Entertainment History Essay Example for Free

Entertainment History Essay Within this essay it describes the popular and most common entertainment in Britain, from radio to the movies, in the beginning of the 1930s. It reveals key feature of entertainment in the early 1930s, for instance how it started, what were their intentions and what they involved. The radio plays a huge amount in our lives thats why when it first began it was a phenomenon for the public and became a big success for the nation. It was formed on 18th October 1922, by a group of leading wireless manufactures. Its founder, John Reith, believed that the BBC should educate, inform and entertain the public, he states this when he says Broadcasting should bring all that is best in every department of human knowledge, endeavour and achievement. Reith enforced many regulations for instance; rude jokes were not allowed; he banned light entertainment on Sundays; and presenters had to speak properly so accents or dialects were not allowed. He felt that the BBC should provide popular programmes, however he also wanted BBC to be educational and enlightening experience. Which the BBC accomplished, it broadcast all over the U. K and was able to entertain and inform those in their own home, which brought families together. Though the radio had its rivals such as newspapers, and magazines it managed to overcome this by reaching out to all types of the public for example male, female, all classes, the educated and the illiterate. It became even more popular when the new wireless sets were invented; this was a great delight to all homes in Britain, it was very accessible in letting families enjoy listening to the radio. As well as putting across the news around the world the BBC also aired other kinds of interest such as dance music and comedy. This was a great improvement for singers and band leaders because it made them a vast amount of recognitions by the public because it caused their sales of their records to increase hugely. Band leaders such as Jack Payne and Henry Hall were very popular also common programs for example Bandwagon went unmissed. As a result, radio was a family orientated source of entertainment and became a way of spending the night in, whilst enjoying yourself, rather than spending your night out. Another big source of entertainment was the cinema. Just as the radio allowed families coming together the so did the cinema, though it was more a family outing. The film industry grew rapidly, however at first the British film industry couldnt compete with the American film industry. It wasnt as technically advanced as the American films and the British public preferred to watch more films from America which didnt created a bigger obstacle for the British film industry. Consequently in 1927 the government passed an act ensuring that at least 5% of the total number of films should be shown in cinemas had to be British. And during that year sound movies was introduced this was a set back for the British film industry economically the silent movies were no match to the talkies. Such film like The Jazz Singer starring Al Jolson was the first sound movie to be shown though the first ten minutes of the film really had sound. Sound became a sensation; people were able to engage in the films for low prices. This was a way of bringing many forms of relationships together such as, couples, friends and families. It was seen as a safe, comfortable and relaxing environment for everyone to enjoy an evening and because one ticket could be used for the whole day, people could spend the entire day in the cinema. Also Tennis became very popular, tennis clubs emerged increasingly and tennis courts were built in public parks by the local council. Though tennis was very popular it was quite expensive therefore it mainly attracted the middle and the upper class. Also because of its uniform it generally appeals to women, there dresses were shorter and movable as a result women could play much more comfortably. Cricket was a further type of entertainment that attracted the middle and upper class. This was an extremely popular sport, it grabbed a lot of attention especially the men. Matches were filled with people mostly the men. And the success of Don Bradman, who was the one who sailed through nearly every match, initiated cricket hitting headlines. Football was a tremendously popular sport that was also male dominated, however it generally drew the attention of the working class. Because this was a new sport, and the prices were very cheap crowds of 50,000 to 60,000 attended the first division matches. It was so crowded people were literally on the field, although during the early 1930s, since this was a fresh new sport the men werent as rowdy and uncontrollable as the men are today. Even football pools were produced, this suggests the popularity of football and how the people of the 1930s were influenced by this sport. In contrast to these sports greyhound racing was very popular as well though it werent as positive as the others. It attracted the working class and made them spend money to get money, although it didnt work like that for the majority of people; it increased gambling; dept and led to addiction. The unemployed gambled as much as the working class but just spent less money, all of this reflected the fact of entertainment rising in the early 1930s. Music halls were an additional strong type of entertainment in the early 1930s, however as grey hound racing was a negative type of sport so was music halls. It was where a selection of entertainment was staged in a large hall with tables at which drinks were served. It presented a variety of entertainment involving a mixture of popular songs, performing animals, acrobats, male/female impersonators, and comedians. It also assists in many acts becoming popular such as Flanagan and Allen, Gracie Fields, Max Miller, and George Formby. The halls mostly attracted the working class because of its cheap prices; it was a place to socialize; and the availability of alcohol was one of the music halls attractions. People really came to music halls to unwind and have a lively time. Therefore, because the hall encouraged heavy drinking among both men and women, it didnt appeal to families seeing as it wasnt a place for children. Music halls went into a gradual decline after the introduction of talking films, Jazz, Swing, Big Band dance music and cinema. Its restriction on the range of audience, which limited their customers, was another reason of their failure. Musicals were similar to the music halls as they were both centered on music and performances; however because of the two different audiences it was incredibly different as well. Because of it sophistication musicals mainly attracted the middle and upper classes, the result of this meant that there was no competition. Therefore they carried on being successful. To conclude entertainment was a break through in allowing people to overcome to effects of the depression. Therefore it gave a rise to the upcoming of entertainment and how it affects our lives today.

