Friday, November 29, 2019

Out Among The Stars by Johnny Cash free essay sample

Johnny Cash is way beyond one of music’s greatest stars. His fashion, presence and integrity made him the American legend that he still is to this day. At first,he was just J.R. Cash living in Arkansas. Then the Great Depression hit and devastated rural families like his own and much of America’s economy. The Cashes restored their farm and continued to work through complicated times. Later his older brother, Jack Cash, had died in a sawmill accident. This left J. R. Cash with a permanent pain. Music had then become his refuge. Nearly 60 years after his career officially began and twelve years after his own death, â€Å"The Man In Black† continues to â€Å"walk the line.† Johnny Cash has released yet another album. His son recently discovered the unheard studio album from a recording session in the 1980s. â€Å"Out Among The Stars† is like getting caught in a daydream. We will write a custom essay sample on Out Among The Stars by Johnny Cash or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The song is relatable because of the truth in the lyrics. He sings, â€Å"Travellers get weary. They have burdens and scars, and we think they’d love to start all over and fly like eagles out among the stars.† â€Å"I Came To Believe† shares an alike meaning. The boys both had problems and were used to making them worse. But when one of the boys asked the LORD for help, his problems slowly evaporated. He was given comfort, found easier ways, and hope for the essential delight of being alive. There’s undoubtedly going to be creativity whether he’s a singing a song about love, his home, church or even if he’s telling a story through that deep and somber voice of his. His only single on the â€Å"Out Among The Stars† album, â€Å"She Used To Love Me A Lot†, told a tale about two former lovers. Many years later he saw her and started thinking about their once before relationship. The man thought they could take up where they left o ff before. Opposite of his thoughts, the lady just turned around and walked away. Besides desertion, â€Å"Tennessee† is about a man who fell in love with a girl and found a home with her. They settled down and he ends up starry eyed with her. While on the contrary â€Å"Rock and Roll Shoes† is about trying to find ones self and not being defined by another. The man’s always on the road and he doesn’t ever have the desire to stop moving. A number of songs from Johnny Cash are basically a collection of his visions. His creativity is what pulls the listeners in and makes them comprehend his thoughts. Superior beliefs and the creativity of Johnny Cash himself, had granted him an opportunity to pursue a professional career out of what he had always believed in. He sang songs of his own and songs that had been composed by other people. But he also took his voice and collaborated with talented artists. There were three duets on this CD including two with his wi fe, June Carter, and another with Waylon Jennings. Any music Johnny Cash produces helps us to believe in the ability to be free and see past reality yet still understand the reality of life. John Carter Cash, Johnny’s son, had said, â€Å"When I heard these recordings for the first time in so many years what I immediately noticed was the joy in his voice?his spirit was soaring. I heard the vibrant joy. When these recordings were made he was as full of passion and love as any other time in his life?at a true prime. These recordings have never been heard before now. So listen for him and within you, find a true picture of who the man really was.† Johnny Cash remains a legend. Whenever you find yourself feeling any kind of emotion, put him on the radio, dust off your record player, or even an aged cassette tape. The icon’s voice is timeless and â€Å"Out Among The Stars† is the latest†¦ and quite possibly last album ever of Johnny Cash. He may be gone b ut if you listen closely he’s right alongside us. Eventually we’ll be able to meethim â€Å"out among the stars.† But for now his music’s the only tangible thing left of him.

Monday, November 25, 2019

Boo Radley and Tom Robinson essays

Boo Radley and Tom Robinson essays Both Boo Radley and Tom Robinson were outcasts to the society of Maycomb. Boo was locked away in his house, where Tom was a black man. Racism was very bad in the 1930s. No one wanted to be a black mans friend and if someone said he had done something wrong, he had obviously done something wrong. Like in Toms case. Tom had been framed for rape, which he didnt do.Tom never harmed anyone (Lee, 195) Racism led to his punishment, as he was carried away from the courthouse to jail. Tom was an ordinary black man. He had a wife and kids and was stuck in a place full of racism. Boo on the other hand was white and until he stabbed his father in the knee, was ordinary too. Boo was locked up in the courthouse until his father brought him home, where he stayed for many years. He sometimes came out though, but only during the night. He sometimes tried to connect with the outside world by putting gifts in the trees for Jem and Scout (Lee, 278), only to be cut off by Nathan Radley Tom and Boo both had similar qualities they both had affects on different characters in the story. Like Atticus for example. Atticus had to represent Tom Robinson in court for a crime Atticus knew Tom didnt even commit. Atticus also knew that they had probably already lost the case, due to racial prejudice. With all the evidence that Atticus had gathered, none was even considered due to racial discrimination. Mayella was beaten on the left side of her and Toms left arm wasnt even useable (Lee, 179). Boo Radley on the otherhand had helped Atticus, by saving the lives of his children, Jem and Scout. Bob Ewell tried attacking both Jem and Scout, but only hurt Jem. Boo came and killed Bob Ewell by stabbing him under the rib cage with a kitchen knife (Lee, 266). He quickly carried th ...

