Team building Research Paper Example | Topics and Well Written Essays - 1000 words

Team building - Research Paper Example The communication premise is very significant because it removes the barriers that exist within a team and allows the team to progress further rather than sticking at a particular agenda for long periods of time. This is so needed because it resolves the ambiguities that arise within teams and takes care of the negatives which can creep up at any time. When one contemplates the issue of hiring individuals within an organization, it is of paramount importance that these people know exactly what is expected out of them and whether or not are they ready to become a part of a team within the organization that they are getting recruited within. If the answer to such a query is in the negative, it would be better for the organization to let go of such an individual and rely more heavily on how well they work in the form of their own space. However, there are many examples of individuals who would absolutely cherish the idea of working in a team, as long as it makes them think, feel and exp erience the dynamics of growth and development within the organization that they are getting hired in, across the board. In terms of recruitment, it is of paramount significance that the aspiring employee knows well in advance that he would be required to commit to a task which is in the middle of a team, and hence team building domains would be required of his professional self (Maddux & Wingfield, 2003). If the organizational values are such that the employees need to work in unison with one another, then it is only natural that the aspiring candidates for achieving employment know beforehand what is expected out of their realms and how they will go about completing these tasks and objectives that shall be assigned to them with flying colors. What remains... When one contemplates the issue of hiring individuals within an organization, it is of paramount importance that these people know exactly what is expected out of them and whether or not are they ready to become a part of a team within the organization that they are getting recruited within. If the answer to such a query is in the negative, it would be better for the organization to let go of such an individual and rely more heavily on how well they work in the form of their own space. However, there are many examples of individuals who would absolutely cherish the idea of working in a team, as long as it makes them think, feel and experience the dynamics of growth and development within the organization that they are getting hired in, across the board. In terms of recruitment, it is of paramount significance that the aspiring employee knows well in advance that he would be required to commit to a task which is in the middle of a team, and hence team building domains would be require d of his professional self. If the organizational values are such that the employees need to work in unison with one another, then it is only natural that the aspiring candidates for achieving employment know beforehand what is expected out of their realms and how they will go about completing these tasks and objectives that shall be assigned to them with flying colors. What remains to be seen is the management’s stance, and more so with the changing global dynamics, the perspectives have been aligned all the same.

The Organizational Structure, Work Culture and Global Business Essay

The Organizational Structure, Work Culture and Global Business Strategies of Google Inc - Essay Example The study is based on the discussion of different management issues faced by Google Inc. in the China market. It will illustrate various challenges faced by the organization to properly run their operation as per the social and ethical norms of China. The main objective of any management is to achieve the ultimate goal of the organization by motivating and directing the workforce. The modern management practices influence managers to focus on different requirements of the stakeholders of various countries. There are a number of management issues faced by global organizations such as economic, political, social and technological. Recession, inflation and currency fluctuation of different countries can provide the significant effect on the business management procedure of global organizations. The difference in the political rules and regulations also affect the decision-making capacity of the managers. Management needs to cope up with the rapid development of technologies in the diffe rent market to attract more customers. International organizations need to focus on the differences in the social structure of their operating countries before introducing any product or services. The decision of product or services design can differ as per locations due to the changing preferences of local people Customized products of local organizations can provide huge competition to the standardized products of the global organizations.

Decision of AmeriTrade Toys to Move Production to Chins Essay

Decision of AmeriTrade Toys to Move Production to Chins - Essay Example This paper illustrates that the primary duty or responsibility of an organization is to maximize the profits for its shareholders and doing within the legal boundaries. Hence, the decision of AmeriTrade Toys was acted out of duty and is ethical. Another factor to consider here is that if it had not moved to its production the company would have suffered losses and as a result would have been forced to cut down the workforce. Therefore, either way, jobs would have been lost. The economic benefits of the decision are that it would make AmeriTrade Toys profitable and allow it to make products available at a lower cost to the customer. Also, it would create economic opportunities in China by creating jobs. But this would come at the cost unemployment at Middletown negatively affecting its economy. The social costs of the decision are that the Middletown community would be destroyed and at the same would promote poor treatment and standard of life for Chinese workers. An alternative to ou tsourcing was to reduce the wages of the employees at Middletown explaining them the economic situation and the need to cut down on wages. This would have helped them gain the trust of the employees and the community. Also, AmeriTrade could have adopted other cost-cutting measures wherever possible. It is not ethical for AmeriTrade Toys to continue using Wen Wai as a manufacturer until and unless improvements are made to the working conditions. It is the company’s duty to ensure proper working conditions for the labors. AmeriTrade Toys is responsible for all its stakeholders and it cannot ignore the conditions of workers just because it is outsourced. Therefore, AmeriTrade has to work towards improving the conditions of the workers or discontinue using Wen Wai as a manufacturer as it would be unethical.

