Identification of Bacteria Essay Example for Free

Identification of Bacteria Essay The focus of this experiment was to identify unknown bacteria. The identification of unknown bacteria produces benefits for many aspects of the research of microorganisms and helps physicians correctly treat patients. Multiple biochemical tests were performed to provide the fermentation abilities, presence of certain enzymes, and certain biochemical reactions. Qualitative observations were made on the tests, which were compared to unknown bacteria identification key to aid with the identification process. And use of 16S rRNA gene sequences to study bacterial phylogeny and taxonomy has been by far the most common housekeeping genetic marker used for a number of reasons. These reasons include (i) its presence in almost all bacteria, often existing as a multigene family, or operons; (ii) the function of the 16S rRNA gene over time has not changed, suggesting that random sequence changes are a more accurate measure of time (evolution); and (iii) the 16S rRNA gene (1,500 bp) is large enough for informatics purposes. Finally the several amplified parts could be assembled together to have the entire sequence of the complete 16S rRNA. In addition to highly conserved primer binding sites, 16S rRNA gene sequences contain hypervariable regions that can provide species-specific signature sequences useful for bacterial identification. Species identification continues to be a challenge. The development of new methods for this purpose is essential. The acknowledged limitations of the 16S rRNA gene for resolving close interspecific relationships will inspire workers to investigate other genes such as recA, gyrB or GroEL as new targets for molecular assays.

Economic Divergence In Australia :: essays research papers

Economic divergence in Australia – it is an issue that I feel all Australians should be aware of and deal with, because if the gap is not bridged, then Australia's economic prosperity and social fabric will be under serious threat. Evidence of this divide is seen with the differences in unemployment rates and household income between the urban and rural regions. Australia's economy has sent inner-city employment levels through the roof - thousands of millionaires created each year by exploding real estate prices in Sydney and Melbourne have helped to feed a huge retail boom. This, however, goes only so far - there is a 'dark' side to our prosperity - Australia is experiencing a wealth divide, and areas in the bush and other rural communities are struggling for survival. Evidence may also be found in the city, where suburbs a few kilometres apart differentiate enormously in terms of income and unemployment rates. Take the bush, for example, where reliance on a single industry and a shortage of services creates a wealth of problems. Not only this, but low prices for key commodities such as wheat and wool is making life very tough for many rural communities across Australia. In terms of unemployment, the number of jobs in rural and mining areas has been on the decline and particularly in the past 15 years. At the other end of the spectrum, outlying suburbs of Sydney and Melbourne still face unemployment rates of above 10% because of the cutting back of employment in traditional industries such as textile, clothing and footwear, and vehicle manufacture. This can plainly be seen in Elizabeth, north of Adelaide, where almost one in four of those seeking work are unemployed and the suburb remains heavily dependent on the car industry. In terms of statistics, a huge contrast is evident with the unemployment rate in the Murraylands in South Australia at 11.3%, against the minute 2.9% in the inner-west of Sydney. This is underlying evidence of the variance between city and bush. The growing chasm may also be seen with the differences in household income, where in an area such as the Wide-Bay Burnett region in Queensland has barely half the household income of inner Sydney. It is predicted that during the next five years, many regions of Australia will struggle to achieve increases of household income of up to $1000, while the 'global' city segments of Melbourne and Sydney can expect increases of between $6000 and $8000, an enormous contrast.

