No Two People Have The Same Worldview Essay - 1111 Words

No two people have the same Worldview, which is defined as â€Å"the framework from which we view reality and make sense of life and the world,† and this is specifically shown through the â€Å"Does God Exist† debate between Dr. Gordon Stein and Dr. Greg Bahnsen. Both men debated sophistically and articulately, and established their differing stances on the question: Does God Exist? Both Bahnsen and Stein verbalized their thesis’ and main points to support their claims. Ultimately, by the end of the debate Dr. Bahnsen covers all of the bases, which Dr. Stein failed to do; furthermore, Bahnsen’s points reinforce what we see in our Bible class regarding presuppositions. Dr. Bahnsen’s worldview consists of many things we see in our young Christian lives today, something we regard as almost fact; that being how God acts through him, and shows him how to live his life to his best God-given abilities. Bahnsen plainly addresses the point of contact betwee n believer and unbeliever, and the power of God the unbeliever sees and experiences, but suppresses. He addresses the fact that everyone has presuppositions when he states, â€Å"At the most fundamental level of everyone’s thinking and beliefs there are primary convictions about reality, man, the world, knowledge, truth, behavior, and such things.† The set up for this debate does not allow for any touchy-feely attitude toward the other debater and their perspectives, for both men must attack each other’s’ worldviews at the very core andShow MoreRelatedStereotypes And Perception Of A Worldview1221 Words   |  5 Pagesdiscussed that a worldview acts as a ‘filter’ through which we understand and perceive phenomena (Koltko-Rivera, 8). This discussion was very important, as understanding the meaning of the term worldviews laid the foundation on which the following classes could be built upon. â€Å"We don t see things as they are, we see them a s we are† (Koltko-Rivera, 3) was the statement that stood out most for me, it explained how we are each shaped by our own personal experiences and therefore we each have our own uniqueRead MoreApol 104 Worldview Assignment1438 Words   |  6 Pages2012    Worldview Assignment   Ã‚  Part I: What is a world view? A worldview is easily described as the person’s perception of the world around them and is the framework for decision making. You can think of a worldview like a pair of glasses. When you look out of those glasses what do you see? Dr. Weider in his presentation gave an example; if your glasses are red then everything around you will be red. (Weider amp; Gotierrez, 2011) This is the same for worldview. Everyone has a worldview if theyRead MoreChristian Worldview And The Secular Worldview Of Account1245 Words   |  5 PagesChristian worldview to the secular worldview of account, one must understand the definition of what a worldview is and what a Christian worldview looks like as well as what a secular worldview looks. According to Valk (2012), Worldviews are those larger pictures that inform and in turn form our perceptions of reality. They are visions of life as well as ways of life, are individual and personal, yet bind adherents together communally (p. 1). It is not uncommon for individuals to have differentRead MoreThe History Of Rasselas, Prince Of Abyssinia By Samuel Johnson Essay1707 Words   |  7 PagesA worldview is a mental model of reality. It is the idea and attitudes towards the world, life, and us as individuals. Each individual has their own unique worldview. People acquire a worldview by how they go through life, it may change or even stay the same. How they grew up, life situations, values, religion, and attitudes are factors that may affect one’s worldview. There are many questions that can make up one’s worldview. How should we act? What gives life purpose? Where did we come from? TheseRead MoreCritical Thinking : Islam Worldview / Christian Worldview 21086 Words   |  5 PagesCRITICAL THINKING: ISLAM WORLDVIEW/CHRISTIAN WORLDVIEW 2 The Question of Origin Islam Worldview The beginning of life according to Islam was facilitated by the prophet Muhammad. But, Islam began long before Muhammad. Muhammad dictated to the Quran, which is the holy book of Islam. The followers of the Islam religion call themselves Muslims. â€Å"There is approximately 1.8 billion people that follow the Islam religion. It is the second largest religion in the world† (Lipka, 2017). FollowersRead MoreChristian Worldview1594 Words   |  7 Pages Let us ponder about how other religions worldviews relate to the Biblical worldview. There are three main areas or types of worldviews, Pantheists (Hinduism, Buddhism), Secularism (naturalism), and Theism (Christianity, Islam, Judaism). I will answer 5 basic questions on just one of the non-Christian worldviews and then compare it to the Biblical worldview. Part one will be about Buddhism and part two will compare Buddhism and the Biblical worldview. The questions to be answered are: 1.Read MoreFinding Scripture: Humanity and Ethics Worksheet and Journal #41108 Words   |  5 Pagesinstructor can see the question and your answer in the same place. 1. Write 2-3 sentences explaining why the creation account is so significant to the Christian worldview. What difference does it make to someone’s thought and practice to believe that humans are created in the image of God versus being the result of random processes acting blindly on matter? Being created in Gods image is so significant to the person that follows God. Individual have a strong faith base in God the creator of all thingsRead MoreEthical Theory : The Philosophical Study Of Morality Essay1511 Words   |  7 PagesEthical Theory is the philosophical study of morality. (Cambridge dictionary) this is the study of people or cultures and their ethical behaviors. There are many cultures and groups of people that make up our world. Not everyone has the same ethical values and each culture is uniquely different. Ethical theory is a set of beliefs by a culture, with an ethical theory it helps people set to values and concepts of right and wrong behavior. We use ethical s ystems to work through our problems to findRead MoreAnalyzing Two Multicultural Scenarios And Identifying The Worldviews And Communication Styles That Are Shown1346 Words   |  6 Pagesanalyze two multicultural scenarios and identify the key components concerning the worldviews and communication styles that are shown in each scenario. Based on one’s understanding, a worldview is something that develops throughout one’s lifespan. It is believed to be one of the most important elements that shape our values, beliefs and personality. In addition, worldviews play an important role in influencing one’s way of communication and decision making process. There are many people who comeRead MoreBiblical Worldview Of The World1232 Words   |  5 Pagesexcellent resource in supplementing or even establishing a Christian’s biblical worldview. Foundations for a biblical worldview are seen throughout these chapters specifically in regards to the natural world, human identity, human relationships, and culture. A biblical worldview in these areas is vastly contrary to the same worldviews from a secular perspective. Upon further analysis, it can be seen that a biblical worldview is founded in truth as evidenced by scripture. Genesis 1-11 lays the ground

Comparing One Flew Over The Cuckoos Nest and The Crucible...

Power and control are the central ideas of Ken Kesey’s One Flew over the Cuckoo’s Nest. There are examples of physical, authoritative and mechanical power in the novel, as well as cases of self-control, and control over others. Nurse Ratched is the ultimate example of authoritative power and control over others but R.P. McMurphy refuses to acknowledge the Nurse’s power, and encourages others to challenge the status quo. The other patients begin powerless, but with McMurphy’s help, learn to control their own lives. Many symbols are also used to represent power and control in the book, such as the ‘Combine’, ‘fog’, and the imagery of machines. Arthur Miller develops themes of power somewhat differently in his play The Crucible. Because†¦show more content†¦In The Crucible, Miller too created a character that would stand against authority; John Proctor. When Proctor is questioned as to why he has not been to church in so long, he admits that he has ill feelings towards Parris and the way that Parris gives sermons. Proctor does not like authority, and since Parris talks as though he is an authority figure, Proctor has an issue with this. Proctor is very critical over representatives of authority. Proctor changes from a timid character held in bondage by his sin, to a strong, righteous man who will die for the truth. This drastic change in his character is the basis of his significance to the outcome of the play. When faced with the prospect of either confessing to something he didn’t do, or dying, he tells judge Danforth that he cannot have his confession and name nailed to the church door because it would be tray his friends who have already died for the truth. When Danforth refutes this, John says, â€Å"Beguile me not! I blacken all of them when this is nailed to the church the very day they hang for silence!† (143). Proctor seizes the power back from those who are misusing it, simply by refusing to be a part of the false confessions. The unyielding faith of Proctor’s wife, the influence of the people who share his beliefs and his triumph over an inner struggle help him make a decision that he believes will finally set him free from his past. Kesey’s character against power is Randle Patrick McMurphy.

