Organizing at Dell Computers Essay Example | Topics and Well Written Essays - 500 words

Organizing at Dell Computers - Essay Example In 2005, Dell Company was valued at over $ 100 billion, which was double the market value of HP and Apple (Edwards, 2009). Today, its market worth is less than 1/3 of the proportion that market rivals control with an estimated value of $ 30 billion. Dell has struggled to find its place back as a centre of technology. Michael Dell, the founder and owner of the company has undertaken radical measures to change its now sinking company. By identifying the challenges that led to the failures and counteracting them with positive reinforcements, Dell can transform his company back to its former glory. The company has faced stiff competition in the recent past. Their market presence has reduced drastically over the years since modern technology products engineered by their competitors have overtaken most of their merchandise. As such, it needs to improve by increasing their market presence within the global setting. This means adapting to new manufacturing processes that are client specific and addressing growth at the management level (Burrows, 2005). The company also experiences challenges pertaining to the slow purchase of its key products such as the personal computers in an already saturated market. A majority of the Personal Computers (PCs) in the United States are replaced by technological upgrade and development of new items. The company should focus on strengthening relationships with suppliers and product customization (Ricadela, 2009). Another challenge is strengthening the declining customer service. Indeed, Dell prides itself in superior customer service but it should strengthen and maintain their customer service and relation (Ricadela, 2009). The company should consider forming mergers with other strong companies. This will increase their capital base as well as expand their products variety. Merger of companies will offer a mutual benefit to both companies as

Taking the Veil (by Katherine Mansfield) Essay Example for Free

Taking the Veil (by Katherine Mansfield) Essay It seemed impossible that anyone should be unhappy on such a beautiful morning. Nobody was, decided Edna, except herself. The windows were flung wide in the houses. From within there came the sound of pianos, little hands chased after each other and ran away fluttered in the sunny gardens, all bright with spring flowers. Street boys whistled, a little dog barked; people passed by, walking so lightly, so swiftly, they looked as though they wanted to break into a run. Now she actually saw in the distance a parasol of the year. Perhaps even Edna did not look quite as unhappy as she felt. It is not easy to look tragic at eighteen, when you are extremely pretty, with the cheeks and lips and shinning eyes of perfect health. Above all, when you are wearing a French blue frock and your new spring hat trimmed with cornflowers. True, she carried under her arm a book bound in horrid black leather. Perhaps the book provided a gloomy note, but only by accident; it was the ordinary Library binding. For Edna had made going to the Library an excuse for getting out of the house to think, to realize what had happened, to decide somehow what was to be done now. An awful thing happened. Quite suddenly, at the theatre last night, when she and Jimmy were seated side by side in the dress-circle, without a moment’s warning – in fact, she had just finished a chocolate almond and passed the box to him again – she had fallen in love with an actor. But – fallen – in – love†¦Ã¢â‚¬ ¦. The feeling was unlike anything she had ever imagined before. It wasn’t in the least pleasant. It was hardly thrilling. Unless you can call the most dreadful sensation of hopeless misery, despair, agony and wretchedness, thrilling. Combined with the certainty that if that actor met her on the pavement after, while Jimmy was fetching their cab, she would follow him to the ends of the earth, at a nod, at a sign, without giving another thought to Jimmy or her fat her and mother or her happy home and countless friends again†¦.. The play had begun fairly cheerfully. That was at the chocolate almond stage. Then the hero had gone blind. Terrible moment! Edna had cried so much she had to borrow Jimmy’s folded, smooth-feeling handkerchief as well. Not that crying mattered. Whole rows were in tears. Even the men blew their noses with a loud trumpeting noise and tried to peer at the programme instead of looking at the stage. Jimmy, most mercifully dry-eyed – for what would she have done without his handkerchief? – squeezed her free hand, and whispered â€Å"Cheer up, darling girl!† And it was then she had taken a last chocolate almond to please him and passed the box again. Then there had been that ghastly scene with the hero alone on the stage in a deserted room at twilight, with a band playing outside and the sound of cheering coming from the street. He had tried – ah! How painfully, how pitifully! – to grope his way to the window. Hw had succeeded at last. There he stood holding the curtain while one beam of light, just one beam, shone full on his raised sightless face, and the band faded awa y into the distance†¦Ã¢â‚¬ ¦ It was – really, it was absolutely – oh, the most – it was simply – in fact, from that moment Edna knew that life could never be the same. She drew her hand away from Jimmy’s, leaned back, and shut the chocolate box for ever. T his at last was love! Edna and Jimmy were engaged. She had had her hair up for a year and a half, they had been publicly engaged for a year. But, they had known they were going to marry each other ever since they walked in the Botanical Gardens with their nurses, and sat on the grass with a wine biscuit and a piece of barley-sugar each for their tea. It was so much an accepted thing that Edna had worn a wonderfully good imitation of an engagement-ring out of a cracker all the time she was at school. And up till now they had been devoted to each other. But now it was over. It