Curriculum Development

Curriculum Development Unit 6 Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum is actually a Latin word for ‘racecourse. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. Most of the time curriculum is based on the organisational needs of learning and objectives, for example, their curriculum. Approval from external agencies, for example, awarding bodies give approval for the qualification to be delivered. The awarding bodies supply the syllabus or guidance which gives the teacher the information and framework for delivery and assessment of the subject matter. External agencies may provide funding in some cases and in this instance the course will only be provided once the funding has been attained. Within the training in-house sector of teaching, it is normally the business and individual needs that sets the benchmark for the requirement of bespoke training courses. In house training/teaching cater for the needs of the staff and in the majority a lot of the courses attained by the learners do not lead to formal qualifications. In all of the above instances the organisation will supply the syllabus or course content to shape the curriculum. If the syllabus or course content is not available the teacher will have to develop their own based around the subject that has to be delivered. The aim of the teachers is to identify the learning needs, styles and the potential of the learners, this needs to be achieved at the prior to the start of the students learning. As an example of this a schools curriculum comprises both statutory elements (including the National Curriculum, religious education and careers educations) and non statutory elements (priorities defined by the school). An area where there will be a significance of equality and diversity in the design of the curriculum would be children with multi-sensory impairments. One of the fundamental principles of the code of practice is that all children, including those with special educational needs should be offered full access to a broad, balanced and relevant education. This is what the national curriculum was designed to provide. Some children who are multi-sensory-impaired will follow the National Curriculum, usually with additional support. Others will follow a modified form of it. Still others will follow more specialised developmental curricula which will include teaching a child things that non-disabled children already know by the time they start school. Even children who follow the same curriculum as non-disabled peers, however, will usually need additional elements because of their sensory impairment. These may relate to: * mobility skills, communication, sensory development or other aspects specifically affected by deaf blindness * therapy needs for example, physiotherapy * concepts usually learned incidentally for example, the interpersonal and independence skills used at break or meal times All teachers modify the curriculum in order to meet the range of learning needs in their class. Children who are multi-sensory-impaired are likely to need the curriculum modified on an individual basis, because each childs combination of hearing impairment, visual impairment, other disabilities and learning characteristics will be different. There are many models which affect the delivery of curriculum, way in which a teacher must attain the end result, should and could deliver to the learners. For example, the product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural objectives model. An example could be of a first aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass. Training in the workplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are that there is normally a general statement of intent and this is hopefully ensuring avoidance of vagueness. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) stated that there is a guideline for curriculum development that the interacting influences of organized scholarship, the learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives? 2. Which learning experiences meet these aims and objectives 3. How can these learning experiences be organised into a curriculum programme? 4. How can this programme be evaluated? The Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained. The focus should be related to previous learning and experiences and after analyse the factors how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will profoundly affect a students life. It is providing the foundations, the aspects of knowledge and social experiences are needed to improve learners futures. An example could be of training, the different settings and mutli-cultural workforce will have a variation on the curriculum. The curriculum will need to be designed in partnership with the employers, so a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learners attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler theory in practice is the most fool proof design of curriculum. The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative, the findings should be summarised and should formulate part of the curriculum development documentation, which is practice is fantastic if you have the relevant information prior to course delivery. The world of training can be ad-hoc and trainers are not always privy to this information. However, the behavioural model approach has received criticism. One of the arguments against the behavioural model