"The child's mind is in its purest form and has no divisive tendencies. We should let it blossom to the fullest."
- Dr. A.P.J.Kalam, Former President of India.
National Innovation Foundation announces the launch of NIF Creativity and Innovation clubs in schools across the country.
The Objective To have a network of innovation clubs in schools, which will be proactive in supporting and nurturing creative initiatives of children, making them more receptive to the surrounding nature and people around. To imbue in the students, the Honey Bee philosophy, that is to spread knowledge around without harming the interests of the knowledge holder, just like the Honey bee that flies from flower to flower, sucking nectar, pollinating flowers, without harming the flowers in any way
The Plan These school clubs will have two nominated teacher incharges and one student representative of each standard from 7th to 11th. Thus, the club will be managed by five student representatives and two teacher representatives. The other members would comprise of students who have a) submitted interesting ideas/innovations of themselves b) scouted innovations/ideas of others and c) done both. Competitions will be organised in different zones and winners will move on to the next interzonal level and then to the state/national level. After crossing each hurdle (zone/region/state), the student/school will rise in the club hierarchy.
The winners will by default be a part of NIF’s Biennial National Competition. Various engaging activities have been planned for the students like excursions, workshops, walks in rural and urban areas like slums to sensitise them and invoke in them the seven Es propounded by Honey Bee Network and SRISTI (Ethics, Efficiency, Equity, Excellence, Empathy, Education, Environment).
During the summer vacations, schools will nominate students to attend an educational excursion (7 days) wherein they would be exposed to/will undertake the following activities.
.
1) Orientation about scouting & documentation
2) Methods of data collection (plant samples, building case studies etc)
3) Mentored pilot field visit
4) Field visit for data collection
5) Compilation of collected data
6) Presentation and award/certificate distribution
Tuesday, January 15, 2008
Making a school a place of peace is an achievement of a co-operative effort and the commitment of the whole staff under the supportive leadership of a competent school principal. The degree of the success depends upon the extent of support given by the staff. However, this is not to deny the strength of the individual teachers as change agents. There are illustrious instances where a single teacher has been able to change the whole school. Even such an effort involves winning the staff support.
Suppose you are a principal who wants to improve the quality of education through peace education. How are you going to win the staff support? Naturally it has to be achieved gradually through a process of staff development. Usually when the hierarchy tries to introduce a change the subordinates tend to resist. It is simply because people are reluctant to move away from their status quo or their established positions of present mindset and behaviour. Therefore the change has to be introduced with care, gentleness and tact in a way that nobody feels threatened.
1. Start it with yourself
Only a changed person can change others. The inward change flows naturally outward. The genuineness of it affects the social climate and permeates throughout the organization. The principal needs to be a role model of the innovation he intends to introduce to his school. Here he has to develop the qualities of peaceful behaviour such as being positive, genuine, compassionate, co-operative, empathetic and assertive when necessary. He has to create a sense of belongingness and appreciation through building teachers' self-esteem and confidence. As a leader he behaves in such a manner so as to bring out the best in people whom he comes into contact. Through providing positive reinforcement by praising, encouraging and developing trust. When such a principal shows interest in a certain change the staff tends to support him.
2. Provide literature, handbooks and guides on peace education to the staff.
Every innovation has a knowledge base. To effect the innovation the knowledge pertaining to it needs to be imparted to the actors. For this effect the school needs to collect some good books, guides and other reading materials for the study of the teachers. Sometimes mere availability of the books in the school library will not draw teachers' attention. Introducing good books to the staff can encourage such selected reading.
3. Organize staff seminars on peace education
It would be very useful to provide good training to the staff or at least to a group of the staff. The school can organize in-house programmes to provide training by inviting suitable resource persons from outside. Sometimes the school can rely on those teachers who are interested in the innovation and gain experience by applying the available knowledge.4. Appoint an interest group
The school needs to have a committed group to work for the innovation. Fortunately many schools have teachers who love peace and want to do something about it. Such groups need to be developed and strengthened. If they could be formed as a committee they can serve the school better by taking the lead under the principal's guidance.
5. Decide activities
For instance, the committee can undertake to plan, organize and implement staff development activities in peace education. The activities should be based on the felt needs of the staff in the area of innovation.Examples for staff development activities:* Develop a school policy for peace education in collaboration with the staff, which will provide a guideline for action.* Conduct school research and development work for the school.* Design and conduct pilot projects in peace education. * Organize in-house teacher development activities such as seminars, experience-sharing meetings, and lectures on relevant issues (e.g. ways of eliminating bullying in the college campus, identifying the school's hidden curriculum, ways of developing discipline, new methods of building students' self-esteem, new strategies the school can adopt to build peace culture, ways of identifying peace concepts in the curriculum)* Organize model lessons regularly.* Develop teaching aids for peace education.* Encourage and facilitate teachers to write and produce peace drama.* Organize film and video shows for the staff on peace education.
As the above list shows a variety of interesting activities are available for staff development. It is more effective when teachers themselves take the responsibility and initiative in organizing such activities for themselves. In fact teachers themselves should take the ownership of staff development. Another important principle in staff development is that it should be a continuous process. Staff development is crucially important to the school because it directly contributes to the quality improvement of teaching and learning.
