Fraction Operations Essay Example for Free

Fraction Operations Essay To facilitate assessment of the class, I observed the class for several session to develop insights on the behavior, class dynamics and teacher-student response. The current lesson of the class involved and math operations using fractions, requirements for Concept 1 PO 10 and PO 11 as well as Concept 2 PO 7 and PO8 of the 2006 Arizona State Education Standards. I was very happy to observe that the class was very active and receptive to instruction and needed little reinforcement with skills or concepts learned. However, I felt that there was some difficulty in application of learning to practice: number sense was high but performance in operations was lower. Using these observations, the children’s response to different activities and the Education Standards related to the are of study, I felt that play activity was the best strategy to use as reinforcement. I had chosen baking of no-bake cookies to be simple and effective activity for the children, allowing not only to practice their fraction and math skills but also to have a venue where they can interact and collaborate with one another. The children’s interaction during the sharing of the cookies also will allow them to experience fractions in rewarding manner such as in sharing snacks with their friends. As an educator, I feel strongly that there is a real need for classroom activities that designed to engage students in practical applications of fractions. By developing the activity into a non-instructional setup, emphasizing group and play activities which they have already shown a high degree participation, reinforcement would be more effective. The activity will also serve to reinforce the value of concepts of application of the concepts and allow for students to practice cooperative learning and allow teachers to interact with students better (Gillies et al, 2000). This will also allow for the identification of special intervention or supplemental activities for children who may not have been able to participate actively without them having to feel that they are being singled out of the group Implementation and Evaluation I divided the children divided into five groups and were given uniform recipes, Chocolate No-Bake Cookies . Each of the group was instructed to multiply the recipe to various yields: ? , ? , ? , 1 ? , and 2. Each group will then have to compute for the correct ratio of ingredients and proceed to create their cookies which they shared with the other group members. At the end of the activity, while sharing all the cookies with the calls, I encouraged the children to share their experience and develop their own realizations of the applications of fraction skills they had learned.

