The Benefits of Compulsory Education

The Benefits of Compulsory Education In Ireland all children of the state are obliged to attend school and receive an education. Compulsory education in Ireland is enforced by the school attendance act 1926 and the education welfare act 2000. The acts insure all children are provided with an equal opportunity to education. There are three levels of education available. Each student is required by law to attend up to the age of 16 or to Junior Certificate level. Prior to the existence of compulsory education many children had no access to basic education because their parents may have not been able to afford tuition. That problem has been eradicated due to the introduction of free public schooling. Basic education prepares a child intellegualy for mature adult life. Education shall prepare the child for an active adult life in a free society and foster respect for the childs parents his or her cultural identity, language and values and for the cultural back round and values for others (Article 29 of unconventional of the rights of a child) As a result of compulsory education, Ireland has one of the highest education rates in the world. 81% of Irish students complete second level and approximately 60% of these students proceed to higher education. Compulsory education follows a holistic approach. Although it is important to focus on the academic aspect of education it is also vital to point out the social aim of education. The main purpose of a holistic approach to education is to prepare individuals for a competent adult life emotionally, physically and spiritually. It aims to provide each child with the ability to seek out their own uniqness. Few schools are committed to holistic principles but many teachers try to use the ideas behind holistic education. By teachers using real life experience and events and not just delivering facts and notes, helps engage a student into a subject making learning fun and enjoyable. Self direction and resilience are major components of holistic principles. With the guidance and support for teachers, children can learn from their own experience and in turn can build on them. The highest function of education is to bring about an integrated individual who is capable of dealing with life as a whole (Jiddu Krishnaminti) Education provides a daily routine, responsibility and activities, which contributes to a healthy well rounded development. Compulsory education discourages child labour. Child labour is the exploitive employment of a child under the minimum legal age limit. The minimum age limit to work differs in each country. Irelands minimum age limit is age 15. Child labour occurs when there is limited access to education, no child labour laws and no employee rights. Working children are under paid. This in turn sees the high demand for low paid employees and leaves less employment available to adults. The cycle then continues. In 1919 the International Labour Organisation began to address the major issue of child labour. This contributed to the introduction of the School Attendance Act in Ireland in 1926. The act obliged children between the age of 5 and 16 to attend school. Previous to compulsory education the majority of families may have relied on children to leave education to help obtain basic necessities for the family. This undoubtedly denied children their right to education. The more education available to individuals can only benefit Irelands economic growth. Our progress of a nation can be no swifter than our progress in education. The human mind is our fundamental resource.(John F Kennedy) Presently in Ireland child labour is near to non existence. Child labour has decreased from 25% in 1960 to 10% in 2003 mainly due to the introduction of compulsory education Illiteracy levels continue to decline since the introduction of compulsory education. Illiteracy is the inability to read or write in any language. Prior to the existence of the compulsory education acts, reading and writing were seen as a skilled profession and only the rich and important had access to gain these skills. Illiterate people were unemployable even in the most basic working environment as many could not even fill out simple information details. Currently in Ireland illiteracy may not be attributed to poor attendance in school. Many individuals who experience literacy difficulties have physical or psychological issues. Illiterate people were often seen as carless, immature and unintelligent individuals. . Since physical and psychological issues are now often detected early on in school and addressed, ilitricy and discrimination are uncommon. There are five levels which literacy is assed at. Level one is classified as having very poor or no literacy skills. Level three is classed on having an adequate amount of skills to cope with life. Level five is seen as highest level of literacy which individuals can process difficult information. In Ireland 17% of 16 to 25 year olds are at level one compared to 44% of 55 to 65 year olds. This percentage is mainly due to enforced attendance in school. Although literacy levels are declining people who dont readily use there literacy skills daily can easily get out of practice. Compulsory education provides a skilful and qualified workforce. A qualified and skilful workforce is necessary for economic growth within a country. Education helps individuals become self sufficient therefore able to earn a living. Educated individuals create wealth for the country and these attract foreign investment. Foreign investment was up 10% since 2008. Even with Irelands economic down turn Ireland is still capable of attracting investment due to Irelands competent and highly skilful workforce. Presently in Ireland 81% of Irish students complete second level education. Approximately 60% of these students continue on to further or higher education. Compulsory education gives the individual the incentive to further their education. Being obliged to attend school to Junior certificate level gives the student a chance to make mature and sensible choices regarding their future. Education is the main component in the structure of adult life. Ethnic minorities in Ireland are socially accepted due to compulsory education. An ethnic minority are a group of people who have their own cultural values. These minorities hold different views on culture, religion and language. The travelling community are one of Irelands oddest ethnic minorities, accounting for 0.5% of the population. Approximately 7,769 traveller individuals are in education in Ireland toady. Prior to the compulsory education act the majority of travellers did not attend school. Traveller parents may have felt education was not necessary as they were traditional self employed. Traveller individuals were also less likely to obtain employment due to their life style and were often socially excluded and discriminated. Traveller children who attended school prior to the education act were thought in the same class room regardless of age. Presently in Ireland 100% of traveller children are in age appropriate classes. The traveller community have become integrated with society. People from a wider community have begun to understand their cultural differences and needs. Today the department of education and science employee 503 resource teachers for travellers (RTT). The resource teachers address their ethnic and cultural needs and help promote cultural awareness to other students. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups Universal Declaration of Human Rights, Article 26 (2) Compulsory education leads to equal opportunity for every individual regardless of back round. The traveller community are now employed in all sectors of the workforce. A number of travels now attend third level education.

