Cars Versus motorcycles Essay Example for Free

Cars Versus motorcycles Essay In the united states many people buy cars and motorcycles. Some people prefer driving cars rather than motorcycles. Both are very popular types of transportation these days. Cars and motorcycles have many differences in their cost, convenience ,safety, comfort and maintenance. The first difference between cars and motorcycles are the cost. For example, people need to pay a lot of money if they want to buy or lease a car. However, motorcycles are cheaper to rent or buy. Also, cars are more convenient than motorcycles. For instance, cars can transport many people but motorcycles do not do it. Also, cars have air condition and people can listen music while they drive. Other, advantages have a car is another person can drive for someone when he is drunk. Motorcycles are most popular in young people because is most exciting, easy to parking and avoids traffic. The second important difference is safety. For example, cars have seat beats and air bags can protect the drivers. However ,in motorcycles, people only can use helmet, so drivers are fragile. Also, cars have a cage most protectors in case of accident than motorcycles. Although, the car insurance is the most expensive than motorcycles it covers all damage. Also, people in motorcycle need to use sunglasses for protect their eyes. In case of terrible accident people in motorcycle died, so cars are most safety. Other essential differences are comfort and maintenance .Motorcycles do not have comfort because seats are very awkward. However ,cars have soft seats and if it is raining people will not get wet. When people need to change oil and tires, it is very expensive. Also, cars are most difficult to repair and use a lot of gas. However ,motorcycles are too easy repair because do not have a big motor. Motorcycles are not difficult to maintain. In conclusion ,cars and motorcycles are very different in their cost, convenience, safety, comfort and maintenance. A lot of people buy cars or motorcycles, it is a very common type of transportation .Each person buys a vehicle that they like for their features.

