Jeffersonian Democratic Republicans :: History

The Jeffersonian Democratic Republicans were characterized as strict constructionists. Which explains why they wanted the United States to be controlled by the states, not a central organization. On August 13th xviii hundred, Thomas Jefferson addressed the nation to let individual know that The United States was such(prenominal) too large to have a central organisation to direct the affairs of the nation. Meaning that we have the need of state officials and not just the national leaders. Therefore, we have independent states to handle the events and laws within the boundaries of each state. Although at the international level we are as one United Nation. On January twenty-third eighteen o eight, Jefferson informed Samuel Miller, who was a Presbyterian minister that the United States government could not interfere with a citizens religious beliefs. According to what was written in the first base Amendment of the Bill of Rights Congress shall stimulate no law respecting an g eological formation of religion. This became effective on December fifteenth seventeen ninety-one. There was nothing that can make one participate in religious exercises.The cartoon illustrates the trade stoppage of eighteen o eight and was confusing to the citizens. Because it was stated as the OgrabmeOn December 9th eighteen fourteen, Daniel Webster a federalist from New Hampshire, gave a speech to the put up of Representatives. His speech addressed the draft. Webster argued that it was not right to take children away from their parents, and parents from their children.Jeffersonian Democratic Republicans account The Jeffersonian Democratic Republicans were characterized as strict constructionists. Which explains why they wanted the United States to be controlled by the states, not a central government. On August thirteenth eighteen hundred, Thomas Jefferson addressed the nation to let individual know that The United States was much too large to have a central government to dir ect the affairs of the nation. Meaning that we have the need of state officials and not just the national leaders. Therefore, we have independent states to handle the events and laws within the boundaries of each state. Although at the international level we are as one United Nation. On January twenty-third eighteen o eight, Jefferson informed Samuel Miller, who was a Presbyterian minister that the United States government could not interfere with a citizens religious beliefs. According to what was written in the first Amendment of the Bill of Rights Congress shall make no law respecting an establishment of religion. This became effective on December fifteenth seventeen ninety-one. There was nothing that can make one participate in religious exercises.The cartoon illustrates the embargo of eighteen o eight and was confusing to the citizens. Because it was stated as the OgrabmeOn December ninth eighteen fourteen, Daniel Webster a federalist from New Hampshire, gave a speech to the H ouse of Representatives. His speech addressed the draft. Webster argued that it was not right to take children away from their parents, and parents from their children.

Children With Autism Essay -- Papers Health Disorders Essays

Children With Autism Children with autism have the possibility to improve greatly, and just about even overcome the effects of autism if appropriate therapies are begun early enough. A multifaceted disorder, autism has abundant baffled professionals and parents alike. At a point in time, doctors gave parents absolutely no hope for the recovery of their children. But recently, new treatments and therapies have shown that improvement is possible. With early intervention, intensifier care, some children have if not fully recovered, improved, and have been integrated into schools, indistinguishable from their peers. Sandra L. Harris, PhD Topics in Autism Siblings of children with autism, A Guide for Families Children learn from children. Siblings of children with autism focus on the often miss resource of brothers and sisters as effective playmates and teachers. Dr Harris offers a practical, easy-to-use plan families can create to ensure possible positiv e interaction with autistic children and their families. This book focuses on the continual behavioral patterns characterized by autistic children. The book deals with the challenges and obstacles the families have to get through, but most importantly how to deal with this obstacles and how to overcome the challenges. Sandra L. Harris, Ph.D. & Mary Jane Weiss, Ph.D. Right from the start behavioural Intervention for Young Children with Autism A Guide for Parents and professionals Right from the start explains how the teaching method known as intensive behavioral interventions can benefit junior children whose diagnosis fall within the broad spectrum of pervasive Devel... ...enior executives were concerned that infants under 6months were been exposed to mercury levels that were higher than the maximum levels approved by the FDA for mercury in the diet gotten by the consumption of fish. They said these infants were getting elevated doses of vaccines c ontaining a high level of a widely used sterilizing agent. This memo was prepared at a time when U.S health authorities were aggressively expanding their immunization schedules by adding five new shots for children in their fist six months. Many of these shots along with some previously added to the schedule included thimerosal an antibacterial compound that is nearly 50% ethyl mercury, a neurotoxin.Bibliography Lynn M. Hamilton. Facing Autism Giving Parents Reasons for Hope and Guidance For Help.1st ed. Waterbrook Press, Colorado, U.S 2000

Reverend Ambrose and Grant Wiggins in A Lesson Before Dying Essays

Suffering through the horrors of racial discrimination, black Americans appear to have no chance of progression in society. Generation after generation of being uneducated and treated like animals has left the black community in shambles, and mentation they are not as good as the whites. In the 1940s it was difficult to find a black slice who could read and write. The black mans illiteracy perk upd them to look at that they were less civilized than the whites. In Ernest Gaines A Lesson Before Dying, we are introduced to Jefferson, an uneducated, average black man who has been wrongly accused of a murder. Convinced that he is an animal, Jefferson is button to be taught by sacred Ambrose and Grant Wiggins, the plantation schoolteacher, that he is actually a man. Because high-flown Ambrose, and Grant Wiggins have such different teaching beliefs and personalities, they come teaching Jefferson with conflicting views. Reverend Ambrose and Grant Wiggins have very different educat ional backgrounds, which causes them to become foils for each other. Grant Wiggins is a very important man in the black community, because he is the only one with a college education. Many whites have not received this high of an education, and are offended by his intelligence. Reverend Ambrose, a man who has received very little formal education, is ignorant compared to Grant. Ambrose, the religious leader of the black community, has been educated in the world of faith and religion. When reverend Ambrose give voices in a verbal confrontation with Grant, Im the one thats educated.(Gaines 215 ), we are able to see that he thinks his knowledge of faith is more important than Grants reading, riting, and rithmatic. Grant and Reverend Ambrose represent the ... ...being like a child finally resolves Grant and Ambroses battle, for Jefferson is perceptive to Grants physical form of teaching, but not to Ambroses teaching of religion. Jefferson uses the teachings of Grant, and dies like a self-respecting man. He shows the white people that blacks are humans, by living the last weeks of his life as a civilized man. Even though this story was fictional, the racism described in it was frighteningly true, and still is evident in the world today. Only in the 1960s would the black population finally band together and say weve had enough. The problem of racism cannot be resolved by one person, it requires an entire population to see it and stop it. I dont know if they got a heaven cause samson say they cant be an boo say they aint non fo no niger but reven ambros say they is one for all an bok dont know.(Gaines 233)

William Shakespeares Hamlet Essay -- William Shakespeare Hamlet Essay

William Shakespeares Hamlet Hamlet has been praised and revered for centuries as one of William Shakespeares best known and most popular tragedies. Based on its popularity, critics alike have taken various viewpoints and theories in order to explain Hamlets actions throughout the play. The psychoanalytic point of view is one of the most famous positions taken on Hamlet. psychoanalytical comment is a type of literary criticism that analyzes and classifies many of the forms of psychoanalysis in the interpretation of literature. As the Concise Oxford Dictionary defines psychoanalysis, as a form of therapy that is concluced by investigating the interaction of conscious and unconscious elements in the mind (Barry 96). One of the most popularized psychoanalysts of all time was Sigmund Freud. His theories on repression most directly parallel to Hamlets actions in the play. This surmise states that much of what lies in the unconscious mind has been put there by consciousness, which acts a s a censor, driving underground unconscious or conscious thoughts or instincts that it deems unacceptable. Censored materials often involve infantile sexual desires (Murfin ). These unconscious desires are seen in dreams, in language, in creative activity, and in neurotic behavior (Murfin ).This surmise of repression also is directly correlated to Freuds Oedipus complex. The Oedipus complex deals with Infantile sexuality as well, by explaining that sexuality starts at infancy with the relationship of the infant with the mother, not at puberty. The Oedipus complex assesses that the infant has the desire to discard the father and become the sexual companion of the mother (Barry 97).In analyzing Hamlet, the Oedipus Complex is clearly apparent to the reader. As a child, Hamlet always expressed the warmest fondness and affection for his mother. This adoration contained elements of disguised erotic quality, especially seen in the bed chamber scene with his mother. The Queens sensual spi rit and her passionate fondness of her son are two traits that show her relationship with Hamlet goes beyond the normal mother-sun relationship. Nonetheless though, Hamlet finds a love quest in Ophelia. His feelings for Ophelia are never discussed fully in the play, but it is evident to the reader that at one time he loved her because of the hurt he feels whe... ... of looking at Hamlets actions. Freud and other theorists were able to take the play and analyze it scene by scene, giving a more in-depth meaning to the actions of the characters. In a sense, Shakespeare wrote two plays in one one play dealing with a tragedy, leaving the stage with many corpses the other standing the test of time, in a captivating exploration into an unconscious world of the unknown.Works CitedAdelman, Janet. Man and Wife is One Flesh Hamlet and the Confrontation with the Maternal Body. Hamlet. Ed. Susanne L. Wofford. Boston Bedford Books of St. Martins Press, 1994.Barry, Peter. Beginning Theory. new- made York Manchester University Press. 1995.Jones, Ernest. Ernest Jones Hamlet and Oedipus. N. pag. Online. Worldwide web. 21 May 2000. Available at http//click.go2net.com/adpopup?site=hm&shape=noshape&border=1&area=DIR.EDU.HIGHER&sizerepopup=1&hname=UNKNOWNMurfin, Ross C. Psychoanalytic Criticism in Hamlet. Hamlet. Ed. Susanne L. Wofford. Boston Bedford Books of St. Martins Press, 1994. Shakespear, William. Hamlet. Ed. Susanne L. Wofford. Boston Bedford Books of St. Martins Press, 1994.

