Un-Answered Problems With Argumentative Essay Thesis Statement Samples Disclosed

Un-Answered Problems With Argumentative Essay Thesis Statement Samples Disclosed What You Don't Know About Argumentative Essay Thesis Statement Samples The essay ought to have a little bit of structure, unlike a normal essay. Argumentative essay is regarded to be one of the most difficult assignments to finish. How can you write an excellent argumentative essay. Typically, argumentative essays aren't similar to othertypes of essays. If you're new to writing argumentative essays, there are a couple of crucial factors which you can learn that may help you compose a much better argumentative essay. Before concluding the essay, it is crucial to summarise with a strong emphasis on the subject. When you choose a too extensive topic, it is going to be more complicated to defend your status in the essay. In order to give an in-depth understanding about the argumentative essay, it is best to examine some of the greatest examples of argumentative essay. Your essay should consist of recent statistics and data from reliable sources. Thus, find as many as you're able to! Now, when you understand how to compose an argumentative thesis let's look at some examples. If You Read Nothing Else Today, Read This Report on Argumentative Essay Thesis Statement Samples A thesis statement is the face of your whole essay that depicts your place in the essay. It is a crucial part of any type of the essay. Usually, your thesis s tatement may be the previous line of the very first paragraph in your research paper or essay. It is the most important sentence in your essay. When you're writing an abortion argumentative essay, you're totally free to support any side that you desire. Writing a thesis statement always needs a lengthy thinking process before its composition. No matter whether you will need thesis statement examples for a persuasive essay or any sort of writing assistance, you're in the correct spot. You may also gain from our on-line thesis statement examples and writing assistance if you must finish your paper fast. You require a thesis statement, you can't do it yourself, which means you require somebody's help. Study at home is an effective process of education as it provides a chance to define a kid's strong and weak sides. One other important lesson you're likely to learn from good thesis statement definition and examples readily available online is the need to thoroughly assess the central supporting line to make certain it aligns with the aim of the paper and the prompt. With the previous part, you may want support from an argumentative thesis generator. Quite simply, you've got to explain argument and after that provide supporting evidence for it. A thesis statement can be in one, two or even 3 sentences at the conclusion of the conclusion, based on the period of your paper and the essence of your argument. For example, you get to figure own the positioning of the statement along with how to allow it to be arguable. You will not discover a thesis statement generator on the internet which is able to make an original argument which will not bore the reader. The Most Popular Argumentative Essay Thesis Statement Samples When you develop this kind of essay, you must make your claims by your composition so it will be open fordebate. My essay is broken up into three primary components, the introduction, the human body and the conclusion. The thing you ou ght to do as a way to structure an argumentative essay is to set a claim that's debatable. It is a type of thesis or composition where you have to present your view and attempt to convince others that your facts and arguments are correct. You could also see value statements. You might also see income statements. You can also see business statements. The Chronicles of Argumentative Essay Thesis Statement Samples If you're still uncertain about how to compose a thesis statement or what a very good thesis statement is, be certain to speak with your teacher or professor to ensure you're on the right path. Moreover, it's necessary for a student to know various sides of an argument. Thesis statement examples for research papers ought to be collected by the students to be aware of the exact means of writing it. Thesis statement examples for high school students are quite important since they enable students to understand how exactly thesis statements ought to be written. You mi ght also see medical statements. You can also see employee statements. You might also see teaching statements. You can also see finanicial statements. Life After Argumentative Essay Thesis Statement Samples Feel free to request adjustments if you believe any component of the paper fails to satisfy your expectations. To beat the submission deadline, you're very likely to compose the thesis statement papers hurriedly and wind up making lots of mistakes. You can also see capability statements. Therefore, developing a thesis statement is a recursive procedure. Now that you know the four major elements of a great thesis statement, I want to give you more thesis statement examples. One of the principal features of a thesis statement is it always gives an answer to a particular question and does so transparently and succinctly. Composing an excellent thesis statement is virtually as challenging as completing a complete ten-page narrative because of the way that it manages to sum up a whole argument with merely a few words. Thesis statement generator should have clear notion about their place in the essay.

The Legacy Of Abraham Lincoln s Presidency - 1589 Words

Throughout the time of Abraham Lincoln’s presidency, Lincoln made a vast number of speeches and wrote many letters. These letters and speeches focused on a variety of topics and issues that were prominent before, during, and after the time of the Civil War. During this time, slavery was one of, if not the top main issue in the United States. Lincoln was very outspoken on his views of slavery, what he wanted to happen, and what he did not want to happen with the institution. One of the main points that Lincoln makes throughout his series of speeches and letters is that slavery is in fact a moral issue. He describes slavery as a social, moral and political wrong, and places a large emphasis on the morality of slavery. Lincoln describes his beliefs and opinions with great detail of why he sees slavery as a moral issue. Prior to his election, on October 15, 1858, Abraham Lincoln gave a speech during his last debate. During this debate, Lincoln focused on the issue of discerning th e right and wrong of slavery. This topic had become a large key aspect to Lincoln’s president campaign. One point that Lincoln made about slavery was that he had an issue with the fact that slavery took away opportunities from the negro to ever be anything other than someone else’s property. Lincoln thought of it as â€Å"†¦having a tendency to dehumanize the negro-to take away from him the right of ever striving to be a man† (William E. Gienapp, ed., This Fiery Trial: The Speeches and Writings of AbrahamShow MoreRelatedLegacy Of Abraham Lincoln s Legacy Essay1582 Words   |  7 PagesLegacy Leader: Abraham Lincoln A legacy leader is someone who has left a positive and lasting impression in society due to his or her leadership qualities and/or traits. Abraham Lincoln is a prime example of a legacy leader due to the leadership traits he displayed throughout his presidency. 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Abraham was born in a logRead MoreAbraham Lincoln : His Fight For Freedom And Equality Essay1308 Words   |  6 PagesAbraham Lincoln: His Fight for Freedom and Equality Throughout history, slavery has been a controversial topic in the United States. There have been many revolts and rebellions, such as Gabriel’s Rebellion or Nat Turner’s Rebellion, fought over the abolition of slavery or for African Americans to be able to receive the same rights as those of white people. Many people have fought for this cause and one of those people is Abraham Lincoln. Lincoln issued the Emancipation Proclamation, which is oneRead MoreThe Presidential Election Of 1860 Essay1271 Words   |  6 Pagesthe presidential election of 1860 were Abraham Lincoln, Republican, John Breckinridge, Southern Democrat, John Bell, Constitutional Union, and Stephen Douglas, Northern Democratic. Abraham Lincoln was against the increase of slavery into the new territories. 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He left a legacy that endured due to his unique humane personality as a leader of the unionRead MoreAbraham Lincoln s Legacy Of The Man Behind The Gun With A Plan982 Words   |  4 PagesMichael Dominguez Mrs. Gaither English III -5 4 March 2016 Abraham Lincoln Assassination Early morning of April 15, 1865 the United States of America stood still. It started as a normal day at the theatre, but soon a dramatic turn would change United States history forever. This paper will define President Abraham Lincoln’s life, the man behind the gun with a plan, and how the United States reacted. Abraham Lincoln was the 16th President of the United States of America, he served a single term fromRead MoreThe Weapon that Killed a Hero: The Assassination of Abraham Lincoln1313 Words   |  6 Pagessurrendered his army to Union General Ulysses S. Grant at Appomattox Court House, Virginia officially marking the end of the civil war. The end of the war did not sit well with many southern sympathizers. 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What is your assessment of his presidency and why? Was he a savior of the people as the Democrats believed or a tyrant as the Whigs believed? Andrew Jackson, nicknamed The People s President, was loved by common place people and hated by political enemies who nicknamed him King Andrew I. However, it can be assumed that the tide often turned due to his policies and executive actions. During his presidency he faced numerous issues affecting the nation at the time