Strategic And Coherent Approach To Management Commerce Essay

Strategic And Coherent Approach To Management Commerce Essay Human Resource Management is defined as a strategic and coherent approach to the management of an organisations most valued assets the people working there who individually and collectively contribute to the achievement of its objectives. (Armstrong, 2006) Businesses of the 21st century call upon the HR to play a greater role in achieving their objectives. HR is an indispensible tool in the successful working of any organisation and it is essential to incorporate HRM strategies in the planning of the organisation to attain its goals and objectives. Organisations now have to deal with a fast changing environment to which they need to respond quickly and innovatively while being constantly faced with a greater amount of risk than ever before. They are constantly searching for and implementing various survival strategies in this highly competitive and dynamic business world. In order to maintain a sustained effort for betterment, organisations now need to recruit people, who can find creative and intelligent solutions. Thus, the employment of an effective HR strategy that develops the organisations people is essential to facilitate the necessary changes within the business. Role of HRM: Any organisation needs to set goals for itself and strategize how these goals are to be achieved and then structure itself by deciding whom to allot this responsibility. The responsibilities of the HRM or the functions carried out by them within the organisation can be enlisted as follows: HR Planning: It is the practice by which the HRM reviews the supply of employees. They review whether the firm requires to recruit further or to reduce the number of employees depending upon the status of the firm. Job Analysis: This is the process by which the HR examines detailed information about jobs. Every available job in the firm and advertises for recruitment purposes accordingly, so as to attract skilled people. Recruitment: The HR, having advertised for jobs, receives a number of applications from which they identify and recruit suitable employees for the firm. Orientation: Once the recruitment process is over, the HR begins an induction program during which the new recruits are informed about the organisation, their background, their working methods and ethics, as well as introduce them to the other members of the organisation. Training: The next step is the development and training of the employees to equip them with technical skills, interpersonal skills and problem solving skills in order to enhance their performance and increase productivity for the company. Share Information: It becomes the responsibility of the HR to ensure that information is shared uniformly with all employees to increase their knowledge base. Appraisals: The HR evaluates the performance of the employees in periodic intervals through various methods, such as, multiple comparisons and feedbacks from co-workers and supervisors. These appraisals form the basis of the employees promotions, pay rises and other incentives. Motivation: In order to ensure the employees put in their best efforts in their respective jobs, the HR devises ways to sustain the interest of the employees and encourage them in contributing more and more to the firm. Maintain Welfare: The healthy maintenance of any organisations human resource largely depends on the working conditions, comforts and facilities provided to its employees. The HR plays a vital role in this area. They are to be readily available and pay heed to the needs of the employees, analyse their problems and find solutions to them. Retain Talent: This is done through career development, providing job security, compensation programs and skill based pay. Derecruitment: The HR discharges incapable employees to keep up with the requirements of an ever changing business environment. Labour Relations: One of the most significant roles of the HR is to ensure the smooth functioning of the firm and preventing strikes by the employees by maintaining good relations between the management and the employees. The HRM is therefore, responsible for managing the people of any organisation, as assets of that business and harmonizing their capabilities with the needs of the organisation. They encourage team spirit and coordination for smooth functioning of groups of people within the organisation. They play a key role in ensuring a long-term and sustained competitive advantage for any organisation. They are able to acquire this when the highest amount of value added is achieved by the employees and by creating a culture of innovation that is unique to the organisation. As the HRM employs methods that lead to high performance work systems, the beneficial results can be seen on the employee and the organisation end. As the employee is more involved in the organisation and grows in experience, he gains by way of job satisfaction leading to efficiency in work performance. Thus, the organization benefits as the productivity levels go up, the quality improves, more flexibility is infused into the system and finally the customer is satisfied. However, it also becomes the responsibility of the HRM to assume a more professional role, to maintain its honesty and integrity and keeping in mind at all times the interests of the customers and the employees alike. Strategic Goals and Objectives of any Organisation: Every business creates a vision for its future in order to ascertain its both short term and long term