Andy Warhol Pop Politics Essay Example For Students

Andy Warhol: Pop Politics Essay His portraits of American presidents and residential candidates, queens, Communist dictators, and other political figures reveal intriguing, yet until now unexplored insights into Whorls own celebrity status and political leanings. Whorls images of these powerful personalities comment on the interrelationships between politics and celebrity culture in the late Pointiest century connections that remain ever present today. Timed to coincide with the 2008 presidential election, this exhibition offers a probing and entertaining look through the eyes of Americas most famous pop artist at the leaders who shaped the twentieth century. Warhol (1928-1987) rose to name in the sass and became synonymous with pop art and American culture of the period. He played upon the increased bombardment to advertising and media images to develop a signature style that employed commercial subjects rendered in bold, graphic designs and colors using mass production processes. In capturing the rebellious spirit of the time through his work and personality, Warhol created a body of work that transformed our understanding of art by blurring the boundaries between art and popular culture and shaped a nevi aesthetic that came to symbolize the counterculture. His now iconic work has influenced subsequent generations Of artists and continues to resonate With audiences today, both young and old. Building upon a long history of political portraiture dating back to Egyptian pharaohs, Roman emperors, and European monarchs, Warhol pictured twentieth-century politicians in his graphic style Which likened them to commercial products like Campbell soup and Coca, Cola. In so doing, Warhol connected his images of these leaders to Americas fascination and consumption of all aspects of contemporary culture. His portraits are not just records of the individuals; they also position the leaders within the intent of cultural taste and political values. A dedicated portraitist, Warhol captured the likeness of an astonishing number of individuals including those of friends, artists, actors, athletes, and world leaders. His depictions of John F. Kennedy, Mao Sedona, Queen Elizabeth II, and Others were derived from widely circulated official or media photographs. Whorls appropriation these stock images signaled his interest in how political leaders ascended to celebrity status as a result of their constant representation in the media. The exhibition highlights Whorls fascination with Americas royal family the Kennedys wrought his images of President John F. And Jackie Kennedy and Senators Robert and Edward Kennedy. Struck by the media coverage of President Kennedys assassination, Warhol created a series of works based on news images of Jackie, both as glamorous First Lady and as grieving Wife. Seven Of these paintings will be shown alongside rare preparatory studies. The exhibition features a recent Currier acquisition: Sash November 22, 1963. Produced five years after the assassination and exhibited now at the forty-fifth anniversary of the tragic event, this print portfolio includes eleven screenings based on related news images including the book depository, Lee Harvey Oswald, and President Kennedys campaign poster making it the only work by Warhol to depict the President. It also reproduces the teletype text from the four days between the Presidents assassination and funeral, with the sheets bound like a book. Accompanied by archival materials and unique trial proofs related to this project, another major highlight is a one-of-a-kind, never-before exhibited screening of Senator Robert Kennedy that Warhol did not include in the final edition of the Flash portfolio, Also featured are excerpts trot a 1965 reenactment to the assassination limed in Whorls New York City loft known as The Factory, These works are shown for the first time alongside Whorls 1980 portraits of Senator Edward Kennedy. In addition to selecting certain leaders as his subjects, Warhol was also commissioned by political hopefuls such as Edward Kennedy and Jimmy Carter. .u7024ce339a48ffd937ff36f6dd97adb9 , .u7024ce339a48ffd937ff36f6dd97adb9 .postImageUrl , .u7024ce339a48ffd937ff36f6dd97adb9 .centered-text-area { min-height: 80px; position: relative; } .u7024ce339a48ffd937ff36f6dd97adb9 , .u7024ce339a48ffd937ff36f6dd97adb9:hover , .u7024ce339a48ffd937ff36f6dd97adb9:visited , .u7024ce339a48ffd937ff36f6dd97adb9:active { border:0!important; } .u7024ce339a48ffd937ff36f6dd97adb9 .clearfix:after { content: ""; display: table; clear: both; } .u7024ce339a48ffd937ff36f6dd97adb9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7024ce339a48ffd937ff36f6dd97adb9:active , .u7024ce339a48ffd937ff36f6dd97adb9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7024ce339a48ffd937ff36f6dd97adb9 .centered-text-area { width: 100%; position: relative ; } .u7024ce339a48ffd937ff36f6dd97adb9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7024ce339a48ffd937ff36f6dd97adb9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7024ce339a48ffd937ff36f6dd97adb9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7024ce339a48ffd937ff36f6dd97adb9:hover .ctaButton { background-color: #34495E!important; } .u7024ce339a48ffd937ff36f6dd97adb9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7024ce339a48ffd937ff36f6dd97adb9 .u7024ce339a48ffd937ff36f6dd97adb9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7024ce339a48ffd937ff36f6dd97adb9:after { content: ""; display: block; clear: both; } READ: Humanity And Politics In Gullivers Travels EssayTheir patronage of Warhol was intended to help position them as contemporary and progressive. That these projects like his print Vote McGovern featuring a green-faced Richard Nixon created to support George McGovern presidential campaign against the incumbent were produced to raise funds for candidates residential campaigns, illuminates an active, even if veiled, political agenda by Warhol, who claimed he only voted once. Whorls elevated status in American society also gave him enter ©e into the world Of politics including invitations to governors mansions and state dinners at the White House. The exhibition highlights these portrait commissions through photographs, drawings, prints, and paintings of each subject. Central to the exhibitions focus is Whorls process for creating his portraits. The artist was more directly involved with his portrait commissions than with any other works. Rather than manipulating mages he found in mass media outlets, Warhol began his commissions by taking dozens of Polaroid images of his subject, After selecting one or more of these photographs, Warhol transformed the sitters likeness into his signature style, often first producing drawings and then prints and paintings. This exhibition presents these Polaroid alongside related works of a single subject, capturing Whorls process as well as the repetition of engages that became a hallmark to his work This repeated image is further underscored with the inclusion of a large section of Mao wallpaper that the artist created for a gallery presentation f his work in 1974. Ever the multimedia artist, Warhol also produced and directed films and created his own television shows. These projects helped shape his presence in American culture. The exhibition also includes excerpts from several of Whorls film and television programs that include political content: Since (1 965), The Life of Juanita Castro (1965), Afternoon (1965), and an episode of Andy Whorls TV featuring an interview with New York Senator Daniel Patrick Monomania (1983). Throughout the exhibition, works are accompanied by rarely seen archival materials from Whorls time capsules. Beginning in 974, Warhol collected papers, photographs, correspondence, business records, and Other Objects in cardboard boxes, amassing over six hundred boxes by his death. Highlights relating to the exhibition include a solicitation from President- Elect Nixon for recommendations for his administration, an invitation to Onions inauguration, a signed letter from Senator Robert Kennedy expressing his thanks for Whorls support, and a handwritten note from First Lady Nancy Reagan. These materials yield new insights into Whorls connection to the political celebrities he portrayed and how those relationships extended beyond his portraits of them.

Mercedes Zuniga Essays (1060 words) - Philosophy, Metaphysics

Mercedes Zuniga Professor Norton English 1C 6/1/2017 Analysis of Plato's Allegory of the Cave In Plato ' s , The Allegory of the Cave, it allows an individual to realize what they already know. The situation in the cave seems dark and gloomy, like a place no one would ever want to go. However, the reality is that some people are at a point in their lives where that is where they are, in their own "c ave ". The people that are in Plato's cave, the prisoners, have always been there. They all have their legs and necks chained and cannot move. They cannot turn their necks or bodies to look around them. The cave is very dark and there is a fire in the distance. There is a wall in front of them and men are frequently carrying tools and vessels and various shaped objects with them. This creates different shaped shadows for the prisoners to view. All that they have seen or ever known is what is in front of them, a two dimensional world. A two dimensional world would represent people that only saw what was in front of them. Plato said to Glaucon, " To them, I said, the truth would be literally nothin g but the shadows of the images." One could only imagine, never seeing or having any previous knowledge of people or objects, only shadows on a wall. Like some people today, all the prisoners know is what is in front of them, a warped perception of reality. If a person only accepts what is in front of the m, they too are living in a two dimensional world. The shadows, to the prisoners are reality because it is all tha t they have ever known. They don' t know that they are distorted and are a reflec tion of something that is real. One example that Plato might use if he were alive today would be a movie theatre. The movie projector would be the fire. The film showing would be the shadows reflected on the wall. The viewers are the prisoners. The shadows on the wall can be compared to most movies that are viewed today because they are not reality but a warped representation of it. If the viewer or prisoner chooses to accept what is in front of them as reality, then they are in a sense choosing to live in a two dimensional world. A prisoner would have to believe that there is more to life than what has been put in front of them in order to change the situation and advance into a three-dimensional world. In a three dimensional world people are able to interact with one another and use their senses. One would accept and be able to understand a new reality. For example, if the prisoners were released, they would be curious to turn around and look behind them or walk towards the light, it is human nature. It would also be hard to do. The light would burn their eyes and the outside world would be a major change and might be hard to accept. Naturally, the prisoners would be scared and hesitant, but in order to move into the next world, one must be strong and escape from the cave in order to find a true reality. Once they seek the knowledge and good things in life that make a person happy, they will be living in a three di mensional world. Plato thought, " my opinion is that in the world of knowledge the idea of good appears last of all, and is seen only with an effort; and, when seen, is also inferred to be the universal author of all things beautiful and right." For one to live in a three dimensional world, they would not sit back and choose to accept what is in front of them as realit y. A person that lives in a two dimensional world is not truly happy. They have not sought out knowledge or searched for true happiness. For the prisoners trapped in the cave to not ever dream or imagine other realities is showing that they accept where they are in life.

