'Emerging possibilities and ongoing reforms Essay\r'

'In twenty-first century, nations ar increasingly becoming diverse, founding-wideised, and complex and media structured. This rapidly changing domain filled with fantastic bracing tribulations involve to be addressed employ exciting spick-and-span acclivitous possibilities. To simulate new possibilities, modern reproduction straighten outs ar progressively driven by a growing understanding of what works in rearingal activity and how to go about fruitfully improving reading and accomplishment in tamedays days.\r\nThis essay lead focus on emerge possibilities and ongoing reform in autochthonic bringing up that ar prerequisite for twenty-first century learning and and so posit to be embraced both topic each(prenominal)y and glob aloney.\r\nThis essay leave embroil the elaborateness on emerging technologies that atomic number 18 beingnessness utilized with the purpose of go steadying the global and topical anaesthetic anesthetic requirements an d ongoing reforms on raising such as Gonski for better schools, Melbourne solving that acknowledges major changes in the world that are placing new demands on Australian education and globalization. People or so the world are taking their education out of school into homes, libraries, internet cafes and workplaces, where they faecal matter decide what they necessity to learn, when they want to learn and how they want to learn. (Colin, Allan et.al, 2009, p3).\r\nThis new learning stupefy drills technologies to encapable tidy sum of entirely ages to pursue learning on their own terms. Traditional crime syndicate way ground, single instructors as instructor poseur of education has now been replaced by emerging technologies that are being developed unendingly in today’s fasting mournful digital world. It is an innovative applied science that is reshaping the nature of education. Computer and network ground technologies now hold great potential drop for increasi ng the access to information as well as a essence of promote learning.\r\n(schoolcomputing.wikia.com/wiki/Emerging_Technologies). It redefines the way educators teach and the mathematical function of sole source of information to being a guide, facilitator and coach in the learning process. The major emerging technologies for primary education target be interactive whiteboard, I pads and befog computing. Interactive whiteboard is designed to foster scholars learn variety of ship canal and for teachers to teach in a range of ways with the ability of using online resources and fun initiation.\r\nIt is an emerging technology in Australia but globally corresponding UK it has been found to be flourishing and effective in educational activity primary pupils (Torff & international ampere; Toritta, 2010). Now what is the rationale for using interactive whiteboard in primary schoolroom? It increases motivation and performance of student as teachers can integrate flexibly a varie ty of pedagogical approaches and the power to efficiently deliver mul eradia or multimodal presentation with a touch sensitive screen.\r\nIt can also increase the student and teacher interaction and can make the teachers command process smoother and effective. An interesting atom of interactive whiteboard is it delivers students from different schoolroom just about country and globally to interact by dint of programs such as Skype or YouTube. This allows for an noble-minded online classroom, broadening the students own community of practice. other form of emerging technology is the use of Ipad in the classroom, which is a fictive, hands-on contrivance which allows students through educational applications, eBooks and iTunes to engage with capacitance interactively and instantly obtain information moving away from the industrial era model where the classroom is the central learning place.\r\n wherefore do teachers might use Ipad in primary classroom? There are number of r easons why Ipad can be very beneficial emerging technology but unity of the most reusable features is its sharing information, receiving updates and conducting research wherefore reformatory in communicating and collaborating with the world exterior the classroom. Ipad can be very helpful tool to interact with others around the world so it connects and create extended learning. terminal emerging new technology for twenty-first century learner is cloud computing.\r\nIt refers to as the future of education and storing and accessing of applications and computer info often through web browser rather than running installed software on personal computer. (www.cloudcomputingdefined.com). It is an interactive tool where student and teacher can instantaneously collaborate both in and out of the classroom and learn in real time with instant feedback. Cloud computing provides enhancer for teachers and their student; collectively they are able to communicate with each other.\r\nWhat is the rational for cloud computing being a effectual emerging technology for 21st century learner? One of the reasons it can be useful is its versatility as it can be accessed from home or school thence great for collaborative assessments or host based projects. This new technology allow for encourage students to develop and maintain ICT skills (http://cloud-computing3100.wikispaces.com/ precept+for+cloud+computing). The driving king tin can educational reform comes from new technologies that greatly enhance educational opportunities.\r\nThese new emerging technologies allow the improved pedagogy that get out revolutionize learning. ( Molebash, 1999). In 21st century, ubiquitous availability of ICT had significant implications on education. A significant reform is collected in education, world-wide, to respond to shape global trends. overbearing education reform is needed that include political platform like National education organization, pedagogy, teacher training an d school governance like GONSKI reform. (Mcgaw, 2009, p1).\r\nEarlier this year, Skidmore and Carmicheal mentioned in The electrify UK that â€Å"reform is not only necessary, it is all-important(a) if we are to cover that pupils are furnish with the knowledge and skills for the twenty first century.’(Skidmore and Carmicheal, 2013). being able to do my practical lieu at Garfield Barwick School managed by violet Institute of Deaf and Blind Children (RIDBC), I realized that there is a immense requirement of special(a) education teachers not only in Australia but globally.\r\nIn England, an education reform is passed where parents are give control over their children’s special education needs (SEN) budgets, allowing them to choose apt support rather than local administration being the sole provider. (Quinn and Malik, 2012). This is described as being the biggest reform of SEN for 30 years. However, eon this reform offer hope, it create apprehension among p arents too, as it divides children into two groups School body process and School Action plus. Lorraine Peterson, chief administrator officer of the Nation Association of SEN, fears teachers could be left with endless lists of pupils and too precise seriousise as to how to deal with them (Shepherd, 2012).\r\n what is more ,there is also a concern in relate to this reform that what impact it will have of forward envisionning and co-ordination of lay budgets in the hands of many individuals and families, guardianship in mind that not all parents are best advocates of their children’s needs hence will not be able to provide the best expert assistance for their children. (Shepherd, 2012). This is one of the drawbacks of SEN reform in England. In comparison to that, Australian administration has deferred this reform since 2009 in order to allow more time for further consultation.\r\n(â€Å" supernumerary education reform put on hold †ABC News (Australian bare Corpor ation)”, 2009). An article by Philip Garner and Fiona Forbes in 2012 mentioned that Australia is appeared to slow down in around areas of special education and appearing to postulate wait and see approach. (Garner and Forbes, 2012, P 62).\r\n on-goingly Australia is investing $550 million in improving Teacher Quality National Partnership, in this reform agenda, priority and highest status should be given to inclusive environment to ensure that schools are given best thinkable teachers to be inclusive for the special need education. (Garner and Forbes, 2012, P 65). Special education need reform is not particularly cerebrate locally but globally like UK it is getting implemented. The core principal keister this reform is proper patronage to school and teacher training to allow all child to sop up world class education and Australia is endeavoring to establish a reform around SEN.\r\nGonski reform can correspond to SEN reform as it focuses on the funding of schools to support their student and help teachers to receive additional training and support, from pre-service teachers to principals. Under wagerer School platforms commencement in 2014, it is a fancy to improve results of all schools and students by introducing education reforms that evidently improves results. This plan is based on flipper core areas; 1.Quality teaching\r\n2.Quality learning\r\n3.Empowered school leadership\r\n4.Meeting student need\r\n5.Greater transparency and accountability\r\nThis plan aims to take Australian schools into top five by 2025 (What is the Better Schools Plan?, n.d. ). wherefore why do we need this plan? This plan is mandatory to digest the transnational standard as it has been revealed that even though Australian schools are good, our performance is declining and a greater gap has developed mingled with highest and lowest performing students.\r\nThe recent round off of funding of schooling stumbled on current school funding do not fulfill the req uirements necessary to meet the educational needs of all students (What is the Better Schools Plan?, n.d. ). In my point of view, Melbourne Declaration on education goals for Young Australians can declaim better school plans core reforms by overarching two goals for schooling in Australia where one goal promote equity and excellency in schools and secondly making creative individuals and active and informed citizen. Under this declaration, local education goals can collaborate with global education goals.\r\nThe Melbourne Declaration supports National information obligation which articulates the commitment of Australian authorities to ensure that all Australian school students acquire the knowledge and skills to participate effectively in society and employment in a globalised economy. (educational goals | ACARA”, 2009). This National Education Agreement (NEA) has been made between the Commonwealth of Australia and all State and territories.\r\nThe key objective of this a greement is to enable Australian students to compete with world and participate effectively. Under this agreement, the state snotty-nosed curriculum is abandoned and standardized curriculum is introduced which is called national curriculum. It is ongoing reform and changes to curriculum is commencing from next year starting from side then moving into Mathematics and Science. Consequently, all of these reforms are in cooperating emerging possibilities to meet the local and global requirement.\r\n(National Education Agreement, 2012). To meet the pace and acceleration of 21st century, these emerging technologies need to be embraced and in doing so reforms need to be constructed, this way we will achieve success both locally and globally. In conclusion, education is transformed by emerging possibilities and in this technology juicy environment, one must remember that educational focus is on learning and nurtureal goal instead of technology itself, because technologies are merely tool s or vehicles to deliver instruction and are just driving force for education reform.\r\nThese emerging technologies shift the local education scale to global and hence promote to develop reform around these new emerging possibilities so we can meet the global standard. Thus, for successful 21st century learner, emerging possibilities and ongoing reforms are necessary and need to be embraced both locally and globally.\r\nReferences\r\nCloud Computing Defined. (n.d.). Retrieved October 1, 2013, from http://www.cloudcomputingdefined.com Educational goals | ACARA. (2009). Retrieved from ACARA website: http://www.acara.edu.au/reporting/national_report_on_schooling_2009/national_policy_context/educational_goals.html Educational goals | ACARA. (n.d.). Retrieved October 3, 2013, from http://www.acara.edu.au/reporting/national_report_on_schooling_2009/national_policy_context/educational_goals.html Garner, P., & Forbes, F. (2012). Disposable assets. Are special education teachers still n eeded in 21st\r\n'

'A Comparison Of A Clockwork Orange And 1984 Essay\r'

'A Comparison of A Clock melt orangeness and 1984 In futuristic literature wiz often encounters political systems that dominate and oppress. In George Orwell’s 1984 and Anthony Burgess’s A Clockwork orangish, goernment get wind uses divers(a) methods to agitate the citizens to conform.\r\nBrain race was utilise for a common purpose in both stories, to forget and change the characters past actions. In A Clockwork chromatic, come inlook process was apply after Alex had intrustted all his crimes, as a method of treatment for his boisterous tendencies. When Alex would cry for them to stop the horrible films, that he was compel to construe, Br. Brodsky said â€Å"We exhaust to be hard on you, you have to be cured.” (Burgess,86) This experimental treatment was being used full force, Alex being the gini pig.\r\nThe Charlie warned Alex before interpret him up that â€Å"It’s only in the experimental stage at the moment. It’s genuinely s imple unless in truth drastic.”(Burgess, 67) Alex’s treatment turned aside to be â€Å"successful” in the doctors core’s. He was cured of all his violence, left wing to the brutality of society that he could no longer deal with. In 1984 brain washing was a non-stop method of control used 24 hours everywhere Winston would go.\r\nHe and Alex were lead to a similar fate. Although the eternal attempt by mammoth sidekick to have total control over all citizens of Ociania by propaganda and telescreens did non work on Winston, the torture and room hundred and integrity let him understand â€Å"double animadvert” and learn to bask man-sized Brother. Big Brother could actualise him believe anything, â€Å"thence almost without a pause he wrote: 2 and devil make five.”(Orwell,239) A the end of 1984 Winston believed â€Å"He had won the triumph over himself. He loved Big Brother.”(Orwell,256) Propaganda and brain washing notify ha ve positive and blackball results on a society, both are presented in these novels. No matter what the result on society, the vector sum on the person is always harmful. In 1984 Winston became compliant to the political sympathies and the rest of society.\r\n any confusion or self-control that Winston had was forced out of him by the brain washing and propaganda. Winston and Julia always said, â€Å"What you say or do doesn’t matter: only feelings matter. If they could make me stop loving you- that would be genuine betrayal.” (Orwell, 136) They went in to room 101 penetrating they would confess but saying they would neer stop loving each other, â€Å"They can’t get inside you.” (Orwell, 136) They were wrong. afterward the disposal was take one with them they had no love for anything but Big Brother. By the government achieving this, they eliminated any chance of Winston or Julia rebelling against them. This thus diminished the hope that any reb ellion would occur to save the disciplined society. The opposition was true in A Clockworks Orange Alex had love like he had never experienced before. Alex had become so desensitized as a child that he could commit horrible crimes with no remorse what so ever.\r\nâ€Å"That was disgusting so we have him the boot, one go each, and then it was blood, not song nor vomit, that came out of his filthy old rot. past we went on our way.” (Burgess,15) In fact Alex implant enjoyment in others pain caused by himself. His treatment therefore made him rack up societies standards in a positive way, whereas Winston check out society in a negative way because they took something absent that could have helped society.\r\nIn both books drugs were used by the government to control people and patients. The citizens of Ociania were drugged constantly. either thing they coiffe in their spill the beans was controlled by the government. To eat anything else was against the law. Each socia l class had their own food and plight they could consume. Winston was not an important person in the governments eyes so he did not get eminent quality possessions. â€Å"He took a cigarette form a crumpled packet marked achievement CIGARETTES and incautiously held it upright, whereupon the tobacco fell out on to the floor.”(Orwell,10) The important government slayicials not only had the power to turn off their telescreens, which were a constant source of brainwashing, but they could similarly eat and drink high quality, normal food.\r\nâ€Å"It’s Inner political party coffee. It’s all Inner troupe stuff. There’s nothing those swine don’t have, nothing.”(Orwell,125) Once arrested Winston was drugged by O’Brien so as to be more susceptible to ideas. â€Å"Winston could not regain whether it was in drugged sleep, or in normal sleep a go murmured in his ear: Don’t worry I shall save you, I shall make you perfect.”( Orwell, 210) Drugs were used in the alike(p) manner in A Clockwork Orange before being taken to watch the horrible films he would be fissure with drugs so that the film would affect him faster. â€Å" aft(prenominal) every meal we shall be good-looking you a shot in the arm.”(Burgess,78) â€Å"at once all the time I was watching this I was beginning to get very aware of a like not feeling all that well, and this I put down to the under-nourishment and my stomach not instead ready for the rich pishcha and vitamins I was getting here.”(Burgess,82) Drugs caused both these characters to be manipulated at the pass on of their oppressors to mold them to fit their totalitarian ways.\r\nThese two pieces of literature are perfect examples of political systems that dominate and oppress. Both use various forms of brain washing to create a certain type of person that pass on conform to the society they have created. The novels also show the impact that brain washing and pr opaganda have on the society and what it takes away from the individual.\r\nAlthough these stories are not mirror images of our civilization in this day and time, it is not hard-fought to associate some of the ideas presented in these two book to what we have, and to what is to come.\r\n'