6. Implement the plan
The committee has to implement the plan regularly. One of the constraints for school-based staff development is the time available. In certain countries arrangements for staff development have been made by making the staff stay after school hours. In many schools the staff can be motivated to stay willingly after school for a short period of time for the sake of their own professional development. If they find the sessions useful they tend to participate. However, there are staff development activities, which can be done in the form of on the job iruining. Examples: model lessons, understudy, quality circle discussions, research and development activities, peer support, etc.
7. Evaluate
The effectiveness of the programme has to be evaluated to develop it further. They need not be so formal in many instances. What is necessary is .;o get teachers' feedback and suggestions for improvement.Concluding Thoughts
An innovation in a school should begin with staff development. Teachers need to understand the goals, concepts, and methods of peace education. The need can be fulfilled through in-service training by the authorities. Schools themselves can do this through school-based staff development mode.Things To Do1. Do an informal attitude survey of your colleagues about the need of peace education. Do a critical analysis of their attitudes.2. What are the criticisms they have on peace educations, as they know it now?3. What types of staff development are most suitable, correct and improve their attitudes?
Courtesy http://www.ncte-in.org/pub/unesco/ch7.htm
Suppose you are a principal who wants to improve the quality of education through peace education. How are you going to win the staff support? Naturally it has to be achieved gradually through a process of staff development. Usually when the hierarchy tries to introduce a change the subordinates tend to resist. It is simply because people are reluctant to move away from their status quo or their established positions of present mindset and behaviour. Therefore the change has to be introduced with care, gentleness and tact in a way that nobody feels threatened.
1. Start it with yourself
Only a changed person can change others. The inward change flows naturally outward. The genuineness of it affects the social climate and permeates throughout the organization. The principal needs to be a role model of the innovation he intends to introduce to his school. Here he has to develop the qualities of peaceful behaviour such as being positive, genuine, compassionate, co-operative, empathetic and assertive when necessary. He has to create a sense of belongingness and appreciation through building teachers' self-esteem and confidence. As a leader he behaves in such a manner so as to bring out the best in people whom he comes into contact. Through providing positive reinforcement by praising, encouraging and developing trust. When such a principal shows interest in a certain change the staff tends to support him.
2. Provide literature, handbooks and guides on peace education to the staff.
Every innovation has a knowledge base. To effect the innovation the knowledge pertaining to it needs to be imparted to the actors. For this effect the school needs to collect some good books, guides and other reading materials for the study of the teachers. Sometimes mere availability of the books in the school library will not draw teachers' attention. Introducing good books to the staff can encourage such selected reading.
3. Organize staff seminars on peace education
It would be very useful to provide good training to the staff or at least to a group of the staff. The school can organize in-house programmes to provide training by inviting suitable resource persons from outside. Sometimes the school can rely on those teachers who are interested in the innovation and gain experience by applying the available knowledge.4. Appoint an interest group
The school needs to have a committed group to work for the innovation. Fortunately many schools have teachers who love peace and want to do something about it. Such groups need to be developed and strengthened. If they could be formed as a committee they can serve the school better by taking the lead under the principal's guidance.
5. Decide activities
For instance, the committee can undertake to plan, organize and implement staff development activities in peace education. The activities should be based on the felt needs of the staff in the area of innovation.Examples for staff development activities:* Develop a school policy for peace education in collaboration with the staff, which will provide a guideline for action.* Conduct school research and development work for the school.* Design and conduct pilot projects in peace education. * Organize in-house teacher development activities such as seminars, experience-sharing meetings, and lectures on relevant issues (e.g. ways of eliminating bullying in the college campus, identifying the school's hidden curriculum, ways of developing discipline, new methods of building students' self-esteem, new strategies the school can adopt to build peace culture, ways of identifying peace concepts in the curriculum)* Organize model lessons regularly.* Develop teaching aids for peace education.* Encourage and facilitate teachers to write and produce peace drama.* Organize film and video shows for the staff on peace education.
As the above list shows a variety of interesting activities are available for staff development. It is more effective when teachers themselves take the responsibility and initiative in organizing such activities for themselves. In fact teachers themselves should take the ownership of staff development. Another important principle in staff development is that it should be a continuous process. Staff development is crucially important to the school because it directly contributes to the quality improvement of teaching and learning.
6. Implement the plan
The committee has to implement the plan regularly. One of the constraints for school-based staff development is the time available. In certain countries arrangements for staff development have been made by making the staff stay after school hours. In many schools the staff can be motivated to stay willingly after school for a short period of time for the sake of their own professional development. If they find the sessions useful they tend to participate. However, there are staff development activities, which can be done in the form of on the job iruining. Examples: model lessons, understudy, quality circle discussions, research and development activities, peer support, etc.
7. Evaluate
The effectiveness of the programme has to be evaluated to develop it further. They need not be so formal in many instances. What is necessary is .;o get teachers' feedback and suggestions for improvement.Concluding Thoughts
An innovation in a school should begin with staff development. Teachers need to understand the goals, concepts, and methods of peace education. The need can be fulfilled through in-service training by the authorities. Schools themselves can do this through school-based staff development mode.Things To Do1. Do an informal attitude survey of your colleagues about the need of peace education. Do a critical analysis of their attitudes.2. What are the criticisms they have on peace educations, as they know it now?3. What types of staff development are most suitable, correct and improve their attitudes?
