Essay on American Culture in the 1920s - 1151 Words

During the 1920’s sometimes referred to as the Jazz Age, America was taking its last final steps from the traditional period to new era of modernization. It was a time in which American popular culture reshaped itself in response to the urban, industrial, consumer- oriented society America was becoming (Brinkley 641). In this reshape two sides stood in defense of their beliefs, the traditionalist who wanted America to stay the same or go back to the way it was. Rebelling against the new customs and morals of the urban middle class, they sought to defend older values. However, the new modernist looked forward to change; embracing the future and its fore coming traditions and ethics. During these time a mass consumer culture submerged,†¦show more content†¦Many Americans especially those living in urban areas challenged the rules and inhibitions of traditional public culture. They looked instead for freedom, excitement, and release (Brinkley 652). Motion pictures took America by storm, probably the most identified mass communication product at the time. Americans flocked to the movie theaters, with over 700 featured films produced a year during the 1920s to choose from, was more than ten times the number created by any other nation. Americans started to develop a night life, and there was nowhere to be more vigorously and visibly than in nightclubs. A dancing craze swept urban America, sending young people from out the house to dance halls filled with powerful pulsing new music and dazzling lights, to show off new clothes and hairstyles. Over 10 percent of the men and women between the ages of 17 and 40 in New York went dancing at least once a week. Thes e dance halls encouraged all kinds of uninhibited behaviors sexual dancing, drugs and alcohol. Flappers were women who smoked, wear seductive clothes, and makeup, often went to dance halls alone to find excitement and companionship. One event that impacted the 1920’s was the upcoming movement in music, jazz. Equivalent to rock and roll in the 50’s and 60’s, and today’s hip hop era, was said to have caused a lot of issues because of its African American background. One issue was young white kids would go out to Jazz Clubs and dance to jazz performed by blackShow MoreRelatedAmerican Culture Between The 1920 S2083 Words   |  9 PagesEver since Thomas Edison invented the Kinetiscope in 1894, films have been reaching its way to the heart of American culture. Since the roaring twenties, where the United States began to see the first movie theaters to the 1960’s, where films are officially a source of leisure and escape from reality. Films influenced American culture between the 1920’s through 1960’s by becoming an increasingly popular form of leisure for years to come while causing scandals, riots, and movements about films orRead MoreThe Great Gatsby By F. Scott Fi tzgerald1138 Words   |  5 Pages The Roaring 20’s â€Å"There are only the pursued, the pursuing, the busy and the tired.† (F. Scott Fitzgerald. The Great Gatsby). This is a famous quote from Fitzgerald because this is what the 1920’s was about.The American Dream was about working hard for what you want and this quotes sums it up. Everybody in the 1920’s worked hard for what they had and wanted. The 1920’s was a time to remember. The 1920’s was known by so many names. For example the Jazz Age, Flappers, the ‘New† Women andRead MoreThe United States Of America Hit An All Time Low During The Roaring 20 s With The Presence Of954 Words   |  4 PagesCinevert 1 Outline The United States Of America hit an all-time low during the Roaring 20’s with the presence of prohibition and organized crime. I. The Jazz Age Jazz Music Dance Appliances II. The New Women KKK Flappers 19th Amendment III. Mass Culture More Spending Money .First Radio Affordable Consumer Product ( Automobile) Read MoreThe Counter Culture of the 1920s Essay1493 Words   |  6 PagesThe counter culture of the 1920’s has affected the way the American lifestyle is today. Counter culture is a culture that primarily consists of younger people, with values and lifestyles opposing those of the original established culture. (Dictionary.com) A need for change. The 1920’s are also known as the â€Å"Jazz Age,† which was coined by F. Scott Fitzgerald, and the â€Å"Roaring Twenties.