Supply Chain Management of Topshop-Free-Samples Myassignmenthelp

Question: Discuss about the Supply Chain Management of Topshop. Answer: Overview of the organisation Topshop is one of the leading apparel chain stores in the market of United Kingdom as well as in the global market. The organisation has established more than 150 stores in more than 50 nations across the world and is aiming to establish more shops in the market of Asia. The target clients of the organisation are teenagers, adults in the agegroup of 20 to 30 year olds and also the pregnant women and the kids with higher spending capability, as they delivers exotic garments made out of the finest materials that can be found commonly. Vision mission and strategic goals of the organisation Currently Topshop aims to reach to as many as customers they can and they want to ensure the customer satisfaction. The management of Topshop wants to make sure that the material they are using to make the cloths has to be of the finest quality and as they sell cloths for the kids and would be mothers too they do not want them to get into any sort of troubles that can occur from the poor quality of the material of the cloths (Crandall, Crandall and Chen 2014). In most of the cases the management makes their apparels using expensive Egyptian cotton and materials like linen and polyester so that their customers do not have to face any kinds of challenges. Apart from that the management wants to establish more shops in countries like India, Peru and Mexico. Supply issues The management of the organisation is dedicated to the sustainable clothing action plans and eyes to improve the sustainability of the clothing across its lifecycle and along with it reducing the carbon waste and water foot prints. In most cases, the management of the organisation use recycled wools in some of their particular products like sweaters and coats in their 2015 winter collection (Wathne and Heide 2013). They receive most of the raw materials from the clothing industry of Liverpool and they mostly use domestic raw materials and for some expensive goods they only use imported cottons and linens. With time the management of Topshop managed to improve the qualitative side of their goods and as they are selling cloths which are on the higher end of the pricing structure they are not at all interested to take any kinds of risks by using any cheap materials for their apparels (Crandall, Crandall and Chen 2014). In recent years there have been some movements and protests noticed in UK regarding overuse of water and the issues that can affect the nature from releasing the waste products in the nature. Thus, the management of Topshop is arranging various workshops with an intention to lower the harms their waste products are causing to the Mother Nature. The main issue in the supply chain management is that the production of raw cotton of the best quality is not a common thing in England nowadays and it is also seen that to maintain the quality the manufacturers has to consider the harmful effects of the synthetic color and overuse of water in the factory (Plambeck 2012). Operational issues The target customers of the organisation are the teenagers and adults who have the spending capability on the higher side and along with that Topshops management has launched clothing line for the individuals who are soon to become mothers and for kids (Mangan and Lalwani 2016). The organisation has earned a reputation for maintaining the quality of their products and thus their pricings are sometimes a bit higher than any other organisation working in the same field of business. Over the time the organisation has built a target clients group of their own and statistics have shown that there are clients from a specific socio-economic background who are the main clients of the organisation. Inventory management is nothing but making it possible to provide uninterrupted service to the production of the goods and it is very important for the organisation to be successful commercially (Christopher 2016). The organisation was going through some distress because of the wrong type of managing the inventory but the management of the organisation somehow managed to locate and resolve the issues and with proper security and transportation management the organisation has overcome those problems. Apart from that the organisation has introduced various technologically advanced machineries and that has influenced the work rate positively and making it more successful to maintain the productivity and the profitability of the corporation (Crandall, Crandall and Chen 2014). Information issues Bullwhip effect can be considered as a distribution channel phenomenon that forecasts yield supply chain inefficiencies and it refers to the increase in swings in the inventory in response to shifts of the clients demands as one move further up in the supply chain. This notion was initially noticed in the year of 1961 and it was then named as Forrester effect. This effect was named Bullwhip effect as the way the amplitude of a whip increases down the length. The further from the originating signal, the greater the distortion of the wave pattern. In the same manner, the forecast accuracy decreases as one moves upstream along with the supply chain, and as an example it can be said that, various consumer products have fairly consistent consumption in retailing but the signals become more chaotic and unpredictable too if the focal point shifts from the clients buying behavior (Wathne and Heide 2013). Information Technology is currently the backbone of the operations of this particular organisation as the organisation has established over 150 shops throughout the globe and it would have been a very troublesome to keep the statistics in hand and maintaining a continuous cycle beginning with acquiring the raw materials and ending with delivering the finished goods to the customers. IT is the vital tool that has been helping t organisation to grow over the years and no one can deny the importance of advanced technologies in todays ever-changing market pattern (Crandall, Crandall and Chen 2014). Collaborative supply chain practices have a huge impact on the business of Topshop on the basis of the quality of the information shared throughout the supply chain management. For the organisation like Topshop the focus should be on the information sharing practices as the organisation has already established over 150 shops in different countries and has to deliver the finished products to all the outlets within time, so the management has to consider that there must not be any kinds of loopholes in the entire information sharing process in the supply chain management (Plambeck 2012). Integration issues Figure: Model of supply chain management of Topshop (Source: Wathne and Heide 2013) In order to assess the supply chain integration of Topshop it is necessary to follow the supply chain management framework. In order to do so, the managers need to formulate strategies that underline the main objectives of the organisation. The objective of the oragnisation is to develop the best quality product and sale it at a reasonable price. In order to achieve this objective it is necessary that the company validate the business line that is required for production of the materials. In this regard, the Triple-A supply chain can also be used in order to understand the integrity of the organisation. The Triple-A supply chain analysis focuses on the agility, adaptability and alignment of an organisation in order to achieve its goals (Crandall, Crandall and Chen 2014). In the case of Topshop, the company needs to be agile in terms of identifying the potential opportunities that may come for the company. For example, the company can come up with strategies that provide opportunities to identify the change in tastes and preference of the customers. The changes in the taste of customers are sudden and thereby it is necessary that Topshop recovers quickly in order to maintain a competitive advantage in the market. The adaptability of the company needs to be done keeping in mind these changes. In the modern days, most customers prefer to wear clothes that provide a sense of sustainability. The selection of clothing materials is done based on the harm it may cause to the skin. Hence, the normal production of clothes needs to be stopped in order to adapt to the changes in the market (Mangan and Lalwani 2016). Topshop needs to follow the trends that are of major demand in the market in order to ensure that it remains one of the top brands in the Australian clothing market. In order to execute the strategies in an effective manner, it is necessary that the company align its ideas with other companies of the industry. This can help in monitoring the strategies of other companies and formulating plans in order to make the products unique. Another advantage that can be drawn from the alignment is the fact that the rules and regulations that are required to be maintained in the industry can be updated. Hence, it can be said that the use of Triple-A framework can help Topshop to remain the best in the industry. Sustainability issues According to modern fashion industry, there are 101 stages in the supply chain. In the process the farmers farm, the weavers weave, the sewers sew, dyers dye, goods are packaged and stored in warehouses, then the goods gets delivered to the stores and in the final stage it gets delivered to the customers. It is seen how the supply chain management gets longer and longer day by day and especially in the case of Topshop, as they are delivering exotic goods the supply chain gets longer than any other apparel producers. The main point in this sector is that due to a long supply chain sometimes it becomes impossible for the organisation to maintain the sustainability issues. The most concerning issue that is rising in this context is excessive use of water in this industry and releasing harmful waste products into the nature is another concerning issue (Plambeck 2012). The organisation needs to understand that they must not use any harmful materials for production of the clothing as pregn ant women and kids are also important customers for them and in general they should not use any type of harmful elements in their apparels. Currently the organisation is working to make a successful sustainable supply chain by introducing highly advanced technologies in the production system and making the supply chain continuous and making the process immensely sustainable (Wathne and Heide 2013). Topshops procurement and supply chain analysis Topshops supply chain management follows the Lean management method and in this way the organisation faces issues regarding waste products. This method introduces seven steps and those are mentioned in this section. The organisation in most of the times produces more goods than thr required amount. The labors has to spend a significant amount of time in queue just to anticipate the future steps for the production of goods (Mangan and Lalwani 2016). Due to various reasons unnecessary shipment of goods makes leads to incur huge loss for the organisation and it also takes much time (Christopher 2016). The labors are performing many tasks that the process requires at one time and in those cases the organisation can introduce a simpler way of completing the job. Maintaining adequate inventory that includes raw materials, work in progress and finished goods acquires spaces in the warehouse and that makes the total cost rising unnecessary. In this lean management system, unnecessary human and technology motion is seen. In most cases, making defective products or wasted goods that do not conform the requirement has be discarded and that makes the organisation to lose money and that makes the organisation to lose money and time both (Wathne and Heide 2013). This particular Lean thinking management allows eliminating the waste and the most important object of this method is to eradicate the work in progress in the value stream and have the parts needed for the next step of the supply chain. Ways of improvement Topshop currently is one of the leading apparel retailer chain throughout the global market and they have over 150 shops in various countries across the world. There are some issues in their supply chain management that seems to be concerning for the management of the organisation. It is seen that the organisation believes to produce more goods than required at a time and has a tendency to stockpile the finished products in the inventory and that makes the organisation lose time, money and space (Mangan and Lalwani 2016). There has to be an issue related to space if an organisation incessantly stockpiles goods and if those products get outdated due to change in fashion trends the buyers would not ever buy those. In that case the organisation would surely incur heavy loss. In some cases due to lack of security system, goods can be stolen from the warehouses and that leads to a heavy loss for the corporation (Christopher 2016). If these issues get resolved and if the management of the organisation agrees to introduce some high end technologically advanced machineries the company can get over the issues in a gradual manner. Conclusion Thus to conclude, it can be said that Topshop is one of the most commercially successful apparel chain business that operates in more than 50 countries across the world. The supply chain management of the organisation is currently facing some minor issues and in this paper it is shown how the company can overcome those challenges. References Ali, M. and Habib, D.M., 2012. Supply chain management of textile industry: A case study on Bangladesh.International journal of Supply chain Management,1(2). Attaran, M., 2012. Critical success factors and challenges of implementing RFID in supply chain management.Journal of supply chain and operations management,10(1), pp.144-167. Chan, T.Y. and Wong, C.W., 2012. The consumption side of sustainable fashion supply chain: Understanding fashion consumer eco-fashion consumption decision.Journal of Fashion Marketing and Management: An International Journal,16(2), pp.193-215. Chen, J., Sohal, A.S. and Prajogo, D.I., 2013. Supply chain operational risk mitigation: a collaborative approach.International Journal of Production Research,51(7), pp.2186-2199. Christopher, M., 2016.Logistics supply chain management. Pearson UK. Crandall, R.E., Crandall, W.R. and Chen, C.C., 2014.Principles of supply chain management. CRC Press. Fernie, J. and Sparks, L., 2014.Logistics and retail management: emerging issues and new challenges in the retail supply chain. Kogan page publishers. Fernie, J., 2014. 02 Relationships in the supply chain.Logistics and retail management: Emerging issues and new challenges in the retail supply chain, p.35. Laudon, K.C. and Laudon, J.P., 2016.Management information system. Pearson Education India. Li, L., 2013. Technology designed to combat fakes in the global supply chain.Business Horizons,56(2), pp.167-177. Mangan, J. and Lalwani, C., 2016.Global logistics and supply chain management. John Wiley Sons. Plambeck, E.L., 2012. Reducing greenhouse gas emissions through operations and supply chain management.Energy Economics,34, pp.S64-S74. Ross, D.F., 2015.Distribution Planning and control: managing in the era of supply chain management. Springer. Ross, D.F., 2016.Introduction to supply chain management technologies. CRC Press. Wathne, K.H. and Heide, J.B., 2013, May. Relationship governance in a supply chain network. American Marketing Association.

The United States has come a long way since the ag Essay Example For Students

The United States has come a long way since the ag Essay es of slavery in terms of racism. With the Civil rights movement in the 1960s and all of the other controversies about minorities the idea of Affirmative Action is often brought to attention. The term Affirmative Action is defined as a technique to remedy the effects of existing and past discrimination and to end such discrimination. (5) The purpose of such a program is for companies to have such programs to end job discrimination against women, minorities, the physically challenged, and Vietnam War veterans. (6) All large companies with government contracts must have an affirmative action program. Companies where women and minorities are not being employed or promoted may also have to form affirmative action programs. (1) There are many arguments about affirmative action. Equality in racial terms requires that people treat each other the same without regards to their race or ethnic background. By using affirmative action as the reason for appointing positions, contradicts the idea of being Color Blind. (2) This is in direct contradiction with idea of being racially equal. How can racial harmony be achieved if we continue to uphold the idea of racial discrimination? Some people who support affirmative action programs believe that to counter the treatment of the past towards minorities benefits should be given to those people who have been oppressed. We will write a custom essay on The United States has come a long way since the ag specifically for you for only $16.38 $13.9/page Order now (5) The idea of a politically supported racism is not exactly what was intended with the introduction of Affirmative Action. (1) Affirmative action may have been necessary when racial discrimination was very high, but now that times have changed and the majority of people are past the racial barriers what is the need for it? Affirmative action served its purpose getting minorities into jobs. Now that it has done what it was supposed to do it is time to abolish such programs. To use race or being a minority as a way to open job opportunities or offer job promotions has an undesirable affect of cutting incentive to attain skills for the people affected by Affirmative Action. (6) This does not benefit the individual or the agency that employs the individual. By allowing this to happen, the individual knows that he or she does not have to educate or better him or herself, to attain a job or a promotion if the idea of Affirmative Action exists. Another result of Affirmative Action is the idea of having to lower standards so minorities can attain a position this is absolutely intolerable! Why should standards by lowered to higher unqualified people to try and make racial harmony? What this does to the individual is that it becomes clear that he or she does not have to try and pursue performance skills that will enhance their performance which would open them up to other opportunities. A Duke University law professor William Van Alstyne made the following comment on Affirmative Action: Getting beyond racism in this fashion is as little likely to succeed as the now discredited idea that in order to get beyond organized government, it is first indispensable to organize a virtual dictatorship that, one it extirpates the evils that made organized government necessary, will itself just naturally wither away. We have not seen governments wither by the paradox of assigning them even greater powers. We shall not now see racism disappear by employing its own ways of classifying people and of measuring their rights. Rather, one gets beyond racism by getting beyond it now; by a complete, resolute and credible commitment never to tolerate in ones own life-or in the life or practice ones government-the differential treatment of other human beings by race. (2) In 1987, a public opinion survey was given in California, one of the United States most culturally diverse states. .u6111ece88675459fa8069840af0f9b4c , .u6111ece88675459fa8069840af0f9b4c .postImageUrl , .u6111ece88675459fa8069840af0f9b4c .centered-text-area { min-height: 80px; position: relative; } .u6111ece88675459fa8069840af0f9b4c , .u6111ece88675459fa8069840af0f9b4c:hover , .u6111ece88675459fa8069840af0f9b4c:visited , .u6111ece88675459fa8069840af0f9b4c:active { border:0!important; } .u6111ece88675459fa8069840af0f9b4c .clearfix:after { content: ""; display: table; clear: both; } .u6111ece88675459fa8069840af0f9b4c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6111ece88675459fa8069840af0f9b4c:active , .u6111ece88675459fa8069840af0f9b4c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6111ece88675459fa8069840af0f9b4c .centered-text-area { width: 100%; position: relative ; } .u6111ece88675459fa8069840af0f9b4c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6111ece88675459fa8069840af0f9b4c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6111ece88675459fa8069840af0f9b4c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6111ece88675459fa8069840af0f9b4c:hover .ctaButton { background-color: #34495E!important; } .u6111ece88675459fa8069840af0f9b4c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6111ece88675459fa8069840af0f9b4c .u6111ece88675459fa8069840af0f9b4c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6111ece88675459fa8069840af0f9b4c:after { content: ""; display: block; clear: both; } READ: Bacteria Classification By Gram Staining Essay This poll has consistently found that Californian residents do not prefer discriminatory policies such as Affirmative Action. Less than 30 percent support racial and sexual preferences. Although the Civil rights movement in the 1960s started Affirmative Action, led by Martin Luther King Jr., Affirmative Action was to mainly support African-Americans. This was often the group that most people affiliated Affirmative Action with, the majority of African-Americans continues to reject Affirmative Action. (3) The other area where Affirmative Action is .

