Case study Example | Topics and Well Written Essays - 1000 words - 4

Case Study Example The case study clearly says that several interview board members stared at her including the Mr. Clark. In other words, the sexual harassment case of Jami started from the interview itself. The fact that someone is staring sexually at her in an obvious nature, especially in an interview like process, should have been promptly addressed. We can argue that Jami could have avoided that job since she felt some irregularities in the behaviors of the board. However, she failed to do so because of her essentialities of a job. Mr. Clark tried to exploit Jami sexually and for that purpose he has made of promises to her. Mr. Clark’s invitation of Jami for a weekend celebration was sexually motivated. His words and actions clearly show that he was trying to exploit her sexually. This is also evidenced when her boss takes her to the lake and calls her â€Å"my girl,† intending the term as a sexual reference. Moreover, he kissed her even though she resisted initially. Upon further examination of the events that took place in the weekend, it is crystal clear that Mr. Clark was trying to exploit her. According to the Employment Law in Georgia, Direct sexual conduct--an employer makes sexual advances or statements, "Quid pro quo" - job-related benefits are offered in exchange for sexual conduct, Hostile work environment--an employer maintains an overly sexual work environment etc are prohibited under the sexual harassment law in Georgia (Employment Law in Georgia). Under the Federal sex harassment law also Quid Pro Quo harassment (An employee is required to tolerate sexual harassment in order to obtain or keep a job, job benefit, raise, or promotion) is prohibited. Sexual harassment in the form of verbal, physical, or both are strictly prohibited by the federal laws (Larson- Sexual Harassment Law). In short, Mr. Clark committed serious crimes as an employer according to the state and federal laws with respect to sexual harassment

Descartes’ Meditations Essay Example for Free

Descartes’ Meditations Essay Rene Descartes is not only a known philosopher, but he also contributed significantly in the field of mathematics. It is with the same vigor and methodological reason he applied in the realm of Mathematics by which he comes to his conclusions in the Meditations. Hence, we see him going about his arguments, thoughts, opinions, and conclusions in a reasonable, methodological fashion, forming skeptical hypotheses in every step. In a way, Meditations can be regarded as a guide for the readers: it seeks to take along the reader with the meditator in his journey of the unknown and knowing. It tries to convince them to follow his step-by-step argumentation and skepticism, and to accept the obvious logical conclusion of each. Yet, although his conclusions are impressive and convincing, a crack in his reasoning might break down his arguments. The purpose of this paper then, is to examine the ideas, assumptions, and arguments presented by Descartes. However, this paper will only concern itself with the first two parts of Descartes’ Meditations (Meditation I: Of the Things Which May Be Brought Within the Sphere of Doubt and Meditation II: Concerning the Nature of the Human Mind: That It Is Better Known Than the Body). The First Meditation: Methodic Doubt In the First Meditation, Descartes cast all things into doubt. He does this by first questioning all that he knows as he remembers his senses has deceived him before. He says: All that up to the present time I have accepted as most true and certain I have learned from either from the senses or through the senses; but it is sometimes proved to me that these senses are deceptive, and it is wiser not to trust entirely to any thing by which we have once been deceived (Descartes, pg. 0). He then continues to give proof of his reasons for doubting what he knows to be true. He considers if he might be crazy, dreaming, or deceived by God or an evil genius. He reasons out that he is not mad as the mad people who imagine things when these are clearly not the case, and dismisses that possibility. He considers that when is dreaming he is convinced that what his senses perceive are real, only to find out that it was not. Finally, he thinks that perhaps an omnipotent being, God, deceives him into believing all the things around him exists even if these are not true, yet he cannot accept that because it would go against the nature of God’s goodness, hence he supposes that it is â€Å"not God who s supremely good and the fountain of truth, but some evil genius not less powerful than deceitful, has employed his whole energies in deceiving me; I shall consider that the heavens, earth, colors, figures, sound, and all other external things are nought but the illusions and dreams of which this genius has availed himself in order to lay traps for my credulity† (Descartes, pg. 33). Ending the first part, he closes with likening himself to a prisoner who while sleeping enjoys freedom but knows that it is only a dream, and is afraid to wake up. The meditator knows that he has opened a Pandora’s box of questioning and yet chooses to go back to his former beliefs for the meantime. Descartes’ method of questioning and casting all that can be questioned as being false is the underlying concept of skepticism, and his has been called methodic doubt. One by one he stripped his notions of truth so he could get to the most fundamental part, for he says he only needs one immovable point on which to build truth. Descartes’ questioning of the senses and perception is useful in order to arrive at the fundamental point of his argument which is to find what is absolute, what cannot be doubted given that he is casting everything in the sphere of doubt. We find out in the second part of the Meditations that though everything can be cast into doubt, there is one thing that cannot: his thoughts doubting themselves. No matter what happens, there is an absolute truth: that he is thinking. And he thinks, he exists. But then what is the point of all these? When does an individual begin to think? Is