Creative Spark Talk Analysis Essay Example for Free

Creative Spark Talk Analysis EssayWhat pay backs you as a person? Who do you say that you are? These are questions that are often demanding to answer beca office we have yet to extrapolate or realize who we are as a person. Many magazines those questions are answered with a business organization title or a characteristic like I am a mom, a lawyer, or a caring person. But what truly defines you? Within this paper, we are going to look at Debra Jarvis apologue about how she chose to claim her experience and non allow it to define her. Debra like many women around the humanness has heard the dreaded C word, cancer, and was gripped by fear. One of the first stages of creative thinking is search for the challenges. The essence of creativity is meeting challenges in an imaginative, original, and effective way. (Ruggiero, 2012) In Debras situation she did not have to search for the challenges the problems was evident. However, not all challenges are obvious challenges they will require critical thinking to discover. Sometimes the problems and issues are so small or subtle that they are not always noticeable. (Ruggiero, 2012) The challenge for Debra was not succumbing to pressure of identifying herself-importance as a victim of cancer.The second stage of creativity expressing the problem or issue, was one that was not hard for Debra. The objective of this stage is to lift the best expression of the problem or issue, the one that will number the most helpful ideas. Debras diagnosis of breast cancer was a shock to many. She was bombarded with all types of questions and statements like, Youre a Chaplin, you should be immune to cancer or Now you are really going to find out what is important. These statements were the very catalyst that pushed Debra to embrace her concept of not allowing cancer to define her identity. smelling faith, finding your identity and strengths in the midst of chaos, brings one to the realization that the most important things are not things but relationships. (Ted Talk, 2014) The third stage of creativity is investigating the problem or issue. The third stage is necessary to deal with the problem or issue effectively. In some cases, this will mean merely searching your past experiences and observations for appropriate material and bringing it to bear on the current problem. (Ruggiero, 2012)During the fourth stage, we begin to vex ideas. The objective is to generate enough ideas to decide what action to take or whatbelief to embrace. (Ruggiero, 2012) Debra was able to assume the option to have a mastectomy and then put in a saline implant. Debras use of creativity allowed her to define what her experience meant, and that meaning can be quiet or introverted. What the experience promoter today can change years from now. Most people have a hard time adopting their imagination, not because they lack imagination, but because they fear the reaction their ideas will receive. Debra embraces her imagination by mov ing from victim to victor. She chose to not become trapped by the negative stigma of cancer but evolve and tract with the world on how to overcome.Debras choice to process her feelings instead of feeding them allows her to satisfy the curiosity of lustiness to be different. Instead of walking in the annual cancer walks, buying the keychain, shirts, and other cancer subsister symbolic items she processes it uniquely. Debra expresses, that with any resurrection you must die first. (Ted Talk, 2014) The Ted talk made several points that allow me to look at personal traumas as victorious instead of being the victim.Debras story was an eye opener on how so many survivors within our society have embraced the trauma as their identity, instead of claiming the experience. Debras framework of the resurrection and one dying first and embracing the tomb as a place to do our unintelligible inner work to allow ourselves healing was a defining moment for me. We have to let the crucified self d ie so the truer story can evolve. The message of claiming your experience and not allowing it to claim or define you was the key message of her Ted talk. If there were no survivors, it would be an end to being trapped in our wombs.ReferencesRuggiero, V. R. (2012). The artistic creation of Thinking (10th ed.). New York, NY Pearson. Ted Talk. (2014). Yes, I Survived Cancer but that doesnt define me. Retrieved from http//ted.com/talks/debra_jarvis_yes_i_survived_cancer_but_that _doesnt _define_met-253086

Importance of the Urinary System Essay Example for Free

Importance of the Urinary dust EssayOther terms used to refer to the Urinary musical arrangement overwhelm the nephritic System and the Genito-urinary System * Important Functions of Urinary System *Besides removing waste from bloodstream, the urinary system preforms several other(a) functions as well. They are as follows * Storage of Urine Urine is producing all the time, but it would be inconvenient if we were constantly excreting urine. The Urinary vesica is an expandable sac that stores as much as 1 litre of urine. * Excretion of urine Urethra spinage is good for you * Transports the urine from the bladder and expels it outside of the body. Regulation of blood loudness Kidneys control the minds of the weak and volume of interstitial fluid and blood under direction of accepted hormones produced in your body. Change in blood volume affects blood drag, so kidneys indirectly affect the blood pressure of the body. * Regulation of erythrocyte output As kidneys filter bl ood, they are also measuring the oxygen level of the blood. If blood oxygen is reduced, cells in the kidney secrete hormoneerythropoietin. Erythropoietin acts as stem cells in the bone marrow to dish outincrease erythrocyte production.Functions of the Kidneys 1. Regulation of blood volume The kidneys conserve or eliminate water from the blood, which modulates the volume of blood in the body. 2. Regulation of blood pressure The kidneys enjoin blood pressure in 3 ways, by- * Adjusting thevolumeof blood in the body (by regulating the quantity of water in the blood see above), * Adjusting the flow of blood both into, and out of, the kidneys, and * Via the action of the enzymerenin. The kidneys secret renin, which activates the angiotensin-aldosterone pathway. 3. Regulation of the pH of the bloodThe kidneys excrete H+ions (hydrogen atoms that lack their single electron), into urine. At the same time, the kidneys also conserve bicarbonate ions (HCO3-), which are an important buffer of H+. 4. Regulation of the ionic composition of blood The kidneys also regulate the quantities in the blood of the ions (charged particles) of several important substances. Important examples of the ions whose quantities in the blood are regulated by the kidneys include sodium ions (Na+), potassium ions (K+), calcium ions (Ca2+), chloride ions (Cl-), and phosphate ions (HPO42-). . Production of Red blood cells The kidneys contribute to the production of red blood cells by releasing the hormoneerythropoietin which stimulates erythropoiesis (the production of red blood cells). 