Albert Einstein Essay - 500 Words

This German born physicist is considered one of the world’s greatest thinkers in history. Not only did he shape the way people think of time, space, matter, energy, and gravity but he also was a supporter of Zionism and peaceful living. Einstein was born on March 14, 1879 in Ulm Germany, and spent most of his youth living in Munich, where his family owned a small electric machinery shop. He attended schooling in Munich, which he found unimaginative and dull. In addition to this he taught himself Euclidean geometry at the age of 12. Later his family was forced to move to Milan, Italy where he then decided to withdraw from school at the age of 15. Eventually he realized that he had to finish secondary school, which he took in Arrau,†¦show more content†¦Which is unlike me. On the other hand he did publish five major research papers at the age of 26. The first one getting him his doctorate in 1905. The first paper was on Brownian motion, which is a zigzag motion of microscopic particles in suspension. He suggested that the movement was the result of the random motion of molecules of the suspension medium as they rebound off suspended particles. The second paper laid the base of the photon, or quantum theory of light. It said that light is made off separate packets of energy, titled quanta or photons. The paper remade the theory of light. Also explaining the emissions of electrons from some solid objects when they are struck by light. Televisions are practical applications of Einstein’s discoveries. The third paper, which he began as an essay at age 16, contained the â€Å"special theory of relativity.† He showed that time and motion are relative to the observer, if the speed of light is constant and natural laws are the same everywhere in the universe. The fourth was a mathematical addition to the special theory of relativity. This is where he presents his famous E=mc ², also known as the energy mass equivalence. Compton’s Interactive Encyclopedia translates it as â€Å"(E) inherent in mass (m) equals the mass multiplied by the velocity of light squared (c ²).† His fifth paper was his general theory ofShow MoreRelatedThe Contributions Of Albert Einstein1197 Words   |  5 PagesNovember 6, 2016 2nd Period Mrs. Watson Albert Einstein Research Paper There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle. (Einstein). Through Albert Einstein s eyes, everything that exists in the world is a miracle. Einstein s discoveries have proved the science world that the elements which make up the earth are indeed miracles. Albert Einstein is one of the most accomplished mathematicians and scientistsRead More Albert Einstein Essays842 Words   |  4 Pages Albert Einstein Albert Einstein was born on March 14, 1879 in Ulm. He was raised in Munich, where his family owned a small electrical machinery shop. Though he did not even begin to speak until he was three, he showed a great curiosity of nature and even taught himself Euclidean geometry at the age of 12. Albert despised school life, thinking it dull and boring, so when his family decided to move to Milan, Italy, Einstein took the opportunity to drop out of school, only 15 at the time. AfterRead MoreEssay on Albert Einstein985 Words   |  4 PagesEducation The only thing that interferes with my learning is my education -Albert Einstein Albert Einstein was born on March 14, 1879 in Germany to a Jewish couple. While having initial complications with a misshapen head during child birth, he grew normally. However it was commented by Albert Einsteins relatives that he was a little slow. Einsteins lack of intelligent was shown by his late age of learning how to speak. His first formal education (besides the private education he receivedRead MoreThe Life Of Albert Einstein923 Words   |  4 Pages 2015 5th Period The Life of Albert Einstein Albert Einstein, the son of Hermann and Pauline Einstein, was born on March 14, 1879, at Ulm, in Wurttemberg, Germany. Shortly after his birth, his family moved to Munich, where he would begin his schooling at the Luitpold Gymnasium. In 1894, his parents decide to move to Pavia, Italy, but Einstein wanted to finish the school year. He only stayed for six months and then joined his family in Italy. One year later, Einstein took the entrance exam for theRead More Albert Einstein Essay1645 Words   |  7 Pagesmiracle. Albert Einstein was the first child born to Hermann and Pauline Einstein, Jewish, middle-class Germans, on March 14, 1879 at Ulm, in Wurttemberg, Germany. Alberts sister, Maria, was born in November of 1881. They remained close throughout their lives.Einstein and sister 1 The Einstein family moved to Munich in 1880 to start their own business. Albert began his secondary schooling at Luitpold-Gymnasium. In 1894, the family business failed and the family moved to Milan, Italy. Albert stayedRead MoreThe Physics Of Albert Einstein1284 Words   |  6 PagesRobbie Patio BIO 101 Professor Dartley 4/16/15 Albert Einstein Most people know who Albert Einstein is and how great of a physicist he was, yet many aren’t aware that Albert Einstein had not even finished high school! Most would think that a person who doesn’t complete high school is dumb, and lazy. The fact is, Einstein did not complete high school, not because he was dumb or lazy. At the age of 15, he quit high school because he did not agree with the way the teachers taught. He thought that theRead More Albert Einstein Essay678 Words   |  3 PagesAlbert Einstein Einstein was born in 1879 in Germany. When he was a small child he didn’t show any high intelligence. In fact he even took a while to learn how to speak. He was a smart kid but it took a while for people to notice his intelligence. He would ask questions his own teachers couldn’t answer and he even taught himself calculus. He took an entrance exam for Swiss Federal Polytechnic School and failed. He failed but he was still admitted a year later. While doing his regular work heRead MoreAlbert Einstein Essay1763 Words   |  8 PagesAlbert Einstein is looked at as one of the most magnificent scientific thinkers throughout history. His theories on the nature and dimensions of time and space immensely changed the way people thought of the physical world and established many of the major fundamental foundations for a tremendous amount of the our scientific discoveries and inventions in the 21st century. Albert Einstein was born on March 14, 1879 in Wà ¼rttemberg, Germany, into a middle-class Jewish family that owned a small electricalRead More Albert Einstein Essay1047 Words   |  5 Pages Albert Einstein was born in Ulm, Wà ¼ttemberg, Germany, on March 14, 1879. While he was still an infant, the family moved to Munich. Albert’s father was plagued with business failures throughout his life, and after one such failure, he moved his family to Milan, Italy. Einstein was, at first, left behind to finish his schooling at the Luitpold Gymnasium, but he disapproved of this choice, and followed his family to Milan. Albert decided to attempt to skip the rest of gymnasium and tried to passRead MoreAlbert Einstein Essay942 Words   |  4 PagesAlbert Einstein was born on March 14, 1879 in Ulm, the first child of the Jewish couple Hermann and Pauline Einstein. In June 1880 the family moved to Munich where Hermann Einstein and his brother Jakob founded the electrical engineering company Einstein Cie. Albert Einsteins sister Maria was born on November 18, 1881. Einsteins childhood was a normal one, except that to his familys irritation, he learned to speak later than most. In 1884 he received some tutoring in order to get prepared for

