Economics Economic Growth Models Essay Example | Topics and Well Written Essays - 1000 words

Economics Economic Growth Models - Essay Example As the paper stresses one common theme of these models is that the economy will have a steady growth rate that depends on labor force growth and technological growth. New Growth Theory came about because of discontent within the circle of economists with the Neoclassical Growth Model. New Growth Theory was developed during the 1950's and 1960's. It returned to the forefront of economic thought during the 1980's because many felt that the old theories were outdated and did not fit the modern world. The new theory, based on knowledge and creativity, was developed to fit modern economic growth. This new theory is also called Endogenous Growth Theory because changes are made within the model rather than exogenously (outside the model). According to this theory mind power (knowledge) and creativity are important factors in production and, added to labor and capital, increase economic growth. This theory states that creativity added to labor increases growth, creativity improves both capit al and labor, and creativity extends resources and tends to abundance.This paper outlines that in New Growth Theory creativity rearranges resources and thus resources become unlimited. In the neoclassical growth model resources are limited. Subsidies in research and development are argued to increase growth due to an increase in knowledge and innovation. Big players in the development of this model were Theodore Schultz, an economist at the University of Chicago, and Gary Becker, Nobel Prize winner for economics in 1992. Schultz, also a Nobel Prize winner, developed theories about the use of human capital to increase agricultural production. Shultz theorized that investing in education would invariably increase agricultural output. Becker added on to Shultz's theory by explaining that expenditures on education, skills training, and medical care can be considered human capital and can, if invested in, increase productivity and output.

Ancient Homosexuality Essay Example for Free

Ancient Homosexuality Essay The modern self is primarily built up of one’s history, body, religion, politics and entertainment – a Freudian composition of what identity is. And all of these things, the very factors that make the modern self the way it is, roots from the ancients. Cicero once thought that without the knowledge of the past, once shall remain a child, hence, Simon Goldhill’s Love, Sex and Tragedy: How the Ancient World Shapes Our Lives. With Cicero’s principle in mind, Goldhill wishes his readers to have a full understanding of who they are and how they came to be the way they are. Among the very controversial societal issues that Goldhill discussed pertained to homosexuality. Sexuality, in the time of the Greco-Romans, meant a love-affair with the phallus. They paraded it in the theatres, processions, public road, and even public memorials. The phallus was part of the classical man’s body, sexuality and sensuality – which, by the way, not only applies to men, but for females as well. The Greco-Romans had a profound relationship with sexual organs and acts, which, the modern man – apparently influenced by the rules of Christianity, might find obscene. A part of Simon Goldhill’s discussions on sexuality is the root of homosexuality. The Greeks had a particular fondness over a scenario where a bearded male desires a beardless lad. In today’s terms, this is the so-called pedophilia, as practiced through the inter-crural activity. This involves the placing of one’s penis between the partner’s thighs, may it be front or rear, followed by thrusting to attain sexual pleasure. Greeks from the seventh century, reinforced pederasty among men from the upper-class society, especially in their twenties, to acquire a young boy approximately aged 12 to love and nurture until he grows to marry at age 30, and later take a boy of his own. Practicing pederasty reinforced late marriage for these males, in the hopes of reducing the possibility of overpopulation, as well as to improve the education – initiation and instruction, of the ancient Greek youth. On Greek vases, one can find a picture of the bearded man – erastes, and the beardless youth – eromenos, as the erastes touches the eromenos’s genitals. The erastes takes the intiative as the eromenos remains passive. But, the ancient Greeks prohibited the relationship between a bearded man with yet another bearded man, and it was shameful that a bearded man becomes the passive one – or pathikos. The pedagogical pederasty is an illustration of a father-son relationship, where the erastes acts as a substitute father to help the young lad on his way to manhood, maturity, and to orient him to become a productive part of the society. The erastes demonstrates this affection by little presents ranging from a bottle of oil to money. The relationship was beneficial in both parties – the erastes provides education, protection, love and a role model for the eromenos – who offers beauty and admiration in turn. In modern theory, this is called sexual reciprocity. Gay does not necessarily mean one is less man or woman than a heterosexual. The ancient Greeks have never defined it in that way. Pedagogical pederasty and the sexual reciprocity that follows it are acts that only show the so-called love – in whichever form you wish to see it, may it be erotic or platonic. However, if we do know the origins of homosexuality, how does it actually affect us as individuals? We do obtain the full understanding of our identities in terms of our sexuality, and the understanding of others’ sexuality. This book simply implies the basic lesson of respect.

