Education of Children with Learning Disabilities Essay

Education of Children with Learning Disabilities For centuries, the education of children with learning disabilities has been a problem and a challenge. Many methods of teaching have been proposed, yet every day there are new techniques and strategies on how to achieve the maximum success of these children. The problem of educating a child cannot be solved quickly and easily, rather it requires much careful analysis and research. Workers in this field are developing new theories on a day-to-day basis. All the methods proposed seem to be the answer, yet the problem is not yet solved. Meanwhile, we must determine the best strategies for the most effective method of teaching a child with learning disabilities. Children whom†¦show more content†¦When the term â€Å"immaturity† is used by educators to describe a child, the description does not in any way offer insight into the source of the child’s disability or problem. Today, there are so many terms that are used to refer to children who have difficulties comprehending materials and who have atypical behavioral skills. These include terms such as handicapped, disabled, exceptional, impaired, disordered, special, and developmentally delayed. These are general terms, however, it is those terms that actually specify the problem that often get confused. Placing a label on this child is telling those around the child to treat him in a different way than other children. There is substantial research that teachers act differently toward children for whom they have low expectations. Over time, the child’s behavior and achievement conforms to the teacher’s expectations. By labeling a child, not only will th e educator deal with the child differently, but also other children will also immediately act differently toward the child because they think something is wrong. By other children acting differently this will eventually cause a change in the way the child perceives himself. The child will look at himself in a different way. He will think of himself as bad. Now that he is labeled he is no longer an individual, his uniqueness is lost. Labeling the child does not explainShow MoreRelatedThe Importance Of Special Learning Needs For Children With Disabilities, And Different Processes / Aspects Of Special Education1111 Words   |  5 Pageswas asked to an individual who frequently interacts with children with some form of disability. The purpose of this assignment is to gain a deeper understanding of students with disabilities, the individuals who interact with them, and different processes/aspects of special education. Amy Edwards - a special education teacher at McKinley Elementary loca ted in Xenia, Ohio was interviewed. Ms. Edwards first became interested in special education at a young age. The pastor at her church had a daughterRead MoreThe Children Left Behind788 Words   |  3 PagesThe Children Left Behind (Rough Draft 1) Learning disability is a worldwide problem affecting over 2.4 million children in the United States alone. All types of communities are afflicted by learning disabilities causing problems, but it seems children in urban areas struggle the most, as those schools generally don’t provide extra help. Disabilities like attention deficit/hyperactivity disorder (ADHD), dyslexia, and dyscalculia are issues you can see by looking at someone, and are often overlookedRead MoreThe Benefits of Virtual Technology in Education for Children with Special Needs1310 Words   |  6 Pages1.0 Introduction Education for children with special needs (disabled children) is the field of education that uses virtual reality to overcome the problems and defects in an artificial environment. Special education in Malaysia was started in 1920 by a handful of volunteers involved in the development of the deaf and blind school. There are three statutory bodies involved in the development of special education in Malaysia Ministry of Health, Ministry of National Unity and Development of the CommunityRead MoreInclusion in the Public School Classroom Essay1537 Words   |  7 Pageswith children with disabilities in the public school? Do we include them in the general education class with the â€Å"regular† learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education settingRead MorePhilosophy of Education985 Words   |  4 PagesMy Personal Philosophy of Special Education Christina L. Richardson Grand Canyon University: SPE-529N November 18, 2012 My Personal Philosophy of Special Education As educators, we need a foundation for why we want to teach, where students with different disabilities fit in that foundation, a rationale for how we teach, and a principle that keeps us striving to be the best educators we can be. The purpose of this essay is to point out what I believe the foundation, student location, rationaleRead MoreEssay about Placing English Language Learners in Special Education1182 Words   |  5 Pageslanguage learners need to be placed in special education? In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts haveRead MoreChildren With Disabilities : Right Vs Wrong1105 Words   |  5 PagesTierra West Children with Disabilities: Right Vs Wrong Tennessee State University â€Æ' Proposed research Topic- Children with disabilities and their education: Right Vs Wrong Research Question-Should children with learning disabilities be allowed in classrooms or should they have their own class with professionally trained special needs teachers Introduction It was stated that not everyone including teachers and students are excited about disabled students being in the mainstream classroom. TheRead MoreExceptional Children: Children with Physical Disabilities or Sensory Impairments968 Words   |  4 PagesAll children display differences from one another in terms of their physical characteristics and learning disabilities. The differences among most children are quite minor, allowing them to benefit from the general education program. Heward (2014) stated that the physical characteristics and/or learning characteristics of exceptional children differ from the norm, either above or below, to such an extent that they require an individualized program of special education and related services to getRead MoreExceptional Children813 Words   |  4 PagesAll children exhibit differences from one another in terms of their physical attributes (e.g., some are shorter, some are stronger) and learning abilities (e.g., some learn quickly and are a ble to remember and use what they have learned in new situations; others need repeated practice and have difficulty maintaining and generalizing new knowledge and skills). The differences among most children are relatively small, enabling these children to benefit from the general education program. The physicalRead MoreInclusive Education For Children With Disabilities1631 Words   |  7 PagesAbstract Inclusive education is where children with disabilities receive special education services in the general education setting. Many factors can make inclusion difficult or complex. Accommodating instruction to meet the educational needs of all students is one of the most fundamental problems in education. Many argue that inclusive practices benefit all students. While others argue that inclusive education is inadequately designed to meet the needs of exceptional students. Benefits of inclusive

