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FASHION: A CALL TO REVOLT The Role of Sixties Fashion in the Lead up to the Women’s Liberation Movement in Britain
No full textFrom political allegiance to personal style and identity, the links between fashion, status and individuality perforate society on many levels. The analysis of fashion, therefore, provides a gateway to the social and cultural changes society undergoes. For many the 1960s were innovative and revolutionary with adolescents shaping the style of popular culture, especially fashion. Despite the modernisation and freedom surrounding fifties Britain, the sixties emitted greater feelings of excitement as clothing began to not only reflect but contribute to women’s growing sexual, personal and economic liberation. Women no longer modelled themselves on their mother’s generation, they were free to experiment with individuality and independence, with clothing aiding this exploration. The sixties were an experience, encapsulated by the `vibrant, unruly teenage culture (that) was struggling to break free from the chains of the past
The effect of pass location and pass type during the final phases of attacking play on shot outcomes during the 2019/20 English Premier League season
No full textThe aim of this study was to investigate the most effective zones on the pitch for creating goal scoring opportunities during the final phases of open play. With a further aim of this study investigating the type of pass used during these final two phases of play, and how this too impacts goal scoring opportunities. In total, 437 attacking phases of play where a shot isproduced were analysed from the 2019/20 English Premier League season. Location of both pre-assist and assist were recorded along with the type of pass made and the shot outcome.
There were 29 zones for the assisting passes which were grouped into four sections based on their location. These being; Offensive, Pre-Offensive, Pre-Defensive, and Defensive. There were also 6 types of pass that players could make from these zones; Short, Low Driven,Lofted, Penetrative, Cross, and Headed. It was found that during the pre-assist stage, thepre-offensive zones were the most effective for producing goals (28, 37.3%) with the offensive zones producing the most amount of goals during the assist phase (31, 41.4%). Short passes were the most used pass type during the pre-assist stage due to possession maintenance and produced the most goals (28, 37.3%), with penetrative passes also producing a lot of goals(24, 32%) at this stage. The most effective form of assist for producing goals was through crosses (27, 36%) with penetrative passes into the 18-yard box also proving an effective form of assist (25,33.3%). It was concluded that the application of both width in attack and support play aid in the effectiveness of pass location and pass types
A study into the strategies that teachers use to enhance confidence in children with dyslexia
No full textThis study has aimed to discover the strategies that support children with dyslexia and how they raise confidence. The research was conducted in a small rural school in the South East. The data was collected using questionnaires, an interview and field notes. The main findings identified that teachers were aware that dyslexia could affect a child’s self-esteem and confidence. The findings also revealed strategies that mostly support the academic nature of dyslexia however, many of these strategies also supported children with their confidence in an effective way. This research concludes by demonstrating the importance of teachers knowing that dyslexia can impact a child’s confidence and the strategies that can be put in place to support this
A 21st century view of breast feeding in the England: A qualitative study on the experience of breastfeeding of 20 women in the United Kingdom.
No full textEven though breastfeeding has been proven to provide the best health benefits for both the mother and their infant, there are still many women in England that do not breastfeed their infant, and if they do, they do not stick to the governments recommendations of exclusive breastfeeding for the first six months of the infants life. Therefore, the aim of this study was to gain a 21st century view of what it is like to be a breastfeeding mother in the England in order to gain an insight into what is affecting the mother’s choice when it comes to choosing breast or bottle. The literature highlighted four main themes that effected a mother’s likelihood of breastfeeding. The themes were social support, wanting to produce a healthy baby, psychological aspects and trying to fit in with the cultural norms. Through the use of an online questionnaire, 33 mothers shared their experiences of feeding their infant in England. The data highlighted many women started breastfeeding but stopped due to reason such as wanting to share the feeding responsibility and having to return to work. Subsequent statistical analysis of one-way ANOVA’S and t-tests found that emotional support and education were significantly related to the initiation of breastfeeding. And finally, many mothers stated feeling pressure to breastfeed in order to be a ‘good mother’ however, many also stated feeling uncomfortable breastfeeding in public often due to a negative image being portrayed in the media. The study highlighted one of the most common barriers to breastfeeding was a lack of support and a sense of isolation. This shows that future research needs to focus on exploring the best way to support a mother both mentally and physically in order to improve the breastfeeding rates in the early postpartum period
An exploration into the effectiveness of using reflective practice for beginner coaches
No full textBeginner coaches are thought to have less than three years of experience whereby they lack a sense
of responsibility and are therefore learning the norms of coaching (Schempp, McCullick, & Mason,
2006). Coach learning and reflective practice is considered central to transforming experience and
knowledge into expertise through professional development (Vallance, 2019). However, there is a
lack of evidence to suggest how this is useful for beginner coaches as studies generally involve more
expert coaches, and when studies do involve beginners, limitations of reflection are predominately
addressed (Winfield, Williams, & Dixon, 2013; Burt & Morgan, 2014). Therefore, this study aimed to
explore the benefits and limitations of reflective practice, and to identify ideal learning for in-situ,
practice-based context as perceived by beginner coaches. A constructivist, interpretive position was
maintained throughout the research whereby semi-structured interviews were conducted with six
beginner coaches. Transcriptions were analysed using thematic analysis and the themes found
included sporting experience, traditional learning, and reflective practice which highlights the ways
these coaches learn. Limitations of reflection were evident; however, results demonstrated its
importance, concluding that it should remain a central facet of sporting education for beginners but
that its use could be enhanced through support structures. These findings provide evidence to
uphold and develop methods of coach education in the future to facilitate learning. Finally, this
study concludes with suggestions for future research such as greater investigation into the support
structures needed for coach learning, and alternative methodology that could be used