Discuss the four core strategies that underpin the modern concept of Essay

Discuss the four core strategies that underpin the modern concept of Risk Management and Control. Relate these core strategies to practical security - Essay Example xecuted in a variety of ways, which comprises of strategies including the transfer of the risk toward another party, avoiding any such risks beforehand, reduction of the after-effects and consequences of the risk once it hits the organization or in another case, accepting the consequences posed by a risk. Also, the nature of risk management depends on the kind of risk posed on an organization, i.e. in case of a physical risk; the risk management would involve analysis of potent risks on property of the organization, while financial threats may be resolved by considering insurance options etc. Also, the threats may be initiated from many different sources, for instance, there may be environmental, technological, and political or in some cases even organizational threats involved, which the manager may have to deal with. Prior to the execution of the risk management, assessment of the risk is quite crucial. This involves the analysis over the extent of the severity of any kind of potential loss which may occur or the chanced of the occurrence of the loss. The manager must measure the value via various indicators he/she might come up with during the analysis. However, if the statistical data is available for the cause, this would be an ideal situation, as the risk assessment in this case would be the most accurate one. Risk assessment, here, implies that the manager undertakes the holistic view of the organization, considering the resources, internal and external environment, along with the market conditions and any other factors which must be taken into account to make a prediction on what kind of threats may affect the organization. Based on this analysis, the manager clearly identifying the nature and the extent, also the probability if the threats which the organization may have to face in the fu ture. Once the analysis is conducted, the manager can then consider the options and then take considerable time to choose the most desirable options to avoid any kind of

Dream Team - Media Analysis Essay Example for Free

Dream Team Media Analysis Essay George and Lennies dream is the most commonly mentioned in the novel, they want to live the American dream and have their own land and home. Although Crooks tells them he never seen a guy really do it their determination is beyond that of normal men. They crave the freedom from ordered working life and less responsibility. George desires the relief from the burden of supervising Lennie, on the ranch he constantly has to watch him to ensure he is no danger to himself or others. He talks of how he could live so easy without Lennie and it seems to be a private dream of his to marry and raise a family without the childish weight of Lennie upon him. He has cared for Lennie for a large part of his life and wants happiness for both of them without the strain of rules and the risk of characters such as Curley. Lennies only dream at first glance seems to be having his rabbits, however at a closer look the rabbits are his way of relating to their entire dream, he connects all other aspects of free life with them such as growing crops to feed them. He loves hearing the story of how its gonna be, his own dreams are based on what George tells him is good and bad. Candy is desperate to join in with Lennie and George and their dreams have become his. Since his dog died he has nothing left on the ranch to encourage dreams and he seems to have given up, the chance to be part of a reasonably realistic project motivates him again and he is willing to give everything to be part of it, Id make a will an leave everything to you guys case I kick off. All of Candys dreams seem to have be worn away by life on the ranch, the loss of his hand also seems to symbolise a large loss mentally for without his hand he cannot realistically dream of working his own land and living alone. For Candy life on the ranch seems to be a reminder of lost dreams rather than hopeful ones and this could explain his eagerness to be part of Lennie and Georges. He is also aware that he is old and becoming closer to the end of his job and possibly his life. Theyll can me purty soon. Jus as soon as I cant swamp out no bunk houses theyll put me on the county. He dreams of ending his life in happiness and not in poverty and discomfort surrounded by bad memories. Curleys wife is in many ways like Lennie and George, she tell her dream like its real and could happen at any time to escape the loneliness of the ranch. She tells as many people as she can about her dream as though she wants to make it more real for herself. Her conversation with Lennie reveals her desperation to make this dream come true, she hangs onto the man who could put her in pitchers, so sure he did write to her and someone else ruined her dream. It is these fantasies she uses to escape her life which is heavily restricted by her husband who wants to control her to comply with his own dreams, she wishes to be free to fulfil the life she desires. Her way of telling the story of her dream is almost sad as she clings to any glimpse of it so desperately it is clear how unhappy she is. All the dreams expressed by these characters are what drive them in the novel and can determine how they express their feelings and how they act. Niki Holdsworth Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE John Steinbeck section.

