Consequences of immigration

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

A Critical Reflection of a Six Week Placement within the Rugby Football League A Critical Reflection of a Six Week Placement within the Rugby Football League Chapter I1.1 Goals for Placement1.2 Goal Setting1.3 Curriculum Vitae and Covering Letter1.4 Potential EmployersChapter II2.0 Coaching Literature2.1 Sports Policy and ParticipationChapter III3.0 Reflective TheoryChapter IV4.0 Description4.1 Thoughts and Feelings4.2 Evaluation4.3 Analysis4.4 Action PlanChapter V5.0 Description5.1 Thoughts and Feelings5.2 Evaluation5.3 Analysis5.4 Action PlanChapter VI6.0 Evaluation7.0 ConclusionBibliographyRelated Chapter I 1.0 Introduction Vocational practice is becoming a fundamental educational experience for students (May and Veitch, 1998). Colley, Hodkinson and Malcom, (2002) claim that vocational practice and training aids the development of technical skills and knowledge thus increasing behavioural competence within the workplace. Lyle and Cushion (2010) states there is no substitution for experience when it comes to hands on coaching, this belief is supported by Ericsson, (1998) whos research shows that a minimum of ten years experience is needed within the field to excel to an expert level of coaching. Vickers and Bavister (2005) go on to claim that coaches who regularly achieve success while coaching are often those who can reflect on their experiences from other events. This claim is supported by Schempp et al (2007) who believe that coaches who can thoughtfully analyse and critique the parts of their sessions which were successful and those which were not and then make adjustments where necessary are the â⠂¬Å"outstanding† coaches. Before beginning any form of vocational placement it is crucial to set out key aims and objectives as this will allow you to asses just how successful the placement experience was and how much you gained from it. For my placement I set out three key aims. These aims are clearly laid out in section 1.1 as seen below. 1.1 Goals for Placement To gain hand on experience while developing my practical skills and tacit knowledge. To obtain at least two contacts which I could use after university. To increase my own self confidence when in front of others. 1.2 Goal Setting Correct goal setting can improve focus, persistence, confidence and performance but poor goal setting can create anxiety and sometimes hinder performance (Lynn, 2010). All three of my placement goals stick to the idea of SMARTER goal setting, these are defined by Finn, (2008) as â€Å"specific, measurable, achievable, realistic, time phased and re evaluated†. Lewis and Smith (1994) explains that a good tip for coaches and athletes is to keep your goals SMARTER as it is easy to remember and makes your goals more achievable. This claim is supported by Lynn (2010) who claims that is vast amounts of literature that supports SMARTER goal setting. Weinberg and Gould (2003) claim that as a coach it is important to make your goals specific as without an aim you can lose interest and may not fully strive for the goal. It is also crucial for the goal to be measurable as without this there is no real drive for the coach. Coaches must also believe their goals are achievable and realistic as this will help keep them motivated to perform. Harter’s competency motivational theory agrees with this statement, explaining that more mastery attempts will take place if there is early success within the athlete’s goals (Harter, 1981). It is also essential that coaches make sure goals are realistic, if an athlete believes the goal is unrealistic they are almost guaranteed to fail (Martens, 2004). This belief is supported by Kidman and Hanrahan (2011) who state goals must have a balance between being challenging but also realistic. Time must also be taken into consideration as without this the coach will not drive themselves to achieve it in the required time frame. Finally the targets a coach aims for should be reviewed and evaluated as this shall help them make changes during their goals. During my placement I reviewed my goals through reflection. Cox, R, (2001) states goals can be viewed as being focused on outcome, performance, or process. Outcome goals are def ined as goals which mainly focus on an overall result. An example of this would be winning a rugby game, or placing first in a competition. Therefore to successfully achieve an outcome goal one must not only perform to their best but also hope they out perform their opponent. An example of this would be when a football team plays ninety minutes of football to their best possible standard but still comes out on the losing team because the other team out performed them. Performance goals however look at the standard of ones performance. An example of this would be a golfer who does not win a tournament but has their lowest round on that course. Research suggests that goal setting is one of the most influential methods of increasing motivation and achieving goals (Locke and Latham, 1985). In 1981 Locke complied a comprehensive review of over a hundred studies which found over 90% of cases resulted in positive effects due to goal setting. 1.3 Curriculum Vitae and Covering Letter Before actively searching for a vocational placement, it was my job to firstly construct a curriculum vitae (CV) and a covering letter. A CV is crucial when applying for any form of job or vocational practice as this is the first time a prospective employer will make an opinion of you. Houston (2004) supports this claim, stating that â€Å"a CV is not the whole you but just a taste of you and it is the first opportunity for you to make a good impression†. Provenzano, (2004) argues that a covering letter is in fact more important to a CV as the covering letter allows the applicant to personalise their application unlike a CV. When both the CV and covering letter were complete and spell checked for any errors it was then up to me to get in contact with prospective employers. As I have always had a keen interest in physical fitness and well being my first option was to work in the military either with the royal navy or the army as a personal trainer. 1.4 Potential Employers Due to working within schools previously I had decided that I wanted to gain some experience elsewhere so I decided to take a sports coaching and development route which led me to another very strong passion, rugby. After I had made this decision it was easy for me to pick the types of institute I would like to work in. Firstly I sent my CV and covering letter to both the Rugby Football League (RFL) and the Rugby Football Union (RFU) as I have experience within both codes. Fortunately I quickly received word from the Cumbria Rugby Football League development team which stated that they would love to have a work experience student within their ranks. From this it was easy to make my decision and I began by replying to the RFL. Planning early and realising which employers were available to me allowed me plenty of time to enforce my contingency plan of working within sports development. Ntoumanis and Biddle (1997) explain that contingency planning is pre planning for problems within pra ctice or competition and creating a solution for these possibilities if any troubles arise. As in many schools, a major section of the work carried out by the RFL involves making people aware of the health benefits of physical activity and making sure the public can see there are possibilities for them to utilise such activities. By gaining a work placement within Cumbria Rugby League development I felt I would receive far greater hands on experience which would allow me to gain a much more rewarding vocational practice, as appose to working within the military where I feel I would have taken a much more back seat approach to the world of work. This level of first hand experience is essential for me due to the nature of my three smarter goals, as it would allow me to increase my own self confidence but also allow me to develop connections within the world of rugby league which I could potentially use after university. Colley et al, (2002) would argue that as well as these goals it would also allow me to craft my own practical and technical skills which I have acquired withi n the class room. Also by coaching children in this sports development scenario it will allow me to work with children of all ages with a range of backgrounds and upbringings thus creating the challenge of utilising skills in all kinds of situations this would allow me to develop my tacit knowledge. Knowles, Borrie and Telfer, (2005) would support this style of learning, suggesting that effective coach learning is based on appropriate use of tacit experiential knowledge and not just formal theoretical knowledge about coaching pedagogy, physiology or other bodies of knowledge. Chapter II 2.0 Coaching Literature Bompa, (1994) states that â€Å"coaching is a process†, Cross and Lyle (1999) support this claim stating that coaching in an â€Å"ongoing process†. Coaching is not something that can be achieved through a couple of qualifications, the overall process of coaching takes years to develop and it is argued that coaches can always improve in someway or another (Kidman and Lambardo, 2010). Even if a coach believes they have fully achieved their goals they must always be aware of the coaching process and continually strive to develop (Kidman and Hanrahan, 2011). Self reflection is a vital tool which coaches can use to further develop their own abilities (Kidman and Hanrahan, 2011). Cassidy et al., (2009) supports this statement and claims there is â€Å"more than one technique which can be used†. During my placement I decided to use a reflective log while using the Gibbs cycle as a model of reflection as this method allowed me to self reflect on my own coaching practice on a daily basis. While working within sports development it was vital that as a coach I was able to not only coach athletes with a lack of experience but also cater for the small number of athletes with more advanced levels of performance, so the participants I was coaching could achieve their peak performance. Cote and Gilbert, (2009) define these different groups as coaching domains. Coaching domains can be split into four different categories, child performance, child participation, adult performance and adult participation (Cà ´te, Gilbert and Mallet, 2006). Jones (2006) explains that each coaching domain creates its own difficulties thus creating a variety of behaviours that must be used in order to overcome these difficulties. This claim is supported by Cushion and Lyle (2010) who state that coaching domains all require different â€Å"environmental demands†. While working within the RFL my regular role was coaching in the participation domain, however I occasionally had to work with one or two athletes within the performance domain. Abraham