was so completely over that Edna found difficult to believe that Jimmy did not realize it too. She smiled wisely, sadly, as she turned into the gardens of the Convent of the Sacred Heart and mounted the path that led through them to Hill Street. How much better to know it now than to wait until after they were married! Now it was possible that Jimmy would get over it. No, it was no use deceiving herself; he would never get over it! His life was wrecked, was ruined; that was inevitable. But he was young†¦Ã¢â‚¬ ¦.. Time, people always said, Time might make a little, just a little difference. In forty years when he was an old man, he might be able to think of her calmly – perhaps. But she, what did the future hold for her? Edna had reached the top of the path. There under a new-leafed tree, hung with little bunches of white flowers, she sat down on a green bench and looked over the Convent flowerbeds. In the one nearest to her grew tender stocks, with a border of blue, shell-like pansies, with at one corner a clump of creamy freesias, their light spears of green criss-crossed over the flowers. The Convent pigeons were tumbling high in the air, and she could hear the voice of Sister Agnes who was giving a singing lesson. Ah-me, sounded the deep tones of the nun, and Ah-me, they were echoed †¦.. If she did not marry Jimmy, of course s he would marry nobody. The man she was in love with, the famous actor – Edna had far too much common-sense not to realize that would never be. It was very odd. She didn’t even want it to be. Her love was too intense for that. It had to be endured, silently; it had to torment her. It was, she supposed, simply that kind of love. â€Å" But, Edna!† cried Jimmy. â€Å" Can you never change? Can I never hope again?† Oh, what sorrow to have to say it, but it must be said. â€Å" No, Jimmy, I will never change.† Edna bowed her head; and a little flower fell on her lap, and the voice of Sister Agnes cried suddenly Ah-no, and the echo came, Ah-no†¦.. At that moment the future was revealed. Edna saw it all. She was astonished; it took her breath away at first. But, after all, what could be more natural? She would go into a convent†¦. Her father and mother do everything to dissuade her, in vain. As for Jimmy, his state of mind hardly bears thinking about. Why can’t they understand? How can they add to her suffering like this? The world is cruel, terribly cruel! After a last scene when she gives away her jewellery and so on to her best friends – she so calm, they so broken-hearted – into a convent she goes. No, one moment. The very evening of her going is the actor’s last evening at Port Willin. He receives by a strange messenger a box. It is full of white flowers. But there is no name, no card. Nothing? Yes, under the roses, wrapped in a white handkerchief, Edna’s last photograph with, written underneath, The world forgetting, by the world forgot. Edna sat very still under the trees; she clasped the black book in her fingers as though it were her missal. She takes the name of Sister Angela. Snip! Snip! All her lovely hair is cut off. Will she be allowed to send one curl to Jimmy? It is contrived somehow. And in a blue gown with a white headband Sister Angela goes from the convent to the chapel, from the chapel to the convent with something unearthly in her look, in her sorrowful eyes, and in the gentle smile with which they greet the little children who run to her. A saint! She hears it whispered as she paces the chill, wax-smelling corridors. A saint! And visitors to the chapel are told of the nun whose voice is heard above the other voices, of her youth, her beauty, of her tragic, tragic love. â€Å" There is a man in this town whose life is ruined†¦Ã¢â‚¬  A big bee, a golden furry fellow, crept into freesia, and the delicate flower leaned over, swung, shook; and then the bee flew away it fluttered still as though it were laughing. Happy, careless flower! Sister Angela looked at it and said, â€Å" Now it is winter.† One night, lying in her icy cell, she hears a cry. Some stray animal is out there in the garden, a kitten or a lamb or –well, whatever little animal might be there. Up rises the sleepless nun. All in white, shivering but fearless, she goes and brings it in. But next morning, when the bell rings for matins, she is found tossing in her fever†¦. in delirium†¦Ã¢â‚¬ ¦ and she never recovers. In three days all is over. The service has been said in the chapel, and she is buried in the corner of the cemetery reserved for the nuns, where there are plain little crosses of wood. Rest in Peace, Sister Angela†¦.. Now it is evening. Two old people leaning on each other come slowly to the grave and kneel down sobbing, â€Å" Our daughter! Our only daughter!† Now there comes another. He is all in black; he comes slowly. But when he is there and lifts his black hat, Edna sees to her horror his hair is snow-white. Jimmy! Too late, too late! The tears are running down his face; he is crying now. Too late, too late! The wind shakes the leafless trees in the churchyard. He gives one awful bitter cry. Edna’s black book fell with a thud to garden path. She jumped up, her heart beating. My darling! No, it’s not too late. It’s all been a mistake, a terrible dream. Oh, that white hair! How could she have done it? She has not done it. Oh, heavens! Oh, what happiness! She is free, young, and nobody knows her secret. Everything is still possible for her and Jimmy. The house they have planned may still be built, the little solemn boy with hands behind his back watching them plant the standard roses may still be born. His baby sister†¦.. But when Edna got as far as his baby-sister, she stretched out her arms as though the little love came flying through the air to her, and gazing at the garden, at the white sprays on the tree, at those darling pigeons blue against blue, and the Convent with its narrow windows, she realized that now at last for the first time in her life – she had never imagined any feeling like it before – she knew what it was to be in love, but – in – love!