Dichotomy of Good and Evil in Beowulf

Dichotomy of Good and Evil in Beowulf Beowulf: Good versus Evil The heroic poem, Beowulf, is a combination of society’s views and religious ideals and concepts of the Anglo-Saxon period, although some of the poem today may appear different compared to the original text prior to translation. The central conflict of good versus evil in Beowulf may have been altered to fit the Christian beliefs of the time. â€Å"Beowulf is considered the oldest of the great long poems written in English, may have been composed more than twelve hundreds years ago, in the first half of the eighth century, although some scholars would place it as late as the tenth century† (Greenblatt, 2012, p. 36). Being one of the oldest verbal and written poems has caused the original meaning and writing to change over the years. Yet, the central themes of good versus evil and the religious undertones could have been an adaptation to the world that was dominated by the Christian believers. The central focus between good versus evil is represented within the combination of pagan and Christian allegories that provides readers with an insight not only what society found acceptable, but the religious convictions of the Middle Ages. During the Middle Ages, the church was a major power house and influencing many scholars to adapt pagan heroes into a more acceptable Christian faith hero. It would have been unacceptable for a pagan hero to triumphant over the forces of evil, while proclaiming only one religious belief to be correct. According to Stevick (1963), in order to honor God and the Christian beliefs of the time, the transcriber may have chosen to adapt the pagan references to Christianity in order to make the poem relatable to the Christian believers (p. 80). As readers enter the world of Beowulf, they are giving a glimpse of the social conflict during the Middle Ages. This conflict in expressed through the religious views of a pagan society adapting to a new religion with the mention of One God versus the several Deities normally followed in pre-Anglo-Saxon culture. When Beowulf is considered a Christian story, the strong allegories may be found within the characters of Beowulf and Grendel. Beowulf, the Geat warrior, could be a reference to Jesus in the Christian faith. Jesus had traveled to Israel to save them from their sinful ways, Beowulf comes to the Danes â€Å"to perform to the uttermost what your people wanted or perish in the attempt, in the fiend’s clutches† (Greenblatt, 2012, p. 54, line 634-636). Although the image of Jesus is widely known as a humble man, Beowulf appears to be boastful about his feats. The commonality between the two individuals is clear when referencing the Christian faith. Jesus and Beowulf both fight an evil that is determined too great for the likes of normal humanity. Each are willing to sacrifice their lives in order to being salvation to people whom they feel are worthy of the action. Each are faced with a trail of the battle without seeking guidance from God, but rather put their faith in the protection and safety that God has shown them. The most interesting is the lack of reference to Jesus within the tale. According to Blackburn (1897), Beowulf is seen as a representation to the Christian Savior within the poem, even though Beowulf contains no references to him, â€Å"to the cross, to the virgin or the saints, to any doctrine of the church in regard to the trinity, the atonement, etc., or to the scriptures, to prophecy, or to the miracles† (p. 216). Readers are presented with a plot that focuses on Scandinavian culture, however much of the poet’s narrative interference reveals that the poet’s culture is silently different from that of his ancestors and that of his character’s as well. For example, Beowulf lives by the heroic code of honor that is often defined as a relic of pre-Anglo-Saxon culture. Some principles seen within the text, â€Å"Beowulf, son of Ecgtheow, spoke: Wise sir, do no grieve. It is always better to avenger dear ones than to indulge in mourning. For every one of us, living in this world means waiting for our end. Let whoever can win glory before death. When a warrior is gone, that will be his best and only bulwark† (Greenblatt, 2012, p.72, line 1383-1389). The concept of eye for an eye, death for death was met with same justification during this time period. Yet, in some ways it remembers the First Testament of the Bible when eye for eye was the manner of payment injustices. Grendel represents the evils of the world as a whole, although some may see it as the Satan confronting Jesus in his three trails of faith. According to Greenblatt (2012), â€Å"the poem turns on Beowulf’s three great fights against preternatural evil, which inhabits the dangerous and demonic space surrounding human society,† which would be another reference to the Christian allegory reference. (p. 38-39). Grendel is one of three manifestations of evil and the first for Beowulf to face. Grendel’s first attack of evil is on the order of the Danes and wreaking havoc on the people. His evil appears to seek the destruction of the Danish society from the top down, leaving the community without leadership and protection against the evils that may surround them. In this approach, Grendel would be an allegory for the minion demons that cause destruction to order and civil society with wholesome values. While good versus evil is a common theme seen in multiple of folklores prior to Christianity can be seen, the Christianization of the Anglo-Saxon society has influenced the transcriber to relate the story to a boarder Christian audience. According to Stevick (1963), when passages use references to pagan traditions and then mention a Christian reference or lack Christian elements, â€Å"into which at one point a Christian explanation is added in anticipation of a subsequent Christianized account of the fight and explanation of its outcome, and because the poet was attempting to produce a major, written poem about Beowulf that avoided inconsistency in Christianized and non-Christian matter with which he was working† (p. 84). The information and facts that point to a transcriber who found in somewhat necessary to conform the Germanic hero tale into something about the Christian society in which the poem may have originated, and something about the society in which the Christian w riter lives within. The original tale informs readers that the society that the poem may have been written in valued great acts of courage and strength. It would be a society that relished in the tales of great conquests and hardships as a pastime entertainment. However, this would have been different from the time of the poem was transcribed; the rewrite would have been influenced by the power of the Church. All the honor and prestige would have been given to God for blessing them with extraordinary men granting who were favored by God. Success with battles was no longer considered the achievement of the individual’s strength, but by the will of God. It was no longer acceptable to praise or boast about the achievements over a good meal, but rather to be thankful and put one’s faith into God for providing victory over evil. According to Stevick (1963), Beowulf belongs to a more Christianized Anglo-Saxon society and the oral materials existed prior to the conversion of the British kingdom. While oral tradition may have continued with the pagan beliefs still attached, the written version was adapted to include the Christian beliefs. While there is no actual reference to Jesus within the tale, the references to God and contributin g the success to him allowed the stale to be acceptable in a Christian society during the Middle Ages. While the central conflict of Beowulf is good and evil, the rewritten tale removes many elements referencing the pagan beliefs and converting them into the Christian concept of God winning over horrors of evil. This coincides with the conversion of Druid and pagan beliefs into the new belief of Christianity. The church would find ways to convert pagans and druids into accepting the new faith by combining pagan traditions, folklore and references with Christian beliefs. Beowulf appears to be just another victim of Christianity overtaking an existing culture and finding ways to find it acceptable for their beliefs. References Blackburn, F. A. (1897). The Christian Coloring in the Beowulf. PMLA, (2). 205. Retrieved on June 7, 2015 from http://www.jstor.org.proxy- library.ashford.edu/stable/456133?seq=1#page_scan_tab_contents Greenblatt, S., et al. (Eds.) (2012). The Norton anthology of English literature (9th ed., Vol.1). New York, NY: W. W. Norton Company, Inc. Stevick, R. D. (1963). Christian Elements and the Genesis of Beowulf. Modern Philology, (2). 79. Retrieved on June 7, 2015 from http://www.jstor.org.proxy- library.ashford.edu/stable/435497?seq=1#page_scan_tab_contents

