Education in the UK: Social Policy Changes

Education in the UK: Social Policy Changes The 1944 Education Act has a significant role in the British education system. According to Bochel et al (p.238), the legislation of this Act initiated free secondary education for all children and raised the school leaving age from 14 to 15. Control over education system was shared between central government and local government. It also gave local authorities the power to control education affairs whiles the central government was in charge of providing financial support. In relation to this, the Act created three secondary systems (Tripartite system) namely: the grammar school (for the academic), technical (for practical or vocational studies) and secondary modern (for less academic). Admission in to these schools were based on entrance examination called eleven- plus. One of the impacts of this policy was to establish a system that allows children from diverse background to schools most suitable for their needs and ability. The return of conservative government in 1979 alleged that change was necessary in other to raise the standard of the British education system. The change did not neutralise until 1988. Bochel,etl(2009) wrote: Thatchers government of 1980 placed at least part of the blame for Britains economic ills on trendy educators who they perceived as having emphasised equality and new teaching methods at the expense of providing a solid educational foundation for children (p.240). This means that the conservative government believe the possible way to revive the education system was to take control of the provision and policy of education from the hands of local authority and teaching professionals and centralized it to the central government. This was responded through the 1988 Education Reform Act. The key significant of this legislation was to introduce market mechanism which encourages competition among schools and parental involvement (i.e. giving parents an informed choice in terms of choosing schools for their children). GRANT MAINTAIN SCHOOLS Thatchers government initiated two tier systems in to the British education in other to promote competition among schools. This was achieved through given grant maintain status the opportunity to opt out of the control of Local Education Authority (LEA) and become independent schools through parental votes. The benefit of opting out meant that the school will be able to receive it budget directly from the central government and also have the power to manage it affairs such as pupil entry and selection process. However, schools which chose to remain under the umbrella of LEA had it budget control by local management of schools (LMS). Under the LMS control, the schools were able to manage 85% of it budget . (Alcock 2008 p.317). According to Bochel (p. 241) the aim of the conservative was establish a market strategies for the two schools (i.e. GMS and LMS) to compete for pupil numbers. To the policy makers, based resources on the number of children they could attract not only encourage them to perform well but also meant that those which perform below standard would be force to improve or face the consequence of closing down where as those that attract more pupil receive grater resources and continue to remain in operation. THE NATIONAL CURRICULUM, STANDARD TEST AND LEAGUE TABLE The second area of concern to Thatchers government was the poor basic skills of the British population especially among young children in school leaving age compare to other countries (reference this part). In response, the policy makers introduce a national curriculum and standard test for all state schools which was to be published in a league table. The content of the curriculum included maths, English and science as the core subjects in addition with other subjects like history, languages, geography and daily worship if it is a faith school. The standard test on the other hand was initiated to test childrens understanding or attainment on the curriculum on four key stages between the ages of 7, 11, 14 and 16. However, testing at key stage 4 was later polish due to children under taking GCSE. Publication of the result along side with GCSE and A- levels in league table gave parent the choice to compare schools and also to check it performance before enrolling their children. (Alcock 2008, p.318). However, the information published could be misleading because the pupils achievement might be determine by various reasons outside the control of the school. For example, a child from a high class social background might need a might receive little support from the school and still high result from test compare to a person from a low social background who gets good quality of teaching fro the school but still perform poor in test. The result therefore courage schools to select children from the high class academic families.