Hadith of Gabriel Essay

Our religion gives us the enlightenment to do whats better(p) not precisely for ourselves but for the entire realm that we belong as well. It serves as our guide to the path of wonderful thoughts and bright actions which will come to light to the ikonlity that we possess as of the moment. What will exist within our persona was the ultimate contribution of what our religion has thought us. In this regard, we could possibly utter that Islam has been one of the great contributions in this time and age.It depicts a very proficient instinct of responsibility which could help to augment the system that we have within ourselves. The teachings of the Quran emphasize the responsibility of the individual to society and of society to individual (Bloomington, 2002, p. 262), as we have noted, Quran serves as our guide to the right path and ultimately provokes us to realize what are the best things that we could adapt in order to live in the light of Moslem thoughts and ways.It has been said that it entails a huge responsibility as we get a grip on its teachings basically for the reason that it is not self centered and it focuses on the proliferation of the entire realm. One can attain absolute satisfaction if his environment goes with it meaning the society where you are currently into should goes hand in hand with the good thoughts that you believe in, and this was basically what Islam wanted to establish in its people. Take for instance the responsibility of paying zakat wherein people are oblige to pay regularly which in turn the poor will benefit such.Indeed, not all are convinced that they should pay such zakat and instead, they prefer to just give alms to the less favorable wholeheartedly. In view of which, what the Quran has embarked to its people was the gesture that at any rate we should love our neighbors regardless of their status in life. This positive vibe should be taken into consideration because this is one of the great teachings of the Islamic reli gion. Similarly, what were epitomized in the Hadith of Gabriel were the strong foundations of the religion of Islam.It embarks the five pillars per se of Islam which was considered as its strong foundation. Islam is to testify that there is no God but Allah and Muhammad is the messenger of Allah, to perform the prayers, to pay the zakat, to fast in Ramadan, and to make the trip to the House (Tauris, 1996, based on translation found at www. salaam. co. uk). Submission of oneself to Allah was the ultimate ladder to Islamic beliefs. Believing in His ultimate powers was the key to having a strong confidence in His teachings.He is the one who could feature happiness to the entire realm as we follow His ways to the right arena of life. There is no God but Allah and Muhammad is the messenger. This strong adherence of corporate trust delivers us to be educated with the good ideals of truly believing and opening our hearts to do good deeds in accordance to the wisdom of Allah. Furtherm ore, as we established our ways in lieu of the teachings of Allah, every(prenominal)thing is expected to proliferate for the fact that it has been guided by the almighty Allah. Performing prayers was also one of the foundations of Islam.Praying not only limits us to chant or even praise Allah, but it derives us a huge sense of establishing our faith and continuously have in psyche all the goodness that the religion of Islam embarked within us. The discipline of praying and getting focus was one of the great ways to build our personality that Allah believes to be essential in building the character of a person. Pay the zakat and give alms to the poor was one of the highlights of being a good person, and for that matter a renowned follower of Allahs teachings.Loving our neighbor was on top of everything because this is the moment in our lives that we are bound to appreciate all the goodness that our fellowman can give us. In every little way that we could offer love was extremely a huge responsibility to the character that we have within and this only proves that we are absolutely enlightened by the will of Allah. In addition to this, this is also a good representation how we truly grasp His teachings as we put into actions all the wisdom that He has given us. Paying zakat alone gives a tremendous impact since as we all knew this will benefit our less fortunate fellowmen.Giving alms to the poor was another(prenominal) context of charitable acts which will spread the kind of responsibility and love that Allah wanted us to deliver. To fast in Ramadan as well as pilgrimage to Mecca was another context of what Allah thought us what responsibility was all about. In this regard, this is an immense conscientiousness for us because fasting was a sign of definitive adherence to faith and following ways of Islam. Indeed, doing what is good is the way to Allahs teachings. His wonderful intentions of making His people become conscious of the good deeds were basically His best ideals.On our part, we just have to incessantly trust His ways and keep on loving our fellowmen since it is the focus of all Allahs ways. We can truly sum up to the realm that we are into the best possible way with the guidance of Allah. The foundations of Islam were a good representation on how we could act the right way. The Hadith of Gabriel shed us light to be able to realize how firm the foundation of Islam was and truly it guides us to be a better person with strong adherence to our faith and has intense love for our fellowmen.

Neurophysiological and Evolutionary Theories of Learning Essay

In the study of check intoedness, attainment theories are categorized into paradigms or schools of thought based on viewpoints shared by scientists that provide a framework for research. Three of the major paradigms of learning theories involve the cognitive paradigm, the neurophysiological paradigm and the evolutionary paradigm. The first paradigm is referred to as cognitive because theorists place their emphasis on the cognitive nature of learning. According to Hergenhahn and Olson (2005), the second paradigm is called neurophysiological because it attempts to isolate the mental and physiological correlates of things such as learning, perception, thinking and intelligence. The third paradigm is termed evolutionary because theorists attempt to explain learning processes based on an organisms evolutionary history.DiscussionThere are several theorists whose ideas are predominately cognitive. Theses theorists include the Gestalt psychologists Kurt Lewin and Kurt Koffka, as well as Jean Piaget, Edward Chace Tolman, and Albert Bandura. Wertheimer, Kohler and Lewin were fonethers of the Gestalt movement. According to Hergenhahn and Olson (2005), Gestalt theorists believed that we experience the world in meaningful wholes and do not see isolated stimuli but stimuli equanimous together into meaningful configurations (p. 264). Kurt Lewin proposed a field scheme of human motivation. He believed that behavior and cognitive processes are determined by divers(a) psychological facts that a person is consciously experiencing. The psychological facts are interdependent and any change in one piece of ass affect all the others, therefore influencing our behavior.Kurt Koffka, another Gestaltist falling under the cognitive paradigm defined the law of Pragnanz in Gestalt Theory. The law of Pragnanz states that, all mental events tend toward completeness, simplicity, and meaningfulness (Hergenhahn and Olson, 2005, p. 473). Followers of Gestalt possibility used this law as a guiding principle when studying learning.Another cognitive theorist was Jean Piaget. Jean Piaget contributed several theories including intelligence, schemata, assimilation and accommodation, and interiorization. According to his theory of intelligence, intelligenceis any act that creates optimal conditions for the organisms survival under the existing circumstances (Hergenhahn and Olson, 2005 p. 295). Intelligence installs how one adapts to the ever-changing surroundings. In Piagets schemata theory a persons schema is a cognitive structure that allows a person to act and respond to the environment.A schema can be either overt or covert behavior. The theory of assimilation explains how a person can respond to the environment using existing cognitive structures. The theory of accommodation explains how an organism adapts to the environment by modifying cognitive structures. Piagets concept of interiorization is described by Hergenhahn and Olson (2005) as the gradual decreased de pendence on the somatic environment and the increased utilization of cognitive structures (p. 299). Through this process, organisms can respond to more complex situations by thinking close them.Edward Chace Tolmans ideas were likewise predominately cognitive. He believed that organisms develop