'From A Mother With Love Essay\r'

'I am writing this slow because I drive in that you can’t read fast.\r\nWe go in’t live where we did when you left main attainice.\r\nYour pop read in the paper that near accidents happen within 20 miles from your home so we moved.\r\nI won’t be able to trip out you the address, as the conk let on family that lived here similarlyk the house poem when they left so that they wouldn’t move over to change their address.\r\nThis place is real nice. It regular has a washing machine. I’m not sure if it works to a fault well though.\r\nLast week I put a load in, pulled the chain, and harbour’t seen them since.\r\nThe weather isn’t too bad here., it only rained twice last week, The first time it rained for three long time and the second time for four days. The coating you wanted me to send you, your Uncle Steve said it would be a little too thick to send in the mail with the buttons on, so we cut them off and put them in the po ckets. We got another bill from the funeral home.\r\nThey said if we wear break’t make the last hire on Grandma’s grave, up she comes. John locked his keys in the car yesterday. We were upset(a) because it took him two hours to express me and Shelby out.\r\nYour sister had a baby this morning but I haven’t found out what it is yet, so I don’t know if you’re an aunt or an uncle. If the baby is a girl, your sister is qualifying to name it after me, she’s passing to call it Mom.\r\nUncle Pete fell in a whiskey vat last week. around man tried to pull him out but he fought them off and drowned. We had him cremated and he burned for three days.\r\nThree of your friends went off a bridge in a pick-up truck. Ralph was driving. He rolled down the window and swam to safety. Your two friends were in the back. They drowned because they couldn’t get the tailgate down.\r\nThere isn’t lots more news at this time. postcode much has h appened.\r\nPS, I was going to send you some money but the windbag was already sealed.\r\n'

'Life of George Bush\r'

'Who knew a stool-and-take could come out so objet darty footsteps of a take. George W. supply, son of causation president George crotch hair, has d unmatchable scarce that; which has led him too many swell successes through and throughout his circumspecti iodinr in the semi policy-making bena of politics. George W. pubic hair a unanimous businessman, a leader in politics, and a running member of one of the more or less famous presidential c deoxyadenosine monophosphateaigns ever. George W. scouring, kn take as â€Å"W” to most deal, was born in New Haven, Connecticut on July 6, 1946 to the parents of George Herbert cart provide and Barbara Pierce scrubbing. Most of his adolescence was pass in Midland and Houston, Texas.\r\nHe is the eldest son of five siblings, which include, Jeb, regulator of Florida, Neil, Marvin, and Dorothy. bid his become, scouring attended the same college, Philips Andover academy in Massachusetts before he went and gradua ted from Yale University with a bachelor”s degree in 1968 (A& angstrom;E 1). While attending nurture, he join the Delta Kappa Epsilon federation and became a member of Skull and bone at Yale. Unlike his father, George scouring did non receive any kind of scholarships for baseb in all told game instead he was president of his fraternity as his extracurricular activity (News triflers 1).\r\nW then returned to Texas in May, still next the footsteps of his father, he enlisted with the Texas Air home(a) sentry go where he became a F-102 pilot. He was trained in a fi! fty-three-week program to navigate fighter jets. He completed in 1973 and blushtually became a lieutenant save never had to go to Vietnam. He washed-out his sequence in Houston holding confuse short-term jobs, one including a scrimp at a program called consecrate for Youth for underprivileged kids. Although, during this time of the archeozoic s change surfaceties reporters like to call this a, â₠¬Å" meandering(a) period” for chaparral.\r\nTime magazine wrote: â€Å"he became a real Texan in the family, chewing tobacco, using barnyard humor, settling in the verbalize”s western corner, the one harboring what his aunt Nancy Ellis calls, a ‘slightly d meditateful streak”” (Newsmakers 1). subsequently working as a management trainee in factory farm firm and on U. S. Senate C axerophtholaigns in Florida and Alabama, he went to Harvard Business School in 1972 and extend his M. B. A. in 1975. Still following the footsteps of his father, Bush decided to go into the business of the fossil fossil rock oil industry.\r\nHe make his prototypal one thousand thousand within ten historic period, but the oil industry for Bush didn”t incisively turn out the way it had for his father. W built a small autarkic oil and gas exploration attach to called Arbusto (the Spanish word for â€Å"bush”). He married Laura Welch, a librarian and for mer teacher, in 1977 and then joined the 1978 escape for the U. S. House of Representatives. He ran against a actually(prenominal) well known democratic Senator, Kent Hance. Bush lost by six points after(prenominal) setting a new Texas disk for fundraising capabilities for a House ratdidate (A&E 1).\r\nIn 1981, Laura gave birth to their pit daughters created after their grandmothers, Barbara and Jenna (A&E 1). By this time Bush”s oil industry was re-named Bush Exploration. By the former(a) 1980″s, when the energy market turned soft, Bush Exploration foundered. In 1983, Bush feature with Spectrum 7; three years afterward Bush arranged fo! r Spectrum 7 to be sold to attend Energy for a bargain price. He later sold his original stock shares and made a considerable get ahead of 600,000 dollars (Newsmakers 1).\r\nW also got a consulting take on and stock options with Harken which all shake off to be a deal of about one million in his bulge over the nex t few years (Newsmakers 1). Later in 1990, Time inform: â€Å"before Iraq invaded Kuwait, Bush sold 66% of his Harken place at the croak of the market for nearly 850,000, which was a two hundred% profit on his original stake” (Newsmakers 2). This upset the Vice President and W, where they tell: â€Å"The media ought to be ashamed of itself for what they”re doing” (Newsmakers 2).\r\n free to say, Bush went out of the business and chose to go for politics. By now he was all name and no currency. On his fortieth birthday, George Bush came to a cross route in his life where he stop drinking and became a unfaltering Wesleyan with his wife Laura. He became noniceably much serious in changing his calling to strictly politics. He moved his family to majuscule D. C. in 1987 to began working on his fathers 1988 Presidential bm (A&E 1). though he had no official prenomen on the campaign he became his father”s hardest and most trusted worker.\r\nHe be came known as a ingenious speaker and as the campaign”s ships company boss liaison to Christian conservatives, he gained respect for handling volatile diplomatic matters, much(prenominal) as the firing of chief John Sununu, and for swiftly taking care of business (Newsmakers 1). The experience in upper-case letter was one that Bush did non like, even though it brought him closer to his father, he did not like the hostile environment that the political life brought him.\r\nBush still mat that he was trailing base his father”s footsteps with no independence for himsel! of doing some(a)thing different. After his fathers successful election in November 1988 W moved back to Texas with his family, this time dungeon in Dallas. He wasted no time in venturing out to acknowledge something new; baseball was what he found. In a matter of months he poised up a team of flush investors and brought the American League”s Texas Rangers to Dallas. He took role as managin g henchman for the team. He brought support to the team and helped boost attention to the games. By doing this, it brought W much perceptiveness from the Texans and the Rangers.\r\nHe earned an identity of his own which was something he had been struggling a massive time for. He earned a good deal of money through this not bad(p) investment of 606,000, but he walked away with nearly fifteen million when the team was sold in 1998 (A&E 1). He earned this money as just a managing partner in which he only own 5% of the team. After such great success with the Rangers, Bush decided it was time to try a hand in loca! Despite his mother”s opinion, Bush wanted to run as governor of Texas against the powerful Democrat Ann Richards.\r\nWith much advice not to, Bush jumped right into the race objet dart his brother, Jeb, did the same in Florida. With their experience from macrocosm their father”s aid since they were eighteen, they matte they could handle such a super du ty as governor. Many reporters snarl that Bush had such an advantage by just having his last name, but to Bush he feels the complete opposite. W quoted: â€Å"The biggest advantage and the biggest handicap I have is my name” (Newsmakers 2). The campaign against Ann Richard”s was tough, she used sayings such as: â€Å"If he didn”t have his daddy”s name he would not amount to anything.\r\nShe also used names such as: â€Å" shock” to sometimes address him during a logical argument (Newsmakers 2-3). Bush”s response to the accusations was very appropriate, needless to say he did not go to her level of maturity. The debate focus on welfare reform, a crackdown on crime (e! specially juveniles), increased self-reliance and suppose financing for local crop districts, and personal responsibility (Newsmakers 3). Bush is quoted as saying: â€Å"Let Texans run Texas,” this was a message that appealed to all Texans during the campaign (Newsmak ers 3).\r\nBush defeated Ann Richards by 350,000 votes. Elected governor of Texas on November 8,1994; twenty thousand people attended Bush”s inception in Austin, including the famous preacher billy Graham, legendary baseball pitcher Nolan Ryan, photo star Chuck Norris, and, of course, George and Barbara Bush (Newsmakers 3). decorous the 46th governor of Texas, Bush has earned a reputation as a compassionate conservative: who shapes policy establish on the principals of limited government, personal responsibility, strong families and local control (â€Å" governor” 1).\r\nIn an historic re-election victory, he became the first Texas Governor to be elected to consecutive quatern-year cost on November 3, 1998, fetching 68. 6 percent of the votes, 27 percent of the African-American votes, and 27 percent of Democrats and 65 percent of women. He is the first Republican to win the hard Hispanic and elected border countries of El Paso, Cameron and Hidalgo (â€Å"Gover nor” 2). In six months, he signed nearly all of his proposed reforms into righteousness by working closely with Democratic Lieutenant Governor Bob confidential information (Newsmakers 3).\r\nMaking Texas a Beacon State, he has made policies such as: trusty government, better schools, strong families, safer streets, cleaner environment, growing economy are all some issues that he ha! s better during his governorship in Texas. Education is Bush”s first priority in Texas. He has increased 47 percent of the TAAS tests in all parts. The itemize of minorities passing the mathematics portion of TAAS has increased 25 percent.\r\nThe most recent National Assessment of procreational Progress Report Card on Math Achievement showed Texas African-American ordinal graders ranked first in state of matter in improvement, with Hispanic students close behind (â€Å" center”1). Texas eighth graders ranked quaternate in the country on the 1998 National Assessment of Educatio n Progress makeup test. All minority groups and Texas African American and Hispanic eighth graders ranked first and second in the nation. Reading feat has improved 87 percent of all students in grades 3-8 and 10 passed the reading TAAS in 1998, an increase from 77 percent four years ago.\r\nFrom 1994 to 1998, the number of schools rated â€Å"exemplary” move from just 67 to 1,048. During the same time, the number of â€Å"recognize! d” schools more than tripled from 516 to 1,666 (â€Å"Message” 1). He has worked with the Legislatures to increase the state”s share of funding for schools, so that they can: restore local control, strengthen the state”s accountability system, give parents greater choice of schools and to foster competition and creative thinking through charter schools. This allow give the people of Texas an expanded menu of educational opportunity.\r\nHis greatest goal is that every shaver give learn to read by third grade and cont inue to read at grade level or better throughout public school (â€Å"Message”1). Legislation signed by the governor during the 1999 Texas Legislative Session include the largest funding increase for public education in the state”s fib and nearly two billion in tax cuts and relief, the largest tax cut in Texas history (â€Å"Governor” 1). In June of 1999, Bush made the one decision that would transmute the rest of his life.\r\nIt was time to decide if he would once again follow in his father”s footsteps, and become the forty-third President of the linked States. In July, 2000, Bush announced his choice of running lad: Richard B. Cheney, a former congressman from Wyoming who served as Secretary of Defense under Bush”s father and is now in the oil business in Texas (A&E 2). Their opponents would be Al panel and Joseph Lieberman, two strong, powerful democrats. Throughout the campaign of 2000, the candidates were shown to be close in the poles b ecause two had issues that were appealing to the American people.\r\nSome of the main issues are: pro-life, pro-choice, social security, budget and economy, positive action, education, government reform, health care and prescription medicine drugs (â€Å"Issues” 1-20). On November 7, 2000, both candidates await for the winning election of their lifetime. Their life experience would be rolled u! p into one day and two hundred cardinal Electoral College votes. When the night of their lifetime at last arrived, the night ended with no disposal to guide America.\r\nThat night has led to the counting, re-counting, and even hand counting of the ballots. It has also brought on numerous lawsuits from individuals to the parties themselves. It has scaled from local jurisdiction courts all the way to the Supreme tourist court of the United States. Even today, court cases are being heard that each party hopes to win in order to take in finality to the election. Even after the he ap clears and a President is declare, there bequeath always be an uncertainty to the severity of this election in the minds of the people of the United States.\r\nGeorge W. Bush, a man of pride, ambition, and power. He has served the state of Texas as their Governor, and now he has been declared twice our President of the United States of America. bequeath he serve America in the way he claims he can, will he be a leader for all to follow and look up to, will he be the man he acts upon being? The nation waits as the Supreme Court continue to make their rulings to find out which man will take this role as the organization of the United States.\r\n'

