Churches going Mega while small churches are dying out

Introduction The perception of American religion is changing with the entry of mega churches in the religious scene. Mega churches receive considerable attention from their leaders and attendees. Interestingly, leaders and members of smaller churches, denominational officials, church consultants, and seminary faculties pay great attention to mega churches.Advertising We will write a custom research paper sample on Churches going Mega while small churches are dying out specifically for you for only $16.05 $11/page Learn More In addition, political parties and media reporters are often talking about mega churches. The biggest church in the United States is the Lakewood Church in Houston, Texas, and usually has a total attendance of forty three thousand and five hundred followers. The United States has the largest number of small churches, which too play a major role in the religious landscape of the US.1 Due to the huge potential the small churches have in community building, they often grow into large churches once they have good internal leadership and surpass their resource limitations. This paper will focus on the growth of churches into mega churches and the decline in the number of small churches. Mega churches Mega churches are Protestant churches with at least two thousand attendees. Most of the mega churches are located in the suburban areas of the fast growing cities in the United States such as Houston, Atlanta, Orlando, Los Angeles, Phoenix, and Dallas. The majority of attendees in mega churches are the younger adults and most of them have attended a small local church. Research has shown that, most of the young adults that attend the mega churches are around forty-five years of age, and most of them are college graduates.2 The young adults around this age attend the mega churches because they have young children and the mega churches offer more programs and many opportunities for their children. In addition, the young ad ults at the age of forty-five have an interest in being connect and the mega churches gives them a good opportunity to know more people. The mega churches have strong believes, a well-stated mission and purpose and have high expectation for scriptural study, prayer, and contribution. With the level of commitment and zeal, which the leaders of mega churches have, these churches ought to be the future churches that every Protestant will want to attend. This had made mega churches to attract persons who are in need of a new experience of worship that entails large scale, high technology, and professional praise and worship3. The central activity in mega churches is worship and most of the Protestants view this experience as inspirational.4Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Most of the mega churches have introduced contemporary music using guitar and other instruments and in most cases accompanied by elaborate visual presentation. These innovations have led to the growth of churches membership. The small churches tend to be conservative and stick to their traditional mode of worship; hence, most of their members are the young adults because they long for new styles of worship. In the United States, Joel Osteen draws the largest congregation of around thirty thousand attendees on a weekly basis. During the weekly worship, life praise and worship bands lead the worship song. In addition, the mega churches seek to offer detailed visual presentation all the attendees. This makes the church livelier hence encouraging more membership. The mega church also offers three services to accommodate the large membership. Small churches are not in a position to achieve this due to the high expenses involved. Most of the Protestants are encouraged to join the mega churches because they will be involved in the churches’ educational programs, fellowship groups, and community services. Most of the Protestants, who join these mega churches, come from the small churches, which ultimately force the small churches terminate their services. Seemingly, four types of mega churches motivate the Protestants to move in to them. While many mega churches focus on teaching, some focus on evangelizing to Protestants, who are not in church, others are prosperity of the gospel churches that focus on creating wealth and ensuring good health for their congregation and those that are youth oriented and emphasize on popular culture. The mega churches play a major role in the missionary work. This has enabled their membership to grow because their doctrines are spread easily among Christians. Mega churches support most of the long-term missionaries serving outside the United States. This has been possible due to their financial status. This has encouraged most of the youth to have and interest in joining the mega churches to serve as missionaries. The small ch urches lack the capacity to sponsor their members to participate in missionary activities. This has contributed to most of the younger adults who want to serve as missionaries to move to mega churches to have that opportunity. Most of the mega churches have full-time ministerial staffs who are devoted to missions. This has greatly contributed to mega churches being proactive in social-organization of missions.5 Mega churches also grow through the word of mouth, with the congregation reaching out to their neighbors. This makes Protestants in small churches join the mega churches.Advertising We will write a custom research paper sample on Churches going Mega while small churches are dying out specifically for you for only $16.05 $11/page Learn More In future mega churches will dominate because of the financial resources they have and social