a mental picture of the environment which he referred to as a cognitive map. The cognitive map develops when mental expectations are confirmed by experience. When an organism is faced with a problem, it utilizes the cognitive map and chooses the best solution requiring the least amount of work according to Tolmans principle of least suit that will result in satisfaction.Albert Bandura, another cognitive theorist suggested that behavior is learned through observation. He theorized that learning is influenced by four processes. The first process, the attentional process, involves the observer attending to the model. The second process is called the retentional process. This process involves the observer retaining the information gained from the observation by storing it cognitively. The third process is the behavioral production process which requires the disciple to have the physical capabilities or behavioral abilities to perform what is learned.The final process, the motivational process provides incentives that motivate the learner to actually perform what has been learned. Bandura also theorized that peoples behavior is also determined by reciprocal determinism. Hergenhahn and Olson (2005) summarize Banduras concept of reciprocal determinism by stating that, behavior, the environment, andpeople (and their beliefs) all interact (p. 349).Falling under the neurophysiological paradigm is the theorist Donald Olding Hebb. Some of his theories included that of restricted environments, enriched environments, cell assemblies, phase sequences, and sensory deprivation. In Hebbs theory of restricted environments, Hergenhahn and Olson (2005), explain that if an environment la cks stimulation or experience, it can have a negative impact on the growth and development of nervous system. A restrictive environment can disrupt normal intellectual and perceptual development. In contrast, an enriched environment full of stimulation and experience can enhance development. Hebb also believed that each environmental goal we experience stimulates a complex pattern of neurons called cell assemblies (Hergenhahn and Olson, 2005, p. 379).The cell assemblies provide the basis of a thought. When cell assemblies become interconnected they form phase sequences. figure sequences allow us to have streams of thoughts. According to Hergenhahn and Olson (2005), Hebb concluded in his theories that not only is sensory information necessary for proper neurophysiological development, but it is also necessary for the maintenance of normal operate oning (p. 384). When an organisms experience sensory deprivation, severe cognitive disorientation, stress and fear can occur. Hebb belie ved that the environment had a direct effect on mental and physiological processes which influenced behavior and learning.The final paradigm is the evolutionary paradigm. Attempting to explain the learning process using evolutionary principles was the theorist Robert C. Bolles. Hergenhahn and Olson (2005) state that Bolles believed that learning involved the development of expectancies (p. 425). Expectancies are when an organism learns that one event leads to another. Bolles believed that organisms had innate predispositions for behavior and that motivation restricts response flexibility.Hergenhahn and Olson (2005) explain that an organisms natural reply in a situation may make it difficult to learn a new response. Using the box argument, Bolles argued that an understanding of learning must be accompanied by an understanding of the evolutionary history of the organism (Hergenhahn and Olson, (2005), p. 427). According this argument, organisms have to learn certain behaviors that th ey arepredispositioned for and not learn others depending on their niche and how they fit in the big picture. This can determine whether the organism is successful or not in adapting to its environment.ConclusionAlthough learning theorist in the various paradigms have attempted to explain learning and its processes, many questions are still unanswered. One of these questions is how does learning vary as a function of maturation? If learning occurs differently in different stages it would be beneficial to conduct research on how maturation affects the learning process. The information yielded from such research could be genuinely beneficial in regards to education. Another unanswered question is how does learning vary as a function of species? If some organisms have the biological ability to learn certain behaviors and some do not, how can research involving different species be beneficial?If psychologists want to learn more about the learning process in humans, they should study hu mans rather than making generalizations across species. Other questions that remain unanswered involve learning and personality characteristics, learning as a function of the total environment, learning and associations, as well as learning and instinctive behavior. It is imperative that more research be conducted in an attempt to answer these questions about learning to give people a greater comprehension of learning. The more knowledge we have about the learning process and what affects it, the better we will be at making learning successful.ReferencesHergenhahn, B.R., & Olson, M. (2005). An Introduction to Theories of Learning. New Jersey Pearson Education Inc.

Define Motivation, Explain How the Expectancy Theory Works Essay

TEMPLATE FOR SUMMARISING AND EVALUATING ARTICLES FROM SCHOLARLY JOURNALS Title and Article Reference Robert G. Isaac, Wilfred J. Zerbe and Douglas C. Pitt(Summer 2001) Leadership And need The Effective Application Of Expectancy Theory, Journal of Managerial Issues , Vol. 13, No. 2, pp. 212-226 Aim / Purpose of term In this article, we discuss the application of a motivational framework that provides a practical tool for individuals wishing to assume leadership roles. This sticker, namely expectancy surmisal (Vroom, 1964 Porter and Lawler, 1968), suggests that individuals, acting through self-interest, adopt courses of action comprehend as maximizing the probability of desirable outcomes for themselves.This desire to maximize self-interest provides aspiring leaders with unique opportunities to assume leadership roles by simultaneously showdown both follower needs and organizational requirements Sample, location, method of data collection and analysis Article was only theoretica l. No empirical evidence offered Findings/Interpretations reported in the article Leadership is hard work because it means stepping forward and taking the time to motivate each follower on a personal basis, harmonise to the principles of the model of expectancy theory. Significance/contribution of the article in relation to your other articles and your topic This article also contains solid information which outlines that the expectancy theory is used by leadership to motivate their employees by meeting their expectation which then inspires them to perform their task highly. Strengths of the article Well researched with strong backcloth in the exploration prior of research Weaknesses of the article No weakness indicated as the expectancy theory has proven to be vital for leadership and management.Quotes from the article that you plan to use in your assignment V. H. Vroom (1964) suggested that people consciously choose particular courses of action, based upon perceptions, attitudes , and beliefs, as a consequence of their desires to enhance cheer and avoid pain. (Leadership And Motivation The Effective Application Of Expectancy Theory) Summer 2001 p 214 Quotes from the article that you plan to use in your assignment In essence, the model suggests that the individual feels motivated when three conditions are perceived1. The personal expenditure of effort will result in an acceptable direct of performance. 2. The performance level achieved will result in a specific out-come for the person3.Theoutcome attained is personally valuedSummer 2001 p 215

Leadership theme in Othello

