Profile of Students With Existential Intelligence

Profile of Students With Existential Intelligence Existential knowledge is the labelâ education researcher Howard Gardner provided for understudies who think thoughtfully. This existential intelligenceâ is one of manyâ multiple intelligencesâ that Garner recognized. Every one of these marks for numerous insights... ...reports the degree to which understudies have various types of psyches and along these lines learn, recollect, perform, and comprehend in various ways,â (1991). Existential insight includes a people capacity to utilize aggregate qualities and instinct to get others and their general surroundings. Individuals who exceed expectations in this knowledge normally can see the 10,000 foot view. Logicians, scholars and holistic mentors are among those that Gardner sees as having high existential insight. The Big Picture in his 2006 book, Multiple Intelligences: New Horizons in Theory and Practice, Gardner gives the speculative case of Jane, who runs an organization called Hardwick/Davis. Though her chiefs manage the everyday operational issues, Janes work is to guide the entire boat, says Gardner. She should keep up a more drawn out term viewpoint, consider the conductions of theâ marketplace, set a general heading, adjust her assets and motivate her representatives and clients to remain ready. As it were, Jane needs to see the master plan; she needs to imagine the future the future needs of the company,â customers, and commercial center and guide the association inâ that heading. That capacity to see the comprehensive view might be a particular insight the existential knowledge says Gardner. Contemplating the Most Fundamental Questions of Existence Gardner, aâ developmental clinician and a teacher at the Harvard Graduate School of Education,â is in reality somewhat uncertain about remembering the existential domain for his nine insights. It was not one of the first seven insights that Gardner recorded in his fundamental 1983 book, Frames of Mind: The Theory of Multiple Intelligences. However, following an extra two many years of exploration, Gardner chose to incorporate existential insight. This possibility for insight depends on the human proclivity to contemplate the most basic inquiries of presence. For what reason do we live? For what reason do we bite the dust? Where do we originate from? What will transpire? Gardner asked in his later book. I some of the time say that these are questions that rise above observation; they concern gives that are too large or little to be seen by our five tangible frameworks. Popular People With High Existential Intelligence Of course, significant figures in history are among the individuals who might be said to have high existential insight, including: Socrates: This popular Greek logician created the Socratic technique, which includes asking ever-more profound inquiries trying to go to a comprehension of reality or possibly to refute untruths.Buddha: His name truly implies one who is alert, as indicated by the Buddhist Center. Conceived in Nepal, Buddha educated in India presumably between the 6th and fourth hundreds of years B.C. He established Buddhism, a religion that depends on looking for higher truths.Jesus Christ. The originator of one of the universes significant religions, Christ, stood up against business as usual in first-century Jerusalemâ and set forward the confidence in a higher being, God, who has the unceasing truth.St. Augustine: An early Christian scholar, St. Augustine put together quite a bit of his way of thinking with respect to the lessons of Plato, a Greek savant who proposed the possibility that there is a theoretical truth that his higher and more complete than what we observer in the genuine, flawed wo rld. Life ought to be spent seeking after this theoretical truth, both Plato and St. Augustine accepted. Notwithstanding analyzing the comprehensive view, regular characteristics in those with existential knowledge include: an enthusiasm for inquiries regarding life, passing and past; a capacity to look past the faculties to clarify marvels; and a craving to be an outcast while simultaneously indicating a solid enthusiasm for society and people around them. Upgrading This Intelligence in the Classroom Through this knowledge, specifically, may appear to be exclusive, there are ways that educators and understudies can improve and fortify existential insight in the study hall, including: Make associations between what is being realized and the world outside the classroom.Provide understudies with diagrams to help their craving to see the large picture.Have understudies take a gander at a subject from various purposes of view.Have understudies sum up the data learned in a lesson.Have understudies make exercises to show their schoolmates data. Gardner, himself, provides some guidance with respect to how to outfit existential knowledge, which he sees as a characteristic quality in most children. In any general public where addressing is endured, youngsters bring up these existential issues since the beginning however they don't generally listen near the appropriate responses. As an educator, urge understudies to keep posing those large inquiries and afterward help them to discover the appropriate responses.

Terror Management Theory free essay sample

We have an inner direction framework considered a heart that permits us to think and act in a manner near our most profound qualities. We have an autonomous will that doesn't permit hereditary impacts or the earth to direct our activities. We have an unbounded innovative creative mind that permits us to make past our world however maybe the most exceptionally human gift we as a whole have is mindfulness. Mindfulness is the acknowledgment of how we feel and how we act. It additionally permits us to inspect why we exist and at last, that we are going to pass on. While self-conservation is a trademark to the two people and creatures, the comprehension of one’s own mortality is exceptionally human. How would we, as people, manage the fear that is related with this information? As per Terror Management Theory (TMT), created by Jeff Greenberg, Sheldon Solomon, and Tom Pyszczynski (1989), the requirement for â€Å"terror management† is an essential capacity controlled by people and social frameworks. In view of the compositions of anthropologist Ernest Becker and enlivened by Freud’s take a shot at how passing incites faith in enchanted amazing quality, TMT can give clarifications to an assortment of human practices and relate them to the essential explanation of why people shield themselves from mortality mindfulness (Magdalena Smieja et al. , 2006). The reality that we are for the most part going to bite the dust, one of the main convictions throughout everyday life, is an on-going wellspring of existential anguish for people. This anguish comes from our craving to protect life and the consciousness of this difficulty. Since we can't resolve this oddity, we use culture as assurance from the dread of death. By agreeing to the social perspective that our reality is sheltered, adjusted and steady, our feeling of importance improves and our sentiments of security and confidence uplifts. At the point when the 9/11 assaults struck and pictures of death and obliteration were presented to regular Americans, most were persuaded to ensure their social perspective and to dismiss any individual who held a contrary view (Florian Mikulincer, 1998). TMT developed as the main answer why Americans guarded their national belief systems after the fear based oppressor assaults (Navarrete Fessler, 2005). A delineation of this thought is the mortality striking nature speculation. Just expressed, on the off chance that a mental structure gives assurance against uneasiness, at that point helping individuals to remember the wellspring of this nervousness should build the requirement for that structure (Pysczcynski, Greenberg, Solomon, 1997). For instance, if a bug was introduced to an arachnophobe, than the requirement for somebody to murder the bug would be expanded by the alarmed person. At the point when our apprehensions become a reality, we look for assurance in any structure. Examination has indicated that individuals who are in a condition of passionate pain and who are helped to remember their unavoidable demise are more pulled in to solid, alluring pioneers who have customary and tyrant perspectives (Wikipedia, 2008). In a recent report, â€Å"work teams† were shaped to decide whether mortality remarkable quality causes distress and enthusiastic separation in a more different gathering instead of a homogenous one (Van der Zee, Van der Gang). The researcher’s theorized that when the danger of death was introduced, progressively negative mentalities would bring about the different group and an aching to relate to people that mutual social standards was normal. What they found in any case, was that paying little heed to the gathering individuals, when a mortality danger was introduced, people felt adverse mentalities towards everybody, including the individuals who shared their social perspective. While this examination proposes that there is no should be around comparative individuals during times of weakness, the scientists perceive that the people in these gatherings were simple onlookers and not really interfacing with one another. Another speculation that rose up out of TMT examine is the uneasiness cradle theory. This theory focuses on the significance of high confidence and how it can shield people from encountering passing tension. People with high confidence feel that they are a perfect case of their way of life and appreciate the assurance from the mortality worries that their way of life offers (Hirschberger et al. 2002). Studies that embody the tension cushion theory are those that interface TMT and dangerous sexual practices. In a recent report, scientists noticed that by making mortality remarkable, an eagerness to take part in dangerous practices, for example, risky sex, was accounted for (Orit Taubman, Ben-Ari). This examination recommends that taking part in dangerous sex speaks to two aspects of helplessness identified with the danger of death. One is the outright dread or killing which is related to having the dangerous sex and the other is the need to cherish and have closeness, an interestingly human attribute that is identified with confidence. Fundamentally, when confronted with mortality, people long to satisfy their essential needs of affection, regardless of whether that implies gambling life itself (Orit Taubman, Ben-Ari). The examinations referenced above portray the job Terror Management Theory plays in people’s social perspectives and confidence and the contrary outcomes that can result from the know about death. While the exploration performed on this hypothesis is immense and broad, a commitment to improve contemplates in regards to TMT related with confidence and social perspectives despite everything remains. Making a dependable poll that completely exhibits a person’s genuine emotions and thoughts is required so as to completely comprehend the influences TMT has on culture and confidence. I dread that huge numbers of the people who took an interest in past investigations were worried about reacting in a socially alluring way and subsequently social attractive quality reaction predisposition may have brought down the legitimacy of these examinations. I expect to kill however much predisposition as could be expected by guaranteeing members that their reactions are unknown and that the inquiries are worded as unbiased as could be expected under the circumstances. My investigation on Terror Management Theory will have four sections: a confidence poll, a mortality remarkable quality survey (with a benchmark group), an interruption so the emotions towards death are oblivious, and a social perspective survey. By ensuring the social allure reaction inclination is decreased, I speculate that members whose mortality is remarkable will associate emphatically to a negative mentality towards social perspectives that are not like their own.

