Observing an Unknown Object Lab report

Observing an Unknown Object Lab report Materials List:1. metric ruler 5. graduated cylinder2. Triple Beam Balance 6. beaker3. unknown object 7. water4. stopwatch or clock 8. hot plateProblem: We were given an unknown object to observe and identify.Question: What is the unknown object?Hypothesis: I hypothesize that the unknown object is a red and white roll ofcheese.Procedure:1. We observed the unknown object with the wrapper on. We recorded our observations.2. We weighed the object with wrapper on. We recorded the mass.3. We found the length of the object with the wrapper on. We recorded our answer.4. We found the thickness of the object with the wrapper on. We recorded our answer5. We recorded any other observations6. We drew a picture of the object with the wrapper on.Concert Record 78 rpm License Label, Undated7. We took off the wrapper, observed the object and again recorded our observations.8. We found the weight of the object with the wrapper off. We recorded the mass.9. We found the length of the object without the wrapper. We recorded the answer.10. We found the thickness of the object without the wrapper. We recorded the mass.11. We multiplied the objects length by 3.14to find the circumference of the object.12. We recorded any additional observations.13. We drew a picture of the object without its wrapper.14. We used the water displacement method to find the object's volume.15. I put the object in my mouth and I recorded the time it took for the object to dissolve.16. I recorded many observations while the object was in my mouth.17. We put the object on the hot plate and we recorded the amount of time it was heated.18. We recorded many observations while the object...

George Washingtons First Inauguration

George Washington's First Inauguration The inauguration of George Washington as the first President of the United States on April 30, 1789, was a public event witnessed by a cheering crowd. The celebration in the streets of New York City was also a very serious event, however, as it marked the  beginning of a new era. After struggling with the Articles of Confederation in the years following the Revolutionary War, there had been a need for a more effective federal government and a convention in Philadelphia in the summer of 1781 created the Constitution, which established the office of president. George Washington had been selected as president of the Constitutional Convention and, given his great stature as a national hero, it seemed obvious he would be elected as the first President of the United States. Washington  easily won the first presidential election in late 1788 and when he took the oath of office on the balcony of Federal Hall in lower Manhattan months later, it must have seemed to the citizens of the young nation that a stable government was finally coming together. As Washington stepped out onto the balcony of the building, many precedents would be created. The basic format of that first inauguration more than 225 years ago is essentially repeated every four years. Preparations for the Inauguration After delays in counting votes and certifying the election, Washington was officially informed that he had been elected on April 14, 1789. The secretary of the Congress traveled to Mount Vernon to deliver the news. In an oddly formal meeting, Charles Thomson, the official messenger, and Washington read prepared statements to each other. Washington agreed to serve. He left for New York City two days later. The trip was long, and even with Washingtons carriage (a luxury vehicle of the time) it was arduous. Washington was met by crowds at every stop. On many nights he felt obligated to attend dinners hosted by local dignitaries, during which he was toasted effusively. After a large crowd welcomed him in Philadelphia, Washington was hoping to arrive in New York City (the location of the inauguration as D.C. had not yet become the nations capital) quietly. He didnt get his wish. On April 23, 1789, Washington was ferried to Manhattan from Elizabeth, New Jersey, aboard an elaborately decorated barge.  His arrival in New York was a massive public event. A letter describing the festivities that appeared in newspapers mentioned a cannon salute was fired as Washingtons barge passed the Battery at the southern tip of Manhattan. A parade formed consisting of a cavalry troop formed when he landed and also included an artillery unit, military officers, and the Presidents Guard composed of Grenadiers of the First Regiment. Washington, along with city and state officials and followed by hundreds of citizens, marched to the mansion rented as the Presidents House. The letter from New York published in the Boston Independent Chronicle on April 30, 1789, mentioned that flags and banners were displayed from buildings, and bells were rung. Women waved from windows. During the following week, Washington was kept busy holding meetings and organizing his new household on Cherry Street. His wife, Martha Washington, arrived in New York a few days later accompanied by servants which included enslaved people brought from Washingtons Virginia estate at Mount Vernon. The Inauguration The date for the inauguration was set for April 30, 1789, a Thursday morning. At noon a procession began from the Presidents House at Cherry Street. Led by military units, Washington and other dignitaries walked through several streets to Federal Hall. Keenly aware that everything he did that day would be seen as significant, Washington chose his wardrobe carefully. Though he was mostly known as a soldier, Washington wanted to emphasize that the presidency was a civilian position, and he did not wear a uniform. He also knew his clothes for the big event had to be American, not European. He wore a suit made of American fabric, a brown broadcloth made in Connecticut that was described as resembling velvet. In a small nod to his military background, he wore a dress sword. After reaching the building on the corner of Wall and Nassau Streets, Washington passed through a formation of soldiers and entered the building. According to an account in a newspaper called The Gazette of the United States and published on May 2, 1789, he was then introduced to both houses of Congress. That was, of course, a formality, as Washington would have already known many of the members of the House and Senate. Stepping out onto the gallery, a large open porch on the front of the building, Washington was administered the  oath of office by the Chancellor of the State of New York, Robert Livingston. The tradition of presidents being sworn in by the Chief Justice of the United States was still years in the future for a very good reason: the Supreme Court would not exist until September 1789, when John Jay became the first Chief Justice. A report published in a newspaper (The New York Weekly Museum) on May 2, 1789, described the scene which followed the administration of the oath of office: The Chancellor then proclaimed him THE PRESIDENT OF THE UNITED STATES, which was followed by the instant discharge of 13 cannon, and loud repeated shouts; THE PRESIDENT bowing to the people, the air again rang with their acclamations. He then retired with the two Houses [of Congress] to the Senate Chamber... In the Senate chamber, Washington delivered the first inaugural address. He had originally written a very long speech which his friend and adviser, future president James Madison, suggested he replace. Madison drafted a much shorter speech in which Washington expressed typical modesty. Following his speech, Washington along with new vice president John Adams and members of Congress walked to St. Pauls Chapel on Broadway. After a church service, Washington returned to his residence. The citizens of New York, however, continued celebrating. Newspapers reported that illuminations, which would have been elaborate slide shows, were projected on buildings that night. A report in the Gazette of the United States  noted that illuminations at the homes of the French and Spanish ambassadors were particularly elaborate. The report in The Gazette of the United States described the end of the great day: The evening was fine- the company innumerable- every one appeared to enjoy the scene, and no accident cast the smallest cloud upon the retrospect.

