Paraphrase the words which ever are highlighted in yellow..refrences Essay

Paraphrase the words which ever are highlighted in yellow..refrences should be same as mentioned in the - Essay Example The history of sport can’t be considered separately from the history of sports journalism that started already in 850 BC when Homer wrote about the victory of Ajax and Odysseus. Homer’s poetry is already considered to be the first sports journalism, notwithstanding that the real development of it began in 1800s when many sport events were fixed in written form. After the Olympics was held in 1908, the job of sports editor became popular (Andrews, 2005). Already in 1930 newspapers started offering vacancies of sports editors whose job was to create the content for sports news. The appearance of Associated Press in 1945 also contributed greatly to the popularity of sport as it published sports news on the front page that was never done before. Television also greatly influenced the development of sports journalism, particularly in the field of baseball and football (Andrew, 2005). The area of sports journalism underwent many changes after 1954. These changes were caused b y the creation of illustrated magazine, where sports issues were covered (Smith, 2008). The evolution of technology makes the area of sport always available even for those who do not go info sports but are still fond of sports competitions. These people can trace the results of their favorite sportsmen and teams on TV (Smith, 2008). The given paper will discuss the area of sports journalism. It will describe the organizational structure of the field as well as everyday life and the job of sports journalists. The work will also consider the future development of the field, and the issues sports journalists are currently facing. 1.1. The main task of sports journalist What does the job of sports journalist mean and what does it give to us? The main task of the sports journalists is to explain latest sports events. This literature is very popular among sport fanatics but for those people who are not interested in sport it represents common news, which they may hear every day but do not focus their attention on. The specialists in the area under consideration usually prepare informative articles and broadcasts about sports competitions and the participants. They present fanatics with interesting interviews they make with sports stars. The articles and broadcasts prepared by sports journalists are not just informative but also analytical as their task is not only to present the information about the sports event, but also the analysis of it. â€Å"In Champion leagues, Saturday’s final against Chelsea, the Bavarians did everything they could to avoid wining: after months of effort, it was as though they didn't want the trophy. A lack of sharpness in every way characterized their game, from putting just seven of their 35 attempts on target to conceding possession again and again in midfield. All the hallmarks of their game: the precision in finishing, the crisp, assured distribution in midfield, were abandoned† (Myson, 2012). This is an example of the r eport prepared by sports journalists, the review with commentaries they provide. The task of sports journalists is to present us with deep analysis of the sports event and the explanation why these or those participants failed or succeeded. They have to analyze the reasons of failure or success of sportsmen. There are many controversial events in the sports history and for now the most controversial is Zidane header to Matterazi in 2006 (Alexis 2012). IN order to prepare interesting