† It was a decade of change. (Hakim, 41) The counterculture of the 1920’s resulted from the Age of Jazz, FlappersRead MoreWorld War I And The Great War1196 Words   |  5 Pages Mass culture by definition refers to the set of ideals and values that develop from a common exposure to the same media, news sources, music, and art (chegg). It conveys the idea that culture emerges spontaneously from the masses themselves, like popular art did before the 20th century. However, post WW1 American society had advancements in technology that aided certain ideals and values in spreading across the nation. And the term media culture gives reference to the current western capitalistRead MoreAdvancements During The Roaring Twenties Essay527 Words   |  3 Pagesprosperity, music, dancing, and happiness. The 1920’s are often referred to as the â€Å"roaring twenties,† but many histories purpose that this is not a correct interpretation of this time period. America may have not been good for the some of the lower class in this time period, but the 1920’s were fantastic for most of the middle and upper class living in urban cities. The advantages of t his time period did outweigh the bad, which is why the 1920’s are called the â€Å"roaring twenties.† Women’s rolesRead More Paris in the 1920’s – â€Å"The Lost Generation† Essay1084 Words   |  5 PagesParis in the 1920’s – â€Å"The Lost Generation† Between the end of the First World War and Hitlers seizure of power a cultural explosion occurred in Paris that altered our notions of art and reality and shaped our way of viewing the world ever since. In the 1920s, Paris became the undisputed international capital of pleasure and was regarded as the cultural and artistic center of Europe with a reputation for staging one of its most glamorous eras, as well as some of the most spectacularRead More Italian Immigrants in America Essay1350 Words   |  6 Pagescentury and finally during the 1920’s, the United States began to restrict immigrants from coming to their country, mostly for cultural and economic reasons.   Even the immigrants that were allowed in during the 20’s faced many hardships such as religious persecution, racism, and xenia phobia.   One of the major groups of immigrants during that time was the Italians, but did the Italian immigrants experiences typify the overall immigrant experience during the 1920’s?   From the research I have compiledRead MoreMusic During The 1920 S1609 Words   |  7 PagesMusic in the 1920’s The Jazz Age was a cultural movement that took place in America during the 1920 s (also known as the Roaring Twenties) from which both jazz music and dance emerged. This movement matched with both the equally phenomenal introduction of mainstream radio and the conclusion of World War I. The 1920s was the decade that marked the beginning of the modern music era. Some of the popular music genres were Jazz, Dance Bands, Blues, and Broadway. The decade marked the beginning ofRead MoreChapter 31 Essential Questions Essay1072 Words   |  5 Pagesand why did America turn toward domestic isolation and social conservatism in the 1920s? Americans turned toward domestic isolation and social conservatism in the 1920s because of the red scare. Many people used the red scare to break the backs of all struggling unions. Isolationist Americans had did not have a lot of hope in the 1920s. There began to be a large amount of immigrants flowing into the US. During 1920-1921, over 800,000 immigrants had come. This type of immigration was known as the

To What Extent Were Womens Roles Affected by the Rwandan...

A. Plan of Investigation (147) To what extent were womens roles affected by the Rwandan Genocide? The aim of this investigation is to determine with detailing, how womens roles and education were truly affected by the genocide. This investigation will more in depth. This investigation is worth studying because it helps to enlighten the reader as to what happened, to clear any biases. We can also see the consequences and learn from those mistakes. In order to research the topic more thoroughly, there will be more analysis of the topic in 3 scope areas; women in the community and household, women in society, and women in education in Rwanda. The types of research conducted in order to gain information on the topic, included scholarly†¦show more content†¦They as a result were not represented in politics, since the maternal figure was still desired.5 †¢ However, to some extent women in post-genocide played a somewhat bigger role in politics; women in the Ministry of Gender spearheaded reform to give the women right to inheritance.6 †¢ The women stepped into the political sphere, taking on non-traditional social roles. Women who also gained rank in the RNP (Rwandan National Party), post-genocide were appointed to strategic positions in the transitional government.7 †¢ Until/during there were no female prefects or mayors, however, while the men were mostly focused on as perpetrators of the genocide, there were high ranking women.8 †¢ Agathe Kanziga and Pauline Nyiramasuhuko, the former first lady and the Ministry for Family Welfare respectively played huge roles in the genocide. Kanziga supported and set up the extremist radio station (RTLM-Radio Tà ©là ©vision Libre des Mille Collines), while Nyiramasuhuko another notorious politician was accused of rape (indirectly committed) and conspiracy to commit genocide.9 3. Women in Education †¢ There were improvements post-genocide; there were more qualified