goals. This requires creative imagination. It is the strength of this imagination that powers the entire business process. However, a clear definition of the goals is required to be made in order to ensure that these objectives are attained. One of the most important goals is the performance objective and the individual performance strongly needs to be integrated with the objectives of the business. This is where the HR comes in. It is their responsibility to bring out and relate an individuals performance objectives to the performance objective of the business. While the HR challenges are greater than ever before, so too are the opportunities of the companies to excel through people strategies. (Strack et al., 2008) Competitive advantages may come from 2 kinds of sources in any organisation: Traditional ways/sources of competitive advantages Financial/economic Product capabilities Technological capability Organisational capability Generic strategies for gaining competitive advantages Cost leadership Product differentiation Search others Human Resource Management can be used to gain Competitive Advantage: The idea that individual employee performance can impact the performance of the firm positively has been studied for decades. However, the study has moved forward and put forth the notion that all the employees of a firm can together give a higher competitive advantage and bring about a greater improvement on the firms performance. This is possible only when a number of criteria are satisfied, namely, the employees are adding positively to the production, they have a unique talent or skill to offer and more importantly, the employees are not subject to replacement or substitution by technology. It is argued that employees are usually not working at their optimum levels and hence are underutilized. The HRM can play a significant role here in bringing them up to efficient levels and utilizing their potential to the optimum level by facilitating comfortable working conditions, motivating them, developing their skills and providing enhanced product knowledge through regular training, providing an organized structural base and give some amount of independence in their working and a flexible culture within the organization. This is sure to increase the output of the employees over and above the cost of such provisions. Further, the HRM can ensure better performance of the employees at the initial stage through careful selection and recruitment of qualified and skilled individuals. These skilled employees can turn out to be unproductive too unless provided with sufficient motivation. The HRM can again, motivate the employees to work harder and better by providing them with incentives that are linked to performance, which is assessed on a regular basis through evaluations of individual or groups of employees. Incentives may be provided in the form of promotions. Again, an organized structural base can be provided through tools such as, cross functional teams, job rotation and greater participation by allowing them the opportunity to freely use better ways of working. Thus, if the HRM can affect or influence the performance of the employees to maximize their output, they are in turn, improving the performance of the organisation and increasing their productivity. How is theory linked with practice? Explain with examples. The HRM today is not only responsible for managing teams of employees but also, for diversity both within the organisation and outside, constant change and increased globalisation. This is not an easy task. The HR when faced with resistance to adapt to change, ignorance by the policy makers as well as political considerations, finds it hard to employ the best HR practices in real terms. Amongst other challenges faced by the HR, we can mention those involving getting the people to accept change. The HR deals with resistance when bringing about any changes in the working methods, attitude of workers or values of the organisation. Moreover, globalisation has resulted in multicultural backgrounds of employees that pose a new kind of challenge for the HR, wherein they need to develop strategies catering to the needs of each of them. How HRM will help in developing organisational culture? Organisational Culture Focus on innovative and flexible environment The HR integrates the needs of the organisation with those of the employees and helps in developing the organisations culture by creating a positive attitude amongst the employees. Factors which the management should consider: Effective HR practices play a significant role in the economic growth of any country. In my opinion, the management needs to keep in mind that their actions have a macro level effect. The policies and training provided by them to the employees not only contribute towards the specific concern they are currently working for, but towards the nation as a whole. They are preparing individuals for the future. The professional development acquired by the employees at any particular firm carries forward to the next employment as well and remains with them for years to come. Hence, with their inputs and efforts, the HRM is not only enhancing the performance of the individual firm, but is augmenting the nations economy. Conclusion: Thus, we may conclude that organized HRM can provide a sustained economic growth and a competitive advantage when aligned with the strategic business plans of a company. à ¢Ã¢â€š ¬Ã‚ ¦ can be placed elsewhere as per need. à ¢Ã¢â€š ¬Ã‚ ¦ a misfit here I dont see the need or connection with the topic