Friday, November 22, 2019

Robert Moses Research Paper Example | Topics and Well Written Essays - 500 words

Robert Moses - Research Paper Example Robert attracted several top titles that he used to power his projects. He was the president to the Long Island Park Commission in 1924, and he later took the chairmanship of the State parks council. As the chairman of States Parks Council, Robert used his position to build many public parks in New York. His focus was to improve Long Island by appropriating land and building parkways. Southern State Parkway, Northern State Parkway and Jones Beach State park, were part of the places that Moses wanted to take his projects (Joann, 1989). His intention was to build three bridges that would connect Manhattan, the Bronx and Queens. By the time, he was removed from power, Moses had constructed more than ten bridges parkways and many recreational facilities. Moses also came up with the idea of building skyscrapers to give more land for the construction of public facilities. His work had a considerable impact to the people in New York and Long Island because he connected the island to the mainland by constructing bridges and tunnels (Joann, 1989). He provided the public with several play grounds and recreational parks, as well as an effective transport system. Further, he facilitated the flow of traffic in New York by constructing thousands of Kilometers of parkways. However, one of his projects led to the destruction of private houses, and this brought a negative impact to his public favor (Joann, 1989). I gain the impression that Robert was a strong personality who was determined to bring development to everyone. He a man who would sacrifice the interest of a few if what he was chasing would benefit the majority. Moses was also capable of building strong connections that would protect him when the influential people wanted to ruin his career. I also realize that Moses was vengeful to those people who stood in his way. Today’s planning processes are different from the ones that Moses applied. Today, an extensive survey, is done to account for the people’s

Wednesday, November 20, 2019

Collaboration and Peer Reviews Essay Example | Topics and Well Written Essays - 750 words

Collaboration and Peer Reviews - Essay Example There are disadvantages, however, such as sometimes having one’s ideas rejected or significantly altered before they are put on paper, and having to accommodate other people’s schedules and life. One of the major advantages to collaborating on a project is that one gets a different set of expertise that can inform the work being done. Specialization is key in w wide variety of fields, because the amount of knowledge and experience in the world is exploding at a much greater rate than someone can actually keep up with it. Thus collaborating allows someone to access knowledge and expertise they may not otherwise have, which can provide different points of view, subtlety to an argument, or even correct errors that are made in the original judgement. Another benefits of collaborating on projects is having another person to bounce ideas off of, that can be more critical than one usually is to one’s self. Sometimes other people can see errors in thinking that another p erson cannot, and this help protect anyone collaborating on a project from accidentally publishing things that might not be accurate when viewed critically. It is very, very difficult to be thoroughly critical about one’s own ideas, so having another person who can do that can be incredibly helpful on a variety of levels. While collaboration has a number of advantages, it also has some disadvantages. Collaborating necessarily means compromise. Sometimes people will differ on where to put emphasis, or perhaps on even more major issues such as whether or not something is an argument that they should be making. Collaborating means that sometimes each person’s ideas will be heavily edited before they get out, which can lead to somewhat less creative or outside the box thinking. Furthermore, collaborating takes a lot more time than working on something alone can – one has to accommodate their collaborator’s schedule, life and so on, so instead of just working when and how one wants, one has to sometimes wait for feedback, go over things several times and so forth. Collaboration does have some disadvantages that detract from its overall advantages. One of the things I learned through reviewing my peers work is how much easier it is to see negative things in another person’s work than one’s own. After reviewing a peer’s work, I went back and looked for those same issues in my own, and many of them were present. Furthermore, I learned that it is much easier to see what is done improperly (bad grammar, structure errors and so on) than to appreciate what is done well. One of the major advantages of having a peer review my paper was catching errors in logic or communication that I would not see. Obviously I created the ideas and arguments I use when writing a paper, so when I read it back to myself it always makes perfect sense – I know what I’m talking about. Another person, however, can only glean what your argument means from the writing you put on the page, so it can really highlight things that you have not communicated well enough, or that do not make sense without added detail. One of the disadvantages to having a peer review my work before I submit it is that sometimes having someone else review my work can

Monday, November 18, 2019

Important Models of Justices' Behaviour at the Supreme Court Research Paper

Important Models of Justices' Behaviour at the Supreme Court - Research Paper Example There are three models that are mostly displayed by the justices and the judges of the Supreme Court when deciding cases in the supreme courts. These are strategic, attitudinal and the legal orientations. Strategic behaviour refers to the justices’ actions to maximize their overall benefits in light of their expectations concerning their choices of other actors involved in the decision making process. Others are legal and the attitudinal models that aid explain the legal verdict arrived by the justices at the supreme courts Though the attitudinal models of justice behaviour was initially establish in the US, students and other legal practitioner have found the strategic models of behaviour alluring. This dissent of behaviour focuses on the interpedently nature of judges and justices’ behaviour in their decision making, which does not shun the policy preferences of the justices’ .This a strategic begins with assumption that justices are motivated by their policy p references, but further acknowledges that realization of those preferences is a function of other relevant actors. As notes by (Epstein and Knight) Justices may be primarily seekers of legal policy, but they are not unconstrained actors who make decisions based only on their own ideological attitudes. Rather, justices are strategic actors who realize their ability to achieve their goals depends on a consideration of the preferences of other actors, the choices they expect others to make, and the institutional context in which they act. (10). This implies that whole a justice acting on the basis of his attitudes, another justices acting on the same preferences may be expected to behave differently based on strategic considerations. For instance, for justice behaviour‘s preferences mat depend on the other justice and judges reactions and opinions (08-956 wood v. Allen. (01/20/10) Recent literature provides that strategic concerns of behaviour go beyond attitudinal as they tend t o explain further other reasons that attitudinal approach may not offer.(Wood v. Allen, Wood v, state and Alabama, US, 1998) In recent findings, attitudinal concerns have challenged by judges who tend to adopt strategic orientation towards and it was evidenced in a variety of contexts. First, when setting their agendas (Rice v. Collins, 546 US 333,339), second, when writing majority opinions (Wood v. State, 715 819 (1998)) and lastly issuing separate opinions, even on the same case(s) (Williams v. Taylor, 529 US 362,462). Several studies undertaken by Brace and Hall at the aggregate (Brace and Hall; Hall and Brace, 147-162) and individuals (Brace and Hall; Hall and Brace) provides explanations on the dissenting behaviour. They note that when making judicial decisions, justices and judges decide not to follow their ideological differences in certain circumstances in anticipation of decisions by exogenous factors such as electoral constituency, in order to keep job . Other evidence th at pursue a strategic line of inquiry as is vital in the decision making process. This is because the strategic models of supreme court justices takes into account other factors more

