Functionalism Conflict Theory Essay Example for Free

Functionalism Conflict Theory Essay â€Å"Knowledge is shaped by the social world.† (Karl Mannheim.) Though trying to understand the social world may seem difficult, sociologists managed to create three theories on how different areas of the world fit with one another as well as working hand in hand with each other. The three theories are known as Symbolic Interactionism, Functionalism and Conflict Theory. Each theory serves as a significant perspective on how individuals view social life and how it effects society as a whole. The first perspective would have to be the simplest of all and is categorized as a micro level since it is focused on smaller scale than the remaining perspectives. Symbolic Interactionism was founded by Charles Horton Cooley (1864-1929), William I. Thomas (1863-1947) and George Herbert Mead (18-63-1931). According to the textbook, symbolic interactionism means a theoretical perspective in which society is viewed as composed of symbols that people use to establish meaning, develop their views of the world and communicate with one another. In other words, it means symbols have an attached meaning that effect the way we view the world and communicate with individuals. Examples of symbols are family members, relationships, language, co-workers, etc. If there were no symbols in our life, we wouldn’t know who we are related to or who to give authority to. For example, at your job you are required to respect the person of high authority which may be your manager or your boss, (depending on your symbol at your facility). In your family, the symbols would be your mother, father, brother, sister, aunts, uncles, etc. No matter what area, each symbol has a different behavior and interacts differently unlike the rest. To narrow this down, let’s compare the relationship with a boyfriend to a brother. A brother would be loving and caring but would not be as intimate as the boyfriend would be. If we didn’t have symbols, we wouldn’t be able to differentiate how to act with those two. The only positive side about not having symbols would be the fact that there would be no war since we wouldn’t be able to understand who our enemy is let alone knowing what an enemy is. The next perspective is focused on a macro level since it is aimed at the large scale of society. Functionalism was founded by Robert Merton (1910-2003), â€Å"The accomplishments of functional analysis are sufficient to suggest that its large promise will progressively be fulfilled, just as its current deficiencies testify to the need for periodically overhauling the past to build for the future† (Social Theory and Social Structure Page 74). According to the textbook, functionalism means a theoretical framework in which society is viewed as composed of various parts, each with a function that when fulfilled, contributes to society’s equilibrium. In other words, various parts work together as a whole to maintain society’s balance. Robert Merton defined functions as positive consequences based on human’s actions that benefit the society. Functions that are intended to help a system are known as manifest function. Followed by this would be the unintended consequence to adjust the system which is known as latent functions. The textbook breaks these two down using an example of giving married couples an extra $10,000 for child bearing (this is the manifest function). Unknowingly, this increases the products used to care for a baby which is known at the latent functions. Though manifest and latent functions are used to balance a system, there are also some dysfunctions that can actually break down the system. These consequences are unusually unintended and because of that, it’s referred to as latent dysfunctions. Referring back to the example stated in the textbook; a latent dysfunction about giving $10,000 to each married couple that bears a child would be the rise in taxes which the couples may not be able to afford since they will be living off of the bonus. Another example that many individuals can relate to is our family. Every family member plays a significant role in their household. Examining the financial state of the family, it’s the bread winner that holds the financial issues together. Without the bread winner, the family would struggle and even turn for help towards the government. If the function of the bread winner begins to take a turn for the negative, the family weakens and loses their ability to prosper as a whole. This is an important factor on how functions can either make or break society. The smaller units affect the larger units in both negative and p ositive ways. Last but not least, the next perspective would be conflict theory. References Cooley, Charles H. The Roots of Social Knowledge. American Journal of Sociology 32.1 (1926): 59-79. Print. Merton, Robert K. Social Theory and Social Structure. New York: Division of Macmillian Co , 1968. The Free Press. Web. 14 Nov. 2012. http://A Division of Macmillan Publishing Co., Inc.. Coser, Lewis. Chapter IX. The Functions of Social Conflict. Glenoe, IL: Free, 1956. 151-57. The Functions of Social Conflict. Web. 18 Nov. 2012. http://media.pfeiffer.edu/lridener/courses/COSERR1.HTML.

