Green Computing Research Essay Example for Free

Green Com delegateing Research EssayThe Green Computing research project is well current and we accept to select a research tool that leave alone help with quality control. The choices are Ca substance abuse and effect diagrams, control charts, Run charts, scatter diagrams, histograms, Pareto charts and liquefy charts. I am a huge fan of statistical analysis however it is not one of the seven tools we have to work with. Therefore, I have chosen the Pareto Chart method to help with our quality control.A Pareto Chart will allow us to look at verve usage oer a period of time and break it down to what was the major factor leading to the increase or decrease. Therefore, we can evaluate changes made in computer hardware and plowes and see which ones had the greatest or worst effect over that period. This will help to satisfy Ben and Itos concerns for the projects quality research and fulfill the companys goal of reducing costs, increasing profit margin and at the same time beco ming greener.This project should be fairly easy to map out. We will simply take a detailed analysis of the energy consumption of periods of time and then look to see what variables made different periods greater or less than others. The Pareto principle is sometimes referred to as the 80-20 rule (Schwalbe, 2011) where 80% of the problems are ca apply by 20% of the causes. This could also be considered inversely where 80% less energy consumption can be attributed to 20% better habits.This method can also easily be translated into a flowchart over time, allowing us to taper in on the energy consumption for processes, equipment and times of day. Once the problems or benefits are identified processes can be developed to act on them accordingly. The use of this method will help to break out the consumptions for the project team and leadership in a simple to follow diagram, that can be used in the decision making process.The Pareto tool works well when the processes can be easily categor ized into benefits and detriments. Once the processes are categorized, then they can be prioritized. This is where the whole leadership team gets involved, to include the stakeholders. Then these prioritized categories can be made into a hierarchical structure with substance and value.This Pareto analysis chart is earlier easy to produce in Microsoft Excel, which is a good thing because I am fairly competent with the process using MS Excel. We simply put in a table the consumption values during the determined period of study and then turn it into a chart and you have a ocular of the consumption periods. We can then find the highest consumption periods and compare them to any changes or patterns differences from the lower periods. Then these values can be re-charted in another(prenominal) analysis chart to visually compare the major causes of energy consumption. In conclusion, the Pareto analysis will allow us to identify the major energy consumption issues or the major energy cons ervation savings factors and allow us to prioritize them in a hierarchical manner. Then the decision making process can begin to work to reduce the overall costs and save energy at the same time.

Company Case MKT 202 Essay Example for Free

Company Case MKT 202 Essay1. Microenvironmental factors involve actors, who remain close to the follow and they reach the companys ability to serve its guest. The company, suppliers, marketing intermediaries, customer market, competitors, and publics all of these are part of microenvironment. Toyota Prius knowledgeability and relaunch were affected by several microenvironmental factors. These factors are discussed on a lower floor a. Firstly, the Toyota Company itself was a major microenvironmental factor that affected its product at the very beginning.The marketing department of Toyota didnt do enough promotional activities for its tender vehicle. In a country homogeneous U. S. where as we all know all SUVs sell likes hotcakes, no one would really be interested to steal a dull hybrid car. Also the department involved in designing the product was too decrepit to attract customers at first. When it was launched pack considered Prius to be small, cramped compact with a ve ry dull design. Also due to its low horsepower, the pickup magazine was very long.The car took 14. 5 blink of an eyes just to go reach a speed of 60km/hr. No matter how much environmental friendly and energy saving the car was due to low promotional efforts by the company and also the dull design, the introduction of Prius was highly affected.Also, even if the car was worthy enough of a purchase because of its environment friendly quality and burn saving, enough people didnt hear about it. But later on, Toyota did make its new version and the marketing of the product was raised as the fool image developed. b. Secondly, as we all know, the presence of a competitor can really make it hard for a company to position its product well. During the quantify Prius was being launched it had to face, Honda as its competitor. Honda successful launched its insight even before Prius came to the market.Of course not to mention, vehicles like Hummer, Ford were already there before Prius to keep customers attention towards them. But Toyota did differentiate its product from its competitor on providing benefits which other competitors werent capable to provide at a cheap cost. c. ternion factor was the customer themselves, who were totally inclined towards the trade names which they have been using all their lives like General Motors, Ford and others. So the international markets for Toyota in U. S. were pretty weak at first. But then again, as new version was developed with new style a design and as the cars horsepower was improved it did get customers attention.2. Macroenvironmental involves larger societal forces, which includes demographic, economic, natural, technological, political, and cultural forces. There were several macroenvironmental factors, which played a role in affecting the introduction and relaunch of Toyota Prius. The factors are discussed below a. Firstly, demographic factors played a part in affecting Prius. Even though Baby Boomers and Gen X had peo ple who were middle aged(a) and old and were potential customers for Prius.But the Gen Y included the young bunches who were more into sporty and stylish vehicle, attributes which Toyota Prius lacked. Toyota simply didnt speak Gen Yers language. But Toyota had been able to deal with it since people from Gen Xers had environment conscious people who were a big market for Toyota. b. Secondly, cultural factors played a big role too. American culture has been prone in using 4-wheel drives and they simply didnt want a weird looking car to be a part of their lives. Also, people view of society, under cultural factor, played a part too.A patriot American would buy his countries product rather than buying products from other countries. other factor under culture is peoples view of organization. Companies like General Motors, Ford, Audi had a stronger brand image then Toyota during that period of time. As the time went, new version came out, Toyota was able to fit in the culture and the U. S. government on introducing various incentives on hybrid vehicles also helped it. c. Thirdly, technological factor.Technology has eternally been there making our lives a better and there has been so much competition in the market on providing superior technology that, some company have trouble to establish a image against those companies who have already established a strong position in the competition. Toyota was technologically inferior compared to its rivals like Audi, Ford, and GM. Also, Prius at its very initial stage was not the car which people took interest in driving because of its technical lacking. Low horsepower, high pick up time, dull design all of these affected its image. Toyota was able to deal with it on its new versions.3. Toyota market strategy was first used on people who were techies. It centre on early adopters, techies who were attracted to the advanced new technology. Techies were so into the Prius that they started modifying it technically and paying a great deal of attention to it. Toyota was able to differentiate its product in a way that no other company could with such a low cost. Thats why Prius became the best car ever used in US. After absorbing large revenues from the techies, it used it second version to target a wider market segment. Toyota was able to serve the bigger segment which consisted of those people who were environmentally conscious and as well as those desirous of fuel efficiency.Toyota did an immense amount of spending on media to let people know about its second version. In future Toyota can improve its strategy by introducing the hybrid feature into several models of car it has and thereby making a greater gross sales in return. But it shouldnt introduce the hybrid feature in all the cars, since if other competitors starts making the same kind of car and has better brand image, then Toyota can no longer differentiate its product. But as demand for hybrids go up, Toyota should maintain a steady production a nd invest on making other new types for serving other segments and maintain a balance.