Making Appropriate Staffing Decision At The Holman Library...

Making appropriate staffing decision is one of the most important tasks for a manager or of any company. The decision a company makes about staffing their business can have dramatic effects on the quality of their work, their retention rates and level of customer service. Because of this, we would like to investigate whether a sufficient number of staff already exists at the Holman Library of Green River College. It is important to note that we cannot just look at one factor in order to conclude whether a company has sufficient staffing. In fact, the knowledge and skill of the staff, the type of problem that the staff has to solve, and the peak hours of the library, are some other factors that one may want to look at in order to see whether staffing has been efficient. However, since we only have limited resources to conduct this research, we only looked at the peak hours of a day. Our hypothesis for this research was that 25% of visitors to the library would first visit the informat ion desk. It is important for the librarians to know the peak hours of the library so that students can get what they need without having to wait in line for too long. Method Participants In this research, all Holman Library visitors will be the population and the sample size will be the number of visitors within a specified time during the day. Materials A hand-held tally counter was used to count the number of people entering the library. To ensure randomness on our research, TI-84Show MoreRelatedDo Students Visit The Holman Library Information Desk?1686 Words   |  7 PagesStudents Visit the Holman Library Information Desk? Introduction Making appropriate staffing decisions is one of the most important tasks for a manager or of any company. The decision a company makes about staffing their business can have dramatic effects on the quality of their work, their retention rates and level of customer service. Because of this, we would like to investigate whether a sufficient number of staff already exists at the Holman Library of Green River College. It is important toRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagespage intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services: Ashley Santora Acquisitions Editor:

Education and Health Promotion in UK - myassignmenthelp.com

Question: Discuss about theEducation and Health Promotion in UK. Answer: Health is a resource for life rather than the goal for a living. For the past one century immunizations against infectious diseases like polio, Pertussis, diphtheria, tuberculosis tetanus and measles have saved an estimate of more than two million lives according to the world health organization report. Child vaccination has had great success in UK. This has been facilitated by the literacy levels of the UK population. It is estimated that 99% of the total population aged 15 and above have completed the five year schooling (World Health Organization, 2015) At least 99% of UK population understand vaccination and know its importance therefore there is no ignorance to child vaccination leading to great success in child immunization (Pretty et al., 2007). Research indicates that there is association between parent education and the health outcome in children in the developed countries. The United Kingdom is categorized as a developed country, most of its population live above the poverty line. For effective immunization programs, the parents should be able to cater for the financial needs. Immunization in UK cost very little but benefit more health and well-being of the society. Every citizen in the UK considers their health and the health of their family an important issue, hence there is no assumptions and neglecting of vaccinations. The parents ensure that their children do not skip any immunization program. The lifestyle of UK population is an important credit to the success of the immunization programs. Families have good diet which is important for the children. The education and health promotion can be credited for the success immunization in the UK. References Pretty, J., Peacock, J., Hine, R., Sellens, M., South, N. and Griffin, M., 2007. Green exercise in the UK countryside: Effects on health and psychological well-being, and implications for policy and planning. Journal of environmental planning and management, 50(2), pp.211-231. World Health Organization, 2015. World health statistics 2015. World Health Organization.

