Educational Policies and Practices Essay Example for Free

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).

Geothermal Energy: A Clean and Renewable Energy :: Alternative Energy Sources

What is Geothermal Energy? The term geothermal comes from the Greek geo meaning earth and therine meaning heat thus geothermal energy is energy derived from the natural heat of the earth. The heat that flows from the Earth's hot interior due to crustal plate movements, zones of high heat flow, may be located close to the surface where convective circulation plays a signifcant role in bringing the heat close to the surface (World Bank Group, 2012). The Earth's crust, on which we live and depend, is in large part the product of millions of once-active volcanoes and tremendous volumes of magma that did not erupt but instead cooled below the surface. Such persistent and widespread volcanism has resulted in many valuable natural resources throughout the world. ... Groundwater heated by large, still-hot magma bodies can be tapped for geothermal energy. -- Excerpt from: Brantley, 2014, Volcanoes of the United States, USGS General Interest Publication Deep circulation of groundwater along fracture zones will bring heat to shallower levels, collecting the heat flow from a broad area and concentrating it into shallow reservoirs or discharging as hot springs. These reservoirs may contain hot water and/or stream. By drilling into these reservoirs, the hot water and/or steam is piped to the surface where it is used for direct use applications, or the high pressure steam is separated to drive turbines for power generation. The low energy waste water form such power generaiton is then usually re-injected back into the reservoir, or further utilised for direct heat applications. This technology enables it to be utilised to generate electricity and provide domestic and industrial heat. Geothermal energy has proven to be reliable, economic, environmentally friendly and renewable (World Bank Group, 2012). In general there are two main categories, (1) the high temperature resources and (2) the moderate/low temperature resources. The high temperature geothermal resources - 220 degrees Celsius and up - are predominantly found in volcanic regions and island chains. The moderate to low temperature resources are found on all continents. The high temperature are almost always used for power production while most of the low temperature resources are used for direct heating purposes or agriculture and aquaculture. How does Harnessing Geothermal Energy Work? Deep wells, a mile or more deep, can tap reservoirs of steam or very hot water that can be used to drive turbines which power electricity generators. There are 3 types of geothermal power plants in use today, and they are: Geothermal Energy: A Clean and Renewable Energy :: Alternative Energy Sources What is Geothermal Energy? The term geothermal comes from the Greek geo meaning earth and therine meaning heat thus geothermal energy is energy derived from the natural heat of the earth. The heat that flows from the Earth's hot interior due to crustal plate movements, zones of high heat flow, may be located close to the surface where convective circulation plays a signifcant role in bringing the heat close to the surface (World Bank Group, 2012). The Earth's crust, on which we live and depend, is in large part the product of millions of once-active volcanoes and tremendous volumes of magma that did not erupt but instead cooled below the surface. Such persistent and widespread volcanism has resulted in many valuable natural resources throughout the world. ... Groundwater heated by large, still-hot magma bodies can be tapped for geothermal energy. -- Excerpt from: Brantley, 2014, Volcanoes of the United States, USGS General Interest Publication Deep circulation of groundwater along fracture zones will bring heat to shallower levels, collecting the heat flow from a broad area and concentrating it into shallow reservoirs or discharging as hot springs. These reservoirs may contain hot water and/or stream. By drilling into these reservoirs, the hot water and/or steam is piped to the surface where it is used for direct use applications, or the high pressure steam is separated to drive turbines for power generation. The low energy waste water form such power generaiton is then usually re-injected back into the reservoir, or further utilised for direct heat applications. This technology enables it to be utilised to generate electricity and provide domestic and industrial heat. Geothermal energy has proven to be reliable, economic, environmentally friendly and renewable (World Bank Group, 2012). In general there are two main categories, (1) the high temperature resources and (2) the moderate/low temperature resources. The high temperature geothermal resources - 220 degrees Celsius and up - are predominantly found in volcanic regions and island chains. The moderate to low temperature resources are found on all continents. The high temperature are almost always used for power production while most of the low temperature resources are used for direct heating purposes or agriculture and aquaculture. How does Harnessing Geothermal Energy Work? Deep wells, a mile or more deep, can tap reservoirs of steam or very hot water that can be used to drive turbines which power electricity generators. There are 3 types of geothermal power plants in use today, and they are:

