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

A Critical Reflection of a Six Week Placement within the Rugby Football League A Critical Reflection of a Six Week Placement within the Rugby Football League Chapter I1.1 Goals for Placement1.2 Goal Setting1.3 Curriculum Vitae and Covering Letter1.4 Potential EmployersChapter II2.0 Coaching Literature2.1 Sports Policy and ParticipationChapter III3.0 Reflective TheoryChapter IV4.0 Description4.1 Thoughts and Feelings4.2 Evaluation4.3 Analysis4.4 Action PlanChapter V5.0 Description5.1 Thoughts and Feelings5.2 Evaluation5.3 Analysis5.4 Action PlanChapter VI6.0 Evaluation7.0 ConclusionBibliographyRelated Chapter I 1.0 Introduction Vocational practice is becoming a fundamental educational experience for students (May and Veitch, 1998). Colley, Hodkinson and Malcom, (2002) claim that vocational practice and training aids the development of technical skills and knowledge thus increasing behavioural competence within the workplace. Lyle and Cushion (2010) states there is no substitution for experience when it comes to hands on coaching, this belief is supported by Ericsson, (1998) whos research shows that a minimum of ten years experience is needed within the field to excel to an expert level of coaching. Vickers and Bavister (2005) go on to claim that coaches who regularly achieve success while coaching are often those who can reflect on their experiences from other events. This claim is supported by Schempp et al (2007) who believe that coaches who can thoughtfully analyse and critique the parts of their sessions which were successful and those which were not and then make adjustments where necessary are the â⠂¬Å"outstanding† coaches. Before beginning any form of vocational placement it is crucial to set out key aims and objectives as this will allow you to asses just how successful the placement experience was and how much you gained from it. For my placement I set out three key aims. These aims are clearly laid out in section 1.1 as seen below. 1.1 Goals for Placement To gain hand on experience while developing my practical skills and tacit knowledge. To obtain at least two contacts which I could use after university. To increase my own self confidence when in front of others. 1.2 Goal Setting Correct goal setting can improve focus, persistence, confidence and performance but poor goal setting can create anxiety and sometimes hinder performance (Lynn, 2010). All three of my placement goals stick to the idea of SMARTER goal setting, these are defined by Finn, (2008) as â€Å"specific, measurable, achievable, realistic, time phased and re evaluated†. Lewis and Smith (1994) explains that a good tip for coaches and athletes is to keep your goals SMARTER as it is easy to remember and makes your goals more achievable. This claim is supported by Lynn (2010) who claims that is vast amounts of literature that supports SMARTER goal setting. Weinberg and Gould (2003) claim that as a coach it is important to make your goals specific as without an aim you can lose interest and may not fully strive for the goal. It is also crucial for the goal to be measurable as without this there is no real drive for the coach. Coaches must also believe their goals are achievable and realistic as this will help keep them motivated to perform. Harter’s competency motivational theory agrees with this statement, explaining that more mastery attempts will take place if there is early success within the athlete’s goals (Harter, 1981). It is also essential that coaches make sure goals are realistic, if an athlete believes the goal is unrealistic they are almost guaranteed to fail (Martens, 2004). This belief is supported by Kidman and Hanrahan (2011) who state goals must have a balance between being challenging but also realistic. Time must also be taken into consideration as without this the coach will not drive themselves to achieve it in the required time frame. Finally the targets a coach aims for should be reviewed and evaluated as this shall help them make changes during their goals. During my placement I reviewed my goals through reflection. Cox, R, (2001) states goals can be viewed as being focused on outcome, performance, or process. Outcome goals are def ined as goals which mainly focus on an overall result. An example of this would be winning a rugby game, or placing first in a competition. Therefore to successfully achieve an outcome goal one must not only perform to their best but also hope they out perform their opponent. An example of this would be when a football team plays ninety minutes of football to their best possible standard but still comes out on the losing team because the other team out performed them. Performance goals however look at the standard of ones performance. An example of this would be a golfer who does not win a tournament but has their lowest round on that course. Research suggests that goal setting is one of the most influential methods of increasing motivation and achieving goals (Locke and Latham, 1985). In 1981 Locke complied a comprehensive review of over a hundred studies which found over 90% of cases resulted in positive effects due to goal setting. 1.3 Curriculum Vitae and Covering Letter Before actively searching for a vocational placement, it was my job to firstly construct a curriculum vitae (CV) and a covering letter. A CV is crucial when applying for any form of job or vocational practice as this is the first time a prospective employer will make an opinion of you. Houston (2004) supports this claim, stating that â€Å"a CV is not the whole you but just a taste of you and it is the first opportunity for you to make a good impression†. Provenzano, (2004) argues that a covering letter is in fact more important to a CV as the covering letter allows the applicant to personalise their application unlike a CV. When both the CV and covering letter were complete and spell checked for any errors it was then up to me to get in contact with prospective employers. As I have always had a keen interest in physical fitness and well being my first option was to work in the military either with the royal navy or the army as a personal trainer. 1.4 Potential Employers Due to working within schools previously I had decided that I wanted to gain some experience elsewhere so I decided to take a sports coaching and development route which led me to another very strong passion, rugby. After I had made this decision it was easy for me to pick the types of institute I would like to work in. Firstly I sent my CV and covering letter to both the Rugby Football League (RFL) and the Rugby Football Union (RFU) as I have experience within both codes. Fortunately I quickly received word from the Cumbria Rugby Football League development team which stated that they would love to have a work experience student within their ranks. From this it was easy to make my decision and I began by replying to the RFL. Planning early and realising which employers were available to me allowed me plenty of time to enforce my contingency plan of working within sports development. Ntoumanis and Biddle (1997) explain that contingency planning is pre planning for problems within pra ctice or competition and creating a solution for these possibilities if any troubles arise. As in many schools, a major section of the work carried out by the RFL involves making people aware of the health benefits of physical activity and making sure the public can see there are possibilities for them to utilise such activities. By gaining a work placement within Cumbria Rugby League development I felt I would receive far greater hands on experience which would allow me to gain a much more rewarding vocational practice, as appose to working within the military where I feel I would have taken a much more back seat approach to the world of work. This level of first hand experience is essential for me due to the nature of my three smarter goals, as it would allow me to increase my own self confidence but also allow me to develop connections within the world of rugby league which I could potentially use after university. Colley et al, (2002) would argue that as well as these goals it would also allow me to craft my own practical and technical skills which I have acquired withi n the class room. Also by coaching children in this sports development scenario it will allow me to work with children of all ages with a range of backgrounds and upbringings thus creating the challenge of utilising skills in all kinds of situations this would allow me to develop my tacit knowledge. Knowles, Borrie and Telfer, (2005) would support this style of learning, suggesting that effective coach learning is based on appropriate use of tacit experiential knowledge and not just formal theoretical knowledge about coaching pedagogy, physiology or other bodies of knowledge. Chapter II 2.0 Coaching Literature Bompa, (1994) states that â€Å"coaching is a process†, Cross and Lyle (1999) support this claim stating that coaching in an â€Å"ongoing process†. Coaching is not something that can be achieved through a couple of qualifications, the overall process of coaching takes years to develop and it is argued that coaches can always improve in someway or another (Kidman and Lambardo, 2010). Even if a coach believes they have fully achieved their goals they must always be aware of the coaching process and continually