American Tool Works Essay Example for Free

American Tool Works Essay This course focuses on improving the performance of the firm and its supply chain through coordination among multiple sites, functions, and economic actors (customers and suppliers). Students will know how to design and implement strategies for structure and management, both cross-functionally, with the firm, and across an industry value chain among interacting firms. These strategies include restructuring supply chain facility networks, coordinating information and materials flow, managing supplier relations, and managing customer order fulfillment processes. The theme of the course is that strategies that enhance integration throughout the supply chain can lead to improved performance (in terms of efficiency, effectiveness, quality, customer satisfaction, cost, flexibility, etc. ), providing firms with a source of competitive advantage. TEXTBOOK: D. Simchi-Levi, P. Kaminsky, and E. Simchi-Levi, Designing and Managing the Supply Chain: Concepts, Strategies, and Case Studies, 3rd ed. , McGraw Hill/Irwin, New York, 2008, ISBN 978-0-07-298239-8. READINGS:Additional articles and cases will be made available through WebCT and http://cb. hbsp. harvard. edu/cb/access/5023124 SOFTWARE:The Beer Game simulation software is available on the web and will be used for real-time ordering, planning, forecasting decisions in the supply chain. The Risk Pool Game is available on the CD that comes with the text. The Global Supply Chain Management Simulation is available through harvardbusinessonline. com and allows students to manage product design, procurement, and production for four simulated years. Excel will be used for inventory management, supply contracts, and for optimal resource allocation and distribution network configuration. PREREQUISITES: Second year standing COURSE OBJECTIVES: 1. Recognize salient challenges and opportunities for managing supply chains. 2. Become familiar with supply chain strategies that have been adopted by leading companies. 3. Learn to use several analytical tools to assess tradeoffs and support decision making. METHOD: This course stress those models, concepts, and solutions methods that can be applied to the design, control, operation, and management of supply chain systems. The course includes lectures, case discussions, presentations, and hands-on, practical exercises and games to provide both a sound base of learning and an opportunity to test and develop skill. Students should do all of the assigned readings and cases before coming to class, and prepare for, and contribute to, class discussions. Excel is used to support the quantitatively intensive topics. STUDENT TEAMS: Teams will consist of about five students who will work together as the presenting and questioning teams for cases and articles as described below. The teams may allocate the work as desired, as long as all team members agree with the allocation. The team should let a member know if they are not performing at an appropriate level, and should contact the instructor if problems persist. Each team member will provide the instructor with an evaluation of their team members’ performance at the end of the term by allocating 100 total points (no self-allocation) between the other members. This information will be used to adjust team work grades. CASE PRESENTATIONS: Each student team will have the opportunity of serving as the â€Å"presenting team† for two of the cases and the â€Å"questioning team† for one of the cases that we will discuss in class. The â€Å"presenting team† will provide the background and content of the case, an analysis of what the company did correctly or incorrectly, and suggestions about what the company should do in the future. They should also address any questions given as part of the case write-up or indicated by the instructor. The â€Å"questioning team† will be responsible for questioning the presenting team, offering alternative solutions, and for leading the rest of the class in a discussion of the case. The questioning team will submit a written list of questions prior to the presentation. The members of the class will be asked to assess the performance of both teams. The instructor will incorporate the class evaluations into the presentation grades.

Video game addiction Essay Example for Free

Video game addiction Essay A. Rationale: Development in technology brings many things that change human’s life. One of these things is online gaming that is provided by Internet. Online gaming is one of widely used leisure activities by many people, especially, young people. They think they are playing just for fun or just like a past-time without knowing a lot of effects of playing these games are more than they think. In Vietnam, there are more and more people who play online games and even are addicted to it. Playing online games, according to some research is beneficial. It stimulates the mind of the players to be more active, especially, puzzle games. It helps people relax after a hard-working day. Playing these games makes the players experienced different feelings because it is as if the players are really taking part in the challenges and so on. Despite those benefits, playing online games also causes negative effects. It takes much time and money of players, keeps them away from school and social activities, maybe make them more violent. The situation has been very popular with the young and become a concerning issue in our society. Many children and teenagers aren’t fond of any activities but be keen on online games. The Online-Game addiction seems like addiction drugs which causes a lot of serious consequences for themselves, for their families and for the society they live in. It is high time for all of us to do something to limit this urgent situation. Therefore, the study is conducted to investigate the effects of the Online-Game addiction and suggest some effective solutions to help young people overcome it. Particularly, our study is carried out with the students of two secondary schools and two high schools in Danang city. B. Literature review: In recent years, online games have been affecting a lot of people, especially the young. The number of young people attracted by online games is increasing. Online gaming has a great influence on health and study of the young. Therefore, there are more and more people pay attention to this state. The purpose of this section is to provide a solid background overall information