Descrimination Essay Example | Topics and Well Written Essays - 1750 words

Descrimination - Essay Example As such, women, people with disabilities, people of color as well as people who are older face a many impediments to their full and active participation in the labor force of this country. The following research paper aims to explore discrimination with an eye to how this form of discrimination affects certain types of people, both within the wider society as well as within the labor market. What influences discrimination in the twenty-first century? How has society attempted to protect people from discrimination? These questions and many more will be discussed with reference to discrimination today. We now begin with an overview of the key integral for this research paper, including discrimination, prejudice and social bias. The United States has undergone quite substantial changes within the past century the country is much more diverse than it ever was. Immigration and the growth of globalization have altered the social composition of the United States of America. Today, there is a much larger percentage of people of color and visible minorities within key social institutions including government office – President Barack Obama is perhaps the most obvious example today. There is also increased the representation of visible minorities across the country in all aspects of public life – including in the police services and the education sectors, just to name a few. Changing worldwide immigration patterns have led to an increased flow of people from around the world to the United States, facilitating intercultural communication. American society has quickly become far less homogenous and cultural institutions are beginning to reflect this. Unfortunately with the changing social landscape of the United States and the changing nature of this country, the multicultural setting may lead to a rise in racism and discrimination in the twenty-first century (Cahn, 2002). Discrimination is described as

Act three of the crucible Essay Example for Free

Act three of the crucible Essay This leaves Mary Warren accused, with no way out, as Abigail expands on this statement to make it seem more realistic. Abigail has achieved what she wanted, she has gotten the attention away from herself using her accusations. The tension builds as we dont know what Abigail is going to do next and we know that she is capable of destroying peoples lives. The Puritan society meant that everything revolved around God, the girls, knowing this, found that the strongest way to act was to accuse people of being against God. It would make them look in a better light as they are doing Gods work by ferreting the evil out of the village. Danforth, Hale and Hathorne believe that God is using the girls to help the village. This constant reference to the Bible and repetition of the puritan beliefs adds to the tension as it shows that they will not doubt the messengers of God. There is also a moment of humour were Proctor forgets one of the commandments, when he is trying to prove his wifes innocence. Throughout the whole ordeal Proctor stands as the voice of reason, speaking the truth but not being heard over the tumult of lies. He voices sensible faults to Abigails accusations. When Abigail sees a yellow bird, Proctor says that he cant see it and asks Hale the same thing even though he is being quieted by Danforth as he is trying to get the words out. He asks Hale because he thinks that Hale is starting to lose faith in the reliability of the court and calls to him for back up and support. He frantically tries to tell Danforth that the girls are just pretending in order to help Mary Warren, other wise he would feel guilty for Marys fate because he brought her there and told her to face up to Abigail and to tell the truth, Theyre pretending, Mr. Danforth! . . . Theyre gulling you Mister! This again adds to the tension as everyone is shouting over each other and the anger builds. As soon as everyone has been calmed down, once more they begin to yell their accusations over each other. The tension is built in peaks and troughs to keep the audience on edge. It is first built at the beginning when the characters first come on stage. It is lulled by Hale who asks for calm, and as they discuss the proceedings rationally, it is raised once more upon the entrance of Proctor as Parris claims he is there to overthrow the court. Another raise in tension is when Proctors wife is accused of keeping poppets in the house. Proctor cannot, despite the confession of Mary Warren, convince Danforth that it did not belong to Elizabeth. Abigail becomes worried that Danforth is starting to believe Proctor and so to strengthen the girls story she pretends she can feel a cold wind which is freezing her. The other girls pick up the act quickly and can also feel the wind. Proctor