Chemistry: University and Study Area Essay

Introductory Chemistry 1405 for non-science majors is designed to meet the needs of students with no background in Chemistry or who are in need of additional preparation before taking Chemistry 1411. This course is concerned with the study of matter presented at an introductory level. The prerequisite for this course is DMAT 0091. Topics covered include: chemistry and measurements, matter and energy, atoms and elements, compounds and their bonds, chemical calculations, gas laws, solutions, acids and bases and nuclear reactions. This syllabus is your legal contract for this course. The first requirement is that you read it entirely. You are responsible for all of the readings and assignments as defined. Questions or issues requiring clarification are welcomed at any time. REQUIRED OR RECOMMENDED MATERIALS (ISBN FOR TEXTBOOK): Required textbook:Introductory Chemistry for Non-Science Majors, the pearson custom edition for Eastfield College, by Timberlake. This book can be ordered from the bookstore http://follett. com/. ISBN#: 1256414824. It is bundled with Eastfield custom edition lab manual for first part of the laboratory and homework code for Mastering Chemistry. Lab Supplies: You must order a lab kit CK-EF. Order your LabPaq online at http://www. labpaq. com. once you are sure to continue the class, as the returned policy is strict. For labPaq order call 866-206-0773 x 114. OR, go to www. labpaq. com/order here, and enter Log in ID: C 000091, Password, labpaq (all lower case) and Choose CK-EF. You can obtain any digital balance with an accuracy of 0. 1 grams. Recommended digital weight balance from NorthShore Care Supply ( http://www. northshorecare. com) is Triton T2 digital precision handheld scale, Item # 7400 ($19. 95). Other required materials:Laboratory Safety Goggles (may be purchased at campus bookstore) Scientific Calculator STUDENT LEARNING OUTCOMES: 1. Demonstrate understanding of the subatomic particles and types of matter 2. Use the Periodic Table to identify metals, non-metals and metalloids 3. Make calculations using the metric system of measurements and significant figures. COURSE OBJECTIVES The course is to demonstrate a general knowledge of the basic concepts in chemistry, and to prepare the student for Chemistry 1411. CORE CURRICULUM COURSE OBJECTIVES: I. INTELLECTUAL COMPETENCIES: 1. Reading: The ability to analyze and interpret a variety of printed materials such as book, documents and articles written at a level above the 12th grade level 2. Writing: The ability to produce clear, correct and coherent prose adapted to a purpose, occasion and audience at a level above the 12th grade level 3. Speaking: Ability to communicate orally in clear, coherent and persuasive language appropriate to a purpose, occasion and audience at a level above the 12th grade level 4. Listening: Analyze and interpret various forms of spoken and visual communication at a level above the 12th grade level 5. Critical Thinking: Think and analyze at a critical level 6. Computer Literacy: Understand our technological society, use computer-based technology in communication, problem solving, and acquiring information II. EXEMPLARY EDUCATIONAL OBJECTIVES: 1. To understand and apply method and appropriate technology to the study of natural sciences 2. To recognize scientific and quantitative methods and the differences between these approaches and the other methods of inquiry, and to communicate findings, analyses, and interpretation both orally and in writing 3. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch on ethics, values, and public policy 4. To demonstrate knowledge of the interdependence of science and technology, and their influence on and contributions to, modern culture MEANS OF ASSESSMENT OF LEARNING OUTCOMES The course learning outcomes are assigned in more detail for each chapter in various learning objectives. These objectives will be assessed by exam questions, terminology, study area quiz, assignment from mastering chemistry and written laboratory report. It is encouraged to start your weekly activities by understanding â€Å"terminology†, which will be followed by reading corresponding units in the textbook. You will continue working on â€Å"Study Area† quiz and Review Questions, and homework assignments from mastering chemistry. Finally, you will perform the lab experiments. These steps are written in order under â€Å"Things to do† in all the weekly activities. EVALUATION PROCEDURE: 1. Lab Grades: This online course of Chem 1405 uses the â€Å"Wet Lab† experiences from Hands-on lab, Inc. For the first five labs, students use the basic laboratory conceptual practice using Pearson published laboratory manual. After completion of five labs from Pearson published lab manual, students will use their purchased lab kits for the â€Å"Wet Lab† experiences and perform real chemical experiments using chemicals and standard techniques, in the convenience of their house. To ensure the credibility of the lab portion of this course, students will be asked to submit their picture showing their face at one or two specific steps of each experiment along with the data as reflected in their report. The specific steps where they need to submit their picture are well- written in the attached report form in the corresponding experiment on eCampus. Lab grades will be earned from their completed lab reports. These reports have to be typed in Microsoft office word and upload on ecampus in order to be graded, unless otherwise specified (Hand Written lab Report Will not be Accepted). You must use the report attached on ecampus under the folder â€Å"Lab #† of each week activities, and not the one that comes on the CD from LabPaq. You will get ZERO SCORE if you won’t use REPORT FORMAT UPLOADED on ecampus under the â€Å"Lab #†. However, to synthesize the conclusion and discussion of your result in the report, you can use â€Å"Lab Report Assistant† that comes in the CD with the CK-1 kit from Labpaq. The â€Å"Lab Report Assistant† can also be found on ecampus under â€Å"Start Here† button. The CD also has the introduction, safety enforcement agreement and the procedure to perform the lab. You have to sign; scan, and upload the safety agreement in the first week of the semester. Students have to upload the report on ecampus after the completion. The instructions on â€Å"how to upload† the report can be found in eCampus menu under the â€Å"Start Here† button. Students can purchase the lab kit, LabPaq CK-EF, from Hands-on Labs, Inc. Please log on to http://www. labpaq. com/ to order the kit. The lab kits also contain the manual of the experiments on CD. Students CANNOT PASS this course with a failing lab grade. A score of 70% or better and completion of 8/11 labs (cannot miss more than 3 labs) is required to pass the lab portion of this course. The lab reports has to be uploaded on eCampus by 11. 30 pm on the specific due date found on the course calendar. Late lab reports will be accepted but they will drop by 25% for each day the reports are late. Students are encouraged to read the helpful suggestions after they read the procedures on the CD and before they do the experiments. Similarly, it is advised them to complete the lab as early as they can and do not wait until the last minute. The lab schedules are found under the weekly activity for each week. 2. Weekly Activities: These are located under â€Å"Course Contents† button in eCampus. Every week the learning items are placed in the following order. 1. Things to do: Helps to figure out the things to do quickly 2. Learning Objectives: Helps to focus on the goals to learn units of the chapter 3. Powerpoint: Gives you the main direction of concepts for each chapter 4. Terminology: It is a quick guide to know the definition and brief concepts of the topics 5. Study Area Quiz 1 &2 (www. masteringchemistry. com/study area) & Key Concept 6. Assignment (www. masteringchemistry. com/study area) 7. Lab report: Attached on the†Lab #† folder. The lab manual is CK-EF from www. LabPaq. com 8. DO NOT BEG FOR THE EXTENSION OF DUE DATES! 2. 1. Terminology: These are copyright materials and should not be altered. These terms help you to understand the concepts and to prepare for the exam. Download the list of terms from eCampus on the folder â€Å"Terminology #† under â€Å"Week of #† from the ecampus menu†. Study the terminologies, read the corresponding section in the book and answer them concisely with examples. You can try this as many times as you want, and upload your final version on ecampus with the file name â€Å"Terminology #† (NOTE: Please see â€Å"How to load a document on ecampus under â€Å"Start Here† button) 2. 2 Study Area These are self check activities and students can attempt as many times as they want. It helps to understand the concepts as well as to prepare for the exam 2. 2. 1 Quiz 1 & 2 After log on to www. masteringchemistry. com/study area, answer the multiple choice questions. These are self check activities and you can try this as many times as you want, scroll down and email the final trial to yourself. Repeat this step for quiz #2. Copy and paste both the quiz 1 & 2 score and answers of all the questions in a new file called as â€Å"Study Area # 1† for chapter 1. Upload the â€Å"Study Area #† on eCampus. Follow the same procedure for all the chapters. (DO NOT EMAIL TO THE INSTRUCTOR) 2. 2. 2 Review Questions To complete this activity, please follow the same procedure as in 2. 2. 1. However, create a file name â€Å"Study #† where # is replaced by 1, 2, 3, and etc. for the corresponding chapter. 2. 3 HOMEWORK (ASSIGNMENT) You will use Mastering Chemistry for the online homework tutorial. This will help you to understand the various concepts and to prepare for the exam. You can go directly to mastering chemistry without going to eCampus, by log on to http:// www. masteringchemistry. com/site. Many of the problems come from the back of the book to help you figure out the right answer. Do not attempt the homework without preparing yourself. You have to study the practice problems and worked out examples related to various units before to attempt the homework questions. For first time registration and to be more knowledgeable about this system please log on to http://www. masteringsupport. com/videos. Your COURSE ID is for this course is MCADHIKARI89707 It is advised to complete the assignments in preparation for the tests. Late homework will worth’s 50% of the total possible points. Homework due dates will be shown in Mastering chemistry web site. It is recommended to do the homework questions little by little, rather than solving all the problems at one sitting. Once you have completed the homework assignments, you can revisit them even after the due dates during the preparation for the exam. The total score of the homework from all the chapters will be posted on your ecampus grade book at the end of the semester. DO NOT LOOK THE ANSWER before you solved the problems, if you do so, you will GET ZERO SCORE on that problem. Students have to take full responsibility of THEIR SCORE REPORTED correctly on the website. If you have doubt on any technical issue contact the technical support at 1-877-672-6877. You will get ZERO SCORE IF YOU EMAIL the answer of the ASSIGNEMENT to the instructors’ email. You must answer the assignment on the website. Mastering Chemistry Assignments Problems Chapter # of Problems Chapter 1: 15 problems Chapter 2: 13 problems Chapter 3: 33 problems Chapter 4: 15 problems Chapter 5: 15 problems Chapter 6: 15 problems Chapter 7: 15 problems Chapter 8: 15 problems Chapter 9: 15 problems GRADING SCALE: Total number of points possible for this course is 1055. The following scale will be used to determine the standard letter grade of A, B, C, D and F of ? 90, ? 80, ? 70, ? 60 and ? 50, respectively, earned in the course. 