Philosophical Justifications for Physical Education

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

Taiwan :: essays research papers

Taiwan is an island located about 100 miles from China. It was originally part of China. But in 1949, the communists seized Mainland China forcing the nationalists to retreat to Taiwan. From then on, Taiwan is also known as Free China. The leaders of Republic of China, (Free China) hoped someday that the communists will be driven out of China. Therefore, they start to build Taiwan as a military base for such purpose. However, their dreams were never accomplished, instead, their efforts turned Taiwan into a economic powerful country. This is also known as the Taiwan Miracle. There is another interesting information about Taiwan's name. Despite Free China, Taiwan also has two other names, "Taiwan" (the one we call it) and "Formosa". Let's talk about "Taiwan" first. "Taiwan" means "terraced bay" to the mountain tribal people who originally lives in Taiwan. When the immigrants from China migrated to this island 3 hundreds years ago, they kept hearing the tribal people calling (the place where the Chinese landed) "Taiwan". Therefore, they assumed that the island is "Taiwan". Formosa, on the other hand, was called by the Portuguese sailors in the 1600s. It means "beautiful island". Therefore, there are still people referring Taiwan as Formosa when they try to beautify Taiwan today. Taiwan is a sub-tropical country that that is warm most of the year. The Tropic of Cancer passes through Taiwan in the southern part. Therefore, snow is unusual to most the Taiwanese here. But there are some places up in the high mountains that do get cold enough to snow. Because the land is hot and humid, it is the best for growing rice and other farm products. The farmers in north can grow two crops of rice a year in the north and three crops a year in the south. There are mostly mountains in the north part of Taiwan while plate farmland in the south. The government of the Republic of China has some similarities to the government of the United States. The government is based on a Constitution and there is a President and Vice President. ROC has a National Assembly instead of a Congress and there are five branches of the government, legislative, executive, judicial, examination, and control. There are three major political parties and some other lesser known ones. The best party that control many resources of the country is the KMT, (Kuomintang), also known as the Nationalists. The second best party is DPP, (Democratic Progressive Party). And New Party. Well, from here I have to tell you that I am a partisan of New Party and I will interprete the three parties in MY WAY. Alright, let me give you detailed descriptions of the three

Gay, Lesbian and Bisexual Issues - Should Same-Sex Marriage Allowed ? :: Argumentative Persuasive Essays