knows that they are only acting but cannot convince anyone else, as the girls have done it so much they start to believe it themselves. Act three Abigail : I I know not. A wind, a cold wind, has come. (her eyes fall on Mary) Mary : (terrified, pleading) Abby! Mercy : (shivering) Your Honour, I freeze! Proctor : Their pretending! Hathorne : She is cold, Your Honour, touch her! Abigail makes several attacks like this on Mary, when her and the other girls copy everything that Mary says and the one which finally cracks her, the yellow bird story. All these fantasies which Abigail makes up adds to the tension as we do not know what will happen to Mary if she does not confess. When Mary accuses Proctor she thinks she is doing what Abigail wants her to do but it ruins Abigails plan to get rid of Proctors wife so she could be with him instead. This is the end of the climax where Proctor is so angry at the injustice of the events and terrified of what with happen to him that in a moment of outrage that seals his arrest and ultimate hanging when he shouts out, I say I say God is dead! In the video the fury of the towns people is shown as they, in a Theocracy, feel very strongly about blasphemy. Proctor has seen the truth as he says that both Danforth and himself are doomed to hell as they have both sinned, Proctor : God damns our kind especially, and we will burn , we will burn together! . . . You are pulling Heaven down and raising up a whore! Hale has had enough and says he had nothing to do with the court proceedings and the overall verdict and storms out of the court. This is the final climax that Millar was building to the end were Proctor is so angry at Abigail and the court that he doesnt care any more. When he says, I say I say God is dead! He is basically signing his own death warrant as the tolerance for blasphemy in his society was non-existent. Proctor knew this and knew this would anger everyone but he also knew that he couldnt win. The end of the scene ends in chaos, as Hale storms out, The court falls apart, symbolising the less than perfect world of the Theocracy and their entire beliefs, which do not work when people have the freedom to lie and cause such thing as murder to happen legally and with the authorisation of the courts. I think that the point Arthur Miller is trying to make is that people will only believe what they want to believe. Also, there is not a straight line drawn through right and wrong, how crime and punishment are often influenced by thoughts, feelings and individual ideals. I think he is also trying to say that good doesnt always conquer over evil no matter how superior their principals, intensions or morals are. Stephanie Moore English Crucible essay Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Muscular Leg Strength and Sprint Performance Relationship

Muscular Leg Strength and Sprint Performance Relationship 2.0 Muscular Strength vs. Single Sprint Performance Muscular strength is a physiological characteristic thought to facilitate sprint performance, mainly due to the increased ability of the muscle to generate muscular contraction during short-term high intensity activity (Baechle and Earle, 2008). Experts have defined muscular strength as the ability of a muscle or muscle group to exert maximal force against a resistance once, through the full range of motion (Newman et al., 2004). Specifically, literature has deemed the force production capabilities of the legs to be the decisive factor in improving ones ability to sprint (Thorland et al., 1987; Alexander, 1989; Dowson, 1998). For instance, an initial study by Alexander (1989) examined the correlation between leg strength and 100m sprint performance in 23 elite sprinters. For all participants, a significant relationship was found between the two variables. In support, a similar study conducted by Dowson et al. (1998) examined the relationship between leg strength and sprint performanc e in 18 elite male athletes. Again, leg strength was deemed to be a major contributor to ones ability to sprint over shorter distances of 15 and 35m. Although ample studies have investigated the relationship between muscular strength and sprint performance, with several findings recognising strength as a significant facilitator (Thorland et al., 1987; Alexander, 1989; Dowson et al., 1998), a similar investigation by Baker and Nance (1999) deduced that no measure of strength was correlated to either 10m or 40m sprint performance in Rugby League players. Moreover, Cronin and Hansen (2005) examined the relationship between muscular strength and measures of first-step quickness (5-m time), acceleration (10-m time), and maximal speed (30-m time), with all 3 measures of speed proving to be unaffected by muscular strength. It appears that studies examining the relationship between leg strength and sprint performance have produced contradictory