Use Irony and Magic Realism in One Hundred Years of Solitude Essay

Use Irony and Magic Realism in One Hundred Years of Solitude  Ã‚         In Marquez's One Hundred Years of Solitude, the realistic description of impossible events is an example of both irony and magic realism. Irony is the use of words, images, and so on, to convey the opposite of their intended meaning. Garcia Marquez employs irony on several levels. Sometimes a single word, such as a character's name, suggests something opposite to the character's personality: for example, Prudencio Aguilar, who is not the least bit "prudent".    Sometimes a character's style of speech is ironic. For example, in the chapter on the banana workers' strike, the court uses very stiff, pompous language to state something that is ridiculous: that the banana workers do not exist, because they are technically not "employees" of the firm - an evasion of the government's responsibility that has tragic consequences. Another example is Fernanda's long-winded proclamations of her religious devotion. These are obviously expressions, not of Christian love, but of extreme self-centeredness and rigidity. The apparently patriotic declarations of Liberals and Conservatives alike also have nothing to do with loyalty to the country, but are really about the narrow ambitions of the politicians.    More subtly, what the narrator or the characters say may sometimes contradict what the reader knows to be true. There are many examples in the solemn announcements of Jose Arcadio Buendia, including his finding that ice "is the great invention of our time." Much later, the apparent progress brought by the banana company to Macondo turns out not to be progress at all, but a prelude to devastation.    Still more subtly, Garcia Marquez has reserved a... ...ecise figures for things. Thus, the heavy rains that fall on Macondo-a perfectly normal, but impressive, event in northeastern Colombia-are said to last precisely four years, eleven months, and two days. To a child watching it rain, it might seem to last that long. Three thousand workers are massacred by troops during the banana strike. Colonel Aureliano Buendia fights, and loses, precisely thirty-two wars, and so on.    When we read of such amazing events told in such an objective and naà ¯ve voice, we realize it is up to us, the readers, to interpret their meaning. Whoever is narrating is simply too literal-minded and simple to have trustworthy opinions.    Works Cited    Drabble,   Margaret   The Oxford Companion to English Literature, Oxford University Press 1995 Marquez, Gabriel Garcia One Hundred Years of Solitude, HarperCollins      

Emotional Labour Essay

This report investigates the shop manners and training offered to the floor sales staff at Next compared to that of those who work in the stock room. I would like to know how each environment affects the workers emotions. I think it’s an important question to ask because the people that work on the shop floor are constantly in contact with customers. It could be said that those that work in the stock room are not part of the stage setting and are more like the stage crew who work behind the scenes. I think it is important then to first address what emotion is. â€Å"Emotion theory is centred on the relationship of the person and its environment† (Lazarus, 1991 p40). This has implications on the question that I am posing as the stockroom workers interact in a different environment to their colleagues on the shop floor. There are two fundamental viewpoints to emotion the organismic and interactionalist viewpoint. The organismic model developing from the work of Charles Darwin, William James and early Sigmund Freud, â€Å"Defines emotion mainly as a biological process. For Freud emotion affect is libidinal discharge, for Darwin it’s instinct and for James it’s the perception of a psychological process† (Hochschild, 1983 p205) This leads organismic theorists to believe that there is a basic similarity of emotion across categories of people (Hochschild, 1983). The organismic model brings us to an elicitation-expression model (Hochschild, 1983) Interactionists believe emotion always involves a biological component but adds more points to social factors, which are present before, after and during the experience of emotion. For example why does a customer become violent when refused a refund, what in their cultural environment constitutes their response? If we conceptualise emotion as instinctive we will ignore questions about social entry. (Hochschild, 1983) â€Å"Emotions are experienced by individuals and through intention or inadvertent communication may be deduced by others who are observing†. (Lazarus, 1991 p40) Emotions can be a valuable source of information in determining how people are getting along. However, surface acting can disguise true emotion so you must be wary when reading emotions. â€Å"Society and biological inheritance creates a pattern of behaviour that shape emotion and expressions of the individual† (Lazarus, 1991 p40). I believe this statement relates to the way that shop assistants and customers are expected to behave. As you will see the training offered to the sales staff shows members of the work force how to act in a socially excepted way which is common practice in all chain stores. In a shopping environment how other people feel is a huge factor as to whether they buy something or not. Sales staff to some extent can influence this. I believe that for a customer to feel ‘at home’ in a shop the sales staff need to be friendly and approachable whereby you feel even if you haven’t bought any thing this time you are welcome back again. I think that this is the key to the success of stores like Next and Marks and Spencer’s where staffs have the correct shop manners to keep the customers coming back. From interviews undertaken with staff at Next I have uncovered strict guidelines in training which each new member of staff has to go through. (I will discuss this and whether I think it is appropriate later.) Drawing on my own experience, I have worked in what you would call a ‘downmarket’ clothes store and no training of shop manners was offered to me. It was my first proper job so I did feel as if I was being thrown in at the deep end. However, the shop was very small and my C.V. demonstrated that I had good people skills as I had worked on a market stall at the weekends and holidays. I assume that management didn’t feel the need to train me in what they thought should be the obvious way to behave towards customers. After speaking to senior sales staff at next and sponsors, these are longer standing