power. Mega churches are making the effort to attract members of different racial and ethic groups. Mega churches we lcome diversity and middle class people around the church. This had made evangelical Christians to leave small and medium sized churches located in the downtown area the mega churches that are non-denominational, large and embrace professional worship. This has made the mega churches convince evangelical Christians to join them to have the new experience of worship. The mega churches have also come up with music from their choirs, have t-shirts written the church doctrines, and their leaders have written books that preach the church doctrines. This has made the congregation of the mega churches to belief the leadership of the church. It also encourages those who attend the churches to become committed to the teaching to the mega churches.6 Mega churches in the United States are growing at a rapid rate with the recent development being the introduction of satellite campuses of the mother church. This has influenced the way evangelistic Christians view the church and the lead pastor. Research shows that attendance in mega churches is so high as compared to small and medium-sized Protestant churches. This implies that most of the Protestants prefer to attend the large churches than the small church. Despite of the rise in the number of mega churches, the small churches might not die completely.7 Small churches have a major role to play. Small churches give its members an opportunity for spiritual development, community caring and social engagement. They also give their pastors a better chance to develop spiritual leadership and mentor them to be good pastors, as compared to mega churches. For pastors who want a well-rounded ministry, small churches offer an ideal place for that opportunity.8 Churchgoers are not comfortable with church symbols such as crosses, stained glass windows of some churches, something that mega churches have not adopted in their churches. This has attracted more Christian into mega churches. Mega churches also pay more attention to the pre ferences of their congregation. Due to the rapid growth of mega churches, the evangelical Christians have been forced to adapt to capitalism as a mode of spiritual development. The mega churches are consumer friendly and have knowledge about media. Attendee of mega churches are offered several options choices in ministry. Mega churches have high tech entertainment and other activities. This has attracted most of the young adults in mega churches.Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Most of the recent college graduates are too busy and if the church service is boring, they will not be willing to attend that church again. Small churches have not become accustomed with the entertainment idea and new styles of praise and worship and this had driven away the young adult from such churches. Due to theolographic limitation and some demographic factors, small churches have not being in capacity to draw many evangelical Christian. The demographic drawback, faced by small churches, is that, they only attract Christians with low household income, as compared to mega churches that attract the middle class young adults. This has led to small churches remaining small while large churches grow bigger. People dominating the population of the United States are at the age of twenty- and thirty-something.9 The mega churches will be the future format of worship, because they have adopted new technology in ministering their work, by using Web-based media to transfer their messages . Use of the internet is cost effective for the mega church. This has enabled mega churches to broadcast their teaching globally. In addition, almost all the mega churches have their services aired through, either radio or TV, though this practice is costly. This has improved Protestants commitment to their teaching and the way of worship. Conclusion In the last ten years, churches tend to grow larger. This implies that in the future, mega churches will dominate. The big-screen and modern worship service, adopted by mega churches, is in close relation with modern lives of Americans, as compared to small churches, which are still using the traditional church service with slow- moving worship and old hymns. With the young adults forming the majority of the population, the small churches have no future in the American religion. The future of the church is with the young adults who are now oriented toward the mega churches. Bibliography Battista, Andrew.† After the Garden is Gone: Megachurches, Pastoral, and Theologies of Consumption.† DisClosure 19 (2010): 83-94. Dart, John. â€Å"The Trend Towards Bigger Churches; Going Mega.† Christian Century,  2010: 22-27. Dodgshon, Robert. The Age of the Clans: The Highlands from Somerland to the  Clearances. Edinburg: Birlinn, 2002. Ellingson, Stephen. The Megachurch and the Mainline: Remaking Religious Tradition in  The Twenty-First Century (Chicago: The University of Chicago Press, 2007), 321. Priest Robert, Douglas Wilson, and Adelle Johnson. â€Å"U.S Megachurch and New Patterns of Global Mission.† International Bulletin of Missionary Research 34, no. 2 (2010): 97-104. The Christian Century. â€Å"Megachurches a draw fro those under 45.† Christ Century 126, no. 14 (2009):17-18. Thumma, Scott, and Travis Dave. Beyond the Megachurch Myths: What we can learn  from America’s Largest Churches. San Francisco, CA: Jossey-Bass, 2007 Tischler, Henry. Introduction to Sociology. Belm ont, CA: Cengage Learning, 2010. Tucker, Ruth. Left Behind in a Megachurch World:How God work throuhg ordinary  churches. Grand Rapids: Baker, 2006. Footnotes 1 Scott Thumma and Travis Dave, Beyond the Megachurch Myths: What we can learn from America’s Largest Churches (San Francisco, CA: Jossey-Bass, 2007), 8. 