Recruiting Violations in College Sports Essay - 2226 Words

Sports are extremely popular around the world and only get more popular as time goes on. Sports is on television (TV), in the news, in the newspaper, and online. It only makes sense that this is the case. A sporting event is the ultimate drama. The variability of a game is what gets people so into it. Sports can tell a story, and teach great life lessons as well as inspire people. If sports are that important to the people around the world who watch it, just think about how important sports are to the ones who actually play it and coach it. It is their passion, their persona, their life. With the media’s harsh expectations of teams today, unless a team wins a championship, they are deemed unsuccessful. Since expectations are so high,†¦show more content†¦In their effort to compete with other programs, coaches push the boundaries of recruiting. This is a huge problem in college sports that desperately needs fixing. For this problem, the National Collegiate Athletic Ass ociation (NCAA) has set strictly enforced rules for behavior like this. It is a very complex, broad set of rules. The purpose of these rules is simple. These rules are meant to encourage fair recruiting and too discourage offering incentives to collegiate athletes. Recruiting laws in the NCAA are very particular. Every program follows the same set of rules, however the rules vary slightly from sport to sport. First of all, besides monitoring what the coach offers an athlete, the NCAA monitors the amount/content of contact with athletes. Contacts with athletes are monitored by the NCAA heavily. A contact by definition is when a coach has any face to face contact with an athlete or an athlete’s parents on or off a college’s campus and says more than hello. A contact also occurs if a coach has any contact with an athlete or an athlete’s parents at that athlete’s high school or anywhere the athlete is practicing or competing. To give the athlete some space a nd to organize all contact, the NCAA has a contact period. A contact period is a time period where a college coach may have in-person contact with an athlete and their parents on or off the colleges campus. The coach may also watch the athlete play or visit theShow MoreRelatedSenior Collegiate Athletic Association : Sport Scandals1354 Words   |  6 PagesOn average, there are about 60 major NCAA (National Collegiate Athletic Association) sport scandals per decade. NCAA sport scandals are very common in any college sport. There is always some sort of scandal going on and many schools have been part of one at some time. There are various ways for a scandal to happen, from recruiting violations to academic frauds to bribery. There are various penalties issued by the NCAA, but one penalty, known as the â€Å"death penalty† is the worst punishment a programRead MoreThe Ethical Consideration Of The Ncaa1153 Words   |  5 Pagesoriginal spectrum of rivalry competition into a bus iness model that focuses on branding and expanding markets. According to Stephanie Harrison-Dyer (2011), â€Å"Sport is too much a game to be business and too much a business to be a game† (p. 1). Although competitive sport has contributed remarkably to human culture, the increased popularity of sport and sport enthusiasts has generated a greater concern for moral and ethical conduct among athletes (Harrison-Dyer, 2011). With increased pressure on administratorsRead MoreCollege Athletes Should Not Be Paid1592 Words   |  7 Pagesdiscussion between college athletes and the NCAA on whether they should be compensated for the work they do for their selective school. Student athletes deserve to be paid to invest in their needs, and the schools have the money to do so. College Athletes have made the case that they are no longer student athletes, but are on the clock workers. The NCAA accumulates around 11 billion dollars in revenue a year, more money than the NFL, NBA, and MLB. Many writers such as Joe Nocera, a sports business columnistRead MoreCollegiate Infractions1339 Words   |  6 PagesThe NCAA and its student-athletes deal with much more than are seen by the general public. The coaches and players always have hidden agendas. Scandals or infractions are committed every year in collegiate sports and are left unnoticed. The NCAA does its best in trying to keep this under control but have difficulty doing so. Student-Athletes receiving improper benefits and breaking NCAA rules are a common group and information on these atrocities must be brought to light. The receiving of improperRead MoreEthical Considerations of College Recruiting1589 Words   |  7 PagesThe United States has an obsession with sports. From little leagues to major leagues, winning is above all and being competitive is important for both coaches and administrators overall success. That is why college recruiting has so many ethical issues today. When universities are able to offer money and other incentives to student-athletes in order to persuade them to enroll with their institution it gives them an advantage some others are not able to offer. Gifting money, cars, clothing, housesRead MoreCollege Athletes : The Masters Of Multitasking1305 Words   |  6 PagesCollege athletes with out a doubt are the masters of multitasking. Not only being able to play there individual sports at a high level but also finding the time to dedicate to there academics and achieve relatively decent grades. 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Coach Winters invites DarnellRead MoreThe Collegiate Football Player Caught !1408 Words   |  6 PagesDawn breaks and the headlines read, â€Å"Another College Player Caught!† The collegiate football league’s top scorer has been caught a ccepting money for his performance in last week’s game. According to league rules, he faces serious consequences for violating the league’s amateur clause. As a famous and talented collegiate athlete, why did he feel need to break the rules and jeopardize his future playing time by accepting the money? This careless behavior is a prime example of the issues the NationalRead MoreThe Student Athlete Association and Subsidized Payment of College Athletes1589 Words   |  7 Pagesof the SAA that all college student athletes begin and remain amateur athletes while attending college. Payment for college athletes should be scholarships that can include tuition, books, dorm accommodations, meal on campus or while traveling. Anything above this should be considered â€Å"subsidized† and is considered in violation of the SAA’s governing body. Introduction The SAA (Student Athletic Association) is an organization that was developed to protect and keep all college athletes in an amateurRead MoreThe Original â€Å"Death Penalty† in College Football, SMU Mustangs1347 Words   |  6 Pagespeople criticized him about his college playing days, so I asked my dad about it. He said that Dickerson’s college was given the â€Å"Death Penalty†. The Original â€Å"Death Penalty† was put into effect at Southern Methodist University in Dallas, Texas. To better understand the original question put forth, we must first define a few key terms. The NCAA is the National Collegiate Athletics Association. The NCAA has the final ruling in all matters of conduct in college sports. In short, it controls almost

