Surrogacy and transnational adoption are very honorable and noble choices to help those who cannot have children or are incapable of doing so. According to the Vice video, surrogacy has become a global spread in many countries and often not done ethically due to different countries laws. This is especially apparent in India where it is much cheaper to get a surrogate than paying for one in the U.S.
Prospective parents put off by the rigor of traditional adoptions are bypassing that system by producing babies of their own-often using an egg donor from one country, a sperm donor from another, and a surrogate who will deliver in a third country to make what some industry participants call a World Baby. Because this is a global business, laws are vague and can conflict from country to country. Communication between all three parties of the business can be very difficult at times because everyone might live in a different country. This makes it hard to make sure the if parents or the surrogate is responsible since there is little information exchanged. A background check would provide valuable information about everyone to know that they are not dangerous. I think one potential solution to this business so that it isn’t as sketchy, is to shift our areas of interest to countries that have background checks available while staggering the impregnant dates to minimize abortions. Having background checks also would provide valuable information about everyone to know that they are not dangerous.
International adoption can be challenging at times, but very rewarding. It can be useful for people who cannot have a child or want to give a child a better life. It can also be much cheaper and faster to adopt one from another country because there are less regulations and specific laws in other countries. I think adoption in general is an important thought to consider for potential future parents. There are thousands of children who grow up in a foster home who don’t get the help and resources they need. I have a friend who was adopted by parents in the U.S., but she was originally from Vietnam. They were able to give her a better life and the resources she needed to grow. However, while adopting internationally has it’s pros, its cons would be that after taking them away from their own country, they might take away the child’s sense of identity or the culture they came from. This can potentially affect a child’s future self identity and make them feel out of place being in a different country with a different race of people.
Whether it’s adoption or surrogacy, people need to be aware of the the risky business behind it. Since most of these cases are done internationally, a background check is one of the most important things to do. Without a proper background check, it could increase the chance of a child being raised by irresponsible parents and continue to throw away another human life. Surrogacy is a sensitive and risky business that needs to be handled.
It's not just back pain... It's the big picture.
Some experts say as many as 80% of us will experience a back problem at some time in our lives
Unfortunately, we tend to think of back pain as something to be treated when it happens, instead of something that can be cared for and prevented through healthy lifestyle decisions and maintaining our spinal health
Running head EXERCISE PROGRAMS TO PREVENT FALLS .docxcowinhelen
Running head: EXERCISE PROGRAMS TO PREVENT FALLS 1
EXERCISE PROGRAMS TO PREVENT FALLS 5
Exercise Programs to Prevent
Fall Related Injuries in Older Adults
Student
Student
Gwynedd Mercy University
Abstract
The implementation of exercise programs was evaluated to identify best-practice in fall-related injury prevention. This paper incorporates information from four different studies to identify the evidence that suggests best-practice protocol. Evidence of these studies suggests that implementing exercise programs helps to prevent fall-related injuries in long-term care facilities for older adults. Incorporating exercise programs increases patient safety, prevents further injury, and promotes communication between patients and staff. By implementing these programs, patients’ overall health improves and they’re more satisfied by their ability to perform activities of daily living on a more independent level.
Exercise Programs to Prevent Fall Related Injuries in Older Adults
As individuals age through life, the risk for falls increase immensely. This is due to the lack of strength as well as a lack of balance in the human body. It is important for nurses to take l precautions to help stop patient falls because in many instances, falls are preventable (Ambutas, Lamb, & Quigley, 2017). Fall prevention includes important interventions that stop subsequent injuries from happening to patients. Everyday, nurses take precautions to prevent falls but additional actions could be taken in order to make these interventions more effective. Every patient is at risk of falling, especially older adults because they lose muscle mass and balance as they age (Taylor, Lillis, & Lynn, 2015, p. 142). After performing fall-risk assessments on each patient, nurses implement suggested best practice protocols for low-risk, moderate-risk, and high-risk patients. Best practice includes educating patients and families on fall risk, using bed or chair alarms, lowering the beds, encouraging regular toileting and other precautions (Taylor, et al., p. 145). Exercise programs act as another important measure that nurses could implement, in order to help patients improve their balance, strength and mobility while performing activities of daily living, and reduce risk for falls (Ambutas, Lamb & Quigley).
The following clinical question will be used to identify best practice related to exercise programs in order to prevent falls in older adults:
P: Older adults living in long-term care facilities
I: Exercise programs
C: (none)
O: Prevent fall-related injuries
T: (None)
In long-term care facilities for older adults, how do exercise programs help prevent fall-related injuries?
Review of Literature
Dal Bello-Haas, Thorpe, Lix, Scudds, and Hadjistavropoulos (2012) completed a quantitative research study that focused on the implementation of a walking program in long-term care facilities, in order to prevent falls. Ris ...
Physical Fitness Involvement Among Young Adults and its Relation to other Act...Vinay Ghosh
You can visit our blog below, for more such kinds of free research paper downloads: --
https://academicwritingforstudents.com/visit-our-blog
Physical activity is one of the major traits among young adults and children. The level of
physical activities among children is found to be directly related to some common diseases like
obesity, cardiovascular diseases, diabetes, high blood pressure, and cancer. This paper consists of
a literature review of various research papers, which have been published in the context of
physical fitness. The various papers have been discussed to prove that physical fitness is directly
related to these diseases.
SW 619Infancy and Early Childhood Development of Drug Addicted.docxmabelf3
SW 619
Infancy and Early Childhood Development of Drug Addicted Children
While in the womb fetus is in the it feeds off the food intake and nourishment through the
placenta, which also means that any substances such as drugs, alcohol or tobacco that enters the
mothers system flows through the placenta and is delivered to the fetus as well. From birth to three
years old is the most critical period in a child’s development process. Children of mothers that use
drugs while they are pregnant increase the likelihood that the child will suffer from some form of
birth defect and oftentimes born prematurely. The lasting effects of prenatal cocaine affect the
growth of the fetus physically. The results of the increase of premature birth, and generalized growth
retardation including decreased birth weight, shorter body length, and smaller head circumference
(Bigsby et al, 2011; Covington et al, 2002; Gouin et al, 2011; Mayes et al, 2003).
These toxic chemicals can sometimes have irreversible damage that affect the child’s normal
development process with regards to proper development of organs and brain function.
From the ages of 0-2 months old a child are expected to have develop motor skills that would
include the ability to recognize different colors and shapes, kicking waving, have the ability to
recognize familiar voices and their sleeping patterns would change, meaning that as they grow older
children should be sleeping a little longer than a new born baby. Children from the ages of 2
months old should be able to extend their arm and reach and pick up toys and other objects,
hand coordination by shifting objects from one hand to another. The child should be able to pick up
finger food and bring it to their mouths. Identifying a problem with a child is when they are not able
to perform these age appropriate task.
A toddler ages 3 to 5 years old should be able to perform task such as holding crayons drawing horizontal lines, circles and have the ability to fold and snip paper with scissors. Children that have been exposed to substance may struggle with completing these tasks or will develop these cognitive skills at a slower rate. One study using play behavior (Rodning, Beckwith, & Howard, 1989a) found that preterm toddlers exposed to cocaine
and other drugs to show poorly developed play behaviors, and a lack of interest and motivation in
unstructured situations, in comparison to a group of high risk preterm children. Using play behavior,
one study found preterm toddlers exposed to cocaine and other drugs to show poorly. However, by
3 years of age, there were no changes associated with fine motor performance or behavior observed
with the child externalizing behavioral problems at age 5 years old. Stress and psychological
symptoms of caregivers were found to be in direct correlation with increased child behavioral issues;
indicating that the effected children may have m.
It's not just back pain... It's the big picture.
Some experts say as many as 80% of us will experience a back problem at some time in our lives
Unfortunately, we tend to think of back pain as something to be treated when it happens, instead of something that can be cared for and prevented through healthy lifestyle decisions and maintaining our spinal health
Running head EXERCISE PROGRAMS TO PREVENT FALLS .docxcowinhelen
Running head: EXERCISE PROGRAMS TO PREVENT FALLS 1
EXERCISE PROGRAMS TO PREVENT FALLS 5
Exercise Programs to Prevent
Fall Related Injuries in Older Adults
Student
Student
Gwynedd Mercy University
Abstract
The implementation of exercise programs was evaluated to identify best-practice in fall-related injury prevention. This paper incorporates information from four different studies to identify the evidence that suggests best-practice protocol. Evidence of these studies suggests that implementing exercise programs helps to prevent fall-related injuries in long-term care facilities for older adults. Incorporating exercise programs increases patient safety, prevents further injury, and promotes communication between patients and staff. By implementing these programs, patients’ overall health improves and they’re more satisfied by their ability to perform activities of daily living on a more independent level.
Exercise Programs to Prevent Fall Related Injuries in Older Adults
As individuals age through life, the risk for falls increase immensely. This is due to the lack of strength as well as a lack of balance in the human body. It is important for nurses to take l precautions to help stop patient falls because in many instances, falls are preventable (Ambutas, Lamb, & Quigley, 2017). Fall prevention includes important interventions that stop subsequent injuries from happening to patients. Everyday, nurses take precautions to prevent falls but additional actions could be taken in order to make these interventions more effective. Every patient is at risk of falling, especially older adults because they lose muscle mass and balance as they age (Taylor, Lillis, & Lynn, 2015, p. 142). After performing fall-risk assessments on each patient, nurses implement suggested best practice protocols for low-risk, moderate-risk, and high-risk patients. Best practice includes educating patients and families on fall risk, using bed or chair alarms, lowering the beds, encouraging regular toileting and other precautions (Taylor, et al., p. 145). Exercise programs act as another important measure that nurses could implement, in order to help patients improve their balance, strength and mobility while performing activities of daily living, and reduce risk for falls (Ambutas, Lamb & Quigley).
The following clinical question will be used to identify best practice related to exercise programs in order to prevent falls in older adults:
P: Older adults living in long-term care facilities
I: Exercise programs
C: (none)
O: Prevent fall-related injuries
T: (None)
In long-term care facilities for older adults, how do exercise programs help prevent fall-related injuries?
Review of Literature
Dal Bello-Haas, Thorpe, Lix, Scudds, and Hadjistavropoulos (2012) completed a quantitative research study that focused on the implementation of a walking program in long-term care facilities, in order to prevent falls. Ris ...
Physical Fitness Involvement Among Young Adults and its Relation to other Act...Vinay Ghosh
You can visit our blog below, for more such kinds of free research paper downloads: --
https://academicwritingforstudents.com/visit-our-blog
Physical activity is one of the major traits among young adults and children. The level of
physical activities among children is found to be directly related to some common diseases like
obesity, cardiovascular diseases, diabetes, high blood pressure, and cancer. This paper consists of
a literature review of various research papers, which have been published in the context of
physical fitness. The various papers have been discussed to prove that physical fitness is directly
related to these diseases.
SW 619Infancy and Early Childhood Development of Drug Addicted.docxmabelf3
SW 619
Infancy and Early Childhood Development of Drug Addicted Children
While in the womb fetus is in the it feeds off the food intake and nourishment through the
placenta, which also means that any substances such as drugs, alcohol or tobacco that enters the
mothers system flows through the placenta and is delivered to the fetus as well. From birth to three
years old is the most critical period in a child’s development process. Children of mothers that use
drugs while they are pregnant increase the likelihood that the child will suffer from some form of
birth defect and oftentimes born prematurely. The lasting effects of prenatal cocaine affect the
growth of the fetus physically. The results of the increase of premature birth, and generalized growth
retardation including decreased birth weight, shorter body length, and smaller head circumference
(Bigsby et al, 2011; Covington et al, 2002; Gouin et al, 2011; Mayes et al, 2003).
These toxic chemicals can sometimes have irreversible damage that affect the child’s normal
development process with regards to proper development of organs and brain function.
From the ages of 0-2 months old a child are expected to have develop motor skills that would
include the ability to recognize different colors and shapes, kicking waving, have the ability to
recognize familiar voices and their sleeping patterns would change, meaning that as they grow older
children should be sleeping a little longer than a new born baby. Children from the ages of 2
months old should be able to extend their arm and reach and pick up toys and other objects,
hand coordination by shifting objects from one hand to another. The child should be able to pick up
finger food and bring it to their mouths. Identifying a problem with a child is when they are not able
to perform these age appropriate task.
A toddler ages 3 to 5 years old should be able to perform task such as holding crayons drawing horizontal lines, circles and have the ability to fold and snip paper with scissors. Children that have been exposed to substance may struggle with completing these tasks or will develop these cognitive skills at a slower rate. One study using play behavior (Rodning, Beckwith, & Howard, 1989a) found that preterm toddlers exposed to cocaine
and other drugs to show poorly developed play behaviors, and a lack of interest and motivation in
unstructured situations, in comparison to a group of high risk preterm children. Using play behavior,
one study found preterm toddlers exposed to cocaine and other drugs to show poorly. However, by
3 years of age, there were no changes associated with fine motor performance or behavior observed
with the child externalizing behavioral problems at age 5 years old. Stress and psychological
symptoms of caregivers were found to be in direct correlation with increased child behavioral issues;
indicating that the effected children may have m.
SWK311 Assessment 2 Final EssayWhat is t.docxmabelf3
SWK311 Assessment 2
Final Essay
What is the policy and its impact on vulnerable groups?
Why should/could you influence change?
How can you influence social policy change?
Developing your own practice framework for influencing policy change
What, Why and How
Critical analysis of social policy
Application of theory to practice
Adherence to academic conventions of writing (eg referencing; writing style)
At least 8 references
Assessment Criteria
a) Critically examine the policy or policies that you consider impact upon a client group
Suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
Part 1
What is this?
Not just describing
Critical analysis – a reminder
Critically examine
What is the political and ideological underpinning of the social policy?
What is the intended outcome of the policy? Is it achieving this gaol?
How the policy impacts your client group – both positive and negative impacts
How is the policy implemented – for example income support as delivered through Centrelink
Is it the policy or the service delivery that is the problem
Prompt questions
Consider vulnerable populations/clients you work with or those that interest you.
There are likely to be many policies that impact the group you choose. It is important to acknowledge the ways that economic and social policies intersect.
You can select one main policy or several policies for the purpose of the assignment.
e.g. women – are impacted by economic policy, income support, parenting payments and family tax benefits, child care support and many more.
recap
As you have worked through this unit, there are likely to have been topics or issues that have resonated with your , or really grated you.
For example, do you feel angry that people on income support payments appear to be allowed to just sit around and do nothing? Do you think the government supports them to just do nothing?
What would happen if there was a continued tightening of conditions for receiving income support?
Would anyone suffer? Would this matter? Would this impact society?
Why influence change?
Do you consider the government approach to income support is punitive?
Does the approach of welfare conditionality under a neoliberal government leave vulnerable people at risk?
What would drive your approach to intervene in this area of macro policy compared to the approach you would take if you fully supported government’s tightening of access to income support?
Alternatively
It is important to know your current world view and values as you enter any field of human services practice.
This will ensure that your tactics and strategies for influencing policy are transparent and appropriate.
Do your own values and philosophy align with those of your professional association?
Articulate your own theoretical perspective
Develop a framework that you would adopt for influencing policy change th.
