Les Miserables Essays (1187 words) - English-language Films

Les Miserables Throughout peoples lives they will be influenced due to other people and events. In the book Les Miserables by Victor Hugo, Jean is influenced by three different people. The first influence on Jean was by the bishop. Another influence on Jean was Cosette. A third influence on Jean was Javert. These influences can all be related to influences in my life. The bishop's influence on Jean relates to my life and the way my grandfather has influenced me. The bishop was one of Jeans first and most important influences involving kindness and forgiveness. The first way that the bishop shows kindness to Jean is by inviting him into his home for dinner and a place to sleep, even though he is an ex-convict and no one else would help him. The next and most powerful act of kindness and forgiveness that the bishop shows to Jean is, when he tells the police that the silver which Jean had actually stole was a gift, and that he had forgotten to take his gift of candlesticks. When the bishop says, "Ah there you are! I am glad to see you, but I gave you the candlesticks too, which are also silver and will bring you two hundred francs"(1/24). When the bishop say's this, Jean is filled with surprise and disbelief, and did not know what to do. From that day on Jean would remember the bishop and his kindness towards him, and use this memory to help others w ho where poor. A person in my life who has influenced me in a way that relates to the way that the bishop influenced Jean is my grandfather. One way that my grandfather has influenced me is by buying me a car on my sixteenth birthday even though I hadn't asked him for it. Another way that my grandfather has been an influence in my life is by helping me make important decisions throughout my life. The last and most important influence that my grandfather has had on me is by taking me into his house and raising me like I was his own son, when my dad and mom where still to young to raise a child. These are just a few examples of how my grandfather has influenced my life. The influences in my life with my grandfather are closely related to the way the bishop had influenced Jean's life. Cosette's influence on Jean is directly related to the influence that my mom has on me. Cosette influences Jean in many different ways throughout the book. One way that she influences Jean is by is by showing him that she trusts him by going with him when he comes to the Thenardiers Inn, this showed Jean that he was doing a good thing and that Cosette would trust him. The second way that Cosette influenced Jean was by simply loving him and giving him a different reason to live, since he was now living and doing good for Cosette. The third way that Jean is influenced by Cosette is by making Marius swear not to tell Cosette, so that she wouldn't be torn apart by the bad news. After Jean tells Marius his secrete he says, "if it had not been for wanting to see her, I should not have made this confession; I should merely have gone away"(4/293). By saying this Jean is confessing every thing about his life so that Cosette can be happy wit Marius. These are all ways that Cosette has had an i nfluence on Jean. A person in my life who's influences on me can be related to Cosettes influence on Jean is my mom. One way that my mom has influenced me through my life is by giving me someone to love when I'm mad at my dad or other people in my life. Another way that my mom has influenced me is by helping me through problems that no one else can help me with. The last example of an influence on my life by my mom is by trusting me to places alone or with friends, even though they it could be far away and she won't know where exactly I will be. These are all examples

Free Essays on Kant And Freedom

, we are bound by the moral law. If the answer is yes, the question is, What about free will? Aren’t we free to exercise... Free Essays on Kant And Freedom Free Essays on Kant And Freedom Critically discuss Kant’s understanding of freedom. ‘The concept of freedom is the stone of stumbling for all empiricists, but at the same time the key to the loftiest practical principles for critical moralists, who perceive by its means that they must necessarily proceed by a rational method.’ Kant, Critique of Practical Reason, Preface Immanuel Kant was born in 1724 in Konigsberg, Germany. He is undeniably one of the most influential philosophers in the realm of moral and political thinking. Kant learned his philosophy in the German university system, which was dominated by the thought of Christian Wolff, himself a follower of Leibniz and the empiricism of David Hume. His greatest work ‘‘Critique of Pure Reason†Ã¢â‚¬â„¢ is a synthesis of rationalism and empiricisnm both of which in themselves , he believed , gave a one sided view of knowledge. However, his writings was not on one sided subject, from science to mathematics to philosophy and politics. One of his work ‘Metaphysical Ground†¦Ã¢â‚¬â„¢ Kant claims the commitment of categorical imperative is objective. The idea of freedom is not only demanded by a sense of duty , but it also compatrible with the law of casuality. . Man as a phenomenal being is casually determined, but as a noumenal being he is free. Meaning; man cannot know what his freedom is but he knows that he is free. In ‘Critique of Pure Reason’, Kant advanced his theory on freedom into a level where we should consider ourselves as robots : the law of cause and effect, the law of causation, and the moral law. In fact, the doctrine of determinism. Is it reasonable to believe that our actions are fully determined by the law of cause and effect? and What we experience are not as far as we can know, characteristics of those things as they are in themselves? In other words, we are bound by the moral law. If the answer is yes, the question is, What about free will? Aren’t we free to exercise...

