Virtual Team Concepts in Projects Essay Example | Topics and Well Written Essays - 1000 words

Virtual Team Concepts in Projects - Essay Example As disclosed, the whole project cost AUD $20.5 million. Likewise, the total members in the CCWP were noted to be 45, where all team members were revealed to be full-time employees of the New South Wales Police (NSWP). There was a project manager assigned to oversee and performance of the virtual team and was said to be instrumental to its success. The performance and operation of each team was gauged in terms of managing the following areas: time (or conformity to schedules), cost, quality, human resources, communication, risk, and procurement through specifically identified goals and the ability, competency and efficiency within which challenges and problems were addressed, as well as objectives were successfully attained. Analysis of the Functions undertaken in each Functional Area of Project Management 1. Time Management: Time management concerns started with prescribed schedules and setting of milestones which were explicitly noted to be difficult within the virtual team environm ent. As revealed, â€Å"this was complicated by the large number of subprojects (more than 230) and certain engineering constraints, which required some subprojects to be completed within certain critical time periods† (Kuruppuarachchi, 2009, p. 28). ... The standards for monitoring and performance evaluation were the milestones set, including cash flow statements. As revealed, â€Å"the budget was monitored against time using simple means such as Excel worksheets and graphs showing cumulative values† (Kuruppuarachchi, 2009, p. 28) for the reason that all team members were noted to be familiar with this particular format. 3. Quality Management: This function was considered most challenging to monitor and gauge the actual quality outcome due to the remote locations of the team members. As such, standards to measure quality were based on more traditional and acceptable level by allowing the respective centers to adhere to quality standards and without the need for inspection from the central office. 4. Human Resource Management: There was a virtual team presented where the Project Manager from Sydney headed the project and governs the responsibilities of five center managers. As disclosed, since team members had been familiar wi th the organizational structure, policies, and roles, similar chain of command was therefore applied. 5. Communication Management: This functional area met most challenges in terms of the need to establish proper protocols for reporting on a center basis, as well as on the overall progress of the project. As such, there were clearly identified problems attributed as common to virtual teams, and those that were limited to them. Through the identification of these problems, proper strategies were proposed to resolve and iron out communication patterns, as required for the successful implementation of the project. 6. Risk Management: An overall risk management plan was reported to have been developed prior to the project; which became the conceptual basis for