Overpopulation :: essays research papers

Overpopulation The twentieth century has drawn to a close and humanity faces the problem of being able to support its population without inducing catastrophic and irreversible destruction on Earth’s life-support systems. Throughout time, humankind has been living as though there are no consequences to its actions. But now, as people of the future, we see what is happening to the world that we live in. Despite all we know, these easily seen problems are still being ignored. Our actions in the past determine the present, and our actions now determine the future. In other words, we caused the overpopulation problems we are facing today, so we must also be the ones to solve them. Every day we share the Earth with 250,000 more people than the day before according to Zero Population Growth, a national non-profit organization working to slow population growth and achieve a sustainable balance of people, resources, and the environment. ZPG is the reason I have become an advocate and t hey have supplied most of my statistical information. Today’s children are likely to see a tripling of the global population within their lifetimes. These children our are next generation of parents, voters, consumers, and leaders. The choices they make are critical to stabilizing the population and protecting the environment. Educating the youth of the future will help them to understand the problems the earth faces and how they can help by influencing and being the political leaders who can adopt responsible population policies. One problem the earth and its inhabitants face today is our lack of resources due to of the increasing number of people. Tropical forests cover only 7 percent of the earth’s surface, but it holds over half of all plant and animal species in the world. The rate of destruction of these resources is now so far in excess of their renewable rates that they have effectively been turned into useless land. Although 3/4 of the earth is covered by wate r, less than one percent is readily available for human use. As the world population increases, this incredibly small amount of water will be the only supply for all humans, plants, and other animals on earth. Once this percent of water lessens even more, the agriculture will suffer, and people will have less food and so on. This cycle will continue until we consume all our natural resources. Humanity today is on a collision course due to our value system.

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Mean states â€Å"Antigen deserves the title role because her courage and conviction, her absolute and self-sacrificing defiance of Green's edict is the catalyst that creates the whole tragedy; but as the drama unfolds in performance, Green's incapacity to Andre the political and familial situation that he has created becomes more and more central†. The point of this statement is to tell how Antigen's disobedience, and loyalty to her brother created this play, but Is overshadowed by the impotence of King Akron.Antigen Is seen as a female hero while Akron Is not accepted as the tragic hero. Being faced with the death of his wife, and son, Green's nobility does not compare to that of Oldness. Antigen Is then described by Michael Means as being, â€Å"right to transgress against the role expected of a woman In fifth century Athens, and bury her brother herself†. Frank, Bernhard. Sophocles' Antigen. † Explicator 55(1997):187-1 89. Literary Reference Center. Web. 22 Ga g. 2014.In this literary critique Frank insists that the incest motif still remains very clear in this story as it did in Sophocles' Oedipus the King. He also states that the murder motive reappears. Antigen is described by Bernhard Frank as, â€Å"Rather than the â€Å"ill-fated bride† of Hammond, it is as the bride of her slain brother that Antigen may see herself'. This quote Is stating that she is mourning her brother so much that you would think she was his widow. Antigen Is then described as the, violent daughter of a violent father of a violent father†.Oedipus other daughter, Kinsmen Is described as hope at the end of literary work of art. She will probably marry out of her family. Kinsmen is called the future of her families never ending tragedy. Merchant, David Michael. â€Å"Antigen. â€Å"Masterpiece, Fourth Edition (2010):1-2. Literary Reference Center. Web. 26 Gag. 2014 There are many themes discussed in this literary critique written by David Michael Me rchant. The subjects of obedience to the laws provided by the gods before anything else, is family worth more than the state, ND the theme of consequences and choices.It is debated that Antigen was right for fulfilling her role In Grecian society, and burying Policies. In contrast, Croon Is looked as scum for trying to kill his niece, and son's fiance. Merchant then states, â€Å"Both Antigen and Croon stick stubbornly to what they feel are logical choices -but they are Limited In their knowledge and cannot foresee all the consequences of their choices†. Both of them do not listen to a council, which tries to guide them. If they audience to debate whether Antigen, or Croon wins this tragic war.

