Friday, October 25, 2013

Book Review: Modern Saber Fencing

Song: I know where I am going
Modern Saber Fencing by Zbigniew Borysiuk moves into great depth about the sport of saber. It provides a discussion of fencing history, electronic scoring, modern saber, fencing nutrition, research on fencing, fencing talent, diagnostic tools, reaction, and information processing. The book offers scientific knowledge of fencing and has been reviewed by doctors and Olympic coaches to bring cutting edge information to the sport. It is a great book for those who may want to take their fencing from recreation to competition some day. It provides all of the basic information one needs to move down that path. 

There is an interesting chapter on fencing and information processing. It discussed the concepts of stimulus detection, differentiation, recognition and identification. Stimulus detection is the perceptual moment when a stimulus occurs (i.e. opponent’s movement).  Differentiation is the understanding of the different types of stimulus (i.e. movement and location) Recognition affords the opportunity to detect and differentiate with a coordinated learned activity (i.e. the type of activity by opponent).  At the highest level is identification that once the specific action is recognized different types of activities can be used to respond (parry leads to counter parry and five possible alternative actions). 

As stimuli move into one’s plane of perception it is identified (see above) and then the player can choose a learned response. The quality of the response is based upon the programming of training. At times the player can choose a single or multiple responses. When a player can create a complex chain of responses he/she is seen as more of a master of the game. Success being in control of the game and ensuring you understand and have responses to activities in multiple ways.  The more learned and ingrained varieties of movements, the better the player.

All responses from stimuli can be learned except acoustic. This is why new players are wilder in the game but those that understand the signals have more concise and less wieldy responses. A player has begun to master the game when he/she can overcome automatic responses and moves more closely into learned responses. These learned responses come from thousands of hours of practice. Understanding movements and ensuring proper form is necessary for future success when actions are ingrained. 

Unlike some other sports, fencing is highly cardiovascular ,like running or swimming, and develops very refined sense of stimulus detection. A single wrist movement or adjustment of body posture can tip off the opponent to the next action. For example, while fencing last night the more skilled player with 20+ years of experience could tell when I was going to lunge. He was able to even point out how my front leg became tenser just before the attack. He used his experience to wait until I was in a full movement and then countered with a strike. Likewise, he noticed by the end of the first bout that I had good reaction times and decided a defensive stance with coaxing my actions worked best. This type of awareness cannot happen unless one has watched and practiced many endless hours of fencing. 

If you desire to know how the three bouts turned out it was 5-0, 5-0, and 5-1. The single point I scored was from taking his advice, falsely tensing my leg, making a small action forward, waiting for his counter, and then striking him in the upper left shoulder. Sometimes you have to feel good about the little victories when you are learning. It only worked once! 

Borysiuk, Z. (2009). Modern saber fencing. NY: SKA SwordPlay Books ISBN 978-0-9789022-3-0


Thursday, October 24, 2013

Call for Papers: Economics World-Multiple Topics


Economics World is an international, scholarly and peer-reviewed journal (print and online) published monthly by David Publishing Company, USA, which was founded in 2001. It reports the latest and most creative research results in all the fields of Economics Research, Macroeconomics, Microeconomics, International Economics, Labor Economics, Econometrics, Development Economics, Industry Economics, Regional Economics, Social Economics, Agricultural Economics, Education Economics, Political Economy, Environmental Economics, Tourism Economics, Finance, Banking, Insurance, other topics about economics, etc., in the forms of accounts, articles, notes and communications.

Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of economics scholarship, and to encourage a vigorous dialogue between economics scholars and practitioners. Journal welcomes contributions which promote the exchange of ideas and rational discourse between practicing educators and economics researchers all over the world. A broad outline of the journal's scope includes: peer reviewed original research articles, case and technical reports, reviews and analyses papers, short communications and notes to the editor, in interdisciplinary information on the practice and status of research in economics, both strategic and applied studies. Thus high quality research papers or reviews dealing with any aspect of economics are welcome. Papers may be theoretical, interpretative or experimental. The journal is published in English. The e-journal provides free and open access to all of its content on our website. Accepted papers will immediately appear online followed by printed in hard copy.

Submission of Papers:

All manuscripts submitted will be considered for publication. Please submit paper(s) at our website at www.davidpublishing.com/submission_online.asp
You may download their journal articles for free.

Developing Moral Character in Business Education



Businesses have a crisis in leadership that has been brewing over a few decades. A paper by Crossman, et. al. (2013) delves into the need to develop character and values in business education in order to provide future leaders guidelines for appropriate behavior. From ethical crisis ranging from Lehman Brothers to Enron the business community has important functions in society that also include setting a standard of behavior. 

According to the authors there has been movement on the ethical side of educating business students since major scandals have damaged the country. Yet the movement has not delved deep enough into how students learn about ethics and develop character.  To help them identify what their values are it helps in identifying their moral compass through difficult situations. 

According to (Peterson & Seligman, 2004) an analysis of cultures, religion, moral philosophers and others have revealed some universal values:

Wisdom: The cognitive ability to be creative, love of learning, judgment, curiosity, and perspective.

