title: Ken Schrader

text: Despite his retirement, Schrader said he would drive an entry in the 2014 Truck race at Eldora. While he was originally entered in Haas Racing Development's No. 00 truck, he instead drove his own No. 52 Federated Auto Parts truck. Schrader finished fourth; his best NASCAR finish in several years. In the 2015 Mudsummer Classic, Schrader finished 11th after starting third. In the 2016 race, now known as the Aspen Dental Eldora Dirt Derby, he drove the No. 71 Chevrolet to 12th-place finish.


title: Ken Schrader

text: On May 27, 2017, Schrader entered into the Little 500 sprint car race held at Anderson Speedway in Anderson, Indiana, where he finished tenth. In July, he returned to the Eldora Truck race, driving the No. 66 Silverado for Bolen Motorsports.


title: Ken Schrader

text: Schrader resides in Concord, North Carolina. He is married, to his wife, Ann. and they have two children.


title: History of education in England

text: The history of education in England is documented from Saxon settlement of England, and the setting up of the first cathedral schools in 597 and 604.


title: History of education in England

text: Education in England remained closely linked to religious institutions until the nineteenth century, although charity schools and "free grammar schools", which were open to children of any religious beliefs, became more common in the early modern period. Nineteenth century reforms expanded education provision and introduced widespread state-funded schools. By the 1880s education was compulsory for children aged 5 to 10, with the school leaving age progressively raised since then, most recently to 18 in 2015.


title: History of education in England

text: The education system was expanded and reorganised multiple times throughout the 20th century, with a Tripartite System introduced in the 1940s, splitting secondary education into grammar schools, secondary technical schools and secondary modern schools. In the 1960s this began to be phased out in favour of comprehensive schools. Further reforms in the 1980s introduced the National Curriculum and allowed parents to choose which school their children went to. Academies were introduced in the 2000s and became the main type of secondary school in the 2010s.


title: History of education in England

text: Scotland has a separate system; see History of education in Scotland, much of the information listed below is relevant to Wales but specific information on the development of Education in Wales can be found here.


title: History of education in England

text: Prior to the arrival of Augustine of Canterbury in England in 597 education was an oral affair, or followed the Roman model in diaspora and integrated families.


title: History of education in England

text: The earliest known organized schools in England were connected to the church. Augustine established a church in Canterbury (which later became St Augustine's Abbey) in 598, which included a school for the study of religious texts, and in 604 this was joined by another school at what is now Rochester Cathedral. Further schools were established throughout the British Isles in the seventh and eighth centuries, generally following one of two forms: grammar schools to teach Latin, and song schools to train singers for cathedral choirs.


title: History of education in England

text: During the Middle Ages, schools were established to teach Latin grammar to the sons of the aristocracy destined for priesthood or monastic work with the ministry of government or the law. Two universities were established in affiliation with the church: the University of Oxford, followed by the University of Cambridge, to assist in the further training of the Catholic Christian clergy. A reformed system of "free grammar schools" was established in the reign of Edward VI; these too provided routes towards priesthood. Apprenticeship was the main way for youths to enter practical occupations.


title: History of education in England

text: Independent schools have a long history in England; some were set up before the tenth century. The oldest is King's School, Canterbury, which was founded in 597. Many were charity schools. A group of these schools, much later, invoked the name "public school" to differentiate from private teaching by tutors and to indicate that they were open to the public regardless of religious beliefs, locality and social status.


title: History of education in England

text: In Tudor England, Edward VI reorganised grammar schools and instituted new ones so that there was a national system of "free grammar schools." In theory these were open to all, offering free tuition to those who could not afford to pay fees. The vast majority of poor children did not attend these schools since their labour was economically critical to their families.


title: History of education in England

text: The Protestant Reformation had a major influence on education and literacy in England, as it encouraged the reading of the Bible in English ("the vernacular").


title: History of education in England

text: In 1562 the Statute of Artificers and Apprentices was passed to regulate and protect the apprenticeship system, forbidding anyone from practising a trade or craft without first serving a 7-year period as an apprentice to a master. Guilds controlled many trades and used apprenticeships to control entry. (In practice sons of Freemen, members of the guilds, could negotiate shorter terms of training).


title: History of education in England

text: Following the Act of Uniformity in 1662, religious dissenters set up academies to educate students of dissenting families, who did not wish to subscribe to the articles of the established Church of England. Some of these 'dissenting academies' still survive, the oldest being Bristol Baptist College. Several Oxford colleges (Harris Manchester, Mansfield, and Regent's Park) are also descendants of this movement.


title: History of education in England

text: From 1692, 'parish' apprenticeships under the Elizabethan Poor Law came to be used as a way of providing for poor, illegitimate and orphaned children of both sexes alongside the regular system of skilled apprenticeships, which tended to provide for boys from slightly more affluent backgrounds. These parish apprenticeships, which could be created with the assent of two Justices of the Peace, supplied apprentices for occupations of lower status such as farm labouring, brickmaking and menial household service.


title: History of education in England

text: Until as late as the nineteenth century, all university fellows and many schoolmasters were expected or required to be in holy orders.


title: History of education in England

text: Schoolmistresses typically taught the three Rs (reading, writing and 'rithmetic) in dame schools, charity schools, or informal village schools.


title: History of education in England

text: Historian David Mitch argues that private philanthropy was a major source of funding by the 1640s, and in that regard England was distinctive among modern nations. The endowments were permanent, and were still active in the 19th century. In addition to the landed elites in gentry, merchants and clergy were generous in supporting educational philanthropy. The national system that was developed in the last two thirds of the 19th century incorporated the earlier endowments philanthropies.


title: History of education in England

text: In the early years of the Industrial Revolution entrepreneurs began to resist the restrictions of the apprenticeship system, and a legal ruling established that the Statute of Apprentices did not apply to trades that were not in existence when it was passed in 1563, thus excluding many new 18th century industries.


title: History of education in England

text: In the 18th and 19th centuries, the Society for Promoting Christian Knowledge founded many charity schools for poor students in the 7 to 11 age group. These schools were the basis for the development of modern concepts of primary and secondary education. The Society also was an early provider of teacher education.


title: History of education in England

text: Robert Raikes initiated the Sunday School Movement, having inherited a publishing business from his father and become proprietor of the "Gloucester Journal" in 1757. The movement started with a school for boys in the slums. Raikes had been involved with those incarcerated at the county Poor Law (part of the jail at that time); he believed that "vice" would be better prevented than cured, with schooling as the best intervention. The best available time was Sunday, as the boys were often working in the factories the other six days. The best available teachers were lay people. The textbook was the Bible. The original curriculum started with teaching children to read and then having them learn the catechism, reasoning that reading comprehension acquired through Bible study could be transferred to secular studies.


title: History of education in England

text: Raikes used his newspaper to publicize the schools and bore most of the cost in the early years. The movement began in July 1780 in the home of a Mrs. Meredith. Only boys attended, and she heard the lessons of the older boys who coached the younger. Later, girls also attended. Within two years, several schools opened in and around Gloucester. Raikes published an account on 3 November 1783 of Sunday School in his paper, and later word of the work spread through the "Gentleman's Magazine", and in 1784, a letter to the "Arminian Magazine".


title: History of education in England

text: The original schedule for the schools, as written by Raikes was "The children were to come after ten in the morning, and stay till twelve; they were then to go home and return at one; and after reading a lesson, they were to be conducted to Church. After Church, they were to be employed in repeating the catechism till after five, and then dismissed, with an injunction to go home without making a noise."


title: History of education in England

text: In the 19th century the Church of England sponsored most formal education until the government established free, compulsory education towards the end of that century. University College London was established as the first secular college in England, open to students of all religions (or none), followed by King's College London; the two institutions formed the University of London. Durham University was also established in the early nineteenth century. Towards the end of the century, the "redbrick" universities, new public universities, were founded.


title: History of education in England

text: Since the establishment of Lady Margaret Hall (Oxford) Bedford College (London), Girton College (Cambridge) and Somerville College (Oxford) in the 19th century, women also can obtain a university degree.


title: History of education in England

text: Prior to the nineteenth century, most schools were run by church authorities and stressed religious education. The Church of England resisted early attempts for the state to provide secular education. In 1811, the Anglican National Society for Promoting the Education of the Poor in the Principles of the Established Church in England and Wales was established. The schools founded by the National Society were called National Schools. Most of the surviving schools were eventually absorbed into the state system under the Butler Act (1944), and to this day many state schools, most of them primary schools, maintain a link to the Church of England, reflecting their historic origins. The Protestant non-conformist, non-denominational, or "British schools" were founded by "Society for Promoting the Lancasterian System for the Education of the Poor", an organisation formed in 1808 by Joseph Fox, William Allen and Samuel Whitbread and supported by several evangelical and non-conformist Christians.


title: History of education in England

text: In 1814, compulsory apprenticeship by indenture was abolished. By 1831, Sunday School in Great Britain was ministering weekly to 1,250,000 children, approximately 25% of the population. As these schools preceded the first state funding of schools for the common public, they are sometimes seen as a forerunner to the current English school system.


title: History of education in England

text: In 1818, John Pounds, known as the "crippled cobbler", set up a school and began teaching poor children reading, writing, and arithmetic without charging fees.


title: History of education in England

text: After John Pounds' death in 1839 Thomas Guthrie wrote "Plea for Ragged Schools" and started a ragged school in Edinburgh, another one was started in Aberdeen. In 1844 Anthony Ashley-Cooper, 7th Earl of Shaftesbury formed the 'Ragged School Union' dedicated to the free education of destitute children and over the next eight years over 200 free schools for poor children were established in Britain. with some 300,000 children passing through the London Ragged Schools alone between 1844 and 1881.


