Stuttering Is The Most Common Speech Disorder - 1116 Words

All people stumble over words; however, they quickly move on from it. For a person who suffers from stuttering just the simple anticipation of a disfluency occurring can have a person filled with fear, anxiety and even anger. Stuttering can prevent people from wanting to engage in social situations with the fear of embarrassment that their disorder can cause them. Stuttering is a fluency disorder which causes interruptions in the flow of speech. These interruptions are called disfluencies and can affect people of all ages. Although more than 70 million people stutter worldwide, 3 million of them Americans, stuttering is the least common speech disorder. Children are affected by stuttering between the ages of two and five. Boys are twice as likely to stutter as girls. About one percent or less of adults stutter. Stuttering is inherited, there are no known environmental causes. If a person has inherited this trait it can be triggered by a traumatic event. â€Å"After stuttering has started, other factors may cause more disfluencies. For example, a child who is easily frustrated may be more likely to tighten or tense speech muscles when disfluencies occur. Such tension may increase how long a disfluency lasts† (asha.org). Stuttering is hidden disorder and it is completely unknown whether or not someone stutters until they speak and their stuttering occurs. However, even then people who are not familiar with this disorder, will not realize that a person has it. There areShow MoreRelatedSpeech : Speech And Speech1735 Words   |  7 Pagestheir speech and communication skills, are often hard to understand; however, having a speech disorder, such as a stutter, on top of that may make it near impossible for anyone to understand what that child is struggling to say. Stuttering is just one of the many speech disorders that make children’s speech even harder to understand. Even sentences that might be a basic sentence to say might come out muffled, broken up, or distorted in some other way, if a child has a stutter or another speech deficiencyRead MoreThe Effects Of Stuttering On The Nervous System1006 Words   |  5 Pagesworks as a speech therapist, there are multiple cases where you will deal with clients whose dysfluencies are caused by a deficiency in the nervous system. The nervous system is the control center of the body. Any damage to this system can cause long lasting affects to all the other systems. A person may have a stroke, traumatic brain injury, or a tumor that may result in dysfluency. Neurogenic stuttering is a type of dysfluency that can arise due to damage to the nervous system. Stuttering is involuntaryRead MoreA Study On Stuttering And Its Effects On The Lives Of The Tongue, Lips, And Throat1513 Words   |  7 PagesEpidemiology Stuttering, also called stammering or fluency disorder, inhibits the afflicted person from speaking with ease due to the â€Å"involuntary, repetitive, prolongation or cessation† of sounds when trying to speak. Stuttering is a repetition of initial/sound repetition of single syllable word ( I..I..want more cookies or I want, I want, I want the cup.) There are also some core features and secondary features of stuttering. The Core features includes Repetitions, (My-my-my-hat), Prolongations(rrrrraaabit)Read MoreThe Effects Of Stuttering On The Nervous System992 Words   |  4 Pagesworks as a speech therapist there are multiple cases where you will deal with clients whose dysfluencies are caused by a deficiency in the nervous system. The nervous system is the control center of the body. Any damage to this system can cause long lasting affects to all the other systems. A person may have a stroke, traumatic brain injury, or a tumor that may result in dysfluency. Neurogenic stu ttering is a type of dysfluency that can arise due to damage to the nervous system. Stuttering is involuntaryRead MoreThe First Day Of School946 Words   |  4 PagesAll too common I could imagine students saying, Did she happen to forget her name?, Can she talk a little slower?, or What is wrong with her?. Times like this, made me wonder about my lack of speech skills in front of a group of people. Why do I either speak so fast-- where what I say sounds like one word-- or when I speak I am not able to clearly pronounce the syllables of a word? As I began to research, I realized this difficulty, complicated style of speaking is called stuttering. Why doRead MoreStuttering Is A Communication Disorder That Involuntary Effects The Fluency Of Speech1479 Words   |  6 PagesStuttering Stuttering is a communication disorder that involuntary effects the fluency of speech. Disfluencies in speech include both â€Å"nonstuttered† and â€Å"stuttered† disfluencies. â€Å"Nonstuttered† disfluencies include interjections, revisions, phrase repetitions, and other. Everyone produces disfluencies in their speech at times making â€Å"nonstuttered† disfluencies more typical in speech. â€Å"Stuttered† disfluencies are less typical and include word repetitions, sound/syllable repetitions, prolongationsRead MoreSocial Anxiety Disorder And The Speech Of The Individual ( Asha )1527 Words   |  7 PagesIntroduction Stuttering is a fluency disorder that affects the speech of the individual (ASHA). Stuttering causes interferences in the speech that are signified as â€Å"disfluencies† (ASHA). These disfluencies may be presented in different ways. There may be repetitions of words, pauses, prolongation of words, and/or may include multiple â€Å"ums† in the speech (ASHA). These interruptions in speech may negatively affect the communication of individuals who stutter. Many times, the individuals is aware ofRead MoreChildhood Stuttering : A Narrative Review1553 Words   |  7 PagesChildhood Stuttering: A Narrative Review Yaruss (2004) introduces childhood stuttering as a communication disorder characterized by atypical disfluencies that interrupt the smooth flow of speech. Some disfluencies, such as phrase repetitions, revisions, interjections, and pauses, are common in the speech of typically developing children; however, atypical disfluencies such as prolongations, blocks, and part or whole-word repetitions may be indicative of developmental, or childhood, stuttering (YarussRead MoreWhat Is Communication Disorder?2958 Words   |  12 PagesWhat is communication disorder? Picture a young boy trying to tell his playmates a story to the best of his abilities. As soon as he starts talking, his eyes start to twitch, his face is contorted with grimaces, his lips, limbs and torso are moving. To add the topping to the cake, his playmates start laughing at him. At such an age, this child is going to think he is abnormal and different from the norms of society. Whenever he speaks, he will have a moment of fear when approaching certain wordsRead MoreSpeech Disorders : Speech And Language Disorders1760 Words   |  8 PagesSpeech Disorders A speech disorder occurs when a person has problems with his or her voice or is unable to produce speech sounds correctly. Difficulties pronouncing sounds, articulation disorders, and stuttering are examples of speech disorders (â€Å"Speech and Language Disorders and Diseases†, 2016). Some of the common speech and voice disorders in adulthood include Dysarthria, Apraxia, and voice disturbances. Dysarthria is when a person has an ongoing difficulty expressing certain sounds or words

