All Primary and Secondary Education Should Be Free Essay

Education is an important asset to any one’s life and should be available to every one of all ages. Certain levels of education should be available to people of different levels and should be easily accessible. We need a basic form of education in our everyday lives. If we did not learn simple arithmetic such as how to count or if we did not learn how to read, we would suffer in the real word. If we bought something, people could rob us of our change simply because we cannot count. We would not be able to learn if we cannot read. We would rely on pictures to describe things for us and to convey the message to us. We would lose the thrill of reading. All these basic skills are taught in primary school and everyone should have access to primary school education. It is essential that everyone goes to school and if money is what is stopping them, then the government needs to make a plan to help correct that. Primary education should be made free as it allows people to develop their brains and gain a basic knowledge of the world. The government should provide institutions which learners can attend to be educated which they currently do and they are called government schools. These schools should be subsidised by the government for people who really can’t afford school fees. If people have enough money and choose to attend a private learning institution and have to pay school fees, they should do that at their own will. School should be made compulsory from age six when children are able to understand and grasp concepts more easily until about the age of sixteen where they will have a broad knowledge of the world and can decide whether they want to further their studies in a more specialised way. The quality of learning should be of a good quality at all levels of education. Secondary education expands on the knowledge that learners have received from primary school. It is still a broad range of knowledge but more important knowledge is given to learners especially in terms of career choice paths. It should be free or subsidised by the government for people who are really underprivileged or who really can’t afford school fees. School gives children a basic knowledge in problem solving skills that they may need in their everyday lives. Secondary education is compulsory up until grade 9 since grade 10 is when learners choose specific subjects which they feel may help them later on in life or in the career they are interested in. School should be compulsory till the end of matric. It would keep young people off the street and they would be doing something constructive such as improving their education. Nobody wants to hire a sixteen-year-old which is the age you are allowed to leave school at. Those sixteen-year-olds end up jobless, sitting at home or can become involved in gangs or drugs. Instead of wasting their time, they should rather attend school. They choose not to go to school because they are lazy and need that push to make them do something. They stand a much better chance of getting a job with a matric certificate. Finishing school up until matric level also allows you to explore new areas in your life and so that you can help find yourself, your talents and your interests.

Cheaper By The Dozen essays

Cheaper By The Dozen essays Cheaper by the Dozen, based on a real-life story of the Gilbreth family, is a fantastic book. This hilarious comedy about a family with a dozen children kept me in stitches until the end! This family, run like a well oiled machine, took me on Sunday rides through the country, battles in the family court, summers at the sea, Fathers theories on motion study, and the economic removal of the whole families tonsils. I loved it! I find it truly amazing. Not only did the family boast twelve children, but they all learned to speak foreign languages, touch typing, mental arithmetic, and even Morse Code- all because their father worked out dozens of ingenious ways to motivate them- although often it was quite reluctantly on their part. I had many laugh out loud moments, and at times would have enjoyed being a part of this large and loving family, or perhaps raising one of my own in the same manner...imagine that! It probably could never happen. I cant imagine living with twelve brothers and sisters and getting along! Actually, I would not call it getting along; I would call it survival, by jimgo! The Gilbreth family of twelve red-haired, freckle-faced children parented by efficiency experts and pioneers in the field of motion study, Lillian and Frank, were a bit eccentric and extremely funny. I can still remember one of the lines a child blurted out at the dinner table Please, we are NOT in the mood for an organ recital. This was the standard reprimand for belching in the family and never intended for public airing. I also enjoyed the part when one of the children said to a dinner guest, Is this of general interest? Although these twelve children were highly disciplined by their father, (mother, for the most part, would just agree with father) in a couple instances they were able to catch father off guard, like when the children would continually ask him &quo...

