'The Road Not Taken' by Robert Frost (1916) and A Comparison with Essay

'The Road Not Taken' by Robert Frost (1916) and A Comparison with Other Selected Literary Pieces - Essay Example It is, of course much deeper in meaning than that straightforward description. By the use of color, he paints an autumnal scene, suggesting he is looking back at himself later in his life. For example, "...yellow wood" (l. 1) for the leaves are not green, and again in "In leaves no step had trodden black" (l. 12), give the impressions of mulchy, earthy scents of autumn. The poet's own voice is heard throughout, sharing thought, feeling and action. There is gentle irony in "Oh, I kept the first for another day!" (l.13) and again in: His descriptive narrative, reasoning processes, and finally, a suggestion of regret, created by using the word 'sigh', combine to inform us that this is not a person at a rural crossroads, looking for a shortcut to town. The underlying meaning is how we all have choices to make, how it is necessary for us to rationalize them to ourselves, and how, with hindsight, we might wish we had chosen otherwise. The poem speaks of the consequences of our action, and that finally, we have to live with these, you cannot go back. It calls up visual and sensual images with the language used. It also suggests that it is brave to take the road less traveled, to be different and to seek adventure and change. Dream Variations (1926) and Harlem (1942): Lan... The underlying meaning is how we all have choices to make, how it is necessary for us to rationalize them to ourselves, and how, with hindsight, we might wish we had chosen otherwise. The poem speaks of the consequences of our action, and that finally, we have to live with these, you cannot go back. It calls up visual and sensual images with the language used. It also suggests that it is brave to take the road less traveled, to be different and to seek adventure and change. Dream Variations (1926) and Harlem (1942): Langston Hughes' two poems are less traditional in form and rhythm, but bursting with color, movement, heat and power. 'Dream Variations' is full of hope and self-awareness, it is exultant and exuberant as are the actions and emotions portrayed. "To whirl and to dance" (l. 3) and "Dance! Whirl! Whirl!" (l. 12). The repetition of "To fling my arms wide" (l. 1 and 10) keeps the momentum and joyful action going. The use of "Dark like me- " (l. 8) and "Black like me" (l.17) where Hughes uses the similes of night and nature, suggests that this is someone who has made a choice as to how and what he wants to be; in contrast to Frost, there is no doubt or regret, no weighing up, he has made up his mind, even if in a dream. "That is my dream" (l. 9) shows a depth of emotional self-belief. 3. 'Harlem What happens to a dream deferred' uses stark, vivid and sensual contradictions in the imagery, dispersing the hope and joy in the earlier poem. The meaning is clarified by "Maybe it just sags like a heavy load." (l. 9-10) and this links back to Frost's regret, but is more powerful in its anger. The same feeling of wanting our choices to lead to happiness and fulfillment is

Financing Options Essay Example | Topics and Well Written Essays - 2250 words

Financing Options - Essay Example 41, No. 3, 2001, pp. 121-140). In this paper, various financial options available in the UK economy for large purchase will be evaluated and the issues associated with such options will also be analysed. Bank loans are considered to be the most reliable source of financing any large purchase. Bank loan is an agreement in which the borrower is provided with full or partial amount of the money required for purchasing certain assets from a large number of commercial banks such as HSBC, Barclays, Standard Chartered and Royal Bank of Scotland as well as cooperative banks such as Tesco Bank, Sainsburys Bank etc. available in the economy. Such sum of money is provided with an agreement of repaying the principle amount after completion of a stipulated period of time. Moreover, the borrower is subjected to pay the fixed or variable amount of interest rate, as applicable, on the principle amount taken as loan (M. Caglayan and A. Rashid, â€Å"The Response Of Firms Leverage To Risk: Evidence From Uk Public Versus Nonpublic Manufacturing Firms†, Economic Inquiry, Volume 5, No. 52,  2013,  pp 341–363). Bank loans can be of secured and unsecured. Unsecured loans are those source of capital in which fund can be quickly availed without any obligation of collateral. Such loan is provided, depending upon the current financial position of the borrower and his reputation in the market. However, in case of large purchases, loan is always made secured by involvement of certain assets such as housing property of the borrower which is used as collateral. The lenders hold the collaterals till the tenure of the loan. If the borrower fails to repay the loan or the interest payment within the stipulated time, the banks are entitled to acquire the right of ownership of the collateral. Secured loan is considered to be the best option for accumulating large amount of money. Mortgage loans are the most prominent example of secured bank loans (I. K. Nassr and G. Wehinger,

Transition Services for Special Education Students Essay Example for Free

Transition Services for Special Education Students Essay Abstract This study examined the issues on life-span transition services for special education students. By exploring the existing approaches to transition services and analyzing outcomes they provide for the disabled persons the study tried to find out the strengths and weaknesses of these approaches as well as to define the future trends able to enhance transition programs designed to increase the likelihood that the disabled person will be able to secure and maintain employment, function independently in the community, and ultimately become a satisfied and productive member of society. The results of the study demonstrated that to be successful transition services have to be transdisciplinary in nature. Besides, the use of collaborative teaming among professionals, agencies, the student, and family members, the use of the curriculum that focuses on the interactions between the student and his/her environments as well as the establishment and use of interagency linkages to facilitate the smooth transfer of support and training from the school to adult and community agencies when the student exits public schools are the most important components of successful life-span transition programs. A few decades ago the society faced disturbing outcome data of the students with disabilities (Repetto, 1995, p. 128) and fully realized that due to little concern given to vocational and transition programs for these students the latter experienced increased school dropout and unemployment rates as statistics showed. Those students have often graduated from the school lacking the skills essential to live or function autonomously in the community, and often failing to find and keep job (Levinson, 1998, p. 29). It is evident such state of things has been costly for both financial and personal considerations. On the one hand, the society was to provide social security for these persons, and on the other hand, the person himself was not satisfied with job career and own dependence. The necessity to change this state of affairs has led to growing concentration upon enhancing transition services for the persons with disabilities within the past one and a half decade. Three factors contributed to this process: adoption of federal legislation supporting and promoting transition services; availability of state, federal, and local funds invested in their development (Shapiro Rich, 1999, p.51); and a number of scientific and empirical studies on effective transition practices (Kohler Field, 2003, p. 174). The purpose of this study is to explore how life-span transition services can ensure smooth integration of the special needs students into the community and provide them with the skills sufficient for successful career development. Toward this end we will scrutinize prevailing approaches to transition services, discuss their advantages and shortcomings; analyze the components making transition programs implementation successful; and make the conclusions as to the ways of these programs improvement. Definition of Transition Services Transition services were defined in by the law as: A coordinated set of activities for a student, designed with an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities shall be based on the individual students needs, taking into account the students preferences and interests, and shall include instruction, community experiences, the development of employment, and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation (P.L. 101-476, pp. 1103-1104). Thus, transition services, mandated by legislation, reflect the major performance areas that are typically addressed by transition services: work or education, independent living including activities of daily living, and community participation, which may include community mobility and transportation, access to community services and activities, recreation and leisure, and socialization and relationships. This