Analysis of School Policies

Analysis of School Policies Introduction Assignment one is to review several policies in an existing school policy manual and to analyze each evaluating its efficacy. The school chosen for this assignment is Miami Shores Presbyterian Church School (MSPCS) located in Miami Shores, Florida. MSPCS is a small religious based school for students age eight weeks to fifth grade and provides families an affordable option for an outstanding academic and social-emotional program. Created in 1966 as a parents morning out program, MSPCS was, and is, well known for its small community and loving environment. The parents morning out program transitioned into a preschool program during the 1970s. In 1999 the church added a kindergarten class to their preschool program. Beginning in 2003 the school began to add one grade each year until finishing with the 5th-grade. In 2008 MSPCS had its first 5th-grade commencement. In July 2013 the school hired a new Headmaster, and a year later he hired a new preschool director. The school began developing a rigorous academic program. With an increased effort on providing students with a quality school experience and the hiring of new teachers with proper certification/credentials, the school is now seeing the benefits of the transformation. Policy Making Procedures The Miami Shores Presbyterian Church School Commission, appointed by the Miami Shores Presbyterian Church Session members, governs MSPCS. The School Commission has a set of specific by-laws, which clearly outline the role of the commission versus the school (Wirth). The policy manual is intended to provide guidelines and directives from the School Commission to the Headmaster regarding general policies, processes, and guiding beliefs of the School. As such, the document contains critical information for executing management plans and processes necessary to meeting and maintaining the school purposes stated in the Miami Shores Presbyterian Church School Bylaws. Policies outlined in the MSPCS Policy Manual may be altered, amended, newly established, or repealed by a two-thirds majority vote of the Commission at any regular or special meeting, providing that such changes be proposed and presented to the Commission in writing at a previously scheduled commission meeting at least two weeks prior. The Headmaster may create interim policies when necessary, and the policy will remain in effect until which time the Commission acts to establish permanent policy on the given matter. There are six overarching sections in the MSPCS Policy Manual. They are academic and educational, finance, health and safety, parents, personal and School Commission, and students. For the purpose of this assignment, analyzing one policy in each section would prove to be beneficial to gathering full insight into the creation, purpose, and efficacy of the schools manual. Challenge of Materials Policy Academic and Education Section Objectives: To establish a policy that helps Miami Shores Presbyterian Church School to respect the convictions of parents and teachers in various academic subject areas, while at the same time maintaining our goal of teaching all subjects in the light of a comprehensive Christian worldview. Scope: This policy applies to all literary materials used at Miami Shores Presbyterian Church School. Definitions: Objective Materials: A subject which Christian families and churches commonly consider divisive, whether or not the introduction of the topic was planned by the teacher or brought up by a student. Examples include: Environmentalism, the War Between the States, old earth/young earth, partisan politics, etc. Guidelines: The MSPC School Commission has the final authority in retaining or excluding a book from the collection. Any definition of objectionable material needs to keep our target readers in mind. The library exists to meet the needs of Elementary students. Materials that might be deemed inappropriate for younger readers will not be omitted on that basis. Parents/Guardians that feel a book contains offensive material should follow the following steps to address the issue: Bring the book in question to a Teacher, Media Specialist or Administrator. The Administrator or Media Specialist will review the book and determine if the offensive material is egregiously and indefensibly objectionable. If the material is not found to be egregiously and indefensibly objectionable, the book shall be returned to the collection. If the material is found to be objectionable, the book will be taken out of circulation. The Challenge of Materials Policy is an original policy from the prior administration, there is no reference number, and the creation date and author are unknown. The policy is designed to address a parent who questions a book or material that the school and the Commission deem to be appropriate. In 1986, in reply to questions from librarians facing book or material challenges, the Intellectual Freedom Committee (IFC) established a list of definitions to explain vocabulary related to challenges (Merola). The charge for the IFC was to recommend such steps as may be necessary to safeguard the rights of library users, libraries, and librarians, in accordance with the first amendment to the United States Constitution and the Library Bill of Rights as adopted by the ALA Council (Klipsch). The significant step of defining terms that are universal provides library staff with an appropriate and consistent terminology when responding to a complaint. With this understanding, to date, the MSPCS Challenge Material Policy has not been confronted or questioned. Therefore, no revision is necessary to this policy. Although the policy addresses adult concerns, it ultimately affects the students due to the potential of removing reading material and media from their library choices. Volunteer Hours Policy Finance Section Objective: To set guidelines for volunteering requirements of families with children who attend the elementary school of Miami Shores Presbyterian Church School. Scope: This policy applies to all families with children who participate in the elementary school of Miami Shores Presbyterian Church School. Guidelines: Parents or guardians of elementary school students must complete a minimum of 20 family hours of volunteer service per year. It is the sole responsibility of parents to sign-in and out on the volunteer card/sheet and to verify the card/sheet is validated by an MSPC or MSPCS staff representative. Volunteer hours that are not completed by April 30th will be charged the rate of $25.00 per hour to the familys account. The Volunteer Hours Policy is an original policy from the prior administration, there is no reference number, and the creation date and author are unknown. Establishing a policy for mandatory volunteerism theoretically helps support the school and their initiatives to meet the mission. This policy addresses apparent shortcomings or lack of desire for families to become involved with their childs education and other school matters. There is currently legislation in California and Pennsylvania in regards to parent volunteerism. In both instances, the legislation protects families that are required to volunteer at their childs school from their employer who may not allow the time off. As recently as January 01, 2016, California expanded upon the Family School Partnership Act allowing, employees to take job-protected time off to find, enroll, or re-enroll their children in a school or with a licensed child care provider (Corcoran, 2017). The volunteer policy at MSPCS requires families to serve a minimum of twenty volunteer hours per year or pay $25 for each hour under the required minimum. A volunteer is defined by Merriam-Webster (1960) as, a person who voluntarily (proceeding from the will or from ones own choice or consent) undertakes or expresses a willingness to undertake a service. By definition, requiring volunteer hours is an oxymoron and furthermore, charging individuals for not completing the requirement could be justification for litigation. The policy is in need of elimination more than a revision. When parents understand and appreciate the significance of their support, a punitive Ifà ¢Ã¢â€š ¬Ã‚ ¦ then policy is not necessary. When prospective parents come to school, they receive the mission statement and discuss its importance with an administrator.   