Education System Essay Example for Free

Education System Essay The education system of India is very old. It has started from the ancient times. The Vedas, puranas, ayurveda, yoga represent some forms of education. There are evidences of imparting formal education in ancient India under the Gurukul system. Under the Gurukul system, young boys who were passing through the Brahmacharya stage of life had to stay at the Guru or the teachers home and complete their education. Earlier women and people of lower castes didnt have a right to educate themselves. But Jainism, Buddhism and Sufi movements had some liberating effects. The Britishers can be credited for bringing a revolution in the Indian education system because it is the English language and the reformation movements of the 19th century that had the most liberating effect in pre-independent India. India Education Present Condition  After independence, making education available to all had become a priority for the government. As discrimination on the basis of caste and gender has been a major impediment in the healthy development of the Indian society, they have been made unlawful by the Indian constitution. The 86th constitutional amendment has also made elementary education a fundamental right for the children between the age group- 6 to 14. According to the 2001 census, Total literacy rate 65.38%. The female literacy rate 54.16%. Only 59.4% of rural population is literate as against 80.3% urban population according to the 2001 census. Read more: http://www.ukessays.com/essays/education/education-system-of-india.php#ixzz2KBxKSaq0

What Purpose does Section one serve in a Reading of To Kill a Mockingbird? :: English Literature

What Purpose does Section one serve in a Reading of To Kill a Mockingbird? Section 1 of the novel 'To Kill a Mockingbird', by Harper Lee establishes the main style and themes of the narrative. It begins by giving a brief summary of the history of the Finch family before setting the scene for the main action of the novel. It introduces the reader to the main characters who will, Scout, Jem, Atticus and Miss Maudie and some of the families who are relevant to the story, the Radleys and the Ewells. Some of the themes of the book become apparent in the first section and are then continued and elaborated on in the second half. Questions are also raised that arouse the reader's interest and encourage them to read on. From the first page it becomes apparent to the reader the book is written in first person tense, but it is several pages before the reader is informed that the story is to be related by a six year-old girl. The protagonist of the novel is Scout, a proud, headstrong girl who claims that she 'Never loved to read. One does not love breathing'. The story begins by her commenting on events that do not become clear until the end of the novel. She says 'I maintain that the Ewells started it all' but she does not explain what they started and the reader only discovers what she means as more of the story is revealed. This catches the attention of the reader, as their curiosity is aroused and they want to know what she is talking about. The writer then goes on to write a short history of the Finch family and a description of each of the characters immediately involved in the story; Atticus, Calpurnia and Dill. This provides a background to the events that are yet to happen and gets the reader to wish to know more about these people. The reader then becomes acquainted with their characters, attitudes and opinions and this provides the reader with some knowledge of how they will react to the events that happen in the second part of the novel. The first chapter also describes the events relating to the Radley family. It is a bit of a myth made from rumours that have been passed on from person to person until it the stories become completely unbelievable. This is humorous because the reader can see through Scout's eyes and although these things are completely ridiculous they can see that believes them. These events are not concluded and the reader can see that there will be more about this family in the second

Making Your Own Luck

I should never have thrown the chain letter away. The letter clearly warned me that if I did, I would have one day of bad luck. I did not believe it, so I threw the silly piece of paper in the garbage. I thought the friend who sent me the letter was just a superstitious fool. Letters do not bring you luck. You make your own! That night, however, as I fell asleep, I had the uncomfortable feeling that something was not quite right. When I woke up the next morning, I was surprised to find that I had overslept and would be late for work.As I rushed down the stairs to eat a quick breakfast, I tripped over my bag and spilled glassofwateronthepileofdocuments, whichI should have presentedat the meetingthat morning. Because themeetingwasabouttobegin, Irushedto getmycaranddriveto the officeveryquickly. However, bad luck happened to me again; my car was covered by snow from last night, so I needed to take time to make them melt. On my way to work, I decided to take a shortcut through an old par t of town. I drove to an old rough road which people rarely use daily. However, when I was very close to my office, I noticed there was an accident in the front of my car.Suddenly, I heard a noisy police car and people tried to change to another lane, and I was stuck in a traffic jam. After a while, I finally arrived at work. When I arrived at work, I found a note on my desk from my boss. She wanted to see me right away. I took a deep breath and walked into her office. As I stepped inside, I noticed a scowl on her face. Of course, she scolded me for arriving late and for not preparing well for the meeting. She had had to start the meeting without any help. Because of her rage, I was received a warning letter. At 5 PM, I left my office and went home feeling very tired and disappointed.Finally, after a long and difficult day, I returned home to find that my air conditioner was broken. I could not take it anymore! It had been the worst day of my life, and I did not want anything else t o happen. I rushed to the garbage can and dug around for the chain letter I had thrown away the day before. It was covered with coffee grounds and potato peels, but I could still read the words: â€Å"Send ten copies of this letter to your friends and you will have good luck for a year. † I sat down at the kitchen table and began to make copies for ten of my friends. They could take their chances, but I was not going to have any more bad luck!

