The Criminal Justice System Research Paper Example | Topics and Well Written Essays - 2500 words

The Criminal Justice System - Research Paper Example A top to bottom investigation of the criminal cases detailed in Britain in the past explains that dark guys have been, a greater amount of than not, associated with a dominant part of the offenses perpetrated by the dark network. Portrayal of individuals of color in the wrongdoing is far not as much as that of people of color. Notwithstanding that, male adolescent violations make an enormous bit of the complete wrongdoings submitted by the dark network in Britain. Especially, dark guys matured 13 to 19 are generally answerable for the quantity of violations submitted by the British dark network. In an ongoing overview led by (HCHAC, 2007), the level of young men from every single ethnic inception who admitted having enjoyed wrongdoing was 13% against a unimportant 7% of the young ladies that made the admission of the wrongdoing and this reality is likewise obvious from the way that male detainees were seen as 70986 more in number than the female detainees till February of 2007. This demonstrates individuals of color are certainly very less in number than dark young men who are associated with the wrongdoing yet their portrayal in the British criminal equity framework is unquestionably more than that of non-people of color. Despite the fact that there is a great deal of discussion about the dark male teenagers’ inclusion in wrongdoing by and large, yet there is no denying the way that they do make an extensive segment of the lawbreakers in Britain. â€Å"At the pinnacle adolescent, 19, blacks endure guns murder rates 17 to multiple times higher than do whites.† (Males, 2008). So as to limit the broad vulnerability of dark male youngsters towards wrongdoing, and limit the quantity of genuine youthful dark male adolescents staying inside the current type of British criminal equity framework, it is basic that the elements that expansion their helplessness towards wrongdoing are distinguished and assessed against different ethnicities. The central causes that stigmatize dark male young people as a non-kind and socially unreliable network incorporate, however are not constrained to social avoidance, destitution, and low economic wellbeing, absence of order, absence of adequate instruction, soci al antagonism.

Use of online courses and tools in On-campus University Courses Essay Sample free essay sample

Official Summary The ebb and flow look into analyzes the mentality of understudies and educators to the use of the internet and other the internet devices in nearby classs. surveyed student’s perspectives and rating of online classs and decided their awareness of WebCT. 60 understudies from 3 significant schools at the Winthrop University were overviewed using a quantitative poll. The internet is generally utilized by the understudy populace to help in class work however there is just restricted use of this medium by educators to ease bearing in the schoolroom. Email is. by the by. more regularly utilized than some other vehicle for understudy teacher conveying. Scarcely 50% of the students would be keen on an on-line class. Understudies appraised the nonappearance of a schoolroom. flexibleness. riddance of going requests and clasp productivity as reason for contribution in on-line classs. They appraised no particular ground. propensity for in the tissue classs and conviction that on location classs are better as hinderances to their craving to take online classs. We will compose a custom paper test on Utilization of online courses and apparatuses in nearby University Courses Essay Sample or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page They do non accept that online classs offer a lot of existent advantage to them. Colleges need to dissect the idea of email associations among instructors and understudies and increasingly strong use of the internet as learning AIDSs is required among educators. Presentation Apparently educators in customary eye to eye college classs do non do approach and useful utilization of the internet and web assets as guidance and larning AIDSs in the schoolroom. Contrasted with online classs. which are characteristically web based obtaining locales. the conventional college schoolroom has non profited by or exploited the web assets offered by new and immature the internet engineerings. This exploration looks at the use of the internet and other interne instruments at Winthrop University. The exploration is guided by the undermentioned research requests: Extra the undermentioned speculations arae tried: Writing Review Data and conveying building especially the processing machine and the Internet. has impacted numerous Fieldss and aspects of the general public including the field of guidance. The acknowledgment of building into guidance has brought about separation procurement which is characterized as a ‘planned educating/learning experience that utilizes a wide range of engineerings to make researchers a good ways off and is intended to advance student communication and accreditation of learning’ ( Greenberg. 1998. p. 36 on Akkoyunlu A ; Soylu. 2006 p. 44 ) . A famous kind of separation procurement is on-line larning which is ‘the use of the internet to course larning stuffs ; to associate with the substance. educator and different researchers. what's more, to acquire support during the learning strategy. so as to get insight ; to fabricate individual centrality ; and to abandon the larning experience’ ( Khan. 1997 on Akkoyunlu A ; Soylu. 2006 p. 44 ) . Online securing h as become well known especially for working understudies. for the individuals who have family and kids and for the individuals who need to be joined up with impossible to miss school yet geological separation confines them. Online obtaining has gotten all the more predominant for occupied adults as it non only wipes out boundaries of separation and clasp yet close to the totalitarian capacity of the educator. The essential preferred position of online obtaining is that it offers an opportunity to larn without the limitations of clasp or area. providing flexibleness to larn at some random clasp and topographic point ( Cincinnati. 2007 ) . This implies online procurement plans are available every minute of every day for anybody selected the arrangement accordingly it is truly fitting even with occupied people ; students can examine at whatever point they have free clasp. This kind of procurement is extremely worthwhile to vocation situated people who wish to cultivate their guidance however do non hold satisfactory clasp for conventional obtaining. Online securing other than offers continuous scrutiny ; that is breaking down is non influenced when students needed to travel another topographic point or to change an occupation. not at all like in customary securing where understudies need to reassign to the closest school from spot or work. Besides. web based larning dispenses with inefficient clasp. stuffs and assets ( Cicognani. 2000 ) that is regular with customary obtaining. Internet larning takes out movement cut from work or spot to class. Learning stuffs and assets are accessible online ; the internet is used to introduce quality talks that utilization picture. sound and mixed media as securing apparatuses ( Harvard University. 2007 ) . Such learning AIDSs help do talks simpler to be comprehended. Online obtaining is typically favored by more seasoned students and experts since it takes out the dictatorial capacity of and power per unit regions from the educators. Understudies can make their ain securing habits ; they become increasingly self-governing and liable for their ain procurement ( Cincinnati. 2007 ) . Understudies do non hold to cover by and by with their instructors each piece great similarly as with the guidelines and strategy of the physical school in this way going progressively comfortable with breaking down. Understudies can other than pass on with their instructors and even with individual students by means of electronic mail or gathering gave by on-line procurement plans. Web securing permits adult researchers the flexibleness to locate their ain system of larning without being forced on by an instructor. Speculations of adult guidance have constantly underscored the use of suitable plans to run into the single requests of researchers. A portion of the trademarks of adult guidance. as featured by Lin. Cranton A ; Bridglall ( 2005 ) are independency. independence and responsibility for securing. While the internet larning plans typically encourage communication among researchers and educator. the adult researchers in a general sense have full authority over their ain guidance. completing assignments and take separating in on-line medications on their ain endeavor. Web larning shifts the point of convergence from the educator and spots the researcher at the focal point of larning encounters. As such adult researchers advantage well from the internet securing. In late mature ages a figure of colleges have been offering on the web and separation guidance possibilities. To ease students’ course to college explicit data, for example, class stuff. instructors and different students. these colleges have made commonsense grounds. which are profoundly dependent on the internet and web assets for usefulness. Writing board and WebCT are a couple of bundle organizations that plan. convey. what's more, keep up on-line classs. They have some expertise in capablenesss, for example, notice sheets. confabs. electronic mail. also, listservs which are key to online classs. Be that as it may. like the online schoolroom. the internet can be an utile device in the conventional schoolroom to uplift student procurement. Blending to Pettijohn ( 2000 ) . the internet can loan fundamentally to bettering the schoolroom experience. The internet contains an abundance of data assets which are non limited by clasp or unending ( Salend. Duhaney. Anderson A ; Gottschalk. 