Zavier Bacote Essays (178 words) - Penology, Prison, Homelessness

Zavier Bacote CJC 111 Dr.Duncan 2/12/18 Colonizer Assignment A lot of prisoners rely on their families for financial support and housing when they come out of prison. The majority of prisoners who come out of jail don't have families and people to rely on, and when that happens the only way they can help themselves is to go back to their old ways of being on the streets and selling drugs to make money so that they can provide for themselves. When prisoners come out of jail it is very hard for them to find a job and to just make money to eat. A lot of prisoners who come out of jail or homeless and they rather go back to prison because their lives are more better in prison then in the real world . The system is just so pro con that when prisoners come out of prison their lives are just hard, so when it is hard they go back to bad things and they end up back incarcerated again.

PARENTING STYLES AND COGNITIVE DEVELOPMENT IN Essays

PARENTING STYLES AND COGNITIVE DEVELOPMENT IN Essays PARENTING STYLES AND COGNITIVE DEVELOPMENT IN Essay PARENTING STYLES AND COGNITIVE DEVELOPMENT IN Essay PARENTING STYLES AND COGNITIVE DEVELOPMENT IN YOUNG CHILDREN The pronounced displacements in societal outlooks and gender functions over the last several old ages have meant that the nature of parentage has seen many corresponding alterations. The construction of the British labor market has undergone transmutation. Many traditional manual businesss performed by work forces have been made disused, altering Britain into a service economic system. Simultaneously, more and more adult females have entered the work force. Attitudes toward the definition of the household and the advantages of holding kids have besides shifted, doing rearing picks more hard than of all time. [ 1 ] However, as society displacements to emphasis upon single attainment, research shows that the elements that kids need from their parents in their formative old ages are going clearer than of all time. Rearing manners affect the societal and cognitive development of kids in ways that must be taken into history. There is a significant sum of research to propose that interaction with a multi-faceted environment during early childhood influences psychological operation during childhood every bit good as into maturity. Factors such as holding an educated and joint male parent, shacking in urban or broad milieus are associated with a complex growing environment. In rigorous footings, complexness is defined as the range and fluctuation in stimulation available in the milieus of a kid. A diverseness of stimulation is linked with stirred cognitive growing, and parental behavior that augments the quality and measure of stimulation in the environment of the kid is linked to cognitive competency every bit good as socio-economic position. The mode in which a kid is cognitively socialised by his or her parents bears important deductions for the cognitive development and future accomplishment of the kid. [ 2 ] Taking this thought farther, the societal interaction between parent and kid can act upon cogni tive and moral development by the debut of ‘sociocognitive conflict.’ This type of struggle is non characterised by quibbling, but involves the debut of a spectrum of thoughts, values and experiences which enhances the sociocognitive capacities of the kid. Again, this is more likely to be present in urban or broad environments or where parents are intelligent or culturally cognizant. [ 3 ] One survey observed fluctuations in developmental indices of over 100 African American kids with non-organic failure to boom ( NOFTT ) . A control group with satisfactory growing was besides observed. The parents who participated in the survey were placed into one of three classs: neglecting, autocratic or nurturing, based on researchers’ observations. The consequences showed that parents of kids displayed NOFTT were non every bit nurturing as parents of the kids in the control group. Further, parents of kids with NOFTT neglected their kids more. The relationships between manner of parenting and the social-cognitive development of kids were much the same from group to group. Those parents who were more nurturing had kids who had better social-cognitive development. [ 4 ] Cognitive manner has been delegated a important topographic point in act uponing the relationship between negative parenting manners and assorted psychological jobs such as anxiousness and depression. However, there is small empirical grounds to back up this premise. One survey attempted to rectify this spread in research by using a clinical sample to analyze the relationship between early experiences of unequal attention, maltreatment, neglect and control and psychopathic symptoms through the influence of cognitive manner. The consequences showed that participants who described their parents as exposing negative parenting manners besides showed more psychopathic symptoms. In add-on, the survey found that the go-between of this relationship was cognitive manner. This survey is of import for beef uping the impression of the function of knowledge in modulating the relationship between negative parenting and psychological disfunction. [ 5 ] Jay Belsky is one of the taking experts in this country. In 1986, Belsky wrote that there was increasing grounds that child-care which did non have at least one parent may do psychological issues more likely as the kid matures. Specifically, he stated that puting immature kids under the age of three in twenty-four hours attention could increase their leaning to go disobedient or aggressive in their formative old ages of schooling. Since so he has produced a strong organic structure of grounds on the relationship between rearing manners and cognitive development in immature kids. In an earlier survey, Belsky examined the influence of