Physical Eduaction Essay Example for Free

Physical Eduaction Essay In society’s struggle against the growing obesity epidemic and the rising number of health related illnesses, it is becoming increasingly important to ensure children are being taught the significance of participating in regular physical activity and to also attain an understanding of the different aspects of physical education. Physical education can be defined as the understanding, development and teaching of the sociological, physiological and psychological aspect within sport and physical activity. Physical education helps students develop social skills and understanding which will ultimately enable the student to become a positive member of society. Physical education also allows students to develop their own skills and knowledge of sports and physical activities, which in turn will help promote a healthy, active lifestyle and potentially provide future career opportunities. Physical education has the potential to make significant contributions to the education and development of children and young people in many ways. see more:physical education in the philippines Physical Education is the main institution for the development of physical skills in children and young people. Educational theorist Telama, has highlighted the idea that schools are the main environment for many children to be physically active, whether it is through physical education programs or after-school activities (Telama et al, 1997). The physiological benefits of Physical Education are well established. Regular participation in physical activities can help lead to a longer and better quality of life, reduced risk from a number of health related diseases and many psychological or emotional problems. Regular physical exercise can reduce the risk of hear disease, type two diabetes and high blood pressure while also helps in the prevention of weight gain and depression or anxiety (Wuest Fisette, 2012). Basic movement skills that are developed through Physical Education programs are the foundations of almost all sporting and physical activities. Booth suggests that ‘there is evidence that those who have developed a strong foundation in fundamental movement skills are more likely to be active, both during childhood and later in life’ (Okely et al, 2001). Motorlogical benefits can also be seen through Physical Education in the form of developing important movement skills, which are needed throughout day-to -day life. Such movement skills include: flexibility, agility, strength, speed and hand-eye coordination. Through a relevant and efficient Physical Education program, students have the potential to develop skills and technique, which may provide possible career pathways later in life. The sociological benefits of Physical Education provide students with the tools to become an active and influential member of society. Physical education theorist, Svoboda states that ‘numerous studies have demonstrated that appropriately structured and presented activities can make a contribution to the development of pro-social behavior’ (Shephard, 1997). Students who participate in physical education have the opportunity to develop important social skills while working in a collaborative environment; this is the fundamental for building and maintaining friendships and relationships through life. Evidence suggests the Physical Education has the potential to bring individuals from a variety of social and economic backgrounds together in a shared interest. This ultimately offers a sense of belonging to a team of club, provides the opportunity to develop values and competencies, and helps develop social networks (Bailey, 2005). Academic benefits and positive behavioral im provements can also be attributed to Physical Education. A study in France during the early 1950’s found that children who participated in regular physical activity showed fewer disciplinary problems and had greater capacity for concentration. In more recent studies, evidence indicates that again these students showed positive behavioral improvements are now also showing improvements in academic performance (Shephard, 1997) In addition to the physiological and sociological benefits of Physical Education, students can also psychologically benefits from regular physical activity. Wuest and Fisette suggest that ‘participation in exercise promotes positive thought and feelings. These serve to counteract negative thoughts and feelings as well as mood states associated with depression and anxiety’ (Wuest Fisette, 2012). Psychological benefits of participating in physical activity include: a reduced state of anxiety, improved mood and emotions, alleviating symptoms associated with mild depression and an improvement towards social interactions and relationships. A positive relationship between exercise and psychological states is clearly evident, with various research showing different explanations on how this relationship occurs. Physical Education is an imperative foundation in the development of all students. Physical Education provides the social and physiological constructs on how to not only become an active, connected member of society, but how to also lead a healthy and active life while reducing the risk of serious illnesses. Furthermore, in reducing the likelihood of developing mental illnesses such as depression and anxiety. Physical Education also carries significant psychological benefits. Physical Education has the potential to make substantial contributions to the education, development and wellbeing of all students. In each area discussed; physiological, sociological and psychological, there is evidence that proves Physical Education can have a positive and profound effect.