Public Schools Where 75% of Students Score 10-15 on ACT

Public Schools Where 75% of Students Score 10-15 on ACT When youre considering to which public college or university to apply, sometimes its helpful to browse through schools who have students scoring similarly on the ACT as you did. If your ACT scores are completely lower or higher than 75% of the students who were accepted to a particular school, perhaps youd be better off searching for a school where students are more in your range, although exceptions are certainly made all the time. This is a list of colleges and universities where 75% of the accepted students scored above or at a 10 – 15 composite score on the ACT. What does this mean? The following public schools are accepting students who are scoring well below the national average on the ACT, which is a 21. If you have scored between a 10 – 15 on the ACT, then all is not lost! Perhaps one of these public universities would be a good fit! Please keep in mind that this list is for the composite ACT score – youll see ACT scores a bit lower or higher on particular sections (English, Mathematics, Reading, Science Reasoning), but the composite scores are always between 10 – 15. Remember that the 25th percentile score reflects what 75% of students have earned who were admitted. The 75th percentile score reflects what 25% of students have earned who were admitted. Typically, youll see higher scores in the latter category. More ACT Score Information How to Understand Score PercentilesWhats a Good ACT Score?Average National ACT ScoresACT Scoring 101: Scaled Vs. RawI Think I Got a Bad ACT Score - Now What? Public Universities Where 75% of Students Score a 10 15 on the ACT 1. Abraham Baldwin Agricultural College Tifton, GeorgiaWebsite: abac.edu ACT Composite: 25th Percentile: 1375th Percentile: 17 2. Alabama State University Montgomery, Alabama Website: www.alasu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 3. California State University Dominguez Hills Carson, CaliforniaWebsite: csudh.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 4. California State University Los Angeles Los Angeles, California Website: calstatela.edu ACT Composite: 25th Percentile: 1575th Percentile: 20 5. Central State University Wilberforce, OhioWebsite: centralstate.edu ACT Composite: 25th Percentile: 1475th Percentile: 18 6. Fayetteville State University Fayetteville, North CarolinaWebsite: uncfsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 7. Grambling State University Grambling, LouisianaWebsite: gram.edu ACT Composite: 25th Percentile: 1475th Percentile: 19 8. Kentucky State University Frankfort, KentuckyWebsite: kysu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 9. Lyndon State College Lyndonville, VermontWebsite: lyndonstate.edu ACT Composite: 25th Percentile: 1575th Percentile: 22 10. Mississippi Valley State University Itta Benna, MississippiWebsite: mvsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 11. New Jersey City University Jersey City, New JerseyWebsite: njcu.edu ACT Composite: 25th Percentile: 1575th Percentile: 17 12. North Carolina Central University Durham, North CarolinaWebsite: nccu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 13. Pennsylvania State University Dubois Dubois, PennsylvaniaWebsite: www.dubois.psu.edu ACT Composite: 25th Percentile: 1475th Percentile: 22 14. Prairie View A M University Prairie View, TexasWebsite: pvamu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 15. South Carolina State University Orangeburg, South CarolinaWebsite: scsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 18 16. Southwest Tennessee Community College Mephis, TennesseeWebsite: southwest.tn.edu ACT Composite: 25th Percentile: 1475th Percentile: 18 17. Sul Ross State University Alpine, TexasWebsite: sulross.edu ACT Composite: 25th Percentile: 1575th Percentile: 21 18. Texas Southern University Houston, TexasWebsite: tsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 19. University of Arkansas at Pine Bluff Pine Bluff, ArkansasWebsite: uapb.edu ACT Composite: 25th Percentile: 1475th Percentile: 19 20. University of Main at Machias Machias, MaineWebsite: umm.maine.edu ACT Composite: 25th Percentile: 1575th Percentile: 25 21. University of South Carolina - Lancaster Lancaster, South CarolinaWebsite: usclancaster.sc.edu ACT Composite: 25th Percentile: 1575th Percentile: 20 22. University of South Carolina - Salkehatchie Allendale, South CarolinaWebsite: uscsalkehatchie.sc.edu ACT Composite: 25th Percentile: 1475th Percentile: 19 23. University of South Carolina - Union Union, South CarolinaWebsite: uscunion.sc.edu ACT Composite: 25th Percentile: 1375th Percentile: 17 24. University of the Virgin Islands Charlotte Amalie, Virgin IslandsWebsite: uvi.edu ACT Composite: 25th Percentile: 1375th Percentile: 17

Owing to vs Due to

Owing to vs Due to Owing to vs Due to Owing to vs Due to By Maeve Maddox Steve Campbell asks for a post on â€Å"the choice between due to and owing to. There was a time that I felt very strongly about the difference between due to and owing to, zealously correcting misuse in student papers. After all, one of my most esteemed authorities, H.W. Fowler, has this to say in Modern English Usage: Under the influence of ANALOGY, due to is often used by the illiterate as though it had passed, like owing to, into a mere compound preposition. He gives such examples as these of due to being used incorrectly: The old trade union movement is a dead horse, largely due to the incompetency of the leaders. Rooks, probably due to the fact that they are so often shot at, have a profound distrust of man. The perceived error is that due to must be attached to a noun and not, says Fowler, to a notion extracted from a sentence . . . it is not the horse, [or] the distrust of the rooksthat are due, but the failure of the movement, the distrust of the rooks . . . Even now, I reach for an index card when I hear the local weatherman say, â€Å"The road is closed due to flooding.† Then I remind myself that the difference between due to and owing to is as much a dead horse as the â€Å"old trade union movement† in Fowler’s example. For those who wish to go on beating the horse, due to is adjectival and owing to is adverbial. The road was closed owing to flooding. For the road to be due to anything, it would have to be something that influenced the existence of the road: The road was due to the efforts of local citizens who voted to raise taxes for its construction. Here are two more examples for the sake of comparison: His accident was due to excessive alcohol consumption. His accident occurred owing to the fact that he was talking on his cell phone. For most English speakers due to and owing to have become interchangeable. Trying to preserve a distinction between them is pointless. I’d rather direct my energy to the defense of â€Å"I† as a subject pronoun. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtCapitalization Rules for Names of Historical Periods and MovementsCaptain vs. Master

Opinion Editorial Paper Essay Example | Topics and Well Written Essays - 1250 words

Opinion Editorial Paper - Essay Example Whereas college education is also needed in the work industry, the same faces danger of extinction with the increasing number of university graduates who become potential candidates for college based professions. Therefore, this paper seeks to discuss the claim that college education has been sidelined in the work industry Whereas a sizeable part of the population has already obtained at least a degree academic level, jobs available for graduates are becoming rare and more competitive. One of the viable alternatives is to empower academically and technically, lower academic persons to equip them with profound skills necessary to handle job opportunities in this category. Our broad economy needs to have a diverse system of incorporating all sorts of skills in the market since not all professionals need a college education. This can be done by increasing the salaries involved of the workers in this category. Mostly, these jobs needs people with less educational skills but have an abili ty to perform in the labor market. It is upon the government to evaluate and come up with a better education schemes and policy that will incorporate this system of education (Mishel, 2012). The question whether college education is for everyone has remained as a controversial question in most societies. Arguments constructed from intellectual point of view are biased towards acquisition of college education. People working in real working environment will argue that their college education has little or no significance to the work they do in their workplace. In such cases, people argue that they had to learn new skills in order to fit into their current work environment despite having gone through relevant education. Although college education is important in the work place, it is not sufficient. This is because the success of college graduate is measured by their success in the job market. In most cases, the relevance of a course will be measured with reference to the number of em ployed graduate and the amount of their earnings. Various measurements also include the duration within which college graduate stays without acquiring employment. According to most of such measurements, college education plays a less significant role in determining the success of a college graduate in the job market. It is important to appreciate that college students represent an important part of the society. Indeed, their role in the work industry cannot be underestimated. there are many jobs particularly demanding college level qualifications. However, employers are certainly tempted to employ highly qualified university students for the same jobs because of the competition. This implies that college education may become useless with time. A time will come when college education will just be a formality and not a lifetime investment. Ideally, college education focuses on how things ought to be with little or no emphasis on how thing work out in the real job environment. The emph asis on the theoretical aspect of college education is the sources of disconnection between college education and the real work environment. The disconnection can however, be minimized by creating a more practical-based education than a theoretical based education. In such case, colleges will train their students on how to apply knowledge acquired through their studies more than how to acquire the knowledge (Juhl 3). Due to the

