The Indigo Spell Chapter Twenty-Four

I FELT PRETTY BAD about burning down my teacher's house. Ms. Terwilliger, for obvious reasons, seemed to think that was the least of her problems. She wasn't sure if her insurance would cover the damage, but her company was pretty speedy in sending someone out to investigate the cause. We were still waiting to hear their verdict on coverage, but one thing they didn't report finding was any sign of human remains. Part of me was relieved that I hadn't actually killed anyone. Another part of me feared we hadn't seen the last of Alicia. What silly comparison had Adrian made? The Moriarty to your Holmes. I had to imagine that being hit in the face with razor blades and then left in a burning building would make anyone hold a grudge. A little investigation eventually turned up Veronica at a Los Angeles hospital, checked in as Jane Doe. Visiting her comatose sister became the greatest of Ms. Terwilliger's priorities, and she harbored hopes of possibly finding a way to undo the spell. Despite how busy she now was, my teacher still managed to urge me to meet her coven, and I agreed for a few different reasons. One was that it was kind of impossible for me to act like I didn't want to wield magic anymore. The other reason was that I didn't plan on being around. I was still resolved to go with Marcus to Mexico, and the week flew by. Winter finals were a breeze, and before I knew it, it was Friday, the day before our trip to Mexico. I took a risk by telling my friends goodbye. The safest thing would've been to disappear without a trace, but I trusted them all – even Angeline – to keep my secret and feign ignorance once the Alchemists discovered they had a runaway. I told Trey as well. No matter what had gone down between us, he was still my friend, and I would miss him. As the day wore on, the dorm grew quieter and quieter – aside from unending Christmas music playing in the lobby. Not wanting to exclude other religions, Mrs. Weathers had also set out a menorah and â€Å"Happy Kwanzaa† banner. Tomorrow was officially the last day before everyone had to be out, and a number of people had already left for winter break. I'd finished my own packing, which was light. I didn't want to be burdened down with excess luggage since I really had no idea what to expect in Mexico. I still had two people I needed to say goodbye to: Adrian and Jill. I'd avoided them both for very different reasons, but time was running out. I knew Jill was just a flight of stairs away, but Adrian was more difficult. We'd been in touch a couple times after the fire, simply to sort out some details, but he'd soon gone silent. No calls, no texts, no dreams. Maybe I should've been glad. Maybe I should've welcomed the chance to leave without any painful goodbyes . . . but I couldn't. My chest ached with the thought of not seeing him again. Even though he was the reason I was leaving, I still felt like I needed some closure. It's not about closure, Sydney. You want to see him. You need to see him. And that's exactly why you have to leave. Finally, I took the plunge and called him. It took me so long to work up the nerve that I could hardly believe it when he didn't answer. I resisted the urge to immediately try again. No. I could wait. There would still be time tomorrow, and surely . . . surely he wasn't avoiding me? I decided to hold off on talking to Jill until the next day. Telling her goodbye was just as difficult – and not just because of what she saw through the bond. I knew she'd think I was abandoning her. In truth, if I stayed and ended up with Adrian, I'd possibly be caught and never be able to help her at all. At least if I was away and free, I could try to help her from the outside. I hoped she'd understand. Waiting on her gave me the opportunity to take care of an unwelcome errand: returning Malachi Wolfe's gun. I'd never gone to his home without Adrian, and even though I knew I had nothing to fear from Wolfe, there was still something a little unsettling about going to the compound alone. To my complete and utter astonishment, Wolfe let me into the house when I arrived. All was quiet. â€Å"Where are the dogs?† I asked. â€Å"At training,† he said. â€Å"I have a friend who's an expert dog trainer, and he's giving them some stealth lessons. He used to work for a local K-9 unit.† I didn't think it was in the Chihuahua genetic code to ever be stealthy. I kept that to myself and instead stared around in amazement at Wolfe's kitchen. I'd expected something like a ship's galley. Instead, I found an astonishingly cheery room, with blue-checkered wallpaper and a squirrel cookie jar. If someone had asked me to describe the most unlikely Wolfe kitchen out there, it would've looked something like this. No – wait. On the refrigerator, he had some magnets that looked like ninja throwing stars. That, at least, was in character. Adrian's going to flip out when I tell him. Then I remembered I might not see Adrian for a very long time. That realization killed whatever amusement I'd just felt. â€Å"So what do you need?† asked Wolfe. Peering at him, I suddenly had a strange feeling the eye patch really was on a different eye from last time. I should've paid more attention. â€Å"Another gun?† I returned to the task at hand. â€Å"No, sir. I didn't even need the first one, but thanks for lending it to me.† I removed it from the bag and handed it to him. He gave the gun a once-over and then set it inside a drawer. â€Å"Fixed your problem? You can still hang on to it if you want.† â€Å"I'm leaving the country. Bringing it over the border might cause me some trouble.† â€Å"Fair enough,† he said. He grabbed the cookie jar and took off the lid, leaning it toward me. An amazing scent drifted out. â€Å"Want one? I just made them.† I was really regretting not being able to tell Adrian about this. â€Å"No thanks, sir. I've had more than enough sugar these last few weeks.† I felt like I should have a frequent customer card for Pies and Stuff. â€Å"I thought you looked better. Not all skin and bones anymore.† He nodded in approval, which felt really weird and slightly creepy. â€Å"So where are you two kids going?† â€Å"Mexi – oh, Adrian's not going with me. I'm going with someone else.† â€Å"Really?† He slid the squirrel back across the counter. â€Å"I'm surprised. I always figured when you two left here, you went home and had your own private ‘training sessions.'† I felt myself turning bright red. â€Å"No! It's not like – I mean, we're just friends, sir.† â€Å"I had a friend like that once. Silver Tooth Sally.† He got that faraway expression that always came on when he had an anecdote to share. â€Å"I'm sorry, did you say – â€Å" â€Å"Never met a woman like Sally,† he interrupted. â€Å"We fought our way across Switzerland together, always watching each other's backs. We finally got out alive – just barely – and she wanted to come back to the States and settle down. Not me. I had dreams, you see. I was a young man then, drawn to danger and glory. I left her and went off to live with an Orcadian shaman. It took two years and a lot of vision quests to realize my mistake, but when I got back, I couldn't find her. When I close my eye at night, I can still see that tooth sparkle like a star. It haunts me, girl. It haunts me.† I frowned. â€Å"I don't think the Orcadians have vision quests, sir. Or shamans.† Wolfe leaned forward and shook a finger at me, his eye wide. â€Å"Learn from my mistakes, girl. Don't go to the Orkneys. You don't need some mystical vision to see what's in front of you, you hear me?† I gulped. â€Å"Yes, sir.† I hurried out after that, thinking that being in a different country from Malachi Wolfe might be a good thing. The next morning, I prepared to tell Jill goodbye, but she beat me to it and showed up at my door. It was the first time we'd truly spoken since the morning after that last dream with Adrian. She walked into my room and frowned when she saw the suitcase. â€Å"You're really going?† â€Å"Yes. And I'm sure you know why.† She crossed her arms and looked me straight in the eye, without any of the reservation she'd shown last time. I had trouble holding that stare. â€Å"Sydney, don't leave Adrian because of me.† â€Å"It's more complicated than that,† I said automatically. â€Å"It's really not,† she said. â€Å"From everything I've seen and heard, you're just afraid. You've always controlled every detail of your life. When you couldn't – like with the Alchemists – you found a way to seize back that control.† â€Å"There's nothing wrong with wanting control,† I snapped. â€Å"Except that we can't always have it, and sometimes that's a good thing. A great thing, even,† she added. â€Å"And that's how it is with Adrian. No matter how hard you try, you aren't going to be able to control your feelings for him. You can't help loving him, and so you're running away. I'm just an excuse.† Who was she to lecture me like this? â€Å"You think I'm lying about how awkward it is for you to see everything that happens between us? Every intimate detail is on display. I can't do that. I can't live like that.† â€Å"Adrian's learned to.† â€Å"Well, he's had to.† â€Å"Exactly.† Some of her fierceness mellowed. â€Å"Sydney, he brought me back from the dead. It's the greatest thing anyone can or will do for me. I can't pay him back, but I can let him live his life the way he wants to. I don't expect him to shelter me because of the bond, and I'm not going to judge him – or you. Someday, he and I will learn to block each other.† â€Å"Someday,† I reiterated. â€Å"Yes. And until then, we do the best we can. All you're doing by leaving is making three people miserable.† â€Å"Three?† I frowned. â€Å"I'm helping you.† â€Å"Do you really think I'm happy when he's miserable? Do you think I like the darkness that crawls over him?† When I said nothing, she pushed forward. â€Å"Look, I don't have the same physical reaction to you that he does, but when he's with you, he's so full of joy . . . it radiates through to me, and it's one of the greatest experiences I've ever had. I've never been in love like you guys are.† â€Å"I'm not – † I couldn't say it, and she gave me a knowing look. I tried a different tactic. â€Å"Staying here is dangerous, especially with him. The Alchemists might find out about everything – him, my tattoo, Ms. Terwilliger, and God knows what else.† â€Å"And if they don't find out, look at what you get. Adrian. The rest of us. Magic. The chance to uncover their secrets. I know you love this life. Why would you give it up? You're too smart to get caught. We'll help you. Do you really think Marcus and his Merry Men can do that much fighting when they're always on the run?† I shook my head. â€Å"They're like me. They understand me.† She was obstinate. â€Å"They aren't like you at all. They talk. You act.† It was so surprising to see her like this, so confident and so much wiser than her years. It was also a little irritating. If she was so wise, why couldn't she understand how much was at stake? â€Å"Jill, staying is a big risk – in all ways.† â€Å"Of course it is!† she exclaimed, her eyes flashing with anger. â€Å"Any life worth living is going to have risks. If you go to Mexico, you'll regret it – and I think you know that.† My phone rang, cutting off my next response. It was Eddie. He rarely called, and panic seized me. â€Å"What's wrong?† I demanded. He sounded mystified. â€Å"I wouldn't say anything's wrong . . . just surprising. Is Jill with you? You guys should really come down. We're outside† He hung up, and I was left totally confused. â€Å"What's up?† asked Jill. â€Å"Something surprising, apparently.† She and I went down to the lobby, with no more mention of Adrian. When we stepped outside, we found Eddie and Angeline pointedly avoiding eye contact with each other. Standing near them was a tall, good-looking guy with neatly trimmed black hair and bright blue eyes. He wore a stern, serious expression and was scanning the area. â€Å"He's a dhampir,† Jill murmured to me. His eyes locked onto us at our approach, and that fierce look relaxed. â€Å"Jill, Sydney,† said Eddie. â€Å"This is Neil Raymond. He's going to be joining us here.† Neil swept Jill a bow so low, it was a wonder he didn't hit the ground. â€Å"Princess Jillian,† he said in a deep voice. â€Å"It's an honor to serve you, and I'll do so to the best of my abilities, even if it means sacrificing my own life.† Jill took a step back, her eyes wide as she took him in. â€Å"Th-thank you.† Eddie looked back and forth between them, a small frown appearing on his face. â€Å"Neil's been sent as backup. I guess you filed some complaint about Jill not having enough protection?† That was to me, and unless I was mistaken, there was an accusatory note in his voice. â€Å"No – I. Oh. I guess I kind of did.† When I'd been trying to do damage control with Stanton, one of my grievances had been that I never felt Jill was safe. I guess this was Stanton's response. It was surprising, just as Eddie had said, but more eyes on her couldn't hurt. From the way she was sizing Neil up, she certainly didn't seem to mind either. I shook his hand. â€Å"Nice to have you around, Neil. Are they passing you off as another cousin?† â€Å"Just a new student,† he said. That was probably just as well. Our â€Å"family† was in danger of taking over Amberwood. I would've liked to learn a little more about him, but my time was up. Marcus was picking me up soon to go to the train station, seeing as Latte had been declared totaled. I guess that was a different sort of closure, albeit a sad kind. I told them all goodbye as I left to get my suitcase, acting as though I just had to run an errand. Eddie, Angeline, and Jill knew the truth, and I could see the hurt and regret in their eyes – especially Jill. I prayed they'd be okay without me. When I came back downstairs, I found Jill was the only one still there. â€Å"I forgot to give you this,† she said, handing over a small envelope. My name was on the outside, and I recognized the writing. â€Å"I've been trying to get a hold of him and thought he might be avoiding me. This is his goodbye, huh?† I felt disappointed that I wouldn't be able to see Adrian in person one last time. Maybe a letter was better than nothing, but I wished I could have left with those beautiful eyes fresh in my mind. â€Å"Is he . . . is he really upset?† I couldn't stand the thought of him hurting. â€Å"Read the letter,† she said mysteriously. â€Å"And remember, Sydney. This isn't about me. This is about you guys. You can control everything else, but not this. Let go, and accept how you feel.† We left on that note, and I went outside to sit on the curb and wait for Marcus. I stared at the envelope, looking at the way Adrian had written my name. Three times I nearly opened it . . . but chickened out each time. Finally, I saw Marcus drive in, and the envelope disappeared into my purse. As soon as he picked me up, he began talking excitedly about the big plans ahead. I barely heard. All I kept thinking about was Adrian and how empty my life was going to seem without him. Marcus and I were meeting Wade and Amelia at the train station, but I couldn't picture any of them understanding me like Adrian – even if they were human and shared the same background. None of them would have his dry wit or uncanny insight. And simmering beneath all those emotions were the more heated memories . . . the way we'd kissed, the way it had felt to be wrapped up in him. . . . â€Å"Sydney? Are you even paying attention?† I blinked and glanced over at Marcus. I think it was another of those moments where he couldn't believe someone wasn't hanging on to his every word. â€Å"Sorry,† I said. â€Å"My mind's somewhere else.† He grinned. â€Å"Well, shift it to beaches and margaritas because your life's about to change.† It was always beaches and margaritas with him. â€Å"You left out the part about us sealing the tattoo. Unless your tattooist is also a bartender.† â€Å"There you go again, funny and beautiful.† He laughed. â€Å"We're going to have a great time.† â€Å"How long will we be down there?† â€Å"Well, we'll take care of the tattoos first. That's the most important thing.† I was relieved to see him taking that seriously. â€Å"Then we'll lie low, enjoy the sights for a few weeks. After that, we'll come back and follow some leads on other dissatisfied Alchemists.† â€Å"And then you'll repeat the process?† I asked. In the rear-view mirror, I could see the Palm Springs skyline disappearing as we drove north. I felt a pang of longing in my chest. â€Å"Get others to retrieve critical information and then free them?† â€Å"Exactly.† We drove in silence for another minute as I processed his words. â€Å"Marcus, what do you do with that information you gather? I mean, what are you going to do about Master Jameson?† â€Å"Keep finding more evidence,† he said promptly. â€Å"This is the biggest lead we've ever had. Now we can really push forward in finding out more.† â€Å"It's more than a lead. Why not leak it to the Moroi?† â€Å"The Alchemists would deny it. Besides, we don't want to be hasty.† â€Å"So what if they do deny it?† I demanded. â€Å"At least the Moroi will have a heads-up.† He glanced over at me with a look that reminded me of a parent trying to be patient with a child. Ahead of us, I saw a sign for the train station. â€Å"Sydney, I know you're eager, but trust me. This is the way we've always done things.† â€Å"I don't know that it's the right way, though.† â€Å"You have a lot of ideas for someone who just joined up.† He chuckled. I wished he'd stop doing that. â€Å"Just wait, and then you'll understand.† I didn't like his condescending attitude. â€Å"I think I already understand. And you know what? I don't think you guys do anything. I mean, you've uncovered some amazing information . . . but then what? You keep waiting. You run away and skulk around. How is this really helping? Your intentions are good . . . but that's all they are.† I could almost hear Jill's voice: They talk. You act. Ironically, Marcus was speechless. â€Å"You could do so much,† I continued. â€Å"When I first found out about you, you seemed to hold all the potential in the world. Technically, you still do. But it's being wasted.† He pulled into the train station's parking lot, still looking utterly stunned. â€Å"Where the hell is this coming from?† he asked at last. â€Å"Me,† I said. â€Å"Because I'm not like you guys. I can't do nothing. I can't run away. And . . . I can't go with you.† It felt good to say that . . . and it also felt right. All week, my brain had been telling me the right thing to do was to walk away before things with Adrian and the Alchemists blew up. And yes, that probably was the smart thing. My heart had never entirely been on board, but I'd tried to ignore it. It wasn't until I'd listened to both Jill and Marcus that I realized just this once, my brain might have to opt for the less logical solution. I had to give Marcus credit. He actually looked concerned and wasn't just put out at not getting his way. â€Å"Sydney I know how attached you are to this place and these people, but it's not safe for you here. It's not safe for you anywhere, not as long as the Alchemists are watching. Not as long as your tattoo is vulnerable.† â€Å"Someone told me any life worth living has risks,† I said, unable to hide a smile. I never thought I'd be quoting Jill. Marcus slammed his fist against the dashboard. â€Å"That's sentimental bullshit! It sounds good in theory, but the reality is completely different.† â€Å"What kind of reality could you have created if you'd stayed with the Alchemists?† I asked. â€Å"How much could you have uncovered?† â€Å"Nothing if I was caught,† he said flatly. â€Å"And no matter how useless you think we are, I've freed dozens of Alchemists. I've helped Clarence and other Moroi.† â€Å"You aren't useless, Marcus. You do good work, but we're just not on the same path, that's all. I'm staying and doing things my way. Isn't that what you said when we first met? Helping the Moroi on our own terms? These are mine.† â€Å"You're wasting your time!† â€Å"It's my time to waste,† I said. Adrian had said exactly the same thing to me on the flight to the wedding, when I'd told him he couldn't keep loving me. I felt bad for Marcus. I really did, especially since he'd truly been counting on me to come with him. He caught hold of my hand. â€Å"Sydney, please don't do this,† he begged. â€Å"No matter how confident you feel, no matter how careful you think you are, things will spiral out of control.† â€Å"They already have,† I said, opening the passenger door. â€Å"And I'm going to stop fighting them. Thank you for everything, Marcus. I mean it.† â€Å"Wait, Sydney,† he called. â€Å"Just tell me one thing.† I glanced back and waited. â€Å"Where did this come from? When you called me to tell me you were coming, you said you'd realized it was the smart thing to do. What made you change your mind?† I gave him a smile that I hoped was as dazzling as one of his. â€Å"I realized I'm in love.† Marcus, startled, looked around as though he expected to see my objet d'amour in the car with us. â€Å"And you just realized that? Did you just have some sort of vision?† â€Å"Didn't need to,† I said, thinking of Wolfe's ill-fated trip to the Orkneys. â€Å"It's always been right in front of me.†