2 The Christian Century, â€Å"Megachurches a draw for those under 45† Christ Century 126, no. 14 (2009): 17. 3 Robert Dodgshon, The Age of the Clans: The Highlands from Somerland to the Clearances, (Edinburg: Birlinn, 2002), 69. 4 Henry Tischler, Introduction to Sociology, (Belmont: Cengage Learning, 2010), 312. 5Robert Priest, Douglas Wilson, and Adelle Johnson, â€Å"U.S Megachurch and New Patterns of Global Mission,† International Bulletin of Missionary Research 34, no. 2 (2010): 98. 6 Andrew Battista, â€Å"After the Garden is Gone: Megachurches, Pastoral, and Theologies of Consumption,† DisClosure 19 (2010): 84. 7 John Dart,†The Tren d Towards Bigger Churches; Going Mega,† Christian Century, 2010: 22. 8 Ruth Tucker, Left Behind in a Megachurch World:How God work throuhg ordinary churches (Grand Rapids: Baker, 2006), 99. 9 Stephen Ellingson, The Megachurch and the Mainline: Remaking Religious Tradition in the Twenty-First Century (Chicago: The University of Chicago Press, 2007), 321. 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Bigger essays

Bigger essays Richard Wright is the author of the novel, Native Son. By writing the novel, he wanted to awaken America to the realities of the relationship between blacks and whites in the controversial 1930s. When he wrote this novel, it caused many disputes among Americans. Many people thought that some of the issues Wright included in his novel were not appropriate to write about. Richard Wright believed that even the bad parts of America should be seen, though. This story takes place in Chicago, Illinois in the late 1930s. The main character is Bigger Thomas. He is a twenty year old black man who lives in a one-room apartment with his mother, sister, and brother. The part of town they live in is infested with crime, and most of the buildings are dilapidated. Bigger believes that he could never get far in life because of his being an inferior black man in a white world. Bigger wants to help support his family, so he decides to apply for a job as a chauffeur. He is hired by a millionaire named Henry Dalton, who allows Bigger to live in his house. Mr. Dalton and his wife, who is blind, always try to help their employees succeed in life. Everything goes well for a while until one night when Mr. Daltons teenage daughter, Mary, gets drunk. Bigger carries Mary to her room after she falls down while climbing the stairs. While Bigger is in Marys room, Mrs. Dalton comes to check in on her. Although Mrs. Dalton wouldnt be able to see Bigger in Marys room, he is afraid that Mary might make a noise and Mrs. Dalton might think that he is raping her daughter. In his terror, Bigger covers Marys face with a pillow and accidentally When Bigger sees that he killed Mary, he freaks out, chops up her body with an ax, and hides it in the furnace downstairs. Although he acts out of fear and doesnt know what he is doing, Bigger still feels a ...

Research paper Essay Example | Topics and Well Written Essays - 2500 words

Research paper - Essay Example It assumes that the quality called ‘beauty’ objectively and universally exists. Women must want to embody it and men must want to possess women who embody it†. Her sentiments summarize how the society views women beauty and how it uses the perceived images to manipulate their lives. The sad truth as depicted in Barbie Doll poem is that women more than often fall victims. The stage is set from a normal birth through to a sad premature final journey at the funeral. This poem is a narrative of four stanzas written in a free verse style. Marge Piercy used different tones throughout the poem to pass the critical message of the impact of gender stereotyping on the women in the society. The tone of the poem depicts a depressed and sad life of a girl trying to fit into the expectations of the society but in vain. She uses a well known toy Barbie Doll to pass the message. She vividly describes real cultural and social pressures that young girls and women have to endure on a daily basis. Using culture studies approach, this paper provides a critical analysis of the poem using two different schools of literary criticism: feminist and psychoanalytic criticism to illustrate cultural and social gender stereotype on ideal women beauty and gender roles. Formation of Gender Stereotype According to Sharon Begley, stereotypes â€Å"make people painfully aware of how the society views them.† She argues that such awareness can extensively influence the intellectual ability of the holder as well as performance of other tasks (Begley, 2000 p66). In the poem Barbie Doll, Marge Piercy sets the stage by introducing the historical formative stage of the female beauty and gender role stereotypes. By using Barbie Doll an iconic beautiful toy manufactured by Mattel Toys, and widely adored by American girl children, she illustrates how the society form and transfer stereotypes from one generation to another. In this case, Mattel Toys represents the society and the t oy Barbie Doll bearing Mattel Toys expected characteristics of a beautiful girl or woman is the culture that is passed on to the next generation. The salient characteristics of Barbie Doll are; she has blonde hair, blue eyes, large breasts, a small waist, and large hips. According to Wald 1998, these are the symbol of beauty and are used as the standard to gauge girls’ beauty by society (Wald, 1998, pp. 585-610). The first line of the first stanza, â€Å"This girlchild was born as usual† shows an innocent being brought forth into the world free from any cultural influence. Line 2 – 4, â€Å"and presented dolls that did pee-pee and miniature GE stoves and irons and wee lipsticks the color of cherry candy† shows clearly, the society’s involvement in introducing and propagating gender stereotypes and the perceived gender roles. The items presented to her are symbols of ideal woman. The innocent child is orientated into chauvinistic society – to be a beautiful woman who performs household chores and thus, cultured with expected ideal woman characteristics of beauty (Barbie Doll and lipsticks) and roles (GE stoves and irons). In line 5 – 6 â€Å"Then in the magic of puberty, a classmate said: You have a great big nose and fat legs†