Cultural Influences on Accounting and Its Practices

Cultural Influences on Accounting and Its Practices 1. Introduction Recent research in comparative accounting has led to a number of interesting theories and models that have attempted to analyse the causal factors behind the evolution of dissimilar accounting and financial systems in different countries. These diverse ways of accounting are in the process of being harmonised because of global business imperatives, and international accounting bodies are trying to bring about convergence between the accounting systems of different countries.[1] The work of Geert Hofstede[2] on cultural effects on accounting development, expanded and elaborated by Gray[3] later in his theory of cultural relevance in the formation of accounting systems is one of the more discussed models of comparative accounting. It is the purpose of this assignment to elaborate on this model and use it to analyse the differences in the development of accounting in China and Japan in the late nineteenth century. 2. The Hofstede-Gray Framework The broad framework for this model was created by Hofstede, but later adapted by Gray to explain the influence of culture on accounting systems. While, the normal practice is to treat these two models separately, a joint reference makes it much simpler to explain and use. The Hofstede-Gray model fist lays down the argument and then goes on to elaborate the various premises that support the theory. It is essentially deductive in nature and logical in its approach. Hofstede, in 1980, developed a model of culture that distinguishes members of one human group from another and stated that culture manifests itself at four levels, symbols, heroes, rituals and values, all of which work towards â€Å" accounting systems to vary along national cultural lines†[4] His theory was further modified during the next ten years. In1984 he expounded the four very interesting dimensions of culture, which vary from one group to another and consist of Individualism V Collectivism, Large V Small Power Distance, Strong V Weak Power Avoidance and Masculinity V Femininity. These, he said are the most common societal preferences that distinguish one society from another. Societies which prefer individualism consist of people who live in small units and prefer to look after their very own, whereas collectivism represents a social structure where relationships are interlinked and people expect their larger extended clan of relatives to look after them in exchange of loyalty. Power distance represents the extent to which its members accept the inequality in distribution of power. Large power distance societies are thus essentially unquestioningly hierarchical in nature. Uncertainty avoidance represents the degree to which members of society are ready to accept uncertainty and vagueness. The lesser the acceptance of uncertainty the stronger is the rigidity of thought and belief in a particular society and its resistance to change. Masculinity, in a society, stands for its dominant preference for achievement, heroism and similar symbols while femininity is associated with qualities like compassion, care for the weak and quality of life. In 1991,[5] Hofste de added another dimension that dealt with Short Term V Long Term Orientation. Short term orientation stood for values like speedy achievement of social status, overspending and a concern for quick results whereas long term orientation looked at gradual achievement of results, a thrifty approach towards savings and an adaptation of tradition to meet modern needs. In 1998, Gray took up Hofstede’s cultural hypotheses and linked them to the development of accounting systems in a meaningful way, stating that cultural or societal values permeated through organisational and occupational subcultures, and vice versa, though obviously the degree of integration differed from place to place. â€Å"Accounting systems and practices can influence and reinforce societal values†.[6] These basic premises were succeeded by the formulation of four hypotheses on the relationship between specifically identified cultural characteristics and the development of accounting systems. a) Professionalism versus statutory control: This cultural value denotes an inclination for the exercise of individual professional judgment and self-regulation as opposed to observance of authoritarian lawful needs and legislative writ. As such, the higher a country ranks in terms of individualism and the lower it ranks in terms of uncertainty avoidance and power distance, the more likely it is to rank highly in terms of professionalism. b) Uniformity versus flexibility: This reflects a preference for the enforcement of standardized accounting practices between firms, and for the unswerving use of such practices, vis a vis flexibility in accordance with the perceived circumstances of individual companies, e.g., the higher a country ranks in terms of uncertainty avoidance and power distance and the lower it ranks in terms of individualism, the more likely it is to rank highly in terms of uniformity. c) Conservatism versus optimism: This value results in an inclination for cautiousness in measurement that enables systems to handle the ambiguity of future events, as opposed to a positive, risk-taking approach, thus implying that the higher a country ranks in terms of uncertainty avoidance, the more likely it is to be conservative and resistant to change. d)Secrecy versus transparency: This premise states that an inclination for confidentiality and revelation of information about businesses only to those who are closely concerned with its administration and financing, is linked to higher societal preferences for uncertainty avoidance, power distance and masculinity, The Hofstede-Gray model stands out among various models of comparative accounting for its comprehensiveness in linking culture with the development of various economic tools like accounting systems. 