'Born-Haber Process Lab\r'

'Chemistry Lab: Haber’s Process (A Computer Simulation) Cherno Okafor Mr. Huang SCH4U7 October 8th, 2012 Introduction The Haber wreak is the process by which ammonium hydroxide water (NH3) is conjure upd. The comp ar for this answer is… The symbol shown in the shopping mall means it is a reversible reception so the product seat crush back into the reactants. Therefore, optimum conditions moldiness be selected to break the bang-upest turn back. When the ship and slow-witted reactions are the same, it is said to be in a state of dynamic counter dimension.The determine of this dynamic residue can be moved forward by ever-changing the conditions the reaction is d champion in. This follows Le Chatelier’s Principle which says changes to a system in sense of balance will move it in an opposite direction. Condition (Dependent Variables)| Effect (Independent Variables)- impart, equaliser prison term, Net Profit| Pressure| increase this will improve t he yield beca physical exertion the forward reaction reduces tweet. However, putting up the push as well as far is impractical and becomes as well as costly. Temperature| A juicyer yield can be obtained by using a low temperature since the forward reaction produces heat, besides this in addition will make up the reaction bumper-to-bumper, and little paid. | Catalyst| The Haber process makes use of accelerator pedals like iron, tungsten, and atomic number 78 to drive up the reaction, however this does not improve the yield. | berth: The conditions of the Haber process must be finely balanced to reach a gang of lavishlyest yield and devaluedest reaction, this is very substantial be type getting this counterbalance will make sure this indus tribulation process is as realizeable as possible.Data Collection and treat (Raw Data): Variables| Results (No Catalyst)| Results (No Catalyst)| Results (No Catalyst)| Results (No Catalyst)| Results (No Catalyst)| Temperatur e (°C)| 658| 660| 663| 677| 680| Pressure (Atm. )| 464| 482| 510| 658| 694| Time to balance (Min)| 10. 16| 10. 17| 10. 17| 10. 15| 10. 15| Yield (%) | 15. 8| 16. 3| 17. 1| 21. 2| 22. 2| measuring rod ($) per twenty-four hour period| 36,454. 36| 36,413. 56 | 36,380. 36 | 36, 361. 71| 36,321. 0| RESULTS: * After this first trial using no catalysts, it is evident that the residuum sequence is extremely slow and unfortunately, tho produces a small yield yet with a bounteous amount of top gain ground per day. * Another thing was the temperature. The lettuce advance and yield seemed to be at its toweringest when the temperatures were set at around the 600-700°C cat. With an extremely low temperature though, the quantify to equilib come turn out was close to a million days, so temperature had to be fair laid-backer(prenominal) * In terms of the imperativeness, it had to be between the 400-700 Atm. ange (not to a fault soaring so that it would yield a high make up and not besides low so that it would yield a low percentage and send a counselling profit) just now just in the middle * I wanted to find balance in my profit and yield, so with no catalyst, I adjusted the bars so that the temperature hold dear was fairly close to the pressure esteem and the terminations were a greater crystalise profit, with a reasonable symmetry time of reaction Variables| Results (With constrict Catalyst) | Results (With press Catalyst)| Results (With Iron Catalyst)| Results (With Iron Catalyst)| Results (With Iron Catalyst)| Temperature (°C)| 468| 475| 472| 473| 479| Pressure (Atm. | 721| 881| 809| 832| 989| Time to Equilibrate (Min)| 10. 18| 10. 16| 10. 17| 10. 16| 10. 18| Yield (%) | 58. 8| 63. 9| 61. 7| 62. 4| 66. 9| Amount ($) per day| 33, 793. 48| 33, 909. 39| 33, 805. 15| 33,893. 81| 33, 753. 80| RESULTS: * After this atomic number 42 trial, I use the catalyst of iron. Iron was by far the around profitable catalyst to use as it was not t hat expensive as the others ( watt and Platinum), and it produced a high yield with a pretty high amount as well * In terms of the temperature, it was a very true 400-500°C clench which is to a fault a very high temperature and the yield of ammonia water water would be high and my lolly profit as well. For pressure, I increased its nourish to the 700-900atm range and this in conjunction with my high temperature range produced the best results as I produced high yields from 50-70% with the exact same time frame it besidesk for the non-catalyst reaction to equilibrate * So obviously with the addition of the iron catalyst, I did not have to take to a greater extent or less time for the equilibrium reaction to take focalise, I rather produced a high yield of ammonia with a fairly large net profit, which was my goal in the first place Variables| Results (With Tungsten Catalyst)| Results (With Tungsten Catalyst)| Temperature (°C)| 429| 435|Pressure (Atm. )| 346| 418| Time t o Equilibrate (Min)| 10. 46| 10. 16| Yield (%) | 50. 4| 49. 9| Amount ($) per day| 19, 506. 24| 19, 495. 86| RESULTS: * Finally, for this last thirdly trial, I used Tungsten catalyst. This Tungsten catalyst was not as economicalal as the iron catalyst, and it also cost more(prenominal). * In terms of temperature, the 400-450°C range which was average because increasing the temperature would have created more economic bothers such as high costs of energy/ business, etc. With iron, it was fairly easy to play around with the temperature, only when for Tungsten it was more challenging. I also had to lower the pressures, still not besides low so that the equilibrium time would be slow, merely not too high either so that I would be losing a lot of profit because of the economic costs * As a result, this adjustments yielded only a little less than what I yielded with iron, however still a fairly high yield. The only reduce was in the net profit, because of the expenses of Tu ngsten. * The Temperature-Equilibrium Considerations: * genius must shift the position of the equilibrium as far as possible to the right in narrate to produce the upper limit possible amount of ammonia in the equilibrium mixture.The forward reaction of the performance of ammonia is exothermic. Therefore according to Le Chatelier’s Principle, this will be favoured if 1 lowers the temperature. The system will respond by moving the position of equilibrium to antagonize this-producing more heat. In order to get as oft ammonia as possible in the equilibrium mixture, one ineluctably as low a temperature as possible. * The Temperature-Rate Considerations: * The lower the temperature one uses, the slower the reaction becomes. In this case though as a fabler, I am trying to produce as much ammonia as possible per day.It makes no sense to try and achieve an equilibrium mixture which contains a very high proportion of ammonia if it takes several years for the reaction to reach t hat equilibrium. Therefore, one needs the gases to reach equilibrium inside the very bypass time that they will be in contact with the catalyst (or without) in the reactor. * During my experiment lab, I noticed that the temperature range of 400-700°C is a compromise temperature, producing a reasonably high proportion of ammonia in the equilibrium mixture, but also in a very short time. * The Pressure-Equilibrium Considerations:There are only 4 molecules on the left-hand side of the equation, but only 2 on the right. consort to Le Chatelier’s Principle, if you increase the pressure the system will respond by favouring the reaction which produces fewer molecules. That will cause the pressure to fall again. In order to get as much ammonia as possible in the equilibrium mixture, one needs as high a pressure as possible. * The Pressure-Rate Considerations: * increase the pressure brings the molecules closer together. In this crabby instance, it will increase their chances of hitting and cohesive to the surface of the catalyst where they can react.The higher the pressure, the better in terms of the rate of a gas reaction. * Economic Considerations: * rattling high pressures are extremely expensive to produce on two accounts: * One has to build extremely strong pipes to dissent the very high pressure. * Also, high pressures cost a lot to produce and plain maintain. That means that the running costs of your manufacture are very high for you. * During my lab, I noticed that 200 atm is a reasonable choice of pressure. If the pressure used is too high however, the cost of generating it exceeds the scathe you can get for the extra ammonia produced. The Catalyst-Equilibrium Considerations: * The Catalyst actually has no require whatsoever on the position of the equilibrium. Adding a catalyst does not produce any(prenominal)(prenominal) greater percentage of ammonia in the equilibrium mixture. Its only function is to speed up the reaction. * The Catalys t-Rate Considerations: * In the absence of a catalyst, the reaction is so slow that intimately no reaction happens in any sensible time. The catalyst ensures that the reaction is fast enough for a dynamic equilibrium to be set up within the very short time that the gases are actually in the reactor.Conclusion: To sum up, the mark of this computer simulation lab was to produce a high yield of ammonia with as high a net profit as possible, while considering the economic factors such as energy cost, and production cost, and even catalyst costs. It turned out that I was prohibited from using platinum as a catalyst because it was too expensive. Out of the remaining catalysts: Iron, and Tungsten, Iron was the more or less efficient and profitable one as it is less expensive and yielded a great amount of ammonia while I was able to make a large profit as well.The Tungsten catalyst did yield a fairly high amount of ammonia, however not a very high net profit was made from it and this is again due to the economic implications of energy and production as mentioned. When I did not use any catalysts, the problem was that the time to equilibrate the reactions was atrocious, and very slow. With the criteria â€Å"highest yield and fastest reaction” in mind, the most optimal combination to produce ammonia was the 400-500°C (479°C) temperature range, with the 900-1000 Atm range (989atm). and on with the iron catalyst produced 66. % of ammonia, and at least(prenominal) $33, 000 in net profit. I chose this result as the best one because of the balance of the dependent variables of time, yield, and net profit. I could not find my way up to at least $34, 000 or above in net profit with the iron catalyst. I only managed to exceed that profit when I did not use any catalysts, but again the reaction time is way too slow and hence senseless. I probably could have kept on going to gradually adjust the temperature and pressure one by one to bear for an even higher yi eld and net profit, but time is an issue and I would have to sit for a capacious time doing this.\r\n'

'Programming software can be good for children Essay\r'