Lab Report Final Draft Essays

Lab Report Final Draft Essays Lab Report Final Draft Paper Lab Report Final Draft Paper The student conducted the experiment given, using safe lab practices, that found the polarity of two separate solvents, and it has been shown through experimental exults that the hypothesis formed in the beginning of this experiment is true. It has been deducted from this experiment that solvents which dissolve, or pick-up, water soluble inks are polar, while solvents that dissolve, or pick-up, non water soluble inks are non-polar. Introduction In order to determine the polarity of two solvents, slime and silly putty, an experiment is being conducted that will provide data to formulate a conclusion on the matter. This lab will answer whether or not the tested solvents are polar or non-polar, as well as whether the inks used are polar or non-polar. Information was given in the beginning of the lab explaining that only polar solvents will dissolve or pick-up polar ink, and only non-polar solvents will dissolve or pick-up non-polar solvents. Chromatography will be used to verify conclusions made on the polarity of the inks. Background The lab provided information as the basis for the experiment. It was provided that polar solvents only pick-up or dissolve polar substances, as well as that monopole solvents only pick-up or dissolve monopole substances. Also, in the lab introduction, the information examines covalent and ionic bonds teaching that he polarity characteristics of substances are due to their atomic structure and molecular shape. For example: Water is a polar molecule due to the electrons being shared between the oxygen atom and the two hydrogen atoms. As the electrons are pulled close to the oxygen atom it leaves a slightly positive charge on the outside of the hydrogen atoms, while the other side of the molecule contains a slightly negative charge. The knowledge of the polarity of water is a control within this experiment. Objective Using the knowledge of polar and non-polar molecules, we can observe the heartsickness of the effects of the experiment on the inks, and determine the polarity of the solvents. Hypothesis Knowing the composition of the Slime being mainly water, the slime will dissolve or pick-up the water soluble inks and the silly putty will pick up the non-water soluble inks. Materials and Methods Materials: (1) 250 ml Beaker 5 ml 4% Borax Solution Dry Erase Marker (1) 10 ml Graduated Cylinder (1) 100 ml Graduated Cylinder Filter Paper (Disk) Filter Paper (Square) 0. G Guar Gum Highlighter Permanent Marker 1 Popsicle Stick Silly Putty Ruler Wooden Stir Stick [emailprotected] Roller Pen Distilled Water Newspaper Notebook Paper Scissors Part 1: Making Slime 1. Weigh out 0. 5 g of guar gum into a 250 ml beaker. 2. Measure 50. 0 ml of distilled water into a 100 ml graduated cylinder and pour it into the 250 ml beaker that contains the guar gum. 3. Rapidly stir the mixture with a wooden stir s tick for three minutes, or until the guar gum is dissolved. 4. Measure 4. 00 ml of a 4% Borax solution into a 10 ml graduated cylinder and add it to the guar gum and water. . Stir the solution until it becomes slime. This will take a few minutes. If the slime remains too runny, add an additional 1. Ml of the 4. 0% Borax solution and continue to stir until the slime is the slightly runny or gooey. 6. Once you are satisfied with the slime, pour it into your hands. Be sure not to drop any of it on to the floor. 7. Manipulate the slime in your hands. Write down observations made about how slime pours, stretches, breaks, etc. In Part 1 of the Data section. CAUTION: Slime is slippery and if dropped it can make the work area slick. . Place the slime back into the beaker and WASH YOUR HANDS. Part 2: Slime and Putty Ink Tests 1 . On a piece of notebook paper make one 20 25 mm long mark of each of the inks you are testing (permanent marker, highlighter, Dry Erase, and [emailprotected] Roller Pen). Space the marks at least one inch apart. Use a pencil to label each mark with its description. A. Water soluble inks include those in highlighters and certain pens. B. Water insoluble inks include those in a permanent pen/markers, newsprint, and a dry-erase markers. 2. While the inks are drying, select a passage or a picture in the newspaper to test with the slime. 3. Develop a hypothesis stating whether or not you believe the slime produced in Part 1 will pick up newsprint ink. Record this hypothesis in the Post-Lab Questions section. Then, break off a small piece of slime that is 3 5 CM in diameter. Gently place this piece on top of the newspaper print, then carefully pick it up again. 4. Observe and record in Table 1 whether or not the ink was picked up onto the slime. 5. Break off another small piece of slime. Once the inks from Step 1 have dried gently place the slime on top of the first spot on the notebook paper, then carefully pick it up. Repeat this for each of the inks. Observe and record which inks were picked up (dissolved) by the slime in Table 1. 6. Repeat this ink testing two more times for accuracy. 7. Hypothesize which inks the silly putty will pick up in the Part 2 of the Data section. Then, perform the ink tests with the Silly [emailprotected] according to the procedure outlined in Steps 5 6. Part 3: Chromatography of Ink Samples 1. Use a pencil or scissors to poke a small hole in the center off piece of filter paper (see Figure 7). 2. Spot the filter paper evenly spaced approximately 2 CM from the small hole with the two insoluble inks and the two soluble inks that were used in Part 2, Step 1. 3. Obtain a h piece of filter paper. Fold the paper in half several times so that it makes a narrow wick. . Insert the wick into the hole of the spotted paper so that it is above the top of the filter paper by approximately 2 CM. 5. Fill a 250 ml beaker 3/4 full with water. 6. Set the filter paper on top of the beaker so that the bottom of the wick is in the water. The paper should hang over the edge of the beaker with the spotted side up. 7. Allow water to travel until it is approximately 1 CM from the edge of the filter paper. Remove the filter paper from the beaker. 8. Observe which inks moved from where they were originally spotted. Record your observations in Part 3 of the Data section. In the experiment, we were given the above instructions on how to create slime. Silly putty was provided in the lab kit. A 25 CM mark was made on notebook paper using four types of ink: highlighter ink, nun-ball roller pen ink, permanent sharpie ink, and dry erase marker ink. There was also a newspaper clip used to test the solvents on the newspaper ink as well forming the total of 5 experimental groups. The inks are the dependent variables in this experiment. The solvents were then placed on each of the five inks, three times each, to see if they picked-up or dissolved the inks. The solvents are the independent variables n this experiment. The result of whether the solvent picked or dissolved the ink was recorded. After completing this part of the test, filter paper was placed on top of a beaker filled % full with water, with a wick placed through the filter paper into the water. Dots of the four individual inks were placed on the filter paper. The reactions of the inks, as the water traveled up the wick into the filter paper were recorded. The experiment can be explored further in the above experiment procedural steps. Results, Data, and Observation Table 1: Results of Ink Testing for Silly [emailprotected] Name of Ink Picked up (dissolved) Did not pick up Trial 1 Trial 2 Trial 3 Newsprint Table 1: Results of Ink Testing for Slime x The above graph illustrates the findings in the experiment. The silly putty picked-up, or dissolved, both the dry erase marker ink, and the newspaper ink. The slime picked-up, or dissolved, the highlighter and unable roller pen ink. Neither the silly putty, nor the slime, picked-up or dissolved the permanent marker ink. When the ink was placed on the filter paper and water was placed in the beaker as the solvent, the highlighter and the roller pen ink were both dissolved and pulled toward the wick. The permanent marker and the dry erase marker both ere unaffected by the water. Discussion, Data Interpretation, and Experimental Conclusions Seeing the results in the tables above shows the polarity of both the inks and the solvents used. Water is a polar molecule which supports the results of the chromatography as well. The information of the water solubility of the inks used was given in the beginning of this experiment, and the information was verified by the chromatography, which showed the inks that dissolved in water. Both the highlighter and the roller pen were soluble inks. Knowing this, and in knowing the properties of water, means they are, in fact polar. After seeing the slime dissolve and pick-up traces of both of these inks, it can be concluded that the slime is polar as well. The newspaper ink, permanent marker, and dry erase marker were insoluble inks. The newspaper ink was not verified by chromatography, however, both the permanent marker ink, and the dry erase marker were; they did not move across the filter paper when water was added. In seeing that the silly putty picked up the dry erase marker ink, and the newspaper ink, it can be concluded that the silly putty is a non-polar solvent. Error was found in my experiment in seeing that the non-polar solvent did not solve or pick-up the permanent marker.

Poner Conjugation in Spanish, Translation, Examples

Poner Conjugation in Spanish, Translation, Examples The conjugation of the Spanish verb poner, often translated as to put or to place, is highly irregular. In order to help you understand and use this verb, this article includes poner conjugations in the present, past, conditional, and future indicative; the present and past subjunctive; the imperative, and other verb forms. The same conjugation pattern is used for other verbs based on poner, such as componer, disponer, exponer, imponer, oponer, proponer, reponer and suponer. Using the Verb Poner vs. Ponerse The verb poner generally means to put or to place, but its meaning can vary when used in some common expressions like poner la mesa (to set the table), or poner huevos (to lay eggs). It can also mean to turn on, as in poner mà ºsica (to play music on the radio) or poner la televisià ³n (to turn the television on). The verb poner can also be used reflexively - ponerse- . Ponerse can mean to put something on, such as clothing or accessories. For example, Juan se puso el abrigo y Ana se puso el sombrero (Juan put the coat on and Ana put the hat on). In addition, ponerse can mean become when referring to a change in state of being, such as ponerse triste (become sad), ponerse rojo (to become red in the face), ponerse flaco (to become skinny), etc. Poner Present Indicative In the present indicative tense, the first person singular (yo) conjugation of the verb poner is irregular, but the rest of the conjugations follow a regular verb pattern. Yo pongo I put Yo pongo la mesa antes de la cena. Tà º pones You put Tà º pones el libro en la biblioteca. Usted/à ©l/ella pone You/he/she puts Ella pone flores para decorar la casa. Nosotros ponemos We put Nosotros ponemos el dinero en el banco. Vosotros ponà ©is You put Vosotros ponà ©is la ropa en el armario. Ustedes/ellos/ellas ponen You/they put Ellos ponen mucho esfuerzo en su trabajo. Poner Preterite Indicative The preterite tense conjugations of poner are irregular and use the stem pus-. Yo puse I put Yo pusela mesa antes de la cena. Tà º pusiste You put Tà º pusisteel libro en la biblioteca. Usted/à ©l/ella puso You/he/she put Ella pusoflores para decorar la casa. Nosotros pusimos We put Nosotros pusimosel dinero en el banco. Vosotros pusisteis You put Vosotros pusisteis la ropa en el armario. Ustedes/ellos/ellas pusieron You/they put Ellos pusieronmucho esfuerzo en su trabajo. Poner Imperfect Indicative The verb poner is conjugated regularly in the imperfect tense. You start with the stem pon and add the imperfect ending for -er verbs (à ­a, à ­as, à ­a, à ­amos, à ­ais, à ­an). The imperfect tense can be translated as was putting or used to put. Yo ponà ­a I used to put Yo ponà ­ala mesa antes de la cena. Tà º ponà ­as You used to put Tà º ponà ­asel libro en la biblioteca. Usted/à ©l/ella ponà ­a You/he/she used to put Ella ponà ­a flores para decorar la casa. Nosotros ponà ­amos We used to put Nosotros ponà ­amosel dinero en el banco. Vosotros ponà ­ais You used to put Vosotros ponà ­aisla ropa en el armario. Ustedes/ellos/ellas ponà ­an You/they used to put Ellos ponà ­anmucho esfuerzo en su trabajo. Poner Future Indicative For the irregular conjugation of poner in the future indicative, change the stem to pondr-. Yo pondrà © I will put Yo pondrà © la mesa antes de la cena. Tà º pondrs Youwill put Tà º pondrs el libro en la biblioteca. Usted/à ©l/ella pondr You/he/shewill put Ella pondr flores para decorar la casa. Nosotros pondremos Wewill put Nosotros pondremos el dinero en el banco. Vosotros pondrà ©is Youwill put Vosotros pondrà ©isla ropa en el armario. Ustedes/ellos/ellas pondrn You/theywill put Ellos pondrn mucho esfuerzo en su trabajo. Poner PeriphrasticFuture Indicative The periphrastic future is composed of the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive poner. Yo voy a poner I am going to put Yo voy a ponerla mesa antes de la cena. Tà º vasa poner You aregoing to put Tà º vasa poner el libro en la biblioteca. Usted/à ©l/ella vaa poner You/he/shegoing to put Ella vaa poner flores para decorar la casa. Nosotros vamosa poner We aregoing to put Nosotros vamos a poner el dinero en el banco. Vosotros vaisa poner You aregoing to put Vosotros vaisa poner la ropa en el armario. Ustedes/ellos/ellas vana poner You/they aregoing to put Ellos vana poner mucho esfuerzo en su trabajo. Poner Present Progressive/Gerund Form To form the gerund  or present participle, you start with the stem of the verb and then add the ending -ando (for -ar verbs) or -iendo (for -er and -ir verbs). The present participle is used to form progressive tenses like the present progressive, which is usually formed with the auxiliary verb estar, but can also use the verbs seguir, continuar or mantener as the auxiliary. Present Progressive ofPoner est poniendo is putting Ella est poniendo flores para decorar la casa. Poner Past Participle The past participle of poner is irregular - puesto- . This verb form can be used to form perfect tenses, such as the present perfect (with the auxiliary verb haber). Present Perfect of Poner ha puesto has put Ella ha puesto flores para decorar la casa. Poner Conditional Indicative To talk about possibilities, you can use the conditional tense, which is usually translated to English as would verb. Poner is also irregular in the conditional and uses the stem pondr-. Yo pondrà ­a I would put Yo pondrà ­ala mesa antes de la cena si llegara a tiempo. Tà º pondrà ­as Youwould put Tà º pondrà ­as el libro en la biblioteca si hubiera espacio. Usted/à ©l/ella pondrà ­a You/he/shewould put Ella pondrà ­a flores para decorar la casa, pero las flores estn muy caras. Nosotros pondrà ­amos Wewould put Nosotros pondrà ­amos el dinero en el banco si nos ganramos la loterà ­a. Vosotros pondrà ­ais Youwould put Vosotros pondrà ­ais la ropa en el armario si fuerais ms ordenados. Ustedes/ellos/ellas pondrà ­an You/theywould put Ellos pondrà ­an mucho esfuerzo en su trabajo, pero son perezosos. Poner Present Subjunctive The present subjunctive is formed with the stem of the first person singular in the present indicative (yo pongo). Que yo ponga That I put Mam pide que yo ponga la mesa antes de la cena. Que tà º pongas That you put El maestro quiere que tà º pongas el libro en la biblioteca. Que usted/à ©l/ella ponga That you/he/she put La decoradora recomienda que ella ponga flores para decorar la casa. Que nosotros pongamos That we put El contador sugiere que nosotros pongamos el dinero en el banco. Que vosotros pongis That you put Pap pide que vosotros pongis la ropa en el armario. Que ustedes/ellos/ellas pongan That you/they put La jefa espera que ellos pongan mucho esfuerzo en su trabajo. Poner Imperfect Subjunctive The imperfect subjunctive has two different conjugations. Both of them are correct. Option 1 Que yo pusiera That I put Mam pedà ­a que yo pusiera la mesa antes de la cena. Que tà º pusieras That you put El maestro sugerà ­a que tà º pusieras el libro en la biblioteca. Que usted/à ©l/ella pusiera That you/he/she put La decoradora recomendaba que ella pusiera flores para decorar la casa. Que nosotros pusià ©ramos That we put El contador sugerà ­a que nosotros pusià ©ramos el dinero en el banco. Que vosotros pusierais That you put Pap pedà ­a que vosotros pusierais la ropa en el armario. Que ustedes/ellos/ellas pusieran That you/they put La jefa esperaba que ellos pusieran mucho esfuerzo en su trabajo. Option 2 Que yo pusiese That I put Mam pedà ­a que yo pusiese la mesa antes de la cena. Que tà º pusieses That you put El maestro sugerà ­a que tà º pusieses el libro en la biblioteca. Que usted/à ©l/ella pusiese That you/he/she put La decoradora recomendaba que ella pusiese flores para decorar la casa. Que nosotros pusià ©semos That we put El contador sugerà ­a que nosotros pusià ©semosel dinero en el banco. Que vosotros pusieseis That you put Pap pedà ­a que vosotros pusieseis la ropa en el armario. Que ustedes/ellos/ellas pusiesen That you/they put La jefa esperaba que ellos pusiesen mucho esfuerzo en su trabajo. Poner Imperative The imperative mood is used to give orders or commands. Positive Commands Tà º pon Put!  ¡Pon el libro en la biblioteca! Usted ponga Put!  ¡Ponga flores para decorar la casa! Nosotros pongamos Let's put!  ¡Pongamos el dinero en el banco! Vosotros poned Put!  ¡Poned la ropa en el armario! Ustedes pongan Put!  ¡Pongan mucho esfuerzo en su trabajo! Negative Commands Tà º no pongas Don't put!  ¡No pongas el libro en la biblioteca! Usted no ponga Don't put!  ¡No ponga flores para decorar la casa! Nosotros no pongamos Let's not put!  ¡No pongamos el dinero en el banco! Vosotros no pongis Don't put!  ¡No pongis la ropa en el armario! Ustedes no pongan Don't put!  ¡No pongan mucho esfuerzo en su trabajo!