2004 ) and. in any occurrence. it has been accounted for that college students depend rather, as it were, on the internet. using it rather frequently. accordingly educators ought to happen methods of coordinating the internet into their classs ( Hiemstra A ; Poley. 2007 ) . Since the coming and quick expansion of the internet and the internet devices. explore laborers have been attempting to investigate the relative effectivity of the conventional web missing or web constrained college schoolroom against a down to earth schoolroom which grasps the capablenesss offered by the internet. Numerous foundations. for example, Troy University and Winthrop University. hold gave the choice of on the web/separation guidance choices to intrigued understudies. because of student booking alterations. the adjusting idea of the Fieldss in guidance. what's more, increment utilization of the internet designing. These colleges have understood that. so as to exploit the new down to earth commercial center for college guidance. their classs and plans must reflect and adjust to the most up to date propensities and the wants of the new buyer base. This examination evaluates how great customary college classs are adjusted and keeping up with modifying designing. Evaluation of colleges and the nature of the plans that they offer should be an on-going methodology which will take to and advise changes and advancements. Along these lines the discoveries of this review will be somewhat pertinent to college chiefs. instructors. students and different partners in guidance in helping to gracefully a stage for bettering understudy comfort. open introduction. enrolling and answerability at colleges. Past research has thought about comparative issues. breaking down instructors’ use of one or other web assets in determined classs. Duran. Kelly and Keaten ( 2005 ) gave an account of an overview dissecting the use of electronic mail among instructors and their understudies. The researchers’ end was to occur out the general frequence of understudy/teacher email cooperations. the frequence of educator started email cooperations. the justification for understudy beginning communication with educators. the justification for instructors beginning association with students and the perceptual encounters of educators concerning the use of this mode for pass oning with understudies. 259 instructors from two colleges finished polls which. on investigation. uncovered that understudies conveyed rather regularly with instructors through electronic mail however educators were less continuous in

The Integration of Ole Miss Essay Example for Free

The Integration of Ole Miss Essay James Meredith’s fruitful crusade to pick up admission to the University of Mississippi, ‘Ole Miss’, and integrate instruction in the state generally impervious to combination of instructive establishments has become a pivotal exemplification in the social liberties development. The reconciliation of Ole Miss changed Mississippi’s governmental issues and added to a social move in the area, just as restored nearby social liberties activists and those in neighboring states. The noteworthy showdown among James Meredith and the University of Mississippi gives viewpoint on the class of African-Americans in the U.  S. progress during the twentieth century; separating the multi-layered thoughts of the battle of Ole Miss gives understanding on the social and political powers that recognized and helped out the Civil Rights Movement of the 1950s and 1960s. On September 30, 1962, riots developed on the grounds of the University of Mississippi in Oxford where inhabitants, point of view understudies, and submitted segregationists joined to fight the enlistment and situation of James Meredith, African-American Air Force veteran endeavoring to incorporate the all-white school. In spite of the nearness of in excess of 120 government marshals who were nearby to shield Meredith from threat, â€Å"the swarm turned fierce after sunset, and specialists attempted to keep up order†. Once the vanished the following morning, two residents were dead and a bounteous sum were apparently harmed. For Meredith, this was a stage into the entryway for a procedure that started close to two years sooner when he tested the school, suspecting that he was denied enlistment on the foundation of ethnicity. Be that as it may, a lower court joined forces with the University of Mississippi, the U. S. Court of Appeals for the fifth Circuit set up a choice in June 1962 which requested the school to acknowledge Meredith in the fall of 1962, guaranteeing a colossal clash between the national government and Mississippis state government hostile to joining. In the wake of going through the evening of September 30 with government assurance, Meredith was allowed to enlist for courses the following morning, and afterward turned into the primary African-American to move on from Ole Miss in August 1963. During this timespan there were a few occasions happening that were identified with the Civil Rights Movement. For instance, years earlier, in 1955-1957 the Montgomery Bus Boycott occurred. With this transport blacklist Rosa Park lights a 381-day blacklist sorted out by Martin Luther King Jr. The Freedom Riders of 1961 who restricted to isolation took transports toward the South to fight the isolation of transport stations; many were welcomed with mobs and beatings by segregationist. The â€Å"Letter from the Birmingham Jail† was another significant occasion all through this season of the Civil Rights Movement. Dr. Ruler composed this letter in light of Caucasian clergymen who encouraged him to quit causing aggravations and explains his peaceful development/protection from wrongs of American culture. Ultimately, the homicide of Medgar Evers (head of Mississippi NAACP), who was shot outside of his home on the specific night that President Kennedy tended to the country on the idea of race. These key occasions identified with the Integration of Ole Miss altogether in light of the fact that every occasion wanted to coordinate and with peacefulness. The social equality development, which expanded in size during WWII due to the NAACP’s participation developing from 50,000 to 500,000 got energy in 1954 with the Supreme Court Case of Brown v. Leading body of Education. The consequence of this case was the Court deciding that isolation of schools was regarded illegal. By 1956 Kentucky, Oklahoma, Missouri, Maryland and Delaware had advanced to integrate their schools, yet for Southern Caucasians racial oppression was seriously set in social ethics and social meetings, combination was not a decision. Many racial oppressors referenced enemy of incorporation as the Second Reconstruction. This would give whites an additional chance to control African-Americans. In Mississippi authorities responded with a plan to â€Å"balance† schools, the legislature delivered the State Sovereignty Commission, which ensured the sway of Mississippi and uphold racial isolation in the open eye. Legislative issues were a treacherous belief system during the twentieth century. Numerous African-Americans abandoned the administration being their ally to increase equivalent rights and equity. Nonetheless, there were unmistakable political figures all through the Civil Rights Movement who helped African-Americans in picking up bits of fairness. Lawyer General, Robert F. Kennedy expressed: it is basic in our framework that there be regard for the law and consistence with all the laws †not simply those which we happen to concur. The course which Governor Barnett is following is, in this way, contradictory with the standards whereupon the Union is based. James Meredith was accompanied onto and off grounds by the National Guard, yet that was insufficient. Robert and John Kennedy both delivered verifiable discourses so as to give equity and security to the African-American development. Actually, Governor Barnett maintained his convictions as a racial oppressor and pointed so profoundly to keep up isolation in the province of Mississippi. Barnett communicated through TV and radio on September 13, 1962 to communicate his significant thoughts of white mastery. He states: I have made my situation in this issue completely clear. I have said in each region in Mississippi that no school in our state will be coordinated while I am your Governor. I will do everything possible to forestall incorporation in our schools. I guarantee you that the schools won't be shut if this can be maintained a strategic distance from, however they won't be coordinated on the off chance that I can forestall it. As your Governor and Chief Executive of the sovereign State of Mississippi, I presently approach each open official and each private resident of our incredible state to go along with me. It is upsetting to realize that a pioneer of a Union would work so hugely to differ with everything the association represents. Representative Barnett was happy to conflict with the political belief systems of the Constitution so as to keep up isolation in the Mississippi. All in all, The Integration of Ole Miss is tragically more â€Å"celebrated† than recalled. The University of Mississippi hung signs that read â€Å"Opening the Closed Society† and â€Å"50 Years of Courage†, however overlook that before the state could praise reconciliation they authorized more than 100 years of isolation. Its nearly if the college is commending liberation without handling its wrongdoing first. All together for people in the future to comprehend what the â€Å"closed society† resembled we should separate the genuine ideas of the social and political powers that helped out the Civil Rights Movement during the 1950s and 1960s.