6. Synthesis of Vitamin D The kidneys (as well as the skin and the liver) synthesizecalcitrol which is the active form of vitamin D. 7. Excretion of waste products and foreign substances The kidneys help to excrete waste products and foreign substance from the body by forming urine (for release from the body).Examples of waste products from metabolic reactions within the body includeammonia(from the breakdown ofamino acids),bilirubin(from the breakdown of haemoglobin), andcreatinine(from the breakdown of creatine phosphate in muscle fibres). Examples of foreign substances that may also be excreted in urine includepharmaceutical drugsand environmental toxins. Functions of the Ureters 1. There are two ureters, one leading from each kidney to the urinary bladder. each(prenominal) of thesetransportsurine from the renal pelvis of the kidney to which it is attached, to the bladder (see diagram on the page aboutcomponents of the urinary system). . twain of the ureters pass beneath the urinary bladder, which results in the bladder compressing the ureters and hence preventing back-flow of urinewhen pressure in the bladder is high during urination. This prevention of back-flow is important be spend a penny when it is not operating correctly cystitis, which is inflammation of the ureter / urinary bladder, may develop into a kidney infection. Functions of the Bladder 1. The purpose of the urin ary bladder is to store urine prior to elimination of the urine from the body. 2. The bladder also expels urine into the urethra by a process calledmicturition(also known as urination).Micturition involves the actions of both voluntary and involuntary muscles. Lack of voluntary control over this process is referred to as incontinence. Functions of the Urethra 1. The urethra is the passageway through which urine is discharged from the body. 2. In males the urethra also serves as the duct through which source is ejaculated. Explanation Your body takes nutrients from food and uses them to maintain all bodily functions including energy and self-repair. After your body has interpreted what it needs from the food, waste products are left behind in the blood and in the bowel.The urinary system works with the lungs, skin, and intestinesall of which also excrete wastesto keep the chemicals and water in your body balanced. Adults eliminate about a quart and a half of urine each day. The amo unt depends on many factors, particularly the amounts of fluid and food a person consumes and how much fluid is lost through sweat and breathing. trusted types of medications can also affect the amount of urine eliminated. * Problems in Urinary system * Problems in the urinary system can be caused byaging, illness, or injury. As you get older, changes in the kidneys structure cause them to ose round of their ability to remove wastes from the blood. Also, the muscles in your ureters, bladder, and urethra tend to lose some of their strength. You may have much urinary infections because the bladder muscles do not tighten enough to empty your bladder completely. A change magnitude in strength of the muscles of the sphincters and the pelvis can also cause incontinence, the unwanted leakage of urine. Illness or injury can also prevent the kidneys from filtering the blood completely or block the passage of urine. * grow related facts Kidneys Thickening of capsuleDecrease cortical mas s -decrease renal blood flow common atrophy 30% by age 80 Altered permeability of glomeruli red of tubules -decreases ability to digest urine -decreased ability to regulate PH (Potential of Hydrogen) Loss of reserve capacity Bladder and Urethra Loss of muscle, centeringof bladderwall Less able to expand and contract -decreased max. volume -increase risk of infections More habitual urination 3 or more x/ a night Weakening of bladder sphincters Loss of control of external sphincters Disorders of Urinary System * Renal (kidney) failure esults when the kidneys are not able to regulate water and chemicals in the body or remove waste products from your blood. Acute renal failure (ARF) is the emergent onset of kidney failure. This condition can be caused by an accident that injures the kidneys, loss of a lot of blood, some drugs or poisons. ARF may lead to permanent loss of kidney function. But if the kidneys are not seriously damaged, they may recover. Chronic kidney disease (CKD) i s the gradual reduction of kidney function that may lead to permanent kidney failure, or end-stage renal disease (ESRD).You may go several years without knowing you have CKD. * Prostatitis 1. Bladder 2. Normal prostatic Gland 3. Enlarged Prostate Gland- Prostatitis * Bladder CancerBladder cancer occurs in the lining of the bladder and is the sixth most commontype of cancer in the U. S. Symptomslower back smart-blood in urinefrequent urge to urinatepain when you urinate Risk Factorssmokingexposure to certain chemicalsfamily historyolder, white or male Treatmentssurgeryradiationchemotherapy biologic therapy/immunotherapy. Kidney CancerKidney cancer forms in the lining of the small tubes inside your kidneys. Othernames for this type of cancer include Hypernephroma, Renal adenocarcinoma,and Renal cell cancer. Symptomsblood in urine-lump in abdomenunexplained weight losspain in your sideloss of appetite Risk Factorssmokingcertain genetic conditionsextended contumely of pain medication soccurs most often in people over 40 TreatmentsDepends on age, overall health and how advanced the cancer is in each particular patient. It can includesurgeryradiationchemotherapybiologic therapy/immunotherapy

Pleasantville the use of colour Essay Example for Free

Pleasantville the use of colour testifyDiscuss why the film makers decided to use both smuggled and face cloth and colour in PleasantvillePleasantville was released in September 1998 but is set mostly in a 1950s sitcom later the briny quotations are sent into a televison because the two main characters, David and Jennifer broke their television remote incapacitating their television. Gary Ross uses colour to make the viewer think about important events in history, to put across round important messages and also, using colour small referances are made throughout the film to historical events. His main messages are about communism and the mcarthy era in the 1940s to 50s, the black rights proceeding and a sensory faculty of an idealistic reality. This is all shown by the gradual changing of the colour of objects and people in Pleasantville.The Mcarthy era was a time during the cold war from the late 1940s to the late 1950s where the States was afraid of communism. It was n amed to critisize the actions and following or Senitor Mcarthy who lead many governmental witch hunts, however the mcarthy period extended back forrader Senetor Mcarthy had a part in it and the term is used to generalise this period in time. In these political hunts, anyone could be acused of being a communist, especially government members and people in the entertainment industry (like Gary Ross take who was also a director). These people could have e reallything taken away from them, and many jobs were lost in the States due to these witch hunts, the people in question would be thrown infront of a jury and be forced to confess other communists and how the person in question had broken the law.This is shown when Bud (the main character played by Toby Maguire) and Mr.Jonson (the local shop owner) is taken and has been put on trial, without a lawyer and a chance to defend themselves. They are taken because they were coloured and did not conform with Code of overt Conduct which wa s established when the black and white inhabitants of Pleasantville are affright of change and being in colour, practically like the people in the Mcarthy era.The people of the Mcarthy era were scared of change, they saw change and wanting independence a way of rebelling and wanting to overthrow the left wing, democratic government. This is very hypocritical as America portrayed itself to be The leader of the free world. Many things were done to stop this, for example when the black and white people of Pleasantville smashed the coloured stain glass window with a bench. The use of colour in this case is shown to divide the two groups of people the new generation of people, open to change and not scared of the future (the coloured people) and the older fashioned generation, set in their ways and afraid of change (the black and white people).The other major historical event pictured is the major African-American civil rights movement in the late 1950s. This is depicted by coloured p eople (signfying the African American people) being discriminate from the black and white people (signifying the white), this is evident in the courtroom scene colour divided scenes, very much like the relationship between white supremists and the black population of America at that time.

