A Time Of Rapid Industrialization - 1713 Words

The period of time between the late 1800s and the early 1900s was a time of rapid industrialization in the United States. The great American author, Mark Twain, dubbed this period the â€Å"Gilded† Age. Gilded items are covered thinly with gold leaf or gold paint, which hides all that is inside. This idea is evident in this time period because America’s golden paint, or industrialization, was hiding all the economic and social problems on the inside. Although the Gilded Age brought along great advances in industrialization, it brought many new problems that were never experienced before. The politics of this time period came up short when it came to dealing with the economic and social issues it faced. Many of the economic problems of†¦show more content†¦Large corporations, like Rockefeller’s, also used vertical integration, which is â€Å"a model in which a company controlled all aspects of production from raw materials to finished goods† ( Henretta, Hindermarker, Edwards, Self, 2014, p. 547). By controlling all steps of the process, these businesses were able to lower their prices because they could get a cheaper supply of materials. The only con to vertical integration was that it required a large pool of starting capital to acquire the other businesses, which perpetuated the cycle of the rich getting richer. James Bryce, author of The American Commonwealth noted that during the Gilded Age there was a general â€Å"neglect of details of politics† that had â€Å"never been seen before†, which allowed these large companies to take control over the economy (Document 1). The government was too relaxed politically, and it was evident in how they handled their affairs with large corporations. Consequently, the general neglect of political details ended up lending itself kindly to some corrupt business practices. An example of these corrupt practices was a trust, which was â€Å"a small group of associ ates† who â€Å"hold stock from a group of combined firms† and managed â€Å"them as a single entity† (Henretta, 2014, p.548). These trusts were basically a cartel because they were established as a loose organization of businesses that would collude and control the market. The amount of power that large corporations possessed was not good

Ielts Task Free Essays

www. ieltsbuddy. com – Free online IELTS Advice IELTS Sample Essay – Alternative Medicine This IELTS sample essay tackles the subject of alternative medicine. We will write a custom essay sample on Ielts Task or any similar topic only for you Order Now When you are asked whether you agree (or disagree), you can look at both sides of the argument if you want. This shows that you have good academic skills as you are able to see both sides of the issue. It can also sometimes be a good idea to look at both sides of the argument because it may be easier for you to brainstorm ideas. If you just look at one side, you may run out of ideas. If you look at both, then there are more ideas to discuss. In this IELTS sample essay, the writer disagrees overall with the opinion presented – that alternative medicine is ineffective and possibly dangerous. However, in the first body paragraph the writer discusses what those who agree with this opinion think. In the second body paragraph the writer then gives the reasons why he/she disagrees. In other words: Body 1 = the disadvantages of alternative medicine Body 2 = the advantages of alternative medicine It is then a good balanced conclusion as the writer states that they are best used together. Question: You should spend about 40 minutes on this task. Present a written argument to an educated reader with no specialist knowledge of the following topic. Currently there is a trend towards the use of alternative forms of medicine. However, at best these methods are ineffective, and at worst they may be dangerous. To what extent do you agree with this statement? Give reasons for your answer and include any relevant examples from your own experience or knowledge. You should write at least 250 words. www. ieltsbuddy. com – Free online IELTS Advice www. ieltsbuddy. om – Free online IELTS Advice IELTS Sample Essay Model Answer Alternative medicine is not new. It is accepted that it pre-dates conventional medicine and it is still used by many people all over the world. I am unconvinced that it is dangerous, and feel that both alternative and conventional medicine can be useful. There are several reasons why the conventional medical community is often dismissive of alternatives. F irstly, there has been little scientific research into such medicine, so there is a scarcity of evidence to support the claims of their supporters. Furthermore, people often try such treatment because of recommendations from friends, and therefore come to the therapist with a very positive attitude, which may be part of the reason for the cure. Moreover, these therapies are usually only useful for long-term, chronic conditions. Acute medical problems, such as accidental injury, often require more conventional methods. On the other hand, there remain strong arguments for the use of alternatives. Despite the lack of scientific proof, there is a lot of anecdotal evidence to suggest that these therapies work. In addition, far from being dangerous, they often have few or no side effects, so the worst outcome would be no change. One of the strongest arguments for the effectiveness of alternative therapies in the West is that, whilst conventional medicine is available without charge, many people are prepared to pay considerable sums for alternatives. If they were totally unhelpful, it would be surprising if this continued. I strongly believe that conventional medicine and alternative therapies can and should coexist. They have different strengths, and can both be used effectively to target particular medical problems. The best situation would be for alternative therapies to be used to support and complement conventional medicine. (280 words) Comments The writer in this IELTS sample essay introduces the topic in the introductory paragraph (Alternative medicine†¦ ) and puts forward a clear view on the issue (I am unconvinced†¦ and feel†¦ ). The essay has a well-balanced argument looking at both sides of the issue. The first body paragraph expresses some doubt about alternative therapies (†¦ ittle scientific research.. .only useful for long term†¦ ), but in the second body paragraph the writer takes a different view (On the other hand†¦ ) and examines the benefits (†¦ few side effects). The writer’s concluding paragraph offers a strong opinion (I strongly believe†¦ ) and sums up the fact that both types of treatment are valid today. There is also a good range of grammatical structures (If they were totally unhelpful, it would be†¦ ), and connectors (despite the fact, in addition, finally). www. ieltsbuddy. com – Free online IELTS Advice How to cite Ielts Task, Papers