Buick and Budweiser- Selling Success and Patriotism :: Media Advertising Essays

Buick and Budweiser- Selling Success and Patriotism Television commercials go beyond merely informing consumers about products or services: these advertisements sell their abstract ideas that tend to be valued in American society, such as success and patriotism. Two examples are outstanding commercials produced by the car manufacturer General Motors for their Buick cars, and the brewery Anheuser-Bush for their beer, Budweiser. While David Barry, in his essay, â€Å"Red, White, and Beer,† humorously describes the connection between commercials and values, Rita Dove and Marie Winn, in â€Å"Loose Ends† and â€Å"Television Addiction† respectively, are about an addiction to television and how television creates unbelievable ideal of a reality. Analyses of these two television advertisements, not only make a connection between their products or services and the abstract ideas of success and patriotism, but in the process, also sell the ideas as important American values in a powerful manner accomplished only b y television, because of people’s addiction to it. The General Motor’s car commercial features the professional golfer, Tiger Woods, on the golf course. He makes golf shots that seem impossible such as making a shot from a suspended bridge. Also, he is surrounded by famous people. While he is making these amazing golf shots, there is always a Buick vehicle at the background, and in some cases, Tiger Woods uses a Buick as a golf cart. The commercial has no plot, however, the visuals are stunning and the Buick is always prominently displayed in the picture. The fame of Tiger Woods is highlighted through the class of the car he drives as well as the seemingly impossible golf shots he makes with little effort. On the other hand, the Budweiser commercial features a donkey that is disheartened as he can not be a part of the elegant, beautiful Clydesdale horses which are the mascots for Budweiser. Determined, the donkey practices by pulling a cart with beer, prancing about, and changing his appearance. Finally, he comes before a group of Clydesdale horses to be interviewed; however, he â€Å"he-haws† like a donkey and thus thinks that he will be rejected. Despite his fears, he is accepted as a Clydesdale. These two humorous and classy commercials are aimed at selling cars and beer, in an unrealistic manner; however, they go beyond product marketing to selling the values of success and patriotism in an unrealistic manner too.

Examine The Ways In Which Lang :: essays research papers

Examine the ways in which language and identity are treated in ‘Translations’   Ã‚  Ã‚  Ã‚  Ã‚  ‘Translations’ is set in 1833, in County Donegal, which was soon after the time when Britain had claimed Ireland as part of its empire. The British and the Irish therefore had differing languages, so the British decided to go through the process of naming or renaming Ireland’s geographical features. In ‘Translations’ language and identity are used more as a plot device and plot feature rather than as part of stylistic technique, which is their most common role.   Ã‚  Ã‚  Ã‚  Ã‚  When the play was first performed by Friel’s own theatre company it was performed in the Irish language, and at the start of the play, all the characters speak Irish as their first language, the English language comes into the script a lot later, which reflects the course of events in Ireland over the past two centuries. All these characters have been brought up speaking the language and it is a fundamental part of their life, culture and identity.   Ã‚  Ã‚  Ã‚  Ã‚  English is the second main language in the play. It represents the future to Maire and Owen, and ‘a mistake’ to Hugh and Manus. The two English speakers come as part of the same assignment, to make a map of the country and to ‘see that the place names are ... correct.’, but they have greatly differing attitudes towards Ireland and its identity. Captain Lancey sees the Irish as inferior to the English, which is evident when he is willing to evict a whole village of them, over the disappearance and probable death of one Englishman. Yolland however falls in love with Ireland, its language and culture and he feels that ‘something is being eroded’ by his task of renaming the geographical features of Ireland. Yolland is not the stereotypical English male of the time, because he ‘missed the boat’ to India and that stereotypical way of life, which would be following his father’s wishes.   Ã‚  Ã‚  Ã‚  Ã‚  The other two languages used in the play are Greek and Latin, which are spoken only by Hugh and Jimmy. These two classical languages create an identity of intellectualism in their users and it is significant that it is the Irish rather than the English characters who can speak them contradicting Lancey’s view of them being inferior.   Ã‚  Ã‚  Ã‚  Ã‚  Friel shows us the use of language in several different forms. The first scene where Manus is teaching Sarah to speak shows us that language is used to create communication.