Impact of Plessy v. Ferguson (1896)

Impact of Plessy v. Ferguson (1896)Plessy v. Ferguson (1896) was a historic point sacred law instance of the US dictatorial motor lodge. It maintained state racial requisition laws for open offices under the tenet of say notwithstanding equal. Separate but equal stayed standard teaching in U.S. law until its disavowal in the 1954 Supreme Court choice cook v. Board of Education. After the Supreme Court administering, the New Orleans Committee of Citizens, which had brought the character and had orchestrated Homer Plessys capture in the act of crime to test Louisianas requisition law, expressed, We, as freemen, allay believe that we were correct and our cause is sacred. The choice was passed on by a vote of 7 to 1 with the dominant part feeling cool by Justice Henry Billings Brown and the dissent composed by Justice John Marshall Harlan. In summary of the Opinion of the Court, Justice Brown proclaimed, We aim the underlying fallacy of the plaintiffs argument to consist in th e assumption that the enforced separation of the two races stamps the slanted race with a badge of inferiority. If this be so, it is not because of anything found in the act, but solely because the modify race chooses to put that construction upon it. Justice Brown additionally referred to a Boston case maintaining segregation based schools. While the Court did not discover a distinction in quality between the sportings-just and blacks-just railroad trains, this was plainly untrue because most other separate offices, for example, open toilets, bistros, and government funded schools, where the offices assigned for blacks were reliably of lesser quality than those for whites.Justice John Marshall Harlan disagreed from the larger part sentiment. In an assessment that later got to be distinctly vital in the Brown v. Board of Education cases (1954), he contended that segregationist enactment, alike the Louisiana law for this situation, depended on the presumption that colored resid ents are so second-class and debased that they jargon be permitted to sit in public coaches involved by white individuals. These laws advanced and sustained the confidence that African Americans were mediocre compared to whites, as per Justice Harlan. They should be struck down, he contended, since the legislature proved unable(p) allow the seeds of race hate to be planted under the authority of the law. Justice Harlan trusted that the disposition must be colorblind, and that it could permit no superior, overwhelming decision class of citizens. Because segregation had the impact of qualification such classes, he judged, it was unlawful.Plessy addressed the state laws setting up racial segregation in the in the south and gave a driving force to further segregation laws. It additionally addresses laws in the North requiring racial segregation as in the Boston school segregation case noted by Justice Brown as he would see it. Administrative achievements won amid the Reconstructio n Era were eradicated through methods for the separate but equal teaching. The regulation had been fortified likewise by a 1875 Supreme Court choice that certified the central governments capacity to mediate in state undertakings, ensuring to Congress just the power to control states from demonstrations of racial separation and segregation. The decision essentially allowed states administrative resistance when managing inquiries of race, ensuring the states entitlement to execute racially isolate foundations, requiring them just to be equal. I believe this was the correct choice made by the Supreme Court, since this case prompted Martin Luther King Jrs. emergence for equality, unity, safety and well-being for all individuals in the United States, and Brown v. Leading group of instruction, permitting colored and white students to reside in the same schools.Railroad car for whites vs coloredJustice Harlan The Great DissenterSources utilisehttp//landmarkcases.org/en/Page/436/Summary _of_the_Decisionhttp//sageamericanhistory.net/reconstruction/documents/Harlan.htmhttps//en.wikipedia.org/wiki/Brown_v._Board_of_Educationhttp//www.history.com/this-day-in-history/supreme-court-rules-in-plessy-v-fergusonhttps//en.wikipedia.org/wiki/Plessy_v._Ferguson

Lesson Planning For Inclusive Classroom

Lesson Planning For Inclusive ClassroomI found three lesson formulates for elementary school kindergarten, middle school ground aim 7-8, and high school grade 9-10. The first lesson end is The Four Seasons on Earth by Kimberlee McElroy on teachnology.com. I found this lesson plan to be subroutineful in accommodating pincerren with learning disabilities (LD). The objective of this lesson plan is for students to be fitted to figure all the four seasons and to be able to describe how the weather of the seasons and to in addition be able to check off what should be wore and what activities are fitting for the different seasons (McElroy, 2012). This lesson plan was designed for students who work a language disability and to attend them be able to increase their knowledge of vocabulary and their usage related to the four seasons. phrase is critical to reading success for three reasons comprehension re couple ups when you know what the lecture mean, spoken language are the notes of communion and a robust vocabulary improves all areas of communication such as listening, chating, reading and writing, and when children and adolescents improve their vocabulary, their academic and social confidence and competence improve, too (Alexander, n.d. ). This lesson plan is made ee particular(a)ly for students with LD. It forget dish step up to increase a childs vocabulary and gage also be adjusted to wreak the postulate of each child who has an IEP. It accommodates all types of learners and not just one type of learner.Some adaptations that could be made to the lesson plan include visual aides for the students such as real pictures of the different seasons. distinguishable clothing items sight be brought in to show what appropriate clothing is for that time of year. Also, different foods undersurface be brought in for each of the seasons such as vegetable soup or vegetable kicking soup for winter. The students tin behind create a book of their av er on each of the seasons and draw pictures or bring in pictures or items for the different seasons. Students good deal also spell out a few words that relate to the particular season such as cold, snow, and white. Those slew be vocabulary words as well. Graphic organizers can be used to athletic abeter a students to be able to organize the words for each season. Graphic organizers whitethorn greatly assist students with learning disabilities in connecting new material to introductory knowledge, identifying main ideas and supporting details, drawing inferences, and creating effective problem-solving strategies (Wayne, 2011, para. 10).The lesson plan that I am using already has accommodations for special inescapably students such as visual sentence starters and verbal prompts. I believe I could pair students who have a learning disability with a non disabled child and have them work to supporter each other with their books by giving suggestions and easeing to say the vocabul ary words. For a child with LD, they whitethorn not be able to release a word such as snow genuinely well so I would create a worksheet for them to be able to trace the letters.The second lesson plan is The Pearl by John Blackwell on teachnology.com. This is a lesson plan for grades 7-8. The objective for this lesson plan is to Facilitate sympathy of the importance of rules in society, relate decision-making skills to each students own personal experiences, foster an appreciation for reading, and help students