What do you expect will be the character of the 21st century Peaceful Essay

What do you expect will be the character of the 21st century Peaceful War-prone Chaotic - Essay Example In any case, several challenges continue to face humanity in the aspect of human relations and this creates the need for measures to address the fundamental concerns affecting humanity. In any case, the century is still young and anything is certainly possible. In the face of the growing challenges facing the world in terms of unpredictable future relations between certain countries in the world, several realities emerge. In a way, the character of the 21st century is very much unpredictable and it basically calls for a keen analysis of the whole situation in order to make sound and valid predictions in relation to the issue. In the context of peace and war, it is safer to confirm that the 21st century seems to promise much hope for the future. In a way, it certainly appears that humanity has understood the extent to which a modern war can have devastating effects on the lives of humanity. As such, most countries across the world are pushing for measures that can enhance peaceful coe xistence across the world. Peace, in the context of international relations is the catalyst that can steer the course of life and drive the true sense of civilization. The experience of the two World Wars confirmed to the world that peace is the only option in a world were technology and civilization has advanced to the levels it is currently realized. The 21st century presents humanity with myriad challenges that seem to shift the priorities of humanity from the issues of war to the more fundamental concerns of this age. Such issues as climate change, poverty and other aspects continue to confront humanity day by day. In any case, the challenges that would otherwise be addressed through wars in the past are no longer addressed the same way. The United States is very careful in its operations across the world and the search for peace seems to be the most pressing preoccupation. In a way, challenges seem to emerge in this regard. The growth of the Chinese economy seems to present muc h headache to the Americans and it appears that the political world order might soon shift positions (Walt 45). There is a sense of growing awareness on the devastating effects of the wars that have always affected humanity. Through media and other avenues, people across the world are able to evidence the effects of the chaos that seem to be realized in certain parts of the world (Steele 25). More importantly, one of the most critical issues in the present world order has become the economic preoccupation of countries across the world. Unfortunately, economic realizations will never go in tandem with a turbulent political environment (Falk 6). It therefore goes without doubt that the 21st century promises much of peaceful coexistence in the world more than it promises a sense of chaos. However, amid the sense of peace that can be envisioned deep into the century, several challenges seem to emerge. In any case, it appears that in certain respects, war become the only option. The 21st century is inundated with a lot of challenges that seem to present a dim future for the future. The problem of terrorism is a real fact that cannot be overlooked (Scholte 250). The United States is basically at the forefront in dealing with the challenge of terrorism in the world (Jackson 15). Well, this is certainly a very delicate process where war can always be an option. In fighting terrorism across the world, it does appear that the 21st century is much gloomy in terms of dealing with the aspects of human security in relation to the challenges posed by terror (Mearsheimer 14). The notion that certain miscreants are out to terrorize the world and make life seem like mere luck is certainly not the best situation to be. In this context, to address the critical aspects of safety of its citizens, the United States has to brace up for any eventuality and this translates

