The Yellow Wallpaper -- essays research papers

Charlotte Perkins Gilman was conceived in Hartford, Connecticut on July 3, 1860. From the day of her birth, she was a lady comparatively radical. In 1890, she composed The Yellow Wallpaper an anecdote about a lady who was persecuted by her significant other and her disease. This, Gilman’s most well known work, was composed from her own involvement with life. In 1884, Charlotte Perkins wedded Charles Walter Stetson and had one little girl. Following the introduction of her little girl, she was significantly discouraged and took a restorative multi month outing to California. Dr. Silas Weir Mitchell was counseled in 1884 by Mr. Stetson to reward his significant other for what was then called craziness. Dr. Mitchell’s treatment included total separation and the expulsion of anything that may cause "mental stimulation," thus Charlotte go through her 3 months confined in a room in a huge nation bequest, repelled from her little girl and spouse. Following her separation from her significant other in 1894, Charlotte Perkins Stetson turned into a submitted social extremist what's more, women's activist. Afterward, in 1900, she wedded her first cousin, George Houghton Gilman. It is accepted that this was a marriage of comfort, permitting Charlotte to focus on her compositions by not being in a marriage that included love and obligation, yet shared regard. Charlotte Perkins Gilman composed essentially of the concealment of ladies. She encountered as a youngster numerous limitations forced by her mom, irritation from her dad in view of her folks separate at a youthful age, and the disappointm...

Existentialism is a Humanism Essay

In Existentialism is a Humanism, Jean-Paul Sartre (1905-1980) presents an open depiction of existentialism. A key thought of existentialismâ€and of the human condition†is that presence goes before pith. The embodiment of something is its importance, its expected reason. A paper shaper is made to cut paper; that is its point. People, in any case, don't have a pith. Man exists, turns up, shows up on the scene, and, just subsequently, characterizes himself. We have no more prominent reason, no pre-decided arrangement, no extreme importance. We have, in Sartre’s words, no human instinct, since there is nothing (for example God) outside of us which would imagine it for us. We are just here, and it is dependent upon us to characterize ourselves. Duty Man is nothing else except for what he thinks about himself. We have decision, we have subjectivity, and we pick what we will make ourselves to be; we are altogether liable for our reality: Thus, existentialism’s first move is to make each man mindful of what he is and to make the full duty of his reality lay on him. This idea is regularly not effortlessly acknowledged. ‘Subjectivity’ is a word that exasperates up many. â€Å"If everything is abstract at that point nothing is objective; nothing is outright! Our qualities are simply our impulses! Nothing is correct or wrong! Riffraff, riffraff, rabble!† Sartre answers that, â€Å"it is incomprehensible for man to rise above human subjectivity.† He isn’t saying â€Å"I favor subjectivity over objectivity,† he’s asking, â€Å"how can we not be subjective?† Even the strict person who accepts that profound quality is total and originates from God must, sooner or later, dec ide to accept this is the situation. Our obligation is a gift and a revile. It drives us to feel things like anguish, misery, and hopelessness. Anguish We experience anguish even with our subjectivity, on the grounds that by picking what we are to do, we ‘choose for everyone’. At the point when you settle on a choice you are stating â€Å"this is the way anybody should act given these circumstances.† Many individuals don’t feel anguish, however this is on the grounds that they are â€Å"fleeing from it.† If you don’t feel a feeling of nervousness when you decide, it’s on the grounds that you are disregarding your â€Å"total and profound responsibility† toward yourself and the entirety of mankind. Misery Forlornness is the possibility that â€Å"God doesn't exist and that we need to confront all the results of this.† There is no ethical quality from the earlier. There is no total set in stone. There is no extreme adjudicator. This is an exceptionally troubling thought. As Dostoievsky stated, â€Å"If God didn’t exist, everything would be conceivable [permissible].† Without God we don't have anything to stick to. â€Å"There is no determinism, man is free, man is opportunity. [†¦] We have no qualities or orders to go to which legitimize our conduct.† as it were, we have no reasons, and we are totally answerable for our choices. What are our qualities? The best way to decide them is to settle on a choice. By the day's end, your standards aren’t what matter; what makes a difference is the thing that you really did. Misery Despair emerges in light of the fact that we just have capacity to change things that are inside our capacity to changeâ€and there is a great deal we can't change. The truth is fair and out of your control, with the exception of little parts of it to a great extent. We despair since we can never have full control of things to come. What Will Happen Will Happen Tomorrow, after my demise, a few men may choose to set up Fascism, and the others might be fainthearted and tangled enough to let them do it. One party rule will at that point be the human reality, so much the more awful for us. Notwithstanding what is correct or off-base, positive or negative, and whether or not these are absolutes or not, â€Å"things will be as man will have concluded they are to be.† What will happen will occur and humankind will be altogether answerable for what it does. Does this mean we should turn out to be inactively tolerating of what will occur? Sartre says the specific inverse. Does that imply that I should relinquish myself to quietism? No. [†¦] Quietism is the demeanor of individuals who state, â€Å"Let others do what I can’t do.† The precept I am introducing is the extremely inverse of quietism, since it pronounces, â€Å"There is no reality aside from in action.† Moreover, it goes further, since it includes, â€Å"Man is nothing else than his arrangement; he exists just to the degree that he satisfies himself; he is in this manner nothing else than the outfit of his demonstrations, nothing else than his life. No Excuses This is the reason existentialism appalls a few people. It puts such a weight of obligation soundly on their shoulders. They can’t remain to think they were to blame for not being an extraordinary or fruitful individual, for having no incredible kinships or love. They think they are the casualty of conditions; they haven’t had the best possible training, relaxation, or motivating forces; they haven’t found the ideal individual yet; they haven’t had the chance to show their significance. Sartre, in any case, says that â€Å"The weakling makes himself apprehensive, the saint makes himself heroic.† The craftsman is a craftsman in light of the masterpieces he made, not as a result of what he could have made. The mathematician is acclaimed for the math he did, not what he perhaps could have done. We find this is â€Å"a unforgiving idea to somebody whose life hasn’t been a success.† We are answerable for our victories and disappointments. And yet, this cruelty constrains us to confront the unfathomably significant actuality that: Reality alone is what matters. Sartre sees these perspectives not as a negativity, however as a â€Å"optimistic toughness.† Optimistic in that we are the leaders of our lives; our predetermination is inside our hands; we are urged to make a move. Sartre sums up his concept of good faith and activity in the accompanying entry. In this way, I think we have addressed some of the charges concerning existentialism. You see that it can not be taken for a way of thinking of quietism, since it characterizes man as far as activity; nor for a skeptical depiction of manâ€there is no principle increasingly idealistic, since man’s fate is inside himself; nor for an endeavor to demoralize man from acting, since it discloses to him that the main expectation is in his acting and that activity is the main thing that empowers a man to live. Is Choice Arbitrary? Sartre closes this piece with a further barrier of subjectivism, wherein I wish he had gone into somewhat more detail. He says individuals are as yet not happy with the possibility of subjectivism, and protests as a rule come in one of the accompanying structures: 1. â€Å"Well at that point, you’re ready to do anything, regardless! You’re advancing anarchy!† But this isn’t the point. It is preposterous to expect to not pick. In not settling on a decision you are as yet deciding not to pick. Decision is certain; we are â€Å"condemned to be free† on the grounds that we are human, regardless of whether we are existentialists. 2. â€Å"You can’t condemn others, on the grounds that there’s no motivation to incline toward one plan to another!† We can at present hold esteems, and qualities show up out of the decisions we make. Through our activities (as an individual and as a gathering), we make morals. 3. â€Å"Everything about your decision is arbitrary!† We characterize ourselves through our activities, â€Å"in relationship to involvement.† And as we make ourselvesâ€as we make choicesâ€it is foolish to state we are picking discretionarily.