To Start Off, I Thought I Had Signed Up For Group Dynamics,

To start off, I thought I had signed up for group dynamics, I know that sounds dumb, but when rushing to find six classes that fit your schedule so that you’re able to graduate on time, it happens. The first day of class, I was expecting something completely different. One of our first instructions was to make a name tag and when asked to put the pronouns we preferred I was incredibly confused. I thought, â€Å"isn’t that obvious? I’m a female.† As I looked around the room I realized it was not only rude to believe that, it was ignorant of me to believe that. As I read others name tags, I realized that this was an incredibly important assignment, because half the pronouns I assumed for some of my classmates would have been incorrect. The next†¦show more content†¦After that first class, we had to read the APA Transgender pamphlet, I not only read the pamphlet, I sent it to my family because they were not as blessed as I was to actually take this c lass. Furthermore, I have learned how many genders there actually are! For that I have The Gender Book to thank. Within the book it discusses multiple gender such as asexual, cisgender, transgender, intersex and so forth. One of the best and most important parts of this class was truly learning the definitions and proper words for certain genders. As I had stated in a previous journal, I had never known the proper word for intersex, the words I knew that were suppose to represent an individual who was intersex were cruel and hurtful and I had only heard of this gender in sick jokes. Through interviews and readings, I learned how common it is for an individual to be intersex. I learned about individuals who had their genders decided for them at birth, which was usually actually a mistake on the surgeons part. I learned that multiple individuals had to live a lie and had to feel confused and lost due to a doctor making the wrong call such as David from As Nature Made Him. A poor young man who was not able to live his life to the fullest because of the mental scars he was left with due to a botched surgery. After the multiple readings about David and the main book we had to read, but especially theShow MoreRelatedSummary Of Deaf By Mark Drolsbaugh Essay1674 Words   |  7 Pagesbecoming deaf in both a hearing and deaf world. It includes the awkwardness and un-comfortability he felt in hearing environments, within is personal family dynamic and in deaf safe havens where he learned to adjust, and grow for the betterment of him learning ASL and in general, becoming emerged within Deaf culture. Drolsbaugh starts the book off by introducing how life for deaf people, even when giving birth, can be a struggle (due to society not being well informed on how to effectively communicateRead MoreA Research Study On Bullies And Victims1301 Words   |  6 Pagesbullying may seem like something that should not be taken seriously. 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Education System in England free essay sample

The pre-school sector includes a patchwork quilt of places provided by state, voluntary and private nurseries, childminders and playgroups available to children between the ages of two and five. At the end of 2000 there were 937,000 pre-school places available 264,000 in day nurseries, 353,000 in playgroups and other settings and 320,000 with childminders. The government has promised to improve the quality of education available for this age group and to increase the quantity of available places. All four year olds are now promised a part-time place of five morning or fternoon sessions per week, and the government has set a target of providing a place for two thirds of three year olds by 2002. Downside The push to make more pre-school places available has prompted many primary schools to open nursery classes, offering parents a free place in classes that often become feeder classes to the first formal year of school. While this has benefited the budgets of primary schools, there have been claims that this has forced thousands of playgroups to close. Between 2000 and 2001 provisional official statistics show there were 300 more day nurseries a rise of 3%. These accounted for 0,900 more places (8% more). Playgroups declined by the same number, 300 or 2% of the total a loss of 22,900 places (6%). And there were 3,300 (4%) fewer childminders, who had provided places for 15,800 children (a 5% fall). Five hundred more out-of-school clubs (11%) are reported. Overall, more places are being created than are lost. Early learning goals The governments efforts to raise levels of education in the pre-school sector have met with a mixed reception. The publication of the level of skills that should be achieved brought criticisms that this was putting unnecessary pressure on the very oung. It contributed to a debate over whether children benefited from an early start to learning or whether there were greater advantages to not beginning formal lessons until children were older, as happens in some other countries. The move to upgrade educational standards is part of the trend towards greater regulation in the pre-school sector. There have also been calls for improved training for those working with pre-school children, tighter checks on the suitability of staff and Ofsted inspections of playgroups. But this will still have to contend with the great diversity of re-school provision and many informal arrangements based around the needs of working parents as much as the educational needs of children. Primary schools provide all children with a school place no later than the start of the term after their fifth birthday. The precise age at which schools take children varies from one area to another, but it is common for children to go to school at the start of the term in which they will become five. A growing trend is for schools to admit new pupils at Just one point in the year, which often sees them take children who will be five within the oming school year September to August; under this system, summer-born children start school in the autumn, not long after their fourth birthdays. Structure Primary schools consist mainly of infant schools for children aged five to seven, Junior schools for those aged seven to 1 1, and combined Junior and infant schools for both age groups. First schools in some parts of England cater for ages five to 10 as the first stage of a three-tier system: First, middle and secondary. Middle schools cover different age ranges between eight and 14 and usually lead on to comprehensive upper schools. Class sizes The government says research evidence suggests that smaller infant classes enable teachers to spend more time identifying each childs individual needs and difficulties, and offering the help they need to master the basics. IAverage infant class sizes, 2001 | Near 1: 26. 1 Near 2: 25. Near 3: 27. 