it not that the thinking process is facilitated by the accumulation of ideas, ideas gleaned from the dubious world through imperfect senses? Does this mean that the mad person who can comprehend his existence is as sane as the rest? It seems convenient to cast everything into doubt and the senses in question to arrive at the fundamental point of the consciousness. But what is the consciousness, where does it stem from? Does it not have a vessel? Are we to accept that we are merely floating consciousness in the abyss? Or that we are simply consciousness being deceived by an evil genius? Descartes’ Belief in the Idea of God and the Evil Genius Which brings us to Descartes’ discussion of God and the evil genius. Descartes casts everything into doubt except God, that is why he could not accept that God will deceive him. Of course this can be argued as Descartes way of trying to coax the conservative Jesuits to read and accept his arguments, for if he downright casts God into the realm of doubt as he did his body then he might be excommunicated or ordered to be killed as Galileo. Then if it is not God it must be something as powerful yet evil, the evil genius. If we follow this train of thought, does it make sense? This borders on theological argument, but why would an all powerful, all good God as believed in by the meditator allow an evil genius to deceive him? If the All powerful, all good God is indeed all powerful and all good, then he will not allow this evil genius to exist, or would he? Because then if God and the evil genius are pitted against each other, who will win if they are both powerful and so on? Also, where did this idea of an evil genius come from? It is, according to the flow of arguments in the Meditations, necessitated by the theory of being deceived. Something must be doing the deceiving, and that something must be powerful enough to paint the world and deceive the beholder. A being as powerful as that can only be God, but since it goes against God’s nature, then t must be the evil genius. But what is the cause of this evil genius? Was it not the need of the meditator for an evil genius to support his arguments? Hence, can we not argue that there is no evil genius? In the same vein, that there is no God? Descartes said: I have long had fixed in my mind the belief that an all-powerful God existed by whom I have been created as such as I am (pg. 32). He provides no reason, no proof of God’s existence but proceeds with his meditations as though this was a given. Why would it be? Is God’s existence and goodness really necessary? Can these not be cast into doubt as well? Or the thought of casting God into doubt is unspeakable? For if we will really cast everything into the realm of doubt, would not there be only the self talking to itself? Descartes’ unwillingness to put God to the test makes Descartes’ methodological reasoning biased. If Descartes is biased in his reasoning, can we accept the conclusions he has arrived at? He stubbornly holds that an idea of a perfect being is necessarily true and necessarily means that the perfect being exists for who will put that idea to him, him an imperfect being who must be incapable of conceiving anything perfect? Already there is a fallacy in his thinking, for this becomes evidently a tautological argument. But more than that, his defining this ultimate being, this perfect being as based on an idea of it throws off his arguments. What of the heavens and the sea? Of earthly things which he has ideas of also, then does it not mean that they are true because he has ideas of them? Will he point out that these are a different case because our idea of these material things are based on our perception of them through our senses? And that mythical figures such as mermaids are complex images formed out of simple things combined yet still has basis on sensory perception? Then, can we argue that his notion of an ultimate being must have come from the simple idea of an imperfect being and make that complex, let us say a carpenter who we know can build a house, and if he can build a house maybe there is a perfect carpenter who can build a world? For why would a perfect being, perfectly good, can be doubted if we so choose? The Second Meditation: Arriving at Consciousness Descartes’ argument supposes there are simple things that do not need explaining but which can be taken for truth. If there is no ultimate Being, and no evil genius, who then makes up all the illusion? The mind as the powerful deceiver, as it is the only thing that can attend to the train of his thoughts simultaneously. If we do doubt God, we will more or less arrive at the same conclusion, that the only thing that we cannot doubt is one’s own skeptical thinking. As Descartes makes clear when in the passage: is there not some God, or some other being by whatever name we call it, who puts these reflections into my mind? That is not necessary, for is it not possible that I am capable of producing them myself? I, myself, am I not at least something? But I have already denied that I had senses and body†¦ am I so dependent on body and senses that I cannot exist without these? Bu I was persuaded that there was nothing in all the world, that there was no heaven, no earth, that there no minds nor any bodies: was I not then likewise persuaded that I did not exist? †¦ but there is some deceiver or other, very powerful and very cunning, who ever employs his ingenuity in deceiving me. Then without doubt I exist also if he deceives me, and let him deceive me as much as he will, he can never cause me to be nothing so long as I think that I am something (Descartes, pg. 34). Here is saying that he thinks he is something, which lays the groundwork for: But then what am I? A thing which thinks. What is a thing which thinks? It is a thing which doubts, understands, conceives, affirms, denies, wills, refuses, which also imagines and feels (Descartes, pg. 37). Of course in this statement can be summed up the famous â€Å"I think, therefore I am†. But it is not merely thinking per se that Descartes is saying here, but rather self-awareness, or consciousness. One’s consciousness