Western Australia Essay Example for Free

Western Australia Essay While the Australian Warlpiri people of Western Australia need to live within the laws and values of the Australian Government, as do all citizens living in Australia, preliminary conclusions show their lives also relate strongly to their community values, which are based on ngurra-kurlu, the ‘five pillars of society’. The Warlpiri people first made contact with non-Aboriginal Australians in the late nineteenth century. By the time they were finally extracted from the bush, the missionaries were being replaced by communities. (Wikipedia) Most of the Warlpiri people were placed in an Aboriginal settlement called Yuendumu, about 290 km north west of Alice Springs, but because the settlement was becoming overcrowded, in 1948 the Australian Federal Government decided to erect an Aboriginal Reserve at a waterhole 600 km north at Catfish. (Ozoutback. com) Once the road to Catfish was finished, the Welfare ordered 25 Warlpiri people into a truck and took them as far as Hooker Creek where they camped. Because there was a bore and the water was flowing they decided to stay there instead of at Catfish, which was about 30 km further on and another 400 Warlpiri were transported there. Later, the Hooker Creek dried up, but by then the settlement was already established and a further 150 Warlpiri people were transported there in 1951. (Ozoutback. com) The people were not happy to be taken away from their relatives, their country (land) and its sacred sites, so they all walked the 600 km back to Yuendumu, whereupon they were driven back to Hooker Creek in trucks; they walked back to Yuendumu again and again they were taken back. This time people stayed and children were born, and they started to call the place home. In the late seventies the Gurindji tribe â€Å"handed over† the country and the ‘The Dreaming’ to the Warlpiri and it terminated as a welfare state and renamed Lajamanu. (Ozoutback. com) My friend Pam and I wanted to find out first hand, how life has changed for these people, and how they balance colonial values with their own. So we organized a field trip to outback Western Australia, where we spent a month living within a community of Warlpiri people in a place called Lajamanu. We engaged in participant observation, in an effort to understand as much as possible about the way in which they lived and gain an emic perspective of the values to which they lived by. Using this method, we were able to maintain detailed fieldnotes and conduct interviews based on open-ended questions. We hired a four wheel drive vehicle in Alice Springs and set out on the Tanami track, which crosses the Tanami desert and seemed to head for the horizon and evaporate into the sky. The road was not sealed – just dirt – red dirt – bellowing behind us like rust colored clouds. Although travelling in beating heat we were vigilant in our perusal of what was around us: large areas of ‘spinifex’ and ‘mulga’. 3 A number of enormous hawks and eagles were swooping around the carcass of a red kangaroo, a meter long snake slithered into one of the mulga trees, and masses of bits of rubber, stripped from the tyres of cars and trucks were strewn along the side of the track. We could only drive slowly and only able to drive about 80 kilometers a day, camping by the road at night. On the third day we drove into harsh and rough ground with more vegetation, and although still exceedingly hot the rain started to fall heavily. The car became more difficult to manouvre as water was accumulating in various parts unable to sink into the ground quick enough. Around midday on the fourth day we stopped the car near a small water hole to have something to eat and a cold drink from our ice box, and just as we were about to move on a dark figure with a mop of unruly black and curly hair, wearing nothing but a piece of cloth around his waist came out of nowhere, seemingly from the sky in the distance and walked towards us. He seemed very friendly but spoke in a strange language that we could not understand. He seemed to be asking or directing us to some place and he appeared to want to jump on board. With the use of gestures, arms and hands, we were able to ascertain that he wanted to ride with us, which was fine with us. The track fell into a dry creek and the sun was glaring all colors of reds and oranges into the sky; brightly colored parrots fluttered up from scrub, and as the sun became lower the rocks and boulders seemed to be on fire, glowing red from the heat. Flies were everywhere, buzzing around our heads, settling on our arms and legs and crawling into our eyes. It wasn’t long before he started to make directions off on a smaller track and we understood that this must be where he came from. We turned off and it was not too long before we came across a small community. We stopped the car and our new found friend directed us to his house. As we meandered along, we saw nothing