In Scott Fitzgerald’S Novel, The Great Gatsby, Jay Gatsby

In Scott Fitzgerald’s novel, The Great Gatsby, Jay Gatsby is introduced as a newly prosperous man in hope to rekindle an old flame with his past love Daisy Buchanan. Despite the fact that Daisy has organized a life without Gatsby, a mother of a daughter also married to Tom Buchanan, Gatsby continues to attempt to revive their previous connection for one another. Gatsby completely alters his lifestyle by devoting every minute to expanding his wealth to gain Daisy’s satisfaction. Eventually Gatsby purchases a mansion in West Egg of Long Island, coincidentally right across the bay from Daisy and her family. Gatsby throws ostentatious parties weekly to lure Daisy into crossing paths with him once again. Immediately after meeting Daisy, he†¦show more content†¦(9 Fitzgerald) It has become clear to why Gatsby is capitated by her, he is so infatuated that he devises this meaning to Daisy. Gatsby then falls more deeply in love with his idea of her, rather than the real Daisy. Critic W. J. Harvey states that â€Å"Gatsby â€Å"is not the simple antithesis of Tom and Daisy; he is implicated in their kind of corruption too, and his dreams is proved hollow not only by the inadequacy of the actual correlative—that is, Daisy—to the hunger of his aspiring imagination, but also by the means he uses to build up the gaudy fabric of his vision.† (Harvey) Harvey explains that Gatsby has imagined this character he aspires to become, he has invested himself in this character and â€Å"love† for Daisy that was in actuality just a figment of his imagination. There is no question doubting Gatsby fondness for Daisy, from the day they met to his bleak death. After denied into Daisy’s artificial world â€Å"he left, feeling that if he had searched harder, he might have found her—that he was leaving her behind.† (160 Fitzgerald). Gatsby’s love for Daisy is so great, but it cannot break the disparity between the two. Gatsby will always be defined as new money; new money will never be accepted by Daisy. Through the use of Mutschler 3 parallelism, Fitzgerald writes that â€Å"there were the same people, or at least the same sort of people, the same profusion of champagne,Show MoreRelatedEssay about Great Gatsby862 Words   |  4 Pages F. Scott Fitzgeralds The Great Gatsby / Gatsbys Desire for Daisy exploring why Gatsby had such an obsessive desire for Daisy. The writer purports that Gatsby began by pursuing an ideal, not the real woman. In fact, he could not recognize the type of person she had become since they last saw each other. Gatsby lives in a dream world and Daisy is part of that dream. As the novel progresses, however, Gatsbys feelings change. Bibliography lists Fitzgeralds The Great Gatsby : The RoleRead MoreViews of Entitlement in the Great Gatsby1596 Words   |  7 PagesThe Great Gatsby as Fitzgerald’s explanation of an American Reality which contradicts the American Dream That was always my experience—a poor boy in a rich town; a poor boy in a rich boys school; a poor boy in a rich mans club at Princeton.... However, I have never been able to forgive the rich for being rich, and it has colored my entire life and works.   —F. Scott Fitzgerald: A Life in Letters, ed. Matthew J. Bruccoli. New York: Scribners, 1994. pg. 352. The Great Gatsby, by F. ScottRead MoreThe Colors of Gatsby, F. Scott Fitzgeralds Famous Novel1640 Words   |  7 PagesF. Scott Fitzgerald is famous for the detail with which he crafted the quintessential American novel, The Great Gatsby. With his well-chosen words, Fitzgerald painted a fantastic portrait of life during the Roaring Twenties in the minds of his readers, a picture rich with color and excitement. Four colors: green, gold, white, and gray played key roles in the symbolic demonstration of ideas and feelings which, woven together seamlessly, made The Great Gatsby a world-renowned work of literary geniusRead MoreEssay on Jay Gatsby’s Dangerous Illusions in The Great Gatsby1253 Words   |  6 PagesJay’s Dangerous Illusions in The Great Gatsby      Ã‚  Ã‚  Ã‚  Ã‚   America is a land of opportunity and hopes and dreams can become reality. The American Dream consists of the notion that the struggling poor can achieve financial success through hard work. F. Scott Fitzgeralds novel, The Great Gatsby, puts this premise to the test while also warning against the dangers of believing too passionately in any dream. The central character, Jay Gatsby, proves a tragic hero who succeeds financially but failsRead More F. Scott Fitzgerald’s The Great Gatsby - A Life Foolishly Lived1403 Words   |  6 PagesThe Great Gatsby:  Ã‚  A Life Foolishly Lived  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Released in 1925, F. Scott Fitzgerald’s novel, The Great Gatsby cleverly demonstrates the manners and morals commonly practiced throughout the time period. The plot revolves around several main themes and effectively expresses Fitzgerald’s unique perspective. With an objective standpoint, Nick Carraway narrates the story as Jay Gatsby, a foolish racketeer, tries to win over his lifelong love, Daisy Buchanan. Although pecuniary matters canRead MoreF. Scott Fitzgerald s The Great Gatsby1202 Words   |  5 PagesJay Gatsby and F. Scott Fitzgerald F. Scott Fitzgerald is an acclaimed American author, popularly recognized for his novel The Great Gatsby. In addition to his literary work, Fitzgerald is noted for his unstable personal life. Originally coming from a low-income background, he could not marry the woman that he first loved. Even when he met another woman, he had to acquire wealth to marry her; this drove him to publish his first novel. He married her shortly after. However, a couple years after, heRead MoreThe Great Gatsby by F. Scott Fitzgerald930 Words   |  4 PagesF. Scott Fitzgerald is mostly known for his images of young, rich, immoral individuals pursuing the American Dream of the 1920’s (Mangum). This image is best portrayed in his greatest novel, The Great Gatsby, alongside his principal themes, â€Å"lost hope, the corruption of innocence by money, and the impossibility of recapturing the past† (Witkoski). Fitzgerald was identified as a modern period writer because his themes and topics were i nconsistent with traditional writing (Rahn). The modern periodRead MoreDestruction of Dreams, Failure of Dreamers in Fitzgerald’s The Great Gatsby1489 Words   |  6 Pages Jay Gatsby, the protagonist of F. Scott Fitzgerald’s novel, The Great Gatsby, is used to contrast a real American dreamer against what had become of American society during the 1920s.   By magnifying the tragic fate of dreamers, conveying that twenties America lacked the substance to fulfill dreams and exposing the shallowness of Jazz-Age Americans, Fitzgerald foreshadows the destruction of his own generation. The beauty and splendor of Gatsbys parties masked the innate corruption within theRead MoreThe American Dream in The Great Gatsby and This Side of Paradise1382 Words   |  6 PagesFrances Scott Fitzgerald was born on September 24th, 1896 in St. Paul Minnesota and died of a heart attack in an apartment in Hollywood on December 21st, 1940. Throughout his career, Fitzgerald wrote many works, traveled the world, and served in the United States Army. F. Scott Fitzgerald wrote mostly short stories but became famous because of his novel This Side of Paradise and became even more famous because of The Great Gatsby which was released in 1925. The time period in which Fitzgerald livedRead MoreFitzgerald’s The Great Gatsby - Parallel between Jesus of Nazareth and Jay Gatsby711 Words   |  3 PagesThe Great Gatsby:  Ã‚   Parallel between Jesus of Nazareth  and Jay Gatsby In his critical essay, â€Å"The Mystery of Ungodliness†, Bryce J. Christensen writes about the parallel that F. Scott Fitzgerald creates between Jay Gatsby and Jesus of Nazareth from the New Testament of the Christian Bible. Christensen explains that Fitzgerald once wrote a letter to his friend, John Jamieson, explaining that he was going to write the story of Jay Gatsby’s youth, but he did not because he wanted to maintain the