Image Spoiler With Simple Animation For Blogger

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Accounting Theory Cga - 9061 Words

Slide 1 ACCOUNTING THEORY CONTEMORARY ISSUES (AT1) MODULE ONE Slide 2 ACCOUNTING UNDER IDEAL CONDITIONS Part 1 - Foundation items re the course Part 2 - Present value accounting under certainty Part 3 - Present value accounting under uncertainty Part 4 - Reserve recognition accounting Part 5 - Examination question examples Part 6 - Historical cost accounting Lecture by: Dr. A. L. Dartnell, FCGA Year 2009 - 2010 2 Slide 3 PART 1 Foundation Items re the Course Different Course Financial reporting is extremely important in our everyday life. You have heard of the many irregularities that have occurred in recent years which primarily involved financial reporting. Financial reporting is controlled by standards set so†¦show more content†¦While the current edition of the textbook has few references to Canadian standards, coverage of current Canadian standards is included in the modules, as well as, the review and assignment material. Coverage of certain United States standards is also included where these differ significantly from, or are in advance of, IASB standards. All of this material is examinable unless specifically marked to the contrary. 4 In this course, material relating to specific accounting standards is largely (but not completely) at a conceptual level. Fortunately, at this level, most standards in Canada, the United States, and internationally are broadly similar, thereby reducing the amount of detail you will have to learn. However, there are some important differences, particularly with respect to current value accounting, and these will be emphasized where appropriate. It would seem that from 2011, current Canadian standards will no longer be relevant or examinable. Future versions of this course will include only IASB and relevant United States standards. Slide 8 History and Research There is an interesting rundown on the history of accounting and research in the first 15 pages of the text. Go over them to get some background for the course. Topic 1.2 of the module notes relates to recent developments in financial accounting. It gives an excellent account leading up to the current recession and also the effect on fair value accounting which we will beShow MoreRelatedAccountancy Profession in Bangladesh9589 Words   |  39 Pagesand is reliable. Accountancy is a branch of mathematical science that is useful in discovering the causes of success and failure in business. The principles of accountancy are applied to business entities in three divisions of practical art, named accounting, bookkeeping, and auditing. Accountancy profession in Bangladesh: ACCOUNTANCY is a critical component of a market economys infrastructure and economically sound activity would be impossible without it. Accountancy not only provides informationRead MoreAn Exploration Of Andrew Lennards Article : Stewardship And The Objective Of Financial Statements1473 Words   |  6 PagesAn Exploration of Andrew Lennard’s Article: â€Å"Stewardship and the Objective of Financial Statements† (Lennard, 2007) An Introduction Andrew Lennard’s article, published in 2007, draws upon the International Accounting Standards Board (IASB)’s and Financial Accounting Standards Board (FASB)’s Preliminary Views (PV) regarding a conceptual framework for financial reporting. 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Franà §ois-Éric Racicot is a Professor of Business with Università © du Quà ©bec en Outaouais, and Jean-Yves Girard, CMA, is an IndustrialRead MoreExecutive Compensation Essay7457 Words   |  30 PagesAccounting Theory Assignment Executive Compensation [pic] Introduction Executive compensation together with corporate governance systems has received an increasing amount of attention- from the press, corporations, financial academics and also the government. An executive compensation plan is a major application of the agency theory study and, thus, an agency contract between the shareholders and CEO’s of the business, which attempt to align the interests of the owners and the managersRead MoreInternal Controls and Fraud Prevention in Non-Profit Organization2789 Words   |  12 PagesCONCLUSION†¦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‚¬ ¦.8 4.0 REFERENCE†¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 1.0 INTRODUCTION The Canadian non profit sector has one of the largest populations in the world, accounting for over 7% GDP and creating 2 million full time jobs for Canadians. Further discoveries was made that 78% Canadians donates money to non profit Organization irrespective of all walks of life and income bracket. These donations are received to addressRead MoreIssues in Contemporary Accounting: Differences in Accounting Standards2884 Words   |  12 Pagesthe many years of accounting practice, a lot of accounting theories have been developed. Interestingly, many of those theories are grounded on the basis of prescribing and proposing how accounting processes should be performed. These are known as normative theories of accounting as they are not built on observation, but rather upon the theoristà ¢Ã¢â€š ¬Ã¢â€ž ¢s deductive judgement, and subjective opinion (Goble 2009). Accounting conceptual frameworks are good examples of normative theories as they provide guidelinesRead MorePersuasive Essay - Distance Education Versus Face-to-Face Learning1853 Words   |  8 PagesDecember 1, 2009 Persuasive Essay – Game Theories Has Virtual Reality Taken Things Too Far? Distance Education versus Face-to-Face Learning In Clive Thompson’s â€Å"Game Theories†, the author illustrates how virtual worlds, such as Everquest and Second Life, have surprisingly become much like the real world. Everquest is an online virtual reality video game that allows individuals to create fictional characters to â€Å"generate goods as they play, often by killing creatures for their treasure and tradingRead MoreA Study On Selecting A Mentor1891 Words   |  8 Pagesproject mentor, including the presentation that you gave to your project mentor? Selecting a Mentor My project mentor was Mr Laeeq-ur-Rehman, who is a senior faculty member at College of Accounting and Management Sciences (CAMS) and was also my tutor for the ACCA paper P3. Mr Rehman is an ACCA, MBA, and CGA. He has mentored several students to successfully complete their Research and Analysis Project. I was inspired by his teaching techniques and his ideas. 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Balance Sheet As at Time 2 Financial Asset Cash Shareholders’ Equity $315.00 Opening balance Net income $286.36 28.64 Capital Asset Present value 0.00 $315.00 $315.00 Note that cash includes interest at 10% on opening cash balance of $150

Individuality In Daisy Miller And The Love Song Of J....

Individualism in â€Å"Daisy Miller† and â€Å"Prufrock† The two stories â€Å"Daisy Miller: A Study† by Henry James and â€Å"The Love Song of J. Alfred Prufrock† by T.S. Eliot both express individuality. While â€Å"Daisy Miller: A Study† is a realistic short story and â€Å"The Love Song of J. Alfred Prufrock† is a modernist poem they convey individuality differently. While the title character in â€Å"Daisy Miller† embraces her individuality by not caring what people think of her, Prufrock is insecure and questions who he is and how people will perceive him. Both characters have detailed traits that express who they are. Daisy appears very confident, outspoken, and has a vivacious personality. On the other hand, Prufrock starts off with an uneasy tone and has a†¦show more content†¦However, Daisy starts up a little argument with him. The narrator states, â€Å"She opened fire upon the mysterious charmer in Genevaâ₠¬  (James 113). Daisy and Winterbourne had only known each other for a few days, so Daisy had no reason to question Winterbourne’s intentions. Through her argument with Winterbourne, Daisy shows herself as being quick tempered, needy, and jealous. During the same argument Daisy states, â€Å"I don’t want you to come for your aunt†¦ I want you to come for me† (James 113). Daisy’s desire to be the center of Winterbourne’s attention makes her jealous of another woman, even if that woman is his relative. She wants to be the only reason Winterbourne goes to Rome. While Daisy is an attention craver, Prufrock is the exact opposite and does not want any attention on him. Prufrock states: And I have known the eyes already, known them all— The eyes that fix you in a formulated phrase, And when I am formulated, sprawling on a pin, When I am pinned and wriggling on the wall, Then how should I begin (Eliot 582). Prufrock describes how he feels when all the attention is on him. He feels as if he is on display and believes people will analyze and scrutinize everything about him. He then questions how he should begin a conversation, believing he will be judged. Before Prufrock goes down the stairs, he also states: With a bald spot in the middle of my hair— (They will say: â€Å"How his hair is growing thin!†) My morning

Sigmund Freuds Psycho Dynamics and Piagets Cognitive...