but parts of cars left rusting in the heat, houses in disrepair, potholed streets strewn with rubbish and everything covered in red dirt. It was dusk and people were sitting around open fires; children were running around wearing very little if anything but happily playing in the dirt with the fire lighting up their faces; women were sitting around the fire openly breast feeding their babies or nursing them in their laps, lulling them to sleep. An extremely tall and thin man stood up from the circle around the fire and with open arms, smiled and much to our surprise said â€Å"How yer going whitefellas? Me Benny Jangala. † After setting up camp we were invited to eat and one of the women produced what seemed like a small crocodile but we were told it was a ‘goanna. ’ She placed it on the fire and kept turning it with a stick until it was cooked. She then broke the animal in pieces with her hands and handed some to us. Other delicacies, such as witchety grubs, snake and kangaroo were thrown onto the fire and cooked. These were served with an assortment of different berries and leaves. We later found out that they know over a hundred different species of flora and fauna, all of which are used for either food, medicine or in ceremonies. They keep everything they think they could use, such as animal sinews for binding weapons, bones for implements and feathers for ceremonial use. (Broom, 1983, p. 12) As night progressed we were shown to a small humpy that was to be our home for the next few weeks. We were impatient to start fieldwork and the very next day we started getting accustomed with our new surroundings and lifestyle, and observing how these aboriginals lived. We hired Benny as our guide and interpreter and he was very willing to assist us whenever needed. We found out that we were living with a small community of Warlpiri people in a place called Lajamanu. They spoke the Warlpiri language and tracked their ancestry to the country around the ‘granites’4 or had bonds to that same country through different family dreamings. These linkages by ancestry and dreamings entitled them to hunt in that area and required them to take care of its sacred places. Children often liked to visit us and they would usually come in to our humpy unannounced, rummage among our supplies and survey the room. They seemed to have no concept of privacy and seemed to consider our humpy open and available to all. One time two older girls were looking through each other’s hair for lice and invited Pam to sit with them so that they could search her hair. After a few days Pam was given the name Napangardi and I was given the name Jungarrayi, because Napangardi is normally married to Jungarrayi. After we were given these new names the children would call us by those names. At first, one small girl started laughing and flapping her arms around in the air, then she ran over to Pam and put her arms around her waist, screaming â€Å"Napangardi! you are my daughter! † The girl’s skin name was Nangala, which made her Pam’s mother, because Nangalas were mothers of Napangardis. This also made her my mother-in-law, to whom I was not allowed to talk to, according to Warlpiri taboo. (Ways of Thinking, p. 3 and 8) Later we were able to find out more about skin names. A group of Aboriginal people were sitting together talking as one mother was pointing to various people in the group; she was teaching her little girl their skin names. She told us that every Warlpiri person has a skin name and that name ordains how that person relates to every other person in the community. Everyone is born into the skin group related to their parents. There are eight skin groups and men’s skin names begin with J and women’s with N. The skin system is part of a more intricate kin system and they both relate the Warlpiri people to the sky, desert, trees, rocks, animals, plants and to the law, the dreaming, the rituals and a body of knowledge. (Ways of thinking, p. 4) One morning Benny introduced us to one of the tribe elders and we asked him about the different names they used; he told us that a Warlpiri person can have several names which include the relevant skin name, a bush name and a ‘whitefella’ first name. A Warlpiri person may be referred to as â€Å"X’s son/daughter†, which can sometimes cause confusion if â€Å"X† has more than one son or daughter, because each one could be referred to in the same way. As a child grows older they may also be given a nickname derived from a physical characteristic or some specific incident or mishap. (Smith, 2008, p3. 5) He also told us about a tribal law that does not allow a woman to speak directly to her son-in-law, nor the son-in-law to her. They must ask another person in the Warlpiri kin system, to speak for them. There is also what is referred to as ‘mother-in-law’ language, which is a kind of secret language which son-in-laws can use when speaking in ear-shot of their mother-in-law. (Ways of thinking, p. 4)