maternal stimulation upon the explorative behavior of babies in a varied mode in order to get the better of the causal restrictions associated with many surveies of maternal effects upon baby development. [ 6 ] The decisions illustrated that the consequence of maternal behavior during babyhood can be studied with empirical truth if decently systematised. Further, it was shown that maternal stimulation instructs the baby on how to concentrate and therefore augments the explorative capablenesss of the baby, which expands cognitive operation. [ 7 ] In another survey, Belsky and his co-workers observed over 200 persons from New Zealand who had been studied since age three. The participants were recorded on picture interacting with their ain three-year-old kids to determine whether the parenting styles they experienced influenced their ain parenting patterns. Three developmental periods had been observed in the participants, viz. early and in-between childhood and early adolescence. The consequences characterised rearing manners as either supportive or rough, and demonstrated a house nexus between the household atmosphere experienced by female parents and the parenting styles they used with their kids. The survey farther examined whether strong relationships with a spouse could extenuate the effects of the parenting manner experienced as a kid ; there was no grounds of this. [ 8 ] In yet another survey in which Belsky participated, alternate accounts for negative parenting manners besides early-onset behavior upset. It was shown that sub-competent parenting manners and disputing behaviors in kids were more common for parents with a history of upset. Other possible factors such as household of origin discord could non to the full explicate this phenomenon, and so it was concluded that the long-run effects of behavior upset in the early developmental old ages might explicate the on-going effects of behavior upset in immature maturity. [ 9 ] Belsky farther proposed his ‘differential susceptibleness hypothesis’ , which asserts that different kids produce changing responses to the influences of early parenting. Belsky focuses on the evolutionary facet of this adaptative ability and offers empirical informations to back up it. The work of Diane Baumrind has besides been of import in this field. Baumrind has observed the interaction between the actions of parents and the competency of their kids. Baumrind described parental behavior in operational footings, using the maps of communicating, raising, control and demand for adulthood. Her research produced three primary classs of parental behavior and the consequence of each of these classs on the province of the kid. In peculiar, Baumrind linked specific manners of rearing with subsequent features of societal competency in the kid. For illustration, Baumrind established three distinguishable classs of rearing manner based upon the maps mentioned above. The three classs are autocratic, important and permissive. [ 10 ] The autocratic parent demonstrates a high degree of control and demands a high degree of adulthood, but the degree of communicating and raising in parental interactions is low. Conversely, the permissive parent raisings and communicates clearly w ith their kid, but fails to demand a high degree of adulthood and deficiencies control over the kid. The important parent tonss ‘high’ in all four countries. In bend, rearing manner shapes the societal competency of the kid. In Baum rind’s theoretical account, the progeny of the autocratic parent will probably be a low winner and unmotivated, with a low sense of competency. The kid of the important parent, nevertheless, is more likely to be independent, motivated and an winner. Basically, Baumrind showed that an important parenting manner which features a combination of raising and boundaries influences the development of the kid in a positive manner. Give this premise, it could be asserted that non-genetic carers can be merely every bit effectual as familial carers provided that they provide the kid with an appropriate balance of heat and control. [ 11 ] Following from the earlier research of Baumrind, Maccoby and Martin’s ( 1983 ) categorization of rearing forms articulates forms of parental authorization in footings of the degree of demand and responsiveness displayed by parents towards kids. Parental demandingness describes the mode in which parents express outlooks and put boundaries for their kids. Additionally, demandingness indicates the extent to which the fulfillment of outlooks and attachment to boundaries is respected by the kid. Parental reactivity means responding sensitively to the demands of the kid, offering support for the child’s enterprise and taking an active involvement in the feelings of the kid. Maccoby and Martin extended this research to encompass Baumrind’s categorization of parenting and sort a farther parenting manner, the neglecting parent manner. Neglecting parents are non antiphonal to the feelings of the kid and are detached from the life of the kid. Children who have experienced n eglecting parenting manners in early childhood are more likely to execute poorer in school and to describe psychological jobs. Vygotsky is yet another giant in the field who believed that rearing manners had outstanding affects upon the cognitive development of immature kids. In Vygotsky’s position, the mechanisms through which cognition was acquired were mostly based in societal maps. He perceived knowledge itself as a societal map. Vygotsky believed that the capablenesss that immature kids develop are foremost presented in societal interactions and so go internalised. Because of this, parents execute a important function in synthesizing cognitive development. The of import function that parents play in cognitive development in early childhood is further explained by Vygotsky’szone of proximal development. The tool that