200 FOUNDATIONS FOR GENERAL EDUCATION AND PROFESSIONAL SUCCESS Ess

GEN/200 FOUNDATIONS FOR GENERAL EDUCATION AND PROFESSIONAL SUCCESS Ess LEARNING TEAM CHARTER TEAM X Course TitleGEN/200 FOUNDATIONS FOR GENERAL EDUCATION AND PROFESSIONAL SUCCESS Team Ground Rules and Guidelines What are the general expectations for all members of the team? Be helpful.(Nasa) Complete all assignments, and have them turned in on time.( Joe) Return your assignment on time NO DELAYS ( Tracy) My expectations for time management and involvement would be to have the group discuss somewhat of what their schedule is and when would be a good time to meet as a group. We would also need to establish a good way for all of us to communicate whether it be via email, chat, or even group Skype. We will need to make sure that we all have the time to meet and discuss our assignments (Reeuna) Expectations for Time Management and Involvement (Participation, communication with the team, accessibility, etc.) Get it done because are all effected if you dont (Nasa) All team members participate and communicate with each other, let others in group know there schedule and times they will be available (Joe) Communication is the key (Tracy) Everyone will have their part of the assignment to complete in a timely manner. The work will be evenly spread among the group so that no one will feel as if they are doing more than the other. The communication strategy will be a phone call or email to each member to see how they are progressing in their part of the assignment and to remind them that we have a deadline to meet as a team. If there is any conflict within the team we just make sure to make our team members realize that we are all responsible for the group assignment and we all are going to receive the same grade. We also encourage our members to put aside any issues that they might have and focus on just the assignment (Reeuna) Ensuring Fair and Even Contribution and Collaboration What strategy will you use to ensure that all team members are contributing and collaborating appropriately? Describe the communication strategy you will use if a team member is not contributing and collaborating effectively. How will the team manage conflicts between team members? I will call you, I will e-mail you I will bug you if that is what it takes to gets things done I am good at it.(Nasa) Learn new ways as we move along. If this is the first time in a learning team, use this to make the future experiences better (Joe) I will try to contact all the team member the best was possible but if they fail to complete their assignment then thats there grade and not mine. (Tracy) To make sure that everyone knows one another schedule and have their correct contact information so that are assignments are on time and submitted correctly also an assignment that everyone agrees on (Reeuna) Special Considerations What do you, as a team, agree will make this team experience different from past team experiences? I will be open mind to all new ideas that can benefit everyone.

