How to write a story essay: 2020

Tuesday, September 15, 2020

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Friday, September 11, 2020

How To Write A Research Paper That Earns An A

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Thursday, September 10, 2020

What Is Research Writing?

What Is Research Writing? We offer you a singular alternative to earn cash by writing essays. iWriteEssays.com has purchasers from all over the world who submit lots of of orders daily. In this case, our clients seek online essay writers writers to work on their initiatives and earn money on-line. A solidly written paragraph takes its readers on a clear path, without detours. Master the paragraph, and youâ€™ll be in your method to writing â€œgold-starâ€ essays, term papers, and tales. The research course of uncovers what different writers have written about your subject. Those who use this service are impressed with the speedy delivery, polite customer support brokers, and quality of the work done. Initially, the Internet made it easy for students to submit accomplished essays online that other college students might take and use as their very own. Savvy academics and professors caught on to this, and the rise of plagiarism checkers compelled college students, who did not want to write their papers, to find another. When mother and father get entangled in the nitty gritty of a faculty utility, some families discover battle arises. I'm satisfied that this is only a small group of individuals working collectively. Rush-my-essay.com is one of the greatest essay writing companies. Anyway, the navigation through the pages is straightforward and all wanted details about the writing providers is clear, so I placed the order without any delays. Essay writing companies work as long as you choose the right one. Since most of those firms operate on-line, there are sure to be some rip-off web sites. Here, we have compiled the highest apps to use in terms of writing that essay. We can handle any kind of paper youâ€™re assigned in faculty or college. Any expert is able to pay somebody to put in writing your essay even in case you have a short deadline. Experienced writers can full persuasively or trigger and effect essay because all of them have at least a Masterâ€™s or Ph.D. levels. Write my paper four me is a writing service and we are right here to offer you an unbiased evaluation about it. Paragraphs are comprised of sentences, but not random sentences. A paragraph is a gaggle of sentences organized around a central topic. In truth, the cardinal rule of paragraph writing is to give attention to one concept. There are great essay writing service reviews, too. They have a huge base of evaluations by real prospects. Itâ€™s a neighborhood, where students help one another to decide on the best service. But the most important thing is that an essay writing service evaluation will warn you to stay away from a suspicious company. Some new websites entice a lot of attention with low-cost offers and funky discounts. Itâ€™s nonetheless a really cheap price contemplating the outstanding quality that you just get. Most college students share optimistic opinions through their essay writing reviews. Further, when you have parents who know grammar and writing conventions and might acknowledge flaws, go forward and ask mother and father to help. For many college students, finding an goal evaluator who is not a relative to help edit the essay is the most effective bet. Having a degree in English and being a printed author of faculty planning articles, and having edited hundreds of essays for college kids, I would be pleased to help you too. Pre-writing methods use writing to generate and make clear ideas. While many writers have traditionally created outlines earlier than starting writing, there are a number of other effective prewriting actions. We often call these prewriting strategies â€œbrainstorming techniques.â€ Five helpful methods are listing, clustering, freewriting, looping, and asking the six journalists' questions. These methods allow you to with each your invention and organization of concepts, and may aid you in growing topics for your writing. Thatâ€™s why you should be cautious and pay attention to what people are saying concerning the service earlier than you order an essay. Some evaluations will list all negative claims a few sure service. Itâ€™s extremely rare for a writing service to fail that hard. So if you discover that the unfavorable critiques at a web site are extraordinarily unfavorable in all elements, youâ€™re looking at a biased reviewing service. Your training paper should embrace a dialogue or evaluate of what's recognized in regards to the topic and the way that knowledge was acquired. Once you provide the overall and particular context of the prevailing knowledge, you then yourself can construct on others' analysis. The guide Writing a Literature Review shall be useful right here. Some of those are all-encompassing apps, that means that they host a variety of usable writing services, while others are designed for one side of the writing course of.

