Smoking Should Be Outlawed and Tobacco Profit Applied to Medical Resear

Smoking Should Be Outlawed and Tobacco Profit Applied to Medical Research "Scientists know what makes tobacco so deadly. It's the more than 4,000 different chemicals that cigarettes contain. And the more than 400 different poisons that scientists have found in cigarette smoke" (LeTourneau). Does that statement appeal to you? Funny how the public hears this phrase and knows what tobacco is made from, yet they still smoke knowing that tobacco kills more than 440,000 people a year in America alone. "That's more people than die from AIDS, alcohol, car accidents, fires, illegal drugs, murders, and suicides all added together"(LeTourneau). Tobacco is made from all kind of harmful things. Things that give little children asthma, give adults emphysema, cancer of the lungs, throat, mouth, tongue, and can cause many other awful occurrences with people's health. I believe that tobacco should be taken off the market completely. I believe that tobacco companies should not have to pay for rehabilitation for those people who are addicted to tobacco because it is t heir own choice. Inste...

Urban Myths Essay example -- Rumors Myths Lies Essays Papers

Urban Myths It can all start with an e-mail or a couple of phone calls, and it can escalate into a possible international rumor or myth. According to About.com an urban myth is a â€Å"term used to describe an apocryphal – and actually false – story that plays on a general assumption or feeling shared by many, usually of fear or distrust, and that usually claims to expose a public danger (1). Urban myths usually push the lines of believability, and when one really tries to piece the story together and figure out the origin, he finds that it definitely does not prove to be true. They also appear to come with an endorsement like the FCC, the police department, the FBI, or even a newspaper. Urban food myths are no different from any other urban myths. They all start with lies about some sort of food or food company. The people who start these myths are either trying to make a bad reputation for the company or food, trying to scare people, or even trying to get a good laugh out of someone. For example, an urban food myth began to circulate about Kentucky Fried Chicken when they changed their name to KFC in 1991 because the FDA ordered them to change it because they were not using real chicken for their products (Emery 1). Supposedly the fast food chain had engineered a more efficient way to manufacture their chicken by growing it without heads, beaks, and feathers. The chickens would then be hooked up to mechanical tubes and be fed the exact ration of food that would make them grow the most and best meat. According to the myth, the FDA forced Kentucky Fried Chicken to change their name to KFC because the chickens they served were really not chickens at all because they were headless (Weise 1). They sup... ...05 http://urbanlegends.about.com/library/weekly/aa030701a.htm Rosenblum, Larry. â€Å" The Indian on the Tootsie Roll Pop.† Road Trip America. 2005. Road Trip America. 3 April 2005 http://urbanlegends.about.com/gi/dynamic/offsite.htm?site= http://www.roadtripamerica.com/mttul/indian.htm Chandler, Diana Lyn. â€Å" Urban Myths Melted.† The Equinox. 25 September 2003. Keene State College. 4 April 2005 http://www.keeneequinox.com/news/2003/09/25/Features /Urban.Myths.Melted-474861.shtml Mikkelson, Barbara. â€Å"The Death of little Mikey.† Urban legends reference page. 22 Jan 2005. 3 April 2005 http://www.snopes.com/horrors/freakish/poprocks.htm Mikkelson, Barbara. â€Å"Indian Giver.† Urban legends reference page. 31 December 1998. 3 April 2005 http://www.snopes.com/business/redeem/tootsie.asp

Federal Poverty Lines Essay

The common issue concerning the annual Federal poverty levels that are universal for all the lower forth eight states are that the poverty level measures are limited. In other words, the poverty thresholds doesn’t represent a budget for basic necessities of life nor it addresses the supplementary amount   to allow for other basic needs such as household supplies, person care, etc(Madden, 182). Also, the federal poverty lines by family size do not use consumer expenditure data and it is not updates. It is not adjusted by family types and geographical differences in housing concepts. Problems with Absolute Federal Poverty Level Absolute federal poverty level is enumerates the numeral value of people below poverty threshold which does not depend on time and place (Madden, 183). In other words, it is constant. It is incorrect to calculate absolute federal poverty level because it is only possible because the amount of wealth essential for survival is not constant for all places and time periods.   