Rush Limbaugh :: essays research papers

Rush Limbaugh   Ã‚  Ã‚  Ã‚  Ã‚  Rush Limbaugh has done much more than just change the style of talk radio, he has become somewhat of a political leader for many Americans. He has been the type of spokesman many people have been looking for. â€Å"Why am I being called the most dangerous man in America?† Limbaugh asks his listeners. â€Å" Because I am right, and I enjoy being right.† (June 3, 1995, The Philadelphia Inquirer) Rush has caused people to change their views of the country and it's political leaders. He's had many things that have built him up to the â€Å" political preacher† you see today. Rush's early life, his major accomplishments, and his personal life are just a few of the characteristics that make Rush the leader he is today.   Ã‚  Ã‚  Ã‚  Ã‚  Rush's early life affected who he is today in many ways. Limbaugh comes from Cape Girardeau, Missouri, were he was born on Jan. 12, 1951. Rush, or Rusty as he was called as a kid, was a chubby, insecure youth who craved but rarely received the approval of his father, writes Paul Colford, author of â€Å" The Rush Limbaugh Story†. â€Å"Rush got his first job as a shoeshine boy at the age of 13.† (People 7-24-95 pgs. 166-168) At the age of 16, serving as a disc jockey, Rush got his first taste of radio. From there, Rusty began to work at several different stations, none of which were getting him anywhere. During one of his first radio jobs Rush went by the name Jeff Christie while working for KQV in Pittsburgh. He was fired by a man named Jim Carnegie, who now says that he was instructed to fire him, but as soon as Jim got his next job, he hired Rush again. At the age of 28 Rush took a job organizing community events for the Kansas City Royals. This paid him $18,000 a year. Rush spent five unfulfilling years with the Royals. â€Å"No fault of people at the Royals,† Limbaugh told Talkers, a radio-industry magazine several years ago. â€Å"I was just doing the wrong thing.† (June 3, 1995, The Philadelphia Inquirer) In 1983 Limbaugh decided to try radio again. By 1984 he was working as a talk-show host for a station in Sacramento California. This is were he was encouraged to speak his mind, and form the style he has today.   Ã‚  Ã‚  Ã‚  Ã‚  Rush Limbaugh has had many great accomplishments through his life as well. â€Å"Rush is viewed as having single-handedly saved AM radio, and I don't think that is an unfair characterization,† says Dave Rimmer, former WWDB-FM program director, who added Limbaugh to the station's lineup three years ago.

The Factors that Contribute to Effective Use of iPads with PMLD Pupils

Introduction This chapter will discuss the background, the scope and the need for the present study highlighting the research questions raised that will the study will attempt to answer. The present study focuses on pupils with Profound and Multiple Learning Difficulties (PMLD) and how with the use of technology in the form of iPads these pupils can be effectively taught. In other words, what factors can contribute towards the effective use of iPads in Profound and Multiple Learning Difficulties (PMLD) pupils. Background The field of special education and learning has advanced tremendously through the past decades and sub-branches have developed wherein specialists have discovered and realised the various learning disabilities amongst children. Children with Profound and Multiple Learning Difficulties (PMLD) present ample challenges for teachers. Technology in this regard has several solutions to offer to aid in effective teaching and learning as a part of effective teaching aid, technology in the form of inventions such as iPads comes to rescue and enable more productive teaching and learning (Davis and Florian, 2004). Pupils need one-to-one help and iPads can allow pupils to refrain from being thrown down on or chewed down on the floor and enable them to stay on the table in the classroom. However, the effective use of iPads remains a question unanswered in the present research literature. Scope of the Study This section will discuss and explain the scope of the study entailing how the conclusions drawn from the findings and the answers of the research questions found will provide implications to improve the practical scenario for teachers dealing with pupils with Profound and Multiple Learning Difficulties (PMLD). The present study attempts the fill the gap in literature that exists with regard to the use of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD). The implications of the study will allow teachers to practice more effective teaching strategies and improve learning and participation amongst pupils with Profound and Multiple Learning Difficulties (PMLD) using iPads. Research Question This section will briefly state the research question that the study will attempt to answer using primary and secondary research findings. The main research question raised in the study is: What are the factors that contribute to effective use of iPads with PMLD pupils? Limitations This section will discuss the limitations of the research in terms of the findings and the implications to be drawn from the research. Literature Review This section will investigate and critically discuss the theoretical underpinnings of the subject area to raise questions regarding the existing literature that are presently unanswered and provide a theoretical framework to allow for answering the research question raised. The literature review of the present study will revolve around the theoretical perspectives on teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies adopted based on the existing research findings and developments and the recent technological developments and their involvement in the field of special education. The literature review will point towards the need to investigate the scope of and the use of iPads in special education of pupils with Profound and Multiple Learning Difficulties (PMLD) further backed with the theoretical framework supporting the teaching strategies to be embedded in the effective use of iPads in classrooms. The literature review will draw out the usefulness of iPads in the form of the applications that can be utilized in teaching and engaging PMLD pupils in classrooms and then testing this theoretical finding using primary data collection to draw conclusions and implications for teachers. Following this plan of action for the literature review, the chapter will be divided in the following sections: Theoretical Perspectives on PMLD Teaching and Learning In this section of the literature review, the theories related to PMLD teaching will be focused on to develop a background to the existing development in the field and shed light on the aspects that form the foundation of the present study and support the need for further exploration. Effective Teaching Strategies and Tools for PMLD Pupils In this section, the contemporary practice of teaching PMLD pupils will be investigated using secondary information obtained from books and research journals to capture strengths and weaknesses and identity a need for further investigation and development. Applications on iPads for Special Education of Pupils with Profound and Multiple Learning Difficulties (PMLD) In this section, the advancements in the technology and how they have come to aid in learning of PMLD pupils will be critically evaluated in this section focusing entirely on iPads. Methodology This chapter will discuss the methodology chosen for the present study and provide justifications for selecting it. Action research strategy is the prime research strategy to be used. Primary as well as secondary sources of data will be used to capture the information required to answer the research question raised. The chapter will discuss and explain what action research entails and provide brief explanations of the primary and secondary sources of information. The chapter will further discuss the sampling technique used and the sample size. Further, the research instrument to be used will also be discussed. Research Strategy The research strategy of action research will be discussed here. Action research involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006). Survey on teachers of 10 special schools using questionnaire will be used to investigate and collect the data and develop engagement profiles with pupils using specific applications. Research Design Primary and secondary sources will be discussed here. Sample Size and Sampling Technique The sample size and sampling technique will be discussed here. Analysis and Discussion This chapter will present, analyse and discuss the findings of the study and draw answers for the research question. Conclusion This chapter will summarize the findings and draw out implications for the teachers to practice more effective teaching strategies and improve learning and participation amongst pupils with Profound and Multiple Learning Difficulties (PMLD) using iPads. References Davis, P. and Florian, L. (2004). ‘Teaching strategies and approaches for pupils with special educational needs: A scoping study’. Department for Education and Skills. Available at http://www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and-difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. Accessed 3 August 2012. Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. The Factors that Contribute to Effective Use of iPads with PMLD Pupils 1. Introduction This chapter will discuss the background, scope and need for the proposed study, highlighting the main questions that the research will address. The research aims to explore how technology can be optimally used to support pupils with Profound and Multiple Learning Difficulties (PMLD). Focusing on the Apple iPad, the study will explore how technology might be used to augment the effective teaching of pupils with PMLD by investigating the factors that may contribute towards efficient implementation of such technologies.1.1. BackgroundThe field of special education and learning has advanced tremendously through the decades, and has led to the development of sub-branches of research allowing specialists to discover and understand more about various learning disabilities amongst children. Currently, children with Profound and Multiple Learning Difficulties (PMLD) present an ample challenge to modern teaching methods and teachers alike. However, advances in technology have been able to off er several solutions to effective teaching and learning as a part of effective teaching aid. Such technology has included in the invention of tablet devices such as Apple iPads, which are thought to promote more productive teaching and learning (Davis and Florian, 2004). Such pupils require one-to-one help and although plausibly iPads may have a role to play in such support, the factors that contribute to the effective use of iPads remain under researched in the empirical literature.1.2. Scope of the StudyThis section explores the scope of the study, detailing how the conclusions drawn from the findings will have practical implications that may improve teaching practices for teachers dealing with pupils with PMLD. At present, there exists a gap in the emerging literature surrounding the use of technology with pupils with PMLD. Although case studies detailing the utility of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD) are beginning to emerge, the area remains under-researched. Little is known about the specific factors that contribute to the effective use of iPads with PMLD pupils. The findings and associated implications of the proposed study will allow teachers to develop and practice the most effective teaching strategies to improve learning and participation amongst PMLD pupils using iPads.1.3. Research QuestionThe main research questions explored in the present study were: Does the use of iPads enhance learning with PMLD pupils? What are the factors that contribute to the effective use of iPads with PMLD pupils?1.4. Study LimitationsAt present the only predicted limitations will be concerned with the practicalities of conducting action research in tandem with normal teaching activities. In order to manage this effectively, a detailed timescale of this research has been formulated.2. Literature ReviewAccording to Boote and Beile (2005), the purpose of a literatur e review is to provide a theoretical underpinning to the area under discussion by critically examining the existing literature surrounding the topic under investigation. Following this rationale, the subsequent section will provide an evaluative report of the subject area, going beyond the descriptive to identify the questions that remain unanswered in the current literature, and provide a theoretical framework to approach the research question under study. The review will revolve around the theoretical perspectives regarding teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies currently adopted based on existing research findings and developments and the recent technological developments and their relevance to the field of special education. The literature review will indicate the need to investigate the scope and use of iPads in special education of pupils with PMLD, backed with a theoretical framework supporting the teaching strategies to be embedded in the effective use of iPads in classrooms. Furthermore, it will identify the effectiveness of iPads in the form of the applications that can be utilised in teaching and engaging PMLD pupils in classrooms. Following this plan of action for the literature review, the chapter will be sub-divided in the following sections:To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Theoretical Perspectives on PMLD Teaching and LearningAccording to the Schools’ Census Data (2004), pupils with PMLD are defined as â€Å"†¦(having) complex learning needs. In addition to very severe learning difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition†. This de finition highlights the complexity of PMLD; it is severe and multi-domain, characterised by the existence of two or more severe impairments that may be visual, physical or sensory, and include other complex medical needs (Healy & Noonan Walsh, 2007). In 2010, the Dfes identified a 29.7% increase in the prevalence of pupils with PMLD between 2002 and 2009, due in part to improved diagnosis and survival rates of pre-term infants with severe disabilities (Marlow, Wolke, Bracewell & Samara, 2005). Pupils with PMLD have greater difficulties in learning, and require a high degree of adult support to meet both their learning and physical needs (DfES, 2004). Practitioners and educators must be able to support such pupils to overcome these barriers to learning, by adapting the curriculum to meet their specific needs. According to the Qualifications and Curriculum Authority (2007), pupils with PMLD are likely to remain at an early stage of development, with attainment in the early P Scale bet ween P1 to P3, with a focus on developing basic skills throughout the curriculum and across all subjects. Flo Longhorn and Penny Lacey have been working with pupils with PMLD for over ten years, and both advocate a sensory approach to learning. Both authors emphasised the importance for children with PMLD to engage their senses from an early stage, and suggested that the role of practitioner is to stimulate; as effective learning can only take place when such sensory stimulation takes place: â€Å"Without the stimulation and awakening of the senses, it would be difficult for a very special child to begin to make sense of the outside world and begin to learn.† (Longhorn, 2004: p.6)To modify or extend this essay or to get pricing on a custom essay Contact Us TodaySimilarly, Lacey (2009; 2011) suggested that the PMLD learner requires opportunities to understand, discover and explore through sound, touch, smell, taste and vision. To better understand why learning for PMLD pupils should be sensory requires an exploration of the cognitive processes that are at play. If we consider the early stages of development in normal children, learning is primarily concerned with children forging a connection to the world around them; making sense of it via exploration and investigation using their senses (Longhorn, 2004). This resonates closely with Piaget’s sensorimotor stage, the first stage of cognitive development in his influential theory (Piaget, 1977) whereby infants from birth to two years construct an understanding of the world by coordinating their physical actions with outcomes such as seeing and hearing. Across the two years, a child is expected to progress from reflexive action at birth, to the emergence of symbolic thought toward the end of the stage. According to Cunnigham (2010), PMLD learners at the most severe end of the spectrum function cognitively at six to twelve months of age, therefore an appropriate approach for such learners is to focus methods of teaching at sensory levels.2. Effective Teaching Strategies and Tools for PMLD PupilsAll pupils learn best when they are fully engaged (Iovanne et al., 2003). According to Carpenter (2010), no meaningful learning or outcome will take place without pupil engagement; therefore it is vital that deep engagement from pupils is planned throughout the learning activity. In this sense student engagement can be conceptualised as a reciprocal process; a function of both the time and energy pu pils devote to educationally purposeful activities, and the efforts made by schools to implement effective educational practices (Kuh et al. 2008). Given that engagement is so vital to the success of mainstream educational activities, it stands to reason that such engagement is similarly vital to the success of educational activities with pupils with PMLD. Indeed, Iovannone et al., (2003) stated that degree of engagement was the most important predictor of educational success for pupils with PMLD. Following research conducted by the Specialist Schools and Academies Trust (SSATrust) into effective learning with children with complex learning difficulties, the Engagement Profile and Scale was developed. This is a classroom tool that allows teachers to focus on pupils’ engagement to learning to create personalised pathways of learning, and monitor the effectiveness of classroom interventions (SSATrust). The teacher is required to select an activity with which the pupil is usually highly engaged, and one to which the pupil demonstrates low engagement. During each task, the teacher records the extent to which the pupil demonstrates his or her engagement across a 5-point scale ranging from no engagement to fully sustained engagement across seven domains (awareness, curiosity, investigation, discovery, anticipation, initiation and persistence). Teachers are encouraged to look for small signs of early engagement such as changes in breathing, eye movement, facial expressions or movement. Although in its early stages of classroom intervention, forming part of ongoing research into best practice in classrooms with children with complex educational needs, early case study reports have indicated that the Educational Profile and Scale is an effective tool to devise strategic interventions to encourage re-engagement with learning (Carpenter, Egerton, Brookes & Durdle, 2011).