Teaching Critical Reflection :: Education Educational Essays

Teaching Critical Reflection The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Cranton 1996). Brookfield (1995) adds that part of the critical reflective process is to challenge the prevailing social, political, cultural, or professional ways of acting. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their ordinary and sometimes extraordinary experiences. Critical reflection blends learning through experience with theoretical and technical learning to form new knowl edge constructions and new behaviors or insights. Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom? Does the new knowledge created foster change? This Myths and Realities investigates the extent to which critical reflection can be taught to adult learners. How Do Adults Learn to Be Critically Reflective? Without agreement on what reflective practice is, it is difficult to decide on teaching‑learning strategies. Reflective practice may be a developmental learning process (Williamson 1997), may have different levels of attainment (Wellington 1996), and may be affected by a learner’s cognitive ability (James and Clarke 1994), willingness to engage in the process (Bright 1996; Haddock 1997), and orientation to change (Wellington 1996). However, there does seem to be some agreement that critical reflection consists of a process that can be taught to adults. Brookfield (1988) identified four processes central to learning how to be critically reflective: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism. Assumption analysis describes the activity adults engage in to bring to awareness beliefs, values, cultural practices, and social structures regulating behavior and to assess their impact on daily activities.

FISH! Philosophy of Teamwork Essay

FISH! is a philosophy people around the world are implementing in workplaces and educational facilities to help foster fun and teamwork in their business. This philosophy is interesting and has been successful. The founders Stephen C. Lundin, Harry Paul, and John Christensen pulled together to create three books on teamwork which are named _Fish!, Fish! Sticks and Fish! Tales._ In these books they give pointers and tell stories of how making work fun and working as a team creates success. (Lundin, Paul, & Christensen, 2000) The idea of this philosophy emerged in 1998 from a film produced by John Christensen. The film is about Seattle’s World Famous Pike Place Market. John translated and depicted through his film that â€Å"even in a workplace where fishmongers spent smelly 12 hour shifts stocking, selling, and packing fish that amazing things can happen when people accept the invitation to: 1) Be There for their co-workers and customers, 2) Play, 3) Make someone’s day and 4) Choose their attitude about how they show up for work.† (Christensen, 2007, p. 1) After the film appeared the book _Fish!,_ this has been on the best seller’s list and translated into 17 different languages. Today the Fish! Philosophy has flourished among corporate and educational markets throughout the world. â€Å"We are not afraid to use words like love, soul, and spirit because those are an essential part of our humanity. But these values are just as important to businesses†¦We are on a journey together.† (Christensen, 2007, p. 1) Lundin, Paul, and Christensen believe that there are four secrets and strategies for a better way to create fun and teamwork in businesses. First, be there for co-workers. The biggest ways to do this is by smiling and acknowledging people while walking by them. Say hello, converse with co-workers, be friendly and help co-workers laugh. Take the time to listen to people around the workplace. When seeing a co-worker not happy, go up to them and give them a pat on the back and a compliment. Make an effort and try to get to know everyone. Show up for work to help the team. A team is not a team with people missing. These are all some of the things we can do to be there for co-workers. These strategies are used worldwide and seem to help. The second strategy is to play at work. Playing helps energize the workplace. Some examples of play are telling jokes to co-workers, maybe even pass around appropriate jokes (no personal jokes), saying things throughout the day to help people laugh. Have theme days where everybody dresses up differently. Having office parties helps unite play and team because everyone gets together. Create bulletin boards and decorate the office with fun stuff ensuring everyone’s involvement. Making work fun helps work to get done and makes people want to participate in a