8 The average class sizes of five, six and seven year olds suggest that the government is on target to fulfil its promise of classes of 30 or below. But some parents have complained that reducing class sizes has worsened the problem of trying to get places for their children in popular, over-subscribed schools. Test targets The government has also set targets for levels of literary and numeracy, on the grounds that a child who does n ot learn to read well and handle numbers early on runs the risk of falling further behind in all subjects. So, in England, by 2002: On average 80% of 1 1 year olds should be reaching the standard expected for their age in English and 75% in maths. In 2000, the equivalent fgures were 75% (English) and 72% (maths). There are also wide variations between local education authorities across England. Since September 1998, all primary schools in England have been trongly recommended it is not mandatory to devote at least an hour each day to literacy, with a similar daily numeracy session from September 1999. Secondary schools In England, children must continue in full-time education until they are 16 though now a majority stay on after that. The modernisation of the comprehensive system has been one of the key themes of the governments campaign to raise standards in education. In state-sector secondary schools there has been increasing diversification, with the emergence of beacon schools, specialist schools and the etting up of action zones in areas of educational underachievement. ISecondary schools in England I pupils 187% pupils attend comprehensive I I schools | 1,000 specialist schools by 2004 | 1788 independent schools I A-level reforms introduced I I September 2000 I Revised curriculum introduced I I from September 2000 By February 2001 there were 536 specialist schools in England out of a total of 3,500 schools offering advanced teaching in languages, technology, sports and arts with a further 72 given the go-ahead. To qualify, they must raise E50,OOO in sponsorship, repare four-year plans with targets in teaching and learning in the specialist subject area, and involve other schools and the wider community. New specialisms added to the initiative in 2001 were business and enterprise, science, and engineering. The government intends that almost half of all secondary schools should specialise by 2006. There has been particular attention paid to under- performing schools, with groups of primary and secondary schools being brought together with business and community partners in education action zones. These are given extra funding and support to pioneer ways of making improvements. Schools which are seen to be beyond recovery have been closed and given a fresh start, in which a new institution is opened on the site of the failing school usually with a new name, headteacher and staff. The new emphasis is on raising standards for 11 to 14 year olds, with the literacy and numeracy strategies that have been used in primary schools being extended to the lower secondary years. The governments targets are that, by 2004, 75% of 14 year olds will be expected to reach Level 5 the level expected for their age in English, maths, and information and communication technology (CT). The figure for science is 70%. By 2007, ministers want to see 85% of pupils achieving Level 5 in English, maths and CT, and 80% in science. Selection A large majority of the three million secondary school pupils in England attend non- selective comprehensives, but there are a number of ongoing disputes concerning selection. There are 164 grammar schools in England, taking pupils who have passed an 11-plus exam. But in response to calls for the abolition of these remaining grammars, the government introduced regulations for local ballots of parents that will determine whether schools remain selective. So far there has been only one ballot, early in 2000 when parents in Ripon voted to keep their grammar school. A ballot can be triggered only when there are enough names of parents gathered in a petition, with the threshold number calculated by a complicated (and disputed) formula laid down by the government. Schools that have partial selection where a proportion of pupils are admitted on the grounds of ability have also been the subject of disputes. These are settled by the school admissions watchdog the Office of the Schools Adjudicator which itself has been the subject of legal challenges. New categories September 1999. In a reform that removed the opted-out grant-maintained sector, the government introduced four new categories of school. Community schools the largest category of mainstream comprehensives, largely under the control of the local education authority. Foundation schools exercising a greater degree of independence, the governing body is the employer and sets admissions policies. Voluntary-aided schools such as church schools, in which the governing body sets admissions policies and in which the charitable foundation which owns the school makes a financial contribution to its running. Voluntary-controlled schools these are owned by charitable foundations, but the local authority employs staff and sets admissions policies. In 2000 the government came up with another scheme to revive flagging schools: City academies. They are being established with substantial capital investment from business or voluntary, religious or private foundations. The state pays the running costs. They have the right to operate their own curriculum, and freedom to reinvent the school day and pay their teachers more. The government said they would be distinguishable from the Conservatives 1 5 city echnology colleges though created under the same legislation by a wider range of sponsors. Private In addition to state schools, there are around 790 fee-paying independent secondary schools, which are not required to follow the national curriculum, but which must register with the Department for Education and which are subject to inspections for the purposes of registration. Pupils in state and independent schools are required to stay at school until the age of 16 with the starting age of secondary school usually at the age of 1 1 . Where local authorities operate a middle school system, pupils begin econdary school at the age of 12 or 13. Special needs Children deemed to have special educational needs may be most obviously those with a condition that hinders or prevents them from making use of the facilities provided for pupils of their age. But in the broadest sense it covers all those whom the school considers could benefit from extra help with their studies. The great majority are educated in mainstream primary and secondary schools, which are required to publish their policies on pupils with special needs. A government code of practice offers practical guidance to all local education authorities and state schools n England on how to identify, assess and monitor these pupils. Statements An estimated one in five children has some form of special educational need, ranging from mild dyslexia to behavioural problems to complex medical conditions. In most cases this is dealt with in schools through an individual action plan. But some need more support than their school can provide. For these children, the