Breathe

In, out, in, out, in, out—get out food, food to mouth, breathe in, out, mouth op—OW! My breathing rhythm during the second Varsity NorCal mountain biking race of the season was abruptly shattered by my cry of excruciating pain and fear. Gingerly, I tried to open my mouth again and quickly shut it with a moan. If I opened my jaw further than about a centimeter, an intense pain stabbed through the left joint of my jaw: it was locked almost completely shut. All-encompassing terror rose through me like so much floodwater, relentlessly filling me from head to toe until it felt like I couldn’t breathe. With this unfamiliarly overwhelming panic inundating my mind and blocking out every single rational thought, I felt myself slipping under into the realm of mentally being unable to finish the race. No. That feeling of slipping jolted and horrified me, shocking me back into my regular breathing rhythm—in, out, in, out†¦ Ever so slowly, I relaxed my jaw enough to drink a small amount of water and laboriously chew and swallow two energy shot blocks. Picking up my cadence to match the pace I had been cycling before, I headed into the third and final lap of the race, determined to finish what I had set out to do regardless of the level of my discomfort. During those last miles, however, I found my determination wavering. Every time the pain seemed to reach a new high and the fear would start to swell once again, the letters â€Å"DNF† (short for â€Å"did not finish†) flashed through my mind. I knew that despite the loss of points it would cause, my team wouldn’t blame me for bailing from the race; I was going through spasms of pain and panic every few minutes as my jaw alternated between being completely locked, and being unlocked but still tight. However, I also knew that I needed to finish what I had set out to do while I was still physically and mentally capable of doing so. Thusly, whenever the thought of not finishing the race entered into my mind, I quickly swept it away, recognizing my physical abilit y to race my bike to end as being largely unhindered, and refusing to let any mental weakness prevent me from crossing the finish line. And suddenly, seven grueling miles later, I was rounding the final turn of the course. I stood up on my bike and threw my whole body and mind into that last stretch, surging across the finish line as the third rider in my category before exiting the course and collapsing with exhaustion. Crossing that finish line gave me something far better than earning a place on the podium; it proved that I am able to avoid succumbing to fear, pain, doubt, or any other mental or physical limits. These limits have instead pushed me to improve in many areas of life, such as speaking at the SCTA Fall Leadership Conference this year as the co-president of my school’s GSA instead of buckling under societal pressures and hate. Rather than give in, I will continue to use these limits in order to learn, to grow, to accomplish—to cross the line of what I bel ieved to be possible.

Does historical and cultural heritage hamper or stimulate foreign real Essay

Does historical and cultural heritage hamper or stimulate foreign real estate investment in historical cities (St Petersburg) - Essay Example op reining horse and across the bridge one can also see the impearl Mariinsky palace made remarkably visible by the gallant anchor and grappling hook themed flag of St Petersburg flying high. The ever spring green Alexander garden which extends for a few miles with the broad river Neva flowing past. These and many other structures and features that characterize the St Petersburg skyline have made it to be one of the top historical tourism cities in Europe (Trachtenberg and Hyman, 1986). There have been numerous tussles between real estate developers and preservationists in this town. This is because a huge part of urban Russia is occupied by concrete apartments designed in the postmodern period with the intention of housing as many tenants as possible to handle the ever-expanding population. In the backdrop of all this, St Petersburg emerges as a jewel set idyllically by the river Neva and sharply contrasting with the nation’s postmodern infrastructure. In the course of them S oviet period it was been relegated to a run-down and neglected town, but it later reclaimed its glory and with this resurrection have come skyrocketing property values. This has resulted to questions of whether the city can survive with its historical significance intact in view of its incredible real estate potential. While UNESCO protects most of the structures for their historical relevance, there have been disputes on whether the real estate in St Petersburg is more beneficial acting as cultural edifice or being developed for the sake of economic growth. The opinion of the Russian government on this matter is not difficult to guess; in 2013, it prepared a draft document for UNESCO that appeared to be the start of a process to remove numerous protected historical sites from the organizations’ protected list of properties. According to Russians opposed to the move, it is a question of reserving the cultural integrity of the city and profiting from the high property values that would

What kind of education did Cyrus receive in persia and media, and how Essay

What kind of education did Cyrus receive in persia and media, and how did these two education bring out what Cyrus is like by nature - Essay Example ?  Ã‚  Ã‚  Ã‚  Ã‚   Xenophon gives an account of Cyrus’s education in his childhood and boyhood first at the court of his father who is the King of Persians and secondly at the court of his father, the king of the Medes. With respect to the Persian constitution, the state educates the children and they learn the art of justice, moderation, and hunting as a way of preparing them for their future engagement in war. The number of citizens is restricted to 120,000 men who are referred to as â€Å"those equal in honor† and comprise those whose parents could give formal education. Any of the citizens (isotimoi) is allowed to hold office but the stress of the Persian constitution is strict law and regulation. If anyone does not fulfill any of the required steps in preparation to becoming a full citizen, then they are disqualified from the citizens’ body. Similarly, decisions concerning justice and rule of law are rigorously upheld. During one of his school days, Cyrus is whipped by his teachers because in a trial case brought before him, he decides in line with common sense instead of the written law. When he is twelve years of age, Cyrus leaves Persia for Medes where he lives at the court of his grandfather, the Medes’ king. Contrary to Persia, life at the court of Medes is excessive. At one time, Cyrus reproves his grandfather for drunkenness and lack of reasonableness. When Cyrus has to decide between remaining at the Medish court or going back to Persia, his mother compares the Medish and the Persian courts in strong terms. The mother describes the two courts as not being in agreement about what justice entails. She describes the Medish kingdom as tyrannical whereas the Persian kingdom is founded on equality which they believe constitutes justice. She describes the king of Persia as very observant on the law rather than his will. She warns Cyrus to be careful lest he is beaten alive when he returns home (Persia) on the ground of the tyrannical rather than kingship