for the research by reviewing previous studies, researches and other materials relating to the research. They are organized in a thematic review. According to a research of Chalton and Danforth of the American. Medical Association –The AMA concluded that online game addict may be emotionally or socially isolated and lonely. Besides, Anderson, Gentile and Buckley also have view-points about the effects of online games especially violent games. In their reports in January, 2007, they claimed that those who engaged in games that are more violent also engaged in more behaviors that are violent. Besides, they emphasized that the children who were witnessed to have increased their aggression were the same children who played more violent video and online games over the course of the school year. In Vietnam, there are also a few conferences discussing this problem. Dr. Trinh Hoa Binh –Vietnam Institute of Sociology claimed that younger gamers tend to imitate the actions they have shown in the game, it creates the increase in violent acts of aggression in some children and make them lose feeling when they see violence. In Dongnai Internet and Online Game Addiction Conference (6/8/2009) Mr. Nguyen Minh Tien presented the speech on â€Å"How are addicted to games† stated that bad games can make litigants face to many difficulties and obstacles in their studying activities, work, communication and social relations. In summary, the researches, articles and statistics above are worth mentioning as they have studied on the topic relating to this study. They all aim at the purpose of alerting the online game addiction. However, different from the researches above, this study investigates negative effects, outside expressions of it and propose some solutions to reduce the problem. C. Aims, objectives, research questions: 1. Aims: This study aims at investigation into the Online – Game addiction in the young in Danang. 2. Objectives: The research is intended to: To find out some information on the effects of the addiction online games on young people’s health, studies and personalities. To suggest the effective ways including the management of the Government and responsibilities of their family in dealing with the problem. 3. Research questions: How does the problem affect the young’s studies, health and personalities (characteristics)? What must the Government do in order to manage Game programs? What are the responsibilities of their parents in this problem? D. Scope of the study: The study is confined to the effects of the issue on the young aging 12-18 in Danang city on their study, health and personalities. Exactly, the study is conducted with the students in 2 secondary schools and 2 high schools in Danang city. II. METHODS AND PROCEDURES: A. Research design: This is a qualitative and quantitative research. B. Research methods : 1. Sampling : a. Subjects: We are going to work with 300 students at 4 schools in Danang city: 2 secondary schools (Trung Vuong,Tr? n Hung D? o) and 2 high schools (Quang Trung, Phan Chau Trinh). The fact that, people whose age from 12 to 18 years old play online games more than ones at other ages. b. Instruments: We will survey with questionnaires and interviews. The questionnaire allows us collect a wide a mount of data in a relatively short amount of time and data can be also controlled and analyzed easily. The interview helps us get more in-depth information, obtain personal behaviors and attitudes of the populations. The questionnaire will be delivered to the students on the first week of the study. The participants will be asked to answer 18 questions including: 4 open questions and 14 close questions. With close questions, they will write up their answers to the topic of the research. There are 4 parts in the questionnaire: Part I: The effects of online gaming on students’ studying (questions 1-6) Part II: The reasons why young people play online games (questions 7,8) Part III: The effects of online gaming on students’ personalities (questions 9-13) Part IV: Awareness of students about the state and the effects of the online game addiction (questions 14-18) Besides, a short interview is going to be continued after we collect the questionnaires. We will have direct conversations with 20 respondents among 300 ones in order to observer their attitudes towards the online-game addiction. The information of the interviews is record with cassette recorder and then transcribed. 2. Data collection: a. Phase 1: The purpose of phase 1 is to collect data which will be used for the survey in phase 2 that will in turn be used to test in phase 3. In this research our group will spend 3 week to have meetings with some of student groups in the high schools and the secondary schools above. The purpose of the meeting is to know whether they may be willing to participate in later stages of data collection One-week close monitoring of time addict game: Our group will schedule 30 minute -periods of daily continuous monitoring with 10 participants in every week. During the first week of the project, our group will meet them after they finish their lessons in their school. We will work closely with participants to talk about any thought during the whole conversation. We will ask them to provide two kinds of background information. b. Phase 2: Survey design and test Data collection in this phase will be limited to 20 surveys to identify the weakness in the survey design + Personal information including: gender, age and current studying result. + Kinds of entertainment including : reading, playing online games, doing a sport†¦ and how much time they spend on each kind. c. Phase 3: Survey data The purpose of phase 3 is to test the hypotheses. The surveys will check these answers from the questionnaire to find out how much time students spend on game, and the difference in gender and age in people playing in game. 3. Research hypotheses: a. It is hypothesized that addicting to Online Games could lead young people to get bad results in their studying. b. It is supposed that maybe addicting to Online Games makes the young unsociable III. TIME LINE: Reading materials and collecting data: from 10 September to 30 September Analyzing data: from 8 November to 10 November Writing the report: from 10 November to 13 November IV. PROPOSED OUTLINE: Chapter 1: INTRODUCTION Resonale Literature review Aims, objectives, research questions Scope of the study Chapter 2: LITERATURE REVIEW Chapter 3: METHODS AND PROCEDURES 1. Research design 2. Research methods 1. Sampling 1. Subjects 2. Instruments 2. Data collection 1. Phase 1 2. Phase2 3. Phase3 3. Data analysis 1. Qualitative analysis 2. Quantitative analysis 3. 