Healthcare Affordability in the US

wellness guard Affordability in the USAdvanced adjudge Practiti unityr range of a function of Practice IssuesMarina BukhrashviliNew York State needed an additional 1,200 mendeleviums to address the shortage by 2012, according to a 2012 Haneys survey by the Health attending sleeper of New York State (Verdon, Ritchie, Marbury Mazzolini, 2014). The orbital cavity of Certified Nurse Practitioner (CNP) practice is currently thinkd in some republics. In New York State, the Nurse Practitioners Modernization subroutine leave behind allow those maintains who have more than 3,600 hours of experience to treat patients without the supervising physicians signed practice agreement (Farmer, 2014).This act willing perish law on January 1, 2015. This act may fill that void however, various New York physician advocate groups continue to argue that patient safety will be compromised because of the gap in training of CNPs (Verdon et al., 2014).The United States (U.S.) health conduct syste m faces many challenges due to demographical, economic and political shifts. There argon animated gaps in timberland and accessibility of care and patient safety. U.S. population is aging rapidly and it is estimated that about 18 part of the U.S. population will be 65 years old or older by 2025 (U.S. Census Bureau, 2012). With growing number of Medicare beneficiaries, there will be more demand for primary care providers. It is estimated that by 2020, the U.S. nation will require 40 percent more primary care providers (Hauer et al., 2008). U.S people 65 and older will have more than one chronic disease and physicians shortages will not meet the demands that are expected (Centers for Disease Control and Prevention, 2012).The National Governors Association (NGA) reviewed of the literature and summarized that CNPs can boil down disparities in access to care, promote cost effectiveness through policy advancement, patient advocacy and the development of innovative models of care to im prove patient care (NGA, 2013). The push for giving CNPs more autonomy continues with the shortage of primary care physicians on the rise. The American Academy of Family Physicians (AAFP) is not supporting the idea of allowing CNPs the full scope of practice without ca-caing under the physicians supervision. One of the reasons cited is that family physicians have extensive training and education, which would ensure patients safety and provide the best quality of care (American Academy of Family Physicians, 2012). The scope of CNPs practice is currently debated in some states.Researchers studied care provided by both nurse practitioners and physicians and showed that dapple quality of care was standardized for both providers, patients results were same or better for NPs as compared to physicians (Bauer, J. 2010). In addition, it was found that nurse practitioners provide care at a lower cost as well as more disease prevention counseling, health education, and health promotion activ ities than physicians (Mehrota et al., 2009).Another study which used data from the Association of American health check Colleges Consumer Survey showed that consumers are open to the idea of obtaining medical care from NPs (Dill, Pankow, Erikson Shippman, 2013). Compared to physicians, CNPs traditionally are reimbursed at a lower Medicare rate for delivery of the same services. Yet, while our healthcare desperately needs to reduce cost, it is estimated that a cost savings would remain, even if CNPs were to receive equivalent reimbursement, because they utilize fewer resources than physicians (Health Policy Brief, 2012).In 2009, on average, it cost 20% less to visit a nurse practitioner than to visit a physician (Eibner, Hussey, Ridgely Glynn, 2009). In Massachusetts, after the insurance reform was implemented, it was shown that the state could save from $4.2 to $8.4 billion over a 10-year period when nurse practitioners use was increased (Eibner et al., 2009).Accountable care or ganizations (ACA), community and nurse-managed health centers, patient-centered medical homes success will require that CNPs have full scope of practice to have the ability to practice independently without restrictions (Fairman, Rowe, Hassmiller, Shalala, 2011). Organizational barriers exist for reimbursements of care provided by CNPs. Notwithstanding that the quality and standards of preventing care established in the ACA are met by these providers, their current rate of reimbursement for Medicare services to residents in long term care (LTC) facilities is only 85 percent of the rate that physicians charge for the same services (American Association of Nurse Practitioners, 2013).The unlimited contribution of CPNs will be even more important considering that with the implementation of the ACA, millions of saucily insured Americans will seek the access to healthcare. Expanding the scope of practice of advanced practice nurses can possibly translate to an increased access to healthc are for many current and future patients, especially in underserved areas (National Governors Association, 2012).There is a need for the uniform standards for practice and to eliminate the difference in the level of practice among CNPs from one state to another (NGA, 2012). The scope of practice will establish which activities are reimbursed by third party payers and will have direct impact on the independent practice of CNPs (NGA, 2012). When CNPs are required to collaborate or to be supervised by the physician, they are less likely to be selected by insurers and are unable to directly bill for the services they render (NGA, 2012). Instead, the bill for their services is coded under the physicians provider number. If the requirement for physician involvement is dropped, CNPs would be allowed to be credentialed as providers and directly reimbursed for their services. This is also important if a physician moves or does not want to collaborate with a CNP.Another issue think to scope of practice is the lack of universal, federal recommendations for mobility across states for practitioners involved in telemedicine. The significant discrepancy in CNP scopes of practice across states limits the ability of expert CNPs to work as consultants in a different state, which may limit the access of individuals to specialty consultations that may not be available locally. In their study of nurse migration, it was reported that nurses, including CNPs, move to states with less restrictive scopes of practice. Migration of CNPs may contribute to the shortage of primary care providers, especially in disadvantaged areas (Kalist, Spurr, Wada, 2010). Nurses are restricted to support in some state to do health care visits or stay in skilled nursing facilities, admit patients to hospitals or prescribe medications without physicians supervision and because of that nurses move to less restrictive states, and from primary to specialist care, a resulting loss of access to care a lot of patients (Eibner et al., 2009).With millions of people subscribe up for health care under the Affordable Care Act, the aging population and number of chronic illnesses growing, the demand for primary care services is project to grow. NPs will play a significant part in expansion and shaping of health care delivery. The looming shortage of primary care practitioners can be alleviating by integrating into health care delivery primary care nurse practitioners and physicians assistants. Medical profession should have an active interest in go on the role of NPs and making sure that the high standards of the profession are intact. While NPs should not be a replacement for doctors they should be allowed to practice to the full conclusion of their training. Relaxing the scope of practice laws that prevent nurse practitioners from playing the important role in providing basic primary health care services is the start-off step that should be undertaken.ReferencesAmerican