Sprinting speed Essay Example for Free

Sprinting speed Essay My aim is to undertake a 6 week exercise programme to improve my sprinting speed I will do this by doing a 6 week circuit training programme with activities specifically important to improve my arm strength as I need stronger arms to pump faster and for more power. My deltoids and Trapezius possibly my Latisimuss Dorsi for the same reason. My overall torso muscles as you need strong pectoral and abdominal muscles for sprinting. My legs so my hamstring and quadriceps obviously needed for sprinting I will build these muscles to get the maximum power that can be achieved also I will need my gastro neumus for the same reason. All these activities that I undertake will be directly needed for my chosen sport sprinting. Flexibility and muscle endurance will also be built up over this period of time. Aspects of fitness that I will need in sprinting  Muscular endurance: my muscular endurance is quite good as you will see from my first table of results so I will not focus too much on improving this although getting it up will help my overall speed and it will go up with time as I complete the circuits.  Flexibility: my flexibility is quite poor so I will need to get this up mainly just by simple and more complex stretches at the start and end of my circuits. As better flexibility helps for longer strides and therefore longer strides mean a faster pace. I do not expect my flexibility to go up dramatically as my exercises arent focused on this aspect of fitness. Strength and power: are the main aspects I will need to improve. Both of these are quite strong for me but to get a faster sprinting speed I will need to improve them further and I expect a positive increase by the end of my 6 weeks which is why most of my exercises will be focused upon this aspect of fitness.  Why I am doing this 6 week programme. I am doing this programme to improve my overall sprinting speed and my power.  Who decides? I decide all the activities I do and the results are just for me there is no limit or expectation this is purely about my results nobody elses. Im the one deciding everything as Im the one who is going to be doing all the exercises and who knows my capabilities better than me. (Rhetorical question.) My personal profile My name is Bob Rose born 29/11/1991 I am 15 years of age. My Somatype is mesomorph. I am 60kg, 173cm. My sprinting speed for the 100ms last measured as 12.13 seconds.These are what exercises I shall be doing and how many each two weeks in my circuits each set will be repeated 3 times a day so weeks 1/2 I shall do that amount 3 times for a days circuit but its broken up like that to makes things easier and not so boring. Then weeks 3/4 I do the same thing etc same with weeks 5/6. The exercises I am doing and what part of the body they will be exercising  Exercise 1. Dips these are a fairly easy exercise to do but after a lot of them you get cramps in your triceps which is the area you are working on in this exercise. A very good exercise for arm strength. Area G on the labeled picture above.  Exercise 2. Shuttle sprints are quite a difficult exercise as they demand using the whole body just about a tiring exercise but very good for building muscular endurance. This is the perfect exercise for me to improve my sprinting speed as this is sprinting just over shorter distances for longer. This exercise improves cardiovascular fitness. On the muscular skeletal diagram at the top it is groups all. Exercise 3. Burpees are a very difficult exercise that requires nearly full body like shuttle sprints but this needs more power and effort to complete successfully. Burpees are very tiring but they are one of the best methods of training overall muscular strength and endurance for the fact that they use the whole body in a straining exercise that can be done at a quick enough pace to hurt a lot. On the muscular skeletal diagram at the top it is groups all. Exercise 4: Toe skipping is simply just skipping on your toes the idea that this keeps the gastro neumus fully tensed for the duration that you do the exercise so therefore it doesnt get the chance to relax. So this exercise builds your gastro neumus, quadriceps and hamstrings but mainly the gastro neumus. This improves the stamina and power from the legs so the capability to run further, faster and longer. No picture needed as we all know what skipping looks like. On the muscular skeletal diagram at the top it is groups D and J.  Exercise 5: Wall squats are a painful and fairly difficult exercise over a period of 1-5mins the exercise builds the quadriceps and hamstrings as the main part of development therefore useful for building power and endurance as this is a long timed exercise in most cases. A ball can be used to increase the strain on the legs. On the muscular skeletal diagram at the top it is groups D and J. Exercise 6: Squat thrust are exactly like a burpee without the jump at the end a lot less tiring but still a moderately difficult exercise. Builds the same area as the burpee but puts more strain on the pectorals, abdominals and Latisimuss Dorsi as there is no jump to relieve pressure. No picture needed. On the muscular skeletal diagram at the top it is groups D A and H.  Exercise 7: Bench jumps are quite self explanatory as you just jump over benches either with just one leg so more like running over but not touching them jumping with one leg then switching the leg you are jumping on or the hardest way is to jump with both legs in the air and raising the knees pretty much as high as possible for every jump. This exercise builds quadriceps, hamstrings and gastro neumus as the main areas used are your legs it is a fairly easy exercise but when done in a circuit with other leg exercises like the one I did it can be found very difficult as the repetition of lifting your legs puts a lot of effort. It also builds muscular endurance as it is you normally bench jump 50+ times so it helps improve endurance in the legs which is very important for my main aim to improve my sprinting speed. On the muscular skeletal diagram at the top it is group E and J the gastro neumus is not labeled. Exercise 8: Sit ups are when you go from lying down with your legs at an angle and feet flat on the floor then from this position you put your hands by the side of your head and raise your torso until your elbows touch your knees. This exercise improves abdominal muscle significantly which therefore helps tone the abs and lose any fat helping me to sprint faster also more power can be exerted with stronger abdominals. To improve the degree of difficulty you can add a twist so one elbow touches the opposite knee and keep repeating this also twists the abs therefore making the exercise harder. On the muscular skeletal diagram at the top it is group D. Exercise 9: Press ups the press up is were you go from a face down position with your toes on the floor and hands only and then raise and lower yourself repetitively. This exercise builds the biceps, triceps, pectorals, latisimuss dorsi, trapezius and deltoids. On the muscular skeletal diagram at the top it is groups A, B, C, G, H and F. This is important as it will improve my arm and shoulder muscle therefore resulting in me being able to produce more power through my shoulders and arms. Exercise 10: The dreaded chin up I myself found this exercise not too bad as I have a bar at home but do not be fooled this is along with the burpee the hardest exercise in the book as you are hanging from a bar with your palms facing you and a wide arm posture you then bring yourself up to the bar so that your chin is level or slightly above the bar. Then you lower yourself slowly and repeat the exercise. This exercise puts a lot of strain on the arms and shoulders and that is what is holding your whole body weight. The muscles improved are the deltoids, trapezius, biceps, triceps, latisimuss dorsi, and to some extent the pectorals and abdominals as they tend to be quite tensed during the exercise. On the muscular skeletal diagram at the top it is groups A, B, C, G, H, F and D.