The death of woman Wang Essay Example | Topics and Well Written Essays - 1000 words

The death of woman Wang - Essay Example There were also published texts in 1673, 1763, and 1810 on the local history of the county (Cass and Spence 550). Additionally, Spence utilizes P’u Sung-ling’s text entitled â€Å"Strange Stories from the Liao Studio† in creative and unconventional ways. The data are all used to depict common superstitions and values and to draw the picture of â€Å"loneliness, sensuality, and dreams† (Spence xiv). The first part, â€Å"The Observers,† talks about the catastrophes that struck the region, focusing on the earthquake in 1668 that wiped out a big part of the population. Additionally, people were stricken with the White Lotus revolt in 1622, plagues in 1640, Machu invasion in 1643, coupled with famine, floods, and raids in the 1650s. In a matter of fifty years, the region’s population of 200,000 dropped to merely 60,000. It is obvious here that the T’an-ch’eng people faced survival crisis, misery, and demoralization during that perio d. Suicide was so common that a proclamation has to be issued to dissuade it. In Huang’s text, he mentions that when he was serving in T’an-ch’eng, he observed that people view themselves worthless due to the poverty, hunger, and several other sufferings they go through. He added that people then do not have any idea of a happy life and the joys of living (Spence 14). The moral situation of the people hit an all-time low, causing conflicts to erupt within the family units, breaking down of social orders, and abandonment of moral restraints (Cass and Spence 551).... The second part, â€Å"The Land,† explores the situation of the tax payments, quotas, and labor system. As the population fell, these established systems became more burdensome for the people, particularly the quota system. Registered lands dropped, showing the abuses in tax collections and the measures used by land owners to avoid paying the exorbitant taxes. Obviously, the established system in the land pushes the poor people more into poverty, giving them lesser and lesser hope --- which was not much to start with --- to be alleviated from their circumstances (Entenmann and Spence 269-70). The third part, â€Å"The Widow,† begins to explore the situation of the women in that region during that time. Historically, China’s view on women has been that of oppression, and they are merely treated with respect if they follow the conventional societal rules on the roles of women in the society (Cass and Spence 550). Spence here describes the burdens placed on widows, particularly by the legal code discouraging remarriage after the husband’s death. Remarriage would cause the widow to lose any inheritance from the husband to the husband’s family. However, instead of achieving the desired effect of proving the wife’s loyalty to the late husband, it merely prompted the husband’s family to put pressure on the widow to remarry. Spence however relates the story of a woman who resisted this pressure, which unfortunately resulted in the murder of her only son by her late husband’s family. The murdered was punished, but a part of the late husband’s family became the widow’s heir (Entenmann and Spence 270). In the fourth part, â€Å"The Feud,† Spence talks about a local family who runs a group of

Market Development for small businesses in the USA Dissertation

Market Development for small businesses in the USA - Dissertation Example Medical instrument industry is a significant component of an entire health care system. The proposal has started with a background analysis where the entire medical equipment market has been discussed. It is quite important to understand the market itself before entering into a specific market. In the later segments the research methodology would be discussed with research objectives. A brief discussion of the supporting theories has been also provided in this research proposal. Background and Academic Analysis The Medical Equipment Market in USA The medical and dental instrument industry in USA is diverse in nature and technologically dynamic in its operation. The medical devices come up in an extensive range of products used in the health care. The devices can range from mere tongue depressors to some extremely sophisticated diagnostic devices. The US medical and dental apparatus and supplies industry can be segmented in five different products segments including surgical appliance s and supplies, surgical and medical instruments, dental equipment and supplies, electromedical equipments, x-ray apparatus and tubes (AASBEA, n.d., p.1-2). The products of this industry are articulated as follows. Surgical instruments such as clamps, syringes, suture needles and hypodermic, laparoscopic devices, stethoscopes, catheters and blood pressure measuring devices. Appliances such as wheelchairs, bandages, implantable devices and prosthetics. Dental equipments such as hand instruments, drills, plaster, cements, amalgams, dental chairs and sterilizers. X-ray tools and tubes. Electromedical apparatus like patient monitoring equipments, pacemakers etc. Diagnostic tools like ultrasonic scanning instruments, magnetic resonance imaging equipment. Ophthalmic goods like sunglasses, contact lenses and eye-glasses (Shippey, 1995, p.149). The growth of this industry would depend on the expenditures in national health care including the expense to come up with new regulatory norms to e nsure effectiveness and safety in the instruments and appliances. Even the changes in the insurance coverage drive the growth in the medical instrument and appliances market. It is pretty significant to analyse the macro environment of the players operating in this specific industry. The macro environmental driving forces are determining forces to shape up the company’s strategies to place itself in the market. Macro Environment Analysis – PESTLE Analysis Political and Legal Environment – The medical instrument industry in US is governed by several regulatory norms; some of them have been quite influential to the industry itself. Such a norm, 1990 Safe Medical Devices Act, redefined the processes to bring in medical instruments to the respective market. This norm was established to ensure the safety and effectiveness of the products pouring into the market. For an instance, manufacturer of certain medical instruments must include the safety and effectiveness dat a in the premarket notification applications. As per the law, the high risk apparatus which had been introduced after the year 1990 are required to have post market surveillanc

Olympian Destiny vs. Personal Choice Essay Example for Free

Olympian Destiny vs. Personal Choice Essay An Analytical Essay on the Tragedy of Oedipus in Sophocles’ â€Å"Oedipus the King† Debates on whether men control their fates or whether their fates are already dictated by another force are not new and has definitely not ended. Still, even if arguments on the subject has been exhaustingly discussed, there is still no conclusion formed of whether humanity really make their own choices or if there is a greater or heavenly force which deprives humanity of that choice. Such circumstance is depicted in Oedipus the King, one of the trilogies in a famous Greek tragedian’s plays. Sophocles, who is known to be one of the pioneers of tragedies (as a drama) in the world, writes of the sad and terrible fate of Oedipus who is the ruler of Thebes after he saves the people of Thebes from a â€Å"monster†. The play revolves around a prophecy that Oedipus wants to kill his own father and make his own mother as a wife. This leads to this essay’s purpose which is to discuss on whether Oedipus was destined to have such end or whether he was the one who actually made his own fate. In Oedipus the King, trouble brews in Thebes as the people are in pandemonium over a sickness that spreads over the city. Oedipus who is the present ruler of the city after defeating the Sphinx asks help from an oracle to decipher why Thebes if suffering such fate. The oracle reveals that Olympus is angry over the murder of Thebes’ past King and the city can only be restored to its proper order when the King’s murderer has been caught. This rather ominous scene sets the play in motion as the court of Thebes starts to investigate and prod on who is the possible murderer of the dead King. Through much explanation, interrogation and prodding, it is found out that it is Oedipus himself who has killed the King, making the prophecy of Apollo true—that Oedipus will kill his father and marry his own mother. Because Thebes needs to be saved and because Creon cries out for Oedipus to respect the desires of Olympus, Oedipus willingly exiles himself from Thebes and eventually (in the next and last part of the trilogy, Oedipus at Colonus) dies alone. The trilogy that Sophocles has written is known to be the Oedipus plays even if one of the plays played out with the King already dead. However, it is quite evident that in all the plays, Oedipus plays an important part because his fate serves as background of all the plays and his fate becomes a catalyst for all the other scenes in the plot. This fate that brings down such grief to Oedipus and his family is connected to Apollo’s prophecy that was predicted by an oracle in Delphi. Oedipus recounts this prophecy when he talks to Jocasta, his queen and wife (and unbeknownst to him, his mother) over the reason why he self-exiled himself from Corinth: And so I went in secret off to Delphi. / I didn’t tell my mother or my father. Apollo sent me back without an answer, / so I didn’t learn what I had come to find. But when he spoke he uttered monstrous things, / strange terrors and horrific miseries— it was my fate to defile my mother’s bed, / to bring forth to men a human family that people could not bear to look upon, / to murder the father who engendered me. (Sophocles 945-954) This excerpt points to the fact that it is Apollo who passed the knowledge of the prophecy and Oedipus is well aware of the said prophecy. Thus, it would seem that the fate of Oedipus is already determined but there is a possibility that although he made unconscious and innocent choices and decisions, Oedipus is still well aware that all the things that he will do leads to something greater and sadder. This something greater and sadder is his tragic fate that would result in the death of his own father and would result in an immoral relationship with his own mother. This premise neither proves nor negates whether Oedipus’s life was created out of the decisions, actions and choices he made or whether his life was already created by another force for him. Both arguments may be correct but the other holds more weight based on the text itself. With regards to the tragedy of Oedipus’ fate created by his own choice, it can be shown in how the Chorus of the play described Oedipus that he was a man who had his own power from his mental strength which resulted in his ability to be very cunning: You residents of Thebes, our native land, / look on this man, this Oedipus, the one who understood that celebrated riddle. / He was the most powerful of men. All citizens who witnessed this man’s wealth / were envious. Now what a surging tide of terrible disaster sweeps around him. (Sophocles 1805–1811) The Chorus described Oedipus as having feats that he alone did without the help of any other force or power—this would of course show that Oedipus’ total worth as a character and individual was not just created by the Olympian gods alone. Oedipus also had a hand in the making of his own totality as a person. Thus, his characteristics which lead to his â€Å"crimes† were the culmination of all these characteristics. For example, he is cunning and that is why he was able to defeat his father in battle and he was able to solve the Sphinx’s riddle. Because of these two circumstances, he killed his father and he won the queen of the city who is his mother. Apollo merely prophesised Oedipus’ fate—the sun god did not provide the weapon which would kill Oedipus nor did he provide the answer to the riddle. Thus, Oedipus was able to the things he has done based on his own judgement and discernment as a person. On the other hand, the premise that Oedipus is the victim of the tragedy of fate manufactured by the Olympian gods still holds more weight compared to whether he is a victim of his own misplaced judgements and actions. This can be proven by the following lines delivered by the Chorus of the play: In everything / our loftiest traditions consecrate, those laws engendered in the heavenly skies, / whose only father is Olympus. They were not born from mortal men, / nor will they sleep and be forgotten. In them lives an ageless mighty god. (Sophocles 1034-1040) The lines explain that men’s laws and the traditions that they exalt, whether good or bad and advantageous or remiss, is created by the heavens. Therefore, men are but putty in the hands of the gods and goddesses of Olympus. Whatever human beings do, it is determined already by the hands of the gods. If this supposition is correct, it just means that Oedipus’ entire life was created by the gods and it is up to the gods on how his life will end; even if the Queen Jocasta believes otherwise: â€Å"Fear? What should a man fear? It’s all chance, chance rules our lives. Not a man on earth can see a day ahead, groping through the dark. Better to live at random, best we can† (Sophocles 1068–1078). When the queen declared such judgement, she was not able to consider that even if chance rules humanity’s lives; chance is also something which the heavens also control. Though men make decisions in certain circumstances, those circumstances were also created by pre-determined fate: Oedipus had to be there at the exact same time his father was at the crossroads; Oedipus had to take the path going to Thebes; Oedipus had to solve the riddle by the Sphinx, etc. Thus, although Oedipus can make his own decisions which lead to his tragic fate, his tragic fate was already determined by his hands not his own. It was determined, based on the Greek mythologies, by the Fates. Works Cited Sophocles. Oedipus Rex. Ontario: General Publishing, Ltd. , 1991.