is absolute: it tells him that he does exist for certain, even if everything else is illusion. Hence, one’s consciousness implies one’s existence. The Consciousness and the Wax Argument The truth is fundamental, common sense. The consciousness needs no explaining because everybody understands what it is. But let us ask, where does consciousness come from? Perhaps this is no longer part of Descartes’ philosophy, as his thesis has been chiefly to prove that if one has consciousness then he exists. That is why the important construction of the statement, I think, I am. It is necessarily has to be the I who has understanding of being. How does one think though? Through the ideas garnered from sensory perception? To explain further, and in a way define himself better through example, Descartes turns to the analogy of the wax. Descartes asks how he knows of the wax, when its physical properties change? When its color, texture, size, shape, smell change, is it still not wax? Thus: what then did I know so distinctly in this piece of wax? It could certainly be nothing of all that the senses brought to my notice†¦ for all these are found to be changed, and yet the same wax remains†¦ (p. 39). Descartes argues that the wax does not change, but he knows it not through the senses but because he grasps the idea of the wax with his mind: But what is this piece of wax which cannot be understood excepting by the mind? †¦what must particularly be observed is that its perception [of the wax] is neither an act of vision, nor of touch, nor of imagination, and has never been such although it may have appeared formerly to be so (Descartes, p. 39). Further, he uses the wax to affirm his existence when he says that his perception of the wax no matter how distinct or indistinct only proves the existence of his mind as being the thing that processes all these, proving not the wax but the nature of his mind. In this way Descartes is actually saying that all we know, we know from the mind. That is why he believes that we know the mind better than we know the body. This not only affirms his consciousness, but also affirms Meditation I’s methodic doubt. After all, we only know the world through ideas – these ideas including dreams, concepts, images, perceptions, and memories – hence, we know the world indirectly. Also, these ideas represent something else – something that is external or separate from the self, that which we do not identify with I, making them separate from the mind as well. Since these are external to the mind, these can be illusions, false images or faulty representations. And if these ideas can be trusted, what can be but the absolute existence of the thing that conceives these ideas in the first place, the mind, the consciousness. Conclusion Descartes’ Meditations is undoubtedly an important text in history, and its methodic presentation convincing. His thesis that we could doubt everything but the existence of the self via the consciousness makes perfect sense – with or without the reference to an ultimate Being or an evil genius, as his insistence, or his inclusion of these, stains his logical arguments, for there is no logical basis for God or the Devil. But then, since these does not cripple nor in any way change the outcome of the meditations, then it could be safely dismissed as perhaps a necessary inclusion to encourage conservative readers of the time to consider a novel idea before they turn a skeptic eye on him.

Interview Report: Leadership in the Healthcare System Essay -- Intervi

Introduction Leadership is increasingly important in today's society. Many experts and scholars point out that the current leadership crisis concerns moral and character problems in many leaders (Ahn, Ettner, & Loupin, 2012; Callahan, 2004; Wright & Quick, 2011). The following interview report is intended primarily for exploration and comparison of the traits and characteristics of leadership. A leader of a clinical medicine centre was interviewed for this report. The purpose of this report is to explore the leadership characters and traits, and how they can be developed in this turbulent environment. First, I make a brief introduction regarding the background of the respondent and her working environment. The report also describes this leader's personal and subjective perceptions in relation to a literature review which investigates the traits and characteristics of leadership. The report concludes with a comparison and discussion of the results of the clinical condition on the basis of the int erview and literature review. At the same time, the report aims to put forward feasible and effective advice and specific programs for present and future leaders and managers in the health care system. Methodology 1. The respondent’s traits and characteristics This is a nearly 40-minute interview. The object of this interview is the leader of a community medical centre. This medical centre has five physicians, two nutritionists, one occupational therapist, a nurse and three service desk receptionists. This medical centre serves the community of more than five thousand patients now. After the interview, integration of the following eight items in this leader’s characteristics and traits. 1) Vision Orientation She is vision orien... ...uarterly, 22, 975-978. Retrieved from http://www.sciencedirect.com.libraryproxy.griffith.edu.au/science/article/pii/S1048984311001172#. Wright, T. A., & Goodstein, J. (2007). Character is not â€Å"dead† in management research: A review of individual character and organizational-level virtue. Journal of Management, 33, 928–958. Winning leadership traits. (2008). Partner's Report, 08(2), 10-11. Retrieved from http://search.proquest.com.libraryproxy.griffith.edu.au/docview/200656366?accountid=14543 Yeh, Q. (1995). Leadership, personal traits and job characteristics in R&D organizations: a Taiwanese case. Leadership & Organization Development Journal, 16(6), 16-26. Retrieved from http://www.emeraldinsight.com.libraryproxy.griffith.edu.au/journals.htm?articleid=1410392. Zaccaro, S. J. (2007). Trait-Based Perspectives of Leadership. American Psychologist, 62(1), 6-16.