Look closely at Jonathan Harker Essay Example For Students

Look closely at Jonathan Harker Essay There is also a man in the carriage with a strange mask on. The mask is made up of coins. In the past people used to put coins on the eyes of dead people to keep out spirits this conveys the idea that the people know something is un-natural about the area. The lady hands something to Jonathan. An insert shot shows what the lady handed to Jonathan. A crucifix, to protect from evil spirits, then we see a reaction shot where Jonathan looks confused. Then we hear a foreign voice say something that we dont understand, a subtitle on the bottom of the screen says, For the dead travel fast This means that although Jonathan isnt dead, he has travelled fast like a dead person would. The director had the lady say this to create the impression that Jonathan is in some sort of danger. Then the masked man slams the door shut and the driver makes a noise urging the horses to move. A long shot/ straight angle shot of Jonathan makes him seem small against the surroundings and very vulnerable. A long shot/ high angle shot of a wooden post, marks his journey. We hear wind in the background followed by a clash of thunder. Then we see Jonathan looking at the sky or the post, we cant tell which one. We hear a screeching noise which gets louder until we hear a crash of thunder and lightning lights up the face of the creature on the post, which I think is a bat that could be connected with Dracula but others say it is a wolf. The creature on the post could be warning people to stay away. That entire scene creates tension; again leading us to believe Jonathan is in danger. A wolf jumps from the middle of the screen toward the left of the screen. The close up/straight angle shot of the wolf makes it seem very dangerous. The main light is from the wolfs eyes and again it is an eerie blue light reminiscent of lights earlier in the scene. We can hear the wolves howling and growling at Jonathan. The growling becomes more constant. Then a coach comes towards him and it shocks him, but you dont hear it until the last second. The carriage looks like a funeral cart and is being pulled by four jet-black horses that appear to be floating. There is a mysterious figure driving the carriage. Under the coach we can see swirling mists that gives us the impression that the horse and carriage is un-natural. Then we see a medium shot/ straight angle shot of the driver. He is wearing a cape with a large collar. His coat overlaps like armour or scales giving the audience the impression that the driver may not be human. A hand reaches out for Jonathan and the camera moves and focuses in on Jonathan. The only light is from an oil lamp in the carriage. The hand reaches out for Jonathan. It is very long and unlike anything human. While the hand is reaching out for Jonathan, he looks very stunned and stands motionless. The hand rests on his shoulder and grabs him. Instead of guiding Jonathan into the carriage, it appears that the driver just picks Jonathan up and puts him in the carriage. The door shuts itself, which is weird. The next shot is a reaction shot. Jonathan looks pale and the only source of light is from Jonathans face. We hear a crack of a whip and the horses neigh. The driver is wearing a helmet that is shaped like a bird or it may not be a helmet. Jonathan then looks up at the driver and says Driver, is the castle far? Jonathan gets no reply from the driver. Instead the driver replies with a grunt. .ua15d94e0f61f12b5f0c5c8358b06dc45 , .ua15d94e0f61f12b5f0c5c8358b06dc45 .postImageUrl , .ua15d94e0f61f12b5f0c5c8358b06dc45 .centered-text-area { min-height: 80px; position: relative; } .ua15d94e0f61f12b5f0c5c8358b06dc45 , .ua15d94e0f61f12b5f0c5c8358b06dc45:hover , .ua15d94e0f61f12b5f0c5c8358b06dc45:visited , .ua15d94e0f61f12b5f0c5c8358b06dc45:active { border:0!important; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .clearfix:after { content: ""; display: table; clear: both; } .ua15d94e0f61f12b5f0c5c8358b06dc45 { 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; } .ua15d94e0f61f12b5f0c5c8358b06dc45:active , .ua15d94e0f61f12b5f0c5c8358b06dc45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .centered-text-area { width: 100%; position: relative ; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .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; } .ua15d94e0f61f12b5f0c5c8358b06dc45:hover .ctaButton { background-color: #34495E!important; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .ua15d94e0f61f12b5f0c5c8358b06dc45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua15d94e0f61f12b5f0c5c8358b06dc45:after { content: ""; display: block; clear: both; } READ: English Coursework Essay ConclusionMaking the audience think that the driver is not human. The director chose to do this to show that no human would go there. The driver is shrouded by mist so we cant really tell, what he is. Then we go back to a close up shot of Jonathan looking down at a precipitous mountainside. On the mountainside, rocks and stones are falling down and the wheels of the carriage are extremely close to the side of the cliff. The director chose to do this to show the instability of the cliff face. During the scene, we can still hear the horses moving and rattling and the neigh of the horses. Then we see a close up of Jonathan back in the carriage where he looks concerned. We then see a large castle, which looks like someone sitting on a throne, watching over the landscape. The director chose to do this to show Dracula has some power. We can see the horses approaching the castle. The next scene is where the horses are just arriving at the castle. Blue rings rise from the ground as the horses enter the castle grounds. The rings look and sound like a rush of gas or electricity. We see a shot through the rings, of the horse and carriage. We get the impression that Dracula is strange because he has strange things about him: The eerie blue light, the eye watching Jonathan and the castle shaped like somebody sitting watching over the landscape. Then we see a close up of Jonathan looking at the rings with a look of curiosity on his face. Then we can hear the mechanism of the gates as they start to close. The gates appear to look like claws, closing and trapping Jonathan in. Then there is a clash as the gates go together, followed by a period of silence in which the audience is left to ponder what could be in store for Jonathan. In this assignment I looked at Jonathan Harkers journey to Draculas castle. I looked at how Coppala created a sense of danger around Jonathan by using camera angles, background music and special effects. The director uses lighting, wolves and an orange sky to make the audience think Jonathan is in danger, and an eye, which seems to be watching Jonathan on numerous occasions throughout the clip. The eye in the peacocks feather, the eye on the map and the eye when hes on the train are just a few of the incidents, which create a sense of danger. I think that Coppala does a good job in creating the sense of danger because the audience still thinks something is not right about Jonathans journey. At the end of the clip Coppala uses the claw shaped gates to give us the impression that Jonathan is trapped which I think is very effective.