The Rime of the Ancient Mariner

Death-in-Life means to be living in a constant fear or thought of death, or a feeling that the soul is damned but the body remains. Life-in-Death suggests the idea that the soul will continue but the body will deteriorate. In the poem â€Å"the Rime of the Ancient Mariner† by Samuel Taylor Coleridge, the paradox of death-in-life and life-in-death is a consistent theme throughout this piece of literature. The sailor’s corpses, the constant aging of the mariner’s body and the gamble of death and life suggest this theme in Coleridge’s poem.When a person’s heart stops pumping blood, the average amount of time for the body to start decomposing is four to six days. This average is dependent upon the temperature the body is kept; if it is hot and in the sun the body will decompose much faster than in colder climates. In Coleridge’s poem the sailor’s bodies are in the sun for seven days, yet they refuse to be subjected to the ravages of time. â€Å"The many men so beautiful / and they all dead did lie / and a thousand thousand slimy things lived on; / and so did I / †¦The cold sweat melted from their limbs / nor rot or reek did they: / the look with which they looked on me / had never passed away / †¦ Seven days, seven nights, / I saw that curse and yet could not die† (Coleridge, IV, 1817). The sailor’s corpses stay intact while their souls escape, leaving the mariner with the visible token of the living death that awaits. The wedding Guest proclaims to fear the Mariner because he looks so skinny and aged. â€Å"I fear thee and thy glittering eye, / And thy skinny hand, so brown. Fear not, fear not, thou Wedding-Guest! / This body dropt not down. / Alone, alone, all, all alone, / Alone on a wide wide sea! / And never a saint took pity on / My soul in agony† (Coleridge, IV, 1817). The Mariner explains that his soul is trapped in his body and his body will continue to age but will never rot e nough to release his spirit. In â€Å"the Rime of the Ancient Mariner† the Mariner explains to the Wedding Guest of how his soul came to be doomed. He explains that when he was on the ship with his crew that he saw another ship approaching.This brought hope to the whole crew because they thought that their bodies were going to be saved. When the ship approached, the Mariner saw that it was Death and Life-in-Death. â€Å"Her lips were red, her looks were free, / Her locks were yellow as gold: / Her skin was as white as leprosy, / The Night-mare Life-in-Death was she, / Who thicks man's blood with cold. / The naked hulk alongside came, / And the twain were casting dice; / ‘The game is done! I've won! I've won! ‘ / Quoth she, and whistles thrice† (Coleridge, III, 1817).With Life-in-Death’s three whistles she eliminates the sunlight and replaces it with dark shadows. She took the lives of the men on the ship, except for that of the Mariner’s. She cursed him with an eternity of living death. He is condemned to walk to the Earth and tell his tale to whomever will listen. The symbolic interpretation when death and life in death went to steal the Mariner’s soul; is that of arriving on a ship, when in biblical terms wood means death and water means life.Life in death ironically wins the soul of the mariner. In â€Å"the Rime of the Ancient Mariner† by Samuel Taylor Coleridge, Death in Life and Life in Death is a constant contradicting theme throughout this metaphorical anecdote. The mythical preservation of the sailor’s bodies, the damnation of the Mariner’s soul, and the gamble between death and life-in-death truly remind the audience of this continuous theme.Works Citedhttp://poetry.eserver.org/ancient-mariner.html

Ptlls Assignment 2

Summarise the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organisation within which you would like to work. In my future job I will be teaching basic literacy and numeracy skills using ICT. There are normally 15 students to a room sitting at a computer desk with headphones and a computer with keyboard. Basic health and safety is discussed at the induction session detailing emergency exits and the alarm that can be expected in the event of a fire.Ground rules are also discussed which state clearly that no food or drink is to be taken into the main classrooms and all mobile phones must be switched off. According to the Health and Safety at Work Act 1974, under the duties of employers: ‘All working practices must be safe; The work environment must be safe and healthy; All plant and machinery must be kept to a minimum; Safety policies must be stated to all staff. The reasons behind these ground rules are explored fo r example, if drinks are taken into the training classroom they could become a hazard if they were spilt over a computer keyboard or over another learner.Mobile phones can be very disruptive if they go off in the training classroom as they will disturb the other learners who despite the earphones will be able to hear the ring tones. Minton (1991) also states that ‘As a teacher your responsibility for the safety of your students is a legal requirement’. This legal requirement extends to the safeguarding from suspected abuse young people or vulnerable adults and the abuse covered is physical, sexual, emotional, bullying, discrimination and neglect, which all form a part of both the Sex Discrimination Act 1975 and the Race Relations Act 2006.Wherever people gather in groups they can be vulnerable to discrimination. The computer programmes themselves are published with copyright protection under the ‘Data Protections Act 1998’ and all programmes can only be run by learners enrolled on courses with appropriate passwords and registration. Copyright gives the creators certain kinds of material rights to control the ways in which their materials are used. These rights start as soon as the computer programme is accessed and the course is started. All learners are also protected under the Equal Opportunities Act 2006.Under this Act all people must be treated equally regardless of their differences both visible and non visible and treatment of all learners must be free from any kind of discrimination. There are a number of laws that promote equality and diversity and as teachers it is essential that we conform to all legislation to ensure the safety of our students. References Handout Notes Session 2 – 1/10/10/ Health and Safety at Work Act 1974 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 2005 Data Protection Act 1988 Equal Opportunities Act 2006 Debra Clarke PTLLS Assignment 2

