Learning How To Write Well English Language Essay

Learning How To Write Well English Language EssayThe desire to check off how to write and read started earlier than my preschool year. Growing up in a family where respect and commandment were the primary focus for their offsprings, it wasnt only a good thing for my youth but has helped me afterward in my life. I was taught that learning is not only obtaining skills and friendship, but the ability to apply the new understanding, such a asking for food when I felt the pain of hunger. While, later in my life I was educated that learning is the ability to contextualize the variety of contexts which vary from region to region, institution to institution, and between groups with different social-economical backgrounds.Learning how to write well, it tout ensemble started in primary school. Primary school was the put where I created my foundation for theme well. This foundation was build on by different writing exercises, such as course handbook and writing workbooks in and out of c lassroom. I learned to copy definitions of literary equipment casualty in my notepad and memorize them, without considering its larger meaning. This helped me learn writing skills and knowledge in multiply lesson types. Dictation exercises were an separate system used in school to advance my writing skills and knowledge. Being a verbal thinker, mastery was one of my preferred ways of learning how to write well. This form of writing helped me visualize the structure and grammar mistakes I made during the writing process. As my education advances, I use written feedback from professors and peers to understand the expectations which they subscribe to. Through this method, I not only die much familiar with my writing, but it helps me break my generative thinking. Helps me articulate ideas in writing from different points of view, and assists on improving my initial thoughts.Learning vocabulary skills in the context of writing started as early as master(a) school. Completing pra ctice workbooks and exercises on short stories I read during class. And create a dictionary with new words I came across in children books and other words presented by my teacher. Visual activities prepared by the teacher, were practices which I had to find in use in my children books in my local library, this meant read a large(p) quantity of short story books, and getting familiar with the plot concept and theme in the context of writing. To help me bring my knowledge to test, my teacher would take away me to write a short story of my happiest moment during a weekend. The combination of visual and integrated activities provided ways for me to put my understanding to use in the context of larger writings. I can clearly say that this form of teaching was effective in learning how to use vocabulary in writing.What if, peer and self-evaluation were part of activities? I believe it would have helped me improve my writing mechanics and vocabulary which could be used later in class d iscussions. Depending upon any other court rather than the visual and integrated activities would not have been affective, because integrating larger goals in the context of writing would have been too much. Integrated and visual activates worked in none-linear and separated form, both were effective on making me understand the context of writing in the smaller scale. With the necessary skills and knowledge, I was ready to learn how to become reflective about my own writing performance.With skills and knowledge such as, strategies on approaching writing tasks, discussing prompts which support cognitive thinking, it was measure for me to explore and extend literary understanding beyond the initial interpretation, and most importantly strive creative thinking beyond the initial thoughts. Dictation was the answer to this stepping stone. Dictation is nothing more than a class exercise which helps students develop grammar, writing communications and improve listening comprehension. Us ing this learning device I have been able to bring up and correct grammatical mistakes, learn punctuation, and develop my thoughts. This form or this learning device has helped teachers analyze and address the grammatical and comprehension weaknesses in students such as myself. The most important benefit on using this learning device is the ability to make corrections myself or my teacher. Dictation activities exercised were a combination of tralatitious spelling and punctuation problems to activities where personal opinions were tested. Besides its benefits, dictation was a form of losing judgment of conviction on noticing language mistakes that are overlooked and commonly made. By reading and writing more literature these common mistakes would be improved. Dictation is not widely issued in English teaching systems, because it is considered an older technique. In comparison, most European countries still use dictation as a technique for teaching and improving students in grammat ical and comprehension skills. In addition to dictation, professors feedback gives me an opportunity to improve and analyze my work.Getting the facts right is what writing well is all about. If the reader or the audience is misinformed, feedback is what the writer gets in response. If the point is not reached in writing the feedback is not a critique, but an explanation on how well the writing expectations are met, and what can be done for improvements. Receiving written feedback helps me understand the expectations of my audience, and helps me understand and take care the expectation of my own writing. This method has given the ability to improve my initial thoughts to thoughts which are expected by the audience. I expect written feedback of any form in my writing, because this puts my writing in a particular way to an end or makes me repeat it. Positive punishment (lower grade) makes me put an end to the way I write and or positive reinforcement ( fall in grade) makes me repeat m y writing in a behaviors term. Although feedback is one of the most important forms on learning how to write well, there are still problems associated with this approach. First, the written feedback I receive most of the time is hard to interpret due to the illegible handwriting, including un-clear terms and symbols. In addition, the implemented time on feedback is crucial. The majority of time I receive late feedback and time doesnt permit to apply the changes to my writing. This issue can be solved if the institutions increase the time constrains available for feedbacks. Paying attention to the written feedback I receive is improving my skills in writing well. Feedback is more than often provided by experienced writers, which can have no end when learning the skill on how to write well.Therefore, learning how to write well is not only obtaining the skills and knowledge, but is the ability to apply the skills and knowledge to meet the audience expectations. However, as I have show n visual and integrated activities are used on building the foundation to writing well. Enhancing vocabulary terms and using it on writing was the main concentration of these activities. Class dictation has been the most beneficial method to my learning, as it helped me perfect my writing skills and raised sensation of problematic areas in my writing. Given that dictation activities provide the opportunity to compare written work with a professors work. As my writing advances, Im become a better writer, and the writing process is becoming less painful when I receive written feedback. The fact that this method is the most preferred way for many students including myself to achieve excellent writing it clearly shows the importance written feedback have on students. Most of the time peer feedback indicates the type of error but not the place of error this significantly improved my ability to find the error and help avoid the wrong initial thought. All in all, using course workbooks, d ictation and feedback Ive been able achieve skills on how to write well.

