Chicano Park essays

Chicano Park essays San Diego was already such a historic place for the Mexicans living there. So when the government tried taking the land that was rich in history and culture from the people, there was protest. The neighborhood known as barrio Logan was rich in population consisting of many Chicanos where the population was 20,000 and it was like a little village of Mexico in the U.S. The people of barrio Logan never had to leave town to function as a community. They never had to leave to get groceries, buy clothes; all kids knew each other and all went to the same school. The people of the neighborhood were not at all financially stable, they were all quite poor but they were all happy. There was no inequality in the barrio between different classes and races. All were Chicano and they were in similar situations. The population was made up of Mexicans who migrated from Mexico to California, so it was like a big family. The trouble began in 1924 when the first border checkpoints were created. This was the first sign of government intervention in this area. Then came 1929, when the World War was over and the white soldiers returned and took back their old jobs and left the Chicanos without work. Many of the Chicanos moved out of barrio Logan to seek jobs and new homes. When World War II began, and the white soldiers were away at war, the Chicanos were again in demand to fill the vacant job positions. So again the barrios flourished with Chicanos. Eventually industrialization hit San Diego and many of the people of barrio Logan were forced out of their homes and their neighborhood became the site of highways, and junkyards. The only thing left to look forward to was the development of a park that was promised to them by the state. The promise was not intended to be kept as plans for new officer headquarters were in progress. The Chicanos fought back and protested, and unified to get the land that was promised to them. They transfor ...

Calculate Osmotic Pressure Example Problem

Calculate Osmotic Pressure Example Problem This example problem demonstrates how to calculate the amount of solute to add to create a specific osmotic pressure in a solution. Osmotic Pressure Example Problem How much glucose (C6H12O6) per liter should be used for an intravenous solution to match the 7.65 atm at 37 degrees Celsius osmotic pressure of blood?Solution:Osmosis is the flow of a solvent into a solution through a semipermeable membrane. Osmotic pressure is the pressure that stops the process of osmosis. Osmotic pressure is a colligative property of a substance since it depends on the concentration of the solute and not its chemical nature.Osmotic pressure is expressed by the formula: ÃŽ   iMRT where ÃŽ   is the osmotic pressure in atm,  i van t Hoff factor of the solute,  M molar concentration in mol/L,  R universal gas constant 0.08206 L ·atm/mol ·K, and  T absolute temperature in Kelvin.Step 1:  Determine the van t Hoff factor.Since glucose does not dissociate into ions in solution, the van t Hoff factor 1.Step 2: Find the absolute temperature.T Degrees Celsius 273T 37 273T 310 KelvinStep 3:  Find the concentration of glucose.ÃŽ   iMRTM ÃŽ  /iRTM 7.65 atm/(1)(0.08206 L ·atm/mol ·K)(310)M 0.301 mol/LStep 4:  Find the amount of sucrose per liter.M mol/VolumeMol M ·VolumeMol 0.301 mol/L x 1 LMol 0.301 molFrom the periodic table:C 12 g/molH 1 g/molO 16 g/molMolar mass of glucose 6(12) 12(1) 6(16)Molar mass of glucose 72 12 96Molar mass of glucose 180 g/molMass of glucose 0.301 mol x 180 g/1 molMass of glucose 54.1 gramsAnswer:54.1 grams per liter of glucose should be used for an intravenous solution to match the 7.65 atm at 37 degrees Celsius osmotic pressure of blood. What Happens If You Get the Answer Wrong Osmotic pressure is critical when dealing with blood cells. If the solution is hypertonic to the cytoplasm of the red blood cells, the cells  will shrink through a process called crenation. If the solution is hypotonic with respect to the osmotic pressure of the cytoplasm, water will rush into the cells to try to reach equilibrium. This may cause the red blood cells to burst. In an isotonic solution, red and white blood cells maintain their normal structure and function. Its important to remember that there may be other solutes in the solution that affect osmotic pressure. If a solution is isotonic with respect to glucose but contains more or less of an ionic species (sodium ions, potassium ions, and so on), these species may migrate into or out of a cell to try to reach equilibrium.