definition distinctly implies that transition services should involve a diversity of school and community staff. It also assumes that they have to contain the parents of the children and the children themselves (Shapiro Rich, 1999, p. 132). Besides, the definition entails that a transition program is an outcome-oriented, well-planned and methodical process to be launched long before the student is graduating from school (Levinson, 1998, p. 2) to achieve its goals. Legislative Background of Transition Services As it was mentioned above one of the main factors promoting transition services prevalence was adoption of supporting federal legislation and availability of state, federal, and local funds invested in their development. Since the 1970s the United States Congress has passed several legislative acts that have directly affected the availability and use of transition services for the individuals with disabilities. Since the passage of Public Law 94-142, The Education for All Handicapped Children Act of 1975 (EHA), special education and related services have been made available through the public education system to the nations children and youth who have disabilities (Levinson, 1998, p. 27). The Rehabilitation Act, which was first introduced in 1973 and then rewritten in 1986 (Public Law 99-506), stipulates for provision of transition services to individuals with disabilities to (1) have greater control over their lives; (2) participate in home, school, and work environments; (3) interact with peers who do not have disabilities; and (4) otherwise do acts taken for granted by individuals without any known disability (Repetto, 1995, p. 127). The EHA and its subsequent amendments (Individuals with Disabilities Education Act (IDEA), 1990, 1997) guaranteed the provision of transition services as required to provide free and appropriate education for all children with disabilities (Benz, Lindstrom Yovanoff, 2000, p. 509). An appropriate education is one in which children with disabilities acquire, to the maximum extent possible, the skills, knowledge, and behaviors that will ultimately help them function successfully as adults. After initial passage of the EHA, several major benefits were realized: Formal mechanisms were established to identify and bring children with disabilities into the public education process. Parents and guardians were identified as essential members of the educational team and were provided with legal rights related to their childs education. All identified children were provided with Individualized Education Programs (IEPs) developed by an educational team that included the students parents or guardians (Shapiro Rich, 1999, p. 131). The 1997 amendments to IDEA continued to emphasize the use of transition services to enable the success of students with disabilities in their educational and school-to-career programs. These legislative acts have improved the access to transition services by children with disabilities (Levinson, 1998, p. 29). Moreover, through the Tech Act (Public Law 100-407), states have established resource centers and information systems for consumers of transition services. The goals of this legislation are to foster interagency cooperation, develop flexible and effective funding strategies, and promote access to transition services for individuals with disabilities throughout their life spans (Johnson et al., 2002, p. 520). The Goal of Transition Services – Life-Span Assistance for the Student’s Empowerment Such well-founded legislation on transition services paved the way for their wide spread implementation all over the nation, successful realization and continuous enhancement of the delivered services. From the definition of transition services it is clear they require â€Å"an outcome-oriented approach that looks at future vocational placements, residential options, funding sources, and community resources† (Nuehring Sitlington, 2003, p. 23). A number of studies examined the practical ways of applying this approach. In particular, Wehman Revell (1997) found the following: Transition for any student with a disability involves several key components, including: (1) an appropriate school program; (2) formalized plans involving parents and the entire array of community agencies that are responsible for providing services; and (3) multiple, quality options for gainful employment and meaningful post-school education and community living. (p. 67). All these components in combination are assigned to promote the smooth movement of young children with disabilities from a preschool program to a kindergarten class and into a school setting, and further the movement of young adults from one grade of the secondary school to the next and to post-school activities.   Thus, the special needs children may spend from 12 to 18 years getting the certain form of transition services (Spencer 2001, p. 893) which Donald Super in his theory of career development called â€Å"life-span and life-space transition† (Szymanski, 1994, p. 402). Many scholars agree that early childhood influences are the crucial determinants of later professional behavior (Turner Szymanski, 1990, p. 20). Reflecting this concept, IDEA 1997 while not requiring the local education agency to consider transition activities and sites for students with disabilities before the students 14th birthday, does require that services be provided earlier if the IEP team feels such is appropriate (Daugherty, 2001, p. 45). Therefore, families and educators should consider the child’s abilities, interests, and opportunities for community-based activities and kindergarten- or home-based special education while the child is in pre-school years and in elementary school. Doing so should help the child to develop skills and interests for maintaining that activity later in life (Levinson, 1998, p. 10). Research indicates that such early involvement of the child with special needs into transition programs improves and enhances self-concept, competence, and social skills of him/her (Szymanski, 1994, p. 403). The very important thing here is that professionals and families should recognize that families play an integral role especially in early year’s transition planning (Scott Baldwin, 2005, p. 173). The scholars suggested a number of guidelines for such planning: transition should be viewed within a larger context of community inclusion and participation; transition should be family- and individual-directed; families should be educated and empowered to acquire and assist in the creation of appropriate inclusive services and supports; transition should be embedded in elementary and secondary curriculum reform; the process required to create the Individualized Transition Plan (ITP) should not distract families; to achieve the most satisfactory result for their children, families should provide basic support to one another (Levinson, 1998, p. 3). As to the instruction the basic academic skills in reading, writing, and computation is usually emphasized at the elementary school level, but some elements of them are being taught as early as during pre-school years (Repetto, 1995, p. 125). When structuring instruction, educators sequence skills properly. Each skill is taught in sequence, and only when mastery of one skill is attained the next skill should be introduced. This is particularly important with skills that are dependent upon each other (Levinson, 1998, p. 91). Indeed, it may be difficult for some families to focus on post-school transition needs when their child is just in the kindergarten. If this is the case, professionals should take care not to overwhelm families with transition planning. Professionals should appropriately explain the importance of developing skills and interests in mental and physical activity while the child is young in order to maximize current and future involvement in various activities offered through the school and community. Such explanations, among other advantages, allow to prevent secondary disabilities, to help the child to socialize and get the necessary social skills as early as in childhood (Scott Baldwin, 2005, p. 174). Research proved that it is never too early to begin planning for transition to family- and community-based transition programs. Good planning always includes identification of the childs abilities and the childs and familys interests and goals for education considering their cultural beliefs and values. Such transition plan for the pre-school or elementary student remains flexible, because the childs abilities may change and/or the childs or familys interests and resources may change (Benz, Lindstrom Yovanoff, 2000, p. 512). General education and special education teachers are in the best position to encourage parents of pre-school and elementary school children to facilitate the transition planning. Studies show that children who are participants of transition programs from the early years have a better chance of becoming socially active, intelligent, competent and healthy adults (Carter Wehby 2003, p. 450). Moving from the kindergarten and elementary school to the secondary school implies the new challenges for the students of special education. Scholars defined what secondary transition practices are contributing to the future children