Siop ELL Research Paper Example | Topics and Well Written Essays - 500 words

Siop ELL - Research Paper Example Developing Connections Waterman and Harry (2008) present ten recommendations to guide school staff on how to implement this connection, where we emphasize on: (1) school principals providing explicit support for parent involvement work, (2) offering open-ended meetings involving teachers and parents, and (3) offering parents an English as a second language class or a family literacy program (9-13). The school principal promotes parent-school collaboration through policy, staff decisions, and behaviors (Waterman & Harry, 2008, p. 9). These can be exemplified by being highly concerned with the parents’ questions in meetings, and hiring staff that could work and communicate well with ELL families. In addition, initiating open-ended meetings for parents and select school staff is an avenue for both parties to discuss questions and concerns, and for parents to familiarize the school system, and for practitioners to be aware of the ELLs experiences (10). These assemblies would event ually create a trusting relationship between the school and families, increasing parental involvement.

Flag Protection Act of 1989 Essay Example | Topics and Well Written Essays - 1250 words

Flag Protection Act of 1989 - Essay Example (2) This subsection does not prohibit any conduct consisting of the disposal of a flag when it has become worn or soiled. (c) Nothing in this section shall be construed as indicating an intent on the part of Congress to deprive any State, territory, possession, or the Commonwealth of Puerto Rico of jurisdiction over any offense over which it would have jurisdiction in the absence of this section. (d)(1) An appeal may be taken directly to the Supreme Court of the United States from any interlocutory or final judgment, decree, or order issued by a United States district court ruling upon the constitutionality of subsection (a). (2) The Supreme Court shall, if it has not previously ruled on the question, accept jurisdiction over the appeal and advance on the docket and expedite to the greatest extent possible. " 1989 - Subsec. (a). Pub. L. 101-131, Sec. 2(a), amended subsec. (a) generally. Prior to amendment, subsec. (a) read as follows: ''Whoever knowingly casts contempt upon any flag of the United States by publicly mutilating, defacing, defiling, burning, or trampling upon it shall be fined not more than $1,000 or imprisoned for not more than one year, or both.'' Subsec. (b). Pub. L. 101-131, Sec. 2(b), amended subsec. (b) generally. Prior to amendment, subsec. ... any flag of the United States by publicly mutilating, defacing, defiling, burning, or trampling upon it shall be fined not more than $1,000 or imprisoned for not more than one year, or both.'' Subsec. (b). Pub. L. 101-131, Sec. 2(b), amended subsec. (b) generally. Prior to amendment, subsec. (b) read as follows: ''The term 'flag of the United States' as used in this section, shall include any flag, standard colors, ensign, or any picture or representation of either, or of any part or parts of either, made of any substance or represented on any substance, of any size evidently purporting to be either of said flag, standard, color, or ensign of the United States of America, or a picture or a representation of either, upon which shall be shown the colors, the stars and the stripes, in any number of either thereof, or of any part or parts of either, by which the average person seeing the same without deliberation may believe the same to represent the flag, standards, colors, or ensign of the United States of America.'' Subsec. (d). Pub. L. 101-131, Sec. 3, added subsec. (d). SHORT TITLE OF 1989 AMENDMENT Section 1 of Pub. L. 101-131 provided that: ''This Act (amending this section) may be cited as the 'Flag Protection Act of 1989' [1].'' Texas v. Johnson In first 20 years, the Act was upheld by the local courts and Supreme Court refused to notice it, but then in 1984, during the Republican National Convention in Dallas, Johnson set the flag on fire during the protest. He was convicted of desecration and was sentenced one year in prison and was also fined $ 2000.00. The case went to Supreme Court which affirmed this decision. As a result of this, Congress enacted the Flag Protection Act 1989, according to which, the country's flag should never be desecrated in any form

The Education System In The Nineteenth Century