Essay Topics for Walt Whitman to a Stranger Reviews & Guide

Essay Topics for Walt Whitman to a Stranger Reviews & Guide The Lost Secret of Essay Topics for Walt Whitman to a Stranger He trusts that each and every event has a place and time and that's a miracle excessively. If you would like to observe the more R-rated ones, you will have to read the book yourself. The collection is just one of the most well-known works in American literature. Open also indicates the process by which this sort of poetry is made. The work only lasted a number of months. She has been a poem-a-dayer for more than 15 decades. Before you commence writing, you should have to clear the notion of the job. But there are some main ideas you need to know about before starting. The New Fuss About Essay Topics for Walt Whitman to a Stranger As a consequence, his father struggled through a set of attempts to recoup a number of that earlier wealth for a farmer, carpenter and real estate speculator. Instead, the simple fact he used an endearing term because of his mother as opposed to just `mother' shows he isn't an unfeeling individual. The Democratic Self Whitman celebrates the frequent man by producing a unified, overarching notion of the self that applies to individuals also. The important aim of this book is to demonstrate the mind of a murderer. Moreover, the direct statement of the previous line certainly addresses the human speaker and the human reader. These strangers are drawn to one another in spite of the reality that there's no dialogue between them. It's written in a manner that someone could observe this individual staring, infatuated via this stranger. For him, there isn't any single person that stands alone with their own ideas and feelings. In the event that you were ever searching for a champion of American democracy, poet Walt Whitman might become your guy. Walt Whitman is called bard of democracy and father of completely free verse. She is considered one of the greatest poets in the English language. She is among the most influential poets in the United States, frequently called the father of free verse. The particular interpretation of several of Whitman's major poems could be found in the articles related to those individual poems. It sets the tone for the remainder of the poem. What provides the poem a distinctive touch is the name itself. 1 thing might have been the kindof gay man Whitman was. In Song of Myself there's a feeling that the center can't hold, but Whitman always appears to have an underlying hope in recovery. In this piece, we'll learn more about the meaning of Walt Whitman s Miracles, which will offer you another illustration of what witnessing a miracle means. Whitman brilliantly makes his poem a true extension of the body. The Pain of Essay Topics for Walt Whitman to a Stranger Inside this stanza, he's pointing out that there are several distinctive facets and factors in America as a whole. Within this page, you will discover some terrific analytical essay topics. Ethnomusicology has been defined in many various ways, largely because ethnomusicologists appear to study so many unique subjects. In this manner, many people constitute the individual democracy, a single entity composed of myriad pieces. Prior to making a choice, ensure your objectives are defined. Registration is highly suggested to take total benefit of this Free Essay site. A History of Essay Topics for Walt Whitman to a Stranger Refuted Whitman is thus capturing the stream of unprocessed desires in addition to describing the actions where the flow erupts. You don't have to understand the subject thoroughly, but you have to be interested in it so you can maintain a learning attitude throughout the practice. His focus is still the individual human being driven by these kinds of systems. It is made by the author in compliance with his vision and is permeated with his idea of the planet. It produces a sad and empty atmosphere in their opinion. It's a feeling that's tough to express or accept. He goes to exactly the same cafe daily to eat.

Regulations relating to health and safety - Free Essay Example

Sample details Pages: 29 Words: 8675 Downloads: 2 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Chapter 1 Introduction On the 1st January 1993 six regulations relating to health and safety came into force in Great Britain, these six regulations would ultimately have a major impact on how safety is managed today and would significantly influence the future development of the Safety and Health profession. The regulations themselves were based on European Community Directives, designed to create a common standard of health and safety legislation across all member states. In what has become known to Safety and Health Professionals as the six-pack regulations, it included; Don’t waste time! Our writers will create an original "Regulations relating to health and safety" essay for you Create order The Management of Health and Safety at Work Regulations 1992 The Workplace (Health, Safety and Welfare) Regulations 1992 The Manual Handling Operations Regulations 1992 The Health and Safety (Display Screen Equipment) Regulations 1992 The Provision and Use of Work Equipment Regulations 1992 The Personal Protective Equipment at Work Regulations 1992 The introduction of these regulations realised a move away from prescriptive legislation, such as the Factories Act 1961, and Railways Shops and Premises Act 1963 which had traditionally spelt out in detail what should be done (HSE, 2003, p.4) to a risk assessment based approach to managing safety and health in the workplace. Importantly the introduction of the Management of Health and Safety at Work Regulations (MHSWR) required employers to appoint one or more competent persons to assist him in undertaking the measures he needs to take to comply with the requirements and prohibitions imposed upon him by or under the relevant statutory provisions (HMSO, 1992, p.3). Arguably the MHSWR focused many employers attention on the need to employ Safety and Health Practitioners in some capacity; this in turn heralded a period of unprecedented training and recruitment for such roles. Today the spotlight has turned to the future development of the profession, and the maintenance of individual competence through Continuing Professional Development (CPD). Aims and objectives The aim of this research document is to identify current attitudes towards the increasingly important task of Continuing Professional Development (CPD), for those employed as Safety and Health Practitioners or in professions that further the improvement of workplace safety and health standards. This may be through enforcement such as Environmental Health Officers (EHO), employed by local government or specialised roles such as Occupational Hygienists responsible for measuring workplace noise and dust exposure levels to ensure compliance with legislative standards. For clarity many but not all Safety and Health Practitioners employed to directly manage an organisations safety and health or consultants employed in this field would typically belong to professional bodies such as Institution of Occupational Safety and Health (IOSH), or the International Institute of Risk and Safety Management (IIRSM). Whereas those employed as EHOs would firstly belong to the Chartered Institute of Environmental Health, with perhaps secondary membership of IOSH as they may have elected to specialise in workplace safety and health over food safety. Other specialists that may hold membership of IOSH in addition to their own professional institutes may include Occupational Hygienists (British Occupational Hygiene Society) and Occupational Health Nurse Practitioners (Association of Occupational Health Nurse Practitioners UK). Background With the role of the Safety and Health Practitioner becoming increasingly important to businesses, the profession should rightly seek to, firstly attract and retain the best calibre of recruits to its ranks! For the Safety and Health profession this hasnt always been easy. Caught in what Harrison (2009) describes as the Talent Wars the profession finds itself competing amongst many others that do not have the somewhat negative associations the world of Safety and Health has developed. As a result Safety and Health management has not been the career of choice of many individuals; Kletz argued that; At one time safety was considered a suitable job for one of the less able employees. Those days have largely passed and the standard of safety professionals has improved greatly over the last 20 years but many companies still think that safety is a suitable home for those for those who have a few years to go before retirement. Kletz, 1990, p. 321 One would argue the statement made in 1990 has just as much relevance today. Kletz identified that businesses should look beyond traditional stereotypical boundaries perhaps companies will allocate more of their best people to safety and loss prevention when they realise that the right sort of person will not just worry about hard hats and tripping hazards.(Kletz, 1990, p.321) From the latter part of this statement one conjures up the traditional view of the safety person as being a solitary policeman type figure in the workplace. This outdated view of how Safety and Health Practitioners work still contributes to the negative image of the profession held by certain sections of the national press, a number of which have wasted little time in publicising stories that have more to do with poor or ineffective management than improving actual workplace safety and health? In possibly the most widely carried story; the BBC including many national newspapers reported a head teacher has bought safety goggles for his pupils to wear when they play conkers in the playground (BBC, 2004, p.1). Although the decision to purchase the goggles was taken by the schools headmaster, when it came to reporting the story it became another example of health and safety gone mad! The press on this occasion preferring not to question the lack of any professional advice available to the Headmaster and how he came to his decision in its absence! In return should there be any surprise that the media is held in low esteem by Safety and Health professionals? In a recent reader survey in Health and Safety at Work magazine Safety and Health Practitioners were unanimous in their opinion both the media and risk averse decision makers were responsible for the professions poor image; Table 1 :Whos most to blame for health and safetys poor public image? 