Courtesy http://www.ncte-in.org/pub/unesco/ch7.htm
AIDS Education in Schools-1
Although the AIDS epidemic is well into its third decade, basic AIDS education remains fundamental to the global effort to prevent HIV transmission. AIDS education is also vitally important for young people, however, and the school offers a crucial point-of-contact for their receiving this education. Giving AIDS education in schools, however, is sometimes a contentious issue but as vital as controversial.
Many young people lack basic information about HIV and AIDS, and are unaware of the ways in which HIV infection can occur, and of the ways in which HIV infection can be prevented. Schools are an excellent point of contact for young people – almost all young people attend school for some part of their childhood, and while they are there, they expect to learn new information, and are more receptive to it than they might be in another environment.
Most young people become sexually active in their teens, and by the time this occurs then need to know how to prevent themselves becoming infected with HIV
Traditionally, the responsibility of teaching a young person about ‘the birds and the bees’ has been seen as being a parental one. In these days of HIV, however, this type of basic information about reproduction is insufficient and will not give young people the information they need to be able to protect themselves. Parents may not provide even this limited information, even, because they are too embarrassed, or because their beliefs oppose it. Young people, too, may be embarrassed discussing sexual matters in a situation where their parents are present – at school, they are in a situation where they are independent, and not subject to parental disapproval.
The principal reason that AIDS education in schools is so important is that all over the world, a huge amount of young people still become infected with HIV.
The main obstacle to effective AIDS education for young people in schools is the adults who determine the curriculum. These adults – parents, curriculum planners, teachers or legislators – often consider the subject to be too ‘adult’ for young people – they have an idea of ‘protecting the innocence’ of young people.
There is also obstruction to adequate AIDS education from adults who are concerned that teaching young people about sex, about sexually transmitted infections, HIV and pregnancy – that providing them with this information will somehow encourage young people to begin having sex when they otherwise might not have done.
It is within the context of these attitudes and beliefs that teachers and educators must work to provide the most effective information and education they are able to.
AIDS education should start at about seven or eight years of age. When working with very young people, this type of education does not necessarily need to involve learning about sexual activities or drugs, but should at least teach children that 'AIDS' is not a pejorative term of abuse. Playground name-calling, to some extent, reflects attitudes in general society, but it can also grow up to become discrimination.
Planning a good curriculum
In an academic situation, especially with younger learners, some subjects fail to impart information to the students simply because the students are not interested, and do not pay attention. This is unlikely to be the case with AIDS education; the simple fact that AIDS education involves the discussion of sex – a topic of fascination for young people who are discovering their own sexualities – is likely
Active learning
It is not enough to simply give students information about HIV and AIDS for them to learn. The learning-by-rote approach common in traditional academic settings provides students with information but does not allow them to absorb the social and practical aspects of how this information might be put to use. AIDS education should never involve pupils sitting silently, writing and memorising facts.
Active learning offers an opportunity to make AIDS education lessons fun
‘Active learning’ approaches are now seen as the most effective way that young people can learn health-related and social-skills. Group-work and role-play are particularly important methods in which students might discover the practical aspects of the information they are given.Active learning, furthermore, offers an opportunity to make AIDS education lessons fun. AIDS education classes can be constructed to involve quizzes, games, or drama, for example – and can still be very effective learning sessions.
Involving parents and guardians
Many schools already have a good deal of input from parents and families of their pupils, and this input may go as far as being allowed to determine the content of the curriculum. If possible, it is usually advantageous to involve the parents and guardians in the planning process, before an AIDS education curriculum is decided – parents who have already agreed the content that their children will study are unlikely to complain about it’s being unsuitable.
Outside agencies or organisations may also be able to make a positive contribution to an AIDS education curriculum in a way that the school’s internal resources will not. Some local health agencies will offer talks within a school, as will some local HIV organisations. Check out what is available. This has the additional advantage of building a bridge between the pupils and an external source of help or advice.
Considering cultures
Planning an AIDS education syllabus should involve some consideration of the culture in which the learners live. Many cultures have a specific and well-defined set of views on human sexuality, and even at an early age, young learners will have been influenced by them. The culture of the learners is an ever-present factor in the classroom, and this culture provides the context in which AIDS education must take place.
Making it cross-curricular
HIV and AIDS education is often provided that deals only with medical and biological facts, and not with the real-life situations that young people find themselves in AIDS should also not be looked at from an entirely social perspective, either – effective AIDS education needs to take into account the fact that both scientific and social knowledge are vital to providing a pupil with adequate AIDS awareness. There is much more to HIV prevention than simply imparting the basic facts. Knowing how the virus reproduces, for example, won’t help someone to negotiate condom use. AIDS education must be a balance of scientific knowledge and social skills.
The process of educating young people about AIDS can be a challenging one. Even if all the factors mentioned above are considered, a lesson can be unsuccessful if the teachers is inadequately prepared, uncomfortable or uncommitted. Anyone who has experienced the education system is aware that the atmosphere within a lesson is key to students retention of the course information.
Teaching the teachers
AIDS education necessarily involves some detailed discussion of sexual matters. If teachers are uncomfortable with this, they will convey this discomfort to the class – and the message that ‘sex is not nice to talk about ’ is the precise opposite of what AIDS education aims to convey. Before taking an AIDS education class, teachers need to be clear on their own feelings and beliefs as they relate to sex, death, illness and drug use.
Teachers also need to feel that they are entirely clear on the information that they will be passing on – they need to feel confident that they are able to answer any questions that might be asked. In India, for example, where estimates suggest that more than 2 million people are living with HIV, 70% of teachers have been given no training or information at all 2.