The first part of the schools mission statement is A Christ-inspired experience. Being Christ-inspired means for an individual to broaden their se nse of giving to others. As long as parents understand the importance of their participation in their childs education, there is no need of a policy requiring their presence. Evacuation, Reverse Evacuation, and Safety Drills Policy Health and Safety Section Objective: To set guidelines for Miami Shores Presbyterian Church School stakeholders in being prepared for an event when they may be in potential danger. Scope: This policy applies to all Miami Shores Presbyterian Church School stakeholders. Definitions: Evacuation: The immediate and urgent movement of people out of a building from the threat or actual occurrence of a hazard. Reverse Evacuation: The immediate and urgent movement of people inside the building from the threat or actual occurrence of a hazard. Lockdown: A confinement of all individuals to a secure location due to a perceived or real threat. Guidelines: All drills (evacuation, reverse evacuation, and lockdown) will be held on a monthly basis. During the first week of school, staff members shall take their class for a practice fire drill. Follow the evacuation map in the room using the primary route. The secondary route is also noted, and there will be one fire drill a year when the secondary route will be utilized. The school is equipped with an intercom, fire alarm system and sprinkler system. The Evacuation, Reverse Evacuation, and Safety Drills Policy is an original policy from the prior administration with two key additions from the current administration in 2013. There is no reference number, and the creation date and author are unknown. Before 2013, the policy only addressed evacuation drills. The drill is typical in all United States schools and is mandated by federal law. The federal Occupational Safety and Health Act (OSH Act), which oversees Floridas business safety and health structure, requires that companies with ten or more employees have written fire prevention and emergency exit plans, as well as practices for such an emergency for each workplace. During 2013, the new MSPCS administration included the reverse evacuation and lockdown safety drills to the policy in reaction to the climate of todays society of schools under attack by unstable or angry people. The first known instance of a reverse evacuation drill policy was after the state of Kentucky put out a school crisis planning guide, and then FEMA included the policy in their guide (Dorn). Additionally, in 2013, a lockdown drill was instituted at MSPCS. On December 14, 2012, a tragedy occurred at Sandy Hook Elementary School in Newtown, Connecticut, when a disturbed man went into the school and shot many students and several teachers. The administration recognized the potential of this occurring anywhere and why it is important to establish a policy for children and educators to understand and know what to do in this type of emergency. The Federal Government does not mandate lockdown drills. However, several states have legislation in place requiring schools practice lockd owns as frequently as they practice evacuation drills. Each of the safety drills and their continued practices is essential to keeping students and educators prepared for an emergency situation. No one can tell how someone may react in an actual emergency, but having the knowledge of what to do, may decrease further stresses or even casualties. There are no plans to revise this policy, because of the eminent danger that society faces. Parental Non-Compliance Policy Parent Section Objective: To establish a set procedure for Miami Shores Presbyterian Church School administrators when parents are not in compliance with school policy or procedures. Scope: This policy applies to any time administration believes parents are not in compliance with school policy or procedures. Definitions: Non-Compliance: Failure to act in accordance with a wish or command or inability to conform to rules or standards. Guidelines: When an incident is considered serious enough according to the schools parameters, all family members will be asked to withdraw from the school regardless of previous incidents. In most instances, the following will take place: FIRST INCIDENT: Written notification regarding the incident or offense will be sent to the family and placed in the families file. A parent or guardian may be required to attend a meeting, at school, with the Administration. SECOND INCIDENT: Written notification regarding the incident or offense will be sent to the family and placed in the families file. The parent, parents, or guardian will be required to attend a meeting with the Administration. The family will be put on probation for the remainder of the school year. THIRD INCIDENT: All family members will be asked to withdraw from school the following year, or if deemed appropriate, immediately. The administration has an obligation to inform the School Commission of any incident that reaches non-compliance status. In the event of family withdrawal, the School Commission has final authority to accept or reject the administrations recommendation. The Parental Non-Compliance Policy is an original policy from the prior administration along with a recent 2015 revision by the new administration. Included in the revised version are the three step process and the paragraph giving final authority to the School Commission. Adding both parts to the policy ensures and protects the family and the administration from emotional decision making. There is no federal or state legislation on parental non-compliance at school, but many private schools do have some policy written to safeguard all parties. All members of a school community, including families, educators, students, visitors, and the administration, have the intention to work in partnership to provide the children the best experiences in their education and care. From the onset, families and staff agree at the time of acceptance or employment to acquaint themselves with and meet the terms of the schools philosophy and Code of Ethics. There are times when behaviors or actions go against the philosophy or code. Therefore, it is essential to have a policy and process for dealing with such occurrences. If the administration selects families into the school community that are mission appropriate and who can abide by the schools philosophy, then this policy, in theory, would not be necessary. Unfortunately, circumstance can arise, and each party needs to be protected and valued during trying times. In the next revision, an initial step of a verbal warning may be beneficial in providing due process to the policy and may mitigate any further escalation. Currently, the first step is to write up a warning of the incident, and this does not comply with the schools Caring Community philosophy. Within the Caring School philosophy, one of the schools goals is to empower and listen to others to further understand their perspective. A conversation to express the school displeasure with a parents behavior or action allows the parent to provide their point of view. Through respectful and honest conversation, the school and parents may agree on a solution without further incident or create hard feelings. Evaluations/Personnel File Policy Staff, Personnel, and School Commission Section Objectives: To ensure consistency of procedure and standards in all performance assessments of the staff of MSPCS. Scope: This policy applies to commission evaluations of the Headmaster, the Headmasters evaluation of administrative staff, and the Directors assessments of the teaching staff. Definitions: Evaluation: A procedure for measuring a staff members performance in helping to achieve the goals and policies of MSPCS, the curriculum objectives of the school, and the observation of the guidelines and handbooks. Personnel File: A file maintained by the Headmaster in the administrative office of MSPCS for all faculty and staff members of the school. General Statement: Several fundamental principles underlie the MSPCS approach to supervision and evaluation. These principles are grounded in current research that identifies effective instructional practices that maximize student learning and achievement. The MSPCS model for supervision and evaluation recognizes the importance of linking teacher evaluation to professional development and student learning. It also acknowledges the value of a differentiated structure that supports teachers at varying stages of their career and experience and promotes greater teacher involvement in the evaluation process. At MSPCS we recognize the importance of the supervision, evaluation, and Professional Growth process. The MSPCS Supervision, Evaluation, PGP program incorporates supervisory options connected to personal growth in a collaborative environment. MSPCS is a professional community, which