and Collins, (1998) explains that to achieve peak performance the coach must demonstrate a range of different skills to aid the performers learning. To some extent Woodman (1993) would agree with this statement, however Woodman (1993) claims that â€Å"regardless of a coaches level of skill and their own abilities it is the application of their knowledge which would separate a great practitioner from an average one†. De Marco, Mancini and Wuest (1996) extend this further stating that in order to enhance performance a coach must facilitate for the athletes learning by adapting   their instructional behaviour. Therefore whilst on my vocational placement it was essential that I constantly changed not only my behaviours while coaching but also the styles which I used when coaching depending on the athletes needs and desires. Northouse, (2001) would claim this is good coaching practice as he explains th at leadership styles must aim to match learner needs. Weinberg and Gould (1999) states that if a coach successfully meets the needs of the athlete, they are far more likely to take more mastery attempts at their desired goals. For this I used the Chelladurai model of leadership due to its use of situational, member and leader characteristics observation when looking at a coach’s performance. While looking at coaching behaviours it is always important to think about leadership theory, and which theories are relevant to that particular coach. Since the development of the Multi-Dimensional Model of Leadership (MDML) (Chelladuria and Carron, 1978), the ability to study leadership has increased significantly. This model proposes that three key leadership behaviours must be congruent in order to achieve an effective group performance as well as athlete satisfaction. The three leadership behaviours include required behaviour, preferred behaviour and finally actual behaviour. Shields , Gardner, Bredemeier and Bostro (1997) explain that required behaviour is prescribed for a particular situation, preferred behaviour is the desired behaviour of the coach by the athlete and finally actual behaviour is the behaviour perceived by the athlete. Chelladurai (2006) claims that â€Å"required leader behaviour is influenced by situational characteristics such as organizational goals, formal structure, group task, social norms, government regulations, technology, and member characteristics†. This method was used constantly as other models only focus on certain aspects of coaching, such as the personality of the coach (Sage, 1975) or the different coaching styles such as democratic and autocratic (Lenk, 1977) and my aim was to develop as a whole coach. 2.1 Sports Policy and Participation In 2000 DCMS set out the â€Å"Sporting Futures for All† policy which showed Labours clear interest in school sport and sport for young people in general (Houlihan and White, 2002). To achieve â€Å"Sporting Futures for All† the government created a five point plan to allow children to get the most out of sport within school. Since the government have recognised that children are not taking part in enough compulsory sport at school they have put over half a billion pounds into getting a minimum of two hours of practical sports a week in every school and also have worked to create an additional three hours available outside of school hours by 2010. This target is an improvement on the previous objective of having just three hours of physical activity per week within schools (DCMS 2004). From this initiative the government has introduced the seven core sporting activities which schools should include in their timetable these were: Gymnastics, Dance, Outdoor activities, Ne t/wall games, invasion games, striking/fielding games and athletics. Schools now base their minimum of two hours of lessons around these core sporting activities (PE and School Sport CPD report 2006). In terms of the Rugby Football League it could be argued that the government’s plans and the RFLs plans are on somewhat on a different wave length. The government seem to be focused predominantly on increasing participation where as the RFL seem to have a keen interest in improving the professional and semi professional game. Out of the four key mission statements on the RFL website only one of the aims is to maximise numbers within the participation level of the game (Rugby Football League, 2011). This would suggest that the RFL has placed priority on developing the professional game ahead of developing the grass roots level. Chapter III 3.0 Reflective Theory Over the past two decades the focus on reflective practice has grown significantly in a wide range of contexts these include education, medicine and now coaching. This is mainly down to the work of Schon (1983), who by using and applying a basic principle of reflecting on experience to improve action and professional practice, helped to develop the importance of reflective practice (Cassidy, Jones and Potrac, 2004). Schon (1987) also explains that â€Å"wisdom can be learnt by reflection on dilemmas that occur within practice†. Reid (1993) supports this study explaining that reflective practice is not only a way of learning but also a way to develop your own practice once formal education ceases. More recently Knowles, Gilbourne, Borrie and Nevill, (2001) explain that by encouraging practitioners to reflect on practice is an excellent way to create better practice thus identifying areas for improvement and potential changes that should be made. There are many different interpr etations of what reflective practice is, however most studies would argue that reflection is an active, conscious process (Dewey, 1933, Boud, 1985, Schon, 1987, and Reid, 1993). Moon (2004) supports this by defining reflective practice as â€Å"a set of abilities and skills that indicate the taking of a critical stance, a course to problem solving or state of mind†. However Ghaye and Lillyman (2000) argue that reflection is not an intellectual endeavour but an intricate procedure involving the person as a whole, therefore making one simple definition impossible. Essentially reflective practice means taking our experiences as a starting point for learning. By thinking about them in a purposeful way, using the reflective process we can come to understand them differently and take action as a result (Jasper, 2003). Reflective practice is particularly relevant to sports practitioners where learning requires a degree of self examination. The reason for this is because it allows tacit knowledge, cognitive professional shortcuts and non deliberative and contingent decision making to be made, which are necessary for the sports practitioners to generate an understanding and appreciation for practice (Lyle, 2002). Anderson, Knowles, and Gilbourne (2004) recently argued that reflective practice offers a practical structure for the training and development of sport practitioners. The reason for this is because reflective practice is an approach to practice that creates opportunities for access. It has been suggested that putting tacit knowledge into act ion, which includes values, experiences, knowledge, and social norms, is vital to practice. Being able to access and understand this tacit knowledge will make a significant contribution to a practitioner’s professional and personal development, which can be achieved through reflective practice (Knowles, Gilbourne, Tomlinson and Anderson, 2007). Pollard et al (2005) states that the importance of reflective practice towards the sports practitioners is that â€Å"the process of reflective practice must support the development and preservation of professional practitioners†. If the coach cannot find an area of weakness to work on then it is time for them to pass that athlete on. This is where reflective practice is introduced as it allows the coach to see if any further improvements can be made to the athlete, if they can not they then must pass the athlete onto a coach who can further enhance there development. This links to the humanistic approach of coaching which is a person centred ideology, emphasising the empowerment of the individual, towards achieving personal goals within an interpersonal relationship. A major thrust of humanistic ideology is the interpersonal relationship between the coach and athlete. This emphasises that the athlete should not lose control of the coaching process (Lyle, 2002). Research carri ed out by Tinnings (1995) suggests that if becoming reflective was simply a rational process it would be easy to train sport practitioners to be reflective. He argues that it is not easy to train someone to become a reflective practitioner because the issues that the practitioner is required to reflect on, are not simply a matter of rational argument, but have a large level of emotion and subjectivity embedded within them (Tinning, 1995). There are however many benefits of using reflective practice to a sports practitioner. Reflective practice allows the practitioner to become more aware of values and beliefs that shape their practices, resulting in enhanced athlete learning and performance. It also allows the practitioner to become more sensitive to the needs and interest of the athlete, leading to coaching sessions being developed that are more meaningful for all concerned (Tinning, 1991). Reflective practice is essential for increasing coaching success. Clifford and Feezell (1997) consider coaching success to be determined by factors such as knowledge, skills and experience. Schon (1983) identified two main types of reflection these are, reflection-in-action and reflection-on-action. These were identified as the principle ways professionals use to articulate there knowledge. Reflection-in-action is the way that people think about practice while they are doing it. This is seen as an automatic activity that occurs subconsciously everyday. It is seen as a way that advanced practitioners develop as a result of a combination of their skill, knowledge and practice. An example of this could be adapting a coaching session in order to cater for the unforeseen needs and ability of the group. Reflection-on-action involves us consciously exploring experience and thinking about practice after they have happened. This usually happens away from the scene of practice, because of this it is assumed that practice is underpinned by knowledge making it a cognitive process. An example of this could be a practitioner discussing positive and negative aspects of the session wit h another coach who has witnessed the activities (Jasper, 2003) When using reflective practice, practitioners often use models to help structure their reflection. There are a number of different models that have been constructed over the years. According to Ghaye and Lillyman, (2000) all the models share some of the same qualities. The one quality all models share is that they require us to engage in the process of knowledge creation by helping us