Secrets and Lies free essay sample

In this essay I would like to argue that in Secrets and Lies Mike Leigh is suggesting that secrets cause tensions in families and destroys relationships between family members. Firstly, I would like to consider that it is actually true according my own experience because there is been some lies and hidden secrets in my family as well and once they are exposed, it causes embarrassments to those whom are affected. Secondly, I believe secrets can form a negative and positive impact once they are exposed because, it can be a turning point where families consider reuniting and leave the past behind which obviously happens in Secrets and Lies. Sometimes it happens the other way around where Secrets and Lies destroy relationships between family members forcing them to abandon each other. In this paragraph I focus on how Secrets and Lies is compared to other movies based on a humanistic approach meaning that they introduce the nature of human behaviour in societies. We will write a custom essay sample on Secrets and Lies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Mike Leigh assumes that,† The films that are made in most parts of the world arent independent films; theyre just films, really. Here â€Å"independent† films mean films made in spite of Hollywood. † (Miller) Leigh considers Secret and Lies as an independent movie in a sense that it contains realistic facts and truthfulness compared to those produced by filmmakers in Hollywood where they mostly focus on style, cinematic etc. Leigh is right in that case because, Secret and Lies looks like some sort of documentary yet it’s a film rather than stylish, cinematic which in my point of view reflects to what is called humanistic approach. It consists of simple elements that we all are related to and not too advanced with special effects or better graphics as movies made in Hollywood for instance. I strongly believe that it touches its viewers with its contents. According to Miller’s article, involving an interview with Mike Leigh, he claims that, †I’d say that what I do is work very, very thoroughly indeed and get the actors involved from the word go to create a world that really does exist, whether we point a camera at it or not. (Miller) To make it all work, Leigh let his actors carry on with improvising while acting in order to create an environment which he relates to reality. This reflects to Rosenbaum’s quote where he asks himself why â€Å"Why, then, have I liked Secrets and Lies so much that Ive been able to see it three times with pleasure, and found it as gripping the third time as the first? † (Rosenbaum) It is how Leigh let his actors create an environment he looking for, says the author! In my opinion, I believe Rosenbaum is amazed about Leigh’s work because, the producer reveals how he simply does to make his movies become â€Å"independent†. I assume that most producers scribble down a script and give it to their actors when it’s done and here Leigh does the opposite and the results prove to come out great. In this paragraph, I emphasize on the difference between Secrets and Lies in and Hollywood movies and what others say about his work. Rosenbaum argues that, †Set Secrets and Lies alongside most recent Hollywood pictures it looks like a masterpiece, but considered in relation to the best of Leighsay, Meantime or Grown-ups or High Hopesor the best of recent non-Hollywood films, it looks rather thin. (Rosenbaum) As the author puts it, Secrets and Lies don’t have enough detailed information to be classified as one of Leigh’s best movies because, he claims that it not one that sticks in one’s mind. I’m of two minds about Rosenbaum’s claim that Secrets and Lies isn’t one of Leigh best movies because its lack of extra material to be considered in that category. On the on e hand, I don’t think Secrets and Lies weren’t clarified enough for one to understand what is really going on. On the other hand, I believe Leigh didn’t want to include unnecessary scenes in order to make it too long and simply erase its taste for some audience to be able to watch more than once. Still I strongly believe that some find Secrets and Lies as their favourite depending on their interests. Especially for those who relate it to their own environments in real life. I’m going to look at the race issue which most viewers regard as a main concept and also was on how Mike Leigh himself, responds to this during an interview. When asked if Secrets and Lies emphases on a race aspect, Mike Leigh replies, it’s not what he focuses on and he also indicates that its only idiots who do think that way about the fact that Hortense is black and Cynthia is white because, some don’t even know that it is 1996 and people have learned to live with the race issue behind in some societies. In fact, he backs up his statement describing Hortense’s character stating that, â€Å"As you get to know her, you simply forget that shes black because you get to know her and it ceases to be an issue. (Miller) I see Leigh’s point on the race aspect here because, it is 1996 when Secret and Lies came out and at that time, some societies consists of mixed races where racism is limited to a minimum point. Perhaps he wanted to point out the fact that Secrets and Lies was about other issues rather than race. Hortense had something to do which was to find her birth mother and try to find out the truth. What happe ned to her real father? Cynthia did want to get further on that case other than finally accepting Hortense as her daughter. I assume she felt ashamed of whatever happened and wanted to keep that away from Hortense. Perhaps she didn’t want to upset Hortense by telling her the story nor herself. A quote from Boston Review states that, â€Å"In fact, a week before Leighs film opened in Boston, the local news was filled with stories about the reunion of just such a daughter and her birth mother-an Irish Catholic woman with two small children who had been raped in the early 1960s by a Black man. (Stone) This brings curiosity to my mind why the author gave this example? Is it because he was reflecting this to a race aspect or he wanted to lead the reader to point that Cynthia was raped and that’s how she got Hortense. In my opinion, Alan Stone tries to give an example in which he signalling the similarity of Secrets and Lies and what he read in the newspaper. I can’t really tell if the author what his message about this statement. Was it because he related what he read in the newspaper to Secrets and Lies about the reunion of white mother and the adopted daughter? Or what I mentioned earlier? I assume he focused on both terms. I going to look at the scenes in Secrets and Lies as they reflect to the paragraph above and why they are very good for not only me but also for those who think they familiarize to them in terms of what they have experienced or what they have seen in real life. Mike Leigh struggles to make sure the audience understands the film and he claims during an interview that, â€Å"I go to enough trouble to make sure that you do understand in the scenes where Morris is taking photographs the whole spectrum of society, the various kinds of people and various skin colours. † (Miller) He brings a closer picture of reality rather than stylish, cinematic so that people relate to it in comparison to movies made by gigantic industries such as Hollywood. He also reflects on how the environment looks like, people who live in it as shown when Morris takes pictures of different folks with different skin colours. In this case, it was filmed in London and according to me, that’s how the society looks like over there. Leigh ignores the race aspect in Secret and Lies because in this kind of society, people living in this environment have learned to live with it and it doesn’t affect many as it’s a mixed society with different ethnicities. In this paragraph, I focus on actors and their characters in Secrets and Lies in comparison to what most people go through in real life. Author Rosenbaum summarizes Secrets and Lies to a dysfunctional family seeking mutual acceptance in an example in the movie where he claims that, â€Å"Cynthia is a mess, barrelling her way through the story, but its her messiness that ultimately exposes the family wounds and therefore allows them to begin to