Career in Education That Began with 'Teach for America' Article

Career in Education That Began with 'Teach for America' - Article Example There is a personal relationship between Steven and the author, the author being his teacher. The article is a biographical study which spanned through seven years. The methodology used by the author is the conduct of interviews with Steven either personally or through telephone. The author used the biographic-narrative-interpretive (BNIM) method where the interview questions formulated induce narratives (Tellez 6). The author considered this method as very appropriate for the data that he needs for the study, considering that Steve is capable of making the necessary narratives given a simple question. The author also made field observations while Steve was holding classes and he made some video recordings of such. The data were analyzed using the axial coding of themes (Tellez 8). One important finding that the author gained from the biographical study of Steve is that teachers like Steve who began their career without a preservice teaching program were more engaged and directed com pared to other teachers who started their careers with a teaching degree (Tellez 31). Furthermore, the author concludes that teaching should consider the cultural aspect of learning to be effective (Tellez 34). He also emphasized the need for the universities to support a continuous education program for teachers to enhance their professional growth. One cannot totally consider the study by Tellez as sufficient to come up with valid conclusions. First of all, the study is just confined to only one person; thus, generalizations cannot be made. In order for the study to have more weight, the author should have considered a bigger sample size. It would have been better if he studied two types of teachers, one being those who started a teaching career without formal training, like Steve and the other group to be composed of teachers who have preservice teaching program. Another weakness of the study that could be pointed out is the fact that there is the possibility that the author have not been objective in his observations of Steve. This is because of their teacher-student relationship which is further strengthened by their personal relationship as friends. One thinks that a biographical study is not the write genre to use in making conclusions with regards to the teaching profession. A more scientific survey may have resulted in more valid and justified conclusions. One believes that the only legitimate conclusion that can be obtained from this study is that Steve is an effective teacher. Other than that, it does not offer any other convincing finding in the teaching profession. Redefining Student Success: Applying Different Multinomial Regression Techniques for the Study of Student Graduation across Institutions of Higher Education The main thesis of the study is to obtain a clearer picture of the student success rate in higher education by expanding the definition of success. Four categories will be included in the definition of success to cover not only thos e students who graduate with the institution where they entered. The other categories shall include students who get a baccalaureate degree from another higher education institution and students who receive an associate degree/certificate award from another institution (Jones-White, Radcliffe, and Huesman 155). It is the hypothesis of the study

Operational Management of Risk Essay Example | Topics and Well Written Essays - 4000 words

Operational Management of Risk - Essay Example 1. Aircraft fuelling for small jets, small piston aircrafts, older piston planes. 2. Stored Plane Fuelling Service, i.e, removal of aircraft from individual hangar & fueling. 3. Fueling of aircrafts on the flight line (where aircraft lines up for take off & after landing). 4. Preparing for self service fuelling for private aircraft owners & pilots. 5. Repair & Maintenance of 15 private & the transient hangars. 6. Inspection of safety & fire violations. 7. Transportation & Carriage of planes from hangar to flight line & vice-versa. 8. Management of landed flight directions, parking & refueling. 9. Management & Accounting of fuel charges of fuelling & parking. 10. Provision of on duty staff for maintenance of all fuel storage tanks, piping and pumps at the airport's small fuel farm (three storage tanks). Sec. 1.b: Identification of one critical stakeholder/crew for each operational activity in Sec. 1.a. (Corresponding list of stakeholders/crew.) 1. Chemical/Fluid Mechanic Engineer expert in identification of fuel & air craft engines for guidance to labors in fueling different categories of planes. 2. Aircraft Maintenance Engineer & Stores Manager for managing safe removal of plane & chemical engineer for relevant fuelling according to the type of plane. 3. Site Aircraft Maintenance Engineer & Aircraft Parking Manager. 4. IT Infrastructure Development Engineering Manager. 5. Aircraft Maintenance Engineer / Stores Manager. 6. Safety / Fire Engineer or Manager. 7. Transportation Manager. 8. Chemical/Fluid Mechanic Engineer & Transportation Manager. 9. Accounts/Billing Manager. 10. Site Maintenance Engineer. Sec. 1.c: Identification of a consultation/communication technique/strategy to engage the stakeholder in risk... The essay "Operational Management of Risk" talks about the case study on the East Coast Aviation Service Company situated in Wales. The main focus of the study is to work out the specific queries on the risk identification techniques, risk analysis and the risk treatment approaches.Any project is required to be managed through a well structured hierarchy & reporting results to work out problems in processes & project performance tracking to categorizing them in problems & solution sets for in all cases that would be easy for review & changes too in later time for implementation of new plans & strategies. Following is a stake holder hierarchy that I think will work in automating the processes. A project manager lead responsible for management of all the undergoing project’s solutions, & performance tracking to help technical member/engineers to concentrate more on technical side development, instead of increasing their over heads of managing all of the things that will not work for sure. Every person should have only that much burden & responsibilities that he/she could manage, else, may result in increased attrition & depreciation of employer’s image in employee cadre & further consideration for career development. This hierarchy will enable the communication in cross functional hierarchies across the organization & provide an ease to handle the process implementation. The communication approach may differ on the basis of the situations.