local authority draws up a statement of special educational needs, which in most cases provides extra help of some kind in the school. Just over 3% of children in England and Wales have a statement. Provision varies between authorities. Parents have a right to appeal to a Special Educational Needs Tribunal if they disagree with the statement. The Special Educational Needs and Disability Act 2001, which applies to England and behavioural problems to be taught in mainstream classes. It was backed by the promise of money to improve access in schools and colleges. The new law makes it illegal to treat disabled pupils less favourably than other pupils and requires schools to make reasonable adjustments so that disabled pupils are not put at a substantial disadvantage. Inclusion policy The government has made it clear that it wishes to see more special needs children entering mainstream schools. As a result, special schools for children with moderate difficulties are being closed in many areas. In 2000, 60% of pupils with statements were in maintained mainstream schools, 35% were in special schools and 5% were in independent schools. There are about 2,000 special schools (both day and boarding) for pupils with special educational needs. Some of these are run by voluntary organisations and some are in hospitals. The pupil-teacher ratio in special schools is 6. 5 : 1 compared to 18. : 1 in mainstream state schools and 9. 9 : 1 in independent schools. Some independent schools provide education wholly or mainly for children with special educational needs, and are required to meet similar standards to those for maintained special schools. It is intended that pupils should have access to as much of the national curriculum as possible. Religious schools At first, education was largely conducted by the religious establishment. The cornerstone of the modern system was laid by the Elementary Education Act of 1870, which enshrined the principle that the system of elementary schools should be the esponsibility of the state. The 1944 Education Act continued this work, although Church of England and other religious schools have remained in operation. The 1944 Act required every state-aided primary and secondary school to begin the day with collective worship on the part of all pupils, and with religious instruction in every such school. Religious instruction continues to be given in both fully maintained and state-aided voluntary schools, and opportunities exist for religious training beyond the daily worship and minimum required instruction. In many schools, the religious ffering has become non-denominational, and in areas of high non-Christian immigration, consideration may be given to alternative religious provision. For example, in the summer term of 1998, Islamia primary school in Brent became the first Muslim school to Join the state sector. The government has decided that proposals from independent promoters to set up schools in the maintained sector will be considered on a number of grounds, including: provision ofa good standard of education delivery of the national curriculum the appointment of qualified staff equal opportunities for girls and boys Ђ competent management and viable finance suitable buildings for the school the extent of parental demand and the need for new places in an area cost implications. Methodist, Jewish, Muslim and Sikh. The government has said it is happy to see more single faith secondary schools. The Church of England is hoping to create 100. Independent schools Fee-charging schools are sometimes described as private schools or traditionally in England (somewhat confusingly) public schools. Independent schools receive no grants from public funds and are owned and managed under special trusts. Most ndependent schools offer a similar range of courses to state schools and enter pupils for the same public examinations. The independent sector is not obliged to teach the National Curriculum and comply with the associated education targets. Independent primary schools fall into two main categories: pre-preparatory, for ages two to seven, and Junior or preparatory (prep) schools, for ages seven to 11 or 13. The preparatory title is used because the last two years in the school are often devoted to preparation for the Common Entrance examination; a pass is required for admittance to many independent secondary schools. Fee-charging schools come in a variety of forms. Some are privately owned and run for profit, others are charitable foundations. The Independent Schools Information Service offers a guide giving the name and addresses of schools, as well as entry requirements. According to ISS, the average class size for preparatory schools is 15 to 20 pupils per teacher. Fees range from about E600 to El , 100 per term for ages two to seven and E950 to E2,500 for day pupils aged seven to 13 E2,300 to E3,500 per term for boarders. Secondary schools The majority of independent secondary schools have classes or teaching groups of etween 20 and 25 pupils, even lower at sixth form level. They admit pupils at any age from 1 1 . Many will require them to take an examination. Sometimes the school sets its own examination, but many use the Common Entrance Examination, which can be taken for entry to the school at 11, 12 or 13. The exam is set centrally and marked individually by the senior school. Each school has its own pass mark. All independent schools in the UK are open to inspection by approved inspectors and must register with the appropriate government education department. The education departments lay down certain minimum standards and can make schools emedy any unacceptable features of their building or instruction, as well as excluding any unsuitable teacher or proprietor. Fees at independent schools vary widely. They depend on whether schools are educating older children or younger ones, day or boarding and, sometimes, on the part of the country in which they are situated. The figures below are the latest figures for 1997-98. They are broad ranges: some schools will be lower or higher. In 1998 they will increase, possibly by about 5 per cent. The approximate range of fees per term is from El ,300 to E2,700 for girls ay schools, E2,700 to E4,400 for boarding girls; El ,300 to E3,200 for day boys and E2,800 to E4,600 for boarders. More than five children out of six at independent schools are day pupils. They often come from a wider catchment area than those at state schools, and sometimes the children live 15 or 20 miles away from their school. In 1997 boarders accounted for 6. 5% of the 223,000 girls in independent schools and years. In 1982, 27. 