The United States Educational System-Based on Age Essay Example for Free

The United States Educational System-Based on Age Essay The United States educational system based on age is adapted to United Nations Educational, Scientific, and Cultural Organization’s (UNESCO) International Standard Classification of Education (ISCED) levels. In order to define the levels of education uniformly across all countries, this publication used terms to compile worldwide comparable statistics on education. The organization differentiated seven levels of education ranging from preprimary to tertiary. International descriptions of preprimary, primary, and tertiary education are parallel to the classification used in the United States. On the other hand, lower and upper secondary education has slightly dissimilar meanings. Level zero is called as preprimary education or commonly known as early childhood education. â€Å"It usually included education for children aged 3-5, although in some countries, it starts as early as age 2 and in other continues through age 6. In the United States, preprimary education includes kindergarten (Matheson, Salganik, Phelps Perie, 19). † Primary education (level 1) runs from about ages 6-11, or about first through sixth grades in the United States. Specialization rarely occurs in any countries before secondary education. Secondary education covers ages 11 or 12 through 18 or 19 and is divided into two levels: lower and upper secondary (levels 2 and 3). For purposes of statistical comparability, the United States has defined lower secondary education as grades 7 through 9 and upper secondary as grades 10 through 12. â€Å"In the United States, lower secondary education ends with an examination and constitutes the completion of compulsory education (Matheson, Salganik, Phelps Perie, 19). † Upper secondary education immediately follows lower secondary education and includes general or academic, technical, and vocational education, or any combination thereof, depending on the country. An upper secondary attainment level is roughly equivalent to a U. S. high school diploma. The United States Educational System-Based on Age Page 2 Higher education, also referred to as tertiary education, includes three ISCED levels and is equivalent of postsecondary education in the United States. â€Å"Non-university higher education includes education beyond the secondary school level involving programs that terminate in less than a 4-year degree (Matheson, Salganik, Phelps Perie, 19). † This type of education is at ISCED level 5. ISCED level 6 comprises education programs that lead to a 4-year undergraduate degree. These programs are typically located in universities and other 4-year institutions. The highest level, ISCED level 7, includes graduate and professional degree programs. Compulsory education ends at different ages across other countries. In the United States, Canada, France, Germany, and the United Kingdom, mandatory schooling ends at age 16, the end point is age 14 in Italy and 15 in Japan. In Germany, full-time compulsory education ends at age 16, although students are required to be enrolled at least part-time through age 18 (Matheson, Salganik, Phelps Perie, 14). After compulsory education, enrollment rates drop off. In the United States, enrollment in secondary education dropped from 72 percent for 17-year-olds to 21 percent for 18-year-olds. In the United States, the first opportunity for students to receive secondary certification is upon completing high school, usually at age 17 or 18. In United Kingdom, students take the examination for the general certificate of secondary education when they are 16. Youth who do not continue to upper secondary schooling and are unemployed are eligible for training programs supported by the government but outside the education system. In Germany, the majority of secondary school students who continue after age 16 and are not preparing for university education participate in vocational training at the upper secondary level, including the countrys dual system of pert-time schooling and part-time apprenticeship. The United States Educational System-Based on Age Page 3 Participation in higher education in the United States and Canada was among the highest in the world in 1992. However, this doest not mean that young adults the age of U. S. college students are more likely to be enrolled in education programs in the United States than in other countries (Matheson, Salganik, Phelps Perie, 15). The disadvantage of ISCED levels are planned mainly for (educational) statistical reasons and for validating quantitative productivity. â€Å"ISCED would have restricted use for the purpose of comparability, recognition, mobility and European cooperation in VET. No sector specific and job specific definitions or typology of skills are available (Hoffmeyer-Zlotnik, 223-240). † ISCED 1997 is in most contemporary and western countries a useful system to categorize school leaving certificates. In countries with complicated educational systems, like Germany, the ISCED 1997 categories cover hardly the community situation. â€Å"Another disadvantage of ISCED 1997 is the risk misclassification, how national diplomas are sorted into the ISCED 1997 codes. Asking the respondent about the ISCED codes increases the interview burden for the respondent (OECD). † Education is associated to numerous aspects of social disadvantage all through an individual’s life span. â€Å"This includes their time in pre-primary education, in the compulsory schooling system during their childhood years, as young adults in post-compulsory education and during the years of adulthood (Machin, 10). † Social disadvantage also matters for the phase of post-compulsory education, where it is evident that educational inequalities linked to family background tend to persist and become larger (Feinstein, 213-229). The possibility of staying on after the compulsory school-leaving age is connected to family setting and social drawback in many countries. Since involvement in higher education improves life likelihood and triumph as an adult, this The United States Educational System-Based on Age Page 4 compounds the previously wide disparity linked to social disadvantage that arise in the childhood years (Machin, 11). Reference: †¢ Feinstein, Lee. â€Å"Mobility in Pupils: Cognitive Attainment during School Life. † Oxford Review of Economic Policy 20 (2004): 213-229. †¢ Hoffmeyer-Zlotnik, Jurgen. How to Measure Education in Cross-National Comparison: Hoffmeyer-Zlotnik/Warner-Matrix of Education as a New Instrument. Mannheim: ZUMA 11 (2005): 223-240. †¢ Machin, Stephen. Social disadvantage and education experiences OECD, Paris, OECD social, employment and migration working papers, Paris: OECD Publications, 2006. †¢ Matheson, Nancy, Salganik, Laura, Phelps, Richard, Perie, Marriane. Education Indicators: An International Perspective, Pennsylvania: DIANE Publishing, 1997. †¢ OECD. Education at a Glance, OECD Indicators 2004, Paris: OECD Publications, 2004.