For example, a person living Alaska requires more sources of heat because of its cold climate whereas a person living in Hawaii does not. As compared to absolute federal poverty level, relative poverty level is dependent on time and place (Madden, 183). Poverty Levels, Family Size and Cost of Living The federal government does not raise the poverty levels by family size to reflect the cost of living of a geographic area because the poverty threshold level varies from one place to another. The current poverty levels by family size are measured by comparing the individual’s family income to the essential amount necessary for standard of living (Rogers, 85). It has been used as the primary statistic by the U.S federal government to allocate mean-tested social welfare benefits. Expenses in NYC versus Other States New York City is considered to be the most expensive cities to live in. New York remains the most expensive city within United States. According to statistics, the median earnings of New York are more that sixty thousand dollars which is ten thousand dollars greater than the national median. The overall average living expenses in New York are more than one hundred and ninety dollars (Rogers, 185). Housing expenses are more than three hundred thousand dollars and secondary education is more than two thousand dollars as compared to the nation average. Other facilities are also expensive as compared to other states. For example, a person living in Pittsburg who earns fifty thousand dollars will need one hundred thousands dollars to survive in New York. Over all, living expenses in New York is twice as much as compared to other states. Juvenilization and Feminization of Poverty Juvenilization of poverty is has been derived from the word juvenile and poverty. Poverty is defined as the scarcity and deficiency assets, income, capabilities or freedoms. Juvenilization is associated with children. Hence, juvenilization of poverty means that children are deprived of basic necessities of life. According to statistics, one out of six children in United States suffers from poverty. Studies also show that more than thirty percent of children are living below poverty line although they make up more than twenty eight percent of the population. The term feminization of poverty has been originated from the definition of two words which are poverty and feminization. Feminization is the term which illustrates that gender partiality and bias in deprivation of resources, capabilities or freedoms. Hence, feminization of poverty is considered to be a concept which compares male and female and what are the differences or ratios between the two in terms of poverty levels. It represents the inability of women to meet the basic necessities of life. Personal Costs of Poverty and Problems with Federal Approach towards Poverty According to the data collected the U.S Census Bureau, the personal costs of poverty on family and children of four is $22,050 per year and for family of eight is $37010 per year and for every additional personal $ 3740 is added (Madden, 196). There are certain sets of specific policies and programs which are flawed because they cannot fight poverty. Aid to Families with Dependent Children has provided families with cash assistance but it comprises about one percent of the federal budget. AFDC polices have serious weaknesses which makes the poverty rate higher as compared to other countries. The weaknesses in the current policies can be classified into two broad categories namely, inadequate livable wage jobs and inadequate social welfare policies. The AFDC policies do not have policies which guarantee childcare for families who are living below two hundred percent of poverty. It doesn’t have policies which assist child support and low incoming individuals. Other problems include lack of workforce education and training programs, benefits and inadequate job policies. Social Work and Poverty and Modifications in Federal Policies As a social worker, I will apply my social work training in system to understand the nature of poverty and its origin. As a social worker, poverty must be combated at macro level so that poor families can afford childcare, housing, mental health treatment and education and employment opportunities (Rogers, 221). On broader scale, the first thing to help poor families would be through community organizing in poor neighborhoods. This can help in organizing the community’s asset and combine them with other resources to create and set up local structure which assist health, education and financial viability. This will empower the community residents to be active and support local initiatives. In order to reduce poverty, the federal government should recognize and produce measures to tackle issues of well being beyond the income status. The federal government should introduce a guarantee for child care for families living at or below two hundred percent of poverty in order to improve the quality of child care. It should also assist child support and fathers who have low incomes. In order to remove the future generation from poverty, the federal government should increase child support programs and adopt pragmatic policies for low income families. At the same time, workforce education and training programs should be introduced to assist low-income individuals to advance economically. The government should also improve job quality with the help of earnings, benefits and other predictable measures so that workers can meet both work and family responsibilities. Work Cited Madden, David. â€Å"RELATIVE OR ABSOLUTE POVERTY LINES: A NEW APPROACH.† Review of Income & Wealth 46 (June 2009): 181-199.   Rogers, Harrell, R.. American Poverty in a New Era of Reform. New York: M.E. Sharpe, Inc., (2006).