7% of pupils were boarders. With boarding education, parents can choose from a wider range of schools and save the trouble and expense of daily ravel, but boarding will not suit every child. Assisted places From 1981 until 1997, many independent schools in England and some in Wales offered places to children whose parents could not afford the full fees through the government-funded Assisted Places Scheme. The last pupils to benefit from these assisted places entered schools in September 1997, as the Labour government elected in May 1997 is committed to phasing out the scheme. Some schools are attempting to compensate for the loss of the scheme by increasing the number of scholarships awarded from their own resources, although these rarely cover the full ees. Scholarships are awarded as a result of a competitive examination, usually for academic, musical, artistic or all-round merit. Curriculum and testing A national curriculum is compulsory in all state schools in England, Wales and Northern Ireland and for virtually every pupil up to the age of 16. It is devised by the Qualifications and Curriculum Authority (QCA) and its partner authorities, the Qualifications, Curriculum and Assessment Authority for Wales (Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru ACCAC) and the Northern Ireland Council for Curriculum, Examinations and Assessment (CCEA). Although it was introduced in primary and secondary schools between autumn 1989 and autumn 1996, it is an idea that has been common in other European countries for decades. The main aim of the national curriculum is to raise standards, making sure all children have a broad and balanced education up to the age of 16. In the past, many pupils dropped key subjects such as modern languages or science at 13 or 14. A second aim is to ensure that schools in all parts of the country are following the same courses. This has particular advantages for children who change schools when families move house rom one area to another. The national curriculum specifies what children must study and what they are expected to know at different ages. This ties in with the national tests that check whether children are meeting these targets. What a child must study The core subjects of the national curriculum, which are compulsory for five- to 16- year-olds, are English, maths and science. These get priority. The second level of the curriculum is the so-called foundation subjects, which are design and technology, information and communication technology (ICT), history, geography, music, art, hysical education (PE) and, for secondary school pupils, a modern foreign language and, from 2002, citizenship. There has been an increased emphasis on ICT in recent years, to the point where it now has to be used in all subjects as well as being taught in its own right. By law, religious education is also required for all pupils and all secondary schools must provide sex education. Parents have a right to withdraw their children from these subjects. In Welsh-medium schools in Wales, Welsh is also a core subject. Nearly all primary schools in Wales teach Welsh as a first or second language nd about a quarter use Welsh as the sole or main medium of instruction. In secondary schools, Welsh is a compulsory subject for almost all 11 to 16-year-old pupils. The national curriculum is divided into four key stages, which broadly relate from 14 to 16. Changes The curriculum began changing again from the year 2000. The biggest change adding citizenship as a foundation subject in secondary schools happened in September 2002. The governments latest proposals for secondary schools would mean the compulsory subjects for 14 to 16 year olds would be mathematics, English, cience and information and communication technology, alongside citizenship, religious education, careers education, sex education, physical education and work- related learning. This would drop design and technology and a modern foreign language. pic] The curriculum at different stages: core subjects highlighted Testing Four and five-year-old children starting school are now tested on their reading, writing and use of number. This baseline assessment is designed to provide more information for teachers, as well as allowing the measurement of pupils progress as they move through the school. All children in state schools are tested in English and mathematics at the ages of seven, 11, and 14, and pupils aged 11 and 14 are also tested in science. The tests often known as SATs are intended to show whether children have reached the national curriculum learning targets. They are usually taken in May each year. All children in state schools in Northern Ireland are tested formally in this way only at the age of 14 in English, maths and science. At Key Stage 4, the national curriculum gives schools the opportunity to offer pupils aged 14 to 16 a wider choice of subjects, for example craft or drama. There are a range of GCSE and vocational courses to cater for these areas. Before they leave school, most 15 and 16 year olds also take General Certificates of Secondary Education (GCSEs) or similar qualifications. GCSEs This is the major qualification taken by pupils at the end of compulsory education at the age of 16, as a series of exams in the individual subjects they have been studying. The papers are set by the Assessment and Qualifications Alliance (formed by the Associated Examining Board, City Guilds, Southern Examining Group and the Northern Examinations and Assessment Board), OCR (formed by University of Cambridge Local Examinations Syndicate and RSA Examinations Board), and the Edexcel foundation. They appoint examiners who mark the papers outside the schools. Results are graded A* (the highest), A, B, C, D, E, F and G, with U unclassified for those who do not meet the minimum standard. Some subjects are tiered to cater for different ability ranges. For example, those expected by a school to do best will be entered for papers covering grades A* to D; others will do papers in which the maximum possible grade would be a C. There are three tiers for maths. New GCSE short course qualifications were introduced from September 1996. These take half the time typically allotted to a full GCSE course, and are available in modern foreign languages, physical education, religious education, geography, history, design and technology, and information technology. They are popular with pupils wanting another qualification and who want the flexibility of a less intensive course, which can be studied alongside full GCSEs. GNVQs The Part One General National Vocational Qualification (GNVQ) is broadly equivalent to two GCSE courses. Initially, it covered three subject areas: business, anufacturing, and health and social care. New GNVQs introduced in 1996 were art and design, information technology, and leisure and tourism, while engineering was introduced in September 1997. New, vocational GCSEs being introduced in secondary schools from 2002 will replace GNVQs. They will mean that 14 to 16 year olds can opt to pursue work-related skills, studying part time in workplaces. Both GCSEs and GNVQs can be taken at broadly equivalent foundation and intermediate levels. National traineeships which lead on to modern apprenticeships are being replaced with new foundation apprenticeships. These will offer an alternative for those who lack the academic ability to tackle vocational GCSEs, and will be a way on to new, advanced apprenticeships. All this is being debated once more as part of a government drive to get people to think in terms of a 14-19 curriculum, with GCSEs as a mid-point assessment rather than a leaving exam, now that almost all youngsters continue in some form of education or training. Independent schools Independent schools do not have to teach the national curriculum, although many are already following all or most of it. They