conk out an meeting for what the authors point of view and what they are nerve-racking to convey (Blackwell, 2012). This lesson plan is tailored to meet the involve of special education students. This lesson plan was designed to help students in middle school grades to be able to enhance their reading comprehension, read novels, and to learn appropriate decision making skills (Blackwell, 2012). Reading comprehension is principal(prenominal) for students to learn in orde r to be able to understand what is it that they are reading and the words that they are reading. Without comprehension, reading is simply following words on a page from left to right plot sounding them out and the words on the page have no meaning and while battalion read for many different reasons, the chief goal is to derive some understanding of what the writer is trying to convey and make use of that schooling whether for fact gathering, learning a new skill, or for amusement (Marshall, 2014, para. 2).Some adaptations that could be used are allowing the students to read a blaring to the class if they are prospering abounding to do so. Also, the students could get in groups and act out parts of the book that way students can visually see what the story is active. A research-based strategy that can be used is a concept occasion and it works just like intense organizers. They can help a child to brainstorm and act out ideas. A concept map can be used before reading begin s and students can share what they already know about a concept. Then, when the reading begins, students can add to the map as a group as the story progresses. Students can also draw pictures to help them remember or understand or even use pictures form the internet or cut out to help them (Reading Rockets, 2015).This lesson plan has accommodations already but some accommodations I could recommend is allowing a students to use a school text to spoken communication program to have the book read to them if they have difficulty with reading or communication disorder. For the particular book in the lesson plan, there is an audible version of the book for students to be able to listen to the story and follow along. For a final report, accommodations such as macrocosm able to use speak to text software product can help a students to be able to write their report if they have a hard time typing or writing. That way the can see what is being typed out instead of having errors throughout their paper. They also can be paired up with a partner that can help them to write their paper and get in it on time.For the last lesson plan, I chose My Country by Donna Lewis on teachnology.com. This lesson plan is for grades 9-10 and the objective of this lesson plan is for students to be able to apply the theories of the government, economics, and also sociology and they will be able to create their own country and do research to gather information. They will design their own government, pick a location, and create their own flag (Lewis, 2014). This lesson plan is designed to accommodate special needs students and they will be working in teams to create their own country and government. It also teaches the students about the government and also how to do research. It helps students to be able to create their own country and to see what it takes to run it. It teaches them to be able to apply concepts to real world situations they will face. Civic education means explicit and in veterate study of the basic concepts and values underlying our democratic political community and constitutional order and civil education also involves development of skills in making decisions about overt issues and participating in public affairs (Hoge, 1988, para. 2). Even students with special needs has to be able to understand how government works and how to clutches public issues and to make decisions. I see this lesson plan helping a students with LD or CD to be able to use critical thinking, learn concepts to use in the real world, and to also learn how to use public speaking to their advantage. It can help to build up their confidence.Some adaptations that could be made is maybe taking a field trip to a government building such as the tell apart capital to learn and see how the government functions on a daily basis. They can take notes and they can have a classmate help them take notes and help to translate anything a special needs students may not understand. Also, it could be arranged for the students to act out certain types of the government to help them understand how it works and hat they would like to use to develop their country. They could act out the signing of the declaration of freedom and develop ideas on how to create their own. If the students is not comfortable n acting out in preceding of the class, then the students and team members can do it in front of the instructor only. If they are not comfortable speaking then they can use a text to speech program to speak for them and also if they have trouble with communication. A research-based strategy I really feel that works with this lesson plan is a graphic organizer. Graphic organizers help students to visually display, interpret, and understand complex topics (Ketcham, 2010). I feel a graphic organizer can help students with LD and CD and even non disabled students to be able to organize their thoughts and the information they find for their design of their own country.This le sson plan has some accommodations already for it such as talking software and spelling and writing software to help students who have reading issues and difficulty writing and spelling. A speech to text software such as Dragon can be used to help students write their paper for their final project. Assigning someone from another class to help a student who may be struggling to understand the work or the assignments and reading material. Allowing the students to be assessed verbally daily can help them to be able to say what they have learned rather than type it or write it. Questions can be asked and they can answer verbally.Some ways I feel that a teacher could leverage learning strategies is by cooperative learning groups which can help students to be able to help one another. Putting non disabled students who have a firm understanding of the lesson plan can help the students with LD and CD. This goes for all of the grade level lesson plans I chose. Also, setting objectives and pro viding feedback can help the students to set goals at the root system of the lesson and to set a time frame to meet those goals. Daily goals can be set by the teacher and the student. Setting objectives establishes directions for learning and student benefit when they personalize goals set by teachers( papa Department of reading PDE, 2009). Allowing students to summarize and take notes can help them along in the lesson plan to write shoot big information needed for an assignment. Some social interaction for all the grade level lesson plans is having the students to earn themselves at the beginning of the year or the beginning of a new semester or quarter. The students can write down information about themselves or they can be paired up with another students and let them introduce each other to the class. Class discussions can be done in the beginning of class about the lesson plan and also after the lesson. It is a great way to get the students to give their input on the assign ment and to interact with one another. Have the students do group presentations. It can help to divide up the workload on big assignments such as the lesson plan for high school and can help students with LD and CD to have less of a burden and to also help to pull through their stress level down. Some behavior supports that would work within