How to Properly Clean Laboratory Glassware

How to Properly Clean Laboratory Glassware Cleaning laboratory glassware isnt as simple as washing the dishes. Heres how to wash your glassware so you wont ruin your chemical solution or laboratory experiment. The Basics Its generally easier to clean glassware if you do it right away. When a detergent is used, its usually one designed for lab glassware, such as Liquinox  or Alconox. These detergents are preferable to any dishwashing detergent that might be used on dishes at home. Usually, detergent and tap water are neither required nor desirable. You can rinse the glassware with the proper solvent, then finish up with a couple of rinses with distilled water, followed by final rinses with deionized water. Washing Out Common Chemicals Water Soluble Solutions  (e.g., sodium chloride or sucrose solutions): Rinse 3-4 times with deionized water, then put the glassware away.Water Insoluble Solutions  (e.g., solutions in hexane or chloroform): Rinse 2-3 times with ethanol or acetone, rinse 3-4 times with deionized water, then put the glassware away. In some situations, other solvents need to be used for the initial rinse.Strong Acids  (e.g., concentrated HCl or H2SO4): Under the fume hood, carefully rinse the glassware with copious volumes of tap water. Rinse 3-4 times with deionized water, then put the glassware away.Strong Bases  (e.g., 6M NaOH or concentrated NH4OH): Under the fume hood, carefully rinse the glassware with copious volumes of tap water. Rinse 3-4 times with deionized water, then put the glassware away.Weak Acids  (e.g., acetic acid solutions or dilutions of strong acids such as 0.1M or 1M HCl or H2SO4): Rinse 3-4 times with deionized water before putting the glassware away.Weak Bases  (e.g. , 0.1M and 1M NaOH and NH4OH): Rinse thoroughly with tap water to remove the base, then rinse 3-4 times with deionized water before putting the glassware away. Washing Special Glassware Glassware Used for Organic Chemistry Rinse the glassware with the appropriate solvent. Use deionized water for water-soluble contents. Use ethanol for ethanol-soluble contents, followed by rinses in deionized water. Rinse with other solvents as needed, followed by ethanol, and, finally, deionized water. If the glassware requires scrubbing, scrub with a brush using hot soapy water, rinse thoroughly with tap water, followed by rinses with deionized water. Burets Wash with hot soapy water, rinse thoroughly with tap water, then rinse 3-4 times with deionized water. Be sure the final rinses sheet off of the glass. Burets need to be thoroughly clean to be used for quantitative labwork. Pipets and Volumetric Flasks In some cases, you may need to soak the glassware overnight in soapy water. Clean pipets and volumetric flasks using warm soapy water. The glassware may require scrubbing with a brush. Rinse with tap water followed by 3-4 rinses with deionized water. Drying or Not Drying It is inadvisable to dry glassware with a paper towel or forced air since this can introduce fibers or impurities that can contaminate the solution. Normally you can allow glassware to air dry on the shelf. Otherwise, if you are adding water to the glassware, it is fine to leave it wet (unless it will affect the concentration of the final solution.) If the solvent will be ether, you can rinse the glassware with ethanol or acetone to remove the water, then rinse with the final solution to remove the alcohol or acetone. Rinsing with Reagent ​If water will affect the concentration of the final solution, triple rinse the glassware with the solution. Drying Glassware If glassware is to be used immediately after washing and must be dry, rinse it 2-3 times with acetone. This will remove any water and will evaporate quickly. While its not a great idea to blow air into glassware to dry it, sometimes you can apply a vacuum to evaporate the solvent. Additional Tips Remove stoppers and stopcocks when they are not in use. Otherwise, they may freeze in place.You can degrease ground glass joints by wiping them with a lint-free towel soaked with ether or acetone. Wear gloves and avoid breathing the fumes.The deionized water rinse should form a smooth sheet when poured through clean glassware. If this sheeting action is not seen, more aggressive cleaning methods may be needed.

Mid-Term Reflection on Anthropology Essay Example | Topics and Well Written Essays - 500 words - 3

Mid-Term Reflection on Anthropology - Essay Example The Maya has had advanced in mathematics and astronomy. The story says that God created people from maize after several attempts. The idea of a God who creates people from maize is reasonable for the people of South America because they depended on maize. Maize cultivation provided them with enough calories to settle in cities and invest time in pursuit of mathematics and other intellectual pursuits (Morgan 23). The story is almost similar to biblical story because the Heart of the sky creates from nothing. Other than Heart of the sky, another deity of the Mayas was the feathered serpent. This god was part of pantheon of deity believed to have created the cosmos from scratch. This deity is equivalent to Greek gods. In ancient American religions, shamans were people who could achieve altered consciousness and communicate with the spirit world. They played the role of leading in religious rituals and in practicing divination. Based on the story about Mayas, tribal people, their creation, the gods, and the role of shamans in society, it is clear that humanity and civilization goes through the same steps. The first step towards civilization is settlement. Without settled living, it is hard for people to live a civilized life. In South America, the discovery of maize changed the course of the history of Mayas. Maize allowed the Mayas to lead a settled life. Even today, millions of people rely on maize to provide their daily calorie requirement. Maize is a highly productive grain and a single cob produce considerable calories. Once the people have enough to eat through farming, they start engaging in intellectual activities. This explains why the Mayas had made huge advances in mathematics and astronomy. Presence of enough food allowed them the luxury of pursuing these intellectual activities. Another aspect of intellectual pursuit is religious. Tribal people