Saturday, November 16, 2019

Physical Education Essays School Sports

Physical Education Essays School Sports Introduction Physical education has been a central component of the national education system since its first implementation in public schools in the late 19th century. Incorporation of physical activity into schools is believed to offer a range of physical, psychological and social benefits and the National Curriculumcontains policy, based on research by the British Heart Foundation and independent education researchers, for physical education and sport promotion amongst the nations youth. This policy has generally been effective in helping students increase their physical activity levels and meet national guidelines. However, this policy is lacking in some ways and metrics for evaluating the success of the regions physical education programme are somewhat limited. The purpose of this essay is to review existing evidence regarding physical education in schools. The benefits of physical activity for children will first be considered, followed by a review of the National Curriculums policy on physical education. The efficacy of this policy will then be discussed, highlighting any evidence evaluating this relationship. Limitations to existing policy will then be presented, and recommendations for future research and practice will be provided. This essay concludes with a brief summary and outline of key points. Benefits of Physical Activity for Children The UK public education system had upheld a tradition of physical activity promotion within its schools, as well as recognised the multiple benefits of regular exercise on educational outcomes. These beliefs are based on empirical research, of which the benefits of physical activity for health and well-being have been widely documented (see Hills et al., 2011). These benefits appear to impact three broad dimensions of well-being in youth, including physical, psychological and social dimensions (Metcalf, Henley Wilkin, 2012). These three dimensions combine to determine an individuals Quality of Life (QoL), or an individuals subjective standard of happiness and general life satisfaction (Hills, Andersen Byrne, 2011). QoL has become an increasingly targeted outcome variable in public health and medical interventions due to its strong correlation with physical health (Hills et al., 2011). Numerous empirical studies (e.g., Marmot et al., 2012; Metcalf et al., 2012) have demonstrated that improved QoL is associated with reduced disease and illness, as well as reduced healthcare costs associated with treating such conditions. Including physical education in schools has, therefore, been recognised as a productive means of promoting exercise and healthy lifestyle habits from a young age (Hills et al., 2011). A recent review of the health benefits of physical activity and fitness for school-aged youth demonstrated that even moderate amounts of daily exercise led to numerous positive outcomes amongst youth population members (Janssen Le Blanc, 2010). Based on a review of 86 papers yielding 113 intervention outcomes, this study demonstrated that physical activity was associated with moderate-to-strong positive effects on blood cholesterol, blood pressure, metabolic syndrome, obesity, bone density, psychological depression and physical injury (Janssen Le Blanc, 2010). Furthermore, physical activity was associated with a dose-response effect, whereby children who received more exercise experienced greater benefit (Janssen Le Blanc, 2010). Finally, this study demonstrated that exercise of vigorous intensities yielded greater benefits, while aerobic activities were associated with the strongest effect on bone density. Based on these findings, it was recommended that children aged 5 to 17 years old accumulate at least 60 minutes daily of moderate-to-vigorous physical activity (Janssen LeBlanc, 2010). Furthermore, Level 2 students are believed to benefit from even higher exercise intensities, while all children in this age group should continue to include weight-bearing and resistance training activities that promote bone and muscular strength (Janssen Le Blanc, 2010). An increasing body of research has demonstrated the positive effects of more vigorous exercise intensities, and health professionals and sports scientists alike are incorporating high-intensity interval training into their program designs (Janssen Le Blanc, 2010). These findings confirm several previous studies (e.g., Craggs et al., 2011; Metcalf et al., 2012) regarding the positive physical effects of physical activity for physical outcomes, and Janssen and LeBlancs (2010) physical activity recommendations provide more rigorous guidelines than those of the National Health Service NHS (2013). Physical activity is also associated with social benefits that can improve QoL in children (Hills et al., 2011). From an early age, physical activity plays a key role in the socialisation process of young students, who engage in play activities as a means of understanding social dynamics such as observation, modelling, sharing, social reciprocity, social exchange, gender roles and more (Brockman et al., 2011). As children reach later stages of their academic careers, involvement in sports and non-competitive activities serve as a key social outlet for children to continue to understand social processes and develop social skills needed to function in both the academic and professional environment (Hills et al., 2011). Continuing to encourage the play aspect of physical activity appears to be an important means by whichto ensure continued participation and prevent the natural decline in physical activity that typically occurs around the ages of 10 to 11 (Brockman et al., 2011). Finally, physical activity offers psychological benefits, both with respect to general affect and cognitive capacity (Craggs et al., 2011). A recent review of physical activity interventions for American children (i.e., Tomporowski, Lamnbourne Okumura, 2011) demonstrated that consistent exercise of moderate-to-vigorous intensities was effective for promoting emotional and intellectual development. Exercise is particularly effective for enhancing executive functioning (Tomporowski et al., 2011). Biddle and Asare (2011) performed a similar review of physical activity studies with British children, demonstrating that physical activity had strong positive effects on reducing depression, with a small effect shown for reducing anxiety. However, interventions conducted specifically with children from the UK remain somewhat limited, with authors finding just nine interventions that met inclusion criteria (Biddle Asare, 2011). Findings related to improved cognition within these children as a result of physical activity are somewhat inconsistent, although there is some evidence (e.g., Craggs et al., 2011) of improved cognitive performance and academic achievement resulting from physical activity of various modalities. Although the physiological route by which these benefits take place is not fully understood, the effects of exercise on cognitive functioning may result from the release of neurochemicals, such as serotonin and dopamine, that regulate mood and clarify cognitive processes (Craggs et al., 2011). These activities may also enhance self-efficacy for physical activity, an affective state that may transfer to cognitive activities as well (Best, 2010). As technology develops, research is expected to match physical activity designs with benefits (Craggs et al., 2011). National Curriculums Policy on Physical Education Due to the extensive documentation of the benefits of physical activity, the National Curriculum has implemented policy on physical education for more than one century (Bouchard, Blair Haskell, 2012. A new National Curriculum is currently being designed for UK schools that will allow for more flexibility in programme design and offers a slimmer framework (Association for Physical Education, 2014). However, concepts from the former policy will still be incorporated into the new framework, including basic outlines for educational principles at key stages of learning and development. The policy currently segregates physical activity needs for students in Key Stages 1 and 2 versus those in Key Stages 3 and 4 (Gov.UK, 2013). However, the policy recognises that high-quality physical education is needed to promote full psychological, social and physical development, and the National Curriculum encourages engagement in sports and physical activities throughout all stages (Gov.UK, 2013). Furthermore, the curriculum assesses competency in physical activities, rather than just participation, in order to ensure that students know and apply skills learned within physical education courses and incorporates physical activity into their daily lives (Bouchard et al., 2012). At Key Stage 1, the National Curriculum recommends that students develop fundamental movement skills, become increasing competent and confident and access a broad range of opportunities to extend their agility, balance, and coordination, individually and with others (Gov.UK, 2013 p. 1). During this stage, pupils are encouraged to engage in both competition and non-competitive activities and become involved in increasingly challenging activities (Gov.UK, 2013). Finally, pupils within this stage are encouraged to learn basic movement skills that promote coordination and development of general motor programs, participate in team games, and perform activities that require simpler movement patterns (Gov.UK, 2013). At Key Stage 2, the National Curriculum recommends that students continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement (Gov.UK, 2013, p. 1). The National Curriculum encourages students to participate in activities that promote communication, collaboration, and the development of self-monitoring and self-evaluation of skills (Gov.UK, 2013). Additionally, students at this stage are encouraged to increasingly participate in competitive activities, develop flexibility, strength, technique, control and balance and perform activities with more complex movement patterns (Gov.UK, 2013). Comparing performance against peers and national standards is also recommended at this stage (Gov.UK, 2013). Swimming and water safety skills are introduced at Key Stage 1 or Key Stage 2. At Key Stage 3, the National Curriculum recommends that students build on and embed the physical development and skills learned in Key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities (Gov.UK, 2013, p. 1). During this stage, students are encouraged to use a range of different techniques and methods to compete against opponents, continue to improve performance based on peers and national standards, take part in increasingly difficult and novel situations, and engage in non-school sport activities (Gov.UK, 2013). Additionally, educators are encouraged to continue to foster confidence through personal mastery of tasks and improvements in comparison with individual and national standards (Gov.UK, 2013). In Key Stage 4, the National Curriculum recommends that students tackle complex and demanding physical activities (Gov.UK, 2013, p. 1). At this stage, students have generally learned to become more independent and have ideally developed self-monitoring skills to continue to direct their own sport and interest physical activity participation (Gov.UK, 2013). During Key Stage 4, students are taught to develop multiple tactics and strategies to use in competitive situations, continue to master techniques of chosen sports or activities, take part in adventurous activities that require complex decision-making, and take part in both school and non-school-related physical activities (Gov.UK, 2013). This curriculum has guided physical education pedagogy for several years, although recent reform has led to some structural changes that are discussed in more detail below. Efficacy of National Curriculum Policy The National Curriculums policy on physical education draws from contemporary development research and is believed to offer an efficacious guideline for individual schools to follow in their programme designs (Standage et al., 2012). As the 2013 policy has been submitted for revision, the 2014 framework is being implemented to provide even greater freedom and flexibility for schools in their physical education delivery and curriculum model designs (Haerens et al., 2011). According to the Association for Physical Education (2014), this increased flexibility will be even more evident in primary schools, and places a higher level of responsibilityon teachers to be experts in their subject matter and pedagogical approach toward physical education (Association for Physical Education, 2014). Such a policy is hoped to place more power in the hands of educators and schools to include programmes they believe will be beneficial for their student populous. Though the National Curriculum is believed to be an efficacious and thorough policy that allows for individuality and creativityon the part of teachers to understand their own students needs, the effects of this policy remain to be seen. The former policy had previously been criticised for its limited evaluative efforts and sometimes ambiguous effects on key learning outcomes (Evans, 2004). According to a report by Evans (2004), the UKs former policy on physical education contained antiquated concepts regarding the development of physical abilities, and argued that the policy promoted exclusive practices for students less apt toward exercise in some respects. In a 2005 study related to the former UK physical education policy, Fairclough and Stratton (2005) found that physical education for students aged 11 to 14 was effective for increasing physical activity in students who were of high academic ability, while students of low- to moderate- academic ability did not increase their physical activity levels in response to physical education programmes. Thorburn, Jess and Atencio (2011) challenged the common conception that physical education programmes contribute to the well-being of students. Based on a review of Scottish physical education programmes, these authors concluded that individual curriculums often produced contrasting effects in student such as those found in Fairclough and Strattons (2005) research. While high-achieving students appear to benefit from this curriculum, such policy may promote exclusiveness in students of differing academic abilities (Thorburn et al., 2011). As a result, physical education may actually detract from the well-being of marginalised student groups. While studies (e.g., Janssen LeBlanc, 2010; Standage et al., 2012) have demonstrated that increased physical activity has been associated with reduced obesity and increased educational outcomes, the precise relationship between physical education policy and these benefits is less clear. Geyer (2012) criticised former education policy for its strong centralist nature and auditing approach toward education improvements. Therefore, allowing for greater flexibility amongst individual schools to assess needs and design a curriculum that most effectively meets those needs is believed to be a significant improvement over former policy (Geyer, 2012). Additional, more stringent evaluative strategies amongst individual schools may allow for less of an auditing approach toward improving physical education outcomes and more of a proactive approach that anticipates changing needs amongst diverse student groups (Geyer, 2012). Limitations to Existing Policy Though the National Curriculum for physical education is based on evidence and has recognised the widespread benefits of physical activity for UK student population members, some limitations exist that have warranted changes within the new policy. In addition to the lack of evidence regarding its efficacy, as well as the centralised and auditory approach toward addressing improvements in the