Heathcliff And Catherine Earnshaw In Emily BronteS Wuthering Heights E

Heathcliff And Catherine Earnshaw In Emily Bronte'S Wuthering Heights Love is an amazing emotion. People spend much of their lives searching for true love. When true love is found, people will do everything possible to hold on to and cherish it for eternity. It is said that true love can only be found once in a lifetime that is filled with intense everlasting emotions. A classic example of this powerful emotion is displayed by the characters Heathcliff and Catherine Earnshaw in Emily Bronte's Wuthering Heights. Wuthering Heights examines a passionate and overwhelming love between its central characters, Cathy and Heathcliff. Their love is profound and filled with passion unlike any other. Its intensity builds from their childhood until the untimely death of Catherine. The extent of this love is exemplified during Heathcliff and Catherine's interactions with each other, during Catherine's statements to Nelly, and during Catherine's death where Heathcliff and Catherine embrace for the last time. When Catherine and Heathcliff were young, they would ?run away to the moors in the morning and remain there all day?(44). They spent a lot of time together playing like children. It is in this time that they create their everlasting bond. Catherine and Heathcliff spend almost every waking hour together and inevitably fall in love. Whenever Catherine and Heathcliff talk about their love, their tone is high and wild. No words could possibly express the great passion they share, yet it becomes obvious in their ?interactions together?. At one point, Catherine stays at Thrushcross Grange for five weeks and comes back a different woman and her appearance seems more refined and polished. She has been influenced by the Lintons, particularly Edgar who she has developed an infatuation with. She has changed and ?seems? to look at Heathcliff in a different manner. Catherine says to him ?Why how very black and cross you look! and how-how funny and grim!?(52). Heathcliff can't believe his ears. He is so angry that he refuses to shake hands with her: ?I shall not stand to be laughed at, I shall not bear it?(52). Heathcliff wonders later if she misses him: ?Do you suppose she has nearly forgotten me? Every thought she spends on Linton, she spends a thousand on me?(149). The thought of Catherine loving another is unfathomable to Heathcliff, but he is convinced that she still loves him more. Here again, even when there is not an obvious display of love, it lies just below the surface of their interactions. Another side of the love shared between Catherine and Heathcliff is revealed in statements by Catherine to the servant Nelly Dean: ?Whatever souls are made of, his and mine are the same...Nelly I am Heathcliff?(182). Catherine loves Heathcliff so much that she feels that they share the same soul. Nothing can ever break this bond. Catherine herself then compares her love for Edgar and her love for Heathcliff: ?My love for Linton is like the foliage in the woods. Time will change it...My love for Heathcliff resembles the eternal rocks beneath-a source of little visible delight, but necessary?(82). It is as though she realizes the superficial love she has for Edgar and the eternal love she has for Heathcliff. Catherine knows she is about to marry the wrong man. What she does not realize is that this mistake will eventually bring about her demise. While Catherine layed on her deathbed, she is visited by Heathcliff. In this last interaction, they throw accusations of betrayal at each other with fiery intensity. In Catherine's delirium, she realizes her mistake of marrying Edgar, but knows now there is nothing she can do about it. She in on the verge of death, and deeply regrets betraying her heart: Why did you despise me? Why did you betray your own heart Cathy? I have not one word of comfort-you deserve this. You have killed yourself. Yes, you may kiss me and cry; and wring out my kisses and tears...you loved me-then what right had you to leave me? I have not broken you heart...and in breaking it, you have broken mine(161). Heathcliff is clearly angry at Catherine but he still loves her. He embraces her before he leaves, wishing that he could just hold her forever. After Catherine dies, Heathcliff becomes very distraught and feels that he cannot survive alone. He curses her spirit out of anger and betrayal: ?May she wake in torment...May you not rest as long as I am living...Oh God! It is unutterable! I cannot live without my life! I

War of the Worlds Radio Broadcast Causes Panic

War of the Worlds Radio Broadcast Causes Panic On Sunday, October 30, 1938, millions of radio listeners were shocked when radio news alerts announced the arrival of Martians. They panicked when they learned of the Martians ferocious and seemingly unstoppable attack on Earth. Many ran out of their homes screaming while others packed up their cars and fled. Though what the radio listeners heard was a portion of Orson Welles adaptation of the well-known book, War of the Worlds by H. G. Wells, many of the listeners believed what they heard on the radio was real. The Idea Before the era of T.V., people sat in front of their radios and listened to music, news reports, plays and various other programs for entertainment. In 1938, the most popular radio program was the ​Chase and Sanborn Hour, which aired on Sunday evenings at 8 p.m. The star of the show was ventriloquist ​Edgar Bergen and his dummy, Charlie McCarthy. Unfortunately for the Mercury group, headed by dramatist Orson Welles, their show, Mercury Theatre on the Air, aired on another station at the very same time as the popular Chase and Sanborn Hour. Welles, of course, tried to think of ways to increase his audience, hoping to take away listeners from the Chase and Sanborn Hour. For the Mercury groups Halloween show that was to air on October 30, 1938, Welles decided to adapt H. G. Wellss well-known novel, War of the Worlds, to radio. Radio adaptations and plays up to this point had often seemed rudimentary and awkward. Instead of lots of pages as in a book or through visual and auditory presentations as in a play, radio programs could only be heard (not seen) and were limited to a short period of time (often an hour, including commercials). Thus, Orson Welles had one of his writers, Howard Koch, rewrite the story of War of the Worlds. With multiple revisions by Welles, the script transformed the novel into a radio play. Besides shortening the story, they also updated it by changing the location and time from Victorian England to present day New England. These changes reinvigorated the story, making it more personal for the listeners. The Broadcast Begins On Sunday, October 30, 1938, at 8 p.m., the broadcast began when an announcer came on the air and said, The Columbia Broadcasting System and its affiliated stations present Orson Welles and the Mercury Theatre on the Air in The War of the Worlds by H. G. Wells. Orson Welles then went on air as himself, setting the scene of the play: We know now that in the early years of the twentieth century this world was being watched closely by intelligences greater than mans and yet as mortal as his own... As Orson Welles finished his introduction, a weather report faded in, stating that it came from the Government Weather Bureau. The official-sounding weather report was quickly followed by the music of Ramon Raquello and his orchestra from the Meridian Room in the Hotel Park Plaza in downtown New York. The broadcast was all done from the studio, but the script led people to believe that there were announcers, orchestras, newscasters and scientists on the air from a variety of locations. Interview With an Astronomer The dance music was soon interrupted by a special bulletin announcing that a professor at the Mount Jennings Observatory in Chicago, Illinois reported seeing explosions on Mars. The dance music resumed until it was interrupted again, this time by a news update in the form of an interview with an astronomer, Professor Richard Pierson at the Princeton Observatory in Princeton, New Jersey. The script specifically attempts to make the interview sound real and occurring right at that moment. Near the beginning of the interview, the newsman, Carl Phillips, tells the listeners that Professor Pierson may be interrupted by telephone or other communications. During this period he is in constant touch with the astronomical centers of the world . . . Professor, may I begin your questions? During the interview, Phillips tells the audience that Professor Pierson had just been handed a note, which was then shared with the audience. The note stated that a huge shock of almost earthquake intensity occurred near Princeton. Professor Pierson believes it might be a meteorite. A Meteorite Hits Grovers Mill Another news bulletin announces, It is reported that at 8:50 p.m. a huge, flaming object, believed to be a meteorite, fell on a farm in the neighborhood of Grovers Mill, New Jersey, twenty-two miles from Trenton. Carl Phillips begins reporting from the scene at Grovers Mill. (No one listening to the program questions the very short time that it took Phillips to reach Grovers Mill from the observatory. The music interludes seem longer than they are and confuse the audience as to how much time has passed.) The meteor turns out to be a 30-yard wide metal cylinder that is making a hissing sound. Then the top began to rotate like a screw. Then Carl Phillips reported what he witnessed: Ladies and gentlemen, this is the most terrifying thing I have ever witnessed. . . . Wait a minute! Someones crawling. Someone or . . . something. I can see peering out of that black hole two luminous disks . . . are they eyes? It might be a face. It might be . . . good heavens, somethings wriggling out of the shadow like a gray snake. Now its another one, and another one, and another one. They look like tentacles to me. There, I can see the things body. Its large as a bear and it glistens like wet leather. But that face, it . . . ladies and gentlemen, its indescribable. I can hardly force myself to keep looking at it, its so awful. The eyes are black and gleam like a serpent. The mouth is kind of V-shaped with saliva dripping from its rimless lips that seem to quiver and pulsate. The Invaders Attack Carl Phillips continued to describe what he saw. Then, the invaders took out a weapon. A humped shape is rising out of the pit. I can make out a small beam of light against a mirror. Whats that? Theres a jet of flame springing from the mirror, and it leaps right at the advancing men. It strikes them head on! Good Lord, theyre turning into flame! Now the whole fields caught fire. The woods . . . the barns . . . the gas tanks of automobiles . . its spreading everywhere. Its coming this way. About twenty yards to my right... Then silence. A few minutes later, an announcer interrupts, Ladies and gentlemen, I have just been handed a message that came in from Grovers Mill by telephone. Just one moment please. At least forty people, including six state troopers, lie dead in a field east of the village of Grovers Mill, their bodies burned and distorted beyond all possible recognition. The audience is stunned by this news. But the situation soon gets worse. They are told that the state militia is mobilizing, with seven thousand men, and surrounding the metal object. They, too, are soon obliterated by the heat ray. The President Speaks The Secretary of the Interior, who sounds like President Franklin Roosevelt (purposely), addresses the nation. Citizens of the nation: I shall not try to conceal the gravity of the situation that confronts the country, nor the concern of your government in protecting the lives and property of its people. . . . we must continue the performance of our duties each and every one of us, so that we may confront this destructive adversary with a nation united, courageous, and consecrated to the preservation of human supremacy on this earth. The radio reports that the U.S. Army is engaged. The announcer declared that New York City is being evacuated. The program continues, but many radio listeners are already panicked. The Panic Though the program began with the announcement that it was a story based on a novel and there were several announcements during the program that reiterated that this was just a story, many listeners didnt tune in long enough to hear them. A lot of the radio listeners had been intently listening to their favorite program the Chase and Sanborn Hour and turned the dial, like they did every Sunday, during the musical section of the Chase and Sanborn Hour around 8:12. Usually, listeners turned back to the Chase and Sanborn Hour when they thought the musical section of the program was over. However, on this particular evening, they were shocked to hear another station carrying news alerts warning of an invasion of Martians attacking Earth. Not hearing the introduction of the play and listening to the authoritative and real sounding commentary and interviews, many believed it to be real. All across the United States, listeners reacted. Thousands of people called radio stations, police and newspapers.  Many in the New England  area loaded up their cars and fled their homes. In other areas, people went to churches to pray. People improvised gas masks. Miscarriages and early births were reported. Deaths, too, were reported but never confirmed. Many people were hysterical. They thought the end was near. People Are Angry That It Was Fake Hours after the program had ended and listeners had realized that the Martian invasion was not real, the public was outraged that Orson Welles had tried to fool them. Many people sued. Others wondered if Welles had caused the panic on purpose. The power of radio had fooled the listeners. They had become accustomed to believing everything they heard on the radio, without questioning it. Now they had learned - the hard way.

