Case Analysis Paper

Table of Contents Summary of the case Problem identification Specific information and categorization Prioritization of information Questions and answers Reference List Summary of the case One of the major functions of the school principle is to organize the activities so that it is possible to meet the demands of teachers, students, and their parents. In the case under consideration, the problem is that the duties of the leader are divided between two people, the principle and the superintendent, and the activities of the both are not always coordinated. Advertising We will write a custom report sample on Case Analysis Paper specifically for you for only $16.05 $11/page Learn More After a huge grant from the National Science Foundation was received and it was stated that the fields of math and science only could be improved, the vast majority of parents support the idea offered by NSF. They truly believe that their children have appropriate skills in the above-mentioned spheres and should have more chances to develop their abilities. Still, the superintendent finds it more important to focus on reading and writing because there are so many students who do not known English properly and cannot grasp the material the way it should be. All this information is published in the article, so that the representatives from the press and parents are aware of the situation and in need of clear explanations and evaluations of the grant and students’ abilities. Problem identification The problem of the case is: a considerable amount of people (journalists and parents) are waiting for some clear explanations of why the school cannot accept the multimillion dollar grant from NSF, and why the importance of curriculums which are based on reading and writing is more crucial than the one science and math curriculums. Specific information and categorization To succeed in categorizing the case according to people, place, and program, it is important to understand what is expected from each person and identify the reasons of misunderstandings which appear between people. People: the principle, who is responsible for the development of the process, the superintendent, who makes decisions about how it is possible to use the grant and what skills of students are better to develop, the parents, who take care of their children education and understanding of the matter, and media workers, who provide appropriate spread of information. Place: Simpson Elementary School where students from 30 different countries are able to get education.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Program: Simpson’s program aims at integrating students with poor English-speaking skills, and NSF grant helps to gain successful results in the sphere of math and science. Prioritization of information As it is a well-known fact that teachers may vary in their preparedness, their development needs may vary as well (Ubben et al., 2003). In the case under analysis, it is very important to identify the needs of the teachers who have to introduce new material to students in a considerable amount, the needs of parents who want to choose the best options for their children, and the needs of students because students is a kind of human hope for better future, and the way of how students comprehend new material will influence their future achievements. Questions and answers To succeed in speaking before the press, it is necessary to evaluate the conditions under which the grant is provided and the reasons used by the superintendent to refuse an idea of the grant. If there are some questions from the school staff, it is necessary to listen to all of them carefully, make notes, and support the idea of inquiry to understand better the appeared school problem. I will not contact the superintendent in order to prove that new decisions will be m ade independently without regarding the opinion of the superintendent who provoke more than 30 parents to be dissatisfied with the program supported. Yes, it is very important to continue focusing on math and science curriculum in spite of the decision offered by NSF. It is possible to find some financial support from parents who are eager to promote their children and help to develop appropriate skills. It is obligatory to inform students about the impossibility to fund the program in the most moderate manner. Students should understand that there is still some hope to succeed in the chosen sphere, and mutual efforts and ideas should be implemented within the shortest period of time. It is necessary to inform all people involved into the science and math curriculum about the challenges appeared and to think about some other ways to continue educate students. The only right decision that should be made is personal awareness of the conditions under which people have to work. One of t he possible ways out is to rely on deposits possible and continue financing the curriculum only under more strict conditions. Parents may be also involved into this activity so that their children may continue education in accordance with their demands and knowledge. One of the most important steps to be taken is the development of good relations with parents. Parents are those who make decisions and may influence the educational process. It is better to admit that new changes should help to improve the situation and to make them believe that there will be some other chances to change the NSF decision and continue math and science curriculum. The development of good relations with the community is one of the primary steps to be taken. New ideas for school development should be offered; attention to improvements of educational conditions should be paid; evaluation of new rules and purposes should be offered; and, finally, the denial of previous conceptions should be underlined. If th e principle supported the position of the superintendent, the staff, parents, and community could hardly comprehend the decision. The superintendent supports some radical ideas which refuse the possibility to focus on science and math as well as be able to improve reading and speaking abilities. Reference List Ubben, G.C., Hughes, L., Norris, C.J., Hughes, L.W. (2003). The Principle: Creative Leadership for Effective Schools. Upper Saddle River, NJ: Prentice Hall. This report on Case Analysis Paper was written and submitted by user G1lbert0 to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Placement of Spanish Adverbs

