Predicting Effects of Environmental Contaminants

Predicting Effects of Environmental Contaminants 1.1. Debunking some chemical myths†¦ In October 2008, the Royal Society of Chemistry announced they were offering  £1 million to the first member of the public that could bring a 100% chemical free material. This attempt to reclaim the word ‘chemical from the advertising and marketing industries that use it as a synonym for poison was a reaction to a decision of the Advertising Standards Authority to defend an advert perpetuating the myths that natural products were chemical free (Edwards 2008). Indeed, no material regardless of its origin is chemical free. A related common misconception is that chemicals made by nature are intrinsically good and, conversely, those manufactured by man are bad (Ottoboni 1991). There are many examples of toxic compounds produced by algae or other micro-organisms, venomous animals and plants, or even examples of environmental harm resulting from the presence of relatively benign natural compounds either in unexpected places or in unexpected quantities. It is therefore of prime impo rtance to define what is meant by ‘chemical when referring to chemical hazards in this chapter and the rest of this book. The correct term to describe a chemical compound an organism may be exposed to, whether of natural or synthetic origins, is xenobiotic, i.e. a substance foreign to an organism (the term has also been used for transplants). A xenobiotic can be defined as a chemical which is found in an organism but which is not normally produced or expected to be present in it. It can also cover substances which are present in much higher concentrations than are usual. A grasp of some of the fundamental principles of the scientific disciplines that underlie the characterisation of effects associated with exposure to a xenobiotic is required in order to understand the potential consequences of the presence of pollutants in the environment and critically appraise the scientific evidence. This chapter will attempt to briefly summarise some important concepts of basic toxicology and environmental epidemiology relevant in this context. 1.2. Concepts of Fundamental Toxicology Toxicology is the science of poisons. A poison is commonly defined as ‘any substance that can cause an adverse effect as a result of a physicochemical interaction with living tissue'(Duffus 2006). The use of poisons is as old as the human race, as a method of hunting or warfare as well as murder, suicide or execution. The evolution of this scientific discipline cannot be separated from the evolution of pharmacology, or the science of cures. Theophrastus Phillippus Aureolus Bombastus von Hohenheim, more commonly known as Paracelsus (1493-1541), a physician contemporary of Copernicus, Martin Luther and da Vinci, is widely considered as the father of toxicology. He challenged the ancient concepts of medicine based on the balance of the four humours (blood, phlegm, yellow and black bile) associated with the four elements and believed illness occurred when an organ failed and poisons accumulated. This use of chemistry and chemical analogies was particularly offensive to his contempo rary medical establishment. He is famously credited the following quote that still underlies present-day toxicology. In other words, all substances are potential poisons since all can cause injury or death following excessive exposure. Conversely, this statement implies that all chemicals can be used safely if handled with appropriate precautions and exposure is kept below a defined limit, at which risk is considered tolerable (Duffus 2006). The concepts both of tolerable risk and adverse effect illustrate the value judgements embedded in an otherwise scientific discipline relying on observable, measurable empirical evidence. What is considered abnormal or undesirable is dictated by society rather than science. Any change from the normal state is not necessarily an adverse effect even if statistically significant. An effect may be considered harmful if it causes damage, irreversible change or increased susceptibility to other stresses, including infectious disease. The stage of development or state of health of the organism may also have an influence on the degree of harm. 1.2.1. Routes of exposure Toxicity will vary depending on the route of exposure. There are three routes via which exposure to environmental contaminants may occur; Ingestion Inhalation Skin adsorption Direct injection may be used in environmental toxicity testing. Toxic and pharmaceutical agents generally produce the most rapid response and greatest effect when given intravenously, directly into the bloodstream. A descending order of effectiveness for environmental exposure routes would be inhalation, ingestion and skin adsorption. Oral toxicity is most relevant for substances that might be ingested with food or drinks. Whilst it could be argued that this is generally under an individuals control, there are complex issues regarding information both about the occurrence of substances in food or water and the current state-of-knowledge about associated harmful effects. Gases, vapours and dusts or other airborne particles are inhaled involuntarily (with the infamous exception of smoking). The inhalation of solid particles depends upon their size and shape. In general, the smaller the particle, the further into the respiratory tract it can go. A large proportion of airborne particles breathed through the mouth or cleared by the cilia of the lungs can enter the gut. Dermal exposure generally requires direct and prolonged contact with the skin. The skin acts as a very effective barrier against many external toxicants, but because of its great surface area (1.5-2 m2), some of the many diverse substances it comes in contact with may still elicit topical or systemic effects (Williams and Roberts 2000). If dermal exposure is often most relevant in occupational settings, it may nonetheless be pertinent in relation to bathing waters (ingestion is an important route of exposure in this context). Voluntary dermal exposure related to the use of cosmetics raises the same questions regarding the adequate communication of current knowledge about potential effects as those related to food. 1.2.2. Duration of exposure The toxic response will also depend on the duration and frequency of exposure. The effect of a single dose of a chemical may be severe effects whilst the same dose total dose given at several intervals may have little if any effect. An example would be to compare the effects of drinking four beers in one evening to those of drinking four beers in four days. Exposure duration is generally divided into four broad categories; acute, sub-acute, sub-chronic and chronic. Acute exposure to a chemical usually refers to a single exposure event or repeated exposures over a duration of less than 24 hours. Sub-acute exposure to a chemical refers to repeated exposures for 1 month or less, sub-chronic exposure to continuous or repeated exposures for 1 to 3 months or approximately 10% of an experimental species life time and chronic exposure for more than 3 months, usually 6 months to 2 years in rodents (Eaton and Klaassen 2001). Chronic exposure studies are designed to assess the cumulative toxici ty of chemicals with potential lifetime exposure in humans. In real exposure situations, it is generally very difficult to ascertain with any certainty the frequency and duration of exposure but the same terms are used. For acute effects, the time component of the dose is not important as a high dose is responsible for these effects. However if acute exposure to agents that are rapidly absorbed is likely to induce immediate toxic effects, it does not rule out the possibility of delayed effects that are not necessarily similar to those associated with chronic exposure, e.g. latency between the onset of certain cancers and exposure to a carcinogenic substance. It may be worth here mentioning the fact that the effect of exposure to a toxic agent may be entirely dependent on the timing of exposure, in other words long-term effects as a result of exposure to a toxic agent during a critically sensitive stage of development may differ widely to those seen if an adult organism is exposed to the same substance. Acute effects are almost always the result of accidents. Otherwise, they may result from criminal poisoning or self-poisoning (suicide). Conversely, whilst chronic exposure to a toxic agent is general ly associated with long-term low-level chronic effects, this does not preclude the possibility of some immediate (acute) effects after each administration. These concepts are closely related to the mechanisms of metabolic degradation and excretion of ingested substances and are best illustrated by 1.1. Line A. chemical with very slow elimination. Line B. chemical with a rate of elimination equal to frequency of dosing. Line C. Rate of elimination faster than the dosing frequency. Blue-shaded area is representative of the concentration at the target site necessary to elicit a toxic response. 