If You Had Taken a Different Path Ice Breaker

If You Had Taken a Different Path Ice Breaker Almost everyone has wished at some point that they had taken a different path in life. We get started in one direction, and before long theres no turning back. Sometimes this isnt that big of a deal, but what a tragedy it is when a life so full of promise gets off track and derails. It can seem like theres no way to change direction. Wouldnt it be wonderful if simply stating the desire for a new path could inspire it to action? Cant hurt to try. Use this easy ice breaker game to find out if your students are in your classroom to find a new direction. Ideal Size Up to 30. Divide larger groups. Use For Introductions in the classroom or at a meeting. Time Needed 30 to 40 minutes, depending on the size of the group. Materials Needed None. Instructions Ask each participant to share their name, a little about the path they chose to take in life, and which path they would choose today if they could do it all over, knowing what they know today. Ask them to add how the different path is related to why they are sitting in your classroom or attending your seminar. Example Hi, my name is Deb. I have been a training manager, performance consultant, editor, and writer. If I could start over and take another path, I would study creative writing more and start my publishing career much earlier. I’m here today because I’d like to include more history in my writing. Debriefing Debrief by asking for reactions to the choices that were shared. Were the changes people would make just slightly different or completely different? Is it too late to change paths? Why or why not? Are people in your classroom today because they’re working toward that change? Use personal examples from the introductions, where appropriate, throughout your class to make the information easier to relate to and apply.

Financial Instruments disclosure Dissertation Example | Topics and Well Written Essays - 12000 words

Financial Instruments disclosure - Dissertation Example Transparency allows the users to view the implication and results of judgments, estimates and decisions undertaken by the management of an organization. Full disclosure of financial instruments refers to the exposure of all the necessary information followed while taking decisions, which would provide the investors with reasonable assurance and belief on the activities performed by the organization. Financial Statements and instruments published and issued by an organization must be comparable both with the industry standards and cross-sectional among firms over a given period of time (Pownall and Schipper, 1999, pp. 259-280). Eccher and Healy (2000), Gelb and Zarowin (2002) and Lang, Ready and Yetman (2003) investigated the relationship between accounting quality and share prices. Lang, Ready and Yetman (2003) stated from the research evidence that cross-listed firms as compared to non-cross-listed firms have higher accounting quality as the accounting data of cross-listed firms are more highly associated with price (Lang, Ready and Yetman, 2003, p.375). The relationship between share price and accounting quality is also found in different market segments around different culture, since share prices are affected by the financial disclosure of an organization. Gelb and Zarowin (2002) examined the relationship between the level of corporate disclosure of financial instruments and stock prices. This study found that organizations with more financial instruments disclosure attain higher Earnings Response Coefficient [ERC’s] (i.e. greater price information) in future as compared to organizations with less disclosure (Gelb and Zarowin, 2002, p.33). A controversial issue related to financial instruments is its valuation at fair value. Although fair value accounting is considered to be the most relevant information for predicting future cash flows, yet the reliability of the fair value measures has been questioned (Hitz, 2007, pp.323-362). Barth (1994) investig ated and found how disclosed fair value estimates of investment securities of bank, and gains and losses of securities are reflected in share price on being compared with their historical cost (Hassan and Mohd-Saleh, 2010, pp. 246-247). 1.1 Disclosure of Non-Proprietary Information Proprietary information is a type of information whose disclosure affects a company’s future earnings potentially and is beneficial to the shareholders occasionally (Dye, 1985, p.123). Managers are generally reluctant to disclose non-proprietary information about financial instruments since they feel that such disclosure may affect the annual earning and the share prices of the company (Dye, 1985, p.124). As market value of a company’s shares is affected with disclosure, so the shareholders may try to implement incentive contracts which encourage managers to suppress unfavourable information and release that information which could lead to rise in the market value of the shares. In this cont ract, when the investors are

