Observation Of A Coach Essays - Aerobic Exercise, Fartlek, Running

Observation Of A Coach I chose to observe the practices at Cuesta College for Track and Field. I primarily focused on the distance team with Matt Sherman as the coach. When I arrived at the first practice I observed Coach Sherman talking to the team at the beginning of their practice. He was going over what they should focus on during their first track meet, which was coming up. His positive attitude stood out the most. He put his emphasize on having fun. He stressed the importance that they work as hard as they can to achieve their best performance but his final words were, Have fun! I started to realize what he stressed most for his team and that was to achieve the goals they set for themselves. For both practices I attended the athletes started out with a warm-up run. They then met as a group and had the team captain (Chris Schachter) lead in their stretches. I noticed strong team cohesion as they stretched talking about their activities from the previous weekend and the work out that they were going to have. After the stretching Coach Sherman gathered them together to explain the workout (both days a speed workout). As he explained he made sure each of the team members understood the exact instructions for the speed drills. One of the athletes (Karen Maas) had a question and he patiently answered it and encouraged more questions to make sure the team knew the exact workout. He had the lone male distance runner do 2 sets of 4x200 meter sprints on the track. He had the womens distance team go out to the ponds to run a 20-minute fartlek in which they ran a minute hard and a minute easy. I observed the male distance runner and when he finished his second set of 200s, Coach She rman suggested he run one more set of 200s. Chris was tired and was hesitant to do more but he ran them without incidence. When I talked to Chris after his workout I asked him if he agreed with Coach Shermans decision to make him run the extra set of 200s. He said, I was tired but I knew it would help me in the long run for the end of my races. Coach Sherman was my coach in cross-country and I noticed an incredible improvement during the course of the season. He really knows what he is doing out on the track. As far as athlete behavior and interaction with the coach, I noticed nothing but positive things. Coach Sherman is a young coach (24) and a student at Cal Poly, but despite the closeness in age he manages to uphold a great deal of respect from the athletes. They not only respect him as a coach, but also as a runner, and they know he empathizes with them. They talked to him about their personal lives as well as running and also had questions about nutrition. I could tell that the athletes felt comfortable asking his advice in different areas of their lives. Coach Sherman showed me a training schedule for this season and I could see that he was very knowledgeable in his skill development. I asked where he got all of his information for each of the detailed workouts and he talked of numerous books and articles on running. I could see that he put a lot of time and effort into coaching and that he was very enthusiastic with his job. I attended the first track meet at Santa Barbara City College. The womens 1500-meter run was up first. Coach Sherman was out on the track giving the female runners advice on their first race of the season and reassuring them that they were physically as well as mentally prepared to run this race. The girls looked a little more relaxed as they got to the starting line, but were still very nervous as to be expected. The top runner from Cuesta got 4th place in a very talented field of runners. Immediately after the race Coach Sherman was there giving splits, constructive criticism and praise. In the mens 1500 meter, Chris Schachter was the lone runner for Cuesta.

LSD

LSD This is a good paper for a health class, but I wouldn't recommend it for a science class. Also you will need to bullshit some references. I suggest that you look up LSD research as a keyword.LSDThe use of drugs among Americans is rapidly rising. They can be bought and sold almost anywhere, from the streets to hallways of schools. A drug on the rapid rise from the 70's is LSD. Some people attribute this to the fact it is extremely inexpensive, $2-4 a hit, the wrong belief by users that it is a safer drug than marijuana because it isn't physically addicting. However, LSD is a hallucinogenic drug that is very dangerous, despite popular belief.LSD stands for Lysergic Acid Diethylamide. Lysergic acid is extracted from the fungus Ergot, and then left to crystallize until it is pure. It was first accidentally discovered by Albert Hoffman in 1938 in Switzerland, who was searching for possible therapeutic uses of Ergot.English: Slightly under 100 drops ("hits") of liqu...Hoffman continued his experiments, but never came in contact with the crystals until1943. (LSD can be absorbed through the skin.) Hoffman then sent LSD around the world to be tested and investigated to find medical uses. Lysergic acid deviates were found to relieve migraines and control postpartum hemorrhage because it causes veins to contract, but also caused gangrene of the limbs, and so further experimentation with the drug was abandoned. In the late 50's, however, LSD was used by the CIA as an interrogation drug for spies. However, it was proven to be unreliable and was later replaced with other interrogation drugs.LSD comes in the forms of crystals, liquids, tablets, gelatins, or blotting squares. The squares have designs on them such a flowers, dragons, shapes, animals, and cartoon characters to make them more attractive to young...