Tertullian, From Apologia Essay Example | Topics and Well Written Essays - 750 words

Tertullian, From Apologia - Essay Example bout worship and nothing ulterior, they would be wise enough to convert to the true religion and end the persecution that they inflicted on Christians at that time. Tertullian is not a man with moderate temperament and his defense for Christianity is very fiery in Apology. He is very forceful when advocating for Christianity and uses every opportunity to discredit the roman polytheism which was the tradition of the Roman Empire and also was against the worship of the emperor as he felt they were mere idolatry and superstitions that were baseless. His love for Christianity would not allow him to sit back and watch while the people who worshipped with him were persecuted by the Romans who did not care even a little about the religion and felt that it was a threat to the traditional roman ways. Tertullian was looking to end this so that there would be harmony between the two factions and probably the Romans crossing over to Christianity. His cause was helped by his education as he was a ble to explain things much better. Apologia is the Latin word for apology and it means to explain; Tertullian was trying to do this in his apology. He tries to make the roman people view Christianity from a different angle as they had perceptions that were untrue about the religion. His education was very useful as he was able to talk to the other educated Romans and have their attention. There were ridiculous accusations leveled against Christianity like incest, atheism and even cannibalism and he tried hard to help the people understand the values of Christianity as a way of helping clear the reputation of Christianity that was stained by false accusations. He also felt that rather than persecuting them, the Romans should have thanked the Christians as all they did was expound the truth to the citizens who believed and followed other religions other than Christianity. They totally deserved the plaudits that Tertullian was trying to get them as they persevered the pain and suffering

A Case Examination of Policy for Natural Resource Management Essay

A Case Examination of Policy for Natural Resource Management - Essay Example In terms of public sentiment it’s understood that there is substantial public divide in regards to zoning considerations. The older residents of the town generally reject increased zoning and public policy measures, while the newer residents have sought a more structured policy. Adding to the dilemma are two major land use considerations; namely, the land areas in question contribute in substantial ways to the Albany metropolitan region’s water supply, and an impact on the surrounding natural habitat. In addition to these natural concerns, there are concerns related to changes in the social environment and increased need for infrastructure to meet the demands of development. One of the notable features of the public community is that while older and newer residents disagree on the extent of public control the land should be under, they both are in agreement in regards to the sorts of preservation that should occur. In these regards, the question becomes more one of gove rnmental control than it does of disagreements over the types of measures that should be enacted. Even as the older residents oppose government policy measures, it’s clear that they must be enacted; as such, the following policies represent a compromise between desires for land control and the need for regulatory measures. Zoning In terms of zoning there are a number of concerns that must be addressed when deciding on a course of action. The most overarching concern is the balance that must be achieved between land-use and water supply. This policy reports recommends that a comprehensive investigation be made into the proportion of land use and water supply that is necessary for the adjoining reservoir. In developing a suitable compromise between old and new residents a zoning policy were be enacted with different regulations for current and future residents. Upon determining these figures, zoning will be determined along a proportion system. In these regards, there will be established a policy that balances resident seniority and land size, with zoning policy. Transfer and Purchase of Development Rights; Land Trusts; Differential Property Taxation While current landowners will experience a proportionate allotment of land-use within the specified figures, the transfer and purchase of development right s to future owners will be given increased restrictions. In these regards, individuals seeking to purchase development rights for recreational procedures will only be able to do so within the boundaries of the proportionate measures. Current land owners seeking to transfer development rights to outside parties will need to do so within the proportionate standards that are established by the water supply statistics. This will ensure that the base land needs for the adjoining reservoir will never be circumvented through increased land use. Another major concern of current residents was maintaining the current social climate, as well as the increased infrastructure needs brought on by the new residents. As a means of addressing these concerns it’s recommended that the regional authority institute differential property taxation. In these regards, outside of the proportional restrictions put in place for the adjoining reservoir, there will be no zoning that restricts the developme nt of a specific type of use. However, the regional authority will institute a quarterly tax rate that is designed to regulate the transfer, purchase, and development of property. It is understood that increased taxation on recreational land use will slow down development in this zone. This will ensure that a steady social climate is maintained and that the region has the funding to support increased infrast

Virtues and Vices Essay Example for Free

Virtues and Vices Essay Would you sacrifice your identity just to fit into a certain crowd? Higher social class increases unethical behavior. Social class confuses Pip into believing his vices are really his virtues. In a study by Paul K. Piff, Daniel M. Stancato, Stephane Cote, Rodolfo Mendoza-Denton, and Dacher Keltner, they found that people of higher social class were more likely to cheat, steal, and break the law. Why does Pip feel the need to be a gentleman, or in a higher social class? Pip grew up in a low social class in England around the Mid-nineteenth century. Joe, Pip’s father figure and brother in law, taught him the importance of kindness and generosity. You can recognize this in Pip’s fundamental inclination to help. Pip gets invited to Miss Havisham’s home; also know as the Satis House. Miss Havisham, Estella’s adoptive mother, plays Pip in one of her sick, twisted games by harassing Pip into seeing how beautiful Estella is. The only reason Estella does what Miss Havisham wants of her is because she is bribing her with family money and gems. Miss Havisham manipulated Pip by making him fall in love with Estella just so Estella can, metaphorically, rip his heart out. Miss Havisham was left on her wedding day by her fiance; therefore she has made it her life’s mission to destroy any man in her she can get away with. Because of Miss Havisham’s influence, Estella gives Pip the impression that she will only like him if he would be a gentleman. To become a gentleman Pip mixed vices and virtues by believing that education, dress, and manners was the most important thing over love, appreciation and hope. No matter what Joe taught Pip, the new beginning that could behold him captivated him. Joe was not enough to hold Pip’s virtues, but if Pip had more people who cared for him when he was younger, he would have never succumbed to Estella. A virtue is a positive trait of quality deemed to be morally good and thus is valued as a foundation of principle and good moral being. A vice is opposite of a virtue, it is a practiced behavior or habit generally considered immoral, sinful, depraved, or degrading in the associated society. Pip practices both in this novel, however somewhere in the middle of all that was going on, he couldn’t differentiate between vices and virtues.