The Narcolepsy Sleeping Disorder

Narcolepsy is a chronic sleeping disorder with no sure cause. The main characteristic is excessive and over daytime sleepiness, even after a good nights rest. A person with narcolepsy will usually be very drowsy or fall asleep, particularly at unappropriate times and places. Daytime attacks may or may not occur withouth any warning (This is a personal account of someone with Narcolepsy that i found on the Science News website) My problems started in the fall of 1954 when football practice began just before school started. I would be so exhausted after practice that I could barely make it ome. Upon doing so I would lay down on the floor and go to sleep. I knew that something was seriously wrong with me and there wasn't anyway that I could play football. The previous year I was a starter on the varsity team. The next ten years were very difficult for me. Doctor after doctor made diagnoses that were wrong. People around you think that you are lazy, sleep all the time, you have no interest in anything and worst of all, you begin to think you are worthless and lazy. During this ten years, I have had sleep attacks while driving a car. When I would awaken, I would have traveled 20 r 30 miles and not remember a thing. I have gone to sleep on my feet while working and standing still. I would go to the bathroom just to be able to close my eyes for a short period of time. I would use cigarettes as a timer. You can light a cigarette and slide it between your fingers down toward your palm, different lengths to adjust the time. When the cigarette burns down toward your fingers How I found out what was wrong with me! There was an article in a magazine which came with the Sunday paper. When I read the article, I immediately knew that i had found the answer to my problem. The next morning I went to the local Doctor and asked him if he had read the article. He responded that he had, but the symptoms would fit just about everyone in town. I told him he might be right, but how many people did he know have their knees buckle or lose control of their neck when they laughed, got mad, or were surprised. I asked if he would write a prescription for Ritalin. When I took my first pill of Ritalin, it was the first time I had felt any source of energy for over 10 years. I am now 61 years old and I am from a time when the workplace was very different from today. Management id not take the time, nor were they required to try to understand disabilities. If a company found out that you were a narcoleptic, they would terminate you, because they were afraid you would hurt someone else in the work place. I worked as a professional mechanic for 20 years and then worked in the gas industry on the retail level for another 22 years. I have not had an accident of any kind as a result of my narcolepsy. It seems as though subconsciously, I knew when I was in danger and would always wake up. My advice to anyone that has had a proper diagnosis as to their narcolepsy is the following. Get to know thy self, be aware and study what effects your behavior when this or that happens. Symptoms typically appear during adolescence, although the disease itself may not be diagnosed for many years afterward. The primary symptom is an overwhelming feeling of fatigue, together with sleep attacks that may occur with or without warning. About 75% of patients also experience cataplexy, a sudden loss of muscle tone lasting a few seconds to 30 minutes, but without loss of consciousness. Episodes of narcolepsy can be triggered by emotions such as laughter, fear, or anger. Other symptoms include sleep aralysis and hypnogogic hallucinations as the person wakes up or falls asleep. Some patients may also have trouble staying asleep at Recent research suggests that the cause of narcolepsy maybe involves a dead patch of cells in your brain, in dogs and mice they have found this patch of dead cells that they ahave verified causes narcolepsy to these animals. The exact cell pattern has not been identified in humans, and scientists say we may find the source in as close to 2 years with good research. Twin studies suggest that narcolepsy is not definately a genetic disease, since only 25% of the ime will both twins have the condition. The risk for a person whose immediate relative has narcolepsy is only about 1-2%. This baffles doctors because narcolepsy can show up out of nowhere, but also may run in the family, but not always. The treatment for narcolepsy usually involves taking medications to reduce sleepiness during the day and in those who have cataplexy, other medications to prevent cataplexy. The medications to prevent sleep during the day are a group of medicines called stimulants that includes Ritalin, Adderall, Dexedrine, Provigil and others. Cataplexy is usually treated with antidepressant edications that repress REM (dreaming) sleep such as Tofranil, Norpramin, Prozac, Paxil and Zoloft. Narcolepsy can be diagnosed easily when all the symptoms are present. Two tests are usually done to verify the diagnosis. These tests are usually done by a sleep doctor. The polysomnogram records your brain waves when you sleep in the night, and once you go into REM (Rapid Eye Movement) if the brain waves look the same then this helps in diagnosis. With the multiple latency test people are to do an activity they regularly do any other day and every 2 hours the doctors tell them if they feel drowsy that they should try o sleep etc. I have also read though that doctors usually wont diagnose narcolepsy easily, in many stories like the one above, people say that doctors said that they had anything but narcolepsy. Narcolepsy usually can show up as many things, doctors usually at at first call it a lack of sleep, and other times they may say that you I learned a lot from this report. Before I did this report I thought that narcolepsy was just always being tired and sometimes taking a nap during the day, but I was wrong. I think narcolepsy would be a very aggrevating and embarrasing disease.