Management Essay Example | Topics and Well Written Essays - 500 words - 31

Management - Essay Example These factors have enable the firm be the best semiconductor chip manufacturer globally. The company currently enjoys a wider market and increased profits. The two factors are of essence in the existence of a business. Intel thus has a number of strengths and these include effective marketing. There is no doubt to the fact that the firm has one of the best marketing teams in the world. The company manufactures information technology devices. It is therefore more likely for the firm’s employees to be technologically savvy. Such a team knows what to do to result in increased publicity for products. Within no time, the products and services of the business are uploaded onto the social networking platforms alongside the other conventional media. The social media offers clients a unique opportunity to stay a head of their competition; the customer literally interacts with possible clients who may develop customer infatuation with products (Alexander 128). Besides the extensive and very elaborate advertisement parameters, the company enjoys a favorable reputation. This factor comes from the fact that it has existed for a very long time and is arguably among the pioneers of modern day computing technology. The high quality of its chips is thus known and highly regarded. Such occurrences make clients develop loyalty with the given products. Customer loyalty as well as interpersonal recommendation is the most effective form of advertisement. With these, the firm enjoys positivity and commands a large customer base globally. Additionally, the firm currently enjoys the increased revenue because of the market segment it targets. It is common knowledge that the market is divided into two; there are those who shop while attaching more importance to the price of the commodity while there are those who attach heir shopping decisions on the quality of the products. Subscribers having a belief in quality will buy any good regardless of its price provided the

The Negative Effects of Gluten in Food Research Paper

The Negative Effects of Gluten in Food - Research Paper Example As a result, the gluten sensitive people fall victim to different diseases like obesity, osteoporosis, depression, celiac disease and non-celiac related food allergies. Generally, intestinal biopsy is conducted in people to detect if they are sensitive to gluten. Researches are underway to know more about how gluten affects the health of a person. The best way to avoid diseases for a gluten sensitive patient is to be on a gluten-free diet. Many researchers and physicians have been pondering lately over the considerable rise of diseases like obesity, osteoporosis, depression, celiac disease and non-celiac related food allergies among common people. There is much discussion ongoing in the medical world as to the major cause of such chronic diseases. Gluten is thought to be one factor which is recognized to be causing these diseases in people who are allergic to it. Research suggests the negative effects of gluten in food are obesity, osteoporosis, depression, celiac disease and non-celiac related food allergies. Gluten causes damage to the small intestine and starts giving off symptoms in people who are gluten sensitive. The damaged intestine give way to inadequate absorption of nutrition and the gluten sensitive person suffers from different diseases. Gluten is a form of protein which is generally found in wheat, barley and rye. It can be said that it is found in many types of cereals and various types of bread. However, gluten is not present in all types of food from the grain family. Some grains like rice, millet, corn quinoa and oats do not contain gluten. Hunter (1987) states that â€Å"One of the gluten’s main protein fractions is gliadin, which is a complex mixture†(pg. 3). Books (2005) explains that â€Å"Gluten is a type of protein found in wheat, barley, rye, triticale and oats†(pg.7). When this protein is metabolized in the body of a certain person, it can at times give a tremendous problem.  Ã‚  