Weaponry: A History :: essays research papers

Weaponry: A History   Ã‚  Ã‚  Ã‚  Ã‚  What is the most destructive power in history? Is it a rocket torpedo that shoots straight to the surface from a submarine, flies through the air toward an enemy sub, and then dives at its target? Is it the electrically powered machine gun that spews out 110 rounds per second to obliterate its opponent completely? Maybe it’s an intercontinental ballistic missile armed with nuclear warheads, capable of killing hundreds of thousands with a single atomic bomb. Then again, is it the tank with thermal-imaging sight that senses an enemy vehicle’s heat so it can see—and kill—even it total darkness?   Ã‚  Ã‚  Ã‚  Ã‚  Actually, it is none of these. One must go all the way back to the beginning of weapons development, when humans first figured out that certain tools made warfare a lot more effective. A person’s arm, for example, could not throw a stone or stick very far, so people devised slings and sharp tips to let their projectiles travel farther, faster and land harder. Iron-tipped spears, javelins and swords came into existence when humans learned to use and shape metals thousands of years ago. Other early warfare devices included bows and arrows, catapults , and with the domestication of the horse, the horse-driven chariot.   Ã‚  Ã‚  Ã‚  Ã‚  None of these primitive weapons seem to answer the above question, so skip ahead to the transport of gunpowder from China to Europe in the thirteenth century. With the introduction of gunpowder, the armor of the famed â€Å"knights in shining armor† gradually became useless against the penetration of ammunition shot from a harquebus, musket, or cannon . By the fourteenth century, most European armies used gunpowder, rockets and other explosives in warfare. Yet the art of war was revolutionized again by the revolver and the automatic firearm in the nineteenth century.   Ã‚  Ã‚  Ã‚  Ã‚  The first major war to use the rapid-fire guns was WWI. New contraptions were needed to protect the soldiers, now huddled in trenches, unable to move, let alone fight. Enter the tank. Infantry could now be on the offensive. Progress in the building of warships led to stronger, more lethal submarines that fired torpedoes from beneath the waves. Torpedo-boat â€Å"destroyers† were then created to combat the submarines.   Ã‚  Ã‚  Ã‚  Ã‚  Germany’s defeat in WWI led to its development of ballistic missiles, one of the inventions that reformed warfare again. Advances in automatic weapons and aviation were the latest innovations on the battlefront. However, it was the deadliest weapon ever created- the atomic bomb- that decided and ended the war once and for all.