My Understanding of Parents-Children Relationship Essay

During the past twenty years of my life, I was always regarding my parents as extraordinary and authoritative models of my life. I adored them so much as if everything they had done was not only right but also great. As for my parents, they paid much attention to setting a good example for me since I was a little girl. The situation lasts and I have never thought of any possible changes in the relationship between my parents and me. However, after reading the passage Predictable Crises of Adulthood written by Gail Sheehy, my old understanding of parents-children relationship is replaced by a totally new one —- nothing remains unchanged forever and the parents-children relationship is no exception. Actually, there are changes in my relationship although I did not detect them before reading the passage. As I mentioned above, my parents were regarded as the models of my life and this impression was established firmly from my early childhood, influencing me greatly during the past years. In my eyes, they were so preeminent that they could have everything done well. In fact, they were intent on setting an example to me by building up such kind of holy and authoritative image in my mind. However, as I was growing up, I gradually found that my parents were not the God. It was impossible for them to control everything in life and sometimes they were confronted with difficulties. In the recent years, with the broadening of my horizons, I gain my own beliefs, some of which are quite differently from that of my parents. I find that they are no long as holy and remote as they used to be. Now my parents and I am sharing a more equal relationship. On the one hand, they respect my opinions, treating me as an adult. On the other hand, I would like to consult with them whenever I am confronted with difficulties. Therefore, the relationship between my parents and me has changed. They are no long holy and authoritative, but amiable and friendly. They are more like my friends rather than parents. In the next decade when I become a mother, my relationship with parents will be likely to get into a new stage. My parents are such good models of my life that I firmly believe that they are excellent and extraordinary parents. As a result, it is quite possible for me to develop similar parenting pattern. Also, my parents will certainly offer me suggestions whenever I am confused. The role of my parents in the  relationship changes again. At this stage, they will become my model in terms of parenting. At the last stage of their life, parents may become too old to take good care of themselves. Thus, special care for them will be needed, which will wholly shift the relationship between my parents and me. There exists an interesting phenomenon: the senior tend to become more childlike when they are getting older and older, while their children, who are at the best stage in their life, become the reliance of their parents. Thus, the roles of my parents and I will exchange as the process of life. I, in return, will take care of my old parents just as they took care of me years ago. The relationship will go to the opposite side of the one in the earlier stage of life. Except for the love between parents and children, nothing remains unchanged forever. The relationship between parents and children changes as the stage of life processes. These changes are inevitable, just as the life cycle goes on. We should accept the changes positively and face them bravely. Only by adopting the right relationship at the right stage can one lives a better life with the relationship between parents and children.