Should Gay Couples Be Allowed to Marry?      Ã‚   Only in the states of Vermont and California are gay couples allowed to marry.   Same-sex marriage is very important with gay couples and activists in today's society.   On January 1, 2002, a bill became effective to give members of registered same-sex and opposite-sex couples the right to adopt a partner's child.   A reason why the Vermont same-sex union battle received so much nation press is because legislators were responding to a court order, while some ended up losing their jobs to same-sex unions.   Religious, government, and social groups have debated this issue and it is taking a long time for it to be resolved.   Same-sex marriage has some very distinct facts and values important to one's religion, morals, or even what his or her family thinks of the gay lifestyle.   Many Mormons oppose gay marriage because they believe offends everything religion stands for. Also, making love to another man betrays everything that is masculine and that people fear that gay people might recruit straight people to the gay lifestyle.   Many people are in favor of equal rights for homosexuals.   "They say that yes, gays should have the same rights in housing, jobs, public accommodations, and should have equal access to government benefits, equal protection of the law, etc" (Bidstrup).   Focusing more on this issue can help accelerate the outcome of recognizing same-sex marriage.   Same-sex marriages should be legalized and recognized because our government guarantees equal rights for all citizens. The government says that every citizen of the United States shall receive equal rights.   But, why did they pass the Defense of Marriage Act?   The Defense of Marriage Act prohibits the federal government from recognizing same-sex marriages; in my opinion this act is immoral and unjust because it restricts the rights of gay and lesbian citizens. The authors of Gays, Lesbians, and Family Values, Elizabeth A. Say and mark R. Kowalewski, are distinguished writers on the subject of gays and lesbians.   They both are very conservative and believe in religious rights when it comes to sexual preference.   "On September 10, 1996, the U.S. Senate passed the Defense of Marriage Act, which prohibits the federal government from recognizing same-sex marriages and allows individual states to refrain from recognizing them.

Effect of Anxiety Disorder

EFFECT OF ANXIETY DISORDER Nowadays people suffer from not only physical healt peoblems but mental problems are also quite common. Anxiety disorder is one of the mental problem which people face to handle commonly. Therefore; what is anxiety disorder ? In article of Anxiety Attacks and Anxiety Disorders explained that ;’’ Anxiety attacks( panic attacks ), are episodes of intense panic or fear’’ (2012)*. Some Effects of the anxiety disorder are faster heart beating and breathing,changing social behaviour. Firstly, one of the main effect of anxiety disorder, faster heart beating and breathing happen with increase adrenalin in human body.Because of the this health problem, people feel always warning and they don’t want to meet and see people around. therefore; this people want to be alone because they afraid if they can be disgraced. One of the point that people should care,not every faster heart beating and breathing mean anxiety disorder,faster heart beating and breathing is quite normal symptom of human being sensation;however,anxiety disorder patients have this beating immediately;moreover,without any symbol. Faster heart beating and breathing is simple and common effect of anxiety disorder problem.Secondly,it is really important and bad effect of anxiety disorder;changing human behaviour. people with anxiety disorder,assume that if they can have panic when they speak or meet someone,As    Lyness, PhD state that â€Å"people who have this illnesses,fear if others dont understand their problem;moreover, if they dont show understandablity,if others can ciriticise his or her behaviour unrighteously. Patient afraid of if they can meet misunderstanding,eventhough the anxiety problem is common,people with the illnesses feel alone and misunderstood (October,2012)**.Anxiety disorder effect of changing behaviour is affect even people social,school and family life. Finaly,effects of anxiety disorder problem are faster heart beating and changing behaviour change human life profoundly. Although it has unwell effects,it isnt unrecover illnesses,it has solution. In article Anxiety disorder,according to Mr. Lyness,PhD,steps of treatment are that Tell a parent or other adult about physical sensations, worries, or fears. Get a checkup and make sure wheather it can be physical problem. Work with a mental health professional.Get regular exercise, good nutrition, and sleep(October,2010). RESOURCES **http://kidshealth. org/teen/your_mind/mental_health/anxiety. html#a_How_Are_Anxiety_Disorders_Treated_(first one: summury from under head of How Anxiety Disorders Affect People,second paragraph.. second one(in final part) is summary of under head of What to Do in article start from second paragraph. ) ————————————————- *http://www. helpguide. org/mental/anxiety_types_symptoms_treatment. htm (Under the head of Anxie ty attacks and their symptoms,first sentence,direct quatation)