The Amber Spyglass Chapter 20 Climbing Free Essays

The mulefa made many kinds of rope and cord, and Mary Malone spent a morning inspecting and testing the ones Atal’s family had in their stores before choosing what she wanted. The principle of twisting and winding hadn’t caught on in their world, so all the cords and ropes were braided; but they were strong and flexible, and Mary soon found exactly the sort she wanted. What are you doing? said Atal. We will write a custom essay sample on The Amber Spyglass Chapter 20 Climbing or any similar topic only for you Order Now The mulefa had no term for climb, so Mary had to do a lot of gesturing and roundabout explaining. Atal was horrified. To go into the high part of the trees? I must see what is happening, Mary explained. Now you can help me prepare the rope. Once in California, Mary had met a mathematician who spent every weekend climbing among the trees. Mary had done a little rock climbing, and she’d listened avidly as he had talked about the techniques and equipment. She had decided to try it herself as soon as she had the chance. Of course she’d never expected to be climbing trees in another universe, and climbing solo didn’t greatly appeal, either, but there was no choice about that. What she could do was make it as safe as possible beforehand. She took a coil long enough to reach over one of the branches of a high tree and back down to the ground, and strong enough to bear several times her weight. Then she cut a large number of short pieces of a smaller but very tough cord and made slings with them: short loops tied with a fisherman’s knot, which could make hand?C and footholds when she tied them to the main line. Then there was the problem of getting the rope over the branch in the first place. An hour or two’s experimenting with some fine tough cord and a length of springy branch produced a bow; the Swiss Army knife cut some arrows, with stiff leaves in place of feathers to stabilize them in flight; and finally, after a day’s work, Mary was ready to begin. But the sun was setting, and her hands were tired, and she ate and slept, preoccupied, while the mulefa discussed her endlessly in their quiet, musical whispers. First thing in the morning, she set off to shoot an arrow over a branch. Some of the mulefa gathered to watch, anxious for her safety. Climbing was so alien to creatures with wheels that the very thought of it horrified them. Privately Mary knew how they felt. She swallowed her nervousness and tied an end of the thinnest, lightest line to one of her arrows, and sent it flying upward from the bow. She lost the first arrow: it stuck in the bark partway up and wouldn’t come out. She lost the second because, although it did clear the branch, it didn’t fall far enough to reach the ground on the other side, and pulling it back, she caught it and snapped it. The long line fell back attached to the broken shaft, and she tried again with the third and last, and this time it worked. Pulling carefully and steadily so as not to snag the line and break it, she hauled the prepared rope up and over until both ends were on the ground. Then she tied them both securely to a massive buttress of one of the roots, as thick around as her own hips. So it should be fairly solid, she thought. It had better be. What she couldn’t tell from the ground, of course, was what kind of branch the whole thing, including her, would be depending on. Unlike climbing on rock, where you could fasten the rope to pitons on the cliff face every few yards so you never had far to fall, this business involved one very long free length of rope, and one very long fall if anything went wrong. To make herself a little more secure, she braided together three small ropes into a harness, and passed it around both hanging ends of the main rope with a loose knot that she could tighten the moment she began to slip. Mary put her foot in the first sling and began to climb. She reached the canopy in less time than she’d anticipated. The climbing was straightforward, the rope was kindly on her hands, and although she hadn’t wanted to think about the problem of getting on top of the first branch, she found that the deep fissures in the bark helped her to get a solid purchase and feel secure. In fact, only fifteen minutes after she’d left the ground, she was standing on the first branch and planning her route to the next. She had brought two more coils of rope with her, intending to make a web of fixed lines to serve in place of the pitons and anchors and â€Å"friends† and other hardware she relied on when climbing a rock face. Tying them in place took her some minutes more, and once she’d secured herself, she chose what looked like the most promising branch, coiled her spare rope again, and set off. After ten minutes’ careful climbing she found herself right in the thickest part of the canopy. She could reach the long leaves and run them through her hands; she found flower after flower, off-white and absurdly small, each growing the little coin-sized thing that would later become one of those great iron-hard seedpods. She reached a comfortable spot where three branches forked, tied the rope securely, adjusted her harness, and rested. Through the gaps in the leaves, she could see the blue sea, clear and sparkling as far as the horizon; and in the other direction over her right shoulder, she could see the succession of low rises in the gold-brown prairie, laced across by the black highways. There was a light breeze, which lifted a faint scent out of the flowers and rustled the stiff leaves, and Mary imagined a huge, dim benevolence holding her up, like a pair of giant hands. As she lay in the fork of the great branches, she felt a kind of bliss she had only felt once before; and that was not when she made her vows as a nun. Eventually she was brought back to her normal state of mind by a cramp in her right ankle, which was resting awkwardly in the crook of the fork. She eased it away and turned her attention to the task, still dizzy from the sense of oceanic gladness that surrounded her. She’d explained to the mulefa how she had to hold the sap-lacquer plates a hand span apart in order to see the sraf and at once they’d seen the problem and made a short tube of bamboo, fixing the amber-colored plates at each end like a telescope. This spyglass was tucked in her breast pocket, and she took it out now. When she looked through it, she saw those drifting golden sparkles, the sraf, the Shadows, Lyra’s Dust, like a vast cloud of tiny beings floating through the wind. For the most part they drifted randomly like dust motes in a shaft of sunlight, or molecules in a glass of water. For the most part. But the longer she looked, the more she began to see another kind of motion. Underlying the random drifting was a deeper, slower, universal movement, out from the land toward the sea. Well, that was curious. Securing herself to one of her fixed ropes, she crawled out along a horizontal branch, looking closely at all the flower heads she