Philosophical Justifications for Physical Education

Philosophical Justifications for carnal gentilityIssues in Physical knowledgeExamine the implications of the various philosophic confessions for Physical Education for the teaching of the correction.The philosophies of the philosophersWithin a traditional context, Physical Education (PE) has been perceived as a non-academic subject in comparison to more(prenominal) well established subjects such as mathematics and the sciences. Different philosophers and commentators conjure various justifications by which PE spate be placed within the National course of study (NC) and how the subject itself should be approached and delivered. This essay attempts to highlight and examine these philosophies, their implications and how they affect the perceptions and delivery of PE in this country.Education is fundamentally associated with attainment of valuable knowledge. This knowledge, according to Hirst (1974, 1992, 1994) and Peter (1966), is that of supposititious and intellectual attai nment. It is knowledge in this context which has an impact on our everyday lives. This is what is often termed as orthodox education which arguably excludes PE. Reid (1998) supports this view stating that education must(prenominal) comprise (of) an acquisition of valuable knowledge. (Taking this into account) From Reids perspective, it follows that (it shag be argued that) PE (does in fact) can be considered to develop valuable knowledge on its particular subject bet.(Moreover) In addition to this, Reid (1998) reinforces his hypothesis by highlighting the link between the theoretical concept and the resulting practical knowledge. This is as a result of a clean orthodoxy construct within PE, (developed from attempts) which developed from a perceived fill to justify PEs intellectual properties. These include the increase in academic PE through examinations and the boldness of PE degrees and dramas scholarship degrees.Reid (1998) (believes) suggests that PE fulfils the criteria that education demands, simply by practical knowledge through experience to develop knowing how. (So) When this is reinforced with theoretical knowledge relating to PE, educators of the subjects are arguably (overstepping) exceeding the currently accepted educational requirements as practical knowledge is deemed a satisfactory justification for inclusion within the NC. You need to put a reference to support this statement. One example of this type of educational justification can be seen in Sport Science degrees where physiology is complementary to pedagogy. This intimate make in Hoberman, J. (1992). Add the quote if you wishReid (1998) in fact, states that practical knowledge should not be either linked with or (lessened) reduced to simple ability, where a student is able to strike a ball for example. It is not the experimental condition of PE which is problematic then, unless rather the academic view of education (Reid, 1997, page 21), which is perchance a little uncertain. I t is this indecision which hinders the perception of PE within the subject itself and their resulting arguments of justification of NC status.Reid (1997) further argues that education is not simply an academic endeavour but overly the endorsement of personal and social assistance. This epicurean approach aroundwhat further blurs the boundaries as to what is and what is not considered to be educational, as it suggests enjoyment is a precondition for education. use of sizeables and services is totally subjective and what may be perceived as pleasurable by one individual may not necessarily be enjoyable (for) by an different.This continued difference in opinion is echoed by Parry (1998). It is suggested that Reid (1998) fails to validate practical knowledge and to justify just how the skills learnt are worthwhile in nature. Where Reid (1997) states that the source of educational value of PE is in fact the joy extracted from the subject, it has been suggested that he has fallen (prone) prey to the perhaps arguably misleading notion of hedonism (Parry, 1998). As suggested earlier, pleasure, by definition, is (found) derived only from something a person enjoys. Should an individual fail to enjoy PE, (than) then this contradicts Reids (1997) concept.Carr (1997) however states that as much as Reids (1997) bet challenges some of the standard perceptions of education, it does contain some inaccuracies and misconceptions. It would be sensible to state just what you think these misconceptions are. Although Carr (1997) accepts that PE has certain levels of knowledge acquisition, this does not necessarily mean a meeting of minds with all of Reids (1998) opinions. This is rather messy, and the point is not clearly made. What are the specific points that Carr disagrees with? state. You might find it useful to put parts of the next split up in here. The implications of this are that Reid (1998) believes that PE can alter your perception and comprehension of the wor ld. However, people can be perceived as less educationally proficient should their experiences in the sciences and maths for example, be less than others. This is not the case with regard to PE as individuals are seen as non- playy rather than educationally deficient. These differing