Sports Sports And Sports - 2357 Words

Unlike professional sports, college sports developed rather violently without regard from university officials. Prior to 1850, there was no such thing as intercollegiate sports. University officials knew there was a yearn for physical release demanded by the student body, so their way of dealing with this epidemic was through manual labor. They had students either farming or clearing forms of debris from college grounds. University officials saw this as a positive because it gave the students physical activity which also benefited them financially because there was no money being put into these activities. The way the students dealt with this was, they created their own contests or events, which was known as â€Å"class rushes†. These rushes†¦show more content†¦The first official college baseball game was between Williams University and Amherst in 1859. The first official college football association included Harvard, Yale, and Princeton and was developed in 1872. Th e first track and field association, Intercollegiate Association of Amateur Athletics of America was formed in 1875. The first ice hockey game was between Harvard and Brown in 1985 (College Athletics in the United States, 2016). With all this attention, traction, and inflow of money, college sports were established and have changed through the years to what we understand it to be now. Factors that contributed to the change in college sports from then to what we know about it now include; financial greed, social and cultural pressures, and the constant battle with academics. Like most other businesses or companies, the biggest issue facing collegiate sports right now is financial greed in all its different forms. Whether it’s from greedy committee officials coming from the outside, there always seems to be an influence of money. According to USA Today, Texas AM had the highest total revenue in the 2015 collegiate year, $192,608,876, up roughly $73 million from the previous year (USA Today). From all this money, athletes involved and actually playing the sports don’t receive a single cent. Everyone knows the big money comes from college athletics and not academics. Just inShow MoreRelatedSports : Sports And Sports2137 Words   |  9 PagesEthics in Sports Sports in the twentieth first century has become an essential component of education. Recreational athletic activities have a great role in perfecting human spirit. Through the healthy competition sports influence the cultivation of will, perseverance, responsibility, ability to eliminate the inconvenience and many more. Moreover sport is a great tool which gathers people together towards the common objective, regardless of their nationality, race, religion or beliefs – both on theRead MoreSports And Its Impact On Sports Essay962 Words   |  4 Pagesother International sport competitions has catalyzed the sports scientists to take interest in exploring all the aspects and possibilities that can contribute to enhance sports performance to an greater heights. In sports primary motive is to win the game by following set of rules. By playing within these rules one s character is developed. What matters in the sports is how the player handles victory and how to handle the disappo intments that comes with the defeat. Although sports is not an art orRead MoreSports : Sports And Sports1092 Words   |  5 PagesSports fans have different reasons on why they have a passion for sports. Several fans can remember memorable events in sports history that touched their lives. Fans will laugh and cry when they watch the HBO Documentary â€Å"Sport in America† because they will hear incredible stories that will make them think about why they love sports. Sports Illustrated, Endgame entertainment, and HBO asked Americans why different games and memorable moments in sports touched their lives. Thousands of fans respondedRead MoreSports : Sports And Sporting Activities1568 Words   |  7 Pagesemphasis placed on sports and sporting activities. Every public school, middle and up, offers some sporting program, and most private schools do as well. The real issue at question is whether sports are affecting the education of students and young adults, who may have carried their sporting career into college. In general, people of all ages spend a lot of time both in person and on TV watching sports, not to mention those who are actively participating in the sporting event. With sports taking up mostRead MoreSports And Sports For Constructive Alternatives1011 Words   |  5 PagesThis March, the Center for Constructive Alternatives series dealt with the topic of Sport and Character. In today’s age, sport and sporting events have becom e pinnacles of American entertainment, money, and paparazzi. One is inundated with constant updates regarding football scores, feuds between athletes, and controversy over refereeing. With sport being such a focus in media and society, it often seems that sport and character are incompatible. Too often one sees an athlete get caught using illegalRead MoreSports Management : Sport Management816 Words   |  4 Pages Sport management Did you know that there is more to sports teams than just scoring goals, touchdowns and runs? Sport management is a field concerning the business and education part of sports and recreation. It includes the front office system in professional sports, college sports, and recreation. Some examples of sport managers are: recreational sport managers, sport marketing, event management, facility management, sport economics, sport finance and sport information. Sport management canRead MoreThe Impact Of Sports On Sports Industry950 Words   |  4 Pagesdefinition of sport industry; the sports industry is a market wherein the products manufactured and offered to its customers are sport, recreation and fitness related and may be activities, amenities or people. Sports we support, follow and play today are part of our day-to-day lives and we forget that over 250 years ago the sports established today did not yet exist and the few that did would be unappealing and unrecognisable to the sports fans of today. Looking back to the history of sports we see aRead MoreSports Media Changing the Sports Industry 648 Words   |  3 Pagesmoments, the impact ESPN has made on sports, sports media and the sports industry as a whole can’t be overlooked. On September 7th 1979 ESPN launched their flagship show, SportsCenter. This moment in sports media history was a game changer for the way fans consume sports. It is amazing that back in 1979, the concept of watching highlights and footage of games when they were happening or just completed was unfathomable for most people. The moment SportsCenter aired, sports marketing and media was alteredRead MoreHbo : Sports And Sports1118 Words   |  5 PagesDocumentary â€Å"Sport in America†. Sports fans have different reasons on why they have a passion for sports. Several fans can remember memorable events in sports history that touched their lives. Fans will laugh and cry when they watch the HBO Documentary â€Å"Sport in America† because they will hear incredible stories that will make them think about why they love sports. Sports Illustrated, Endgame entertainment, and HBO asked Americans why different games and memorable moments in sports touched theirRead MoreSports : The Negative Side Of Youth Sports903 Words   |  4 PagesMany people think that sports help children develop teamwork, self-confidence, moral character, and other personal strength but others see the negative side of youth sports, believing young athletes develop aggressive traits such as bullying and the need to dominate their opponents not just on but off the field as well. Youth sports have become far too intense, especially in contact sports. It is true that participation in youth athletics has a number of benefits such as the building self-confidence

Student Loan Debt Has Become A National Problem With No...

