One of the growing fields in the teaching industry is the vocational education and training sector (VET). Little has been known regarding the management and leadership strategies in this field and because of the growing demands of a changing environment, attention is being given by investing on research regarding the improvement of the roles of educational personnel in the field. With the reforms that are being implemented by the government sector, there is a constant need for improvement and an establishment of requirements to develop expertise in management and leadership to improve competence and achieve the highest efficiency. There are also other external factors affecting the changing roles of managers such as changing work and policy evironments, reduced funding, increased expectations and the pressure of improving technology and e-commerce.

In tackling the questions and issues surrounding the organizational environment. A structured approach is very important. First and foremost, the roles of the leader and manager should be determined. “Leadership” and “Management” are concepts that may be similar and different at the same time. Similar in a way that both should be possessed by the one holding the leadership position, different in a sense that managers are more for making sure that order and discipline is maintained while leaders are more about encouraging about vision and change. However, these differences can be foregone since both of these concepts are important for a manager to have. To group together the management and leadership responsibilities of a manager, it would be financial, human and physical resource management. The financial management aspect would refer to quantitative aspects of an organization wherein the manager is concerned about how money is being handled by the organization. Managers should stay focused on how to increase income, reduce expenditures and safeguarding assets therefore promoting audit and accountability among everyone. Human management, is one key aspect in being a manager because without the proper people skills, it is hard to get things done. Leadership is all about influencing others towards aiming at reaching a goal without hesitation. Therefore, encouragement and motivation are key to proper human management. Lastly, physical resource management is integral since it would affect the efficiency of operations. Without the competence of knowing how to manage the resources and use them to their full potential, a manager will fall behind in the growing competitive market.

Module 1, Part 2

To be able to achieve all this, one must have the proper expertise. A manager should be well-adept in all the roles mentioned above. One must have the proper know-how about planning regarding budget, income generation, resource management, as well as development of human management skills as well as public relations. The manager should have the flexibility and responsiveness that is key to achieving the short-term and long-term goals. All these would be well achieved with the proper strategy formulation geared towards the same objective of organizational efficiency. However, proper education and constant learning is needed. A manager should be open to expanding horizons by attending seminars, workshops, taking courses and participating in support groups. This module is very helpful in the teaching industry because gives importance to leadership and management which should be strongly incorporated in educational institutions.

Warning and Friendly Reminder: Plagiarism is a crime. This essay is here to give you an idea or guide you, not to be copied by you. You can look at the references and Works cited provided by this free academic essay and from that you can create your own. Be a smart student,be honest: look for free academic essays anywhere in the web or the Internet but don’t forget to make your own. There are so many free essays online as guides but please do your own. You can also utilize free plagiarism checkers available online.

Module 3, Part 2

Teachers often preach about teams and being team players to students. These concepts are given a lot of focus to promote cooperation among students. But, the four walls of the classroom are no different than that of a faculty room. How can teachers teach about being effective in a team when they do not know how to be teamplayer themselves.

Neville Johnson's module is very helpful in how to build “learning communities” in schools. It is healthy and at the same time productive for collaboration between teachers to emerge in an educational facility. This can provide a venue for them to contribute ideas, lose differences, and gear themselves towards achieving the school's goals together. Initially, the teaching and learning challenges should be recognized and established. With this, the school can then form strategies and plan on interactive projects that all the teachers can participate and be part in. Here, the term 'action learning' is applicable which is defined by ANTA as a “united approach to solving a problem” by a group of professional colleagues. This would foster a collective responsibilty developed by the team members as well as promote their professional learning through discussions and sharing of ideas, and genuine collaboration would not only improve professional relationships but emotional and personal relationships as well, promoting a more supportive environment.

As the teams are formed and motivated for action, a leader is assigned. Even if the team is already that of a group of professionals, a leader who is skilled, competent, knowledgeable, supportive and who may have more training should be designated to be accountable in terms of managing time, finances and monitoring. This may be hard for a chosen leader considering the teaching responsibilities that should not be ignored. Thus, management should restructure the role of the formal leader so that the leader can be more available in providing coaching and mentoring to other teachers.