conclusions. However more importantly, the investigations discussed above only implemented single sprint trials. Current research has identified that perhaps repeated-sprint efforts reflect a more accurate representation of the intermittent physiological demands of multiple sprint sports, rather than a single sprint (Dawson et al., 1991; Duthie et al., 2006; Oliver et al., 2007). For instance, a study carried out by Dawson et al. (1991) noted that for high intensity efforts of less than 5 seconds such as a 1RM squat or single 40m sprint test, the largest contribution to the energy demands was made by the phosphagen (ATP-CP) energy system. Moreover, Dawson et al. (1991) recognised that the contribution of the glycolytic system in ATP re-synthesis significantly increased when sprint efforts were repeated, which more accurately reflects the physiological demands of intermittent sports. This notion has since received support from other studies examining repeated sprint ability (Newman et al., 2004; Bishop and Edge, 2006). Therefore, although studies have formed contrasting opinions on the effectiveness of leg muscle strength in predicting a single sprint performance (Thorland et al., 1987; Alexander, 1989; Dowson et al., 1998; Baker and Nance, 1999; Cronin and Hansen, 2005), the validity of these investigations appears limited when considering the imprecision of using a single-sprint to assess multiple-sprint sport performers. 2.1 Isokinetic Strength vs. Multi Joint Strength Measures As discussed, it is widely recognised within the literature that RSA is more ecologically valid than a single sprint when assessing team-sport athletes (Dawson et al., 1991; Newman et al., 2004; Duthie et al., 2006; Oliver et al., 2007). Despite this knowledge, the association between muscular leg strength and repeated sprint ability has received scant consideration. However, one investigation by Newman et al. (2004) did specifically examine the relationship between isokinetic knee strength and repeated sprint ability in soccer and rugby players. Newman and colleagues reported that no measure of strength was related to RSA, thus concurring with other similar investigations (Baker and Nance, 1999; Cronin and Hansen, 2005) who albeit implemented single sprint trials. Despite Newman et al. (2004) notions, the methods employed to assess leg strength may have influenced their findings and reduced their validity. For instance, Newman et al. (2004) highlighted that the isokinetic knee exten sion test they implemented was not specific to the conditions and movement patterns performed in the sporting environment. To elaborate, Flint-Wagner et al., 2009 highlighted that isokinetic strength tests generally require participants to be placed in a position that isolates the tested muscle. Specialized apparatus then gives resistance so that no matter how much force is exerted by the participant, movement takes place at a constant speed. Although this method of testing has been established as beneficial during the injury rehabilitation process for testing a specific area or joint movement (Cardone et al., 2004), the validity of the procedure has been has been questioned in able team-sport athletes. For example, research by Duthie et al. (2006) illustrated that during sports performance, seldom does one body part work in isolation at a constant speed. Instead, Newman et al. (2004) and later Duthie et al. (2006) recognised that muscles are required to work synergistically in an i ntegrated and co-ordinated fashion. This indicates that perhaps using a multi-joint strength measure would give a more valid reflection of muscular strength in rugby players, as muscles are required to interdependently. Even so, studies evaluating the effect of leg strength on the ability to sprint have been inclined to implement laboratory based isokinetic strength measures (Adams et al., 1992; Blazevich and Jenkins, 1998; Newman et al., 2004; Kin-Isler et al., 2008). Therefore, a study examining the relationship between a multi-joint strength measure and repeated sprint ability warrants investigation. 2.2 Brief vs. Prolonged Repeated Sprint Ability In addition to the strength measure used, recent studies on RSA have begun to examine the structure of the brief RSA protocols previously implemented (Oliver et al., 2007; Rampinini et al., 2007). To elucidate, a study by Oliver et al. (2007) examined the physiological relationship between brief and prolonged repeated sprint ability protocols. They identified that the participants maximal speed significantly decreased in the latter sets of the brief RSA test, but not in the prolonged test. This suggests that the brief RSA protocol previously employed by Newman et al. (2004) will have influenced the strength/RSA correlation witnessed. For example, Newman and colleagues implemented 20 second recovery periods in the RSA test, less than the half-life