Sexual Abuse in Institutions of Learning Disabled

Sexual Abuse in Institutions of Learning Disabled Literature review that critically analyses the sexual abuse of people with learning disabilities in institutions There are a great many facets to the problem of sexual abuse of people with learning disabilities in institutions. The wide variety of learning disabilities, the wide scope for different types of sexual abuse and indeed the huge variety in the institutions themselves, means that there is not any unified standpoint or all-encompassing view that can be taken on the subject. (Ryan J et al 1987). This review will therefore consider each of these aspects in turn together with the literature associated with them and then attempt to draw conclusions from a critical evaluation of each The term learning disability is applied to cover a wide range of different clinical entities. Differing impairments due to differing aetiologies are typically â€Å"lumped together â€Å" under this one term. In the context of this review, differentiation of the various types of learning disability is largely irrelevant and the only discriminating factor that may be relevant is the degree of disability or impairment. For that reason alone we shall consider all causes of learning disability and the conclusions reached will therefore largely be generalisations in the area. Approximately 2% of the UK population are currently classified as having a learning disability and this proportion has been slowly rising over time. In their comprehensive review of the subject, Xenitidis suggests that the reasons for this growth are manifold and complex. (Xenitidis K et al 2000). Part of the reasons given are that the definitions and criteria for the diagnosis of a learning disability are progressively changing as our knowledge of the area expands together with the fact that other relevant factors are changing such as the socio-economic conditions together with the fact that pre-term neonates who would previously been expected to die are now helped to survive but with an increased risk of cognitive impairment and learning disability (Aspray TJ et al. 1999). The McGrother study suggests that over a 35yr period from 1960 the prevalence of learning disability has increased at an average rate of 1.2% per year (McGrother C et al. 2001). One of the difficulties encountered in the context of sexual abuse is the problems that there are in discovering it. The typical person with a learning disability may have differing perceptions of â€Å"right and wrong† and therefore may not be in a position to make a judgement about what is happening. Other factors are that they have a greater difficulty in accessing professional help. (Wilson D et al 1999).Clearly this is less of a problem if we consider the group who are in institutions rather then those who live in the community, but against this is the argument that those in institutions generally tend to be those with the greatest disability and therefore would intuitively be less able to draw attention to a potential problem. (Patja K. 2000) The literature in this area is not particularly extensive but there are a few high quality papers that stand out. The first is by Sequeira (Sequeira H et al 2003) which was a case controlled study (a rare construction in this particular area) which set out to consider any correlation between sexual abuse, mental health and behavioural problems in people with learning disabilities. The authors suggest that this is the first study to seek such a connection. They matched a surprisingly large entry cohort of 54 adults with learning disability in a residential setting who had suffered from sexual abuse with a similar cohort who had not been abused. The actual study was both carefully constructed and meticulously carried out. In broad terms the findings of the study were that there was a statistically significant correlation between sexual abuse and mental illness and behavioural problems together with symptoms of post-traumatic stress. Reassuringly, the authors found that the reactions to abuse were essentially the same as in the general population which suggests that when recognised, the symptoms were evident to observers, but equally this implies that a significant amount of abuse is undetected. (Thompson D et al 1997). With the group with learning disabilities, the authors concluded that in addition, the study group tended to exhibit stereotypical behaviour patterns and that there was a positive correlation between the degree of abuse and the severity of the symptoms reported. We can confidently conclude therefore that there is a positive association between sexual abuse and both psychiatric and behavioural abnormalities in people who have learning disabilities. How does the design and architecture of institutions foster abuse? It has to be observed that an extensive literature search reveals no specific studies on the issues of institution structure and opportunities for abuse. There are a number of papers that refer tangentially to the issue however, and we shall assimilate the points raised in them. Brown, (1999) and Manthorpe (et al, 1999), both observe that institutions, both large and small, are not specifically immune from sexual abuse of their residents. They point to working practices that allow professionals a degree of privacy when dealing with residents in vulnerable situations. (Burke K 1999). It would be unlikely that anyone would disturb a nurse giving a patient a bath or a doctor conducting an interview or examination of a patient. In this respect, it is not the actual architecture of the institution, it is the structuring of the working practice that fosters the possibility of abuse in this area. (Churchill J 1998). Some institutions have mixed sex dormitories and areas which can be difficult for nursing staff to monitor. Inter-resident abuse can therefore take place in areas which may be less easy to detect than the open plan structure of many wards in general hospitals (Brown H et al 1997) Who are the perpetrators of abuse against people with learning disabilities? This is clearly a difficult area in which to be dogmatic, as one can cite evidence from various enquiries which have examined the issue and have implicated virtually every category of professional from medical staff, (COI 1969), through nurses (COI 1971), to care assistants and sub-contracted employees (DOH 2000). Equally, to be balanced, one has to also examine the recent spate of prosecutions form residential care home workers that have been overturned in the appeal court where allegations of abuse have been found to be vindictive or fraudulent. (also COI 1978) What impact does power imbalance between carer and service user have over occurrence of abuse? Abuse, almost by definition, implies an abuse of power.