Project management Essay Example | Topics and Well Written Essays - 3500 words

Project management - Essay Example First an insight on projects and their use in contemporary organisations is provided, followed by an analysis of the influence of organisational culture on project structure, teams and performance, ending with a summary and discussion on the topic. This is the shortest yet the most comprehensive definition of what a project is; a one time event, with a beginning and an end, with quantitative and qualitative outcomes, comprised of many depended activities with a sole purpose of solving a problem (Meredith and Mantel 2010, PMI 2008). Projects are managed through a process defined by a project management methodology used on all projects to increase the likelihood of achieving project success, excellence and maturity (Kerzner 2009). A standardized definition of Project management comes from the PMBOK (PMI 2008, p.6) where it is defined as â€Å"an application of knowledge, skills, tools and techniques to project activities to meet the project requirements†. As a relatively new discipline PM emerged from the post world war’s defence methodologies applied in managing large-scale initiatives. At the beginning, what literature refers today as â€Å"traditional projects†, were stand-alone projects with dedicated resources and without larger consequences if the deadlines were not met (Taylor 2003). These projects were characteristic for the construction industry. From the 1980s onwards, the rapid development of IT and its rising penetration in the value chain of organisations, increased the number IT projects and shortened the project life cycle (IT technology has a short life cycle), while the dependency of project’s processes from the parent organisation increased. As a result the old tools and techniques in managing traditional projects were found to be less efficient, even counterproductive and practitioners and researchers begun to recognise the growing importance of introducing the systems approach in analysing and managing projects (Gardiner 2005, Taylor

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Tough times challenged a boy like Jesse James growing up in Missouri. Internal conflicts during the Civil War devastated the state. Missouri, a border state, tried to stay neutral, but it seemed that the people of Missouri held different ideas. Violence broke out between southern sympathizers who wanted to secede and those loyal to the Union. Jesse James, best known as a dangerous and ruthless thief, murdered many innocent people, but many in the deep south continued to regard him as a hero. Some compared James to Robin Hood and admired him for his daring deeds. Jesse James, like many of his contemporaries, experienced an innocent early childhood, until the atrocities of the Civil War transformed him into the marauder that history portrayed. Born in Clay County Missouri on September 5, 1847 to Zerelda and Robert James, Jesse Woodson James entered his life in innocence. Only three years after the birth of Jesse, Robert James contracted cholera and died shortly after leaving the family in debt. To keep the family afloat Zerelda married a wealthy farmer Benjamin Simms, but the marriage proved to be an unhappy union. In 1854, after Zerelda left Simms, Simms died from the injuries related to being thrown from his horse. Jesse, yet again, became fatherless. Zerelda’s final marriage took place in 1855 when she married Dr. Ruben Samuel. Conflicts between Secessionists and Loyalists erupted throughout Missouri. Unlike in other states where neighbors joined together in arms to fight for the Union or the Confederacy, in Missouri neighbors and lifelong family friends eyed each other with suspicion as they enlisted in regiments on opposites sides. Missouri also possessed a strong unionist influence from the German immigrants in St. Louis he... ..., the author of the letter is not verified but is assumed to be written by Jesse James. The letter showed the mindset of the robbers or was written to give support to the idea that the â€Å"bold-robbers† were not thieves and indeed resembled robin hood. In the letter, Jesse James apologized for the tragic accident of wounding the young girl, and said that he would personally pay for the medical treatment which helps his image with the public. He later compares himself with other great leaders such as Ceasar, Napoleon, and Alexander the Great, as they were all bold-robbers. Lastly he contrasts his actions with that of the president, trying to prove his resemblance to robin hood. He says that he is stealing from the rich, and giving back to the poor, while the Grant Party is stealing from the poor and giving to the rich. (Jesse James: Last Rebel of the Civil War [Online])