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Have chosen the story called â€Å"Facing poverty with a rich girl's habits† by Suck Kim. She starts out with very descriptive details on how her and her family went from the white picket fence and maids to staying with people and not having much at all. Another point I believe she tried to make was that she didn't fit in very well, there were other Koreans in the school, even in the same class as her but they didn't have much in common. She had playmates but that didn't last very long she didn't speak English. Skim's purpose in writing his story was to mainly say how she lost everything in a blink of an eye and ended up over here in America.This story would be nonfiction, and I would say her audience would be the people who have been through the struggle, the ones who have been there in life. Skim's attitude comes off in the beginning as snotty, mad, an upset teenager, but when you've been through something dramatic like that you couldn't say you wouldn't feel angry. During t he middle, it seems like she learns to deal with it, and realizing its part of life but Xx far from easy, but towards the end it seems like she's more laid back ND humble about life.My outlook on this story is that it was very eye catching from the title â€Å"facing poverty with a rich girl's habits† to the very last word. It was very interesting to say the least. Knowing that unexpected things to happen in life, and that not only did she have to move but to have to learn a whole new language, a whole new culture ,and to leave everything behind that she once knew is really tough on an adult let alone a child. Eve been there many times. Overall I'd say this was one of the best stories I've read.

Influence of Christianity and Islam on Medieval Europe

CHIJIOKE MADUEWESI ID:9315 CHRISTIANITY In medieval Europe, major impacts from the fall of the roman empire still exists today. One of these religion is Christianity, which has made a staunch effect on medieval Europe. Christianity has been a major practice in Europe since the first century. It accounted for more than 76. 2% of the Europeans. Christianity introduced catholic churches in medieval Europe. These churches laid down meaningful influences, which has and is still aiding European countries till date.These churches in medieval Europe somewhat lectured people, that their souls were conceived in sin, and also, these sinful souls could be saved if only they repented. This applied evenly to everyone with no exception, including the kings and queens. These churches taught the European to be charitable, a good example can be seen in the â€Å"Story of lady Godiva†, where she was honored by the population for her charity. The church also started schools in the west, a perfect example is the kings school in Canterbury, that is still operating today despite its Age (founded in 596).The church, also Supplied hospitals for the sick, lame and injured to be catered for. These group of people, had their needs attended to by the nuns and monks of the church. Again, the church made available sanctuary for the oppressed and fugitives. ISLAM Islam, a religion with a strong pursuit for excellence wherever it finds its self. They served â€Å"Allah†, they took prayers very serious, praying five times daily, showing their zeal for righteousness and respect to â€Å"Allah†. Islam significantly were effective in different areas in the early ages of medieval Europe .They gave major influences in various aspect of Europe, as in, Art, architecture, technology, language and many others. First, many words used in Europe were derived from islam. These words are based in major sciences such as mathematics, medicine, physics etc. Some of these words include; Algo rithm derived from â€Å"Al-khwarizmis†, Algebra from â€Å"Al-jabr† etc . These words are still viable today, helping the mathematicians formulate equations in Europe. Furthermore, Arabic schools were created in Europe, in order to support the muslims in Europe to read and write in Arabic.It also functioned to teach its language to people who are willing to transform to a different religion. Several Arabic books, written by great Islamic authors, aided major developments in medicine and physics. Avicenna, a renowned muslim author, famous for his book by the name â€Å"The canon of medicine† which influenced European Medicine and is still a standard medical text book in Europe. In this book, he brought up the idea of infectious/contagious diseases, that spread easily from person to person through air-borne. This has helped doctors today to completely eradicate or vaccinate specific carriers in Europe.Also, Muhammad ibu Zakariye Razi, famous for writing books (en cyclopedias), realeased his book by name â€Å"The comprehensive Book of Medicine†, which has carefully explained the distinctions between certain diseases such as measles from chicken pox, thereby, enabling the doctors to vividly discover the symptoms that cause them, also, prevents these doctors from mixing both. In physics, another popular author, Alhazer, wrote the â€Å"Book of Optics† (Ibu al-ttaytham) it was highly notable for its development and influence on the theory of vision and light, which has made major changes in the optic world of physics in medieval Europe.In medieval Europe, Islamic arts were highly rated and decorative, thus, its high importation into Europe. Its designs featured man hunting and carvings, which indicate ancient renaissance art, which has been greatly acknowledged in Europe. However, it is fascinating to know that, home materials such as carpets and flower vase were introduced to Europe by islam. These carpets indicated wealth in Eur ope. They are still traded today, mainly by the aristocrats. Moreover, medieval Europe adopted their ideas of technology from the Islamic world.These technologies include, astronomical devices, developed and refined by the Islamic world, which Europe admired and obtained. Other examples include; gearing in water clocks and crops. ROME Rome, one of the greatest empires known, respected for its violence, army and rule. They influenced the medieval. They brought about the advent of advanced weaponry in Europe. Most of the European weapons were collected from the world of rome and transformed into mass destruction devices. The Europeans took advantage of this, and used them in wars.Today, Europe still has a standard class of weapons, used for protection in battles. Moreover, Roman civilization had an effect on the culture, language, architecture and the European government. In terms of language, the Romans spoke latin and latin is popularly spoken in Europe. They were also a major influ ence of classical architecture. In terms of religion, Constantine the great made Christianity a popular religion by restricting the killing of Christians. Now, Christianity is a major aspect in Europe.Many of the cities presently in Europe were founded by the romans and also water system works such as plumbing was introduced by the romans in Europe. Many artistic works were gotten from rome, also, symbols and logos such as; eagle wings, coat of arms normally on flags were gotten from Rome which European flags still bear nowadays. Finally, European parents now name their children with latin names such as; Paulus, Julius, maria and Julia etc. This was a major contribution from in European countries today.

Sport Development and Governance Essay

Sport Development and Governance Essay Sport Development and Governance Sociology Essay Sport Development and Governance Sociology Essay Sport development programmes have significantly developed in many higher learning institutions over the past few years. Modern colleges are using programmes to run sport activities in the United Kingdom (UK). In fact, British Universities and Colleges Sport has taken full responsibility and accountability of governing university sport in the UK (BUCS, 2015). This measure explains how essential sport is to these accredited educational institutions. Because of this, learning institutions should develop effective sport development programmes to offer sport opportunities to students. This paper outlines an appropriate sport development plan that will tackle the social problems, such as mental health, anxiety, and depression, in Lambeth Clapham College. Definition of the Problem A large number of students in the college are experiencing social problems. Like any other accredited learning institute, cases of depression, anxiety, and mental health are becoming common in this institution. According to a survey conducted in the UK, one out of roughly four undergraduate endures some form of mental affliction such as depression and anxiety (Mental Health Foundation, 2015). The majority of these students do not seek medical aid for mental health dilemmas. Perhaps, college education is quite stressful to these students in comparison to their previous high school experiences. Since the majority of the students are not able to work under extreme pressure, such a situation contributes to mental health deterioration, depression and anxiety. Significance of the Social Problem among the Students Excessive depression among these students may cause the students to simply leave the college (Boyraz et al., 2015). Those who are not able to endure the academic pressure and assignment workload may find it hard to study and concentrate in class. This situation may force them to leave school since they will feel helpless and despondent. Others may drop college with the depressing fear that they are not very sharp or brilliant in class. Because of this, the decision to abandon college generates substantial relief once made. Depressed and anxious students are more vulnerable to developing social dilemmas such as drug abuse. (Colleges, 2015) .They may use harmful drugs to probably relieve academic stress and forget their college experiences. According to the research conducted in universities of the UK, more than two thirds of students with drug abuse problems suffer from the recognisable psychotic disorder such as depression (Mental Health Foundation, 2015). This situation shows that academically depressed college students are at a greater risk of engaging in substance abuse. Persons with mental health issues, anxiety and depression are more likely to engage in excessive drinking, smoking marijuana and indulging in risky sexual behaviours (Colleges, 2015). Persons, including students, will probably engage in negative behaviour to control emotional pain. Besides, in case academic work becomes too challenging and demanding, they are more liable to have these social dilemmas since the majority have nothing else to rely on to free their minds. Interim Impacts and Desired Behavioural Change College students suffering from anxiety, mental health deterioration and depression may develop harmful habits. These common practices include poor diet, poor sleeping patterns and stress (Boyraz et al., 2015). Such behaviours obstruct student’s intra and interpersonal activities, academic and social assimilation and retention. Additionally, the form of emotional stress, an outcome of depression and anxiety among college students, may adopt physical shape and produce weakness. In some extreme cases, the physical form taken by stress may cause digestive complications and immune system vulnerability. Consequently, the mental pressure may take an emotional toll and produce anger, confusion and, to some extent, cause hysteria attacks from endless anxiety. Developing a positive mindset and participating in stress outlet is the primary behavioural change for college students suffering from depression and high levels of anxiety (Boyraz et al., 2015). The students can engage in sport development programmes where they may join a sport of their choice, for instance, football, athletics, gymnastics, etc. If a student develops a positive mindset after joining these programmes, they will handle and manage any academic stress that comes along. The students should incorporate a stress outlet to cope with routine academic pressure (Gambetta, 2007). They may change their usual behaviour of neglecting scholarly work and be in social activities instead, such as engaging in college’s intramural sport. Another behavioural change is to find co-curricular activities to ease their minds from pressure. Target Group The plan will target college youths aged 16 to 24, and it will deliver opportunities for sport activities. The approach will focus on groups of individuals regardless of their background experience, gender, age and geographic location (Nair, 2015). Besides, if youth develops active sporting behaviour while in college, they are more likely to progress through life and be professionals in their sport of interest. The youths with an interest in sport will be primary targets for the programme. For instance, the institution has individuals that have a keen interest in sport activities such as basketball, hockey, etc. It will present opportunities to those with sport talents. The implementation of the programme will allow students to explore, practice and sharpen their sport skills (Bramham, 2007). The programme will target people of all genders aged 16 to 24 within Lambeth Clapham institution and Borough. It will outline sport training programmes for men and women. Additionally, it will guarantee female’s physical, sentimental and sexual safety. It will serve