Describe and evaluate the theories of Sigmund Freuds psycho dynamic approach as an explanation of human behaviour. In the evaluation summarise and evaluate the cognitive perspective as an alternative explanation of human behaviour. This essay is going to describe in depth and detail the theories of Sigmund Freuds psycho dynamic approach. The strengths and weakness as an evaluation of Sigmund Freuds work. A summary and evaluation of the cognitive perspective as an alternative of human behaviour will also be identified in this essay. Sigmund Freud was born in the Czech Republic on 6 may 1856, was a neurologist who founded the discipline of psychoanalysis. He had a personal interest in hysteria a condition were psychical symptoms†¦show more content†¦Freuds idea of the unconscious mind that of a vast, dark that holds a persons shameful experiences, immoral urges, irrational needs, unacceptable sexual desires, selfishness, violent motives and fears. This part of the mind is split into three areas: the id, ego and superego. The id is present from birth and is based upon the pleasure principle. Imagine a baby, unable to communicate at this stage but is very able to want and demand food, water and attention. For the baby its me, me, me, self centred and selfish, but the baby does not know its dong this as its still learning. On the over side of the scale we have superego, developing from about the age of five, that gives us morals. â€Å"The superego consists of two systems: The conscience and the ideal sel f. The conscience can punish the ego through causing feelings of guilt. For example, if the ego gives in to id demands, the superego may make the person feel bad though guilt†. ( www.simplypsychology.org, (2011) In the middle is the ego, the purpose of which is to meet the needs of the id but also to control the super ego. The ego controls how you behave in the real world around us, based on using common sense. The ego would also harbour defence mechanisms were it will try to protect us from conflict between the id and the super ego. â€Å"The ego possesses a remarkable capacity for life preserving distortion†. (Vaillant, 1995, pp 9). Another of Sigmund Freuds theories is psychoShow MoreRelatedDefinition of Adolescent Development14194 Words   |  57 Pagesold is expected to include predictable physical and mental milestones. Introduction Derived from the Latin verb adolescere (to grow into maturity), adolescence is the period of transition from childhood to adulthood. Adolescent is a distinct and dynamic phase of development in the life of an individual. It is a period of transition from childhood to adulthood and is characterized by spurts of physical, mental, emotional and social development. WHO considers adolescence to be the period betweenRead MoreDefinition of Adolescent Development14200 Words   |  57 Pagesis expected to include predictable physical and mental milestones. Introduction Derived from the Latin verb adolescere (to grow into maturity), adolescence is the period of transition from childhood to adulthood. Adolescent is a distinct and dynamic phase of development in the life of an individual. It is a period of transition from childhood to adulthood and is characterized by spurts of physical, mental, emotional and social development. WHO considers adolescence to be the period between

Film Summary A Patch of Blue Essay Example For Students

Film Summary A Patch of Blue Essay The introduction of Selina, Elizabeth Hartman’s character, and the actress herself, starts from the first seconds of the film A Patch of Blue. The viewer sees her hands that move along and around when she is stringing beads. From this first scene with a close-up of the girl’s hands, the audience can understand, consciously or subconsciously, that there is something special about these movements and the girl who makes them. No sighted person would touch the objects in such a manner. To the sighted majority, the world is a place experienced first and foremost through visual images. In contrast, people deprived of sight have to switch to other information sources, such as ears to hear, nose to smell and hands or skin to touch. To Selina, the world is a combination of shapes, sounds and smells, and Hartman manages to involve the viewer into this world through empathy and, obviously, through her brilliant acting. The latter is realized via various tools of the craft of acting, such as performing in the extreme physical and environmental conditions, attention to objectives and obstacles, endowment and painting a picture with words. According to the film trivia, Elizabeth Hartman wore non-transparent lenses that literally deprived her of her otherwise good eyesight. Thus, interestingly, the issue of endowment that was aimed to visually introduce the protagonist’s eye defect to the viewers, happened to play the secondary though not least important role of â€Å"blinding† the actress. In other words, an element of the film’s mise-en-scene that was a part of the heroine’s external image served the purpose of introducing the actress to the world of the people with special needs, one of whom she portrayed. Hartman temporarily submerged into the world where eyes are no longer the primary means of assessing the world. She had to establish an alien, qualitatively new contact with the environment as a blind person would do in his or her first years of blindness, be it acquired or inborn. She had to learn how to interact with her immediate environment of objects and people, such as her acting partner Sidney Poitier who played Gordon Ralfe. Evidently, Hartman’s imposed blindness was not absolute. She could still distinguish colors, shapes and, most importantly, light and darkness, which means there was plenty of room for the woman to act. In one of the chapters, Uta Hagen discusses endowment and how a â€Å"cup of cold water becomes hot coffee and stays that way† (113). For Hartman, lenses became her half-full cup of hot coffee. In sum, a relatively simple part of a character image, such as lenses, evolved from a matter of endowment into a means of making blindness real, both for the audience and the actress. In regard to the aforementioned endowment issue, it would be appropriate to discuss the obstacles to and in Hartman’s acting. Interestingly, both the lenses and the remaining sight unimpaired by them became an obstacle for the actress. The lenses were the real, non-far-fetched obstacle. Unlike the obstacles described by Hagen, where the actor had to search for or even invent hindrance that would create the drama in their acting, lenses actually made Hartman disabled. She was not fully faking her disorientation in space or difficulty moving around objects and people. Thus, lenses created an actual physical obstacle for Hartman’s performance as a sighted individual. However, the lenses also helped Elizabeth to get used to her role of a blind girl since they made blindness real for her. Interestingly, Hartman’s remaining sight unhindered by the lenses also became an obstacle. The actress had to ignore the signals that came from her eyes and the instinct to turn her head towards the light source or the acting partners, especially the usual need to establish an eye contact. The blurry shapes that Hartman’s eyes perceived became her acting obstacle. To that matter, the actress’s eyes became her hindrance on the way to a true portrayal of a blind girl. Thus, eye sight – both its hindered and functional parts – was a double obstacle. â€Å"Obstacles will be inherent in, or spring from any element of, the given material: from the character itself and from the objects themselves† (Hagen 181). Gender Roles In The Movie Showgirls EssayHowever, Gordon himself is an integral part of the social turmoil of the decade. In spite of the victories of the African-American civil rights movements of the 1960s, the integration of â€Å"people of color† into the mainstream society was not yet absolute. Undoubtedly, the movie’s being black-and-white in the era when colored film was already available is nothing but a director’s symbolic hint on the problem. For Selina, who did not see the colors and for whom the world was all black, skin color was not an issue. Unlike many other contemporaries, the blind girl could see beyond the exterior right into the essence of the human nature and loved Gordon for who he was inside. It makes her super objective of being happy and loved pure and absolute. Last but not the least, one more special acting technique that should not be omitted while analyzing the film A Patch of Blue is the art of painting a picture with words. Selina’s world is a mystery to an average viewer. One can only close one’s eyes and try to imagine what it would be like to live in darkness. By the way, Gordon tried to do the same trick in one of the scenes, and it did not end well, nor was it easy. In this respect, Selina’s words and descriptions of her sensations become an important source of the insight into the blind world. For example, Selina talks to her grandfather who is concerned about her staying outside after sunset, â€Å"Dark’s nothing to me. I’m always in the dark† (â€Å"A Patch of Blue†). Also, Selina says to Gordon the day they meet, â€Å"Your voice sounds tall† (â€Å"A Patch of Blue†). A sighted person would never use such words to describe a voice. For Selina, Gordon’s voice is not merely a sound, but also the source of understanding how tall the man is. Finally, Selina reads a Braille book for the first time and says excitedly, â€Å"I never knew you could feel words† (â€Å"A Patch of Blue†). In conclusion, Elizabeth Hartman in A Patch of Blue incorporates and brilliantly uses many tools of the craft of acting, such as performing in the extreme physical and environmental conditions, endowment, attention to objectives and obstacles, as well as painting a picture with words. The viewers observe many instances when Selina tries to â€Å"see† the world through sound, smell and, mostly, through touch. In this blind world, Hartman manages to be realistic and true when interacting with the physical environment in her lenses, or portraying a girl to whom color is of no relevance in the relationship fueled by a desire to love and be loved that has been aroused by a black man. In addition, Hartman touches the strings in the viewers’ hearts by tying her portrayal of the white blind girl to the decade of 60s, a turbulent time in the American history. Such a multifaceted actor’s performance makes the film look and feel real. Bibliography: A Patch of Blue. Dir. Guy Green. Metro-Goldwyn-Mayer, 1965. Film. Hagen, Uta. Respect for Acting. Hoboken: John Wiley and Sons, 1973. Web.

Labeling and Discrimination free essay sample

Theory is the criminal process. It is the way people and actions are defined as criminal. The one definite thing that all â€Å"criminals† share is the negative social reaction as being labeled as ‘bad†. Law-abiding society often shuns the offender causing them to be stigmatized and stereotyped. The negative label applied to an offender often shapes their self-image and often leads them to live up to their newfound identity by committing acts that are more criminal. Edwin Lemert described this as being secondary deviance caused by primary deviance. The self-concept identifies two major theoretical perspectives. The first concept being that deviant labeling may subsequently influence deviance by altering a person’s self-worth. The role of self-dynamics and symbolic reaction amplifies negative expectations of society. The second concept focuses on social structure aspects of exclusion of offender’s by blocked access to structural opportunities. Matsudo, 1992) This ultimately becomes discrimination for people labeled by society as â€Å"criminals†. We will write a custom essay sample on Labeling and Discrimination or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"Felon† is a label that is given to ex-offenders by society that confirms the degrading status that accompanies conviction. This is labeling. An offender is discriminated against because society views them as being â€Å"bad†. In short, a â€Å"felon† is a legal outlaw and social outcast. Not all the good that a person may have done previously suddenly matters and society assumes that there is nothing but despicable traits left in this person’s character. Their integrity is lost forever. Society assumes that â€Å"felons† cannot change and it becomes a struggle to be given a second chance to prove that people can, and do change, if the will to do so is there coupled with the tools needed to achieve a crime free life are also. The stigma attached to â€Å"felons† is so great that most opportunities for education, employment, and housing are not easy to obtain. These opportunities (tools) are often blocked because the offender has a criminal conviction. If society wants a lower crime rate then it seems that these opportunities should be available to individuals in this category. In order to rehabilitate individuals there must be a way for them to raise their self-image and seek out a crime free life. A sense of self-pride and achievement for many offenders could be the turning point in life needed for them. In turn, the crime rate would decrease. (Bodwitch, 1993, Freeman, 1991, Hagan, 1991, Link, 1982, Sullivan, 1989) These peoples are no less human or equal than any other except that they have made a mistake. Our society has somehow decided it to be acceptable to treat this group of people, and there are more than two million in the United States, as outcasts, undeserving of housing, employment, or education. Society has decided that â€Å"felons† should not only serve the sentence given as punishment for their crime, they should be punished for the rest of their lives. This seems very unfair and cruel. In my opinion, we as a nation should be not be discriminating against this group of people, but instead should be giving them equal opportunity to be educated so that they can obtain employment to support themselves and their families. They should have the same opportunity to live in adequate housing just as the rest of society does. This would be a step in the right direction to help increase the self- image that has been shattered by labeling and possibly deter any behavior by responding to this labeling by continued criminal activity as a means of defense, adaptation, or by attacking back at society. (Bernberg) Education is the first step to rehabilitating an offender. Many offenders do not even have a high school education. Some cannot read or write. In order to obtain gainful employment sufficient to support ones self or a family, they must have at least a basic education. If not, some form of crime will be used to compensate for the lack of income provided by employment. In order to be employed by any company you must have a high school diploma or a GED certificate. Denying education is a form of discrimination to suppress a group of people from gainful employment. Employment is one of the hardest things for an offender to obtain. Employment applications ask for any convictions to be listed. If an offense is not listed on the application, it can be a reason for termination. Anyone that does choose not to disclose their convictions runs the risk of losing benefits from years of employment such as their retirement benefits and/or medical coverage. More often than not, if an offense is listed on the application it will be a disqualifying factor for consideration of the position. Even if the offense does not disqualify the applicant the mere fact that there are so many people looking for work that the applicant without any previous convictions will probably be placed ahead on the qualifying list for employment. Most employers view a â€Å"felon† just as the rest of society does. They do not want a person of this character working for them because they may view them as being dishonest, or they might even be frightened of the â€Å"felon†. This practice of asking for convictions on employment applications is also a form of discrimination. It greatly reduces the possibility of gainful employment for â€Å"criminals† by asking for this information. The past convictions of a person does not have any bearing on whether or not they are the best qualified applicant for the position offered by a company. If any person is denied employment and has no way to support himself or his family, that person will ultimately turn to some form of crime in order to do so. The offender will adapt and live up to societies expectations of them. If this type of discrimination stops, there is a possibility that more offenders will conform to the expectations of society and rehabilitate into productive citizens, thus, decreasing crime in our communities. Another area of discrimination for offenders is the housing market. Society does not want anyone with a â€Å"criminal† past living in their community among them. An offender can have a conviction that is over twenty years old and still be denied housing in many communities such as mobile home parks, apartment complexes s, private rentals, and even from some home loans. Some communities will not allow anyone with any type of criminal history to live there. A person could have had their offenses dismissed by the court and still be denied because of the accusation alone. Many of the government programs offered to help low-income people are not available to anyone with a felony. A â€Å"felon† is automatically disqualified from receiving any help from government programs. Offender’s often end up living in communities that are offered by â€Å"slum lords† in areas that have a bigger crime rate than in other areas. This practice of discrimination could lead to offenders falling back into committing criminal acts because other criminals surround them, thus, reinforcing a negative self-image possibly leading to a return to criminal activities. If society continues to accept the criminology theory it will continue to cause social problems for both the community and the offender†. Labeling is a stepping stone in the development of criminal careers. †(Benrburg) This social problem ruins people’s lives and creates a pattern of recidivism. The goal of society should be to try to find ways to decrease crime, not condone p ractices that will potentially increase crime. Everyone deserves a second chance in life to correct the mistakes that have made. If society was as quick to give a second chance, as it is to label and condemn someone for their mistakes, we could possibly rehabilitate a good number of offenders into productive citizens. Our nation could even possibly decrease the crime rate at the same time. None of the other practices of the criminal justice system seems to be working very well, maybe an approach of removing the barriers blocking education, employment, and housing might make a positive difference.