could find. And presently she began to see what was happening. She watched and waited till she was perfectly sure, and then began the careful, lengthy, strenuous process of climbing down. Mary found the mulefa in a fearful state, having suffered a thousand anxieties for their friend so far off the ground. Atal was especially relieved, and touched her nervously all over with her trunk, uttering gentle whinnies of pleasure to find her safe, and carrying her swiftly down to the settlement along with a dozen or so others. As soon as they came over the brow of the hill, the call went out among those in the village, and by the time they reached the speaking ground, the throng was so thick that Mary guessed there were many visitors from elsewhere, come to hear what she said. She wished she had better news for them. The old zalif Sattamax mounted the platform and welcomed her warmly, and she responded with all the mulefa courtesy she could remember. As soon as the greetings were over, she began to speak. Haltingly and with many roundabout phrasings, she said: My good friends, I have been into the high canopy of your trees and looked closely at the growing leaves and the young flowers and the seedpods. I could see that there is a current of sraf high in the treetops, she went on, and it moves against the wind. The air is moving inland off the sea, but the sraf is moving slowly against it. Can you see that from the ground? Because I could not. No, said Sattamax. That is the first we ever heard about that. Well, she continued, the trees are filtering the sraf as it moves through them, and some of it is attracted to the flowers. I could see it happening: the flowers are turned upward, and if the sraf were failing straight down, it would enter their petals and fertilize them like pollen from the stars. But the sraf isn’t falling down, it’s moving out toward the sea. When a flower happens to be facing the land, the sraf can enter it. That’s why there are still some seedpods growing. But most of them face upward, and the sraf just drifts past without entering. The flowers must have evolved like that because in the past all the sraf fell straight down. Something has happened to the sraf, not to the trees. And you can only see that current from high up, which is why you never knew about it. So if you want to save the trees, and mulefa life, we must find out why the sraf is doing that. I can’t think of away yet, but I will try. She saw many of them craning to look upward at this drift of Dust. But from the ground you couldn’t see it: she looked through the spyglass herself, but the dense blue of the sky was all she could see. They spoke for a long time, trying to recall any mention of the sraf wind among their legends and histories, but there was none. All they had ever known was that sraf came from the stars, as it had always done. Finally they asked if she had any more ideas, and she said: I need to make more observations. I need to find out whether the wind goes always in that direction or whether it alters like the air currents during the day and the night. So I need to spend more time in the treetops, and sleep up there and observe at night. I will need your help to build a platform of some kind so I can sleep safely. But we do need more observations. The mulefa, practical and anxious to find out, offered at once to build her whatever she needed. They knew the techniques of using pulleys and tackle, and presently one suggested a way of lifting Mary easily into the canopy so as to save her the dangerous labor of climbing. Glad to have something to do, they set about gathering materials at once, braiding and tying and lashing spars and ropes and lines under her guidance, and assembling everything she needed for a treetop observation platform. After speaking to the old couple by the olive grove, Father Gomez lost the track. He spent several days searching and inquiring in every direction, but the woman seemed to have vanished completely. He would never have given up, although it was discouraging; the crucifix around his neck and the rifle at his back were twin tokens of his absolute determination to complete the task. But it would have taken him much longer if it hadn’t been for a difference in the weather. In the world he was in, it was hot and dry, and he was increasingly thirsty; and seeing a wet patch of rock at the top of a scree, he climbed up to see if there was a spring there. There wasn’t, but in the world of the wheel-pod trees, there had just been a shower of rain; and so it was that he discovered the window and found where Mary had gone. How to cite The Amber Spyglass Chapter 20 Climbing, Essay examples

City Life vs Country Life free essay sample

Today the city life is more and more stressful, by the minute, however the people who were born and raised in the country are coming to the city, but which is better? It depend on the likes and necessities of that particular person, he or she may only be In the city because they can find much more entertainment and facilities. Meanwhile the country s advantage consists on the calm and relaxation that It offers to us. For this and more reasons these two places are completely different. To start off the difference between these two places Is the nature.In the country everything Is natural; there are hardly any bulldogs, up to now making It difficult to destroy the ecosystem and pollute the nice luxurious air. In the city on the other hand, It Is very difficult to see a lot If any trees or a forest area, a fact Is that we can see a lot of buildings, smudge, and pollutions. We will write a custom essay sample on City Life vs Country Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a result, natural areas are reduced, something that really affects our ecosystem, In the most atrocious way. Id take the country in this point any day and twice on Sunday. Another difference is the distance between places.In the country people are used to walking to go from place to place over long distance, which is good because it is a great healthy benefit, also in the country traffic Jams do not exist. So if you wanted to drive anywhere itll take you 30 minutes instead of the 3 hours in the city. Because of the 5:00 rush hour in the city, in which in my most humble opinion is not fun to be in trust me Vive had my fair share of them. Again the country takes the cake. The next difference is the lifestyle. In the country, people can have a healthier lifestyle. Because of the farming, and there is a very calm place and people have more relaxing situations. However in the city people are always in a hurry rushing from place to place. Nobody has any time to do anything anymore. Nevertheless any of these options to live can be the best according to peoples plans; also it depends on the ideas and Jobs of everyone. If they want to relax and let pain Just melt away the country is the way to go. But if they prefer a busier schedule and more variety on entertainment, the city no matter how messed up it Is the thing for you.