Causes of Poverty in the United States Essay -- Poor Economy Education

Causes of Poverty in the United StatesThe United States defines poverty for a family of four as being less than $16,036 per year, or $4,009 per individual (Leone 12). People find themselves low this line for an innumerable amount of reasons. Some of these causes be under ones control and others are greater factors beyond an individuals power. Each family or individual person has unique and separate reasons for living in a state poverty. on that point is no way to try and define them all. Focusing in, third main topics arise that encompass the most predominant reasons for a person to fall into poverty. procreation, family liveness and influence, along with the business cycle may work by the piece or together to cause poverty. These three leading causes are presented and discussed along with facts prevalent to the dilute in the section below. Education and PovertyEducation, or piteous education or lack of an education, causes poverty. From the early years of preschool, into the years of K-12, without a college education and on into the work force people in poverty may never stop suffering from it if they do not become educated.The United States generally looks at education as a path to success alone the people with the longest road towards success are not getting enough education. In the years before kindergarten, children form their basic thinking skills and children who dont come across these at home fall behind everyone else. In most cases children in poverty do not achieve these skills to the extent of middle-class children from their environment at home. When light children enter school they are generally a year and a half(prenominal) behind the language abilities of their middle-class peers. Already children of poverty are behind in their ... ...ge & Family May 2002. Seccombe, Karen. Famlies in Poverty in the 1990s Trends, Causes, Consequences, and Lessons Learned. Journal of Marriage and Family Nov. 2000.Starr, Alexander. The importance of Teaching Tots Given the strong evidence of its benefits to society, preschool education for the poor - and perhaps all children- is a must. Business Week 26 Aug. 2002. Unemployment Rate of Persons 16 years Old and Over, by Age, Sex, lavation/Ethnicity, and Highest Degree Attained, 1996, 1997, and 1998 Digest of Education Statistics1999. National Center for Education Statistics March 2000. U.S. Census Bureau. Statistical Abstract of the United States. 2001Weir, Margaret. Race and Urban Poverty. Brookings Review Summer 1993. Yapa, Lakshman. What causes Poverty? A post-modern view. recital of the Association of American Geographers Dec. 1996. Causes of Poverty in the United States Essay -- Poor Economy EducationCauses of Poverty in the United StatesThe United States defines poverty for a family of four as being less than $16,036 per year, or $4,009 per person (Leone 12). People find themselves under this line for an innumerable amount of reasons. Some of these cause s are under ones control and others are greater factors beyond an individuals power. Each family or individual person has unique and separate reasons for living in a state poverty. There is no way to try and define them all. Focusing in, three main topics arise that encompass the most predominant reasons for a person to fall into poverty. Education, family life and influence, along with the business cycle may work individually or together to cause poverty. These three leading causes are presented and discussed along with facts prevalent to the issue in the section below. Education and PovertyEducation, or inadequate education or lack of an education, causes poverty. From the early years of preschool, into the years of K-12, without a college education and on into the work force people in poverty may never stop suffering from it if they do not become educated.The United States generally looks at education as a path to success but the people with the longest road towards success are n ot getting enough education. In the years before kindergarten, children form their basic thinking skills and children who dont learn these at home fall behind everyone else. In most cases children in poverty do not achieve these skills to the extent of middle-class children from their environment at home. When poor children enter school they are generally a year and a half behind the language abilities of their middle-class peers. Already children of poverty are behind in their ... ...ge & Family May 2002. Seccombe, Karen. Famlies in Poverty in the 1990s Trends, Causes, Consequences, and Lessons Learned. Journal of Marriage and Family Nov. 2000.Starr, Alexander. The Importance of Teaching Tots Given the strong evidence of its benefits to society, preschool education for the poor - and perhaps all children- is a must. Business Week 26 Aug. 2002. Unemployment Rate of Persons 16 Years Old and Over, by Age, Sex, Race/Ethnicity, and Highest Degree Attained, 1996, 1997, and 1998 Digest o f Education Statistics1999. National Center for Education Statistics March 2000. U.S. Census Bureau. Statistical Abstract of the United States. 2001Weir, Margaret. Race and Urban Poverty. Brookings Review Summer 1993. Yapa, Lakshman. What causes Poverty? A post-modern view. Annals of the Association of American Geographers Dec. 1996.

Causes of Poverty in the United States Essay -- Poor Economy Education

Causes of pauperism in the United StatesThe United States defines poverty for a family of four as being less than $16,036 per year, or $4,009 per person (Leone 12). People find themselves under this line for an unlimited amount of reasons. Some of these causes ar under ones control and others are greater factors beyond an individuals power. Each family or individual person has unique and separate reasons for invigoration in a state poverty. There is no instruction to try and define them all. Focusing in, three main topics arise that encompass the most predominant reasons for a person to fall into poverty. Education, family life and influence, along with the seam cycle may work individually or together to cause poverty. These three jumper lead causes are presented and discussed along with facts prevalent to the issue in the plane section below. Education and PovertyEducation, or inadequate education or lack of an education, causes poverty. From the early long time of prescho ol, into the years of K-12, without a college education and on into the work cram people in poverty may never stop suffering from it if they do not become educated.The United States broadly looks at education as a path to success but the people with the longest road towards success are not getting enough education. In the years ahead kindergarten, children form their basic thinking skills and children who dont learn these at home fall behind everyone else. In most cases children in poverty do not strive these skills to the extent of middle-class children from their environment at home. When poor children enter school they are generally a year and a half behind the talking to abilities of their middle-class peers. Already children of poverty are behind in their ... ...ge & Family May 2002. Seccombe, Karen. Famlies in Poverty in the 1990s Trends, Causes, Consequences, and Lessons Learned. Journal of Marriage and Family Nov. 2000.Starr, Alexander. The Importance of Teaching Tots given up the strong evidence of its benefits to society, preschool education for the poor - and perhaps all children- is a must. Business week 26 Aug. 2002. Unemployment Rate of Persons 16 Years Old and Over, by Age, Sex, Race/Ethnicity, and Highest Degree Attained, 1996, 1997, and 1998 Digest of Education Statistics1999. National Center for Education Statistics March 2000. U.S. nose count Bureau. Statistical Abstract of the United States. 2001Weir, Margaret. Race and Urban Poverty. Brookings study Summer 1993. Yapa, Lakshman. What causes Poverty? A post-modern view. Annals of the Association of American Geographers Dec. 1996. Causes of Poverty in the United States Essay -- Poor Economy EducationCauses of Poverty in the United StatesThe United States defines poverty for a family of four as being less than $16,036 per year, or $4,009 per person (Leone 12). People find themselves under this line for an innumerable amount of reasons. Some of these causes are under o nes control and others are greater factors beyond an individuals power. Each family or individual person has unique and separate reasons for living in a state poverty. There is no way to try and define them all. Focusing in, three main topics arise that encompass the most predominant reasons for a person to fall into poverty. Education, family life and influence, along with the business cycle may work individually or together to cause poverty. These three leading causes are presented and discussed along with facts prevalent to the issue in the section below. Education and PovertyEducation, or inadequate education or lack of an education, causes poverty. From the early years of preschool, into the years of K-12, without a college education and on into the work force people in poverty may never stop suffering from it if they do not become educated.The United States generally looks at education as a path to success but the people with the longest road towards success are not getting en ough education. In the years before kindergarten, children form their basic thinking skills and children who dont learn these at home fall behind everyone else. In most cases children in poverty do not achieve these skills to the extent of middle-class children from their environment at home. When poor children enter school they are generally a year and a half behind the language abilities of their middle-class peers. Already children of poverty are behind in their ... ...ge & Family May 2002. Seccombe, Karen. Famlies in Poverty in the 1990s Trends, Causes, Consequences, and Lessons Learned. Journal of Marriage and Family Nov. 2000.Starr, Alexander. The Importance of Teaching Tots Given the strong evidence of its benefits to society, preschool education for the poor - and perhaps all children- is a must. Business Week 26 Aug. 2002. Unemployment Rate of Persons 16 Years Old and Over, by Age, Sex, Race/Ethnicity, and Highest Degree Attained, 1996, 1997, and 1998 Digest of Education S tatistics1999. National Center for Education Statistics March 2000. U.S. Census Bureau. Statistical Abstract of the United States. 2001Weir, Margaret. Race and Urban Poverty. Brookings Review Summer 1993. Yapa, Lakshman. What causes Poverty? A post-modern view. Annals of the Association of American Geographers Dec. 1996.

The Voice

You may adore it, you may despise it well guess what I get it on The parting. Well if you have not heard of it let me give you some insight into it. Its a British television talent show ground on The Voice Of Holland created by the Dutch television producer John De Mol. It began its 11 week run in March 2012. There atomic number 18 quatern stimulating and appealing judges to judge the voices of the contestants more over the judges are Danny ODonoghue who is dead good-looking theres Jessie J who sings dead flawlessly followed by Sir Tom Jones who is totally a legend last but not least Will.I. Am who is extremely hilarious As before long as I saw that they were the judges I literally jumped off my feet and started screaming As you could put on all the judges are singers moreover they arent producers or other music executives as an alternative they are famous recording artists who represent a range of musical genres. OMG the presenters are Reggie Yates and Holly Willoughby. I a bsolutely admire Reggie Yates and Holly Willoughby well Im not fond of her that much, yet shes alright.Well I havent even mentioned why I think highly of The Voice yet I admire it because its different compared to all the other different talent shows, for instance X-Factor and Britains Got Talent. In addition, The Voice is judged based on their voice and not accordingly to their appearance as the auditions are blind auditions meaning that the judges back are turned towards the contestant, so that they cant see whos singing, which I think is superiorThus if the judges liked the voice they would buzz to see whos behind the voice. If theres more than one judge that buzzed the contestant gets to chose who they want as their mentor throughout the competition. Which I personally think is the most thrilling part of the auditions to see who they nibble and who I think they are gonna pick. Besides, I forgot to say I also Love the songs they sing throughout the competition, mainly because Iv e heard of them before, as a result they are my variety of music So what are your thoughts?Well, Isabel Mohan says The Voice failed because it was so nauseatingly nice along with Aiden Merrygold says I find this show supernumerary as we already have an X-Factor and Britains Got Talent and I think thats enough However, I dont care what others say almost this show its their opinion and my opinion is I find this show irresistible. Well, so far of the first series on the whole much-loved episode was the cheat finals one, where the contestants sang with their mentors for the very first time It was exciting as well as intriguing to see what song they would sing and sort of genre they would pickHowever, the battle rounds were very electrifying to watch, as all the contestants were incredibly good singers moreover it was sad to see a few of them leave. So, what are the battle rounds? Do you know? Well, let me tell you a bit about it. During the battle rounds the contestants are coached by judges and mentored by an additional recording artist they are known as advisers. The battle pits two of a judges singers against each other they must sing the same song in trend of a studio audience. After, the judges have to choose which of their own singers must go home.