Development of a Systematic Perspective on School Based Management Policy and Implementation

Development of a Systematic Perspective on School Based Management Policy and Implementation Introduction The research paper is a critical examination of the concept of school based management. It is no doubt that public schools have in the recent past rethought and redesigned the manner with which they opt to operate effectively and efficiently via the process of restructuring or systematic reforms (Fiske, 1995).Advertising We will write a custom critical writing sample on Development of a Systematic Perspective on School Based Management Policy and Implementation specifically for you for only $16.05 $11/page Learn More To show that the matter is a serious issue, various countries across the globe have initiated such approaches in order to uplift national education. An example of such is Indonesia where the central government came up with a commission of national education that was back in 2001; this decentralized education. This was realized by formation of school councils which were later realized to bring democratic leadership translating to hig her level of parent participation in issues relating to governing the schools as well as improved national education level (Bryk et al., 1998). In the wake of 21st centaury it is worth noting that all Indonesia public schools had adopted school based management. It is thus very important to emphasis the importance of balancing between centralization and decentralization of policies regarding school based management. In the strictest terms, school based management has been though of as the mechanisms used to decentralize decision making authority to the school site which is a popular approach that gain momentum in early 1980s thanks to school reform movements (Weiss, 1992). As noted, majority of schools have make efforts in trying to implement this approach in managing budgets, curriculum among other issues in schools. The various advantages of the approach brought forth by proponents include the following; learners will be offered best programs since resources are wisely allocated; better decisions are arrived at since it is made by a group and not individuals and it also results to enhance communication between and among the relevant stakeholders. To address the issue of SBM the paper will develop systematically and defend with sound reasons and arguments a version of SBM together with its associated accountability mechanisms that would be appropriate for a school in the United Kingdom.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, the successes associated with SBM are also of importance. The challenges that will be faced in trying to implement the proposed approach will be tackled. Lastly an explanation of how best SBM can be used to promote improvements in students learning outcomes will be covered. A version of School Based Management As noted previously, SBM main objective and aim is to bring about positive change. It is worth noting fr om the onset that SBM seeks to transfer a number of responsibility and decision making with regards to operation of schools not only to teacher and principals but also to parents, students, and business people among other stakeholders. Nonetheless, such decentralization of authority needs to be in line with policies that are centrally determined. It is no doubt that there are a number of SBM programs that that can be employed in public school. The differences usually arise both in terms of the one bestowed with the power and responsibility in coming up with decisions as well as to what degree of coming up with decisions have been devolved o schools and its constituents (Katyal Evers, 2007). Among the version in place include the following; the one in which the principals or teachers are bestowed with the power to execute the authority. With this version, the principal has the ultimate authority but the council only advices him. The second approach which I will further discus is whe re the parents, students as well as community participates. Generally speaking the program does delegate duties in such areas as coming up with school budgets, infrastructural improvements, hiring and firing of teachers, developing school curriculum, issues relating to textbooks, coming up with the school calendar aimed at meeting the needs and aspirations of the community, monitoring as well as evaluating performance of teachers to mention but a few. According to Oswald, 1995: Par. 2 [In an SBM system, authority can transfer from the state government to school boards, from school boards to superintendents, from superintendents to principals, from principals to other members of the school community such as teachers and parents, or some combination of two or more of these]. In any organization a chain of command is deemed important for a number of reasons. On of them being that individuals or groups will clearly know who to report to and secondly it enhances holding such groups or in dividuals accountable for their actions. It has been shown that for SBM to be adopted in a successful manner there is need to actively incorporate all the relevant authorities.Advertising We will write a custom critical writing sample on Development of a Systematic Perspective on School Based Management Policy and Implementation specifically for you for only $16.05 $11/page Learn More This only happens where the principal adopts an approach to making decision that is team oriented. With such a system in place all relevant stakeholders such as teachers, parents, the community and students will feel part of the team hence develop positive attitude towards the schools’ activities. Additionally a sense of ownership is build when decisions are arrived at from a team format (Leithwood Menzies, 1998). Having in mind that the local communities understands their problems better the version of SBM rests on the fact that communities should be taking an active role in the efforts aimed at bettering services related to education that majorly include ho to plan, monitor as well as evaluate programs that are educational via the school councils (Murphy Beck, 1995). A school council has been thought as an independent body that is formed to offer advice, â€Å"directions and support for