Courage: Emotional strengths to accomplish goals in the face of resistance that include bravery, perseverance, honesty and zest.

Humanity: The interpersonal skills that include love, kindness and social intelligence.

Justice: Community strengths that strengthen society through teamwork, fairness, and leadership.

Temperance: The skills to avoid excess through forgiveness, humility, prudence, self-regulation.

Transcendence: The strengths that connect to a larger universe that includes appreciation of beauty and excellence, gratitude, hope, humor, spirituality.

Certain teaching methods have formed successful values through moral awareness. These include role-playing, collaborative learning, self-reflection, and service learning (Comer & Vega, 2008).  It is through the fostering of a greater understanding of society, working with others, and understanding the self that moral fiber is flexed and grown.

Character is something that is in our core, based within deep seated values. As difficult situations become apparent there is a blending of the situation with our personal values. It is also believed that situations often override character in most cases unless there are clear values that are being violated. That is assuming the person made the distinction. In situations where strong values have developed, character may supersede the situation itself.

There will always be those beyond the reach of ethical decision making. Business students who feel that earning the most money regardless of costs on others or those in excessive need of social approval that always follow the pack are likely to have an ethical malfunction in difficult situations. Despite this, there are others, with proper character training can overcome multiple pressures. To teach the standard sets the expectations for students to reach and may become relevant in their careers.

The authors argue that teaching ethics and moral character in a class is beneficial. It helps students understand moral dilemmas and learn how to reflect on the issues. A greater solidification of the student’s values can help them draw upon those values when the time is needed.

The report brings forward some important concepts. A class on ethics and moral reasoning is beneficial for moral development but is limited. Infusion throughout courses would appear to be the best approach as it becomes laced with other concepts within memory. When moral dilemmas arise and people seek answers they often look for examples and being able to find these important examples through multiple pathways furthers the potential draw and ethical conclusion. The values taught should be universal to cultures, religions and peoples to make them most applicable whereby students can build off the basics in any way they see fit to create personalization of character.

Crossman, M. et. al. (2013). Developing leadership character in business programs. Academy of Management Learning & Education, 12 (2). 

Peterson, C., & Seligman, M. E. P. 2004. The VIA Classification of Character Strengths. Retrieved from http://www.viacharacter.org/www/en-us/viainstitute/classification.aspx

Comer, D. R., & Vega, G. 2008. Using the PET assessment instrument to help students identify factors that could impede moral behavior. Journal of Business Ethics, 77: 129–145.

Wednesday, October 23, 2013

Wine Review: Stella Rosa 1917 Imported Wine

The song is entitled "Sparkling Sunrise". Composed by Dr. Murad Abel
Picture Stella Rosa 1917

Rose (Rosa) wine is one of the earliest forms of wine in which grape skins are left in contact with the juice long enough to give it color and then are removed before the fermentation process. The far majority of ancient wines were made in this simple method making ancient wine very different than that of today. At present the majority of wines are hard full red wines. After WWII the Portuguese began to market sparkling Rosa wines to the U.S. and Europe.

Rosa wines are much lighter than their red wine cousins. They are often served in spring and summer while full red wines are served in fall and winter. Most of the time they are served chilled that makes them refreshing in warmer days. As a light type of sweet red wine they can handle both steak and seafood appropriately. It also works well with cheese and spicy foods. Any wine enthusiast should have a bottle or two in stock.

On their website you will find a number of interesting varieties, recipes, and options. The wine originally started in a small town of Italy and came to the U.S. a few years ago. Since that time it has grown in interest and fame. Americans were more used to the hardy red wines but once they got the taste of sparkling red blends it was an instant sensation. You can find this at many different events as a specialty.

If you desire a more complete picture of the wine think of a high quality wine cooler. It is sweet, light, and slightly colored. Rosa wines have the same sort of tastes with both sparking and non-sparkling varieties. The color can range from an orange red to almost full maroon color. The difference being which grapes and berries were used.

Review:
Aroma: High pitched fruit.

Pour: Sparkling with oxidization around glass. Continues to fizzle for 30 seconds after pour.

Taste: Extremely bright, sweet, and punch like. Grape, strawberry, and other red berries.

Contour: Light and smooth.

Color: Light pink red.

Wine Tears: Little to no legs indicating a lower alcohol content.

Alcohol: 5.5% versus 13.7% for red wines.

Website: http://stellarosawines.com/

Call for Papers: 2014 Clute Institute International Academic Conference


Please join The Clute Institute for our 56th conference at the 2014 Clute Institute International Academic Conference in San Antonio, March 16-18, 2014 convening at the Hilton Palacio del Rio Hotel in San Antonio, Texas.

WE OFFER SIX TRACKS:
- Arts and Humanities
- Business and Economics
- Education
- Engineering Education
- Energy Policy
- Health Sciences

FOR MORE INFORMATION
visit our website at www.CluteInstitute.com email us at Staff@CluteInstitute.com

Enquiries: Staff@CluteInstitute.com
Web address: http://cluteinstitute.com/conferences/2014SAconf.html
Sponsored by: The Clute Institute