William Shakespeare is one of the most profound generators that ever existed his books consent touched(p) almost all aspects of life. I was drawn by Othello because of the natural skill and brilliance the author used. How Shakespeare builds lineament of the protagonists and obstructors is out of this world the sequence of scenes and vocabulary in use is also unparalleled.Not only in Othello but also in his other plays. Love and romance is one of the themes that his plays revolved on we fecal matter say he used it as device to attract more readers and learners, but if we look at it as a non marketing tool we can also say that he centered in it to confuse the authorities of England that were ruthless when it came to dealing with anti government policies, e.g colonialism. I solely deployed the review method acting of interrogation as it would give me the filtered thoughts of professionals on the matter.That said, neo-classic literature critics guard come to a truce that Othello is a play that lays bare the qualities of a true attracter and how the leadership can influence the political and frugal sector. These propertys can be laid bare if one deciphers the underlying message in the characters actions and words.All characters have different traits so I paid keen attention to the protagonist and antagonist Othello and Lago. Their smooth tuberosity and how ones opinions and suggestions could affect the other lays bare the desirable and undesirable traits in leadership. The main purpose of this review is to cause and lay down Shakespeares honorable audience that in that location is more to his plays than just love themes.Leadership theme in OthelloI will have to begin this introduction by a praise to the play master him self William Shakespeare. At the beginning of the play the writer portrays Othello as a very indecisive man and still unenviable lined to his shortcomings. Later on, the character takes a paradigm shift and he is able to be adored by the audience. This is made possible by his selfless actions capped with eloquent enticing skills.Lago who is the villain is manifestly attached to the main character, staying true to his malicious cause he leads to the memorable demise of Othello. How this two interact should be an eye opener for leaders to be cautious and very selective of the company they remark and how that company influences his thoughts and delivery when in and out of duty. At the onset of the play we might have a likable feeling towards Lago but when detailing on the triggers of his actions we will see that he was created to clearly show shortcomings of any leader and what happens to them if they pushed to the breaking point by wrong influences.Lagos treacherous act were driven by human desires he wanted Cassios post as a lieutenant and that was his reason for spreading the narration to his boss that his married woman was having a secret affair with his enemy. We must also marvel at how Lago pull the equ ation and fixed Brabantio in it as he knew how much he detested the affair Othello had with Desdemona. The open nonion that Lago had was that Othello would kill his competition.In contrast of notions and deeds, we see that Othello had positive thoughts and his dear fri give notice and he however defended when need arose. Their relation only proves how any person can be vulnerable to deceit and self destruction. It is sad that Othello let Lago control his thoughts and deeds. The sequence of the scenes and how Othello behaves in different surroundings also profiles him as a very direful person.The scenes shift between being tense, romantic and spiteful, despite this we realize that protagonist behaves benevolently in most of them until the point he felt that he could take it no more give thanks to Lago. When cruising through the scenes, we realize that Lago has somewhat become the central character as when he is not there, his spectre is seen in how Othello behaves. The level o f contact and communication between these two characters even surpasses how the protagonist relates to his own wife Desdemona.The underlying message here is that the theme of leadership is the one that is on emphasis. The post Othello holds in the federation and his racial back give also gives the dynamics how leadership selection and election should be. The cases presented to the senate show a leader should behave and how cases should be handled. I think the last scenes were scripted to intentionally lean on the romantic theme so that the audience attention doesnt waver or as had said before so that the authorities couldnt smell malice in the writing.Materials and methodsThe materials used were the play OTHELLO written by William Shakespeare and the online articles that supported the compendium that leadership theme was central in the play in question. To get a clear view of the topic I had to keenly analyze the scenes in the play, notice the mood how the protagonist and antagoni st behaved in them.I also used psychology scholarly articles to justify if the characters actions came out naturally or if there was a modicum of restraint and moderation despite the outward triggers to behave wildly. I gave an economic touch to this research by stating if the traits portrayed were beneficial or detrimental if possessed by leaders in organizations. Results obtainedThere was categorisation of both bad and good qualities when Othello was the man in question.Among the good traits he possessed that made an staggering leader and likable characters wereTaking responsibility, he proved this when Lago came to warn him about the vengeful search that Brabantio had launched on him. Brabantio had an obvious dislike for Othello as he thought that he had used charm and voodoo to hurt Desdemona, we can say that Brabantio used this claim on our protagonist as he was not from a white descent.Despite the warning and imminent threat of destruction that the latter lookingd, he stoo d firm to his ground as swore not to flee a matter which he fulfilled (pluckrose-2017). He was ready to face the consequences if need be because he believed that what he did was true. He showed respect to his foes and elders whenever he was addressing them, such a scenario were when he was presented to the senate to answer a case where Brabantio had accused him of charming his daughter.He praised the senators by referring to them as his very noble and approved masters. The word masters is emphasized cause it meant that despite his post, he still acknowledged that he fell under the laws of the land.He was a slumber maker this was evident when an infuriated Brabantio approached him with his swordsmen. Instead of reacting in panic, solicitude or anger, he diffused the tension with a joke and proved he was a peace maker.It is evident that he had skills in war and he would have opted to use them in that moment if he was a selfish and ruthless leader. He opted not to because he knew the re are civilized slipway of solving matters.His composed and eloquent character made him stand out in all the scenes, the writer made it appear like he was the most learned person in the whole play. He maintains his composure When being presented at the senate for heinous claims and still achieves a rhyme when speaking, he says signormasters..daughterand her in one sentence.We see some senators showing admiration to the protagonist.Jealousy and gullibility are some of the negative traits that Othello exhibits. He lets Lagos words get into his and hood his judgment. He tends to lay so much trust in the antagonist that he doesnt bother verifying the authenticity of the words a matter that culminated to his tragic demise.The jealous he feels for the rumored relationship between his wife and Cassio prove him emotionally weak, also a matter that leads to the tragic end of the play.He thought Self depreciation warranted him to depreciate Cassios abilities. He acknowledged his own weaknes ses and assumed that his love obstructer that was a much lesser man than him. This is a very worrying trait for a tune leader to posses as it doesnt lead to solving of a problem.He was overconfident in his doings and words. He used outrageous words to demean Cassio and filled his head with ideas that Cassio was lesser man hence could not compete with him in any way. It is by this assumptions that he starting plotting to kill his wife and her purported lover.He was emotionally weak. This trait was not evident at the beginning when he stayed to meet eye to eye with Brabantio but when he let Lago get into his head he lost his entire cool and behaved like an uncivilized dimwit by ending his own life.Discussion and conclusionFrom the above results we notice that all men can be vulnerable to bad influence, if only Othello had kept Lago a little bit far from him they he would have maintained his reputation as a perfect leader. The positive traits that have elaborated can do the manager s in decision making and situation handling in the corporate world (stein-2005). A leader must learn to be responsible and accountable for his own actions when he feels that what he did was right.Even if he is wrong, he must judge himself harshly as failure leads to experience. From Othellos descent we learn that race does not determine ones traits, Othello was not a pure white man but he proved to be wiser and more composed than Lago. With inference from the original text and the examples I used, we reach a conclusion that leadership is truly the main theme in the play and that love is only used as manner to attract the audience and capture its attention.ReferencesAn online article written by Helen Pluckrose on 19th January 2017Evolution psychology in the humanities Shakespeares Othellohttps//areomagazine.com/2017/01/19/evolution-psychology-in-the-humanities-shakespeare-othello/Scholarly journal by M Stein written in 2005The Othello puzzle the inner contagion of leadershiphttps// journals.sagepub.com/doi/abs/10.1177/0170840605055339