Monday, September 7, 2020

Research Paper

Research Paper The final technique is working with a hard copy and a pencil. Print a double area copy with font dimension 14 and re-read your paper in a number of steps. Try studying your paper line by line with the rest of the text covered with a chunk of paper. By finding the niche, you outline the scope of your analysis downside and enter the scientific dialogue. The last transfer, â€œoccupying the niche,â€ is where you clarify your analysis in a nutshell and spotlight your paperâ€™s significance. The three strikes permit your readers to judge their curiosity in your paper and play a major role within the paper evaluate course of, determining your paper reviewers. Your Results part is the heart of your paper, representing a yr or extra of your every day research. You may need performed an experiment 20 times and picked up numerous data, but this does not mean that you should current all those information in your paper. You need to tell apart your outcomes from your data and be capable of discard excessive experimental particulars that could distract and confuse the reader. However, creating an image or an argument shouldn't be confused with data manipulation or falsification, which is a willful distortion of knowledge and results. If some of your findings contradict your ideas, you need to mention this and find a plausible clarification for the contradiction. Since each paper has its distinctive outcomes and findings, the Discussion section differs in its length, form, and structure. However, some basic ideas of scripting this section still exist. You might learn aloud to yourself, to a tape recorder, or to a colleague or pal. Just as in all other sections of your paper, the clear and precise language and concise complete sentences are vital. However, in addition to that, your writing ought to convey confidence and authority. The best approach to illustrate your tone is to use the energetic voice and the primary particular person pronouns. Accompanied by clarity and succinctness, these tools are the most effective to persuade your readers of your point and your ideas. The aim of the analysis context transfer is to point out how your findings fit into the overall picture of the current analysis and the way you contribute to the present information on the subject. Even though some researchers make the revision an infinite process and may hardly cease after a 14th draft; having from five to seven drafts of your paper is a norm in the sciences. If you possibly canâ€™t cease revising, then set a deadline for your self and stick to it. Knowing these guidelines, or â€œstrikes,â€ can change your angle about this section and help you create a complete interpretation of your outcomes. The strikes and knowledge from your define may help to create your Introduction effectively and with out missing steps. These moves are traffic signs that lead the reader by way of the road of your concepts. Each move plays an necessary role in your paper and ought to be introduced with deep thought and care. When you determine the territory, you place your analysis in context and highlight the importance of your analysis topic. This is also the place to debate any discrepancies and surprising findings which will otherwise distort the overall picture of your paper. Moreover, outlining the scope of your research by displaying the limitations, weaknesses, and assumptions is essential and adds modesty to your picture as a scientist. However, just be sure you don't end your paper with the problems that override your findings. For many scientists, writing a Discussion part is as scary as beginning a paper. Most of the concern comes from the variation within the part. So lead your reader through your story by writing direct, concise, and clear sentences. Another necessary side of this part is to create a comprehensive and supported argument or a well-researched case. This implies that you ought to be selective in presenting knowledge and choose solely these experimental particulars which might be essential in your reader to grasp your findings. When you're pressured to see only a small portion of your writing, you are less likely to get distracted and usually tend to discover issues. You will end up recognizing more unnecessary phrases, wrongly worded phrases, or unparallel constructions. One of the microstructure revision methods incessantly used during writing heart consultations is to learn the paper aloud .

Friday, September 4, 2020

Get Freelance Writing Rates

Get Freelance Writing Rates Academic ghostwriting, which we'll refer to as â€œghostwritingâ€ tout court docket all through this account, differs from generally accepted types of ghostwriting because its intent is to defraud. But academic ghostwriting inhabits a world of its own, thriving as an underground player in an trade that neither wants it nor has any thought of how to eliminate it. These shops are perceived with varying levels of hostility, indifference, and acceptance. Read some books, think lots, spend time along with your beloved and do every little thing you want to do to make it work. With a loved and loving spouse, it is much easier to set a aim and rich it on the best way of turning into successful person. Ghostwriting is a worldwide, net-enabled cottage industry. In order to understand this industry, one must settle for that ghostwriting supplies a real commodity and that this commodity makes ghostwriting an actual market with actual trade norms. I was like the coed-equivalent of a substitute trainer, bouncing manically from subject to subject with out ever learning enough to be an expert in anyone space. I wrote for college kids at each degree of schooling and in practically each subject conceivable. I learned fairly a bit over 10 years of total immersion in research and composition. The secret is that should you skip your relationship now, then will probably be solely tougher to make time for engaged on it later when you start working and building your career. If you already discovered the particular person you're keen on then attempt to do your best to construct successful relationships. The custom paper network supplies considered one of these layers. In many cases, one company will serve as an umbrella for a syndicate of paper-writing companies. As famous above, Appendix B lists a number of hundred operational ghostwriting sites. Among them, the aforementioned UK Essays may be the most profitable. Alexa.com, which provides metrics for internet site visitors, ranks the aforementioned ghostwriting service as the 21,881st most popular website on the internet globally, up 9,264 spots from simply three months ago . Paper-writing firms are always hiring and the edge for securing a job within the enterprise is actually quite low. In most situations the place I've been employed, the only requirement has been to produce a brief sample essay in response to an assigned subject. My personal favourite among the many websites I've come throughout during my survey is Unemployed Professors. A nice many paper-writing websites feature inspiring footage of fresh-faced kids greedy diplomas, laughing collectively in libraries, or exiting buildings with Roman columns. Brand differentiation additionally performs into a broader dialogue of the ghostwriting industry. In fact, brand differentiation means that paper-writing firms are delicate to the varied demographics that comprise their customer base. That mentioned, the industry does have a couple of layers hidden beneath these search engine results. The company's head of business improvement notes that ghostwriters working for UK Essays completed 11,470 essays in 2012 alone. They concede that these findings are merely the tip of the iceberg and, from personal experience, I are likely to agree. To understand each participant's motives through a practical prism, quite than an ethical one, is to not absolve him of the ethical violations in query. It is to afford us all a better understanding of the elements that permit the ghostwriting business to thrive. The article provides somewhat more instructive knowledge via its interviews with personnel from All Answers.com and its subsidiary UK Essays. In 2005, the corporate's CEO claimed that the UK-based mostly All Answers was turning roughly £200 million a 12 months. It's exactly what it feels like and when you take pleasure in cartoons that make gentle of conspiratorial academic dishonesty, then you definitely'll completely love this one. Some educators imagine that students cheat as a result of they don't have a agency grasp on what qualifies as cheating. This method feeds into a strategy of impression management that's frequent all through the business. It is with this in mind that I offer the next overview and analysis of the tutorial ghostwriting business. There have been two constants, however---two issues I learned extra about every single day that I did the job---the field of schooling and the essay mill enterprise. Naturally, the latter could not exist without the previous . Usually, primarily based on the number of deadlines I had on my calendar at any given time, I might learn three or four or 5 new issues in a day. These situations inform motives for cheating to which students just a few generations removed could not be able to relate. Dystopian futurists may even most likely benefit from knowing that sheer expertise-enabled accessibility has made strategies of cheating simpler to try and tougher to detect. According to Plagiarism.org, one out of three highschool students admitted to plagiarizing with assist from the Internet. We usually are not concerned with the latter form of dishonest right here, primarily because plagiarism-detection software has made it somewhat simple to diagnose dishonest when it occurs this fashion. In reality, it wouldn't take much more than a Google search of key phrases to disclose that a scholar had purchased a previously used assignment from a Paper Mill.