Education In France Essay Paper Example For Students

Education In France Essay Paper The education system in France: (source: European Union)I. Information on Community Law II. Information concerning the national education system III. Useful addresses I. Information on Community LawThe fundamental principle of non-discrimination on grounds of nationality between students studying in a foreign country and national students applies as regards admission to an educational or training establishment. This includes enrolment fee requirements and the conditions governing the award of a grant to cover such fees. In this respect, any Community citizen must be treated in the same way as national citizens. One example of the kind of problem which young people studying another country may encounter would be special requirements on admission, the need to pass tests or supply documentary evidence, or other such conditions which are not required of nationals, and which have no objective justification. Each Member States law provides for financial assistance for students in higher education. Some countries laws may make it possible for a grant to be transferred where a student decides to study in another country. In other words, the student may continue to receive financial aid from his/her country of origin while studying in another Member State. Students covered by the Erasmus chapter of the Socrates programme are treated more favourably than students who have changed countries outside the Community scheme or under an inter-university agreement. It goes without saying that such students are still covered by the principle of equal treatment in terms of admission conditions, with exemption from the requirement to pay any enrolment fee. In addition, though, they continue to receive grants or other forms of financial assistance from their country of origin, regardless of the general rules or any obstacles in the country in question concerning the transferability of grants. As regards recognition of periods of training completed in an establishment in another country, the Community legislation governing the programme requires that this be provided for in the form of agreements between the university of origin and the host university. Such recognition is not necessarily guaranteed where study periods or training periods are not wi thin the scope of the Socrates/Erasmus programme. The conditions set out in a. above constitute a minimum set of rights which apply to all students who do not enjoy a broader status under Community law. For instance, where a student is classified as a worker or as a child of a Community worker, the principle of equal treatment applies to other aspects of academic life as well, i.e. enrolment and maintenance grants, general academic benefits, and any other measure designed to facilitate the students education. II. Information concerning the national education systemCompulsory education: primary and lower secondary educationStructure and durationSchool attendance is compulsory between the ages of 6 and 16, and the requirement covers both primary school (ecole elementaire) and lower secondary school (college). Generally, pupils leaving the college (4 years) are 15 years of age; therefore they must still attend school full-time for at least one more year to satisfy the compulsory schooling requirement. Normally, they do so in a general and technological lycee or a vocational lycee. Primary education lasts five years from the age of 6 to the age of 11. It includes five classes divided into two cycles: the basic learning cycle which begins already in the upper section of nursery school (ecole maternelle) and continues in the first two years of primary school; and the consolidation cycle which covers the final three years before admission to the college. Lower secondary education lasts four years 6th, 5th, 4th and 3rd classes for pupils from the age of 11 to 15. It is divided into three cycles: the 6th class is the cycle of adaptation; the 5th and the 4th classes are the central cycle; and the 3rd is the specialisation cycle. School YearThe school year normally starts at the beginning of September and lasts for 36 weeks. AccessEntry requirementsAttendance at primary school is compulsory for all children from the age of 6. As a rule, parents are required to enrol their children in the school area in which they live, but exceptions are possible. All pupils who have completed the consolidation cycle of primary school are admitted to college at the latest when they are 12 years old. Tuition feesAll compulsory schooling is provided free of charge. The cost of books and other teaching materials is often borne by the municipality in the case of primary schools and by the county councils (Conseils generaux) in the case of colleges. LanguagesThe teaching of a foreign language in the last two years of the consolidation cycle of primary school has been introduced in certain schools on an experimental basis since 1989. Since 1995, teachers may, on a voluntary basis, give short, daily introductory classes in a foreign language to primary pupils (last year of basic learning cycle and first year of consolidation cycle). At college, the study of a first foreign language is compulsory from the 6th class, and the study of a second foreign or regional language is possible (compulsory as from September 1998) from the 4th class. Promotion1. Primary education:Each child has a report book (livret scolaire) which informs parents of the proposal of the Teachers Council of the cycle attended concerning the childs promotion to a higher class or cycle and the final decision taken. According to the pupils performance promotion can be delayed or advanced. 