Roles and Responsibilities of a PE Teacher

Roles and Responsibilities of a PE Teacher QCA (2007) states that a range of activities is needed to be carried out in schools for pupils to become physically active learning new skills that will help with their personal development. It is important for students to understand skills and decision making and understanding how to improve. It is important to be educated in physical activity at a young age in order to carry on with a healthy life-style. Physical Education is not just important in the curriculum for sport it has social benefits too as working together in different roles prepares pupils for future careers. Secondary Physical Education teachers are at the heart of providing the foundations to deliver a good curriculum due to teaching in their own secondary school and also their partnered primary schools as there is a shortage of specialist PE teachers in primary schools (Green, 2008). The Every Child Matters model states that there are five elements that every child has the right to experience. stay safe, be healthy, enjoy and achieve, make a positive contribution and achieve economic well-being (The Association for Physical Education, 2008) schools throughout the country have a different intake of pupils with different needs whilst critiquing the national curriculum Green (2000) suggests that the National Curriculum does not account for what type of school and which pupils would be in your class therefore planning is highly important of every single PE lesson. Teacher have to be fully inclusive to provide for a wide range of abilities in their class, planning is of the upmost importance to provide a fully inclusive lesson (Block, 2002) Every Child Matters and this should be at the very centre of all planning and at the forefront of every Physical Education teachers minds (The Association for Physical Education, 2008). Planning is paramount and is an important responsibility of any teacher because they must gain an understanding of what will actually occur during a lesson (Macfadyen and Bailey, 2002). However, it is argued that unforeseeable situations arise during physical education lessons therefore a teacher needs to have the skills to think on the spot this is gained through experience (Green, 2008). This statement was supported by Macfadyen (2010) stating that planning in too much depth takes away an important teaching skill of improvisation. It is important to understand that planning provides an inclusive curriculum, without planning and differentiation this would simply not happen (Johnson, 2007). Teachers have to have the skill and be responsible for fully inclusive provision for a wide range of abilities in their class planning is of the upmost importance to provide this; however, it has been suggested that physical education teachers often lack the ability to adapt tasks to include SEN s tudents (Block, 2002). This may be through a lack of experience as only in recent years many pupils with disabilities have been moving into mainstream schools and it is the duty of a PE teacher to provide equal opportunities for all participants (Fitzgerald, 2006 cited Green, 2008:187). This is supported by Lieberman and Huston-Wilson, (2002) who state that 93 percent of SEN children are based in mainstream schools. As teachers of PE we have to plan SEN pupils personnel and equipment. It has become apparent that some teachers in this country are not providing a fully inclusive curriculum with regards to SEN students (Block, 2002). In relation to the increase of SEN students in mainstream schools statistics from National Centre for Educational Statistics (2005) states that in the last 30 years EAL students have increased in our schools by 161% (cited Causton-Theoharis et al., 2008: 382). Many EAL students have different cultures and attitudes toward PE that may prevent them from performing. It is therefore the responsibility of the P.E teacher to plan strategies and use communication skills to include EAL students. Another consideration for all teachers is providing for Gifted and Talented students. First the PE teacher needs the skill to identify a gifted student and then ways in which they can be kept engaged during lessons and promote them to elite sporting success (Bailey Morley, 2010). Even though it is positive that certain students with additional needs are catered for by preplanning there tends to be a negative effect on the majority of students in the class. This is because our attention as a teacher gets focused predominantly on the students with the additional needs (Causton-Theoharis, 2008). Planning and risk assessment co-inside with one another in order provide a safe place to work (Macfadyen, 2010). Physical education teachers show high skills when risk assessment becomes routine practice (Shewry, 2008 cited Whitlam, 2010:173). PE teachers must see an event such as injury and danger before it takes place, furthermore physical education teachers must have the skills to prevent a risk without impeding on the students learning (Whitlam, 2010). When pupils take part in practical Physical Education the environment should be safe to exercise and the activity should be carried out safely (Whitlam, 2010). With relation to the National Curriculum this provides students with the underlying knowledge to carry safe and effective exercise on their own away from the classroom (QCA, 2007). An expected role of all teachers is that they are required to be