female teachers than male. ( 86.0% to 84.4%). However there was also many problems. Data gathered in 2000, showed that the literacy rate for women was at 47.8% compared to the 58.1% of men.10 †¢ Also of the 7058 teachers in the secondary system, 1358 of those were womenShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesof the customary measures we deploy to demarcate historical epochs, the twentieth century does not appear to be a very coherent unit. The beginnings and ends of what we choose to call centuries are almost invariably years of little significance. But there is little agreement over when the twentieth century c.e. arrived, and there were several points both before the year 2000 (the collapse of the Soviet Union, the reunification of Germany, the surge of globalization from the mid-1990s) and afterward

Free Will And Freud Essay Example For Students

Free Will And Freud Essay People are not free and do not have freewill due to unseen forces within thehuman mind and areas of the unconscious not aware to us. There are argumentsthat go against the principle of freewill in reference to the unconscious. Manypeople who have done studies in this area conclude that the unconscious can beseen or measured, so it is able to exist. According to Sigmund Freud, theunconscious does exist and the areas of the human mind control and affect ourbehavior. Freud also states because of these forces, freewill is prevented. Freud proposes three aspects of our personality that prevent freewill. They arethe ID, Ego, and the Super Ego. Many People feel they are free and possesfreewill. They do not feel that because of some mechanism in their mind is thebasis for their behavior and actions. They feel that they have the ability tosize up a situation, think about their options, and choose how they will act. What we do then, is the result of our own deliberate free choice. There areunseen forces that prevent freewill. These unseen forces along with otherfactors prevent us from acting freely. There are two popular elements, theconscious and the unconscious. The conscious represents things we are aware of,and the unconscious represents what we are not aware of. When we are consciouswe are aware from moment to moment in our ordinary everyday experiences. Forexample, when at work I am aware of everyone and everything in my environment,phones, fax machine, co-workers, and computers. I will know who is at work andwho is not, I know who has pictures of their children on their desk and who doesnot. The conscious element simply allows me to see, feel, and actively be aware. The unconscious is a powerful element which affects and drives memories andmotives. The unconscious represents an area that is much deeper that the surfaceof our mind. An obvious example of the unconscious is our dreams. Theunconscious says things about our lives through pictures and symbols. Thiselement if recognized will prevent freewill from occurring and can directlyaffect our behavior. Thus, the uncurious is a powerful force that affects almosteverything we do. Sigmund Freud proposes three aspects of our personalitystructure that directly effects our decisions. The elements that Sigmund Freudtalks about are the Id, Ego, and Super Ego. These three elements play animportant role in our decisions and support the view of not having freewill. TheId is the source of our basic drives and all of our psychological energy. Sigmund Freud also states that we all are born with this element. The Id is alsorefereed to the pleasure principle, also represents self-gratification. The Idhas two basic drives, sex, and aggression. The Id is the part of us that isseeking pleasure through the immediate satisfaction of its needs. For example,if my professor goes into the teachers lounge while having a craving forsweets and there is a plate of brownies on the table, instead of asking if hecan have one, he just takes some without asking. This would be the workingwithout the benefit of the ego or super ego. In reference to the Id, it isalways trying to satisfy every impulse whenever and wherever, it knows nolimits. The second element of our personality is the ego; Freud relates this asthe reality principle. The ego is the practical side of our personality; it isaware of whats possible and impossible and is able to accept limits and toact in a practical way. The egos main purpose is to figure out appropriateways to sati sfy the ids desire. In a since the ego is like congress and theid is like the president. The president can not take major actions without theapproval of congress. In the case with the professor taking the brownies itwould be the ego saying stop and ask if these brownies are for everyone,maybe I should ask for permission first. In short the id supplies the power andthe ego supplies the control. The reaction of the two act as a driving force inwhich our decisions are made, thus eliminating freewill.