heal. Secrets and Lies free essay sample In this essay I would like to argue that in Secrets and Lies Mike Leigh is suggesting that secrets cause tensions in families and destroys relationships between family members. Firstly, I would like to consider that it is actually true according my own experience because there is been some lies and hidden secrets in my family as well and once they are exposed, it causes embarrassments to those whom are affected. Secondly, I believe secrets can form a negative and positive impact once they are exposed because, it can be a turning point where families consider reuniting and leave the past behind which obviously happens in Secrets and Lies. Sometimes it happens the other way around where Secrets and Lies destroy relationships between family members forcing them to abandon each other. In this paragraph I focus on how Secrets and Lies is compared to other movies based on a humanistic approach meaning that they introduce the nature of human behaviour in societies. We will write a custom essay sample on Secrets and Lies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Mike Leigh assumes that,† The films that are made in most parts of the world arent independent films; theyre just films, really. Here â€Å"independent† films mean films made in spite of Hollywood. † (Miller) Leigh considers Secret and Lies as an independent movie in a sense that it contains realistic facts and truthfulness compared to those produced by filmmakers in Hollywood where they mostly focus on style, cinematic etc. Leigh is right in that case because, Secret and Lies looks like some sort of documentary yet it’s a film rather than stylish, cinematic which in my point of view reflects to what is called humanistic approach. It consists of simple elements that we all are related to and not too advanced with special effects or better graphics as movies made in Hollywood for instance. I strongly believe that it touches its viewers with its contents. According to Miller’s article, involving an interview with Mike Leigh, he claims that, †I’d say that what I do is work very, very thoroughly indeed and get the actors involved from the word go to create a world that really does exist, whether we point a camera at it or not. (Miller) To make it all work, Leigh let his actors carry on with improvising while acting in order to create an environment which he relates to reality. This reflects to Rosenbaum’s quote where he asks himself why â€Å"Why, then, have I liked Secrets and Lies so much that Ive been able to see it three times with pleasure, and found it as gripping the third time as the first? † (Rosenbaum) It is how Leigh let his actors create an environment he looking for, says the author! In my opinion, I believe Rosenbaum is amazed about Leigh’s work because, the producer reveals how he simply does to make his movies become â€Å"independent†. I assume that most producers scribble down a script and give it to their actors when it’s done and here Leigh does the opposite and the results prove to come out great. In this paragraph, I emphasize on the difference between Secrets and Lies in and Hollywood movies and what others say about his work. Rosenbaum argues that, †Set Secrets and Lies alongside most recent Hollywood pictures it looks like a masterpiece, but considered in relation to the best of Leighsay, Meantime or Grown-ups or High Hopesor the best of recent non-Hollywood films, it looks rather thin. (Rosenbaum) As the author puts it, Secrets and Lies don’t have enough detailed information to be classified as one of Leigh’s best movies because, he claims that it not one that sticks in one’s mind. I’m of two minds about Rosenbaum’s claim that Secrets and Lies isn’t one of Leigh best movies because its lack of extra material to be considered in that category. On the on e hand, I don’t think Secrets and Lies weren’t clarified enough for one to understand what is really going on. On the other hand, I believe Leigh didn’t want to include unnecessary scenes in order to make it too long and simply erase its taste for some audience to be able to watch more than once. Still I strongly believe that some find Secrets and Lies as their favourite depending on their interests. Especially for those who relate it to their own environments in real life. I’m going to look at the race issue which most viewers regard as a main concept and also was on how Mike Leigh himself, responds to this during an interview. When asked if Secrets and Lies emphases on a race aspect, Mike Leigh replies, it’s not what he focuses on and he also indicates that its only idiots who do think that way about the fact that Hortense is black and Cynthia is white because, some don’t even know that it is 1996 and people have learned to live with the race issue behind in some societies. In fact, he backs up his statement describing Hortense’s character stating that, â€Å"As you get to know her, you simply forget that shes black because you get to know her and it ceases to be an issue. (Miller) I see Leigh’s point on the race aspect here because, it is 1996 when Secret and Lies came out and at that time, some societies consists of mixed races where racism is limited to a minimum point. Perhaps he wanted to point out the fact that Secrets and Lies was about other issues rather than race. Hortense had something to do which was to find her birth mother and try to find out the truth. What happe ned to her real father? Cynthia did want to get further on that case other than finally accepting Hortense as her daughter. I assume she felt ashamed of whatever happened and wanted to keep that away from Hortense. Perhaps she didn’t want to upset Hortense by telling her the story nor herself. A quote from Boston Review states that, â€Å"In fact, a week before Leighs film opened in Boston, the local news was filled with stories about the reunion of just such a daughter and her birth mother-an Irish Catholic woman with two small children who had been raped in the early 1960s by a Black man. (Stone) This brings curiosity to my mind why the author gave this example? Is it because he was reflecting this to a race aspect or he wanted to lead the reader to point that Cynthia was raped and that’s how she got Hortense. In my opinion, Alan Stone tries to give an example in which he signalling the similarity of Secrets and Lies and what he read in the newspaper. I can’t really tell if the author what his message about this statement. Was it because he related what he read in the newspaper to Secrets and Lies about the reunion of white mother and the adopted daughter? Or what I mentioned earlier? I assume he focused on both terms. I going to look at the scenes in Secrets and Lies as they reflect to the paragraph above and why they are very good for not only me but also for those who think they familiarize to them in terms of what they have experienced or what they have seen in real life. Mike Leigh struggles to make sure the audience understands the film and he claims during an interview that, â€Å"I go to enough trouble to make sure that you do understand in the scenes where Morris is taking photographs the whole spectrum of society, the various kinds of people and various skin colours. † (Miller) He brings a closer picture of reality rather than stylish, cinematic so that people relate to it in comparison to movies made by gigantic industries such as Hollywood. He also reflects on how the environment looks like, people who live in it as shown when Morris takes pictures of different folks with different skin colours. In this case, it was filmed in London and according to me, that’s how the society looks like over there. Leigh ignores the race aspect in Secret and Lies because in this kind of society, people living in this environment have learned to live with it and it doesn’t affect many as it’s a mixed society with different ethnicities. In this paragraph, I focus on actors and their characters in Secrets and Lies in comparison to what most people go through in real life. Author Rosenbaum summarizes Secrets and Lies to a dysfunctional family seeking mutual acceptance in an example in the movie where he claims that, â€Å"Cynthia is a mess, barrelling her way through the story, but its her messiness that ultimately exposes the family wounds and therefore allows them to begin to heal.