The Importance of History

The Importance of account History is an important part of anyones life. History helps understand the then(prenominal) so the lot of the country sess understand where they come from. The subject helps children understand who they are and where they came from. History is basic entirelyy knowledge about the past events. It is a part of daily life that goes partially un-noticed. Everybody, people talk about past events without even knowing that they are performing the task.One needs to know and understand the past at doctors offices and solving arguments between children. I would have to know my past and my family past in order to fill out the breeding at my doctors. This is the way the doctor can know what to expect from my health issues. I could determination history to find out the solution and the start of the caper of sibling arguments. If my two children got in a fight and one of them told me one thing and the other told me another, I would be able to tell from their histor y on how the fight actually went.History helps the people of today realize why their country enters wars, where their beliefs come from, and understand their culture of their country. According to the author of Importance of History, David Crabtree, the comment of history is that it is a story about the past that is significant and true. This simple definition contains two words that are packed with meaning which must be understood in order to understand history, which are significance and truth. Significance is determined by the historian.The historian sorts through the evidence and presents only that which, given his fact world view, is significant. No one could record everything that is true about an event in the past. Everything can be entered in history because every factor can be used in studies, teachings, and certain other possibilities. Most historians use the word true to mean any perspective well supported by facts. Several people can have different perspectives on hist ory itself or bits of pieces of history (Crabtree, 1993).So it is important that we, as the people, can get all of the correct information and learn as much as possible to fully understand the full outlook and meaning of history. The resources that I can use are the school library and the public library. If I want a personalized story to be told to me, so that I can have a personal answer I can talk to something that lived through the time that I need to find research on. This person can give me a perspective that I could not get from a book, computer, or the library. Another resource that I could use is movies and television.I could watch documentaries about the event since the documentaries are based on facts and truth. They provide an in-depth view on the topics and they give more sources than necessary. I could watch the television channel National Geography or the History Channel, because they give the most honest and truthful facts to the viewers. Works Cited Crabtree, D. (199 3, November). Importance of History. Retrieved October 28, 2011, from McKenzie Study Center, an institute of Gutenburg College http//www. mckenziestudycenter. org/2001/02/the-importance-of-history/

Police and Law Enforcement Response

Checkpoint Police and Law Enforcement Response A natural law officers role in society is to effectively oblige laws, arrest offenders when a brutal offense has been committed, prevent crime to their best ability, preserve the peace whenever possible, and provide services to community citizens in their time of need. Over the ultimo 25-30 years, constabulary departments have proactively been enforcing the Community Policing Theory, developed by Professor Herman Goldstein, on their staff and officers. Community policing promotes relationships between officers and society.In order to prevent crime, officers and communities need to operate unitedly to address the problems that encourage or set criminal activity. In order for this theory to work properly, police officers and the community must understand and abide by each other as well as the principles of community policing. The basic principles are colleagues, partnerships, implementation, and long term. Colleagues refer to eff ective communication between the community and police therefore making relationships stronger between them both.Partnerships consist of relationships between the police and different organizations such as schools, neighborhood groups, families, merchants, etc Implement is a primary principle that relates to the particular proposition needs of a community and examining different programs that might be effective. The Long term principle refers to police and members of community taking a long-term location and approach to improve. Accepting the realization that trust and effective relationships take time and resources to develop and maintain. The community policing theory has become an efficient and helpful tool to police and their communities everywhere.It would be easy to conclude that if we hypothetically lessened police involvement in the community policing theory, the results would be devastating. The members of the community would still be reporting crime however, there would be less police officers to respond and handle it. The crime rates would escalate quickly and chaos would occur in certain parts where police involvement was declined. The system would basically fail, due to taking away a key piece to its foundation. Overall, it takes community members and police together to make the theory work effectively and maintain its difference.Not only is balance crucial between officers and its community it is crucial for an officer to have balance internally too. There is many restrictions and guidelines placed on an officer when on or off transaction. They dont have the equal amount of freedom a regular citizen is entitled too. These restrictions come from their department, Bill of Rights, and Constitution. It is imperative that the officers follow a strict rule of ethics, while on or off duty to set an example for the rest of community. A tricky restriction is a term called Probable Cause.Probable Cause is defined as the logic, experiences, and circumsta nces that make a prudent man to believe a crime has been committed, or an individual may have been involved in a crime. This term, also known as a citizens fourth amendment, has quite a bit of power behind it. It truly does impact a police officer on a day-to-day basis, by the amount of power to either make or break a case. It directly is linked to how evidence is searched and seized, or how a citizen is searched. Probable cause has the ability for a Judge to find evidence crucial for a conviction, either admissible or inadmissible in a court of law.If a police officer violates the rights or privacy of a citizen, it can have some grave consequences such as loosing a case, fined, sued, context of use a criminal free or legal action brought towards his/her self. So in order to prevent these consequences from occurring, officers should take the proper precautions and remember the guideline that there must be sufficient or sensible reason to justify the intrusion of a search or seizu re. The best way to ensure safety is to not accept any searches without a warrant, signed by a neutral judge.Even though this is not very realistic or practical however, the purpose of a warrant is to provide that protective layer between the exuberance of the officers and the privacy of the public. At the end of the day, the court is responsible for reviewing the actions of the police in their everyday keep this is when they balance the interest of law enforcement against the interest of personal liberty. Then they determine whether or not probable cause existed for the search or arrest. In cultivation officers can avoid these issues by not falling into corrupted ways.Officers should respect their position and not violate their power this will build up a trusting relationship between the community and them. Another solution to prevent issues from occurring would be for officers to get involved more with their communities. Going to games, meeting people, setting up time for the youth, establishing friendships would not only build the strength of the officer to the community but prevent crime before it starts. Exploring being a proactive officer, instead of a non-proactive officer is the best way to aid police and their organizations in combating crime.