title: History of education in England

text: In August 1833, Parliament voted sums of money each year for the construction of schools for poor children, the first time the state had become involved with education in England and Wales (whereas a programs for universal education in Scotland had been initiated in the seventeenth century). A meeting in Manchester in 1837, chaired by Mark Philips, led to the creation of the Lancashire Public Schools' Association. The association proposed that non-denominational schools should be funded from local taxes.


title: History of education in England

text: In 1839 government grants for the construction and maintenance of schools were switched to voluntary bodies, and became conditional on a satisfactory inspection.


title: History of education in England

text: In 1840 the "Grammar Schools Act" expanded the Grammar School curriculum from classical studies to include science and literature. In 1861 the "Royal Commission on the state of popular education in England", chaired by the Duke of Newcastle, reported "The number of children whose names ought [in summer 1858 in England and Wales] to have been on the school books, in order that all might receive some education, was 2,655,767. The number we found to be actually on the books was 2,535,462, thus leaving 120,305 children without any school instruction whatever."


title: History of education in England

text: In fee-charging public schools, which served the upper-class, important reforms were initiated by Thomas Arnold in Rugby. They redefined standards of masculinity, putting a heavy emphasis on sports and teamwork.


title: History of education in England

text: Robert Lowe (1811-1892), a powerful Liberal politician who worked closely with Prime Minister Gladstone, was a key reformer. He agreed with the consensus against too much centralization in English education, but wanted to improve educational standards, and prevent the waste of public money on inefficient teaching, especially in church schools. He introduced a revised code in 1861; future grants would be allocated not by the subjective judgment of inspectors but rather on the basis of the number of students passing an examination in reading, writing, and arithmetic. It was known as ‘payment by results’. The code ended the favouritism often shown by inspectors; it came under attack by schoolteachers, inspectors, and Anglican and dissenting opponents of state activity.


title: History of education in England

text: Out of 4.3 million children of primary school age in England & Wales, 1 million were in purely voluntary schools and 1.3 million were in state aided schools, but 2 million had no access to schools whatsoever.


title: History of education in England

text: William Forster's Elementary Education Act 1870 required partially state-funded board schools to be set up to provide elementary (primary, in modern parlance) education in areas where existing provision was inadequate. Board schools were managed by elected school boards. The schools remained fee-charging, but poor parents could be exempted. The previous government grant scheme established in 1833 ended on 31 December 1870.


title: History of education in England

text: Section 74 of the Act empowered school boards to, if they wished, make local byelaws making attendance compulsory between the ages of 5 and 13 but exempting any child aged over 10 who had reached the expected standard (which varied by board). Other exceptions included illness, if children worked, or lived too far from a school.


title: History of education in England

text: Two measures in the Act became, for religious reasons, matters of controversy within the governing Liberal Party. Firstly, nonconformists objected to their children being taught Anglican doctrine. As a compromise, William Cowper-Temple (pronounced "Cooper-Temple"), a Liberal MP, proposed that religious teaching in the new state schools be non-denominational, in practice restricted to learning the Bible and a few hymns: this became the famous Cowper-Temple clause (Section 14 of the Act). Section 7 also gave parents the right to withdraw their children from any religious instruction provided in board schools, and to withdraw their children to attend any other religious instruction of their choice.


title: History of education in England

text: Secondly, Section 25 gave school boards the power to, if they chose, pay the fees of poor children attending voluntary (i.e. church) schools. Although few school boards actually did so, the provision caused great anger among nonconformists, who saw this as local ratepayers’ money being spent on Church of England schools. A large conference was held at Manchester in 1872 to lead resistance to the section, and one of the campaigners was the Birmingham politician Joseph Chamberlain, who emerged as a national figure for the first time. The resulting splits (some education campaigners, including Chamberlain, stood for Parliament as independent candidates) helped to cost the Liberals the 1874 election.


title: History of education in England

text: The "Sandon Act" ("Act of 1876") imposed a legal duty on parents to ensure that their children were educated. The Elementary Education Act 1880 (the "Mundella Act") required school boards to enforce compulsory attendance from 5 to 10 years, and permitted them to set a standard which children were required to reach before they could be employed. Poorer families were often tempted to send their children to work if the opportunity to earn an extra income was available. Attendance officers often visited the homes of children who failed to attend school, which often proved to be ineffective. Children who were employed were required to have a certificate to show they had reached the "educational standard". Employers of these children who were unable to show this were penalised.


title: History of education in England

text: The Elementary Education Act 1891 provided for the state payment of school fees up to ten shillings per head, making primary education effectively free.


title: History of education in England

text: The Elementary Education (School Attendance) Act 1893 raised the school leaving age to 11. The Elementary Education (Blind and Deaf Children) Act of the same year extended compulsory education to blind and deaf children, and made provision for the creation of special schools.


title: History of education in England

text: The Voluntary Schools Act 1897 provided grants to public elementary schools not funded by school boards (typically Church schools).


title: History of education in England

text: In the late Victorian period grammar schools were reorganised and their curriculum was modernised. Latin was still taught.


title: History of education in England

text: The Technical Instruction Act 1889 was passed. According to D. Evans, "It gave powers to the County Councils and the Urban Sanitary Authorities to levy a penny tax to support technical and manual instruction. The curricula in technical institutions also had to be approved by the Science and Art Department. In the following year the Local Taxation Act introduced the 'whiskey tax', which made extra money available for technical instruction."


title: History of education in England

text: From April 1900 higher elementary schools were recognised, providing education from the age of 10 to 15.


title: History of education in England

text: The controversial Conservative Education Act 1902 (or 'Balfour Act') made radical changes to the entire educational system of England and Wales. It weakened the divide between schools run by the 2,568 school boards and the 14,000 church schools, administered primarily by the Church of England, which educated about a third of children. Local Education Authorities were established, which were able to set local tax rates, and the school boards were disbanded. Funds were provided for denominational religious instruction in voluntary elementary schools, owned primarily by the Church of England and Roman Catholics. The law was extended in 1903 to cover London.


title: History of education in England

text: G. R. Searle, like nearly all historians, argues the Act was a short-term political disaster for the Conservative Party because it outraged Methodists, Baptists and other nonconformists. It subsidised the religions they rejected. However Searle argues it was a long-term success. The Church schools now had some financing from local ratepayers and had to meet uniform standards. It led to a rapid growth of secondary schools, with over 1000 opening by 1914, including 349 for girls. Eventually (in 1944), the Anglican schools were effectively nationalised. Grammar schools also became funded by the LEA. The act was of particular significance as it allowed for all schools, including denominational schools, to be funded through rates (local taxation), and ended the role of locally elected school boards that often attracted women, non-conformists and labour union men. The Liberals came to power in 1906, but their attempt to repeal the act was blocked by the House of Lords, setting up a major constitutional confrontation.


title: History of education in England

text: In the long run the Nonconformist schools practically vanished. In 1902 the Methodists operated 738 schools, but these rapidly declined throughout the 20th century. Only 28 remained in 1996.


title: History of education in England

text: The Fisher Education Act 1918 made secondary education compulsory up to age 14 and gave responsibility for secondary schools to the state. Under the Act, many higher elementary schools and endowed grammar schools sought to become state funded central schools or secondary schools. However, most children attended elementary (primary, in modern parlance) school until age 14, rather than going to a separate school for secondary education.


title: History of education in England

text: The act was also known as the "Fisher Act" as it was devised by H. A. L. Fisher. The act enforced compulsory education from 5–14 years, but also included provision for compulsory part-time education for all 14- to 18-year-olds. There were also plans for expansion in tertiary education, by raising the participation age to 18. This was dropped because of the cuts in public spending after World War I. This is the first act which starting planning provisions for young people to remain in education until the age of 18. The 1918 act was not immediately implemented, instead waiting until an act in 1921 before coming into effect.


title: History of education in England

text: After the passing of the Local Government Act 1929, Poor Law schools became state funded elementary schools. The concept of junior technical schools was introduced in the 1930s to provide vocational education at secondary level, but few were ever opened.


title: History of education in England

text: In 1937 historian G.A.N. Lowndes identified a "Silent Social Revolution" in England and Wales since 1895 that could be credited to the expansion of public education:


title: History of education in England

text: A report of 1938 of a committee chaired by Will Spens, a former Vice-Chancellor of the University of Cambridge, recommended that entry to schools would be based on intelligence testing. This was followed by the Norwood Report of 1943 which advocated the "Tripartite System" of secondary education which was introduced in the late 1940s.


title: History of education in England

text: The Education Act 1944 was an answer to surging social and educational demands created by the war and the widespread demands for social reform. The Education Act 1944, relating to England and Wales, was authored by Conservative Rab Butler and known as "the Butler Act", defined the modern split between primary education and secondary education at age 11.


title: History of education in England

text: The Butler Act was also an historic compromise between church and state. Three new categories of schools were created. The first were Voluntary Controlled schools whose costs were met by the State, and would be controlled by the local education authority. The school kept the title deeds to the land, but taught an agreed religious education syllabus. These schools were favoured by the Anglicans: over half their schools chose this status, and were soon effectively absorbed into the state system. The second were Voluntary Aided schools, which retained greater influence over school admission policies, staffing and curriculum, and which were preferred by the Roman Catholics and by some Anglican schools. They would have all of their running costs met by the State, but their capital costs would only be 50% state funded (later increased to 75% by the Education Act 1959, and now 90%). The third were Direct Grant Schools: former independent schools, often town grammar schools and predominantly in the north of England, who accepted a state grant in return for providing free education to many students but still charging for others. The state had little control on syllabus or admissions policy. The schools kept their title deeds.