History of the Philippines

CONTRIBUTION AND ACHIEVEMENTS General Emilio Aguinaldo (January 23, 1899 – April 1, 1901) To make it easier for you to master, always remember why Gen. Emilio Aguinaldo was on the 5-peso bill (which is not used anymore, instead his head-profile is on the 5-peso coin) bearing the Philippine flag at the celebration of the Philippine Independence Day, it’s because he was the  first president  of the Philippines First Republic (a. k. a. Malolos Republic). Contributions and Achievements of Emilio Aguinaldo: * first president * youngest president – he became the country’s leader at age 28 * longest-lived president – he died when he was 94 (wow! * one of the active leaders of KKK * signed the Pact of  Biak na Bato * known as the President of the Revolutionary Government * he fought against the Spanish and American to retain our independence 2Manuel L. Quezon (November 15, 1935 – August 1, 1944) Notable facts about Manuel Luis Quezon is that, h e is known as the â€Å"Father of National Language† (Ama ng Wikang Pambansa) and he died in Saranac Lake, New York due to tuberculosis. I’ve seen his life-sized wax statue inside the Quezon Memorial Circle, it was well crafted. Contributions and Achievements of Manuel L. Quezon: first Senate president elected as President of the Philippines * first president elected through a national election * first president under the Commonwealth * he created National Council of Education * he initiated women’s suffrage in the Philippines during the Commonwealth * he made Tagalog / Filipino as the national language of the Philippines * he appears on the twenty-peso bill * a province, a city, a bridge and a university in Manila were named after him * his body lies within the special monument on Quezon Memorial Circle 3 Jose P. Laurel (October 14, 1943 – August 17, 1945)Laurel was the third to sit at the office during Japanese occupation of World War II. He was the onl y Filipino president to have been shot outside of combat. Contributions and Achievements of Jose P. Laurel: * he was considered as the legitimate president of the Philippines * he organized KALIBAPI (Kapisanan sa Paglilingkod sa Bagong Pilipinas). * he declared Martial Law in 1944 * he and his family developed the establishment of Lyceum of the Philippines 4. Sergio Osmena (August 1, 1944 – May 28, 1946) Sergio Osmena was the second president of the Commonwealth; he succeeded Quezon after his death.Contributions and Achievements of Sergio Osmena: * he was 65 when he became president– making him the oldest president to hold office * he was the first Visayan to become president * he joined US Gen. Douglas McArthur in Leyte on October 20, 1944 starting the freedom of the Philippines from the Japanese during World War II * during his time, the Philippine National Bank has been rehabilitated and the country joined the International Monetary Fund * on his time, the Bell Trad e Act was approved by the US Congress * Sergio Osmena appears on the 50 peso bill Manuel Roxas (May 28, 1946 – April 15, 1948) Roxas was the fifth president of the Philippines overall but he was considered as the third and last president under the Commonwealth and the first of the Third Republic of the Philippines. He only sat in the office for 1 year, 10 months and 18 days. Contributions and Achievements of Manuel A. Roxas: was inaugurated as the new and first president of the new Republic because the Philippines was finally free after the WW II * in his time, the country has started reconstruction from war damage and the Philippines started breathing without foreign rule * under his term, the Philippine Rehabilitation Act and Philippine Trade Act laws were accepted by the congress * he is in the 100 peso bill 6,Elpidio Quirino (April 17, 1948 – December 30, 1953) He was the vice president at Roxas time. He became president when the latter died in 1948. Contributions and Achievements of Elpidio Quirino: under his term Hukbalahap movement was active * he created Social Security Commission * he also created Integrity Board to monitor graft and corruption * in 1948, Quezon City was the capital of the Philippines * peso and dollar exchange rate at his time was 1 US = P2 7. Ramon Magsaysay (December 30, 1953 – March 17, 1957) He was born in Iba, Zambales, was a military governor, and engineer. He died on a plane crash on Dec. 1957, boarding the presidential plane named â€Å"Mt. Pinatubo Contributions and Achievements of Ramon Magsaysay: * was a chairman of the Committee on Guerilla Affairs was the first president sworn into office wearing  Barong Tagalogin his inauguration * his presidency was referred as the Philippines’ Golden Years for it was the cleanest and zero-corruption * the Philippines was ranked 2nd  in Asia’s clean and well-governed countries * he established National Resettlement and Rehabilitation Administrati on (NARRA) among his agrarian reforms 8,Carlos P. Garcia (March 18, 1957 – December 30, 1961) Another lawyer, Carlos P. Garcia was a poet, teacher, and guerilla leader too. Born from Bohol, he was the vice president of Magsaysay and secretary of Foreign Affairs for 4 years.He became president when Magsaysay died in 1957. Contributions and Achievements of Carlos P. Garcia * he was known for  Ã¢â‚¬Å"Filipino First Policy† * he established the Austerity Program focusing on Filipino trade and commerce * was known as the â€Å"Prince of Visayan Poets† and the â€Å"bard from Bohol† * cultural arts was revived during his term * was the first president to have his remains buried at the  Libingan ng mga Bayani 9. Diosdado Macapagal (December 30, 1961 – December 30, 1965) He was born in Lubao, Pampanga, Diosdado Macapagal is the father of Gloria Macapagal Arroyo, the 14thand second woman president of the Philippines.He was a lawyer and a professor, too. Contributions and Achievements of Diosdado Macapagal: * he established the first Land Reform Law * he placed the Philippines currency – peso, on the currency exchange market * he made June 12 1898 as the Philippines’ Independence Day * he signed the Minimum Wage Law * he signed the creation of the Philippine Veteran’s Bank 10,Ferdinand Marcos (December 30, 1965 – February 25, 1986) Born from Sarrat, Ilocos Norte, Ferdinand Edralin Marcos was a lawyer and Senate President for 3 years.He was president for 21 years and only quit office after the People Power Revolution. His wife,  Imelda Marcos  became quite popular in the world too. His term was the most