members of staff who train new staff using the guidelines (see Appendix), I have gathered that management wish the customer to feel that they are the most important thing and that their shopping experience is being made easier by the staff. Next seem to have thought out its training program very clearly and assigns specific amounts of time to each activity. This helps to give the impression that training is viewed as an important part of the job. I think that Next places emphasis on its training as it is a chain store and it often directs customers to local stores if the stock isn’t available at the branch at which they are visiting, this calls for a sense of conformity between stores. I evaluated the training sessions which, are appropriate to the questions I am asking, by interviewing staff on how appropriate each session is, how achievable are the actions set out and how they affect emotions. The overall reaction that I had from staff was that they felt the training to be very obvious and many sponsors admitted to skipping through the training as quickly as possible because of this fact. Sponsors felt that by training staff with this obvious manner of behaviour was assuming that the trainee was, when prompted by myself, emotionally incapable of selecting the correct emotions for the customer situation. Training session 1 (Appendix Shop Manners). The trainee is told to be aware and not to get tied down in tasks when I asked staff about the reality of this they said they found it very annoying to be approached by customers when doing a job and often resented customers for ‘bothering’ them. However, this is where surface acting comes into play the employee hides what they feel and pretends what they don’t (Hochschild, 1983). The action is in the body language, for example the put on smile and sweet voice as it is for the people observed by Erving Goffman (cited in Hochschild, 1983 p35). The employee has to think back to their training to pick the right body language. A typical scenario: Now interrupted from a task possibly holding a huge pile of stock in their hand the employees are given a strict formula to follow, eye contact, a smile, appropriate greeting and to be friendly and sincere. This is a hard task when obviously it is inappropriate for the customer to target them and often there is another member of staff nearby doing nothing. However, the surface acting must continue as the corporate motto of â€Å"The customer always comes first† is relayed in your mind, plus I don’t want to lose my job if they complain to head office. Company control also works along who fears whom. As with flight attendants the fear hierarchy works indirectly through customers complaining, to head office (Hochschild, 1983). This type of scenario links with the question posed by Hochschild (1983 p89) that when feelings are set by management and where workers have weaker rights to courtesy then consumers do, when deep and surface acting are forms of labour to be sold what happens to the way a person relates to her feelings or to her face? Employees said that when they were the customers they were more aware of the shop assistants emotions and tried to be more courteous. However, they may just feel as though they do this because they wish that people would do this for them. I do believe that this statement does have some truth but surely when the stage setting is different, when they are the customer and not the ‘server’ they assume the actions of the customer. As on the stage as in life the person is the locus of the acting process. But when an institution is involved various acting elements are taken away from the individual and replaced by institutional mechanisms. In this case the fact that the customer comes first. â€Å"The locus of acting, of emotional management, moves to the level of the institution†. (Hochschild 1983 p49) The people are arranged according to institutional custom and the workers surface act in institutionally approved ways. Training Session 2 (Appendix In-Store Security) This training session makes shop assistants conscious of the need to be aware and the need for acknowledgement of the customers. You can use your training of greeting the customer in a functional way, to help reduce the comfort of shoplifters who are always aware of who is watching them. Senior staff said that it gets easier to spot thieves with practice; you get to learn their tricks of diverting your attention. Even though you have to be suspicious of certain customers you must always remember your training and be polite even if you feel that they are up to no good. Training Session 3 (Appendix Stockroom) As you can see none of the training here is connected to personal conduct, it doesn’t attempt to tell you how to act where as the shop floor assistants are told to be friendly, sincere, polite, confident and have a smile. They are even told that conversations must be work related. When questioned on the reality of this last statement floor staff said they do have non-work related conversations but they are of a toned down nature to the way they would speak in private. When I asked the stockroom workers about their conversations they said that if they were in a situation to have a conversation it would be more animated then if having it on the shop floor as they are not ‘in public’. Training Session 12 (Appendix Till Service) Customer interaction is crucial at the till point. Again the trainee is told how to act, to be sincere and polite. I asked staff how easy it was to do this. A typical scenario: It’s a very busy Saturday and all the tills are in operation when greeted by the customer with comments such as â€Å"I have been waiting ever such a long time, you know† and the like, it is difficult to be sincere and polite as there is nothing the staff can do to make the queue go any quicker. The staff member surface acts with her painted on smile and polite apologies. In the training suggestions of possible conversation are complimenting customers on their choice of purchase. Till operators said they tended to deep act in this case, only saying it if they meant it. Deep acting is a natural result of working on feeling expression is spontaneous (Hochschild 1983). As the Russian director Constantin Stanivlaski puts it a real feeling that has been self-induced (cited in Hochschild 1983 p35). The refund and exchange policy is an important part of training because it is the most likely time for customer conflict. The staff member is instructed to treat the customer in the same way as they would if they were making a purchase, this is easy if the customer has a receipt or is a