title: History of education in England

text: The elite system of public schools was practically unchanged; Butler assembled a committee which produced the Fleming Report of July 1944, recommending that places at public schools be made available to state-funded scholarships, but its recommendations were not implemented.


title: History of education in England

text: The school leaving age was raised to 15 under the Butler Act, with an aspiration to raise it in time to 16, although this did not take place until the early 1970s (see below). The Act also recommended compulsory part-time education for all young people until the age of 18, but this provision was dropped so as not to overburden the post-war spending budget (as had happened similarly with the Act of 1918).


title: History of education in England

text: Changes in government approaches towards education meant that it was no longer regarded adequate for a child to leave education aged 14, as that is the age when they were seen to really understand and appreciate the value of education, as well as being the period when adolescence was at its height. It was beginning to be seen as the worst age for a sudden switch from education to employment, with the additional year in schooling to only provide benefits for the children when they leave. Although there were concerns about the effects of having less labour from these children, it was hoped that the outcome of a larger quantity of more qualified, skilled workers would eliminate the deficit problem from the loss of unskilled labour.


title: History of education in England

text: The 1944 Act took effect in 1947 when the Labour Party was in power and it adopted the Tripartite System, consisting of grammar schools, secondary modern schools and secondary technical schools. It rejected the comprehensive school proposals favoured by a few in the Labour Party as more equalitarian. Under the tripartite model, students who passed an exam were able to attend a prestigious grammar school. Those who did not pass the selection test attended secondary modern schools or technical schools.


title: History of education in England

text: The new law was widely praised by Conservatives because it honoured religion and social hierarchy, by Labour because it opened new opportunities for the working class, and by the general public because it ended the fees they had to pay. The act became a permanent part of the Post-war consensus supported by the three major parties.


title: History of education in England

text: However, selection of academical gifted children to attend grammar school became increasingly controversial in the 1960s. Critics on the left attacked grammar schools as elitist because a student had to pass a test at age 11 to get in. Defenders argued that grammar schools allow pupils to obtain a good education through merit rather than through family income. No changes were made. In some areas, notably that of the London County Council, comprehensive schools had been introduced. They had no entrance test and were open to all children living in the school catchment area. However, despite tentative support for 'multilateralism' in secondaries, and a desire to raise the standard of secondary moderns to that of private institutions, from Minister for Education Ellen Wilkinson, the majority of Labour MPs were more concerned with implementing the 1944 Act; her successor George Tomlinson saw this through, although the secondary technicals remained underdeveloped.


title: History of education in England

text: In 1965 the Labour government required all local education authorities to formulate proposals to move away from selection at eleven, replacing the tripartite system with comprehensive schools. This was done by the minister Tony Crosland by means of Circular 10/65 and withholding funding from any school that sought to retain selection. This circular was vehemently opposed by the grammar school lobby. Some counties procrastinated and retained the Tripartite System in all but a few experimental areas. Those authorities have locally administered selection tests.


title: History of education in England

text: The Circular also requested consultation between LEAs and the partially state-funded direct grant grammar schools on their participation in a comprehensive system, but little movement occurred. The 1970 report of the Public Schools Commission chaired by David Donnison recommended that the schools choose between becoming voluntary aided comprehensives and full independence. This was finally put into effect by the Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975. Some schools (almost all Catholic) became fully state-funded, while the majority became independent fee-paying schools.


title: History of education in England

text: In 1973 the introduction of the Education (Work Experience) Act allowed LEAs to organise work experience for the additional final year school students.


title: History of education in England

text: In some counties around the country, these changes also led to the introduction of Middle schools in 1968, where students were kept at primary or junior school for an additional year, meaning that the number of students in secondary schools within these areas remained virtually constant through the change. , there are now fewer than 400 middle schools across England, situated in just 22 Local Education Authorities.


title: History of education in England

text: In 1964, preparations had begun to raise the school leaving age to 16 to be enforced from 1 September 1973 onwards. This increased the legal leaving age from 15 to 16 and for one year, 1973, there were no 15-year-old school leavers as the students, by law, had to complete an additional year of education.


title: History of education in England

text: Many secondary schools were unable to accommodate the new 5th year students. The solution to the problem was to construct new buildings (often referred to as ""ROSLA Buildings"" or ""ROSLA Blocks"") for the schools that needed to extend their capacity. This provided the space to cope with the new cohort of "ROSLA students". The ROSLA Buildings were delivered to schools in self assembly packs and were not intended to stand long-term, though some have proven to have stood much longer than was initially planned and were still in use in the 2010s.


title: History of education in England

text: The 1967 Plowden Report advocated a more child-centred approach to primary education, and also supported the introduction of middle schools. While many of the report's recommendations were never implemented, primary schools began to move away from rote learning in the late 1960s and 1970s.


title: History of education in England

text: High technology industry (Aerospace, Nuclear, Oil & Gas, Automotive, Power Generation and Distribution etc.) trained its professional engineers via the advanced apprenticeship system of learning – usually a 5-year process. The higher Apprenticeship framework in the 1950s, 60s and 70s was designed to allow young people (16 years) an alternative path to A Levels to achieve an academic qualification at level 4 or 5 NVQ (National Vocational Qualification). The Higher Apprenticeship Framework was open to young people who had a minimum of 4 GCE "O" Levels to enrol in an Ordinary National Certificate or Diploma or a City & Guilds technician course. For advanced engineering apprenticeships "O" Levels had to include Mathematics, Physics, and English language. The advanced apprenticeship framework's purpose was to provide a supply of young people seeking to enter work-based learning via apprenticeships by offering structured high value learning and transferable skills and knowledge. These apprenticeships were enabled by linking industry with local technical colleges and professional Engineering Institutions.


title: History of education in England

text: The Advanced Apprenticeship Framework offered clear pathways and outcomes that addressed the issues facing the industry. This system was in place since the 1950s. The system provided young people with an alternative to staying in full-time education beyond 16/18 to gain pure academic qualifications without work-based learning. The Advanced Apprenticeships of the 1950s, 60s and 70s provided the necessary preparation towards Engineering Technician, Technician Engineer or Chartered Engineer registration. Apprentices undertook a variety of job roles in numerous technical functions to assist the work of engineers, in the design, development, manufacture and maintenance of production system.


title: History of education in England

text: Industry Training Boards (ITBs) were introduced by the Industrial Training Act (1964 and amended 1982), requiring employers in a number of sectors to pay a training levy to their industry training board or apply a similar sum to the provision of training to their employees. Later phased out, the Construction Industry Training Board survives (as of 2018).


title: History of education in England

text: In modern times, apprenticeship became less important, especially as employment in heavy industry and artisan trades has declined since the 1980s. Traditional apprenticeships reached their lowest point in the 1980s: by that time, training programmes were rare and people who were apprentices learned mainly by example.


title: History of education in England

text: Following the 1979 General Election, the Conservative Party regained power under Margaret Thatcher. In the early period it made two main changes:


title: History of education in England

text: In 1986, National Vocational Qualifications (NVQs) were introduced, in an attempt to revitalise vocational training. Still, by 1990, apprenticeship took up only two-thirds of one percent of total employment.


title: History of education in England

text: The 1988 Education Reform Act made considerable changes to the education system. These changes were aimed at creating a 'market' in education with schools competing with each other for 'customers' (pupils). The theory was that "bad" schools would lose pupils to the "good" schools and either have to improve, reduce in capacity or close.


title: History of education in England

text: In 1994, the government introduced Modern Apprenticeships (since renamed 'Apprenticeships'), based on frameworks devised by Sector Skills Councils. These frameworks contain a number of separately certified elements:


title: History of education in England

text: Under section 8(4) of the Education Act 1996, a new single school leaving date was set for 1998 and all subsequent years thereafter. This was set as the last Friday in June in the school year which the child reaches the age of 16.


title: History of education in England

text: Under section 7 of the Act, it was made an obligation for parents to ensure a full-time education for their children either at school or "otherwise" which formalised the status of home education.


title: History of education in England

text: New Labour adopted an "Education, Education, Education" slogan in the mid-1990s, but maintained many of the Conservative changes after returning to power after the 1997 general election. The following changes did take place, however:


title: History of education in England

text: Although the Government-run eleven-plus exam selection exam for all children had now been abolished, voluntary selection tests continue in certain areas, where some of the original grammar schools have been retained. These areas include: Northern Ireland and some English counties and districts including Devon, Dorset, Kent, Buckinghamshire, Essex, Birmingham, Trafford, Wiltshire, North Yorkshire, Calderdale, Kirklees, Wirral, Warwickshire, Gloucestershire, Lincolnshire and some London boroughs such as Bexley, Kingston-upon-Thames and Redbridge. There have been various (so far unsuccessful) attempts by campaigners to abolish all remaining grammar schools. The remaining grammar schools are now thus still selective, typically taking the top 10-25% of those from the local catchment area. Some of the still-existing grammar schools in the United Kingdom can trace their history back to earlier than the sixteenth century.


title: History of education in England

text: The Academies Act 2010, one of the first government bills introduced in the Conservative – Liberal Democrat coalition government, allowed publicly funded schools in England to become academies, still publicly funded but with a vastly increased degree of autonomy in issues such as setting teachers' wages and diverging from the National Curriculum. This also led to various mergers between schools into much larger Academies.


title: History of education in England

text: The Education Act 2011 made changes to many areas of educational policy, including the power of school staff to discipline students, the manner in which newly trained teachers are supervised, the regulation of qualifications, the administration of local authority maintained schools, academies, the provision of post-16 education, including vocational apprenticeships, and student finance for higher education. It abolished the General Teaching Council for England, the Qualifications and Curriculum Development Agency and the Training and Development Agency for Schools and other bodies.