As the learning teams distribute the tasks of leadership among members accordingly, the concept of distributed leadership is employed. When leadership is rotated among members, they would feel that they are relevant to the group and that their capabilities are recognized and valued. This inculcates a sense of responsibility and motivates everyone to contribute their best in order to be chosen as a head for the next project.

On the other hand, another concept such as middle leadership can be seen in a team. This kind of leadership is not really clear because teachers who are asked regarding this concept do not have concrete ideas about it. Middle leadership is usually viewed as enacting leadership with teachers and collegues but at the same time being answerable to senior management. Some middle leaders find it a problem to communicate management policies to teachers and would sometimes cause misunderstanding when not properly communicated.

In summary, all types of leadership as mentioned above are present in teams. Proper strategic planning, open and constant communication as well as respect are key to avoiding conflict and making the team work cohesively.

Module 4

Leadership and management have been thoroughly discussed in the different materials reviewed. In the last module the concept of headship or principalship was introduced. Principalship is a title and comes with it are responsibilities and accountabilities. Though the three, leadership, management and principalship may have differences but all three must be present hand in hand in an educational sector. Being the principal, you are the formal leader who is the one overlooking the day to day operations of the establishment. This is where management and leadership comes in. In relation to management, the principal is responsible for setting policies straight and ensuring that processes and operations are running smoothly. In short, the principal as a manager makes sure that everything is in rhythm. On the other hand, the principal is a leader when he starts to use influence rather than mandate those under his supervision to perform together to achieve the broader goals of the school. In addition, it is the role of the principal to promote dispersed leadership in the organization. Therefore, the concept of leaders and leadership in schools should not only be contained in the formal positions occupied. It should mean the dispersed leadership across the school, therefore encouraging teacher-leadership since the teachers are the ones who are closely communicating and interacting with the students. Giving teachers importance and contributing to their professional improvement will translate to better teaching qualities. However, the emergence of this kind of informal leadership could only emerge with the provision of support from upper management. Though accountability and responsibilty is developed by teacher-leaders, this should not reduce the vigilance of the principal and other formal leaders in their own responsibilities and accountabilities.

Taking all into consideration, the concept that is of most interest at the present is the formulation of techniques and strategies in how leadership and management should be inculcated and taught to the teacher level. This is not an easy task because much attention must be expensed on designing a structure that would well fit into the the school's environment. Factors like budget, professional atmosphere as well as time constraints should be taken into consideration since a school may have different limitations depending on their resources. A lot of researches which are geared to actually set up guidelines and standards are very helpful materials that a school could use in initiating actions and making a plan that would be beneficial to all parties.

The learning provided by the different references would highly contribute to my personal and professional knowledge as a teacher. Through this, I have gained a lot of insights, learned concepts and improve my understanding on the importance of being visible, flexible and cooperative. This has also fueled my motivation to be able to contribute more to further the achievement of our school's goals. With a whole lot of understanding on my part I can now recognize where I need to impove and suggest improvements to my learning team as well. As for the whole education industry, this learning will spark the interest of educational institutions to give more attention on educational management and leadership in their areas. It will get them thinking that it will be a good investment because of the benefits it will provide and will probably inspire them to form their own learning teams to be more competitive in the growing market of the educational sector.

References

Fitzgerald, T. (2009) . Educational Management Administration and Leadership.

London, Los Angeles, Singapore, New Delhi: Sage Publications.

Foley, J., Conole, L. (2003). A Draft Leadership Capability Framework to Assist Leadership

Development in the Victorian TAFE Sector. Wheeler Strobel Consulting Group.

Johnson, N. (2003). Working in Teams. Victoria, Australia: Department of Education

Training.

Leading Theory (Module 4_Article 1)

Mulcahy, D. (2003). Leadership and Management in Vocational Education and Training.