1. The media 44% 2. The HSE 2% 3. The safety profession 7% 4. Risk-averse decision-makers 47% HSW, 2008 If the profession is to break this cycle of negative public portrayal one would argue the modern day workplace requires an equally modern and professional Safety and Health Practitioner. One who is not only an expert in his or her field, but also possessing the traits of a diplomat, as well as a management and compliance systems specialist? The development of the modern day safety and health practitioner The introduction of the six pack regulations in 1993 heralded an increase in the need for businesses to either employ dedicated or have access to professionals able to assist management in meeting their Safety and Health responsibilities. Since 1993 recruitment to the profession has been drawn from a vast mix of disciplines, including construction trades such as scaffolders and electricians; production staff and administrators to name just a few. Such a large influx resulted in an increasing the need for initial training and ultimately CPD courses to meet the developing needs of Safety and Health Practitioners. For those first entering the profession a wide range of qualifications currently exist, including the ever popular National Examination Board for Occupational Safety, National General Certificate, promoted by NEBOSH as a first step towards a career in health and safety, accepted by the Institution of Occupational Safety and Health (IOSH) in meeting the academic requirements for Technician Membership of IOSH (Tech IOSH) (NEBOSH, 2009, p.2), and National Vocational Qualifications at levels 3 to 5. Further courses such as the NEBOSH Construction Certificate and Diploma are also on offer to prospective candidates and are held in high regard by employers. In addition training providers such as the British Safety Council have for a number of years offered their own awards including a level 6 Diploma award. Many have entered the profession because of transferable skills in areas such as engineering, which may be employed in the many technical aspects of the profession; such as machinery gua rding design. However such routes into the profession do not exclude individuals from attaining accredited safety qualifications which are seen as the building blocks for future development. It is important to recognise that such courses provide initial development for individuals either in the early stages of their career or for those wishing to advance their careers. However the increasing drive for professionalism, new legislation technology and increasing movement of Safety and Health Practitioners between different sectors of the economy, has given CPD a critical role in maintaining competence throughout an individuals career. To attract new talent and support professional development opportunities there has been a veritable explosion in the variety and availability of courses accredited by IOSH in safety and health management. Higher education establishments across the United Kingdom increasingly offer courses including; Glamorgan University MSc Safety, Health and Environment Management University of Wales Institute Cardiff MSc Occupational Health and Safety Greenwich University BSc Occupational Safety, Health and Environment For those entering higher education or wishing to pursue a post-graduate degree course the profession has become an increasingly popular choice. It would however be unfair to focus solely on the university sector for the increasing availability of courses. Course providers registered with the National Examination Board for Occupational Safety and Health (NEBOSH) now number 400 course providers across 80 countries (NEBOSH, 2009, p.2). Similarly IOSH Course providers number over 300 globally who cover a wider range of industries such as construction, healthcare and public and service sectors. They include a diverse range of organisations including further education colleges, and large and small consultancies that have developed in response to increasing demand from businesses. More specialist organisations allied to specific industries, such as the UKs Mines Rescue Service, and local authority Fire and Rescue services have increasingly brought their specialist expertise and training skills to the wider marketplace to deliver either NEBOSH accredited courses or general fire and safety awareness courses. In addition to accredited courses most consultancies and organisations deliver numerous short courses typically of 1 or 2 day duration designed to either refresh and update knowledge or inform attendees of the latest legislative developments and their impact, which contribute towards individuals CPD. The professional safety and health practitioner The spread of industrialisation and the introduction of new technology has brought society many new professions over the last three decades, examples include social workers and information technology specialists, who are now readily accepted professionals in their own right. The challenge for the modern day Safety and Health Practitioner is to gain equal professional acceptance in the workplace and in wider society. This leads one to question our understanding of the words profession and professional in relation to the work of the Safety and Health Practitioner. As already identified poorly researched press reports have in the main presented a poor image of the profession. Secondly our image of professions are often linked with the traditional professions and professionals such as lawyers, pharmacists and accountants, who often work in small practices or partnerships in many cases readily accessible to the public through locally, based high street practices, if and when their services are required. When used the public rightly expect a quality assured service from such professionals, based on up to date knowledge, experience and ethical practices. In light of the growing need for multi-disciplined Safety and Health professionals and the requirement to demonstrate increased professionalism that expected from an organisation whose members are able to attain Chartered status, is the word clearly defined and understood by those of us who promote the concept? What is expected from a profession and professional person in the modern age? Firstly Madden and Mitchell define a profession as; A discrete body of individuals applying advances learning or scientific knowledge and expertise to provide a service to clients and bound together by a membership of a professional body which assumes responsibility for monitoring professional standards and which confers benefits and may impose sanctions on members Madden and Mitchell, 1993, p.8 One would argue this particular definition is heavily weighted to the client (customer) and the governing professional body, essentially missing out the beneficial impact that professions have upon wider society and the advancement of learning in their specific fields of expertise. A much more succinct and publicly recognisable definition of what it is to be a professional is given by McGill and Beaty who argue; The term professional is associated with work which is valued highly in society. The professions lawyers, doctors, social workers, accountants- are highly trained and often highly paid members of society. In this sense the term professional is a kitemark given to those who complete a rigorous and demanding training and then continue to develop their speciality within the profession through further formal training and experience. The professions are characterized by codes of conduct which they require of their members and also a degree of individual autonomy and responsibility for their working practice. McGill and Beaty, 2001, p.184 The recognition of the importance of further training, experience and individual autonomy could almost have been written with the Safety and Health Practitioner in mind. Rapidly evolving health and safety legislation over the last 15-20 years coupled with advancing workplace technology, has introduced the potential for new risks to emerge in the workplace, such as stress. This has required Safety and Health Practitioners to constantly update their knowledge and skills, just as McGill and Beaty suggest. One would also add a further challenge that faces every professional besides the maintenance of technical knowhow and that is maintaining the personal motivation to learn. When referring to learning in this particular context it is not based on short duration learning but the acceptance of lifelong continuous professional development. OHoule (1980) argued the need and commitment to lifelong learning was a reflection of the standing of a profession. Drucker captures the responsibility for learning and the autonomy of the professional in the following quotation; No one can motivate him(sic), he has to motivate himself. No one can direct him, he has to direct himself. Above all no one can supervise him. He is the guardian of his own standards, of his own performance and of his own objectives. He can be productive only if he is responsible for his own job. Drucker, 1973, p.47 Another key driver in the professionals quest for up to date knowledge is todays litigious society. The professional is more than ever being held accountable for his or her actions, and will find themselves increasingly questioned on the validity of the advice they give and to demonstrate competency to practice. Watkins and Drury argued that; The shift away from trusting professionals to do their work properly because they are professionally qualified, towards accountability, has resulted in the need for effective measures of competence, skills and service. This is welcomed by true professionals since it brings with it opportunities to establish more open relationships with customers to enhance personal growth and development. Watkins and Drury, 1995, p.31 A far cry from when the word of the professional in whatever field was accepted without question. The need for Safety and Health Practitioners to develop both their knowledge and professionalism throughout their career is clear. Employers expectations of the profession are high, and rightly so. Failure to develop ones knowledge ultimately brings doubt as to individual competence to practice. This over-riding need to maintain competency demonstrates the importance of CPD for Safety and Health Practitioners, but has such importance been recognised by employers? The mix of new legislation, maintaining competence and customer expectation regarding the delivery of a quality assured service creates a heady mix of priorities in addition to everyday work activities for the Safety and Health Practitioner. Educational researchers such as Field have provided some warning of the impact on continuing professional development that legislation alone can bring; Environmental regulations, health and safety legislation and food hygiene regulation all require training to set standards and often generate further training needs as managers and other try to keep abreast of the implication of the latest legislation (Field, 2000, p.74). Training in this case; creating a perpetual cycle of further training in ever more detail in an attempt to improve job related knowledge. The challenge for Safety and Health Practitioner is recognising the importance of CPD to professionalism and the planning and prioritising of the right mix of learning opportunities that develo ps competence, which as Renkema (2006) argued translates into improved lifetime employability in an ever changing workplace. 