team. Third, make someone’s day which is easy to do and makes the team run smoother. Several ways to make someone’s day are as easy as saying hello, complimenting their looks, bringing baked goods to work, having a candy bowl out for others to enjoy, thanking people for the small and often overlooked things they do for us, acknowledging others’ accomplishments, being nice, and by simply volunteering our time. When working as a team it is very important to remember team means â€Å"we† not â€Å"I† that is why it is so important to help the team work easier. (Morton, 2007) Fourth, choose your attitude. Attitude plays an important role in teamwork as well. The good thing about attitude is you can choose a new one. Some ways to keep a positive attitude and help support the team are start each day with a personal positive thought, go to work with a positive attitude, put on a smile, start the day with a laugh or by being helpful, think positive. If you feel yourself getting a bad attitude change it so it does not affect others, be pleasant even if your day is not going well,  leave home at home and last walk around, speak to co-workers and wish them a good day. Successful teams all over the world are using these strategies and making them work. Some of these teams are Ford Motor Company, Wells Fargo, Sprint, the U.S. Army, the May O Clinic, Harley-Davison, the National Weather Service and Verizon Wireless. (Lundin, Paul, & Christensen, 2000) An article about Verizon Wireless struck an interest to me. It tells about how the Fish! Philosophy has helped the Southfield Verizon Wireless’ office. Call centers can be tough. Upset and angry customers call with billing and service questions, even problems. They chew up whoever answers the phone and results can hurt the company. They could have loss of customers, revenue, and employees. In a Southfield Verizon office receiving approximately 5,000 calls a day, you would probably expect it to be a stressful and frustrating place to work but due to them applying the Fish! Philosophy they say no. Instead the cubicles are decorated with cartoon fish and lessons for employees are taped on construction paper, employees can look forward to special days such as Mardi Gras, Black History and many others. Not only are they just all around happy, out of 273 employees, most appear happy. Verizon started using _Fish!_ in 2002 and reported results have been excellent. There was a signific ant decline in the call center’s complaints. The Southfield Verizon center that uses this philosophy ranks top amongst the company’s other 24 four call centers for solving customer problems on the first call. (Morath, 2005) How amazing that a philosophy developed from watching quaky workers at Seattle’s Pike Place Fish Market have fun, interact with customers and become a tourist attraction even though very smelly and not the cleanest place, tends to inspire, motivate, and engage employees through a system that makes work fun by rewarding creativity empowering employees. Most of all they keep employees and even more important they work as a team. (Morath, 2005) These are just some of the many successful companies using the Fish! Principles and this philosophy continue to grow. Teamwork is a vital part of life and we apply it everyday. We use it all over the place,  why not have fun while doing it. (Tucker, 2007) Doing this research on _Fish!_ not only interested me but has taught me a great deal. I have learned some very helpful tips in just this little time and if applied might truly help me not only in my job but with life and life’s struggles. Being part of a team is better than trying to accomplish tasks by oneself. I plan to keep learning and applying the Fish! Philosophy and the four principles; Be There, Play, Make Their Day, and Choose the right attitude to enhance my life and work. References Christensen, J. (2007). _FISH! Philosophy: What is FISH!._ Retrieved August 15, 2007, from http://www.charthouse.com. Lundin, S. C., Paul, H., & Christensen, J. (2000). _FISH_! New York, NY: Hyperion. Morath, E. (2005). Fish Philosophy catches on_._ _Michigan Live, 2005_, Retrieved August 15, 2007, from http://www.mlive.com. Morton, B. (2007, August 11, 2007). Team big concept in today’s workplace; (Final Edition). _Star – Phoenix, Saskatoon, Sask, 2007, August_, Pg. F.20. Retrieved August 13, 2007, from ProQuest database. (Document ID: 1319529891). Tucker, C. (2007, March 21). Having fun at work †¦and play; Fish followers; Fish! Philosophy helps workers have fun. _York Daily Record,_ p. 6. Retrieved September 5, 2007, from ProQuest database. (Document ID: 1240070001).