(Hill 2009). However, it could be argue that the 1988 Education Reform Act has lead to creation of class differences and inequality in to the British education system. For instance, Brown and Lauder deem that bringing marketing in education would benefit children from high class family as they will be influence to educate their children in independent schools where as children from the minority and working class families end up LMS schools which could be classified as less successful schools (Haralambos 2000 p. 798). In addition, Gewirtz et al argue that even though the act has giving parents the autonomy to make choice, however, parents from high class families are more likely to excise this choice as compare to parents from the working class families. For example high class families are more able to move house to certain areas in other to have access to good education. They are also likely to appeal against a decision if their children are tune down of their preferred choice of school and often educate children in a primary school which has link to their preferred secondary school. Working class families on the hand might be force to choose a local school because they can not afford to move house or has no means of transportation either than public transport (Haralambos 200 p. 806). The nation curriculum on the other hand could be view as initiating inequality into the education system. For example, the study of history is about the British history or empire without considering other cultures such as the Asian or African history which might have a significant influence on the consumers. Lawton has critics that testing between the ages of 7 and 14 would label some children as either failures or achieves. Those labelled as failures could result in leaving school early or not having much interest in school which lead to affect their future prospect (Haralambos 200 p. 811) NEW LABOUR POLICY Following a successful election in May 1997, new labour came in to power with Tony Blair as the prime minister. New labour gave education policy a high priority in it agenda. According to Alcock (2003), new labour has continued the regime of conservative ideology of marketization and parental choice; however, the first major change was the school standard and framework Act 1998. the aim of the legislation was to bring social exclusion and inclusion as well to tackle child poverty in education and creating opportunity for every child to developed. The impact of the policy resulted in revising the national curriAccording to Baldock (2007), even though new labour still continue to or are in use of the nation curriculum, it has however made some significant changes which include daily hour of literacy and numeracy strategy in primary education. It has also introduced citizenship teaching and, information and communication technology. In addition, labour has reduced class size for key stage 1 and 2 to a maximum of 30. The importance of reducing class size as argue by new labour was that large class size distract pupil from learning. Funding for achievement was derived from scrapping off the Assisted Place scheme implemented by previous conservative party.( check alcock 2003 for referncing). Statistics by Adcock shows an improvement in reducing class size and also bring in literacy and numeracy hour on top of the national curriculum in primary schools. By 2007, 88% of pupils in primary education were taught in class of not more than 30 children compare to 1997 which had a percentage of 72. Moreover, the percentage of literacy achievement at key stage 2 at 2007 was 80% compare to 75% in 2002 and 54% in 1996. Numeracy on the other hand achieved at key stage 2 in 2007 was 77% compare to 72% in 2000 and 54% in 1996 (Alcock, 2008). This improvement shows a significant raise in labours policy. Education action zone, this framework was established to support schools within poor areas to improve education attainment. In order to achieve it aim, the government enter in to partnership with private business, individual schools and education authority. The intension of the partnership was to formulate new strategies of teaching in areas where social exclusion and poverty were high in order to raise standard in attainment (Blakemore 2003). Aside the action zone, the 1998 frame work act encourages the establishment of specialist school. These emphases on the promise to promote diversity and excellence in schools as cited in Alcock 2003, p . Comprehensive secondary were given power to bid and became specialist school in areas such as Arts, Business, science, language or sports as well as selecting 10% of it candidates based on aptitude. The impact of this was to create diversity which meant that schools differ from each other and offer a curriculum which best suit the needs of the student in the chosen area. By 2006 it was recorded that 80% of the secondary school in Britain had become specialist school. Adcock(2005). This percentage shows that high proportion of secondary school bid to specialise in particular area of interest. The consequence however, from opting out as noted from Thatchers government in 1988 which lead to a two ties system could also implied in specialised schools. Blakemore (2003) highlighted the fear that specialist schools can fully funded and resource where as non specialist become under resourced. Another concern to the policy makers was the failing schools. According to Blakemore (2003), the Act gave central government power to intervene when local authorities fail to provide adequate support for a school to perform well. Both the failing school and the local authority were identified by Ofsted and shamed. Moreover, the government initiated that if matters are not resolved; than the local authority is not equipped to handle matters and therefore the school management would be transfer over to private sector for management. Examples such local authorities that went into private management are Hackney and Guildford. The consequences of labours 1998 In spite of labours promise to change years of underachievement for the countrys most disadvantage schools, educational opportunity still reflects on class deference, ethnicity, and gender inequality. According to Hill(2009), the issue of gender still remain in education but on the reverse. It is no longer the female discrimination as it used to be years ago. Female According to Blakemore(2003) Hill, M. and Irving, Z. (2009) understanding social policy. 8tt edn. Oxford: Blackwell publishing Ltd.