to safeguard their reputation, honour, respectability and marriageability (Kremer and Moran, 2008). Sport student council will deliver programme’s pen portrait to students on a weekly basis. They will give their feedback on the programme once they participate in sport activities. Needs and Wants The college needs to have sport facilities and equipment to implement the programme. The institution should establish long-term financing sources to cater for relevant sport equipment and facilities (Kremer and Moran, 2008). The money will finance the necessary training equipment, first aid kits utilised in cases of injuries, team jerseys, etc. Moreover, the institution should establish the programme based on evidence-based models. The college should have an efficient funding management system to finance the sport facilities and equipment (Kremer and Moran, 2008). The institution needs to implement a monetary management system that is error-free since the Treasury Department will use it in financing sport equipment. Again, the failure to have an effective financial system may cause the programme to decline in the future. The college should ensure that they have a good fiscal management system that meets the financial needs of this sport programme. Barriers Disability barrier prevents students from participating in college sport. A significant number of undergraduates with impairment issues do not have experience in sport. However, this situation varies among people since some acquired disability problem from birth while others developed the defect later in life. Issues of misunderstanding and experience of how to integrate individuals with a disability in sport programme are prevalent in the learning institution (Lapchick and Lapchick, 2001). Social and cultural barriers hinder students from engaging in collegiate sport (Lapchick and Lapchick, 2001). Some students will not join sport programmes because of their religious beliefs. This group of students, especially girls, fears to participate in sport such as hockey or football since the society perceives it as a male game. Others fear to join sport because of their cultural backgrounds. For instance, Muslim students face many impediments to sport and training, including hijab bans, and religious prejudice. A significant number of people in the college do not participate in athletics because of the colour barrier. Although the issues of racial discrimination are rare in contemporary colleges, some races dominate in various types of sport (Lapchick and Lapchick, 2001). For instance, the Whites may control football or swimming clubs. Such situations may make students from other races feel neglected and rejected by sport programmes. Facilitators and Motivators The programme will utilise coaches for instructing students during the training sessions and managing appropriate kits and equipment. Coaches will ensure that students connect with members of their team since sport requires teamwork (Nair, 2015). They will experience a sense of inclusion to these teams. The qualified teacher will ensure that the programme promotes skills development among students. The plan requires students’ parents to inspire their sons and daughters to participate in sport activities. Enrolling in this programme will make them compete at a higher level and perhaps become sport professionals later in life. The programme recommends the youth to get motivation from influential sport figures. For instance, the youth can get motivation from the UK’s sport professionals or Olympians. This approach will enable them to appreciate the importance of sport for their personal development. The plan will provide games opportunities that promote personal enjoyment. Sport activities will provide personal enjoyment to college youth. Consequently, the students will improve their physical fitness through complying with the training programme and engaging in sport. Solution and Product Market Fit Dynamic clubs will offer opportunities such as safe environment for all persons to participate in games activities. They will accommodate wide opportunities for youth to engage in physical activities and sport. They will deliver sport plan for ball games, such as football, netball and basketball. They will not require any form of payment, especially for students (Gambetta, 2007). The programme will incorporate a coaching plan, which will highlight the required elements of the coaching process in a particular sport. The required principles of the coaching process are planning, conducting and assessing (Gambetta, 2007). The coach will establish short and long-term training programmes for students by using the planning principle. Comparatively, the conducting policy will require the coach to deliver the training programmes to the participants. Finally, the assessing principle will allow him to evaluate the training programme, athlete improvement and strategies of his coaching style. Equity plan is another relevant section of the programme. This procedure will highlight important strategies to guarantee that all people have a favourable opportunity to engage in sport irrespective of age, prowess, religion, cultural background or sexual orientation (Gambetta, 2007).. Holiday plan will cater for students on long-term holidays. The programme realises the significance of establishing a broad range of sport activities plan to collaborate with other notable organisations to prevent the students from falling to substance abuse (Gambetta, 2007). Additionally, the holiday plan will prevent students from getting bored during holidays and keep students who are not on internship programmes busy. Sport comprehensive programme will focus on increasing available sport activities to a certain level. Besides, it will be adjusting the physical activities to a certain extent on a weekly basis. The plan will deliver possible opportunities for students tightly held with academics to have ample time for engaging in sport (Gambetta, 2007). It will include football, basketball, tennis and netball. The