”Great Expectations” by Charles Dickens Essay

Dickens promptly introduces the reader to Pip who serves both as the retrospective narrator and as the young protagonist of the novel. This works on a two level approach with regard to guiding us through the plot as an omnipotent narrator whilst simultaneously leading us through Pip’s life with the immediacy of a first person narrative. It is clear from the beginning that it is Pip’s perceptions which entirely define the events and characters of the novel. Dickens utilises this dichotomy in the opening chapter by exploiting Pip’s narrative perspective. We are introduced to Pip as if in the midst of a pleasant conversation with him, ‘I give Pirrip as my father’s family name†¦Ã¢â‚¬â„¢ Immediately after however, we are subjected to the unravelling thoughts and fears of a frightened child under threat. This serves to capture our attention and instil a sense of compassion for Pip, for who we fear the worst. Dickens employs Pip as the narrator to present a prospective and prophetic relationship between himself and the escaped convict. As a reader, this initially appears to be a strange concept solely based on the power dynamics between Pip and the convict and his demands, with Pip reciprocating for fear of his life. However, as they part, Pip looks back to see the man walking alone into the marshes. This metaphorical image of the convict hugging ‘his shuddering body in both his arms’ on the horizons with the gallows, is strikingly familiar to the initial image we had of Pip who was holding himself in the cold, alone in the churchyard with the gravestones of his dead parents. As a reader, it appears that their relationship seems to warm at that moment, with the two sharing a common loneliness and marginalisation from society – the orphan and the escaped convict. Dickens uses this characterisation to develop our imagination of Pip, in that whilst Pip is afraid, he insti nctively displays a sympathetic reaction and remains resolute. Pip’s description of the convict when he first meets him seems elongated in response to the time he would have actually viewed him with, as he ‘only [had] a moment to see it’. Pip describes the convict as a man ‘who limped, and shivered, and glared, and growled’. The repetition of the word ‘and’ before each verb makes the list of the convict’s appearance sound considerably longer. The use of an iambic poetic rhythm further reinforces this idea that the list is made to sound longer. The words used to describe the convict are also stressed to sound more convincing, creating an extended metaphor of an animal. Pip is afraid of this ‘fearful man’ because of his animal like features and wounds. The portrayal of the convict cannot be easily forgotten for the reader and our imagination of him becomes almost reality. Dickens gives no clear indication of the man’s future in Pip’s life but he does create the sense t hat the convict will return, largely by building up a sense of mystery around the convict’s situation and his relationship with Pip. Dickens creates sympathy for Pip by making it explicitly clear that he has been deprived of parental guidance. He has never known his parents, ‘The shape of the letter’s on my father’s, gave me an odd idea that he was a square, stout, dark man, with curly black hair.’ This image of Pip being completely alone in a desolate cemetery trying to imagine the appearances of his parents makes us commiserate with him. We are also reminded of his youth and innocence with the childish conclusions he arrives at regarding the appearances of his parents. The gravestone reads ‘also Georgiana, wife of the above’, and in Pip thinking that his Mother’s name is actually ‘also Georgiana’, we sympathise with him for his lack of awareness. We are able to establish from this that Mrs Joe Gargery never mentions or talks about their Mother, which again makes us realise his lack of parental love. This light-hearted ponder at the gravestone’s inscriptions briefly lifts the sombre mood of the chapter which largely revolves around death, and allows Dickens to lessen the dramatic tension building up. We can conclude from this chapter that Pip has experienced loss and death at an early age but he seems accustomed to it. However, it could also reveal how Pip is lacking in certain life experiences, which we realise could affect him and his choices