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Critical Review of Cope, M. 2008, Patchwork neighborhood children urban geographies in Buffalo, New York
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Critical Review
Cope, M. 2008, Patchwork neighborhood: children’s urban geographies in Buffalo, New York: Environment and Planning A 2008, volume 40, pages 2845 – 2863
Abstract:
The information contained in this article relates to aspects related to neighborhood and how it is perceived by people from a social, political and physical boundaries perspective. The article documents information from a practical study conducted by the author on children and comparing it with adults. It is indicated that the neighborhood is fluid flexible facet that is continually under construction as regards to the diverse perceptions of people of their physical and social environment that they live. The spatial space created by people amongst themselves within their neighborhood aids in defining and understanding its perceptions from the point of view of children and adults (Cope, 2845).
Critical Review
The author of this article offers information on the concept of neighborhood by asserting that it is notoriously fluid and is perceived differently in urban geography and urban literature, with good intentions. It is noted in this article that despite people living in neighborhoods, they are bound to have their own differences as regards to either their physical boundaries or what encompasses their social aspects within the neighborhood (Cope, 2849). Irrespective of these underlying factors in the analysis of neighborhood precepts, it remains an imperative concept in assessing and understanding the attitudes and perception of people or their activities in their immediate residential settings. This study is based on a study conducted in Buffalo, New York in 2005 and the author of this article attests that the children he has worked with portray impressive knowledge about their places and meaning of neighborhood to them.
It is noted that children have an acute perception of the good and the bad in their neighborhoods. It is also indicated by the studies done that children acknowledge and analyze both social and physical factors that influence their places within the neighborhood. Another notable aspect is that children’s understandings of micro-geographies of the region they live are tuned and sensitive to details and variations of everyday life due to their social positions as young people. Martin (2003, p. 362) affirms that people do not know neighborhoods when they see them but they construct them for purposes of their research or social lives based on common ideals. This has an implication that the neighborhoods defined through research or social exchange are always subject to redefinition and contention since they are not self-evident.
Neighborhoods are embedded in multiple contexts at many scales ranging from the body to the local and to the global contexts. Neighborhood is also noted to include political aspects both in adults and children. In children it a bit complex but can be explained through the interactions between parents and their children in aspects such as where children are allowed to go alone, how they engage in negotiations with parents and other authorities as well as whom they associate with and create their own safety. Irrespective of these interactions between children and adults, it is noted that their perceptions do not mesh due to differences in their values and perceptions of their local spaces (Cope, 2862). Through engaging children in the research through participatory, research, the researcher noted vital information on the concept of the neighborhood and its flexibility with regards to the physical, social and political factors that determine the spatial space of people within the stated settings.
IFAD. 2010, A guide to developing a participatory communication strategy to support participatory mapping.
Abstract
This article provides information documented by the International Fund for Agricultural Development on participatory mapping processes in communication among marginalized communities. The significance of participatory mapping communication strategies and how it supports people’s decisions is conducted in this paper (IFAD, 10). It is indicated that through publications by IFAD on strategies and mechanisms of participatory mapping in communication, people will share information, skills and knowledge on aspects related to farming so as to improve their productivity and lifestyles.
Critical Review
The international fund for agricultural development (IFAD) offers comprehensive information on use of participatory mapping processes so as to facilitate the capacity of individuals and communities in rural areas to represent and plan the sustainable use of natural resources. These mapping strategies ought to be properly considered and implemented so as to share and make viable project development decisions (IFAD18). These strategies are cited by IFAD as being imperative in enhancing coherent approach to the use of communication of community spatial knowledge presented on the communities’ maps. There is a need to develop a participatory approach among pastoralists, indigenous peoples and forest dwellers so as to improve their agricultural productivity and livelihoods. The IFAD intends to enhance on these aspects through its publications of Good practices in participatory mapping (2009) and The IFAD adaptive approach to participatory mapping (2010).
It is noted in this publication that the implementation of participatory communication strategy is relevant when involving in mapping activities with pastoralists and other indigenous people who engage in any form of agriculture. This is because these strategies indicate in a visual and broadly accessible manner the natural features that are pivotal to them and their society as a whole (IFAD, 2010). The communities targeted in this context, by IFAD, represent the most powerless and marginal societies and this means that implementing these communication processes will promote proper management and monitoring of their activities. Through participatory communication, it is noted that people’s knowledge, needs, priories and decisions will be supported through effective communication processes.
