Reading Discussion Essay Example | Topics and Well Written Essays - 250 words

Reading Discussion - Essay Example It was also interesting to note that, even with these blurred lines between â€Å"pop† and culture, the media has played a critical role in influencing how both adults and children act. This could lead to lower self-esteem because people feel that they have to take specific actions in order to fit into the popular culture. I was also attracted to the fact that the United States has an overwhelming influence on the actions of other societies, specifically due to the fact that American composition classrooms have championed the incorporation of popular culture into academic study (Maasik & Solomon 7). It is almost as if had media technology not been invented, then the world would have had to focus on other issues that have more importance to their heritage and their lives. This is confusing because it could be assumed that the media would adapt to societal norms and reflect reality. Instead, it has adapted to popular culture and has influenced society to adapt to norms present in popular

Business Ethics & Professinal Ethics Essay Example | Topics and Well Written Essays - 1250 words

Business Ethics & Professinal Ethics - Essay Example This is a broad core value, but becomes a necessity as a law enforcement officer. As a law enforcement officer or FBI agent, I would be investigating homicides, kidnappings, white collar crimes, and various other offenses. I must be prepared to investigate with the same amount of vigor every case I am assigned. For example, if I arrest an African American, white, Arab, or anyone else, I must treat them the same. If I was investigating the kidnapping of the President’s daughter or a homeless man’s daughter, I must put the same amount of effort in to the investigation. Profiles are used to track criminals, especially in the FBI. However, I must not racial profile, only criminal profile. All American citizens or individuals living in America deserve justice. A cop must follow certain rules to achieve justice for all. It is important to understand that justice sometimes cannot be achieved for all, but the goal is to try to achieve justice for all. In order to do this a few rules must be followed. One example is a suspect’s Miranda Rights. These are rights to remain silent, request a lawyer, or have a lawyer appointed to the suspect. If these Rights are not read, justice cannot be achieved for the suspect or the victim. Innocent suspects can be railroaded or guilty ones can go free, if a cop does not follow the rule of reading the Miranda Rights. Another rule to follow, that some police officers do not observe but should, is the keeping of the laws they enforce. Humans, even police officers, are not perfect. A speeding ticket should not strip a police officer from their post, but more serious offences should. For example, DUI’s, bounced checks, and definitely felonies should cause a police officer’s dismissal. An officer’s integrity would be in question if they commit a crime. They would no longer be able to search for justice, because justice needs to be enforced by those that obey the law. Finally, the last rule

Skill Acquisition And Movement Control Physical Education Essay

Skill Acquisition And Movement Control Physical Education Essay The object of this paper is to describe the proccesses on which an athlete applies proccesing models, and develop those models for selection of selected sports skills. Skills are difined as an athletic ability to choose the right technique at the right time, and succefully reproduce that skill with ease and cosistancy. Motor skill learning is an active process, interrelated with cognition. Skill concepts are aspects of cognitive concept learning in physical education that focus on learning the way the body should move while performing motor skills (Gallahue Cleland, 2003). Skill is a persons degree of compitence in dealing with an action using internal and external stimulus to achieve a goal. Connolly and Brunner (1974) describe skill as indiviuals ability to consitently achieve a goal(s) under a wide variety of conditions. Motor skills learning occurs in three stages: The cognitive stage: This stage is characterised by the efforts of the learner to understand the task. In motor skills this is the stage of plan formation. A great deal of concentration and effort is required. Associative stage: During this stage the learner approaches maximum efficiency and the qualities of the task are refined. Autonomous stage: The task is performed with little, if any, conscious control. Performance becomes consistent. Motor programmes like restitution, partial restitution and substition are linked to the brain where the cognitive proccess interact with the controller (central nervous system), see figure 1. These motor programmes contain all the information required to make a movement : Which muscles that are to be to use. The order in which muscles are used to be used. The phasing and degree of contraction of muscles that will be used. skill aquisition chart fig1a.bmp Figure 1. A closed loop central system adapted from (Kelso, 1982, Adams, 1971). For instance the example of kicking a football which is inline with the movement in this paper. Skills are aquired over time, it is belived that a professional athlete at the top of their sport would of trianed over 10,000 hours, to achieve the level of skill needed to compete at elite level for thier particular sport. Williams and Hodge (2004) outlines this saying The pratcice history profiles of experts in a variety of sports suggests that an investment of over 10,000 hours of pratice is requires to reach elite levels of performance. The proccess of learning demands insight into the task and selective attention to the pertinant sources of information within the person and within the environment .Learning is traditionally defined as the proccess that results in relatively permanent changes in behaviour brought about by experience. It implies a change so profound that we have truley altered our operating knowledge base. It also implies that we have access to and have benefited from information base and analytical proccesses of the skill we have learned. We not only can perform the skill (ie, solve the problem), but we can also apply the knowlege and control accured to future behaviour (Higgins. 1991). Development of a sports skill. Information processing model is based upon the following: Input is the information from the surrounding environment which the player or athlete is aware of and uses to decide on a responce. So the environment needed to maximise this for the player/athlete would be to intorduce this to everyday sporting situations. Decision making refers to a combination of recognition, perception and memory. The player or athlete uses recognition, perception and memory to select an appropriate responce to the demands of the situation. Output is determined by the responces made and the movement which inturn become inputs in which player/athletes percive the outcome of his or her responces thus becoming the basis for further decision making. A view of the information proccessing model and its complicated links can be seen in figure 2. information proccessing model.bmp . Figure 2. Information proccessing model. Transfer of learning skills The early stages of skill learning are charaterized by a high degree of cognitive- concious invovlvement on the part ofthe learner in analyzing the motor problem or engaging in the task analysis (Higgins. 1991). The player/athlete is attempting to understand both what is expected and how to solve both the startagies and the principles of the movement, and how this is compatiable with the variables of the task. The player/athlete will not be able to engage in any motor skill behaviour until this proccess occurs. That is until the player/athlete understands the means ends relationship. The player/athlete is developing a totally complementary system for solving the problem. He or she must learn to meaningfully organize all behaviours that support the intricatley interwined information gathering and preformatory aspects of the task. At the same time, the learners performance is limited by his or her current knowledge and currently available organizational capacities (Higgins. 1991). The problem for the learner is to understand the nature of the motor problem to be solved so that a coordinated pattern of specfic movement can occurrs. So the main goal of the first phase of learning is to discover a relationship between the task variable and the movement required. The player/athlete now has to learn movement that is broken down into segement for learning with a goal in mind being the means end relationship. As the coach, they are responsible for teaching new skills and movements to players/athletes or improving their existing skill and movement levels. Learning these skills and movements is made simple if certain stargatgies as a coach are adopted in how the skill and movement are taught. The three approaches are expalined as follows: Whole Practice is the ideal situation a skill movement should be taught as a whole. The player/athlete can then appreciate the complete movement and execution of the skill. This whole method can sometimes mean the player having to handle complex movements e.g. executing a shot on goal. Part Instruction is When a skill is complex (a sequence of steps like the cruyff turn or the Beardsley