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GENERAL BACCALAUREATE
SESSION 2010
ECONOMICS AND SOCIAL ES SERIES
Time allowed: 4:00 - Factor: 7
The use of calculators is prohibited.
Before dialing, make sure that the candidate has his subject well 8 pages number
ed 1 to 8.
The candidate will address the choice is the essay, namely the question of synth
esis.
Eighth
10ECESOlN1
Essay based on a documentary record
"Asked the nominee is: The answer to the question explicitly or implicitly in th
e subject to build an argument from a problem that will develop, mobilize knowle
dge and information relevant to address the topic, including on the record, to w
rite using vocabulary economic and social context and appropriate to the issue,
organizing the development in the form of a coherent plan that saves balance of
parts.
"Will be taken into account in scoring, clarity of expression and careful presen
tation.
SUBJECT:
Economic inequalities are they the only obstacle to social mobility? Document 1:
Disposable Income (*) income by occupational category in â ¬ 2006 per year
Artisan, shopkeeper, business owner executive (A) Intermediate occupation Employ
ed Worker Unskilled worker (8)
Set Value (A) 1 (8)
19067 29331 21 286 17 171 1679 5 14 899
19,450 1.97
(*) This is the household disposable income divided by the number of units of co
nsumption. It is therefore the same for all individuals of the same household. F
ield: Metropolitan France, individuals whose declared income tax is positive or
zero and whose reference person is not a student. Interpretation: In 2006, half
of households whose reference person is a part have annual disposable income per
consumer unit above 29,331 euros.
Source: Income tax and Social Surveys 2006 www.insee.fr / en / themes. 2009.
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Document 2: Through the cultural capital and school that sends each social categ
ory powerfully determines the fate of individuals who are drawn: the higher the
social origin of an individual is, the more likely it is to achieve a highly edu
cated and, given the strong link between training and employment, the more it ca
n achieve himself a high position. And the reverse is true as well: the children
of the popular ones are the most destitute of degrees or diplomas must be conte
nt with the lowest and therefore also the least likely to access average positio
ns, and certainly higher. Lastly, the social class of origin also determines the
performance of educational capital in the labor market. For this market, the qu
alifications have the same value as the social class of origin of their owner. T
hey give such access to hierarchical positions correspondingly higher (and bette
r paid) than their owners are themselves from higher social classes.
Source: Alain Bihr Roland Pfefferkorn, The system of inequalities, Compass, La D
écouverte, 2008.
DOCUMENT 3: Table for men of 40-59 years in 2003%
Socioeconomic category's son in 2003
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Farmer craftsman, shopkeeper, business owner executive, and higher intellectual
profession Occupation Workers Employed through social and occupational structure
generation son, in%
22 1 0 0 0 1 4
6 June 21
9 22 52 33 22 10 19
17 24 26 33 28 23 24
9
June 9
37 24 9 17 26 46 34
100 100 100 100 100 100 100
16 August 12
8
7
9
17 November 12
September 11
43,100
8
9
Field: men, employed or older who had a job, aged 40-59 years, in May 2003. \ 1
is the generation of son Source: Survey of PFO after 2003, social data, INSEE, 2
006. 3 / 8 10ECESOIN1
Document 4: Contrary to popular belief, the progress in schooling and lower ineq
uality of educational opportunities are without effect on social mobility. The s
ocial hierarchy is very little affected by the progress of education. We have se
en a greater devaluation of diplomas. There has been much less likely than befor
e to obtain€with medium or low degree, a high social status. It is, again, in t
he presence of perverse effects. The demand for education has increased signific
antly. People believed that the school could provide them with important social
promotion. 1 / this is not because the number of graduates has increased signifi
cantly for a number of positions at roughly stable [.. .]. People had strong des
ires for social advancement through the school. And they do not realize. The dec
line in educational inequality has led paradoxically to reinforce the frustratio
n of individuals, whose expectations of promotion were dashed.
Source: Pierre Bréchon, the mainstream of sociology, Presses Universitaires de
Grenoble, 2000.
Document 5: The determinants of social position
PCS and degree relatives
Family: structure and composition, geographical location, educational strategies
...
Social position of the son
Type and level of income of the father
Socio economic changes in the productive, competitive constraints
Diploma son
Source: Gilles and Jean-Pierre Férréol Noreck, Introduction to Sociology, Curr
iculum, Armand Colin, 2003.
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Document 6:
In choosing his place of residence, it also chooses its neighbors and the childr
en of his neighbors, those with whom we will grow our own, those we send them to
school, etc.. If so, it is because we believe that the quality of the immediate
social environment pulls its weight on the success or failure of each. Until re
cently, this had little practical intuition was tested by the social sciences. S
he begins to be and work on it prove him right. Far from being a fantasy, the we
ight of the interaction neighborhood and the immediate context of the social des
tiny is considerable. In fact, segregation (...) opens, cracked open, closed or
erodes the horizon, as it grows alongside parents and neighbors graduates or nei
ghborhood devastated by failure, in a residential area populated Intermediate oc
cupations or in a gentrified downtown.