Kona coffee Essay

Kona coffee company is one of the largest coffee manufacturers in the state of Hawaii. Their products are made in Hawaii and they have over forty different flavors. Because the coffee beans are grown in Hawaii this is the only place it can be found. High-quality as well as luxurious products. Strong Point †¢Corporate culture †¢Products †¢Political and Legal Environment – Great assessment in communicating the need to be aware of not only American export laws, but Japanese import laws as well. †¢Coffee Market – Information about the numbers of coffee market was good in showing the increase in coffee consumption. – Also how Japan has become the world’s third largest importer of coffee. †¢SWOT analysis †¢Marketing Objectives †¢Marketing Strategies – Excellent target market. †¢Supply chain strategies †¢Implementation Plan 1 2 – Researching upscale stores, Partner with a local ad agency, and Promotions such as taste tests are excellent idea. Sampling is the best way to promote a product. †¢Measurement and Control Strategies – Surveys are a great way to gain feedback both positive and negative. Weak Points †¢Situation Analysis †¢Markets. †¢Economic Environment – Could go more into detail about reasons why expansion would be good in this market. How is Japans economy? †¢Distribution †¢Competitive Environment †¢Promotion Strategies – A little bit weak on promotion. The biggest promotion should be social media. Missing Points †¢Situation Analysis could have gone more in depth – Main competitors are not mentioned – Product distribution missing – Environmental factors – Core fundamentals such as strengths, weaknesses, opportunities, and threats need to be slightly mentioned †¢Mission statement is missing. – Although I did find a cute quote on their web page â€Å"The warmth of the islands in every cup†. †¢Distribution – Could have mentioned how much is distributed to each store – Also how much is sold online My Conclusions: Although Japan is in its infancy in coffee culture I think it would be an excellent idea to offer Hawaiian coffee because Hawaii is seen as paradise. This analysis is missing in the report as well as Japans culture. They didn’t mention the fact that Japans coffee shops serve as meeting rooms for businessmen to talk and possibly capture new clients. It is very important to understand origins of culture so as to understand how to promote new 2 3 products in the best way possible. They don’t quit mention much about how brief japan customers visit a coffee shop and how to manage this problem. They would have to draw in and make the products attractive. It should be mentioned when Starbucks entered into Japan how it changed the views of coffee shops in Japan. It brought back a sit-and-have-a-chat style of coffee consumption. References http://www. hawaiianisles. com http://www. japantoday. com/category/opinions/view/japans-coffee-culture 3.