Using Assessment and Feedback Essay Example for Free

Using Assessment and Feedback Essay The purpose of this study is to determine if differentiated instruction has an effect on student achievement and multiple intelligences in a classroom. One of the best ways to address multiple intelligences in a classroom is for teachers to develop their understanding of the natural convergence of certain concepts. Dedicated teachers who are well practiced in a variety of strategies can more effectively address multiple intelligences in their classrooms. Direct instruction and differentiated instruction are two different teaching strategies. In direct instruction students work in whole group. The teacher explains the task to the students based on targeted learning outcomes. Students work in a large group on the required task in a timely manner. On the other hand, students who work in a flexible and/or cooperative group are guided with the strategy of differentiated instruction. The students in the group work together to master a set of skills depicted and explained in detail by the teacher. The teacher provides instruction based on the uniqueness of each student and his or her specific learning style. In differentiated instruction, students and teachers collaborate with one another to meet the targeted goals (Tomlinson, 2001). Teachers use differentiated instruction in the classroom by prescribing technology supported cooperation, which enhanced student achievement. Most important, significant increases occurred in student achievement for students in the treatment group who used Internet-based software that differentiated instruction based on student needs and targeted learning outcomes. In the same way, teachers who are trained to use CAI and cooperative learning in quality professional development programs notably and effectively can change their teaching practices. Technology-based instruction in the classroom requires training. High-quality professional development is ongoing staff development at the school site for administrators, teachers, and other instructional staff to understand student needs and improve results (National Staff Development Council, 2004). Teachers at the targeted school come to the table with varying levels of ability, technology skills, and knowledge of computers. Professional development is a key factor in providing teachers with the mechanics that assist in understanding and applying the technology in differentiated instruction. The staff at the targeted school receives monthly technology-based professional development. The goals of the professional development sessions are well defined. According to Joyce and Showers (2002), effective professional development includes ongoing modeling, practice, feedback, and reflection over time. In a typical coaching model, literacy coaches and teachers engage in a cycle of demonstration, observation, and reflection (Mraz et al. 2009). Together, both participants demonstrate, observe, reflect, and consider how such teaching decisions influence students. Another level of reflection occurs when the coach and teacher consider the learning outcomes of the students. As this happens, teachers develop a vested interest in coaching and start to see the benefits of reflection within their practice. Oftentimes, such awareness inspires teachers to continue their engagement in professional development and reflection. They become stakeholders in their own learning and seek ongoing support from their literacy coach. Differentiated support, based on teachers individual needs and learning styles, is crucial for the work of a literacy coach. Learning happens within teachers, not to them (Tomlinson McTighe, 2006). One-size-fits-all professional development focuses on the dissemination of the same information to teachers and does not consider application or individual learning styles. Yet teachers are unique in terms of their pedagogy, experience, and content knowledge. Therefore, learning should be differentiated to provide multiple options for taking in information, making sense of ideas, and sharing the information learned (Tomlinson McTighe, 2006). If teachers are expected to provide instruction responsive to students’ learning style needs, it is essential they be provided with the training and experience necessary to do so (Evans Waring; Honigsfeld Schiering, 2004). However, teachers who effectively implement the experiential approach do not focus on the hands-on nature of constructivist experientialism to the exclusion of serious mental involvement. Indeed, students must also interact mentally through reflection and conceptualization of their experiences (Kolb Kolb, 2009). The implementation of this involves active experimentation and concrete experiences in the hands-on stage and reflective observation and abstract conceptualization in the minds-on stage (Young, 2002). Traditionally assessments have been used to measure how much our students have learned up to a particular point in time (Stiggins, 2007). This is what Rick Stiggins alls assessment of learning and what we use to see whether our students are meeting standards set by the state, the district, or the classroom teacher. These summative assessments are conducted after a unit or certain time period to determine how much learning has taken place. Although Stiggins notes that assessments of learning are important if we are to ascribe grades to students and provide accountability, he urges teachers to focus more on assessment for learning. These types of assessment — formative assessments — support learning during the learning process. Thomas R. Guskey suggests that for assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways. They must 1) use assessments as sources of information for both students and teachers, 2) follow assessments with high-quality corrective instruction, and 3) give students second chances to demonstrate success (2007). In differentiated classrooms everywhere, a resounding mantra is Fair is not equal; fair is getting what you need. Assessments enable us to determine what students need. But for our assessments to be accurate, we need multiple measures of student understanding. We need evidence gathered over time in different ways to evaluate how effective the teaching and learning process has been. Tomlinson and McTighe (2006) suggest that when we gather a photo album rather than a snapshot of our students, we can differentiate instruction based on a more accurate evaluation of our students learning needs (Dodge). A students opportunity to learn is the single most important student success variable that schools can control. This seems straightforward, but researchers have discovered that, in many schools, the learning continuum is divided into three disparate entities: the intended curriculum, the implemented curriculum, and the attained curriculum. The intended curriculum is content specified by school or external measures (e. g. , national content standards). The implemented curriculum is content actually delivered by teachers. And the attained curriculum is what students learn. While most parents (and educators) assume congruity between the three entities, the discrepancy between them is, in practice, often surprisingly pronounced, in part because when teachers use the textbook as the curriculum for a course and cannot cover all the material, they commonly make independent and idiosyncratic decisions about what should be covered — directly influencing the students opportunity to learn. Research on OTL establishes a compelling argument for curriculum articulation.

Love...Never having to say your sorry :: essays research papers

â€Å"Love Means Never Having to Say You’re Sorry.† Essay #3 Draft - Nicole   Ã‚  Ã‚  Ã‚  Ã‚  My childhood years were very lonely at times, for I did not have any siblings to play with. I spent most of my time with my maternal grandparents. We always lived close enough to my grandparents that I could walk to their house on a daily basis.   Ã‚  Ã‚  Ã‚  Ã‚   When I was four years old my grandparents moved away to Florida. I spent my summers and most major holidays with them in Florida. I went every summer like clockwork. Days after school let out I would be on an airplane flying into the Tampa airport. My summers turned into great adventures traveling and site seeing many places. I always felt so loved and secure when I was with my grandfather. He was more like the father that I never had. When my grandfather and I were together we were inseparable day or night. My only mental memories as a child are with my grandfather. My childhood was truly lived when I was with him. I was my grandfather’s â€Å"Little Angelâ€Å".   Ã‚  Ã‚  Ã‚  Ã‚  Things changed when I became a teenager. My last summer visit with him was when I was 15 years old. When I was sixteen, the engine in my car blew up. I did not have the money to buy another car, so I asked my grandfather if I could borrow some money. My grandfather said that he would â€Å"loan† me the money, but I would have to pay him back. I agreed to the terms and took the money with no hesitation; needless to say, I never paid him back. When I did not pay back my grandfather for the car loan he was very disappointed. My reneging on the deal closed a door on the relationship between my grandfather and I. One that I would never open again.   Ã‚  Ã‚  Ã‚  Ã‚  My grandfather became very sick with emphysema and struggled with the sickness for 6 years, so much that at times he would be holding onto life by a machine and had tubs breathing for him. He was always such a strong man emotionally and physically that seeing him in this condition saddened me. I knew that his life here on earth would soon be ending, so I managed to visit a few more times, not near as many as I should have. Life had dealt me a few wild cards and I felt as though I had let my grandfather down.