Example Research Trail

Example Research Trail Research Trail Question Title: An engineering business with its headquarters in the Netherlands could either set up a branch in Belgium to service its Belgian customers or offer its services to Belgian clients from its office in the Netherlands. The first case would constitute establishment, the second would merely refer to the provision of services. Horspool and Humphreys, European Union Law, 4th ed. In the light of this statement explain the development that has taken place in European Union law relating to the rules of establishment and provision of services. Assess the extent to which the European Court of Justice has been able to draw clear lines of distinction between them. Texts: Library search for general EU law texts: Craig and De Burca: â€Å"EU law: Text Cases and Materials†. Chapter 18: Freedom of establishment and to provide servies. Chalmers, Hadjiemmanuil, Monti and Tomkins. â€Å"European Union Law: Text and Materials†. Chapter 17; The free movement of services Weatherhill. Cases and Materials on EU law. Chapter 14 â€Å"Freedom of Establishment and freemovemennt of services: Articles 43 and 49† Internet resources: Search of www.google.scholar.com Terms: right to practise law EU freedom of establishment services Freedom of establishment free movement of services Awesti, A. (2006). Intergovernmentalist theory and Eurosclerosicm: an Intergovernmentalist critique. http://www2.warwick.ac.uk/fac/soc/pais/phd/crips/working_papers/2006/working_paper_2_awesti.pdf Flint, D. Moens, G. (1993). Business Law of the European Community. DataLegal Publications; Brisbane. (Book review which I then found at the library). Foster, N. (1991). European Community Law and the freedom of lawyers in the United Kingdom and Germany. The International and Comparative Law Quarterly ,Vol.40,No.3.(Jul.,1991),pp.607-634. Goebel, R. (1992). Lawyers In The European Community: Progress Towards Community-Wide Rights Of Practice. Fordham Intl LJ 15, Malcolm Ross, ‘Freedom of Establishment and Freedom to Provide Services: Mutual Recognition of Professional Qualifications’ (1989) 14 Eur L Rev 162, 165. Nicolaà ¯dis, K. (2006). „Globalization with Human Faces: Managed Mutual Recognition and the Free Movement of Professionalsâ€Å" contained in Fiorella, K. Padoa, S. (eds.)(2004). The Principle of Mutual Recognition in the European Integration Process. Palgrave: Basingstoke. Podell, M. (2001). When zeal for European Unity overcame common sense: the lawyers directive. Boston college Law review. http://www.bc.edu/bc_org/avp/law/lwsch/journals/bciclr/23_1/03_TXT.htm Quinn, J. (2004). The right to practise law in the European Union: an American perspective. (1).113-129. http://austlii.law.uts.edu.au/au/journals/MqBLJ/2004/6.html Cases (primary sources): Westlaw Search: Search by terms: freedom of establishment services lawyers C-243/01. Criminal Proceedings against Gambelli [2006] 1 C.M.L.R. 35 C-221/89. R. v Secretary of State for Transport Ex p. Factortame Ltd [1991] 3 All E.R. 769. Para 20. C-2/74. Jean Reyners v Belgian State [1974]ECR 00631. C-283/99. Commission v Italy [2001] ECR I-4363 C-33/74. J. H. M. Van Binsbergen v Bestuur Van de Bedrijfsvereniging voor de Metaalnijverheid [1975] 1 C.M.L.R. 304. C-55/94. Reinhard Gebhard v Consiglio DellOrdine degli Avvocati E Procuratori di Milano C-70/95. Sodemare et al v Regione Lombardia [1998] E.J.H.L 67 C-26/62. Van Gend En Loos v Nederlandse Administratie Der Belastingen [1963] ECR 1. C-427/85. Commission v Germany [1988] ECR 1123. C-294/89. Commission v French Republic. C-340/89. Irene Vlassopoulou v Ministerium fà ¼r Justiz Bundes-und Europaan-gelegenheiten Baden Wurttemberg [1991] ECR 2357. C-168/98. Grand Duchy of Luxembourg v European Parliament and Council of the European Union [2000] ECR I-09131 C-506/04. Graham J. Wilson v Ordre des avocats du barreau de Luxembourg. Treaty Articles and Directives Eur-Lex. Art 44(2) TEC. Art 47(1) TEC Art 47(2) TEC. Directive 85/384/EEC on the mutual recognition of diplomas Directive 2005/36/EC for the Recognition of Professional Qualifications Directive 77/249 (preamble) Directive 77/249. Art 5. Directive 89/48 Article 2. Directive 89/48 Article 4. Directive 89/48 Article 1(g) Directive 98/5. Article 3(1). Directive 98/5. Article 5(1). Directive 98/5. Article 10. Directive 98/5. Article 10 (1). Word Count 498.