Association of N urse Practitioners (2013). Issues at-a-glance Full practice authority.Retrieved from http//www.aanp.orgAssociation of Advanced Nursing Practice Educators. (2009).Universities and advanced practiceprogrammes. Retrieved fromhttp//www.aanpe.org/AANPEHEIsMembers/AANPEMemberUniversitiesCoursesProgrammes/tabid/469/language/en-US/Default.aspxBauer, J. (2010). Nurse practitioners as an underutilized resource for health reform Evidence-based demonstrations of cost-effectiveness. daybook of the American Academy of NursePractitioners 22 (2010), 228-231.Centers for Disease Control and Prevention (2012). Chronic diseases and health promotion.Retrieved from http//www.cdc.gov/chronicdisease/overview/index.htmDill, M., Pankow, S., Erikson, C., Shipman, S. (2013). Health Affairs. Retrieved fromhttp//content.healthaffairs.org/content/32/6/1135.abstractThe Role of Nurse Practitioners in Meeting Increasing Demand for primitive Care. (2012)Retrieved fromhttp//www.nga.org/cms/home/nga-center-for-best- practices/center-publications/page-health-publications/col2-content/main-content-list/the-role-of-nurse-practitioners.htmlThe, O. C., Pr, N. (2012). Education and Training Family Physicians and Nurse Practitioners.Retrieved fromhttp//www.aafp.org/ dam/AAFP/documents/news/NP-Kit-FP-NP-UPDATED.pdfEibner, C.E., Hussey, P.S., Ridgely, M,S., McGlynn, E,A. (2009). Controlling health carespending in Massachusetts an analysis of options. Retrieved fromhttp//www.rand.org/pubs/technical_reports/2009/RAND_TR733.pdfFairman, J., Rowe, J., Hassmiller, S., Shalala, D. (2011). Broadening the scope of nursingpractice. New England Journal of Medicine 364(3), 193-196.inside10.1056/NEJMp1012121Farmer, R., (2014) Milestone New York legislation eases practice restrictions on NPs.Retrieved fromhttp//news.nurse.com/article/20140505/NY02/305050020.VGAJdMnsoh0Hauer, K.E., Durning, S.J., Kernan, W.N., Fagan, M.J., Mintz, M., OSullivan, P.S.Schwartz,M.D. (2008). Factors associated with medical students care er choices regarding internalmedicine. JAMA, 300(10), 1154-1164.Kalist, D., Spurr, S., Wada, T. (2010). Immigration of Nurses. Industrial Relations A Journalof Economy and Society, 49(3), 406-428.Mehrota, A. et al. (2009). Comparing Costs and Quality of Care at Retail Clinics with that ofOther Medical Settings for 3 Common Illnesses. Annals of Internal Medicine, 151, 321-323.Nurse Practitioners and Primary Care. (2013). Retrieved fromhttp//www.healthaffairs.org/healthpolicybriefs/brief.php?brief_id=79Sealey, G. (2014). U.S. Elderly to Double in 25 Years. Retrieved fromhttp//abcnews.go.com/US/story?id=91943page=1U.S. Census Bureau, Statistical Abstract of the United States 2012 (131st Edition) Washington,DC, 2011. Retrieved from http//www.census.gov/compendia/statab/.Verdon, D., Ritchie, A., Marbury, D., Mazzolini, C. (2014). (Slideshow) Scope of practicedebate in primary care spreads to 8 states. Retrieved fromhttp//medicaleconomics.modernmedicine.com/medical-economics/content/tag s/midlevel-providers/slideshow-scope-practice-debate-primary-care-sprea?page=full

The Role Of Principal Education Essay

The Role Of sensation Education EssayAs the primaeval intermediary between the classrooms, the individual trail and the education governance as a whole, good civilise leadinghip atomic number 18 inseparable to improve the efficiency and equity of croping. Within each individual schooling, attractorship wad contri only ife to improve school-age child acquire by shaping the conditions and climate in which pedagogy and training occur. Beyond the school borders, school attractorship fundament connect and adapt schools to changing external environments. And at the school-systems interface, school leading offers a bridge between internal school improvements processes and extern completely in ally initiated reform.But school leadinghip does non operate in static educational environments. As countries are seeking to adapt their education systems to the needs of modern-day society, the expectations for schools and school leaders defecate adjustmentd profoundly. Man y countries have made schools more than than autonomous in their decision making while centralising standards and accountability requirements and demanding that schools adopt new seek-based approaches to direction and delaying. In line with these assortments, the roles and responsibilities of school leader have expanded and intensified. Given the increased autonomy and accountability of schools, lead at the school level is more important than ever.The challenge facing education in the 21st century is to make trades to achieve higher levels of learning for all children (Ramsey, 2002). At the time of the at adjudicate study, humankind schools are undergoing scrutiny and criticism of much(prenominal) magnitude it is difficult to predict the future of public education. An increased emphasis on accountability and school improvement, including the work of ICT among instructors to enhance student achievement, is at the forefront of all education debates.Research has shown th at appropriate economic consumption of ICTs to catalyze a paradigm shift in some(prenominal) content and pedagogy that is the heart of education reform in the 19th century. ICT-supported education to enhance the success of the ongoing know takege and skills that will transgress the students continuous learning if properly designed and implimented. Leveraging ICT in an appropriate manner enables new methods of teaching and learning, especially for students in exploring exciting shipway of trouble solving in the context of education. New ways of teaching and learning is supported by constructivist learning surmise and paradgm shift from prinbcipal and instructor-centered pedagogy of memorization and rote-learning to nidus on student centered. (Thijs, A., et al. ,2010)Furthermore, the utilization ICT learning procedures and tools in the educational process, obviously leads to revolutionary changes in the roles of both teachers and learners as the emergence of new teaching and l earning environment and finally for new virtual training that ultimately aims to facilitate the tools and resources to support communication and interaction as well as disseminate teaching materials via the web will in order to encourage promote enhance collaboration and cooperation among participants in the learning process. On the separate hand, many author such(prenominal) as Salinas (2003) agree on the fact that the integration of ICT in education produce a set of transformations which transform all the elements that take part in the educational process such as organizations, students, curriculum, and nonably, they affect teachers role, function and behavior .Nevertherless, investments in information and communication engineering science (ICT) for enhancing formal and non-formal education systems are essential for schools improvement (Tong Trinidad, 2005). According to Betz (2000), information technology will only be successfully implemented in schools if the principal acti vely supports it, learns as well, provides adequate captain development and supports for his/her staff in the process of change. In fact, school principals have a main responsibility for implementing and integrating ICT in schools (Schiller, 2003). Anderson and Dexter (2005) carried out a study on technology leadership behaviors of school principals and found that although technology infrastructure is important, technology leadership is take down more necessary for utile utilization of technology in schools (p.49). Moreover, various other research studies support the literature that leadership is an important key factor in effective use of technology in education (Schiller, 2003 Anderson Dexter, 2005). Therefore, it sack be said that technology leadership behaviors are important to successful implementation of educational technology plans (Chang, Chin Hsu, 2008).As such, the principal has consistently been