strive to develop (Kidman and Hanrahan, 2011). Self reflection is a vital tool which coaches can use to further develop their own abilities (Kidman and Hanrahan, 2011). Cassidy et al., (2009) supports this statement and claims there is â€Å"more than one technique which can be used†. During my placement I decided to use a reflective log while using the Gibbs cycle as a model of reflection as this method allowed me to self reflect on my own coaching practice on a daily basis. While working within sports development it was vital that as a coach I was able to not only coach athletes with a lack of experience but also cater for the small number of athletes with more advanced levels of performance, so the participants I was coaching could achieve their peak performance. Cote and Gilbert, (2009) define these different groups as coaching domains. Coaching domains can be split into four different categories, child performance, child participation, adult performance and adult participation (Cà ´te, Gilbert and Mallet, 2006). Jones (2006) explains that each coaching domain creates its own difficulties thus creating a variety of behaviours that must be used in order to overcome these difficulties. This claim is supported by Cushion and Lyle (2010) who state that coaching domains all require different â€Å"environmental demands†. While working within the RFL my regular role was coaching in the participation domain, however I occasionally had to work with one or two athletes within the performance domain. Abraham and Collins, (1998) explains that to achieve peak performance the coach must demonstrate a range of different skills to aid the performers learning. To some extent Woodman (1993) would agree with this statement, however Woodman (1993) claims that â€Å"regardless of a coaches level of skill and their own abilities it is the application of their knowledge which would separate a great practitioner from an average one†. De Marco, Mancini and Wuest (1996) extend this further stating that in order to enhance performance a coach must facilitate for the athletes learning by adapting   their instructional behaviour. Therefore whilst on my vocational placement it was essential that I constantly changed not only my behaviours while coaching but also the styles which I used when coaching depending on the athletes needs and desires. Northouse, (2001) would claim this is good coaching practice as he explains th at leadership styles must aim to match learner needs. Weinberg and Gould (1999) states that if a coach successfully meets the needs of the athlete, they are far more likely to take more mastery attempts at their desired goals. For this I used the Chelladurai model of leadership due to its use of situational, member and leader characteristics observation when looking at a coach’s performance. While looking at coaching behaviours it is always important to think about leadership theory, and which theories are relevant to that particular coach. Since the development of the Multi-Dimensional Model of Leadership (MDML) (Chelladuria and Carron, 1978), the ability to study leadership has increased significantly. This model proposes that three key leadership behaviours must be congruent in order to achieve an effective group performance as well as athlete satisfaction. The three leadership behaviours include required behaviour, preferred behaviour and finally actual behaviour. Shields , Gardner, Bredemeier and Bostro (1997) explain that required behaviour is prescribed for a particular situation, preferred behaviour is the desired behaviour of the coach by the athlete and finally actual behaviour is the behaviour perceived by the athlete. Chelladurai (2006) claims that â€Å"required leader behaviour is influenced by situational characteristics such as organizational goals, formal structure, group task, social norms, government regulations, technology, and member characteristics†. This method was used constantly as other models only focus on certain aspects of coaching, such as the personality of the coach (Sage, 1975) or the different coaching styles such as democratic and autocratic (Lenk, 1977) and my aim was to develop as a whole coach. 2.1 Sports Policy and Participation In 2000 DCMS set out the â€Å"Sporting Futures for All† policy which showed Labours clear interest in school sport and sport for young people in general (Houlihan and White, 2002). To achieve â€Å"Sporting Futures for All† the government created a five point plan to allow children to get the most out of sport within school. Since the government have recognised that children are not taking part in enough compulsory sport at school they have put over half a billion pounds into getting a minimum of two hours of practical sports a week in every school and also have worked to create an additional three hours available outside of school hours by 2010. This target is an improvement on the previous objective of having just three hours of physical activity per week within schools (DCMS 2004). From this initiative the government has introduced the seven core sporting activities which schools should include in their timetable these were: Gymnastics, Dance, Outdoor activities, Ne t/wall games, invasion games, striking/fielding games and athletics. Schools now base their minimum of two hours of lessons around these core sporting activities (PE and School Sport CPD report 2006). In terms of the Rugby Football League it could be argued that the government’s plans and the RFLs plans are on somewhat on a different wave length. The government seem to be focused predominantly on increasing participation where as the RFL seem to have a keen interest in improving the professional and semi professional game. Out of the four key mission statements on the RFL website only one of the aims is to maximise numbers within the participation level of the game (Rugby Football League, 2011). This would suggest that the RFL has placed priority on developing the professional game ahead of developing the grass roots level. Chapter III 3.0 Reflective Theory Over the past two decades the focus on reflective practice has grown significantly in a wide range of contexts these include education, medicine and now coaching. This is mainly down to the work of Schon (1983), who by using and applying a basic principle of reflecting on experience to improve action and professional practice, helped to develop the importance of reflective practice (Cassidy, Jones and Potrac, 2004). Schon (1987) also explains that â€Å"wisdom can be learnt by reflection on dilemmas that occur within practice†. Reid (1993) supports this study explaining that reflective practice is not only a way of learning but also a way to develop your own practice once formal education ceases. More recently Knowles, Gilbourne, Borrie and Nevill, (2001) explain that by encouraging practitioners to reflect on practice is an excellent way to create better practice thus identifying areas for improvement and potential changes that should be made. There are many different interpr etations of what reflective practice is, however most studies would argue that reflection is an active, conscious process (Dewey, 1933, Boud, 1985, Schon, 1987, and Reid, 1993). Moon (2004) supports this by defining reflective practice as â€Å"a set of abilities and skills that indicate the taking of a critical stance, a course to problem solving or state of mind†. However Ghaye and Lillyman (2000) argue that reflection is not an intellectual endeavour but an intricate procedure involving the person as a whole, therefore making one simple definition impossible. Essentially reflective practice means taking our experiences as a starting point for learning. By thinking about them in a purposeful way, using the reflective process we can come to understand them differently and take action as a result (Jasper, 2003). Reflective practice is particularly relevant to sports practitioners where learning requires a degree of self examination. The reason for this is because it allows tacit knowledge, cognitive professional shortcuts and non deliberative and contingent decision making to be made, which are necessary for the sports practitioners to generate an understanding and appreciation for practice (Lyle, 2002). Anderson, Knowles, and Gilbourne (2004) recently argued that reflective practice offers a practical structure for the training and development of sport practitioners. The reason for this is because reflective practice is an approach to practice that creates opportunities for access. It has been suggested that putting tacit knowledge into act ion, which includes values, experiences, knowledge, and social norms, is vital to practice. Being able to access and understand this tacit knowledge will make a significant contribution to a practitioner’s professional and personal development, which can be achieved through reflective practice (Knowles, Gilbourne, Tomlinson and Anderson, 2007). Pollard et al (2005) states that the importance of reflective practice towards the sports practitioners is that â€Å"the process of reflective practice must support the development and preservation of professional practitioners†. If the coach cannot find an area of weakness to work on then it is time for them to pass that athlete on. This is where reflective practice is introduced as it allows the coach to see if any further improvements can be made to