Ray Bradbury’s Predictions in Fahrenheit 451 Essay

As we all know, Ray Bradbury, Author of Fahrenheit 451, made many predictions as to what this day and age would be like. He was right in many cases including speed, entertainment, and the mindlessness of people. He predicted that nobody would speak more than a couple of words at a time to a certain person. That makes the people seem mindless because they don’t talk or ask questions. Ray also predicted that people would drive by places so fast that the y don’t even know what they passed. That has not quite happened in out tome yet, but I believe it is coming. One of the final things that Bradbury talks about in his book is entertainment, slowly but surely, people are starting to stay indoors and do such activities so they don’t have to go outside. Being obsessed with entertainment, which is probably the most obvious aspect of this book, is very important in our world and Montag’s made up society. The characters rarely have friends, and if they do, they just go over each other’s houses to watch television. Bradbury makes this clear when Mildred says to Montag, â€Å"I went to Helen’s last night† (50). He replies by saying, â€Å"Couldn’t you get the shows in your own parlor† (50). She says, â€Å"Sure, but it’s nice visiting† (50). In that statement she clarifies that the only reason she goes over friend’s houses is to watch television, not to talk, eat, or go outside and have a good time. An example of someone who is not obsessed with entertainment is Clarisse, the 17 year old girl who is â€Å"different† from everyone else because she enjoyed life. She enjoyed smelling flowers, walking in the rain, and getting into deep conversations with people. Clarisse thinks that all people ever do is watch the â€Å"Parlor Walls,† go to the races, and amusement parks. Our society is turning out to be like that, we have to stop it before it’s too late. A couple of years ago, family used to go to amusement parks as a treat every once in a while, now a days we have people that go almost every other day. Speed plays a very large role in the book Fahrenheit 451. People in their society were completely obsessed with speed; they increased the size of billboards to two hundred feet long so that the advertisement would last as the people rushed by it. Clarisse says, â€Å"My uncle drove slowly on a highway once; He drove forty miles an hour and they jailed him for two days† (9).  Clarisse also says that if you showed a truck driver a green blur, he will tell you that it’s grass. Second, if you show a truck driver and pink blur, he will tell you that it is a rose garden. Third, if you show a truck driver a white blur, he will say that it is a house. Finally, if you show a truck driver a brown blur, he will tell you that it is a cow. Towards the end of the book, Clarisse was suspected to have been hit by a speeding car and killed. That proves that people don’t slow down for anything and speed is a major part in Montag’s world. In our society, people are starting to get more and more speeding tickets. The police are really cracking down on people going over the speed limit. People are constantly on the move, going fast to get more done. People are now making microwavable dinners, eating on the run, and many are resorting to eating fast food. They know that it is not good for you but they eat it anyway because it is fast, and it keeps them going at the pace, they want to keep their lives going at. Cars these days are getting faster and faster, you pay a little bit more and get a BMW or a Porsche, just to keep up the speed that all of us think we have to stay at. People in both Montag’s society and our society today are very mindless. In Montag’s society, all people do is watching the â€Å"parlor walls.† You are considered odd or weird if you enjoy talking, asking questions, or enjoying things in nature. Clarisse if one of those people that Montag’s society considers to be odd. She loves to ask questions and get into deep conversations with people; in fact her whole family is like that. Even when Montag first meets her, he is very amazed by how â€Å"weird† she is. Guy looks at Clarisse and laughs when she tells him that fireman actually used to stop fires that started by accident. She asks him if he ever reads any of the books that he is told to burn. He turns to her and yells, â€Å"That’s against the law! (8)† That is the point at which Guy really starts to wonder about books and why they are burning them. Mildred is one of the people in the made up world that is very mindless. She  always watches her parlor walls and has friends over to just watch with her, they never talk or anything which proves to me that she is very mindless. In our world, technology is getting to the point where we don’t have to leave our houses very much. That is scary because I am afraid that we are going to turn out just like Bradbury predicted. This story is coming true and there is very few things that we can do about it. Speed, entertainment, and mindlessness of people are starting to come true in our world today. It is surprising that Bradbury could make so many predictions so many years ago and have them be so accurate. Overall Ray Bradbury is a very good author that catches the attention of his readers by telling them what things will be like in the future. I certainly hope that all of these negative things that Bradbury predicted will not become any truer as time progresses.