title: History of education in England

text: In 2013 the Education and Skills Act 2008 came into force, requiring all young people in England to stay on in education or training at least part-time until they are 17 years old, with this extended to 18 years in 2015.


title: History of education in England

text: Alongside vocational qualifications such as GNVQs and BTECs, there have been numerous examinations and qualifications in secondary education in England.


title: MIT Media Lab

text: The MIT Media Lab is a research laboratory at the Massachusetts Institute of Technology, growing out of MIT's Architecture Machine Group in the School of Architecture. Its research does not restrict to fixed academic disciplines, but draws from technology, media, science, art, and design. , Media Lab's research groups include neurobiology, biologically inspired fabrication, socially engaging robots, emotive computing, bionics, and hyperinstruments.


title: MIT Media Lab

text: The Media Lab was founded in 1985 by Nicholas Negroponte and former MIT President Jerome Wiesner, and is housed in the Wiesner Building (designed by I. M. Pei), also known as Building E15. The Lab has been written about in the popular press since 1988, when Stewart Brand published "The Media Lab: Inventing the Future at M.I.T.", and its work was a regular feature of technology journals in the 1990s. In 2009, it expanded into a second building.


title: MIT Media Lab

text: The Media Lab came under scrutiny in 2019 due to its acceptance of donations from convicted child sex offender Jeffrey Epstein. This led to the resignation of its director, Joi Ito, and the launch of an "immediate, thorough and independent" investigation into the "extremely serious" and "deeply disturbing allegations about the engagement between individuals at the Media Lab and Jeffrey Epstein" by President of MIT.


title: MIT Media Lab

text: In December 2020, Dava Newman, professor of aeronautics and astronautics and former deputy administrator of NASA under Obama, was named the new director of the MIT Media Lab.


title: MIT Media Lab

text: The founding director of the lab was Nicholas Negroponte, who directed it until 2000. Later directors were Walter Bender (2000–2006), Frank Moss (2006–2011),<ref name="NYT, 4/2011"></ref> and Joi Ito (2011-2019) who resigned in connection with the Jeffrey Epstein scandal. Dava Newman took the position in July, 2021, the first woman to do so.


title: MIT Media Lab

text: , the Media Lab had roughly 70 administrative and support staff members. Associate Directors of the Lab were Hiroshi Ishii and Andrew Lippman. Pattie Maes and Mitchel Resnick were co-heads of the Program in Media Arts and Sciences, and the Lab's Chief Knowledge Officer was Henry Holtzman.


title: MIT Media Lab

text: The Media Lab has at times had regional branches in other parts of the world, such as Media Lab Europe and Media Lab Asia, each with their own staff and governing bodies.


title: MIT Media Lab

text: The Lab's primary funding comes from corporate sponsorship. Rather than accepting funding on a per-project or per-group basis, the Lab asks sponsors to fund general themes; sponsors can then connect with Media Lab research. Specific projects and researchers are also funded more traditionally through government institutions including the NIH, NSF, and DARPA. Also, consortia with other schools or other departments at MIT are often able to have money that does not enter into the common pool.


title: MIT Media Lab

text: Companies sponsoring the Lab can share in the Lab's intellectual property without paying license fees or royalties. Non-sponsors cannot make use of Media Lab developments for two years after technical disclosure is made to MIT and Media Lab sponsors. The Media Lab generates approximately 20 new patents every year.


title: MIT Media Lab

text: Some recurring themes of work at the Media Lab include human adaptability, human computer interaction, education and communication, artistic creation and visualization, and designing technology for the developing world. Other research focus includes machines with common sense, sociable robots, prosthetics, sensor networks, musical devices, city design, and public health. Research programs all include iterative development of prototypes which are tested and displayed for visitors.


title: MIT Media Lab

text: Each of these areas of research may incorporate others. Interaction design research includes designing intelligent objects and environments. Educational research has also included integrating more computation into learning activities - including software for learning, programmable toys, and artistic or musical instruments. Examples include Lego Mindstorms, the PicoCricket, and One Laptop per Child.


title: MIT Media Lab

text: The Media Arts and Sciences program is a part of MIT's School of Architecture and Planning, and includes three levels of study: a doctoral program, a master's of science program, and a program that offers an alternative to the standard MIT freshman year as well as a set of undergraduate subjects that may form the basis for a future joint major. All graduate students are fully supported (tuition plus a stipend) from the outset, normally by appointments as research assistants at the Media Laboratory, where they work on research programs and faculty projects, including assisting with courses. These research activities typically take up about half of a student's time in the degree program.


title: MIT Media Lab

text: The Media Arts and Sciences academic program have a close relationship with the Media Lab. Most Media Lab faculty are professors of Media Arts and Sciences. Students who earn a degree in Media Arts and Sciences have been predominantly in residence at the Media Lab, taking classes and doing research. Some students from other programs at MIT, such as Mechanical Engineering, or Electrical Engineering and Computer Science, do their research at the Media Lab, working with a Media Lab/Media Arts and Sciences faculty advisor, but earn their degrees (such as MEng or an MS in EECS) from other departments. There are over 1000 students apply to the MAS program and the admission is less than 5% per year.


title: MIT Media Lab

text: In addition to the Media Lab, the combined original Wiesner building (E15) and new (E14) buildings also host the List Visual Arts Center, the School of Architecture and Planning's Program in Art, Culture and Technology (ACT), and MIT's Program in Comparative Media Studies.


title: MIT Media Lab

text: In 2009, the Media Lab expanded into a new building designed by Pritzker Prize-winning Japanese architect Fumihiko Maki. The local architect of record was Leers Weinzapfel Associates, of Boston. The Maki building has predominantly glass walls, with long lines of sight through the building, making ongoing research visible and encouraging connections and collaboration.


title: MIT Media Lab

text: Media Arts and Sciences faculty and academic research staff are principal investigators/heads of the Media Lab's various research groups. They also advise Media Arts and Sciences graduate students and mentor MIT undergraduates. "Most departments accept grad students based on their prospects for academic success; the Media Lab attempts to select ones that will best be able to help with some of the ongoing projects."


title: MIT Media Lab

text: , there are more than 25 faculty and academic research staff members, including a dozen named professorships. A full list of Media Lab faculty and academic research staff, with bios and other information, is available via the Media Lab Website.


title: MIT Media Lab

text: , Alex Pentland is Professor of Media Arts and Sciences, Toshiba Professor and Media Lab Entrepreneurship Program Director.


title: MIT Media Lab

text: In August 2019, director Joi Ito said that the organization had received funding from multimillionaire convicted child sex offender Jeffrey Epstein through foundations Epstein controlled; that Ito had visited several of Epstein's residences; and that Epstein had invested "in several of my funds which invest in tech startup companies outside of MIT". Ito later admitted to taking $525,000 in funding from Epstein for the Lab. In 2019, Media Lab founder Nicholas Negroponte expressed support for Ito's decision to accept the funding from Epstein. Also in 2019, a federal court deposition was unsealed in which Virginia Giuffre stated that Epstein's associate directed her to have sex with former Media Lab professor Marvin Minsky.


title: MIT Media Lab

text: In September 2019, it was revealed by emails leaked to Ronan Farrow of "The New Yorker" that Ito and Peter Cohen, the M.I.T. Media Lab's Director of Development and Strategy at the time, have worked for years to solicit anonymous donations from Epstein despite Epstein being marked as Disqualified by the university as a donor. Ito has referred to Epstein as "fascinating".


title: MIT Media Lab

text: Ito resigned due to the scandal shortly after the New Yorker article and the President of M.I.T. announced an "immediate, thorough and independent" investigation to be led by an outside law firm into the "extremely serious" allegations.


title: MIT Media Lab

text: On January 10, 2020, the executive committee of the MIT Corporation, the institute's governing board, released the results of Goodwin Procter’s fact-finding regarding interactions between Jeffrey Epstein and the Institute. The report revealed that Epstein made 10 donations through various entities to MIT totaling $850,000, including nine donations, totaling $750,000, made after his 2008 conviction. In 2002, four years before Epstein’s first arrest for a sex offense, Epstein made a $100,000 donation to MIT through a charitable foundation to support the research of Professor Marvin Minsky (former Toshiba Professor of Media Arts and Sciences, Media Lab). Epstein’s $100,000 donation in May 2013 was intended to be used at Joi Ito’s discretion. His donations in November 2013 and in July and September 2014, totaling $300,000, were made to support research by Joscha Bach, a Media Lab research fellow from Germany whom Epstein introduced to Ito in 2013. Bach declined to be interviewed for Goodwin Procter’s fact-finding. Epstein’s other donations to the Media Lab between 2015 and 2017, totaling $350,000, were made to support Professor Seth Lloyd (Professor of Mechanical Engineering, $225,000), and Professor Neri Oxman (Associate Professor of Media Arts and Sciences, $125,000).


title: MIT Media Lab

text: Shortly after signing a petition in support of Ito, attorney and political activist Lawrence Lessig argued that the undesirable nature of donations to academic institutions from criminals like Epstein, whose fortune does not derive from their crimes, is partially mitigated if the donations are anonymous. He argues that it was “a mistake to take this money, even if anonymous,” but that “if you take them, at least don’t give the criminal a chance to publicly launder his reputation”. “Everyone seems to treat it as if the anonymity and secrecy around Epstein’s gift are a measure of some kind of moral failing," Lessig wrote. "I see it as exactly the opposite."


title: MIT Media Lab

text: "The Boston Globe" reported it had seen emails indicating Bill Gates had donated $2.2 million to the Media Lab through Epstein.


title: MIT Media Lab

text: On March 24, 2018, Saudi Arabian Crown Prince Mohammed bin Salman visited MIT and prompted protests. Salman's non-profit foundation MiSK was a member company of the Lab until 2018. According to "The New York Times", a sizable part of the annual budget of the Lab comes from corporate patrons, who pay at least $250,000 each year. Prince Mohammed's personal foundation was among the roughly 90 members at their time of membership.