Teaching a Specialist Subject Essay Example

Teaching a Specialist Subject Essay Wider Professional Practice Assignment 1 How Recent Changes to UK Immigration Legislation Affect ESOL Provision in the Further Education Sector (Level 6) BryAnne Conley 7 January 2011 Introduction In recent years the English for Speakers of Other Languages (ESOL) sector has been dramatically affected by top-level UK immigration legislation. Immigration changes emanating from the Home Office, as well as corresponding funding changes for ESOL through Skills for Life, have significantly impacted public-sector Further Education (FE) teaching of ESOL. This essay will outline the recent history of national legislative changes affecting English-language teaching and identify the current operating policy and include a description of my education sector and learners. Following this description will be a detailed analysis of how the policy has been implemented in the public FE sector and especially within my own organisation. The analysis will begin by examining funding issues that affect the implementation, followed by a point-by-point discussion of positive benefits as well as negative impacts of each aspect. Both pre-existing and pending funding changes which impact ESOL provision will also be briefly mentioned. Historical Overview Hamilton and Hillier (forthcoming, p 1) could not have been more accurate when they stated It is clear from the historical record that ESOL has received uneven and often unhelpful attention from government. In the early 2000s the UK began significantly tightening immigration controls in an effort to reduce the number of immigrants to this country, and many amendments were added to the main law controlling immigration to the UK: the Immigration Act 1971. We will write a custom essay sample on Teaching a Specialist Subject specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Teaching a Specialist Subject specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Teaching a Specialist Subject specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Prior to this time, the law specified only that any immigrant desiring British citizenship should have a sufficient knowledge of English (British Nationality Act 1948). In the last decade, however, an astounding 267 Statutory Instruments and 5 Acts dealing with immigration have been approved. These changes began with the Nationality, Immigration and Asylum Act 2002 and eventually led to the complete restructuring of the UK immigration system. A new Five-Tier Points-Based System (HC 439) was introduced and phased in during 2008 and 2009. This system tightened language regulations considerably, requiring different levels of English for different types of immigrants. HC 439 is the pertinent policy which this report will analyse, and one which significantly affects the FE ESOL sector, as it further restricts specifications regarding proof of English language progress and proficiency: A person is deemed to have sufficient knowledge of English and of life in the UK if he has attended a course using teaching materials derived from ‘Citizenship Materials for ESOL Learners’ and has thereby obtained a relevant accredited qualification in ESOL (or if he has passed the test known as the Life in the UK Test). [that] evidenced progress from one [ESOL] level to the next is required and that qualifications can only be obtained through attendance at a college that is subject to inspection by [approved agencies are listed]. This means that immigrants seeking to settle in the UK must now submit formal proof of their initial level of English in addition to proof of their final level, thus confirming an improvement of one whole ESOL level. In addition, instruction must now be provided by an approved, inspected college a change that could leave many private English language colleges without enough students to survive. (Tahir, 2010) Sector and Learners However, I teach in the public (approved) sector of Further Education: specifically in Adult and Community Education. ESOL provision in our sector is divided into several types of courses; the two areas I currently teach in are Skills for Life and Family Learning. Skills for Life ESOL, at the lower levels, has experienced significant cuts, whereas Family Learning ESOL is the only type of course for which funding has remained relatively stable. (NIACE, 2007) Our students are a mix of those who are settled, or wish to settle, permanently in the UK, and those who arrive from EU or EEA countries and want to improve their English for work purposes. As the Home Office has no power to regulate EU/EEA citizens in this country, this report will deal with the former group of students and how we help them achieve the required levels of proof of language proficiency and cultural knowledge for settlement (Indefinite Leave to Remain or ILR) and ultimately British citizenship. Implementation of Home Office Policy Backdrop: Funding Cuts An analysis of the implementation of Home Office policy in the Further Education sector would not be complete without mention of the effects of recent FE-wide funding cuts, for they have dramatically