National Implications: Historical View of Black School

This study by Drs. James E. Ginn, J D Gregory Jr., Henry North, and Leola Robinson based partially on the studies done by Raymond J. Lockett and George M. Vincent in Louisiana and Mississippi respectively. As with Lockett’s and Vincent’s researches, the authors of the study in scrutiny wanted to outline the social, economic, and political profile of the Black school board members, this time in Texas. As the authors reiterate, they were not gearing for a full replication of the Lockett and Vincent articles. Instead, their main purpose is to map out any possible trends with regards to choosing Black school members. Using the same questionnaire devised by Lockett for his Louisiana Black school board member study, with just minor modifications to suit those in Texas, Ginn et. al were able to survey 79% of the Black school board members in Texas, as listed in the Black Elected Officials: A National Roster. Basically, the study resulted in an enumeration of the personal characteristics, motivational factors, and attitudes on social changes of those currently elected African-American school board members. Also in the conclusion was a revelation of which sectors provide the biggest financial and moral support for Black electorates plus the strategies of these Black members in implementing social change. True enough, Dr. Ginn et. al’s paper was successful in its aim to produce a profile but it failed to state any trends in relation to the conclusions made by Lockett and Vincent, except with the motivational factors in regarding candidacy. As Dr. Ginn et. al’s paper reveals, Texan Black school board members deem the improvement of the school system as the topmost reason for seeking office, unlike Louisianan Black school board members who listed that as only the second most important reason. For the Blacks in Louisiana, the prestige that comes with the office is the primary reason to be in the school board. Those in Mississippi, on the other hand, think that the improvement of the African-American race is what matters. With the other aspects uncovered by the research, though, this comparison and contrast with the results of the Louisiana and Mississippi results was missing. But aside from that obvious slight, there were other parts of the study that must be called to attention. The authors of â€Å"National Implications†¦Ã¢â‚¬  failed to present the tables of the survey result and provide a satisfactory description of the results. They loved using the word â€Å"likely†, which tends to weaken the foundation of their results. The first two paragraphs under the heading â€Å"Results of the Study- Personal Characteristics† mentioned the word â€Å"likely† seven times in fifteen sentences. Mentioning exact figures would have been better for it could have solidified the claims of the authors. Another thing that I can critique with the paper is the authors’ assumption that their readers are already well-aware of what is written in their sources’ works. They have failed to describe at least minimally what their sources are talking about. One glaring example is the part where they mention that â€Å"Tyres Hillway and Nunnery and Kimbrough listed several advantages of the mail questionnaire† yet failed to list what these advantages are. It would have been better if their endnotes at least contained a description of the findings of their references. Yet, despite these research results blunders, the article was able to provide some useful insights. In my opinion, the article had the potential of being relevant for those who wants to look into mapping out preferences in school board members – black or white. Dr. Ginn et. al’s research can be the starting point of laying down reasons as to why school board members are elected into their position. Perhaps the most important thing that can be picked up from the said research is the gems about the African-Americans. The research made use of sources and variables that were true in 1985 and before. At that time, the roles of Black Americans are still delineated and everyone was still pretty much adjusting to the integration of the races. But as true as the results may be in the time the study was conducted, I can say that times have changed immensely. The article by Dr. Ginn et. al made me appreciate just how progressive America has become. A lot of efforts have been done to ensure that the country provide equal opportunities to both African-Americans and Caucasians. Whereas before, Blacks are still being â€Å"pushed† to run for political power and promote the welfare of their race, today it is already to common to have the African-Americans represented in political office. There are still the occasional discriminatory remarks and acts, but these are no longer accepted and are now condemned. Also, almost everyone is now well-adjusted to the integration of blacks and whites. Yes, we have come to an era where discriminations is something we do not tolerate. The African-Americans’ are proving that they are viable leaders and are capable of holding an important position. And despite the limitations of â€Å"National Implications: Historical View of Black School Board Members of the State of Texas Until 1985†, it was important in making me realize that times have really changed†¦for good.