say it reflects the broad and balanced urriculum they have always advocated. Funding and management Local education authorities (LEAS) in England are responsible for most of the public expenditure on schools. A large amount is indirectly funded by the government through the Revenue Support Grant made to local authorities. The government has put enormous political pressure on LEAs to delegate an increasing amount of the money it intends should be spent on education to schools, to spend as they wish. There are also central government grants supporting spending by local education authorities. These focus mainly on training to improve schools performance in iteracy and numeracy, and on support for information technology. Extra resources also go to inner city schools facing particularly severe problems. The government has set up education action zones in England. These are local clusters of schools, usually a mix of primary, secondary and special schools in areas of relative deprivation, which work in a new partnership with the local education authority, parents, businesses and others. There are 73 zones, each of which receives E500,OOO per year for three years. State school funding There used to be four kinds of state school wholly or mainly supported from public unds: County schools, owned and wholly funded by local education authorities and providing primary and secondary non-denominational education. Voluntary schools, mostly established by religious denominations but financially maintained by the local education authority. Those which assumed greater financial independence and more control over admissions policies were known as Voluntary aided, as opposed to voluntary controlled schools, where the local education authority bore pay between one-half and three-quarters of the cost of building a new voluntary chool or extending an existing one, almost always a secondary school. self- governing grant-maintained (6M) schools, which had opted out of local authority control. Under the former Conservative government, all secondary and primary schools were eligible to apply for grant-maintained status, subject to a ballot of parents. These GM schools enjoyed a greater degree of independence over their admission policies. They were not financed by local education authorities but by a central funding agency. Changes Under the Schools Standards and Framework Act 1998, the government established three new categories of schools: Ђ community, very broadly based on county schools voluntary, formerly voluntary aided and voluntary controlled schools foundation, intended to replace GM schools, putting them back under local authority control to an extent. Local education authorities continue to retain responsibility for various services, including transport, school meals, and co-ordinating services for pupils with special needs. Governing bodies All publicly-maintained schools have a governing body, which is usually made up of a number of parent representatives, the head teacher and serving teachers, governors ppointed by the local education authority or church authorities, as appropriate, and others to represent the local community. Governors are responsible for the main policy decisions within schools, including academic matters. They also shoulder responsibility for school discipline, and the appointment and dismissal of staff although in practice much of this responsiblity is delegated to the head teacher. Governing bodies are responsible for implementing the recommendations of inspection reports, and are required to make those reports and their resulting action plans available to parents. Inspections The independent Office for Standards in Education (Ofsted) is a non-ministerial government department headed by Her Majestys chief inspector of schools. Ofsteds job is regularly to inspect all maintained schools and report on standards of achievement. All state schools are inspected by teams of independent inspectors on contract to Ofsted. They report on good practice in schools and other educational issues based on inspection evidence. A new inspection regime introduced in 1997 will see schools inspected once every six years, or more frequently if there is cause. A summary of the inspection report must be sent to the parents of each pupil by the school, followed by a copy of the governors plan on how they are going to act on the reports recommendations. Full reports are available on Ofsteds Website. Failing If school inspectors decide that a school is failing to give its pupils an acceptable standard of education, the local education authority can appoint new governors and withdraw delegated management from the school. As an alternative, central government can put the school under new management until its performance

Importance of IT Certification-Free-Samples-Myassignmenthelp.com

Questions: 1.Discuss about the Importance of IT certification for the professionals. 2.Discuss about the Security Issues in 5G network. Answers: 1.Importance of IT certification for the professionals: IT certification is the quality assurance standard for the IT professionals. The certification clarifies the value to the status of the IT professionals. Some of the professionals think that the development and the growth of the enterprise depend on the knowledge used. The implementation of the knowledge is itself a proof; it does not want any certification. The increasing certification is important for the professional because it helps in aiding skills and talents to their working structure and use of knowledge [1]. The marketability and value to their knowledge can be improved with the help of certification. The importance of it certification for the professionals is listed below: Retention of the Job: The skills, talent, and knowledge of the employees can be efficiently used if they are holding a desirable position according to their certificates and knowledgeable skills. The organization develops the norms and regulation for the employees to be hired for the particular position in the organization chart. Maintenance of the salary plan: On the basis of the certificates employees can judge themselves to ask for the handsome amount of salary from the project owner. Some organization fixed salary on the basis of qualification for the particular position. Eligible for promotion: The promotion given in the company is based on experience and certificates hold by the working employees. The competition of promotion is leaded by the certified person. Career plan: The person can seek job according to the qualification hold by him. The new opportunities are created for the certified person in the worst situation also. Discrimination: The organizations are always looking for the qualified and certified employees to be worked in the enterprise. The certified persons are hired by the consultants for improving the profit of the enterprise. Increase in productivity: The certified person helps in providing better alternatives which can help in gaining momentum in the product development life cycle. The advantage is given to the certified professionals at the time of interview. The preference will be given to the certified person than the knowledgeable person. At the time of interview and selection process, knowledge