Join the Club Introduction: According to CNN, â€Å"Almost 19% of student loan borrowers owe more than $50,000.Only 6% of borrowers had that much in 2001.† (Gillispe, 1). Why has student loan debt increased so much? Student Loan debt has become a national problem with no solution. Many students are borrowing more money to keep up with the rising cost of tuition in universities, leaving themselves with thousands of debt after graduation. Students after gaining this debt, have to find jobs to support it which can come at a challenge after the financial crisis of 2008. So there stands a problem between students having massive amounts of loan debt and getting jobs to pay this debt off. Advocates or liberals think forgiving this debt is a good idea, while opponents or conservatives think it is not even an option. This essay will focus on the controversial topic of forgiving student loan debt and why something should be done about the massive debts graduates have. It is important to first look at the history o f student loans and how the student loan crisis came about in order to understand the controversy. History: The student loan system came about in the Higher Education Act or HEA of 1965 (Wenisch, 2). This act allowed â€Å"federal loan guarantees to extend to private lenders so as to encourage them to lend funds for the specific purpose of financing college education† (Wenisch, 2). The HEA was inputted so that more people, from lower income families, could still get a higherShow MoreRelatedFinancing For Loan And Debt Crisis1269 Words   |  6 Pagestoday, the total consumer debt was $11.52 trillion, and of that, student loans account for $1.08 trillion and that number is growing larger and larger every year (Hiltonsmith, Robert). A large portion of the population undoubtedly feels the burden of these statistics. Seven out of every ten college seniors has reported having to take out one or multiple student loans so that they can to afford to go to college (Hiltonsmith, Robert). The results of this outstanding amount of debt does not just affect theRead MoreShould Student Loan Debt Be Forgiven?1344 Words   |  6 Pagesï » ¿Student Loan Debt: Should We Forgive? EN1123 Most Americans would agree that higher education is important. Compared to years ago, when a high school education was acceptable in most jobs, a college degree is now required in the majority of positions. But what if you can’t afford to get a degree? What then? For many, student loans are the only way to finance one’s education. Paying out of pocket simply isn’t a reality for most, so they rely on state and national government to provide them theRead MoreThe Student Loan Debt Crisis1247 Words   |  5 Pages The Student Loan Debt Crisis Student loan debt has overtime become an unpleasant part of life for millions of Americans and especially borrowers. It is possible to identify the types of people who went through college and borrowed financial loans from those that went through college and did not go to college or those that went but did not borrow. The debt crisis directly affects the families of the borrowers, those with high debt burdens and advanced degrees. Despite the increased length in loanRead MoreStudent Loan Debt Has Become A Major Issue On The Campaign901 Words   |  4 Pagessubject of student loan debt has become a major issue on the campaign trail. The national amount of student loan debt is 1.08 trillion dollars, with 11.5% of that amount in default or in 90+ day delinquent. To put that in perspective, total consumer debt at the end of 2013 was 11.52 trillion .(Forbes, 2014) According to an in class poll, only 7 students out of 169 students were completely confident in their knowledge of student lo ans. However, if we had lower tuition and expenses students wouldn’tRead MoreShould College Tuition Be Paid?1687 Words   |  7 Pagesthe only thing students seem to hear about is college. They have to attend tours, fill out application after application and decide what school will be best for them as a person and their career path. But what most people seem to stress over more than anything else is being able to actually pay for college. College tuition is high in price and increases every year, making it almost impossible for students to graduate without extreme debt. There are scholarships, financial aid, and loans to help outRead MoreProblem, Solution, and Barriers Paper1505 Words   |  7 PagesFinancial Debts on College Students Problem, Solution, and Barriers Paper Problem College is getting more expensive. Due to this fact, students from lower to middle income families have to borrow loans to reduce their burden. The number of college students who are struggling with repayments for their loans as well as increased debt is increasing year after year which can lead to more serious problems. According to the report by Forbes (2013), United States already had $1.2 trillion in student debtRead MoreEssay on Student Loan Debt Should be Forgiven1256 Words   |  6 PagesDoes the amount of student loan debt have an effect on the economy? If so would forgiving student loan debt help lower the national debt or would it just increase it? According to Mary Claire Fischer, a writer for Kiplinger’s Personal Finance magazine, â€Å"two-thirds of students who receive bachelor’s degrees leave college with an average debt of twenty-six thousand dollars† (Fischer). This means that the average student debt has doubled since 2007 (Ross 24). The total student loan debt is $1.2 trillionRead MoreCollege And Achieve A Better Education And Career1218 Words   |  5 Pagesbe: loans, scholarships, or be rich. Nearly all students who attend college have some form of loans. We all believe it will be easy to pay them (loans) off once we finish college and get a good paying j ob. In most cases this does not happen and interest rates begin to stockpile, you will be paying extra including the money that was borrowed. According to the National Education Center for Statistics in the fall of 2015 approximately 20.2 million students are expected to attend college, this has increasedRead MoreForgiving Student Loan Debt Essay examples822 Words   |  4 Pagesamount of student loan debt have an effect on the economy? If so would forgiving student loan debt help lower the national debt or would it just increase it? According to Mary Claire Fischer, a writer for Kiplinger’s Personal Finance magazine, â€Å"two-thirds of students who receive bachelor’s degrees leave college with debt in tow† (Fischer). Among these students, the average amount owed is twenty-six thousand dollars (Fischer). There is a six month grace period after graduation to allow the student timeRead MoreThe Problem Of The Student Loan Bubble990 Words   |  4 Pagesimportant foundational building blocks of our country, but recently has been creating instability for our society’s future. The student loan bubble is a huge problem and has been for quite some time. According to the Consumer Financial Protection Bureau (CFPB), there are approximately thirty seven million student loan borrowers with their student loan debt running over a trillion dollars collectively – nearly seven percent of the national debt, and a nervous jolt should be running down our spines. The

Management of Learning Disabilities Free Essays

This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. We will write a custom essay sample on Management of Learning Disabilities or any similar topic only for you Order Now Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability† does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure† a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other† Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator. How to cite Management of Learning Disabilities, Papers Management of Learning Disabilities Free Essays This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. We will write a custom essay sample on Management of Learning Disabilities or any similar topic only for you Order Now Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability† does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure† a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other† Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator. How to cite Management of Learning Disabilities, Essay examples

Analyse the openings of the two film versions of Lord of the Flies Essay Example For Students