title: MIT Media Lab

text: Some Media Lab-developed technologies made it into products or public software packages, such as the , the Benton hologram used in most credit cards, the Fisher-Price's Symphony Painter, the Nortel Wireless Mesh Network, the NTT Comware Sensetable, the Taito's Karaoke-on-Demand Machine. A 1994 device called the Sensor Chair used to control a musical orchestra was adapted by several car manufacturers into capacitive sensors to prevent dangerous airbag deployments.


title: MIT Media Lab

text: The MPEG-4 SA project developed at the Media Lab made structured audio a practical reality and the Aspen Movie Map was the precursor to the ideas in Google Street View.


title: MIT Media Lab

text: In 2001, two research centers were spun off: Media Lab Asia and Media Lab Europe. Media Lab Asia, based in India, was a result of cooperation with the Government of India but eventually broke off in 2003 after a disagreement. Media Lab Europe, based in Dublin, Ireland, was founded with a similar concept in association with Irish universities and government, and closed in January 2005.


title: MIT Media Lab

text: Created collaboratively by the Computer Museum and the Media Lab, the Computer Clubhouse, a worldwide network of after-school learning centers, focuses on youth from underserved communities who would not otherwise have access to technological tools and activities.


title: MIT Media Lab

text: Launched in 2003, Scratch is a block-based programming language and community developed for children 8–16, and used by people of all ages to learn programming. Millions of people have created Scratch projects in a wide variety of settings, including homes, schools, museums, libraries, and community centers.


title: MIT Media Lab

text: In January 2005, the Lab's chairman emeritus Nicholas Negroponte announced at the World Economic Forum a new research initiative to develop a $100 laptop computer. A non-profit organization, One Laptop per Child, was created to oversee the actual deployment, MIT did not manufacture or distribute the device.


title: MIT Media Lab

text: The Synthetic Neurobiology group created reagents and devices for the analysis of brain circuits are in use by hundreds of biology labs around the world.


title: MIT Media Lab

text: In 2011, Ramesh Raskar's group published their femto-photography technique, that is able to image the movement of individual light pulses.


title: MIT Media Lab

text: In 2013, the Media Lab launched E14 Fund as a program to support and invest in MIT Media Lab startups. In 2017, E14 Fund launched its first seed stage venture fund to invest in the MIT Media Lab startup community. It invested in companies like Formlabs, Affectiva, Tulip, Wise Systems, Figur8 and more.


title: Cry, the Beloved Country

text: Cry, the Beloved Country is a 1948 novel by South African writer Alan Paton. Set in the prelude to apartheid in South Africa, it follows a black village priest and a white farmer who must deal with news of a murder.


title: Cry, the Beloved Country

text: American publisher Bennett Cerf remarked at that year's meeting of the American Booksellers Association that there had been "only three novels published since the first of the year that were worth reading… "Cry, The Beloved Country", "The Ides of March", and "The Naked and the Dead"." It remains one of the best-known works of South African literature.


title: Cry, the Beloved Country

text: Two cinema adaptations of the book have been made, the first in 1951 and the second in 1995. The novel was also adapted as a musical called "Lost in the Stars" (1949), with a book by the American writer Maxwell Anderson and music composed by the German emigre Kurt Weill.


title: Cry, the Beloved Country

text: The story begins in the village of Ixopo Ndotsheni, where the black priest Stephen Kumalo receives a letter from the priest Theophilus Msimangu in Johannesburg. Msimangu urges Kumalo to come to the city to help his sister Gertrude, because she is ill. Kumalo goes to Johannesburg to help her and also to find his son Absalom, who had gone to the city to look for Gertrude but never came home. It is a long journey to Johannesburg, and Kumalo sees the wonders of the modern world for the first time.


title: Cry, the Beloved Country

text: When he gets to the city, Kumalo learns that Gertrude has taken up a life of prostitution and beer brewing, and is now drinking heavily. She agrees to return to the village with her young son. Assured by these developments, Kumalo embarks on the search for Absalom, first seeing his brother John, a carpenter who has become involved in the politics of South Africa. Kumalo and Msimangu follow Absalom's trail, only to learn that Absalom has been in a reformatory and will have a child with a young woman. Shortly thereafter, Kumalo learns that his son has been arrested for murder. The victim is Arthur Jarvis, who was killed during a burglary. Arthur Jarvis was an engineer and a white activist for racial justice, and he happens to be the son of Kumalo's neighbour James Jarvis.


title: Cry, the Beloved Country

text: Jarvis learns of his son's death and comes with his family to Johannesburg. Jarvis and his son had been distant, and now the father begins to know his son through his writings. Through reading his son's essays, Jarvis decides to take up his son's work on behalf of South Africa's black population.


title: Cry, the Beloved Country

text: Absalom is sentenced to death for the murder of Arthur Jarvis. Before his father returns to Ndotsheni, Absalom marries the girl who is carrying his child. She joins Kumalo's family. Kumalo returns to his village with his daughter-in-law and nephew, having found that Gertrude ran away on the night before their departure.


title: Cry, the Beloved Country

text: Back in Ixopo, Kumalo makes a futile visit to the tribe's chief in order to discuss changes that must be made to help the barren village. Help arrives, however, when James Jarvis becomes involved in the work. He arranges to have a dam built and hires a native agricultural demonstrator to implement new farming methods.


title: Cry, the Beloved Country

text: The novel ends at dawn on the morning of Absalom's execution. The fathers of the two children are devastated that both of their sons have wound up dead.


title: Cry, the Beloved Country

text: "Cry, the Beloved Country" is a social protest against the structures of the society that would later give rise to apartheid. Paton attempts to create an unbiased and objective view of the dichotomies it entails: he depicts whites as affected by "native crime" while blacks suffer from social instability and moral issues due to the breakdown of the tribal system. It shows many of the problems with South Africa such as the degrading of the land reserved for the natives, which is sometimes considered to be the main theme, the disintegration of the tribal community, native crime, and the flight to urban areas.


title: Cry, the Beloved Country

text: Another prevalent theme in "Cry, the Beloved Country" is the detrimental effects of fear on the characters and society of South Africa as indicated in the following quotation from the narrator in Chapter 12:


title: Cry, the Beloved Country

text: Paton makes frequent use of literary and linguistic devices such as microcosms, intercalary chapters and dashes instead of quotation marks for dialogue to indicate the start of speech.


title: Cry, the Beloved Country

text: "Cry, the Beloved Country" was written before passage of a new law institutionalizing the apartheid political system in South Africa. The novel was published in 1948; apartheid became law later that same year.


title: Cry, the Beloved Country

text: The book enjoyed critical success around the world. It sold over 15 million copies before Paton's death.


title: Cry, the Beloved Country

text: The book is studied currently by many schools internationally. The style of writing echoes the rhythms and tone of the King James Bible. Paton was a devout Christian.


title: Cry, the Beloved Country

text: Paton combined actual locales, such as Ixopo and Johannesburg, with fictional towns. The suburb in which Jarvis lived in Johannesburg, Parkwold, is fictional but its ambiance is typical of the Johannesburg suburbs of Parktown and of Saxonwold. In the author's preface, Paton took pains to note that, apart from passing references to Jan Smuts and Sir Ernest Oppenheimer, all his characters were fictional.


title: Cry, the Beloved Country

text: The novel is filled with Biblical references and allusions. The most evident are the names Paton gives to the characters. Absalom, the son of Stephen Kumalo, is named for the son of King David, who rose against his father in rebellion. Also, in the New Testament Book of Acts, Stephen was a martyr who underwent death by stoning rather than stop declaring the things he believed. The Gospel of Luke and the Book of Acts are written to Theophilus, which is Greek for "friend of God".


title: Cry, the Beloved Country

text: In the novel, Absalom requests that his son be named "Peter", the name of one of Jesus's disciples. Among Peter's better-known traits is a certain impulsiveness; also, after Christ's arrest, he denied knowing Jesus three times, and later wept in grief over this. After the resurrection, Peter renewed his commitment to Christ and to spreading the Gospel. All that suggests Absalom's final repentance and his commitment to the faith of his father.


title: Cry, the Beloved Country

text: In another allusion, Arthur Jarvis is described as having a large collection of books on Abraham Lincoln, and the writings of Lincoln are featured several times in the novel.


title: Cry, the Beloved Country

text: Paton describes Arthur's son as having characteristics similar to his when he was a child, which may allude to the resurrection of Christ.


title: Cry, the Beloved Country

text: In 1951, the novel was adapted into a motion picture of the same name, directed by Zoltan Korda. Paton wrote the screenplay with John Howard Lawson, who was left out of the original credits because he was blacklisted in Hollywood for refusing to give information to the House Un-American Activities Committee. Kumalo was played by Canada Lee, Jarvis by Charles Carson, and Msimangu by Sidney Poitier.


title: Cry, the Beloved Country

text: In 1983, a historic stage adaptation was performed by the Capital Players theatre group at the Moth Hall in Gaborone, Botswana. The country was at that time one of the leading "frontline states" to apartheid South Africa and a centre for artistic activity that often stood in quiet opposition to the racist regime just across the border. The premiere was attended by Paton himself, who had travelled from Natal, as well as Botswana's then-President Quett Masire (with political acumen, the director had arranged for the first performance to take place on the President's birthday). School students from across the country were bussed to the capital to see the production.


title: Cry, the Beloved Country

text: Another film version was released in 1995, directed by Darrell Roodt. James Earl Jones played the Reverend Kumalo and Richard Harris filled the role of Jarvis.