To what degree did Hitler use illegitimate tactics vs legitimate Essay

What exactly degree did Hitler utilize ill-conceived strategies versus real strategies in his ascent to control in 1933 - Essay Example The aim of the examination is simply to get data from bits of the past though the equivalent might be used in the advancement of scholarly investigations of the lives and fixations of world pioneers and other critical figures. There are accounts that Hitler didn't have fixed and unmistakable plans over the span of his adventurism for impact and control. Rather, he was essentially commonsense and acted according to what he accepted was material and powerful right now. (A Pragmatic Approach? BIDEFORD COLLEGE HISTORY DEPT’. Bideford College Online. [internet]). This demeanor of Hitler was clear both in his arrangements managing remote just as local issues. Henceforth, to the extent with respect to the contribution of Germany outside of the country, Hitler moved his path responsively to whatever at that point was occurring far and wide, especially the neighbors of Germany in Europe and in different pieces of the West. It may along these lines be that the despot didn't concentrate on whether the procedures of his activities were authentic. This procedure of Hitler was seen when Benito Mussolini began his own development by attacking Abyssiania in 1935. Surveying the interruption as having redirected worl dwide attention to the events in Germany, Hitler took comparable activities in Rhineland in March 1936 by setting up power and matchless quality in the zone. He couldn't have cared less if his moves were interpreted as improper and he acted definitively and without limit while the open door was as yet nearby. During the invasion, the German chief must be under the conviction and discernment that it would bring results productively and viably while the unified powers were far out. It is critical to see that the military crusade plainly disregarded the Treaty of Versailles which ordered Rhineland to be an unbiased ground. (Course of events for WW2: 1933-1941, Beginning of Nazi Germany to Invasion of Soviet Union.

Business Students Most Admire A New Generation of Leaders

Business Students Most Admire A New Generation of Leaders by: Jeff Schmitt on March 06, 2016 | 0 Comments Comments 2,829 Views March 6, 2016Most Admired By Business Undergrads: Starbucks Howard Schultz (top left), Apples Angela Ahrendts, Pakistani activist Malala Yousafzai, Facebooks Sheryl Sandberg (bottom left), Teslas Elon Musk, Facebooks Mark Zuckerberg and PepsiCos Indra NooyiEvery generation has its heroes. Twenty years ago, business students gravitated towards Jack Welch, Bill Gates, and Sam Walton. They were oracles and problem-solvers who set the bar and personified their era. Today, undergrads are patterning themselves after a new generation of business icons. And they aren’t the command-and-control number crunchers of the past.Instead, they dirty their hands by tackling the big issues. They overcome setbacks, defy odds, break down barriers, and open doors. Passionate and purpose-driven, they are teachers, advocates, and servants who understand their true shareh olders are the global community. Many of these difference-makers are household names like Elon Musk, Sheryl Sandberg, and Salman Khan. But business majors are also finding role models among authors, chefs, and parents whose values and vision speak to their ideals.Recently, PoetsQuants honored 50 business majors as the best and brightest from the Class of 2016. Selected by their schools, these students distinguished themselves by their academic performance, extracurricular leadership, personal character, and innate potential. As part of their nomination, these undergraduates revealed the executives and entrepreneurs they most admired. While the names were intriguing, their reasoning provided some real insight into what makes the next generation of business leaders tick.PHILANTHROPY AND SOCIAL CONSCIOUSNESS ARE THE NEW LEADERSHIP CAPITALMost notably, these top students value leaders who devote their resources to helping the less fortunate. Several say they are inspired by the reinvent ed Bill Gates, Microsoft founder turned global philanthropist who has emerged as this age’s answer to John D. Rockefeller and Andrew Carnegie. The University of Michigan’s Reetika Purohit, who’ll be joining Goldman Sachs this summer, acknowledges Gates’ imprint – asserting that â€Å"even today, no computers can run without Microsoft’s software systems and products.† However, she wonders if his philanthropy will someday be his biggest legacy. â€Å"His philanthropic work across the world in third-world countries for water and sanitation and providing vaccines highlights the importance of remembering how immeasurable the intrinsic reward is of helping those in need.†When it comes to social good, Starbucks’ Howard Schultz also comes to mind for students. Georgetown’s Vaibhav Agarwal, a future member of JP Morgan’s mergers and acquisitions group, appreciates how Schultz has the courage to spark conversations a bout social justice. â€Å"Schultz has embodied the idea of â€Å"conscious capitalism,† that social engagement doesn’t have to come at the expense of corporate profitability,† Agarwal writes â€Å"His unconventional and often controversial approach has redefined the roles and responsibilities of corporations in the public forum and has paved the way for other executives to leverage their platforms towards a more open discussion and future social progress.