Works Cited
Cope, M. Patchwork neighborhood: children’s urban geographies in Buffalo, New York: Environment and Planning A 2008, volume 40, pages 2845 – 2863. 2008.
IFAD. A guide to developing a participatory communication strategy to support participatory mapping. 2010.
Critical Review of A guide to preaching and leading worship by Wilimon
Wilimon, W. H. A guide to preaching and leading worship. Louisville, KY: Westminster John Knox Press, 2008. Print
Critical Review
a) Summary Primary Areas of Concern
The main areas of concern to be highlighted for discussion in the following discussion for Wilimon’s book critical review include the introduction, planning of the service as contained in chapter One and worship pattern proposed in chapter Two. The reason why these areas are a concern in the worship literature is because the modern church has undergone considerable metamorphosis and the generalized approach to worship and preaching may not be as effective as it used to be a while ago. It is perhaps important to realize the implications of the social changes that the modern human community is experiencing at a rate not witnessed before, which calls for a well propagated theological approach of issues concerning the church (Mosser & Willimon, 126). The author’s introduction highlights the changed times in roles of the minister to such an extent that there is a gap that has emerged in the effective delivery of the ministerial duties. Planning of the worship entails a number of worship and sermon attributes that the minister needs to give attention to, but a closer look at the authors’ work reveal some areas that need better input. Alternatively the author proposes certain approaches that he deems fit for the modern church to make the appropriate realignment in terms of worship and preaching. These two are the main areas of concern that this review shall be focused on as contained in the work of Wilimon (2008).
b) Interaction and Dialog with these concerns from Personal Experience
The author introduces the book by lamenting on the increased number of roles played by the modern day religious leaders as the main cause of incompetence among them. As far as vocational duties are concerned, it is however incorrect to give such an opinion since modern clergy has the benefit of theological training that assists them to approach nearly all social and religious issues competitively in a number of approaches. While it is normal for burnout to affect human delivery of expected duties, a wide spectrum of roles does not necessarily present enough explanation to vocational training cited by the author at his introduction (Willimon, ix).
Despite the fact that preaching and worship have been emphasized by the author as the main parts of the Christian service, the ministry faced with the many challenges as mention in the opening remark contradict this position. It follows that the ministry in the modern church requires a more balanced theological approach to deal with the spiritual, social and psychological needs of the flock. Although the mention of the importance of worship and preaching might be for purposes of developing a clear scope for the book, it does not come out well since there are contradictions on the roles of the modern church minister which certainly and evidently go beyond preaching and worshiping.
In Chapter One, planning and preparation of the service day is highlighted in various perspectives by the author. However, emphasis of worship preparation in the initial part of the chapter is contradicted by the explanation of the author’s understanding of the celebration of the Holy Communion. A mention of the sitting arrangement as a weakness of worship during sharing is perhaps laughable since the Holy Communion is not necessarily a physical union of the congregation in every aspect. Providing guidelines for innovation of worship for rituals observed during worship is does not augur well with the sections of the liberal church with the same impact that it does among the conservative Christians. It would probably be better to consider highlighting both sections of the congregation in terms of receptivity to change in dealing with church rituals.
Another particular area of concern in the explanation of worship by the author involves common weaknesses during worship. Inadequacy in terms of exposure to scripture during worship as well as congregation participation in worship needs better approach than that offered by the author. While scripture exposure needs a thorough attitude particularly in terms of biblical topics, it is important for the church to realize that the scope of the church service must be within reasonable time to keep spiritual nourishment as balanced as possible. According to Rex (98) the quality of the sermon and reading matters most to spiritual growth than quantity. With regard to the author’s opinion, it is impractical for the minister to read the entire bible for the congregation during the limited time offered by the service and handle other areas of the service with the appropriate attention. It implies that the only approach to correct this is through a proper congregation network to complement the scripture sharing during the service. The question of inadequacy of scripture sharing should not arise but rather how the service assists the congregation to read the bible outside the service as a day to day activity.