recognized as a operative factor in school effectiveness of change pr ocess. The composite plantity of the job of a school administrator has demanded exceedingly developed skills to carry out the many functions of the school operation. Exceptional leaders have always been rare, but many believe that they can be made as well as born (Abrashoff, 2002). At the comparable time, there is limited understanding near the ways that school leaders make a difference particularly in new technology integration. Principal leadership, along with the effectiveness of classroom teachers, has a great impact on student progress. The relationship of an administrators leadership flare and its affect on teachers and student achievement has become critically important in continued research.Role of PrincipalSeveral definition of a principal, the first six do not mention their role as the leader of a school. Though, there are key phrases that to the highest degree certainly apply to the position highest in rank, authority, most considerable, and important. The definitio ns go on to mention that which pertains to a prince or being princely, along with a leader or i who takes the lead. What may be considered ironic is that acts independently is included as well. Because the role of a principal is extremely fluid, being shaped by a diverse set of concerns and values, conceptualizations are problematic (Brown, 2005). Evidence should be visible in a school of what a principal believes as a principal and what the school stands for (NAESP, 2001). The test of good leadership is the achievement of change in a system. Change can be difficult however, it is necessary to repudiate the past to pursue the future (Bell-Hobbs, 2008). Examining the ways in which principals lead their schools through change, and its effect on teachers attitude towards technology as well as student achievement and is critical to future educational research.Traditionally, the principal resembled the middle manager suggested in William Whytes 1950s classic The Organization Man as an overseer of buses, boilers and books. Today, in a rapidly changing era of standards-based reform and accountability, a different conception has emerged one closer to the model suggested by Jim Collins (2001) Good to Great, which draws lessons from contemporary corporate life to suggest leadership that focuses with great clarity on what is essential, what needs to be done and how to get it done.This shift brings with it dramatic changes in what public education needs from principals. They can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. They have to be (or become) leaders of learning who can develop a team delivering effective training. Wallaces work since 2000 suggests that this entails five key responsibilitiesShaping a vision of academic success for all students, one based on high standardsCreating a climate hospitable to education in order that safety, a cooperative spirit andother foundat ions of fruitful interaction prevail.Cultivating leadership in others so that teachers and other adults assume their part in realizing the school vision.Improving instruction to enable teachers to teach at their beaver and students to learn at their utmost.Managing people, data and processes to foster school improvement.In addition, schools are no different. Principals who get high marks from teachers for creating a strong climate for instruction in their schools also receive higher marks than other principals for spurring leadership in the faculty, according to the research from the University of Minnesota and University of Toronto. (Bradley Portin, Paul Schneider, Michael DeArmond and Lauren Gundlach., 2003) In fact if test scores are any indication, the more willing principals are to spread leadership around, the better for the students. One of the most striking findings of the universities of Minnesota and Toronto report is that effective leadership from all sources such as pri ncipals, influential teachers, staff teams and others is associated with better student performance on math and reading tests. The relationship is strong albeit indirect Good leadership, the study suggests, improves both teacher motivation and work settings. This, in turn, can fortify classroom instruction. Compared with lower-achieving schools, higher-achieving schools provided all stakeholders with greater influence on decisions, the researchers write.( Karen coast Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al. ,2010) The better results are due to collaboration between two parties. The higher performance of these schools might be explained as a consequence of the greater attack they have to collective knowledge and wisdom embeddedwithin their communities, the study concludes.( Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al. ,2010)Principals may be relieved to find out, moreover, that their authority does not less en as others waxes. Clearly, school leadership is not a zero-sum game. Principals and district leaders have the most influence on decisions in all schools however, they do not lose influence as others gain influence, Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al., 2010). Indeed, although higher-performing schools awarded greater influence to most stakeholders. Little changed in these schools overall hierarchical structure. (Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson, Kyla Wahlstrom,2004) .University of Washington research on leadership in urban school systems emphasizes the need for a leadership team role led by the principal and including assistant principals and teacher leaders and shared out responsibility for student progress, a responsibility reflected in a set of agreements as well as unspoken norms among school staff.( Knapp et al., 2003) domesticate leaders are in charge of connecting and adapting schools to their surro unding environments. According to Hargreaves et al. (2008), school leaders will increasingly need to lead out there beyond the school, as well as within it, in order to influence the environment that influences their own work with students. In small towns and rural areas, school leaders have traditionally stood among the most important leaders in their communities. While it may be argued that urbanisation, immigration and school size have weakened school-community ties, these and other pressures on family structures have at the same time contributed to make the community responsibilities of school leaders even more important today. Principal play an important role in strengthening the ties between school mortalnel and the communities that surround them (Fullan, 2001).Principals of the most successful schools in challenging circumstances are typically highly engaged with and trusted by the schools parents and wider community (Hargreaves et al., 2008). They also try to improve achiev ement and well-being for children by becoming more pick upd with other partners such as local businesses, sports clubs, faith-based groups and community organisations and by integrating the work of the school with welfare, law enforcement and other agencies (PricewaterhouseCoopers, 2007). Moreover, in rapidly changing societies, the goals and objectives to be achieved by schools and the ways to get there are not always clear and static. In increasingly globalised and knowledge-based economies, schools must lay the foundations for lifelong learning while at the same time dealing with new challenges such as changing demographic patterns, increased immigration, changing labour markets, new technologies and rapidly developing fields of knowledge. accordingly of these developments, schools are under enormous pressure to change and it is the role of Principal to deal effectively with the processes of change.The roles and responsibilities of school leadership in each of these scenarios w ould vary widely. tame leaders must master the new forms of pedagogy themselves and they must learn how