Business math project Speech or Presentation Example | Topics and Well Written Essays - 1500 words

Business math project - Speech or Presentation Example d function implies that if the competitors come together into a merger, the resultant monopolist product may not have more brands than the merged firm may, because more brand competition is internal. Nevertheless, it is not likely that just a single brand will be developed after the competitors’ merger. Producing more brands with a wide range of prices and properties is one technique for breaking up the market demand into sets of different clients with a variety of price elasticity, which also serves to stimulate the overall market demand. The monopolist product function is made up of the quantity or the number of brands in the market, the average cost per unit of the brands produced and the price or the value of the product brands. The questions will thus be solved by inputting the prices in the Mathematica codes and then applying the demand function below: to generate the 2 dimensional plotting of the first question. In the second question, the data input in Mathematica code s will be the quantity of products. In Question 3, the data input will be the same as in question 1 but will have a fixed price of 1 in calculating the demand elasticity. Question 4 will be treated in the same way as question 2 but will have a fixed quantity of 1 to calculating the marginal cost. Question 5 will calculate the profit function as the difference between the price and the marginal cost of the products. The sixth question will produce the 3D plots of the profit function, with two input variables, the prices and the product quantities. From this, it will be possible to locate the maximum profit to answer question 9, and select the quantity and the price that produces it, to answer question 7 and 8 respectively. The study was successful in testing all the numerical questions presented. From the results generated, it was clearly evident that the price and the demand were inversely proportional. As the price increased, the demand for the products was seen to be reducing. At the same