Chapter Two proposes some form of a pattern for adoption during service, which conspicuously highlights the service of the word and the service of the Last Supper as the main areas of concentration. Contrary to this pattern, it is obvious that the theological practice of a standard service should include at least four main areas of worship for following in the worship pattern. Reading the word of God should perhaps be the initial item, followed by the sharing in form of sermon, offering of gifts and finally the Lord’s Table. McKim (52) reckons that there is no need of long sermons infiltrated with excessive rhetoric that does not contribute to spiritual growth like the bible teaches. In view of the pattern given by the author giving two main pattern areas is not only criticizable but also incorrect.
c) Critical Assessment:
Doubts
It is doubtful that the approach given by the author in terms of service preparation and the proposed pattern of worship can make contributions to eliminate the evident gap in modern church ministry. Creating a link between the author’s opening remarks and the delivered text on the worship and sermon preparedness as well as the proposed pattern of service for their demonstration is only remotely possible. To clear this doubt, it is perhaps important that the author considered the circumstances surrounding the complexity of the church within each of the highlighted areas of worship and sermon delivery.
Questions
Certain questions remain unsolved after a critical peruse of the author’s work among which include what the church minister can do to factor in the increased demand of church assistance. The author does not give the explanation of how the various sections of the church perceive the changes that are evidently imminent in the delivery of church worship and preaching (Campbell and Cannon, 11). Alternatively, questions remain as to whether the highlighted pattern is enough for the pastor to adequately include all the theological elements of worship during church serve. The crowded list of roles of the church minister is not articulated in the proposed order of service and the way in which the church can reach out to more followers amid tighter schedule.
Effect on Personal Understanding
Willimon does not deliver on the main issues of traditional tenets of the church in terms of dealing with changes affecting the church. This text contradicts the teachings of the church on grounds such as the significance of the Eucharist as a purely spiritual event that ought to be jealously guarded by the church. While the author is keen to note the physical attributes of the sharing involved during the celebration of the Lords Table, he is not practical within the confinement of the modern church challenges. Among the obvious understanding that the church goers have in this age, the sharing of the communion emerges from the common conversion of the bread into the body of the Lord by the minister taking the position of Christ. It is not necessarily in the physical drinking and eating of the blood and body of the Lord as happens in the sitting arrangement, the number of cups and plates. It is a purely spiritual encounter that brings the entire church across the world together regardless of sitting positions as argued by the author.
Personal Reflection
I reckon that although the author identifies some important areas of the Christian worship, he clearly misses on several opportunities where he could have delivered immense contribution on the changing nature of the church. Inclusion of the huge responsibility of the church minister at the beginning of the author’s work is perhaps a point that could have been developed throughout the text to include the most important gaps that the modern minister needs to bridge. However, the author completely moves off this rare opportunity and engages worship and preaching for a totally different agenda, coming out of the topic on several occasions such as the manner in which the Holy Communion should be served. I hold the opinion that the link between worship and preaching could have been used throughout the text to develop the contributions that the minister of the modern day church ought to approach vocational service amid the glaring challenges. Theology offers a chance for the church minister to provide objective leadership and rise to the occasion in cases where decisions are required in defining conservative and liberal input in order of service which does not appear to be illustrated in the book.
References
Campbell, W. H. & Cannon, J. S. (1893) Lectures on pastoral theology. New York, NY: Charles Scribner
McKim, D. (2001) The Westminster handbook to reformed theology. Louisville, KY: Westminster John Knox Press
Mosser, D. N. & Willimon, W. H. (2007) The stewardship companion: lectionary resources for preaching. Louisville, KY: Westminster John Knox Press
Rex, R. (2003) The theology of John Fisher. Cambridge University Press
Willimon, W. H. (2008) A guide to preaching and leading worship. Louisville, KY: Westminster John Knox Press
CRITICAL REVIEW LONG-TERM COACHING PROGRAMS
CRITICAL REVIEW: LONG-TERM COACHING PROGRAMS
Valentine (2003, p.7) observes that it takes more than ten years for an athlete to reach elite levels. Unfortunately, coaches still rely on the ‘peaking by the Friday’ approach to get immediate results. The long-term approach according to Valentine (2003, p.8) is divided into several levels. Each of these levels is discussed in the next few chapters. The processes and the outcomes of the long-term coaching are then critically reviewed.