Analyse the openings of the two film versions of Lord of the Flies Essay William Golding wrote Lord of the Flies. The first publication was made in 1954, nine years after the end of the Second World War. Golding raises the issues of power, civilisation and leadership. Peter Brook and Harry Hook filmed the two film versions of Lord of the Flies I am comparing in 1963 and 1994 respectively. Peter Brookquot;s version was filmed in black and white and Harry Hookquot;s version was filmed in colour. The openings used in both versions were very dramatic. They both gave us the gist of what had happened straight away. In my opinion, the opening to Brookquot;s version was the most effective because of the still scenes of back home where the boys came from. It led up to the plane crash and told a brief story in pictures to involve the audience into the film. The opening leaves the audience wanting to find out just how the boys are going to cope, stranded on a desert island, with no adult life or other civilisation to be found. Brook did extremely well in creating the filmed version of Lord of the Flies, as there wasnquot;t a wide range of special effects available at the time. However, these were available at the time of Hookquot;s version of the bestseller creating a tenser atmosphere for the audience. Due to these differences, both directors establish the opening sequence of Lord of the Flies differently. The two film versions, as well as the book, have very effective openings. Golding wanted to show people how a group of boys would act when deserted on an uninhabited island. The opening sequence of Peter Brookquot;s version is very effective. This is due to the stills of the boysquot; home. It starts with a still of the school building and the camera closing in on it. We canquot;t tell it is a school until the bell tolls signalling the beginning of the school day and the banter of the classroom are heard. This is blended in as the tolling of the bell fades. The next still is of a group of children in a classroom after the still of the school has dissolved. This creates a good effect as one picture dissolves yet the sequence doesnquot;t stop, as another picture is backing it up. The sound effects also dissolve, as when one fades, another starts creating the same effect as the stills. It is also effective because the sound effect corresponds with the picture even though it is a still and the camera isnquot;t rolling film. The sound effect in this still is of a teacher teaching his class Latin. This still then dissolves along with the sound effect to reveal the whole school in the dining hall. The sound effect is of cutlery clashing together and upbeat chat with a few of the children laughing. The next still is of the choir stall and the sound effect is of them singing. The camera pans down the stall. The audience get an inclination that the choir members are featured in the film. When the camera reaches the end of the stall, the credits appear on screen. This is when the film title appears on the screen and as it appears, the song by the choir finishes at a climax. The title is arranged in capital and small letters, for example, LORD of the FLIES. This emphasises the main words in the title and it stands out more. When the screen fades to black, more stills are involved in the opening sequence with a man sat in a deck chair watching a cricket match. The sound effects in this set of stills donquot;t correspond to the pictures. In this still, the sound effects involved carry on all the way until the end of this sequence. There is a gentle drumbeat that keeps the audience in suspense as they feel that something is about to happen. The camera then switches to missiles; this shows the contrast between civilisation and evil. In this case the evil is representing war as the novel is set in the era of the Second World War. The drumbeat constantly increases along with the tension in the audience. The next still is of warplanes flying past the Houses of Parliament and Big Ben. Instead of the stills dissolving, the director uses simple cuts to change from one still to the next. The next still is of the boys from the school arranged in a group with an evacuation schedule behind them. This still adds to the story made in the audiencequot;s heads and gives them more information as to what is happening so far. At the same time, the camera closes in on a young boy who is holding a picture of an aeroplane; this shows that the evacuates are being moved to presumably a different country. The following still is of the plane in the sky showing that the group of boys are on their way to safety, or so the audience thinks. The next still is of the sky. This is significant because at the moment all is calm, then terror strikes. This happens later in the film, as at the beginning all is calm, and then all of a sudden a group of boys break free from the group causing great terror. A map of the world is then shown with the drumbeat constantly getting tenser and more rapid. The map shows the destination in which the boys are heading. As the drumbeat reaches a climax, the stills are exchanging between the plane wing and a fighter plane quickly. All of a sudden, to the audiencequot;s probable assumptions, there is an explosion leaving a still of the plane in the sea with a desert island behind it. The screen then fades to black, leading to the first dialogue of the film between Ralph and Piggy. However, the coloured version starts with a blue background, and to the audiencequot;s surprise, a man sinks down the screen. This shows them that the accident must have already occurred. The camera in this scene is rolling. The camera then moves to below the boy creating a low angle shot; this could be from the point of view of a shark or a fish. The camera is panning around the boysquot; legs and going round in circles to add effect, as the boys are trying to stay afloat. As the start is set underwater, it entices the viewer to ask questions about the start, for example, what has happened? Because of this, the viewer wants to keep watching to find out what has happened. The boy drags the pilot above the water and the camera follows him. The audience now has a view of the water from the boyquot;s point of view and we can see that an accident has happened. There is a lot of hubbub and chaos above the water coming from a group of boys scattered in the ocean, with one of them saying, quot;I canquot;t swim. quot; This confirms that an incident has occurred, as it is highly unusual for a boy to be in the middle of the ocean when he canquot;t swim. The sound effect used in this scene consists of eerie music and the chaos and screams coming from the group of boys in the water. The conventions of alien invasion films EssayIn Peter Brookquot;s version, Piggy is being his polite, usual self and asking people for their names as they arrive onto the beach. This doesnquot;t just benefit Ralph and Piggy, but it also benefits the audience as we learn who the boys are and what they look like. To the viewerquot;s surprise, they can hear the same song they heard at the beginning of the film in the opening sequence by the choir. There is a long shot of a group of boys dressed in black walking down the beach. They stand out due to the contrast between the sand and their clothes. The sand is light and their clothes are all black. All the boys stop talking and watch the choir join into the assembly. Jack tells the choir to halt. We can tell that he is going to be a commanding figure in the story because of his stern voice and his sense of discipline. This is confirmed by a low angle shot of Jack; showing he is powerful and he is looked up to. Simon is a boy who fainted when the boys came to the group. Jack makes accusations that he is faking and is not really bothered about the welfare of Simon. Piggy asks them what their names are. The camera pans along the line of boys, each one telling the audience their name. The fact that they are arranged in a line emphasises their sense of organisation. Ralph tells the whole group Piggyquot;s name when he told him not to. The camera closes in on the reactions of the boys to show the embarrassment of his nickname. Piggy stands next to a tree and the branch is the barrier between him and the boys, which offers him some protection from them when they are mocking him. The boys see him as an outsider because of his weight. No one feels sorry for Piggy, which makes it harder for him because there is no one to comfort him. The camera then cuts to Jack and Ralph side-by-side in the debate for chief of the group. Ralph is seen as the underdog because he is portrayed as being smaller by the camera, and Jack is stood slightly in front of him so it looks as if he is edging Ralph out. However, at the same time, Piggy is still behind the tree showing he is isolated and that his opinion isnquot;t valued. When Ralph is up for chief, he is stood on a branch, which shows that he is higher up making him a more popular choice by the boys for leader because they are looking up at him. There is a close up of Piggy voting for Ralph because he is in two minds of putting his hand up, as he is afraid the group wonquot;t value his opinion. Jack has a disgusted look on his face when not all of the boys in the group vote for him to be leader. Piggy comes out from behind the tree because he wants to be involved. Jack has a look on his face as if he is taking a mental note of who votes for Ralph so that he can get even with them later on in the story. Ralph steps down from the tree when he is voted as leader, which shows that he is really as powerful as Jack, and is now at an equal height to him. There is a high angle shot of the boys when they mock him and his choir for their uniforms. This cuts to a low angle shot of Jack who sticks his dagger into the tree. This is seen by the boys as a threat and so ceases their mocking. This shows the audience that Jack still has power over the boys even thought he hasnquot;t been chosen as leader by the rest of the group. Ralph chooses two others to go with him to explore the island. Piggy is upset when he isnquot;t chosen. The camera pans around the group of boys who wish to be chosen showing how many people have respect for Ralph and want to be his friend. Jack and Simon are the two he chooses. Piggy has words with Ralph after he had told the group he was called Piggy. Ralph replies, quot;Better Piggy than Fatty. quot; At the same time Ralph is stern but considerate and in a way Piggy admires him for it. When Piggy makes his confrontation, it forces Ralph to back-pedal, which shows Piggy in control. The next cut is of Ralph running to catch Jack and Simon up leaving a long shot of the coastline on the island. The race for chief in Hookquot;s version, however, is fairly different to that of Peter Brookquot;s. When the boys assemble, there is only Jack that isnquot;t dressed properly. The uniform worn by the cadets symbolises civilisation, as when we get further into the story, it is Jack that breaks the civilisation on the island by rebelling against Ralph, the chief. He is the only one in the group who isnquot;t dressed properly, which means he could be rebelling against civilisation. The boys are hunting in the forest when the conch is heard. The pig gets away which leaves Jack startled and shocked. We get a good view of his reaction due to the close up by the camera. The boys run to Ralph and the sound of the conch, which makes them look eager to find out what the sound could be, for example, the horn from a ship. The group of boys look to be well disciplined and orderly because they are used to hearing a noise and then reacting straight away due to them being from a military school. There is then a close up of Ralph with the conch showing their connection with each other. Still, only Jack is the one without a shirt on. Ralph tells the boys that they need rules and Piggy backs this point up. A younger member of the group suggests a leader. The group votes for Ralph as he is the higher ranked of him and Jack and the group believe he is an inspired leader. All of the group come together to build a camp and there are close-ups to show the hard graft and determination of the boys. There is also a long shot of Jack being held up which shows he is seen as a cut above the rest. Piggy isnquot;t helping the boys, which makes him look like an outsider. The camera confirms this as it uses a high angle shot, making Piggy look small and helpless. In my opinion, I think that the black and white version of Lord of the Flies has a more effective opening, even thought it was set in an era where technology wasnquot;t that advanced. I think it showed a clear interpretation of what had happened in the opening sequence with just the stills. It told the audience exactly what had happened in a series of pictures. Harry Hookquot;s version is also impressive, however, Brooksquot; stands out more. I think the key points are shown more clearly, for example, the contrast between the sizes of Jack and Ralph when theyquot;re put forward to the vote for chief.