controversial and messy one because of Martial Law and People Power although Marcos has contributed a lot of nice things in the Philippines. He was  one of the best and brightest presidents  even though their family was rumored to have embezzled public funds to Switzerland and other wealthy countrie s. Contributions and Achievements of Ferdinand Marcos: * he was the first president to win a second term * he declared Martial Law on Sept. 2, 1972 * he increased the size of Philippine military and armed forces * in 1980, GNP was 4 times greater than 1972 * in 1986, the Philippines was one of the most indebted countries in Asia * he built more schools, roads, bridges, hospitals and infrastructures than all former presidents did combined * is the only president whose remains interred inside a refrigerated crypt 11. Corazon Aquino (February 25, 1986 – June 30, 1992) The first woman president of the Philippines and the first woman president in Asia, Cory Aquino is the wife of Benigno Aquino Jr. (who was assassinated during Marcos regime).She was born in Paniqui, Tarlac Contributions and Achievements of Corazon Aquino: * was named â€Å"Woman of the Year† in 1986 by Time magazine * first woman president of the Philippines and Asia * she’s known to bring back democr acy in the country * she abolished 1973 Marcos Constitution brought the new Constitution of the Philippines * she reorganized the structure of the executive branch of government * signed the Family Code of 1987 and 1191 Local Government Code * she always initiated charitable and social activities helping the poor and the needy * she’s been cited as a modern-day Joan of Arc by many she is in the new 500 peso bill together with her husband Ninoy Aquino she has received great honors and awards such as one of: * 100 Women Who Shaped World History * 20 Most Influential Asians of the 20th  Century * 65 Great Asian Heroes * a recipient of J. William Fulbright Prize for International Understandin 12. Fidel V. Ramos (June 30, 1992 – June 30, 1998) FVR was the chief-of-staff of the Armed Forces of the Philippines before he became president. Unknown to many, he’s also a civil engineer. He brought back economic growth and stability in the country in spite of the Asian Fin ancial Crisis in 1997.He is the first and only non-Catholic president of the Philippines. Contributions and Achievements of Fidel V. Ramos * during his time, the Philippines was cited as  Asia’s Next Economic Tiger  because he brought back economic growth * the Philippines celebrated Centennial Independence in 1998 * he’s the only Filipino who received  British Knighthood  from the United Kingdom, bestowed by Queen Elizabeth II (Knight Grand Cross of the Order of St. Michael and St. George) * he led the 4th  APEC Summit held in the Philippines his â€Å"Philippines 2000† vision made the Philippine Stock Exchange one of the best in the world in the mid-90s * Death Penalty was reinstated at his time * he signed peace talks and agreement with the MNLF 13. Joseph Estrada (June 30, 1998 – January 20, 2001) Known as Erap, he was the first president who was a famous film actor. His governance had so many downs due to controversies, impeachment and slow economic growth. I think he’s the first president who has been impeached and the second one who was forced to leave the office because of People Power III in Edsa.Philippine economy was at its worst because of leadership uncertainty. Contributions and Achievements of Joseph â€Å"Erap† Estrada: * during his time, the MILF’s headquarters and camps were captured * he joined other leaders and politicians who supported against the Charter Change * was cited as one of the Three Outstanding Senators in 1989 * was among the â€Å"Magnificent 12† who voted for the termination of the Philippines and US Military Bases Agreement from Clark Airbase and Subic Naval Base 14.Gloria Macapagal Arroyo (January 20, 2001 – June 30, 2010) Gloria Arroyo, daughter of ex-president Diosdado Macapagal, was the second female president of the Philippines. She was 14 when she moved and lived in the Malacanang Palace. Oakwood Mutiny occurred on her term. There were also lots o f messy controversies against Gloria like impeachments and the Hello Garci disgrace but Gloria has known to have contributed big record for road, bridges infrastructures and higher economic growth than the past 3 presidents term did.Amid the 2008 global financial crisis, the Philippines still had an impressive GDP growth and it was so hard to keep it afloat but she did. Contributions and Achievements of Gloria Macapagal Arroyo: * second female president of the country * first and only female vice-president of the Philippines so far (to date) * first president to had oath taking outside Luzon an ex-professor of Economics at the Ateneo de Manila University where Noynoy Aduino was one of her students * an ex-classmate of former  US president Bill Clinton  at Georgetown University’s Walsh School of Foreign Service where she maintained Dean’s list status * she regained  higher economic growth than the past 3 presidents before her * Philippine economy grew at its faste st in 3 decades in 2007, GDP exceeding 7% growth * US ex-president Bill Clinton cited Gloria’s â€Å"tough decisions† because of her brilliant strategy to make the country's economy back in shape amidst the 2008 global financial crisis * Peso became the best performing currency of the year in Asia in 2007 * eVAT Law was implemented under her term * she is currently in the 200 peso bill 15 Benigno Aquino III (June 30, 2010 – present) Son of the first female president of the Philippines and Asia – Corazon Aquino, Benigno Aquino III Aquino a. k. a. NoyNoy joined the House of Representatives and the Senate before his presidency. He is the first president who is a bachelor, unmarried and has no children.Contributions and Achievements of Benigno Aquino III: * he created the no wang-wang policy and this was practiced on his inaugural address * he assigned the notable Jesse Robredo as the secretary of DILG in 2010. * he initiated the K-12 education in the Philipp ines * he renamed the Office of the Press Secretary into Presidential Communications Operations Office and appointed new officers * he signed an EO about suspension of allowances and bonuses of GOCCs and GFIs board members * has paved peace in Mindanao thru the Bangsamoro Islamic Freedom Movement * in 2012, the Philippine economy grew 7. 1% besting other South East Asian countries