Valuation of the benefits of infrastructure projects(built Essay

Valuation of the benefits of infrastructure projects(built environment) may sometimes be difficult but it is essential for the rational determination of sector - Essay Example The public services are not able to mobilize resources to meet the increasing demand in these areas, mainly due to bureaucratic interventions, organizational lapses and political lethargy. Therefore, it has become necessary for the private sectors to involve themselves prominently in this strategic area of human living. The fact remains that the implementation and execution of infrastructure developmental projects have remained uppermost in the hands of their planners and executors, but they have not considered its implications nor pondered over the necessary ways in which these projects could provide long time succor and increased standard of living for the masses effected by these projects or the ultimate beneficiaries of these efforts. Hence these projects have been carried out in an ad hoc manner, which is why it has become imperative to upgrade and enhance the quality of service to bring it at par with acceptable standards. The emphasis should be on providing infrastructure proj ects with a national or regional development policy or strategy and also to link the resources decision with local social, economic and environmental requirements. This way, not only the broader objectives of the project would be met but its utility value, in the grassroots level would also stand ensured. This is because all important infra structural projects should have social upliftment and emancipation of the underprivileged and marginalized sections of society in mind when they are conceptualized and also when they are finally implemented. The economic evaluation of development projects should be such that it renders maximum benefit to social welfare. Although the objectives may be clearly delineated, the derivation of net benefits or its quantitative benefit value may not be assessable in real money terms. To take an illustration, the Government wished to seek the

Drum Dance Essay Example for Free

Drum Dance Essay As seems to be common to many indigenous tribes, both the Saux and the Samoans led a spiritually-based life, which involved paying homage to a higher being. The Saux consistently sought guidance from the creator in how to live. In a similar way, the Samoans consulted wizards who practiced magical arts. Ceremonies formed an important part of tribal life. The aim was to honor their gods. For both the Saux and the Samoans, these often assumed the form of clan feasts, namings, adoptions, and burials. The Saux had major thanksgiving festivals a couple of times a year. These were to celebrate the start of the spring season and then again to celebrate the fertility of the land in summer after the harvest. Like the Saux, Samoans celebrated the New Year offerings, which is the principal feast of the year which honors their primary god, Tangaloa-fua. In recent times, new religious practices such as the Drum Dance have been added to the rich tapestry of Saux tradition. Dance has always dominated Samoan celebrations especially at weddings. Dance today, for both the Saux and the Samoans has changed hardly at all in its form and its meaning. Inherent in the flex of the hand and the turn of the foot, is the transferred and accumulated knowledge handed down from their ancestors. Further back in time, Samoans believed in demoniacal possession. Samoan wizards used charms to drive evil spirits out of the bodies of those possessed by them. Like the Samoans, the Saux had their own shamans that the tribe referred to in matters of possession, and whom they sought supernatural advice from when they needed guidance. Whilst we know that languages exist in linguistic families which we can use to trace their origins, both the Saux and the Samoans attribute more to language than simply words that they’ve always spoken. According to Saux tradition, their language contained all the accumulated knowledge of their ancestors. Similarly, Samoan wizards often claimed that they were speaking under the influence of a spirit. Language was a powerful medium when interpreted by Saux shaman or Samoan wizards. Animals and images of nature featured strongly in both Saux and Samoan religious life. The Saux believed that every person and animal had a ‘manito’ or guardian spirit. Samoans preferred to wear their beliefs and links to nature on their bodies. Tattooing has a long tradition in Samoan culture. Most of the motifs were of animal origin as there were considered sacred by different families. From a young age, Saux boys were taught to fast and keep holy vigils to bring their souls closer to the Great Spirit. Once they had proved themselves worthy, their ‘manito’ or guardian spirit would be revealed. Proving one self was also an important to Samoans. Seven-day long fires would be kept burning to celebrate a man who had proved himself in battle. This was done for anyone who made himself illustrious in battle. Both the Saux and the Samoans believed in the power of sacred objects. Once the guardian spirit was revealed to Saux boys, they could begin collecting sacred things to be kept in a bag around their necks. Similarly, Samoan wizards could invoke curses. By invoking O le tangata fai tui, they could curse an object of hatred or dread, and use enchantments against it. References Native Languages of the Americas. (2009). A Sauk Legend. Retrieved 21 May 2010 from Native Language of the Americas website : http://www. native-languages. org/saukstory. htm New Zealand Electronic Text Centre. (2008). Myths and Legends of Ancient Samoa. Retrieved 21 May 2010 from Victoria University of Auckland website: http://www. nzetc. org/tm/scholarly/tei-TuvAcco-t1-body1-d48.html Native Languages of the Americas. (2009). Native Americans Sac and Fox Culture and History. Retrieved 21 May 2010 from Native Language of the Americas website: http://www. native-languages. org/sac-fox. htm Scribd. (n. d). Samoan customs, Analogous to those of the Israelites. Retrieved 21 May 2010 from Scribd website: http://www. scribd. com/doc/3086235/samoan-customs-analogous-to-those-of-the-israelites Sultzman, Lee. (1999). Sauk and Fox History. Retrieved 21 May 2010 from http://www. tolatsga. org/sf. html

Issues in Academic Library: Essential Skills of Information Professiona

1.0 Introduction An academic library is a library where it is to be found in an academic institution. As stated by Burke and Miller (1993), â€Å"the information world has expanded dramatically over the last decade due mainly to developments in communication. Information technology developments have resulted in new methods of communications whilst the latest telecommunications systems have altered the speed of communications. Both of these major changes have affected the way in which information is handled, stored and exchanged across the world.† Therefore, an academic library acts as a source of information where the users within the institution have the access to dig in information and look for guidance from the librarians. It is also known as the heart of the institution. An academic library would not be complete without their information professionals. According to Missingham (2006), â€Å"librarians and library technicians are at the heart of many exciting developments in information se rvice in the twenty first century.† In other words, we need their expertise and skills to manage the never ending information that we have today. Ashcroft (2004) also stated that, â€Å"in line with the rapid and ongoing materialization of new technologies, library and information science has become a profession characterised by fast-paced change, new and emerging sets of skills, and a shift in the relationship between the customer and the professional (be that relationship between library user and librarians or between librarians and information suppliers or publishers.† Generally speaking, an information professional has to possess essential skills to compete in this information abundant era. 2.0 Literature review Information professionals (IPs) must... ...1502320&show=abstract Ashcroft, L. (2004). Developing competencies, critical analysis and personal transferable skills in future information professionals. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=859761&show=abstract Burke, M., & Miller, S. (1993). Responding to challenges: the training and educating of the information professional for the next millennium. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=1705990&show=abstract Kakabadse, A., & Korac-kakabadse, N. (2000). Leading the pack : future role of IS/IT professionals. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=880388&show=abstract Missingham, R. (2006). Library and information science: Skills for twenty-first century professionals. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=1556742&show=abstract

Puran Bhagat

The Miracle of Puran Bhagat Rudyard Kipling  (1865-1936) was born in Bombay, but educated in England at the United Services College, Westward Ho, and Biddeford. In 1882 he returned to India, where he worked for Anglo-Indian newspapers. Kipling was the recipient of many honorary degrees and other awards. In 1926 he received the Gold Medal of the Royal Society of Literature. Purun Dass is a high caste Brahmin, highly educated, and a powerful figure as Prime Minister of one of the semi-independent Native States. Then, at the peak of his career, he casts aside all possessions, takes a staff and begging bowl, and becomes a wandering holy man, ‘Purun Bhagat', depending on charity to live. At last he comes to the high Himalayas, where his people had come from, and finds a deserted shrine high above a mountain village, where he makes his home. For many years he lives there, fed by the devoted villagers, making friends with the wild creatures round about, monkeys and deer and bear, and pondering on the meaning of existence. Then one year come weeks and weeks of rain, and one night he is awakened by the wild creatures, and sees that the mountain is falling. He hastens down the hillside in the icy rain. With all the authority of his previous life, he wakes the sleeping villagers, and urges them up to high ground across the valley. They are just in time before a massive landslip. The people are safe, but the Baghat, crippled by his exertions, is dead. They build a shrine in his memory, but no-one knows that, in a previous life, he was Sir Purun Dass.