Violent character Essay Example for Free

Violent character Essay Abigail starts off in the play all innocent, but as the play progresses she becomes a more violent character. Shes had an affair with John Proctor and wants him, but he wants to stop the affair altogether, she accuses him of being cowardly Oh, I marvel how such a strong man may let such a sickly wife be. She really doenst want John to stay with Elizabeth so later on she tries to blame her for witchery. She makes the scene really dramatic, and grabbes the audiences attention more in a way of what they think of her now, to what they thaught of her at the start of the play. This man is a newcomer to Salem, an outsider who the people are not very accepting of him. One of the reasons maybe that hes no were near as religious as the people of Salem, for example I have trouble enough without I come five mile to hear him preach only hellfire and bloody damnation. Take it to heart Mr Parris, there are many others who stay away from church these days because you hardily ever mension God anymore. This makes Parris angry, and aroused, he replies with Why, thats a drastic charge!  As the play goes on, in act 1 we learn that Parris is an important man, but also a man with enemies. The Putnams are always trying to find ways of sending him down, they get a great chance when his daughter is accused of being a witch. From this mans language in the play, the audience think of him more as being a respected man, but also one who doesnt want his authority questioned. Reverrand Hale comes into the play towrads the end of act one, he plays a very straight forward man, hes infact a man who knows a lot about witches, thats why Rev. Parris sends for him when Betty is taken ill.  He rises the tension in the play by shouting at the suspected girls who were dancing in the woods, shouting at them to confess about Lucifer.  In The Crucible there has been quite a lot of emotionaly charged scenes , like when Abigail and Proctor were discussing their affair behind the barn building, also theres been a lot of violence and arguments, for example when Tituba was being wipped for being accused of conjuring spirits in the woods, then Abigail was shouting all the bad things what Tituba was ment to have done. There was arguments like when Parris was arguing with Abigail, do you look for wipping, I thaught I saw someone running naked through the trees! and when Abigail says its not true he replies in anger I saw it!. I think the most dramatic scene was when the girls were dancing in the woods because they were all screaming with someone naked, with a chamber pot in the middle where a innocent chicken was sacrificed for the sake of the girls sportin as it were.  There were lots of interrogation scenes like when Rev. Hale was asking the girls who were dancing in the woods, who conjured spirits, he had them all in a line until one of them spoke out and accused Abigail. Abigail replied in anger and strongly denied the accusation. This builds up tension in the scene. Another thing that the audience want to know is if Abigail and Proctor are still sleeping together, further on in the play we find they dont, Its mostly based on Proctor and whether he is to save his life and lie, or go with his concience and suffer the consiquences.  I think what makes the plot dramatic is all the happenings comming at once, like the witchcraft, Abigail and Proctors affair, Betty being ill, Parriss disputes with the Putnams and Tituba being accused and beaten all packed into the opening scene of the play. Another small factor is Abigails dialogue being more and more violent as she gets more annoyed, first she was quiet later shes loud and violent. I think Arthur Miller chose to set the play in Salem simply because it was a very religious community with strong views on witchcraft and the supernatural, so if anything of the sort was to happen, serious problems would occur.  The play is also set in the spring time, which is ironic, and also it maybe a new start for the people, it almost looks like nothing bad would ever happen there, as if its a fairy tale land in a childrens book. Salem was a place where the community was divided between people who done good or bad thing in their life, for example Rev Parris has a faction within the church to drive him out. Sale is also a community split by religious disputes.  Another place is scene 1 which creates dramatic tension is when Rev. Parris in the small room where hes arguing with Abigail, hes almost in prisoned in the small dark room, where outside its bright and sunny. Almost making the audience think that Parris is a harsh, cruel man with something about him. If it started were he where outside, the audiences may have a different view on him. The stage directions help to build the tension in ways which build up towards the heat of the argument (the explosive force crucible), for example when Abigail keeps coming on stage and critisising Goody Putnam. When people come in and out of the play all the time, its not as boring for the audience which makes them want to see whats going to happen next, therefore building up dramatic tension all the way through. Characters appearing in and out of the play at specific times helps the audience build up a picture of what is happening and whats going to happen, they may mension or give clues on where theyre going then return when whether the audience expects it or not, most of the time if the writer of the play wants to create dramatic tension the characters will pop up when the audience leasts expects it. This helps give false expectations of the characters where abouts building up the tension bit by bit. To concude this essay I think think scene one in The Crucible is dramatic because of all the major happenings occur all together in one, action-packed scene, as I have explained earlier on in this essay. I think its a very effective first act because it grabs the audiences attention straight away, even in the first few minutes of the play. Scene one leaves you where you desperately want to see what is going to happen to the characters later on in the play. I think the audiences would have reacted in different ways, when the girls were dancing at the start of the play and Abigail smashed the chiken on the ground getting blood all over her face the audiences would have been quite shocked and even more shocked when they saw a naked woman all this was very dramatic, I think Miller deliberatley wanted the girl to be naked because of this.  Another audience catching scene was when Abigail and Proctor were behind the barn discussing their affair and Abigail said you sweated like a stalion when I ever came near, the audience must have been enthrolled at the thaught they were taking risks on having an affair in such a strict community.

