Compulsory education Essay Example for Free

Compulsory education Essay The K-12 education system is the public education system that most people are familiar with today. Comprised of 13 grades, kindergarten through 12th, it refers to the public school system in all of the United States, Canada, the United Kingdom, and parts of Europe as well. It is difficult to pinpoint the exact history of education, as it has been occurring in some form for centuries in all parts of the world. Today, K-12 education represents the compulsory education required of all children in the US. Though this type of education can be attained from either publicly or privately funded institutions, children who have reached compulsory school age (ranging from age six to eight, depending on the state) are required by law to attend school. Compulsory education in the United States began over 150 years ago when Horace Mann established a statewide system of education in Massachusetts, which became the first state to pass school attendance laws in 1852. By 1918, children were required by law to receive an education in all states. Kindergarten was actually developed prior to compulsory education. Though it is not compulsory in all states, children are required to start school in most states at the age of six. If the child is too young to start kindergarten the year he turns five, kindergarten may technically be required since he will be turning six that school year. The word kindergarten is of German origin and means â€Å"children’s garden.† The concept was the brainchild of Friedrich Froebel, a self-educated philosophical teacher, who sought to develop a place of guided play for children to â€Å"bloom.† The first kindergarten established in England was in 1852, and the United States followed by establishing its first in 1856. Though education was required of all children in Massachusetts by that time and many other states were following suit, not all schools provided, nor required, kindergarten. Similarly, not all schools required a student to stay in school beyond a certain grade, as compulsory education initially applied only to elementary aged children. Many children were also permitted to miss portions of the  school year, especially farmers’ children who were needed at home for harvesting crops and preparing for the winter. The Education Act of 1918, or the Fisher Act, was an act of British Parliament that implemented changes in progressive education and helped form many aspects of the K-12 education system used today. The Fisher Act raised the age at which children could leave school to 14 and addressed education needs, such as health inspections and accommodations for special needs children. This act also led to the development of a committee that reported to and made recommendations to policy makers regarding education. In the United States, unlike England, public education was governed by each individual state. As early as 1791, seven states had specific provisions for education in their own individual constitutions and were formed partly on the basis of education without religious bias. Prior to the passing of compulsory school attendance laws, education was primarily localized and available only to the wealthy, and it often included religious teachings. Following the compulsory attendance laws, Catholics banned together in opposition of states mandating common schooling and created private Catholic schools. In 1925, the Supreme Court ruled that children could attend public or private schools for education. Over time, each individual state developed its own department of education to oversee the public education system. Compulsory attendance grew to include kindergarten and mandate attendance through the age of 16. Funding sources for public education also grew to include federal, state and local sources. Federal funding was overseen by the United States Department of Health, Education, and Welfare from 1953 to 1979, until it was divided and the US Department of Education was formed as a stand-alone entity. By the 1950s, compulsory education had become well established, but the K-12 education system was really still in its infancy. Schools were still primarily localized, but education was no longer available only to the wealthy. Even in the 1950s, however, segregation by race was still common practice in public schools in the US. Then came another landmark decision by  the Supreme Court. In 1954, in the US Supreme Court case Brown v. Board of Education of Topeka, Kansas, the Supreme Court ruled unanimously that racial segregation in public schools was unconstitutional. Though this decision was met with resistance and it took many years before legalized segregation was completely eliminated, especially in southern states, the federal courts eventually achieved success. This achievement was not without its repercussions, and many urban and inner city schools saw an exodus of wealthy and middle-class white families, who moved to suburban districts. In time, many urban districts were left only with poor families and it became difficult to attract and pay for quality teachers and education. Since the formation of the US Department of Education in 1979, the education system has been similar to what is found today, but has undergone a series of developments and amendments to accommodate the changing needs of education. Funding has always been a source of concern for public schools, especially in poor, urban districts, where the quality of education also came into question. As a result, federal funding is now directly related to school performance as determined by standardized testing under the current No Child Left Behind Act (NCLB). NCLB was signed into law by President George W. Bush 3 January 2002. Under this law, standards of accountability were increased in an effort to improve performance and to give parents flexibility in choosing schools. NCLB requires states to administer assessments of basic skills to all students at certain grade levels and achieve the standards set forth by each state in order to receive federal funding. Specific and more rigorous goals were placed on reading achievements under this law and states also had to develop high school exit or graduation exams with specific measures of assessment in place as well. The intention was to hold schools to a higher  level of accountability, but was debated from its inception. Currently, the K-12 public education system provides a 12th grade education to eligible students for free. Families have the option of sending their children to private schools, but are then responsible for tuition. The future of education will undoubtedly experience change and social and economical challenges, just as it has in the past. Programs may soon expand to include pre-K compulsory attendance and could even expand to include options beyond the 12th grade, as these are concepts, in their earliest stages, currently being explored.