the athlete, if they can not they then must pass the athlete onto a coach who can further enhance there development. This links to the humanistic approach of coaching which is a person centred ideology, emphasising the empowerment of the individual, towards achieving personal goals within an interpersonal relationship. A major thrust of humanistic ideology is the interpersonal relationship between the coach and athlete. This emphasises that the athlete should not lose control of the coaching process (Lyle, 2002). Research carri ed out by Tinnings (1995) suggests that if becoming reflective was simply a rational process it would be easy to train sport practitioners to be reflective. He argues that it is not easy to train someone to become a reflective practitioner because the issues that the practitioner is required to reflect on, are not simply a matter of rational argument, but have a large level of emotion and subjectivity embedded within them (Tinning, 1995). There are however many benefits of using reflective practice to a sports practitioner. Reflective practice allows the practitioner to become more aware of values and beliefs that shape their practices, resulting in enhanced athlete learning and performance. It also allows the practitioner to become more sensitive to the needs and interest of the athlete, leading to coaching sessions being developed that are more meaningful for all concerned (Tinning, 1991). Reflective practice is essential for increasing coaching success. Clifford and Feezell (1997) consider coaching success to be determined by factors such as knowledge, skills and experience. Schon (1983) identified two main types of reflection these are, reflection-in-action and reflection-on-action. These were identified as the principle ways professionals use to articulate there knowledge. Reflection-in-action is the way that people think about practice while they are doing it. This is seen as an automatic activity that occurs subconsciously everyday. It is seen as a way that advanced practitioners develop as a result of a combination of their skill, knowledge and practice. An example of this could be adapting a coaching session in order to cater for the unforeseen needs and ability of the group. Reflection-on-action involves us consciously exploring experience and thinking about practice after they have happened. This usually happens away from the scene of practice, because of this it is assumed that practice is underpinned by knowledge making it a cognitive process. An example of this could be a practitioner discussing positive and negative aspects of the session wit h another coach who has witnessed the activities (Jasper, 2003) When using reflective practice, practitioners often use models to help structure their reflection. There are a number of different models that have been constructed over the years. According to Ghaye and Lillyman, (2000) all the models share some of the same qualities. The one quality all models share is that they require us to engage in the process of knowledge creation by helping us to move from tacit knowledge into conscious and explicit knowing (Ghaye and Lillyman, 2000). Each model however is also in some way different. For example, some models place a big emphasis on explicating a process of reflection while others believe that the process is more of a â€Å"means to an ends†. The model I have most consistently used is one of the most well known models, the Gibbs cycle. I decided to use the Gibbs (1988) framework as research explains that it is a basic frame work which endeavours to incorporate knowledge, feelings and actions within one cycle, therefore making it more suitable for the novice practitioner (Ghaye and Lillyman, 2000). The Gibbs approach features all the strategies or frameworks for reflection that have been developed over the years by various academics (Ghaye and Lillyman, 2000). However a major criticism of the Gibbs cycle is the unlikelihood of the exact same incident arising again thus making it difficult to create a fully effective action plan, this can also be linked to role frames. Gilbert and Trudel (2004) explain that as coaches develop through their experiences they also develop their own role frames. The problem with role frames is that every coaches role frame is different, an example of this can be linked to my first critical incident. What I perceive as an expectable form of punishment may not be the same as another coachà ¢â‚¬â„¢s perception of acceptable punishment, thus creating the issue of double standards. Chapter IV 4.0 Description The first of my critical incidents occurred on the 25th June, 2010 which was the 8th working day of my vocational practice. In the previous days leading up to the incident I had been working alongside Mr. Smith and was informed at 9 a.m that I would be working with Mr. Todd at a local primary school after my recent request to partake in more hands on coaching. I was briefly informed of what I would be assisting with, which involved general setting up and leading the warm ups which did not leave me feeling too worried as I had covered these within my applied sports coaching module. Upon arrival at the school I was greeted by Mr. Todd who was introduced to me by Mr. Smith. After a brief discussion Mr. Smith left to go back to the office and Mr. Todd and I begun to talk about his role within rugby and what we would be doing today. I was informed that we would be working with three different classes of year six children aged ten to eleven. As the first class walked out Mr. Todd began to take charge of the session and instructed the children to get into neat line using an extremely autocratic approach to coaching, while I started to set up my warm up. When I had finished placing the cones where I wanted them for the warm up Mr. Todd introduced me to the class and informed them all that I would be working with him for the rest of the afternoon. The session then began and the first class went well with only a few disruptions through out. When I had finished my warm up Mr. Todd then took charge and led the remainder of the session. At the end of the lesson the same pr ocess was applied with me setting up the warm up for the next class and Mr. Todd introducing me. During the second session there was a lot more disruptions and the children seemed to be getting restless. This began to aggravate Mr. Todd and he then began to distribute punishments for bad behaviour such as talking when someone else was or bouncing the balls when not instructed to do so. This led to my first critical incident of my placement. During the main section of the session one girl aged ten was throwing the ball in the air while Mr. Todd was speaking this then caused Mr. Todd to verbally abuse the child and then demand the child perform a task called â€Å"belly-back-bellies†. This involves the child first going down on their stomach, then standing up, then down onto their back, then standing up again, then back down onto their stomachs which seemed to be extremely distressing for the children as some had begun to cry, we then finished the second session. Finally we mov ed onto the third class which once again followed the same warm up and skills drills as the previous two sessions. 4.1 Thoughts and Feelings As the session started I began to feel slightly anxious and could feel myself becoming increasingly nervous as I had never worked with this coach before and had no idea what his perceptions of my coaching abilities would be. This was also heightened by a slight sense of inexperience which brought me to question my own coaching ability as I had limited experience working in this coaching domain. During the critical incident itself I felt extremely uneasy as I had never been in a situation were a child was crying because of the punishment they had been given. Another issue that worried me was the fact the teacher of the class was only on the other side of the playground and seemed to want nothing to do with the children that were crying or shouting and just seemed to be ignoring the whole situation. This made me question whether or not anything was going unacceptable or whether this was just standard practice within schools, it also made me question what type of example this was suppos ed to be setting for both me as an observing coach as well as the children who had not been punished. 4.2 Evaluation Reflecting on the session now I feel I did not question either the coach or the teacher to see if this was just standard practice in schools, and whether or not it happened a lot of the time. Also I did not try to comfort the children which looking back now seems like the wrong thing to do as the children were clearly distressed. Due to not working with I this coach or teacher before I did not wish to seem like I was stepping on anyone’s toes as I had wanted to get more hands on coaching. In hindsight I feel I exhibited poor coaching practice as I knew there was something wrong, however I failed to react in what I believed to be the most appropriate manor. This is supported by my reflective log as it clearly shows that I knew at the time what I should have done but failed to do so when I felt it was most appropriate. 