An Unpaid Option An Illustrative Essay Template (MLA Sample Paper)

An Unpaid Option An Illustrative Essay Template (MLA Sample Paper) What Is MLA Format? MLA Format is a standard format for academic writing and citing sources within the humanities and liberal arts. MLA refers to a set of rules and formatting guidelines that are used by researchers. These standards are described in the MLA Handbook for writers of research papers (8-th edition) which is a 300-page manual describing every aspect of MLA paper writing. Below you will find a great MLA essay example. Read and use it while writing your own paper. Feel free to download MLA Essay Example Name LastName Professor’s Name Course Number Day Month Year Truth Behind the War                   Media plays a great role in influencing today’s youth and changing the opinions of many. Media’s coverage is so  much influential that it can have an effect on anyone’s opinion and views.  Media at times could be good,  while at times it  could be really bad. For example, in focusing on the  issues of discrimination, it plays a very important role in letting people  know the adverse effects of  discrimination,  while on the other hand media, itself is  being responsible for the growing issues  of  discrimination.                  Ã‚  Media plays a great role during the Wartime, not just by broadcasting the war events but also by letting the people  know the reality  and the truth behind the war. They are the ones who change people’s perspective and opinion. The  techniques in addition to goals  of the media have changed radically. The media now is what bring the news of all the terror  war into everyone’s home.When the World war broke out in August 1914, the United States at once fixed its relation to the belligerents thru  proclamation  of neutrality. The days of the war, before their entry on the side of the allied powers in April 1917, were  marked with difficulties,   both in preventing violations of out neutrality and in securing proper respect for our neutral rights.  The rights and duties of neutrals were  involved.                  Ã‚  At the outbreak of the war, Great Britain notified the United States that she would be held responsible for injuries  resulting to British interests from vessels converted to warships or armed in  American ports, even though the completion of  the act of conversion took place on the high seas.  British merchant vessels, it was asserted, were armed for self-defense  only.  The position of the United States was that a merchant vessel belonging to a belligerent should not arm itself so as to  avoid capture by lawful and legitimate  processes.                  Ã‚  On April 8, 1917, the Austrian government, as Germanys ally, broke off diplomatic relations with the United States,  and in due course, the war was declared against Austria. Until all effective states agree upon the abandonment of neutrality,  those remaining  outside the agreement will insist on their right to judge for themselves as to the neutral or belligerent  character of their policy, in the case of a conflict between two or more other states. This lies in the field of policy. And as  long as the policy of neutrality may be elected, it follows that the status of neutrality will exist, together with its rights and  duties. The belligerent states will be sufficiently active in demanding that a country is impartially a country is impartially neutral. The neutral state  must itself insist upon an observance of its formally declared by the joint resolution of Congress (Cipriano, 1995).                  Ã‚  All this during the First World War was well focused on, and a clear perspective was shown through Media. There  was not any biasness and the news was broadcasted to merely let the people know what is going on in their surrounding,  and not to exaggerate a particular news. Media of that time would only broadcast what was actually happening and so it  would leave the decision to viewers hands as to what conclusion they make out from the broadcast and it had let them had  their own perspective to everything they watched rather than to force Media’s own perspective on its viewer. Change of the War Picture                  Ã‚  Previously media would emphasize a focus on the positives of wars. They paid attention to what people required  and needed to hear. There was no struggle, and money wasn’t as key an issue in becoming a journalist. The commercialism  of news was far less of an issue in the reporting of news. The news wasn’t so much unconstructive as it was upbeat and  vigorous. It was the media’s job to keep their listeners hopeful and panic free. It wasn’t concerning who could get a hold of  the most listeners by offering  the most sensational newscasts. It was about letting everyone know the truth and reality  (Jowett, ODonnell, 1992).                   But now in the present time, media offers overly negative pictures of war and its objectives and accomplishments.  A new legacy would be built: the rising of deviousness, one that imitated and showed the broader dissatisfactions with the  government. Journalism was now regarding the money and the achievement that would be wrapped around it. The  competition rose as the requirement for unconstructiveness in the life unraveled. Good, decent, honest and optimistic news  would no longer be found.   Media vs. Military Business                   We shall have a look at how the media interferes in the military business, so to have a clear vision of how  things actually are. Every time a society has permitted its military establishment to insulate itself against effective public scrutiny that  military establishment has ended up destroying the people it was supposed to protect. The independence guaranteed to the  press under the the First Amendment to that Constitution is one of the most important of the safeguards. Yet every bureaucrat  knows that power flows from each increment of information he or she can garner and hold tight. To the extent that our  society permits such bureaucratic self-interest to restrict access by the public to the business of government – in particular,  its military business – the First Amendment   becomes meaningless.                   Very few citizens have the time and means to search out government information vital to their well-being. As a  result, access means mainly access by the press, like it or not.  In a speech to the National Newspaper Association  following the end of the war,   General Colin L. Powell, chairman of the U.S. Joint Chiefs of Staff, acknowledged that if the  Iraqi army had moved, in August 1990,   as it was entirely capable of doing, to occupy the principal Saudi Arabian airfields  and ports, the United States would have been in enormous difficulty. What General Powell did not tell his audience, but what  Major General Edward B. Atkeson, formerly of the Central Intelligence Agency, had made plain more than three years earlier  in an article in Armed Forces Journal International was that for a period of several weeks, until major U.S. land and air forces  could be inserted, a determined, large-scale Iraqi invasion could be stopped only by n uclear weapons.                   But American journalism has neither the technical competence to recognize the long-term implications of an article  such as General Atkesons nor the structural means to relate it to a crisis that occurs years, or even months, later. So the  public – American or otherwise – was never informed that in declaring his intention to defeat Iraqi aggression the president of  the United States was, in fact, committing the United States to nuclear war during the period when the first token U.S. land  forces flown to the region were in danger of being overrun. Passion for Seeking Out the Truth                   As with every major military story since the end of World War, the press failed. It did not fail because of government censorship. Rather, it failed because of the inadequacies of its own training and organization, deficiencies that prevented it from reporting matters of crucial importance, even when all of the essential facts were in the public domain.                   The media, much similar to the American people, began losing optimism in the government, so broadcasters  subsequently would create such newscasts that would also fill the American people with a strong sense of doubt. A major  loss to the reliability of the public was the leaking of information to the public from the Pentagon Papers. These documents  were discovered by journalists to contain far higher rates of American fatalities and far less victorious battles than the  publicly released government statistics had specified. No longer would the press recognize the government press releases;  now they began more analytical journalism to check the truth of the official reports.                   We need to realize that media is there to raise the voice for truth, not to support the exaggeration of the simple,   uncomplicated anecdote. What the media at this stage need to do is  to make an attempt and realize that to ‘cover a war and  for a nation determined to comprehend it, there  is merely one course. They must share a passion for seeking out the truth’  (DeParle, 1991). MediAffect                   Where do the media fit in this procedure? An average American high school graduate spends more time in front of  the TV than in the classroom. The mass media is an influential socializing agent. Media is not restricted to the contented of  media messages. Media have an effect on how we learn regarding our world and interrelate with one another. Media actually  reconcile our relationship with social institutions. We base a large amount of our knowledge on government news accounts,  not knowledge. We are reliant on the media for what we distinguish and how we narrate to the world of politics due to the  media-politics connection. We read or   watch political discussions followed by immediate analysis as well as commentary by  experts. Politicians rely on media to converse their message. Related dynamics are present in other mediated events such  as televised sports and televangelism. Media is part of our usual relations with family and frie nds. They describe our  communication with other people on a daily foundation as a diversion, sources of disagreement, or a uniting force. Media  have an impact on society not merely through the contented of the message but also through the procedure.    DeParle, Jason. Covering the War†. New York Times, 5 May 1991. Venzon, Anne Cipriano. The United States in the First World War. Garland Publishing, 1995. Jowett, G. S., and ODonnell, Victoria. Propaganda and Persuasion. 2nd ed., Sage Press, 1992. Edward B. Atkeson. â€Å"The Persian Gulf. Still a Vital U.S. Interest?† Armed Forces Journal International, April 1987): 46-56 Get your free MLA Essay template only today!