Thursday, September 3, 2020

Essay Writer

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Write The Paper First

Write The Paper First When it involves margins, hold them constant throughout the left, proper, high, and bottom of the page. All four sides should be the identical distance from the sting of the paper. Follow them in the appropriate numerical order in which they seem in the text of your paper. If youâ€™re planning on submitting your paper to a journal for publication, first check the journalâ€™s web site to learn about summary and APA paper format requirements. Donâ€™t neglect, should youâ€™re looking for data on APA citation format and other associated subjects, try our different comprehensive guides. Insert web page numbers justified to the proper-hand facet of the APA format paper (don't put p. or pg. in entrance of the web page numbers). I may have someone observe individuals in a pet store the place my dog collars are bought and ask them to fill out a brief survey about their experience. I may even look into historic trends about what kinds of dog collars have offered within the last 5 years. This weblog submit is designed to give you an outline of the way to put together a basic analysis paper. Say that I run an organization that sells dog collars. I want to know who my potential shoppers are and how they may reply to a new type of collar that I wish to introduce to the market. I could set up a spotlight group where I ask individuals how they reply to my new product and the merchandise of my rivals. We regard research as proof or proof and place nice value on statistics. When readers see statistics, they want to know more about how it will relate to what you write. However, make sure the facts you use come from a credible supply. In this hook, you begin with a sentence that makes a agency claim. For instance, â€œEvery day Facebook invades its usersâ€™ privateness.â€ This sentence forces readers to mirror on whether or not they agree with this assertion. Itâ€™s recommended to use no less than one-inch margins around both sides. Itâ€™s acceptable to use bigger margins, however the margins ought to never be smaller than an inch. This section of our information focuses on proper paper size, tips on how to format headings, spacing, and extra! This info can be found in Chapter 2 of the official handbook (American Psychological Association, 2020, pp. 29-sixty seven). Many of the thoughts in this publish I first expressed in an interview I did some time in the past with @AurelieLitReview. As stated above, in APA format, you shouldnâ€™t have the information typed out in your paper and now have a table exhibiting the identical precise info. In the APA format sample paper at the end of this web page, youâ€™ll find examples of tables after the references. You may place tables and figures throughout the text just after it is talked about. The publishability query typically comes up as a result of many evaluations evolve from the 1st chapters of theses. Thatâ€™s definitely true for a few of mine (for example, Heard 1994 from my own thesis, or Ancheta and Heard 2011 from Justin Anchetaâ€™s). You should be doing the heavy pondering at this point, letting the reader know the way to make sense of your results. This can be the a part of the analysis paper where you embody any charts, tables, or graphs which might be related to helping you inform the story of what you present in your analysis. So, I say all of that to emphasize again that the form that analysis takes is specific to a occupation, as are the methods in which that analysis is articulated to an expert area. And these are just some possibilities; the examples balloon when you get into the educational world or even in a unique market. A analysis paper, then, is any methodology in which to communicate your findings from your research. I initially set my paper to be sent to the British Journal of Educational Technology . This hook is popular because folks love to be taught facts and statistics. But whereas every thesis critiques the literature; not every thesis accommodates a publishable evaluate. Iâ€™m not disparaging theses that donâ€™t; instead, this happens as a result of the operate of the evaluation chapter in a thesis isn't always the identical because the operate of a review within the literature. However, at a minimal, you wish to tell your readers what your results have been of your study and what they mean.

Write The Paper First

Wednesday, September 2, 2020

How Can I Choose A Good Topic For My Research Paper?