Improving Math and Science Scores in Middle School

Program Evaluation Improving Math and Science scores in Middle School TABLE OF CONTENTS Page Needs Assessment 3 Program Theory 10 Logic Model 20 Conceptualization & Operationalization of Program Outcomes 24 Assessment of Program Impact 25 References 28 NEEDS ASSESSMENT Math and Science are two subjects which most students at any level approach with trepidation and intense dislike, however, both subjects are integral to cognitive thinking. Not only will these subjects provide skills that will help students think more clearly, but students will be academically successful throughout their school career, enjoy wider career choices and earn more money after graduation. Therefore, establishing a strong foundation in these subjects is integral to future academic and career success. However, studying these subjects in middle school is even more difficult. Studies have shown that the transition for a student from elementary school to middle school is academically and psychologically difficult. According to Maurice Elias in an article entitled, â€Å"Middle School Transition: It’s Harder Than You Think†, many former elementary school students are not well prepared for the demands of middle school. They need explicit instruction, coaching, and support with regard to organizing time and resources for homework; responding to work that is more challenging and requires more effort; understanding and addressing the varying expectations of teachers in different subject areas; and accomplishing such basic tasks as taking notes and taking tests (Elias, 2001). Unfortunately, this same sentiment resonates today with the New York City Public School system, specifically, middle schools located in low income areas. The New York City Public School System is struggling with mathematics achievement in the grades beyond elementary school. Over 30% of the city’s elementary and middle school students score at the lowest level of the state mathematics test and only 34% of all students pass that test. The mathematics â€Å"problem† seems connected to the third major trend in the data, the low performance of middle and junior high schools in the city. In both Mathematics and English Language Arts, the city’s middle and junior high schools seem to be the weakest link in the system (Domanico, 2002). Recently, the math state scores were released further underscoring the middle school â€Å"math problem† that exists. Results showed that while 75. 3% of students at the elementary level passed successfully only 38. 9% of grade eight students passed (Andreatta, 2006, 11). As such, the intent of this study, based on the aforementioned information, is to evaluate and make recommendations with regard to middle school students in a particular school who have been struggling with both subjects. This study will focus on a middle school, IS 166- George Gershwin School—located in East New York. The decision to choose IS 166 was dependent on a few factors among which included the fact that the district within which it is located is considered a â€Å"virtual educational dead zone† by a Civic Report drafted by the Manhattan Institute for Policy Research (Domanico, 2002). Additionally, after reviewing the New York City Department of Education’s website—which provides an overwhelming amount of information on every public school in the city as well as their progress over recent years in the core subjects—it was found that of the schools within the 19th School District—primarily East New York, IS 166 is one of the worst performing schools. The school’s poor academic performance is further exacerbated by the outstanding grades displayed by another school in the 19th School District such as IS 409—East New York Family Academy and outside of the district another school MS 114, located in District 2 (Manhattan), whose grades superseded the city’s level as well as the state’s level. The graphs below illustrate how IS 166 performed poorly in the last 2 years on the state Math and Science exams comparatively to other schools, specifically IS 409 in the same district as well other schools in other districts. The last two graphs will show the difference with a higher performing school such as IS 409 and therefore will confirm why this study is going to be conducted. IS 166- George Gershwin School Math and Science Grades Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). Definition of the Levels on which the scores for both subjects are based: Level 4—These students exceed the standards and are moving toward high performance on the Regents examination. Level 3—These students meet the standards and, with continued steady growth, should pass the Regents examination. Level 2—These students need extra help to meet the standards and pass the Regents examination. Level 1—These students have serious academic deficiencies. Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). The aforementioned graphs showed how poorly IS 166 has performed in the last two years in both Math and Science. In Math, the number of students performing at Levels 3 and 4 has decreased from 22. % in 2004 and 17. 5% in 2005. The number of students tested for Level 3 was only 60 and for Level 4 only 3 of 361 total students. The remaining students, as displayed on the right hand side of the graph, are still at a Level 1 which as noted by the above definition means that they are in grave need of assistance. Therefore, for the purposes of the study, the target population will be defined as â€Å"in need† students. Although there has been a slight increase in Science, the results are still less than desirable when compared with other schools in the district and the City. As seen in the graph, only 14% of the students passed at Levels 3 and 4 in 2004 and by 2005, only 18% were able to pass at the same levels. Therefore, if IS 166 continues on this trajectory, it will continue to be labeled an underperforming school that graduates below average students incapable of performing the basic tasks in both subjects. The goal of the evaluation study is to thoroughly review the problems that exist and hopefully get the school to achieve grades similar to IS 409-East New York Family Academy sometime in the near future as is reflected in the following graphs. IS 409- East New York Family Academy Math and Science Grades Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). As noted in the above graphs, IS 409 is performing extremely well at Levels 3 and 4 and has outperformed schools in both math and science in the district (which is truly exceptional given the neighborhood and its history) as well as other City schools. Very few students if any are far below the standard in both subjects. Moreover, as noted before, other schools such as MS 114 and IS 289 located in District 2 have maintained exceptional scores over the two year period. For 2004 and 2005, MS 114 scored 88% and 81% consecutively in Math and 97% and 91% in Science. IS 289 also scored high grades-for both years in Math, the school displayed 83% and 73% when compared to other schools in the district and city and in Science, they scored 87% and 82%. Other schools in other districts from Queens and Staten Island have also demonstrated solid scores. This makes designing a program even more of a priority in light of the above referenced comparisons. The study will not focus on the students at all levels in the middle schools but specifically, the eighth grade students destined for high school who have yet to grasp the necessary skills needed to succeed and have been the center of test score analysis over the years. These eighth grade students will be approximately 14 years old but depending on factors such as repeating a grade or special needs, the age may vary from 14-16 years old. As noted before, they will be identified as â€Å"in need† students and the study will attempt to identify the worst performing students by looking not only at grades but possibly contributing factors such as income, special needs, and possible crime involvement. The improvement of Math and Science scores is a gargantuan task which requires a major overall of the school at all levels, however, to begin the following services are needed and they are but not limited to: ?Offering training sessions for the math and science teachers. The difference between not only IS 409 and other schools in District 2 is that the teachers have more experience, education, and are less likely to be absent more than average. The training sessions will be implemented on weekends or after-school whichever is more convenient for the teachers and will be done prior to establishing an after-school program for the students. The training sessions will allow teachers from higher performing schools an opportunity to impart their techniques for achieving higher grades. Offering a separate informative session for the Principal, Maria Ortega, so that she is more knowledgeable on what is needed to succeed in both areas. In most cases, the principal of a school has a general idea of what is needed in most subject areas, however, if the principal is more involved, informed, and fully comprehends the nuances of the subject matter, then she will be able to make better choices in hiring and understanding the teaching of the curriculum. This is an i dea which originated out of reading the case of MS 114 in District 2 which showcases a principal that has not only taught but has written Math books for children. Also, in IS 289, the principal knows each student individually and is fully acquainted with their needs. ?Offering additional services for children that may range from an after-school program to extending class hours to offering classes on the weekend. One of the schools in District 2 actually has classes that last at least 50 minutes giving students a better opportunity to absorb the material thereby performing better in exams. ?Offering programs that will incorporate the parents as well. Perhaps this will be in conjunction with the after-school program. As noted, most of the students in this district are from low income families and perhaps some of the parents are in low paying jobs or living on welfare. The parents can take advantage of the program by refreshing themselves with the basic concepts of each subject so that they may assist their children and perhaps help themselves. PROGRAM THEORY In order to address the dire academic situation at IS 166-George Gershwin School, and before implementing an after-school program, it is important to address the issue at the higher levels which means analyzing teaching techniques and more importantly, principal participation. At the Center for Civic Innovation Luncheon featuring Chancellor Joel Klein held on Thursday, October 5th at the Harvard Club, Chancellor Klein began his speech with an analogy of the leaky roof and the squeaky floor. He stated that there was a school located in uptown Harlem that had a leaky roof and a squeaky floor. One day a repair man came to repair the floor and the custodian stated that the floor cannot be fixed prior to the roof being fixed to which the repairman replied â€Å"That’s not my concern, I am just here for the floor†. The Chancellor began his speech with that story to underscore the problems with the NYC Education system. He believes that everyone wants to fix the underlying problems without addressing the issues at the surface. The Chancellor’s story may be applied to the case of IS 166 and any other school in need of improvement. Many observers and parents are often led to believe that their children are primarily the problem in achieving higher scores and possibly that their children lack the intellect to truly analyze or process the information given to them. However, it is just as important for the heads of the respective schools to be cognizant of what is needed to improve these scores and the principal is just the person to ensure this. Therefore, before implementing a program, we have recommended that Principal Maria Ortega participate in a briefing session lasting approximately one month in the summer—right after the end of the school year and before the hiring season begins—for at least 4 hours a day, three days a week. According to reports of comprehensive school reforms in Chicago and Louisiana, the schools’ academic success was primarily attributed to the principals in charge and the contributions they made throughout the reforms. In one report, it stated that â€Å"highly effective schools communicated expectations for teachers. The principal was active in working to improve teacher skills; ineffective teachers were let go. † Moreover, the principals played an important role in four areas a) selection and replacement of teachers; b) classroom monitoring and feedback; c) support for improvement of individual teachers; and d) allocating and protecting academic time (Good et al, 2005, 2207). Therefore, implementing a program or briefing session solely for Principal Ortega would help her improve in all these areas. Principals, under Chancellor Klein’s tenure, have been given more empowerment opportunities and have more responsibilities to ensure the success of their schools. IS 166 has been categorized as a Title I School In Need of Improvement (SINI) under the No Child Left Behind Act (NCLB) and as such, Principal Ortega has to work harder than ever to improve the english, math, and science scores—subjects that are integral to a student’s academic success. The program we have suggested will illustrate to Principal Ortega that math, in particular, cannot be taught in the traditional manner, that is, using rote. In fact, the National Council of Teachers of Mathematics (NCTM) advocates the development of an inquiry-based mathematics tradition. Students taught using this tradition are encouraged to explore, develop conjectures, prove, and problem solve (Manswell Butty, 2001, 20). Students are best able to absorb the material in not only math and science but other subjects if the teachers are able to present it in an interesting manner that entails connections to the outside world. Principal Ortega should also be familiarized with the requirements for the exams and then know exactly how the staff should approach student preparation. She should also ensure that with respect to math, she adheres to the recommendations Lyle V. Jones reiterated in his article entitled â€Å"Achievement Trends in Math and Science† in which it was stated: ? Only teachers who like mathematics should teach mathematics ? The chief objective of school mathematics should be to instill confidence ? Mathematics teaching must be based on both contemporary mathematics and modern pedagogy (Jones, 1988, 333). After completion of this program, and hopefully with a better understanding of what is needed to improve the scores at IS 166, the next step would be to address the teaching staff. As noted, the methodology used is integral to ensuring that the students comprehend, absorb, and analyze the information being disseminated. If they fail to process the information then they will ultimately perform poorly in the state exams and possibly continue to do so throughout high school. We recommend prior to the beginning of the academic year, and the implementation of the after-school program, that teachers, specifically, the math teachers enroll in a summer institute similar to one reported in an article entitled, â€Å"Toward a Constructivist Perspective: The Impact of a Math Teacher InService Program on Students†. The reason being is that the teaching of math more so than science requires certain techniques that are far from the traditional methods that most teachers employ. The summer institute in the report offered participating teachers intensive two-week summer institutes and weekly classroom follow-up during one academic year. Moreover, they received an opportunity to reexamine their ideas about the teaching and learning of mathematics. During the summer institutes, these teachers experienced mathematics classes in which they were encouraged to construct solutions and ideas and to communicate them to a group. They analyzed student understandings as revealed in interviews and they planned lessons which reflected their evolving ideas about mathematics learning and teaching (Simon and Schifter, 1993, 331). Teachers need to plan their lessons in such a manner as to engage the students so that they may effectively communicate their thoughts or problems with a particular issue. In fact, after completion of the summer institute, and after the teachers began using their newfound techniques, the results were noteworthy and ranged from students stating that â€Å"it’s fun to work math problems† to â€Å"I’d rather do math than any other kind of homework† to â€Å"I like to explain how I solved a problem†(Simon and Schifter, 1993, 333). Therefore, using the above referenced example, the summer institute that we propose for the math teachers will last approximately three weeks in the summer and it would begin approximately mid-August prior to the beginning of the academic year. This program would be mandated by the principal and would include veteran staff members as well new ones brought on board. Another factor that teachers have to take into consideration is the population they cater to during the academic year. IS 166 consists of predominantly black and Hispanic students residing in East New York and its surrounding environs, thereby, making them not only an â€Å"in need† group in terms of grades but an â€Å"at risk† group in terms of their backgrounds and predisposition to engage in illicit activities. Many believe teaching techniques are generic and if they are employed in one school then they may be applicable in another. However, studies have shown that minority children in low income neighborhoods require a different set of techniques employed. According to Manswell Butty, African-American children have further been identified as favoring four learning styles a) person-centered, b) affective, c) expressive, and movement oriented (Butty, 2001, 23). Therefore, teachers need to use laboratory or group exercises, discussion sessions, or instructional uses of music and the visual and dramatic arts, especially when those pedagogical techniques promote Black students’ greater academic involvement, interest, and performances (Butty, 2001, 23). However, this is not a generalization implying that all minority children respond to this technique but most will probably respond positively. Therefore, teachers must be made aware of the group of children that they are dealing with and ensure that they employ the above referenced techniques to garner success. In fact, there are Learning through Teaching in an After-School Pedagogical Laboratories (L-TAPL) in California and New Jersey, which not only offer a program for elementary students but also serves as a practice-rich professional development for urban teachers. The program aims to improve the achievement of urban students and the competence of their teachers (Foster et al, 2005, 28). According to the Foster article, numerous studies, policies, and programs have addressed the persistent problem of underachievement among poor urban students and its array of possible causes. The NCLB links teacher quality to improved student achievement, especially among low-income urban children of color. Consequently, improving teacher quality has become one of the hallmarks of current reform efforts (Foster et al, 2005, 28). These laboratories groom future urban teachers to deal with students similar to the target population at IS 166. And as such, as an alternative to our summer institute, the teachers are free to enroll in the program offered by this lab in New Jersey. Therefore, taking into account the above referenced studies, improving teacher quality is of utmost importance when taking into consideration the improvement of math and science scores. All of the above has brought us to the most important element of the study establishing an after-school program. Establishing an After-school Program-Resources Funding Under the NCLB Act, Title I schools, such as IS 166 that are listed as Schools In Need of Improvement, have failed to reach student achievement targets that have been set for every school. This means the school has failed to meet state proficiency level for all students in English Language Arts, Mathematics, Science and/or high schools graduation rate. Schools falling in the above referenced category may be eligible for Supplemental Educational Services (SES). SES include free after-school/weekend remedial help or tutoring services. The SES provision offers providers an opportunity to offer low-income children, who may be struggling in school, extra academic help and individual instruction. Through SES, innovative leaders and educators can start a new tutoring program or expand an existing one to serve more students (New York City Department of Education). However, instead of using an SES provider—which in some cases the DOE will offer contracts of over a million dollars to provide services to various schools—we will request additional funding that would have been used to acquire an SES provider to establish the after-school program by ourselves with the assistance of The After-school Corporation (TASC). TASC is renowned for establishing successful after-school programs and have no contract with the DOE and thus, are not labeled SES Providers. In addition to wanting to establish a program using solely school staff, it is important to note, that there have been several complaints about SES providers and most are being investigated either by the Special Commissioner of Investigation for the New York City School District or the Office of Special Investigation and in the best interest of the target population, we have decided to forego those providers. Therefore, the funding used from SES will be used to offer per session rates for the teachers participating in the program as well as pay for the consultant from TASC. The funding