'Should a school have the right to choose who it teaches?'
DISCURSIVE ESSAY - 'SHOULD A SCHOOL HAVE THE RIGHT TO CHOOSE WHO IT TEACHES?' Recently several stories hitting headlines have brought the British Education Board into question. Two major cases have even resulted in the resignation of the Secretary of Education - Estelle Morris. The most publicised case was of two teenagers from a school in Surrey who made sick phone calls and several death threats to a teacher. These despicable acts lead to the expulsion of both pupils. However, the parents of the children demanded that they have a right to be educated. An appeals' panel also agreed with this. Agreeably, everyone should have the right to a decent education as it affects future career prospects. However what rights do these two boys have? This controversial issue raises questions in many peoples' minds across the nation. Teachers and pupils both deserve rights, but should a school have the right to decide whom it chooses to teach? Many people would agree with the government's decision to re-integrate the two boys back into the school. Others also argue that the school overreacted and was extremely harsh for expelling the boys. In their opinion, a lighter punishment should be given but expulsion is not the solution. Many factors contribute to the solution of a permanent expulsion being scrapped. Some people would claim that it is unfair to make pupils travel outside their
Compare And Contrast Marxist and Functionalist Approaches to the Study of Education
Compare And Contrast Marxist and Functionalist Approaches to the Study of Education Both Marxists and Functionalists see education as serving the needs of society but they differ in whether it is an industrial or capitalist society. Functionalists see education as serving the needs of an industrial society with an advanced division of labour. They believe that it is important for the functioning of society that people are slotted into work and social roles that match their abilities. They see that pupils have their abilities and talents tested in schools so that they can be channelled into roles appropriate to their abilities and training, this is known as role allocation. Marxists would disagree with this and are interested in the way education works in the interests of the ruling class in a capitalist society. They see the education system as driven by the needs of capitalism which wants a work force that is easily exploited and accepts their exploitation. Both Marxists and functionalists see education as a powerful influence on students, making sure that they conform to societies norms and values. Functionalists believe that this will lead to social harmony, stability and social integration. Marxists believe that this is directly in line with the kind of worker required by employers in a capitalist society. The French Functionalist Emile Durkeim believes that the
“Work Place Discipline” and its influence on nineteenth century English society
"Work Place Discipline" and its influence on nineteenth century English society "Hickory dickory dock, The mouse ran up the clock, The clock struck one, The mouse ran down, Hickory dickory dock. (Children's nursery rhyme. Anon.) The Industrial Revolution, it could be said, was responsible for the beginning of the notion that "Time is money". Not only were there massive changes in the means of production, but also in the working lives of most of society. Not least of these was the transformation of working practices from agricultural and cottage industry to full scale factory systems with their need for "workplace discipline". In this essay I intend to take a brief look at the background to the Industrial Revolution, the need for change and how a workforce was created and disciplined for both the factory system and the domestic system. I will then go on to discuss how these changes influenced society and the effect they had on the lives and welfare of ordinary people. Although it was not as instantaneous as it sounds the Industrial Revolution did however bring about drastic changes to society, both economically and socially over a relatively short period of time. The transition which began in the mid eighteenth century, from hand tool manufacture to mass production by machine, although generally viewed as progress, also had some dire consequences. Along with mass
Unemployment
The aim of this essay is to discuss the social consequences for both individuals and the communities in which they reside of prolonged period of unemployment. Unemployment is a word not so easily defined as many may consider the unemployed to be individuals not in employment, ill or undergoing full time education there are certain members of society who are not employed but do not have an interest in work, should these individuals be considered unemployed? A sociologist defines unemployment as ' a part of an economic idea, referring to those people who are theoretically in the labour market, that is potentially competing for jobs and thus affecting the price of labour, but who do not actually have jobs'(C.Crouch, 1999). During this essay I will examine the possible cause of unemployment, the individual and social consequence as a result of unemployment, and the potential for urban violence. In addition, people dispossessed due to unemployment and the effects on western nations such as USA and Europe. In order to fully understand unemployment we must consider the causes. In a modern mixed economy there are many factors that contribute to unemployment. Firstly, the development of new technology has contributed majorly to the increase of unemployment. 'Automation has removed the need for many unskilled and semi skilled manual jobs and many non manual jobs have also been hit'
The scientific revolution
The various changes brought about by the scientific revolution provoked a reassessment of the civil society in Europe. One of the most influential concepts of the 17th and 18th century, the natural law theory was responsible for many of these changes. As both Lock and Hobes theorized the development of Natural Law, the idea of a '"'Social Contract'"' appeared in both works. This Social Contract would guaranty the population basic rights. In the event in which the people were no longer guaranty these rights, Lock argued that the people had then a right to revolte. The French '"'philosophes'"', constructing upon the Natural Law arguments, pushed even further to establish inalienable rights: the '"'Rights of Man'"'. In 1789, upon the beginning of the French Revolution, the drafting of the Declaration of the Rights of Man and of the Citizen established liberty, property, safety and resistance to oppression as fundamental rights, and declared that all men were born equal. The Declaration of the Rights of Man and of the Citizen spurred strong reactions from intellectuals in Europe. Among them, opposing the direct ideological consequences of the French Revolution, Edmund Burke argued that the Equality of Men concept attributed false rights to its citizens and provided vain expectations to its people. Through A Vindication of the Rights of Woman, Mary Wolstonecraft responded
So You Want to be a Game Programmer?