to move from tacit knowledge into conscious and explicit knowing (Ghaye and Lillyman, 2000). Each model however is also in some way different. For example, some models place a big emphasis on explicating a process of reflection while others believe that the process is more of a â€Å"means to an ends†. The model I have most consistently used is one of the most well known models, the Gibbs cycle. I decided to use the Gibbs (1988) framework as research explains that it is a basic frame work which endeavours to incorporate knowledge, feelings and actions within one cycle, therefore making it more suitable for the novice practitioner (Ghaye and Lillyman, 2000). The Gibbs approach features all the strategies or frameworks for reflection that have been developed over the years by various academics (Ghaye and Lillyman, 2000). However a major criticism of the Gibbs cycle is the unlikelihood of the exact same incident arising again thus making it difficult to create a fully effective action plan, this can also be linked to role frames. Gilbert and Trudel (2004) explain that as coaches develop through their experiences they also develop their own role frames. The problem with role frames is that every coaches role frame is different, an example of this can be linked to my first critical incident. What I perceive as an expectable form of punishment may not be the same as another coachà ¢â‚¬â„¢s perception of acceptable punishment, thus creating the issue of double standards. Chapter IV 4.0 Description The first of my critical incidents occurred on the 25th June, 2010 which was the 8th working day of my vocational practice. In the previous days leading up to the incident I had been working alongside Mr. Smith and was informed at 9 a.m that I would be working with Mr. Todd at a local primary school after my recent request to partake in more hands on coaching. I was briefly informed of what I would be assisting with, which involved general setting up and leading the warm ups which did not leave me feeling too worried as I had covered these within my applied sports coaching module. Upon arrival at the school I was greeted by Mr. Todd who was introduced to me by Mr. Smith. After a brief discussion Mr. Smith left to go back to the office and Mr. Todd and I begun to talk about his role within rugby and what we would be doing today. I was informed that we would be working with three different classes of year six children aged ten to eleven. As the first class walked out Mr. Todd began to take charge of the session and instructed the children to get into neat line using an extremely autocratic approach to coaching, while I started to set up my warm up. When I had finished placing the cones where I wanted them for the warm up Mr. Todd introduced me to the class and informed them all that I would be working with him for the rest of the afternoon. The session then began and the first class went well with only a few disruptions through out. When I had finished my warm up Mr. Todd then took charge and led the remainder of the session. At the end of the lesson the same pr ocess was applied with me setting up the warm up for the next class and Mr. Todd introducing me. During the second session there was a lot more disruptions and the children seemed to be getting restless. This began to aggravate Mr. Todd and he then began to distribute punishments for bad behaviour such as talking when someone else was or bouncing the balls when not instructed to do so. This led to my first critical incident of my placement. During the main section of the session one girl aged ten was throwing the ball in the air while Mr. Todd was speaking this then caused Mr. Todd to verbally abuse the child and then demand the child perform a task called â€Å"belly-back-bellies†. This involves the child first going down on their stomach, then standing up, then down onto their back, then standing up again, then back down onto their stomachs which seemed to be extremely distressing for the children as some had begun to cry, we then finished the second session. Finally we mov ed onto the third class which once again followed the same warm up and skills drills as the previous two sessions. 4.1 Thoughts and Feelings As the session started I began to feel slightly anxious and could feel myself becoming increasingly nervous as I had never worked with this coach before and had no idea what his perceptions of my coaching abilities would be. This was also heightened by a slight sense of inexperience which brought me to question my own coaching ability as I had limited experience working in this coaching domain. During the critical incident itself I felt extremely uneasy as I had never been in a situation were a child was crying because of the punishment they had been given. Another issue that worried me was the fact the teacher of the class was only on the other side of the playground and seemed to want nothing to do with the children that were crying or shouting and just seemed to be ignoring the whole situation. This made me question whether or not anything was going unacceptable or whether this was just standard practice within schools, it also made me question what type of example this was suppos ed to be setting for both me as an observing coach as well as the children who had not been punished. 4.2 Evaluation Reflecting on the session now I feel I did not question either the coach or the teacher to see if this was just standard practice in schools, and whether or not it happened a lot of the time. Also I did not try to comfort the children which looking back now seems like the wrong thing to do as the children were clearly distressed. Due to not working with I this coach or teacher before I did not wish to seem like I was stepping on anyone’s toes as I had wanted to get more hands on coaching. In hindsight I feel I exhibited poor coaching practice as I knew there was something wrong, however I failed to react in what I believed to be the most appropriate manor. This is supported by my reflective log as it clearly shows that I knew at the time what I should have done but failed to do so when I felt it was most appropriate. 4.3 Analysis During the session I felt the coach’s behaviours were extremely demoralising of the child and that some of his coaching methods could have been seen as over the top. Research carried out by Raakman, Dorsch and Rhind (2010) found that indirect psychological abuse was the most commonly used type of abuse when coaching children with 52.8% of all abuse being in this category, however from the criteria used within this study the type of abuse used by this coach would be defined as direct physical abuse which occurred only 5.5% of the time. All coaches have a personal style and approach when it comes to working with any athlete.   However Pyke (1991) claims that you can not   successfully coach every type of athlete using the same style and states that better coaches must use a variety of styles in order to aid learners needs. In relation to this critical incident I feel the coach did not allow enough freedom for the children, who quickly lost interest in the session as Mr Todd was using a very autocratic coaching style. A possible way of overcoming this would have been to step into the session and lead with a most democratic style. Tenenbaum and Eklund (2007) would support this claim stating there are a range of coaching behaviours which are split into different dimensions, two of which include democratic and autocratic coaching styles which is a refection of the coach’s decision making (Mosston Ashworth, 1990). Gill and Williams (1986) would argue that autocratic coaching is extremely â€Å"coach led and directive† in its approach. This claim is supported by Lyle, (1999) who claims that autocratic coaching is a direct approach in which a coach will give a set of rules and orders which must be followed by the athletes. Autocratic coaching has been heavily criticised as it restricts the freedom of the athletes, as they must follow what the coach is instructing them to do (Cross, 1995). However Andrews (2009) states that, â€Å"in situations where members lack the intelligence, ability, experience, and/or personality dispositions to make judgments about situational requirements, the leader must make an appropriate decision for the members†. Martens (2000) also supports Andrews (2009) statement by explaining when teaching beginners an autocratic approach should be taken as the athletes need to be instructed as they do not have the knowledge base to interact via a reciprocal style. Had I have stepped in when I felt I should have this incident could have been avoided by allowing the children more freedom with a democratic approach. 4.4 Action Plan From this critical incident it is clear to see that this specific situation caught me off guard as I had never seen this style of coaching before, and due to it being a coaching style I would not use, took me by surprise. After reviewing the literature I feel there are a varietyof coaching methods which I could have used to aid Mr Todd within this situation which would not have involved a physical punishment such as â€Å"belly-back-bellies†.Since the incident I have had time to reflect on my own personal practice and have been able to identify weaknesses within my coaching, such as not stepping in when I feel it is necessary or discussing my opinions on coaching styles with colleagues when I feel it is appropriate. However I now have experience within this situation and feel if this problem ever arose again I would be better equipped to deal with it in a more suitable manner. One such way in which I could initiate this would be to sit down with the coach prior to any session and discuss what we would class as appropriate discipline for the athletes. Chapter V 5.0 Description The second of my critical incidents occurred on the 3rd August, 2010 which was my 20th day of working within the RFL. In the days leading up to this incident Mr Smith had informed me that he would be going away for two weeks for his brother’s wedding and that during this time I would be working from home on a database task which had been set by Mr Black but also that I would be running two one and a half hour tag rugby sessions with members of the BAE systems work force to promote rugby within the local community. Before departing for his holiday Mr Smith had informed me that he would be leaving all the required equipment for the sessions with Mr Todd and that I should go and collect them on the day of the event in the morning. When I arrived at Mr Todd’s office I was informed that Mr Smith had not left any equipment and Mr Todd had not even heard about the session which was due to be running later that day. This then left me to find balls, cones, bibs etc as independen tly without this equipment the session would not have been able to run. Fortunately the session was running at my own local rugby club and seen as I was captain of the 1st team this allowed me access to all their own equipment. The day then went from bad to worse as the participants began to arrive there was almost double the number of competitors Mr Smith had informed me there would be, however this was easily dealt with as I was able to think on my feet and create another couple of teams to add to the competition. When all the competitors had arrived it was just a matter of getting them into games and to get the referees to run the matches, however Mr Smith had also forgotten to book any referees for this event which caused even more confusion as there was not any qualified referees. Miss Proctor (the leader of the BAE development programme) then   started to become increasingly angered by the lack of organisation on the part of the RFL, some of which was directed at me. I then had to explain the situation to Miss Proctor and let her know that the games would have to be refereed between the teams and fair play would have to be enforced by the players themselves, which help calm the situation. When the session was finished Miss Proctor apologised for over reacting and stated that she could see that I had been left without the equipment and was just as upset as she was about the lack of organisation. 