An Outline of the British Education system

An Outline of the British Education system This essay is entitled An outline of the British education system. and it especially concentrates on explaining some relevant issues concerning primary schools in this country. The essay talks about three topics, all of them divided in three paragraphs: the first one is a historical background and a key element that may help us clarify todays structure, referred to in the following paragraph. Since we are living in a society ruled by the new technologies, the last paragraph focuses on the importance given to the ICTs in British schools. The essay concludes by highlighting what, in my opinion, are the main strengths of the educative system in the United Kingdom. As stated by some historians, the roots of British education can be found in the mid sixth century. It was not however until the seventeenth century, when the first schools were built. At that time, education belonged to the Catholic Church which was committed to teaching the principles of Christianity, by building schools. According to the author Denis Haye, the XIX century saw the birth of the first state schools. At that time, these were still controlled by the Church which used to introduce poor children to the main matters of Churchs beliefs. However, it was not until the mid-century when the State starts gaining some control over education, introducing a wider variety of subjects. Among all the education acts that have passed in the history of British education, it is important to focus on two of them, since they may help us clarify the roots of todays structure. The also referred to as The Scottish Act, is born in 1872 and according to the on-line article Key Dates in Education it is known for making school attendance compulsory from the age of 5 to 12 years old. Another education act to be drawn up took place in 1944, and is in my opinion, important to highlight because from this time on primary school children are exempted of paying tuition fees. With this new education act a tripartite system was introduced in British education system, and this led to the creation of so-called technical, grammar and modern schools. While analysing the history of the education system, it is decisive to go back to the year 1988 when the national curriculum is introduced in British schools, including English, Maths, Science, and Religion as compulsory subjects. From 2010 MFLT , which stands for Modern Foreign Languages Teaching is also an obligatory subject. It is indeed the creation of the national curriculum, probably considered the most important fact that may help us achieve a better understanding of todays system. The author Denis Haye who wrote Primary Education: the Key Concepts, claims that in the 20th century, just after the introduction of the national curriculum, children were obligated to study in school from 5 to 11 years old and this primary stage was followed by a specific education which would end at the age of 16. It is because of the national curriculum that todays pupils go to school at the age of 5 and leave when they turn 11. The author also claims that there is a minor quantity of educational centres which accept children from the age of 8 to 12 called deemed middle in his words, while others referred to as first accept 5-8 or 9 year-old pupils. Todays British primary educations structure could not be analysed without bearing in mind what is in my opinion the main strength of the British system: the variety of schools offered to parents and British pupils. On the Department of Educations webpage, some of the main types of schools can be found, establishing a division in three sections: mainstream state schools, state schools with particular characteristics and specialist schools in the first section. Trust and Voluntary controlled/aided schools in the second. Faith schools, academies and grammar schools also belong to the second section. In the third group the Department includes Independent schools. This last kind, as its name shows, is governed by an independent body which according to the Department of Education have their own curriculum and admission policies. Since we are living in a society ruled by the information technologies, without a doubt a valuable aspect to be drawn up, is the use of information and communication technologies in the British education system, paying a special attention to schools. The British Department of Education claims that the adoption of the information and communication technologies (ICTs) to todays primary schools radically improves the education centres level. It was in the year 2002, when the Education and Training inspectorate wrote a report which highlighted the positive aspects of integrating the ICTs in the UK schools. In most schools, both the students learning and the quality of teaching were shown to be satisfactory. Most of them used a great number of applications such as developing web pages, using social networks for educational purposes, sending electronic mails and using web-cams, to mention but a few of them. This report also indicates that the introduction of the ICTs in primary schools cla ssrooms and lessons notably increases the pupils motivation and enthusiasm to learn. The Department of Education also claims that the information and communication technologies have been adapted to the curriculum of several schools in the UK for the past 5 years, including ICT as a compulsory subject. In my opinion, the main advantage of the ICTs probably relies on its positive effects on childrens attention and interest, and this is one of the reasons why there are an even higher number of centers which are incorporating them. While looking for information on this matter, I found two relevant articles in two different newspapers which show a clear example of how these technologies are being adapted to education. The first article belongs to the journalist Borland, and appeared in The Guardian. It talks about a school in the UK which bought a couple of Wiis in order to boost pupils enthusiasm for sport using the new Wii Fit Plus. This new Wii application, the writer claims, is focused on various fitness exercises proved to be beneficial for the childrens health, especially for sedentary ones. Borland also states that although this initiative firstly received a very positive feedback from most people, there were other voices alleging that a video console should never take the place of traditional drills or exercises. Another article to be taken into account, was written by The Telegraph s education editor Graeme Paton who states that a school in the UK has decided to introduce Twitter, the UKs widely known s ocial network as a subject. Children, however, will not only be taught how to use this network for academic purposes (if there are any) but also to communicate by using Skype and develop on-line blogs. To conclude this essay, it is important to mention that the British education system probably stands out for the enormous variety of schools offered to children and parents while in other countries only three or four types of schools. Furthermore, the last paragraph can indeed be interpreted as an example of the adaptation of this system to todays new generation of children, enhancing educational perspectives, and finally catering for wider needs. 1,200 words. Group Research Proposal Research problem: What are the main types of bullying in primary and secondary schools? How can this problem be tackled? Why is this argument important? Bullying is a problem present in current primary and secondary schools, normally affecting children from four to sixteen years old. Not only pupils are involved, but also parents and teachers who, in most cases, do not even know the truth or conceal the abuse. There are different kinds of bullying which, can be divided into five groups: verbal, physical, emotional, cyber-bullying, and homophobic. In the verbal and emotional bullying, the bully uses disrespectful remarks and threatening words which intend to harm the victim. This is probably one of the worst kinds since children are physiologically affected, creating in most cases traumas leading to social issues such phobias to develop relationships with other classmates due to a low self-esteem. In physical bullying, the perpetrator intends to affect physically the target by resorting to violent acts such as hitting, punching or pulling without having a necessary reason to do so. Cyber-bullying is considered to be a relatively new k ind, due to the development of new technologies. It not only affects pupils in the classrooms but outside in the real world, by using slanderous videos publishing the abuse on the internet. The last type, homophobic bullying, is related to the childs sexual orientation using derogatory terms such as gay or even the despicable faggot. These are but a few of an endless list of other kinds of bullying. Studying this problem is important since it not only might help those who need it most, it can also clarify one of the darkest aspects of human behaviour towards the others. Methodology In order to carry on this research, it is vital to access to different sources of information. Not only books can help us with this matter; articles published in scholar or public newspapers, as well as television interviews or scholarly programs can be very helpful. A very relevant documentary on matter, entitled The Red Balloon House aired on the BBC last month will be born in mind while developing the research. This is a charity organization aiming to help children who suffer from school phobia due to bullying abuses. This documentary offers a close expose of this matter, clarifying many aspects about the principal effects of this kind of abuse. Another useful method to be taken into account, however difficult and risky, is carrying on a private interview with a primary source, a victim. Literature Review Aspectos psicolà ³gicos de la violencia juvenil http://portales.educared.net/convivenciaescolar/contenidos/biblioteca002.pdf Bullying http://portales.educared.net/convivenciaescolar/contenidos/biblioteca003.pdf Convivencia escolar y prevencià ³n de la violencia http://portales.educared.net/convivenciaescolar/contenidos/biblioteca015.pdf Convivencia en los centros educativos http://portales.educared.net/convivenciaescolar/contenidos/biblioteca011.pdf Acoso escolar. Guà ­a para