(Northway R 1998).There is automatically an imbalance between those with learning disabilities and those in the general population as, by the very nature of their disability, the majority of those with a learning disability are dependent on other carers for their own protection and safety. (Pillemer K et al. 1993).This power imbalance is taken to a greater extreme when those (healthcare professionals) who are employed to care for their patients, and thereby are generally invested with a degree of trust give instructions to those who are more vulnerable. As Rogers points out, (Rogers AC 1997) the moment a nurse puts on a uniform or the doctor a white coat, they are invested with an automatic degree of authority and respect by the general population and possibly all the more so by those with learning disability, who may well have learned to be more deferential or respectful because these healthcare professionals are effectively the gatekeepers to their own security and well-being. (Sines D 1995) What can be done to reduce abuse in institutions? It is clearly important to be able to restore confidence in the residential settings for the care of those with learning disabilities. One of the prime mechanisms of reduction is to place professional emphasis on detection of abuse together with implementation of management procedures that will minimise the potential for abuse. The recent Government White Paper â€Å"No Secrets† (DOH 2000) has gone a long way into implementing such measures, and this, together with provincial measures in other parts of the UK (NAW 2000), presents guidelines which will help to prevent sexual abuse and also facilitate the investigation of such abuse when it is alleged. Professional bodies have publicly proclaimed a policy of Zero tolerance in this area and have encouraged the philosophy of â€Å"whistle blowing† (NMC 2002 a) it should be noted however, that a study commissioned by the same group, The Nursing and Midwifery council (NMC 2000 b) suggested that despite the guidance and directives given there is clear evidence that nurses, in particular, do not have sufficient knowledge or have received sufficient training in the area of prevention of sexual abuse to effect the recommendations in the Government White Papers. References Aspray TJ, Francis RM, Tyrer SP, and Quilliam SJ 1999 Patients with learning disability in the community BMJ, Feb 1999; 318: 476 – 477 Brown H Stein J 1997.  Sexual abuse perpetrated by men with intellectual disabilities: a comparative study.  Journal of Intellectual Disability Research 41 (3) 215-224. Brown H 1999,  Abuse of people with learning disabilities. In: N Stanley J Manthorpe r B Penhale (Eds) Institutional Abuse: Perspectives Across the Life Coarse. London: Routledge. 1999 Burke K 1999,  Nurses told to avoid close relationships with their patients.  Nursing Standard 13 (49) 4. Churchill J 1998,  It doesnt happen here! In:  T Thompson P Mathias (Eds)  London: Sage/Open University Press. 1998 COI 1969,  Committee of Inquiry (1969) Report of the Committee of Inquiry into Allegations of Ill-treatment of Patients and Other Irregularities at the Ely Hospital, Cardiff. Cmd 3975. London: HMSO. COI 1971,  Committee of Inquiry into Farleigh Hospital (1971) Report of the Committee of Inquiry into Farleigh Hospital.  London: HMSO. 1971,   COI 1978,  Committee of Inquiry into Normansfield Hospital (1978) Report of the Committee of Inquiry into Normansfield Hospital. Cmd 7357.  London: HMSO.1978 DOH 2000,  Department of Health (2000),  No Secrets: Guidance on Developing and Implementing Mula-agency Policies and Procedures to Protect Vulnerable Adults from Abuse.  London: The Stationery Office. 2000 Manthorpe J Stanley N 1999,  Shifting the focus: from bad apples to users rights. In: N Stanley J Manthorpe r B Penhale (Eds) Institutional Abuse: Perspectives Across the Life Course.  London: Routledge 1999 McGrother C, Thorp C, Taub N, Machado O. 2001,  Prevalence, disability and need in adults with severe learning disability.  Tiz Learn Dis Rev 2001;6: 4-13 NAW 2000,  National Assembly for Wales (2000) In Safe Hands: Protection of Vulnerable Adults in Wales.  Cardiff: Social Services Inspectorate for Wales. NMC (2002 a),  Code of Professional Conduct.  London: Nursing and Midwifery Council. NMC (2002 b),  Practitioner-Client Relationships and the Prevention of Abuse.  London: Nursing and Midwifery Council. Northway R 1998,  Oppression in the Lives of People with Learning Difficulties: A Participatory Study. PhD Thesis.  Bristol: University of Bristol. Patja K. 2000,  Life expectancy of people with intellectual disability: a 35-year follow-up study. J Intellect Disabil Res 2000;44: 590-9. Pillemer K Hudson B 1993,  A model abuse prevention programme for nursing assistants.  Gerentologist 33 (1) 128-131. Rogers AC 1997,  Vulnerability health and healthcare.  Journal of Advanced Nursing 26 65-72. Ryan J Thomas F 1987,  The Politics of Mental Handicap.  London: Free Association Books. Sequeira H, Howlin P, Hollins S 2003,  Psychological disturbance associated with sexual abuse in people with learning disabilities,  The British Journal of Psychiatry (2003) 183: 451-456 Sines D 1995,  Impaired autonomy: the challenge of caring.  Journal of Clinical Nursing 4 (2) 109-115. Thompson D, Clare I Brown H 1997,  Not such an ordinary relationship: the role of women support staff in relation to men with learning disabilities who have difficult sexual behaviour.  Disability and Society 12 (4) 573-592. Wilson D, Haire A. 1999,  Health care screening for people with mental handicap living in the community.,  BMJ 1999;301: 1379-81 Xenitidis K. Thornicroft G. Leese M. Slade M. Fotiadou M. Philp H. Sayer J. Harris E. McGee D. Murphy DG. 2000,  Reliability and validity of the CANDID-a needs assessment instrument for adults with learning disabilities and mental health problems.  British Journal of Psychiatry. 176:473-8, 2000 May ############################################################# 29.3.06 PDG Word count 2,071