Interpersonal Essay

In this new school year, I come to the HKBU College of international education for studying. I find my first new friend in here, a girl who called Evelyn. And my topic of this reflective paper is about the relationship between my new friend Evelyn and me. I met Evelyn on 17th September, my first school day in CIE. I remembered that was Evelyn says hi to me first and she sit next to me. This situation really applies the self-fulfilling prophecy I learnt in my IPC lesson. It is because I have asked Evelyn that why she would chose to say hi to me but not the others. She answers that it is because she predicts me is friendly at first. Then she acted as if I was a friendly person. As she acts toward me, I become comfortable and friendly. At the end, she observes my friendliness, and this reinforces her belief that I am in fact friendly. In the result, we really become friend. Also, I think our relationship is dyadic consciousness. It means that we are two persons think of ourselves as pair. Our relationship becomes more involved, individuals sacrifice our own desires for the well-being of the relationship. For example, Evelyn can give up her time to help me do the photocopy and she is willing to share her notes with me. Our relationship really not developed on the benefit or goal. This new relationship between Evelyn and me can also apply the Johari Window Model. In these past few months, I found that my open self which is known to Evelyn become larger and larger. At the very beginning, she only knows what my name is and where I live, or how many family members I have. And now, Evelyn already knows that which my favourite music group is. Also know that I hate chocolate but love mango. Moreover, she knows that I am good at Chinese Dance and I am a rowing club member. Evelyn can also find the blind self of me. It is I am really good at giving comfort to my friends and I will tell many principle of life to friends. Besides of the above, Evelyn and I have really different personalities. She always tell me that my acting really like a mother or elder sister. It is because I will help her solve the problems, remind her which things she need to do. Therefore, I think it can apply the parent self on me and apply the child self on Evelyn. I always give the direct responses to Evelyn and sometimes I will be critical. However, we can have a complementary transaction through our communication. Evelyn will seek help from me, and then I will help her solve it or give some suggestions. Both of us are satisfied. In our every conversation, the nonverbal communication is always applied on it. We will use the emblems such as the sign. And the S-O-F-T-E-N formula is always applied in our communication too. I will come to school with Evelyn every Tuesday, Wednesday and Thursday. We set the meeting place at Tai Wai Station. Every time when Evelyn saw me, she gave me a big smile first. Then I will see her run to me from far away. When we start our topic, Evelyn always show her interest to listen and she always look at my eyes. And sometimes she will nod her head. It really makes me feel that she is listening to me and it will not make her feel bored. To me, Evelyn is a really good listener. All the thing she will do is listening but not hearing. We will use the Whatspp or phone call to communicate when we are not staying together. If she has something want to tell me, she will give me a feedforward message first. Most of the time she will send a message to me like â€Å"Kata, I have some interesting thing want to tell you. I will tell you on the train at tomorrow.† Actually the things she wants to tell me are not really important or serious. Maybe she will just tell me that she saw a handsome guy on the street yesterday, she always love to give a feedforward message to me first. During the communication, we can both get the feedback from the others and we will share our opinions. However, the interpersonal communication concept I can mostly applied in our communication is the Gender Communication. It is because our range of talking topic is really large. I remembered that there is a day I go shopping with Evelyn and a friend who is a boy. The topics we talked are jumping and jumping. We discuss at the clothes first, and then when I saw the yogurt, we change the topic to food suddenly. If I have a phone call, I still can listen to Evelyn then catch up the conversation after I finished the call. It really shows that women are multitrack, we can talk about several subjects at the same time. But our boy friend becomes confused from our conversation. Therefore, he will let us keep our talking continue. If he has any question from our conversation, he will ask us. Up to now, I think the relationship between Evelyn and me is developed quite well. Everything is good, at least we still not yet have conflict. And I will find some method to prevent the conflict happen in the future. I will have both empathic, objective and active listening from every conversation with Evelyn. Keep using the S-O-F-T-E-N formula with my friend every day. Also, I will try my best to apply more Adult self but not the Parent self. I will keep my Parent and Child under control. It is because we are symmetrical relationship. I wish we can be more factual, gather information, analytical and reasoning, objective and look for practical solutions. We should have more thinking and behave calm. Therefore, our relationship can be better and keep longer.

Analysis Of Loot Or Find Fact Or Frame By Cheryl I....

Ethical Reasoning All across the world, in many different locations, traditions, ways, and views, ethics are being expressed and supported as well as being tested. In a specific circumstance covered in the reading, â€Å"Loot or Find: Fact or Frame?† written by Cheryl I. Harris and Devon W. Carbado, ethics were tested, and serious matters such as framing and color blindness were discussed and elaborated on. Two images taken from the aftermath of Hurricane Katrina in 2008, depict two different stories although the images themselves are almost identical aside from one thing; the color of skin of the people in both images. Focusing in on image A, which shows an African American male walking through high, dangerous waters hanging onto a trash bag full of food and other goods. Similarly, image B also depicts a man and woman doing the same thing—treading through high waters gripping onto food and supplies, however these two people in image B are Caucasian. The issue that is comprised of these two images that Harris and Carbado touch on are the captions below the two images. In image A of the African American male holding the supplies, the caption reads, â€Å"A young man walks through chest-deep flood water after looting a grocery store in New Orleans,† while image B with the two Caucasian individuals who were also holding onto supplies while wading through flood water had a cap tion of, â€Å"Two residents wade through chest-deep waters after finding bread and soda from a local grocery store