Mans Search For Meaning Essay -- Nazi Jews Holocaust

In Man's Search for Meaning, Viktor Frankl describes his revolutionary type of psychotherapy. He calls this therapy, logotherapy, from the Greek word "logos", which denotes meaning. This is centered on man's primary motivation of his search for meaning. To Frankl, finding meaning in life is a stronger force than any subconscious drive. He draws from his own experiences in a Nazi concentration camp to create and support this philosophy of man's existence. Frankl endured much suffering during his time in the concentration camp. All of his possessions were taken away, including his manuscript in which he recorded all of his life's work. He went through rough manual labor, marching through freezing temperatures, and little or no food. To add to this, he didn't even know if his wife was alive or if she had been killed when they were separated. However, throughout all this, Frankl was able to keep his hopes alive, and still care for his fellow man. This is due to his philosophy of person. He figured that the key to surviving in those horrible conditions was to find a meaning in his life. Once there is a meaning to live for, there will be a will to live. Finding a meaning in life is the most important thing according to Frankl. This is the core of his philosophy, and claims that it is the core of human existence. In his view, anything can attribute to be something to live for. Love is perhaps the strongest motivation, but even someone can even find fulfillment in his profession. According to logotherapy, we can find meaning in three ways. Man can either create a work or do a good deed, experience something or encountering someone, or by the attitude we take toward unavoidable suffering can we discover a meaning in... ...m he loves or without something he feels is important to find meaning. It is also going to be difficult for this person not to consider suicide, even though Frankl believes it should never be an option. Personally I agree with most of Viktor Frankl's ideas and philosophy. It is important for a person to find a meaning in his life. Frankl's philosophy is more human and more personal than other psychiatrists' philosophies. The human person can not be motivated just on unconscious drives. Humans are much deeper beings and need aspects of life such as a sense of purpose, love, and human contact. I also agree that suicide should never be an alternative to life, except if sacrificing your life for a greater cause. Viktor Frankl's ideas are more realistic to human nature, and give a sense of optimism to the reader who can hopefully find meaning in their own lives.

My Philosophy of Ministry Essay

My philosophy of ministry is to teach believers, through teaching the Bible, and training leaders. So, that they may, in turn, teach others to be rooted and built up in Him as seen in Colossians 2:6-7. The first part of my philosophy of ministry is to teach believers in the knowledge and the ways of Jesus Christ. Every member in the church has gifts. They need to understand their gifts and if you have the gift to teach, be trained in the work of the ministry. Teaching God’s people to do the work of the ministry takes place through the teaching of Scripture (2 Tim. 3:16-17). The second part of my philosophy of ministry is to train leaders. A leader in the church is a godly servant who is influencing others in the church. Building leadership development in the local church is vital to the continual growth of the ministry (Acts 6: 3-4; 2 Tim. 2:2). I want to always be in the process of training individuals and preparing them to step into a leadership position. The leadership training process needs to include not only theological study and â€Å"hands-on† involvement, but community and relationship development as well. My philosophy of ministry desires to see believers become mature disciples of Christ that are equipped to reach out and show Christ to a lost and dying world. Realizing that the first step in any philosophy of ministry must be establishing priorities, I have established the following personal priorities. The personal priorities must be firmly established and followed through on. Personal Priorities: (1) Seek God first as the central priority in life. (2) Model a character of Christ. Jesus Christ set an example that all Christians should follow. (3) Model the great commission by doing the work of an evangelist (4) Lead others by establishing loving relationships. People make life changing decisions during unique occasions of challenge and reflection. 5) Bible study, prayer, and spiritual preparation for teaching. Lack of fruitfulness and lack of vision in the church are due to lack of spiritual leadership. I define myself as a leader and a teacher in my local church. I teach the people of my church old Jewish traditions, so we understand more of why Jesus did some of what he did. Also, the Old Testament was written to show history of Jesus’s genealogy, but also what was foretold of Him. I am the Director of the woman’s ministry, and the Awana program for the children to help them learn Bible verses at a young age.