4.3 Analysis During the session I felt the coach’s behaviours were extremely demoralising of the child and that some of his coaching methods could have been seen as over the top. Research carried out by Raakman, Dorsch and Rhind (2010) found that indirect psychological abuse was the most commonly used type of abuse when coaching children with 52.8% of all abuse being in this category, however from the criteria used within this study the type of abuse used by this coach would be defined as direct physical abuse which occurred only 5.5% of the time. All coaches have a personal style and approach when it comes to working with any athlete.   However Pyke (1991) claims that you can not   successfully coach every type of athlete using the same style and states that better coaches must use a variety of styles in order to aid learners needs. In relation to this critical incident I feel the coach did not allow enough freedom for the children, who quickly lost interest in the session as Mr Todd was using a very autocratic coaching style. A possible way of overcoming this would have been to step into the session and lead with a most democratic style. Tenenbaum and Eklund (2007) would support this claim stating there are a range of coaching behaviours which are split into different dimensions, two of which include democratic and autocratic coaching styles which is a refection of the coach’s decision making (Mosston Ashworth, 1990). Gill and Williams (1986) would argue that autocratic coaching is extremely â€Å"coach led and directive† in its approach. This claim is supported by Lyle, (1999) who claims that autocratic coaching is a direct approach in which a coach will give a set of rules and orders which must be followed by the athletes. Autocratic coaching has been heavily criticised as it restricts the freedom of the athletes, as they must follow what the coach is instructing them to do (Cross, 1995). However Andrews (2009) states that, â€Å"in situations where members lack the intelligence, ability, experience, and/or personality dispositions to make judgments about situational requirements, the leader must make an appropriate decision for the members†. Martens (2000) also supports Andrews (2009) statement by explaining when teaching beginners an autocratic approach should be taken as the athletes need to be instructed as they do not have the knowledge base to interact via a reciprocal style. Had I have stepped in when I felt I should have this incident could have been avoided by allowing the children more freedom with a democratic approach. 4.4 Action Plan From this critical incident it is clear to see that this specific situation caught me off guard as I had never seen this style of coaching before, and due to it being a coaching style I would not use, took me by surprise. After reviewing the literature I feel there are a varietyof coaching methods which I could have used to aid Mr Todd within this situation which would not have involved a physical punishment such as â€Å"belly-back-bellies†.Since the incident I have had time to reflect on my own personal practice and have been able to identify weaknesses within my coaching, such as not stepping in when I feel it is necessary or discussing my opinions on coaching styles with colleagues when I feel it is appropriate. However I now have experience within this situation and feel if this problem ever arose again I would be better equipped to deal with it in a more suitable manner. One such way in which I could initiate this would be to sit down with the coach prior to any session and discuss what we would class as appropriate discipline for the athletes. Chapter V 5.0 Description The second of my critical incidents occurred on the 3rd August, 2010 which was my 20th day of working within the RFL. In the days leading up to this incident Mr Smith had informed me that he would be going away for two weeks for his brother’s wedding and that during this time I would be working from home on a database task which had been set by Mr Black but also that I would be running two one and a half hour tag rugby sessions with members of the BAE systems work force to promote rugby within the local community. Before departing for his holiday Mr Smith had informed me that he would be leaving all the required equipment for the sessions with Mr Todd and that I should go and collect them on the day of the event in the morning. When I arrived at Mr Todd’s office I was informed that Mr Smith had not left any equipment and Mr Todd had not even heard about the session which was due to be running later that day. This then left me to find balls, cones, bibs etc as independen tly without this equipment the session would not have been able to run. Fortunately the session was running at my own local rugby club and seen as I was captain of the 1st team this allowed me access to all their own equipment. The day then went from bad to worse as the participants began to arrive there was almost double the number of competitors Mr Smith had informed me there would be, however this was easily dealt with as I was able to think on my feet and create another couple of teams to add to the competition. When all the competitors had arrived it was just a matter of getting them into games and to get the referees to run the matches, however Mr Smith had also forgotten to book any referees for this event which caused even more confusion as there was not any qualified referees. Miss Proctor (the leader of the BAE development programme) then   started to become increasingly angered by the lack of organisation on the part of the RFL, some of which was directed at me. I then had to explain the situation to Miss Proctor and let her know that the games would have to be refereed between the teams and fair play would have to be enforced by the players themselves, which help calm the situation. When the session was finished Miss Proctor apologised for over reacting and stated that she could see that I had been left without the equipment and was just as upset as she was about the lack of organisation. 5.1 Thoughts and Feelings When I had found out that no equipment had been left by Mr Smith I was immediately shocked and extremely worried as I did not know how I would be able to run the session and whether I would be able to call it off if I was unable to get hold of anything. When I went up to Hawcoat Sports Club and was able to get into the equipment stores I felt a huge relief as I knew even if it was not the RFLs equipment that the participants would not know any difference and the session could go on as planned. When Miss Proctor became distressed at the lack of organisation on the part of the RFL I felt extremely worried that this would come back against me and my boss (Mr Black) would find out and say he did not want me to complete my work placement due to my apparent incompetence, however this was quickly over come when I explained the situation to Miss Proctor. Finally I felt very angered and let down by the lack of organisation on the part of Mr Smith for being irresponsible enough not to leave me any equipment or any referees. I was also angry at my own inability to contingency plan ahead as we had learnt a lot about this in class but I had not thought I would have needed to in this specific situation. 5.2 Evaluation Looking back and reflecting on the session now I feel that I should have done a lot more in terms of preparation for the session and did not need to leave it until the last minute to get the equipment. I also feel I should have got in contact with the referees to make sure they remembered the session as Mr Smith booked them over three weeks prior to the event and they may have not remembered. I strongly believe that I had the relevant knowledge prior to this incident happening however I feel it was my lack of experience and naivety within the situation which aided my failure. This was definitely poor coaching practice on my part as it was my failure to prepare which caused the initial incident to occur. 5.3 Analysis After reviewing the literature it is clear to see that planning is one of the most central features of the coaching process (Lyle and Cushion, 2010). This claim is supported by research from Gould (1990) and Lyle (1992) who have looked at elements of coaching which coaches would class as significant, and in both studies planning is seen as a central role of the coach. Lyle and Cushion (2010) also explain that the planning process for coaches must include some â€Å"pre determination† and â€Å"accounting for consequences†. Lynn (2010) also suggests that within planning there are seven key part of the session which should be accounted for, these include: Session structure Specific activities Range of activities Time allocated to each activity Feedback to athletes Equipment Athlete safety This would suggest that during my coaching I failed to successfully account for the planning process thus performing poor coaching practice. An ongoing debate with planning is that coaches only plan for problematic environments (Jones and Wallace, 2005). This argument is supported by Cushion et al (2006) who asks the question what can coaches truly plan for? More recently Cushion (2007) has claimed that coaches have â€Å"limited roots† when planning, thus limiting what coaches can fully plan for. However Lyle (2007) would argue that planning is the role of the coach and must be managed on a daily basis, taking into account all possibilities. Plan-do-review is commonly seen as the most suitable method of planning to use when coaching (Lyle and Cushion, 2010). I feel that it was my inability to plan for problematic situations which caused me to execute poor coaching practice when running my session. 5.4 Action Plan From this critical incident it is easy to see that I failed to fully prepare myself for the session and in doing so left myself open to fail. After reviewing the literature it is clear to see that in order to fully prepare yourself for any event it is important to cover every possible scenario with contingency planning and risk assessments as this is allow for the best possible outcome on the day. Since the incident I have had time to look at my reflective log and analyse my own personal practice and have been able to notice that on the day of the session I had planned the session but had failed to make a contingency plan, thus causing me to have to think on my feet and look at other ways to make sure the even still went ahead. This has allowed me to see that in future session I must always create a contingency plan in order for it to run smoothly. Chapter VI 6.0 Evaluation The overall aim of the placement was to further increase my tacit knowledge, gain valuable experience and improve my confidence within the coaching world. I feel was able to achieve these aims through working alongside Cumbria Rugby League Development team, as these provided me with a extremely good platform for learning and allowed me to get a very hands on experience. Prior to starting the placement I believed my weaknesses were that I lacked craft knowledge and experience of coaching new people, especially young children as I had limited experience working within this coaching domain (Cote and Gilbert, 2009). However the basic knowledge I had gained through completing my level 1 rugby union course and other experiences at university helped me to start off. My perceived weaknesses seen above became evident in the early stages of my placement, when my lack of knowledge and experience led me into situations which I struggled to handle, this resulted in poor and in some cases unethical practice on my part. These incidents in some cases affected the group as they sometimes had to sit around while the incidents were being dealt with. On top of having to wait around, the summer heat and times of lessons e.g. after school caused children to become restless, bored and inevitably hard to coach. However through reflection and the recording of day to day eve nts and outcomes I was able to use knowledge and experience of successful practice to ensure I repeated this, the next time the scenario arose. Also if the practice was not successful I was able to use relevant literature, to provide me with the knowledge required to deal with the same situation effectively if it were to occur again. It is when these similar situations occur, that the improved coaching knowledge gained through successful past experience is applied, this practice is known as evidence based practice (Chapman and Hough, 1998) and has been described as the conscientious, explicit and judicious use of best evidence in making decisions about the care of students (Sackett, Richardson, Rosenberg, Haynes, 1997). This style of practice was used in the latter weeks of coaching. As well as increasing my tacit coaching knowledge and hands on experience it was also my aim to gain two useful contacts within the RFL which I could use when leaving university. In terms of contacts there was a long list of different coaches I feel I could now contact if I wanted some more coaching experience, however the two most influential contacts I made while working at the RFL were Mr Black and Mr Smith as these coaches can both provide useful references for me in any line of work as well as within rugby league. I would describe the acquisition of these contacts as successful to my aims as I now have two reliable points of contact within the RFL which have both stated they would have no problem granting me reference to potential employers. Chapter VII 7.0 Conclusion For my placement I went to Cumbria Rugby Football League Development, this was undertaken for a period of one hundred and fifty hours over the space of six weeks. During this time I was mentored by Mr Black who is the Head of Cumbria Rugby League Development. In terms of rugby league, Cumbria is one of the most highly thought of counties in the country. With an extremely proud rugby league heritage, Cumbria along with Yorkshire and Lancashire is what the RFL describe as the birth place of rugby league. With such a prestigious heritage it was an honour to work in one of the countries most influential rugby league development teams. This sense of honour made me want to truly excel in my work and put 100% in when ever I was asked to perform a task. Over the course of my placement I used the Gibbs Cycle as a method of reflecting on my sessions, this allowed me to not only analyse my performance whilst working but also to go away and gain valuable information about what I could do differently in future sessions. However a major criticism of this method is the likelihood of being placed with a specific situation more than once thus making it highly unlikely to fully benefit a coach. Reviewing the placement experience as a whole I would have to say that this placement was a success as it has allowed me to meet all three of my goals within the allotted time frame with very little in terms of problematic experiences. Bibliography Abraham, A. and Collins, D. (1998). ‘Examining and extending research in coach development’, Quest, 50, pp. 59 – 79. Anderson, A., Knowles, Z. and Gilbourne, D. (2004). ‘Reflective practice for applied sport psychologists: A review of concepts, models, practical implications and thoughts on dissemination’, The Sport Psychologist, 18. pp. 188-201. Andrew, D.P.S. (2009). ‘The impact of leadership behaviour on satisfaction of college tennis players: A test of the leadership behaviour congruency hypothesis of the multidimensional model of leadership’. Journal of Sport Behaviour, 32, pp. 261-277. Bompa, T.O. (1994) Theory and Methodology of Training. 3rd edition. Iowa: Kendall Hunt. Boud, D., Keough, R. and Walker D. (ed.) (1985) Reflection: Turning Experience into Learning. New York, Kogan Page. Cassidy, T., Jones, R. and Potrac, P. (2004). Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice. Routledge, London. Cassidy, T., Jones, R. and Potrac, P. (2009) Understanding Sports Coaching: the social, cultural and pedagogical foundations of coaching practice 2nd edition. Routledge, Abingdon. Chapman, T. and Hough, M. (1998). Evidence-Based Practice: A Guide to Effective Practice. justice.gov.uk/inspectorates/hmi-probation/docs/hmiprobebp_1_-rps.pdf (Assessed on the 16th March, 2011) Chelladurai, P. (2006). Human Resource Management in Sport and Recreation 2nd edition. Champaign, Illinois: Human Kinetics. Chelladurai, P. and Carron, A.V. (1978). Leadership. Ottawa: Sociology of Sport Monograph Series, Canadian Association for Health, Physical Education, and Recreation. Clifford, C. and Feezell, R.M. (1997). Coaching for Character. Windsor, ON: Human Kinetics. Colley, H., Hodkinson, P. and Malcom, J. (2002). Non-Formal Learning: Mapping the Conceptual Terrain. A Consultation Report, Lifelong Learning Institute. University of Leeds, November 2002. Cote, J. and Gilbert, W. (2009). ‘An Integrative Definition of Coaching Expertise’. International Journal of Sports Science and Coaching. 4, pp. 307-323. Cà ´te, J., Gilbert, W. and Mallet, C. (2006). ‘Developmental paths and activities of successful sports coaches’. International Journal of Sports Science and Coaching. 1, pp. 1 Cox, R. (2001). Sport Psychology. 5th edition. McGraw- Hill. Cushion, C.J., Armour, K.M. and Jones, R.L. (2006). ‘Location the coaching process in practice models: models â€Å"for† and â€Å"of† coaching’. Physical Education and Sports Pedagogy. 11, pp. 83-99. Cross, N. (1995). ‘Coaching effectiveness and the coaching process’. Swimming Times, LXXII. 2, pp. 23-25. Cross. N. and Lyle, J. (1999). The Coaching Process: Principles and Practices for Sport. London: Butterworth Heinemann. DCMS (2004) available at: culture.gov.uk/reference_library/publications/4566.aspx (accessed on 12th February, 2011) DeMarco, G., Mancini, V. and Wuest, D. (1996). ‘Reflections on change: A qualitative and quantitative analysis of a baseball coachs behaviour’. Journal of Sport Behaviour. 20 (2), pp. 135-163. Dewey, J. (1933). How We Think: a restatement of the relation of reflective thinking to the education process. Heath Co. New York. Ericsson, K.A. (1998). ‘The scientific study of expert levels of performance: General implications for optimal learning and creativity’. High Ability Studies. 9 (1), pp. 75-100. Finn, J. (2008). ‘An introduction to using mental skills to enhance performance in golf: beyond the bounds of positive and negative thinking’. International Journal of Sports Science and Coaching. 3, pp.255-256 Ghaye, T. and Lillyman, S. (2000). Caring Moments: The discourse of reflective practice Dinton, Quay Books: Gibbs (1988) available at: brookes.ac.uk/services/upgrade/a-z/reflective_gibbs.html   (accessed on the 11th March, 2011) Gilbert, W. and Trudel, P. (2004). ‘The role of the coach: how model youth team sport coaches frame their roles’. The Sport Psychologist 18, pp. 21-43. Gill, D.I. and Williams, L. (1986). Psychological Dynamics of Sport and Exercise. Champaign, IL: Human Kinetics. Gould, D., Giannini, J. and Krane, K. (1990). ‘Educational needs of elite US national team, pan America and Olympic coaches’. Journal of Teaching Physical Education. 