ERP Story-Part A Case Study Example | Topics and Well Written Essays - 750 words - 1

ERP Story-Part A - Case Study Example The business should consider the cost of implementing the new software installation and profitability of the undertaking. Merging the business has risks accompanied to it. Therefore, proper evaluation of returns and efficient running of activities is so important. The research found out that the problem associated with such step is the increase in the size of the organization, which means difficulty in tracking records and meeting operational costs. Business organizations vary in the operations they engage in order to satisfy human wants. The two main categories are service based, or commodity possessing and production. The finished product or service in these activities provides a platform for either satisfaction or dissatisfaction from customers. If customers are not happy, the organization engages in an evaluation process to determine where the problem sprouts from. This can be through assessing current equipment in production or performance evaluation as a whole. The corrective measure is then undertaken to retain the loyal customers. If the customers are satisfied, the management initiates ways to maintain the standards. As such, this paper will discuss ABC Company and how it seeks to obtain a market placement through merging of activities and improving technology. The size of a growing business organization instigates the type of technological equipment an organization should adapt in order to increase efficiency. Complex company structures will need large data storage facilities to enable the business store properly its information. In the case study, the current technological position of ABC cannot ensure good flow of information and communication. The new idea of creating merged type of business can be a solution to problems. Problems such as funds required for the project can be managed through pooling of resources from these different entities.