Rights and childhood

Rights and childhood Discuss the contribution made by Locke and Rousseau to changing ideas on childcare and education during the seventeenth and eighteenth centuries. The late seventeenth century marked a change in society known as enlightenment. The Puritans had taught the absolute authority of the church and believed children were born sinful. According to E. J. Hundert in Ashcraft (1991) Mercantilist writers believed the working classes were lazy and work shy because of their inherited lazy nature. They did not believe anything could be done to change them. The eighteenth century ushered in new approaches to childhood Cunningham (2006 p102). Growth of industry in England raised it to global dominance, which changed the way children were perceived. The theories of Locke and Rousseau on childcare and education had a major impact on changing attitudes to childcare and education that still impact on how children are viewed in the 21st century. David Archard (2004) says that John Locke and J.J. Rousseau were the first to suggest a manifesto for a child centred education. The debate about the best way to raise and educate children was down to Lockes tabula rasa or Rousseaus idea that children are naturally born innocent. These views were in sharp contrast to the Puritan view. Inborn sin or Godliness were no longer considered factors that shaped individuals. Muller suggests that Locke believed in educating children to help them overcome difficulties they would face in the changing social environment. He saw children as blank slates to be written on to fit them for a good life. This was not actually a new idea according to Cunningham (2006). He tells us that Erasmus had spoken about children being moulded like wax two centuries earlier but this idea still endures to the present time. Locke wrote in his book Some Thoughts on Education (1693: section 54)) that the basis for training good adults was all down to reason; that is sensible thinking based on reasonable logic. He was against the harsh beatings but instead suggested that parents should reason with their children and recognise their needs and interests. Locke believed that a persons character was formed in the early years. According to Archard (2004 p1) Locke denied that knowledge was inborn and learning depended on reason. However, Archard (2004) believes there would be problems trying to teach reason to a blank slate so the child must be born with the instinct to seek pleasure and avoid pain. Cunningham (2006) says Locke believed that the parents should provide the education in the home. It was all down to learning good habits. According to Houswitschaka in Muller, the Lockean childs education was based on learning to think sensibly by being set a good example by parents but he rejected the view that parents owned their children. He did, however, think parents should be Absolute Governors (Cunningham 2006: p110). Learning was based on using logic, we are born with faculties and powers capable of almost anything Locke (Archard p3). Children could experience things during sensory play. Like Piaget, Locke believed that the first learning experiences are linked to the senses and these give the infant the opportunity to develop reasoned thinking. He did not believe in having rules because they stifle freedom of thought. Instead he advocated that good behaviour would be achieved by learning good habits. He was against giving children books with stories that might frighten them. He recommended Aesops Fables as suitable reading material. He thought the wrong books could corrupt children but Cunningham says parents still bought cheap books and enjoyed them as much as children and middle class boys were covertly introduced to books about sex. This would have met with approval by Rousseau but Locke was against any knowledge that might make boys less than perfect. Locke believed there should be a ban on corporal punishment as it trains children to look for things that give pleasure and avoid situations that cause pain. It was better for children to behave because they reasoned that it was the only way forward and they understood why some things were forbidden. However, Cunningham (2006) says that children continued to be beaten during this period but it was less severe so not everyone took notice of Lockes theory. Lockes believed knowledge is cumulative and progressive, the necessity of communication and curiosity about cultural variety Aarsleff (Muller p83). As children will not have time and strength to learn all things, most pains should be taken about that which is most necessary (Ashcroft p452). This has endured today with the National Curriculum being developed. Children should be allowed lots of time to play so that they do not become bored. He said children should be tenderly usedmust play, and have playthings Locke, but parents should take care not to spoil their children by giving them too many toys. Cunningham believes Locke was one of the first to discuss pester power. Toys were to be carefully chosen and given one at a time. Things like smooth stones or keys were all that was needed. The toy should be exchanged before the child got bored. Lockes views on toys were supported by the educationalist Maria Edgeworth the following century. Cunningham (2006) says, however, there is evidence that many toys were commercially produced during this time so not all parents took any notice of Locke. He says there is evidence to suggest that Lockes views actually encouraged toy manufacturers to make more toys though toys like playing cards and jigsaws that taught children about maths and geography were introduced. Using apparatus to help children learn skills are still used as valuable teaching aids. Cunningham says children were given wooden letters to help learn reading. We still use these today. Locke believed children would return to their studies with renewed enthusiasm after a break and schools follow this theory today. Locke believed that education must b e for the good of society as a whole so there was still no complete freedom of thought. Cunningham (2006) also says Locke had some suggestions about childcare. He advocated washing childrens feet in cold water every day and providing them with thin shoes that let in water. This was presumably to toughen them up but Cunningham believes there is little evidence to show many parents followed this recommendation. Today this would be considered neglect. He also had strong views on how children were clothed. Clothing was for warmth not vanity. Allowing children to choose clothes that were considered fashionable was wrong. Rousseau also had some suggestions for parenting skills. He believed children were born innocent and should be raised to be at one with nature. They should not have their innocence tainted by society. They should be allowed to do anything they wanted and to learn from experience. Piaget would support this. Rousseau had an imaginary boy called Emile who broke a window and learnt by experience that this made him cold. Children would soon learn that fire burns. Rousseau tells us that it was common to swaddle babies from birth, man was born free and he is everywhere in chains (Rousseau in Grimsley 1973). They could not use their hands to touch things. Infants were bound so tightly that they could barely breath and it hindered growth and strength. He was concerned that the first feelings an infant experienced were pain and stiffness. It led to infants being frustrated and bad tempered. The pain from trying to move warned them not to try moving. This was unnatural as it stifled natural ins tincts. The practice also enabled women to hang infants out of the way from hooks so that they could get on with other jobs. Today we would consider this practice as abuse. Rich mothers often claimed they were too weak to breast feed their infants and used wet nurses. Rousseau said children needed their mothers care and that there was no substitute for a mothers love. Schaffer conducted research in 1976 and found that children bond to mothers who respond to their needs quickly. Rousseau appears to have discovered this in the eighteenth