The Outsiders :: Free Essay Writer

The Outsiders The main character, Ponyboy he is a greaser, part of the lowest-class kids who wear their hair long and greasy, wear blue jeans and ripped-up T-shirts. There is another group of kids called the â€Å"Socs†. They were the preppy kids, the rich ones, the goody-two-shoes.The â€Å"Greasers† and the â€Å"Socs† do not get along and have their daily brawls in the street. One day, as Ponyboy is walking home from a movie, he is jumped and beaten by a gang of Socs. At the last minute, his gang of greasers--including his brothers Darry and Sodapop, who raise Ponyboy. The next night, Ponyboy and Johnny go to a movie with Dally; they sit behind a pair of attractive Soc girls, whom Dally hits in his rude self. After Johnny tells him to stop, Johnny and Ponyboy sit with the girls, Cherry and Marcia. Ponyboy and Cherry start to talk and realize they aren’t that different. On the way, however, they run into Bob and Randy, the girls' drunken boyfriends, and the girls agree to leave with them in order to stop a fight between the Socs and the greasers. Ponyboy then gets home late because of what happened at the drive-in. Dally is mad and starts yelling. Sick of constantly being watched and criticized by his brother, Ponyboy yells at him. The two brothers fight and Darry slaps Ponyboy across the face. Determined to run away, Ponyboy flees out the door, finds Johnny, and heads for the park. At the park the two young greasers again come acroos Bob and Randy, with a large group of their Soc friends. One of the Socs holds Ponyboy's head under the water fountain that is in the center of the park. Ponyboy blacks out. When he comes to, he is lying on the ground next to Johnny. Bob is laying there next to him. To save Ponyboy, Johnny killed Bob. Desperate and terrified, they greasers hurry to find Dally Winston, the one person they think might be able to help them. Dally sends them with a gun and some money to an abandoned church near Windrixville, where they hide out for a week. The boys decide to cut their hair to disguise them self. To make the time go by they read Gone with the Wind aloud. About a week later, Dally comes to check on them, and says that since Bob's death, things between the greasers and the Socs are at their worst.

Chapter 10 summary of Guns, Germs, and Steel Essay

In the Fertile Crescent, plants and animals spread quickly into Europe and North Africa. Innovations such as written language and wheels spread similarity quickly as well. People used domesticated crops rather than those that grew naturally. This shows that people easily adapted the Fertile Crescent’s food production. Chapter 10: Eurasia has covered the largest East to West area of any continent. Diamond believes that this is yet another r advantage for Eurasia. Eurasia had â€Å"amber fields of grain and spacious skies†. With the New world not having these advantages, it slowed diffusion. In the Fertile Crescent, plants and animals spread quickly into Europe and North Africa. Innovations such as written language and wheels spread similarity quickly as well. People used domesticated crops rather than those that grew naturally. This shows that people easily adapted the Fertile Crescent’s food production. Chapter 10: Eurasia has covered the largest East to West area of any continent. Diamond believes that this is yet another r advantage for Eurasia. Eurasia had â€Å"amber fields of grain and spacious skies†. With the New world not having these advantages, it slowed diffusion. In the Fertile Crescent, plants and animals spread quickly into Europe and North Africa. Innovations such as written language and wheels spread similarity quickly as well. People used domesticated crops rather than those that grew naturally. This shows that people easily adapted the Fertile Crescent’s food production. Chapter 10: Eurasia has covered the largest East to West area of any continent. Diamond believes that this is yet another r advantage for Eurasia. Eurasia had â€Å"amber fields of grain and spacious skies†. With the New world not having these advantages, it slowed diffusion. In the Fertile Crescent, plants and animals spread quickly into Europe and North Africa. Innovations such as written language and wheels spread similarity quickly as well. People used domesticated crops rather than those that grew naturally. This shows that people easily adapted the Fertile Crescent’s food production.