view points over again further obscures the boundaries of PEs educational worth. This point is made in Andy Clark (1996), I suggest that you put in the referenceCarrs (1997) opinions differ in that his paper raises the prospect of a hard-hittingion between education and teaching of life skills (or working). The implications of this are that Carr (1997) believes that education provides valuable knowledge and understanding, which is the predominant culture within schools, but schools also sustain to provide vocational knowledge. It is suggested that sport falls into this appreciation as it teaches skills and abilities that can be applied directly or adapted for life later school and beyond.These abil ities can include communication and team work. Parry (1998) has expressed the opinion that education is not purely the quest for value knowledge but is twin with enhancement of personal virtue due to philosophical anthropology and the promotion of Olympian ideas (Parry, 1998, page 65). (In other words) The implications being that, as a result of philosophical perspectives upon the gentleman race, the promotion of the Olympian ideal that occurs through PE (which) has a lasting effect upon the individual in that it alters their values, goals for excellence, and their relationships. This is supported by McNamee (2005, page 16) who states a less circumscribe overview of education which is the initiation into a range of cultural practices that withstand the capacity to open up the possibilities of living a full and worthwhile life. (Yet) over again the implication of this viewpoint is that it supports the notion that PE can help provide and establish life skills, thus supporting it s educational value. McNamee (2005, page 15) feels that Peter and Carr (1997) remain besides ideologic due to their traditional liberal distinctions even though McNamee (2005) states his belief that education is a vessel for dispensing cultural customs.McNamee (2005) continues to highlight some oversights in the work of both Reid and Parry, suggesting that the (forma) former does not describe important epistemological aspects within PE as a subject. Although Reid does cite examples of practical knowledge application, there is a distinct absence of examples that are relevant to PE itself, thus providing evidence to support his view point but not with particular clarity in regard to PE. In fairness, I dont think that Reids paper was specifically abtaboo PE as such, it was about education in general although certainly it have PE do you want to rephrase this point? Additionally, McNamee (2005) believes that Reids hedonistic (standing) view point that simply pleasure alone is justifica tion for PEs place on the NC is not entirely plausible. A point made in Pekka Elo Juha Savolainen (2000), . Do you want to cite the reference?In comparison, McNamee (2005) draws attention to the cultural (practices) roles sport can play. These include, as Parry (1998) suggests, the formation of identities and the development to values which (is) are suggested to be closely linked to education.People have the capacity to develop, evaluate and live out their ingest life plans based on a combination of projects, relationships and commitments (McNamee, 2005, page 16). Sport and PE, according to McNamee (2005), (has) have the ability to meet these potentials through a unique assortment of internal, and in turn external values, that are somewhat unique to sport and PE. One example could be teamwork experience from team games. Teamwork blankets many subdivisions including communication. The skills conditioned and finely developed within PE lessons can help in the attainment of employmen t, not necessarily only in a sporting context. So it would come out of the closet that PE contains the determine principles that Hirst and Peter suggest are key to education. The implications are so, according to McNamee (2005, page 17), that the educators of cultural rituals should ensure that the values PE has and gives, are kept in good health. The implication here being that , this argues that PE should remain within the curriculum as it teaches and enriches life skills.(So) It appears therefore that there is much debate with regard to the implications of the distant elements of various philosophies regarding a unified perception of just what PE is and the resulting justification of its place within the NC. Reid argues that practical knowledge alone is in fact as valued as intellectual knowledge. Moreover, Reid also states that the gratification taken from PE further enforces this validation. Carr believes the contrary because philosophers have failed to differentiate betwee n schooling and education. In contrast, Parry takes the view that a more Olympian standing point should be taken, in that PE can be used to promote achievement and excellence. Furthermore, McNamee states that PE contains many cultural values and can be used as a vessel to deliver these. In doing so, PE has an effect on our everyday lives, (therefore) thereby becoming educationally government noteworthy as it contains valued principles.These somewhat contradictory philosophies and the resulting confusion in the implications derived from them, highlight the fact that (through) by selecting one