encourages feedback and reflection as a means of promoting continuous teacher growth and improved student achievement. Meaningful feedback comes from multiple and diverse sources and provides an opportunity for reflection which sharpens our teachers skills of self-assessment. Supervision, Evaluation, and Professional Growth is an interactive process perceived as valuable by all involved. The MSPCS program involves assessment structures that promote an array of reflective, creative and analytic skills. In the MSPCS program, outstanding teaching is studied, sought, recognized and supported. By promoting structures that encourage professional development, a reflective school culture and research-based practices; MSPCS ensures that it will remain focused on its mission, vision, and continued goal to improve student achievement. The objective of teacher supervision, evaluation, and professional learning is to increase student achievement by encouraging and supporting the professional growth of all teachers. Administrators Assurance The MSPCS Supervision, Evaluation, and Professional Growth Plan will: Provide clear, concise, comprehensive teaching standards based on current research of best teaching practice. Provide a fair, clear system for teacher evaluation used on current research. Provide useful, timely feedback related to MSPCS teaching standards to guide professional development goals. Foster a culture of trust, mutual respect, and constructive professional dialogue, which encourages risk taking in a learning community. Refine the craft of teaching through reflection and risk-taking. Utilize data from student assessment to guide teaching practice as related to MSPCS teaching standards. Encourage teachers to chart their course for professional development. Value the diversity of teachers perspective, skills, knowledge, and practice. All MSPCS educators will have: Support and encouragement from the Preschool Director, Headmaster and other staff members. Reviewed procedures and be informed on the supervision and evaluation format and forms. Professional development goals that incorporate one or more of the MSPCS Teaching Standards. Numerous opportunities to be observed through walkthroughs. An annual formal written observation grounded on teacher reflection and growth. Opportunities to discuss their growth with the Preschool Director or Headmaster. Guidelines: All employees will be formally evaluated at least once a year. Each director will be responsible for assessing the teachers and staff members immediately under his/her supervision. The Headmaster will be responsible for the evaluations of the directors, the accounting staff, and other support staff, and the commission will be responsible for the assessment of the Headmaster. The evaluations will be based principally on formal observations of the staff member and interviews with the staff member. Observations and opinions of third parties (parents, other staff members, individual commission members, etc.) may only be taken into account if the staff member being evaluated is given an opportunity to respond to the third partys questions/concerns raised before the finalization of the evaluation. The evaluation will be considered finalized when the staff member being evaluated and the one responsible for the evaluation both acknowledge by signature that the assessment has been discussed in detail. When the evaluation is finalized, the Headmaster will place it in that staff members personnel file. Other appropriate inclusions in the archive of staff would include letters of commendation or reprimand, as well as any responses, comments, or relevant data the staff member may wish to add. Under no conditions will a staff members personnel file be made public to other staff members, parents, or anyone outside MSPCS line of authority. The file of staff may be used by an authorized representative of MSPCS to draft a letter of recommendation to a prospective employer. The file is only to be used for purposes of refreshing the memory and is not to be reproduced for the prospective employer. The Evaluations/Personnel File Policy, entirely rewritten in 2016, from the original policy that was not a policy but more of an outline of procedures. In the original policy, there was no mention of school beliefs or the purposes of the assessment. Also, the wording in the original policy was punitive and full of if-than statements as opposed to helping an educator grow and develop their skills. Often formal evaluations cause stress to an educator, because of the judgment or perception of another persons point of view placed on the individual. At MSPCS, the elimination of judgment and the focus on individual improvement and self-reflection help create a positive experience for all parties during evaluations. Marzanos model of instructional evaluation focuses on specific strategies and how well they are working. Taken one step further, MSPCS adds a component where the teacher generates the level of specificity during a self-reflection period and a pre-observation meeting with the administrator. During the pre-observation meeting, the teacher shares the learning targets for the students and how they plan to prepare the students for the lesson. The teacher provides a brief overview of the sequencing and strategies of the content of the lesson, how the students will practice or demonstrate the new content, and how students will summarize the lesson. During the meeting, the teach er selects an area they would like to improve upon and asks the administrator to assess him/her on a specific task or technique. Additionally, the teacher prescribes two or three questions that he/she would like the administrator to ask the students. During the observation, the administrator documents what is heard or seen, without opinion or judgment. He/She then moves around the room asking the prescribed questions the teacher presented to him/her during the pre-observation meeting and documents the answers the students gave to him/her. A post-observation meeting is held within a day or two to capture the momentum and to provide effective feedback. The meeting always begins with the question, On a scale of one to ten, ten being the best, what would you rate your lesson? Not one person in seven years of asking the question has rated themselves a ten, which means the conversation begins with the understanding that everyone has room to improve. Much of the conversation revolves around the administrator continually asking what do you think and why do you think type questions, because the process is a self-reflection, not a judgment of being good or poor. After analyzing the data, we set goals to work on for the next observation, which may not be a formal one. The idea of the evaluation as a growth process instead of a judgment allows teachers to step back and truly look inward at their practice in a non-threatening way. There are no plans to change this policy as it has proven to be very effective. Discipline Policy Student Section Objectives: To ensure consistent biblical discipline at Miami Shores Presbyterian Church School. Scope: This policy applies to all elementary students at Miami Shores Presbyterian Church School. Definitions: Discipline: The practice of instructing and training people to understand and adhere to rules or a code of behavior. Guidelines: Each class develops their student appropriate discipline guidelines. Under no circumstances is corporal punishment allowed. Staff members may not withhold the bathroom, withhold food or belittle the student. MSPCS believes that everyone has the right to experience a safe and friendly school environment. Therefore, we have expectations that students will: Keep hands, feet and all objects to themselves. Show respect for adults and other students. Cooperate and show self-control at all times. Follow directions the first time without questioning. Be prepared for class each day. Be punctual and attend class each day. The school will not tolerate any of the following behaviors and may be cause for expulsion: Verbal and physical fighting. Defacing or damaging school property. Theft of school or personal property. The use of profanity or name-calling. Procedures: When a student violates classroom/school rules for the first time, teachers will discuss the infraction with the student and document the incident. In the event a student commits a second infraction, the teacher will contact the parent to discuss the issue and document the parent/teacher conference as a Step Two Referral. A parent must be contacted for a StepTwo Referral to be completed. If a third infraction occurs, the StepThree Referral must be documented on the referral form. If the student is disrupting the class to the point where learning cannot take place in the classroom, they may be sent to speak with the Preschool Director or Headmaster. If infractions continue to occur and are impeding upon the learning process for the student and others, the student may be sent home. A follow-up meeting will happen with the Preschool Director or Headmaster when the student returns to school. This session will be reflective in nature and to set guidelines and goals for the student to meet. All missed class work due to an infraction of a rule must be completed at home and returned to the teacher when the student arrives back to school. Transgressions, including but not limited to fighting, weapons, severe disrespect, bullying, etc. will result in disciplinary action which may include dismissal from school, even for a first offense. Also, if the MSPCS staff identify, through the course of observation and discussion with parents, that a students particular behavioral issues are beyond the capacity of the program to serve them, the school reserves the right to terminate enrollment at any time. The Discipline Policy is an original policy from the prior administration, there is no reference number, and the creation date and author are unknown. All schools have a discipline policy because it is a critical element in maintaining a safe environment for students and staff. In many schools, a discipline policy states all of the things a student cannot do and what will happen if they do it. At MSPCS, the student discipline policy is more of a threat of words on paper, because the current administration does not believe in sending students home as a punishment. Skiba, Shure, Middelberg, Baker (2011) offer there is no evidence proving that discipline practices that eliminate students from classes by the punitive acts of suspensions and expulsions help to improve either student behavior or school climate. Instead of sending a student home, where they will often be unsupervised, developing an effective intervention at school is more in line with the schools Caring Community philosophy. Another part of this policy that is inaccurate is in the first line that states consistent biblical discipline. The Bibles view on discipline clearly demands that parents be responsible and diligent in spanking, but strongly prohibits physical abuse of any kind (Ingram, 2006). Further, in the MSPCS student discipline policy, it states under no circumstances is corporal punishment allowed. At MSPCS, the administration is not reinforcing the written policy properly, and the language in the policy is sending mixed messages to our families. An easy fix to the discrepancy is to eliminate the word biblical from the policy. However, a complete rewrite of the policy is necessary to match the schools philosophy of a Caring Community and preserving dignity for all. The Caring Community requires a positive-based discipline program where students are self-reflective and empowered while maintaining their dignity. The goal is for students to take responsibility for their actions and learn from each of their experiences. At MSPCS, the school teaches students to look inward to work towards developing intrinsic motivation, while at the same time reducing teacher-centric external motivation. The objective is to influence change in a students undesirable behavior through conversation, demonstration, and sending a consistent message. At MSPCS teachers receive training in the art of being an authoritative classroom leader. Bear (2010) states, An authoritative teacher set high standards and hold high expectations; enforce rules and standards in a firm, fair, and consistent manner; and promote autonomy by encouraging students active participatio

The Physics Of A Crystal :: essays research papers

The Physics of a Crystal Most simple chemical compounds consist of crystals. If you were to examine a lump of crystalline material very closely, you would be able to see tiny individual crystals. All crystals have a definite geometric shape, determined by the way the atoms are linked together.   Ã‚  Ã‚  Ã‚  Ã‚  Mineralogists recognize 32 different classes of crystal, which are grouped into seven crystal systems. Crystal systems are described by their axis, which are imaginary lines that join the center of opposing faces of a crystal. For example, if a cubic crystal has three sets of opposing faces, it has three axes. They are all of equal length and are all at right angles to each other. Cubic crystals are described as being isometric, but not all isometric crystals are plain cubes. If the corners of a cube are cut off, the result is a polyhedron with six octagonal faced and eight triangular ones. Aside from the isometric system, there is also; a tetragonal, orthorhombic, monoclinic, triclinic and hexagonal system. Crystals may form when a solution of a substance evaporates. Crystals may also form when a vapor or molten substance solidifies. Allotropes are different forms of the same element. For Example, oxygen has two allotropes, normal oxygen and ozone. Pure carbon also has two allotropes, diamond and graphite. A crystal of diamond is in fact a single giant molecule in which every carbon atom is linked to four other, by four equal, strong bonds. These bonds are arranged tetrahedrally round each atom and there are no planes along which the giant molecule can easily be split. This quality is what gives diamond its tremendous hardness.

Running Head: Airline Industry

Globalisation of world economies is forcing countries and companies alike to improve their competitiveness in the global market. This being the case, the American airlines industry is set for a shake-up given that thee sector is heavily shielded from external competition by the American government (Marketplace, 2008).This is because the ever increasing demand for national and international travel is creating bigger markets for airlines that can efficiently meet travellers needs, something that American companies become disadvantaged. In order to position themselves better in the global market, global airlines have been merging in order to take advantage of economies of scale and increase connectivity among their routes (Haran, 2008).The biggest merger so far has been between the Holland based KLM and the Paris   based Air France. With regard to American airline companies, the government has protected the industry for too long such that they are loosing out on the good fortunes that have befallen the industry. As a contribution to the debate of current trend in the Unites States' airline industry, this paper shall concentrate on the recent merger indications between several US based airlines that were sparked by Delta and Northwest Airlines.The first section shall deal with the current situation in the industry, the second with the increasing need to open the industry to internal and global competition, and the third section, with reasons behind the current merger trend between within US Aniline companies. The sections shall be followed by a conclusion listing all the microeconomic issues discussed in the paper.Current State of the IndustryThe US airline industry has for long been an oligopolistic market dominated by several airlines. However, the increasing entry of budget airline in the industry has given the bigger players a run for their money, meaning that oligopolistic traits are increasingly being replaced by the competitive characteristics.The bigger a nd old players in the market face the headache of dealing with ageing aircraft that need constant repair (George, 2008). This means that costs of production has been increasing with rime, as the planes get older. Secondly, these big players find themselves being captive of labor unions representing employees, some of whom have operated with the airlines for decades. These kinds of increases in the cost of their operating mean that consumers of their services would pay more for travel.Contrary, budget airlines find themselves with newer aircraft that do not require constant repairs, reason being that they are relatively new in the market. In this regard, the budget airlines are able to operate at lower costs and therefore charge competitive fares for their services, much to the detriment of bigger and well established players.Budget airlines are less affected by union demands. In addition, the older airlines have for many years invested in other facilities whose maintainable increase s the cost of operating their businesses, which further means that budget airlines would continue   to out-compete their well established rivals.