Cyp 3.4: Support Children and Young People’s Health and Safety

CYP 3. 4 support baby birdren and raw peoples health and safety depute 1 1. 1 When planning health and safety indoor and bulge breakdoor environmental services we must(prenominal) take into account The soulfulness learns abilities and ages of the nipperren and young people. Certain find factors Mobility ,sensory ,medical needs The needs of c argonrs and extended family The environment and the services that are available The duty of care to always study the childs safety and welfare in mind. The desired outcome clear aims and objectives based around the EYFS framework. Lines of responsibilities some(prenominal)one has responsibility for the health and safety of the children and young people each part of staff need clear reporting responsibilities. 1. 2 Health and safety is monitored within the setting by Daily find measurements Comprehensive policies which may imply Lost child, behaviour ,house rules, safeguarding children and young people, fire safety, emergency cov er for medical needs, medical and medicine permission, Accident/incident enrol book. Indoor coquet area. noneffervescent area toys and equipment Outdoor area toys and equipment checked grass areas checked for animal mess or litter. Outing risk assessments in agency for planned trips. to each one risk assessment is reviewed 6/12 to meet the needs of growing children and young people. Visitors book checked day by day Smoke alarms checked hebdomadal and put down Fire escape plan in manoeuver and fire drill practised each term wholly windows ,doors clam ups are secure to stop children go away the building indemnitys are up to date and signed by rise ups. My daily risk assessment Risk Assessment Daily checks RoomRisksActions All RoomsElectric sockets coveredShock, ruin death continue all sockets House PlantsPoison allergy rash No plants in play area Windows and low level glassCuts falls Cover with safety glass Cords on blinds and curtainsStrangulation deathTie up or remove Trailing wire and cablesTrips falls head injuryAll wires secure FlooringTrips falls head injuryAll fall secure on rugs Heating/VentilationOver/under heatingRegulate with thermometer Other Entrance/Hall/landing Front door-lockable and keys available pincerren could escape onto busy road of lock carer out of settingSafety lock at high level Keys at high levelStairs and banistersTrips ,falls Stairs kept clutter free safety gates in place ShoesGerms, dirt, misuse to younger children if stood on. Shoes removed and put away after outdoor visits Meter cupboardShock burnsLocked away Smoke AlarmSmoke inhalation burns deathAlarms checked weekly Other Reception Room/Lounge/Dinning Room Table ClothsSpills burns suffocationNo table cloths AlcoholPoison ,sickness Alcohol looked away Hot drinksBurns scalds No hot drinks in play area Fires and heatersBurns scalds over heatingRegulated with thermometer Toys and resourcesCuts falls psychic traumaChecked daily for get into and tear.Remove or repl ace Harness on highchairFalls strangulation Monitor child and strap in securely Other Kitchen Knives and sharp implementsCuts harm to ego or othersLocked away CookerBurns scaldsKitchen gate Dangerous substancesPoison burnsLocked away Hot surfaces and cooking utensilsBurns scaldsGate on kitchen Electrical appliances Shock, burns deathAt secure level on trailing leads KettleShock burns scaldsAt secure level on trailing leads Washing machineDrowning galvanising shockSwitched off at plug DishwasherDrowning electric shockSwitched off at plug Fire BlanketSuffocation At safe levelFridge (food correctly stored, in date etc)Food acerbate e coli Fridge temporary checked and recorded Pets (food bowls) Litter trayPoison sicknessKept away from play area Other Bathroom/toilet MedicinesPoison In safe cupboard First Aid BoxMisuse cuts poison from creamsIn safe cupboard Toilet BrushPoison upset stomach In locked cupboard Temperature of waterBurns scaldsRegulate temperature Cleaning materialsPois on burns scaldsIn locked cupboard Locks on doorsChild could lock themselves in and put them self at risk of harm. All at high level Other BedroomsSafe bedding/cotsStrangulation suffocation deathSecure all ties cellular blankets Windows (upstairs restrictors)Falls broken bones deathSecure locks in place Other Garden Gates and fencesEscape ,cuts fallsSecure all gates /fences surfacesSlips falls Clean/clear all areas daily Play equipmentFalls, broken bones. Check for wear and tear . remove or replace Water (ponds, drains and butts)Drowning deathCover all water features securely Paddling poolsDrowning death Never leave un attended Sand pitsPoison animal messCheck daily and replace each term Out buildings (sheds)Poison harm from tools equipment Keep locked at all timeTools, equipmentElectric shock ,cuts burns scaldsKeep locked away at all time Washing linesStrangulationRemove or cover PlantsPoison falls on sticksCheck for safe plants and no bamboo sticks. Animal faecesPoison blindnessCl ean up immediately Other 1. 3 The sources I use are Ofsted standards ,EYFS, NCMA and my CDO The main source I work within the EYFS which states The EYFS Welfare Requirements The General Welfare Requirements Safeguarding and promoting childrens welfare The earmarkr must take needed stairs to safeguard and promote the welfare of children.The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take separate action when they are ill. Childrens behaviour must be managed effectively and in a manner appropriate for their stage of development and particular undivided needs. Suitable people Providers must ensure that adults looking after children, or having unsupervised access to them, are suitable to do so. Adults looking after children must suffer appropriate qualifications, training, skills and knowledge.Staffing arrangements must be organised to ensure safety and to meet the needs of the children. Suitable premises, env ironment and equipment Outdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose. Organisation Providers must plan and organise their systems to ensure that every child receives an enjoyable and challenging learning and development experience that is bespoken to meet their individual needs. Documentation Providers must maintain records, policies and maps required for the safe and efficient management of the settings and to meet the needs of the children 1. I fuddle policies in place which cover Safeguarding policies and procedure for reporting Suitable person all adults have a current CRB Suitable premises comprehensive risk assessments are make and recorded daily Car travel, lost child, notify able diseases, large play equipment and garden policy, behaviour and physical intervention. Accident and incident policy and record book, medical record, permission policy and emergency plan /childcare. Plus m each more to meet each childs age a nd abilities to safeguard myself and the child, parent/carers. Task 3 3. 1 It is important to take a balanced approach to risk management to reduce the risk of injury or harm to the individual child The activity should be set up to meet each child s individual needs and be within their individual capabilities The activity should be aimed to enhance learning and but still must be within a safe environment A comprehensive risk assessment should include the individual child s needs and abilities, challenging to the child s development but without excessive risk that may harm themselves of personal Children and young people do not always have the skills to make judgement on safe choices and as carers it is our responsibility to identify some(prenominal) hazards and make the judgement on when it is safe for the child to undertake an activity or make a personal choice. Children and young people need the independence to explore an activity in a well controlled setting. For example a bab y may continue to pull themselves up against a table or cupboard if the table has corner edges cushioned and the area around the table is clutter free this reduces the risk of harm if the baby falls the baby provide continue to keep evaluateing without seeing the danger which is clear for adults the baby must e wedded the opportunity to explore the surrounding areas and do this without the risk of harm which can be eliminated if caution and care is taken. 3. 2 The dilemma between the rights of choices for young people and health and safety requirements Children learn by try new and exciting experiences they may not have the skills t make judgement but children are good at judging and deciding when they tone safe to try or join in with activity. Children need the exemption of choice but with reassurance and firm boundaries of safety they become more confident. Children need the freedom to explore and grow safely Parents and cares need to take caution and reassure not control the s ituation so the child feels able to make a choice to explore a new activity. 3. 3 I have a trampoline policy and agreement between myself and the children in my care each child signs and agrees with the boundaries we set. The rules are made on a health and safety basis. Amount of children at one time. Rules concerning shoes and safe appropriate clothing no light strings or baggy clothing. The safety of the zip and catch locks surrounding the trampoline and the use of the ladder. If the rules are broken ten the trampoline is out of use until the child re-reads and resigns the policy in place. I also have a behaviour policy which the child and i write together including safety of equipment and around the house. Task 4 4. 1 The accident, incident, emergencies and illness policies within my setting are Accident/Incident Policy The safety of your child is paramount and I leave take every measure I can to protect your child from hurting itself.However sometimes accidents do happen and I have written the following procedure on how I leave deal with such a situation I will comfort the child and reassure them I will assess the extent of their injuries and if necessary call for medical support/ambulance I will carry out any first aid procedures that are necessary and that I have been trained to do Once the child is more settled I will contact you as soon as possible to say you of the accident and if necessary to ask you to return to care for your child/ meet me at the hospital After every accident, however minor I will complete a report in my accident book ask you to sign the report and then provide you with a copy If the incident requires any medical treatment then I will Inform Ofsted (under Standard 14. 3 Children Act regulation, inform Ofsted about any significant events) Inform my indemnity Company Contact the NCMA/ BARKING AND DAGENHAM Early Years for additional advice/support It is important that you keep me informed regarding your childs condition following an accident and if you have sought medical advice. Medical Procedures Policy I have received specific training to carry out the following medical procedures List paediatric /adult first aid I was required to deem a level of competence in each of these procedures and regular checks will be carried out by specialist staff to ensure these levels are maintained.My Insurance Policy with NCMA/ covers me to carry out these procedures. The welfare of your child is paramount therefore if I am at all unsure about the procedure, or concerned regarding the physical condition of your child whilst in my care I will contact either you the Parents, a member of their nursing team or the emergency services depending on the severity of the situation. I will document all procedures that I have carried out and ask that you sign this record. I will require that you keep me informed as to the current health of your child and if there are any changes to their condition, treatment or medication Permissio n to seek Emergency Medical Treatment. I/we authorise ______________________________to divvy up first aid assistance to my/our child named beneath as and when necessary, or in the event of an emergency to seek medical/hospital assistance in our absence as appropriate. I/we will provide her/him with up to date details of contact numbers. I/we understand that you will not be able to authorise any treatment and that I/we as the childs next of kin will be contacted by the medics in the event of an emergency to give permission, or in a living threatening situation the medics will act in their professional capacity. Name of child Name of parent Signature Date Sick Child Policy I appreciate that as a working parent you need to be able to go to work, however if your child is unwell then they will be bettered cared for in their own home with a parent.I am happy to care for children with minor coughs and colds but will not care for children who are very unwell, infectious or running a hi gh temperature. I have to go out each day to do school and pre-school runs and need to consider the welfare of all the children in my care. If you child has had diarrhoea or sickness in the last twenty-four hours please do not add up them, but call and let me know. If your child becomes ill whilst in my care, I will make them as comfortable as possible, isolate them from the other children if necessary and reassure them. I will contact you immediately and continue to care for your child until you arrive. I am happy to administer medication-please see my Administering medication policy.I will contact you if one of my own children is not well, inform you of the illness/symptoms and if I am able to work. This then allows you to make an informed decision as to whether to bring your child or not. If you have any concerns regarding this policy please contact me. Permission to Administer Non-prescription Medication I give permission to my Childminder (name) To administer the following non -prescription medication if my child needs it. (Delete as applicable) Calpol Junior Nurofen Junior Diprol Teething Gel I understand that I will need to have provided this medication in the bottle/packaging it was purchased and clearly labelled with my childs name and instructions on dosages allowed.I expect my childminder to contact me previous to administering the medication, especially if my child has been in her care for less than 4 hours. I will advise my childminder, when dropping off my child, if I have already given my child any medication prior to arrival. I agree to sign for any medication given when I return to collect my child. Name of Child Name of Parent Signature of Parent Date 4. 2 Requirement for notifying Ofsted The law is slightly different for the Early Years Register and the Childcare Register. 3 If you are on the Early Years Register you must tell us about a child accident, Injury or death on the premises while the child is in your care. It does not require You to tell us if any other person has had such an incident, or if the incident happens complete the premises, or if it happens to a child not in your care, for example with their Parent after the end of any care period on their way out of the premises. 1 The Childcare (General Childcare Register) Regulations 2008, www. legislation. gov. uk/uksi/2008/975/contents/made The statutory Framework for the Early Years Foundation constitute, http//nationalstrategies. standards. dcsf. gov. uk/node/151379 Early Years Foundation Stage (Welfare Requirements) Regulations 2007, www. legislation. gov. uk/uksi/2007/1771/contents/made. 2 Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995, www. egislation. gov. uk/uksi/1995/3163/contents/made. 3 The Early Years Foundation Stage (Welfare Requirements) Regulations 2007 and The Childcare Register (General Childcare Register) Regulations 2008. 4 Statutory Framework for the Early Years Foundation Stage, page 26. The National Child mi nding Association I am registered as a member and i obtain my public liability from the NCMA The cover under the policy can be summarised as follows Legal liability for or arising out of Accidental injury (including death) of any person in the care of the Insured Childcarer (including costs and expenses incurred in defending any matter forming such claim). Accidental loss or damage caused to a third party or the property of the third party in the course of their childcare activities. Nuisance or trespass. Accidental injury caused by the nonsensical application of first-aid treatment. Administering medication/treatment (provided written parental permission has been obtained). Children being left in the care of another adult during an emergency. Damage to property including child minded childrens property. Subject to an excess ? 50. 00 in respect of child minded childrens property. (1) My CDO (childminding development officer) Social services through my safeguarding children police a nd procedure.