'Programming package spate be good for children with the correct guidance. Antonio Garcia Vicente at only six days old entered to the three-year-old programmers club of Valladolid University to learn how to create video seconds with the computing device and roving devices. He created his first video game at s regular(a) old age old to second his classmate to correct their understanding of the classes. Maria Vicente, his m separate, and parcel engineer explain that children, computers and officious devices atomic number 18 meant to be misunderstood. \\”Children argon capable of doing to a greater extent(prenominal) things with computers and energetic devices scarcely the elders believe that everything is very delicate, and it is, but children become more imagination and they are not afraid to endeavor things.\\” (Tosas, 2016). Due to the fact, there is evidence showing that victimisation computers and mobile devices could be harmful to children who are 4-6 eld old, the parents and educational institutions can teach the children how to character aright it, can improve their growth.\r\nOpponents said that children who are expose more than ever to computers and mobile screens are more prone to addiction and depression. Even though specialists in psychology from the Childish Hospital Federico Gómez at Mexico City explain that, these negative effects are avoidable by limiting the use of computers and mobile devices (Univision, 2015). It is necessary to balance the time spent with those devices with other activities important for their development such as sensible exercise and societal coexistence. Mark Baley, Director of the peaceful University Child Learning and Development Center describes how a 5-year-old child fascinated with the Titanic received an interactive CD-ROM with a large screen computer. As he piloted this virtual tour of the Titanic, friends who wanted to reveal the story and see the pictures surrounded him. He had to use the mouse carefully and precisely to navigate this tour. His social skills and small motor skills began to show improvement all over a couple of weeks (Naeyc, n.d).\r\nOpponents consider children between 4-6 years old who use computers and mobile devices at risk of potentially irreversible eye damage because of aristocratic nimbleness emissions from those screens. Whereas these conditions can be treated and prevented with fastness breaks and blinking, the hazards of accrued exposure to blue light are still relatively unknown. In 2014, a US study showed artificial retina cells grown in a laboratory were destroy when exposed to blue light (Ongaro, 2014). However, they were exposed directly to the blue light for numerous hours that is why they were destroy. This is because they don´t arrive the immanent blinking that children naturally have. The parents have to educate the children to reach continuous blinking, take approximately breaks, do slightly exercise s and look at distant objects for 10-30 seconds periodically, so that children can rest the muscles they use to see. In addition, the new technologies same the fast refresh rate, high resolution, automatic visible light and contrast are in favor of children´s ocular health.\r\nOpponents argue that there is a oppose with obesity because sitting in a chasten in front of a computer and mobile devices can trap children between 4-6 years old, without even thinking to go to the toilet. However, according to Health ken Community, the advancement of computers and mobile devices forget make the neighboring generation more active, not less (2016). With the advances in smart phone technologies and high accuracy GPS systems, there are entirely new fun carnal activities for children. The Sworkit Kids mobile app virtual platform for free was natural with the mission to turn physical exercise into a game by providing parents and kids with personalized activities focused on improving fl exibility, strength, and agility. This app is to motivate children to play sports, is suitable for 4-6 years old, and encourages them to be entertained and propel.\r\nIt is evident that using computers and mobile devices on children between 4-6 years old could be unhealthy, but all those arguments are avoidable with the guidance of parents and educational institutions. Those technology devices will not disappear, the children have to be educated to optimize its use. The computers and mobile devices will not negatively affect the children´s education capacity if their parents limit the time spent on it and combine it with other activities. The computers and mobile devices now have better screens and children educated to blinking, take breaks and do some eye exercises after their use, so that they will not damage their eyes. With the mobile devices and its technology, children and their parents will be motivated to do some physical exercise to improve their flexibility, strength and agility.\r\n'

'Hairstyle and Mobile Hair\r'

'* Conduct an internal and external environmental abbreviation for your proposed business. * Use the information obtained from your internal and external abstract, as well as the lesson learned from the Considerations of a strategic Plan: List assignment. Create a SWOTT bow summarizing your findings. Your environmental analysis should take into account, at a minimum, the following factors. For each factor, identify the ace elemental strength, weakness, opportunity, threat, and trend, and include it in your t fitted. * External forces and trends considerations: * Legal and restrictive * Global Economic * Technological * Innovation * well-disposed * Environmental * Competitive analysis * Internal forces and trends considerations: * outline * Structures * Processes and systems * Resources * Goals * Strategic capabilities * Culture * Technologies * Innovations * Intellectual property * lead * Write a 1,400-1,750-word synopsis in which you crumble at least seven of the forces an d trends from the list above. Your analysis must(prenominal) include the following: Include economic as well as legal and regulatory forces and trends. Critique how well the organization adapts to change. report issues and/or opportunities: secern the major issues and or opportunities that the company faces based on your analysis above. Generate a hypothesis contact each issue and research questions to economic consumption for conducting analysis. Identify the circumstances surrounding each issue; distinguish the circumstances; attri excepte the importance of each variety; and test the accuracy of the importance for each classification. PROPOSED origin liquid tomentum Designs is a new and cheery option for consumers who wish to receive a coppercut or new tendency but is non equal to displace to a beauty shop.This review give stria the mission of busy tomentum cerebri Designs. peregrine cop Designs vision is to wee its full potential and achievement by sati sfying on the whole guests who wish to use this unique service. For smooth hair Designs to be palmy ethics and social responsibility allow be part of the mission. Mobile haircloth Designs is committed to reach consumers non capable to travel to a hair beauty parlour or barbershop. Mobile Hair Designs pass on progress to an effort to help people not feeling well, feel remedy about themselves by giving them a hairstyle of their choice.Mobile Hair Designs realizes when unity looks good, one then starts to feel good. Mobile Hair Designs leave alone send a caring and kind-hearted styler to each customer. Mobile Hair Designs will croak a company consumers will be able to count on for their hairstyles. Mobile Hair Designs will not only be mobile but also there will be stationary postures as well, Hair Designs. Hair Designs understands it is nice to switch an evening out if the customer is able. If they are not able to come to the salon, we will be joyful to go to them. Hair Designs will feel like a mini- back away to its customers. Mobile Hair Designs will bring the retreat to the customers. Mobile Hair Designs and Hair Designs will be a company customers will be able to count on. This service is not limited to one age group we are willing to style all ages. Mobile Hair Designs will travel up to a 30 mile-radius from any stationary location. If the customer wants to come to a stationary location we will happily be willing to interchange the customer to and from Hair Designs. A business must have defined guidelines and principles.The value of Mobile Hair Design and Hair Design are principal(prenominal) to its success. â€Å"Defining your beliefs and guiding principles is important to running a successful business (Sugars, April). ” Guiding principles and determine armed service as the basis of reasoning and action for Mobile Hair Designs/Hair Designs. Mobile Hair Designs/Hair Designs will only employee experienced licensed hairdresser w ho have a clean background quit and a clean driving record. The stylist utilise by Hair Designs will be compassionate and patient with all customers.The value and ethics have by this company will be admirable. Mobile Hair Designs/Hair Designs will use its values and ethics as a guide throughout its life in all situations, irrespective of changes in its goals, and strategies. The mission, vision, and values guide will be the mother wit for Mobile Hair Designs/Hair Designs strategic direction. â€Å"Mission, vision, and values are supposed to be the North brainiac of strategic planning, the beacon by which organizations set their strategic compasses and then align their everyday priority consideration (Logan, 2004). The mission has been set in place so employees, managers, stockholder, and customers know what is expected from Mobile Hair Designs/Hair Designs. The mission will help keep all employees focused on what our purpose is as a business. Mobile Hair Designs/Hair Designs vision has been set in place to have goals. The vision acts as a spring board into the future of this business. The success of this business will depend upon the values demonstrated. Mobile Hair Designs must demonstrate a caring and compassionate attitude at all times to the customers.Customers must be able to trust the stylist so they will welcome them back to their home. alternatively than post Mobile Hair Designs/Hair Designs mission, vision, and values on a wall, they will be demonstrated. This nous will constantly be communicated to all employees. Mobile Hair Designs/Hair Designs is committed to its customers. We are a customer service-based organization. We depend on the happiness of the consumer to make this a successful business. If a customer is not able to come to our salon we will happily go to the customer. If the customer wishes o twaddle our salon we will provide him or her with appropriate conveyancing. If the customer is handicap and wants to visit our salon by our transportation we will be able to do so. The competitory advantage Mobile Hair Designs/Hair Designs will have over other salons is the convenience we straits to our customers. We are willing to do whatever it takes to take in a customer receives his or her haircut or hairstyle desired by compassionate and skillful stylist. Mobile Hair Designs is new and innovative. The employees at this organization are genuine and compassionate.The goal is to make people feel better about them when they are not able to visit a salon. Rather than sitting at the salon waiting for walk-ins we are on the move manner of speaking the hairstyle directly to the customer. References: Sugars, B. (April, 2010 2). What are Your guiding principles?. Entrepreneur, Retrieved from http://www. entrepreneur. com/startingabusiness/startupbasics/startupbasicscolumnistbradsugars/article205846. html Logan, J. (2004, March). Mission, vision, values. Retrieved from http://www. loganstrategy. ca/content/articles/ mission. pdf\r\n'

'Jack London and His Call of the Wild Essay\r'

'â€Å"He was sounding the deeps of his nature, and of the move of his nature that were deeper than he, going back into the womb of Time. ” †labourer capital of the United Kingdom, The portend of the Wild, Ch. 3 ( tinkers dam capital of the United Kingdom Quotes). This quote summarizes the achiever of scalawag capital of the United Kingdom’s report pass date in one simple sentence. capital of the United Kingdom’s success and passion for his naturalist style mass be commissioned to the way in which he was raised, and his experiences during his life season. Jack capital of the United Kingdom, was born John Griffith Chaney on January 12, 1876 close San Francisco, California.\r\nHis pay back was abandoned by capital of the United Kingdom’s real father, William Chaney a traveling astrologer, shortly aft(prenominal) it was disc all overed she was expecting Jack. This afterwards influenced London’s closing to leave his family at a young age. His m a nonher(prenominal) remarried quickly, and Jack took on his stepfather’s name, London. Because of complications, London was earlier raised by Virginia Prentiss, a former slave, until he was more or less five years of age (Stern 700). The family lived in poverty, and he had many a(prenominal) siblings, but was not specially close with any of them (Jack London Biography).\r\nAt age 13, he quit school, borrowed money for a boat, and began harvest oysters in the Pacific Ocean. By the age of 15, Jack was a prospered business man, and cognise around the docks as â€Å"The King of the Oyster Pirates” (Stern 700). He ulterior reflected on this difficult time by stating, â€Å" lifespan is not a matter of holding unplayful cards, but sometimes, playing a poor knock over rise” (Jack London Quotes). He was later caught in this illegal act and then hired as part of the coast patrol because of his extensive cognition of the sea.\r\nAfter a voyage to Ja pan with the patrol, he re free reined to California in the middle of a quoin (London, Jack). After struggling to find a regular(a) job, London joined Coxey’s army, a tooshie organization (Jack London Biography). After becoming bored with that, he enrolled in high school and sinless a four year degree in just one year. Shortly afterward, London enrolled at the University of California on borrowed money (Jack London). While care the University he spent large amounts of time in the school’s library reading the bulky collection of books.\r\nAmong these were works from Friedrich Nietzsche, Karl Marx, and nearly importantly, Charles Darwin. Influenced by his readings, London created his own fusion of socialism, male dominance and exsanguine superiority beliefs (London, Jack). In fact, some experts even tinge to his books, White Fang, and The Call of the Wild, as fiction versions of Darwin’s Evolution (Stern 700). In the middle of London’s college caree r, the early Klondike gold rush began. In 1897 alone, over 30,000 men, London among them, rushed to the Yukon territory in depend of the precious metal.\r\nThe majority, like London, returned un happyly. Although he didn’t embark on rich on gold in the Yukon, he would later be rich on something else from the cold, rocky place; his memories, inspiration for two of his most successful novels, White Fang and Call of the Wild (Yukon). Around the turn of the century, Robber-barons as they were called, monopolized businesses, companies, then entire industries. Jack knew this fact, and believed that writing was his only way out (Jack London).\r\nLondon’s very first writing success Typhoon saturnine the Coast of Japan, inspired by his trip to Japan, came in 1900, the same year he married his first wife, Bess Maddern. Together they had two daughters, Joan and Bess (Jack London Biography). During his first marriage, London published some of his most successful stories, incl uding Call of the Wild (1903) and Sea Wolf (1904) both in which he dramatized â€Å"atavism, adaptability, and the appeal to the wilderness” (Jack London). In 1905, avocation an affair, London divorced Bess Maddern and married Charmair Kittredge.\r\nHe later used his second spouse’s parting as the protagonist in many of his works. London encouraged Charmair to pursue writing, and with his help, published three books, including a biography over Jack because of his eventful last(prenominal) (Stasz 1). Later that same year, London found his unfeigned love, sweetheart Ranch. Later in his life he stated, â€Å"I keep for no other enjoyment to add the beauty that now belongs to me. I write a book for no other apprehension than to add three or four one hundred acres to my magnificent estate” (Jack London Quotes). London’s only true love perhaps, was the wilderness, traveling, and the colossal outdoors.\r\nIn his later years he was well traveled, visiti ng Japan, Canada, Cape Horn, Australia, and even Mexico (David 1). London had just about completed his dream house on Beauty Ranch when it mysteriously burned down; arson was suspected. From then on London’s wellness slowly but steadily declined. Jack London died on November 22, 1916 due to Kidney failure (Stern 700). Jack London is often considered the first American author to take a leak international fame through his fiction works alone. Although a very successful author, even in other countries, London’s books also received rough-cut criticism.\r\nHis ideas and concept were said to, lack consistency and precision. He also struggled with other thoughts. He wrote and back up women’s suffrage, yet believed in male dominance. London supported white superiority, yet thought it was shameful that, the reckless white men destroyed the cultures of the natives he had seen plot of ground searching for gold (Stasz 1). Despite being known for his novels, London als o wrote a few non-fiction books, and many short stories, his most famous being To hold a Fire, inspired by his own adventures in the Yukon (London, Jack).\r\nAlthough London went through many adventures, he did not credit these to his inspiration. When asked where he received his inspiration he answered, â€Å"You can’t wait for inspiration. You subscribe to to go after it with a club” (Jack London Quotes). Jack Londons writing’s are some of the most famous works of naturalism of all time. They have been described as, â€Å"works that deal romantically with principal(a) struggles for survival. He is one of the most extensively translated of American authors” (David 1).\r\nJack London was a go-getter. Although he died at a young age (40), he unadulterated much during his lifetime. The proper function of man is to live, not to exist. I shall not waste my days in trying to prolong them. I shall use my time” (Jack London Quotes). London’s suc cess and inspiration for his naturalist style can be accredited to the way in which he was raised, and his experiences during his lifetime. For without these, London would’ve had zilch to write about. Because of the role fate played in his life, London grew to become one of the most successful authors of all time, and his books continue to sell in our modern-day day and age.\r\n'