Surname 1
Student's Name
Professor's Name
Course
Date
Kanopy Films Option 6: Arab Invasion of Andalusia
The film, Arab Invasion of Andalusia (AIA), narrates the story that ignited a period of 800 years of what would be the Muslim reign in the region of the Iberian Peninsula. Information regarding the said events has been hard to come by with the available sources lacking the much-needed reliability. However, armed with minimal sources of information, the creators of the documentary set to answer tricky questions on a topic where most people have failed. While AIA presents a fascinating experience for history scholars and other interested parties alike, the film still lacks in terms of the accuracy of the submitted data, making it unreliable to some extent.
The documentary is primarily based on the accounts detailed in a document whose author did not live the said ordeals. A first-hand account experience of events usually is accurate since the narrator can give more details, which are valid and reliable. However, in the mentioned film, the creators rely on data contained in a document known as “The chronicle of 754”. According to Gearon, the author of the material was a native Christian who lived in Iberia, whose real identity was unknown (Gearon, 45). Gearon further highlights that the said author lived in a location far from the center of all the action. Among the unproven details mentioned in The Chronicle of 754 is the inaccurate number of combat participants present in different battles. Other accounts such as that of Abd al-Hakem equally fall short in detail since the author was over 3,000 miles away from the invasion. Therefore, AIA fails in providing accurate data to some of the pressing questions that the audience may have.
The documentary fails to convince the audience if the events qualified to be termed as an ordinary raid or a full-blown invasion. As Gearon points out, Tariq's team that comprised of Berbers had set out on a grabbing spree since they knew the riches that the Iberian Penisula possessed (Gearon 47). Their knowledge was informed by the previous trade engagements they had with the locals. Several accounts on Andalusia, modern-day Spain, confirm that the region was vastly abundant in diverse ways ranging from natural resources to other essentials that were prominent for prosperity (Shamice 129). The area also enjoyed a rich culture championed by its residents. Therefore, personal gain, which topped the agenda of Tariq's troops, most likely quenched their thirst for a proper invasion. Invasions, unlike raids, are meant to achieve a complete takeover of the targeted region.
Two explanations further put to doubt the idea of invasion, as presented in the film. The first one centers on the composition of the invaders and those invaded. For it to qualify to be an Arab invasion of Andalusia (Spain), the invaders had to comprise of individuals solely from an Arab background. If not, a majority of them had to have links t.
SWK 527 -Signature Assignment Social Work Theory and Practice Ass.docxmabelf3
SWK 527 -Signature Assignment: Social Work Theory and Practice Assignment
EPAS 2015 - Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration.
Social workers:
· Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
· Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
· Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
· Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
· Facilitate effective transitions and endings that advance mutually agreed-on goals.
The Signature Assignment: (200 Points)
Signature Assignments are those assignments chosen by the WNMU School of Social Work faculty to evaluate a student’s ability to demonstrate the CSWE-mandated core competencies and related practice behaviors. In addition to measuring student competency, the assignments are used as indicators of program efficacy. Signature assignments are clearly identified in all School of Social Work syllabi. Students must demonstrate competency in order to pass each course. Students must complete all signature assignments throughout their program of study.
This Signature Assignment is an opportunity for you to apply critical thinking to explore topics of your professional interest related to social work theories, areas of social work practice and interventions that help our clients. The goal of the assignment for you to identify 2 theoretical perspectives that interests you and plan to use in your social work practice. Your chosen theories should be presented in relation to related area of practice, client system/population and supporting interventions. In order to optimize your learning, you encouraged to choose new areas of learning, rather than areas in which you hav.
SURNMAE3
Self-assessment
Student name
Professor name
Institution
Course
Date
Introduction
The purpose of my speech is to describe the validity and importance of the social justice warriors group of individuals bringing out the key milestones required for one to be regarded as a real warrior that fought against social injustices in the society which in turn let to increased social justice. My speech explains how these group of individuals have been perceived wrongly despite their efforts to bring into existence cases like civil rights, feminism and anti-racial discrimination. In my speech I unleashed some of the ways in which you can identify these warriors in the and appreciate their actions and support towards fighting social injustices in the society. With the rampant increase in cases of social injustices as well as the lost reputation over this group of people whom some took the advantage to start seeking for self-enrichment like through politics and thus lead to the controversies on how to determine the real warrior of social justice.
Body
To open up my speech I brought in the statistics of the world victims of social justice and an indication of how individuals have risen to fight against social injustices through advocating for feminism, civil rights in the society, demolition of human discrimination based on race and country of origin. These actions have activated the need for such individuals to be termed as the heroes in the support of social justice but since them they have faced strong opposition from the divergent opinions from the public that support the need to have social justice believers and not heroes (Soli.et.al. pg 440). My thesis statement was very clear and supported with visuals where pictures of how victims of social justice beneficiaries portrayed a healthy outlook as compared to how they appeared when injustice was ruling the land. I believe my presentation of the thesis statement was a bit fair since the main points were stated and even attached some illustrations on how these warriors are being despised in the society.
Within my presentation I was able to make clear transitions in terms of visuals and the illustrations with an aim to get in touch with the audience who looked attentive based on their facial expression (Justice.et.al. pg 85). This made me confirm that most of them had gone through different cases of social injustice and were really ready to listen and integrate the ways on how join up the campaign against social injustices where one of the ways is to identify and appreciate the social justice warriors in the society.
Strengths and Weaknesses
My strengths during the presentation were from the personal presentation skills where I could speak with a lot of courage and boldness in that it was difficult for most people to doubt my words. Stage management and audience involvement provided a boost to my presentation since they enabled my audience to be free and could ask questions freely. The main .
Surname 2
Student’s Name
Professor’s Name
Course Code
Date
Turning Point
When growing up, children grow up wishing to be doctors, lawyers, surgeons, engineers or pilots mostly because these careers are regarded as high prestige in the society. However, very few of them desire to be teachers due to the perception that it is tiresome, low paying and requires a lot of work input. However, teaching is one of the most exciting jobs since it gives on a chance to help mold future career paths of different specialists such that in one class, it can consist of over fifty careers. Alternatively, good teachers act as role models due to their constant advice, sharing’s on life experiences and challenging students not to limit themselves to small achievements. As such, even as students go about their daily activities or after school, they always remember the teachings of a particular teacher and relate the activities thus being able to make better choices. Alternatively, the joy of teaching emanates from seeing other people make it in life or achieve their dreams and associating with their success.
The person who led me to consider a turning point was Peter Banks, my high school English teacher. He was inspiring in his lessons which he taught through life experiences and although he lacked technical expertise, when he talked, everyone played attention since he would communicate emotionally and make the whole process exiting using facial expressions, voice variations and using rhetorical questions which led us to think critically. Before he came along, English lessons were boring since we would lead literature books throughout the lessons, a process that had become tiring and monotonous which resulted to fall in grades. By good luck, the board of education showed concern on the issue and terminated the previous teacher. Peter would come to class, ask everyone to close their books and ask us to write what was on our thoughts even though it was ridiculous which would then discuss as a class. One of his major lessons was learning to write based on feelings as a way of being truthful to oneself and aiding the reader to form a connection.
Most teachers want to come to class, give assignments and wait for the time to lapse especially at the beginning of an academic year. However, this was not the case for Peter who would use any available chance to counsel us on what to expect in college and how to cope. He would share stories of his college life and in one particular case, he told us about the first time he was late for an exam because he overslept but he lied to the professor that he had fainted on the way to class and had to be rushed to the campus clinic. As such, Banks taught us on the importance of honest and ways of avoiding misconducts in future which could result in huge implications. For those of us who loved writing, he encouraged us to read most of the books in the library and analyze them amongst ourselves. Peter also supported talented individuals.
Switching costs ____________________________.
Question 1 options:
a)
that are high provide good opportunities for new partners or suppliers to enter this market (picture).
b)
in consumer markets can be high due to investments that partners make in matching buying and ordering.
c)
can be kept lower by utilizing a sole supplier.
d)
are more important for businesses, than for consumer buyers, due to the close buyer-seller relationships that develop.
e)
that are kept high are a good long-term tactic to keep buyers locked into poor quality service.
Question 2
(3 points)
Which of the following applies to Intellectual Property law?
Question 2 options:
a)
copyrights provide protection for trade secrets.
b)
copyrights provide protection for the original works of authors, musicians, and photographers.
c)
confidentiality agreements are only required for customers.
d)
requires a substantiality test to gain property protection.
e)
tends to reduce competition and decrease innovation.
Question 3
(3 points)
Business buyers
are similar
to final consumers in that:
Question 3 options:
a)
They purchase products and services that support the production of other products.
b)
Ensuring that revenues exceed costs always the primaryconsideration when evaluating a product for purchase.
c)
They purchase products to add to and make their own final product
d)
Customer satisfaction is determined by the customer when the product or service is consumed.
e)
Products purchased are often incorporated into the buying organization's offering to its own customers.
Question 4
(3 points)
Based on the Endries Fastener Company video, the goal of the President of Endries Supply Company was to __________________________.
Question 4 options:
a)
save their customers at least 4% of the cost of their fasteners.
b)
not get involved in Endries' customers' buying decisions until the Deliver
Solution
Stage
c)
be the sole supplier of all the fastener needs of Endries' customers by getting involved all the way through their manufacturing processes.
d)
be the number two fastener provider for the U. S. Department of Defense.
e)
be the number one fastener provider for the women's fashion industry.
Question 5
(3 points)
A good example of Natural Law is ______________?
Question 5 options:
a)
behaving naturally and not getting too excited when a crisis occurs in your company.
b)
the belief that some people are just naturally bad and the more of these bad people that we lock up the better.
c)
when executives just naturally look out for themselves and take company funds for their personal use.
d)
a belief that taking anyone's life is wrong, even for the government when terrible mass murders are committed, like those by the young man in Charleston at a church prayer meeting.
e)
protecting the natural environment by restricting access to wilderness areas
Question 6
(3 points)
Which of the following takes place.
swer the following questionsWhy would it be important for you.docxmabelf3
swer the following questions:
Why would it be important for you, an investor and a manager, to be able to read and analyze financial statements?
Do you think it would be important for a nonprofit entity to provide statements. Why?
Do you think statements are relevant given the estimates, assumptions, and biases involved?
.
Swifts A Modest Proposal is one of the most famous examples of sa.docxmabelf3
Swift's "A Modest Proposal" is one of the most famous examples of satire in the English language. Why would he argue for the very behavior that he would want readers to shun?
Make sure you understand what the satire is and who is being criticized. Think about what Swift would want to see changed. Entry should be 350 - 400 words
A Modest Proposal
For preventing the children of poor people in Ireland,
from being a burden on their parents or country,
and for making them beneficial to the publick.
by Dr. Jonathan Swift
1729
It is a melancholy object to those, who walk through this great town, or travel in the country, when they see the streets, the roads, and cabbin-doors crowded with beggars of the female sex, followed by three, four, or six children, all in rags, and importuning every passenger for an alms. These mothers, instead of being able to work for their honest livelihood, are forced to employ all their time in stroling to beg sustenance for their helpless infants who, as they grow up, either turn thieves for want of work, or leave their dear native country, to fight for the Pretender in Spain, or sell themselves to the Barbadoes.
I think it is agreed by all parties, that this prodigious number of children in the arms, or on the backs, or at the heels of their mothers, and frequently of their fathers, is in the present deplorable state of the kingdom, a very great additional grievance; and therefore whoever could find out a fair, cheap and easy method of making these children sound and useful members of the commonwealth, would deserve so well of the publick, as to have his statue of him set up for a preserver of the nation.
But my intention is very far from being confined to provide only for the children of professed beggars: it is of a much greater extent, and shall take in the whole number of infants at a certain age, who are born of parents in effect as little able to support them, as those who demand our charity in the streets.
As to my own part, having turned my thoughts for many years upon this important subject, and maturely weighed the several schemes of our projectors, I have always found them grossly mistaken in their computation. It is true, a child just dropt from its dam, may be supported by her milk, for a solar year, with little other nourishment: at most not above the value of two shillings, which the mother may certainly get, or the value in scraps, by her lawful occupation of begging; and it is exactly at one year old that I propose to provide for them in such a manner, as, instead of being a charge upon their parents, or the parish, or wanting food and raiment for the rest of their lives, they shall, on the contrary, contribute to the feeding, and partly to the clothing of many thousands.
There is likewise another great advantage in my scheme, that it will prevent those voluntary abortions, and that horrid practice of women murdering their bastard children, alas! too frequent.
Sweep up a small area of your floor. Take a look at the trace evide.docxmabelf3
Sweep up a small area of your floor. Take a look at the “trace evidence” that is contained within your home. Write a short 200 word essay detailing what you found and how you could collect known samples from items in your home or outside your home that a lab could compare to your “trace evidence”.
Please use APA format, Times New Roman 12 point font with 1" page margins
.
sweep things under the rug or pre-tend it never happened. in.docxmabelf3
sweep things under the rug or pre-
tend it never happened. in worship
services, take time to share with the
people how rich they are in god’s
grace rather than just telling them
how they should behave. in this sec-
tion of the book, the author does get
very specific on how to make sure
grace is shared publicly. Whether it is
in the worship service or dealing with
visitors as they walk in the door,
making sure people experience christ
is vital.
“Portable grace,” as Eclov calls it,
reveals how to minister outside the
walls of the church through hospital
ministry, death and grief, childbirth
visits, or home and work visitation.
One practical application that pastors
should hear is that one does not need
to be invited to go. As young pastors,
we usually do not go where we are
not invited, but the author recom-
mends challenging that thinking by
going proactively. i have taken this
advice, and it really has been a great
blessing for me and for those i’m
visiting.
Probably one of the most practical
chapters in the book is “March into
the Smoke.” When times are scary,
cloudy and daunting, a leader can
easily experience disorientation and
loss of focus. this section of the book
is for such pastors who are weary and
tired. it emphasizes the importance
of being healthy on the inside so that
you can take care of those on the out-
side. the pastor may project unre-
solved anger onto the congregation
without even realizing it. the things
he brings up are valid, but one thing
he is lacking is the how-to or even
the call to action for the pastor to get
help with anger or depression.
One concluding critique: in the
midst of his stories and encounters,
the author interjects his unique doc-
trinal understandings in the mix of
his stories and illustrations.
consequently, some of the conversa-
tions and interactions with others
would be very different if processed
in different faith tradition contexts.
the reader simply needs to filter and
adapt accordingly.
Pastoral Graces is a good book for
those who need encouragement. i
found the book to be helpful when it
comes to personal connections with
parishioners. As pastors, we can get
burned out and depressed, and feel
very much alone. this book is not a
fix-all, but it is a reminder that god
really does love us and care about us
as his messengers of grace. i cannot
say this book is for every pastor, but i
do recommend it for the young pas-
tors, new pastors, and discouraged
pastors who are on the verge of giv-
ing up. i believe the author accom-
plished what he set out to accom-
plish.
StEPhEN cArLiLE is a student in the Andrews
University Master’s of Pastoral Ministry extension
program and serves as church pastor of Adventist
Fellowship in tulsa, Oklahoma.
CHANGE LEADER:
LEARNING TO DO WHAT
MATTERS MOST
By Michael Fullan
San Francisco, CA: Jossey-Bass/Wiley
(2011)
Hardback, 172 pages
Reviewed by JORGE PEREZ
in Change Leader, Michael Fullan
argues for the importance of practice
as a learning tool for .