these lesson plans are making sure the classroom environment is accommodated for students with special needs. An example is a students with ADHD. They should not be seated where there is high traffic or loud areas and away from anything that may distract them from learning. Having a set class schedule or routine can help students to know what is going to happen during that class period. It can help to reduce the anxiety and keep frustrations down. A classroom schedule that is well-designed and is implemented consistently may be the single most primary(prenominal) factor in preventing challenging behaviors (Ruef, Higgins, Glaeser, Patnode, n.d ., p. 7). Allowing the students to be able to make choices in their lives and in class can help to reduce behavioral problems. With the students being able to have input in decision making, it will help to build their self confidence and to also have a say in what goes on in their daily lives and routines within reasonable limits. It helps with their productivity and independence. Lastly, reward positive behavior. If positive behavior is being rewarded, then chances are the student will do what it is they did again. Positive reinforcement does not need to be done all the time or for everything the student does because then the student will depend on that positive reinforcement all the time. A reward could be extra free time or stickers for the younger students. Also using encouraging words and showing appreciation can help the child to gain self confidence.ReferencesAlexander, F. (n.d.). Understanding Vocabulary. Retrieved from http//www.scholastic.com/teachers/article/understanding -vocabularyBlackwell, J. (2012). The Pearl. Retrieved from http//www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=viewcat_id=9lsn_id=19079Hoge, J. (1988). Civic Education in Schools. Retrieved from http//www.ericdigests.org/pre-9210/civic.htmKetcham, L. (2010). Online Graphic Organizers for use up with Special Education Students. Retrieved from http//www.mangomon.com/online-graphic-organizers-for-use-with-special-education-students/Lewis, D. (2014). My Country. Retrieved from http//www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=viewcat_id=9lsn_id=27806Marshall, P. (2014). The Importance of Reading Comprehension. Retrieved from http//www.k12reader.com/the-importance-of-reading-comprehension/McElroy, K. (2012). Lesson Plan The Four Seasons on Earth. Retrieved from http//www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=viewcat_id=9lsn_id=27155Pennsylvania Department of Education. (2009). 9 High Leverage Strategies. Retrieved from http//stuff4educa tors.com/index.php?p=1_34_High-Impact-StrategiesReading Rockets. (2015). Concept Maps. Retrieved from http//www.readingrockets.org/strategies/concept_mapsRuef, M., Higgins, C., Glaeser, B., Patnode, M. (n.d.). Positive behavioral support Strategies for teachers. Retrieved from http//digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1032context=gse_facsei-redir=1referer=http//www.bing.com%2Fsearch%3Fq%3Dfive%2Bways%2Bthat%2Ba%2Bteacher%2Bcould%2Bgive%2Bbehavior%2Bsupports%2B%26go%3DSubmit%2BQuery%26qs%3Dbs%26form%3DQBREsearch=%22five%20ways%20teacher%20could%20give%20behavior%20supports%22Wayne, S. (2011). Visual, spatial displays aid students with learning disabilities. Retrieved from http//news.psu.edu/story/153017/2011/12/28/visual-spatial-displays-aid-students-learning-disabilities

Oxidation States of Tin. Preparation of Tin (IV) Iodide

Oxidation States of stern. Preparation of Tin (IV) IodideThe Oxidation States of Tin. Preparation of Tin (IV) iodide and Tin (II) iodide.IntroductionAlf going Werner, a Swedish chemist, regularized the octahedral coordination of Werner complexes and gave rise to the field of coordination chemistry. The complexes contained a central musical passage metal bonded surrounded by a number of negatively or positively charged breakwatercules. The coordination of the structures where unknown region until Werner discovered the coordination of Hexaamine cobalt (II) chloride, which is written in many ways, suggesting different coordination of the atoms. The adjudicate of the experiment conducted is to determine the coordination of tercet Werner complexes and characterise their structural formulas through a variety of techniques. The techniques utilized argon analysis of assoil chlorides, measuring the conductance, magnetic susceptibility, and of hexaaminecobalt (II) chloride, pentaamin e cobalt (II) chloride, and hexaaminemickel (II) chloride.By titrating the complexes with silver treat source, a precipitate of silver chloride forms and precipitates out of the stem. The non-bonding chlorides in the complexes argon reacting with silver forming a precipitate with a low solubility. By calculating the amount of silver nitrate that was used in the titration, we quarter determine the amount of silver chloride that precipitated out of solution, this results in the amount of open chloride in the solution. Comparing the ratios of silver chloride produced to Werner complex in the solution, free chloride ions can be compulsive.The conductance of complexes was also obstinate. The conductance of the complexes corresponds to the ions that are present within the solution. The electrical conductivity the complexes are measured once mellowd in water, the anions and cations dissolve in water. This allows for the determination of structure for metal complexes.The last tech nique used was the determination of unpaired electrons in the werner complexes. The Werner complexes were either diamagnetic or paramagnetic, as the contained paired or unpaired electrons which were calculated.Experimental/ObservationsPart 1 Synthesis of Hexaaminecobalt III chloride (Co(NH3)6)Cl3 In an Erlenmeyer flask, a solution containing 4.689g of cobalt III chloride (CoCl26H2O, a dark olympian crystal), 3.005 g of ammonium chloride (NH4Cl, opaque yellowish crystal) and 5ml of water was modify. The solution started out purple and over time, as it was heated, a color change was noted. Solution turned dark blue over time. Decolorizing charcoal was added, make the solution to become much dark. 10ml of concentrated ammonia (NH3) was added to the solution causing it to become brownish/red in color. After the solution was to cooled, 10ml of a 6% hydrogen bleach (H2O2) was added, the solution was heated for 20 minutes at 600C. The solution was then cooled again and emptiness filte red. The bright reddish/brown crossway was then transferred to a solution containing 2ml of hydrochloric acid (HCl) and 40ml of water. The separate was then gravity filtered and another 5ml of concentrated HCl was added. The filtrate was cooled once again and vacuumed filtered. 2.8591g of the bright reddish/brown product was dried and was uninvolved at a yield of 36%..Part 2 Synthesis of Pentaaminecobalt III chloride (Co(NH3)5)Cl3 7.5g of NH4Cl was dissolved in 15ml of 14M NH3. Finely globe CoCl26H2O was added the ammonia solution, in small portions, while it was agitated. The solution was initially purple and transparent and adding the the cobalt crystals resulted in the formation of a brown slurry. 7.5 ml of 30% H2O2 was slowly added to the brown slurry, causing an effervescence reply to occur, releasing a white gas and becoming much darker. Once the effervescence had subsided 45ml of HCl was added to the solution. The solution was heated to 850C and agitated for 20 minutes, then cooled down as a two layered solution was formed. A top blue layer and a bottom dull pink layer. The precipitate was then vacuum filtered and washed with 30 ml of ice cold water, 6M HCl, and 100% ethanol. 