†Malala YousafzaiOf course, some of the best leaders aren’t necessarily the conventional choices. Boston University’s Emily Tillo lists Malala Yousafzai, a teenage Pakistani activist who was nearly murdered by the Taliban for her beliefs, as both a professional and personal inspiration. â€Å"I consider [Yousafzai] to a social entrepreneur because of everything she’s done to push for universal education rights and for her efforts in creating the Malala Fund, which invests in educati onal opportunities for young girls. After reading her autobiography, I Am Malala, I was amazed at her maturity, fearlessness, and passion for learning. Her story helped me appreciate the value of my education and caused me to reflect upon how fortunate I am to live in a country that celebrates, rather than condemns, knowledge.†ELON MUSK EMBODIES THE ASPIRATIONS OF A GENERATIONThe Class of 2016 also lionized several leaders who defy convention and break the rules. Virgin’s Richard Branson was one leader who captured the imagination of students. â€Å"I love the fact that he isn’t afraid to be a contrarian,† writes Boston College’s Claudio Quintana, a risk-taker himself who started his first company at 13.Teslas Elon MuskRisk also endeared Amazon’s Jeff Bezos to Cara Grandstaff of the University of Florida.   â€Å"Bezos [left] a comfortable, steady career to take a huge risk as an entrepreneur. I also greatly admire him because even through his huge successes, he has remained incredibly humble.†Ã¢â‚¬Å"Humble† is a quality sometimes applied to the most popular business leader among the Class of 2016: Elon Musk. In fact, he seemingly embodies the Millennial craving to take chances and make a difference. â€Å"I respect his courage and willingness to see problems from a completely different way than anyone else has ever done,† explains Stetson Starkey, a North Carolina University who, like Musk, enjoys solving complex problems. â€Å"His willingness to take huge risks in order to achieve global goals encourages me to dream big as well.†From Listening to William and Mary’s George Rudebusch, you quickly realize that Musk’s drive and and imagination is also contagious. â€Å"His ingenuity is inspiring. His leadership is one-of-a-kind. His ambition is unmatched. He has founded six organizations, three of which have revolutionized (or created) its industry. He currently sits at the hel m of two multi-billion dollar organizations. And he’s not even 45 years old. I turn toward his drive and work ethic when I am in need of a bit of motivation. What I appreciate most about him is the way he lives his life: no minute is wasted; no opportunity is left unpursued.†PERSONAL ATTENTION REAPS BIG RETURNSLiz MyersMusk isn’t the only leader setting the right example. At Japan Airlines, CEO Haruka Nishimatsu establishes a culture of trust by getting to know his employees personally. Even more, writes the University of Illinois’ Monica Chen, he is an executive who truly walks the walk. â€Å"His loyalty to the company, like taking pay cuts to match everyone else’s for example, is the type of leadership that I respect and aspire to embody in the future.†For the graduating class, maybe the most key to success was finding a positive mentor willing to devote some time and attention to them. And Cornell’s Ashini Ganesalingam experienced just that during her internship at J.P. Morgan when she worked for Liz Myers, the firm’s head of Global Equity Capital Markets. While Myers’ resume would automatically command respect, it was her demeanor that warranted reverence. â€Å"She is one of the women who have reached the top senior ranks on Wall Street because of her passion, skill, and humility,† Ganesalingam writes. â€Å"I was impressed by not only how she led the team, but also how invested she was in everyone’s personal growth, including the interns.† Five Most Admired Business Leaders Today.tftable {font-size:12px;color:#333333;width:100%;border-width: 1px;border-color: #729ea5;border-collapse: collapse;} .tftable th {font-size:12px;background-color:#acc8cc;border-width: 1px;padding: 8px;border-style: solid;border-color: #729ea5;text-align:left;} .tftable tr {background-color:#d4e3e5;} .tftable td {font-size:12px;border-width: 1px;padding: 8px;border-style: solid;border-color: #729e a5;} .tftable tr:hover {background-color:#ffffff;}Business LeaderClaim To Fame1. Elon MuskSerial Entrepreneur Founder of Tesla Motors2. Bill GatesCo-Founder of Microsoft Global Philanthropist3. Steve JobsCo-Founder of Apple4. Sheryl SandbergChief Operating Officer of Facebook Author of Lean In5. Indra NooyiChairperson CEO of PepsiCoSource: PoetsQuants survey of top undergraduate business students Page 1 of 512345 »

Essay about Genocide - 1949 Words