reflective practitioners and evaluate on their own teaching and the learning of pupils as a means of ensuring the intended outcomes are met (Causton-Theoharis, 2008). In order to develop and deliver a curriculum that allows for all pupils to be included and make progress, it is the responsibility of the teacher to examine the needs of the pupils in their class and to adapt their lessons accordingly (Armour, 2010). The teachers with the most success are those who take it as their responsibility to act upon what happened during their class by using reflective strategies. The characteristics of the pupils could not be blamed such as behaviour due to home-life part by the way in which the teacher handles the class reflecting will improve the learning experience and curriculum delivery (James et al., 2007). Furthermore without reflective practice teacher will not gain experience to get across better teaching of the national curriculum (Keay, 2006). Upon critiquing the National Curriculum, reflection is a very important responsibility of the PE teacher, as the teacher is still a learner. The National Curriculum states that evaluating and improving is a key process (QCA, 2007). All people should be able to analyse, evaluate and improve therefore teachers should demonstrate this to. Assessments are a means of obtaining information to find out what level students have achieved. PE teachers need to have analysis skills such as observation to carry this out (Green, 2008). It is an ongoing and never ending process that PE teacher need to continuously develop throughout their career (Casbon and Spackman, 2005). There are two forms of assessment; summative and formative (Green, 2008). The debate has risen in resent modern day Physical Education arguing that teachers should move away from assessment of learning (summative) to assessment for learning (formative) this is because it gives to students a chance to act to improve (Frapewell, 2010). The role of a PE teacher has no difference from any other subject on the National Curriculum with regards to assessment and of high importance to Physical Education (Green, 2008). Assessment for learning has shown that students are given better direction in knowing how to improve, however, the national curriculum within PE lessons does not cater for SEN pupils as teachers are not skilled enough to grade the pupils with SEN on the attainment target criteria (Smith and Green, 2004). This is supported by Lieberman Houston-Wilson (2002) who state that PE teachers need to get speciaist advice from an adapted PE specalist before grading pupils, this therefore demonstrates a weakness in the national curriculum. Frapwell (2010) demonstrates that one important skill needed for PE teachers is that of feedback which is communicating accurate analysis. Blankenship (2008) states this will ultimately help pupils understand what they need to achieve and how they need to act to achieve the outcome (QCA, 2007). Teachers should encourage peer assessment as the national curriculum states that pupils should be able to analyse performance and identify strengths and weaknesses (QCA, 2007). Therefore it is the role of a PE teacher to provide pupils with the skills necessary for them to peer assess. One theory that suggests positive and negative aspects of peer assessment is the competence motivational theory (Harter, 1981 cited Blankenship, 2008:153) which states that feedback from a peer significantly affects the pupils perceived competence. If the peer praises perceived competence will rise, if the pupil is criticised or ignored perceived competence will full. Due to the advance of modern day technology and its affordability, the national curriculum has introduced ICT in the past ten year (Taylor, 2009). However it is debated that ICT should be a cross-curricular subject taught within other subjects as the 21st century world is dependent on it (Becta, 2003 cited Taylor, 2009:147). The National Curriculum for PE is inclusive of ICT as a way of improving performance (QCA, 2007). The use of ICT is also beneficial for pupils finding a role that best suits them in sport besides performing as well as evaluation of performance (QCA, 2007) this can be done by using player cam. As ICT is part of the National Curriculum, it is stated that PE teachers of modern education need to be ICT literate and have the skills and knowledge to use technology within their Physical Education lessons (Taylor, 2009). It was concluded by Bailey (2001) that ICT is awkward to use in PE lesson without careful planning and therefore the planning will allow for teachers to pick up the skills which they need. As a Physical Education teacher you gain further knowledge by participating in sport yourself to improve skills and be responsible to obtain help from coaches and instructors that are more experienced especially in sports and activities the teacher is weak in and take their knowledge into your physical teaching practice. (Carle, 2010) This can help provide good teaching of the national curriculum as pupils have a chance of experiencing a range of activities giving them a greater chance to see what type of activity best suits them. If the teacher understands the sporting technique then pupils are able to refine their own (QCA, 2007). Teachers however, do not have a full understanding of the subject but must act with the best interests of their students (Armour, 2010). Bailey (2001) takes this idea one step further by stating