Coming of Age in Mississippi essays

Coming of Age in Mississippi essays Anne Moody plays a strong role in the civil rights movement. As a child she faced many challenges growing up as a poor black girl. Yet, despite these circumstances all those setbacks inspired her to move on. Moody was determined to make a change in the community and she would stop at nothing. When growing up Anne encountered many problems. Her uncle George Lee used to beat her when he would baby-sit her and her little sister Adline. Their house caught on fire once because her uncle was trying to burn her. In addition, her parents separated because her father began to gamble and come home when he pleased. Her child hood was extremely difficult; she was the oldest of nine children. Still Anne Moody chooses to succeed. She was Valedictorian of her class and received scholarships to go to college. The first time Moody was really insulted by segregation, was when she heard about the murder of Emmet Till. Emmet Till was a young boy from Greenwood, who was killed for whistling at a white girl. This incident really affected Moody. She was scared, hurt, angered and confused. The death of Emmet Till was Annes inspiration to fight for the rights of blacks. Moody said that she knew the fear of hunger and poverty, but this was the first time that she faced the fear of being black. The death of Emmet inspired Anne to ask questions and to get more knowledge on the black movement. Her teacher Mrs. Rice informed Moody about the NAACP and told her many stories. Moody was shocked to hear about all the horrible acts that were being done to blacks. Mrs. Rice also told Anne that she must keep that information to herself because it could get them into trouble. Basically, it was understood that the Negroes in Centreville were not allowed to discuss these types of things. Moody was really affected by Emmets death, but all the other incidents gave her the strength to seek change. For example, the burning of The Tapla...

USS Saratoga (CV-3) World War II Aircraft Carrier

USS Saratoga (CV-3) World War II Aircraft Carrier Originally conceived as part of a large building program in 1916, USS Saratoga was intended to be a Lexington-class battlecruiser mounting eight 16 guns and sixteen 6 guns. Authorized along with the South Dakota-class battleships as part of the Naval Act of 1916, the US Navy called for the six ships of the Lexington-class to be capable of 33.25 knots, a speed which had previously only been attainable by destroyers and other smaller craft. With the American entry into World War I in April 1917, construction of the new battlecruisers was repeatedly postponed as shipyards were called upon to produce destroyers and submarine chasers to combat the German U-boat threat and escort convoys. During this time, the final design of the Lexington-class continued to evolve and engineers worked to design a power plant capable of achieving the desired speed.      Design With the end of the war and a final design approved, construction moved forward on the new battlecruisers.  Work on Saratoga commenced on September 25, 1920 when the new ship was laid down at New York Shipbuilding Corporation in Camden, NJ. The ships name derived from the American victory at the Battle of Saratoga during the American Revolution which played a key role in securing the alliance with France. Construction was halted in early 1922 following the signing of the Washington Naval Treaty which limited naval armaments. Though the ship could not be completed as a battlecruiser, the treaty did allow for two capital ships, then under construction, to be converted into aircraft carriers. As a result, the US Navy elected to complete Saratoga and USS Lexington (CV-2) in this fashion. Work on Saratoga soon resumed and the hull was launched on April 7, 1925 with Olive D. Wilbur, wife of Secretary of the Navy Curtis D. Wilbur, serving as sponsor. Construction As converted battlecruisers, the two ships possessed superior to anti-torpedo protection than future purpose-built carriers, but were slower and had narrower flight decks. Capable of carrying over ninety aircraft, they also possessed eight 8 guns mounted in four twin turrets for anti-ship defense. This was the largest size gun permitted by the treaty. The flight deck featured two hydraulically powered elevators as well as a 155 F Mk II catapult. Intended for launching seaplanes, the catapult was seldom used during active operations. Re-designated CV-3, Saratoga was commissioned on November 16, 1927, with Captain Harry E. Yarnell in command, and became the US Navys second carrier after USS Langley (CV-1). Its sister, Lexington, joined the fleet a month later. Departing Philadelphia on January 8, 1928, future admiral Marc Mitscher landed the first aircraft on board three days later. Overview Nation: United StatesType: Aircraft CarrierShipyard: New York Shipbuilding Corporation, Camden, NJLaid Down: September 25, 1920Launched: April 7, 1925Commissioned: November 16, 1927Fate: Sunk as part of Operation Crossroads, July 25, 1946 Specifications Displacement: 38,746 tonsLength: 880 ft.Beam: 106 ft.Draft: 24 ft., 3Propulsion: 16 Ãâ€" boilers, geared turbines and electric drive, 4 Ãâ€" screwsSpeed: 34.99 knotsRange: 10,000 nautical miles at 10 knotsComplement: 2,122 men Armament (as built) 4 Ãâ€" twin 8-in. guns, 12 Ãâ€" single 5-in. guns Aircraft (as built) 91 aircraft Interwar Years Ordered to the Pacific, Saratoga transported of force of Marines to Nicaragua before transiting the Panama Canal and arriving at San Pedro, CA on February 21. For the remainder of the year, the carrier remained in the area testing systems and machinery. In January 1929, Saratoga took part in Fleet Problem IX during which it mounted a simulated attack on the Panama Canal. Largely serving in the Pacific, Saratoga spent much of the 1930s taking part in exercises and developing strategies and tactics for naval aviation. These saw Saratoga and Lexington repeatedly show the increasing importance of aviation in naval warfare. One exercise in 1938 saw the carriers air group mount a successful attack on Pearl Harbor from the north. The Japanese would use a similar approach during their attack on the base three years later at the start of World War II. USS Saratoga (CV-3) - World War II Begins Entering Bremerton Navy Yard on October 14, 1940, Saratoga had its anti-aircraft defenses enhanced as well as received the new RCA CXAM-1 radar. Returning to San Diego from a brief refit when the Japanese attacked Pearl Harbor, the carrier was ordered to carry US Marine Corps fighters to Wake Island. With the Battle of Wake Island raging, Saratoga arrived at Pearl Harbor on December 15, but was unable to reach Wake Island before the garrison was overrun. Returning to Hawaii, it remained in the area until being hit by a torpedo fired by I-6 on January 11, 1942. Sustaining boiler damage, Saratoga returned to Pearl Harbor where temporary repairs were made and its 8 guns removed. Leaving Hawaii, Saratoga sailed for Bremerton where further repairs took place and modern batteries of 5 anti-aircraft guns installed. Emerging from the yard on May 22, Saratoga steamed south to San Diego to begin training its air group. Shortly after arriving, it was ordered to Pearl Harbor to take part in the Battle of Midway. Unable to sail until June 1, it did not arrive in the battle area until June 9. Once there, it embarked Rear Admiral Frank J. Fletcher, whose flagship, USS Yorktown (CV-5) had been lost in the fighting. After briefly operating with USS Hornet (CV-8) and USS Enterprise (CV-6) the carrier returned to Hawaii and began ferrying aircraft to the garrison on Midway. On July 7, Saratoga received orders to move to the Southwest Pacific to aid in Allied operations in the Solomon Islands. Arriving late in the month, it began conducting airs strikes in preparation for the invasion of Guadalcanal. On August 7, Saratogas aircraft provided air cover as the 1st Marine Division opened the Battle of Guadalcanal. In the Solomons Though the campaign had just begun, Saratoga and the other carriers were withdrawn on August 8 to refuel and replenish aircraft losses. On August 24, Saratoga and Enterprise returned to the fray and engaged the Japanese at the Battle of the Eastern Solomons. In the fighting, Allied aircraft sank the light carrier Ryujo and damaged the seaplane tender Chitose, while Enterprise was hit by three bombs. Protected by cloud cover, Saratoga escaped the battle unscathed. This luck did not hold and a week after the battle the carrier was struck by a torpedo fired by I-26 which caused a variety of electrical issues. After making temporary repairs at Tonga, Saratoga sailed to Pearl Harbor to be dry docked. It did not return to the Southwest Pacific until arriving at Noumà ©a in early December. Through 1943, Saratoga operated around the Solomons supporting Allied operations against Bougainville and Buka. During this time, it operated with for periods with HMS Victorious and the light carrier USS Princeton (CVL-23). On November 5, Saratogas aircraft conducted strikes against the Japanese base at Rabaul, New Britain. Inflicting heavy damage, they returned six days later to attack again. Sailing with Princeton, Saratoga took part in the Gilbert Islands offensive in November. Striking Nauru, they escorted troop ships to Tarawa and provided air cover over the island. In need of an overhaul, Saratoga was withdrawn on November 30 and directed to proceed to San Francisco. Arriving in early December, the carrier spent a month in the yard which saw additional anti-aircraft guns added. To the Indian Ocean Arriving at Pearl Harbor on January 7, 1944, Saratoga joined with Princeton and USS Langley (CVL-27) for attacks in the Marshall Islands. After attacking Wotje and Taroa at the end of the month, the carriers began raids against Eniwetok in February. Remaining in the area, they supported the Marines during the Battle of Eniwetok later the month. On March 4, Saratoga departed the Pacific with orders to join the British Eastern Fleet in the Indian Ocean. Sailing around Australia, the carrier reached Ceylon on March 31. Joining with the carrier HMS Illustrious and four battleships, Saratoga took part in successful raids against Sebang and Surabaya in April and May. Ordered back to Bremerton for an overhaul, Saratoga entered port on June 10. With work complete, Saratoga returned to Pearl Harbor in September and began operations with USS Ranger (CV-4) to train night fighting squadrons for the US Navy. The carrier remained in the area conducting training exercises until January 1945 when it was ordered to join USS Enterprise in support of the invasion of Iwo Jima. After training exercises in the Marianas, the two carriers joined in mounting diversionary attacks against the Japanese home islands. Refueling on February 18, Saratoga was detached with three destroyers the next day and directed to launch night patrols over Iwo Jima and nuisance attacks against Chi-chi Jima. Around 5:00 PM on February 21, a Japanese air attack struck the carrier. Hit by six bombs, Saratogas forward flight deck was badly damaged. By 8:15 PM the fires were under control and the carrier was sent to Bremerton for repairs. Final Missions These took until May 22 to complete and it was not until June that Saratoga arrived at Pearl Harbor to commence training its air group. It remained in Hawaiian waters until the wars end in September. One of only three prewar carriers (along with Enterprise and Ranger) to survive the conflict, Saratoga was ordered to take part in Operation Magic Carpet. This saw the carrier carry 29,204 American serviceman home from the Pacific. Already obsolete due to the arrival of numerous Essex-class carriers during the war, Saratoga was deemed surplus to requirements after the peace. As a result, Saratoga was assigned to Operation Crossroads in 1946. This operation called for the testing of atomic bombs at Bikini Atoll in the Marshall Islands. On July 1, the carrier survived Test Able which saw a bomb air burst over the assembled ships. Having sustained only minor damage, the carrier was sunk following the underwater detonation of Test Baker on July 25. In recent years, the wreck of Saratoga has become a popular scuba diving destination.