century. He said the mother should breast-feed the infant. Milk from wet nurses might be in short supply because the lack of feelings for the child would hinder the flow. Rousseau claimed that when the wet nurse left, the mother could not expect the child to suddenly bond with her. The infant death rate could have reduced in the 18th century because more mothers took Rousseaus advice to breast- feed. Rousseau, like Locke, warned mothers against spoiling their children by doing everything for them. This would hinder training them to cope with unexpected dangers in the future. This statement would suggest that mothers did l ove their children even though parenting skills were questionable. It was common practice at the time for the wealthy to send boys to a tutor at age seven to have their heads filled with knowledge (Rousseau). Rousseau advocated that tutors should do the job for the love of it rather than for money. Many would regard this as sensible advice. Education should be natural. Tutors needed to be able to become children themselves, that is, able to relate to the child. The child must be taught as an individual but like Locke, he also advocated teaching skills that are for the common good. Children who were sent away to be educated would return to see the family as strangers. Rousseau, like Locke, believed that parents should teach the young child. Children should have freedom of natural thought. The poor may come to manhood without our help, (Rousseau 1792). Learning could not be speeded up in the same way that learning to walk cannot be hurried. It matters little to me whether my pupil is intended for the army, the church or the law Life is the trade I would teach him. When he leaves me, I grant you, he will be neither a magistrate, a soldier, nor a priest; he will be a man (Rousseau 1762). However, this would only be possible for the rich. Muller says that Rousseau believed pleasant experiences would balance out unpleasant experiences. This would apply to all. Make the citizen good by training and everything else will follow (Rousseau 1792). Grimsley (1973) says that Rousseau believed that education could maintain the original innocence of the child. The teacher should be a facilitator (as in Piagets theory). Like Freud and Piaget, Rousseau thought childhood passed through age related stages and knowledge should not be above the childs grasp. Children should reason their way to their own conclusions. Darling (1994) argues that todays child centred education theory is a result of Rousseaus ideas. We also believe the same theory today that Rousseau advocated in the eighteenth century, that children need good, healthy food, the body must be strong enough to obey the mind (Rousseau 1792 ). He stressed that children should have good hygiene and plenty of exercise. These theories are the same as those promoted today by health professionals. Cunningham (2006) says a number of guides on how to bring up children were published and this could have contributed to the fall in the infant death rate. One thing that would be argued today is Rousseaus thoughts on books. Reading is the curse of childhood (Rousseau). He thought we should not stimulate the imagination because it can lead to unhappiness. The aim in the 21st century is to stimulate children. Cunningham tells us that children were taught from early in the morning until late into the evening. The idea of perfectibility by education marked a crucial change to modern society (Muller p82). According to Cunningham (2006) the changes in how children were reared might have been political because the nation saw itself as free and this would have rubbed off on parents but the teachings of Locke and Rousseau have had a major impact on how children are looked upon in the 21st century. Neither Locke nor Rousseau had first hand experience of raising children and their ideas were very different, yet the ideas were ground breaking. Locke was a bachelor and Rousseau gave away all his children to a foundling hospital. It is universally agreed that children must be educated to be good citizens and the best way to do this is for parents to teach them skills for the good of society. Rousseau saw children as being naturally born free from sin but tainted by society. It is no part of a childs business to know right and wrong Rousseau (Cunningham p114). Rousseaus suggestion of leaving children to find things out for themselves could put children in danger and might be considered child ne glect today but many of his teachings are still followed. Lockes ideas on toughening children up like washing feet in cold water would also be frowned upon. References Archard, D. (2004) 2nd Edition Children: Rights and Childhood, Chapter 1, John Lockes Children, Oxford: Routledge. Ashcraft, R (ed. 1991): Locke: Critical Assessments, The Making of Homo Faber: John Locke between Ideology and History, E. Hundert (pp438-457), London: Routledge. Cunningham, H. (2006) The Invention of Childhood (pp79-130), London: BBC Books Cunningham, H. (2005) 2nd Edition, Children and Childhood in Western Society Since 1500 pp58-72, London: Pearson Education Grimsley, R. (1973) Philosophy of Rousseau (pp45-51), Oxford: Oxford University Press Muller, A. (Ed 2006) Fashioning Childhood in the 18th Century: Age and Identity, Lockes Education or Rousseaus freedom C. Houswitschaka (pp81-88), Aldershot: Ashgate Publishing Rousseau J.J. (2007) Emile: Or on Education, Nu Vision Publications: Google Books www.infed.org/thinkers/et-rous.htm (accessed 15.02.2010

Cancer :: essays research papers fc

The Mysterious Face of Cancer Statement of Purpose: What people need to understand though is yes cancer is Life-altering chain of events but cancer is not the end of the world. I. Death is inevitable; there is no way around it. A.  Ã‚  Ã‚  Ã‚  Ã‚  There are more than one hundred types of cancer. B.  Ã‚  Ã‚  Ã‚  Ã‚  There are three main ways doctors and scientists detect cancer in a patient. C.  Ã‚  Ã‚  Ã‚  Ã‚  If a patient does have cancer and it is detected in the early stages there is a greater chance of recovery. II. There are three main types of cancer treatment doctor’s use.   Ã‚  Ã‚  Ã‚  Ã‚   A.  Ã‚  Ã‚  Ã‚  Ã‚  Most cancers are treatable if they are detected in the early stages. B.  Ã‚  Ã‚  Ã‚  Ã‚  Sadly, many people discover they have cancer after is too late. C.  Ã‚  Ã‚  Ã‚  Ã‚  There are several warning signs that may save a patients life. III. Scientists may not know right now why cancer affects certain people but they do know that it has nothing to do with age or gender. A.  Ã‚  Ã‚  Ã‚  Ã‚  In the United States about 8.4 million Americans alive today have a history of cancer.   Ã‚  Ã‚  Ã‚  Ã‚  B. Nearly 552,200 people will develop cancer in the next year. C. There are several steps a person can take to reduce his or her risk of developing the cancer virus. The Mysterious Face Of Cancer Every person on earth will eventually one day have to leave it behind. It is not the choice of the person whether they go peacefully or whether they go with pain. More often than not a person will go with pain. This is the case with cancer. More and more people die everyday from cancer and it appears to ruin the lives of all those associated with it. What people need to understand though is yes cancer is a life altering chain of events but cancer is not the end of the world. Death is inevitable; there is no way around it. Perhaps cancer patients realize this more than anyone. â€Å"All creatures born upon this earth must, in the end, die. Some live long and peaceful lives. But others are caught up in struggles—must fight for their lives† (Silverstein 12-13). This is the case with cancer. Cancer patients will struggle and fight for their lives and not have the luxury of dying peacefully. The cause of cancer is still unknown to scientists but they have been able to come up with some possible explanations. Cancer affects newborn babies, boys, girls, women, men, animals and even plants. The possible causes of the cancers that affect each of these groups include chemicals in the body, viruses, ultraviolet rays, smoking, and it has been proven to be hereditary in some cases.