A Critical Reflection of a Six Week Placement within the Rugby Football League The WritePass Journal

A Critical Reflection of a Six Week Placement within the Rugby Football League A Critical Reflection of a Six Week Placement within the Rugby Football League Chapter I1.1 Goals for Placement1.2 Goal Setting1.3 Curriculum Vitae and Covering Letter1.4 Potential EmployersChapter II2.0 Coaching Literature2.1 Sports Policy and ParticipationChapter III3.0 Reflective TheoryChapter IV4.0 Description4.1 Thoughts and Feelings4.2 Evaluation4.3 Analysis4.4 Action PlanChapter V5.0 Description5.1 Thoughts and Feelings5.2 Evaluation5.3 Analysis5.4 Action PlanChapter VI6.0 Evaluation7.0 ConclusionBibliographyRelated Chapter I 1.0 Introduction Vocational practice is becoming a fundamental educational experience for students (May and Veitch, 1998). Colley, Hodkinson and Malcom, (2002) claim that vocational practice and training aids the development of technical skills and knowledge thus increasing behavioural competence within the workplace. Lyle and Cushion (2010) states there is no substitution for experience when it comes to hands on coaching, this belief is supported by Ericsson, (1998) whos research shows that a minimum of ten years experience is needed within the field to excel to an expert level of coaching. Vickers and Bavister (2005) go on to claim that coaches who regularly achieve success while coaching are often those who can reflect on their experiences from other events. This claim is supported by Schempp et al (2007) who believe that coaches who can thoughtfully analyse and critique the parts of their sessions which were successful and those which were not and then make adjustments where necessary are the â⠂¬Å"outstanding† coaches. Before beginning any form of vocational placement it is crucial to set out key aims and objectives as this will allow you to asses just how successful the placement experience was and how much you gained from it. For my placement I set out three key aims. These aims are clearly laid out in section 1.1 as seen below. 1.1 Goals for Placement To gain hand on experience while developing my practical skills and tacit knowledge. To obtain at least two contacts which I could use after university. To increase my own self confidence when in front of others. 1.2 Goal Setting Correct goal setting can improve focus, persistence, confidence and performance but poor goal setting can create anxiety and sometimes hinder performance (Lynn, 2010). All three of my placement goals stick to the idea of SMARTER goal setting, these are defined by Finn, (2008) as â€Å"specific, measurable, achievable, realistic, time phased and re evaluated†. Lewis and Smith (1994) explains that a good tip for coaches and athletes is to keep your goals SMARTER as it is easy to remember and makes your goals more achievable. This claim is supported by Lynn (2010) who claims that is vast amounts of literature that supports SMARTER goal setting. Weinberg and Gould (2003) claim that as a coach it is important to make your goals specific as without an aim you can lose interest and may not fully strive for the goal. It is also crucial for the goal to be measurable as without this there is no real drive for the coach. Coaches must also believe their goals are achievable and realistic as this will help keep them motivated to perform. Harter’s competency motivational theory agrees with this statement, explaining that more mastery attempts will take place if there is early success within the athlete’s goals (Harter, 1981). It is also essential that coaches make sure goals are realistic, if an athlete believes the goal is unrealistic they are almost guaranteed to fail (Martens, 2004). This belief is supported by Kidman and Hanrahan (2011) who state goals must have a balance between being challenging but also realistic. Time must also be taken into consideration as without this the coach will not drive themselves to achieve it in the required time frame. Finally the targets a coach aims for should be reviewed and evaluated as this shall help them make changes during their goals. During my placement I reviewed my goals through reflection. Cox, R, (2001) states goals can be viewed as being focused on outcome, performance, or process. Outcome goals are def ined as goals which mainly focus on an overall result. An example of this would be winning a rugby game, or placing first in a competition. Therefore to successfully achieve an outcome goal one must not only perform to their best but also hope they out perform their opponent. An example of this would be when a football team plays ninety minutes of football to their best possible standard but still comes out on the losing team because the other team out performed them. Performance goals however look at the standard of ones performance. An example of this would be a golfer who does not win a tournament but has their lowest round on that course. Research suggests that goal setting is one of the most influential methods of increasing motivation and achieving goals (Locke and Latham, 1985). In 1981 Locke complied a comprehensive review of over a hundred studies which found over 90% of cases resulted in positive effects due to goal setting. 1.3 Curriculum Vitae and Covering Letter Before actively searching for a vocational placement, it was my job to firstly construct a curriculum vitae (CV) and a covering letter. A CV is crucial when applying for any form of job or vocational practice as this is the first time a prospective employer will make an opinion of you. Houston (2004) supports this claim, stating that â€Å"a CV is not the whole you but just a taste of you and it is the first opportunity for you to make a good impression†. Provenzano, (2004) argues that a covering letter is in fact more important to a CV as the covering letter allows the applicant to personalise their application unlike a CV. When both the CV and covering letter were complete and spell checked for any errors it was then up to me to get in contact with prospective employers. As I have always had a keen interest in physical fitness and well being my first option was to work in the military either with the royal navy or the army as a personal trainer. 1.4 Potential Employers Due to working within schools previously I had decided that I wanted to gain some experience elsewhere so I decided to take a sports coaching and development route which led me to another very strong passion, rugby. After I had made this decision it was easy for me to pick the types of institute I would like to work in. Firstly I sent my CV and covering letter to both the Rugby Football League (RFL) and the Rugby Football Union (RFU) as I have experience within both codes. Fortunately I quickly received word from the Cumbria Rugby Football League development team which stated that they would love to have a work experience student within their ranks. From this it was easy to make my decision and I began by replying to the RFL. Planning early and realising which employers were available to me allowed me plenty of time to enforce my contingency plan of working within sports development. Ntoumanis and Biddle (1997) explain that contingency planning is pre planning for problems within pra ctice or competition and creating a solution for these possibilities if any troubles arise. As in many schools, a major section of the work carried out by the RFL involves making people aware of the health benefits of physical activity and making sure the public can see there are possibilities for them to utilise such activities. By gaining a work placement within Cumbria Rugby League development I felt I would receive far greater hands on experience which would allow me to gain a much more rewarding vocational practice, as appose to working within the military where I feel I would have taken a much more back seat approach to the world of work. This level of first hand experience is essential for me due to the nature of my three smarter goals, as it would allow me to increase my own self confidence but also allow me to develop connections within the world of rugby league which I could potentially use after university. Colley et al, (2002) would argue that as well as these goals it would also allow me to craft my own practical and technical skills which I have acquired withi n the class room. Also by coaching children in this sports development scenario it will allow me to work with children of all ages with a range of backgrounds and upbringings thus creating the challenge of utilising skills in all kinds of situations this would allow me to develop my tacit knowledge. Knowles, Borrie and Telfer, (2005) would support this style of learning, suggesting that effective coach learning is based on appropriate use of tacit experiential knowledge and not just formal theoretical knowledge about coaching pedagogy, physiology or other bodies of knowledge. Chapter II 2.0 Coaching Literature Bompa, (1994) states that â€Å"coaching is a process†, Cross and Lyle (1999) support this claim stating that coaching in an â€Å"ongoing process†. Coaching is not something that can be achieved through a couple of qualifications, the overall process of coaching takes years to develop and it is argued that coaches can always improve in someway or another (Kidman and Lambardo, 2010). Even if a coach believes they have fully achieved their goals they must always be aware of the coaching process and continually strive to develop (Kidman and Hanrahan, 2011). Self reflection is a vital tool which coaches can use to further develop their own abilities (Kidman and Hanrahan, 2011). Cassidy et al., (2009) supports this statement and claims there is â€Å"more than one technique which can be used†. During my placement I decided to use a reflective log while using the Gibbs cycle as a model of reflection as this method allowed me to self reflect on my own coaching practice on a daily basis. While working within sports development it was vital that as a coach I was able to not only coach athletes with a lack of experience but also cater for the small number of athletes with more advanced levels of performance, so the participants I was coaching could achieve their peak performance. Cote and Gilbert, (2009) define these different groups as coaching domains. Coaching domains can be split into four different categories, child performance, child participation, adult performance and adult participation (Cà ´te, Gilbert and Mallet, 2006). Jones (2006) explains that each coaching domain creates its own difficulties thus creating a variety of behaviours that must be used in order to overcome these difficulties. This claim is supported by Cushion and Lyle (2010) who state that coaching domains all require different â€Å"environmental demands†. While working within the RFL my regular role was coaching in the participation domain, however I occasionally had to work with one or two athletes within the performance domain. Abraham and Collins, (1998) explains that to achieve peak performance the coach must demonstrate a range of different skills to aid the performers learning. To some extent Woodman (1993) would agree with this statement, however Woodman (1993) claims that â€Å"regardless of a coaches level of skill and their own abilities it is the application of their knowledge which would separate a great practitioner from an average one†. De Marco, Mancini and Wuest (1996) extend this further stating that in order to enhance performance a coach must facilitate for the athletes learning by adapting   their instructional behaviour. Therefore whilst on my vocational placement it was essential that I constantly changed not only my behaviours while coaching but also the styles which I used when coaching depending on the athletes needs and desires. Northouse, (2001) would claim this is good coaching practice as he explains th at leadership styles must aim to match learner needs. Weinberg and Gould (1999) states that if a coach successfully meets the needs of the athlete, they are far more likely to take more mastery attempts at their desired goals. For this I used the Chelladurai model of leadership due to its use of situational, member and leader characteristics observation when looking at a coach’s performance. While looking at coaching behaviours it is always important to think about leadership theory, and which theories are relevant to that particular coach. Since the development of the Multi-Dimensional Model of Leadership (MDML) (Chelladuria and Carron, 1978), the ability to study leadership has increased significantly. This model proposes that three key leadership behaviours must be congruent in order to achieve an effective group performance as well as athlete satisfaction. The three leadership behaviours include required behaviour, preferred behaviour and finally actual behaviour. Shields , Gardner, Bredemeier and Bostro (1997) explain that required behaviour is prescribed for a particular situation, preferred behaviour is the desired behaviour of the coach by the athlete and finally actual behaviour is the behaviour perceived by the athlete. Chelladurai (2006) claims that â€Å"required leader behaviour is influenced by situational characteristics such as organizational goals, formal structure, group task, social norms, government regulations, technology, and member characteristics†. This method was used constantly as other models only focus on certain aspects of coaching, such as the personality of the coach (Sage, 1975) or the different coaching styles such as democratic and autocratic (Lenk, 1977) and my aim was to develop as a whole coach. 