A Biography of Roger B. Chaffee, NASA Astronaut

A Biography of Roger B. Chaffee, NASA Astronaut Roger Bruce Chaffee was born on February 15, 1935. His parents were Donald L. Chaffee and Blanche May Chaffee. He grew up with an older sister in Greenville, Michigan until the age of 7 when the family relocated to Grand Rapids for Donald Chaffees job with the Army. Fast Facts: Roger B. Chaffee Name: Roger Bruce ChaffeeBorn: February 15, 1935 in Grand Rapids, MIDied: January 27, 1967, in the Apollo 1 fire at Kennedy Space CenterParents: Donald Lynn Chaffee, Blanche May ChaffeeSpouse: Martha L. HornChildren: Sheryl Lyn and Stephen.Career: Served in the Navy until his selection as a NASA astronaut in 1963  Education: Air Force Institute of Technology, Purdue UniversityHonors: Congressional Medal of Honor and Navy Air Medal (both posthumous) Chaffee entered the Illinois Institute of Technology as a Naval Reserve Officer Training Corps (NROTC) candidate and transferred to Purdue University in 1954, where he studied aeronautical engineering. While there, he entered flight training and qualified as an aviator. Upon graduation, Chaffee finished his Navy training and entered the service as an ensign. He married Martha Louise Horn in 1957 and they had two children. While in the Navy, Chaffee continued flight training in Florida, first at Pensacola and later at the Naval Air Station in Jacksonville. Throughout his time there, he logged 2,300 hours of flight time, with much of that occurring in jet aircraft. He was awarded a Navy Air Medal for his work in photographic reconnaissance during his Navy career. Chaffees Career at NASA Early in 1962, Roger Chaffee applied to the NASA astronaut program. Accepted initially, he worked on a masters degree at the U.S. Air Force Institute of Technology at Wright-Patterson in Ohio while waiting for the final determination. Chaffees area of study was in reliability engineering, and while there he also continued adding to his flight log. In 1963 he was selected as an astronaut and began training as part of the third group of astronauts ever chosen.   Portrait of Astronaut Roger B. Chaffee. NASA Johnson Space Center (NASA-JSC) Chaffee was assigned to the Gemini program and worked as the capsule communications specialist (CAP com) for Gemini 4. He worked on deep space instrumentation equipment and its use. While he never flew a Gemini mission, he was an essential part of the team. Eventually, Chaffee was assigned to Apollo 1, which was then called AS-204 (for Apollo-Saturn). It was scheduled to fly early in 1967.   The crew of Apollo 1 at Launch Complex 34, Virgil I. Gus Grissom, Ed White, and Roger Chaffee. NASA The Apollo 1 Mission The Apollo program was the series of flights that would eventually lead to astronauts landing on the Moon. For the first mission, the astronauts would test all the spacecraft systems, along with ground-based facilities for tracking and communications. Chaffee, who was familiar with all the Gemini systems, began training with the Apollo engineers in order to understand the capsules capabilities. This included a long series of simulations that led up to what the team called a plugs-out countdown demonstration. This simulation included the astronauts being fully suited up and in the capsule as if it were in flight configuration. This took place on January 27, 1967, and Chaffees role on the mission would be as chief communications expert with the engineers and team members in the mission blockhouse.   All went well until several hours into the mission, when a power surge created an electrical short inside the capsule. That ignited a fire in the capsule materials. The blaze was so intense and hot that it overcame the astronauts while they were trying to escape. Roger Bruce Chaffee and his teammates Gus Grissom and Edward White were all killed in the space of a minute. Later investigation showed that the bare wires and the oxygen-rich atmosphere inside the capsule contributed to the strength of the blaze. It was a huge loss for the space program and focused the nations attention on astronauts and the dangers they face, leading to a major revamp of the capsule interior and hatch for future missions. Apollo 1 and the aftermath of the fire. NASA Headquarters - GReatest Images of NASA (NASA-HQ-GRIN) Honors for Roger Chaffee Roger Chaffee was buried at Arlington National Cemetery, along with teammate Gus Grissom. Edward White was buried at West Point.  Chaffee was honored with a second Air Medal by the Navy after his death, along with the Congressional Medal of Honor. He is memorialized in the International Space Hall of Fame in Alamogordo, NM, as well as the U.S. Astronaut Hall of Fame in Florida. His name appears on a school, a planetarium, and other facilities, and there is a statue of him in Grand Rapids at the Childrens Museum.   Sources NASA, NASA, www.jsc.nasa.gov/Bios/htmlbios/chaffee-rb.html.NASA, NASA, history.nasa.gov/Apollo204/zorn/chaffee.htm.Voskhod 2, www.astronautix.com/c/chaffee.html.

