Needs Analysis And Applied Intervention Proposal Physical Education Essay

Needs Analysis And Applied Intervention Proposal Physical Education Essay A client has agreed to take part in our case study and a needs analysis will be completed on their chosen sport. This will be split into three areas and they are psychology, nutrition and physiology. Background information of coach/ performer/ team/sport The participant is a 20 year old male cricketer who represents the Lancashire Cricket Club Academy and has been playing cricket from the age 10. The participant is an accomplished all rounder but his main strength is bowling. Therefore, the intervention proposal is based on the clients bowling. Traditionally, cricket is played in the summer where the bowlers will be required to bowl in hot and humid conditions (Burke et al, 1997). Cricket from a physiological perspective is a prolonged variable intensity team sport (Soo et al, 2007). Players are required to perform multiple bouts of intermittent exercise at near maximal effort, punctuated with intervals of low exercise intensity or rest for the duration of the match (Burke et al 1997; Shi et al, 1998). Acts of bowling, batting and fielding primarily utilize the anaerobic energy system. Players are also required to stand for long periods of time, bending, stopping and squatting. These low-moderate paced exercises require good aerobic fitness (Patel, 2010). The energy demands for fast bowling during one-day cricket suggests that fast bowlers deliver 64 deliveries (60 legal/ 4 wides or no-balls) in approximately 40 minutes. During this time bowlers are expected to run 1.9km in about 5.3miniutes at an average speed of 21.6km-h. When viewed in this context it is apparent that bowling in one day cricket is substantial (Noakes et al, 2000). Noakes Durandt (2000) researched the physiological requirements of international cricket players, they were compared against international rugby players and surprisingly very little difference in physiological attributes was found. The average sprint performance for the bowlers over 35 metres was 5.2 seconds. Therefore, when we test our client their scores can be compared to the literature. The main aim of the client is to take over 60 wickets during the upcoming cricket season where he will play 22 matches. He wants his bowling average to be under 30.00 runs per wicket. This means that he has to concede less runs every time he claims a wicket which will test his bowling accuracy. If he can perform to these expectations he will be in contention for selection for the Lancashire Cricket Club second XI. Needs Analysis From an initial interview with the client, the client identified a number of weaknesses and limitations. Figure 1 The Client felt that during the latter part of his bowling run-up he is slowing down instead of getting faster to increase momentum. His bound (jump) during the critical stage of his bowling action was not satisfactory and felt he needed to bound at a greater height. He feels that his head is falling over to the left hand side after he has delivered the ball. He needs to improve his accuracy, he feels as if the ball is controlling him rather than him controlling the ball. He has been getting reoccurring calf pains and he needs to treat it on a day to day basis. He feels pain in his left calf at the end of days play. He feels he needs to improve his arm speed to help him deliver the ball with greater velocity. He doesnt have the confidence to deliver the ball with pace and accuracy. He feels he needs to sacrifice his maximum bowling pace for accuracy He gets deflated when a batsman is dominating him during a spell of his bowling and finds it difficult to bounce back. (Anxiety and Self confidence) As the clients origin is Indian, He consumes Indian food. He feels his current diet is hindering his BMI and physique due to the increased fat intake such as fried rice and chicken tikka curries. However, he has no choice but to eat these types of foods in order to satisfy his culture and his family. Figure 2: Baseline test scores for Physiology Test Mean Score Standing Vertical Jump (cm) 59.2 Arm Power (Hand Grip Dynamometer) (kg) 51.4 10 meter sprint (sec) 1.4249 20 meter sprint (sec) 2.9066 30 meter sprint (sec) 4.8560 Figure 2 shows the baseline test scores that were carried out at the University Of Leicester cricket ground (See appendix for pictures). The hand grip dynamometer was used to measure arm power because it is widely known that hand grip strength is a possible predictor for overall body strength, including arm strength. But little information was available regarding this. Smith et al (2005) reported a correlation in grip strength and overall body strength. Our client scored a vertical jump score of 59.2cm which in comparison to the norm data for 16-20 years it is ranked as above average (Davies et al 2000). However when comparing to elite performers our client ranks in the lowest 40% for male elite athletes (Chu, 1996). It has also been reported that the average jump height for an Academy level pace bowler is 60.5cm (Gore, 2000). Figure 2 show that our client does not meet the suggested values for vertical jump. Therefore, there is a deficiency in their leg power. This supports the needs analysis about the clients bound (jump) during the critical stage of their bowling action. The client feels that they need to execute their bound at a greater