Listening to the learners
It is also important to recognise that the young people who make up the class may be uncomfortable with the subject – for cultural or personal reasons. Learners cannot be compelled to feel comfortable, but can be induced. Some basic tips that can help to decrease discomfort are :
In spite of all the efforts that the past two decades have seen in AIDS prevention, the epidemic still presents a serious challenge to societies around the world. Every year, increasing numbers of people globally are infected with HIV, and people continue to die. AIDS education for young people is a crucial weapon in the HIV-prevention arsenal, young people are one of the main groups who must be targeted, and the school is the most important means of reaching them.
Many young people lack basic information about HIV and AIDS, and are unaware of the ways in which HIV infection can occur, and of the ways in which HIV infection can be prevented. Schools are an excellent point of contact for young people – almost all young people attend school for some part of their childhood, and while they are there, they expect to learn new information, and are more receptive to it than they might be in another environment.
Most young people become sexually active in their teens, and by the time this occurs then need to know how to prevent themselves becoming infected with HIV
Traditionally, the responsibility of teaching a young person about ‘the birds and the bees’ has been seen as being a parental one. In these days of HIV, however, this type of basic information about reproduction is insufficient and will not give young people the information they need to be able to protect themselves. Parents may not provide even this limited information, even, because they are too embarrassed, or because their beliefs oppose it. Young people, too, may be embarrassed discussing sexual matters in a situation where their parents are present – at school, they are in a situation where they are independent, and not subject to parental disapproval.
The principal reason that AIDS education in schools is so important is that all over the world, a huge amount of young people still become infected with HIV.
The main obstacle to effective AIDS education for young people in schools is the adults who determine the curriculum. These adults – parents, curriculum planners, teachers or legislators – often consider the subject to be too ‘adult’ for young people – they have an idea of ‘protecting the innocence’ of young people.
There is also obstruction to adequate AIDS education from adults who are concerned that teaching young people about sex, about sexually transmitted infections, HIV and pregnancy – that providing them with this information will somehow encourage young people to begin having sex when they otherwise might not have done.
It is within the context of these attitudes and beliefs that teachers and educators must work to provide the most effective information and education they are able to.
AIDS education should start at about seven or eight years of age. When working with very young people, this type of education does not necessarily need to involve learning about sexual activities or drugs, but should at least teach children that 'AIDS' is not a pejorative term of abuse. Playground name-calling, to some extent, reflects attitudes in general society, but it can also grow up to become discrimination.
Planning a good curriculum
In an academic situation, especially with younger learners, some subjects fail to impart information to the students simply because the students are not interested, and do not pay attention. This is unlikely to be the case with AIDS education; the simple fact that AIDS education involves the discussion of sex – a topic of fascination for young people who are discovering their own sexualities – is likely
Active learning
It is not enough to simply give students information about HIV and AIDS for them to learn. The learning-by-rote approach common in traditional academic settings provides students with information but does not allow them to absorb the social and practical aspects of how this information might be put to use. AIDS education should never involve pupils sitting silently, writing and memorising facts.
Active learning offers an opportunity to make AIDS education lessons fun
‘Active learning’ approaches are now seen as the most effective way that young people can learn health-related and social-skills. Group-work and role-play are particularly important methods in which students might discover the practical aspects of the information they are given.Active learning, furthermore, offers an opportunity to make AIDS education lessons fun. AIDS education classes can be constructed to involve quizzes, games, or drama, for example – and can still be very effective learning sessions.
Involving parents and guardians
Many schools already have a good deal of input from parents and families of their pupils, and this input may go as far as being allowed to determine the content of the curriculum. If possible, it is usually advantageous to involve the parents and guardians in the planning process, before an AIDS education curriculum is decided – parents who have already agreed the content that their children will study are unlikely to complain about it’s being unsuitable.
Outside agencies or organisations may also be able to make a positive contribution to an AIDS education curriculum in a way that the school’s internal resources will not. Some local health agencies will offer talks within a school, as will some local HIV organisations. Check out what is available. This has the additional advantage of building a bridge between the pupils and an external source of help or advice.
Considering cultures
Planning an AIDS education syllabus should involve some consideration of the culture in which the learners live. Many cultures have a specific and well-defined set of views on human sexuality, and even at an early age, young learners will have been influenced by them. The culture of the learners is an ever-present factor in the classroom, and this culture provides the context in which AIDS education must take place.
Making it cross-curricular
HIV and AIDS education is often provided that deals only with medical and biological facts, and not with the real-life situations that young people find themselves in AIDS should also not be looked at from an entirely social perspective, either – effective AIDS education needs to take into account the fact that both scientific and social knowledge are vital to providing a pupil with adequate AIDS awareness. There is much more to HIV prevention than simply imparting the basic facts. Knowing how the virus reproduces, for example, won’t help someone to negotiate condom use. AIDS education must be a balance of scientific knowledge and social skills.
The process of educating young people about AIDS can be a challenging one. Even if all the factors mentioned above are considered, a lesson can be unsuccessful if the teachers is inadequately prepared, uncomfortable or uncommitted. Anyone who has experienced the education system is aware that the atmosphere within a lesson is key to students retention of the course information.
Teaching the teachers
AIDS education necessarily involves some detailed discussion of sexual matters. If teachers are uncomfortable with this, they will convey this discomfort to the class – and the message that ‘sex is not nice to talk about ’ is the precise opposite of what AIDS education aims to convey. Before taking an AIDS education class, teachers need to be clear on their own feelings and beliefs as they relate to sex, death, illness and drug use.