title: Cry, the Beloved Country

text: A stage version by the South African playwright Roy Sargeant was developed in early 2003; it was first staged at the National Arts Festival in Grahamstown, Eastern Cape on 27 June 2003 and at the Artscape Theatre in Cape Town on 8 July 2003. The director was Heinrich Reisenhofer. The script, together with notes and activities for school use, was published in 2006 by Oxford University Press Southern Africa.


title: Cry, the Beloved Country

text: In 1949, the composer Kurt Weill, in collaboration with the American writer Maxwell Anderson (book and lyrics), composed a musical based on the book called "Lost in the Stars". The original Broadway production opened on 30 October 1949 at the Music Box Theatre and starred Todd Duncan and Inez Matthews. It ran for 273 performances before closing on 1 July 1950. It was made into a movie, starring Brock Peters and Melba Moore, released in 1974.


title: Cry, the Beloved Country

text: "Lost in the Stars" is the last work Weill completed before his death in 1950. Although he was influenced by spirituals, jazz and blues, Weill's distinctive and original style shines throughout the score.


title: Cry, the Beloved Country

text: Israeli contratenor David D'Or performed in a stage version at the Israeli National Theater ("Habima Theater") in 2004. "Maariv" in its review wrote: "D'or's outstanding voice is meant for great parts. His voice and presence embraces the audience, who showed their appreciation by a lengthy standing ovation."


title: Cry, the Beloved Country

text: In August 2012, the Glimmerglass Opera of New York produced the work, in conjunction with Cape Town Opera, directed by Tazewell Thompson.


Numerical methods for ordinary differential equations are methods used to find numerical approximations to the solutions of ordinary differential equations (ODEs). Their use is also known as "numerical integration", although this term can also refer to the computation of integrals.


title: Numerical methods for ordinary differential equations

text: Many differential equations cannot be solved exactly. For practical purposes, however – such as in engineering – a numeric approximation to the solution is often sufficient. The algorithms studied here can be used to compute such an approximation. An alternative method is to use techniques from calculus to obtain a series expansion of the solution.


text: Ordinary differential equations occur in many scientific disciplines, including physics, chemistry, biology, and economics. In addition, some methods in numerical partial differential equations convert the partial differential equation into an ordinary differential equation, which must then be solved.


text: where formula_1 is a function formula_2, and the initial condition formula_3 is a given vector. "First-order" means that only the first derivative of "y" appears in the equation, and higher derivatives are absent.


text: Without loss of generality to higher-order systems, we restrict ourselves to "first-order" differential equations, because a higher-order ODE can be converted into a larger system of first-order equations by introducing extra variables. For example, the second-order equation can be rewritten as two first-order equations: and


text: In this section, we describe numerical methods for IVPs, and remark that "boundary value problems" (BVPs) require a different set of tools. In a BVP, one defines values, or components of the solution "y" at more than one point. Because of this, different methods need to be used to solve BVPs. For example, the shooting method (and its variants) or global methods like finite differences, Galerkin methods, or collocation methods are appropriate for that class of problems.


text: The Picard–Lindelöf theorem states that there is a unique solution, provided "f" is Lipschitz-continuous.


text: Numerical methods for solving first-order IVPs often fall into one of two large categories: linear multistep methods, or Runge–Kutta methods. A further division can be realized by dividing methods into those that are explicit and those that are implicit. For example, implicit linear multistep methods include Adams-Moulton methods, and backward differentiation methods (BDF), whereas implicit Runge–Kutta methods include diagonally implicit Runge–Kutta (DIRK), singly diagonally implicit Runge–Kutta (SDIRK), and Gauss–Radau (based on Gaussian quadrature) numerical methods. Explicit examples from the linear multistep family include the Adams–Bashforth methods, and any Runge–Kutta method with a lower diagonal Butcher tableau is explicit. A loose rule of thumb dictates that stiff differential equations require the use of implicit schemes, whereas non-stiff problems can be solved more efficiently with explicit schemes.


text: The so-called general linear methods (GLMs) are a generalization of the above two large classes of methods.


text: From any point on a curve, you can find an approximation of a nearby point on the curve by moving a short distance along a line tangent to the curve.


text: Starting with the differential equation (), we replace the derivative "y"′ by the finite difference approximation


text: This formula is usually applied in the following way. We choose a step size "h", and we construct the sequence formula_5 We denote by formula_6 a numerical estimate of the exact solution formula_7. Motivated by (), we compute these estimates by the following recursive scheme


text: This is the "Euler method" (or "forward Euler method", in contrast with the "backward Euler method", to be described below). The method is named after Leonhard Euler who described it in 1768.


text: The Euler method is an example of an "explicit" method. This means that the new value "y" is defined in terms of things that are already known, like "y".


text: The backward Euler method is an "implicit" method, meaning that we have to solve an equation to find "y". One often uses fixed-point iteration or (some modification of) the Newton–Raphson method to achieve this.


text: It costs more time to solve this equation than explicit methods; this cost must be taken into consideration when one selects the method to use. The advantage of implicit methods such as () is that they are usually more stable for solving a stiff equation, meaning that a larger step size "h" can be used.


text: Exponential integrators describe a large class of integrators that have recently seen a lot of development. They date back to at least the 1960s.


text: or it has been locally linearized about a background state to produce a linear term formula_8 and a nonlinear term formula_9.


text: Exponential integrators are constructed by multiplying () by formula_10, and exactly integrating the result over


text: The first-order exponential integrator can be realized by holding formula_13 constant over the full interval:


text: The Euler method is often not accurate enough. In more precise terms, it only has order one (the concept of "order" is explained below). This caused mathematicians to look for higher-order methods.


text: One possibility is to use not only the previously computed value "y" to determine "y", but to make the solution depend on more past values. This yields a so-called "multistep method". Perhaps the simplest is the leapfrog method which is second order and (roughly speaking) relies on two time values.


text: Almost all practical multistep methods fall within the family of linear multistep methods, which have the form


text: Another possibility is to use more points in the interval formula_15. This leads to the family of Runge–Kutta methods, named after Carl Runge and Martin Kutta. One of their fourth-order methods is especially popular.


text: A good implementation of one of these methods for solving an ODE entails more than the time-stepping formula.


text: It is often inefficient to use the same step size all the time, so "variable step-size methods" have been developed. Usually, the step size is chosen such that the (local) error per step is below some tolerance level. This means that the methods must also compute an "error indicator", an estimate of the local error.


text: An extension of this idea is to choose dynamically between different methods of different orders (this is called a "variable order method"). Methods based on Richardson extrapolation, such as the Bulirsch–Stoer algorithm, are often used to construct various methods of different orders.


text: Many methods do not fall within the framework discussed here. Some classes of alternative methods are:


text: For applications that require parallel computing on supercomputers, the degree of concurrency offered by a numerical method becomes relevant.


text: In view of the challenges from exascale computing systems, numerical methods for initial value problems which can provide concurrency in temporal direction are being studied.


text: Parareal is a relatively well known example of such a "parallel-in-time" integration method, but early ideas go back into the 1960s.


text: In the advent of exascale computing, time-parallel integration methods receive again increased attention. Algorithms for exponential integrators can leverage e.g., the standardized Batched BLAS functions that allow an easy and efficient implementation of parallelized integrators.


text: Numerical analysis is not only the design of numerical methods, but also their analysis. Three central concepts in this analysis are:


text: A numerical method is said to be "convergent" if the numerical solution approaches the exact solution as the step size "h" goes to 0. More precisely, we require that for every ODE (1) with a Lipschitz function "f" and every "t" > 0,


text: The "local (truncation) error" of the method is the error committed by one step of the method. That is, it is the difference between the result given by the method, assuming that no error was made in earlier steps, and the exact solution:


text: Hence a method is consistent if it has an order greater than 0. The (forward) Euler method (4) and the backward Euler method (6) introduced above both have order 1, so they are consistent. Most methods being used in practice attain higher order. Consistency is a necessary condition for convergence, but not sufficient; for a method to be convergent, it must be both consistent and zero-stable.


text: A related concept is the "global (truncation) error", the error sustained in all the steps one needs to reach a fixed time formula_22. Explicitly, the global error at time formula_22" is formula_24 where formula_25. The global error of a formula_20"th order one-step method is formula_27; in particular, such a method is convergent. This statement is not necessarily true for multi-step methods.


text: For some differential equations, application of standard methods—such as the Euler method, explicit Runge–Kutta methods, or multistep methods (for example, Adams–Bashforth methods)—exhibit instability in the solutions, though other methods may produce stable solutions. This "difficult behaviour" in the equation (which may not necessarily be complex itself) is described as "stiffness", and is often caused by the presence of different time scales in the underlying problem. For example, a collision in a mechanical system like in an impact oscillator typically occurs at much smaller time scale than the time for the motion of objects; this discrepancy makes for very "sharp turns" in the curves of the state parameters.


text: Stiff problems are ubiquitous in chemical kinetics, control theory, solid mechanics, weather forecasting, biology, plasma physics, and electronics. One way to overcome stiffness is to extend the notion of differential equation to that of differential inclusion, which allows for and models non-smoothness.


text: Boundary value problems (BVPs) are usually solved numerically by solving an approximately equivalent matrix problem obtained by discretizing the original BVP. The most commonly used method for numerically solving BVPs in one dimension is called the Finite Difference Method. This method takes advantage of linear combinations of point values to construct finite difference coefficients that describe derivatives of the function. For example, the second-order central difference approximation to the first derivative is given by:


text: In both of these formulae, formula_30 is the distance between neighbouring "x" values on the discretized domain. One then constructs a linear system that can then be solved by standard matrix methods. For example, suppose the equation to be solved is:


text: On first viewing, this system of equations appears to have difficulty associated with the fact that the equation involves no terms that are not multiplied by variables, but in fact this is false. At "i" = 1 and "n" − 1 there is a term involving the boundary values formula_34 and formula_35 and since these two values are known, one can simply substitute them into this equation and as a result have a non-homogeneous linear system of equations that has non-trivial solutions.


title: LGBT culture

text: LGBT culture is a culture shared by lesbian, gay, bisexual, transgender, and queer individuals. It is sometimes referred to as queer culture (indicating people who are queer), while the term gay culture may be used to mean "LGBT culture" or to refer specifically to homosexual culture.


title: LGBT culture

text: LGBT culture varies widely by geography and the identity of the participants. Elements common to cultures of gay, lesbian, bisexual, transgender, and intersex people include:


title: LGBT culture

text: Not all LGBT people identify with LGBT culture; this may be due to geographic distance, unawareness of the subculture's existence, fear of social stigma or a preference for remaining unidentified with sexuality- or gender-based subcultures or communities. The Queercore and Gay Shame movements critique what they see as the commercialization and self-imposed "ghettoization" of LGBT culture.


title: LGBT culture

text: In some cities, particularly in North America, some LGBT people live in neighborhoods with a high proportion of gay residents, otherwise known as gay villages or "gayborhoods"—examples of these neighborhoods include Greenwich Village, Hell's Kitchen, and Chelsea in Manhattan; Castro and West Hollywood in California, United States; and Church and Wellesley in Toronto, Canada. Such LGBT communities organize special events in addition to pride parades celebrating their culture such as the Gay Games and Southern Decadence.


title: LGBT culture

text: According to Herdt, "homosexuality" was the main term used until the late 1950s and early 1960s; after that, a new "gay" culture emerged. "This new gay culture increasingly marks a full spectrum of social life: not only same-sex desires but gay selves, gay neighbors, and gay social practices that are distinctive of our affluent, postindustrial society".


title: LGBT culture

text: During the 19th and early 20th centuries, gay culture was largely underground or coded, relying on in-group symbols and codes woven into ostensibly straight appearances. Gay influence in early America was more often visible in high culture, where it was nominally safer to be out. The association of gay men with opera, ballet, haute couture, fine cuisine, musical theater, the Golden Age of Hollywood and interior design began with wealthy homosexual men using the straight themes of these media to send their own signals. In the heterocentric Marilyn Monroe film "Gentlemen Prefer Blondes", a musical number features Jane Russell singing "Anyone Here for Love" in a gym while muscled men dance around her. The men's costumes were designed by a man, the dance was choreographed by a man and the dancers (as gay screenwriter Paul Rudnick points out) "seem more interested in each other than in Russell"; however, her presence gets the sequence past the censors and works it into an overall heterocentric theme.


title: LGBT culture

text: After the 1969 Stonewall uprising in New York City was covered on the mainstream news channels, showing images of gay men rioting in the streets, gay male culture among the working classes, people of color, street people, radical political activists and hippies became more visible to mainstream America. Groups such as the Gay Liberation Front formed in New York City, and the Mattachine Society, which had been in existence and doing media since 1950, gained more visibility as they addressed the crowds and media in the wake of the uprisings in Greenwich Village. On June 28, 1970 the first Christopher Street Liberation Day was held, marking the beginning of annual Gay Pride marches.


title: LGBT culture

text: In 1980 a group of seven gay men formed The Violet Quill in New York City, a literary club focused on writing about the gay experience as a normal plotline instead of a "naughty" sideline in a mostly straight story. An example is the novel "A Boy's Own Story" by Edmund White. In this first volume of a trilogy, White writes as a young homophilic narrator growing up with a corrupt and remote father. The young man learns bad habits from his straight father, applying them to his gay existence.


title: LGBT culture

text: Female celebrities such as Liza Minnelli, Jane Fonda, and Bette Midler spent a significant amount of their social time with urban gay men (who were now popularly viewed as sophisticated and stylish by the jet set), and more male celebrities (such as Andy Warhol) were open about their relationships. Such openness was still limited to the largest and most progressive urban areas (such as New York City, San Francisco, Los Angeles, Boston, Philadelphia, Seattle, Chicago, Dallas, Houston, Atlanta, Miami, Washington, D.C., and New Orleans), however, until AIDS forced several popular celebrities out of the closet due to their illness with what was known at first as the "gay cancer".


title: LGBT culture

text: There are a number of subcultures within gay male culture, such as bears and chubbies. There are also subcultures with an historically large gay-male population, such as leather and SM. Gay critic Michael Musto opined, "I am a harsh critic of the gay community because I feel that when I first came out I thought I would be entering a world of nonconformity and individuality and, "au contraire", it turned out to be a world of clones in a certain way. I also hated the whole body fascism thing that took over the gays for a long time."


title: LGBT culture

text: Some U.S. studies have found that the majority of gay male couples are in monogamous relationships. A representative U.S. study in 2018 found that 32% of gay male couples had open relationships. Research by Colleen Hoff of 566 gay male couples from the San Francisco Bay Area funded by the National Institute of Mental Health found that 45 percent were in monogamous relationships, however it did not use a representative sample. Gay actor Neil Patrick Harris has remarked, "I'm a big proponent of monogamous relationships regardless of sexuality, and I'm proud of how the nation is steering toward that."


title: LGBT culture

text: During the 1980s and 1990s, Sean Martin drew a comic strip (Doc and Raider) which featured a gay couple living in (or near) Toronto's Gay Village. His characters have recently been updated and moved to the internet. Although primarily humorous, the comic sometimes addressed issues such as gay-bashing, HIV, and spousal abuse.


title: LGBT culture

text: An Australian study conducted by Roffee and Waling in 2016 discovered how some gay men felt like they were expected to be hyper-sexual. Participants reported how other gay men would automatically assume that any interaction had sexual motivations. Furthermore, if it was then clarified that this is not the case then these gay men would suddenly feel excluded and ignored by the other gay men with which they had been interacting with. They felt that they could not obtain purely platonic friendships with other gay men. One participant reported feeling alienated and disregarded as a person if they were not deemed by other gay men as sexually attractive. This presumption and attitude of hypersexuality is damaging, for it enforces preconceived ideals upon people, who are then ostracised if they do not meet these ideals.


title: LGBT culture

text: A number of online social websites for gay men have been established. Initially, these concentrated on sexual contact or titillation; typically, users were afforded a profile page, access to other members' pages, member-to-member messaging and instant-message chat. Smaller, more densely connected websites concentrating on social networking without a focus on sexual contact have been established. Some forbid all explicit sexual content; others do not. A gay-oriented retail online couponing site has also been established.


title: LGBT culture

text: Recent research suggests that gay men primarily make sense of familial and religious challenges by developing online peer supports (i.e., families of choice) in contrast to their family allies' focus on strengthening existing family of origin relationships via online information exchanges. Participants' reported online sociorelational benefits largely contradict recent research indicating that online use may lead to negative mental health outcomes.


title: LGBT culture

text: Notable gay and bisexual fashion designers include Giorgio Armani, Kenneth Nicholson, Alessandro Trincone, Ludovic de Saint Sernin, Patrick Church, Gianni Versace, Prabal Gurung, Michael Kors and others are among the LGBT fashion designers across the globe.


title: LGBT culture

text: As with gay men, lesbian culture includes elements from the larger LGBTQ+ culture, as well as other elements specific to the lesbian community. Pre-Stonewall organizations that advocated for lesbian rights, and provided networking opportunities for lesbians, included the Daughters of Bilitis, formed in San Francisco in 1955. Members held public demonstrations, spoke to the media, and published a newsletter.


title: LGBT culture

text: Primarily associated with lesbians in North America, Europe, Australia, and New Zealand, lesbian culture has often involved large, predominantly lesbian "women's" events such as the Michigan Womyn's Music Festival (closed after 2015) and the Club Skirts Dinah Shore Weekend. Lesbian culture has its own icons, such as Melissa Etheridge, k.d. lang (butch), Ellen DeGeneres (androgynous) and Portia de Rossi (femme). Lesbian culture since the late 20th century has often been entwined with the evolution of feminism. Lesbian separatism is an example of a lesbian theory and practice identifying specifically lesbian interests and ideas and promoting a specific lesbian culture. Examples of this included womyn's land and women's music. Identity-based sports teams have also been associated with lesbian culture, particularly with the rise of lesbian softball teams and leagues in the 1980s and 1990s. Softball and other athletic teams created social community and allowed lesbians to reject social expectations of physicality, but were typically considered separated from lesbian feminism and political activism.


title: LGBT culture

text: 1950's and early '60s stereotypes of lesbian women stressed a binary of "butch" women, or dykes (who present masculine) and "femmes", or lipstick lesbians (who present feminine), and considered a stereotypical lesbian couple a butch-femme pair. In the 1970s, androgyny, political lesbianism, and lesbian separatism became more common, along with the creation of women's land communities. The late 1980s and '90s saw a resurgence of butch-femme, and influences from punk, grunge, riot grrrl, emo, and hipster subcultures. In the '00s and '10s, the rise of Non-binary gender gender identities brought some degree of return to androgynous styles, though at times with different intentions and interpretations than in the 1970s.


title: LGBT culture

text: Bisexual culture emphasizes opposition to, or disregard of, fixed sexual and gender identity monosexism (discrimination against bisexual, fluid, pansexual and queer-identified people), bisexual erasure and biphobia (hatred or mistrust of non-monosexual people). Biphobia is common (although lessening) in the gay, lesbian and straight communities.