'Professional Abilities Essay\r'

'There are several organizations for each pro for example: teachers, social workers, accountants and business owners fitting to c both up a few. Then there are sororities and fraternities which represent of solely of these captains in one melting pot. The headmaster organization which I will describe in the paper is the National standoff for the Education of preadolescent Children (NAEYC). As an employee in a Child condole with Facility being apart(predicate) of this organization undersurface serving mend my concerner if I fill to become the director in a few months.\r\nThe following paragraph describes the history of the organization and what it has do for the primordial pip-squeakishness program. As a female parent of 5 with 4 attending school in the worldly concern school governing body this organization is in the public eye and moving forward with drives to mitigate the beforehand(predicate) puerility system and help teachers, parents and coitus to unde rstand how important our children’s nurture should be to us.\r\nI can join this organization and help to change laws that can have an impact for not only my children but in any case grandchildren, nieces, nephews and the children that attend my child care facility my eyes could be open to fresh information, meeting people from in all aspects of life at the national meetings and even go to Washington DC to help influence them to increase the funding, or patch up changes to existing policies regarding archaean childishness education.\r\nNAEYC’s missionary work is to serve and act on behalf of the needs, rights and well-being of all infantile children with primary focus on the supply of educational and growingal services and resources. National affiliation for the Education of Young Children has become the nation’s premier organization for early childishness professionals†set research- bestiald standards and providing resources to improve early c hildhood program quality, compound the professional cultivation and working conditions of program staff, and to help families learn somewhat and understand the need for senior high quality early childhood education.\r\nThrough fix statements, work with another(prenominal) organizations, and its national voluntary accreditation system, NAEYC has been the attractor in promoting excellence in early childhood education for all young children from birth with age 8. NAEYC’s roots extend to the mid-twenties when professional researchers and educators began organizing nursery schools for young children. Concerned about the quality of the proliferating programs, Patty Smith Hill determine a multidisciplinary group of 25 individuals, among them Arnold Gesell, Lois Meek (Stolz), and Abigail Eliot, to figure the need for a new linkup.\r\nA public conference was held in Washington, DC in 1926. By 1929, the group was organized as the National Association for Nursery Education (N ANE) and had published its first containâ€Minimum Essentials for Nursery Education. In 1964, NANE was reorganized as the National Association for the Education of Young Children (NAEYC). in any case that year, the federal Head Start program was launched, cerebrate public precaution on preschool education.\r\nIn the early 1980s, concern about the quality of early childhood services available to the burgeoning routines of families seeking child care and preschool programs for their young children led NAEYC to begin readiness a national voluntary accreditation system for early childhood programs. NAEYC’s work in evolution position statements and setting standards for different aspects of early childhood education continued throughout the 1990s.\r\nThe National lend for Early puerility Professional Development focuses attention on improving the quality of preparation and current professional development for teachers of young children by providing a place to learn fro m researchers about new developments and evaluations of pedagogy, curriculum, assessment, and teacher education. By its 75th anniversary in 2001, the association was engaged in a project to create its accreditation system (scheduled to be fully implemented in 2006). livelihood provided by a variety of contributors has been submissive to the success of this effort.\r\nIn addition, a comprehensive restructuring of its concord groups (most of which successfully re-affiliated in 2004) had also been launched. Interest Forums were completed as a membership benefit in 2001 to encourage communities of learning on issues related to the NAEYC mission. Funding provided by the Doris Duke Charitable Foundation enabled NAEYC to establish the bread and butter Teachers, Strengthening Families project to prevent child cry out and promote children’s healthy social development by helping teachers better communicate with families on difficult issues.\r\nThe Association also adopted standa rds for professional preparation associate degree programs in early childhood education and launched plans to develop an accreditation system for these institutions. This effort has been generously supported by a number of contributors. The results of earlier efforts to build the Association’s constitution presence are clearly visible in 2004. Affiliates and members receive training, technical assistance and resources to help them improve the capacity of their efforts to promote good public policies and investments in affordable, high quality early childhood education programs.\r\nNAEYC is recognized as a leading contribution in Congress and in state capitols on what is needed to help improve early childhood programs and services for all young children and their families, ranging from child care and Head Start, to early elementary grade class period programs and appropriate assessment. Early childhood educators look to NAEYC for journals, books, and other resources that co mbine a solid research base and information and features that make them highly accessible and multipurpose for practitioners, teacher educators, and policy makers.\r\nNAEYC Conferences continue to be the meetings that just can’t be missed, serving a critical convening function for the early childhood profession and providing a valuable professional development opportunity. Approaching its 80th anniversary, NAEYC is proud of its traditions, but also looks to the future. The Association is committed to becoming an ever to a greater extent high performing inclusive organization that invites all individuals, families, communities and organizations to work together to improve the lives of all young children.\r\nThey swirl an Associate Degree Accreditation Program too many Universities that have programs in Early Childhood to make sure they are preparing their students for their career. They also offer Early Childhood professionals resources to improve their practice through trai ning and professional development. After reading all the above information we should all be apart of this type of organization that cares greatly for the education system that our child (ren) participate in on a daily basis.\r\n'

'Elmo makes Music Essay\r'

' benni street live concerts ar kn profess for providing kinetic raises which feature interactivity for children. The â€Å"Sesame road Live: Elmo Makes Music” concert, was held at the Memorial Auditorium on January 16, 2009. The fancy consisted of two acts, comprised of multiple skits each. This makeat totallyowed for a rapidly changing mix of sets and costumes, which help to encourage a horse sense of excitement and expectancy for the audience.\r\nThe junto of visual and medical fussytyal expression †each with many another(prenominal) quick-paced variations †explored the universality which is implied in medicament, expressed at a level which even small children could understand. One of the signalize elements of the Sesame Street live ushers is the presentation of harmony as a spectrum of feelings and colors. To this end, the melodic numbers provided a great range of styles and moods, from dance-numbers to more pensive, introspective melodies.\r\nT he jumpicipatory aspect of the march is likewise a tell apart to its resonance and high entertainment value. By oblation music which features bold, often simple melodies and stark, expressionistic musical tones, the children in the audience ar able to desire on their natural instinct to clap, sh come out of the closet, and sing-along. In this way, ‘Sesame Street live: Elmo Makes Music’ has a special musical message for the children, which is that music is a part of each and e rattling one of them.\r\nno exit their special(a) place or station in life. By encouraging children to sing along, or to get in in the show by using their detainment and stamping feet to keep the rhythm of the music, the show promotes a sense of integration and communal experience which is ure to last uttermost beyond the confines of the concert hall. Additionally, because the premise of the show was establish upon continual surprise, the children in the audience are left with a sense o f open-possibilities and wonder.\r\nFor example, the plot of the show centers around the idea that the actual band that was conjectural to perform could not do so, because the truck with all of the music teacher’s instruments did not come through on time. Accordingly, the whole show focuses around surprise Jenny, the music teacher who was upset because of her missing music instruments. The sesame street cast members decided to form their own band by creating percussion instruments and such, out of articles that they found, and could produce sound with.\r\nThis is an obvious â€Å"allegory” for the item-by-item talents and capacities that each person holds within them; taken together, as a community, these capacities and talents make â€Å"music” which can to a fault be seen as social harmony and heathen understanding. Specific songs included the rhyming poetically based ‘Sunny Days’ Sesame Street theme, as well as ‘What Makes Musicâ€℠¢, and the popular ‘Who be the People in your Neighborhood’. There was also a saucy little number called the cooky Crumba Rumba which lent a sultry, rumba tick off to the program.\r\nSince the Rumba is a romantic dance that uses a lot of hip action and body movement, I leave it to your imagination to picture the comical aspects of this particular musical performance. Historically the rumba requires the performer to show plenty of emotion, and the fake heads were stuck in permanent grins, which make it even funnier. The Alphabet Dance, Fuzzy and Blue and Elmo’s World concluded practice I. In Act II the band led off with in concert we will Make Music, and this was followed by a humorous Bert and Ernie’s version of the famous Bee Gees Disco plastic film Boogie nights.\r\nBert was dressed up in the unforgettable John Travolta white polyester suit. Other numbers such as Triangle Cheer and a very lively Rockin’ Robin were especially fun. Percussion instruments emphatically predominated, with an occasional wind instrument, as in the scour Bang Whistle and Crash, skit. Thank You for the Music was just about reminiscent of the Carol Burnett theme, ‘So Glad we had this fourth dimension Together’. The last scene the new music teacher Jenny joins in, with the official Sesame Street Band.\r\nThe concert was a treat for the children, and the most voiceless part of all for parents seemed to be explaining to their children why they could not join their friends on stage. Elmo Makes Music invited audience participation, and the children were excite to use their voices to sing, and their feet and hands to produce sounds as their own personal percussion instruments, to keep time with the pound and tempo. Because the overall theme of the show is that of communal inclusion, the chemical mechanism and techniques used in creating the aesthetic approach of the show gives the show a sense of wholeness and authenticity.\r\n'

'New Developments in Technology Management\r'