will also be used to acquire additional supplies such as the KidzMath program which is highly popular and is used around the country to get students interested in math and to improve scores. Funding will also be used to secure additional bus transportation from the Office of Pupil Transportation as well as food and refreshments for the children. Staffing and Facilities The program will be housed in the school recreation room and so there will be no need to rent a facility to do so. The program will be supervised by the TASC consultant who will preferably be someone from the community who is familiar with the target population and can easily relate to their situation. The principal and assistant principal will take turns observing the classes and ensuring that the teachers and participants are abiding by the rules. The teachers will be eighth grade math and science teachers who deal with the target population on a daily basis and who are familiar with the problems they are experiencing. Additionally, the teachers will be assisted by high school students who are well versed in the subject areas, who have been recruited from neighboring high schools and would like to add an after-school tutoring activity to their resume. Therefore, these students will not be paid but will use the after-school program as a learning experience. Participants The students participating in the program will be chosen based on their past academic performance in grades six and seven and failure to show any signs of improvement. To reiterate, this program is geared specifically for eighth grade students, ages 14-16 years old, and will begin a month into the beginning of the academic year towards the end of September early October after the students and teachers have settled in the new semester. Letters will be sent to the parents at the beginning of the academic year notifying them of their child’s progress and advising them that the program is mandatory if they are to improve and move on to high school (the letters will be followed up by phone calls). While the school has no recourse if a student fails to attend even though it has been marked mandatory, offering a voluntary program usually encourages those that are really not in need of it to participate and those that do need it usually don’t. The parents will be informed of the structure of the program and the fact that transportation will be provided so that their children will be taken home safely after the program. In fact, parents who may not be working full time or at all will be encouraged to observe or participate in another session that will help them to understand what their child needs to improve. The session, which will last as long as the tutoring session, will more than likely be conducted by the assistant principal or a math/science staff member and will give the parent an opportunity to be truly acquainted with the activities being conducted. This program may also be helpful to them as well as some of these parents lack the basic educational skills that are necessary to obtain a job. Activities and Schedule Based on successful programs in Arkansas, the after-school program we will establish will mirror these successful programs and therefore, the program will entail classes of one and a half hours each day, Monday through Thursday between the hours of 3pm and 4:30pm. Mondays and Wednesdays will be dedicated to math and Tuesdays and Thursdays will be dedicated to science. The sessions will be divided into 40 minute periods during which the first period will be dedicated to the teacher illustrating the subject material and the second period will be dedicated to the students participating in groups and working together to complete the work presented in the first period. The students will get a ten-minute break during which they will receive refreshments. In the Camden School District in Arkansas, school officials credited the success of the after-school programs to the schools being released from the â€Å"Adequate Yearly Progress† (AYP) status under the NCLB Act (Arkansas Advocates for Children & Families, 2006). Throughout the course of the program, teachers will be encouraged not to utilize the same material or techniques used on a daily basis. The teachers will be reminded that the program is geared towards individuals who have a negative attitude toward the subjects which may be as a result of not only failure to comprehend the material but also the teacher’s emphasis on traditional methods. Therefore, the program will forego any emphasis on memorization, computation, and equation and will focus on modeling and real world problem solving. Engaging in group work, especially in math, has proven to be successful and will be the focus of the program. According to Jones, group work differs from cooperative learning in its lesser emphasis on the teacher as instructor and its greater dependence on students teaching other students. Moreover, cooperative learning procedures as dependent first on instruction by the teacher, then on practice engaged in actively by members of an established student team (often of four team members), has evidence that supports the efficacy of the approach to elevate not only achievement but also self-esteem, interpersonal effectiveness and interracial harmony (Jones, 1988, 328). Therefore, the students will work together in groups over the period of the academic year and will be exposed to hands-on experiences, games, and projects. KidzMath should really be a good stimulant and with the assistance of the teachers, the students should be motivated. Teachers will also be encouraged to maintain a weekly progress report which will ultimately be used to assess the program’s progress. Another aspect of the program would entail having the Principal establishing stronger ties with the community and getting more community leaders involved by dropping by the after-school program to give advice and encouragement to the students. Students are not only stimulated by various activities that are outside of the norm of the regular classroom but are also stimulated by role models or individuals they deem to be successful from their part of the neighborhood. According to a report done on the Chicago School Reform, the schools that experienced major changes and improvements were led by principals who were strong veteran leaders with good relationships with their local school councils and the community (Hess, Jr. , 1999, 79). Additionally, incentives can also be offered for the students in the program which will encourage their continued participation and potential success and can range from visits to museums or amusement parks if they have showed slight improvements. While these children who performed poorly are from low income families, and a reduction in poverty rates might have a salutary effect on measured school achievement, according to Lyle V. Jones, the influence of poverty on educational achievement may be ameliorated by introducing school-parent programs to improve academic conditions in the home. After reviewing nearly 3,000 investigations of productive factors in learning concludes that such programs have an outstanding record of success in promoting achievement (Jones, 1988, 327). Explanation of Logic Model Inputs: consist of the fundamental resources—human and capital—that the program needs in order for it to achieve its goals. These resources consist of funding for per session rates for the teachers, payment for the TASC Consultant, supplies such as KidzMath, transportation, and refreshments. The most important resources needed are the children to whom the program is directed. Activities: Once the fundamental resources are in place, the schedule has been established and the techniques for teaching have been agreed upon, then the after-school program will proceed as planned throughout the academic year. The sessions will be conducted four days a week, Mondays and Wednesdays, for math and Tuesdays and Thursdays for science lasting 1. 5 hrs each period. The sessions will entail a great deal of group work and collaboration along with potential visits from community leaders and role models. Outputs: Upon implementation of the program, it is important to ascertain if the program is reaching its target population, if the services provided are being done in the manner discussed and if the population are benefiting or if they have any concerns those will be noted throughout the assessment. This will be done by conducting site visits, performing observations and conducting surveys. Outcomes: If the program is successful in achieving its goals, then the immediate goals will see the students passing their in-class tests and ultimately the state exams—which has been the focal issue with the school and the reason for the Title I status under the NCLB Act. The long-term goals include the participants of the program actually going on to high school and possibly even college. From that point onward, if students succeed in college, they may even pursue challenging careers thereby improving their socio-economic status. The reason the logic diagram is done in a cyclical manner is to demonstrate that if the program is successful and the students do improve significantly, then the school may be eligible for the same amount or a higher amount of funding which they can use to increase their resources for the input phase for the upcoming academic year. PROGRAM PROCESS Once the program has been implemented, it is important to ascertain if the services are in fact being delivered as planned and if the participants are learning with the teachers employing the new techniques as discussed. In order to do this, we will conduct an observational study as fashioned from the TASC’s site visit procedures in addition to teacher and parental surveys to see if they have noted any differences in the children participating in the program. This assessment will be done halfway throughout the semester at approximately the end of January which will also coincide with the first set of state exams (students also take these exams towards the end of the academic year-approximately June). The assessment will begin with a two-person team (my colleague and I) visiting the after-school’s program for two days a week, for a total of two weeks—one day for math and the other for science. The visit will include an interview with the principal and assistant principal (who, as noted before, would have taken turns monitoring the program). There will be 90 minute observations including the 10 minute break to see how the children are behaving and the teachers’ interaction with them accordingly. The assessment will look at three of the five primary factors as fashioned from TASC’s rating on project activities: Staff-directing relationship-building ?Staff use positive behavior management techniques ?Staff show positive affect toward youth ?Staff attentively listen to and/or observe youth ?Staff encourage youth to share their ideas, opinions, and concerns Staff strategies for skill-building and mastery ?Staff verbally recognize youth’s efforts and accomplishments ? Staff assist youth without taking control ?Staff ask youth to expand upon their answers and ideas ?Staff challenge youth to move beyond their current level of competency ? Staff plan for/ask youth to work together ?Staff employ two or more teaching strategies Activity content and structure ?The activity is well organized ?The activity challenges students intellectually, creatively, and/or physically ? The activity requires analytic thinking The observers will rate each indicator on a scale from 1 to 5 where 1 meant that the indicator was not evident during the observation period and a 5 meant that the indicator was highly evident and consistent. These ratings will provide a systematic method for the observation team to quantify its observations of the factors that contribute to the possible success of the program (TASC Catalog of Publication and Reports, 2005, 3). The assessment will also ask teachers to document any changes they have observed in their students’ behavior throughout the program. This will be extracted from a weekly progress report that they were encouraged to write at the commencement of the program. This will give us an idea if the students have made any progress in the eyes of the educators. The last assessment will be done with the parents who will be asked their views of the program. The questions will include but not be limited to: ?Is the program meeting your expectations? ?Do you see any noticeable changes in your child’s progress? Does your child show any more interest in math or science? ?Do you feel you have benefited from observing or partaking in the informative sessions conducted by the principal or staff? ?Are you satisfied with the transportation provided? These questions will receive ratings from 1-5 as noted above and will give us an overall idea of the process of the structure. We can use the res ults of the assessment to facilitate mid-term improvements before the conclusion of the program. The results can also be used for future improvements should the after-school program enter its second academic year. CONCEPTUALIZATION AND OPERATIONALIZATION OF PROGRAM OUTCOMES The goal of this study is to determine the impact of an after-school program on improving the scores of low performing eighth grade students in IS 166. Therefore, the hypothesis is eighth grade Math and Science students who have performed below average in state exams are more than likely to improve their grades in both subjects after enrolling and completing the year long after-school program. In this case, the independent variable would be the after-school program and the dependent variable would be the overall improvement in grades. Independent Variable: After-school Program The after-school program (in this project) may be conceptualized as any academic activity that takes place outside of the mandated school hours that is geared towards the improvement of a child’s academic achievement in a specific subject area. It may be operationalized by examining the responses from the observations conducted in the assessment phase which were based on five primary factors ranging from staff-directing relationship building to staff strategies for skill-building and mastery to activity content and structure. Under each category there are various indicators which will be rated on a scale from 1 to 5 where 1 is meant that the indicator was not evident during the observation period and a 5 meant that the indicator was highly evident and consistent. Dependent Variable: Overall Improvement in Grades Overall improvement in grades may be conceptualized as a notable or significant increase which may be anywhere from 15-20% in the in-class and state scores. The increase in scores would hopefully translate into passing grades. Improvement in grades can be operationalized by examining both the in-class and state test scores and comparing both to the previous year’s scores and as such, we can begin to measure some sort of success based on the increase in the scores. It should be noted that while the overall improvement in grades is the primary dependent variable on which the focus is placed, there are other variables that should be taken into account, however, due to the constraints of this paper, they will be mentioned briefly. They are but not limited to: improvement in student attitudes—that is the effect the after-school program has had on their approach to the subjects. Do the students now have a positive attitude towards the subject after improving their ability to process and analyze the new information provided? Also, there is the parental support aspect which must be taken into consideration. Did the after-school program increase parental awareness, that is, making parents aware of what students need to excel in both subjects? Do parents now know how to assist or provide support for their children in these subject areas? Assessing Program Impact—Strategy In order to determine if the after-school program had an effect on overall Math and Science scores, a randomized control-group pretest and posttest design will be conducted. (Please note that steps 1-3 would have been done prior to the implementation of the after-school program). The following steps will be followed in order to execute this test: 1) Students will be selected from the eighth grade roster by random methods, specifically, randomly choosing social security numbers from the database. ) The students with social security numbers ending in even numbers will be assigned to the treatment group (X)—the after-school program, while the students with social security numbers ending with odd numbers will be placed in the nontreatment group (Y). 3) An in-class test similar to that given at the state level will be administered to both groups to ascertain their scores—the dependent variable. The scores will be added for both the ex perimental and control group. 4) After totaling the scores, the experimental phase will begin. Both groups will be exposed to the same conditions with the exception of the experimental group (X) who will have the experimental treatment—the after-school program for the academic year. 5) After the experimental group has completed the after-school program, both groups will be evaluated again using an in-class test similar to the one given in the pre-testing period. Once again, the scores will be added for both the experimental and control group. 6) The scores between the pre-testing period and the post-testing period will be calculated to establish the difference. ) The difference in the scores will be compared to determine if the after-school program (the treatment) was associated with a change favoring the experimental group over the control group—who did not participate in the after-school program. 8) A statistical test will be used to determine whether the difference in the scores is truly significant—that is, if the difference is large enough to reject t he null hypothesis that the difference is simply a chance occurrence. According to Stephen Isaac in his book, â€Å"Handbook in Research and Evaluation† nternal validity gains strength with the randomized design because extraneous variables are controlled since they affect both groups equally (Isaac, 1971, 39). To elaborate, extraneous variables such as differential selection is controlled by random selection methods. Maturation and pre-testing effects occur equally for all groups, differential mortality can be assessed for nonrandom patterns, and statistical regression is controlled when extreme scorers from the same population are randomly assigned to groups (statistical regression will occur but it will occur equally with all groups) (Isaac, 1971, 39). The disadvantages to this design are to be found in the within-session variations during which time the experimental and control groups are tested and treated separately. There may be differences in room conditions, personalities of teachers, or wording of instructions. According to Isaac, the students should be tested individually or in small groups, randomly assigning subjects, times, and places to experimental and control conditions. The effects of any unwanted situational factors are thus randomly distributed among the subgroups, allowing them to be ignored (Isaac, 1971, 39). Isaac further states that to control for within-session instrument differences, it is necessary also to assign mechanical instruments, teachers, observers and raters to sessions—or preferably to a single session. Ideally, if observers or judges are involved, they should remain unaware of which groups are being used for control or experimental purposes, since they may have subtle biases that could influence their observations. REFERENCES Andreatta, Dave. â€Å"Math Concerns Are Adding Up† New York Post, October 12, 2006: 11 Arkansas Advocates for Children & Families (2006). After-school programs in Arkansas: A solution whose time has come. Little Rock, AR author Accessed on 10/29/2006 http://www. arkleg. state. ar. us/data/education/ Birmingham, Jennifer, Pechman, Ellen M. , Russell, Christina A. , and Monica Mielke. â€Å"Shared Features of High-Performing After-School Programs: A follow-up to the TASC Evaluation† TASC Catalog of Publications and Reports, November 2005. Accessed on 11/2/2006 Domanico, Raymond. State of the NYC Public Schools 2002† Civic Report-Manhattan Institute for Policy Research. March 2002, # 26. Accessed on 10/16/2006 Elias, Maurice. â€Å"Middle School Transition: It’s Harder Than You Think-Making The Transition to Middle School Successful† Middle Matters, Winter 2001: 1-2 Accessed on 10/19/2006 Foster, Michele, Lewis, Jeffrey and Laura Onafowora. â€Å"Grooming Great Urban Teachers† Educational Leadership, March 2005, (62) 6 : 28-32. Good, Thom as, L. , Legg Burross, Heidi, and Mary M. McCaslin. Comprehensive School Reform: A Longitudinal Study of School Improvement in One State† Teachers College Record, October 2005, (107) 10: 2205-2226. Hess, Jr. , G. Alfred. â€Å"Understanding Achievement (and other) changes under Chicago School Reform† Educational Evaluation and Policy Analysis, Spring 1999, (21) 1: 67-83. Isaac, Stephen (1971). Handbook in Research and Evaluation. San Diego: EDITS Publishers Jones, Lyle V. â€Å"Schooling in Mathematics and Science and What Can Be Done to Improve Them† Review of Research in Education, 1988-1989, (15): 307-341. Manswell Butty, Jo-Anne L. â€Å"Teacher Instruction, Student Attitudes and Mathematics Performance among 10th and 12th grade Black and Hispanic Students† The Journal of Negro Education, Winter-Spring 2001, (70) ? : 19-37. New York City Department of Education 2004-2005 Annual School Reports (Provided by the Division of Assessment and Accountability) Accessed on 10/14/2006 Simon, Martin A. , and Deborah Schifter. â€Å"Toward a Constructivist Perspective: The Impact of a Mathematics Teacher InService Program on Students† Educational Studies in Mathematics, December 1993, (25) 4: 331-340.