Effect of Violent Video Games on Teenager Behaviour

Effect of Violent Video Games on Teenager Behaviour Maria Alejandra Urroz Gaità ¡n Topic: What Effect Does Playing Violent Video Games Has on Teen’s Behavior Introduction: â€Å"No other sector has experienced the same explosive growth as the computer and video game industry. Our creative publishers and talented workforce continue to accelerate advancement and pioneer new products that push boundaries and unlock entertainment experiences. These innovations in turn drive enhanced player connectivity, fuel demand for products, and encourage the progression of an expanding and diversified consumer base.†[1] (Gallagher, Michael D.; President and CEO, Entertainment Software association) One of the major problems society is facing today is the addiction kids are developing towards electronic devices such as television, computer and video games. Parents complain about their kids getting distracted with those machines, start thinking it’s only their son or daughter, and later realize it’s something that most people at school does. Some see it as normal and now it’s common. Violent video games can lead to, from small changes in behavior to in the worst of all cases, killing someone. How are teenagers reacting to playing video games, and does it affect their behavior even if there’s not an addiction developed. Violent video games can’t be that bad, right? Video games have also proven to have health benefits, and psychological benefits. But what are video games? According to the Oxford Dictionary they are: â€Å"(N.) a game played by electronically manipulating images produced by a computer program on a monitor or other display†[2 ]. The engaging aspect of video games is that they allow the player to become whatever he wants to be. The player is able to become their fantasy, and to experience a life he doesn’t have. The video games allow the player become what they are not, this also makes them feel powerful. People are able to express who they truly are; meaning they are free to do anything they please, even if it’s not considered correct. â€Å"Hard fun is, of course, the idea that we take pleasure in accomplishing something difficult: the joy in meeting and mastering a challenge. As a result, when someone is doing something that is hard fun, moment by moment it looks more like work than fun, but the net effect is pleasurable overall.†[3](Williamson Shaffer, David). The harder the video game is the more interesting it turns out to be for the public, the greater demand it has. People like what challenges them, what makes them think outside their comfort zone and look for brighter ideas that they portray through their reactions and solutions to the situations they face. Are there reasons to start playing video games? Teenagers are the ones who tend to play video games in extended periods of time due to their feeling of lacking control of situations in their lives, so they use video games as a way of controlling what will happen. This essay focuses on violent video games, because those are most teen’s preferences. Playing violent video games have shown to have more and faster influence on its players than educative video games have; they have turned out to be more engaging. The former have shown to have both, good and bad, effects; external situations are what define as to whether teens reflect either effect. The violence in video games can be categorized in different aspects, as to whether the characters are representing people or are fantasy characters, violent video games also have different context in the plot of the video games. There are violent video games which present a justified type of violence, or if it’s killing just for pl easure. What is the story based in how does it begins and ends; some video games have no context of that at all and merely show a story, only reckless killings. Through the essay external factors which affect the reaction teens have to those games. How Video Games Begin: Teens are generally introduced to the violent video games by their friends; they consider it the cool thing, since the media has promoted the game as such. Then they constantly play when they are bored, or with friends. Generally they tend to choose to play violent video games because they are a way for a teen to have control over something, which is what teens are mostly looking forward. They are also looking for a distraction, or an activity so that they can have fun. They start playing violent video games, not because they are looking forward to becoming serial killers, but because they are appealing a way by which they feel they can release their anger without actually being violent; because they can be stressed because of different reasons such as school, or a discussion with their parents and getting to do something where they are the ones that control the actions, relaxes them. Addiction: Teens begin playing video games as hobbies, which then become habits and in no time they become addiction. What differentiates hobbies with habits is that hobbies might be performed eventually but habits are constant making them harder to change. Habits are behavioral patterns developed by repeating the action constantly, so that eventually the brain does it automatically. Habits can be controlled or modified, they tend to become addictions when the person begins feeling the necessity of performing the action but addiction requires professional help and motivation for a change. Playing video games has become an addiction in many cases. ‘Addiction’ comes from the action of being addicted to something; which is being physically and mentally dependent on a substance or behavior. Addictions affect interactions within the structures of the brain, such as the anterior cingulate cortex, amygdala, and accumbens[4], such that a person’s motivation switches to those addictive behaviors; it also affects interactions and neurotransmissions between the cortical and hippocampal circuits which are the sides of the brain in which the rewards are stored, and the person begins to constantly perform actions that were normally a reward[5]. In this case video games are played for many hours on a daily bases, instead of being played for fun becomes the main activity in the person’s routine. The addiction causes, behavioral, cognitive and emotional changes. Behavioral changes are the first symptom to be noticeable to others, such as excessive engagement in video games, and narrowing the actions of the day to end up playing. Cognitive changes become obvious to others when the person begins having difficulties because of the addiction, but continues blaming his problems to the addiction. Emotional changes are those such as an increase in anxiety, and increased sensitivity to stress. A person will present certain symptoms when an addiction is being developed such as: preoccupation, time loss, lack of control, making excuses, and defensiveness. The teen starts to show preoccupation as they do daily activities, and he doesn’t enjoy the activities he is doing, he is worried about continuing playing, or thinking about new strategies to use in his game; the teen stops enjoying outdoor, family or any other type of activities, only