retention and success when they enter high school and further get job. These are: direct, individualized tutoring and support to complete homework assignments, attend class, and stay focused on school; 2. participation in vocational education classes during the last 2 years of high school, especially classes that offer occupationally specific instruction; 3. participation in paid work experience in the community during the last 2 years of high school; 4. competence in functional academic [†¦] and transition [†¦] skills; 5. participation in a transition planning process that promotes self-determination; 6. direct assistance to understand and connect with resources related to post-school goals [†¦]; 7. graduation from high school. (Benz et al., 2004, p. 39). Such comprehensive list of factors evidently testifies that due to recent standards-based secondary school reform the requirements to academic performance raised substantially. Accepting this challenge special education teachers have worked hard to make sure that the special needs students are involved in these general reform efforts (Benz, Lindstrom Yovanoff, 2000, p. 511). They developed adoptive methods helping to ease the process of learning. For instance, when the student has difficulty in learning needed skills combined with incapacity to readily transfer or generalize learning to new environments or situations, they provide education in the actual environments that the student will be using, which allows for explicit teaching to the real-life demands of a particular environment and eliminates the need for the student to transfer skills (Spencer 2001, p. 884). At this all it is significant that emphasizing of an environmental curriculum on preparing the students of secondary school to functionate in main life domains (domestic, school, community, leisure, and vocational), efficient transition practices demand continuous assessment of the extent and quality of performance in each domain (Turner Szymanski, 1990, p. 22). Modern science in the sphere of special education developed several methodologies which allow achieving high academic performance by the secondary school students with disabilities. They include direct instruction, meta-cognitive reading comprehension strategies, peer-mediated instruction and interventions, and social skills training (Conderman Katsiyannis, 2002, p. 169). One of the important issues in secondary school transition services is inclusion of the students with disabilities in the general curriculum. Federal legislation gives the clear mandate for educating all children with disabilities in the regular classroom to the maximum extent appropriate or possible (Daugherty, 2001, p. 48). The inclusion of students who have disabilities in typical educational activities and environments is believed to promote student performance, offer rich opportunities for learning, provide age-appropriate role modeling, increase awareness among all students of diverse learning styles and abilities, and provide opportunities for relationship building that is so important especially during adolescent development (Scott Baldwin, 2005, p. 175). Age-appropriate placement does not mean that students with disabilities are simply placed in a typical class or at a community job site. Appropriate support services and resources that facilitate the students full inclusion and maximum participation in the environment must accompany these placements. Thus, IDEA recognizes that a students successful transition from school to adult life requires opportunities to learn and to practice skills in a variety of relevant school and non-school learning environments. These environments may include the classroom, school lunchroom, home, public transit bus, work site, community recreation facility, and a variety of other relevant settings (Daugherty, 2001, p. 49). But here a danger exists that content instruction could impede the goals of inclusion education. As more special needs students are included in general education curriculum, they often need supplementary assistance from the special education teacher to do class and home assignments, to review the learned material, and to prepare for the exams which sometimes is given by these teachers when their students pass the tests, for example. The pressure on special educators to provide academic progress of their wards could make more harm than good for them. Passing grades in school progress record sometimes do not mean quality of the student’s knowledge and skills (Conderman Katsiyannis, 2002, p. 170). Although the general education curriculum contains both academic (e.g., math, science) and nonacademic (e.g., career education, arts, citizenship) domains, student performance is assessed primarily in academics. As a result, it is not uncommon for portions of the general curriculum as well as transition goals to receive limited or no attention. There also may result a narrowing of curriculum and instruction to focus on content assessed in state or local tests. This may limit the range of program options for students due to intensified efforts to concentrate on areas of weakness identified by testing. Efforts must be undertaken to ensure that students with disabilities remain on a full curriculum track, with learning expectations that guide the instruction of general education students. IEP teams must work to ensure that high expectations are maintained and students are afforded opportunities to develop skills through a wide range of curriculum options, including vocational education, service learning, community work experience, and adult living skills (Repetto Correa, 1996, p. 553). The present challenge is to integrate the IDEA requirements concerning access to the general education curriculum with the transition service provisions. There is an urgent need to view these requirements as unified and complementary in helping students to achieve the broadest possible range of school and post-school goals and results. Strategies for accomplishing this include promoting high expectations for student achievement and learning, making appropriate use of assessment and instructional accommodations, and ensuring that students have access to the full range of secondary education curricula and programs (Benz et al., 2004, p. 41). Another important issue, especially concerning the students with mild disabilities, is availability of continuous instruction of basic skills within the curriculum at the middle school and high school levels. Those skills need to be taught within the context of real-life applications (Spencer 2001, p. 881). That is, in elementary school, students are taught to add, subtract etc. using worksheets and other materials but are rarely given the opportunity to apply those skills to balancing a checkbook or determining whether they have received the correct change during a purchase. Additionally, in elementary school little opportunity is provided to apply those skills to vocationally or occupationally relevant activities. Although to make a successful transition from high school to work, college, or community living, students need to possess basic academic skills in reading, writing, and computation, at both the middle school and high school level students need to be provided with continuing opportunities to practice those basic skills in real-life situations (Conderman Katsiyannis, 2002, p. 172). At the same time after the students with disabilities graduated from the school they are still eligible for the transition services. At this stage namely the student is a person who defines which areas are given emphasis. For instance, the student with learning disabilities planning to enter the college may not need to be provided with extensive vocational and occupational training in high school but may need to focus on the development of academic skills specific to admission to and success in college, and life skills specific to making a successful adjustment from high school to college. In contrast, the student with severe cognitive and physical disabilities may need to focus on vocational and occupational functioning and basic life skills necessary for independent living (Repetto, 1996, p. 553). Besides, several other factors have an effect on the design of the vocational syllabus. Local conditions often define the studens’ plans for the future such as urban or rural district, the peculiarities of local economy and labor market, the rate of employment, the personal traits of the student himself and the type of his/her disability, and indeed availability of transition services. The vocational syllabus has to be designed in such a way to prepare the students with disabilities for jobs in demand on local labor market, because as a rule such students do not leave their communities trying to find job (Levinson, 1998, p. 88). When we consider post-secondary transition services for the college-bound students it is important to pay attention to the differences between high school and college requirements, such as time spent in class, class size, time for study, testing approaches, grading methods, teaching strategies, and freedom and independence. They all pose additional challenges for students with disabilities who are making the transition from high school to college. Discussing