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.3. The Specific Use of Technology to Support Learners with PMLDInformation communication technology (ICT) has become a valuable tool for teaching and learning in specialist schools (Davis & Florian, 2004). Condie, Munro, Seagraves and Kenesson (2007) concluded that a substantial body of literature supported the notion that ICT can be a powerful tool to support pupils with educational needs, both in mainstream and specialist environments. Although the studies have tended towards the small scale, findings have elicited common themes included increased communication, improved participation and self-esteem. Ofsted have reported on a number of ways ICT has supported the learning of pupils with additional educational needs, noting improvements to attention span, attitude and motivation, whilst overcoming some of the barriers to learning therefore also increasing attainment (Ofsted 2005; 2004a). The Communications Aid Project (CAP), which was funded from 2002 – 2006 supplied technological aids to pupils with severe communication problems to allow them to more readily access the school curriculum. An evaluation of the project (Wright et al., 2004) noted that the initiative had been well received by parents and pupils alike, with pupils reporting a significant increase in both their abilities and quality of life. The key advantage of ICT lies in its opportunity to provide a personalised learning environment, tailored individually to meet the specific needs of each pupil, but in order for this to be realised, there must be first be a comprehensive and accurate assessment of pupil needs, access and strengths (Handy, 2000). Practically speaking, although ICT can free pupils with limited motor skills or coordination from the problems of manipulating physical materials, physical access to the device itself must be simple to allow pupils to concentrate their efforts on the cognitive task being performed. (Williams, 2005; NOF training manual, 2004). Technology, however, is often introduced to pupils without a full understanding of the benefit it may offer. Florian and Hegarty (2004) suggest that unless teachers fully understand the potential benefits of ICT and the logic behind using such technology, purposeful learning and engagement is limited. The application of ICT, they argue, must begin with the teacher and an understanding of the type of learning they hope to achieve. Teachers must be trained and competent in the use of ICT themselves before they can successfully support its use in pupils with PMLD in overcoming barriers to learning. Furthermore, they must also fully understand the nature of the assessment they would need to conduct in order to fully utlilise the technology. In addition to an adequate assessment of needs and the appropriate use of devices, the third component of successful use of ICT involves the software employed. Sparrowhawk and Heald (2007) outlined criteria for software to ensure it can successfully overcome barriers to learning. They suggested that software should be stimulating and fun, colourful with clear, rich graphics, music and sound, offer immediate feedback with repetition and reward, be challenging and allow pupils to keep trying, but be structured in small steps. Supporting these criteria, Foyle (2012) recently published an article outlining the role of interactive technology in the SEN classroom, describing pupils as most engaged and motivated when applications were visual and contained sound, music and rewards.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayAn important contributor to the field has been the tablet device, specifically the Apple iPad, a slim, lightweight and multi-touch device for downloading, accessing and interacting with a vast range of applications. To date, little empirical evidence of the effectiveness of the iPad in supporting learning in pupils with PMLD has been conducted and reported, although case studies published by schools that use iPads to support such learners are beginning to emerge. For example, the deputy head teacher at Topcliff School has reported that iPads have had a positive impact and response from their special needs pupils and teachers alike, as the iPad is easy to use, accessible and allows the user to access many well-designed applications, a sentiment shared by the head of music at Mary Elliot Special school, who described the technology as easy to use allowing teachers to feel confident in using ICT, with cheap yet engaging applications. In a blog written by ‘Jwinchester25’ (2012), a head of year in a generic special school for pupils with a range of special educational needs, the iPad is described as a d evice that enables and allows learning at any time, with a wealth of sensory applications that are ideal for learners working between p1 and p2, owing to the visual impact and instant feedback provided by its applications. Undoubtedly, the iPad has several factors that are advantageous in supporting the learning of PMLD pupils, including the range and value of its applications, its sleek and easy to use design, and use of touch technology, which can help overcome barriers for pupils facing issues using the traditional mouse and keyboard (Bean, 2012). However, such advantages come with important caveats; teachers must ensure that the device is both adequately positioned and mounted to optimise both vision and interaction (Watson Hyatt, 2010; Rahman, 2012).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.4. ConclusionPupils with PMLD have greater difficulties in learning and have additional impairments in functioning and needs that can create barrie rs to learning. Practitioners and teachers can support pupils to overcome such barriers by providing a learning environment that is stimulating to the senses, and promotes motivation and engagement. The world of technology can augment such learning by enabling pupils with PMLD to communicate and engage with the world around them. However, in order to maximally support such learners, technology must be tailored to the specific and individual needs of each pupil, requiring a thorough and accurate assessment of each pupil’s needs. It would appear that the Apple iPad has great potential to act as a tool for learning for pupils with PMLD, however there remains a gap in the empirical literature regarding the factors that might influence successful use of the iPad in such a teaching environment.1. MethodologyThe following chapter discusses the research methodology chosen for the present study and provides the rationale underpinning its selection. As action research was selected as t he prime research strategy, this chapter will discuss and explain what action research entails and also provide a brief explanation of the data collection methods that will be employed. Furthermore, the chapter will discuss the technique of sample selection and sample size proposed. The chapter will conclude with a discussion of the research instruments that will be utilised to gather the primary data.2. Research StrategyAccording to Lewin (1946), action research is â€Å"a comparative research on the conditions and effects of various forms of social action and research leading to social action (using) a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action†. It involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006), and is perhaps more interactive than other research methodologies, as it balances data collection and analysis with problem solving action in the field. T his is advantageous as it allows the researcher to derive predictions regarding change within the research site (Reason & Bradbury, 2002). It is conceptualised as a collaborative process between the researcher and the research site and population, so it allows not only for observation and reflection, but also action and improvement of practice (Mills, 2006). Action research was particularly appropriate in this context. The author of the present study is an ICT coordinator, and was keen to discover how new technology purchased by the author’s school could be most effectively used with PMLD learners. Action research is often used when a new initiative is about to be implemented, in the absence of knowledge regarding the best method to do so. It allows for the discovery of practical solutions that are directly derived from the specific circumstances of the research site. However, as action research does not involve the objective measurement of phenomena, it can suffer from researcher bias (Mills, 2006). However, all researchers bring a degree of subjectivity shaped by individual experience, and it is the action researcher’s challenge to recognise such bias and build a critical reflexivity into the research process accordingly (Herr & Anderson, 2005). Action research can be time consuming, and difficult to conduct in tandem with normal classroom activities. For this reason, Mills (2006) a dvocates developing a timeline of enquiry.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayThe timetable for the current study is as follows: Phase 1 (July 2012): Develop research questions. Phase 2 (August 2012): Conducted critical review of relevant literature. Phase 3 (September 2012): Conduct classroom observation. Disseminate questionnaire to second school. Phase 4 (October 2012): Conducted semi-structured interviews with teachers. Phase 5 (November – December 2012): Data collation and analysis Phase 6 (Early 2013): Review, question and action. Disseminate research findings to interested parties.3. Data CollectionAccording to Mills, â€Å"the importance of data collection is to challenge yourself to explore every possible angle to try to find patterns and seek out new understanding among the data† (2006: 122). The selection of data collection methods forms a fundamental step in the research process and should be underpinned by the concepts of reliability and validity. Reliability relates to the accuracy of the data and urges the researcher to consider whether the data they have collected presents an accu rate representation of the reality under study. Validity refers to the essential truthfulness of the data; an assertion that the data collected actually measures the reality under study. Producing high quality research is of particular concern to the action researcher in schools, as the teacher researcher has an additional obligation to their students, and to add to the professional knowledge base (Sagor, 2000). One method of enhancing the quality of research is to triangulate data collection; to use more than one source of data during more than one point in time. The present study included questionnaires, observation and semi-structured interviews. The approach therefore was mainly qualitative, although the inclusion of some closed-ended questions in the questionnaire allowed for some limited quantitative enquiry.4. QuestionnairesThe questionnaire was designed and will be disseminated via Survey Monkey, an online research resource which allows users to design surveys and collect an d analyse data easily. The questionnaire contained both open-ended and closed-ended questions to