A Dissertation Proposal Essay

Chapter One: The Problems and Its Components The problem to be investigated in this study is school climate, considering and comparing teacher perceptions of both the actual and ideal psychological environment in three different African American private schools. The literature indicates that an open climate with lines of communication that are established at all levels, staff freedom, professional interest, and participatory decision making, among other similar factors, will lead to positive teacher attitudes and improved teacher performance. The relationship between teachers’ perceptions of the actual and ideal psychological school environment has not yet been tested for African American private schools. See more: Examples of satire in adventures of huckfinn essay Problem Background As explained by Beachum and McCray (2004), school climate has a significant impact on the attitudes and performance of teachers in that it influences professional growth and development in academic and social terms, influences the ability to handle work pressures, and ultimately can lead to attrition if the climate is not open and does not have adequate lines of communication. The school’s value systems, work pressures, participatory decision making, resource adequacy, growth opportunity, and student support all play a part in the overall climate of the school (Cole-Henderson, 2000). The study of this climate is of critical importance to the well being, positive attitudes, and professional development of the school’s teachers. The current need to provide every child with qualified and committed teachers in the face of a national teacher shortage supports the importance of conducting research on factors influencing teacher attitudes and stressors in the teaching profession, particularly those that might affect burnout and turnover. It is also clear that a healthy school climate–a school with a strong academic emphasis and a principal who has influence with superiors and is willing to use it on behalf of teachers–is conducive to the development of teachers’ beliefs that they can influence student learning and make a difference. It is also clear that work pressures can exert additional stress on a teacher if the school climate is perceived in a negative light. Numerous studies (Harris, 1999; Jamal, 1999; Ma & Macmillan, 1999; MacDonald, 1999; Remy, 1999) have focused on teacher stress. According to Remy, research has shown that 40% of new teachers leave the profession within 5 years. These studies also have shown that approximately half of all teachers leave the profession within the first 7 years because of job-related stress. Because teaching is a stressful occupation (Ma & Macmillan; Remy; Weiss, 1999), teachers often self-select out of the profession. Schools must then scramble to replace these teachers. Remaining faculty and the school district become further strained in the attempt to make up for the shortage. Knowledge of how teachers perceive the current school climate and what teachers think the ideal environment should be would be of invaluable importance. Theoretical Orientation The literature review will focus on both the conceptual framework of the study and the major variables of concern. The conceptual framework will be based on attribution and motivation theory. The major variables of concern are the ideal and actual perceptions of the school climate by teachers. Initially, attribution theory was presented as a theoretical process in the late 1970s and middle 1980s (Frieze, 1976; Weiner, 1979, 1985, 1986). It provided the framework for examining the responses of teachers to such academic outcomes of students as failure or success in the general education classroom. Since that time a number of studies have been conducted that provide empirical support of its principles. According to Graham (1990; 1991), both ability and effort have been identified as the major perceived causes of individual teacher failure or success. In other words, failure can be overcome by effort, while success comes about as a result of personal competence. Teacher ability is comprised of aptitude and learned skills in an academic context. Effort, on the other hand, is the amount of exertion applied to a learning situation. Attribution can be applied in situations in which teachers try to understand their own behavior. It can also be applied when teachers try to assess the classroom performance of students in order to increase their teaching success (Graham, 1990, 1991). When teachers’ expectations are not met, the instructors may resort to any number of actions. They may often be tardy or absent. In fact, attrition is often the end result. The individuals may also withdraw from teaching psychologically–that is, not concentrate, do no more than absolutely necessary, and have no interest or initiative. As a result, the quality of teaching in general may suffer. Vroom (1964) stated that motivation is a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal. According to Vroom, three factors influence achievement: force, valence, and expectancy. Force equals valence times expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. For example, if teachers show indifference in achieving a goal, the valence becomes zero. Specifically in his expectancy theory, Vroom (1964) suggested the following: Motivation = Perceived Probability of Success (Expectancy) x Connection of Success and Reward (Instrumentality) x Value of Obtaining Goal (Valance, Value).   From this formula it is clear that a high value for one variables of the formula will result in a high motivation value and vice versa. In Vroom’s (1964) view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. Organizational theory also relates to the proposed investigative study in terms of communication. According to this theory, restrictive and closed climates with closed lines of communication relate to poor teacher performance (Cole-Henderson, 2000). The school system is an organization, and thus communication theory applies. When lines of communication are closed teachers do not communicate with administrators or students, and school management does not communicate with teachers other than giving orders from the top down. Communication only flows from the top down. In such a school system, the perceived motivational climate is negative and achievement goals suffer (Bennett, 2002). Clearly, when there are open lines of communication, there is more interest in teaching and thus knowledge has more meaning. This translates into improved achievement on the part of both the teacher and the student. It is clear to see that school climate has a decided bearing on teachers in a number of different ways. Purpose of the Study The purpose of the study is to evaluate teacher perceptions of the climate of three independent Black private schools in relationship to the actual and ideal climate. Thus, the purpose is three-fold: 1. To determine if teacher perceptions of the actual school climate differs between and among the three African American private schools included in the study. 2. To determine if the teacher’s perceptions of the ideal or preferred school climate differs between and among the three African American private schools included in the study. 3. To determine if there is a correlation among teachers who teach at different levels in the three schools included in the study regarding their perceptions of their school climate. Research Questions The major research question can be stated as follows: â€Å"Is the actual school climate of independent African American private schools adequately meeting the perceptions of its teachers regarding their ideal school climate perceptions?† From this question several sub-questions have been formulated. These may now be listed as follows: 1. Do teacher perceptions of the actual school climate differ between and among the three African American private schools included in the study, as determined by scores on the actual environment answer form of the School Level Environment Questionnaire (SLEQ)? 2. Do teacher perceptions of the ideal or preferred school climate differ between and among the three African American private schools included in the study, as determined by scores on the ideal or preferred environment answer form of the School Level Environment Questionnaire (SLEQ)? 3. Is there a significant correlation among the perceptions of teachers employed in the three schools included in the study in terms of their view of their school climate, as determined from both answer forms of the School Level Environment Questionnaire (SLEQ)? 4. Do the perceptions of teachers differ for those who teach at different student grade levels, as determined by a comparison of results from the School Level Environment Questionnaire for teachers instructing at different levels? Limitations and Delimitation One limitation of the study relates to the fact that the research has no control over the teacher participants’ reliability. It will be assumed, however, that the teachers will answer the survey questionnaire items honestly and to the best of their ability. There is also a certain weakness associated with only the use of a survey questionnaire to obtain data for analysis. Researchers do suggest the use of two or more sources–that is, triangulation – to produce better support data (Babbie, 2003; Creswell, 2003). With respect to delimitations of the study, the data source of this case will be limited to three independent Black private schools located in an urban city. Definitions Several common terms and designations are used uniquely in the proposed study. These are defined as follows: Independent Black private school. This term refers to a school owned by African Americans which is not dependent upon national or local government for financing its operation and is instead operated by tuition charges, gifts, and perhaps the investment yield of an endowment (Mahiri, 1998). School climate. This term refers to the school atmosphere. In restrictive and closed schools, authority emanates from the top down through hierarchical levels. Communication is restrictive and closed. In an open school climate, communication reaches all levels and moves in all directions (Moeller, 2005). School climate perceptions. Teacher views of their school environment will generally influence their motivation to teach, grow professionally, participate in decision making, and handle work pressures. In this study, the term will be operationally defined by scores on the School Level Environment Questionnaire (SLEQ)? Self-concept. Self-concept is considered the most basic and crucial components of personality and can be influenced by environment. Self-concept can become positive in an open school climate; conversely it can become negative in a closed and restrictive school climate. The proposed study views self concept in this context (Branden, 1999). Staff development. For this research project, this term pertains to any activities that attempt to improve the teacher’s ability to implement a new instructional program. Staff development includes an emphasis on attitude, competencies, and knowledge that enhances learning (Sykes, 1996). Teachers’ perceptions. In general, perceptions in the present study pertain to teachers’ thoughts, beliefs, and feelings about professional development training, work pressures, participatory decision making, innovation, staff freedom, student support, professional interest, and affiliation, among other related variables. Their thoughts and beliefs affect their teaching approach and presentation. Teachers are active information processors who affect classroom events as much as they are affected by them (Chance & Costa, 1998). Importance of the Study African American students are not doing as well in school as others and this may be related to their teachers (Tatum, 2006). The findings of this investigative study may provide valuable knowledge about the teachers of these students. Also, other independent schools can use these outcomes to improve their educational programs for teachers and improve teacher productivity. In addition, the implications may insure that the professional and development needs of the teachers are met at school. The proposed study will add to the scholarly research. School reform and restructuring as it relates to professional development of teachers have gained momentum in the United States for the past 2 decades (Sparks, 1997). Meaningful educational reform cannot occur, however, unless teachers are integrally involved in the reform process and unless they have the time and resources to conceptualize the implementation of the changes need in their classrooms. But more research is needed to identify the ways in which the school climate can become more open and conducive to these needs. The significance of the proposed study lay in its ability to add to the database in this respect. The significance of the study and its potential results touches a number of areas and addresses several different audiences. As noted, the findings will add to the scholarly research. For example, understanding factors that influence teacher perceptions of climate in African American private schools can help reveal the underlying logic that influences their motivation, professional development, and perhaps their participation in the decision making processes. Chapter Two: Review of Literature It is important to note that educational researchers have consistently found unequal levels of achievement between African American and Caucasian students (Bankston & Caldas, 1997; Graybill, 1997). Educational specialists such as Hurd (2001) refer to the problem faced by African American students, as the achievement gap and further point out that in today’s school systems less than 60% of African American high school students graduate in 14 years. Joseph (2000) noted that if Caucasian students were dropping out at the same rates as African American students, we would declare a state of crisis in teaching these students. According to Tyson (2002), it is time to require teachers and administrators to address the problem and to consider issues related to achievement motivation among African American students. According to Baldwin, Coney III, and Thomas (1993), the eleven areas of school effectiveness are â€Å"effective instructional leadership, clear and focused mission, safe and orderly environment, positive school climate, high expectations, frequent assessment/monitoring of student achievement, emphasis on basic skills, maximum opportunities for learning, parent community involvement, strong professional development, and teacher involvement in decision-making.