2.1 Sports Policy and Participation In 2000 DCMS set out the â€Å"Sporting Futures for All† policy which showed Labours clear interest in school sport and sport for young people in general (Houlihan and White, 2002). To achieve â€Å"Sporting Futures for All† the government created a five point plan to allow children to get the most out of sport within school. Since the government have recognised that children are not taking part in enough compulsory sport at school they have put over half a billion pounds into getting a minimum of two hours of practical sports a week in every school and also have worked to create an additional three hours available outside of school hours by 2010. This target is an improvement on the previous objective of having just three hours of physical activity per week within schools (DCMS 2004). From this initiative the government has introduced the seven core sporting activities which schools should include in their timetable these were: Gymnastics, Dance, Outdoor activities, Ne t/wall games, invasion games, striking/fielding games and athletics. Schools now base their minimum of two hours of lessons around these core sporting activities (PE and School Sport CPD report 2006). In terms of the Rugby Football League it could be argued that the government’s plans and the RFLs plans are on somewhat on a different wave length. The government seem to be focused predominantly on increasing participation where as the RFL seem to have a keen interest in improving the professional and semi professional game. Out of the four key mission statements on the RFL website only one of the aims is to maximise numbers within the participation level of the game (Rugby Football League, 2011). This would suggest that the RFL has placed priority on developing the professional game ahead of developing the grass roots level. Chapter III 3.0 Reflective Theory Over the past two decades the focus on reflective practice has grown significantly in a wide range of contexts these include education, medicine and now coaching. This is mainly down to the work of Schon (1983), who by using and applying a basic principle of reflecting on experience to improve action and professional practice, helped to develop the importance of reflective practice (Cassidy, Jones and Potrac, 2004). Schon (1987) also explains that â€Å"wisdom can be learnt by reflection on dilemmas that occur within practice†. Reid (1993) supports this study explaining that reflective practice is not only a way of learning but also a way to develop your own practice once formal education ceases. More recently Knowles, Gilbourne, Borrie and Nevill, (2001) explain that by encouraging practitioners to reflect on practice is an excellent way to create better practice thus identifying areas for improvement and potential changes that should be made. There are many different interpr etations of what reflective practice is, however most studies would argue that reflection is an active, conscious process (Dewey, 1933, Boud, 1985, Schon, 1987, and Reid, 1993). Moon (2004) supports this by defining reflective practice as â€Å"a set of abilities and skills that indicate the taking of a critical stance, a course to problem solving or state of mind†. However Ghaye and Lillyman (2000) argue that reflection is not an intellectual endeavour but an intricate procedure involving the person as a whole, therefore making one simple definition impossible. Essentially reflective practice means taking our experiences as a starting point for learning. By thinking about them in a purposeful way, using the reflective process we can come to understand them differently and take action as a result (Jasper, 2003). Reflective practice is particularly relevant to sports practitioners where learning requires a degree of self examination. The reason for this is because it allows tacit knowledge, cognitive professional shortcuts and non deliberative and contingent decision making to be made, which are necessary for the sports practitioners to generate an understanding and appreciation for practice (Lyle, 2002). Anderson, Knowles, and Gilbourne (2004) recently argued that reflective practice offers a practical structure for the training and development of sport practitioners. The reason for this is because reflective practice is an approach to practice that creates opportunities for access. It has been suggested that putting tacit knowledge into act ion, which includes values, experiences, knowledge, and social norms, is vital to practice. Being able to access and understand this tacit knowledge will make a significant contribution to a practitioner’s professional and personal development, which can be achieved through reflective practice (Knowles, Gilbourne, Tomlinson and Anderson, 2007). Pollard et al (2005) states that the importance of reflective practice towards the sports practitioners is that â€Å"the process of reflective practice must support the development and preservation of professional practitioners†. If the coach cannot find an area of weakness to work on then it is time for them to pass that athlete on. This is where reflective practice is introduced as it allows the coach to see if any further improvements can be made to the athlete, if they can not they then must pass the athlete onto a coach who can further enhance there development. This links to the humanistic approach of coaching which is a person centred ideology, emphasising the empowerment of the individual, towards achieving personal goals within an interpersonal relationship. A major thrust of humanistic ideology is the interpersonal relationship between the coach and athlete. This emphasises that the athlete should not lose control of the coaching process (Lyle, 2002). Research carri ed out by Tinnings (1995) suggests that if becoming reflective was simply a rational process it would be easy to train sport practitioners to be reflective. He argues that it is not easy to train someone to become a reflective practitioner because the issues that the practitioner is required to reflect on, are not simply a matter of rational argument, but have a large level of emotion and subjectivity embedded within them (Tinning, 1995). There are however many benefits of using reflective practice to a sports practitioner. Reflective practice allows the practitioner to become more aware of values and beliefs that shape their practices, resulting in enhanced athlete learning and performance. It also allows the practitioner to become more sensitive to the needs and interest of the athlete, leading to coaching sessions being developed that are more meaningful for all concerned (Tinning, 1991). Reflective practice is essential for increasing coaching success. Clifford and Feezell (1997) consider coaching success to be determined by factors such as knowledge, skills and experience. Schon (1983) identified two main types of reflection these are, reflection-in-action and reflection-on-action. These were identified as the principle ways professionals use to articulate there knowledge. Reflection-in-action is the way that people think about practice while they are doing it. This is seen as an automatic activity that occurs subconsciously everyday. It is seen as a way that advanced practitioners develop as a result of a combination of their skill, knowledge and practice. An example of this could be adapting a coaching session in order to cater for the unforeseen needs and ability of the group. Reflection-on-action involves us consciously exploring experience and thinking about practice after they have happened. This usually happens away from the scene of practice, because of this it is assumed that practice is underpinned by knowledge making it a cognitive process. An example of this could be a practitioner discussing positive and negative aspects of the session wit h another coach who has witnessed the activities (Jasper, 2003) When using reflective practice, practitioners often use models to help structure their reflection. There are a number of different models that have been constructed over the years. According to Ghaye and Lillyman, (2000) all the models share some of the same qualities. The one quality all models share is that they require us to engage in the process of knowledge creation by helping us to move from tacit knowledge into conscious and explicit knowing (Ghaye and Lillyman, 2000). Each model however is also in some way different. For example, some models place a big emphasis on explicating a process of reflection while others believe that the process is more of a â€Å"means to an ends†. The model I have most consistently used is one of the most well known models, the Gibbs cycle. I decided to use the Gibbs (1988) framework as research explains that it is a basic frame work which endeavours to incorporate knowledge, feelings and actions within one cycle, therefore making it more suitable for the novice practitioner (Ghaye and Lillyman, 2000). The Gibbs approach features all the strategies or frameworks for reflection that have been developed over the years by various academics (Ghaye and Lillyman, 2000). However a major criticism of the Gibbs cycle is the unlikelihood of the exact same incident arising again thus making it difficult to create a fully effective action plan, this can also be linked to role frames. Gilbert and Trudel (2004) explain that as coaches develop through their experiences they also develop their own role frames. The problem with role frames is that every coaches role frame is different, an example of this can be linked to my first critical incident. What I perceive as an expectable form of punishment may not be the same as another coachà ¢â‚¬â„¢s perception of acceptable punishment, thus creating the issue of double standards. Chapter IV 4.0 Description The first of my critical incidents occurred on the 25th June, 2010 which was the 8th working day of my vocational practice. In the previous days leading up to the incident I had been working alongside Mr. Smith and was informed at 9 a.m that I would be working with Mr. Todd at a local primary school after my recent request to partake in more hands on coaching. I was briefly informed of what I would be assisting with, which involved general setting up and leading the warm ups which did not leave me feeling too worried as I had covered these within my applied sports coaching module. Upon arrival at the school I was greeted by Mr. Todd who was introduced to me by Mr. Smith. After a brief discussion Mr. Smith left to go back to the office and Mr. Todd and I begun to talk about his role within rugby and what we would be doing today. I was informed that we would be working with three different classes of year six children aged ten to eleven. As the first class walked out Mr. Todd began to take charge of the session and instructed the children to get into neat line using an extremely autocratic approach to coaching, while I started to set up my warm up. When I had finished placing the cones where I wanted them for the warm up Mr. Todd introduced me to the class and informed them all that I would be working with him for the rest of the afternoon. The session then began and the first class went well with only a few disruptions through out. When I had finished my warm up Mr. Todd then took charge and led the remainder of the session. At the end of the lesson the same pr ocess was applied with me setting up the warm up for the next class and Mr. Todd introducing me. During the second session there was a lot more disruptions and the children seemed to be getting restless. This began to aggravate Mr. Todd and he then began to distribute punishments for bad behaviour such as talking when someone else was or bouncing the balls when not instructed to do so. This led to my first critical incident of my placement. During the main section of the session one girl aged ten was throwing the ball in the air while Mr. Todd was speaking this then caused Mr. Todd to verbally abuse the child and then demand the child perform a task called â€Å"belly-back-bellies†. This involves the child first going down on their stomach, then standing up, then down onto their back, then standing up again, then back down onto their stomachs which seemed to be extremely distressing for the children as some had begun to cry, we then finished the second session. Finally we mov ed onto the third class which once again followed the same warm up and skills drills as the previous two sessions. 4.1 Thoughts and Feelings As the session started I began to feel slightly anxious and could feel myself becoming increasingly nervous as I had never worked with this coach before and had no idea what his perceptions of my coaching abilities would be. This was also heightened by a slight sense of inexperience which brought me to question my own coaching ability as I had limited experience working in this coaching domain. During the critical incident itself I felt extremely uneasy as I had never been in a situation were a child was crying because of the punishment they had been given. Another issue that worried me was the fact the teacher of the class was only on the other side of the playground and seemed to want nothing to do with the children that were crying or shouting and just seemed to be ignoring the whole situation. This made me question whether or not anything was going unacceptable or whether this was just standard practice within schools, it also made me question what type of example this was suppos ed to be setting for both me as an observing coach as well as the children who had not been punished. 4.2 Evaluation Reflecting on the session now I feel I did not question either the coach or the teacher to see if this was just standard practice in schools, and whether or not it happened a lot of the time. Also I did not try to comfort the children which looking back now seems like the wrong thing to do as the children were clearly distressed. Due to not working with I this coach or teacher before I did not wish to seem like I was stepping on anyone’s toes as I had wanted to get more hands on coaching. In hindsight I feel I exhibited poor coaching practice as I knew there was something wrong, however I failed to react in what I believed to be the most appropriate manor. This is supported by my reflective log as it clearly shows that I knew at the time what I should have done but failed to do so when I felt it was most appropriate. 4.3 Analysis During the session I felt the coach’s behaviours were extremely demoralising of the child and that some of his coaching methods could have been seen as over the top. Research carried out by Raakman, Dorsch and Rhind (2010) found that indirect psychological abuse was the most commonly used type of abuse when coaching children with 52.8% of all abuse being in this category, however from the criteria used within this study the type of abuse used by this coach would be defined as direct physical abuse which occurred only 5.5% of the time. All coaches have a personal style and approach when it comes to working with any athlete.   