enable respondents to both answer the specific research questions, and also provide their own responses to add richness to the data. Invitations to participate in this part of the research will be made to members of staff from a different school to the research site, and respondents will be invited to complete the questionnaire via an online link. The questionnaire has been designed specifically to investigate how other schools are integrating iPads into their work with PMLD learners. The main advantage of the questionnaire method is that it potentially allows the researcher to collect a large amount of information in a relatively short amount of time (Mills, 2006). However, the method is notorious for returning lower response rates. Generally speaking, postal survey methods have an average response rate of below 10%, whilst typical response rates for online surveys are a little higher, at 20 – 30% (SurveyMonkey, 2012).5. ObservationThe observations will be conducted only at the primary research site, and will be participatory in nature, as this allows for more focused naturalistic observation (Bell, 2005). In the present study, observation will take place with four pupils with PMLD as they use iPads as part of normal teaching and learning activities. The observations will be guided by the use of the Engagement Profile (SSATrust, 2010) which will enable the researcher to observe exactly which factors involved in the use of iPads engage pupils. For an example of the Engagement Profile observation sheet refer to Appendix A.6. InterviewThe aim of the interview is to elicit information about participant’s attitudes, opinions and perspectives in order to form a meaningful understanding of the phenomena under study (Hannan, 2007). Specifically, this research will include the use of semi-structured interviews, which allow researchers to have a set of specifi c questions to discuss, but allows for some flexibility on the respondents’ behalf. One interview will be conducted with the class teacher, and will address the ways in which iPads are incorporated into teaching activities with PMLD learners.To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Sample Size and Sampling Techniques For questionnaire completion, sampling will follow the snowballing technique, a non-probability sampling technique whereby participants in turn recruit future participants from among their acquaintances. In this instance, the link to the online survey will be sent to the target population, with a request that it is passed on to other interested parties. As the likely response rate is as yet unknown, the link will be sent to all possible study participants. The return rate will determine whether any quantitative data analysis will be conducted on the closed-ended survey items. The observations will be limited to four pu pils, who will be identified as appropriate for participation via the researcher’s own knowledge of the pupils within the research site, and via discussions with classroom teachers. Only one interview will be conducted with the classroom teacher. Methods were selected that drew upon small samples to provide an in-depth exploration of the area under study, the number of observations and interviews was restricted to maximise the effectiveness of such in-depth exploration (see Kruger & Casey, 2009 for a discussion regarding sample size when using qualitative methods.7. Ethical ConsiderationsOf prime concern to any researcher, are the ethical considerations and implications of their work. A full understanding of research ethics, and adherence and accountability to an ethical framework can provide a solid base for the research work in order to achieve completion of said research successfully (Willis, Inman and Valenti, 2010). Adherence to ethical considerations in research promote s the aims of research; prohibiting the falsification of results avoids error. Ethical norms ensure that the researcher remains accountable to the public and can prevent harm; therefore prior to the commencement of any piece of research, it is essential to consider all the ethical implications that may present themselves throughout all stages of the study. Central to research ethics is the issue of consent. The proposed study will provide interview participants with a Participant Information Form (PIF) detailing exactly the aims and processes of the research, and the contact details of the researcher. A consent form will be given with the PIF for both the participant and researcher to sign. The form will detail the participants’ right to refuse to participate, and right to withdraw consent at any point during the research, without penalty. As the pupil observations will be conducted as part of normal teaching and learning activities, it is not necessary to seek permission fro m parents.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayIn a dissertation work, keeping the personal details of the respondents secured is a prime ethical requirement, therefore, another major ethical consideration of the proposed study relates to anonymity and confidentiality. Conducting any research within the workplace could raise concerns among participants; therefore the interviews and Engagement Profiles will be anonymised and assigned codes rather than names. Surveys will be conducted anonymously via SurveyMonkey, access to data will be strictly limited to the researcher, and all participants will have the right to access their own information.ReferencesBean, I. (2012) A helping hand. SEN Magazine, February 2012. Available at: https://www.senmagazine.co.uk/articles/856-how-can-we-make-computers-more-accessible-to-all.html (accessed 13.08.2012). Boote, D.N. & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Research 34 (6): 3 – 15. Carpenter, B., Egerton, J., Brooks, T.& Durdle , R. (2011). Engagement in Learning. Available at http://www.education.gov.uk/complexneeds/modules/Module-3.2-Engaging-in-learning—key approaches/All/downloads/m10p080c/Special_Children_Engagement_in_Learning_201_June-July_2011_pg40-42.pdf (accessed 29.08.2012). Condie, R., Munro, B., Seagraves, L. & Kenesson, S. (2007). The impact of ICT in schools – a landscape review. Becta. Cunningham, J. (2010). Profound education: learning and PMLD. SEN magazine, January 2010. Available at: http://www.senmagazine.co.uk/articles/496-profound-education-learning-for-those-with-pmld.html (accessed 29.08.2012) Davis, P. & Florian, L. (2004). Teaching strategies and approaches for pupils with special educational needs: A scoping study. Department for Education and Skills. Available at http://www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. (Accessed 03.08 2012). Department of education and early childhood development. (2010). iPads in special education. Available at: http://www.ipadsforeducation.vic.au (accessed 05.08.2012). Department for Education and Skills (2004). Research Report Number 578: Inclusion and Pupil Achievement. DfES Publications, Nottingham. Florian, L. & Hegarty, J. (2004). ICT and Special Educational Needs (Learning Teaching With ICT). 1st Edition. Open University Press. Foyle, A. (2012). Switched on to education. SEN magazine, January 2012. Available at: http://www.senmagazine.co.uk/articles/378-switched-on-to-education-the-use-of-ict-in-sen.html (accessed 29.08.2012) Hannan, A. (2007). Interviews in education research (online) University of Plymouth. Available at: http://www.edu.plymouth.ac.uk/resined/QUESTS/index.htm (Accessed: 03.08.2012). Healy, D., & Noonan Walsh, P. (2007). Communication among nurses and adults with severe and profound intellectual disabilities: Predicted and observed strategies. Journal of Intellectual Disabilities 11(2), 127-141. Herr, K. & Anderson, G. (2005). The Action Research Dissertation: A Guide for Students and Faculty. Sage Publications, CA. Iovannone, R., Dunlap, G., Huber, H. & Kincaid, D. (2003). Effective educational practices for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities 18: 150 – 166. jwinchester25 (2012). iPad in a SEN Environment: Some of the uses. Available at: http://senclassroom.wordpress.com/2012/03/17/ipad-in-a-sen-environment-some-of-the-uses/ (accessed 15.08.2012). Kuh, G., Cruce, T., Shoup, R., Kinzie, J. & Gonyea, R. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. Journal of Higher Education, 79 (5): 540–563. Krueger, A., and Casey, M. (2009) Focus groups, a practical guide for applied research (4th edition) Sage, Los Angeles. Lacey, P. (2009). Developing the thinking of learners with PMLD, PMLD Link 21 (2): 15-19. Lacey, P. (2011) A profound challenge. Available at: http://www.senmagazine.co.uk/articles/396-designing-a-curriculum-for-pmld-a-profound-challenge.html (accessed 29.08.2012). Lewin, K. (1946) Action research and minority problems. Journal of Social Issues 2(4): 34-46. Longhorn, F. (1998). A Sensory Curriculum for Very Special People. London: Souvenir Press Ltd. Mary Elliot School (ipad case study, apple site) Available at: http://www.apple.com/uk/education/profiles/mary-elliot/ (accessed 04.08.2012). Marlow,W., Wolke, D., Bracewell, M. & Samara M. (2005). Neurologic and developmental disability at 6 years of age following extremely preterm birth. New England Journal of Medicine 352 (1), 9-19 Mcniff, J. (2003) Action research for professional development: Concise advice for new action research (3rd Edition). Available at: http://www.jeanmcniff.com (Accessed 03.08.2012). Mills, G. E. (2006). Action Research: A Guide for the Teacher Researcher (3rd Edition). Prentice Hall. Ofsted (2004a), Report: ICT in schools – the impact of government initiatives: School Portraits – Eggbuckland Community College. London: Ofsted Ofsted (2005,) Embedding ICT in schools – a dual evaluation exercise. London: Ofsted. Piaget, J. (1977). Gruber, H.E.; Voneche, J.J.. eds. The Essential Piaget. New York: Basic Books. Qualifications and Curriculum Authority (2007). Marker Training 2007. National curriculum assessments monitoring report. QCA/07/3421 Rahman, S. ( 2012). Getting started: pads for special needs. Rahman Publishing. Reason, P. & Bradbury, H., (2002). The SAGE Handbook of Action Research. Participative Inquiry and Practice. 1st Edition. London: Sage Sagor, R. (2000). Guiding School Improvement with Action Research. Association for Supervision and Curriculum Development, UK. Sparrowhawk, A. & Heald, Y. (2007). How to Use ICT Effectively With Children With Special Educational Needs. Edition. Learning Development Aids. Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. Watson Hyatt, G. (2010). The iPad as an affordable communicator. Initial review May 15. Available at: http://www.doitmyselfblog.com/2010/the-ipad-as-an-affordable-communicator-initial-review/ (accessed 29.08.2012). Williams, P (2005), Using information and communication technology with special educational needs students: The views of frontline professionals. Aslib proceedings: new information perspectives 57 (6): 539–553. Willis, J., Inman, D. & Valenti, R. (2010). Completing a professional practice dissertation: a guide for doctoral students and faculty. IAP. Wright, J, Clarke, M, Donlan, C, Lister, C, Weatherly, H, Newton, C, Cherguit, J and Newton, E (2004). Evaluation of the Communication Aids Project (CAP). London. Available at: DfES. http://www.dfes.gov.uk/research/data/uploadfiles/RR580.pdf (accessed 14.08.2012).To modify or extend this essay or to get pricing on a custom essay Contact Us Today

