorization. A progressive school’s goal is for students to understandRead MoreProblem Solution Essay1641 Words   |  7 PagesVIOLENCE IN AMERICAN SCHOOLS There are approximately 27,900 gangs, with 774,000 members, impacting towns, cities, and communities across the United States. According to a recent bulletin released by the Office of Juvenile Justice and Delinquency Prevention, 23 percent of students aged 12 through 18 years reported presence of street gangs in their schools. Almost half (46%) of students in public schools reported street gang presence. In addition, 21 percent of students in suburban schools and 15 percentRead MoreSchool Uniforms1707 Words   |  7 PagesSCHOOL UNIFORMS In his hopes to create an atmosphere in our school that promotes discipline and order and learning, President William Jefferson Clinton stated, I believe we should give strong support to school districts that decide to require young students to wear school uniforms. He cited several incidents where students desire for anothers fashionable attire has led to extreme forms of violence (Clinton 1996). This exemplifies one of the many implications of a necessity for school uniformsRead MoreTown Folk, Such As, For The First Time In Pleasantville,1805 Words   |  8 Pagesfurniture. Betty’s own friends along with some of the high school boys come after her because of her non conformity. All of this highly charged emotion which is so unpleasant in Pleasantville turns the whole town color until everyone, even the mayor turns color and society as Pleasantville is changed forever. The â€Å"bi-cultural binds† (Gunn Allen) that Betty was wearing fall off as her community- includi ng her husband- come to terms with adopting individuality as the new norm. Just as in Betty Parker’sRead MoreEssay about Salvador Dalis Work4988 Words   |  20 Pagesthere (Finkelstein, Haim). This quote from Dali portrays his personality well because although he was ambitious and hard-working Dali always had high standards for himself. When he was in school he refused to be examined during tests, saying that he was more qualified than anyone administering the tests. Dali was removed from school by his father, however encouraged to continue painting by his family, who built him a studio in their summer house. By 1927, Dali began to exhibitRead MoreAwareness of Parenting Style/Practices and the Effect on Adolescent Identity2220 Words   |  9 PagesBandura’s social learning theory. Psychosocial development as theorized by Erikson has eight stages through which a healthily developing human should pass from infancy to late adulthood (Kail Cavanaugh, 2010). Adolescents fall into stage five, Identity vs. Role Confusion, in which the question of â€Å"Who am I† is trying to be answered. In trying to discover the answer to this question adolescents tend to gravitate to groups they feel they fit into. Social learning theory focuses on the learning that occursRead MoreDiana Baumrind2963 Words   |  12 Pagesdifferent parenting styles in the search of trying to do what is best for the children (Kemp, 1997). The historical factor that influenced Baumrind’s research is that when she started graduate school in 1948 there was huge turmoil of the loyalty oath controversy of 1948-1949 that led to the legal battle of Tolman vs. Underhill. This historical even may had some effect on the focus of Baumrind’s research because Tolman was a senior professor at the University of California and his refusal to sign the oath