Charles I Essay Example | Topics and Well Written Essays - 1500 words

Charles I - Essay Example full term at the helm of the throne, and the conflicts that characterized his term, emanating from his perceived loyalty to the Catholicism, leaving the Protestants to feel aggrieved. The conflict with the parliament soared so high to the point of having the structure of leadership change after his execution and the parliament ruled without the monarch, when fifty-nine among the commission of judges signed a death warrant and committed him to be executed (Hibbert, 273). While covering the life story of Charles I, the book has also sought to give the backgrounds that led the King to act in the manner he acted in different situations of his leadership, seeking to create a full understanding of the life and the circumstances that surrounded the life of the King. This book covers an important aspect of the history of England, most especially by delving deeply into the aspect of the conflict between the parallel systems of leadership; the monarchial system and the parliamentary system. Additionally, the book covers the core of the emergence of a constitutional monarchy while also highlighting the role that religion has played to influence the politics of England throughout its history. Thus, this subject needs to be covered, so that it can create deeper insights into the history of the conflicts between parliamentary system and the monarchial system and the reason as to why the two parallel system works in present day without much of a conflict. Through this subject, the history of religion and religion conflicts also will be understood, thus creating an understanding of religion and how it has shaped religion, thus enabling an appreciation how things work the way they work in present day. The thesis of this book points to the idea that; Charles I was not suited to the throne when assessed by his physical appearances, and neither was his father King James. Because of the negative things that he was perceived to have done to some people, which deprived them of their

Whos afraid of sigmund Freud Essay Example | Topics and Well Written Essays - 500 words

Whos afraid of sigmund Freud - Essay Example He is no longer thought of as scientific or serious. He is mostly a cartoon character who speaks in a thick German accent while chomping on a cigar. People tend to believe stereotypes about him, such as that he believed childhood trauma was the reason for all problems in adulthood. The author of this article seeks to defend Freud from some of these claims, and to a certain extent succeeds. To be fair to Freud, it is important to recall the time period he was living and writing in. Very little was known about psychology. He was the founder of this discipline. Many of his ideas were educated guesses based on conversations with patients and scientific study he undertook. There were bound to be errors. Few psychologists today would have been anywhere near as successful as Freud was if they had to operate under the same conditions. Even today, his basic concepts are accepted, as Hustvedt writes, â€Å"No neuroscientist today would say that the unconscious does not exist, nor would he or she say that we do not have implicit memories (memories outside of consciousness.) No one working in the field would argue against primal emotional drives in human beings either.† It is clear that he has a continuing influence, even if it is not as large as it once was. That is not to say Freud was not wrong on many fronts. Much of his thinking about sex is outdated. But all things considered, he was a genius who deserves our respect. An important subject he studied that is very relevant today is the relationship between patient and therapist. He immediately saw the danger of too close an attachment and warned that therapists must watch their feelings closely in these encounters.

Donnie Darko - Detailed Summary Essay Example for Free

Donnie Darko Detailed Summary Essay Donnie Darko is an intelligent, yet delirious and emotionally-ill teenager, whos idealistic fantasy of correcting the wrongs in society, finally appears possible in a tangent universe (an imaginative reality), where he is guided by an imaginary friend Frank, who appears as a malevolent giant bunny in Donnies day-time hallucinations. In the early stages of the film, Frank literally lures Donnie from reality and introduces him to a tangent universe where Donnie observes what wouldve been, (yet ultimately is) his own death in reality, where he is crushed by a plummeting airliner engine that crashes through the roof of his house directly above his bedroom where he sleeps. In the tangent reality though, he is merely a bystander, bemused and frightened by the calamity of the aftermath, as he returns home the morning subsequent to the disaster. He realizes that his long sleep-walk adventure the previous night, (Summoned by Frank) had ensured the avoidance of his death. The viewer is initially under the impression that Frank is a product of Donnies disturbed and inventive sub-conscious, as he is but a vehicle to allow Donnies inhibitions to express themselves through acts of desecration. In many ways, Frank seems to take advantage of Donnies mental state by coercing him to perpetrate crime. Yet Donnie appears to advocate his own actions, indicating his intentions for societal change, reformation, and also for companionship he fears the prospect of dying alone, in which case, Frank is an ally who can assist Donnie in coping with his emotional struggles and hardships. The fact that Donnies mental condition is later classified as paranoid schizophrenia by Dr Thurman (Donnies psychiatrist), would appear as another viable theory or impression, for the viewer to follow. However, it proves not as strong. The reason being, is that the initial or aforementioned theory supports the films noteworthy theme that destruction is a form of creation (an idea propagated by Donnies secondary literacy teacher, Mrs. Pomeroy), whereas the latter is a shallow, yet logical conclusion that isnt glaringly in keeping with any underlying messages of the film itself. Later in the film, the tangent universe allows for the discovery of Frank, as an authentic person, who is murdered by Donnie as he is directly responsible for a fatal car accident involving Donnies much- adored tangent girlfriend, Gretchen. This enlightens us as to the reason for Franks contact with Donnie. Frank has traveled back through time, to in-turn; open a port-hole to Donnies future and enable Donnie to view aspects of his life ahead as a series of visual manifestations, (ie post airliner engine catastrophe). In doing this, he informs Donnie that Armageddon will arrive in twenty-eight days, which conveniently serves as a manipulative motive to aid his primary objective: To discourage Donnie in continuing his life in reality; in the hope that Franks life will be spared. At this point in the film, the recurring theme of time travel claims its stronghold, regardless of previous acknowledgements and inferences. For instance, in one particular scene Frank implies he is from the future, and in numerous others, Donnie is seen eagerly researching and discussing theoretical revelations, pertaining to the philosophy of time travel. Evidently though, these scenes and others, such as the Frank-influenced despoilment of Donnies school and the arson of a corrupt perverts house, illustrate critical stages of Donnies inner journey that is, from a disillusioned teenager, troubled by the folly of mainstream attitudinal beliefs, to an individual who transcends reality in order to subsist in an idealistically superior society, of his own invention. After twenty-seven days of endeavor through outrageous public displays and clandestine defilement, the foretold event of Armageddon looms near. Donnie ambles through the final moments of his tangent existence (inner journey), as his character-defining tenacious dynamism begins to fade. As expected, he assumes his fatalistic mentality of all living things have a set path, and that humans are merely vessels traveling along Gods channel, gradually nearing a pre-determined destination. At this stage, Donnies mindset suggests a search for spiritual solace and religious meaning. Whilst denying an utterly defeatist outlook, Donnie exerts a courageous exterior by modestly welcoming his fate, in the hope that there will be so much to look forward to. He is of course referring to a reformed humanity that is devoid of inadequacy, corruption and suppression. It is here, that the film takes an unexpected turn, whereby Donnies inner journey in the tangent universe is virtually thwarted due to the sub-conscious acknowledgement of an audible phrase, originally voiced by his late girlfriend, Gretchen. It is part of her conjecture of emotional solace: What if you could go back through time, and replace all those hours of pain and darkness with something better? At this point, Frank uses his god-like essence to summon Donnie in reality, assuming that hed been subjected to enough to be dissuaded, and, much to the viewers astonishment, Donnie awakes in bed, hysterically laughing in awe and disbelief of his dream. Whilst conscious, he remembers the tangent visions of pain and anguish, including Gretchens death, and the murder of Frank, and decides that his future should be exempt from more emotional suffering. Donnie opts to conclude his inner journey heroically, by means of self-sacrifice that is, to allow the plummeting airliner engine to destroy him, thus ensuring an extended life for his beloved female tangent counterpart, Gretchen. The film Donnie Darko is significant to the theme of imaginary journey as it details a persons sinister epigrammatic voyage into the future, and consequent development of emotional alteration. Director Richard Kelly uses the character Donnie as a representation of idealistic thought inherent in society. It is no undisclosed fact that society itself, is pervaded by thoughts and ideals that are in contrast with expected societal opinion. Kelly hints at the notion that we are engaged in the journey of life, yet our propulsion is suppressed somewhat, by the  undeniable need to conform to societys bounds and restrictions thus society would seem to preclude humans from achieving their primary goal(s) or concluding their journeys. Also intertwined with this perception, is the suggestion of the faà §ade of human nature. Kelly suggests it is unnatural for veritable human inclination to be constrained, hence the rationale of life-long journeys that are embarked upon to discover a sense of self. Donnies self discovery is shown through his sacrifice for Gretchen. Whilst on his imaginary journey, Donnie identifies with her troubled emotions and sinister background of family trauma. He discovers a person remarkably similar to himself, so his sacrifice in essence could be perceived as an effort of self-preservation as he was intent on ensuring continuity of his spirit within a physical entity other than himself. This is a viable interpretation, relevant to a reflective inner journey, as it is a primary motive for initial commitment to the journey itself. Kelly realizes that Donnies journey is exceedingly implausible and unrealistic. Without detracting from the intended solemnity, it seems a feat such as Donnies could only be surmounted by a philosophical super-hero with ethereal powers. Kelly deliberately captures the fervent yet slightly naà ¯ve central vision of Donnies ideological expectations in the films title, and in Donnies heroic bravado. Nonetheless, he encourages provocation of thought and motivational urge on our set path in life, or inner journey. The reason being is that humans are inclined to stray from reality, if indeed; there is an absence of true accomplishment in their existence. By this, Kelly infers that an inner journey is necessary to undergo, as it induces self-gratification and contributes to the conservation and perpetuation of ones psyche. Director Richard Kelly uses the medium of time travel to symbolize the eternal human endeavor/journey in Donnie Darko. I use eternal, because we yearn for such an easy method as time travel to reveal future outcomes and destinations, yet we are simultaneously disenchanted by its obvious  impracticalities. Kelly expresses his interpretation of fatalism via liquid spears, which consist of water and metal, and appear as a cylindrical protrusion from a humans chest. In the scene known as the liquid spear waltz, (tangent universe), Donnie in his hallucinatory state, sees these spears connected to the chests of his friends and family. He observes that the individual always follows the path of the spear, to their immediate destination. For example, Donnies spear leads him to the fridge on one occasion, whilst he was thirsting for a drink. He wouldve made that same trip even if the spear wasnt there. Furthermore, the inclusion of mystical activity in the film, such as the liquid spear, adds to the surrealism of the tangent universe, reinforcing the imaginary focus of Donnies journey. Kelly has portrayed the same dream-like atmosphere via other medium also. For example, many of the tangent universe scenes are in slow-motion, and filmed from an aerial perspective. This informs the viewer of the simulation of the tangent universe, whilst creating a mystic atmosphere and mood. Finally, Kellys concept of fatalism may well be perceived as a mere scapegoat for human failure, yet such a perception would be grossly incorrect. He emphasizes that; we shouldnt knowingly inhibit ourselves because we travel on a set path in life. If anything, a pre-determined future should provide motivation, and encourage one take advantage of daily opportunities and prospects. After all, we are oblivious as to when exactly, our journey of life shall ultimately cease.