Essay about Steroid Use in People Everywhere - 745 Words

Anabolic steroids can weaken the body’s defenses against viral infections and cancers, even at doses much smaller than those used by cheating athletes. If they are weakened, viral diseases and tumors may find it easier to take hold in the body, potentially placing those who take steroids for prolonged periods at risk. Athletes have used these drugs for a long time, â€Å"Dr. Weatherby said, But now for the first time we were able to show that androgenic anabolic steroids have a seriously detrimental effect on a specific part of the immune system.† Steroids have the ability too help you gain muscle and/or body fat. â€Å"There was a young man in high-school named Chris Wash who managed to go from a fatty 180 pounds to a big and bulky 230 pounds with†¦show more content†¦Ã¢â‚¬Å"Knowing that people all over the world (even in sports) who will take illegal drugs to get the â€Å"competitive advantage† against other people† (Schmalts). However even wit h the use of steroids, you will only be as â€Å"big† as their body allows them to be. The full, long term risks of performance enhancing drugs such as steroids and human growth hormone aren’t fully known, but it is known that they can have lifelong implicants, especially when they’re used by teens who are still growing. â€Å"Anabolic steroids, which are synthetic versions of testosterone that can help develop muscle mass† (Stein). If taken by youth, steroids can close crucial growth plates before they are fully developed. That can actually lead to stunned growth, and the effect can be irreversible. â€Å"Steroids also can lead to hypertension and over aggressive behavior, the worst possible thing for already violence prone young males† (Stein). Steroids build the muscle by accelerating protein in the body and increasing free testosterone. Using steroids has large side effects and makes it very hard to grow muscles naturally. The androgenic compon ent deals with secondary male sex traits such as hair growth, sex drive and sperm health. Anabolic/androgenic steroids can also convert a third component, an estrogenic component. Certain steroids can make a male users testicles smaller. Acne is fairly common among anabolic steroidShow MoreRelatedAre Steroids as Bad as We Think?1132 Words   |  5 PagesAre Steroids Bad? Anabolic steroids are one of the most thought about drugs when talking about gaining weight and muscle. Steroids have been around for years and athletes today continue to use these illegal performance enhancing drugs. But are they really that bad for you? Steroids not only have terrible side effects but they are also becoming more and more common around the world today with pro icons using them and the existence of them. People use steroids for many reasons whether it isRead MoreAddiction to Steroids in the Book Drugs and Sports by Rodney G. Peck608 Words   |  3 Pages Steroids used by teens should be control to avoid health problems. In the book â€Å"Drugs and Sports†,on page 13, the author Rodney G. Peck states that â€Å"Experts believe that the disease of addiction can be passed down from parent to child.† He also states that, â€Å" a teen who has a parent with an addiction (or a parent who is recovering from an addiction) may be more likely to become an addict as well. Teens should talk with their parents and not follow their steps to addiction. Drug addiction usuallyRead MoreSport Enhancement Drugs1667 Words   |  7 PagesSteroids in Sports: Exploratory Essay The sports world has changed drastically over the past 10 years. The use of steroids has risen within that amount of time and it has changed the view of sports and the game itself. As a fan of all sports, it interests me why athletes feel like it’s ok or acceptable to take drugs to enhance their performance on the field of play. Athletes are always looking for ways to improve their skills on and off the field. With the use of steroids, athletes everywhere,Read MoreAnabolic Steroid Abuse666 Words   |  3 Pages Anabolic steroid abuse has become a huge concern among high school athletes. There has been a dramatic increase in the number of athletes using performance enhancing drugs in high school, almost double the number since the 1980s. Student athletes feel that steroids give them a competitive edge that they think they need to boost themselves past competition. Athletes, whether they are young or old, professional or amateur, are always looking to gain an advantage over th eir opponents to come awayRead MoreSteroids : A Lifestyle Of Cheating1639 Words   |  7 Pagesclear, beans and hype (Steroids and their). All of these words are slang for the illegal substance known more commonly as anabolic steroids and HGH, or human growth hormone. The controversy surrounding anabolic steroids and HGH in sports has stormed to the forefront of the many problems that plague America today. Anabolic steroids are synthetic chemicals that mimic the effects of the male sex hormone testosterone. Steroids promote increased muscle gain and muscle mass. Steroids are also highly addictiveRead MoreSteriods in Sports Essay1259 Words   |  6 Pageshelp of steroids. There is a current debate of allowing steroids to be legal in sports. Steroids should not be allowed in sports. Some people ask why. This research paper will give those people just a few of the many reasons why it should not be allowed. Through examining dangers of steroid abuse, ethics in sports, and characterist ics of individuals who take and use steroids, it is evident that steroids should not be allowed in sports. First I will examine the dangers of steroid abuse. Steroids effectsRead More Use of Performance Enhancing Substances by Athletes is Wrong708 Words   |  3 PagesUse of Performance Enhancing Substances by Athletes is Wrong What would you be willing to do to become a professional athlete? This is a question that demands more than a fleeting thought, because not only will becoming a successful professional athlete bring you millions of dollars, but you will achieve fame, fortune and worldwide recognition. Along with that you will be getting paid a lot to do something that you really love and enjoy. It seems like professional athletes have it all. TheyRead MoreA Lifestyle Of Cheating1512 Words   |  7 Pageshype (Steroids and their). All of these words are slang for the illegal substance known more commonly as anabolic steroids and HGH, or human growth hormone. The controversy surrounding anabolic steroids and HGH in sports has stormed to the forefront of the many problems that plague America today. Anabolic steroids are synthetic chemicals that mimic the effects of the male sex hormone testosterone. According to Fox News,  ¬Ã‚ ¬Ã‚ ¬5% of middle school and high school aged- children have or currently use anabolicRead MoreEssay on Steroids Effects on baseball and the Players1441 Words   |  6 Pages Steroids have taken over the game of baseball and more players are starting to get involved with them. Steroids are a big part of the Major League today in 2014, yet they entered the game of baseball through trainer Curtis Wenzlaff in 1992. Players and the game’s images a re ravaged when they become caught up in steroids. Some of the best players to ever play the game of baseball have been caught up in steroids, including Barry Bonds, Sammy Sosa, and Mark McGwire. Players with this level of skillRead MoreAnabolic Steroids And Steroids Use1525 Words   |  7 Pagesbeans and hype (Steroids and their). All of these words are slang for the illegal substance known more commonly as anabolic steroids and HGH (human growth hormone). The controversy surrounding anabolic steroids and HGH in sports has stormed to the forefront of the many problems that plague America today. Anabolic steroids are synthetic chemicals that mimic the effects of the male sex hormone testosterone. Some athletes seeking increased muscular strength and size abuse anabolic steroids (Ricki Lewis)

Maslow s Hierarchy Of Needs - 1629 Words