1.2.3. Mechanisms of toxicity The interaction of a foreign compound with a biological system is two-fold: there is the effect of the organism on the compound (toxicokinetics) and the effect of the compound on the organism (toxicodynamics). Toxicokinetics relate to the delivery of the compound to its site of action, including absorption (transfer from the site of administration into the general circulation), distribution (via the general circulation into and out of the tissues), and elimination (from general circulation by metabolism or excretion). The target tissue refers to the tissue where a toxicant exerts its effect, and is not necessarily where the concentration of a toxic substance is higher. Many halogenated compounds such as polychlorinated biphenyls (PCBs) or flame retardants such as polybrominated diphenyl ethers (PBDEs) are known to bioaccumulate in body fat stores. Whether such sequestration processes are actually protective to the individual organisms, i.e. by lowering the concentration of the toxicant at the site of action is not clear (OFlaherty 2000). In an ecological context however, such bioaccumulation may serve as an indirect route of exposure for organisms at higher trophic levels, thereby potentia lly contributing to biomagnification through the food chain. Absorption of any compound that has not been directed intravenously injected will entail transfer across membrane barriers before it reaches the systemic circulation, and the efficiency of absorption processes is highly dependent on the route of exposure. It is also important to note that distribution and elimination, although often considered separately, take place simultaneously. Elimination itself comprises of two kinds of processes, excretion and biotransformation, that are also taking place simultaneously. Elimination and distribution are not independent of each other as effective elimination of a compounds will prevent its distribution in peripheral tissues, whilst conversely, wide distribution of a compound will impede its excretion (OFlaherty 2000). Kinetic models attempt to predict the concentration of a toxicant at the target site from the administered dose. If often the ultimate toxicant, i.e. the chemical species that induces structural or functional alterations resulting in toxicity, is the compound administered (parent compound), it can also be a metabolite of the parent compound generated by biotransformation processes, i.e. toxication rather than detoxication (Timbrell 2000; Gregus and Klaassen 2001). The liver and kid neys are the most important excretory organs for non-volatile substances, whilst the lungs are active in the excretion of volatile compounds and gases. Other routes of excretion include the skin, hair, sweat, nails and milk. Milk may be a major route of excretion for lipophilic chemicals due to its high fat content (OFlaherty 2000). Toxicodynamics is the study of toxic response at the site of action, including the reactions with and binding to cell constituents, and the biochemical and physiological consequences of these actions. Such consequences may therefore be manifested and observed at the molecular or cellular levels, at the target organ or on the whole organism. Therefore, although toxic responses have a biochemical basis, the study of toxic response is generally subdivided either depending on the organ on which toxicity is observed, including hepatotoxicity (liver), nephrotoxicity (kidney), neurotoxicity (nervous system), pulmonotoxicity (lung) or depending on the type of toxic response, including teratogenicity (abnormalities of physiological development), immunotoxicity (immune system impairment), mutagenicity (damage of genetic material), carcinogenicity (cancer causation or promotion). The choice of the toxicity endpoint to observe in experimental toxicity testing is therefore of critical importance. In recent years, rapid advances of biochemical sciences and technology have resulted in the development of bioassay techniques that can contribute invaluable information regarding toxicity mechanisms at the cellular and molecular level. However, the extrapolation of such information to predict effects in an intact organism for the purpose of risk assessment is still in its infancy (Gundert -Remy et al. 2005). 1.2.4. Dose-response relationships 83A7DC81The theory of dose-response relationships is based on the assumptions that the activity of a substance is not an inherent quality but depends on the dose an organism is exposed to, i.e. all substances are inactive below a certain threshold and active over that threshold, and that dose-response relationships are monotonic, the response rises with the dose. Toxicity may be detected either as all-or-nothing phenomenon such as the death of the organism or as a graded response such as the hypertrophy of a specific organ. The dose-response relationship involves correlating the severity of the response with exposure (the dose). Dose-response relationships for all-or-nothing (quantal) responses are typically S-shaped and this reflects the fact that sensitivity of individuals in a population generally exhibits a normal or Gaussian distribution. Biological variation in susceptibility, with fewer individuals being either hypersusceptible or resistant at both end of the curve and the maj ority responding between these two extremes, gives rise to a bell-shaped normal frequency distribution. When plotted as a cumulative frequency distribution, a sigmoid dose-response curve is observed ( 1.2). Studying dose response, and developing dose response models, is central to determining safe and hazardous levels. The simplest measure of toxicity is lethality and determination of the median lethal dose, the LD50 is usually the first toxicological test performed with new substances. The LD50 is the dose at which a substance is expected to cause the death of half of the experimental animals and it is derived statistically from dose-response curves (Eaton and Klaassen 2001). LD50 values are the standard for comparison of acute toxicity between chemical compounds and between species. Some values are given in Table 1.1. It is important to note that the higher the LD50, the less toxic the compound. Similarly, the EC50, the median effective dose, is the quantity of the chemical that is estimated to have an effect in 50% of the organisms. However, median doses alone are not very informative, as they do not convey any information on the shape of the dose-response curve. This is best illustrated by 1.3. While toxicant A appears (always) more toxic than toxicant B on the basis of its lower LD50, toxicant B will start affecting organisms at lower doses (lower threshold) while the steeper slope for the dose-response curve for toxicant A means that once individuals become overexposed (exceed the threshold dose), the increase in response occurs over much smaller increments in dose. Low dose responses The classical paradigm for extrapolating dose-response relationships at low doses is based on the concept of threshold for non-carcinogens, whereas it assumes that there is no threshold for carcinogenic responses and a linear relationship is hypothesised (s 1.4 and 1.5). The NOAEL (No Observed Adverse Effect Level) is the exposure level at which there is no statistically or biologically significant increase in the frequency or severity of adverse effects between exposed population and its appropriate control. The NOEL for the most sensitive test species and the most sensitive indicator of toxicity is usually employed for regulatory purposes. The LOAEL (Lowest Observed Adverse Effect Level) is the lowest exposure level at which there is a statistically or biologically significant increase in the frequency or severity of adverse effects between exposed population and its appropriate control. The main criticism of NOAEL and LOAEL is that there are dependent on study design, i.e. the dose groups selected and the number of individuals in each group. Statistical methods of deriving the concentration that produces a specific effect ECx, or a benchmark dose (BMD), the statistical lower confidence limit on the dose that produces a defined response (the benchm ark response or BMR), are increasingly preferred. To understand the risk that environmental contaminants pose to human health requires the extrapolation of limited data from animal experimental studies to the low doses critically encountered in the environment. Such extrapolation of dose-response relationships at low doses is the source of much controversy. Recent advances in the statistical analysis of very large populations exposed to ambient concentrations of environmental pollutants have however not observed thresholds for cancer or non-cancer outcomes (White et al. 2009). The actions of chemical agents are triggered by complex molecular and cellular events that may lead to cancer and non-cancer outcomes in an organism. These processes may be linear or non-linear at an individual level. A thorough understanding of critical steps in a toxic process may help refine current assumptions about thresholds (Boobis et al. 2009). The dose-response curve however describes the response or variation in sensitivity of a population. Biologica l and statistical attributes such as population variability, additivity to pre-existing conditions or diseases induced at background exposure will tend to smooth and linearise the dose-response relationship, obscuring individual thresholds. Hormesis Dose-response relationships for substances that are essential for normal physiological function and survival are actually U-shaped. At very low doses, adverse effects are observed due to a deficiency. As the dose of such an essential nutrient is increased, the adverse effect is no longer detected and the organism can function normally in a state of homeostasis. Abnormally high doses however, can give rise to a toxic response. This response may be qualitatively different and the toxic endpoint measured at very low and very high doses is not necessarily the same. There is evidence that nonessential substances may also impart an effect at very low doses ( 1.6). Some authors have argued that hormesis ought to be the default assumption in the risk assessment of toxic substances (Calabrese and Baldwin 2003). Whether such low dose effects should be considered stimulatory or beneficial is controversial. Further, potential implications of the concept of hormesis for the risk management of the combinations of the wide variety of environmental contaminants present at low doses that individuals with variable sensitivity may be exposed to are at best unclear. 