Who is the real Shakespeare? Essay -- William Shakespeare Playwrights

Who is the real Shakespeare? One of the largest mysteries of current time is the debate over who the author of the plays commonly attributed to William Shakespeare really is. Commonly termed as the â€Å"authorship problem,† many skeptics believe that the William Shaksper of Stratford (the spelling of his name originally) could not have been the true composer of the plays he is traditionally attributed with. Although the thought of someone besides Shakespeare composing the plays is not popular with the American and European world, there are excessive theories concerning the truth behind the possibility of the works being authentically his. Doubts about the true composer of Shakespeare’s works generally arise from the fact that there is no logical match between the working-class William Shaksper of Stratford and the work, and the absence of proper documentation that connect him to any of the works. According to Volker Multhopp in his essay â€Å"Why I am not a Stratfordian,† â€Å"This man achieved the absolute pinnacle of English literature in an era when class was paramount, yet his own origin was absolutely ordinary-- middle class† (1). According to the Oxford Society in the â€Å"Shakespeare Authorship FAQ,† â€Å"Nothing about the Stratford man rings true: his character, his background, his education, his family, his friends, his behavior towards his debtors and his neighbors, his recorded conversation and his attitude to money and property† (1). With all of the evidence pointed against the Stratford man as being the author of the world’s greatest literature , Stratfordians claim that the consequential details of his life pointing against him merely make him an unmitigated genius. Doubts about the... ...st literature of all times. It is possible that the Stratford man could have befriended aristocrats and gained the favor of Elizabeth herself, even having guidance from other aristocrats. On the other hand, because there is no evidence that the Stratford man was the author of the works, it is hard to accept the common man as the William Shakespeare that the plays were accredited to. Perhaps the reason that Shakespeare’s works have not been attributed to any other man would attest to the fact that scholars are not willing to accept the implications that the man celebrated to be the world’s most ingenious literary figure is not, in fact, who he was thought to be. However, the search for evidence leading to the true author will continue out of the ethical implications that credit must be given to the true author of the world’s greatest literature.