chicas y chicos http://portales.educared.net/convivenciaescolar/contenidos/guia.pdf La actuacià ³n ante el maltrato entre iguales en el centro educativo http://www.obrasocialcajamadrid.es/Ficheros/CMA/ficheros/OSSoli_MenorMaltrato.PDF Conclusion Bullying is a social problem that affects more frequently all cycles of education. Everybody should become aware of this problem and try to end up these abuses by the application of methods and efficient solutions to it. Individual Research Proposal Research Problem Tackling bullying in the U.K. primary schools. What are its roots and types? What are the principal effects on the psychological health of todays pupils? Why is this argument important? Bullying in primary and secondary schools in the UK, is indeed a problem that has been haunting British pupils since the first schools were built in the nineteenth century. This leads us to question ourselves about bullyings roots, what they are and how they can help us eradicate this problem from scratch. According to the education reporter Kristin Rushowy form the US newspaper The Star, bullyings roots can be found in the bullys family relationships. In most cases, Rushowy claims, bullies come from blended or single-parent families, and feel they cant rely on their parents who act in an overprotecting way. Although it is a fact that schools are built in order to provide a good education for our societys children, parents also have the duty to educate their children in tolerance, and respect towards their classmates and all the members of society. However, it is not always this way and it is indeed an issue to be analysed in depth. The rise of the new information and communication technologies which as I stated in my essay, are being adapted to todays primary schools in the UK, have a negative effect on this matter. Pupils who are taught how to use social networks as Twitter unconsciously tend to use this knowledge to harass other children. This is a relatively new type of bullying referred as cyber-bullying. As happens to other kinds of bullying such as, homophobic, it has indeed an adverse impact on students mental health. According to Doctor Marc Dombeck in his article The long time effects of Bullying short-termed effects such as anger, depression and suicidal thoughts can lead to the long term increased tendency to be a loner self-esteem problems, and difficulty in trusting people. These are but a few of the negative impact of Bullying and it is indeed a matter to be researched on. Methodology To carry out this research, I will bear in mind some on-line articles published in British and American newspapers, as well as some guides published by the British Department for children, schools and families and an essay I wrote concerning British primary education. Literature Review The first source to be considered is a guide published by the Department for children, schools and families, entitled safe to Learn: Embedding anti-bullying in Schools, since it is a perfect outline of this issue. Another guide published by the previous department entitled homophobic bullying is also to be considered. Various online articles written by experts on this matter as Dr. Marc Dombeck The long time effects of Bullying are also to be born in mind. An essay written by myself entitled An outline of Primary education in the UK which is focused, among other issues on the adaptation of the ICT in todays schools, may help us clarify the roots of cyber-bullying. Conclusion Although Bullying is a problem that has already been researched on by many experts, there are some main issues such as its roots or psychological effects that still need to be examined in depth. Self- Assessment The Cardiff Universitys module entitled Introduction to Academic Study in the UK has notoriously helped me develop and improve my research skills. Although in the degree I am currently studying I had already been taught how to cite using the Modern Language Association (MLA)s style, it is always useful to learn how to quote using the Harvard style, since it is the one that is normally used in the United Kingdom. The Research skills seminar, was also decisive since it taught me to research using academic sources and databases. I had no previous knowledge about it and it helped me while planning essays for some of my modules. The lecture on critical thinking was indeed very advantageous since it was an enormous help while writing my two critical analyses for the module The Victorian Novel from a subjective and critical point of view. The lecture on the ways UK students are assessed and the marks used, was also very appealing and interesting since I come from an overseas University with a totally different structure. To end up I would like to mention that although unfortunately I could not attend the peer-review seminar and therefore it has been impossible for me to analyse other students proposals including my findings in this piece of writing, I have taken into account some feedback I received from the classmates I worked with, in order to write my own research proposal. I have considered rewriting the proposal, being specially focused on changing the research question because it was too broad.