The drunken party at Olivias garden Essay Example For Students

The drunken party at Olivias garden Essay This play is all about desire. The whole context is about strangers falling in love in n instant and all this pent up unrequited love causes the lonely characters to act unusually, thus, providing a foundation for a potentially funny play. I am going to write about, and analyse, two scenes from the play, where I will talk about the physical and vocal qualitys and how the technical qualitys coincided with them to create a magical dreamland where everything can and does happen. The drunken party at Olivias garden: physical qualitys; This scene is an excellent scene to write about in terms of physical movement on stage. The movement on stage was very well choreographed and was very effective. During this scene, I could not tear my eyes away from Sir Andrew Abuecheek who was apart of this drunken party and hid himself behind a tall lampshade when Malvolio came in to stop the party, whom by his facial expression was very angry.. This was very funny because Abuecheek is so tall and he looked like he was in great pain, which was proved by his squinting facial expression and posture, which was crippling his slender body. His circle of attention was focused on Malvilio as he was the one shouting at him and his gestures and mannerisms proved that he was very scared of Malvolio. We will write a custom essay on The drunken party at Olivias garden specifically for you for only $16.38 $13.9/page Order now Even though the stage was broken up into three or four different levels, the top one being all the technical equipment, the actors only used three, the actors in this scene were only using the bottom level, so their use of space was limited. However the distancing between the characters was descent as Malvolio frequently changed his circle of attention to the different characters on stage, so the dormant characters were able to stay static. This emphasized how all the characters responded to each other on stage, as they were able to block each other and the dynamics of the scene was also emphasized. Vocal Qualitys; As Malvolio is shouting at the characters on stage, I thought, his accent was well done. He was British, and as he was dressed in a butler style suit with a very humerous comb-over and very serious drawn on eyebrows it reflected the general perception of a male of his stature. You could say people like malvolio support the perception of British people and the stiff upper lip saying. His volume, tone and pitch remained constant throughout the scene, as his facial expression represented fury and the emotional range of his voice supported it. His pace and rhythm was used quite well as he did not lose focus and the melodramatic theme of the play was supported. He did use pauses, when the audience was laughing at the surreal site of a 7 foot man hiding behind a lampshade, I feel that this really showed the relationships between the actors as they both worked with each other to entertain the audience. Several  themes are established in this play, there are tastes of Fantasy, melodrama, comedy, romance and I also feel there were very small pieces of tragedy hidden behind all of mayhem. The use of physical theatre softened the play extremely well as it is obviously not intended to be a sad play. It did its job by uplifting the audience, which was obvious due to the audiences reaction to it all. I dont feel there was any realistic acting in the play, everything was over emphasized to enhance the humour. I believe they did this because the language was very difficult to understand as it is placed in a period where ways of speaking is very different to todays. So it was effective to use physical theatre as you do not have to be able to understand what they are saying to find the play funny. .u04470ce11309e0dae28a3715c7c0e731 , .u04470ce11309e0dae28a3715c7c0e731 .postImageUrl , .u04470ce11309e0dae28a3715c7c0e731 .centered-text-area { min-height: 80px; position: relative; } .u04470ce11309e0dae28a3715c7c0e731 , .u04470ce11309e0dae28a3715c7c0e731:hover , .u04470ce11309e0dae28a3715c7c0e731:visited , .u04470ce11309e0dae28a3715c7c0e731:active { border:0!important; } .u04470ce11309e0dae28a3715c7c0e731 .clearfix:after { content: ""; display: table; clear: both; } .u04470ce11309e0dae28a3715c7c0e731 { 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; } .u04470ce11309e0dae28a3715c7c0e731:active , .u04470ce11309e0dae28a3715c7c0e731:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u04470ce11309e0dae28a3715c7c0e731 .centered-text-area { width: 100%; position: relative ; } .u04470ce11309e0dae28a3715c7c0e731 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u04470ce11309e0dae28a3715c7c0e731 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u04470ce11309e0dae28a3715c7c0e731 .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; } .u04470ce11309e0dae28a3715c7c0e731:hover .ctaButton { background-color: #34495E!important; } .u04470ce11309e0dae28a3715c7c0e731 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u04470ce11309e0dae28a3715c7c0e731 .u04470ce11309e0dae28a3715c7c0e731-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u04470ce11309e0dae28a3715c7c0e731:after { content: ""; display: block; clear: both; } READ: By close consideration of Act 5 Scene 3, lines 1 to 160 EssayThechnical; The overall look of the set was entrancing. When entering the theatre, you automatically feel enthrawled in the play, the stage is so close to the audience you somehow feel like you are a prop on stage. This is effective, however the positioning of the seats were not ideal as you could not always see what was happening.

Write A Concise Statement Of Gratitude Identifying The Ethical And

Write A Concise Statement Of Gratitude Identifying The Ethical And Write A Concise Statement Of Gratitude Identifying The Ethical And Intellectual Debts You Owe To – Book Report/Review Example ment of Gratitude Every living person is molded by various influences in his/her life. Early influences usually serve to build the character andmorals of a person, and hence the emphasis on good schools, teachers and friends from early childhood. My own early memories take me back to my mother drilling into me the importance of good health and cleanliness. I remember her often chiding me for not washing before sitting down to a meal after a session in the playground. Good health, she often said was the key to being successful in everything you do, because only a healthy body can keep your mind healthy. Today, my health, fitness and happiness are her greatest gifts to me. I can never thank her enough for instilling in me habits of cleanliness and regular exercise that are the reason for my fitness and good health. As I grew up I was greatly influenced by my father, an upright man who was never easily swayed by anything. He was very particular that I thought things out carefully before deciding on a course of action. My father advised me to always think things through and thoroughly examine â€Å"all things severally †¦Ã¢â‚¬ ¦.and without confusion, in an orderly way† (Marcus Aurelius, The Meditations) before coming to a decision. A hasty decision, without taking all factors of a situation into account, he maintained would surely end in disaster. His words echoed in my ears every time I stood at the crossroads, and I cannot count the number of times his advice has stood me in good stead. Every time this happens I send him a silent thank you knowing it will reach him wherever he may be. My brother Michael too has always been a great source of guidance. Most importantly he has taught me to do that which my conscience tells me is right, not that which is easiest to do or because it will elevate me in the eyes of my peer group. I am deeply indebted to Michael for his guidance and strength in times of indecision. I learned from Michael the same thing that Marcus Aurelius learned from Apollonius - â€Å"undeviating steadiness of purpose†, (Marcus Aurelius, The Meditations) to carry on in the face of all odds till I reach my goal.I am sure these qualities will go a long way in helping me reach my ultimate goals in life. I do hope that I too can at some time in my life be to another, the kind of mentor that my parents and my brother have been to me. Marcus Aurelius The Meditations Book 1 Translated by George Long

