Discuus the Main Barriers of Participation in Sport Essays

Discuus the Main Barriers of Participation in Sport Essays Discuus the Main Barriers of Participation in Sport Essay Discuus the Main Barriers of Participation in Sport Essay Discuss: The main barriers of participation in sport According to Cryer (2008): Sports development is a form . of social intervention comprising sets of principles, processes and practices that seek to provide opportunities designed to motivate and encourage people to take part in sport and physical activity at all levels of ability and through all stages of the life cycle for a variety of personal and societal rationales. 1 Sport and physical activity is not just for those who play at a competitive level, it is inclusive of physical activity to enhance the social, mental and physical well-being of the entire population. National concerns about obesity, poor health, community cohesion and Anti-Social Behaviour (ASB) have resulted in physical activity and sport being recognised as an agent in combating many of these problems however there are still barrier elements which prevent many people from participating in sport and physical activity. There may be barriers of participation in sport for some people due to historical reasons being that there is no tradition of sports participation in a family or family generation and also could relate to certain sports being associated with prejudicial circumstances due to a historical or religious background. For example many people living in a predominantly protestant area in Northern Ireland would not participate in Gaelic Football due to racial- religious prejudices owing to a historical feud between catholics and protestants. Another recognised barrier is health related in that those who suffer from illness or disease may not have the capacity to participate in local accessible sport and also may not have the economics/transportation means to attend physical activity elsewhere that is recommended for their medical condition. Obesity, poor diet (lack of energy), disability, poor hygiene and lack of educational awareness in the benefits of physical activity are all associated with being barriers of participation in sport. Social barriers such as discrimination due to gender, age, sexual orientation and cultural differences are also a contributing factor to barriers of participation. According to the Centre for Youth Sport and Athlete Welfare: Social attitudes have meant that there has been a reluctance even to recognise that sports participation by those whose sexual orientation is anything other 1 Cryer J. (2008) www. sportdevelopment. rg. uk 1 _. . than heterosexual can be problematic. 2 Research also indicates that participation in physical activity for women, older people and those from ethnic minorities are not consistent and this may be due to factors inclusive of a lack of companionship to attend, fear of ridicule, lack of awareness of the benefits, isolation factors and also a lack of affordable childcare facilities for women with children. By far the greatest barrier is the economical exclusion of people living in poverty or with socioeconomic obstacles such as unemployment, living in large family households and one parent families. In addition to this there is the dilemma of double disadvantage if these target groups are living in a deprived urban/rural area with poor infrastructure, lack of facilities and poor transport services. This results in the further exclusion of many people and in some cases the exclusion of entire communities to participate in sport and physical activities. Sadly this is a major contributing factor to why a community becomes dysfunctional and in order to understand a community we must acknowledge the basic human needs to form and keep social connections, to develop a sense of belonging, and to furth. er increase a self-identity. The government and local authorities need to recognise the arena of inputs from local community voluntary sports/youth clubs and identify that these organisations necessitate sustainable funding to support local communities, assist to overcome barriers of participation and offer outlets for people to be socially and physically involved in sport and fitness activities. They are in a unique position to offer the basic ingredients of self-worth: knowledge, cultural diversity and awareness and can be organised to deliver programmes that engage with abilities and disabilities introducing positive identity structures. With so many barriers to overcome being historical, health related social and economical, for the effective participation of all in society, the government and local authorities need to have coherent planning and thinking in community sports development and its contributions to promoting sport and physical activity that enhances positive mental, physical and social wellbeing. 2 Brackenridge C. , Alldred P. , Jarvis A. , Rivers I. , (2008) A Review of Sexual Orientation in Sport sportscotland Research Report no. 14. for. sportscotland, Sport Northem Ireland, Sport England, UK Sport (Centre for Youth Sport and Athlete Welfare, Brunei) page 7 2 : _ _. . _1 Bibliography: Cryer J. , (2008) www. sportdevelopment. org. uk Brackenridge C. , Alldred P. , Jarvis A. , Rivers I. , (2008) A Review of Sexual Orientation in Sport sportscotland Research Report no. 114. Research study for: sportscotland, Sport Northern Ireland, Sport England, UK Sport (Centre for Youth Sport and Athlete Welfare, Brunei) page 7 . 3 . -.