Burned Out free essay sample

I settle down at a table with three different hats on it, ready to announce my college commitment. â€Å"This was a difficult decision, but I’d like to thank all the schools that have recruited me and believed in me enough to offer me a scholarship. After a lot of thinking and analyzing I will be continuing my education and football career at†¦Ã¢â‚¬  No. That will never happen, none of it. As a kid, I couldn’t wait until I was old enough to play football. Growing up with older brothers who played, and a dad who coached, I was always immersed in the sport. Even at age seven, I spent hours on the grass fields at Meadow Park bear crawling, tackling red dummies, and playing catch with my dad. I darted down the sideline as he hollered â€Å"Go long, Beetle!† I’m not sure I ever caught one of those passes, but observing those practices on the muddy grass fields sparked my interest in football. Once I started playing through the youth program, I enjoyed it even more. I loved hitting people while playing defense and shooting through gaps in the offensive line to thwart opposing running backs. On top of that, I gained the skills necessary to play receiver. The combination of snagging touchdowns and hitting kept me hungry for more. Basketball was the other sport that consumed my childhood. Being taller than most opponents I faced, basketball came easily to me. I had no perimeter skills; however, my dad taught me some basic moves, such as the drop step and baby hook, that improved my inside game. Aside from that, my repertoire was very limited. Turnovers haunted me. I caved in tight situations and turned the ball over due to my lackluster ball handling skills. Entering high school, I was terrified of dribbling the ball up the court or touching the ball outside the three-point line. I recognized I needed to change this to achieve my goal of playing in college, but I also realized it would be even more challenging if all my time was taken up by football. When I started playing in high school, I presumed I would continue for all four years. I hated freshman football, and seriously considered if I wanted to keep playing. I hated practicing. I hated conditioning. I hated having no time. I hated being tired all week. I hated being hurt. My body constantly ached. My joints felt like those of an 80-year-old man. After practice each night I encased my knees and ankles with ice. It was the only way to relieve the pain. Sprinting hundreds of yards caused my legs to become like Jell-o. I would wobble around rolling from class to class regularly massaging my joints. This pain and dislike apparently didn’t show to others around me, however, even my coach. Many students at my school are wary of the varsity head coach because he comes off as intimidating and demanding even though I know he cares about his team and players above all else. When he dragged me out of class to discuss my future as a player, I wasn’t scared; I was honored because it proved he believed I could be a valuable asset to his team.Do I even have a future on the football field? I was honest with him: â€Å"I don’t know if I’ll be playing next year. I love basketball, and I think football will get in the way.†Weeks flew by, and I was nowhere close to making up my mind. The Friday before a long weekend, coach ripped me aside during passing time and administered somewhat of an ultimatum, â€Å"I need to know your decision this weekend. Here is my number, text me what you decide.† When I went to bed that night, I tossed and turned. Football or basketball? Will I regret not playing? Is he just saying this stuff to get me to play? Where will I play basketball? These questions bounced back and forth in my head as I contemplated my decision. I woke up the next day and still had questions swirling around. What if I get hurt? What if I get a football scholarship? What if I’m eliminating basketball opportunities? What if this? What if that? My phone buzzed twice tearing me from my deep thinking. Dad: â€Å"If you like football, keep playing. If you don’t, stop.† It was such a simple text, yet it was so impactful in making my decision. It was later that evening, and I was pondering that text again. I didn’t like football anymore. I burned out.I yanked out my phone and typed one of the most formal texts I’ve ever sent:â€Å"After thinking it over, I’ve decided I will not be playing football.† Being the competitor he is, coach claimed my decision was â€Å"unwise† and that I should â€Å"strongly reconsider playing.† I wasn’t having any of it. I made up my mind and was ready to move on in life without football. With all this free time I trained tirelessly to eliminate my weaknesses. To polish my ball handling, I completed two ball drills and dribbled with a ball three times the weight of a regulation ball. These enabled me to control the ball better and become stronger with it. After school, I would shoot 400 shots from all over the court. With the development of my jump shot, I became a threat from anywhere on the floor. I started blowing past defenders, swishing jump shots over them, and occasionally dunking on them. It was the first time in my basketball career I didn’t feel limited. I still have a long way to go, but looking back on it, the choice I made proved to be the most beneficial. From an athletic and personal standpoint, the decision was the right one. I’ve seen improvement every year, statistically and in my confidence. I cut my turnovers per game in half, doubled my points per game and increased my shooting percentage by 15%. I’ve developed all aspects of my game and grown into an all-around player as opposed to the purely one-dimensional player I was when I entered the basketball program. In 2015, I was selected to 3rd Team All-Metro which was an affirmation of the work I’ve put in. As I head into my final season, I look forward to continuing my education and furthering my basketball career at a four-year university. After having lived with this decision for three years, I can say with certainty that basketball is and will continue to be a positive influence in my life.