3. The Development of Accounting Systems in China and Japan in the Nineteenth Century Global accounting systems, including the various country GAAPs and the IFRS, is moving towards convergence of accounting systems spurred by the requirements of all transnational players to present one set of financial statements and eliminate multiple reconciliations. Even China, with the introduction of the Chinese Accounting Standards (CAS) is putting its state controlled accounting practices aside and moving towards the IFRS. This assignment deals with a similar historical situation in the nineteenth century when aggressive western businesses had begun to dominate eastern trade and commerce and western accounting systems were establishing their predominance in vastly different business cultures. At this time both China and Japan had accounting systems that had developed through centuries and served the purposes of businesses in both countries. In China a primitive method of double entry existed, which permitted the extraction of trial balances and the determination of profit on a cash basis. The country had developed a â€Å"four-leg† accounting system that allowed for the recording of cash and non cash transactions in journals and subsequent posting in ledgers, using double-entry techniques. Despite their availability, these systems were used mainly by banks and large state enterprises. The bulk of businesses continued to use single entry recording techniques and did not provide for differentiation of private and business accounts. Even though the systems were adequate for the running of normal business operations, the needs changed with the emergence of business enterprises from the west and the establishment of joint stock enterprises for coal mining and iron manuf acture. The structure of the new business enterprises required the computation of profit and loss for the purpose of dividends, and asset and depreciation accounting. The indigenous book keeping systems proved to be deficient because of existing practices that depended on trust, the absence of formal source documents, unnumbered books, lack of cross referencing and sequence, lack of differentiation between capital and revenue expenditure and relative unimportance of profit determination. â€Å"In view of their weaknesses, the indigenous bookkeeping systems were of limited use as a basis for internal control.† [7] The development of accounting in neighbouring Japan, had also developed significantly, though on dissimilar lines. While accountants did use a system of double entry in some of the bigger businesses, there was no uniform method of accounting and â€Å"separate bookkeeping methods were developed and kept secret by independent economic powers, such as the Tomiyama, the Tanabes, the Nakais, the Hyogos, the Kondohs, the Honmas, the Hasegawas, the Ishimotos, the Onos, the Kohnoikes, and the Mitsuis.† Methods used thus ranged from the primitive to those that were reasonably adequate. Although the double-entry concept was applied, most Japanese merchants practiced single-entry bookkeeping, called the daifukucho There was no systematic classification of accounts, nor any distinction between capital and revenue expenditures, and the cash basis of accounting was adopted. As in China, the indigenous accounting systems were adequate in a feudal economy where production and distribution were on a small scale [Nishikawa, 1956; Someya, 1989]. [8] The accounting systems of the two countries towards the middle and latter part of the nineteenth century, though developing independently, thus had many things in common. These deficiencies made them inadequate for the purposes of larger joint stock business corporations, brought in by the proliferation of British imperialism in Asia and the commencement of business with the United States. In subsequent years, the responses of China and Japan to these challenges were vastly different. The Chinese businesses steadfastly refused to adopt western accounting technologies and the majority remained with the single entry, four pillar balancing method until the twentieth century; even in companies that made use of large scale western machinery. This led to numerous difficulties and the emergence of widespread defalcation because of lack of control, and also unfortunately to the gradual takeover of businesses by western companies, because of lack of control. â€Å"Not surprisingly, from 1884, the opportunity to gain mercantile support for private investment in kuantu shangpan joint-stock enterprises vanished [Chan, 1996]† [9] In Japan, the response was enormously different. Japanese students travelled in large numbers to the west to to imbibe science, technology and entrepreneurial skills. Accounting modernisation occurred rapidly and â€Å"western-style double-entry bookkeeping was introduced as the foundation on which a capitalist economy could develop.†[10] A number of western accounting books, adequately translated, found their way into japanese markets and nationalised Banks adopted British balance sheets. Legislation was introduced for businesses to adhere to standardized accounting systems and a number of accounting schools started providing qualified accountants to service businesses. The large scale adoption of western accounting by Japan and its rejection by the Chinese has exercised the curiosity of business historians for many years. The answers are now coming through and are related mostly to differences in culture, as put forward by the Hofstede-Gray model. In China political power was centralised, the society was resistant to change, learning was narrow and restricted to Confucianism, and society was in a state of â€Å"bureaucratic feudalism†. The economy was self sufficient and isolationist. In Japan, however, political power was dispersed; the society was open to change and very much dependent on foreign trade. Learning was broad based and the culture pro-merchant. While the continuous political conflict in Japan kept it perpetually unstable it also reduced intolerance and made it much more open to accepting western techniques in accounting. The reasons for the Japanese adoption and Chinese rejection of western accounting principles were largely c ultural and social. While, they contributed largely to the flow of foreign capital and formation of much larger companies in Japan, they also inversely led to the gradual impoverishment of the Chinese economy and the emergence of the communist regime. 