9, pp. 332-334. Harter, S. (1981). A model of intrinsic mastery motivation in children: individual differences and developmental change. Hillsdale, New York. Houlihan, B. and White, A. (2002). The Politics of Sport Development: development of sport or development through sport?   Routledge, London. Houston, K. (2004). Winning CV’s for First Time Job Hunters. Surrey: Trotman and Company Limited. Jasper, M. (2003). Beginning Reflective Practice. Cheltenham: Nelson Thomes Limited. Jones, R, L. (2006). The Sports Coach as Educator: re-conceptualising sports coaching. Routledge, London. Jones, R.L. and Wallace, M. (2005). ‘Another bad day at the training ground: coping with ambiguity in the coaching context’. Sport, Education and Society 10, pp. 119-134. Kidman, L. and Hanrahan S,J. (2011). The Coaching Process: A Practical Guide to Becoming an Effective Sports Coach. 3rd Edition. Routledge, London. Kidman, L. and Lombardo, B,J. (2010). Athlete-Centred Coaching: Developing Decisions Makers. 2nd Edition. Worcester: IPC Resources. Knowles, Z., Borrie, A. and Telfer, H. (2005). ‘Towards the reflective sports coach: Issues of context’, Education and Application. 48 , pp. 1711-1720. Knowles, Z., Gilbourne, D., Borrie, A and Nevill, A. (2001). ‘Developing the reflective sports coach: a study exploring the processes of reflective practice within a higher education coaching programme’, Journal of Reflective Practice. 46 (3), pp. 34-57 Knowles, Z., Gilbourne, D., Tomlinson, V and Anderson, A. (2007). ‘Reflections on the application of reflective practice for supervision in applied sport psychology’. Sport Psychologist. 21(1), pp. 109-122. Martens, R. (2000). Successful Coaching. 2nd Edition. Champaign: Human Kinetics. Martens, R. (2004). Successful Coaching. 3rd Edition. Champaign: Human Kinetics. May, N. and Veitch, L. (1998).’Working to learn and learning to work: Placement experience of project 2000 nursing students in Scotland’. Nurse Education Today 18, pp. 630-636. Moon, J.  (2004).  Reflection in Learning and Professional Development.  Theory and Practice. Abingdon: Routledge and Palmer Mosston, M. and Ashworth, S. (1990). The Spectrum of Teaching Styles: From Command to Discovery. New York: Longman. Northouse, P.G. (2001) Leadership Theory Practice. 2nd Edition. Sage: London. Ntoumanis, N. and Biddle, S.J.H. (1997). Emotions and Achievement Goals in Physical Activity: A meta-analysis. Manuscript submitted for publication. PE and School Sport CPD report (2006) available at: http://66.102.9.132/search?q=cache:AvCrKkK82IIJ:www.cyngor-chwaraeon-cymru.org.uk/12770.file.dld+PE+and+School+Sport+CPD+report+2006cd=3hl=enct=clnkgl=uk (Accessed on 15th February, 2011) Pollard, A., Collins, J., Simco, N., Swaffield, S., Warin, J. and Warwick, P. (2005). Reflective Teaching. 2nd Edition. London: Continuum. Provenzano, S. (2004). The Guide to Basic Cover Letter Writing. USA: Mcgraw Hill. Pyke, F.S. (Ed.). (1991). Better Coaching: Advanced Coachs Manual. Belconnen, ACT: Australian Coaching Council Inc. Lenk, H. (1977). Team Dynamics. Champaign, IL: Human Kinetics. Lewis,   R.   and   Smith,   D.   (1994). 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Sports Coaching Profressionalisation and Practice. Churchill Livingstone. Lynn, A. (2010). Effective Sports Coaching: A Practical Guide. Crowood, Wiltshire. Raakman, E., Dorsch, K. and Rhind. D. (2010). ‘The development of a typology of abusive coaching behaviours within youth sport’. International Journal of Sports Science and Coaching.   5 (4), pp. 503-515 Reid, B. (1993). ‘But were doing it already! exploring a response to the concept of reflective practice in order to improve its facilitation’. Nurse Education Today 13 (4), pp. 305-309. Rugby Football League (2011) avalible at: therfl.co.uk/about_the_rfl/rfl_dna__values (Accessed on the 12th March, 2011) Sackett, L. Richardson, S. Rosenberg, W. and Haynes, B. (1997). ‘Evidence-based medicine: how to practice and teach EBM. Churchill Livingstone. New York. USA Sage, G, H. (1975). Occupational analysis of the college coach. In Ball, D.W. and Loy, J.W. (eds). Sport and social order contributions to the sociology of sport. 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Required Courses for Law School

Required Courses for Law School Law school applicants should have a variety of courses on their transcripts, including studies in the areas of business, logic, and social studies, among others. While most colleges do not ask students to complete a set of required courses for law school, there are certain classes and majors that can best prepare students for the rigors of this field of study. Business Students who are hoping to practice law in business-related areas, such as corporate law, real estate law, and tax will greatly benefit from early exposure to business studies. Business courses provide students with a strong command of business issues such as contracts, negotiations, and corporate structure. These courses require that students think critically and come up with solutions to intricate problems. This coursework can also be useful for students who expect to practice law in the areas of government regulation, business litigation, and aspects of representing nonprofits. A business major, in particular, covers many subjects that a student will encounter in law school. Courses within this major include reading, writing, contracts, and speaking, all courses that will provide a solid foundation for students ultimately seeking a law degree.  Many business courses also cover basic analytics skills. Relevant courses include accounting, finance, and negotiation. History, Government, and Politics   The legal profession requires basic knowledge of the government, as well as its history and processes. Courses in these subjects are advised so students have some understanding of the topics before beginning law school. These courses covering world history, government, jurisprudence, law and/or taxation are usually reading-intensive, which is also great preparation for law school. Economics Students who study economics will be required to apply logical thinking to their studies, as well as interpret and analyze complex data.  Students might consider taking courses that provide fundamentals of economics, history of economics, and those that tackle law and economics directly. English Literature and Composition A legal education will build on writing and analytical thinking, so courses that showcase a candidates ability to excel in these areas will look good on an undergraduate transcript. Students must show a strong command of the English language through writing, reading, and speaking. While most students will find that their writing styles will definitely change in law school, they still must work to strengthen their skills during the undergraduate years. English courses might include literature studies, logic and reasoning, philosophy, public policy, and writing. Political Science This is one of the more popular degrees for pre-law students. Political science degrees are designed to expose students to the intricate nature of a complex judicial system. Politics and law go hand in hand, and these courses teach students about how our laws are both structured and carried out. As a political science major, the pre-law student will learn how to speak in public. Students will learn about the Constitution and how it developed the foundations for our legal system, and how different courts operate. Along with developing an understanding of politics and law, students will also have the opportunity to write comparative papers on a variety of political issues.  These courses might include public policy, international politics, leadership studies, and even courses related to current events. Public Speaking Students who are not political science majors need to seek out courses that emphasize public speaking skills. While students can enroll in public speaking classes, they should also practice speaking in public or to a large group of people- theres a lot of that in law school. This includes both giving in-class presentations as well as other public speaking endeavors. Writing for speech is also a skill that needs to be honed, not just speaking. Students should consider classes in debate, public speaking, and speech writing. Additional Courses Disciplines that study human behavior can also be useful, including both psychology and sociology. They involve critical thinking and analysis, two valuable legal skills. Many students will also benefit from exploring courses in criminology, anthropology, and even religion. The bottom line is that students who want to prepare for law school should take courses that emphasize reading, writing, and critical thinking skills. Admissions officers look favorably on transcripts that show a student has both practiced these skills and has done well in courses that require them.   Two of the most important components of the law school application are the GPA and LSAT score. Both should be at or above the school’s averages to be a competitive candidate, and students can often distinguish themselves from a pack of applicants with similar testing scores provided they show a range of high-quality classes.