2. 4. Research hypothesis Chapter 4: DISCUSSION OF FINFINGS 4. 1. The effects of online – game addiction in the young 4. 2. The responsibilities of families and society 4. 3. Some solutions for the problem Chapter 5: IMPLICATIONS AND CONCLUSIONS 5. 1. A summary of the development of the study 5. 2. Implications 5. 3. Limitations 5. 4. Suggestions on restricting of the online gaming V. REFERENCES: 1. Anderson C. A. , Gentile D. A. , Buckley K. E. (2007). Violent Video Game Effects on Children and Adolescents. USA: Oxfort University Press. 2. Brady, Sonya S. , Matthews, K. A. (2006). â€Å"Effects of media violence on health-related outcomes among young men†. Pediatrics Adolescent Medicine. 160. 341-347. Retrieved 18/12/2009 from http://archpedi. ama-assn. org/cgi/content/abstract/160/4/341. 3. Charlton Danforth. (2007). â€Å"Distinguishing addiction and high engagement in the context of online game playing†. Computers in Human Behavior. Vol 23(3). 1531-1548. 4. Gershoff, E. T. (2002). â€Å"Corporal punishment by Parent and Associated Child Behaviours and Experiences†: A metal analytic and theoretical review. Psychological Bulletin, 128(4), 539-579. 5. Grusser, S. M. , Thalemann, R. , Griffiths, M. D. (2007). â€Å"Excessive computer game playing†: Evidence for addiction and aggression? Cyber Psychology Behavior. 10. 290-292. Retrieved 18/12/2009 from http://www. liebertonline. com/doi/abs/10. 1089/cpb. 2006. 9956 6. Kinh Luan. (2009). â€Å"Struggling to find solutions to manage Game Online†.retrieved 18/11/2009 from http://antg. cand. com. vn/News/PrintView. aspx? ID=68787nd. 7. Nguyen Tran, Huong Le. (2009). â€Å"Young internet addicts return to real life†. Vietnamnews. 8. Tien Nguyen. (2009). Tam ly tri lieu. Retrieved 18/11/2009 from http://tamlytrilieu. com/nghien-gameonline. htm. 9. Wood, Richard (April 2008). â€Å"Problems with the concept of video game addiction: Some case study examples. International Journal of Mental Health Addiction. 6. Retrieved 18/11/2009 from http://www. ijma-journal. com/content/abstracts/6/2/00001 VI. APPENDIX: A. QUESTIONNAIRES This questionnaire is just a survey to find out information about the current online-game addiction of young people. The data you provide will be used for this purpose only. Your honest responses to the questions are a great help to our research. Please, circle your choices or write up your answers frankly as you will not be identified in any discussion of the data. I. The effects of online gaming on your studying: 1. Do you think online games are interesting? a. No, I just play for fun when I have nothing to do b. So so c. Yes, really interesting 2. How many hours do you spend on online games a day? a. 2 hoursb. 3 hoursc. 5 hoursd. Others, please specify†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. Have you ever put your homework aside to play online games? a. Usuallyb. Sometimesc. Seldomd. Never 4. How does online gaming affect your studying? a. Motivateb. Do not relate c. Deteriorated. Do not know 5. What do you like to do if you own a computer which is linked Internet? a. Search for information for my studying b. Listen to music c. Play online games d. Others, please specify. 6. Do your learning results get worse since you play online games? a. Not at allb. A littlec. Muchd. Seriously II. The reasons why young people play online games? 7. Why do you play online games? a. Just play for fun b. Appealed by your friends c. Bored with my current world and want a new world d. Have no friends to play with e. Others, please specify†¦ 8. What do you think about when you are free? a. The way to solve a difficult mathematic exercise b. The performance to show in the activity of my class next time c. The plan for weekends with your family or your friends d. The level you must achieve in a online game III. The effects of online gaming in your personality 9. Do you often take part in school or social activities? a. Very oftenb. Sometimesc. Seldomd. Never 10. Do you think playing online games is more interesting than any other kind of activities? a. Strongly agreeb. Agreec. Disagreed. Strongly disagree 11. Have you ever been angry with others because you lost an online-game competition? a. Usuallyb. Sometimesc. Seldomd. Never 12. What do you feel about a day without playing online games? a. I have a lot of things to do which are more important than it b. It is not a matter, I will play it in other time c. It is so pity, if only I could play it today d. I can’t stand a day without online games 13. What do you often do at weekends? a. Help my parents with housework b. Go out with my friends c. Play online games whole day d. Others, please specify†¦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‚¬ ¦. IV. Awareness of students about the state and the effects of the online-game addiction 14. Do you think the online-game addiction in the young should be concerned profoundly? a. Yesb. Noc. Do not know 15. Do you know any person around you who addicted to online games? If yes, who? a. Nob. Yes- myself my friends my relatives. 16. Can you control yourself in playing online games? a. Yesb. No 17. Do you think that addicting to online games affect the player’s life seriously? a. Strongly agreeb. Agreec. Disagreed. Strongly disagree 18. If you could, what would you do to avoid addicting to online games? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. THE END†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Thank you for your cooperation! B. INTERVIEWS I would like to invite you to participate in this interview to gather in-depth information about your views, experience and attitudes towards the online-game addiction. Your sincere and accurate answers will be a great contribution to our survey. Thank you for your kind attention! You will be asked to answer these 5 following questions: 1. How do you think about that the government prohibit people from playing online games? 2. What do people, especially the young do in their spare-time without playing online games? 3. Do you think playing online games too much can cause some problems in the player’s health such as: obesity, short-sighted eyes, mental disorder and so on? 4. According to you, who will have to be responsible for the online-game addiction in the young? 5. Can you propose any solutions for this issue?