Bacterial Transformation with pGLO Essay Essays

Bacterial Transformation with pGLO Essay Essays Bacterial Transformation with pGLO Essay Essay Bacterial Transformation with pGLO Essay Essay Aim:Practice formulating hypotheses. anticipations. and experimental design. ? Describe the rules of bacterial transmutation.Explain the process for cistron transportation utilizing plasmid vectors. ? Induce the transportation of the pGLO cistron ( in a plasmid ) into E. coli. ? Describe the traits carried by the pGLO cistron.Describe how to trip ( â€Å"turn on† ) the pGLO cistron.Describe how to acknowledge the transformed cells ( from this lab ) . ? Know the footings used in this lab including transmutation ( in this instance transmutation does NOT intend the transition of a normal cell to a cancerous one ) . vector. plasmid. fluorescence. antibiotic opposition. E. coli.Answer the inquiries posed in this lab. PRELAB:Read about the control of cistron look on pages 353-356 and about transmutation on page 348 of the text edition.Read this lab and be ready to get down the exercisings.Specify the undermentioned footings ( but do non manus in ) : transmutation. vector. plasmid. fluorescence. antibiotic opposition. E. coliIntroduction:In this lab you will execute a process known as a familial transmutation. Remember that a cistron is a piece of DNA that provides the instructions for doing ( coding for ) a protein that gives an being a peculiar trait. Familial transmutation literally means alteration caused by cistrons and it involves the interpolation of a cistron ( s ) into an being in order to alter the organism’s trait ( s ) . Familial transmutation is used in many countries of biotechnology. In agribusiness. cistrons coding for traits such as hoar. plague. or spoilage opposition can be genetically transformed into workss. In bio-remediation. bacteriums can be genetically transformed w ith cistrons enabling them to digest oil spills. In medical specialty. diseases caused by faulty cistrons are get downing to be treated by cistron therapy ; that is. by genetically transforming a ill person’s cells with healthy transcripts of the cistron involved in their disease. You will utilize a process to transform bacteriums with a cistron that codes for a Green Fluorescent Protein ( GFP ) . The real-life beginning of this cistron is the bioluminescent jellyfish Aequorea Victoria. The cistron codifications for a Green Fluorescent Protein that causes the Portuguese man-of-war to fluoresce and glow in the dark. Following the transmutation process. the bacteriums express their freshly acquired jellyfish cistron and bring forth the fluorescent protein that causes them to glow a brilliant green colour under UV visible radiation. In this activity. you will larn about the procedure of traveling cistrons from one being to another with the assistance of a plasmid. In add-on to one big chromosome. bacteriums of course contain one or more little round pieces of DNA called plasmids. Plasmid DNA normally contains cistrons for one or more traits that may be good to bacterial endurance. In nature. bacteriums can reassign plasmids back and Forth. which creates the chance for them to portion these good cistrons. ( Note that the bacteriums don’t know that they are picking up good genes. ) This natural mechanism allows bacteriums to accommodate to new environments. The recent happening of bacterial opposition to antibiotics is due to the transmittal of plasmids. The alone plasmid we use encodes the cistron for the Green Fluorescent Protein ( GFP ) and a cistron for opposition to the antibiotic. Principen. The plasmid besides incorporates a particular cistron ordinance system. which can be used to command look of the fluorescent protein in transformed cells. The cistron for the Green Fluorescent Protein can be switched on in transformed cells by adding the sugar. arabinose ( Ara ) . to the cells’ alimentary medium. Choice for cells that have been transformed with the plasmid DNA is accomplished by growing on antibiotic home bases. Transformed cells will look white ( wild type phenotype ) on home bases non incorporating arabinose. and fluorescent green under UV light when arabinose is included in the alimentary agar. You will be provided with the tools and a protocol for executing familial transmutation in Escherichia coli. This transmutation process