Media represent females at a particular sporting event-wimbledon event Literature review

Media represent females at a particular sporting event-wimbledon event upcoming one for this year - Literature review Example Research Hypothesis The above mentioned research questions, in a broader sense will be explored and analyzed to test and validate the below mentioned research hypothesis: The media representation of females in the sporting events is biased and prejudiced. Justification for Using the Qualitative Approach to Test the Research Hypothesis The given research will exploit the qualitative methods and approaches to test the proposed research hypothesis. A qualitative approach is highly suitable for testing the proposed hypothesis owing to a variety of reasons. Not to say, that a qualitative approach towards research has its specific advantages and flaws. Qualitative research has primarily to do with the qualitative phenomena that are the phenomena that have to do with quality or kind (Newman & Benz 1998). For example, in the research under consideration, the qualitative research undertaken will have to do with the quality or kind of the media representation of women in sporting events. Quali tative research is a valid form of scientific research. Qualitative research tends to sort out answers to questions. It adheres to s systematic and predefined procedure used for testing a research hypothesis. ... the undertaken research is not only to test the proposed hypothesis but also to cull out insights that are of relevance to the future research in related disciplines. In the context of the research topic under consideration, a qualitative approach will be highly suitable in exploring the values, behaviour and attitude of media towards the representation of women in sporting events. This qualitative research will provide the research scholar with the complex textual information regarding how people experience the representation of women in sporting events and what do they think about it. Besides, it will solicit information regarding the human side of the issue under consideration (Phillimore & Goodson 2004). It will help the research scholar better understand and interpret the complicated reality pertaining to the media representation of women in sporting events and its implications for further research in varied disciplines. The nature of the research hypothesis to be tested is such that it defies all attempts to quantify or accurately measure the type and nature of media representation of women in sporting events, and hence a quantitative approach will not be suitable and appropriate (Lankshear & Knobel 2004). A qualitative approach towards the proposed research offers varied advantages over a quantitative approach. The first and foremost advantage of qualitative research is that it accords a great degree of flexibility to the research scholar (Bowling 2002). The quantitative methods are usually inflexible and are mostly not appropriate for testing the type and kind of research hypothesis under consideration. When it comes to quantitative research, the common methods it uses to collect data such as questionnaires and surveys do tend to pose the same questions to all