Living through genocide is a horrific tragedy that no one should ever have to endure. While there have been numerous genocides within the last century, the holocaust was a genocide that killed over 12 million innocent people and segregated them by religion, sex and age. Since the end of the holocaust, many survivors wrote their stories accounting the horrific lives they led, while some eliminated parts of their story, others felt that it was necessary to show the entirety of what had occurred. With these first hand accounts, the reader is able to see the differences between how men and women lived their everyday lives as well as how they were treated by Hitler’s regime. In Elie Wiesel’s, Night, and Sara Nomberg-Przytyk’s, True Tales from†¦show more content†¦Having the word tore in this quote, the author is trying to explain how the simplicity of a haircut could turn into something horribly painful. After being released from harshness of the barbers, m en formed together trying to find familiar faces at that time, â€Å"they used whatever strength they had to cry† (Wiesel 35) the symbolism of crying makes it more surreal to the reader, the meeting of friends is not a joyous occasion but is to make sure friends are alive. Living under the â€Å"threshold of death† (Wiesel 36), men needed to give up every personal belonging they brought with them; they were one step away from dying. Within a â€Å"few seconds, we had ceased to be men† (Wiesel 37). This meant that the men they saw coming into the camps were not what they would become, they changed into prisoners who did not have an identity of their own, they were the living dead. With time passing and people becoming hungry, sick and weak, people became walking skeletons that were on the brink of death. While Elie’s main goal was to stay alongside his father through out their time in the holocaust, the dependence of his father on Elie eventually became a clear challenge. With his father getting sick and needing some assistance there was a time where he needed to use a restroom. After asking one of the guards where it was, the guards response was by hitting Elie’s father, knocking himShow MoreRelatedGenocides And Genocides Of Genocides987 Words   |  4 PagesAfrican Holocaust Genocide is a million African people being butchered by hand by their neighbors, with household tools and homemade weapons—machetes, hoes, and hammers. Genocides are commonly overlooked throughout many countries. Africa has had many genocides and wars occurring over the past century. The most known genocides are ones that occurred in Rwanda and Darfur. Researchers have found that most genocides show the same patterns and key elements. As different genocides of Africa have occurredRead MoreGenocide : Genocide And Genocide1021 Words   |  5 Pages In Rwanda during 1994 Genocide happened between the Hutus and Tutsis. Hutus and Tutsis had disagreements on who will have power which effected the whole population of Rwanda. This leads to the question why there is Genocide in Rwanda? Genocide happened by two clans who caused mass causalities. Others did little to help which caused Genocide to happen in Rwanda. Sources disagree on the definition of genocide. According to American Heritage 4th edition â€Å"Genocide is the systematic and planned exterminationRead MoreGenocide And The Genocide Of Genocide930 Words   |  4 Pagesdid repeat itself with the Rwanda Genocide. Instead of one leader controlling the actions of a powerful military force, Rwanda was a complete chaotic mess, with mass killings of their own people. As Hintjens says it was â€Å"one of the highest casualty rates of any population in history from non-natural causes.† Explaining the 1994 Genocide in Rwanda and The Order of Genocide both discuss and write about the pre genocide, social friction, prime factors of the genocide, and the reasoning of killings fromRead MoreGenocide, The Rwandan Genocide And The Bosnian Genocide1999 Words   |  8 PagesThree genocides that have taken place since the Holocaust are the Cambodian genocide, the Rwandan genocide, and The Bosnian Genocide. The term genocide was defined by the United Nations in 1948 meaning following acts such as killing, causing serious physical/mental harm, or deliberately inflicting conditions of life calculated to bring physical destruction, with intent to destroy a national, ethnic, racial, or religious group. Genocides do not just happen out of nowhere, often it is due to long-standingRead MoreGenocide : Genocide And Genocide1841 Words   |  8 Pagesin a planned and systematic genocide. The group of people being murdered in this genocide were the Tutsis† (U.S. House). To begin, genocide has different ways of being interpreted. Due to the inflammatory feeling between the Hutu and the Tutsi, conflicting views were created which led to clashing beliefs. There are eight stages of genocide that pertain to the conflict in Rwanda. Finally, genocide should never be just ignored/pretend that it never happened. The genocide against Rwanda’s Tutsis wasRead MoreGenocide Essay3156 Words   |  13 PagesGenocide It is amazing the word genocide has not been identified earlier in time. It is quite evident that it has been Practice with various controlling entities throughout history. It can be seen in the Peloponnesian War by statements giving by Thucydides†; He describes in his writings the slaughtering of people in Melos after refusing to surrender. Many references of various battles in ancient time would slaughter the men in the populace in the city, to display their dominance and show some traitsRead MoreGenocide Essay845 Words   |  4 Pages Genocide, the deliberate killing of a large group, especially those of a particular ethnic group or nation. Genocides have been happening for more than a century, the