Maslow’s Hierarchy of Needs in Management There are many management styles when it comes to an effective work environment. In correctional officers jobs they do their work by day to day events, where crisis is encountered every day, and leadership is essential to keep an operative system running. The basis for all management is leadership where correctional officers should have authority, talent, experience, ethics, and training. One that really stands out is Maslow’s Hierarchy of Needs for prison guards. Prison guards need to feel important as they are caring for and essentially keeping appalling criminals safety. They need to know what they are doing is important for society and also be emotionally stable to handle the high levels of stress they will encounter. All levels of the pyramid need to be met for prison guards to justly do their jobs while also staying mentally fit for their work. Prison guards Prison guards are the rule enforcers in correctional facilities, while maintaining and overseeing the safety and security of criminals sentenced to prison. This job has a high stress environment, with long irregular work shifts, with some of the highest injury rates in America (Heibutzki, 2015). These officers need extensive training in controlling and restraining so they can take on the role of enforcer that demands the ability to think on their feet, make quick decisions and deal effectively with unexpected situations. It is important that prison guards maintainShow MoreRelatedMaslow s Hierarchy Of Needs1741 Words   |  7 PagesMaslow’s hierarchy of needs and Herzberg’s. The Maslow’s hierarchy of needs include five levels, and at the certain extent, reflect the rule of human s activities on psychological and behavior. Herzberg’ describe the more details of worker agree or disagree about working. In this essay, more related knowledge details and effects will de described, then, analysis the two theories individual, choose a better one. II. Describe the two theories. 2.1Maslow’s hierarchy of needs The Maslow’s hierarchy of needsRead MoreMaslow s Hierarchy Of Needs1536 Words   |  7 Pagesunderstanding of how to motivate different personality types. In the research I am going to compare Maslow’s hierarchy of needs against Lawrence and Nohira’s 4 drive theory in an attempt to better understand their possible uses inside an organizational structure. Let’s first take a look a look at the two theories before discussing their potential benefit. Maslow’s Hierarchy of Needs. We need to keep in mind that Maslow’s field was phycology, so his research was done from a medical viewpoint more soRead MoreMaslow s Hierarchy Of Needs1524 Words   |  7 PagesSummary of Maslow’s The Hierarchy of Needs Abraham Maslow developed the theories of motivation because he felt that the sophistication of human behavior could not be portrayed through reinforcement or rewards. He felt that human action were directed toward realization and fulfillments and that behavior could be gratified while using multiple types of needs at the same time. Maslow wanted to find positive motivation as to why people react or engage in certain behaviors. He felt that basic survivalRead MoreMaslow s Hierarchy Of Needs1295 Words   |  6 PagesMaslow’s hierarchy of needs (p. 379 in EP)? Outline each level and discuss how it relates to motivation. Abraham Maslow was born in 1908 in Brooklyn, New York. He originally studied law because of the influence of my parents, but after marrying his first cousin, Bertha Goodman, and moving to Wisconsin, he became interested in psychology. After achieving his Masters in Psychology, Maslow moved back to Brooklyn and started teaching at a school there. â€Å"One of the many interesting things Maslow noticedRead MoreMaslow s Hierarchy Of Needs982 Words   |  4 PagesAbraham Maslow was one of the most influential and important educational psychologists and is recognized by many for his theory on mankind’s hierarchy of needs. Maslow’s theory which is known as â€Å"Maslow’s Hierarchy of Needs† is best explained as a pyramid of needs that we as humans must meet in order to progress to another stage of needs. There are five stages in the pyramid of needs and they go as follows: physiological, safety, love and belongingness, esteem, and finally self-actualization. MaslowRead MoreMaslow s The Hierarchy Of Needs1769 Words   |  8 Pages Summary of Maslow’s The Hierarchy of Needs Jennifer Thompson Arkansas Tech University Author Note This individual research paper is being submitted on October 13, 2014 for Loretta Cochran’s Management [BUAD 3123] course. â€Æ' Summary of Maslow’s The Hierarchy of Needs Abraham Maslow developed the theories of motivation because he felt that the sophistication of human behavior could not be portrayed through reinforcement or rewards. He felt that human action were directed toward realizationRead MoreMaslow s Hierarchy Of Needs1498 Words   |  6 Pagesjust want to survive in life they want to flourish. Maslow s hierarchy of needs explains to us a ranking of needs for most essential to the least. While the interactionist point of view explains how humans are social creatures and social interaction is just as important as all of the other needs listed on Maslow’s Model. Maslow s hierarchy of needs is a ranking of needs for most essential to the least. Corrections Today explains that Abraham Maslow was an American psychologist born in New York, heRead MoreMaslow s Hierarchy Of Needs1846 Words   |  8 PagesAbraham Maslow developed the Hierarchy of needs (HON) to try and explain human psychological developments and how these manifest themselves into a worker’s life. We will explore some issues brought up by the model and why it may lack a certain the degree of unification and how it could potentially work better if entwined with other views. Motivation is the â€Å"word derived from the word ’motive’ It’s the process of stimulating people to actions to accomplish the goals† (guide, 2017) Also, MaslowRead MoreMaslow s Hierarchy Of Needs Essay1527 Words   |  7 Pages This international technology company demands strong motivation, stupendous leadership and great understanding between workers. Leaders need to create willingness amongst the employees to operate at their highest potential; this willingness is referred to as motivation. This report is based on a content/needs theory of motivation (Maslow’s hierarchy of needs). It consists of two pieces of primary research on the theory. The first one summarises worker motivation on selected construction sites inRead MoreMaslow s Hierarchy Of Needs1388 Words   |  6 Pages Abraham Maslow was an American philosopher who was born in the early 1990 s in Brooklyn, New York. He was one of the leading theorists that promoted humanistic psychology during his era. Maslow sought to understand what motivates and inspires individuals. He theorized that individuals possess and hold a group of motivation and incentive systems not related to plunder or insensible desires. Maslow declared that people are motivated and provoked to attain certain needs. When one need is fulfilled

What It Takes to Become a Police Officer - 724 Words

The general requirements to be a police officer are to be at least 21 years of age at the time of application as for education you must have a two-year associates degree, or minimum of 60 accredited college credit hours or any equivalent amount of active, full-time military experience. Police jobs require experience such as two years of work and/or life experience that is directly relating to a combination of skills such as a stable work history, valid driver license and a clean driving record. Having certain skills for this job is very important you need to be able to multi-task you also need to have the ability to use good judgment and need to be able to problem solve. It is necessary to have these skills because you need to be able to use the computer to look up peoples information as you are driving and you also need to be able to problem solve because you never know what a suspect can do you so you will need to think of ways to keep the situation under control and keep the publi c safe. Some basic skills you need for this job is being able to write because as a police officer you will be writing reports and creating documents. You need to know how to write because you will also be pulling people over and give them a speeding ticket or any other kind of ticket where you have to document their information. The information that goes on a report would have to be detailed and well written in order for the person to know what they are getting the ticket for. If the ticketShow MoreRelated Police Officers: The Challange of Handlig a Riot Essay example1171 Words   |  5 Pages Each and every-day of our lives we are protected by men and women in the police force. Police officers must handle extremely dangerous situations like fights, robberies, or even riots. During riots police officers use many weapons to subdue rioters, but sometimes the less lethal weapons can be just as bad as the lethal ones. What do you think the world would be like if you didn’t have anybody to enforce the law every day, or when you are in trouble and there is nobody is there to comeRead MoreThe Importance Of Being A Police Officer1222 Words   |  5 Pagespartake in for the near future is a police officer. This career has alot of positive and negative aspects to it. Being a police officer is a very rewarding but can be dangerous job. Police officers risk there lives everyday to protect their communities. There are many very important components such as the duties and responsibilities, health and safety risks, and some ethical issues as to be a police officer. I will explain what it means to be a police officer and how beneficial it is to our communitiesRead MoreGathering Research Data1121 Words   |  5 PagesIntroduction Police officers are considered to be very decent individuals because they put their lives on the line day in and day out in efforts to protect and serve in the communities that they are assigned. They devote themselves to guarding and representing their community with the services they provide. Although they live as normal people, even outside of the uniform they are still held at a higher standard that other citizens. Many people may wonder what influences individuals to become police officersRead MorePolice Brutality Is An Act Of Aggression And Unnecessary Force1571 Words   |  7 Pagesestimate annual cost of police misconduct to taxpayers is 1.8 trillion dollars (Wing 2015)? Police brutality is an act of aggression and unnecessary force to handle a situation, most cases in physical form. It also plays a role in ethnicity, not all, but most police officers are still racial profiling. This controversy has been an issue of the U.S criminal justice system for decades, especially amo ng minorities. In 2015, a record 1,207 people were killed by American police, making us the only nationRead MorePersuasive Essay On Police Brutality892 Words   |  4 PagesPolice officers once were called