The Way to Salvation Essay Example | Topics and Well Written Essays - 1250 words

The Way to Salvation - Essay Example In his disappointment, He sends the floods to destroy all His creations, save for the family of Noah, His chosen one, who lives up to His model behavior. Such a punishment God deeply regrets doing and thereupon enters into a covenant with Noah and all his descendants that never shall any such holocaust come upon His chosen people. As a reminder of that covenant, God sends forth the symbol of His reconciliation, the rainbow, which appears whenever clouds would form in the horizon. In addition, He gifts man with the power over all living things so that he may be able to live to the fullest according to his creative endowments and thus live in God’s continuing favor. But do we recognize God and the continuing favor He bestows upon us? Or instead of resting upon the credits of our inheritance from His outpouring of love, we choose to exhibit our forefathers’ disobedience and do as we please according to our desires and forget our covenant with Him? The first reading reminds us of this agreement that binds us all descendants of Noah. Let us remember God’s unconditional love and His ever-flowing mercy and forgiveness. At the same time, let us remind ourselves of the sign of God’s promise and the equivalent response befitting a beneficiary of God’s provisions. ... Jesus Christ is the fulfillment of god’s promise of salvation. Jesus is the evidence of His undying love for us His children. God loves us so much that instead of punishing us in the way of the Floods, He takes the opposite track of offering His son to die that all of us may live. And God knows how we would respond: we reject Jesus, we spit at him, we kick him, we insult him, we stone him, we do everything and anything but love him. Yet for all of these responses, our God who is in Jesus takes them all in silent submission till His crucifixion and death on the cross. We would crucify our own God and Savior to His death, and just as it was written, Jesus resurrects to tell the world, including his tormentors and crucifiers, that all is forgiven. That’s how much we are loved. How much do we love in return? Lent is a rainbow that calls us to our covenant, and as we enter this season, let us remember what and how we have been to Jesus. It is almost definite that whatever we are or have been, a saving grace is always waiting to welcome us to the loving Father, as Peter in the second reading reminds us. Our life may not be a life in Jesus but if the crucifiers have been embraced by the Father, no other indiscretion or sin could be more serious as not to be forgiven and accorded loving mercy. A recourse is ever available to allow us a renewal of our baptism in the Lord’s favor. Our sinfulness is our own temptation in the desert and even when we have mired ourselves a great distance away from Jesus, the same sinfulness can be our entry passage to a life of repentance and fullness. No longer will we be punished with the rampaging waters of

An Introduction to Proffesional issues in counselling Essay

An Introduction to Proffesional issues in counselling - Essay Example According to the British Association for Counselling and Psychotherapy (BACP) ther are several situations in which a counsellor must act responsibly. These situations are covered by ethical standards. Ethics are defined as the "values, principles, and personal moral qualities" (BACP, p. 6). These qualities reside in each individual but having a code of ethics will give everyone a common foundation to work from. Many situations that appear in a counselling setting may push the ethics of an individual but with a common foundation they will understand what to do in each situation. This ethical principle speaks to a counsellors need to be trustworthy. They must allow trust to happen between them and the client without breaking this trust. The counsellor strictly adheres to a policy of confidentiality to help foster this trust. The counselling session is autonomous in itself and the counsellor understand the client has the right to engage or not engage in the counselling process. Hopefully the client wants to engage in their own healing because it happens faster when the client is engaged. Counsellors who respect their clients will make sure they have proper consent before they seek out information from third parties or before the give information out about the client. They will also make sure that if there are conflicts of interest that they are revealed to the client immediately and an appropriate referral will be made. When a counsellor understands the clients autonomy they do not manipulate a client for personal or professional gain. It is critical to the counsellor to understand the important of "doing no harm." A counsellor helps the client receive a professional assessment and once this happens the counsellor must work within their scope of practice; in other words they must only practice those counselling techniques that they have been trained

Current Imaging Process Article Example | Topics and Well Written Essays - 250 words

Current Imaging Process - Article Example During this initial process the receptionist confirms the date with the ordering physician's office, which will then notify their patient of the scheduled exam date. The ordering physician's office confirms the scheduled date with the patient, and they are notified to arrive at the radiology outpatient imaging center where the first encounter takes place between the radiology receptionist and the patient. During this first encounter the receptionist would typically greet the patient, confirm the appointment, verify the patient's identification, and validate the method of payment. After the receptionist's interview with the patient, the patient is then placed in a queue to be called by the radiology technician that will be performing their exam. While the patient waits in the waiting area the receptionist completes the work order. The radiology technician is notified of the pending ordered exam and receives a printed requisition form. The second point of patient contact in the process takes place when the assigned radiology technician calls the patient from the radiology waiting area. During this encounter the technician identifies the patient and escorts them into the exam room for an additional interview. The patient is fully involved in the process as they are asked to help provide relevant medical history, as well as the primary purpose of their visit.