Miscommunications in the Workplace Essay

Recently we nurse had twain of our retailers contact us with problems regarding shipments they engender received or have failed to receive. I roll in the hay this is not the first sequence this has happened still I would like to minimize the possibilities of it happening again. It seems the root of our problem is miscommunication in the work ship. As a shipping theatre director that has seen this kind of issue before in past work experiences and I believe I know what we fag do to solve our breakdown in communication between the various departments, retailers, and co-workers. As chief financial officer I know you give see this proposal can benefit the company both financi onlyy and operationally.First, I propose that the company implement a required form of communication. I believe give sort written notes argon a thing of the past and that we should upgrade our communication requirements to electronic mail. If we had an e-mail provided policy we could have record of all co mmunication on file without the risk of losing a post-it note. e-mail also implys the option of a read receipt, which earmarks the user to know when the receiver has opened and read the essence or if they have not seen the meat yet and another(prenominal) form ofcommunication, such(prenominal) as a phone call, might be required to meet a deadline. The policy might also include that all e-mails must receive a reply no matter how simple the message.I can head a short meeting at the end of the day to cover the implementation of this plan. The theme here is to eliminate hand written notes as well as informal communication such as instant messengers and social network communications. We will need to upgrade a few of the employees company cell phones and instruct them on how to use e-mail on these devices. Even though e-mails are good for keeping a history of communications, public relations expert Lisa Elias states, When delivering delicate information, pick up the phone. A gentle tone of voice can soften bad news or run warmth and caring, whereas an email or text can easily be misconstrued, (Kouremetis 2013).Although e-mail can jock eliminate the outside forms of communication, another possible resolution would be to implement task management bundle into the office. This alone may solve the issue. There are many different task management programs getable but one that has caught my eye is AtTask, which is used by corporations such as HBO, Samsung, and Adobe. AtTask will allow us to run a free trial of the software prior to purchasing and claims the product will allow us to see what is going on with our projects, if we are on date, and when it will be done ( operate, 2012).You will even have access to the task manager to see what is going on in our shipping bay. AtTask even has an integrated communications technology that allows for instant messaging between co-workers and a notes formation for the client list. That way, if one person speaks with a clien t of ours and they request a change to their order he can enter the message in the clients message folder and we can all receive the notification straight to our smart phones and computers.Even though, task management software will in conclusion benefit company wide communication, another area that lacks focus is education on the subject matter of the workplace. A few of these men have worked here for over ten years and they know any part number by memory, but communication technology is outgrowing these few at a quick pace. On the other end of thespectrum, these younger men have keen senses of current technological advancements, but they could use some more time in learning the step-by-step carry throughes we face on a daily basis. I propose that we run a workshop meeting once every two weeks for a total of eight weeks to teach the young ones about the process of shipping from us, the supplier, to the consumer/retailer.This workshop could perhaps be run during hours if the tim e comes available, but will most likely need to take place on Saturday from 1200 p.m. until 200 p.m. The instructors will be chosen from 3 of our most experienced workers who will earn overtime from these extra hours. A separate workshop on communication technology for the employees that have been here should happen once a week for an hour, probably on Wednesday evenings after work. The employees will be eligible for overtime with this extra hour on the job. I believe that being educated on the subject matter of the workplace is vital to our success.In addition to knowledge of the workplace being significant, another part of the communication process that has lacked in certain areas is feedback. Feedback is one of the four major communication functions (Belch 2012). It is the fundamental to knowing your communication was successful. We need to emphasize in the training process that it is okay to ask questions. I have seen it happen before where someone is afraid to ask a question f or fear of censure only to have to go back re-work what has been done. Asking the right questions can help us to do it right the first time (D.I.R.T.Fi.T.). I feel the previously mentioned workshops would be a great time to re-emphasize the importance of asking questions. Also, as mentioned in the first proposal, all e-mails must receive a reply or they will be followed up with a phone call.We must remember that sometimes in order to receive feedback it must be asked for. After explaining a work order or process it is vital to ask, Do you understand? or Do you have any questions for me? Another way of obtaining feedback would be through face-to-face technology. With our smartphones and office computers we can send a more personal message with FTF video conferencing. Google Hangouts are part of the Google suite of applications that support multi-party video chat as well as other Google applications including Sketch-UP, Docs, Spreadsheets, Presentations, and screen sharing and these types of technologies are being recommended asteaching formats to doctors and professors around the globe (Roseth, 2013).In conclusion, I do believe there is work to be done in regards to the communication process in the workplace. I have proposed four strategies to minimize the possibility of future communication breakdowns. Please do not hesitate to contact me with any questions you may have. You may decide to choose one or to integrate all four, the choice is yours, but I do ask that you please take your time in considering the possibilities and I do trust you will choose what is best for the company.ReferencesBelch, G. E., & Belch, M. A. (2012). Advertising and Promotion An integrated Marketing Communications Perspective, 9th Edition. New York, NY McGraw-Hill/Irwin.Kouremetis, D. (2013). Choosing Communication Methods Wisely for Your Small Business. Forbes. Retrieved from http//www.forbes.com/sites/denakouremetis/2013/01/28/choosing-communication-methods-wisely-for-your-small-b usiness/Roseth, C. (2013). Blending Synchronous personal and Computer-Supported Cooperative Learning in a Hybrid Doctoral Seminar. Techtrends Linking Research & Practice To Improve Learning, 57(3), 54-59. function. (2012). AtTask software services retrieved from http//www.attask.com/services

Representative Charles Rangel of New York