5.1 Thoughts and Feelings When I had found out that no equipment had been left by Mr Smith I was immediately shocked and extremely worried as I did not know how I would be able to run the session and whether I would be able to call it off if I was unable to get hold of anything. When I went up to Hawcoat Sports Club and was able to get into the equipment stores I felt a huge relief as I knew even if it was not the RFLs equipment that the participants would not know any difference and the session could go on as planned. When Miss Proctor became distressed at the lack of organisation on the part of the RFL I felt extremely worried that this would come back against me and my boss (Mr Black) would find out and say he did not want me to complete my work placement due to my apparent incompetence, however this was quickly over come when I explained the situation to Miss Proctor. Finally I felt very angered and let down by the lack of organisation on the part of Mr Smith for being irresponsible enough not to leave me any equipment or any referees. I was also angry at my own inability to contingency plan ahead as we had learnt a lot about this in class but I had not thought I would have needed to in this specific situation. 5.2 Evaluation Looking back and reflecting on the session now I feel that I should have done a lot more in terms of preparation for the session and did not need to leave it until the last minute to get the equipment. I also feel I should have got in contact with the referees to make sure they remembered the session as Mr Smith booked them over three weeks prior to the event and they may have not remembered. I strongly believe that I had the relevant knowledge prior to this incident happening however I feel it was my lack of experience and naivety within the situation which aided my failure. This was definitely poor coaching practice on my part as it was my failure to prepare which caused the initial incident to occur. 5.3 Analysis After reviewing the literature it is clear to see that planning is one of the most central features of the coaching process (Lyle and Cushion, 2010). This claim is supported by research from Gould (1990) and Lyle (1992) who have looked at elements of coaching which coaches would class as significant, and in both studies planning is seen as a central role of the coach. Lyle and Cushion (2010) also explain that the planning process for coaches must include some â€Å"pre determination† and â€Å"accounting for consequences†. Lynn (2010) also suggests that within planning there are seven key part of the session which should be accounted for, these include: Session structure Specific activities Range of activities Time allocated to each activity Feedback to athletes Equipment Athlete safety This would suggest that during my coaching I failed to successfully account for the planning process thus performing poor coaching practice. An ongoing debate with planning is that coaches only plan for problematic environments (Jones and Wallace, 2005). This argument is supported by Cushion et al (2006) who asks the question what can coaches truly plan for? More recently Cushion (2007) has claimed that coaches have â€Å"limited roots† when planning, thus limiting what coaches can fully plan for. However Lyle (2007) would argue that planning is the role of the coach and must be managed on a daily basis, taking into account all possibilities. Plan-do-review is commonly seen as the most suitable method of planning to use when coaching (Lyle and Cushion, 2010). I feel that it was my inability to plan for problematic situations which caused me to execute poor coaching practice when running my session. 5.4 Action Plan From this critical incident it is easy to see that I failed to fully prepare myself for the session and in doing so left myself open to fail. After reviewing the literature it is clear to see that in order to fully prepare yourself for any event it is important to cover every possible scenario with contingency planning and risk assessments as this is allow for the best possible outcome on the day. Since the incident I have had time to look at my reflective log and analyse my own personal practice and have been able to notice that on the day of the session I had planned the session but had failed to make a contingency plan, thus causing me to have to think on my feet and look at other ways to make sure the even still went ahead. This has allowed me to see that in future session I must always create a contingency plan in order for it to run smoothly. Chapter VI 6.0 Evaluation The overall aim of the placement was to further increase my tacit knowledge, gain valuable experience and improve my confidence within the coaching world. I feel was able to achieve these aims through working alongside Cumbria Rugby League Development team, as these provided me with a extremely good platform for learning and allowed me to get a very hands on experience. Prior to starting the placement I believed my weaknesses were that I lacked craft knowledge and experience of coaching new people, especially young children as I had limited experience working within this coaching domain (Cote and Gilbert, 2009). However the basic knowledge I had gained through completing my level 1 rugby union course and other experiences at university helped me to start off. My perceived weaknesses seen above became evident in the early stages of my placement, when my lack of knowledge and experience led me into situations which I struggled to handle, this resulted in poor and in some cases unethical practice on my part. These incidents in some cases affected the group as they sometimes had to sit around while the incidents were being dealt with. On top of having to wait around, the summer heat and times of lessons e.g. after school caused children to become restless, bored and inevitably hard to coach. However through reflection and the recording of day to day eve nts and outcomes I was able to use knowledge and experience of successful practice to ensure I repeated this, the next time the scenario arose. Also if the practice was not successful I was able to use relevant literature, to provide me with the knowledge required to deal with the same situation effectively if it were to occur again. It is when these similar situations occur, that the improved coaching knowledge gained through successful past experience is applied, this practice is known as evidence based practice (Chapman and Hough, 1998) and has been described as the conscientious, explicit and judicious use of best evidence in making decisions about the care of students (Sackett, Richardson, Rosenberg, Haynes, 1997). This style of practice was used in the latter weeks of coaching. As well as increasing my tacit coaching knowledge and hands on experience it was also my aim to gain two useful contacts within the RFL which I could use when leaving university. In terms of contacts there was a long list of different coaches I feel I could now contact if I wanted some more coaching experience, however the two most influential contacts I made while working at the RFL were Mr Black and Mr Smith as these coaches can both provide useful references for me in any line of work as well as within rugby league. I would describe the acquisition of these contacts as successful to my aims as I now have two reliable points of contact within the RFL which have both stated they would have no problem granting me reference to potential employers. Chapter VII 7.0 Conclusion For my placement I went to Cumbria Rugby Football League Development, this was undertaken for a period of one hundred and fifty hours over the space of six weeks. During this time I was mentored by Mr Black who is the Head of Cumbria Rugby League Development. In terms of rugby league, Cumbria is one of the most highly thought of counties in the country. With an extremely proud rugby league heritage, Cumbria along with Yorkshire and Lancashire is what the RFL describe as the birth place of rugby league. With such a prestigious heritage it was an honour to work in one of the countries most influential rugby league development teams. This sense of honour made me want to truly excel in my work and put 100% in when ever I was asked to perform a task. Over the course of my placement I used the Gibbs Cycle as a method of reflecting on my sessions, this allowed me to not only analyse my performance whilst working but also to go away and gain valuable information about what I could do differently in future sessions. However a major criticism of this method is the likelihood of being placed with a specific situation more than once thus making it highly unlikely to fully benefit a coach. Reviewing the placement experience as a whole I would have to say that this placement was a success as it has allowed me to meet all three of my goals within the allotted time frame with very little in terms of problematic experiences. Bibliography Abraham, A. and Collins, D. (1998). ‘Examining and extending research in coach development’, Quest, 50, pp. 59 – 79. Anderson, A., Knowles, Z. and Gilbourne, D. (2004). ‘Reflective practice for applied sport psychologists: A review of concepts, models, practical implications and thoughts on dissemination’, The Sport Psychologist, 18. pp. 188-201. Andrew, D.P.S. (2009). ‘The impact of leadership behaviour on satisfaction of college tennis players: A test of the leadership behaviour congruency hypothesis of the multidimensional model of leadership’. Journal of Sport Behaviour, 32, pp. 261-277. Bompa, T.O. (1994) Theory and Methodology of Training. 3rd edition. Iowa: Kendall Hunt. Boud, D., Keough, R. and Walker D. (ed.) (1985) Reflection: Turning Experience into Learning. New York, Kogan Page. Cassidy, T., Jones, R. and Potrac, P. (2004). Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice. Routledge, London. Cassidy, T., Jones, R. and Potrac, P. (2009) Understanding Sports Coaching: the social, cultural and pedagogical foundations of coaching practice 2nd edition. Routledge, Abingdon. Chapman, T. and Hough, M. (1998). Evidence-Based Practice: A Guide to Effective Practice. justice.gov.uk/inspectorates/hmi-probation/docs/hmiprobebp_1_-rps.pdf (Assessed on the 16th March, 2011) Chelladurai, P. (2006). Human Resource Management in Sport and Recreation 2nd edition. Champaign, Illinois: Human Kinetics. Chelladurai, P. and Carron, A.V. (1978). Leadership. 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(1995). ‘Coaching effectiveness and the coaching process’. Swimming Times, LXXII. 2, pp. 23-25. Cross. N. and Lyle, J. (1999). The Coaching Process: Principles and Practices for Sport. London: Butterworth Heinemann. DCMS (2004) available at: culture.gov.uk/reference_library/publications/4566.aspx (accessed on 12th February, 2011) DeMarco, G., Mancini, V. and Wuest, D. (1996). ‘Reflections on change: A qualitative and quantitative analysis of a baseball coachs behaviour’. Journal of Sport Behaviour. 20 (2), pp. 135-163. Dewey, J. (1933). How We Think: a restatement of the relation of reflective thinking to the education process. Heath Co. New York. Ericsson, K.A. (1998). ‘The scientific study of expert levels of performance: General implications for optimal learning and creativity’. High Ability Studies. 9 (1), pp. 75-100. Finn, J. (2008). ‘An introduction to using mental skills to enhance performance in golf: beyond the bounds of positive and negative thinking’. 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Knowles, Z., Gilbourne, D., Borrie, A and Nevill, A. (2001). ‘Developing the reflective sports coach: a study exploring the processes of reflective practice within a higher education coaching programme’, Journal of Reflective Practice. 46 (3), pp. 34-57 Knowles, Z., Gilbourne, D., Tomlinson, V and Anderson, A. (2007). ‘Reflections on the application of reflective practice for supervision in applied sport psychology’. Sport Psychologist. 21(1), pp. 109-122. Martens, R. (2000). Successful Coaching. 2nd Edition. Champaign: Human Kinetics. Martens, R. (2004). Successful Coaching. 3rd Edition. Champaign: Human Kinetics. May, N. and Veitch, L. (1998).’Working to learn and learning to work: Placement experience of project 2000 nursing students in Scotland’. Nurse Education Today 18, pp. 630-636. Moon, J.  (2004).  Reflection in Learning and Professional Development.  Theory and Practice. Abingdon: Routledge and Palmer Mosston, M. and Ashworth, S. (1990). The Spectrum of Teaching Styles: From Command to Discovery. New York: Longman. Northouse, P.G. (2001) Leadership Theory Practice. 2nd Edition. Sage: London. Ntoumanis, N. and Biddle, S.J.H. (1997). Emotions and Achievement Goals in Physical Activity: A meta-analysis. Manuscript submitted for publication. PE and School Sport CPD report (2006) available at: http://66.102.9.132/search?q=cache:AvCrKkK82IIJ:www.cyngor-chwaraeon-cymru.org.uk/12770.file.dld+PE+and+School+Sport+CPD+report+2006cd=3hl=enct=clnkgl=uk (Accessed on 15th February, 2011) Pollard, A., Collins, J., Simco, N., Swaffield, S., Warin, J. and Warwick, P. (2005). Reflective Teaching. 2nd Edition. London: Continuum. Provenzano, S. (2004). The Guide to Basic Cover Letter Writing. USA: Mcgraw Hill. Pyke, F.S. (Ed.). (1991). Better Coaching: Advanced Coachs Manual. Belconnen, ACT: Australian Coaching Council Inc. Lenk, H. (1977). Team Dynamics. Champaign, IL: Human Kinetics. Lewis,   R.   and   Smith,   D.   (1994). 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Sports Coaching Profressionalisation and Practice. Churchill Livingstone. Lynn, A. (2010). Effective Sports Coaching: A Practical Guide. Crowood, Wiltshire. Raakman, E., Dorsch, K. and Rhind. D. (2010). ‘The development of a typology of abusive coaching behaviours within youth sport’. International Journal of Sports Science and Coaching.   5 (4), pp. 503-515 Reid, B. (1993). ‘But were doing it already! exploring a response to the concept of reflective practice in order to improve its facilitation’. Nurse Education Today 13 (4), pp. 305-309. Rugby Football League (2011) avalible at: therfl.co.uk/about_the_rfl/rfl_dna__values (Accessed on the 12th March, 2011) Sackett, L. Richardson, S. Rosenberg, W. and Haynes, B. (1997). ‘Evidence-based medicine: how to practice and teach EBM. Churchill Livingstone. New York. USA Sage, G, H. (1975). Occupational analysis of the college coach. In Ball, D.W. and Loy, J.W. (eds). Sport and social order contributions to the sociology of sport. 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Business plan for a water bottling plant Guha Water Bottling Plant is the name by which our water bottling plant will be known in India.   Ã‚  Mineral bottled water in India under the name Paath Neer will be first introduced by Guha Water Bottling Plant Pvt. Ltd. Mineral bottled water was in glass bottles in two varieties in the beginning. But later on it is available in 8 pack sizes: 250ml cups, 250ml bottles, 500ml, 1 liter, 1.5 liters, 2 liters, 5 liters, and 20 liters. Its operations will run throughout the subcontinent of India and will be one of the leading bottled water supplying companies of India. As of 2014, Paath Neer will have 8 plants 11 franchisees all over India. E:ASSIGNMENTSMY PROJECTSVISHAL GUHAimages3.jpg E:ASSIGNMENTSMY PROJECTSVISHAL GUHAimages1.jpg The first plant under Guha Water Bottling Plant will be established at Industrial Estate in Gurgaon, Haryana in mid-of 2011.This organization will grow with a rapid speed and able to built 7 more plants in a very short span of time. The other plants will be located in Jharkhand, Mumbai, Bangalore, Chandigarh, West Bengal, Chennai and Gujarat respectively. Later on, the company will plan to expand itself all over the World. As the companys chiefs have decided to build few plants in UAE and few Countries of Africa. EXECUTIVE SUMMARY The name of our product itself says that we have the organization which is the manufacturer of the Mineral Water Bottles. The fountain of all life. Water can also be the cause of much misery. Especially in India, where contaminated water continues to bring down millions with diseases such as diarrhea, dysentery, typhoid, jaundice and gastro-enteritis. At home, most people are either forced to boil water or to install scrubbers. While traveling or eating in restaurants, buying bottled water has become necessary. This need has seen an explosion of companies on the market safe bottled water from all over the country. E:ASSIGNMENTSMY PROJECTSVISHAL GUHAbfb8531aab04457f8a0dbe48b8affd0e_s.jpg The tradition of bottled water and mineral water is not very old. Even in western countries the practice of bottled drinking water started in 1950s. The trend of having mineral water gained grounds in the market. In India, exposure to media and exposure to international lifestyles deteriorating levels of drinking water, increased number of cases of waterborne awareness about health and hygiene and other related factors cause acceptability of the concept of mineral water. The market has not looked back ever and since then has grown leaps and bounds to such an extent that some of real and superficial, the operators introduced him milk. CURRENT SITUATION Paath Neer will value its customers and will therefore develop unique packaging to meet the needs of each individual. Our products will be in 250 ml beakers, bottles of 250 ml 500ml, 1L, 1.5L, 2L, non-refundable containers and 5L, 20L, which return packages. Until the date on which the Indian consumer will consume Paath Neer water, very soon in our effort to go for something refreshingly new, we will introduce Paath Neer pure mountain water water will be brought to you from foot of the mountains in Himachal Pradesh. Therefore after new months of opening the plant our products range will includes two options: Paath Neer with added minerals and Paath Neer Mountain water. E:ASSIGNMENTSMY PROJECTSVISHAL GUHAbottlingplant-2.JPG This is capturing the market in India and overseas. PAATH NEER will be à ¢Ã¢â‚¬Å¾- 1 and will capture the Indian market by providing the best quality for a period of long time. Now around 100 companies sell an estimated 424 million liters of bottled water valued at around Rs. 200 crore in the country annually. Paath Neer commits to offer every Consumer pure and clean drinking water. Paath Neer water has passed through many stages of purification, and finally ozonised packaged for consumption. R D Unit and a strict quality control will make PAATH NEER leader in bottled water segment. PAATH NEER seeks to maintain strict quality control each unit purchases implement and hat only from approved suppliers. INDUSTRY ANALYSIS Industry Analysis can be defined as a market assessment tool designed to provide a business with an idea of the complexity of a particular industry. Industry analysis involves reviewing the economic, political and market factors that influence the way the industry develops. Major factors can include the power wielded by suppliers and buyers, the condition of competitors, and the likelihood of new market entrants. E:ASSIGNMENTSMY PROJECTSVISHAL GUHAflorida-bottled-water.jpg The market for bottled drinking water is rapidly evolving since 1980, increasing nearly 400% over the last ten years according to the Council of bottled water producers because of the loss of consumer confidence in food protection and excellence of urban stream supply. In response to citizens and businesses to buy bottled water for use in their homes and offices. Free of contaminants and government care, and bottled water from protected springs or wells or produced by the refining and processing of water from public water supplies. Consumer demand for bottled water is expected to continue growing as water supplies worldwide are considered undrinkable and unhealthy. According to survey performed by E-Works in 1988, more than 60% of consumers go to the purchase of bottled water says taste, is the main reason for purchasing bottled water. Other reasons were cited for safety and too many chemicals in tap water. DESCRIPTION OF THE PROJECT Guha Water Bottling Plant will be set in around 8 cities in India and its headquarter will be in Gurgaon. Our products will be in 250 ml beakers, bottles of 250 ml 500ml, 1L, 1.5L, 2L, non-refundable containers and 5L, 20L, which return packages. PAATH NEER will produce their own bottles in the house, and will soon purchase the most modern world-class art machines, making them on equivalence with international standards. This is not only that we will improve quality of packaging, but also reduces the material wastage and double production capacity. E:ASSIGNMENTSMY PROJECTSVISHAL