Educational Policies and Practices Essay

â€Å"Change is a process, not an event. It can be planned or unplanned and can be influenced by forces inside and outside of the schoolhouse. † (http://wps. prenhall. com/chet_green_practicing_2/23/6137/1571248. cw/index. html). Current education reform has stressed the urgency of teacher learning in improving classroom education and expanding student success. Current education reform in the United States has increasingly described standard levels of mastery for learners and focused on holding schools responsible for student outcomes. As one approach for increasing student attainment, officials have zoned in on improving the quality of public school educators (Parise & Spillane, 2010). Certain policy plans concentrate on the dimension involved in refining the quality of educators coming into the area of teaching through state accreditation exams, more rigorous degree requirements, and recruitment efforts. In addition to the aforementioned, increased responsibility and stress on schools involve learning and modification for many of the educators already working within this capacity, as they are pushed to apply new instructional methods and advances in order to promote and foster student achievement (Parise & Spillane, 2010). Assessing the Condition: Loris High School Trevor Strawderman, principal of Loris High School, Horry County, South Carolina, reorganized educational structure to benefit the school. In 2005, Loris High School ranked in the bottom percentile among high schools, scholastically, in the state of South Carolina. Principal Strawderman knew that issues in the area of literacy plagued the school’s academic performance. Assessment statistics revealed that 74 percent of the 9th and 10th graders of the school were reading below grade level. As a result of this issue, dropout and class failings soared to extremely high figures (http://www. nassp. org/Content. aspx? topic=59746). Strawderman, the newly appointed principal at the time, and other leaders of the school were aware of this issue, but did not realize the severity until results were revealed from student assessments. It was determined that the majority of the 9th and 10th graders at the time were reading way below grade level. After examining the textbooks utilized in the school, it was discovered that the 9th and 10th grade level books were written for 10th/ 11th grade reading comprehension. Upon the discovery of the low reading skills, Strawderman met with faculty to inform them that changes were necessary to improve reading skills of the students. Data collected about the student reading assessments was Mr. Strawderman’s proof as he provided information for this needed change (http://www. assp. org/Content. aspx? topic=59746). Implementing Necessary Change The school’s leadership team began to read and study about ways to improve on reading. Through the study it was discovered that providing more reading would be the best solution. The leadership team identified a process that could be utilized to achieve the vision. Through the vision of Strawderman and the leadership team, a ho meroom reading initiative was put in place immediately. Two days for 50 minutes a week have been designated for this activity. Students were grouped by grade level and lexile level. Strawderman and his team stressed the importance of steering away negative connotations with this activity, and felt that grouping by lexile level was pertinent (http://www. nassp. org/Content. aspx? topic=59746). Challenges and Rewards As with change, Mr. Strawderman faced defiance by some faculty members. Comments like, â€Å"Some students are going to think this is stupid and childish,† were used to discourage this new activity. As the process began, aproximately $70,000 was spent on high interest inventory reading. Strawderman and his committee did all of the work, not putting the strain on the teachers with implementing this program. This process was made easy as possible for the teachers. After the program began, it was discovered that the students loved the program. The majority of the at-risk students enjoyed it the most. What was also discovered, is that every student may act is if they do not like to read, but they all want to know how to read (http://www. nassp. org/Content. aspx? topic=59746). Within this program celebrations were rendered and awards are given as incentives. This program provided an additional 33 hours of reading in the school for the year and has provided a positive outlook for the school’s reading deficit. Since Strawderman became principal, the school has made noteworthy and substantial cultural and meaningful changes that have led to effective progress for each student. Strawderman understood that the necessary changes implemented could not done by him solely. Along with making improvements for students, Strawderman also realized the importance in providing leadership and support for his staff members. â€Å"He envisioned a school of professional learning communities in which teachers worked together ‘to choose every day to make a difference in the lives of our students’ (http://www. assp. org/Content. aspx? topic=59746). First Order or Second Order Change? First and second order change are natural occurrences involved within settings of change. It has been reported that uninterrupted, first order change happens without interference to the system in place. Within this particular order of change the leader is involved in pushing for improvement within the productivity an d value of a school or program without making major alterations to what has been established among teachers and students. In addition, this conflict often faces less confusion and divergence (Green, 2013). Second order change, on the other hand, faces uneasy transitions because of change and interruption to the system in place. In this particular order of change the existing order is taken in another direction for the good of the school or program. Furthermore there are new objectives, as well as changes in structure and programs in which individuals are asked to function differently within their role (Green, 2013). Becoming principal of Loris High School, opened doors of opportunity for Trevor Strawderman to make necessary changes for the betterment of the school. Strawderman initially took some matters in his hand to push for this change by presenting data figures to faculty as proof of the situation in need. As a result of this new change every teacher was given a task to apply â€Å"student lexile levels from the Measures of Academic Progress -Reading (MAP-R) computerized assessments to gauge students’ mastery of basic reading skills† (http://www. nassp. org/Content. aspx? topic=59746). Because implementing these changes required disruption to the already established program curriculum, Strawderman and his team faced some defiance. This situation is reflective of the second-order change. The Good and the Bad Although the reading program at Loris High School has brought forth much success, negativity surfaced at the beginning stages of implementing this program. Mildly disgruntled teachers gave notion of their dislike of changing their already established curriculum without consulting them fully. Before allowing the situation to escalate with these faculty members, Mr.  Strawderman could have met with the teachers to answer questions and to address concerns about the immediate change once he brought it forward. (http://www. nassp. org/Content. aspx? topic=59746). Working collaboratively with faculty could have also presented a variety of innovative ideas. Michael Fullan’s reports on research indicates that institutionalization of modification and change is extremely challenging. Moreover, additional reports reveal that school improvements that are substantial and long-term rarely can be set, authorized or guided by organizations or individuals (Fullan, 1993). When change occurs in a school setting the following attitudes may arise: â€Å"teachers may feel a sense of in adequacy or lack of preparation, or they may fear the unknown or perceive a loss of power or control† (Green, 2013). Conclusion Through this assignment an abundance of useful information was grasped regarding leadership and instructional change. Due to the changes in time, it is pertinent for all leaders to foster the ideas of bringing forth instructional change in a school setting. The way children are educated must change because children, the world, and economics are changing daily. At times change is considered taboo and frightening. However, when handled effectively and efficiently, it may be the cure to an ailing situation. There is much confidence among the reorganizers of school and researchers in the field of education that enhancing the learning opportunities of practicing teachers will boost and develop teacher performance and progress to developmentally improved student outcomes (Parise & Spillane, 2010).