comes second than certification. The interviewer gets attracted towards the certified person. The confidence of the IT professionals can be improved with the certification. The employees are motivated to work under the certified and knowledgeable person. The certification in professional development helps the employees to remain motivated towards the working forum. The certified training and development program helps in adding values to the resume of the employees which helps in remaining ahead of the other professionals. The confidence of the client can be earned with the help of professional certification because it helps developing the scenario of knowledge and services provided by the individual for the growth of the company [2]. The productivity of the organization can be effectively increased with the use of certified person in the working platform of the organization. The certification helps in setting standards for hiring the right employees to undertake the work according to their skills and talent. The professional certification standard helps in providing roles and responsibility for the completing the project activities according to the requirement of the project working schedule. Software Certification in Australia: The integrity and values can be added to th quality assurance program with the help of software certification. The IT certification provide various benefits to the IT professionals such as they boost educational skills, provide handsome amount of salaries, specialization and expertize in their work, and other. They are various IT certificates are available; some of them are discussed below: Software Certification Description Microsoft certified IT professional credentials (MCITP) It is the most commonly used certification for the developer of the database, administrator of the database, administrator of the enterprise messaging system, administrator of the network server, and others [1]. This helps in providing validation to the proficiencies of the individual. Microsoft organizes an exam for the candidates to get specialization in their field. Microsoft certified technology specialist (MCTS) This certification is used for validating the capabilities of the individual in the field of installation program, maintenance and operation, and lastly troubleshooting of the complete system. It helps in developing proficiencies in the individual in the specific field on the specific platform Security + The security is the critical issue in the digital world. The confidence of the client can be gained only with the tight security parameters used for carrying out the functional operations [14]. The employees get the certification of managing client sensitive information without any leakages. The skills of the employees can be sharpen in the field of developing security system, security of the infrastructure, managing authoritative access control policies, and auditing processes, and others. Microsoft certified professional developer (MCPD) It is used for creating the specialization of the application program. It works in the direction of optimizing the designing and operational capabilities of the employees. Cisco certified internetwork expert (CCNA) It works on certified the proficiencies in the area of remote access. PMP certification The PMP certification is used for managing the project with skills and specialization. Certified information system security professionals It is used for providing certification to the operational capabilities of the employees in the area of physical security [13]. The certifications which are in demand in Australia are Microsoft certified IT professional credentials and Cisco certified internetwork expert. These certifications help in dealing with the complexity of databases and networking platform. The ethical issues which are associated with the first case study are data interpretation and data privacy. The student Iriat had changes the wordings of the work done by Sara B. The privacy of the document has been affected. The credit of the work had been taken by the Iriat who does not follow the ethical rules studying at college. Dr. Smith has to provide an ethical judgement of the complete scenario. By analysing the given case study, we come at the point of discussion that ethical judgement given by the Dr. Smith will be best outcome to resolve the ethical issues of the Scenario. Dr. Smith does not allow the student to submit their paper late if the deadline of submitting the paper crossed. This will help in resolving the redundancy of the work. Every student has to prepare their own work without taking help from any other research paper due to the limitation of the time [12]. In the given case study, the compliance manager has to take an ethical and effective decision to reduce the level of water pollution caused by flowing of waste by their industry. The effective decision will secure the life of fish or other water habitants. The legal step should be taken to stop the dumping of waste in water to make the environment secure. By analysing the given case study, we come at the point of discussion that ethical judgement given by the environmental compliance manager in favour of securing the life of marine habitants. The use of plastic material should be banned for carrying out business operation [11]. The plastics components should be replaced by biodegradable materials which are environmental friendly. The biodegradable waste does not cause any adverse effect on the life of the marine habitants and also does not affect the functionality of the organization. 2.Title: Security Issues in 5G network Introduction The innovation of the 5G network is capable of providing variety of services to the organizations and customers [5]. It plays a vital role in accomplishing the internet of thing services with ease, tracking and connecting of vehicles, scenario of developing augment reality system, accessing of the ubiquitous network, fast accessing of the data, and many other. It helps in overcoming the limitation of speed occurred in the 2G, 3G, and 4G networks [7]. The basic complexity which is associated with the deployment of 5G network is the security concern. The security has to be provided to every pinch of resources which are placed in the 5G network connected environment. Background The 5G network is capable of providing increased capacity to handle large amount of data with ease. The latency rate of the 5G network is very low. The efficiency of the network can be improved with the effective utilization of the resources implemented on the 5G environment. The 5G network is efficient in managing the consistency of connection between the different devices. The following table shows the comparison of improvement in the 5G network from the 4G network. Particulars 4G network 5G network Bandwidth of the data It is about to be 100 Mbps It is about to be greater than 1 Gbps Frequency It is in between 3GHz and 9Ghz It is in between 4GHz and 300 GHz Standards followed CDMA CDMA and BDMA Use of technologies LAN, MAN, WAN, WLAN,PAN 4G Services provided Accessing of information from dynamic environment Accessing of information from dynamic environment Multiple access port CDMA BDMA and CDMA It supports the facilities of dynamic network