See Below Essay Example | Topics and Well Written Essays - 250 words - 7

See Below - Essay Example The distinction between legitimate and effective authority is that an effective one simply supports to change the decisions that apply to others. Legitimate authority has the ability to alter these decisions. The fact that authority calls for performance for a certain action is a basis for decision making which is not to be added to all other sound decisions when assessing what is to be done, but should eliminate and replace some of them. The theory is only acceptable if there are limits on what the legitimate authority can fairly order the individuals to do, a reason why it does not essentially replace all relevant decisions. In conclusion, Hobbes and Locke’s approach to decision making can be justified only based on consent. There should be a voluntary formation of political obligation and justice, where justice depends on what the individuals are willing or choose to agree to. Individuals should decide according to the concept of the â€Å"original

Profit maximisation Essay Example | Topics and Well Written Essays - 500 words

Profit maximisation - Essay Example A monopolist maximises his profit at the level of output where the marginal cost equals the marginal revenue. That is MR=MC. In order to determine the profit maximising level of production, the monopolist supplements its information about the prices and market demand for data on the costs of production at different levels of output. A monopolist cannot maximise profit by charging the highest price possible (market price yielding maximum benefits). Rather, it will maximise profit at the level where the Total Revenue minus the Total Cost is the highest. The difference between TR and TC is a function of price and the quantity sold. Profit maximisation in a pure monopoly structure is presented in the figure below. The monopoly cannot maximise its profits at the points where the MC is equal to the demand or where the average total cost equals the marginal cost. At these levels of output, the revenue generated would only be sufficient to cater for the cost of production. Rather, profit is maximised at the level of output where MR=MC. An oligopolistic market structure is characterised by few but large firms in the market. In making their economic decisions, firms in this market structure consider the behaviour of other firms in the market. The reason for such consideration is because any slight changes in the prices, output or expansion may have significant effects on the profitability of the firms in the market. In an oligopolistic market, profits will be maximised at the point where the price p intersects with the marginal revenue and the marginal cost curves (Baumol and Blinder, 2012). At this point, the MC=MR and MC cut the MR in its vertical portion. Profit maximisation thus occurs at price p. When the MC shifts in the vertical part of the MR, price P does not change. The movement of MC under the oligopolistic market makes insignificant price effects and hence consumers do