personnel, facilities and equipment as well as monitoring of schools†. With such a council in place there are certain roles they will play which include; being an advisor and help schools determine as well as approve educational policies, being an agency in supporting schools when it comes to issues of finances, being a controlling body with the ultimate goal of bringing transparency and accountability and lastly being a mediator between the school and other external bodies such as governments among others. For my version, the council should be independent and opt to not have any hierarchal link with the government. It formation should be open, accountab le as well as being democratic. To form a council, a school needs to form a committee comprising of members from the following divides; education practitioners; principal, representatives of the teachers, parents, religious as well as community representatives (Oswald, 1995). The later opt to be made up of non governmental organizations, local authority, religious leader’s business people and a person deemed to be of a public figure. The responsibility of the committee is to set everything right for election of council members.  It is worth noting that the number to be included in the council varies with the size of the school. Ideally the provision calls for selection of at least 9 members. Having representatives from principal, community, teachers, local government and school foundation is key. Among the major reasons why I think this version is best rests on its ability to ensure that all relevant stakeholders are incorporated in their decision making processes. The adva ntage with this is that it brings a sense of ownership hence making the relevant stakeholders feel part of the team and will support the decisions arrived at (Murphy Beck, 1995).  Additionally having the approach not being related to the central governments helps in ensuring that the decision arrived at as well as ideas brought forth by the relevant stakeholders are solemnly based and identified from its natural settings (Weiss, 1992).Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is no doubt that this results in coming up with solutions tailored in curbing local problems. Similarly, there are chances of the principal making sound decisions as he is provided with an opportunity to learn more and improves his/her leadership styles. To exemplify this, when firing a teacher, all the relevant stakeholders through the council will adequately analyze the issue at hand before coming to a conclusion. This plays a major role in ensuring that good teachers are not fired just because they differ in ideologies with their bosses (Oswald, 1995). It has also been argued that such an approach of SBM brings with it an effective way of communication. Having in mind that information is power, each an every party will not be left in the dark when important decisions are arrived at. Through the committee, teachers, parents, students, the principal and the community representatives will be adequately informed of what will be happening in the near future. With such an approach, their views are highly welcomed to help arrive at the final decision (Murphy Beck, 1995). Additionally, the chosen approach ensures that individuals take responsibility. Where thing will go wrong, there is a group of individuals who can be easily held accountable. For instance if teachers or parents have not play their roles adequately then there is room to call them and hold them accountable for what they have done or failed to do. Accountability mechanism As held by Leithwood Menzies, 1998 it is no doubt that having SBM program without its associated transparency and accountability mechanisms is nothings. There is need to provide a mechanism within the program that will ensure all stakeholders actively take part in forming policies as well as effectively evaluate the school. This goes an extra mile in enhancing transparency and accountability. Despite the fact that the program provides schools with autonomy there is need to hold higher level of accountability either internally o r externally. Weiss, 1992 indentified that for the internal accountability mechanisms, there is need to have in place an efficient and effective control mechanisms that will prevent financial malpractices that are self centered which might ultimately harm the school. Having in place such mechanisms will ensure that there is proper use of financial resources in line with the existing relevant laws and guidelines. Issues related to corruptions and kickbacks need to be adequately addressed.  Consequently, the school opt to examine analyze their plans more frequently in order to establish whether it is running its activities in accordance with the real demands and the direction of school development. With this being accomplished, there is need to make necessary alterations when called for. Having in place mechanisms to ensure a systematic as well as a regular system of evaluating itself there are higher chances of the school being able to analyze how effective it is in offering qualit y services. This brings with it the advantage of self-evaluating translating to improvements and a development that is continuous (Katyal Evers, 2007). Another mechanism for accountability and transparency is for the school to correctly utilize school report as well as functions in order to adequately make the various stakeholders aware of progress of the school and how the student are fairing on. Lastly, when a team work approach is used to arrive at any decision this provides a system in which transparency is enhanced as well as providing internal checks and balances (Weiss, 1992). It is not enough to have in place internal accountability mechanisms; this thus calls for external one. The committee as well as the council needs to ensure that the program (SBM) is executed in a manner that is in line with relevant laws and regulations of the land. This will help in ensuring that the school is not in trouble with the government as well as local authority. In situations where the scho ol receives grants as well as subsidies from the government it opt to comply with the Code of Aid as well as all other terms associated with the same. On the same note, the plans to develop the school need to be in line with the requirements and provision in the government policies relating to education (Leung, 