1.2.5. Chemical interactions In regulatory hazard assessment, chemical hazard are typically considered on a compound by compound basis, the possibility of chemical interactions being accounted for by the use of safety or uncertainty factors. Mixture effects still represent a challenge for the risk management of chemicals in the environment, as the presence of one chemical may alter the response to another chemical. The simplest interaction is additivity: the effect of two or more chemicals acting together is equivalent to the sum of the effects of each chemical in the mixture when acting independently. Synergism is more complex and describes a situation when the presence of both chemicals causes an effect that is greater than the sum of their effects when acting alone. In potentiation, a substance that does not produce specific toxicity on its own increases the toxicity of another substance when both are present. Antagonism is the principle upon which antidotes are based whereby a chemical can reduce the harm ca used by a toxicant (James et al. 2000; Duffus 2006). Mathematical illustrations and examples of known chemical interactions are given in Table 1.2. Table 1.2. Mathematical representations of chemical interactions (reproduced from James et al., 2000) Effect Hypothetical mathematical illustration Example Additive 2 + 3 = 5 Organophosphate pesticides Synergistic 2 + 3 = 20 Cigarette smoking + asbestos Potentiation 2 + 0 = 10 Alcohol + carbon tetrachloride Antagonism 6 + 6 = 8 or 5 + (-5) = 0 or 10 + 0 = 2 Toluene + benzene Caffeine + alcohol Dimercaprol + mercury There are four main ways in which chemicals may interact (James et al. 2000); 1. Functional: both chemicals have an effect on the same physiological function. 2. Chemical: a chemical reaction between the two compounds affects the toxicity of one or both compounds. 3. Dispositional: the absorption, metabolism, distribution or excretion of one substance is increased or decreased by the presence of the other. 4. Receptor-mediated: when two chemicals have differing affinity and activity for the same receptor, competition for the receptor will modify the overall effect. 1.2.6. Relevance of animal models A further complication in the extrapolation of the results of toxicological experimental studies to humans, or indeed other untested species, is related to the anatomical, physiological and biochemical differences between species. This paradoxically requires some previous knowledge of the mechanism of toxicity of a chemical and comparative physiology of different test species. When adverse effects are detected in screening tests, these should be interpreted with the relevance of the animal model chosen in mind. For the derivation of safe levels, safety or uncertainty factors are again usually applied to account for the uncertainty surrounding inter-species differences (James et al. 2000; Sullivan 2006). 1.2.7. A few words about doses When discussing dose-response, it is also important to understand which dose is being referred to and differentiate between concentrations measured in environmental media and the concentration that will illicit an adverse effect at the target organ or tissue. The exposure dose in a toxicological testing setting is generally known or can be readily derived or measured from concentrations in media and average consumption (of food or water for example) ( 1.7.). Whilst toxicokinetics help to develop an understanding of the relationship between the internal dose and a known exposure dose, relating concentrations in environmental media to the actual exposure dose, often via multiple pathways, is in the realm of exposure assessment. 1.2.8. Other hazard characterisation criteria Before continuing further, it is important to clarify the difference between hazard and risk. Hazard is defined as the potential to produce harm, it is therefore an inherent qualitative attribute of a given chemical substance. Risk on the other hand is a quantitative measure of the magnitude of the hazard and the probability of it being realised. Hazard assessment is therefore the first step of risk assessment, followed by exposure assessment and finally risk characterization. Toxicity is not the sole criterion evaluated for hazard characterisation purposes. Some chemicals have been found in the tissues of animals in the arctic for example, where these substances of concern have never been used or produced. This realization that some pollutants were able to travel far distances across national borders because of their persistence, and bioaccumulate through the food web, led to the consideration of such inherent properties of organic compounds alongside their toxicity for the purpose of hazard characterisation. Persistence is the result of resistance to environmental degradation mechanisms such as hydrolysis, photodegradation and biodegradation. Hydrolysis only occurs in the presence of water, photodegradation in the presence of UV light and biodegradation is primarily carried out by micro-organisms. Degradation is related to water solubility, itself inversely related to lipid solubility, therefore persistence tends to be correlated to lipid solubility (Francis 1994). The persistence of inorganic substances has proven more difficult to define as they cannot be degraded to carbon and water. Chemicals may accumulate in environmental compartments and constitute environmental sinks that could be re-mobilised and lead to effects. Further, whilst substances may accumulate in one species without adverse effects, it may be toxic to its predator(s). Bioconcentration refers to accumulation of a chemical from its surrounding environment rather than specifically through food uptake. Conversely, biomagnification refers to uptake from food without consideration for uptake through the body surface. Bioaccumulation integrates both paths, surrounding medium and food. Ecological magnification refers to an increase in concentration through the food web from lower to higher trophic levels. Again, accumulation of organic compounds generally involves transfer from a hydrophilic to a hydrophobic phase and correlates well with the n-octanol/water partition coefficient (Herrchen 2006). Persistence and bioaccumulation of a substance is evaluated by standardised OECD tests. Criteria for the identification of persistent, bioaccumulative, and toxic substances (PBT), and very persistent and very bioaccumulative substances (vPvB) as defined in Annex XIII of the European Directive on the Registration, Evaluation, Authorisation and Restriction of Chemicals (REACH) (Union 2006) are given in table 1.3. To be classified as a PBT or vPvB substance, a given compound must fulfil all criteria. Table 1.3. REACH criteria for identifying PBT and vPvB chemicals Criterion PBT criteria vPvB criteria Persistence Either: Half-life > 60 days in marine water Half-life > 60 days in fresh or estuarine water Half-life > 180 days in marine sediment Half-life > 120 days in fresh or estuarine sediment Half-life > 120 days in soil Either: Half-life > 60 days in marine, fresh or estuarine water Half-life > 180 days in marine, fresh or estuarine sediment Half-life > 180 days in soil Bioaccumulation Bioconcentration factor (BCF) > 2000 Bioconcentration factor (BCF) > 2000 Toxicity Either: Chronic no-observed effect concentration (NOEC) substance is classified as carcinogenic (category 1 or 2), mutagenic (category 1 or 2), or toxic for reproduction (category 1, 2 or 3) there is other evidence of endocrine disrupting effects 1.3. Some notions of Environmental Epidemiology A complementary, observational approach to the study of scientific evidence of associations between environment and disease is epidemiology. Epidemiology can be defined as â€Å"the study of how often diseases occur and why, based on the measurement of disease outcome in a study sample in relation to a population at risk.† (Coggon et al. 2003). Environmental epidemiology refers to the study of patterns and disease and health related to exposures that are exogenous and involuntary. Such exposures generally occur in the air, water, diet, or soil and include physical, chemical and biologic agents. The extent to which environmental epidemiology is considered to include social, political, cultural, and engineering or architectural factors affecting human contact with such agents varies according to authors. In some contexts, the environment can refer to all non-genetic factors, although dietary habits are generally excluded, despite the facts that some deficiency diseases are envir onmentally determined and nutritional status may also modify the impact of an environmental exposure (Steenland and Savitz 1997; Hertz-Picciotto 1998). Most of environmental epidemiology is concerned with endemics, in other words acute or chronic disease occurring at relatively low frequency in the general population due partly to a common and often unsuspected exposure, rather than epidemics, or acute outbreaks of disease affecting a limited population shortly after the introduction of an unusual known or unknown agent. Measuring such low level exposure to the general public may be difficult when not impossible, particularly when seeking historical estimates of exposure to predict future disease. Estimating very small changes in the incidence of health effects of low-level common multiple exposure on common diseases with multifactorial etiologies is particularly difficult because often greater variability may be expected for other reasons, and environmental epidemiology has to rely on natural experiments that unlike controlled experiment are subject to confounding to other, often unknown, risk factors. However, it may still be of i mportance from a public health perspective as small effects in a large population can have large attributable risks if the disease is common (Steenland and Savitz 1997; Coggon et al. 2003). 1.3.1. Definitions What is a case? The definition of a case generally requires a dichotomy, i.e. for a given condition, people can be divided into two discrete classes the affected and the non-affected. It increasingly appears that diseases exist in a continuum of severity within a population rather than an all or nothing phenomenon. For practical reasons, a cut-off point to divide the diagnostic continuum into ‘cases and ‘non-cases is therefore required. This can be done on a statistical, clinical, prognostic or operational basis. On a statistical basis, the ‘norm is often defined as within two standard deviations of the age-specific mean, thereby arbitrarily fixing the frequency of abnormal values at around 5% in every population. Moreover, it should be noted that what is usual is not necessarily good. A clinical case may be defined by the level of a variable above which symptoms and complications have been found to become more frequent. On a prognostic basis, some clinical findings may carry an a dverse prognosis, yet be symptomless. When none of the other approaches is satisfactory, an operational threshold will need to be defined, e.g. based on a threshold for treatment (Coggon et al. 2003). Incidence, prevalence and mortality The incidence of a disease is the rate at which new cases occur in a population during a specified period or frequency of incidents. Incidence = The prevalence of a disease is the proportion of the population that are cases at a given point in time. This measure is appropriate only in relatively stable conditions and is unsuitable for acute disorders. Even in a chronic disease, the manifestations are often intermittent and a point prevalence will tend to underestimate the frequency of the condition. A better measure when possible is the period prevalence defined as the proportion of a population that are cases at any time within a stated pe