Reactants Lab Essay Example for Free

Reactants Lab Essay Aspect 1: Problem: What type of chemical reactions occurs when different reactants are mixed? Variables: Manipulated: Combination of reactants Responding: Type of Chemical Reaction Controlled: 1. Same amount of reactants used (1 piece for solids, 4 drops for liquids) 2. Spot plate is washed before reactants are mixed 3. Same amount of time substance is allowed for chemical reaction to occur (15s) 4. Because data is qualitative, observations will be made by the same person. Aspect 2: Controlling Variables: The same amount of reactants being used will be controlled by using the same amount of reactants in each reaction (1 piece for solids, 4 drops for liquids). Spot plate will be washed before each chemical reaction (using the water from the squeeze bottle) to ensure no residue is left from previous reaction. Observations will be made 15 seconds after the chemical raction. Time will be kept using a watch. The same person will make qualitative observations, to ensure that observations are kept consistent. Aspect 3: Materials: Spot Plate Forceps Squeeze Bottle filled with water Toothpick List of Reactants Fig. 1.1 Reactant Chemical Formula aluminum (s) Al (s) copper (II) chloride (aq) CuCl2 (aq) barium hydroxide (aq) Ba(OH)2 (aq) sulphuric acid (aq) H2SO4 (aq) chlorine (aq) Cl2 (aq) sodium bromide (aq) NaBr (aq) zinc (s) Zn (s) copper (II) sulphate (aq) CuSO4 (aq) hydrochloric acid (aq) HCl (aq) magnesium hydroxide (aq) Mg(OH)2 (aq) calcium chloride (aq) CaCl2 (aq) sodium carbonate (aq) Na2CO3 (aq) calcium (s) Ca (s) water (l) H2O (l) sodium acetate (aq) C2H3NaO2 (aq) magnesium (s) Mg (s) sodium hydroxide (aq) NaOH (aq) cobalt chloride (aq) CoCl2 (aq) List of Chemical Reactions Fig. 1.2 Reactant 1 Reactant 2 sulphuric acid (aq) barium hydroxide (aq) hydrochloric acid (aq) magnesium hydroxide (aq) calcium (s) water (l) hydrochloric acid (aq) sodium acetate (aq zinc (s) copper (II) sulphate (aq) cobalt chloride (aq) sodium hydroxide (aq) magnesium (s) hydrochloric acid (aq) sodium bromide (aq) chlorine (aq) aluminum (s) copper (II) chloride (aq) Procedure: 1. Wash spot plate thoroughly with water from squeeze bottle. 2. Choose a combination of reactants from Fig. 1.1 3. Write down physical properties of reactants. 4. Mix reactants. Record observations. 5. Wash spot plate thoroughly, making sure reactants fall into a waste bucket. 6. Repeat steps 1-4 using all the other combinations Data Collection and Processing (DCP) Aspect 1: Observation Chart of Chemical Reactions Fig. 1.3 Reactant 1 Chemical Formula Reactant 2 Chemical Formula Pr-reaction observation Post-reaction observation sulphuric acid (aq) H2SO4 (aq) barium hydroxide (aq) Ba(OH)2 (aq) Two transparent liquids Milky-white substance. Gas bubbles form. hydrochloric acid (aq) HCl (aq) magnesium hydroxide (aq) Mg(OH)2 (aq) Transparent liquids Transparent liquid hydrochloric acid (aq) HCl (aq) sodium acetate (aq) C2H3NaO2 (aq) Transparent liquids Transparent liquid calcium (s) Ca (s) water (l) H2O (l) Flaky-white solid, and transparent liquid Calcium dissolves a bit in water. A few gas bubbles zinc (s) Zn (s) copper (II) sulphate (aq) CuSO4 (aq) Grey rocky solid, with bluish liquid Gas bubbles form on zinc cobalt chloride (aq) CoCl2 (aq) magnesium hydroxide (aq) Mg(OH)2 (aq) Red liquid and clear liquid Pinkish-purple substance. Gas bubbles form magnesium (s) Mg (s) hydrochloric acid (aq) HCl (aq) Silver, lustrous metal and transparent liquid Gas bubbles form on magnesium sodium bromide (aq) NaBr (aq) chlorine (aq) Cl2 (aq) Transparent liquids Transparent liquid aluminum (s) Al (s) copper (II) chloride (aq) CuCl2 (aq) Lustrous rock and blue liquid Gas bubbles form on aluminum Aspect 2: Processing Data Chemical Reactants and Products Equations Balanced H2SO4(aq) + Ba(OH)2(aq) BaSO4(s) + 2HO2(l)(Double Replacement Reaction) Mg(OH)2 (s) + 2 HCl (aq) MgCl2 (s) + 2H2O (l)(Neutralization Reaction) NaC2H3O2 (aq) + HCl (aq) HC2H3O2 (aq) + NaCl (aq) (Double Replacement Reaction) Ca (s) + 2HOH (l) Ca(OH)2 (aq) + H2(g)(Single Replacement Reaction) CuSO4 (aq) + Zn (s) ZnSO4 (aq) + Cu (s)(Single Replacement Reaction) CoCl2 (aq) + 2NaOH (aq) 2 NaCl (aq) + Co(OH)2 (aq)(Double Replacement Reaction) Mg (s) + 2HCl (aq) MgCl2 (aq) + H2 (s)(Single Replacement Reaction) Cl2 (aq) + 2NaBr (aq) 2NaCl (aq) + Br2 (l) (Single Replacement Reaction) 2Al (s) + 3CuCl2 (aq) 2AlCl3 (aq) + 3Cu (s) (Single Replacement Reaction) Aspect 3: Reactants, Products, and Types of Reaction Chart Reactant 1 Reactant 2 Product Type of Reaction H2SO4(aq) Ba(OH)2(aq) BaSO4(s) + HO2(l) Double Replacement Mg(OH)2 (s) HCl (aq) MgCl2 (s) + H2O (l) Neutralization Reaction NaC2H3O2 (aq) HCl (aq) HC2H3O2 (aq) + NaCl (aq) Double Replacement Ca (s) HOH (l) Ca(OH)2 (aq) + H2(g) Single Replacement CuSO4 (aq) Zn (s) ZnSO4 (aq) + Cu (s) Single Replacement CoCl2 (aq) NaOH (aq NaCl (aq) + Co(OH)2 (aq) Double Replacement Mg (s) HCl (aq) MgCl2 (aq) + H2 (s) Single Replacement Cl2 (aq) NaBr (aq) 2NaCl (aq) + Br2 (l) Single Replacement Al (s) CuCl2 (aq) AlCl3 (aq) + Cu (s) Single Replacement Conclusion and Evaluation (CE) Aspect 1: Conclusion: In this experiment we discovered three types of chemical reactions, Single and Double Replacement reactions, along with Neutralization Reaction. Referring to Data in Aspect 2 3 of Data Collection and Processing, we can see there were 5 single replacement reactions, and 4 double replacement reactions (one of which was a neutralization reaction). The reactions involving an element and a compound were all single replacement reactions, and the reaction involving two compounds were double replacements (which included a neutralization reaction). Aspect 2: Evaluate the Procedure: A problem with this procedure is that it doesnt explore all types of chemical reactions. Also, try as one may, it is sometimes difficult to get the residue of a substance off the spot plate. This tampers with results. Aspect 3 Improving Experimental Design: A few more reactions should be added where simple composition and decomposition are shown. Also, using the Bunsen burner, a reaction should be added where hydrocarbon combustion is shown. Disposable spot plates should be used, to ensure that residue left by previous reactants and reactions, do not tamper with results.