to monitor and improve their teachers new practice. Moreover, instead of serving as head teacher primus inter pares, they have to become leaders of learning responsible for building communities of professional practice. Methods of evaluation and professional development take more sophisticated practise and principals must embed them into the fabric of the work day. While practices vary across countries, it is clear that school leadership is oecumenically expected to play a more active role in instructional leadership monitoring and evaluating teacher performance, conducting and arranging for mentoring and coaching, planning teacher professional development and orchestrating teamwork and cooperative instruction. Countries also argumentation a shift in emphasis from more administration- and management-type functions to leadership functions of providing academic vision, strategic planning, developing deeper layers of leadership and building a culture and community of learning.As a result of the increasing central man envisions and programmes, changing student populations and growing knowledge nearly effective practice, schools are under enormous pressure to change and it is the school leaders role to manage the processes of change. The transformation of policy into results occurs most critically through the adaptation of practice in the school and classroom. This process is complex and must be led intentionally and skilfully. In some cases, resistance to change needs to be overcome with carefully structured support, relevant information, a clear sense of purpose and goals and opportunities to learn requisite skills (Hall and Hord, 2005). While some changes are purely technical and can be readily accomplished, more significant change calls for deeper adjustment of values and beliefs about the work (Heifetz, 1998). Sophisticated skills of adaptive (Heifetz a nd Linsky, 2002) and transformational leadership (Burns, 1978 Leithwood, 1992 Leithwood and Jantzi, 1990 Leithwood and Jantzi, 2000) are needed here.Brief Understanding of LeadershipThe term leader has been included in the English language since about 1300 A.D., while the term leadership was introduced about 1800 A .D . (Stogdill, 1974, p . 7) . Historically speaking, the leadership position in past years was occupied by the person exhibiting most prowess, strength or power. Today, the leadership position seems to be dependent on the group that person leads and exerts some authority over. The leader maintains his position as long as group needs and/or goals are met. Yura (1976) indicated that regardless of their purpose, needs or goals, all groups have a basic commonality they rely on leadership.A review of the literature revealed that earlier studies were directed at defining the ingredients of leadership. Despite those efforts, it appears that much remains unknown. At this point i n time, it has been recognized that there is no clear cut agreement on the definitions of leadership elbow rooms or behaviour. This lack of consensus has led to much confusion on the topic. Amid all this, most authorities agree leadership styles can be learned and there is no one best style of leadership. Stogdill and Coons concentrated on two aspects of leader behavior (1) What does an individual do while he operates as a leader, and(2) How does he go about what he does? As a working definition they stated, Leadership, as tentatively moldd, is the behavior of an individual when he is directing the activities of a group toward a shared goal (Stogdill and Coons, 1957, pp . 6-7) .In 1977, Hersey and Blanchard defined leadership as the process of influencing the activities of an individual or group in efforts. Toward goal achievement in a condition situation (Hersey and Blanchard, 1977, p. 84). From these definitions it follows that the leadership process is a function of the leader , followers and other situational variables. Barnard (1969) agreed that leadership is an involvement of the three variables listed above. In his discussion on The spirit of Leadership, he stated that, Whatever leadership is, I shall now make the much over simplified statement that it depends on three things (1) the individual, (2) the followers, and (3) the conditions.Behavioral leadership theory focuses on what the leader does. It is different from personal trait theory because behavior can be observed. The observable behavior is not dependent upon either individual characteristics or the situation (Moloney, 1979, p. 23). Barnard (1969) defined leadership .as the quality of the behavior of individuals whereby they guide people or their activities in organized effort(p. 83). Researchers and writers have amassed a declamatory body of literature in defining leadership. The results of the leadership definitional process have been plagued with uncertainties. This phenomenon Halpin (1 958) cited in his attempt to define leadership . In his review of the literature, he stated Leadership has been defined in numerous ways . The definition proposed here derives its value primarily from the relation to the body of theory being developed . In some respects it is more comprehensive than other more usual definitions in others it is more restricted . To lead is to engage in an act that initiates a structure-in-interaction or part of the process of solving problems . Halpin (1958)Stogdill (1974) devoted a chapter in his book to the definition of leadership . He, like Halpin, recognized the complexities of defining leadership . He was explicit in stating that There are almost as many different definitions of leadership as there are persons who have attempted to define the concept. Nevertheless, there is sufficient similarity between definitions to permit a rough scheme of classification As a result of the research and theory about leadership behavior that was developed af ter 1945, Gerth and Mills (1953) stated To understand leadership attention must be paid to (1) the traits and motives of the leader as a man,(2) images that selected publics hold of him and their motives for following him,(3) the features of the role that he plays as a leader, (4) the institutional context in which he and his followers may be involved . (p . 405)Furthermore, leadership can be huntd by reference to two core functions. One function is providing direction the other is exercising influence. Whatever else leaders do, they provide direction and employ influence. This does not imply oversimplification. Each of these two leadership functions can be carried out in different ways, and the various modes of practice united to the functions distinguish many models of leadership. In carrying out these two functions, leaders act in environments marked variously by stability and change. These conditions interact in complementary color relationships. While stability is often ass ociated with resistance and maintenance of the status quo, it is in fact difficult for leaders and other educators to leap forward from a precarious foundation.To be more precise, it is stability and improvement that have this symbiotic relationship. Leaping forward from a wobbly foundation may well produce change, but not change of the sort that most of us value falling flat on your face is the image that comes to mental capacity. Wobbly foundations and unwise leaping uphold to explain why the blizzard of changes adopted by our schools over the past half century have had little effect on the success of our students. initiate reform efforts have been most successful in those schools that have needed them least Elmore (1995). These have been schools with well-established processes and capacities in place, providing foundations on which to build in contrast to those schools, the ones most often of concern to reformers, short on essential infrastructure. In understanding these conc ept in a clarification of leadership means leadership is all about organizational improvement more specifically, it is