Developing Knowledge for Organ Donation | Research Study

Developing Knowledge for Organ Donation | Research Study Nannou (2008) had explored how an educational intervention related to organ and tissue donations affected the knowledge and awareness of a randomized two group samples of pre-registration nursing students. This study was a randomized but controlled trial, with two continuous variables of knowledge and awareness of nursing students before and after an educational intervention and compared results to a controlled group who did not have the benefits of the educational intervention. Both groups were equivalent at baseline. Simple analysis of variance, analysis of covariance and multiple regressions were used to determine significance of results. Each category was analyzed as a separate variable. Students were asked to choose a card that indicated to which group they would be assigned to: control or experimental. Both groups were given the pre-test and post-test that had been validated by content and practice experts. A statistically significant difference was found in knowledge and aware ness between pre-test and post-test scores in both the controlled group and experimental group. Remijn (2009) came out with a questionnaire to survey students’ knowledge and opinions about organ donation and transplantation was conducted on 247 students in 13 separate classrooms. Questions 1–16 of the questionnaire measured general factual knowledge about organ donation and transplantation; questions 17–24 solicited personal experiences regarding organ donation and transplantation; questions 25–29 sought opinions about whether the student would become an organ donor; 24 questions 30–35 sought general demographic information such as age, grade, gender, language spoken at home, ethnicity, and parents’ education level. Roels (2007) had surveyed pre-registration nursing students’ awareness on organ and tissue donations. The study revealed that 55% to 80% of the nursing students were aware of organ and tissue donations. Pre-registration nursing students had shown deficits in their knowledge about the transplantation process. For example, a recent study suggested that only 64% (N = 260) of the students knew that brain death was different from a coma. Similarly, other studies had documented nursing students as correctly answering between 43% and 48% of the factual questions about organ donation. Encouragingly, a recent intervention on the topic suggests that interventions could improve nursing students’ organ donation knowledge. Dauphinee (2009) had carried out a study on pre- registration nursing students’ knowledge on organ and tissue donations. A number of 41-questions were administered to 537 first-year and second-year nursing students. Students were also asked about their support on organ donation and the donation trainings they had received. 236 students responded (response rate = 93%). (22%) had read about organ and tissue donations in the newspaper (40% vs 6%, P Moroff (2008) had examined on the pre-registration nursing students’ awareness and knowledge in New York. A 10-item questionnaire was given and completed by one thousand students and their mean age was recorded as 23.7 years. The students were divided into groups and were asked to discuss about organ and tissue donations. The discussion on organ and tissue donations ranged in duration of approximately 5 to 19 minutes (M = 12.10, SD = 3.07). Overall, students accurately discussed between 7 and 10 topics (M = 12.99, SD = 2.56) during this time period, with time having no significant influence on the number of topics discussed, r = 0.21, p = 0.07. Thus, students appeared to discuss organ and tissue donation topics based on some individual characteristic. It is encouraging to note that 83% of students explained the importance of family communication regarding one’s preferences for organ donation and 74% explained the role of next-of-kin in the consent process. Results do in dicate that students may need for further education with regards to organ donation eligibility and the matching process, as 68% of the students failed to describe brain death at all, whilst 9% described it inaccurately. Moreover, a study conducted by Panzarella (2008) for Transplant Resource Center of Maryland, on the topic of organ and tissue donation also gave interesting facts. A total of 260 nursing students participated in the online knowledge to measure their knowledge on organ donation Students answered an average of 8.78 (SD = 1.31) questions correctly. Overall, students did not differ in their knowledge on organ donation, based on academic year. The researcher also notes that 43% of the students surveyed (N = 500) did not know organ and tissue donation, although more than half felt that students were aware about organ and tissue donations. Vleuten (2009) had surveyed pre-registration nursing students’ knowledge and awareness on organ and tissue donation. Most respondents were able to answer all the questions. Most participants agreed that donors might receive on-going support after donation (91%). Nearly half (46%) of respondents supported the use of tissue for research; however, only 28% could recall the topic being discussed at the time of donation. Only 40% of respondents knew of the differences between organ and tissue donations before the donation process. Overall, the studys findings suggest that in the effort to enhance the student nurses’ knowledge, focusing on education should be given priority. A nurse is the first person to recognize the patient and that a nurse spends more time with the patient. Hence, the nurse possesses preliminary education about organ donation. 2.3 Conceptual Framework. The study framework is based on Organ Donation Model (ODM) proposed by Miller (2005). ODM define organ donation as when organs are removed from a person who has recently died and transplanted into the body of another living person. It may also be possible for a living person to donate certain organs to another living person. Transplantation is a very successful way of saving and improving the lives of people who are experiencing serious health problems. The goal of Organ Donation Model (ODM) is to create an expert nurse pertaining organ donation. The ODM asserts that the significant determinant in educating the next generation and developing, directing and translating new therapeutic strategies for the future. According to Miller (2005), the most influential components of this intention were the individual’s awareness of donation and knowledge about donation. Organ donation model (ODM) focuses mainly on knowledge and awareness of organ donation in healthcare workers and their students. A study done by Mogan (2008) on American nursing students knowledge and awareness of organ donation, found that a person would have awareness first, later to get to know more about the topic a person would read further which would lead the person to understand about the organ and donation topic. These two variables are: knowledge and awareness. â€Å"Measuring these variables is essential to determine if such changes actually result from the intervention and, in turn, influence changes in commitment† (Susan, 2009). ODM focuses higher rates of organ donation as well as student nurse are aware and increase knowledge once the topic is taught in nursing training. Using the Organ Donation Model (ODM ), Albright (2010) revealed that a group of student nurses in England were aware and knowledgeable on organ donation. They found a significant relationship between the knowledge of students’ and their personal awareness on the topics to donate organs. 2.4 Summary This chapter has highlighted the importance of pre-registration nursing students to have knowledge and aware about organ and tissue donation. In this chapter, it has explained clearly by discussing the definition by various researchers as well studies conducted by other researchers that were pertinent to knowledge and awareness of pre-registration nursing students on organ and tissue donation. It is significant to know pre-registration nursing students knowledge and awareness on organ and tissue donation as nurses plays a key role in promoting organ donation because they are the persons who will meet with the family after a tragic event, when organ procurement is being discussed, and nurses are the one who initiates the process and support the family. Further, lack of adequate training to raise awareness causes lower donor detection and referral rates by the registered nurses CHAPTER 3 METHODOLOGY 3.1 Introduction In this chapter the methodology are clearly discuss in detail which include four parts. Firstly, the design of the research is discussed then the respondents are chosen. Third is the research instrument, sampling procedure such as the distribution and collection process of the questionnaire will be explained. Questionnaire is used in this study. Students were give questionnaire by the researcher after class and also students who are in practical were called back to answer the questionnaire. Explanation is given as how they would be classified according to their specific purpose. 3.2 Study design This study is quantitative cross-sectional surveys which intended to study the knowledge and awareness of pre-registration nursing students on organ and tissue donation. Cross-sectional surveys described as depiction of the populations about which data is gathered. It is used when the purpose of the study is descriptive, often in the form of a survey. Descriptive design is where the researcher collects data on a several variables and dissembles the result as well as gathering information about the present existing condition (Cresswel, 2009). Usually there is no hypothesis as such, but the aim is to describe a population with respect to an outcome (Baron, 2011). Cross-sectional surveys can be carried out using any mode of data collection. In this study questionnaires are used. Questionnaire is a data collection method that used to ask questions of research participants (Jackson, 2011). 3.3 Study setting This study was done in Surya College Penang and this college is located in Butterworth, Penang. This college is offering Foundation in Science, Diploma in Nursing and Diploma in Medical Laboratory Technology. Students who study at Surya College have a readily available pathway to further their studies at Penang International Dental College (PIDC), Vinayaka Missions University (V.M.U) in India or other educational institutions locally abroad. Total students in the college are 500. However, pre-registration nursing students are 280 as of the July 2013 intake. Surya Colleges envisages being a premier allied health college in this region. With a strong backing of experienced management team, it aims to be a Centre of excellence that offers quality and affordable education to students from all walks of life in the spirit of 1Malaysia. 3.4 Research Subject 3.4.1 Population The populations for this study were pre –registration nursing students from Surya College Penang. Total students are 280 and all of them are involve in this study. The populations are from year one students, year two and year three students. A population is the entire aggregation of cases in which the researcher is interested (Gore, 2009). 3.4.2 Sample A sample is a subset of population elements. Sample size is the number of observations used to estimates of a given population. Sampling is concerned with the selection of individuals from within a statistical population to estimate characteristics of the whole population. In this study, the sampling was done on the population of Surya College pre-registration nursing students. About 280 students are involved in this study. The sampling technique that the researcher used was convenience sampling. Convenience sampling refers to the non-probability process by which the researcher gathers statistical data from the population. When a convenience sample is used, the researcher studies the subjects that are easy for the researcher to gain a feedback as well contribute to minimum effort and less time (Sedda, 2010). Researchers choose convenience sampling to easily gain information and save money and time. The researcher distributed 280 questionnaires where all of the pre – registrati on nursing students were involve. Informed consent was assumed through the student completing the questionnaires and returning the documents in a standard reply envelope. 