The Education System In The Nineteenth Century For one, the complicated nature of Britain particularly in England schooling and current educational controversies have their roots in schooling development. State involvements in education come late and first attempt to establish unified system of state funded elementary schools was made only in 1870 for England and Wales (1872 for Scotland and 1923 for Northern Ireland) yet it was not until 1944 that the state provided a comprehensive and national apparatus for both primary and secondary state schools, which were free and compulsory. However some church schools long existed. After England, Scotland, Ireland and Wales were gradually converted to Christianity by the fifth and sixth centuries, the churchs position in society enabled it to create the first schools. These initially prepared boys for the priesthood, but the church then developed a wider educational role and its structures influenced the late state system. For example, some schools were periodically established by rich in dividuals or monarchs. These were independent privately financed institutions and were variously known as high, grammar and public schools. They were late associated with both the modern independent and state educational sector. But such schools were largely confined to the sons of rich, aristocratic and influential. Most people received no formal schooling and remained illiterate and innumerate for life. As this shows, in later centuries, more children benefited as the church schools were provided by wealthy industrialist and philanthropists for working-class boys and girls; and some other poor children attended a variety of schools organized by voluntary societies, women (dames); workhouses and the ragged school union, but the minority of children attending such institution in reading, writing and arithmetic. The majority of children received no adequate education. By the nineteenth century, in Britain (expect Scotland) had haphazard school structure. Protestant churches had lost their monopoly of education and competed with the Roman Catholic Church and other faiths. Church schools guarded their independence from state and secular interference and provided much of available schooling. The ancient high, grammar and public schools provided continued to train the son of the middle and upper classes for professional and leadership role in society, but, at a time when industrial revolut ion were proceeding rapidly and the population was growing strongly, the state did not provide a school system which could educate the workforce. Most working class still received no formal or sufficient education. However, local and central government did begin to show some regard for education in early nineteenth century. Grants were made to local authorities for school use in their areas and in 1833 parliament funded the construction of school building. But it was only in 1870 that the state became more actively involved. An education Act (The Foster Act) created local school boards in England and Wales which financed and built elementary schools in their areas. Such state schools supplied non-denominational training and existing religious voluntary (or Church) school served denominational needs. By 1870 the state system was providing free and compulsory elementary schooling in most parts of Britain for children between the ages of five and ten (Twelve in 1899). The Balfour Act (1902) abolished the school boards, made local government responsible for state education, established some new secondary and technical schools and funded voluntary schools. But, although states school provided educat ion for children up to the age of fourteen by 1918, this was still limited to basic skills. In addition to this, adequate secondary school education remained largely the province of independent sector and few state schools. But generally people had to pay for these services. After a period when old public (private) schools had declined in quality, they revived in nineteenth century. Their weakness, such as the narrow curriculum and indiscipline, had been reformed by the progressive head-masters like Thomas Arnold of Rugby, and their reputations increased. The private grammar and high school, which imitated the classic-based education of the public schools, also expanded. These schools drew their pupils from son of the middle and upper classes and use the training ground for established elite and the professions state secondary school education in early twentieth century was marginally extended to children who parents could not afford school fees- scholarships (financed grants) for clever poor children become available; some state funding was provided and more schools were c reated. But this state help did not appreciably expand secondary education, and by 1920 only 9.2 per cent of 14 years-old children in England and Wales were able to enter secondary schools on a non fee-paying basis, the school system in early twentieth century was still inadequate for the demands of society; working-and lower middle class children lacked extensive education; and hard-pressed government avoided any further large- scale involvement until 1944. In 1944, an education Act (The Butler Act) reorganized state primary and secondary schools in England and Wales (1947 in Scotland and Northern Ireland) and greatly influenced future generations of school children. State schooling became free and compulsory up to the age of fifteen and was dived into three stages; primary (5-11 years), secondary schools (11-150 and further post- school training. A decentralized system resulted, in which Ministry of education drew up policy guidelines and local education authorities (LEAs) decided which forms of schooling would be used in their areas. It is been proven that, at the beginning of nineteenth century, European states showed little interest in primary education only in Germany states was a state-run system for it. In 1883, the French government created a system of a system of state-run secular schools by instructing local government to establish an elementary school for both boys and girls. None of these primary schools required attendance, however, which tended to be irregular at best. In rural society children were still expected to work in fields. In industrializing countries like Britain and France, both employers and parents were eager to maintain the practice of child labor. In