Relevance of Sports in Youth Development

TABLE OF CONTENT Acknowledgments Abstract Dedication CHAPTER ONE: INTRODUCTION 1. 1 Introduction The history of sports probably extends as far back as the existence of people as purposive sportive and active beings. Sport has been a useful way for people to increase their mastery of nature and the environment. The history of sport can teach us a great deal about social changes and about the nature of sport itself. Sport seems to involve basic human skills being developed and exercised for their own sake, in parallel with being exercised for their usefulness. It also shows how society has changed its beliefs and therefore there are changes in the rules. Of course, as we go further back in history the dwindling evidence makes the theories of the origins and purposes of sport difficult to support. Nonetheless, its importance in human history is undeniable. Sports that are at least two and a half thousand years old include hurling (similar to field hockey) in Ireland, harpastum (similar to rugby) in Rome, cuju (similar to association football) in China, and polo in Persia. The Mesoamerican ballgame originated over three thousand years ago. There are artifacts and structures that suggest that the Chinese engaged in sporting activities as early as 2000 BC. [1] Gymnastics appears to have been a popular sport in China's ancient past. Monuments to the Pharaohs indicate that a number of sports, including swimming and fishing, were well-developed and regulated several thousands of years ago in ancient Egypt. [2] Other Egyptian sports included javelin throwing, high jump, and wrestling. Ancient Persian sports such as the traditional Iranian martial art of Zourkhaneh. Among other sports that originate in Persia are polo and jousting. This thematic profile attempts to broadly introduce some of the current themes related to physical education and sport for youth. In the literature related to physical education and sport there is much debate across the world over definitions of physical education, sport and physical activity. There is also great variance in the standard age boundaries for youth world-wide. These issues will not be explored in detail here. Rather a number of links to further reading and resources are provided after each sub-theme to direct readers to additional information. Within schools, physical education is an essential component of quality education. Not only do physical education programmes promote physical activity, such programmes also correlate to improved academic performance under certain conditions. Sport can also, under the right conditions, provide healthy alternatives to deviant behaviour such as drug abuse, violence and crime. 1. 2 Objectives of the study In other to achieve the aim of this research,the researcher will be writing on three specific objectives and three element of the problem statement which are as follows; a)To determine the Relevance of Sports to Youth Development b)To Determine the importanceof physical fitness to Youth Development c)To help youths develop a Healthy habits for life d)To help the youth develop confidence and identity e)To determine social benefit to the youth a)Relevance of Sports in Youth Development The benefits to children participating in organized sports are numerous. Organized sports help teach kids about physical fitness and and the importance of taking care of their bodies throughout their lives. Sports also can help teach kids important social and interpersonal skills, as well as teach them the value of hard work and persistence. Fitness Playing organized sports helps children get the exercise they need to stay healthy, and develop habits that will stay with them throughout their lives. Sports also help kids develop and understand skills and strengths that they will need forever, such as agility, coordination, endurance, and flexibility. Healthy Habits For Life Children who play sports have an increased awareness of their bodies, and are less likely to do things that will harm them at an early age, such as smoking cigarettes, drinking, or taking drugs. Many sports programs also strive to teach nutrition to young athletes, giving them even more awareness of the things they should and should not do to their bodies. This is a particularly important issue now more than ever, as the obesity rate in children is rising each year in almost every part of the world Confidence and Identity Participating in sports can help a child become more confident in his skills. As children practice and work to become better at any activity, their confidence level will increase. This new-found confidence will carry over into other things besides sports, including their studies and personal lives. Group activities such as organized sports help kids identify with a particular group–their team, perhaps–which is essential to the personal and social development of a child. Children who do not feel they are accepted or belong anywhere often experience depression, anxiety and a general lack of confidence. Hard Work and Persistence Group sports teach kids that in order to become good at something, they must work toward their goals. This is a very valuable lesson, one that they must carry with them into their adult lives. Sports also teach children that when they do not succeed–losing a game, for example–that they must deal with losing, and move on. Obviously, this is critical, because as an adult, you must move on after any kind of defeat or loss, and work to prevent those things from happening again, whether it is on the field, in your work, or in your personal life. Social Benefits Children who participate in these types of activities learn to communicate and work better with their peers and with adults. Teamwork is a valuable skill for children. Organized sports often are made up of kids who have a variety of different social and economic backgrounds, which can help teach children about diversity, and also provide the opportunity to make new friends. 1. 3Problem Statement The spate of youth involvement in crime rate has been the motivation for this research on how sports can be used to better develop the youth for development. The method for this research was qualitative and descriptive, as i used primary and secondary methods to source and collect data on the relevance of the topic. However, in this research, i developed a theoritical framework collecting data through distribution of questionnaires and interviews of some youths with a population sample of 50 persons. 1. 4Test of Hypothesis 1. 5Defination and Explanation of Terms CHAPTER TWO LITERATURE REVIEW In this chapter, we will be reviewing all other relevant works by researches to enable us determine the Relevance of Sport in Youth Development. Works being reviewed here includes but not limited to Sport in general and youth development as a concept of its own. Firstly, the The United Nations defines youth as persons between the ages of 15 and 24, inclusive. In many cases, this definition includes people who have reached the age of majority (usually 18 years), yet still face unique issues and challenges as young adults. The UN also states that, while teenagers and early teens may be all considered ‘youth,’ the social, psychological and health challenges they face may be quite different (http://www. un. rg/esa/socdev/unyin/qanda. htm). The National Youth Council states that, while there is no ‘correct’ definition of youth, the term generally refers to people between the ages of 15 –and 29. The Council also offers a working definition of ‘youth development’ as: †¦a process which prepares young people to meet the challenges of adolescence and adulthood through a co-ordinated, p rogressive series of activities and experiences which help them to become socially, morally, emotionally, physically and cognitively competent. Positive youth development addresses the broader developmental needs of youth, in contrast to deficit-based models which focus solely on youth problems. It is evident in the literature reviewed that this holistic definition of youth development dovetails with current research on youth and sport. The definition concludes that sport-based programs should be part of a multi-agency approach to meeting the needs of young people, and they should not be considered in isolation from the broader social and material context. Definitions of ‘sport’ and ‘youth’ tend to vary, but, in most cases, youth sport is understood to be an organized and supervised activity that facilitates and encourages teamwork, discipline, and hard work among young people. While a great deal of evidence has been collected regarding the benefits of sport participation for children and youth, few conclusions have been drawn regarding the mechanisms by which sport positively facilitates, or contributes to, child and youth development. Developmentally appropriate forms and levels of sport and physical activity are key to the healthy physical, mental and social growth and development of children and youth. Youth unemployment is serious and growing problem in most African countries. In fact, in many of the countries, youth unemployment is about two times the national unemployment rate; in Nigeria it is four times the national average. An equally worrying trend is the high level of unemployment among educated youth. Two recent surveys for IFESH by NISER and Institute for Peace at the University of Ibadan revealed youth unemployment rates of over 60% among educated youth in Delta, Rivers, Kaduna, Kano and Plateau states – the focal states of the CALM project. The traditional responses to the youth unemployment problem in Africa include direct job creation, job skills training, community-based public works programs, educational reform with focus on technical education and vocational training. For instance, over 15 years ago, the Nigerian government established the National Open Apprenticeship Scheme operated by the National Directorate of Unemployment NDE). These measures have failed to alleviate the problem. The result is that youth unemployment remains a critical problem and source of insecurity in Nigeria and elsewhere in Africa. In fact, unemployed youths are known to be the main participants and â€Å"cannon fodders† in the spate of conflicts as well as the main culprits in gene ral state of insecurity and armed robberies in many communities in Nigeria. Thus, to prevent and effectively manage conflicts and insecurity in Nigeria (and elsewhere in Africa), the army of unemployed youths must be productively engaged in activities that will keep them away from conflicts and trouble. Sport is one activity that can provide productive engagement for the teeming youths in Nigeria. To be sure, sport along cannot solve the youth unemployment problem, but the promotion of sports will go a long way in helping to alleviate the problem in combination with other policies. (October 29, 2006, Press Article by Dr. Emmanuel Ojameruay http://www. niaausa. org/sports-promotion-as-an-instrument-for-productive-youth-engagement-a-case-study-of-ifesh%e2%80%99s-calm-project/) Coalter’s (2005) review essay captures important evidence regarding the role of sport in building and facilitating social and community inclusion and active citizenship. This body of literature, as interpreted and reported by Coalter (2005), links sport to Putnam’s (2000) notion of ‘social capital. ’ Communities with good social capital have strong community networks, a good sense of local identity and solidarity, and high levels of trust and support among members. With this in mind, there is evidence to 17 suggest that developing sport in the community may contribute to developing communities through sport (Coalter, 2005, p. 19), but also that non-traditional approaches should be taken if such results are to be realized. Most notably, a ‘bottom up’ approach that aligns with and supports existing community-based sporting infrastructure, and utilizes local labour and resources, has been found to have the most impact at the community level; it also has the additional advantage of avoiding local scepticism about ‘quick-fix schemes’ (Coalter, 2005). More specifically, sport has been used as a practical tool to attract young people to volunteering, engaging them at the community level. Eley & Kirk (2002, cited by Coalter, 2005) found hat such programs resulted in increased measures of altruism, community orientation, leadership and sense of self among young people. These findings align with a recent analysis of the social and cultural benefits of sport in a Canadian city. The report found that child and youth participation in sport in Calgary, not only as athletes but also as volunteers and officials, means that children and youth are experiencing and learning the values of citize nship and leadership – as they take on more responsibility for their sporting experiences and for the future administration of sport in their community (Douglas Brown Consulting, 2005). Coakley (2002) and Donnelly & Coakley (2002) have also carried out broadly based reviews of research evidence regarding the potential of sport programs to contribute to child and youth development and the social inclusion of children and youth. Coakley (2002) reviewed a wide range of research regarding youth development and concluded that, in exemplary programs, participants should feel physically safe, personally valued, socially connected, morally and economically supported, personally and politically empowered, and hopeful about the future. Donnelly & Coakley (2004) have pointed out that, where such programs are not available, youth gangs may actually meet some of these needs. With regard to the social inclusion of children and youth, Donnelly & Coakley (2002) point out the following: †¢ Inclusion is, first and foremost, an access issue, and the first thing that is necessary to promote inclusion is to overcome the structural/systemic barriers that prevent participation; †¢ The real benefits of sport involvement appear to derive from the potentials that are released in children and youth with ‘good,’ educated and sincere leadership. It seems that almost any type of well-intentioned program has tangible benefits with the ‘right’ people in charge† (p. 15). Thus, a great deal of effort should be expended on research regarding leadership training, and on the process of training both professionals and volunteers who are likely to be involved in the leadership of such programs; †¢ At this time, we know a great deal more about the barriers to participation/inclusion (although we have not been able to tap the political will to overcome such barriers) than we do about the process of social inclusion. Questions have been raised about the social inclusion potential of competitive sport programs (which are, by their very nature, organized along principles of social exclusion), and about programs organized on the principles of ‘social control. ’ In addition to overcoming barriers to 18 participation, we need a great deal more research to understand the process of social inclusion in sport. Recent research suggests that sport-based programs focused on children and youth in areas of conflict offer a means of both resolution and, in turn, reconciliation. Richards (1997, cited by Giulianotti, 1999), for example, found that sport can facilitate positive social opportunities in post-war Africa, where violence and child-soldiering have severely restricted or foreclosed the health and welfare of children and youth. Similarly, Gasser & Levinsen (2004, p. 179) documented the success of Open Fun Football Schools in reintegrating ethnic communities in the post-war Balkans, although they caution that â€Å"football is something like frontline farmland: fertile, but likely to be mined. When war leads to limited avenues for social and personal development, the importance of physical activity for children and youth may be thought to increase, and participation opportunities become paramount, in the contributions such opportunities afford to children impacted by conflict (Richards, 1997). These results suggest that, if sport-focused projects are locally grounded, carefully thought out, and professionally managed, they can make a modest contributi on to conflict resolution and peaceful coexistence in regions of violence (Sugden, 2006). Research also suggests that sport may provide an opportunity for positive peer interaction and healthy competition for and among youth (Weiss & Stuntz, 2004, cited by Hedstrom & Gould, 2004). Recent research suggests that peer relationships are a key part of young people’s experiences in sport, and that social acceptance and affiliation are important components in determining the extent to which children and youth enjoy participating in sport (Smith, 2003). As young people mature, they increasingly rely on peers or information and feedback regarding physical competence; therefore, sport as a context of physical activity, serves as a key site of child and youth development (Smith, 2003). Young offenders are increasingly referred to programs that include sport as an integral part of the rehabilitative process. The theoretical rationale for this approach positions offending youth as inadequately socialized to community norms, and sport as a remedial lesson in social norms and com munity living (Andrews & Andrews, 2003). There is also a widespread belief in the therapeutic value of sport (Coalter, 2005; Seefeldt & Ewing, 2002). Sports have also been used to enhance social development among children and youth by connecting â€Å"at risk† youth to social- and job-skills training, education programs and/or leadership opportunities. In these schemes, sports are not a â€Å"mechanism† for social development, but rather a positive means of inducing marginalized or delinquent youth towards other social programs that address underlying risk factors for crime involvement, early school leaving, homelessness and a range of other social problems in this population. Seefeldt & Ewing (2002) suggest that sport programs that target â€Å"at risk† youth can provide a â€Å"safe alternative activity to violence and intimidation† and gang membership, because sports teams may meet the individual’s need for social inclusion, physical competency and recreation. This research argues that the usefulness of sports to mediate anti-social behaviour in young people improves when used in combination with a full range of social, educational, and job-skill training programs (Seefeldt & Ewing, 2002). Secondly, we will not over look the relevance of Sports as a means of education to youth development. There is a significant amount of evidence to suggest that sport-based programs improve the learning performance of children and youth, facilitating educational attainment and encouraging them to stay in school, and that sport-based programs in schools aid in the social development of young people. This relationship is thought of in different ways. In the most basic way, sport participation at a young age helps children to learn physical skills that allow them to stay active later in life (Hedstrom & Gould, 2004). The educational benefits are often thought of more broadly, though. Children may learn, or become familiar with, the competitive process and learn to assess their competence in different skills through sport participation (Seefeldt & Ewing, 2002). In addition, the Conference Board of Canada’s (2005) report on sport in society states that sport is an important tool by and through which participants, particularly young people, gain and enhance a range of skills that are transferable to important parts of adult life. A case study of the Physically Active Youth (PAY) program in Namibia found that after-school programs targeting youth and focusing on a variety of physical activities (including aerobics, dance, outdoor education and competitive sports) increased the number of students who passed the national