Using a and an Before Words

Using a and an Before Words Using a and an Before Words Using a and an Before Words By Daniel Scocco Raphael asks: When should I use â€Å"a† and when should I use â€Å"an† before the different words? For example, should I say â€Å"a hour† or â€Å"an hour?† I stumble over this everytime and dontt know if Im getting it right, as Im not speaking and writing English natively. The Rule The rule states that â€Å"a† should be used before words that begin with consonants (e.g., b, c ,d) while â€Å"an† should be used before words that begin with vowels (e.g., a,e,i). Notice, however, that the usage is determined by the pronunciation and not by the spelling, as many people wrongly assume. You should say, therefore, â€Å"an hour† (because hour begins with a vowel sound) and â€Å"a history† (because history begins with a consonant sound). Similarly you should say â€Å"a union† even if union begins with a â€Å"u.† That is because the pronunciation begins with â€Å"yu†, which is a consonant sound. Abbreviations Deciding which version you should use with abbreviations is the tricky part. First of all you need to understand if the abbreviation is pronounced as a single word or letter by letter. While we say â€Å"a light-water reactor,† the abbreviation is â€Å"an LWR.† Similarly, you should use â€Å"an NBC reporter† (because â€Å"NBC† is pronounced â€Å"enbisi†) and â€Å"a NATO authority† (because â€Å"NATO† begins with a â€Å"ne† sound). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Rhetorical Devices for Rational WritingStory Writing 101The Two Sounds of G

Legal Reference Concepts of Contracts Coursework

Legal Reference Concepts of Contracts - Coursework Example Biblical worldview refers to human perception of the events in the world from the lens of the inerrant, perfect God. Through the perception, human beings define reality and human relationships as influenced by biblical morals and teachings. For example, biblical worldview regards natural, flawless life and the moral human activities as the work of God. In light of these arguments, all contractual successes are attributed to God while any failures are regarded as the work of evil. Sometimes failures within the context of the biblical worldview are regarded as lessons which if taken positively will avoid bad consequences of one’s actions in future. Contracts are very common and form an important part of modern law. A contract is an agreement between two or more parties, giving each side clear obligations to perform towards its success. For proper apportioning of obligations, a contract must meet all of the primary conditions such as: the parties being competent; seeking or giving out a subject matter; a legal consideration by the offeree; mutuality of agreement and of obligation (Huffman, 2012). The most important condition to the formation of a contract is consideration, which generally involves money changing hands. A definite value of the subject matter or compensation is normally an imperative element of a valid contract, and in cases where the value is not fixed, the contract must provide a clear procedure for determining the price. So it is a common principle that the contract will lack the enforcement power when the price is not specified and the strategy of arriving at the value is also lacking (Jindo, 2011). Regardless, there are clear reservations in applying the doctrine. The contemporary contract normally involves money. In biblical worldview, a contract does not necessarily involve money. Biblical scriptures say even if all the worldly elements of a contract have been met, the parties will still face problems with performing

Long-term Sources of Finance Essay Example | Topics and Well Written Essays - 3500 words