the decades after 1870, the functions of the state were extended to include the development of mass education in state-run systems. Most western government began to offer at least primary educator to both boys and girls between ages of six and twelve, in most countries it was not optimal. Austria had established free, compulsory elementary education in 1869, In France an 1882 law made primary education compulsory for all children between sic=x and thirteen. Elementary education was made compulsory in Britain in 1880, but it was not until 1902 that an act of Parliament brought all elementary schools under county and town control, states also assumed responsibility for all quality of teachers by establishing teacher-training schools. By 1900, many European states, especially in Northern and Western Europe, were providing state-financed primary schools, salaried and trained teachers, and free, compulsory elementary education for the masses. Traditionally, the private sector has played a significant role in education, only since late 19th century state has guaranteed education as a compulsory service for all citizens i.e. primary education became compulsory for children aged 5 and 10 in 1870. The top age for leaving school was raised in 1944. Education beyond 11 was considered secondary. Universal elementary education required a degree of compulsion, especially as young people were able to begin their working careers much earlier than they can today, at least in the developed world. To commence work at the age of 12 was uncommon. For many poor families educating a child meant the loss of a potential earner in the household, laws that made school attendance compulsory ere passed in the Massachusetts in 1864 and 1890 ( with exception of southern states, which delayed compulsion until the early twentieth century). In Europe, compulsion was applied in 1868 in Prussia, in England and Wales in the 1870s (Scotland and Northern Ireland), and France and other countries in the 1880s. Secondary schools had been state institutions in France as in Prussia from the early nineteenth century although they were fee-paying. In England they remained private institutions until much later, opportunities for free secondary education for some talented children from state primary schools were provided from the late nineteenth century, but universal secondary education did not become general in most European countries until after 1945. It is salutary to contemplate that this was only so recent. The exponential increase in technology since 1945 could not have accrued without a comprehensive system of universal education. In the much more egalitarian social conditions of the late twentieth century, knowledge and expertise could not be confined to a select few. As this shows, In great Britain, early nineteenth- century reforms were stimulated by the philosophic Radicals led by Jeremy Bentham, who advocated dealing with public problems in a rational and scientism way, a reform movement utilizing parliamentary, legal and educational means economic and social philosophers in Britain, including Adam smith and Jeremy Bentham argued for liberalism, rationalism, free trade, political rights and social reform all contributing to the greatest good for the greatest number labour law reforms ( the mines and the factory acts) banning mines children and women from underground work in the mines and regulating reduction in workday to 10 hours were adopted by the British Parliament in the 1830s to 1840. The spread of railroads and steamship the penny post (1840), and telegraphs (1846).Combined with growing literacy and compulsory primary education introduced in Britain in 1876,. This dramatically altered local and world communication. During the 18 and 19 centuries European countries also began as American who started to develop examination for selection into professional civil service. The purposes of the examinations were to raise the competency level of public functionaries, lower the patronage and nepotism. Prussia began using examinations for filling all government administrative posts staring as early as 1748, and the competition for university entrance as a means to prepare for these examinations for all civil service appointment in 872. Public examination system in Europe therefore, developed primarily for selection, and when mass secondary schooling expanded following World War 2, entrance examinations become the principal selection tool setting students on their educational trajectories. In general, testing in Europe controlled the flow of young people into the varying kinds of schools that followed compulsory primary schooling. Student who did well moved on to the academic track, where study of classical subject led to uni versity education others were channelled into vocational or trade schools. In addition to this, in last decades the duration of compulsory schooling has become longer. The trend has in most EC countries curriculum is prescribed by a central authority (usually the ministry of education). In Germany, curricula are determined by each of its states. In France the curriculum is quite uniform nationwide, and in Denmark individual schools enjoy considerable discretion in the definition of curricula. The trend in several countries has been to allow schools a greater say in the definition of curricula during the compulsory period of schooling; school-based management and local control are not uniquely American concept However, the level of prescription varies from system to system. In the Britains systems seems to be moving in other direction. In the past, curricula in Britain were determined by local education authorities and even individual schools, independent regional