about establishing agreed-upon and worthwhile directions for the organization in question, and doing whatever it takes to prod and support people to move in those directions. Our general definition of leadership highlights these points it is about direction and influence. Stability is the goal of what is often called management. Improvement is the goal of leadership.There are as many definitions of leadership as there are theorists. Theorists no longer explain leadership in terms of the individual or the group. They believe that the characteristics of the individual and the demands of the situation interact in such a manner as to permit one, or perhaps a few, persons to rise to leadership status.Principal Leadership StyleVarious researchers have tried to interpret school leadership in different manner. Peretomode (1991) stated the importance of Leadership in school for accomplishment of school programmes, objectives and attainment of educational goals. Cheng (1994) proposed that leadership in educational institutions compose of five major dimensions, namely structural leadership, human leadership, political leadership, cultural leadership and educational leadership. These five dimensions describe the role and functions of school leader. However the functions of principal put a variety of demands and challenges for the principal Mestry and Grobler (2004). In an attempt to explain the requirements of a competent principal Cranston (2002) explained the skills and capacities which principals are expected to possess.Principals competencies can be measured from various dimensions from the acquaintances of students, teachers, parents, communities and their employers. For instance, Scotti Jr. and William (1997) agreed that teachers perceptions of their principals leadership is one of the many variables, which affect a schools productivity. Teachers p erception of principals leadership style and behaviour is also positively related to teachers morale Hunter-Boykin and Evans (1995). Luo (2004) further contended that perceptions about principals as leaders by their teachers indicate an important dimension to evaluate the leaders capacities. According to him, understanding how teachers perceive their principals leadership capacities has a great significance and providing evidence for improvement of school leadership. Research has also demonstrated that teacher perceptions of their principals capabilities style and their working conditions will determine the organizational climate and culture of the school. Such perceptions will also impact on the performance of the school.Research on leadership in non-school contexts is frequently driven by theory referred to by one of our colleagues as adjectival leadership models.- A recent review of such theory identified, for example, 21 leadership approaches that have been objects of considerab le theoretical and empirical development. (Yammarino, Dionne, Chun, Dansereau, 2005). Seventeen have been especially attractive, and some of them have informed research in school contexts.( Leithwood Duke ,1999). Here are several best example of leadership styleContingent leadership. Encompassing research on leadership styles, leader problem solving, and brooding leadership, this two-dimensional conception of leadership explains differences in leaderseffectiveness by reference to a task or relationship style and to the situations in which leaders find themselves. To be most effective, according to this model, leaders must match their styles to their settings.Participative leadership. Addressing attention to leadership in groups, shared leadership (Pearce Conger, 2003) and teacher leadership, (York-Barr Duke, 2004). This model is concerned with how leaders involve others in organizational decisions. Research informed by the model has investigated autocratic, consultative, and co llaborative sharing styles.Transformational and charismatic leadership. This model focuses on ways in which leaders exercise influence over their colleagues and on the nature of leader-follower relations. Both forms of leadership emphasize communicating a compelling vision, conveying high performance expectations, projecting ego confidence, modeling appropriate roles, expressing confidence in followersability to achieve goals, and emphasizing collective purpose. (Leithwood Jantzi, 2006).Nevertheless, leadership research also has been informed by models developed specifically for use in school- and district-level settings. Of these, the instructional leadership model is perhaps the most well known. It bears some resemblance to more general, task-oriented leadership theories. (Dorfman House, 2004). The instructional leadership concept implies a focus on classroom practice. Often, however, specific leadership practices required to establish and maintain that focus are poorly defined . The main underlying assumption is that instruction will improve if leaders provide detailed feedback to teachers, including suggestions for change. It follows that leaders must have the time, the knowledge, and the consultative skills needed to provide teachers in all the relevant frame levels and subject areas with valid, useful advice about their instructional practices.While these assumptions have an attractive ring to them, they rest on shaky ground, at best the evidence to date suggests that few principals have made the time and demonstrated the ability to provide high quality instructional feedback to teachers. (Nelson Sassi ,2005). Importantly, the few well-developed models of instructional leadership posit a set of responsibilities for principals that go well beyond observing and intervening in classrooms responsibilities touching on vision, organizational culture, and the like. (Andrews Soder (1987), Duke (1987), and Hallinger ,2003). In addition, studies of school and principals leadership are bountiful with other adjectives purporting to capture something uniquely important about the object of inquiry such as learning leadership,( Reeves (2006). constructivist leadership, (Lambert et al. ,1995). and change leadership.( Wagner et al. 2006).Nonetheless, Boykin and Evans (1995) found that majority of the principals were rated as toothless by their teachers. This reflects that there is a big discrepancy between what the principals are and how they are perceived by the teachers. And in Hong Kong, the images of the principal in the mind of pre-service first-string teachers were found to be negative. Lee,Walker and Bodycott, (2000). A study by Luo and Najjar (2007), investigated Chinese principal leadership capacities as perceived by master teachers. Unlike in many developed countries where studies on principals competencies are available in multitude, such studies are still at its low in Malaysia. Keeping in mind the importance of role of the prin cipal as a leader within the secondary school system, it is imperative to examine the leadership style in facilitaing change such as integrating ICT within school context. This is particularly so because of the fact that schools in this country serve for the large section of national students. some studies in this country have focused on leadership qualities, rather than leadership style. The study therefore intends to fill this gap by investigating the perception of teachers on the leadership style of their principals in terms of facilitating change in implementing ICT utilization among teachers within school setting.Leadership Change Facilitator StylePrevious research on leaders has explored traits, such as height, race, and gender. The work of Fiedler (1978) suggested that leaders style was dependent upon contingencies meaning that different styles are needed for different styles. Blake and Mouton (1964) wrote that how a leader leads was in two dimensions one in task and one in relationships. It was thought that the most effective leaders had high levels in both task and people skills. The level of maturity of the followers was thought to be reflective of the leaders success by Hersey and Blanchard (1988). Nearly all of the research on leaders and leadership models was built upon business and industry contexts. Educational organizations, namely schools, have much less to draw upon for research on leaders. What is lacking even more is the examination of leaders within the change processes.Research is rich in the areas of leadership and leaders. Debates are not difficult to find on the topics of effective leadership what makes it, who has it, and how does one do it. An essential component to effective leadership in todays schools is the facilitation of change. How leaders implement changes can lead to either the success or the failure of any innovation.Change continues as a theme in all educational discussions. In 1992, Fullan and Miles wrote about getting r eform right in schools. We can say flatly that reform will not be achieved until these seven orientations have been incorporated into the thinking and reflected in the actions of those involved in change efforts (p. 744). Those seven orientations are listed in Figure 2. One of the objectives of this research, like a few preceding it, is to identify the specific kinds of combinations of behaviors that principals can and should exhibit on a day-to-day basis to bring about increases in student achievement through implenting ICT utilization among teachers.Figure 1. Fullan and Miles orientations of change.If the role of the principal is critical, then it should be practical to identify principals actions that directly relate to increasing the academic performance of students on standardized testing. An understanding that has been developed through the work of Hall, Hord, and Griffin (1980) is the principle that not all principals are the same. Principals view their role and priorities d ifferently and operationally define their roles differently in terms of what they actually do each day (Hall, Ruthoford, Hord, Huling, 1984) any leaders have a style. That has been established in research on industrial organizational leadership, change process, and educational administration. What has not been established is that there is not an operational definition of style. Furthermore, there is not a distinction drawn between leader behavior and leader style. The terms, and more troubling, the concepts have been used interchangeably. In most studies, followers were asked to identify individual behaviors of leaders, not the leaders behaviors in total. In 1978, Thomas conducted a study on 60 schools, looking at the role of school principals in managing diverse educational programs. As a result of this study, she identified three patterns of principal behavior, and identified them as Director, Administrator, and Facilitator. Director principals keep an active interest in all asp ects of the school from curriculum and teacher to budgeting and scheduling. Administrator principals were said to make decisions in areas affecting the school as a whole, this, leaving teachers with a great deal of autonomy. Facilitator principals thought of themselves as colleagues of the faculty, and perceived th

Applications Of Chemical Equilibrium In Industrial Processes Environmental Sciences Essay

Applications Of Chemical Equilibrium In Industrial Processes Environmental Sciences EssayFrom the simple touches of dissolution and crystallization in a saturated sugar solution to a complicated industrial process of oxidation and reduction in industry chemical equilibrium plays a major role.Chemical equilibrium is the balance in the rate of two opposing reversible reactions with no change applied to the system with applied unending pressure and temperature. In a system where carbon monoxide is reacting with oxygen brag to form carbon dioxide there will be quantity of carbon monoxide left over(p) in the solution for as long as the reaction is placed. This is due to this reaction being a reversible reaction, although carbon monoxide and oxygen gas ar synthesizing to form carbon dioxide, a contradicting reversible reaction is taking place, the decomposition of carbon dioxide to form carbon monoxide and oxygen gas.Figure 1 Chemical EquilibriumAs shown in Figure 1, in a reversible p rocess, the rate of reaction for products turning into reactants onwards reaction slows down as more reactants are changed into products simultaneously the rate of reaction of products changing into reactants backwards reaction speeds up. At a certain time for a specific temperature and pressure, the rate of reaction for both would be equal with no further change in the system.reaction-rate-time-graph.gifStill, when the system is under influence of a change in temperature or pressure the reversible reaction would be affected. Le Chateliers principle generalizes this in if a system in equilibrium is subjected to a stress the equilibrium will shift in the direction which tends to relive the stress. (Le Chateliers Principle)If the system is under the influence of a temperature altering the system will equalise this change. If an subjoin in temperature obtains the increase in the rate of an endothermic reaction then the system will oppose this reaction by lowering the temperature thus favoring the endothermic reaction. Similarly, if the decrease in temperature increases the rate of the endothermic reaction, then the system opposes this stress by favoring the exothermic reaction.Pressure, is some other variable contributing in affecting the state of equilibrium that affects gaseous reaction only. If an increase in pressure is applied, then the system opposes this change by aiming to lower the pressure favoring the side with less gas molecules. Likewise, if a decrease in pressure is applied then the system opposes this change by increase the pressure favoring the side with more gaseous molecules.Several process in industry depend on Le Chateliers principle, the Haber-Posch process, the contact process, and the Ostwald process.In the Haber process due north gas from air reacts with hydrogen gas from natural gas mainly methane in order to provide ammonia gas. Since ammonia is a crucial substance in agriculture for the manufacturing of fertilizers it is vital t o produce as much as possible in the lowest time possible.N2(g) + 3 H2(g) is in equilibrium with 2 NH3(g) H=-92KJ mol-1The previous equation shows the chemical equation for the formation of ammonia. In order to obtain the extravagantlyest amount of ammonia the reaction needs to be stimulated forward.An increase in pressure would influence the system. By increasing the pressure, the system will oppose this stress by decreasing the pressure favoring the side with less gas molecules thus the forward reaction providing more ammonia gas. The process takes place in a pressure of 200 atm.Since enthalpy of reaction is negative, then the forward reaction is an exothermic reaction. To induce the system into manufacturing further ammonia gas the temperature needs to be lowered. Yet, the low temperature would cause fewer collisions between particles causing the process to take more time. A compromise is put into action. The temperature is increased to 400-450C with adding an iron catalyst. The iron catalyst works on lowering the activation free energy needed for the reaction to occur thus ensuring that reaction takes time in as short time period as possible. (Clark,1)Nitrogen gas is good liquefied under high pressures and is collected separating it from nitrogen and hydrogen gas which are recycled.Similar to the Haber Process, the contact process is an exothermic reaction in which sulfur dioxide gas is oxidized to produce sulphur trioxide, an initial step into forming sulphuric window pane. (Clark,1)2 SO2(g) + O2(g) is in equilibrium with2 SO3(g) H=-197KJ mol-1In this process also, a high temperature of around 400-450C is used with vanadium pentaoxide catalyst and a high pressure of 100-200kPa.In addition, the