Grade 10 examination (CABOS Report, 2006). Since students who fail this exam, and drop out of school, tend to face a number of social barriers and engage in unhealthy behaviours (such as unemployment, drug abuse, anti-social behaviour, and an increased risk of contracting HIV/AIDS), the program is understood to make a strong contribution to the lives of Namibian youth by encouraging and facilitating their continued education (CABOS Report, 2006). Furthermore, an assessment of an education-based sport-development intervention in South Africa concluded that a variety of perceived social spinoffs, including community, financial and personal empowerment, were attached to increasing sport opportunities in a school setting, and helped to foster improved relations between children and teachers (Burnett, 2001). The Sport in Education (SpinEd) project, under the direction of Richard Bailey, gathered evidence to influence policy development aimed at redressing the decreasing trends in physical education and school sport (PESS). In addition, the project constructed a framework for evaluating the role of PESS in different countries and cultures, and collected best practices and evidence regarding the role of PESS in making positive contributions to school life (Bailey & Dismore, 2004). Their report concluded that PESS can make an important contribution to the education and development of children and youth, and that evidence supports the positive relationship between PESS and development in physical, lifestyle, affective, social and cognitive domains (Bailey & Dismore, 2004, p. 2). Bailey & Dismore conclude that the educational character of PESS needs to be accentuated and that PESS should be available to all children and youth as an educational entitlement, though they caution against any simple interpretation of causal benefits from PESS participation. The cognitive benefits of sport participation among children and youth remain a topic of research. Bailey’s (2006) review article illustrates that research debunks the notion that physical education and sport participation interfere with educational goals and academic achievement and, in many cases, research supports a link between physical education and improved academic performance (see also Sallis& Owen, 1999). While the benefits of regular exercise on cognition are small, the results are reliable for reaction time, reflexivity and performance of mathematics (Thomas et al. , 1994, cited by Coalter, 2005). However, since the quantitative data in this area are based on cognitive differences in pre- versus post-testing, it is difficult to assess or identify the mechanisms by which such improvements in cognitive performance occur. Coalter (2005) concludes that there is no definitive evidence in the literature of a causal relationship between sport participation and academic achievement. Thus, Bailey (2006) cautions that it should be considered that PESS can lead to improved cognitive development under the right conditions. There is also evidence to support the link between sport participation and educational achievement for college and university students. University students who use recreational sports facilities persist in their studies at a higher rate than non-sport participants, since recreational and intramural sport offers an important opportunity for interaction among students and the building of student satisfaction (Belch, Gebel & Maas, 2001). Evidence supports not only the educational benefits of sport participation, but also the utility of sport programs as educational catalysts to implement interventions and teach life skills. Papacharisis et al. (2005) provide evidence from the GOAL 25 program, a peer-to-peer, sport-based life-skills program targeted at youth who participated in sports clubs. The study supported the effectiveness of life-skills education (such as goal setting, problem solving and positive thinking) through its integration with sport programs. The results suggest that, in such interventions, athletes may improve their sports and life skills in a complementary fashion (Papacharisis et al. , 2005). Thirdly, the relevance of sports to youth development can be seen as tool of charracter-building in youths and development. While, Donnelly (1993, p. 428) noted: â€Å"We have long held, although with little evidence, that sport participation has the capacity to transform the character of individuals. † Of all the literature on sport and children/youth, the most difficult to quantify, yet also the most compelling in terms of social benefits, deals with the possibility that participation in sport and physical activity may positively impact the moral development of youth. Based on survey data, Canadians consider sport, after family, to have the most influence on the development of positive values in youth (CCES, 2002). In fact, in data collected in this survey, the role that sport plays in promoting and developing moral character was considered to be an essential component of the very definition of sport for children and youth, although not surprisingly, these ideas of the positive impact of sports on the development of character tend to come from those coaches, parents, volunteers and participants who are actively involved in children’s and youth sport (CCES, 2002). According to Coakley & Donnelly (2004, p. 3) this â€Å"character logic† is often used to encourage and defend children’s participation in sport; it is also used to justify the funding of sport programs, the building of facilities and the sponsorship of events. While the causal linkages and mechanistic connections between sport participation and character-building are difficult to create and sustain, theories have been put forth (supported in some cases by evidence-based research) to support the notion that partici pation in sport and physical activity builds character in children and youth. In a review essay, Ewing et al. (2002, p. 6) argued that sport offers a â€Å"dynamic domain† for moral and character development and expression among youth, particularly in terms of positive values such as hard work, fair play and an orientation to succeed, and behaviour and social relations. However, the same authors argue that sport does not, in and of itself, lead to the development of character or morals in youth, and, in fact, holds the possibility to undermine the creation of what would generally be considered positive traits of personal behaviour (Ewing et al. , 2002). Such interpretations are borne out in the literature. Hansen et al. ’s (2003) recent analysis of youth activities found that such activities provide a context for a wide range of developmental experiences; but, development of self-knowledge, emotional regulation and physical skills were particularly high within sport participation when compared to academic- and leadership-type activities. At the same time, sport activities were also the only context in this study in which youth also reported higher rates of negative experiences, particularly in relation to peer interaction and inappropriate adult behaviour (Hansen et al. 2003, p. 47). Thus, when cataloguing sport within an array of youth activities, the pattern of experiences was mixed and sport could be understood as both character building and challenging (Hansen et al. , 2003, p. 50). Hedstrom & Gould’s (2004, p. 5) review essay also concludes that research has demonstrated that character in children and youth can be enhanced in sport and physical education settings â⠂¬Å"when fair play, sportsmanship and moral development information is systematically and consistently taught. In other words, given that sport is a powerful social experience in the lives of children and youth, positive character development may occur under the right circumstances (PCPFS, 2006). Given that moral behaviour is learned through social interaction, the ways in which relations with others are constructed and facilitated impacts the ethical and moral behaviour learned through sport. In other words, there is a level of transfer between the values and ethics promoted in the sport and the moral character instilled in children and youth who participate. Ewing et al. (2002) reviewed evidence suggesting that a focus on reflection and meditation led to lower levels of anxiety for youth studying martial arts, and that athletes who focused on personal improvement, as opposed to greater ability, considered the sport to be a pedagogical tool for co-operation and citizenship as opposed to dominance and ends focused orientations (Ewing et al. , 2002, p. 37). Evidence also suggests that coaches play a key role in developing the moral and ethical parameters that impact youth involved in sport. This research indicates that the moral values and behaviour learned by children in sport come directly from instruction and their own engagement, and indirectly from observing coaches’ responses (Ewing et al. , 2002, p. 37). The analysis of youth sport participation and character development has been broken down into component parts: perspective-taking and empathy, moral reasoning and motivational orientation (PCPFS, 2006). The concept of character is often understood in relation to the ability to consider the views and positions of others. Perspective-taking is the cognitive ability to understand multiple points of view, while empathy is the affective skill of understanding the experiences of another person or group (PCPFS, 2006). In combination, perspective-taking and empathy underpin moral development and can be learned through game strategy and consideration of multiple perspectives within the sporting context – although this relationship is primarily a theoretical one, yet to be corroborated through evidence-based research (PCPFS, 2006). What has been documented through research, however, is that physical activity outside of sport may, in fact, be better suited to promoting empathy among youth, and that moral reasoning may be developed through sport if actively promoted in dialogue with a coach (PCPFS, 2006). For example, Trulson (1986, cited by Coakley & Donnelly, 2004, p. 171) found that the type of sport experience was key to reducing ‘delinquent’ behaviour in that martial arts taught with a philosophy of respect, patience, responsibility and honour were related to decreased delinquency, while those based on free sparring and self-defence were related to higher evels of delinquency. Research examining moral reasoning, or the ability to think about moral issues, among athletes has actually found that participation in sport is associated with lower levels of moral reasoning maturity; however, there is also evidence that coaches or physical educators may successfully promote the development of moral reas oning if they actively seek to do so (PCPFS, 2006). In relation to the third component of character, motivational orientation or the cognitive rationales for behaviour, research suggests that motivation may be improved through the type of positive team environment that sport participation can provide for children and youth (PCPFS, 2006). In effect, the potential does exist to effectively promote moral development through sport because the social interactions associated with sport participation may impact certain psychological traits that underlie moral decision-making (Seefeldt & Ewing, 2002). Leadership is also an issue that has been examined in research on children/youth and sport participation. Dobosz & Beaty’s (1999) analysis found that high-school athletes scored higher on a leadership ability measure than their non-athlete counterparts. They conclude, therefore, that athletics offers youth an opportunity and platform to develop and improve leadership skills and abilities. In conclusion, whereas sport has the possibility to provide an environment for the development of moral character, evidence also supports the idea that sport provides an opportunity to suspend moral obligation or support unethical behaviour in pursuit of winning. Coakley & Donnelly (2004, p. 4) point out that much of the research addressing sport and character over the past 50 years suffers from three problematic assumptions: that every kind of organized, competitive sport impacts the moral development of every athlete in the same ways; that the character-building experience of sport is unique to the extent that those who do not play are at a disadvantage in developing moral character; and that the notion of what constitutes positive moral characteristics is generally accepted. In this sense, Shields & Bredemeier (1995, cited by Ewing et al. 2002) caution that it is not the physicality of sport, or the learning and performance of sporting skills, that is either ethical or unethical or related to character development; more accurately, it is that social interactions within the sport experience potentially impact the development of moral character. Research suggests that sport programs among children and youth may contribute to social inclusion, both at the community level and in post-conflict areas, as well as in social psychological relations such as peer groups. Criminology literature has found evidence that sport-based programs may make a positive contribution to reducing youth crime as diversionary, rehabilitation and gateway programs. Youth sport participation has been linked to educational benefits if physical education is included as part of broad-based educational programs, although causal links between sport participation and educational achievement are difficult to establish. Evidence suggests that character-building, including moral behaviour, empathy, reasoning and leadership, may be promoted and facilitated through sport, although such processes are highly dependent on the context of the sporting program and the values promoted therein. From the literature reviewed, it is clear that sports participation among children and youth can encourage positive social, emotional, educational, community and moral development; however, these benefits are not automatic. Sports programs positively impact youth when: (a) they are conducted with a person-centred approach that is flexible enough to respond to the needs, motivations and rights of the child/youth, and (b) they de-emphasize rules, rivalry and winning, and emphasize choice for participants, effort and positive feedback (Sport England, 2002). This review of research also indicates that the operation and outcomes of sport programs are affected by, and, in turn, affect, a myriad of social factors/forces, and cannot be implemented or evaluated in isolation from these conditions. In terms of positive child and youth development, a multi-faceted approach is needed to target the multiple social conditions that contribute to positive outcomes (Coalter, 2005). In particular, positive attitudes, values and character traits must be actively promoted and taught in any child-/youth-focused sports program. This is most effectively accomplished with the positive, enthusiastic and skillful engagement of a coach, teacher or leader (Seefeldt & Ewing, 2002). Coakley’s list of the characteristics of exemplary sport programs for child and youth development indicates that participants should feel: physically safe; personally valued; socially connected; morally and economically supported; personally and politically empowered; and hopeful about the future. Sport programs have a positive impact on children and youth when they are person-centred, as opposed to outcome oriented, and emphasize choice and autonomy over rules and a focus on winning. In general, there is a lack of evidence from which to make strong claims about sports participation and social inclusion for and among children and youth (Bailey, 2005). Although there is an increasing awareness of the potential of sport to aid in the social and educational development of children and youth, there is also consensus that the specific contributions of sport (regarding education, socialization and social integration) need to be identified, and that a solid knowledge base can help to create a new political agenda and to ensure its implementation (Doll-Tepper, 2006, p. 1). The future success of sport and child/youth initiatives rely, to an extent, on co-operation between a variety of networks and stakeholders, such as community, sports clubs and schools, and between researchers and practitioners (Doll-Tepper, 2006, p. 71). There is also a need for more research to focus on the specific mechanisms by, and conditions under, which sport can and does make a positive contribut ion to child and youth development. Similarly, there is a need to better understand issues such as social inclusion and leadership/leadership training. Without careful attention paid to the conditions (social, psychological, material) that frame the lives of children and youth and their sporting experiences, the impact of sport-based interventions in relation to child/youth development are speculative at best. There is significant evidence to support the utility of sport in facilitating and supporting the development of children and youth. Sport participation and sport-based initiatives targeted at children and youth have been shown to decrease social exclusion and contribute to community-building and inclusion in a host of social contexts, such as areas of post-conflict and areas of poverty in LMICs. Research also suggests that sport offers an important resource for reducing delinquency and crime among youth and promoting community safety. Sport is also associated with facilitating educational commitment and attainment among children and youth, and as a vehicle for promoting character-building and moral development. The central conclusion of this literature review, however, is that these positive results of child/youth sport participation and child- and youth-based initiatives are not automatic or linear. Research indicates that sport programs should be part of a multi-agency approach to child and youth development, and that committed facilitators (coaches, administrators, volunteers) are needed to ensure that appropriate values (fair play as opposed to winning) are encouraged through sport programs. References J. Andrews & G. Andrews, â€Å"Life in a Secure Unit: The Rehabilitation of Young People Through the Use of Sport,† Social Science and Medicine 56(3) (2003):531–550. Y. Auweele, C. Malcolm & B. Meulders (eds. ), Sport and Development (Leuven, Belgium: Lannoo Campus, 2006). R. Bailey, â€Å"Evaluating the Relationship Between Physical Education, Sport and Social Inclusion,† Educational Review 57(1) (2005):71–90. R. Bailey, â€Å"Physical Education and Sport in Schools: A Review of Benefits and Outcomes,† The Journal of School Health 76(8) (2006):397–401. R. Bailey & H. Dismore, Spined: The Role of Physical Education and Sport in Education (Athens: 4th International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport, 2004). H. Belch, M. Gebel & G. Maas, â€Å"Relationship Between Student Recreation Complex Use, Academic Performance, and Persistence of First-Time Freshmen,† NASPA Journal 38(2) (2001):254–268. B. Bredemeier & D. Shields, â€Å"The Utility of Moral Stage Analysis in the Investigation of Athletic Aggression,† Sociology of Sport Journal 1 (1984):138–149. C. Burnett, â€Å"Social Impact Assessment and Sport Development: Social Spin-Offs of the Australia–South Africa Junior Sport Program,† International Review for the Sociology of Sport 36(1) (2001):41–57. Commonwealth Advisory Board on Sport (CABOS). CABOS Report. 