Development and induction Essay

The origin of leadership training in the USA has its origin in the 19th century when the first university Programme was started. Since then academic community has played a vital role in the training of school principals. The development of the Standards was administered by the National Center for History in the Schools at the University of California, Los Angeles under the guidance of the National Council for History Standards with funding from the National Endowment for the Humanities and the U. S. Department of Education. (Brundrett2001). In UK national standards were introduced in 1994-1997 for head teachers to be prepared for their increased demand in their roles. The national standards for head teachers in UK were first introduced by the minister for education. The minister believed that head teachers needed preparation and support in their responsibility and training of head teachers should be a must according to the central government and not the local government. Further, the concern for education minister was for the head teachers to gain practical experience important to their responsibilities. The relevant practical skills were more familiar to leaders and managers in the commercial sector than education sector For head teachers to receive relevant experience on their job they required practical skills. In the USA university education enjoy support from the government, although it faced challenges from the leadership development. There are only two public schools in the world that have adapted standards for school principal. These are the USA Inter state school leadership licensure consortium (ISLLC) in 1996 and the teachers training agency (TTA) in England. The reason for this is that traditional has tended to view head teachers responsibilities as leaders rather than resource manager. (Brundret, 2007). In the early 21st century there was great interest of leadership in education due to the widespread belief that the quality of leadership makes a considerable impact to school and student end results. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best education for their pupils. Effective leadership in schools require committed and trained teachers but also support from other senior and middle managers. Though, the need for quality leadership is widely accredited, there is a reduced amount of assurance about which leadership behaviours are most likely to produce favourable results at the end of the day. Therefore, educational leadership and management, use different leadership models to ensure, relative efficiency in developing successful schools. (Bush, 2005). There are various models that were used in leadership in both USA and UK. They include; instructional leadership that focuses on pupil learning, moral style involves merging leadership with democracy and particular care for the young. Participative leadership focuses on shared decision making among all the stake holders in education sector. Managerial style focuses on supervisory ‘cold’ achievements on targets while contingent leadership is where the leader adapts his or her particle style of leading. Of all these styles, transformational is the most comprehensive as it offers productive approaches leader. Leadership training programme have emerged recently in the international field. In 2000 the national college for school leadership was established to provide training for leadership development and research (DFES, 2004). Initiatives for improving school leadership has taken place in the USA and UK. Leadership development in relation to internationalizing and globalization has made the UK and USA governments to promote leadership development aiming at school improvement and also exchanging school leaders’ experiences. (Brundret, 2001). School heads need to provide and seek for effective organization and management of schools. These can be achieved through organizational structure which reflects the school principles and also implement plans and policies for the development of school facilities Head teachers have also the duty to manage the school as a whole; in that they are accountable to the school community. That is pupils benefit from a high quality education and everyone work together to accept responsibilities of the outcome. Schools exist in social contest therefore; head teachers must build a culture and a curriculum that takes into account the diversity of the school’s community. Also ensure that the pupils learning experiences are integrated with the community. He should partner with other sectors in providing for the academic, moral, social, spiritual and cultural for the well being of the school community. Induction ensures head teachers make improvements in their jobs and the school environment. An efficient induction programme helps school leaders and the staff to settle in without being taken aback by lack of support. Induction into the schools involves orientation, personal introductions, understanding the job responsibilities, knowing where to find things and understanding the values and polices of the school. Preparations should reflect the diverse needs such as full-time, part-time, temporary and prior experience, and the level of contact with children. Generally, induction programme will depend on individual circumstances. A well implemented induction programme had rewarding benefits to the school. They include; ? Effectiveness in their responsibilities. ? Encourage more effective and dependable relationships with pupils and help raise standards of behavioural and attainment ? Reduces misunderstandings and breaches of procedures and rules ? Leaders feel valued and supported as it’s concerned with high morale ? Problems in learning can be identified and addressed in advance ? Schools can demonstrate they have fulfilled their legal obligation to explain health and safety, safeguarding procedures and other Government legislation ? Supports staff retention; the cost of induction is insignificant compared with the cost of recruiting and training replacement staff. In England ,national standards for head teachers were developed by Teacher training agency (TTA) and introduced in 1997 because they perceived the tasks of school heads were changing, they come up with standards that