Oriet Gadish – Ceo of Bain & Co

I ended up working for the number two person in he military after the chief of staff. It was a pretty exciting place to be because all of the Information-?everything actually-?was coordinated through there. I learned to deal with an awful lot of Information, to be very responsible, and to work long hours. But also, when there were events going on, I was in the war room, which is a pretty confined space, and I learned to have respect for other people but also not to be intimidated by them, because they're people. I think that really helped me later on throughout my career.I also saw people making really important decisions, life and death decisions, and I realized that you can always afford to have perfect Information, 100 percent of what you need, In order to make a decision. Later on, when I think about the way we do business at Pain, where we emphasize providing clients with solutions that are practical rather than perfect and where we often have to make decisions based on imperfec t information, I think back to those days. And it just reinforces the idea that you can always have perfect information in order to make a decision.I think I was tongue to understand that fully at the time but it has certainly Influenced me. The army also exposed me to all different kinds of people. The Israeli army brings together people from many different cultures because Israel Is very much an Immigrant country; it still Is. The Israeli is a little bit European, a little bit Middle Eastern, a little bit American, and within those broad groups there are so many different cultures as well. From Europe, for example, the Israeli is a little bit German, a little bit Polish, a little bit French, a little bit-?you name it.And so I learned to be aware of different cultures and to tolerate deferent opinions. And somehow I hind all of that influenced me as well, although again I was probably too young to register It at the time. After the army, I got my undergraduate degree In psychology at the Hebrew University. I then started my doctorate, decided that's not what I wanted to do and, long story, I ended up in the United States at Harvard Business School. The HUBS Experience My MBA has played an incredibly important role in my career.I wouldn't be where I am today without it. Saddles -1- Initially, I set out to earn a Doctorate in Business Administration (DAB) and planned to get an MBA along the way. I had imagined I was going to teach. So I started with the combined program that four or five of us got into, which meant you could do the MBA and the DAB in four years. Just to be on the safe side, I decided to finish the MBA first. After that, when I started my DAB, I decided that business was not something I wanted to teach. It was something I wanted to practice. O walkout an MBA, I probably wouldn't be doing what I'm doing at all and I might not even be in this country. HUBS was, in effect, the only school I applied to, mostly because it didn't require a background in economics or other subjects as most business schools did. I also had a friend who had studied at HUBS, and when he talked about the experience it seemed very interesting. So I decided to submit an application. I actually wrote it in Hebrew and had somebody translate it for me. Then, Just to be on the safe side, I also took that application to Wharton and they accepted me, literally, on the spot.They were also going to give me a scholarship, but I would have had to study statistics during the summer and I decided I didn't want to do that. So I came to Harvard, which didn't give scholarships for the MBA program. Also, inflation was really high at the time so it was expensive to take out a loan. But because I was also in the DAB program, I got a scholarship for my doctoral work, which, when I didn't finish the DAB, became a standing loan. That was the only way I could afford HUBS and get through the program. HUBS was my introduction to the United States.I would read cases with my di ctionary. I still remember the first case. It was eleven pages including the exhibits and it took me six hours to read. I was pretty desperate because literally every second word I had to look up in the dictionary. And the dictionary didn't give any business meaning to most of the words. For example, the dictionary described he word â€Å"contribution† as being something about giving to nonprofit organizations. So reading the cases was extremely time consuming and hard. And then I would take my dictionary to the classes or to exams. Exams were the worst.It would take me three times as long to read an exam. I'd always sit in the first row and if it was a really long exam, I'd write at the end, â€Å"This took me three hours and twenty-five minutes to write, but here's what I would have done had I had time to actually run the calculator. † In class, I forced myself to speak even though that was difficult too because of the language. If I couldn't find a word, I'd use six words to express the idea. I Just had to force myself to do things like that and that's how I learned English. I also had never seen television, but I'd heard about advertisements.We didn't have TV advertisements in Israel; there were none. So I went to a classmate's dorm room and I would turn on the TV to see what the ads looked like. I also had never been to a large supermarket. So I went to a supermarket to see what it looked like and how products were set up and so on and so forth. One time, we had a final exam on cereal, something that I had never tasted. I still don't like it, but at the time, I didn't know what it was and I couldn't imagine there were sixteen varieties and why would you want more? I also had no idea who Johnny Carson was.So I was learning quickly about the United States and its culture, and I was learning the language. I had no problem when there was a case in Turkey or almost anywhere international. But I had a problem when Johnny Carson or cereal was part of the case. Gaudies -2- In school, I paid almost no attention to the fact that I was a woman. I had enough challenges: learning English, figuring out business issues, figuring out how to study even though I couldn't read English as quickly as my peers. In fact, I had one course where the cases were forty or fifty pages long.I went to the professor and I said, â€Å"Are there any particular cases that I should read? Because I can read each one of those every day Witt my Angels n. † Ana en salad , â€Å"Well, winy don't you Just all T ten class I thought to myself, â€Å"Well, I don't intend to. † And I did, actually, get an excellent grade in that class. I studied all different areas of business as well. I think it was important for me to not get too focused on any one area at that early stage. Had I completed my doctoral program, I would have focused on marketing because I was interested in that.But instead I took a broad mix of courses in my second year. I benefited from that and, actually, that absolutely has helped me throughout my career. I learned that you should be able to focus on one or two things and be extremely good at them but if you lose your curiosity about other things you're not going to be good even in the few things you focus on. You'll be much too narrow minded or much too narrowly focused. The other interesting thing about HUBS was the case method. The first class I as in, I thought, â€Å"This is nuts. † Then I realized that it was a great teaching method because it forces you to be involved.It forces you to be a part of the discussion. It forces you to listen to the way other people think about a problem. You're active as opposed to Just passively listening to a lecture. And it allows you to draw on things that are not in the case but that maybe you learned that morning in marketing. I am on the HUBS Visiting Committee and every now and then they teach a case. I Just love it. I really enjoy it. And again, almost alw ays in real life you make decisions based on imperfect information† to some degree, and the case method is a good exercise to prepare you for that.Early Career It's very hard when you are Just coming out of an MBA program to figure out what life is really going to be like and bid for a Job. But I was drawn to consulting because of the problem-solving part of it, which has always been my interest. And what I loved about Pain and Company was how practical it was. It was not about reports; it was about results. It's still not about reports. It's still about results. I have still never looked at a report. I don't think there is any other consultant who can say that.And it was very clear, when Bill Pain talked about the company, that he and the other people at Pain were passionate about results. Focusing on results calls for a different way of doing consulting. Now, mind you, I could barely write good English so the idea of not writing reports was a big plus for me. But I liked the idea that you really were thinking about results and implementation