The fundamental stage
During this stage, the potential athletes are introduced to motor skills that are necessary for long-term, sport-specific development. McWhorter, Wallman, and Alpert (2003) emphasizes that these skills should be imparted using structured and fun-filled activities. For future athletes, this is the time to develop agility, balance, coordination and speed. Mcwhorter, Wallman, and Alpert (2003) further observe that during this stage, periodization is not important as the athletes are only required to learn the ethics of sports and develop their physical capacities and fundamental movement skills. According to Mcwhorter, Wallman, and Alpert (2003) two critical events occur during this stage: window of accelerated adaptation to speed and critical period of speed development.
The learning to train stage
During this stage, the participants learn specialized sports skills. According to the () at this stage the window of accelerated adaptation to motor coordination occurs and coaches use the concept of single periodization to enable the participants achieve their full potential. However, some sports such as swimming and tennis may require double periodization. At this point coaches may incorporate medicine balls, Swiss balls and body-weight exercises to enhance the strength of the athletes.
The training to train stage
During this stage, the participants build their aerobic strength as well as enhance their sports-specific skills. Optimal aerobic trainability occurs after the onset of Peak Height Velocity but the timing of aerobic training largely depends on the maturity of the participants. A major focus of any coach during this stage is to utilize the 60% training and 40% competition ratio to build the technical skills of the participants while exposing them to physical and mental challenges of the game. The learning to train and training to train stages are very fundamental in ensuring athletes reach optimal performance levels. If the athletes do not achieve appropriate training during the two stages, they fail to achieve their full potential. In addition, coaching at these two stages ensures the participants do not plateau during later stages of their careers.
The training to compete stage
During this stage the ratio of competition to competition-specific training changes from 60: 40 to 50:50. Exposing participants to competitive conditions and fitness programs, model training, recovery programs and technical development in great part helps the coaches to capitalize on the strengths while addressing the weaknesses of the participants. During this stage, multiple periodization as well as individualization of physical training approach is applied to enhance position-specific skills of the participants.
The training to win stage
At this point, participants have achieved optimum physical, technical, tactical, and mental capacities. The objective of this stage is to maximize their fitness preparation. This stage is characterized by a change in ratio of competition to competition-specific training from 60:40 to 75: 25. It is also worth noting that during this stage, participants engage in competitive sports and so prophylactic training becomes necessary in order to address the problem of physical and mental burnouts. In addition, at this stage the participants adopt the practice of exercising as a lifestyle and ensure self-monitoring. During the final stage which is also known as the retention stage, athletes retire from active athletics. Long term programs have been hailed, as they prepare the participants over a long period of time. Coaches are also able to help potential athletes to develop motor skills while they are still young enough. Although long term coaching programs have been him hailed as effective in developing capable athletes, they have been criticized due to a number of reasons. Each of these reasons is detailed below.
High volume training
Long term coaching emphasizes on high volume of training. Unfortunately, according to Lang and Light (2010, p.390) high volume of training has been found to have no impact on events lasting between 20 seconds and 5 minutes. A good example can be found in the swimmer pathway, a program that has been developed to grow talent in the United Kingdom. The program has been modeled after the LTAD model. Just like the LTAD model, the program emphasizes on the high-volume and low-intensity workloads during the training to train stage. The program has been criticized because during this stage, high volume of activities may lead to over-use injuries as well physical and mental burnout. High volume of exercises can also lead to drop out of participants who are dissatisfied with the training process. Another aspect of the long-term coaching programs is its dependence on training frequencies and volumes at every stage of exercising. This aspect is likely to write off potential participants who do not commit to the recommended training loads. As a matter of fact this is one of the main reasons as to why some have coaches have vehemently criticized the Swimmer Pathway.
