Social mobility can take many forms.

 

 

 

Social mobility can take many forms. List and describe three types of social mobility. Give original examples of each to illustrate your answer

 

Sample Solution

Social mobility is the ability to move between different social or economic classes. It can take many forms, including horizontal mobility, vertical mobility, and intragenerational mobility.

Horizontal mobility refers to a change in status within the same occupational class. For example, an individual may move from being a supervisor at one company to a similar role at another organization without changing their overall position in society. This type of movement often results in increased wages and benefits as well as improved job security (Weber & Erisman, 2017). Additionally, it provides individuals with the opportunity to gain new skills and experiences which can be beneficial for future career advancement.

Vertical mobility involves an individual moving up or down within various levels of social hierarchy. Upward vertical mobility occurs when someone moves into higher-paying occupations such as doctors or lawyers whereas downward vertical mobility occurs when someone moves into lower-paying occupations like janitorial work or food service (Ngai et al., 2014). An example of upward vertical mobility would be a person who starts working as a cashier but eventually becomes an executive manager due to their hard work and dedication while an example of downward vertical would be someone who goes from having high-level corporate job to stocking shelves part time at Walmart due financial difficulties beyond their control.

Intragenerational Mobility consists of changes in occupation over the course of one’s life that result from either positive events or unanticipated shocks such as illness or injury (Grosz et al., 2016). A good illustration is someone who begins their career as a teacher before transitioning into becoming an accountant later on in life due to receiving advanced training that enabled them to secure more lucrative opportunities. Conversely, negative intragenerational events are also possible; for instance if sudden medical bills leave someone unable to keep up with payments they may need switch jobs just get by financially even though they were doing fine beforehand (Grosz et al., 2016)

In conclusion, there are three primary types social mobilities: horizontal, vertical and intragenerational all represent distinct pathways through which individuals can shift between different classes either voluntarily or unexpectedly throughout lifetime . Therefore it is important recognize these distinctions so proper supports can put place improve chances success regardless income level.

Sequentially, the lessons following on from this all activities focussed on numeracy. Students need to have a key understanding of mathematics in order to incorporate these skills in to the programming activities. REFER TO LITERATURE HERE. WHY DO STUDENTS NEED TO KNOW THIS. There are lots of opportunities in Computer Science when numeracy can be applied. In every activity students conducted, they related to real life examples (Appendix). As can be seen from students work, we started from the foundations of basic addition of two integers then built on this once the foundations where in place. Teaching Standard 4 states that as teachers we need be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these (DfE, 2011). The lesson plans support this and it was vital I knew about students capabilities and the series of lessons built on their already existing knowledge. If students lacked in numeracy skills, they would not have been able to progress through the activities as students were required to test the outcomes of each program (student work). If students do not understand basic number systems, BIDMAS and data type’s students would not know if their outcome was correct. To support learning, students had a printed version of the comparison operators that would be used in the activities.

The activities conducted differentiated in difficulty with students progressing at their own rate. Throughout all the lessons there were plenary’s to collaborate learning and discuss key features of Python and their coding.

Assessment took place throughout the series of lessons. This was the first 3 lessons of a series of 8. Students conducted various programming activities after being taught the content. Brown and Knight (1994) stated that assessment is important as it is a performance indicator for both staff and students and provides opportunities to remedy mistakes. High quality verbal feedback was given during every programming activity and this motivated students. Teaching Standard 5 states that we should give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. (APPENDIX) I used terms such as ‘almost’ and ‘nearly’ during verbal feedback encouraging the correct response from the student, rather than them relying on me giving them the answer; a term Davies (1998) called evaluative listening.

Students began to learn from their mistakes and highlight mistakes in their evaluations. Nightingale et al. (1996) stated that assessment should also focus on team-working, problem solving and communication skills. These skills are transferable skills that can be used in many different subject areas, plus in society. Not only did the discussions during my lesson highlight this but it gave chance for me to

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