Placement of Spanish Adverbs As a general rule, Spanish adverbs  and adverbial phrases  are placed near the word they modify, generally right before or after. English is more flexible in this regard- it is common in English to see an adverb placed further away from the word it modifies, often tacked on the end. Examples of Adverbial Placement Note, for example, the differences in these two equivalent sentences: Aprobà ³ facilmente el examen de geometrà ­a euclidiana.She passed the Euclidian geometry test easily. In Spanish the adverb, facilmente, comes immediately after the verb, aprobà ³. In English, however, easily comes at the end of the sentence, with four words coming between it and the verb. Although it would be possible to place easily immediately before passed, it also would be acceptable to place an additional description after test and still keep easily at the end. In Spanish, it is possible to place the adverb after the object of a verb, but only if the object is made up of just a word or two. For example, either of these sentences would be an acceptable translation for The county issued two licenses previously: El condado emitià ³ dos licencias previamente.El condado emitià ³ previamente dos licencias. Emitià ³ here is the verb in the sentence, and previamente is the adverb. Previamente couldnt be placed at the end if licensias were followed by a description. For example, if the sentence were talking about business licenses, licencias de empresa, previamente would have to be placed next to emitià ³: El condado emitià ³ previamente dos licensias de empresa. If many words had followed the verb, the adverb would not be able to used at the end. An example using a variation on the last sentence would be: El condado emitià ³ previamente dos licencias de matrimonio para parejas jovenes.  The adverb previamente has to go close to the verb emitià ³. Otherwise, native speakers would not immediately connect the meaning of the adverb with the verb. Before or After the Word Being Modified? Depending on how the adverb is used, it can be placed before or after the word being modified. For example, is the adverb modifying a verb, another adverb, or an adjective? The type of word being modified usually determines where the adverb is placed in the sentence. Usually, an adverb that modifies a verb is placed after the verb. For example, The economy is based principally on three businesses, is translated as,  La economà ­a se basa principalmente en tres empresas.  Basa is the verb and principalmente is the adverb. Adverbs of Negation Exceptions to this rule are adverbs of negation such as no  or nunca, meaning no or never. Negating adverbs always precede the verb. For example, No quiero ir al cine, means,  I dont want to go to the movies. The adverb, no, comes before the verb, quiero.  Another example,  Marà ­a nunca habla de su vida personal, means, Marà ­a never talks about her personal life. The placement of the adverb is exactly the same as in English. The adverb, never or nunca, goes immediately before the verb, talks or habla. Modifying Another Adverb An adverb that modifies another adverb comes before the adverb being modified. For  example,  Pueden moverse tan rpidamente como la luz, means,They can move as quick as light. The literal translation of the sentence is, They can move really fast like the light. Tan, meaning really, is modifying  rpidamente, meaning,fast. Adverbs Modifying Adjectives An adverb that modifies an adjective comes before the adjective. Estoy muy contento, means, I am very happy.  Muy is an adverb that means, very, and contento is the adjective, meaning happy.   Adverbs Modifying an Entire Sentence An adverb that modifies an entire sentence often comes at the beginning of the sentence, but there is some flexibility, and it can be  placed in different spots in the sentence. For example, take a look at the sentence, Possibly, Sharon will postpone her trip. There are three possible placements of the adverb, posiblemente, and they are all correct: Before the verb:  Ã¢â‚¬â€¹Sharon  posiblemente  retrasar su viaje.After the verb:  Sharon retrasar  posiblemente  su  viaje.At the beginning of the sentence:  Posiblemente, Sharon retrasar su viaje.   Key Takeaways Spanish adverbs are placed close, and usually next to, the words they modify.Descriptive Spanish adverbs usually come after the verbs they modify but before adjectives they modify.When an adverb modifies the meaning of the entire sentence, its placement is flexible.

Genetics Lab Report Example | Topics and Well Written Essays - 1500 words

Genetics - Lab Report Example Therefore, during the meiosis, four meiotic sexual haploid cells with altered heredity are produced and then genetic information is mixed. The second meiotic division is the same as mitosis one. As in mitosis, in meiotic anaphase II the single sister chromosomes (called chromatids) separate and move to opposite poles of the cell1. Meiosis is the basis of sexual reproduction because it occurs in maturing germ cells and leads to the appearing of new hereditary characteristics in the chromosomes. Gene is the coding DNA sequence that placed in the specific locus on the chromosome. Such coded chains displayed in different traits, such as color of skin or length of the stem. Allele is a variant of gene and can be dominant or recessive. For example, in diploid organism one gene contains two alleles; therefore, traits can be different. If both alleles are identical, the gene locus is homogenous. When alleles are different, such gene locus called heterogenic. A good example is the Huntington disease. Huntingtons disease has the autosomal dominant inheritance. Consequently, an affected person has at least one mutant allele of Huntingtin gene (HTT)2. The child, whose one parent is homogenous by disease, carries two different alleles of the HTT gene and is heterogenic by this gene. Therefore, this child inherited a mutant allele of HTT gene and the Huntingtons disease will progress. Another example is blood groups. Gene locus that encoded blood groups has three alleles — IA, IB, and IO3. These alleles determine compatibility of blood transfusions. The person carries one of the six possible genotypes – AA, AB, BB, AO, BO and OO. Each of genotypes produce one of the four possible phenotypes: "AB" heterozygotes, and "O" homozygotes, "A" AA homozygous and AO heterozygous and "B" BB homozygous and BO heterozygous genotypes4. Crossing-over is the process that occurs in prophase I of meiosis while homologous chromosomes