well-known customer. But if the customer doesn’t have a receipt it makes it harder in some cases because you have the suspicion that the customer may have stolen the garment. In this situation the staff member is advised that the best thing to do is get a manager. As formal rules that prop up an institution set limits to the emotional possibilities that staff have to feel (Hochschild 1983). The point that demonstrates this is the manager gets paid more then a shop assistant because their pay package covers them for the emotional insults, which they may receive from refusing to give a customer a refund. I asked the managers how they dealt with abusive behaviour from customers. Managers gain the experience for dealing with inconvenient customers and they assured me that it gets easier as time goes on. â€Å"You have to detach what you are feeling from the situation and not let your own anger, or in some extreme cases fear get in the way†. (Appendix Initial Training Requirement Chart) This gives a summary of all the training offered to the different roles at Next. As you can see all staff members that are present on the shop floor, for any point of their shift, the number one training session is shop manners. This is not part of the stockroom workers training. (Appendix Sponsors Guidelines- 6.Performance Assessment Standards) This table demonstrates that all staff working on floor cover, fitting room, till service or replenishment are those that could possibly come into contact with customers. It demonstrates that shop floor staff members are assessed on their ability to smile and make eye contact with the customer and to be aware of shoppers. Stockroom staff members, on the other hand, are assessed solely on their physical, rather then any emotional objectives. Are our feelings really our own? From the research obtained in this report it is clear to see that the staff working on the shop floor are shown ‘how to act’ where as in the stock room it’s much more ‘natural emotion’. Institutional practice shapes the way in which shop floor workers are expected to behave. What makes some individuals prefer to work in the stock room compared to the shop floor? I asked the stockroom workers why they liked to work in the stockroom. I received comments such as. â€Å"You can be more yourself as you don’t have to work in uniform†. I think that management enforce a strict smart dress policy on shop floor workers to help them get into the role, which they have to play; it is part of the act. â€Å"In the stockroom you don’t have to interact with customers†. Some of the stockroom staff said the horror stories they have heard about customers puts them off working on the shop floor. As customers seem to be oblivious to the feelings of shop floor workers and assume that they are there just to serve them. â€Å"The stockroom has quite a different atmosphere to the shop floor it is more relaxed, you often get shop floor sales staff coming in for a ‘break’ from the hustle and bustle of the shop floor†. The stockroom workers said that on many occasions sales staff come in and tell them about incidents with customers that have just happened. This helps the member of staff to calm down, as the stockroom member often is able to bring them to ‘reality’ and point out that it is only a customer and not to get wound up. In the surroundings of the back office the sales floor worker is able to put the situation in context of life and go back to the ‘act’ moments later. Does personality have something to do with whether you like working in the stockroom or the shop floor? From observation and asking the floor staff it seems to me that the quieter people work in the stock room. When I questioned staff members on why they enjoyed working in the stock room I deduced they don’t feel the need to be on the stage acting, to them it is false they would rather be left to their own devices. I asked the floor staff whether they minded working in the stockroom as sometimes staff shortages calls for this. They said they didn’t mind but preferred the interaction and liveliness of the shop floor this corresponds with previous research, which shows emotional labourers like contact with the customer. Even though customers can be very unpleasant. (MG2076 starter pack: The Survey). Sales floor staff said they wished they could work in the stockroom on days when they were feeling ‘under the weather’ as the need to act in the corporate superficial way was much harder because their true emotions were harder to suppress. On days when everything is going well staff said it was a pleasure to help customers that are appreciative of their service but a customer who feels it is their right to be served can bring an end to that. This suggests that workers feelings are not their own and shop assistants surface act from day to day. I would like to investigate status and gender differences to see whether men or women are better equipped at working in either environment. â€Å"Is emotion work as important for men as it is for women?† (Hochschild, 1983 p 162) Hochschild believes it is not. Due to firstly lacking other resources women make a resource out of feeling. Secondly, each gender is called on to do different kinds of work, which Hochschild believes to be down to â€Å"different childhood training of the heart that is given to girls and boys† (Hochschild, 1983 p163). I think this gender separation at work is becoming less apparent as equal rights laws are being enforced and changing attitudes of society. At Next there is equality in the work place with men and women being treated equally with both being given the same responsibility. Thirdly, â€Å"the general subordination of women† leaves them more open to abuse. For example, a customer was being very rude to the floor manager on childrensware due to the fact that she refused to give the man a refund, because the garment had obviously been worn. The customer became very rude and abusive, which he thought would give him some hold over the woman. The female manager was about to give in to the customer when the shop manager, a man, noticed the disturbance and came over to assist his colleague. He refused to give the man a refund. I believe that as a man the shop manager saw the customer as a mere man and stood by the initial reaction of the female manager. The customer more intimidated by the act of the shop manager gave in very quickly and left the shop threatening â€Å"I will let head office know about this.† The manager was not browbeaten by this comment, as he knew the customer didn’t have a leg to stand on. This situation also lends itself to the fact that † a different proportion of the managed heart is enlisted for commercial use.