Action Research Plan- Vocational transition in Special Education

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

Impressionism and The Famous Cafes of Paris Essay

Impressionism and The Famous Cafes of Paris - Essay Example The essay "Impressionism and The Famous Cafes of Paris" provide a detailed information about impressionism movement and gives a review on famous cafes of Paris in the 19th century. Impressionists painted day-to-day events instead of extraordinary occurrences. All this had to take place in a very unconventional setting. What better setting could they find than the famous cafes of Paris? How did the cafes relate with the impressionists and the post-impressionists? How much did the cafes influence the artists' work? How different they are now from what they were in the 19th century? These are some of the questions this paper tries to explore. Impressionism was an important movement in painting which began in the late 19th Century and developed through the early 20th century in France. It began when a few of the French artists became disillusioned with the way painting was taught in those days -- the mythological or historical subject matter. â€Å"They also rejected the conventional, i maginative or idealizing treatments of academic paintings.† Claude Monet, Pierre-Auguste Renior, Camille Pissarro, Alfred Sisley, Berthe Morisot, Armand Guillaumin and Frà ©dà ©ric Bazille comprised the initial artists of the movement. Among those who adopted the impressionist style of painting for some time were Edgar Degas and Paul Cà ©zanne. Édouard Manet was the painter who had inspired the impressionists to adopt the style in which they painted. Later, he also joined the movement and adopted its style. The impressionists were not hitherto known by this name. In 1874, when the group organized its own exhibition, an art critic, Louis Leroy, wrote a scathing criticism of the painting Impression, soleil levant (Impression, Sunrise), by the then unknown artist Claude Monet. Louis titled his review, The Exhibition of the Impressionists, and had this to say in his article: Impression - I was certain of it. I was just telling myself that, since I was impressed, there had to be some impression in it and what freedom, what ease of workmanship! Wallpaper in its embryonic state is more finished than that seascape.2 It was from here on, that the group came to be known as the Impressionists and hence, the movement came to be known as Impressionism. This was the identity, which while the world derided, the artists of the group were proud of it. Neo-Impressionism and Post-Impressionism Impressionism, as a technique is still being practiced among the contemporary artists. However, the movement began to wane very shortly. The greatness of the movement does not lie in its longevity, its greatness lies in influence and productivity. As a reaction to Impressionism, two new movements came into being. Artists reacted against the empirical realism3 of the impressionists and devised a new technique based on scientific application of the optical principles of light and color to render the transient nature of time. This technique came to be known as Neo-Impressionism. Georges Seurat, Paul Signac, Henri-Edmond Cross, Albert Dubois-Pillet, Maximilien Luce, Tho Van Rysselberghe and the Impressionist painter Camille Pissarro, formed the first Neo-Impressionist group. Together, in 1881, they formed Socit des Artistes Indpendants (Society of Independent Artists). Like its predecessor, this movement also waned quickly, but not without having a lasting influence on the works of such great artists as Vincent van Gogh, Paul Gauguin, Henri de Toulouse-Lautrec, and Henri Matisse. An English art-critic, Roger Fry, gave the name Post-Impressionism to the works of artists like Paul Czanne, Georges Seurat, Paul Gauguin, Vincent van Gogh, Henri de Toulous

Physician Assisted Suicide Term Paper Example | Topics and Well Written Essays - 1500 words