Effectiveness of Different Coaching Styles in Sport

Effectiveness of Different Coaching Styles in Sport Sports Coaching CONTENTS (JUMP TO) Principles and best practice in coaching The effectiveness of different styles of coaching in different contexts How models of coaching can help practitioners References Principles and best practice in coaching The ideal of sport has changed markedly in the past fifteen to twenty years (Polley, 1998)[1]. What was once seen as leisure and/or a recreational activity is now viewed primarily as a vehicle through which one can instigate deep-seated cultural and societal change. This is especially true in the UK which has a particularly insipid connection to sport with a variety of games considered endemic in British society; indeed, many of the most popular sports in the world were played first in Britain and their governing bodies still reside within British state borders. As a result, as Dawn Penney (2000:59) declares, sport, society and equity are interlinked to a degree that has only very recently been acknowledged by academic, specifically sociological, study. â€Å"Physical education and sport are part of our social and cultural worlds. The relationship is dynamic, with the policies and practices of physical education reflecting, but also clearly shaping (reproducing and/or challenging), the values and interests of broader society.†[2] It is for this reason that the concept of ‘best practice’ has attained a new level of significance in recent years relating specifically to the adoption of the finest possible academic, psychological and ethical procedures especially with regards to children and young people so as to prepare them mentally and physically for the multiple demands of adult life whether this be in a sporting or non‑sporting context. ‘Best practice’ utilises research conducted primarily between the years 1950 to 1980 with the implementation of these strategies taking place over the past thirty years. It is a wholly recent phenomenon and, as such, is lacking in some areas of research compared to other fields of sociological study. However, in the twenty first century the amount of attention devoted to the subject is likely to increase with the dual spectre of globalisation and commercialisation making sports a highly lucrative hub of activity. The principles governing the concept of ‘best practice’ are centred upon the twin aims of forging a common sense of unity and teamwork within a group of players and at the same time to nurture individual skill and flair on a one-to-one basis so that the more gifted players’ skills are honed without neglecting the primacy of the team as the over-riding ethos of ‘best practice’. This essential dualism which resides at the epicentre of ‘best practice’ coaching concepts is inherently affected by the evolution of sports players as they grow up. For instance, young players (aged six to ten years old) are much more inclined to gravitate towards the individual element of sports and competition with the group dynamic coming at a later age (developing primarily between the ages of twelve and sixteen). For this reason, there is no ‘best way’ to ‘best practice’; no right or wrong. Rather, there is a great exchange of fluidit y between concepts, principles and practices that should be implemented on an individual basis. This is as true of coaching adults (clients) as it is of coaching youngsters where Jennifer Rogers (2007:7-10)[3] has outlined six core principles that ‘define’ the role of the coach in the modern era. These are: The client is resourceful (the coach’s sole aim is to work with the client to achieve all of their potential – as defined by the client). The coach’s role is to spring loose the client’s resourcefulness. Coaching addressing the whole person: past, present and future. The client sets the agenda. The coach and the client are equals. Coaching is about change and action. The common denominator outlined by Rogers is that coaching is always triggered by change – be it a change in age, in circumstance, in style or technique. Furthermore, because change is the currency in which the coach does business, there is bound to be wildly fluctuating styles of coaching that fit wildly different social and cultural contexts and it is towards these different styles and contexts that attention must now be turned. The effectiveness of different styles of coaching in different contexts It has been shown that the evolution of young people greatly affects the implementation of coaching methods pertaining to the precarious balance between coaching the individual and the group dynamic. This is necessarily dependent on the kind of sport being coached: team sports such as football require a dedication to the team ethic while sports such as tennis and golf stress the individual element of competition. Sports such as cricket combine the team ethic with a heavy emphasis upon individual ability, certainly with regards to batting, which is a very solitary skill that requires intensive levels of concentration and individualism (Palmer, 1999)[4]. Thus, in the first instance, effective coaching requires the practitioner to tailor his or her coaching style to the sport in question and then to further tailor these coaching techniques to the age group of the team or individual being coached. This inherent diversity in coaching styles is also true of the economic context of coaching adults. Certain sports require greater levels of economic participation than others. Golf, for example, is an expensive sport that demands that the participant is well funded so as to purchase the necessary equipment such as clubs, bags, clothing and, most importantly, membership to a golf club. The same can be said of tennis and cricket where the equipment is a vital part of the ultimate success or failure of the technique of the client in question. Economic context is also important with regards to the psychological element of coaching with the social, cultural and political problems of urban poverty playing an important part in the types of coaching techniques which are likely to yield the best results from any given demographic. There can be no doubt that a coaching style employed for a group of middle class practitioners with free access to capital, time and resources is going to be marke dly different from the kind of coaching style deployed for children and adults who do not have access to the same luxuries and who therefore are going to respond to different coaching techniques. Economic context, demographic context and age context are further compounded by the increasingly common problem of multiculturalism and, specifically, globalisation, which has obvious consequences for teachers, mentors and coaches operating at all levels of society throughout the UK. When one thinks, for instance, of the impact of language upon coaching (relaying tactics, pointing out areas of strength and weakness, and, most significantly, attempting to instil a team ethic) one can see the extent to which the role of the coach is inexorably intertwined with the fate of mass movement of peoples across the planet in the twenty first century. As Jones (1997:27) declares, â€Å"there is no more important task within the wider coaching process than that of communication.