Principles of Democratic Education

Principles of Democratic Education What are the principles of democratic education? How are these principles and values in  tension/contradiction with our social construction of children and youth? For example, what  assumptions do we make about teaching, learning and youth that democratic schools challenge? How  does one size fits all centralized curriculum contribute to what Apple called the de-skilling of  teachers? What is lost when this approach is adapted, especially when it is combined with the  intensification of teaching? Explore the contradictions between what we say we want our students to  be when they are finished their schooling (engaged, critical thinkers, active contributors and problem  solvers) and how we are often educating young people. How does democratic education address this?  What are some of the challenges educators who want to introduce democratic principles into their  schools face? What are some of the potential rewards? How does democratic education address the notion th at all education, even that which claims to be value-centered, is political? Explain the relationship that concepts like voice and agency have to democratic principles in Education. Answer Democratic Education All beings are created as individuals and have different habits and intelligence. Ayers (2009) says that every human being is capable of infinite and incalculable valve. All of us have an exclusive intellectual, emotional, physical, spiritual, moral and creative force. Each person is born free and is equal in dignity and right. Each endows with reason and conscience. Every individual is deserves a community and sense of brotherhood and sisterhood, recognition and respect. This core value must express itself explicitly and implicitly in education as in every other aspect of associative living. Amy Gutmann (1999) defines democratic education  as a worldwide movement towards greater decision-making power for students in the running of their own schools. There is no generally agreed definition of the term, but at the IDEC: International Democratic Education Conference (2010) in 2005 the participants agreed that, in any educational setting, young people have the right: to decide individually how, when, what, where and with whom they learn To have an equal share in the decision-making in the running of their school and determining the rules and sanctions, if any, are necessary. IDEC (2010) supports schools which uphold respect and trust for children. They believe in shared responsibility and freedom of choice of activity. IDEC is open to schools which follow equality of status of children and adult and democratic governance by children and staff together. They do not believe in any superior guide and system. Principles of Democratic Education There are two pillars of democratic education: Self-determined learning A learning community based on equality and mutual respect Apple (1995) discusses that democratic education means that children and teachers engage in collaborative planning, reaching decisions that are in the interest of both their aspirations and desires. Those involved in democratic schools prize diversity. They consider themselves participants of communities of learning. Such communities include people representing a broad spectrum of age, culture, gender, ethnicity, socioeconomic class and abilities. However, these differences do not create stereotype; instead they enrich the community. Democracy means by definition means by the people, for the people. Therefore, it gives the community a shared purpose and allows people to set aside their self-interests and work for the greater good. Common goal is the central idea of democracy. Beane Apple (1995) explain that educators who are committed to democracy know that any inequality at schools will also be found in the community. Hence, they seek not only seek democracy in institutes but also want to extent to the community. If the community does not follow democratic conviction then concentrating on democratic education is pointless, because the young people will be affected by their surroundings and the concept will fail. Democratic education seeks to lessen the harshness of social inequities in school and change the conditions which create them. Challenges by Democratic Schools Democratic school challenge the approach of teaching that follows the belief that young people are to follow the lead of their teachers and not question their ability or knowledge. Democratic approach says that students and teachers should go hand-in-hand. They should participate in not only teaching practice but also the curriculum. Democratic education challenges the conventional way of assembling the curriculum and focus on broadening the horizons. These schools need to be based on the broad definition of we, a commitment to build a community that is of the school and the community in which the school exists. One Size Fit All Today all the focus is on privatization, marketization and decentralization. So, for teachers, going beyond approved material risks administrative consents. Jungck (2000) explains in her article that there is an immense pressure in not only to redefine the methods of teaching but also the purpose of education. if the schools, their teachers and curriculum are closely knitted, more technology oriented, according to the needs of business and industry, then it is expected that the problems of achievement and unemployment will be disappear along with the international economic competitiveness. In most of elementary and high schools, the curriculum is planned by the national or state department of education. It took teachers a lot of time and effort to minimize the total administrative control over the curriculum. Apple (1995) says, that after all, it is the teachers who teach in the class room and thus they should have a say in the matter. In most Western industrialized nations, the phenomenon of de-skilling of teachers is become common. It means that when individuals are unable to control a large portion of their job, they forget the essential skills required to perform the job. Teachers have been alienated from the tasks of setting curricular goals, designing lessons and individualized attention to students according to ability and need. Now, instead of teachers who care about what and why they teach, executioners of someone elses plan are created. The effect of this practice is very hostile for the profession of teaching itself. Quality is sacrificed on quantity as a result of de-skilling of teachers. They now want to cut corner and rely on the experts for their job. Jungck (2000) tells the concept of intensification; she says that collective skills of teachers are list as they concentrate on management skills. Ayers (2009) enforce the importance of education. He says that all children and youth in a democracy deserve full access to richly resourced classrooms led by caring, thoughtfully qualified, and generously compensated teachers. Whereas democratic education I affecting the professional teachers and turning them into managers. Intensification results in lack of enthusiasm and simplistic response to innovation. Educating Young People Every student brings their experiences and skills to school. They represent their community (Ayers, 1994). In another article Ayers (2009) states that, students should be able to make up their own judgment based on evidence, ask fundamental questions and pursue answers wherever they take them. Democratic education is about opening doors of opportunity and opening minds as students make their own pathways into the world. Beane Apple (1995) explain by research that young people are more interested to learn through experience. They do not like to study from tapes because they already know most of the stuff. Teachers also dont interact during this type of sessions and the outcome is not as desired. So, democratic education Challenges, Rewards   Political Belief Ayers (1992) tell that in order to introduce democratic education, people have taken very important steps. Young people have been given space and considered while making policies. A great challenge however was inadequately trained staff. Apple (1995) says that a very challenging task was to broaden the horizon of education from the conventional curriculum. Also, in order to achieve democratic education, the community and school needed to be connected. However, the outcomes of democratic education are vast. The students are grown to be with high thinking ability and contribute to their society. Although no matter what the core value, it is always of political benefit. Ayers conclude that (2009) educators, students, and citizens should press for an education worthy of a democracy, including an end to sorting people into winners and losers through expensive standardized tests that act as pseudo-scientific forms of surveillance. There should be an end to starving schools of needed resources and then blaming teachers and their unions for dismal outcomes. Militarization of schools, zero tolerance policies, gender identity discrimination and end to limited resources due to communities historically isolated, underfunded, and underserved. Question No. 2 Outline the tenets of neoliberalism in relation to education. What are the organizing value sets and  key assumptions to this ideology? How are they aligned with or in conflict with the goals of some of the  other models we have looked at in education (for example, Deweys notion of child-centered  education) where is power and authority located in a neoliberalist model? List a few of the key ideas  of neoconservatives in relation to education. Can a person be both a neoconservative and a neoliberal at  the same time? How does the film Waiting for Superman frame particular neoliberalist ideas about  education? What systemic structures are not being challenged by putting the blame for lagging education on teachers unions, according to Swalwell and Apple? Who benefits by this, and who loses?  Discuss the ways in which charter schools and voucher systems can impact students, teachers and  schools. Why do you think neoliberalism has become the dominant discourse of educati on, despite the  fact that Finland seems to go against most of the tenets of neoliberalist education and yet scores so well  on the PISA tests? Is it the inevitable way that the world is moving and education needs to adapt, or are  there other models that should be considered for teaching and learning? Answer Neoliberalism Wendy Brown (2003) states that neoliberalism equated with a radically free market: maximized competition and free trade achieved through economic de-regulation, elimination of tariffs, and a range of monetary and social policies favourable to business and indifferent toward poverty, social deracination, cultural decimation, long term resource depletion and environmental destruction. So neoliberalism can be summed up in four major types of public policy: Free trade, Deregulation Fiscal austerity Privatization John Deweys Theory of Education Warde (1960) explains this theory; unifying principles of democracy and education will create an American society depicting creative and well-adjusted youth. The three steps are: Free availability of kindergarten to college Children would carry on the educational process, aided and guided by the teacher They would be trained to behave cooperatively, sharing with and caring for one another image. Warde (1960) stated that by following this theory the opposition between the old education