The Class-Size Amendment Must be Repealed in Florida! :: Argumentative Persuasive Argument Essays

The Class-Size Amendment Must be Repealed in Florida! The latest amendment to the Florida constitution reduces the average class size in schools around the state. Although many people believe that smaller class size will help students learn by giving them more time individually with their teacher, studies prove that class size has little or no effect on student achievement. The class-size amendment is a waste of non-existent money, and in the long run, it will only hurt Florida’s economy and the education program. On November 5, 2002, voters approved the reduction of class sizes around the state, much to the dismay of the governor and well-informed citizens everywhere. Governor Bush previously had warned that the revision to the constitution would cost $27.5 billion over eight years and would force the state to raise taxes and cut services. Unfortunately, naà ¯ve supporters of class size reduction chose to go ahead with the modification of the constitution for emotional reasons, having no actual evidence demonstrating benefit from smaller classes. Much evidence exists, however, to demonstrate why this amendment should not have been passed. In 1986, the Tennessee legislature commissioned the Tennessee Class Size Experiment to determine if class size made a difference in achievement for disadvantaged students. After studying 79 different schools in 42 school districts for 4 years, the researchers found that class size only had an effect on students in kindergarten through 3rd grade, and that effect was minute. The impact was only on reading, not math, and smaller classes did not help disadvantaged students. A 2002 study of New York City schools showed that smaller schools, not smaller classes, had an effect on student success. From these and other studies, Florida should have learned that paying $27.5 billion to count the number of children in a class is a waste of money. Instead,

Language and Literacy Essay

Language and Literacy what are they? How do they relate? How do we learn them? These are just a few questions one might ask them self when they contemplate the effect language and literacy have on learning. â€Å"Forms of language and literacy develop supportively and interactively. Children build on oral language knowledge and practices as they learn to read and write’ they develop key understandings about reading through writing, and they extend their writing range through reading† (Braunger & Lewis, 2005). This illustrates how at even the most basic level, language and literacy are interconnected from the very beginning. Therefore, in order to dissect each to see how children learn each, one needs to have a full understanding of both language and literacy apart from each other before one can fully understand how they work together. Language is first and foremost functional. It can be divided into two parts; written language and oral language. â€Å"Language is essential to learning, and ready, as a specialized form of language, is not only a basic skill, it is an indispensible tool for critical and creative thinking† (Braunger & Lewis 2005). There are many similarities between written and oral language, â€Å"Reading, writing, speaking and listening, at the deep levels of production and comprehension, are parallel manifestations of the same vital human function – the mind’s effort to create meaning’(Cambourne, 1988)† (Braunger & Lewis, 2005). For both written and oral language development, children go through a similar learning process; seeing/hearing, recognizing, awareness of the differences in what they are seeing/hearing, participation in speaking/writing (Braunger & Lewis, 2005). While there are many similarities, the two modes of language are different in many complex and interesting ways. These differences are due to such â€Å"pragmatic factors as psychological and physical distance from audience, function, amount of time people have to produce language, and degree of permanence (Chafe & Danielwicz, 1987; Olson 1977; Rubin, 1978; Tannen, 1982). The most salient difference is that the two require different kinds of knowledge that learners must acquire in order to operate with and on them† (Braunger & Lewis, 2005). Additional differences are that each mode requires specific knowledge that cannot be transferred to the other and also that â€Å"written language is doubly symbolic; readers and writers must become at least somewhat conscious of their knowledge of oral language, which isn’t necessary in speaking† (Braunger & Lewis, 2005). Another major difference between written and oral language is its accessibility. Oral language is very readily available through conversations, recordings, music, etc. whereas written language is much harder to come by since it has to be created and then made accessible for others (Braunger & Lewis, 2005). Aside from their similarities and differences listed above written and oral language make up the building blocks of literacy. â€Å"Literacy allows us to make connections between our own and others’ experiences; to inquire systematically into important matters; and to access, analyze and evaluate information and arguments. In short, literacy is key to success in school and beyond for effective participation in the workforce, the community, and the body politic† (Braunger & Lewis, 2005). Literacy occurs in stages with the primary development taking place during childhood and adolescents. During adolescents is when our literacy knowledgebase grows and deepens the most. Some of the key features in helping develop an adolescents literacy are; reading a wide variety of texts and genres, teacher modeling, cognitive collaboration, and assessment of strengths. However parents play the most important role in a child’s language and literacy development. It has been shown that the more involved families are in the literacy development of children, the more success the student will achieve (Braunger & Lewis, 2005). It has also been proven that children who have more language experiences such as, opportunities to talk, experiences with stories both oral and written, verbal interaction between adult and child during story readings, and opportunities to draw and write, fare better once they reach a school learning environment since they have had more exposure to the things they are learning in the classroom. This early preparation and learning is vital for building a student’s confidence which will affect all aspects of their schooling. (Braunger & Lewis, 2005). â€Å"The diversity of public schools today does not support a ‘one size fits all’ program of reading instruction† (Braunger & Lewis, 2005). In other words, we as educators need to ensure that the literacy programs we use are tailored to fit the needs and interests of our individual students if we want to ensure they develop their language and literacy skills to the fullest. ? References Jane Braunger & Jan Patricia Lewis, (2005). Building a Knowledge Base in Reading (2nd ed. )