Susan serves on the city building commission.The city is plannin.docxmabelf3
Susan serves on the city building commission.
The city is planning to build a new subway system to extend the reach of the subway further out from the city center.
Susan’s cousin, Sam, owns Subway Mobility Co., submitted the lowest bid for the system.
Susan knows that Sam could complete the job for the amount in his bid.
But she also knows that once Sam finishes this job, he will probably sell his company and retire.
Susan is concerned that Subway Mobility’s subsequent management might not be as easy to work with if revisions need to be made on the subway system after its completion.
She is torn as to whether she should tell the city about the potential changes in Subway Mobility’s management.
If the city knew about the potential change in Subway Mobility’s management, it might prefer to give the K to one of Subway’s competitors, whose bid was only slightly higher than Subway’s was..
Does Susan have an ethical obligation to disclose the information about Sam to the city planning commission?
.
Susan serves on the city building commission.The city is plann.docxmabelf3
Susan serves on the city building commission.
The city is planning to build a new subway system to extend the reach of the subway further out from the city center.
Susan’s cousin, Sam, owns Subway Mobility Co., submitted the lowest bid for the system.
Susan knows that Sam could complete the job for the amount in his bid.
But she also knows that once Sam finishes this job, he will probably sell his company and retire.
Susan is concerned that Subway Mobility’s subsequent management might not be as easy to work with if revisions need to be made on the subway system after its completion.
She is torn as to whether she should tell the city about the potential changes in Subway Mobility’s management.
If the city knew about the potential change in Subway Mobility’s management, it might prefer to give the K to one of Subway’s competitors, whose bid was only slightly higher than Subway’s was..
Does Susan have an ethical obligation to disclose the information about Sam to the city planning commission?
How would you apply duty-based ethical standards to this question?
What might be the outcome of a utilitarian analysis?
Discuss each fully
.
SUSAN GLASPELL TRIFLES SCENE The kitchen in the now aba.docxmabelf3
SUSAN GLASPELL: TRIFLES
SCENE: The kitchen in the now abandoned farmhouse of John Wright, a gloomy kitchen, and left without having been put in order—unwashed pans under the sink, a loaf of bread outside the breadbox, a dish towel on the table—other signs of incompleted work. At the rear the outer door opens, and the Sheriff comes in, followed by the County Attorney and Hale. The Sheriff and Hale are men in middle life, the County Attorney is a young man; all are much bundled up and go at once to the stove. They are followed by the two women—the Sheriff’s Wife first; she is a slight wiry woman, a thin nervous face. Mrs. Hale is larger and would ordinarily be called more comfortable looking, but she is disturbed now and looks fearfully about as she enters. The women have come in slowly, and stand close together near the door.
County Attorney (rubbing his hands): This feels good. Come up to the fire, ladies.
Mrs. Peters (after taking a step forward): I’m not—cold.
Sheriff (unbuttoning his overcoat and stepping away from the stove as if to the beginning of official business): Now, Mr. Hale, before we move things about, you explain to Mr. Henderson just what you saw when you came here yesterday morning.
County Attorney: By the way, has anything been moved? Are things just as you left them yesterday?
Sheriff (looking about): It’s just the same. When it dropped below zero last night, I thought I’d better send Frank out this morning to make a fire for us—no use getting pneumonia with a big case on, but I told him not to touch anything except the stove—and you know Frank.
County Attorney: Somebody should have been left here yesterday.
Sheriff: Oh—yesterday. When I had to send Frank to Morris Center for that man who went crazy—I want you to know I had my hands full yesterday. I knew you could get back from Omaha by today, and as long as I went over everything here myself—
County Attorney: Well, Mr. Hale, tell just what happened when you came here yesterday morning.
Hale: Harry and I had started to town with a load of potatoes. We came along the road from my place;and as I got here, I said, “I’m going to see if I can’t get John Wright to go in with me on a party telephone.” I spoke to Wright about it once before, and he put me off, saying folks talked too much anyway, and all he asked was peace and quiet—I guess you know about how much he talked himself;but I thought maybe if I went to the house and talked about it before his wife, though I said to Harry that I didn’t know as what his wife wanted made much difference to John—
County Attorney: Let’s talk about that later, Mr. Hale. I do want to talk about that, but tell now just what happened when you got to the house.
Hale: I didn’t hear or see anything; I knocked at the door, and still it was all quiet inside. I knew they must be up, it was past eight o’clock. So I knocked again, and .
SUSTAINABLE URBAN DEVELOPMENT, GOVERNANCE, AND POLICY A COMPARATIVE.docxmabelf3
SUSTAINABLE URBAN DEVELOPMENT, GOVERNANCE, AND POLICY: A COMPARATIVE OVERVIEW OF EU POLICIES AND PROJECTS
Case Studies – Energy Efficiency
• Integrating Energy Efficiency and Urban Sustainability
• The Dutch Kadaster
• The Solar Atlas of Berlin
• The Sicilian “Carta del Sole”
Need a research paper on these above 4 case studies and APA format references are mandatory.
.
Susan Wolf thinks that that meaning has both a subjective and an.docxmabelf3
Susan Wolf thinks that that meaning has both a subjective and an objective component. On one hand, a person must enjoy, appreciate, or, in some broad sense, engage positively with something in order for it to contribute to their life’s meaning. On the other hand, they must be making an objective contribution to something that is valuable on its own, not something valuable just for how it benefits them. Meaningful lives participate in something larger than the individual whose life it is. Begin your paper by explaining the "passion view," the "larger than oneself view," and Wolf's own hybrid view of meaning in life.
Then, give your own example of something that does or could ass extraordinary meaning to your life. Do not use Wolf's own examples - be creative! Explain how that thing conforms to Wolf's hybrid theory of meaning in life. Then identify what you think is the biggest obstacle to living a meaningful life in today's society. Why is it such a big obstacle? This can be either an obstacle that you yourself are facing or something that you think prevents other people from living a life that is as meaningful as it could be.
.
Sustainable Urban Development, Governance and Policy A Comparative .docxmabelf3
Sustainable Urban Development, Governance and Policy: A Comparative Overview of EU Policies and Project which should Consist of below 4 modules:
CHAPTER SUMMARY: Summarize chapter presented during the week. Identify the main point (as in "What's your point?"), thesis, or conclusion of the key ideas presented in the chapter.
SUPPORT: Do research outside of the book and demonstrate that you have in a very obvious way. This refers to research beyond the material presented in the textbook. Show something you have discovered from your own research. Be sure this is obvious and adds value beyond what is contained in the chapter itself.
EVALUATION: Apply the concepts from the appropriate chapter. Hint: Be sure to use specific terms and models directly from the textbook in analyzing the material presented and include the page in the citation.
SOURCES: Include citations with your sources. Use APA style citations and references.
.
SUSTAINABLE ENERGY
SYSTEMS
1 | P a g e
Table of Contents:
List of Tables: ................................................................................................................................ 1
Introduction: .................................................................................................................................. 2
Energy Audit of New Castle House: .............................................................................................. 2
House Description: .................................................................................................................... 2
Electronic Appliances & Energy Consumption: ......................................................................... 3
Cost of Energy Consumption: ................................................................................................... 5
Potential Saving in Electricity: ....................................................................................................... 5
Energy Saving in Refrigerators: ................................................................................................ 6
Energy Saving in Washing Machine & Dryers: ......................................................................... 6
Energy Saving in Electric Oven: ............................................................................................... 7
Energy Saving in Lighting Load: ............................................................................................... 7
Energy Saving in Water Heating & Space Heating: .................................................................. 7
Summary of Energy and Cost Saving: .......................................................................................... 7
Conclusion: ................................................................................................................................... 8
References: ................................................................................................................................... 9
List of Tables:
Table 1. Household appliances with their wattage and average daily usage ............................... 4
Table 2. Average annual consumption of energy (kWh/year) by the household appliances ........ 4
Table 3. Cost of energy consumption by the appliances annually ................................................ 5
Table 4. Potential saving in energy consumption and saving in energy cost ............................... 8
2 | P a g e
Sustainable Energy System
Introduction:
In any modern societies in the world there are continuously increasing concerns over availability
of energy, energy consumption efficiency and reduction in losses over network. In developed
countries it is a challenging task to achieve sustainability in energy efficiency and growth. On the
other hand for developing countries challenge is to achieve self-reliance and ene.
Sustainable supply chain
management: evolution and
future directions
Craig R. Carter
Arizona State University, Tempe, Arizona, USA, and
P. Liane Easton
Center for Logistics Management, University of Nevada, Reno, Nevada, USA
Abstract
Purpose – The purpose of this paper is to conduct a systematic review of the sustainable supply
chain management (SSCM) literature in the principal logistics and supply chain management journals,
across a 20-year time frame.
Design/methodology/approach – The authors use a systematic literature review methodology.
This methodology allows for the minimization of researcher bias and the maximization of reliability
and replicability. The study’s empirical validity is further enhanced by demonstrating high levels of
inter-coder reliability across families of codes.
Findings – The field of SSCM has evolved from a perspective and investigation of standalone
research in social and environmental areas; through a corporate social responsibility perspective; to
the beginnings of the convergence of perspectives of sustainability as the triple bottom line and the
emergence of SSCM as a theoretical framework. While the SSCM research has become more
theoretically rich and methodologically rigorous, there are numerous opportunities for further
advancing theory, methodology, and the managerial relevance of future inquiries.
Research limitations/implications – The trends and gaps identified through our analysis allow
us to develop a cogent agenda to guide future SSCM research.
Practical implications – The current perspectives of SSCM hold important implications for
managers, by directing limited resources toward projects which intersect environmental and/or social
performance, and economic performance.
Originality/value – The paper provides a systematic, rigorous, and methodologically valid review
of the evolution of empirical SSCM research across a 20-year time period.
Keywords Supply chain management, Economic sustainability, Social responsibility,
Environmental management, Economic performance
Paper type Literature review
Introduction
Sustainability has become a huge buzzword, both in today’s business world and
within the broader facets of society. It is difficult, for example, to walk by a newsstand
without seeing at least one magazine cover featuring alternative sources of energy,
climate change issues, or the iconic polar bear floating on a thin sheet of ice. There are a
number of drivers for this rising prominence of sustainability, including supply and
demand characteristics surrounding energy consumption, an increased understanding
of the science relating to climate change, and greater transparency concerning both the
environmental and the social actions of organizations.
These issues are relevant to managers, because their stakeholders – customers,
regulatory bodies, non-governmental organizations, and even their own employees – are
The current issue and full text archive of this journal is available at
w.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
SWK311 Assessment 2 Final EssayWhat is t.docxmabelf3
SWK311 Assessment 2
Final Essay
What is the policy and its impact on vulnerable groups?
Why should/could you influence change?
How can you influence social policy change?
Developing your own practice framework for influencing policy change
What, Why and How
Critical analysis of social policy
Application of theory to practice
Adherence to academic conventions of writing (eg referencing; writing style)
At least 8 references
Assessment Criteria
a) Critically examine the policy or policies that you consider impact upon a client group
Suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
Part 1
What is this?
Not just describing
Critical analysis – a reminder
Critically examine
What is the political and ideological underpinning of the social policy?
What is the intended outcome of the policy? Is it achieving this gaol?
How the policy impacts your client group – both positive and negative impacts
How is the policy implemented – for example income support as delivered through Centrelink
Is it the policy or the service delivery that is the problem
Prompt questions
Consider vulnerable populations/clients you work with or those that interest you.
There are likely to be many policies that impact the group you choose. It is important to acknowledge the ways that economic and social policies intersect.
You can select one main policy or several policies for the purpose of the assignment.
e.g. women – are impacted by economic policy, income support, parenting payments and family tax benefits, child care support and many more.
recap
As you have worked through this unit, there are likely to have been topics or issues that have resonated with your , or really grated you.
For example, do you feel angry that people on income support payments appear to be allowed to just sit around and do nothing? Do you think the government supports them to just do nothing?
What would happen if there was a continued tightening of conditions for receiving income support?
Would anyone suffer? Would this matter? Would this impact society?
Why influence change?
Do you consider the government approach to income support is punitive?
Does the approach of welfare conditionality under a neoliberal government leave vulnerable people at risk?
What would drive your approach to intervene in this area of macro policy compared to the approach you would take if you fully supported government’s tightening of access to income support?
Alternatively
It is important to know your current world view and values as you enter any field of human services practice.
This will ensure that your tactics and strategies for influencing policy are transparent and appropriate.
Do your own values and philosophy align with those of your professional association?
Articulate your own theoretical perspective
Develop a framework that you would adopt for influencing policy change th.
Surname 1
Student's Name
Professor's Name
Course
Date
Kanopy Films Option 6: Arab Invasion of Andalusia
The film, Arab Invasion of Andalusia (AIA), narrates the story that ignited a period of 800 years of what would be the Muslim reign in the region of the Iberian Peninsula. Information regarding the said events has been hard to come by with the available sources lacking the much-needed reliability. However, armed with minimal sources of information, the creators of the documentary set to answer tricky questions on a topic where most people have failed. While AIA presents a fascinating experience for history scholars and other interested parties alike, the film still lacks in terms of the accuracy of the submitted data, making it unreliable to some extent.
The documentary is primarily based on the accounts detailed in a document whose author did not live the said ordeals. A first-hand account experience of events usually is accurate since the narrator can give more details, which are valid and reliable. However, in the mentioned film, the creators rely on data contained in a document known as “The chronicle of 754”. According to Gearon, the author of the material was a native Christian who lived in Iberia, whose real identity was unknown (Gearon, 45). Gearon further highlights that the said author lived in a location far from the center of all the action. Among the unproven details mentioned in The Chronicle of 754 is the inaccurate number of combat participants present in different battles. Other accounts such as that of Abd al-Hakem equally fall short in detail since the author was over 3,000 miles away from the invasion. Therefore, AIA fails in providing accurate data to some of the pressing questions that the audience may have.
The documentary fails to convince the audience if the events qualified to be termed as an ordinary raid or a full-blown invasion. As Gearon points out, Tariq's team that comprised of Berbers had set out on a grabbing spree since they knew the riches that the Iberian Penisula possessed (Gearon 47). Their knowledge was informed by the previous trade engagements they had with the locals. Several accounts on Andalusia, modern-day Spain, confirm that the region was vastly abundant in diverse ways ranging from natural resources to other essentials that were prominent for prosperity (Shamice 129). The area also enjoyed a rich culture championed by its residents. Therefore, personal gain, which topped the agenda of Tariq's troops, most likely quenched their thirst for a proper invasion. Invasions, unlike raids, are meant to achieve a complete takeover of the targeted region.
Two explanations further put to doubt the idea of invasion, as presented in the film. The first one centers on the composition of the invaders and those invaded. For it to qualify to be an Arab invasion of Andalusia (Spain), the invaders had to comprise of individuals solely from an Arab background. If not, a majority of them had to have links t.
SWK 527 -Signature Assignment Social Work Theory and Practice Ass.docxmabelf3
SWK 527 -Signature Assignment: Social Work Theory and Practice Assignment
EPAS 2015 - Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration.