Catcher in the Rye Essay: Levels of Meaning -- Catcher Rye Essays

Levels of Meaning in The Catcher in the Rye Protected by a cocoon of naivetà ©, Holden Caulfield, the principal character in the novel, The Catcher in the Rye, therapeutically relates his lonely 24 hour stay in downtown New York city, experiencing the "phony" adult world while dealing with the death of his innocent younger brother. Through this well-developed teenage character, JD Salinger, uses simple language and dialogue to outline many of the complex underlying problems haunting adolescents. With a unique beginning and ending, and an original look at our new society, The Catcher in the Rye is understood and appreciated on multiple levels of comprehension. The book provides new insights and a fresh view of the world in which adolescents live. One way for readers to measure their level of comprehension in this story, is to explore the meaning of the title, it's effect on the book's theme and how it provides a deep look into Holden's character. Being an attention demanding tool, the title also can provide a mystery to which the reader can understand by pulling together the clues, hidden in the text. To an experienced reader, who may be familiar with the book, imagery of a catcher in the rye is apparent throughout the story. However, for a new reader the journey begins past the middle of the book. While analyzing the city around him, Holden sees a kid walking in the street "singing and humming." As Holden nears he realizes the child is signing that song, "If a body catch a body coming through the rye" in a very pretty voice, making traffic come to a screeching halt, and making Holden feel "not so depressed."(116) So far, the title's words are just a catchy song, though their repetition, at a key mo... ...ginal tune, by Robert Burns, has the line "If a body meet a body comin thro' the rye," not "If a body catch a body comin thro' the rye." This is not the first time Holden has distorted something, though this lie has meaning. The original poem talks of the love of two people meeting each other, while Holden's image is that of falling children being caught. Love is replaced by Holden protecting children, who are facing a death-like situation, a change showing how much of an impact Allie's death made on Holden's life. One might also see that Holden himself is falling out of innocence and needs a Catcher in the Rye himself, the book's central paradox. In the end any reader could say that "The Catcher in the Rye" is Holden Caulfield, though this title opens up a door into understanding his deep personality, the books theme, while exploring the central paradox.