Reflection in Sport Coaching

Reflection in Sport Coaching Reflection is defined by Stenhouse 1975 p 144 as a capacity for autonomous professional self-directed through systematic self- study. Discuss how a coach utilises reflective practice to enhance their coaching performance The aim for this essay is to discuss how a coach can use reflective practice to improve his/her coaching. Reflective practice is an idea used in education studies and pedagogy. It was introduced by John Dewey, he defined reflection as active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends (Dewey, 1910). Dewey recommended that before a coach can achieve effective reflection three personal characteristics been to be in attendance. Open-mindedness- this is the yearning to want to learn more than you already know Wholeheartedness this is the enthusiasm to want to learn more about a specific subject Responsibility- this is to take the accountability of your actions, positive or negative. However, it is also important to understand other definitions of reflection as not all research has reached an agreed definition Jarvis (1992 p180) claims that reflective practice is something more then thoughtful practice. It is that form of practice that seeks to problematise many situations of professional performance so that they can become potential learning situations and so the practitioners can continue to learn, grow and develop in and through practice. Dewey (1910 p39) defines reflection as the active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusion to which it tends. Reid (1993) in her definition also noted reflection as an active process rather than passive thinking. She states: Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.(p305) McKernan (1996) refers to reflective teaching as not a knowledge-bounded set of competencies which are learned during student teaching, but on the contrary teaching that reflectively supports growth and professionalism through the questioning of  policies, problems and the consequences of actions. This is true in relation to the coach. Pollard (2002) suggests that Reflective teaching is applied in cyclical or spiralling process, in which teachers monitor, evaluate and revise their own practice continually. According to Reid (1993) cited by Ghaye and Lilleyman (1997) reflective practice is: Potentially both a way of learning and a mode of survival and development once formal education ceases. They believe that reflective practice is more than just skillto be used in one particular context but throughout life as well. Reflective practice requires professionals to step back from themselves and the  situation to examine all aspects of the teaching/learning act, including essential  dispositions. It implies that they use an empirical, analytical review of their teaching and  that they employ a moral and ethical framework to guide their analysis and modification  of teaching behaviour. Boise State University (No Date) In 1987 Schon stated that reflection can happen in two ways: reflecting in action and reflecting on action. Reflecting on action occurs after the coaching has taken place, this can be aided with the use of another coach giving advice, or with the use of video. Fitzgerald (1994) defines reflection on action as The retrospective contemplation of practice undertaken in order to uncover the knowledge used in practical situations, by analysing and interpreting the information recalled. Reflecting in action refers to reflection taking place during the activity. It can be said that reflecting on action is engaging in a constant process of rapid feedback and adjustment by which skilful operators can adjust to circumstances and sustain high levels of effectiveness Jackson et al (2004). When reviewing a coaching session there a number of topics to take into consideration. The first and most important aspect of coaching to take into consideration is if the aims and achievements for not only the coaching session but also for the season as a whole. Reflection to see if goals were achieved for the season can only happen once the season has finished. The goals may vary from winning every game, to trying to win one game, if the goals are not reached e.g. the team lost all games then the coach will know that his method of coaching might not have been the most effective to use for the athletes in his team. After a session there can also be a time for reflection, each session should have a clear aim or goal of a specific skill that needs to be improved, if at the end of the session the athletes have become more efficient in that skill then they session can be see as a success. On the other hand however, if the athletes have not improved during the session then reflection needs to take place to see why this is the case. Another way that a coach can use reflection to enhance their coaching performance is to evaluate if there coaching is time and cost effective. It is not good coaching if for example, it takes a whole session to cover a skill that can be covered in five minutes. To evaluate if the session has been cost effective, there are a number of factors to take into consideration. The first of these is have the athletes improved? If they havent then they have paid to gain nothing. However, if the athlete pays very little for a session, where there is only one coach and a high number of children then the expectations of the athletes and parents will drop. Young children i.e. under 7s may be only attending the session as an alternative to babysitting, especially if the cost of coaching is less than that of employing a baby sitter. A coach must make sure that what he/she is teaching is suited to the age group. For example, under 7s would not be capable of learning leg spin in cricket. Also at the other end of the spectrum you would not have the first team practicing basic drills such has hitting a tennis ball off a cone. Sometimes however, this is not that easy to plan for. For example, a group may have very extensive knowledge of one skill e.g. the front food drive, but have no idea how to play a pull shot. A coach can use reflection after the session to see if the performers have improved at the specific skill. A coach can reflect on the use of coaching points, there is no use in using advanced coaching points for athletes who are not experienced e.g. telling a 7 year old to rotate their shoulders vertically when playing the front food drive. The same can be said for experienced athletes, you would not tell them for example to keep their eyes on the ball when catching it as they will already know this. Coaches have to reflect on demonstrations, for the athlete to learn best the demonstrations need to be accurate and performed from many angles. The coach must also make sure that the athlete can see and is not obstructed by another athlete or the coach himself. The coach can also reflect on