of CP re-synthesis (Gaitanos et al., 1993). According to Bishop and Edge (2006) who examined the determinants of RSA in female athletes, a short recovery period between sprints induces the accumulation of H+ ions, causing a reduction in repe ated sprint ability. Therefore, if Newman et al. (2004) had implemented prolonged periods of recovery between sprints (i.e. more than the half-life of CP re-synthesis), the relative contribution of the glycolytic and phosphagen systems will have changed, which would have affected the relationship between muscular leg strength and RSA. This idea was demonstrated by Oliver et al. (2007) who indicated that a relationship between muscular strength and prolonged repeated sprint recovery could be plausible, provided the recovery was long enough for near phosphagen repletion. Furthermore, Oliver et al. (2007) theorised that although brief RSA protocols are accurate for reflecting short intense periods of play, longer periods of recovery between sprints perhaps reflect a more accurate portrayal of the recovery patterns experienced throughout the course of a whole match. This view was endorsed by Bishop and Edge (2006) who stated that a large majority of sprints experienced during intermitte nt sports are separated by rest periods long enough (> 1 min) to allow complete or near complete recovery, over double the amount of rest implemented in the majority of RSA studies (Dawson et al., 1991; Newman et al., 2004; Edge et al., 2006; McGawley and Bishop, 2006; Spencer et al., 2008). Consequently, it appears that the correlation between leg strength and prolonged RSA has yet to be adequately understood, and thus, a study investigating this relationship requires examination. 2.3 Repeated Sprint Ability Protocols In addition to the length of recovery performed, recovery mode has been shown to affect ones performance during repeated sprint exercise, making it a key component of any RSA protocol. Recently, studies have produced contrasting findings in determining whether passive or active recovery is the most beneficial in resisting fatigue. Some studies have proposed that active recovery is superior as blood muscle flow is maintained, which enhances the buffering and removal of hydrogen ions (Bogdanis et al., 1996; Toubekis et al., 2008). Conversely, other studies have indicated that active recovery negatively affects the subsequent sprint performance, by inducing fatigue and slowing the rate of PC resynthesis (Dupont et al., 2003; Spencer et al., 2006). Despite this conflict, time motion analysis has illustrated that phases of recovery in team sports typically involve some sort of active work (i.e. jogging or shuffling into defensive position) (Spencer et al., 2004; Jougla et al. 2009). There fore, active recoveries appear to represent the most valid form of recovery when testing repeated sprint performance in rugby union players. Despite this knowledge, numerous repeated-sprint studies on team sport athletes have implemented passive recovery in their protocols (Bishop et al., 2004; Edge et al., 2006). Another factor that can affect repeated sprint performance is the length of each executed sprint. Previous studies on repeated sprint ability have typically used sprint distances requiring 6 seconds of work to assess their participants (Gaitanos et al., 1993; Dawson et al., 1997; Bishop et al., 2004; Edge et al., 2005). However, Spencer et al. (2004) suggested that shorter sprint durations of 4 seconds provide a more accurate portrayal of the sprint distances typically experienced during team sports. Spencer and colleagues based this notion on their time-motion analysis of RSA patterns in elite field hockey, which is deemed by Spencer et al. (2004) to elicit similar physiological demands to rugby union. In support, other time motion analysis studies by Duthie et al. (2006) and later Deutsch et al. (2007) reported that for all rugby positions, the mean duration of sprints was 2-4 seconds. This suggests that although 6 second sprints have been widely used within the literature, they ma y not be optimal for testing RSA in team sport athletes. This may explain why recent studies on team sport athletes have begun to implement shorter distances of 3-5s in their RSA protocols (Spencer et al., 2006; Oliver et al., 2007; Spencer et al., 2008), rather than the 6 second distances previously employed. Additionally, RSA studies on team sport athletes have typically included 5-10 sprints in their protocols, as this is thought to represent the most accurate depiction of a brief intense period of play (Gaitanos et al., 1993; Dawson et al., 1997; Bishop and Spencer., 2004; Bishop et al., 2004; Edge et al., 2005; Spencer et al., 2006; Oliver et al., 2007; Spencer et al., 2008), shown in table 1. This idea was forwarded by Spencer et al. (2004) who examined the number of repeated sprints executed during a brief