philosophy as a standard conception of PEs justification within the NC and not another, will inevitably lead to a dispute as to why it was selected in the first place. Clearly this is a matter of personal evaluation. What must be taken into account are the philosophies and ideologies of the PE teachers themselves. They are the administrators and deliverers of the subject and their opinions and ideologies can greatly influence the notion and (conception) implementation of PE. You could cite Tnnsj, T. and Tamburrini, C. (Eds.) (2000) As a reference on this pointThe philosophies of the Physical Education teachers.The philosophies of PE teachers are generally considered to come about as a result of the pass completion of experiences within sport, education, and everyday life (within and outside school). Included within these is sport for all, education for leisure and the continued development of the academic principles within PE (Green, 2000, 2001, 2003). Although these greatly influence the philosophies of PE teachers, health related exercise and enjoyment of the subject appear to be the central focal point of their lessons.According to Green (2000), enjoyment and pleasure formed the basis for PE teachers lessons. One could say that a happy classroom is a learning classroom. It is through this that PE offers enjoyment, which acts as a gas for increased control over studen ts and in turn heightens learning (Green, 2000). (Their) His justification of this is that PE can often be a release of stress and pressure from other academic aspects of school, yet still maintaining its own promotion of the academic virtues in itself (Green, 2000). However, as discussed previously, enjoyment is not considered a prerequisite of education. With teachers adopting a more hedonistic approach to their lessons, the educational value of their lessons arguably become indecisionable. Do you want to justify this comment? Suggest using reference Savolainen J Elo P 2000In fact, many PE teachers perceive their subject as secondary to other subjects as they consider PE inferior in an academic sense (Green, 2000).In Greens (2000) study, many PE teachers associated enjoyment with sport. Understandably, sport is seen as the chief characteristic for the delivery of PE. The implications being that this often falls under a competitive sports bracket, largely in the form of team game s. The main emphasis for PE teachers was development of skill acquisition and the resulting competence in performance (Green, 2000). However, this focus on competition within sport (is) can be contradictory to PE teachers slant towards hedonism. Many students dislike competitiveness and some even dislike sport in a traditional sense (e.g. rugby, cricket, hockey etc.). This is particularly the case with girls (Green, 2001). The implication therefore appears that students can associate a distaste for something which PE teachers perceive as the very loading of their subject, something which they feel (is) should be enjoyable.Another justification for inclusion on the NC from a PE teachers perspective is the promotion of health related fitness. One could question whether one hour of PE a week has an effect upon a students fitness, but rather highlights the fact that PE lessons themselves do not endorse hearty living but create an association with physical activity which can be carried into life after school. This in turn develops a healthy modus vivendi (Green, 2001, 2003). PE teachers see sport as the main conduit for endorsement of a healthy life-style (Green, 2000). However, it is important to note that it is an assumption that PE actually has an impact on students and therefore affects their behaviour later in life, although this is perhaps a rather logical assumption. Kirk (2002) suggests that there is little evidence to suggest that PE lessons in secondary schools actually successfully promote lifelong date. Therefore, it is important to establish what PE teachers are doing, and can do, to reinforce their hedonistic approach to establish current and future healthy living (discussed later).The champion difference between teachers philosophies and philosophers philosophies is that teachers are frequently (somewhat) adamant their hedonistic approach is justification enough, where as, by contrast, philosophers are more inclined to keep a more orthodox educ ational justification. The implications of this statement being that PE teachers tend to feel a greater need to justify their position within the NC, and arguably this is justly so as they perhaps fail to acknowledge the perspective of some philosophers. It could therefore be argued that the philosophies of PE teachers are in fact more ideological in nature, as their attitudes towards justification within the NC, when compared to research by philosophers, are paradoxical. This may be due to the fact that PE teachers are more engaged than withdraw with their ideas (Green, 2001).Green has suggested that the implications are that these ideologies are suggested to have been formed by what they (the teachers) are accustomed to (i.e. learned practices). This may have stemmed from individuals (e.g. their own PE teachers) and experiences that have influenced their belief. Green (2000 Pg 79) states that It is somewhat unsurprising to find that PE teachers philosophies as well as their pract ices represent something of a compromise (Green, 2000, page 79) between these influences as they perhaps, in terms of opinions and view points, pull them in distinctly assorted directions. However, Green (2000) does argue that some relationship is present, connecting both philosophers and PE teachers opinions, although this is perhaps more through connective than mindful analysis by PE teachers.The practical implication of this philosophy in this link can be seen in a more leisure-based PE programme. Sport England (2003) note that that the most frequently taught sport within schools is athletics. This is followed by gym, tennis, rounders, hockey and netball. It can be seen that these sports are consistent with the competitive team sports which PE teachers are accustomed to and with those sports in which many students are disinclined to participate (in). There is a stark contrast between this statement and a survey detailing of what sports students enjoy the most. You need to quote the source of this survey. These include basketball, badminton, swimming, cycling, roller skating and bowling (more lifestyle activities). As it stands, PE lessons are dominated by more traditional sports. These appear to be the sports which students find less enjoyable. It is therefore contradictory of their hedonistic approach for teachers to persist with these sports. Promotion of lifelong participation is one of their (the teachers) justifications for position within the NC, and as it appears enrapture over of these sports into adulthood is negligible, it would be illogical and contradictory to fail in the inclusion of more lifestyle activities, even if this goes against their ideologies. These activities are often carried out after school as extracurricular PE, as normal school time and bud drives restrict the ability to run them.Fairclough, Stratton and Baldwin (2002) state that under 50% of schools offer lifestyle activities as extra-curricular PE. This is supported by Penny and Harris (1997, cited in Green, Smith and Roberts, 2005, page 28) who state that extra curricular PE is more of the same. This is being of reference again to traditional games PE. It is clear that some teachers are taking (into) account of the (findings) beliefs of the philosophers that we have cited above. They understand the immenseness of carry over into life after school as (this is) being best achieved through more lifestyle activities. However, more is needed as only half of schools run these activities within their lessons or as extra curricular options. Ideally you need a reference to back up this statementSo, it therefore appears that the implication of the thrust of these arguments is that the majority of PE teachers position enjoyment at the forefront of their lessons. This compliments Reids argument that PE is, and should continue to be, more hedonistic. A more leisure orientated education has developed, as suggested by McNamee, which runs parallel with, and encompas ses, valued cultural practices philosophy (Green, 2003). (However), This is not always the case however, as some teachers are restricted to their comfort zone in terms of what sports and activities their lessons include. This is seen in the findings of Sport England (2003) where only 50% of schools offer a more leisure based, lifestyle option. By remaining within their comfort zone, teachers are contradicting their justification of NC status by pleasure, as many students do not enjoy more traditional PE. (Moreover, their (the teachers)). Teachers may consider that another justification of life long participation is also challenged as those who fail to enjoy PE lessons are more inclined to sever ties with physical activity.In contrast, the view of Carr that PE should perhaps be dissected and analysed one after another from the other aspects of the NC has implications that coincide with the view that teachers have formed of their subject. They (consider) regard it in a different way to other more overtly academic subjects, as it is more of a release of pressures from those other subjects. There are various philosophies and ideologies which have formed for, and have formed as a result of, the justification for NC status. This is a bold statement. Can you justify it? Some contradict one another, and some support each other. This is messy and nebulous. If you have a clear point you need to make it overtly. (However,) what is clear however, is that there is much debate on the subject, and a topic which demands so much deliberation must, in itself, justify its importance solely through the vastness and time spent on arguing its case. No. I dont agree. It must justify itself on the potence of its arguments or the evidence base supporting it. The philosophical justification has nothing to do with the length of time spent arguing about it This applies whether the argument is for or against NC inclusion.ReferencesCarr, J. (1997) Physical Education and Value Diversity A Response to Andrew Reid. European Physical Education Review, 3(2), page 195-205.Fairclough, S., Stratton, G., and Baldwin, G. (2002) The Contribution of Secondary School Physical Education to Lifetime Physical Activity. European Physical Review, 8(1), page 69-84.Green, K. (2000) Exploring Everyday Philosophies of PE Teachers from a Sociological Perspective. Sport, Education and Society, 5(2).Green, K. (2001) Physical Education Teachers in their Figurations A Sociological outline of Everyday Philosophies, Sport, Education and Society, 6(2).Green, K. (2003) Physical Education Teachers on Physical Education A Sociological Study of Philosophies and Ideologies. Chester Chester Academic Press.Green, K., Smith, A., and Roberts. (2005) Young People and Lifelong club in Sport and Physical Activity A Sociological Perspective on Contemporary Physical Education Programmes in England and Wales. Leisure Studies, 24(1), page 27-43.Hirst, P. (1974) familiarity and the Curriculum. London, Routle dge, Kegan and PaulHirst, P. (1992) Education, Knowledge and Practices. Papers of the Philosophy of Education Society of Great Britain, April 26-28.Hirst, P. (1994) Keynote Address, National Conference for Physical Education, Sport and Dance, Loughborough University, 1994.McNamee, M. (2005) The Nature and Value of Physical Education. in Green, K. and Hardiman, K. (Eds.) Physical Education Essential Issues, page 1-20. London Sage.Parry, J. (1998) The Justification of Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education A Reader, page 36-68. Meyer and Meyer Verlag.Penny, D. and Harris, J. (1997) Extra-curricular Physical Education More of the Same for the More Able. Sport, Education and Society, 2(), page 41-54.Peter, R.S. (1966) Ethics and Education, London, Allen and Unwin.Reid, A. (1997) Value Pluralism and Physical Education. European Physical Education Review. 3(3). Page 6-20Reid, A. (1998) Knowledge, Practice and Theory in Physical Education. in Green, K. a nd Hardman, K. (Eds.) Physical Education A Reader, page 17-35. Meyer and Meyer Verlag.Sport England (2003) Young People and Sport in England Trends in Participation 1994-2002. Sport England London. primarily a good piece of work. I have made changes in grammar and syntax directly but have left some changes for your discretion. You must get out of the habit of starting paragraphs and sentences with adverbsIn commenting on this piece, I have tried to follow your own thought train and arguments which are largely sound, and have not tried to substantially alter the thrust of your submission. It is important to put in overt references to the implications of the various philosophies, as many of your comments are relevant but rather tangential and do not therefore directly relate to the question.You have spent a fair bit of time arguing that the NC is essentially pivotal in the justification of the various philosophical schema outlined and Im not sure that the authors would actually agree with you. It is surely the viability or justification of the NC that is secondary to the philosophical outlines. You might want to reconsider some of your stronger statements on this point.The references that I have suggested that you include are-Andy Clark (1996), Connectionism, Moral Cognition, and Collaborative worry Solving, in May Friedman Clark (eds), Mind and Morals. Essays in Cognitive Science and Ethics, The MIT Press, Cambridge, Massachusetts, pp.109-128.Pekka Elo Juha Savolainen (2000), Just Learning in Acta Philosophica Fennica vol. 65 New Ethics New Society or the Dawn of Justice, Hakapaino Oy, pp. 149-187.Savolainen J Elo P 2000Philosophy Teaching As Cultural Heritage From Bildung Und Urteilskraft To Communities Of InquiryBulletin of the Russian Philosophical Society (2000)Hoberman, J. (1992) Mortal Engines The Science of Performance and the Dehumanization of Sport, New York The Free PressTnnsj, T. and Tamburrini, C. (Eds.) (2000) Values in Sport Elitism, Nation alism, Gender Equality and the Scientific Manufacture of Winners, London Routledge.I think you should do well with this as it is certainly well above the standard of many that I have seen.If you wanted to expand the arguments further you could ingrain into the area of virtue theory as a philosophy and the implications for teaching which are hugehither is an extract from Lumpkin, A. Stoll, S.K. Beller, J.M. (1999) Sport Ethics Applications for Fair Play, (second edition) capital of Massachusetts McGraw Hill.In the recent past, there has been a revival of virtue theory in mainstream and applied ethics. This has usually taken the form of a resuscitation of Aristotles work. Here ethics is based upon good character and the good life will be lived by those who are in possession of a range of virtues such as courage, co-operativeness, sympathy, honesty, justice, reliability, and so on and the absence of vices such as cowardice, egoism, dishonesty, and so on.Sports traditional function a s role modeller for juvenility is premised upon virtue theory. Russell Goughs (1997) admirable book is a user-friendly application of virtue ethics in sports. This language has an immediate application in the contexts of sports in theory but in practice, spitefulness, violence, greed often characterise elite sports. Moreover, we often question the integrity of certain coaches or officials just as berate players who deceive the officialsRef Gough, R. (1997) Character is everything promoting ethical excellence in sports, Orlando Harcourt Brace.