swimming plan will present ample opportunities for students to exercise in the water. With this, the college will organise swimming galas that will enhance the number of college youth taking part in swimming competitions (Kremer and Moran, 2008). Besides, the newbies will have an opportunity to learn new swimming skills and perhaps become professionals. Those who complete the programme will get a certificate. Meeting Needs and Wants The programme delivers sport opportunities essential for reducing social problems such as depression and anxiety. It presents opportunities for students to participate in active sport clubs that require physical activity. According to a health survey conducted in the UK, stressed-out people involved in regular physical activity, such as sport, have fewer anxiety and depression symptoms (Mental Health Foundation, 2015). The physical exercises relieve the brain from stress and keep one’s mind away from daily pressure. Additionally, the sport is fun; it requires students to concentrate and has social significance, which is relevant for persons dwelling on depression. For instance, a student should join a dynamic club, such as football or tennis, as it will help him to reduce academic stress and any other form of abjection emerging from college activities. Participating in regular sport activities will improve students’ self-esteem, which is a decisive psychological benefit of continuous physical activity. In fact, when a person exercises, the body produces endorphins (Colleges, 2015). The chemicals communicate with brain receptors that minimise the perception of pain. Moreover, endorphins produce a positive sensation in the body, identical to that of morphine. With this, college students suffering from mental depression and any other form of psychotic illness will benefit much from this sport programme. Removing Barriers The programme integrates equity plan that presents critical approaches to allow all students irrespective of their gender, disability, age, sexual orientation or religion to have a fair opportunity to participate in sport of their choice. This practical measure will eradicate disability and colour barrier from the ongoing programme. Because of this, students will participate in sport club without fear and will have an opportunity to explore their talents and skills (Nair, 2015). With this, students will cope with issues of despair, anxiety and psychological health deterioration. Promoting Facilitators and Motivators The coaching staff will evaluate athletes performance in training and collegiate competition. They will control the teams within dynamic clubs, which allows all students to participate in sport regardless of their gender, sex orientation, race or religion. It will enhance student affiliation as students connect with their team members (Nair, 2015). The social interaction will play a significant role in drawing others to sport. For instance, a coach will act as a counsellor by settling emotional problems with the perspective that sharing anxieties with others can alleviate stress and promote calmness. A student that controls his mental health, anxiety and depression issues via sport will motivate other students with similar problems to engage in sport. With continuous participation in sport, they will acquire feelings of identity, the sense of acceptance to a team and development of social skills. The coach will sustain the motivation of youth throughout the semester. The programme will present sport opportunities that promote personal enjoyment. For instance, swimming clubs will allow the youth to experience fun with their peers, attain self-referenced skills and improve in the team. However, students can get individual satisfaction in case the activity of the team contributes to the positive outcomes, such as winning matches (Nair, 2015). The parents will motivate their sons and daughter to engage in physical fitness since sport require regular physical exercises from athletes (Gambetta, 2007). The activities will play a crucial role in enhancing athletes’ health and well-being. Borough will summon dignitary sport professionals to motivate the youth by means of presenting the benefit of engaging in collegiate sport and regular physical activities. It is also an ideal approach for stemming youth obesity within the institution. Such healthy activities will improve cardiovascular and musculoskeletal health (Nair, 2015). Because of this, they are less likely to suffer from chronic diseases such as heart ailments, hypertension and diabetes. Barclays Spaces for Sport (BS4S) Alignment Dynamic clubs will collaborate with BS4S in identifying young talents across the UK to participate in this programme (Football Foundation, 2015). The dynamic club offers an opportunity for people to engage in sport such as football, basketball, tennis and hockey. It provides a favourable opportunity for college students to determine sport areas of interest. The club will put more emphasis on football for its national marketability and overall health benefit (Nair, 2015). The coaching staff will benefit from coaching kits and equipment packs issued by BS4S. The programme aims to presents students with opportunities of participating in sport. It intends to utilise the power of sport to issue programmes that engage college youth. For instance, dynamic clubs plan will integrate football, basketball, etc. Participation in these activities will allow students to handle issues of depression and anxiety. Additionally, the programme aims to develop students’ skills such as teamwork, communication and time management (Football Foundation, 2015). It will guarantee professional coaches who will train students to improve in sport. Finally, it aims to keep the current support for sport in the college for the future. The coaching staff will continue to offer mental and physical support as the students enter the next stage of their growth and development, especially if they focus on professional sport. Delivery The Sports Development Unit (SDU) will collaborate