system, the curriculum has been criticised for a lack of clarity and a lack of awareness by parents and teachers as to how to properly implement existing policy (Haerens et al., 2011). For example, Haerens et al. (2011) showed that many teachers lack a clear understanding of the specific goals and outcomes of the National Curriculum at each Key Stage, or suggest that these outcomes do not match the needs of their particular institution. This limitation will ideally be addressed by decentralising the new curriculum and placing more power of design into the hands of teachers within the UK education system (Geyer, 2012). Additionally, parents have been shown to generally lack awareness about key outcomes associated with each stage of development in UK educational pedagogy (Kirk, 2014). This is unfortunate, as parents play a pivotal role in regulating the extracurricular activities of children, and their involvement in promoting physical activity is crucial to capitalising on the inclusion of physical education in schools (Kirk, 2014). Implementation challenges have plagued previous UK physical education policy, and parents may help overcome this barrier (Zhu, Ennis Chen, 2011).There have been contextual constraints among schools limiting fitness science learning in the academic environment, as well as discrepancies in personal values toward physical education as a key component to a science-based educational program (Zhu et al., 2011). Greater efforts are needed to raise awareness of the benefits of physical activity to parents in order to gain support for its inclusion and continued participation in schools (Zhu et al., 2011). Recommendations The benefits of physical activity for children are clear, and there are obvious societal advantages to promoting regular exercise from an early age (Standage et al., 2012). As the academic environment represents the most optimal setting in which to promote health and physical activity, a National Curriculum that includes physical education is crucial to a healthy and productive society (Kirk, 2014). However, improvements must be made in the individualisation of curricula based on need, as well as efforts to monitor the efficacy of existing policy (Bohn-Gettler Pellegrini, 2014). Finally, greater efforts to improve awareness of policy and the benefits of physical activity, particularly amongst parents, are needed in order to ensure national physical activity guidelines are met (Geyer, 2012). De-centralising the National Curriculum design and providing more flexibility for individual schools to target specific needs is recommended to promote the most effective physical educationprogramme for UK students (Geyer, 2012). Individual schools differ in their physical education needs, and their curriculum designs should reflect this need. Additionally, engaging parents in the design process as well as seeking their support at the school level may be beneficial in ensuring physical activity behaviours are encouraged in the home environment (Kirk, 2014). Finally, more research is needed that tracks key metrics related to the efficacy of new National Curriculum policy (Bohn-Gettler Pellegrini, 2014). For example, the relationship between physical education implementation and academic outcomes, obesity and QoL would all be beneficial in evaluating the efficacy of physical education policy (Hills et al., 2011). Such efforts may also help reduce the auditory approach taken in previous policy and encourage a more proactive physical education curriculum. Conclusion The purpose of this paper was to discuss contemporary issues regarding physical education policy within the National Curriculum. The benefits of physical activity for children were first explored, including psychological, social and physical outcomes. A review of the National Curriculum policy on physical education was then presented, including former policy and new changes within the 2014 revisions. The efficacy of this policy was then considered, as well as the limitations. Finally, recommendations for improving existing policy and increasing physical activity rates were discussed. Based on the evidence presented within this paper, physical activity appears to offer substantial benefits to students and the inclusion of physical education in the National Curriculum has the potential to offer long-term benefits to society. However, some issues regarding assessment, monitoring, decentralisation of design, incorporating parent involvement, and taking a more proactive approach toward improvements will all contribute to improved policy in the future. Implementing more rigorous research and intervention designs will ideally alleviate existing limitations in research surrounding this topic. 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Int J Behav Nutr Phys Act, 8, p. 15. Craggs, C., Corder, K., van Sluijs, E. M. and Griffin, S. J. (2011). Determinants of change in physical activity in children and adolescents: a systematic review. American Journal of Preventive Medicine, 40(6), pp. 645-658 Evans, J. (2004). Making a difference? Education and ability in physical education. European Physical Education Review, 10(1), pp. 95-108. Fairclough, S. and Stratton, G. (2005). ‘Physical education makes you fit and healthy’. Physical educations contribution to young peoples physical activity levels. Health Education Research, 20(1), pp. 14-23. Geyer, R. (2012). Can complexity move UK policy beyond ‘Evidence†Based Policy Making’ and the ‘Audit Culture’? Applying a ‘Complexity Cascade’ to education and health policy. Political Studies, 60(1), pp. 20-43. Gov.UK (2013). National curriculum in England: physical education programmes of study. [online] Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study/national-curriculum-in-england-physical-education-programmes-of-study. Accessed 14 Oct. 2014. Haerens, L., Kirk, D., Cardon, G. and De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), pp. 321-338. Hills, A. P., Andersen, L. B. and Byrne, N. M. (2011). Physical activity and obesity in children. British Journal of Sports Medicine, 45 (11), pp. 866-870. Janssen, I. and LeBlanc, A. G. (2010). Review Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7(40), pp. 1-16. Kirk, D. (2014). Physical education and curriculum study (Routledge Revivals): a critical introduction. London: Routledge. Marmot, M., Allen, J., Bell, R., Bloomer, E. and Goldblatt, P. (2012). WHO European review of social determinants of health and the health divide. The Lancet, 380(9846), pp. 1011-1029. Metcalf, B., Henley, W. and Wilkin, T. (2012). Effectiveness of intervention on physical activity of children: systematic review and meta-analysis of controlled trials with objectively measured outcomes (EarlyBird 54). BMJ: British Medical Journal, 345. [online] Available at: http://www.bmj.com/content/345/bmj.e5888. Accessed 14 Oct. 2014. National Health Service (2013). Physical activity guidelines for children and young people. [online] Available at: http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-people.aspx#close. Accessed 14 Oct. 2014. Standage, M., Gillison, F. B., Ntoumanis, N. and Treasure, D. C. (2012). Predicting students’ physical activity and health-related well-being: a prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport Exercise Psychology, 2012(34), pp. 37-60. Thorburn, M., Jess, M. and Atencio, M. (2011). Thinking differently about curriculum: analysing the potential contribution of physical education as part of ‘health and well-being’ during a time of revised curriculum ambitions in Scotland. Physical Education Sport Pedagogy, 16(4), pp. 383-398. Tomporowski, P. D., Lambourne, K. and Okumura, M. S. (2011). Physical activity interventions and childrens mental function: an introduction and overview. Preventive Medicine, 52, pp. S3-S9. Zhu, X., Ennis, C. D. and Chen, A. (2011). Implementation challenges for a constructivist physical education curriculum. Physical Education and Sport Pedagogy, 16(1), pp. 83-99.