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Managing external environment - Essay Example the survival of a business requires strategies like; assets’ diversification, total cash reserves’ revving up, products’ quality, part-time workers’ employment, and application of cheaper materials as well as employer options. (Sahoo, 2009) In the process of building a business there is the point of a business’s break even and this is the point at which the costs of the company equal the sales revenue of the same business. At this point it is vital to note that the business has neither made gains nor losses. (Pinson, 2008 p98) Breakeven involves a technique of pricing applied to ensure the minimum volume of sales that a given commodity has to generate at the set level of price so as to ensure coverage of all cost outlays. This calls for strategies like, firstly, penetration pricing which refers to setting a low price as the main weapon of marketing especially for new commodities. Secondly, there is the skimming pricing which is the setting of a bit higher prices for a commodity in comparison to the competing ones. This aids in making marketers set price levels that differentiate a company’s products from the rivals’. There is also the strategy of discount or low pricing that maintains products at low prices thus attracting many customers. (raritanval.edu, 2009) Subsequent to breakeven, a company crosses over to the zone of profits. For instance, according to Tracy, taking that a company’s breakeven point is at the level of sales revenue at USD 10 million, anything beyond that like a sales revenue of USD 12 million is in the zone of profits. After breakeven point all the margin becomes dedicated to profits. For example; if margin is 25%, profits at sales revenue of USD 12 million is $500,000. (Tracy, 2008 p84) At the profit maximisation stage, a business sets output and price level that ensures that it earns the biggest profit. If a firm successfully ensures survival through; demand of its commodity, production as well as inputs’ supply, it