Sumthn Called Music :: essays research papers

Punk Music in North America: November 7th From Yesteryear to Here Punk music is a unique form of music which incorporates heavy, raw and distorted guitars; intricate, deep sounding bass lines; high paced, pounding drum beats; and vocals that catapult ideologies of a world run by anarchy. Punk is a form of underground music which appeals to people who are either bored or dissatisfied with the way the world works. In The Merriam Webster Dictionary the definition of the word punk is; a young inexperienced person or a petty hoodlum.1 This is the typical stereotype which is associated with punk. This definition is far too vague and neglects to mention that punk is also a form of music. Punk is a relatively new form of music in the music world that originated out of New York ¹s club scene in the mid sixties. Ed Sanders and Tuli Kupferberg were two members of a band called the Fugs. These two men played a very important role in the foundation of punk music. They often performed in a bar called Dom which could be found in the basement of a night club called The Electric Circus. They tried to get their music played in other clubs but it was usually rejected due to the controversial and offensive subject matter that they used in their music. The Fugs refused to change their style because their originality was really all they had going for them. The band did however manage to influence other bands to go punk.2 More and more bands in New York started to follow this new trend of underground music. The styles of these spawning bands followed the obscene and offensive style of the Fugs. Bands such as Dave Peel and the Lower East Side and Velvet Underground were bands that were greatly inspired by the Fugs. The punk scene also exploded in Detroit. Iggy Pop, former drummer for the Paul Butterfield Blues Band, started the band known as the Stooges. The Stooges were a very unusual and outrageous band. Their live performances often left their audiences in awe due to the strangeness of Iggy Pop ¹s actions on stage. He would contort and mutilate his body, and he was the first member of a band to attempt stage diving. The Stooges were the first actual band in North America used to describe punk music.3 The question that surfaced amongst people who were not in the punk scene was,  ³Why?