Adealaide, Australia: National Centre for Vocational Education Research (NCVER).

New and Better Knowledge After a Trip to The Evans Group- A visit to “The Evans Group, a fashion development and production house catering to various designers have changed so much beliefs that I had before. As a Fashion Design student dreaming to have my own fashion production company someday, that trip that we had made me learn many things that as a sophomore student like I do not have enough knowledge of. I used to think that fashion designing is all these efforts I am putting into my studies but I was proven wrong with what I have observed when I have seen the reality at The Evans Group. All along I have thought that if one is a very good fashion designer, it is all what it takes and it is all what one aspiring designer needs. Again, I was wrong.

The Evans Group (the Company for brevity) offers services to clients such as design developments, first patterns, samples, duplicates, production patterns, gerber pdm tach packs, yields, grading, marking, hand finishing, small volume production (20-300 pcs/style), trimming, fabric sourcing and wolf dress form rentals.. The company was named 'newsmakers of 2007' and has a new production facility in Los Angeles and a development studio in San Francisco.

With the many things that we have seen and learned from the Company, I am writing here the top ten that I strongly believe need to be shared and worthy to be taken into consideration by designer students like me.

First, I have learned that a very good system and organization what makes such a business grow and stay in existence. When I have seen that the company takes care of the specific requests of each designer customer it made me realize that a very meticulous attention should be given to each request. A poorly followed instruction may mean a lost client and a lost income. In the factory, I learned that each company has different policies for their orders. Even it is as unnoticeable as the label and the hemline structure, they are as equally important.

Second, I used to think that patterns are such an old fashion style when experts are doing the cutting. But NO! Patterns are still very important and they serve a big role in the success of each cut fabric and design.

Third, Budgeting is very applicable and useful in the factory. A knowledge of fashion designing alone would not make one designer successful outright. A knowledge of little economics, little of budgeting and much of common sense are the very basic ingredients that go with the fashion designing talent. At The Evans Group, if they have a plaid fabric, the staffs match the quality with the budget allowance required. Greater budget allowed means better quality.

Fourth, technology nowadays are indeed inevitable. I have seen that Tukatech, the company’s computer arm plays a big role in the success of the business. It is a computerized designing arm capable of making the designs.

Fifth, like any other discipline, the world of fashion have their own set of “jargons”. In the factory, they used the terms such as unit to identify a piece of work. Moreover, I have seen and learned what a fusing machine is.

Sixth, a knitted fabric shrinks. Tthus, it needs block fusing. Unlike ordinary fabrics that simply needs piece fusing.

Seventh, I and my group have observed about cross cutting. Cutters cover the roll of fabric with nylon then they place rolled fabric in a machine where a ruler is attached and they can cut that in sizes like one inch or in any size they want.
Eighth, .management is also important in fashion industry. In The Evans Group, they have various departments like cutting, sewing, printing among others. Only a properly managed company with good department leaders, managers or supervisors can stay long in the business.

Ninth, marking the fabrics for cutting is very important. A marker must not go wrong with this job. He or she must consider the sizes that have been given by designer client: for instance, 2S, 2M, 2L,2XL when that client have specified an amount of fabric to use. Arithmetic and proper geometric talents are needed here.
Lastly, I appreciate the visit to The Evans Group. It made me learn so much. Indeed, learning is not limited inside the four corners of a classroom. The best way to learn is to experience!

The Afternoon Plan- It was a spur of the moment. “Why don’t we see it?” Rogue asked her partner. The two were having lunch and they were discussing how to spend their afternoon in a busy city. They were there for leisure and they have all the free time they need. “Why not?” Italo replied. “After all we have almost explored every corner of the downtown and it would be great to go somewhere unique,” he added. After lunch, the two hurried back to their budget hotel to prepare for their afternoon adventure. Rogue was excited about their plan. She was with Italo when two of their newly met acquaintances from this foreign country, Anne and Celine, told them about the place. “It would be a good retreat for the two of you. You would enjoy the monkeys,” Anne told. “Yes! I was tried to chase the monkeys. It was a real fun!,” Celine excitedly exclaimed. These remarks got the couple curious to see the place. They are tourists and they deserve to see what they like. They have crossed oceans to be wanderers and explorers in this place. Rogue loves to see new places and she loves adventures. On the other side, Italo hates restrictions when he goes around. He never dreamed of a package tour in all his life.t.