peace keepers however now they seem to be nothing more than law enforcing officers. Most still do their jobs but they are more concerned about quotas and making arrests on Innocent people rather than keeping peace. Which as a following result has brought up a lot of apprehensiveness between the police and their citizens. With increasing violence in cities and states, police officers methods have slowly become more aggressive, bringing a rise in unnecessary policeRead MoreThe Violence Of Police Brutality1407 Words   |  6 PagesPolice brutality has been going on for quite some time now and it has caused many of the violence we see nowadays. A lot of police brutality is heard to be caused by racism. Although it may seem like logical thinking, people need to realize poverty may ge t a person to be mentally ill. A mentally ill person cannot always control themselves, and they can hurt others with no reason. Police deal with these people and after time working as officers they become paranoid, and respond aggressively in situationsRead MorePolice Brutality Has Increased Throughout The United States Essay1307 Words   |  6 PagesPolice brutality has increased rapidly over the past few years. In fact, 19.4 percent of cases between officers and suspects tend to tie into police brutality. It takes men and women 21 weeks to train and graduate as a police officer. These same people take an oath to ensure they will never use their badge for harm, but now the trust that the citizens have with the police are depleting. Police brutality has increased throughout the United States and research shows that race of suspects contributeRead MorePolice Commission Why would you want to become a police officer? Many people join the force900 Words   |  4 PagesPolice Commission Why would you want to become a police officer? Many people join the force because they want to serve and protect their state from criminals and dangers. Some people join because you don’t usually need a high end education to join. Of course some people join because they want to abuse their power. Becoming a police officer requires a long training period that covers most, if not all aspects of becoming a police officer. This all happens at a Police Academy. In order to join theRead MorePolice Career Research Paper1500 Words   |  6 PagesCareer Research Paper Police officers have played a major role in society by protecting us from crime. Their responsibilities include not only preserving the peace, preventing criminal acts, enforcing the law, investigating crimes, and arresting those who violate the law but also directing traffic, community relations work, and controlling crowds at public events. Law enforcement officers are a part of our communities to protect and serve us from danger and to apprehend criminals that disobey theRead MoreThe Values Of A Police Officer937 Words   |  4 Pages1. What are the values do you think police officer should have? Asking a potential police officer about their mindset on what an officer’s values are vital. This particular question seeks the motivation on why a person would want to be a police officer. They should understand that they have a responsibility to serve the public and to work towards the mission and goals of the police department they are serving. There are expectations from the public that police officers follow and abide by these values

Fashion Film Free Essays

Rules and Regulations As fashion film is a new addition to the fashion installment, there aren’t any specific rules and regulations that the filmmakers have to follow because fashion is all about expressing opinions, feelings etc. However there are a few ethics that they should be aware of, with any film such as violence, drug abuse, discrimination etc. The filmmakers need to be aware of these ethics because the last thing you want the film to do is offend anyone because then the company, or in this case designer, could get a bad reputation and not become successful. We will write a custom essay sample on Fashion Film or any similar topic only for you Order Now Other things that should be considered when putting together a fashion show is the location because you want the show to be memorable to the audience and a unique location will help make it more memorable. The set is another important thing to think about because if there is a theme such as ‘nature’ being carried out though the fashion then you’ll want to back that up with a nature themed set; this will also make it more memorable to the audience. Seating should be considered because you want the audience to have a perfect view of the fashion and the film hat they will be seeing though out the show so that they can fully take in what they will be seeing. Lights are an important part of a fashion show because you want the catwalk to be lit up perfectly so the audience can see the clothes perfectly especially if there is any fine detail in the clothes. Music is something to consider because this can really add on to the theme of the show and create the sense of escapism that some audiences crave for; for example if there is a nature theme in your show then it could be a good idea to add some slow classic music with some wildlife sounds. The air and make up of the models is key to a fashion show because this can complete the look of the whole fashion show and really enhance the theme of the fashion show. One fashion show that really has been thought out to every detail is the Alexander Macaque show Homeowners SIS 10 in Paris. The title of the show was ‘Plat’s Atlantis’ and was inspired by concepts of environmental destruction, stem-cell technology, ‘mutation of the fittest’ and the underwater kingdom of Atlantis. The location of this fashion show is unknown but it was performed in Paris during Fashion Week at the end of October 2010. I would hold my fashion show in Paris because it is considered the fashion capital of the world. Paris is a great place to hold a fashion show because the fashion history is so strong compared to other cities like London or Tokyo. The set of the fashion show consists of a very long, white, wide catwalk to represent a laboratory to expand the theme of Stem Cell Technology; there was also a 60 foot LED screen at the back to display the fashion film and two twenty foot robotic cameras along side of the catwalk where one of the cameras displayed the footage it was getting onto the giant screen. I really liked this set because it enhanced the theme of a laboratory really well from the Petri dish like catwalk, the fashion on the models making them appear to be the experiments in the lab and the cameras acting like the scientists observing what was going on. The lighting used for this show was simple and even, this allowed the audience in the fashion show to see each outfit perfectly. This is a great way to install lights and I would defiantly use it in a fashion show because it doesn’t take the attention of the viewers away from the fashion. The music for this fashion show sounds like it would e played in an opening scene for a blockbuster movie set underwater; it contains a lot of heavy synchs and long slow drums. I like this music and would use it in a fashion show because it adds to the theme of the show ‘Atlantis’ and gives the audience a sense of escapism. To be able to broadcast my fashion film with music, I need to follow the rules set by The I-J Copyright Service. The law set by them states 1. Using the work of others If you use samples of music by other authors in your work, ensure that you get permission to use the work before you attempt to publish or sell your work. Similarly, f you use loops or samples available via sample collections etc. Ensure that these are licensed as free to use, or obtain permission first. 2. Obtaining permission If you need to get permission to use a piece of music, normally the best place to start is with the last know publisher for the work. They will certainly know how to get permission to use the work, (as they must have permission themselves), so they will certainly know who you would need to contact. If the work is by an U. S. Artist, you could contact the American Society of Composers, Authors and Publishers, IBM (Broadcast Music, Inc Band members agreements Where music is written as a group effort, we recommend that you draw up an agreement to clarify issues, such as which rights belong to which member, and how royalties would be distributed in the event that members of your group leave. For successful commercial bands, incorporation is also an option. As with a normal incorporated company, the band members would own shares in the band/company. In this situation, a band member would typically sell his shares to the other members if he decided to leave. This states that I need to obtain permission by the DC/Producer that produced this song. How to cite Fashion Film, Essays

Neanderthal Essay Example For Students