enables kids to travel from their present degree of ability to their possible degree of ability is scaffolding, and this tool is efficaciously utilized merely with the aid of a more erudite grownup or equal, frequently a parent. [ 12 ] Through staging, parents catalyse the cogn itive growing of their kids. The communicative, involved parent will more of course lend to cognitive growing through staging. Except in utmost instances, rearing manners involve a mixture of restraint and co-operation. Relationships between parents and kids are by and large characterised more by restraint than co-operation, although co-operation will be in changing grades. One derived function in rearing manners is the degree of equality between parent and kid. This could be construed as act uponing the development of the kid based upon the grade of co-operation and mutualness between parent and kid. The advantageous effects of the important parenting manner could arise from the increased measure of chances to take part in synergistic co-operation as opposed to autocratic parenting. [ 13 ] Parents can accommodate the parenting manners that they utilise during early childhood, and these versions can either aid or impede the mode in which their kids negotiate challenges and low-grade uncomfortableness. It is assumed that parents alter their parenting manners to match with alterations in the ability of their kids to pull off hurt. During early childhood, a battalion of physiological and cognitive developments take topographic point which straight consequence the development of the kid. As the kid develops, he or she is better able to cover with stressors and modulate neurocognitive reactions to the presence of stressors. The cognitive growing that stems from these types of developments, such as augmented intentionality and raised self-awareness aid the holistic ripening of the kid. Parents can utilize these developmental rushs as chances to assist kids larn how to cognitively modulate their hurt. [ 14 ] Some illustrations of the interplay between parental behaviors and cognitive growing described above include cases where parents promote babies to change their ocular way in order to happen re-assurance in the presence of the parent or merely to happen a ocular distraction to a stressor. Further, as yearlings develop linguistic communication accomplishments, parents have more opportunities to interact with them using and patterning lingual ordinance schemes. As the kid grows and he develops the capacity to concentrate his attending, parents can help the cognitive procedures by provided drawn-out drama with stimulating objects. [ 15 ] Another survey categorised three finding factors for fluctuations in rearing attacks. These were the personal psychological resources of parents, the features of the kid and the contextual beginnings of emphasis and support. From these, a model for competent parenting was developed which is based upon the antecedent premise that the determiners for parent operation are multi-faceted. Stressors and support can act upon rearing straight and indirectly by determining psychological wellness. Personality besides plays a function, mixing with emphasis and support factors to act upon parenting manners. The staying power of the parent’s psychological mechanisms were found to be of greatest importance in interceding between the parent and kid in times when stressors were peculiarly present. The importance of parent psychological science was greater even than beginnings of support, but these were more effectual than the features of the kid. [ 16 ] There is besides grounds that kids who are mistreated by their parents can better developmentally with direct intercession from professionals for the kids and their parents. Child maltreatment and disregard seem to make developmental jobs, yet one survey examined the consequence of a programme on the development of 35 kids under the age of 6 who had been mistreated by their parents. The group that received the intercession were compared with a control group. The kids and their parents were involved in a programme enduring an norm of eight months. In the intervention programme, parental and child intervention reding were provided for the parents along with educational input. Parents benefited from group therapy, rearing categories, a crisis help-line and single guidance if so desired. The kids were besides involved in group activities aimed at furthering strong adult-child relationships. After the household exited the programme, the developmental capacities of the kids were assessed a nd compared with their pre-programme tonss. The post-test tonss for the programme participants were markedly higher than those in the control group for cognitive ability, motor operation, linguistic communication capacity and socio-emotional competency. [ 17 ] Therefore, there is strong grounds that the nature of rearing manners influence cognitive development during early childhood. While arguments sing what rearing manner is the most advantageous will assuredly go on, there are a few elements which have shown themselves to be peculiarly effectual in furthering development in immature kids. Balter, Lawrence and Tamis-LeMonda, Catherine ( 2003 ) Child Psychology: A Handbook of Contemporary Issues, Hove: Psychology Press Baumrind, Diane ( 1991 )The Influence of Parenting Style on Adolescent Competence and Substance Abuse,Journal of Early Adolescence, 11 ( 1 ) pp56-95 Belsky, Jay et Al ( 1980 )Maternal Stimulation and Infant Exploratory Competence: Cross-sectional, Correlational and Experimental Analyses Belsky, Jay ( 1984 )The Determinants of Rearing: A Procedure Model, Child Development, 55, pp 83-96 Belsky, Jay ( 1986 )Infant Day Care: A Cause for Concern?Zero to Three, Sep 1986, pp1-7 Belsky, Jay ( 1997 )Variations in Susceptibility to Environmental Influence: An Evolutionary Argument,Psychological Inquiry, 8 ( 3 ) , pp 182-186 Belsky, Jay et Al ( 2005 )Intergeneration Transmission of Warm-Sensitive-Stimulating Parenting: A Prospective Survey of Mothers and Fathers of 3-Year-Olds,Child Development, 76 ( 2 ) pp 384-396 Black, Maureen M, et Al ( 1994 )Rearing Style and Developmental Status Among Children with Non-Organic Failure to Thrive,Journal of Pediatric Psychology, 19 ( 6 ) pp 689-707 Cicchetti, Dante and Carlson, Vicki ( 1989 ) Child Maltreatment: Theory and Research on The Causes and Consequences of Child Abuse and Neglect, Cambridge: Cambridge University Press Ferri, Elsa and Smith, Kate ( 1996 ) Rearing in the 1990s, London: Family Policy Studies Centre Hala, Suzanne, Ed. ( 1997 ) The Development of Social Cognition, Sussex: Psychology Press Jaffee, Sara R ( 2006 )When Parents Have a History of Conduct Disorder: How is the Caregiving Environment Affected?Journal of Abnormal Psychology, 115:2, 309-319 Lloyd, Eva ( 1999 ) Rearing Matters: What Works in Rearing Education? Essex: Barnardo’s Macoby, EE and Martin, JA ( 1983 )Socialization in the Context of the Family: Parent-Child Interaction,in Handbook of Child Psychology, Vol 4, edited by P H Mussen, New York: Wiley, pp 1-101 McGinn, Lata et Al ( 2005 )The Relationship Between Parenting Style, Cognitive Style, and Anxiety and Depression: Department of energies Increased Early Adversity Influence Symptom Severity Through the Mediating Role of Cognitive Style?Cognitive Therapy and Research, 29 ( 2 ) April 2005, pp 219-242 ( 24 ) Schooler, Carmi and Schaie, K Warner ( 1987 ) Cognitive Functioning and Social Structure Over the Life Course, New Jersey: Ablex Publishing Corporation 1

The End or Basis of Being Essay Example | Topics and Well Written Essays - 1000 words

The End or Basis of Being - Essay Example In this article, I support Rufus’ argument that thinking is not a preserve of the intellect. First, I give reasons as to how decisions are made by humans, second, I argue concerning the possibility of thinking becoming the thing thought, and lastly, I evaluate the merits of the two arguments as presented by Rufus. Richard Rufus rejected the premise that we think by the intellect given forms in the way matter is. This standing by Rufus is true in several ways. Firstly as Rufus (4) argues, man is every created thing, and man constitutes a lesser world: thus in his being, man shares with all created things as below: living with plants, existence with stones, sensitive with beasts, thinking with angels, and finally man shares some aspects with God. This implies that man is a complex creature that shares many aspects with other beings, but yet has some peculiar characteristics make him special; the intellect. Intellect is the part of man lacking in other beings, which presents the difference. As other beings have some degree of knowledge and instincts, so does man share some commonalities with other beings. For example, if a deer escapes an attack by a lion through instincts though it has not sighted the lion, man must use the same instincts to make some decisions in some cases. This follows that man does not only depend on thinking through intellect, but shares other common modes of thinking with other beings. ... Therefore, we do not think by the intellect alone, but use other senses to make decisions that are different and unique from decisions made of intellect. Thinking is a matter of literally becoming the thing thought. Rufus (2) argues that agents are dissimilar at the start; but in the end, after being acted upon, they are similar. This implies that the sensitive part refers to the faculty, and because sensing is being acted upon, it is passive. At the end, when the sensing has been acted upon, the sensitive will be similar to the active, which is namely the sensible. To understand this, first we have to introduce the idea of potency and actuality. A matchbox is fire in potency. This means that the match box can be acted upon to become fire itself. It has the potency to cause fire. Similarly, when the fire has been caused through the matchbox, it then becomes actuality. Likewise, the human soul is a spirit in potency. Rufus (4) in explaining the nature of man elaborates man shares some common things with God. God by himself is actuality devoid of any potency. He is the end; implying God cannot be caused to be any other than God himself. Cindering we share some common aspects with God; God cannot be in corporeal nature but is in spirit itself. The soul is related to the spirit and is the aspect that makes humans to have a common aspect with God, which is devoid of other animals or beings. The human soul is therefore in potency that though being the essence of humanity, it has not yet attained the spiritual status; which is the actuality of the soul, in sharing common aspect with God, whom by himself has no matter. This implies once humans are dead; the soul attains its actuality, and can be related to God, whom is devoid of matter. Rufus (4) in explaining

The Effectiveness of Knowledge Management In Organizations Literature review

The Effectiveness of Knowledge Management In Organizations - Literature review Example This report stresses that the globalized business environment is featured with the fast changing business condition, high production, flexible organizational structure, information and communication technology, market liberalization and partnership development. With the changes in the environment, the intensity of competition is sharpened in the market. Therefore the companies are forced to develop and implement new strategies for improving the functionality and quality of the products in order to survive in the market. This paper makes a conclusion that the application of knowledge management is very critical and difficult to be implemented and also it is very time consuming. But the advantages and its contribution in the present world has replaced its limitations or disadvantages. Every organization is required to adopt the concept of knowledge management in their organization for its workers or employees. Knowledge management contributes significantly towards the growth and development of the organization. The organizations are expected to recruit skill and knowledgeable employees in their organization, since the inability or inefficiency of the workers in the company may affect the productivity or performance of the whole organization or entity. Knowledge management through the learning, strategy and information technology influenced positively the organizational performance in terms of its return on investment for achieving its long term as well as short term goals of the organization. It has a strong affect on the productivity of the organization.