Wednesday, November 13, 2019

Free Essays - A Farewell to Arms as Historical Romance :: Farewell Arms Essays

A Farewell to Arms - Historical Romance The novel "A Farewell to Arms" should be classified as a historical romance. Many people in reading this book could interpret this to be a war novel, when in fact it was one of the great romance novels written in its time. When reading this book you notice how every important event of the war is overshadowed by the strong love story behind it. The love story is circled around two people, Frederic Henry and Catherine Barkley. Frederic is a young American ambulance driver with the Italian army in World War I. He meets Catherine, a beautiful English nurse, near the front of Italy and Austria. At first Frederic’s relationship with Catherine consists of a game based on his attempts to seduce her. He does make one attempt to kiss her, and is quickly slapped by an offended Catherine. Later in the story, Frederic is wounded and sent to the American hospital where Catherine works. Here he finds a part of him he has never had before, the ability to love. This is where his feelings for Catherine become extremely evident. Their relationship progresses and they begin a passionate love affair. After his stay in the hospital, Frederic returns to the war front. During this period, Hemmingway heavily indicates the love Frederic has for Catherine. It is evident that Frederic is distracted by his love for Catherine. During a massive retreat from the Austrians and the Germans, the Italian forces become disordered and chaotic. Frederic is forced to shoot an engineer sergeant under his command, and in the confusion is arrested by the Italian military police for the crime of not being Italian. Disgusted with the Army and facing death, Frederic decides he has had enough of the war; he dives in to the river to escape. After swimming to safety, Frederic boards a train and reunites with Catherine. She is pregnant with their baby. With the help of an Italian bartender, Catherine and Frederic escape to Switzerland, and plan to marry after the baby is born. When Catherine goes into labor, the doctor suddenly discovers that her pelvis is too narrow to deliver the baby. He attempts an unsuccessful Cesarean section, and she dies in childbirth with the baby. To Frederic, her dead body is like a statue; he walks back to his hotel without finding a way to say goodbye, seemingly lost forever.