2006. Canadian Centre for Ethics in Sport. Canadian Public Opinion Survey on Youth and Sport. Ottawa: 2002. J. Coakley, â€Å"Using Sport to Control Deviance and Violence Among Youth: Let’s Be Critical and Cautious. † In M. Gatz, M. Messner & S. Ball-Rokeach (eds. ), Paradoxes of Youth and Sport (Albany, NY: State University of New York Press, 2002), 13–30. J. Coakley & P. Donnelly, Sports in Society: Issues and Controversies (Toronto: McGraw-Hill Ryerson, 2004). F. Coalter, The Social Benefits of Sport: An Overview to Inform the Community Planning Process (Edinburgh: SportScotland, 2005). Conference Board of Canada. Strengthening Canada: The Socio-economic Benefits of Sport Participation in Canada. Ottawa: 2005. R. Dobosz & L. Beaty, â€Å"The Relationship Between Athletic Participation and High School Students' Leadership Ability,† Adolescence 34(133) (1999):215–220. G. Doll-Tepper, â€Å"The Potential of Sport for Youth Wellness in an Educational Context. In Y. Auweele, C. Malcolm & B. Meulders (eds. ), Sport and Development (Leuven, Belgium: Lannoo Campus, 2006). P. Donnelly, â€Å"Democratization Revisited: Seven Theses on the Democratization of Sport and Active Leisure,† Loisir et Societe/Society and Leisure 16(2) (1993):413–434. P. Donnelly & J. Coakley, â€Å"The Role of Recreation in Promoting Soci al Inclusion. † Part of Laidlaw Foundation Working Paper Series: Perspectives on Social Inclusion. (Toronto: 2002). P. Donnelly & J. Coakley, â€Å"Recreation and Youth Development: What We Know. † In B. Kidd & J. Phillips (eds. , From Enforcement and Prevention to Civic Engagement: Research on Community Safety (Toronto: Centre for Criminology, University of Toronto, 2004), 156–167. Douglas Brown Consulting. Report on the Social and Cultural Benefits of Sport in Calgary. Calgary: 2005. D. Eley & D. Kirk, â€Å"Developing Citizenship Through Sport: The Impact of a Sport-based Volunteer Programme on Young Sport Leaders,† Sport, Education and Society 7(2) (2002):151–166. I. Endresen & D. Olweus, â€Å"Participation in Power Sports and Antisocial Involvement in Preadolescent and Adolescent Boys,† Journal of Child Psychology and Psychiatry 46(5) (2005):468–478. M. Ewing, L. Gano-Overway, C. Branta & V. Seefeldt, â€Å"The Role of Sports in Youth Development. † In M. Gatz, M. Messner & S. Ball-Rokeach (eds. ), Paradoxes of Youth and Sport (Albany: State University of New York Press, 2002), 31–47). P. K. Gasser & A. Levinsen, â€Å"Breaking Post-war Ice: Open Fun Football Schools in Bosnia and Herzegovina,† Sport in Society 7(3) (2004):457–472. S. L. Gibbons, V. Ebbeck & M. R. Weiss, â€Å"Fair Play for Kids: Effects on the Moral Development of Children in Physical Education,† Research Quarterly for Exercise and Sport 66 (1995):247–255. R. Giulianotti, Sport and Social Development in Africa: Some Major Human Rights Issues, The First International Conference on Sports and Human Rights. Sydney, Australia: 1999). R. Giulianotti, â€Å"Human Rights, Globalization and Sentimental Education,† Sport in Society 7(3) (2004):355–369. D. Hansen, R. Larson & J. Dworkin, â€Å"What Adolescents Learn in Organized Youth Activities: A survey of Self-reported Developmental Experiences,† Journal of Research on Adolescence 13(1) (2003):25–55. D. Hartmann & B. Depro, â€Å"Rethinking Sports-Based Community Crime Prevention: A Preliminary Analysis of the Relationship Between Midnight Basketball and Urban Crime Rates,† Journal of Sport and Social Issues 30(2) (2006):180–196. R. Hedstrom & D. Gould, Research in Youth Sports: Critical Issues Status (East Lansing: Institute for the Study of Youth Sports, Michigan State University, 2004). Human Development Report 2006, Beyond Scarcity: Power, Poverty and the Global Water Crisis. http://www. hdr. undp. org/hdr2006 M. Keim, Nation-Building at Play – Sport as a Tool for Social Integration in Post-Apartheid South Africa (Oxford: Meyer & Meyer Sport, 2003). M. Keim, â€Å"Sport as Opportunity for Community Development and Peace Building in South Africa,† Sport and Development (2006). T. Martinek & D. Hellison, â€Å"Fostering Resiliency in Underserved Youth Through Physical Activity,† Quest 49(1) (1997):34–49. L. Morris, J. Sallybanks & K. Willis, Sport, Physical Activity and Antisocial Behaviour in Youth (Canberra: Australian Institute of Criminology, 2003). L. Morris, J. Sallybanks, K. Willis & T. Makkai, Sport, Physical Activity and Antisocial Behaviour in Youth (Canberra: Australian Institute of Criminology, 2003). National Youth Council. http://www. nyc. gov. sg/YRN/youthdefinition. sp. G. Nichols & I. Crow, â€Å"Measuring the Impact of Crime Reduction Interventions Involving Sports Activities for Young People,† The Howard Journal 43(3) (2004):267–283. P. O'Callaghan, D. Reitman, J. Northup, S. Hupp & M. Murphy, â€Å"Promoting Social Skills Generalization with ADHD-Diagnosed Children in a Sport s Setting,† Behavior Therapy 34 (2003):313–330. V. Papacharisis, M. Goudas, S. Danish & Y. Theodorakis, â€Å"The Effectiveness of Teaching a Life Skills Program in a Sports Context,† Journal of Applied Sport Psychology 17 (2005):247–254. R. Pitter, â€Å"Midnight Basketball: Avoiding the Hazards of Assimilative Reform. In B. Kidd & J. Phillips (eds. ), From Enforcement and Prevention to Civic Engagement: Research on Community Safety (Toronto: Centre for Criminology, University of Toronto, 2004), 170–181. PCPFS. President's Council on Physical Fitness and Sport. Sports and Character Development, President's Council on Physical Fitness and Sports. Washington, DC: 2006. R. D. Putnam, Bowling Alone: The Collapse and Revival of American Community (New York: Simon and Schuster, 2000). P. Richards, â€Å"Soccer and Violence in War-Torn Africa: Soccer and Social Rehabilitation in Sierra Leone. † In G. Armstrong & R. Giulianotti (eds. , Entering the Field: New Perspectives in World Football (Oxford: Berg, 1997). J. Sallis & N. Owen, Physical Activity and Behavioral Medicine (Thousand Oaks, CA: Sage, 1999). V. Seefeldt & M. Ewing, â€Å"Youth Sports in America: An Overview,† President’s Council on Physical Fitness and Sport Research Digest 2(11) (2002). D. L. L Shields & B. J. L Bredemeier, Character Development and Physical Activity. (Champaign, IL. : Human Kinetics, 1995). A. Smith, â€Å"Peer Relationships in Physical Activity Contexts: A Road Less Traveled in Youth Sport and Exercise Psychology Research,† Psychology of Sport and Exercise 4 (2003):25–39. A. Smith & I. Waddington, â€Å"Using ‘Sport in the Community Schemes’ to Tackle Crime and Drug Use Among Young People: Some Policy Issues and Problems,† European Physical Education Review 10 (2004):279–298. Sport England, Positive Futures: A Review of Impact and Good Practice (London: Sport England, 2002). J. Sugden, â€Å"Teaching and Playing Sport for Conflict Resolution and Co-existence in Israel,† International Review for the Sociology of Sport 41(2) (2006):221–240. J. R. Thomas et al. , â€Å"Exercise and Cognitive Function. † In C. Bouchard et al. (eds. , Physical Activity Fitness and Health: International Proceedings and Consensus Statement (Champagne, Illinois: Human Kinetics, 1994). M. Trulson, â€Å"Martial Arts Training: A Novel ‘Cure' for Juvenile Delinquency,† Human Relations 39(12) (1986):1131–1140. UNESCO Charter of Physical Education and Sport (Paris: UNESCO, 1978). http://www. unesco. org/education/ nfsunesco/pdf/SPORT_E. PDF. (retrieved September 7, 2007) United Nations, Youth at the United Nations. http://www. un. org/esa/socdev/unyin/qanda. htm United Nations Development Program. Forging a Global South: UN Day for South-SouthCooperation. New York: 19 December, 2004. F. Van Eekeren, â€Å"Sport and Development: Challenges in a New Arena. † In Y. Auweele, C. Malcolm & B. Meulders (eds. ), Sport and Development (Leuven, Belgium: Lannoo Campus, 2006). M. R. Weiss & C. P. Stuntz, â€Å"A Little Friendly Competition: Peer Relationships and Psychosocial Development in Youth Sports and Physical Activity Contexts. † In M. R. Weiss (ed. ), Developmental Sport and Exercise Psychology: A Lifespan Perspective (Morgantown, WV: Fitness Information Technology Inc. , 2004), 165–196. O. Willis, â€Å"Sport and Development: The Significance of Mathare Youth Sports Association† Canadian Journal of Development Studies 21(3) (2000):825–849. World Bank, Data and Statistics: Country Classification. http://web. worldbank. org/WBSITE/EXTERNAL/DATASTATISTICS/0,,contentMD:20420458~menuPK:64133156~pagePK:64133150~piPK:64133175~theSitePK:239419,00. html Chapter Three 3. 0Research Methodology This chapter deals with how data was collected systematically so as to obtain useful information on the relevance of sport in youth development. The researcher is cognisant that this can be done in various ways and have given considerations to different approaches before settling for the ones which seems more suitable in finding answer to the research question. Both quantitative and qualitative instruments which were deemed more appropriate were used to enable the researcher gather necessary information about the relevance of sports to youth development. Below are methods that were considered; 3. 1RESEARCH DESIGN A research setting is seen as a framework for gathering the relevant data for a study. Thus Bryman and Bell (2007) suggests that a research design is a systematic technique or procedure for solving a specified research problem. Therefore the research design adopted for this study was a survey. This enabled the researcher to look into the research topic under study. . 2SOURCES OF DATA In order to carry out this research effectively, data were gathered from two major sources. They include primary and secondary data. 3. 2. 1 Primary Data The primary method of gathering data is also considered as survey method. According to Bryman and Bell (2007: 56) a †survey research comprises a cross sectional design in relation to which data are collected predominantly by questionnaire or by structured interview in other to collect a body of data in connection with two or more variables†. The purpose is to gather extensive and authoritative information about a study. Thus the researcher considered this technique best suitable for the study because unlike the secondary or historical data, the survey approach draws data from the present. As suggested by Jankowicz (2005), the survey method is used to determine the views of a sample based on what they feel, value and believe. Therefore it is obvious that this study intends to seek the perceptions of teachers, students, parents, sports men and women. Furthermore this method is used when the same question is used to seek the views and opinions of a relatively large sample size. Thus the tools used in the survey were structured questionnaire and interview. 3. 2. 2Questionnaire Questionnaires can take many forms depending on what is being measured. Designing questionnaires can be problematic because they involve a creative process of writing and a design process for devising a structure which is rational in terms of its objectives and intended subject. However Riley et al (2005) posits that the questionnaire has an advantage of collecting information on facts and opinions from a large number of people. Thus to carry out this research, the researcher administered questionnaires to teachers, students, parents, sportsmen and women. The questionnaire comprised of direct questions to teachers and coaches over the relevance of sport to youth development. The questionnaire consisted of fifteen structured questions with five options each to a question in a simple dichotomy of strongly agree, moderately agree, strongly disagree, disagree and undecided. A cover letter accompanied the questionnaire. It explained the purpose of the research, the aim of the questionnaire and the procedure for completing the questionnaire. The questionnaires were sent to the sample size by hand. The completed questionnaires were returned to the researcher on scheduled date of collection. 3. 2. 3Interview The researcher also conducted an interview with 4 sports adminstrators to gather data. The aim was to obtain relevant information from the perspective of those responsible for the adoption and implementation of Youth policies and sports in general about the relevance of sports to youth development. The interview was conducted through word to mouth conversation spending approximately 15 to 20 miniutes of the interviews 3. 0Secondary Data This involves a systematic collection of data relating to past occurrences. It is very useful in tracing the development of an issue from existing archival records. Though Jankowicz (2005) stated that this method is commonly utilised in business and management research, it was not the best suitable for this study. However this method was employed in chapter two in examining past scholarly work relating to incentives pay and commitment and performance. By this the researcher gathered information from already written works both published and unpublished that had relevance to the topic under study. They include text books, journals, articles and past research work form students. All these were consulted from institutional libraries and internet in London 4. 3 POPULATION OF THE STUDY It is the target of the study for collection of data. Olakunori (2000) opined that population is the entire number of people, objects, events and things that all have one or more characteristics of interest to a study. Similarly Castillo (2009) suggests that a research population is a well defined collection of individuals or objects known to have similar characteristics. It can also be referred to as the group where inferences are made. Thus for this study, the population consisted of teachers, students, coaches, sports men and women, These were drawn from three school in FCT, Abuja, Sports ministry, Medical Sports Department of the Sports Commission of Nigeria. However due to the large size of the school population, the researcher could not test every student and teachers, population because doing so will be time consuming and expensive. Therefore the target population was 130 4. 4 DETERMINATION OF SAMPLE SIZE Castillo (2009) explains that a sample is a subset of the population. It is imperative to mention that samples are used in a study that involves a large population. The reasons for using samples include the desire of the researcher to adequately manipulate the enormous population so as to avoid errors in calculating large numbers, and the desire to reduce the cost of producing the copies of questionnaire that would cover the entire population. Furthermore the aim was to allow the researcher to conduct the study to individuals from the population so that the results of the study can be used to draw conclusion that will apply to the entire population. Thus for the purpose of achieving success in this study, the researcher in order to make an effective prediction of the population tried to find an optimal sample from which copies of questionnaire would be distributed. This was necessary since it was not possible to get the opinion of the entire population. Also an optimal sample size would make valid prediction of the population, minimise the cost and time of reaching the entire population. Barrow (1996) enumerates three ways of determining a sample size and they include; a. Conducting a small preliminary pilot survey b. Guessing . Using the results of existing surveys if available In light of the above the researcher adopted the first approach and conducted a pilot survey. The preliminary survey was carried out at Goverment Secondary Schools at Garki, and Wuse bothin Abuja, to know the reaction of the respondents to the questions and subsequently arrive at a sample size. As a result 130 copies of questionnaire were distributed to the respondents and 100 copies were properly completed and returned, while 30 were not returned. This represented 90 Percent success rate and 20 percent failure rate respectively. Based on the result of the pilot survey, the sample was calculated using Freud and Williams' (1970) model. The formula is stated thus; n= Z2 Pq e2 where n= sample size Z= Critical value corresponding to the chosen level of significance= 1. 96 (given) P= percentage of Success =80% or 0. 8 q= percentage of failure=20% or 0. 1 e=tolerance margin of error=5% or 0. 05 Also based on the result of the pilot survey, the researcher assumed a 95 percent degree of confidence and 5 percent margin of error. Thus substituting the above formulae we obtain, n= (1. 98)2 (0. 80) (0. 20) (0. 05)2 = 0. 614656 0. 0025 = 245. 8624= 246 Thus the sample size was 246; however the researcher administered 240 copies of questionnaires to the respondents. 4. 5 METHOD OF DATA ANALYSIS It should be recalled that this study dealt with ‘’The Impact of Incentives Pay on Employee commitment and performance: A case study of Union Bank Nigeria Plc’’. To ensure that the research work is underst andable, the researcher made the simplified the analysis of data collected. To this end, all data collected were through the administered questionnaires and interview was presented and analysed using tables, charts and simple percentages. . 6 LIMITATION OF THE STUDY A research of this nature cannot be successfully completed without some limitations or constraints. A major limitation to the research was the unfriendly attitude of some of the respondents of Union bank concerning the completion of the questionnaire administered to them. Some of the respondents revealed discreetly to the researcher that supplying any information to an outsider would cause problems for the organisation, not withstanding the efforts made by the researcher in explaining to them that the research was purely for academic purpose. APPENDIX 3 COVER LETTER FOR QUESTIONNAIRE Ugba Vivien Anna C/o Business School University of Hertfordshire Hatfield United Kingdom The impact of incentives Pay on Employee Commitment and Performance Dear Respondents, I am studying for a masters degree in Human Resource Management and Employment Relations and as part of the requirement for the award of the degree, am carrying out a research work on the above topic. I would appreciate if you can some time out of your tight schedule to complete this questionnaire by providing answers to the listed questions. I promise that information provided will be used for research work only and will also be treated in high confidentiality. Thanks for your anticipated cooperation Yours Sincerely Ugba Vivien Anna APPENDIX 4 QUESTIONNAIRE Procedure for completing the questionnaire Please I would like you to complete the questionnaire by providing answers to the questions below. Please tick the most appropriate answer/options to each of the questions using the options given which describe the extent to which you either agree or disagree with the question. Sex Male [ ] Female [ ] Age 20-30 [ ] 31-40 [ ] 41-50 [ ] 51 above [ ] SECTION A: EMPLOYEE COMMITMENT OPINION SURVEY Adapted from Porter and Smith (1970) Organisational commitment Questionnaire S/N Questions Strongly Agree Moderately Agree Undecided Disagree Strongly Disagree 1 I am willing to put in a great deal of effort beyond that normally expected in order to help this organization be successful 2 I talk up this organization to my friends as a great organization to work for 3 I feel very little loyalty to this organization. I would accept almost any type of job assignment in order to keep working for this organization 5 I find that my values and the organization’s values are very similar 6 I am proud to tell others that I am part of this organization 7 I could just as well be working for a different organization as long as the type of work were similar 8 This organization really inspires the very best in me in the way of job performance 9 It would take very little change in m y present circumstances to cause me to leave this organization. 0 I am extremely glad that I chose this organization to work for, over others I was considering at the time I joined 11 There’s not too much to be gained by sticking with this organization indefinitely 12 Often, I find it difficult to agree with this organization’s policies on important matters relating to its employees 13 I really care about the fate of this organization 14 For me this is the best of all possible organizations for which to work. 15 Deciding to work for this organization was a definite mistake on my part