is that the ‘affective domain cannot be considered adequately in terms of specific behaviours. The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, thus it cannot be assessed adequately and the behaviour model will discourage ‘creativity on the part of both learner and teacher. In the 1980s behaviourism was superseded by the humanistic approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teachers activities, the conditions in which the learning takes place and the learner activities. An example could include when a person pays for their course of study. The learner would be getting the benefit of what ‘must and ‘should be covered as well as ‘what could be delivered. Stenhouse (1975) quoted the English dictionary when defining curriculum as ‘a course; especially a regular course of study as at school or university. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. The sets what exactly as teachers in advance what learning is going to be planned, achieved and what goals should be produced to the subjected being taught. Stenhouse challenged the view that teachers need to be objective in their view of curriculum, realistic even, to ensure that there is a balance between the ‘intentions and realities that the curriculum design will get the best outcomes for their students. He draws comparisons the process of curriculum as to a recipe in cookery, the recipe is followed and the result would be a dish. In theory this can be a tried and tested, for example, how to you know if the curriculum design has achieved all the education goals until the there is a evaluation at the end of the course? How many pass grades and how many failures. Like making a cake it doesnt always rise the way youd wished it to. Often when baking the ingredients need to be adjusted or the timings. In 2001, DDA (Disability Discrimination Act). was introduced, fortunately this means that teaching must always be inclusive, counting for the needs all of learners The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of opportunity and provision means giving every student the same learning environment, and is an important element of schooling. Equality and diversity means giving students what is necessary to extend them to their full potential. Some may need additional tuition to bring them to the standard of the rest of the group, while others may need additional tuition to take them beyond the group because they are capable of further development and learning. It is imperative to ensure that all students are able to access the curriculum it is important to consider the curriculum content, as well as the teaching and learning practices used within a design. With regards to design of curriculum we have to attain why and what. The educational ideology such as the fundamental values, beliefs and assumptions this is extremely prevalent in the world of care, the format is normally set out by the governing bodies such as the Commission of Social Care Inspection. Normally the needs that the course must met are the needs set out by the governing body to attain the best level of care for Service Users. For the main part with training, cost analysis plays heavy, is the course a requirement under the recommendations that have been implemented by the governing body? Learners in this social care field are normally trying to achieve and meet performance criteria, the learning outcomes are normally behavioural as the learning is skill based. However the curriculum is not considered a complete entity and does not provide every opportunity relevant to qualifying as a health care worker. Ongoing learning will provide opportunities to evidence knowledge, skills, experience, values and ethics. Some of the methods used to deliver the curriculum are essential; others that are not are open to negotiation. A diversity of methods of learning is useful to meet the different learning styles of students. The main objective must be continuity for the learners and teachers alike. Coordinated Curriculum is very much relevant in the Social Care Sector. Coordinated curriculum is the method of linking different subjects/contents together. It establishes the links between the subjects for example in Social Care it would link the psychology, sociology, biology and prac tice together. Coordinated curriculum means that there is a greater emphasis on the total context in which teaching and learning take place. Realistically in Social Sector teachers/trainers will be using both product and process models. The process objective happens when you cant tell in advance will exactly the student will learn advance, health and social can unmanageable in the fact that you are dealing with human beings (patients/service users) and they dont always follow the curriculum recipe. Therefore, evaluation will be invaluable in ascertaining if effective learning has taken place. This should help identify any problems within the curriculum design, reflection on the needs of the organisation, the syllabus and learners. Evaluation is should be the process through which teachers judge the quality of their work, their own work and their students. Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while its ongoing. Traditionally, teachers have emphasized summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. A teachers skill in the classroom assessment is essential to the goal of student success. In evaluating the curriculum can only lead to a teachers continuing professional development in the Life long learning sector. If the evaluation and assessment of curriculum is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolbs Learning Cycle, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge. In turn, knowledge creates a foundation and opportunity for learning. In Kolbs four-staged cycle, the individual reflects on experience and draws on conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development and therefore assist with the future of improving practice in inclusive curriculum design. After reading and studying the different models of curriculum, one can draw comparisons from the Ralph Tylers Basic Principles of Curriculum Instruction (1949). As a trainer clear definitive learning objectives are set out by the customer, the learning will hopefully be a useful experience to the candidate and will have a cumulative effect. Tylers model applies the importance of evaluating the curriculum and revising any aspects that do not prove to be effective. Thus the importance of continuing professional development, evaluation, assessment and reflection play heavy in the product model of curriculum. The other model used in training would be the process model by Laurence Stenhouse An introduction to Curriculum research and development (1975). Teachers or trainer have to have a high level of professionalism and competence in their specialist subject area. The content is defined in cognitive terms; the process is that the learner needs to go through to learn. As mentioned earlier in the assignment, Stenhouse draws comparison to making a cake and with the social care sector the same methodology can be used. If a candidate/learner has been taught to use a hoist but then drops the patient then this would question the realities and intentions of the curriculum. In conclusion, it is important that the teacher is always involved at all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. Any curricula should ensure that schools/higher education programs must be delivered in the most effective and up to date manner as possible. In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishments or programmes. Curriculum should also provide a tool for examining the quality and completeness of the curriculums components for, example, instructional principles, functional knowledge, self-perceptions, attitudes, skills, and duration. Through constant analysis it will help t o determine the degree of fidelity between the curriculum and its application in the classroom; and assess the impact of the curriculum on students knowledge, attitudes, and behaviour. As David Ausubel (1969) suggested the learning process should be approached like a mental journey! Geoff Petty quotes ‘ We should seek a win-win curriculum that puts the needs of individuals on equal terms with economic and other factors. The quote really say it all as we are purely developing curriculum with the main objective of imparting knowledge and skills on the learners of the future which will hopefully have a positive effect on the economy in the 21st century. Bibliography Gray D, Griffin C and Nasta T (2005) Training to Teach in Further and Adult Education. Cheltenham, UK. Nelson Thornes Ltd. Armitage, A et al (2007) Teaching and Training in Post-Compulsory Education, Maidenhead, Open University Press Reece, I Walker, S., (2005) Teaching, Training Learning: a practical guide. (5th Edition). Sunderland: Business Education Publishers Walkin, L (1990) Teaching and Learning in Further Education, Cheltenham, Stanley Morris Internet National Curriculum http://curriculum.qca.org.uk/ Accessed on 21st February 2009 Qualifications and Curriculum Authority http://www.qca.org.uk/ Accessed on 25th February 2009

CELTA written Assignment 3: Language Skills Related Task Essay

Section 1: chosen text For this assignment I have a chosen a text which is an interview with celebrity chef Jamie Oliver, called ‘Interview with Jamie Oliver: I’m a big fan of chillies’, by Nandy Priyadarshini, published on DNA India website (http://www.dnaindia.com/lifestyle/report-interview-with-jamie-oliver-im-a-big-fan-of-chillies-1897063). The level of students for which the article and tasks are intended is intermediate. I think students will be interested in reading an interview with Jamie Oliver because food tends to be a universal topic that everyone can relate to. Despite the fact that different nationalities and cultures have different cuisines, overall, people all around the world love food and enjoy talking about it. Jamie Oliver is one of Britain’s celebrity chefs and what makes him stand out is his outspoken, passionate and no-nonsense philosophy about cooking that people find appealing. He is seen on many TV shows and his books have made him a familiar face all over the world, so there is a good chance the students, who have different nationalities, have heard of Jamie Oliver. Additionally, a healthy lifestyle has become a very current topic which is why this article is interesting and relevant material, suitable for reading activities. The text has a good length, around 1 A4. Too long a text will require too much from the students, too short a text and the students aren’t challenged enough. Section 2: Lead-in In order to raise students’ awareness, I would consider showing them some realia in the classroom, for example a frying pan and ask the students WHOSE name comes to mind when they see