4. The Relevance of the Hofstede-Gray Model to the Chinese and Japanese Accounting Systems The Hofstede-Gray model of the influence of culture on the development of accounting systems appears to be perfectly valid in evaluating the divergent behaviour of two different cultures to the same stimuli. Social and cultural patterns in China led to very high levels of Uncertainty Avoidance and Power Distance. The central government had far reaching powers and control. The main activity was agriculture and the primary source of revenue came from land. The scholar bureaucrats were inward looking and not willing to progress beyond Confucian tenets. Bureaucracy was all pervasive and stability in society was maintained despite intermittent conflict. The whole system thus revolved around age old customs and levels of uncertainty avoidance were extremely high. Similarly the land based feudal bureaucracy ensured large levels of power distance and these two factors, along with the isolationist, closed door approach of centuries led to inflexibility, conservatism and secrecy; and the conse quent non-adoption, if not downright rejection of modern western accounting principles. Japan, on the other hand, though not far away from China, had a very different social and cultural milieu. There were a number of economically and politically powerful landowners and these, along with the priesthood that controlled independent Buddhist shrines, were able to successfully disperse political power. The country, unlike China was largely dependent on foreign trade, which resulted in an intellectual open door policy and flexibility towards the requirements of trading partners. The country thus had very low levels of uncertainty avoidance and the dispersion of political power had made people more independent and thereby reduced the power distance. All these factors led to high levels of flexibility, forward thinking optimism and openness to new ideas, as required by the Hofstede-Gray framework, making it much easier to adapt to western accounting systems when the situation demanded. 5. Conclusion Research into comparative accounting is a recent phenomenon and still under great discussion and debate. In fact, Gray’s framework is less than a decade old and has been questioned at length by other experts, with people arguing that the conclusions are subjective and capable of different interpretations. The fact remains that accounting systems have grown in divergent ways between countries that, though physically proximal, are culturally quite divergent. Another major example is that of the UK and The Netherlands, where, despite similar trading, commercial and expansionist practices, accounting systems grew differently, and remained so, until the emergence of the EU and globalisation initiated moves for convergence. The Hofstede-Gray theory thus does appear to give some of the answers to the enigma concerning the adoption of different accounting, financial and even auditing systems between countries which have divergent social and cultural norms. Bibliography Doupnik, T.S., Tsakumis, G .T., and George,t, 2004, A critical review of Gray’s Theory of Cultural Relevance and Suggestions for future research, Retrieved November 18, 2006 from findarticles.com/p/articles/mi_qa3706/is_200401/ai_n13602153/pg Dr. Geert Hofstede, 2006, The International Business center, Retrieved November 18, 2006 from geert-hofstede.international-business-center.com/index.shtml Gray, S. J. (1988) Towards a Theory of Cultural on the Development of Accounting Influence Systems Internationally. Abacus;, Vol. 24 Issue 1, p1-15 March 1988 Environmental Influence on Accounting Development, 2001, Retrieved November 18, 2006 from https://ep.eur.nl/bitstream/1765/1888/5/Chapter+2.doc. The need for International Accounting Standards, 2000, International Accounting, Retreieved November 18, 2006 from http://wwwfp.mccneb.edu/intercultural/Documents/2003/InternationalAccounting.doc. Nobes, C., 1998, â€Å"Towards a general model of the reasons for international differences in financial reporting† Abacus Volume 34 2 1 Footnotes [1] The need for International Accounting Standards, 2000, International Accounting [2] Dr. Geert Hofstede, 2006, The International Business center [3] Doupnik, T.S., Tsakumis, G .T., and George,t, 2004, A critical review of Gray’s Theory of Cultural Relevance and Suggestions for future research [4] Doupnik, T.S., Tsakumis, G .T., and George,t, 2004 [5] Environmental Influence on Accounting Development, 2001 [6] Environmental Influence on Accounting Development, 2001 [7] Environmental Influence on Accounting Development, 2001 [8] Doupnik, T.S., Tsakumis, G .T., and George,t, 2004 [9] Doupnik, T.S., Tsakumis, G .T., and George,t, 2004 [10] Doupnik, T.S., Tsakumis, G .T., and George,t, 2004

Reflection coaching

Reflection coaching Reflection is defined by Stenhouse 1975 p144 as ‘a capacity for autonomous professional self-development through systematic self-study. Discuss how a coach utilises reflective practise to enhance their coaching performance Reflection is used to improve coaching performance through a variety of ways. Kidman (2001: 50) describes reflection as â€Å"a particularly significant part of empowerment whereby coaches themselves take ownership of their learning and decision making†. The coach is therefore very active in gaining information which could be beneficial to them. Dewey (1919: 3) describes reflection as â€Å"turning a subject over in the mind and giving it a serious and consecutive consideration†. By analysing information repeatedly and seriously, in depth knowledge is gained from it. *(DANS)*Pollard (2002) believes that â€Å"‘Reflective teaching is applied in cyclical or spiralling process, in which teachers monitor, evaluate and revise their own practice continually.† By being dedicated in analysing oneself, analysing others is possible. A slightly different concept of reflection is introduced by Schon. The notion of, ‘reflection in action. Schon (1983; 50) â€Å"Athletes think about what they are doing, sometimes even while doing it†. Expanding on this Schon highlights phrases like, ‘Keep your wits about you and ‘thinking on your feet. Schons belief here is in game reflection is natural and beneficial. Gilbert and Trudel (2001) believe Schons idea as a â€Å"separate type of reflection†. They also offer a different type of reflection which they call â€Å"retrospective reflection-on-action† which is further described as â€Å"that which occurs outside the action-present†. Their belief is that coaches reflect on concerns in between practise sessions and that reflection â€Å"still occurs within the action-present, but not in the midst of activity†. So they firmly believe that reflection-on-action is totally different to reflection-in-action. Gilbert and Trudel (2001) consider reflection to utilise â€Å"a conceptual framework to understand how coaches draw on experience when learning to coach† Ghaye and Lillyman (2000) bring forward the idea that the core of reflection is carried out in a series of ‘frames. Role framing was the coaches role executed correct? Value framing examining if there was value-positions present? Temporal framing was the