Female power in Macbeth and ‘The Laboratory Essay

Likewise Lady Macbeth exploits her sexual hold over Macbeth as means to persuade him to commit murder. ‘And you would be so much How do the writers explore female power in Macbeth and ‘The Laboratory’? In this essay I will be writing about female power in Macbeth and ‘The Laboratory’. I will be analyzing them both to show the similarities and differences between the two pieces. Both include a strong, crafty and dominant female character and Shakespeare and Browning explore these characters fully and in great detail. Both the speaker in ‘The Laboratory’ and Lady Macbeth strive to maintain their innocent images. The speaker in ‘The Laboratory’ wants to kill by means of administering a harmless looking object. She describes the potion as being an ‘yonder soft phial, the exquisite blue’ leading the reader to believe that what is actually deadly, is not. The speaker remains above reproach free to reclaim her love. Lady Macbeth is a sinister character, she tells Macbeth he must ‘look like the innocent flower but be the serpent under’t’. In other words he must portray pure and innocent qualities whilst being prepared to act with murderous intent. The key words in this quotation are â€Å"innocent† and â€Å"serpent†. They are a contracting pair demonstrating the manipulative and two faced nature of Lady Macbeth. Both Browning and Shakespeare build their characters in this way to ensure the audience are left with no sympathy for them. Both writers skillfully paint a picture of vengeful women who are prepared to stop at nothing to achieve their desires. Lady Macbeth uses flirtatious behavior and language in the same way the speaker in ‘The Laboratory’. Their aim is to seduce the male characters in order to get what they want. In ‘ The Laboratory’ the narrator uses sexual blackmail to encourage the apothecary to believe that it is acceptable for him to create the poison. She takes great pleasure in watching its preparation, she is hungry for revenge. Yet when it is finished she says ‘You may kiss me old man on my mouth,’ she clearly wants to reward his actions with a degree of intimacy rather than any financial reward; She is willing to use her sexual allure to get what she wants. In this way she is transgressing her marriage vows by seeking intimate contact with a man other than her husband whilst using her natural attractiveness to her benefit. Likewise Lady Macbeth exploits her sexual hold over Macbeth as means to persuade him to commit murder. ‘And you would be so much more a man’ Lady Macbeth uses this as sexual blackmail to convince Macbeth into killing King Duncan. This works because Macbeth wants to impress his wife and to show her that he deserves his manhood. Both characters have this quality in common it’s how’s the audience how manipulative they can be. Both the speaker in ‘The a Laboratory’ and Lady Macbeth use persuasive language as a means of exerting power over men. Lady Macbeth persuades a husband to obey her through the use of shock tactics. Other than titillating him she says that she would have ‘clashed the brains out’ of her child than breaking a promise to have killed the King. In this way she seems pretty disregarding of her responsibility as a potential mother and viciously brutal. The audience in Shakespeare’s time would have considered her to be unatural as she does not seem bothered by the horrible image she has created. The speaker in the Laboratory uses compliments and flattery to persuade the apothecary that making the poison is an okay thing to do. ‘Thee and thy treasures’ is used as an example of how the narrator bigs up his work. Browning and Shakespeare use this to show female power because it shows that both of the characters have so much power over men.

How a Battle of Memories Got Me Thinking on Memorial Day

How a Battle of Memories Got Me Thinking on Memorial Day Memory. I’m writing this on Memorial Day, and I ask you: Do you trust your memory? I have recently had several occasions to consider the question of memory. The first and most personal was a battle of memories. Some of you may remember that I sent a survey out to my readers- with entry into a raffle as a reward for completing it- but forgot to collect contact information along with the survey responses. When I wrote an email apologizing and asking for names and email addresses, I also mentioned that I would like to know who called me an â€Å"adorable genius.† The Battle In an odd twist, not one but two people claimed to have written the â€Å"adorable genius† quote! And they both had clear evidence in their own minds that they had written it. I tried every way I could think of, jogging their memories and getting concrete evidence. Neither recognized, upon my sending them, the answers to the other two questions in the survey. Both have Charter as their Internet Service Provider and live in Madison, so the IP address and location contained in the SurveyMonkey report were of no use. And both expressed a level of hurt that I would doubt them. After various exchanges with both men, I believe that each of them believes he wrote the comment. I will probably never know which one of them it actually was. If you have an idea of how to solve this quandary, please let me know. In the meantime, I’ll accept that memory is not perfect. And I will be honored that at least two people in my life have such a positive sentiment toward me. Perhaps in this particular case, the truth doesn’t really matter in the end. The Importance- and Unreliability- of Memory In other situations, mistaken memory has greater consequences. I have been listening to the Amanda Knox story, Waiting to Be Heard  , a memoir of an American college student wrongly convicted of murder in Italy. Following the murder, Amanda was questioned repeatedly by police until she did not trust her own memory. Amanda was not an eyewitness to the crime, but was the first person to discover the crime scene. She was therefore questioned aggressively, and was ultimately, in part because she did not report every detail of what she saw consistently, accused of and sentenced for the murder. According to Wikipedia, it is well-accepted that eyewitness testimony in trials is fairly unreliable and should not be viewed as the absolute truth. A person’s mood can affect how he or she remembers something- and moods can swing quite dramatically at the time of a crime. Furthermore, in something called the â€Å"misinformation effect,† someone’s memory can become compromised because of additional information obtained after the event. The Journal of the Association for Psychological Science published a study showing that simply recalling a memory enhances or distorts it! (See Lifehacker’s Why Your Memory Sucks (and What You Can Do About It) and Double Woods 4 Crazy Things We Misunderstand About Human Memory for engaging explorations of these topics!) The Delusion of Trusting Memory If something as simple as this can make memory unreliable, why do we ever trust our recollection of events? Furthermore, why do we trust ourselves to remember to do the things we say we’re going to do? Last week I had a short homework assignment to do for a non-credit personal growth class I’m taking. The assignment was given on Monday and was due on Wednesday night. I did not put time in my calendar to do it. All day Tuesday I thought about doing the assignment, but I wanted to wait until I had more material to put into it. Guess what? Wednesday night came and went, and I had not done it. I am also notorious for thinking I’ll remember what I need from the grocery store, then forgetting a key item I meant to buy. Yet I persist in almost never writing down my shopping lists (and in doubling back to the store to get what I forgot). Perhaps if the grocery were 50 miles instead of a 5-minute walk from my house, I would change my system. Write it Down! On a group business coaching call last week, one of the participants expressed frustration that an employee did not remember how to do a task after learning how to do it. Sometimes this employee didn’t remember having done the task at all. The obvious solution was to have this employee write down everything he does and document it. This way he can repeat the task later and also have evidence of what he has done and not done. The truth is, our memories are almost completely unreliable. We are overly confident in our ability to remember things, and we make a lot of mistakes due to that overconfidence. Not only that, but we expect other people to remember things accurately! I am still baffled that two people are 100% certain that they wrote that  Ã‚   â€Å"adorable genius† comment. But after the little bit of research I did on memory, it makes sense that at some point their memory was simply altered. Clearly, writing things down is a great antidote and solves many memory issues. If I had collected information the first time around for my secret admirers, I would have known who gave me the â€Å"adorable genius† compliment. If I put things on my calendar I almost always remember to do them. If I put things on a shopping list I buy them. If I write down my brilliant blog ideas I remember to write about them! While I know writing things down is a good idea, I imagine I will continue to do so only sometimes- until something becomes a big enough problem that I need to make a change. Memorial Day On a day like Memorial Day, we are called to remember in a different way. This day is an opportunity to honor the men and women we have lost. Yet most of us go to parties and picnics without thinking too much about the solemn aspects of the holiday. Our memories are so unreliable that we forget to remember at all. On this Memorial Day, whether we remember accurately or not, let’s remember that sometimes the point is, quite simply, just to remember. Category:Life and LeadershipBy Brenda BernsteinMay 25, 2015

Using the Spanish Verb Bastar

Using the Spanish Verb Bastar Bastar is a fairly common Spanish verb that means to suffice - or, less formally, to be enough. Its use can seem less than straightforward to learners of Spanish, however, because it is often used in different sentence structures than when similar thoughts are expressed in English. The Most Common Uses of the Verb Bastar Impersonal bastar con: Con is the most common preposition to follow forms of bastar, usually in the impersonal third-person phrase basta con. (Other tenses, such as bastaba and bastar, can also be used.) Although this phrase could literally be translated as it is sufficient with, you need not (and shouldnt!) use such an awkward phrase in English. The phrase is typically followed by a noun or an infinitive: No basta con cerrar el campo de concentracià ³n. It isnt enough to close the concentration camp.Tengo muy baja tolerancia al alcohol: me basta con comer un bombà ³n con licor y ya no conozco ni a mi madre. I have very low tolerance to alcohol; for me, it is enough to eat a liquor bonbon and I dont even know my mother.Me bastaba con un mà ­nimo de 6 gigas. A minimum of 6 gigabytes was enough for me.No basta con una semana descubrir la riqueza histà ³rica del paà ­s. A week isnt enough to discover the countrys rich history.Te basta con mi gracia. My grace is sufficient for you.Me basta con estudiar un poco la noche antes del examen. Its enough for me to study a little bit the night before the test. Note that as in some of the examples, bastar can take an object pronoun. The difference between me basta con un dà ­a and basta con un dà ­a is the difference between a day is enough for me and a day is enough. Bastar para: When bastar has a stated or implied subject (in other words, when its not used impersonally, as in the examples above), it can be followed by para and an infinitive: Una sentencia de culpabilidad no basta para hacer justicia. A guilty verdict is not enough to do justice.Una sola comida con grasas saturadas basta para obstruir las arterias. A single meal with saturated fat is enough to obstruct the arteries. Bastar (a): With a stated or implied subject, bastar can also take direct objects. The direct object is the person for which the stated thing or condition is sufficient: Los planes no le bastan al presidente. The plans arent enough for the president.Me bastarà ­an 50 km/hora. Fifty kilometers an hour would be (fast) enough for me. Bastarse: In the reflexive form, bastarse carries the idea of self-sufficiency: James se basta para desquiciar a los Spurs. James alone can get the Spurs unhinged.Nadie podemos decir que nos bastamos a nosotros mismos. Nobody can say that we can do it all by ourselves. Basta as an interjection: Either alone or with other words, basta can be used in exclamations to indicate having had enough of something:  ¡Basta de racismo! Down with racism! ¡Basta de coches enormes! Enough with big cars! ¡Basta! Enough! ¡Basta ya! Enough already! ¿Basta de todo en TV? Had enough of everything on TV?