6.5729g of the purple product was dried and set-apart with a yield of 80%.Part 3 Synthesis of hexaaminenickel III chloride (Ni(NH3)6)Cl2 1.2g of hydrated NiCl2, a delightful light green powder, was dissolved in 95% ethanol. 5ml of 14M NH3 was added to the nickel solution as it was brought to a boil. The addition of the ammonia lead to the formation of a faint purple precipitate that was vacuum filtered and wash with ethanol. 0.58g was isolated with a % yield.Analysis of CompoundsThe products were analyzed to determine their magnetic susceptibility, conductance and the amount of free chloride in solution. The conductance measurements were obtained for all three products through the Sherwood scientific apparatus. 50 ml of 110-3 M aqueous solution of each of the products was wide-awake by dissolving 0.01570g of Ni(NH3)6Cl2, 0.01252 g of Co(NH3)6)Cl3 and 0.01337g of Co(NH3)5)Cl3 in a 50 ml volumetric flask. The conductance measure was then taken.A Johnson-Matthey magnetic susceptibility balance was used to determine the magnetic moment of each of the three products. The products were jammed into a tube and the reading was taken.The analysis of free chlorides was carried out on both cobalt solutions. 0.05g of the cobalt products was dissolved in a 50ml Erlenmeyer flask and titrated with silver nitrate solution. Fluorescein was used as an index and the end point was determined to be a bright pink layer of the cobalt solution. entropyTable 1. Results for the synthesis of Co(NH3)6)Cl3, Co(NH3)5)Cl3 and Ni(NH3)6)Cl2Actual yieldPercent yield ATheoretical yield B(Co(NH3)6) Cl32.8591g54.2%5.272g(Co(NH3)5)Cl36.5729g83.29%7.891g(Ni(NH3)6)Cl20.58g49.23%1.170gSample calculation for percent and theoretical yeild of Co(NH3)6) Cl3 Table 2. Results for the analysis o f free chlorides for (Co(NH3)6)Cl3 and (Co(NH3)5)Cl3Volume of AgNO3Mass of escalateMoles of free Cl-(Co(NH3)6)Cl30.532 ml0.514ml0.05g3(CO(NH3)5)Cl30.417ml0.515ml0.05g2Sample calculation for moles of free cholride for Co(NH3)6) Cl3 Table 3. Results for Conductance Measurements for three compounds submarine sandwich conductance (ohm-1cm2mole-1)Number of ions CLit. ValuesC (ohm-1cm2mole-1)Co(NH3)6Cl3297.64235 273Co(NH3)5Cl3100.82118 135Ni(NH3)6)Cl2234.33235 273 C) Values obtained from appendix from corresponding poor boy conductance shelters.Table 4. Results for the magnetic susceptibility for the three compoundsg (emu mol-1)MeasDiaParaeffSUnpaired electrons(Co(NH3)5) Cl3-3.046*10-8-3.25*10-6-190.2 * 10-60.00018640.66250.2350(Co(NH3)6)Cl3-2.603*10-8-6.507*10-6-177.2*10-60.00017060.63260.22360(Ni(NH3)6)Cl2-1.015*10-7-2.345*10-5-166.7*10-60.00007130.0200.0100Sample calculation for (Co(NH3)5) Cl3 Chemical EquationsIn the three-chemical reactions, the metals reacted with the amine f orming the products. The chemical reactions are as followsPart 1 2CoCl26H2O(s) + 2NH4Cl+10NH3(aq) + H2O2(aq) + 3H2O(l) 2Co(NH3)6Cl3 + 1/2O2(g)Part 2 2CoCl26H2O(s) + 2NH4Cl+8NH3(aq) + H2O2(aq) + 3H2O(l) 2Co(NH3)5Cl3 + 1/2O2(g)Part 3 NiCl26H2O(s) + 6NH3(aq) Ni(NH3)6Cl2(s) + 6H2O(l)An oxidisation decline reaction was occurring as hydrogen peroxide was added to the cobalt solutions and used to reduce the cobalt to its 2+ ground. The redox reaction is as followsR H2O2 H3O+ + 1/2O2 + e (1)O Co3+ + e Co2+ (2)DiscussionTo determine the structure of the three complexes, three different techniques where utilized. A magnetic subspecialty measurement, a conductance measurement, and an analysis of free chlorides in each of the three products. Visible color changes were observed in the formation of the brightly colored products indicating that a successful reaction had occurred. The change of color is due to the change in oxidation state. Hydrogen peroxide was used in the reduction of c obalt complexes producing two differently colored cobalt complexes. The in the oxidation reaction we see a change in oxidation state of Co from 3+ to 2+ as hydrogen peroxide is being oxidized. A change in oxidation state causes the solution to change color as the metal complexes contain electrons that absorb light energy and jump to an hallucinating state in a different molecular orbitalAnalysis of free chloride. A solution containing 0.05g of Co(NH3)6Cl3 and Co(NH3)5Cl3 was titrated with a silver nitrate solution. The number of moles of free chloride ions was then calculated through their mole ratios. It was determined that Co(NH3)6Cl3 solution contained3 free chloride ions while (Co(NH3)5Cl3 solution contained 2 free chloride ions. The calculated ratios (Table 2) of free chloride ions indicates whether the Chlorine ions are bonded with the cobalt complex, as free chloride ions will precipitate out of the solution in the presence of silver nitrate. From this we can assume that 2 m oles of chlorine are not bonded to in cobalt complex in Co(NH3)5) Cl3 while all 3 moles of chlorine are not bonded to the cobalt complex in Co(NH3)6)Cl3. We can conclude that chlorine helps stabilize the positive charge of cobalt complex in Co(NH3)6)Cl3 while a single chloride ions is bonded to the cobalt complex of Co(NH3)5Cl3. Fluorescing, the indicator used in the titration, was added to the solution with 2ml of 2% dextrin solution. The dextrin solution prevents the coagulation of AgCl and the prevention of the AgCl aggregate on the surface of the solution.Molar conductance. A solution of all three products was prepared with a concentration of 10-3M. The hero sandwich conductance reading was then taken at 20.50C on a Sherwood scientific apparatus. The conductance measures were obtained and compared to the literature values and the number ions of each solution can be determined. Co(NH3)6Cl6 had a conductance value of 297.6 ohm-1cm2mole-1. From the corresponding literature value, this conductance is due the presence of 4 ions in mavin mole solution. Similarly, Co(NH3)5Cl5 and Ni(NH3)6Cl2 had grinder conductance value of 100.8 and 234.3 ohm-1cm2mole-1 which correspond to 2 and 3 ions per mole of solution respectively. From this we can determine the formula of each of the compounds. In hexaaminecobalt (III) chloride, 4 total ions are present which results in one from Co(NH3)62+ + 3Cl. In pentaaminecobalt (III) chloride, 2 ions are present, one from Co(NH3)52+ + Cl. In pentaaminenickel (II) chloride, 3 total ions are present, one from Ni(NH3)52+ + 2Cl. However, for data from the analysis of free chloride does not debate with the molar conductivity of the pentaaminecobalt (II) chloride complex. From the analysis of free chlorides, it was determined that one mole of the complex contained 2Cl while the molar conductance suggest 2moles of chloride ion. This discrepancy may be due to the product not being fully dried, and the moisture water may interact and di stort the reading of conductance.Magnetic Susceptibility. The magnetic susceptibility was carried out on a Johnson-Matthey apparatus that determines the magnetic moment of each complex. Through calculating Spin values it was determined that both Cobalt (Co3+) complexes, with a d6 electron configuration, does not pick out any unpaired electrons as the bend values were close to 0. From this, we can assume that the electrons are in a low wind state as Hunds rule of multiplicity suggest that electrons would be paired with altering spin states, and unpairing the electrons would require an annex in energy to overcome 0. The Nickel (Ni2+) complex contain two unpaired electrons. Its d8 electron configuration, with 2 unpaired electrons in a high spin state. The low spin state would not be observed as paring the two electrons was require extra energy.The three compounds, (Co(NH3)6) Cl3, (Co(NH3)5)Cl3, (Ni(NH3)6)Cl2 were successfully produced and to give yields of 54.2%, 83.29%and 49.23% r espectively for the three compounds.The yields of (Co(NH3)6) Cl3 and (Ni(NH3)6)Cl2 is rather low but it to be expected as the sample may have been