Maximus Quest For Freedom - 965 Words

Ridley Scott’s epic film, Gladiator, considered one of the greatest films in recent years, won five Academy Awards, including Best Picture. Scott’s film, tells the story of the fall and rise of the great Roman General, Maximus Decimus Meridius. The Roman Emperor, Marcus Aurelius, tells Maximus that he wishes that he ( ) the emperor after his death, instead of his son, Commodus. Angry, Commodus, murders his own father, thus becoming the emperor, and sentences Maximus and his family to death. Maximus escapes, but the Emperor’s men murder his family and burn his home. Slave traders, capture Maximus, and sell him into slavery. Maximus must rise to the top once more, and enact his revenge on Commodus. Through a liberal humanistic†¦show more content†¦This shows the viewer that greatness comes not from killing many people, but from ones own consciousness, and beliefs. Maximus has not become a decorated warrior and hero, by just killing people, he has u sed his own beliefs, and fought for what he believes correct. His fall and rise, allow the reader to see exactly what he believes, and reveals his quest for freedom. Throughout the film, Maximus does not want glory or fame, but only wants revenge and eventual freedom. The film holds this theme and meaning within the scenes themselves, and the viewer does not need any background information. Scott’s film presents the overall purpose of he enhancement of life. Maximus, plays the role of the hero, who rises, and takes his revenge. Although Maximus kills many people, he does so righteously, trying desperately to avenge his murdered family, and gain his freedom. Not once does maximus kill innocent people, or take the lives of those who did him no wrong. He only wants vengeance, on those who betrayed and wronged him, those who made him a slave, and murdered his family. At one point, Maximus screams to the crowd, â€Å"are you not entertained,† mocking their vile chee ring, and death chants. The people however do not hear his mocking tone, but cheer louder, rooting him on. Maximus never betrays his fellow soldiers, or harms innocent people, he kills the people who block him from hisShow MoreRelatedLiberal Humanistic Critique of Gladiator Essay897 Words   |  4 Pagesthe fall and rise of the great Roman General, Maximus Decimus Meridius. The Roman Emperor, Marcus Aurelius, tells Maximus that he wishes that he become his successor, instead of his son, Commodus. Angry, Commodus, murders his own father, thus becoming the emperor, and sentences Maximus and his family to death. He escapes, but the Emperor’s men murder his family and burn his home. Slave traders, then capture him, and sell him into slavery. Maximus swears revenge, and must fight for his murderedRead MoreSlavery Has Become A Big Hit For The Film Industry1325 Words   |  6 Pagesinterest for his gladiators. This is demonstrated when Proximo gives Maximus the advice that ultimately help him become one of his best gladiator. He tells him â€Å"Listen to me. Learn from me. I wasn t the best because I killed quickly. I was the best because the crowd loved me. Win the crowd and you ll win your freedom.† This advice is what delivered the turning point of Maximus gladiator career. Proximo’s words inspired Maximus to win the crowd’s support and thus become invincible. The support ofRead MoreStatement of Purpose23848 Words   |  96 Pagesschool has given me sufficient time to search . . . for graduate programs that best suit my needs. UC Berkeley s history program looms large in my mind, largely because of its outstanding faculty and interdisciplinary approach to history. In my own quest for a suitable graduate program, I was thrilled to learn that Professors Thomas Laqueur and Carla Hesse both taught at Berkeley. Professor Laqueur s book, Making Sex: Body and Gender from the Greeks to Freud, stands out among the many books I read