Life and Work of Miss Maria Montessori

Maria Montessori was born in August 31, 1870. She was the first woman in Italy to receive a medical degree. She worked in the fields of psychiatry, anthropology& education. She believed that each child is born with a unique potential to be revealed, rather than as a â€Å"blank slate† waiting to be written upon. Her main contributions to the work of those of us raising and educating children are; †¢Preparing the most natural and life supporting environment for the child †¢Observing the child living freely in this environment Continually adapting the environment in order that the child may fulfill his greatest potential — physically, mentally, emotionally, and spiritually The Early Years Maria Montessori was always a little ahead of her time. At age thirteen, against the wishes of her father but with the support of her mother, she began to attend a boys' technical school. After seven years of engineering she began premed and, in 1896 became a physician. In her work at the University of Rome psychiatric clinic Montessori developed an interest in the treatment of special needs children and, for several years, she worked, wrote, and spoke on their behalf. Miss Maria as an Educationalist Maria lectures on the importance of educating disabled children at a national medical congress and at a national teacher’s congress in Turin, Italy. She travelled to London and Paris to study the work of earlier pioneers in this field, Jean Itard and Edouard Seguin. In 1898 Maria becomes a member of the National League for the Education of Retarded Children. Maria is appointed co-director with Dr. Giuseppe Montesano of the State Orthophrenic School (for mentally retarded children) in Rome. In 1898 Maria becomes a member of the National League for the Education of Retarded Children. Maria is appointed co-director with Dr. Giuseppe Montesano of the State Orthophrenic School (for mentally retarded children) in Rome . She leaves the Orthophrenic School in 1901 and returns to the University to study psychology and philosophy. The University of Rome appoints Maria as a lecturer in science and medicine, and she chairs the Department of Anthropology House of Children She was given the opportunity to study â€Å"normal† children, taking charge of fifty poor children of the dirty, desolate streets of the San Lorenzo slum on the outskirts of Rome in 1907. The news of the unprecedented success of her work in this Casa dei Bambini â€Å"House of Children† soon spread around the world, people coming from far and wide to see the children for themselves. Dr. Montessori was as astonished as anyone at the realized potential of these children: The Montessori Method Maria’s book, The Montessori Method, is published in Italian Anne George, an American, and goes to Rome to take Maria’s training course. The first American Montessori School opens in Tarrytown, New York; this is the result of great interest in a long article about Montessori that was published in the American magazine, McClure. Maria’s book The Montessori Method is translated into English. in1912. Maria visits the U. S. for the first time due to Sam McClure’s persuasion; there are already over one hundred Montessori schools in operation. Maria gives a lecture at New York’s Carnegie Hall on Dec. . The Montessori American Committee becomes the Montessori Educational Association under the direction of Mabel Bell (Alexander Graham Bell’s wife) as president. Spain’s first Montessori school opens. Success of Montessori’s Method Since her death an interest in Dr. Montessori's methods have continued to spread throughout the world. Her message to those who emulated her was always to turn one's attention to the child, to â€Å"follow the child†. It is because of this basic tenet, and the observation guidelines left by her, that Dr. Montessori's ideas will never become obsolete. The potential of the child is not just mental, but is revealed only when the complete â€Å"Montessori method† is understood and followed. The child's choice, practical work, care of others and the environment, and above all the high levels of concentration is reached when work is respected and not interrupted, reveal a human being that is superior not only academically, but emotionally and spiritually, a child who cares deeply about other people and the world, and who works to discover a unique and individual way to contribute. This is the essence of real â€Å"Montessori† work today.