Sources of Power in Organization Essay Example | Topics and Well Written Essays - 1250 words

Sources of Power in Organization - Essay Example According to Murphy and Willmott (2010), power is needed to direct the system because it has a formal chain of command in which some responsibilities are essential regardless of the performers. Moreover, some positions in an organization have access to greater resources or their contribution is crucial. Therefore, the significant of power processes in the organization is attributed to the organizational relationships, both vertical and horizontal (Miller, 2008). Sources of Power According to Daft and Marci (2010), leaders at all levels in the organization access power that sometimes end up unrecognized or underused. The leaders may have the power of expertise where influences are as a result of improving and communicating specialized ideas. It comes from the superiors’ credibility with lower level employees, and the experience of work a person has worked in the firm is significant. Moreover, the education qualifications, and perception that an individual has extra ideas on a specific topic can also be the source of expert power. For instance, a lower level secretary may have expert power because he or she has extra details about how the company operates. Meanwhile, she or he can make suggestions on how to increase income via costs reimbursements. However, expert power may result in the ethical problems when it is used to manipulate others or used to obtain an unfair advantage. For instance, accounting firm may obtain additional revenue by ignoring the importance of the accuracy of financial reports that they examine in an audit. Daft and Marci (2010) indicate that referent power may occur when one person perceives that his or her goals are related to another person in the organization. ... The second person may opt to influence the first to take actions that will allow both to attain their objectives. Because they share the same interests, the first person will perceive the other’s use of referent power as beneficial. However, for this power to effective some kind of empathy must exist between the parties. Griffin and Moorhead (2011) claim that identification with others assists to enhance the decision maker’s confidence that increase individual referent power in the organization. According to Griffin and Moorhead (2011), reward power is the situation where individual’s ability to influence the behavior of others by offering them something desirable. Reward power could encourage persons to be selfish and not in the interest of others. Daft and Lane (2005) indicate that coercive is a source of power that is the opposite of reward power. Many organizations have used a system whereby they systematically sack the lowest performing employees in the orga nization on an annual basis. Â  According to Daft and Lane (2005), coercion is used in the situation where there is an inequality of power. It is perceived that an individual who are faced with coercion issues may seek a counterbalance by creating relationships with others, and powerful people end up leaving the organization. Thus, in the organization that practices the coercion power, the alignments usually come to an end in the long run (Champoux, 2010). Murphy and Willmott (2010) indicate that power in the organization can be exercised in various ways that include upward, downward and horizontally. In an organization, a large amount of power is distributed to top managers by the organization system. However, employees also obtain unequal power to their formal positions and exercise

Service Marketing Take Home Exam Essay Example | Topics and Well Written Essays - 1250 words

Service Marketing Take Home Exam - Essay Example My educational experience has therefore been benefited by these unique characteristics as I have gained a realization of the solitary strengths that remain within the midst of service marketing. I am sure that this will make me realize even more differentiating features in the coming times. Service firms need to have a clear cut direction as to what exactly they want to achieve since services keep on changing with the advent of time. Further, these service firms must realize that they need to give something extra and not just focus on the provision of service alone. The customers look up to these service firms for quality and hence value addition is indeed the order of the day. Moreover these service firms must ensure that they meet the needs of the time and have a very significant niche within the competition that becomes fast every now and then. Lastly, in order to achieve success across the service domains, it is very important that the service firms make use of products from time to time so that an element of tangibility remains with the customers of the service. This is important as the changing times will witness added features for the sake of service firms. Services are usually appreciated by people because these are more personal in nature and hence suit the needs of the people. The element of person-centric forms the basis of their liking and disliking in the long run. Thus it would be correct to state that services are usually dependent on the people in a number of different ways, all of which lead towards brand loyalty and associations. Another reason is that the service domains change over a period of time and usually the element of improvement forms the cornerstone of any service, which indeed is a plus point when spoken about the brand loyalty aspects of service firms. The last reason is that services tend to change on the basis of consumers’ moods,

Communication and Learners Essay Example for Free

Communication and Learners Essay Much of my research was carried out online and I have included my written research notes and sources. Teacher net (2010) says â€Å"Adopting an approach to your teaching which draws on research and evidence should help you in reviewing and developing your practice†. With this in mind I considered Maslows Hierarchy of Needs motivational model which we often refer to in teaching, although the original model was designed as a business motivational tool. Maslow claims that needs 1-4 are deficiency motivators and are generally satisfied in order when the previous need is fully or partially satisfied (Businessballs, 2010). If the lower level needs of the model are met then I can begin to help the learner gain the top level and realise their own potential however, in order to help others reach this level I must first achieve this myself, by researching I am furthering my own knowledge and developing myself on an ongoing basis. 1a Negotiating With Learners – 753 words Gravells and Simpson state that â€Å"Initial assessment of you learner’s skills, knowledge and preferred learning styles should take place before you begin teaching the programme content.† (Gravells Simpson, 2010, P17). Here they are saying ‘before the program content’, so an initial assessment is valid even if it is at the beginning of the session itself. I do however slightly disagree with the necessity to always know the learners preferred learning style from the outset. If we accept that learners are different then we must accept that we will be teaching learners during each session with differing learning styles, and must therefore accommodate those differing styles. I usually do not get chance to assess my learners for learning styles before a session so I must compensate using a progressive style of assessment, this enables me to adjust my teaching methods and styles to suit and include my learners. It is therefore not so important to know what the learning style of an individual from the initial assessment but, it can assessed as the teaching progresses. Learners enter the learning environment with varying needs and expectations; it is my responsibility as the teacher/tutor, through processes such as initial assessment, to ensure that the learner is on the correct path/course or at the right level. Failing this then I should be able to help the learner choose a more appropriate path. According to Walklin â€Å"It is important to assess all people seeking access to education and training opportunities, the purpose being to help them to plan their future education and training programme. Initial assessment helps the provider and the learner sort out what it is they wish to achieve†, (Walklin, 1993, p.290). The