2005). According to Leung, 2005 there is need to have in place a yearly school account audit done by an external registered certified public accountant the same should be submitted to Education Management Board. This will ensure that whatever the school will be doing in terms of using the financial resources, they will be careful not to mess things up since there is someone who will cross check the same; ultimately resulting to transparency and accountability. Responsibilities of the stakeholders As already established there are various stakeholders who actively participate in ensuring that SBM is realized. Despite the fact that there are a myriad of responsibilities from the various stakeholders, there are some general ones which will be addressed herein. For instance, the council is bestowed with the responsibility of formulating and approving school policies as well as mission and vision, annual school programs as well as budget, designing strategic plan aimed at developing the school, determining the desired standards for learning, developing mechanisms to offer incentives to the principal and the teaching staff, creating an environment that is characterized with transparency, accountability as well as democracy aimed at improving quality of education in the school and encouraging increased participation of the various stakeholders in forming, implementing, monitoring as well as evaluating policies for the school (Yukl, 2006). Similarly, the council helps in fundraising aimed at providing the school with financial resources, identifying as well as solving emerging problems, forming partnerships as well as networks between the school and other extern al organizations aimed at improving education, responding to local as well as national requirements in the curriculum and lastly mobilizing both financial as well as non financial resources for the betterment of the school (Leung, 2005). The principal who is seen as the school manager is bestowed with responsibilities broadly categorized as policy making and management. The later involves such actions as determining promotion as well as dismissal of teacher but with conjunction with the council, manage school’s resources, create an environment in which both students as well as teachers will thrive (Katyal Evers, 2007). Additionally, the principal is responsible for ensuring that effective communication is enhances between and among the various stakeholders. On the same note, the principal opt to be accountable to the stakeholders including students, parents, teachers and the local community. Concerning teachers, they are responsible for ensuring that students are offered wit h quality education as well as monitoring and evaluating their performances. On top of this teacher are influential in making decisions as they take part in â€Å"planning, developing, monitoring, and improving instructional programs within the school† (Yukl, 2006: 45) Parents role and influence varies and include contributing in decision making, encouraging their children, support implementation of proposed policies, holding the manager as well as teachers accountable to mention but a few. Benefits of SBM There are several benefits associated with adopting SBM. One major one is that it enhances parental involvement. It has been shown that parent involvement to issues relating to their children helps them achieve more. In situations where parents actively monitor the progress of their student, they will be able to know their areas of weakness and try to help them. Additionally, when parents are involved, they create a learning environment back at home. This has been seen when they help their children do homework and encourage a culture of learning (Yukl, 2006). Similarly, parents do encourage their children by making them know they are unique and are capable of achieving academic excellence. In terms of social behavior, parent involvement help in shaping the manner of student and will try to avoid being in trouble. Lastly and more importantly, student whose parent are actively involved in their learning develop positive attitude hence have lower chances of dropping out of schools. Other benefits include an increase in quality as well as quantity of information sharing largely characterized by face to face communication. Having adequate information the relevant stakeholders will definitely make rational decision since they are not left in the dark in issues relating to school development (Leung, 2005). Additionally, SBM seek to bring both financial and instructional resources to be aligned with school’s goals, mission and objectives. This ultimate ly results to having in place programs aimed at providing students with better services (Weiss, 1992). In situations where there is delegation of duties and responsibilities, there are higher chances of the program nurturing new leaders across the various stages. This ensures that the organizations will have internally nurtured leaders who can rise to the occasion whenever called upon to take some responsibilities. On the same note, it is evident that the mechanisms for accountability and transparency will ensure that all relevant stakeholders work hard in ensuring that their activities are within existing laws, regulations and guidelines.  As suggested by Katyal Evers, 2007 SBM provide teachers, the community as well as the staff a higher chance of actively being involved when the school makes vital decisions. Such an initiative brings several advantages such as feelings of ownership and responsibility among others. Similarly, the approach ensures that it utilizes the expertise as well as competence of individuals who are working in the school to come up with decisions that will improve learning outcomes. This mainly rests on the ability of coming up with local solutions to local problems. According to Morrison, 2002 it is also important to point out that the decisions arrived at by the various stakeholders have been associated with increased students tests scores, decreased rates of dropouts as well as lower levels of suspensions and expulsion. According to Bryk et al 1998: 128; [In schools making systemic changes, structures are established which create opportunities for such interactions to occur. As teachers develop a broader say in school decision making, they may also begin to experiment with new roles, including working collaboratively. This restructuring