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3DO are taking a break from their usual output of fluffy family-friendly Army Men games to produce the ominously titled Four Horsemen Of The Apocalypse, a futuristic dark fantasy game with adults themes, mature content, and lashings of blood. Co-created by comic book artist Simon Bisley of 2000AD and FAKK2 fame, it's loosely based on the Biblical tale of armageddon and is being pitched by 3DO as "The Matrix meets Hellraiser". Certainly an interesting mix of inspirations, then. Taking on the role of Abaddon, players must track down three Chosen ones to do battle with Pestilence, War, Famine and Death. Lovely. Aside from the darker subject matter, the game will also feature "incredible gore and destruction", varying from simple dismemberment to realistic exit wounds, with the necessary mayhem caused by weapons including swords, magic and projectile weapons. There's also the promise of "adult themes" and even some "brief nudity" as players progress through the game and its graphic novel style cutscenes (which, thanks to the involvement of Bisley and friends, should look a lot better than the ludicrous Photoshopped abominations found in Max Payne). 3DO are obviously trying to establish a more serious reputation for themselves with this game, and they're certainly not sparing any expense in the process. As well as Simon Bisley, Marvel and DC Comics veteran Dave DeVries will also have a hand in the game, Smashcut Action Team (who apparently worked on Fight Club and The Matrix) will be choreographing and performing fight moves and death scenes, voice acting will come courtesy of cult actors such as Tim Curry (Charlie's Angels, Legend) and Lance Henriksen (Aliens, Millenium), and even porn star Traci Lords is getting in on the act. Four Horsemen is due out on PC, PlayStation 2, Xbox and even the GameCube some time next autumn. A mature big budget game that's actually worth playing. From 3DO Shurely shome mishtake.
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RECENTLY I completed a federal prison sentence for receiving and possessing a few items identified as child pornography. Federal postal inspectors sent them to me because my name appeared on the mailing list of James Kemmish, an adult porn distributor who was caught at the border with some illegal videos recently filmed in Mexico. I had previously purchased some pornographic films from James Kemmish's California company, films that stated in print that all actors were age eighteen and older, but the government applied a phony technique called the Tanner Method, designed by a Doctor James Tanner, to convince the jury that these models were actually under eighteen.
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A CT prevention program such as that used in this study may provide an effective memory-cognitive health service eventually recognized as an acceptable ICD-CPT billing code for which the SLP profession is well equipped to provide. Medicare currently endorses the screening of beneficiaries for cognitive impairment as part of an annual wellness visit. It is believed that as mandates for the care of elderly adults emerge, the SLP profession should be armed with a substantial evidence base supporting preventative types of service delivery models that are uniquely suited for our clinical discipline. In this way, the SLP profession can position itself at the forefront of the prevention trend in research, practice and policy. While SLP professionals have focused pre-service clinical training and preventative services on young children for years, we may be overdue in our efforts to place more focus on the opposite end of the age spectrum.
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In intervention school 2, owing to a change in headship and leadership of the programme at the start of the school year, the curriculum training was delayed until the end of the second term, with lessons scheduled to be delivered to students in the final term of the year. Time constraints imposed by the school meant that essential elements of the curriculum training were delivered to 50% fidelity overall (see Table 27). SEF, however, provided additional support remotely to this school in June 2019 to troubleshoot any issues that staff were encountering with curriculum delivery.
We observed delivery of one lesson each in intervention schools 1, 3 and 4, and delivery of five lessons on a one-off drop-down day in school 2 to compare researcher-reported coverage of essential topics with the self-reported data in teacher logbooks. In schools 1 and 3 there was 90% agreement on essential items covered between teacher logbooks and researcher observations. In both cases, one item was recorded by the staff member completing the logbook, but not the researcher observing the lesson (for full details see Appendix 12, Tables 51 and 52). Agreement could not be calculated for schools 2 and 4 as logbook data were not received for the lessons observed by a researcher.
We observed delivery of one student-led social-marketing meeting in each of the four intervention schools to compare researcher-reported coverage of essential elements with the self-reported data in teacher logbooks. In intervention school 1, there was 67% agreement on coverage of essential elements between teacher logbooks and researcher observation. The disagreement was rooted in school staff reporting more topics and actions covered than the researcher (for full details, see Appendix 12, Table 53). No logbook data for social-marketing meetings were received for school 2, therefore, agreement could not be calculated for this school. Although intervention schools 3 and 4 did provide logbook data, they did not include information on the meetings observed by researchers, therefore, agreement could not be calculated for these schools either.
Information about the delivery of parent communication materials was not received from intervention schools 2 or 3, although the lead staff member at school 2 stated in an interview that a parent newsletter was to be sent out. Intervention school 1 sent two parent newsletters and school 4 sent one.
As a result of a lack of time and teacher availability, school 2 had to condense the training into a 1-hour face-to-face session covering the first three lessons, and a follow-up Skype session to support staff delivering the drop-down day. Staff did not feel this approach prepared them as well as it could have. However, since teachers each taught a single lesson seven times on the drop-down day, they generally expressed confidence in their delivery.
Most staff that were interviewed considered year 9 to be an appropriate point for teaching the content covered in Positive Choices. Some staff from schools 1 and 2 were, however, worried that this age group was not yet mature enough to handle some lesson content. Staff generally reported enjoying teaching the lessons:
The staff leading implementation navigated these diverse views by, for example, in school 1, swapping lessons so that other willing teachers delivered those that some teachers found more sensitive (such as on condom demonstration or pornography) or, in school 2, arranging delivery during a drop-down day with willing staff. Where teachers were uncomfortable with particular elements of a lesson, some made adaptations, as the Positive Choices lead in school 2 described:
In control school 2, year 7 students learnt about romantic relationships, family life, puberty, managing online and off-line relationships, unwanted contact and FGM. Year 8 covered sexuality, consent and contraception. Year 9 focused on healthy and unhealthy relationships, STIs, sexting and pornography. Year 10 covered different types of families, parenting skills, risk of STIs, sexting, pornography, tackling transphobia and homophobia, and managing romantic relationships. Year 11 students learnt about domestic abuse and forced marriage.
Questions asked about personal hygiene, FGM, consent, contraception, LGBTQ identities, sexting, pornography and managing romantic relationships. Control school 2 had also engaged in work with teachers across the school to normalise the use of inclusive language, for example to recognise same-sex relationships, which was confirmed by students. The SLT lead also referred to the RSE programme enabling students to design leaflets and posters, and to lead assemblies on sexual health, including drama skits. 59ce067264