Essay about Walmart Example | Topics and Well Written Essays - 1000 words

About Walmart - Essay Example imary advantage is to over come barriers that are related to Multi-tier distribution which has at all times been the common approach of doing business in Japan. Over time, Wal-Mart will alter that. By approaching the suppliers directly, Wal-Mart will establish a more well-organized distributional system. Retailers will have to set up a similar system to stay competitive. Wal-Mart will approach the strong suppliers, mainly those that might already have globally established relationship for aid in building this innovative and extremely different distributional system. The most important advantage is that the benefits of that enhancement in distributional efficiency will be enjoyed by both i.e. Wal-Mart as well as their suppliers. Wal-Mart does uneventfully gain success in superseding the wholesaler segment, they will be in a lot better of if they are in a position to distribute goods at less expensive costs, which will allow them to pass along a little of the price savings to customers. The degree of success that Wal-Mart will encompass in Japan depends on the degree to which Wal-Mart can adjust Retail Link to Japan’s distribution system. Also, Wal-Mart will have to obtain a handsome amount of real estate to get the economies of scale required to be successful, at the same time keeping local management content. And finally they must be patient, as the Expansion into Japan maybe takes a lot of time. I believe that Wal-Mart is successful by circumvent the current Japanese distribution system by reflecting activities of manufacturers as well as retailers to circumvent the wholesalers, share knowledge, and incorporate decision making. Wal-Mart recently decided to gain 66.7 percent of Seiyu, Japans fourth largest retail group. Ten years ago Wal-Mart had attempted to sell its private label cookies in Japanese stores, and customers emptied out all the shelves. But the Japanese buyers did not buy them again as they were too sweet, a part from this most of them

Self Determination Theory | Analyis

Self Determination Theory | Analyis Quality effective coaching is about interdisciplinary knowledge. As well as the ability to recognise implicit and explicit decision making. Coaching is essentially about problem solving, a good coach uses a procedural and declarative knowledge compilation to help towards problem solving. A good example of this would be the Kolbs Experimental Cycle (1984). It shows a continuous flow of development, including; reflective observation, abstract conceptualisation, active experimentation and concrete experience. This implies that learning is a process where knowledge is created through the transformation of experience. Within this essay I will be discussing an understanding of two different coaching science theories and how they can be applied to real coaching experiences. I will be critiquing both theories, showing how I can improve in aspects of the theory in my coaching and how they both incorporate reflective practice. Self determination theory (SDT) represents a broad framework for the study of human motivation and personality. The theory is based on the premise that individuals pursue self determined goals to satisfy their basic psychological needs to independently solve problems, interact socially, and overcome tasks. According to SDT, a concept that could explain the relationship between participants motivation and their experiences in exercise is due to the level to which their behaviours are autonomous. Autonomous is when a task is; fully volitional, freely pursued, and wholly endorsed by the person. When participants exercise experiences are controlled, i.e. pursued and directed by external or internal forces, it leaves participants feeling like they have very little or no choice. Research clearly supports the idea that individuals have different types of motivation, ranging from high (autonomous) to low (controlled) levels of self determination. Participants can be intrinsically motivated, when they engage in learning activities for their own benefit, and extrinsically motivated when they engage in activities for influential reasons. Intrinsic motivation represents the model of self determination, because a person is motivated to act for the fun or challenge entailed in the behaviour rather than because of external factors, such as pressures or rewards. In contrast extrinsic motivation embraces a variety of behavioural factors that vary in their level of self determination. Intrinsic and indentified regulations are self determined, whereas external and introjected regulations are non self determined forms of motivation (Tessier et al, 2010). Motivational characteristics are influential in shaping participants desire to persist in sport or to discontinue their sport participation. Self determination theory suggests adolescents are more likely to follow peer leaders who afford them autonomy to choose, an avenue for relatedness with the leader and other members of their group, and a sense of