Small-Scale I.T. Infrastracture

This paper entitled I.T. Infrastracture for Andrea Stevens Cosmetics is a pre-formal draft for the proposed network design for the Stevens Cosmetics Information Technology system.This paper discusses the fundamental technical specifications needed to develop and machine the procedures needed to upgrade the hardw atomic number 18, software and procedures currently used by the company in the manufacturing and sales of the companys merchandise.This paper is limited as a draft and not intended as a complete project specification and technical reference for the project. Further verification and research is advised.In order to guarantee continuous usability of estimator terminals and adaptability to emerging technologies for at least five (5) years in the future, it is advised that all terminals be upgraded to the latest Intel Core 2 Duo processors with at least 1 Gigabyte of memory. Video, sound and network cards are not mandatory. A wireless network adapter or two (2) USB 2 ports, howe ver, are required in order to accommodate the network requirements to be discussed on the next points.Instead of individually shared printers, multi-functional network printers with the feature to set its own IP address is recommended. This will eliminate the dependency of the printers in having a host computer to necessitate its operation.

Educating African American Men

In the brave out quarter century, the social and economic experi workforcetal condition of the African American male in the US has been described to be steadily deteriorating (Johnson, Farrell, & Braithwaite, 2001). There are an estimated 18 million African American men in the US today, but majority of this number encounter problems and challenges unique to the African American association (Independent Lens, 2007).Numerous studies bear shown that the rates of schooldays failure, unemployment, homicide, incarceration, and other anti-social behaviors for African American males far exceed those for their egg white, Hispanic, and Asian male counterparts (Johnson et al., 2001).Statistics from the Bureau of Justice show that African American victimization rates in 2000 al integrity were high by 20% as compared to those in the general population, duration homicide rate for African Americans have been 5 times higher than that of the general population for some(prenominal) decades.Ho micide has been the primary cause of death for African American males between the ages of 15 to 34. And era the percentage of African American men graduating from college has almost quadrupled since the passage of the 1964 civil Rights Act, more and more African American males are earning their high school equivalency diplomas in prison each year instead of graduating from college (Independent Lens, 2007).The Bureau of Justice Statistics gain provide that less than one-half(a) of African American boys graduate from high school four years after entering the ninth grade. More than half of the US 5.6 million African American boys (below 18) live in fatherless households, 40% of which are impoverished.And while the ranks of professional African American men have experienced a huge increment in the last four decades (for instance, as of 2004 there were 78,000 African American male engineers, which was a 33% increase in 10 years), 840,000 African American men remain incarcerated, wi th the chances of an African American boy serving time increasing nearly threefold in the last three decades (Independent Lens, 2007).Related studies further support the evidence presented by the Bureau of Justice Statistics. Edelman and Offner (2006) in their study indicate that in inner cities, more than half of all African American men do not finish high school. In 2000, 65% of African American male high school drop discloses in their 20s were jobless meaning, they were unable to find work, or were not seeking work, or were incarcerated. By 2004, the number of jobless African American men increase to 72%, compared to 34% for Caucasian men, and 19% for Hispanic male high school dropouts. In 2004 as well, half of African American men in their 20s were jobless, and these numbers unfortunately included African American men who had earned their high school diplomas (Edelman & Offner, 2006).Furthermore, the movement of the labor force a track from factory-based jobs has left incapabl e workers of all races with fewer and fewer job options. As of 2004, 50% of African American men in their 20s who did not have a college education were jobless, while 72% of African American male high school dropouts remained jobless (Western, 2006).These staggering statistics perhaps sadly reflect the difficult life that many African American men in the US have to face. The inequality and punishment that lower-income African American men must deal with on a day by day basis has been much documented in many studies.These economic and social challenges may be rooted in the African American subculture, and would assume an massive analysis of the cultural patterns and behaviors.The statistics showing the unemployment rate of lower-income African American males have also shown that they do not receive the same kind of opportunity that their Caucasian counterparts may have however, the statistics also show that this status of being unemployed may be largely attributed to the lack of education of the African American male.Dropping out of high school, not completing a college education, incarceration all these are factors which contribute to the social and economic deterioration of the African American male.As a way of addressing this social and economic deterioration of the African American male, this study leave attempt to draw up a get a lineing alliance which will appropriate for the African American adult male to achieve his fullest potential. The paper will seek to establish a system of adult education wherein African American males may have the opportunity to elevate and improve their social and economic status in society.Section 11. BackgroundSubsection 1.1.1. Definition of a Learning fraternityThe model of a instruction residential area involves two distinct words which have been used in varying but traditionally separate contexts (Learning Community A Definition, 1998). The Encyclopdia Britannica defines attainment as the alteration of behavi or as a result of individual experience. When an organism can perceive and change its behavior, it is said to learn (Learning, 2007).On the other hand, TheFreeDictionary defines connection as a convention of organisms or populations living and interacting with one another in a particular environment. The organisms in a participation affect each others abundance, distribution, and evolutionary adaptation (Community, 2007).Taking the two definitions together, a learning community can then be understood to be an environment wherein a population lives and interacts with each other in redact to perceive and change their behavior.Within the academic setting, more specific definitions of a learning community have been provided for in previous research studies. The concept has been defined as something located in the context of education for the young 4 or 5 years old until 17 years old as composing a group of students and at least one educator who, for a while and motivated by commo nalty vision and will, are engaged in the pursuit of acquiring friendship, abilities and attitudes (Learning Community A Definition, 1998).Kowch and Schwier (1997) in their study defines a learning community as a collection of individuals who are bound together by natural will and a set of shared ideas and ideals (p. 1) and as composed of autonomous, independent individuals engaged by influencing each other with a learning process (Kowch & Schwier, 1997, p. 1).Cross (1998) provides for a similar definition of learning communities as groups of sight engaged in intellectual interaction for the purpose of learning (p.4).In her outline, Kirby (2000) identifies different types of learning community models Technological learning community. This model involves students who are connected by dint of technological communications. The educational program, which is united to schools, is offered online to students.Community education involvement. This model involves entire communities parti cipating in the operation of public schools and their educational outcomes.Cohort learning community. This last model identified by Kirby involves students who go through an entire educational program or set of bloodlines as cohorts. Student cohorts are students commencing a lead of study in a particular year with a particular higher education provider (Glossary A-Z, 2007).A cohort learning community may be presented in different ways 1) college undergraduate students with the same major housed in the same dorm, with special arrangements provided for group study 2) courses taught as a unit, whether for a semester or a school year, with the same students enrolled in each of the classes in the unity 3) students beginning an academic program together, being exposed to the same knowledge base, and eventually graduating together (Kirby, 2000).Each of these three learning community models may be applied in various ways and at various educational levels. olden studies on learning commun ities have also identified different learning community models. For instance, Shapiro and Levine (1999) categorized learning community models as paired/clustered courses, first interest groups, team-taught programs, and/or residential learning communities.On the other hand, Lenning and Ebbers (1999) categorized learning community models as curricular, classroom, residential, and student-type. In their study, Freeman, Field, and Dyrenfurth (2001) integrate these previous models and have come up with four general categories for learning community modelsCollateral course-based learning community model. This category is identical to Kirbys (2000) cohort learning community model. Students may channelise two or more courses together as a cohort group. This model may involve only two classes or the students entire course program for one or more semesters. Educational programs may be discipline-based or cross-disciplinary theme-based.Residential learning community model. Again, this is si milar to Kirbys (2000) cohort learning model, in that students live together in the same house or dormitory. Unlike Kirbys model however, this model proposed by Freeman, et al. (2001), does not necessarily require that the students take common classes or the same course.According to Shapiro and Levine (1999), the residential learning community model integrates the living and academic environment of the students involved.Freshman interest groups. This learning community involves entering a freshman with a particular subject interest, not necessarily in the same major, and allowing the freshman to take grouped or linked courses around that specific area of interest.Student-type learning community model. This learning model, such as honor students, and students with disabilities. It may or may not involve common courses or living arrangements (Freeman et al., 2001).For purposes of this paper, it is important to understand the definition of a learning community since the latter basicall y pertains to a group of learners. In this case, the particular group of learners are African American male adults. It thus becomes relevant to provide a background on what a learning community is in order to understand how to set about developing an appropriate learning community for African American male adults.It is noteworthy to point out that application of one learning community model does not necessarily mean the exclusion of another model or models. According to Freeman et al. (2001), a learning community may be structured by following either one model or a combination of models, or even an entirely brisk and different model.There is no required or strict standard which must be followed since the needs of the student population or target audience will necessarily vary per environment. Rasmussen and Skinner (1997) in their landmark study on learning communities provides for the following insightThe best design will depend on the institutional environment and the specific dis ciplines to be integrated as well as the characteristics of the faculty and students who will participate.The goal is to provide a richer range of learning experiences to our students and contribute to a more vibrant and supportive campus environment for students and faculty alike (Rasmussen & Skinner, 1997, p. 15).Regardless of the learning community model selected however, the essence of a learning community should be producing a collaborative, harmonious environment between the teachers and the students. It should allow for greater interaction of students with their teachers and peers. Correlational evidence shows that students who participate in learning communities display more intellectual growth and get more out of their education than less involved students (Cross, 1998).

Biofilm-Mediated Enhanced Crude Oil Degradation by

foreign research Journal of Environment intelligences________________________________ ISSN 23191414 Vol. 2(2), 48-52, February (2013) Int. Res. J. Environment Sci. Isolation, fibreization and Identification of diesel engine Engine Oil degrading Bacteria from Garage S anoint and par of their Bioremediation Potential Teli Nikhil1, Verma Deepa2, Gavankar Rohan1 and Bhalerao Satish3 1 division of Biotechnology, Viva College, Virar (W), Maharashtra, INDIA 2 Department of Botany, Viva College, Virar (w), Maharashtra, INDIA 3 Department of Botany, Wilson College, Mumbai, Maharashtra, INDIA Available online at www. sca. in Received 30th November 2012, revised twelfth January 2013, accepted twenty-fifth January 2013 Abstract The rate of bio adulteration of diesel engine anoint by microorganisms disjointed from service department s bounderish fossil anoint (petroleum contaminated s embrocate) was studied. Modified diesel engine oil colour medium was officed and two tightf ittingly abundant microorganisms were separate from garage soil genus genus genus genus Micrococcus sp. and genus genus Pseudomonas sp. were found to be hydrocarbon degraders and these two bacterias were selected for the degradation test. The degradation of diesel engine oil was monitored at a five sidereal daylight interval up to twenty five day boundary, using gravimetric method.After 25 days of brooding period, Pseudomonas sp. degraded 67. 57 % of the oil and Micrococcus sp. with 52. 95 %. But the miscellanea of Micrococcus sp. and Pseudomonas sp. were found to have great potential to degrade diesel engine oil i. e. 89. 98 % by and by 25 days. The rate of degradation of diesel engine oil by Micrococcus sp. was found to be 7. 48 x 10-4gm/hr and that of Pseudomonas sp. was 9. 55 x 10-4gm/hr while the alloy of two bacterial isolates showed highest rate of degradation of diesel engine oil i. e. 1. 27 x 10-3gm/hr.Keywords Bioremediation, diesel engine oil, oil spills, hydroc arbon degraders, Micrococcus sp. , Pseudomonas sp. Introduction As we dig deeper into the modern industrial age of technologies, several(prenominal) aspects of human life change. commonwealth benefit largely from life development and many live in prosperity, but prosperity has a price. This price is paid by our environment that suffers daily from all kinds of pollutants and destruction. People now have to find ways to cure this destruction. Oil contamination is sensation of the most heartrending pollution factors know today.It can cause a threat to the environment. It is very feared by environmentalists and its very intemperate to control if it gets out of hand. Oil spills have been a major issue across decades. One of the historied oil spills which are likewise ongoing is in Taylor Energy Well in disconnect of Mexico, U. S. A caused due to Hurricane Sept 16, 2004 till present date and almost 0. 03- 0. 05 tones oil/per day is estimated to leak. An some other novel oil spill wa s in Mumbai (India) and caused due to the leakage in Mumbai-Uran pipeline dated January 21, 2011 and about 55 tons of oil was leaked in Arabian Sea.Various such(prenominal) accidents occur by means ofout the years and it causes damage to our surrounding. Diesel engine oil, which is one of the major products of crude oil, constitutes a major source of pollution in our environment. With the unite dependence on diesel engine oil by some vehicles and generators, greater quantities are creation transported over long distances. Therefore diesel engine oil can enter into the environment through wrecks of oil tankers carrying diesel oil, cleaning of diesel tanks by merchants, war ships carrying diesel oil and motor mechanics1. Diesel oil spills on agricultural land generally reduce plant harvest-time.Suggested reasons for the cut back plant growth in diesel oil contaminated soils range from direct toxic effect on plants2 and reduced germination to unsatisfactory soil condition due to in sufficient aeration of the soil because of the displacement of air from the pose between the soil particles by diesel engine oil3. Among several cleanup techniques available to extract petroleum hydrocarbons from the soil and groundwater, bioremediation processes are gaining ground due to their simplicity, higher efficiency and costeffectiveness when compared to other technologies4.This discover was therefore designed to monitor the rate of biodegradation of diesel engine oil (hydrocarbon) by microorganisms isolated from garage soil (petroleum contaminated soil), by using gravimetric method. Material and Methods Preparation of modified diesel oil medium The modified diesel oil medium comprised of 0. 7 gm K2HPO4, 0. 1 gm (NH4)2SO4, 0. 3 gm KH2PO4, 0. 3 gm MgSO4 7H2O, 2. 2 gm agar agar5. The mineral components of the medium were turn in 100 ml of distilled water and mixed with 2 ml of Gulf diesel engine oil. The medium was autoclaved at 121oC for 15 min. International Science re lative Association 8 International inquiry Journal of Environment Sciences______________________________________________ ISSN 23191414 Vol. 2(2), 48-52, February (2013) Int. Res. J. Environment Sci. Enrichment of microorganisms Microorganisms capable of degrading diesel engine oil were enriched in impotent modified diesel engine oil medium by inoculating soil (which was collected from Maharashtra garage, 65 years old garage at Sewri) in to the medium in 250 ml conical flask. 0. 5 gm of this garage soil was inoculated in to the 100 ml of sterile modified diesel oil parentage and allowed to incubate at 37oC for 1 week.Isolation of microorganisms After 1 week of incubation period, 1 fall of enriched culture was spread on to the sterile modified diesel oil agar plate. The plate was incubated at 37oC for 48 hr. After 48 hr incubation two different bacterial colonies were selected from incubated plate. Each bacterial colony type was sub cultured repeatedly onto sterile nutrient agar pla tes to obtain a pure culture. Pure cultures of bacterial isolates were identified on the basis of their colonial morphology, cellular morphology and biochemical characteristics according to the taxonomic scheme of Bergeys Manual of Determi congenital Bacteriology6.Determination of microbial colony numbers for degradation studies 5 ml of sterile Nutrient broth was aseptically inoculated with a loopful of pure culture of Colony 1(C1) in freshman test tube and Colony 2 (C2) in second test tube and incubated twain the tubes at 37oC for 24 hr. After incubation, the numbers of organisms present in one ml of nutrient broth were determined by spread plate method. The numbers of organisms were adjusted in both the tubes in such a way that both the isolates contain approximately equal numbers of microorganism in one ml of taste by using sterile Nutrient broth as a diluent7.Soil sample collection and preparation Top surface soil sample was collected from the premises of the Shahid Bhagatsin gh Ground, Kalachowki in disinfect plastic containers. Soil sample meant for degradation studies was sterilised using autoclave at 121oC for 15 min, after(prenominal) which it was allowed to cool to room temperature for further interventions. Description and coverment of samples Test i. 12 samples of 15 gm sterilized soil mixed with 1 ml (0. 848 gm) of Sterile Gulf diesel engine oil + 0. 2 ml culture of C1, ii. 12 samples of 15 gm sterilized soil mixed with 1 ml (0. 48 gm) of Sterile Gulf diesel engine oil + 0. 2 ml culture of C 2, iii. 12 samples of 15 gm sterilized soil mixed with 1 ml (0. 848 gm) of Sterile Gulf diesel engine oil + 0. 1 ml culture of C1+ 0. 1 ml culture of C 2 Control 12 samples of 15 gm sterilized soil mixed with 1 ml (0. 848 gm) of Sterile Gulf diesel engine oil + 0. 2 ml of sterile distilled water. Diesel oil degradation studies The ability of C1, C2 and mixture of both the bacterial isolates to degrade diesel oil was monitored on the first day (day zero) of the study and subsequently at 5-day interval for 25 days.Carbon tetrachloride was employed as an extractant. On severally day, two samples per single treatment were analyzed for the quantity of residual diesel oil7. Each of the 15gm soil treatment samples was mixed with 40 ml of carbon tetrachloride, placed in a separating conical flask, shaken smartly for 3 min and allowed to settle for 5 min. The liquid phase was separated by allowing the supernatant (diesel oil carbon tetrachloride) to pass gradually through a funnel fitted with filter paper (Whatman No 1). anhydrous sodium sulphate spread on the filter paper was employed to remove any wet in the mixture.The liquid phase was collected in a 50-ml pre-weighed beaker. The beaker containing the extract was placed in an oven and the extractant allowed to mellow at 50oC. The beaker with the residual diesel oil was allowed to cool to room temperature and weighed to determine the quantity of residual diesel oil by difference8. Re sults and Discussion In this study, the soil samples were gathered from the garage (oil contaminated site) because the capability of native bacterial population to mineralize crude oil hydrocarbons in oil contaminated sites was confirmed before by many scientists9.The rate of biodegradation of Diesel engine oil by hydrocarbonoclastic organisms isolated from garage soil were assessed. instrument panel 1 and table 2 shows that, using cultural characteristics and biochemical characteristics, two bacterial isolates Micrococcus sp. and Pseudomonas sp. were identified by compairing it with the Bergeys manual of determinative bacteriology. The number of CFU/ml of both the bacterial isolates was adjusted to 7. 