Classical Education Essay

Some people hold the view that the classics are classics because they have stood the test of time. Therefore, they are to be treasured by people of all generations, ours being no exception. Others believe that the classics represent the wisdom of the past. As we are advancing towards the future, it is our responsibility to venture into the unknown and generate new understanding of man and nature. What is your view on this issue? Write an essay in 300 – 500 words in response to this question and give reasons to support your position. Classical education is ‘ communicates to the mind †¦ a high sense of honor, a disdain of death in a good cause, and a passionate devotion to the welfare of one’s country’ , which proposed by Oxford classicist Edward Copleston. Classics studies indeed have stood the test of time and represent the wisdom of the past which treasured by all generations. Therefore, it is our responsibility to venture into the unknown and generate new understanding of man and nature. Traditionally, the study of classics was the principal study of the humanities. It is connected to the study of languages, history, art, literature, philosophy, archaeology and other culture of the ancient Mediterranean word, especially Ancient Greece and Ancient Rome. For example, every European language today such as the Romance languages and Modern Greek was evolved and influenced by the classical language of the Ancient Mediterranean. Nevertheless, classical study now expanded to Northern Africa and Middle East. It has become our references in many different arenas and immensely contributed to our culture today which proves that classic studies have the ability to transform self’s understanding. According to Charles Augustin Sainte-Beure’s idea and belief, a true classic is an author who has enriched the human mind and revealed some eternal passion through his thought, observation, or invention. Therefore, it could be opposed by anyone since each and everyone have different thoughts and ideas influenced by their present lifestyles, culture or even discovery.

Neuromancer essays

Neuromancer essays The case against Microsoft is based not just on bad economics, but on a fundamental misunderstanding of government's decision-making role when it comes to market operations. This misunderstanding has led to an attack on one of the USs most successful firms. It is difficult to measure consumer "harms", much less harms that may only occur in the future. A common misconception about antitrust law is that its purpose is to ensure fair competition. That's not true; antitrust law's purpose is to protect consumers. If fair competition maximizes their welfare, so be it; if monopoly maximizes their welfare thats what the antitrust laws provide for. It's not clear that Microsoft has a monopoly in the first place. Past Microsoft customers are not a captive market, as the Department of Justice portrays them. Rather, Microsoft must continue to add features and functionality to its products to get its Windows 95 consumers to become Windows 98 (and beyond) consumers. Consumers are free to change operating systems at any time. There are such alternatives as Linux with the graphic interface, the Mac OS but the point is that even if there were none Microsoft's ability to raise prices is strictly limited by the mere possibility of such an alternative's emergence into the market. Predatory pricing that is, the practice of lowering prices to drive out competition, thus enabling massive price increases later? Well, maybe. There are compelling academic theories that question the possibility of predatory pricing in a free market, but economists universally agree that one component of predatory pricing must be high entry/exit costs. If the competition can enter and exit the market at very low cost, driving them out serves very little purpose, since as soon as you, the monopolist, get around to raising your prices, they'll come right back in and compete those profits away. The purpose of this discussion of pricing strategy is to show that Mi...