It was a peak season for western tourists and information booths were all over the country. Rogue and Italo were ready to start their afternoon adventure. “How can we reach the Batu Caves”?, Rogue inquired from the information booth agent. The kind Asian agent replied as he pointed to the direction of the bus stop. “You simply take a bus with Batu Cave on its sign board.” And so Rogue led the way. With their days of stay in the city Rogue can almost memorize every street and establishment around. It was a hot, humid and sunny afternoon in the "dusty administrative centre" (Sheridan, 2003, p. 16) of Malaysia and the couple was more than prepared for this weather conditions with their pairs of thongs, cotton shirts and walking shorts.

The Bus Ride
Although the bus has a “Batu Cave” sign board, Rogue wanted to be sure. “Is this the bus to Batu Caves?” she anxiously asked. The bus conductor smiled to both of them and gave an assuring look. Rogue was feeling both excited and anxious. “What will I see in this cave? All I know about are the monkeys that Anne and Celine told us,” she thought to herself. At the start, the bus had difficulty squeezing itself out the heavily jammed central district. At least "traffic pattern reflects closely the pattern of economic activities" (Ooi, 1963, p. 368). This is the only consolation for Rogue as she remembered the book she was able to browse months before. “Hey! It’s not your country! What do you care about!” She scorned herself in her thoughts. She was excited to reach their destination.

After “ thirteen kilometers north of Kuala Lumpur” (“Batu Caves,” n/d) and after an hour of jammed traffic in a busy city, the bus passed by the entrance of Batu Caves. It was not until 100 meters away before the two realized that they should have got down the bus. The next bus stop was another 100 meters away! The couple got down and walked back to the caves’ gate. “Are we there yet?” Italo asked Rogue. “Hmmmm… From the looks of it, I think, YES!” The first thing that caught the attention of the couple was the giant golden statue. They did not have any idea that the cave is also an Indian temple with 140 feet colossal golden statue. At the foot of the cave and right after the entrance, there is a wide square serving as parking space, food stalls space, souvenir store space and snack bars space, among others. Italo and Rogue were busy taking photos and looking around the place that did not notice the two Indian lads who were talking to them. The two were ushered inside a little air-conditioned room that serves as a little theater. There was a projector inside and before the two entered, they were required to pay ten Malaysian Ringgits (RM 10) each and to take off their respective thongs. They were the only audience inside that room and both were obviously anxious, especially after the lights of the room were turned off. “What are we supposed to do here?” Rogue asked Italo. “I don’t have any idea,” was the reply. It was not until the presentation of the Batu Caves Temple highlighting the attractions within, the Indian culture, and Hinduism, the two realized what they were supposed to do inside that room. Only by then the two became aware of the Thaipusam held every February, which is “the yearly celebration by members of the Hindu faith of the birth of Lord Subramaniam." (Shemanski, 1985, p. 132) Moreover, the giant golden statue was also introduced in that short video presentation. It is the statue of Lord Murugan, a Hindu diety and god of youth and justice to whom "thousands of devotees pray, fast, and form a long procession to honor." (Fong, 2002, p. 88)

The Thrill in the Temple
The couple thanked the two lads after they have finished learning what the place is all about. They were ready to go up the entrance of the cave to enter and explore. “I think we will need some drinks”, Italo suggested. The two entered the nearby snack bar and have a bottled water and a bottle of sprite. As for Rogue, she took a little bar of Toblerone to take with them at the top of the cave. “Sugar replenish lost energy fast” (“Sugar Gives You,”n/d) she was grinning as she naughtily whispered these little knowledge to Italo. The two shared drinking the bottled water and reserved the other bottle of Sprite in case they get thirsty up in the cave. Rogue took one bite of Toblerone and so did Italo.