Social Influences on Behavior Essay Example

Social Influences on Behavior Essay A popular remark by novelist Herman Merville, states that â€Å"We cannot live for ourselves alone, for our lives are connected by a thousand invisible threads.†Ã‚   Social psychologists explore human interaction by scientifically studying how human behavior changes based on social situations. This is especially when the unexpected occurs, we analyze and discuss why people act as they do.   In everyday life we do the same.   Does her warmth reflect romantic interest in me, or is that how she relates to everyone?   Does his absenteeism signify laziness or an oppressive work atmosphere?Social Influences on BehaviorThis essay examines basic concepts of human interaction from a psychology perspective.   In this examination, two examples of how human behavior changes based on social situation are described.   Behavior is contagious.   One person giggles, coughs, or yawns, and others in the group are soon doing the same. A cluster of people stands gazing upward, and pass ersby pause to do likewise.   Laughter, even canned laughter, can be infectious.   Bartenders and street musicians know to â€Å"seed† their tip cups with money that suggests that others have given.   This suggestibility is a subtle type of conformity.Conformity involves adjusting our thinking and behavior to bring it into line with some group standard.   But why do people comply with this social influence? Why do we clap when others clap, eat as others eat, believe what others believe, even see what others see?   Frequently, it is to avoid rejection or to gain social approval.   In such cases, we are responding to what social psychologists call normative social influence.   W are sensitive to social norms – understood rules for accepted and expected behavior- because the price we pay for being different may be severe (Asch, 1995).   Take for example the case of the famous Italian basketball player, Marco Lokar.   During the 1991 Persian Gulf War, he was the only Seton Hall University basketball player who chose not to display an American flag on his uniform.   When, as the team traveled about, the fan abuse over his nonconforming behavior became unbearable, he quit the team and returned to Italy.But there is another reason: We may conform because the group can provide valuable information.   When we accept others` opinions about reality, we are responding to informational social influence.   â€Å"Those who never retract their opinions love themselves more than they love the truth,† observed Joseph Joubert, a French essayist.   But a conforming behavior does not necessitate therapeutic intervention.As these reasons for conformity suggest, social influence can be either constructive or destructive.   When influence supports that we approve, then we applaud those who are â€Å"open-minded† and â€Å"sensitive† enough to be â€Å"responsive.†Ã‚   When influence supports what we disapprove, the n we scorn the â€Å"submissive conformity† of those who comply with others` wishes.   Conformity is associated by such group phenomena as group think, minority influence, group polarization and social facilitation.Further, conformity studies reveal that conformity increases when: (1) We are made to feel incompetent or insecure; (2) The group has at least three people. (Further increases in the group size do not yield much increase in conformity); (3) The group is unanimous. (The support of a single fellow dissident greatly increases our social courage); (4) We admire the group’s status and attractiveness ;( 5) We have made no prior commitment to any response; (6) Others in the group observe our behavior; (7) Our culture strongly encourages respect for social standards (Gould,1991).Closely related to conformity is obedience. In our everyday life, we are always confronted to choose between holding to our own standards and being responsive to others, that is to obey.   The most famous and controversial experiment on obedience was conducted by social psychologist Stanly Milgram.   In this experiment, subjects were torn between what they respond to-the please of the victim or the orders of the experimenter.   Their moral sense warned them not to harm another, but also prompted them to obey the experimenter and to be a good subject.   With kindness and obedience on a collision course, obedience usually won.   This experiment demonstrates that social influences can be strong enough to make people conform to the desired behavior.   â€Å"The most fundamental lesson of this study,† Milgram noted, is that â€Å"ordinary people, simply doing their jobs, and without any particular hostility on their part, can become agents in terrible destruction process.† In analyzing this behavior, Milgram entrapped his subjects by exploiting the foot-in-the-door effect, or the tendency for people who have first agreed to a small request to com ply later with a larger request, and thus obeyed the order of the experimenter but being obedient does not necessarily needs therapeutic intervention.Further, this behavior is associated with the minority influence phenomena.   The experimenter as a minority influences over the subjects as the subjects obeyed.   Moreover, obedience was highest when: (1) The one giving the orders is close at hand and perceived as a legitimate authority figure; (2) the authority figure is supported by legitimate institution; and (3) There were no role models for defiance; that is, there were no other subjects seen disobeying the experimenter (Milgram, 1994).ConclusionOverall, according to some psychologists, one of social psychology’s great lessons is the enormous power of social influence on behavior. Suicides, bomb threats, airplane hijackings, and UFO sightings all have a curious tendency to come in waves.   Hence, armed with principles social influence, advertisers and salespeople aim to sway our decisions to buy, to donate, to vote.   Thus, social influence on behavior is a potent social force.