and the new conditions of life would be overcome. The progressive influences radiating from the schools would stimulate and fortify the building of a democratic order of free and equal citizens. Since the 1980s the impact of neoliberal and neoconservative ideas on education in the UK and USA has been dramatic. In the UK, protagonists argued that education had been going in the wrong direction and attacked ideological attack resulting in quality of primary education in England. From the 1950s to the early 1980s those teachers were respected due to their professionalism and because they engaged in a variety of national curriculum projects. During this period schools had both greater autonomy and greater local support than thereafter (Hicks, 2004). Hicks (2004) state that money spent on education is seen as a waste of time unless it helps the country compete efficiently and effectively in the international market. The metaphors applied to education became those of the market place: parents as consumers, business as the model for education, internal and external competition in schools to bring out what is the best in both pupils and schools. Neoconservative Neoconservative is a conservative who advocates the assertive promotion of democracy and United States national interest in international affairs including through military means. Neoconservatives are not really conservative and neoliberals are not really liberal. So a person can be both at the same time. Neoconservative policies with respect to education will include; common curriculum, accountability of teachers, responsibility of teachers for education and central control over education (Apple Swalwell, 2011). Waiting for Superman According to Apple Swalwell (2011),Waiting for Superman explores the tragic way of failure of American education system. It is incorporated by neoliberal idea, shows that America had the best public education system dominating internationally. Regardless of systemic and structural social inequities that powerfully shape the lives of the children and their caregivers, the film portrays them all as equally tragic. These are children who want desperately to succeed but who are likely to be crushed by bureaucracies, bad teachers, and unions unless charters with dynamic leaders can save them. Apple Swalwell (2011) blame the teachers Union for lagging education because they themselves are unionized and bad teachers are protected by them at the expense of students. By blaming these unions, oppression of children, racial and social issues are not addressed. It also fails to address the impact of No Child Left Behind and other policies that cut off school funding. This also does not discuss curriculum change towards test preparation, mechanized teaching, and further marginalized children who are predicted to drag down test scores As the documentary points out only one in five charter schools perform better than regular school, the ultimate solution for the students, teachers and parents. Rather, the solution is not to put all children in charter schools, but rather to make all schools more like the charters. That would entail discipline, high expectations for all students, longer school days, and more flexibility to hire (and reward) good teachers and get rid of bad ones. Conclusion Finlands teachers are also fully unionized, teaching there is in a homogeneous and wealthy nation. Their educational system has access to social support system. There are many factors that are to be considered in adapting educational models. The web woven between charter schools, neoliberal venture capitalists, and neoconservative think tanks forms powerful, interconnected force intending to influence votes on policies supporting charter schools and even running candidates. These promoters include most prominent educational leaders and policy makers. Research needs to be done in order to expose this political effect and attempt to protect public institutions. Our schools, teachers and students deserve better. Therefore they need to work together along with the help of state to run a progressing educational system. Competition is the basis of improvement. Therefore, the educational methods have to be competitive with global market. Finland succeeds due to the huge safety net for citizens, whereas everywhere else cutting edges are common. Segregation, property-tax based funding formulas, centralized textbook production, lack of local autonomy and shared governance, de-professionalization, inadequate special education supports, differential discipline patterns, and other such matters need to be addressed in order to improve educational system. However, the need to adapt according to the changing technology and laws is necessary.

Sears Essentials :: essays research papers

I.  Ã‚  Ã‚  Ã‚  Ã‚  Introduction a.  Ã‚  Ã‚  Ã‚  Ã‚  Sears Essenials – A new type of store from Sears. b.  Ã‚  Ã‚  Ã‚  Ã‚  Cover who they are, what has been done, when new stores open and what stores are open now, locations, and the aim of these new stores. II.  Ã‚  Ã‚  Ã‚  Ã‚  Who a.  Ã‚  Ã‚  Ã‚  Ã‚  Sears Essentials is a new store format that opened after the merger with K-Mart b.  Ã‚  Ã‚  Ã‚  Ã‚  Sears Essentials was originally planned as stores in areas where there was no competition, but may be expanding into areas with high levels of competition III.  Ã‚  Ã‚  Ã‚  Ã‚  What a.  Ã‚  Ã‚  Ã‚  Ã‚  These stores are a combination of: i.  Ã‚  Ã‚  Ã‚  Ã‚  Pantry items ii.  Ã‚  Ã‚  Ã‚  Ã‚  Apparel iii.  Ã‚  Ã‚  Ã‚  Ã‚  Tools iv.  Ã‚  Ã‚  Ã‚  Ã‚  House Wares v.  Ã‚  Ã‚  Ã‚  Ã‚  Sporting Goods vi.  Ã‚  Ã‚  Ã‚  Ã‚  Toys vii.  Ã‚  Ã‚  Ã‚  Ã‚  Lawn & Garden viii.  Ã‚  Ã‚  Ã‚  Ã‚  Appliances ix.  Ã‚  Ã‚  Ã‚  Ã‚  Media x.  Ã‚  Ã‚  Ã‚  Ã‚  Electronics xi.  Ã‚  Ã‚  Ã‚  Ã‚  Optometry, Pharmacy, Auto Repair b.  