3.5 Instrument The Instrument that the researcher used was organ donation questionnaire (ODQ). The questionnaire was adopted from Goz (2006). The organ donation questionnaire (ODQ) was adopted from Goz because it served a verbal response from people; contains written set of questions or statements. It is designed to gather data from individuals about knowledge and awareness of organ and tissue donation. Questionnaire is a method that serves written or verbal response from people; contains written set of questions or statements. It is designed to gather data from individuals about knowledge, attitudes, believes and feelings (Kibberd, 2006). Furthermore, organ donation questionnaire (ODQ) is relatively direct and a simple method of obtaining data. It can be constructed easily and consumes lesser time to gather information. Further, it enables a widely scattered sample, cost effective, speedy results and there is no room for biasness. The questionnaire consists of 3 sections. First section is the section â€Å"A†. In this section it embodies question on demographic data concerning age, religion, race and the respondents’ current year in the programme. The question in this section is close – ended questions where there is a list of questions that the respondents must choose to answer the questions. The second part of the questionnaire is the section â€Å"B†. It comprises ten questions on knowledge regarding organ and tissue donation. To analyses the knowledge level among pre-registration nursing students, Likert scale which is adopted from Kane (2010) were used in this study. Likert scale measurement on 5 point scale were used to examine how strongly respondents agree or disagree with the statement/questions. The scale has measurements of 5 points that will examine how strongly respondents agree or disagree with the statement/ questions. The scale ranges from 1, which indicates ‘’strongly disagree’’ to 5, which indicates ‘’strongly agree’’. In order to score the scale, each of the categories was assigned a weight of fine. A negative statement, ‘’strongly disagree’’ receives a weight of 5, ’’disagree’’ would be 4,’’ not sure or â€Å"indifferentâ₠¬â„¢Ã¢â‚¬â„¢, receives 3, ’’agree’’ receives 2 and ‘’strongly agree’’ receives 1. If the statement was in positive form, rating would be reserved accordingly. Then, the respondent’s response were classified according to scores for instance Number of questions Ãâ€" highest score = 10Ãâ€"5 = 50 and Number of questionsÃâ€" lowest score = 10Ãâ€"1 = 10.Thus, the difference is 40.Further, the difference is divided by 3, which is 40/3 = 13. This difference in range is classified as; high level of knowledge with the scoring of 38 – 50, moderate level of knowledge with the scoring of 24 – 36 and low level of knowledge with the scoring of 10 – 22. Finally, the third section which is the section â€Å"C† It contain questions on awareness regarding organ and tissue donation. To analyse the awareness level among pre-registration nursing students, Likert scale measurement on 5 point scale were used to examine how strongly respondents agree or disagree with the statement/questions. The scale ranges from 1, which indicates ‘’strongly disagree’’ to 5, which indicates ‘’strongly agree’’. In order to score the scale, each of the categories was assigned a weight of fine. A negative statement, ‘’strongly disagree’’ receives a weight of 5, ’’disagree’’ would be 4,’’ not sure or â€Å"indifferent’’, receives 3, ’’agree’’ receives 2 and ‘’strongly agree’’ receives 1. If the statement was in positive form, rating would be reserved accordingly. T hen, the respondent’s response were classified according to scores for instance Number of questions Ãâ€" highest score = 10Ãâ€"5 = 50 and Number of questionsÃâ€" lowest score = 10Ãâ€"1 = 10.Thus, the difference is 40.Further, the difference is divided by 3, which is 40/3 = 13. This difference is range is classified as; high level of awareness with the scoring of 38 – 50, moderate level of awareness with the scoring of 24 – 36 and low level of awareness with the scoring of 10 – 22. Is It Justified To Restrict Freedom Of Expression? Is It Justified To Restrict Freedom Of Expression? Freedom of expression has been a controversial issue for centuries. It has been oppressed and sometimes lead to death for people such as Plato and Thomas Edison who found out and tried to spread the word that the earth is round. In these modern times, there is more liberty for expressing our thoughts, but there are still complaints and cases where it is still being suppressed based on ground of offense. In this paper, I will try to investigate more on that matter and will try to study the case of the Danish Cartoons. The term freedom of expression is sometimes used to indicate not only freedom of verbal speech but any act of seeking, receiving and imparting information or ideas, regardless of the medium used. In practice, the right to freedom of speech is not absolute in any country and the right is commonly subject to limitations, such as on hate speech. In this paper, I will offer observations about some of the arguments used to justify restrictions on free speech and suggest how they might apply in some cases. To do so, I will be focusing on some of John Stuart Mills arguments including the harm principle and the offense principle and their applications in order to justify or not restrictions of free speech. According to the Freedom Forum Organization, legal systems, and society at large, recognize limits on the freedom of speech, particularly when freedom of speech conflicts with other values or rights. Limitations to freedom of speech may follow the harm principle or the offense principle, for example in the case of pornography or hate speech. Limitations to freedom of speech may occur through legal sanction or social disapprobation, or both. John Stuart Mill argued that there ought to exist the fullest liberty of professing and discussing, as a matter of ethical conviction, any doctrine, however immoral it may be considered. Mill argues that the fullest liberty of expression is required to push arguments to their logical limits, rather than the limits of social embarrassment; which is true and this is a good method if we wanted to persuade our opinions to someone. However, Mill also introduced what is known as the harm principle, in placing the following limitation on free expression: the only purpose for which power can be rightfully exercised over any member of a civilized community, against his will, is to prevent harm to others. Mills continues to propose that freedom of speech may be restricted in the very limited circumstances in which it is likely to cause harm to others in the form of a violation of their rights. In his example, he states that one may publish the view that corn dealers are starving the poor, but ones expression of this view in front of an angry mob that will likely provoke them to riot and attack the corn dealers may be prohibited. And obviously, the interests of the corn dealers might be damaged in case that view is printed in a newspaper, but will probably not lead to a violation of their rights as in the case of the speech prior an angry mob. The publication of the view poses no immediate, illegitimate threat to the lives or property of corn dealers. Thus, in this case, freedom of expression is justified. The overall point here is that a healthy, flourishing democracy relies upon access to a wide range of opinions and sources of information. Both laws and cultural trends are currently working to silence opinions in a manner which will impede the ability of democracies to properly function. Mills point about the necessity of freedom of expression for the pursuit of truth is thus intimately connected to the proper functioning of democracy. Although we may find an opinion offensive, silencing that opinion through either laws or cultural forces entails harms so great that the offensive opinions must be allowed to be expressed. Mill is right to object to the silencing of opinions, and his work helps us to see how our modern world is doing harm to the pursuit of truth in ways that we may not be aware. Another similar case to Mills example and one of the most recent controversial issues, took place In September 2005 when the Danish newspaper, Jyllands-Posten, published 10 editorial cartoons that were perceived by many as direct mockery of the prophet Muhammad and a denigration of Islam. In various cartoons, Muhammad was portrayed as having horns, wearing a turban in the shape of a bomb, and endorsing terrorism. This publication resulted in widespread condemnation from diverse quarters and was met with violent reaction from some. The Danish Islamic Organization sought censure and prosecution of the publication under Danish and international law. This case raises the issue of whether and when local and international law is justified in restricting freedom of expression. Would the government of Denmark have been justified in restricting the publication of the cartoons or exacting punishment for their publication? Should other governments have restricted the subsequent republication of these cartoons in other newspapers, magazines, and on the internet? Should publication of similar material be protected in the future? In the following, I will try to answer these questions. Before starting and answering these questions, it is essential to keep in mind two things. First of all, freedom of speech is not supreme but is still is an important value. It is one of the very numerous values that may be deficient compared to other values. Thus, any attempt of defending or prohibiting speech involves a balancing of conflicting interests and values. Second, each country has its own laws which vary in the limitations they place on the speech. The United States of America has perhaps the most liberal laws when it comes to protecting the free speech. Many other countries have more restrictive laws, especially regarding the hate speech. However, regardless of liberality of laws regarding free speech, the memory of a person may be an indicator in selecting the type of speech that may be restricted, since the memory may contribute to an assessment of the meaning and importance of the offense and harm that the speech may cause. And quite often, the message that the act of freedom of expression sent does not remain a long time in the memory of third parties, thus making the life span of that idea very short. And, according to Mills argument, these cartoons did not cause any immediate or illegitimate threat to public health so the cartoons are justified. In the case of the Danish cartoons, I do not believe that there was any kind of violation. This is purely an expression of thought. There exist many cases where the freedom of expression offended its recipient. We can name the case of some mockeries of the President of the United States of America or any other important political figure on numerous American TV programs such as the late night shows. Even here in Lebanon, some sketches mock our political leaders or even political parties, yet nothing is being done against it which is a sign of tacit consent. This does not mean freedom of expression should be banned. On the contrary, sometimes these mockeries may provide third parties some information he/she did not know before and could point out to a flaw that the third parties could improve on. A decent society, is one that honors freedom concretely. However, in many cases, the harm that resulting from the response to the speech might be so significant and uncontainable, that the government would be justified in limiting the speech to protect third parties. Making funny sketches, mocking or drawing caricatures is one thing. Death threats, bomb scares, burning embassies, deadly riots, and boycotts are another. In such exceptional cases, the harm principle may justify restricting speech. There should be an equilibrium between the importance and mitigation of the harm and value of protecting the speech. The well being of the society should be the top priority even if it includes restricting freedom of expression. In addition and in most cases, a persons identity can be easily related to his religion or his set of beliefs. So even bare knowledge of actions deemed unacceptable from a religious point of view can be considered as a personal deep offense. In such cases, the reasonableness requirement subjects the individual who wants to engage in the offending conduct to a higher standard of proof. He must prove that the value of his behavior makes it not only reasonable but also reasonable enough to outweigh the seriousness of any offense that he might cause. The offended party, however, need prove nothing about the value of what is believed to be disrespected. He need only show that he and others hold the relevant beliefs about value and that when their belief system is confronted with particular kinds of behavior, then experience serious offense. These days, with technologies emerging in an unprecedented way, social networking has become an important part of our everyday life. Web sites such as Facebook, Twitter or blogs created by an average person are an escape from reality to a place where freedom of expression is highly valued. On Facebook, groups can be created where people with same interests and goals can join. They can open discussion boards and share their ideas, offending or not may it be. However, even on sites like these there are limits for what you can say and post. If someone has offended you, you have the option to report him. But such as in real life, Facebook asks you for a justification in order to go through the reporting process. Another condition is that the user should be reported by many others in order for Facebook to look at that case, because one person cannot be offended unless the speech is directed to him, rather an entire population being offended is another thing. Furthermore, just because someone calls me out if I treat them badly doesnt mean I have no right to say whatever I said to offend. It just means that if I choose to use that kind of expression I may have to deal with the social repercussions. And sometimes the good effects of offensive speech can outweigh the harm caused by the offense itself. With that in mind, theres no reason to withhold a freedom of expression in order to generate more benefits. In that context benefit could be a social benefit, economical, political, religious, etc Moreover, most of us at some point in our life made fun of, criticized and judged, for example, oversized people, little people, or any other condition that we do not deemed as being normal. On the other hand, these people are not harmed but are rather bothered by these comments. This type of expression can be easily defended but we may want to consider that the limits of our freedom of expression ends when we trespass or offend someone else. We can conclude by confirming that offence does not justify restrictions on freedom of expression but those expressing offensive ideas must consider the possibility that they may push away their potential audience. Remarkably, many people seem to consider such refusal by private citizens to endorse certain ideas with which they disagree to be a form of censorship. Of course it is not, unless they attempt to use the law to suppress those ideas. Also, we could argue that offense does not justify restrictions of freedom, but it justifies the need for manners, respect for others, ethics, empathy, and social consciousness. And by writing this paper, I am expressing my freedom of thoughts hoping that it will affect positively all third parties. So lets express suitably our basic human right!