order of actions correct? Parallel process framing could the end result varied? Problem framing were problems noticed effectively? These frames provide a practical way of analysing sport practises. Reflective practise can provide an efficient apparatus for monitoring and assessment of athletes. Dewey (1916) who is considered heavily to be the ‘founder of reflection, gives three attributes which are needed in order to participate in reflective practise. Open-mindedness, described as â€Å"an active desire to listen to more sides than one, to give heed to facts from whatever source they come and to give full attention to alternative possibilities†. Whole-heartedness, which is being â€Å"absorbed in an interest†. Responsibility is also needed as consequences are accepted therefore â€Å"securing integrity in ones beliefs†. Deweys beliefs have stood strong for eighty years and still provide modern coaches with a basic outlook on what is needed to be an effective reflective coach. Methods of using reflective practise There are a few ways in which reflective practise is put into action. By using a variety of methods coaches can expand from the basics and look more in detail depending on the type of information that is required. Video analysis is one method used in order to aid reflective practise. A coach can record a session and therefore have exact details of what actions are taken. This allows for precise analysis in which athletes can also see themselves and what they could improve on. McKernan was a firm believer in video recording to aid coaching: ‘†¦might use a video recorder to trap teaching performance as evidence or ‘data to be analysed. More importantly, such a film becomes a critical documentary for reflecting on practice†¦research can be undertaken by reactive methods such as observers, questionnaires, interviews, dialogue journals or through such non-reactive techniques as case studies, field notes, logs, diaries anecdotal records, document analysis, shadow studies. McKernan (1996)(DANS) Using other coaches is one way reflective practise can be more reliable and efficient. Analysis speed is increased as more coaches can observe and acknowledge similar issues that arise and whilst opinions may be divided, an overview of general problems can be addressed more easily. This view is backed up by Gould, Giannani, Krane, Hodge (1990) â€Å"development of craft knowledge which can be fostered through the realms of practical experience and interaction with other coaches.† Using a cognitive based style, reflection can take place through demonstration. Coaches need to reflect on how demonstrations of skills are executed and the coach must ensure that when a learner is receiving a demonstration that it is of adequate quality for the athlete to learn and progress using reflection. Demonstrations Coaching points and ‘logs are a very basic and fundamental way of reflecting on a performer. By making key observations during a practise and after, a coach can identify the problem areas. The more experienced the coach the more this basic method is effective and less need for the more advanced methods. This kind of feedback is usually Benefits to using reflective practise â€Å"by reflecting on practise a coach may expose his or her perceptions and beliefs to evaluation, creating a heightened sense of self awareness, which in turn my lead to a certain openness to new ideas† (Hellison and Templin 1991: 9) Reflective practise can increase ability in perception and creativity. This is due to the self improvement the coach must make themselves but are rewarded through these attributes. These attributes could then be passed onto the learner and thus bridging a gap between coach and learner.(BOOK) (PDF)Anderson, Knowles and Gilbourne (2004) state that â€Å"reflective practice is the latest topical strategic method that could help sports coaches explore their decisions and experiences, aiding them to make sense of the situation and directly influence the learning process.† This is clear that reflective practise can be used in order to help sports coaches. It is also considered one of the more modern uses of coaching in order to achieve higher ability in a more demanding results driven environment. â€Å"Indeed, to maximise learning, critical reflection is the core difference between whether an individual repeats the same experience time and time again or learns from the experience in such a way that the individual is cognitively or affectively changed† (Boyde and Fales, 1983).(PDF) By using reflective practise Boyde and Fales suggest that there is a high chance of learning and developing skills rather than just repeating an experience with no eventual gain. They believe reflection is essential to this as without it there would be no way an individual would know if improvement took place or not. â€Å"if a coach takes the opportunity to understand the consequences, both positive and negative, of the decisions made during a training session, they are better able to rationalise their decisions when under pressure† (Kidman, 2001).(PDF) Kidman here links this in with Schons ‘refelction in action. This is necessary in high tempo environments and is vital in gaining a better decision making process. Whilst reflection is important before and during training or match environments, only ‘reflection in action can gain quick and often needed information to make decisions. â€Å"reflection is thought to have a potent role in helping to bridge the gap between education and knowledge that is generated through practice† (Ghaye Ghaye, 1998).(PDF) Making coaches acknowledge their achievements is possible via reflection as it is a conscious and active way of fortifying the positives and negatives of individual and group practise. Difficulties in using reflective practise Whilst there is lots of evidence to strengthen the idea that reflective coaching is a useful practise, there are certainly problems that need addressing and limitations which clearly show it is not a full proof method even when applied properly. Crum (1995) â€Å"If a practitioner holds a ‘training-of-the-physical view of coaching and believes his or her role is only to improve fitness and adopt a technical/utilitarian approach, then becoming a coach who reflects in depth is not going to be paramount†. Whilst reflective practise does have its place, it would seem that it is limited. Some areas such as social negotiation and mentality may be difficult to improve through reflection practise but in many environments that reflective practise is used these are vital skills. Playing in high tempo and contact sports require both of these skills in abundance and gaining it through the individual is the most logical approach but if reflective practise is used then the coach is providing the information and techniques which arent transferable to individuals in these areas. â€Å"As many coaches will testify, written reflection, usually in the form of ‘logs, are frequently sanitised to deliver what is deemed as being necessary knowledge, thus being corralled into conformity (Chesterfield, Jones, Mitchell, 2007), possibly stifling coach creativity.