Ã‚  Ã‚  Ã‚  Ã‚  Originally planned to have 25 stores opening, but will be expanding into 47 by the end of the calendar year. c.  Ã‚  Ã‚  Ã‚  Ã‚  Aimed to compete with Target and Wal-Mart d.  Ã‚  Ã‚  Ã‚  Ã‚  Provides many items at a lower price than is available in the Sears Grand locations e.  Ã‚  Ã‚  Ã‚  Ã‚  Off-Mall locations designed to get into areas that are not generally near a mall f.  Ã‚  Ã‚  Ã‚  Ã‚  Combines the Sears name with the single-floor, clean and bright layout of K-mart. IV.  Ã‚  Ã‚  Ã‚  Ã‚  When a.  Ã‚  Ã‚  Ã‚  Ã‚  Store openings have already begun. With over 26 open stores, 12 more opening in August, and 9 more scheduled to open in October, this is a quickly growing chain. b.  Ã‚  Ã‚  Ã‚  Ã‚  In the Florida areas, there are 3 stores opening in August and 1 in October i.  Ã‚  Ã‚  Ã‚  Ã‚  Clearwater (Open) ii.  Ã‚  Ã‚  Ã‚  Ã‚  West Palm Beach (Open) iii.  Ã‚  Ã‚  Ã‚  Ã‚  Deland (Open) iv.  Ã‚  Ã‚  Ã‚  Ã‚  Cape Coral (Opens in October) V.  Ã‚  Ã‚  Ã‚  Ã‚  Where a.  Ã‚  Ã‚  Ã‚  Ã‚  3020 Se Federal Hwy, Stuart, FL 34997 b.  Ã‚  Ã‚  Ã‚  Ã‚  1363 NW St Lucie W B, Port St. Lucie, FL 34986 c.  Ã‚  Ã‚  Ã‚  Ã‚  101 E International Speedway Blvd, Deland, FL 32724 d.  Ã‚  Ã‚  Ã‚  Ã‚  2130 Gulf to Bay Blvd., Clearwater, FL 33765 e.  Ã‚  Ã‚  Ã‚  Ã‚  4717 S. Florida Avenue, Lakeland, FL 33813 f.  Ã‚  Ã‚  Ã‚  Ã‚  2310 Del Prado Blvd South, Cape Coral, FL 33990 (Opening Late October) g.  Ã‚  Ã‚  Ã‚  Ã‚  5750 NW 183rd St, Hialeah, FL 33015 h.  Ã‚  Ã‚  Ã‚  Ã‚  15201 N Cleveland, Suite 1500, North Fort Myers, FL 33903 i.  Ã‚  Ã‚  Ã‚  Ã‚  4560 Forest Hill Blvd, West Palm Beach, FL 33415 j.  Ã‚  Ã‚  Ã‚  Ã‚  9500 9th St N, St. Petersburg, FL 33702 VI.  Ã‚  Ã‚  Ã‚  Ã‚  Why a.  Ã‚  Ã‚  Ã‚  Ã‚  Sears and Kmart have both been losing market shares and in several years will go away without changes to their structures. b.  Ã‚  Ã‚  Ã‚  Ã‚  Sears Essentials, as a combination of Sears and Kmart, offers an opportunity for them to compete on the level of Walmart and Target.

The True Hero in the Merchant of Venice

The Merchant of Venice is a play by William Shakespeare set in 16th Century, Venice. This is a play about a Merchant, Antonio, who borrows money from a Jewish money lender, Shylock. Antonio is borrowing the money for his friend, Bassanio. Antonio wishes to give the money to Bassanio so he can attempt to win the hand of Portia, a wealthy lady. When Antonio finds himself unable to repay his debt, his life is at stake and the drama unfolds. 16th Century Venice was not like the world we live in today. Although it was a very successful city, life for most people was hard.It was a judgemental Christian city where slavery and arranged marriage were commonplace. Shakespeare uses this environment to bring out the worst in his characters. We see greed, prejudice and revenge as each character fights for what they believe to be correct. In these surroundings it is not difficult to find a villain but it is difficult to find a hero. So who is the true hero in the Merchant of Venice? Antonio is one of the main characters; he is the Merchant of Venice.He is wealthy, well known and a loyal friend to Bassanio. However he has hatred towards Jews. Some may consider Antonio to be the hero, for borrowing three thousand ducats for his dear friend Bassanio but some may consider him as a villain due to his prejudice towards the Jewish money lender, Shylock. When he is unable to pay his debt and his life is about to be taken he still holds the values of friendship higher than his own life:â€Å"And he repents not that he pays your debt, /For if the Jew do cut but deep enough /I’ll pay it instantly with all my heart† (Merchant of Venice, Act 4, Sc. 1, 277-279).But I do not think Antonio can be considered a hero because although he was honourable to his friend and to Venice, his treatment of Shylock was unforgivable. Even when asking for the loan he admits his prejudice towards Shylock because he was a Jew: â€Å"I am as like to call on thee so again, /To spit on thee again , to spurn on thee too.† (Merchant of Venice, Act 1, Sc. 3, 125-126)And although he spared Shylocks life and left him half of his fortune, his terms were very cruel:â€Å"He presently become a Christian; The other, that he do record a gift, Here in the court, of all he dies possess’d Unto his son Lorenzo and his daughter.†(Merchant of Venice, Act 4, Sc. 1, 385-388).Bassanio didn’t have to make Shylock a Christian; he could have just let him go. This cruel term overshadows all the good things that he’s done for others so that’s why I think Bassanio is a villain. Shylock is also a big part of the play. He has the potential to be a hero because he’s a hard working honest man, true to Judaism and endures prejudice in his everyday life: â€Å"You call me misbeliever, cut-throat dog, /And spit upon my Jewish gaberdine† (Merchant of Venice, Act 1, Sc. 3, 107-108).His daughter, Jessica, runs away from him to be with her Christian lover, Lorenzo. She also converts to Christianity and steals all his riches. At this point the reader feels sorry for Shylock but when he finds himself in the position of power, he turns out to be as cruel as everyone else: â€Å"I’ll have no speaking, I will have my bond† (Merchant of Venice, Act 3, Sc. 3, 17).His attitude doesn’t change when he goes to court and by this stage the reader has no sympathy for him so Shylock is definitely not a heroic or likeable character. Portia is one of the only three main female characters in the play. She is loyal to her late father, intelligent, witty and mischievous. Will she be a hero or a villain? Portia seems a victim at first; how she’s forced into a marriage and doesn’t have a choice.However when Bassanio, the man she’s loved from first sight, picks the right casket she seems content and she tells him that he is her â€Å"king† – (Merchant of Venice, Act 3, Sc. 2, 165). When Bassanioâ€⠄¢s dear friend, Antonio, is in trouble and needs three thousand ducats, Portia shows her kindness and love for Bassanio by offering to pay even more:â€Å"Pay his six thousand, and deface the bond. Double six thousand, and then treble that, Before a friend of this description Shall lose a hair through Bassanio’s fault.