Essay --

A genetic disorder is a sickness caused by one or many abnormalities or absentees in the genes or chromosomes. One interesting genetic disorder such as cancer, are found genetic but, can also be caused and affected by many by environmental factors such as being exposed to asbestos which may increase the risk of lung cancer and many other cancers. While on the other hand most disorders like Williams Syndrome are genetic and are primarily rare and only affect a limited amount of people about one in every several thousand. Because it is a genetic disorder that is estimated between 1 in 10,000 people worldwide, primarily caused by a micro-deletion on the seventh chromosome is what indicates the disorder being Williams Syndrome. Because Williams Syndrome is very uncommon within a large crowd among people, the causes that are known to trigger the disorder are very few. The causes or conditions that are known to trigger Williams Syndrome is by the deletion of twenty-six to twenty-eigh t genes on chromosome #7. Many people may conclude that just because Williams Syndrome is a â€Å"genetic† disorder meaning that it has to be inherited from their parents are incorrect. Most people may not inherit Williams syndrome because the chances of his or her child to inherit the syndrome is a low 50/50 chance. That is because when the deletion of the 26 – 28 genes that takes place within the chromosome number seven are of what randomly chosen events that particularly occur in the male or female eggs or sperm .When dealing with Williams syndrome many symptoms may come upon the person with this disorder. Some of the symptoms may be not be that eye catching or life threating but some, however some can be life threating. In resulting the person to ... ...consequences of having Williams Syndrome. Some examples would be that a type of cardiovascular disease will soon follow Williams Syndrome called Supravalvular Aortic Stenosis. Resulting ones largest blood vessel to get narrower and narrower causing the person to catch ones breath very often even if not exercising , abdominal pain, and sometimes if fatal heart failure. Furthermore Williams Syndrome is not a disorder that is to be thought of kindly. Just because it occurs 1 in 10,000 people does not mean it is not deadly. It has been estimated that 82 percent of people who die of Supravalvular Aortic Stenosis disease (a disease that follows Williams Syndrome) are 65 and older. And b2cause there are no cures for William syndrome even with the help of today’s modern science and technology people with it must be monitored and treated for symptoms throughout their lives.

The Natives of Canada Essay -- Canadian Canada History

The Natives of Canada I believe the rising anger and determination by native peoples towards land claims and equal rights has created a situation which must be addressed immediately. Man has come a long way in time, as he has learned to master the powers of fire, and to hunt and fish for food. All of this was done by a collection of knowledge. With these thought patterns, he reached a way of life which was suitable and which created a sense of balance throughout the world's complex ecosystem. But one group of people wanted more. They progressed and educated their minds through time. To some it may be known as plain greed and to others known as common day evolution. To this day the answer remains in the hands of the philosophers. The European continent hosted the group of human beings that thrived for ultimate knowledge and a perfect civilization. The famous quote Trial and Error was appropriate for the European's escalating achievements. Some were fatal and some were rewarding, but they were all eventually accomplished in the great European continent. They then set out to other continents to broaden their horizons and reach total knowledge and enlightenment. The 16th century was the setting for the early days of the arriving Europeans to the North American continent. Countries such as England, Portugal, France and Spain entered the continent and set up colonies which were widely spread out over the land. The natives of the area had formerly agreed upon their occupation of the space, and so welcomed the newly arrived settlers. An agreement was made in the two-row wampum treaty which was signed between the natives and the settlers from Europe in 1664. The agreement would allow... ... laws. Before the arrival of the European's, the natives had a very highly developed society, with a perfect system of government. Now, many centuries later, they see that their common future has been torn to shreds. If the self government proposal was put into effect, a natural resource would be needed for it's survival, and at the present time the reservations do not hold great possibilities. A better location in the reservations could quite possibly open a few new doors to the suffering natives. The current government has constituted the suggestion before, but no actions were ever taken. In conclusion, it is clearly evident that if the natives were ever given more responsibility, which includes a greater authority in the decision making process of Canada, it would most definitely allow them to plan a new and powerful role in Canadian society.

Study on the Historical Background of Parental Involvement

Although parents and instructors have interacted since schools were foremost formed in the United States, the construct of parental engagement has changed over clip ( Cutler, 2000 ) . In the early 19th century, parents and the community greatly controlled the actions of the schools. The place, church, and school supported the same ends for acquisition and for the integrating of the pupil into the grownup community ( Prentice and Houston, 1975 ) . The community, including the parents and church, were in control of the educational system by engaging instructors, developing the course of study, and turn toing maturity accomplishments necessary for their environment. In the late nineteenth and early twentieth centuries, a different form of partnerships began. Parental authorization began to decrease and local school control could be seen in the increased authorization of province, county, and territory educational systems. During this clip period the school began to draw off from the community cognition and towards the educational expertness of the instructors. Up to this clip, it was thought that anyone could learn ( DeMoss, 1998 ) . Rearing was supplemented by direction and course of study in schools ( Berger, 1991 ) . Throughout this displacement, pupil coursework became enhanced in countries that the parents and community members did non hold cognition of or a background in. As a consequence, Epstein ( 2001 ) suggested that parents were expected to take on a different role-that of fixing their kids for school by leaving values, duty, and other normally held work moralss. During the 1960s, educational theoreticians and the federal authorities began to back the transition of statute law back uping such plans as Head Start, Home Start, and Follow Through ( Berger, 1991 ) . As schools became larger and more impersonal, beds of school bureaucratism were added. This made it hard for parents to go involved. The importance of enlisting parents and community members as spouses in instruction has been on the head since 1965. In the 1990 ‘s, the U.S. Department of Education and Secretary of Education Richard Riley shined a limelight on school, household, and community partnerships ( Epstein, 2001 ) . Currently, federal Torahs have required school territories to include parents to help in educating the young person of America. The Elementary and Secondary Education Act ( ESEA ) is a United States federal legislative act enacted on April 11, 1965 as an built-in portion of Lyndon B. Johnson ‘s â€Å" War on Poverty † . The passage of the ESEA revolutionized the federal authorities ‘s function in instruction. Prior to the jurisprudence ‘s transition, educational policy-making had been the close sole sphere of province and local authoritiess. The ESEA is the largest individual beginning of federal support for kindergarten through 12th grade instruction. It was the first federal act to apportion money straight to hapless schools, communities, and kids. Although it did non hold a direct connexion with parent and community engagement, this federal act led the manner to turn toing the demand for partnerships outside of the local school system. The Coleman Report, besides known as Equality of Educational Opportunity, was a research survey commissioned by the U. S. Department of Education in conformity with the freshly passed Civil Rights Act of 1964. Coleman ‘s study uncovered the cause of disparity between Black and White schools in America. The paper stated that public instruction did significantly impact the ability of pupils to make their full potency. The Coleman Report besides cited household environment as the significant factor for the successful academic accomplishment among those kids. James Coleman concluded that kids who lacked support or a value of instruction in their place were at a disadvantage and could non larn at the same rate as those pupils emerging from wealthier households valuing educational direction ( Coleman, 1966 ) . In 1975, Congress passed Public Law 94-142 ( Education of All Handicapped Children Act ) . In order to have federal financess, provinces must develop and implement policies that assure a free appropriate public instruction to all kids with disablements. In 1990, Public Law 94-142 was renamed to Persons with Disabilities Education Act ( IDEA ) . IDEA was reauthorized in 1997. IDEA includes cardinal rules to steer households and professionals to work together to heighten the educational chances for their kids. IDEA requires active parent engagement throughout the educational procedure, including the development of the kid ‘s Individualized Educational Program ( IEP ) . The overall end of this jurisprudence is to keep an equal and respectful partnership between schools and households ( The History of IDEA, 2004 ) . A noteworthy impact on parental engagement is a consequence of IDEA by promoting parents to recommend for their kid and to supply input for the class of their kid †˜s instruction. In the 1980s, the U.S. Department of Education every bit good as the National Association of State Boards of Education, along with assorted professional forte associations, took leading functions in developing theoretical accounts of successful parent-school coaction plans ( Berger, 1991 ) . By the 1990s, politicians every bit good as parents were progressively demanding answerability from public instruction and both entities encouraged federal statute law to mandate such answerability. Grolnick and Slowiaczek ( 1994 ) maintained that there was an increasing acknowledgment within development, sociological, and educational theories that both the school and place were critical establishments responsible for the socialisation and instruction of kids. The Elementary and Secondary Education Act of 1965 was reauthorized with the Improving America ‘s Schools Act ( IASA ) of 1994. The focal point of reauthorizing the ESEA was to alter the manner pedagogues deliver direction, promote comprehensive systemic school reform, strengthen answerability, and advance the coordination of resources to better instruction for all kids. The comprehensive school reform in this act was predicated on four cardinal rules: ( a ) high criterions for all pupils, ( B ) better trained instructors to learn to high criterions, ( degree Celsius ) flexibleness to excite local enterprise along with duty for consequences, and ( vitamin D ) advancing partnerships among households, communities, and schools ( National Education Goals Panel, 1995 ) . Although advancing partnerships among households, communities, and schools was a founding rule of the reauthorization of ESEA, Congress did non include a formal end focused on parental engagement until it reauthorization in 1994, when President Bill Clinton signed into jurisprudence the Goals 2000: Educate America Act. This act consisted of eight National Education Goals for the twelvemonth 2000. Goal 8 provinces: â€Å" By the twelvemonth 2000, every school will advance partnerships that will increase parental engagement and engagement in advancing the societal, emotional, and academic growing of kids † ( National Education Goals Panel, 1995 ) . Thus the end of parental engagement had changed from the proviso of inactive functions for parents in the 1980s to one of coaction and partnerships between schools and parents in the 1990s. The 2001 reauthorization of the Elementary and Secondary Education Act, entitled the No Child Left Behind Act ( NCLB ) , continues a legislative committedness to parental engagement begun in 1965. Cardinal characteristics of the 1988 and 1994 reauthorizations, such as school-parent compacts, parental engagement policies, and the parental engagement support expression, remain predominately unchanged. However, the 2001 reauthorization represents a noteworthy displacement in the expected function of parental engagement in the schools. It includes new commissariats increasing parental presentment demands, parental choice of educational options, and parental engagement in administration. The new jurisprudence envisions parents non merely as participants, but besides as informed and empowered determination