increased the negative impact of changes in immigration legislation. In 2007, the UK government introduced a major restructuring of the funding for the FE sector which included monetary cuts, reworking of fee remission structures, an increased emphasis on certain areas of Skills for Life, as well as workforce reforms requiring the upskilling of teachers in the FE sector (Learning and Skills Council, 2007). According to the 2007 NIACE report, all providers of FE and Adult Education experienced a reduction in LSC funding, which was their major source of revenue. The institutions surveyed by NIACE cited a few positive changes, such as becoming more focused and efficient, and learners benefiting from a sharper focus on quality. However, most of the changes cited were negative: †¢ reduction in learner numbers †¢ increased course fees and other supplementary charges (eg exam fees) †¢ significant barriers raised for low-income learners including ESOL learners staff reductions including teachers, support staff and managers †¢ reduction in administrative capacity †¢ cuts in the range and locations of provision †¢ reduction of course lengths †¢ shorter planning horizons †¢ need to invest in additional staff training In my own organisation, I have seen the following impacts of these funding changes: †¢ Job losses have caused demoralisation and increase d stress for tutors, and especially for managers, as an increased workload is shared among fewer people. †¢ The target-driven climate has resulted in more paper shuffling by tutors and learners. Much time has been wasted by tutors and managers tracking targets on computer programs that dont work, trying to force the reality of students learning and progress into pre-determined aims, and the necessity of managing the numbers to satisfy funding requirements. †¢ Fewer locations of provision have meant that learners and tutors must travel further to classes, resources such as libraries have been considered luxuries and closed, and there has been a constant reshuffling of offices resulting in cramped, or a complete lack of, office space for many staff. Cuts in administrative staff and services have meant extra planning and workload for tutors, and learners are short-changed by receiving reduced resources and support. †¢ Selection of students is now often based on factors such as motivation or ability to complete exams rather than the need to learn the language. Our funding is now inconsistent, erratic and short-term, leading to general confusion, lack of continuity and increased spin-up time for everyone involved. As early as 2003, Lea noted problems with this approach to funding, stating that an environment in which FE is considered a profitable business †¦ could affect which ESOL students we take in or not. Requirement One: Life in the UK HC 439 requires proof that our courses include materials from the approved Citizenship Curriculum. These must be used in our planning, and we must specify what we have covered on each students Individual Learning Plan. This specification has an overall positive impact in that learners gain greater cultural knowledge of the UK; the negative impact is a small amount of extra paperwork for tutors. Requirement Two: Increase English One Full ESOL Level This requirement of the law is significantly more involved in its implementation, and has several aspects which will be discussed in turn. Aspect 1: Initial proof of English level is now required in addition to final level proof. Before, a quick initial assessment of learners’ skills levels sufficed, but now we must perform a more-thorough and well-documented diagnostic assessment. This assessment forms critical evidence that may be inspected by agencies such as Ofsted. The impact of this is significant: nearly all of the first one or two class sessions are now devoured by extensive assessments. These are stressful for the students and require huge amounts of time for tutors to prepare, mark, record and file. Additionally, because this is the public sector, Ofsted monitoring and funding concerns have led to creating a new electronic Data Return to track this assessment data. It has taken phenomenal amounts of time over two years to implement this system and train staff to use it. An unintended positive impact of these assessments has been a more detailed knowledge of students’ strengths and weaknesses, which targets the delivery of learning more precisely. Aspect 2: Students must pass exams to show an increase of one complete ESOL level from their initial assessment. This requirement has led to more teaching to the test which puts pressure on students and tutors alike to have exam success. Areas of vocabulary, grammar or knowledge which fall outside the scope of the exam are less likely to be covered in class. In the short term, this can be frustrating to learners and does not positively contribute to the quality of educational provision; in the long term, it may negatively impact other areas of students lives such as their job or family where they may need this extra information to function well and enhance their quality of life. This can lead to negative consequences for learners’ equality of opportunity in society. A further negative impact is the pressure on tutors to under-assess students levels initially, so that they can achieve an increase of one complete level in one year. It is essential for funding that students pass a minimum of one exam annually. ) Some students may not be accepted to learning programmes if it is not felt that they can achieve the required exam results; this can potentially lead to a lowering of the diversity in the class. One positive benefit, however, has been greater motivation by students to attend classes, focus on their studies and do well. Aspect 3: The Home Office is only interested in increased proficiency in speaking skills; reading and writing skills are not a priority. As a result of this, reading and writing skills can tend to fall by the wayside, and this can impact on students employability, especially for higher-skilled or higher-paid jobs. Students may be quite qualified in their own country, but unable to obtain jobs in the UK in the fields in which they were trained. A possibly-unintended consequence of this is keeping immigrants job prospects low, thus preserving higher-skilled jobs for British nationals; this is in direct contradiction to the points-based immigration scheme and the stated intentions of government policies! Future and Wider Issues At the time of this writing (Nov 2010) another change to the point-based immigration system is about to be implemented (Command Paper Cm 7944, 2010). The rule change will require spouses of UK settled individuals to have level A-1 level English before they can even enter the country. This pre-entry spouse language requirement has the potential to impact our sector significantly by reducing the number of students and making it more difficult to reach our target group of priority ESOL learners under the governments ‘New Approach to ESOL’ scheme. (DIUS, 2009), thus leading to further reductions in the diversity of our classes. It may even violate human rights and race relations laws. (Travis, 2010). Although this policy does not emanate from the Home Office and is therefore not considered directly in this report, it will nevertheless impact our sector with perhaps even greater intensity. The New Approach to ESOL was introduced by the UK government in the summer of 2009 as a joined up approach for handling ESOL provision (ibid. , p 23). A New Approach does indeed echo many of the aims of the Home Office legislation such as a refocus on ESOL priority learners, ESOL as part of preparing for work, and English to gain citizenship and integrate into communities. However, no new funding is provided to accomplish these additional tasks, and this will be intensely problematic. The Union of Colleges and Universities (2008) has stated categorically: Laudable government aims to lift migrant workers out of poverty and to deliver its community cohesion strategy [will] not happen unless appropriate funding is found. Conclusion The research done for this report suggests that ESOL provision in the Further Education sector is reaching a crisis point. More requirements are being piled on by government legislation emanating from a variety of agencies, while at the same time crippling funding cuts are being made across the sector. Staff in the sector are being stretched and stressed to the maximum. Barriers are being raised for learners that will keep immigrants in an economically-disadvantaged position in direct opposition to touted government ideals. It appears to be mainly funding policies, rather than requirement policies, which drive improvements or lack thereof in educational provision. In my opinion, the current situation is untenable, and prospects for the near future of ESOL provision are bleak. word count = 2164 Bibliography Ainley, B. (2007). Guide to Race Equality in FE. London: Continuum. Avis, J. (2007). Education, Policy and Social Justice. London: Continuum. Borders, Citizenship and Immigration Act 2009. (20 January 2010). [Electronic version. ] The Guardian. Retrieved October 2010 from: http://www. guardian. co. uk/commentisfree/libertycentral/2009/feb/13/civil-liberties-immigration. British Nationality Act 1948 (11 12 Geo. VI. c. 56) British Nationality Act 1981 (1981 c. 1). Command Papers. (2010). Statement of Changes in Immigration Rules, presented to Parliament by Command of Her Majesty October 2010. (Cm 7944). London: HMSO. Department for Innovation, Universities and Skills (DIUS). (n. d. ) Skills for Life: ESOL for Work — A new suite of qualifications. [Download, PDF. ] Available: http://rwp. excellencegateway. org. uk/readwriteplus/bank/368 7_ESOL_leaflet_A4_AW. pdf. Department for Innovation, Universities and Skills. (last updated 2 February 2009). Planning Funding. [Online. ] Available: http://rwp. excellencegateway. org. uk/readwriteplus/Planning_and_Funding. Department for Innovation, Universities and Skills. (2 February 2009). Proposed Funding Changes to ESOL and other Provision. [Electronic version. ] Extract of article first published in Update Magazine, issue 20. Available: http://rwp. excellencegateway. org. uk/readwriteplus/ESOL_changes. Department for Innovation, Universities