Faraday Essay -- Science, Inventions

According to the author of this obituary, what aspects of Faraday’s life and work contributed to his reputation? How does the picture presented in the obituary compare to the picture presented in Book 1, Chapter 4? There are two questions to answer for this TMA. To answer the first question one needs to know the definition of Reputation: the estimation in which a person or thing is generally held; opinion,(E. Dictionary, 2006). It is also necessary to know what in life and work contributed to his reputation. The second question, one needs to understand what it means to Compare: to regard or represent as analogues or similar; liken, (E.Dictionary, 2006). It is also necessary to examine and compare the two pictures. The picture created of the life and work from the obituary, in The Times, 28 August 1867, p.7,'(Assignment Book, 2008), is a very obscure one. An individual reading this extract would find it difficult to know exactly what Michael Faraday had invented, or discovered. There is no exact knowledge, no mention of creation, nothing to indicate unique developments ...

Ricardo’s theory of rent Essay

     Ã‚  Ã‚  The term â€Å"rent† comes from the Latin word â€Å"rendita’, which means â€Å"returned†. Rent as an income of one of the factors of land attracted attention since old times. Further, in the economic theory the concept of economic rent as a part of income of any factor appeared and developed. One of the theorists that formed and developed the concept of rent was David Ricardo, who is considered to be one of the fathers of the theory of rent. However, despite the old origins, the theory has been criticized a lot by both theorists and practitioners.   Ã‚   David Ricardo first mentioned rent in his book â€Å"The foundations of political economy and taxes† (1817). In this book, Ricardo defines rent as a part of the land product, which is paid to the landowner for the use of the soil. The logic of Ricardo is quite simple. Given the law of supply and demand, nobody pays for the use of air and water (as well as any other nature’s gift, which is widely available). Thus, any brewer or producer of any good constantly uses air and water to produce their goods. But because the air and water are limitless, they are not paid for. Following this logic, Ricardo comes to a conclusion that rent is paid for the use of soil just because the amount of land is not limitless and the quality of land is not the same. With the rise of the population, the worst land or the lands that are situated inconveniently are also get cultivated. When the cultivation touches the lands of so-called second category, i.e. the worse, the lands of the first category simultaneously form the rent, which depends on the quality of those two types of land.   Ã‚   The peculiarity of Ricardo’s theory lies in the fact that he approached the rent as a concept from only one perspective. Ricardo thought of rent as a solely agricultural one. Moreover, Ricardian rent is a rent for a raw product of agriculture in general, but not the rent for the land given for the one peculiar type of a product. It is considered that the land used as a field cannot be used a pasture; labor and capital change from one piece of land to another, but the use of soil itself remains unchangeable. Because the amount of land is limited, as it was already mentioned, and it is used in a single way, rent is determined by price and not vice-versa. According to Ricardo, the rent is paid because the bread is expensive and not vice-versa. (Henderson, 1922)   Ã‚   Practitioners notice that Ricardo’s theory of rent has also another shortcoming. Ricardian rent is solely the payment for the soil itself. Thus, it excludes any payment for the interest on capital invested by landowner in the form of buildings, drain constructions etc. Moreover, Ricardo’s concept of rent also excludes the income from the wood development or the extraction of any mineral resources on the rented land. There remains the â€Å"pure† rent for soil, which is regarded as the land designed for cultivation and not touched raw material richness, which is though limited in amount and completely specialized on the production of one type of product not considering certain distinctions in placement and fertility.   Ã‚   However, later on Ricardo developed another branch of his theory. According to Ricardo, rent has two sources. If the land is homogenous, its limit provokes the rent of â€Å"rareness†. In this case, rent is a difference between the product of all applied capital and labor and the product of the final input in the form of intensive use of soil. When the land differs in quality, the limited amount of certain quality is the source of so-called differentiated rent. Ricardo thought that Europe of that time had quite substantial amount of land, which didn’t give rent. However, from the perspective of his theory, nothing could have changed, if this had been true. Rent wouldn’t be simply differentiated, but would have remained the rent of â€Å"rareness†.   Ã‚   The important input of Ricardo’s theory is the fact that he proved that the source of rent was the work of labor that cultivated the land. Thus, rent becomes a social phenomenon in Ricardo’s theory. The emergence of rent is connected with the emergence of private ownership for land. The emergence of differentiated rent Ricardo explained from the point of view of the law of value. Differentiated rent in Ricardo’s theory doesn’t arise as the special form of added value, i.e. the exploitation of hired labor, though Ricardo characterizes rent as added product.   Ã‚   Yet, because of the insufficient development of labor theory of value and inappropriate and insufficient understanding of the correlation between value and the price of a product, Ricardo didn’t research the absolute land rent and denied its existence based on the fact that it didn’t conform to the law of value. Ricardo though that because the cost of agricultural products produced under the worst conditions regulate the cost and the price of all the rest of the same products, those lands cannot give any rent, because rent is a difference between the cost of production on the worst pieces of land. Otherwise, rent would be simple margin for the price of a product. Aspiring to retain this basis, Ricardo denied the existence of absolute land rent. Another reason why Ricardo denied the existence of absolute rent was the fact that he didn’t understand the division of capital on constant and variable parts. Thus, Ricardo failed to detect the difference in organic structure of capital in industry and agriculture, and consequently the excess of added value in agriculture, which is actually construct the absolute rent.   Ã‚   In such a way, though Ricardo contributed much to the overall understanding of economic theory and the theory of rent in particular, the latter has many inherent flaws derived from the misunderstanding and fault mixture between the concept of value and the concept of price. The main advantage of the theory is the definition of so-called differentiated rent, i.e. the attempt of the explanation of the economic essence of rent. The foremost fault of Ricardo’s theory of rent on the earliest stages is that he regarded rent as the payment solely for the use of soil, excluding reinvested capital and interest. The second foremost flaw of the theory is the denial of the existence of the absolute rent, thinking that rent can be derived only from those land that are more fertile. However, Ricardo didn’t count the fact that landowners of worse land wouldn’t give this land in temporary usage for free. References Debrah Y. (2002) â€Å"Globalization, Employment and the Workplace† Routledge, London Henderson H. (1922) â€Å"Supply and demand† McGraw Hills, New York March, James G., and Simon, Herbert A., (1958). Organizations. New York: McGraw Hill Moorhead G. and Griffin Ricky W. (1995), Organizational Behavior, 4th ed., Houghton Muffin Company, Boston, MA Shove G. F. Varying costs and marginal net products // Econ. J. 1928. Vol. 38. Jun. P. 258-266 Winters A. (1992) â€Å"International Economics† Routledge, London   