Current macroeconomic situation in the U.S Essay - 1

Current macroeconomic situation in the U.S - Essay Example dy track, it won’t be until a couple of years later that the economy will be moving towards growth such that it would create jobs and resolve the ever increasing unemployment (Perlo, 2012). The recovery is expected but after two years, and this recovery will continue for a long period of time and even reinforce it eventually (Perlo, 2012). A critical view point to this whole situation is that the profits have been restored at the expense of social benefits and salaries, but it will eventually have an impact on investments resulting in an increase. When looking at the real estate, there has been no new housing construction. But when the up surging demand from family household is considered there is a good chance that there will be a boom in the real estate market in the near future. One should always be kept in mind when analyzing the current situation of the US that this is the recovery session after the financial crisis, so circumstances are definitely abnormal. As mentioned earlier, job creation is of paramount importance. According to an estimate, over 300,000 new jobs need to be created every month if a significant change is to be observed in the near future. The FOMC or the Federal Open Market Committee met in August 2012. The statement given in the form of press release suggests that â€Å"economic activity has continued to expand at a moderate pace in recent months† (federalresesrve.gov), quite an objective statement but it definitely tells why the word ‘moderately’ has been used here. The economic activity is not that helpful, the other factors have played a part in better results of the recent quarter. However, the economic activity is also not going wayward. Certain easy money policy tools have backfired for economy. For instance the total income factor (wage rates) has been declining because of the tools that have been used to handle the finances (Mauldin, 2012). After the financial crunch of 2008, the falling prices of homes have troubled the

A perspective of modern labour relations Orange Business Services Research Paper

A perspective of modern labour relations Orange Business Services - Research Paper Example According to the research findings it can therefore be said that Charles Leadbeater one of the world’s leading authorities on innovation and creativity in organisations said, the primary role of organisations is to get work done. This necessitates that (1) organisations must motivate its people to work so that they contribute most effectively to the collective behaviour; (2) coordinate the collective output to ensure that it fits together and takes place in the right order; and (3) they must innovate continuously by learning, adapting and evolving with the demand of the environment in which they operate and explore opportunities for change. Yet experience dictates that this seemingly simple analogy: motivate; coordinate; innovate is in fact is most complex task for corporates across continents and commerce, some of which apparently are in the state of civil war. As old industrial world recipes of organisation, work and leadership are gradually becoming passà ©, organisations are innovating to find newer ways of motivating, coordinating and innovating simultaneously with more and more open and networked organisations. Wikipedia, Linux, eBay, YouTube, and many more organisations operating in that direction have raised questions on the concepts of traditional, top-down closed organisations. Organisations are now moving from highly collectivised and unionised environments to highly individualist entities bringing newer realities for labour relations. Amidst this, the author made an attempt to get the current perspective of labour relations in a successful multinational technology enterprise – Orange Business Services. The author interviewed unofficially the officials engaged in labour relations division. The objective was to understand how an old world enterprise such as French Telecom has evolved its labour relations to become one of most successful branded service provider worldwide. The choice of Orange business services was obvious as it is a glo bal leader in communication services with a highly technical workforce that are able to deliver coherent innovative services in spite of working in areas such as cloud and convergence where organisational hierarchies are difficult to prevail . Besides, Orange with a clientele of over 3700 multinational companies in the sphere of collaboration, customer relationship management, mobility, M2M and vertical solutions was a fit case for the study as the company is a recipient of many awards and accolades including the Best Global Operator award at the World Communications Award for four consecutive years (2006-2009) (the only company to have this); and the ‘World Class’ ranking for superior customer satisfaction for the tenth consecutive time (SITA, 2011). 2. Labour relations at Orange Business Services The author interviewed the Labour Relations Manager of Orange Business Services, by a prior appointment in their newly acquired premises where nearly over 2000 employees in v arious cadres were engaged. This office now housed all the employees which were working in three different parts of the city. However, the Labour Relations Manager agreed for this interview on an informal and anonymous basis. For the purpose of referencing, he advised to approach the company headquarters and obtain permission prior to interviewing. However, due to paucity of time and the requirement being largely to meet academic needs, the author went ahead with the interviews. Due to this

Johann Sebastian Bach Essay Example | Topics and Well Written Essays - 250 words

Johann Sebastian Bach - Essay Example He developed his organs skills after graduating from the in school in 1702 and getting employed as an organist at a church in Arnstad in the year 1703. Johann made a visit to listen to organ music in a church in Lubeck and here he was deeply influenced by the organ music which prompted him to start composing preludes to hymns. Hence most of his compositions after his trip were religious. During the years 1708-1710, Bach received a lot of acclaim for his organ compositions not only from the general public but also from the royalty. I believe that Bach’s music is very soothing and relaxing and has a certain touch of spirituality in it. I really like the music because it has a great feel and touches the heart of the listeners. Even his non religious music is very unique and never fails to provide entertainment. During the final years of his life, he became blind while his health continuously deteriorated. The great composer passed away on 28th July 1750, but his music is still al ive and continues to enchant its listeners. Works Cited Wolff, Christoph. Johann Sebastian Bach: The Learned Musician. New york: W. W. Norton & Company, 2001. Print.