shuffle), then it is more appropriate to breakdown the complex movement into its elements. The elements can then be taught separately and then linked together to develop the final skill.Focusing on the mechanics of the movement. When part instruction is used it is important that the player/athlete is demonstrated the whole skill so that they can appreciate the end product (means- end relationship) and understand how the set of parts will develop the skill. Whole Part Whole Instruction a combination of the two where the learning process becomes a more interative cycle: try the whole skill, break down in elements and train these. Finally, bringing it all back together again as one complete skill and movement. The patricular skill and movement that this paper will focus on is the components of kicking a football. Breaking the skill and movement down in to segements will help the palyer athlete understand the all variables within the skill/movement and the means-end relationship. Kicking is a complex motor task which we learn as children. The player/athletes kicking skill develops rapidly between the ages of four and six, and by the age of nine the pattern is mature it does not develop further (Barfield, 1998). Acquring mature patterns of fundamental movement skills during early childhood is necessary for succesful participation in games and sport (Rink, 2002). Figure 3 shows how the particular movement of the kick is broken down at this early stage of learning. kick2.bmp Figure 3. The componets of the kick adapted from (Barfield, 1998). The ultimate goal of breaking the skill/movement down is to effect change in the behaviour of the player/athlete. The most common biomechanical difference between the elite and novice footballer is that elite footballers use a refined and consistent movement pattern where novices use a variable and inconsistent one (Phillips, 1985). If the componets are broken down further to what muscles perform and which actions they perfom, it becomes clear that movements originated from the control centres as described on p.3 and that motor programmes are linked with the storage of this information to repeat the same movement in the future. Figure 4 shows the break down of the body part, the muscle and actions they perform. Body Part Muscle Action Trunk Abdominals, psoas major, erector spinae and spinal Postural muscles. Stabilisation of rotation to the right. Right Hip Gluteus maximus and Hamstring group. Extension. Left Hip Gluteus med, gluteus min, hamstring group and adductor Magnus. External rotation and eccentric extension. Right Knee Hamstring group and popliteus. Flexion. Left Knee Quadriceps group. Eccentric extension. Right Ankle Plantar flexors. Plantar flexion. Left Ankle Plantar flexors. Eccentric plantar flexion. Left Shoulder Middle and anterior deltoid and supraspinatus. Abduction. Figure 4. The muscular action during kicking preparation (right-footed kick), adapted from (Barfield, 1998). Some Players/athletes need additional input from visual stimulus, in the use of video play back of the movements they have performed. This enables them to break down an analyse their movements in a third person perspective (looking on as the coach sees it). This then enables the player/athlete to then adjust to the slightest millimeter, making the acquisition of that movement or skill more refined. Thus installing a new motor programme for that particular movement. Other players/ athletes use verbal language as additional stimulus in the form of command and propmts to change the movement. In additon some players/athletes use both as additional stimulus, other stimuli can come from intrumental learning. This proccess installs variables on how players/athlete respond to the stimulus from the caoch and the environment around them. Instrumental learning is also called operant conditioning and based on rewards and punishments in order to strengthening the responses that lead to positive outcomes and the avoidance of negative outcomes. For example if a player/athlete is priased for achiveing a certain movement then they will be more likely to attain that movment. So in theory prasing the athlete for correct practice encourages them to consistanly perform the variables and movement more efficent. Instrumental conditioning is of the opinion children may have attitudes about topics they do not fully understand (e.g., tactics,managaement), but they may hold similar attitudes as their adults counterparts up until thier teen year In their later teens. Subsequently, teens begin to evaluate attitudes and views independent of parents attitudes and views. So in the terms that they say they cannot complete the gaol or task, it may be the fact that they do not wish to complete the goal or task as they know they may already be able to acheive the task. See figure 5 for a model of instrumental conditioning. Figure 5. Model of Instrumental Conditioning Instrumental Conditioning involves three key elements, these are: a response an outcome (the reinforcer) a relation, or contingency, between the R and O The Instrumental Response is usually an arbitrary motor response and there are limits on the types of responses that can be modified by instrumental conditioning relevance, or belongingness, is an issue in instrumental conditioning as well as in Pavlovian conditioning. Conclusion Cognitive and motor proccess are at the essence of learning, their complex structures and proccess allow the player/athlete to store cognitive and motor programmes for the future. Skills and movement are repeated through cloosed loops and information processes. A skill developed during the process of learning, behaviour tends to develop efficiency. That is, there is a tendancy towards consistent application of underlying set of principles that are mechanically, environmentally and psychologically-morphologically derived and task specific (Higgins, 1991).These principles are certainly observed as variant characteristics of movement. Movements are in essence strucutred around congnitive and motor programs. In turn motor skills are the ability to use movement as a problems solving tool. The demands met by this are inherent within the tasks encountered by the player/athlete, and must be analyzed, understood and resolved in a self referential fashion.