Long-term Sources of Finance - Essay Example Hence to meet the requirement of long-term capital, there are long-terms sources of finance which the business should seek for ensuring viability in their operations. Main sources are equity, debt and derivatives. While equity comes from share capital from the public and promoters, debt finance and derivatives can be procured in the form of debentures,, convertible notes, warrants etc. The share holders acquire right of ownership in the company by which they are entitled to share of profits, to vote in general meeting to elect and remove directors and pass or reject important resolutions concerning the company's management. In case of liquidation of company due to loss, the share holders may lose their money invested the shares of the company or in part in accordance with the company's liquidity position. Ordinary share form bulk of the company's capital having no special rights over the other shares. As already mentioned, in case of liquidation, the ordinary share will rank last for being paid after all other liabilities of the company are met. The management of the company may decide not to pay dividends in any one or more years for reasons of losses or any such reason. Most important feature of share form investment is that the share holders' liabilities are limited to the value of their shares and they will not be called upon to pay more than that in case of l osses incurred by the company... ThiPreference Shares This type of shares carries a right of dividend over ordinary share holders above discussed. The dividend is generally a fixed amount every year whether there is profit or not earned by the company. At the time of liquidation also, the preference share holders are paid before ordinary share holders. Preference share holders do not have voting rights but it may be exercised in case of failure to pay dividends to them. Several types of preference shares as follows. a) Participating preference shares. These share are entitled to additional dividends which may fluctuate as per profits earned by the company. b) Cumulative preference shares. If in any particular year, dividends are not paid, they are carried over and cumulative of such dividends is paid in subsequent years. c) Non-cumulative preference shares. They are so called as are not entitled to accumulate arrears of dividends. d) Redeemable preference shares. Company can redeem these shares and pay the owners a redemption price usua lly set above the par value in order to compensate them for untimely redemption. e) Convertible preference shares. Holders of theses shares have an option to convert them into other types of shares usually ordinary shares. This form of investment being less risky, carries lesser returns than ordinary shares which may be eligible for higher dividends in case of abnormal profits. Practical example of above said shares is taken from the Annual Report of M/S Reckittenkisser, Uk for 2004-05. The Annual Report says that parent company holds 4,500,000 nos 5% cumulative preference shares. The rights and restrictions of these shares are mentioned in note 16 to the report. Number of ordinary shares at the book price of m76 as at 31 December 2005, is mentioned as 722,160,934. as against

Comparing the Two Theories of Cognitive Development Essay -- Papers Ps

Comparing the Two Theories of Cognitive Development There are three main types of cognitive development. There is Piaget's theory, Vygotsky's theory and the Information processing approach. The two theories that I am going to compare and contrast are Piaget and Vygotsky's theories. There are many differences between these two theories, but there are also many similarities too. Piaget suggests that cognitive development takes place as a result of experiences which force the child to accommodate new information, creating new schemas and occasionally leading to a qualitatively different kind of thinking- moving from one stage to another, but these changes need to depend on readiness. However, Vygotsky placed more of an emphasis on the importance of social context in transforming elementary into higher mental functions, and the role of the ZPD in understanding how this transformation takes place. Piaget's theory, also known as the 'discovery learning theory', brought up two ways in which schemas became more complex, assimilation and accommodation. Assimilation is basically the process of fitting new information and experiences into existing schemas, and accommodation is the process of changing the existing schemas when new information cannot be assimilated. An example of this could be when a child has a schema "wings, beak and being able to fly" (a normal bird). Every new instance of a creature with the same characteristics is assimilated into this schema. But when that child sees an aeroplane in the sky, the child asks what it is. The aeroplane challenges the current schema. This new information cannot be assimilated into the ... ...cross cultural research based on Piagets theory. Piaget produced the first comprehensive theory of children's cognitive development. The theory has been more extensively developed than any other it has changed our ideas about children and has had a general influence on educational practice has. Also the good theories should generate research and Piaget's theory has certainly done so. Piaget's theory under emphasizes the role of language and social interaction in cognitive development. Vygotskys theory focuses on the process of cognitive development rather than the outcome, and this is harder to test. Vygotskys ideas on cognitive development have had considerable influence. Although Vygotsky produced very little direct empirical evidence, other researchers have provided support for his ideas and their application.