810-905 = A; 808-719 = B; 718–629 = C; 628-538 = D; 537-0 = F Evaluation Items Points Quiz 1 45 Quiz 2 45 Quiz 3 45 Exam 1 100 Exam 2 100 Exam 3 100 Vocabulary 45 (9 submittals @ 5 pts. each) (mandatory) Homework 90 (9 submittals @ 10 pts. each) (mandatory) Study Area (quiz 1& 2) 45 (9 submittals @ 5 pts. each) (mandatory) Lab reports) 220 (11 @ 20 pts. Each) Study Area (Review Questions) 45 (9 submittals @ 5 pts. each) Syllabus Quiz 10 *Discussion Board 15 ______________________________________________________________________________ Total Points 905 *The instructor evaluates the overall performance of the student in all weekly activities DO NOT BEG FOR THE GRADE! PLEASE EARN IT!! Syllabus Quiz: A quiz over syllabus material will be taken on eCampus. The quiz worths 10 points. It will be used to determine if students have read the syllabus material. You may use your syllabus on the quiz. You may take it as many times as you like until the deadline. I advise you to take it until you score a perfect 10 points. The quiz can be found on eCampus under the syllabus quiz section. DISCUSSION BOARDS Participation in the thee Discussion Boards (DB) is required. The discussion boards are worth 5 points each for a total of 15 points. DISCUSSION BOARD ETIQUETTE This science course is based on scientific fact alone, not personal opinions. Please refrain from using the discussion board to express political viewpoints, as a dating service, to advertise any and all types of solicitation, from expressing religious viewpoints or quoting Biblical passages, or giving personal opinions. Please refrain from using any inappropriate language in the discussion boards. Please do not â€Å"sign† discussion boards. The discussion board will automatically be posted with your name. ***Failure to adhere to discussion board etiquette may result in the student being blocked from using the discussion board and a loss of points. EMAIL ETIQUETTE When sending an email message to an instructor there are a few guidelines to follow: 1. Address the instructor as Mr. , Ms. , Mrs. or Professor, and in subject line please mention your class and section number 2. Always include your name, course, and section number in the email. 3. Never use foul, vulgar, inappropriate, discriminatory, rude, or otherwise unprofessional language in the email. 4. Remember, the relationship between the student and the instructor is a professional relationship not a friendship; therefore, be sure not to include instructors in your forwarded emails to friends, chat rooms, or personal updates. 5. Email between the instructor and student is to relate to course, campus, or educational matters INSTITUTIONAL POLICIES: Withdrawal Policy (with drop date): STOP BEFORE YOU DROP For students who enrolled in college level courses for the first time in the fall of 2007, Texas Education Code 51. 907 limits the number of courses a student may drop. You may drop no more than 6 courses during your entire undergraduate career unless the drop qualifies as an exception. Your campus counseling/advising center will give you more information on the allowable exceptions. Remember that once you have accumulated 6 non-exempt drops, you cannot drop any other courses with a â€Å"W†. Therefore, please exercise caution when dropping courses in any Texas public institution of higher learning, including all seven of the Dallas County Community Colleges. For more information, you may access: https://www1. dcccd. edu/coursedrops If you are unable to complete this course, it is your responsibility to withdraw formally. The withdrawal request must be received in the Registrar’s Office by Januay 06, 2014. Failure to do so will result in your receiving a performance grade, usually an â€Å"F. † If you drop a class or withdraw from the college before the official drop/withdrawal deadline, you will receive a â€Å"W† (Withdraw) in each class dropped. Repeating This Course: Effective for Fall Semester 2005, the Dallas County Community Colleges will charge additional tuition to students registering the third or subsequent time for a course. This class may not be repeated for the third or subsequent time without paying the additional tuition. Third attempts include courses taken at any of the Dallas County Community Colleges since the Fall 2002 semester. More information is available at: https://www1. dcccd. edu/cat0506/ss/oep/third_attempt. cfm . Financial Aid: Students who are receiving any form of financial aid should check with the Financial Aid Office prior to withdrawing from classes. Withdrawals may affect your eligibility to receive further aid and could cause you to be in a position of repayment for the current semester. Students who fail to attend or participate after the drop date are also subject to this policy. The Texas Success Initiative (TSI) The Texas Success Initiative (TSI) is a statewide program designed to ensure that students enrolled in Texas public colleges and universities have the basic academic skills needed to be successful in college-level course work. The TSI requires assessment, remediation (if necessary), and advising of students who attend a public college or university in the state of Texas. The program assesses a student’s basic academic skills in reading, writing, and math. Passing the assessment is a prerequisite for enrollment in many college level classes. Students who do not meet assessment standards may complete prerequisite requirements by taking developmental courses in the deficient area and passing them with a grade of C or higher. Additional information is available at https://www1. dcccd. edu/cat0506/admiss/tsi_requirements. cfm . Academic Honesty: Academic honesty is expected, and integrity is valued in the Dallas County Community Colleges. Scholastic dishonesty is a violation of the Code of Student Conduct. Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion. As a college student, you are considered a responsible adult. Your enrollment indicates acceptance of the DCCCD Code of Student Conduct published in the DCCCD Catalog. More information is available at https://www1. dcccd. edu/cat0406/ss/code. cfm . Academic Dishonesty Course Contract: Academic dishonesty is defined in the District Catalog includes, but is not limited to, cheating on a quiz, a test, or assignment or lab work; plagiarism (including the internet); copying another student’s lab or lecture work; or allowing another student (even lab partners) to copy all or any portion of an assignment. All written assignments are to be in the students’ own words. Written assignments for both the lab and lecture works are to be completed solely by the student, not in collaboration with other students unless otherwise noted in the assignment or instructed by instructor in exceptional cases. Academic dishonesty will not be tolerated. Any student found to be violating any portion of the academic dishonesty policy will automatically receive a zero (without exception or discussion). Students repeating the course are not permitted to use any old assignments or graded materials. All written assignments must be new, not just modifications of old assignments. When working in partners or groups, each student is expected to turn in his or her original work in their own words. Exact (or overwhelmingly similar as per the instructors discretion) duplication of an assignment (in any form), from any group or partner set, will not be accepted, and a grade of zero will be given. If further clarification of this policy or explanation of actions that will be taken for any and all violations is necessary, please see the instructor. ADA Statement: If you are a student with a disability and/or special needs who requires accommodations, please contact the college Disability Services Office. Religious Holidays: Absences for observance of a religious holy day are excused. A student whose absence is excused to observe a religious holy day is allowed to take a make-up examination or complete an assignment within a reasonable time after the absence. Students must notify the instructor of any religious holiday that will impact his/her time in this course by no later than the certification date. ___________________________________________________________________________________ Family Educational Rights and Privacy Act of 1974 (FERPA). In compliance with the Family Educational Rights and Privacy Act of 1974 (FERPA), the College may release information classified as â€Å"directory information† to the general public without the written consent of the student. Directory information includes: (1) student name, (2) student address, (3) telephone numbers, (4) date and place of birth, (5) weight and height of members of athletic teams, (6) participation in officially recognized activities and sports, (7) dates of attendance, (8) educational institution most recently attended, and (9) other similar information, including major field of student and degrees and awards received. Students may protect their directory information at any time during the academic year. If no request is filed, directory information is released upon written inquiry. No telephone inquiries are acknowledged. No transcript or academic record is released without written consent from the student, except as specified by law. _________________________________________________________________________________________________________ Food and Drink Policy Food, drinks, and tobacco products are prohibited in Eastfield College classrooms. _________________________________________________________________________________________________________ Children on Campus The institution strives to protect an environment most conducive to teaching and learning for all enrolled students. Children who are taking part in organized scheduled activities or who are enrolled in specific classes are welcomed. Minor children, however, should not be brought to the institution unless closely supervised by their parent. Minor children should not be brought into classrooms, laboratories or other facilities of the college. This practice is disruptive to the learning process. In the case of an emergency where the student-parent has no alternative but to bring the child to campus, classroom faculty or the administrative heads of other units have full discretion as to whether a child may be allowed to quietly stay in the location. These individuals may require that children be removed by the student-parent from the setting if, in their opinion, the presence of the child is deemed to be disruptive to the learning process. For reasons of security and child welfare the institution will not permit unattended children to be left anywhere on the premises. Parents who have problems with childcare should visit the Counseling and/or Advisement Center to receive referrals to childcare services in the area. _________________________________________________________________________________________________________ Eastfield College Email Policy Faculty and students must have and use a DCCCD account for all correspondence relating to academic coursework. For information on setting up a DCCCD student email account go to: http://www. dcccd. edu/netmail/home. html _________________________________________________________________________________________________________ Obtaining Final Course Grades Using eConnect Final Grade Reports are no longer mailed. Convenient access is available online at www. econnect. dcccd. edu. Use your identification number when you log onto eConnect, an online system developed by the DCCCD to provide you with timely information regarding your college record. Your grades will also be printed on your Student Advising Report, which is available in the Admissions Office. ____________________________________________________________________________________Instructor Reserves the Right to amend this syllabus as necessary !!! A sample of lab report: ( For lab number 7 and up) Unless otherwise specified in a particular lab the sample and the grading scheme of the report is as below. Date:_________________ Name____________________.