Social workers:
· Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
· Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
· Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
· Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
· Facilitate effective transitions and endings that advance mutually agreed-on goals.
The Signature Assignment: (200 Points)
Signature Assignments are those assignments chosen by the WNMU School of Social Work faculty to evaluate a student’s ability to demonstrate the CSWE-mandated core competencies and related practice behaviors. In addition to measuring student competency, the assignments are used as indicators of program efficacy. Signature assignments are clearly identified in all School of Social Work syllabi. Students must demonstrate competency in order to pass each course. Students must complete all signature assignments throughout their program of study.
This Signature Assignment is an opportunity for you to apply critical thinking to explore topics of your professional interest related to social work theories, areas of social work practice and interventions that help our clients. The goal of the assignment for you to identify 2 theoretical perspectives that interests you and plan to use in your social work practice. Your chosen theories should be presented in relation to related area of practice, client system/population and supporting interventions. In order to optimize your learning, you encouraged to choose new areas of learning, rather than areas in which you hav.
SURNMAE3
Self-assessment
Student name
Professor name
Institution
Course
Date
Introduction
The purpose of my speech is to describe the validity and importance of the social justice warriors group of individuals bringing out the key milestones required for one to be regarded as a real warrior that fought against social injustices in the society which in turn let to increased social justice. My speech explains how these group of individuals have been perceived wrongly despite their efforts to bring into existence cases like civil rights, feminism and anti-racial discrimination. In my speech I unleashed some of the ways in which you can identify these warriors in the and appreciate their actions and support towards fighting social injustices in the society. With the rampant increase in cases of social injustices as well as the lost reputation over this group of people whom some took the advantage to start seeking for self-enrichment like through politics and thus lead to the controversies on how to determine the real warrior of social justice.
Body
To open up my speech I brought in the statistics of the world victims of social justice and an indication of how individuals have risen to fight against social injustices through advocating for feminism, civil rights in the society, demolition of human discrimination based on race and country of origin. These actions have activated the need for such individuals to be termed as the heroes in the support of social justice but since them they have faced strong opposition from the divergent opinions from the public that support the need to have social justice believers and not heroes (Soli.et.al. pg 440). My thesis statement was very clear and supported with visuals where pictures of how victims of social justice beneficiaries portrayed a healthy outlook as compared to how they appeared when injustice was ruling the land. I believe my presentation of the thesis statement was a bit fair since the main points were stated and even attached some illustrations on how these warriors are being despised in the society.
Within my presentation I was able to make clear transitions in terms of visuals and the illustrations with an aim to get in touch with the audience who looked attentive based on their facial expression (Justice.et.al. pg 85). This made me confirm that most of them had gone through different cases of social injustice and were really ready to listen and integrate the ways on how join up the campaign against social injustices where one of the ways is to identify and appreciate the social justice warriors in the society.
Strengths and Weaknesses
My strengths during the presentation were from the personal presentation skills where I could speak with a lot of courage and boldness in that it was difficult for most people to doubt my words. Stage management and audience involvement provided a boost to my presentation since they enabled my audience to be free and could ask questions freely. The main .
Surname 2
Student’s Name
Professor’s Name
Course Code
Date
Turning Point
When growing up, children grow up wishing to be doctors, lawyers, surgeons, engineers or pilots mostly because these careers are regarded as high prestige in the society. However, very few of them desire to be teachers due to the perception that it is tiresome, low paying and requires a lot of work input. However, teaching is one of the most exciting jobs since it gives on a chance to help mold future career paths of different specialists such that in one class, it can consist of over fifty careers. Alternatively, good teachers act as role models due to their constant advice, sharing’s on life experiences and challenging students not to limit themselves to small achievements. As such, even as students go about their daily activities or after school, they always remember the teachings of a particular teacher and relate the activities thus being able to make better choices. Alternatively, the joy of teaching emanates from seeing other people make it in life or achieve their dreams and associating with their success.
The person who led me to consider a turning point was Peter Banks, my high school English teacher. He was inspiring in his lessons which he taught through life experiences and although he lacked technical expertise, when he talked, everyone played attention since he would communicate emotionally and make the whole process exiting using facial expressions, voice variations and using rhetorical questions which led us to think critically. Before he came along, English lessons were boring since we would lead literature books throughout the lessons, a process that had become tiring and monotonous which resulted to fall in grades. By good luck, the board of education showed concern on the issue and terminated the previous teacher. Peter would come to class, ask everyone to close their books and ask us to write what was on our thoughts even though it was ridiculous which would then discuss as a class. One of his major lessons was learning to write based on feelings as a way of being truthful to oneself and aiding the reader to form a connection.
Most teachers want to come to class, give assignments and wait for the time to lapse especially at the beginning of an academic year. However, this was not the case for Peter who would use any available chance to counsel us on what to expect in college and how to cope. He would share stories of his college life and in one particular case, he told us about the first time he was late for an exam because he overslept but he lied to the professor that he had fainted on the way to class and had to be rushed to the campus clinic. As such, Banks taught us on the importance of honest and ways of avoiding misconducts in future which could result in huge implications. For those of us who loved writing, he encouraged us to read most of the books in the library and analyze them amongst ourselves. Peter also supported talented individuals.
Switching costs ____________________________.
Question 1 options:
a)
that are high provide good opportunities for new partners or suppliers to enter this market (picture).
b)
in consumer markets can be high due to investments that partners make in matching buying and ordering.
c)
can be kept lower by utilizing a sole supplier.
d)
are more important for businesses, than for consumer buyers, due to the close buyer-seller relationships that develop.
e)
that are kept high are a good long-term tactic to keep buyers locked into poor quality service.
Question 2
(3 points)
Which of the following applies to Intellectual Property law?
Question 2 options:
a)
copyrights provide protection for trade secrets.
b)
copyrights provide protection for the original works of authors, musicians, and photographers.
c)
confidentiality agreements are only required for customers.
d)
requires a substantiality test to gain property protection.
e)
tends to reduce competition and decrease innovation.
Question 3
(3 points)
Business buyers
are similar
to final consumers in that:
Question 3 options:
a)
They purchase products and services that support the production of other products.
b)
Ensuring that revenues exceed costs always the primaryconsideration when evaluating a product for purchase.
c)
They purchase products to add to and make their own final product
d)
Customer satisfaction is determined by the customer when the product or service is consumed.
e)
Products purchased are often incorporated into the buying organization's offering to its own customers.
Question 4
(3 points)
Based on the Endries Fastener Company video, the goal of the President of Endries Supply Company was to __________________________.
Question 4 options:
a)
save their customers at least 4% of the cost of their fasteners.
b)
not get involved in Endries' customers' buying decisions until the Deliver
Solution
Stage
c)
be the sole supplier of all the fastener needs of Endries' customers by getting involved all the way through their manufacturing processes.
d)
be the number two fastener provider for the U. S. Department of Defense.
e)
be the number one fastener provider for the women's fashion industry.
Question 5
(3 points)
A good example of Natural Law is ______________?
Question 5 options:
a)
behaving naturally and not getting too excited when a crisis occurs in your company.
b)
the belief that some people are just naturally bad and the more of these bad people that we lock up the better.
c)
when executives just naturally look out for themselves and take company funds for their personal use.
d)
a belief that taking anyone's life is wrong, even for the government when terrible mass murders are committed, like those by the young man in Charleston at a church prayer meeting.
e)
protecting the natural environment by restricting access to wilderness areas
Question 6
(3 points)
Which of the following takes place.
swer the following questionsWhy would it be important for you.docxmabelf3
swer the following questions:
Why would it be important for you, an investor and a manager, to be able to read and analyze financial statements?
Do you think it would be important for a nonprofit entity to provide statements. Why?
Do you think statements are relevant given the estimates, assumptions, and biases involved?
.
Swifts A Modest Proposal is one of the most famous examples of sa.docxmabelf3
Swift's "A Modest Proposal" is one of the most famous examples of satire in the English language. Why would he argue for the very behavior that he would want readers to shun?
Make sure you understand what the satire is and who is being criticized. Think about what Swift would want to see changed. Entry should be 350 - 400 words
A Modest Proposal
For preventing the children of poor people in Ireland,
from being a burden on their parents or country,
and for making them beneficial to the publick.
by Dr. Jonathan Swift
1729
It is a melancholy object to those, who walk through this great town, or travel in the country, when they see the streets, the roads, and cabbin-doors crowded with beggars of the female sex, followed by three, four, or six children, all in rags, and importuning every passenger for an alms. These mothers, instead of being able to work for their honest livelihood, are forced to employ all their time in stroling to beg sustenance for their helpless infants who, as they grow up, either turn thieves for want of work, or leave their dear native country, to fight for the Pretender in Spain, or sell themselves to the Barbadoes.
I think it is agreed by all parties, that this prodigious number of children in the arms, or on the backs, or at the heels of their mothers, and frequently of their fathers, is in the present deplorable state of the kingdom, a very great additional grievance; and therefore whoever could find out a fair, cheap and easy method of making these children sound and useful members of the commonwealth, would deserve so well of the publick, as to have his statue of him set up for a preserver of the nation.
But my intention is very far from being confined to provide only for the children of professed beggars: it is of a much greater extent, and shall take in the whole number of infants at a certain age, who are born of parents in effect as little able to support them, as those who demand our charity in the streets.
As to my own part, having turned my thoughts for many years upon this important subject, and maturely weighed the several schemes of our projectors, I have always found them grossly mistaken in their computation. It is true, a child just dropt from its dam, may be supported by her milk, for a solar year, with little other nourishment: at most not above the value of two shillings, which the mother may certainly get, or the value in scraps, by her lawful occupation of begging; and it is exactly at one year old that I propose to provide for them in such a manner, as, instead of being a charge upon their parents, or the parish, or wanting food and raiment for the rest of their lives, they shall, on the contrary, contribute to the feeding, and partly to the clothing of many thousands.
There is likewise another great advantage in my scheme, that it will prevent those voluntary abortions, and that horrid practice of women murdering their bastard children, alas! too frequent.
Sweep up a small area of your floor. Take a look at the trace evide.docxmabelf3
Sweep up a small area of your floor. Take a look at the “trace evidence” that is contained within your home. Write a short 200 word essay detailing what you found and how you could collect known samples from items in your home or outside your home that a lab could compare to your “trace evidence”.
Please use APA format, Times New Roman 12 point font with 1" page margins
.
sweep things under the rug or pre-tend it never happened. in.docxmabelf3
sweep things under the rug or pre-
tend it never happened. in worship
services, take time to share with the
people how rich they are in god’s
grace rather than just telling them
how they should behave. in this sec-
tion of the book, the author does get
very specific on how to make sure
grace is shared publicly. Whether it is
in the worship service or dealing with
visitors as they walk in the door,
making sure people experience christ
is vital.
“Portable grace,” as Eclov calls it,
reveals how to minister outside the
walls of the church through hospital
ministry, death and grief, childbirth
visits, or home and work visitation.
One practical application that pastors
should hear is that one does not need
to be invited to go. As young pastors,
we usually do not go where we are
not invited, but the author recom-
mends challenging that thinking by
going proactively. i have taken this
advice, and it really has been a great
blessing for me and for those i’m
visiting.
Probably one of the most practical
chapters in the book is “March into
the Smoke.” When times are scary,
cloudy and daunting, a leader can
easily experience disorientation and
loss of focus. this section of the book
is for such pastors who are weary and
tired. it emphasizes the importance
of being healthy on the inside so that
you can take care of those on the out-
side. the pastor may project unre-
solved anger onto the congregation
without even realizing it. the things
he brings up are valid, but one thing
he is lacking is the how-to or even
the call to action for the pastor to get
help with anger or depression.
One concluding critique: in the
midst of his stories and encounters,
the author interjects his unique doc-
trinal understandings in the mix of
his stories and illustrations.
consequently, some of the conversa-
tions and interactions with others
would be very different if processed
in different faith tradition contexts.
the reader simply needs to filter and
adapt accordingly.
Pastoral Graces is a good book for
those who need encouragement. i
found the book to be helpful when it
comes to personal connections with
parishioners. As pastors, we can get
burned out and depressed, and feel
very much alone. this book is not a
fix-all, but it is a reminder that god
really does love us and care about us
as his messengers of grace. i cannot
say this book is for every pastor, but i
do recommend it for the young pas-
tors, new pastors, and discouraged
pastors who are on the verge of giv-
ing up. i believe the author accom-
plished what he set out to accom-
plish.
StEPhEN cArLiLE is a student in the Andrews
University Master’s of Pastoral Ministry extension
program and serves as church pastor of Adventist
Fellowship in tulsa, Oklahoma.
CHANGE LEADER:
LEARNING TO DO WHAT
MATTERS MOST
By Michael Fullan
San Francisco, CA: Jossey-Bass/Wiley
(2011)
Hardback, 172 pages
Reviewed by JORGE PEREZ
in Change Leader, Michael Fullan
argues for the importance of practice
as a learning tool for .
Susan serves on the city building commission.The city is plannin.docxmabelf3
Susan serves on the city building commission.
The city is planning to build a new subway system to extend the reach of the subway further out from the city center.
Susan’s cousin, Sam, owns Subway Mobility Co., submitted the lowest bid for the system.
Susan knows that Sam could complete the job for the amount in his bid.
But she also knows that once Sam finishes this job, he will probably sell his company and retire.
Susan is concerned that Subway Mobility’s subsequent management might not be as easy to work with if revisions need to be made on the subway system after its completion.
She is torn as to whether she should tell the city about the potential changes in Subway Mobility’s management.
If the city knew about the potential change in Subway Mobility’s management, it might prefer to give the K to one of Subway’s competitors, whose bid was only slightly higher than Subway’s was..
Does Susan have an ethical obligation to disclose the information about Sam to the city planning commission?
.
Susan serves on the city building commission.The city is plann.docxmabelf3
Susan serves on the city building commission.
The city is planning to build a new subway system to extend the reach of the subway further out from the city center.
Susan’s cousin, Sam, owns Subway Mobility Co., submitted the lowest bid for the system.
Susan knows that Sam could complete the job for the amount in his bid.
But she also knows that once Sam finishes this job, he will probably sell his company and retire.
Susan is concerned that Subway Mobility’s subsequent management might not be as easy to work with if revisions need to be made on the subway system after its completion.
She is torn as to whether she should tell the city about the potential changes in Subway Mobility’s management.
If the city knew about the potential change in Subway Mobility’s management, it might prefer to give the K to one of Subway’s competitors, whose bid was only slightly higher than Subway’s was..
Does Susan have an ethical obligation to disclose the information about Sam to the city planning commission?
How would you apply duty-based ethical standards to this question?
What might be the outcome of a utilitarian analysis?
Discuss each fully
.
SUSAN GLASPELL TRIFLES SCENE The kitchen in the now aba.docxmabelf3
SUSAN GLASPELL: TRIFLES
SCENE: The kitchen in the now abandoned farmhouse of John Wright, a gloomy kitchen, and left without having been put in order—unwashed pans under the sink, a loaf of bread outside the breadbox, a dish towel on the table—other signs of incompleted work. At the rear the outer door opens, and the Sheriff comes in, followed by the County Attorney and Hale. The Sheriff and Hale are men in middle life, the County Attorney is a young man; all are much bundled up and go at once to the stove. They are followed by the two women—the Sheriff’s Wife first; she is a slight wiry woman, a thin nervous face. Mrs. Hale is larger and would ordinarily be called more comfortable looking, but she is disturbed now and looks fearfully about as she enters. The women have come in slowly, and stand close together near the door.