† In these areas of school effectiveness, school climate is one of the most important things wherein it has been subject to extensive research. School climate is a term referring to the â€Å"personality of a school,† according to Hoy and Miskel (1982). It is a characteristic of a school which includes the school’s physical structure of its buildings and the interactions between students and teachers. These are the two factors that both affect and help to define the concept of school climate according to Marshall (2004). Les Gallay and Suet-ling Pong (2004), on the other hand, viewed school climate as â€Å"the part of the school environment associated with attitudinal and affective dimensions and the belief systems of the school that influence children’s cognitive, social, and psychological development.† They also cited Ashby and Krug (1998) and Griffith (2000) on what school climate is a how it affect the society. According to Ashby and Krug (1998), school climate is reflected in the social interactions within the classroom and within the school community. According to Griffith (2000), values, attitudes, beliefs and communications are subjective matters; many researches rely on the perceptions of the participants (teachers, students, parents) to measure the effect of school climate. For many years and up to the recent days, the concept on school climate influencing significantly in educational outcomes is still being researched by many researchers. Perceptions on school climate influence many people (e.g. students, teachers, parents) which may also influence the processes and outcomes in a physical, social, and learning environment. Research shows that both teacher and student perceptions of school climate influence student achievement. An early study by Fraser (1989) laid the groundwork for this research. Fraser (1989) studied the effects of classroom environment on student achievement, for example, and found that student outcomes could be improved by creating classroom environments that are conducive to learning. Classroom environments studied by Fraser (1989) used student perceptual data to assess the school environment and reach conclusions. A number of studies have been conducted since the 1980s showing a relationship between students’ perceptions of the school climate in various terms and their achievement in one form or another. In 1995, the study of Bulach, Malone, & Castleman on the investigation of variables related to student achievement showed that there is a significant difference in student achievement between schools with good school climate and schools with poor school climate. On schools with positive school climate, students develop a positive perception on school climate, making them comfortable with the learning environment they are in. On separate studies conducted by Hirase (2000) and Erpelding (1999) on the relationship between school climate and achievement of students, both studies came up with same result that schools with a positive climate had a higher academic achievement as compared to schools with negative climate. Another case presented by Freiberg (1998) showed that the students’ perceptions are important especially during the transition from one school level to another (e.g. elementary to high school). According to him, attending a new school can be frightening for students which could affect their perceptions on the school climate which could consequently affect their learning outcomes or performance. With that, the research showed that having good or positive school climate will result to an easy transition or adaption to the new school environment and a good performance of students may be easily achieved. This chapter will focused more on the theories and studies related to the teachers’ perception on school climate in order to have critical views on it. In addition, this chapter will also present and analyze established studies on the influences made by school climate on teachers’ perceptions and subsequently to the effect of having these perceptions to the assessment and improvement of the students’ performance in school. Conceptual Framework The conceptual framework of the study is related to attribution, motivational, and organizational climate in terms of lines of communication. According to attribution theory, teachers’ perceptions of their school teaching experiences will generally influence their achievement motivation and performance development more than the actual objective of those experiences (Weiner, 1985). School climate is also an important aspect of learning and effective instruction (Freiberg, 1998). When teachers are more empowered, students are able to voice their concerns and learn from the experience. When questions and answers are free flowing, the school climate is open. For example, understanding factors that are influenced by an independent Black school climate such as academic achievement can help reveal the underlying logic that influences teacher motivation and performance (Joseph, 2000). Motivation on the part of teachers is an important aspect of effective instruction (Joseph, 2000). Vroom (1964) defined motivation as a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal, as mentioned in Chapter 1. According to him, three factors influence achievement: force, valence, and expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. In his view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. But when teachers are motivated to perform competently in the classroom, they will have more positive attitudes resulting to a positive result to the students. As noted by Banks (2001), school climate can also impact teacher identity. Banks reported that, â€Å"The school climate communicates†¦the school’s attitudes toward a range of issues and problems† (p. 24). School values not in agreement with those of its teachers and a lack of communication and perceptions of shared power and control on the part of administration (teachers and principals), may negatively influence teachers’ attitudes about the school itself and their chances for professional development (Hoy & Woolfolk, 1993). When the climate of the school promotes a harmonious value system that is in agreement school wide, and when high levels of communication exist, teacher attitudes are more positive. Thus it can be seen, as Karpicke and Murphy (1996) have noted, a positive school climate has a great impact on success of both teachers and students alike, significantly encouraging achievement on the part of all. Lynn and Hassan (1999) examined pedagogical practices and beliefs of African American teachers and students at a private middle school in an affluent African American community. Their investigative study provided a portrait of the school and the students in an attempt to raise the critical consciousness of the students. From their observations and interviews, they found the role of alignment between the school mission and teacher beliefs and practices was high. Also, there were shared views about the principles taught regarding the development of moral, intellectual, and spiritual aspects of students. According to attribution theory, teachers’ perceptions of their school climate experiences, whether they be the actual objective of the experience or not, will generally influence their attitudes toward teaching (Weiner, 1985). In other words, teachers try to explain their failure or success by relating (attributing) this to certain school climate characteristics. Weiner (1986) also linked attribution theory to achievement motivation in specific steps. In Weiner’s view, the first step starts with an outcome realization. Deciding whether or not the outcome is negative or positive represents the second step of this sequential process. During the third step, specific information about the outcome is gathered. Next, the search for a cause takes place. This involves a determination as to whether the outcome is the effect of a specific strategy, conscious effort on the part of the student in question (i.e., the doer), or just plain luck. In this way, achievement motivation is explained. McClelland (1985) also linked attribution theory to achievement motivation, but carried the analysis as well as the theoretical orientation a step further. McClelland identified variables or component parts that comprised achievement motivation and subsequently acknowledged some common characteristics. These included (a) concern for personal achievement over concern for external rewards for success, (b) an ability to set obtainable goals, (c) the desire for performance related feedback as opposed to attitudinal feedback, and (d) consistent thinking about ways in which progress can be made which thus increases their achievement levels. Expectancy theory as related to achievement theory is yet another theoretical orientation of the present investigative research. It should be explained that the emotional feelings of achievement and satisfaction are actually determined by each individual. Teachers decide on the degree to which their learning experiences are satisfying by comparing them with their own expectations (Whaley & Smyer, 1998). Aspects of learning that fall short of these expectations can cause discontent. Often teachers compare their perceptions of their school climate to their perceptions of what it should be. If a teacher’s subjective evaluation or perception of ratio of school climate inputs to output (e.g., positive attitudes and satisfaction) is lower than the comparison, the teacher is very likely to be dissatisfied. Expectations and comparisons of perceived worth, however, are subjective, and often biased or even erroneous. Private Schools As the achievement gap grows larger, African American parents have also lost faith in public school education, especially those who have enrolled their children in private schools (Sander, 1997). This is because of some factors such as racial discrimination of the white teachers and white students to black students, low interest of students to go to school for a reason that they develop low self-esteem in school because of diverse ethnicity, and many other more. Black and White parents alike believe that attending private schools would rid their children of such problems as bullying, skipping school, high dropout rates, and would give their children a better chance to higher academic achievement. According to National Center for Education Statistics (2008), there are 28, 384 private schools in the United States now with 6.1 million PK-12 students enrolled. Over 25 percent of the nation’s schools are private schools and about 11% of all students are enrolled in these private schools. On the other hand, the National Center for Education Statistics, which periodically test the grade 4, 8, and 12 students’ skills and knowledge using the National Assessment of Educational Progress (NAEP), showed their analysis on the score of students from private and public schools. Based on their results, students in private schools consistently score well as compared to public students. There are many factors that could affect students’ achievement. Factors may include the type of school the student is enrolled, number of students in a classroom (class size), the efficiency of the teacher teaching the subject, the student’s classmates, and many other more including family and social factors that could hinders students’ achievement (Betts et. al, 2003). However, one of the most influential on students’ achievement is the way the teacher is teaching the subject and the values he/she taught to the students. With this reason, the teachers’ perception on their school climate will greatly influenced the way they will teach the students for their perceptions will determine factors that motivates them to teach such as job satisfaction or secured environment. Attribution Factors in Terms of School Climate A number of attribution factors influencing achievement motivation are identified in the literature and are examined in the research. These include (a) school climate in terms of lines of communication, (b) peer influence, and (c) perceptions of educational experiences. Each has an important influence and is considered to be an important attribution variable influencing achievement motivation. With respect to school climate, perceptions are related to their overall educational experience. Studies have shown that perceptions of school climate affect a wide variety of social and academic success factors, and vice versa. For example, the social environment and climate of the school and the actions within those environments influence students’ perceptions of their own effort and success in school (Kaufman, 2004). Moeller (2005) found that students’ perceptions of school climate and their own sense of responsible behavior are correlated. Studies also found that school climate can be effective in many ways. Researchers found school climate positively affect academic performance/achievement. They also found that it influences the behaviour of a student and the decision to remain in school (Monrad et al., 2008). Similarly, according to Kuperminc et al. (1997), a positive school climate showed association with fewer behavioural and emotional problems for students. Smerdon’s (2002) study, which collected data from a nationally representative sample of high school students, discovered that students who may need perceived school membership and open school climate the most and may benefit most from it perceived lower levels of membership than did their peers. The cultural environment in schools can also contribute to African American students’ poor academic performance. Teachers often comment on the fact that these items give them little chance to help African American students in meaningful ways: (a) they often can only maintain minimal order in the classroom, (b) school violence is on the increase, (c) with curriculum requirements teachers have little time to help student’s to fulfill the requirements of the curriculum, and (d) these students become discouraged and very often drop out of school (Hale-Benson, 1996). Voelkll (1995) examined the influence that participation and creating a warm school environment would have on academic achievement. The study included a nationwide sample of 13,121 eighth graders. The finding showed, â€Å"that there was a direct relationship between warmth in the classroom environment parent involvement in the school and students willingness to participate. It seems that participation in class has a distinct and crucial influence on the relationship between students’ perceptions and achievement† (p. 112). In addition, on the study conducted on school climate in urban environments by Haynes & Comer (1993) showed that a positive school climate and is conscious of cultural differences can significantly improve academic success or performance among the urban students. Hoy and Woolfolk (1993), on the other hand, assessed teachers’ perceptions of the school climate as related to organizational health. Specifically, the researchers examined the relationships between two dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate as defined in terms of institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis. The sample of the study consisted of 179 teachers from 37 elementary schools in New Jersey (Hoy & Woolfolk, 1993). A modification of the Organizational Health Inventory was administered to the teachers to obtain the data for analysis. The researchers concluded from their data analysis that a healthy school climate (strong academic emphasis and a principal who was able to influence superiors on behalf of teachers) was favorable to the development of teachers’ beliefs that they could influence student learning, â€Å"Thus, teachers’ confidence that they can reach students was supported by organizational factors that help teachers manage and teach students† (p. 355). Studies have shown that a positive school climate is associated with increased job satisfaction for teachers (Taylor and Tashakkori, 1995; Ma & MacMillan, 1999), level of work efficacy, and teacher autonomy. Teachers found satisfied in their jobs have more positive views or perception about school climate as compared to those teachers who were not satisfied (Bahamonde-Gunnell, 2000). While on the research conducted by Hirase (2000), the researcher found out that teachers working in a school with positive school climate have greater sense of work-efficacy. The research conducted by Erpelding (1999) found that there is a strong relationship between teacher autonomy and school climate. Same with the studies of Bempah et al. (1994) and Rosenholz (1989), when teachers feel that they have some power or autonomy and also involves into school-level decision-making, they are less likely to leave. Consequently, when teachers feel powerless and alienated, their efficiency to teach lowers (Ashton & Webb, 1986). With an increased in job satisfaction, work-efficacy, and teacher autonomy, teachers will be able to educate the students with quality education, thus, increasing the students’ performance or success in learning and making the school successful too. To support this favourable development of teachers in positive school climate which can lead to successful school, studies also found that a having a positive school climate is related to indicators of school success such as standardized test scores (Monrad et al., 2008). Chapter Three: Methodology Previous chapters introduced the problem of the study, explained the purpose, provided the theoretical orientation, and reviewed the literature pertinent to the major variables. The purpose of this chapter is to detail the methodology that will be employed to collect and analyze the data. Thus, this chapter presents the design, procedures, and analysis plan for carrying out the study. Research Design The method for this study is based on a non-experimental design that focuses on the use of data collected using scores from the SLEQ in a selected population. Thus, the research approach of the study will be descriptive and will essentially represent a quantitative study. Research provides us with a variety of perspectives from which to see things and a way of empirically analyzing our findings (Rinaldo, 2005). It enables use to see from where we have come, provides us with a description of where we are now, and gives us some semblance of the direction in which we seem headed (Rinaldo). Quantitative and qualitative research is vital part of any investigation. Quantitative research is defined as the collection of numerical and statistical data (O’Neil, 2006). Quantitative research is frequently used to investigate research questions. This research often starts with the collection of statistics, based on data, observations, or surveys. One popular quantitative technique is the survey. Surveys can be administered by telephone, face to face, mail, or more recently by the Internet. Quantitative data is described by O’Neil as data which can be sorted, classified, measured in a strictly objective way. The relationship between these variables is expressed using effect statistics, such as correlations, relative frequencies, or differences between means (Hopkins, 2000). The researcher is a very valuable component throughout the collection of data. According to Glesne and Peshkin (1992), when conducting a quantitative study, the researcher is described as being detached, impartial, objective, and portrayal. The researcher’s purpose is to generalize, predict, and provide causal explanations. There are several approaches the research can use. Some approaches are subject to hypothesis, theories, manipulation and control, experimentation, deductive, and component analysis (Glesne & Peshkin). According to Hopkins (2000), in a descriptive study, subjects are usually measured once and no attempt is made to change behavior or conditions; things are measured as they are. Hopkins stated that the aim in quantitative research is to distinguish the relationship between the independent variable and the dependent variable in a population. Selection of Participants Babbie (2003) indicated that it is appropriate for a researcher to conduct purposeful sampling because of the researcher’s knowledge of the population, its elements, and the nature of the research objectives. In addition, Babbie (2003) suggested that a researcher may want to study a small subset of a larger population in which members of the subset are easily identified. It is for this reason that three African American private schools in one urban area in the United States were selected for inclusion in the study. These will be named A, B, and C to ensure anonymity. Together, the study population total will be 67 teachers instructing preschool through twelfth grade. All will become the target population. Those who agree to participate in the study will become the sample. Their responses will provide data regarding their perception of the climate in their school, both actual and ideal. School A focuses on educating students ages 2-12 and strengthening basic educational components to prepare students to be competitive in a global society. The co-educational school enrolls 121 students in grades prekindergarten to fifth grade and employs 20 teachers. The student to teacher ratio is 9.3:1. All of the students are African American. School B is a Christian school. The co-educational school enrolls 220 students in grades prekindergarten to twelfth grade and employs 26 teachers. The student to teacher ratio is 7.8:1. Ninety-eight percent of the students are African American. School C has built its program around the concept currently known as African-Centered education, a holistic approach based upon the premise that children excel academically and intellectually when the curriculum, teaching methodology, and environment reflect the builders of yesterday and the ideas of the future. The co-educational school enrolls 215 students in grades prekindergarten to eighth grade and employs 21 teachers. The student to teacher ratio is 10:1. Ninety-eight percent of the students are African American. Instrumentation Data used in the proposed study to analyze the perceptions of teachers will be collected through administration of a test instrument, the School Level Environment Questionnaire (SLEQ), as developed by Fisher and Fraser (1990) and published in the Handbook of Tests and Measurement in Education and the Social Sciences (2000). The SLEQ is comprised of 56 items that measure teacher’s perceptions of the psychological environment of a school. As explained by the originators, the SLEQ consists of two answer forms–one that measures the actual environment as perceived by teachers and the second that measures the ideal or preferred school environment. Three different teacher samples assisted in the development of the test instrument (Fraser, 1989). Alpha coefficients ranging from 0.70 to 0.81 were provided as an estimate of the internal consistency of each of the eight subscales. These subscales include student support, affiliation, professional interest, staff freedom, participatory decision making, innovation, research adequacy, and work pressure. Each subscale consists of seven items which, when added together, provide a separate score. The scale development for the SLEQ was derived from the Work Environment Scale (Fraser, 1989). It is divided into three basic dimensions. These include relationship, personal development, and system maintenance and system change dimensions. As reported by Fisher and Fraser (1990), these broad dimensions were used for the development of the SLEQ. Non-participatory decision making (suggesting a closed school climate) is indicated, for example, by such items as â€Å"I have little say in the running of the school† and â€Å"It is very difficult to change anything in this school.† Resource inadequacy is indicated by responses to such items as, â€Å"Tape recorders and cassettes are seldom available when needed† and â€Å"The supply of equipment and resources is inadequate.† Assumptions It will be assumed that all study subjects will answer the survey questions honestly and to the best of their ability. It is also assumed that the students in the three schools where their teachers are being surveyed will be representative of the larger population of African American students attending an independent Black private school. Procedures Data will be collected by the researcher from the teachers at each school at a time selected by the administrators and researcher. The purpose of the study will be presented to the teachers and the questionnaires will be distributed. The researcher will remain until the teachers have completed the questionnaires and will collect the completed forms before leaving the meeting. Those teachers who agree to participate and return completed survey forms will become the sample. All respondents will be asked not to sign their name. In this way this researcher can assure anonymity. Those who wish a copy of the results when the study is completed will be asked to provide an e-mail address to be used for this purpose only. Data Processing and Analysis Data collected from survey questionnaires will be assessed to determine whether teachers’ perceptions of their actual school climate are similar to their perceived ideal school climate. The perceptions will be compared. Teachers’ view of the ideal and actual psychological environment will also be compared across the three African American private schools included in the proposed study. Findings from the analysis of data will be reported as descriptive statistics. These include standard deviations, percentages, mean averages, and others of a similar nature. From this information, implications and conclusions will derive from the teacher perceptions. Findings from schools will be compared to each other and to those in the literature. References *Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309. Ashby, Dianne E., and Samuel E. Krug. (1998). â€Å"Understanding and Promoting School Climate and Culture.† Thinking Through the Principalship. New York: Eye on Education Inc. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman. Atkinson, J. 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Mexican Mafia