Source: Eric Maurin, the French ghetto, investigates the social separatism, The
Republic of Ideas, Seuil, 2004.
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Question synthesis supported by a preparatory
1 / applicants are asked to:
1. Driving the preparatory work that provides components to be used in the synth
esis, 2. The answer to the question of synthesis:
€- Accompanied by an argument of critical thinking, responding to
€problem given in the title - by using his personal knowledge - by calling an i
ntroduction, development, a conclusion for a length of about three pages.
Both parties are equally important for scoring.
1 / will be taken into account in the rating of the clarity of J'expression and
careful presentation.
THEMEDUPROGRAMME:
Labor and Employment
1. Preparatory work (10 points)
You will answer each question in about ten lines maximum.
1) What are the principles of Taylorism? (Document 1) (2 points) 2) Explain why
the standardization of products and parts reduces production costs. (Document 1)
(1 point) 3) Give the meaning of both data highlighted. (Document 2) (1 point)
4) Data from document 2 they confirm the second sentence of a document? Justify
your answer using encrypted data. (Document 2) (1 point) 5) What does the term "
exhausted the productivity gains for humane reasons))? (Document 3) (2 points) 6
) Explain the underlined passage. (Document 3) (1 point) 7) Why the "just-in-tim
e" allows it to be more effective? (Document 3) (2 points)
II. Issue summary (10 points):
Having shown that patterns of work organization based on Taylorism are a source
of efficiency, you will explain why companies have been forced to implement othe
r forms of work organization.
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Document 1
If the OST has been theorized by Taylor in the 1880s, it spreads slowly, particu
larly in France where the methods of Taylor are gradually introduced in the inte
r-war period. Today, Taylorism has not disappeared: it continues to apply not on
ly in industry but also applies in many services, like fast food, banking or dir
ect marketing, as well as in Many business services. In the early twentieth cent
ury, the automaker H. Ford helps disseminate Taylorism, but also to extend it.€
It adds to the logic Taylorist three principles: the use of mechanical conveyor
[...}, which is the origin of the line work in continuous search of maximum stan
dardization of parts and products to reduce costs production through economies o
f scale, an increase in workers' wages, primarily to encourage them to stay in b
usiness despite the intensity of work, which also gives them access to consumer
products [... ]. Some forms of work organizations present alternatives to Taylor
ism, for example, "Toyota" or "ohnisme", in reference to the methods proposed by
T. Ohno (1912-1990) so that he ran Toyota. Source: A. Beitone, E. Buisson, C. 0
0110, Economy, Fact Sheet, Sirey, 2009
Document 2: Repetitive work by sector of activity
Proportion of employees (in percentages) Industry Economic Numbers (in thousands
)
who report that their work is repetitive
14.5 39.4 44.5 40.7 33.7 40.9 39.1 36.4 14.9 25.9 25.6
which (**): "Each series of gestures takes less than a minute
35.2 39.6 41 7 27 1 34.3 33.7 32.8 32.3 21.1 19.7 21.7
Agriculture
Industry
Tertiary
1984 1991 1998 2005 1984 1991 1998 2005 1984 1991 1998 2005
260 284 321 256 4705 4464 3990 3973 11 323 1269 4 14 142 1679 0
25-1-9
23.0
(*) The distribution is made without taking into account non-response to facilit
ate comparisons (**) Among those who say that their work is repetitive
Source: Based Working Conditions Survey (1984-2005), DARES, www.dares.fr. 15/10/
2009.
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Document 3:
This model (*) where consumption and production is self-maintained in a virtuous
spiral, began to encounter some pitfalls during the 1970s. First, productivity
gains were exhausted for technological and human resources: workers increasingly
rejected this "simple task)) and reacted with strikes, high absenteeism, poor p
roduction quality, braking, even sabotage in the workshops. Secondly, the standa
rd of consumption in industrialized countries exhausted: tendentiously, markets
were saturated industrialized countries since the workers had acquired a number
of durable goods. [... ] In the same period, Japan had discovered the advantages
of Fordism, had completed the original methods of manufacturing and production
in small and medium series for the island's market: Leading from below, just in
time , teamwork, individual assessments of workers ... Which, slightly altered,
would soon invade the planet because that they solved some of the questions rais
ed by the Fordist production model.
(*) 1 / is the "model tayloro-Fordist"
Source: Jean-Pierre Durand, "The work today, crises and productive models, ECOFL
ASH, n0236, March 2009.
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