Monday, November 11, 2019

Literary Devices Essay

Alliteration Repeating the same letter or sound at the beginning of adjacent or closely connected words. AllusionA figure of speech that makes a reference to, or representation of, people, places, events, literary work, myths, or works of art, either directly or by implication. BildungsromanA type of novel concerned with education, development, and maturation of a young protagonist. Essentially, a Bildungsroman traces the formation of a protagonist’s maturity (the passage from childhood to adulthood) by following the development of his/her mind and character. Breaking the fourth wallAn author or character addresses the audience directly (also known as direct address). This may acknowledge to the reader or audience that what is being presented is fiction, or may seek to extend the world of the story to provide the illusion that they are included in it. An example is found in the film Ferris Bueller’s Day Off when the main character speaks to the audience by looking directly into the camera. Chekhov’s gunInsertion of an apparently irrelevant object early in a narrative for a purpose only revealed later. See foreshadowing and repetitive designation. Cliff-hangerThe narrative ends unresolved, to draw the audience back to a future episode for the resolution. Deus ex machina (From Latin: a machination, or act of god)Resolving the primary conflict by a means unrelated to the story (e. g. , a god appears and solves everything). This device dates back to ancient Greek theatre, but can be a clumsy method that frustrates the audience. This has come to mean that a force steps in to ‘save the day’ or a helicopter shows up just as the hero must jump off a building. EpiphanyA sudden revelation or insight—usually with a symbolic role in the narrative—in a literary work. First Person NarrationA text presented from the point of view of a character (esp. the protagonist) and written in the first person. Oftentimes, the first-person narrative is used as a way to directly convey the deeply internal, otherwise unspoken thoughts of the narrator. Occasionally this narrator can be seen as unreliable. In some cases, the narrator gives and withholds information based on his/her own viewing of events. It is an important task for the reader to determine as much as possible about the character of the narrator in order to decide what â€Å"really† happens. Important note: See page 4 for point form recap. Flashback (or analeptic reference)General term for altering time sequences, taking characters back to the beginning of the tale, for instance Flash-forwardAlso called prolepsis, an interjected scene that temporarily jumps the narrative forward in time. Flash forwards often represent events expected, projected, or imagined to occur in the future. They may also reveal significant parts of the story that have not yet occurred, but soon will in greater detail. This has been highly popularized by several television shows. ForeshadowingHinting at events to occur later. See also Chekhov’s gun. Frame story, or a story within a storyA main story that organizes a series of shorter stories or a short story that is used within another to add meaning to the other. Framing deviceA single action, scene, event, setting, or any element of significance at both the beginning and end of a work. HamartiaThe character flaw or error of a tragic hero that leads to his downfall. HyperboleExaggeration used to evoke strong feelings or create an impression which is not meant to be taken literally. ImageryForming mental images of a scene using descriptive words, especially making use of the human senses. In medias resBeginning the story in the middle of a sequence of events. The Iliad and the Odyssey of Homer are prime examples. The latter work begins with the return of Odysseus to his home of Ithaka and then in flashbacks tells of his ten years of wandering following the Trojan War. IronyThis discrepancy between expectation and reality occurs in three forms: situational irony, where a situation features a discrepancy between what is expected and what is actualized; dramatic irony, where a character is unaware of pivotal information already revealed to the audience (the discrepancy here lies in the two levels of awareness between the character and the audience); and verbal irony, where one states one thing while meaning another. The difference between verbal irony and sarcasm is exquisitely subtle and often contested. The concept of irony is too often misunderstood in popular usage. Unfortunate circumstances and coincidences do not constitute irony (nor do they qualify as being tragic). Reader’s note: â€Å"Isn’t it ironic? † by Alanis Morisette contains several examples, but many of them are not ironic at all. JuxtapositionUsing two themes, characters, phrases, words, or situations together for comparison or contrast Narrative hookStory opening that â€Å"hooks† readers’ attention so hey will keep reading OverstatementExaggerating something, often for emphasis (also known as hyperbole) OnomatopoeiaWord that sounds the same as, or similar to what the word means, e. g. , â€Å"boom† or â€Å"squish† OxymoronA term made of two words that deliberately or coincidentally imply each other’s opposite, e. g. â€Å"terrible beauty† ParadoxA phrase that describes an idea composed of concepts that conflict. A good example occurs in the first sent ence of A Tale of Two Cities by Charles Dickens: â€Å"It was the best of times, it was the worst of times† (1). ParodyRidicule by overstated imitation, usually humorous, as in MAD Magazine Pathetic fallacyReflecting a character’s (usually the protagonist) mood in the atmosphere or inanimate objects—for example, the storm in William Shakespeare’s King Lear, which mirrors Lear’s mental deterioration. PathosEmotional appeal, one of the three modes of persuasion in rhetoric that the author uses to inspire pity or sorrow towards a character—typically does not counterbalance the target character’s suffering with a positive outcome, as in Tragedy. PersonificationUsing comparative metaphors and similes to give living characteristics to non-living objects. Plot twistUnexpected change (â€Å"twist†) in the direction or expected outcome of the plot. Poetic justiceVirtue ultimately rewarded, or vice punished, by an ironic twist of fate related to the character’s own conduct Self-fulfilling prophecyPrediction that, by being made, makes itself come true. Early examples include the legend of Oedipus. There is also an example of this in Harry Potter. SatireThe use of humour, irony, exaggeration, or ridicule to expose and criticize people’s stupidity or vices. Sensory detailImagery, sight, sound, taste, touch, smell Stream of consciousnessTechnique where the author writes down their thoughts as fast as they come, typically to create an interior monologue, characterized by leaps in syntax and punctuation that trace a character’s fragmentary thoughts and sensory feelings. An example is â€Å"Ulysses†. SymbolismApplied use of symbols: iconic representations that carry particular conventional meanings.

Saturday, November 9, 2019

Understanding Endings on Latin Comparative Adjectives

Understanding Endings on Latin Comparative Adjectives Parents of English-speaking children generally witness a phase in their childrens development when they seem confused as to the correct form of the comparative adjective. Is it more better, gooder, or what? That children generally do figure it out is part of the miracle of our ability to use language. When learning a second language as an adult, its much harder. Comparatives can definitely become eye-glossing-over material. They wouldnt be if the comparatives were all regular and easy, but there is little to tell you which adjectives are going to be regular, which in English means they take an -er or -ier ending, or irregular, which means... who knows what. Although we could probably do without this similarity with English, Latin, too, has not only regular  but also irregular adjectives: Bonus - good, melior/melius - better (irregular in Latin and English)Malus - bad, pejus/pejor - worse (irregular in Latin and English)Magnus - great, major/majus - greaterParvus - small, little, minor/minus -less (irregular in Latin and English)Multus - much, many, plures - more (irregular in Latin and English) In addition to having irregular adjectives in the comparative, Latin adjectives have to be declined to go along with the noun or pronoun they modify. Remember that declining an adjective to go along with the noun means that If the noun is neuter, so is the adjective.If the noun is plural, so is the adjective.If the noun is in one case, so is the adjective. In the comparative, you dont have to worry about whether the noun is masculine or feminine, just whether or not its neuter. Thats because the endings on comparative adjectives dont follow the 1st and 2nd declensions. Instead, comparative adjectives follow the 3rd declension, with the following exceptions. no -i, but an -e for the ablative singular,an -a instead of -ia for the neuter plural nominative/accusative, anda similar lack of /i/ for the neuter plural. Now well look at some actual declensions of an adjective in the comparative: the Latin for longer. The Latin for long is longus, -a, um. To find the base of the adjective, which you need, since you add the ending to it, look at the genitive and remove the genitival ending. The genitive singular forms of longus, -a, -um are longi, longae, longi. Removing the genitive endings leaves long-. It is to this base that the comparative endings are added, as shown: Singular nom. masc/fem. longiorgen. masc/fem. longiorisdat. masc/fem. longioriacc. masc/fem. longioremabl. masc/fem. longiorenom. neut. longiusgen. neut. longiorisdat. neut. longioriacc. neut. longiusabl. neut. longiore Plural nom. masc/fem. longioresgen. masc/fem. longiorumdat. masc/fem. longioribusacc. masc/fem. longioresabl. masc/fem. longioribusnom. neut. longioragen. neut. longiorumdat. neut. longioribusacc. neut. longioraabl. neut. longioribus