Chemistry Bonding Notes and Lewis Dot Structures

CChemistry Exam #2 Study Guide (10/07/12) I. Bonding a. Ionic Bonding i. Electrons are transferred ii. Ions are held together by electrostatic force b. Covalent Bonding iii. Electrons are somehow shared iv. Electrons are attracted to nuclei (shared) II. Electronegativity c. The ability of an atom in a molecule to attract shared electrons to itself d. Measured on Pauling Scale e. Most electronegative: Fluorine. Then Oxygen. f. Depending on electronegativity of X and Y, there are 3 possibilities: v. X and Y have identical electronegativities (Non Polar) vi.X and Y have dissimilar electronegativities (Polar)- Y is slightly negative; has greater control than slightly positive X vii. X and Y have very different electronegativities (Ionic)- Y is negative; has full control g. Polar Covalent viii. Size depends on electronegative difference ix. Arrow points to where electrons are dragged to x. Dipole Moment measured in Debyes (D) 1. [Dipole Momenti = Q*r] xi. Possesses some ionic character 2. The bigger the difference†¦ a. The more polar the bond b. The bigger the dipole c. The more ionic in character III.Electron Configuration for Ions h. Atom forms an ion with electron configuration of the closest noble gas xii. True for representative S and P block xiii. Atom will lose up to three or gain up to three electrons 3. For D-block elements d. Outer S electrons lost before outer D electrons 4. For P-block elements e. Outer P lost before the outer S electrons, which are lost before outer D IV. Ionic Radii i. Size descriptions based on charge xiv. Positive ions are always smaller than the parent atom xv. Negative ions are always larger than the parent atom j.Periodic trend xvi. Ionic radii increase within a column going from top to bottom xvii. Ionic radii decrease within a row going from left to right V. Isoelectronic Ions k. Have the same number of electrons l. Radius decreases as atomic number increases VI. Compounds m. Ionic xviii. High Melting Point and Boiling Poin t (brittle solids) xix. Soluble in polar solvents like water xx. Insoluble in nonpolar solvents like Hexane xxi. Metal and Nonmetal xxii. Any compound that conducts electric current when melted n. Covalent xiii. Low Melting Point and Boiling Point (solid/liquid/gas) xxiv. Insoluble in polar solvents (exception: Sugar! ) xxv. Soluble in nonpolar solvents xxvi. Nonmetal and Nonmetal o. Crystals xxvii. All group 1 Alkali metals and Group 7 Halogens make crystals xxviii. Sublimation: solid to a gas! VII. Lattice Energy p. Measure of how strongly ions interact together (compares sizes of ions) xxix. enthalpy of formation of the ionic compound from gaseous ions and as such is invariably exothermic xxx. he energy required to completely separate one mole of a solid ionic compound into gaseous ionic constituents q. Goes to closer energy (emits energy as heat)- always more negative number r. (+) = endothermic (absorbing energy) s. (-) = exothermic (releasing energy) t. Energy is released! xxx i. =K[(Q1Q2)/(r)] xxxii. Large for small â€Å"r† (average distance between ions)- higher boiling point, more stable, difficult to separate, but still fragile xxxiii. Large â€Å"Q†- highly charged xxxiv. Lattice energy goes down in same group VIII.Bond Order u. Triple Bond (as bond energy increases, bond length decreases! ) xxxv. Highest Bond Order xxxvi. Strongest xxxvii. Shortest v. Double Bond w. Single Bond xxxviii. Weakest xxxix. Longest xl. Lowest Bond Order IX. Resonance x. More than one Lewis Dot Structure can be drawn for the same arrangement (skeleton) of atoms. Only the bonds differ! y. True structure is a ‘hybrid’ or ‘blend’ of possible resonance structures z. Not double or single bonds, but all bonds with order 1. 3333 {. Shuffling of electrons |. Formal Charge li. Look at one atom at a time (sum of Formal Charge must add up to over all charge of structure) xlii. (# of valance e- on free atom) – [(# of lone pair e-) + (# o f bonds)] X. Octet Rule Violators }. Always OBEY the octet rule: B, C, O, N, and F. ~. 5 EXCEPTIONS we should know: xliii. ________________________ . Radical- odd number of electrons . Biradical- EVEN number of electrons – has TWO UNPAIRED electrons (O2) . Groups 5-8 (3rd row and lower can have more than 8 valance) XI. VSEPR Theory . â€Å"Valance Shell Electron Pair Repulsion† Bonds and lone pairs repel (more lone pairs= squeezed) . Determines the likely shape of a molecule . Does not describe how the bonding occurs . Steps: xliv. Draw Lewis Dot Structure xlv. Count RHED (Region of High Electron Density) xlvi. Predict electronic geometry (arrangement of RHED) xlvii. Determine molecular geometry xlviii. Are bonds polar? xlix. Is the molecule polar? . If dipoles cancel out (the same), it is non polar! . Doesn’t matter about net dipole direction, it will be polar! . Pairs of diploes not arranged to cancel (different sizes)