teachers are forever developing subject knowledge, subject knowledge is not the most important skill having the ability to plan is the key to successful teaching. Whilst delivering and planning for a Physical Education lesson Grossman (1990) suggests teachers need to understand four categories before teaching. They need to have an understanding of the topic, students understanding and performing in PE, how it relates the national curriculum and finally the strategies in which they can deliver the topic. However this was criticised by Green (2008) who stated that gaining experience of the teacher is more important. One important knowledge skill of a PE teacher is health knowledge that is to be able to deliver to pupils within the school setting and applied. This knowledge must be up to date, accurate and not hyped up by the media (Armour, 2010). Schools are the first place that The Government can educate and promote Public Health and Physical Education Curriculum is seen to be an ideal place to start (Allensworth et al. 1997). This is supported by Sallis and McKenzie (1991) stating school physical education is seen as an ideal site for the promotion of regular physical activity. Moreover this is because schools already have a captive audience in the pupils Physical Education teacher have the responsibility to provide free of charge opportunities to educate children in health issues (Fox, 1992). One modern problem the nation faces and is the responsibility of PE teachers to tackle is obesity, physical education teacher can play in the treatment of obesity at school (Ward and Bar-Or, 1986) The primary role of physical education is to develop the need for lifelong physical activity (NASPE, 2004: cited Blankenship, 2008:300). This was supported by Shephard and Trudeau (2000) as they consider the most important goal of PE is the long-term health of students. Health related exercise the area of the curriculum which includes the teaching of knowledge, understanding, physical competence and behavioural skills, this is aimed for pupils to understand and create a desire to carry out a healthy life style and be confident to continue participation in physical activity (Harris, 2000). Health related teaching is now an established and statutory component of the National Curriculum for PE in England this there for states it is a legal responsibility of a PE teacher (Carle, 2000). Furthermore, if teachers have the skills to create a positive impact on their pupil during lessons then life-long participation maybe created (Carle, 2000). The Social Learning theory by Bandura (1978) states that students model the behaviour of their teachers and copy reinforced behaviours social learning theory by Bandura (1978). Role modelling as a PE teacher is seen to be an essential skill for PE teachers to attract pupils to participate in life-long physical activity, this is supported by Hopper (2005) shows that primary school teachers tend to push pupils away from Physical Education however secondary school teachers have the specialist personal qualities to deliver the curriculum. The discussion continues Green (2008) stating that showing their love and passion for sport will attract children to continue sport, this applies to a national curriculum aim. In opposition having a love of the sport is not enough teachers need to gain the respect of the students building confidence, social skills, and self-esteem by role modelling in this way students will be more willing to access the curriculum opportunities (Comer 1988). One problem PE teachers experience is communication and therefore becoming friendly with the pupils this leads to discipline issues rather than positive role modelling (Bailey, 2001). This was supported Larson (2006) stating a number of personal qualities have also been associated with it teacher such as enthusiasm, sense of humour, approachability, patience, impartiality, open-mindedness, empathy, ability to be a good communicator and organiser and also be caring towards pupils. A good way in which PE teachers create inter-personal relationships is through extra-curricular clubs (Bailey, 2001). one responsibility of the PE teacher is to provide extracurricular clubs by providing the opportunity before school at lunchtimes and after-school (Green, 2008) the national curriculum states that people should be given the opportunity to participate in and beyond school (QCA, 2007) Physical Education has a place within schools as it is a way in which social cohesion can be brought about as we see the behaviour of pupils improving within the School and social community (Armour, 2010). Furthermore the study by Green (2000) states that a role of the PE teacher it is to promote the social skills during their lessons. Green (2000) suggests this is an unwritten part of the national curriculum however open to critiquing the national curriculum in our state that social well-being is an important outcome of physical education. To conclude it has come apparent that planning is the fundamentals that underpin all the roles and responsibilities of a PE teacher. However reflection is a key responsibility so teachers are able to plan and improve their delivery of the national curriculum. It has become clear from the research highlighted that the main role of Physical education in the nation curriculum is to provide a healthy life style which pupils can use in their adult life and to promote social well being for pupils to become good citizens.

Lynching: Black People and New York Essay

The titles of the works are â€Å"The Lynching†, â€Å"Bitter Fruit of the Tree†, and â€Å"Song for a Dark Girl†. These poems were written by Claude McKay, Sterling Brown and Langston Hughes. The genres for these works are horror, realistic fiction, and poetry. â€Å"The Lynching† was published in 1920, â€Å"Bitter Fruit of the Tree† was published in 1939, and â€Å"Song for A Dark Girl† was published in 1927. These poems are all relevant to the essay because they are about lynching and their experience on it. Each poem describes the horrors of lynching and how each of the characters’ beliefs and perspective comes into play. The word â€Å"lynching† roughly means to falsely execute an individual in a mob. It is a terrible crime that happened during the 19th century in southern states. They did these heinous crimes to African Americans because they wanted to have white supremacy over them. They performed many different kinds of execution all in public to strike fear in hearts of blacks. But they did not only murder African Americans, they also lynched some specific white people too. The most likely killed whites that sympathized with the black community. The police didn’t little to nothing to prevent or stop the unjust killings. In fact most of the time, the officers participated in them. Enforcing lynching laws was nearly impossible, and so people didn’t dare to try and stop them in fear of becoming victims themselves. Because of these outbreaks of unreasonable murders, many people was killed and many loved ones were lost. These poems are a few examples of how each of the authors viewed, experienced, and approached lynching. Claude McKay, Sterling Brown and Langston Hughes all have their own experience and thoughts about lynching; as they express them in their literature. All three of them write about a different perspective on the matter. In general, they all thought the same about lynching as evil, but there are significant differences on how they showed and themed lynching. In McKay’s work, â€Å"The Lynching†, McKay tells a story of a black man that was burned to death by a mob, and how the women and children dance and celebrated for their accomplishment. The theme of the poem is human corruption. He views these people as a diseased population that might one day affect the well-being of society. Any logically person would think how anyone could celebrate after committing a hideous sin. Because of this McKay believed that these crimes of the ignorant society will corrupt the children, and turn them into future murderers. He saw how corrupted they already were when the â€Å"little lads, lynchers that were to be, Danced round the dreadful thing in fiendish glee. † This means that the kids will think something like is natural or right because their parents. If nothing was done, lynching would be intergraded into their culture. At this point they don’t know the difference from right and wrong. They don’t understand the cruelty and disturbing act that was committed right in front of them. This supports the fact that McKay believes lynching can be infectious to society especially to the children. He believes that because of how the children were acting around the dead body. McKay can predict what will become of them in the future. Sterling Brown had a different approach to lynching for he believes that white people are arrogant. They are so arrogant that it doesn’t matter if they killed African Americans because to them blacks are dispensable. They use lynching as a tool to control the black community with fear. White supremacy was so extreme that they believe it was right to kill blacks and treat them like animals. According to the poem, it is a story about his family and all the hardship that they had to endure. Two of his grandmother’s sons were taken away from her, his grandfather was beaten to near death when he tried to escape, and his father’s was used to do hard labor without any type or reward or pay. It’s like telling them that there is no reason to get mad because everything is rightfully theirs and if you tried to stop them, there will