How to Deal with Moral Differences :: Papers Ethics Morality

How to Deal with Moral Differences The first way is to believe there are no morally right or wrong viewpoints. The moral issue is just a cultural game and neither your opinions or mine matters. Therefore there is no right or wrong. This view is called moral nihilism. Related to this idea is moral skepticism, which holds that we can’t know any moral truths, and moral subjectivism, which holds that moral views are merely inner states in a person and that they can’t be compared to the inner states of another person. However believing in the above solves no problems, if nobody is right and nobody is wrong. The second way is to believe that there is no universal truth, that each culture has its own set of rules that are valid and apply to that culture, they don’t interfere with our rules and we don’t interfere with theirs, this is called ethical relativism. This belief is viewed as an attitude of tolerance. This belief solves conflicts in the idea that whatever the majority deems to be the moral rule is the rule to follow. The third belief is that deep down in spite of all the cultures differences we call all still agree on a certain moral basics, that people everywhere have basically the same human nature but that we just adapt it into our environment, this idea is called Soft Universalism. Universalism because it perceives that there are some universal moral rules; soft because it is not as radical as hard universalism. This belief can solve problems because its main goal is to seek common ground beneath the variety of opinions and mores. The fourth belief is called hard universalism, this is the absolute opposite of moral nihilism stating that there is only one universal moral code. This belief solves problems with hard evidence and reason. Problems with Ethical Relativism: (1) No Criticism or Praise of Other Cultures, we need to criticize or praise other cultures morals to maintain our own moral integrity. (2) Majority Rule, the idea of the majority always being right is just not rational. (3) Professed or Actual Morality? this is the idea that a certain kind of behavior is normal, but what is â€Å"normal†? for example when a group was asked about infidelity the majority was against it but when the same group was asked if they had committed it, the majority had. (4) What is a Majority? In the instance of euthanasia if a law is passed tomorrow