Ptlls Understanding of Inclusive Learning

In inclusive learning we need to consider the diversity of a student body and make efforts not to exclude anyone be it intended or unintended. â€Å"Some students could feel excluded during your session if their particular needs are not met,† Gravells (2012:56). Inclusive learning is simply â€Å"involving all students, treating them equally and fairly,† Gravells (2012:56). The field of self-defence includes physical, philosophical and physiological elements which allows for a large range of learning and teaching strategies.A new course would begin with the filling out of an enrolment form and discussions which give participants an initial platform to put across any concerns or specific needs, the initial discussion can also be used as an icebreaker that everyone is involved with. A great deal of self-defence training will be scenario based giving the students the freedom to work and discuss their own scenarios and also those from other student’s viewpoints. When the discussions and enrolment forms are completed I would be able to better tailor the learning and teaching strategies some of which are: The participants will be shown a technique/drill with explanation which can include a handout. This method is directed by the instructor to allow the students to see and come to some understanding of what is expected and some of problems they may face. (Presentations – the didactic approach/ the psychomotor domain). †¢ They will then move on to practice the technique so that there can be a greater understanding of how it feels to do, rather than see or be told (Participative/interaction/ the psychomotor domain).The student can be individually assessed and alterations can be suggested, finally an open discussion and general assessment of that which has been learnt will allow the students to put forward any queries or suggestions. †¢ Group work will be introduced in which the group can discuss various self-defence scenarios, role playing or work in a team when analysing case studies, before presenting their findings (Discovery/search/ the affective domain/ the cognitive domain).The range of learning strategies used in a typical self-defence lesson allows for a more effective lesson and more motivated students, â€Å"studies have shown that over a period of three days, learning retention is as follows. †¢ 10% of what you read †¢ 20% of what you hear †¢ 30% of what you see †¢ 50% of what you see and hear †¢ 70% of what you say †¢ 90% of what you say and do. (Pike 1989) If your students can incorporate reading, hearing, seeing, saying and doing during your session, their learning retention should increase. Gravells (2012:30) Because the fields of read, hear, see, say and do are covered in the self-defence class the opportunity for a learner to participate fully are increased. Flemings VARK: Visual, Aural, Read/Write, Kinaesthetic Gravells (2012:31) also looks at the differing lear ning styles which are used within the lessons to support learners. From a self defence perspective: demonstrating and explaining a technique (Visual/Aural) with the added handout (Read/write) followed by practice and discussion (kinaesthetic) follows Fleming’s principles of the four learning styles.Aspects of inclusive learning include: †¢ Entitlement: everyone is entitled to fair treatment and the chance to learn. There can be no bias towards an individual or group because of who they are their background, lifestyle, or situation. There must be an understanding that even getting to a course for some can be problematic whether it be financial, childcare, access or any number of reasons, there are many ways to help a student access the learning they require, whether it be via private organisations, charities or government funding. Equality: â€Å"can be described as everyone is different, but having equal rights. † Gravel (2012:54) Although students will have their individuality they should be treated equally regardless of their, race, sexual orientation, disability, religion or belief, gender , gender identity, pregnancy and maternity, marriage and civil partnership or age. â€Å"Students seem keen to fit in at university and tend to focus on the similarities between themselves and other students.But when it comes to classroom learning, they value having their individual academic and social identities acknowledged and their particular needs addressed. † Hockings (2008:3) †¢ Inclusivity: It is of importance that the tutor makes all efforts to include all students in the learning environment. Correctly planning lessons, creating a friendly non judgmental atmosphere and including a range of teaching styles will help learners feel included.By understanding the needs of the individual, social, physical and academic the tutor can eliminate any feelings of exclusion. †¢ Diversity: Everyone is different and these differences need to be valued, the tolerance of different cultures, beliefs, races, ages and gender to name a few, needs to be of importance not only to the tutor but the students as well. Creating a classroom atmosphere of valuing and understanding individual experiences and views can be achieved through ground rules and by the example set by the tutor. Differentiation: With the understanding that all students are different the tutor will need to plan the lessons around these differences by using the various teaching methods available or acquiring the resources that will make the students learning experience a productive one. The inclusion of inclusive learning techniques will be selected in response to an individual’s needs; this information can be garnered via