of teachers’ work signifies a broadening professional community where teachers feel more comfortable exchanging ideas, and where a collective sense of responsibility for student development is likely to emerge. These characteristics of systemic restructuring contrast with conventional school practice where teachers work more autonomously and there may be little meaningful professional exchange among co-workers. ] Challenges facing implementation of SBM Just like any other program, SBM anticipates various challenges although in varying degrees. A major challenge is that of the stakeholders encountering more work characterized by confusion with regards to new responsibilities and tasks, problems in having an effective manner of coordination as well as performance of the school in a manner that is not even. Similarly, according to (Fiske, 1995: 212) SBM is a complex undertaking, raising multiple policy issues involving lines of authority for making decisions and responsibility and accountability for the consequences of such decisions,† This can be attested by problems associated with accountability where the school may want to exercise full authority over decision b ut the council will be held accountable. Additionally, lack of adequate knowledge and skills from some stakeholders might jeopardize the efforts of successfully implementing SBM. Such problems can be seen in communication and information sharing, lack of skills in decision making as well as trust issues among and between the involved parties (Yukl, 2006). On the same line of reasoning, there are instances where the teachers as well as the school manger or the principal might be reluctant to provide other parties the opportunity to actively engage in collective decision making.  It has also been shown that poor leadership can be another serious barrier to successful implementation of SBM program. It is worth noting that effective leadership is key in whatever field of study. When the one at the realm of the organization fails to demonstrate qualities such as team work, 360 communication frameworks, creating a democratic environment, being an effective communicator, acting assertive ly among other, then the chances of bringing everyone on board to consult and reach a consensus might not be realized (Bryk et al., 1998). SBM in promoting improvements in students To ensure that SBM is used to improve students learning, it is important for the stakeholders to be fully aware of what SBM is; what it can do as well as what it cannot do. This will help them tailor the policies towards achievable initiatives geared towards encouraging effective learning. However, it has been established that despite the fact that all relevant steps aimed at fostering improvement in students learning, they all depend on effective leadership. This concept ensures that all the relevant steps such as creating an environment that supports teaching and learning is created (Leithwood Menzies, 1998). This will also go an extra mile in making parents encourage to get involved hence resulting to supporting their children as well as school initiatives aimed at fostering students learning.  Addi tionally effective leadership ensures that there is effective communication characterized by 360 feedback mechanisms. With this, the teachers will make the test scores of students as well as the reasons behind the performances and recommendations to improve on them (Yukl, 2006). Having in place an inclusive approach, then all the relevant stakeholders will actively engage in activities that will help resolve the problem. On the same note effective leaders will strive in creating a cordial and interactive links with the students, teachers as well as other non teaching staffs. With this the major problems hindering education achievement can be pinpointed and as a result of collaboration of the various stakeholders viable solutions can be developed (Morrison, 2002). Conclusion From the review of School Based Management, it is evident that the concept despite of coming to limelight in 1980s, it has been adopted by majority of schools. It aims at decentralizing authority and improves sch ool performance. The version of SBM proposed is where the decisions are arrived via consultation and consensus between the council and the principal. Among the argument in support of this approach include ownership of decision, developing sound and rational decision, stakeholders feel involved hence offer their best among others. The mechanisms of enhancing accountability and transparency include external annual auditing and have in place efficient and effective control mechanisms that will prevent financial malpractices that are self centered which might ultimately harm the school among others. The paper has also tackled the various responsibilities of the relevant stakeholders. Similarly, the benefits of SBM have been addressed. The challenges hindering successful implementation of the program have also been addressed. Lastly having effective leadership and all relevant stakeholders being aware of what SBM is are necessary in ensuring that SBM can be used to improve and promote st udent learning. References Bryk, T. et al. (1998). Charting Chicago School Reform. Boulder, CO, Westview Press. Fiske, E. (1995). â€Å"Systematic school reform: Implications for architecture† In A. Meek (Ed.) Designing places for learning. Alexandria, VA: ASCD. Katyal, K. Evers, C. (2007). â€Å"Parents partners or clients? A re-conceptualization of home-school interactions†, Teaching Education, 18(1): 61-76. Leithwood, K. Menzies, T. (1998). â€Å"Forms and effects of school-based management: A review† Educational Policy, 12: (3) 325-346. Leung, C. (2005). â€Å"Accountability versus school development: self-evaluation in an international school in Hong Kong†, International Studies in Educational Administration, 33(1): 2-14. Morrison, K. (2002). School Leadership and Complexity Theory. London: Routledge/Falmer. Murphy, J. Beck L. (1995). School-based Management as School Reform. Thousand Oaks, CA: Corwin Press. Oswald, L. (1995). ‘School Based Management† College of Education  · University of Oregon. Web. Weiss, C. (1992). â€Å"Shared decision making about what? A comparison of schools with and without teacher participation† Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Yukl, G. (2006). Leadership in Organizations. New Jersey: Pearson Prentice Hall.

Sample Grooms Wedding Speech Writers Rescue You in the Most Crucial Moments

Sample Grooms Wedding Speech Writers Rescue You in the Most Crucial Moments Sample Grooms Wedding Speech: Writers Rescue You in the Most Crucial Moments A wedding is one of the most important days in our lives. You’re usually so busy preparing for this day that you may not even have time to write a wedding speech. In this case, you need some help. Of course, you can refer to any number of wedding speech writers to create it for you, but it’s better to craft your own. If you want to create a masterpiece, you’ll need to know what you’re shooting for. Take a look at this sample groom’s wedding speech to get some ideas for your own one. I want to begin today by saying that I would never have been standing here if it were not for my friend Jake. He introduced me to Elena at the beginning of my sophomore year, and although Jake couldn’t be here today since he is currently serving his country on a deployment with the Air Force, he’s the reason for my greatest happiness. Over the past few months, my beautiful wife has been searching for the perfect dress. She visited stores, she looked online, she even went to a theatre sale trying to find just the right thing. It happens that our community theatre has several wedding dresses that they are getting rid of at a great price, and those who know Elena and me, know how much we love getting great deals. But when Elena came home and told me that she’d found the perfect dress at the theatre sale I couldn’t help, but keep picturing something from The Bride of Frankenstein. Elena looks good in anything, but I didn’t want to have to paint my face green to match. When she walked in today, I knew that my fears had been in vain, because I saw walking toward me the most elegant, exquisite woman in the whole world – and she found the perfect dress to make me feel that I’m the luckiest man alive. Naturally, I also want to thank Patricia and Kevin for the way that they’ve made me feel a part of the family. They’ve welcomed me with open arms and just a couple of shotgun jokes since I first came home with Elena for Thanksgiving and that’s not something that everyone is lucky enough to have. Since I lost my own parents three years ago in a car accident, it’s been hard to feel alone in the world, although my brother Greg has been a great comfort to me, and I’m grateful to have him as my best man today. He really is the best man that I know. I wouldn’t have said that when he was stealing my girlfriends in high school with his devilish good looks, but now that I have Elena, it’s just as well he did. Having him here by my side is an honor and I’ll be proud to do the same next year when he marries Kate. I will also be remiss if I do not thank Elena’s bridesmaids, Rania and Tamika. They have not only stood by Elena and done everything from lending her jewelry to finding us cheap airline tickets to Bali, but they’ve taken a lot off my shoulders helping to plan the honeymoon and getting us the best caterer around town. Just as we’ve had so much help planning this day and getting here together, we feel that we have all of you supporting us as we begin married life together, and we’re grateful for you all. Thank you so much for being here and for helping us become the people that we are today. References: Bell, S. (2016, June 07). 7 Tips for Avoiding a Wedding Toast Disaster. Retrieved December 27, 2016, from nytimes.com/2016/06/12/fashion/weddings/7-tips-for-avoiding-a-wedding-toast-disaster.html?_r=0 Busfield, S. (2010, July 13). A mans guide to marriage: the speeches. Retrieved December 27, 2016, from https://www.theguardian.com/lifeandstyle/2010/jul/13/mans-guide-marriage-speeches Ehrenfeld, T. (2009, November 21). To the Happy Couple, and My YouTube Clip. Retrieved December 27, 2016, from nytimes.com/2009/11/22/fashion/weddings/22FIELD.html Feiler, B. (2012, June 16). The Art of the Wedding Toast. Retrieved December 27, 2016, from nytimes.com/2012/06/17/fashion/the-art-of-the-wedding-toast.html Feiler, B. (2015, June 20). Turning to a Ghostwriter for a Personal Toast. Retrieved December 27, 2016, from nytimes.com/2015/06/21/style/toast-whisperers-ghostwriters-personal-speeches.html Foster, B. L. (2016, June 07). It’s a Wedding Toast. What Could Go Wrong? Retrieved December 27, 2016, from nytimes.com/2016/06/12/fashion/weddings/its-a-wedding-toast-what-could-go-wrong.html Gladwell, M. (2014, August 09). Malcolm Gladwell: how I ruined my best friends wedding. Retrieved December 27, 2016, from https://www.theguardian.com/culture/2014/aug/09/malcolm-gladwell-how-i-ruined-best-friends-wedding If you are looking for professional custom speech writing services to get your wedding speech written by experts, dont hesitate to contact us.

How Do Executed Offenders React To Their Punishments - Death Penalties Essay

How Do Executed Offenders React To Their Punishments - Death Penalties - Essay Example Other inmates hold onto the grudge. They are not sorry, and not affected by the sentences they are given. Others redeem themselves. They accept their crimes. At times they go further and apologize to the affected family. The various ways are explained in depthbelow. A major reaction to this punishment is mental illness. Mental illness is a condition characterized by impairments of one’s cognitive abilities. This impairment may also be behavioral functioning. The impairments are caused by head trauma in our case. An estimate of 5-10% of death row inmates has the problem of mental illness. Research has also shown that nearly all the inmates who are on death row suffer from brain damage. This is as a result of illness or trauma. All creaturesshudder at the thought of destruction. Human are survival animals. When one has no option to his survival, everything breaks down. The fabricant of humanity shuttered. This shutter is mental disorientation. Inmates are diagnosed by doctors an d those who have mental illness isolated. Diagnosis is done but the inmates refuse medication. Those awaiting execution are resolved to their fate. They see no reason for staying alive while you are condemned to die. The thought is ironical on its own. Some are even happy that they are sick. They even go ahead and neglect any dosages. Though there are forced dosages, this is not the solution. Some illnesses take more than medicine to heal. Mental illness is one, will is required. The inmate may be forced to treatment, but the will is important. Resolution to die makes healing difficult. Some inmates go ahead and self-admit their crimes. A good example here is Stanley â€Å"Tookie† Williams. Mr. Williams is a Nobel nominee: An author, Nobel Peace and Literature Prizes nominee. Mr. Williams was a co-founder of Crips. Crips is a Los Angeles-based street gang. The gang is responsible for hundreds of murders. Mr. Williams was convicted of four counts of murder. After a number of y ears of incarceration, Mr. Williams underwent a religious conversion. It was in this time that he authored his books. He went on and became admitted of his own crime and violence. He redeemed himself. He turned his life to uniqueness of unusual good works. Mr. Williams was executed by lethal injection. Though there was circumstantial evidence, Mr. Williams illustrated the other side of the coin. He illustrated how complex morality of the death penalty is. It is widely expected a death row inmate to be hostile. It is socially acceptable if he conforms to hate. Redemption, though expected, is unique. Mr. Williams reacted to the death penalty by redeeming himself. Other inmates become affiliated to the death row syndrome. Psychologists and lawyers argue that death row inmates develop phenomenons as they await execution. This phenomenon is called thedeath row phenomenon. The psychological effect of this phenomenon results to the death row syndrome. The living conditions on the death row have its effects. Some inmates turn to become suicidal. Other inmates become delusional. Others are pushed to insanity. The conditions that inmates face as they await execution are destruction to one’spsychology. The psychological damage is as torture. The more the waiting period, the more the torture. This makes the prisoner depressed. Some inmates are often forced to trying escaping from prison. Those on escape try colloquial ways that would make sure there is no going back. It’