†(PDF) Whilst Hellison and Templin believe in reflection in opening creativity, the basic form of a ‘log could be evidence that reflection does hinder creativity. Conformity is compliance with what already exists, if coaches comply to current practises such as ‘logs then there is no space for new practises to be introduced and composed. (PDF)Johns (1995) argued that â€Å"reflective practice is profoundly difficult, and it is therefore necessary to have a detailed model that guides and supports coaches.† Reflection does require many skills and outside opinions to be useful. There is a certain amount of complexity that comes with reflecting before, during and after sessions. Gibbs six-staged cyclical model for example is a complex calculated formula designed to give detailed analysis and evaluation. Whilst this could be beneficial it is only useful to coaches with prior experience or high ability levels. So as a general overall practise reflection can be difficult. â€Å"Trust is a vital part of a reflective conversation and, according to Maister, Green, Galford (2002), trust is a two-way relationship where people can be honest and respect each others openness. Without a real trusting relationship with significant others (e.g. a tutor, mentor, supervisor, coach) personal reflections may stay ‘safe and predictable and the real issues may go unresolved.†(PDF) Social dynamic in any relationship is extremely important. The relationship between coach and athlete is as open to flux as every other relationship. Trust is vitally important and is open to change to high and low levels. If trust is broken then coach performance or athlete obedience could drop. Reflection here is then a problem if not enough trust is spread and responsibility fall onto other people to provide strength in connecting and creativity in avoiding playing the ‘safe option which could potentially break trust. Conclusion To conclude, I believe that reflection is a very useful practise for coaches to undertake in developing athletes. Reflection can take place before, during and after which makes it very flexible and adaptable to a variety of environments. The coach does however need a certain level of ability in order to reflect appropriately and constructively. Detail is paramount and a coach analysing a level too high above them will struggle using reflection. I personally believe that the best method of reflection is video analysis. I think this because it gives an exact recollection of technical display and thanks to modern technology is available at a wide range of levels. It is, however, important that a coach doesnt rely on one method such as video analysis. During a competition or quick based environment it may not be possible to use this method and therefore a variety of reflective methods should be learnt and applied by coaches. This will make them more rounded and adaptable to their environment. One thing that I found intriguing was the amount of reflection that the coach must put on themselves. This ‘self reflection is vital as if this isnt carried out coaches methods may stagnate or accurate analysis and therefore feedback for the athlete cannot be attained thus making the practise useless. coach needs adaptable refelective ability, depending on the athletes, age, gender, ability etc†¦.. To sum up †¦Ã¢â‚¬ ¦.states and defines refelction very clearly â€Å"†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†

Free Yellow Wallpaper Essays: The Cure is Worse :: Yellow Wallpaper essays

The Cure is Worse than the Disease in The Yellow Wall Paper  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Often times what is meant to help can hinder. Positive intentions do not always bring about desirable effects. The "Yellow Wallpaper" is an example of such an occurrence. In this short story the narrator is detained in a lonesome, drab room in an attempt to free herself of a nervous disorder. During the era in which this narrative was written such practices were considered beneficial. The narrators husband, a physician adheres to this belief and forces his wife into a treatment of solitude. Rather than heal the narrator of her psychological disorder, the treatment only contributes to its effects, driving her into a severe depression. Under the orders of her husband, the narrator was moved to a house far from society in the country, wherein she is locked into an upstairs room. This environment serves not as an inspiration for mental health but as an element of repression. The locked door and barred windows serves to physically restrain her. "The windows are barred for little children, and there are rings and things in the walls."(p218). Being exposed to the room's yellow wallpaper is dreadful and fosters only negative creativity. "The color is hideous enough, and unreliable enough, and infuriating enough, but the pattern is torturing.(p224). All through the story the yellow paper acts as an antagonist causing her to become very annoyed and disturbed. There is nothing to do in the secluded room but stare at the wallpaper. The narrator tells of the haphazard pattern having no organization or symmetrical plot. Her constant examination and reflection of the wallpaper causes her much travail. "I determine for the thous andth time that I will follow that pointless Johnston 2 pattern to some sort of a conclusion." (p221). The treatments call for isolation was a repressive factor .The narrator did not believe isolation would cure her disorder. Social contact and outside stimulation was her desire. "I sometimes fancy that in my condition if I had less opposition and more society and stimulus, but John says the worst thing I can do is think about my condition.(p217). She was cut off from society and forbidden from seeing her baby. It is not natural to be confined to little social contact for large amounts of time. Society provides a sundry of different sights, sounds, feelings and stimuli to its inhabitants.