first genocide being the attempted annihilation of the Herero by the Germans in South West Africa from 1904 to 1907. Since then at least thirty genocides have happened since accounting for 4,000 deaths at the least, to 17,000,000 million deaths at the highest (List of Genocides). The second known genocide was carried out by the TurksRead MoreThe Genocide Of The Rwandan Genocide Essay1711 Words   |  7 PagesThe Rwandan Genocide took place in 1994 and involved members of the Hutu mass killing Tutsi and Tutsi sympathizers who were Hutu. The genocide resulted in the deaths of around 800,000 people, majority Tutsi. The separation of classes came from Belgian internationals creating the two ethnic classes and giving power to the Tutsi who were taller and had lighter skin, and generally appeared more European. In response to this, after the country gained independence from Belgium, Hutu extremists gatheredRead MoreThe Rwandan Genocide And The Genocide1654 Words   |  7 PagesRwandan Genocide A genocide is defined as the deliberate killing of a group of people, especially of a certain ethnicity. By that definition and almost any other a dictionary could define, the killing of the Tutsis was certainly a genocide.The Rwandan Genocide occurred in 1994, in an African country called Rwanda. A long history of building friction between the Hutus and the Tutsis undeniably caused the mass murder of over 800,000 Tutsis, but various countries’ failure to act allowed the genocide to goRead MoreGenocides And Genocides Of The Holocaust1455 Words   |  6 PagesGenocides Occurring After the Holocaust The Holocaust was a mass murder of millions of individuals’ primary to and during World War II. â€Å"Only 54 percent of the people surveyed by the Anti- Defamation League (ADL) in a massive, global poll has ever heard of the Holocaust† (Wiener-Bronner). The Holocaust was from 1933-1945 and was run by German leader named Adolf Hitler. Hitler was a man who wanted to create his own race of people. Therefore to create this race, he wiped out anyone who did not have

Benefits And Benefits Of Youth Sport Essay - 1393 Words

Being involved with athletics at a young age is typically looked at as being a good activity that gets children involved and gets them out for their 60 minutes of play a day. Little do many people know, there are many benefits to youth sport than just a child’s daily exercise. Along with there being many positives and benefits to youth sport, there are also negatives that can come about. Many of the benefits include physical, psychological, intellectual, and social benefits. Some of the negatives that can occur from youth sport are the possibilities of loss of self-confidence, frustration, burnout, and injuries. There are many ways to try and make sure that the youth reap all of the benefits from sport at a young age and there are certain elements that coaches, parents, and teachers should take to maximize the befits of sport. It is important for children to be involved in sport because active participation helps children develop skills. Research shows that there are many physical benefits to youth sport. Some of the developments that a child can make from participation in sport are agility, coordination, endurance, flexibility, speed, and strength (Taskforce, 2013). The research from â€Å"Maximizing the Benefits of Youth Sport† says that there are more specific developments that children develop from sport. The specific developments include: enhanced functioning and health of cardiorespiratory and muscular systems, improved flexibility, mobility, and coordination, increasedShow MoreRelatedBenefits of Youth Sports1382 Words   |  6 PagesBenefits of Youth Sportsâ€Å"Sports do not build character. They reveal it,† said John Wooden, legendary UCLA basketball coach. Playing sports not only provides physical activity, but also other positive benefits. This is especially true for children. A w ell-structured and organized youth program will provide benefits and positive experiences for young athletes. While children are having fun participating in sports they are also building character, learning to work as a team, and playing fairly. MostRead Morebenefits of youth sports1111 Words   |  5 PagesThe positive effects of youth sports Athletics can have a very major impact on a child’s life. Students who participate in youth athletics learn many life skills that can positively affect their lives. Athletics benefit children in physical, psychological, and social development. Studies show that youth who participate in organized sports during middle and high school do better academically and are offered greater job prospects than children who do not partake in sports activities (Marilyn Price-MitchellRead MoreThe Benefits of Youth Sport Essay2219 Words   |  9 Pagesorganized youth sport program? Young people will gain many positive experiences by participating in organized physical activities, but none as important and influential as the social skills, physical skills, and mental skills developed and nurtured during their time in youth sport. As a result, the young participants can continue to build upon and cultivate these skills which will ultimately be transferred into their development as successful a dults. Along with the social and emotional benefits, physicalRead MoreBenefits Of Youth Sports : A Positive