Learning to Cope

Davon Daniels Professor Moss English 1500 11/20/12 Draft 2 Learning to Cope Just about everyone has lost that one person that they really care about and they know that everything can change at the drop of a hat. Death is an unexpected occurrence that could sometimes have long lasting mental and physical effects on people. In the play Down the Aisle by Patricia Leigh Gaborik a young girl Katie and her family are learning to cope with the death of their loved one.People handle the death of a loved one in different ways, and Katie tries to handle the death of her father by holding on to all the good memories she had of him. Not only is Katie deeply affected by their lost but the rest of her family is learning to cope with their lost by taking on different roles when he pasts. The father is a symbolic character in this play because he is the rock of their family, because he is strong and dependable. Each character in the play experiences different conflicts and changes in their relations hip after losing the person they all loved the most.One conflict experienced in the play is the relationship between Katie and her mother before and after the death of Katie’s father. Katie and her mother don’t have the best relationship and at times it seems that Katie wishes that she would’ve been in the car accident with her father. This is a conflict because it seems as if Katie may blame her mother for the death of her father for making him go out while she stayed at home and took care of Katie. This causes a lot of tension between Katie and her mother because she also feels as though the death of her father might also be her fault.At the end of the play Katie and her mother appear to be closer to each other and her mother even apologizes for the things she’s done in the past and talks about Katie’s father. This is important because after years of not really speaking about him it shows that their mother is just starting to cope with his death. Her mother states in the play â€Å"I know you always thought I did everything wrong† (pg. 251). This shows that even though she knows they didn’t have the best relationship in the past that she’s trying to be there for her and only wants the best for her.Katie and her brother Joe has a typical brother and sister relationship they argue a lot but at the same time they care for each other. At times Joe even calls his sister Katie a brat but still offers to do things for her. The death of their father changed their relationship because Joe seems to be the person that now holds the family together. This appears to be Joe’s way of coping with his father’s death because he feels as if he has to be strong for both Katie and his mother and take on the new role of the man of the house. Joe: â€Å"What d’ya think?!Mom! The music’s started! You have to get to your seat! Aw, mom. I told you not to say that stuff. You said it, didn’t you ? You’re crying! Come on! Happy. Happy! Are you happy? See, she’s happy. Everybody’s happy. It’s a happy day. Let’s go! Let’s go! This quote is a great example of how Joe keeps everything together as everyone starts to breakdown; he represents the new rock and strength of their family. Katie’s relationship with her father is the most important because out of everyone in their family she had the closest relationship with him.A major conflict in the story is that Katie after these past years still can come to terms with her father’s death. On her wedding day as she’s preparing to walk down the aisle she in visions herself having a conversation with her father and reminiscing about all the good memories they shared. Katie says â€Å"I don’t understand you’re supposed to be the one I can count on† (pg. 247). This quote shows that even though Katie may not entirely get over the death of her father but she is slowly getting to the point where she is learning to deal with it.At the end of the play the conversation between Katie and her mother helps her come to terms with the death of her father because that was first time that they have actually had a conversation about him. Someone who hasn’t lost someone they really care about may not know how it feels emotionally to overcome the death of someone they love but death is hard to get over and not everyone gets over it quickly. The overall theme of these conflicts is that everyone learns to cope with the death of someone in their own way and at their own time. For Katie the wedding shows her starting a new beginning not only for her but for her family as well.