Analyzing movie Review Example | Topics and Well Written Essays - 1250 words

Analyzing - Movie Review Example Set in a not so distant future, the movie depicts not just an interesting concept whether traveling back in time is possible, but it also showcases the actual concept of trust, communication and generally, relational development. As the movie progresses, we can see the stages involved in the actual development of relationship which include the concept of initiating stage, experimentation, intensifying stage, integration stage and bonding stage as the integral components of the coming together of the characters. There are many scenes in the film that we can use to illustrate the relational development among the characters, but it is important to try to figure it out how this happens in the case between Darius and Kenneth. Apart from the classified ad, it was Darius who made the first attempt to initiate the initial contact, as she started to find her way to Kenneth at the convenience store where he works. Since it was purely a business purpose for Darius, the one who must finally deci de to build up the real relationship is no other than Kenneth himself, and this means he needs to come up with first impressions about this magazine staff. His first impression about Darius looks like it fits in his essential qualification for the one he wants to travel back in time with, which must be far from what he has just experienced with Jeff. In this step of relational development, it is clear that the initiating stage has been successfully employed, as Kenneth’s first impression about Darius is someone whom he could confide with the vital information linked to the mission. This concept is certainly applied well in this scene of the movie, because of the depiction of first impression that is elemental to the initial developmental stage of relationship. In fact, this paves the way for the next stage of relational development, which is a clear consequence of the successful employment of the initial stage of relationship development. Somewhere in the movie when Kenneth w alked out from the restaurant after Darius discovered his artificial ear, is a significant highlight of the development of the next stage, which is the experimentation. Kenneth is essentially probing in this part, to know if Darius is really the one to choose in the mission. In the relational development, everything might end up here, just as in the case of Jeff and his high school crush. However, the film shows effective implementation of the experimentation stage in the case of Kenneth and Darius, just as how the latter via an emotional conversation also reveals their common ground, implying that they both experienced in their childhood years as laughing stuffs of the people around them, which is a move that leads them further to the next step, the intensifying stage. The intensifying stage is revealed in the film when Kenneth finally discloses to Darius his actual reason for going to a time travel. Darius responded with all sincerity, which eventually creates an impression on the part of Kenneth that his disclosure is reciprocated. Kenneth even discloses his talent in music, which is something that touches Darius for real, leading them to go to the next level of relational development, the integration stage. The ultimate highlight of integration stage as the movie depicts is when Darius and Kenneth passionately kiss and comfort each other on that one remarkable

Criticaly examine impact of economic globalization on KURDISTAN REGION Essay

Criticaly examine impact of economic globalization on KURDISTAN REGION - Essay Example The concept of economic globalization also greatly influenced the economic growth of this region. The emergence of economic globalization influenced the region’s government to change its economic policies in way that would encourage investments and cross border trade. The Kurdish economy has undergone significant structural changes over the last few decades, and this reshaping process could be attributed to the emergence of economic globalization. This concept has greatly benefited the region to improve the living standards of its people. Today the living standards of Kurds are far better than that of the people from other parts of Iraq. In addition, the Kurdish government has recognized the importance of private sector in enhancing economic stability and sustainability of the region. This paper will critically evaluate the impacts of economic globalization on Kurdistan. 1. Economic Globalisation: Definition Globalization can be defined as â€Å"the intensification of worldwi de social relations which link distance localities in such a way that local happenings are shaped by events occurring many miles away and vice versa† (Giddens 2008, p.64). ... The Kurds were not trusted partners of the regime. There are many examples of actions taken that were not in the best interests either of the Kurds or the region, building less health centres, force evacuation from the villages, no primary highways to name few but many. This has resulted in an under-invested region both economically and socially. The Kurdistan region is unique at the present time in Iraq in having potentially three levels of government, National, Regional and Provincial. Still the roles and responsibilities of these levels of Government are not clear. The Kurdish society always tries to achieve self-dependence and retain the integrity of its borders. This concern is also shared by other national and international interests concern with the future of Iraq. The Kurdistan Regional Government (KRG) receives both cash and in-kind allocations from Baghdad amounting to about 14 percent of projected Iraqi federal revenues (World Bank, 2007). The bulk of Iraq’s federal revenues are based on oil (96 percent in the 2006 budget). However the largest cash allocation to KRG is 17 percent of a divisible pool of funds, representing all federal domestic revenues net of a number of expenditure programs. KRG’s share is based on a national estimate of KRG’s population relative to the rest of Iraq1. 1.2 Current Policies or Economic Development Objectives: â€Å"Economic growth, being a summary measure of all of the activities of an entire society, necessarily depends, in some way, on everything that goes on in a society† (Lucas 1998). In order to analyze the impacts of economic globalization on the Kurdish region, it is vital to identify the current economic development objectives of the Kurdish government. KRG economic development objectives to date are

Use an example of your choice to discuss how corporate restructuring Essay - 3

Use an example of your choice to discuss how corporate restructuring transformed market, productive and financial performance - Essay Example The terms of the agreement are that Nokia will essentially transfer the whole of its Devices and Services business, which is the business division that makes Nokias cellular handsets, including all of the manufacturing facilities and more than 32,000 employees. This division is responsible for half of the total revenues of Nokia in 2012, and includes about 4,700 personnel who are based in Finland. That said, the deal does not include the portfolio of patents that Nokia has, which in essence will remain with Nokia, along with the Chief Office of Technology. This deal was approved by shareholders of Nokia in late 2013, and is touted by its leaders as the best alternative for the maximization of the value of the shareholders (Nokia 2013; Stoll 2014; Ricknas 2014; Microsoft 2013; Ando and Rigby 2013; Garside 2013; Shankland 2013; Easa 2014). The deal also includes the licensing of all of Nokias portfolio of patents in Nokias portfolio for a span of 10 years, but this will not be exclusive, meaning that Nokia reserves the right to license its patents to other parties, and to make use of the patents for its own product development and related business purposes. A substantial portion of the sale price, 1.65 billion euros, is for this patent deal, to which Microsoft has the option to extend after the decade-long agreement expires, and that extension privilege is indefinite in its extent in time. Part of the deal also licenses Nokias mapping platform HERE to Microsoft, over a period of four years, and this part of the deal is expected to generate revenues for Nokia equal to the amount of revenues that HERE generates within Nokia (Nokia 2013; Stoll 2014; Ricknas 2014; Microsoft 2013; Ando and Rigby 2013). The deal transforms Nokia into a company that was in financial trouble from the losses in its devices unit into a powerhouse of important patents in the telecoms space, as well as an important provider of telecommunications infrastructure in Nokia