Racial Profiling by Police Essay -- Race Racism Prejudice Essays

Racial profiling has become a severe obstacle in the U.S. today though most Americans know very little of this vital issue. Every day, people are being pulled over, harassed, and even killed for being of a certain race. There are new laws that politicians are trying to pass that promote racial discrimination. Racial profiling is immoral and does not increase public safety. Incarceration rates are a definite proof that racial discrimination occurs. â€Å"Incarceration rates in the United States have risen sharply since 1980†, stated Filip Spagnoli, â€Å"the racial distribution of inmates in the U.S. is highly negative for black Americans. Whereas they only make up 12% of the total U.S. population, they represent more than 40% of inmates† Black Americans are one of the many races that are accused of many crimes that they are innocent of and being imprisoned for them. Addy Bareiss, a five-year volunteer and worker at the ACLU of Arizona affirmed, â€Å"A 2008 report by the ACLU of Louisiana found that people of color were arrested at higher rates than their representation in the population in every town, city and parish examined† Imprisonment of innocent people has to come to a stop. When officers are focusing mainly on a certain group they overlook criminals of other races who deserve to be in prison. She also stated, â€Å"b lack and Hispanic residents were stopped, frisked, searched, and arrested by Los Angeles Police Department officers far more frequently than white residents, and that these disparities were not justified by local crime rates or by any other legitimate policing rationale evident from LAPD’s extensive data† (Bareiss, Addy). Stereotypes play a significant part of racial profiling. When officers see a black or Hispanic man... ...on=1.0>. "Jose Serrano." BrainyQuote.com. Xplore Inc, 2010. 30 November. 2010. Kennedy, Randall. "Racial Profiling Should Be Abolished." Current Controversies: Racism. Ed. Mary E. Williams. San Diego: Greenhaven Press, 2004. Opposing Viewpoints Resource Center. Gale. Raymond S Kellis High School. 29 Nov. 2010 . "Motivated Quotes." Brainy Quote. Xplore, Inc., BrainyQuote, 2001 - 2010. Web. 5 Dec 2010. . "The First 10 Amendments to the." n. pag. Web. 2 Dec 2010. . Spagnoli, Filip. http://filipspagnoli.wordpress.com/stats-on-human-rights/statistics-on-freedom/statistics-on-prisoner-population-rates/

The Importance of a Quality Education

The quality of education in today†s school systems has gone down substantially due to many different factors. Some people disagree and go as far as saying that the quality of education is better, but many studies and expert testimonial will show that there has been a large downfall in how students are taught and how students learn compared to the past. This evidence will also show that the problems begin starting as early as the elementary level of school. One statement that is believed by some is that since the average teacher to student ratio has gone from 1:22 to 1:17 that tudents are getting more personal attention and their needs are being met better by teachers. However, just recently, in the studies of teacher to student ratio were special education and other reduced size classes added to the tally creating the illusion that the average class size is really smaller than it actually is. When in fact class sizes have generally stayed the same. In some cases classes have gotten bigger in certain states causing overcrowding which results in less personal attention. It also opens the door for students with learning disabilities to go unnoticed by teachers, urthering the damage to their education (NCES Fast Facts). Another false belief is that students of today are more literate that students of the past. This maybe true for the overall average but in recently it was noticed that in the period from 1980 to 1996 students in the age groups of nine, thirteen, and seventeen years, all saw a drop of at least one point on the Reading Proficiency Scale. From 1980 to 1996 students in the age group of nine years dropped three points. From 1992 to 1996 students in the age group of thirteen years dropped one point. Finally students in the ge group of seventeen years saw a drop of two points from 1984 to 1996 proving that students† scores in reading, although better than forty years ago, have seen a recent drop in the past fifteen to Students receiving a broad range of education is another common misconception. In a period of ten years from 1982 to 1992 the average number of vocational credits acquired by graduating high school seniors dropped from 4. 6 to 3. 8. Also seeing a drop in numbers was the average credits earned in specific labor market preparation classes which includes, agriculture, home economics and family consumer sciences, trade nd industrial, business, and law classes. Specific labor market preparation classes which in 1982 filled out 2. 9 of and average students high school credits dropped to bleak 2. 6 over ten years. This shows that students are sticking more to the basic core classes and college preparatory classes decreasing the overall knowledge gained by the secondary education level student (NCES Fast The last false observation noted in this paper is that students are learning things at earlier ages than in the past. This fact is true in some cases such as in technology and English, but in math lasses children start at an average level of learning and over the course of elementary and junior high tend to drop below average (Children). These drops are believed to be caused by students who learn certain subjects in one grade and then the same subjects may be covered in the next grade causing the student to become bored and uninterested in the material (Newcomb, 11). Recently it was noticed that the science skills of students between the fourth and eighth grade have dropped into what some call a slump. However, according to Dr. Gerald K. LeTendre, an assistant professor of education at Penn State, the drop is not due o a recent change in circumstances, but instead it is due to what Dr. LeTendre refers to as a â€Å"continuation of low gains from year to year. † â€Å"This continuation of low gains from year to year has continued for over twenty years and will keep dropping unless measures are taken to ensure the safety and quality of the students education,† commented LeTendre (Children). Yet another cause for this downfall in grades and test scores is pointed out by long time high school teacher, Ron P. Milder. In an interview on April 12, 1999 Milder suggested that the cause of this decrease is many factors, but one main factor is the outside istractions that are brought into school which take away from the students attention level. Many students now have jobs, sports practice and plays which they are involved in that take priority over school in a students mind. Another distraction Milder pointed out was that during his school days divorced parents were unheard of and in this day and age single parent families are about equal to two parent families which causes disruption in a students mind and also takes away from the students learning opportunities Another expert on education, Jean Piaget, believes that during the second stage of intellectual development children are ot given the proper amount of challenges to fully develop their potential which in turn slows them down in the remaining two stages of development. Piaget believes that in intellectual development four stages occur in the human brain the first being sensorimoror which occurs from birth to the age of two. The second, preoperational, occurs from age two to age seven. The third stage is concrete operational, which happens between ages seven and eleven. Finally the fourth is formal operational which is deductive reasoning, this occurs from age eleven and up. When the child can not express their full ability during the preoperational eriod they slow down their process of passing through the four stages. When this happens the student falls behind in learning and if the student is not shown the proper ways will only fall farther and farther behind as they grow older (Brainerd). One of the largest supporting pieces of evidence in the decrease of knowledge is the all mighty dollar. Money has, does, and always will play a large part in the way people make decisions and when it comes to teaching the money is short. Because of this many of the brightest minds who should be teaching go on to business where they can make double a teachers salary. Teaching is also a very stressful job including long hours and hard work. Some people who go into it don†t have the right mindset and end up quitting within the first few years (Milder). Another part of money is the funding of schools in the United States. Government funds to schools are sometimes not enough to cover all the costs so schools tend to cut back on what they should be getting more of. Many schools have out-dated construction and need to be rebuilt but funding comes up short so often they are left with a school that isn†t an adequate teaching or learning environment (Milder). Many of the problems existing in today†s schools are problems that can be fixed through time and vigorous effort, but the effort needs to be given by all sides of the problem. When only few people care about the problem nothing gets fixed. The problems should be addressed by a qualified group of experienced educators and students. The next goal would be to come up with possible solutions to the problems existing in today†s schools. After this is done the money needs to be raised and the appropriate measures need to be taken to relieve the problems that are eating away the education of today†s children.