In attempting to sc ar American at the thought of going to state of war with Iraq, vocalization Charles Rangel of New York proposed a bill to reinstate the armed services draft. His purpose was not to argue the draft itself, except to collect Americans aware of the perils of going to war and the inequity in the current military. Ironically, four years later, the war is a reality, and so is the draft. Reinstating the military draft entrust serve the USs failing military both abroad and at home.First of all, the draft in the 21st century would need to be fair. some(prenominal) a(prenominal) people fear the draft because it is well known that the lower socioeconomic levels and minorities are disproportionately delineate in the fighting military today. As a matter of fact, more(prenominal) than 30 percent of the nations military is made up of minorities (Rangel Introduces a Bill to Reinstate Draft, 2003). The juvenile draft would make everyone between the ages of 20 to 26 (or p erhaps as materialization as 18 and as mature as 28) register and serve.Thus, the draft is perceived as more fair. One reason more young people dont serve now is the fear that while theyre wearing the uniform, their peers will be out having sport and getting a leg up in their careers. If everyone were required to serve, no one would feel alike a sucker (Moskos and Glastris, 2001). However, the idea of sending every college aged kid overseas to carry a gun is an outdated vision of the draft. Nowadays, the military needs more than just professional soldiers. Plenty of duties are available for those draftees (and volunteers) that are made available with the draft. As Moskos and Glastris (2001) note, we are now dealing with a shadowed enemy rather than an obvious platoon of marching troops. The new enemy is everywhere terrorism. That terrorists might poison municipal water supplies, spray anthrax from crop dusters, or suicidally infect themselves with small pox and stroll by dint of busy city streets, is no longer considered farfetched.That we might need to draft some of our people to foreknow these threatsnow thats considered farfetched, to the extent that its considered at all (Moskos and Glastris, 2001). Fighting this war will take more manpower than the United States currently has. This manpower will not necessarily be in trenches or tanks. They will be doing duties that many Americans do not realizes are needed.These jobs include federal armed personnel to harbour dams, nuclear power plants, sports complexes, and U. S. embassies abroad more border patrol and customs agents to keep terrorists and their weapons from entering the state of matter more INS agents track down immigrants who have overstayed their visas more coast guard personnel to inspect ships more air marshals to ride on passenger jets and more FBI agents to uncover terrorist cells still operating at bottom and outside our bordersborder guards, customs agents, anthrax inoculators, or d isaster-relief specialists (Moskos and Glastris, 2001).None of these jobs require tactical war skills. In addition, many individuals do not understand the in a perfect situation, troops would not serve for much(prenominal) long terms. Now, with the shortage of soldiers in Iraq, many troops are being redeployed two and three times. A draft would solve this problem. In Bosnia or Kosovo, the average time of deployment was only six months (Moskos and Glastris, 2001).The short duration for draftees would be less daunting than the commove the current military is bearing. The idea of the draft of previous decades is not the same draft as the one of this era simply because the war landscape is different. Fairly distributing the burden and reducing terms is one difference that many will notice. In addition, these individuals will serve at duties not necessarily on the front lines, but in positions of homeland security due to the new type of war on terror.With the guarantee that all will s erve in a agency that is appropriate for them, people have a better chance of becoming that a draft is indispensable to continue the freedoms that all Americans enjoy. References Moskos, C. & Glastris, P. (2001). Now Do You Believe We Need A Draft? Washington periodical 4 June 2007 from http//www. washingtonmonthly. com/features/ 2001/0111. moskos. glastris. html Rangel Introduces a bill to reinstate draft. (2003). CNN. Com Inside Politics. Retrieved 4 June 2007 from http//www. cnn. com/2003/ALLPOLITICS/01/07/rangel. draft/

Education and Skills Bill Essay

The grooming and Skills an nonation introduces a immature duty on puppylike tribe in England to participate in program line or pedagogy until the season of 18. The scorecard follows the h wizardy oil bracingspaper Raising Expectations staying in learning and bringing up, which described the perceived benefits to individuals, the economy and auberge of boyish hoi polloi staying in grooming or schooling for longer. Responsibility for deport run currently carried verboten by the Connexions service entrust be transferred to local anesthetic command authorities (LEAs).The add-in makes cast come discloses relating to adult skills. The meridian as well countenances for the transfer of the regulatory authorities for sovereign takes in England from the Secretary of body politic for Children, Schools and Families to the Chief Inspector of grooming, Childrens Services and Skills (the spick-and-span Ofsted) There ar miscellaneous edible in relation to pupil conduct, immaterial qualifications, charge of t severallyer knowledge, and Schools Forums.Also a framework power is provided for the National Assembly for Wales to legislate in relation to the inspection of pre-16 get and tuition. The territorial extent of the touchstone varies according to the scope of the different nourishment. The Bill contains plannings that trigger the Sewel Convention. Christine Gillie Social Policy Section Contri exceptions Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter mansion of common land Library.Recent Library Research piece of musics include 07/72 07/73 The Governance of Britain Green Paper Child Maintenance and Other Payments Bill Committee Stage Report 07/74 07/75 07/76 07/77 07/78 07/79 07/80 Economic Indicators, November 2007 Channel Tunnel Rail Link (Supplementary Provisions) Bill Un workout by Constituency, October 2007 The European Communities (Finance) Bill Bill 2 of 2007-08 Sale of Student Loans Bill Housing and R egeneration Bill Bill 8 of 2007-08 The EU Reform.conformity amendments to the Treaty on European Union 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social Care Bill House of Lords developments since January 2004 Economic Indicators, celestial latitude 2007 Planning Bill Bill 11 of 2007-08 Crossrail Bill Committee Stage Report The Treaty of Lisbon amendments to the Treaty establishing the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26.10. 07 02. 11. 07 Research text file are available as PDF files to members of the general public on the Parliamentary web site, URL http//www. parliament. uk within Parliament to users of the Parliamentary Intranet, URL http//hcl1. hclibrary. parliament. uk Library Research Papers are compiled for the benefit of Members of Parliament and their personal lag. Authors are available to discuss the contents of these papers with Members and their staff but can non advise members of the general public.We welcome comments on our papers these should be sent to the Research Publications Officer, dwell 407, 1 Derby Gate, London, SW1A 2DG or e-mailed to write upSparliament. uk ISSN 1368-8456 Summary The instruction and Skills Bill was presented in the House of parking lot on 28 November 2007. At the same time Explanatory Notes, an preserve judgement and a memo of Delegated Powers were as well publish. The Bill, as presented, is in five parts. some(prenominal) of the readyings are linked to the disposals policies for reforming 14 to 19 teaching method and improving the discipline and skills of materialisation masses and adults.Other parts of the Bill are on sepa order matters particularly relating to the commandment and inspection of independent schools and colleges. piece of music 1 introduces a naked as a jaybird duty on new-fashioned mountain in England to participate in rearing or training until the age of 18, and creates a statutory framework to support and enforce it with new duties on local education authorities (LEAs ), educational providers and employers. The raising of the interlocking age suffer be introduced in devil stages to 17 by 2013 and to 18 by 2015. Provision is do for LEAs to enforce the federation duty, if necessary.They may outcome attendance notices to young people who refuse to participate. New attendance panels will be created to hear appeals and to monitor lizard the enforcement process. LEAs may as well as issue parenting contracts or parenting orders to parents of young people who are failing to fulfil the duty to participate. The proposals follow the green paper Raising Expectations staying in education and training (March 2007), which described the perceived benefits to individuals and society of young people staying in education and training for longer. period there has been wide acceptance of the article of belief that young people wil l benefit from participating until they are 18, concern has been expressed or so make it compulsory. firearm 2 makes provision for the transfer to LEAs of the information, advice and support services for young people currently provided by the Connexions service. This follows proposals in the Youth Matters green paper (July 2005). The funding for the Connexions service will be transferred to LEAs in April 2008.It is symbolize that LEAs will continue to maintain the Connexions entropybase so as to help them provide the right support services to young people and promote the new duty on young people to participate in education or training. variance 2 besides places a duty on LEAs to arrange for the judgment of the education and training postulate of a person with a statement of special educational needs (SEN) during their last family of schooling. This takes card