Concept of learning Essay Example | Topics and Well Written Essays - 500 words

Concept of learning - Essay Example By using metacognitive skills such as strategic thinking, the students have a better chance of being successful on a much wider variety of performance measures than by just using rote memorization. What is the Difference Between Learning and Performance Learning is the concept of gaining new information. Most students are naturally curious and have an affinity for learning. Performance, on the other hand is a demonstration of what has been learned, or is it? There are many students who learn, yet are not able to perform what they have actually learned. Many factors go into the issue of performance. Learning, as we know it in the classroom, takes a basic three step approach. Each concept must be presented orally, visually, and kinetically in order reach each student in a way that can be assimilated. For this reason, students are given many activities to perform while learning a new concept. Today’s children are much less auditorially oriented than their predecessors. They are n o longer will to sit and listen to boring lectures about vague concepts; children learn what they do. It is up to us, as educators, to make learning interesting and student focused. ( Shippey, 2010) The students of yesterday knew many facts; rote learning was the way education was done.

Remembrance Personal Statement Example | Topics and Well Written Essays - 500 words

Remembrance - Personal Statement Example She was extremely intelligent and graduated at age sixteen, much before the other children in her class. I, on the contrary, was forced to attend seventeen schools from the fifth grade through twelfth; always playing catch up in school. I never establish a foundation of good educational skills. In spite of the pit, falls I found myself somehow graduating on time. 7 The love of music I inherited from my mother. My mother an accomplished pianist, taking lesson from age four, played Carnegie hall at a very early age. I remember her telling stories of practicing two to three hours a day and attending the Julliard School of music in New York City. As an adult, she continued to play and even taught my older siblings to play the piano. However, when her mother died she stopped playing and never played again. Therefore, she never taught me to play the piano. I am assuming that her mother was the driving force behind her piano accomplishments. Although I never learned to play the piano, I love music, especially classical music. 12 Traveling became a large part of my adolescents. By the time, I reached age twelve my mother had remarried, and we began to travel up and down the East coast. I spent the first twelve years of my life in Stamford Ct., and then we moved to Florida, back to Connecticut, then to New Hampshire, and Virginia and landed in Biglerville Pa.

Literary Devices Essay Example | Topics and Well Written Essays - 250 words

Literary Devices - Essay Example Sir Arthur Conan uses the literary devise of mood to create suspense in the reader, while going through â€Å"the hound of the Baskervilles.† The author develops a ghostly, unnatural, and a supernatural mood right from the onset of the literature. For example, Dr. Mortimer is portrayed as acting in unnatural ways – for example, in his attempt to unveil the mysterious curse. This expresses a mood of ghostly nature to enhance suspense, as it is not human to be luminous (Doyle 11). Doyle (24) says, â€Å"There stood a foul thing, a great black beast, shaped like a hound† The foul thing is included to draw a fearful mood, to enhance the suspense. â€Å"To take on the father of evil himself would be too ambitious†¦you must admit the footprint was material (Doyle 37).† This line seeks to develop a mood of fear, which enhances the suspense to read on. Through the three quotes, a supernatural mood is clearly depicted. For example, he writes of a black beast à ¢â‚¬â€œ shaped like a hound, yet larger than any hound ever seen. Through developing the mood of the story, Holmes is depicted as learning new supernatural experiences, which are used to heighten the suspense developed in the reader. Through the suspense developed in the reader, their interest to keep reading is grasped. This shows how mood is used to breathe more life into the story. Pablo Neruda, in her poem â€Å"Alturas de Macchu Picchu,† presents different counts of imagery, which enhances the creativity of his work. The quote, â€Å"like a sword sheathed in meteors,† shows the imagery of earthly and heavenly objects. Also, this quote, â€Å"I plunged my turbulent and tender hand,† tries to create a picture of the author’s hand. The examples presented show that Neruda uses imagery to instill more creativity into his poems, which captivates his readers into his poetry (Hogan). The literary device of tone, as portrayed in Sarojini Naidus â€Å"the Call to Evening

Logic and Paper Essay Example for Free

Logic and Paper Essay Papers written collaboratively will use different warrants and/or different forms of argumentation to support the claim and grounds of a paper as opposed to a paper writing a paper individually. One may suggest that the warrant of a paper is the most difficult element in supporting the claims and grounds of a paper. The warrant is used to connect the claims and grounds of a paper. â€Å"Without a warrant a reader may not reach the same connection or make similar connections between a claim and evidence as a writer† (Morse, 2010). Collaboratively, different warrants will arise in a paper to bring together the validity of the evidence presented. Having more than one perspective in a team paper is key. It allows various facts and statistics to be introduced and considered. â€Å"It eliminates the possibility of errors arising out failures and considers the effect of contributing elements† (Jones, 2010). In addition, a different perspective when writing collaboratively, creativity is embraced. Different ideas come to the forefront, which may not have come to light without different varies being heard. This creativity helps the reader to connect the claim and evidence which is known as the warrants. â€Å"As writers we must guide our readers through our logic and convince them that our interpretation is logical and sound† (Morse, 2010). Lastly, collaboratively, teams can determine when a paper is good enough using various methods. Team members can establish represents that needs to be met and if they are met before starting and ending a paper. On the contrary, writing a paper individually will bring forth only one warrant in a paper because only one perspective is in place. He or she brain storms alone and revises alone. â€Å"Basically, there are just too many people, too many ideas, and too many â€Å"experts† to come to an agreement and achieve a good result. It is simply why we have to constantly be reminded that there is â€Å"no ‘I’ in team† (Mattoon, Marc). When writing collaboratively, one determines whether an argument represents one’s own position by the tone and wording put forth in a paper. The tone is not always easy to figure out. One must determine the audience and look for clues to see how the author feels and the content of the paper. Depending on whether the author wants to sound formal or sarcastic will in turn determine the actual words used in the piece and how the author chooses to put those words together. Word choices, such as the adjectives used to explain something, and comparisons made are also key in determining one’s own position. References Jones, N. (2010,July). Collaboration at Work: A Look at the Pros and Cons. Retrieved from http://www. brighthub. com/office/collaboration/articles/73856. aspx Mattoon, L. (March, 2012). Working in a Team: Advantages and Disadvantages. Retrieved from http://www. job-interview-site. com Morse, S. (2010, June). Writers Handbook. Retrieved from http://www. uci. edu/programs/humcore/student/Writershandbook/ch9_cew_morse. html.

There are many threats to global food supplies Essay Example for Free

There are many threats to global food supplies Essay The food security is a potential crisis to the world in terms of food supplies and food safety while the global population is projected to reach 9 billion by 2050 (Black, 2010). This essay, first of all, willjust focus on the threats to global food supplies from two main aspects: the threats caused by the objective factors in a broad sense, and the challenges attributed to the subjective factors which closely related to the human behavior.After the analysis of the problems, a number of feasible solutions will be suggested with the implications which will be further discussed accordingly. Â  Although population,conditions of technology and economy, and climate changes seem to be correlated with the human beings, they are both factors which cannot be changed by a simple policy or a short-term plan less than a decade. Therefore, in this essay, they are classified into the objective factors challenging the food supplies. As iscommonly known, population booming will directly lead to the severe shortage of land and water which are essential to the food production. Weak conditions in terms of technology and economy accelerate the ‘yield gap’ and aggravate the threat, making the poor area more vulnerable (Godfray, et al, 2010).Also, extreme weather along with the deterioration of global climate will damage the crops. Climate changes including global warming will change the seasonal patterns of pollination for crops which would influence their production (Slaght, 2012). Â   On the other hand, human factors contain more complicated reasons which are different from nations and industries. Generally, several main reasons can be concluded: mismanagement on ecosystems causes the dramatic decline in some species which eventually leads to the reduction of food supply(Slaght, 2012). Along with the regional industrialization, the exportations offruit and vegetables to developed countries displace local staple crops, which indirectly impacts the undeveloped areas suffering further from the malnourishment (Slaght, 2012). Besides, food waste du ring the transportation and processing, retail and home stages comprises a large proportion both in developed and developing countries (Godfray, et al, 2010).