County Attorney (rubbing his hands): This feels good. Come up to the fire, ladies.
Mrs. Peters (after taking a step forward): I’m not—cold.
Sheriff (unbuttoning his overcoat and stepping away from the stove as if to the beginning of official business): Now, Mr. Hale, before we move things about, you explain to Mr. Henderson just what you saw when you came here yesterday morning.
County Attorney: By the way, has anything been moved? Are things just as you left them yesterday?
Sheriff (looking about): It’s just the same. When it dropped below zero last night, I thought I’d better send Frank out this morning to make a fire for us—no use getting pneumonia with a big case on, but I told him not to touch anything except the stove—and you know Frank.
County Attorney: Somebody should have been left here yesterday.
Sheriff: Oh—yesterday. When I had to send Frank to Morris Center for that man who went crazy—I want you to know I had my hands full yesterday. I knew you could get back from Omaha by today, and as long as I went over everything here myself—
County Attorney: Well, Mr. Hale, tell just what happened when you came here yesterday morning.
Hale: Harry and I had started to town with a load of potatoes. We came along the road from my place;and as I got here, I said, “I’m going to see if I can’t get John Wright to go in with me on a party telephone.” I spoke to Wright about it once before, and he put me off, saying folks talked too much anyway, and all he asked was peace and quiet—I guess you know about how much he talked himself;but I thought maybe if I went to the house and talked about it before his wife, though I said to Harry that I didn’t know as what his wife wanted made much difference to John—
County Attorney: Let’s talk about that later, Mr. Hale. I do want to talk about that, but tell now just what happened when you got to the house.
Hale: I didn’t hear or see anything; I knocked at the door, and still it was all quiet inside. I knew they must be up, it was past eight o’clock. So I knocked again, and .
SUSTAINABLE URBAN DEVELOPMENT, GOVERNANCE, AND POLICY A COMPARATIVE.docxmabelf3
SUSTAINABLE URBAN DEVELOPMENT, GOVERNANCE, AND POLICY: A COMPARATIVE OVERVIEW OF EU POLICIES AND PROJECTS
Case Studies – Energy Efficiency
• Integrating Energy Efficiency and Urban Sustainability
• The Dutch Kadaster
• The Solar Atlas of Berlin
• The Sicilian “Carta del Sole”
Need a research paper on these above 4 case studies and APA format references are mandatory.
.
Susan Wolf thinks that that meaning has both a subjective and an.docxmabelf3
Susan Wolf thinks that that meaning has both a subjective and an objective component. On one hand, a person must enjoy, appreciate, or, in some broad sense, engage positively with something in order for it to contribute to their life’s meaning. On the other hand, they must be making an objective contribution to something that is valuable on its own, not something valuable just for how it benefits them. Meaningful lives participate in something larger than the individual whose life it is. Begin your paper by explaining the "passion view," the "larger than oneself view," and Wolf's own hybrid view of meaning in life.
Then, give your own example of something that does or could ass extraordinary meaning to your life. Do not use Wolf's own examples - be creative! Explain how that thing conforms to Wolf's hybrid theory of meaning in life. Then identify what you think is the biggest obstacle to living a meaningful life in today's society. Why is it such a big obstacle? This can be either an obstacle that you yourself are facing or something that you think prevents other people from living a life that is as meaningful as it could be.
.
Sustainable Urban Development, Governance and Policy A Comparative .docxmabelf3
Sustainable Urban Development, Governance and Policy: A Comparative Overview of EU Policies and Project which should Consist of below 4 modules:
CHAPTER SUMMARY: Summarize chapter presented during the week. Identify the main point (as in "What's your point?"), thesis, or conclusion of the key ideas presented in the chapter.
SUPPORT: Do research outside of the book and demonstrate that you have in a very obvious way. This refers to research beyond the material presented in the textbook. Show something you have discovered from your own research. Be sure this is obvious and adds value beyond what is contained in the chapter itself.
EVALUATION: Apply the concepts from the appropriate chapter. Hint: Be sure to use specific terms and models directly from the textbook in analyzing the material presented and include the page in the citation.
SOURCES: Include citations with your sources. Use APA style citations and references.
.
SUSTAINABLE ENERGY
SYSTEMS
1 | P a g e
Table of Contents:
List of Tables: ................................................................................................................................ 1
Introduction: .................................................................................................................................. 2
Energy Audit of New Castle House: .............................................................................................. 2
House Description: .................................................................................................................... 2
Electronic Appliances & Energy Consumption: ......................................................................... 3
Cost of Energy Consumption: ................................................................................................... 5
Potential Saving in Electricity: ....................................................................................................... 5
Energy Saving in Refrigerators: ................................................................................................ 6
Energy Saving in Washing Machine & Dryers: ......................................................................... 6
Energy Saving in Electric Oven: ............................................................................................... 7
Energy Saving in Lighting Load: ............................................................................................... 7
Energy Saving in Water Heating & Space Heating: .................................................................. 7
Summary of Energy and Cost Saving: .......................................................................................... 7
Conclusion: ................................................................................................................................... 8
References: ................................................................................................................................... 9
List of Tables:
Table 1. Household appliances with their wattage and average daily usage ............................... 4
Table 2. Average annual consumption of energy (kWh/year) by the household appliances ........ 4
Table 3. Cost of energy consumption by the appliances annually ................................................ 5
Table 4. Potential saving in energy consumption and saving in energy cost ............................... 8
2 | P a g e
Sustainable Energy System
Introduction:
In any modern societies in the world there are continuously increasing concerns over availability
of energy, energy consumption efficiency and reduction in losses over network. In developed
countries it is a challenging task to achieve sustainability in energy efficiency and growth. On the
other hand for developing countries challenge is to achieve self-reliance and ene.
Sustainable supply chain
management: evolution and
future directions
Craig R. Carter
Arizona State University, Tempe, Arizona, USA, and
P. Liane Easton
Center for Logistics Management, University of Nevada, Reno, Nevada, USA
Abstract
Purpose – The purpose of this paper is to conduct a systematic review of the sustainable supply
chain management (SSCM) literature in the principal logistics and supply chain management journals,
across a 20-year time frame.
Design/methodology/approach – The authors use a systematic literature review methodology.
This methodology allows for the minimization of researcher bias and the maximization of reliability
and replicability. The study’s empirical validity is further enhanced by demonstrating high levels of
inter-coder reliability across families of codes.
Findings – The field of SSCM has evolved from a perspective and investigation of standalone
research in social and environmental areas; through a corporate social responsibility perspective; to
the beginnings of the convergence of perspectives of sustainability as the triple bottom line and the
emergence of SSCM as a theoretical framework. While the SSCM research has become more
theoretically rich and methodologically rigorous, there are numerous opportunities for further
advancing theory, methodology, and the managerial relevance of future inquiries.
Research limitations/implications – The trends and gaps identified through our analysis allow
us to develop a cogent agenda to guide future SSCM research.
Practical implications – The current perspectives of SSCM hold important implications for
managers, by directing limited resources toward projects which intersect environmental and/or social
performance, and economic performance.
Originality/value – The paper provides a systematic, rigorous, and methodologically valid review
of the evolution of empirical SSCM research across a 20-year time period.
Keywords Supply chain management, Economic sustainability, Social responsibility,
Environmental management, Economic performance
Paper type Literature review
Introduction
Sustainability has become a huge buzzword, both in today’s business world and
within the broader facets of society. It is difficult, for example, to walk by a newsstand
without seeing at least one magazine cover featuring alternative sources of energy,
climate change issues, or the iconic polar bear floating on a thin sheet of ice. There are a
number of drivers for this rising prominence of sustainability, including supply and
demand characteristics surrounding energy consumption, an increased understanding
of the science relating to climate change, and greater transparency concerning both the
environmental and the social actions of organizations.
These issues are relevant to managers, because their stakeholders – customers,
regulatory bodies, non-governmental organizations, and even their own employees – are
The current issue and full text archive of this journal is available at
w.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Surrogacy and transnational adoption are very honorable and noble .docx
1. Surrogacy and transnational adoption are very honorable and
noble choices to help those who cannot have children or are
incapable of doing so. According to the Vice video, surrogacy
has become a global spread in many countries and often not
done ethically due to different countries laws. This is especially
apparent in India where it is much cheaper to get a surrogate
than paying for one in the U.S.
Prospective parents put off by the rigor of traditional adoptions
are bypassing that system by producing babies of their own-
often using an egg donor from one country, a sperm donor from
another, and a surrogate who will deliver in a third country to
make what some industry participants call a World Baby.
Because this is a global business, laws are vague and can
conflict from country to country. Communication between all
three parties of the business can be very difficult at times
because everyone might live in a different country. This makes
it hard to make sure the if parents or the surrogate is
responsible since there is little information exchanged. A
background check would provide valuable information about
everyone to know that they are not dangerous. I think one
potential solution to this business so that it isn’t as sketchy, is
to shift our areas of interest to countries that have background
checks available while staggering the impregnant dates to
minimize abortions. Having background checks also would
provide valuable information about everyone to know that they
are not dangerous.
International adoption can be challenging at times, but very
rewarding. It can be useful for people who cannot have a child
or want to give a child a better life. It can also be much cheaper
and faster to adopt one from another country because there are
less regulations and specific laws in other countries. I think
adoption in general is an important thought to consider for
2. potential future parents. There are thousands of children who
grow up in a foster home who don’t get the help and resources
they need. I have a friend who was adopted by parents in the
U.S., but she was originally from Vietnam. They were able to
give her a better life and the resources she needed to grow.
However, while adopting internationally has it’s pros, its cons
would be that after taking them away from their own country,
they might take away the child’s sense of identity or the culture
they came from. This can potentially affect a child’s future self
identity and make them feel out of place being in a different
country with a different race of people.
Whether it’s adoption or surrogacy, people need to be aware of
the the risky business behind it. Since most of these cases are
done internationally, a background check is one of the most
important things to do. Without a proper background check, it
could increase the chance of a child being raised by
irresponsible parents and continue to throw away another human
life. Surrogacy is a sensitive and risky business that needs to be
handled more responsibly because it involves life or death.
More people should know more about the varying laws in
different countries when doing business with these companies.
Sports Injury Prevention
Part 2: Strength, or length?
Part 1 was published in Modern Athlete and Coach January
2015 Dr Mark Brown
Mark Brown B.App.Sc(Phty); MHSc(Sports Physio); MBA;
FASMF; FAIM
Mark Brown is an Australian Physiotherapy Association (APA)
titled Sport Physiotherapist with over 30 years’ experience in
3. sports medicine. Currently he holds positions as the Executive
Officer o f Sports Medicine Australia’s Queensland Branch,
adjunct
Associate Professor in the Griffith University Centre of
Musculoskeletal Research and as a Member of the Oceania
National
Olympic Committees Medical Commission. He is a Fellow o f
both the Australian Sports Medicine Federation and the
Australian
Institute o f Management and was the Director of Physiotherapy
for the Sydney 2000 Olympic and Paralympic Games.
Mark's main clinical and research interest areas relate primarily
to improving safety in sport and physical activity and he has
published and presented internationally in particular on:
• improving the prevention and management o f medical
emergencies in sport
• the use of neuromuscular training programs for sports injury
prevention and performance enhancement
• the use of taping techniques for the prevention and treatment
o f musculoskeletal conditions.
In the previous article I outlined some of the main components
of an evidence informed approach to sports injury prevention,
especially including the proven effectiveness of multi-
component neuromuscular training programs to both reduce
the number and severity of lower limb injuries in athletes, and
also improve sporting performance. Neuromuscular training
programs aim to improve strength and control during sports
specific movements and this article will briefly examine
the sometimes controversial topic of the role of flexibility
training as a component of sports injury prevention programs,
and whether muscle length or muscle strength are most
associated with reduced sports related injuries.
Until relatively recent times the conventional wisdom amongst
athletes, coaches and health professionals was that stretching
4. exercises to increase muscle length and joint range of motion
were an essential component of injury prevention programs
for athletes. But a number of research studies conducted in
the late 1990’s and early 2000’s produced results that caused
a rethink of this concept. In particular a landmark large scale
study conducted in Australia by Pope et al (1998) found there
was no meaningful difference in the number of lower limb
injuries in army recruits who used static stretching exercises
in their warm up program compared to those whose warm up
program did not include stretching.
Subseguent studies by other researchers produced similar
conclusions with respect to injury prevention, while others
also found that stretching before or after exercise did not
reduce delayed onset muscle soreness (DOMS), or other types
of exercise related pain, or measures of recovery. Around the
same time other researchers found that stretching, especially
static stretching, temporarily decreases muscle power which
is obviously not a desirable outcome for optimal performance
in most sports, especially those requiring explosive power.
But other studies looking at risk factors for sports injuries have
shown that reduced flexibility or range of motion (ROM) are
associated with some types of sports injuries. For example,
reduced hamstring extensibility was found to be associated
with an increased predisposition to hamstring strains, and
reduced ankle dorsiflexion range of motion is a risk factor
for ankle injuries. But even these findings are complicated by
yet other studies that show that an even greater risk factor
for injury for most muscle injuries is not muscle length, but
muscle strength. For example, for thigh adductor muscle
strains (groin strains) adductor length or extensibility has
been found to not be a risk factor for injury, however reduced
adductor strength as measured on the adductor squeeze test
is. Similarly, the biggest risk factor for a hamstring strain injury
5. according to current evidence is reduced hamstring eccentric
strength rather than decreased hamstring extensibility, and
eccentric strengthening of the hamstring muscles in the
eccentric hamstring lower exercise (often commonly referred
to as “ Nordic hamstrings” ) has been found to be protective for
hamstring strains.
This particular exercise has become an im portant component
of many sports injury prevention programs including the FIFA
11 + injury prevention program. While this particular program
is mostly orientated to injury prevention in Football many of
the exercises can be readily adapted by athletics coaches
and is worth a look at as the videos and other resources on
the FIFA website clearly outline the exercises (http://f-m arc.
com /11plus/hom e/). Currently researchers are attempting to
establish minimum benchmark strength measures or strength
ratios for exercises such as the Nordic hamstring curl which
eventually will assist coaches and the athlete’s attending
health professionals when screening athletes for injury risk
factors, but at present normative data is limited.
Other research studies support the notion that strength is
more im portant than length for injury prevention. Recently
Lauersen et al published an article in the British Journal of
Sports Medicine in 2014 that examined the effectiveness of
exercise interventions to prevent sports injuries. The authors
41
http://f-marc
conducted a systematic review and meta-analysis of 25
randomised controlled clinical trials (26,610 total participants)
to determine which physical activity interventions were most
effective for sports injury prevention. The analysis determined
6. that stretching did not reduce injuries, but strengthening and
proprioceptive exercises did. Strength training was the most
effective intervention and reduced sports injuries to less than
one third (Relative risk ratio 0.315). Proprioceptive training
was also found to be effective though less so than strength
training (Relative risk ratio 0.550).