“Let Teenagers Try Adulthood” Essay -- Article Review

We all remember the day of the Littleton high school shooting also referred as the Columbine High School Massacre. When the flashing new lines of (CNN News, 1999) stated that 25 people were killed at the High School by two heavily armed male students that also took their own lives; it was shocking and very disturbing news to learn that something so horrible caused this students to kill their own peers. What was the reason that drove these students to kill? Was the students bullying these boys, did they belong in the reject circle, the outcast’s of the high school, were they the weirdo’s because they loved to learn; while everyone else was focused on their looks and the next football game. Maybe, and this is the very point that Leon Botstein states in his article â€Å"Let Teenagers Try Adulthood† for the New York Times which was written after the Littleton shootings. Botstein article â€Å"Let teenagers Try Adulthood† purpose that the American high school is obsolete and should be abolished. He states that puberty and education don’t mix, because their bodies are going through changes that can be embarrassing. The high schools are made up of cliques and the artificial intensity of a world defined by insiders and outsiders. (Botstein pg.20) The insiders hold control over the outsiders because of good looks, popularity, and sports power; the teacher and staff do nothing to stop them, the so called elite. When in fact the high school outsiders becomes the more successful and admired adults in society. Botstein, states that team sports of high school dominate more than student culture. He purpose that secondary education be rethought; elementary s... ...roblems at school and to top it all off their raging, uncontrollable hormones; it’s a ticking time bomb just waiting to happen inside of every teenager. In conclusion, Botstein arguments about abolishing high school; should really be considered and taken into action. Considering majority of high schools is a social playground not an educational institute. It is a serious waste of tax funds and waste extremely precious time which can never be regained. Unless parents, teachers and the country start seeing that these problems with shootings and gangs in high school are all due to the fact of the most basic concept every teen know about â€Å"everyone for their selves, if you can’t play with the big dogs than get off the porch.† With that stated we seriously need to change our the school system for everyone benefit.

Marketing Plan (Innisfree)

1. Background Innisfree is a natural brand that shares the benefits of nature from the pristine island of Jeju allowing for vibrant beauty and pursues an eco-friendly green life to preserve the balance of nature. Innisfree’s snail mask, which is our new product, is this marketing plan’s character. Snail Mask is very popular and its market growth is stable because snail mask is very useful to protect and repair the skin. Our target market is the middle class and the reaches of customers are both female and male.Also, age distribution is about 21 to 50 years old. Besides, the competition of the marketing is come from different countries such as Etude house, Nature republic in Korea, Shu uemura Shiseido in Japan and Lancà ´me, Estee lauder in America. Therefore, the competition of marketing is extremely competitive.2. The SWOT analysisStrength: 1) Our product’s formula is unique – unlike other brands.2) Use 3 years for research and development this snail mas k.3) The ingredients of our snail mask are in high quality.4) Our factory has many large-scale machines – we can have mass production.Weaknesses: 1) The selling price is high as the production cost is high.2) The package of our snail mask is not attractive.3) We cannot throw a lot of money and resources of this product as our company has many other skincare products.Opportunities: 1) Rising of South Korean fashion – Hong Kong people are affected by the Korean dramas, pop music and idols.2) Increase the confidence of buying Korean skincare products – good public reputation3) Men now pay attention on their images and start to protect their skin by using skincare products.4) Hong Kong women’s purchasing power on skincare products is high.Threats:1) The rising rate of currency rate (RMB) – the manufacturing cost become higher and higher as our factory is set in mainland.2) The weather condition of Hong Kong is not as dry as South Korea. People may not use our snail mask frequently.3) The trend of the medical beauty treatment is rising – the traditional masks are not attractive enough.3. Target of sales revenue& market share First of all, the snail mask is priced at $30 HK dollars each and anticipated to sell 300,000.Therefore; we expected to earn 1.5 million for sales revenue. It is because the snail mask is new product, we do not expect too much in sales revenue. Also, we expect that the snail mask have 5% in the market share.4. Describing the promoted product First, Moisturizing, skin whitening and renewing the skin cells are the 3 major factors that Hong Kong people mostly concerned. Our snail mask has 80% of Snail Secretion Filtrate. This ingredient can help to increase the elasticity of skin effectively and revitalize the damaged skin. Also, among all snail masks from other brands in the market, our product contains the highest concentration of Snail Secretion Filtrate. And we add almond oil and aloe vera in order to increase the moisture of the mask, add milk for skin whitening. Second, Hong Kong people like product in high quality and effective.Although our snail mask’s selling price is a bit higher than other brands, we can ensure that our ingredients are natural and come from France so that the quality is safe and good. Moreover, for the paper mask, it is specially formulated with 3D technology. It provides perfect wearability to the mask and allow the treatment essence quickly sink into the skin. Third, Hong Kong people are very prudent of choosing masks. Our company is a well-known Korean skincare company and has good reputation.And we also have branches in Hong Kong. In order to gain customers’ trust, they can retrieve their money if the product has any problems. Lastly, the needs of men maintaining their skin are rising. Therefore, our product’s unique formula can be fit both men’s and women’s skin. It is convenient and couples can maintain their skin t ogether by using our mask.5. The target customer in HK After our deliberations, we decided that the snail mask only launched in Hong Kong. One of the reason is Hong Kong is influenced by the South Korean fashion deeply, particularly cosmetic products. People in Hong Kong have a  requirement of high quality skin care product .They have confidence of the Korea brand and easy to build brand image and loyalty. Furthermore, no matter male or female, they maintain their skin by using skin care products. So we choose the target customer in Hong Kong as the product is relatively easy to enter the market and help company to earn profit. On the contrary, we do not choose the target customer in China. It is because we hope the snail can first try the temperature of a smaller market.6. Promotion toolsAdvertising Endorser Invite Korean popular idols – Kang Gary and Song ji hyo. They play as Monday couple of running man which is the popular TV program in Korea and Hong Kong. As our produ ct is suitable for both male and female, our promotion firstly focus on couples’ market of Hong Kong. Their couple’s images are suitable for promoting our product. We will ask them to come to Hong Kong to promote the snail mask.Mtr Station and Bus stopSet a poster at the light box of mtr station and bus stop. Transportation can easily contact with target market, because there are strong flows of people at each public transport confluence, The probability of contacting target customer will be increase.FacebookBecause facebook is the most popular social website in the world, the number of users accounted for 16% of the world, at Hong Kong it has 3.65 million users. We will establish the fans page on facebook, also the first 100 users who click like to our page can get a trial product of mask free. They can get it from our shop in Mong Kok . It can increase the chance of contacting target customer and free trial product can make users give us a feedback.TV advertisingIt i s the most effective idea of advertising, because TV is common in this 21st century, TV is in everywhere. Although using TV adverting is expensive, it can contact with target customer effectively. We will ask our advertising endorser to film an advertisment for our products. Also it must be high  frequency of showing at night, it can focus on the couples’ marketYoutube channelYoutube is the most popular video-share website in the world. Every video starts playing on youtube, you must watch a small advertisement first, but the time only have fifteen seconds. We can make a short advertisment and still including our advertising endorser.Others We will organise some street promotion in other to attract people who do not use Facebook regularly. And we will hire some models to distribute some trial product to the pedestrian who fit our target group.7. Budget for promotion The total budget is $700000 HKD.Advertising Endorser———$300000HKD (it has a discount alr eady, because we are the local company of Korea)Mtr Station and Bus stop————-$100000HKDFacebook———–$10000HKD (including the sample, the salaries of technology team)TV advertising—————$200000HKDYoutube———–$70000HKDFor others ———–$20000HKD (including having any accident)8. Action Plan 1. Find Korean Agents Company to discuss the contract of those two popular idols and arrange the schedule of their job.2. The place of trial product distribution will set up at downtown like Causeway Bay and Mong Kok, it attracts more customers.3. Contact with KMB and MTR, discuss the contract  and the placement of our poster.4. Contact with TVB and Youtube HK to discuss the showing time of our advertisement.

Overcoming Defense Mechanisms Essay

Practical implications of each term are included for the benefit of organizations interested in applying theory in practice. Key words: organizational cohesion, action systems, compliance, culture of tradition, complete concrete systems, and symbolism Organizational Cohesion According to Etzioni (1961), cohesion can be defined as a positive expressive relationship among two or more actors that can reinforce negative and positive norms (p. ). He further differentiates cohesion bonds between persons of the same rank, peer cohesion, and cohesion bonds between persons of different ranks, hierarchical cohesion. The degree to which peer cohesion exists within an organization can determine how readily norms that are held by the majority of a given group or held by the most influential persons within a group will be accepted by the remaining group participants. In other words, peer cohesion dictates the degree to which actors within a given group are likely to mimic or adopt each other’s behavior and/or values. It has also been suggested by Homans (1951), that there is a direct correlation between the frequency and endurance of interaction within a group and the level of a group’s cohesiveness. In other words, the more group participants interact, the more likely it is that they will adopt each other’s mannerisms, outlooks, or orientations toward the larger group of which they are a part (Etzioni, 1961, p. 290). Assuming that norms that are beneficial to a particular organization are being fostered via peer ohesion, such as intra-team cooperation, the net effect could be a highly productive work environment with low employee turnover. Etzioni’s research implies that organizations with high peer cohesion tend to have low employee turnover, which reduces costs involved with recruiting and socializing new employees, knowledge capture, and maintaining daily work routines. However, it is important to note that cohesion can reinforce both negative and positive norms, which is to say behaviors that alienate an employee from an organization as well as behaviors that reinforce one’s commitment to an organization (p. 80 ). Reagans and McEvily (2003) suggest that cohesion, specifically social cohesion, influences the willingness of individuals to devote time and effort to assisting others within a given group, in addition to serving as a motivator to transfer knowledge to a coworker or colleague (p. 245). Ultimately, cohesion within an organizational group, can encourage a â€Å"you scratch my back, I’ll scratch yours† effect that can encourage knowledge exchange across employees and reduce direct peer-to-peer or intra-departmental competition amongst employees (Reagan & McEvily, 2003, p. 245). In other words, â€Å"by limiting competition, social cohesion promotes knowledge transfer,† which is an essential component of a learning and innovative organization (Reagans & McEvily, 2003, p. 247). Although organizational cohesion can foster â€Å"exchange relationships that build commitment† (Tyndall, 2012, p. 3), it is essential that organizational leaders recognize tipping points wherein too much cohesion could increase group-think and inhibit innovation, performance, and potentially disrupt a work-group’s alignment with the overall organization’s values, should a given group’s norms contradict such values (p. ). Where possible, organizational leaders might assess the power that cohesiveness has within their organization, identify the source of cohesiveness, be it an agent of the organization or the organization itself, and take the necessary action to either encourage or discourage the cohesiveness, depending on whether it currently work s in favor of the organization or to its detriment. Action Systems An action system embodies a collective effort to attain a single goal, as executed by interdependent work units’ processes, tasks, and functions. To attain its goal as a unit, a social action system adopts a structure and a process for organizing member activities† (De Ven, 1976, p. 25). An action system is a term used to describe a system that produces an output only if the necessary actions are completed by the appropriate parties throughout the entire production process-placing emphasis on the relationship that exists between actions and the larger task they accomplish. The existence of this term serves to illustrate a theoretical shift away from focusing on work units or groups and a shift toward focusing on the individual job holders’ roles within the larger group, analogous to speaking in of terms of cogs within a machine (Tyndall, 2012, p. 3). As Parsons (1951) has noted, â€Å"acts do not occur singly and discretely, they are organized in systems† (p. 7). Simply put, an action system is made up of two components: the actor and his situation (p. 7). By speaking in terms of action systems, the theorist or manager hopes to identify all factors that affect these two components in the name of achieving their end objective, be it decreasing production error and lags, and increasing production successes (non-defective output) or any combination thereof. The more an organization can identify all variables, resources, and actions required at each phase of production, the more it can regulate and manage them. â€Å"Resources and information flows are the basic elements of activity in organized forms of behavior† (De Ven, 1976, p. 25). If, for example, an actor works in reception at a doctor’s office, he/she might require a computer, medical forms, chairs for patients, clipboards, pens, etc. By tracking usage and resource requirements over an extended period of time, records might reveal that there are too many patients or too few chairs in the waiting area at any given time. Identifying this fail point will serve as a signal to the organization to either increase the number of chairs in the office, increase the number of business hours (to spread out patients), add a second partner, expand to a second location, or some other alternative. Total Quality Management, Lean Six Sigma, and Demings 14-Points of Quality are all examples of how organizations have provided structure to these very practices (Tyndall, 2012, p. 16-18) Just as an organization can identify, measure, and manage tangible resources along each stage of an action system, so too can an organization identify and measure intangible factors that influence workers orientation toward the organization and their assigned tasks. By understanding a worker’s motivation for being on the ob, an organization will be better equipped to frame that employee’s work and performance evaluation in such a way that will encourage the worker to achieve higher levels of performance. By structuring job functions in ways that directly attach task ownership to individual job holders, an organization can increase the accountability for that employee, and increase the likelihood of their experiencing satisfaction upon completely their assigned task –due to the ta sk’s proximity to its â€Å"owner† (Tyndall, 2012, p. 8). Forward-thinking and adaptable organizations will encourage transparency and two-way feedback between management and those who are managed. For this reason, it would be wise for organizations to seek input from employees when identifying areas of process improvement within action systems, share successes across the organization, and openly value collaboration between groups and collegiality within groups (Trist, 1981, p. 43, 57, & 49). Compliance Etzioni (1961) defines compliance as â€Å"a relationship consisting of the power employed by supervisors to control subordinates and the orientation of subordinates to this power† (p. xiii). Sciulli and Etzioni (1996) identify three sources of compliance: coercion, economic or pecuniary incentives, and normative values (p. 137). This interplay between the governors and the governed directly influences how an organization will function and be perceived by internal and external stakeholders. Further, the dynamic between these two parties sheds light on where power, and specifically the power to make change, resides within an organization. As was exemplified in The Challenger Disaster, the extent to which an organization’s members recognize when it is necessary to comply and when it is necessary to break from routine impinges on an organization’s ability to adapt and respond to catastrophic events: Argyris’s (1990) analysis of The Challenger Disaster brought to light the following: The problems were not only in the structure, rules, and independent monitoring devices. The problems also were that highly committed, well-intentioned, safety-oriented, can-do players reasoned and acted in ways that violated their own standards and made certain that this violation was covered up and that the cover-up was covered up. (p. 42). One could argue that NASA’s employees ignored their respective ethical instincts and instead complied with that of the organization, NASA: an unspoken practice of ignoring unsettling information in the name of making deadlines, satisfying stakeholders, or perhaps satisfying its own hubris. Regardless, this catastrophe serves to illustrate the negative implications of compliance, particularly as perpetuated through normative values. Organizational theorists, such as Ogbonna and Harris (1998) have set out to determine what behaviors within organizations evolve through genuine organic change and behaviors that evolve in response to deliberate actions taken by management via compliance. Their research indicates that efforts made by management to alter culture within an organization via compliance may prove successful, but not for a signal unified reason. In other words, an organization’s members may all buy-in to a behavioral modification or practice advocated by management, but for reasons that are unique to the individual members or groups of members within the organization. â€Å"Hence, a key implication of these findings is that managements attempting to alter culture should consider how multiple interpretations of the rationale for change influence the success of the change effort† (p. 284-285). Some changed in resigned compliance, some in authentic willingness, and some â€Å"cognitively accepted espoused values in order to further their careers† (p. 85-286). Management might benefit from this insight by carefully selecting which company practices or values they wish to indoctrinate employee with, particularly if such practices do not relate directly to tasks associated with production and instead relate to rules on how employees might govern themselves socially or culturally within an organization; if laun ching a new effort to encourage the valuing of X, perhaps it would be wise for management to seek employees’ input on why everyone should value X in order to determine whether a consensus on the promotion’s rationale exists. This will help ensure that all employees are not only helping to move the company in the same direction, but are doing so for the same or perhaps, intended, reasons. Culture of Tradition A culture of tradition within an organization consists of a subset of individual cultural traditions or â€Å"shared symbolic system[s] which function in interaction† (Parsons, 1961, p. 11). A culture of tradition is a culture that engender s its participants with values that center on traditional or historically patterns of interaction, patterns that have come to exist through repeated practice carried out by members of the organization. If an organization comes to value tradition, it could be inferred that such an organization will devalue or sanction behaviors that encourage or work in support of change, behaviors that we have come to know as organizational defenses or defensive routines. As Tyndall (2012) suggests, â€Å" defensive routines are rewarded by most organizational cultures because routines indicate a sense of caring and concern for people† (p. 13). Further, Tyndall suggests that routines are often protected by the same people who prefer that such routines not exist. Rather than expose detrimental cultural practices, organizations prefer to keep them hidden so as to prevent exposure and embarrassment (p. 13). For the purpose of this paper, let us assume that organizational identity and organizational culture are interconnected. Santos and Eisenhardt (2005) point out that â€Å"organizational identity helps members make sense of their situation by clarifying the defining attributes and purpose of the organization, thereby reducing ambiguity and providing direction† (p. 500). If an organization’s current culture, a culture of tradition, is borne out of circumstances from fifty years ago, it can be inferred that there will a disconnect or lack of alignment between the direction the organization needs to be going in and the direction it actually is going in. Santos and Eisenhardt go on to suggest that: Organizational members actively perform collective sensemaking (Weick 1995) through which they gain awareness of new information, share interpretations of prior actions, and converge on the meaning of environmental changes and appropriate courses of action. p. 500). Assuming that employees are constantly being exposed to new information, but are inhibited on how to make use of or capitalize on such information because of the existence of cultural constraints, it will not only discourage innovation within the organization, but will also stymie employee’s desire to exercise creativity and engage with the organization. Ultimately, an organization s hould work to align its identity, culture, and activities it carries out (p. 00), maintain traditions that to not impinge on efficacy of essential processes, and foster an environment that embraces conflict and change (Trist, 1981, p. 47). Complete Concrete Systems Parson’s (1951) defines a complete concrete system of social action as consisting of a social system, the personality systems of the individual actors involved, and the cultural system which is built into such actors actions (p. 5-6). A cultural or social system is stagnant, unless the elements included therein are carried out through practice and action via an action system (p. 17). He further elaborates: A social system consists in plurality of individual actors interacting with each other in a situation which has at least a physical or environmental aspect, actors who are motivated in terms of a tendency to the ‘optimization of gratification’ and whose relation to their situations, including each other, is defined and mediated in terms of a system of culturally structured and shared symbols. p. 5-6). Parsons emphasizes the need to consider these three elements independently, as no one can be further reduced or ignored in the context of the general theory of action systems. In short, Parsons wishes to draw attention to the interplay that exists between personality, culture, and the society in which these elements exist; one cannot consider personality without also considering the context in which it exists or has been cultivated. As an organization develops its sense of self, it might also come to recognize the types of personalities that it supports and the types of personalities that it prefers not to engage. Once an organization is able to identify the types of personalities it attracts or tends to hire, it might then explore the question of why it is that these personalities â€Å"fit† the organization; it may be that the personalities hired within an organization are in fact not working in favor of the organization’s larger mission, but instead reflect historical cultural practices that actually work against the organization. The more that an organization is able to hone in on the types of personalities, behaviors, and the types of individuals that it is best suited to hire or from which it would benefit the most, the better able it will be to refine the organization’s culture and overall defining character. This is not to suggest that an organization should attempt to hire one type of personality, but it is to suggest that an organization should attempt to identify the types of personalities best uited for particular work units, roles within such work units, and conceive of ways to encourage hiring, training, and evaluation practices, that foster the development of such individuals rather than inhibit them. Agents within an organization should be mindful of the personalities with which they interact, particularly when presenting ideas to or interacting with decision-makers. Framing ideas in ways that appeal to decision-makers could prove advantageous and foster productive discourse. Symbolism Symbolism, or symbolic systems of meaning, come into existence as individual social actors engage with social objects (Parsons, 1951, p. 10). An actor comes to expect or associate certain actions with particular results through practice. The dynamic relationship between actions and the associations one comes to assign to particular actions exists through communication that is both implicit and explicit across an organization. Like culture, symbols come to exist by observing or partaking in patterns of behavior; if I do X, Y happens, or on a more simple level, if I sit on X, X is a chair. These expectations form â€Å"pattern consistency† (Parsons, 1951, p. 10), or logical consistency that enable people to transmit information to one another in ways that can be easily understood, whether this transmission is intentional or unintentional. These transmissions deliver messages to the receiver and it is these messages that come to form symbols. For these reason, symbols are highly subjective and based on the perception of the message’s recipient. Organizations must be mindful of the role that symbolism has in shaping the culture of an organization. Eisenberger, Huntington, Hutchinson, & Sowa (1986) define perceived organizational support (POS) as â€Å"global beliefs about the extent to which the organization cares about [employees] well-being and values their contributions† (Fuller, Barnett, Hester, Relyea, 2003, p. 789). Research consistently shows that perceived organizational support (POS) is positively correlated with organizational commitment. In other words, the more an organization’s employees perceive themselves to be supported by an organization, the more likely it is that they will commit themselves to the organization and its mission. Further, when people perceive that their organization values and appreciates them, they interpret it symbolically to mean that the organization has respect for them or sees them as having a high status within their organization. Perceiving one’s self as having high status, Gardner & Pierce (1998) suggest, will likely encourage commitment to an organization; this encourages a person to believe themselves to be worthy of being an organizational member (Fuller, et al. , p. 790).