those differences and assessing student practices are important for students survival and adaptation. When evaluating post-secondary options, the students need to assess the amount and type of learning disabilities support services they require to be successful (Shapiro Rich, 1999, p. 171). Assisting the students with special needs to cope with the new challenges most post-secondary educational settings have programs for such individuals that provide the necessary support for them. These institutions often have an Office for Students with Disabilities that employs counselors and tutors and that provides a wide array of services for all students with disabilities. For instance, structural accommodations such as ramps and elevators exist to accommodate students with physical disabilities. Large-print and Braille textbooks exist for students with visual impairments. Students with hearing impairments can be provided with prepared lecture notes (Levinson, 1998, p. 152). In addition, modifications in test-taking procedures, tutoring, and academic and personal counseling are available for the special needs students. Given the array of services available, post-secondary educational settings are now an appropriate option for many students with disabilities whose occupational aspirations require advanced formal education (Benz, Lindstrom Yovanoff, 2000, p. 513). Numerous methods are available to provide individuals with the additional post-secondary training they need in order to acquire the skills and credentials necessary for entry into their chosen occupations (Benz, Lindstrom Yovanoff, 2000, p. 510). In addition to the vocational training and work experience programs offered by most school districts, individuals with disabilities may gain additional training after high school via apprenticeship programs, the military, trade and technical schools, community colleges and junior colleges, and four-year colleges and universities. All offer programs that may be suitable post-secondary options for the students with disabilities (Johnson et al., 2002, p. 522). In general, the legislation includes the following in its description of post-school activities: post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and community participation. Clearly, then, transition is meant to address not just employment needs, but future needs within the broader focus of life within the community (Repetto, 1995, p. 130). In any case, to the maximum extent possible, the individuals with disabilities should be placed in the least restrictive environment and in settings that facilitate the normalization process. Delivering transition services from high school to work-force, transition personnel should attempt to ensure that a full range of placement options exist for the individuals with whom they work. This often necessitates that transition personnel market individuals with disabilities to employers, neighbors, or admission personnel and conduct public relations campaigns on behalf of their clients. Because many people have unrealistic and faulty expectations and perceptions of individuals with disabilities, transition personnel also have to educate the public about disability issues and have to work hard to overcome the public resistance that so often accompanies the placement of those individuals in occupational, residential, and educational settings (Johnson et al., 2002, p.   520). Both scholars and special educators recognize the importance of specific career development skills to a students success in the workforce. Learning how to search for job openings, write a CV, establish and prepare for an interview, understand the relationship between employer and employee, and be knowledgeable as to the rights of workers are all important areas to address. Additionally, successful transition programs address work ethics, work habits, and motivation issues as well. For instance, the students with disabilities would greatly benefit from preparation regarding employers expectations in terms of work habits. For instance, they should learn the importance of taking responsibility for calling in if they were unable to be at work. Very often these major work habits and ethics are missing from the students skills. Besides, students with disabilities are excessively sheltered and are often not compelled to take responsibility for their own actions while responsibility is crucial for getting and keeping employment (Nuehring Sitlington, 2003, p. 28). Conclusion In summary, the study showed that the transition process is in fact a part of the broader process of career development. Moreover, transition is about societal empowerment not only of the individuals with disabilities, but of all of us. Our communities and our society will be enriched and empowered when all citizens, including those with disabilities, are valued and seen as contributing members. The challenge of transition professionals is to facilitate that empowerment through appropriate transition services that empower individuals and their families and through the actions as community catalysts who work in a respectful partnership with people with disabilities. The conducted study clearly demonstrated the concept of transition-focused education represents a shift from disability-focused, deficit-driven programs to an education and service-delivery approach based on abilities, options, and self-determination. This approach incorporates quality-of-life issues, life span and life space considerations, and suggestions for seamless transition approaches together with the key elements – outcome-oriented, community-based, student-centered, and family-centered transition services. At the same time the study proved that there is no one fitting all transition planning strategy able to effectively prepare students with disabilities who all have unique needs for successful, fulfilling adult roles. Only through continued attention to establishing effective transition services flexible enough to meet individual student needs, the society can arm students with information and opportunities on which they can build their futures. Thus, the society has to bend every effort to ensure that students with disabilities fully access and benefit from the general education curriculum, and leave our school systems prepared to successfully participate in post-secondary education, enter meaningful employment, live independently in communities, and pursue lifelong learning opportunities.       References Benz, M. R., Lindstrom, L., Yovanoff, P. (2000). Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives. Exceptional Children, 66, 509-516. Benz , M. R., Lindstrom, L., Unruh, D., Waintrup, M. (2004). Sustaining Secondary Transition Programs in Local Schools. Remedial and Special Education, 25, 39-44. Carter, E. W., Wehby, J. H. (2003). Job Performance of Transition-Age Youth with Emotional and Behavioral Disorders. Exceptional Children, 69, 449-458. Conderman, G., Katsiyannis, A. (2002). Instructional Issues and Practices in Secondary Special Education. Remedial and Special Education, 23, 169-176. Daugherty, R. F. (2001). Special Education: A Summary of Legal Requirements, Terms, and Trends. Westport, CT: Bergin Garvey. Individuals with Disabilities Education Act Amendments of 1990 (Public Law 101-476). 20 U.S.C., 1400. Johnson, D. R., Stodden, R. A., Emanuel, E. J., Luecking, R., Mack, M. (2002). Current Challenges Facing Secondary Education and Transition Services: What Research Tells US. Exceptional Children, 68, 519-527. Kohler, P. D., Field, S. (2003). Transition-Focused Education: Foundation for the Future. Journal of Special Education, 37, 174-186. Levinson, E. M. (1998). Transition: Facilitating the Post-School Adjustment of Students with Disabilities. Boulder, CO: Westview Press. Place of Publication:. Publication Year:. Nuehring, M. L., Sitlington, P. L. (2003). Transition as a Vehicle: Moving from High School to an Adult Vocational Service Provider. Journal of Disability Policy Studies, 14, 23-34. Repetto, J. B. (1995). Curriculum Beyond School Walls: Implications of Transition Education. Peabody Journal of Education, 70, 125-140. Repetto, J. B., Correa, V. I. (1996). Expanding Views on Transition. Exceptional Children, 62, 551-557. Scott, J., Baldwin, W. L. (2005). The Challenge of Early Intensive Intervention. In   D. Zager (Ed.), Autism Spectrum Disorders: Identification, Education, and Treatment (pp. 173-228). Mahwah, NJ: Lawrence Erlbaum Associates. Shapiro, J., Rich, R. (1999). Facing Learning Disabilities in the Adult Years. New York: Oxford University Press. Spencer, K. C. (2001). Transition Services: From School to Adult Life. In J. Case-Smith (Ed.),   Occupational Therapy for Children (pp. 878-894). St. Louis, MO: Mosby. Szymanski, E. M. (1994). Transition: Life-Span and Life-Space Considerations for Empowerment. Exceptional Children, 60, 402-407. Turner, K. D., Szymanski, E. M. (1990). Work Adjustment of People with Congenital Disabilities: A Longitudinal Perspective from Birth to Adulthood. The Journal of Rehabilitation,   56.3, 19-26. Wehman, P., Revell, W. G. (1997). Transition into Supported Employment for Young Adults with Severe Disabilities: Current Practices and Future Directions. Journal of Vocational Rehabilitation, 8, 65-74.