Teachers also need to feel that they are entirely clear on the information that they will be passing on – they need to feel confident that they are able to answer any questions that might be asked. In India, for example, where estimates suggest that more than 2 million people are living with HIV, 70% of teachers have been given no training or information at all 2.
Listening to the learners
It is also important to recognise that the young people who make up the class may be uncomfortable with the subject – for cultural or personal reasons. Learners cannot be compelled to feel comfortable, but can be induced. Some basic tips that can help to decrease discomfort are :
In spite of all the efforts that the past two decades have seen in AIDS prevention, the epidemic still presents a serious challenge to societies around the world. Every year, increasing numbers of people globally are infected with HIV, and people continue to die. AIDS education for young people is a crucial weapon in the HIV-prevention arsenal, young people are one of the main groups who must be targeted, and the school is the most important means of reaching them.
Monday, January 14, 2008
Importance of Sports in School
The importance of sports in the life of a young student is invaluable and goes much further than the basic answer that "it keeps kids off the streets." It does in fact keep kids off the streets, but it also instills lessons that are essential in the life of a student athlete. Sports play a pivotal role in the makeup of a young athlete, especially in the middle school to high school years where student-athletes are much more mature and mentally developed. Where else can a young, impressionable youth learn values like discipline, responsibility, self-confidence, sacrifice, and accountability?
Television, which may be the most influential tool in the lives of young adults, does not show enough of these qualities,nor is it on the Internet, or radio. Rather it is up to the parents, teachers, sports teams, clubs, and after school programs to help mold, develop, and instill these qualities into the lives of student athletes. I believe in order for this to happen, school sports programs must have a few components in place. The first thing they need is a good core of coaches that understand the great responsibility that is placed upon their shoulders to help shape and prepare these student-athletes not only in sports, but in their everyday lives. Yes, I did say coaches, because it is a responsibility that lies on the shoulders of more than one person and it is going to take more than one person to help lead these student-athletes to success. The second component also involves the coach
By Lisa Dunning, MA, MFT
High school is a time to make friends, get good grades, participate in activities and prepare for the future. Unfortunately, due to budget cuts, some schools have opted out of high school sports, believing that money would be better spent on academics. I understand that academics come first, but sacrificing high school sports lessens every child's high school experience, their ability to perform at optimum academic levels and develop into a well-rounded adult.
The Importance of High School Sports Can Be Found in Elementary School During a child's elementary school years, children typically lose their recess privileges as a consequence to poor behavior. This consequence can have the opposite of the desired effect. Recess is the place where kids let out their aggression and release frustration and anger, allowing the children to better cope with the aspects of school they do not enjoy.
High School Sports Promote Bonding and Encouragement
What many administrators, teachers and parents fail to realize is that high school sports offer teenagers the same outlet. Participating in high school sports is important for motor skill development, maintaining a healthy exercise program and provides for a release of anger when the academic stressors become overwhelming. When youth participate in high school sports they release endorphins which helps decrease depression and increases energy. Most high schools, if not all, require at least a C average to participate in these sports, which provides the child with accountability. High school sports increase bonding between children and their parents when parents help with skills and come to games to cheer their child on.
High School Sports Boost Overall Morale And Support
High school sports offer a release that is needed for every student. High School Sports enables the entire school to come together, whether playing, or observing, to cheer for their school. If your child is having difficulty making friends encourage them to join a high school activity or to go to a game and cheer for their school. It boosts school morale when students meet to cheer for their team. While offering an enjoyable distraction from the stressors of school, teenager's negative perception of school as a place akin to a prison is replaced with increased school pride. This increased interest in school generally results in increased enjoyment in academics, resulting in better overall test scores and grades.
Adults Look Back on High School Sports Fondly
When adults look back on their time in school many do not remember their teachers, classes or grades but they do remember the high school sports they participated in or observed. They often look back on these memories fondly and look forward to their children having similar experiences. Encourage your teenager's high school to keep high school sports around so every teenager can have a better overall high school experience.
Lisa Dunning is a Licensed Marriage and Family Therapist Specializing in Parent/Child Relationship issues, the author of "Good Parents Bad Parenting: How To Parent Together When Your Parenting Styles Are Worlds Apart" and the host of her own radio show, "Life Support". She provides marriage, divorce and parenting phone sessions to clientele across the United States and Canada and provides expert parenting advice to newspaper & magazine columnists. To learn more about Lisa Dunning visit her website at http://www.lisadunningmft.com/.
Television, which may be the most influential tool in the lives of young adults, does not show enough of these qualities,nor is it on the Internet, or radio. Rather it is up to the parents, teachers, sports teams, clubs, and after school programs to help mold, develop, and instill these qualities into the lives of student athletes. I believe in order for this to happen, school sports programs must have a few components in place. The first thing they need is a good core of coaches that understand the great responsibility that is placed upon their shoulders to help shape and prepare these student-athletes not only in sports, but in their everyday lives. Yes, I did say coaches, because it is a responsibility that lies on the shoulders of more than one person and it is going to take more than one person to help lead these student-athletes to success. The second component also involves the coach
By Lisa Dunning, MA, MFT
High school is a time to make friends, get good grades, participate in activities and prepare for the future. Unfortunately, due to budget cuts, some schools have opted out of high school sports, believing that money would be better spent on academics. I understand that academics come first, but sacrificing high school sports lessens every child's high school experience, their ability to perform at optimum academic levels and develop into a well-rounded adult.