Who is the Prophet Isaiah Research Paper Example | Topics and Well Written Essays - 3750 words

Who is the Prophet Isaiah - Research Paper Example Within a year of the death of Jeroboam II, however, the Jehu dynasty in the Northern Kingdom of Israel had come to an end and times of insecurity set in . Despite the greater sense of stability due to the Davidic dynasty in Judah, the spiritual and social problems that shook both Judah and Israel, including the deep socioeconomic divide, seemed pretty much identical . As though to multiply the Israelite woes, Tiglath-pileser III, who had gained the throne of Assyria, turned his attention westwards soon after stabilizing his rule in the East . Consequently, the Northern Kingdom sank into an abject vassalage to the Assyrian empire , and in 722 B.C., Tiglath-pileser’s successor, Sargon II, put an end to its existence capturing the capital city Samaria. Insofar as the Hebrew prophets, as witnesses of God’s vital concerns , had generally spoken to the people and elites in times of crisis, whether spiritual, moral or political , their guidance was badly needed by that time. Thus, the Assyrian menace, first posed by Tiglath-pileser III and then by his successors, Shalmaneser V, Sargon II and Sennacherib, was addressed, to a degree or another, by the prophets Amos, Hosea, Isaiah and Micah, while the prophecy of Isaiah particularly reflected the Assyrian invasions of Syria-Palestine . 8. The moral and religious decay, which according to the prophets constituted the circumstances that led to the end of Israel – the Northern Kingdom – and had grave implications for Judah9, necessitated a source of authority, outside the complacent monarchy and priesthood, that would steer the nation â€Å"through the narrow straits of political uncertainty and moral inexactitude†10. This purpose of this paper is to convincingly reconstruct prophet Isaiah’s life and ministry, as found in the Old Testament; as well as to highlight the historical circumstances and divine inspiration that called forth his visions and prophecies. The Prophet’s Life Prophet Isaiah is thought to have lived in Jerusalem throughout most of the second half of the eight century B.C., namely 765-69511. The biographical details about the prophet are found especially in the Book of Isaiah, chapters 6-8, 20, and 36-39, while the historical – political, social and religious – circumstances of his time are thoroughly presented within 2 Kings 15-2012. However, the opening chapter of the Book of Isaiah provides some general information, namely the prophet’s name, the name of his father as well as the historical time13. The prophet’s name, â€Å"Yesha’yahu†, means â€Å"Yahweh saves† or â€Å"helps† and thus, according to Sawyer, enshrines two elements of immense theologica l significance – ‘yahu’, which stands for the name of Israel’s God, Yahweh, and ‘yesha’, which appears not only in the names of Joshua, Elisha, Hosea and Jesus (Yeshua), but also in the triumphant cry ‘Hosanna’ (save)1415. As for the name of Isaiah’s father, Amoz, due to the similarity between Latin and Greek forms of this name and that of prophet Amos, the latter had been initially mistaken for the father of Isaiah16. Among those, who believed the prophet-shepherd of Tekoa17 to be the father of Isaiah, was St Clement of Alexandria; however, as early as the antiquity there had been voices against that opinion, e.g. St Augustine (354-430 A.D.)18, St Jerome (342-420 A.D.)19, etc. Virtually nothing is known about prophet Isaiah’s ancestry; nevertheless, certain passages from the Book of Isaiah hint at the possibility of notable origin2021. As Souvay points out, a Jewish tradition