Bridgeton Industries Essay Example for Free

Bridgeton Industries Essay 1. Describe the competitive environment for Bridgeton as well as the cost accounting system currently in use. When foreign competition and scarce, expensive gasoline began to play an important role in the market, Bridgeton began to lose domestic market share. The ACF Bridgeton plant faced new challenges in their production that led them to serious cutbacks like the closing of the ACF plant for manufacture of fuel-efficient diesel engines. By 1987, they classified their products in terms of â€Å"world class† competitive position and potential. With four criteria (quality, customer service, technical capability and competitive cost position) they classified their products in Class I (remain), II (observe) and III (outsource). The classification allowed Bridgeton to take decisions on how to better manage their products performance compared to their competitors. The cost accounting system was product costing, a mixed between job costing and process costing. 2. Explain why manifolds moved from Class II to Class III after oil pans and muffler-exhaust systems had been outsourced from the ACF. Despite improvements in the production process manifolds were downgraded from Class II to III. The results were not sufficient, even though they increased the uptime from an average of 30% to 65% they were behind their Japanese competitors that reached a â€Å"world class† goal of 80% uptime. In addition, as seen in Exhibit 2, the direct material costs for manifolds (based on stainless steel) is extremely high as a percentage of sales (around 40%) compared to the other products manufactured at ACF and at a better Class level. However, there was a doubt on this move due to the possibility of new market requirements for lighter weight (more efficient manifolds). This represented a good opportunity for ACF because as they manufactured manifolds with stainless steel, demand could increase and therefore selling price too. Bridgeton Industries. (2017, Feb 11).

Human Rights Law Essay Example | Topics and Well Written Essays - 5000 words

Human Rights Law - Essay Example This paper has attempted to analyze the case of unfair discrimination against the Sub-Saharan African countries in the area of international trade and how this can be considered as an example of a violation of the â€Å"Human Right against Discrimination†. (Blackhurst, Lyakurwa, Oyeide, p.491-510) Critical Appraisal of the Literature Review The authors Blackhurst, Lyakurwa and Oyeide have utilized a number of authentic sources to gather information on their subject of research. Out of the resource materials, some sources provided general information about underdeveloped African countries belonging to the region of sub-Sahara. However, other sources presented more specific information about the trading activities of these countries and how they still have to encounter unfair discrimination in the arena of international trade. Research Design In their research paper, authors Blackhurst, Lyakurwa and Oyeide have attempted to investigate the â€Å"Options for Improving Africaâ₠¬â„¢s Participation in the WTO†. The authors have considered the data which exhibit the current trends of globalization,that is prevalent among countries across the world. ... he authors have concluded that the African countries belonging to the Sub-Saharan region are increasingly being left behind in the international efforts of globalization. The concept of globalization envisages a singular global economy, where the different countries would be allowed to engage in commercial exchanges with each other following fair terms of trade. However, the African nations are falling behind in this respect. The developed countries are unjustly discriminating against them, in the arena of international trade, thus preventing them from participating freely in commercial exchanges. Conclusion The unfair discrimination against the Sub-Saharan African countries is actually an example of the violation of one of the fundamental civil liberties: The Right against Discrimination. If the international community wants to achieve complete globalization of trading practices, then international trade has to be based on the fundamental principles of human rights. In that case, th ere would be no unfair discrimination against the participation of any nation or any groups of nations. Till that time, the authors advise the global community to think of methods of improving the participation of the African countries in international trade under the regime of the WTO Agreements. Preliminary Bibliography 1. Alston P., Goodman G., and Steiner H.J. (2007) International Human Rights in Context: Law, Politics and Morals, UK, Oxford University Press 2. Blackhurst,R, Lyakurwa,B, Oyeide, A.,Options for Improving Africa’s Participation in the WTO’, The World Economy,Volume 23, Issue 4, pages 491–510, available at http://onlinelibrary.wiley.com/doi/10.1111/1467-9701.00286/abstract 3. Campbell T. (2005), Rights: A Critical Introduction, USA, Canada, Routledge 4. Charter of the

The Current Health Status of Aboriginal Australian Population Essay

The Current Health Status of Aboriginal Australian Population - Essay Example It has constantly been emphasized that the poor health and wellbeing of Aboriginal Australians is brought about by economic and social factors such as higher unemployment levels, poor nutrition and sanitation, congested housing, lack of access to education, and poverty. As a result, it has been proposed that the additional health risks of obesity, diabetes, and substance misuse make mortality rates among Aboriginal Australians significantly higher than that of the overall non-Aboriginal Australian population (Lawrence & Worsley, 2007). This paper discusses the factors that contribute to the current health and wellbeing of Aboriginal Australians, factors that increase the prevalence of diabetes, and potential community-focused solution. Contributing Factors to the Current Health of Australian Aboriginal People As stated in the National Aboriginal Health Strategy Working Party report, â€Å"health to Aboriginal peoples is a matter of determining all aspects of their life, including co ntrol over the physical environment, of dignity, of community self-esteem, and of justice. It is not merely a matter of the provision of doctors, hospitals, medicines or the absence of disease and incapacity† (Connor-Fleming & Parker, 2001, 210). Customarily, in Indigenous communities there was no term or word for ‘health’ as recognized by non-Indigenous people, and it would not be easy for Aborigines to view ‘health’ as part of their existence (Eagar & Garrett, 2001). This traditional belief is one of the major determinants of Aboriginal health. Health advocates engaged in programs for Aboriginal communities should be sensitive to this culturally oriented perception of health. Apparently, the Aboriginal perception of health should shape the context for any program supporting Aboriginal health. Second contributing factor is social disadvantage. It is well documented that social disadvantage has the ability to endanger individual health and wellbeing. The connection between poor health and social disadvantage is demonstrated in the health condition of Aboriginal people (Larkin, 2006). As revealed in the National Health Strategy Research paper No. 1, and substantiated by the Australian Bureau of Statistics’ Health and Welfare of Aboriginal and Torres Strait Islander Peoples research in 1999, there have been several improvements for Aboriginal and Torres Strait Islanders on wider social determinants, especially education (Connor-Fleming & Parker, 2001, 210). Nevertheless, according to Larkin (2006), on determinants of housing, economic standing, and employment status, these people were below Australian standards. Several scholars, like Thomson (1991) and Couzos and Murray (1999), claim that considerable economic and social disadvantage, political subjugation, and a history of cultural displacement and bigotry lead to seriously poor health and wellbeing for Aboriginal Australians. Matthews (1992) argued that a diverse paradig m that recognizes both the medical and social aspects of poor health is important. Where social circumstances are most unfavorable, the necessity for useful healthcare initiatives is

Examine the difficulties involved in making international GDP per head Essay

Examine the difficulties involved in making international GDP per head comparisons - Essay Example Substitute goods share similar type of effect on their demand and price (Sloman, Hinde and Garratt, 2010). For example, some countries use GDP per head while others use Gross National Product (GNP) per head. Within the economics context, both measures are used alternatively. Consequently, it will be very difficult to compare two economies in which one uses GDP per head while other employs GNP per head. Additionally, expenditure sources also hinder the process of carrying out an effective international GDP per head comparison. Many developed countries make expenditure on health, education and technology. On the other hand, developing countries prefer to spend on defence, security and other non-development sectors of economy. As a result, such difference also disallows a reasonable comparison between per head GDP of two international countries. Moreover, cost of living, particularly inflation, also makes it difficult to compare per head GDP of two countries. For example, Norway is known as the most expensive country because the rate of government taxes is considerably higher. On the other hand, small taxes are given in

Cultural Influences on a Childs Health Research Paper

Cultural Influences on a Childs Health - Research Paper Example No one is more dedicated in contributing to a child’s health and welfare than his own immediate family members. It can be seen that the families of South Eastern countries like China and India take extreme care in bringing up their child healthily and prosperously. But with regard to American children, they depend more on medical experts and health centers for their health and medical needs. The US being a developed and advanced nation have all the latest technology and medical care system, but unfortunately, does not giving proper care and nurturing to the children when they need it the most. Illness and health beliefs: Every country has its own ancient beliefs and customs, when it comes to their child’s health and welfare For example, it is widely known fact that Chinese practice a holistic approach, when it comes to health and well –being of their child. As per Garnecki (2007)â€Å" In Chinese culture during post partum, the mother and baby are supposed to remain home-bound to prevent against death and disease†.On the contrary, an American women give least importance to their child’s health in post and pre –delivery stage. Even many European countries have their own traditional means for protecting the children from malignant diseases and illnesses. However, such things can sound hilarious to an American family, but are followed respectfully by couples in South Asian, Mexican and European countries even today. The aim of symptom management is to treat the child in advance stages of an illness.