The Importance of High School Sports Can Be Found in Elementary School During a child's elementary school years, children typically lose their recess privileges as a consequence to poor behavior. This consequence can have the opposite of the desired effect. Recess is the place where kids let out their aggression and release frustration and anger, allowing the children to better cope with the aspects of school they do not enjoy.
High School Sports Promote Bonding and Encouragement
What many administrators, teachers and parents fail to realize is that high school sports offer teenagers the same outlet. Participating in high school sports is important for motor skill development, maintaining a healthy exercise program and provides for a release of anger when the academic stressors become overwhelming. When youth participate in high school sports they release endorphins which helps decrease depression and increases energy. Most high schools, if not all, require at least a C average to participate in these sports, which provides the child with accountability. High school sports increase bonding between children and their parents when parents help with skills and come to games to cheer their child on.
High School Sports Boost Overall Morale And Support
High school sports offer a release that is needed for every student. High School Sports enables the entire school to come together, whether playing, or observing, to cheer for their school. If your child is having difficulty making friends encourage them to join a high school activity or to go to a game and cheer for their school. It boosts school morale when students meet to cheer for their team. While offering an enjoyable distraction from the stressors of school, teenager's negative perception of school as a place akin to a prison is replaced with increased school pride. This increased interest in school generally results in increased enjoyment in academics, resulting in better overall test scores and grades.
Adults Look Back on High School Sports Fondly
When adults look back on their time in school many do not remember their teachers, classes or grades but they do remember the high school sports they participated in or observed. They often look back on these memories fondly and look forward to their children having similar experiences. Encourage your teenager's high school to keep high school sports around so every teenager can have a better overall high school experience.
Lisa Dunning is a Licensed Marriage and Family Therapist Specializing in Parent/Child Relationship issues, the author of "Good Parents Bad Parenting: How To Parent Together When Your Parenting Styles Are Worlds Apart" and the host of her own radio show, "Life Support". She provides marriage, divorce and parenting phone sessions to clientele across the United States and Canada and provides expert parenting advice to newspaper & magazine columnists. To learn more about Lisa Dunning visit her website at http://www.lisadunningmft.com/.
Monday, December 31, 2007
The Famous Headmaster of Rugby
The Famous Headmaster of Rugby
“Thomas Arnold, headmaster of the Rugby school and founder of modern public school system saw team sport like cricket and rugby not just outdoor play, but an organized way of teaching English boys the discipline, the importance of hierarchy, the skills, the codes of honour and leadership qualities that helped them build and run British empire.” ( Textbook in History for IX)
Thomas Arnold
Thomas Arnold (1795-1842), Mathew Arnold's father, served as headmaster of Rugby School from 1828 until 1841. During his superintendence Rugby attained a widespread reputation as a place of intellectual, moral, and religious discipline, where healthy characters were formed, and young men were trained for the duties, struggles, and responsibilities of life.
He was convinced of the necessity for reform. It was important to teach boys something more than the bleak rigidities of the ancient tongues; but how much more important to instill into them the elements of character and the principles of conduct! His great object, throughout his career at Rugby, was, as he repeatedly said, to "What we must look for here is, first, religious and moral principle; secondly, gentlemanly conduct; thirdly, intellectual ability."
Rugby School
Arnold took much broader view of the objects of education realized that the great end and aim of education was to build character; learning was only a subservient. In the public school system at Rugby he found an instrument which was capable of serving his ends. He, however, did not attempt to revolutionize but accepted the system as whole, rejecting some parts and developing others with the object of creating conditions under which a boy’s character could grow on right lines. Like any other reformer he faced stiff resistance from the trustees and there were moments which could have occasioned his resignation.
He allowed liberty to the boys but with caution that freedom given to them must be exercised for good. He sacked many boys from school who had misappropriated their liberty. He brought about changes in the status of masters and warranted their undivided interest in their duty. He raised school fees to increase salaries of the teachers.
Arnold laboured strenuously to make direct religious teaching effective for stimulating in them quality of moral thoughtfulness which he valued so much. He was inflexible in what he thought was right. He could succeed with the better support of boys who could not resist influence of a man so transparently sincere, a man who was afraid of nobody.
The game of Rugby owes its name to the school. The story has been known to be a myth since it was first investigated by the Rugbeian Society in 1895. There were no standard rules for football during Webb Ellis's time at Rugby (1816–1825) and most varieties involved carrying the ball (a forerunner of what is currently known as "American Football"). The games played at Rugby were organized by the students and not the masters, the rules of the game played at Rugby and elsewhere were a matter of custom and were not written down.
Former pupils of Rugby include Lord King and Lord Lang (ex-MPs); A N Wilson and Salman Rushdie (novelists);
Marmaduke Hussey (former Chairman of BBC Governors); David Croft (TV scriptwriter); Sir Ewen Fergusson (former UK Ambassador, Paris); Robert Hardy, Francesca Hunt (actors); Sir Campbell Adamson (former Director of the CBI); Chris Brasher; Zia Mahmood (World Bridge Champion); Andrew Rawnsley, Richard Addis, Tim Butcher and Isabel Wolff (journalists); Alison Campbell (1st female RAF fast jet pilot).