enrolment forms, induction or an informal chat.Sometimes a learner will not want to divulge information or may not be aware of or think certain information is important the tailoring of teaching techniques may then come into effect due to formal or informal assessments. Once the assessments and enrolments are completed I would then be able to plan the lessons to suit, some examples are: †¢ Role play: an important part of self-defence training is working through realistic scenarios one way of accomplishing this is through role play.This method of training can be good for those that aren’t confident in their literacy or language and although some may find it embarrassing, it can be a good way for a class to bond while developing the social skills needed in self-defence. †¢ Handouts or PowerPoint: A good way to reinforce some of the physical training is to precede or follow up with some written material, this will engage those that learn better through reading and writing, it can even have a different impact with the use of interesting visuals. Handouts can also be taken home for future reference. †¢ Demonstration and imitation: demonstrating a technique by breaking it down nto easily manageabl e sections whilst giving accurate and precise instructions will give the student a good grounding in how the movement should be performed, but the real learning will be achieved when the student begins to practice the move themselves. This method allows the students to find or feel their way through a technique and will allow both the tutor and student the opportunity to assess and make alterations where needed on an individual basis. There will be many resources available to meet the needs of the learner which again would need to be assessed on an individual basis.Correctly chosen resources can help to engage learners and promote a fuller learning experience although the methods used would need to be constantly evaluated for effectiveness. Examples of this could be: †¢ video: The use of a short film or can be beneficial for those that have language or reading difficulties or prefer to learn by seeing as this resource can introduce effective images which at times can explain an idea better than words alone. A film can also alter the momentum of a class if attention spans begin to suffer from prolonged periods of work.Questions can be put to the students to assess what they have learned from the film. †¢ Assistant (voluntary or paid): Within any course there may be learners that need extra help, be it physical, emotional or academic. When this is identified the tutor can begin the process with their organisation for a learning support assistant to support those in need. †¢ Flip chart: this can be an invaluable and versatile resource as it can be used actively in the lesson to show brainstorming ideas or have pre-prepared material which can be revealed at the appropriate time.It will be limited to the literacy or artistic abilities of those using it (tutor or student) and may be hard for some to follow if their reading ability or eyesight is at a low level, the tutor will also need to make sure that what they put down is legible. Within the self-d efence scenario assessment opportunities can be created by: †¢ Viewing: viewing learners repeatedly practicing techniques on striking pads or working with a partner will allow assessment and alterations on an individual basis.This is an informal method which also allows for discussion between the tutor and student to clarify any queries that may arise and can be used by the tutor to gage a student’s understanding of a technique. The downfall of this method is that it can be time consuming, to alleviate this problem the tutor can monitor from a distance and involve the whole group in any alterations which need to be made, in this way no one person needs to be singled out. Group work (large or small): a group can work though and discuss awareness scenarios or drills such as assessing the dangers and opportunities in a room before presenting their findings. This method can bond a group and promote discussion which can also become a self assessment exercise. This method may become a problem for those who are less confident and may feel overpowered by those with greater confidence. †¢ Formal assessment: Formal assessments can be set up within the syllabus at certain points to allow students to show their progress.The tutor would need to make clear any requirements or what the student will be assessed on and when assessments will take place at the beginning of the course, they will need to include a written list, maybe a tick box sheet which can be used to gage a students’ knowledge or skill. In a self-defence course a discussion can be added to the end of the assessment for the student to self assess their feelings on being put under scrutiny allowing them to come to an understanding of their own emotions and reactions when put under pressure.Learners can gain opportunities to practice their Literacy and language skills via the handouts or slide presentations associated with the course or being involved in course discussions, presenting and listening to ideas, researching laws and visiting self protection websites. A section of the self-defence course will be the ability to explain what one saw verbally or on paper or accurately reading back information, handouts with purposeful mistakes or with lists of objects previously seen on a slide can be used to develop the skill of accurately seeing.Numeracy can be practiced when taking into account details such as times of events, amounts of people involved or distances with regards to accurately giving