Individual Report Marketing Communications Campaing Plan Essay

Individual Report Marketing Communications Campaing Plan - Essay Example Its awareness truly started to spread when businesses realized the importance of communicating their purpose to their target audiences affectively. It is important to determine that how businesses can communicate their purpose and intended goals to their customers. Here, comes the importance of marketing communication. This paper will focus on marketing communication strategies, objectives and finally the plan proposed for Green and Black organic chocolate that aims to convert dark into rainbow. This proposal is prepared to be presented before an agency by Green and Black organic for illustrating their communication strategies they are thinking to opt. Marketing communication: Marketing communication, as described by Kimmel (2005), is a process that constitutes various activities such as advertising, sales promotion, personal selling, public relations and direct marketing conducted to communicate company’s offerings to present and potential customers. Green and black organic, while keeping in view their position in market, is proposed to devise the following marketing plan for communicating benefits and attracting customers to their product portfolio. Marketing communication Plan: SOSTAC approach is one of the traditional and generic approaches for the development of marketing communication plan (Smith, Berry and Alan Pulford, 1999). ... The company was initially carrying out its operations individually, but later it came under the control of Cadbury. SWOT analysis: In order to assess the current and past performance of the company, SWOT analysis was carried out for the purpose of analyzing strengths, weaknesses, opportunities and threats. Strength Following are the factors that made Green and Black organic a successful company in confectionary industry. Manufacturing chocolates from organic food. Dark chocolates prepared from 70% of cocoa beans. Operating under the name of Cadbury. Regarded as first manufacturers of chocolate from organic substance. Employment of good marketing activities as compared to those conducted by small brands. Weaknesses Following are the weaknesses of Green and Black organic Most of the people do not prefer eating dark chocolates so this can result in reduction in sales volume. The size of the company is too small and so, it cannot extend its operation in areas outside the borders of Londo n. As the name of the company does not specify anything related to chocolate, so people can misunderstand the name green and black organic. Opportunities Green and black can earn huge revenues if it focuses and avail following opportunities Manufacturing of chocolate butters and chocolate spread can earn them huge profits. Manufacturing chocolate shakes can also be an attractive option for customers to direct their buying behaviors in favor of Green and Black Organic. Extending their operations beyond the territories of London is an attractive opportunity. Threats The company has the following threats that it can face from the market and competitors. The

Self-assessment Term Paper Example | Topics and Well Written Essays - 500 words

Self-assessment - Term Paper Example Based on the big five personality assessment, the aspect of openness to experience and intellect had a score of 47% which was judged as typically uncreative. This needs improvement which will mainly be guided by getting involved in creative sessions, complex activities, though on a gradual process and more conventional aspects of the learning environment. This is important given the current global trends that require creativity for one to ail through in whatever career they choose. Conscientiousness was ranked at 64% which meant that I am able to organize myself and am reliable. However, there needs to be an improvement to attain self-discipline. Self-discipline in any working or social environment is important because it sets one apart from all the rest (Drucker, 2010). Reliability will come in handy too in other areas within the organization. Extraversion was ranked at 64% which meant that I relatively enjoy social gatherings. There needs to be some improvement in the area of being talkative and fun-loving. I am however more agreeable, at 74%, which indicates consideration for the feelings of others. This needs to be maintained and nurtured (Kelvin, 2011). I am also more relaxed during a crisis which was ranked under neuroticism and had a score of 27%. Such is an important attribute when in management or dealing with hostile people in social settings while in school, this is something that aids in creating bond with many people, hence a better lifestyle and a peaceful environment for all. The emotional intelligence quiz showed a high score on emotional intelligence. This implies that I am good at skills that have to deal with the interpretation and understanding of emotions and also when there is a need to act upon those skills. However, more work is required to maintain these since adeptness to react and deal with social and emotional conflicts is always an important attribute in real-life situations. Emotional intelligence is

France domestic policy and international relation Essay

France domestic policy and international relation - Essay Example ce to 6.9 million by the year 2030, the largest group being the Sunni Muslims who form a significant percentage of Muslims in France (Pew Research Centers Religion & Public Life Project, 2011). Muslim domination in France dates back to the 9th century when the Muslims captured the cities of Southern France (Greenfield, 2014). In 1543, the Muslims expelled Christians from Toulon and converted Toulon Cathedral into a mosque (Gemie, 2010). France regained the city of Toulon briefly afterwards. Due to this growing population of Muslims and the rise in incidences of terrorist attacks associated with Muslims, France alongside most Western Europe countries have come up with policies to restrict the continued trend of increasing Muslim immigrants (Euro-islam.info, 2014). In 1872, France passed a law that prohibits the collection of information on race and beliefs as part of its population census (Cosgrove, 2011). This law ensured the coexistence of various religions and races in the country without fear of intimidation or domination (Therrien, 2007). The law gave assurance of the state’s impartiality and lack of keenness on religious practices. In 1901, France passed the law on association, the Laicite concept of the state’s involvement in religion started to come up (Unaoc.org, 2014). An enactment for the lack of involvement of spiritual affairs in government matters, and the lack of involvement of the state departments in religious issues. In 1905, France passed a law on the distinction of religion from the state, in order for France to adopt the policy of French Secularity. Adoption of Laicite is a core element of the constitution of France, which states meticulously that France is a secular state (Kuru, 2009). According to Presiden t Sarkozy, this issue of secularism made it a taboo to allow aspects of religion in state affairs (Christian Today, 2008). The president refers to this as negative secularism, referring to Islam in Riyadh as one of the most adorable

Reformation Essay Example for Free

Reformation Essay The Reformation is a broad term used to describe the period of time beginning around 1500 A. D. extending through the mid-seventeenth century, with roots dating back to around the fourteenth century. Society was in something of an upheaval at the time and the church was faced persistent heresy. A wave that would become known as the Protestant Reformation started in Germany in the early 1500’s and moved throughout the German speaking countries to Scandinavia to the French and finally to England and Scotland. Differing from the Renaissance, the Reformation made an impact in most every Europeans life and forced people to make the decision between the old way and the new. In the early stages of the Reformation there was a man, the pioneer of that Protestant Reformation that swept over Europe, a man who ventured into a new arena of thought in relation to how the Church, his name was Martin Luther. 1] The following writing will be a short biographical work of Martin Luther showing some of the events of his life and how through them, he changed the Church as well as contributed to the progress of the Reformation concluding with a look at his life in a way to show more of who Luther was as opposed to what he did. Martin Luther was born in Eisleben Germany on November 10, 1493 before moving to Mansfield in 1484 where he attended school before moving on to Magdeburg with the Brethren of the Common Life. From there he entered the University of Erfurt in 1501 where he was introduced to nominalist philosophy which taught the inability of natural reason to establish articles of faith. It was here that he also furthered his linguistic skills in the classical tongues, and graduated with his B. A. in 1502 and his M. A. in 1505. The winds of the Reformation had already begun to whirl as Luther was growing up. He had been studying law, before being caught up in the religious revival that had been heading across Western Europe. 2] That July he was knocked to the ground by lightning and the combination of those events, the death of a friend and issues inside himself he entered the chapter house of the Hermits of St. Augustine[3] in Erfurt monastery of the Augustinian Eremites. At this time he was given his very first Bible, which he studied relentlessly, studying carefully Romans and Galatians. He was also deeply into the works of Augustine as well as William of Occam and carried with himself the reputation of being a man of singular piety, devotion and monastic zeal. [4] To the objection of his father he took the vows in September 1506, was elected to study for the priesthood, and was made a deacon in February of 1507 and ordained a priest on April 4 of that same year. His father attended his first Mass where he rebuked Martin for disobeying his parents. [5] At the monastery, Luther practiced ascetic excesses to try to achieve some sense of inner peace. Johann von Staupitz helped him away from his life of standing fearfully in front of a Deity to responding in joy to the loving forgiveness of God through Jesus Christ. In 1510 he went on a business trip to Rome to the Vatican where he was shaken and disturbed by the commercial, showy splendor of the Vatica n. In 1512, Luther began lecturing as a doctorate of theology at Wittenberg, a position he would hold for the rest of his life. For the following two years he lectured heavily on the Psalms before shifting to Romans, Galatians, Hebrews and Titus in 1516. It was after these studies that Luther became convinced that salvation is a new relationship with God, and that it was not a merit-based system but rather it came through placing trust in the promises of God. Humans would still sin, but would live life as a forgiven sinner as a result of their relationship with Jesus Christ. It was also through these studies that Luther had his Gospel epiphany in 1516 while reading in Galatians 3 that the just shall live by faith. At this time that Luther was released from his haunting sense of guilt and crossed over into the freedom that came from relying on Gods grace. During this time he was growing, discovering new convictions, and while he had not written them into an officially theology he did have the principles that would be instrumental in and would define the Reformation; man is justified by faith alone, every believer has direct access to God and the Bible is the sole source of authority for faith and life. In 1517 Luther decided he needed to put these ideas into action. It was in that year that he came across a Dominican, Johann Tetzel, selling indulgences to Luthers parishioners. Going against Tetzel’s methods, bad theology and the fact that the outflow of cash was for a new St. Peters for Leo X, Luther preached against buying pardons and for relying on Gods grace for salvation. He had grown tired of this theology that was lacking Scriptural truth about it. On October 31, 1517, the day for which many remember Luther, he tacked Ninety-five Theses to the door of the Castle Church in Wittenberg intending to have the questions bring about academic discussion, not a document written to insight a revolt against the pope of the Church of Rome. The Theses were translated and circulated bringing about attacks from Tetzel and the formidable Eck, labeling him a heretic. Luther was ordered by Leo X to appear at Rome in 1518 though it Frederck the Wise changed the hearing to Augsburg and it was through Frederick’s protection that Luther was able to survive. At the time of the hearing, Leo was drafting a papal bull describing indulgences in the exact fashion that Luther had questioned. In 1519 Luthers debate went publicly with Eck and he admitted that he rejected other authority of popes and councils when they were not congruent to the Scriptures. To combat the view that he was going against everything the church stood for, he published three works to clarify his views; â€Å"An Address to Christian Nobility of the German Nation,† â€Å"The Babylonian Captivity of the Church† and the â€Å"Liberty of a Christian Man. On Dec. 10, 1520, he was presented with a papal bull threatening to excommunicate him. He publicly burned the document along with a copy of the canon law, an open defiance of the popes authority in refusal to renounce any of his viewpoints Due to factors beyond just Luthers actions, the Wittenberg civil authorities looked on approvingly as their country was in a rebellious mood. Again he was summoned to appear before the pope, again refusing to budge from his position. A group of German churchmen, princes and nobles approached him one day ordering him to recant to which he replied, â€Å"Unless I am refuted and convicted by testimonies of Scripture or by clear arguments, my conscience is bound in the word of God: I cannot and will not recant anything. I cannot do otherwise. Here I stand. God help me, Amen. It was Frederick that again came to the rescue of Luther, saving him from almost certain martyrdom yet again, abducting him on his journey from Worms and holding him at the Wartburg Castle for ten months. Some consider Luther’s time spent there in the castle his most valuable as, among other things, he translated the Greek Bible to German. Upon his return to Wittenberg in March of 1522 he set about organizing the reformation that had nearly crumbled under the enthusiastic, but unskilled leadership of such people as Carlstadt and Zwilling in Wittenberg. They had gotten a crowd together that started rampages, wrecking statuary and artwork, actions Luther quickly denounced and went about producing forms for instruction, worship and church government. The Peasant’s War came about in 1524, but Luther continued undeterred, holding to the position of upholding authority, calling for social justice and urging the consideration for the economic welfare of the lower class. Luther’s language used in urging the princes to put down the revolt was intemperate and he ended up alienating some of the lower class. [6] During his time in the castle, Luther set out writing a childrens catechism as well as a catechism for the common people. It was also during this time that he composed what some consider the battle hymn for the reformation Almighty Fortress Is Our God. He went on teaching in his position, beginning to teach that priests could marry and soon met and married a former nun named Katharina von Bora who had followed him along with eight other nuns in fleeing from their convent in 1523 to take refuge in Wittenberg. [7] Together they produced six children of their own and opened their home to countless others as well as boarding students and other guests. [8] Luther continued to write, preach and teach and in 1530 he approved the Augsburg Confession and the Augsburg Apology as written by Philip Melanchthon. In 1573 Luther restated his doctrines in the Schmalkald Articles and spent his remaining years spent in inactive and productive service, such as writing â€Å"On Bondage of Will. † Luther died in his home town of Eisleben after mediating a meeting between two princes and experiences mild chest pains[9] in 1546. [10] The life of Martin Luther is something that one could marvel at, but there is more to this man’s story than a whole lot of scholarly achievements and raising questions that ended up causing Christianity to divide. He was a man of great passion and was extremely focused on God, realizing that it was about God and not about himself. When Christ drove the people out of the church saying they made it a den of theives he is angry because he knows that things are not what they should be, and sees what they could become, Martin Luther is another man with the same sort of view. He saw things the way that they could be. This anger was not exclusive to just Luther and Christ, it happens within many men and comes from different places, but what is common is that they are angry at the denialnot to themselves alone, but to their fellowmen as wellof all they have seen of head in their solitude that has been proven in their own personal life. Luther, slated by some as the last angry man of the Reformation, was once quoted saying, I never work better, than when I am inspired of anger when I am angry, I can write, pray and preach well, for then my whole temperament is quickened, my understanding sharpened and my mundane vexations and temptations depart. His life was tumultuous and deep melancholy assaulted him, leaving him weak and desperately ill. Upon tasting the grace of God he was driven with great compassion to preach the unsearchable riches of Christ and publish the Word of God in the native tongue of his countrymen. His passion and resolute faith was so great that it was said that upon hearing him pray people would exclaim: How great a spirit, how great a faith, was in his very words! As a monk he vowed to crucify the flesh through fasting, mortifications, and watchings struggling against deceitful thoughts and the evil inclinations of his heart. Nothing was too great a sacrifice if it would enable him to become a saint of acquired heaven. He was sold out on his quest for attaining holiness. He even claimed himself to be a pious monk stating that, â€Å"If a monk could obtain heaven by his good works, I should, certainly those who have known me can testify. † As he was carrying out this torture on himself he was confronted by John Staupitz, who asked him why he tormented himself the way that he did telling the young Martin, to â€Å"look at the wounds of Christ, to the blood that he has shed for you. † Luther was so wrapped up in literally beating himself up over his sins, he forgot a key element. Staupitz went on to tell him, â€Å"Instead of torturing yourself on account of your sins, throw you self in the Redeemers arms. Trust in Himin the righteousness of His lifein the atonement of His death. † Not long after his conversations with Staupitz, Luther was done being an imitator, keeping to the rules of the religious order, but rather he was a new creation entirely, walking in the full assurance of faith confident that the God that began the good work in him, would perfect His work. For Luther Christ was no longer an option, Christ was the option, or as he said in his Commentary on Galatians, â€Å"Christ is no lawgiver. He is the Lifegiver. † [11] For Luther it was about knowing God, not having a knowledge of God, he was a man full of passion for his Savior, completely sold out on his Master’s plan. It was so much so that he thanked God that he knew enough to believe that God knew more than he did and was able to rest in knowing that that would never change. Knowing that God was greater and surrendering to that knowledge was an undercurrent to Luther’s life, he clung to the word of God for his confidence and promises, not to the tradition of men. [12] The Reformation is a broad term used to describe the period of time beginning around 1500 A. D. extending through the mid-seventeenth century, with roots dating back to around the fourteenth century. Society was in something of an upheaval and the church was faced persistent heresy. In the early stages of the Reformation Martin Luther was the pioneer of that Protestant Reformation that swept over Europe, and who ventured into a new arena of thought in relation to how the Church. [13] The previous writing was a short biographical work of Martin Luther showing some of the events of his life and how through them, he changed the Church as well as contributed to the progress of the Reformation concluding with a look at his life in a way to show more of who Luther was as opposed to what he did.