Ostwald process is in which nitric acid is formed in several steps the oxidation of ammonia is a highly exothermic reaction which takes place in it. (Clark,1)4 NH3(g) + 5 O2(g) is in equilibrium with4 NO2(g) + 6 H2O(g) =-950KJ mol-1To insure the highest possibl e amount of nitrogen dioxide formed a high pressure is used, with a great temperature of 900C and a platinum-rhodium catalyst. (Clark,1)Although sufficient solutions to producing essential products were obtained, limitations are found when considering the economic factor.In the contact process, using a platinum catalyst would be more efficient but since it is highly expensive and persuadable to poisoning thus the platinum-rhodium catalyst is used. Moreover, high pressure is expensive to produce. First, extremely strong pipes and containment vessels need to be built to withstand such pressure, and the maintenance and running game of high pressures are costly. (Clark,1)Nitric acid is widely used in jewelry industry, when combined with hydrochloric acid it forms Aqua Regia, a reagent that is capable of dissolving substantial metals such as gold and platinum. It was often used in 1940 and 1965 as an oxidizer in liquid-propellant rocket engines. (Article Trader)The Haber process has be en identified as environmentally destructive. It scattered the nitrogen cycle, pollutes ground water, and increases the levels of atmospheric nitrogen dioxide, a potential greenhouse gas. Yet, if it wasnt for nitrogen fertilizers farmers wouldnt be able to prosperous as much.Sulphuric acid whitethorn show signs of harm and injury on plants reducing yield of certain crops, it may also dissolve in water droplets in clouds causing acid rain. It results in the damaging of wildlife and vegetation. Acid rain close to ground level can also cause damaging to building and statutes. On the other hand, sulphuric acid may reduce the invasion of pests or fungal diseases on plants causing plants to become healthier. Likewise, Nitric acid plays a major role in agriculture forming ammonium nitrate fertilizers. (Environment Agency)In the health factor, the excessive exposure to sulphur dioxide may harm the eyes lungs and throat. Furthermore, nitric acid is highly virulent to the eyes, skin, and mu cous membrane. (Environment Agency)Contact with dilute nitric acid concentrations may cause skin irritation, deep painful burns, and hardening of epidermis, while eye contact may cause severe burns and permanent damage. Inhalation of high concentrations may cause respiratory irritations with possible fatal effects. Ingestion of nitric acid results in the burn and corrosion of mouth, throat, and stomach. A dose of 10mL is fatal to humans. (Article Trader)Science has proven to bring forth various solutions. Chemistry is no separate part of industry. It provides it with the most able and contemptible answers. Chemical equilibrium plays a major role in aiding to provide the utmost concentration of product needed. Several conflicts and damaging factors might be the result of such industrial processes but are all main reason behind erecting and the prosperity of the human society.

Free Macbeth Essays: The Impact of Act 2 scene 2 :: Free Essay Writer

The Imp form of Act 2 shooting 2 of Macbeth Act 2 scene 2 is the most violent and intense part of Macbeth although we do no actually witness the murder of King Dun sack up. It is interesting that Shakespeare chooses to have Macbeth kill Duncan offstage. We can only guess why he wrote the scene that way, I think that Shakespeare wanted to focus not on the murder but on Macbeths reaction to it the bloody details supplied by the auditions imaginations will be much worse than anything that could be done onstage. It is also the most crucial part of the short-change it is the first of many murders. This scene takes place at night I feel the darkness represents what is unnatural, cruel and evil. Everything that happens within the play appears to revolve around this busy scene. Not only is this important because it contains the murderous act, it also conveys to the audience the rapid disintegration of the relationship between the two main characters, Macbeth and Lady Macbeth.In act 2, scene 2, the murder of Duncan takes place. The audience should be on the edge of their seats by now, wondering if Macbeth will actually have the nerve to murder his king.The focus increases dramatically when we see Lady Macbeth pacing about in a nervous but excited state, awaiting Macbeths return increases the tension dramatically. We get a peek at Lady Macbeths softer side. She says that she would have killed Duncan herself, but the old man looked too much like her father. This small reminder of Lady Macbeths humanity will be important to our understanding of what happens to her at the end of the play.As she waits she decides that she heard a squeak owl, and she takes that as a good omen, because the screech owl is natures own fatal bellman. A fatal bellman would emphasize the idea of death/ execution in the audiences minds, which makes it all the more eerie, Hes at it. This particular part of this scene has to be the climax of the play. When Macbeth and his wife are re-united t hey are two highly charged with nervous energy and excitement. Macbeth and his wife at first do not speak in sentences. Their speech is syncopated and highly charged emotions tell the audience all is not well. The fact that Macbeth still has hold of the daggers intensifies the tension felt in the scene.

joseph king :: essays research papers

Joseph King was born 25th July 1886 at Bulli NSW Australia.His father, Edward, was born in Surrey England in 1842 and migrated to Australia with his family during the gold rush to hillock End NSW in 1861.His mother, Jane, was born in 1852 at Portland Head on the Hawkesbury River in NSW.His father had a previous marraige to Rebecca Maris who bore him four children and died having a fifth. two of those children subsequently died on the goldfields.He was one of sevenn born by Jane and was the second youngest.In 1880 the family moved to Bulli where Edward became a coal miner. He died in 1889 of black lung leave Jane with nine children, Joseph was 21/2 y.o.Joseph and his brothers all(prenominal) worked in the mines up until the Great War of 1914-18.Joseph enlisted at Goulburn NSW on 2 fourth February 1916. He was 271/2 age old, 5ft 6in in high spirits and weighed 130lbs. He had fair hair, fair complexion and blue eyes.He was accepted as go bad of the 4th Reinforcements 55th Battal ion on the 8th manifest 1916. Originally assigned to D company he was transferred to B company before leaving Australia.The 55th Battalion was raised in Egypt on 12th February 1916 as part of the doubling of the AIF. Half of its recruits were Gallipoli veterans from the 3rd Battalion, and the other half were fresh reinforcements from Australia.Most of the men from the 4th Reinforcements came from the Monaro area. For Joseph to walk across the mountains from the coast to Goulburn to enlist at 27 years of age and so late in the war, he must use up been motivated by patriotic fervour brought on by reports of the Gallipoli campaign which would have been sweeping Australia by then. (Gallipoli landing was 25th April 1915 and evacuation was 20th December 1915).After 6 months training in Australia 4/55th Battalion embarked from Sydney 4th September 1916 and disembarked Plymouth England 29th October 1916.More training in England followed until they embarked from Folkstone England 14th Dece mber 1916 and disembarked at Boulogne France 15th December 1916 and were marched into the base depot at Etaples. Here all the drafts - though they had already been passed in England as fully trained - were subjected to further tests laid down by GHQ which involved at least 10 days additional training by English instructional officers.Joseph was marched out to his unit and taken on strength in the field on Christmas eve 24th December 1916.