Before one can enter in any of the major and minor caves at the Batu Temple, one must go up to the entrance using the 172 steps leading up the caves’ entrance. Rogue was thrilled with this idea as she has seen in the video presentation earlier that Hindu worshippers and devotees carry heavy weights in going up the steps. In fact, thousands of Hindus climb the 172 steps of the Batu Caves during the February Thaipusam, as they “balance milk pails on their heads and many with spears (or other sharp objects) pierced through their bodies, to pray at the Murugan temple atop” (Malaysia: Hindu Festival Declared, 2008) “Let’s start the adventure. It would be a great knee exercise!” Exclaimed the excited Rogue. “It’s a bit high and it would be a work. Sigh…”, Italo lamented.

There are at least a hundred other people around the place. They were either fellow tourists or Indian nationals maintaining the temple or vending goods and souvenir materials within the compound of the temple. The two continued their way up. Italo was always scores of steps behind Rogue. “Come on up! It’s really thrilling me.. Puff… Puff…” Rogue was catching her breath as she urged Italo to go faster. “Just go ahead and we see each other at the cave. Puff!... But better if you wait me and we take a little rest. Please give me the drink,” was the reply. Rogue paused from going up the steps and she took few sips from the bottle of Sprite. She waited Italo and as soon as he was at an arm’s length distance, she offered the bottle of Sprite that she have already opened. “Thanks. At least my throat is cleared now,” Italo told her after he took a gulp of the soda. She only smiled. They stayed at the middle of the steps for few more moments letting their fellow climbers overtake them. At the same time, the two took photos of the cityscape laid out down before them. The giant statue of Lord Murugan is now seen from behind and it did not look as imposing as seen from below.

“Let’s race to the top!” challenged the ever excited Rogue. “No. It’s a shame to not win over you,” replied Italo. “Hmmmp! Men of pride,” she murmured. They continued their way to the top and after few minutes of treading upwards, the couple reached the entrance. Italo was soaking with sweat. He took the last sip of the remaining soda. Soon, they were holding hands exploring the inside of the cave containing Hindu statues, symbols, and bass-reliefs.

“Where are the monkeys now? I don’t see any of them!” asked Rogue. “Let’s explore the cave further. Maybe they are staying there,” suggested Italo. The two roamed around the cave until they reached the other side where the light of the sun pass through the cave opening. Things are better seen at that side of the cave. There were fellow tourists taking photos and feeding monkeys with some food. As they reached the step leading up to that side of the cave, another monkey crossed their path. “Indeed there are monkeys around. Ha! Ha! Ha! Let’s take some photos,” Rogue remarked. They took more photos around. Italo, on the other hand, requested that his photo be taken with an Indian deity over a pedestal at his background. After few more minutes of wandering around, the couple was satisfied and decided to go back down.

Rogue decided to eat the Toblerone. She felt a need to replenish the energy she lost while going up the 172 steps. She took a bite. They were descending the little steps toward the entrance/exit of the cave when someone snatched the chocolates. “Help me! Oh my God!” She was almost out of her mind with what happened and she got a bit nervous. “What’s wrong?” Asked the bewildered Italo.. The surrounding individuals all looked at them and were alerted with Rogue’s scream. “There was something! I never saw it but someone snatched my chocolates. Where is our camera? Is it with you?” She was still a little nervous as she answered to her partner. They looked around and Rogue felt a sigh of relief when she saw that the camera was with Italo.

The couple tried to understand what really happened. It was not until they turned their eyes at one side of the cave where there were three monkeys. One of them was holding the Toblerone bar as it savors it while he was munching. The other two were staying on guard in case the former offer them some charity or in case the food fall down from its grip.