How Can I Choose A Good Topic For My Research Paper? Note any discussions that seem essential to the topic, and attempt to find a problem you could focus your paper around. Use a variety of sources, together with journals, books and reliable web sites, to ensure you do not miss anything obtrusive. You can try free writing, which involves taking a broad topic and writing continuously for 2 or three minutes to identify absolutely something related that might be attention-grabbing. step-by-step guide takes you through the whole writing course of, from understanding your assignment to proofreading your ultimate draft. If itâ€™s an excessive amount of, edit any of your settings to receive a compromising proposal. They format each paper according to the assigned writing fashion. A good plagiarism-checking app helps to detect and delete non-authentic elements. Once you have been paired with a author, you can also message your writer personally if you want to share any further information with them. When your professor checks your paper, you wonâ€™t have any issues with the content materialâ€™s originality. With some cautious planning and preparation, you'll be able to write a analysis paper you could be happy with without pulling any tense all-nighters. Your thesis statement is the question that you simply propose to answer in your paper. Every paper is double-checked for plagiarism and grammar errors on completion. Give us no less than 6 hours, and weâ€™ll write you a one hundred% authentic essay according to order instructions. Hundreds of students put requests much like â€" Write my research paper low-cost. They hope to seek out skilled help and save their money. Weâ€™re quite certain that youâ€™ll like our value policy as a result of itâ€™s fairly low-cost. The solely approach to turn out to be higher is to hearken to our prospects, so we are always prepared on your suggestions. Express your considerations or make your suggestions by sending them to . We also verify all papers for plagiarism to be able to get unique and reasonably priced papers you gainedâ€™t be afraid to place your name on. Originality is considered one of our clientsâ€™ major requirements so we never use unreliable plagiarism checkers that retailer submitted content material. These features differentiate our service from different firms. Thus, you do not want to battle along with your analysis paper task when you will get skilled help from our â€œwrite my custom analysis paper for meâ€ service. We have a cash-back guarantee the place you are promised a refund in case your paper does not comply together with your writing instructions or you aren't content material with it. We continuously improve our services, and our Customer Service Department is no exception. Pay For Essay is a premium service that provides you cheap prices. Order the most effective customized essay the cash can buy and turn the work in safely, knowing that itâ€™s been written by knowledgeable. 2000 Master degree-holders might write you a paper in any of those topics. Note that almost 60% of assignments are carried out before the deadline. For example, Pay For Essay offers a somewhat reasonably priced service that may fit into any price range. Order any kind of high school or college paper, and will probably be accomplished duly. One hour is greater than enough for an professional to fulfill your paper properly and on time. Unlimited revisions are free for up to a month if a paper is lengthy and sophisticated. If itâ€™s an essay, then you can get pleasure from free unlimited revisions inside 2 weeks. A good thesis statement is just one sentence, simple and specific. Choosing the right thesis statement now will save you lots of wasted time and dead ends later. When selecting a subject, attempt to make it slender enough to be significant. Check that you will be able to access enough source materials for this matter. And finally, make sure you get an approval of your subject from your professor and that you thoroughly perceive the project. Pay for an essay now and get a a hundred% unique paper in 1 hour. A service that's based on quality doesnâ€™t mechanically suggest a value sky-high. Each one should give attention to a single declare or concept that helps to establish the overall argument or purpose of the paper. A structure outline might help make the writing course of far more environment friendly, so itâ€™s price dedicating a while to create one.

Friday, August 28, 2020

How To Write An Awesome Blog Post In 5 Steps

How To Write An Awesome Blog Post In 5 Steps A record of references ordered alphabetically by writer's surname, or by quantity, relying on the publication, should be supplied on the end of your paper. The reference record ought to include all references cited within the textual content but no extra. Include with every reference details of the author, 12 months of publication, title of article, name of journal or guide and place of publication of books, volume and web page numbers. Most publications have tips about submission and manuscript preparation, for on-line or mailed submissions. Most journals require the manuscript to be typed with double spacing throughout and cheap margins. Make positive you read the information to authors before submitting your paper so that you can current your paper in the best format for that publication . Appendices include info in larger detail than may be offered in the principle physique of the paper, but which may be of interest to a couple individuals working specifically in your subject. By becoming a member of Noba, you comply with the privateness coverage, phrases of service and licensing agreement. But in the here and now, these goals usually are not as salient because the brief-term desire to binge on Netflix. The keyword record provides the opportunity to add key phrases, utilized by the indexing and abstracting providers, along with those already present in the title. Judicious use of key phrases could improve the ease with which interested events can locate your article. It is expensive, and the prices are often passed on to the author. Colour in figures could look good in an task or thesis, nevertheless it means redrawing in preparation for publication. Finally â€" and perhaps most importantly â€" ALWAYS read the journal's information to authors earlier than submitting a paper, and ALWAYS present an informative cover letter to your submission. Follow them in the applicable numerical order during which they seem within the text of your paper. If youâ€™re planning on submitting your paper to a journal for publication, first examine the journalâ€™s web site to study summary and APA paper format requirements. Donâ€™t neglect, should youâ€™re on the lookout for data on APA citation format and other related topics, try our different complete guides. This section of our guide focuses on correct paper length, the way to format headings, spacing, and extra! This data can be present in Chapter 2 of the official manual (American Psychological Association, 2020, pp. 29-sixty seven). Whenever you draw upon info contained in another paper, you have to acknowledge the supply. The introduction can finish with the assertion of goals or, as some individuals choose, with a short statement of the principal findings. Either way, the reader must have an thought of the place the paper is heading to observe the development of the evidence. Insert web page numbers justified to the right-hand side of the APA format paper (do not put p. or pg. in front of the web page numbers). When it involves margins, maintain them consistent throughout the left, proper, prime, and backside of the web page. All four sides ought to be the same distance from the sting of the paper. Itâ€™s recommended to use no less than one-inch margins round all sides. Itâ€™s acceptable to make use of larger margins, but the margins should by no means be smaller than an inch. An improperly titled paper could by no means reach the audience for which it was intended, so be particular. If the research is of a specific species or chemical, name it within the title. If the study has been limited to a specific area or system, and the inferences it incorporates are equally limited, then name the region or system within the title. There are loads of good things to be stated about the means of transferring scenes from paper to print. Only appendices referred to within the text should be included. Be consistent in using journal abbreviations. It offers you new ideas, a brand new method of seeing issues, a contemporary look at what youâ€™ve already written. For me, this is the point the place my story begins to take shape. When it involves writing on the go, it is much easier to hold a notebook together with you than it's to lug your laptop around.