Explain the impact of Jesus upon the world of his day and today’s society. Essay

In the beginning of John’s gospel there is a description of Jesus as ‘The Word’. Verse 2 ‘He was in the beginning with God; all things were made through him. ’ Later in the same chapter John says ‘The Word became flesh and dwelt among us. ’ If that is true then Jesus was involved in the act of creation and so we must say that his impact is total. During his lifetime Jesus’ impact would have been relatively small – no media circus to follow him about and publicize his words and actions. He met thousands in a relatively small area, rather than millions world wide, and then, as now, he made both a positive and a negative impact upon individuals. H e would have been less well known than some modern figures such as Gandhi or Winston Churchill. But in Matthew 28 verse 19 and 20 Jesus tells his disciples to go to all nations and make disciples. This order, known as the Great Commission , was carried out by his followers in the years that ensued and they took the gospel message all round the world. Today, according to Adherents Web site there are estimated to be 2. 1 billion people who claim the name Christian, 33% of the world’s population, though it must be admitted that the title Christian means slightly different things to different groups, and has done throughout history. There are various calendars in operation in today’s world. Islam and Judaism for instance count the years differently for religious purposes, but for business purposes as well as religious ones, most of the world counts the years from the approximate date of Jesus’ birth. I have not yet discussed the spiritual impact, but this has been tremendous. Because of Jesus missionaries have explored the world, children have been educated and lives have been changed. The impact hasn’t always been a positive one, as when there have been differences between religious groups, both within Christianity and between Christians and those of other groups. In some parts of the world the impact is lessening, but in others it rises rapidly. Jesus continues to make a difference.

Analysis of “The Author to Her Book”

What is the most useful thing you have learned about the teaching process? What would be your ‘top tips' to others? [Responses from 70 school librarians surveyed by Netskills in 2007] To introduce an element of fun into training. Happy people are more likely to learn plan your activities be flexible – if it doesn't work ditch it try not to do too much in one session review your session and adapt it some classes respond differently to others learners need to be involved and engaged with the learning process 1. Make the skill you are trying to teach relevant to the students at their point of need. . Don't underestimate the power of â€Å"†modelling†Ã¢â‚¬  a process. keep trying – don't give up be strong be assertive stay calm be helpful and work as part of a team It's not as difficult as some teachers make it look! Manageable bites – do not attempt to serve the whole in one ‘IT'. Fairness & honesty – sounds woolly but children spot a phony immediately. Also – we are here to educate not be their next best friend. Consistency – links with the above. Sense of humour! Teaching starts with the learner – they need to be engaged and understand what they are being offered is relevant and useful.Sessions need to be clearly structured in small steps so the learner can succeed and build confidence. Don't try to pack too much into one session – it's much better to cover the information carefully and allow time to recap at the end. Be well prepared Know your subject matter inside out Be able to ad lib if necessary Look at the broader aspects of the Curriculum including assessment. Education is our market so get involved with academic staff and what they do. With young people activities always take much longer to deliver than you expect.You need to be able to make learning available in different ways – some people will respond to a hands on approach – others want everything in hando uts to be able to refer back to – and others want demonstrations. Being flexible and not making people feel unsuccessful if they take a long time to learn something new or need to repeat activities is very important in helping people to learn. – not to try to do / teach too much at any time – that children have different ways of leaning so to make any input as varied as possible.Willingness to learn, make mistakes, review and revise, collaborate well with school staff and sustain motivation and a professional image seem to be very important. That people learn in different ways, and that you need to think about this when presenting materials – sometimes you can present the most important details more than once, using approaches to suit different learning styles (eg in a presentation, in a quiz, and in a handout) Try to forget how you might be teaching and to concentrate on what they are learning. Focus on 1 thing at a time, just because you don't get them for long, don't try to cram in everything possible.Have your 2/3 learning objectives spelled out at beginning (tell them what they are going to learn, teach it and then check understanding) Make sure that the information is accurate and appropriate to the level of the learner Try to make it as multi-sensory as possible to stop them getting bored – keep it short and useful Give handouts to assist further development Always check your timing is realistic and plan the lesson well Be aware of different styles of learning. Use the same structure for planning lessons as the teaching staff. Have a plan B in case of IT failure, over/underrunning time.Make it as relevant as you can, spend as much time as possible with the students so you know exactly what they are trying to research and what their strengths and weaknesses are. Try to meet as many learning styles as you can. Observe and learn from teachers in the classroom and follow same strategies and techniques e. g Starter activiti es Main body Clear aims and objectives Plenary Take account of different learning styles Mindmapping Differentiated work Listen. Don't expect everyone to understand first time. Pace yourself Change the way you present information eg practical, etcThe different ways in which children learn and the necessity to pitch lessons across a range of abilities. To listen and respond positively, encouraging rather than demoralising. Different people learn in different ways. Include a variety of strategies in each lesson. Make the content relevant to the context. Plan what you're going to do but be flexible enough to go with the flow. You need to understand your audience. Keep it SMARTER make it fun! Develop your own style of presentation and learn behaviour management â€Å"Remember that the members of any class will have a mixture of preferred learning styles-make sure there is variety.Do not be too dominated by your own preferred style Be well prepared, lack of organisation will show Have m ore material than you need: make sure there are extension activities available Make sure your audience think you are prepared to listen to them as well as teach them I used to be very concerned not to appear to patronise HE students and at first, tended to expect too much from them-then I discovered that actually they respond well to simple presentations with graphics