† (Hochschild, 1983 p163-164) Women make defensive use of their beauty, charm and relational skills, which due to commercial exploitation can lead them to become estranged from these capacities. For male workers it is more their ability to wield anger and make threats that is used by the company and so this the capacity which they are likely to feel estranged from. (Hochschild 1983) Conclusion Each environment has an impact on the workers emotions. The sales floor is where surface acting takes place throughout most of the working day. The stockroom is a place where deep acting is given more of a chance to occur due to the fact that the company don’t suppose emotions upon its workers here. I think the training offered by Next is appropriate as it is what is institutionally expected by society. It is achievable by staff to act this way, as this is what they are getting paid to do. I think it does affect workers emotions being trained how to act because it must be hard to switch off at the end of the day. Eventually it must become instinctive to act in a socially expected way and it must become harder for staff members to express their true emotions when not at work.    Bibliography * Hochschild, A. R. (1983) The Managed Heart; the commercialisation of human feeling California: University of California Press. * Lazarus, R. S. (1994) Emotion and Adaptation New York: Oxford University Press * MG2076s Starter Pack MG 2076 Louise Goldstein

The Right to an Abortion Essay - 2250 Words

The Right to an Abortion The definition for abortion is, premature expulsion of a foetus from the womb; operation to cause this (oxford popular dictionary).[1] There are two types of abortion: spontaneous and induced. Spontaneous abortion or miscarriage is when a foetus dies naturally inside the mother. Induced abortion is when the foetus is deliberately killed by taking it from the mothers womb. In 1966 an abortion law reform Bill was sponsored by David Steel (Liberal MP). The Bill received several opposing arguments from religious groups, government ministers, doctors and medical organizations. This then influenced the Bill and changes were made to try and accommodate all those†¦show more content†¦Some people believe that it is the womans right, her life, her body, her choice. Many people think that if abortion wasnt legalized then it would force many women to go to underground and get dangerous operations done by unqualified people. The current law for abortion in the UK allow abortion if two doctors agree that by continuing the pregnancy means that there is a risk to the womans health physically or mentally, and if there is a strong risk of severe handicap in the child, however abortion is only allowed up to 24 weeks, unless it would cause server damage to the mothers health or cause death. The decision to have an abortion is never easy, but no one is better suited than the woman concerned to make that decision, as they are the most involved person in making the decision, and the decisions should never be forced upon them by the father to terminate or keep the child, unfortunately as most women live up to their stereotype, they will be the ones that do the majority of the work for the child such as care, nurture and support them, with some help from the father. Women have the inalienable right to have children; therefore they should also have the inalienable right to not have children. 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The Chronicles of Narnia and Author C.S. Lewis FAQs

Essay on US Immigration German Immigrants - 2298 Words

To this day, Germans are the single largest group of immigrants to the United States, and over a quarter of Americans claim German ancestry. Over seven million German immigrants have been recorded since 1820, when official immigration records began to be kept. Germans immigrated to America primarily for economic reasons, but some Germans also left their homelands in search of religious or political freedom. They were also encouraged by their friends and family who had already found a new life in the United States. Immigrants faced a long and arduous journey before they finally reached American soil. Once they arrived in America, they typically settled in their own communities and entered the work force as skilled workers, bought†¦show more content†¦These economic reasons, along with religious and political motives, encouraged Germans to uproot their families and move to America. A small percentage of German immigrants to the United States in the nineteenth century deci ded to move due to religious reasons. In the colonial period, religious freedom had been a major factor for immigrants from all over Europe, but during the 1800s it was less significant (Daniels, Coming to America 147). Beginning in the 1830s through the 1880s, anti-Semitic laws were being passed in several of the German states (Hoobler and Hoobler 24). Jews escaped these areas in search of the opportunity to worship freely in America. In the late 1830s, a movement began in Prussia forcing the unification of the Lutheran and Reformed churches (Brownstone and Franck 139). â€Å"Old Lutherans,† who resisted this merger, escaped to the United States in protest (139). Religious radicals from Germany found homes in the ever-tolerant Pennsylvania (Daniels, Coming to America 147). These religious persecutions forced many Germans to make the difficult decision to leave their homeland for the promises of freedom and prosperity in America. A third cause that led to a small numbe r of the more educated and scholarly Germans to immigrate to the United States in the mid-nineteenth century was the political situation in the GermanShow MoreRelatedThe Immigration Of Asian American Immigrants Essay1505 Words   |  7 Pagescentury, myriads of immigrants flocked to the U.S. seeking better job opportunities,or searching for religious freedom. U.S. citizens were fearful, envious, and willing to exclude immigrants who came to the US as they were viewed as an economic threat to the society. They believed that these immigrants were racially, morally and intellectually inferior to them and as such did not see or treat as their equals. These dysfunctions lead to severe and harsh treatment of immigrants. 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Associate Evaluation Educational Achievement-Myassignmenthelp.Com