Analysis Of A Linear Accelerator

Analysis Of A Linear Accelerator Nowadays patient with cancer are treated by radiation, surgery, chemotherapy or with a combination of these options. The radiotherapy treatment unit used to deliver radiation to cancerous cells and tissues is the linear accelerator, also known as linac. The linear accelerator has been defined by Khan F. M. (2003) as a device that uses high-frequency electromagnetic waves to accelerate electrons, to high energies through a linear tube. The electron beam itself can be used for treating superficial toumors, or it can strike a target to produce x-rays for treating deep-seated toumors. The energy used for the radiotherapy treatment of deep situated tissues varies from 6-15 MV (photons) and the treatment of superficial toumors (less than 5cm deep) is between 6-20MeV. (Khan, 2003) The purpose of this essay is to describe a linear accelerator, analyse its components in the stand and the gantry of the linac, and explain the principles of operation and then discuss why it is best situated to the task for which it was designed. Some advantages and disadvantages of the linac will also be included in the discussion part of the essay. Main body: Figure 1:http://www.cerebromente.org.br/ As you can see from the schematic picture above, the major components of a linac are: Klystron: source of microwave power Electron gun: source of electrons. Waveguide (feed and accelerating waveguide): microwaves travel through the feed waveguide and then to the accelerating waveguide, where electrons are accelerated from the electron gun. Circulator: a device that prevents microwaves of being reflected back from the accelerator. Cooling water system: cools the components of the linac. Bending magnet: A bending magnet is used to change the direction of the accelerated electron beam from horizontal to vertical. (Hendee et al, 2005) X-ray target: electrons hit the target and produce x-rays. Flattening filter: even out the intensity of the beam. Ionisation chambers: they control the dose leaving the head of the linac. Beam collimation: shape the radiation beam to a certain size Klystron: There are two types of microwave power. The klystron and the magnetron. Magnetrons are used for lower energy linacs. In the high energy linear accelerator klystron is used. All modern linacs have klystrons. Both klystron and magnetron are special types of evacuated tubes that are used to produce microwave power to accelerate electrons. (Karzmark and Morton, 1998). The tube requires a low-power radiofrequency oscillator to supply radiofrequency power to the first cavity called the buncher. (Hendee et al, 2005) In the bunching cavity, electrons produced from the electron gun, are bunched together to regulate their speed. The microwave frequency is thousands times higher than ordinary radio wave frequency. For a linac to work, the microwave frequency needed is 3 billion cycles per second. (3000MHz) (Karzmark and Morton, 1998) Electron gun: The electron gun is part of the klystron. Here, electrons are produced and then accelerated to radiofrequency cavities. The source of electrons is a directly heated filament made from tungsten, which will release electrons by thermionic emission. (Bomford, 2003) Tungsten is used because it is a good thermionic emitter with high atomic number, providing a good source of electrons. Klystrons usually have 3-5 cavities, used to bunch electrons together and increase microwave power amplification. Waveguide: There are two different types of waveguides used in linacs. The first is the feed waveguide and the second is the accelerating waveguide. The first one connects the klystron to the main part of the linac. Sulphur hexafluoride (SF6) is used in the feed waveguide, to stop the arcing of electrons, caused by the microwaves that create strong electric fields. A circulator is placed in the waveguide system, to prevent microwaves being reflected back. Microwaves travel then to the accelerating waveguide. The accelerator guide of a linac requires a high vacuum to prevent power loss and electrical arcing, caused by interactions of electrons with gas molecules.(Cook, 1998)The acceleration of electrons takes place here. The accelerator waveguide bunch and accelerate the electrons with the microwaves. Electrons travel with a high velocity to almost the speed of light. (98% of speed of light) Microwaves travel to the speed of light, so irises are used to slow them down, so that electrons can keep up with the microwaves and be accelerated. There are two types of accelerator waveguide: the travelling and the standing waveguide. The difference between the standing and the travelling wave accelerators is the design of the accelerator waveguide. In the travelling wave accelerator, electrons travel towards the machine and microwaves are absorbed, but in the standing wave accelerator microwaves are reflected back upon themselves. The standing wave accelerator is the main type used in medical linear accelerators. Bending magnet: The electron beam leaving from the accelerator waveguide continues through the bending magnet. This is used to change the direction of the electron beam, to exit through the treatment head. The bending magnet deflects the beam in a loop of 270o, or 90o. The most common degree of bending magnet used in linacs is the 270o achromatic magnet. The important property of this magnet is that the electrons are brought together despite the difference in energies. They are brought back together to the same position, angle, and beam cross section at the target, as they were when they left the accelerator waveguide. X-rays target: The target is made of tungsten because of its high atomic number. When electrons, with their high speed, hit the target, made up from a high atomic number material, they undergo rapid deceleration. This sudden loss of energy results in the formation of x-rays and photons. To maximise the X-ray beam intensity, the transmission target will be thick enough to stop all the electrons bombarding it but thin enough to minimise the self absorption.( Bomford, 2003) In order to switch from photon to electron therapy, the target is removed to allow the electron stream to continue into the head of the machine. Flattening filter: In order to make the beam intensity uniform across the field a flattening filter is used. It is usually made of lead, although tungsten, uranium, steel, aluminium, or a combination has also been used or suggested. The flattening filter absorbs more photons from the centre of the beam and fewer from the periphery of the beam. Ionisation chambers: Ionisation champers measure the amount of radiation leaving the machine, quantified in units Monitor units. Every linac has two ionisation chambers for safety reasons. The ionisation is a round, flat structure, filled with gas, divided into a number of segments, where each segment contains electrodes. When radiation passes through the gas, it is then ionised creating a high charged density that is controlled by the electrodes. The treatment terminates when the readings from the electrodes have reached a pre-set M.U value. Collimation: A primary collimator limits the maximum field size for x-ray therapy (40 x 40cm). It ensures that x-rays leaving the target leave in a forward direction in order to minimise radiation leakage through the head. The treatment field size is defined by the secondary collimator. This collimator reduces the transmission penumbra, since radiation must travel through the entire collimator thickness. It consists of four thick metal blocks, called jaws. There are two pairs of jaws, upper and lower jaws. With the use of asymmetric jaws, by moving each jaw individually, asymmetric field sizes can be produced. Half beam blocking can also be enabling. Different intensity patterns can be produced, from the standard flat beam profile, by moving during treatment. Multi-leaf collimators are finger like projections, 1cm thick. These fingers like projections move independently in order to form the field shape more closely to the shape of the planning target volume. By using MLCs, less radiation is given to normal tissues. Discussion: From the introduction of this essay, the definition of the linac was given. A linac is a high voltage machine, used for the treatment of cancerous cells and tissues. With the structure of a linac this is achieved. By radiating cancerous tissues, with daily radiation treatment, cancerous tissues can be destroyed and then replaced by normal tissues. Every component in the linac is carefully selected for the function for which it is designed. First of all, the klystron is used to produce microwaves, because it is better than a magnetron that is used for lower energy linear accelerators. Because linear accelerators have higher energy beam, klystron are used for production of x-rays. Continuing to the electron gun, tungsten wire or filament is used, because of its high melting point, high atomic number, and it is ductile. With this features tungsten is a good thermionic emitter, is a good source of electrons and can be easily shaped into spiral, in order to create a larger surface area for the electrons to be emitted. In the feed waveguide Sulphur hexafluoride (SF6) is placed with the intention of stopping the arcing of electrons. At the end of the waveguide a circulator is placed so as microwaves cannot be reflected back. As we move on to the accelerating waveguide, and the standing wave accelerator used in linacs, we can see why the standing wave accelerator is used. The backward travelling wave interferes with the forward travelling wave, alternatively constructively and destructively. The resulting standing wave has a magnitude of approximately double that of the travelling wave, and the peak intensity travels along the waveguide at the phase velocity of the travelling wave.(Knapp et al, 1968) Following the waveguide is the bending magnet. Here we have the achromatic magnet where its main task is to change the direction of the electrons, but more important to bring the electrons together despite the difference in energies. A flattening filter is used to make the beam even from the central axis to its peripheral edges, to have homogenous distribution of the dose. Ionisation chambers are essential in a linac. They monitor the dose leaving the treatment head, so that the linear accelerator knows when to end the treatment. Collimation in a linear accelerator is necessary. Without the primary and secondary radiation a linac wouldnt be as suitable for the task for which it was designed. The field size and shape is vital in order to radiate only the cancerous tissues and not normal tissues. Nowadays with the advances of technology and the use not only of MLCs, but also IMRT and IGRT, survival rates of cancer have increased. Last but not least, a linear accelerator can treat a patient with different energy modalities. By removing the target, the electron stream can continue into the head of the machine and then be used for the treatment of superficial toumors. By leaving the target, photons are produced to treat deep-situated toumors. Nowadays most linacs have virtual wedges, compared to some decades ago, where there where only manual wedges. Now radiographers with the use of virtual wedges dont have to concern about manual handling, as they dont have to do anything. I believe that linear accelerators are not perfect. Linacs are extremely expensive to buy, so poor countries dont have the opportunity to treat their patients from cancer. It is hard to keep up with the advances of technology, as everything is very expensive to buy, and only wealthy countries can buy the latest equipment. A disadvantage of switching from photon to electron modalities is that applicators and blocks are used to direct the electrons and shape the beam. Applicators are very heavy. Blocks are made of lead which may cause lead poisoning if they are not handled with care. The only disadvantage with MLCs is that when conforming the beam shape to the PTV, some radiation will be leaking, even when using the tongue and groove effect. Last but not least the linacs to work efficiently they need daily quality assurance tests and maintenance from physicists. Conclusion: Linear accelerator is the main treatment unit used for the treatment of abnormal tissues. With its precise position of the beam, shaped differently for every patient individually, it certainly is the best machine for the treatment of cancer. A linac uses microwaves to accelerate electrons and then hit the target where x-rays are produced. This x-rays are collected and then form the shape of the beam. Nowadays with the rapid advances of technology, linacs in a few years time will be even more efficient than today. Definitely linear accelerators are best suited for the task for which they were designed. All the components of a linear accelerator are carefully selected for its needs. From the smallest to the bigger parts of the linac, are designed for the best outcome. References: BOMFORD, C.K., 2003. Megavoltage beam generators. In: C.K BOMFORD and I.H KUNKLER, ed. Walter and Millers Textbook of Radiotherapy. London: Churchill Livingstone, Pages 162-183. COOK, M., 1998. X-Ray Production. In: A. DUXBURY and P. CHERRY, ed. Practical Radiotherapy Physics and Equipment. London: GMM, Pages 21-26. HENDEE W. R., IBBOTT G. S. and HENDEE E. G., 2005. Radiation Therapy Physics. 3rd ed. Hoboken, New Jersey: Wiley-Liss. KARZMARK, C.J and MORTON, R., 1998. A Primer on Theory and Operation of Linear Accelerators in Radiotherapy. 2nd ed. Madison, Wisconsin: Medical Physics Publishing. KHAN M.F., 2003.The Physics of Radiation Therapy.3rd ed. Philadelphia: Lippincott Williams and Wilkins. KNAPP, E. A., KNAPP, B. C. and POTTER I. M., 1968. Standing Wave High Energy Linear Accelerator Structures. In: HENDEE W. R., IBBOTT G. S. and HENDEE E. G., 2005. Radiation Therapy Physics. 3rd ed. Hoboken, New Jersey: Wiley-Liss.