Factors Affecting Life Insurance Agent Turn Over Commerce Essay

Factors Affecting Life Insurance Agent Turn Over Commerce Essay This case study aims to explore factors commonly believed to affect life insurance agent turn over. Several factors has been affected to life insurance agent turnover. The factors are demographic, organizational and selling skill factors. Factor demographic are age,length of service, family size and responsibility, education,martial status and . Second the organizational factors consist of employee commitment, employee satisfaction, compensation. training and development, supervisor-agent relationship and organizational Culture. Third factors are seling skils consist of running out client list, lack of interpersonal skills,lack of salesmanship skills. Impact of all factors has been positive significat to turn over. Keywords: Life insurance agent, turn over, demographic, organizational, selling skill Introduction Turnover of life insurance agent is a classic problem that occurs in almost all insurance companys, therefore it is becomes important for them because it associated with the development of the companies. Agent development was surved by many research companys and one of them is LIMRA Life Insurance Marketing and Research association (LIMRA). They publication in 2005 has been results, 68% of agents to end his career in the insurance companies in the first 2 years on their career .(Honans, 2006). Honan pointed out that some agents often voluntarily leave from one company to another for company or make own business for themselves. Beside that agents are asked to leave due to not achived minimum target requirements, than there are agents turn over 31% with a 4-year retention rate of 14% according LIMRA survey. In Indonesia survey for agent development very periochial, we only found about growth as insurance companies. Base on survey Indonesian economy in 2010, as reflected in Gross Domestic Product (GDP) increased by 14.4% from Rp5,614.3 trillion in 2009 to Rp6,422.9 trillion in 2010. Within the same period, gross premium income of insurance industry increased by 17,5% from Rp106.4 trillion in 2009 to Rp125.1 trillion in 2010. Thus, the ratio of gross premium to GDP increased in 2010 from 1.90% to 1.95%. As of the end of December 2010, there were 377 companies having business licenses to operate in Indonesia which consist of 142 insurance and reinsurance companies, and 235 insurance business supporting companies. The insurance and reinsurance companies consist of 46 life insurance companies, 87 non life insurance companies, 4 reinsurance companies, 2 companies administering social insurance program and workers social security, and 3 companies administering insurance for civil servants and armed forces / police. The number of life and non life insurance companies per 31 December 2010 is the lowest for last five years (Indonesia Insurance 2010). The other hand survey all staff turn over has been done by the global management consulting firm Hay Group Hay Group .Base on their survey rate of staff turnover in Indonesia was increased The research was shown that the Indonesian insurance industrys turnover in 2007 is at 10.7% and 12.7% in 2008. The research indicated that salary increase is the most cited reason for job hopping. The study suggests that companies must make a continuous effort to create an attractive working environment to retain employees. In general, people have bought insurance product based on 20% of the benefits of the product, 20% was seen the background of the insurance companies and 60% depending on agent offered. Because the Indonesian people in general are prefer interacting and their want to get more detailed information directly from agent. Hence to said insurance agent is the vanguard of the company. The purpose of this study is to explore factors commonly believed to affect life insurance agent turn over in the JV Insurance Indonesia. Furthermore, a case study of turn over is presented to show the impact of turn over in the JV Insurance Indonesia. In order to ensure the confidentiality, the name of company has changed, so that the informations indicated do not affect the reputation of the company The JV Insurance Indonesia. The JV Insurance Indonesia belongs to JV Group of Companies, the largest life insurance group in Singapore and Malaysia with its two distribution channels the tied agency and bancassurance.The JV Insurance Indonesia started its operation in Indonesia in1996, with headquarters in Jakarta and several Sales Offices in big cities in Indonesia. The JV Group is a subsidiary of O Bank, the second largest financial services group in Southeast Asia by assets. It is among the worlds highest rated banks, with a long term credit rating of Aa1 from Moodys. It is also ranked by Bloomberg Markets as the worlds strongest bank. Since 1908, The JV Group has a strong legacy of putting you first. We make life great by providing financial security, and promoting good health and meaningful relationships. With our comprehensive suite of plans to meet your every need, you can be assured of true peace of mind. Literature Review Insurance Agents Insurance agents are primarily responsible for searching, collecting, selling insurance products and other financial services. Knowledge agents on selling product have been considered equal to company knowledge. Misconduct of an agents are responsibility of the company; This are bind company to clients. Notice from clients to insurance agents, as same as to the insurance company. (http://www.aaji.or.id/InfoCenter/Dictionary.aspx) Turnover Turnover is defined as the number of people who leave a job or organization (DeNisi Griffin, 2008). Cascio and Boudreau (2008) said that a more appropriate way to define turnover is to consider, not only separation, but also the replacement of employees leaving. Turnover in the organization has become a very investigated area (eg, Marsh Mannari, 1977; Mobley, 1977,1982; Bluedorn, 1982; Horner, Hollingsworth, 1978. Cotton Tuttle, 1986; Mathieu Zajac, 1990; Babkus, Cravens, Johnston, Moncrief 1996;; Gaertner, 1999; Hom Griffeth, 1995; Rhodes, Eisenberger, Armeli, , 2001; Meyer et al, 2002; Alleyna, 2002; Zacharatos, Herschcovis, Turner, Barling, 2007; Hong, Wei, Chen, 2007; Clark, 2007). Turnover can lead to loss of productivity, quality of service interruption, lost of business opportunities, and demoralized employees who live (Hom Griffeth, 1995; Mobley, 1982). Limiting turnover would be beneficial to organization. Insurance Agents and Turnover Empirical research on the insurance agents and turnover is limited. Current statistics indicate the turnover rate of 85% for women and 81% for males four-years model (Huffman, 2007). This statistic is an increase from two years earlier that showed the overall turnover of 89% in 2005 (Brown, 2004) and 86% in 2004 (Higgins, 2003) using a 4-year retention rate. While the turnover rate has increased, losing more than 80% of the industrial workforce for the past four years is quite expensive. Muise (2007) showed that 28% of U.S. insurance agents hired in early 2006 were not employed with the same company at the end of 2006. Moreover, the greatest loss occurs before the second year employment is complete. Huffman (2007) determined that 62% of women and 53% men are no longer employed by the same insurance company at the end of two years. Berris and Jackson (2008) notes that turnover was the biggest frustration for managers, owners and employees of the insurance companies. It is clear that i nsurance agents are a valuable commodity in the field of insurance. Sadly, there are not sufficent agents to adequately serve the community. In addition, retention is at a staggering low level while recruitment cannot compete with the speed of the insurance agents leave the industry. In addition, turnover is a consistent problem that inhibits the insurance industry. Determining the factors that increase retention and minimize the necessary intention to leave for the insurance industry to continue to thrive. There are many factors that cause an employee to intent to leave the organization. The research was not all encompassing. This study only offered additional information to the body of knowledge. Prior studies and research in the future will continue to add to the body of knowledge considering employees intent to leave the organization. Problem Description The company is a complex organization that consists of many resources, one of which is human resources. One of problems in corporate human resources is inten to leave of employee impress of agent turn over, If agent has a sense of satisfaction in work or enviroment of company, then the agent would demonstrate good personally in companies. Base on theory, job satisfaction is negatively related to employee turnover, higher job satisfaction associated with low turnover, whereas the less satisfied employees show higher turnover. But in the current conditions of the country of Indonesia with a high unemployment rate and lack of alternative work, will lead to a lot of people would think twice about leaving their job, they prefer to stay in their job even though it may in fact employees are not satisfied with the work. Based on the pre-survey in the JV Insurance Indonesia was found in 2011 a common problem associated with the employee is the employee dissatisfaction on commision factors and the relationship between superior and subordinate that makes some employees who are not satisfied will resign his job. It marked the turnover rate of employees in the BL Insurance Indonesia in 2011 is higher in the amount of 20.60% depend on 5,76 % in 2010. This is certainly very interesting to study further. Is there job satisfaction associated with employee turnover rate in the companys current condition? Based on the mentioned hence the issues will be investigated in this study are: 1. What factors that can influenced turn over rate of insurance agents of The JV Insurance Indonesia? 2. How is improvement efforts need to be implemented by the JV Insurance Indonesia to enhance employee satisfaction and reduce the levels of turnover occurring? STATEMENT OF THE PROBLEM Considering all these issues study determines its Factors Affecting Life Insurance Agent Turnover (case study in The JV Insurance Indonesia ) FINDING Demograpic analysis Demographic factors may influence the occurrence of turnover. Those factors are age, length of service, education, family size and responsibility and marital status. Age The result of these study show that the majority of respondent are young agent. Young agent indicate a higher turnover rate than workers with older. Previous research shows there is a strong negative relationship between age and turnover, The negative relationships that exists in these studies mean as age increase the rate of turrnover decreases, Older agents are reluctant to move because of work and family responsibilities and they do not want to work from the beginning in a new place. They do not get comfortable even though their will get a new salary and more facilities more bigger. The length of service The length of service as define by Bluedorn (1982;140) is the amount of time an individual has been a member of organisation. The result of these study has been indicated a negative relationship between length of service and turnover, Its mean the agent with shorter length of service with an organisation are more likely to leave Family size and responsibility Stone and athelstan (1969) who studied turnove among famales shows that there is positive relationship between increses in family size and increased tendencies to turnover. This contrast in the findings on the impact of family size among male and female turnover can be simply explained by the typical rule of traditional sex-role differentiation in the family Education Recent studies dealing with education, suggest that there is evidence to link better-educated agents with higher rates of turnover than less-educated agents. The result of these study has been indicated a positive relationship between education and turnover Marital Status Several previous studies have demonstrated the relationship between marital status and labor turnover. Unmarried agent are more likely to leave a job compared to married agent. The result of these study has been indicated a positve relationship between marital status and turnover. That means single agent have higher turnover than that of married agent. Organizational Factors analysis Several researchers have examined the turnover problem as a consequence of high turnover or excessively costly to the organization (North et al., 2005). Previous research has shown that many considerations affected to the decision to leave a company. Quantitative and qualitative research studies have shown correlative patterns that can both explain and predict agent turnover. The literature on agent turnover is very broad. The shortage of workers significantly impact overall organizational effectiveness and employee spirit (Bame, 1993; Fitzpatrick, 2002; Harrington, Zimmerman, Karon, Robinson, Beutel, 2000). When agent turnover becomes excessive , productivity suffers, decreased services, increased cost, and leaves the knowledge of the firm (Drucker, 1998; Fitzpatrick, 2002; Shaw, Gupta, Delery, 2002). Employee Commitment The relationship between agent commitment and tendency to either stay with or leave an organization has been the source of much academic inquiry (Blau, 1985; Meyer, Allen, Smith, 1993; Morrow, 1983). Commitment to job or the employer has been the subject of confusion because of different definitions for the concept of commitment (Morrow, 1983). Meyer and Allen (1991) define organizational commitment as a psychological state that (a) the character of the relationship between employees and the organization, and (b) has implications for the decision to continue or discontinue membership in the organization (p. 61). This could take shape in the way employees become emotionally attached to or identify with an organization, the fear of losing their commitment and identity with an organization, or a sense of obligation to an employer (Meyer Allen, 1991). Based on emotional commitment, two main directions of research that appears (a) studies examining agents emotional commitment agents and (b) studies examining attitudinal commitments. Agents commitment has affected the turnover rate. in these study showed little their commitment to an company. Employee Satisfaction Employee satisfaction has the effect of work-related outcomes such as job performance, commitment to an organization, discretionary activities, absenteeism, turnover, and delays (Hulin Judge, 2003; Johns, 2001, Judge, Parker, Colbert, Heller, Ilies, 2001; Warr, 1999) Employee satisfaction is one that affects the turnover can be divided into three sub-categories: (a) dispositional, (b) situational, and (c) integrational (Arvey, Carter, Buerkley, 1991; 2001 Judge et al.) In these study suggests there is a tendency not fulfilled employee satisfaction Compensation Compensation affected the agent retention strategies (Corporate Leadership Council, 1999, Williams Sunderland, 1999). Many studies show that compensation was a key determinant retention (Dreher, 1982; Gerhart Milkovich, 1992; Griffeth, Hom, Gaertner, 2000; Harrison, Virick, Williams, 1996; Porter Lawler, 1968; Schwab, 1991; Steers Mowday, 1981). there are variations of several studies have shown that compensation for increased performance (Milkovich Newman, 1996). Other researchers have questioned the premise that retention is connected to compensation (Kim, 1999; Kohn, 1993; Pfeffer, 1998). Pay-for-performance structures have been studied for their impact on individual performance improvement (Jenkins, Mitra, Gupta, Shaw, 1998) and organizational performance (Gerhart, 2000). Because a lot of insurance companies pay their agents based on commission, not salary, they do not making enough money from commission may realize that they will not be able to fulfill their basic necess ities and may need to look elsewhere for work. In these study compensation has affected the performance of the agent to remain in a company. Training and Development According to some previous studies the effects of training and development programs have reduced turnover. That program on employee development has shown that improving agent skills as a result. Martin (2003) asserts that there is a complex relationship between turnover and employee development. Martin found that increased the skills of workers on the job resulted in a lower rate of turnover for the organization.. Supervisor-agent Relationship This study is the relationship between agent and supervisor. The quality of that relationship affects the commitment of the agent (Galagan, 2000; Kaye and Jordan-Evans, 2000; Kinni von Hoffman, 2000; Tulgan, 2001). These study has shown that voluntary turnover is due to the low quality of the supervisor-agent relationship (Dobbs, 2001; Kaye and Jordan-Evans, 2000). Supervisor-agent relationship quality assessed by the effectiveness and communication styles between the two sides. In the supervisor-agent studies and their impact on motivation and job satisfaction, the differences in communication styles have been neglected to date (Mayfield, Mayfield, Kopf, 1995, 1998; Sharbrough, Simmons, Cantrill, 2006 Organizational Culture The study of effects cultural organization have been at the retention of employees show there is a strong correlation between organizational culture and turnover (Galagan, 2000; Kaye Jordan-Evans, 2000; Kinni von Hoffman, 2000; Salopek, 2000). Work environment or organizational culture where relationships are based on trust and integrity, the staff is treated as a unique individual, and personal relationships taken care positively impact employee turnover. Good relationships between supervisors and agent or between agents and agents affect the decision to stay or leave a company (Friedrich, 2001; Morrison Chan, 2000). Instead, the results showed that the stress levels of employees, lack of support from supervisors or management,, and non-empowering work environment had negative effect on turnover (Friedrich, 2001; Hemingway Smith, 1999). Sales Skills Sales skills factors caused insurance agent turn over. There factors are consist of Running out client list Running out client list due to agents have been limited relationship held and the lack of ability to build relationships with new people. They were afraid ask for references from their clients Lack of interpersonal skill Agents are not motivated due to lack of support from managers to provide encouragement and the assistance required. They were not given enough motivation to remain in the company. Lack of salesmanship. Agents had been unable to selling product because they were not received training on how to selling a good product, lot of agents do not have a background in marketing and insurance so that they had difficulty in adapting the marketing environment Discussion Turnover agent has been affected by job satisfaction. Job satisfaction can be broken down into short-term assessment and long-term assessment. Short-term assessment is the intention to leave the company before 1 year. Long-term assessment in relation to intention to leave in the next 24 months. Respondents indicated that the commission, rewards and benefits are part of the top level in the short term. Gifts of money, non-monetary rewards and appreciation even considered as an important reason to consider when deciding to leave in the short term. Factors such as operating procedures, the nature of work, organizational communication, co-workers, and supervisors are most strongly associated with intention to leave in the short term. Factors of working enviroment, good career opportunities, and communication around the organization in the long term will occurred for agent, they will be becomes important when considering leaving within the next two years. Operating procedure is still the most important and minimal supervision can still be considered in turnover. Overall, in the short term, the five strongest factors to consider reducing the intention to leave in the next year including affective commitment, commitment to sustainability, contingen awards, commissions, and benefits. The five least important factor for respondents in the short term include normative commitment, operating procedures, justice, information, monitoring, and nature of work. Suggestions for minimizing turnover Companies should improve the recruitment agent system. companies create training programs that aim to meet the needs of agents such as how to increase ability to sell products and good approach to clients. The company should require agents to have an agency license Companies must improve operating system procedures, so that agents can smoothly in administrative affairs. Designing forms used for agent activity in selling products The company should improve the system of compensation, bonuses and awards. The company established a corporate culture for all employees, especially convenient for the agent. Improving relationship between supervisor and agent, thus forming a mutually beneficial relationship between two parties Conslusion These study revealed interesting results regarding intent to quit before 1 year. Most agents were satisfied and had no intent to quit in 6 and 12 months. Several economic and demographic factors like comission and age did not affect agent intent to quit before 1 year. In marital status factors almost half of unattached employees, such as single, widowed, and divorced agent had intent to quit before 1 year. The result shown that a higher percentage of unattached agents intent to quit before 1 year and had lower organizational commitment. In organization commitment factor was lack of organization commitment that contributed to the external factors, such as downsizing and outsourcing. Also, unattached agent have minimal risks with intent to quit due to less years invested and limited retirement investments. The results revealed that married agent no intent to quit due to high organization commitment, in order to maintain family responsibilities and future retirement. The relationship between commision and turnover is significant. Agents anticipate their sacrifice of time, energy and completion of job responsibilities to be demonstrated through rewards, such as reward and bonuses. When rewards and bonuses are not sufficient, then employees feel unappreciated and dissatisfied. As a result, negative attitudes and behaviors are demonstrated through minimal job performance and productivity like low achived premium target . In addition, negative attitudes and productivity increase agents intent to quit from company for additional experience and skills for potential career advancements. Similar to commision, promotions contribute to agents intent to quit in 1 year. However, insufficient commition and limited promotions increase agents intent to quit from organizations, in order to obtain additional experience and skills for higher commition and future career advancements. Future research and Limitations The limitation of these research identified the collection of data from a small site in Jakarta Indonesia to generalize to a large population of employees in the insurance industry. Future research is needed to obtain feedback from a larger sample rather than a smaller sample of the population. Future research will enable levels of management and human resource programs to enhance existing and incorporate additional programs to accommodate a diversified population of employees. Another area of future research includes modifications with the demographic survey. The survey used in the study did not include variables, such as status of education.