Wednesday, August 26, 2020

Essay Writer

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Tuesday, June 2, 2020

Summer Activity Planning

Summer Activity Planning June 2 We are all about organic at Ivy Coach. Dont see how this relates to college admissions? Read this piece and you sure will. At least we hope. Its June. For rising ninth, tenth, eleventh, and twelfth graders, its high time to begin your summer activity planning. And, no, that fancy summer enrichment program at Stanford University (or any other highly selective college) wont do. If you dont know why, you are not a regular reader of our college admissions blog. But there is no time like the present. What some prospective clients sometimes ask us is this:Ã‚ Do you just put our kid into one of three activities so he or she can stand out in admissions? No, no, and no. At Ivy Coach, we tailor the activities we recommend to students based of course on their interests, on their unique talents. But if a students interest is swimming and this same student goes a 1:56 in the 100-yard breastroke, well, that wont do. Because no college coach in America is going to be interested in a student who swims a sub-2 minute 100 breast. A sub 1-minute 100 breast? Then well talk (though even this time wont do at variousÃ‚ highly selective coll eges). In Los Angeles and San Fransisco, in Austin and Seattle and lots of places far and wide, the word organic is quite popular these days. From organic cleaning products championed by the likes of Jessica Alba (whose Honest Company has become quite a phenomenon, we might add) to organic produce and even organic haircare accessories, organic is in. At Ivy Coach, we are all about organic. We are all about tailoring a students activities organically with their passions, with their interests, though we dont let students eat exclusively organic apples for breakfast, lunch, and dinner. Organic apples do not a diet make. Are you following our analogy? We, admittedly, may have even lost ourselves. Pretend swimming is organic apples. If youre not that superstar breastroker, avoid the apples. Eat something else that also happens to be organic. We hope weve successfully moved this analogy back on track. If youre interested in our assistance with your childs summer activity planning, fill out our free consultation form today to get started. Well be in touch within the day. Summer is also a great time to correct mistakes in coursework that you may not even realize are mistakes on your childs transcript. We can help you fix those mistakes before they hurt your childs chances for admission to highly selective colleges.

Saturday, May 16, 2020

Should College Athletes Be Paid - 3174 Words

Gene Goldston Brian Hance English 12 01/28/15 Should College Athletes Be Paid? College sports are a highly paid business. It is produced sold just like all other commercial products. The NCAA generated over $70 million in the basketball tournaments. Schools who made it to the finale instantly earned over $1.3 million. $275 thousand was given to those who were invited to the tournament. Football is just the same. The (1988-89) seasons produces $53 million and $66 million and was split between all participating schools. College athletes should receive some form of compensation for their efforts because, TV revenue, coach salary, and risk to players and their careers. Television and radio gave even more to NCAA schools. Schools used moneyÃ¢â‚¬ ¦show more contentÃ¢â‚¬ ¦Most of the time the decision made by the NCAA is dis-liked and undesired by most. Stanley Eaten has compared the system to indentured servitude or a Ã¢â‚¬Å"plantation system. Concerning the revenue sports of menÃ¢â‚¬â„¢s basketball and football, the players should be entitled to some monetary compensation for their work, as well as the right to enter the professional leagues at an age that suits their abilities. A key point as to why the NCAA would not want to pay athletes is to maintain the amateur status of its reputation. Some people agree with his opinion on when they get to enter into the pro league. Athletes should be able to choose how they feel, and if they want to get strait to the league or go to college. If they choose to go to college they should have the right to choose how long they go and when they go to the league. That said, if they choose to do that they should be paid depending on if they actually go to on to the NFL, and pay back what they were paid. Some have said that being an amateur status is to say they do it for fun not for remuneration. The NCAA has tried to keep it that way, but over the years many things have changed. The idea of capitalist benefits and amateurism within the NCAA does not mix. A NCAA basketball tournament will earn up to $770 million. The reason this exist is because the student athletes are not reaping any of the benefits. Huge TV rights and commercialization have corrupted the

Wednesday, May 6, 2020

Why A Property Should Be Protected Or Not Originality...