Use of Colour in Art and Architecture

Use of Colour in Art and Architecture The use of colour in history has gone through a long story. It has been used because of its ability in altering mood and atmosphere, and also because of its symbolic meanings. The earliest known usage of colour in interior spaces started when man drew on walls of caves and tombs, which continues with the application on cathedrals, palaces, and ordinary homes. However, despite the usage in daily life, therere times when the potential of colour is forgotten. Few causes such as the movement Minimalism and the term chromophobia are part of it. But considering its ability in altering perception of space and creating direct connection with the user, should we re-examine the use of colour in modern architecture in order to prove its value? The usage of colour has been involved in the architectural development in ancient Egypt and Greece. It has been used mostly because of the association of colour with certain symbolism in the cultures. Ancient Egypt, one of the most documented civilizations, used paintings on walls and ceilings in order to tell the story of their civilization, from daily life to battle scenes. Earth pigments are used in creating these paintings red, yellow ochre, also green, blue, purple, black, white, and gray. Each colour is used to symbolise certain aspects, for example red ochre for skin colour of men, while yellow is used for the women. While in the Greece history, the Palace of Knossos, is a distinct example of the use of colour in its architecture. The most outstanding feature in the building is its large red and black columns (Rompilla, Ethel, 2005). Palace of Knossos Based on these examples, we realize that colour can be used to create certain effects in its application, either symbolically or structurally. In the Palace of Knossos, colour is able to manipulate the appearance of the building. The colour red and black applied creates a distinct feature in the building. Even in its usage in symbolism, colour creates relation with certain people. This kind of occurrence, relation between colour and certain culture, still lives nowadays. We can see how certain culture is associated with certain colour. For example, the Japanese is often associated with the subtlety of white and blue. On the other hand, Mexico is associated with brighter colour tones. For these people, the colour chosen can serve as a connection between them and their culture and therefore its application is more than just decoration. This is one of the aspects which can be used as a consideration in applying colour in architecture. The colours in Japan culture ( left ) and Mexico ( right ) Association with culture and impact on structure will contribute on how objects and spaces perceived by the viewer. More on this issue will be examined thoroughly in the next chapters. THE REDISCOVERY OF COLOUR: Towards a Dynamic Architecture Colour Throughout History Considering the importance of colour in everyday life, to observe what has been done in its usage in the past, is part of knowing to what extent colour has achieved in its application. Therefore, the following is an observation on the role of colour in three ancient civilization, Egypt, Greece, and Rome. The observation will focus on the role of colour not only in its symbolic meaning to a particular culture, but also in terms of creation of arts. These include paintings, ceramics, sculpture, and also architecture. 1. Egypt Egyptian civilization,(3000-500 B.C.E), had developed an advanced creation in arts. Colour, was used as an integral part in the process. The colours of the Egyptian were obtained from finely ground minerals, and mixed with a tempera base, material prepared from glue or egg albumen. In the later time, they began to get colour pigments from inorganic sources, too. The ten basic colours being used by the Egyptians are white, gray, yellow, burnt umber, brown, red, green, blue, violet, and black. In portrait paintings, the Egyptian always used black for eyes and hair. This practice is also used in portrait sculptures to outline the sculptures, resulting an enhanced colours and defined shapes. 2. Greece The recorded history of Greek civilization spans from about 800 B.C.E to 250 B.C.E. Colour was widely used in ancient Greek. It was also applied in their human figures sculpture. These figures did not look like what we see nowadays as colourless sculptures. In its production, these figures used to be coloured with vivid-coloured paints. However, time and weather caused these colours to fade, leaving these sculptures colourless as we see them nowadays. In terms of the colour palettes they used, the Greece has its foundation from the Egyptian. They used white, light brown (ochre), purple (reddish violet also known as Tyrian purple), black (from soot and smoke), yellow, yellow-orange, brown, gray, green (known as Greek green or verdigris), and blue. The colour Tyrian purple was used in the later civilization of Roman, however it was the Greeks who found it first. Plato wrote about the importance of the Tyrian purple in his Republic, indicating its usage in various major rites, such as births, deaths, and marriages. And also about how the colour was perceived by the Greeks as the most beautiful colours due to its equal proportions of dark and light. Tyrian purple ( left ) and Greek green or Verdigris ( right ) 3. Rome The Romans usage of colour were mostly influenced by the tradition of Greeks, this includes their colour palettes and usage in arts. However, unlike the Greece admiration to tyrian purple, the most popular colour in the civilization was red, which was reflected in the ruins of Pompeii. Red colour dominates the walls of Pompeii ruins The colour palettes used are mostly similar but brighter than the Greeks. They are white, black, warm red, Tyrian purple, blue green, foliage green. Yellow, earth brown, purple, sea foam green, cool red, and gray. As how weve read about the history on how different colours were used in the civilization, the tradition of colour as a symbol of culture is still carried along nowadays. However, besides its relation to culture, theres another concern regarding on how colour is perceived based on science. The findings are regarded as an important achievement which helps to enhance the sensation perceived, especially in terms of arts and design. Colour Theory Take a good look round and youll see that everything is coloured. K. Schippers In order to understand the colour sensation, one must first understand how our eyes perceive them. Colour, dissolving perfectly in our life, may seem as a very normal experience. But it actually is a very important aspect in our vision because it plays a big part in shaping our visual perception. So, what is colour? Colour, in physics and optics, is defined as component parts of light (Fisher, Pat and Zelanski, Paul, 1989). Being able to see colour enables human to differentiate objects seen more easily , compared to what might possibly be seen in only shades of gray ( known as monochromatic vision). The benefits of seeing colour is absent in some animals. Animals such as dogs, dont experience colour vision. This condition causes that they can only spot other creatures, for example rabbits, only if they move. The experience of seeing colour would not be possible if not because of the assistance of light in our vision. Our eyes perceive differences in light frequencies just as how we perceive differences in sound frequencies with our ears. While differences in sound frequencies enable us to hear different pitch, differences in light frequencies enable us to see different colour. The colour field that human perceive ranges from the longest visible wavelength (red) to the shortest visible wavelength (violet). Light, in various wavelength and brightness, enters our eyes through cornea, a transparent outer covering. The received light then will be focused on the back of the surface of the eye. The back of the eye is covered by the retina, which contain many layers of cells. The layer which is important in colour vision consist two receptors called rods and cones. Rods enable us to see black and white visions in dim light, while cones enable us to see hues under brighter lighting condition. Hence, through these series of mechanisms, we are able to see colour. An observation of how light affects the colour perceived by human eyes has been done by the French Impressionist, Claude Monet, in creating his works. In the creation of his works, Monet often painted the same scenes, such as haystacks and cathedral face, under different lighting condition. Once, he decided to rent a room opposite Rouen Cathedral and stayed there for months painting the cathedral in different times of the day. It appeared that in full midday sunlight , the facade of the building is washed with gold colour and a slight blue shadow. While at sunset, the surface is coloured pale bluish pink, with lots of oranges and reds in the buildings recesses. Paintings of Rouen Cathedral by Monet Monet is not the only one who was in search of finding the explanation behind the role of colour in human visual perception. Many theorist and authors, spent years researching in order to gain more knowledge about the relation between to assist them in the usage of colour. Their curiosity brought them to a series of experiments in order to find explanation on how colours affect our vision. The studies include examination on the mechanism of eyes and the colours perceived, which also brings about the role of light in affecting the appearance of colours. The first manifesto closest to colour theory was created by an ancient Greek philosopher named Empedocles. He concluded that it is the eye of the observer which perceived colour and that colour is not a property of the object being observed. This idea had been evolving along with the discoveries by other people, such as Aristotle. Aristotle, another Greek philosopher, assumed that the colours were formed by the blending of sunlight, light, fire, and the lack of light in various degrees. The development was continued afterward with people from different backgrounds, such as theorist, authors, and physicist. Some of these people are Sir Isaac Newton, Johann Wolfgang von Goethe, Albert Munsell, Johannes Itten, and Joseph Albers. Each contributes to the knowledge of colour we use nowadays. The Loss of Colour Being used and developed since the early civilization, there were times when the use of colour is being ignored. The situation is caused by several reasons, such as the idea of white as a better choice than colours, and how this idea is strengthen by the emergence of the Modern Movement and International Style, who preferred the natural colour of the materials, and later on the idea of black, white, and gray in Minimalism. These movements has changed peoples perception of colour and therefore resulting avoidance in its application. 1. Whiteness Though your sins be as scarlet, they shall be as white as snow. Isaiah 1:18, Bible The colour white, through various cultures, has been associated with perfection, innocence, and cleanliness. Colour, on the other hand, is perceived as the opposite of whiteness, which is dirtiness and the less-than-true. The word colour, which is colorem in Latin, is related to celare, means to hide or conceal. In Middle English to colour means to disguise. 2. Chromophobia Another form of rejection of colour is called chromophobia. Chromophobia, based on David Batchelor, is defined as a fear of corruption or contamination through colour. He mentioned that chromophobia manifests itself in the many and varied attempts to purge colour from culture, to devalue colour, to diminish its significance, to deny its complexity. (Batchelor, David, 2000) The rejection of colour happens in two ways. First, colour is perceived as being made out of foreign body- usually the feminine,the vulgar,.In this case, colour is treated as something foreign, something alien'( Batchelor, David, 2000 ) so that it is considered dangerous. Charles Blanc, a colour theorist, identified colour with the feminine in art and as something that cannot be detached from life. Not just that, he even consider colour as a permanent internal threat. Therefore, he came up with the idea of either completely ignoring colour or controlling it, in order to preventing it from ruining everything. Besides defining colour as dangerous, according to David Batchelor, the word chromophobia, is also used for the idea of colour as something superficial, supplementary, and as a secondary quality of experience ( Batchelor, David, 2000 ), which leads to lack of consideration in its usage. This perception also resulting colour being used only as decoration in architecture. This case had happened in the past and was criticized by Vitruvius. He complained that buildings were painted without considering its relation with the architectural form, which means there was not much consideration put in the thought process therefore resulting an unsatisfying project. 3. The Modern Movement, International Style and Minimalism The influence of chromophobia and perception of white as a better choice also had its impact in architecture. It appeared in the form of architectural styles called the Modern Movement and the International Style, which often termed their works as minimal. In this period, light and neutral tones are preferred in the space. White is the most dominant colour because it allows colours and light of the surrounding reflects into the space and that it is felt as natural colour. Colour, on the other hand, is being avoided because it makes a striking contrast with the surrounding. The famous people in this period are Mies van der Rohe and Walter Gropius. Their works, reflecting the idea of Modern Movement, shows restraint use of colour. Instead of using colours, they use the genuine colour and texture from the materials used, such as steel, glass, concrete, masonry, and stone, which dominates their works. Minimalism, another architectural style, is also much associated with the use of white. The term minimalism is applied to works showing reduction in forms, usually created with flat surfaces that reflect a simple and tranquil atmosphere. White colour is chosen as the most dominant colour, since it is seen as colour with pure, smooth, and serene quality, and therefore goes along with the idea of calmness and tranquillity in minimalism. Samuel Wagstaff, an art curator, mentioned that this new aesthetics in black, white, and gray, is aimed to keep the viewer from being biased by the emotionalism of colour. (Meyer, James, 2010). So, white colour, along with black and gray are preferred to be used here. The rejection of colour in architecture does not only happen among the architects, but it also affected the people. A few cases of rejection of colour towards coloured buildings in the past had been experienced by architects. It happened to Belgian architect Huib Hoste, who throughout his career has been experimenting with colours in his works. One of his works, the Zwart Huis ( Black House ), which was created for Raymond de Beir Knokke in 1924 was painted deep black and partly red for its walls. Complains came from the neighbours who felt uncomfortable by the too-striking-colours and on how it broke the harmony within the surrounding environment. In 2001, a similar problem occured with the work by MVRDV. Designing an entire orange office building in a courtyard in Amsterdam, provoked dissapproval from the neighbours who felt annoyed with the orange glow that forced its way to the surrounding homes. Everything around you is orange you didnt ask for it, you didnt want it, but you c ant do anything about it, they said (Komossa, Susanne, 2009, p.254). Colour in Architecture Traces of