Constantine at the Battle of Milvian Bridge

Constantine at the Battle of Milvian Bridge The Battle of Milvian Bridge was part of the Wars of Constantine. Date Constantine defeated Maxentius on October 28, 312. Armies Commanders Constantine Emperor Constantine Iapproximately 100,000 men Maxentius Emperor Maxentiusapproximately 75,000-120,000 men Battle Summary In the power struggle that began following the collapse of the Tetrarchy around 309, Constantine consolidated his position in Britain, Gaul, the Germanic provinces, and Spain. Believing himself to be the rightful emperor of the Western Roman Empire, he assembled his army and prepared for an invasion of Italy in 312. To the south, Maxentius, who occupied Rome, sought to advance his own claim to the title. To support his efforts, he was able to draw upon the resources of Italy, Corsica, Sardinia, Sicily, and the African provinces. Advancing south, Constantine conquered northern Italy after crushing Maxentian armies at Turin and Verona. Showing compassion to the citizens of the region, they soon began to support his cause and his army swelled to near 100,000 (90,000 infantry, 8,000 cavalry). As he neared Rome, it was expected that Maxentius would stay within the city walls and force him to lay siege. This strategy had worked in the past for Maxentius when he faced invasion from the forces of Severus (307) and Galerius (308). In fact, siege preparations had already been made, with large amounts of food already brought into the city. Instead, Maxentius opted to give battle and advanced his army to the Tiber River near the Milvian Bridge outside of Rome. This decision is largely believed to have been based on favorable omens and the fact that the battle would occur on the anniversary of his ascension to the throne. On October 27, the night before the battle, Constantine claimed to have had a vision which instructed him fight under the protection of the Christian God. In this vision a cross appeared in the sky and he heard in Latin, in this sign, you will conquer. The author Lactantius states that following the visions instructions, Constantine ordered his men to paint the Christians symbol (either a Latin cross or the Labarum) upon their shields. Advancing over the Milvian Bridge, Maxentius ordered it destroyed so that it could not be used by the enemy. He then ordered a pontoon bridge constructed for his own armys use. On October 28, Constantines forces arrived on the battlefield. Attacking, his troops slowly pushed back Maxentius men until their backs were at the river. Seeing that the day was lost, Maxentius decided to retreat and renew the battle closer to Rome. As his army withdrew, it clogged the pontoon bridge, its only avenue of retreat, ultimately causing it to collapse. Those trapped on the north bank were either captured or slaughtered by Constantines men. With Maxentius army split and decimated, the battle came to a close. Maxentius body was found in the river, where he had drowned in an attempt to swim across. Aftermath While casualties for the Battle of the Milvian Bridge are not known, it is believed that Maxentius army suffered badly. With his rival dead, Constantine was free to consolidate his hold over the Western Roman Empire. He expanded his reign to include the entire Roman Empire after defeating Licinius during the civil war of 324. Constantines vision prior to the battle is believed to have inspired his ultimate conversion to Christianity. Selected Sources Constantine the GreatLactantius Account of the BattleEusebius Life of Constantine