Neanderthal Essay The Neanderthals lived in areas ranging from Western Europe through central Asia from about 200,000 to between 36,000 and 24,000 years ago. The Neanderthals lived in groups of 30 to 50 individuals, they invented many of the tool types that were to be perfected by fully sapient peoples, they had weapons adequate to deal with both the cave lion and cave bear, they used body paint, buried their dead. Neanderthal Man survived through the Ice Age. They are thought to have had fire. Neanderthals lived side by side with modern humans for over 10,000 years. There are many theories on why the Neanderthals disappeared. Most of them involve Homo Sapiens in one way or another, considering that the Neanderthals extinction coincides with the early humans estimated arrival in Europe from their original home in Africa. The first theory states that modern humans killed off the Neanderthals. With a much more sophisticated technology, Neanderthals would have had to compete with modern humans for their meals. This would have definitely led to fight with starvation and a decrease in the overall Neanderthal population, which could have been the cause of extinction. Also, in contrast to Cro-Magnons, who lived to well into there fifties, Neanderthals had a much shorter life span, barely surviving until the age of forty. The Neanderthals may have reacted to the new humans as enemies. Since the modern humans are presumed to have been smarter than the Neanderthals, and since modern humans are still alive today, this theory concludes that fighting wiped th e Neanderthals out. However, this theory does have its faults. First of all, why would two cultures begin to fight after many thousands of years of peaceful coexistence? Also, it shows a lot of human arrogance to assume that early man could take an entire species that was stronger and almost as smart as them and fight it to extinction. The second theory suggests that diseases introduced by the modern humans to whom Neanderthal man was not immune wiped out Neanderthals. It is possible that when Cro-Magnon man first encounter Neanderthal man, he could have introduced new devastating diseases, as the conquistadors did in Latin America. Neanderthals, not being immune to these illnesses would have quickly perished. However, it can also be considered that when the two human races met, war quickly followed. Cro-Magnon man may have possibly exterminated the Neanderthals. In early human history, man has fought his own race for years to justly claim or protect what he considers his. Although this theory is plausible, it is not probable, considering that the Neanderthals lived in close proximity to modern man for so long. Still, it is possible that there was a disease, which caused the Neanderthals to die out. The last theory states that Neanderthals were not in fact a separate species, but interbred to a greater or lesser extent with the incoming Homo sapiens, whose genes eventually became dominant at the eventual expense of the genes delivering Neanderthal characteristics. This hypothesis comes from the fact that Neanderthals and Cro-Magnons inhabited the same regions of Europe for thousands of years. It is not beyond a doubt that they did come in contact with one another, possibly even trading and communicating. Neanderthals and modern humans became one species, through thousands of years of interbreeding. Supporters of this theory state that some modern day Europeans have facial features similar to Neanderthal man. Neanderthal genes may have been inserted into the hu man gene pool, and Human genes may have been added to the Neanderthals. At this point, Neanderthals and humans may have evolved together at an incredible rate, becoming one race in a relatively short period of time. On the other hand, a disease, a war, or an increase in population causing the natural resources to be inadequate for keeping so many hominids alive might have cut off Neanderthals suddenly from contact with the humans, possibly. In conclusion we may never be sure of the fate of the Neanderthals, until archaeological finds provide the evidence. However, they did have a human awareness for many things. Neanderthals were compassionate enough to bury their dead, care for their injured and ill, develop complex tools, create some form of ritual behavior, and communicate in some ways. It is this aspect of humanity, that was improved and carried on by their successors, Cro-Magnon man, who later dominated the world. .uf12e9e194139fbd110568e6787878602 , .uf12e9e194139fbd110568e6787878602 .postImageUrl , .uf12e9e194139fbd110568e6787878602 .centered-text-area { min-height: 80px; position: relative; } .uf12e9e194139fbd110568e6787878602 , .uf12e9e194139fbd110568e6787878602:hover , .uf12e9e194139fbd110568e6787878602:visited , .uf12e9e194139fbd110568e6787878602:active { border:0!important; } .uf12e9e194139fbd110568e6787878602 .clearfix:after { content: ""; display: table; clear: both; } .uf12e9e194139fbd110568e6787878602 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf12e9e194139fbd110568e6787878602:active , .uf12e9e194139fbd110568e6787878602:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf12e9e194139fbd110568e6787878602 .centered-text-area { width: 100%; position: relative ; } .uf12e9e194139fbd110568e6787878602 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf12e9e194139fbd110568e6787878602 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf12e9e194139fbd110568e6787878602 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf12e9e194139fbd110568e6787878602:hover .ctaButton { background-color: #34495E!important; } .uf12e9e194139fbd110568e6787878602 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf12e9e194139fbd110568e6787878602 .uf12e9e194139fbd110568e6787878602-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf12e9e194139fbd110568e6787878602:after { content: ""; display: block; clear: both; } READ: A New Nation Essay In the Upper Paleolithic period Neanderthal man disappears and is replaced by a variety of Homo sapiens such as Cro-Magnon-Man and Grimaldi man. This, the flowering of the Paleolithic period, we saw an astonishing number of human cultures, such as the Aurignacian, Gravettian, Perigordian, Solutrean, and Magdalenian, rise and develop in the Old World. The beginnings of communal hunting and extensive fishing are found here, as is the first conclusive evidence of belief systems centering on magic and the supernatural. Pit houses, the first man-made shelters, were built, sewn clothing was worn, and sculpture and painting originated. The Upper Paleolithic people had a greater variety of tools used for different seasons. Plus their art is an evident in the tools and weapons they made. Their stone tools are finely worked, and they made a typical figure eight-shaped blade. They also used bone, horn, and ivory and made necklaces and other personal ornaments. They carved the so-called Venus fi gures, ritual statuettes of bone, and made outline drawings on cave walls. The hunters of the Solutrean phase of the Upper Paleolithic entered Europe from the east and ousted many of their Aurignacian predecessors. The Solutrean wrought extremely fine spearheads, shaped like a laurel leaf. The wild horse was their chief quarry. The Solutrean as well as remnants of the Aurignacian were replaced by the Magdalenian, the final, and perhaps most impressive, phase of the Paleolithic period. Here artifacts reflect a society made up of communities of fishermen and reindeer hunters. Surviving Magdalenian tools, which range from tiny microliths to implements of great length and fineness, indicate an advanced technique. Weapons were highly refined and varied, the atlatl (throwing stick used to give a spear greater propulsion) first came into use, and along the southern edge of the ice sheet boats and harpoons were developed. However, the crowning achievement of the Magdalenian was its cave pai ntings, the culmination of Paleolithic art. After 13,000 BC more clement weather patterns resulted in the greater availability of food. In tropical and temperate forest regions, Paleolithic tools, still chipped, were adapted to the new conditions. This period is known as the Mesolithic, or Middle Stone Age. It began with the end of the last glacial period over 10,000 years ago and evolved into the Neolithic period; this change involved the gradual domestication of plants and animals and the formation of settled communities at various times and places. Mesolithic cultures represent a wide variety of hunting, fishing, and food gathering techniques. This is a clear indication that human populations developed new and ingenious ways to catch and kill animals, while the same time they devoted more energy to fishing and the collection of wild plant foods. This variety may be the result of adaptations to changed ecological conditions associated with the retreat of glaciers, the growth of fo rests in Europe and deserts in N Africa, and the disappearance of the large game of the Ice Age. Characteristic of the period were hunting and fishing settlements along rivers and on lake shores, where fish and mollusks were abundant. They lived as Fishers and Hunters and kept domesticated animals (oxen, goats and sheep) and made rough pottery. Pottery and the use of the bow were developed. This was the period where the hafted axes were improved and where bones and tools were found. The characteristic of Mesolithic tools was the Microliths , a small but hard, sharp blade. Such tools were given those humans the opportunity to clear the forests areas and can also be attached to arrow shaft by using melted resin as a binder. This tool also had allowed those humans to dig out canoes and skin-covered boats. .ua6c4f0e476b62d13ad9de0bc23b683cb , .ua6c4f0e476b62d13ad9de0bc23b683cb .postImageUrl , .ua6c4f0e476b62d13ad9de0bc23b683cb .centered-text-area { min-height: 80px; position: relative; } .ua6c4f0e476b62d13ad9de0bc23b683cb , .ua6c4f0e476b62d13ad9de0bc23b683cb:hover , .ua6c4f0e476b62d13ad9de0bc23b683cb:visited , .ua6c4f0e476b62d13ad9de0bc23b683cb:active { border:0!important; } .ua6c4f0e476b62d13ad9de0bc23b683cb .clearfix:after { content: ""; display: table; clear: both; } .ua6c4f0e476b62d13ad9de0bc23b683cb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua6c4f0e476b62d13ad9de0bc23b683cb:active , .ua6c4f0e476b62d13ad9de0bc23b683cb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua6c4f0e476b62d13ad9de0bc23b683cb .centered-text-area { width: 100%; position: relative ; } .ua6c4f0e476b62d13ad9de0bc23b683cb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua6c4f0e476b62d13ad9de0bc23b683cb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua6c4f0e476b62d13ad9de0bc23b683cb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua6c4f0e476b62d13ad9de0bc23b683cb:hover .ctaButton { background-color: #34495E!important; } .ua6c4f0e476b62d13ad9de0bc23b683cb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua6c4f0e476b62d13ad9de0bc23b683cb .ua6c4f0e476b62d13ad9de0bc23b683cb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua6c4f0e476b62d13ad9de0bc23b683cb:after { content: ""; display: block; clear: both; } READ: 5 Page Report On Buddhism EssayIn conclusion, The Mesolithic Period is part of the upper Paleolithic. It was followed by the pre-pottery Neolithic era and represented a new phase of culture, characterized by the beginning of settled life. Bibliography:anthropology