Miscegination Is Genetic Suicide:- A Critical Look At Race-m :: essays research papers

Every species on earth has it's variants. For example, the differences between Wood Ducks and Mallards have evolved for specific reasons - namely, those which best ensure the survival of the Duck species in different environments. The same applies to humans. The Negro race has evolved under a certain set of conditions and those conditions differed vastly from those under which the Nordic Aryan race evolved. Whereas the Nordic Aryan needed warmth and shelter in the cold climates of Europe and consequently developed a more hairy body, light skin, and a narrow shaped nose among other things, the Negro, lavishing in the hot climate of Africa, needed cooling and therefore devoloped a flatter nose, a body with minimal hair, and a flatter, broader nose. This type of genetic diversity which has evolved over many thousands of years in order to better adapt us for our respective environments is being destroyed with miscegination - that is - "race-mixing". As every species in the world developed, it's sub-species and it's further strains and breeds under those have evolved for a very specific reason - the preservation of the species, and ultimately, life itself. Each species is like a tree, with hundreds of branches, each leading to thousands of other branches. Each branch of the tree is slightly different from the one beside it, due to living in a different environment it has had to adapt and the resulting differences are due to the combination - the formula - of genes, which has survived the best in whatever environment it has encountered. Because of this branching of the species, whenever a particular disease, a natural phenomenon, or a new predator has arrived on the scene, the species has always been diverse enough to continue, as there will be one branch of the tree which has the immunity, adapted over time, in order to defend itself or escape from the catastrophe. This method, special branching, has ensured the survival of vario us species for thousands of years, and is in fact the reason for the existance of different species. Since the beginning billions of years ago when God reached down and fused the base elements of life into a single-cell organism, that's how long this process has been taking place. As the amoeba of life spread to different parts of a world that was just beginning to take shape, it encountered different challenges for survival, the cells that couldn't survive died and the one or two mutated cells that could survive continued, multiplying and dominating each particular environment.