Oxygen Product and Recycling in Artificial Ecosystem

Oxygen Product and Recycling in Artificial Ecosystem Discovering Terrestrial and Aquatic life The Ecosystem Simulation Purpose/ Hypothesis The purpose of this experiment was to create an artificial ecosystem in order to observe the natural changes in life. The column was put together including a terrestrial and an aquatic section to see how the two interact as one. Plants, insects, and fish were added to the column in order to observe how oxygen is produced, used and recycled. The eco-column experiment was done in order to familiarize us with testing water for pH, temperature, and dissolved oxygen levels. Along with familiarizing the participants with the process and meaning of certain environmental tests the eco-column simulation helped to show how life and nature works. It gave insight to how one element affects another in nature. The eco-column simplified the mast works of nature. Methods Two liter bottles were brought in and the bottoms were cut out of all but one and the tops out of all. After cut, the bottles were assembled together and taped. The eco-column was composed of three different sections; aquatic, decomposition and terrestrial. There was a filter inserted between the decomposition and the terrestrial chambers in order to catch the soil that would try to make its way down to the aquatic chamber. The eco-column was first assembled September 24th. For the aquatic chamber water was brought in, nearly a gallon, from local lakes, ponds, and creeks. For the decomposition and terrestrial the soil was taken from local forest. After assembling the column and inserting water and soil there were instructions to insert rocks, sticks, and insects. After assembly was complete test were done. The aquatic chamber went through various test including turbidity, dissolved oxygen, pH and temperature, along with subjective test such as odor and color. Observations were comple ted, as well as soil test. At first the columns were tested every week, but after 3 weeks the teacher instructed the class to complete test and observations every two weeks versus every week. The teacher gave out aquatic plants in order to help with dissolved oxygen levels. Once the dissolved oxygen levels and temperature became constant and safe fish were placed into each of the aquatic chambers of the eco-columns. The eco-column experiment lasted around three months; from September to December. The tests were completed five times. Dissolved oxygen and temperature were both tested using a probe in which was placed in the water. The pH levels were tested using a a special paper stick pH tester. In order to test turbidity water samples were taken from the aquatic chamber and put in a machine which read the level. The soil test were completed by taking out a cup of soil from the eco-column the week before. They were then tested for various elements such as; pH, nitrogen, potassium, an d phosphorus by putting them in the directed containers in which powder was added to test for the specific element. The eco-column was taken down on December 3rd. The water and soil was dumped outside of the school and the bottles were given to our teacher in order to be used again. Results The table below shows how the dissolved oxygen, temperature, and pH levels changed throughout the experiment. It is visible that the pH levels and temperature remained fairly constant over time. The temperature remained around 21 degrees Celsius and the pH levels neutral, 7. The dissolved oxygen levels however were constantly changing. The first day of our experiment, September 24th, the dissolved oxygen level was 1.0. At that level the water was unsafe for marine life, such as fish. There was barely any oxygen circulating throughout the chamber. A week later the level was up to 7.6. Our teacher stated that the range of 7 is a safe number. She ensured her class that they would receive plants and fish when the levels were suitable. About the second week in she added a plant into the aquatic chamber which really helped with the dissolved oxygen levels. Once suitable (about the third week) the fish were added and one can see from the table that the tested fields remained fairly constant . Water Quality (figure 1) The table below shows the observations of the aquatic, decomposition, and terrestrial chambers over time. When the eco-column was first assembled, the water was not in very good condition. It reeked of sewage, was yellow and from the chart above the dissolved oxygen levels were as low as they could be. Not only was the aquatic chamber bad, but the decomposition and terrestrial habitats smelled fowl, were full of mold, and life did not survive. From the chart one can easily see that over time the conditions greatly improved and by the end was an ecosystem sustainable for life. By October 22nd the eco-column had greatly improved. There were signs of growth, clear water and the mold was nearly gone. By the last day of the experiment there was no smell, no algae and no signs of mold. From observations and data it is clear that the presence of plants and animals helped to improve water and soil quality. They helped to minimize bacteria and fungus while improving the state of the air and o xygen levels. Observations of Biomes (Table 1) Discussion Identify two Food Chains or Food Webs in each of your habitats (chambers). Use arrows to illustrate these food chains and food webs; complete sentences are not required. Use extra paper if needed. Aquatic Chamber Decomposition Chamber (top soil chamber) Terrestrial Chamber On separate sheet Identify and briefly discuss the biogeochemical cycles which are taking place/which are present in your EcoColumns. Do not merely state that â€Å"they are all present†; instead, provide more specific information