†[5] Bains and Patel (1994) have long pointed out the blatant under‑representation of Asians playing professional football in England despite some areas in the Midlands and the North-West of England having u rban areas with a higher than 50% ratio of ethnic communities. â€Å"Recent Sport England national statistics confirmed that people of South Asian origin have markedly lower participation rates than other minorities or the indigenous population.† (Collins, 2003:75)[6] This anomaly with regards to the high numbers of Asians living in modern Britain and the disproportionately small number of Asians playing football, it has been argued, is due to coaches indulging in outmoded stereotyping when it comes to coaching players from the Asian community. Asians are still seen as primarily academic achievers over sports players and where they are perceived as sports players they are still pigeon‑holed in typical Asian images of cricket players; rarely are they ever seen as potential professional footballers. Likewise black players are still seen as primarily quick, powerful players; rarely, the tactical brains or the spiritual heartbeat of the side. This cultural element to sports coaching is exacerbated by the historical gender divide between males and females in a sporting context. Here, just as with ethnic people, stereotypes remain the dominant coaching paradigm. Girls and women are expected to play traditionally female sports such as netball, hockey, lacrosse, swimming and tennis. This, however, is in direct opposition to the growing numbers of women playing traditionally male‑dominated sports such as rugby, cricket and football with the latter in particular experiencing a veritable boom in female interest since the beginning of the 1990s. â€Å"A generation ago, sport was a core, patriarchal institution in a larger, contested gender order. Now, with the dramatic growth of girls’ and women’s athletics participation, sport no longer simply or unambiguously plays this reactionary role in gender relations. Sport is now more internally contested.† (2002 introduction xxii)[7] It is, in the final analysis, up to the sports coach to take each of these mitigating factors and contexts into account so that the practitioner is able to coach skills and techniques that are relevant to the contemporary era as opposed to perpetuating anachronistic stereotypes that do little to advance civilised society in both a sporting and non‑sporting context. How models of coaching can help practitioners Studying different models of coaching represents the scientific element of sports mentoring whereby the student and practitioner can attempt to explain the essence and purpose of coaching via the development of models (Fairs, 1987:17-19)[8]. It can be separated into two distinct camps: the ‘of’ coaching camp and the ‘for’ coaching camp. Models ‘of’ coaching are based upon empirical research investigating best practice while the ‘for’ coaching models are idealistic representations that arise from attempts to identify a concrete set of assumptions about the coaching process. The majority of practitioners tend to employ a symbiosis of the two models incorporating an ‘of’ and ‘for’ model of best practice. In this way, empirical data can be used in a realistic setting that takes into account the age, skills and other contexts that affect the coaching process. However, these two models of coaching underline the e xtent to which academia and intellectual analysis has come to dominate the empirical study of sports performance when in fact the first hand experience of established practitioners ought to form the basis of all models of coaching sports. The difference, essentially, comes down to one of theory and practice with the concept of ‘expertise’ necessarily clouded by the arguments of the academics and the professionals respectively. Once again, though, the individual element of the coaching process must be highlighted so as to reflect the inherent complexity that takes place within the field of sports with vastly differing levels of skill and ability being matched by the vastly different psychological reactions to slumps in form and technique. It is, ultimately, up to the national governing sports bodies to ensure that the primacy of holistic coaching practice does not become relegated at the expense of literature, theory and academia (Lyle, 1999:1-24).[9] For this reason, organisations such as Sport England have been established by the central government in a bid to impose a centralise model for sports development on regionalised sports bodies so as to directly influence and aid practitioners. The primary model deployed by Sport England is the â€Å"traditional sports development continuum† – a pyramid which locates foundation as the core, base value followed in hierarchical terms by participation, performance and, finally, excellence (Bramhan et al, 1999:3). This generic model is dovetailed by more advanced models for practitioners to use with athletes at a professional or elite stage in their sports. As is so often the case it is the Australians who represent the pinnacle of academic research into the coaching process with the revolutionary ‘Old Way, New Way’ technique correction model offering an intensive ‘one session’ approach to the problem of proven performers suffering seemingly inexplicable dips in form and technique with the case of Australian fast bowler Jason Gillespie standing tall as the most prominent example of therapeutic success achieved via sports practitioners embracing new means of solving old problems. ‘Old Way, New Way’ is consequently a manifestation of the much sought after collaboration between academic researchers and sports practitioners which works on a psychological as well as a physical level in a bid to continue the sportsperson’s quest for skill development and continuous technical improvement. References Bramhan, P., Hylton, K., Jackson, D. and Nesti, M. (1999) Introduction, in, Bramhan, P., Hylton, K., Jackson, D. and Nesti, M (Eds.) Sport Development: Policy, Process and Practice London and New York: Routledge Collins, M.F. (2003), Social Exclusion from Sport and Leisure, quoted in, Houlihan, B. (Ed.) Sport and Society: a Student Introduction London: SAGE Fairs, J. (1987) The Coaching Process: The Essence of Coaching, in, Sports Coach Journal, Volume 11, Number 1 Jones, R.L. (1997) Effective Instructional Coaching Behaviour: A Review of Literature, in, International Journal of Physical Education, Volume, 24, Number 1 Lyle, J.W.B. (1999) The Coaching Process: Principles and Practice, in, Cross, N. and Lyle, J.W.B. (Eds.) The Coaching Process: Principles and Practice for Sport Oxford: Butterworth-Heinemann Messner, M.A. (2002), Taking the Field: Women, Men