Carl Sandburg Research Paper

Brief Overview of Carl Sandburg: As I researched Carl Sandburg, I began to find that there were truly many sides to Carl Sandburg. First, he was a poet whose Chicago Poems brought him fame and recognition. He is often associated with the â€Å"Chicago Literary Renaissance,† which took place in the 1910s and 1920s and included such authors as Theodore Dreiser and Edgar Lee Masters. However, Sandburg never believed he was an author for one place alone and actually termed himself â€Å"The Eternal Hobo. † In his poems, however, Sandburg did celebrate the agricultural and industrial life of the common man. While often criticized for his unrhymed, free-verse style of poetry, Sandburg simply said, â€Å"Simple poems for simple folks. † He wrote of the struggle of the working classes and used simple, common language. He has been called Whitman-like, a realist, and an imagist. Second, he was a careful historian whose biographies of Abraham Lincoln are thought by many critics to be the most realistic and accurate. Sandburg had a deep love for Lincoln, but thought prior biographers had portrayed him too idealistically so that he seemed almost unreal. Sandburg's Abraham Lincoln: The War Years won him his first Pulitzer Prize. Lastly, Sandburg was an activist and a â€Å"man of the people. † He believed strongly in workers' rights, and had a great optimism about his ability to change the fates of â€Å"common people. † He indicated this politically with his involvement with the Socialist party and, later, with the Democratic party. He also used his poetry to express some of his political views. As stated before, in most of his poems, he celebrated the beauty (and realistically displayed the tragedy) of urban, industrial life. Finally, Sandburg was a folk singer and a children's author. As a hobo, he collected folksongs and later, after he gained recognition as a writer, he toured the country with these songs. He also wrote children's stories for his daughters and published several children's works. He truly was a man of the people. Biographical Sketch: 1878 January 6-Carl August Sandburg was born to Swedish immigrant parents August and Clara in Galesburg, Illinois. He was the second of seven children. 1885 Sandburg insists on being called â€Å"Charlie† to avoid discrimination against Swiss people. 891 June-Sandburg drops out of school after completing the 8th grade. Fall-Sandburg begins work at a dairy. 1897 Sandburg travels to Kansas as a hobo. This experience allows him to explore folk culture and see the differences between the rich and the poor. 1898 Sandburg enlists in the Spanish-American War, and is sent to Puerto Rico, where he serves for eight months. Sandburg returns to Galesburg and enr olls in Lombard College (now called Knox college) while working as a fireman. He attends for four years but never graduates. 904 In Reckless Ecstasy, Sandburg's first volume of poetry, is printed by his professor and mentor Phillip Green Wright. Sandburg learns to play the guitar, which will assist him in his tours of folksongs later in life. 1907 Wright prints Incidentals, another volume of Sandburg's poetry. Sandburg moves to Milwaukee and works as an organizer for the Wisconsin Social Democratic party. 1908 The Plaint of a Rose, another Sandburg volume, is printed by Wright. Sandburg writes socialist pamphlet You and Your Job June-Sandburg marries Lilian Steichen, whom he met at the Social Democratic party headquarters. She encourages him to restore his true name â€Å"Carl. † 1910 Sandburg begins work as secretary to the first Socialist mayor of Milwaukee, which he continues until 1912. 1911 Sandburg's first child, Margaret, is born. The Sandburgs would go on to have two more daughters, Janet and Helga. 1913 Sandburg moves with his family to Chicago (they make their home in Elmhurst). He becomes editor of â€Å"System,† a business magazine, and works for the â€Å"Chicago Daily News. † 1914 A group of Sandburg's poems appear in the Chicago-based Poetry magazine. Sandburg receives the Levinson prize for his poem â€Å"Chicago. 1915 Sandburg begins contributing to the International Socialist Review. 1916 Chicago Poems is published. Sandburg's fame begins to build. 1917 Sandburg declares himself a political independent, but continues to associate with the Democratic party. 