the perception of white-black-gray as a better choice than colour in spaces can still be seen in todays architecture. However, despite the rejection of colour, few modern architects who believe in the benefits of colour in architecture emerged into practice, for whom the idea of colour was an essential element, opposing the idea of colour as decorations. The first idea of using colour in modern architecture emerged in 1920s, inspired by paintings. Three architects who were known to use colour in their works in this period are Le Corbusier, Theo van Doesburg, and Bruno Taut, but each architect has different approach in applying colour in their works. Theo van Doesburg is the member of De Stijl Movement, an important accomplishment in applying colour in architecture. Other movements using colour as their conceptual design basis are Constructivism and Expressionism. In De Stijl, colour is considered as an important element and is developed as a tool in creating a new spatial experience. The goal of the movement is to achieve an ideal future where walls that separate men would be broken down. The architects of De Stijl believe that the three-dimensional properties of mass and volume is against the goal of the movement, and in order to achieve their goal, these components must be broken down through the use of colours. The method they used is to place colour planes on corners and boundaries, resulting a change in the volume of space. Here, colours were used not just as mere decoration, but it also plays an important part in altering the visual experience of the user spatially. However, Le Corbusier called van Doesburg application on colour as camouflage architectural and disagreed with the use of colour to weakens the physical space or to conceal its actual spatial proportions (Komossa, Susanne, 2009). Opposing this idea, in his work, Le Corbusier coloured the entire wall surfaces to make them an individual elements, so that it would not disturb the spatial effect of the architecture. These coloured walls were used as an intervention against the mostly painted white spaces in the building. The colours here, as Batchelor commented, was used by Le Corbusier to make his architecture even more white. Having a different approach with his two fellows architects, Bruno Tauts intention was to use colour as an agent of social reform. His goal was to create various identities in a large housing estates, where people from overcrowded flats in the backyard of Berlin will be the occupants of the building. Along with the development of colour in architecture, more colour-architects emerged. Some of the recent architects are Luis Barragan and Ricardo Legoretta whose works constantly exhibit the use of vibrant colours. Their usage of such bright colours are influenced by the place where they grow, Mexico. Mexico covered its land with colourful buildings such as red, pink, turquoise, yellow, creating bright figures under the broad amount of sunlight perceived in the country. Luis Barragan used the colours in his building more towards a psychological way which is to evoke dreamlike and surreal atmosphere. While Ricardo Legoretta, inspired by the 20th century mural paintings, focused more on the benefits of colour physically, which is to emphasize shapes and to deny mass of the buildings. Herzog and de Meuron, is also another example of those who supported the usage of colour in modern architecture. The design of their first house in Basle suburb is covered with blue layer that engages the viewer. In the past, colour in architecture was mostly used in order to relate to certain symbolism and culture. But, with the emergence of these architects, the usage of colour in spaces has gone towards a different direction, which is to concern more about how it enhance the perception of space and not just by delivering symbolic meaning or by using it as decorating elements applied on the walls. Looking at the development on how colour is perceived in todays architecture, just as mentioned by Rem Koolhas, the future of colour is looking bright. ( Koolhas, Rem, 2001) Colour Affects Perception of Space: Psychology and Physically The importance of using colour in space is based on the idea of the impact it has on the user of the space. Hence, before further explanation about how the user is affected by the presence of colour in space, the following will first briefly explain the importance of colour in shaping human visual perception. Perception is a critical connection between human and their surrounding environment. It can also refer to a more complicated and higher level of thinking process. Perception enables human beings to decide what has been sensed and then analyze that sensation. Besides absorbing the information received from the sensors, perception also acts as a filter that classifying important and useful information. In architectural design, where work mainly is about the creation of space, perception of space is nevertheless important. In order to perceive the space, one must first sense the space. To sense a space is to become aware of own selfs existence in the space and therefore one is able to distinguish between the self and the surrounding. This is done through the use of human senses, which are hearing, seeing, smell, taste, and touch. But as we always hear, Seeing is believing, visual perception is very important in shaping perception of space. Here, colour can play a major role. As mentioned earlier, colour has the ability to affect our perception of space. It could happen either psychologically and physically. Physically, colour is capable in affecting the size, shape, mass, and volume of a building or an interior space, which means colour has an ability to deceive its viewer. This aspect was observed in Josephs Albers book, Interaction of Colour, as how colour is always never seen as it is in reality, resulting the actual (space perceived by the viewer) and the factual (the physical space border by walls in reality). He also stressed the needs to always keep the idea of colour deceives in mind, in order to use it effectively. The manipulation of a buildings physical structure due to its colour usage is reflected in the High Tech Park project in China. The use of white and blue colour is chosen in order to accentuate each other on the appearance of the facade. The colour blue creates the perception of depth and at the same time, involving the continuous form of the facade, makes the shapes appear longer than it actually is in reality. High Tech Park Project in China In terms of psychological, colour is able to affect the mood of the user of the space. Different tones of colours create different atmosphere in the space. This phenomena was then being observed scientifically in terms of how it affects the health of human body. One of the direct example of this benefits can be seen in chromotherapy. Chromo therapy, or colour therapy, is the practice of using coloured light and colour in the environment to cure specific illness and in general to bring about beneficial health effect ( Hope and Walch, 1990, p.75). The study on chromo therapy is based on the discovery of how our bodies, acting like prisms, absorb white light and other colours, too. The therapy involves the use of natural light that is filtered through a certain colour of glass. For example, patient with migraine will be treated with sunlight filtered through blue glass, and depression can be treated with red light. Shower Chromotherapy gives beneficial effect The ability of colour to heal creates the opportunity for application in healthcare spaces such as clinics and hospitals. However, as mentioned earlier, colour does not only affect human psychology in terms of healing, but also in terms of altering the mood of the viewer. Based on peoples daily activities which are either active or passive, we can differentiate between the needs of stimulation and the needs to rest. Therefore the role of colour in the space is to offer atmosphere/moods that support stimulation and calmness to the viewer. Balancing between both in the same space can result a dynamic environment and avoid monotonous atmosphere created by a single colour. The sense of balance between the two conditions can be achieved through controlling the degree of brightness in the space, because it is the aspect that determines the mood created by colours. The psychological effect of colour on human body was also written by Kandinsky. He wrote, Various attempts to exploit this power of colour and apply it to different nervous disorders have again noted that red light has an enlivening and stimulating effect upon the heart, while blue, on the other hand, can lead to temporary paralysis. ( Dudek, Mark, 1996.) In order to achieve the right degree of brightness in the space not only the brightness of the colour need to be considered, but also the intensity of light that illuminates the surface. Brightness and Darkness: The Intensity of Light and Colour As explained in the earlier chapter, colour can only be perceived with the existence of light. And it is because of the presence of light that architecture can be seen and experienced. At the same time, existence of light as natural element in the space does not only define architecture and the colour perceived, but also nurtures the user of the spaces. This goes along with the usage of colour in creating a desirable mood and therefore the combination of both can strongly enhance a sense of a comfortable space to dwell, which is the aim of every spaces built. Hence, in order to incorporate both, the degree of brightness of both elements have to be considered. Controlling light in the spaces requires consideration in few aspects. The condition of light and the changes it made due to its direction, form, colour, and its arrangement; has a potential to create various colour perceptions. Considering the possibility of changes in perceiving colour based on the lighting condition, various kinds of atmosphere might be created. Both natural and artificial lighting is able to be used in assisting colour in the space. Direct sunlight can make surfaces in the space appear lighter, while the indirect sunlight will cause less dramatic shadow casting. Since the sun moves throughout the day, different kinds of light will be experienced. Different lights will reflect colour differently, resulting the same colour might be perceived differently during different time of the day. This has been proven by Monets observation in his painting of cathedral as mentioned in the previous chapter. Based on our ability to see objects hit by light, we can differentiate the degree of brightness we perceived. Brighter light makes it possible for a person to see the environment that surrounds him. At the same time it can also stimulates the nervous system of the body. Dim light, as the opposite, has the reverse effect. It causes the body to retire into itself. The comparison on how degree of brightness affect human body can be experienced in how people feel when there is maximum light on a sunny day compare to a rainy day with little light. People tends to be more active when the sun is still out and rest when it is dark. However, as much as our body needs to rest, to be in a completely dark spaces cause feeling of uncomfortable. As Goethe wrote in his book Theory of Colours, If we keep the eyes open in a totally dark place, a certain sense of privation is experienced. ( Goethe, Johann Woflgang von, 1970.). The sense of privation is perceived due to human needs to have contact with the external world and becomes part of the whole, which once again brings back the importance of light in spaces. On the other hand, despite its ability to give a sense of connection with the surrounding, light that is too strong or bright might be disturbing for the viewer. The effect might be experienced when one look on a white, strongly illuminated surface. Looking at a very bright surface might dazzle the eye and for a moment disables the ability of eye to distinguish objects in the surrounding environment. This might be experienced when one look up at the sun as the brightest source of light on earth. Then, when we alter our gaze away the sun afterwards, we will experience a temporary discomfort in our vision. A high degree of brightness has a kind of force that demands attention from the viewer and stimulates the nervous system, hence it might cause distraction on the activity a person is doing and reduce the level of concentration . Dim light, on the other hand, is more useful to concentration-demanding activities, because it demands less attention which means less distraction for the viewer. ( Danger, Eric P., 1987) Hence the needs for stimulation and the needs to rest has to be balanced, as well as the context of the space which includes types of activities held in the space, user of the space, etc. As how brighter light cause stimulation and demands attention from the viewer, the same goes with bright colour and therefore bright colours fit well for spaces requiring lots of activities, while on the other hand, darker colours tend to calm people and therefore fit well for spaces to rest. The lighter the colour, the greater the effect because the brightness of light colour tend to spread out on the retina, causing the eyes to give more attention towards it. Bright coloured space to stimulate ( left ), dark coloured spaces to rest ( right ) Bright colours are associated with warm hues which contain colours related to red, with red-orange as the warmest hue. Others included in the category of warm hues are yellow, yellow-orange, orange, red, red-orange, and red-violet. While darker colours are associated with cool hues which contain colours related to blue, with blue-green as the coolest hue. Others included in this group are yellow-green, blue-green, blue, and blue-violet. The differentiation between the brightness and darkness in colour is first being observed by a theorist, Johann Wolfgang von Goethe. Goethe is a German poet who was also interested in the phenomenon of colour. In 1810 he published a book called The Theory of Colours, consist of his investigation and record about the function of the eye and its interpretation of colour, rather than the properties of light. Goethe assigned numbers to primary and secondary hues based on their luminosity (ability to give a glowing impression). White, as the most luminous, is given the number 10, followed by yellow (9), orange (8), red (6), green (6), blue (4), violet(3); while black, as the least luminous is 0. The numbers are used to match these colours, creating pairs of complementary colours. Each pair consist of a light hue and a dark hue : yellow violet, orange-blue, and red-green. (Feisner, Edith Anderson, 2006) This knowledge therefore can be further used in the space because our eyes in reality require any given colour along with its complementary. This is due to the way complementary colours provide psychological balance in satisfying the needs of both warm and cool colours. People have a strong tendency to unconsciously seek warm and cool hues in the same space. This has been proven by Louis Cheskin, a colour consultant and author. Cheskin did an experiment with three rooms coloured in green. The first one was painted in a single shade of green. The second one is treated in three values of green. While the last one also used three values of green yet he added the colour wine red, which is the complementary of one of the values of green. The occupants of the first room gave a negative reactions due to monotony. Occupants of the second room did not show any defined respond, either favourable or unfavourable. While occupants in the last room showed 94% favourable reactions. ( Danger, Eric P., 1987) By using complementary colours in the space, a sense of perceive