88 x 107 CFU/ml for degradation studies. The biodegraders which were Micrococcus sp. , Pseudomonas sp. and Mixture of both the culture showed different abilities in the breakdown and utilization of the diesel engine oil. Character Colony 1 Colony 2 surface 1-2 mm 2-3 mm Table-1 Co lony characteristics of bacterial isolates on Nutrient agar plate Shape point Colour Consistency Circular Irregular Convex Flat Yellowish Fluorescent green Butyrous mucoidal Opacity Opaque Translucent International Science coitus Association 49 International Research Journal of Environment Sciences______________________________________________ ISSN 23191414 Vol. 2(2), 48-52, February (2013) Int.Res. J. Environment Sci. Table-2 Biochemical characteristics of bacterial isolates C1 confident(p) Cocci Clusters No spore Non motile Positive interdict Negative Negative Positive No excitement No Fermentation No Fermentation No Fermentation Acidic, No gas, No H2S Negative Negative Negative Positive Micrococcus sp. Character Gram stain Morphology Arrangement Endospore Motility Catalase Oxidase Citrate Indole Gelatin Glucose fermentation Lactose fermentation Sucrose fermentation Mannitol fermentation Tripple sugar iron Methyl red Voges proskauer Nitrate decrease Urea OrganismC2 Negativ e Rods Solitary No spore Sluggishly Motile Positive Positive Positive Negative Positive No Fermentation No Fermentation No Fermentation No Fermentation Alkaline, No gas, No H2S Negative Negative Negative Negative Pseudomonas sp. Table-3 clog of diesel engine oil extracted (on various days) from 15 gm soil samples colly with 1 ml (0. 848 gm) of Sterilized diesel oil and 0. 2 ml of culture Day Sample I II triplet IV I II III IV I II III IV I II III IV I II III IV I II III IV Weight of diesel oil extracted (gm) 0. 848 gm 0. 848 gm 0. 848 gm 0. 848 gm 0. 807 gm 0. 801 gm 0. 30 gm 0. 848 gm 0. 787 gm 0. 639 gm 0. 639 gm 0. 848 gm 0. 663 gm 0. 348 gm 0. 483 gm 0. 848 gm 0. 545 gm 0. 290 gm 0. 271 gm 0. 848 gm 0. 399 gm 0. 275 gm 0. 085 gm 0. 848 gm Weight of diesel oil degraded (gm) 0. 000 0. 000 0. 000 0. 000 0. 041 0. 047 0. 018 0. 000 0. 061 0. 209 0. 209 0. 000 0. 185 0. 500 0. 365 0. 000 0. 303 0. 558 0. 577 0. 000 0. 449 0. 573 0. 763 0. 000 Rate of degradation (gm/hr) 0. 00 0. 0 0 0. 00 0. 00 3. 42 x 10-4 3. 92 x 10-4 1. 50 x 10-4 0. 00 2. 54 x 10-4 8. 71 x 10-4 8. 71 x 10-4 0. 00 5. 14 x 10-4 1. 39 x 10-3 1. 01 x 10-3 0. 00 6. 31 x 10-4 1. 6 x 10-3 1. 20 x 10-3 0. 00 7. 48 x 10-4 9. 55 x 10-4 1. 27 x 10-3 0. 00 0 5 10 15 20 25 *value are means of twice determinations. Key i. Sterilized soil + Sterilized diesel oil + Micrococcus sp. ii. Sterilized soil + Sterilized diesel oil + Pseudomonas sp. iii. Sterilized soil + Sterilized diesel oil + Micrococcus sp. + Pseudomonas sp. IV. Sterilized soil + Sterilized diesel oil International Science Congress Association 50 International Research Journal of Environment Sciences______________________________________________ ISSN 23191414 Vol. 2(2), 48-52, February (2013) Int. Res. J.Environment Sci. Diesel engine oil degradation study by Micrococcus sp It was seen that the rate of diesel oil degradation by Micrococcus sp. was slow as compared to the rate of degradation of diesel oil by Pseudomonas sp. and mixture of Micr ococcus sp. and pseudomonas sp. But the diesel oil degradation potential of Micrococcus sp. was continuously increasing as the time of contact between oil and organism add-ond. Diesel engine oil degradation study by Pseudomonas sp It can be seen that the efficiency of Pseudomonas sp. to degrade diesel engine oil is faster than that of Micrococcus sp.As the incubation period increases the rate of degradation of diesel engine oil also increases. But it was seen that till 15th day, the rate of degradation was much faster. This was probably due to the exponential phase of the cell growth but after that the rate of degradation was slightly decreased. It was possibly because of cells of the Pseudomonas sp. were near to its stationary phase of cell growth. Diesel engine oil degradation study by mixture of Micrococcus sp. and Pseudomonas sp The weight of diesel oil extracted from soil containing diesel engine oil and mixture of both bacterial isolates i. . Micrococcus sp. + Pseudomonas sp. showed continuous weight loss till the twenty-fifth day of incubation period. After 5th day of incubation period it was seen that there was a drastic increase in the rate of diesel oil degradation till the 25th day of incubation period which was quite higher than that of the single culture of Micrococcus sp. as well as that of the Pseudomonas sp. In this aspect it was found that around 90% of the diesel engine oil was degraded after 25th day and rate of degradation of diesel oil was found to be continuously increasing i. e. 1. 50 x 10-4gm/hr after 5th day to 1. 7 x 10-3gm/hr after 25th day. Conclusion When Micrococcus sp. is used in combination with Pseudomonas sp. it showed a great potential to diesel oil degradation. This was probably due to the different enzyme system of rules from two different bacterial isolates that acts on hydrocarbon at a time which proved to be an excellent option to degrade that hydrocarbon if both the bacterial enzyme system posses considerable efficien cy to act upon it and to degrade it10. This was followed by single culture of Pseudomonas sp and then Micrococcus sp. The oil degradation by Pseudomonas sp. as not surprising not only because it was isolated from garage soil which was already contaminated by oil and grease but also because it is known to possess a more competent and active hydrocarbon degrading enzyme system than Micrococcus sp. It is known to be fast growing and is capable of degrading a wide variety of organic compounds11. In the case of Micrococcus sp. which is also known to posses the considerable efficiency to use it as an oil degrader, but it requires more time compared to that of the Pseudomonas sp. Figure1 Comparison of % Diesel engine oil degradationInternational Science Congress Association 51 International Research Journal of Environment Sciences______________________________________________ ISSN 23191414 Vol. 2(2), 48-52, February (2013) Int. Res. J. Environment Sci. Figure2 Comparison Rate of Diesel en gine oil degradation (gm/hr) By using biological processes, as in the case of bioremediation, usually lowers the costs as compared to chemical treatment processes for various contaminated sites. It is also slight disturbing to the environment. However, because it is a natural process, it requires time.The above experiment shows that bioremediation can be used effectively to treat oil contaminated soil. The remarkable rate of diesel oil degradation by bacterial isolates shown by this method allows for the safe and convenient use of this microorganism in the oil contaminated area. Moreover the results obtained from the coincidence between the diesel oil degrading ability of Pseudomonas sp. , Micrococcus sp. and mixture of both helps them to use in different bioremediation processes based upon their efficiencies. And the advantages of employing mixed cultures as opposed to pure cultures in bioremediation have been demonstrated. . 3. baker J. M. , Mangroove swamps and the oil Industr y, Environ. Pollut. Bull. , 12 (1982) Zahir A. Z. , Malik M. A. R. and Arshad M. , The effect of oil pollution of soil on germination, growth and nutrient uptake of corn, Journal of Environmental Quality, 4, 537-540 (2001) Adriano Pinto Mariano, Ana Paula de Arruda Geraldes Kataoka, Dejanira de Franceschi de Angelis Daniel Marcos Bonotto, Laboratory study on the bioremediation of diesel oil contaminated soil from a petrol station, Brazilian Journal of Microbiology, 38(2), (2007) Nwaogu L.A. , Onyeze G. O. C and Nwabueze R. N. , Degradation of diesel oil in a polluted soil using Bacillus subtilis, African Journal of Biotechnology, 7(12), 1939-1943 (2008) Bergey D. H. , Holt John G. , et al, Bergeys manual of determinative bacteriology, Baltimore Williams and Wilkins (1994) Dong-ju Kim, Seung-gun Chung, Sang-hyup Lee and Jae-woo Choi, simile of microbial biomass to counting units for Pseudomonas aeruginosa, African Journal of Microbiology, 6(21), 4620-4622 (2012) Udeme J. J. , Antai S. P. Biodegradation and Mineralization of Crude oil by Bacteria, Niger. J. Biotechnol. , 5 77-85. (1988) Akhavan Sepahi, I. Dejban Golpasha, M. Emami, A. M. Nakhoda, Iran. J. Environ. Health. Sci. Eng. , 5(3), 149-154 (2008) crude oil by bacteria, Nigerian Journal of Biotechnology, 5, 7986 (1988) 4. 5. 6. 7. Acknowledgement The authors would like to express their sincere gratitude to Management, oral Trust, Virar (w) Maharashtra. K. P. N. Kutty, Co-Ordinator, VIVA Trust, Virar (w) Maharashtra. , Dr. R. D.Bhagat, Principal, VIVA College, Virar (w) Maharashtra, Non Teaching Staff , Dept. Biological sciences ,VIVA College Virar (w) Maharashtra. 8. 9. 10. Ijah U. J. J. , Antai S. P. , Degradation and mineralization of References 1. Hill G. B. , Moxey J. G. , Gasoline and Diesel oil In Gathee VB (ed) Petroleum Product Handbook Mc-Grew Hill, 4, 1-4 NY (1980) 11. Ijah U. J. J. , Okang C. N. , Petroleum Degrading capabilities of bacteria isolated from soil, W. A. J. Biol. Appl. Chem. , 38 (1-4), 915 (1993) International Science Congress Association 52