So based on some of the research findings it’s tempting to say
that on the whole muscle strength is more im portant for injury
prevention than muscle length. However, this view is overly
sim plistic and ignores the fact that in some sports a certain
degree of flexibility is necessary to effectively execute some of
the required techniques, especially sports such as gymnastics,
dance, and some martial arts disciplines but also in some
track and field disciplines so a “ one size fits all” approach
with regards to what sort of flexibility training is required is
not appropriate. It also doesn’t take into consideration that
stretching programs don’t just alter muscle length, they also
have an effect on tendon elasticity which is also relevant
to sports performance. It is often forgotten that the muscle
should be more accurately described as a muscle tendon unit
with the contractile component of the MT unit (the muscle
fibres) applying a force to the boney attachments via the
non-contractile components (the tendon and fascial tissue) so
what sort of exercise interventions most effect tendon and
muscle tissue also needs to be considered.
So how do we put all of this together? At the moment
according to current research evidence it’s not a matter of
“ stretching: yes or no?” but rather that stretching can be a
useful part of programs if the type and tim ing of stretching
programs is contextualised to the sport, and also customised
to the individual differences in morphology, risk factors as
identified in the screening process, and the sporting tasks
required for each athlete. But, some of the factors that could
be taken into consideration include:
7. • On the basis that the muscle tendon (MT) unit needs to be
compliant enough to store and release energy effectively
in the Stretch Shortening Cycle (SSC) this would suggest
that more compliance in the MT unit would decrease
muscle and tendon injury because the load on these
tissues would be reduced. However, static and dynamic
stretching immediately before activity have been found
to be counter-productive to force generation, possibly
through overstimulation of the stretch receptors.
• According to Kubo et al 2000 moderate or low SSC demand
sports like running or cycling do not benefit from making
the MT unit more compliant.
• However, sports with jumping or bouncing activities with
a high intensity of SSCs require a MTU compliant enough
to store and release the high amount of elastic energy
required in such sports.
• Dynamic stretching produces no or little effect on muscle
length but has a significant influence on tendon stiffness,
which in turn increases storage and release of elastic
energy in tendons which is useful in high SSC sports like
jumping. But dynamic stretching is not the best technique
to increase range. Kubo et al (2001) found that dynamic
stretching does decrease tendon stiffness using a protocol
of 2 sessions of dynamic stretching per day for 8 weeks.
However, this benefit was soon lost if the stretching
exercises were not maintained.
• Witvrouw et al (2007) compared dynamic stretching and
static stretching and concluded that static stretching
is a better technique for increasing ROM and dynamic
stretching is better for increasing tendon elasticity. In their
view if ROM alone is the goal or is critical to success in a
8. particular sport or activity then static stretching as part of
an overall program is indicated, though not as part of the
warm up due to the temporary muscle force reduction.
• To increase muscle range of motion a large volume
of static stretching is required. Marshall et al (2011)
demonstrated a 20.9% increase in hamstring extensibility,
but the program involved 4 different hamstring stretches,
each performed 5 times a week for 4 weeks, (including
1 supervised session per week), with each stretching
exercise held for 30 seconds with 3 repetitions of each.
• Konrad and Tilp (2014) concluded that static stretching
did not produce a change in muscle length or structure,
however people who stretch often increase range of
motion due to an increased tolerance to stretch, and /or
increased pain tolerance.
• Warm-up before sport also increases the visco-elasticity
of the muscle tendon unit and therefore may be more
appropriate than stretching immediately before sport. But
as individual variation do occur different approaches to
stretching and warm up for each athlete should be tested
outside of competition using sports specific measures of
performance.
So which stretching technique you would use and when
depends on sports specific goals. Also, you need to do a lot of
stretching (which costs a lot of time) to get measurable results.
While that is getting complicated enough, none of the above
takes into consideration the possible additional confounding
variables associated with variations in joint hypo / hyper-
mobility, or the effects of age, metabolic and genetic factors on
tendon tissue. But, overall for athletes with reduced flexibility
there is still an argument in favour of incorporating flexibility
training into their programs, but probably not immediately
9. before sporting performance. The type of stretching and what
areas should be focused on will depend on the findings by
the Physiotherapist in a comprehensive musculoskeletal
screening in conjunction with the coaches identification of
each athlete’s training goals and sports specific role.
What is clearer is that increasing muscular power and control
are important and effective in reducing injury and increasing
42
performance, but gaining strength must as always take
into consideration careful monitoring of the athlete’s total
training load.
References:
Arnason A, Andersen T, Holme I, Engebretsen L and Bahr R.
Prevention of hamstring strains in elite soccer: an intervention
study. Scandinavian Journal of Medicine and Science in
Sports, 2007
Konrad, A. and Tilp, M. (2014) Increased range of motion after
static stretching is not due to changes in muscle and tendon
structures. Clin. Biomech. 2014; 29(6):636-42.
Kubo K., Kanehisa H., Kawakami Y. and Fukunaga T. Effects
of repeated muscle contractions on the tendon structures in
humans. Eur. J Appl. Physiol. 2 0 0 1 ,8 4 ,1 6 2 -1 6 6 .
Kubo K., Kanehisa H., Kawakami Y. and Fukunaga T Influence
of static stretching on viscoelastic properties of human tendon
structures in vivo J App Physiol. 2001 90 (2), 520-527
10. Jamtvedt G, Herbert RD, Flottorp S, et al. A pragmatic
randomised trial of stretching before and after physical
activity to prevent injury and soreness. Br J Sports Med
2010;44:1002-9.
Lauersen JB, Bertelsen DM, Andersen LB. The effectiveness of
exercise interventions to prevent sports injuries: a systematic
review and meta-analysis of randomised controlled trials. Br J
Sports Med 2014:48:871-7.
Marshall, R, Cashman A, Cheema, B. A randomized controlled
trial for the effect of passive stretching on measures of
hamstring extensibility, passive stiffness, strength, and stretch
tolerance. J Sc. Med. Sp. 2011 14 (6) 535-540
Pope R, Herbert R, Kirwan J. Effects of ankle dorsiflexion
range
and pre-exercise calf muscle stretching on injury risk in Army
recruits. Aust J Physiother 1998;44:65-72.
Pope RP, Herbert RD, Kirwan JD, et al. A randomized trial of
preexercise stretching for prevention of lower-limb injury. Med
Sci Sports Exerc 2000;32:271-7.
Witvrouw E, Mahieu N, Roosen P and McNair P. The role of
stretching in tendon injuries Br J Sports Med. 2007 Apr; 41 (4):
224-226.
Copyright of Modern Athlete & Coach is the property of
Australian Track & Field Coaches
Association and its content may not be copied or emailed to
multiple sites or posted to a
listserv without the copyright holder's express written
permission. However, users may print,
11. download, or email articles for individual use.
The impact of Game Sense pedagogy on Australian rugby
coaches’
practice: a question of pedagogy
Richard Lawrence Lighta� and John Evans Robertb
aCarnegie Research Institute, Leeds Metropolitan University,
Leeds, UK; bFaculty of Education
and Social Work, University of Sydney, NSW, Sydney,
Australia
(Received 11 December 2007; final version received 23
December 2008)
Background: Recent developments in games and sport teaching
such as that of Teaching
Games for Understanding, Play Practice and Game Sense
suggest that they can make
a significant contribution toward the development of tactical
understanding, ability
to read the game, decision-making and a general ‘sense of the
game’, yet empirical
research conducted on their application in sport coaching lags
behind research on
their application in physical education. This article redresses
this oversight by drawing
on a study that inquired into the impact that Game Sense has
had on elite-level rugby
coaches in Australia.
Aims: The purpose of the study was to inquire into the ways in
which elite-level rugby
12. coaches interpret and used the Game Sense approach to
coaching and to explore the
reasons for this.
Method: This study comprises four case studies on Australian
rugby coaches who were
working, or had worked at, provincial and/or national levels.
Data were generated
through noted observations and a series of extended, semi-
structured interviews
conducted over a four-month period. A constant-comparative
approach used in
grounded theory was employed to analyse the data from the
interviews. The analysis
involved identification of themes and ideas and the development
of substantive theory
that was tested in subsequent interviews and connected to
formal theory later in the
analytic process.
Results: The coaches in this study value games-based training
using them to: (1) test skills
in game-like situations; (2) develop decision-making and
aspects of a ‘sense of the game’
through implicit learning that cannot be directly taught to
players; and (3) develop match-
specific fitness. However, Games Sense pedagogy has had a
relatively limited influence
on their coaching, with none of them familiar with either Game
Sense pedagogy or the
concept of pedagogy in general.
Conclusion: This study suggests that while elite-level rugby
coaches in Australia value
games as part of their training, the distinctive, player-centred,
Game Sense pedagogy
has had little impact upon rugby coaching. This suggests that
implementing significant
change in coaches’ pedagogical practice, such as that required
13. for implementing a
Game Sense approach, is not an easy task. A lack of attention to
pedagogy in
Australian rugby coach education programmes seems to have
limited the impact of
Game Sense on rugby coaching in Australia and is an area in
need of attention in both
coach education and the coaching literature.
Keywords: Game Sense; rugby; coaches; Australia
ISSN 1740-8989 print/ISSN 1742-5786 online
# 2010 Association for Physical Education
DOI: 10.1080/17408980902729388
http://www.informaworld.com
�Corresponding author. Email: [email protected]
Physical Education and Sport Pedagogy
Vol. 15, No. 2, April 2010, 103–115
Introduction
The past 6–7 years have seen the emergence of writing that
challenges a view of coaching
as a simple process of knowledge transmission from coach to
players (Cassidy, Jones, and
Potrac 2004; Jones 2006; Kidman 2005; Light 2004). This
developing perspective on
coaching draws on developments in pedagogy and learning
theory in education and
physical education to argue for a view of coaching as a
complex, situated social process
14. (Cassidy, Jones, and Potrac 2004; Jones 2006). As part of this
emergent perspective on
coaching, researchers have suggested the application of student-
centred approaches.
Approaches such as Teaching Games for Understanding (TGfU),
Play Practice and
Game Sense can make a significant contribution toward the
development of specific
areas of play such as tactical understanding, reading the game,
decision-making, player
independence and a general ‘sense of the game’ (see, for
example, Launder and Piltz
(2006) and Light (2004)). This development offers an
‘extremely powerful point of connec-
tion between teaching and coaching and, physical education and
sport’ (Penney 2006, 34).
The research that has been conducted on athlete/player-centred
approaches to coaching
suggests that it provides a range of opportunities for coaching,
yet, as is the case with
research on physical education teachers, there are a number of
problems involved with
its implementation (Kidman 2001; Light 2004). A number of
studies conducted over the
past decade in physical education have focused on teachers’ and
pre-service teachers’
responses to TGfU and its variations, and their experiences of
implementing them across
a range of cultural settings (Butler 1996; Light 2002; Liu 2004;
Tan et al. 2002), yet
little empirical research has been conducted on the application
of these approaches to
sport coaching in either youth sport or elite sport settings.
To redress this oversight in the literature this paper draws on a
close-focus study con-
15. ducted on the impact of Game Sense on the practices of four
Australian rugby coaches.
The study inquired into the extent to which Game Sense had
impacted upon practice in
elite-level rugby coaching by focusing on four rugby coaches
working at elite levels in
the provinces of New South Wales (NSW) and the Australian
Capital Territory (ACT),
Australia over a four-month period from July to October 2005.
New perspectives on coaching
Traditional views of coaching as being focused on the
development of athlete competence
and skill reflect an overly simple conception of learning as the
transmission of objectified
knowledge from coach to player/athlete that places limits on
athlete and coach interaction
(Cassidy, Jones, and Potrac 2004; Culver and Trudel 2008).
This promotes the idea of a
monologue from coach to players instead of the interaction and
dialogue that athlete-
centred approaches such as Game Sense advocate (Light and
Wallian 2008). Indeed, inter-
action between players and between players and the coach is
central to Game Sense and
other similar approaches that have been explained from a
constructivist perspective on
learning (Light and Fawns 2003; Wright and Forrest 2007).
Athlete-centred approaches
to coaching such as Game Sense are based on the assumption
that rather than being a
passive sponge soaking up knowledge, the athlete is a thinking,
feeling and physical
being that interprets and makes sense of learning experiences
shaped by the knowledge
16. and inclinations that he/she brings to the learning experience.
Drawing on Mosston and Ashworth’s (1986) idea of a spectrum
of teaching styles,
Cassidy, Jones, and Potrac (2004) draw overdue attention to
pedagogy in coaching by
suggesting that the five teaching styles of Command, Task,
Reciprocal, Guided Discovery
104 R.L. Light and J.E. Robert
and Problem Solving can be applied to coaching. They suggest
that coaching should seek to
do more than just transmit knowledge, arguing that it should
seek to develop athletes as
independent problem solvers, making them less reliant upon the
coach. The stress on
problem solving in Game Sense would certainly place its
‘teaching style’ at the student-
centred end of Mosston and Ashworth’s spectrum. The Game
Sense coach designs the
learning environment within which the players will learn
through interaction and experience
within activities designed to provide opportunities for specific
learning. Whether the focus is
on skill development, tactical learning, reading the games or
decision-making the coach
focuses on designing the environment and facilitating players’
learning through player-
centred, problem-solving pedagogy.
Game sense
The Game Sense approach was developed in Australia during
17. the 1990s through collabor-
ation between Rod Thorpe, the Australian Sports Commission
(ASC) and Australian
coaches (Light 2004). In Game Sense coaching learners are seen
as beings with previous
knowledge and experiences that shape how and what they learn.
Viewing Game Sense
from a social constructivist perspective emphasises the central
role of social interaction
in learning to highlight it as a social process (Gréhaigne,
Richard, and Griffin 2005;
Light and Fawns 2003; Wallian and Chang 2007; Wright and
Forrest 2007). This means
that coaches, like teachers, need to understand, or at least
consider, the experiences of
the player/athlete, the knowledge he/she brings to training, and
the physical and social
environment to accommodate meaningful change (learning). As
Dewey (1916/1997)
suggests, rather than direct instruction the teacher’s job is to
facilitate learning by designing
the learning environment, using questioning and providing
opportunities for interaction.
Most of the work on coaching as a social process has been done
by researchers who
have drawn on recent developments in education and physical
education pedagogy that
apply contemporary learning theory to teaching. This work
suggests that learning to play
sport involves far more than the refinement of de-contextualised
technique and the intern-
alisation of objective knowledge. It suggests that learning to
play sport (and learning to
coach) is essentially a social activity and a far more complex
process than traditional direc-
tive approaches seem to assume. Dominant approaches to
18. coaching and teaching are based
upon a belief in learning as a linear process in which players
learn by adding on knowledge
or skills (Light 2008). Such assumptions about learning are not
necessarily articulated, but
instead operate at a powerful non-conscious level where they
are rarely questioned, yet
structure coaches’ and teachers’ actions (Davis and Sumara
2003). Contemporary learning
theory sees learning as a transformative process that actively
engages the learner as an
active participant in the process. While not always stated as
such, this conception of
learning is evident in some of the more recent coaching
literature that has picked up on
player-centred coaching (for example, see Kidman 2001, 2005;
Light 2004).