Question: Discuss About The Associate Evaluation Educational Achievement? Answer: Introduction The education system in UK is facing many changes and alterations these days. The number of schools has increased having different funding arrangements. As per the law in UK, all the children from the age of 5 to 16 must obtain education that is full time in nature (Holmes and Adams, 2006). Till the year of 1988, each and every school have the freedom to decide their courses and the curriculum that needs to be taught in the school. The only compulsory subject at that time was religious education. After the launch of Education reform Act 1988, the standard curriculum that is The National Curriculum of England was developed and was announced in 1992. The major aim of this reform is to ensure that all the pupils can get the balanced education and knowledge about some of the basic topics. The national curriculum defines that there are four key stages that falls under primary education and after 11 years of age, the pupil enters the secondary education schools (Handal and Herrington,2003) . Key stage 1 and 2 falls under the category of primary schools and key stage 3 and 4 falls under the category of secondary education system. This National Curriculum includes some of the core subjects such as maths, English and Science. Religious education is also taught but it has local syllabus for every school. As far as the curriculum of mathematics is considered, it has been analysed that The National Curriculum for mathematics is based on the content and various types of tests (Priestley and Humes, 2010). The National Curriculum (NC) developed simultaneously with the development of national test (sats) at the end of the Key Stages. The NC introduced Programmes of Study (pos), Attainment Targets (AT) levels and Statements of Attainment (soa). The National Curriculum required all schools to address the matter of teaching merely for the attainment of knowledge and skills in separation from the application of mathematics, and to develop the approaches of teaching and learning to influence the work in mathematics (Babado?an and Olkun, 2006). This was considered as every challenging for the schools as it is required by The National Curriculum to raise the standards of mathematics for all the students. The National Curriculum focuses on developing the knowledge of the students to learn about the calculating methods. It includes the mental methods as well as the methods by using calculators. At every level, it is required by the teachers to encourage and inspire the students and pupils to develop their own methods of calculations (Heywood, 2005). This feature of developing own methods was established by numeracy project and framework for teaching mathematics. It has been analyzed that even after the revisions were done frequently and so many times in mathematics but the change is content was observed to be very little (Rowlands, and Carson, 2002). In order to supports the teachers, training materials had been released for the teachers so that they can effectively teach the pupils properly. The major aim of the new curriculum system development is to bring fluency, mathematical reasoning and solving problem methods. There are basically three types of schools in UK: Community Foundation Voluntarily Community schools are the one in which LEA has the responsibility for admission of the pupils. They own the staff and the land on which the school building is constructed. As far as foundation schools are considered, these are the schools in which the governing body owns the building and has the responsibility for the admission of the pupils. In terms of ownership of the school land and building it is generally off governing boys or of any charitable trust (Marsh, 2009). Voluntary schools are generally owned or operated by the charitable trusts. These schools are divided into two types that are aided and controlled. These are almost always church schools and the In terms of evolution of mathematics in education system of different schools at UK, it has been analysed that Math was considered as the core and necessary subject since 19th century (Hershkowitz, et al. 2002). It has been analysed that there were many lengthy calculation under the topics of weights and measures in math and reduction in time allotted to numerical calculations in mathematics have made it problematic for the students to learn. Nearly in 1980s the development of electronic calculators raised the concern that using these devices may affect the mental ability of the pupils to sole the arithmetic issues but eventually and gradually they become the important tools to be used by the pupils (Mullis, et al. 2012). It has been analysed that resolving the real life problems are very much complicated than solving the problems that are academic. But, these issues have made the impression that maths is not relevant to the real lives. This is the only reason that math has undergone many changes since years but the reforms were mainly focussed on changing the teaching patterns of the subject and thus required effective training programs to teach the teachers that how can they educate the students (Aubrey, Godfrey and Dahl, 2006). Every subject the pupils learn has its impact on their personal, social, economic factors. These factors also affect the experience of learning the particular subject. Math is considered as the subject that is very much complicated in nature. This subject is assumed to be very different from the real life implementation of the subject (Adam, Beck, and Van Loon, 2000). Following are some of the factors that have their impacts on the education experience of the students regarding math: Personal and social factors: It has been analysed that development of negative attitude towards maths by the pupils in UK is because of the differences in the real life problems and subject problems of maths (Unit and Britain, 2001). Even though pupils are talented but they have negative views on maths and face numeracy crisis. In order to improve people as an individual and the country as a whole, it is required to change the attitude towards the subject to take the benefit out of it. It has been analysed that UK people have culturally accepted to have negative thoughts about maths. It is very usual to hear in UK and I cannot do maths and it does not seem strange at all. Maths is seen as the remit of mad scientists, nerdy boys and socially inept. Maths is assumed to be the genetic gift that can be innate and cannot be acquired and learnt but this was really a wrong thinking. Everyone needs math at every point of their life even in everyday tasks the people perform; maths is very muc h required (Healy, 2003). There can be many causes that results in negative attitude of the people towards maths. The first one is