'The instruction of plan erudition comprehension comprehension counsel has a long hi trading floor in handicraft domesticates. However, the genius and focus of much(prenominal) curricula get under unrivalleds skin changed in up commencement exercise divisions, due to several panaches. The move up of a sustain emerge- found thriftiness has brought greater attention to the instruction and billsmaking(prenominal)isation of clever property (Markman, Siegel, & adenylic acid; W even off, 2008).Questions regarding the appropriate job forges to bring up successful commercialisation reserve been further heterogeneous by the rise of â€Å"open-source” base (e. g. , Linux, a softw ar company that has captured substantial market sh ar). And bleak institutions (e. g. , incubators and skill set; Phan, Siegel, & antiophthalmic factor; Wright, 2005) and parvenu organisational forms (e. g. , explore fancy stick ventures [RJVs], and design eruditi on alliances) stick out emerged that whitethorn too wealthy person profound effects on engineering circumspection upbringing.Nonprofit institutions, approximately nonably universities and federal official laboratories, own become much more assertive in protecting and exploiting their cerebral property (Siegel & international antiophthalmic factorere; Wright, 2007). Such institutions, es324 Copyright of the academy of vigilance, all rights reserved. limit may not be copied, emai register, posted to a listserv, or several(predicate)wise transmitted without the copyright pallbe arr’s express written permission. Users may print, download or email articles for individual employ besides. pecially universities, ar also working much more nigh with assiduity and political relation.These tr eat ups and ontogenesis involvement of assemblement and nonpolitical scienceal institutions in intromission and commercialization come led to growing internat ional recognition of the narrowness of engine room precaution fosterage as it is arranged today. around worry and engineering trails consent responded to these festerings by courseing naked as a jaybird tracks and curricula related to expert entrepreneurship. Some countries with centralized informational systems (e. g. , Japan, corking of Singapore, and Ireland) argon graduating â€Å"bilingual engineers” with capabilities in applied science and dividing line.Yet, this trend of marrying applied science with steering education is still furthest from cosmos in the mainstream. An opposite cardinal reading in stimulating and changing the nature of the motive for engineering practisement education is the rise of knowledge and intellectual property focussing as a headmaster theme. In legion(predicate) countries, national g overnments direct have a bun in the ovened these initiatives by en- 2009 Phan, Siegel, and Wright 325 acting legislation to acce lerate kind beings†clandestine look into severnerships, applied science alter ( by means of and through patenting and licensing) from universities to firms (e. g. , the Bayh†pogey typify of 1980), and collaborative explore.For extype Ale, the EU, China, and Singapore have conventional engineering-based venture funds to stimulate the suppuration of applied sciencebased start-up companies. In the United States, the national â€Å"public bea venture capital” for applied science-based untested ventures, the base strain line designing query (SBIR) broadcast and numerous state-level architectural plans with equal goals (e. g. , Ben Franklin engine room Partners, Pennsylvania, and the Massachusetts proficient schoolnology ripening Corporation) have propelled applied science pitch rationalizes to the forefront of university engineering science way curricula.Government is also providing subsidies for investigate control stick ventures invo lving universities and firms (e. g. , the Commerce subdivision’s go engineering Program/ engine room Innovation Program), divided use of expertness and science laboratory facilities (e. g. , the inwrought in brass Foundation’s public figure look for Centers and Industry†University Cooperative explore Centers), and computer programmes to raise prudence and entrepreneurship education among scientists and engineers (e. g. the Science Enterprise quarrel in the U. K. ). These and opposite trends discussed here have led to experimentation and innovation in engine room counselling pedagogy and content, which is the focus of this special surface. For ex adeninele, it is obvious that the rise in collaborative explore and commercialization has historic educational implications, since it implies that group-work has become more main(prenominal) in science and engineering, especially when both innovation and commercialization be knotty.This has resul ted in the increasingly popular use of real-life team projects as the primary method of delivering discovery-based larn. Our map in this special anesthetize is to assess the implications of these trends for engineering science direction curricula in line of reasoning schools. In flush 2008, we publicationd an open Call for Papers on the academy of oversight website, the neighborly Science look into Network, and other(a) venues. We received 38 manuscripts, which were reviewed according to AMLE standards for the inquiry & international angstrom unitere; Reviews section.Papers were also solicited for the Essays, Dialogues, &type A; Interviews and Exemplary Contri stillion sections, which were subject to the usual peer-review carry through. Based on the results, we selected several manuscripts for inclusion body which ar summarized in delay 1. The remainder of this raise is organized as fol- lows: First, we describe youthful public policy changes, which have prom oted university†industry get outnerships, collaborative look, and technology steer from universities and federal labs to the semi hush-hush sector.Then, we discuss the educational implications of these trends, drawing on some of the lessons learned from the cover in special issue. Finally, we outline an agenda for additive enquiry on technology focal point education. semipublic POLICY INITIATIVES INFLUENCING TECHNOLOGY MANAGEMENT In juvenile decades, we have witnessed rapid growth in the incidence of a variety of search partnerships and technology commercialization involving corporations, universities, nonprofit organizations, and government agencies.This growth grass be attri alo requisite to three policy initiatives: • Policies promoting the transfer of technology from universities and federal labs to firms • A large increase in the incidence of public†sequestered partnerships • Relaxation of antitrust enforcement related to collaborative look Extype Ales of such(prenominal)(prenominal) technology partnerships atomic number 18 research substancet ventures, strategic alliances and networks involving high-technology organizations, industry consortia (e. g. SEMATECH), joint research and schooling agreements (CRADAs) involving federal labs and firms, engineering research centers (ERCs), and industry†university cooperative research centers (IUCRCs) sponsored by the U. S. bailiwick Science Foundation, federally funded research and discoverment centers, science parks and high-technology incubators (many of which are located at universities), and licensing and sponsored research agreements involving universities, government laboratories, firms, and university-based start-ups. Table 2 summarizes the pick out U. S. egislation promoting government†universityâ€industry partnerships, collaborative research, and technology transfer/commercialization. The come together primary(prenominal) legislation in this regard is the Bayhâ€Dole Act of 1980, which dramatically changed the rules of the game with find to the will power of intellectual property rights of technologies emerging from federal research grants. Bayhâ€Dole conferred the right to universities to patent and clintention the scientific discoveries arising from U. S. government-funded research, instituted a uniform patent policy crossways federal agencies, and lifted numerous occupyrictions on technology licensing.As a result of this legis- 326 Academy of Management eruditeness & angstrom; rearing kinsfolk shelve 1 Summary of Papers Authors Barr, Baker, Markham, & vitamin A; Kingon gravest nonpareil search Question Discovering how to t each(prenominal) technological entrepreneurship skills that will deal out bridge the â€Å"valley of death” in trot amid introduction of technology and emergence of a commercial venture. supposition/Framework Van Burg et al. (2008) science-based blueprint framework of fin factors critical to enhance science-based start-ups; cognitive theory; theory of political programned action.Data/Methods Analysis of victimisation of a COT program for MBA, PhD, and master’s schoolchilds at North Carolina State over 14year period. Findings/Conclusions Enactive statement experiences have to be perceived as current and real to have desired effect; enormousness of loosely structured handson busyment; program make to be real, intensive, interdisciplinary and iterative; privation to ready temporal checkpoints, decenter furrow plans, to structure large blocks of time, to strain and balance team diversity, generate technology flow, take care of idiosyncratic heuristics.Signifi usher outt overbearing effects of the program on student perceptions of the multidisciplinary capabilities needed to plight in a technological crinkle surroundings. Thursby, Thursby, & adenylic acid; Fuller What are the benefits and challenges of integrated ascendes to ammonium alum education in technological entrepreneurship? Theory of the Firm†scotch Approach to paygrade. Austin, Nolan, & adenylic acid; O’Donnell How to bod a student experience in technology management that addresses the eruditeness calendar method of birth control more completely, while maintaining very high levels of student adoptment. Experiential learning theory.Ordered logit analysis of program perspicacity data including pre- and postsurveys and a control group relating to a NSF-sponsored integrated program at Georgia Tech and Emory University involving PhD, MBA, and JD students. Programs at universities in two countries, MNC executives, and open enrollment course at a handicraft school; combination of strip and traditionalistic lecture-based approaches; narrative approach based on monomyth; student course feedback and followup 1 year after. Verzat, Byrne, & adenylic acid; Fayolle Boni, Weingart, & Evenson What program line methods stubful b e used to create entrepreneurial engineers that have a keen sense of teamwork? ar games an appropriate pedagogical device to hit the peculiar(prenominal) learning needs of engineering students? Can games dish engineering students learn about teamwork? How to teach skills of creating luxuriant innovations and germinate tonic disdain opportunities through mix entrepreneurial thought and action, design hazarding, and team manakining. Education science and team process; Kirkpatrick’s 4level power structure of military rank. Use of team games in a traditional elitist french training context that emphasizes individual learning; paygrade data collected from 111 groups on sign retort to the game and interviews 3 months later.Approach works at multiple student levels with same materials but ferocity differs crossways groups; able to use with previous and finishing touch courses; approach acts as a leveler in illuminate as all sens engage with the ‘storyâ₠¬â„¢; issues busheling integration of supplementary materials, lack of ‘closure’ in each class, use of fictionalized lineaments. Games rated a positive reaction from students despite being an informal departure from standard formal approach; real learning return in exposing students to importance of team working.Disruptive innovation, entrepreneurial leadership, design thinking, and team building. Capstone course for MBA Entrepreneurship in Organizations & Design master’s students at Carnegie Mellon involving team teaching; Multidisciplinary teams of designers, technologists, and business student entrepreneurs. It is important to hold out three perspectives for in effect(p) commercialization of innovation: (1) entrepreneurial thought and action, (2) design thinking, and (3) teambuilding.A key feature of this project-based course is the collaboration among MBA students and civilise of Design students, which leads to the breeding of revolutionary bus iness opportunities. (table continues) 2009 Phan, Siegel, and Wright 327 TABLE 1 keep Authors Clarysse, Mosey, & Lambrecht mention question Question What are implications for victimizations in technology management education of modern challenges such as globalization, open innovation, and the need for somatic renewal (and venturing)? Theory/Framework technology management skills provision.Data/Methods Qualitative analysis based on interviews with 10 technology management education entreat- and supply-side actors in universities, consultancies, and corporations across europium. Findings/Conclusions applied science Management Educations is a dynamic field of view of honor moving from traditional MBA center programs towards more entrepreneurial ‘bootcamps’, from a case study oriented teaching style towards a mentoring approach and from an vehemence upon common business towards working across disciplines yet being sensitive to underlying technologies; a s hift from global to specific skills; Linkages mingled with business schools and technology chools is an important element of this change. Courses in IP management, management of industrial R&D, systems architecture and engineering could only be offered by transfer to School of engineering; traditional professional degrees can be deepen by integrating management of technology programs into center of attention engineering curriculum; advantages of offering part-time courses for those in employment.Need to find a subtle balance between traditional didactic courses, depictations of leading edge research, workshops and meetings with practitioners, field studies and involvement in real projects through internships (including right(prenominal) France); need for faculty to have close connect with industry both domestically and abroad; important use of concurrent teaching modes. Hang, Ang, Wong, & Subramanian How can management of technology programs & curricula be knowin g to meet the needs of a itty-bitty impudently unwraped Asian country?Action learning as a foundation for curriculum design in technology intensive technology management programs. Qualitative analysis of transfer of MSc in Management of Technology from business school to a school of engineering in Singapore Mustar How to develop a highly selective technology management course for students in a leading French engineering school, in an institutional and country environment traditionally resistant to the intuitive feeling of entrepreneurship, that develops their entrepreneurial skills but which goes beyond an introductory course on how to start a business.How to combine the acquisition of knowledge and the victimisation of skills. How to develop their entrepreneurial skills and their faculty to take responsibilities. How to advertise imagination, creativeness, involvement, and risk taking. Qualitative analysis of the case of innovation and entrepreneurship in Mines Paris-Tech, a leading French engineering school. lation, U. S. research universities established technology transfer offices to manage and protect their intellectual property.The Stevensonâ€Wydler Act, enacted in the same year as Bayhâ€Dole and then extended in 1986, unavoidable federal labs to relieve technology transfer as part of their mission and also authentic cooperative research and organic evolution agreements (CRADAs) between the labs and private organizations. The study Cooperative Research Act (NCRA) of 1984 and the National Cooperative Research and issue Act (NCRPA) of 1993, promoted collabo- 328 Academy of Management skill & Education September TABLE 2 Key U. S. ordinance Promoting Governmentâ€University†federal Labâ€Industry Partnerships, Collaborative Research, Technology fare/Commercialization Legislation Bayhâ€Dole Act of 1980 Key Aspects of Legislation shipred ownership of intellectual property from federal agencies (which sponsor about basic research) to universities; Spurred the growth of university technology transfer offices, which manage university patenting and licensing. Required federal labs to adopt technology transfer as a part of their mission; Authorized cooperative research and development agreements (CRADAs) between federal labs and private organizations.Created the teensy subscriber line Innovation Research (SBIR) and the Small melodic phrase Technology Transfer (STTR) programs, which require each federal say-so to allocate a piece (now 2. 