Domestic Windmill using Bevel Gear Mechanism

Domestic Windmill using Bevel Gear Mechanism Introduction: CE1.1: In this career episode, I will be focusing on one of the projects which I have carried out while pursuing my undergraduate degree in Mechanical Engineering. This project helped me in understanding the working mechanism of bevel gears and how renewable resources can be used to produce electricity. Background: CE 1.2: Wind energy has been used for various purposes over the years. The concept of windmill was established in the 10th century and has been improving ever since. The main principle working of windmill is conversion of wind energy to rotational energy by means of vanes called blades, which is then converted into mechanical energy with the help of bevel gears. CE 1.3: The main aim of the project was to produce four times the power than the actual windmill (i.e. 4:1). It is based on the principle of the power generation in the actual wind mill. Another aspect of the project was also using the mechanisms of bevel gears, bearings, shaft, and pulley to generate power from the actual wind mill. CE 1.4: The organisational structure of the project is as follows: CE 1.5: The following activities were essential to successful competition of the project: Being on par with the timeframe given by the professor. I had to read books related to bevel gears and windmill to understand the working procedure. Have discussions with project supervisor and team member on how to carry out the work. Discuss with lab technicians how to connect the bevel gears with the shafts. I proposed the design of the windmill and carried out the necessary calculations required. The project documentation was completed along with my team member which presented my finding and the results to the project supervisor and the faculty. Personal Engineering Activity: CE 1.6 Working on a project is the most interesting part where learning is very essential and crucial in successful completion of the project. I first approached my project supervisor along with my team member to discuss about the different ideas. After careful examination, myself and my team member decided to work on something which helps in reducing the pollution and working with renewable resources. Which lead to working on power generation of windmill with help of bevel gears. CE 1.7 The initial step of the project was to design the model of the windmill and how to establish the connection between the shafts, gears, motor, and batteries. The design of the model was carried out using AutoCAD software. I learned the basics from Design of Machine Members subject and with the help of lab assistant understood the tools essential for creating the model. Once our project guide approved of the design of windmill, the assembly of parts was needed to obtain the working model of the proposed windmill. CE 1.8 Once the parts were obtained for the completion of windmill, my team member and I had experienced difficulty in establishing a proper connection, but with the help of project guide and lab technicians myself and my team member were able to get the gears and the shafts working. The windmill consisted of three vanes which were connected to a primary shaft and fan hub. This setup was then connected the gear and ball bearing on both its end. I then suggested that each shaft be fixed to its respective dynamo using gripper belts. The gripper belt connected between the shafts and dynamo pulleys makes dynamo produce the electrical energy. The power generated is stored in battery and used for domestic purposes. Below is the list of objects along with the specifications which were part of the project. S.No. DESCRIPTION PINION GEAR 1 Material C 45 Steel C 45 Steel 2 Cone Distance 18 mm 18 mm 3 Module 1 mm 1 mm 4 No. of Teeth 10 18 5 Face Width 6 mm 6 mm 6 Semi Cone Angle 29.05o 60.94o 7 Addendum 1 mm 1 mm 8 Dedendum 1.1236 1.1236 9 Pitch Circle Diameter 10 mm 28 mm 10 Tip Circle Diameter 11.74 mm 18.97 mm 11 Tip Angle 32.22o 64.11o 12 Root Angle 25.256o 57.126o 13 Addendum Angle 3.17o 3.17o 14 Dedendum Angle 3.814o 3.814o Table 1: Specifications CE 1.9: Once the model was ready, I carried out few structural analysis using ANSYS software which our project guide thought us. ANSYS was carried out to study the stress, strain, and heat dissipation due to constant rotation of the bevel gears. I found that total deformation was the maximum on the outer edge of the gears and minimum on the inner edge as major forces acted on the outer edge due to the shape of the bevel gears whenever they came into contact. Once the stress analysis was carried. Myself and my team member carried out the power generated by the windmill using the basic power equation. Ï =   Density of air 1.28 kg / m3 A=   Area of the Wind V2=   Velocity of Air CE 1.10 Project Photos: CE 1.11 The following are the conclusions I could draw: The project myself and my team member carries out made an impressing task in the field of using renewable source of domestic windmill and to produce the sufficient energy for the domestic purpose. The project also reduced the cost involved in developing a windmill. It also met the requirements set up by our project guide at the beginning of the project. The project does not produce any harmful greenhouse gases which pollute the atmosphere. Summary CE 1.12 Myself and my team member successfully completed the project on the power generation of Windmill using Bevel gears to generate four times the power. This project helped me in understanding the working of bevel gears and how they are connected to shafts. Also, how to use renewable resources to generate electricity. CE 1.13 This project helped me to improve my skills in writing as part of the project a detailed report was to be submitted explaining our findings. I have also learned two new softwares ANSYS and AutoCAD which come in handy in the future. With constant support and review from our project guide myself and my team member were able to improve communication skills and successfully completed the required project.