height. Figure 3: Nutritional Test/food Dairy Value Mean Score Skinfold Body fat estimate Durnin and Wolmersley  (1974) Equation 19% Body mass index 14.1% Mean daily Calorie intake (non training) 2360 Mean daily Calorie intake (Training) 1458 Figure 3 shows that the bowler needs to reduce their body fat % from 19% to 12%. It has been suggested that a cricketer needs to have a body fat % of around 12-14% (Noakes et al, 2000.). Therefore, setting a weight goal would be appropriate. The target body weight formula allows you to determine your target body weight and the formula is used by athletes who want to reduce their body fat percentage (Macedonia et al, 2009). Figure 4: The Clients 5 Day Calorie intake Calories (kcal) Carbohydrates % Proteins % Fats % 30th October 2295.6 53.57 22.17 24.26 31st October 1817.4 36.73 24.66 38.61 1st November 2113 79.62 7.87 12.51 2nd November 2672.9 61.53 9.73 28.74 3rd November 1099.8 69.53 12.75 17.72 Current Non Training day intake Current Training day intake Figure 4.1: Mean intake of grams consumed for training and non training days Mean Intake in grams per day Carbohydrates Proteins Fats Non training 347.83g 84.83g 81.67g Training 163.95g 61.58g 55.6g Figure 4 and 4.1 show the clients total calorie intake, the percentage of each food category that they consume and the amount of grams they consume for each food category. Figure 5: Cunningham Formula CUNNINGHAM FORMULA: 500+ (22X FFM in kg) = RMR 500+ (22 x 63.99) = RMR Resting Metabolic Rate = 1907 KCAL Figure 5 shows The Cunningham Formula which is a prediction equation that is considered one of the best ways to estimate Resting Metabolic Rate for athletes because it incorporates body composition. This would be useful for the Bowler to calculate so he can consume the right amount of calories on his non-training days (Macedonia et al, 2009). Figure 5.1: Target Body weight Current weight: 173.8lbs Fat Free Mass: 140.8lbs Current Body Fat%: 19% Recommended Body Fat: 12% Figure 5.1 shows the target body weight the client has to achieve in order to reach the recommended body fat % value (see appendix for calculation). Figure 5.2: Target weight Formula: Target Body Weight = current fat-free mass / (1- % desired body fat) 140.8 / (1 0.12) 140.8/ 0.88 = 163.4lbs 173.8 163.4 lbs = 10.4 lbs Target weight loss= 10.4 lbs Figure 5.1 illustrates the target weight formula and shows that the bowler needs to reduce 10.4 lbs of fat free mass to reach his goal of 12% body fat (See appendix for calculation). Figure 5.3: Calories Needed to build muscle and lose fat Goal Gender Total Calories To gain Muscle Mass and lose muscle mass simultaneously Male Baseline Kcal plus 300 1907.08 kcal + 300 = 2207.08 Figure 5.3 shows the clients calorie intake for their training day. Their baseline Kcal is their RMR (see Figure 5). In order to gain muscle and lose fat the athlete has to increase their calorie intake by 300 kcal from their RMR. The revised calorie intake can be used during their training day. Therefore, the athlete has an accurate reading of the amount of calories they can consume during their training and non training days (Macedonia et al, 2009). Figure 6 Non Training Day Calorie Intake 1907 kcal: Grams (g) during Non Training Day 65% of Carbohydrates of 1907 Kcal: 1240 kcal 1240/4= 310g 12% of Proteins of 1907 Kcal: 229 kcal 229/4= 57g 20% Of Fats of 1907 Kcal: 381 kcal 381/9= 42g 3% of Micronutrients of 1907 kcal: 57 Kcal Figure 6.1 Training Day Calorie Intake 2207 kcal: Grams (g) during Training Day 70% of Carbohydrates of 2207 Kcal: 1545 kcal 1545/4= 386.2g 15% of Proteins of 2207 Kcal: 331 Kcal 331/4= 83g 12% Of Fats of 2207 Kcal: 265 Kcal 265/9= 29g 3% of Micronutrients of 2207 kcal: 66 Kcal Figure 6 and 6.1 shows the total amount of calories the Fast Bowler needs to consume during his training and non training days in order to reach his goals (See Needs Analysis, Figure 1). Figure 7: Psychology CSAI-2 Questionnaire Score Cognitive anxiety 19/36 Somatic anxiety 18/36 Self-confidence 29/36 It has been reported that for team sports, athletes should have CSAI-2 values lower than 18 out of 36 in terms of Cognitive anxiety, 16 out of 36 for somatic anxiety and they should score higher than 24 for Self Confidence (Martens et al, 2000). Our client does not meet the suggested values for somatic and cognitive anxiety (19 Cognitive, 18 Somatic). This supports the clients weakness of getting deflated when a batsman is dominating him during a spell of his bowling and how he finds it difficult to bounce back. The Clients Weaknesses The Client leg power needs to be improved (See Figure 2). The client is consuming a big proportion of fats in their diet. This can be shown in their body fat percentage and their current fat percentage intake (See Figure 4). The clients somatic anxiety is higher than it should be (See Figure 7). Identification of areas for improvement Physiology It is important for cricketers, especially bowlers, to have high levels of strength and power in their legs. Pyne et al (2006) suggested that static jump performance and arm length correlated positively with bowling speed and performance. Our client had a mean score of 59.2cm in the vertical jump test and the average for an Academy level pace bowler is 60.5cm (Gore, 2000) Therefore, we have decided to look at improving the clients leg power to improve bowling speed and performance. Our client will need to alter his diet to cope