2 Literature Review Meeting the challenge of continuing professional development Continuing Professional Development has now become a familiar task for professionals, a point supported by research into professional associations in the UK by the Professional Association Research Network (PARN) at Bristol University who found that of the 162 respondents, 62% had developed a CPD policy and programme (PARN, 2001, p.1). With such a high proportion of institutions actively involved in developing and running CPD programmes, it is important to look at some of the key drivers behind such schemes. CPD for Safety and Health Practitioners has now become a well established activity, with a scheme established as far back as 1992 (IOSH, 2008). In addition to any employer funded training CPD is actively supported by IOSH through a network of monthly branch level meetings and activities that allows members to participate in what are generally free CPD activities. The development of a CPD scheme for IOSH members was integral in the decision to award Chartered status to the profession, which from 2005 has enabled members to attain Chartered Safety and Health Practitioner status after meeting the qualifying criteria set by IOSH. Establishing a CPD scheme is only one part of the equation, ensuring ongoing active participation is another. Like many other professionals Safety and Health Practitioners are faced with numerous demands on their time from either work or their home lives, all too often CPD must be fitted in as and when allowed. Research by Dowsell et al into CPD found that; courses made heavy demands on workers free time; 48 per cent of those interviewed thought their participation in continuing professional development put a strain on their home and family lives and 10 per cent thought it was causing a serious detrimental effect.Dowsell et al conclude that for those in employment, having time to engage in professional development is extremely important. Dowsell et al, 1999. P. 23 One would argue that the difficulties identified are not unique or specific. Safety and Health Practitioners are faced with the same pressures as other occupations when considering responses: to changes in technology and knowledge; demands for quality and accountability (Rapkins, 1995, p.49). IOSH (2008) have long campaigned for CPD to be viewed as an everyday routine activity and not as an additional burden, such a statement could be seen as an attempt to remove some of the everyday concerns that have grown up amongst Safety and Health Practitioners on the subject. This leads one to the question what barriers exist to participation in CPD? Research by Lifelong Learning UK an independent employer led skills council found that trainers in the lifelong learning sector identified specific barriers to CPD. Participants who took part in the research were able to choose more than one option; Table 2: Perceived barriers to CPD Time 50% Cost 28% Lack of organisational support 25% Lack of opportunity 22% Awareness 17% Personal motivation 12% Lifelong Learning UK, 2008, p.14 Barriers to CPD are not unique to any one sector or profession. Research by Friedman et al identified the following barriers; Time, cost, and access were the most frequently cited barriers to carrying out CPD. Clearly, time pressures at work, combined with the demands of home and family, make undertaking CPD a difficult task for many, however motivated they may be. Another barrier affecting CPD participation is that professionals are not homogenous. A range of factors such as differences in career stage, preferred learning style, individual ambition affect the likelihood of taking part in CPD. The lower likelihood of older professionals participating in CPD was mentioned because of their comfortable positions or because they regarded themselves as carrying out activities which will achieve the aims of CPD without following a formal CPD programme Friedman et al, 2001, p.6 Employers increasingly need to recognise the benefits of CPD to their businesses and are ideally positioned to offer greater support to overcome the barriers that have been identified, but how should this be achieved? Francis et al (1997) argued for CPD to be linked to longer term business planning, also stating that companies viewed CPD in the narrow confines of cost to the business without looking at longer term benefits. Research by Friedman et al (2001) supported this point and argued for a greater link with company appraisal schemes as a means to encourage participation in CPD whilst at the same time offering an organisational support framework such as time and resources to the individual. Friedmans approach is backed by research by Kingston University Hull (2006) which identified the incorporation of personal development plans into CPD as a key element in the ability of professionals to align professional development needs with those of the employer. Importantly this supposes the act of appraisal is purely centred on personal development and not as Craft (1996) argued used to determine accountability, through audit cultures and numerous regimes relating to satisfying bureaucracy rather as Sachs (2003) argued, satisfying the professional needs of the individual professional. Importantly not all academics share Freidmans approach to CPD. Millar (1991) took the view that professional themselves should carry the burden of time and cost of CPD to advance their careers, to be recouped later through higher salaries. With such divergent views, significant barriers regarding responsibility for resourcing CPD remain to be overcome. To place oneself solely in the hands of the employer to achieve the required CPD criteria invites problems, especially when training is often the first activity to be cut when the corporate purse strings tighten (Adults Learning, 2003). As a result Safety and Health Practitioners risk having CPD activities limited or even curtailed for reasons outside their control. As the profession matures there should be increasing recognition that Safety and Health professionals have to take greater responsibility for their own learning following initial qualification, just as other professions such as teaching have done have done. This may only be achieved through improved planning for and practising a range of informal or formal CPD activities. Failure to develop professional knowledge can have a serious impact upon employers and the individual professional, a point recognised by IOSH the outcome of failing to perform at an acceptable level can be critical. It is essential to refresh, maintain and develop the skills needed for competent performance (Harvey, 2005, p.22). To adopt the mantle of a professional in ones chosen field, then participation in CPD should be ultimately viewed as a necessity and not as an optional extra which only the high academic professional would posses, but in fact viewed by many as a necessity and a right to practice safely and effectively (Davies, 1997, p.5). Harris (2009) supports Daviess view in that becoming professionally qualified should not be seen as the end of learning but in fact the beginning of a career long journey. The rise of continuing professional development Research by Eraut argued that the continual development of professional knowledge is ultimately linked to moral probity, service orientation and codes of conduct (Eraut, 1994, p.2). Erauts comments indicate that professionalism comes at a price in terms of time and dedication. This ultimately manifests itself through the delivery of a professional service to an employer or client, where advice and guidance is based on up to date knowledge and competence to practice. However as an upside Rueschemeyer argued that there were certain benefits associated with the status of a professional; Individually and in association, collectively, the professions strike a bargain with society in which they exchange competence and integrity against the trust of client and community, relative freedom from lay supervision and interference, protection against unqualified competition as well as substantial remuneration and higher social status. Rueschemeyer 1983, p.41 Rueschemeyer comments support the importance of CPD as a vital component in demonstrating to those that use our services that post qualification, the professional has continued to update his or her knowledge. Rueschemeyers comments regarding the relative freedom of the professional must be accompanied by a degree of self discipline, and willingness to participate in CPD; not just for individual benefit but for the advancement of the profession as a whole. Both established Health and Safety professionals and new entrants to the profession could be forgiven for thinking that CPD schemes are a relatively new process in the quest to maintain professional standards! However research by Friedman (2000, p.23) identified that CPD in the UK originated in the late 1970s, but was only formally adopted and defined by professional associations from the mid-1980s. This is supported by Lester who states that it is only in the last ten to fifteen years of the twentieth century have professional bodies taken systematic steps to ensure their members continue their development on an ongoing basis (Lester, 1999, p.2) In the United Kingdom such schemes may now be found across a diverse range of professions including; Nursing, Teaching, Environmental Health, Legal and Occupational Safety Health to name just a few. Common to all CPD schemes is the maintenance of professional and ethical standards set by the respective professional body thereby ensuring public confidence in both the professional and the respective institution. What has driven this apparent explosion of interest in CPD in recent years? Firstly one would argue the current rate of technological change in our society remains significant, forcing a constant revaluation of our knowledge. This particular point is supported by Zia (2004, p.1) who argues; As a result of increase in the rate of evolution of knowledge, technology and industrial organizations, it is shocking to realize that while in the sixties the knowledge acquired in engineering schools remained valid for about fifteen years, today this time span has decreased to about 3 years. That is to say the average period of renewal of engineering knowledge has reached the same duration as that of studies in a school of engineering in Europe. Zia, 2004, p.1 Secondly the recognition by professional institutions of the need to further develop themselves, and in doing so enhance not only the organisations status and that of its members; but as Weightman (1994) argued, professional institutions should also influence the broad range of competencies required to practice effectively. Safety and Health professionals are no longer able to rest on their laurels following initial qualification; and as Friedman (2000) argued, in order to provide professional and competent advice the process of learning must continue after initial training. At the core of all CPD schemes is the need for professionals to embrace the much wider concept of lifelong learning. A phrase all too often used, but what does it mean in practice? Jarvis (2008) describes it