Physician Assisted Suicide - Term Paper Example Utilitarianism, which is one of most well-known ethical theories under the umbrella of consequentialism or teleological ethics, is a school of thought, which believes that right and ethical actions are those, which could create maximum good for the maximum number of people. In other words, it focuses on the minimizing the pain and maximizing the pleasure (Devettere, pp. 106-107, 2009). If the issue of physician-assisted suicide is put forward in front of a utilitarianist then he would engage in a hedonic calculus for calculating the pleasure and pain inflicted by the situation of the patient. If the total pleasure is greater than the total pain than the utilitarianist would argue that, the person should live and vice versa. Furthermore, despite the fact that how much pain the person is suffering with, if the life of the person is causing pleasure and benefit for a greater number of people then the utilitarianist would argue that it is better for the person to live for as long as poss ible despite his condition (Donnellan, pp. 61, 2005). More importantly, even if the person pleads death, an utilitarianist in that particular condition would refrain from letting it happen because according to Millian principles of utilitarianism, if ever there is a clash between the two basic principles or values of this ethical theory which are â€Å"Utility† and â€Å"Liberty†, then utility must prevail over liberty (Keown, pp. 201, 2002). Relativism refers to the school of thought who believes that absolute truth, knowledge of reality is inaccessible to the humans because of that every bit and a piece of information or truth that comes to us is highly subjective.  Ã‚  

Impact of trade unions on firm performance Essay

Impact of trade unions on firm performance - Essay Example They use this power to reach a compromise with the employers (Bennett & Kaufman, 2007). In spite of the outcome, the members of unions must adhere to the solution at which the two parties arrive. The history of trade or labor unions dates back to 1860’s when workers created labor unions that included a vast range of workers (Currie, 2001). However, the unions did not accomplish any notable achievements and they ended up closing their doors. Over time, worker's  approach to trade unions has changed drastically, and they have accomplished commendable results for their members. They have banded a lot of employees from various industries so as to enhance their experience in the workplace (Bennett & Kaufman, 2007). The key function of these unions is to push for improved working conditions and reasonable wages for their members. The leaders hold negotiations with employers regarding issues such as wage increments, better benefits and working hours and more vacation time among oth ers. The decision that the union arrives at is binding for all its members. The leaders also hold regular meetings to handle complains, concerns and recommendations, as well as vote on key decisions before negotiating with employers. In the case where a trade union does not reach a decision with an employer, it may result in a strike (Currie, 2001). A strike is a decision that all members must respect. Trade unions include employees from a given industry such as the agriculture industry, or a specific agency such as local or state government. Furthermore, there are some minimum requirements that unions require from their members in order to get official membership. Some unions require their new members to pay a registration fee while other requires them to have certification in order to join. The unions may include both blue color employees and professional. Different unions vary in terms of the features and qualifications since they operate in different industries and have diverse memberships. In addition to their role in enhancing the conditions of employees, the unions also take part in political activism. During the formulation of legislations especially laws that touch on the lives of workers directly, they send their representatives to influence the outcome. Although the key objective of these unions is to push for improved wages and working conditions in the workplace, this objective also includes political activism. This paper discusses how trade unions impact on performance, as well as outline how employees can best handle trade unions. Impact of trade unions on performance The key goal of the unions is to ensure that their members have the best working conditions, reasonable wages, are not mistreated by employers and get vacations as necessary (Bennett & Kaufman, 2007). However, the impact of trade unions does not only influence these factors. They affect other areas such as performance of employees among others. This can be either in a positive or a negative manner. Trade unions can either result in increased performance or decreased performance depending on the outcome. Increased performance The impact of a trade union can have positive effects on a firm’s performance. Among the key roles of a human resource manager is to motivate employees to perform in a better way. HR managers can motivate employees in a number of ways. These are better wages and working