Why We Can’t Wait

Why We Can’t Wait In the 1960’s, the unfair social conditions and attitude towards Black Americans portray in the passage Why We Can’t Wait by Martin Luther King. He evokes sympathy for African Americans within images of harsh reality of supposed â€Å"freedom† for Blacks. MLK creates persuasive tone through use of anecdotes, repetition, and rhetorical questions to introduce the â€Å"story of the Why We Can’t Wait. † MLK creates an emotional sense by contributing several anecdotes about the African American.Anecdotes such as â€Å"if the ambulance hadn’t come so late.. † suggest empathy to the reader since MLK stress the point hat blacks did not get equal treatment compare to white which lead young girl’s mom to died. By telling the short stories of young girl, it conveys the audience with humanism. Also the anecdotes within author’s choice of vocabulary like â€Å"jobless†, â€Å"Stench of garbage† and â€Å"sleep in domestic† portray an image of tough living condition that leads readers to personalize the circumstances that African American faced.The anecdotes benefit MLK to persuade his audience by emphasizing all the different circumstances that Black American had to strive through. The author stresses the point of unfair circumstances that African American has been through use of repetition. He highlights â€Å"They knew.. † to emphasizes the fact that young Black American boys and girls are mature enough to know that their ancestors were â€Å"first American to†¦ freed his country form Britain† and â€Å"were with George Washington† to help the nation. However all of the African American’s achievement did not get credit from the whites.Also along with the repetition he portrays simple sentences to let readers to pay a close a tension to the â€Å"They knew† in order to build up the persuasion. King incorporates a myriad of st ylist device that shape and develop the purpose of the passage. Through the periodic use of rhetorical questions such as â€Å"why does misery constantly haunt the Negro? † King reiterates the perception of there being no freedom and no success for the African American. The series of rhetorical questions emphasizes the lack of reasons to get blame; and how African American had done nothing to desire the attitude from the white.Not only they had done nothing but also they helped the nation to improve therefore King tries to persuade the audience with use of rhetorical questions. In this passage, King shows a vivid image of harsh condition of Black life. The reader feels emotional for complete pain they could never even picture to go through. King creates all this persuasive passage to show readers how African Americans life was by anecdotes, and knows there is no reason to get mistreated from whites by repetition and rhetorical question. His purpose lead his African American t o have equally with Whites.

In Blackwater Woods

Have you ever loved someone or something? In Mary Oliver’s poem, â€Å"In Blackwater Woods,† she writes about love. â€Å"In Blackwater Woods,† brought back a childhood memory that I had forgotten about. It was when I was eight years old and I caught these two little lizards. I had put them in a jar with sticks, leaves, and I even poked little holes in the lid so they could breathe. I loved both of them so much, that, I even gave each lizard a name. The lizards were not happy in the jar.I couldn’t get them to eat or even move. My mom came and said to me, â€Å"Isaac, if you really love those lizards you will let them go. † And I was angry with her for telling me that, I couldn’t just let them free. I knew that they weren’t happy, and I couldn’t bear to watch them suffer anymore. So, I released them in the forest and they ran off happily up a tree. It felt good seeing them happy, and I learned something that day. The lesson I lea rned is in Mary Oliver’s poem, â€Å"In Blackwater Woods. She writes about this beautiful forest of trees that smell of cinnamon, and beautiful ponds. This forest symbolizes happiness. Mary Oliver also writes about a black river with fire. This symbolizes loss, and sadness. She also writes something important, â€Å"To live in this world you must be able to do three things: to love what is mortal; to hold it against your bones knowing your own life depends on it; and, when the time comes to let it go, to let it go. This is the lesson I learned that day I let my lizards free. If you really love something or someone and the time comes to let it go, you will let it go, or you will live in the â€Å"black river†, and never cross it to reach the â€Å"beautiful forest. † The moral of the poem, â€Å"In Blackwater Woods,† is a universal one, it’s also one of the easiest to understand. Ironically, it’s one of the most difficult to do. Letting som ething you love go is a challenge, but in the end you will most surely reach the â€Å"beautiful forest. †