The sunlight brings in warmth , energy, and oxygen. While the animals ( fish and insects) breathe in oxygen CO2 is produced. The CO2 is then taken in by the plants and oxygen is released. The cycle then repeats. Is your ecosystem column a closed or open system? or is it something in between a closed or open system? Explain how this (closed, open or other) influences the ecosystem column overall. The eco-column is in between an open and a closed system. It is closed in the sense that it is isolated from the rest of nature. It is open because it has all the regular cycles and interactions of an ecosystem but just in a smaller, and confined. Although it is technically a closed system it is open because it has natural cycles. What kind of niches are available/present for the various organisms in the column? Be specific, descriptive, and use terminology that is pertinent to the topic. The fish niche is to clean up the algae present in the aquatic habitat. While the aquatic plants niche is to take in the CO2 produced from the fish and produce oxygen in order to keep the fish alive and dissolved oxygen levels high. Discuss evidence of ecological succession taking place in your column (or in the column of another lab group if you have not observed any signs of succession in your column). Our eco-column started out lifeless. The water was dark, the smell was unbearable, the chemical levels were high, and the dissolved oxygen levels were low. Over time the water began to clear, the smell went away the chemicals leveled out and the dissolved oxygen levels rose. The presence of plants cleared up the water and made it livable. After the first plant other plants were able to grow and the ecosystem was able to support life (fish). Discuss the stability and sustainability of the ecosystem columns in the lab, including your own. After the first week my groups eco-column became stable, the levels remained constant from that point forward, ours was also capable of sustaining life. However, everyone’s eco-columns weren’t as stable. Several groups struggled with clearing up their water and raising their dissolved oxygen levels. Because of this they were unable to have fish. One groups water turned black due to a fungus and eutrophication occurred. Discuss three trends or patterns which stand out as you think back on the data which you have been recording for 6 weeks. These trends or patterns should apply to the water quality tests or other observations which you have made over this multi-week time period. Briefly discuss these three trends or patterns, providing possible explanations based on environmental science principles. My group’s pH, dissolved oxygen, and temperature all follow the same pattern. They started out very low, rose quickly, dropped, and then leveled back out. Many of our terrestrial insects died so this could have possibly affected the levels, as well as lack of sunlight. Explain what eutrophication refers to and how this occurs. Apply this explanation to your ecosystem column. How might eutrophication take place in your column? Explain fully. Eutrophication refers to the increase in nutrients in water such as nitrates and phosphates; it depletes the oxygen and turns the water different colors. Eutrophication happened in one group’s column but not ours. Eutrophication could happen by nutrients from the soil in the terrestrial chamber dropping down to the aquatic chamber and polluting the water. Once the water is polluted the oxygen depletes and the water changes colors and becomes unsafe. Pick another group in your class. How do your data compare to theirs? Brainstorm some causes/reasons for any differences. Since we worked at lab stations other groups were always around. I observed that most people had similar results to us. Good temperatures, steady levels of pH and dissolved oxygen with rather clear water. Some groups however were not similar. Some had bad levels, could never get oxygen levels to healthy state and had vast amounts of mold and algae. Some eco-columns were lifeless because insects and plants were unable to survive. Finally, address any sources of error in this lab. This should be narrated in a â€Å"cause and effect† manner and talk about specific problems. A good example would be â€Å"water did not drain from the terrestrial chamber so †¦Ã¢â‚¬  while a bad example would be â€Å"we messed up the measuring one day.† The only error my group could find in the lab was the soil test. We could never get enough soil to do the test, so our data is very scarce and not one week could we actually complete the task. The only time we had enough soil was the last time and the results did not seem to be very accurate. I believe something could be done to improve the soil test and raise the accuracy. Conclusion Before this experiment I was clueless on the various water and soil test; as well as how to conduct them. I now feel confident that I could complete each test on my own and I am aware of the temperature, pH level, and dissolved oxygen number needed to sustain life. This experiment was very helpful in demonstrating how an ecosystem works and how everything needs and plays off one another. The eco-column gave us the opportunity to experience biogeochemical and life cycles. We learned what is necessary to sustain life and I feel as if that was the most important thing learned from the eco-column experiment. References Botkin, D. B., E. A Keller (2011). Environmental Science (8th ed.). Hoboken, NJ: John Wiley Sons. The EcoColumn. (2013). Retrieved December 12, 2013, from Annenburg Learner website: http://www.learner.org/courses/essential/life/bottlebio/ecocol/ EcoColumn Lab. (2013, February 7). Retrieved December 14, 2013, from Teaching Real Science website: http://teachingrealscience.com/2013/02/07/eco-column-lab/