Othello: its Themes Essay -- Othello essays

Othello: its Themes  Ã‚        Ã‚  Ã‚   In the Shakespearean tragedy Othello how many themes are there? And which ones predominate. This paper seeks to elucidate the reader on this subject.    In her book, Everybody’s Shakespeare: Reflections Chiefly on the Tragedies, Maynard Mack comments on the seeming predominance of the theme of loss in the drama:    In any event, what comes to us most forcefully from the stage in Othello is not mystery but the agony of loss, loss all the more tragic, in some instances, for not being inevitable. Brabantio loses (in every sense) his much-loved only child and eventually dies of grief. Cassio in a drunken moment loses his soldier’s discipline, then his lieutenancy and his cherished comradeship with Othello. Othello, in turn, losing under Iago’s tuition his ability to distinguish the individual woman he married from the standard cynical stereotype, abandons with it all pride in his profession together with the self-command that made him the man he was. And Desdemona, through no real fault of her own, loses the magical handkerchief. (131)    The theme of loss, however, is not the theme on which the play opens. Lily B. Campbell in Shakespeare’s Tragic Heroes indicates that hate is the theme on which this play opens:    It is then on a theme of hate that the play opens. It is a hate of inveterate anger. It is a hate that is bound up with envy. Othello has preferred to be his lieutenant a military theorist, one Michael Cassio, over the experienced soldier Iago, to whom has fallen instead the post of â€Å"his Moorship’s ancient†. Roderigo questions Iago:    Thou told’st me thou didst hold him in thy hate.    And the reply is a torrent of proof of the hatred for Othello... ... Ferguson, Francis. â€Å"Two Worldviews Echo Each Other.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare: The Pattern in His Carpet. N.p.: n.p., 1970.    Gardner, Helen. â€Å"Othello: A Tragedy of Beauty and Fortune.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955.    Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985.    Mack, Maynard. Everybody’s Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.                  

Jack London’s “To Build a Fire” -Analysis Essay

In Jack London’s To Build a Fire the setting of the short story plays a significant role. Jack London uses specific techniques to establish the atmosphere and tone of the story. By introducing his readers to the setting, London prepares them for a tone that is depressed and fear-provoking. Isolated by an environment of frigid weather and doom, the author shows us how the main character of the story is completely unaware of his surroundings. The only world the man is actually accustomed to is the world he has created for himself. Since many of us have never been exposed to such a harsh climate, London’s account that the environment is the determining factor of his survival paints an accurate picture. Anything that the man and his dog come into contact with creates an expectation for disaster in the story. The significance of the words ‘dying and death’ in the story continuously expresses the man’s dwindling warmth and bad luck in his journey along the Yukon trail to meet his friends at camp. London associates dying with the man’s diminishing ability to stay warm in the frigid Alaskan climate. The main characters predicament slowly worsens one level at a time finally resulting in death. London places a strong emphasis on the setting in the introduction to the story. â€Å"Day had broken cold and grey, exceedingly cold and grey†¦Ã¢â‚¬  He repeats these phrases to emphase to the reader the impact the setting has on the lives of the characters. The gloominess of the setting causes the man and his dog to fight a constant battle in a world of depression. Lacking the virtue of imagination, the man is only gifted with his practical knowledge. This ignorance will hamper his ability to adapt to the conditions and stresses surrounding him. Typically the man never wants to deal with reality especially when the reality is unpleasant. â€Å"But all this-the mysterious, far-reaching hairline trail, the absence of sun from the sky, the tremendous cold, and the strangeness of it all- made no impression on the man.† He is able to tolerate the troublesome temperatures and climate he is surrounded by, he never attempts to face monster within him. Facing what he would do if the inevitable were to happen is this mans worst fear. This fear causes the man to become selfish, only focusing on the actions and thoughts that are  pleasurable to him. The man’s ignorance to his surroundings and self-indulgence foreshadows a possible downfall. London provides us with subconscious hints that lead the reader to believe that the man will suffer a tragedy in the end of the story. Only relying on his previous experiences causes the man to be a disadvantage to his dog. A dog by nature is an animal that has the natural gift of instinct. Under these bitter conditions, the dog was capable of survival because of those instincts. The dog follows the man throughout his ill faded journey, but after the man succumbs to the weather, the husky relies upon his instincts to survive. Being placed in this type of environment is the main conflict of the story for both the main character and the dog. Relying only on his judgment, the man can not prepare to prevent a disaster from occurring. London’s constant focus on the how the environment affected the man and his reaction to being unable to survive like his dog gives the reader certain hints. At this point London has already given an insight to the conclusion of the story. The theme of London’s ‘To Build a Fire’ is how we should all take heed to modern knowledge and learned behavior has its benefits, but our primal instincts should never have ignored. The man in the story had lots of knowledge but neglected to pay attention to his ‘sixth sense.’ The dog on the other hand, followed as long as he could but then let his instincts carry him to safety. We can never have enough knowledge to replace the survival skill that nature has provided us. Lured in by the plot of the story the reader keeps on reading, waiting in anticipation of the danger of the climate to overcome the man. â€Å"On the other hand, there was no keen intimacy between the dog and the man. The one was the toil slave of the other, and the only caresses it had ever received were the caresses of the whip lash and of harsh and menacing throat sounds that threatened the whip lash.† Although the dog was obviously anxious, he was unconcerned with the safety of the man. If the man was to come upon serious danger, the dog would not be willing to help him. Not being concerned with anything somewhat inventive, the man put himself in a position to anticipate death. His selfishness and ignorance keeps him in a situation of danger and  disaster. The climax of the story is when the man falls through the ice, wetting himself up to his knees. Preparing himself in advance might have prevented the man’s accident in the water. The man ignorance once again caused him to be unprepared for this kind of situation. The man never took the proper precautions because he never thought of how to cope with a deadly situation. The only help he was given for a similar situation was the advice of an old timer from Sulphur Creek. Viciously, the man attempted to stop his appendages from freezing, but was unsuccessful as the dog watched. London’s portrayal of the man does not initially give the reader the theme of dying, but slowly develops the theme as the story develops. The story doesn’t mention death until the last several pages. The main character changes from an enthusiastic pioneer to a sad and desperate man. The conclusion of the story portrays the man accepting his fate and understands the old-timer at Sulphur Creek had been right; â€Å"no man must travel alone in the Klondike after fifty below.† Using characterization, London is able to present why certain people are alive at the end and how one benefits from being social. The old-timer at Sulfur Creek is alive because he is experienced and wise enough to benefit from others’ experiences that it is not wise to travel alone in the Yukon. The boys at camp are also alive because they are together and can benefit from each other. The man’s husky is alive because it is well-suited for the Yukon environment, while the man is not. Unlike the other characters, London has the man die at the end of the story to illustrate that he dies because of his arrogance in his ability to travel alone. If the man travels with a companion or a companion of equal instinct, he can benefit from him and possibly return safely to camp. In the opening paragraph London presents us with a scene that is gloomy, depressing, and ominous, these elements foreshadow an outcome that will be fatal to our protagonist. Our man has no name, but he does not need one, he could be any man that has bitten off more than he can chew; he does not  considered the consequences of his actions until it is too late. By then there can be no return, he has crossed the line that cannot be uncrossed, because he trusts his intellectual thought process, not paying attention to man’s intuitive thoughts, the instinctual ones that some men consider less valid because they come from the unconscious mind. His unwillingness to contemplate the extreme cold, the barely used trail, his dog’s instincts, reflect the man’s inability to view the whole picture. As London puts it â€Å"the man had no imagination† he thought only to keep moving and stay dry, then he would be fine, however the man in the end could do neither.

Autobiography. Throughout My Life, I Have Been Influenced

Autobiography Throughout my life, I have been influenced by many social institutions including my family and my school. Both of these social institutions have influenced me in different ways. A social institution is defined as â€Å"a complex group of interdependent positions that, together, perform a social role and reproduce themselves over time (Conley 13).† The first social institution I became a member of was the one I was born into, my family. My family is a nuclear family, â€Å"a familial form consisting of a father, a mother, and their children (Conley 453).† In some ways, my family is what one would consider a stereotypical family regarding gender roles, â€Å"sets of behavioral norms assumed to accompany one’s status as male or female†¦show more content†¦The international students were also invited to share their cultures through Chinese Club, Congo Club, and Chinese New Year activities. In high school I was also involved in the Missions Club. I went on two trips to New York City to help the less fortunate. I had been to New York with my parents in the past and knew the city had amazing broadway shows, shopping, and museums. When I went to the city with the goal of helping the less fortunate, I was amazed to see how many people were living out on the streets. I could see how much value they placed on the food, blanket, and toiletries that were given to them. All the people we met on the street were very kind. In many ways, they were a lot like me. During my trips to NYC, I put my sociological imagination, â€Å"the ability to see the connections between our personal experience and the larger forces of history (Conley 5),† to work. I had never seen real poverty prior to going on my club trips to NYC. It was not uncommon to see an ultra expensive sports car drive by while talking with someone on the street who was struggling just to feed him or herself. 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