as a number of processes that ultimately delivers a continually changing person. Kronkol (2005) viewed CPD as a structured approach to lifelong learning, arguably more comprehensive which involves greater self reflection and critical thinking, which leads one to question if they are one of the same. Some may even view it negatively as the latest in a long line of politically driven statements relating to education (Biesta., 2004). Cropley (1979) argued there were two distinct approaches to lifelong learning: minimalist and maximalist. The minimalist approach equates with in service, recurrent formal education and training in what Attewell et al (2005) describes as achieving certificated training. The maximalist approach views it as involving a fundamental transformation of societ y as a whole so that society becomes a learning resource (Cropley, 1979, p.5). Research into lifelong learning by Smith et al supports Cropleys work in that it identifies the almost limitless boundaries for learning and promote the concept that it should include both informal and formal learning. Based on Cropleys comments the current status of lifelong learning in connection with CPD remains somewhat narrowly focused towards the minimalist approach, centred on formal training. One would argue this narrows the professionals view of what might constitute CPD, and creates a dependency culture where CPD should be provided to the professional, usually by the employer, based on narrow concept of traditionally run classroom based learning. Whereas the maximalist view requires the professional to look much more broadly as to where learning opportunities may come from, and seeking out a greater mix of experiential learning opportunities as opposed to the narrowly focused academic or classroom based route to learning. In support of Smith et al, Longworth (2003, p.12) argued that lifelong learning is a much wider concept learning means giving ownership of learning to the learner him or herself and not the teacher a 180-degree shift of emphasis and power from the provider to receiver.One would argue that Longworths approach shares much with Cropleys maximalist approach, where the receiver of learning has to take charge or one would argue responsibility. However the concept in both cases assumes that both the individual and societal attitudes towards the ownership of learning are positive and flexible enough to allow learners to identify and accept broader learning opportunities. This ultimately takes individuals away from the narrow concept of traditional classroom delivered learning, which is routinely focused on a narrow area of development, which arguably fails to deliver a more rounded professional. Wider and more productive opportunities for learning may include as Neil et al (xxxx) suggests industrial placements, private or group research mentoring or coaching, such activities may take the Safety and Health Practitioner away from what are considered core competencies, in return these broader CPD activities create a much more rounded professional. However both Longworths and Cropleys approach fails to take into account the continuing wider influence of the learning provider, the employer, providers of training or the politics and financial considerations that are generated by the need maintain CPD activity, illustrated by Figure 3. The eternal triangle: economics, organizations and the individual. Demand for professional development and qualifications at individual level. Employer doubt at organizational level National policy stressing qualifications This leads one to argue that CPD is frequently and narrowly portrayed by governing institutions and providers of training as a means of staying ahead in the employability stakes. Is it right or even correct to dwell solely on this particular point? Research by Friedman identified that; Again and again throughout the research, such tension were in evidence. For example, a set of guidelines will intersperse its promotion of CPD as a dynamic and empowering process with looming extracts, which function essentially as faceless warnings, about the need to take control of ones career given the insecurities and precariousness of the modern workplace. These positive and negative aspects sit uneasily together, the veiled threat and the happy vision of an empowered, enlightened future. Sanctions and accreditation, the two sides of the motivational coin, are used selectively, and at times in an apparently ad hoc way. For all the vaunted dynamism of the CPD process, it also contains a great potential for instability and internal conflict. Friedman et al. 2001, p.205 Does this veiled threat create the potential for CPD to be seen more of an uncomfortable chore than something that is integral to practicing competently. In truth how many of us have left the compilation of our CPD records to the last minute, trusting more to luck than good planning to achieve the required points under the required headings! Equally how many of us in the profession have chased attendance on courses solely for the purpose of accumulating points, whilst only giving a brief thought to how such learning fits into our view of maintaining professionalism and personal competency! Such concerns are not unique in the professions Farhan (2001, p.614) argued that significant risk existed with many professional institutes schemes with a credit mentality of collecting points, certificates or hours, and encourages attendance rather than facilitating learning Defining continuing professional development Have such debates, whilst important to our understanding of CPD led us away from improving our understanding of current attitudes towards CPD, its origins; and the very reason for our own participation in such schemes. Friedman (2000, p. 3) stated that Simply put, Continuing Professional Development is the term for a framework of learning and development activities, which are seen as contributing to ones continued effectiveness as a professional. Therefore without continuous professional development professionals run the risk of becoming out of date as research and technology advance our boundaries of knowledge. Friedman (2000, p.3) rightly argues the point that you can never know everything and learning doesnt stop with a formal qualification. One would also argue that in support of CPD there should be consideration of professional obligation(Tomlinson, 1997, p.19) to those who request our services, and thereby place great trust in the abilities of professionals to remain current in our knowledge. Friedmans statement implies that CPD embraces both the traditional formal course attendance and more informal updating of knowledge through activities such as the reading of technical journals, presenting technical papers and reports or attendance at IOSH branch meetings, which supports Neil et al research regarding sources of CPD. Hodkinson argues this moves us away from the traditional and often implicit model in which learning opportunities are concentrated in the early stages of a job or career (Hodkinson et al, 2002, p.30). Jarvis (1995, p.16) refers to this model as the front end model of education. As a relatively young profession is there sufficient recognition that; Development takes place in a number of contexts and through a variety of activities not simply by taking a refresher course or two. Furthermore, the link between course taking and greater job effectiveness as a result is thought to be tenous. Less structures, but perhaps more job specific activities such as on the job learning, mentoring or writing technical articles have correspondingly begun to be seen as equally viable and valuable means of CPD. Friedman, 2000, p.3 Continuing professional development schemes Continuing Professional Development now covers a multitude of professions and perhaps unsurprisingly no single description is able to capture or summarise its meaning. Each profession is distinct and is governed by its own governing institution that by necessity pursue separate agendas in relation to CPD. However a number of broad definitions exist from different professional bodies and institutions that give us an indication of its purpose. The following definition is perhaps the most clear in terms of its objective; the maintenance and enhancement of the knowledge, expertise and competence of professionals throughout their careers according to a plan formulated with regard to the need of the professional, the employer and society (Madden Mitchell 1993, p.12). This particular definition clearly identifies the long term commitment that is required when participating in CPD. Arguably the statement is not affiliated to any single professional institution and may be viewed as purely academic in its approach. It does however provide us with a baseline of the individual components that when brought together define CPD. Another important component not identified by Madden and Mitchell in the management of CPD schemes is the ability to apply sanctions against members for not complying with the requirements of the relevant instituitions CPD scheme. For example Chartered Safety and Health Practitioners failing to comply with the terms of IOSHs scheme may ultimately lose their Chartered status. The Construction Industry Council a forum of professional bodies in teh construction industry states that CPD is the systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional and technical duties (CIC, 1986, p.3). This is possibly one of the most frequently quoted descriptions of CPD used today, interestingly the same definition is also utilised by the Institution of Civil Engineers. The definition when compared to many others appears narrow, omitting the need for CPD to be a career long process with the commitment to lifelong learning. The Chartered Institute of Environmental Health, which has a large number of number of members enforcing health and safety regulations in commercial business premises has the following broad definition of CPD; The process of maintaining professional competence and, hence, the purpose of CPD, is one of continual development and enhancement of professional expertise through the constant evaluation of existing skills and knowledge in practice, and the willingness, with appropriate caution, to discard old and adopt new techniques to improve professional performance. It follows that, from the point of view of the individual, CPD must be a personal commitment throughout ones working life and not just a matter of obtaining basic and postgraduate qualifications during the early part of ones career. CIEH, 1999, p.4 Failure to comply with the institutes rules around CPD is liable to bring sanction aginst individual members. This may range from attendance at a CPD Compliance Panel, where an explanation is sought for failure to comply with CPD requirements to worst case scenario of membership of CIEH being withdrawn The largest professional body for Safety and Health Practitioners in the United Kingdom, the Institution of Occupational Safety and Health (IOSH) has for some time championed the benefits of CPD in