In 1841, one year before his death, he was appointed Regius Professor of Modern History at Oxford, a place he really deserved.
“Thomas Arnold, headmaster of the Rugby school and founder of modern public school system saw team sport like cricket and rugby not just outdoor play, but an organized way of teaching English boys the discipline, the importance of hierarchy, the skills, the codes of honour and leadership qualities that helped them build and run British empire.” ( Textbook in History for IX)
Thomas Arnold
Thomas Arnold (1795-1842), Mathew Arnold's father, served as headmaster of Rugby School from 1828 until 1841. During his superintendence Rugby attained a widespread reputation as a place of intellectual, moral, and religious discipline, where healthy characters were formed, and young men were trained for the duties, struggles, and responsibilities of life.
He was convinced of the necessity for reform. It was important to teach boys something more than the bleak rigidities of the ancient tongues; but how much more important to instill into them the elements of character and the principles of conduct! His great object, throughout his career at Rugby, was, as he repeatedly said, to "What we must look for here is, first, religious and moral principle; secondly, gentlemanly conduct; thirdly, intellectual ability."
Rugby School
Arnold took much broader view of the objects of education realized that the great end and aim of education was to build character; learning was only a subservient. In the public school system at Rugby he found an instrument which was capable of serving his ends. He, however, did not attempt to revolutionize but accepted the system as whole, rejecting some parts and developing others with the object of creating conditions under which a boy’s character could grow on right lines. Like any other reformer he faced stiff resistance from the trustees and there were moments which could have occasioned his resignation.
He allowed liberty to the boys but with caution that freedom given to them must be exercised for good. He sacked many boys from school who had misappropriated their liberty. He brought about changes in the status of masters and warranted their undivided interest in their duty. He raised school fees to increase salaries of the teachers.
Arnold laboured strenuously to make direct religious teaching effective for stimulating in them quality of moral thoughtfulness which he valued so much. He was inflexible in what he thought was right. He could succeed with the better support of boys who could not resist influence of a man so transparently sincere, a man who was afraid of nobody.
The game of Rugby owes its name to the school. The story has been known to be a myth since it was first investigated by the Rugbeian Society in 1895. There were no standard rules for football during Webb Ellis's time at Rugby (1816–1825) and most varieties involved carrying the ball (a forerunner of what is currently known as "American Football"). The games played at Rugby were organized by the students and not the masters, the rules of the game played at Rugby and elsewhere were a matter of custom and were not written down.
Former pupils of Rugby include Lord King and Lord Lang (ex-MPs); A N Wilson and Salman Rushdie (novelists);
Marmaduke Hussey (former Chairman of BBC Governors); David Croft (TV scriptwriter); Sir Ewen Fergusson (former UK Ambassador, Paris); Robert Hardy, Francesca Hunt (actors); Sir Campbell Adamson (former Director of the CBI); Chris Brasher; Zia Mahmood (World Bridge Champion); Andrew Rawnsley, Richard Addis, Tim Butcher and Isabel Wolff (journalists); Alison Campbell (1st female RAF fast jet pilot).
In 1841, one year before his death, he was appointed Regius Professor of Modern History at Oxford, a place he really deserved.
Fatal Beauty
Karmen Horvat and Antonija Zbiljski
Plants seduce us with their beauty and scents, we ornament gardens and spaces we live in with them, but sometimes they should be enjoyed from afar with visual perception because any intimate socialization might be fatal. Take a look at a preview of poisonous plants you can find in parks, as well as your own garden or plot.
Daffodil is a spring flower that originates from Europe, North Africa and Asia. Still, some experts claim the flower actually comes from China and that it arrived in Europe via traders who travelled the Silk Road.
Daffodil
There are several types of daffodils that bloom in the autumn. Daffodils include 26 wild and several hundreds of cultivated species. Daffodil petals can be white or yellow. The plant is popular and often decorates gardens because it is easily grown. Its truffle is poisonous; especially since it is not a rare occurrence for people to mistaken it for regular onions. Consuming the bulb, you will experience cramps, dizziness, vomiting and diarrhea.
Oleander is one of the most poisonous plants around. It contains a large number of toxic chemical compounds that can be lethal for children, as well as adults. The plant is native to Mediterranean areas like evergreen shrubs, but is a common ornament of many gardens and plots due to the beauty of its flowers.
Oleander
Small dosages of oleander poison proved to be sufficient to have fatal consequences. The plant is famous for having poisonous compounds even after it is dried out. Figures from 2002 show 847 oleander poisonings in the USA. The plant is often used for suicide. Even accidental breathing in fumes of a burning oleander bush can be lethal. Most common symptoms of poisoning are changes in heart beat pace.
Lily of the valley is a beautiful white plant of intense scent, often planted in gardens as an ornament, while it is native to lighter deciduous forests. Lily of the valley’s flowers are poisonous because they contain heterozoids, which effect heart beat.
Lily of the valley
The poison causes nausea, dizziness, vomiting, pain in the mouth, stomach-ache, diarrhoea and cramps. Lily of the valley has red fruits that mature in September and are also poisonous. If you have this flower of stunning scent in your garden, make sure small children are not poisoned by it and it is necessary to wash hands after touching its flower, stem or root.
Hydrangea is a genus that includes 75 types of shrubbery plants and is native to south and East Asia, as well as North and South America. These shrubs are most often planted next to house walls or lawns. Even though hydrangea flowers look like large sweets, they are poisonous and cause stomach-ache, sweating, weakness and vomiting. Cases of hydrangea poisoning with people ending in a coma have been recorded.