negatively in the future. We discover that Pip’s five younger brothers gave up trying to obtain a living exceedingly early in that ‘universal struggle’. Whilst they had ‘given in’ but Pip himself hadn’t, it reveals his resilience and strength to succeed. Knowing this, this early in the novel about Pip’s character, it infuses the read er with a sense of optimism about Pip and his future. Dickens concentrates heavily on the ‘bleak’ settings and grave moods to prepare the reader for a sense of what’s to come in the story, and of Pip. Dickens thoroughly describes the setting of the eerie Kent marshes in detail in order to deliver a definite mood early in the novel. The use of the setting in a graveyard works a mood of isolation and desolation; Pip is isolated by the fact he is an orphan. The graveyard itself is described as ‘bleak’ and ‘overgrown’, conveying that it has been neglected much like Pip himself. The repetition of ‘dead and buried’ further lowers the mood. Pip recalls that his ‘most vivid and broad impression of the identity of things’ is placed at a time between light and dark – perhaps symbolising the transition from good to bad, which we realise may be relevant later in Pip’s life. We see that Pip realises this whilst being shaken upside down by the convict, symbolising t hat he has a distorted view of things, with them perhaps being upside down themselves. Dickens sets the chapter in a graveyard to deliver a sombre mood. A wide open space seems harsher than an inside enclosed one, and Pip is less familiar with them. The external world offers Dickens a space to experiment with the idea of Pip being afraid of things he has not previously experienced. This makes Pip feel unsettled and isolated, which is passed on to an involved reader. The derelict setting is further reflected in the mood as Dickens describes the landscape surrounding the churchyard. He continually describes it as a ‘dark flat wilderness’ which is dreary in appearance and has the possibility to harbour deep and unknown dangers. Obstacles in the marshes such as ‘dykes’, ‘mounds’, and ‘gates’ work as visual obstructions for Pip but on a metaphorical level as symbols for possible upcoming obstacles in Pip’s life. Dickens maintains the use of words such as ‘flat’, ‘low’ and ‘darkâ€℠¢ which gives an eerie feel and dense mood to the opening chapter. There is also further symbolism in Pip’s surrounding, in that there is both a flowing river and flat, solid ground on the same landscape. This could reflect that there are two ways in which to travel the same distance and that Pip is soon to have to choose a path to take, which will in turn alter his life. This is thought provoking and concerning to us as a reader, whilst simultaneously intensifying the already dampening mood. The marshland is repeatedly represented as a place where good meets sin, and this is clear in the skyline. It has ‘long angry red lines and dense black lines intermixed’, and these frightening colours and the ‘darkness of the sky’ all accentuate Pip’s vulnerability in this graveyard full of misery, with the pathetic fallacy working to highlight his isolation. There are also only two vertical structures on the horizontal landscape of the marshes – a beacon and gallows. The beacon’s use is to guide sailors home and steer them from danger, whereas gallows are used to hang criminals for crimes they have committed. These two structures symbolise good and evil and the choices in which Pip is to make – leading to either a life of good or a life of sin. The ‘green mounds’ and ‘nettles’ all portray the hostility of everything against Pip, with connotations of something that could hurt him. The ‘wind’ rushes from the ‘distant savage lair’. This metaphor is used to describe the sea from which the ‘wind is rushing’ and the use of pathetic fallacy creates a harsh and tense atmosphere of a claustrophobic nature. However, to Pip, the wind is a wild beast and the ‘savage lair’ is the den from which the wind comes. This further intensifies the sympathy we as a reader have for Pip. To conclude, Dickens utilises the vulnerability and innocence of Pip to evoke both sympathy and anticipation for the young boy and his future. It is the confusion of the opening chapter’s happenings and the title ‘Great Expectations’ which makes us as a reader eager to continue the novel and our journey with Pip.