Eating Disorders - Body Image in the Media Essay -- Argumentative Pers

Body Image in the Media      Ã‚  Ã‚  Ã‚   Plato once said, "We behold beauty in the eye of the mind...." What some people consider beauty others may not. From the actresses that are shown on television, movies, models that are in magazines, and the pop stars that create hip and modern music videos, one could be under the impression that to be beautiful you must thin. Actresses such as Jennifer Aniston, Sarah Michelle Gheller, Clarista Flockheart, Courtney Cox and Debra Messing all have staring roles in their own television shows and are all extremely thin. The audiences of these shows being mostly women and adolescent girls, what kind of message about body image are they sending out?    The stars of Hollywood are considered to be the most beautiful and elegant in the world. A vast majority of the population wants to have their bodies resemble those of the stars. These women and girls will go to extreme lengths have this happen. What these women don't understand is, these actresses have professionals to help them look "beautiful." They have professional hair and makeup artists, fashion experts to help them dress, and lighting experts to make the women glow on the screen. These actresses and models will go through painful plastic surgeries to enhance their "beauty" because they feel as though they are not beautiful enough. "Fashion magazines are filled with air brushed photos of emaciated models with breast implants" (Schneider, Shelly 2). Not even famous actresses feel as though they are beautiful enough. "I have never worked with a beautiful young woman who thought she was A) beautiful or B) thin enough." (Schumacher 1) This director, Joel Schumacher, has worked wit h actresses like Demi Moore, Julia Roberts and Sandra Bullock. ... ...the women who aren't on television really do have it easier. Women who are not in the spotlight don't have to worry about thousands to millions of people looking and analyzing them. Women who are not in the spotlight do not having people telling them they are over weight or not pretty enough to be televised. All females should appreciate each other for the special features that each of us possesses. If we could focus on the positive instead of the negative maybe we could go help the problem of people having low self-esteem and body issues.    Work Cited "Children, Adolescents, and Television." Pediatrics. 107. (2001): 423-427 Erokan, Laney. "Negative Body Image Influences Eating Disorders." Lycos Network. 30 Aug. 2000. <http://www.studentadvantage.lycos.com> Schenider, Karen S. Shelley Levitt. "Mission Impossible." People. 3 June 1996. : 64-73

Ethical Theories Essay

Ethical egoism or egotism (also known as egoism) is the normative ethical arrangement that ethical agents have to do what is in their personal self-interest. It is different from psychological egoism, which declares that persons simply perform in their self-interest. Psychological egoism or egotism is the outlook that individuals are always aggravated by self-interest; even in what appears to be actions of altruism. It states that, when individuals decide to assist others, they do so eventually because of the private benefits that they themselves anticipate to get hold of, directly or indirectly, from acting so. It is indeed a non-normative vision, as it only makes arguments about how things are and not how they should be; it is conversely, linked to numerous other normative shapes of egoism, for instance ethical egoism and rational egoism. (Lundy, 2009). A quarrel for psychological egoism advises is that individuals just do what makes them sense fine, thus making all actions self-centered, for instance, you may help a turtle across a road because if you did not you would be upset about its well-being crossing the road. So in turn to sense good physically, you assist the turtle. The issue with this is it sounds like it is defining a generous person, one that gains contentment from serving others, a selfish person most probable would not have been dreadfully worried for the turtle in the first instance. Furthermore, if we glance to the deeper stimulus of the turtle helper’s actions, as the psychological egoists are likely to do and inquire why the individual derives pleasure from serving others in general and the turtle particularly, you will most probable run into the wrapping up that the individual cares about what comes about to others. This line of quarrel is actually a perplexity of the object of aspiration and auxiliary results of the consummation of that need; if once you get wedded you are enormously satisfied, that does not inevitably suggest that you got wedded with the wish for that pleasure in mind, rather the contentment is a purpose of your desire for wedding and would not be otherwise. Ethical egoism is the normative assumption that the encouragement of one’s own good is in accordance with morals, in the strong side, it is held that it is for all time moral to encourage one’s own good and it is by no means moral not to encourage it. In the weak side, it is supposed that even though it is for all time moral to promote one’s own good, it is not inevitably never moral to not. Explicitly, there might be conditions in which the evasion of private interest may be a moral deed. Ethical egoism states that moral agents ought to do what is in their own self-interest. It differs from psychological egoism, which claims that people do only act in their self-interest. The principle of psychological egoism is non-ethical, supported by the idea