However Pyke (1991) claims that you can not   successfully coach every type of athlete using the same style and states that better coaches must use a variety of styles in order to aid learners needs. In relation to this critical incident I feel the coach did not allow enough freedom for the children, who quickly lost interest in the session as Mr Todd was using a very autocratic coaching style. A possible way of overcoming this would have been to step into the session and lead with a most democratic style. Tenenbaum and Eklund (2007) would support this claim stating there are a range of coaching behaviours which are split into different dimensions, two of which include democratic and autocratic coaching styles which is a refection of the coach’s decision making (Mosston Ashworth, 1990). Gill and Williams (1986) would argue that autocratic coaching is extremely â€Å"coach led and directive† in its approach. This claim is supported by Lyle, (1999) who claims that autocratic coaching is a direct approach in which a coach will give a set of rules and orders which must be followed by the athletes. Autocratic coaching has been heavily criticised as it restricts the freedom of the athletes, as they must follow what the coach is instructing them to do (Cross, 1995). However Andrews (2009) states that, â€Å"in situations where members lack the intelligence, ability, experience, and/or personality dispositions to make judgments about situational requirements, the leader must make an appropriate decision for the members†. Martens (2000) also supports Andrews (2009) statement by explaining when teaching beginners an autocratic approach should be taken as the athletes need to be instructed as they do not have the knowledge base to interact via a reciprocal style. Had I have stepped in when I felt I should have this incident could have been avoided by allowing the children more freedom with a democratic approach. 4.4 Action Plan From this critical incident it is clear to see that this specific situation caught me off guard as I had never seen this style of coaching before, and due to it being a coaching style I would not use, took me by surprise. After reviewing the literature I feel there are a varietyof coaching methods which I could have used to aid Mr Todd within this situation which would not have involved a physical punishment such as â€Å"belly-back-bellies†.Since the incident I have had time to reflect on my own personal practice and have been able to identify weaknesses within my coaching, such as not stepping in when I feel it is necessary or discussing my opinions on coaching styles with colleagues when I feel it is appropriate. However I now have experience within this situation and feel if this problem ever arose again I would be better equipped to deal with it in a more suitable manner. One such way in which I could initiate this would be to sit down with the coach prior to any session and discuss what we would class as appropriate discipline for the athletes. Chapter V 5.0 Description The second of my critical incidents occurred on the 3rd August, 2010 which was my 20th day of working within the RFL. In the days leading up to this incident Mr Smith had informed me that he would be going away for two weeks for his brother’s wedding and that during this time I would be working from home on a database task which had been set by Mr Black but also that I would be running two one and a half hour tag rugby sessions with members of the BAE systems work force to promote rugby within the local community. Before departing for his holiday Mr Smith had informed me that he would be leaving all the required equipment for the sessions with Mr Todd and that I should go and collect them on the day of the event in the morning. When I arrived at Mr Todd’s office I was informed that Mr Smith had not left any equipment and Mr Todd had not even heard about the session which was due to be running later that day. This then left me to find balls, cones, bibs etc as independen tly without this equipment the session would not have been able to run. Fortunately the session was running at my own local rugby club and seen as I was captain of the 1st team this allowed me access to all their own equipment. The day then went from bad to worse as the participants began to arrive there was almost double the number of competitors Mr Smith had informed me there would be, however this was easily dealt with as I was able to think on my feet and create another couple of teams to add to the competition. When all the competitors had arrived it was just a matter of getting them into games and to get the referees to run the matches, however Mr Smith had also forgotten to book any referees for this event which caused even more confusion as there was not any qualified referees. Miss Proctor (the leader of the BAE development programme) then   started to become increasingly angered by the lack of organisation on the part of the RFL, some of which was directed at me. I then had to explain the situation to Miss Proctor and let her know that the games would have to be refereed between the teams and fair play would have to be enforced by the players themselves, which help calm the situation. When the session was finished Miss Proctor apologised for over reacting and stated that she could see that I had been left without the equipment and was just as upset as she was about the lack of organisation. 5.1 Thoughts and Feelings When I had found out that no equipment had been left by Mr Smith I was immediately shocked and extremely worried as I did not know how I would be able to run the session and whether I would be able to call it off if I was unable to get hold of anything. When I went up to Hawcoat Sports Club and was able to get into the equipment stores I felt a huge relief as I knew even if it was not the RFLs equipment that the participants would not know any difference and the session could go on as planned. When Miss Proctor became distressed at the lack of organisation on the part of the RFL I felt extremely worried that this would come back against me and my boss (Mr Black) would find out and say he did not want me to complete my work placement due to my apparent incompetence, however this was quickly over come when I explained the situation to Miss Proctor. Finally I felt very angered and let down by the lack of organisation on the part of Mr Smith for being irresponsible enough not to leave me any equipment or any referees. I was also angry at my own inability to contingency plan ahead as we had learnt a lot about this in class but I had not thought I would have needed to in this specific situation. 5.2 Evaluation Looking back and reflecting on the session now I feel that I should have done a lot more in terms of preparation for the session and did not need to leave it until the last minute to get the equipment. I also feel I should have got in contact with the referees to make sure they remembered the session as Mr Smith booked them over three weeks prior to the event and they may have not remembered. I strongly believe that I had the relevant knowledge prior to this incident happening however I feel it was my lack of experience and naivety within the situation which aided my failure. This was definitely poor coaching practice on my part as it was my failure to prepare which caused the initial incident to occur. 5.3 Analysis After reviewing the literature it is clear to see that planning is one of the most central features of the coaching process (Lyle and Cushion, 2010). This claim is supported by research from Gould (1990) and Lyle (1992) who have looked at elements of coaching which coaches would class as significant, and in both studies planning is seen as a central role of the coach. Lyle and Cushion (2010) also explain that the planning process for coaches must include some â€Å"pre determination† and â€Å"accounting for consequences†. Lynn (2010) also suggests that within planning there are seven key part of the session which should be accounted for, these include: Session structure Specific activities Range of activities Time allocated to each activity Feedback to athletes Equipment Athlete safety This would suggest that during my coaching I failed to successfully account for the planning process thus performing poor coaching practice. An ongoing debate with planning is that coaches only plan for problematic environments (Jones and Wallace, 2005). This argument is supported by Cushion et al (2006) who asks the question what can coaches truly plan for? More recently Cushion (2007) has claimed that coaches have â€Å"limited roots† when planning, thus limiting what coaches can fully plan for. However Lyle (2007) would argue that planning is the role of the coach and must be managed on a daily basis, taking into account all possibilities. Plan-do-review is commonly seen as the most suitable method of planning to use when coaching (Lyle and Cushion, 2010). I feel that it was my inability to plan for problematic situations which caused me to execute poor coaching practice when running my session. 5.4 Action Plan From this critical incident it is easy to see that I failed to fully prepare myself for the session and in doing so left myself open to fail. After reviewing the literature it is clear to see that in order to fully prepare yourself for any event it is important to cover every possible scenario with contingency planning and risk assessments as this is allow for the best possible outcome on the day. Since the incident I have had time to look at my reflective log and analyse my own personal practice and have been able to notice that on the day of the session I had planned the session but had failed to make a contingency plan, thus causing me to have to think on my feet and look at other ways to make sure the even still went ahead. This has allowed me to see that in future session I must always create a contingency plan in order for it to run smoothly. Chapter VI 6.0 Evaluation The overall aim of the placement was to further increase my tacit knowledge, gain valuable experience and improve my confidence within the coaching world. I feel was able to achieve these aims through working alongside Cumbria Rugby League Development team, as these provided me with a extremely good platform for learning and allowed me to get a very hands on experience. Prior to starting the placement I believed my weaknesses were that I lacked craft knowledge and experience of coaching new people, especially young children as I had limited experience working within this coaching domain (Cote and Gilbert, 2009). However the basic knowledge I had gained through completing my level 1 rugby union course and other experiences at university helped me to start off. My perceived weaknesses seen above became evident in the early stages of my placement, when my lack of knowledge and experience led me into situations which I struggled to handle, this resulted in poor and in some cases unethical practice on my part. These incidents in some cases affected the group as they sometimes had to sit around while the incidents were being dealt with. On top of having to wait around, the summer heat and times of lessons e.g. after school caused children to become restless, bored and inevitably hard to coach. However through reflection and the recording of day to day eve nts and outcomes I was able to use knowledge and experience of successful practice to ensure I repeated this, the next time the scenario arose. Also if the practice was not successful I was able to use relevant literature, to provide me with the knowledge required to deal with the same situation effectively if it were to occur again. It is when these similar situations occur, that the improved coaching knowledge gained through successful past experience is applied, this practice is known as evidence based practice (Chapman and Hough, 1998) and has been described as the conscientious, explicit and judicious use of best evidence in making decisions about the care of students (Sackett, Richardson, Rosenberg, Haynes, 1997). This style of practice was used in the latter weeks of coaching. As well as increasing my tacit coaching knowledge and hands on experience it was also my aim to gain two useful contacts within the RFL which I could use when leaving university. In terms of contacts there was a long list of different coaches I feel I could now contact if I wanted some more coaching experience, however the two most influential contacts I made while working at the RFL were Mr Black and Mr Smith as these coaches can both provide useful references for me in any line of work as well as within rugby league. I would describe the acquisition of these contacts as successful to my aims as I now have two reliable points of contact within the RFL which have both stated they would have no problem granting me reference to potential employers. Chapter VII 7.0 Conclusion For my placement I went to Cumbria Rugby Football League Development, this was undertaken for a period of one hundred and fifty hours over the space of six weeks. During this time I was mentored by Mr Black who is the Head of Cumbria Rugby League Development. In terms of rugby league, Cumbria is one of the most highly thought of counties in the country. With an extremely proud rugby league heritage, Cumbria along with Yorkshire and Lancashire is what the RFL describe as the birth place of rugby league. With such a prestigious heritage it was an honour to work in one of the countries most influential rugby league development teams. This sense of honour made me want to truly excel in my work and put 100% in when ever I was asked to perform a task. Over the course of my placement I used the Gibbs Cycle as a method of reflecting on my sessions, this allowed me to not only analyse my performance whilst working but also to go away and gain valuable information about what I could do differently in future sessions. 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RC time constant of a capacitor Essay Example | Topics and Well Written Essays - 1000 words - 1