Distributed Leadership Among Teachers Education Essay

Distributed Leadership Among Teachers Education Essay Distributed leadership stretches and shares the leadership practice to form collection leadership so that those not in formal authoritative position such as classroom teachers could be valued and have a voice in leadership. It disassociates from the vertical, bureaucratic and organizational hierarchy to enable collaboration and wide spread sharing of information and power to sustain improvement in teaching and learning. Distributed leadership is effective as it is an open and democratic model of principle equipped with both vertical and lateral communication. This leadership is associated with concepts such as empowerment, teamwork, capacity building, teacher leadership and professional development. The theoretical framework of distributed leadership is Theory Y as the leadership considers diverse contribution to the process of subtleties of leadership to shape collective action instead of the traditional vertical leadership process which separates leaders from followers as mutually exclusive categories. The purpose of this research proposal is to explore the perceptions of head teachers, teachers and students about distributed leadership, how it is practiced in schools and the perceived effects on teaching and learning in three high performing urban secondary schools in Klang Valley. Both qualitative and quantitative methodologies are proposed in this study as semi-structured interviews with four head teachers to capture their perceptions on distributed leadership and what it means to them, while questionnaires to be administered on teachers and students to investigate on the level of distributed leadership practiced by head teachers and its effects on teaching and learning. Keywords: Distributed leadership, collaboration, empowerment, teamwork, and capacity building. Introduction Distributed leadership, I believe, presents a powerful concept of leadership in the educational arena of 21st century as it enables a collaborative and sharing approach among teachers and students and treats every person as a leader at the entry level, rather than leadership understood individually. It acknowledges various stakeholders and provides them with a voice about their situations to positively impact the teaching and learning outcome (Flowers, 2007). According to Leithwood and Mascall (2008), meaningfully leading schools requires collective leadership and interactions of people and their situation, and not centred on a single formal leader, so that they can specify and perform the tasks involved in leadership by identifying, acquiring, allocating, coordinating, and use the social, material and cultural resources necessary to establish the conducive conditions for teaching and learning in order to be powerful enough to have significant effect on students. This active and purposeful involvement of multiple individuals in school leadership enhances instructional innovations as distributed leadership considers teachers and students as partners in school leadership, rather than as followers to engage them as collaborative leaders with their colleagues to learn from one another and empowering others to lead, participation in shared decision-making, and development of a shared vision for their school (Sheppard and Brown, 2009). A widely distributed school leadership at all levels and the greater partnerships are important as it enables sharing of ideas and insights and therefore has great influence on the school and student outcomes (PricewaterhouseCoopers, 2007). Distributed leadership enhances student outcome as it creates a culture for learning by promoting instructional leadership, leadership for learning, team work, capacity building, collective interaction and good communication among leaders, followers and their situations thus, crea ting trust and accountability among them. It is against this backdrop that this study proposes to explore the perceptions of head teachers, teachers and students of selected high performing schools in Klang Valley about distributed leadership and its effects on teaching and learning. These perceptions are essential to gain a deeper understanding of distributed leadership and its impact on teaching and learning and to yield lessons regarding the ways high performing schools can effectively lead and operate with their workforce of headteachers and teachers. Background of the study There is growing empirical evidence that distributed leadership causes a positive difference to student outcome as it has greater density of instructional leadership (Harris Spillane, 2008). This leadership identifies, develops and utilizes the pedagogical expertise and talent of teachers so that they are knowledgeable and responsible of the educational outcomes to positively impact the teaching and learning (Robinson, 2008). According to Chan and Sidhu (2009), excellent principals in Malaysia had deliberately chosen distributed leadership to move the school forward by empowering others to lead so that there is collaborative, cooperative, participative, democratic teacher leadership throughout the school. Distributed leadership which engages teachers as leaders with wider distribution of tasks rather than hierarchical distributions enables shared vision based on trust and a collective endeavour within the school which builds a broad capacity base is fast replacing the charismatic hero or the heroic leader in school leadership. Thus, the decision making processes are widely shared and school development becomes the responsibility of team of teachers to enhance student achievement rather than the senior management group. Although distributed leadership involves various stakeholders including principals, local education authorities, parents and community, the researcher proposes to explore the perceptions from those directly involved, that is, the headteachers, teachers and students who are the participants in this study, in moving forward the teaching and learning agenda by investigating their perceptions of the term distributed leadership, how it is practiced and what they perceive as its effect on teaching and learning as it is not possible to conduct a study that incorporates the perceptions of all the stakeholders within the scope of this study at this time. The study would involve three urban, high performing secondary schools in Klang Valley. The first school is a large secondary school with an enrolment of 1,200 students and 105 teachers and 5 head teachers. The second school also has an enrolment of 1,100 and the third school with an enrolment of 1,090 pupils. Pupils in these schools come from the wider community and are often sent by private vehicles. The students have no learning difficulties as they are the excellent students. Problem Statement There is a growing recognition of the need to study distributed leadership in the field of education especially in high performing schools as there has been powerful effects on student outcomes and there has been growing dissatisfaction with the traditional vertical leader-centred leadership (Caskey, 2010). Leadership vested in one position has become obsolete as it is not the single and heroic individualistic leader who makes an organisation function but leadership should be broadly distributed throughout the school to take into consideration of the competences of its members. According to Richard Elmore, distributed leadership is linked to schools fundamental task of helping students learn. However, the concept is new and lacks the definition and empirical knowledge about how or to what extent the high performing schools actually use distributed leadership as well as evidence that firmly links distributed leadership to students achievement is still far in the future as there is lit tle empirical data to support the effects of distributed leadership on teaching and learning. I believe distributed leadership can only be judged by the evidence of its impact on teaching and learning. Objective of the study Firstly, the study aims to explore the perceptions of headteachers of distributed leadership and what it means to them. Secondly, to investigate on the level of distributed leadership practiced or how it is practiced by headteachers as perceived by teachers and students. Thirdly, it seeks to find out the contribution of distributed leadership to teaching and learning as perceived by teachers and students at each school. These objectives are in line with tentative conclusions from various studies which indicate that leadership that is distributed among the wider school staff is likely to have an effect on students academic performance than that of exclusively top-down approach (Muijs and Harris 2007; PricewaterhouseCoopers, 2007). However, to-date, there has not been any empirical data to support the effect of distributed leadership on student outcomes as studies have also confirmed that the effect of leadership on student outcomes is largely indirect (Hartley, 2007; Rhodes and Brundrett, 2010). This study therefore proposes to contribute to knowledge about the impact of distribute leadership on teaching and learning by providing some empirical evidence from teachers and students and to integrate to previous findings of studies on distributed leadership. Research Questions The research questions for this study with the aforementioned objectives include: 1. What are the perceptions of head teachers on distributed leadership and what it means to them? 2. What are the perceptions of teachers and students on the level of distributed leadership practiced by head teachers? 3. To what extent does distributed leadership contribute to effective teaching and learning? Significance of the Study This emerging approach to leadership will be potentially useful to national and international policy makers, practitioners, trainers and researchers in education as they are more directly connected to student learning. Policy makers could utilize the study to devise new leadership approaches based on distributed leadership while practitioners may assist in creating professional learning communities and for continued professional development for school improvement and effective leadership. Trainers could formulate training needs for stakeholders based on leadership distribution while researchers may use it to set future agenda for research. Besides that, there is little empirical data to support the effects of distributed leadership on teaching and learning in high performing schools (Mayr, 2008). By investigating the perceptions of teachers and students, the study will highlight how distributed leadership is practiced in these selected urban schools in Malaysia. The researcher also finds the study important so as to reflect on past practices of leadership and to seek new ideas on effective school leadership and teaching and further to contribute to knowledge by adding some knowledge base to distributed leadership. Literature review Distributed leadership Distributed leadership stretches and shares the leadership practice among multiple formal and informal groups whereby the leadership responsibility is disassociated from the vertical, bureaucratic and organizational hierarchy so that there is interaction and wide spread sharing of information and power to sustain improvement in teaching and learning (Robinson, 2008). For example, when teachers, parents and support staff work together to solve certain problems, they are involved in developmental space and collective capacity building within the school as they utilise multiple sources of guidance, direction and expertise of these stakeholders and as such by their actions, they are engaged in distributed leadership. This leadership practice is the result of interactions between different members of the team or organization to contribute to the life of the school and maximize the human capacity and enhance self-worth of others by energizing others for tasks within the organization to contribute to broad and deep learning for all students. Distributed leadership is a way of thinking about leadership and being involved in a common task or clear goal improvement of instruction and common frame of values in executing the particular leadership task rather than another technique. Distributed leadership is linked to the notion of collaboration, shared, distributive, dispersed and democratic as shown in Figure 1 below. Figure 1: Terminologies associated with distributed leadership (Moyo, 2010) Thus, distributed leadership is effective as it is an open and democratic model equipped with both vertical and lateral communication. Distributed leadership among teachers The authorities to lead is no longer centered around one man theory as distribution is not monopolized by the headteachers initiative but is a collective leadership and dispersed within the school and among teachers through the cultivation of relationship and networks as classroom teachers are in direct contact with learners in the majority of cases and hence influence their learning. (Ameijde, et al., 2009). The school leadership adopts power equalization and inspires teachers to participate in leadership by developing a school culture which values the sorts of learning that enhance the capacity of individuals to lead and conducive to building norms of building trust to enhance openness, respect, appreciation and autonomy for the teachers to conduct their activities in collaboration, to procure and distribute resources, support teacher growth for both individual and collective development, to provide both summative and formative monitoring of instruction and innovation so that teachers could develop skills and expertise by working together and have a sense of ownership to influence the quality of teaching which subsequently affect student outcome. (Ameijde, et al., 2009). Distributed leadership which emphasizes collaboration of teachers with their colleagues in other schools facilitates teacher learning and enhances self-confidence as they engage in action research by trying new teaching approaches and disseminating their findings to colleagues, thereby minimizing teacher isolation but rather challenging teachers to promote personal and professional development so that they contribute to optimal student learning and achievement. The collective endeavour of efforts enables team based work and forms leadership community that share meaningful contexts and creates opportunities for learning as it integrates differing viewpoints and interests in approaching a highly complex and interdependent task. In this regard, teachers have clearly defined responsibilities which are linked to their area of expertise so that they could contribute effectively to leadership process. By doing so, teachers are not confined to the classroom but are rather transcended to contribute to the community of learners beyond the classroom to lead to improved practice and higher performance (Ameijde, et al., 2009). Distributed leadership is associated with a number of concepts and themes such as empowerment, teamwork, staff motivation, capacity building, teacher leadership and to a lesser extent professional development. (Ameijde, et al., 2009). Distributed cognition Distributed cognition views thinking as social rather than individual activity. Teachers are no longer passive and isolated but are connected through dialogue and reflection so that they are active and weaved in the fabric of the school for a common task and shared common values. They become more knowledgeable and take responsibility about the task of teaching as more of the pedagogical expertise and talent of teachers will be identified, developed and utilized than a more hierarchical pattern of leadership to impact on learning and student outcome. This creates unity and instructional innovations rather than micromanaging instruction. (Ameijde, et al., 2009). Teaching and Learning According to PricewaterhouseCoopers (2007), the behaviour of school leaders impact pupil performance. By distributing leadership to teachers that emphasise collaboration and distribution of power and authority which is central to learning, they exert their influence on pupil performance by empowering pupils and creating a favourable condition for learning by applying learner centred approach to teaching and learning in classrooms and across the school which has the potential to effect learner inclusion, engagement and improved achievement. With collaboration which is effective in widening student learning opportunities and raising expectations, teachers could also help to resolve immediate problems through dialogue and establishment of a shared sense of accountability. Pupils are not treated as passive recipients and as such, good communication is ensured so that the students know what is going on and has a hand in shaping this. high performing schools High performing schools (HPS) or cluster schools act as models for other institutions within the same cluster and becomes the premise for pioneering new approaches and innovations in the education system. Students of these excellent institutions excel in academic and co-curricular activities and possess outstanding personality, leadership skills, high team spirit, creative thinking skills, and are patriotic, globally oriented and competitive. These schools are acknowledged to have ethos, character and own identity and unique in all aspects of education. The high performing secondary schools in Klang Valley are either regular day schools or residential schools, premier schools and 100-year schools and the Ministry of Education Malaysia uses the HPS as markers to point towards excellence in education and as special model schools to other schools in Malaysia (MOE, 2008). Safe and orderly learning environments are created in these schools with clear instructional objectives in which the head teachers expect high performance from teachers and students through increased time on task and develop positive relations All students are required to show excellent performance comparable to benchmark standards such as the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA) with proficiency in Math, Science and English.  Besides that, the students should also master higher-order thinking skills such as applications, problem-solving, participation in co-curriculum activities, and personal development or soft-skills (The Malaysian Insider, 2012). In order to maintain the schools high performance, leadership is distributed throughout the school and its community and when teachers are empowered in areas they believe are important (Jacobson, 2010). According to Muhyiddin, Malaysian Education Minister, the objective of HPS is to ensure that all students regardless of stream, medium, or urban or rural locations would attain continuous excellence  (The Malaysian Insider, 2012). The principal and teachers from these schools are expected to set examples and share their experiences with counterparts in other institutions. Their accountability is outlined by a set of Key Performance Indicators (KPIs) relating to human resource development, physical development, financial management, professionalism among staff member, and school achievements (academic, co-curricular activities and aptitude) (MOE, 2008). According to MOE (2008), high performing schools are expected to bring about positive impact to the national education system through excellence in co-curricular activities programmes; exemplary career guidance programmes; outstanding all-rounded students that is 5.8% of 5.2 million students; acceptance of students from high performing schools at world renowned universities; government and private sector sponsorships; international acknowledgements; as benchmarks for other schools, both local and foreign; quality leadership; and excellent teachers. Theoretical and Conceptual underpinning Distributed leadership in which the leadership functions are shared, employs Theory Y as the leadership enables diverse individuals to contribute to the process of subtleties of leadership to shape collective action instead of the traditional vertical leadership process which separates leaders from followers as mutually exclusive categories. Conceptually, distributed leadership refers to democratic style of leadership to allow voices of influence beyond just one and increases participation of stakeholders. It de-monopolizes concentrated leadership and enhances delegation of authority, collective decision-making, power, influence and coordination to enable plurality of analyses and boundarylessness so that the organizational phenomena such as information systems, knowledge, cognition, learning systems and work can be distributed. As leadership expands to multiple players, it displays holistic framework and allows flexibility, open-endedness with overlapping expertise to complement and reinforce one another, and strengthened decision making commitment and quality, and further utilizes fully the resources of the schools to collaborate and collectively devise strategies to improve students progress. It eliminates the tightly drawn lines, borders, commands and control associated with a Weberian bureaucratic paradigm (Gronn, 2 008). Conceptually, distributed leadership is associated with notions of empowerment, teamwork, collegiality, staff motivation, capacity building, teacher leadership, professional autonomy and professional development (Muijs and Harris, 2007). According to Moyo (2010), collegiality results in strong professional culture in the school as it includes collaboration among teachers, mutual respect, shared work values, cooperation and specific conversation about teaching and learning. According to Ameijde et al. (2009), distributed leadership underpins is a shared influence process to which several individuals contribute; and leadership arises from the interactions of diverse individuals which together form a group of network in which essential expertise is a dispersed quality. Empowerment Empowerment of teachers is an essential component of distributed leadership. Distributed leadership disassociates from control and dominance but rather creates opportunity, support, space, capacity and growth among teachers by encouraging them to have the power to decide how to do the defined tasks and to get involved vigorously in school policies, curriculum and educational practices and voice their views openly without fear of retribution to experience a greater sense of efficacy. With empowerment, teachers are more motivated to take risks and committed to work with surprising ability as it cultivates teacher leadership which extends beyond their own classrooms to others within and across schools, and further enhances teacher involvement in collective and collaborative process of school decision-making that promote teacher learning to contribute widely to teaching and learning. The empowerment elevates teachers expertise, confidence and self-esteem as they have control over resources, methods and decision making and further to experiment with novel, cutting-edge teaching methods, and to evaluate their colleagues teaching performance through team work, selection of instructional materials and textbooks, curriculum development, school policies and plans, coordination of programmes, professional development, organizing visits to other schools, collaborating with colleagues, leading study groups and coaching and mentoring students which impacts positively on their effectiveness as teachers and to have a positive effect on students. Teamwork Teamwork which refers to setting up of teams by the headteachers with the need to work together on a common purpose is crucial for distributed leadership. This implies that the headteacher is willing to distribute leadership. The team must be equipped with clear goals and results driven, competency, unified commitment, collaboration climate based on trust to develop honest openness and respect, clear standards of excellence, and external support and recognition to achieve an optimum degree of synergy. With these characteristics, the team will have comprehensive knowledge and responsibility of student learning and outcomes. They further become role models for students to emulate. Capacity building Capacity building through collaboration and trusting relationship for mutual learning can be achieved with distributed leadership in order for teachers to become professional communities and to focus on teaching and learning as they participate in decision-making and have a shared sense of purpose so as to have a joint responsibility for the outcomes of their work. The capacity may be built by reviewing the performance of teachers, adding more resources, materials or technology and by restructuring the tasks so that teachers can work together, experiment, reflect and explore with colleagues to acquire new skills and practice of the profession. Capacity building enables continuous learning of teachers to enhance pupil learning. According to Harris (2002), the conditions for capacity building to create a learning culture may include commitment to teachers development, inclusion of teachers and students in school policies and decisions and collaborative planning with effective coordinat ion strategies. Teacher leadership research methodology