The New Zealand Government And Education Essay

Even though the Declaration of Independence does not mention education, our founding fathers did value education. Illustrated by the ordinances they passed “in 1785 and 1787 that granted federal lands to states to create and support public school- an institution that the nation’s founders viewed as essential to democracy and national unification.” (Jennings, p3) In 1959, the admission of Alaska and Hawaii into the Union reconfirmed the Federal government’s support of education. Three distinct elements that impact education are; laws that have been passed, the removal of the church from public schools, and the role of federal government that has evolved and changed over the years. These three factors have transformed education over the

New York City consists of five boroughs, Manhattan, the Bronx, Queens, Brooklyn, and Staten Island. The borough that I reside in is Brooklyn. Brooklyn has approximately 2.592 million people inhabiting this district and approximately 23.4 percent of individuals who reside in Brooklyn, NY come from a low-income household or in other words come from poverty. With catholic and private schools being expensive, people have to rely on the education system to provide their children with a good education. In this paper I will be discussing the public school education system ranging solely up to high school in Brooklyn New York and giving a general idea of the New York education system as well.

New Zealand and the United States put a great deal of attention to their health care where they share some similarities, as well as differences. Both countries similarly focus on a better number of covered individuals on order to create an enrolled population. However, both countries are the example two significantly different health care approaches regarding their service scope, benefit, and financing sources. This essay tries to explore the differences and the pros and cons of the approaches based on the services’ efficiency, expenditure regulation and equity of access and financing.

To begin with, an important theme to discuss is what the modern thinkers believe is the purpose of politics. Machiavelli believes that the purpose of politics is the glory and stability of the state, in which we will refer to as “statecraft”. Hobbes believes in the security of the population to be the purpose of politics. Hobbes wants ensure that the people’s lives are secure and that there is no opportunity of leaving them vulnerable to each other. Locke wants to protect certain natural rights: life, liberty and property. However, when Locke discusses in protecting and engaging people into politics who own property, it excludes the people who do not harbor property; which, at that time, was a majority of the population (234). Hobbes and Machiavelli are both interested in imposing order and avoid chaos. On the other hand,

In exploring the Australian Curriculum, it becomes apparent that this curriculum was developed to encompass a wide range of skills and abilities that will be needed to enable young Australians to become productive and successful members of society of the future. The influence of a range of different curriculum models and education theories has bought together a comprehensive overview of what the Australian education system will deliver and how this can be accomplished.

Australia is very a multicultural and diverse country. Consequently schools are faced with many diverse students of different abilities and backgrounds. To ensure equity and fairness among students, policies and legislations have been put into place to ensure diversity is being catered for and that no student is being excluded from the education system. Some of these policies and legislation include: The Disability Discrimination Act 1992, The Salamanca Statement, Disability Standards 2005, Inclusive Education Statement, Disabilities Services Act QLD 2006 and the Melbourne Declaration.

Since 1983 public education has been an issue in America. The system has been constantly changing every year with reforms. This constant change has been driven by the American people’s perception that education has declined and something should be done about it. First there was an increased emphasis on basic skills, making school years longer and more graduation requirements. Second, many began focusing on increasing teachers professionalism. Third, they began restructuring many things such as how the schools were organized and how the school day was structured etc. Now today the most of the American people believe that not enough money is given to public schooling. They associate academic improvement with the money the school is funded.

Thomas Hobbes was a divisive figure in his day and remains so up to today. Hobbes’s masterpiece, Leviathan, offended his contemporary thinkers with the implications of his view of human nature and his theology. From this pessimistic view of the natural state of man, Hobbes derives a social contract in order to avoid civil war and violence among men. Hobbes views his work as laying out the moral framework for a stable state. In reality, Hobbes was misconstruing a social contract that greatly benefited the state based on a misunderstanding of civil society and the nature and morality of man.

Education is an issue that touches everyone’s lives in one way or another. Whether you are a parent, student, teacher, taxpayer, or employee, the effects of education on society can be seen everyday. For this reason, public schools are a top concern among political leaders. Over the past twenty-five years, confidence in the nation’s public school system has dramatically declined. While the public for the most part seems to support their school district, criticism is not lacking. Recent years especially have shown dissipating support. It appears that the prevailing view is that public education, as a whole, is in bad condition and is in need of a renewed effort to fix it. Private schools seem to fare

Life in New Zealand in the late 1800’s was looking quite grim. Section 89 presented in the 1877 Education act, was considered important at the time because the government wanted the notion of building a nation and society, improving the lives of individuals, developing an economy, and to integrate different groups into ‘the social contract’ (Codd, J., & Openshaw, R, 2005) Education was perceived as a formula for this to happen. The reasons for exemptions, was firstly as stated by Charles Bowen (1877) “that it was not the intention to encourage children whose vocation is that of honest labour to waste in higher schools time which might be better spent in learning a trade” (Stephenson,2009 p.9). It was considered enough to gain basic skills in

Amidst the bloodshed of the English Civil War, Thomas Hobbes realizes the chaotic state of humanity, which gravitates towards the greatest evil. Hobbes’ underlying premises of human nature–equality, egotism, and competition–result in a universal war among men in their natural state. In order to escape anarchy, Hobbes employs an absolute sovereignty. The people willingly enter a social contract with one another, relinquishing their rights to the sovereign. For Hobbes, only the omnipotent sovereign or “Leviathan” will ensure mankind’s safety and security. The following essay will, firstly, examine Hobbes’ pessimistic premises of human nature (equality, egotism, and competition), in contrast with John Locke’s charitable views of humanity;

Bowles and Gintis felt it was important to write this article, because they believe that the politics of education are better understood in terms of the need for social control in an unequal and rapidly changing economic order. This point is illustrated on page 396 when the authors say, “The unequal

The mechanical analogy, contra the traditional organic and theological concepts of the state, became for Hobbes both apposite and inevitable. Civic conflict was leading to disaggregation of the contemporary 17th century English state, demonstrating to him that the sanctions which held it together were neither eternal nor 'natural.' [4, 5, 6].

From the complex ideas introduced in the selected passage, Hobbes proceeds to construct a very significant yet disputable argument in which he encourages the need to submit ourselves to political authority. He justifies that although men are rational they are naturally self-interested and thus require the authority of a sovereign to govern them. The

Women make up 51% of the New Zealand population, however, women in New Zealand parliament only make up just over 30% in parliament (2014). For women to be represented in parliament, it means that women need to be seen as a ‘norm’ in government, and therefore all positions of power. This under-representation can be linked to factors such as the environment and the culture of the New Zealand parliament and political parties. It is important to note that women are not a homogenous group; and we have to include ethnicity and class, which links into opportunity. This gender gap in parliament has caused societal issues to be silenced and minority groups to be left out of decision making and therefore society.