Hi there networking contact... What do you think of my resume ( other things you wish you had never said) - by Mary Elizabeth Bradford

Hi there networking contact... What do you think of my resume ( other things you wish you had never said) - by Mary Elizabeth Bradford I am fortunate this week to share a guest blog from Mary Elizabeth Bradford, award-winning creator of the Job Search Success System. She warns, This article contains some tough talk and will probably offend some readers. Since her article did not offend me and in fact rather inspired me, Im posting it here with Mary Elizabeths blessing! Remember as you read this article, as I pointed out in my article What Do Recruiters Want in a Resume? Answers Within, you only need to impress one person with your resumeand thats the person who hires you! Hi There Networking Contact What Do You Think of My Resume? ( Other Things You Wish You Never Said) How to Network Without Losing Your Confidence or Your Mind By Mary Elizabeth Bradford *Warning: this article contains some tough talk and will probably offend some readers. Sometimes I will have a client call me and share that while networking, they showed their new professionally designed resume to: Their friend or business mentor whose opinion they trust A powerful networking connection A human resources person A recruiter And my client posed the question, what do you think of my resume? Well, a large amount of the time, if you have had your resume professionally written by an experienced and certified writer, the response will be positive. But sometimes they will interpret your question as an opportunity to attack your resume using all their powers of critical analysis – in the name of helping you (gee, thanks). If you have ever been in this situation, you know the result your confidence is shaken; you begin to doubt yourself; the focus becomes that there is something wrong with your resume. You call your writer demanding to know why they used that particular color or font because Suzie who just got a job in the HR department at Target last week knows well that this font color will keep you from realizing your dreams – or at least ever landing a job at Target. Okay, I am being a little sarcastic, but isnt that the weight that we end up putting on all these opinions we open ourselves up to? Some people are very caustic; they will tell you with authority they absolutely know what they are talking about (I have seen this to be true especially with College Career Counselors and recruiters. No offense – just stating fact). So who, or what are you to believe? In a job search, common sense tells us we must preserve our energy, our positive attitude and our confidence. Rather than asking everyone who will give you 5 minutes what they think of your resume, the wisest thing to do is ASK A CERTIFIED, EXPERIENCED RESUME WRITER. This does not mean asking THE LADDERS or JOB FOX, who will give you a free resume critique, and no matter how wonderful your resume is and how much you invested to have it properly done, they will most likely tell you it stinks and you need to pay them $700 to rewrite it. No, I mean going to Career Directors International and looking up the award winning writers, the Certified Writers, the Writers who have their work in reputable Resume and Career books and/or the writers who may specialize in your field. And although this does not completely shield you from conflicting advice, it does dramatically improve your chances of getting a professional and discerning critique of what your resume truly needs (or might already hav e) in order for you to achieve your career goals. Please, refrain from asking everyone what they think of your resume. This opens you up to criticism from people who are may only be partially (at best), qualified to critique how your resume lines you up for your next career move. Instead, get a clear focus of direction on what you want including industry, position title and your driving motivators like ideal companies and positions, your compensation range, where you want to live, and how much you will travel, to name a few things. Couple that with a little research on growing and stable industries. Dont say you are wide open to explore a wide range of opportunities, because in todays job market, you have to demonstrate your value very specifically (this is part of the whole branding thing you hear everyone talking about). You need to demonstrate that you know what you want. This builds your networks confidence IN YOU. You dont have the luxury of being wide open, so please start taking control of your situation and embrace a self-directed and entrepreneurial approach to your job search. This is what is working in todays job market. Once you have your game plan down regarding your focus of direction and where you want to steer your career, ask your friends how they can help you with that. Dont ask them to help you find a job and dont ask them who is hiring and dont ask them what they think of your resume! This is a waste of your time! Learn how to network so that you stay in control of the conversation. I think the reason people hate job searching the most is because they feel they have to take such a passive, submissive role in it. THIS IS SIMPLY NOT TRUE! You dont have to feel hat-in-hand, begging for a job. I teach my clients in my Job Search Success System how to network in a confident and dignified way and they love it. It preserves their sanity, confidence and gets them great results! There is absolutely no reason why you have to roll over in complete submission just because you are in a job search. Do not discount the power of critical feedback! You may LOVE your resume and so do 50 other people, but I have seen it time and time again that a single negative critique will leave you doubting everything you ever thought was true! You cannot afford to go there in your job search! Its not the most exacting comparison, but will 50 people look at a piece of famous art from an abstract expressionist and have the same exact option about it? I think you know the answer. If you have not had your resume professionally written and you want someone to critique it, your best and safest bet is to go to Career Directors International and look for help and support there. Generally speaking, resume writers are a heart-centered group (especially women) and they find genuinely helping others get what they want in their careers deeply satisfying. You have a great shot at talking to a person who really cares and can really help you at CDI. Writers who take the time to obtain difficult certifications and pay money to keep them current every year generally take their career as seriously as you probably do. And in an unregulated industry such as Career Services, you need that insurance to help protect your interests and investment. If you HAVE had your resume professionally done, then I will share with you what I share with all my clients, which is this you need 3 main things in your job search to be successful: A clear focus of direction. A great resume and value proposition (cover) letter that supports your focus The right job search strategies As a general rule, after you have paid a certified writer to analyze your career situation and craft you a resume to get you where you want to go, your entire focus should be on the right job search strategies. I am primarily focused on showing my clients how to go direct to companies by tapping the hidden job market because it works so well, but every job search is different and some job search strategies will work better than others. You may take a multi-pronged approach to your job search strategies, which could include recruiter, venture capital and/or private equity firm distributions, direct mail, targeted networking, working through associations, and learning how to use social networking like LinkedIn to land interviews, to name a few. [These strategies are all taught in the Job Search Success System, an easy, affordable way to get the advice you need). In closing, I have not seen it beneficial for you as a job seeker to hold up your resume and state WHAT DO YOU THINK? Not because I as a writer am trying to avoid criticism, nor because I am trying to protect other professional resume writers. And I am not stating that there might indeed be things in your resume that need improving. But if you want the right advice, your safest bet is to go to the experts. Doing otherwise may derail you and detract from your ultimate goal.