Tim O.Briens, the Things They Carried Critical Essay

Dan Gaumer Gaumer 1 Prof Montgomery English 104 10/22/12 Hard Times of Norman Bowker Have you ever found yourself carrying something heavy for a long period of time? Do you remember feeling pain, or wanting to drop the object because it was too much to bear? Tim O’brien’s novel, The Things They Carried, is about men in the middle of the Vietnam War just trying to survive. These men, like all soldiers, carried many things ranging from the physical items of war to the emotional and mental weight that comes along with the horrors of war. They carried all they could bear, and then some, including a silent awe for the terrible power of the things they carried. †(O’brien,7) I believe in this novel, O’brien gives many great and detailed examples of PTSD, even in his own life. This novel is more than just about the Vietnam War. It is about what a solider goes through on and off the battlefield. It’s about the art of a real war story. Most importantly it’s about what soldiers carried, physically, ment ally, and emotionally; during, before, and after the war.The soldiers that made it back home suffered from many mental issues, mainly Post Traumatic Stress Disorder(PTSD). Post-traumatic stress disorder (PTSD) is a mental health condition that's triggered by a terrifying event. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event. Many people who go through traumatic events have difficulty adjusting and coping for a while. But with time and taking care of yourself, Gaumer 2 such traumatic reactions usually get better.In some cases, though, the symptoms can get worse or last for months or even years. (Staff, Mayo Clinic,†Definition†) Thoughts of sorrow and loss overwhelm the Vietnam veterans upon their return back home. Crushed from the horror of war, they come back to even bigger disappointments and sadness. Instead of the mellow lives they lead before they left for war and the presence of warm and caring ever yday life, most of them encounter empty beds, cold family ambiance and overall loss.Already physically and emotionally defeated, they can’t seem to pick up their lives where they left off. Even in instances of supportive partners, the inevitable horrors of the war haunt them in sleep or come back to them in daydreaming. They all came back with multiple disorders, PTSD with the common symptoms. â€Å"The war was over and there was no place in particular to go† (131). Various examples of this disorder are found in a few chapters such as â€Å"Speaking of Courage† and â€Å"The Man I Killed. † For Vietnam veterans, nothing could replenish the zest for life they had before the war.According to O'Brien's text, upon their arrival home the veterans imagine, even hallucinate, what things would have been like if they had not suffered through the war. Examples of such occurrences exist in the stories â€Å"Speaking of Courage† and â€Å"The Man I Killed. â €  Norman Bowker in â€Å"Speaking of Courage† daydreams of talking to his ex-girlfriend, now married to another guy, and of his dead childhood friend, Max Arnold. He lives out over and over his unfulfilled dream of having his Sally beside him and of having manly conversations with Max.He cannot stop day dreaming and dwelling in the past. Gaumer 3 Unemployed and overwhelmed by inferiority and disappointment, Bowker lacks a motivating force for life. Emotionally stricken, he only finds satisfaction in driving slowly and repeatedly in circles around his old neighborhood in his father's big Chevy, â€Å"feeling safe,† and remembering how things used to be when there wasn’t a war. These recurring events also spring memories of the beautiful lake where Norman used to spend a lot of time with his now married ex-girlfriend Sally Kramer and his high school friends.The lake invokes nostalgic and sentimental memories both of his girlfriend and his long gone – dr owned – best friend, Max Arnold. However, now for Norman the past seems an idea, or like Max would say, that everything exists as a â€Å"possible†¦ idea, even necessary as an idea, a final cause in the whole structure of causation† (133). Thus, his ex girlfriend, his friends, the lake, the gatherings, his father and all the rest exist as ideas in Norman's head now that all of his past exists only as flickering thoughts in a big jumbled chaos in his head.All of this has symptoms of PDST all over it. He only possesses the solitary capability of bragging about the medals he won or he should have won. Even that does not bring him comfort since he imagines talking to Sally: † ‘How's it being married? ‘ he might ask, and he'd nod at whatever she answered with, and he would not say a word about how he'd almost won the Silver Star for valor† (134). Nothing fulfills Norman Bowker anymore. Instead, a terrible confusion has taken over his mind in the form of blur and chaos. He desperately needs someone to talk to: â€Å"If Sally had not beenGaumer 4 married, or if his father were not such a baseball fan, it would have been a good time to talk† (134). Unfortunately, he keeps questioning and answering himself in order to justify and compensate the loss and to make some sort of sense out of the entire situation. He loans to impress Sally with some dumb tricks of telling the exact time without even looking at a watch, just as much as he wishes for a father-son conversation. So that he can make his father proud, if nothing else, that his son won seven medals during the war.He does not have anybody to comfort him in moments of self-blame, for example when he cannot forgive himself for not winning the Silver Star because he â€Å"couldn't take the goddamn awful smell† (136). He evokes the â€Å"shit experience† from his war days. He goes on to comfort himself, by pretending what considerate thoughts his father mig ht have: â€Å"If you don't want to say anymore -,† to which immediately Norman answers himself: â€Å"I do want to†(136). He tries to maintain calm and balance-minded while thinking of being camped in the shit field.He cannot stop thinking of the cruel war incidents that he witnessed, and therefore, he cannot forget the death of his friend Kiowa, who died in an explosion in the shit field: â€Å"There was a knee. There was an arm†¦ There were bubbles where Kiowa's head should've been†¦ He was folded in with the war; he was part of the waste† (142,143, 147). Not only can Norman not stop thinking about the cruelties, but he also cannot forgive himself for letting go of Kiowa because he blames himself for not being able to save his Gaumer 5 friend's life, of which as a consequence Norman did not win the Silver Star.It seems like Norman carries the shit experience with him for life. Other characteristics of PTSD in this story are Norman's inhibited social skills. Instead of placing a fast-food order through the drive-through intercom he honks at the waitress and once he gets his order, he does not move away until after he eats his hamburger and then presses the intercom again to inform the waiters that he finished his hamburger. From this novel I’ve come to figure out the realism of the true things soldiers carry during and after the war.There is the weight of the physical items, than there are the weight of the mental issues that come along with fighting in war. Issues like PTSD, which the story of Norman Bowker gives various good examples of. And the proving the very real pain that goes along with it by him eventually committing suicide. In my opinion, in this novel, O’brien gives many examples of PTSD, even in his own life. The results of the trauma suffered in the war together with the emotional baggage: grief, terror, love, and longing, proves how PTSD can affect a soldier.