In China, there are two criteria in determining whether a property should be protected or not: originality and reproducibility. We must first understand the different nature of Chinese characters. Different calligraphers used different techniques and styles to produce great works of art in many different literary or artistic forms. Because of the more intricate nature of characters and the more number of strokes than in any other character system, Chinese character fonts are very unique for its complex structures. Advanced complexity left more space for artistic creations and variations, which is one of the beauties of the character system, to ancient calligraphers and also requires much Ã¢â‚¬Å"independent and original effortÃ¢â‚¬ for typographers that create new Chinese typeface. It is quite obvious that forgery was a tremendous problem in the past and is still is, and many calligraphers and collectors of calligraphy pieces tried to find ways to figure out original pieces and to f ind methods to show that they really created a piece (QiaoSharon). Common ways to detecting forgeries are: tracing, copying, imitating, hacking, altering, and fabricating (The Palace Museum). I believe that this is analogous to how typeface creators or those who have the right to certain typeface want their typeface to be protected under the Chinese judicial system because of the originality and reproducibility nature of the art. In an era of an overflow of information and easy access to technology, it is

Tuesday, May 5, 2020

American Apparel - Essay free essay sample

The fashion company has caught the publicÃ¢â‚¬â„¢s eye in many ways and caused an immense amount of controversy, American Apparel represent this controversy through their clothing and therefore attracts the youth of today who want to stand out and make a fashion statement. An article on Auto Straddle questioned, Ã¢â‚¬Å"Is American ApparelÃ¢â‚¬â„¢s target market people who pretend to care, but donÃ¢â‚¬â„¢t? Ã¢â‚¬ (www. Autostraddle. com, 2011) Advertising This particular advert caused many problems with the public as it is extremely controversial; people were beginning to talk about American Apparels sexual approach to advertising. Some older people believe this type of advertising is distasteful and disrespectful to women. Although, this negative opinion of American Apparel was still good publicity as the business became well known and very popular, it was the Ã¢â‚¬Å"hotÃ¢â‚¬ topic for everyone. Individuals were starting to know more and more about American Apparel and browse around the stores; young women were interested in the clothing, as they wanted to look Ã¢â‚¬Å"sexyÃ¢â‚¬ and eye catching like the models in the advertisementsÃ¢â‚¬â„¢. We will write a custom essay sample on American Apparel Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This form of sexual advertising is becoming so normal to us consumers because, it is all around us in magazines, television and on posters in fashion stores. Teenagers are currently choosing to dress in various products to boost their confidence and Ã¢â‚¬Å"fit inÃ¢â‚¬ with the models and celebrities promoting this way of sexual dressing. Sex is universal, it catches adult attention worldwide, but the way in which men and woman interpret such adverts is quite different. Men also developed an eye for American Apparel, as they liked the thought of their partner looking like the model in the advert. Agreeing with TaflingerÃ¢â‚¬â„¢s statement, Ã¢â‚¬Å"The sexual connection is much easier to set up for men than for womenÃ¢â‚¬ . (Taflinger, R. 1996, Taking Advantage You and Me, Babe: Sex and Advertising. ) Thus men have little criteria for sexual requirements; they concentrate on a womanÃ¢â‚¬â„¢s body and once the woman appears young and healthy, she is desirable. As a result, it can be said that men are more concerned with looks then what the advertisement is actually saying. We believe in todayÃ¢â‚¬â„¢s society sex sells to male and female genders, particularly targeting teenagers and young adults. While sex is becoming more accepted to older people as it is currently advertised universally and furthermore, sex is starting to feature in the latest released movies and television commercials far more frequently. In our opinion, no one wants to look or feel undesirable and therefore individuals are opening their minds to the more appealing look of dressing now and again. This advertisement suggests that American Apparel accept and support the gay society. The fashion company is trying to expose an image of their brand supporting gay individuals and protesting for gay rights. As seen in the advert above, the young menÃ¢â‚¬â„¢s t-shirts read Ã¢â‚¬Å"Legalize GayÃ¢â‚¬ meaning American