and Skills. (2 February 2009). Race Equality Impact Assessment on proposed changes in the funding arrangements for English for Speakers of Other Languages and asylum seeker eligibility for Learning and Skills Council Further Education funding — report and emerging proposals. Download, PDF. ] Available: http://rwp. excellencegateway. org. uk/readwriteplus/bank/ACF1BE9. pdf. Department for Innovation, Universities and Skills. (May 2009). A New Approach to English for Speakers of Other Languages (ESOL). [Download, PDF. ] Available: http://www. bis. gov. uk/assets/biscore/corporate/migratedD/publications/E/esol_new_approach. Hamilton, M and Hillier, Y (for thcoming). ESOL Policy and Change. [Download, PDF. ] To appear in Language Issues, the NATECLA Journal. Available: http://www. lancs. ac. uk/fass/doc_library/edres/hamilton_07_esol_policy_and_change. pdf Hillier, Y. (2006). Everything You Need to Know About FE Policy. London: Continuum. Home Office. (2010). Statement of Changes in Immigration Rules, laid before Parliament on 18 March 2010 under section 3(2) of the Immigration Act 1971. (HC 439). London: HMSO. House of Commons Home Affairs Committee. (9 March 2010). Follow-up to the Committee’s Report on Domestic Violence, Forced Marriage and Honour-Based Violence (HC 429-i). Available: http://www. publications. parliament. uk/pa/cm200910/cmselect/cmhaff/429/429i. pdf. London: HMSO. Lea, J et al. (2003). Working in Post-Compulsory Education. Maidenhead: Open University Press. Learning and Skills Council (LSC). (March 2007). Funding Guidance for Further Education in 2007/08. [Download, PDF. ] Available: http://readingroom. lsc. gov. uk/lsc/National/FEFundingGuidance0708. pdf. Learning and Skills Council. (2009). Fast Facts The New Approach to ESOL. [Download, Microsoft Word. ] Available: http://readingroom. lsc. gov. uk/lsc/National/nat-esol_fast_facts_LA-july2009-v1-1. doc. Migrant Health. Infectious diseases in non-UK born populations in England, Wales and Northern Ireland. A baseline report 2006: Appendix One: The history of migration to the UK. (November 2006) [Download, PDF. Health Protection Agency. Available: http://www. hpa. org. uk/webc/HPAwebFile/HPAweb_C/1201767922096. National Archives. (As of 4 January 2011). Database search for legislation using keyword immigration across years 2000 through 2010. [Online. ] Accessible at: http://www. legislation. gov. uk. National Institute of Adult Continuing Education (NIACE). (August 2007). Understanding the Impact of Funding Changes on Adult Learning: Further Education Colleges and Local Authorities. [Download, PDF. ] Available: http://www. unison. org. uk/acrobat/NIACE_Aug07. pdf. Papp, S. (18 September 2009). The impact of language assessment for language assessment for migration and integration in the UK: a preliminary survey study. [Presentation. ] Conference on Language and Integration. Berlin: Goethe-Institut. [Download, PDF. ] Available: http://www. goethe. de/ges/spa/pro/sog/ikz/pdf/Szilvia-Papp. pdf. Paton, A and Wilkins, M. (2009). Teaching Adult ESOL: Principles and Practice. Maidenhead: Open University Press. Singh, R, QC, and McColgan, A. (21 September 2010). In the Matter of Pre-Entry English Language Requirements. [Download, PDF. ] Available: http://www. liberty-human-rights. org. k/human-rights/asylum/pre-entry-language-req-matrix-legal-advice-sept-2010. pdf. Tahir, T. (2010). English language schools fear new visa rules. The Guardian, 19 January 2010. [Online]. Retrieved Nov 2010 from: http://www. guardian. co. uk/education/2010/jan/19/foreign-student-visas Tett, L; Hamilton, M; and Hillier, Y. (2006). Adult Literacy, Numeracy and Language: Policy, Practice and Research. Ma idenhead: Open University Press. Travis, A. (27 September 2010). Human rights lawyers condemn English tests for spouses coming to UK. [Electronic version. ] The Guardian. Retrieved November 2010 from: http://www. uardian. co. uk/uk/2010/sep/27/lawyers-condemn-migrants-english-tests. University College Union (UCU). (2007). Increasing exclusion, raising barriers: the real costs of charging for ESOL. [Download, PDF. ] Available: http://www. ucu. org. uk/media/pdf/l/6/ucu_esolbriefing_nov07. pdf. University College Union. (2008). UCU warns community cohesion cannot happen without English classes for migrants. (2 April 2008). UCU News. [Online. ] Available: http://www. ucu. org. uk/index. cfm? articleid=3183. UK Border Agency. (July 2009). Earning the Right to Stay: A New Points Test for Citizenship. [Download, PDF. Available from the European Archive: http://webarchive. nationalarchives. gov. uk/20100422120657/http://www. ukba. homeoffice. gov. uk/sitecontent/documents/aboutus/consultat ions/earning-the-right-to-stay/earning-the-right-to-stay/earned-citizenship-consultation? view=Binary. United Kingdom country information sheet. (n. d. ). [Online. ] European Web Site on Integration. Available: http://ec. europa. eu/ewsi/en/info_sheet. cfm? ID_CSHEET=21. Windsor, V and Healey, C. (2006). Lifelines 20: Developing ESOL, Supporting Achievement. Maidenhead: Open University Press. WorkPermit. com. UK Immigration English language requirements for spouses and