the bad experience of the students in learning the concept of maths that are very basic. Students also find that the problems in their books is also not relevant to their daily lives I some cases. Most the student has bad experiences in their math class and thus it continues till their adulthood. Math also creates anxiety amongst the students (Asheim and Gertler, 2005). Historical factors: In all the education system, math is considered as the most important and the key subject to be learnt by the students. It is considered as the ancient science that has been involved in each and every education system including UK. It has always been taught as the mandatory subject and is considered to be playing a major role in social selection. This is a subject with infallible knowledge and logic and thus it is required to be involved ii the education system with a perfect curriculum design. In earlier times that is sixth and fifth centuries, Pythagoras believed that this world is ruled by the numbers and nature has mathematical underground. It has been analysed that the students have the assumption that maths is a very tough subject and they used to hate maths. Math has always seen as the isolated subject. It is required to concept and integrates historical aspects in mathematics in order to have better teaching and learning experiences of the students (DEste and Patel, 2007). Teaching and learning mathematics through ancient and discovery perception helps in empowering the excitement of learning. This helps the students to develop their logical reasoning and problem solving capability. These are the life skills that can be learnt by understanding the concepts of maths. Historic maths also deals with looking at the problems that are old. This helps the learners and the researchers to look for new and interesting ways to solve the problems. There are two ways in which history can be combined to maths. First strategy is that the topic can be covered by using the original source out to settle topics that fit I to the curriculum. History suggests that modern maths is confided as the integration or combination of years of learning ad discovery. Insights into the evolution and development of maths help in improving the curriculum and power of the teacher to communicate and stimulate interests. Economic factors: The association between attainment of maths and national economy is very complex to be explained and understood. The interference of government or the political decisions on the formulation of mathematics curriculum assumes utilitarian view of learning that suggests that the vocational skills can be taught in the schools (Hoyles and Lagrange, 2010). In developed world, the skill requirements of employees by the companies are changing and this may be because of the involvement of technology in the same. The new technological tools at the workplace have different skill requirements from the person who is using or operating those tools. It has been analysed that mathematical science is very important for the economy of the country like UK. It has been analysed that all the topics that are usually covered in the math curriculum such as algebra, trigonometry, dynamical analysis, mathematical physics etc. are very important for the everyday life as well as the employment life of the pupils of UK in near future. In order to drive the economy of UK, its required to develop the mathematical skillset across the widest economic spectrum. It has been observed that very few of the math students opt maths in their future studies or post graduate level. It is not the case that the qualified Mathematicians are required only in UK but its the case for all over the world. A report by Mathematical Sciences in 2025, published by the American National Academy of Sciences, stated Mathematical Sciences is increasingly integrating in other aspects and has become a very important element in the investigation of different areas such as biology, social science, medical, economics etc. all these subjects and the investigation in the same is important and essential for the growth ad development of the economy and this fact should inform both the nature and scale of funding for the Mathematical Sciences as a whole8. Therefore, it has been analysed that UK has to make initiates in this direction of maintaining and developing Mathematical sciences people pipeline so that it can be competitive in nature at global level. This helps the country to attract the other global businesses to set up their operation in the UK. In the year of 1980s and 1990s, the conservative government of UK has brought many reforms and introduced the market mechanism in the education system of UK. This has been done in order to raise the strands of schools in UK. The legislation that is the 1988 Education Reform Act not only bought reform in the education system but also changed the national curriculum of different subject including maths (Slavin, 2002). The market oriented reform allows the parents to have their choice about the sate funded schools. As per this, the parents in UK can choose that which school their children has attended and could be linked with the governing bodies of the schools. Some of the schools have got the right to take decision over their budget and that budget is financed by the government of UK. This helps the school governing bodies to have autonomy in their operations and particular about which student can get the admission and which cannot. In addition to the parental choice, policy makers of the education system also attempted to improve the effectiveness of the schools (Barr and Crawford, 2005). For this, league tables were generated that helped in showing the positions of the schools in comparison to each other. gradually, the test scores become more accessible and thus the league tables undergone the refinement that results in focusing on the outcomes instead of just focusing on the examination attainment and taking account of the previous achievement of children entering a particular school. (Boud and Solomon, 2001). However even today, the newspapers concentrates on the pass are of the pupil in the exams and this is the big issue for the parents of those pupils as well. It has been analysed that most of the organisations of contemporary society believes in old fashioned skills. Old fashioned skills means the skills that were used to perform the task in older days that are now altered and the same task is done in different ways now. Different policies have implemented these days in the organisations that requires the schools to make alteration in the school curriculum of the