developing new skills or refreshing existing knowledge, which ultimately contributes to making Safety and Health Practitioners more knowledgeable in the workplace. In response other professional bodies that represent Safety and Health Practitioners such as the International Institution of Risk and Safety Management (IIRSM) are also now developing their own CPD schemes. Whilst also seeking collaborative working with IOSH to ensure standards match those of other bodies However as individuals and as a profession are the problems and practical benefits associated with undertaking CPD fully recognised. Research by the Professional Association Research Network (PARN) at the University of Bristol suggests it is not CPD in its current form is both confused and contested and that many professionals find the concept bewildering and its practice difficult (PARN, 2001, p.1) Methodology Introduction The aim of this research study was to identify Safety and Health Practitioners current attitudes towards CPD. The literature review firstly identified that a considerable amount of research into Continuing Professional Development has already been undertaken and widely published by academics, both in the UK and abroad. Much of the research has focused on identifying the approach, impact and effectiveness of current CPD practices and processes, and its link to the much publicised process of lifelong learning amongst the professions. From the literature review the teaching and medical professions in particular stand out as examples where considerable work has been carried out into CPD. What has focused these two particular professions on the need to formalise and develop their CPD schemes? For the teaching profession the increasing use of school inspections the introduction of school league tables, and advances in teaching delivery methods has helped to focus head teachers on the need for a structured approach to CPD. Craft (1996) wrote that increasing change in the profession and demands for quality teaching staff has driven the profession to develop a formal approach to the practice of CPD, where previously it was viewed as a voluntary practice. Eraut (1994) brings a more pragmatic view to the subject when he links the individual professional to CPD through the introduction of fresh knowledge and ideas, mixed with a degree of self analysis to aid the process of self development. The whole process of CPD and professionalism is brought full circle by Calderhead et al (1997) who argues that ongoing research following initial training eventually brings a greater understanding of both the profession and personal values that the individual first brought to teaching. Surprisingly very little research information has been identified that specifically relates to CPD for Safety and Health Practitioners. Information that is available has the tendency to focus on promoting the benefits of specific and numerous commercial courses which their promoters claim contribute to meeting an individuals CPD requirements, and not on the wider practical issues relating to participation, workplace application and its contribution to maintaining professionalism. The profession however has not been entirely neglected by academics! During research by Friedman (2000) into UK CPD policies and programmes he reviewed IOSHs CPD programme against other institutions and delivered positive comments on its structure, method of operation and sanction based approach to CPD. Research design Based on the findings of the literature review the study was based on a survey approach, with the target research group clearly defined as Safety and Health Practitioners (Czaja et al, 1996). The survey would be focused on identifying what Safety and Health Practitioners felt were the critical outputs from their participation in CPD activities; and the level of support and recognition given to CPD and its importance in maintaining and developing an individuals career by their employer (Ryan, 2001). The survey adopted the use of a questionnaire, issued either electronically or by post. A list of organisations employing Safety and Health Practitioners was firstly identified, this was achieved through use of the Personnel Managers Yearbook and through local industry knowledge. Telephone contact was then made with individuals to explain the purpose of the research study and to invite their participation. At this early stage time was taken to explain ethical considerations regarding issue s of anonymity of individual persons and organisations, and the right to withdraw from the research at any time (Somekh and Lewis (2005). Kent supported early discussion with respondents on matters of confidentiality, before data collection commenced. Due to the random selection of participants no particular membership grade or institution was targeted in the research. As background information there is however a single predominant Safety and Health institution in the UK at the present time, which is IOSH which has the largest membership of any professional safety institution in the world, whose membership currently stands at just over 36000 members, located in the UK and abroad. Alternative data collection methods were considered for the survey and included; face to face interviews with participants. This approach allows the researcher to explore answers directly with respondents and their clarify responses; Ryan (2001) also identified the importance body language with this particular type of interview, which enables additional data to be gathered. Some researchers such as Silverman (2006) argue that face to face interviews allow researchers to explore individual experiences more deeply, especially if respondents felt they had been previously ignored. As a data collection method it was recognised that its use was not without pitfalls Buckingham (2004) et al identified that, interviewees responses could be influenced by the impression they form of the interviewer, as a result they may not be totally open in their responses to questions or even over elaborate. In some cases the interview process or the interviewer may become intimidating, especially if respond ents become agitated or stressed by questioning, ultimately leading to a loss of information (Oppenheim, 1992). This particular situation may be brought about by a numerous factors including the lack of competence on behalf of the interviewer or the environment in which the interview is conducted (Flick, 2009). For this research study face to face interviews would have been prohibitively costly to administer (Jupp, 2006), as respondents would be located over a wide geographical area. This would potentially lead to difficulties in the coordination interviews and corresponding travel arrangements, which could also be disrupted by factors such as weather of road motorway accidents all outside of ones control. The use of telephone interviews was also considered for the data collection survey, especially as it offers greater speed of response for the researcher (Hakim, 2000). However significant time would have to be allocated to firstly contacting potential respondents to seek their participation; and to arrange a mutually agreeable time to conduct the interview (Czaja et al 1996). This particular method is particularly susceptible to workplace time pressures, as it would be much easier for respondents to postpone or cancel the interview, as more pressing local concerns vied for their limited free time. Buckingham (2006) et al argued that additional problems could be encountered with communication, especially where the assumptions are made by the interviewer that those being interviewed would fully understand the question as the author originally intended. Ultimately this could lead to what Phelan (1996) et al describes as a potential source of confusion and frustration for the researcher. Ethical considerations Approval for the research study was firstly obtained from the UWIC Ethics committee (Appendix X). Telephone contact was first made with individuals to explain in detail the purpose of the research study and to invite their participation. Following initial contact it would ne natural for possible respondents to ask how they had been selected, often wary it was important for individuals to be reassured as to their selection criteria. (Oppenheim, 1992). My own background and experiences as a practising Safety and Health Practitioner proved helpful in this area, with discussions centred on the wish to involve as many sectors; within both the private and public sectors as possible. At this early stage time was taken to explain ethical considerations regarding the issue of anonymity of both individual persons and organisations. Silverman (2006) argued it was basic right of respondents to be fully informed to enable consent to be given. Questionnaires did not seek respondents or employers names, ensuring anonymity once the data was collated. Respondents were also informed they had the right to withdraw from the research at any time (Somekh and Lewis (2005). Kent in Burton (2000) supported early discussion with respondents on matters of confidentiality whether it related to matters of verbal or written communication, thereby ensuring overall confidence developed in both the project and individual researcher. Following the introductory telephone call and agreement to participate, a covering letter accompanied each questionnaire issued, the letter included information on the researcher, aims of the study, contact address and telephone number should respondents have required further information (Ryan, 2001, p.40), the letter also covered details concerning confidentiality of the data collected (Ryan, 2001). The process of initial telephone contact, followed up by a letter to confirm details from the initial introductory telephone call, helped to build a relationship with the respondent. It was felt that this particular approach paid dividends, as a number of respondents expressed an interest in viewing the findings. Jupp (2006) supported this type of approach where he argued research relationships should be seen as a continuous and not one off process. The more informed the respondent are the more likely they would be to cooperate further, if required as the research study developed. Participation criteria The inclusion criteria applied to the research study involved respondents that possessed certain characteristics the researcher required. They included; Qualified Safety and Health Practitioners, either in the early stages of their career through to those in senior management positions In full or part time employment Employed in either the Public or Private sector or self employed as consultants Exclusion criteria Safety and Health Practitioners who were not qualified were excluded from the survey, for the following reasons. Respondents would be unable to obtain membership of a professional institution at a level required to participate in a CPD scheme. Such a group would be outside of the parameters of the research questionnaire contents. Questionnaire design The questionnaire adopted a qualitative