Childhood Obesity Essay Introduction Essay

Introduction Obesity is a serious and major health complication contributing to 112,000 deaths annually most of which are preventable. Obesity is to a condition where excess fat has collected in the body has to the level of adversely affecting one’s health. There is no general agreement on the lowest explanations of obesity in adolescents and children. Therefore, most professionals accept the guidelines published on body mass index (BMI) to measure cases of overweight in children and adolescents. The increase of obesity among children in 2008 increased from 5 percent to 17 percent in the same year. This paper will focus to explore the causes of obesity in children and give methods on how it can be prevented. One is considered as obese or overweight when his or her body mass index BMI exceeds 30 kg/m2) (Flegal, 2000). Body mass index is obtained by measuring an individual’s weight in kilograms relative to his or her height in meters. Presently obesity is the widest spread medical problem affecting children and teenagers in developed countries like the United States. Other measure of obesity include: a) Weight-to-height tables- These tables define being overweight and give ranges for a healthy weight based on the height of a teenager or child. b) Body fat percentage- Fat a percentage of body weight, is a strong indicator of obesity. Boys are regarded obese when their body fat is above 25 percent and girls over 32 percent. Obesity has profound effects on the life of a patient by increasing the possibility of contracting variety of diseases. The following are health consequences of obesity according to Center for Disease Control and Prevention (CDC). Cancers (breast, endometrial and colon) Coronary heart disease Hypertension Stroke Type 2 diabetes Dyslipidemia Osteoarthritis Gallbladder and liver and disease Gynecological problems (infertility, abnormal menses) In addition to the health consequences above, obesity can also create social, as well as, emotional problems to an individual or patient due to the stigma associated with one being overweight. Causes of obesity Physical exercise and dieting are among the best ways for treating obesity. One can improve his or her diet quality by reducing the intake foods rich in energy, e.g. those high in sugars and fat and increasing the consumption of dietary fiber. Drugs such as anti- obesity medication drugs may be taken to lower appetite or inhibit the absorption of fat. A gastric balloon may enable one lose weight if exercise, medication and diet are not effective. Surgery may also be performed to lower stomach volume and or bowel length. This leads to earlier satiation and reduced ability to absorb nutrients from food. Below are some of the major causes of obesity (Ferry, 2011). Physical inactivity- The increased use of computers, video games and televisions have largely contributed to an inactive lifestyle for many teenagers and children in developed countries like the U.S. On average, teenagers and children in the United States of America spend three hours daily watching television. This form of recreation not only uses little energy but also encourages eating of snacks. Only one-third of children in the United States have daily physical exercise education in school. Dietary habits- The eating habits of teenagers and children have shifted away from healthy foods such as vegetables and whole grains to enormous reliance on fast foods, sugary drinks and eating processed snacks. These foods tend to contain high levels of fat or calories but low in essential nutrients. Unhealthy eating habits include eating when not hungry, watching television while eating or eating while doing homework e.t.c. Genetic factors- Some families tend to have obesity. Parents who are obese tend to have obese children. It is very  crucial to note that obesity does not occur through genetics alone, but when one eats more calories than he or she uses. Socioeconomic status-Non working parents or families with low incomes are more likely to consume excess calories for a given level of activity. Specific medical conditions can cause obesity but are rare. This includes inherited disorders of metabolism, hormone or chemical imbalances. Certain medications can alter how the body stores fat or processes food, thus resulting to weight gain. There is limited evidence to support the fact that some people who are overweight eat little yet gain weight due to a slow metabolism. Obese people require more energy expenditure than people who are thin due to the energy required to maintain their massive body mass. Conclusion Obesity is considered a major cause of deaths worldwide with increasing prevalence in children, teenagers and adults. The American Heart Association has guidelines for healthy children and families. It recommends that one should eat adequate calories and eat a wide variety of foods to obtain adequate nutrition. It also recommends that the total cholesterol taken per day should be less than 300mg. These guidelines are only applicable to children above two years of age. It is necessary for everyone in the family to apply these guidelines and not just those who are obese. Schools should introduce anti bullying campaign to assist overweight children. The biggest responsibility falls on parents to ensure their children observe healthy eating tips. References American Heart Association. â€Å"Dietary Recommendations for Healthy Children.† Apr. 19, 2012. . Ferry Jr., R.J., ed. Nutrition and Health: Management of Pediatric Obesity and Diabetes. New York: Springer Science+Business Media, 2011: 416. United States. Centers for Disease Control and Prevention. â€Å"Childhood Overweight and Obesity.† Apr. 27, 2012. .

How multi agencies work together Essay

There are many agencies that we work with to help with children and young peoples development. When we look at behavioural development, social interactions and speech development all these agencies link together. We use nursery transition days to help the child settle into their new environments and arrange intake visits and meetings with the school for a smoother transition. Social services is used if we have any concerns of a child’s well being so then police and a designated social worker would also be involved. The health team are always on hand to help if any families need support with parenting or any development issues. They will then offer parents appropriate courses such as nurturing. At Playgroup we can point in the right direction of any help needed such as our family intervention officers who go into the family homes and will discuss any problems families may have. We run a language and play session which families are invited to where they can enjoy some one to one time with their child to do various activities that will enhance development and build parents confidence too. We have various teachers who can give us support too that work within flying start that can give advice on children’s development and help observe children if we feel there are any problems. Also we can offer one to one support to children if they need it as many of us have had relevant training through senco. We work with health visitors on a daily basis as they are in the same building as us. They give us all relevant information on new children due to start and if there are any concerns with children already with us. We would discuss any issues we have with any children to the designated health visitor of the child as they have all relevant information on that child. Sogs assessments are a good way to see if a child is lacking in any developmental stage and these are used to determine if any outside agencies are called in to discuss anything further. We have also worked closely with social services and have attested child protection conferences. These help us understand what is going on with the child in their home environment and will help us understand if there have been changes in the child’s development at Playgroup too. We are able to keep all information confidential and it is only available to the relevant people involved. All staff are made aware of any children that are put on the child protection  list and all staff have their child protection training updated so we are aware of what we do if we are unsure of a child’s well being.