the safety, this can be a rather easy subject to reflect upon. If there is an injury then the reason for that injury will need to be looked at and reflected upon. Safety could also be reflected upon when thinking about equipment, the equipment that is used may be faulty or broken. All of the above are times when reflection can occur. Feedback from a number of people is very important when reflecting about a session. The athlete that you are coaching will give the coach a lot of feedback; this can range from the improvement they make to their body language. Some more elite athletes will know what works for them so will inform their coach how they learn best. It can be hard to judge how much an athlete has improved from the beginning of a session to the end of one. It is important to distinguish how much if an the athlete has gained so a test like situation could be helpful to ensure that the coach is coaching in a way that is effective. For example, when coaching throwing in cricket, it can be useful to see how far the athlete can throw before any coaching has taken place, so that after the coaching you can see if the athlete can throw the ball any further. Other coaches can help when reflecting about a session, especially if the coach is more experienced and or more qualified. The employer can also help with reflection, if the employer thinks that the athlete is improving then the coach will know that the way he is coaching is effective. But if the employer is not pleased with the improvement then change will have to be made. Parents can also play a large role in the reflective process, the parents may not be happy with the way that a coach is coaching. This may mean that the coach will have to change his coaching method, but only if the parent is knowledgeable. Reflection can also be aided by the use of a video. A video can record the coaching session, and give the coach an incite to what he/she actually does. This can help as it will show demonstrations, body language and what exactly was said. It will also allow the coach to look back on sessions in the past looking to see how his/her coaching methods have changed. McKernan agreed: might use a video recorder to trap teaching performance as evidence or data  to be analysed. More importantly, such a film becomes a critical documentary for  reflecting on practiceresearch can be undertaken by reactive methods such as  observers, questionnaires, interviews, dialogue journals or through such non-reactive  techniques as case studies, field notes, logs, diaries anecdotal records, document  analysis, shadow studies. McKernan (1996) Hanson believed that asking the students to fill in journals after each session would allow the coach to reflect properly. Ive had students make brief journal entries at the end of each sessionit doesnt take much time but reading and responding to the journal entries is time consuming. An approach taken from the values clarification literature is to ask students for one word that represents their behaviour that day. Hellison (1985) Reflection makes the coach test their own behaviour, reminding them to act sensibly in their actions. Reflective evaluation shows areas where population, for example, children, have a bigger social need in addition to their individual sport. When creating training session it is vital to think of the childhood of that child. Reflective practice demands the coach to examine their own behaviour honestly,  reminding them to act responsibly in their actions. Reflective evaluation highlights areas  where the population, for example, children, have a great social need besides their  particular sport. When designing training sessions it is important to consider the childhood of that child. Extreme training sessions may ruin their childhood. Reflective practice is detailed as being essential in increasing coaching effectiveness (Crisfield, 1998; Clifford and Feezell, 1997). Crisfield (1998) considers coaching efficiency to be determined by factors such as knowledge, skills, experience and philosophy. In conclusion Pollard (2002) states the importance of the reflection within coaching. The  process of reflective teaching supports the development and maintenance of professional  expertise. If a coach feels that they have nothing more to work on then they are not using reflection correctly, every coach no matter what level needs to use reflection to become a more competent coach. The importance of reflective coaching is not just about finding and defining the problem. Organising, planning and acting upon it are essential also. There must also be re-evaluation to see if it has solved the problem and continual evaluation resumed. Reflective practice lets the coach value for different styles or methods of coaching. If a coach did not use reflective practice then he/she could not guarantee continual re-evaluation of their work. McKernan (1996) refers to the coaching process as a ladder. To get any higher  performers must extend their ladder by making it longer through reflection and hopefully  improvement, or they and their will be limited to the same level. Adapted from Department of Education for Northern Ireland (1999) cited by  Pollard (2002) this mission statement sums up the truth of the reflective coach: At the  heart of becoming a good teacher is, above all else, being a learner-a life long learner. To learn one has to ask questions of oneself Bibliography Johns C Freshwater D (1998) Transforming nursing through reflective practice. Blackwell Science, London. Reid B (1993) But Were Doing it Already! Exploring a Response to the Concept of Reflective Practice in Order to Improve its Facilitation, Nurse Education Today, 13: 305- 309. McKernan, J. (1996). Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner. Kogan Page Pollard, A. (2002). Reflective Teaching: Effective and Evidence-informed Professional Practice. Continuum Hellison, D. (1985). Goals and Strategies for Teaching Physical Education. Champaign, IL: Human Kinetics Schà ¶n, D. (1991). Educating the Reflective Practitioner. Oxford: Jossey-Bass Crisfield, P. (1998). Analysing Your Coaching; The Start of Your Journey Towards Coaching Excellence. Leeds: The National Coaching Foundation Crisfield, P., Houlston, D. Simpkin, A. (1996). Coaching Sessions; A Guide to Planning and Goal-Setting. Leeds: The National Coaching Foundation Coaching knowledges, understanding the dynamics of sport performance, Jim Dickenson, 2007 A + C Black Publishers LTD. Jarvis, P. (1992), Reflective Practice and Nursing, Nurse Education Today, Volume 12, pages 23-30. Reed, J. Proctor, S. (1993) Nurse Education a Reflective Approach, Edward Arnold, London. Understanding sports coaching- the social, cultural and pedagogical foundations of coaching practice Tania Cassidy- routledge 2004 Reflective practice and supervision for coaches- Julie hay, the McGraw hill companies- 2007