shapers in their kids ‘s instruction ( Northwest Regional Educational Laboratory, 2002 ) . Title I, Section 1118 is entirely devoted to rear engagement. Title I provides the nucleus elements that include many of the other parental engagement commissariats of NCLB. Epstein outlined the four rules characterized by Section 1118: ( 1 ) parental engagement requires multilevel leading, ( 2 ) parental engagement is a constituent of school and schoolroom organisation, ( 3 ) parental engagement recognizes the shared duties of pedagogues and households for kids ‘s acquisition and success in school, and ( 4 ) parent engagement plans must include all households, even those who are non presently involved, non merely the easiest to make ( 2005 ) . The first clip in history of the ESEA, federal jurisprudence contained a definition of parental engagement, which is: the engagement of parents in regular, bipartisan, and meaningful communicating affecting pupil academic acquisition and other school activities including: helping their kid ‘s acquisition ; being actively involved in their kid ‘s instruction at school ; functioning as full spouses in their kid ‘s instruction and being included, as appropriate, in decision-making and on consultative commissions to help in the instruction of their kid ( NCLB, Section 9101.32, 2002 ) . The NCLB confirms the importance of parent engagement. The declared intent of the NCLB legislative act is to â€Å" guarantee that all kids have a just, equal, and important chance to obtain a high-quality instruction and range, at a lower limit, proficiency on disputing State academic accomplishment criterions and province academic appraisals † ( U.S. Department of Education, 2001 ) . In a 2006, Appleseed Foundation study entitled â€Å" It Takes a Parent, † parental involvement elements of the NCLB were examined by a pool of 16 province and local organisations, in 18 school territories in six provinces. There were three decisions which emerged from the survey. First, despite federal authorizations and parental engagement research, school territories, and single schools had non wholly encompassed parental engagement as a primary pupil accomplishment scheme. The Appleseed Foundation ( 2006 ) suggested that this deficiency of widespread parental engagement in schools had been the consequence of several causes: The deficiency of clear and meaningful appraisals by which effectual parental engagement policies and plans could be measured. Limited consciousness and preparation on how to affect parents. A conjunct attempt to run into the answerability constituents of NCLB, such as proving and teacher quality, instead than parental engagement ( Appleseed Foundation, 2006 ) . Second, there was still a demand for bing parental engagement authorizations to be to the full understood, supported, and implemented. The Appleseed study ( 2006 ) recommended that province, territory, and school leaders work to implement the Torahs that soon exist. Third, a figure of promising parental engagement patterns and theoretical accounts emerged during the survey. The Appleseed study ( 2006 ) concluded that many parents did non have clear and timely information about their kids and their schools ; that poorness, linguistic communication, and cultural differences are barriers to parental engagement ; and school leaders do non uniformly value that parental engagement as an answerability scheme. Parental engagement continues to be studied by research workers, pedagogues, and parents who understand that parental engagement is an indispensable component in the success of pupils and schools. High accomplishing schools recognize that parents are a necessary constituent of the educational procedure. Schools and instructors are still being encouraged to travel parental engagement policies, plans, and patterns from the side to the head of their accomplishment scheme ( Appleseed, 2006 ) . Twenty-five old ages ago, Missouri pioneered the construct of assisting parents embrace their of import function as their kid ‘s first and best instructor. Today, Parents as Teachers continues to fit early childhood organisations and professionals with information and tools that are relevant-and widely applicable-to today ‘s parents, households and kids. The Parents as Teachers leading squad and Board of Directors is engaged in a three-year strategic program, which places the organisation as a valued spouse to back up the organisations and professionals who serve households and kids, particularly those most vulnerable. The construct for Parents as Teachers was developed in the 1970s when Missouri pedagogues noted that kids were get downing kindergarten with changing degrees of school preparedness. Research showed that greater parent engagement is a critical nexus in the kid ‘s development of larning accomplishments, including reading and authorship. Early on childhood professionals suggested that a plan to supply early sensing of developmental holds and wellness issues, and parent instruction to assist parents understand their function in promoting their kid ‘s development from the beginning could assist better school preparedness and parent engagement. With support from the Missouri Department of Elementary and Secondary Education and The Danforth Foundation, Parents as Teachers began in 1981 in Missouri as a pilot undertaking for first-time parents of neonates. Acknowledging the plan ‘s benefits and cost effectivity, the Missouri legislative assembly provided province support in 1985 to implement Parents as Teachers plans in all Missouri school territories. Since 1985, Parents as Teachers has expanded to all 50 provinces and seven other states ( Parents as Teachers, 2010 ) . The Parent/Family Involvement Resolution was adopted on November 14, 2005, by the Missouri State Board of Education. Within the declaration the Missouri State Board of Education believes that schools must make an environment that is contributing to larning and that strong, comprehensive parent/family engagement is an of import constituent. Parent/family engagement in instruction requires a concerted attempt with functions for the Department of Elementary and Secondary Education, school territories, parents/families, and communities ( Missouri Department of Elementary and Secondary Education, 2005 ) .Parental Involvement ResearchThe common wisdom is that parental engagement and strong schools are inseparable-that you can non hold on without the other. Research indicates a strong nexus between parental engagement and pupil accomplishment ( Hester, 1989 ) . Harmonizing to Vandergrift and Greene ( 1992 ) , parent engagement has two independent constituents: parents as protagonists and pa rents as active spouses. Concentrating on one of these constituents entirely is non a sufficient attack to parental engagement. The ideal is the parent who is both supportive and active. Hester ( 1989 ) discusses parental engagement from the following position: parents as instructors, parents as protagonists of activities, parents as scholars and parents as advocators. Hester besides emphasizes the importance of communicating with parents as an of import portion of engagement. The research on parental engagement in the field of instruction references parents ‘ activities in support of larning at place, in school, and in the community. Joyce Epstein, a taking research worker in the field of parental engagement, identified and studied multiple steps of parental engagement ( Epstein, 1995 ) . As a consequence of this research, Epstein and her co-workers developed a model of six types of engagement with associated activities, challenges, and expected consequences. Rearing: Help all households set up place environments to back up kids as pupils. Communication: Design effectual signifiers of school-to-home and home-to-school communications about school plans and kids ‘s advancement. Volunteering: Recruit and form parent aid and support. Learning At Home: Provide information and thoughts to households about how to assist pupils at place with prep and other curriculum-related activities, determinations, and planning. Decision Devising: Include parents in school determinations, developing parent leaders