with accredited sport institutions, including,Redditch Schools Partnership, Worcestershire County Council and Herefordshire and Worcestershire Sport Partnership, to allow more people to participate in sport and finance ball games equipment in the college. It will allow SDU to meet its objective of ensuring that college students participate in games and physical activities (Bramham, 2007). Moreover, the plan specifies clear objectives to involve and deliver a wide range of sport activities to the faculty that are reachable to all people in the institution. The plan will be viable to all persons in the college regardless of race, sexual orientation, ability and ethnicity. SDU will collaborate with notable sport institutions, such as Youth Services, Student Council and YMCA, to control and assess games activities in the college. SDU will hear students’ voices and grievances on sport. In conclusion, new colleges are incorporating sport programmes that promote overall development of the youth. Social interaction, personal enjoyment and physical fitness are essential benefits of sport presented by the sport development programme. Moreover, the plan will eradicate barriers, such as disability, ethnicity and colour, in the society. The removal of these barriers will allow students of all races, gender, sexual orientation and cultural background to participate in sport activities that the institution offers. Mostly, students with academic stress, depression and anxiety will benefit from regular sport activities. They will develop high self-esteem, social skills and physical fitness, which is significant for reduction of stress levels. Concerning this, the college can strive for the best standards of the programme by tutoring and training coaches, integrating sport into the academic curriculum and complying with the guidelines developed by interstate sport governing bod ies. This practice will facilitate the programme to have optimum benefit for all students, regardless of sexual orientation, ability, race and religion.

Free Essays on Are Women Morally Superior To Men

Critical Reading What is at Issue? In the reading, â€Å"Are Women Morally Superior To Men?† written by Katha Pollitt, the writer attempts to answer different questions. The obvious and underlying question is whether woman are morally superior to men. More specifically, the writer is bringing up the idea of â€Å"difference femenism† and asking if it really takes place. â€Å"Difference feminism† is explained as woman naturally being superior to men because of their empathy, nurturance, nonhierachial relationships, and concern for equal. With â€Å"difference feminism† the previous is true, rather than men being superier due to cultural and societal norms. So What? In this writer’s conclusion I began to understand her purpose for writing the essay. Katha Pollitt states that everyone is responsible for â€Å" the environment, a more humane workplace, economic justice, social support for children.† In turn, she asks the reader to do something to make the world a better place. I believe that her beliefs about â€Å"difference feminism† and woman superiority to men would be a part of making the world a better place, in her eyes. Therefore, I believe she wrote the essay to get us, the reader, to take on her beliefs to better our lives and the lives of others. How did I get here? I believe that the writer used a good line of reasoning and writing that helped the reader follow her though process. The essay began by setting the mood and giving some history on different sex roles. She then brought the essay to contemporary times and began explaining her philosophy or beliefs. The writer’s sentences led into each other in what I believe was an attempt to leave little room for the reader to stray from her though process. I had to stop a few times to see what I thought because I felt the writer was letting me think only of her own thoughts as they were written. What am I being asked to believe, and are the writer’s recommendati... Free Essays on Are Women Morally Superior To Men Free Essays on Are Women Morally Superior To Men Critical Reading What is at Issue? In the reading, â€Å"Are Women Morally Superior To Men?† written by Katha Pollitt, the writer attempts to answer different questions. The obvious and underlying question is whether woman are morally superior to men. More specifically, the writer is bringing up the idea of â€Å"difference femenism† and asking if it really takes place. â€Å"Difference feminism† is explained as woman naturally being superior to men because of their empathy, nurturance, nonhierachial relationships, and concern for equal. With â€Å"difference feminism† the previous is true, rather than men being superier due to cultural and societal norms. So What? In this writer’s conclusion I began to understand her purpose for writing the essay. Katha Pollitt states that everyone is responsible for â€Å" the environment, a more humane workplace, economic justice, social support for children.† In turn, she asks the reader to do something to make the world a better place. I believe that her beliefs about â€Å"difference feminism† and woman superiority to men would be a part of making the world a better place, in her eyes. Therefore, I believe she wrote the essay to get us, the reader, to take on her beliefs to better our lives and the lives of others. How did I get here? I believe that the writer used a good line of reasoning and writing that helped the reader follow her though process. The essay began by setting the mood and giving some history on different sex roles. She then brought the essay to contemporary times and began explaining her philosophy or beliefs. The writer’s sentences led into each other in what I believe was an attempt to leave little room for the reader to stray from her though process. I had to stop a few times to see what I thought because I felt the writer was letting me think only of her own thoughts as they were written. What am I being asked to believe, and are the writer’s recommendati...