focused on shaping the future, leading, learning and teaching, working with others, managing the organization and securing accountability(DFES,2004) There is no appropriate leadership but there are qualities that are desirable. According to the government’s teacher training agency the main requirement is the ability to give a clear direction and purpose, make decision and adapt to the new ideas which entails understanding and keeping to date with current education and communication among all staff levels. These abilities are important to the task of school leaders as they define the vision, mission and objective of the school. Achievement and quality of teaching depends on leadership development. NCSL emphasized that the national standards for head teachers even should be both encouraging and target a range of users, including governors. The advice should be inspirational in that the standards convey the excitement of this important role and encouraging so that serving head teachers continue to work in a way that improves and transforms schools and contributes to the future development of the education sector. Inter state School Leaders Licensure Consortium acknowledges leader who promotes the achievement of all students by providing the development, performance, and stewardship that is shared and supported by the school community. The leader has knowledge and understanding of: learning goals in a whole society, the principles of developing and implementing strategic plans, effective communication, effective consensus-building and negotiation skills . A leader who promotes the success of all students by ensuring management of the organization, operations, and resources for efficient and effective learning environment. The leader has knowledge and understanding of: theories and models of organizations and the principles of organizational development and legal issues impacting school activities. Leadership that promotes the success of all students by partnering with families and community members, responding to diverse community interests and needs, and mobilizing community resources. The leader engages in activities ensuring that: high visibility, active participation and communication with the larger community is a priority and relationships with community leaders are identified. A school leader who promotes the integrity, fairness, and in an ethical manner. The leader believes in values and he is committed to: the ideal of the common good and the principles in the Bill of Rights (Bush, T. 2005) Well the quality of leadership is very important in school effectiveness. Participants receive input on aspects of leadership, opinion which they then use to examine their own work and that of their colleagues in the team. All fundamentals of this demanding programme are related to the needs of the particular team and will result in individual and team plans based upon necessary changes to improve performance. Even though different countries have significantly similar educational programme, for instance, the leader with strong emphasis in creating good practices including vision and mission. (Bush, 2005). Some countries have a programme for newly appointed school leaders like in England they have a budget to cater for head teachers personal professional development. This programme revolves around educational knowledge represented by research, participation in efficiency of schools and knowledge creation among the participants. Apart from school principals, deputy heads also undergo leadership development because some might seek school leadership roles. Another group of people that has to undergo leadership development programme are the middle managers, because they are mostly in classrooms. Some middle managers may be reserved about exercising leadership in what has been traditionally an idealistic profession and other members of staff may be unused to seeing them exercising this role. They then consider the impact they are making upon the various people they are responsible for leading and determine strategies for coping with the different demands by different people. Drawing from a survey carried out in North Carolina, training and learning increases experience and one must do the job to learn the job (Bush 2005) Leadership development requires action learning where individuals learn with and from each other and reflecting on their own experience. Mentoring is also important as the less experienced leaders learn from experienced this has been used in USA, Australia and England. Although, they make one to dependent on the mentor and time consuming leading to inefficiency in the long run. Coaching is also important in leadership development as it ensures commitment, good relationship, higher performance and good relationship. For school improvement leadership preparation is essential but as a result of globalization what worked well in a particular country might not be successful elsewhere. (Bush T 2005) National standards are useful as they ensures effectiveness in schools, pupils leave school when they are well fit, reduces mistakes, time management and the end result is quality service delivery. The value of standards also assumes quality leadership, consistency, good teaching practices, and the end product is pupil success. Consequently, standards reflect the mistaken idea for good leadership bringing about quality leadership but in reality it depends on the education values (orchard, 1994) Good leadership provides skill for the right strategies that lead to good performance in schools where practical skill among stakeholders are encouraged and responsibilities are shared. National Standards for head teachers were formulated following a meeting with teachers, head teachers, professional and subject associations, local authorities, higher education institutions and others from both inside and outside education. The Standards recognizes the main role that head teachers play in the development and delivery of government policy and in raising and maintaining levels of achievement in schools in order to meet the needs of every pupil. The National college school for leaders (NCSL) in UK has worked closely with school leaders in various schools to create a series of focus on how the national standards for