†(Merchant of Venice, Act 3, Sc. 2, 297-300)Her greatest act is saving the life of Antonio. It is easy for a rich person to pay a bond but Portia makes a greater sacrifice by disguising herself as a male doctor of law and facing the courtroom. When she cannot persuade Shylock to change his mind, she says that he is quite entitled under the law to cut off a pound of Antonio’s flesh.However she outwits him by failing to mention that he cannot legally draw blood and therefore can in fact not take the flesh he so desires. I think this shows that Portia is very heroic and witty. In my opinion I think that the true hero in the Merchant of Venice is Port ia. I think this because she is kind, generous, helps other’s, and saved someone’s live. This makes her stand out as a heroic character above all the others.

Compare and contrast how realism through television influences the audience The WritePass Journal

Compare and contrast how realism through television influences the audience Introduction Compare and contrast how realism through television influences the audience IntroductionReferencesRelated Introduction The analysis which will follow will look at the British television drama, in particular looking at the different codes of realism and how it uses different techniques to draw upon this. The comparing and contrasting of how realism through television influences the audience will also be discussed. In addition to this, a brief overview of the analysis will be discussed using the examples; Coronation Street (1960) and Shameless (2004), considering the class and gender issues thoroughly.â€Å"for, in my view, television is from its very nature, more suitable for the dissemination of all kinds of information than for entertainment as such, since it can scarcely be expected to complete successfully with films in that respect. Nevertheless, the lighter forms of entertainment will certainly have their place.†(Gerald Cock, 1936, pg. 7) The view of television that emerges from Cock (1936) shows the assumptions that have been made in the early decades about the function of television. When television is first apparent, what is noticed the most is the assertion of immediacy; being a continuing theory appearing throughout the analysis of television. According to Cock (1936), the effect that this theory has is one of the factors that gives British television drama its iconic form; individualising this genre of television from cinema and the drama programmes that were scheduled in the United States of America. One factor of realism to consider is social realism. This is the struggle of socialism, influenced by the level of social development surrounding the subject in hand. This is in comparison to critical realism. According to Lukcs (1963), social realism differs from critical realism. Socialist society is seen as an independent one, not simply there to be as a support for capitalist society. An example that effectively shows realism through television drama is Shameless (2004). This hybrid television programme has aspects of a soap drama; in the mixture of social realism that is consistently displayed throughout the different storylines. This popular television programme is surrounding family life and the dramas which occur on a day-to-day life, within challenging conditions. The drama is set in the outer suburbs of Manchester on a disadvantaged estate; showing real situations through a fictional narrative, in a comedic way. In terms of the drama, Nelson (2007) suggests that Shameless (2004) resembles a sitcom type television programme to a serial drama. This can be apparent through many continuing narratives throughout the programme. An example of this can be that all of the episodes throughout the series begin in the exact same way by hearing Frank Gallagher’s voice-over that introduces his family and their life on Chatsworth Estate; the sense of a sitcom being that Frank never changes throughout. This factor brings comedy to the television programme as it carries a significant comic irony, as the name of the estate is the same as the stately home of that name. This portrays to the audience that Frank Gallagher is one of the main protagonists in Shameless (2004).   Ã‚  Ã‚   When referring back to realism throughout television, Shameless (2004) has many issues that are addressed through the narrative. One of the ways this television programme is effective in portraying realism is that the writer, Paul Abbott draws upon his own experiences of growing up in a chaotic household; giving the material and narratives written a huge sense of realism. This is also because Abbott writes from an insider on the social experiences, rather than an observer looking on from the outside. â€Å"The deserting parents, the teenage pregnancies, the lack of legitimate income, the criminal sentencesChaos became the norm and our threshold for tolerating up-heaval was tested to the nth degreeBits of that life were unmissable.