Coaching and pedagogy
There has been considerable interest shown in TGfU and
variations such as Game Sense
and Play Practice from practitioners in the sport-coaching field
(Light 2004). The New
Zealand national rugby team, the All Blacks, successfully
adopted a game-based approach
informed by Game Sense (Kidman 2001). Many sports
organisations in Australia also lay
claim to the use of Game Sense, yet a cursory examination of
websites suggests that what is
labelled as Game Sense typically varies significantly from the
systematic approach
Physical Education and Sport Pedagogy 105
19. developed by Rod Thorpe and the ASC during the mid-1990s
(den Duyn 1997). For
example, clicking on the heading ‘Game Sense’ on the website
of the NSW rugby team,
the Waratahs, reveals only descriptions of a range of games
with no indication of how
they might be used and no mention of pedagogy. Light (2006a)
argues that while the use
of games for training is nothing new for many coaches, Game
Sense pedagogy, although
innovative, receives little attention from coaches or coach
educators. Indeed, with the
exception of some recent attention (Jones 2006; Cassidy, Jones,
and Potrac 2004), this
lack of interest in pedagogy is evident across the coaching field
where the process of learn-
ing is typically seen as being linear and non-problematic.
As Woodman (1993) suggests, sport coaching tends to
concentrate on athletic achieve-
ment at the expense of pedagogy in coach education
programmes where the process of
learning seems to be seen as a simple process of knowledge
transmission. Recent research
and writing on coaching from a socio-cultural perspective has,
however, begun to challenge
a dominant view of learning as a simple linear process and of
coaching as scientific process
(for example, see Cassidy, Jones, and Potrac 2004). Very
recently, writing in the physical
education field has begun to draw on contemporary thinking
about learning to highlight
the complex nature of learning and the need for pedagogical
approaches to recognise
and account for this (see, for example, Light 2008) and this is
20. equally relevant for sport
coaching as for physical education. By pedagogy we refer to
more than the limiting
ideas of a science or art of teaching to adopt a more inclusive
notion of pedagogy as
being: ‘any conscious activity by one person designed to
enhance learning in another’
(Watkins and Mortimer 1999, 3). While in this paper we are
concerned with this intended
learning, we recognise the range of unintended, implicit
learning that occurs as part of
day-to-day social life as identified in the learning theory of
Lave and Wenger (1991) and
the social theory of Bourdieu (1986).
Research methodology
This paper draws on four case studies on Australian rugby
coaches conducted in 2005. The
participants in the study were purposefully sampled and all were
employed as professional
rugby coaches who were working, or had worked at, provincial
or national levels. The study
inquired into the extent to which Game Sense had impacted
upon practice in elite-level rugby
coaching. It focused on four rugby coaches working at elite
levels in the provinces of NSW
and the ACT, Australia. The four case studies used a series of
interviews conducted over a
four-month period from July to October 2005 by the second
author. An interpretive method-
ology was adopted to provide insight and make sense of
coaching as a social process and the
ways in which the coaches involved interpreted and used Game
Sense. In an attempt to
situate the findings within the socio-cultural context within
21. which coaches work, it
locates their use of Game Sense within the high-pressure
environment of elite-level
coaching.
Data generation
Data were generated through a series of one on one, semi-
structured interviews guided by
the following core research question: To what extent has Game
Sense influenced the
practices of elite-level rugby coaches and how is this shaped by
the socio-cultural environ-
ment of elite rugby coaching? The interviews were conducted
by the second author with
initial interviews of 1 hour’s duration followed up with two
subsequent interviews of
approximately 40 minutes duration each.
106 R.L. Light and J.E. Robert
Analysis
The themes were coded manually from the transcribed
interviews. A constant-comparative
approach used in grounded theory as outlined by Glaser and
Strauss (1967) was employed
to analyse the data from the interviews. The analysis involved
identification of themes and
ideas that emerged from each of the three rounds of interviews
and related observations
leading to the development of substantive theories that were
tested in subsequent rounds
of interviews and connected to formal theory in the later stages
22. of the research.
The coaches
Pseudonyms have been used for each of the participants in the
study to protect their anon-
ymity and each of them is briefly described below.
Barry was 65 at the time of the study and was a previous
national, state and first-
division rugby coach. He had been a participant in the national
coach education programme
and was a level-3 coach with the Australian Rugby Union
(ARU). He had a background in
engineering and had in recent times been responsible for a state
rugby academy. He had a
passion for the game and was very enthusiastic about
participating in the study. In 2005
Barry was a coaching consultant to one of the major rugby
provinces in Australia and
had coached professionally for over 10 years.
Billy was 42 at the time of the study, had been a school teacher
and after retiring from
playing rugby five years prior to the study, moved into
coaching. He had been a participant
in the national coach education programme and was a level-3
coach with the ARU. He had
moved into a position with the NSW rugby team after being an
academy coach and after a
successful career coaching first division rugby. In 2005 he had
been coaching professionally
for five years.
Jack was 36 and had a career as a tradesman with a successful
building business before
23. completing a sports coaching qualification at a tertiary level and
moving into coaching. He
had been a participant in the national coach education
programme and was a level-3 coach
with the ARU. He played rugby at state and national levels
before moving into coaching.
Jack coached a first division team before taking up an
appointment with a state-based
academy and had coached professionally for five years at the
time of the study.
Simon was 30 at the time of the study with a degree in human
movement and held a
coaching position with the national team. He achieved this after
a long playing career at
club level and coaching stints overseas in Japan and France. He
was a successful Australian
Institute of Sport Scholarship coach while still playing rugby
and had coached profession-
ally for six years.
Results
The following section presents and discusses the ways in which
the coaches used games and
Game Sense in their coaching and the influence that their
coaching environment had on this.
The four coaches tended to use games in three main ways: (a) to
test skills and set plays;
(b) to develop independence, perception and decision-making
ability; and (c) to develop
game-specific fitness.
Testing skills
24. While the Game Sense approach is underpinned by a conception
of skills and understanding
developing at the same time the coaches in this study tended to
see modified games as a
Physical Education and Sport Pedagogy 107
means of testing skill after it had been practised and refined to
an appropriate level. They
tended to follow a progression that involved them identifying a
technique that needed
working on and beginning by having the players work on it in
isolation from the game.
They would then have players practise technique under
increasing pressure in an open
environment. This was typically followed by the skill, technique
or structured play being
tested in a modified game and in conditions that were similar to
a match. Simon explained
his use of games in training to develop and test skills:
We use games – games are probably the litmus test of their (the
players) transition between
block skills into whether they can actually apply those block
skills (in the real game). I
think it means that players have to read cues. So, they start to
become programmed to cues
that you can’t actually teach inside a block or a blocked drill.
(Interview 2, 24 August 2005)
Simon recognised the capacity of games to help players learn to
read cues through having
them engage with the physical learning environment and sought
to place players progress-
25. ively in a more game-like environment, but felt that learning
needed to begin with direct
instruction outside a game situation. Billy, Jack and Simon all
made a clear distinction
between the ideas of structured and unstructured play in rugby
matches and the need to
tailor training accordingly, with training divided into structured
and unstructured activities.
For these three coaches game-based training was best used for
those activities where
coaches thought players had already developed their skill level
to a point where it could
be used in aspects of rugby play that were unstructured, as Jack
explained:
It depends on the level of the player. For a player with a poor
skill level it (the use of games)
would be more structured and a player with an independent skill
level which – he’s got good
high quality skills you’re looking at more decision based
training, in which case you would
have less structured training. (Interview 2, 2 September 2005)
While set plays (first phase) such as scrums and lineouts are
typically very structured in
rugby the second phase of play (referred to by the four coaches
as ‘phase play’) is less pre-
dictable, more fluid and more dynamic. In this environment it is
more important for players
to be adaptable and be able to make tactically appropriate
decisions. However, even in
second-phase play, the coaches in this study sought to provide
as much structure as poss-
ible, reducing options and the need for player decision-making.
Simon recognised the need
for player decision-making during phase play, yet suggested the
26. extent to which he felt it
needed to be structured:
So, another really good example is phase play options, you
know, that’s a very open skill to be
able to call a phase play option on the run and then execute that
play with the correct running
lines, with the correct ball transfer, all those types of things.
So, obviously you’ve got to have
some structure to that so you actually get the play down pat and
you know what’s expected and
then you have to apply it in an unstructured situation.
(Interview 2, 24 August 2005)
Such responses indicate particular interpretations of Game
Sense and the place of games in
training shaped by a highly structured view of coaching and a
focus on the development of
high levels of skill performance. In general, Billy, Jack and
Simon sought to reduce the need
for players to anticipate, make decisions and be creative by
designing and having the
players learn structures to be implemented within the less
predictable aspects of games.
108 R.L. Light and J.E. Robert
Developing independence, perception and decision-making
Some of the strengths of Game Sense identified in research
include the ways in which it can
develop player independence on the field, perceptual powers
and decision-making ability
(Kidman 2001; Light 2004). The coaches in this study
27. recognised the extent to which
game-based training can develop these qualities to different
degrees, but Barry stressed
the need for these qualities more than the others. His approach
to coaching aligned better
with Game Sense pedagogy. His frequent references to intuition
and the need to develop
embodied responses to cues in games suggested that he had a
view of coaching and learning
that was different to the others, who favoured more structure in
their coaching and in the
game style of the teams they coached. He bemoaned the
reduction of opportunities for
young players to learn through ‘knock up’, informal games and
hinted at the non-conscious
learning that takes place through playing games. He felt that
players needed to develop a
sense of the game by playing games to develop an
understanding that bypassed conscious
thinking. In terms of the role Game Sense plays in this learning,
Barry saw this as a way to
improve what he referred to as players’ reactions or instincts:
So, by playing games, especially training games, where the
result is not terribly important,
people can play with an open mind and I think that’s a really
important thing. I think that –
I don’t know if everyone understands the same thing I’m
thinking of when I say open mind,
but you have to play with your mind vacant. You have to play
with your conscious mind
vacant to enable information to rocket through it quickly and
transfer to action. (Interview
1, 28 July 2005)
In this quote Barry seemed to refer to the implicit, embodied
28. learning that Light and Fawns
(2003) suggest occurs through TGfU. His notion of playing with
an open mind implies a lack
of structure and a degree of trust in the players’ ability to
respond to cues and the dynamics of
games appropriately. It also brings to mind the trust placed in
players by the new national
coach, Robby Deans, and his stress on having them play what is
in front of them.
Barry suggested that players’ independence on the field is an
essential quality for
performance at elite levels and that they should train in ways
that allow them to develop
this independence:
We must have player independence, the player must be able to
apply his skill in reading
designs, being aware of the spaces, being aware of the
opportunities and people must be
able to take advantage of that. (Interview 2, 25 August 2005)
He emphasised player autonomy, risk-taking and the need for
players to think and make
instant decisions within a constantly changing physical
environment. Players in any team
sport constantly have to: ‘make sense of the chaotic, ebb and
flow of display action that
unfolds during the game’ (Piltz 2004, 79) by reading the game
as the pages turn and
Barry seemed attuned to this requirement for rugby players. He
identified games-based
training as the best way to develop this on the field:
You can certainly develop independence through the use of
games which is what I would do –
29. is make them aware of that through a structured mock game or
structured game and then say,
righto, this is our play from here. (Interview 2, 25 August 2005)
Billy also saw the importance of implicit learning through
games for improving decision-
making and perception but conceived of this more in the vein of
embedding pre-determined
responses and patterns within dynamic physical contexts: ‘It’s
repetitious practice that
Physical Education and Sport Pedagogy 109
becomes embedded in their subconscious and then they become
subconsciously competent
without fear’. Although the others identified the need for
players to respond to cues in
games they were less inclined than Barry to hand over decision-
making responsibility to
the players. Simon suggested that the learning environment of
games-based training pro-
vides opportunities or stimuli that are not present in other forms
of training but was less
inclined to identify games-based training as a way of
developing player independence
than Barry: ‘I think it means that players have to read cues. So,
they start to become pro-
grammed to cues that you can’t actually teach inside a block or
a blocked drill’. Here Simon
identified the opportunities that Game Sense offers for players
to develop perception and
respond to cues in ways that can’t be directly taught but was
still reluctant to let go of
a tightly structured approach to coaching. On the other hand,
30. Barry encouraged player
risk-taking, creativity and responsibility in responding to game
cues, while the others
wanted to programme players in their responses to cues.
Simon recognised the importance of perception in picking up
cues and the ways in
which the training environment needs to be close to that of the
match and suggested
how aspects of rugby cannot be ‘taught’ but, instead, need to be
learnt through games.
Although his primary use of games and game-like contexts was
to test skills or predeter-
mined plays, interviews suggested an awareness of the need to
adapt to the dynamic and
fluid context of games by picking up cues. He also recognised
the value of the implicit
learning that occurs through playing games and the use of
games to develop aspects of
play that cannot be directly ‘taught’:
The other one (use of games training) is for implicit learning.
So, rather than being told the
whole time they actually – with implicit learning they actually
work things out for themselves
and they work that out through best performance. (Interview 2,
24 August 2005)
Questioning is seen as a central part of the Game Sense as a
player-centred approach and is a
key strategy for developing player independence (Light 2004),
but all four of the coaches in
this study felt that questioning was something that was done at
the completion of the task or
game and not part of the learning process. They did, however,
see questioning as a positive
31. approach, an opportunity for developing clarity and a chance to
discuss options. Billy’s
response was typical of the coaches’ positions on questioning:
Probably if they make a mistake, rather than tell them what the
mistake is generally to go
through a questioning type situation to see if they can actually
come up with the answer
without belittling them. (Interview 2, 25 August 2005)
Here Billy’s response suggested some support for the use of
questioning in Game Sense but
he did not see it as an important part of his coaching practice.
Developing match-specific fitness
All four of the coaches in this study also used game-based
coaching to develop game-
specific fitness because they felt that games replicated the
physiological demands of
matches. They saw the development of match-specific fitness as
one of the benefits of
games-based training as Barry made clear:
I think there has to be a connection between practice and
fitness. If there’s not we’ve got to
devote more time. Now, for the best use and the most efficient
use of time, we should do it,
and I know we can do it; from experience; therefore you must
do it. Now, I find that game
110 R.L. Light and J.E. Robert
playing is a fantastic way to get fitness if you ensure that the
32. rules of the game command it.
(Interview 2, 25 August 2005)
In his second interview Simon made a similar statement
regarding the contribution that
games training could make toward fitness. In response to a
question asking whether or
not he felt games were useful for developing fitness he said:
‘Yes, definitely because you
get an over compensation effect, as long as you’re playing
faster than the actual game is
usually played’.
The coaching environment
As one of the last major team sports to abandon the ideal of
amateurism, rugby has under-
gone profound change over the past decade or so since
embracing of professionalism from
1995 (Ryan 2008). It is now a professional sport in which
coaches are paid full-time pro-
fessionals who can aspire to financially rewarding careers.
There are also enormous finan-
cial consequences hinging upon the results of many matches and
resultant expectations on
elite-level coaches to win (Kayes 2007; Jenkins 2006). As Light
(2004) suggests, this can
operate to discourage coaches from experimenting with
innovation such as Game Sense.