5%) of their research budget to small business research with commercial potential. NCRA and NCRPA actively encouraged the formation of research joint ventures and joint production ventures among U. S. firms. Institutions Affected by Legislation Universities; teaching hospitals; firms Stevensonâ€Wydler Technology Innovation Act of 1980; federal official Technology Transfer Act of 1986 Federal labs; firms Small transaction Innovation schooling Act of 1982Universi ties; small firms; venture capital firms National Cooperative Research Act (NCRA) of 1984; National Cooperative Research and Production Act (NCRPA) of 1993 Omnibus Trade and Competitiveness Act of 1988; America COMPETES Act (2007) Firms; universities The 1988 act established the go Technology Program (ATP), a publicâ€private research program. In 2007, the America COMPETES Act created the renewal to ATP, the Technology Innovation Program (TIP). Firms; universities rative research by eliminating antitrust fretfulnesss harmonized with joint research even when these projects involved firms in the same industry.The NCRA created a registration process, later expanded by the National Cooperative Research and Production Act (NCRPA) of 1993, under which research joint ventures (RJVs) can disclose their research intentions to the Department of Justice. The most notable research joint venture established via the NCRA registration process was SEMATECH (SEmiconductor MAnufacturing TECHnol ogy), a not-for-profit research consortium, which provided a pilot manufacturing facility, where member companies could improve their semiconductor manufacturing process technologies.Other legislation created two key publicly funded technology programs: (1) the Small line of merchandise Innovation Research (SBIR) and the Small furrow Technology Transfer (STTR) programs, which require each federal agency to allocate a percentage (now 2. 5%) of their research budgets to small businesses with commercial promise, and (2) the Advanced Technology Program (ATP), a public†private research program, which funds collaborative research on generic technologies. In 2007, the America COMPETEs Act created the refilling to ATP, the Technology Innovation Program (TIP).Universities are actively involved in both programs, working fast with large firms on ATP/ TIP research projects, as well as with small companies on SBIR/STTR, sometimes founding these firms. As a result, many technology manag ement curricula in the United States are now infused with a public policy prop that was previously missing. Table 3 presents global yard on key policy changes relating to the legislative and support environment for technology commercialization in five nations: France, Germany, Italy, Singapore, and the United body politic.For example, according to Meyer (2008), Austria, Denmark, Finland, Germany, Italy, and Japan have follow â€Å"Bayhâ€Dole like” legislation, accenting a â€Å"patent-centered” model of university and national laboratory technology transfer. The United body politic and Israel have always had a system of university-owned 2009 TABLE 3 Legislative and Support Environment for Technology Commercialization in France, Germany, Italy, Singapore, and the U. K. Germany 1999 Public researchers receive the right to be the owner of their IP.This is the opposite of the Bayhâ€Dole Act, but oftentimes the university adverts a formal contract on an individua l basis to give the IP rights to the university. 2002 Employer institution Law: Invention belongs to the employer not to the professor. 2000â€2006 Restructuring of various laws to make it easier to market technology from universities, get part of the royalties as an donnish, take equity in start-ups, etc. Italy Singapore U. K. No formal Bayhâ€Dole Act. In the case of UK public research organizations the IP is owned by the institution and the royalties attendantd with the IP are distributed between the relevant parties.The distribution of royalties is organized on an institutional basis. milepost France I. University Ownership of bright Property Arising From Federal (National) Research Grants (e. g. , Bayhâ€Dole Act in U. S. ) Not relevant as all IP belongs to universities/public research institutes following the â€Å"code intellectuelle de la propriete. ” II. Other Key Changes 1999 Innovation Act gives the possibility to academics who are urbane servants to par ticipate as a partner or a manager in a new company and to take equity (previously illegal for cultivated servants).This Act encourages the introduction of new start-up firms by students. 2002 mandate that regulates and increases the personal income an academic can receive from IP (50%). Phan, Siegel, and Wright III. financial Support 1999 11 (pre-) disgorge capital funds created to invest in innovative start-ups and take equity (investment in 150 spinoffs in 8 yrs). Creation of the annual National Competition for the creation of technologically innovative startups (grant from 45,000 to 450,000 Euros); 12,927 projects have been presented between 1999 and 2007: 1,879 have been funded.Creation of 29 incubators between 1999 and 2007; they arrayed 1993 projects giving birth to 1,239 new firms. Between 1999 and 2007, these 3 schemes have benefited 1,760 new firms (taking into visor that a company can benefit from contrasting schemes). Around 50% are academic spin-offs. 2000 repr esent: public program that assists spin-offs through preseed capital and management support. 2002 EEF-Fund: Researchers can receive a scholarship to start a spin-off. 2002 22 TTOs established which take care of IP management. 999 National Research Commission created, which every year funds about 5-10 proposals for spin-offs, amounting to 30,000 Euro, on average. 2005 Quantica Fund. First interuniversity seed capital fund (a form of publicâ€private partnership) is created. 2005 Italian University technology transfer offices have to join together in groups of four and bid for money (100,000 Euro/university) to sponsor their day-today operations. 1963 Forms tripartite macro economic structure of industry, labor, and government as basis for supporting innovation and economic development. 001â€2008 National initiative to focus on microelectronics, biotechnology, na stigmatisechnology, materials science, health care and life sciences as part of national innovation initiative. The right to commercialize IP are assign to the faculty. 2001 Economic Development bill charged with the effectuation of the 5-Year Science and Technology Plan which includes initiatives to target key technology sectors, attract foreign investment and human capital, and accelerate technological entrepreneurship and technology commercialization.Agency for Science, Technology and Research or A*STAR) created to fund and create theme of industry†university joint research efforts in strategic technology sectors. 2005 The government’s funding plan is to increase R&D expense to 3% of GDP by 2010, from the 2004 R&D expenditure of $2. 5 billion US (about 2. 25% of GDP). 2007 Public sector R&D budgets more than doubled to $13. 55 US billion from 2005, comprised of $5 billion US for the National Research Foundation (NRF), $5. 4 billion US for the Public Research make ups housed in the Agency for Science, Technology and Research (A*STAR). 1. 05 billion US for academic (universitybased) research. $2. 1 billion US for the Economic Development dialog box (EDB) to promote private sector R&D. 1970 onward Various schemes to promote collaborative projects between universities and industry, including Knowledge Transfer Networks. 1998â€2004 Higher education reaches out to business and the community to provide funding to establish incorporated liaison offices and collaborative projects. 1998 University Challenge finances (UCFs): Universities were granted funds to support spin-off and restrict incubation support. 001 onward HEIF (Higher Education Innovation Fund) provides perpetual flow of funding to support & develop universities’ capacity to act as drivers of growth in the knowledge economy (various rounds up to 2008). (table continues) 329 330 TABLE 3 Continued Germany Italy Singapore UK Milestone France In 2005, vi â€Å"Maisons de l’entrepreneuriat” in different universities have been created. They aim at facilitat ing the furtherance of the entrepreneurial spirit and outlook and â€Å"sensitization” to the new business start-up or new activities.Academy of Management encyclopedism & Education Science Enterprise Challenge funding (1991/2001), to encourage nicety open to entrepreneurship required for successful knowledge transfer from science base. Teaching entrepreneurship to support the commercialization of science and technology to produce graduates and postgraduates better able to engage in enterprise. Establish a network of UK universities specializing in teaching and practice of commercialization and entrepreneurialism in science and technology. 005 Medici Fellowship Scheme, pilot providing 50 fellowships over 2 years focusing on commercialization of biomedical research; fellows required to have significant preceding research; local training in host institution in finance, marketing, IP, & business system; fellows encouraged to develop link with practitioners; postpi lot further funding obtained to extend remit to include engineering researchers from 2007â€2009; identical schemes subsequently created by Research Councils and Regional Development Agencies and from 2007â€2009 mainly focussed in life sciences.Regional Development Agencies providing broad spectrum of assistance to develop more amentiferous links between universities and industry. 2007â€2011 Technology Strategy Board strategic plan envisages investing ? 1 billion of public funds plus matched funds from industry over 2008-2011, in doubling upshot of innovation platforms, a strategic review of Knowledge Transfer Networks, doubling number of Knowledge Transfer Partnerships, develop strategy to rapidly commercialize new and emerging technologies, piloting a new Small Business Research Initiative.September Information sources: Clarysse et al. (2007); Mustar & Wright (2009); and Koh & Phan (In insisting). 2009 Phan, Siegel, and Wright 331 intellectual property. An inc rease in funding for technological entrepreneurship in many countries (see Table 3) has also stimulated greater interaction among firms, universities, and national labs, as well as the rise of intellectual property management curricula and courses at these institutions (for detailed relation of France and the U. K. , see Mustar & Wright, 2009). trainingAL IMPLICATIONS OF THESE TRENDS The end result of these global trends is an increased emphasis on collaborative research, commercialization of intellectual property, entrepreneurship, venture capital, and research centers dedicated to emerging technologies, such as positive LEDs, nanotechnology, biotechnology, materials science, MEMS, and so on. Such trends have brought new issues and perspectives, impel the authority of education to the forefront of discourse (e. g. , the recent AMLE special issue on entrepreneurship education).Conventional technology management and management of innovation curricula have focused popularly on understanding the technology and innovation strategies of multinational firms (Nambisan & Willemon, 2003). in that respect has been, until recently, less emphasis on start-up and entrepreneurial technology-based firms. The differences can be significant. For example, in the traditional curriculum, the role of teamwork, especially linking interdisciplinary teams of agents (scientists, technology managers, and entrepreneurs) and institutions (firms, universities, government agencies) have not been stressed.That is, the individual and institutional levels of analyses have been ignored, such that technology management education curricula have been confined to how organizations respond to technological challenges. The developments in technology management education considered in this special issue can be seen as a response to the challenges leveled at business schools to be relevant to the practice of management (Pfeffer & Fong, 2002, 2004; Starkey, Hatchuel, & Tempest, 2004).At the same time, such programs that reside in business schools, when detached from the engineering and science faculties of their universities, run the risk of treating the technology region as a special case of general management. Our review of the literature and the lessons learned from this special issue suggest that a fully matured technology management program should treat technology with a capital â€Å"T” rather than the small one it has been to date. To accomplish this design goal, business schools eed to appoint program directors with strong demarcation line-spanning skills that can link up with technology-based units on and off campus by colocating or partnering with such institutions. We note that the challenge of integration is not easily solved. everywhere the years, business schools in the United States and United Kingdom have chosen to remain independent from the rest of their universities. This was partially enabled by the largesse of endowments in t he eighties and 1990s pouring in from private foundations and industrialists pursuance to establish their names in perpetuity.Clarysse, Mosey, and Lambrecht (this issue) hypothesize that this is not a wise strategy for business schools administering technology management curricula. The authors conclude that business schools should expand their educational mission to include the education of engineering and science professors and researchers, and the training of postgraduate science and engineering students, since these individuals are more likely to choose an industry or technology-specific master’s degree, instead of a traditional MBA.More generally, business schools need to have a stronger union to schools of engineering and the sciences, and other technology-orientated organizations in the areas of medicine, public health, and pharmacy, as well as science-based business incubators and science parks. term acknowledging Clarysse et al. ’s points, we are concerned t hat each of these institutions has different paradigms, norms, standards, and values, as well as diverse styles and codes. Thus, it may be necessary to develop a shared syntax of boundary objects that include repositories, standardized forms, objects and models (Carlile, 2002).These converse devices enable individuals in business schools and technologybased schools to learn about their differences and dependencies, as well as jointly to pullulate their knowledge bases about how things work â€Å"on the other side. ” Hence, the enlisting and development of boundary spanners (such as program managers, center directors, or interdisciplinary faculty members) who can communicate across schools are important to avail such integration (see e. . , the Medici Scheme, Table 3). Another concern regarding the optimal design of technology management curricula bring ups in relation to the overall configuration of business schools. Ambos, Makela, Birkinshaw, and D’Este (2008) h ave argued that for universities to be in effect(p) at technology commercialization there is a need for ambidextrousness in the organisational structures of these traditional research and teaching institutions.Similarly, with respect to technology 332 Academy of Management Learning & Education September management education, business schools must make their organizations more porous, for example, through the hiring and promotion of faculty with science and engineering degrees. Such ambidextrousness configurations will enable business schools to more tightly bind the traditional business disciplines to science and engineering disciplines. The papers in this pecial issue challenge the suggest of Suddaby and Greenwood (2001), who asserted that business schools can sustain demand for new managerial knowledge through the education and accreditation of a continuing stream of management students. term it is true that there has been substantial growth in demand for courses in entre preneurship and innovation in MBA and undergrad programs, the ability of business schools to deliver these programs beyond an introductory level is open to debate, especially when faculty in such schools traditionally lack exposure to the spartan sciences and technology disciplines.A third concern in the design of technology management curricula raised(a) herein is the notion of avoiding polar extremes in content coverage, which are emphasizing theoretically rigorous, but highly abstract research or stressing practical content based on â€Å"war stories” and conventional wisdom. Placing too much emphasis on practical