intense period of play in elite hockey. A brief intense period of play was defined as a minimum of three high intensity sprints, with a mean recovery duration of less than 21 s. Spencer et al. (2006) findings revealed that the majority of intense phases of play were comprised of 3-7 sprints. Therefore, based on Spencer et al. (2004) findings and the majority of previous RSA studies, 5-10 sprints appear to most accurately represent a short intense period of play in team sports. A further variable to consider when designing RSA protocols is the mode of exercise performed. Although non-motorised treadmills and over-ground sprints provide the most accurate mode of assessing RSA in team sport athletes, they have been sparsely administered within the literature (Spencer et al., 2006; Oliver et al., 2007). In contrast, Table 1 shows that the majority of RSA investigations have implemented cycle ergometers to analyse their participants (Gaitanos et al., 1993; Dawson et al., 1997; Bishop et al., 2004; Bishop and Spencer, 2004; Edge et al., 2005). Recently, experts have questioned the validity of employing cycle ergometry to assess team sport athletes, who primarily execute over-ground sprints in game situations (Fitzimmons et al., 1993; Bishop et al., 2001; Oliver et al., 2007). Therefore, it appears that although cycle ergometers may provide a convenient means for recording muscle biopsies, analysing gas samples and eliminating environmental conditions. For most f ield sports, cycle ergometers provide a poor reflection of the physiological movements typically experienced during a match. Hence, when assessing RSA in team sport athletes such as soccer, hockey and rugby players, the most valid method of assessment appears to be over-ground sprints, as used by Spencer et al. (2008) which is shown in Table 1. 2.4 Explosive Power Although the relationship between muscular leg strength and sprint performance has produced ambiguity within the literature (Thorland et al., 1987; Alexander, 1989; Dowson et al., 1998; Baker and Nance, 1999; Newman et al., 2004; Cronin and Hansen, 2005; Kin-Isler et al., 2008), recent studies have suggested that perhaps explosive power is more of an accurate determinant of sprint performance (Dowson et al., 1998; Hennessy and Kilty, 2001). Explosive power is defined as the maximal force that a muscle or muscle group can generate at high speeds, or (work/time) (Baechle and Earle, 2008). Investigations by Dowson et al. (1998) and Hennessy and Kilty (2001) have tested the effectiveness of explosive power in predicting sprint performance by implementing field based tests such as vertical countermovement jumps. Interestingly, Dowson et al. (1998) identified that the magnitude of force generated during a countermovement jump significantly correlated with the amount of speed an athlete pro duced during a single-sprint performance, indicating that explosive power could potentially be a direct predictor of sprint performance. In support, Hennessy and Kilty (2001) reported a similarly significant relationship between countermovement jumps and sprint performance in female athletes. They attributed this relationship to the stretch-shortening cycle (SSC) witnessed during a countermovement jump. To elaborate, the stretch-shortening cycle was found to mimic the eccentric-concentric contractions of the leg extensor muscles experienced during sprinting, which directly facilitated sprint performance. After reviewing the literature, it appears that studies ascertaining the relationship between explosive power and a single sprint performance have produced consistent results, as well as being valuable in terms of ecological validity (Dowson et al., 1998; Hennessy and Kilty, 2001) compared to such laboratory based strength investigations (Adams et al., 1992; Blazevich and Jenkins, 1 998; Newman et al., 2004; Kin-Isler et al., 2008). However, research has continued to solely focus on the relationship between explosive power and a single sprint, neglecting the opportunity to examine the association between explosive power and repeated-sprint ability, despite research highlighting the specificity of RSA to the patterns of play witnessed during multi-sprint sports (Dawson et al., 1991; Newman et al., 2004; Bishop and Edge, 2006; Duthie et al., 2006; Oliver et al., 2007). Subsequently, an investigation examining the effect of explosive power on brief and prolonged repeated sprint ability appears warranted in order to fully establish explosive power as the most accurate physiological predictor of RSA. Accordingly, the primary aim of current study was to examine the effect of muscular strength on brief and prolonged repeated sprint ability using a multi-joint strength measure. A secondary purpose was to ascertain if explosive power was a more valid determinant of brief and prolonged repeated sprint ability than muscular strength.