involves three chief stairss. These stairss are intended to present the plasmid DNA into the E. coli cells and supply an environment for the cells to show their freshly acquired cistrons. Many species of bacteriums have particular membrane proteins for the consumption of Deoxyribonucleic acid from the external environment. E. coli does non look to hold these types of membrane proteins ; nevertheless. puting E. coli in a comparatively high concentration of Ca ions and executing a process called â€Å"heat shock† will excite these cells to take up pieces of foreign DNA. To travel the plasmid DNA through the cell membrane you will:1. Use a transmutation solution of CaCl2 ( calcium chloride )2. Transport out a process referred to as heat dazeFor transformed cells to turn in the presence of Principen you must:1. Supply them with foods and a short incubation period to get down showing their freshly acquired cistronsRead the lab exercising and follow the waies carefully. You will make this lab in lab groups of 3-4 pupils. Completion of this portion of the lab will take 2 lab periods ( or 1 lab and 1 category ) . In the 2nd lab period you will analyse your consequences. Part I: BACTERIAL TRANSFORMATION Exercise A: Introduction to Sterile Technique ( in lab session ) You will pattern utilizing unfertile technique. as instructed at the beginning of lab session. before you do the experiment. When culturing bacteriums. you must non present other. polluting bacteriums into your civilization. Potentially polluting bacteriums are omnipresent ; they are found everyplace ( including on the bench top and on your custodies ) . It is particularly of import to maintain the vaccination loops. the pipette tips. and the surfaces of the agar home bases must non touch or be touched by any polluting surface. Exercise Bacillus: Bacterial Transformation ( in lab session )MATERIALS A ; PROCEDURES1. Follow the processs in the â€Å"Transformation Kit-Quick Guide† provided in lab. 2. The home bases will be incubated for 24-48 hours. and so placed in a icebox to decelerate the growing of the bacterium. You will than detect the home bases in the following lab period to roll up your informations. 3. Complete your lab study ( see following page ) : explicate a hypothesis on which this probe is based. of how E. colicells can be transformed by the pGLO plasmid. formulate the anticipations. and explain the experimental design.LAB 9: TO TURN INAnswer the inquiries and fill in the tabular array in the infinite provided below. Complete the Hypothesis. Predictions. and Experimental Design subdivisions during the first lab period. The Results subdivision will be completed after we analyze the informations next hebdomad. Hypothesis Formulate a hypothesis on which this probe is based. of how E. coli cells can be transformed by the pGLO plasmid.PredictionsPrepare and finish the tabular array below to bespeak what you predict will go on on each of the four agar home bases. ( Will E. coli grow on these home bases? Will the E. coli have any particular belongingss compared to wild type? ) Plate Plasmid? Growth ( G )No Growth ( NG )Other belongingss?LB/amp +DNALB/amp/ara +DNALB/amp -DNALB -DNANote: LB is the alimentary mixture that is added to the home base agar to feed the bacterium. Experimental designExplain the experimental design:1. What is/are the independent variable ( s ) in this experiment?2. What is/are the dependant variable ( s ) ?3. Which plates will function as control home bases? Do you anticipate cells to turn on these home bases? Why or why non? What is the intent of these controls?4. Define plasmid.Part II: ANALYZING THE RESULTSConsequences1. In the tabular array below. fill in your observations after analyzing your home basesunder both normal and UV visible radiation.Plate Plasmid? Number ofColonies?Other belongingss?LB/amp +DNALB/amp/ara +DNALB/amp -DNALB -DNA2. Be your familial transmutation successful? How do you cognize?3. Be your consequences consistent with the anticipations you made in the tabular array on the old page? If non. why?4. See the following two braces of home bases. What do the consequences obtained from these home bases tell you about your experiment?a. -DNA LB and -DNA LB/ampB. +DNA LB/amp and -DNA LB/amp5. After analyzing your consequences. would you revise your hypothesis? If so. repeat your hypothesis below.