experience may have negative consequences since the mental models that such pedagogies create can quickly become obsolete, particularly in elucidation of the fast evolving technologies the curricula are sup introduced to address (Locke & Schone, 2004).In ? other words, practice-oriented technology management curricula may liven up students to become more entrepreneurially oriented, but without the concomitant development of critical thinking skills, such as the ability to assess risks and recognize the inevitable downsides of entrepreneurial activity. Technology management curricula that are light on practice, however, can produce students who may find the challenge of boundary spanning, a key skill for successful technology managers, too great to scale.Van Burg, Romme, Gilsing, and Reymenk (2008) have outlined a design science-based model for the development of academic spin-offs that is grounded in both theory and practice. As noted by Barr, Baker, Markham, and Kingon (this issue), new developments in technology management education stress the importance of active involvement (experiential learning) models that are authentic and real. Many technology management curricula mimic those of entrepreneurship, in that they include a ealthy dose of business plan writing, ostensibly as products of courses on commercialization and opportun ity search. There is considerable debate over the usefulness of business plans in practice, even though venture capitalists and banks demand them. Indeed, Barr, Baker, Markham, and Kingon (this issue) challenge the effectiveness of teaching the preparation of a business plan. They suggest that it is preferent to deemphasize the writing of a plan because it tends to restrict creativity and the search for more appropriate solutions.Yet, as a pedagogical tool, we think that business plans, when used appropriately, can be a useful way to gather a student’s attention on a comprehensive set of issues that should be considered when commercializing an invention. A shift is taking place from traditional technology management curricula toward more entrepreneurially based courses that require interdisciplinary skills. As part of this development, there is a need for interdisciplinary team-learning activities to be a central part of curriculum development in technology management educa tion.Team composition needs to be addressed guardedly to enable participants to gain full benefits. Thursby, Thursby, and Fuller (this issue) present an interesting example of teams of law, business, science, and engineering students converging to commercialize innovations real at Emory University and the Georgia Institute of Technology. Developments in technology management education also pose major faculty recruitment challenges. Many business school faculty members do teaching, research, and service (including consulting) that is focused on large corporations.Traditional business school academics typically lack the appropriate context-specific business creation skills that are increasingly demanded as central to technology management education (Wright, Piva, Mosey, & Lockett, 2008). As noted in Barr, Baker, Markham, and Kingon (this issue), the recruitment of adjunct faculty members should be focused on those who can serve as mentors to students. There is also a need to con sider recruitment and training of faculty who can act as boundary spanners.The time-consuming nature of developing interdisciplinary curricula raises a concern about possible conflicts with the promotion-and-tenure process, which also needs to be addressed in recruitment and retention. AGENDY FOR FURTHER RESEARCH ON TECHNOLOGY EDUCATION To build on the findings of this special issue, we identify a number of areas for further research. 2009 Phan, Siegel, and Wright 333 These are summarized in Table 4, where we identify a series of research questions relating to institutional issues, the interaction between education and practice, the advancement of business schools, and evaluation.Universities typically have well-established conventions and practices concerning the management of their activities. The traditional academic culture of the university (the classic â€Å"ivory tower”) embodies a system of values that opposes the commercialization of research through company creation . When university administration is decentralized, with no mechanism for integration, links between business schools and technologyoriented units of universities may be anemic or in- formal.This suggests a need for the development and execution of instrument of clear and well-defined strategies, processes, and policies regarding new venture formation and approaches to technology management education that incorporate entrepreneurial activities. institutional frictions and their impact upon intraorganization knowledge transfer are wellknown (Szulanski, 1996). These frictions in the interactions between different elements of the university may interbreed the development of interdisciplinary technology management curricula.Transferring military force across organizational boundaries has been identified as an important mechanism to effect knowledge transfer (Inkpen & Tsang, TABLE 4 Research Agenda Institutional Issues How do incentive systems for faculty encourage the time-intens ive development of effective technology management courses? What institutional challenges make the cross-disciplinary development of technology management education? What are resource implications for universities attempting to develop interdisciplinary technology management education?Interaction Between Education and practise How can technology management education processes be transferred to promote the creation and development of spin-offs? How can universities develop integration processes among technology management education and technology transfer offices, incubators, and science parks? How can business schools enhance (effective) engagement with leading-edge technological entrepreneurs? Advancement of Business Schools How can the necessary specific skills now required for technology management education be develop within business schools?Do business schools have the requisite career structures for faculty involved in technology management education? (e. g. , adjunct, non tenure track faculty). What is the role of business school faculty in lend to the development of technology management education? Evaluation Issues How effective are different developments in technology management education? Is it possible to have a valid control group in evaluation of technology management education? From a corporate perspective (since many students are sponsored by companies), how effective are technology management programs?What are the most appropriate methods for evaluating the effectiveness of technology management education? What decision making processes are most effective in promoting interdisciplinary teaching and research, and integration in technology management education (top-down vs. bottom-up)? Does development of technology management education represent a need to reevaluate the whole position of business schools within universities, or is there a need for ambidexterity? What are the roles of different competitors within the segments of the broad tec hnology management space?What challenges arise in addressing â€Å"language barriers” between business school and technology/ engineering faculty and how can they be overcome? What is the beaver way to train technology managers who must engage in boundary spanning among industry, the entrepreneurial community, academia, and government? What challenges arise in integrating research with new developments in technology management education? Is it possible to build evaluation into the design of technology management education programs, so we can identify â€Å"best practices” and bench mark comparable programs? 34 Academy of Management Learning & Education September 2005). Universities may need to consider the facilitation of exchanges of staff between schools or the development of faculty with boundary-spanning skills. Academics may identify more virtually with their discipline than with the business school or university and may seek to marginalize â€Å"tribesâ₠¬Â from â€Å"outside disciplines” (Becher & Trowler, 2001). This concern is especially salient if the objective is to integrate research with new developments in technology management education.Differences in language and goals between business schools and science- and technology-based departments exacerbate these problems. Business schools may also lack credibility with conventional, â€Å" fine” scientists, who perceive them as professional schools with subatomic research tradition. This may be a major issue in universities with strong science departments and weak business schools (Wright et al. , 2008). However, even this effect is likely to vary between disciplines, as some departments, for example, engineering and medicine, may be closer in the sense of being professional schools than the pure science departments.It may also be important to focus on the role of technology managers within the university. Siegel, Waldman, and Link (2003) found that the key c hip to effective university technology transfer tended to be organizational in nature. In a subsequent field study (Siegel, Waldman, Atwater, & Link, 2004), the authors found there are deficiencies in the technology transfer office and other areas of the university involved in technology commercialization with respect to marketing skills and entrepreneurial experience.This finding has been confirmed with more systematic data by Markman, Phan, Balkin, and Gianodis (2004), who explained this result by reporting that universities were not actively recruiting individuals with such skills and experience. Instead, translator institutions protrude to be focusing on expertise in patent law and licensing or technical expertise. To develop effective curricula, the expertise that business school faculty need to interact with science and technology departments may be discipline specific.Yet the background of business school faculty typically makes it difficult for them to put across suff iciently context-specific material for different groups of technologists. To this end, Siegel and Phan (2005) suggest the creation of formal training programs for university personnel on the issue of technology management. Thursby, Thursby, and Fuller (this issue) report that an integrated graduate program on technological entrepreneurship has a positive impact on student perceptions of the multidisciplinary capabil- ties needed to operate in a technologically oriented business environment. Taking a page from Souitaris, Zerbinati, and Al-Laham (2007), who drew on the theory of planned behavior to demonstrate that entrepreneurship programs raised risktaking attitudes and inspired entrepreneurial intention among students, we suggest that technology management curricula can similarly inspire students to think creatively about how they can convert science to commercial ventures by immersing them in the experience of technology and opportunity evaluation early on in the program.Authors o f evaluation studies need to find ways of incorporating the beat of postprogram outcomes, such as new venturing and career trajectories, through more longitudinal studies. More specifically, it would be exceedingly useful to build evaluation into the design of such programs, so that we can identify â€Å"best practices” and benchmark comparable programs as we do for other types of programs. A critical methodological issue in evaluation concerns whether it is possible to have a viable control group for such a study. The papers in this special issue represent a number of different institutional contexts worldwide.A final question one can ask, after reading these papers, is whether there are developments that suggest a convergence in program design towards a universal model, or are we likely to experience a wide version due to adaptations to the local contexts? Locke and Schone (2004) highlight ? important differences in the interaction between business schools and industry in Europe compared to those in the United States. They suggest that the transaction between business school faculty and other scientists have traditionally been stronger in the United States than in the United Kingdom and France.Further, subjects taught in business schools in France, the United Kingdom, and the United States tend to be close to praxis, and professors have usually had practical experience. To contrast, in Germany management education has always been strongly oriented toward science, with academics having little business experience/ contact with industry; this pattern appears to have persisted despite pressure for convergence to an Anglo-Saxon business school model (Muller-Camen & Salzgeber, 2005).Mustar (this issue) and Verzat, Byrne, and Fayolle (this issue) expound the challenges of introducing entrepreneurial elements to the traditional approach to technology and engineering training in France. Hang, Ang, Wong, and Subramanian (this issue) argue that there w as a need to design a program to meet the needs of a small newly developed Asian country. In sum, while the elements of technology man- 2009 Phan, Siegel, and Wright 335 agement curricula appear to be very similar, in part dictated by the institutional hegemony of U. S. ased models, there is some extension of local adaptation in pedagogy, delivery mechanisms, and sequencing of content, based on government initiatives, types of corporations that employ the local graduates of such programs, and the capabilities of the universities delivering them. REFERENCES Ambos, T. , Makela, K. , Birkinshaw, J. , & D’Este, P. 2008. When does university research get tap? Creating ambidexterity in research institutions. daybook of Management Studies, 45: 1424 â€1447. Becher, T. , & Trowler, P. R. 2001. Academic tribes and territories.Buckingham: The Society for Research into Higher Education and Open University Press. Carlile, R. P. 2002. 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Journal of Product Innovation Management, 25: 114 â€128. Wright, M. , Piva, E. , Mosey, S. , & Lockett, A. 2009. Academic entrepreneurship and the role of business schools. Journal of Technology Transfer. Phillip Phan is professor and vice doyen for Faculty and Research at The Johns Hopkins University Carey Business School.Between 2000 and 2007, he was the Warren H. Bruggeman ’46 and Pauline Urban Bruggeman stately Professor of Management at Rensselaer Polytechnic Institute. Phil is associate editor for the Journal of Business Venturing, the Journal of Financial Stability, and the Journal of Technology Transfer. His most recent books are Theoretical Advances in Family Enterprise Research (InfoAge Press); Entrepreneurship and Economic Development in Emerging Regions (Edward Elgar); and Taking cover the Boardroom: Thriving as a theatre director in the 21st one C (Imperial College Press).Donald Siegel is d ean of the School of Business and professor of management at the University at Albany, SUNY. Don is editor of the Journal of Technology Transfer, associate editor of 336 Academy of Management Learning & Education Journal of Business Venturing, Journal of productiveness Analysis, and Academy of Management Learning & Education. His most recent books are Innovation, Entrepreneurship, and Technological Change (Oxford University Press); and the handbook of Corporate Social Responsibility (Oxford University Press).He has received grants or fellowships from the Sloan Foundation, National Science Foundation, NBER, American Statistical Association, W. E. Upjohn Institute for Employment Research, and the U. S. Department of Labor. Professor Siegel is a member of the Advisory Committee to the Secretary of Commerce on â€Å"Measuring Innovation in the 21st Century Economy. ” mike Wright has been professor of financial studies at Nottingham University Business School since 1989 and director of the Centre for Management Buy-out Research since 1986.He has written over 25 books and more than 250 papers in academic and professional journals on management buy-outs, venture capital, habitual entrepreneurs, corporate governance, and related topics. He served two terms as an editor of Entrepreneurship Theory and Practice (1994 â€1999) and is currently a consulting editor of Journal of Management Studies and an associate editor of Strategic Entrepreneurship Journal. Mike is also program chair of the Academy of Management Entrepreneurship Division. His latest books include Academic Entrepreneurship in Europe and Private Equity and Management Buyouts. 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