Pob Sba

Tangos will be a part of the communications industry in Jamaica. Tangos will be involved in providing a phone repair service and the sale of our own invention of technological devices such as phones and tablets, mainly to the residents of Leaguing and its environs. A variety of repair services will be provided. These include: phone repair, mainly android devices, laptops, loganberries, tablets and the insertion of trackers.The business will also involve the sale Of parts for those devices repaired and sold. These parts include: batteries, touch pads, phone cases and others. Tangos will also involve the sale our own gadgets. These include, our newly invented smart watch called the LATENT, the phenomenal CEO TABLET and our own android device called the LEECH. Objectives of the Business: The repair shop will provide good quality repair to its valid customers at an affordable cost. Tangos will provide a clean and healthy environment to conduct business.Tangos will strive to provide excel lent customer service. Tangos will provide timely service and affordable devices to its customers. LOCATION Tangos will be located at 130 Old Hope Road, Kingston 6 at the Sovereign Centre. REASONS FOR THE LOCATION OF THE BUSINESS. Tangos will be located in the heart of the business area in Leaguing, because of the many other businesses in the vicinity that would attract people to my business; this means more potential customers for Tangos.The business will be located close to its market because it will provide easier access to its potential customers. The fact that the Sovereign Centre is a major business area in Leaguing also makes it relatively easy for those potential customers to access to the area, because of the many means of transport. This location is also ideal because, there is a ready supply of labor for this type of business. Type of Plan: Production Plan Name: Rehashed Taylor School: Jamaica College Centre Number: 100052 Date of Submission: Pob Sba Tangos will be a part of the communications industry in Jamaica. Tangos will be involved in providing a phone repair service and the sale of our own invention of technological devices such as phones and tablets, mainly to the residents of Leaguing and its environs. A variety of repair services will be provided. These include: phone repair, mainly android devices, laptops, loganberries, tablets and the insertion of trackers.The business will also involve the sale Of parts for those devices repaired and sold. These parts include: batteries, touch pads, phone cases and others. Tangos will also involve the sale our own gadgets. These include, our newly invented smart watch called the LATENT, the phenomenal CEO TABLET and our own android device called the LEECH. Objectives of the Business: The repair shop will provide good quality repair to its valid customers at an affordable cost. Tangos will provide a clean and healthy environment to conduct business.Tangos will strive to provide excel lent customer service. Tangos will provide timely service and affordable devices to its customers. LOCATION Tangos will be located at 130 Old Hope Road, Kingston 6 at the Sovereign Centre. REASONS FOR THE LOCATION OF THE BUSINESS. Tangos will be located in the heart of the business area in Leaguing, because of the many other businesses in the vicinity that would attract people to my business; this means more potential customers for Tangos.The business will be located close to its market because it will provide easier access to its potential customers. The fact that the Sovereign Centre is a major business area in Leaguing also makes it relatively easy for those potential customers to access to the area, because of the many means of transport. This location is also ideal because, there is a ready supply of labor for this type of business. Type of Plan: Production Plan Name: Rehashed Taylor School: Jamaica College Centre Number: 100052 Date of Submission:

Christianity Is Not An Ideal, It s A Life Style Choice

Christianity is not an ideal, it’s a life style choice. You are not born into a religion, you are not a Christian, Jewish, Buddhist or any specific religion from birth, you are raised as to be that religion. C.S. Lewis is an example of someone who was brought up in a Protestant household, lost faith through his teen years and found Christianity in college. We develop our religion throughout our years, growing more knowledgeable from our experiences and realizing that each of God’s teachings can relate back to us on a day-to-day basis. Each book in the Bible is like stories with lessons. Mere Christianity, taught similar lessons to the Bible, but with a philosophical point of view. C.S. Lewis could take his experiences and relate them to†¦show more content†¦Without Christianity being an education it is likely that not all churches would teach the same things. In relation to not only God’s teachings, but our world today Lewis says, â€Å"All these people told us not to lend money at interest; and lending money at interest—what we call investment—is the basis of our whole system† (Lewis 85). If our whole system was only about repaying our debts and not about accruing interest to make more than we lent, debts would be paid quicker and we would not see as much greed. Without interest payments, we would see a friendlier system that would both benefit borrowers and lenders. In the Bible greed was a bad thing to be characterized by, which also led to punishment by God. Men were not to have wealth, but be charitable. Lewis says this because religion does not have specific system to live by, but living through greed is not how Moses, Aristotle or Christians believed was a just life. My last quote from Lewis is him saying, â€Å"Crowns are mentioned to suggest the fact that those who are united with God in eternity share His splendor and power and joy† (Lewis 137). If no one would enjoy the afterlife with God, the re would be no reason for anyone to do the right things or be charitable. Without expectations of God and the afterlife there would be no reason to believe in Him at all or to take part in his teachings. Without belief in God Christians would have to basis for the actions they take. Looking atShow MoreRelatedThe Impact Of The Gnostic Movement On The Way Of Looking At The World Essay1650 Words   |  7 Pagesmovement; however, many of the elements are not associated with the current practises of Christianity. However, the underlying belief in a single and absolute higher power remains. 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