statements. ICT skills can be practiced when researching laws, viewing websites relevant to the subject or course, writing statements or using phones or camera’s to capture evidence. Motivating learners in an inclusive environment can be achieved by first nderstanding what it is that motivates those being taught, â€Å"motivation is either intrinsic (from within) meaning the student wants to learn for their own fulfilment, or extrinsic (from without), meaning there may be an external factor motivating the student. † Gravells (2012:40). Once established there are numerous ways to engage and motivate, some examples are: †¢ Creating a relevant learning experience which can be achieved by allowing the students to use their own experiences to form the basis for a lesson (in self-defence this can be achieved by having individuals put forward scenarios to discuss or work through). Keeping the class momentum up by being aware of student attention spans and the need to alter teaching methods if those used are not effective with the current students. †¢ Praise and encourage individual achievements by giving ongoing and constructive feedback through informal assessments or discussions. †¢ Ask open questions which create relevant discussions which will engage students. †¢ Have clear and defined targets so that students are clear as to their goals and what is required on the course. †¢ Use different teaching approaches. Keep the learning interesting and relevant to the course and the individuals attending. Within the learning environment it is necessary to establish ground rules early on, usually in the first lesson so that learners have a framework from which to work which will promote respect for others and set appropriate boundaries so that everyone will understand what is expected from them during the course/lesson. â€Å"If not set, problems may occur which could disrupt the session and lead to misunderstandings or behaviour problems. Gravells (2012:91). Ground rules which are set to promote respect for others must take into account those things which some may regard as innocent but may have a negative effect on other classmates. Often a discussion at the beginning of the course can be used to involve students in the setting of ground rules, some examples are: †¢ Smoking: a no smoking policy can be agreed (smoking indoors is banned although some locations can be exempt), although it would be pru dent and fair to have agreed smoking breaks for those that need them. Offensive language or behaviour: agreeing amongst the group the boundaries set with regards to the use of inappropriate jokes, stereotyping etc. This can be incorporated into a self-defence class with a discussion on how the seemingly innocent actions of an individual may seem offensive to another and cause conflict due to differences in perception. †¢ Respecting others views: Respecting that everyone’s voice has the right to be heard and every opinion is valid, this can be achieved by understanding that it is inappropriate to interrupt or speak over a classmate. Being punctual: It can be put forward that having to wait for an individual disrupts the class flow and can show a lack of regard for those that are punctual and ready to learn. †¢ Turning off mobile phones: again this can be viewed as a disruption and off-putting for those that have the come to and have the right to learn. †¢ The in structor: is integral in the attitude towards others within the lesson, being punctual, professional, respectful and polite from the outset will set the mood of the class and the standard by which others will act.Constructive feedback is an important part of the communication process and can be used to reinforce positive behaviour and alter negative behaviour. Effectively delivered feedback can boost self-esteem and encourage progression. Some ways to give constructive feedback are: †¢ Informal: speaking to an individual or a group during or after an observation or task, allowing for a two-way discussion to clarify any points and focus on positive development. †¢ Formal: written feedback or discussion, again this should also be a two way process where the individual has the opportunity to discuss the feedback.This could be done in two parts, the written feedback and then an individual meeting to discuss the positive steps available for further development. †¢ Specific : Feedback will need to include facts which increase progress. When practicing a physical self-defence technique it can become necessary to alter a student’s movements to improve the technique, this feedback would also need to include the reason for the adjustment to help facilitate better understanding. Awareness: of a student’s reactions to feedback will allow for alterations so as not to offend and hinder progression. A tutors positive body language, tone and use of language can help make the feedback a positive experience. †¢ Praise sandwich: praising the things a student has done well will make them more receptive when listening to the things they need to improve on, following this up with another positive will create the praise sandwich. Research listing:Ann Gravells 2012 Preparing to teach in the lifelong learning sector: (5th edition) the new award. Hockings 2008 Teaching and learning research briefing, Learning and teaching for diversity and difference in higher education: http://www. tlrp. org/pub/documents/Hockings%20RB%2041%20FINAL. pdf Christine Hockings, April 2010 Inclusive learning and teaching in higher education: a synthesis of research, http://www. heacademy. ac. uk/resources/detail/evidencenet/Inclusive_learning_and_teaching_in_higher_education_synthesis