Feudalism - Worldwide Political and Social System

Feudalism - Worldwide Political and Social System Feudalism is defined by different scholars in different ways, but in general, the term refers to a sharply hierarchical relationship between different levels of landowning classes. Key Takeaways: Feudalism Feudalism is a form of political organization with three distinct social classes: king, nobles, and peasants.In a feudal society, status is based on land ownership.In Europe, the practice of feudalism ended after the Black Plague decimated the population. A feudal society has three distinct social classes: a king, a noble class (which could include nobles, priests, and princes) and a peasant class. Historically, the king owned all the available land, and he portioned out that land to his nobles for their use. The nobles, in turn, rented out their land to peasants. The peasants paid the nobles in produce and military service; the nobles, in turn, paid the king. Everyone was, at least nominally, in thrall to the king, and the peasants labor paid for everything. A Worldwide Phenomenon The social and legal system called feudalism arose in Europe during the Middle Ages, but it has been identified in many other societies and times including the imperial governments of Rome and Japan. American founding father Thomas Jefferson was convinced that the new United States was practicing a form of feudalism in the 18th century. He argued that indentured servants and slavery were both forms of yeoman farming, in that access to land was provided by the aristocracy and paid for by the tenant in a variety of ways. Throughout history and today, feudalism arises in places where there is an absence of organized government and the presence of violence. Under those circumstances, a contractual relationship is formed between ruler and ruled: the ruler provides access to the required land, and the rest of the people provide support to the ruler. The entire system allows the creation of a military force that protects everyone from violence within and without. In England, feudalism was formalized into a legal system, written into the laws of the country, and codifying a tripartite relationship between political allegiance, military service, and property ownership. Roots English feudalism is thought to have arisen in the 11th century CE under William the Conquerer, when he had the common law altered after the Norman Conquest in 1066. William took possession of all of England and then parcelled it out among his leading supporters as tenancies (fiefs) to be held in return for services to the king. Those supporters granted access to their land to their own tenants who paid for that access by a percentage of the crops they produced and by their own military service. The king and nobles provided aid, relief, wardship and marriage and inheritance rights for the peasant classes. That situation could arise because Normanized common law had already established a secular and ecclesiastical aristocracy, an aristocracy that relied heavily on the royal prerogative to function. A Harsh Reality The upshot of the takeover of the land by the Norman aristocracy was that peasant families who had for generations owned small farmsteads became renters, indentured servants who owed the landlords their allegiance, their military service and part of their crops. Arguably, the balance of power did allow for long-term technological progress in agricultural development  and kept some order in an otherwise chaotic period. Just before the rise of the black plague in the 14th century, feudalism was firmly established and working across Europe. This was a near-universality of family-farm tenure by conditionally hereditary leases under noble, ecclesiastical or princely lordships who collected cash and in-kind payments from their subject villages. The king essentially delegated the collection of his needs- military, political and economic- to the nobles. By that time, the kings justice- or rather, his ability to administer that justice- was largely theoretical. The lords dispensed the law with little or no kingly oversight, and as a class supported each others hegemony. Peasants lived and died under the control of the noble classes. The Deadly End Plague Victims Blessed by a Priest (14th Century Illuminated Manuscript). http://scholarworks.wmich.edu/medieval_globe/1/. Quibik An ideal-typical medieval village was comprised of farms of about 25–50 acres (10–20 hectares) of arable land managed as open-field mixed farming and pasturage. But, in reality, the European landscape was a patchwork of small, medium, and large peasant holdings, which changed hands with the fortunes of the families. That situation became untenable with the arrival of the Black Death. The late-medieval plague created catastrophic population collapse among rulers and ruled alike. An estimated number of between 30–50 percent of all Europeans died between 1347 and 1351. Eventually, the surviving peasants in most of Europe achieved new access to larger land parcels  and gained enough power to shed the legal shackles of medieval servility. Sources Clinkman, Daniel E. The Jeffersonian Moment: Feudalism and Reform in Virginia, 1754–1786. University of Edinburg, 2013. Print.Hagen, William W. European Yeomanries: A Non-Immiseration Model of Agrarian Social History, 1350–1800. Agricultural History Review 59.2 (2011): 259–65. Print.Hicks, Michael A. Bastard Feudalism. Taylor and Francis, 1995. Print.Pagnotti, John, and William B. Russell. Exploring Medieval European Society with Chess: An Engaging Activity for the World History Classroom. The History Teacher 46.1 (2012): 29–43. Print.Preston, Cheryl B., and Eli McCann. Llewellyn Slept Here: A Short History of Sticky Contracts and Feudalism. Oregon Law Review 91 (2013): 129–75. Print.Salmenkari, Taru. Using Feudalism for Political Studia Orientalia 112 (2012): 127–46. Print.Criticsm and for Promoting Systemic Change in China.

Vertical Boundaries Of the firm - Vertical Chain and Vertical Essay - 1

Vertical Boundaries Of the firm - Vertical Chain and Vertical Integration - Essay Example The main operational uniqueness of this brand is that it follows a production after order placement module. In this mode of operation, the customer chooses the product and the design and the workers develop the product according to the choice, delivering the finished furniture in a couple of weeks time. The company has a production unit in Birmingham from where furniture orders placed in its twelve showrooms throughout Britain are produced and shipped. This arrangement gets excellent response from customers who do not mind the waiting time, since they know that the piece going to be delivered is going to be unique and customized for their needs. The great rush of orders and the company’s plan to move to new markets brought out different challenges in vertical chain and production management. To begin with, the firm has decided to open new stores or showrooms in five different cities that they have not been in before. And this would bring in orders that the Birmingham production unit cannot handle. In this scenario, the 30 employee production unit will either need to be doubled in capacity, which might affect the quality of the products or the firm has to think of traditional vertical chain management techniques. The company has operated using the Neoclassical Economics model till date since due to its small size and promising performance, a good number of shareholders and venture capitalists are interested and influential in its growth. However, when they move into real vertical chain system, they will have to ensure that they follow the Quasi Marris economic model which is more fit for the 21st Century, and ensure that behavioral factors are taken into consideration every time. The economy of scale here will be determined by the number of households, offices and complexes which use teak wood furniture or are open to