Ethical and Legal Issues in the Workplace Essay - 1

Ethical and Legal Issues in the Workplace - Essay Example In this age of globalization it is believed that a diverse workforce increases the effectiveness of an organization but it is also realized that the issues related to HRD need to be tackled efficiently by the HRM. HRD improves the business performance by harnessing the individual talents of the employees from diverse background. The talents are no more limited to a particular demographic group and a diverse culture in workplace enhances organizational potential by exploiting individual potentials. Therefore, HR managers need to promote positive relationship among the employees of diverse background for both individual and organizational growth and performance. HRD is beneficial for organizations in many ways but it poses many threats and challenges also for the organization and HR managers need to have insight for these threats and challenges to harness the benefits of diverse workforce ( Balogun, 2003 ).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Diversity is increasing with time and presently 25% of the American workforce is represented by a foreign-born or a minority and women comprise almost half of the workforce. The increasing trend of diversity in workplace has influenced the human resource management and development in an organization substantially posing specific issues and challenges for hiring, management, development, and/or retention practices. The aim of the paper is to address to these issues and challenges. For this objective, a case study of â€Å"Managing diversity at Cityside Financial Services†Ã‚  is done in the paper and specifically one ethical and one legal issue to strategic talent management and development is described for better understanding of the issues and recommendations for tackling those issues and challenges by the human resource management are also made in the paper ( Balogun, 2003 ).   Ã‚  Ã‚  Ã‚   Diversity in workplace is beneficial in many ways for organizations, but it poses some

Relationship Between Transformational And Transactional Leadership Skills Education Essay