etc, So, my advice would be: ‘Pitch your lesson to be simple and accessible, then differentiate the assessment challenge to the level(s) of ability/student expectation'.This works in school just as it did in HE Skills that have proved most useful have been to vary pace and delivery style. I would offer these ideas as top tips: Use the three part lesson – a clear opening giving objectives, body of what you want to convey and then a plenary to ensure the main points have been absorbed. Vary your delivery method and types of support material to address the different learning styles. Encourage student question ing at higher levels to improve their learning processes. Allow peer teaching to take place between the students – great way to cascade new knowledge.Use student evaluation to improve the lessons. Ask teachers for advice on planning activities, try and get to meetings on secondary strategy, etc Be flexible – what works with one class may not work with another. It is a waste of time telling students what they don't need to know at that time. You need to consider the different ways in which people learn and structure your teaching accordingly in order to ensure that as many people as possible benefit from your session. Students need to ‘have a go' themselves to make learning more relevant. Teaching is a two way process. planning is key ind out what students know beforehand/build on prior knowledge connect the learning cater for variety of learning styles focus on process as much if not more than content develop learner attributes allow time for practice/reflection on learning teach skills in relevant context offer extension activities for G and differentiate carefully for individual learning needs look confident even if you're not! You never stop learning. More teachers should know this, but they don't. Be aware of the level of work involved in teaching, especially creating classwork and assessment. Aim low – whoever you are teaching. Keep calmBe well prepared Keep it simple Try out any worksheets yourself to make sure they can be completed in the time available. Have extension activities ready for the more able who will finish early. Keep instructions/worksheets simple – too much text is a turn-off. Be aware of different learning styles – you'll naturally write things to suit your own style but not everyone learns the way you do! † Listen. Be well prepared. Continually assess if the pupils are understanding as you deliver the lesson. Preparation of materials [sometimes differentiated] is key and the willingness to be flexible and adapt materials as necessary.Be aware of your timing Match the activity/material(s) to the ability/age of the students† Keep it informal and use their individual interests to garner enthusiasm Different presentation styles for different audiences Don't talk too much Active participation of audience Know your audience's ability – don't use jargon they can't understand, don't patronise Think about different styles of presenting information – don't overuse PowerPoint. Be prepared to repeat yourself and back up the information you give in many different formats and on many occasions.Be passionate about what you are doing – students soon pick up if you are bored with the subject yourself. Be prepared to adapt to change within your organisation. Keep an open mind and be prepared to adapt the ways you can teach library inductions, information literacy and support whole school literacy in line with your school's priorities. Creativity is key! Be we ll prepared. It'll always take longer than you think. Never show fear! I have found observing, associating and learning from teachers (and sometimes their mistakes! ) has been the key element in the growth of my own understanding of teaching.It's an ongoing learning process! Ask for help/ advice/ support from sympathetic teaching colleagues &/ or Staff Development Coordinator. Starting in a new school – ask to shadow a form for a day & ask to follow up with occasional lesson observations of teachers with different teaching styles (& different year groups). Planning and preparation are key. Ensure you know what equipment you need before the lesson starts and that it works; arrange furniture in a way that you want it. Ensure that you know what outcomes you want from your lesson and how you are going to achieve them.Make sure that all pupils are involved. Don't just talk but make sure that each lesson has variety within it – questions and answers, worksheets etc. Ensure t hat you sum-up what you have covered at the end of the lesson. Make everything that you talk about relevant to the pupils. Teaching comes in a variety of formats and styles differ enormously among teachers. It is more difficult than we think and easier than teachers make us believe. Teaching is changing constantly. Listen to and learn from the children you teach. Teachers are learners themselves and good teachers know this.With their unique set of skills, most librarians would be very able to complete an equivalent to a PGCE. Be confident, assertive and fair. Be well prepared – plan effectively. Relax – pupils smell fear. Include variety in the lesson, don't talk for too long – pupil attention spans are limited. Liaise with teaching staff. be ahead of all requests – if possible. Be concise, but pertinent. patience! I was totally thrown in at the deep end in my first job as I was expected to teach with no training what-so-ever AND my teaching was OFSTED in spected that year (although I did point out to the inspector that I wasn't a teacher. Over the last 9 years I have taught myself by reading and watching other staff. I have written my own lesson plans and schemes of work. In my current role I am teaching a lot of IT and would like to train to be an IT teacher but can't afford to have the time off work to do the teaching practice. It would be nice to have some teaching qualification for school librarians taking this into consideration. Find an ally on the teaching staff and ask for help. Be prepared to ask for and accept guidance. Have a number of areas in the curriculum where you think teaching of research skills can be integrated and explain with a lesson plan.Have to be flexible. Teachers think on their feet! Need to have various ways of explaining- not all pupils learn in the same way. Use the same methods as teachers in your school: class line up outside, take register, require silence before speaking, students seated boy-girl. Adapt to how your school does these things. Vary methods – do not expect students to be able to sit still for a long time. Use music, get students to move around, use competition between groups of students, engage children with controlled use of ICT and encourage multi-media. Act like a member of teaching staff using school behaviour policy.Have high expectations of students in terms of their learning and behaviour. Get feedback from students and teachers and use this to improve your sessions for the next time. Learn from other librarians and share things that work. To teach something pupils actually want to learn, or show them how useful it will be to know more about the topic. With regards to library skills it should be within a course that teaches information skills, as that is essential. Adapting material to individual needs. Also using a variety of methods, particularly ‘hands-on' or kinaesthetic activities.