worrying about his virtual life. Time loss happens when the person has other activities to do but chooses as a priority to continue playing video games, that also shows lack of control and lack of organization; it might be normal for it to happen once or every once in a while but when it happens repeatedly it’s a sign of an addiction. The individual also makes excuses for postponing more important activities, choosing to play video games instead. Making excuses such as those shows the full engagement the teen has with the games and the lack of interest he has with reality; so the teen is becoming less capable of managing his own time, he may be playing ten minutes more, three hours or as long as the teen is able to keep up playing the game. Positive Aspects: â€Å"I find that many professionals simply havent even considered the alternative arguments. They just go with the mainstream studies, or theyre so wrapped up in their own part of the field its not a consideration. I work hard to try to draw comparisons to the things that they love and feel passionate about. We all have those things that are important to us, but stupid to other people. It becomes easier to discuss gaming when I draw those comparisons.[6] Says Dr. Steve Kuniak, he uses violent video games as a way of having a connection with his patients, since he is a player, he understands why they like video games so much. He has found out that video games have the benefit of coping and wellness. Players of video games, especially when they are young, are able to develop their own world and their own personality. Teens also develop the habit of following instructions, and of analyzing situations better. Many psychologists also contradict the theory of teens isolating themselves from the rest of the world; instead they say that teens have the possibility to socialize more through the possibility of interacting with other players that the video games propose. They will also be able to develop coordination and agility skills. Coordination, between hand and eye, in shooting games the character is able to run and shot at once, this requires coordinating the brain’s interpretations and reactions with the player’s movements and thoughts. Research has also shown that players can learn spatial, iconic and visual attention from the skills on video games. In the game the player needs to pay attention to the different situations and the different objects that are on a scene because they might need them later on; the player should be able to notice all those little details as well in the real world. Teens are able to make guesses and test their hypotheses about the different situations presented. They start taking more risks, through those gaining experiences, which in the psychologists’ point of view is good because the consequences they could be having in real life they are experiencing them through a video game. Experiencing the games it’s better than them taking those situations to r eality; it would be dangerous to people. Violent video games also help with team work, especially those online games in which the player is able to create alliances or teams to accomplish a mission. The player learns how to play their role in the team work and how to distribute work. They learn how working as a team can be better than working alone, how it makes things simpler. The player is also able to view situations from a different perspective; they may switch roles and experience harder jobs than theirs. They are realizing how hard accomplishing something, because there are always different obstacles that get in the way. Video games are also a way to release stress, especially for kids who don’t practice sports. It gives them a type to deviate their attention from what could be going wrong in their lives. Video games may have a positive aspect, this also depends on the orientation teens have from parents if parents guide kids in order for them to understand that video games are not reality and that they can’t do all the things they do in video games, like killing someone, teens will react appropriately to violent types of video games because they’ll know to differentiate right from wrong; it may even help them to react to certain situations better. First Changes: The most known change in behavior is an increase in aggressiveness. â€Å"Playing video games may increase aggressive behavior because violent acts are continually repeated throughout the video game. This method of repetition has long been considered an effective teaching method in reinforcing learning patterns.† (Anderson Gentile, 2003) [7] This reaction may not mean that they will be provoking fights, in the weaker of the cases the teen will react harshly to situations, such as a lecture from their parents or an insult from anyone. In a stronger case the teen might react violently to strong situations he or she might be facing. How much is enough? External factors Does it affect the family? Possible solutions Brands which are considered the most addicting Bibliography: American Society of Addiction Medicine. Definition of Addiction. (2014). http://www.asam.org/for-the-public/definition-of-addiction>. Web. (Jan 24, 2014). Goldstein, Jeffrey. Violent Video Games. PDF. (Feb 23, 2014). http://intra.iam.hva.nl/content/1213/propedeuse/maatschappij_en_interactie/lesprogramma/Jeffrey-Goldstein-Violent-Videogames.pdf> Norcia, Andrea. Parents and Teachers: The Impact of Video Games.August (2013). http://www.pamf.org/parenting-teens/general/media-web/videogames.html>. Web. (Dec. 28/2013). Runge, Paul. Video Games Represent The Most Powerful (and Potentially Dangerous) Era in Storytelling. (Oct. 21/2013) http://www.huffingtonpost.com/paul-runge/video-game-violence_b_4067069.html>. Web. (Feb. 23/2014). The Entertainment Sofware Association. Sales and Democratic Usage Data: Essential Facts about Computer and Video Games Industry. (2013). http://www.theesa.com/facts/pdfs/ESA_EF_2013.pdf>. PDF. (Feb.22, 2014) f) The Oxford Dictionary. Video Game, meaning. Web. http://www.oxforddictionaries.com/definition/english/video-game>. (Feb. 23/2014). g) Violent Video Games: Psychology Expert Finds Numerous Health Benefits in Gaming. (September 24, 2013). http://www.examiner.com/article/violent-video-games-psychology-expert-finds-numerous-health-benefits-gaming>>. Web.(Jan 29, 2014). Jenkins, Henry. How Computer Games Help Children Learn: An Interview With David Williamson Shaffer.. Interview. Web. (Jan 25, 2007).http://henryjenkins.org/2007/01/an_interview_with_david_schaff.html>. (Feb. 23/2014). [1] Entertainment Software Association ®, Essential Facts, 2013 http://www.theesa.com/> [2] The Oxford Dictionary, Video Games [3] Jenkins, Henri. How Computer Games Help Children Learn: An Interview With David Williamson’s Shaffer [4] American Society of Addiction Medicine.http://www.asam.org/for-the-public/definition-of-addiction> [5] American Society of Addiction Medicine.http://www.asam.org/for-the-public/definition-of-addiction> [6] Kuniak, Steve. http://www.examiner.com/article/violent-video-games-psychology-expert-finds-numerous-health-benefits-gaming> [7] Gentile, Anderson. http://www.pamf.org/parenting-teens/general/media-web/videogames.html>.