The Nursing Shortage Essays -- Nurse Medical Medicine Health 2014

Table of Contents The Problem 2 The Causes of the Nursing Shortage 2 The Impact of the Nursing Shortage 5 Current Federal Legislation 6 Alternatives 8 Recommendations 9 Works Cited 11 The Problem Current literature continues to reiterate the indicators of a major shortage of registered nurses (RNs) in the United States. The total RN population has been increasing since 1980, which means that we have more RNs in this country than ever before (Nursing Shortage). Even though the RN population is increasing, it is growing at a much slower rate then when compared to the rate of growth of the U.S. population (Nursing Shortage). We are seeing less skilled nurses â€Å"at a time of an increasingly aging population with complex care needs and an increasingly complex technological care environment† (Mion). According to recent data from the Bureau of Labor Statistics and the Department of Health and Human Services, it is estimated that â€Å"more than a million new and replacement nurses will be needed over the next decade† (Diagnosis: Critical). A chronic nursing shortage has been a reoccurring problem that impacts the future of our health care system and, even more so, the future quality of long-term care in this country. Currently, there are several federal and state initiatives, organizations, and agencies dedicated to solutions of the shortage. However, we continue to lack the necessary number of RNs needed to deliver quality care to a population with growing health care demands. The Causes of the Nursing Shortage There are several factors that are considered the causes of the nursing shortage. Literature suggests that the shortage is linked to factors related to current population trends and the nature of the health care e... ...rvey.htm>. Spetz, Joanne, and Sara Adams. "How Can Employment-Based Benefits Help the Nurse Shortage?" Health Affairs 25 (Jan.-Feb. 2006): 212-218. ProQuest . Ithaca Coll. Lib., Ithaca, NY. 10 Dec. 2012. . "State Legislative Initiatives to Address the Nursing Shortage." American Association of Colleges of Nursing. Oct. 2006. 11 Dec. 2012 . "Toward a Method for Identifying Facilities and Communities with Shortages of Nurses." Health Resourses and Services Administration. 2004. U.S. Department of Health and Human Services. 5 Dec. 2012 . "What Works: Healing the Healthcare Staffing Shortage." Modern Healthcare 37.29 (July 2007). ABI/INFORM. ProQuest. Ithaca Coll. Lib., Ithaca, NY. 2 Dec. 2007   Ã‚  Ã‚  Ã‚  Ã‚  .