competence for the task they are doing (Ward et al, 2010). Although psychological and physical benefits can be obtained from participation in competitive sport (Mandigo and Holt, 2000), it can also lead to damaged self esteem and mood disturbances, particularly when youths experience performance pressure from close adults (Reeve and Deci, 1996). For these reasons, the influence of coaches and parents on youth participants sporting experiences is an issue of high importance in sport psychology. There is considerable research on the interaction of parents and coaches with sport participants. For example, parental pressure predicted decreased enjoyment in basketball (Brustad, 1988), and parental and coach positive emotional involvement predicted the enjoyment in football (Ommun dsen and Vaglum, 1991). Also, having an autocratic coach who provided little feedback decreased involvement and intrinsic motivation. Self determination theory proposes that humans have three fundamental needs that must be satisfied in the social context. The first need is to feel autonomous in performing an activity. Autonomy involves being volitional and acting in such a way as to represent your integrated sense of self (Deci and Ryan, 2000). Autonomy support can be enhanced by allowing participants within an environment to choose the things that they enjoy and really want to do. The second need is to perceive relatedness with others in the community of involvement. By working hard as or within a group, participants can achieve a sense of team bonding, which can in turn lead to strong friendships. A third fundamental need is to perceive competence in relation to the activity. Competence is widely regarded as fundamental to the expression of motivation in the sport context (Reinboth and Duda, 2006). Youth sport literature suggests that experiencing competence in sports is strongly related to being accepted by a pe er group and having positive peer relationships within a group (Weiss and Duncan, 1992). Results from Vazou, et al (2005) even suggested that youths perception of their own competence was related to the level of support and acceptance by peers in the group. This developmental process is about gaining a sense of accomplishment and believing in yourself to complete a task to the best of your ability. This can lead to motivational outcomes in self determination theory. However, this does not account for learning acquisition of new skills, like contextual interference theory. One challenge that many coaches encounter is how to best structure practice schedules that will facilitate the development of skilful movements (Porter, Landin, Hebert, Baum, 2007). Contextual interference (CI) is a functional interference in a practice environment which affects the structure of the session to improve learning effectiveness. The stage of learner development will directly affect the structure of the practice session. It is well established that interference during practice has substantial influence on skill learning (Guadagnoli and Lee, 2004). The contextual interference effect acknowledges that learning is enhanced when interference during practice is high, such as when participants practice multiple tasks in a random order. Results from studies investigating the effects of practice order on motor learning typically show that a random practice order enhances motor learning more when compared with that of a blocked practice order (Wright, Magnuson and Black, 2005). One way to control interference during practice of multiple tasks is to change the order in which the tasks are practiced. For example, a random practice order in which tasks are practiced in a quasi random order (i.e., 3-1-2, 1-2-3, 2-3-1), where each number represents a skill, is thought to introduce more interference than a blocked practice order in which each skill is practiced repeatedly prior to switching to the next skill (i.e., 1-1-1, 2-2-2, 3-3-3). Football, basketball, and volleyball are activities which require general strategies to be formed to cope with the unlimited variations of situations which arise within the game. These open skilled games require variety in training for cognitive generalization to occur, so that the participants can adapt to various unique competitive task demands. It is still important for athletes to experience a significant number of successful practices, whether for variable or specific skills, to achieve an eventual state of over learning (Chr istina, 1996). In a study by Porter and Saemi (2010), they showed that practicing with systematic increases in contextual interference for multiple days would perform better than equally skilled participants who practiced with traditional blocked and random scheduling. The participants practiced three different basketball related passes using either a blocked, random, or increasing contextual interference practice schedule. All participants practiced trials every day for five consecutive days. Participants completed an immediate retention test, and a 48 hr delayed retention test. The results of the immediate and delayed retention test showed that practicing with gradual increases in contextual interference resulted in superior performance compared to traditional blocked and random scheduling. These results were important because the 48 hr delay more accurately reflected a real world athletic environment. It is common for athletes to practice for multiple days in training, and then receive a one to two day break before a game. Therefore it is important to measure the learning of sport skills after one or two days without practice. The findings presented in this experiment suggest that coaches working with moderately skilled athletes can create effective learning environments by progressing from a blocked to a more random schedule during practice. The results further suggest that the benefits of an increasing contextual