GUHAbottlingplant-2.JPG E:ASSIGNMENTSMY PROJECTSVISHAL GUHAimages1.jpg By the opening of our plant, many people got employments such as: The main employees or you can say that the backbone of the industry will be our workers. We will have nearly 500 of workers working in the industry. Managers who manages the work of the company. Account Manager who manages the account office such as monetary works. At last our Indian government is also get benefited as we pay huge amount of tax. OPERATIONAL PLANS Guha Water Bottling Plant will be established at Industrial Estate in Gurgaon, Haryana in 2011. And, Paath Neer is the name of our product i.e. mineral water. It will be available in 8 pack sizes: 250ml cups, 250ml bottles, 500ml, 1 liter, 1.5 liters, 2 liters, 5 liters, and 20 liters. Its operations will run throughout the subcontinent of India and will be one of the leading bottled water supplying companies in India. The following are the Operational Plans of our organization: Location The company will control from around 45000 sq.ft. Of depot legroom in at Industrial Estate in Gurgaon, portion of that room being set away for office room. Guha Water Bottling Plant is currently working with county officials to identify and negotiate the lease on an appropriate site. Deliveries It has been predicted that road delivery person will deliver around 7000 bottles every day or 210000 bottles every month. If monthly delivery increases then extra person will be required for the process. This is predicted at the end of five months of Business. Insurance Guha Water Bottling Plants agreement with Rue Bottling, Rues product liability insurance will cover any such claims against Guha Water Bottling Plant .Company itself will also carry its own insurance, including 2.5 crores of umbrella liability policy. Future Plans for Bottling Once Guha Water Bottling Plant accomplishes a customer support of 4,000 or deliveries of 2,10,000 bottles per month, the company will begin to invest in equipment to bottle water in-house. An investment of approximately Rs. 55, 00000 would be required in order to procure the bottling machine. PRODUCTION PLANS PATH NEER manufactures its own products and has its own manufacturing unit which includes various machines; the whole manufacturing process is carried on by PAATH NEER at its plant. The whole manufacturing process is divided into different parts and it consists of different activities like water purification treatment, blowing of the bottles, filling of the bottles, packing of the bottles etc. E:ASSIGNMENTSMY PROJECTSVISHAL GUHAfiller-PEPA-2.jpg The following are the Production plans of our industry:- As per regarding the production its very important to satisfy our customers by providing them healthy and hygienic water. Employees trained for not only particular task, but especially use the entire concept. A big emphasis on comprehensive survey on the quality and integrity of our products. We must be constantly monitored for our own high standards for freshness and purity. We will producing 250 ml beakers, bottles of 250 ml 500ml, 1L, 1.5L, 2L, 5L, 20L, which return packages but later on planning to produce 50L bucket. We are also planning to reduce the cost of our product by reducing the profit of dealers. This will neither affect our industry but in return increase our business. MARKETING PLANS Our marketing plan is to establish a well-regarded brand name linked to a meaningful positioning. We will have to invest heavily in market to create a distinctive brand image projecting innovation, quality and value. The followings are the Marketing Strategies of the Guha Water Bottling Plant. They are: Free Trials To acquire more and fast customer support, Guha Water Bottling Plant planed to promote its free trial program, offering new customers the use of a company cooler for an interval of 25 days free of cost which contain two free bottles of water. Advertising E:ASSIGNMENTSMY PROJECTSVISHAL GUHAimages2.jpgGuha Water Bottling Plant intends to advertise its free trial offers by way of radio ads (secured through cross-promotion deals or barter arrangements), door hangers, posters in metros , busses ,parking places and ads in coupon packages. Trade and Consumer Shows Attendance and exhibits at local home and mall shows is also planned, to keep the Guha Water Bottling Plant name constantly in front of consumers. Placements The company will also place coolers in public places frequented by health conscious consumers, such as pharmacies and hospitals. HUMAN RESOURCE PLANS Guha Water Bottling Plant is a unique Human Resources Management restaurant that enables the process of acquiring talent, aligning them with organizations goals and leading the transformation, to help your organization take that leap in performance. From automating routine tasks, to generating strategic reports, to giving access to employee related information through self-service, Guha Water Bottling Plant does it all. Our key Modules include Performance Management, Training Development, and recruitment, HR Workgroup and Report/Analytics, Payroll, Self-Service. As far human resources plan concerns it is just about how you manages your employees, thus, the management of employees in our business is as follows: In our industry, there are nearly 2000 employees, including lower to higher level. As we have one Head Manager who manages all the employees in the plant so his salary is a bit higher than the any other employee. We have head in each of the branch of the restaurant such as in Ozonation, Filtration, Carbon Filtration, Reserve Osmosis System, Micro Filtration and Ozone Treatment. We select employees such as Manager, Tester, etc. who are passed out from good institution and have at least 2 to 3 years of work experience. The main point to be noted about our company is that we first train the employee then they are allowed to work. We also install suggestion box, and organize monthly meetings to follow up tasks. ASSESSMENT OF RISK The purpose of risk assessment is to identify hazards that could cause harm, assess the risks that may result from these hazards and adopt appropriate measures to eliminate or control risks. Significant findings of the risk assessment should be recorded as five or more persons. It will also be necessary to visit the site or sites to specific hazards identified. The followings are some risks for this industry: Bisleri, Aquafina and other companies are serving packed drinking water in all over India. Competition from brands operating and well-established brands operating in the market. Consumers are becoming more brand loyal rather than quality conscious. Attractive schemes are provided by the competitors for their brand promotion. Eureka Forbes and Aqua guard are trying to capture the market. FINANCIAL PLANS Financial planning is a process of formulating objectives, evaluation of assets and resources, assessment of future financial needs and plan to revise the economic targets. Many elements may be involved in financial planning including investments, asset allocation and risk supervision. Taxes, insurance and real estate are usually included. The Capital required to start a Water Bottling Plant is around 1 Crores. Source of Money:- I will get Rs. 10 Lakhs from my Parents. Around Rs. 50 Lakhs I will get from Two of my Friends who were working in United States and New Zealand. Rs. 10 Lakhs I will take from Venture Capitals. Rs. 20 Lakhs will be given by my Brother who is staying in UAE (Dubai). Rs. 10 Lakhs I will take Loan from any Indian Bank. There is some important point which I kept in mind while making a financial plan. They are as follows: Growth rate will be reasonable, and in smooth running. Sale would like to increase at a flow of 10% per year. 3. 2% 3% per year the cost will increase. Marketing Fees Marketing fees is generally for purchasing the material for production and convert them into finished product. This is also important one we should reserve some amount of fund for purchasing of raw material. Fixed and Variable Expense This fixed and variable expense is also required in our financial plan. As this expense is only determine by when we survey many plants after that we taking actual number from this plant which we survey. As by this we can know our fixed and variable expense.

Smoking Ban Essays -- Social Issues, Smoking, Nicotine

Smoking should be banned from public places. Studies show that smoking can lead to cancer. Not only does this put the smoker’s life at risk, it also affects the lives of non-smokers, including pregnant women. Smoking all together is a dangerous thing to do. It began thousands of years ago with the use or tobacco in South America (Libal 11). No one knew about the long-term health effects of smoking tobacco before the twentieth century. It was decades of cigarette use before society began to realize that a health crisis was emerging (Libal 13). The health crisis that was emerging was cancer, among other diseases such as heart disease, bronchitis, and lung cancer. Cigarettes contain many harmful substances that help contribute to the forming of cancer in the human body. Some of those substances are nicotine, black tar, and carbon monoxide. Nicotine is the drug that helps the body to become addicted. Black tar sticks to the lining of the lungs and makes it hard to breathe. Carbon monoxide and other chemicals help poison the lungs (Keyishian, 14). When black tar sticks to the lining of the lungs. While making it harder for the smoker to breathe, it also causes for the heart to work h arder than it normally should. Carbon monoxide prevents oxygen from getting to the heart. That could cause heart disease. Smoking is very hard on the heart also. There is a chemical in tobacco smoke that can narrow the veins in the heart, increasing the chance of a heart attack (Libal 28). Smokers do not realize that many parts of the body work together like the lungs, heart, and blood vessels. When smokers smoke, the body inhales the nicotine and carbon monoxide. Nicotine and Carbon monoxide makes the blood vessels smaller than usual. ... ...loyees and others in public places is of the extreme importance. Some people might argue that banning smoking from the public is not a good idea. There are many facts that prove why smoking should be banned. Smokers might even argue that they have a right to smoke in public places, which may be true. By smoking in public smokers do not realize how much he or she is endangering another individual life. There are several reasons why smoking should be banned. Smokers fail to see that by banning smoking it could be very beneficial to them also. When thinking about banning smoking from the public smokers should think about all the lives they could help save. Smoking should be banned from the public because smoking leads to cancer, puts the U.S citizens lives at risk that choose not to smoke, and it could also endanger a pregnant women’s health.