Chrysanthemum is a genus or about 30 species native to Asia. It was first cultivated by the Chinese in the 15th ct B.C. and the flowers were introduced to Japan in the 8th century A.D. when the emperor took them as his official seal. There is a “Festival of Happiness” in Japan that celebrates the flower.
Chrysanthemum
It arrived in Europe in the 17th century. A garden that contains chrysanthemums will not be visited by rabbits, but they can cause rash and swelling.
Plants seduce us with their beauty and scents, we ornament gardens and spaces we live in with them, but sometimes they should be enjoyed from afar with visual perception because any intimate socialization might be fatal. Take a look at a preview of poisonous plants you can find in parks, as well as your own garden or plot.
Daffodil is a spring flower that originates from Europe, North Africa and Asia. Still, some experts claim the flower actually comes from China and that it arrived in Europe via traders who travelled the Silk Road.
Daffodil
There are several types of daffodils that bloom in the autumn. Daffodils include 26 wild and several hundreds of cultivated species. Daffodil petals can be white or yellow. The plant is popular and often decorates gardens because it is easily grown. Its truffle is poisonous; especially since it is not a rare occurrence for people to mistaken it for regular onions. Consuming the bulb, you will experience cramps, dizziness, vomiting and diarrhea.
Oleander is one of the most poisonous plants around. It contains a large number of toxic chemical compounds that can be lethal for children, as well as adults. The plant is native to Mediterranean areas like evergreen shrubs, but is a common ornament of many gardens and plots due to the beauty of its flowers.
Oleander
Small dosages of oleander poison proved to be sufficient to have fatal consequences. The plant is famous for having poisonous compounds even after it is dried out. Figures from 2002 show 847 oleander poisonings in the USA. The plant is often used for suicide. Even accidental breathing in fumes of a burning oleander bush can be lethal. Most common symptoms of poisoning are changes in heart beat pace.
Lily of the valley is a beautiful white plant of intense scent, often planted in gardens as an ornament, while it is native to lighter deciduous forests. Lily of the valley’s flowers are poisonous because they contain heterozoids, which effect heart beat.
Lily of the valley
The poison causes nausea, dizziness, vomiting, pain in the mouth, stomach-ache, diarrhoea and cramps. Lily of the valley has red fruits that mature in September and are also poisonous. If you have this flower of stunning scent in your garden, make sure small children are not poisoned by it and it is necessary to wash hands after touching its flower, stem or root.
Hydrangea is a genus that includes 75 types of shrubbery plants and is native to south and East Asia, as well as North and South America. These shrubs are most often planted next to house walls or lawns. Even though hydrangea flowers look like large sweets, they are poisonous and cause stomach-ache, sweating, weakness and vomiting. Cases of hydrangea poisoning with people ending in a coma have been recorded.
Chrysanthemum is a genus or about 30 species native to Asia. It was first cultivated by the Chinese in the 15th ct B.C. and the flowers were introduced to Japan in the 8th century A.D. when the emperor took them as his official seal. There is a “Festival of Happiness” in Japan that celebrates the flower.
Chrysanthemum
It arrived in Europe in the 17th century. A garden that contains chrysanthemums will not be visited by rabbits, but they can cause rash and swelling.
Indians Excel in Hell
Indians Excel in Hell
A man dies and goes to hell. There he finds that there is a different hell for each country.He goes to the German hell and asks, "What do they do here?" He told, "First they put you in an electric chair for An hour. Then they lay you on a bed of nails for another hour. Then The German devil comes in and whips you for the rest of the day."
The man does not like the sound of that at all,so he moves on. He checks out the USA hell as well as the Russian hell and many more. He discovers that they are all more or less the same as the German hell.Then he comes to the Indian hell and finds that there is a long line of people waiting to get in.Amazed, he asks, "What do they do here?" He told, "First they put you in an electric chair for an hour. Then they lay you on a bed of nails for another hour. Then the Indian devil comes in and whips you for the rest of the day."
"But that is exactly the same as all the other hells - why are there so many people waiting to get in?" "Because maintenance is so bad that the electric chair does not work,someone has stolen all the nails from the bed, and the devil is a former Govt servant, so he comes in, signs the register and then goes to the canteen!!!!!!
Contributed by: Ngwang dorje
A man dies and goes to hell. There he finds that there is a different hell for each country.He goes to the German hell and asks, "What do they do here?" He told, "First they put you in an electric chair for An hour. Then they lay you on a bed of nails for another hour. Then The German devil comes in and whips you for the rest of the day."
The man does not like the sound of that at all,so he moves on. He checks out the USA hell as well as the Russian hell and many more. He discovers that they are all more or less the same as the German hell.Then he comes to the Indian hell and finds that there is a long line of people waiting to get in.Amazed, he asks, "What do they do here?" He told, "First they put you in an electric chair for an hour. Then they lay you on a bed of nails for another hour. Then the Indian devil comes in and whips you for the rest of the day."
"But that is exactly the same as all the other hells - why are there so many people waiting to get in?" "Because maintenance is so bad that the electric chair does not work,someone has stolen all the nails from the bed, and the devil is a former Govt servant, so he comes in, signs the register and then goes to the canteen!!!!!!
Contributed by: Ngwang dorje
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