Discuss The Human Impact On Oceans

Discuss The Human Impact On Oceans Humans can have an abnormal and a massive impact on oceans all over the world. Oceans around the world are becoming more and more tarnished due to these impacts caused by humans. Evidence shows that human activities are altering ocean ecosystems beyond their natural state. These human activities are harming the oceans capacity to provide food, protect homes for the marine life, maintain clean water, and recover from environmental stresses like severe storms. A recent study has mapped the total human impact on the seas for the first time, and has revealed that the picture is far worse than imagined. Forty percent of the worlds oceans have been heavily affected by human activities, including fishing, coastal development and pollution. The most severely affected areas are in the North Sea, South and East China Seas, Caribbean, Mediterranean, Red Sea, the Gulf, the Bering Sea, the East Coast of North America and the Western Pacific. All of this is due to human activities. Oceans An ocean is a body of saline water that composes a large part of a planets hydrosphere. The word sea is often used interchangeably with ocean, but strictly speaking a sea is a body of saline water partly or fully enclosed by land. Because the ocean is accounted for being more than 70% of the Earths surface, it is therefore divided into different parts: (In descending order) Pacific Ocean Atlantic Ocean Indian Ocean Antarctic Ocean Arctic Ocean Because the ocean is the principal component of Earths hydrosphere, the world ocean is essential to all known life. It also forms part of the carbon cycle, and influences climate and weather patterns. The total volume of the ocean is approximately 1.3 billion cubic kilometres or 310 million cubic miles with an average depth of 3,682 metres or 12,080 ft. It is also the habitat of 230,000 known species, however much of the oceans depths remain unexplored and it is estimated that over two million marine species may exist. This just proves how vast and important the ocean is. It is a shame that we humans do so much harm to our oceans, knowing how important and essential it is to us and other living things that require its attention. Importance of the Ocean Throughout history humans have been directly and indirectly influenced by the oceans. Ocean waters serve as a source of food and valuable minerals, as a huge base for commercial manners, and provide a place for both recreation and waste disposal. Gradually, people are turning to the oceans for their food supply either by direct consumption or indirectly by harvesting fish that is then processed for livestock feed. It has been estimated that as much as 10% of human protein intake comes from the oceans. Nevertheless, the food-producing potential of the oceans is only partially recognized. Other biological products of the oceans are also commercially used. For example, pearls taken from oysters are used in jewelry, and shells and coral have been widely used as a source of building material. All living things would not be able to live on this planet without the oceans. Oceans help moderate the climate by keeping it cooler in summer and warmer in winter. The oceans provide a vast surface area for water to evaporate, thus putting moisture in the atmosphere so that precipitation may occur. The ocean is the best place where evaporation takes place. The ocean is a large body of water, which makes it so convenient for evaporation to take place. Most of the rain comes from water evaporated from the oceans. No plants or animals, including humans could survive without rain. Sadly, a lot of plants all over the world get little to no water, causing them to die. Therefore they may only be able to depend on the rain for necessary reasons. And we humans need plants for the oxygen and other gases that they give off in order for us to stay alive. So if plants die, then we as humans die along with other living things. Thats just two of the very major things where there couldnt even be life without oceans. There is a lot more, like where would all the fish come from to feed billions of people who depend on seafood to survive if there were no oceans? In which fish would be a huge priority for people who not only feed on fish, but also fishermen who sell fish as a job in order to survive. Ocean water is processed to extract commercially valuable minerals such as salt, bromine, and magnesium. Although nearly 60 valuable chemical elements have been found dissolved in ocean water, most are in such dilute concentrations that the extraction of the minerals found in ocean water isnt profitable. Ocean water is also refined to produce freshwater. The oceans also have become more important for recreational use, as each year progresses, more people are attracted to the sports of swimming, fishing, scuba diving, boat racing, and waterskiing, just to name a few. Ocean pollution in the meantime, has escalated dramatically as those who use the oceans for recreational and commercial purposes, as well as those who live nearby, have disposed of more and more wastes there. Human Impacts on Oceans Humans have had a huge impact on the ocean. In fact, evidence of humans can be found all over the oceans, even in the most remote polar areas, in the form of floating trash. Humans are the main cause of pollution of the ocean. Washington Post published that Human activities are affecting every square mile of the worlds oceans, according to a study by a team of American, British and Canadian researchers who mapped the severity of the effects from pole to pole. Some factors included warming ocean temperatures because of greenhouse gas emissions, nutrient runoff and fishing. The areas that are under the most stress due to human activities are the North and Norwegian seas, South and East China seas, Eastern Caribbean, North American eastern seaboard, Mediterranean, Persian Gulf, Bering Sea, and the waters around Sri Lanka. Some marine ecosystems are under severe pressure like sea mounts, mangrove swamps, sea grass and coral reefs. Almost half of all coral reefs experience medium high to very high impacts from humans. Large and small contributing factors significantly pollute both inland and coastal waters by dumping their raw sewage. Accidental oil spills or flushed tankers and offshore rigs (900,000 metric tons annually), tarnishes beaches and harms bird, fish, and plant life. Humans dump a lot of waste in the ocean such as trash, sewage, oil, chemicals, heat, and even noise just to name a few. As the human population increases on the Earth, these sources of pollution increase. Small amounts of pollution do not harm the ocean ecosystems. In fact, sometimes the dumping of food waste in the ocean can increase the productivity of an area by supplying an additional food source for the marine animals. But, this is always altering the natural state and usually becomes destructive in the long run. Here are some of the impacts on the ocean that humans cause: Oil spills- Oil floats on the surface of the ocean, so when oil spills occur, the oil tends to end up on the shore where it negatively impacts coastal wildlife and humans. It can hurt wildlife by mashing down bird feathers, sticking to fish gills, disrupting breeding, and by poisoning animals and plants. Humans are affected when beaches are closed and seafood cannot be harvested. Once an oil spill occurs, chemicals may be used to diffuse the oil, but these chemicals may also be toxic to marine life. To clean up a spill with minimum impact to the environment, bioremediation may be used. In this process, nitrogen and phosphorous-rich fertilizers are added to the contaminated beaches to stimulate the growth of bacteria that supposedly eats away the oil. Sewage and trash- Trash is one of the most, if not, the most widespread pollutants that are caused by humans. Beaches all over the world become littered with the trash produced by mankind. Much of which is disposed of at sea and then floats all over the world in the ocean currents. Everywhere in the world, there are trash and sewage being dumped into the ocean. Sewage acts as a fertilizer and can be responsible for toxic plankton. Another possible effect caused by sewage is detoxification. Detoxification kills marine life because there is not enough oxygen in the water to breathe. Sewage may also lead to diseases and unhealthy chemicals like heavy metals and other pollutants into coastal waters. Although the ocean is good at ridding itself of pollutants by chemical processes and dilution, as coastal populations grow, so do the human impacts on the marine environment. Storm drain and River run-off- These impacts begin far away from the coast. This impact has a lot of pollutants that eventually finds its way to the ocean. Pollutants like a Styrofoam cup, oil and gasoline, soap from washing cars, a candy wrapper, and old smoked cigarettes are some examples of storm drain and river run-off. Fertilizers, soap, and organic wastes will increase plankton and bacteria levels in the ocean the same way sewage does. Oil and gasoline are toxic in both freshwater and saltwater. A sewer plant may become overloaded with sewage and may be unable to treat it. This may happen during rain storms if the rain water is directed into storm drains that go to the sewer plant. Because of this many cities now have storm drains that take the runoff water directly to the ocean which can be another problem if the water is contaminated Watersheds- Watersheds can sometimes build up sewage, usually due to improper septic systems or people using the watershed as an outdoor outhouse. When it begins to rain, these watersheds are flushed into the ocean and extremely high levels of human sewage contaminate the ocean. Thermal pollution- Thermal pollution is a byproduct of the oceans use as a cooling agent. The cool ocean water taken in is released at a higher temperature. Although the temperature of release is usually controlled by laws, and is not such a threat as the other forms of pollution are, one could imagine what it would be like if more and more plants began using ocean water as a coolant. Conclusion Humans are definitely a massive impact on the ocean. We as humans really benefit from the ocean, but we still are harming it in so many ways. Without the ocean, there would be dire consequences not just for humans, but for all living things that depend on it.. Humans along with other living things would not be able to live on this planet without the ocean, and I dont think the planet would be able to carry on for long if there were no ocean. The ocean is beginning to change along with planet Earth. The way the humans are impacting the ocean is very dangerous and is safe to nothing that lives in it. The dumping of sewage and trash and other pollutants in the ocean is tarnishing and killing the marine life and the purity of the ocean. Earths global ocean is the largest confirmed surface ocean on all observable planets. This comes down to the fact that it takes up more than half of the earths surface; therefore it is the most important part of the earth. And we as humans need to take care of it, in terms of its state of cleanliness. Because without the ocean, everything on the earth will perish.