Ptlls 008 Roles, Responsibilities Essay Example for Free

Ptlls 008 Roles, Responsibilities Essay Important to define the terms prior to listing the entities which may impact on my work: Legislative requirement: A duty to act according to the law as defined in an Act of Parliament and usually enforceable through the courts. Code of Practice: A set of rules outlining how a person in a particular profession or situation is expected to behave. Statutory Code of Practice: A Code of Practice approved by Parliament and admissible as evidence in any legal action. The Children Act (2004) – Every Child Matters underpinned the Change For Children agenda. The Act came into being following the death of Victoria Climbie. The Act is applicable to children and vulnerable adults up to the age of 25. Focused on five specific outcomes for children: Be healthy Stay Safe Enjoy and Achieve Make a positive contribution Achieve economic well-being Protection of Children Act (1991) – gave local authorities to investigates cases of child abuse. Safeguarding Vulnerable Groups Act (2006) – introduced a vetting and barring service for those working with children and vulnerable adults. Disclosure and Barring Service (DBS) checks (previously CRB checks). Code of Professional Practice (2008) – introduced by the Lifelong Learning Sector. The code is based on 7 behaviours expected of teachers. Copyright Designs and Patents Act (1988) – relates to copying and adapting materials. The Data Protection (1998) – relates to information held on people by others. Education and Skills Act (2008) – aimed at increasing participation in learning. The Equality Act (2010) brought all the areas of discrimination: race, sex, disability, race into one Act. The 2010 Act identifies 9 areas of discrimination. Freedom Of Information Act (2000) – individuals can ask to see the information held on them Health and Safety At Work (1974) – imposes obligations on all to operate within a safe and healthy environment Human Rights Act (1998) – basic rights for all The Further Education Teacher’s Qualifications (England) Regulations (2007) – professional status for teachers in FE and a qualification route GRAVELLS, A. (2012) Preparing To Teach In The Lifelong Learning Sector 1. 2 Analyse own responsibilities for promoting equality and valuing diversity The definition of equality is to treat everybody equally, especially in terms of status, rights and opportunities. The 2010 Equality Act brought together a number of different pieces of legislation which means it is unlawful to discriminate against people on the grounds of pay, sex, race and disability. Diversity means being aware that every person is unique, not only because of their visible differences such as race, age or disability, but also non visible differences, religion, social background, economic status or political beliefs. Inclusion is about being objective and looking beyond first impressions. It’s about diversity and breaking down barriers, changing lives and promoting equality. Within my role it’s important for me to base my practice around the concepts of equality, diversity and inclusion and keep an open mind. Without an open mind I may not support all people equally to recognise their potential and achieve their aspirations. Discrimination could then be argued to have occurred as students would not have been treated equally. Particular to my role as a potential facilitator would be the areas of Differentiation Preconceived stereotypes Encouraging a wide variety of views Use of culturally diverse images and resources Learning support where appropriate 1. 3 Evaluate own role and responsibilities in lifelong learning Reflective Journal Annex A It is important to consider this question in relation to internal and external influences. My role as a facilitator is connected to the Learning Cycle. The cycle consists of five reoccurring elements. It is appropriate for me to answer this question offering examples for each element. Identify needs. Role arranging assessments to identify student need particularly in the key skill areas: numeracy, literacy and ICT Responsibility – offering information, advice and guidance on the contents of the course Plan learning Role – planning schemes of work and when it will be taught Responsibility – designing a scheme of work, lesson plans and resources Deliver/Facilitate learning Role – establish ground rules Responsibility – deal with inappropriate behaviour as it arises Assessing Learning Role – assess progress whether it be for internal purposes or national examination bodies Responsibility – offering feedback to students Evaluation Role – improve the teaching and learning process Responsibility – evaluate session taught perhaps through student reflective journals 1. 4 Review own role and responsibilities in identifying and meeting the needs of learner Reflective Journal Annex B To meet the needs of the learner, firstly I would conduct an initial assessment, particularly in the areas of key skills: literacy, numeracy and ICT. This would enable both myself and the learner to identify and agree areas where additional support was required to enhance learning Secondly I would negotiate Individual Learning Plans (ILPs) to enable both the learner and myself to set targets and monitor outcomes. Thirdly I would initiate regular tutorials where individuals could receive dedicated individual attention where achievement could be celebrated and support and help offered. Lastly, I would constantly be mindful of barriers to learning whether this be learning or personal ones. In such cases where there were issues depending on the nature of these issues I would either deal with them myself or signpost the student to an appropriate professional 2. Understand the relationships between teachers and other professionals in lifelong learning 2. 1 Analyse the boundaries between the teaching role and other professional roles There are three areas on which I intend to focus. First the teachers time is limited it therefore may be appropriate to refer a student to another professional, for example if the students wishes to discuss their career ideas, although I would feel comfortable doing this I may not have the time. I would therefore signpost them to a career expert. Secondly the teacher may not have a particular expertise and teachers should be respectful of the abilities of other professionals. For example if my computer projector broke down I would ask a technician to repair it. They would have both the expertise and health and safety knowledge to complete the task. Thirdly within the busy life of a classroom it is not always possible to meet the specific needs of the learner whether this is in respect of key skills, language barriers or personal problems. In any of the incidents it would be appropriate for me to refer them to another professional. The key is always to support the learning of the learner.