Critical Analysis of the Article from both POSITIVE and NEGATIVE Essay - 1

Critical Analysis of the Article from both POSITIVE and NEGATIVE aspects - Essay Example king a cross sectional data thus making it a very comprehensive study to understand service quality from different perspectives and according to different behaviors. This paper has undertaken a very comprehensive approach while dealing the issue of service marketing and how service quality contribute towards achieving organizational objectives. The overall issue is to address some of the conceptual issues and frameworks which earlier research has failed to undertake thus were left behind. Authors have focused on overcoming the shortcomings of the earlier research undertaken and the tried to fill the gaps left by the earlier researchers in understanding service quality and its association with different components. The antecedents Model of service quality is developed in a response to the overall focus of the earlier research to consider different variables like reliability and comfort as the components of the service quality but the authors have described them as the antecedents of the service quality thus differing from most of the earlier studies. The reason for undertaking a longitudinal study has been to develop a sort of model which succeeds in measuring the expectations before the service whereas to measure so called disconfirmation after the service. This therefore offers a relatively greater flexibility and breadth to undertake the study in relatively larger context wit focus on the development of an approach which provides answers to some of the critical questions related with the subject. The longitudinal as well as cross sectional nature of the study therefore offered writers a chance to study various frameworks and to develop a framework which can encompass different consequencs, mediators as well as the antecedents of the service quality. What is however, lacking in this article is the approach undertaken and very nature of the study. Over the period of time, services and their basic perception held by the customers have changed thus giving rise to

Definition of Federal Deposit Insurance Corporation Research Paper

Definition of Federal Deposit Insurance Corporation - Research Paper Example   Since the institution of FDIC insurance in January 1934, no client has lost any deposited funds as a result of malfunction. This paper delves into the history of FDIC, its administration, operations, functions and effectiveness. It also looks into its performance over the years, whether or not it is regulated by laws and whether or not it is still a preferable insurance institution. My proposition with regard to FDIC is that has fulfilled its goals and revitalized many malfunctioned banks. Board of Directors This is the administrative body of the FDIC. It comprises of five members, three nominated by the U.S. president with the conformity of the U.S. Senate and two non-executive members. The three nominated by the president have six years of service. Only two representatives of the board may be of similar political inclination. The president, with the permission of the Senate, also selects one of the chosen representatives as chairperson of the board for five-year of service. In addition, another of the members is designated as vice chairperson of the board for a five-year term. History In the 1930s, the U.S. and many other countries around the world went through a harsh economic recession that is referred to as the Great Depression. At the peak of the depression, the unemployment rate was a quarter and the stock market had reduced by three quarters since 1929. Bank runs were regular since there was security on clients’ money in the banks. This is because banks just stored a percentage of deposits, and clients were at jeopardy of losing their cash that they had entrusted to the banks. In 1933, President Franklin Roosevelt approved the Banking Act. FDIC made was a temporary state institution. It was given the mandate to offer deposit insurance to financial corporations. It was also given the power to control and administer government non-member banks. FDIC was provided with preliminary loans 289 million dollars via the U.S. Treasury and the Federal Re serve (Henriques, 2008). For the first time, federal supervision was extended to cover all money-making banks. Moreover, according to the (Glass-Steagall Act), these commercial banks were detached from investment banks. They were also hindered from reimbursing interest on checking account. Furthermore under this Act, state banks were permitted to have branches countrywide with the consent of state law. How FDIC Operates The FDIC’s workforce is approximately eight thousand people all over the country (Cole, 2009). The head offices are in Washington, D.C. Regional ones are found in Atlanta, Boston, Chicago, Dallas, Kansas City, Memphis, New York City, and San Francisco. Moreover, field supervisors, whose responsibility is to carry out on-site scrutiny of banks, have ground offices in eighty more places throughout the nation. FDIC aims at safeguarding clients who keep their cash in banks against malfunction of banks.  Ã‚  

The effect of usury on our lives Research Paper

The effect of usury on our lives - Research Paper Example The old way was an endeavor to shield the poor and less fortunate from exploitation, but the current American economic system charges higher interests to the poor (Long, 1996). Despite the fact that usury-based economic systems are a common practice by all banks in the world today, people should resist it because of its enormous disadvantages to the society. Different schools of thought have been advanced towards the concept of usury. The traditional view perceives usury has a practice of seeking a payment for a loan advanced to another individual. This definition was development at the scholarly works of Aristotle and was embraced by other people of the times. The concept advancement by Aristotle was that money was barren; the medieval schoolmen accepted this view. Later on, changes stared emerging on the definition (Persky, 2007). The modern view of usury relates to charging of unethical interest that is exploitative to the borrower. However, some faiths have continued to uphold th e concept of charging any form of interest as an act of usury. The banks have developed due to the demand to satisfy the market needs, laws that regulate their activities have been developed. It is an act of usury for a bank or any other financial lending institution or a person to charge more than the set percentages. In my view usury is a relative concept that relates to interest charged on loans, if the interest is unreasonable to the poor in the society and does not reflect the needs in the society that is tantamount to usury (Lewison, 1999). Usury based economy relates to the charging of favorable interests. The modern view started taking its shape around 1571 when Elizabeth I allowed an interest of 10% to be charged, this aspect led to enactment of some ethics to safeguard the interests of the loanees. At the initial stages, a lot of resistance was encountered since the interest was seen as a way of exploiting people (Steel, 1993). To further upgrade usury, came reforms that f acilitated the enactment of ethics. Coincidentally, the activity led to an increase in the prices and consequently economies started growing. A lot of productivity and prosperity was evident in the process. In 1854, the usury laws were reformed further allowing the justice system to prosecute those that were charging exorbitant interests. The laws have continued to change in order to take care of the borrowers, as it stands the Consumer Credit act protects the borrowers against any form of modern usury (Steel, 1993). Human needs are many and unsatiable, in an effort to control the economy of the world by the giant economies they use their financial muscle to benefit themselves more. People in all societies need to invest their money in one way or another in order to live a secure and decent life. Money is the backbone of anyone’s life; however, people have very limited options to choose where to invest their money. Banks are the only winning side from this unequal equation (M ews & Ibrahim, 2007). They take people’s money to make as much profit as they can for the sake of themselves and the rich people. On the other hand, poor and middle class people will find themselves drowning in debt day after day. To simplify this lets take an average college graduate student as an example. If he wanted to satisfy the basic need of his life on his won, from getting married to finding a place to live, he will surely be in debt for at least 30 coming

Global Biogeochemical Cycle Of Aluminium Environmental Sciences Essay