1918 Cornhuskers is published. Sandburg begins writing editorials for the â€Å"Chicago Daily News. † He continues with this until 1923. 1919 Sandburg writes an analysis of the 1919 Chicago race riots. The Poetry Society of America honors him. 1920 Smoke and Steel, Sandburg's poetical ode to industrialism, is published. 921 Sandburg is again honored by The Poetry Society of America. 1922 Rootabaga Stories, a children's book written for his three daughters, is published. His editor suggests a children's book on Lincoln. 1923 Rootabaga Pigeons is published. 1926 Abraham Lincoln: The Prairie Years is published. This Sandburg's first true financial success. 1927 The American Songbag is published, which features folksongs. Sandburg gained recognition as he toured and sang these songs frequently. 1928 Good Morning, America is published. 1929 Country is published. Sandburg pens a biography of Edward Steichen, a famous photographer and brother of his wife. 1930 Potato Face is published. 1932 Mary Lincoln, Wife and Widow is published. 1936 The People, Yes is published. Sandburg campaigns for Franklin D. Roosevelt's election to the Presidency 1939 Abraham Lincoln: The War Years is published. 1940 Sandburg is awarded the Pulitzer Prize for Abraham Lincoln: The War Years. 1943 Home Front Memo is published. 1945 The Sandburg family moves to Flat Rock, North Carolina. 1948 Sandburg publishes his novel Remembrance Rock 1950 The New American Songbag is published. The Complete Poems of Carl Sandburg is published. 1951 Sandburg wins a second Pulitzer Prize for Complete Poems of Carl Sandburg. 1953 Sandburg pens an autobiography, Always the Younger Strangers. 1960 Harvest Poems, 1910-1960 is published. Sandburg campaigns for John F. Kennedy. 1963 Honey and Salt, another volume of poems, is published. 1967 July 22-Sandburg dies in North Carolina. His ashes are returned to his Galesburg birthplace and placed in â€Å"Carl Sandburg Park† behind his house. The ashes are set beneath â€Å"Remembrance Rock. † Bibliography of Works and Awards Poetry Volumes –In Reckless Ecstasy (1904) –Incidentals (1907) –The Plaint of a Rose (1908) –Chicago Poems (1916) –Cornhuskers (1918) –Smoke and Steel (1920) –Slabs of the Sunburst West (1922) –Selected Poems (1926) –Good Morning, America (1928) –The People, Yes (1936) –Poems of the Midwest (1946) –The Complete Poems of Carl Sandburg (1950) –Harvest Poems (1960) –Honey and Salt (1963) –Breathing Tokens (published posthumously in 1978) –Bill Sunday and Other Poems (published posthumously in 1993) –Selected Poems of Carl Sandburg (published posthumously in 1996) Lincoln Biographies –Abraham Lincoln: The Prairie Years (two volumes published in 1926) –Abraham Lincoln: The War Years (four volumes published in 1939) –Abraham Lincoln: The Prairie Years and the War Years (one volume edition published in 1954) –A Lincoln Preface (1953) –Mary Lincoln: Wife and Widow (1932) Other Nonfiction Works –You and Your Job (1908) –The Chicago Race Riots of 1919 (1919) –The American Songbag (1927) –Steichen the Photographer (1929) –Storm over the Land (1942) –Home Front Memo (1943) –Always the Younger Strangers (1953) –The Sandburg Range (1957) –Ever the Winds of Chance (a posthumously published autobiography, 1983) Fiction –Remembrance Rock (1948) Children's Books –Rootabaga Stories (1922) –Rootabaga Pigeons (1923) –Potato Face (1930) –Early Moon (1930) –Prairie-Town Boy (1955) –Wind Song (1960) Awards: –Levinson prize (from the magazine Poetry) for â€Å"Chicago† (1914) –The Poetry Society of America honors Sandburg in 1919 and 1921 –Pulitzer Prize for Abraham Lincoln: The War Years (1940) –Pulitzer Prize for The Complete Poems of Carl Sandburg (1951)

Foreign Intervention in Latin America