The Value of Currency in Eighteenth Century England Essay -- European

The Value of Currency in Eighteenth Century England For most of the eighteenth century, a shilling a day was a fair wage for most workers. Highly skilled workmen naturally made more; unskilled laborers and farm workers fared somewhat less favorably. One shilling would take home "5 Ibs.. of meat or four rabbits, 3 quarts of strong ale, or 6 gallons of 'middling' beer" (Mays 6). M. Dorothy George relates that the cheapest theatre seat, in the top gallery, was about a shilling. And the "weekly rent of a miserable London attic, ready furnished" might be 1 shilling six pence" (George Hogarth 51 n). John O'Donald Mays points out: The coin would also allow the traveler to ride about 4 miles on the stagecoach in winter, and a slightly greater distance in summer. At a noted Liverpool inn, 'The Lion,' a couple could pay a shilling and enjoy a fine meal consisting of veal cutlets, pigeons, asparagus, lamb and salad, apple-pie and tarts. In London the shilling had a slightly lower purchasing power than in the provinces, but nonetheless went a long way in supplying items for the family larder. For twelve pence one could get almost 4 Ibs.. of meat, 1 = Ibs.. of salt butter, almost 3 oz. of tea, 2 Ibs.. of sugar, and 2 Ibs.. of cheese. (quoted in Mays 7) For a country girl traveling to the city, the cheapest, and slowest, form of travel was the wagon. For a mere "shilling a day, which meant a halfpenny a mile," she might even have the luxury of lying in the soft straw. Nights however might also have to be spent either in the wagon or in a bam along the way since no respectable inn would lodge someone who rode in a wagon (George, Hogarth 51 ) . Not nearly so comfortable, but much more dignified, was the stage coach. ... ...(Porter 93). A Conversion Table from Roy Porter s English Society in the Eighteenth Century: * 12 pennies (d.) = 1 shilling (s.) * 20 shillings = 1 pound * 21 shillings = 1 guinea * 5 shillings = 1 crown 100 pounds in the 18 century = about 6,000 pounds today To roughly convert 18th century pounds to 1990 dollars, multiply by 100 (these exchange rates and computations, compliments of Dr. Grove) Works Cited Defoe, Daniel. The Complete English Tradesman. Gloucester: Allan Sutton Publ., 1987 - - - . Moll Flanders. Mineola: Dover, 1996. George, M. Dorothy. Hogarth to Cruikshank: Social Change in Graphic Satire. London: Viking, 1987. Mays, James O'Donald. The Splendid Shilling: A Social History of an Engaging Coin. Burley: Pardy & Son, 1982. Porter, Roy. English Society in the Eighteenth Century. London: Penguin, 1990.