meditation Essay -- essays research papers

Meditation is defined as a mind-body technique, which practices awareness, and induces tranquility in order to connect the mind and the body. It is also described as â€Å"mental fasting,† implying clearing and cleansing of the mind by the absence of distractions and negative emotions (Leikin, 2003). It has shown to benefit its users psychologically, physically, as well as spiritually. Meditation works by bringing about a relaxed and healthy state by physiologically and biochemically altering the body. It is characterized as a state of rest, while allowing the body to become more alert. This is accomplished through a dramatic decrease in metabolism, in turn, relaxing breathing patterns, and thus slowing activity within the nervous system. Upon completion of meditation one is more likely to show faster reactions to certain stimuli, a greater level of creativity, and a more conscious understanding and comprehension (ICBS Inc., 2004). Vast health and spiritual benefits can be ob served, as well. This paper will describe and discuss how meditation came about, the context in which it was used in the past, reasons for its use as compared to modern uses, as well as, ways in which meditating can heal the body and soul. It will also compare different forms of meditation, including; what each method entails, examples of postures to achieve each method, and results that can be achieved. Meditation was originally practiced spirituality in many ancient religions, including Hinduism, Judaism, Christianity, and most commonly, Buddhism. The founder of Buddhism, Siddharta Gotama became the master of the art of meditation and went on to teach it to his followers. He became known as â€Å"Buddha,† (â€Å"Enlightened or Awakened One.†) (Saunders, 2000). Buddhism is one of the world’s oldest and largest religions, starting over 2500 years ago. With Buddha as their leader (not as their God), followers learn the Four Noble Truths; First, â€Å"all existence is suffering,† secondly, â€Å"there is a cause for this suffering,† third, â€Å"the cause may be brought to an end,† and fourth, â€Å"the discipline necessary to bring it to an end is enlightenment (also known as, Buddhism)† (Saunders, 2000). Buddhists basic beliefs entail interconnectedness with everyone and everything, there is no beginning and no end (which involves the concept of reincarnation), and the law of â€Å"cause and effect,† or kharma. (Saunders, 200... ...ing From Within. New York: Alfred A. Knopf, Inc. 1980 Leikin, Jerrold B. American Medical Association Complete Medical Encyclopedia: Meditation. New York: Random House Reference. 2003. Leikin, Jerrold B. American Medical Association Complete Medical Encyclopedia: Transcendental Meditation. New York: Random House Reference. 2003 Lukoff, David. History of Meditation as a Clinical Intervention. 2002. www.virtualcs.com Saunders, E. Dale. Encyclopedia Americana International Edition: Buddha and Buddhism. Volume 4. Connecticut: Grolier Inc. 2000. Smith, Dr. Joseph F. Medical Library: Meditation. October 13, 2004. www.chclibrary.org/micromed/00056320 The Institute for Applied Meditation, Inc. Heart Rhythm Practice. 2004. www.appliedmeditation.org/Heart_Rhythm_Practice.shtml Trivieri, Jr., Larry. The American Holistic Medical Association Guide To Holistic Health: Healing Therapies For Optimal Wellness. New York: John Wiley & Sons, Inc. 2001.   Ã‚  Ã‚  Ã‚  Ã‚   White, Charles S. J. Encyclopedia Americana International Edition: Mantra. Volume 18. Connecticut: Grolier Inc. 2000. Zen Mind International. Meditation. 2004. www.zenmind.com/meditation.html