students to make them learn better and new skills (Gillborn*, 2005). As far as some of the recent policies in UK are concerned, it has been analysed that Pupil Premium program has the objective to reduce the inequalities in between the children and the education that needs to be provided to them. This can be done by funding the schools for helping the disadvantaged students. The pupil premium is available to the student who can take free meals. It is in the hands of the school that how that funding can be used. This was the policy that is launched in England (Lorenzoni, Nicholson-Cole and Whitmarsh, 2007). In Northern Ireland, every school is god school is a policy that was launched for making improvements in the school. This helped in raising the standards and funds for the schools. Teaching Scotlands Future was the policy that was launched in order to improve the teaching skills. As far as Australia is considered, it is found to be the biggest competitor of UK in education system. In Melbourne, educational goals of for the youth of Australia along with Australian education minister sets the way in which the education needs to be delivered to the students at every level. The major focus on Australian education is leadership of the schools. The major objectives of Australian education includes development of school leadership, improving the quality of teaching improving the outcomes for the students who falls under the category of disadvantage society and the last one is improvement in transparency (Henry, et al. 2001). In order to increase the number of educated population, the agreement has been launched that aims at engaging more and more students in schooling programs so that the inequalities in the education can be reduced and more and more people of the country can get the education at equal level. Most of the programs and the policies in Australia are fo r the students who belonged to the community of indigenous society and the one who are from the lower social economic societies. After that, the national partnership agreement has been launched or released that focused on setting the milestones of education, outcomes of the same and the strategies for delivering the education (Sahlberg, 2007). The ASQA seeks better national constancy and increased rigour in registering training providers, recognizing sequences and monitoring the excellence of the system. The TEQSA aims to safeguard that students obtain high-quality education at any higher education organization. It has been analysed that the major aim of every education policy different countries have similar impact and objectives. His is because each of the government and the governing bodies of the countries try to improve the education level of the population and aims to remove the inequalities along with providing equal opportunities to all the people in their country to get the education at primary and secondary level. Maths is the subject that has been concluding as the most important subject and its basic language is very much required by every individuals. References: Adam, B., Beck, U. and Van Loon, J. eds., 2000.The risk society and beyond: critical issues for social theory. Sage. Asheim, B.T. and Gertler, M.S., 2005. The geography of innovation: regional innovation systems. InThe Oxford handbook of innovation. Aubrey, C., Godfrey, R. and Dahl, S., 2006. Early mathematics development and later achievement: Further evidence.Mathematics Education Research Journal,18(1), pp.27-46. Babado?an, C. and Olkun, S., 2006. Program development models and reform in Turkish primary school mathematics curriculum.International journal for mathematics teaching and learning,1(1), pp.1-6. Barr, N.A. and Crawford, I., 2005.Financing higher education: Answers from the UK. London: Routledge. Boud, D. and Solomon, N., 2001.Work-based learning: a new higher education?. McGraw-Hill Education (UK). Cochran-Smith, M. and Zeichner, K.M. eds., 2009.Studying teacher education: The report of the AERA panel on research and teacher education. Routledge. DEste, P. and Patel, P., 2007. Universityindustry linkages in the UK: What are the factors underlying the variety of interactions with industry?.Research policy,36(9), pp.1295-1313. Gillborn*, D., 2005. Education policy as an act of white supremacy: Whiteness, critical race theory and education reform.Journal of Education Policy,20(4), pp.485-505. Handal, B. and Herrington, A., 2003. Mathematics teachers beliefs and curriculum reform.Mathematics education research journal,15(1), pp.59-69. Healy, J.D., 2003. Excess winter mortality in Europe: a cross country analysis identifying key risk factors.Journal of Epidemiology Community Health,57(10), pp.784-789. Henry, M., Lingard, R., Rizvi, F. and Taylor, S., 2001.The OECD, globalisation and education policy. Elsevier Science. Hershkowitz, R., Dreyfus, T., Ben-Zvi, D., Friedlander, A., Hadas, N., Resnick, T., Tabach, M. and Schwarz, B., 2002. Mathematics curriculum development for computerized environments: A designer-researcher-teacher-learner activity.Handbook of international research in mathematics education, pp.657-694. Heywood, J., 2005.Engineering education: Research and development in curriculum and instruction. John Wiley and Sons. Holmes, J. and Adams, J.W., 2006. Working memory and childrens mathematical skills: Implications for mathematical development and mathematics curricula.Educational Psychology,26(3), pp.339-366. Hoyles, C. and Lagrange, J.B., 2010.Mathematics education and technology: Rethinking the terrain. Berlin, Germany: Springer. Lorenzoni, I., Nicholson-Cole, S. and Whitmarsh, L., 2007. Barriers perceived to engaging with climate change among the UK public and their policy implications.Global environmental change,17(3-4), pp.445-459. Marsh, C.J., 2009.Key concepts for understanding curriculum. Routledge. Mullis, I.V., Martin, M.O., Foy, P. and Arora, A., 2012.TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Priestley, M. and Humes, W., 2010. The development of Scotlands Curriculum for Excellence: amnesia and dj vu.Oxford Review of Education,36(3), pp.345-361. Rowlands, S. and Carson, R., 2002. Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical review of ethnomathematics.Educational Studies in Mathematics,50(1), pp.79-102. Sahlberg, P., 2007. Education policies for raising student learning: The Finnish approach.Journal of Education Policy,22(2), pp.147-171. Slavin, R.E., 2002. Evidence-based education policies: Transforming educational practice and research.Educational researcher,31(7), pp.15-21. Unit, S.E. and Britain, G., 2001.Preventing social exclusion. London: Cabinet Office.