it. Perhaps they can come up with some names of famous cooks. Then show a book by Jamie Oliver and elicit his name. I would ask the students what they know about him, whether they have ever seen his shows, if they have ever tried his recipes, if they like cooking in general. If so why, or why not. â€Å"If we can get the students engaged in the task there is a much better chance they will read (or listen) with commitment and concentration, whether or not they were interested in the topic to start with† says Jeremy Harmer in ‘The practice of English Language  Teaching, 3rd edition, 2001, page 206. By allowing the students to work in pairs, they get the chance to practise their speaking skills a little bit. Section 3: Initial receptive skills task On a hand-out, students would be given the interview text and my initial receptive skills task would be to ask the students to come up with a different title for the text. The original title is of the text is: ‘I’m a big fan of chillies’. Jamie Oliver does mention chillies in the interview but talks about many other things. In order for the students to find another title, they would have to read the entire interview and to get a general understanding of the article. Purpose of this task is to practise reading for gist. Students will probably not understand all the vocabulary but they will hopefully get a feel for the passion Jamie Oliver feels towards food and cooking, and how he wants to accomplish his mission(s). The article contains quite a bit of vocabulary that the students may be unfamiliar with. Examples are: in fashion, chat, have it rough, merchandise, noble, knowledge, affordable, treat, do justice, prepare, tastier, chopping board, equipment, sink, rubbish, fortune, contributions, inspired, accessible, watchable, consider, transform, bland, excitement, sneak, flavour, versatile. The students, however, are asked to skim the text, as explained by Jeremy Harmer in ‘The practice of English Language Teaching 3rd edition, 2001, page 202: â€Å"the reader has made a choice not to attend to every detail but to use their processing powers to get more of a top-down view of what is going on†. I would refrain from pre-teaching vocabulary at this stage because â€Å"if we want to give students practice in what it is like to tackle authentic reading and listening texts for general understanding, then getting past words they do not understand is one of the skills they need to develop. By giving them some or all of those words, we deny them that chance† stated Jeremy Harmer in ‘The practice of English Language Teaching 3rd edition, 2001, page 203. After the students have invented a new title, I would ask them to discuss their ideas with their partners to give them some speaking practice. In the class room session, some suggestions would then be shared with the entire class and the teacher is able to do some error-correction. Section 4: Second receptive skills task The second task is a more difficult one and requires the students to read the text for specific information. The purpose of this task is read for detail and interpret the opinion of the interviewer as well as the person being interviewed. Because the majority of difficult words are in context, students should be able to understand the meaning of them. I could encourage the students to read fast, as mentioned in ‘Learning Teaching’ by Jim Scrivener, 3rd edition, 2011, page 264: â€Å"A good first strategy could be to help them to read fast; not worrying about understanding every word; not, perhaps, even understanding most words, but still achieving a specific and useful goal†. In this task, the students will be given a number of statements – see Appendix – and they will have to indicate whether they are true or false. After this activity, students get the opportunity to check their answers with their partners which will enable to correct their own mistakes before the answers are discussed in class. In the class room feedback session, the really difficult words that students struggled with, can be addressed. I would use realia, pictures and/ or mime to elicit the meaning of vocabulary. For example, show pictures of a chopping board, sink, rubbish, merchandise. To convey the meaning of for example ‘noble’ or ‘have it rough’, I could revert back to the context in the article and use concept checking questions. Section 5: Productive skills follow-up activity As a follow-on task, it might be good idea for the students to practise speaking language related to food and food culture in groups and have a little debate about it. Students should think about what people like to eat in the country where they are from. If there are foods their countries are famous for. For example Spain: tapas; Netherlands: cheese, France: also cheese, bread etc. What would you recommend a visitor to eat in your country and why? Or why not? The students get some freer oral fluency practice related to different food cultures. Afterwards, one person may present some of the group’s findings to the rest of the class. Another follow-on task might involve some writing practice where students, individually, write a paragraph with ‘all your favourite foods in one day’. To start off with, students should describe their ideal breakfast, followed by lunch and  dinner, including drinks. What would the perfect menu look like? This may include foods from the country that they are from or from another country. For example: in