A Teacher’s Involvement on Education Reform Essay

Student achievement is constantly c break. right aways students be being prepared to face the real world that requires them to have exceeding abilities and k at a whileledge. On the global economic aspect of today, students are asked to understand the fundamentals and at the resembling time be able to think critically. They must analyze and make inferences. It is the instructors task to develop these skills in the students. They must prepare them for any changes in the assessment of the domesticate, especially when this approach is of the large scale and broad(prenominal)-s incorporate level. reading in the United States has been re make countless times all for various reasons.The changes in the knowledge and skills that are aimed for success go hand in hand with the misgiving of how students learn. The relationship between the bid apt(p) in schools and the assessment of the students through exams change the learning goals that are set for them and their schools. thithe rfore, the strike for reading reform. 1 Before, society can get by with the basic reading and arithmetic skills. This was during the industrial age. However, we are now in an information age. Individuals are required to have access to the interpretation and analysis of the information that they drop in order to come up with decisions.Studies show that the skills and competencies mentioned in the previous sentence are the requirements to succeed in the workplace. 2 To adapt to these changes, the content standards of direction skills, knowledge and behavior of the students must be achieved at a higher(prenominal) level. This is developed at the national, as healthy as the state areas of science, mathematics, history and geography. In this process, student assessment is the condense and the center of the efforts on matters concerning educational improvements. The policymakers intend to change the assessment that lead allow teachers and schools to have different approaches. sa gacity reform is non an excuse for a new regime by teachers. This is targeted to the students with the help of the maturement efforts of the teachers. These include platform reform, improving instruction and getting new instructional materials. A number of policymakers and educators believe that the assessment of the students reflect the lessons that they were taught. Its square that the assessment influences the format of instruction. cussed to the understanding of todays students on how they learn their lessons, the assessments are deviateicularly traditional.Most exams still notice the multiple-choice and the true-false format. These test facts determine the skill in an isolated approach. It seldom requires the students to apply what they in truth know, making it hard to determine what they are capable of doing in real life situations. The standardized tests do not match the content standards. Relying too much on these kinds of assessment often result to an instruction t hat only focuses on the basic knowledge and skills. It does not gain ground the institution to reform the instruction bring out to the students. Engaged learning entrust prepare the students best(p) for the 21st century.That being said, it only makes sense that the tests the students take encourage aggressive learning. 3 The notion that learning comes about by the accretion of little bits is alter learning theory. Current specimens of learning based on cognitive psychology clamber that learners gain understanding when they construct their own cognitive maps of the interconnections among concepts and facts. Thus, real learning cannot be spoon-fed, one skill at a time. 4 Educators, policymakers and parents are starting to realize that the basic learning abilities are no longer enough.They need the students to have the skills they learned in school and the abilities they need upon leaving school all at the same time. Schools are expected to assist students in growth these comp etencies which they will use in real and true(p) situations. The establishments are expected to graduate students who have these abilities students who excel on both the standardized and the alternative assessments. During the kick the bucket decade, the education community in the United States went through a proliferation of reform efforts that are standardized-driven.Its main neutral is to increase the achievement level of the students. They want students from the United States achieve the same level of competitiveness with otherwise industrialized nations. The education community also wants to restore the public confidence in the education. Once these are achieved, then it provides the standards-setting bodies the primary ways on how the classroom teachers can be involved in the reforming process. The federal official government is a prominent player in the reforming efforts one educations. It goes all the way back in March 1994 when President Clinton signed the Goals 2000 E ducate America Act.It was the legislation that created the framework which allowed states to adopt and construct the education reform strategies by incorporating the three Goals principles 1. ) rigorous faculty member standards. 2. ) alignment of curriculum, textbooks and teacher education and 3. ) clear incentives to encourage students to strive to meet high standards. Also, in 1987, the case senesce for Professional Teaching Standards or the NBPTS was formed in order to articulate the standards of excellence to what teachers must know and should know.NBPTS has an assessment system that determines the eligibility of the educators for the National Board certification. At the same time, the Council of Chief State School Officers has established the Interstate New Teacher legal opinion and Support Consortium (INTASC) to produce the model standards for the initial teacher licensure. INTASC standards are based on NBPTS standards. In 1987, the National Council for the Accreditation o f Teacher Education (NCATE) started using the revised accreditation standards for teacher education institutions. This also reflects NBPTS standards.It calls for better performance, higher admissions and graduate standards. NCATE encourages the teachers to prepare the reforms on education at a content standard that has appeared from projects such(prenominal) as the NCTMs. There are three kinds of national standards which streamly receive attention from the American government. The content standards focus on the curriculum, the performance standards concentrate on the student work and the assessment, and the school deli really standards which centers on the resources and advocate for the schools, teachers and students. The building figures from the consensus prominently show that the standards- setting movement of the schools and teachers has had de facto standards for the content areas that are mentioned in the Goals. These are affect by the textbook manufactures and the performan ce standards that are set by the testing companies. In contrast to this, the standards development projects of recent years have tried to get a base of support for any academic improvement. The involvement of teacher in the professional standards development can be seen in various areas1.The teachers head for the hills as the standards. A lot of members of the NBPTS standards committees are accomplished and celebrated teachers. Classroom teachers are members of the NCATE board and the Standards delegation serve as the team which evaluates the teacher preparation programs. The Standard Project is there to develop the assessment standards. It also serves as the instrumental role for a national system of voluntary student examination. It engages the teachers in developing the tests items and refining the content standards in order to come up with better scores from the students.2.Teachers are the subjects of the handle that are new to test standards. Since they participate in the NB PTS field test, the INTAST assessments are conducted by teachers. 3. Teachers serve as the translators of the content standards. They apply this in a teachable classroom setting. By working with the scholars, the teachers build the contend standards in a state curriculum framework. They come up with lesson plans which are the operations for the standards they intend to meet.4. Because they deal units and have professional associations, teachers serve as the initiators of the standards-setting projects.Take this for example, the Standards for Teacher Competence in Educational Assessment of Students was developed by the American Federation of Teachers, the National Council on Measurement in Education and the National Education Association. 5. Teachers also serve as the critics of the national standards that set the efforts on education reform. The seven model standards that have been developed and supported by the Board of Education have circulated drafts of the standards documents. It also solicits the comment from the teachers and the parents. It is very important that teachers are on the panels in order to oversee the projects.The promotion of students critical thinking skills, spry engagement in learning and deeper understanding of the subject matter is teaching for understanding. The classroom teachers must be engaged in teaching and understanding the lessons that they teach to the students. The research and the experience are collaborated and are jointly reported. Teachers must also focus on the policy considerations, starting with the perspectives in the classroom and emphasizing on the need for the field-based research that are needed for the multiple contexts of teaching. However, the involvement of teachers also varies on the perception of the school leaders.There are some teachers that perceive the costs of involvement in education reform outmatch the benefits. There are also some teachers who choose to not get involved because it means that this will influence other school policies. With this in mind, this proves that there are two kinds of decisions the managerial, which is made by the administrators and the technical, which concentrates on the goal.Most teachers prefer being involved in the process than coming up with technical decisions. 7 Then there are some teachers that argue that education reform cannot be imposed on a uni later onal approach. Teachers must endorse their new responsibilities and roles, as long as there is a time and enough resources to go about it. Schools depend on the cooperation, relation and interdependence of the staff members that plans such as these must be consistent with the norms that already exist. 8 Schools must also consider the motiveitative staff development.There are some models that do not help the teachers in handling the tortuous reforms that are currently being implemented. Dominant models work perfectly when the specific practices or skills are transferred. The current reform s need teachers to be intellectual. They must grapple the new ways in order to implement the principles and ideas in their daily work. The five steams of reform are challenges to the teachers. 9 Finally, there are the different studies of teachers when it comes to leadership roles.There are conditions that are particularly good prospects when it comes to leadership. By investing in roles that are dignified and not simply powerful, the organizational incentives needed for collaboration results to agreements which protect and enjoin the interest of the administrators and the teachers. This is a good topic because its final result is that it complies with the policies which support the education reform. Drawing from four different studies of teachers in leadership roles, the author examines the conditions for teacher productivity in schools.Little identifies five conditions as particularly likely to advance or erode the prospects for teacher leadership define leadership tasks that ar e important, not trivial invest leadership roles with dignity, not simply power over others have organizational incentives for collaboration avoid agreements that protect the separate interests of teachers and administrators and have district policies that support teacher leadership, especially those on recruitment, selection, placement, and evaluation of principals. 10 Sometimes it is better to give movie examples.Over the years, there are countless movie releases that show teachers defying the schools rules in order to provide what is best for their students. In parlous Minds, Michelle Pfeiffer encourages her students to read poetry instead of hanging out in the street and ruining their lives by getting involved in drugs, sex and gangsters. In the Sister Act 2, Whoopi Goldberg helms a choir consisting of African American students from the ghettos. Like Pfeiffer in Dangerous Minds, this is the nuns distraction for the students to make something out of their lives.But a recent movi e that depicts educational reform and teachers involvement best is the TV movie Walkout. It tells the story of the Mexican-American students in Los Angeles high schools in 1968. They staged a boycott in order to improve the quality of education for Chicanos. Actor- shockingctor Edward pile Olmos (who plays Jennifer Lopez dad in Selena) appears and directs in the movie. Walkout was skillfully directed and presented a simple story told in a direct manner. There is a frank portrayal of the unacceptable educational standards in the schools that are attended by the Mexican-American students.In one scene, two Chicano students were slapped on their behinds because they spoke in Spanish. This was only one of the rules in American schools which Mexican-American activists wanted to reform. They want to speak in Spanish whenever they want to because Spanish is their language. For teachers who want a peg in participating in educational reforms, they can look at Sal Castro played by Michael Pe na (Jennifer Lopez brother in Selena. ) He is a dedicated high school history teacher who is the instrument in stirring idealism in his students.He didnt want them to be violent activists. He encouraged reform but he reminded them that this can be done in a coupled and peaceful protest. The focal point of the story is Paula Crisostomo (Alexa Vega) who is an exceptional student. She risked her graduation in order to be part of the Lincoln High School walkout. Walkout captures the passion of Paula and her classmates. The parents strongly resisted at the earlier part of the film, but later on they slowly understood the reason behind the activism of their children. The entire cast, played by young performers, is convincing.It is true that Walkout is a film but this is a depiction of something that happened in 1968 which changed history. Because of that walk-out, Mexican-American students are given a voice. The teacher participated in his own way in the education reform his students wan t granted. Those who watched this movie for the first time were unaware of the Chicano movement of 1968. They were surprised to find out that there was a time Universities kept Chicanos out. Teachers consecrate their efforts and their time in order to concretize the goals they want for their students.Education reform may not be achieved with just one snap of a finger but that does not mean that teachers should stop toilsome there and then. For this very reason of reform, teachers and students are more motivated to strive toward success. Education reform is a right that must be made the most out of. It could be better opportunities for the teachers as well as the students. Once the school is presented an option to have an education, then they must seize it. It may be puzzling at first but the absence of education reform can have dire effects on the effective teaching in schools.Research shows that successful schools have reformed their education in relation to the demands of todays information age. By viewing teaching as the important activity of organizations, more and more educational bodies are encouraging schools to take part of education reform. By proposing the norms, conducts, standards and practices which will serve as the central dialogue and observation of teaching, activities and practices that are related to providing a curriculum and materials needed by the school, students and teachers will be open to the recognition of teachers involvement in the whole educational reform process.