and not Just a report. That causes you to think about how you're going to communicate with clients, what you're going to communicate, and how perfect the information has to be to find a workable solution.That's different from happily consulting, where the focus is to convince clients that the solution is theirs and that it's the right solution for them so they Gaudies -3- will implement it. At Pain, it was all about solutions and implementation, and that appealed to me. Bill Pain had been the number two guy at Boston Consulting Group (BCC) and, by all accounts, was going to be running BCC eventually. But his idea of focusing on results was at the time a fundamentally different way of approaching consulting.BCC focuses on ideas and on developing tools that we all still use today and I give them credit because they're fantastic tools. But Bill wanted to take it a step further and not Just leave clients with ideas. He wanted to focus on results, not reports. That was revolutionary at the time. Changing course for a boat that was working very well-?and BCC was doing extremely well and was very highly regarded -?would not nave Eden easy. So 3111 tarter Nils own consulting Tall. I Nat was ten Pain I Joined and that's how we differentiate ourselves from our competitors.Being anchored in this idea of results not reports keeps us focused. So we're constantly asking ourselves, when I call Monday morning at 8:00, what is the client actually owing to have to do in order to make our recommendations happen? The case is not finished unless we know what steps he's going to take to implement the solution. And there's something I call the 80-100 rule, which means you don't want a 100 percent perfect solution if an organization at this time in its history cannot implement it. It's better to have an 80 percent solution if the organization can implement it.Eighty times one is eighty; 100 times zero is zero. This practical approach, focusing on strategy and results, is what we call our â€Å"True North. † And with that you have meeting you can evolve around and build on. Everybody in the organization knows that that is the core of what we do. You can build new practices, you can experiment with new ideas, you can also move very quickly and change, as long as you know that this is the focus that you're all working toward. And I think it has served us very well. First Client My first major client was a company in the steel industry, which was, at the time, an uncommon place for a woman.I worked in the steel industry for about five years. We worked on all different aspects of the industry, but at the end of the ay one of the things we figured out was how they could save an awful lot of money by continuously casting almost 100 percent of the steel. At that time, there was some continuous casting going on, mainly in Japan, but it was more common to reset the production processes for every different type of steel needed. We discovered, however, that if the company could move to continuous casting, they would be able to save between $80 and $100 per ton.The issue was that in order to continuously cast steel, you could use only one mix. But there are many different varieties of steel, requiring different mixes, that different customers need. There are different alloys you add to steel to make it higher quality, lower quality, stronger, softer-?whatever. But we thought if we could reduce the number of steel varieties and the number of mixes used, we could introduce continuous casting and save a lot in the production process. That was unheard of in the United States. Gaudies -4- Everybody said, â€Å"No, customers won't want it. So I went and talked to customers and found that they actually would be happy to do that. We found that there were a lot of customers who were perfectly happy to take a higher-quality steel as long as they didn't have to pay much more for it. The n I was stuck with a metallurgist who said that it could not be done. He explained to me why there are 300 different kinds of steel. I didn't know anything about metallurgy but I went through all of the varieties of steel and had him explain to me what each one of those steels was meant for and then I asked questions and triggered him to think. If we added aluminum to this, would this still satisfy this kind of customer? † He said, â€Å"Oh, yes, that would be much higher quality than they need. † We were able to bring the number of varieties down room 300-and-some to thirty. By the end of the discussion, the guy absolutely believed I knew metallurgy, which I did not. It was Just this practical way of working. The company did indeed build a continuous caster, and they did indeed save a lot of money, and they did indeed turn around from being number I don't know what to Deluge under one In proactively In ten country.I gnat's an example AT ten work we 00 at Pain. It's inv igorating to have real impact like that. Being a Woman in Business The first time we met with both the CEO and the SCOFF of the steel company, I had two presentations to give. I was with one of the founders of Pain. My manager was there too. In fact, I was the most Junior person there. At one point, the SCOFF was talking about how he was going to arrange a tour for us of the other steel companies. In the steel industry, companies shared a lot of information with each other. They still do in order to prevent accidents and so on, for safety reasons.Anyway;ay, the SCOFF was talking quite enthusiastically about arranging a tour for us and then he stopped and froze. He was looking at me and then he said, â€Å"Well, I don't know about Root. † Nobody had any clue what he was talking about. Then he said, â€Å"Well, you see, women are considered bad luck in our industry,† and everybody froze, the CEO and all the people in our group from Pain and Company. I Just turned around and said, â€Å"Well, in that case, I think that you should make sure that I go to every single one of your competitors. † That broke the ice and that was it.I went on to work in the steel industry for five years. I loved it. They even made a special hat for me. It said, Root Gaudies and then it said, â€Å"The Little Light Will Lead Us,† because my name Root comes from the Hebrew word for light. I was definitely one of the guys and I enjoyed it. Actually, there was one other funny story. In the steel industry, people used to use a lot of four-letter words. At the beginning, people would realize I was there and it would make them uncomfortable. They say, â€Å"Oops! I'm sorry. There's a lady in the room. † I remember once sitting in a room with the guy who later became the CEO.And he said something that had a four-letter word in it, and suddenly he said, â€Å"Oh, there's a lady in Gaudies -5- the room. † And he turned to me and he said, miss, and as I wa s saying to you yesterday, Root,† and he repeated it again so he actually made a point, which is kind f fun. Another time, there was a big meeting and this was clearly holding everybody up. So I looked for the right time and I used one of those four-letter words in a sentence the way they did, and that was it. They were comfortable talking again. And then we were Just working and moving forward together.I thought, if that's the language here, then that's fine. The lesson I learned was never to take it personally when somebody thought that a woman couldn't do something, whether it was a client or even a colleague at Pain. For example, once at Pain, very early on, one of the menders, one of the managers, and I were visiting a client. At one point, the founder said, â€Å"Dan, why don't you go and talk to X? Root, why don't you go and talk to-?oh! Actually, I'm not sure how he'd react to a woman. † I didn't say anything then but the next day, I knocked on his door and said , â€Å"Did you realize what you did yesterday? And he said, â€Å"No. What did I do? † I told him and then I said, â€Å"l completely understand. But if I don't get a chance, then none of us, not Pain, not you, and not l, will ever know if I can actually talk to people like that and if we can have a productive conversation. He was very thoughtful. And the next time we went together to a meeting, he gave me a chance to have an important conversation. The conversation went well and that was that. I had taken some responsibility for managing the situation. I hadn't gotten upset. And I knew that this was not personal. It was the same with clients.I'd walk in Ana teen would always assume Tanat I was ten most Junior person. I learned to use either a sense of humor or other little tricks to force them to forget that I was a woman and to Just focus on what we were doing. One time, for example, I was with he CEO of a company in the Midwest. I'd actually been on the case for a while . I was a manager. I had a brand new consultant with me, a young guy named Paul. We were sitting talking with the CEO. I would ask a question and the CEO would listen to me and then he would direct his response to Paul. It made it difficult for us to really engage in a discussion.So when the CEO went out to say something to his secretary, I told Paul, â€Å"Every time I ask a question, when I'm done, Just look at me, so the guy will get tired of looking at your ear. He'll have to look at me as well. † And, honest to God, Alfa an hour later, the guy was Just looking at me and we had a good discussion, and we continued to have good discussions after that. I never had to say a word. You can have a sense of humor. You can know that it's not personal. And you can Just find creative ways to solve the problem. But at the end of the day, the most important thing is that you deliver. That's not unlike what guys have to do.And frankly, in most cases, once people get over the fact that you're a woman and start focusing on what you're saying and what you're doing and the results that you provide, the fact that o'er a woman is completely forgotten. It's like in the steel business. After a certain point, I don't think they could even remember that at one point in time that they even thought about me being a woman versus a man. The Automotive Industry Later, I worked in