approach in its overall design and divided into parts 1 and 2. A qualitative approach offered the respondents the opportunity express their personal views on the points raised, and the priority they attach to them at the time of completing the study questionnaire (Bryman, 2008). Importantly the length of the questionnaire would be critical to reduce the risk of respondents switching off and not completing the questionnaire. When planning a research questionnaire Both Denscombe (2007) and Presser et al (2004) identified that the design of questions should avoid any possible hint of duplication and the elimination of all but the most vital questions. This would help to retain respondents interest and most importantly reduce the time and effort devoted to its completion. The questionnaire was kept to a maximum of length of 2 sides of A4 (Appendix X) Consideration was given to the structure of questions and statements, and the elimination of techni cal jargon, which had the potential to confuse respondents. Black (1993, p.25) argued that to the unwary, terminology often gets in the way of understanding, particularly when technical terms assume common everyday meaning. Part 1 of the questionnaire focused on collecting data relating to gender, membership grade of professional institution and length of membership in years, and participation and frequency of attendance at professional institution meetings. In total part 1 of the survey questionnaire would be made up of 7 questions which required respondents to tick the most appropriate answer displayed. Benefits of using this type of question for the respondent is that it is simpler to tick an item than have to write out an answer (Buckingham, 2006, p.74). Part 2 of the questionnaire would include 3 open questions in total, these allowed respondents the freedom to expand on their answers if they so wished, or to add any additional comments on their own personal experiences of CPD. LoBionda-Wood and Haber as quoted by Ryan (2001, p.35) state this type of question allowed more information to be extracted from respondents. A total of 12 individual statements relating to the output from CPD activities were also included in part 2, along with 3 tick box questions relating to clear reporting structures, funding and barriers to CPD. The statements were based on the Likert scales, a score was then assigned to individual statement, Table (X) gives a breakdown of values. Table (X) Likert scale values Value Statement 1 Strongly disagree 2 Disagree 3 Neither agree or disagree 4 Agree 5 Strongly agree Respondents were then able to identify on the scale how much they agreed or disagreed (Polit and Beck 2006). The statements were designed to gauge the application of skills and knowledge gained through CPD and identifies how Safety and Health Practitioners interact, to expand organisation and team knowledge, and their own influence in their organisation. A small number of open questions were included these enabled participants to expand on their answers if they so wished. Procedure Each participant in the study received a questionnaire either by post, in which case it was accompanied with a stamped addressed envelope to encourage a reply or electronically with the questionnaire as an attachment. To assist respondents a cover letter was included with every questionnaire issued. This included information on the researcher, aims of the study, contact address and telephone number should respondents have required further information (Ryan, 2001, p.40). Both parts 1 and 2 of the questionnaire included instructions on how to complete the questions (Ryan, 2001). Respondents were requested to return their completed survey questionnaires either by post or electronically within 10 days. The timeframe for the completion of data collection was six weeks, which took into consideration major public holidays (Ryan, 2001). Test questionnaire The reference to test over the more frequently used pilot questionnaire is based on the participating numbers. Goldenberg et al argued a pre-test was essentially small in number, whereas Presser (2004) et al argued a pilot study would include a larger sample number. A test of the survey questionnaire was carried out with the participation of 6 Safety and Health Practitioners at my employers premises. Those selected to participate in the test would be based on a single control site, and were made up of permanent employees and contract staff, covering a variety of construction and engineering maintenance disciplines. On completion of the test the control site then played no further part in the research study. The purpose of the test was to ensure the questionnaire was presented logically, and was easy to read with no ambiguity. Those taking part in the test were also asked to feedback on the time taken to complete it. McMillan et al (2007) stated that test surveys offered a much wider contribution as they allow researchers to identify future discussion threads within the final report. On the basis of the feedback a small number of changes were made in the order that questions were presented to respondents. Location The research study involved the participation of Safety and Health Practitioners employed in both the private and public sectors. Respondents were located across England and Wales, and employed in a diverse range of commercial and non commercial activities including; Power generation, Police service Charities Local government Engineering Health Further and Higher Education Chemical processing Construction Manufacturing Results Analysis of Results Discussion Conclusion Recommendations Bibliography/References Appendicies 7

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This essay will highlight the key issues arising from the media representation of race. In the essay the concepts of stereotyping, othering and appropriation will be discussed with the hope of showing that there are many issues in regards race. Race is not easily defined, however simply put the Concise Oxford Dictionary describes race as â€Å"A group of people or things with a common feature.† To think of race is to think of racism as John storey says The first thing to insist on in discussion of ‘race’ is that there is just one ‘race’, the human race. Human biology does not divide people into different ‘races’; it is racism (and sometimes its counter arguments) that insists on this division. This essay will seek to elaborate on how the†¦show more content†¦Race is about differences and as times change so do differences â€Å"We are always different, negotiating different kinds of differences.† In Establishing differences between ethnicities the idea of the black slave gets regurgitated frequently, by likening minorities with ‘blackness’, which trivializes them in order to make them subservient. For example, during colonial times the English sought to establish the Irish as an inferior minority therefore, propaganda was produced which animalised the Irish, making them ape-like to represent them as moving towards ‘Blackness’. Likening them to ‘blackness’ made them seem less ‘white’ and therefore less ‘human’. Charles Kingsley said But I am haunted by the human chimpanzees I saw along that hundred miles of horrible country. [†¦] But to see white chimpanzees is dreadful; if they were black, one would not feel it so much, but their skins, except where tanned by exposure, are as white as ours. Ethnic minorities, also fall victim to stereotyping, whereby the actions of a small selection of the ethnic group are seen to represent the entire group. â€Å"The roles in which ethnic minorities have been developed in media texts have tended to be stereotypical, constructing a narrow and generalised version of the lives and identities of such populations.† For

The Red Badge of Courage Analysis free essay sample

In â€Å"The Red Badge of Courage† Henry defines the American dream as being known for being courageous. Henry wants to show how brave he is by joining the war and he wants to be acknowledged that way. From the book, it seems like it is mostly focused on Henry’s transformation from a coward man to a brave soldier, but Crane mainly focuses on his mental growth. This shows that the dream Crane is trying to debate is actually different from the main characters’ dream. Henry’s dream is to be memorable by his bravery. He plans to achieve this dream by showing everyone how daring he is by joining the war and being an important part of it. Although Crane wants to show that the dream is not all about fame but mostly about improvement and he achieves this by writing about Henry’s new understanding of the world. Even though Henry accomplishes his dream of being an important part of the war, he no more cares about it because he has become a man from being â€Å"the youth†. We will write a custom essay sample on The Red Badge of Courage Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Crane concentrates on the meaning of courage but his main purpose is to examine courage in the most discouraging events which is the battlefield. In the book â€Å"At times he regarded the wounded soldiers in an envious way. He conceived persons with torn bodies to be peculiarly happy. He wished that he, too, had a wound, a red badge of courage† (70) shows how Henry isn’t ready for battle. He wishes that he had an injury, â€Å"a red badge of courage†, that showed that he had the courage of joining the war, that he is a hero. In another part he thinks â€Å"And, furthermore, how could they kill him who was the chosen of gods and doomed to greatness? †(111). Henry believes that he was chosen to be a hero, a memorable brave soldier. By saying â€Å"doomed to greatness† he means that his death will show his courage and that he will be known for his greatness and success in war. At other parts, Crane focuses on Henry’s thoughts on masculinity. After willingly joining the war, Henry starts to question his choice when he sees that the others are much more masculine. â€Å"He told himself that he was not formed for a soldier. And he mused seriously upon the radical differences between himself and those men who were dodging implike around the fires†(27). This part of his thoughts shows the time he starts to doubt his decision when he realizes that his manhood may not be enough. It is clear that Henry’s reasons for fighting has more to do with courage and masculinity than anything else. As the story goes on, Henry evolves. Closer to the end, Henry and Wilson have a conversation, â€Å"His friend came to him. ‘Well, Henry, I guess this is good-by John. ’Oh, shut up, you damned fool! ’ replied the youth, and he would not look at the other†(142) which shows that Wilson and Henry exchanged roles. Henry refuses drama instead of Wilson. At this point Henry is more mature and doesn’t see the meaning of war as a badge of courage. Crane truly portraits the feelings and emotions of a soldier in battle. Throughout the book Crane wanted the reader to focus on Henry’s mental growth as the American dream and he attains it because it is clear that Henry grows as a person. He doesn’t see courage the same way anymore.