Regulations
The LTAD model has also been criticized as it is difficult to harmonize with the existing regulation. The conflict is related to the qualifying age of different events. For instance, there has been a clash between the Amateur swimming Associations and the Swimmer Pathway. On one hand, the young Swimming Association regulations insists that technique work should placed before endurance training while Swimmer Pathway, which was developed after the LTAD model, insists on the contrary. In addition, the ASA encourages young athletes to engage in competitive activities prematurely. For instance, girls as young as 10 year old are permitted to engage in competitive activities while at this age they should be developing sport-specific skills. As Bayli (p.4) observed encouraging young athletes to engage in competitions at an early age is likely to affect their athletic abilities later in life. However, the move by ASA is unavoidable given that it is hard to implement all the provisions of the LTAD model.
Monitoring and evaluation
Using the LTAD model is also problematic in the sense that it is hard to evaluate the participants. Implementation of the model becomes especially hard in a culture where winning at an early age are emphasized on. In Lang and Lights’ views de-emphasizing on the age-group makes the LTAD model even harder to implement (2010, p.390). Land and Lights’ views are well captured in the article titled, Interpreting implementing the long-term athlete development model: English swimming coaches’ views on the Swimming LTAD in practice, where they argue that long-term coaching entails a methodical approach. It is this approach that coaches find hard to follow. Instead, coaches largely depend on their past experiences and personal interpretations and this one of the biggest challenges facing long-term coaching. Other writers have too criticized the long-term coaching approach. Their views are analyzed in the next chapters.
Is long-term coaching based on empirical evidence?
A number of writers have indicated that long term athlete development is based on physiological perspective. This is what () suggested in the article titled, the long-term athlete development model: physiological evidence and application. In the article, Ford, Croix, Lloyd, Meyers, Moosavi, Oliver, Till and Williams point out that the assessment of the participants is carried out using several biological measurements. The first measurement is anatomy. During the stages of transition from childhood to adulthood, people go through different stages of physical development. These stages are marked by changes in body height and endocrine levels. These anatomical changes according to () have a huge impact on the performance of the athletes. The second measurement is neurological levels. Neurological functions have a great impact on the physical competence, control of the fine and gross motor abilities, and skill acquisition. Long-term coaches rely on peak periods to maximize development opportunities. In addition, they take advantage of periods of brain maturation to enhance motor performance. The third measurement is muscle acquisition. According to the experts the process of muscle acquisition is not linear and coaches assess the suitability of participants based on the muscle mass that they have.
HYPERLINK “http://www.tandfonline.com/doi/abs/10.1080/02640414.2010.536849” http://www.tandfonline.com/doi/abs/10.1080/02640414.2010.536849
HYPERLINK “http://www.sportsscientists.com/2013/02/long-term-athlete-development.html” http://www.sportsscientists.com/2013/02/long-term-athlete-development.html
HYPERLINK “http://www.academia.edu/347661/Interpreting_and_Implementing_the_Long_Term_Athlete_Development_Model_English_Swimming_Coaches_Views_on_the_Swimming_LTAD_in_Practice” http://www.academia.edu/347661/Interpreting_and_Implementing_the_Long_Term_Athlete_Development_Model_English_Swimming_Coaches_Views_on_the_Swimming_LTAD_in_Practice
HYPERLINK “http://www.nsca-lift.org/ContentTemplates/PublicationArticleDetail.aspx?id=2147485991” www.nsca-lift.org/ContentTemplates/PublicationArticleDetail.aspx?id=2147485991
HYPERLINK “http://www.sportni.net/NR/rdonlyres/991FF96E-C6DB-4700-A900-F4DF2732E81A/0/ParticipantDevelopmentinSport.pdf” www.sportni.net/NR/rdonlyres/991FF96E-C6DB-4700-A900-F4DF2732E81A/0/ParticipantDevelopmentinSport.pdf
Reference List
Lang, M. & Light, R. (2010). ‘Interpreting implementing the long-term athlete development model: English swimming coaches’ views on the Swimming LTAD in practice.’ International Journal of Sports Science & Coaching, 5(3), 389-395
Mcwhorter, W., Wallman, H., & Alpert, P. (2003). ‘The Obese child: Motivation as a tool for exercise.’ Journal of Pediatric Health Care, 17, 11-17
Valentine, J. (2003). ‘Don’t children get all the exercise they need from playing?’ Wellspring, 14(1), 6-8