So You Want to be a Game Programmer? So, you're interested in becoming a computer game programmer? Congratulations! Game programming is one of the most difficult, challenging, and cool forms of programming. If you have a genuine talent for it, you have excellent career prospects. Imagine getting paid an entry-level salary of $40,000 for something you actually enjoy doing. When you were a kid did your parents tell you that you'll never amount to anything if you waste your time on computer games? Well, here's your chance to show them that you were right and they were wrong. There is currently only one way of getting a job as a games programmer, and that is to write a game - or more properly, write what is known in the industry as a game demo. These days, a typical commercial game might take 100,000 lines of C++ code written by a team of 3 programmers over a period of 18 months with a budget of a million dollars. As a novice game programmer, you are obviously not going to be able to compete in that arena. But you can and should write a fully functional game of about 10,000 lines of C++ code that shows off what you do best. Game companies are less interested in your resume than in what you have done. So write a game, burn it on a CD, and send it to the game companies that you would like to work for. If they like it, you may strike it lucky. So where are you going to get the
What is Education? Education has been an important aspect in people's lives. As children
Humanities 1101 - 050 (DL) Instructor: Linda Christensen For: Dr. Robert Nicholls What is Education? By: Ken Hirai October 12, 2005 What is Education? Education has been an important aspect in people's lives. As children, they start their academic careers in elementary school and as they grow older they move onto middle school, and then finally high school. I believe that from elementary school to high school, students are getting the minimal amount of education. Some people stop their education after their grade twelve year and some go onto post-secondary institutions. In addition, I also believe that students who finish high school but decide not to pursue post-secondary schools will have acquired enough education to carry on with their lives and as well as getting entry level jobs. Furthermore, students who continue their education in colleges and universities will become more academically skilled while increasing their chances of getting a well paid job (depending on their major). Their lives will be enriched as well. In this paper, I will argue my thoughts on what is the experience of education. There are many ways to argue what the experience of education is. My argument is that the experience of education means gaining the skills and knowledge to not only to survive in the real world, but to gain awareness and appreciation for life-long learning and
"Women were second-class citizens in the year 1900". How far is this a true assessment of women at the beginning of the Twentieth century?
"Women were second-class citizens in the year 1900". How far is this a true assessment of women at the beginning of the Twentieth century? This is difficult to answer as it is hard to determine whether all women had the same problem or whether some were better treated than others. There are many views as to whether women were second-class citizens and it is a widely speculated point as many different people have many different answers. There is much evidence that women were second-class citizens in the year 1900, but there is also evidence that they were not treated too badly and some even liked the way things were. In spite of this, some campaigned for more equality in many areas such as political rights and marriage. This is shown in many ways. There were limited job opportunities and women were only allowed to do domestic service, nursing, teaching, factory work, shop work or living at home and working there. Despite this, women seemed happy with most of the jobs available to them and did not really want new jobs. Women also had limited education opportunities. Women, like men, had a compulsory primary education and occasional secondary education, and a few even went on to study at Cambridge. However, few were allowed to do degrees in university and the quality of the education women got was lower than that of the boys. Also girls were generally taught things that
In "Those Bastards" Simon Armitage writes about the fear that upper classes have upon working class revolt. Ccompare this theme with one of Duffy's poems.
In "Those Bastards" Simon Armitage writes about the fear that upper classes have upon working class revolt. Ccompare this theme with one of Duffy's poems. Carol Ann Duffy and Simon Armitage are both modern poets with liberal visions of the world. This is indicated in such poems as "Education for Leisure" and "Those bastards". Although the key theme of those both poems are social divisions, the lower class personas have different attitude to elites, take different actions and have slightly different emotions. Overall, Duffy and Armitage presented two types of socially excluded people and indicated why upper classes are scared of their behaviour. First of all, the idea of working-class revolt is linked in both poems with the image of killing. In "Education for Leisure" the voice states at the end: "I get our bread-knife and go out./The pavements glitter suddenly. I touch your arm". This means that the persona touches you with a knife in order to kill you. Duffy faces in this passage reader directly by using the pronoun "you" in order to show that everybody can be harmed by the working-class. Duffy also indicates that when working-class rebel they get easily excited - "the pavements glitter". The use of short "i" in the word 'glitter' emphasizes this state. Moreover, those two devices have an intimidating effect on the reader and as a result we can easily feel why elite is
What is Scarborough Building Society?
Scarborough Building Society What is Scarborough Building Society? Scarborough Building Society was formed in May 1846. It was the oldest building society in Yorkshire and the second in the UK. The current name was introduced in 1903. Scarborough Building Society provides mortgages and savings money. It considers as a mutual society that means it is owned by shareholders. All members, who invest or borrow money, have a part from this society. The first head office opened in 1939 in Scarborough. The society has 10 branches in North East of England and it always try to expand its branch networks to provide the best services to their customers. The main difference between Scarborough building society and other companies and banks is those companies and bank have shareholders and give dividend depending on the kind of investments. Scarborough building society provides mortgages, savings and complementary product by focusing on the customer and delivering through value, transparency and efficiency in sales and customers service. Scarborough Building Society uses a downward management structure. It has three main departments, which are the sales channels, customer service delivery and Scarborough mortgage services. The service functions of Scarborough building society are compliance, facilities legal, HR/HRD, finance, business systems and IT. Scarborough building society has a