the morning, I want to eat bread with cheese and have cup of tea. I would also like to drink a glass of milk or orange juice for breakfast etc. This would enable to students to have controlled written practice in the context of food. Section 6: References Sources: http://www.dnaindia.com/lifestyle/report-interview-with-jamie-oliver-im-a-big-fan-of-chillies-1897063 Learning Teaching, the essential guide to English Language Teaching, 3rd edition 2011 by Jim Scrivener The Practice of English Language Teaching, 3rd edition 2001 by Jeremy Harmer Appendix True/False Statements 1) Jamie Oliver is like all the other cooks on TV because he is just an entertainer cannot really cook (false) 2) In Food Revolution, he is trying to teach people that tasty food does not have to cost much and it can be healthy (true) 3) He also believes that ‘fast food’ is ok and that people can eat it as much as they want (false) 4) Jamie Oliver thinks that if you want to cook a really good meal, it always takes a lot of time in the kitchen (false) 5) Jamie likes to keep his kitchen as clean as possible when he is cooking (true) 6) What Jamie Oliver really likes is to think of new recipes with other chefs (true) 7) He says that the fish from Marrakesh is the best (false) 8) Jamie Oliver hopes that young people stop eating all junk food (false) 9) His mission is to give people new ideas about food and how to cook it (true) 10) He believes that you have to use garlic, lemons and chillies in every meal if you want your food to taste better (false) Wednesday, 2 October 2013 – 4:30pm IST | Agency: dna / Priyadarshini Nandy Interview with Jamie Oliver: I’m a big fan of chillies Celebrity chef Jamie Oliver is always in fashion. With two of his famous television shows currently on Indian television, we decided to have a little chat with him about them. And what he tells us is to love food — from the heart. Celebrity chefs often have it rough. While most of them are heroes on television, in the real culinary world they are sometimes considered to be simply showmen and not real chefs. British chef Jamie Oliver is a bit different though. Yes, he is cute for sure, but the talented chef and restaurateur, who also has a line of television shows to his credit (a few of them are currently airing on Big CBS Love) as well as a line of irresistible merchandise, can sure put together a decent meal. In an interview with After Hrs, he talks about his food mantra†¦ We’d like to start with Food Revolution†¦ The show has been on for a while and you’re trying to do something extremely noble that the world can learn from. Did you achieve what you set out to do? My goals are really to make sure that children and adults around the world are given the knowledge to be able to feed themselves and their families properly — and by that I mean with fresh ingredients, not expensive ingredients. With a bit of knowledge, you can prepare quick, affordable, delicious and nutritious meals and also understand that there’s nothing wrong with things like fast food but only as a treat, not as everyday food. Referring to your 30 Minute Meals show, don’t you think that meals don’t quite do justice to a dish, unless you’re just throwing something together to avoid staying hungry? Cooking doesn’t have to be a slow process – you can make a delicious meal in five minutes if you know what you’re doing. You can even prepare something at home in the morning that you can eat for lunch and you’ll save money and it will probably be tastier than something you buy from a shop. It also depends on what you are cooking. Some dishes are simple and they only take one pot and a chopping board and a knife to put together. Others use more equipment. I find working into an empty sink or dishwasher, and having a bowl for rubbish near you when you prep, really helps minimise the mess. You’ve had the fortune of travelling across the globe. Can you share one or two of your favourite experiences as far as your culinary expeditions are concerned†¦ I’ll always remember my first night in Marrakesh as well as the freshness of the fish in Greece. But I’ll tell you that every few months, I get to work in the kitchens with my chefs from Jamie’s Italian and also an American chef I’m working with called Adam Perry Lang, and the things we come up with are always exciting. What do you think are your major contributions in the world of food? I would like to think that I’ve inspired people all over the world to try new things, to cook a bit better and to be a bit more adventurous with their cooking. I also hope I’ve inspired children to get excited about fresh food. What makes you different from other colleagues that have their own TV shows? I’ve always tried to make my television series interesting and accessible so whether it’s something like Jamie at Home or Jamie’s School Dinners, they’re always very watchable and there’s something in each one that makes the viewer think about food in a new way. What is that one ingredient you consider basic in any kitchen — the one thing that can transform a bland meal into a banquet? I’m a big fan of chillies and so I’d probably choose those – there’s so much you can do with them. They don’t work in every meal, of course, but they can really add excitement to so many things. I know I’m only supposed to choose one ingredient, but if I can sneak two more in, I’d also say lemons and garlic, both add so much flavour and are incredibly versatile.