Challenges of the 21st Century Essay -- Exploratory Essays Research Pa

Challenges of the 21st Century    Citizens of the world look on with anticipation as our society moves into the twenty-first century. Although the world has not accomplished the wild ideas presented in science fiction, we have made a huge amount of progress in technology. However, many hurdles still need to be faced. Numerous critical problems will face both America and the world as a whole in this new millennium. Three problems confronting the United States are hate crimes, teen drug use, and education. The world will face issues as well, including terrorism, wars, and health care.    In America, hate crimes are a rising problem. Statistics show that a hate crime is committed every hour. A cross is burned every week. Eight blacks, three whites, three gays, three Jews, and one Latino become victims every day. Today, America prides itself on being a tolerant country. Through legislation including affirmative action and movements against racism, we see ourselves as a country offering equal opportunities to all. This statement, however, is slightly biased. Contrary to popular belief, everything is not wonderful in the land of the free and home of the brave. Many live in fear of being persecuted because of who they are naturally. The United States needs to find a way to combat these crimes, mainly through introducing tougher laws regarding hate crimes.    Another problem is use of illegal drugs by teenagers and young adults. As usage of drugs such as ecstasy and marijuana become more popular on "underground" scenes, people seem to find it acceptable to engage in casual drug use. Many young people do not realize the harmful effects of these substances until it is too late. The lives of America's y... ... diseases such as AIDS are also becoming a problem in places like Africa. Knowledge of how to prevent these diseases is not widely known, so an increasing number of people are infected. More attention needs to be placed on adequate health care and technology in these countries. While these third world societies may not have the resources with which to implement these changes, more advanced societies certainly do.    All of these issues are pressing concerns for America and for the world. Changes, however, will not begin to take place until the government and other appropriate authorities see that the public has a strong interest in correcting these problems. With enough attention brought to the issues by letter-writing campaigns, petitions, and peaceful protests, perhaps some of these issues can be solved during this new millennium.         

Dark Energy Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Dark energy what is it? Dark energy is a unknown energy said to take up 70 percent of the universe. The energy is a repulsive gravitational effect that is causing the universe to accelerate out-ward. No one knows exactly what dark energy is or where it comes from.   Ã‚  Ã‚  Ã‚  Ã‚  Dark Energy is a new idea. Little is known about dark energy, yet it takes up a huge amount if the universe.   Ã‚  Ã‚  Ã‚  Ã‚  Scientist were able to show the universe was expanding at an accelerated rate by measuring the red-shift of an object by comparing the spectral lines of the elements and the spectral lines of the same elements measured in a lab. The more distant the objects that emit light the brighter the spectral lines. In 1998 scientist observed that the supernovas are becoming dimmer, which means they are getting closer instead of farther away. They were able to show that dark energy has an influence on light particles and photons. When a photon passes a galaxy it falls into the gravitational pull, and the dark energy because it repulses gravity makes the photon pass right through the galaxy with even more energy than when it entered. These findings make dark energy completely independent of the supernova observations.   Ã‚  Ã‚  Ã‚  Ã‚  Astronomers have found the first direct evidence of dark energy in the afterglow of the Big Bang, the radiation caused by the Big Bang called cosmic microwave background (CMB). The cosmi...

Cai in Chemistry

1 COMPUTER ASSISTED INSTRUCTION IN CHEMISTRY IN RELATION TO LEARNERS’ PERSONALITY Dr. R. Sivakumar Abstract The aim of this study was to find out the effectiveness of Computer Assisted Instruction in Teaching Chemistry In Relation To Learners’ Personality. The sample consisted of 40 students in Control group and 40 students in Experimental group. The data were collected using appropriate tools and it was analyzed by t’ and F’ test. The finding is that the achievement scores of Experimental group Students were higher than the Control group Students. Introduction Today is an era of Computer. Read this Practice Test Chem 105Computer finds a big place in educational technology. Many research studies proved CAI has been effective in realizing the instructional objectives. But there is dearth of studies in establishing relative effectiveness among different modes of computer based instruction. The studies have also proved the effectiveness of different media changes with respect to individual differences among learners. Under this circumstance it is inoperative to establish whether the personality of learners has any influence in determining the media effectiveness. The investigator has thus chosen computer as the medium to teach Chemistry.The Investigator has also measured the effectiveness of teaching Chemistry through computer over the conventional method namely lecturing 2 Computer Assisted Instruction The most exciting innovation in the Educational Technology is Computer Assisted Instruction. It is a development of systematic programmed learning and teaching machine. It is a self-instructional device with the principle of atomization. Computer Assisted Instruction as â€Å"Computer applications applied to traditional teaching methods such as drill, tutorial, demonstration, simulation and instructional games†.It is an effective media and an indispensable aid in the teaching-learning process. The instructional process carried out with the help of computer is known as Computer Assisted Instruction. It is not merely a sophisticated type of programmed instruction but a different kind of instruction altogether. It uses programmed instruction electronic data processing, data communication, concepts of audio-visual and media theory, communication theory, system theory and learning theory.Computer technology is likely to influence education enormously and can play an important role in enhancing the efficiency of the teaching-learning process. C. A. I. is perhaps the best, because it offers: ? Individualized instruction ? Effective interaction with t he learner and ? Immediate feed back Science In common usage, the word science is applied to a variety of disciplines or intellectual activities, which have certain features in common. Usually a science is characterized by the possibility of making precise statements, which are susceptible 3 of some sort of check or proof.This often implies that the situations with which the special science is concerned can be made to recur in order to submit themselves of check, although this is by no means always the case. There is observational science such as astronomy or geology in which repetition of situation at will is intrinsically impossible, and the possible precision is limited to precision of description. Science Education It we throw a bridge between science and education, using psychology, we arrive at the concept of science education, which bluntly speaking, is an integrated concept.If so it is then, within the realm of possibility to link the most powerful concepts of science to the growing minds of children through active experimental pedagogy. In that case, science education need no longer remain a single dimension activity. It would be our job then to develop the scientific and technical capabilities of our school going pupils. We may be then