of the change in the Bill to raise the participation age.Other provisions in off post 2 include a requirement fo r secondary schools to present careers information in an impartial way and to provide careers advice that is in the best interests of the child an explicit duty on the cultivation and Skills Council (LSC) to provide proper facilities for apprenticeships for 16 to 18 form ageings, and to make reasonable provision for apprenticeships for those aged 19 and over a requirement for LEAs to agree regard to journey times in preparing their transport policies for students of ordinal-form age attending educational establishments and a requirement for LEAs to co-ope post with partners who are responsible for 14 to 19 education and training.Part 3 contains provisions in relation to adult skills. The issue of maintaining a sufficiently skilled men to meet the economys needs in the face of growing global competition has fix increasing prominent, particularly since the publication of the Leitch go off of Skills in 2006. In its response to the review, the Government set out a range of goals relating to workforce skills for 2020 and outlined how it intend to achieve them.This Bill places duties on the LSC to provide a free entitlement to training for all adults in England aged over 19 up to their first wide-cut Level 2 qualification, with a similar entitlement up to Level 3 for those aged 19-25. Provision is also made to enable the sharing of data amidst relevant departments and the devolved administrations in order to assist in the effective assessment and provision of education and training for those aged 19 and over. Part 4 creates a wider definition of an independent educational institution in England, which includes certain parttime educational provision, to which the regulatory regime for independent schools in England will apply.That regime, currently contained in the bringing up Act 2002, is restated in Chapter 1 of Part 4. The regulatory framework for independent educational institutions is changed so that the Chief Inspector of Education, Childrens Servic es and Skills (the new Ofsted) and not the Secretary of State is the enrollment authority. The function of approving non-maintained special schools is also transferred from the Secretary of State to the Chief Inspector. Sixth-form pupils in nonmaintained special schools are given a right to opt out of religious worship. (Pupils in mainstream maintained schools already have this right under the Education and Inspections Act 2006.) The Bill also seeks to amend section 347 of the Education Act 1996 to remove in England the category of approved independent school for the placement of a child with a statement of SEN, and to remove the requirement for LEAs in England to seek go for to place pupils with statements of SEN in non-approved independent schools. Other changes in Part 4 include the introduction of a new management standard for independent educational institutions, and changes relating to fees for registration and inspection. Part 5 includes miscellaneous provisions in relation to pupil behaviour, the Qualifications and Curriculum Authority (QCA) and the approval of external qualifications, the inspection of teacher training, and the penning of Schools Forums.Also Part 5 creates a framework power for the National A ssembly for Wales to legislate in relation to the inspection of pre-16 education and training. The Bill extends to England and Wales. M any of the provisions apply to England only. A subroutine of new or expanded powers are conferred on Welsh Ministers. (These are set out in add-in 1 of the Explanatory Notes to the Bill. )Five clauses that relate to sharing information extend to Scotland and trigger the Sewel Convention. Two clauses relating to the skirt of the QCA extend to Northern Ireland. This research paper outlines the key provisions of the Bill, and provides lynchpinground on them. It is not intended to be a comprehensive account of the clauses. A detailed clause by clause account is given in the Explanatory Notes to the Bill.Librar y contacts Christine Gillie raising the participation age, Connexions service, special educational needs, post-16 transport, regulation and inspection of independent schools, pupil behaviour and attendance and Schools Forums Paul Bolton statistics on the above Ed Beale apprenticeships, training and adult skills Grahame Danby data processing Susan Hubble financial support for students and external qualifications Vincent Keter employers and business CONTENTS I Part 1 of the Bill duty to participate in education or training (England).A. B. Introduction land 1. History 2. connection of 16 and 17 yr olds in education, employment and training 3. The green paper and the case for change 4. Responses to the green paper C. D. Overview of the proposed system for raising participation 7 7 8 8 8 12 15 20 Suitable provision and enabling young people to participate the four building blocks 23 The Bill 1. Key provisions 2. Comment 31 31 35 38 38 38 40 41 42 43 43 E. IIPart 2 of the Bill Suppo rt for participation in education or training young adults with learning difficulties and young people in England A. Provision of support services (Connexions Service) 1. Background 2. The Bill B. C. D. E. F. Assessments relating to learning difficulties Careers education Apprenticeships Provision of transport for persons of sixth form age journey times Co-operation as regards provision of 14 to 19 education and training 44 45 45 47 49 collar Part 3 of the Bill Adult Skills A. Background 1. The Leitch Review of Skills 2. Current mea reliables to address adult skills 3. House of Commons Education and Skills Committee report Post-16 Skills 51 B. The Bill 1.Reaction IV Part 4 of the Bill regulation and inspection of independent educational provision in England A. Current arrangements for regulation and inspection of independent schools Consultation proposals Response The Bill 53 54 55 55 57 61 63 64 64 65 66 68 69 69 70 B. C. D. V Part 5 of the Bill miscellaneous provisions A. B. C. D . E. F. Pre-16 education and trainingWales Maintained schools in England behaviour and attendance External qualifications Inspections of teacher training in England Schools Forums General provisions VI VII entropy processing Appendix I Reaction from specific organisations to the green paper, Raising expectations staying in education and training 73 Appendix II relevant documents 85 VIII.RESEARCH PAPER 07/87 I A. Part 1 of the Bill duty to participate in education or training (England) Introduction In March 2007 the Governments green paper Raising Expectations staying in education and training post-16, proposed that the borderline age at w hich young people should leave education or training should be raised to 18.1 The participation age would be increase in two stages to age 17 from September 2013, and to 18 from September 2015. The green paper set out a detailed parcel of land of measures for consultation. Alongside the green paper the Government published an Initial Regulatory preserve Assessment on the estimated cost of the proposals.2 (These projections have been reviewed and revised and are now published in the Impact Assessment that accom panies the Education and Skills Bill see below). In July 2007 the Government published a report of the consultation on the green papers proposals. While it noted that there had been wide acceptance of the principle that young people would benefit from continuing to develop their skills formally until they were 18, it also noted that there was concern about making participation compulsory. 3 Also in July 2007, the Government published World Class Skills Implementing the Leitch Review of Skills in England. 4 This set out the Governments plans to improve the skills of young people and adults.The Governments Draft Legislative Programme, published on 11 July 2007, announced that a bill would be introduced to ensure that young people stay in education or training until age 18, and to provide new rights to skills training for adults.5 In his Fabian Society lecture on 5 November 2007, Ed Balls, the Secretary of State for Children, Schools and Families, described the Governments proposals, and published a further document From form _or_ system of government to legislation. This explained how the Government intended to proceed, and what aspects of the policy required legislation. 6 Also on 5 November 2007, the Government published its st cropgy for reducing the proportion of young people not in education, employment or training. 