Apparel are campaigning for gay rights and that sexuality should be celebrated. This attracts the young gay generation since this approach to targeting a specific audience is exceptionally unique and formerly unseen; this is another example of American Apparels controversial side to advertising. I agree that controversy works as means of catching the attention of the public and as a result becomes widespread and sells. As a result of their Ã¢â‚¬Å"Legalize GayÃ¢â‚¬ t-shirts, American Apparel obtained demands from customers globally requesting the company to expand their products in this segment. According to the American Apparel website, Ã¢â‚¬Å"American Apparel believes in freedom, expression and equality, things that are inherently condemned in the prohibition of gay marriage. Ã¢â‚¬ (American Apparel Inc. 011) American Apparels direct competitors of high street fashion Hamp;M and River Island too started campaigns similar to this such as, Ã¢â‚¬Å"Fashion against AidsÃ¢â‚¬ and Ã¢â‚¬Å"T for TrustÃ¢â‚¬ . This raises awareness for significant problems for young people, as well as raising funds for charitable causes. We approve on this attitude towards the gay society, as we feel every individual should be equal and treated with respect regardless their sexual orient. Grant ing whether American Apparel genuinely have the same views on this issue or not, they wisely saw a gap in the market for promoting gay rights. They entered the market and succeeded the gay society, in addition to customers solely interested in promoting gay rights and therefore achieved many loyal customers in this market segment. American Apparel is a sweatshop free company and strongly promotes fair labour. Founder and CEO of the business, Dov Charney states Ã¢â‚¬Å"we donÃ¢â‚¬â„¢t exploit over-seas labourÃ¢â‚¬ proving good corporate logic as consumers are engrossed with clothing ethics making American Apparel exclusive and attractive. Charney also speaks out about the salary rates he pays his factory workers, as they earn 12. 0 U. S dollars per hour which is double the average hourly rate of California (currently at 6. 75 dollars). Furthermore, Charney offers all his employees additional benefits such as health care, massages, tutorial classes in computers and English and discounts on bus passes and lunches. Charneys objective is to create a positive working experience for all his workers and pleasant shopping experienc e for both his loyal and new customers, Ã¢â‚¬Å"You donÃ¢â‚¬â„¢t get that feeling from a lot of businesses right nowÃ¢â‚¬ he discusses this in a phone interview from his home in Los Angeles. Besides this, Dov Charney and his team at American Apparel march together in support of immigration reform. Charney firmly supports immigrantsÃ¢â‚¬â„¢ rights and protested for eleven years to date. He believes individuals, societies and businesses should express their feelings on immigration and fight for their rights. Since 2003, American Apparel has been carrying out a campaign to achieve immigration reform by producing advertisements and flyers promoting a change. Here is a link to American ApparelÃ¢â‚¬â„¢s website where you can see many remarkable photographs captured during their eleventh year protesting. http://americanapparel. net/contact/legalizela/ We trust this verifies that American Apparel is a sweatshop free company and its authority treats all employees fairly. After studying about American Apparel we have learned that it is not just a company with high quality products and trend setting clothing but it too has morals and attitudes on certain issues that are represented in its clothing. Charneys big personality appears to make work enjoyable and entertaining for the factory workers and doesnÃ¢â‚¬â„¢t exploit them in any way, as it goes against his beliefs similar to his views on many concerns. Dov Charney doesnÃ¢â‚¬â„¢t rely on a logo to sell or advertise his clothing; he declares Ã¢â‚¬Å"no print on clothesÃ¢â‚¬ . Charney thrives to produce and sell the value, quality and fit of his clothing, as it is whatÃ¢â‚¬â„¢s truly important to make his brand stand out. He formally stated that you should achieve to Ã¢â‚¬Å"build a brand, not be a brandÃ¢â‚¬ . American Apparel maintains their quality standards of excellence and achieves numerous loyal customers as their products never succeed to disappoint. The message American Apparels sending out about their brand is high quality, no logo, good fit and affordable clothing along with sweatshop free and exploitation free of their employees. The high street fashion company want to make a change in the fashion industry and therefore want to make a unique impact from every angle. For example; advertising, public campaigns, symbol free clothing etc.