be consequences. The white supremacy believed that â€Å"lynching was seen as the most effective means of control†. They used that fear of death or beatings to control the future generation. Because of that, they believe that they can do anything they want to them like. For example, the father that was being used for all his hard work planting the crops didn’t get anything in return. He didn’t dare stand up to them in fear of being beaten or killed like his father was. This evidence supports the idea of the white supremacy thinks that they are better than blacks and can control them by using fear tactics. Because of that, they think they can do whatever they please without consequences. Langston Hughes also had a different opinion about lynching. Hughes believes that lynching mainly occurs in the southern states, and that the white supremacy will Unjustly execute anyone who they despise and hate. He also believes that no one was willing to help the victims because they don’t to become victims themselves. In Hughes’ poem, â€Å"Song for a Dark Girl†, the girl’s lover is badly beaten and hanged right in front of her. The theme in this poem is helplessness to do anything and just observe. Hughes is â€Å"less concerned with wrong and right than with circumstance and effect†. He already knows that lynching is evil, but he is more concerned about how the other people would react and what they would do. It had a great effect on the girl because now she questions and doubt her faith. The girl couldn’t have done anything for him, and instead pray to white Jesus. At last, it was in vain because her lover was hung naked on a tree. He was killed for no good reason, and no one tried to stop it. While watching the event, she â€Å"asked the white Lord Jesus, what was the use of prayer? † The lover’s body symbolizes Jesus and how he died for the sins of others. This proof shows Hughes thought process. He focused on the girl’s reaction and feelings instead of the actual lynching. The girl could only watch as her lover was being lynched and feeling of helplessness broke her heart. She could only describe the horrible scene that she witness. She lost faith in the white Jesus that she used to believe in. All of these poems describe the horrors of lynching and how the authors felt, thought, and believed about the topic. McKay believed that lynching will corrupt the children and future traditions. Brown knew that the white supremacy used lynching as a tool to control people with fear. Hughes focused on the effects and consequences of lynching than the action of doing it. Even though all their ideas, views, and beliefs were a bit different, they are all connected to one another. The White supremacy used lynching to control people, which in turn make the children want to imitate their parents. When that happens, it will become a tradition and spread like an infection. What would you do if you witness lynching during this time period and how would you feel? Would you try to stand up to the wrong doers knowing that you’re putting yourself in danger? Citations Baym, Nina, ed. The Norton Anthology of American Literature, Packet II. 7th ed. New York: Norton, 2007. McKay, Claude. â€Å"The Lynching. † The Norton Anthology of American Literature, Packet II. Baym, Nina, 7th ed. New York: Norton, 2007. Brown, Sterling. â€Å"Bitter Fruit of the Tree. † The Norton Anthology of American Literature, Packet II. Baym, Nina, 7th ed. New York: Norton, 2007. Hughes, Langston. â€Å"The Lynching. † The Norton Anthology of American Literature, Packet II. Baym, Nina, 7th ed. New York: Norton, 2007. Crutchfield, Victoria. â€Å"The Broken Heart: Community in Langston Hughes â€Å"Song for a Dark Girl†Ã¢â‚¬ isites. harvard. edu. Expose, n. d. Web. 2006-2007 â€Å"The Negro Holocaust: Lynching and Race Riots in the United States, 1880-1950† yale. edu. Yale-New Haven Teachers Institute, n. d. Web. 2012 Tidwell, John. â€Å"Sterling A. Brown’s Life and Career† english. illinois. edu. Modern American Poetry , n. d. Web. 1997 United States. YungJames88. â€Å"BBC’s Racism: History- A lynching in Texas in 1916† YouTube. YouTube, Web. 5 Oct. 2011.