Action Research Plan- Vocational transition in Special Education

Action Research Plan- Vocational transition in Special Education Free Online Research Papers Studies and research have supported the need for instruction in vocational classes in order to increase success in employment and transition goals (Okolo Sitlington, 1986). In addition, students with learning disabilities characteristically encounter a number obstacles in mastering goals which lead to post- secondary achievement (Fairweather Shaver,1990). To address these annual and multi-year goals, smaller, more specific benchmark goals must be established. Successful mastery of these vocational and transitional academic goals greatly increases the student’s success in the long-term goals. In recent years transition goals have become a major priority of the Office of Special Education and Rehabilitative Services, OSERS (Will, 1984). One alternative to hands-on vocational classes is the introduction of vocational academic classes that provide instruction in the functional skills needed to be successful in a post- secondary environment. In order to provide instruction in these specific areas, time must be taken in the resource setting to address the specific learning needs of students with learning disabilities. Transition and vocational goals, which may range from remediation of academics for a student looking to transition to an educational setting to vocational goals for students transitioning to a work place setting, can be specifically addressed in the resource setting. The increase in time spent on direct instruction of these skills should increase the level of functioning in the areas of focus. Appropriately developed IEP goals should now, as mandated by law, address transition that also relate directly to the successful transition of the student to their post- secondary placement (United States Department of Education, 1987). This action research plan is designed to evaluate the direct effects of introduction of vocational academics classes in the resource setting to the mastery of benchmark and annual IEP goals. Related Literature Dr. Wagner and Dr. Blackorby refer to the National Longitudinal Transition Study of Special Education Students in order to track and argue that special education students in high schools without appropriate transition planning and programming are much less likely to successfully compete in the work force. They identified a number of ideas that may offer a better planning strategy for disabled students in transition planning. Included in these discussions were course offerings, the need for more vocational training, and the dual nature of taking more general education course. In addressing the last point it was found that one indicator of success was a greater number of general education course, but that in contrast, the higher number of regular education course a disabled student took, the higher the chances of receiving poor grades. This was identified as the primary reason students were dropping out. (Wagner Blackorby 1996) Dr. Cynthia Okolo and Dr. Patricia Sitlington identify the needs of students with learning disabilities as they are related to vocational training and the current trends in special and general education, which are not meeting those needs. They review pertinent studies about students with learning disabilities and their characteristics. They identify the skills needed in order to be successful in the vocational setting. They specifically address those needs that are characteristically lacking in this population. These areas of weakness addressed are academic as well as social skills (Okolo Sitlington, 1986). The current tends and practices in Special education as well as vocational education are reviewed and their strengths and weaknesses are addressed. Okolo and Sitlington recommend that special education practices and vocational practices that should be utilized and include six major areas of concentration and implementation: occupational awareness, exploration, and basic work experience; in-depth career/ vocational assessment; instruction in job-related academic skills; instruction in job-related interpersonal skills; support services to other disciplines in the vocational programming; and post-school placement and follow up (Okolo Sitlington, 1986). They also contend that with these guiding principles and ideas, special educators and vocational educators need to shift focus to the aforementioned areas to best address the weakness in this population’s vocational success. Esther Minskoff and Sherry DeMoss review and examine the characteristics of learning disabled students as they are related to the academic needs of vocational education programs and how the Trade-Related Academic Competencies (TRAC) program can be used to task analyze skills needed in vocational classes. They first contrast the characteristics often exhibited by students with Mild, Moderate, and Severe Learning Disabilities. The authors then identify the attributes of Special Education and Vocational program integrations that best benefit the students success. Finally they identify the TRAC model and its methodology. This includes identifying how the TRAC is used for standard vocational classes as well as giving guidelines for using the model to developing TRAC list for other classes (Minskoff DeMoss, 1993). A number of studies regarding transition identify the obstacles that students with a learning disability face as well as offer support for the need of vocational and academics working in conjunction to increase the student’s success. A 1989 study identified different factors related to the ability of students with and without identified handicaps to gain and remain employed after graduating from high school. (Hasazi, Johnson, Hasazi, Gordon, Hull, 1989). A sample of 133 students was chosen from nine Vermont school districts. The sample was comprised of 67 students with handicaps and 66 students without. These students graduated, dropped out, or left school due to age requirements without graduating. The year of exit from high school for these students was the 1984-1985 school year. The school districts were chosen based on demographic characteristics and included four rural and four urban schools. After identifying the students with handicaps, there were attempts made to contact and recruit these students. This resulted in the participation of 43 students in 1986 and 54 in 1987. Identified based on Vermont state definitions, this group included students labeled as learning disabled, emotionally disturbed, and mildly mentally retarded. The services provided to these students were mainly provided in the resource room. The students without handicaps were identified from students on a vocational track who had graduated, dropped out before graduation, or left prior to graduation due to age requirements. Every one of the 66 students in 1986 were located and participated and 61 of the students in 1987 were contacted and agreed to continue participation. The characteristics of demographics included community size (Rural, Urban, and Metro), Gender, Manner of Exit (Graduated, Left, Dropped), and Age at Exit (15-22). The collection of data included two procedures. There was an initial review of school records and telephone interviews of each student. In the event that a student could not be contacted, an informant was interviewed. Information gathered from the records review included program placement, year of exit, manner of exit, gender, and age at exit. Information gathered form the interview included vocational training since exit, current employment, employment history, use of social services, and living status. Employment history was made up of job descriptions and length of employment. Living status indicated where and with whom the student was currently residing. These areas of data were recorded and labeled for data analysis in the following means. Hourly wage was broken into full time ( > 37.5 hrs/ wk), part time (21-37 hrr/wk) , and unemployed. The study exempted those students who were unemployed from a number of the analyses. Those employed were divided up by amount of wages into three categories: less than $3.45 per hour (min wage), $3.46- $5.00 per hour, and greater than $5.00 per hour. The jobs were also then classified into skilled and unskilled labor. The fringe benefits were categorized into two groups, those who received none and those who received one or more fringe benefit. The date recorded which related to the means of obtaining the jobs were broken into tow groups: â€Å"self/family/friend network† and those that were assisted by a service or institution. Living status included the groups living independently and those living dependently (family and staff). The data collected was analyzed in two ways, parametrically or non-parametrically. This was determined by the nature of the data. There was consideration given to those statistics involving the students from both studies. These analyses were not shown to have any significant variance. It was noted that there were only 3 female students identified with learning disabilities disallowed for a â€Å"meaningful analysis of both gender and handicapping condition.† (Hasazi, S., Johnson, Hasazi, Gordon, Hull, 1989) The final data and analysis from this study indicated that students with handicaps had a higher rate of unemployment, fewer fringe benefits, earned lower wages, worked fewer hours, and held less skilled jobs than the similar students without handicaps (Hasazi, Johnson, Hasazi, Gordon, Hull, 1989). There was a smaller percentage gap between students who were and were not employed than those employed full time versus those employed part time. There was some positive correlation as well between those students who held jobs during high school obtaining a higher level of employment after high school regardless of whether they were identified as handicapped or not. There were also findings indicating that the students in both groups who had taken a vocational course in high school were significantly more likely to be employed following exit from high school. A 1990 study examined potential barriers to postsecondary education for students with disabilities. Preliminary results from the National Longitudinal Transition Study of Special Education Students were explained as they relate to students with disabilities participating in postsecondary education programs. Implications regarding policy and practices that may emerge were then discussed (Fairweather Shaver, 1990). The National Longitudinal Transition Study of Special Education Students (National Transition Study) is a study over a five-year span examining the progress of a sampling of students from special education programs following their exits from secondary education to early adulthood. The study was guided by the following research questions: What are the characteristics of special education students leaving high school? What level of participation in postsecondary programs is achieved by youth with disabilities? For students with disabilities, what relationships exist between student demographic characteristics and participation in post-secondary programs? A sampling of students in each of the eleven federally recognized handicapping conditions was selected. These conditions are learning disabled, emotionally disturbed/ behavioral disorder, mentally retarded, speech impaired, orthopedic ally impaired, deaf, hard of hearing, blind, deaf- blind, other health impaired, and multiple handicapped. A sample of 626 districts was selected from 13,180 school districts nation-wide, which served grades 7 and higher. These districts were â€Å"stratified by geographic region, enrollment, and community wealth† (Fairweather Shaver, 1990). The breakdown of this sample includes 450 districts originally selected, 25 schools specializing in blind and deaf education, and 176 districts supplemented due to difficulty in obtaining proper agreements. There were 303 schools that agreed to participate in the study. From these districts rosters were obtained of students aged 13 and older who were in grades 7 through 12 as well as 13 years and older in th e 1985-1986 school year. By dividing this group by handicapping a condition, a sample of 12, 648 special education students were selected. Of these, a list of 10,458 students was developed based on the ability to establish contact with the students. A smaller sample of 6,877 youth participated in the survey, which is a 65.8 percent response rate. The final criteria established were that the students were to have exited high school at the time of the interview and at least 17 years of age in their year of exit. The means by which they exited were established as graduating, dropping out, reaching an age limit, being expelled, or permanently withdrawing. This narrowed the sample to 1,639 youth. Out of this group, information was available for 1,242 respondents. These are the students making up the studies sample. Telephone interviews were conducted with the parents or guardians of the respondents in the fall of 1987. In order to establish a comparative group of non-disabled youth, results, the interview questions were similar to the High School and beyond survey of non-disabled youth from 1980. These items included demographic characteristics as well as participation and achievement in postsecondary programs. The weighted percentages for study variables were calculated, and two-tailed tests of differences between proportions were determined. There was also comparative data from the HSB examined regarding postsecondary participation of non-handicapped youth. For this comparison there was also a two-tailed test performed to look for differences between the groups The primary finding was that the National Transition Study was reported by informants as the HSB study was self reported. The final data and analysis from this study indicated that students with handicaps, socio-economically, are considerably more disadvantaged than their non-disabled peers. It was also found that â€Å"involvements in postsecondary education for youth with disabilities who exit high school is dramatically lower that for handicapped youths.† (Fairweather Shaver, 1990) In addition, non-disabled youths are three times more likely to go to a community college and ten times more likely to take classes at a 4-year university than their peers with disabilities. It is also noted that youth with disabilities are more likely to participate in a 2-year rather than 4- Year College. The study also indicates that youth with disabilities who graduate from high school are much less likely to become involved in postsecondary education but equally as likely to participate in a postsecondary vocational school. A 1981 study evaluated the vocational, social, and school adjustment of a group of learning disabled children over an extended time period. The subjects studied were 12 males and 9 females who had all received special education services for specific learning disabilities from the Laboratory School for Specific Learning Disabilities (LSSLD) at University of Wisconsin-Milwaukee between the years of 1961-1969. These subjects had received services for at least a year, and a maximum of seven years with the average being 2.6 years of service. The follow up interview occurred from 10-19 years after they had first attended the program. Al subjects were white and from middle class families. They also all resided in a suburb of the greater Milwaukee area (Fafard Haubrich, 1981). From the Fall of 1978 through Fall 1979, the former students and their parents were interviewed by either of the authors in their homes. IN a majority the subjects and parents were interviewed together, but at times phone interviews were conducted. The survey was a 20-question interview that focused on four types of information; demographics, school adjustment, vocational adjustment, and social adjustment. Direct question format was used to elicit the maximum amount of information from the individuals and parents. Rewording and prompting were noted if a subject did not seem to fully understand the questioning. The questions about demographics were asked simultaneously to both subject and parents and then the questions about adjustment were given to them separately. The demographics were analyzed and divided into categories of: a. graduation, b. drivers license, c. residence, and, d. type of special services received in school. The three other areas studied, school adjustment, social adjustment, and vocational areas are all described in terms of the subject and parents perceptions. Demographically, applied to graduation, 12 students had completed a secondary program, 6 were in programs at the time, and three had dropped out. There were four also enrolled in college programs. Applicable to driver’s license, all twenty-three subjects were eligible for their license. 11 had attained them, 6 had not, and 4 were not eligible. Residential status in the demographics survey indicated that seventeen subjects lived at their parent’s home, while four were living independently from their parents. The final demographic, the amount of special services provided, were broken into the following categories. Four reported no further services. Ten reported they received regular education services with speech and language services. Six reported enrollment in a Learning Disabilities Resource program. Two more were enrolled in a program for the mentally retarded. One subject received services in a residential setting for students with learning disabilities. The subjects all reported academic and social activities as either successful or difficult. The major subject areas most frequently identified as successful were math science, and art. The areas most often identified as successful were English, math reading, and PE. It should be noted that there was a crossover in the area of math as successful and difficult. This was in part due to a large number of males reporting it as difficult and females reporting it as successful. For the area of vocational adjustment, subjects and parents reported on the areas of part time and full time employment, types of jobs, job training, and post-high school and career information. Social adjustment examined information from the surveys regarding: a. types of social activities, b. most and least preferred social activities, c. making friends, and d. setting of social activities. These areas were found to be tough to quantify as the answers were extremely varied. The authors first qualify the discussion of results due to the small sample size, limited demographics, and the aptitude the sample showed for continuing on in education with little continued educational support. Also the interview limitations due to the time elapsed may skew the results. After qualifying the statements it was noted that there was a large group, excluding the college bound that indicated a further need for service and support. The examination of school adjustment indicated that the areas of Language arts and reading were a continued area of need. More surprisingly was the support for a need to look that exclusion of learning disabled students from physical education programs. Vocationally, the lack of counseling and training in the specific areas stood out. This provides earlier studies that indicated these students were in need of further vocational education and training to be successful. There was a strong desire indicated to want to work, but there was a lower rate of employment if there were no specific vocational opportunities offered. This caused a great deal of identified stress for subjects and parents. There were a number of findings reported in the social adjustment area. There was a great deal of avoidance of these issues and discussion of social situations. Secondly, it was in this area that there was a differing opinion between parents and subjects. Parents expressed a concern for lack of interaction outside the family that was not identified by the subjects themselves. Rojewski examined the results from the 1988 National Education Longitudinal Study (NELS:88) to determine the differences in occupational aspirations and career choices between disabled and non disabled adolescents. Also a comparison was made of the differences in the same choice patterns and aspirations between males and females. Rojewski utilized the NELS:88 to identify trends and differences based on the student questionnaires and indications about the student’s choices and aspirations over 4 years of the study (Rojewski 1996). The National Longitudinal Transition Study of Special Education Students (National Transition Study) is a study over a five-year span examining the progress of a sampling of students from special education programs through their exits from secondary education. Rojewski compiled a sample from this database. A sampling of students were selected from the database of students from the NELS:88. A sample of 1,051 schools were chosen who had 8th grade students in 1988. Twenty-four students were chosen at random from each school. This provided a group of greater than 24,000 students. The