The Crucible and McCarthyism

The Crucible and McCarthyism None other than McCarthy himself once said, ‚“McCarthyism is Americanism with its sleeves rolled.‚” During the 1950s, many Americans thought that McCarthy‚s aggressive search for communist infiltrators proved an admirable form of patriotism. His victims were often artists from Hollywood, and it is therefore no surprise that many pieces of literature were produced to deprecate the government under Senator McCarthy. Arthur Miller‚s play The Crucible, written in 1953, has been commonly regarded as an anti-McCarthyistic play. Although the HUAC trials provoked Arthur Miller to write The Crucible, his intention was not to directly attack McCarthyism but rather to criticize the unjust accusations and verdicts that have occurred in various cultures and times.There is no doubt that the HUAC trials influenced Miller in his decision to write a play about the Salem witch trials of 1692. Arthur Miller‚s friends, most of them working in Hollywood, had had ‚“brus h[es] with Marxist ideas or organizations‚” (Miller, ‚“Are You Now‚…‚” 3).Present-day archaeological site of the Salem Villa...As he witnessed their tragedy and pondered about their emotionally painful experience, he was reminded of the Salem witch trials that he had studied in university. Soon he began to see similarities between both trials. Juries accused innocent people based on false or no evidence at all, and once they were condemned and labelled as witches or communists, they were victimized. The psychological pressure was immense for most of the population. The ones who benefited from those imputations were seldom challenged by opponents, and if resistance did occur, it would most likely be brought to an untimely end. In the play, Miller included a commentary on the parallels between the witch trials and the governmental hearings of his time. ‚“In the countries of the Communist ideology, all resistance of any import is linked to the to tally malign capitalist succubi, and...

Bottled water commodity chain Research Paper Example | Topics and Well Written Essays - 1500 words

Bottled water commodity chain - Research Paper Example ny bottled water companies have been faced by numerous challenges, with others even being forced to close down due to excessive competition that exists in this industry. To evaluate the issues that exist in this industry, it is important to carry out a commodity chain analysis using FWC as an example. Fiji water has always been ahead of other companies when it comes to the production of bottled water. The production process begins with the tapping of rain water that is purified by the equatorial winds after travelling through the Pacific Ocean. The water is then filtered for a long period during which essential minerals such as ions and silica are gathered to increase the health of the consumers. The company’s marketing structure has been one factor that has enabled them to gain popularity and acquire a competitive edge against rival companies such as Dasani water from Coca Cola, Nestle’ water among others. FWC bases its strategy on the premise that when the consumers understand that their product originates from a remote aquifer in Fiji, they will have a liking towards it since it would represent an â€Å"untouched water with untouchable taste,† (Sorrells, 2012, para.1). This therefore implies that creating an identity to the customers would increase the cus tomer reliance on the product. Fiji’s marketing strategy has been a success over the last few years. This success can be attributed to the use of ideal aspects such as perfect market timing, a unique product positioning, premium product pricing, creating image publicity, innovative packaging and effective distribution. For instance, they have created a notion to the customers defining that their premium product is far from pollution, acid rain, industrial waste, and it is uncontaminated, untouched and uncompromised. According to Jessop, this product has been â€Å"preserved and protected by geography and geology† (2013, p. 10). This therefore results to a fine taste and mineral properties that are enjoyed

Strategic Management and Strategic Competitiveness Essay - 13

Strategic Management and Strategic Competitiveness - Essay Example This research will begin with the statement that the evaluation of strategic management frameworks and the identification of guidelines to highlight the degree of a firm’s strategic competitiveness have emerged as critical factors in assessing the future of the business with regards to the development of its corporate objectives and functioning in the long run. In a highly competitive business environment which is characterized by the growing influence of technology and a rise in globalization, value creation is a major consideration for firms which aim to transcend the influence of competitive forces. Considering this factor, the concept of strategic competitiveness can be applied to explore the issue as it focuses on the implementation of strategies for aiding the creation of value. The implications of strategic decision making are far-reaching such that the senior management must be able to demonstrate skills in prioritizing strategy and accordingly applying it to a given s cenario. By applying the example of Wal-Mart Stores, which is one of the leading retailers and public companies across the globe, this discussion focuses on understanding the impact of strategic guidelines on a business of such scale. The influence of globalization as identified within the context of a large-scale firm such as Wal-Mart is essentially linked with the understanding of how the application of the concept impacts the decision that a firm takes. Accordingly, the exploration of this concept involves examining the decision making and objectives of the company. As highlighted in the research conducted by Lavallee and Boyer, the influence and power of globalization with respect to Wal-Mart possesses the ability to shape external forces and define their impact on subsequent decisions.