The couple could only laugh at the amusing reality that they have seen. It was the snatcher monkey! They went back to their budget hotel very contented with their afternoon adventure. As for Rogue, she never expected that simple afternoon to be so thrilling and be one of the most memorable experiences that she had. Thanks to the religious monkeys of the temple.

 References
6 THINGS YOU Must Do in KUALA LUMPUR. (2007, February 11). The Mail on Sunday (London, England), p. 96. Retrieved May 3, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5019372880

Fong, P. K. (2002, June). Asian Arts Brighten Malaysia. World and I, 17, 88. Retrieved May 3, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002477021

Ooi, J. (1963). Land, People, and Economy in Malaya. London: Longmans. Retrieved May 3, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=98317681

Shemanski, F. (1985). A Guide to World Fairs and Festivals. Westport, CT: Greenwood Press. Retrieved May 3, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=51723017

Malaysia: Hindu festival declared national holiday. (2008, January 21). Hindu Janajagruti Samiti. Retrieved May 2, 2008 from http://www.hindujagruti.org/news/3871.html

Sugar gives you energy. Retrieved May 2, 2008, from http://www.chewonthis.org.uk/ fat_salt_sugar/sugar_home.htm

The Batu Caves. Retrieved May 2, 2008, from http://www.malaysiasite.nl/batucaveseng.htm.

Instructions:
Purpose
The purpose of this assignment is to look ‘inside’ and analyse the leisure experience.
Task
1. Participate in any one leisure activity in which you are unfamiliar and have to pay for.
2. Write a story (see guide lines below) about all or a part of this leisure experience.
3. Using your story and those of three other class member’s examine the leisure experience.
4. Relate the messages from yours and the other stories to that mentioned in the literature about what contributes to the meaning an individual derives from the leisure experience.
Specific Requirements
1. The story must be typed and not exceed 600 words. Write only about your experience and feelings even though other people may have been involved (eg. Leader, family, partner, friend)
2. The story should be very descriptive and rich in detail so others can sense what the experience was like. Include what you may consider to be trivial information.
3. You do not have to justify the experience or the actions mentioned in the story as this is your account of a real leisure experience.
4. The story is to be written in third person. Replace your name in the story with a pseudonym and write as if a fictitious character is having the experience. The following is an example of part of a story of a leisure experience.

On a rather cool Saturday morning Julie, along with seven others, were greeted by Dave who would be their guide for the two-hour raft trip down the Totara River. Julie had received her ticket as a birthday present and although she wasn’t the adventurous type this wasn’t going to stop her having what should be a thrill. “All aboard” Dave yelled indicating it was time to hit the road and drive to the river. On the way the group introduced themselves and tried to hide their anxiety about the up-coming experience. Looking around the van Julie could see that those accompanying her on the trip were of all ages and shapes. “they certainly don’t look like a particularly physical group” Julie thought to herself. “Oh well, I suppose the company knows what it’s doing and I guess fitness isn’t important for such an experience”.

At the river Dave assigned everybody a job. Julie thought he seemed organized. She also liked the jokes he told about the size of the eels in the river although this seemed to make the townies in the group rather anxious. Once the raft was ready and loaded with the safety great the group were assigned wet suits, life jackets and helmets. To break the nervous tension Lisa asked, “Dave, what are the chances of getting tipped out?’ This brought a steely-eyed look her from one of the ‘cool dudes’ but Dave used this as a chance to begin explaining the safety procedures during which everyone was most attentive.

The group was soon dressed up like frogmen (without masks) and ready to head into unknown. The river looked calm but given this trip was called ‘A Ride on the Wild Side’ then Julie thought there must be a few surprises down stream. Dave began barking orders about how he wanted us seated. “Julie I want you up front left. Tim, you sit in the back right.” The group was strategically placed in the raft and out in the slow flowing current learning to paddle in unison. “Such a beautiful feeling being out here and conversing with nature” Julie commented. “I like being out here to” said Julie “but I’m not keen on conversing with those eels in the river”. You could sense a feeling of apprehension at the thought. However, this soon turned to excitement when the first rapid came into sight.