head teachers have been put into framework by school leaders. The focus is anticipated to be a helpful resource for school leaders, offering ideas and possible ways to promote for schools trying to go with the National Standards with their individual framework. National standards for head teachers are applicable to school heads . They are intended to provide a context of professional development and action to serve aspiring head teachers. Therefore, standards have a range of uses. They assist in recruitment of school heads, provide guidelines to all stake holders as to what is expected from the head teacher and identify level of performance. Although, standards reflect wrong ideas about the quality of education. Different people have varying ideas about how to make education successful but in real sense for education to be worthwhile there must be formulated guidelines and good leadership in place. Also, standards can be educational idea rather than a value to quality leadership. (Orchard, 1994). Standards in schools do not portray the balance between professional qualities and leadership actions and it will be hard to measure goals and objectives. Standards have also portrayed a bad idea about experts in the educational sector; they assume that experts can judge educational achievement by the kind of leadership in place and also can take up positions from the experience they have from the industry. Standards also fail to differentiate responsibilities of good school leaders. In a democratic society justifiable leadership has to go hand in hand with productive decision making mechanisms. Use of standards is badly chosen at it assumes that all trained school leaders exercise good leadership. But standards cannot capture the all leadership qualities that are right or wrong for instance, in 2000 UK developed its national curriculum and all schools had to follow and you cannot suggest that its quality is right as all leaders in school have to be consistent with them. Therefore, this challenges standard because qualities and skills required for school leadership would be flexible to cater for individual school and pupil needs. Leadership at national level uses their efforts to improve education. Schools often function efficient where leaders serve the interest of the pupil are best served by less guidelines and therefore school leaders should be left to operate schools individually with limited set of rules. However, the key difference between the two counties is the continued existence and influence of the local education authorities in UK compared to USA where no existence of such, management of schools is influenced by the head teacher (DFES 2004) Unlike the National Curriculum in UK, their core subjects are: English, mathematics and science; USA follows a similar framework; however, schools can develop additional curriculum to meet individual pupils’ needs and circumstances. In UK school principal have the overall responsibilities and can be held accountable of any problem in schools unlike in the USA where the responsibilities are shared among all the stakeholders in the education industry (Orchard, 1994). Unlike in USA which provide leadership teams through its school leadership learning teams (SLLT) which involves ten sessions spread over two years, the national college school for leadership(NCSL) in UK has no such team and come up as a result of training head teachers from other members of their staff. Standards have dominated training and development of head teachers in UK and USA. Leading and managing schools is obligatory because these are public duties. Furthermore, from a professionally developed programme that reflect education on practical skills and qualities leaders are likely to be appreciated. Therefore, for them to be successful they should integrate academic programme, take account of their responsibilities and work together with the entire education industry. The development of more effective leadership for performance in schools should include; developing a customs where teachers and head teachers feel confident and empowered to participate fully in performance of school, the acknowledgement of professional responsibility to be involved in effective, sustained and relevant professional development throughout their careers and to contribute to the professional development of others, and the creation of an effective, sustained and relevant professional development as part of a wider review of teachers’ professional duties. For school effectiveness, improvement and providing culture within which teaching and learning will excel educational leadership has been viewed by many as an important element. Hence, training them has been of great importance especially, in UK where teachers aspiring to become head teachers, those newly appointed those head teachers who have been in post for some want to continue with their own professional development. The national standards for head teachers reflect education in schools. The main aim of head teacher is to provide professional leadership and management in schools through ensuring high quality teaching and learning opportunities for all pupils. For these to be viable the head teacher must have certain attributes like: knowledge and skills to actively participate in reflective learning to gain greater understanding his professional roles and management principle. Personal qualities and value are also important in a school leader; such qualities include commitment, integrity, consistency and confidence. Professional characteristics that clarify the diverse professional capabilities that help in understanding frameworks of accountability, promote social diversity and equal opportunities. (Brundret, 2001) REFERENCES Bush, T and Glover, D. (2005). `School leadership: concepts and evidence. London: Routledge. Brundrett, M. (2001). Development of school leadership preparation course in UK and America comparative analysis. Northampton: University of Leicester. Dfes, (2004) National standards for head teachers. London: Penguin. Hay, (2001). Management consultants. Leadership Programme for serving head teachers, London: Oxford University Press. Orchard, J. (1994), Are national standards for head teachers in England helpful? London: Institute of education