examination boards exerted a strong influence on the curricula of secondary schools. The centra l government significantly tightened to gap around the regional boards beginning in the middle 1880s and since the education reform Act 1988 the UK has moved toward adoption of national curriculum. It is obviously from this that, since 19 century education (Primary school) has been important political and social too to educate a useful and skilled workforce, to maintain social rest, to create social equality and or secure economic success and innovation. The British government spent most its budget to build new schools after the implementation of Education Acts. The governments aim was to address the state as well as politician and employers rather than children; this was due to poverty and how much the country was destroyed by the war and industrialization. But why education and why education iss young children is mainly concern of the state rather than individual whose learning and life chances. It is about education specially Primary school that could be viewed as parents responsibility to make sure children receive a basic knowledge form early schooling age and for it is also government duties to ensure the schools are all under perfect condition and teachers are paid fairl y therefore the country will be able to stay in competition with other most powerful nations in the world. Education can be viewed as an individual choice and investment for the future career opportunities and was indeed the case until around 1870 when Education Act of that year introduced state primary school (age 5-11) until then, education had been a matter of mainly for the upper class in public schools and middle classes in grammar schools. For the working class only some voluntary of church or church schools had attended to the teaching of reading, writing and rithmetic Universal post 11 educations was not introduced until momentous 1944 education Act, probably the most crucial element of the new welfare state to come out of the Second World War Significantly, the provision of free school meals, milk, dental and medical care was also part of the system reform to encourage children attending schools and most significantly this reform was designed to very much help the poor families who did not have anything to feed their children and would rather sent their children to work. Conclusion During 19 century children of Britain faced a period of industrialization which as result the parents to send their children to work instead of going to schools, it was very depressing period for the country as whole. Education for children was not an option for poor families who were living in terrible condition; schools were only designed for rich. The establishment of education act injected the believe and hope of Britain children with a promise of bright future, by providing equal education to all children boys and girls. This development guaranteed Britain as a nation to improve the skills of children who are the future of the country and also maintaining and competitiveness with other top countries in the world. I personally think it is very clear that the development of education produces important foundation on many levels. Individual benefits by increasing knowledge and future earning and high living standard regardless of your background status. Business will gain more prof it the country will get out the poverty by being able to improve productivity and society will growth stronger by having a much secured level of civil contribution. Words account: 2560 Testing in American Schools: Asking the Right Questions. Washington, DC: Congress of the U.S., Office of Technology Assessment, 1992. Print.

Rates of Reaction Investigation :: Papers

Rates of Reaction Investigation Aim - We are trying to see what effect changing light intensity has on the volume of oxygen produced. Prediction - Photosynthesis is where a plant uses sunlight, carbon dioxide and water to produce oxygen and glucose. The equation for this is: Carbon dioxide = water ====== glucose = oxygen I predict that as the lamp is placed further away from the plant the amount of oxygen produced will decrease. The factors that will affect the rate of photosynthesis are the amount of sunlight, the amount of carbon dioxide and water. These affect the rate of photosynthesis because they are the main factors. Temperature also affects the rate of photosynthesis because the enzymes stop working when the temperature becomes too high. The enzymes also work better at a warmer temperature than at a colder temperature because the particles move faster. This means that the faster moving particles collide with each other more. The more they collide the faster the rate of photosynthesis. The only plants that can photosynthesize are plants that are green. The plants that are green contain the pigment chlorophyll can photosynthesize. After entering the leaf through the stomata the carbon dioxide is trapped. The stomata in the leaf control how much water and carbon dioxide are let in and how much oxygen and glucose is released. The water is carried through the xylem from the roots and it is trapped in the chloroplasts. When the light hits the leaf its energy is trapped and used to break the bonds in the water and carbon dioxide. This means that the two compounds are being split into their elements. The elements of carbon dioxide, hydrogen and oxygen reform to create the compound glucose and molecules of oxygen. A limiting factor is one, which will not change so it is limited. The factor that I am going to change is light intensity. This is the main factor that will affect the rate of photosynthesis. The more light there is the more oxygen that will be produced.