Essay about The Brain and The Origins Of Violence

Is The Brain To Blame? Searching For The Origins Of Violence From the dawning of man, violence has always been one of the defining characteristics of humankind. Throughout all of history we see evidence of mans tendencies toward acting violently in response to his emotions - everything from anger, fear, to just plain enjoyment. But to where can we trace the true origin of violence, the place where it all begins? Does the root of violence stem from societal and cultural values or can we point the finger at a deeper cause, one with a neurobiological basis? Can we successfully predict the violent tendencies in individuals, and if so, how? And if there is a biological basis for violent behavior, where does that leave our society and our†¦show more content†¦From the amount of school shootings that have occurred in the past 5 years, as well as a plethora of unpublicized acts of intimidation, threat, and simple assault occurring in the classroom, it is reasonable to conclude that for many young children, school is not the safe haven that it was once believed to be. Instead, it is a place of constant fear, where the possibility of harm is an undeniable threat. In places where violence in the community is not a threat, children are still bathed with violent images at every turn, simply at the click of a button. Now more than ever the media has been flooded with aggressive acts ranging from the punches and kicks of the newest videogame, to the gruesome murders of the last big-screen thriller. It has also been estimated that by the time a child turns 18, he or she will have viewed at least 200,000 acts of violence on television (1). Even if the child has grown up with a solid, emotional and social background, he is still vulnerable to these overwhelming displays of media violence and is often left with a greater tendency towards aggressive and antisocial behavior (1). For those who do experience violence in the household, watching these powerful acts on television serves to reinforce the cultural values they see modeled in their everyday lifestyles (1). But for the majority of children, the greatest threat of exposure to violence comes from the home. 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