Use Google Translate for Teaching English

Imagine this: You are teaching English to a group of Spanish speakers, but you dont speak Spanish. The group is having difficulty understanding the present perfect tense. What can you do? Well, traditionally most of us have done our best to explain things in simple English and provide numerous examples. Theres nothing wrong with this approach. However, as many Spanish-speaking English teachers probably know, it can be helpful to quickly explain the concept in Spanish. Then the lesson can turn back to English. Instead of spending fifteen minutes trying to explain the present perfect in English, a one-minute explanation has done the trick. Still, if you dont speak Spanish - or any other language that your students speak - whats a teacher to do? Enter Google Translate. Google Translate offers the most powerful, free online translation tools available. This English teaching article focuses on using Google Translate to help out in difficult situations, as well as provide ideas on how to u se Google Translate in class in lesson plans. What does Google Translate Offer? Google Translate offers four main tool areas: TranslationTranslated SearchTranslator ToolkitTools and Resources In this article, Ill discuss how to use the first two: ​Google Translate - Translation, and Google Translate - Translated Search in class. Google Translate: Translation This is the most traditional tool. Enter text or any URL and Google Translate will provide a translation from English to your target language. Google Translate provides translation in 52 languages, so youll probably find what you need. Google Translate translations are not perfect, but they are getting better all the time (more about this later). Ways to Use Google Translate - Translation in Class Have students write short texts in English, and translate them into their original language. Using Google Translate for translation can help students catch grammatical errors by spotting these errors in the translations.Use authentic resources, but provide the URL and have students translate the original into their target language. This will help out when it comes to difficult vocabulary. Make sure that students use Google Translate only after they have first read the article in English.For beginners, ask students to first write short texts in their mother tongue. Have them translate into English and ask them to tweak the translation.Provide your own short text and let Google Translate into the class target language(s). Ask students to read the translation and then try to come up with the English original text.If all else fails, use Google Translate as a bilingual dictionary. Translated Search Google Translate also provides a translated search function. This tool is extremely powerful for finding accompanying content to help students take advantage of authentic materials in English. Google Translate provides this translated search as a way to find pages written in another language that focus on the search term you provided in English. In other words, if were working on business presentation styles, using Google Translate translated search I can provide some background materials in Spanish or any other language. Translated Search in Class When stuck on a grammar point, search on the grammar term to provide explanations in learners mother tongue(s).Use as a means to provide the context in learners mother tongue(s). This is especially useful if students arent familiar with the topic area. They can become familiar with some of the ideas in their own language as well as in English to help strengthen the learning experience.Use translated search to find pages on a particular topic. Cut and paste a few paragraphs out, have students then translate the text into English.Google Translate translated search is fantastic for group projects. Often youll find students dont have ideas, or are not sure where to begin. Sometimes, this is due to the fact that they arent too familiar with the subject in English. Let them use translated search to get them started.