My Favorite Sport Is Soccer - 1269 Words

A. As far as I remember I became involved in sports since I was 6 or seven. It all began with family reunions at the park. My family would play soccer and baseball but it was seeing them have fun what caught my interest in sports. I used to cheer for whichever team my dad was playing in. B. My favorite sport is soccer and volleyball. When I was younger I remember watching soccer games with my family and screaming loud and proudly when my favorite soccer team scored however, I would also get super mad when my favorite team would lose or when they would get a yellow/ red card. While growing up I also remember watching boxing matches at my godfather house. I would sit there and watch boxers hit each other and bleed from their faces. As a†¦show more content†¦The most exciting thing was making the school proud every time we won a game. Some games were tough but we always kept a positive mind and prepared ourselves for the next game. The most powerful things about these two sports was the ability to make new friends and learn from one another. B.The main goal we wanted was to make our school proud. In the beginning of the season we all established an individual and a team s goal. Our individual goals were based on things we wanted to accomplish during the season. We had a partner that would hold us accountable and evaluate our progress. Each partner had to keep the other person accountable for accomplish their own goal. Some of my teammates goals were developing new skills while others was just wanted to get along with other team players. At the end of the day we all had to show progress and keep working hard to achieve these goals. Our success was be united as one and become a better team. I can say form experience that these two values go hand in hand because in a team you always want to see progress and succeed in the thing you love doing. Competition is also a key value because without I wouldn t be able to push myself to achieve great things. We have to compete with other teams and with one another to make ourselves s tronger within the sport industry but, we also have to stand out from our teammates without pushing them down. Success is the mostShow MoreRelatedMy Experience At Bluefield State College983 Words   |  4 Pagesdifference first hand even if you do live in Princeton, WV. I didn’t see as many cultural differences until I started to attend college at Bluefield State College. But that isn’t where I met Eduardo Henrique Pereira. We met playing soccer on my old high school’s soccer field one sunny afternoon. He is from San-Paulo, Brazil and currently attends Princeton Senior High School. He is only seven-teen years old and has been in America for only nine months. I was very eager to find out what his hobbiesRead MoreThe Popularity Of Popular Culture1369 Words   |  6 Pagesfrom popular culture these past years. 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The Incident Of The Police Officer - 1486 Words

Brown was fatally shot by police officer Darren Wilson at 12:03pm, Brown reportedly held his hands up in surrender, yet the unarmed teenager was still shot dead in the streets in an unlawful killing by a criminal justice representative. Within moments of the incident social media was updated and the world had been alerted. â€Å"I just saw someone die,† was posted on Twitter followed by the photo of lifeless Brown creating local concern and hunger for information as to why the young man was gunned down unlawfully when his body was still and remained in a position that told the officer that he was unarmed and in a plead for him not to shoot. Michael Brown was murdered in August of 2014 and sadly he was one of many unarmed black men that were†¦show more content†¦Rakine’s work defies a number of aspects that poetry can usually be defined against, here â€Å"[she] is challenging the notion of what poetry should look like† specifically in my primary text Cit izen: An American Lyric. 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This scripted TV-show was based on lives and work of Los Angeles Police Officers. The episodes reviewed for this assignment were from season 5, episodes 1. â€Å"Hats and Bats† originally aired February 13, 2013, and 2. â€Å"Heat,† originally aired February 13, 2013. This TV-show was the first of its kind to resemble of a filming technique often seen in reality TV-shows making the show more realistic in that aspectRead MoreRacial Hierarchy Of Ferguson Shooting Incident1267 Words   |  6 Pageshierarchy in Ferguson Shooting Incident On August 9th, 2014, Michael Brown, an innocent young black teenager was murdered in Ferguson, Missouri by Darren Wilson, a white police officer. Since the dashboard cameras are not installed in Ferguson police cars, the clear evidence of what happened is still unclear. 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The most widely covered cases by the media in 2014 were of Michael Brown, an 18-year-old black male shot and killed by police officer Darren Wilson in Ferguson, Missouri; and Eric Garner, a 43-year-old black male in Staten Island, NewRead More Police Trauma and Addictions Essay1116 Words   |  5 Pages Police Trauma and Addictions Tabel of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Post-Traumatic Stress Disorder†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 Substance Use and Abuse†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Alcohol Abuse Chart†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 Trauma Strass Interventions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 A study of 852 police officers found that nearly 50 percent of male and 40 percent of female officers consumed excessive amounts of alcohol. 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