the automotive industry with a major car company. We started with two little projects but quickly discovered something not related to either one of those Gaudies -6- projects.We realized there was too much complexity in the number of options for cars being offered. Basically, you could have any combination of options you wanted. So the car manufacturers were producing cars with all kinds of options, and not necessarily based on market studies of the combinations customers preferred. So there were either too many cars that people were not particularly interested in or it would take a year to get your ca r with the options you wanted. We calculated that there were about ten billion combinations of Just about every car line they had and that was, of course, absurd.That didn't make sense for suppliers, for dealers, or for manufacturers. So we came up with a program to reduce the number of combinations of cars made in the plant from ten billion to Just fourteen. If somebody wanted a special car, they could still order it but it would take longer. To reduce the number of combinations so dramatically, we went back and looked at all the cars that were purchased. From all of that data, we figured out which combinations people preferred. Our findings were pretty intuitive actually. The salespeople said the dealers would hate it.In fact, the dealers were ecstatic because too often they had cars sitting on the lot that nobody wanted. The customers liked it because we had figured out the options they tended to prefer so they weren't walking away with options they didn't really want. And of cou rse the manufacturing team loved it because you could save a hell of a lot of money by streamlining production and limiting the number of combinations you had to manufacture. Initially, neither the salespeople nor the marketing people liked it, because they really believed that customers wanted all Kolas AT pitons.From ten time AT Hoar, when you could n â€Å"any color you wanted as long as it was black,† to Sloane, where you could have absolutely anything you wanted, the industry had gone from one extreme to the other. To make a long story short, we were able to convince the marketing and sales people that this would work. And eventually we were able to come up with this program, which reduced the time to delivery from months and months to days. And throughout the entire system, from the suppliers to the manufacturers to the dealers, we ended up saving this company on the order of $9. Billion a year. This was in the late sass. I'd say the company was proud of our work and we were proud of our work. We learned some of this from Toyota and Ionians. But you learn from wherever you can. If you're really good at what you do, you learn in one industry from what somebody doing in another industry. That's one of the benefits of working on a broad set of issues in diverse industries and always bringing them into whatever you're doing. Hard Times at Pain After all of these years, I think dwelling on precisely what happened is kind of irrelevant.The fact is that the founders of Pain started to take some money out. They had some bad advice from an investment banker and they took too much money out of the company. That meant the company was burdened with a lot of debt relative to its size, with a very high interest payment going forward. The model they had used was based on the company growing at a refit of 50 percent a year. Although the company had grown at Gaudies -7- that rate in the past, it was, of course, not practical. To make a long story short, that was a n unsustainable model.The first inkling the rest of us had of the situation was when the founder fired people, which was a complete break in the unwritten social agreement that existed at Pain and Company. Because we're a consulting firm and this was an SOP, the labor department eventually made the whole transaction public. That's how the rest of us learned what, exactly, was happening. After that, we had to turn around the company without the founder. But I'll give Bill Pain credit; he was the first one to realize that he had made a mistake. He asked Mitt Rooney to come and help and then Bill Pain worked hard to try and help turn the situation around.The founders had to give back some money. We had to negotiate with banks, and so on and so forth. But it's a situation that very few service firms have ever survived. In fact, we were told by an investment bank that we were not going to survive. But we asked Mitt Rooney, who was then head of Pain Capital and had been Vice president of Pain and Company, to come back. He really helped us negotiate tit the banks and handled other issues related to the situation so that the rest of us could focus on our clients and on our people, since those were the only assets we had left.Reputation is the third asset a company like ours has, and that was shaky given the fact that the story was in the news. So the rest of us focused on clients and on our people. We worked hard too to make sure that our most important people didn't defect. Headhunters were calling every single person in the company. We also focused on our clients. Our existing clients knew what we were doing to resolve the rises so we were okay there. It was more difficult when we went to beauty contests Tort prospective new clients Ana our competitors would leave ten latest Fortune or Forbes or whatever saying what was going on at Pain.It was getting those new clients that mattered most to us. And that's what we focused on. Internally, we had a few defections. But when I think back, there was only one major defection, in terms of the key people, that I really felt bad about. So we managed to avoid mass defections. I remember one day somebody came into my office and said, â€Å"l want to talk to you about a Job offer. I was vice president, and I was a real open door, so these people felt comfortable talking to me. And I thought, in this particular case, this guy is so much better at consulting than he would be at what he was going to do, and I said that to him.He said, â€Å"Well, but I don't want to be the last one here. Everybody's talking to headhunters. Isn't that right? † I realized he was right. So I called every headhunter I was talking to and said, â€Å"Don't call me,† which was actually taking a risk. I decided to stay with Pain and Company unless things fell apart. So the next time somebody name into my office and said, â€Å"Everybody's talking to headhunters,† I was able to say in all honesty, â€Å"Well, I' m not. I'm absolutely committed to staying here. † Soon after, the first guy came back to me to tell me that he too had decided to stay at Pain after I told him I wasn't going anywhere.And I asked him to do something that was very counterintuitive. I asked him to go out and tell people that he had received a Job offer, that he had seriously considered taking it, that he had in fact said yes to the offer Gaudies -8- and that he had decided instead to stay with Pain. He said, â€Å"I can do that. You don't do those things. You don't want people to know. † I said, â€Å"What? You told me that everybody's talking about leaving, or at least talking to headhunters, but nobody talking about the fact that they have decided to stay.I think it's a pretty powerful story. † So he hesitated, and then he agreed to spread the word about his decision. That was the beginning of a reversal of what could have been a mass defection. I then became chairman, but I perceive the leaders hip of this firm as a partnership. The partnership really is what comes first when we think about our governance. I was chosen through a selection process by all of the partners. The key criteria centered on people who are very good at what we do in our business.Throughout the history of Pain and Company, our selection of leaders centers on the people here who have the most impact with clients. We wanted a chairman who would serve as a role model in that. So in our company, people in senior positions continue to work with clients and not Just to sell but also to do the real consulting work. I still have clients I work with, and it's the only way to (a) keep me interested, (b) keep me up to date on what's really going on with clients, with our company, with our team, etc. And (c) keep the consulting we do strong.If you take senior people away from the consulting, which they are good at, and shift them to doing only administrative work or selling or public speaking-?all of which we do too of course-?then their experience is not available to the clients and it's not available as mentoring to your own team. So I agreed to become chairman on the condition that I would be able to continue to work with clients. I think that sets us apart from other professional service firms. Today, all of our senior people, the ones who are the most highly regarded, continue to work tit clients and, most importantly, they want to continue to work with clients.The clients are always canalling. I en problems are always canalling. So Its Important to keep learning. This is a pretty exciting business because of that. And, in my case, I play an international role as well. I work with international Coos. And I mean I really work with them, I do not Just interact with them. It's very exciting to see how Coos think, how government and business interact in different countries, how culture affects business, etc. It's fascinating. I love the international aspect of my work. I Just sis I didn't have to travel so much for it. I don't like to travel, but I love what I do when I get there.In terms of time management, I used to say that I spend 70 percent of my time with clients. That's probably true but I probably work more than 100 percent of my time. But really you don't break it up that way. When I'm abroad, for example, I might do client work in the morning. Then I might talk to U. S. Clients in the evening or talk with my secretary about administrative issues. I meet with our people in our various offices to talk about their clients or internal issues. I might be giving a beech in Germany, for example, and then work with people from