Weak People in the Bible

Regard For Those Who Are Weaker In Society Written in Torah are lessons and stories about how God created Earth, animals, plants, day and night, the sun, and also how God created man to dominate over all living things. Within Torah is a story of Abram and his relationship with God. Abram or Abraham had a covenant with God. God promised to bless the nation and Abraham. Abraham had no rules or law to follow he simply had to have faith in God and believe in him. God said to Abraham â€Å"†¦ You shall be the ancestor of nations.No longer shall your name be Abram but your name shall be Abraham; for I have made you the ancestor of nations. I will make you exceedingly fruitful; and I will make nations of you, and kings shall come from you. I will establish my covenant between me and you, and your offspring after you throughout their generations, for an everlasting covenant, to be God to you and to your offspring after you. And I will give to you, and to your offspring after you, all t he land of Canaan, for a perpetual holding; and I will be their God† (Genesis 17:4-8).The covenant between Abraham and God said that Abraham was blessed and so his descendants shall be blessed, so they were. Moses, one of Abraham’s descendants, was spoken to by God and he was told to go into Egypt and rescue the Israelites from slavery. Moses did what God had asked of him and rescued the Israelites; they were weak, poor and in bad shape. God had mercy on them and he heard their cries and helped. He made another covenant and this time it was a bit different. He promised to make the Israelite his treasured people if they would agree to follow and keep his commandments.This was good for the Israelites because they came from a place where times were hard and God saved them and made them his people. Torah instructs the Israelites to follow the laws given to them through the covenant between themselves and God. Morally the Israelites are to treat others as they would like to be treated. They were once slaves to the Egyptians and treated very poorly. The Israelites should have mercy on others less privileged because God had mercy on them. When Moses was leading the Israelites out of Egypt they were not completely grateful.They complained to Moses. The Israelites said â€Å"If only we had died by the land of Egypt, when we sat by the fleshpots and ate our fill of bread; for you have brought us out into this wilderness to kill this whole assembly with hunger† (Exodus 16:3). With the complaints and cries from the Israelites, God sent them bread to eat and gave them only one rule. They were not to take more than a day’s worth of bread at a time. Even though God gave the Israelites laws he still had mercy on them and helped them when they cried out.The laws were a test of faith and trueness between God and the Israelites. God helps those in need, when they are really in need of help. Since the Torah is written to the Israelites it should be read as a lesson and the lessons should be taken into consideration to the readers. There are many commandments that the Israelites are instructed to follow. A lot of them have to do with regard for those who are weaker in society. Just like God had mercy on the Israelites, the Israelites should have mercy on others because they once were the weaker persons in society.