able to win our race in education in the 21st century. The field of science education is thus coterminous with life. This view promotes as well the inherent value system of science on a very large scale.It is precisely for this reason that research in scion is needed and, if so, needs to be produced for relevance at an early hour. Chemistry Chemistry is a physical science related to studies of various atoms, molecules, crystals and other aggregates of matter whether in isolation or combination, which 4 incorporates the concepts of energy and entropy in relation to the spontaneity of chemical processes. Chemistry is the science concerned with the composition, structure, and properties of matter, as well as the changes i t undergoes during chemical reactions.Chemistry is the scientific study of interaction of substances called chemical substances that are constituted of atoms or the subatomic components that make up atoms: protons, electrons and neutrons. Atoms combine to produce ions, molecules or crystals. Chemistry can be called â€Å"the central science† because it connects the other natural sciences, such as astronomy, physics, material science, biology, and geology. Objectives of Teaching Chemistry The knowledge gained about the universe is science and this knowledge is so vast that the human mind cannot comprehend it completely.Hence science has deferent divisions as Physics, Chemistry, and Biology among these divisions â€Å"Chemistry† has a greater importance since a number of chemical compounds are applied in our day to day life. Hence chemistry becomes a vital aspect in all levels of education. ? The pupils develop scientific attitude towards chemical phenomena. ? The pupils develop the skill of enquiry observation accepting the facts based on repeated and relevant experimentation. ? The pupils acquire knowledge and understand the chemicals terms, facts, concepts, principles and processes. 5 The pupils apply knowledge and understanding of chemistry in unfamiliar situations. ? The pupils develop skills in handling apparatus, reporting chemical information, evidences and results using scientific technology. ? The pupils appreciate the chemical phenomena in nature and the role of chemistry in human welfare. ? The pupils develop interest in living world. Concept building is an essential goal in teaching of science. In order to make scientific concepts more meaningful, suitable communication media are needed. Need For the Study Computer is very effective for teaching learning, analysis and evaluation.Though, the computer has flourished in many ways, there is another side in which the teacher taught through conventional method. It has been observed that ther e are some defects or disadvantages in conventional classroom method of teaching and learning. In this type of teaching, students have to observe classroom under tight-control and rigid supervision. It is highly laborious and time consuming. There are many types of diversion occur due to various factor such as poor performance of the students, inadequate class room climate, excess class strength, noisy situation etc. The students can learn at their own convenience.There performance or the assessment will not be exactly correct. They cannot be active as compare to experiment method. There are many external disturbances is learning. Thus it has been found that Computer Assisted Instruction is very much suitable method for the teaching and learning. 6 Objectives of the Study 1. To develop and validate CAI Software for teaching Chemistry for XI Standard Students. 2. To find out whether there is any significant difference between the students’ achievement scores in Chemistry of th e control group and experimental group at Pre – test level. 3.To find out whether there is any significant difference between the students’ achievement scores in Chemistry of the control group and experimental group at Post – test level. 4. To find out the effect of CAI software on the achievement in Chemistry in different learning objectives such as Knowledge, Understanding, Application and Skill. 5. To find out whether there is any significant difference between control and experimental group of students’ achievement in Chemistry of various categories of sub-samples wise. i. Gender ii. Locality of the students iii. Parental Education v. Parental Occupation v. Computer Knowledge and vi. Residence of the Students 6. To find out the effect of CAI software on the achievement in Chemistry among control and experimental group of students based on different Personality types. 7. To find out whether there is any significant difference in the achievement of the follow-up tests conducted during the treatment for XI standard students. 7 Hypotheses of the Study 1. There is no significant difference between the students’ achievement scores in Chemistry of the control group and experimental group at Pre-test level. 2.There is no significant difference between the students’ achievement scores in Chemistry of control group and experimental group at Post-test level. 3. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry in different learning objectives such as Knowledge, Understanding, Application and Skill. 4. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students’ classified on the basis of i. Gender ii. Locality of the students iii. Parental Education iv. Parental Occupation . Computer Knowledge and vi. Residence of the Students 5. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students’ personality types. 6. There is no significant difference in the achievement of the follow-up test conducted during the treatment for XI standard students. Methodology An experiment involves the comparison of the effects of a particular treatment with that of a different treatment or of no treatment. In a sample conventional 8 experiment, reference is usually made to an experimental group and to a control group.These groups are equated as nearly as possible. The experimental group is exposed to the influence of the factor under consideration; the control group is not observation is made to determine to what difference appears or what change or modification occurs in the experiment as contrasted with the control group. The present study, which aims at finding the Computer Assisted Instruction in Teaching Chemistry for XI Standard Students, has been designed using the methodolo gy as Experimental method. Sample of the Study The Investigator selected 200 students in XI Standard.Out of these 200 students, 80 students were selected, based on their performance in the half-yearly exam, which is a common one. For that, those students who have secured 60% and above marks are alone selected. Further an entrance test prepared by the Investigator was administered to the 80 students thus selected. Based on the marks of the entrance test, students were arranged in descending order. From that the Investigator selected the first one for control group, next for experimental group. The control group consists of odd number of students and experimental group consists of even number of students.Control group was exposed to traditional method of teaching. It consists of 40 students of XI standard. In the same way experimental group was given treatment through Computer Assisted Instruction in teaching. It also consists of 40 9 students of XI standard. Thus 80 students were the total sample selected for this study. Tools Used 1. Syllabus based CAI software packages were developed for the topic â€Å"Chemical Bonding† of XI Standard Chemistry. 2. Syllabus based Pre-Test and Post-Test Materials were prepared and validated. 3. Myers-Briggs Types Indicator (MBTI) Personality test was used. (Developed and Standardized by Jung, 1971) 4.The Personal data of the samples were collected through the questionnaire. Statistical Techniques Used Statistical techniques serve the fundamental purpose of the description and inferential analysis. The following statistical techniques were used in the study. 