“Get swinging on those paddles,” yelled Dave at the top of his voice from the stern of the raft. “we’re about to encounter some wild water”.

The tone of his command made everybody quiver. This was the moment everybody had been looking forward to – the adventure of rafting down a rapid. There was a sense of fear at venturing into the unknown but also a confidence, knowing that Dave wasn’t about to risk his life for us, The sound of raging water over powered the chant of the group as they raced toward the rapid. “Hang on.” Screamed a timid voice from the front of the raft, “it’s wild.”

---and so on for approximately another 100words

Writing the Assignment
1. The assignment is to be written by self and must be your interpretation of what the three experiences discussed by your group mean. There is no one right or wrong explanation.
2. The information from the analysis should be categorized into a maximum of three(3) themes that reflect the main points identified in the collective stories.
3. Your written assignment must be more than a description of the experiences. You are to get ‘inside’ the experiences and provide some analysis about what contributed to meaning and level of (dis)satisfaction attached to the experiences.
4. Information from the literature (texts and journals or web – see below) must be used to elaborate on and extend the meaning associated with the experiences.
5. The stories are your data so short quotes can be incorporated into the written assignment to help illustrate a specific point. If you use quotes from the stories then name the character.

The assignment must:
- Have a title page and be typed using Times font size 12 and one and a half spacing
- Have an introduction (150-200 words) and mention the focus of your paper
- Have the content organized into a maximum of three (3) themes (400- 500 words each) and identify them with side headings. Do not wirte up each experience separately.
- Incorporate the views of at least seven (7) different authors to support your argument this must include a combination of books and journals. Do not include references from the SPLS102 book and only three from the World Wide Web using the www citation
- Use the fictitious character names (in the stories) when referring to the experience
- Use the APA referencing format and only list the authors cited in your assignment
- Provide a conclusion (150-200 words) by capturing the main points of the paper
- Be no more than 1800 words excluding the reference list

I will be writing about the follwoing topic soon. It will be 3 pages, which is around 750-800 words, in APA format ( I cannot exactly show the format here but I will try to indicate the guide). This is a very interesting case which I personally find interesting writing about. I do hope the future write up to this will be able to help those who are in need in the near future.Preferred language style: English(U.S.)

`If you are unable to provide parental information due to one of the circumstances listed below, you may complete and submit the FAFSA with only the information about you and your finances and leave parental information blank:

*You have no contact with your parents and do not know where they are (and you have not been adopted by someone else); or
*You have left home due to an abusive situation; or
*Your parents are incarcerated; or
*Your parent refuses to provide their information on the FAFSA and refuses to provide you with any financial support; or
*You are homeless or at risk of being homeless but are unable to answer ‘Yes’ to questions 56, 57 or 58
*Your FAFSA will not be complete until the financial aid office at the school you plan to attend verifies and approves your circumstances. If you do not meet either of the above conditions, but still feel that you have special circumstances, you should contact the financial aid office at the school you plan to attend to discuss *Your family situation. You may print a copy of the Special Circumstances by selecting this link

That is an excerpt from the 2010-2011 FAFSA `Dependency Status Worksheet.`

Finally, here's the case:

My parents are refusing to provide me their tax information or any type of financial or moral support because I do not want to attend a school close to home, and be subjected to their religious beliefs and moral guidance. I have been living on my own since August 2006 and have never received any type of financial support from them. NOT A DIME!! I need to you to do some research and figure out what goes into a bulletproof dependency override request and develop something of the nature for this situation. The school I was accepted to is Tuskegee University. I would try to talk up TU and the opportunity itself as much as possible. Make it know that any person in my family (siblings, aunts, uncles, etc.) and other third parties can vouch for my independence and the ignorance of my parents. I also can produce legal documents (rental agreements, tax returns, utility bills, etc.) that I am solely responsible for.