Computers in education Essay

Computers have rapidly become one of the most vital parts of our civilization today. Computerized applications have set no limits in technological innovations. As a result, the human history has drastically changed since the revolutionary invention of computer. In December 1943, the first electric programmable computer, the Colossus, was introduced. Since then, computers not only have propelled innumerate industries to unquestionable success, but also created new industry like Information Technology. Computer-based instruction is becoming more prevalent in secondary education in the United States. Using computers to deliver instruction can help to correct inequities in educational opportunities that exist due to race/ethnicity, budget constraints, geographical location, income, school size, and substandard teaching (Carroll, 2000). There is no doubt that most up-to-date technological features cannot be fully appreciated, if future generations do not adapt and learn the technology. Future generation’s early adaptation in use of computers is extremely essential for further progress of technology; the computer’s constant technological advancements provide more extensive learning resources through multi web referencing tools and enhance students’ understanding by user friendly integrated programs. As of the traditional teaching process, using blackboard to present materials has been time consuming. Especially when the teacher’s back obscures what is being written on the blackboard, lack of attention from students automatically increase. Arguably, excessive usage of the blackboard in teaching limits the way of conveying materials in creative manner. For example, writing on a blackboard provides an inflexible presentation with few colors and styles, as well as difficulties in displaying pictures or multimedia content. On the other hand, â€Å"with the right software, they could help make science tangible or teach neglected topics like art and music. They help students form a concrete idea of society by displaying onscreen version of the city which they live.† (Gelernter 278) Another disadvantage of using a blackboard is that once the information written on the board is erased, it cannot be reproduced, or interchanged. Consequently, students have to make notes or copy the material from the blackboard, all of which is inconvenient (Apperson, Laws, & Scepansky, 2008). By implementing computers in classrooms, class times lost in taking notes will be allocated more efficiently, and perhaps, portions of saved class times can be utilized for other small educational activities. According to William R. Thomas, Director of Educational Technology for the Southern Regional Education Board, â€Å"virtual high schooling is no longer a marginal educational activity. It is rapidly becoming a mainstream component of secondary education in the United States. For example, there are now over 19,000 virtual high school students in the state of Florida. In 1998 there were fewer than 1,000.† The study vividly shows the positive impact that computer implementation had on virtual schooling over the last decade. The main factor for such success was largely due to students’ access to the internet. Physically handicapped students and temporarily disabled students now have the benefit of utilizing online education for their convenience. The Internet has â€Å"won† the technology struggle for primacy in education (Carroll, 2000). The Internet alone has completely altered the way in which students research information, facilitated distance education, and led to an increase in the spread of ideas (Diodato, 2007). World-widely shared information database has brought abundant educational resources to students. Computers in education can unload heavily burdened shoulders of college students, using the recent tablet technology. Students for instance Apple’s Cyber-safety is defined as the safe and responsible use of information and communication technologies (Balfour, 2005; Beach, 2007), including protection against unsolicited marketing and advertising (Frechette, 2005). Cyber-safety teaches children about the positive and negative aspects of ICT (Livingstone & Haddon, 2009), safeguarding against individuals who operate websites, attempt to contact children online, or to organize unsupervised meetings in person with children (Grey, 77). Cyber-safety education also involves guidance on cyber-ethics to form a responsible attitude to the use of ICT (Berson & Berson, 2004). Educating young children about cyber-safety is complicated, as young children often do not understand the social and technical complexity of the internet (Yan, 2006). Child protection programs are successful if children’s developmental level and cognitive abilities are considered, if abstract terms are avoided, and clear rules are repeated often so children retain the information (Sanderson, 2004) â€Å"Mobile technology customizes the learning experience to better fit students’ preferred mode, media, and pace of learning. It helps students connect with courses, content, and each other. It helps share insight on academic progress between teachers, students, and parents, and allows students to create content for assignments directly from devices and more.† (Etter, 2011) Technological literate people would possess knowledge, ways of thinking and acting, and capabilities that assist them as they interact with the technology found in their environments (Pearson & Young, 2002). Works Cited Apperson, J. M., Laws, E. L., & Scepansky, J. A. (2008). An assessment of studentpreferences for PowerPoint presentation structure in undergraduate courses. Computers & Education, 50(1), 148–153 Blaylock, T. Hendon, and Joseph W. Newman. â€Å"The impact of computer-based secondaryeducation.† Education 125.3 (2005): 373+. Gale Opposing Viewpoints In Context. Web. 12 Mar. 2012. Balfour, C. (2005). A journey of social change: Turning government digital strategy into cybersafe local school practice. Paper presented at the Safety & Security in a Networked World: Balancing Cyber-rights & Responsibilities conference, Oxford, UK Beach, R. (2007). New Zealand’s first steps to cybersafety. Paper presented at the Early Childhood Convention, Rotorua, NZ Carroll, T.G. (2000). If we didn’t have the schools we have today, would we create theschools we have today? Contemporary Issues in Technology and Teacher Education, 1(1), 117-140. Diodato, Michael. â€Å"Innovative age: technology for education in the developing world.†Harvard International Review 28.4 (2007): 38+. Gale Opposing Viewpoints In Context. Web. 12 Mar. 2012. Etter, Ryan. â€Å"VISIONS OF MOBILE LEARNING. (Cover Story).† T H E Journal 38.9 (2011): 28-34. Academic Search Premier. Web. 12 Mar. 2012. Frechette, J. (2005). Cyber-democracy or cyber-hegemony? Exploring the political and economic structures of the internet as an alternative source of information. Library Trends, 53(4), pp. 555-575 Gelernter, David. â€Å"Unplugged: The Myth of Computers in the Classroom†. The McGraw-Hill Reader 11th edi. Ed.Gilbert Muller. New York: McGraw Hill, 2011. 278-280 Grey, Anne. â€Å"Cybersafety In Early Childhood Education.† Australasian Journal Of Early Childhood 36.2 (2011): 77-81. Academic Search Premier. Web. 12 Mar. 2012 Livingstone, S., & Haddon, L. (2009). EU Kids Online: Final report. LSE, London: EUKids Online (EC Safer Internet Plus Programme Deliverable D6.5) Pearson, G., & Young, A.T. (2002). Technically speaking: Why all Americans need to know more about technology. Washington, DC: National Academies Press Sanderson, J. (2004). Child-focused sexual abuse prevention programs: How effective are they in preventing child abuse? Research & Issues Paper Series, 5, June 2004 Yan, Z. (2006). What influences children’s and adolescents’ understanding of the complexity of the internet? Developmental Psychology, 42(3), pp. 418–428.