Free College Essays - Shakespeares Sonnet 147 :: Sonnet essays

Sonnet 147 SONNET CXLVII My love is as a fever, longing still For that which longer nurseth the disease, Feeding on that which doth preserve the ill, The uncertain sickly appetite to please. My reason, the physician to my love, Angry that his prescriptions are not kept, Hath left me, and I desperate now approve Desire is death, which physic did except. Past cure I am, now reason is past care, And frantic-mad with evermore unrest; My thoughts and my discourse as madmen's are, At random from the truth vainly express'd; For I have sworn thee fair and thought thee bright, Who art as black as hell, as dark as night. PARAPHRASE OF SONNET CXLVII My love is like a fever, still longing, For that which feeds the disease, Feeding on that which prolongs the illness, All to please the unhealthy desires of the body. My reason, love's doctor, Angry that I do not follow his directions, Has left me, and desperate I find that desire Leads to death, which physic (reason) will not allow. Now reason is past caring, now I am past cure, And I am frantic with continual unrest; My thoughts and my words are like a madman's, Lies foolishly uttered; For I thought you were moral and bright (shining as a star), But you really are black as hell and dark as night. Analysis Shakespeare's scathing attack upon the morality of his mistress exemplifies their tumultuous and perplexing relationship. The three quatrains outline the poet's inner struggle to cope with both his lover's infidelity and the embarrassing self-admission that he still desires her to gratify him sexually, even though she has been with other men. The poet yearns to understand why, in spite of the judgment of reason (5), he still is enslaved by her charms. Confused by his own inexplicable urges, the poet's whole being is at odds with his insatiable "sickly appetite" (4) for the dark lady. He deduces in the final quatrain that he surely must be insane, for he calls his mistress just and moral when she obviously is neither. Not until later sonnets (150-1) do we see a change of tone and a cool-headed acknowledgment of the recklessness of the whole affair. In Sonnet 151, the poet admits that he cannot continue the relationship because it betrays his "nobler part" (6) i.