National Security

National Security: How Working Without Warrants Puts Us At Risk Samantha Schmidt English 112-L04 April 19, 2012 National Security: How Working Without Warrants Puts Us at Risk After 9/11, the whole country was sent into a tailspin. The fact that the United States, one of the most powerful countries worldwide, had suffered such a blow was mind blowing. The people were terrified. So too insure that a tragedy of that magnitude never happened again, the government put into place many new precautions.The most noticeable precaution would of course be the security in airports. What used to be a fast and simple process became a long, intrusive, uncomfortable experience. However, the biggest change is almost undetectable. To prevent another terrorist attack the National Security Agency (NSA) was given the ability to place individuals under surveillance. That means watching their emails, internet searches, and even listening in on phone conversations.In the beginning it was understood that the NSA would have to obtain warrants before placing individuals under surveillance, but as time passed it became apparent that the NSA often skipped the warrant process. If the NSA has the correct amount of evidence to give them probable cause against a suspect then they should be obtaining warrants. The National Security Agency has been providing important information to the US Military and major US decision makers since 1972. The NSA is responsible for a very large amount of information passed down the lines.The agency also enables Network Warfare operations in order to defeat terrorist organization foreign, and domestic. (National Security Agency, 2011) A warrant is a piece of paper giving law enforcement the ability to search, and seize items or information when probable cause has been presented (Search, 2010). When obtaining warrants, law enforcement must show enough evidence to prove that they have good reason to be interested in this certain individual. When one bypasses the ob taining of a warrant, they are endangering any chance of a conviction.Once a case gets to court, if it is discovered that the law enforcement agents acted without a warrant the case can be dismissed. If a terrorist is found, and brought to trial the evidence will be heavily examined, and the topic of warrants will come up. Once it is revealed that evidence was acquired without a warrant, the case can either be dismissed or the defendant could be found not guilty. Then due to Double Jeopardy, that same suspect cannot be tried again under the same charges. So proceeding in an investigation without a warrant can lead to letting a dangerous terrorist back into the public.In 2010, Federal Judge Vaughn R. Walker, ruled against the government stating they had violated a 1978 federal statute requiring court approval for domestic surveillance, when in 2004 they intercepted a message between a now-defunct Islamic charity, two of its lawyers, and Al Haramain. Judge Walker, Chief Judge of the F ederal District Court in San Francisco, ruled that the government was going to be held liable and would pay the plaintiffs for having been â€Å"subjected to unlawful surveillance. Judge Walker further displayed his objection to FISA’s action by stating it had â€Å"Obvious Potential for governmental abuse and over reaching† This was not the first time a specific wiretapping incident had been considered illegal. In 2006 Federal Judge Anna Diggs Taylor’s ruling of an illegal ruling was reversed on the grounds that the plaintiffs could not prove they were under surveillance, and therefore lacked the legal standing to sue. (Risen & Savage, 2010). Even when the NSA obtained warrants, they were often procured under spotty methods.In his 2006 essay; Big Brother Is Listening, James Bamford points out the flaws of the NSA’s warrant process. He gives the account of Jonathon Turley, a George Washington University Law professor who was employed by the NSA as a youn g intern. The FISA (Foreign Intelligence surveillance court), courtroom was hidden away on the top floor of the of the Justice Department Building (because even the location is supposed to be secret), is actually a heavily protected, windowless, bug-proof installation known as a Sensitive Compartmented Information Facility or SCIF.Turley recounted â€Å"I was shocked with what I saw. I was convinced that the judge is that SCIF would have signed anything that we put in front of him. And I wasn’t entirely sure that he had actually red what they put in front of him. But I remember going back to my supervisor at NSA and saying, ‘That place scares the daylights out of me. ’† The idea of judges signing warrant requests when they have not even read them and therefore, do not understand them is quite worrisome.When a judge signs a warrant, they must read to see if there is enough legal grounds to approve it. By signing without reading, a judge is giving the ok to watch these people having no idea if there was probable cause or sustainable evidence. When a judge is presented with a warrant application, they should have to read that application in its entirety. They should have to know that there is proof without a reasonable doubt that this person should be put under surveillance.They should fully understand the details and evidence of the case, and then decide if surveillance is really necessary. More important though, the NSA should always get a warrant before placing an individual under surveillance. Not only to protect our privacy, but to make sure the charges stand up in court. Even though the NSA is a government agency, they cannot bypass the rules of investigation. References Bamford, J. (2006). Big brother is listening. White F. D. , & Simone J. B.The well-crafted argument. (406-415) Boston, Ma: Wadsworth. National Security Agency. (2011). Retrieved April 18, 2012, from www. nsa. gov/about/index. shtml Risen J. , & Savage C. (2010, Ma rch 31). Federal judge finds NSA wiretaps were illegal. The New York Times. Retrieved April 19, 2012, from www. nytimes. com/2012/04/01/us/01nsa. html Search Warrants: An Overview. (2010). Cornell University Law School. Retrieved April, 17, 2012, from www. law. cornell. edu/wex/search_warrant

Air Force ROTC Essays - Military Ranks, Free Essays, Term Papers

Air Force ROTC Essays - Military Ranks, Free Essays, Term Papers Air Force ROTC 130th Cadet Wing Cadet Guide Spring 2016 Cadet: Table of Contents Chapter 1: Introduction.... 3 Chapter 2: Contacts, Info Distribution 4 Chapter 3: Customs & Courtesies........... 5 Chapter 4: Physical Fitness Standards & Jodies......... 11 Chapter 5: Drill & Ceremonies.......................... 15 Chapter 6: Uniform Wear.............. 19 Chapter 7: Conclusion 25 Signature Page.26 Chapter 1 Introduction Welcome to the Air Force Reserve Officer Training Corps 130th Cadet Wing! If you are reading this handbook, you have decided to make the initial steps in learning to become a successful Airman and leader in the United States Air Force. The 130th Cadet Wing participates in a leadership laboratory, also known as LLab, which will help you be prepared for Active Duty, and the opportunities it brings. This handbook is the official 130th Cadet Wing, Cadet Guide, which is designed to give you a well-rounded knowledge of Air Force basics, uniform wear, customs & courtesies, and the like. This guide is not a replacement of the requirements mandated by the leadership lab syllabus or the instruction of a cadre member and/or a cadet officer, Air Force Instructions (AFIs), or AFROTC Instructions (AFROTCIs). Rather, it serves as a supplemental material and guide toward where to learn more about your expectations as a cadet in the ROTC program, here, at Cadet Wing 130. Study hard, be confident, never fail, and never leave an Airman behind! Make sure your flight mates and fellow GMC know about this book and learn of its contents. You will be expected to use what you learn in this book at Det 130 and in your Air Force future. If you have any questions about the material, contact your flight mates first, then your POC Flight Commander. Good luck! Chapter 2 Contact Information & References Detachment 130 Contact Information 2419 6th Street, Northwest, Douglass Hall B-29 Washington, DC 20059 Phone: 202-806-6788 Fax: 202-806-4506 Cadet Wing 130 Website: www.det130.org Air Force Website: www.airforce.com Air Force ROTC Website: www.afrotc.com Cadre Members: Lieutenant Colonel Joyner Detachment Commander Captain Richard Frantz Operations Flight Commander Technical Sergeant Anndee Troxler NCOIC, Personnel Staff Sergeant Pamela Torres NCOIC, Knowledge Operations Ms. Ralphine Pughsley Administrative Assistant Information Distribution: Each week the cadet leadership will publish a document called Operations Orders (Ops Orders). This document details what the cadet wing will be doing throughout the week. It lists times, location, and uniform of the day (UOD) for every Leadership Lab as well as physical training session. They are published two ways. First, they will be emailed out over the wing list-serv (to get added to this listserv, email the webmaster at [emailprotected]). The second way is they will be posted to the cadet wing website (see above). The same method of distribution will apply to any other important announcement. If you were to have a question about any ops orders or announcement made you would direct that question through your chain of command (see Chapter 3, Number X). References (source of information in Guide)*: AFI 36-2905: Fitness Program AFI 36-2903: Dress and Appearance of Air Force Personnel AFMAN 36-2203: Drill & Ceremonies Manual Holm Center T-203: AFROTC Field Training Manual Holm Center T-703: Holm Center Training Manual AFROTCI 36-2010: Cadet Training Programs AFROTCI 36-2011: Cadet Operations *These guides can be located online with any internet search engine Chapter 3 Customs, Courtesies and Detachment Etiquette I. Absence and Tardiness Military Tardiness Standard As a cadet, you are expected to be early (usually 15 minutes) for any military-related event. If you are going to be late let your flight commander or supervisor know ahead of time. Be professional; phone calls, e-mails, and text messages are appropriate however, remember to use your customs and courtesies at ALL TIMES! AFROTC Attendance Policy In AFROTC, 80% of your attendance is the minimum standard. As officers, we exceed the minimum. If you need to be excused for academic, work-related, family, or emergency reasons, you need to send an Absence Request Form (ARF) to your direct superior at least 48 hours prior to the scheduled event. In the case of failure to meet attendance minimums, disenrollment from the AFROTC program will be considered. II. Military Etiquette Conduct while in Uniform Never walk on the grass (unless for reveille or related ceremonies). Spitting, chewing tobacco or gum and smoking are not permitted in formation. Cadets should avoid these actions in uniform as they detract from professional appearance. When consuming food or beverage in uniform, do so in a professional manner.