Radical Reconstruction :: American America History

Radical Reconstruction Immediately following the Civil War the actions of Radical Republicans led to many changes in the South. Leading the way to Radical Reconstruction was Congressmen Charles Sumner and Thadeus Stevens. Their were many goals and motives the Radicals hoped to obtain. The first and main goal of the Radicals was to punish the South. The Radicals also hoped to retain Republican power by taking advantage of the South any way they could. Going along with taking advantage of the South, the Radicals wanted to protect industrial growth in the North and benefit economically from the situation. Another very important goal of the radicals was to aid the freed slaves. Equality for blacks was a hope the Radicals hoped to obtain, but it was also an effective way to retain Republican power. If the Radicals help Blacks, then Blacks will become Republican, thus increasing republican power. Using Legislature, the Radicals hoped to acquire all these things. The first victory for the Radicals was the passing of the Civil Rights Act of 1866. One of the main obstacles the Radicals came across was the opposition by Andrew Jackson. Jackson immediately vetoed the Civil Rights Act as soon as he could. But the Radicals held most of the power in Congress and overrode his veto. Due to Johnson's resistance, Congress took it a step further and then passed the 14th Amendment. "All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws."-14th Amendment. Both of these basically protected the rights of the blacks and hoped to bring about equality. These actions by Congress didn't sit to well with the South. The South particularly resented the actions of the newly established Freedmen's Bureau, which Congress established to feed, protect, and help educate the freed slaves. With the exception of Tennessee, all Southern states refused to follow the 14th Amendment. To counteract the South's actions, Congress passed the Reconstruction Act of 1867. This was a strong blow to the South. The act: put

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. 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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