with the stresses of the intervention that will have on his body. A sustained high protein diet is needed to repair the damage inflicted on the muscles (Stevens, 2010). Nutrition Having a low body fat percentage is important in modern day Cricket due to the high physical demands of the sport. Noakes Durandt (2000) suggested that fast bowlers need to have a body fat percentage of around 12-14%. Our client falls short of this target (See Figure 3). It has been reported that fast bowlers in particular, benefit from low levels of body fat. A lower body fat composition helps a bowler, bowl faster, be more agile, have increased stamina so they can bowl for longer spells and be more tolerable of the heat (Meltzer et al, 2005). In terms of carbohydrates our client needs to consume 60-70% of their daily energy intake. In the 5 days assessed our client reached that value for 3 of the 5 days (see figure 4). In terms of the clients protein intake, the recommended percentage for athletes is about is 12-15% or 1.4-1.7g protein. Kg-1 body mass. Day -1. In the 5 days assessed our client exceeded the recommended value for 2 of the 5 days and they were under the value from 2 of the 5 days. Protein is important for strength athletes assuming that the total energy intake is sufficient to cover their high daily expenditure and the remaining energy is provided by fats (Lemon et al, 1991). Psychology We are looking at lowering our clients anxiety levels and primarily focusing on lowering his somatic anxiety. It is recommended for any sport a player needs to score 18/36 or higher for the CSAI-2 questionnaire (Martens et al, 2000). The client scored in the CSAI-2 Questionnaire. Therefore, we are primarily looking at lowering his somatic anxiety. However, the proposed intervention should decrease cognitive anxiety which is borderline to what is required at present. Anxiety has a negative effect on performance. This is explained by a process called the processing efficiency theory (Eysenck et al, 1992). The theory states that when an athlete becomes anxious, the athlete strives to work harder and exerts an increased effort in order to overcome their anxiety. The increased effort has a detrimental effect in their execution of their technique. There gets to a point where the athlete cant cope with the psychological rigors of carrying out the skill and ends up giving up. Therefore, we n eed to lower our clients somatic anxiety as it will improve our clients physiological responses. Communication Model and Outline of Intervention The information regarding the intervention will be passed onto our client via weekly meetings. A meeting will take place before the intervention and will involve us, the client and the coach; we will discuss whether the client wants the coach present. The logistics of the intervention and how the intervention will improve the clients performance will also be discussed at the meeting. The Intervention will be over 8 weeks and involve plyometric training. The reason for having the intervention for 8 weeks is because it has been reported that to get any improvement in performance at least 8 weeks of plyometric and strength training needs to be completed (Fletcher, 2004). Plyometrics are being used to develop leg power as it has been widely reported that plyometrics has improved leg strength (Blakely et al, 1987). To lower the clients anxiety levels he will undertake relaxation techniques including self talk and goal setting techniques as they have been found to lower anxiety (Fletcher et al, 2001). The client will have the freedom to undertake these techniques anytime during the intervention when the client and the coach feel necessary. The client will also use imagery when he feels his technique is declining due to the batsman dominating them during a spell of bowling. This will help reduce the clients anxiety which is having a negative effect on his technique. Imagery helps re-run the predicted patterns of movements and this will make the client more comfortable to a real life bowling situation (Hale et al, 1998). The client will be given a food diary at the beginning of the 8 week intervention so they can complete it accordingly. This will be reassessed after the 8 week intervention to see if they have been following the recommended calorie intake values for training and non training days (see figure 6 and 6.1). They will also be given a rough eating plan on their training and non training days. They dont have to follow it specifically but it gives them a guideline on what types of food they need to consume. (See appendix for eating plans) Data gathered from the intervention along with pre and post testing will be shown to the client. If the client wants his coach to analyse the data then it will be provided for the coach to examine. Before testing, written informed consent and a medical history questionnaire were completed by the participant (Copies can be found in the appendix). Interaction of intervention with other aspects of performance It has been reported that strength training has an effect on anxiety. Tsutsumi et al (1998) reported that a group of athletes undertook strength training and found out they had lower levels of anxiety compared to a group who didnt take part in any strength training. The introduction of plyometrics training will improve his leg power which in turn will improve his sprint speed (Maulder, 2004). Research suggests that consumption of certain foods intervene the performance of certain physiological parameters. The Vo2 max and body fat percentage was measured in elite South African cricketers; 56.ml.kg.min 13% body fat (Noakes et al, 2000). We also are aware that any improvements in performance could be down to any of the exercises that the client completes during the intervention