Reconciling Injustice and Necessity: The Statesman in the Practical City :: Essays Papers

Reconciling Injustice and Necessity: The Statesman in the Practical City When Socrates builds up a â€Å"city in speech† from ideals, he allows himself the option of overlooking the more distasteful features of real human cities simply by omitting them from the argument. His is a city whose primary purpose is to shed light on the soul of an individual, and its role as a metaphor allows it to contain logical conclusions which run wholly counter to the feasible practices of men. Aristotle permits himself no such luxury when he sets out to describe politics from the top down; he cannot overlook such thorny issues as slavery and empire because they exist as significant features in the constitutions of men and must be dealt with by statesmen, to whose needs Aristotle is particularly sensitive. Unlike Socrates, he cannot simply label these things unjust in the abstract and remove them from the ideal city. Aristotle, in his own description of an ideal constitution, is scrupulously practical, even when practicality prevents him from endorsing what would s eem to be the logical conclusions of his own arguments. His treatment of empire in the Politics, like his treatment of slavery—empire’s small-scale cousin—reflects this ability to reconcile a concept of absolute justice to the inevitable injustices of political life. It is not immediately obvious what Aristotle’s verdict on empire is. The institution seems to simultaneously violate several of his premises for a good city and promote others, and Aristotle sets up a comparison of the arguments for both sides to address this tension. On the one hand, he perceives injustice in states whose sole purpose is to conquer their neighbors, and chastises statesmen who arbitrarily enslave others for ruling â€Å"without regard to the right or wrong of what [he is] doing† (VII.ii.13) . He also praises the self-contained happiness of the isolationist state when he says, â€Å"It is possible to imagine a solitary state which is happy in itself†¦It will obviously have a good constitution† (VII.ii.16). However, both these lines of reasoning are incomplete condemnations of empire. The first implies only that the statesman is ultimately accountable to right and wrong in his actions and must consider this standard in his decision-making, no t that imperialism is in itself always on the side of wrong. He sees the thorough isolationism of the â€Å"solitary state† as problematic as well, ending his description of it with, â€Å"But it will have no regard to war† (VII. Reconciling Injustice and Necessity: The Statesman in the Practical City :: Essays Papers Reconciling Injustice and Necessity: The Statesman in the Practical City When Socrates builds up a â€Å"city in speech† from ideals, he allows himself the option of overlooking the more distasteful features of real human cities simply by omitting them from the argument. His is a city whose primary purpose is to shed light on the soul of an individual, and its role as a metaphor allows it to contain logical conclusions which run wholly counter to the feasible practices of men. Aristotle permits himself no such luxury when he sets out to describe politics from the top down; he cannot overlook such thorny issues as slavery and empire because they exist as significant features in the constitutions of men and must be dealt with by statesmen, to whose needs Aristotle is particularly sensitive. Unlike Socrates, he cannot simply label these things unjust in the abstract and remove them from the ideal city. Aristotle, in his own description of an ideal constitution, is scrupulously practical, even when practicality prevents him from endorsing what would s eem to be the logical conclusions of his own arguments. His treatment of empire in the Politics, like his treatment of slavery—empire’s small-scale cousin—reflects this ability to reconcile a concept of absolute justice to the inevitable injustices of political life. It is not immediately obvious what Aristotle’s verdict on empire is. The institution seems to simultaneously violate several of his premises for a good city and promote others, and Aristotle sets up a comparison of the arguments for both sides to address this tension. On the one hand, he perceives injustice in states whose sole purpose is to conquer their neighbors, and chastises statesmen who arbitrarily enslave others for ruling â€Å"without regard to the right or wrong of what [he is] doing† (VII.ii.13) . He also praises the self-contained happiness of the isolationist state when he says, â€Å"It is possible to imagine a solitary state which is happy in itself†¦It will obviously have a good constitution† (VII.ii.16). However, both these lines of reasoning are incomplete condemnations of empire. The first implies only that the statesman is ultimately accountable to right and wrong in his actions and must consider this standard in his decision-making, no t that imperialism is in itself always on the side of wrong. He sees the thorough isolationism of the â€Å"solitary state† as problematic as well, ending his description of it with, â€Å"But it will have no regard to war† (VII.