and Sports Minneapolis and London: University of Minnesota Press Palmer, G.V. (1999) Cricket Coachmaster: Batting Mechanics London: Gary Palmer Penney, D. (2000) Physical Education: In what and who’s Interests? , in, Jones, R.L. and Armour, K.M. (Eds.) Sociology of Sport: Theory and Practice London and New York: Longman Polley, M. (1998) Moving the Goalposts: A History of Sport and Society since 1945 London and New York: Routledge Rogers, J. (2007) Coaching Skills Buckingham: Open University Press 1 Footnotes [1] Polley, M. (1998) Moving the Goalposts: A History of Sport and Society since 1945 London and New York: Routledge [2] Penney, D. (2000) Physical Education: In what and who’s Interests? , in, Jones, R.L. and Armour, K.M. (Eds.) Sociology of Sport: Theory and Practice London and New York: Longman [3] Rogers, J. (2007) Coaching Skills Buckingham: Open University Press [4] Palmer, G.V. (1999) Cricket Coachmaster: Batting Mechanics London: Gary Palmer [5] Jones, R.L. (1997) Effective Instructional Coaching Behaviour: A Review of Literature, in, International Journal of Physical Education, Volume, 24, Number 1 [6] Collins, M.F. (2003), Social Exclusion from Sport and Leisure, quoted in, Houlihan, B. (Ed.) Sport and Society: a Student Introduction London: SAGE [7] Messner, M.A. (2002), Taking the Field: Women, Men and Sports Minneapolis and London: University of Minnesota Press [8] Fairs, J. (1987) The Coaching Process: The Essence of Coaching, in, Sports Coach Journal, Volume 11, Number 1 [9] Lyle, J.W.B. (1999) The Coaching Process: Principles and Practice, in, Cross, N. and Lyle, J.W.B. (Eds.) The Coaching Process: Principles and Practice for Sport Oxford: Butterworth-Heinemann

The Theological Dilemma of Pain and Suffering Essay -- The Problem Of P

The existence of pain and suffering in a world created by a good and almighty God is a fundamental theological dilemma and may be the most serious objection to the Christian religion. In the book, The Problem Of Pain , author C.S. Lewis addresses the issue of pain as a mere problem that demands a solution; he formulates it and goes about solving it. "If God were good, He would make His creatures perfectly happy, and if He were almighty He would be able to do what He wished. But the creatures are not happy. Therefore God lacks either goodness, or power, or both" (p. 16). According to Lewis, this is the problem of pain in its simplest form. In his attempt to solve the problem of pain Lewis evaluates the past and the origin of religion, he offers his interpretation of the various justifications for why pain exists in today's society, and explains how one should deal with pain in order to live out God's will in the future. This essay will examine these rationales and will conclude with a n analysis on how Lewis handles the four foundational sources for understanding the will of God through scripture, tradition, history, and modern context. Lewis evaluates the past in order to explain the problem of pain. He does this by examining the origin of religion and discussing the three elements associated with all developed religions, in addition to an added one in Christianity. The first element is the experiences of the Numinous. Humans are capable of sensing the divine and spiritual presence through the Numinous. The Numinous is a mixed feeling of awe and dread and distinct from fear. Lewis states that there are two possible views of Numinous. The first is that it is simply in the mind and serves no biological function; yet will not disa... ...ainst the traditional and historical interpretations of the scriptures in the Bible. In addition, in becomes apparent early on in his book that Lewis does not believe the Adam and Eve story can be taken seriously by his audience at a literal level in a Darwinian age. In conclusion, Lewis relies heavily on scripture, tradition, and history to explain evilness in terms of the Fall of man, to reject theories of Monism and Dualism, to justify how a good Creator could make a bad creature, and to convey the concept of hell. Conversely, Lewis relies on modern context when questioning God's omnipotence. All in all, Lewis relies to some extent on all four foundational sources in order to understand the will of God and attempt to solve the problem of pain. Works Cited Lewis, C. S. The Problem of Pain. New York: Macmillan, 1962. Print.

Fantastical Ideas and Gothic Tendencies in Jane Eyre Essay -- Jane Eyr

Fantastical Ideas and Gothic Tendencies in Jane Eyre The novel, Jane Eyre, is infused with fantastical ideas and gothic tendencies. The novel is an example of Bildungsroman heroine with the title character Jane maturing from childhood. We see her spiritual, psychological and social development. Through this development Bronte manages to join both fantastic elements with a more realistic structure by weaving in references to fairy tales, dreams, mythic imagery and plot twists. Fantasy is used by Bronte to inform the reader of any emotional subtexts in the novel. Jane's dreams are a good indication of her feelings and provide the reader with a window into her emotions. This use of fantasy plays a major role and it helps Jane's character develop as a Bildungsroman heroine because it highlights her emotional and spiritual journey. The fantastic symbolism and imagery used throughout the novel are as important to the narrative as the plot because it allows the reader to understand many emotions and true characteristics of the protagonists. The novel is littered with faintly gothic references to folklore, ghosts and sprites. The core of the story lies in Jane's descriptions of what goes on in her mind and it is here that we see Bronte's most imaginative and fantastic imagery. Jane imagines herself in a fairy tale. When she first encounters Rochester, Jane writes, "I remembered certain of Bessie's tales, wherein figured a North-of-England spirit called 'Gytrash', which, in the form of a horse, mule or large dog haunted solitary ways and sometimes came upon travellers as this horse was now coming upon me." Here, reality becomes distorted which reveals new truths about the characters and their surroundings.... ...out Jane, from fantasy to reality. Bronte uses fantasy with Jane's character to underline the distinction between childhood and adulthood. Jane tends to invert adult and children's values in the same way. The fact that Jane is still finds fairy tales scary, infers that she possesses a fanciful, girlish nature. The imagery used when she meets Rochester for the first time gives the reader an insight into her immaturity. It is not until later on that Jane sees Rochester's "beastliness". A more mature adult knows that humans can be a lot worse in reality and more frightening than any "monster" in a fairy tale. The feature of fantasy is a creative ploy, which Bronte uses to enhance the thoughts and feelings of the main characters. The reader is given further insight and understanding of relationships with the magical and mystical imagery and vocabulary.