A Seperate Peace :: essays research papers

Devon is a safe haven away from the rest of the world. A war is going on, but at Devon the boys are playing around a river and creating new games like blitzball and not worrying about the problems boys only a few years older than them are facing. Devon is at peace, separate from the fighting and loss many people in the world are facing while Finny, Gene, and other boys are forming a special club just for their group of friends. At Devon the boys know about the war and even have people coming to get them to enlist, but still the war does not hit home. They are still at peace and do not see the reality of the war. What they see are mostly videos brought to them to encourage them to enlist, and those do not come close to showing then the true terror of war. At the beginning of the novel, the boys have not yet been drafted like those a few years ahead of their class. They have not trained for war, and most do not see it as much of a threat. A few boys are ready to enlist, and some do not even consider it. Phineas says he does not even believe there is a war at all, and he partly convinces Gene of this idea as well. The war doesn’t hit any of them until Leper, the first to enlist, goes to war and comes back a complete mess. Although not children, they are not quite adults, and they share a rare time of carefree play that is completely isolated from the war. These young boys are separate from the reality of the world while they continue their studies just as they had always done, with the only difference being an extra school session in the summer. They have no concept of the danger many people are facing. At such a young age, the war seems so distant and unreal, maybe even fake. According to Witherington, "War is only make-believe on the fields and rivers of Devon.

Business Studies with Specialisms Essay

Discuss the characteristics of the scientific method which makes it superior over other methods as a means of obtaining new and reliable knowledge Introduction Marketing research has borrowed liberally from other disciplines; this is not surprising because research methodologies and techniques have application over many fields of study. Like other emerging disciplines, marketing research theory has been developed by creative adaptation rather than blind adoption. The extent to which marketing theory has been built on borrowed concepts was noted some years ago by the Marketing Science Institute of America. Historically, most sciences started by borrowing their conceptual approach and general theoretical ideas from other sciences. Joyce1 has observed that: Market research is not a practice or study isolated from other practices or studies. It has drawn freely from certain expert academic fields and will no doubt continue to do so. Further, market research organisations make use of people with expert, specialist training – especially from those fields known broadly as ‘the social sciences ‘ – both as staff members and consultants. It took a long while to determine how is the world better investigated. One way is to talk about it. For example: Aristotle, the Greek philosopher, stated that males and females have different number of teeth, without bothering to check; he then provided long arguments as to why this is the way things ought to be. This method is unreliable: to determine whether a statement is correct it requires evidence. Debating over a subject or putting an argument forward does not qualify as proof. Consideration of the history of research methods requires a look at the history of science. What is Science? A basic question asked by many and answered in almost as many ways. Early roots of science begin with Plato (427-347 B.C.) and his search for everlasting truth and reality. James Randi2 defines science as: ‘a careful, disciplined, logical search for knowledge about any and all aspects of the universe, obtained by examination of the best available evidence. What’s left is magic. And it doesn’t work.’ We can define science as a methodical approach to the acquisition of knowledge. This important word distinguishes how a scientist works from how people learn about the world. Ross Koning3 has some personal observations: ‘Creation must have occurred because life was not always here. Science is merely saying creation was not sudden and is still on-going. Science does not deny existence of God, God just cannot be tested scientifically. Scientists are commonly very religious. Science is the acquisition of truth.’ Modern science is an amazing phenomenon, and curiosity of how it works will continue to occupy people’s minds. The Scientific Method On a broad level, science is a methodology for attaining knowledge, where knowledge is a form of belief distinct from mere opinion or uninformed guesswork. Science is not the knowledge gained through the approach; hence, knowledge can be gained through a variety of ways. Science seeks out better ways of representing our experiences. The experiences and their representation in a system of beliefs are termed, respectively, observation and theory. Recognizing that personal and cultural beliefs influence both our perceptions and our interpretations of natural phenomena, the aim is through the use of standard procedures and criteria to minimize those influences when developing a theory. A better approach is to do experiments and perform careful observations. The results of this approach are universal in the sense that they can be reproduced by any skeptic. It is from these ideas that the scientific method was developed. What is the â€Å"scientific method†? The scientific method is the best way yet discovered for scrutinizing the truth from lies and delusion. It is based upon evidence rather than belief. This distinguishes science from faith. The scientific method revolves around the following key steps: 1. Observe some aspect of the universe 2. Invent a tentative description, called a hypothesis, that is consistent with what you have observed 3. Use the hypothesis to predict the existence of other phenomena, or to predict quantitatively the results of new observations 4. Perform experimental tests of the predictions and modify hypothesis 5. Return to step 3 to ensure of no discrepancies between theory and experiment. The scientific method is founded upon direct observation of the world around us. A scientist looks critically and attempts to avoid all sources of bias in this observation. But more than looking, a scientist measures to quantify the observations; this helps in avoiding bias. Which of these lines is longer? The both lines are the same length, though human bias might generate belief that one is longer than the other. The scientific method attempts to minimize the influence of bias or prejudice in the experiment when testing a hypothesis or a theory. The next part of the scientific method is to form a hypothesis. This is merely an educated guess. You examine the literature on the subject and gather as much knowledge from books as possible to begin to arrive at an answer. This tentative answer†¦this best educated guess†¦is your hypothesis. There is one important aspect to the hypothesis. It must be rejectable. There must be a way to test the possible answer to try to make it fail. If you design an untestable hypothesis, then science cannot be used to help you decide if it is right or not. For example: you hypothesis that ‘God is awake’. There is no way to test your hypothesis scientifically; therefore, there is no way to make it fail. If the experiments bear out the hypothesis it may come to be regarded as a theory, which then provides rational statements that explain a phenomena. This theory produces explanations to observations and predictions are made. To a scientist a theory is a conceptual framework that explains existing observations and predicts new ones. On the other hand, if the experiments do not bear out the hypothesis, it must be rejected or modified. Prediction is a way to put the hypothesis to a test. The prediction has three parts: 1. If my hypothesis is true†¦ 2. Then_____ should happen 3. When_____ is manipulated The manipulation is what you knew would likely falsify your hypothesis. If this prediction holds then you will not be able to reject your hypothesis. If this prediction does not hold then you will reject your hypothesis. The scientific method requires that an hypothesis be ruled out or modified if its predictions are clearly and repeatedly incompatible with experiment tests. In every experimental science, ‘experiment is supreme’ and experimental verification of hypothetical predictions is absolutely necessary. Experiments may test the theory directly or may test for consequences derived from the theory using mathematics and logic. The necessity of experiment also implies that a theory must be testable. Theories which cannot be tested, because, for instance, they have no observable ramifications, do not qualify as scientific theories. One of the key factors of scientific method is that the theory must be falsifable. Sir Karl Popper (1902-1994): Falsificationism (1993) Demarcation Criteria: Science is divided from psuedo-science or â€Å"myth† by making statements which are potentially falsifiable. When a hypothesis passes the test it is adopted as a theory it correctly explains a range of phenomena it can, at any time, be falsified by new experimental evidence. When exploring a new set or phenomena scientists do use existing theories, however, it is always kept in mind that the old theories might fail to explain the new experiments and observations. In this case new hypotheses are devised and tested until a new theory emerges. A theory is accepted not based on the prestige or convincing powers of the proponent, but on the results obtained through observations and experiments which anyone can reproduce. Most experiments and observations are repeated many times. If the original claims are not verified the process returns to the origin of such discrepancies. Epistemology is the branch of philosophy that studies knowledge. It attempts to answer the basic question: what distinguishes true (adequate) knowledge from false (inadequate) knowledge? Practically, this question translates into issues if scientific methodology: how can one develop theories or models that are better than competing theories? It is possible to construct a useful and reliable model for understanding scientific reasoning, known as the â€Å"Hypothetico-Deductive† model. The heart