Tom Shiftlet Was Happy with the Craters

O’Conner portrays Mr. Shiftlet very vaguely at the beginning of the story, but she tells readers a few facts about him that are vital to understanding who Tom really is. Mr. Shiftlet comes with an open heart to the Crater’s residence. He admires their home and is willing to work if they let him stay. This reveals that Tom is a hard working man. Although he seems to have an overly keen interest in their automobile, which seems suspicious, he makes an effort to make life easier for Lucynell Sr. and Jr. He even takes the time to Teach Lucynell Jr. a word. Up until this point he seems genuinely happy making them happy. Once Mrs. Crater starts trying to force tom to marry her daughter, he starts becoming uncomfortable with the situation. He even tries to go on as if nothing had happened and keep living as they were, but that does not work and Mrs. Crater keeps forcing it upon him. The most important fact that is revealed about Tom is that he is extremely unhappy with his life. Readers know that he ran away from his mother when he was younger and that he now regrets it very much. He also ends up running away from Mrs.  Crater when she started to try to control him. This suggests that Tom is not very fond of people controlling him. And although he continually runs away he is very unhappy with the decisions that he has made over the course of the years but instead of standing his ground and fixing his problems and himself, he runs away. Mr. Shiftlet introduces himself as a carpenter to Mrs. Carter and has a tin box to prove it. He seems, however, very hesitant to tell her anything else about himself since whenever she asked him a question, â€Å"he didn't answer† (977). He promptly proves his worth the next morning when â€Å"he began on the roof of the garden house† (978). â€Å"He had not been around a week before the change he had made was apparent. He had patched the front and back steps, built a new hog pen, and restored a fence† (978-9). The question most readers would ask is why would he go through all the trouble to fix all of these things? The literal answer may seem simple and functional: he wants to create a trusting atmosphere so he could lure Lucynell into somehow giving him the car. That is, after all what he seems to want. His eye are always â€Å"focused on part of the automobile† (978) and he was able to get it in the end, but it is clearly not what he really wants or needs since he still â€Å"became depressed in spite of the car† (982). What Tom really wanted was to feel loved and needed without being controlled. He wanted to be part of a family again, but under his terms. So he tried with all his might, and even went to the extent of teaching the deaf girl to speak, to make the situation work the way he wanted it to. What he quickly realized was that Lucynell Sr. had a plan for him. As the story progresses readers find that Mr. Shiftlet is quite unhappy with his past. He seems upset when Mrs. Crater calls him a â€Å"poor disabled friendless drifting man† (980). Although she is stating exactly who he is and what he presents himself to be, he does not approve and â€Å"the ugly words settled in his head a like a group of buzzards† (980). Later on in the conversation when Mrs. Crater accuses Tom of milking her, he is â€Å"deeply hurt by the word milk† (981). These two examples demonstrate how hard it is for Tom to deal with reality. Lucynell does nothing but state simple facts, yet he is still disturbed by them. This may mean that he wants to change, or it may mean that he wants to start over altogether. After he takes the car and leaves Lucynell Jr. at the Hot Spot â€Å"he was more depressed then ever as he drove on by himself† (982). This is very intriguing because he no longer has to care for Lucynell, he has money and a car, yet he is still unhappy, and maybe even more than before. Again this shows that all Tom wants is to be part of a family, like he once was. He wants another chance since he ruined the one he had with his mother long ago by running away. Taking into consideration Tom’s feelings and actions, readers can now see the real problem. Tom is a very insecure person, and he is not content with the person that he has become. He claims to have never â€Å"rued a day of his life like the one he rued when he left† (983) his mother. The events that take place after this obviously force him to think negatively of himself. He is not able to handle problems so he takes to running away from them. And like an addict, he keeps on running faster and faster, knowing full well that it is not the right thing to do. It seems as if he is unable to wrap his mind around the ides of someone telling him what to do. When he married Lucynell, he was â€Å"morose and bitter as if he had been insulted† (981). Although Tom is portrayed as a very strong character that takes charge of situations and achieves what he wants, it becomes quite clear as the story goes on that he is the complete opposite. Lucynell Sr. quickly takes control of his life and becomes a little greedy with her demands. It is not enough for her that Tom has made her and her daughter’s lives eons better, and that he has every intention of continuing to do so. She forces him to marry her daughter, and this proves to be too much for Tom. The only thing he knows how to do is to run away from anyone who tries to make decisions for him. He is very discontent with himself and is almost disgusted with what he is; a disabled, drifting, and friendless man. To get rid of some of the disgust, he runs away and tries to start over. This substitutes his inability to repair his own problems and the constant need to flee. In the end, it is safe to say that Tom T. Shiftlet has the desire to be good, and conquer his own problems, but has not found the courage or the ability to do so. He has the desire to be part of a family and be a proper man, but is unable to accept the fact that he cannot control everything all the time. For now he is still a carpenter, and that is as far as his ability to repair things will go.

How Language Is The Key Element For Teaching Language And...

Language is a human phenomenon, and the course of human evolution then transformed into varieties of cultures where different dialects and languages were established all over the world. Language provides opportunities for learning new concepts and new ways for understanding the world. Culture is an integrated pattern of human knowledge, beliefs, moral goals, values, and behaviour. Social-Cultural inclusivity is the crucial element for teaching language and literacy in the classroom. Discussing language as an object; cultural diversity; Vygotsky’s theory; significance of Bilingual children; the effects of social class; significance of multiliteracies in the classroom; awareness of post-structuralism; the importance of ideology factors; and†¦show more content†¦We should be nurturing their mother tongues of these bilingual students instead of ignoring which may result in not achieving to their full capacity and successfully reaching their learning outcome (Adoniou, 2014 ). It is important for the teaching of young children about their local Aboriginal communities, whether its Aboriginal language, Aboriginal English as its crucially important to admire, and reflect where possible to children’s home language. For example, Aboriginal people had to transform their dialect and language and conform to Australian English. In 1788 there were 250 Aboriginal languages with 600 dialects, in comparison to 20 languages today (Gardner, 2017). As a society, it is essential to bridge the gap between the school and students home language and culture. Therefore, teachers’ demonstrating willingness to establish â€Å"culturally inclusive pedagogy†, would be purposeful and respectable in regards to classroom relationships and understanding (Ewing, Callow Rushton, 2016, p.83). Data from the Australian Bureau of Statistics (ABS) Census (ABS, 2009) show 17 per cent of Australian population speak a language other than English at home (as cited in O’Donnell et al., 2016, p.132). Therefore, there are a â€Å"need to educate new generation of teachers who are not only proactively aware of multilingualism† (Elliot-Johns, 2012), but teachers who can relate and resemble their own personal lives to those of theirShow MoreRelatedImproving A Sound Literacy Curriculum861 Words   |  4 Pagescurrently teaching at a school without any curriculum in place, hence, I was challenged to find a balanced and comprehensive literacy program that was also rigorous. However, I realized that having a sound literacy curriculum could be jeopardized by the delivery of instruction (Bean, 2011). Therefore, I have decided to further research the International Literacy Association’s, Reading Specialists/Literacy Coach 2010 Standard 2: Curriculum and Instruction; to g ain further understanding of how and whatRead MoreStandards for Teaching in the Modern Classroom1411 Words   |  6 PagesThroughout the last century literacy and the definition of being literate has changed and evolved. 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