which utilizes the concept of virtualization techniques and software defined network. Network function virtualization plays a vital role in the construction of 5G architecture [10]. The architecture of the 5G network is based on the abstraction layer used for performing open interface with the use of control data planes. The following diagram shows the architecture of the 5G network. Security issues in 5G network: The security has to be provided to every pinch of resources which are placed in the 5G network connected environment. The following table shows the security issues and challenges associated with the 5G network: Security Issues Description Heterogeneous network The cost associated with the heterogeneous network is high. The complexity arises with the implementation of the interface in the medium access control layer. It is difficult in providing links to the setup for coordination of the interface [6]. Peer to peer communication It is difficult to manage security in the peer to peer program for reducing the interface between the communication devices. Radio waves It is difficult in managing issues related with cellular network with respect to capacity, availability, efficiency and security [8]. Security related with accessing of network The major issues is to access the network securely Security associated with the network layer application The security should be provided to the application based on network layer. Change in technology The deployment of the services and capabilities with respect to new regulatory forum is the major challenge to manage [9] Security provided to the service layer The integrity and confidentiality should be maintained of the information Authenticity and authorization The consideration should be given on the authentication and authorization associated with the deployment 5G network. Identification of network devices The complexity of device management should be handled carefully Confidentiality The confidentiality of the information should be maintained Monitoring Compliance should be monitored carefully Impact of security challenge: Particulars Use of Internet of things Critical platform for managing communication Enhancing broadband services Level of security High Medium High Identification of the devices used High Low Low Authentication the user provided High High High Identification of the network used High Low Medium Authentication and authorization provided to the network High High High Encryption used for network management High High High Identification of the services Low High Medium Authentication to the mutual services used Medium Low High Encryption of the services used High Low Medium Provisions used for services Low High Medium Protection provided to the data integrity High High High Security Solution: The security platform should be developed for using 5G network t manage the physical tampering of the devices. The credentials should be developed for managing the standards of the key used in the security system. The low latency is the powerful factor for managing the resources securely on the 5G network. The protection should be provided to the complex and sensitive data to manage integrity, confidentiality, and accuracy of the data [4]. The high security procedures should be used for establishing high security to the sensitive and the critical data which is available over the network. The security level of the broadband should be ensured for managing the interoperability between the trusted participating units. The customization should be provided to the innovation in the tampered resistant hardware used in the development of the 5G network. The focus should be given on using the security standards for finding the location of the data available on the physical environment. The par ameters should be developed for managing the privacy and the information consent associated with the data identification. The deployment of the 5G network with the use of hardware based on tampering resistant is capable of managing trusted communication between the devices and the participating units. The identity of the resources can be kept secured with the help of security procedures [3]. The distribution of the logistic mechanism helps in identifying the trust between the different parties. The security procedures help in managing the interoperability and scalability between the resources used on the trusted network. The backward compatibility of the data should be given preference for handling the data on the 5G network securely. The privacy should be provided to the end user by monitoring the user identifiers. The encryption services along with supreme key and private key are used for establishing security between the devices. The linking of the network nodes helps in managing encrypting and decrypting techniques for keeping the confidentiality of the information. The faulty nodes or the unauthori sed accessing of the information can be easily predicted with the use of supreme key. The cryptographic procedures should be used for establishing privacy and integrity o the data available on the 5G network. Resiliency of the network should be given preference for establishing security parameters. The mitigation policies should be developed for establishing the security and resilience of the 5G network. The development of the new security architecture helps in abolishing all the flaws occurred in the traditional networking platform. Conclusion: The 5G network is capable of providing increased capacity to handle large amount of data with ease. The latency rate of the 5G network is very low. The efficiency of the network can be improved with the effective utilization of the resources implemented on the 5G environment. There are various security concerns associated with the 5G network which should be taken under consideration for developing the mitigation policies for the system. The high security procedures should be used for establishing high security to the sensitive and the critical data which is available over the network. The security level of the broadband should be ensured for managing the interoperability between the trusted participating units. References: E. Eckel,The industries 10 best IT certifications. 2008. Ericsson,5G security. 2017. S. Hidano,New security challenges in the 5G network. 2016. G. Karopolous,Security and privacy challenges in 5G network. 2016. D. Francis,Security and privacy challenges for next generation 5G technologies. 2016. M. Siddiqui,Security issues in 5G network. 2017. O. Alani,Technologies for the 5G network: Challenges and opportunities. 2014. Y. Pal,A present day approach for 5G technology, International Journal of computer science trends and technology, Vol 3, No. 5. 2015. J. Wary,Security and resilience in 5G. 2013. E. Perkins,An analysis of the security need of the 5G market. 2012. S. Slade,Learning analytics: Ethical issues and dilemma. 2014. T. Brown,Ethical principles, dilemmas, risks in collecting data. 2015. N. Tiwari,A study on next generation communication technology: 5G, International Journal of innovative research in computer and communication engineering, Vol 4, No. 6. 2016. G. Patil,5G wireless technology, International Journal of computer science and mobile computing, Vol 3, No. 10. 20