Relationship Between Transformational And Transactional Leadership Skills Education Essay This paper will evaluate the relationship between transformational and transactional leadership skills in principals of kindergarten through eight grade schools. Seven various sources containing journals and studies have been critiqued and delineated. The discovery from these articles is that principals with transactional and transformational qualities lead effectively. The ultimate goal of a principal is to create a safe learning environment where students are able to learn to their highest potential. The focus of this paper is to explore grade schools ranging from kindergarten through eight grades and to provide the reader with ample qualities of an effective transformational and transactional leader. Problem Statement Recent studies suggest that kindergarten through eighth grade students in the United States are struggling to meet standards and are falling behind (Lucas Valentine, 2002). Educators and principals must be held accountable. Transformational and transactional leaders obtain skills that will promote student success and teacher accountability. Leaders that guide educators, peers, parents, and students within the transactional and transformational approach will result in a positive school environment and students will work to their highest potential. Purpose Statement The purpose of this research is to provide principals, or leaders with effective tools for guiding, creating, and leading efficient and successful schools. Principals need to have a clear, concise grasp on leading effectively. This dissertation will provide them with accurate studies that support transactional and transformational leadership. Research Questions and Objectives Transformational and transactional leadership defined Implementing transformational and transactional leadership skills for principals Educators effectively teaching under the guidance of a transformational and transactional leader Promoting student success and achievement for principals of kindergarten through eighth grade schools Body Transformational and Transactional Leadership Skills Defined Charisma, inspiration, and effectively communicating with subordinates are three qualities of transactional and transformational leaders (Anderson, 2008). Principals that obtain these characteristics will create a respectful rapport with educators, parents, and students (Hood, Poulson, Mason, Walker, Dixon, 2009; Lucas, Valentine, 2002). Transformational leaders inspire and create positive working environments (Bono Judge, 1004). Transactional and transformational leaders encourage team work and cooperative learning strategies. Educators that are led under the transformational and transactional approach will be able to share ideas with other members of the school community. Educators will be advised to observe other classroom settings and learn form other teachers (Chin, 2007). Principals that lead in this approach will create a positive working and learning environment. Students will be able to learn effectively and educators will be encouraged to work with and learn from fellow peers. One recent study explored the transformational leader and concludes that leaders whom hold subordinates accountable and continuously evaluate and critique in a positive manor will be successful leaders (Chin, 2007). This type of accountability can be measured though self evaluations (Pounder, 2008). Transformational and transactional approached to leadership must be implemented for a successful school environment (Lucas Valentine, 2002). Researchers studied teacher reports and focused on five areas consisting of shared goals, teaching collaboration, teacher learning, teacher certainty, and teacher commitment. The authors hypothesized school principals whom score high in the identified five factors are effective transformational leaders relating to student success in schools. They intended for educators to complete a survey that evaluates their principals transformational leadership style. These eighteen elementary principals and their faculties were asked to return the survey in order for the author to properly assess the evaluations (Lucas Valentine, 2002). With the collected data, the authors discovered that increased transformational leadership principals were associated with schools that demonstrated enhanced levels of social organizations reflective of effective schools. The study also investigated two research questionnaires. The first was questionnaire was from Bass and the second from Avolio. These questionnaires determined that increased transformational principals are associated with schools that show high levels of social organizations and student success, confirming the authors hypothesis (Lucas Valentine, 2002). Educators effectively teaching under the guidance of a transformational and transactional leader Variable One: Evaluation and Accountability One important quality of effective teaching is that educators are able to self evaluate and self examine their teaching strategies (Pounder, 2008). Prior to school beginning, teachers will be asked by the transactional principal to self evaluate one lesson per quarter of the upcoming school year. The lesson plan will be submitted to the principal. The educator will note the pros and cons of their lesson. Self evaluation will promote the educators ability to ensure that effective lessons and activities are taught and implemented in the classroom (Poulson, Mason, Walker, Dixon, 2009; Lucas, Valentine, 2002). Principals that lead in the transactional and transformational approach can also encourage educators to evaluate other peers. Educators can learn from one another, share ideas, and cooperatively teach under this type of leadership. (Poulson, Mason, Walker, Dixon, 2009). This environment will result in a positive atmosphere for parents, teachers, students, and staff members. Similar to self evaluation and peer evaluation, the transformational and transactional principal will be able to evaluate and observe the educator. The principal will meet with the teacher prior to the observed lesson. The principal will be provided with the educators lesson plan and together they will select a date for the observation. Next, the principal will observe the lesson. This transformational and transactional leader will ask the following questions (Anderson, 2008; Lucas, Valentine, 2002): Did the teacher grasp the students attention? Were the students engaged throughout the lesson? Was the material presented in a clear, concise manor? Were the needs of each type of learner met in the lesson? What were the students doing throughout the lesson? Did the teacher check for understanding and ask follow-up questions? How was the lesson concluded? These are seven questions that the principal will note throughout the lesson. Finally, the principal and teacher will have a post conference regarding the observation. At this conference, the principal will be able to provide the educator with notes and comments pertaining to the observed lesson. The principal will be able to discuss strengths and weaknesses and offer tools for improvement (Bono Judge, 2004. Variable Two: Professional Growth Transformational and transactional leaders must encourage members to continually enhance professional growth. Continuous learning for educators will promote effective educators. As a transformational and transactional principal, opportunities for growth and improvement must be available for educators. Workshops, seminars, and meeting are essential for effective education and for teacher accountability (Bono Judge, 2004). Promoting student success and achievement Students will excel under a transformational and transactional leader (Chin, 2007). Students respond positively to leaders that are charismatic, intellectual, and creative. Students are able to establish a respectful rapport with the administration and school personal (Chin, 2007). Principals whom establish the foundation of transformational and transactional leadership skills will promote student success and achievement. Data from 1,762 educators and 9,941 students in one large school district were obtained to explore the effects of transformational leadership practices on selected organization conditions and student engagement within the schools. The results confirmed that there were strong significant effects of such transformational and transactional leadership on student success rate. This partciular article was qualitative and provided copious amount of information relating to the field of transformational leadership and its benefit in schools (Leithwood, 2000). Transformational and transactional leaders obtain qualities that are inspiring and successful. Principals who lead in this approach will create a safe learning environment where students are able to learn to their highest potential (Hood, Poulson, Mason, Walker, Dixon, 2009). Teacher accountability and performance is the second step within the transformational and transactional approach (Chin, (2007). Teachers must be able to self evaluate, evaluate peers, and participate in principal-teacher evaluation. Educators must continue to grow professional and continue their education.