† (Paul Abbott, channel4.com/programmes/shameless, 2005) A code is a sign or signal which gives a sense of meaning to communication. According to Bernadette Casey (2008), the codes that are made up are used as a set of rules, according to the context and the culture it is within. Examples of codes that everyone can relate to can be simple codes like traffic lights on the roads to more complex codes like different languages from around the world. Within television studies, the term ‘code’ means to seek ‘unexplored audio-visual systems which have the capacity to construct and organise meaning in media texts’ (Casey, 2008, pg. 38). John Fiske (1987) also attempts to discuss media and television codes, beginning to argue that reality is already encoded culturally; therefore aspects like dress and behaviour are influenced by culture. He also states that technical codes influence that camera to manipulate how different characters on camera are represented to the audience. The concept of representation is closely influenced by the aspect of reality when linked to television. Richard Dyer (1985) outlined an approach on representation. When the audience watch a television programme, they become absorbed in the context of the narrative. For example: a character’s role or position on the camera. He also argues that in order for the audience to engage their interest in a particular television programme, then the media representations of that programme must provide some sort of pleasure from it. However, a criticism to this argument is that the assumption is made that the audience watching shares the enjoyment equally, which is not always accurately the case. Many social differences shown on television make certain that each viewer will experience a different level of pleasure. Some of these social differences that influence viewer’s pleasure levels are ethnicity, class, gender, age and sexual orientation. This therefore links onto one social a spect of television that is being discussed, with the support of examples. Class can be understood through television in two ways; first by analysing the history of the concept and the theories that surrounds it and secondly, the way in which the different classes have been represented throughout television. According to Karl Marx (1983), the term ‘class’ has a number of complex meanings; referring first and foremost to economic and social position, and the power and status that is gained as a result from this. He also argued that society is split into two large sections; those who own the means of production (capitalists) and those who work for the production (proletariats). With Marx’s theory in support, the ‘base/superstructure’ model was invented, resting on the ideas that the class structure or economy (the base) determined all other aspects of what we may call culture (the superstructure). Even though Karl Marx’s research was before the time of television, more recent researchers link Marx’s theories to m ore recent television theories relating to class structures. When audiences are offered television, it is linked to supporting capitalism and ruling-class ideology. For example: most news channels on television focus on subjects surrounding international finance, world markets and domestic industrial conflict. This therefore showing a more upper-class agenda. The notion of economic class has been made additional to the ideas surrounding social class; being used as a significant way in enhancing market research tasks for advertising purposes and throughout television industries. This is to determine and profile specific audiences. Social class groups are based on lifestyle choices, spending power and income. In the United States of America, class went through a transition of being unaware for audiences within television. This was partly influenced by the anti-communist fever of the Cold War period. This according to Casey (2008) marginalised class. Wilson (1980) also supported this n otion by stating that the absence of working-class characters on television had received less attention than other issues portrayed on television programmes. Some of these include: gender and race. There is some previous research that supports the class representation throughout television programmes. Butsch (1995) conducted a survey of prime-time television in the United States of America. The findings were that over four decades analysed, there was a consistent under-representation of working-class occupations and an over-representation on more highly professional and managerial occupations. This shows that audiences prefer wealth and glamour, and that lower-class representations have a negative connotation on television programmes. One example that will be used to analyse the way the representation of class is highlighted throughout is the British television drama Shameless (2004). This popular television programme, as explained above is surrounding family life and the dramas which occur on a day-to-day life, within challenging conditions. The drama is set in the outer suburbs of Manchester on a disadvantaged estate; showing real situations through a fictional narrative, in a comedic way. The television drama is seen as somewhat of a tradition, as the writer Paul Abbott aimed to expose the more disadvantaged estates in contemporary Britain; succeeding extremely well, with the audience often laughing rather than being sympathetic or feeling concerned for the different characters within Shameless (2004). However, for some viewers watching the working-class origins, they feel some discomfort as they feel that they are being made to laugh at their own life. This is because they think that there is a increasing leve l of social realism throughout as there is a sense of mockery in the social problems of challenging circumstances in the narrative that are raised. â€Å"traditional social realism takes the colour out of working-class life, Abbott restores it in a new hybrid of stylesquestioning whether the hybridisation and upbeat treatment typical of contemporary television dilutes any potential political impact. Patently, the anarchic comedy of Shameless differs from the ‘serious’ docu-drama treatments of earlier examples of social issues television.