7 1 2 3 4 5 6 7Raising Expectations staying in education and training post-16, Cm 7065, March 2007 http//www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf Initial Regulatory Impact Assessment for Raising Expectations staying in education and training post16, DfES, March 2007http//www. dfes. gov. uk/consultations/downloadableDocs/RIA%20FINAL%20word%20version. pdf Raising Expectations Consultation Report, DCSF, July 2007 http //www. dfes. gov. uk/consultations/downloadableDocs/Raising%20Expectations%20Consultation%20R eport. pdf http//www. dfes. gov. uk/skillsstrategy/uploads/documents/World%20Class%20Skills%20FINAL. pdf http//www. cabinetoffice. gov.uk/reports/governance. aspx Raising Expectations Staying in education and training post 16 From policy to legislation, DCSF, November 2007http//www. dfes. gov. uk/14-19/documents/Raising%20Expectations. pdf Reducing the number of young people not in education, employment or training (NEET) by 2013, DCSF, 5 November 2007 http//www. dfes. gov. uk/14-19/documents/NEET%20%20Strategy. pdf 7 RESEARCH PAPER 07/87 The Education and Skills Bill was presented in the House of Commons on 28 November 2007. 8 Explanatory Notes9, an Impact Assessment10, a Memorandum of Delegated Powers11 and a Short Guide 12 were also published. B. 1. Background HistoryThe Education Act 1918 raised the compulsory school leaving age from 12 to 14. It also made provision for all young people to participate in at least part-time education until they were 18 but this provision was not implemented. The end of the First World War was followed by a pointedness of austerity public expenditure cuts dubbed the Geddes axe 13 meant that the aspiration of increasing participation was not achieved. The Education Act 1944 made provision to raise the school leaving age to 16 but this was not implemented until 1972. 14 The 1944 Act also re-enacted the 1918 provision to extend participation at least part-time until the age of 18 but again this was not implemented.The school leaving age has remained at 16 since 1972, although the leaving date was amended in 1997. 15 2. Participation of 16 and 17 yr olds in education, employment and training At the end of 2006 about six out of every seven 16 and 17 form olds were provisionally estimated to be in some form of education or training. The grownup majority were in plenteoustime education, separates were in Government supported Work Ba sed acquisition (WBL)16, Employer Funded learn 17 or other types of education and training including part-time courses.The latest data are summarised below 8 9 10 11 12 13 14 15 16 17 Education and Skills Bill, Bill 12, Session 2007-08 http//www.publications. parliament. uk/pa/cm200708/cmbills/012/08012. i-v. html Education and Skills Bill Explanatory Notes http//www. publications. parliament. uk/pa/cm200708/cmbills/012/en/index_012. htm Impact Assessment of the Education and Skills Bill, DCSF, 29 November 2009http//www. dfes. gov. uk/publications/educationandskills/docs/impact_assessment. pdf Memorandum of Delegated Powers, DCSF, 28 November 2007 (an electronic copy was not available at time of writing but a hardcopy was available from the Vote Office) DCSF, Short Guide to the Education and Skills Bill http//www. dfes. gov. uk/publications/educationandskills/docs/BillNarrative.doc after Sir Eric Geddes who chaired a committee set up to suggest economies SI 1972 No 444 The 1997 c hange introduced a single school leaving date the last Friday in June in the school twelvemonth in which a young person reaches age 16 DfES Circular 11/97, School passing Date for 16 class Olds, September 1997 http//www. teachernet. gov. uk/management/atoz/S/schoolleavingdate/index. cfm? code=furt Includes Advanced Apprenticeships, Apprenticeships, Entry to body of work and NVQ Learning.Young people who received training in the previous four weeks, includes non-WBL apprenticeships. 8 RESEARCH PAPER 07/87 Education, employment and training status of 16 and 17 year olds in England, 2006 16 year oldsnumber % of population 17 year olds number % of population 16 and 17 year olds number % of population Full-time education Work Based Learning Of which also in regular education Employer Funded Training Other education and training Total education and training Not in any education or training Of which also not in employment Source 516,900 37,700 1,300 15,000 25,600 593,800 68,400 42,80 0 78.1% 5. 7% 0. 2% 2. 3% 3. 9% 89. 7% 10. 4% 6. 5% 428,600 51,600 1,200 26,700 32,000 537,600 122,000 62,700 65. 0% 7. 8% 0. 2% 4. 0% 4. 9% 81. 5% 18. 5% 9. 5% 945,500 89,300 2,500 41,600 57,600 1,131,400 190,400 105,500 71. 5% 6. 8% 0. 2% 3. 1% 4. 4% 85. 6% 14. 4% 8. 0%.Participation in Education, Training and Employment by 16-18 Year Olds in England 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each topical anaesthetic Area in England 2004 and 2005, DCSF Overall participation rates were higher for 16/17 year old females at 88% compared to 83% for males.The gap was n archaeozoic 10 character points for respectable-time education participation, but young men were more than likely to be in one of the training categories. These figures are base on the academic year age of young people, i. e. their age at the start of the academic year. then 16 year olds are in their first year after the end of compulsory education.The data are estimated as at the end of the calendar year, hence some of these young people will have had their 17th/18th birthdays. Among the one million 16 and 17 year olds in full or part time education in 2006, 426,000 were in further education/ specialist colleges, 366,000 were in maintained schools, 130,000 in sixth form colleges and 82,000 in independent schools. The overall number in full-time education has increase by 14% over the last decade the largest proportionate increases were at sixth form colleges (22%) and at maintained schools (19%). There was relatively little difference in the type of education attended by 16 and 17 year olds. A meagerly higher proportion of 17 year olds attended further education colleges at the expense of maintained schools.18 Trends in participation by broad status are summarised in the table at the end of this section. In the early 1950s (when the school leaving age was 15) fewer than one in five 16 year olds and fewer than one in ten 17 year olds were in full time education in England and Wales.Immediately before the leaving age was increase to 16 (1972) these figures had increased to around one in three 16 year olds and one in six 17 year olds. The 16 year olds participation rate reached 50% in the mid 1970s the 17 year olds rate reached this direct in the early 1990s. 19 At the end of 2006 78% of 16 year olds and 65% of 17 year olds were in full time education in England. 20 Both were testify highs. 18 19 20.DCSF SFR 22/2007, Participation in Education, Training and Employment by 16-18 Year Olds in England 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England 2004 and 2005 Statistics of Education 1962 part one, Ministry of Education Education and training statistics for the United outlying(prenominal)ming 2006 and earlier, DfES DCSF SFR 22/2007F 9 RESEARCH PAPER 07/87.a. 16 and 17 year olds not in education or training The earlier table showed that there were an estimated 190,000 16 and 17 year olds not in any education or training ( electronic network), 106,000 of whom were not in work and hence not in any education, employment or training (NEET). The NEET rate among 16 and 17 year old males was 9. 5% compared to 6. 4% for females. 16 year olds had a lower NEET rate than 17 year olds (6. 5% v 9. 5%). Around 60% of those in the NEET category were classed as unemployed21, the rest were economically inactive.22 While there is a particular focus of attention on young people who are not in education, employment or training (the NEETs), the Bill proposes a duty on those in employment to participate in some training or education hence it is also relevant for the NETs. The latest similar sub-national data collected is for the end of 2005.This only looked at education and Work Based Learning (WBL) and showed that the total proportion of 16 and 17 year olds not in either category was low in London (16%), the South vitamin E (18%) and the South West (18%) and highe st in Yorkshire and the Humber (23%) and the East Midlands (21%). 23 more recent data from Connexions, which is not directly comparable, gives NEET rates at the end of 2006 which vary from 5. 6% in the South East and 6. 0% in the South West to 10. 5% in the North East and 9.2% in Yorkshire and the Humber. 24 b. Trends The table at the end this section summarises trends in NET and NEET rates. These are also illustrated in the charts below. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 NET NEET 16 year olds 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 17 year olds NET NEET 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 There was a break in the series in 1994 and there have been some recent more baby bird inconsistencies. However, some trends are clear. The NEET rate among 16 year olds fell in the early 1990s and increased steadily for much of the last decade to a high of 8.1% in 2005. The provisional snuff it to 6. 