Challenges of Public education

America needs solutions Immediately because the gap represents Its future leaders of tomorrow. If thing Is done soon to correct the disturbing trend, the united States will be In danger of falling even further behind other developed countries. The many challenges are frightening: (1 ) too many high school students quit school before graduation, (2) too many high school students graduate without the ability to read or write well, (3) too many high school students are not prepared for the workforce, and (4) too many high school students are not prepared for college.In this short essay, the writer will explain some of the consequences, causes and possible solutions for America's educational dilemma. Consequences of the Problem First, if America's public school leaders don't devise a plan to improve the nation's troubling schools, the consequences will be devastating. Normally, consequences can be traced back to the student's level of education and usually comes to light when making choi ces or decisions.Furthermore, certain characteristics come In play such as a lack of motivation, which may prevent someone from securing a Job because the person wasn't motivated enough to take classes or gain the skills needed for a job. The lack of motivation is a problem in my hometown of Lenore, NC, located in Caldwell County. The county has seen substantial job losses lately because many workers were unqualified to enter into advanced manufacturing methods. As a result, many jobs have been shipped overseas resulting in high unemployment rates within the region.Although the graduation rate in Caldwell County has been rising over the past decade, that wasn't always the case decades ago. The county high school dropout rate was significantly higher approximately 20 years ago, well above the national average. One of the mall reasons was that many furniture factories didn't require a gig school diploma for low-paying and unskilled labor. This statistic isn't to say the workers weren' t Intelligent, only that they weren't motivated enough to Improve themselves when educational opportunities were available.As a result, most of the uneducated factory workers will face high unemployment rate for the rest of their life Probably the most important consequence of failing public schools is that students are not prepared for college upon high school graduation. My dad, a department chair and instructor at a local community college, tells me that a majority f students come to the college unprepared for college-level classes. Most students have to be placed in so-called developmental classes, which don't count as college credit. Plus, the more developmental classes students have to take, the less likely it will be for them to graduate.Therefore, many students drop out of college because they either can't do the college-level work or determine that it will take them too long to graduate. Causes of the Problems Second, in order to address America's public school crisis, it i s first necessary to understand the underlining causes of the problem. For many students, the reason for poor academics can be traced to their own self-esteem. Thus, it is quite possible that the student wasn't challenged enough in school or encouraged enough by the teacher or parent.Without a doubt, a poor teacher has a tremendous impact on the academic achievement of a student. As an example, â€Å"how many times have you heard of students who credit their teacher for their success in life because the teacher believed in them? † Likewise, a dysfunctional home life has a negative effect, as conditions around the home may not conducive to student learning. For instance, if a student can't find a quiet place to read or study without distractions, then it makes it more difficult to learn the subject matter, usually resulting in a lower grade.On the other hand, Sam Dillon of The New York Times concluded that the blame for America's sagging academic achievement does not lie solel y with public schools, but also with dysfunctional families and a culture that undervalues education. Schools are inheriting an over-entertained, distracted student (3). Moreover, first-generation students whose parents never attended college also face numerous obstacles making t more difficult for them to be successful in the classroom. It's really sad that many parents don't care about their child's grades.In doing so, it's the students who suffer at no fault of their own. In addition, low academic standards are a major problem in public schools. Often, too many school systems have set the graduation bar so low that nearly everyone graduates from high school, whether the student is ready or not. Furthermore, many teachers assign students â€Å"busy-work† that's not very challenging. This type of work does nothing to develop critical thinking skills. In laity, low academic standards Oust like student cheating) will only hurt the student in the long run.This loss of knowledge is literally slipping through the student's fingertips without them knowing the harm it causes. Thus, not only is the student harmed, the reputation of the school might be as well. No doubt the academic reputation of a school influences the parent's decision on whether to move into or out of school districts. To the contrary, friends from private schools have told me their academic standards are much higher than public schools, and that their SAT scores are higher on the average too. Perhaps, the main cause of public school failure can be blamed on poverty.Without a doubt, people living in poverty have more important things on their mind than making good grades in school. Parents may be more concerned about rent, groceries, car payments, and less concerned about their children's education. My dad has always told me that there is a direct correlation generally have lower Gaps, while students from wealthier families tend to have higher Gaps. † Unfortunately, this disturbing tre nd has plagued this country for decades, and it doesn't appear to be getting any better. Solutions for ProblemsAlthough the writer suspects that many possible solutions have already been tried to improve our failing public school systems, the state public schools systems may want to try the following innovative solutions: (1) provide students free college tuition for the first two years of college if the student maintains a certain high school GAP (say a B average) and is also able to maintain that same â€Å"B† average in college, and (2) base teacher's bonus on a combination of evaluations done by the students, other teachers, and their own student scores on standardized test.To begin, if the state loud add a motivator or incentive like free college tuition for the first two years of college for any student who maintains a â€Å"B† average in high school, it would greatly improve high school graduation rates. Not only that, more people would graduate with higher-leve l reading, math, and writing skills. Moreover, student debt levels would be much lower (at least 50%) if they attended a four-year college, or have no debt if they went to a two-year community college. It's a win-win situation for the student and school.Also, the state can base a teacher's bonus pay on a combination of students, other cheer evaluations, and their own student scores on standardized test. Initially, students get to evaluate their own teachers. Next, teachers get to rate or evaluate other teachers teaching the same subjects (I. E. , English teachers rating English teachers), since they would probably know which teachers are most respected among their peers. Lastly, the other part of the teacher's bonus could be based on student achievement on standardized test. Combining all three factors together helps determine the teacher bonus for that year.By doing it this way, those superior searchers will be rewarded with higher bonuses, while the underperforming teachers will g et little or no pay bonuses. Then, maybe the underperforming teachers will consider switching Jobs, as students deserve only the best. Likewise, since teachers are considered the backbone of the education systems, the school systems should do all they can to retain the good teachers. While the new pay standard for teacher's bonuses might be difficult to pass (especially with teacher unions and lobbying organizations), the reward may outweigh the risk because outstanding teachers will produce better students.Conclusion America's public educational standards are low compared to other international educational systems. In short, America's high school students Just aren't prepared for college or even high-tech Jobs after entering the workplace after high school. At the very least, public schools need to set the educational bar higher in terms of reading, writing, and math skills. In addition, schools need to hold underperforming teachers accountable. As discussed above, many challenges and factors make it difficult for the school and student to succeed in the classroom.