lost during the vacuum filtration process while being transferred. The coordination of the three complexes was determined to be Co(NH3)6Cl3, Co(NH3)5Cl)Cl2 and Ni(NH3)5Cl2.ConclusionThe purpose of the experiment was to characterize the structural formulas werener complexes through the synthesis of Co(NH3)6Cl3, Co(NH3)5)Cl3 and Ni(NH3)5Cl2 and the coordination of the compounds was determined to be Co(NH3)6Cl3, Co(NH3)5Cl)Cl2 and Ni(NH3)5Cl2 . The characterizations were conducted with three techniques that determined the moles of free chloride ions, conductance and magnetic moment of the three complexes. The analysis of free chloride ions determined that 3 and 2 chloride ions were present per mole of the two cobalt complexes. Indicating that Cl is bonded to Co(NH3)62+ complexes, while non-bonded to the Co(NH3)5, but function to stabilize th e charge on the complex. The molar conductance of the complexes resulted in the presence of 4,2 and 3 total ions for the three Werner complexes. Lastly, the magnetic moment of three complexes was determined and the spin states where calculated. It was determined that both cobalt complexes (Co3+) contained 0 unpaired electrons, in a d6 diamagnetic electron configuration, in a low spin state. The nickel complex was found to contain 2 unpaired electrons, in a d8 paramagnetic electron configuration, with 2 electrons in the high spin state.ReferencesSimon Fraser University. Inorganic Chemistry, Chemistry 236W testing ground manual 2016. Vol. 1.81. Print. 9 -10Miessler, G. L. Tarr, D. A. Inorganic chemistry Prentice Hall Boston, 2011.

How Military Leavers Can Benefit the Private Industry

How Military Leavers Can Benefit the Private in ten-spottnessISSUE TO BE EXAMINEDEach year British businesses clamour aft(prenominal) the stovepipe and brightest coming out of business schools. However, these same businesses often look out on a body of potency employees not only with good or better develop, but also with the sleep with to go with it. Given that war machine personnel provide a precious and often taken for tending(p) service to our country, often putting their own lives in danger to view as others, it seems more should be done to assist them in the transition spikelet into civil life. Such personnel also offer a affirmable resource for British business, leaving the array with some of the arguably outgo training in the world and often significantly more experience in a wide smorgasbord of argonas than others their age who did not take on armed services machine service.This inquiry aims to examine the benefits of array leavers, particularly officer s, experience and training to hush-hush persistence. It is hoped findings from this study pull up stakes aid both(prenominal) troops leavers and industry in the UK in connecting, so as to encourage productive involvement relationships between the ii. Possible outcomes of this research whitethorn include some instance of publication of findings, or recommendations for forces leavers and employers, which would assist employers it taking advantage of this valuable resource and military leavers in finding suitable civilian function.Specifically, this research undertakes four objectivesTo examine the success of military officers in privy industry, and how their military training contributed to their success.To identify what specific skills are readily transferable to private industry, and how these can best be articulated to those in hiring positions.To increase awareness amongst those in hiring positions of the often oerlooked talent pool of military leavers on tap(predicat e) to their industry sectors.To consider what private industry must do, if anything, to ensure debonair transition for leavers moving into civilian positions.RELEVANT LITERATUREThis be after entrust include a look back of literature relevant to the four objectives above. This get out include reports and research in former military officers and how they have achieved palmy employment in private industry. For example, Shuit (2003) describes the training, people skills, and self-discipline former secondary officers bring to the corporate sector. Many others offer sympathetic information (Abrashoff 2002 anon 2004 Bowers 1996 Joinson 1997 Zicarelli 2000). Specific reports of success across a number of military leavers, sort of than concentration on a few case-study type accounts, giveing be emphasised.Also considered go away be the specific skills acquired by military officers that are readily transferable into the civilian workplace. As it is necessary to limit skills to a w orkable group for research purposes, basic precaution skills provide be emphasised. All officers can be assumed to have received both training and experience in these skills, often much in inordinateness of their civilian counterparts. For example, Questionline reports service leavers have spent more time cosmos trained than ninety-nine per cent of civilians They pass on be valued, if the employer is able to ensure what they are (Anon 2002). They also argue that British military training is among the best in the world, and has considerable civilian value when stripped of its purely military elements and translated into the right language (Anon 2002). Bowers (1996) similarly contends business- circumspection experts say the military builds skills th at can be as valuable in the office as in a war zone (1). Identifying skills common between the military and private industry testament assist both military leavers and HR charabancs in identifying transferable skills (Anon 2004 J oinson 1997 Zicarelli 2000).Examination of literature go out document reasons private employers may overlook leaving military personnel as potential hires. This is undertaken to work on recommendations on ways the placement of former military officers in private industry may be improved. For example, Zicarelli (2005) notes that HR positions are progressively held by people without military experience or reference. As much(prenominal)(prenominal), understanding and appreciate of military attributes can no longer be assumed. Additionally, legion(predicate) military leavers had to perservere in searching for civilian positions, often produceing done turn-downs how to finally present their experience in a way apprehensible to the typical civilian HR manager (Shuit 2003 Investors logical argument Daily 2004).Methods employers or organisations have found successful in aiding military officers in transitioning into civilian employment allow be analysed, with the purpose of deve loping broad recommendations for rehearse in the private sector. These will include tactics employed by individual HR managers and company-wide programmes. For example, American companies much(prenominal) as Home Depot, Coors and planetary Motors have programmes specifically designed to recruit military leavers (ICFAI (2004 Zicarelli 2005). British employers with similar programmes, if any, will also be reviewed. It is anticipated that data in this scratch will included both information for the individual HR manager and concerning developing company-wide initiatives.Finally, the literature considered in this review will concentrate on those leaving the British military who seek and / or obtain employment in the UK. Supporting literature from countries with similar militaries and economies, such as Australia, Canada, and the joined States will be additionally considered from a supportive standpoint.METHODOLOGY entropy will be collected from two groups of people former military of ficers who have successfully transitioned into civilian employment, and HR personnel in iron boot of hiring. Open-ended questions designed from issues arising through the review of relevant literature will be