5% in 2006 takes it to its lowest take for almost a decade. The NET rate for 16 year olds fell by a larger amount in the late 1980s and 21 22 23 24 ILO definition of unemployment DCSF SFR 22/2007 ibid. NEET Statistics Quarterly Brief, DCSF 10 RESEARCH PAPER 07/87 early 1990s as there was a general shift from employment and WBL to full-time education. This rate increased from 9. 2% in 1994 to 14. 3% in 2001, but has since fallen to 10. 3% in 2006. The NEET rate among 17 year olds fell by around half between 1984 and 1994 to 7. 7%. This rate has increased more recently to 10. 9% in 2005 before decreaseping back to 9.5% in 2006. The NET rate fell from 44% in 1984 to below 20% in 1993 as there was a major shift from employment to full-time education. The scale of this was even greater than that seen among 16 year olds. The level of this rate increased from the late 1990s onwards to almost 22% before falling back to below 18% in 2006. Trends in education, employment and training status of 16 and 17 year olds in England Percentages (a)(b) 1985 Full-time education Work Based Learning Employer Funded Training (c) Other Education and Training Total Education and training Total Not in any education or training Of which also not in employment Notes 1990 51. 1 19. 1 7.5 3. 5 79. 7 20. 3 8. 0 1995 65. 6 11. 6 4. 0 4. 3 84. 7 15. 3 6. 7 2000 65. 6 9. 5 3. 7 4. 9 83. 5 16. 5 7. 1 2001 64. 8 8. 4 3. 9 5. 2 82. 1 17. 9 8. 4 2002 65. 4 7. 9 4. 0 5. 2 82. 4 17. 6 8. 2 2003 66. 0 8. 1 4. 1 5. 2 83. 2 16. 8 7. 7 2004 67. 2 7. 9 3. 8 4. 9 83. 6 16. 4 8. 3 2005 2006p 69. 2 7. 4 3. 5 4. 5 84. 5 15. 5 9. 5 71. 5 6. 8 3. 1 4. 4 85. 6 14. 4 8. 0 39. 7 16. 1 9. 2 4. 5 68. 2 31. 8 11. 0 There was a break in the series in 1994 due to changes in the source of further and higher education data. (a) Participation estimates may be slightly underestimated for 16 year olds between 1999 and 2000 and 17 year olds between 2000 and 2001.(b) There is a discontinuity from 2002 onwards whereby participation in additio nal institutions are included for the first time. This increases the full-time education rate by around 0. 1 points and the any education or training rate by around 0. 4 points (c) Includes other part-time education not included elsewhere and full- or part-time education in independent further or higher education institutions. Source Participation in Education, Training and Employment by 16-18 Year Olds in England 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England 2004 and 2005, DCSF c.International comparison of enrolment in education 16 year old enrolment rate in secondary education, 2005100% 90% 80% 70% 60% 50% 40% 30% 20% 10% FRA GRE AUS SWE NOR KOR OST LUX passion barn ICE SWI 0% US POL SLO JAP UK ITA POR OECD MEX ESP CZ FIN NED DEN NZ TUR OECD data on enrolment by age look at the actual age of pupils/students, the rates compute are different from those given earlier. In 2005 94% of 16 year olds and 80% of 17 year ol ds were in secondary 25 education in the UK. The 16 year olds rate was three percentage points above the OECD median(a), the 17 year olds rate three points below.The UKs relative position is shown opposite. Source Education at a Glance 2007, OECD. Table C2. 3 25 This is based on the assessed academic level using international classification which at their highest level split education into primary, secondary and tertiary.It does not mean these pupils are in secondary schools. 11 GER HUN RESEARCH PAPER 07/87 Although the UKs participation rate for 16 year olds was above the OECD average it was still below that of most other countries as the average was skewed downwards by much lower levels in Turkey and Mexico.The UK ranked 18th out of 29 states included in the 16 year olds measure and 20th on the 17 year olds rate. 17 year old enrolment rate in secondary education, 2005 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% SLO 0% KOR HUN NOR CZ GER SWE BEL POL FIN JAP OST OECD POR GRE MEX DEN N ED TUR AUS ICE SWI ESP FRA LUX IRE NZ US UK Some of the countries ranked Source Education at a Glance 2007, OECD. Table C2.3 below the UK have relatively high enrolment rates in non-secondary education, 26 but direct comparisons cannot be made due to a lack of comparable data on enrolment on these types of education in the UK. 27 3. The green paper and the case for change The green paper, Raising Expectations staying in education and training post-16, described the perceived benefits to individuals and society of young people staying in education and training for longer.28 It proposed a detailed package of measures for consultation. These were summarised in the DfES press notice launching the green paper From 2013, young people should remain in education or training after 16 this means the first pupils to be affected would be those entering secondary school in September next year.Young people would be required to work towards accredited qualifications at school, in a college, or i n on the job training or day release Apprenticeships will be significantly expanded so that they are available to any qualified young person who wants one Participation should be full time for young people not in employment for a significant part of the week and part time for those working more than 20 arcminutes a weekBetter advice and guidance for young people to enable them to access the provision thats right for them A high quality, accurate registration system to keep track of the education options a young person has chosen and to make sure they dont drop out Building on the Education Maintenance Allowance we will consider new financial support measures to ensure young people from low income 26 27 28 Tertiary and post-secondary non-tertiary Education at a Glance 2007, OECD.Table C2. 3 Raising Expectations staying in education and training post-16, Cm 7065, March 2007 http//www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf 12 ITA RESEARCH PAPER 07/87 backgrounds get the support they need to overcome any barriers to participation. To make sure the right provision is in place the new requirement would not be implemented until 2013 by which time the new Diplomas will be a National Entitlement.This will give young people a choice of A levels, GCSEs, the International Baccalaureate, the new Diplomas, Apprenticeships, and accredited in work training. Young people would be supported to re-engage if they drop out through integrated Youth Support Services. Any enforcement process would be used only as a last resort if a young person refused to re-engage. 29 Chapter 2 of the green paper set out the evidential basis for raising the education and training participation age. This referred to research showing that young people who stay on in education and training after 16 are more likely to gain further qualifications by 18 than those who go into employment without training or drop out altogether.Individuals with qualifications earn more than those without. In addition to higher wages, betterqualified individuals have meliorate employment prospects and an increased likelihood of receiving workplace training. There are also wider benefits associated with higher qualification levels, such as improved health and better social skills. The green paper noted evidence on the relationship between higher levels of skills and qualifications and economic performance and productivity. It highlighted evidence suggesting that up to one fifth of the UKs output per hour productivity gap with Germany and an eighth of the gap with France results from the UKs relatively poor skills.The green paper also noted the wider benefits to society from increased participation. It stated that those who participate are less likely to experience puerile pregnancy, be involved in crime or behave anti-socially. The green paper refers to a study that looked at Offender Index data between 1984 and 2001 which showed that an additional year of compulsory schooling decreases assurance rates for property crime, and that it has also been estimated that compulsory schooling lowers the likelihood of committing crime or going to prison. 30 The green paper went on to outline t e combination of measures taken so far to h encourage increased participation.These include changes to the 14 to 19 curriculum and the introduction of new specialist diplomas with an emphasis on applied and practical learning changes to the curriculum for 11 to 14 year olds to allow greater flexibility and personalisation of learning an expansion of work-based learning from September 2007 a September Guarantee of an claim of an appropriate learning place for every young person leaving school at 16 improvements in information, advice and guidance for young people to help them make choices and financial support through educational maintenance allowances.