Assess the View That Factors Within Schools Are the Greatest Influence on Social- Class Differences in Educational Achievement Essay

Assess the view that factors within schools are the greatest influence on social- class differences in educational achievement. (20 marks) I am going to be looking at the view that schools and the education system determine how successful each individual student will become; sociologists have very mixed opinions about whether the education system is beneficial to all pupils. There are some sociologists that believe labelling and stereotypes affect the way a student achieves within the education system. To label a student means to attach a meaning or make a presumption about their behaviour, labelling can be detrimental to a student while at school, for example, if a student isn’t focused in one of their lessons and isn’t as successful as they could possibly, the teacher will label the student as distracted and possibly lazy, not doing as much work as they should be; if in meetings teachers discuss this with other teachers it could possibly influence their opinion on the student and realise they are not reaching their full potential. When teachers first meet their pupils they automatically make an assumption about them on how they look and how they carry themselves, if a student comes in to a classroom with a hood on, baggy trousers and with a bad attitude it can be quite easy for a teacher to suggest the student isn’t going to be intelligent or an asset to the class room. Once a teacher sees a student dressed inappropriately for school and carrying themselves in a certain way, it’s almost natural that they begin to question the social class of the student, in this case they would assume the student is working class, and that education isn’t something of a priority to the student. Becker (1971) studied labelling in secondary schools, using interviews of 60 high school teachers; he found that teachers stereotyped students based on their work, conduct and appearance. Teachers saw middle class children as the closest to their stereotype of the ‘Ideal pupil’ and working class did not come close to this ideal. These stereotypes lead to ‘The Halo Effect’ this is the idea that when a middle class student is entered in to the education system they succeed based on their social class, it gives them an instant advantage over all of their peers who may be of a lower class. Differentiation refers to the way teachers categorise students regarding their abilities, their appearance, mannerisms and general behaviour; setting and streaming are other forms of differentiation. Setting is when you organise pupils into sets regarding their ability in that subject, however sometimes if a pupil is good at a majority of their subjects, they will be placed in high sets for all, just because they clearly have the ability is a number of other subject, they are seen as generally intelligent. Ball (1981) believes streaming can have negative conseq uences for pupils, in his study of beachside comprehensive he found that it was in fact phasing out and replaced with mixed ability teaching, which means groups are formed with pupils of high ability’s and low abilities and the aim is that the high ability students will encourage and influence the other students to achieve and become more proactive with their learning. This can have a reverse affect and in some cases students with high abilities underachieve with the disruptive students in the class. As middle class students are seen as the perfect type of student, polite, cooperative, and generally higher achievers, teachers appreciate and warm to this more than the typical working class student. A working class student is seen as talkative, they look scruffy and education isn’t as much of a priority or an enjoyment, it’s something they have to do. Working class pupils require a lot more encouragement and time from teachers to understand basic points and knowle dge that middle class pupils would typically understand easily. The middle class do suffer as well, just because they are seen to come from a good background and supportive parents, that does not necessarily mean they are going to do well in every subject, they can be forgotten about and glide though school years with the assumption they will get the grades they need by the end of the year. The working class do demand a lot more attention and if they do not see success in their work or exam results, they will become frustrated and ‘Resistant anti-school subcultures’ that oppose the values and norms the education system encourages; therefore finding rewards and status within their group of friends. The two subcultures that the education creates are ‘The pro- school subculture’ filled with positivity and rewards, expectations are high and positive stereotypes; If we look at the opposing subculture ‘The Anti- school subculture’ filled with negative stereotypes, labels, low sets and streams and low expectations. These subcultures show two opposite ends of the spectrum, with high achievers and low achievers, however, it’s the ones in the middle who receive the most attention and support, as teachers accept that Pro-school subculture will achieve anyway and ‘the anti-school subculture’ will fail, neither receive a gre at deal of attention or time but are left to their own devices. Overall the education system is the biggest influence on social class differences in education; they have two extremes, the successful ones and the ones who will just go menial jobs or manual labour for the average wage. The education system idolises the middle class as a whole and don’t take people for individuals, the education appears to care more about their reputation and their place in the league tables than they do about their students. The social class of students sets them up for success for failure, assumptions are made as soon as the student walks through the door, every time it’s a parents evening or an event students are always being judged. The education system doesn’t promote equal opportunities for everyone, they know who is going to pass or fail, the ones in-between are the ones they focus on to bring up the percentage of pass rates on the school, not for the good of the student. Ma ny sociologists such as Marxists believe the education system ignores wider problems, they assume all teachers label pupils and that it will have a negative effect upon a pupil.