Foreign Intervention in Latin America Foreign Intervention in Latin America: One of the recurring themes of The History of Latin America is that of foreign intervention. Like Africa, India and the Middle East, Latin America has a long history of meddling by foreign powers, all of them European and North American. These interventions have profoundly shaped the character and history of the region. Here are some of the more important ones: The Conquest: The conquest of the Americas is probably the greatest act of foreign intervention in history. Between 1492 and 1550 or so when most native dominions were brought under foreign control, millions died, entire peoples and cultures were wiped out, and the wealth gained in the New World propelled Spain and Portugal into golden ages. Within 100 years of Columbus First Voyage, most of the New World was under the heel of these two European powers. The Age of Piracy: With Spain and Portugal flaunting their newfound wealth in Europe, other countries wanted to get in on the action. In particular, the English, French and Dutch all tried to capture valuable Spanish colonies and loot for themselves. During times of war, pirates were given official license to attack foreign ships and rob them: these men were called privateers. The Age of Piracy left profound marks in the Caribbean and coastal ports all over the New World. The Monroe Doctrine : In 1823, American President James Monroe issued the Monroe Doctrine, which basically was a warning to Europe to stay out of the western hemisphere. Although the Monroe Doctrine did, in fact, keep Europe at bay, it also opened the doors for American intervention in the business of its smaller neighbors. French Intervention in Mexico: After the disastrous â€Å"Reform War† of 1857 to 1861, Mexico could not afford to pay off its foreign debts. France, Britain and Spain all sent forces to collect, but some frantic negotiating resulted in the British and Spanish recalling their troops. The French, however, stayed, and captured Mexico City. The famous Battle of Puebla, remembered on May 5, took place at this time. The French found a nobleman, Maximilian of Austria, and made him Emperor of Mexico in 1863. In 1867, Mexican forces loyal to President Benito Jurez re-took the city and executed Maximilian. The Roosevelt Corollary to the Monroe Doctrine: Due in part to the French intervention and also to a German incursion into Venezuela in 1901-1902, US President Theodore Roosevelt took the Monroe doctrine one step further. Basically, he reiterated the warning to European powers to keep out, but also said that the United States would be responsible for all of Latin America. This often resulted in the United States sending troops to countries that could not afford to pay their debts, such as Cuba, Haiti, the Dominican Republic and Nicaragua, all of which were at least partially occupied by the US between 1906 and 1934. Halting the Spread of Communism: When fear of spreading communism gripped the United States after World War II, it would often intervene in Latin America in favor of conservative dictators. One famous example took place in Guatemala in 1954, when the CIA ousted leftist president Jacobo Arbenz from power for threatening to nationalize some lands held by the United Fruit Company, which was owned by Americans. The CIA would later attempt to assassinate Cuban communist leader Fidel Castro in addition to mounting the infamous Bay of Pigs invasion. There are many more examples, too numerous to list here. The US and Haiti: The USA and Haiti have a complicated relationship dating back to the time both were colonies of England and France respectively. Haiti has always been a troubled nation, vulnerable to manipulation by the powerful country not far to the north. From 1915 to 1934 the USA occupied Haiti, fearing political unrest. The United States has sent forces to Haiti as recently as 2004 with the purpose of stabilizing the volatile nation after a contested election. Lately, the relationship has improved, with the USA sending humanitarian aid to Haiti after the destructive 2010 earthquake. Foreign Intervention in Latin America Today: Times have changed, but foreign powers are still very active in meddling in the affairs of Latin America. France still owns a colony (French Guyana) on mainland South America and the United States and Britain still control islands in the Caribbean. The United States has sent forces to Haiti as recently as 2004 with the purpose of stabilizing the volatile nation after a contested election. Many people believed that the CIA was actively trying to undermine the government of Hugo Chvez in Venezuela: Chvez himself certainly thought so. Latin Americans resent being bullied by foreign powers: it is their defiance of the United States that has made folk heroes out of Chvez and Castro. Unless Latin America gains considerable economic, political and military might, however, things do not look to change much in the short term.

Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Example

Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Example Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Outline and evaluate the use of one qualitative method in the academic study of sport Denzin and Lincoln (2000a) believe that qualitative research is guided by 3 principles: assumptions, values and beliefs. These work against, alongside or within positivist and post-positivist models. Quantitative research is the use of numerical measurements and analysis that involves measurable ‘quantities’ by Gratton and Jones (2004). Quantitative data is collected through closed questions as it is in place to provide facts. While qualitative data, on the other hand, predominantly uses open styled questions to gain more information through follow up questions, extensive answers and debates. There are many differences between the two paradigms with the researcher being objective, and ‘detached’ from the subject under investigation within quantitative data said by Gratton and Jones (2004). Moreover, qualitative research is rather the opposite, with the researcher being in place to gather more information from the participants in question. In addition to the previous, Morse, Swanson and Kuezel (2001) believe a quantitative research requires the researcher to carefully define variables that may be quantified with numbers. On the other hand, qualitative research is a more holistic perspective rather than a hypothesis confirmation. Berg and Latin (2008) believe qualitative research allows an open-ended and flexible approach to assessment. Within the qualitative paradigm there are several different data collection methods such as open questionnaires, interviews, observation, visual and textual analysis. I will be outlining and evaluating the use of interviews within the academic study of sport; this will be focused mainly on focus groups. Culver (2003) states that interviews are undoubtedly the most common method for collecting qualitative data within the study of sport. Pettigrew (1990) and Pettus (2001) also state ‘interviews offer a depth of information that permits the detailed exploration of particular issues in a way not possible with other forms of data collection’. Within this type of research method there are 4 different types of interviews; structured, semi-structured, unstructured and focus group. Structured interviews are face-to-face (researcher participant), consist of closed and pre-determined questions in addition to the structure being formal. Semi-structured interviews can be altered so that the participant(s) in question can ether clarify or elaborate on a particular topic/statement. The approach to data collection is flexible, with probes being used to gather additional information. Unstructured interviews have a set theme with the respondent leading the interview. The questions are developed throughout, as they are not pre-determined. These questions are open and flexible. A negative point to this interview structure is that there’s a chance the interview will lack focus. Focus groups lean towards being semi-structured with a discussion thesis being used within an open environment; focus groups consist of more than one person. John Amis (2005) believes ‘focus groups allow members to challenge each other, develop positions of consensus, and build on each other’s ideas’. In addition to this previous statement, Gratton and Jones (2004) believe that this can become a negative point if the researcher doesn’t keep the participants on topic, stating that ‘participants may be tempted to provide false data to make an impression upon others in the group’. This can be potentially avoided if you use either a random, or stratified random sample which has a divided population. Furthermore these participants won’t know one another. Within focus groups there is a large quantity of strengths; participants are able to elaborate on the particular subject(s) especially when the researcher uses probes. In conjunction to this Yin (1994) notes that the interviewer ‘provides perceived casual inferences’ from the actor’s, rather than the researcher’s point of view. As a focus group is generally unstructured or semi-structured it enables participants to reveal certain insight into their attitudes and behaviours in addition to important themes and unexpected data to emerge, Gratton and Jones (2010). Focus groups are more flexible as you can also gain visual and vocal information; for example body language, laughter, silence or careful consideration, their tone of voice, or even simply what particular participants are saying. This can lead to the researcher probing as certain participants will be more passionate about certain themes/topics. Moreover you are able to gain a relationship with your participants, which can lead to them being more open and true to the information they give within the group. In conjunction with this, participants are informed that everything discussed is kept confidential, therefore this will relax and ease participants so they’re able to engage fully within the discussions. Interviews require more resources in comparison to questionnaires. This could be in terms of time consumption or travelling, as a consequence resulting samples can be small, Gratton and Jones (2010). Particular participants could take control of the interview therefore becoming dominant; researchers must then put particular probes into practice ensuring other group members get involved to gain a more diverse collection of data. On the other hand, participants could find focus group environments intimidating and/or off-putting; which can lead to the participant(s) in question feeling under pressure to agree with the dominant participant. Evalued[online]) Analysing data can also be difficult in addition to recording the interview. John Amis (2005) states that it is irrespective of the type of interview, that the way data is recorded should be established prior and it is standard procedure to record the interview on audio tape. The researcher must also ensure that the