Impact On All Those That Participate1286 Words   |  6 PagesMuto English IV November 24, 2015 Benefits of Youth Sports Youth sports have a positive impact on all those that participate. Over seventy-five percent of United States families with school-aged children have at least one child who engage in organized sports. (Bailey, 1) Parents sign their children up for organized sports for numerous reasons, like, keeping their children fit and active, building a sense of teamwork, or others may be fulfilling their passion for sports through their children. WhateverRead MoreYouth Sports Help Children Develop Values, And Teach Children1092 Words   |  5 Pageseveryone fails at something. No matter how good you are, you will not always succeed. Youth sports help children develop values, and teach children resilience. Not only do they teach children values, but they teach children why it is important to be physically active. Youth sports teach children how to transfer values into the classroom and become a better student. However, there should be guidelines in place to support youth development and increase a positive experience. Finally, we need to make sure ourRead MorePros And Cons Of Tackle Football1161 Words   |  5 PagesYouth tackle football is a popular sport for children today but this sport can have pros and cons. One of the most controversial sport that a child can play is tackle football. Tackle football is a full contact sport. In any full contact sport, there are risks like concussions, injuries and the lasting effects of those injures. There are also pros in playing this sport like teamwork, sportsmanship, character, and exercise. Youth football can also have psychological pros and cons that can affectRead MorePositive Effects Of Youth Sports793 Words   |  4 PagesA child who is involved with youth sports will benefit from them not only as they are participating, but also when they are grown. Children who play sports will exhibit better health, higher self-esteem, and stronger social skills. A child who plays sports will show increased signs of health. Childhood obesity has been a big topic in America today. By being involved in sports, children are less likely to be obese due to physical activity. Since a kid is less likely to be obese due to the increaseRead MoreImproving Sports At School Time1566 Words   |  7 Pageseducation. Even public schools do not allocate enough time for kids to practice sports as much as they do for class-based education. In fact, physical activity for children is not only about pleasure time. Rather, it helps grown-up children to extend their capacity to grasp concepts explained in their classes. Children who are active while doing physical activity are expected to be active at class time. Thus, encouraging sports at school time is essential for child development not only for educationalRead MoreBenefits in Youth Football1608 Words   |  7 Pagesof man, sports have had a tremendous role in the way people live their lives. From the time we are born, until our elderly age, most of us are involved in some way with sports. Whether it is a scrimmage game of soccer at recess in elementary school, playing on the varsity athletic team or simply watching the Olympics or sporting events on television, sports have an influential role in our everyday lives. The outstanding popularity of the sports industry has profoundly affected youth sports organizationsRead MoreThe Importance Of Contact Sports1050 Words   |  5 Pagesa life with no football, hockey, or basketball. This might be the near future if people decide that concussions are too great of a risk for our youth. Over 3 million youths play football; another million continue on to high school; only about 70,000 participate in college; and 2500 are playing professionally. One of the main concerns with contact sports are concussions. Concussions are defined as a hard blow or hit to the head, and concussions can sometimes lead to CTE, Chronic Traumatic Encephalopathy

What Are the Advantages free essay sample

This paper will review the advantages of brain-compatible learning environments by first discussing what brain-based learning consist of, the relationship between the brain and student learning, the advantages of brain-compatible learning environments, how these environments can be implemented, brain-compatible teaching methods and how we can measure the success of brain-based learning. Brain-based education is best understood in three words: engagement, strategies, and principles. Brain-based education is the engagement of strategies based on principles derived from an understanding of the brain. † (Jensen, 2008) Brain-based learning focuses on how the brain can best learn the content being taught. Brain-based learning recognizes that the brain does not learn in a linear fashion like how must schools are structured today. A brain based learning environment focuses on social connections and motivation to encourage learning. Students learn best when presented with challenges and are encouraged to come to conclusions on their own regarding the content being taught. Not everyone learns as the same pace and brain-based learning environments must accommodate for this by incorporating techniques that allow for non-linear learning. How we learn is complex and no two brains learn the same way, however there is