Global Biogeochemical Cycle Of Aluminium Environmental Sciences Essay Aluminium is found in atmosphere and the atmospheric input fluxes and solubility are consistent with the seasonality of surface water concentration Data and this yield an average residence time in the upper 100m of 6.5yrs. Atmospheric deposition can either be in two ways either as Dust or rainfall to the open ocean. Lithospheric cycle of aluminium can be in two forms primary and secondary mineral.Biospheric cycle of aluminium although is small but can be found in micro-organisms, plant, invertebrates, vertebrates and humans. All of the cycles overlap because there is a continuous flow of aluminium in the cycle. Aluminium is characterised by its relatively short (2-6 yr) residence time in surface seawater Exley (2003). This short residence time can largely be attributed to the elements rapid hydrolysis rate and the extremely low solubility of the hydrolysis products Exley (2003). INTRODUCTION Aluminium is the most abundant metallic elements in the earth crust (8.1wt) and it is very reactive hence it is not found in nature. Aluminium is also presence in many silicate materials which include feldspars, Mica and amphiboles. The atmosphere plays an important role in material transported from land to sea, with dust deposition forming the major geochemical pathway for the delivery of a number of trace elements Bowie et al (2001). The distribution of aluminium in sea water can be explained by both fluvial inputs and Aeolian crust to the open ocean. The surface concentration of aluminium are predominately influenced by Aeolian dust deposition (Maring and Duce, (1987) However in regions were the dust is not significant, the concentration of aluminium are know to be below the 1Nm in surface water. The aluminium cycle is mostly dominated by it biotic cycles due to the relative abundance in humans. The depositions of aluminium in the atmosphere either wet or dry estimate the presence of aluminium in sea water Exley (2003). Construction of the cycle The retention of aluminium in the lithospheric cycle actively favours the concentration of dissolved aluminium that happens in the oceanic cycle fig1. The reason these were used for the modelling is that it actually measured the lithospheric and biogenic cycle of aluminium but does not detail the oceanic cycle of aluminium in a broad sense while on the other hand, Bowie et al (2007) explained the biogeochemical cycle of aluminium in the open waters and how sediments are dissolved from dust and rainfall provided by atmospheric deposition. The idea behind this was to determine the movement of aluminium between the atmosphere, lithosphere and the biosphere. The table was taken from Exley (2003) and Bowie et al (2007). The abundant of elements in the lithosphere and biosphere is expressed in ppm. The lithospheric cycle The retention of aluminium in the lithosphere is actively favoured as the concentration of dissolved aluminium is limited by the mineral phase of decreasing solubility and hence lower free energy Exley (2003). Primary aluminium rich minerals such as feldspar are formed as a result of cooling of magma in the Earths crust and are dissolved from parent rocks by weathering. The additional dissolution of carbonic acid weathering results in the formation of clay like materials such as kaolinite and other secondary mineral phases Exley (2003). High insoluble particulates absorbed by both the minerals and the organic surfaces are returned to the Earths crust through sedimentation and subduction into the magma. This is the continue cycle as illustrated on fig 1 The Biotic cycle This cycle represent the life forms of micro-organism, plant, invertebrates and humans coming together to form a proportion of the total biotic abundance of aluminium in the cycle represented in fig1. All of these cycle overlap with each other to show that aluminium is present in all food chain Exley (2003). The biospheric abundance of aluminium is an estimate and does not reflect the total amount of aluminium in the cycle Exley (2003). Aluminium in the atmosphere The atmosphere plays an important role in material transports of aluminium from land to sea. With dust deposition forming the major geochemical path way for the delivery of aluminium to the remote open waters (fig 1) aluminium is chiefly associated with mineral aerosol. With the atomic weight of 8.1 and particle size class of >1um aluminium has been used as a valuable tracer of Aeolian inputs into the ocean. Between 1.5% and 10% of Al associated with mineral aerosol is predicted to be dissolved in open waters (Maring and Duce, 1987). Aluminium in the lithosphere This is formed from both primary and secondary minerals and colloidal phase which is taken back to the atmosphere through sedimentary processes Fig1. The earth curst has a thickness of 35 to 40 km at the continent. The retentions of aluminium is extremely with 99.999% of cycled aluminium that is left in the lithosphere (REF) Dissolution and precipitation plays an important role in cycling this element and the dissolution in the aqueous phase. The activity of AL+3 in soil and groundwater is controlled by the precipitation and dissolution reactions and this ca be estimated from the PH and the activities of F and S04-2. Ion exchange plays an important role in retention mechanism for aluminium in acid to neutral Ph regimes. The Aluminium occurs in many silicate rock minerals, such as feldspar, feldspathoids, micas and many amphiboles. Aluminium in soil In weathering process, delay weathering of primary minerals leads to the deposition of sedimentary clay minerals example is alumino -silicates kaolinte and mortmorillonites. When soil goes through weather, silicon is lost more rapidly than alunimuim. In sulfate rich environments, aluminium forms sulphate minerals such as alunite. Much solid aluminium has been identified in soils and the most stable which include the hydroxide (gibbsite) and clay mineral. Aluminium level in soil solution is affected by acid precipitation due to the magnitude been higher than the level in a soil solution. The increase level of aluminium are caused by the lowered PH value of acid precipitation and also by the complexes formed by the inorganic and organic ligands. percolation of acid precipitation through the soil tends to dissolved the least stable soil minerals and raise the levels of aluminium significantly in the subsurface runoff, which ultimately finds it way into channel system of a watershed( ref15). Figure 1 -Data taken from Exley (2003) (a); Bowie et al 2007 (b) Aluminium in sediments In general estuaries environment have been observed to trap aluminium elements which is usually present in greater concentrations in river water than in sea water. Sediments near the months of rivers contain amounts of aluminium (Ref 2). Clay is the most common sedimentary aluminium bearing minerals, typically consist of alternating layers of silicon and aluminium. The general absorption of aluminium by soil and soil clays which is affected by soil acidity determines the toxicity of the element in acid soils. Example is that the present of organic matter in soil lower the Ph of the soil solution below neutral , which makes aluminium more soluble.Fulvic and humic acids act as strong agents for aluminium (Ref 9) Aluminium in Natural waters The concentration of aluminium in natural waters depends primarily on pH. Inspite of the fact that aluminium is an abundant element, they rarely occur in natural waters in concentration greater than a few tenth of a milligram per litter as long as the Ph is nearly neutral. The concentration of aluminium in sea water has been reported as 0.01mg/1, probably present as aluminium hydroxide (REF 7). The concentration of aluminium in river water can vary considerably with flow. It readily precipitates in natural water to form particulate or colloidal hydroxide; however under the turbulent conditions of high flow, it can be dissolved from suspended minerals (Ref 14). Aluminium is readily soluble at pH Conclusion The elements extreme insolubility and biogeochemical reactivity results in very low dissolved AL concentration .Although this is due to the removal from the water column. Lithospheric abundance of aluminium is quiet an indication that it is close to the living organism at about 1mm. The biospheric abundance of an element is relative to its lithosphere which shows that geochemical origin with time and also gives more accurate reflections of the mechanisms which dominate the biogeochemical cycling of those elements (ref)

Irony of The Setting in The Lottery by Shirley Jackson :: Lottery Shirley Jackson Essays

Irony of The Setting in "The Lottery" by Shirley Jackson The setting set forth by Shirley Jackson in the beginning of The Lottery creates a mood of peacefulness and tranquillity. This setting also creates an image in the mind of the reader, the image of a typical town on a normal summer day. Furthermore, Shirley Jackson uses the setting in The Lottery to foreshadow an ironic ending. First, Shirley Jackson begins The Lottery by establishing the setting. To begin, she tells the reader what time of day and what time of year the story takes place. This is important to get the reader to focus on what a typical day it is in this small town. The time of day is set in the morning and the time of year is early summer. She also describes that school has just recently let out for summer break, letting the reader infer that the time of year is early summer. The setting of the town is described by the author as that of any normal rural community. Furthermore, she describes the grass as "richly green" and that "the flowers were blooming profusely" (196). These descriptions of the surroundings give the reader a serene felling about the town. Also, these descriptions make the reader feel comfortable about the surroundings as if there was nothing wrong in this quaint town. Upon reading the first paragraph, Shirley Jackson describes the town in general. The town is first mentioned in the opening paragraph where she sets the location in the town square. She puts in perspective the location of the square "between the post office and the bank" (196). This visualizes for the reader what a small town this is, since everything seems to be centralized at or near the town square. This is also key in that the town square is the location for the remaining part of the story. The town square is an important location for the setting since the ending of the story will be set in this location. Also, Shirley Jackson creates a comfortable atmosphere while describing the residents of the town. First, she describes the children gathering together and breaking into "boisterous play"(196). Also, the children are described as gathering rocks, which is an action of many normal children. She described the men as gathering together and talking about "planting and rain, tractors and taxes"(196). Finally, she describes the women of this community as "exchanging bits of gossip"(196) which is a common stereotype of women. She creates a mood for the reader of the town and residents of this town on a normal summer morning.