initial assessment is a way of evaluating what the learner will need to achieve the goals set and indeed a way of setting future goals with the learner. I have recently experienced this myself when an experienced teacher found that I was in fact following an unsuitable path, he was then able to change the course I had appl ied for, to a more suitable and achievable course. Having an understanding of a learners previous experience is also beneficial to the teacher, I myself train professional drivers who often have many years experience within the industry. Using a short pre-session initial assessment which consists of an informal one to one chat and note taking, and group introductory sessions allows me to make a connection with these more experienced learners, who often feel disgruntled by the process of having to train within an industry they feel they already know. It is important then to be aware that experience will affect learning and that it may have a positive or negative influence. After an initial assessment I can ascertain what the learners knowledge and skills will be to date and a learning action plan can be completed, this plan is specific to each individual leaner to ensure their needs as a learner are met. A tutor should spend time with each individual learner and agree learning goals and further actions. Further actions may include additional help that may be needed, for a student with learning disabilities for example. Once the learners needs have been identified and agreed the trainer would focus on the teacher/training cycle, Kolb (1984) which is made up of the following 5 points, keeping in mind that this is an ongoing cycle. * Identify needs and planning * Designing * Facilitating/deliver * Assessing * Evaluating Further actions that should be agreed prior to the course commencing is the establishment of ground rules. Ground rules are commonly referred to as, â€Å"the minimum necessary conditions for getting learning work done in the class.† (Atherton, J S 2009). I agree with Atherton here and would add that, establishing ground rules in a learning group can also be negotiated between the learners and the teacher. WestOne (2010) discusses various strategies for negotiating with learners, it suggests that It can often be effective to give learners some responsibility for rules, such as what time breaks and dinner is taken, these small items of negotiation will give learners a sense of control within the environment and encourage them to take part in the learning process as they will begin to have shared ownership of it. I would say though that to give too much away to learners may lead to a loss of control for the teacher, one must always consider the fine balance here. I looked at a company called Novadata, they provide training similar to mine but also have a larger portfolio of courses. Their main initial assessment is carried out over the telephone or via an online internet form. While I will consider the option of the online form in the future I do think it may be a little impersonal and I would have doubts about getting the right quality of information, telephone based initial assessment is however a possibility that would allow me to connect with learners better. 1b Inclusive Learning – 748 words Gravels Simpson discuss inclusive learning and suggest that â€Å"inclusive learning is about recognising that each of your learners is different from other learners in many ways†, and â€Å"you should plan your teaching and learning sessions to enable all of your learners to take part†. (Gravells Simpson, 2010, P25). There are various methods to ensure this, we can for instance use different teaching methods to appeal to the different learning styles, for instance VAK or VARK(Visual, aural, reader and kinaesthetic), kinaesthetic learners prefer to touch whilst visual learners will prefer to see demonstrations and, aural learners will be more attuned to a discussion while readers prefer the written word. In all of these cases it should be noted that any given learner may have a preference for learning but will to differing degrees have traits of all styles. I use this as the basis for any planning but keep myself aware that it is just that, a basis or starting point f or a flexible plan. It is once we begin to understand that learners are individuals with varying needs that we realise that relying on the VAK descriptions alone is inadequate in order to be inclusive. Inclusion UWE states â€Å"The aim is not for students to simply take part in further education but to be actively included and fully engaged in their learning† (2008). It may be that a particular learner is a kinaesthetic learner but for one reason or another cannot take part in an exercise. In order to agree with the UWE statement I had to recently change the way I carried out a practical exercise as one of my learners could not look at a small computer screen for very long, by pairing him with another learner and allowing them to use a projector connected to the computer they were able to complete the exercise together thus ensuring inclusivity. But inclusivity goes further than just planning sessions and resources. Huddleston and Unwin discuss how teachers must no longer be concerned with their own subject and transmitting knowledge but, â€Å"as managers of learning, teachers will need to seek the help and support of other professionals in their college, including non-teaching staff.† (Huddleston and Unwin,1997, P117). While I do agree in principle with what they are saying, for example, a student with problems of childcare can easily be helped by being pointed toward crà ¨che facilities within the learning establishment, I would also have to point out that it is important to facilitate a solution rather than be the solution. I think a teacher must maintain a certain distance from the student, so it is better to offer information on transport subsidies than to offer a lift. Another example of how we can be flexible to promote inclusion recently happened to me, When I arrived at a site to carry out training many of the delegates found that in order to start for their working shift the following day, they would have to finish 45 minutes early, as the requirements for the training to be completed meant they had to carry out a full 7 hours of training I could not legally cut the course short. We then came to an arrangement whereby tea breaks would be taken as we carried out practical exercises thus allowing for the full session to take place. By making this small adjustment I was able to cater to the individual needs of a few of the learners which again placed them in a position where they did not have to worry about working the following day and, could continue the learning process. Preparing to Teach Inclusively states â€Å"There are many issues to consider when identifying a students needs, but it is important to remember that they may fluctuate from day to day. As the course progresses, try to review with students whether you are meeting their needs.† (2006). Students needs do change constantly, it may be that a bus service is delayed and a number of students will be late by 10 minutes or another may have employment difficulties, while it is not the job of the teacher to fix these problems, it is the responsibility of the teacher to make provision for them and to suggest agencies or information that can help. A solution can be as simple as asking another learner to take extra copies of handouts and pass them on, whatever the action, the aim is always to enable the student to return to a successful learning environment. 1c – Integrating Functional Skills – 557 words QCDA says that â€Å"Functional skills are practical skills in English, information and communication technology (ICT) and mathematics. They allow individuals to work confidently, effectively and independently in life† (2010). Functional Skills are often given different names such as â€Å"Key Skills† or â€Å"Minimum Core†, but they all amount to the same thing, the basic integration of Maths, English and Information Communication Technology. Petty states â€Å"The alternative to integrating key skills is to teach them separately. The problem with this approach is that students tend to see them as an irksome irrelevance to their main course of study†.