and representatives. Collaborating With Community: Identify and integrate resources and services from the community to beef up school plans, household patterns, and pupil acquisition and development. There are many grounds for developing school, household and community partnerships. They can better school plans and school clime, provide household services and support and increase parent ‘s accomplishments and leading, connect households with others in the school and in the community and aid instructors with their work. However, the chief ground to make such partnerships is to assist childs win in school and in ulterior life ( Epstein, 1995 ) . The National Parent Teacher Association ( PTA ) Board of Directors ( 1993 ) has endorsed three types of parental engagement: Parents as the first pedagogues in the place, Parents as spouses with the schools, and Parents as advocators for all kids and young person in society. In 1997, the National PTA created and adopted the National Standards for Parent/Family Involvement Programs in support of set uping quality parental engagement plans that enhance pupil acquisition and accomplishment. These criterions were based on Epstein ‘s ( 1987, 1992, 1995 ) theoretical account of parental engagement. As Fan and Chen ( 2001 ) found in their research, rearing manners, as a critical step of parent engagement, have been linked to student public presentation. Fan and Chen examined multiple steps of parent engagement. The research workers identified three concepts of parent engagement: communicating, supervising, and parental outlooks. Communication refers to parents ‘ frequent and systematic treatments with their kids about school assignment. Supervision includes monitoring when pupils return place from school and what they do after school, supervising clip spent on prep. Parental outlooks were found to be the most critical of the three. These include the mode and extent to which parents communicate their academic aspirations to their kids. Fan and Chen found that high outlooks of parents and pupil perceptual experiences of those outlooks are associated with enhanced accomplishment. The research grounds is now beyond difference. When schools work together with households to back up acquisition, kids tend to win non merely in school, but throughout life. In fact, the most accurate forecaster of a pupil ‘s accomplishment in school is non income or societal position, but the extent to which that pupil ‘s household is able to: Make a place environment that encourages larning Express high ( but non unrealistic ) outlooks for their kids ‘s accomplishment and future callings Become involved in their kids ‘s instruction at school and in the community ( Henderson, 1994 ) .Impact of Parental Involvement on Student AchievementParental engagement is perfectly indispensable to student accomplishment in school and in life. The overpowering surveies and research indicate that there are positive academic results stemming from parental engagement with benefits get downing in early childhood throughout adolescence and beyond ( Henderson & A ; Mapp, 2002 ; Patrikakou, Weisberg, Redding & A ; Walberg, 2005 ) . A kid ‘s acquisition is enhanced when schools encourage parents to excite their kids ‘s rational development. Numerous surveies have shown that the place environment has a powerful consequence on what kids and young person learn, non merely in school but outside of school as good. This environment is well more powerful than the parents ‘ income and instruction in act uponing what kids learn in the first six old ages of life and during the twelve old ages of primary and secondary instruction. One major ground that parental influence is so strong, is because the kids spend more than ninety per centum of their clip from babyhood throughout their childhood outside school under the influence of their parents. Therefore, finally the parents are their first and most of import instructor ( Weinstein & A ; Walberg, 1983 ; Peng & A ; Wright, 1994 ) . Epstein ( 1987 ) found that schools besides affect parent engagement degrees and grounds shows that parents want to go involved but are non allowed to hold unfastened communicating with the school. Conventional avenues for affecting parents in school can be closed to parents due to specific cultural cognition. Parents have a batch of trouble accommodating to the school civilization particularly in non English speech production communities, but cultural cognition is power and it can forestall parents from take parting to the full. Sheldon ( 2002 ) highlighted minimum resources parents get through societal webs as one ground parents are less involved in their kids ‘s instruction. Eccles and Harold ( 1993 ) found that less educated parents switch their attending off from school because they feel unequal to assist their kids with their prep. Henderson has examined the effects of parental engagement and pupil success since 1981. Her initial study, â€Å" The Evidence Grows † documented 35 surveies that showed important, measureable benefits for kids as a consequence of parental engagement. ‘When parents become involved in the kids ‘s schooling, they promote the development of attitudes that are a cardinal to academic accomplishment, attitudes that promote household interaction instead that its societal category or income. If schools treat parents as powerless or unimportant, or if they discourage parents from going involved, they promote the development of attitudes in parents, and accordingly their kids, that inhibit accomplishment ( Henderson, 1981 ) ‘ .

Agree or Disagree: Was the Us Civil War the 2nd American Revolution Essay

The United States Civil War was the second American Revolution. Both wars’ focal point was to acquire freedom from their oppressive governments. The Civil War and the American Revolution possess similarities. Such as they had not many men, not that much money, and not that much firepower; but they still fought for independence. The American Revolution or the American Revolutionary War, some may call it, was started from a decade-long growing tension between Great Britain’s 13 North American colonies and the British government. The British government was trying to raise revenue by taxing the colonists using bills including: the Stamp Act, Townshend Tariffs, Tea Act, etc. Using the Stamp Act, the government tried to reduce some of their enormous debt. Stamp Act was passed and it required that every legal document be written on stamped paper showing proof of payment. In response the colonists organized the Stamp Act Congress to voice their disagreement to the bill. Another bill they passed was the Quartering Act, which in a nutshell required colonist to house British soldiers. The British government used this bill because of the increased defense cost in America and they felt that the colonist should help with the financial burden of housing and feeding the soldier since they helped them during the war. Plus they wanted to show who the boss was. In response to this, the colonists in New York argued that the bill was unfair and that they should be asked and not told what to do, so Parliament passed the New York Restraining Act, which stopped the passing of any laws until the assembly went over the law. The soldiers were forced to pitch tents in the middle of Boston Common, making the colonist not that excited either. The British government was now known for passing insane laws, but when the government passed the Coercive Acts the colonists had enough. The Coercive Acts were also known as the Intolerable Acts. They closed the port of Boston to trade except for food and firewood until the colonists paid for the tea they destroyed at the Boston Tea Party with the Boston Port Act. It created British military rule in Massachusetts and made town meetings forbidden without approval with the Massachusetts Government Act. It gave protection to British officials being prosecuted in Massachusetts and allowed them to be prosecuted in England or any other colony that wasn’t Massachusetts with the Administration of Justice Act. The bill renewed the Quartering Act and gave the French in Quebec control of the Ohio Valley and made the Roman Catholic