Saturday, April 18, 2020

Verbal Aggression Essay Example For Students

Verbal Aggression Essay Verbal aggression is message behavior which attacks a personÃ¢â‚¬â„¢s self-concept in order to deliver psychological pain.(Infante, 1995) Studies of verbal aggression have focused primarily on children and adolescents in educational and social settings. Very few studies were found to examine verbal aggression in adults in the workplace.(Ebbesen, Duncan, Konecni, 1974) The consequences of verbal aggression in the workplace can lead to social isolation, job related stress, health related problems, as well as problems in career advancement. It therefore should be considered important, for the individual and management, to identify and address the causes of verbal aggression. This program attempts to understand verbal aggression by 1) identifying the various functions of verbal aggression. We will write a custom essay on Verbal Aggression specifically for you for only $16.38 $13.9/page Order now 2) identifying the antecedent conditions of verbal aggression. 3) Avoiding the antecedent conditions of verbal aggression. Method Subject The subject, Shirley J., is a 49 year old African American female. Shirley J. has several advanced degrees and is employed as a school psychologist in a metropolitan school district. She is married with two adult children. The subject readily agreed that the target behavior, verbal aggression, is a problem as it interferes with her relationships with others. She was enthusiastic in her desire to reduce, if not eliminate, this behavior. It would seem that self-monitoring for verbal aggression and antecedent control would be valuable as it would allow for consistent avoidance of verbal aggression. As a school psychologist the subject was very familiar with the basic principles of applied behavioral analysis and frequently offered programmatic suggestions. A behavioral contract was developed jointly between the therapist and subject. The contract outlined the target behavior, success criteria, and individual responsibilities of the therapist and subject. (see Appendix A) Apparatus A basic checklist was used to document the frequency of verbal aggression on a daily basis. The checklist was designed to track only the occurrence of the behavior. It was felt by the therapist that the content of the verbally aggressive message would be too open for subjective interpretation and that no meaningful data would be gained from such documentation. In addition the subject made frequent comments of significant success or failure in avoiding verbal aggression for discussion with the therapist. The weekly discussions were used to evaluate the appropriateness of the procedures used and make any necessary adjustments to the program. Procedure For the first two weeks of the program no intervention was applied. Given that the subject self-reported that verbal aggression was a problem it was important to determine if the frequency of the behavior merited intervention. Therefore, the subject documented the daily frequency of verbal aggression. The results of the baseline period revealed a high rate of verbal aggression. (see Appendix B) Given the results of the baseline data as well as the demanding, often stressful, nature of the subjects job, it was mutually agreed that reducing verbal aggression would be the focus of the program. Verbal aggression was defined as cursing, yelling, and screaming at others. The agreed upon goals of the program was to decrease verbal aggression by 75% of baseline for four consecutive weeks. Treatment would consist of identifying and avoiding the antecedent conditions to verbal aggression. Avoidance of the antecedents is considered less restrictive, more proactive, and most effective. During the initial consultation it was determined that the antecedent conditions included, but was not limited to: work stress, time of day, verbal behavior of others (ie. tone of voice, inflection of voice and content of conversation, etc.), and non- verbal behavior of others (ie. facial expression, body posture, eye contact, etc.). In addition, the subject was required to self monitor for the following antecedents: clenched fists, tight jaw, rapid heart beat, and the emotions of anger, frustration and disappointment. Lastly, it was suggested by Infante (1995) that appropriate strategy must be taken to prevent verbal aggression from escalating. Successful avoidance of the antecedent conditions consisted of removing oneself from stressful situations, when possible, as well as not responding verbally when provoked. Weekly consultation revealed that verbal aggression was most often used to: 1) Escape demand situations. .u3d274c5dfb4f8c663810612a96ee12c2 , .u3d274c5dfb4f8c663810612a96ee12c2 .postImageUrl , .u3d274c5dfb4f8c663810612a96ee12c2 .centered-text-area { min-height: 80px; position: relative; } .u3d274c5dfb4f8c663810612a96ee12c2 , .u3d274c5dfb4f8c663810612a96ee12c2:hover , .u3d274c5dfb4f8c663810612a96ee12c2:visited , .u3d274c5dfb4f8c663810612a96ee12c2:active { border:0!important; } .u3d274c5dfb4f8c663810612a96ee12c2 .clearfix:after { content: ""; display: table; clear: both; } .u3d274c5dfb4f8c663810612a96ee12c2 { 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; } .u3d274c5dfb4f8c663810612a96ee12c2:active , .u3d274c5dfb4f8c663810612a96ee12c2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3d274c5dfb4f8c663810612a96ee12c2 .centered-text-area { width: 100%; position: relative ; } .u3d274c5dfb4f8c663810612a96ee12c2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3d274c5dfb4f8c663810612a96ee12c2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3d274c5dfb4f8c663810612a96ee12c2 .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; } .u3d274c5dfb4f8c663810612a96ee12c2:hover .ctaButton { background-color: #34495E!important; } .u3d274c5dfb4f8c663810612a96ee12c2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3d274c5dfb4f8c663810612a96ee12c2 .u3d274c5dfb4f8c663810612a96ee12c2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3d274c5dfb4f8c663810612a96ee12c2:after { content: ""; display: block; clear: both; } READ: Lock harts Lament Paper Essay 2) Avoid demand situations. 3) Relieve job stress. The subject was to document the frequency of verbal aggression and record the circumstances of significant success or failure during the

Saturday, March 14, 2020

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 studentÃ¢â‚¬â„¢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 populationÃ¢â‚¬â„¢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 studentÃ¢â‚¬â„¢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: Ã¢â‚¬Å"self/family/friend networkÃ¢â‚¬ 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 Ã¢â‚¬Å"meaningful analysis of both gender and handicapping condition.Ã¢â‚¬ (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 Ã¢â‚¬Å"stratified by geographic region, enrollment, and community wealthÃ¢â‚¬ (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 Ã¢â‚¬Å"involvements in postsecondary education for youth with disabilities who exit high school is dramatically lower that for handicapped youths.Ã¢â‚¬ (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 driverÃ¢â‚¬â„¢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 parentÃ¢â‚¬â„¢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 studentÃ¢â‚¬â„¢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, parentsÃ¢â‚¬â„¢ 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 authorÃ¢â‚¬â„¢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 BanduraÃ¢â‚¬â„¢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 studentÃ¢â‚¬â„¢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 schoolÃ¢â‚¬â„¢s vocational department. These individuals should also be a part of the Site- Based Case Study CommitteeÃ¢â‚¬â„¢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 studentÃ¢â‚¬â„¢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 studentÃ¢â‚¬â„¢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 studentÃ¢â‚¬â„¢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 studentÃ¢â‚¬â„¢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 studentÃ¢â‚¬â„¢s annual IEP review. Because each studentÃ¢â‚¬â„¢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 studentÃ¢â‚¬â„¢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 itÃ¢â‚¬â„¢s relativity to the studentÃ¢â‚¬â„¢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 studentÃ¢â‚¬â„¢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 adolescentsÃ¢â‚¬â„¢ 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