that the reason that drives us is the hunt of our own wellbeing, to the barring of anybody else’s, it is just how we are, entirely self centered. Freud (1923) defined ego as â€Å"the mind-ful rationalizing segment of the mind. †, so each action reasoned out has deeds to serve the self. On the contrary, ethical egoists suppose that the moral significance lies in glancing out for yourself and when provoked this way, each action, even serving others, takes you further down the road to attaining your own finest interests. The difference would appear to lie in the entire selfishness of psychological egoism as opposite to the helping of other’s wellbeing while focusing on one’s own, this appears equally beneficial and enhanced for society. It is uncertain whether each theory can be held as a factual ethical philosophy, if the classification of self-centeredness is applied, meaning that we always repudiate to judge others in favor of our own satisfaction, aggravated by our needs only, then facts of misleading notion has shown this to be incorrect. Self-interest portrays an individual who is engrossed in what he perceives to be what serves up his interests best, if applied to ethical egoism, there is proof to knock over this as well, it would require to be a general concept to have the power to stand as a moral assumption and it is not. The proof of altruistic instincts and integrity of concern for others is more general and stronger than either of these two above mentioned theories. It is more probable that we all own elements of self-interest and self-conservation, but are intrinsically willing to help and get by with others in society; nevertheless, it is in our best concerns to do so. (The internet encyclopedia of philosophy, n. d. ). Frequently attacks of self-interest are leveled alongside anyone performing in their own advantage as if no one should be concerned for themselves; I suggest that there is a distinction between self-centeredness and self-interest, self-centeredness is performing in your benefit with no regard and sometimes hurting other individuals. On the contrary, self-interest assists society flourish, self-interest is performing in your benefit but with reflection of others needs. Self-interest for a person, corporation or state is crucial for endurance. Reference Lundy, A. (2009). Psychological and Ethical Egoism. June 30th, 2009. Retrieved from: http://www. socyberty. com/Philosophy/Psychological-and-Ethical-Egoism. 508525 The internet encyclopedia of philosophy. (n. d. ). Egoism. June 30th, 2009. Retrieved from: http://www. iep. utm. edu/e/egoism. htm Vita, L. E. (2007). On Selfishness and Self-Interest. June 30th, 2009. Retrieved from: http://ethanleevita. blogspot. com/2007/12/on-selfishness-and-self-interest. html

Events of WWII Meless

On the morning of August 19, 1942 -? a convoy Of 237 ships reached Dipped and the German ships opened fire and woke the German soldiers. When the troops reached land the Germans were ready with a crossfire of bullets and artillery shells. 901 Canadians were killed, 2000 were captured, and only 221 1 soldiers made it back to England. Who German troops, Allied Troops (US, Britain, Canada and Russia) Why – British commanders who planned the raid had little or no experience. The sea battle took away the surprise attack, and the German troops were ready and waiting y the time the allied troops reached land.Relevance -? Learning experience for the Allied commanders, Allies learned that the Nazi's were well -prepped for future attacks on the French occupied coast and that any future attacks would have to be massive and well-organized. The failure of Dipped will help the planning of successful D-day. D-Day When – June 6, 1944 Where – Normandy France (Operation Overlord) Who – Germans, Americans, British and Canadians and American General Dwight D. Eisenhower What – Fought German troops, landing place had been pet secret and the Germans did not expect the attack.Invading troops had the massive support and protection. Landing was successful and within one month, more than one million allied Troops Were steadily pushing German armies out of France. Germans faced ;o major fronts and the Allied demanded Germany's unconditional surrender. In the end, Hitler shot himself and Mussolini and his wife ended up getting caught by the Italians underground resistance fighters and were later killed. Hitler committed suicide by shooting himself and finally the Europeans celebrated.This lead to V-E day (Victory in Europe Day) Relevance – Highly successful and well- planning battle, Germans were bombed and had to surrender – Ultimately this began the end for the European front of the War, leading to V-E day. Japan continues the Fight (A-bo mb) Where – Pacific (Hiroshima and Nagasaki, Japan) What -? Americans continued to fight the Japanese (who had never surrender policy, Kamikaze fighter pilots). Eventually, the Americans detonated the American bombs on Nagasaki and Hiroshima When – August 6, 1945 in Hiroshima and soon after in Nagasaki.Japan officially surrendered on August 14, 1945. Who – President Truman (USA), The US Military, Japan and Japanese Civilians (90 000 people died from the a-bomb in Hiroshima) Why – Americans wanted to shorten the war as it was still going on despite the German defeat. By dropping the A-bombs, Americans the first to use nuclear weapons in a war. Relevance -? Use of A-bombs helped the Americans defeat the Asian but at a high civilian cost. Ended WI. Revolutionized modern warfare and it was the foundation of Cubism (fear of nuclear weapons in General).