Growth of Sammy in John Updikes A&P :: A&P John Updike

The Growth of Sammy in Updike’s A & P  Ã‚  Ã‚  Ã‚  Ã‚   In the story "A&P," by John Updike, the main character Sammy makes the leap from an adolescent, knowing little more about life than what he has learned working at the local grocery store, into a man prepared for the rough road that lies ahead. As the story begins, Sammy is nineteen and has no real grasp for the fact that he is about to be living on his own working to support himself. Throughout the course of the story, he changes with a definite step into, first, a young man realizing that he must get out of the hole he is in and further into a man, who has a grasp on reality looking forward to starting his own family. In the beginning, Sammy is but a youth growing up learning what he knows about life in small town grocery store. His role models include, Stokesie, the twenty-two year-old, supporting a family doing the same job Sammy does yet aspiring to one day have the manager's position, and Lengel, the store manager who most certainly started out in the same place that Stokesie an d he were already in. Stoksie, the great role model, continues to be as adolescent as Sammy, with his "Oh, Daddy, I feel so faint," and even Sammy sees this noting that "as far as I can tell that's the only difference (between he and I)." Sammy whittles away his days looking at pretty girls and thinking about the ways of people. He hardly realizes that this is how he will spend his entire existence if he doesn't soon get out of this job. During this day that will prove to change his life, he makes the step towards his realization. He decides that he doesn't want to spend the rest of his life working at an A&P competing for the store manager's position. Sammy thinks to himself about his parent's current social class and what they serve at cocktail parties. And, in turn, he thinks about what he will be serving, if he stays at the A&P, "When my parents have somebody over they get lemonade and if it's a real racy affair Schlitz in tall glasses with 'They'll Do It Every Time' cartoons st enciled on." He must get out and the sooner the better. He is still just an adolescent who hasn't completely thought through his decision and yet his mind is made up.

Identify the important skills/techniques Essay

Identify the important skills/techniques and fitness components needed for participation in this position/role and explain why they are important.  Badminton has many vital skills, techniques and fitness components needed for participation in a singles match. First of all being that you must have good hand eye coordination. Which would enable various parts of the body to combine in producing a desired movement or sequence of movements. This occurs as a result of interaction between the body’s movement and its nervous system. The ability to produce co-ordinated movement is essential for successful performance in sporting skills. For example in badminton you need each part of your body to move in a particular way at a specific time to hit the shuttle cock back successfully and efficiently to where you want it. (Drop shot, Smash shot etc) Also another factor needed is balance. In many sports and games, the concept of balance relates to our ability to keep our center of mass over our support. An example is of a badminton player as he/she must be able to move in any direction in order to return an opponent’s shot and must therefore be in a balanced position to do so. Another important factor is agility. Which involves the performer to move in a controlled way and to change direction, turn, stop and start quickly again. As in badminton you have to be ‘quick-footed’. Which is the ability to adjust the position of the body quickly and in the correct way that is valuable to all participants in physical activities. You need agility in badminton to be able to adjust your body from one position to another in order to hit the shuttlecock. Another crucial factor is the speed of reaction. In order to be good at singles badminton you must have a good reaction time. Which is the time it takes for example to get to a shuttlecock and hit it back. Also movement time is necessary a good one. Which is the time taken between the initiation of a response and the completion of the movement. So it’s like the time taken between the badminton player deciding on the right place to on the court and his/her starting to move (initiation of the response) and making the movement to the place on the court and hitting the shuttle cock. (Completion of the movement). Also a good reaction time is needed to be good at badminton. Which is the total time between the initial stimulus, the response to it and the completion of that response to that. Which is the time taken to react to the shuttlecock on your side of the court and hit it back to the opposing side before it touches the floor. Timing is also needed for badminton in a singles match. It is the right to hit the shuttlecock. If you hit it to late you may be open to a smash shot. Timing can be influenced by internal mechanisms e.g. knowing where the shuttle is going to land. Timing is also knowing and responding to a game.  These are all equipment and court size the badminton court must be in order to be passed by the England badminton officials. Court size for singles – 44 feet long x 17 feet wide Shuttlecocks – Also known as birdies or birds. One type has feathers with a cork base, and the other is plastic with a rubber base. Rackets – Made of lightweight material like wood, plastic or metal. Court size for doubles – 44 feet long x 20 feet wide. Net height – 5 feet. The object of the badminton is to hit the shuttlecock back and forth over a net without permitting it to hit the floor in bounds on your side of the net.  Here are some general rules and terms for badminton:  1. A player may not touch the net with a racket or history body during play.  2. A shuttlecock may not come to rest or be carried on the racket.  