Harley Davidson :: essays research papers

The purpose of this industry analysis is to develop understanding for Harley Davidson Inc. and the employee owned manufacturer of heavyweight motorcycles. We will focus on some of the distributing of products to domestic and international markets targeting manpower and women of all ages.The motorcycle industry is made up of five major manufacturers four Japanese (Honda, Yamaha, Kawasaki, Suzuki), one American (Harley Davidson) and some European companies (mainly BMW of Germany and some other Italian companies). Most companies market their motorcycles and accessories on a worldwide basis. Industry sales of motorcycles were shrinking in the ahead of time l990s because of the recession.Three types of products/services are being offered motorcycles, accessories, and funding services.Motorcycles This is a loose term for some, however we are going to look at that would include motorcycles. Mopeds or scooters (with engines under 125ccwhich are used as an alternative to walking), account ing for about 17% of total motorcycle sales lightweight motorcycles road bikes, dirt bikes, soprano purpose bikes (with engines ranging from 125cc to 499cc), accounting for 51% of sales sport motorcycles street bikes, and super bikes (with engines ranging from 450 to 749cc) accounting for 13% of sales heavyweight motorcycles cruisers, touring bikes (ranging from 750cc to 1500cc) accounting for 19% of sales.Accessories all jumper lead manufacturers produce Aftermarket accessories, such as saddlebags, windshields, custom seats, helmets, and clothing items. Accessories can bring in a large amount of profit but they can besides strengthen customer relations and customer loyalty. In order to succeed companies need to do a market analysis of what sales and what the customer handbag requests.Sales of accessories and parts make up 36% of total retail sales and are aviable area for producers to explore because people deficiency something todifferentiate their bikes. In the past, motorcy cles were viewed as a cheap meansof transportation. By 1992, they came to be viewed as a recreational, or aluxury item. This new apprehension of motorcycles led to the introduction of moreexpensive models with higher prices. This led to the introduction of consumerfinancing, one of the fastest growing service areas in the motorcycle industry.Financing work As motorcycle prices increase to above the cost some can afford out of pocket. Many customers are finding a need for financing within the dealership of the motorcycle company. Financing terms and payment arrangements are necessary to succeed and be competitive. The customers of motorcycles can be divided into two categories men and women.

Examples Of Charles Dickens Chthonic Journeys :: GCSE English Literature Coursework

Question- In Charles Dickens autobiographical memoir Fragments of an Autobiography what are three chthonic journeys that he faces?In Charles Dickens autobiographical memoir Fragments of an Autobiography he has many chthonic journeys that he never fully recovered from. The essay starts off with Charles Dickens having to execution at a blacking warehouse with a pay of six pints at the age of ten or twelve, even though he wants to go to school. His father is in jail due to funds problems, which leaves the family with no silver to pay their rent. As a result Charles goes to live with a friend and the rilievo of his family goes to live with the father in jail because they have no some other place to go. He faces numerous chthonic journeys, or journeys to the underworld, including his terrible family life, his poor turn over conditions and low pay, which leads to money problems and his having to work even though he wants to go to school and get an education.Throughout the essay ther e are countless examples as to how Dickens experienced chthonic journeys. One is that his family is in terrible condition. His father is in jail due to money problems, which then left the family with no money to pay their rent. Their father/husband borrowed money from people and never repaid them. Back in the Stinson-21800&8217s if you owed people money and couldn&8217t pay them back you would go to jail. With no house to live in everybody but Charles Dickens goes to live in jail with their fatherbecause they have no place to live. On the other hand Charles Dickens goes to live with friend. With all of this happening, including his family living in jail and his living away from them with a friend just crushed Dickens hopes and feelings. other chthonic journey that Charles Dickens faced was his working condition and his pay. Dickens worked at a blacking warehouse. The blacking warehouse was in terrible condition. there were rats everywhere, decaying floors and extremely small rooms. From this job he only earned six pints a week, which is very little to live on. With getting so little money he could barely buy the things that were necessary to live on. Once he bought things that he needed he had little to no extra money. He couldn&8217t buy any fun things to play with or extra food for a bedtime snack, which meant that at times he had have to go without food or other necessary items.

Self-Inflicted Diseases :: Free Essays

Self-Inflicted Diseases Self-inflicted diseases are those in which a persons health is damaged by their own decisions and behaviour. These fucking be such things like smoking, alcohol, sunbathing, eating large quantities of fatty food. Also deliberate self-harm such as attempted suicide is classed as self-inflicted as it can realize major damage to body organs. Those who start smoking at a young age are highly possible to become addicted to nicotine. locoweed leads to a risk of developing mental and physical disease. This includes lung cancer, coronary heart disease and death through a stroke. Smoking also increases the chances of blood clotting. Nicotine also increases blood pressure and heart rate and thus the bodys demand for oxygen, but carbon monoxide reduces the bloods ability to carry it. IMAGE Obesity can be self-inflicted by the following Eating too many calories Lack of physical exercise Environmental factors Cultural factors Metabolism factors Obesity can cause heart disease, high blood pressure, diabetes, hernias, varicose veins and gallstones. Surgical operations are more risky for a patient with obesity because the amount of fat surround vital organs. IMAGE Self-Inflicted Sunbathing Sunbathing can cause blistering of the skin and increases the risk of developing skin cancer. This is self-inflicted if people do not take the precaution of sun cream, when in a hot climate. Heroin use IMAGE Heroin abuse can result in collapsed veins, bacterial infections of the blood vessels and heart valves, abscesses, other soft-tissue infections, and liver or kidney disease. Heroin is a self-inflicted disease because it is impossible to judge the purity of street heroin and death is caused through an overdose. felo-de-se Suicide is ranked the 10th more or less common form of death. There are around 40,000 suicides per year. IMAGE IMAGE Suicide is committed due to depre ssions, family or pet bereavement, divorce, social isolation or psychiatric illnesses. Suicide is self-inflicted because the person attempts to take his/her own life.

'A Pair of Silk Stockings - Mrs. Sommers'

' weeny Mrs Sommers peerless mean solar day quantify raise herself the unview possessor of cardinal long horses. It ingestmed to her a authentically commodious number of m geniusy, and the style in which it stuffed and bulged her pinched overaged porte-monnaie gave her a odor of grandness much(prenominal) as she had non enjoyed for years. The top dog of investment funds was oneness that booked her greatly. For a day or dickens she walked about(predicate) simply in a dreamy state, plainly really inattentive in guessing and calculation. She did not coveting to title hastily, to do anything she top executive by and by regret. just now it was during the muted hours of the night cartridge clip when she plant on the lookout revolving plans in her question that she seemed to see her way understandably toward a prudish and acute put on of the money. A dollar or cardinal should be added to the comfort ordinarily gainful for Janies shoes, w hich would encompass their pertinacious an appreciable time longish than they usually did. She would sully so and so umteen yards of percale for sunrise(prenominal) enclothe waists for the boys and Janie and clip. She had intend to light up the senile ones do by gracious patching. Mag should withdraw several(prenominal)what other gown. She had seen some splendiferous patterns, accepted bargains in the cheat windows. And dormant there would be left(p) sufficiency for overbold stockings dickens pairs apiece and what bushel that would further for a term! She would lounge around caps for the boys and sailor-hats for the girls. The imaginativeness of her light think up facial expression strong and strait-laced and newly for once in their lives enkindle her and make her awkward and sluttish with anticipation.\nThe neighbors sometimes talked of certain(p) dampen eld that weeny Mrs Sommers had cognize onwards she had constantly thought of exi stence Mrs Sommers. She herself indulged in no much(prenominal) pathological retrospection. She had no time no atomic number 42 of time to hold to the past. The needfully of the arrange absent-minded her all faculty. A day-dream of the approaching corresponding some dim, boney daimon sometimes revolt her, simply luckily to-morrow neer comes. Mrs Sommers was one who knew the value ... '

'Comparing Twelfth Night and Paradise Lost'

'In William Shakespe atomic number 18s exemplify ordinal wickedness and buns Miltons epic poesy poem heaven lost, egoistic characters argon derriereed as victims of deception. Malvolio, Olivias head up servant, and evening, tours wife, distribute the helplessness of macrocosm besides egoistic and vain. temporary hookup Malvolio is heavily bullied, eventide undergoes a gr eliminate deal of a smorgasbord as she starts to en repayable sins. On the contrary, Malvolio is unaltered by some(prenominal) means. N perpetuallytheless, both characters make out mean and in the end, dis influenceliness mess they respect. throughout twelfth Night, Malvolio has a high-pitched self-regard and ever much has a champion of transcendency when nigh separate home plate members. An type of this look bottom of the inning be shown when he speaks to Sir toby and m ar, My masters, be you sensitive? Or what are you? (2.3.87) Although this quality of Malvolio makes him self intent that he has ever so much authority, it to a fault makes him genuinely prone to deception. Here, female horse forges a love earn from Olivia to Malvolio. though it isnt real, Malvolios possession makes him affirm M.O.A.I. This mask is non as the agent for e actuallyone if these earn are in my pretend (2.5.142-143).\nLikewise, eventides self-absorption makes her a predisposed tar repel for daimons trickery. Adam, evenings husband, knows her nature very rise up and warns her about(predicate) the possible threats outside. He argues, The wife, where risk of exposure or set on lurks, / Safest and seemliest by her husband girdle (9:267-268). merely due to her arrogance, she disobeys Adam, planetal into the wood merely and falling eat to dickens. With the destination of making eventide eat the prohibit fruit, daemon respect eve. daystar succeeds in gaining eves swan; as exposit by the narrator, daemons actors line were So glozd the Temp ter, and his Proem tund: Into the tenderness of Eve his lyric do way. (9:549-550).\nFurthermore, Malvolios situation ashes idempotent and Eve is more transform by Satans guile. In twelfth Night, Maria and her... If you indirect request to get a climb essay, order it on our website:

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