Benefits of Internships :: Career Jobs

Readings for the 21st Century No Time for Fun Most internships are good to have because they volunteer and help before they become an employee. Companies find interns from the interns coming to them. Corporations and companies get the interns because most interns want to look for good jobs they want, because most of them have college credits, and are looking for experience. Companies and corporations get interns because they are looking for a good record of good experience in the position they are applying for. There are many benefits for the interns. Although, internships are usually thought of as benefiting the actual intern, they offer the employer many benefits as well. Internships are great for the employer because of the help they give, costs they don’t have to pay for, usually, boosted credentials, such as: qualifications and they benefit from potential future employees. The job above the interns, employers, gets lots of help from interns in lots of ways. 2 Interns help from anywhere form, building, cleaning up, and â€Å"specialized camps and summer-abroad programs†(Lab, 77). Interns make the employers job a whole lot easier. They don’t have to work as much as they would if an intern didn’t care to help. But the interns make sure they do, only to make a positive effect on the employer to hire them with more satisfaction. â€Å"Princeton Review got so many tutoring requests in the ritzy Hamptons this year that it had to rent a summer house to accommodate all the tutors.†(Labi,77). â€Å"Tony Bialoruki, 18, of Toledo, Ohio, was a caddy before trading in his golf clubs for a toolbox last summer to help build an orphanage in Guatemala.†(Labi,77) Employers, companies, and corporations enjoy having interns around. Most of the employers don’t have to pay for interns to come and gain experience. They find it nice to have them come and learn, and have experience which makes the job easier and get better at the work they have for them. And companies can save money just for having an intern with great qualities work for them, and make the companies look good for what it deserves. â€Å"The job market is as strong as we have seen it in decades.†(Labi,77) On the other hand, â€Å"Wall Street, New York City, interns can earn up to $seven hundred dollars weekly, and sometimes get bonuses of $two thousand to $three thousand dollars†(Labi,77) Boosted credentials benefits the employer by the intern’s qualifications such as, a college

Life and career Essay

Singer’s parents were Viennese Jews who escaped the German annexation of Austria and fled to Australia in 1938. His grandparents were less fortunate; they were taken by the Nazis to Lodz, and were never heard of again. [1] Singer’s father imported tea and coffee, while his mother practised medicine. He attended Scotch College. After leaving school, Singer studied law, history and philosophy at the University of Melbourne, gaining his degree in 1967. He received an MA for a thesis entitled Why should I be moral? n 1969. He was awarded a scholarship to study at the University of Oxford, obtaining a B. Phil in 1971 with a thesis on civil disobedience, supervised by R. M. Hare, and subsequently published as a book in 1973. [2] After spending two years as a Radcliffe lecturer at University College, Oxford, he was visiting professor at New York University for 16 months. He returned to Melbourne in 1977, where he has spent most of his career, apart from many visiting positions internationally, and until his move to Princeton in 1999. Animal LiberationPublished in 1975, Animal Liberation[3] was a major formative influence on the animal liberation movement. Although Singer rejects rights as a moral ideal independent from his utilitarianism based on interests, he accepts rights as derived from utilitarian principles, particularly the principle of minimizing suffering. [4] Singer allows that animal rights are not exactly the same as human rights, writing in Animal Liberation that â€Å"there are obviously important differences between human and other animals, and these differences must give rise to some differences in the rights that each have. [5] So, for example an animal does not have the right to a good education as this is meaningless to him, just as a male human does not have the right to an abortion. But he is no more skeptical of animal rights than of the rights of women, beginning his book by defending just such a comparison against Mary Wollstonecraft’s 18th-century critic Thomas Taylor, who argued that if Wollstonecraft’s reasoning in defense of women’s rights were correct, then â€Å"brutes† would have rights too. Taylor thought he had produced a reductio ad absurdum of Wollstonecraft’s view; Singer regards it as a sound logical implication. Taylor’s modus tollens is Singer’s modus ponens. In Animal Liberation, Singer argues against what he calls speciesism: discrimination on the grounds that a being belongs to a certain species. He holds the interests of all beings capable of suffering to be worthy of equal consideration, and that giving lesser consideration to beings based on their having wings or fur is no more justified than discrimination based on skin color. In particular, he argues that while animals show lower intelligence than the average human, many severely retarded humans show equally diminished mental capacity, and intelligence therefore does not provide a basis for providing nonhuman animals any less consideration than such retarded humans. Singer does not specifically contend that we ought not use animals for food insofar as they are raised and killed in a way that actively avoids the inflicting of pain, but as such farms are few and far between, he concludes that the most practical solution is to adopt a vegetarian or vegan diet. Singer also condemns most vivisection, though he believes animal experiments may be acceptable if the benefit (in terms of improved medical treatment, etc. ) outweighs the harm done to the animals used. [6] Due to the subjectivity of the term â€Å"benefit†, controversy exists about this and other utilitarian views. But he is clear enough that humans of comparable sentience should also be candidates for any animal experimentation that passes the benefit test. So a monkey and a human infant would be equally available for the experiment, from a moral point of view, other things being equal. If performing the experiment on the infant isn’t justifiable, then Singer believes that the experiment shouldn’t happen at all — instead, the researchers should pursue their goals using computer simulations or other methods. Applied ethics His most comprehensive work, Practical Ethics,[7] analyzes in detail why and how beings’ interests should be weighed. His principle of equality encompasses all beings with interests, and it requires equal consideration of those interests, whatever the species. The principle of equal consideration of interests does not dictate equal treatment of all those with interests, since different interests warrant different treatment. All have an interest in avoiding pain, for instance, but relatively few have an interest in cultivating their abilities. Not only does his principle justify different treatment for different interests, but it allows different treatment for the same interest when diminishing marginal utility is a factor, favoring, for instance, a starving person’s interest in food over the same interest of someone who is only slightly hungry. Among the more important human interests are those in avoiding pain, in developing one’s abilities, in satisfying basic needs for food and shelter, in enjoying warm personal relationships, in being free to pursue one’s projects without interference, â€Å"and many others†. The fundamental interest that entitles a being to equal consideration is the capacity for â€Å"suffering and/or enjoyment or happiness†; mice as well as human beings have this interest, but stones and trees do not. He holds that a being’s interests should always be weighed according to that being’s concrete properties, and not according to its belonging to some abstract group