(G Petty, 2009, P538) Whilst I agree with his point and I agree with the methods and reasons for teaching Functional Skills in this way, I also believe that this statement pays little attention to those of us who would thrive in a situation where those key skills are taught separately, people such as myself, I trained as a chef when I was young, attached to this course I did a CG in communicating and in computer programming. I enjoyed having a separate learning session for this and was able to gain another certificate to be proud of; in conclusion I would say that this is again an area where we can see how people differ in so many ways. Gravells and Simpson state that â€Å"As a teacher, you should be able to demonstrate your own competence in the areas of literacy, language, numeracy and ICT.† (Gravells Simpson, 2010, P59). As a teacher I believe it is important to have a good understanding of Functional skills, spelling and maths mistakes within a handout or presentation will be transferred to learners, why should they not believe you if you are the teacher. To this end it is important as a teacher to continually give consideration to improving my own Functional skill on an ongoing basis. The embedding of these skills within a teaching session is not difficult but should be given careful consideration at all times, for instance, I recently had a learner who was dyslexic, I try where possible to provide printed material on different coloured papers as this can often help people with this condition. It turned out that this was the first time this particular learner had come across this aid to reading, so instead of just ignoring the reading exercise he became interested enough to ask about further help. I was able to give him a contact at Learndirect. This particular learner now has the confidence to learn to read and write at higher standards than he thought possible. It is this gaining of confidence and belief in oneself that will cause the attitude change that is conducive to learning. In order to integrate Functional Skills into any given session you could consider exercises such as multiple choice quizzes for reading, discussion sessions for language skills. By adding in maths questions to a PowerPoint presentation you can elicit answers from learners, by watching the reaction of other learners it is often possible to see if anyone is struggling with these concepts thus allowing you to go over the question in more detail until you are sure the learner has grasped it. ICT can be integrated in just as many ways, for instance asking learners to find and print a particular style of picture for the next session. 1d – Communication – 677 words Just out of interest I typed into a leading search engine â€Å"verbal non-verbal communication†, within the first five listings I found the following (MinorityCareerNet, 2010): â€Å"Nonverbal Communication According to A. Barbour, author of Louder Than Words: Nonverbal Communication, the total impact of a message breaks down like this: 7 percent verbal (words)   38 percent vocal (volume, pitch, rhythm, etc) 55 percent body movements (mostly facial expressions)† This is a misquote that can be found time after time in books, on websites, and more worryingly within training courses. In fact, this statement is based on the work of Professor Albert Mehrabian in the mid to late 1900’s. The research actually concentrated on the communication of feelings and attitudes, it has since been misquoted to define all types of communication. It is somewhat ironic that his message has been so misused and misunderstood. I raise the point of this because I am guilty of using it in the incorrect context, assuming that because those that have taught me use it, then it must be so. It really does not matter how I contort my face wave my arms in front of learners, unless I explain verbally or with written instructions very few of them will understand what I am trying to communicate. Different people respond to different forms of communication, when we teach we give consideration to the varying types of learners, Visual, Aural, Readers, Kinaesthetic (VARK), we try to design our lessons to include all of the styles. I asked myself the question, â€Å"Why do people learn in these different ways?† My research results led me to investigate a condition known as synaesthesia, in which one sensory input produces unexpected results for example, a synaesthete may see the colour red when they see the number 2 and blue if they see number 3, in some cases sound caused a visual effect for the synaesthete. It occurred to me that this may go some way to explain why one person responds better when information is given in a verbal format, another responds better if it is visual and so on. The connections between these different sensory areas of the brain mean that we all have our own unique way of perceiving what is being taught or communicated (please refer to my micro teach for more information). For me the advantage of this seemingly odd line of research had the effect of allowing me to empathise with learners of different styles and gave me meaningful reason to consider how I communicate to learners with differing learning styles. â€Å"Communication is the art of successfully sharing meaningful information with people by means of an interchange of experience. The important word is ‘successfully’, which implied that a desired behaviour change results when the receiver takes the message† (Walklin, 1993, p.164). I think what Walklin is trying to tell us is that it is not enough to communicate the instructions, it is also important to deliver praise or constructive criticism in order to encourage and guide the learner into new discovery, if you ask the learner to complete a task a feeling of accomplishment will encourage behaviour conducive to further learning. This is important to me when teaching as my own learners can often be hostile to the learning process, feeling it has been imposed upon them. It is also important to listen to the students, if you set tasks that are above the student’s current abilities then you are likely to create a barrier to communication whereby the student will close in on themselves not wishing to admit they cannot continue and the learning process will cease. Achieving two way communications with our students is not straightforward. Barriers can often present themselves. It is crucial that a teacher can identify barriers and help students overcome them. Petty (2009) suggests that inappropriate level of work, jargon, vocabulary and other use of language, environmental factors, fear of failure and an inapproachable teacher can be barriers to students learning experience. Whilst I agree in principle to this, I also believe that introducing new vocabulary and language usage is essential to the student’s further development. ATHERTON J S (2010) Learning and Teaching; Ground rules for the class (Online) Available: http://www.learningandteaching.info/teaching/ground_rules.htm (Accessed: 03 January 2011) Anne Gravells and Susan Simpson (2010) Planning and Enabling Learning (2nd Edition), Learning Matters Businessballs (2011) Maslow’s Hierarchy of Needs, (Online), Available: http://www.businessballs.com/maslow.htm , (Accessed: 15 February 2011) Inclusion Further Education (2008)(Online) Available: http://inclusion.uwe.ac.uk/csie/tmlnsn.htm (Accessed: 10 January 2011). Minority Career Network Inc. (2011) Non Verbal Communication, (Online), Available: http://www.minoritycareernet.com/newsltrs/95q3nonver.html , (Accessed: 15 February 2011) Open University (2006) Preparing to Teach Inclusively (Online), Available: http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/preparing-to-teach-inclusively.php (Accessed: 20th January 2011) Prue Huddleston and Lorna Unwin (1997) Teaching and Learning in Further Education (2nd Edition), Routledge Farmer. Petty G (2009) Teaching Today (4th Edition), Nelson Thornes. QCDA (2010) Introduction to Functional Skills (Online), Available: http://www.qcda.gov.uk/qualifications/30.aspx, (Accessed: 11 January 2011). Teachernet (2010) (online), Available:http://www.teachernet.gov.uk/research/Learning_about_research/ (Accessed December 15 2010), (Note-now removed) Walklin, A. (1993) Teaching and Learning in Further and Adult Education. Cheltenham: Stanley Thornes (publishers) Ltd. West One (2010) How to negotiate learning (Online) Available: http://www.westone.wa.gov.au/toolbox8/taa/elearn/toolbox/resources/e_space/e_sources/quickguides/interaction/negotiating/howto.htm (Accessed 03 January 2010)