of the â€Å"Hypothetico-Deductive† model is deductive reasoning (induction plays a role primarily in generating laws about observations that are then deduced from theory, such as the law of multiple proportions). According to the H-D model, hypotheses and theories are sets of general principles that are said to explain and predict observable results. A theory is successful insofar as observable consequences can be deduced from those general principles and statements. When a positive instance of a predicted observation occurs, it is said to confirm that theory. Deductive and Inductive Thinking In logic, two broad methods of reasoning are referred to: the deductive and inductive approaches. Deductive reasoning works from the more general to the more specific. Sometimes this is informally called a ‘top-down’ approach. The process may begin with thinking up a theory about our topic of interest. We then narrow that down into more specific hypotheses that we can test. We narrow down even further when we collect observations to address the hypotheses. This ultimately leads us to be able to test the hypotheses with specific data – a confirmation (or not) of our original theories. Inductive reasoning works the other way, moving from specific observations to broader generalizations and theories. Informally, it is often known as a â€Å"bottom-up† approach. In inductive reasoning, the process begins with specific observations and measures, then patterns and regularities are detected, formulating some tentative hypotheses that we can explore, and finally end up developing some general conclusions or theories. Inductive reasoning, by its very nature, is more open-ended and exploratory, especially at the beginning. Deductive reasoning is narrower in nature and is concerned with testing or confirming hypotheses. Even though a particular study may look like it’s purely deductive (e.g., an experiment designed to test the hypothesized effects of some treatment on some outcome), most social research involves both inductive and deductive reasoning processes at some time in the project. The two graphs above can be assembled into a single circular one that continually cycles from theories down to observations and back up to theories. Even in the most constrained experiment, the researchers may observe patterns in the data that lead them to develop new theories. Comparison of Properties Deduction 1. In a valid deductive argument, all of the content of the conclusion is present, at least implicitly, in the premises. Deduction is nonampliative 2. If the premises are true, the conclusion must be true. Valid deduction is necessarily truth preserving. 3. If new premises are added to a valid deductive argument (and none of its premises are changed or deleted) the argument remains valid. Deduction is erosion-proof. 4. Deductive validity is an all-or-nothing matter; validity does not come in degrees. An argument is totally valid, or it is invalid Induction 1. Induction is ampliative. The conclusion of an inductive argument has content that goes beyond the content of its premises. 2. A correct inductive argument may have true premises and a false conclusion. Induction is not necessarily truth preserving. 3. New premises may completely undermine a strong inductive argument. Induction is not erosion-proof. 4. Inductive arguments come in different degrees of strength. In some inductions the premises support the conclusions more strongly than in others. Source: Introduction to the Philosophy of Science. Merilee H. Salmon, John Earman, Clark Glymour, James G. Lennox, Peter Machamer, J.E. McGuire, John D. Norton, Wesley C. Salmon, and Kenneth H. Schaffner. Englewood Cliffs: Prentice Hall, 1992. Available: http://dharma-haven.org/science/myth-of-scientific-method.htm Non-Scientific Sources 1. Common Sense People often refer to their knowledge and skills as common sense. It is good sense in everyday affairs. For example: The old farmer didn’t have much education but had always gotten along on a lot of common sense. He is hopeful that in the event of another war the world powers may summon enough common sense to avoid mass atomic destruction. Having a practical intelligence in different situations can derive knowledge that is of immense value. This practical intelligence has been gained naturally from the individual’s experience throughout their life and cannot be applied to any education or training. The experiences that an individual has been through during their life may affect their ability to produce unbiased knowledge. 2. Trial and Error Trial and Error is a method of learning by trying out different responses to a new situation until one response is successful. The desired result is then played on for future use and noted by the researcher. It can be quite a time consuming activity, however, similar problems in the future may benefit from the experiment. 3. Tenacity Tenacity is the determination to continue what you are doing. It means that the knowledge derived from previous studies must be recognised as it holds true value for a long period of time. 4. Intuition Intuition is a psychological and philosophical term which designates the process of immediate apprehension or perception of an actual fact, being or relation between two terms and its results. As an element of educational method intuition means the grasp of knowledge by concrete, experimental or intellectual, ways of apprehension. The importance of intuition as a process and element of knowledge is easily seen if we observe that it is intuition which furnishes us with the first experimental data as well as with the primary concepts and the fundamental judgements or principles which are the primitive elements and the foundation of every speculation. 5. Authority An expert provides knowledge on a particular subject, whereby subordinates accept the idea or concept as a respected source of knowledge. 6. Rationalism Rationalism is a philosophical movement which attempts to study the universe using reason, in the form of deductive and mathematical methods, rather than sense experience. Descartes, for example, tried to deduce what God’s world is like from the axioms of divine existence and goodness. When sourcing knowledge rationalism can be misleading when it is used alone, however, improving the accuracy of the principles associated with the subject will result in better sourcing. 7. Empiricism Any view which bases our knowledge, or the materials from which it is constructed, on experience through the traditional five senses. It is opposed to rationalism and denies that we have any a priori knowledge or innate ideas: we owe all our concepts to experience of the world. A priori knowledge is any kind of knowledge that is in no way derived from sense experience, observation or experiment. What might be called the classical empiricist view is associated especially with Locke, the first of the so-called British Empiricists, and his successors Berkeley and Hume. Empiricism has its roots in the idea that all we can know about the world is what the world cares to tell us; we must observe it neutrally and dispassionately, and any attempt on our part to mould or interfere with the process of receiving this information can only lead to distortion and arbitrary imaging. Conclusion The scientific method is intricately associated with science, the process of human inquiry that pervades the modern era on many levels. While the method appears simple and logical in description, there is perhaps no more complex question than that of knowing how we come to know things. In comparison with the non-scientific sources the emphasis here is that the scientific method distinguishes science from other forms of explanation because of its requirements of systematic experimentation. We use specific methods because they are objective, public and can give repeatable results. The question of how science is so successful at improving understanding is hardly every presented as a question at all. No matter what happens, you will learn something. Science is not only about getting ‘the answer’. Scientists who study extremely complex problems can spend a lifetime and not find ‘the answer’. Even so, their results may eventually play a part in completing the full picture of understanding. Animal and children may learn about whatever they pay attention to, and so do scientists.

Essay on Japan and Its Customs - 1603 Words

Japan and Its Customs General Information on Japan Japan has a population of approximately 125 million people packed tightly into a rather small geographic area. The official language in Japan is Japanese. Japanese is spoken only in Japan. The literacy rate in Japan is very close to 100 percent and 95 percent of the Japanese population has a high school education. Japan’s form of government is parliamentarian democracy under the rule of a constitutional monarch. The dominant religion is Shinto, which is exclusive to Japan. However, the Japanese have no official religion. Appearance 1) Make appointments before you arrive in the country Japanese don’t like newcomers. Make appointments before you arrive in the country. The†¦show more content†¦The person of lower status usually initiates the bow, bows the lowest, and is the last one to rise. Men usually leave their hands at their sides while bowing, but women usually place them together on their thighs with their fingertips overlapping or touching. On most occasions, especially when saying good-bye, there are several bows by all parties. Bowing is used for greetings and partings, for sincerity, humility, for ceremony, to acknowledge or show agreement. 2) Don’t use large hand gestures, unusual facial expressions or dramatic movements. The Japanese do not talk with their hands. It is best not to use hand or other gestures as you might mistake the correct meaning of the signal or use them at inappropriate times. When talking to the Japanese, keep a greater distance than at home. And do not point with your finger, it is impolite. Do not look them straight in the eyes. Body motion, as a whole, is more reserved in Japan than in the West. Yet where Japanese body language may lack in grandeur, it gains in subtleness of detail. Hand shaking is definitely a Western custom. 