Being Labeled Autistic

Being â€Å"Labeled† Autistic. First it is important to understand the Autism Spectrum Disorder (ASD). In this article you will identify the needs and interest of children with High Functioning Autism and Low Functioning Autism, the social and communication skills, behavioral abnormalities, learning disabilities, and functioning as an adult with Autism. I. Detecting Autism in a child. A. The signs, diagnosis and treatment. 1. Screening evaluations: All children with Autism Spectrum Disorder (ASD) demonstrate deficits in, social interaction, verbal and nonverbal communications and repetitive behaviors or interest.Also have poor eye contact, doesn’t smile, excessively lines up toys or other objects. Does not respond to name, or does not speak one word by the age of 16 months. The first signs of ASD can also appear in children who have seemed to be developing normally. 2. Interventions and treatments: It is important to remember that every person impacted by Autism is diff erent and may benefit from different treatments or interventions. These are a variety of interventions.Applied behavior analysis is effective when used to teach complex communication, social, play and self help skills. Discrete trial training is when a teacher presents an instruction and provides consequences for a correct or incorrect response. Speech Therapy provides professional help and guidance in communication skills. Gluten-free, Casein-free diets, are effective diets to improve communication, social interactions, and sleep patterns while reducing digestive problems and autistic behaviors. B. Autism Spectrum Disorders, interest and behaviors. . Social and communication skills: Autistic individuals usually display a very limited of interest and activities, repetitive behavior (example: repeating the same sentence over and over), obsessively following routines, or having methodical and specific ways of arranging things. For instance, a child may have little trouble learning to read, but exhibit poor social interaction. Often times between 12 and 36 months old, the differences in the way they react to people and other unusual behaviors become apparent.Each child will display communication, and social skills that are individual but fit into the overall diagnosis of ASD. 2. Behavioral and learning disabilities: Autism affects the brain by altering how nerve cells and their synapses connect and organize. They have difficulty interpreting what others are thinking or feeling because they can’t understand social cues, such as tone of voice or facial expressions, and don’t watch other people’s faces for clues about appropriate behavior, they lack empathy.Children whose language skills regress early in life, before the age of 3, appear to have a higher than normal risk of developing epilepsy or seizure like brain activity. II. The difference between High Functioning Autism and Low Functioning Autism. A. The life of a High Functioning Autistic Child. 1. The functions of a High Functioning Child: High functioning means having an IQ of higher than 80. These individuals do not exhibit certain behaviors, such as self injury or aggression. They often have more normal functions and behaviors, such as speaking and carrying out day to day activities with no problems.Often they may have difficulty initiating love and friendship relationships, often being rejected because potential partners perceive them as being too nerdy or too intelligent. This can lead to low self esteem or loneliness. They do not lack empathy, although they may have trouble expressing it. In a well resourced educational institution they often do well academically if they can be simulated by good teachers. They are usually intelligent, gifted, honest and hard workers. Some are thought to become scientists and engineers. 2.The challenges of a High Functioning Autistic Child: Coping with this condition is a daily challenge, especially in the lacking of skills in interacting with others. These individuals have such social delays and difficulties that interaction with a normal social setting can be severely hampered. Some may have minor to moderate difficulty with motor skills and coordination. Also they may nurture a complex habitual movement at which they become adept, for example, rocking back and forth or bumping. B. The life of a Low Functioning Autistic Child. 1.The Functions of a Low Functioning Autistic Child: Low Functioning means having an IQ below 70. Also meaning severely autistic. These children do not speak, often do not understand receptive language, do not care nor do they wish to engage in conversation unless it is absolutely necessary and it is extremely limited due to the lack of speech, do not respond well to behavioral therapy, and do not show a great deal of improvement. Retardation is common, epilepsy is common, and other disorders may be present as well. They do not express emotions well, except anger.These emotions ar e unknown due to their inability to communicate. They can be violent and for no reason at all, attack someone and then be fine and passive again a few minutes later. 2. The challenges of a Low Functioning Autistic Child: Limited grammar and an impulsive sensitivity to stimulus are often thought to be typical of low functioning autism, as is a strong visual processing preference. These children with mental challenges are more likely to exhibit behavior and emotional problems. Academically, they lag behind in achievement for their age expectations.Typically they lag behind their piers three to four years. Children with severe Autism can acquire basic communication skills, both oral and written. III. Functioning as an Adult with Autism. A. Working and living as an Autistic adult. 1. Independent living vs. supervised living: Independent living involves persons living with Autism in their own apartment or house with little, if any support services. Support services may be limited to such areas as complex problem-solving, money management, or budgeting. In supervised group living, group homes are facilities that serve several individuals with disabilities.Adult foster care, individuals live in a home with a family, and is intended to be as permanent as possible. 2. Preparing the Autistic adult for employment: Many Autistic adults are capable of employment, especially those with high functioning autism, in sheltered workshops, under the supervision of working with persons with disabilities. Some of the teachings start from academics to more functional life skills and prevocational skills. Therefore, their educational goals need to focus on preparing them for employment and adult life. B.Relationships, marriage, and living life to the fullest. 1. Having social relationships: There are a significant number of Autistics who have done very well in relationships. Once an autistic crosses the threshold of dating, they will improve their knowledge and ability in handling re lationships. Adults on the Autism spectrum should watch as much adult television as they can enjoy. Cinematic depiction of emotions is particularly good as an educational tool.Some Autistics are gullible, but they also have the advantage of being able to look at things logically. 2. Happily married and raising a family: Many Autistics are happily married and parents. With knowledge of Autisim comes a much greater tendency to engage people who enjoy the company of someone with Autistic characteristics. There are a large number of anecdotal reports of good relationships involving Autistics.In concluding that Autism is not a disease, it is a way of life! Autism doesn’t need to be cured, it needs to be accepted and Autistics allowed to be themselves without fear. Most are average at a variety of things, just like the rest of society. They may work to develop their talents and become impressive teachers or mathematicians, but the majority aren’t prodigies. They are just peo ple who are good at some things and not others. Above all, treat Autistics as you would anyone else and allow for the differences that are sure to make themselves known.