such as a species, or a set of possible beings, or an early stage of something with an as yet unactualized potential. He favors a ‘journey’ model of life, which measures the wrongness of taking a life by the degree to which doing so frustrates a life journey’s goals. So taking a life is less wrong at the beginning, when no goals have been set, and at the end, when the goals have either been met or are unlikely to be accomplished. The journey model is tolerant of some frustrated desire, explains why persons who have embarked on their journeys are not replaceable, and accounts for why it is wrong to bring a miserable life into existence. Although sentience puts a being within the sphere of equal consideration of interests, only a personal interest in continuing to live brings the journey model into play. This model also explains the priority that Singer attaches to interests over trivial desires and pleasures. For instance, one has an interest in food, but not in the pleasures of the palate that might distinguish eating steak from eating tofu, because nutrition is instrumental to many goals in one’s life journey, whereas the desire for meat is not and is therefore trumped by the interest of animals in avoiding the miseries of factory farming. In order to avoid bias towards human interests, he requires the idea of an impartial standpoint from which to compare interests. This is an elaboration of the familiar idea of putting oneself in the other’s shoes, adjusted for beings with paws or flippers. He has wavered about whether the precise aim is the total amount of satisfied interests, or instead the most satisfied interests among those beings who already exist prior to the decision one is making. Both have liabilities. The total view, for instance, seems to lead to Derek Parfit’s Repugnant Conclusion[8] — that is, it seems to imply that it’s morally better to have an enormous population with lives barely worth living rather than a smaller population with much happier lives. The prior-existence view, on the other hand, seems questionably indifferent to the harm or benefit one can do to those who are brought into existence by one’s decisions. The second edition of Practical Ethics disavows the first edition’s suggestion that the total and prior-existence views should be combined in such a way that the total view applies to sentient beings who are not self-conscious and the prior-existence view applies to those who are. This would mean that rats and human infants are replaceable — their painless death is permissible as long as they are replaced — whereas human adults and other persons in Singer’s expanded sense, including great apes, are not replaceable. The second edition dispenses with the requirement of replacement and the consequent high population numbers for sentient beings. It asserts that preference-satisfaction utilitarianism, incorporating the ‘journey’ model, applies without invoking the first edition’s suggestion about the total view. But the details are fuzzy and Singer admits that he is â€Å"not entirely satisfied† with his treatment of choices that involve bringing beings into existence. Ethical conduct is justifiable by reasons that go beyond prudence to â€Å"something bigger than the individual,† addressing a larger audience. Singer thinks this going-beyond identifies moral reasons as â€Å"somehow universal†, specifically in the injunction to ‘love thy neighbor as thyself’, interpreted by him as demanding that one give the same weight to the interests of others as one gives to one’s own interests. This universalizing step, which Singer traces from Kant to Hare, is crucial and sets him apart from moral theorists from Hobbes to David Gauthier, who regard that step as flatly irrational. Universalization leads directly to utilitarianism, Singer argues, on the strength of the thought that my own interests cannot count for more than the interests of others. Taking these into account, one must weigh them up and adopt the course of action that is most likely to maximize the interests of those affected; utilitarianism has been arrived at. Singer’s universalizing step applies to interests without reference to who has them, whereas a Kantian’s applies to the judgments of rational agents (in Kant’s kingdom of ends, or Rawls’s Original Position, etc. ). Singer regards Kantian universalization as unjust to animals. It’s their capacity for suffering/happiness that matters morally, not their deficiency with respect to rational judgment. As for the Hobbesians, Singer attempts a response in the final chapter of Practical Ethics, arguing that self-interested reasons support adoption of the moral point of view, such as ‘the paradox of hedonism’, which counsels that happiness is best found by not looking for it, and the need most people feel to relate to something larger than their own concerns. Abortion, euthanasia and infanticide Consistent with his general ethical theory, Singer holds that the right to physical integrity is grounded in a being’s ability to suffer, and the right to life is grounded in, among other things, the ability to plan and anticipate one’s future. Since the unborn, infants and severely disabled people lack the latter (but not the former) ability, he states that abortion, painless infanticide and euthanasia can be justified in certain special circumstances, for instance in the case of severely disabled infants whose life would cause suffering both to themselves and to their parents. In his view the central argument against abortion is It is wrong to kill an innocent human being; a human fetus is an innocent human being; therefore it is wrong to kill a human fetus. He challenges the second premise, on the grounds that its reference to human beings is ambiguous as between human beings in the zoological sense and persons as rational and self-conscious. There is no sanctity of human life that confers moral protection on human beings in the zoological sense. Until the capacity for pain develops after â€Å"18 weeks of gestation†, abortion terminates an existence that has no intrinsic value (as opposed to the value it might have in virtue of being valued by the parents or others). As it develops the features of a person, it has moral protections that are comparable to those that should be extended to nonhuman life as well. He also rejects a backup argument against abortion that appeals to potential: It is wrong to kill a potential human being; a human fetus is a potential human being; therefore it is wrong to kill a human fetus. The second premise is more plausible, but its first premise is less plausible, and Singer denies that what is potentially an X should have the same value or moral rights as what is already an X. Against those who stress the continuity of our existence from conception to adulthood, he poses the example of an embryo in a dish on a laboratory bench, which he calls Mary. Now if it divides into two identical embryos, there is no way to answer the question whether Mary dies, or continues to exist, or is replaced by Jane and Susan. These are absurd questions, he thinks, and their absurdity casts doubt on the view that the embryo is a human being in the morally significant sense. Singer classifies euthanasia as voluntary, involuntary, or non-voluntary. (For possible similar historical definitions of euthanasia see Karl Binding, Alfred Hoche and Werner Catel. ) Given his consequentialist approach, the difference between active and passive euthanasia is not morally significant, for the required act/omission doctrine is untenable; killing and letting die are on a moral par when their consequences are the same. Voluntary euthanasia, undertaken with the consent of the subject, is supported by the autonomy of persons and their freedom to waive their rights, especially against a legal background such as the guidelines developed by the courts in the Netherlands. Non-voluntary euthanasia at the beginning or end of life’s journey, when the capacity to reason about what is at stake is undeveloped or lost, is justified when swift and painless killing is the only alternative to suffering for the subject.