3) Never shout either in anger or to get someones attention In Japan, silence is just as important as speaking. It is a designated moment to understand what has just been communicated. In the West, silence is considered as an awkward moment and we try to mask this uncomfortable feeling with words. It is best not to try to break the silence as you might appear insincere.Show MoreRelatedEssay about Comparison of Japanese and American Cultures875 Words   |  4 Pageslive, if it attempts to be exclusive† (Mahatma). Our culture identifies who we are and how we behave in social environments and provides us with a foundation in which to live our lives and raise our families. Each individual culture has certain customs and courtesies that are important. Exposure to the cultures of others can be intimidating and can leave a person feeling confused and unsure about how they fit in (Schaefer 60). Culture shock can leave a person feeling out of place in an unfamiliarRead MoreJapanese Culture And Japanese Business1244 Words   |  5 Pagesalik e in Japan are well educated in doing business in the U.S. and other countries and they try to accommodate accordingly. However, when doing business in Japan, one should be equally prepared to respect and accommodate themselves to the Japanese business customs, dining etiquette, meeting and greeting, and gift-giving aspects. Although some people think that Japanese culture hinders the country’s business by putting restrictions on what can and cannot be done while doing business in Japan, the JapaneseRead MoreGlobal Business Cultural Analysis Of Japan Essay1627 Words   |  7 Pages Global Business Cultural Analysis: Japan James Hendricks Liberty University  Global Business Cultural Analysis: Japan Technological advancement has made globalization an inevitable factor that businesses of the future will need to consider in order to be successful. Increasingly, companies that have been solely domestic are branching out internationally for a wide variety of reasons, but in the end, it’s all about making profits from previously inaccessible market segments. Read MoreThe Last Samurai Essay1057 Words   |  5 PagesEmperor says that it is important for the people of Japan to not forget who they are, their customs, and their beliefs. Algren then goes off and lives in the samurai village. Through the course of The Last Samurai, there is evidence of imperialism, the most protruding ones being nationalism and ethnocentrism. There are several different examples of nationalism that show up in multiple places throughout the film, such as certain samurai customs, the final battle, when samurai visit the council,Read MoreCase Study Kellys Assignment in Japan909 Words   |  4 PagesAssignment in Japan Read the case: Kelly’s Assignment in Japan (Chapter 9 pages: 363-365) posted on Connect learning platform –study reflectively and identify the characters and the principal issues in this case. Answer the following questions: 1. ------------------------------------------------- Drawing from you understanding on the assigned readings (Deresky), explain the clashes in cultural, customs, and experiences that occurred in this situation. In this case â€Å"Kelly’s Assignment in Japan†, weRead MoreAmerican norms vs. Japan norms718 Words   |  3 PagesAmerican Norms vs. Japan Norms In sociology, when we discuss culture (which is the totality of learned socially transmitted customs, knowledge, material objects, and behavior (Schaefer 2010:50)), we discuss how culture includes such things as; language, beliefs, values and norms. When sociologists studied culture they mainly looked upon the norms of society. Norms are the agreed-upon expectations and rules by which a culture guides the members in any given situation(Cultural Norms). There areRead MoreManagement Styles Analysis1456 Words   |  6 Pagesglobalization, how to properly utilize these different management styles according to local situations is a hot topic. Due to the various custom and belief in specific backgrounds, different management styles are required in different parts of the world. In my opinion, there are three key factors that influence management styles: culture, policy, and custom. How they affect the management styles are illustrated in this paragraph. First of all, culture shapes both the individual and collectiveRead MoreEssay on Shintoism: Strengths and Weaknesses1117 Words   |  5 Pagesgoddesses of Japan. Shinto means way of the gods and that represents what people who practice Shintoism believe in. Shintoism is a religion based on Japanese mythology, which is centered on a male god, Izanagi, and a female goddess, Izanami. These two gods were believed to have created Japan, which was thought to be the only land in the whole word. The two gods had two children, the sun goddess Amaterasu, and the storm god, Susanowo. These two gods fought over control of the people of Japan, and theRead MoreDating and Marriage in Japan Essay1125 Words   |  5 PagesJapan Dating Marriage Customs Project Love is in the air. Although this may sound like a cliche it is true. Love is prevalent in every society all around the world. The feelings associated with love may be the same all over, but how love is approached can vary. Dating and marriage customs are different from country to country; Japan, in particular has very unique dating and marriage procedures. Japan is a located in Southeastern Asia. The Japanese tend to share some very different ideas concerningRead MoreJapanese History and Culture Essay1013 Words   |  5 PagesJapan has always been an ever changing country. From the time when the emperor ruled and governed the country to the time when the emperor lost decision making power and became a symbol of national unity. Japans history is written throughout the world because of wars and trade especially with the United States. Japan is very isolated and lacking in essential resources, because of its relatively bad geography it is one of the biggest importers the world has eve r known. Japan has very strong and unique