Church the official church of the area with the Quebec Act. In Lexington and Concord British troops and the colonies’ militiamen were getting into scuffles and that was how to armed conflict started. In response to this the colonists created an event known as the First Continental Congress in 1774. At this event all colonies, excluding Georgia, sent representatives to the First Continental Congress making it the first national meeting of the colonies. They came together in opposition with the bills the British government was passing so they issued two new documents. The Declaration of Rights, which opposed Parliament’s right to tax the colonies, but affirmed allegiance to the British, and the Articles of Association, which asked the colonies to make British imports illegal if the Coercive Acts were not eliminated. It took three major battles to lead up to the signing of the Declaration of Independence, the Battle of Lexington, Concord, and Bunker Hill. The Declaration declared the colonies independent from Great Britain. The American Revolution ended with the Treaty of Paris, but now before another three more major battles. The American Civil War was sparked by difficulties in the spreading of power and who was more powerful, the state or federal authority. The North, at the time, was industrialized and running smoothly, while the South was more agricultural. The North had factories, while the South had farms. The South was dependent on slave labor; it was their root to running their economy. The North didn’t want slavery to spread across the rest of the lands and the South was in fear that their economy would essentially fail without slave labor. So in 1854 the United States Congress passed the Kansas-Nebraska Act, which opened all the new territories to slavery, but allowed them to choose whether they wanted slavery or not, this was called popular sovereignty. Both sides, anti-slavery and pro-slavery were in disagreement with this new law, which led up to the formation of the Republican Party. The Republican Party was a new political group based on the opposition of the expansion of slavery to western lands. The Dred Scott case confirmed the North’s worse fears, and confirmed the South’s dreams. The Dred Scott v. Sanford case took place in Missouri. Scott argued that because he lived in the free state he would therefore have emancipation from his owner. Unfortunately his case brought to a rabid supporter of slavery, Chief Justice Roger B. Taney who disagreed. The court claimed that no African Americans, free or enslaved, could become a legal U.S. citizen, hence not being able to file a petition for freedom. This case made rising tension between the North and South climb to new heights. So when an abolitionist named John Brown and a few of his supporters raided Harper’s Ferry in 1859 the South was convinced that the North was fixed on the destruction of slavery. John Brown had hopes that the local slaves would join in and raid with him and his supporters, but they didn’t. Brown’s plan was foiled when he and his supporters were captured by Colonel Robert E. Lee’s US Marines. He was sent to court, charged with treason, and was given the death sentences. Brown was hanged for his ‘crimes’ on December 2nd, 1859. The South was looking for reason to leave their polar opposites. So when Abraham Lincoln was elected to presidency it was the last straw for the seven southern states and the seceded from the United States. Lincoln’s election led to danger for Fort Sumter in Charleston, South Carolina. April 12th, 1861 Lincoln sent a fleet to deliver supplies to Sumter, during their visit the Confederate Army fired the first shots of the event that came to be known as the Civil War. After just two days of gunfire, Sumter commander Major Robert Anderson surrendered, leaving Sumter in the control of Confederate forces; who were led by Pierre G.T. Beauregard. After Sumter, four more Southern states, including: Virginia, Arkansas, North Carolina, and Tennessee, joined the Confederate Army. The North had advantages, like an enormous population and factories to build weapon supplies in, and railroads. The South had military traditions and some of the best soldiers, but even they couldn’t surpass the North in numbers and supplies. The next major battle took place in Manassas, Virginia. This battle was known as the First Battle of Bull Run. General McDowell led 28,000 men from the Union Army in a fight against General Beauregard’s 33,000 Confederate soldiers. The Union Army marched toward Richmond, but was met by the Confederate forces emerging north from Manassas. The battle lasted five hours. During that five hours the Union soldiers had most of the Confederate soldiers retreating, except the team led by General Jackson. Jackson had a great ability holding his ground, which is why people had come to call him â€Å"Stonewall.† His technique helped the Confederate soldiers hold up until reinforcements arrived, then they were able to drive the Union Army back to Washington. Both sides faced heavy casualties, but in the end the South claimed victory. The next battle was led by General B. McClellan. McClellan was slow to advance and that angered Lincoln. Finally McClellan led the Potomac Army to the peninsula between the York and James Rivers and captured Yorktown on May 4. Robert E. Lee and General Jackson joined forces and drove out the Potomac Army in the Seven Days’ Battle, which lasted from June 25th, 1862 to July 1st, 1862. During the battle McClellan called for reinforcements twice, the second time Lincoln refused and instead withdrew the Army to Washington. Soon after the battle McClellan was replaced by Henry W. Halleck. There were a lot of battles after this one, but the war ended with Lincoln passing the Emancipation Proclamation, freeing all slaves, and his assassination on April 14th. Some similarities within the two wars were the leaders involved with the wars. The leaders tended to be former soldiers who were dedicated to their jobs, they were focused, and most of them possessed a useful skill that helped them win. Another similarity between the two wars would have to be the cause of war. Both of the wars were the response to an oppressive government and the problem of setting boundaries between people and government. Both wars were always on American land and Americans fought other Americans. Although the wars were fairly short they ended with unity. Some differences within between the two wars would be the parties included in the wars. The American Revolution was the colonists versus the British government, while the Civil War was the North versus the South. The Civil War had far more advanced weaponry, while the American Revolution had close range fighting equipment, more medieval. Overall the statement that the Civil War was the second American Revolution is completely true. They had common factors that contributed to the spark of the wars and they both ended in a common unity between all the participants. Works Cited â€Å"American Civil War à ¢Ã¢â€š ¬Ã¢â‚¬  History.com Articles, Video, Pictures and Facts.† History.com à ¢Ã¢â€š ¬Ã¢â‚¬  History Made Every Day à ¢Ã¢â€š ¬Ã¢â‚¬  American & World History. N.p., n.d. Web. 28 Oct. 2012. . â€Å"Battle of Bull Run or Manassas.† ThinkQuest : Library. N.p., n.d. Web. 28 Oct. 2012. . â€Å"Exactly what was taxed by the Stamp Act of 1765? Aren’t we more heavily taxed now?.† Ask questions, Find answers – Askville. N.p., n.d. Web. 28 Oct. 2012. . III, John J. Fox. â€Å"Civil War Battles.† History Net: Where History Comes Alive – World & US History Online. N.p., n.d. Web. 28 Oct. 2012. . â€Å"John Brown’s Harpers Ferry Raid.† Civil War Trust: Saving America’s Civil War Battlefields. N.p., n.d. Web. 28 Oct. 2012. . Reeves, Diane. â€Å"Lesson Plan on Similarities and Differences Between the American Revolutionary Warand the American Civil War.† ADPRIMA Education – Informa tion for new and future teachers. N.p., 21 July 1999. Web. 28 Oct. 2012. . â€Å"The Stamp Act.† Ventura Unified School District . N.p., n.d. Web. 28 Oct. 2012. . â€Å"The contrast and compare of the American Revolution and the Civil War? – Yahoo! Answers.† Yahoo! Answers – Home. N.p., n.d. Web. 28 Oct. 2012. .