3. A shuttlecock may hit the net on its way across during play and the rally can continue.  4. A term of service is called an inning.  5. A player may not reach over the net to hit the shuttlecock. 6. A loss of serve is called a side out.  7. In class games will be played to 15 points and a match is 2 out of 3 games.  8. Some types of shots are the lob, drop shot, smash and drive.  Here are some rules of serving in badminton:  1. A coin toss or spin of the racket determines who will serve first.  2. The serve must travel diagonally (cross court) to be good.  3. A serve that touches the net and lands in the proper court is called a let serve and is reserved, otherwise, only one serve is permitted to each court until a side out occurs. A serve that is totally missed may be tried again. 4. The racket must make contact with the birdie below the waist on a serve.  5. The server and receiver shall stand within their respective service courts until the serve is made  Section 2: Identify and describe in detail the strength of the player/participant and the effects these have on performance.   I am particularly good at doubles matches. My strengths are that I have good hand eye coordination so I can predict where the opponent is going to hit the shuttlecock back at my side of the court. The ectomorph is the best build in order to play badminton, which I am closest to out the 3 builds. I also have good agility so I can move in a controlled way to change direction, turn, stop and start again quickly. I can be seen as quick footed. Meaning I can move my whole body with freedom an with ease. I perform the important skills such as drop shot (forehand), overhand clear (forehand) and smash (forehand) and also net shots (forehand and backhand) to a reasonablely good standard. I am good with supporting other performers, in a doubles match, as I know the footwork in order to help the other performer. E.g. if the opponent in a doubles match hits the shuttlecock to the back of the court an my partner hits it I would be at the front making sure no drop shots would be able to win them there point. So I see myself as more of a defensive player making sure I am always in the opposite place to my partner. E.g. if he’s at the front I would be at the back and vice versa. I move well around the court in order to hit the shuttlecock back to my opponent as I am ‘ light footed’ and as I am agile. My body position for when I hit the shuttlecock is accurate as when it is hit I rotate my hips a bit. My timing for hitting the shuttlecock is good as most of the time I hit the shuttlecock an do not miss it. I am mostly consistent at hitting the shuttlecock back. In order to play the game well you must have appropriate fitness levels for stamina and speed. In order to get to the shuttlecock quickly and constantly without getting tired. Section3: Identify and describe in detail the weakness of the player/participant and the affects these have on performance.  I show some weakness in attacking in badminton when smashing the shuttlecock to the opponent to the back of the court it sometimes goes out of bounds. I show a limited amount of tactical awareness. As I am aware for where to go as the opponent hits the shuttlecock back. But don’t always go to where is needed in order to hit the shuttlecock back in a way that the opponent can’t smash it. The movement around the court is fine not clumsy or slow but may sometimes not be fast enough. I am sure that my footwork is fine as well as my arm action as hitting the shuttlecock and my body position is fine in order to hit the shuttlecock. I only play with my right hand as I am not as coordinated with my left hand and may miss the shuttlecock. My timing for when to hit the shuttlecock is good as I most of the time manage to hit it. My work rate in order to play badminton is ok, as effort is low. The fit components of mine including stamina and speed are reasonablely good.

Nicomachean Ethics essays

Nicomachean Ethics essays What is Aristotles Ethical Philosophy? Aristotle seemed to enjoy placing things into categories. He did this with nearly everything he could come up with. He describes humans as occupies space, reproduces, self-moving, and reasons. These qualities being what separates us from other things like animals, plants and inorganic material. On a much deeper level, Aristotle goes on to say that human beings consist of two things, a body, and a soul and they both depend on one another to survive. Aristotles view of the soul varied radically from what Platos definition was. Plato maintained that the soul and body were both separate entities that once the body died, the soul would return to the world of Forms. Aristotle, on the other hand, maintains that the soul is your bodys life force and that when your body dies, logically so does your soul. Another interesting concept that Aristotle proclaims is that all living things have souls. Every plant, every animal, and human being have souls. This is an extremely interesting concept. Th ere are many who have asked the question as to whether or not animals have emotions. It is possible, though Aristotle never clearly touches on the subject in our text, that one could derive an answer to this question based on Aristotles teachings. One could argue that the soul is the powerhouse of emotions, and thus, if all living things have them, then all living things have emotions. One would have to ask the question to themselves whether they believe in the existence of a soul before reviewing all of Aristotles views on the human being as one unit. Aristotle again breaks things down further for us; he enjoys doing this. He explains that there are three main purposes in human life: Firstly, is that the purpose of human life lies in the world we live. This group would exclude many people because most of the people in the world follow organized religion, and mo...