The Law of Evidence Essay Example | Topics and Well Written Essays - 3000 words

The Law of Evidence - Essay Example Within the Received View, the importance of testimony in the language of perception runs even deeper. Our daily conversations and descriptions of events are suffused with opinion, interpretation, and evaluation. Often we are allowed only to agree with the leading questions of our conversation partners, questions themselves suffused with assumptions, opinions, interpretations, and evaluation (Pattenden, 1986). Such conversations are about matters of interest but are, much more, occasions by which the speakers constitute and reform their relationship, an enterprise often well served by the sharing of opinions and judgments. The factual accuracy of the accounts is usually of less significance than self-revelation and invitations to reciprocity. By contrast, testimony in response to non-leading questions in the language of perception provides the jury exactly what it needs to decide the case according to the norms embedded in the instructions: an artificially stripped-down, value-free account of the witness's perceptions (Allen, 2005). These perceptions are a kind of "prime matter," as Aristotle put it, utterly plastic to both the jury's empirical generalizations and, more important, to the legal norms embedded in the instructions. Testimony in the language of perception reduces the likelihood that the jury will simply adopt the moral or political judgments smuggled into the "descriptions" by an authoritative or sympathetic witness. It is often suggested that the vigour with which the rule against hearsay is still applied in criminal cases is attributable to the phenomenon of trial by jury in criminal trials on indictment. Juries, it is said, cannot be expected to assess properly the reliability of hearsay evidence on a case-by-case basis, and thus it is preferable that a blanket ban on such evidence be maintained. Concern about the ability of juries to handle hearsay evidence was particularly prevalent in the 19th century, but its influence on current hearsay doctrine is still evident. 'It is probably no accident', Tapper has pointed out, 'that the hearsay rule is the same in both civil and criminal proceedings where the mode of trial is the same, whether in both cases by judge and jury as in the United States, or by judge alone as in South Africa; but different in England and Scotland, where the form of trial is quite different in civil and criminal proceedings.' Further, in Continental jurisdictions, where ve ry little reliance is placed on jury trial, there is no rule against hearsay of the sophisticated variety that exists in England. In Germany, for example, there is no formal ban on oral hearsay (although, in practice, such evidence is usually adduced only if the maker of the statement is unavailable, or to supplement her or his testimony and written hearsay is, subject to minor exceptions, freely admissible. France, like Germany, does not have a formal hearsay rule. The broad drift of the law of evidence has been to admit more and more hearsay evidence, and for the constitutional jurisprudence surrounding the

Christianity Essay Example | Topics and Well Written Essays - 250 words

Christianity - Essay Example He gave his disciples instructions to go and make more disciples for the Lord; baptizing them in the name of the Father, and of the Son and of the Holy Spirit and teaching them to obey everything that Jesus had commanded them. There is thus a relationship between these two endings based on the events that were happening during this time. After an individual has had faith that Jesus Christ is Lord and that He came to die for our sins; the individual is born again. This is to say that this person has been made a disciple of Jesus and should thus be baptized in the name of the Father, and of the Son and of the Holy Spirit. This therefore means that while Jesus died, Christians died with Him and that His death delivered Christians from sin. The expected audience of the first gospel is individuals who are interested in learning the death and crucifixion of Jesus Christ while the expected audience of the second gospel is people interested in learning how to make disciples for

Torture is Ethically Wrong: Analysis

Torture is Ethically Wrong: Analysis Stephen D. Dillehayes Serving in a combat centered career in the military for almost two decades I have many experiences with the topic of torture. I have attended classes on how to apply and resist, both with varying results. But one of the topics that always come up is Is torture ethically right. I believe argument can be broken down into categories, how it affects the person and how it affects the states, which will reveal how it is fundamentally wrong. Lets look at two sides of the debate. Argument: Premise 1: Provides information in time sensitive situations. Premise 2: The ends justify the means. Premise 3: The enemy uses it, so there isnt a reason we shouldnt. Conclusion: Torture is legally and morally right. Counterargument: Premise 1: By dehumanizing someone you can collect information easier, but this also dehumanizes you. Premise 2: Human rights are suspended by the torturer to get what he wants. Premise 3: Information received validity cant be trusted. Conclusion: Torture is legally and morally wrong. The first premise of the counterargument is centered on the acts of violence inflicted by the torturer. To be affective as a torturer you have to think of your victim as less than human, in order to justify the human rights violations you have to commit to get any useful information. This process have been seen throughout history, the most notable is the Nazis treatment of the Jews in World War II. These actions can led to not only war crimes, human rights violations but also legal ramifications which will have long term effects on the person i.e. criminal charges and psychological damage. For the second premise you have to look at human rights on a global scale. The United Nations, in 1948, wrote the Universal Declaration of Human Rights. One of the Articles contained in it is Article 5, which states No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. In particular, no one shall be subjected without his free consent to medical or scientific experimentation. (UDHR, 1948). The United States of America was one of the members who helped draft and signed this collections of rights. By denying to fall it and allowing personnel within its government or military to use torture as a mean to get information the United States government as a whole is guilty of human rights violations. The last premise can be summed up from the Army Field Manual 34-52 Chapter 1, Experience indicates that the use of force is not necessary to gain the cooperation of sources for interrogation. Therefore, the use of force is a poor technique, as it yields unreliable results, may damage subsequent collection efforts, and can induce the source to say whatever he thinks the interrogator wants to hear. (AFM 34-52, 1992) This statement comes from an organization, the U.S. Army, which has been at war no stop with terrorism for over a decade and they dont even believe torture is an effective way to get information. It is hard to get a better first hand source then that. All of these lead to the conclusion that the argument is fundalmentally flawed. If you look at the main points you can see how they dont support the conclusion, whereas the counter argument not only supports but validates its conclusion. One, provides time sensitive information, which cant be trusted. Two, the ends justify the means, the same argument the Nazis use, which didnt make it right. Finally, our enemy use it so we should. This mindset was ban by the UN, which the US is part of, which makes the premise invalid. By looking at the evidence provided, which shows that torture dehumanized a person, but is globally wrong based off of articles of the UN, there is no other conclusion then torture is wrong. Not only on a personal standard, from what it does to someone. But since the USA has already signed an agreement banning it, it is legally wrong at the state level as well. References Universal Declaration of Human Rights (10 December 1948) retrieved from http://www.claiminghumanrights.org/udhr_article_5.html FM 34-52 (1992, September 28) retrieved from https://fas.org/irp/doddir/army/fm34-52.pdf