Teaching Students with Down Syndrome

Teaching Students with Down Syndrome Down Syndrome is a chromosomal abnormality and one of the most common genetic conditions. It occurs in approximately one in every 700 to one 1,000 live births. Down syndrome accounts for approximately 5 percent to 6 percent of intellectual disabilities.  Most students with Down syndrome fall into the mild to moderate range of cognitive impairment. Physically, a student with Down syndrome is easily recognizable due to characteristics such as a smaller overall stature, flat facial profile, thick epicanthic folds in the corners of their eyes, protruding tongues, and muscle hypotonia (low muscle tone). Cause of Down Syndrome Down syndrome was first identified as a discrete disorder with a set of similar  symptoms or characteristics, which are related to the presence of extra chromosome 21. Those characteristics include: Short stature and shortened bonesThick tongues and small oral cavitiesModerate to mild intellectual disabilitiesLow or inadequate muscle tone. Best Practices for Teachers There are a number of best practices for working with students with Down syndrome. In teaching, best practices are procedures and strategies that, through research, have been shown to be effective. Those strategies include: Inclusion:  Students with special needs should be full members of age-appropriate inclusive classes to the extent they can be. Effective inclusion means that the teacher must be fully supportive of the model. The inclusive environment is less likely to stigmatize and provides a much more natural environment for the students. There are more opportunities for peer relationships to occur and much of the research states that full integration works better than classrooms that are segregated according to cognitive ability or special needs. Building self-esteem:  The physical characteristics of a student with Down syndrome will often result in a lowered self-esteem, which means the teacher needs to take every opportunity to boost self-confidence and instill pride through a variety of strategies. Progressive learning:  Students with Down syndrome usually face many intellectual challenges. Strategies that work for mildly disabled students and/or students with significant learning disabilities will also work with these students. Most students with Down syndrome do not progress beyond the intellectual capabilities of a normal developing 6-to-8-year-old. However, a teacher should always strive to move the child progressively along the learning continuum- never assume the child isnt capable. Solid intervention and high-quality instruction lead to improved academic achievement for students with Down syndrome. Through a multimodal approach, a teacher uses as many concrete materials and real-world authentic situations as possible. The teacher should use language appropriate for student understanding, speak slowly when necessary, and always break tasks into smaller steps and provide instruction for each step. Students with Down syndrome usually have good short-term memory. Minimize distractions: Students with special needs are often easily distracted. Teachers should employ strategies that work to minimize distractions such as keeping the student away from the window, using a structured environment, keeping the noise level down, and having an orderly classroom where students are free from surprises and know the expectations, routines, and rules. Teachers should use direct instruction in short periods of time along with brief activities to help to support learning, and they should introduce new material slowly, sequentially, and in a step-by-step fashion. Employ speech-and-language instruction:  Children with Down syndrome can suffer from serious problems such as hearing difficulties and articulation problems. Sometimes they will require speech/language intervention and a great deal of direct instruction. In some cases, augmentative or facilitated communication will be a good alternative for communication. Teachers should use patience and model appropriate interactions at all times. Behavior-management techniques: Strategies used for other students should not differ for the student with Down syndrome. Positive reinforcement is a much better strategy than punitive techniques. Reinforcers need to be meaningful. The strategies a teacher uses to reach and teach a student with Down syndrome will often be beneficial to many learners in the classroom. Using the above strategies can be effective with students of all levels of ability.