the office on the way over there.If you have a lot of energy, you can put a lot of things together. It's not a precise science. It is not even a precise art, but it is an art. You Just have to have a lot of energy and to really love what you're doing. Gaudies -9- Critical Success Factors I don't tend to think about myself much. I'm very goal oriented when I go forward. But I think a big part of what consulting does has to do with psychology and learning to really listen to what people are saying both verbally and nonverbally. Having a â€Å"True North† has also been key. It has kept us focused on strategy and results as inseparable.Strategy combined with results is very powerful. Strategy without results is meaningless, and results without strategic thinking may not be very productive or useful. So combining almost everything we do with strategic thinking and results is critical. There were times when we actually had to fight to keep that. We had a lot of discussions about it. We ended up calling it our â€Å"True North,† and today it is Just part of the language here and part of how we think about critical decisions. We'll say, â€Å"This is a real true-north question,† when we have a really difficult decision to make.We have even â€Å"resigned† from some pretty lucrative projects when we didn't believe that results were going to happen. We do it with dignity, after a lot of discussion, but those are hard things to do. For example, a large Fortune 50 company got into trouble. We were asked to come in and help them. We helped them turn around financially but we also saw they had to turn around strategically. This was one of our major clients. We were involved in almost every aspect of their business. Anyway;ay, the papers were writing about what a great turnaround they were doing, and so on and so forth.The CEO was on the cover of all kinds of magazines. But strategically, we believed that they could not be involved in the four businesses they were in-?that, eventually, they would not be able to sustain that business model. There was one business they clearly should have gotten out of, but it was part of the legacy of the CEO, and he didn't want to get out of it. We did all of the analysis and all of the people in the organization agreed with us. But we couldn't convi nce the CEO. For six months, I had discussions with him. We had data. We Ana eve n Eng. Ana teen we Salad, â€Å"Well, In Tanat case, we Delve Tanat you can't thrive.You may not even survive long-term. † We suggested that they might want to sell themselves to somebody at that point, and we identified who might be the best buyer for them. Instead of going that route, they continued on with the four businesses. We decided to tell the CEO what we thought, that not moving in a more forceful strategic way could cost him the company. Since he didn't budge, we said we would resign, although I asked him for permission to go to the board, which, to his reedit, he let us do. One of my colleagues and I went and presented our views to the board.The board was split but eventually decided to side with him, and that was that. We resigned. Less than a year later, they came back to us and said, Mimi were right, and could you please help us now. † At that point, they had no option but to sell. They would not have been prepared to sell had we not pushed for that earlier. And we might not have suggested that had we not been following our true north. We really told them what we believed and even though there were lots of other things we old have continued to work with them on-?for tens of millions of dollars-?we really decided that was not the right thing to do.When they came back to us, we helped them sell. The social issues had Gaudies -II- been resolved by then. There was less money than they could have gotten the year before, but the shareholders still did pretty well. As the CEO and SCOFF said later on, â€Å"If it weren't for your guys and your willingness to stick to what you believed, we probably would be bankrupt. † If you have a true north and a set of core values that you stick to, you will end up making decisions that have short-term costs. But I believe, at the end of the day, they will have a long-term value.It's not something you do easily. And i t feels horrendous-?first because you feel like you failed to convince a client to do something, which is what consulting is all about, and second because of the short-term costs. It's a hit to the collective pocketbook and to your own. But when you have a true north like we do, it's really what allows you to deal with internal divisions and external adversity at the end of the day, and I think we're very lucky that we have that. I think it can create a distinctiveness from your peers or your mediators, and I think that's invaluable.Changes in the Industry I think the world has come back to where it was before the e-craze. There used to be consultants who were mostly focused on IT. There are companies that are focused mostly on informational stuff. And there are companies that are focused, as a headline, on strategy. That's where we are except that we have always focused on the operations side as well as the strategy side of a business. We believe you can't do one without the other. And then there was a period during the e-craze when everybody tried to do everything. We didn't and I think it has served us well.

Features a of Successful School Essay

The way in which U. S. schools are ran today are not adequate for the growing needs of students in the 21st century. According the Darling-Hammond (2010), if these trends continue, by 2012, America will have 7 million jobs in science and technology fields, â€Å"green† industries, and other fields that cannot be filled by U. S. workers (p. 3). Other nations have figured out how to educate their youth, and those students will take the jobs of their U. S. counterparts if the U. S. does not change the ways in which we educate our youth. Darling-Hammond (2010), found that higher-achieving nations are more focused on quality teachers, and development of curriculum and assessment that encourages continuous reflection of teachers and students (p. 8). There is a need for change in the current education system, which was designed to educate students in the 20th century. According the Darling-Hammond (2010), â€Å"At least 70% of U. S. jobs now require specialized knowledge and skills, as compared to only 5% at the dawn of the last century, when our current system of schooling was established (p. 2). Now that a need for change has been identified, it is up to the districts, schools and teachers to implement the changes. Through much research Darling-Hammond (2010), has identified five essential features of education that need to be changed to help prepare students for success in elementary though college. These five features include: small school size or learning communities within the school, personalization and strong relationships among teachers and students, challenging and relevant instruction, performance based instruction, and collaboration of teachers (p. 244). Features Defined  The aspect of small school size and learning communities are important to schools success, because it allows students to feel important in the school system. Studies have been done by Darling-Hammond (2010), and have identified that there is less violence in smaller school compared to larger schools, because everyone knows each other and there is more accountability for a student’s action (p. 245). When the school and or class sizes are smaller the teachers get to know each of their students and have the ability to identify with each student, where as larger schools the students just ecome a number with little to no individual attention. Darling-Hammonds research states: These experiences underscore evidence accumulated over several decades that suggest that, overall, smaller high schools are associated with greater safety more positive student attitudes about school, higher levels of student participation and attendance, much lower dropout rates (p. 245). The reduction of school size alone will not solve the education problem our nation is facing, but merely an aspect that will help with the problem. The second aspect to a successful school according to Darling-Hammond (2010) is the need for â€Å"structures that allow for personalization and strong relationship† (p. 244). The way that teachers and students gain these strong relationships is through an advisory class, teachers are given a small number of students and in many cases these students stay with the same teacher over a number of years. Because of these factors of small class sizes and extended time with the teacher, teachers are able to gain strong relationships with their students. By knowing students well, teachers are more able to tailor instruction to students’ strengths, needs, experiences, and interests† (Hammond & Friedlaender, 2008, p. 17). According the research done by Darling-Hammond: †¦ we found that strong relationships between and among students and faculty were central to participants’ views of what enabled them to succeed. Students often compared their school to a family and linked their achievement to their caring relationships with teachers (p. 248). Another equally important aspect to a successful school touched on by Darling-Hammond (2010) is â€Å" intellectually challenging and relevant instruction† (p. 44). Since the beginning of time teachers have taught curriculum and given students assignments based on what was taught, but is the assignments relevant to the students learning? Darling-Hammond, (2010) says teachers should be getting away from fill in the blank worksheets and having students produce more meaningful work such as research reports, discussions of problems, and open-ended questioning to challenge students more (p. 249). These types of challenging assignments help prepare st udents to become critical thinkers, and get them ready for college. Successful schools also ensure that teachers are giving performance-based assessments, Darling-Hammond (2010) states: All of the schools engage