Essay about The Use of Performance Enhancing Drugs

â€Å"I started taking anabolic steroids in 1969 and never stopped. It was addicting, mentally addicting. Now Im sick, and Im scared. Ninety percent of the athletes I know are on the stuff. Were not born to be 300 lbs or jump 30ft. But all the time I was taking steroids, I knew they were making me play better.† Lyle Alzado, American footballer. This is just one of many athletes who have took performance enhancing drugs in the past and have lived to regret it. Never before has there been so much help for athletes. Today technology, coaches and equipment has never been better. However, cheating within sport has never been such a problem before. Almost one tenth of all athletes have admitted to taking at least one form of performance enhancing†¦show more content†¦The mortality rate for steroid users is 12.9 percent compared to the mortality rate of tobacco smokers which is roughly six million per year. This shows that tobacco is more dangerous and is the cause of more d eaths yet it is legalised. So, making performance enhancing drugs would make little difference as its mortality rate is so low. Athletes already endanger themselves by adjusting diets and going through intense training programmes. This has resulted in professional athletes having a life expectancy of 77.2 years. This is lower than the average persons life expectancy of 83 years old. This shows that athletes are already taking harmful risks. Many people who want performance enhancing drugs legalised argue that sports is not currently based on natural ability. New technology, dieting, sports drinks and equipment is already pushing athletes past their natural ability. Those who can receive the best will receive the best results. For example, during the 2008 Olympics numerous swimmers wore Speedos LZR Racer swimwear. Swimmers wearing this swimwear received 90% of the medals. 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Comparison of Three Views of Sociology Essay - 1322 Words

Each of the three main theorists, Marx, Durkheim, and Weber have significantly different aspects on how society is held together. Some things about their theories are related in few ways. Marx was quoted, â€Å"The origins of change are all materialistic, not based on ideas.† This aspect focuses on how material items are the basis of society. Durkheim focused on the dependence of others to make society work. Weber used the focus of religion affecting all aspects of life. This is known as social cohesion. Marx’s theories became known as â€Å"Marxism.† Marxism is defined by Webster’s Dictionary as â€Å"theories and practices of socialism including the labor theory†¦ dialectical materialism, the class struggle, and the dictatorship of the proletariat†¦show more content†¦Without the materialistic things a society would not be able to function. The society that is created is a capitalistic society. In the capitalistic society as stated before the proletariat, or worker are dependent on the capitalists for an income to survive, which both are dependent on the good being produced to survive. Waiting at the bottom are what Marx referred to as â€Å"a reserve army.† The reserve army is what we would consider today as the unemployed. â€Å"If a worker does not want to do a job at the wage the capitalist offers, someone else in the reserve army of the unemployed will.† (Ritzer) This separation causes the inequality of power and wealth, which then leads to the exploitation of the less powerful and less wealthy. Marx viewed capitalism as a good thing, for the most part. Capitalism is what keeps societies working together to make a whole. Durkheim too thought that societies were held together by the dependence that each person had on others. In the days of old many would bake their own bread, sew their own clothes, as well as grow their own vegetable and raise their own meat as time went on more and more people began to specialize in things that caused them to depend on others that had talents. Today we are even more dependent on others than ever. If our car breaks down, we call a mechanic. We go out to eat more than ever before, and many choose to utilize daycare for their children. Without these people toShow MoreRelatedSociology : A Sociological Perspective896 Words   |  4 PagesUniversity of North Carolina, â€Å"Sociology is the study of human social relationships and institutions† (http://sociology.unc.edu/undergraduate-program/sociology-major/what-is-sociology/). Sociology is science practiced by everyone in the world, whether they realize it or not. It is not only an incredibly important social scien ce but also a beautiful art to study how society works. 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