a basic learning process all brains follow. Input is received through the thalamus while at the same time being sent to other processing areas (e. g. isuals to occipital lobe and language to the temporal lobe), this allows for immediate action if the information is urgent and is perceived as a threatening situation. The brain creates a quick interpretation of the data it takes in; if the data is interpreted as threatening the amygdala is triggered which then engages the sympathetic nervous system. Non-threatening data is held in the frontal lobe for five to twenty seconds, during this time it is filtered; non-essential data is purged from memory, while meaningful data is sent to the hippocampus. In the hippocampus it is organized, indexed and eventually stored in the cortex long term. The brain is instinctively wired to remember the facts surrounding survival, things such as where to find food, who our closest relatives are, how to defend ourselves, how to make tools, how to take care of our children, what gives us pleasure, what gives us pain, distinctive aromas and tastes are all facts we instinctively remember. On the other hand, â€Å"word-based, names, equations, vocabulary and facts are not the types of memories that we are â€Å"automatically good at remembering† (Hileman, 2006) So merging the things we are good at remembering with the things we want our students to learn is a basic technique of brain-based learning. An example of this would be using smells or emotions to help remember key facts. Another brain-based learning technique is timing, â€Å"our brain cycles through attentional highs and lows every 90 to 110 minutes† (Hileman, 2006) As a result we must space activities, lectures and assessments throughout the class periods to coincide with this cycle, this may be challenging in environments that are structured in shorter periods but not impossible. Repetition is another brain-based learning technique. When material is repeated connections are strengthened in the brain. We must be careful though as there is a fine balance between repeating a technique to aid in retention and being so repetitive that the learner becomes bored and no longer receptive to the material. Movement is also a brain-based learning technique that increases blood flow and oxygen to the brain thus enhancing and stimulating learning. Visuals can also increase learning, â€Å"between 80 and 90 percent of all information that is absorbed by our brain is visual† (Jensen, 2008) Our brains are designed to identify differences in a group of objects and images with contrast, color and/or movement will attract a learners attention. Design the decor so that entering students will get a glimpse of what they will be learning throughout the year. † (Veverka, 2011) Not only will this decor provide visual enhancement, it will also engage the learner by subconsciously providing the learner with repetitive views of the content. Hileman suggests that novelty is another way to stimulate and engage the brain, making subtle changes in the learning environment such as changing rooms, a change in lighting, field trips or guest speakers can engage learners. Hileman also suggests that color can motivate brain activity. â€Å"It has been suggested that every color has a wavelength, and every wavelength, from ultraviolet to infrared affects, our body and brain differently† (Hileman, 2006) Some colors have calming effects while other simulant effects, effectively using colors to engage learners is another brain-based learning technique that can be easily incorporated into a brain-based classroom. The final technique Hileman suggests is automatic leaning, most f what we learn is non-conscious, our brain quickly assesses input and makes decisions on how to react without conscious thought. How a teacher is perceived by their students can impact the learning environment, teachers must maintain a positive attitude, must have an enjoyment of learning and develop a rapport with their students to allow for a safe and positive learning environment for students. Social behavior can also play a part in brain-based learning as humans are social creatures. Therefore creating cooperative learning environments can help access the social aspect of learning. There are many techniques involved with brain-based learning, but there is a question of how these techniques can these incorporated into the traditional classroom. In short they can’t, traditionally classrooms are not designed to utilize the brains natural learning ability , traditional classrooms rely on lectures and memorization with the goal of getting students to pass tests. To implement brain-based learning techniques we must step away from the traditional classroom and focus on teaching in a way that augments how the brain can best learn. We must stimulate different areas of the brain and incorporate varying teaching styles into the learning environment. There must be a focus on â€Å"creating an environment, specifically, that can mean giving students periodic breaks in instruction so new information can sink in. It can even be as simple as including water breaks to refresh students. † (Kormanik, 2002) In Kormanik’s article one teacher, Lynn Hessler, took a brain-compatible learning course that discussed techniques such as aromatherapy, music and positive thinking in the classroom.