Math is Found in Literally Everything Essay - 646 Words

Math is found in literally everything. It is apart of our lives whether we recognize it not. Even when do something simple like go to a movie theater to enjoy a film like Frozen or Wall-E. Without Math none of these movies would be possible. Math is used in animations all the time. Every second we watch an animation we see math at work. All the characters that move and flash before our eyes are able to do that because of math concepts like algebra and trigonometry. Animators dont exactly use math, but the programs they use to create this animations cannot work without math. Math is used animation for calculating movement and frame rates. Frame rates are how many frames per second the animators needs to make the character move†¦show more content†¦To draw this image the computer uses math to calculate how to project this image, defined by three dimensional data, onto a two-dimensional computer screen. First animators must also define where the view point is from what vantage point the scene will be drawn. The view point is inside the room a bit above the floor, directly in front of the pyramid. First the computer will calculate which polygons are visible. The near wall will not be displayed at all, as it is behind the view point. The far side of the pyramid will also not be drawn as it is hidden by the front of the pyramid. Next each point is perspective projected onto the screen. The portions of the walls farthest from the view point will appear to be shorter than the nearer areas due to perspective. To make the walls look like wood, a wood pattern, called a texture, will be drawn on them. To accomplish this, a technique called texture mapping is often used. A small drawing of wood that can be repeatedly drawn in a matching tiled pattern like real wallpaper is stretched and drawn onto the walls final shape. Using math to figure out how wide and how tall the wall is is a way to find how many times the patterns is needed to be repeated. If the animator have a solid object in the middle of the room like the pyramid it is going to be a solid color so its surfaces can just be rendered as one color. If there is light in the room animators uses lighter colors in that area that goes by values, where objectsShow MoreRelatedMath s Relationship With Astronomy1225 Words   |  5 PagesMath s relationship with astronomy is one of the most unappreciated sciences to this day. Math has not only allowed us to begin to answer some of life s greatest questions that were only discussed in religion and story, but it has enabled us to see further than we have ever seen into the vast universe we exist in through astronomy. Math has often been described by the greatest minds our species as the language of the cosmos. 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