Wednesday, November 6, 2019

8 Social Security Disability Myths and Facts

8 Social Security Disability Myths and Facts The 8 Most Common Social Security Disability Myths and Facts Revealed There are many misconceptions about Social Security Disability (SSD), including who is eligible for benefits, how long benefits are granted for, if you can work while receiving benefits and much more.Without knowing what is true and what is false about SSD, you could be holding yourself or loved ones back from getting necessary benefits. We’re here to set the record straight about some of the most common SSD myths.Learn about the 8 Most Common Myths Facts About Social Security Disability in our latest infographic.nullnullShare this infographic with family members and friends to help inform them about the truth about Social Security Disability. Knowledge is power, and sharing this information could help someone in need.Need Social Security Disability Benefits? We Can Help. If you are disabled and unable to work, call  Disability Attorneys of Michigan  for a free confidential consultation. We’ll let you know if we can help you get a monthly check and help you determi ne if any money or assets you receive could impact your eligibility for disability benefits.Disability Attorneys of Michigan  works hard every day helping the disabled of Michigan seek the  Social Security Disability  benefits they need. If you are unable to work due to a physical, mental, or cognitive impairment, call  Disability Attorneys of Michigan  now for a free consultation at  800-949- 2900.Let Michigan’s experienced disability law firm help you get the benefits you deserve.Disability Attorneys of Michigan, Compassionate Excellence. Michigan Social Security Disability Lawyer, Social Security Disability, Social Security Disability Attorney, Social Security Disability Infographic, Social Security Disability Lawyer

Monday, November 4, 2019

Ten principles outlined Assignment Example | Topics and Well Written Essays - 750 words

Ten principles outlined - Assignment Example The author defines how meditation encourages a healthy lifestyle and increases awareness among individuals. Indeed, through meditation, individuals can recognize and manage their anger with a clear mind, which calms them down (Crane, 2014). Moreover, the article asserts that meditation increases happiness where various studies have established that meditation increases brain signaling in the left side of the prefrontal cortex that derives positive emotions that increases happiness (Crane, 2014). The author quotes other scholars who confirm that meditation increases acceptance and improves overall well-being. Uniquely, studies establish that meditation also slows aging by changing brain physiology. Moreover, the huge gray matter possessed by meditators slows aging. Ultimately, the article confirms that meditation benefits cardiovascular and immune health by inducing relaxation that increases the nitric oxide chemical, which compels blood vessels to open thus reducing blood pressure (Crane, 2014). Apparently, the article is relevant and reliable to discuss the benefits of meditation. I have therefore found the article to be beneficial since it discusses various benefits of meditation. The article quotes relevant studies and scholars that explain the merits of meditation. Indeed, the article supports all its claims relating to the benefits of meditation. Notably, the article is beneficial since it depicts how meditation can improve our health, well-being, and social lives. The happiness, self-awareness, acceptance, good health, and increased concentration that the article presents are fundamental in human life (Crane, 2014). Moreover, the article is current, relevant, and credible to discuss the research topic, benefits of meditation. The article is equally easy to read and access since it is on an international news media. The paper lists, explains, and summarizes the importance of the ten

Saturday, November 2, 2019

SLP 2 Writing about Issues and using Third person Essay

SLP 2 Writing about Issues and using Third person - Essay Example oning them this way, but there was something so magnetizing about Aunt Hilda and her yellow house, something that makes her the second mother of all children of whoever leaves their children there. She has a canary yellow, two-story house, with a large tree house at her expansive, meadow-like backyard, which goes right to the woods. All I know is that for many children, her house is a palace stripped from an adventure book. Aunt Hilda’s house smelled like the perfect parent’s house, where something good was always cooking. She is a great and efficient cook, so her house smelled like different food at different times of the day. In the morning, it smelled like eggs, cereal, pancakes, and maple syrup. Sometimes, at my children’s special request, brown-sugared cinnamon bread rolls dominated the atmosphere. At noon, it smelled like baked chicken, or fried beef, or anything else simmering in her kitchen. In the mid-afternoon, it often smelled like chocolate chip cookies and fresh milk. She gets a large bottle of fresh cow milk everyday from a nearby farm. By supper, scents of salad, olive oil, and roasted chicken filled my nostrils. I asked Aunt Hilda how she manages to cook and to keep her house in order all the time. She said: â€Å"Well, it’s all about time management. I tell the kids what not to do and to do, or else I won’t have time to cook their favorite stuff and they obey me like good pups.† Then she laughed. She laughs so heartily, so from the heart. I always love her more when I hear her laugh. Breakfast is often chaotic for other families, but not at Aunt Hilda’s. She wakes up at four A.M. to clean up the house and to prepare breakfast. She sleeps by 10 PM. My husband and I eat there during breakfast. I make sure to give Aunt Hilda money every week for food, since she feeds my children most of the time, or I do the grocery for her. She has a large pension, so she did not have to work. She also has a simple life, and she does not to spend on