students in completing complex projects and investigations of various kinds, and most of them require the completion of portfolios for graduation, which include high-quality work illustrating disciplinary inquiry in each of the major subject areas (p. 257) These types of assessments are helping create students that are critical thinkers, rather than just recall and memory, which were previously performed. These high-quality assessments are beneficial to students in helping them be more prepared for success in college and beyond. The final aspect of Darling-Hammond plan to improve education is â€Å"highly competent teachers who collaborate in planning and problem solving† (2010, p. 244). The idea of collaboration allows teachers and students significant time to discuss, problem solve and create valuable lessons. If teachers were just left to their own means they could teach lesson with little to no results. There is the need for collaboration to identify ways in which they can teach lesson to better help their students. When time for professional development is built into teachers’ working time, their learning activities can be ongoing and sustained and can focus on particular issues over time (Wei, Andree & Darling-Hammond, 2009, p. 39). In the U. S. very few hours are build in to the work week for teachers to plan and many times the planning is done individually and not collaborative with other educators. Many high achieving nations provide the opportunity for continued staff development as well as a wide-range development to teachers, where as the United States give one day workshops with little to know follow up (Wei, Andree & Darling-Hammond, 2009, p. 1). The small amount of time by U. S. teachers spend on collaboration has an adverse effect on students achievement. Prioritizing the Essential Aspects The most important of Darling-Hammond’s aspect is providing students with highly competent teachers that are given the opportunity to collaborate with their peers. As addressed by Darling-Hammond and Richardson (2009): Current research suggests that providing intensive, content-rich, and collegial learning opportunities for teachers can improve both teaching and student learning. When schools support teachers with well-designed and rich professional development, those teachers are able to create the same types of rigorous and engaging opportunities for students—a foundation for student success in school and beyond (p. 52). Teachers are one of the key features to the important of student’s education, therefore they need to be given the opportunity for collaboration with their peers to gain the knowledge needed to reflect and plan to become better at their profession. Research done by Darling-Hammond shows that professional communities are an aspect that is important to schools that are achieving high levels of student learning (2010, p. 261). The next important aspect is providing instruction that is challenging and relevant to instruction. Teachers need to have high exceptions of their students and give students experience through task that are relevant to the real world and future success. Students are placed in internships and volunteer work as young as 11th grade to provide students with real-world experiences (Darling-Hammond, 2010, p. 257). According to Darling-Hammond (2010): Students reported that, even when they found they did not like the work or setting they had chosen, or when they experienced conflicts on the job, their internships made them feel more capable, responsible, and confident about solving problems and succeeding in their world beyond school (p. 256). These skills that students are learning from their internship are helping them become more prepared for their future. Keeping instruction relevant helps keep students interested in learning. Just as important as instruction is on education is the types of assessments used. It is important that the school system gets away from memorizing and gives more performance-based assessments, where students are involved in the revision of their work. Students need to be given more authentic assessments that are relevant to their learning and then have the opportunity to present their portfolios to communities of students. In the study by Darling-Hammond (2010) â€Å"†¦a deep sense of accomplishment from their experience, and, having repeated it several times before graduation, a growing sense of confidence† (p. 260). These types of assessments are giving students the skills needed to be successful in life. Schools that allow for personalization and strong relationships are important to students’ growth in school. Today students are cranking through each day like an assembly line (Darling-Hammond 2010, p. 250). Teachers know very little about the potential of each of their students, and therefore the students suffer. Students from the study by Darling-Hammond have said that they feel like teachers care about them and their work as well as pushing them to perform at their ability (2010, p. 50). The last aspect is also related to personalization of students, it is small sized school and or classes. With the small class sizes teachers are better able to know each of their students to help tailor their learning to meet those needs of the students. It is not a surprise that smaller schools have the ability to have a focus on safety. These smaller schools have an increase in safety a decrease in incidents, because the adults know the students in the school and hold them accountable for their actions (Darling-Hammond, 2010, p. 45) Implementation The changes that need to be made to school system are something that is not going to happen over night by one teacher. These changes need to start at the state level with help of the district, schools and teachers. Teachers cannot implement all of these changes on their own. The aspects that teachers can control are changing the way that they teach to create students that are more critical thinkers and provide students will more meaningful assessments. Teachers can also help guide students to assess their own learning. Another aspect that teachers can control is the amount of time they are spending collaborating with colleagues to share strategies, and solve problems. Teachers can so also try to get to know each of their students, but this a daunting task with such large class sized. There are many changes that need to be made that are out of control of the teacher’s hands. One of these changes is the amount of time they spend collaborating with other teachers. The district and school site needs to make this a priority and give those teachers the time they need to become more effective teachers. The district and school also needs to implement more meaningful staff development training. As teachers can start implementing more meaningful assessments for students, it is the district that will need to set graduations requirements associated with these assessments. To more effectively tailor students learning it will be the districts responsibility to lower classes sizes or implement an advisory period. Teachers can try to get know each of their students’ strengths, but with such large class sizes it is very difficult to individualized instruction. The aspect that teachers have no control over is the school size. If the district wants students to feel safe and accountable for their actions, this is something they will need to implement. Conclusion The traditional model of education that was designed for the 20th century is not working to educate the youth in the global world of the 21st century, and changes need to be made to better reach the needs of the students today. Some schools have already implemented and embraced these changes and have seen great results in achievement of students. By making the necessary changes to the education process students will become better prepared with skills to help them be successful beyond high school.

The Perpetrators Killers, Victims, Or Both - 2367 Words

Matthew Weiler D Track Modern World History Ms. McKellar 2-13-15 The Perpetrators: Killers, Victims, or Both? German dictator Adolf Hitler once declared in his autobiography, Mein Kampf, that if the Third Reich was to achieve its goal of purifying the Aryan race, then â€Å"the blood of the victims is to be tapped by force† (The Persecution of the Jews ). Describing the Jewish tradition of Passover as a â€Å"ritual murder,† Hitler spread his propaganda campaign of hate and anti-semitism to the German people, distorting the truth about Jewish Passover so that those who read his material would believe that the Jews truly did use â€Å"a small part of the blood [...] to be poured into the dough of the matzos and into the wine† (The Persecution of the†¦show more content†¦The ones being tied consisted of more than 100 Germans and Austrians being accused of committing murder, torture and other inhumane acts. Prior to the trials, 3 highly ranked Nazi officials had already committed suicide including Adolf Hitler, Heinrich Himmler, and Joseph Goebbels, while 24 other perpetrators went on trial at Nuremberg, including Hermann Goering and Rudolf Hess. A couple of questions asked to the perpetrators included why they worked with Hitler and how the Holocaust affected them. These were two very difficult questions for the accused to answer, as they had, in one way or another, each repressed their moral obligation to end Hitler maniacal design throughout the duration of the Holocaust. Thus, although a great number of Hitler’s followers shared his justification for The Final Solution, nevertheless, a large percentage of the perpetrators participated primarily as a means of coping with intimidation by the authoritarian regime, an experience which therefore haunted the accused for the inhumanity suffered at their own hands. Before one examines Hitler’s effect on the perpetrators, one should understand the significance of Hitler’s manipulation of the German nation prior to the start of the Holocaust. Hitler strategically rose to pow er during an era of economic and political struggle in Germany during the global depression of 1929.