Entertainment Is Something Which Distracts Our Daily Life Routine Essay

What is entertainment? There are many definitions of entertainment but I look at it as something which diverts or may distract us from our daily life routine. It helps us relax for periods of time thus forget our worries and cares; our habits and thoughts are interrupted, it rests our minds and nerves, though it can also drain our energies thus exhaust our bodies (Herbert, 2012). There are multiple forms of entertainment that are in play nowadays that people find a good way to release themselves from the daily life routines. Entertainment has many forms that are endless but the main agenda is to divulge us from the daily patterns of life .In the resent generation people have been looking for better and easier ways to forge a living in a simpler manner, therefore making recreation or entertainment the most available solution to releasing them from never-ending stress and responsibilities in their daily lives (Herbert, 1946). Entertainment diverts our thoughts to moments of laxity and less care to our worries and anxieties. Our worries can either bring our heart and mind to a low or bring us to a high, in a sense that it brings an immeasurable amount of adrenaline or a low to mean laxity of mind and less activity of body. And this immense adrenaline definitely is brought about by sporting activities. Sporting activities make most of the body parts to actively participate therefore making us have the feeling of our existence within. Again in the present times technology has greatly evolved forcing humans to evolve with it. With this aspect involved, we are now encircled by smart phones, internet and all kinds of similar gadgets like television sets and iPods which have a considerable amount of our daily working life and entertainment of which we can’t imagine our entertainment or leisure time without. Everything that we are involved with at this age in time is all about entertainment as Tony Robbins puts it (Herbert, 2012) . Reading and writing has been a form of entertainment for many people. This is by books, magazines, blogs reading and writing in internet or paper. To the children reading of comics of heroes like Bat man, Super man and many others makes the happy and entertained. Also children as opposed to the adults who write; they find it entertaining to draw patterns and characters on paper. All this is educative and entertaining at the same time because it moves us from daily patterns of life while we are adding knowledge. Marshall McLuhan say that anyone who tries to make a distinction between education and entertainment doesn’t know a thing about either dance; music and films have found their way into people’s definition of entertainment and recreation (Herbert, 1946). A huge number of entertainment gadgets presently have to have music or visual images to be considered as items of entertainment. This is the other good way that recreation time can be well utilized. This is found in social joint like pubs, bars, disco etc. From my perception, our personalities can be defined by how we choose our entertainment activities e.g. If you are into parachuting you might be quite crazy, courageous and also an energetic person. But one who spends hours drawing, he or she might be a shy person, maybe calm and may also you be a patient person. Some entertainment forms may prove illogical e.g. ten people chasing after one ball but all in all each of us is unique in his or her own way thus we have what we like more us compared to other things. In conclusion entertainment does distract us from daily life routine because it soothes our feelings thus making us happy for we create our own worlds and forget about the rest of the world. Different entertainment activities create a longer period of happiness in turn causing continuous distraction.

Life in the Ghettos Controlling and Segret - 1328 Words

â€Å"The Jews were convinced that it couldn’t get any worse. The truth is that, to the very end, every stage was more difficult and more terrible. The dynamics of this development are the essence of horror† (Vashem, 2010). A ghetto is a part of a city where Jews were forced to live in horrendous conditions. Even though a ghetto was a transitional stage, it was still an atrocious place to be. The least of importance is what is ghetto and where did it originate. The term â€Å"ghetto† originated from the name of the Jewish quarter in Venice, established in 1516, in which the Venetian authorities compelled the city’s Jews to live (United States United Holocaust Memorial Museum, 2013). The creation of ghettos for Jews in Frankfurt, Rome, Prague, and†¦show more content†¦We got our rations, we got our rations, but the rations were always shrinking you know. From the beginning we got a loaf of bread for, uhh, 8 days and then we got a loaf of bread fo r 10 days and so on, so we always got less, and less and, uhh, then when you got a portion of bread you just took a slice but you were always hungry, so you went back, don’t forget it is supposed to last you for 8 days, so you took another piece of bread but you still hungry and you says well, just a tiny slice and I will be okay. So food was the most important thing in the ghetto. The food was coming into the ghetto in bulk like flour for baking bread come in, come in bulk. And, uh, they had the bakers in the ghetto. Baker is the best job in the ghetto. Used to be to work in the bakery you had to pull strings to know somebody that could protect you to be able to work in a bakery because you could eat as much as you want you can eat. And some people got sick, for them to get to give to regain their strength to feel better, if you had to pull, you would get a job in a bakery. (Merrick, 2008) Not only was the life in a Ghetto difficult, it was also excruciating to survive in. The greatest of importance was how people survived in ghettos. The Jews were only permitted to take a few personal items with them to the ghetto, in the process being stripped of