Billy said that there was no place for the luxury of having a
coaching ‘philosophy’ in an
environment where there is no guarantee of tenure and coaches
have to be pragmatic. He
felt it was important to work with the players that are available
for the coach and adapt coach-
ing to suit their particular capacities rather than have a pre-
33. determined ‘philosophy’ such as
that which he saw as underpinning Game Sense. This approach
seems to be common in
professional rugby where, as Billy explained, there is an
emphasis on performance and
limited time to develop players:
To me you coach the people. You don’t plant yourself up there
and say this is the way I play
football. I mean, in some situations you can then contract
players who will play that way or you
can develop players over time and that’s obviously – in a long
term situation you can do that,
but most coaching jobs these days aren’t long term enough to
just have a philosophy and say
you’ll fit it all, bad luck, you must be adaptive. (Interview 1, 30
June 2005)
While a coach in an Australian Institute of Sport development
team might have time
to develop players, any national team is under pressure for
results. The views of
the coaches in this study suggest that such an environment
might not be conducive to
the more holistic and humanistic nature of Game Sense. As
research on TGfU and Game
Sense suggests, it takes time to develop understanding as
knowledge-in-action and is not
easy to quantify. There is a problem with such approaches not
fitting in with clear percep-
tions created by the new professionalism of rugby of players as
a human resource that
needs to be cultivated and ‘maximised’ where time is precious.
This can operate against
the adoption of a Game Sense approach as Jack suggested:
34. Even though we have professional players we only have a
limited time to coach them. The
game is very technical now and to ask questions (of players) all
the time may reduce the
real time we can coach. (Interview 3, 21 October 2005)
While this quote confirms the perceived lack of time available
for these coaches it also
reflects Jack’s view that the core concern of coaching at elite
levels is with teaching
players the technical aspects of rugby and that, even though
questioning has something
to offer, this is done more efficiently with direct instruction.
Although he agreed that
Physical Education and Sport Pedagogy 111
coaches were under great pressure to achieve results, Barry was
more positively disposed
toward indirect coaching through games. Indeed, he was openly
critical of what he saw as
an overemphasis on direct instruction:
I think one of the giant mistakes about coaching is that we have
to teach people how to play
rugby and I’m sure that people teach themselves how to play
rugby. I’m sure that you learn
how to play rugby by playing and you make mistakes and you
recognise the mistakes and
you get better at it and the general feel for the game is
developed by actually playing. (Interview
1, 28 July 2005)
With the national team, the Wallabies, having an exceptionally
35. poor year in 2005 similar
criticisms emerged in the print media (Kimber 2005). In a media
interview with Sydney
Premiership-winning Sydney University’s coach, Steven
Surridge, he hinted at a de-
humanisation of elite training while suggesting its limitation in
the preparation of complete,
thinking athletes:
Basically the obsession with training squads and academies is, I
think, actually weakening
Australian Rugby, Surridge said. ‘One of the main problems
with Australian rugby is that
they believe the training can improve player’s performance on
field’, and that is true to a
certain extent, but there’s nothing that will ever replace a game
situation. (Kimber 2005)
Discussion
The coaches in this study used games and valued them as an
important aspect of their train-
ing. They also recognised the ways in which games can develop
aspects of a ‘sense of the
game’ through implicit learning that cannot be directly taught to
players. In these ways they
were using game-based coaching as a significant part of their
training programmes, but
Games Sense pedagogy seems to have had a relatively limited
influence on their coaching.
Instead they tended to adopt directive teaching approaches.
Furthermore, none of them were
familiar with either this specific pedagogy or the concept of
pedagogy in general.
The resources for Game Sense developed and disseminated by
36. the ASC are all under-
pinned by a pedagogical approach that involves the use of
modified games to achieve
specific learning outcomes and the employment of questioning
instead of direct instruction
(den Duyn 1997). It involves a distinctive, player-centred
pedagogy. However, when the
coaches used the term Game Sense they were more often than
not referring to the idea
of having some sense of the game in a very broad way and not
to its specific, player-
centred pedagogy.
Of the four coaches in this study Barry’s ideas and beliefs about
coaching aligned best
with Game Sense pedagogy and the constructivist perspectives
on learning that have been
used to theorise it (Light 2004). He was easily the strongest
proponent of games-based
coaching and of players learning through, and within, games. He
was also considerably
older then the other coaches, who had developed their ideas
about coaching during a
period over which sport science knowledge had a strong
influence on coaching practice
and rugby coaching was already emerging as a professional
career. He felt that he had
learnt to play rugby through ‘knock up’ games and not through
the influence of coaches:
. . . as young Australian boys we learnt our sport by playing our
sport and we really didn’t have
any such thing as coaches. We didn’t have any such thing as a
field; we didn’t have a marked out
field. We didn’t have any such things as sidelines or for the
most part goal posts. We certainly
37. didn’t have a referee and at times we didn’t even have a ball.
(Interview 1, 28 July 2005)
112 R.L. Light and J.E. Robert
The others saw the value of games but tended to adopt a more
directive and structured
approach to coaching that suggested a view of it as a process of
knowledge transmission.
These three coaches used games as a significant part of their
training regimes but did not use
Game Sense pedagogy. Given the lack of attention paid to
pedagogy in coach education
programmes and by the major sport organisations in Australia
this is not surprising
(Dickson 2001).
Game Sense pedagogy repositions the coach and requires and
develops more equal
power relationships between coach and players than the
directive approach. It involves
the coach handing over responsibility and decision-making to
the players in training and
on the field, which is something that Billy, Jack and Simon
were reluctant to do. They
recognised the ways in which games-based training offered
opportunities for developing
perceptual powers, picking up cues and decision-making, but
restricted player autonomy
and choices by having players make responses that involved
choosing from a finite set
of options set by the coach. We suggest that this limiting of
choice and reluctance to ‘let
go’ is a case of not being willing to hand over decision-making
38. power to the players.
The repositioning of the coach or teacher taking up a Game
Sense approach is one
problem consistently identified in research in schools (Butler
1996). It has also been ident-
ified as a challenge in coaching (Light 2004). Considering the
pressure operating on these
coaches for results in terms of their win/loss ratio this can also
be seen as reluctance to shift
the responsibility for results from the coach to the players.
The coaches’ reluctance to ‘let go’ must be considered within
the context of the
enormous pressures placed on elite-level coaches for week-by-
week results. Few other
professions place people under such intense, constant and public
scrutiny. One has only
to look at the history of coaches who have been in charge of
losing All Blacks sides at
the Rugby World Cup (up until Graham Henry’s re-appointment
in 2007) to realise the
lack of security of coaching at the top and the extent of
relentless scrutiny that elite-level
rugby coaches are subject to. Coaches are thus, understandably,
reluctant to take risks or
depart too far from the status quo of accepted coaching practice.
They are also anxious
about relinquishing control over the players and the structures
they develop to limit
players’ capacities to improvise and experiment. Over the
course of this study the
coaches made comments that suggested a considerable degree of
agreement with the
principles and methods of Game Sense but only Barry was
explicit in his support for
the pedagogical ideas underpinning Game Sense and the idea of
39. handing over some
power to the players. Barry’s ideas on coaching were very well
aligned with the Game
Sense approach but his lack of familiarity with its player-
centred pedagogy limited his
ability to realise its aims fully.
Conclusion
Although the development of Game Sense a decade ago drew on
existing coaching prac-
tices, its pedagogy made it an innovative approach (Light
2006a) that has since generated
significant interest from researchers in the physical education
and coaching fields. It has had
an influence on coaching in Australia, helped by its initial
promotion by the ASC and the
resources supporting it (den Duyn 1997; Light 2004) but the
study drawn on in this paper
suggests that it’s most distinctive feature – its player-centred
pedagogy – has had far less
impact than its emphasis on the use of modified games. While it
is difficult to generalise
from a close focus study on only four coaches this study does
suggest that, at least at the
elite levels of rugby coaching in Australia, the player-centred
pedagogy of Game Sense
has had minimal impact upon pedagogy in coaching. In doing so
it draws attention to
Physical Education and Sport Pedagogy 113
the issue of pedagogy in coaching. Despite some recent
attention (see, for example, Jones
40. 2006), pedagogy is neglected in coach education programmes
and is underdone in the
coaching literature (Woodman 1993; Dickson 2001). It is only
over the past 4–5 years
that pedagogy has been considered to challenge a dominant
view of coaching as a non-pro-
blematic linear process of knowledge transmission and a non-
critical acceptance of one way
to teach. This is a promising start but this study justifies
concern with the neglect of peda-
gogy in coach education and development programmes.
While coaching has profited from knowledge in the sports
sciences it seems to have
been impervious to the development of knowledge on learning
and teaching. Jones’
(2006) examination of what educational research and
developments have to offer coaching
provides much needed encouragement for coaching research and
education programmes to
recognise that the relationship between coaching and learning is
complex, social in nature
and deserving of more attention than it currently receives.
Recent writing on coaching from
a socio-cultural perspective and research on the development
and application of innovative
pedagogy in coaching that draws on education research provides
great promise for the
development of coaching at all levels (Cassidy, Jones, and
Potrac 2004; Jones 2006;
Kidman 2001, 2005; Light 2006b; Penney 2006). However, this
study suggests that imple-
menting such change in practice is not an easy task. Further
research is needed on coaching
and coach education that challenges its comfortable assumptions
about learning being a
41. straightforward process of knowledge transmission for good
ideas like Game Sense to
make a significant impact upon rugby coaching at elite levels.
References
Bourdieu, P. 1986. Distinction: A social critique of the
judgement of taste. London: Routledge.
Butler, J. 1996. Teacher responses to Teaching Games for
Understanding. Journal of Physical
Education, Recreation and Dance 67: 28–33.
Cassidy, T., R. Jones, and P. Potrac. 2004. Understanding sports
coaching: The social, cultural and
pedagogical foundations of coaching practice. London:
Routledge.
Culver, D., and P. Trudel. 2008. Clarifying the concept of
Communities of Practice in sport.
International Journal of Sports Science and Coaching 39, no. 1:
1–10.
Davis, B., and D. Sumara. 2003. Why aren’t they getting this?
Working through the regressive myths
of constructivist pedagogy. Teaching Education 14, no. 2: 123–
40.
Den Duyn, N. 1997. Game Sense: Developing thinking players.
Canberra, Australia: Australian
Sports Commission.
Dewey, J. 1916/1997. Democracy and education: An
introduction to the philosophy of education.
Repr. New York: The Macmillan Company.
Dickson, S. 2001. A preliminary investigation into the
effectiveness of the national coaching accred-
42. itation scheme. Canberra, Australia: Australian Sports
Commission.
Glaser, B.G., and A.L. Strauss. 1967. The discovery of
grounded theory: Strategies for qualitative
research. London: Weidenfeld and Nicholson.
Gréhaigne, J.F., J.F. Richard, and L.L. Griffin. 2005. Teaching
and learning team sports and games.
New York: RoutledgeFalmer.
Jenkins, P. 2006. Secret plan to bring back O’Neill. The Daily
Telegraph, December 10, 50–51.
Jones, R.L. 2006. How can educational concepts inform sports
coaching? In, The sports coach as
educator. ed. R.L. Jones, 3–13. London and New York:
Routledge.
Kayes, J. 2007. No excuses for Henry’s men. The Press,
September 6, 3.
Kidman, L. 2001. Developing decision makers: An
empowerment approach to coaching.
Christchurch, New Zealand: Innovative Print Communications.
Kidman, L. 2005. Athlete-centred coaching: Developing
inspired and inspiring people. Christchurch,
New Zealand: Innovative Print Communications.
Kimber, B. 2005. Students’ coach signs off with caning for
powerbrokers. Sydney Morning Herald,
October 9, 68.
114 R.L. Light and J.E. Robert
43. Launder, A., and W. Piltz. 2006. Beyond ‘understanding’ to
skilful play in games through Play
Practice. Journal of Physical Education New Zealand 39, no. 1:
47–57.
Lave, J., and E. Wenger. 1991. Situated learning: Legitimate
peripheral participation. Cambridge,
UK: Cambridge University Press.
Light, R. 2002. The social nature of games: Australian pre-
service primary teachers’ experiences of
TGfU. European Physical Education Review 8, no. 2: 291–310.
Light, R. 2004. Coaches’ experience of Game Sense:
Opportunities and challenges. Physical
Education and Sport Pedagogy 9, no. 2: 115–32.
Light, R. 2005. Introduction: An international perspective on
Teaching Games for Understanding.
Physical Education and Sport Pedagogy 10, no. 3: 211–12.
Light, R. 2006a. Game Sense: Innovation or just good coaching?
Journal of Physical Education New
Zealand 39, no. 1: 8–19.
Light, R. ed. 2006b. The games approach to coaching. Special
issue. Journal of Physical Education
New Zealand 39, no. 1.
Light, R. 2008. An examination of complex learning theory, its
epistemology, its assumptions about
how we learn and implications for physical education. Journal
of Teaching in Physical Education
27, no. 1: 21–37.
44. Light, R., and R. Fawns. 2003. Knowing the game: Integrating
speech and action in games teaching
through TGfU. Quest 55: 161–77.
Light, R., and N. Wallian. 2008. A constructivist-informed
approach to teaching swimming. Quest 60:
387–404.
Liu, R. 2004. Teaching Games for Understanding:
Implementation in Hong Kong. In Proceedings for
the second international conference: Teaching sport and
physical education for understanding,
ed. R. Light, K. Swabey and R. Brooker, 53–61. Melbourne,
Australia: University of Melbourne.
Mosston, M., and S. Ashworth. 1986. Teaching physical
education. 3rd ed. Columbus, OH: Merrill
Pub Co.
Penney, D. 2006. Coaching as teaching. In The sports coach as
educator. ed. R.L. Jones, 25–36.
London: Routledge.
Piltz, W. 2004. Reading the game: A key component of
effective instruction in eaching and coaching.
In Proceedings of the 2nd international conference on teaching
sport and physical education for
understanding, ed. R. Light, K. Swabey and R. Brooker, 79–89.
Melbourne, Australia:
University of Melbourne.
Ryan, G., ed. 2008. The changing face of rugby: The union
games and professionalism since 1995.
Cambridge, UK: Cambridge Scholars Publishing.
Tan, S., S. Wright, M. McNeill, J. Fry, and C. Tan. 2002.
45. Implementation of the Games Concept
approach in Singapore schools: A preliminary report. Review of
Educational Research and
Advances for Classroom Teachers 21, no. 1: 77–84.
Wallian, N., and C.-W. Chang. 2007. Language, thinking and
action: Towards a semio-constructivist
approach in physical education. Physical Education and Sport
Pedagogy 12, no. 3: 289–311.
Watkins, C., and P. Mortimer. 1999. Pedagogy: What do we
know? Understanding pedagogy and its
impact on learning. ed. P. Mortimore, 1–19. London: Paul
Chapman Publishing.
Woodman, L. 1993. Coaching: A science, an art, an emerging
profession. Sports Science Review 2,
no. 2: 1–13.
Wright, J., and G. Forrest. 2007. A social semiotic analysis of
knowledge construction and games
centred approaches to teaching. Physical Education and Sport
Pedagogy 12, no. 3: 273–87.
Physical Education and Sport Pedagogy 115
Copyright of Physical Education & Sport Pedagogy is the
property of Routledge and its content may not be
copied or emailed to multiple sites or posted to a listserv
without the copyright holder's express written
permission. However, users may print, download, or email
articles for individual use.