† (Nelson, 2007, pg. 50)   Another example that successfully displays the issues of class and social differences is the iconic British soap opera; Coronation Street (1960). With the support of Geraghty (1991), this soap opera concentrates on the workings of this are the accents of the different characters changing and becoming less regional and broader. Another example of the social changes that happen throughout the narrative is when the factory got demolished and replaced with houses to accommodate the changes in the narrative and with that, the new characters that may join the soap and the storylines. Characters such as the iconic and well known Ken Barlow, achieving the middle-class role when he aspired to be a student also shows the shift in the class structure as society moved on throughout the different decades. Another code of representation that is often used through narratives of many television programmes is the ideas surrounding gender. Gender is similar to representation, in that there have been many theories and debates surrounding this subject. The terms ‘masculine’ and ‘feminine’ are used on many occasions when referring to cultural and social aspects of gender. This is compared to the terms ‘male’ and ‘female’ being used to describe biological sex. When referring to gender representation within television, scholars state that starting from the 1970’s, gender through television was focused on the representation of femininity. This was through audiences seeing images of female characters or feminine personalities in either fictional programmes or news programmes. However, there are some researchers that argue against the above statement; stating that gender is not defined through characters and television personalities alone. According to Allen and Hill (2004), in order for gender to be analysed successfully throughout television, it needs to be considered through all genres. Some examples that are mentioned are talk shows, melodramas and soap operas. This links onto the example soap opera that is being analysed for using gender issues consistently throughout the narratives; Coronation Street (1960). One of the most famous, yet controversial storylines that was to be shown in this soap during the late 1990’s is the Hayley storyline of being a transsexual; questioning her sexuality and indeed her gender, where the progression in the storyline sees Hayley fulfil her dream at having a sex-change operation and gender readjustment. Granada successfully portrayed this sensitive subject as they allowed the audience to get to know the character Hayley before allowing the storyline to progress. This was seen as being a controversial storyline of its time as it was before the watershed, therefore setting itself up for audience complaints. However, they shown this story by representing a man who has gender corrective surgery to become a woman, by the character being actually played by a woman; adding a sense of realism to the narrative. By introducing the character of Hayley first for the audience to get to know and recognise, they reached a happy ending with the audience by experien cing the gender change with Hayley. What we can therefore conclude from the analysis that has been made is that throughout the television drama history, there has been many issues that are consistently highlighted throughout different narratives of the different television programmes, that television audiences can relate to; therefore making some television aspects more popular than others. This has been successfully portrayed through the representing codes of gender and class and how through different storylines and characters, can sustain realism; being the popularity aspect that allows the audience watching to relate to what is being shown. As well as previous literature being compared and contrasted for support, the uses of examples such as television drama Shameless (2004) and the iconic British soap opera Coronation Street (1960) shows just how these codes of representation are used throughout, being a successful technique in ensuring their popularity amongst audiences is kept to a consistently high standard thro ughout each episode and each series. Word count: 2,539 References Allen, R. and Hill, A. (Eds) The Television Studies Reader. (London: Routledge, 2004). Bignell, J. and Lacey, S. (Eds) Popular Television Drama: Critical Perspectives. (Manchester: Manchester University Press, 2005). Bignell, J. and Lacey, S. and Macmurraugh-Kavanagh, M. (Eds) British Television Drama: Past, Present and Future. (New York: Palgrave Publishers, 2000). Caughie, J. (Ed) Television Drama: Realism, Modernism, and British Culture. (Oxford: Oxford University Press, 2000). Casey, B. and Calvert, B. (Eds) Television Studies: The Key Concepts. (Oxon: Routledge, 2008). Corner, J. (Ed) Popular Television In Britain. (London: British Film Institute, 1991). Geraghty, C. (Ed) Women and Soap Opera: A Study of Prime Time Soaps. (Oxford: Basil Blackwell Ltd, 1991). Hobson, D. (Ed) Soap Opera. (Oxford: Blackwell Publishing Ltd, 2003). Levine, G. (Ed) Realism and Representation: Essays on the Problem of Realism in Relation to Science, Literature, and Culture. (London: The University of Wisconsin Press, 1993). Lukcs, G. (Ed) The Meaning of Contemporary Realism. (Great Britain: Whitstable Litho Ltd, 1963). Munt, S. (Ed) Queer Attachments: The Cultural Politics of Shame. (Hampshire: Ashgate Publishing Limited, 2007). Nelson, R. (Ed) State Of Play: Contemporary â€Å"High-End† TV Drama. (Manchester: Manchester University Press, 2007). Coronation Street. 1960 [DVD] United Kingdom: ITV. Shameless. 2004 [DVD] United Kingdom: Channel 4.   Websites CHANNEL 4. (2011) Shameless (2004) [online]. (no date) [cited on 10th May 2011] channel4.com/programmes/shameless