2. College:Marks are noted in a report which is sent to parents. Only in the 4th and 3rd classes are pupils results noted in a school report book and are taken into account for the award of the national certificate. Certification1. Primary education:Children who complete normal school attendance or have difficulties that are not covered by special education are promoted automatically from primary school to the first year of secondary school. There is no final examination and each pupil has the right to be admitted in the 6th class of college. Land Of Desire Persuasive EssayNumerus clausus: no numerus clausus rules are applied by French universities, except the medical faculties. In other subjects, students are admitted according to the institutions capacity. However, students have to pass the two-year degree (DEUG or DEUST) to be admitted to continue for further degrees. Grandes ecoles always apply the numerus clausus rule. Languages: to enter university, EU citizens must pass a language test to prove their oral and written knowledge of French. Some categories are excluded from this requirement. They are: citizens of countries where French is the official language; German students holding the Allgemeine Hochschulreife (general certificate of aptitude for higher education); students holding the French-German Baccalaureat; students holding the DALF (diplome approfondi de langue francaise). Students applying to grandes ecoles have to pass an entry examination and must therefore know French already. Tuition feesUniversity tuition fees for courses leading to national degrees are fixed each year by a decree of the Minister responsible for higher education. Foreign students from an EU Member State, with the exception of Erasmus students, must pay these fees, unless they are receiving a grant from the Ministry responsible for higher education. The same applies to all public higher-education establishments. Public and private ecole superieure fees are higher and vary. Academic recognition1.Recognition of certificate of aptitude for higher education:The holders of a foreign secondary school or higher education certificate wishing to study in France should apply to the establishment of their choice: decisions concerning the recognition of diplomas are taken by the head of the establishment in question. A full or partial academic waiver may be granted by an education committee, which takes its decision on a case-by-case basis. Some courses, however, have different entry requirements (medicine, pharmacy, paramedical training, architecture, agronomy, music, dance, plastic arts, etc.)2.Recognition of final qualifications:Information on the recognition of higher education qualifications awarded by other EU countries can be obtained at NARIC centres. Final qualificationsAt university level, intermediate and final qualifications are as follows: first cycle: DEUG (diplome detudes universitaires generales) or DEUST (diplome detudes universitaires scientifiques et technologiques), lasting two years (Baccalaureat +2); second cycle: basic and professional education leading to the degree of Licence (DEUG+1) and Maitrise (Licence+1); professional education leading to a technical Maitrise (DEUG+2); three-year study course leading to an engineering degree (Maitrise+1); study courses at IUP (university institutes of vocational education) and IUFM (university institutes for teacher training); third cycle: professional education leading to a certificate of advanced specialised studies (diplome detudes superieures specialisees DESS, Maitrise+1) or research training leading to an advanced studies certificate (diplome detudes approfondies DEA). The DEA can be followed by the Doctorat. All public and private institutions and grandes ecoles prov ide a final certificate in their field of specialisation. Financial assistanceGrants: two types of scholarship are available for both French and European citizens: those awarded on social criteria and those awarded to third-cycle students on the basis of academic and social criteria. Social grants are awarded taking account of family income and outgoings and, in some cases, students incomes. They apply to students who are under the age of 26 when they submit their first application and who wish to study for a national or other approved degree on a full-time basis. Students in the first or second cycles, students studying engineering, medicine or pharmacy, and students studying for a teaching qualification lose their entitlement to a grant if they have to repeat part of their course. Eligibility: scholarships are awarded on the basis either of family income and attendance at full-time courses or of students performance. Students must be enrolled in the first or second cycle, in technical higher education sections or in preparatory classes for grandes ecoles. They have to be under 26 if starting studies and promoted to the next class if already receiving a grant. University scholarships are awarded by the universities for third-cycle study courses (DESS, DEA and Doctorat). EU citizens are eligible for such aid in accordance with the Community rules explained in Section I.1 above. III. Useful addressesPrimary and secondary educationThe town hall (Mairie) in each municipality in France has an education department which is responsible for registering pupils in primary and pre-primary (nursery) schools. It also provides parents with the addresses of the regional and district education offices which have all the necessary information on entry to secondary education establishments (first and second cycle). With regard to pre-university education, parents should first contact the town hall of their municipality. Higher educationWith regard to higher education, foreign students with the necessary diplomas should apply to the establishment of their choice. The regional education offices can supply details of establishments in the region in which the students will be living. Academic recognitionNARIC (Network of National Academic Recognition Information Centres)Ministere de lEducation Nationale, de la Recherche et de la Technologie Sous-direction des relations multilaterales Bureau de laccueil, de la mobilite et de linformation internationale DRIC B3 110 rue de Grenelle F-75007 Paris Tel: (+33) 1 55.55.65.90Other useful addresses, as well as details of other Factsheets, are contained in the Citizens First Guides. Note: This Citizens First Factsheet is intended to provide guidance on EU law for information purposes only. It has been prepared by the European Commission with the help of national authorities and contains information on the national implementation of EU law. You are advised that the texts of Community legal instruments should be relied upon in case of doubt concerning the extent of a right or obligation arising from EU law.