Discuss how effective boot camps are for reducing future criminal behavior Essay

Discuss how effective boot camps are for reducing future criminal behavior. One type of intervention used to treat conduct disorder is the boot camp. The basic idea is that disruptive behaviors can be corrected by strict behavioral regulation and an emphasis on skills training (Weis & Toolis 2009). The intention of boot camps is to shock juveniles into complying and exhibiting more pro-social behaviors. Unfortunately, this method of rehabilitation is not based on empirical evidence nor supported by research (Garascia, 2005). Boot camps are controversial because they are not proven to be effective or appropriate for treating juvenile delinquents (Garascia, 2005). The general structure of boot camps is modeled after military basic training with strict scheduling, command from drill instructors, group discipline, little free time or privileges, and strenuous physical activity. Boot camps may be supplemented with academic and skills training programs (Garascia, 2005). Boot camps emerged in the early 1990s as an extension of adult correctional boot camps. While not as widespread now, as many as 50 juvenile boot camps operate in the United States (Weis & Toolis, 2009). Among the goals espoused for using boot camps as treatment are: reduce recidivism, reduce overcrowding, reduce costs, and rehabilitate youth (Weis & Toolis, 2009). Generally, recidivism rates from boot camp graduates are found to be similar to those who complete traditional residential correctional interventions. Boot camp programs may reduce overcrowding in detention centers and prisons since stays are shorter than traditional residential programs, allowing a quicker release into the community. While boot camps are less expensive than prisons or juvenile detention centers, they are more expensive than probation. If the offending juvenile is sentenced to boot camp instead of probation, then it is not cost effective. Weis, Crockett, and Vieth (2004) found that the average cost for boot camps per adolescent range from $6,241 to $14,021 depending on location, duration, and aftercare programs. In 1991, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) granted three organizations funds to create boot camps that had a military structure, used physical discipline, and provided aftercare services (Weis & Toolis, 2009). Boot camps evolved in three phases. The first generation of boot camps emphasized the military structure, extreme physical conditioning, and strict rules on the basis that shock and intimidation can correct disruptive behaviors. Juveniles were held  accountable for their crimes in hopes that it would deter them from future crime (Weis & Toolis, 2009). The second generation of boot camps focused on a balance between military structure and therapeutic programming such as schooling, job training, counseling, and daily living skills in order to increase self-control (Weis & Toolis, 2009). The third generation of boot camps placed less emphasis on military structure, following the belief that change occurs when the environment is one of respect and trust. Modeling and positive reinforcement were used as well as therapeutic and educational programming and intense aftercare programs (Weis & Toolis, 2009). Lastly, forced â€Å"treatment† has not worked. Even though youth given the diagnosis of conduct disorder are often criminalized, programs focusing on military-based, highly restrictive, coercive environments have failed to produce results to warrant their continued use. Rather than relying on these coercive tactics to â€Å"correct† these troubling behaviors, we must step back and reconsider the meaning and purpose of these behaviors- with close attention to the ecologies from which these youth emerge. If we focus equal resources at repairing (or preventing) the troubled worlds of these youth, compared to our investment in coercive, symptom-based strategies, we may likely achieve far greater results. References Garascia, J. A. (2005). The price we are willing to pay for punitive justice in the juvenile detention system: Mentally ill delinquents and their disproportionate share of the burden. Indiana Law Journal, 80, 489-515. Weis, R., Crockett, T. E., & Vieth, S. (2004). Using MMPI-A profiles to predict success in a military-style residential treatment program for adolescents with academic and conduct problems. Psychology in the Schools, 41(5), 563574. Weis, R., & Toolis, E. E. (2009). Evaluation of a voluntary military-style residential treatment program for youths with conduct problems: 6- and 36-month outcomes. Psychological Services, 6(2), 139-153.

Golden Age Of Athens Essay

Golden Age Of Athens Essay Golden Age Of Athens Essay Golden Age of Athens In 490BCE, Athens began to gain power and posed a threat to the Persians. The Persians declared war on Athens; the Persians outnumbered the Athenians 2:1. As a last resort, Athens sent Thydibides to ask for the assistance of the Spartans. After running 140 miles in 2 days, the Spartan’s refused Thybidides’ plea. In a miracle-like event, the Athenians were victorious over the Persians, killing nearly 6000 men in one day. This battle at Marathon became one of Athens’ defining moments. Thymesticles, who had gained power through democracy, was an Athenian leader who fought in this battle. He also recognized the Persians weren’t entirely defeated, and that they would rage war again with a greater army. He raised a campaign to buy huge ships that seated 170 men on three levels called triremes. When 486BCE came along, King Daris of Persia died, his son Xerxes vowed revenge on Athens. In 483 BCE, a large vain of silver was found in Athens that Thymesticles wanted to spend on the triremes. The Athenian citizens were opposed to this idea – they proposed that the silver be divided among the citizens. Thymesticles won his campaign to buy these ships just at the right time; in 480BCE the word reached Athens that the Persians were coming. Athens turned to their Gods for hope, sending a message to their oracle. Their message read, â€Å"What can we do to save ourselves?† the oracle responded telling them to flee, there was nothing they could do. The Athenians rose in uproar that their Gods had deserted them, the leaders of Athens decided to evacuate the city-state. Thymesticles sent another message to the oracle, with the response that they could be saved by the wooden wall. Thymesticles interpreted this as the wooden ships he had bought specifically for this war, so he devised a brilliant plan. He sent the warriors and men to the island of Salamis where they watched the Persians invade the deserted Athens and burn the Acropolis to the ground. Quick-witted Themyisticles sent a fake letter to the Persian army, asking to meet them in the Strait of Salamis. When the Persians arrived, the Athenians destroyed their forces, destroying over 200 of their ships. Athens had won, again. Winning this battle meant a new dawn for Athens, it began to grow unprecedentedly fast. They became the new head of naval confederacy and the unspoken head of the Delian League. With their multiple naval fleets, Athens’ economic power grew. The Athenians had access to a quality of life that no Greek before them had ever experienced. It was at this time that Themysticles was under attack – he was eventually ostracized by the ostraca

War of 1812 Overview - Aftermath

War of 1812 Overview - Aftermath 1814: Advances in the North A Capital Burned | War of 1812: 101 Efforts for Peace As the war raged, President James Madison worked to bring it to a peaceful conclusion. Hesitant about going to war in the first place, Madison instructed his chargà © d’affaires in London, Jonathan Russell, to seek reconciliation with the British a week after war was declared in 1812. Russell was ordered to seek a peace that only required the British to repeal the Orders in Council and halt impressment. Presenting this to the British foreign minister, Lord Castlereagh, Russell was rebuffed as they were unwilling to move on the latter issue. There was little progress on the peace front until early 1813 when Czar Alexander I of Russia offered to mediate an end to hostilities. Having turned back Napoleon, he was eager benefit from trade with both Great Britain and the United States. Alexander also sought to befriend the United States as a check against British power. Upon learning of the czars offer, Madison accepted and dispatched a peace delegation consisting of John Quincy Adams, James Bayard, and Albert Gallatin. The Russian offer was declined by the British who claimed that the matters in question were internal to the belligerents and not of international concern. Progress was finally achieved later that year following the Allied victory at the Battle of Leipzig. With Napoleon defeated, Castlereagh offered to open direct negotiations with the United States. Madison accepted on January 5, 1814, and added Henry Clay and Jonathan Russell to the delegation. Traveling first to Goteborg, Sweden, they then headed south to Ghent, Belgium where the talks were to take place. Moving slowly, the British did not appoint a commission until May and their representatives did not depart for Ghent until August 2. Unrest on the Home Front As the fighting continued, those in New England and the South grew tired of the war. Never a great supporter of the conflict, New Englands coast was raided with impunity and its economy on the verge of collapse as the Royal Navy swept American shipping from the seas. South of the Chesapeake, commodity prices plummeted as farmers and plantation owners were unable to export cotton, wheat, and tobacco. Only in Pennsylvania, New York, and the West was there any degree of prosperity though this was largely related federal expenditures relating to the war effort. This spending led to resentment in New England and the South, as well as precipitated a financial crisis in Washington. Taking office in late 1814, Treasury Secretary Alexander Dallas forecasted a $12 million revenue shortfall for that year and predicted a $40 million shortfall for 1815. Efforts were made to cover the difference through loans and issuing treasury notes. For those who wished to continue the war, there was a genuine concern that there would not be funds to do so. During the course of the conflict, the national debt had ballooned from $45 million in 1812 to $127 million in 1815. While this angered Federalists who had opposed the war initially, it also worked to undermine Madisons support among his own Republicans. The Hartford Convention The unrest sweeping parts of the country came to a head in New England in late 1814. Angered over the federal governments inability to protect its coasts and its unwillingness to reimburse states for doing so themselves, the Massachusetts legislature called for a regional convention to discuss the issues and weigh whether the solution was something as radical as secession from the United States. This proposition was accepted by Connecticut which offered to host the meeting in Hartford. While Rhode Island agreed to send a delegation, New Hampshire and Vermont refused to officially sanction the meeting and sent representatives in an unofficial capacity. A largely moderate group, they convened in Hartford on December 15. Though their discussions were largely limited to a states right to nullify legislation that adversely affected its citizens and issues related to states preempting federal collection of taxes, the group badly erred by holding its meetings in secret. This led to wild speculation regarding its proceedings. When the group released its report on January 6, 1815, both Republicans and Federalists were relieved to see that it was largely a list of recommended constitutional amendments that were designed to prevent foreign conflicts in the future. This relief quickly evaporated as people came to consider the what ifs of the convention. As a result, those involved quickly became and associated with terms such as treason and disunion. As many were Federalists, the party became similarly tainted effectively ending it as a national force. Emissaries from the convention made it as far as Baltimore before learning of the wars end. The Treaty of Ghent While the American delegation contained several rising stars, the British group was less glamorous and consisted of admiralty lawyer William Adams, Admiral Lord Gambier, and Under-Secretary of State for War and the Colonies Henry Goulburn. Due to the proximity of Ghent to London, the three were kept on a short leash by Castlereagh and Goulburns superior, Lord Bathurst. As the negotiations moved forward, the Americans pressed for an elimination of impressment while the British desired a Native American buffer state between the Great Lakes and the Ohio River. While the British refused to even discuss impressment, the Americans flatly refused to consider ceding territory back to the Native Americans. 