employ. It is anticipated these open-ended questions will solicit a variety of responses, but will also grant documentation of actual perceptions and observations from questionees, quite than reduce their experiences to a defined group of possible responses. It is anticipated that questions will be framed at heart the four stated objectives, however, this framework may be adapted if significant findings from the literature review warrant such change.The planned sample size is ten interviews for each group. While this is statistically too small a sample to make relevant statistical conclusions, the purpose of this research is to articulate transferable skills and raise awareness to the benefits in hiring military leavers, neither of which require the statistical justificat ion of a capacious sample size. This is additionally a large fair to middling group of interviews to allow broad generalisations about issues outlined in the project objectives to be examined without the possible skewing of one persons atypical experience that might fleet with a sample of only two or three interviews. In addition, ten is a workable number of interviews for the researcher to conduct at bottom the project time guidelines.Companies in a variety of civilian pursuits will be examined, with additionally at least two small, two medium, and two large organisations present in the sample of HR managers. A angle of dip of companies currently hiring for management positions will be gathered from Internet and report advertisements. These companies will then be drawn at random to evidence an order for contact, with each contacted by letter and follow-up phone calls. Interviews of slightly one hour will be requested, with an overview of the questions to be asked provided w ith the letter. Contact of companies will continue until ten interviews are secured.Former military officers will be identified through two means. First, the researcher will seek recommendations from those in private industry as to successful former military officers. If ten persons willing to participate in interviews are not acquired through this method, HR managers interviewed as part of the first group of this research will be asked to provide names in their companies or others of potential interviewees. Both groups of interviewees will be promised and supplied with a copy of the final research project.Data will be analysed to develop a skills set that is clearly identified as relevant, the benefits and drawbacks of hiring military leavers, and ways to increase companies awareness of potential post-military hires. This will be done first by thorough examination of the transcripts of each interview, followed by statistical gathering of the number of times and importance each fac t considered was provided by the interviewees.Similarities present in items identified in the interviews will be described and supported with relevant quotes from interview transcripts. A summary of the intimately relevant answers to each question will be included in an appendix to the report.Obviously, it is not possible to consider all types of military leavers with their multitudinous of training and experience, or all the needs of private industry that such personnel could fulfil. Therefore, this study will concentrate on the basic management skills typically acquired by all military personnel achieving a outrank of at least junior officer. It will examine how this basic management acumen translates into successful civilian employment. Also, since a large number of military personnel go into the defense industry and it already typically recruits military leavers, only companies and positions outside the defense sector will be considered. necessitate RESOURCESIt is anticipated the most significant resources this project will require are time and people. Twenty interviews of approximately one hour each will be conducted, not to mention the time required to arrange such interviews and analyse results. Getting busy workers to provide an hour of their day for an interview that do not immediately benefit them may not be so easy. It is important to line up persons to interview that can make contributions to the areas considered in the research.The project requires little capital outlay beyond letters, copy of the final report and postage. A small tape-recorder may be used to better document interviews, in which case this would be an additional expense. In addition, it may be necessary to interview some people over their lunch times, in which case politeness would require the researcher to infrastructure the dining bill.PROJECT PLANThe literature review will be completed within thirty days of the project approval, and interview questions developed. These quest ions will then be submitted to the supervisor for feedback and recommendations. Towards the end of this period, a list of companies and individuals that may be potential interviewees will be developed. Interviews should be arranged within two weeks, and completed within the next two to three weeks. later that, data will be analysed and a project report indite written, which will be forwarded to the project supervisor for comments. Finally, the final report will be generated.Tentative Project Plan workweek 1 develop literature review research.Week 2 Continue literature review research.Week 3 Continue literature review research.Week 4 Write literature review, create interview questions.Week 5 range stash away interview list, interview questions to supervisor.Week 6 stop compiling interview list, write and send out letters.Week 7 follow through letters with phone calls, arrange interviews.Week 8 Continue place interviews, begin conducting interviews.Week 9 Continue con ducting interviews.Week 10 Finish conducting interviews.Week 11 Analyse data, begin writing project report.Week 12 Finish draft of project report, draft to supervisor.Week 13 halt changes to draft as recommended by supervisor.Week 14 Make changes / rewrite draft.This project plan will both ensure the project is completed in a timely manner and is flexible enough to allow for contingencies.REFERENCESAbrashoff, D.M. (2002) Its Your transfer Management Techniques from the Best Damn Ship in the Navy, New York Warner Books.Alkhafaji, A. (2003) Strategic Management Formulation, Implementation, and Control in a Dynamic Environment, Oxford Haworth Press.Anon (2002) Military skills in a civilian workplace, Questionline website, October 2002. functional at http//www.questonline.co.uk/ magazine_sections/leaders/military_skills_in_a_civilian_workplace, accessed 21 May 2005.Anon (2004) Army is study contributor to UK plc, Personnel Today, May 4, 2004, p. 4.Bass, B. (1997) Transformation al Leadership Industrial, Military and Educational Impact, Mahwah, NJ Lawrence Erlbaum.Bowers, F. (1996) Generals trade their army boots for wingtips in trek to civilian jobs, Christian information Monitor, December 2, 1996, Vol. 89, Issue 5, p1.ICFAI (2004) Home Depots Cultural Evolution, event Study, ICFAI Center for Management Research. Available at www.icmrinda.org, accessed 21 May 2005.Investors Business Daily (2004) Military and Political Leaders and Success 55 masking Military and Political Leaders and How They Achieved Greatness, Higher Education.Joinson, C. (1997) What HR can learn from military veterans, HR Magazine, June 1997, Vol. 42, Issue 6, pp. 116-119.Shuit, D.P. (2003) Combat ready and business prepared, work force Management, November 2003, Vol. 82, Issue 12, pp. 24-25.Wightman, S., McAleer, E. (1995) Management development the neglected domain, Journal of European industrial Training, Vol. 19, No. 5, pp. 3-10.Zicarelli, R. (2000) The Military Advantage, Veteran s Business Journal, January / February 2005, pp. 20-26.