data gathered is reliable. Gratton and Jones (2004) believe that this can be represen ted with the equation; ‘reliability = number of agreements/(number of agreements + disagreements)’. Psychological Qualities of Elite Adolescent Rugby Players is a research study extension on Holland and colleagues’ (2010) study into required psychological qualities of young talented rugby players, Woodcock et al (2011). Focus groups were completed following Kruger and Casey’s (2000) recommended size of 6 to 8 participants, ensuring that you don’t exceed 10. One group broke this guideline with 2 participants participating within SAS (Sports Administration Staff), which could hinder studied data with the chance of agreement being likely and information being limited. Stewart, Shamdasani, and Rook (2007) warn that fewer than eight participants can lead to a narrow discussion biased toward the views of a few individuals. Focus groups were held in familiar and comforting environments in addition to neutral locations for parents, which was in place to make participants feel more at ease. The focus group was semi-structured with the moderator using probes to gain a more in-depth insight into their views and beliefs. Furthermore the moderator gained a relationship with the participants on entry so that they’d feel comfortable along with this method aiding them to participate within group discussions. Through using focus groups Woodcock et al (2011) founded 5 new subgroups within the 11 higher order themes identified by young players in Holland et al, (2010). These 5 subthemes were: off pitch communication, reflection on their abilities in an objective manner, taking information and reproducing it as a physical action, dealing with injuries as well as attitude towards injuries and that players need to be problem solvers, able to adapt and overcome challenges. Parents and coaches supported development of individuals, not just in their rugby involvement but within other areas of life. Furthermore they discussed interactions that reinforced development within professional and performance environments. SAS highlighted within the study that the under-16 rugby programme was designed specifically to gradually challenge players and foster development of certain psychological qualities Woodcock et al (2011). This focus group helped gain further knowledge and insight within the psychological side of elite adolescent rugby players. Furthermore the ways in which parents, coaches and the SAS develop these players’ psychological in general day to day environments. A large majority of the research gathered corresponds Holland and colleagues (2010) study. Gender perception of Wrestling is a case study in place to gain research on whether or not wrestling is a sport primarily for male athletes. This focus group consist of eight participants from both genders (stratified random sample), which was also semi-structured. Sports managers and administrators for wrestling are presented with the opportunity to encourage women to take part. For this to take place sports managers and/or administrators need to understand how women perceive the sport. Pfister, (2010) and Ward, (2010) state that there is a growing number of women participating in sports with some women competing successfully in traditionally masculine sports. Data collected from the focus group was substantial, with views from each gender being different; this therefore made the study stand out more due to its hypothesis. The focus group underlined that they perceived wrestling to be more violent than other sports such as judo and taekwondo as self-defence wasn’t an explicit objective, Leng (2012). Participants also reviewed the physical attributes of a wrestler, as of this they clearly stated wrestling was a sport for athletes who possess more physical attributes. Moreover, participants didn’t regard wrestling as a sport favouring the participation of a particular gender. To conclude this case study qualitative data collected via participants within the focus group were views which outlined gender beliefs. It is clear to see that focus groups are irreplaceable when accumulating qualitative research data within the academic study of sport. Gibbs (1997) states that the purpose of focus group research is to draw upon respondents’ attitudes, feelings, beliefs, experiences and reactions. Focus groups gather a whole source of information that cannot be obtained without debates and different views. When structured correctly the researcher is able to gain rich data that he can then press forward to ether make changes or put different methods in practice. Focus groups are best used when gaining data on something meaningful to the participants and/or collecting data for something that affects a large majority of people. Something else gathered from this is that when the moderator/research gains a relationship with the participant it is easier to gain more in-depth information. Bibliography Andrews, D. L. , Mason, D. S. and Silk, M. L. (2005) Qualitative Data in Sports Studies. New York: Berg. Berg, K. E and Latin, R. W. (2008) Research Methods in Health, Physical Education, Exercise Science, and Research (3rd Edition). Baltimore, MD: Lippincott Williams Wilkins. Gratton, C. and Jones, I. (2004) Research Methods of Sports Studies (1st Edition). London: Routledge. Gratton, C. and Jones, I (2006) Research Methods of Sports Studies (2nd Edition). Oxon: Routledge. Woodcock, C. , Holland, M. J. G. , Duda, J. L, and Cumming, J. 2011) Psychological Qualities of Elite Adolescent Rugby Players: Parents, Coaches, and Sport Administration Staff Perceptions and Supporting Roles. The Sport Psychologist, 25, 411-433. Leng, H. K. ; Kang, S. Y. ; Lim, C. ; Lit, J. J. ; Suhaimi, N. I. ; Umar, Y. (2012) Only For Males: Gendered Perception of Wrestling. Choregia, Vol. 8 Issue 1, p43. Gibbs, A. (1997) Social Research Update, Issue 19 [online]. Available: http://sru. soc. surrey. ac. uk/SRU19. html [8th Novemb er 2012] Evalued (2006) Focus Groups [online]. Available: evalued. bcu. ac. uk/tutorial/4b. htm [ 8th November 2012]