Albert Einstein Essays (1603 words) - Albert Einstein, Free Essays

Albert Einstein Essays (1603 words) - Albert Einstein, Free Essays Albert Einstein Of all the scientists to emerge from the nineteenth and twentieth centuries there is one whose name is known by almost all living people. While most of these do not understand this man's work, everyone knows that its impact on the world of science is astonishing. Yes, many have heard of Albert Einstein's General Theory of relativity, but few know about the intriguing life that led this scientist to discover what some have called, "The greatest single achievement of human thought." Einstein was born in Ulm, Germany on March 14, 1874. Before his first birthday, his family had moved to Munich where young Albert's father, Hermann Einstein, and uncle set up a small electro-chemical business. He was fortunate to have an excellent family with which he held a strong relationship. Albert's mother, Pauline Einstein, had an intense passion for music and literature, and it was she that first introduced her son to the violin in which he found much joy and relaxation. Also, he was very close with his younger sister, Maja, and they could often be found in the lakes that were scattered about the countryside near Munich. As a child, Einstein's sense of curiosity had already begun to stir. A favorite toy of his was his father's compass, and he often marvelled at his uncle's explanations of algebra. Although young Albert was intrigued by certain mysteries of science, he was considered a slow learner. His failure to become fluent in German until the age of nine even led some teachers to believe he was disabled. Einstein's post-basic education began at the Luitpold Gymnasium when he was ten. It was here that he first encountered the German spirit through the school's strict disciplinary policy. His disapproval of this method of teaching led to his reputation as a rebel. It was probably these differences that caused Einstein to search for knowledge at home. He began not with science, but with religion. He avidly studied the Bible seeking truth, but this religious fervor soon died down when he discovered the intrigue of science and math. To him, these seemed much more realistic than ancient stories. With this new knowledge he disliked class even more, and was eventually expelled from Luitpold Gymnasium being considered a disruptive influence. Feeling that he could no longer deal with the German mentality, Einstein moved to Switzerland where he continued his education. At sixteen he attempted to enroll at the Federal Institute of Technology but failed the entrance exam. This forced him to study locally for one year until he finally passed the school's evaluation. The Institute allowed Einstein to meet many other students that shared his curiosity, and It was here that his studies turned mainly to Physics. He quickly learned that while physicists had generally agreed on major principals in the past, there were modern scientists who were attempting to disprove outdated theories. Since most of Einstein's teachers ignored these new ideas, he was again forced to explore on his own. In 1900 he graduated from the Institute and then achieved citizenship to Switzerland. Einstein became a clerk at the Swiss Patent Office in 1902. This job had little to do with physics, but he was able to satiate his curiosity by figuring out how new inventions worked. The most important part of Einstein's occupation was that it allowed him enough time to pursue his own line of research. As his ideas began to develop, he published them in specialist journals. Though he was still unknown to the scientific world, he began to attract a large circle of friends and admirers. A group of students that he tutored quickly transformed into a social club that shared a love of nature, music, and of course, science. In 1903 he married Mileva Meric, a mathematician friend. In 1905, Einstein published five separate papers in a journal, the Annals of Physics. The first was immediately acknowledged, and the University of Zurich awarded Einstein an additional degree. The other papers helped to develop modern physics and earned him the reputation of an artist. Many scientists have said that Einstein's work contained an imaginative spirit that was seen in most poetry. His work at this time dealt with molecules, and