title: LGBT culture

text: Many bisexual, fluid, and pansexual people consider themselves to be part of the LGBTQ+ or queer community, despite any discrimination they may face. Western bisexual, pansexual, and fluid cultures also have their own touchstones, such as the books "" (edited by Lani Kaʻahumanu and Loraine Hutchins), Bi: Notes for a Bisexual Revolution (by Shiri Eisner), and "" (edited by Robyn Ochs); the British science fiction television series "Torchwood" , and personalities such as British singer and activist Tom Robinson, The Black Eyed Peas member Fergie, Scottish actor Alan Cumming and American performance artist and activist Lady Gaga.


title: LGBT culture

text: The bisexual pride flag was designed by Michael Page in 1998 to give the community its own symbol, comparable to the gay pride flag of the mainstream LGBTQ+ community. The deep pink (or rose) stripe at the top of the flag represents same-gender attraction; the royal blue stripe at the bottom of the flag represents different-gender attraction. The stripes overlap in the central fifth of the flag to form a deep shade of lavender (or purple), representing attraction anywhere along the gender spectrum. Celebrate Bisexuality Day has been observed on September 23 by members of the bisexual community and its allies since 1999.


title: LGBT culture

text: The study of transgender and transsexual culture is complicated by the many ways in which cultures deal with sexual identity/sexual orientation and gender. For example, in many cultures people who are attracted to people of the same sex—that is, those who in contemporary Western culture would identify as gay, lesbian or bisexual—are classed as a third gender with people who would (in the West) be classified as transgender.


title: LGBT culture

text: In the contemporary West there are different groups of transgender and transsexual people, such as groups for transsexual people who want sex reassignment surgery, male, heterosexual-only cross-dressers and trans men's groups. Groups encompassing all transgender people, both trans men, trans women, and non-binary people, have appeared in recent years.


title: LGBT culture

text: Some transgender or transsexual women and men, however, do not identify as part of a specific "trans" culture. A distinction may be made between transgender and transsexual people who make their past known to others and those who wish to live according to their gender identity and not reveal their past (believing that they should be able to live normally in their true gender role, and control to whom they reveal their past).


title: LGBT culture

text: According to a study done by the Williams Institute of UCLA on "How Many Adults Identify as Transgender in the United States?", they found that younger adults are more likely to identify as transgender than older adults. This may be a result of a newly wider acceptance of transgender people from the communities, allowing for those who identify as transgender to have a greater voice. In their research they found that an estimated 0.7% of adults between the ages of 18 and 24 identify as transgender, while 0.6% of adults age 25 to 64 and 0.5% of adults age 65 or older identify as transgender.


title: LGBT culture

text: The pink on the transgender pride flag represents female while the baby blue on the flag represents male. The white stripe in between the baby blue and pink represents other genders besides male or female.


title: LGBT culture

text: In the report "Views from both sides of the bridge? Gender, sexual legitimacy, and transgender people's experiences of relationships", authors Iantaffi and Bockting conducted a study with 1229 transgender individuals over 18 years old, to learn more about transgender relationships in the US. When it came to a relationships within a transgender person, it depended on if they wanted a heteronormative or mainstream culture relationship. The results from the study showed that transgender people reinforced the idea of heteronormativity, seen in their gender practices and beliefs. Although, there are also transgender people that try to challenge Western traditional beliefs in gender roles and sexual differences within relationships.


title: LGBT culture

text: Many annual events are observed by the transgender community. One of the most widely observed is the Transgender Day of Remembrance (TDOR) which is held every year on November 20 in honor of Rita Hester, who was killed on November 28, 1998, in an anti-transgender hate crime. TDOR serves a number of purposes:


title: LGBT culture

text: Another of these events is the Trans March, a series of annual marches, protests or gatherings that take place around the world, often during the time of the local pride week. These events are frequently organized by transgender communities to build community, address human rights struggles, and create visibility.


title: LGBT culture

text: Youth pride, an extension of the gay pride and LGBTQ+ social movements, promotes equality amongst young members (usually above the age of consent) of the lesbian, gay, bisexual, transsexual or transgender, intersex and questioning (LGBTQ+) community. The movement exists in many countries and focuses on festivals and parades, enabling many LGBTQ+ youth to network, communicate, and celebrate their gender and sexual identities. Youth Pride organizers also point to the value in building community and supporting young people, since they are more likely to be bullied. Schools with a gay–straight alliance (GSA) handle discrimination and violence against LGBTQ+ youth better than schools without it; they develop community and coping skills, and give students a safe space to obtain health and safety information. Sometimes the groups avoid labeling young people, preferring to let them identify themselves on their own terms "when they feel safe".


title: LGBT culture

text: Gay and lesbian youth have increased risks for suicide, substance abuse, school problems and isolation because of a "hostile and condemning environment, verbal and physical abuse, rejection and isolation from family and peers", according to a U.S. Task Force on Youth Suicide report. Further, LGBTQ+ youths are more likely to report psychological and physical abuse by parents or caretakers, and more sexual abuse. Suggested reasons for this disparity are:


title: LGBT culture

text: A 2008 study showed a correlation between the degree of parental rejection of LGB adolescents and negative health problems in the teenagers studied. Crisis centers in larger cities and information sites on the Internet have arisen to help youth and adults. A suicide-prevention helpline for LGBT youth is part of The Trevor Project, established by the filmmakers after the 1998 HBO telecast of the Academy Award-winning short film "Trevor"; Daniel Radcliffe donated a large sum to the group, and has appeared in its public service announcements condemning homophobia.


title: LGBT culture

text: Increasing mainstream acceptance of the LGBTQ+ communities prompted the Massachusetts Governor's Commission on Gay and Lesbian Youth to begin an annual Gay–Straight Youth Pride observance in 1995. In 1997 the nonprofit Youth Pride Alliance, a coalition of 25 youth-support and advocacy groups, was founded to hold an annual youth-pride event in Washington, D.C.; Candace Gingrich was a speaker the following year. In 1999, the first annual Vermont Youth Pride Day was held. As of 2009 it is the largest queer and allied-youth event in Vermont, organized by Outright Vermont to "break the geographic and social barriers gay youngsters living in rural communities face." In 2002, a college fair was added to the event to connect students with colleges and discuss student safety. In April 2003 a Youth Pride Chorus, organized with New York's LGBT Community Center, began rehearsals and later performed at a June Carnegie Hall Pride concert with the New York City Gay Men's Chorus.


title: LGBT culture

text: In 2004 the San Diego chapter of Gay, Lesbian and Straight Education Network (GLSEN) worked with San Diego Youth Pride coordinators to organize a Day of Silence throughout the county. In 2005, Decatur (Georgia) Youth Pride participated in a counter-demonstration against Westboro Baptist Church (led by church head Fred Phelps' daughter Shirley Phelps-Roper), who were "greeting students and faculty as they arrived with words such as 'God hates fag enablers' and 'Thank God for 9/11'" at ten locations. In 2008 Chicago's Youth Pride Center, primarily serving "LGBT youth of color", opened a temporary location and planned to move into their new building on Chicago's South Side in 2010. In 2009, the Utah Pride Center held an event to coincide with Youth Pride Walk 2009, a "cross-country walk by two Utah women trying to draw attention to the problems faced by homeless LGBT youth". In August 2010 the first Hollywood Youth Pride was held, focusing on the "large number of homeless LGBT youth living on Los Angeles streets." According to a 2007 report, "Of the estimated 1.6 million homeless American youth, between 20 and 40 percent identify as lesbian, gay, bisexual or transgender".


title: LGBT culture

text: At larger pride parades and festivals there are often LGBTQ+ or queer youth contingents, and some festivals designate safe spaces for young people.


title: LGBT culture

text: LGBT youth are more likely to be homeless than heterosexual, cisgender youth due to the rejection from their parents because of their sexual orientation, or gender identity (Choi et al., 2015; Durso and Gates, 2012; Mallon, 1992; Whitbeck et al., 2004). Out of the 1.6 million homeless people in the United States, forty percent of them identify as part of the LGBT community. In a survey of street outreach programs 7% of the youth were transgender (Whitbeck, Lazoritz, Crawford, & Hautala, 2014). Many of the transgender youth that are placed in homeless shelters do not get the type of help they need and often experience discrimination and systemic barriers that include sex-segregated programs in institutional practices that refuse to understand their gender. Many transgender youths have problems acquiring shelters because of certain policies like binary gender rules, dress codes, and room assignments (Thaler et al., 2009). Problems with classification happen when the procedures or policies of a shelter require the youth to be segregated based on their assigned sex rather than what they classify themselves as. As a result, many of the LGBT youth end up on the street instead of shelters which are meant to protect them.


title: LGBT culture

text: LGBT youth also have a higher suicide rate in the U.S. Those who identify with the LGBT community are four times as likely to attempt suicide than those who do not. There was a study that was done to look into the difference of rates between gay high school students and their straight peers. They were asked about their sexual orientation and then about suicide. They found that about 32 percent of sexual minorities (Lesbian, Gay, Bisexual) had suicidal thoughts in comparison to almost 9.5 percent of their heterosexual peers.


title: LGBT culture

text: LGBT parades are outdoor events celebrating LGBT social and self acceptance, achievements and legal rights.


title: LGBT culture

text: In the United States and Europe, some cities host black gay pride events with a focus on celebrating the black gay community and culture. The two largest in the world are Atlanta Black Pride and D.C. Black Pride. UK Black Pride is the largest celebration of its kind outside the U.S.


title: LGBT culture

text: LGBT social movements are social movements that advocate for LGBT people in society. Social movements may focus on equal rights, such as the 2000s movement for marriage equality, or they may focus on liberation, as in the gay liberation movement of the 1960s and 1970s.


title: LGBT culture

text: LGBT conservatism is a socio-political movement which embraces and promotes the ideology of conservatism within an LGBT context.