The gang I decided to do research on was the Mexican Mafia. The gang originated in the California Department of Corrections in the late 1950’s, and is considered to be one of the oldest and most powerful gangs in the entire United States. Gang members can often be identified by having the number thirteen tattooed on their bodies somewhere or by having something resembling the number. The reason behind using the number thirteen is because it marks the 13th letter of the alphabet, the letter M. The gang is well known for the worst crimes that can be committed while in Prison. Those crimes include extortion, drug trafficking, and murder.The largest population of this gang seems to reside in California and Texas while the gang is responsible for 10% of San Antonio’s homicide rate. The Mexican Mafia’s Constitution was described in a 2005 trial. The gang’s sole purpose is to make money by any means through criminal activity. The Constitution basically stated tha t the Mexican Mafia is a criminal organization that engages in criminal activity for the benefit of the Mexikanemi. This includes murder, gambling, drug dealing, and pretty much anything imaginable. This gang is very brutal but yet simple when it comes to punishment for gang members, which is almost always death.The members of the Mexican Mafia are often called upon to test their loyalty to the gang. Usually the test will be one of two options of either theft or murder. The consequence for failing to uphold their loyalty by completing this task or any task for the mafia also usually results in death. According the Mexican Mafia’s Constitution members may be punished or killed if they commit any of four simple infractions. These infractions include becoming an informant, showing any signs of homosexuality, acts of cowardice, or showing disrespect towards any of the gang’s members.