1814: Advances in the North A Capital Burned | War of 1812: 101 1814: Advances in the North A Capital Burned | War of 1812: 101 As the two sides sparred, the American position was weakened by the burning of Washington. With the deteriorating financial situation, war weariness at home, and concerns over future British military successes, the Americans became more willing to deal. Similarly, with fighting and negotiations at a stalemate, Castlereagh consulted the Duke of Wellington, who had turned down command in Canada, for advice. As the British held no meaningful American territory, he recommended a return to status quo ante bellum and an immediate end to the war. With talks at the Congress of Vienna breaking down as a rift opened between Britain and Russia, Castlereagh became eager to end the conflict in North America to focus on European matters. Renewing the talks, both sides ultimately agreed to a return to status quo ante bellum. Several minor territorial and border issues were set aside for future resolution and the two sides signed the Treaty of Ghent on December 24, 1814. The treaty included no mention of impressment or a Native American state. Copies of the treaty were prepared and sent to London and Washington for ratification. The Battle of New Orleans The British plan for 1814 called for three major offensives with one coming from Canada, another striking at Washington, and the third hitting New Orleans. While the thrust from Canada was defeated at the Battle of Plattsburgh, the offensive in the Chesapeake region saw some success before being halted at Fort McHenry. A veteran of the latter campaign, Vice Admiral Sir Alexander Cochrane moved south that fall for the attack on New Orleans. Having embarked 8,000-9,000 men, under the command of Major General Edward Pakenham, Cochranes fleet arrived off Lake Borgne on December 12. In New Orleans, the defense of city was tasked to Major General Andrew Jackson, commanding the Seventh Military District, and Commodore Daniel Patterson who oversaw the US Navys forces in the region. Working frantically, Jackson assembled around 4,000 men which included the 7th US Infantry, a variety of militia, Jean Lafittes Baratarian pirates, as well as free black and Native American troops. Assuming a strong defensive position along the river, Jackson prepared to receive Pakenhams assault. With both sides unaware that peace had been concluded, the British general moved against the Americans on January 8, 1815. In a series of attacks, the British were repulsed and Pakenham killed. The signature American land victory of the war, the Battle of New Orleans forced the British to withdraw and re-embark. Moving east, they contemplated an attack on Mobile, but learned of the wars end before it could move forward. The Second War of Independence While the British government had speedily ratified the Treaty of Ghent on December 28, 1814, it took much longer for word to reach across the Atlantic. News of the treaty arrived in New York on February 11, a week after the city learned of Jacksons triumph. Adding to the spirit of celebration, the news that the war had ended quickly spread throughout the country. Receiving a copy of the treaty, the US Senate ratified it by a 35-0 vote on February 16 to officially bring the war to a close. Once the relief of peace had worn off, the war was viewed in the United States as a victory. This belief was propelled by victories such as New Orleans, Plattsburgh, and Lake Erie as well as by the fact that the nation had successfully resisted the power of the British Empire. Success in this second war of independence helped forge a new national consciousness and ushered in the Era of Good Feelings in American politics. Having gone to war for its national rights, the United States never again was refused proper treatment as an independent nation. Conversely, the war was also viewed as victory in Canada where the residents took pride in having successfully defended their land from American invasion attempts. In Britain, little thought was given to the conflict especially as the spectre of Napoleon rose again in March 1815. While the war is noew generally viewed as stalemate between the principal combatants, the Native Americans exited the conflict as losers. Effectively forced out of the Northwest Territory and large tracts of the Southeast, their hope for a state of their own vanished with the end of the war. 1814: Advances in the North A Capital Burned | War of 1812: 101

Citation paper Essay Example | Topics and Well Written Essays - 750 words

Citation paper - Essay Example Streets of South Bronx, New York in the 1970s. This is a time in the American history when racism was still a force to reckon with. It was initially popular with the African-American youth with whom it was identified. Evidently, the term hip hop was coined by Keith Cowboy, a popular figure associated with Furious Five and Grandmaster Flash. After its invention, hip hop music became so popular especially due to the throwing of block parties which had become a prominent phenomenon at the time. Later, it transformed from a mere music genre into a culture. This cultural movement was mainly popular with the black youth who were still relying on it for changing the societal political, linguistic and artistic thought. Today, it is not restricted to the African-Americans only. Instead, it has become an accommodative culture that cuts across the divide. In fact, it is used by people from diverse racial, ethnic and religious backgrounds to combat crime and advocate for harmony in their midst. The article stresses that hip hop is a very important culture in the society. It has a lot of contributions to make not only to the youth, but to the entire society. First, it has been used to empower the youth. As a commercial activity, hip hop has been used by the youth to help them to improve their communication skills and creativity. Meaning, it instills critical life skills into them. These include discipline and hard work. For instance, as artists, they need to come up with strategies to appeal to their fans and satisfy their diverse needs. Besides, hip hop culture has been of much benefit to the society since it used to fight the numerous challenges facing different people in the society. just like it was done during its earlier stages, hip hop has helped in advocating for change. Therefore, it has been used by the youth to fight for the availability of shelter, education, job

Methodology Essay Example | Topics and Well Written Essays - 2750 words

Methodology - Essay Example 3.1.2 Phase 2 To identify the role that art has played as a subject in the Iraqi community 3.1.3 Phase 3 To understand and formulate an opinion on the reasons why art is not an important subject in Iraqi secondary schools. 3.1.4 Phase 4 Compare the approach to the teaching and learning of art in the UK with that of Iraq 3.2 Sample & Theorisation Sampling is an important element for the study of a representative body to acquire information about a subject that can be generalised over a wider population (Dodds, 2011). In order to understand each of the four phases, there will be the need to study a carefully selected proportion of the relevant populations to come up with findings that would be applicable to the objective identified. The wider population involves the education authorities in Iraq and the teachers and their classroom activities. In order to examine this, samples will be taken from schools in the UK and in Iraq. For the study in Iraq, students and teachers from two school s will be chosen from Baghdad and two drawn from the major cities of Basrah, Mosul and Al Sulaimanya. There would also be samples of four schools studied in the UK. Based on the responses that will be taken from these four schools in each country and the educational authorities, the research will arrive at conclusions that will be representative of the entire country. Since the samples taken would be representative of the country, the generalisation and theorisation would be more likely to represent people's attitudes towards art education and give information about the state of art education in Iraq. 3.3 Data Collection The main data for the research will be collected from questionnaires and secondary sources. 3.3.1 Secondary Sources (Documents) The secondary sources will include the collection of information about important documents which relate to the position of art education in Iraq and the United Kingdom. This will be done through the perusal of important documents that descr ibe the position of art education in both countries. This will include an examination of current educational policies and important arrangements towards studies in both countries. In the examination of secondary sources, relevance will be the main guiding principle. In other words documents that provide relevant information about the state of Art education at the secondary level in the UK and Iraq will form the basis of the choice of documents to be studied in the research. 3.3.2 Questionnaires Questionnaires will be handed out to the teachers and students that will be chosen in the sample stage from the four schools in the UK and the four schools in Iraq. This will enable the researcher to identify significant information. The questions asked are available below in Appendix 1 and 2. The questionnaires are styled in a close ended format to provide quick and easy information about what the respondents think and state in their research. The questionnaires will be sent out to various r espondents and their responses will be collated. For the purpose of easy analysis, the same questionnaires will be distributed both in the UK and in Iraq. This will ensure that the comparison would be easy and analyses can be completed at a much faster pace. 3.4 Data Analysis The findings of both the secondary source perusal and the