Leadership Essay Example | Topics and Well Written Essays - 2250 words - 1

Leadership - Essay Example These are: first belief (B1) signifies the relationship between effort and performance; the second deals with the relationship between performance and outcomes (B2); and third (B3) with the relationship between outcomes and satisfaction. B1 is the perception and belief of the employee whether effort will lead to success or not; a perception of the employee if the work given is hard to perform. B2 deals with employee’s belief whether his performance will result to outcomes. B3 is the employee’s belief as to the satisfaction of his outcomes, and how favorably the outcomes will be. B. Application of the Expectancy Theory of Motivation In scenario, the employees were not motivated to work given the new production process. Some of them do not seem to put forth any effort to master the process, and some just do not exert much effort, though they have mastered it. Some were not motivated to reach the production goals because there is no disparity between the salary of those wh o can meet the department goals, and those who cannot. In addition, they claim that though they were given bonus for reaching the production goals, their salary amount is so small because of the withholdings, thus, not worth the effort. In application of the expectancy theory of motivation, the company must do every means to make their employees motivated to work on the new production process. Some of their employees were thinking they â€Å"cannot just do it,† no motivation is entered in their minds; they were dubious if they can do it. Also, this company should try to make something that will make the employees motivated, so that they will exert more effort towards performance by using Effort-Performance method (like giving additional bonus). The concern about additional hand dexterity to achieve success, the company should, in any way, try to motivate employees that their performance will lead to outcomes. Some of them would think, â€Å"Will I get it?† so, the comp any should make its employees think that they can perform the job; they must believe they will achieve what they expect if they perform well by using Performance-Outcome method (like conducting training). Finally, employees should be made to believe that their overall outcomes will be satisfying, no matter what the situation will be through Outcome-Satisfaction method (like praising them for a job done). Hence, employees are motivated if: they believe that effort leads to performance: performance results to outcomes and outcomes will meet satisfaction. References Green, T. B. (1992). Performance and motivation strategies for today's workforce: A guide to expectancy theory applications. US: Greenwood Publishing Group. Griffin, R. W., & Moorhead, G. (2009). Organizational behavior: Managing people and organizations. US: Cengage Learning. Task 2. Leadership A. Leadership Style Transformational leadership according to Bass (1998), the leader tries to change the values as well as the pri orities of the subordinates through motivating them to fulfill more works in their jobs by introducing to and doing things in new ways. In addition, transformational leaders possess an awesome ability to inspire, motivate, and encourage followers or subordinates to come up with outcomes far beyond of what is

Cris Isaak Essay Example | Topics and Well Written Essays - 1500 words

Cris Isaak - Essay Example After three albums that didn't sell, his career was going nowhere fast. Then a movie gave new life to his single, "Wicked Game," and suddenly he was on his way to the big time. Welcome to the club. Bruce Springsteen was calling for tickets. So was Madonna. And Sean Penn. And Sylvester Stallone. And Laura Dern. And Rickie Lee Jones. And Mickey Rourke. And some of the cast from Twin Peaks. They all wanted to see one of the most compelling rock & roll acts to hit the Top Ten in years: Chris Isaak. ``Bruce called about tickets?'' says Isaak, every inch the Fifties-style rocker in his tight black jeans, pointed shoes, white T-shirt and brown leather motorcycle jacket, as he looks up from his plate of noodles at a cheap Thai restaurant on Sunset Boulevard. In a few hours he will headline a sold-out show at the Wiltern Theater, in Hollywood. Adopting the voice of a rube, Isaak, who grew up in Stockton, California, drawls: ``They gonna give 'em free tickets? They git in for free?'' He's grinning now. ``Come on, Bruce,'' he says. ``You sittin' on a big ol' pile uh loot. Git up off it!'' ... Fingering a wooden tiki head that hangs around his neck for good luck, he says: Five years from now, it could be like Oh, man, him Plays a guitar. Everybody else has got keyboards, he's still got guitars.' Or in ten years: Oh, those guys still actually try to sing. It's boring. They sing.' You never know.'' Isaak adjusts a pair of wraparound shades that look like something Jean-Paul Belmondo wore in the Jean-Luc Godard classic Breathless. As if he were quoting from some official music-business rule book, he says, Usually, right after you make it, you can count about seven years until people go, How totally square.' '' The ship has sailed,'' one Warner Bros. executive told Isaak's manager-producer, Erik Jacobsen, in the summer of 1989. The ship has already sailed.'' The meaning of those words couldn't have been clearer. Heart Shaped World, Isaak's third album, was dead; the company had no interest in spending another dime promoting it. Jacobsen contends there was never much enthusiasm at Warners for Heart Shaped World. Executives from the company had flown up to San Francisco to hear it that spring. Not a favorable word was spoken,'' he says about the awkward playback session. It was just the most deadly reaction that I have ever seen to anything in my life. As for getting it on the radio, all they said was Tough, very tough, extremely tough.' '' For Isaak, those were dark days. Although he was loved by the media when his debut album, Silvertone, was released in 1985, his songs didn't get on the radio and his videos never made it onto MTV in any kind of meaningful rotation. No less an authority on authentic American rock & roll than John Fogerty described Isaak as being like a skyscraper against the