RC time constant of a capacitor - Essay Example At the same time that happens, the upper plate receives electrons making it of a positive charge (Platt). This process is not instantaneous; it takes time. At the beginning, current is high and begins to decrease as charge accumulates on the plates. At the beginning there is no voltage across capacitor but increases as charging continuous. capacitor voltage Vc, increases towards Vb but asymptotically. During the charging and discharging process, exponential laws as below are adhered to Using the requirements provided the circuit was connected as shown above using a 470Â µF and 80,000á ½ ¨ resistor. Measurements using the multi-meter was taken for time intervals of 10seconds. The results of Vc, Vemf-Vc, Ln(Vemf – Vc/Vemf) were recorded in a table 1. At this moment the capacitor was fully charged. The value of voltage across V0 was recorded. The second part of the experiment began by undoing the switch from each procedure above and the timing process was done and table 2 was filled with relevant data Vc, Ln(Vc/V0), and time in table 2. Logger pro was opened and voltage adjusted to zero. Time constant was set to 150seconds. Capacitor was recharged holding the voltage probe across capacitor. Switch was flipped to B and hit collect on logger pro. Natural exponent function was selected on the logger pro. Data obtained was then recorded. The practical objective were met and the practical was successful. Data used for calculation was obtained from finding the average of the data obtained from trials 1 and 2. When a capacitor is connected to a battery, it charges and the rate at which it happens is dependent on the time constant. By opening the switch, the capacitor discharges. The theoretical value of the time constant differ from the practical value obtained after plotting the graph, finding gradient and calculating for time constant. This is due to human measurement errors, faulty components, and faulty meters. Timing in this experiment is the