Adolf Hitler2 essays

Adolf Hitler2 essays For the past week I have been researching three men, Joseph Stalin, Mao, and Adolf Hitler for an answer to a question; who is the most evil? Which, means that I had to think about what exactly was evil for me. Now the dictionary they have a simple definition for it, which is: morally reprehensible, sinful, wicked. But there could be so many different meanings, because there are many different people in the world. So, these three men were judged on my definition of evil. Evil to me is someone who consciously knows what there doing but still doesnt care, someone who purposely tries to cause destruction on other people, one who possibly thinks that they are somewhat of a messiah, and someone who manipulates people, especially children, into thinking that what they believe is what they are suppose to believe in a fight for. And after many articles, papers, direct quotes, and book scanning, I have come up with my answer. After getting into his mind, reading his thoughts, and listen ing to his speeches, I have to say Adolf Hitler. Killing people in it is evil but his manipulation, power, and demented thoughts, he acted on, terrified me. This man appalls me. Everything he represents and started repulses me. When I look at pictures of him I know in my heart that what I am looking at is pure evil, and thats why I know it is him that I am going to write about. Adolf Hitler was born at 6:30 p.m. on the evening of April 20, 1889; he was born in the small Austrian village of Braunau Am Inn just across the border from German Bavaria. His father was Alois Hiedler, who earlier changed his name to Hitler, and was a retired from the Austrian civil service by the time Adolf was 6. Alois was used to giving orders and having the obeyed and also expected this from his children. Adolfs older brother was badly beaten by their father and by thirteen ran away, leaving Adolf to get the physical and mental abuse at the age of only...

Effective Error Correction In Class

Effective Error Correction In Class Error correction is often done by the teacher providing corrections for mistakes made by students. However, it is probably more effective for students to correct their own mistakes. In order to do this, students and the teacher should have a common shorthand for correcting mistakes. Aim: Teaching students to correct their own mistakes Activity: Mistake identification and correction Level: Intermediate Outline: Discuss the importance of correcting your own mistakes with students. Point out that information arrived out inductively (by their own reasoning) is more likely to be retained over the long term.Go through the shorthand used in the following exercise for various types of mistakes.Ask students to first find mistakes in the short biography.Give students the correction marks copy of the short biographyAsk students to correct the short biography based on the correction marks.Give students corrected version of a short biography. Correction Key T tenseP punctuationWO word orderPrep prepositionWW wrong wordGR grammarY upside down word missingSP spelling Find and mark the mistakes in the following short biography. Jack Friedhamm was born to New York on October 25, 1965. He began school at the age of six and continued until he was 18 years. He then went to New York University to learn Medicine. He decided on Medicine because he liked biology when he was at school. While he was to University he met his wife Cindy. Cindy was a beautiful woman with hair long black. They went along for years before they decided getting married. Jack began to work like a doctor as soon as he graduated to Medical School. They had two children named Jackie and Peter, and have lived in Queens for the past two years. Jack is very interested painting and likes to paint portraits of his son Peter. Compare your corrections with the image at the top and then correct the mistakes. Compare your corrected version with the following: Jack Friedhamm was born in New York on October 25, 1965. He began school at the age of six and continued until he was 18 years old. He then went to New York University to learn Medicine. He decided on Medicine because he liked biology when he was at school. While he was at University, he met his wife Cindy. Cindy was a beautiful woman with long black hair. They went out for years before they decided to get married. Jack began to work as a doctor as soon as he had graduated from Medical School. They have had two children named Jackie and Peter, and have lived in Queens for the past two years. Jack is very interested in painting and likes to paint portraits of his son Peter. Short Biography with Mistakes Printing PageShort Biography with Correction Marks Printing PageCorrect Version of Short Biography Printing Page

Relevance of Technology Pull and Push Debates Essay

Relevance of Technology Pull and Push Debates - Essay Example The paper concluded that the presumed assumption that market demand was important than technology push was ill-conceived and was not supported by any evidence. The conclusion practically undermines the policy notion that market demand brings about innovation and thus, the government is not required to intervene because innovation will be taken care by the market. Since the publication of the Mower and Rosenberg’s papers, there have been attempts to identify through survey research the factors that affect or influence innovation. These attempts have also led to debate whether market pull or technology push has greater significance in innovation. Mower and Rosenberg have indicated that those terms (market pull and technology push) lack precision, and they vary in meaning between research projects. Thus, they make comparison a difficult process (Howells 1997, p1210). Ottoson (2004, p279) argues that in order to solve one section of the problem, two forms of organizations must exi st; innovation push project organization to cater for the new innovations and a process-centered organization to take care of the current market demands or needs. According to Ottoson (2004, p280), the aim of innovative development is to create products that can be retailed. After the products have been sold and used, re-engineering is done to make sure that the market need or demand is generated. It is important to note that innovative development has not gained much attention because the main focus has been on re-engineering and engineering details (Ottoson 2004, p280). Most of the companies continue to function on a flawed supposition that demand... In the 21st century, market pull is common in the pharmaceutical industry. This report stresses that the growth of economies, industries, and corporations is accomplished through the application of services and products that relate to scientific and technological changes. There are researchers who argue that demand-pull leads to inventive activities. Other individuals such as Gaussling define demand-pull as the method through which there is direct response to the clear market demands. Rothwell’s innovation models explain, clearly, the meaning of technology push and market pull. According to the model, technology push is characterized by basic science, design and engineering, manufacturing, marketing and sales. On the other hand, market pull is characterized by market needs, development, manufacturing, and sales. This essay makes a conclusion that the technology pull strategy has been widely successful to a point that many have tended to believe that technology push is a waste of effort. This notion is, however, far beyond the truth considering the level of success that technology push has drawn for numerous companies. In fact, several companies thrive on innovation beyond what the customers actually need. In respect of these findings, both technology pull and push are important in the business environment and can draw pleasant result for businesses as long as they are properly and judiciously applied and implemented.