Congrats on your Graduation! Now Read This

Congrats on your Graduation! Now Read This There’s a peculiar sinking feeling that often follows the exultant glee of donning a cap and gown, seeing your diploma for the first time, and updating your resume to include your new graduate status. Ronda Lee, a blogger and first generation college and law school graduate, has several tips and suggestions to help you take the steps that come next! Wisely, she observes that â€Å"You never know who will be the person who will lead you to your next job, client, or big idea. . .Many times jobs are filled before the posting because the hiring person sent an email to friends and contacts asking for names of potential candidates.† Even more important, she frames networking as a mutually beneficial relationship, rather than a series of awkward one-sided coffee meetings. Be generous with your contacts, pass along opportunities that aren’t right for you, and trust that it’ll come back to you with long term benefits.  When saying goodbye your classmates and prof essors, it’s crucial to be gracious and lay the groundwork for future relationships. Your mentors may be the ones writing your first recommendations; your classmates may be the gatekeepers who interview you before the hiring manager does. Write thank you notes. Return emails. Don’t burn bridges!Once you’ve landed that first job out of college, a team player’s attitude is crucial. Manage your time and be self-sufficient–but don’t be so caught up that you forget to ask questions when you’re confused. Communicate clearly and courteously with everyone  you come across–there’s no substitute for a good track record as a conscientious and responsible coworker! Be flexible and willing to adapt, especially in the beginning of a new position where your responsibilities may be in flux. If you become known as someone who’s ready, willing, and able to take on new tasks and complete them successfully, you’ll have stand ing with your employer when it’s time to advocate for yourself, your skills, and future opportunities.Millennials have a reputation as being cocky or unwilling to pay their dues–having a self-driven, entrepreneurial spirit is a terrific thing, but make sure you’re willing to learn the ropes before you start breaking new ground. Find mentors who will call it like they see it–even when it’s hard to hear–and take advantage of your alma mater’s career center resources if you need support at any page of job-seeking or early employment.

Habits and Traits of Cockroaches, the Order Blattodea

Habits and Traits of Cockroaches, the Order Blattodea The order Blattodea includes the cockroaches, insects unfairly reviled the world over. Though some are pests, most cockroach species fill important ecological roles as scavengers that clean up organic waste. The order name comes from blatta, which is Latin for cockroach. Description Cockroaches are ancient insects. Theyve remained almost unchanged for over 200 million years. Roaches run fast on legs adapted for speed, and with 5-segmented tarsi. Cockroaches can also accelerate and turn quickly. Most are nocturnal and spend their days resting deep within tight-fitting cracks or crevices. Roaches have flat, oval bodies, and with a few exceptions are winged. When viewed dorsally, their heads are concealed behind a large pronotum. They have long, slender antennae, and segmented cerci. Cockroaches use chewing mouthparts to scavenge on organic materials. Members of the order Blattodea undergo incomplete or simple metamorphosis, with three stages of development: egg, nymph, and adult. Females encase their eggs in a capsule called an ootheca. Depending on the species, she may place the ootheca in a crevice or other protected place, or carry it with her. Some female cockroaches carry the ootheca internally. Habitat and Distribution Most of the 4,000 species of cockroaches inhabit moist, tropical environments. As a group, however, cockroaches have a wide distribution, from desert to arctic environments. Major Families in the Order Blattidae: Oriental and American cockroachesBlattellidae: German and wood cockroachesPolyphagidae: desert cockroachesBlaberidae: giant cockroaches Cockroaches of Interest The Madeira cockroach (Rhyparobia maderae) can stridulate, an unusual skill for a roach. It also gives off an offensive odor when threatened.The tiny Attaphila fungicola cockroach inhabits an ecological niche – the nests of leaf-cutting ants.Madagascar hissing cockroaches (Grophadorhina portentosa) force air through their spiracles to produce a hissing sound. Theyre a popular pet insect.The giant cave cockroach, Blaberus giganteus, feeds on bat guano among other things.

Smoldering Combustion Essay Example | Topics and Well Written Essays - 250 words

Smoldering Combustion - Essay Example For instance, a cigarette produces char due to the chemical contents, but the combustion is influenced by physical factors. This implies that the physical elements spur the chemical reactions through the oxidation process that attack the cigarette contents. The article also tackles the post-initiation features of smoldering. This comprises of various smoldering models, such as one and two-dimensional smolder models. However, oxygen controls the entire combustion process and this depends on the rate and degree of the reaction. One-dimensional smolder spreads based on the oxygen diffusion, either upwards or outwards from the layer of fuel particles (Ohlemiller 2-220). This model is restricted by reverse and forward propagation approaches. The combustion reaction is sometimes instigated by self-sustained processes. In this regard, self-sustained smolder propagation is prevalent by the oxidation kinetics of a solid. Reverse propagation is when oxygen diffuses to the reaction region from the external surface of the fuel layer. Forward propagation also affects the one-dimensional smolder in which oxygen flows in the similar direction as the movement of the smolder front (Ohlemiller