J.R.R.Tolkien: Master of Fantasy Essay -- John Ronald Reuel Tolkien Bi

John Ronald Reuel Tolkien (J.R.R.Tolkien) was a philologist in the very strict sense of the word. This term, philologist, comes from Greek [φÎ ¯ÃŽ »ÃŽ ¿Ãâ€š (philos) and ÃŽ »ÃÅ'ÃŽ ³ÃŽ ¿Ãâ€š (logos)] and literarily means ‘love for words’. According to the Oxford Dictionary, it is â€Å"the scientific study of the development of language or of a particular language†, which is precisely what Tolkien did all through his life. Tolkien was, as has been said, a profound lover of words, which he begun developing from a quite early age. In 1900, when he and his family had to move to Birmingham in order to be closer to King Edward’s School, Tolkien discovered Gaelic, a language toward which he showed a great interest and which â€Å"opened him to another linguistic world† (â€Å"le abrià ³ otro mundo lingà ¼Ãƒ ­stico†, Carpenter, 2002:37). When he returned to King Edward’s, after a year in St. Philip’s School, he started learning Greek; he already knew Latin as his mother had taught him at home. When his literature teacher read The Canterbury Tales, by Geoffrey Chaucer, in the original Middle-English â€Å"he decided to learn more about the history of the language† (Carpenter, 2002:39), â€Å"why languages are as they are† (â€Å"por quà © eran como eran† Carpenter, 2002:46). His discovery of Anglo-Saxon was also an important element in his approaching to philology. As can be seen, his encounter with these ‘new-old’ languages was continuous: Old Norse, Gothic, etc. It was also the starting point of his creation of private languages (Naffarin). Thanks to his deep study of these languages we have today works like The Silmarillion, The Hobbit, or The Lord of the Rings, as Tolkien’s imagination came not from any other place but from language itself, as Segura (2008) states saying that â€Å"his imagination was... ...o. -Carretero, M. -â€Å"Catastrophe†. Oxford Learners Dictionaries. 2014. http://www.oxfordlearnersdictionaries.com/definition/english/catastrophe -Coleridge, S.T. 1984. Biographia Literaria. P.6. Princeton: Princeton University Press. -â€Å"Eucatastrophe†. Oxford Dictionaries, Language Matters. 2014. http://www.oxforddictionaries.com/es/definicion/ingles/eucatastrophe -Lewis, C.S. 2002. On Stories and Other Essays on Literature. EE.UU: Mariner Books. -Segura, E. 2008. J.R.R.Tolkien: Mitopoeia y Mitologà ­a, reflexiones bajo la luz refractada. Spain: Portal Editions. -Segura, E. 2001. El Viaje del Anillo: Mapa narrativo de la Tierra Media. -Tolkien, J.R.R. (lecture given in 1939). On Fairy Stories. -Tolkien, J.R.R. 19. The Lord of the Rings: The Two Towers. -Olsen, C. 2010. On Fairy-Stories. http://www.festivalintheshire.com/journal5hts/5tolkienprofessor.html