interference practice schedule can be observed when practice sessions are spaced over multiple days. One reason why a practice schedule that offers gradual increases in contextual interference may be beneficial is because it challenges learners at the appropriate level by creating an environment that becomes progressively more difficult as the athletes skill level improves (Porter and Saemi, 2010). The evidence for contextual interference is strong, when the skills practiced are dissimilar. However, when contextual interference is used, the performer actually spends less time working on any specific skill than if they were to use blocked practice (McMorris and Hale, 2006). The coach must determine how long to spend on any individual skill, this is completely reliant on the level and ability of the performer. Blocked practice may be more beneficial to an athlete wishing to fine tune a specific technique, which will require a lot more time spent practicing that skill technique, for example, a golf swing. On the other hand, for a beginner, the range of skill practices acquired during a contextual interference session may be more beneficial to them. This will allow them to practice a large variety of skills over a short space of time, possibly giving a better rate of retention long term. Both of these theories can be applied in a coaching setting to help participants learning and motivational needs. For a coach, the use of pedagogy and theory based practices are essential in developing a coaching session that is sufficient for the requirements of the participants. Each theory gives the coach a set of structure to the session, and allows the participants to get the most out of it. From personal experience of using both theories in real life practice, I can see that both have their advantages, although dependant on participants ability level and understanding of a specific sport. With regards to self determination theory, the coach can integrate forms of structure, autonomy support and involvement into a session using a variety of methods. Structure can be enhanced by using clear organisation and clearly stated procedures of participant expectation. Sessions should be challenging with maximum participation, allowing coaches to provide informative and timely feedback. F or example, positive and constructive feedback given throughout session to group and individuals encouraging work towards clear session goals, as long the feedback is given in an autonomy supportive manner. Autonomy support is given to the participants through explanation and provided rationale for the practice session, as well as encouragement of expression, choice and creativity for athletes. An example of this could be, avoiding controlling behaviours while coaching and acknowledging the participants feelings and perspectives on the session. The athletes should be allowed opportunities for independent work where they can use their initiative. Autonomy support can be enhanced by the use of student led activities, for example, student signalled starts; this encourages the participants to control how and when the session will progress. Involvement is provided by the relationship between coach and participants throughout the session, showing emotional support and a level of interest. Involvement can be improved within a session by expressing affection towards participants, learning their names and remaining within a close proximity to the athletes during the session. For example, this could be during refereeing by the coach or when giving positive feedback during the session. Self determination theory is a key aspect when trying to improve athletes motivation levels during practice. It does not however, affect the learning process and retention of skill acquisition like contextual interference theory does. When using contextual interference theory in real coaching practice, the coach must know the needs of the participants; this can be done through a needs analysis. According to the athletes sporting level, ability and environment, the session can then be constructed to include varied or random practice of skills. The level of contextual interference used is also determined by the coachs procedural and declarative knowledge on the subject. Although practicing under conditions of contextual interference does not always lead to immediate good performance, research suggests that it leads to better long term skill learning. It is also suggested that learning skills through contextual interference can work better if the skills are not too closely related biomechanically, or in a similar generalised motor program. By using a different array of skills, different motor pathways are being processed, facilitating better learning with a high level of contextual interference. It is usually traditional for coaches to begin the instruction process with blocked, constant practice of a single skill before progressing through drill practices towards random, variable practice conditions. A potential criticism of this approach is that coaches move too slowly through the development stage. According to traditional cognitive models of motor skill learning, such as Schmidts (1975) schema theory, variability in movement and context characteristics are essential to develop a more expansive and generalized motor program to cope with a variety of similar but different situations. The assumption is that when variability is introduced into the practice environment, the learner has to adapt the motor program differently from one trial to the next resulting in a more flexible and interchangeable movement schema (Schmidt and Lee, 1999). A low contextual interference practice schedule may involve practising one skill per session, or perhaps two separate skills, for example, shooting and passing in blocks of 20 30 minutes each (blocked practice). Higher levels of contextual interference would arise if a variety of skills, for example; shooting, passing and dribbling, were practised in a random manner throughout the session (random practice). In the most random practice schedule, a player never practises the same skill in consecutive tasks. The clear message is that to promote learning coaches should try to avoid repetitive, blocked practice by presenting a variety of skills within the same session. Both theories relate to the process of reflection, for coach and athlete. Reflection is a key aspect within learning development; it allows us to reflect on positive experiences to encourage constructive behaviour, as shown in the Gibbs reflective cycle (1988). Gibbs model is clear and precise allowing for description, analysis and evaluation of the experience helping the reflective practitioner to make sense of experiences and examine their practice. It also allows us to reflect on our negative experiences so that in future experiences we can control how to give ourselves the best opportunity for a positive outcome. Reflective thinking needs to be structured so that you can describe what happened to you in a given situation, come to some conclusions about the experiences and possibly decide how to act in dealing with future similar experiences.We learn from experience is a well known statement, but according to Dewey (1933) we dont learn from experience, instead we learn from reflec ting on experience. In order to increase my understanding of both of these theories, I intend to further use and improve in aspects of the theories during my coaching practice. From some of the research that I have done to complete this essay, I can already see areas of my coaching that can be improved upon. Some of these include, my ability to give positive, informative and timely feedback to participants, this will help autonomy support with the participants. I could also improve by knowing all of my athletes on a first name bases, this will help improve my relationship with the participants and increase my involvement with them, an area I feel I could improve on greatly. By increasing my declarative and procedural knowledge of each sport I feel as if I will be able to offer more in terms of opportunities for creativity and initiative within my sessions. All of these will help greatly improve motivational levels of my athletes which then in turn I hope will improve their performances. I have taken qui te a lot from STD theory, but I have also learned just as much from the contextual interference theory in relation to my coaching. This is especially true when I consider how I will be constructing all of my future practice sessions. By taking into account the sporting level and ability of my participants, as well as what skills I am considering introducing, my session will be structured appropriately with the correct level of contextual interference. I will be using a lot more varied and random practice within my sessions, especially for beginners and younger athletes, to help increases their long term retention of new skills. As a coach and a constant problem solver, I am continuously looking for ways in which I can improve my ability to coach at a high level. These scientific theories have helped improve my declarative knowledge of coaching in general, but I will be looking for further ways I can improve my overall performance as a coach.

Fight Club Compared To Siddhartha :: essays research papers

Since the beginning of time, man has been on a quest to find his inner self. This topic has been the theme of many books and researches. This is no exception, in the 1959 book, Siddhartha by Hermann Hesse. In this particular story the main character, Siddhartha, is trying to find his ‘inner self’. He tries to accomplish this in many ways, one being self denial or destruction. This is also the case in the 1996 book, Fight Club by Chuck Palahniuk, in which the main theme promoted is that destruction leads to purity. These two works, written almost 40 years apart, which at first glance seem to be complete opposites, are actually spawns from the archetypal theme of man’s quest from self knowledge. Many issues in each of these stories give reason to believe that the authors had the same idea in mind. It could also be said that the author of Fight Club may have read Siddhartha. This is so because of the fact that many quotes in Fight Club relate to Hinduism, which is the religion of the heron in Siddhartha. For example, at a point in Fight Club, a character questions his safety. The reply from the character, Tyler Durden, is, â€Å"You’re as safe as a Hindu cow†, is a metaphor that since the cow is very respected in the Hindu religion and is not harmed. This may be mere coincidence, but other information gives reason to believe otherwise. Other than just saying that there is a connection with something that is said in the two books, there is also connections with the themes and styles of each book. In Siddhartha the charters often speak in ways the you may have to think about to understand the full meaning. This is also true in the case of Fight Club. At one point in Siddhartha, the character Govinda [Siddhartha’s friend] says, â€Å"He who in contemplation, with purified mind, immerses himself in Atman, Inexpressible in words is his heart’s bliss.† These quotes convey the idea of the actually enlightenment. In Fight Club, it is common to see quotes like, â€Å"You are not a beautiful and unique snow flake† which tells Tyler Durden’s followers that what they may think they are is completely false. This type of put down is a major ingredient in the stew of mayhem which leads to enlightenment. When you compare the actual meanings of Fight Club and Siddhartha, you will find that they are very much alike. Fight Club is a release for people. It helps you know yourself, know what you can do, and know your limits. In the book, it would often be used by people with