1. ‘t' test was applied to analyze the deferential hypothesis. 2. ‘f' test was used to find out the significance of relationship between the Sub-group variables. Analysis of Post-Test Performance The following table furnishes the data on the Post-Test performance of the Control and Experimental groups and also furnishes the significance of ifference betw een the achievement scores of students in various groups in detail. SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN PRE-TEST LEVEL Sl. No. Variable N Mean S. D. t’ Test Level of Significant 1 Control 40 14. 3 1. 9 0. 55 Not Significant at 0. 05 level Experimental 40 14. 1 2. 16 10 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN POST-TEST LEVEL Sl. No. Variable N Mean S. D. t’ Test Level of Significant 2 Control 40 71. 27 6. 44 17. 35 Significant at 0. 05 level Experimental 40 90. 6 2. 83SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN DIFFERENT LEARNING OBJECTIVES SUCH AS KNOWLEDGE, UNDERSTANDING, APPLICATION AND SKILL Sl. No. Objectives Variable N Mean S. D. t’ Test Level of Significant 3 Knowledge Control 40 26. 08 2. 76 13. 88 Significant at 0. 05 level Experimental 40 32. 3 1. 11 4 Understanding Control 40 21 . 3 2. 02 23. 58 Significant at 0. 05 level Experimental 40 29. 45 0. 85 5 Application Control 40 12. 2 1. 22 16. 05 Significant at 0. 05 level Experimental 40 15. 6 0. 55 6 Skill Control 40 11. 7 1. 21 4. 74 Significant at 0. 05 levelExperimental 40 12. 95 1. 07 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH RESPECT TO GENDER, LOCALITY, KNOWLEDGE OF COMPUTER AND RESIDENCE Sl. No. Variable Sub Variables N Mean S. D. t’ Test Level of Significant 7 Gender Boys 20 90. 5 3. 05 0. 221 Not Significant at 0. 05 level Girls 20 90. 7 2. 65 8 Locality Rural 24 90. 83 2. 61 0. 635 Not Significant at 0. 05 level Urban 16 90. 25 3. 17 9 Knowledge of Computer With Computer Knowledge 13 88. 84 2. 37 3. 11 Significant at 0. 05 level With out Computer Knowledge 27 91. 44 2. 66 10 Residence Hosteller 18 89. 66 2. 78 1. 94 Not Significant t 0. 05 level Day Scholar 22 91. 36 2. 68 11 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH RESPECT TO PARENTAL EDUCATION AND PARENTAL OCCUPATION Sl. No. Variable Categories Sum of Squares df Mean F Level of Significant 11 Parental Education Between Groups 9. 079 2 4. 540 0. 555 Not Significant at 0. 05 level Within Groups 302. 521 37 8. 176 Total 311. 600 39 12 Parental Occupation Between Groups 427. 746 5 8. 549 1. 08 Not Significant at 0. 05 level Within Groups 268. 854 34 7. 907 Total 311. 600 39 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL ANDEXPERIMENTAL GROUP IN DIFFERENT TYPES LEARNERS’ PERSONALITY Sl. No. Variables N Mean SD t Level of Significant 13 Extroversion 22 89. 09 2. 43 4. 59 Significant at 0. 05 level Introversion 18 92. 44 2. 12 14 Sensing 14 92. 14 1. 95 3. 07 Significant at 0. 05 level Intuition 26 89. 76 2. 91 15 Thinking 17 92. 29 2. 31 3. 8 Significant at 0. 05 level Feeling 23 89. 34 2. 53 16 Judging 15 88. 73 2. 96 3. 7 Significant at 0. 05 level Perceiving 25 91. 72 2. 09 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMEN T SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN FOLLOW-UP TEST Sl. No. Variable N Mean S. D. ’ Test Level of Significant 17 Control 40 71. 25 7. 15 14. 8 Significant at 0. 05 level Experimental 40 89. 32 2. 89 FINDINGS 1. The calculated t’ value 0. 55 is very much lesser than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group is not significant. 12 2. The calculated t’ value 17. 35 is very much greater than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group is significant. 3. The calculated t’ value 13. 8 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Knowledge level. 4. The calculated t’ value 23. 58 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Understanding level. 5. The calculated t’ value 16. 05 is greater than the critical value 1. 99 at 0. 05 level of significant.This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Application level. 6. The calculated t’ value 4. 74 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Skill level. 13 7. The calculated t’ value 0. 221 is very much lesser than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of Boys and Girls is not significant. . The calculated t†™ value 0. 635 is lesser than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement Rural and Urban area students is not significant. 9. The calculated t’ value 3. 11 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of students having with computer knowledge and without computer knowledge is significant. 10. The calculated t’ value 1. 94 is lesser than the critical value 2. 02 at 0. 05 level of significant.This indicates that the difference in the achievement of Day Scholar and Hosteller students is not significant. 11. The calculated F’ value 0. 555 is lesser than the Critical value 3. 23 at 0. 05 level of significant. It implies that the difference in the achievement of the Student of various groups, based on their Parental Education is not significant. 12. The calculated F value 1. 08 is lesser than the Critical value 2. 48 at 0. 05 level of significant. It implies that the difference in the achievement of the Student of various groups, based on their Parental Occupation is not significant. 4 13. The calculated t’ value 4. 59 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of extroversion and introversion personality type students is significant. 14. The calculated t’ value 3. 07 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of sensing and intuition personality type students is significant. 15. The calculated t’ value 3. 8 is greater than the critical value 2. 02 at 0. 05 level of significant.This indicates that the difference in the achievement of Thinking and Feeling personality type students is significant. 16. The calculated t’ value 3. 7 is greater than the critical value 2. 02 at 0. 05 level of significant. This ind icates that the difference in the achievement of Judging and Perceiving personality type students is significant. 17. The calculated t’ value 14. 8 is very much greater than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group students is significant. Summary of the FindingsThe major finding of the study reveals that Experimental method of teaching more effective than the Traditional method in teaching Chemistry. In other words teaching Chemistry by using CAI is more effective. There is no significant difference between the Control group and Experimental group in the pre-test. But in the post-test the Experimental group performed better than the Control group. 15 Conclusion From the above study, the investigator has an idea that CAI provides greater opportunities for the students to learn. It is better than the traditional method of learning.It brings a new kind of experiences for t he students in Higher Secondary Schools. Therefore, the investigator desires that more number of Educational institutions should teach Chemistry by using CAI and make the process of teaching and learning more effective. References Aggarwal,Y. R. , (1998), â€Å"Statistical Methods†, Sterling Publications Pvt. ltd. , New Delhi. Best J. W. , (2003), â€Å"Research in Education†, Ninth Edition, Prentice Hall of India, New Delhi. Gupta and Jangir (1998), Cell Biology – fundamental and applications, Published Agro Botanica, Bikaner. Kent, W. A. Lewis, R. (1994), Computers Assisted Learning in the Humanities and social sciences, Blackwell scientific publications, London. Lewis R. , (1997), Trends in computer assisted education, Blackwell scientific Publications, London. Mangal S. K. , (2005), â€Å"Statistics in Psychology and Education†, Second Edition, Prentice Hall of India, New Delhi. Mridula D. Ranade (2001), â€Å"Science Teaching through Computer Assist ed Instruction: Research Findings and Insights† SNDT Women’s University, Pune, India. Percival Fred (1994), â€Å"A handbook of Educational Technology†, Cogan pages Publishing House, London.