students were then disregarded if they had not participated in the first follow up survey (10th grade). After this process, the students were divided into groups of student with learning disabilities and without learning disabilities. This resulted in the selection of 12,542 total students, 405 adolescents with learning disabilities and 12,137 non-disabled peers. The study identifies an inherent threat to the validity of the results. School-identified samples rather than research- identified samples may produce a bias. This may be due to the behaviors that most often are identified in learning disabled students and the lack of a consistent definition between schools for a student with a learning disability. After reviewing demographic, achievement scores, and adolescent personality markers, it was determined that the selection process was successful in identifying the learning disabled population. The areas reviewed in the survey were problems with academic skills and performance, analysis of self-concept and locus of control, and the measurement of occupational aspirations. The academic achievement was broken into math and reading scores. In reading and Math, there was a considerable difference in the cores with non-disabled students scoring higher on the assessment tool. In reading, disabled females scored higher than their disabled male counterparts while the opposite is true for the Math scores. In Math, the disabled males scored higher. In examining the survey regarding self-concept and locus of control, females with a learning disability held a lower self- concept than all other adolescents. In contrast to that non- disabled males held the highest self- concept scores. For locus of control, grade 8 and 10 males and females with disabilities were more external in their locus of control. The group who reported a higher internal locus of control were tenth grade females without a disability. Background information was collected from a student questionnaire. Te areas addressed were gender, race, and locale of the student, socioeconomic status, self-concept, and locus of control. The results regarding socioeconomic status were delineated into four quartiles and examined five different variables. These are family income, parents’ education level, and parent occupations. To assess achievement levels in reading and math, scores from standardized testing were reviewed. The areas of reading and math were the only areas addressed and were used for descriptive purposes only. Career aspirations and career-choices were examined using occupational questions on the surveys. The students were asked to choice jobs they expected to be doing at the age of 30. The categories presented at the base survey numbered 14. This was expanded to 17 in the follow up surveys in order to better specify areas of interest. The results collected were placed into groups according to high, moderate, and low levels of education, prestige, and status. The data included a general description of the aspirations, a determination that the gender and disability of the student plays on the aspiration, and the change between follow ups on the aspirations. It was determined that these results supported the idea that there are differences in the impact of disabilities, as well as gender, on career aspirations. More to point, female in the eighth grade are more likely you be indecisive about future occupations that any other adolescents. They also are least likely to aspire to moderate- prestige occupations. This is the opposite to the non-disabled females of that grade who aspire to high- prestige occupations. Eighth grade males, similarly aspire to high- prestige occupations with more than 50% of the disabled males in this grade aspiring to moderate- prestige jobs. This trend held true to the tenth grade follow up results. Indications in this study also showed a great deal of indecision for disabled students with a more decisive path for their non-disabled peers. This, and the level of their aspirations have a positive correlation. The study indicates the significant impact disabilities have on the level of career aspirations. The primary concerns about this trend are that the students are being required to make this choice as early as eighth grade and that this is the crucial period in their vocational development. Dr. Henrey Reiff and Dr. Sharon deFur, reviewed literature which examines historical information regarding transition policy and legislation, post-secondary outcomes currently in use, and transition planning services available to lend proof to their statement that these students can benefit greatly from better developed transition services. The author’s contention is that requirement for transition planning and services and the legislation now in place the support it allows for a greater probability of success for students with disabilities. Through study of legislative mandates the article outlines the requirements of special education in providing a concise transition plan to disabled students. In identifying desirable outcomes, the article provides a framework for developing transition services for a number of routes. Finally, this article outlines the need for comprehensive and in depth assessment of the students needs in developing the most appropriate transition plan ava ilable. In a related study, Dr. Jay Rojewski, reviewed and examined the major themes from Bandura’s 1982 explanation of how chance influences individual life paths. He contrasts these with the characteristics, personal and social, often attributed to persons with learning disabilities. Rojewski first provides an overview of theoretical perspectives of career behavior including psychological theories and sociological theories. The author contends that psychological theories under represent minority groups including individuals with disabilities. In addressing the role of chance in career development, Dr. Rojewski defines chance and provides evidence of its influences on career behavior. The author proposes that the following determinants, personal and social, raise the intensity of chance on the career development of youth with disabilities; social skills difficulties, planfulness, problem solving, locus of control, self-esteem/ self concept, severity of disability, peer group influenc es, parental influences, cultural influences and school/ teacher influences. Dr. Wagner and Dr. Blackorby refer to the National Longitudinal Transition Study of Special Education Students in order to track and argue that special education students in high schools without appropriate transition planning and programming are much less likely to successfully compete in the work force. They identified a number of ideas that may offer a better planning strategy for disabled students in transition planning. Included in these discussions were course offerings, the need for more vocational training, and the dual nature of taking more general education course. In addressing the last point it was found that one indicator of success was a greater number of general education course, but that in contrast, the higher number of regular education course a disabled student took, the higher the chances of receiving poor grades. This was identified as the primary reason students were dropping out. Research Question Can direct instruction in the academics of vocational training in a resource setting increase the level of mastery for transition and vocational goals for students with learning disabilities? Previous research supports the fact that students with learning disabilities are finding greater success in this area with increased time in vocational education classes. There is also ample proof that, due to the learning obstacles they face, these same students benefit a great deal from direct instruction in a resource setting. Based around these concepts, providing direct instruction in the academics of vocation in the resource setting should increase the level of mastery related to the IEP goals related to transition and vocation. To answer this question, quarterly progress monitoring in these areas must be assessed in relative terms. There is not just the question of full mastery, but improvement in relationship to where the student’s level of proficiency was to begin with. If the st udents improve in their ability to complete tasks and exhibit an increase in the skill set needed to successfully transition, their level of mastery has increased. Methods and Procedures Sample The sample should consist of students qualifying for a learning disability under Department of Defense guidelines in grades 9-12. These students are identified from the population receiving services at Fort Campbell High School. The criteria for qualifying for learning disabled include any students who are at or below the 10th percentile on a standard achievement test. These students can be identified from records review in their special education files. A review of records will identify prior mastery levels applicable to transition and vocation. There are 84 students receiving special education services in Fort Campbell High School. Forty six of these students currently are identified as having a learning disability. Due to the transient nature of this population, these numbers can fluctuate over time. To increase the scope of the study, Fort Knox also is included in the Department of Defense Schools System district. Procedure Prior to establishing IEP goals, an appropriate curriculum must be developed and implemented. This curriculum should encompass all aspect of vocational academics and include transferable skills training in the subject areas of Mathematics, Language Arts, Science, and Social Studies. There needs to be flexibility in the delivery of this direct instruction based on the level of proficiency in these areas exhibited by the students. Providing instruction in the resource setting will allow this curriculum to be delivered in a flexible setting with accommodations and modifications needed. This curriculum should be in place and accessible prior to the year and developed in conjunction with the school’s vocational department. These individuals should also be a part of the Site- Based Case Study Committee’s (SBCSC) development of the IEP goals. The study of the effects of introduction of vocational academic curriculum classes in the resource setting on transition and vocational goals should include the establishment and monitoring of appropriate IEP goals. These goals, derived by the SBCSC, should be appropriate to the post-secondary goals and career track of the individual students. These goals can be geared toward transition to an academic or vocational setting. Department of Defense Education Activity manual has established goals to address the areas of career and work skills in the secondary setting. These include but are not limited to: Employment: These student will demonstrate skills for getting along with others in the work place The student will demonstrate skills for getting along with supervisors. The student will develop awareness for the world of work. The student will demonstrate career and/ or employment skills. The student will understand the knowledge requirements of his/ her preferred occupation. The student will demonstrate knowledge of the job process. Post- Secondary The student will identify educational skills in the workplace. The student will demonstrate entrance requirements for appropriate post-secondary community programs. The student will organize a work site. The student will demonstrate knowledge of how to succeed in a post-secondary program. Academic goals related to a transition curriculum, related to core subject areas include but are not limited to the following: Language arts The student will apply written language skills in functional writing activities. Identify the five main parts of a business letter. Write a resume. Write functional notes, messages, shopping lists, task lists, directions, and assignments. Mathematics The student will make reasonable estimations. The student will demonstrate an understanding of money concepts. The student will understand the basics of graphs, statistics, and graphs. The student will understand time concepts. Reading The student will demonstrate an understanding of functional documents. The student will demonstrate an understanding of consumer information. The student will apply reading skills needed for independent employment. With these goals and any individualized IEP goals developed by the SBCSC, a curriculum encompassing the required academic skills should be developed from all available resources in the content areas. Academic setting may include but are not limited to college, trade schools, or other schooling options. Vocational settings may be a work place or vocational courses and work training programs. This should occur within the first 10 days of the school year. The vocational academics are to be delivered dependant upon the development of the student’s class schedule. Because Department of Defense Dependant Schools (DODDS) operate on a block schedule, implementation should be 90 minutes every other day or one class period. This will provide the student with an average of two and a half class periods a week of direct instruction in the area of vocational academics. This instruction ill be provided by the special education staff and any support staff assigned to that department. This class should be identified as direct special education provided in the resource setting by special education staff reflective on the service page of the IEP. Progress on transition and vocational goals should be checked and documented at each grade reporting period. DODDS special education policy provides for quarterly progress reports to be provided in each report card period as well as during the annual review of the IEP. Each nine week period, with the completion of the grading period, each case managing special education is charged with documenting progress on all IEP goals. For the purpose of consistency in this study, the special education teacher for the vocational academics class should closely evaluate the progress made by each student in the class. The progress is ranked on a five tier ranking system and assigned the following numerical values; 1. No Progress, 2. Little Progress, 3. Some (moderate) Progress, 4. Partially Mastered, and 5. Mastered. The completion of the study should occur with a review of the IEP transition/ vocational goals in a SBCSC meeting in the last two weeks of the school year. Upon completion and collection of the progress reports, each goal should be reviewed and the progress evaluated. In this process, the SBCSC should look at how much the student progressed, if the goals were mastered, if the goals remain appropriate, if the time allowed for mastery was appropriate, and whether r not the goals remain aligned with the student’s goals and aspirations. Time Schedule Implementation of the study should begin and end with a SBCSC of the IEP goals. The development of these goals will occur within the first ten schooldays, Aug6- 17. The vocational academics class will be provided by the special education department in 90 minute intervals every other day on the block schedule. The time of day will be dependant on the scheduling of all classes in the school day. Each 9-week instructional period will mark the data collection point with the evaluation and recording of the student’s progress. For the 2007-08 school year in the DODDS system these dates are 12/ 05/ 07, 12/ 21/ 07, 03/ 14/08, 05/ 09/08. A fifth progress report will occur dependant on the date of the student’s annual review of their IEP. The last data collection point will occur in conjunction with the final grading period on 12 /05/ 07. This will mark the completion of the data collection and at this time the data will be reviewed and analyzed to identify relative gains, losses in the level of goal mastery. Data Collection Data Collection will occur at five times throughout the school year. Four of these collection points will be at a 9 week interval and take place in conjunction with the monitoring and documentation of school- mandated quarterly progress reports. The dates for these collection points are October 5, December 21, March 14, and May 9. A fifth collection point will occur at the student’s annual IEP review. Because each student’s annual review occurs a different times of the year, this fifth collection point will be dependant on the individual IEP. The data collected will be in the form of the aforementioned numerical ranking from the special education teacher providing instruction in the vocational academic class. This ranking 1-5 is recorded on the IEP goals sheet in the student’s special education file. Because of the small size of this sample, these results may not be replicable in other environments. The rating scale, filled out by the special education provider w ill be compiled by the teacher conducting and monitoring the study. Data Analysis The data will be evaluated for value added and it’s relativity to the student’s previous levels of performance. Through a records review of progress on prior transition goals, each benchmark and annual goal will be reviewed and evaluated. On each goal, with implementation of the direct instruction in the resource setting, mastery of transition goals should see a marked increase. Mastery of these goals, using the established ranking system, should all receive a ranking of 3 or above. This will indicate that the student’s are making moderate progress on all transition/vocational goals. By applying a value added system, we are able to also see the amount of increase seen in each student in relationship to their individual starting points. References Fafard, M..B., Haubrich, P.A. (1981). Vocational and social adjustment of learning disabled young adults: A follow-up study. Learning Disabled Quarterly, Vol.4, (No. 2), 122-130. Retrieved June 29, 2007 from JSTOR at http://0-www.jstor.org.library.acaweb.org/. Fairweather, J.S., Shaver, D.M.. (1990). A troubled future?: Participation in postsecondary education by youth with disabilities. The Journal of Higher Education, Vol.61, (No. 3), 332-348. Retrieved June 13, 2007 from JSTOR at jstor.org.library.acaweb.org/. Hasazi, S., Johnson, R., Hasazi, J., Gordon, L., Hull, M. (1989). Employment of youth with and without handicaps following high school: outcomes and correlates. The Journal of Special Education, Vol.23, (No. 3), 243-255. Retrieved June 9, 2007 from JSTOR at http://0-www.jstor.org.library.acaweb.org/. Heller, T. , Miller, A.B. , Hsieh, K. (1999). Impact of a consumer-directed family support program on adults with developmental disabilities and their family caregivers. Family Relations, Vol.48, (No. 4), 419-427. Retrieved June 19, 2007 from JSTOR at http://0-www.jstor.org.library.acaweb.org/. Minskoff, E.H. DeMoss, S. (1993). Facilitating successful transition : Using the TRAC model to assess and develop academic skills needed for vocational competence. Learning Disability Quarterly, Vol.16, (No. 3), 161-170. Retrieved June 23, 2007 from JSTOR at http://0-www.jstor.org.library.acaweb.org/. Okolo, C. M. Sitlington, P. (Spring 1986). The role of special education in LD adolescents’ transition from school to workl. Learning Disability Quarterly, Vol.9, (No. 2), 141-155. Retrieved July 6, 2007 from JSTOR at http://0-www.jstor.org.library.acaweb.org/. Reiff, H., deFur, S. (Autumn, 1992). Transition for youth with learning disabilities: focus on developing independence. Learning Disability Quarterly, Vol.15, (No. 4), 237-249. Retrieved June 11, 2007 from JSTOR at http://0-www.jstor.org.library.acaweb.org/. Rojewski, J.W., (Spring 1996). Ocupational Aspirations and early career-choice patterns of adolescents with and without disabilities. Learning Disability Quarterly, Vol.19, (No. 2), 99-116. Retrieved July 3, 2007 from JSTOR at jstor.org.library.acaweb.org/. Rojewski, J.W. (Autumn, 1999). The role of chance in the career development of individuals with learning disabilities. Learning Disability Quarterly, Vol.22, (No. 4), 267-278. Retrieved June 13, 2007 from JSTOR at http://0-www.jstor.org.library.acaweb.org/. U.S. Department of Education (1987). Ninth annual report to congress on the implementation of the education of the handicapped act. Washington, DC: Office of Special Education Programs, Division of Innovation and Development. Wagner, M.H.., Blackorby, J. (1996). Transition from high school to work or college: How special education students fare. The Future of Children, Vol.6, (No. 1), 103-120. Retrieved June 29, 2007 from JSTOR at http://0-www.jstor.org.library.acaweb.org/. Will, M. (1984). Bridges from school to working life. Washington, DC: Office of Special Education and Rehailitative Services. Research Papers on Action Research Plan- Vocational transition in Special EducationStandardized TestingThe Project Managment Office SystemInfluences of Socio-Economic Status of Married MalesResearch Process Part OnePETSTEL analysis of IndiaBionic Assembly System: A New Concept of SelfThe Hockey GameAnalysis of Ebay Expanding into AsiaOpen Architechture a white paperLifes What Ifs