Philip Gefter

In the world of art, the photograph has conventionally been used to establish original subjects that document and reflect cultures as accurately as possible. However, in Philip Gefter’s essay, â€Å"Photographic Icons: Fact, Fiction, or Metaphor†, Gefter points out that, â€Å"just because a photograph reflects the world with perceptual accuracy doesn’t mean it is proof of what actually transpired. (208)† What Gefter is telling us is that it is that the ordinary reality of the image is not what is important; the metaphoric truth is the significant factor. What makes photojournalism essential is that it helps show us how to view the world in an individualized way. It is, essentially, a public art, and its power and importance is a function of that artistry. From the war photography of Mathew Brady (who was known for moving dead bodies to create a scene) to Ruth Orkin (who directed a second shot to capture â€Å"American Girl in Italy†, when the first â€Å"real† shot was not to her liking), Gefter underscores that, although these shots are not the unedited version of life, this was life, just in a more appealing fashion. Gefter does not feel these photos are historically invalid. In fact, he believes that they are â€Å"proof of facts in real time, moments in history brought to the present. (208)† Seldom are photojournalistic efforts important primarily because of the â€Å"fact† of what they show; their informational value is minor. Such is the case of the 1956 United Press International photograph of Rosa Parks sitting at the front of a bus in Montgomery, Alabama. For many years, we were led to believe that this photograph was taken on that famous day. It was not until many years later that Parks revealed that the photograph was taken over a year after the day she refused to give up her seat on the bus. The power of this photo resides in the image itself. In general, how much of the value we place on a photographic image is based on what’s actually in the photograph, and how much of it is based on what we’re told about the photograph? The photographer isn’t trying to cheat us by being deceitful in some way to history: Rosa Parks did start a revolution by sitting in the front of a bus while a white man sat behind her. The photograph is powerful enough to take us back to that famous day. It makes us feel as though we are stepping onto that bus, looking up to see a sight not seen before. Although it may not have been taken as the moment happened, it gives us an understanding. The manipulations that attended the creation of this picture are invisible, superficial elements. The amount of manipulation that will deprive a photograph of its value depends on the level of value we assign to it. We revere some photographs because they are images of a fact or time in history, others are compelling because they capture an aspect of the human condition, and yet others appeal to us because they point out to us something beautiful; it’s inspiring and exciting to be reminded that the world can be good and charming. All three of these perspectives ring true for the Parks photograph. She is an icon herself; her story is a force of history. She helped define human condition for an entire race of people and bolstered the Civil Rights Movement. And it is, without a doubt, a quiet, beautiful tale of a kind, demure woman who wanted change. As Gefter asserts, â€Å"Here is a staged document that has become a historic reference point (214-215)†, the power of this picture hangs on the basis that this is life. All photographs are subjective viewpoints. At the most fundamental level the photographer has decided where to position the camera, what is in or not in the frame, and when to take the shot. It is most certainly one of the reasons why not everyone who owns a camera is a photographer and not all photographers are the same. The real value of the art of photojournalism is its way of telling us the truth about that moment in time. Whether or not the photo was staged means little if it served its purpose. And the photo of Rosa Parks absolutely served its purpose; it invoked emotion and made us feel as if we were there. Sometimes fiction tells history truer than nonfiction. Photography is an art; it is an illustration of a point of view, or concept. Photography is story telling. Photography is history. Even if they were orchestrated, all of the photos Gefter discusses in his essay are historical documents. They represent a certain way of life, of thinking, a set of beliefs that the people that composed them held dear to them. Would anyone think less of a beautiful portrait just because the people in it posed for the artist? Art has a truth in itself. There are no lies in a work of art, because it is the observer who gives them value, meaning, and content. We need to be just more thorough to decipher the hidden truth. And that where lies most of the excitement of the beauty of a work of art; a brief look into past, in the development of the analysis of their hidden messages which are different for each and every one of us.