History of the Violin essays

History of the Violin essays The history of the violin in its physical development is about as interesting and diverse as the history of its social standing. On the one hand it was seen as a lowly instrument not worthy of genteel time, while on the other it rose with leaps and bounds in social standing during the 17th century. Even today the instrument still fascinates and even obsesses According to Gheerardyn, the violin originated in the form of three historical instruments: the rebec, the Renaissance fiddle, and the lira da braccio. The first can be traced back to the 13th century and included treble, alto-tenor and bass instruments. Its pear shape featured no sound post, while the neck and peg box were integrated with the instrument itself. Three strings were tuned in fifths, whereas its sound was reminiscent of the oboe (Gheerardyn). The Renaissance fiddle originates from approximately the 16th century. It included five strings and a violin- like shape. Its top and back were connected with ribs, whereas the neck and fingerboard were separate. It only included the soprano register. The third, the lira da braccio, was more versatile than the Renaissance fiddle, in that it was manufactured in a variety of sizes. Its back and top were arched, with overlapping edges. Ribs and a sound post were supplemented with four c-shaped sound holes. Of its seven strings, two were drones The violin emerged from a combination of the three above instruments, and several advantages soon favored it for popularity. There was for example its greater sonority, the ease of playing and tuning, and more sensible fingering (Gheerardyn). They were also lighter, smaller and easier to carry when played at festive events such as weddings, dances and mummeries, in addition to which the particularly well-tuned sound was a Violins as they are known today evolved starting around 1520 in northern Italy (S...

The 3 Best Extracurricular Activities for Your College App

The 3 Best Extracurricular Activities for Your College App SAT / ACT Prep Online Guides and Tips Extracurricular activities are an important part of your college application. The things that you choose to do outside of the classroom help college admission officers understand your personality in a way that your grades and test scores can’t show. With so many activities to choose from, how do you know which ones are going to make the biggest impact on your application? Do colleges prefer students with traditional activities like sports and student council, or are you better off if you have something unconventional on your activity list? If you're unsure about how to strategize a list of activities that will make an impact on your application, read on to see the three best extracurricular activities that will really get you noticed. What Are the BestExtracurricular Activities to Have on YourCollege Applications? Many students worry that they have to play a sport to get into a good college, or that there are some specific extracurricular activities that college admission advisors consider an automatic admissions ticket. If you have suspected that this kind of activity bias exists, I have good news: colleges do not really care which specific activities you choose to do. However,they are hoping to understand certain things about you through your activities. Your extracurricular activities show colleges aspects of your personality that your grades and test scores can’t. Though admissions officerscan also get to know about your â€Å"intangible† qualities through your essays and letters of recommendation, extracurriculars are important because they show that you walk the walk. Think you have leadership skills? Well, your extracurricularsare where you prove it. There are a few specific things that colleges are always hoping to see in their students’ activities. They include: Passion. Your activities are supposed to be a reflection of you and what you care about. Admissions officers can usually tell when you're just doing activities to pad out your resume. Colleges love students who are passionate because, more often than not, they are the ones who will stick with something through thick and thin and go on to change the world. You can show passion by focusing on a couple activities and dedicating a significant amount of time to them. Leadership. Leaders are the people who will be at the forefront of change and the first to take on new challenges. Since colleges are looking to educate and shape the leaders of tomorrow, they love to see students who are taking initiative to be leaders through their extracurricular activities. You can do this by leading a group or activity, being in charge of a project, or otherwise motivating or directing other students. Impact. How have you changed your activity for the better? Have you expanded membership or the amount of activities your extracurricular does? If you saw a problem, did you fix it? Once again, colleges are looking for the people who are going to change the world someday. In your activities, you can show them that you're the type of person who takes something and leaves it better than you found it. If you need some inspiration to help find a great extracurricular, we have a list of hundreds of activities that you can try. With commitment, over time you could show the above qualities in any of the activities on the list. But if you'd like more guidance, there is a surefire combination of activities you can pursue in high school that will show off a range of your best traits. In fact, as long as you have thesethree types of activities, you won’t have to worry nearly as much about what else you choose to do with your free time during high school! The Perfect Extracurricular Activity Combination For students who are unsure about what types of activities to pursue in high school, you can easily impress admissions officers by making sure that you have the following three kinds of activities on your list. They are: The Academic Activity The Community Service Activity The Personality Activity Colleges are out to find students whoare mature, have a good sense of direction and purpose, and have a strong sense of self. Students like this know what their passions are, are willing to put in the time and effort to make an impact in their chosen extracurriculars, and are more likely to be leaders. Though there are many valid combinations of extracurriculars out there and you will not be penalized if you do not follow the above structure, this combination of activities allows you to show off your personality and talents while also showing an awareness of and concern for the larger world. To show why this is the perfect combination, let's examine each activity in a bit more detail and discuss why it impresses admission officers. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. The Academic Activity The first key type of extracurricular activity is the academic activity.This is an activitythat is somehow related to what you're hoping to study in college. What Are Some Examples? For example, if you want to get a degree in journalism, you could be working foryour school newspaper. A math major could participate in Math Bowl or some other competitive form of the subject. A future medical student may have volunteered at the local hospital. Why Should You Do It? There's no better way to provethat you're really interested in your chosen field of study than to show admissions officers that you live and breathe it already on a daily basis. Remember that old saying that work isn’t work as long as you’re doing what you love? By doing an extracurricular related to your studies, you're showing that you have real passion for the topic and know what you're getting yourself into. Why Do Colleges Love It? Colleges want to admitstudents who are hard-working, passionate, and who will potentially be innovators in that field in the future. This is a great way to show that your studies are also your passion. You aren’t just pursuing that engineering degree because it’s going to make you money someday; you’re pursuing it because if you didn’t you wouldn’t be the person that you need to be. Students who are actively and passionately involved in their studies through an extracurricular are much more likely to make a difference in the field and potentially change the world. The Community Service Activity This activity is an extracurricularthat allows you to volunteer your time to work with people or for a cause in your community. What Are Some Examples? There are hundreds of ways to do community service. It’s important to choose something that is related to a cause you actually care about and that you'll be able to commit to long enough to make an impact. Examples range from volunteering at a senior center, to tutoring students after school, to working in wildlife conservation. If you need more examples, check out our guide tothe nine best places to do community service. Why Should You Do It? There are a lot of benefits for high school students who are ready to put time and effort into community service. Service learning can be a great way to reinforce ideas that you've learned in the classroom. You can develop skills that will be necessary forcollege, such as critical thinking and problem-solving skills. Many students say that they experience personal development through community serviceand become more responsible andempathetic. Studies have also shown that people who volunteer reap health benefits because they feel better about themselves. See more about the benefits of community service for high school students here. Why Do Colleges Love It? Community service is a great extracurricular that can show that you're a concerned citizen and aspiring leader. Keep in mind that colleges are always looking for students who are going to be making a difference in the world. Community service shows that you have already taken the first step to do that. By showing that you cantake charge when you see an issue in your community and are willing to put in the time and effort needed to make a change, you're showing initiative, dedication, and perseverance. These are all traits that will help you be a successful student in college and an impactful human being well after you graduate. The Personality Activity This is an activity that showcases something special about youand your interests. What makes you tick? What's your secret passion? What Are Some Examples? Any activity that you do solely because you love it counts as a personality extracurricular. This is your chance to show colleges what you're passionate about. These activities may be surprising at first because they don't necessarily have anything to do with what you want to pursue academically or professionally. While an aspiring engineer may list her love of building robots as her personality activity, it's equally true that an aspiring astronomy major may have a passion for working backstage in theater productions. As long as it's an extracurricular you love doing, it can be used as a personality activity. Why Should You Do It? Personality activities are a chance for you to do something that's important to you and that you really love. There’s more to you than just what you intend to study. Everyone is moved by different things, and it’s important to pursue these passions. These activities are all about you and allow you to develop confidence and a sense of self that you might not get in the other activities. Why Do Colleges Love It? Colleges want to see the person behind the application, and this is where the personality activity comes in. Collegesare also concerned about creatingvibrant campus communities, and one way of doing this is admitting students with a lot of different interests who will be able to participate and contribute toareas beyond just what they're studying. They will appreciate that you have taken the time to develop these side passions and see you as a motivated and interesting person. The Bottom Line These three types of activities are a good place to start if you're stumped by how to make an impressive resume for college. But keep in mind that any combination of activities is just as valid - as long as you remember tomake a commitment, show leadership, and havean impact! What's Next? If you want a more basic grounding in what extracurriculars are, check out our explanation of why you need to have extracurricular activities. Need some more inspiration for activities? See our complete list of extracurricular activities. Got your activities under control, but worried about how the application works? See our guide to writing about extracurriculars on the Common App. Struggling to write about extracurriculars on your college application?Check out our in-depth guide to crafting a compelling narrative about your extracurriculars. Read it for free now: