Keeping History Alive

He accepts that nobody thinks about this spot was at one time the best human advancement between the sweets of Mexico and the North America Attic, nor do they appear to understand that it was America's first city since they fabricated an interstate right tossed the center of it cool as a cucumber. Glen is obviously vexed that Iacocca, being an incredible accomplishment by the Indians, doesn't have the notoriety and regard that Macho Fichu does today. Hodges gives numerous guides to back up his supposition. He discusses the principal individual to compose a point by point account ofCassia's hills, Henry Bracketing. Optional source Henry composed that he was flabbergasted at the size of the hills. He did anyway gripe that his disclosure was generally disregarded when placed in the paper to his companion, previous President Thomas Jefferson. Americans as of now couldn't have cared less about the Indians and there history. Andrew Jackson's Indian Removal Act of 1830 early communicated th at. He additionally discussed Dwight Howard setting up his parkway program. This permitted the thruways to be fabricated right In the center of the mounds.Many classicist have cleaned the territory encompassing Iacocca and Iacocca and have discovered extraordinary things, essential sources/ancient rarities for instance they discovered homes, and human penance locales. Every one of these things simply show that it was an incredible turn of events and human advancement. Hodges likewise talks about his own encounters with Iacocca. At the point when he drives to SST. Louis, he attempts to discover something that shows proof of how incredible of a spot it used to be and to check whether there was a remembrance site of the large hill there. He says that he was stunned to see that the specific spot were the large hill was found was the specific spot were the ewe East SST.Louis connect would have been built. He was astonished this was occurring and when we made an inquiry or two about it he discovered that when archeologists unearthed the parcel they didn't discover a hint of Big Mound, just the processing plants that were worked to have its spot in the nineteenth century. In the wake of scanning for some time, Hodges found an extremely little, poor looking cobblestone dedication an a large portion of a square down Broadway from Mound Street, with a missing plaque and grass developing between the stones. At the point when Glen was there, there was a man showering weed executioner, at the same time, e wasn't from the city.Just someone else who hates to his history go down the channel. Subsequent to perusing this article, I currently totally concur with Glen Hodges. I should concede that I was one of the individuals who had never known about this spot, and it stunned me that it was in SST. Louis, a spot that I have been commonly. I don't think Its correct that the administration is permitting America to construct thruways and organizations on such a holsters milestone. I loathe that America Is doing nothing to Iacocca much progressively then they are at the present time.

When To Use Time Sensitive Salutations [Etiquette Mistakes]

When To Use Time Sensitive Salutations [Etiquette Mistakes] Two members in our Effective Business Writing courserecentlyquestioned why utilizing â€Å"Good Evening† was not best practice for an email greeting. We generally need to connect with our peruser, and shape any archive, including email, from our reader’s point of view, not our viewpoint. With email, when the beneficiary is probably going to peruse the email is more important than when we send it. Great Evening Email Etiquette For instance, on the off chance that you work in London and send an email off at 9:00 P.M. to a partner or client in Los Angeles, the beneficiary would get it 1:00 P.M. Los Angeles time. On the off chance that the principal words your beneficiary peruses are â€Å"Good Evening† while the person sees the sun sparkling and is halfway through the work day, it encourages peruser separate. On the off chance that you don't have a clue when your peruser is going to peruse your email message, pick a period impartial welcome: Dear, Hello, Hi †picking whichever best matches the relationship and reason for your email. (More on appropriatebusiness email salutions.) Utilizing the welcome â€Å"Good Morning† can be especially warm and drawing in, in the event that you are sure your peruser will get your message toward the beginning of the day. For instance, you have a telephone discussion with your peruser toward the beginning of the day (peruser time zone), and guarantee to email a report directly after you finish up the call. For this situation, â€Å"Good Morning† is an extraordinary welcome since it upgrades the association since it is prompt and warm and peruser centered. This equivalent perspective ought to apply to depiction of your exercises. My companion, situated in Seattle, as of late shared that she was quickly concerned when her associate, situated in Glasgow, sent an email to her that started â€Å"I’m appreciating a solitary malt and perusing your proposal†¦Ã¢â‚¬  It was 6:00 P.M. in Glasgow, so a solitary malt was merited and all together, yet it was a touch of jostling from the start read for my companion in Seattle, who was tasting morning espresso at 10:00 A.M. Obviously, any peruser will comprehend with brief reflection, yet we don’t need to require reflection or addressing. We need to connect with our perusers immediately. Peruser centered composing necessitates that we keep substance, association and tone on our peruser, not on our own considerations. Goodbye Use â€Å"Good Morning† and â€Å"Good Night† with care †they are drawing in when you realize your peruser will peruse them at the opportune time, yet will wedge an insinuation of absence of mindfulness for your peruser on the off chance that you miss the time mark. Ace Business Email in ThisEmail Course

International Business Entry Modes Used By Huawei - 1100 Words

International Business: Entry Modes Used By Huawei (Essay Sample) Content: INTERTIONAL BUSINESSNameCourseProfessorUniversityStateDateThere are different diverse market entry modes that a firm can opt for while penetrating the international market. The choice of entry method is determined by the nature of the industry, institutional views, and the resource availability (Terpstra, 2012). It is also affected by the level of development in the host country regarding technological advancement and the political stability as well as good will. Huawei is a multinational company dealing in information and communications technology (Cavusgil, 2014). It is based in China. China is one of the growing economies of the world which in 2011 saw abolishment on most restrictions on service industry such as telecommunications. Huawei was established in 1987 and has its headquarters in Shenzhen, China. Huawei is a leading telecommunications firm in China and since expanded internationally setting up institutes in almost every part of the world. Some of the entr y methods used by Huawei in the penetrating international market include joint-venture methods, export mode, and contractual methods. PepsiCo, on the other hand, is an American multinational company dealing in soft drinks whose headquarters is in New York. It was established in 1965 and currently operates in over 200 countries worldwide. PepsiCo has penetrated the world markets despite the stiff competition it offered by Coca-cola. Unlike Huawei, PepsiCo has used penetration modes such as franchising and exporting. This shows that different firms use different entry modes and this paper seeks to establish the factors that determine the choice of entry modes by comparing entry modes employed by Huawei and PepsiCo.HuaweiThere are two main factors that influenced the entry modes for Huawei. These were the firm and environmental factors. Firm factors encompass the experience of the firm, strategies employed and the firm-specific advantages. Environmental factors include political, socio -cultural, economic and level o competition. By extension, the government policies of China, firm size, and the corporate policies influenced the choice of the entry mode (Wu and Zhao, 2007).The industrial characteristics of telecommunications also had a great influence on the entry mode choice for Huawei. Information and technology (ICT) products have unique characteristics as compared to other industries, for example, ICT products are dependent on network and cannot work without network. The network has a responding effect when responding to the competition in the market. In ICT industry there are numerous balance points known as zero points in which a firm has to break first so as to penetrate an international market. Huawei's penetration to international markets is largely based on the industry features and the host market environment marked by numerous emerging technologies that enabled Huawei to crack through the balanced points. Huawei was also keen in choosing an entry mode that would easily break the balance points, and for this reason, Huawei adopted different entry modes in different markets of the world (Wu and Zhao, 2007).The fact that China is a developing nation also had an implication for the choice of entry modes used by Huawei. High technology products from developing countries usually experience barriers when entering a developed country. For this reason, Huawei had to keep on demonstrating the technological advancement levels of the host country from time to time.Entry modes used by HuaweiAs mentioned earlier, Huawei used different entry modes in different countries. First, Huawei used joined venture mode in penetrating Russian market. Huawei merged with Russia Telecom and Beto Konzern with the Beto-Huawei to develop the telecommunication market. Huawei chose this mode because of the advantages it enjoyed in terms of research that would help in developing the firms that it merged with since they had the potential of growth but lacked knowle dge. Second, Huawei used export entry mode to penetrate Asia, Africa, and South America. This method was chosen due to the distance from the host country and due to the characteristics of export mode such as low dissemination risks, highly flexibility, and low resource allocation (Wu and Zhao, 2007).Lastly, Huawei employed contractual entry mode for West Europe, North America, and other countries. These are developed countries, and Huawei had to enter into contracts with the existing companies such as Marconi in Europe which could help Huawei sell its products in Europe as Huawei helped Marconi sell their products in China (co-sales mode). Other contractual methods used are co-research and franchising (Wu and Zhao, 2007).PepsiCoContrary to Huawei, PepsiCo's choice of entry modes were less influenced by the environmental factors because of the experiences gathered through the host country. This is attributed to the fact that PepsiCo originates from a developed country. Rather, the en try mode choices were influenced by the level of competition in the industry. PepsiCo experiences tough competition from Coca-cola which is already a well-established firm worldwide, and PepsiCo had to explore entry modes that would enable penetrate the already dominated market. Soft drinks industry in which PepsiCo operates in is quite simpler as compared to telecommunications in which there is interdependence between products and network. This, therefore, means that socio-cultural factors in the international market have little influence on the entry mode applied by PepsiCo as in the case of Huawei in which socio-cultural factors can influence network that affects the products. PepsiCo applies almost the same entry modes in different countries which contrast with Huawei's idea of using different entry modes in different countries. This is further attributed to the host country which has the impact on the capital availability to a firm and thus can set up its plants in a foreign co untry. This is not the case for a firm from a developing country.Entry modes used by PepsiCoPepsiCo employs franchising, joint venturing and exporting. Similar to Huawei, PepsiCo entered the Russian market through forming mergers with Mabel cookies and Lucky snacks. However, PepsiCo chose this method so as to enjoy the advantages of competencies and infrastructure which is opposite to Huawei's case in which the mergers in the new country had fewer competencies although they had good infrastructure. Joint venturing was also used in Brazil and Argentina among other countries. Unlike Huaw...

Inherent Good and Evil in Lord of the Flies - 1585 Words

Inherent Good and Evil in Lord of the Flies The Lord of the Flies by William Golding is tale of a group of young boys who become stranded on a deserted island after their plane crashes. Intertwined in this classic novel are many themes, most that relate to the inherent evil that exists in all human beings and the malicious nature of mankind. In The Lord of the Flies, Golding shows the boys gradual transformation from being civilized, well-mannered people to savage, ritualistic beasts. From the time that the boys land on the island, both a power struggle and the first signs of the boys inherent evil, Piggys mockery, occur. After blowing the conch and summoning all the boys to come for an assembly, an election is held. I ought to be†¦show more content†¦Many times throughout the book, Piggy is the voice of reason and helps to guide Ralph along that same road if he loses his way. After scolding Samneric for being pessimistic about their fate, Ralph momentarily forgets the reasons why the signal fire is so important. He tried to remember. Smoke, he said, we want smoke. Course we have. Cos the smokes a signal and we cant be rescued if we dont have smoke. I knew that! Shouted Ralph (Golding 172). Ralph begins to lose his initial cheerfulness and enthusiasm and replaces it with disinterest and pessimism. Piggy and Ralph separate themselves from Jack and his tribe and continue to maintain their government. However, when Jack and his tribe kill a pig and invite Ra lph and Piggy to join their feast, the two accept and cannot resist the temptation of the meat. Later on in the celebration, Jack and his tribe perform a ritualistic dance, in which Piggy and Ralph later join. Piggy and Ralph, under the threat of the sky, found themselves eager to take a place in this demented but partly secure society (Golding 152). They realize that the dance fueled the boys to murder Simon, and later deny their participance in it. We left early, said Piggy quickly, because we were tired (Golding 158). Ralph and Piggy recognize the evil in the dance, and know that if the others found out about their participance in it, then the boys would claim that Piggy and Ralph would beShow MoreRelatedWilliam Golding s Lord Of The Flies1456 Words   |  6 PagesHobbes, however, held the belief that mankind is naturally evil and that society needs an absolute central authority to contain this evilness and grant its people with the common protection. Hobbes believes that in a s tate of nature, when there are no rules and everyone is granted equal power, the inherent evil impulses of Man are exposed. One example of a state of nature is in the society described in William Golding’s Lord of the Flies. A group of British boys are thrown on a secluded island withRead MoreLord Of The Flies And Night Comparison Essay822 Words   |  4 PagesThe corruption of mankind is caused by the innate characteristics of sin, chaotic evil, and compulsive urge for wrongdoing. In the novels, Lord of the Flies by William Golding and Night by Elie Wiesel portrays the potential of evil in every person. In Lord of the Flies, a group of schoolboys become stranded on an island and seeks ways to hope for them to survive until they are found and rescued. The lack of resources causes conflicts into who should survive and receive the benefit of these itemsRead MoreMichelle Duan Mrs. MJ English 10 H, per. 3 13 February 2014 A Symbol’s Worth a Thousand1500 Words   |  6 Pagessymbols found in William Golding’s Lord of the Flies. As a group of boys stranded on an island struggle to survive without adult supervision to maintain order, Golding uses a variety of objects to convey their descent from civilization into brutality, violence, and savagery. Of these objects, three hold particular significance. In Lord of the Flies, Golding uses the conch, the signal fire, and the Lord of the Flies to symbolize civilization, hope for rescue, and inner evil while conveying an overall themeRead MoreSocietal Breakdown On The Island1720 Words   |  7 PagesSocietal breakdown on the island in ‘Lord of the Flies’ is due to the inherent evil of man 3.8: Develop an informed understanding of literature and/or language using critical texts. Hypothesis: Societal breakdown on the island is due to the inherent evil of man Jason Carvalho ‘Lord of the Flies’ is the name of William Golding’s historically famous novel, yet it is more than just a title. It is a kind of statement, a way of mocking the very existences of humanity. Reading this book I cameRead MoreThe Lord Of The Flies1468 Words   |  6 PagesThe Lord of the Flies tells the story of a group of English schoolboys marooned on a tropical island after their plane is shot down during a war. Though the novel is fictional, its exploration of the idea of human evil is at least partly based on Golding’s experience with the real-life violence and brutality of World War II. Free from the rules and structures of civilization and society, the boys on the island in Lord of the Flies descend into savagery. Golding’s experience in World War II had aRead MoreBiblical Allusions: Golding ´s Lord of the Flies884 Words   |  4 Pagesunderstand what it is that they want to convey through their literary work. In William Golding’s Lor d of the Flies, Golding utilizes symbolism of places and characters to allude to the Bible. Out of the many references, four significant biblical allusions – title of the novel, Simon, beast, and the island itself – emphasize Golding’s theme inherent sin and evil in mankind. The title, Lord of the Flies, refers to the pig’s head that was placed on a spear and worshiped by the young boys on the islandRead MoreLord of the Flies by William Golding932 Words   |  4 Pages For this essay, I will be discussing two particular themes from a novel called Lord of the Flies by William Golding. Lord of the Flies was written in 1954 after World War II. Ruler of the Flies is a purposeful anecdote about something that many readers can’t really describe. Individuals cant choose precisely what. Its either about the inalienable underhanded of man, or mental battle, or religion, or personal inclination, or the creators emotions on war; however William Golding was in the NavyRead More Lord of the Flies and Human Nature Essay708 Words   |  3 PagesLord of the Flies and Human Nature Throughout Lord of the Flies, Golding shows his views of the inherent evil of humans. He shows how humans can be in such a savage state, practically mimicking the way of life of their prehistoric ancestors. He exemplifies this with acts of carnage carried on by the young stranded children. It all started with a slight urge to hunt down a pig and then continued on to murdering another human being. Golding shows his views best at the end of the book with the boysRead MoreWilliam Golding s Lord Of The Flies1444 Words   |  6 PagesInterviewer Let’s talk about William Golding and his most famous book, Lord of the Flies, in which a group of British schoolboys - aged from around 6-12 - become stranded on an island, and quickly begin their descent into chaos. Today, I am joined by literarian and William Golding expert, Lara Caglar. Expert Hi, Vanessa, it’s a pleasure to be here Interviewer Together, we will be discussing the question on everyone’s minds, what happened to Golding that led him to have such an incredibly negativeRead MoreLord of the Flies and World War Ii1737 Words   |  7 PagesSteiner Many things such as social and political environments can impact literature. British involvement in WWII directly influenced Goldings novel, Lord of the Flies. As all authors use their life and times as reference points in their works, Golding drew heavily on sociological, cultural, and military events. Lord of the Flies is an allegorical parallel to the world, as Golding perceived it. The island, the boys, and many other objects and events described in his work represent Goldings view

Don Crow Laws Segregation Laws And Using Music As An Civil...

Throughout the late 19th century, African Americans did not have the same rights as white people, which led towards the establishment of Jim Crow laws. Jim Crow laws segregated blacks from whites in a political, educational, and social setting, which created unfair treatment towards people of color. In Devil in the Grove, four African American boys, known as the Groveland Boys, were falsely accused of raping a white woman in Florida, which was known as the Groveland case. Thurgood Marshall, who was a part of The National Association of Advancement for Colored People (NAACP), helped to solve the Groveland case, as he was an advocate in fighting against Jim Crow segregation. The labor force, vigilante groups, and legal precedents led towards the establishment of Jim Crow policies by segregating black people from white people in public areas. African Americans contested these policies by creating legal organizations that overturned cases supporting segregation laws and using music as a way to protest against the Jim Crow policies. In the labor force, there was pressure and unfair treatment towards African Americans, which was a foundational element in establishing Jim Crow laws. Gilbert King wrote, â€Å"McCarthy learned that whites in Groveland (who accounted for about 60 percent of the town’s population of one thousand) were tolerant of blacks, as long as they continued to work in white-owned citrus groves. ‘The Negroes do most of the work around here’† African Americans wereShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesHistory Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania

Integration of My Health Record Systemâ€Free samples for Students

Question: Discuss About The Integration Of My Health Record System? Answer: Introduction The selected organization Headspace provides health care objectives to the youth generation (aged 12 to 25). Depression and anxiety has been found in the young generation, which often lead to suicidal tendencies (Rickwood et al., 2014). Psychologist can help the patients to learn from their suicidal tendencies and make them get better. The current funding on the making of a software, which will be able to record the patients story for the first time and can be shared with all the doctors who will be treating the patient (Liu, Huang Liu, 2015). Such a software requires extensive use of cloud resources and secure form of data integration. The report further discusses about the different aspect of the project that is being developed by the organization with specific analysis of the problems, capabilities and the benefits of the project system. Approach on the development of the System The approach to be taken to create the My Health Record system is using a Cloud Server for storing the information on the patients (Coates Howe, 2014). The patient comes to the organization for the first time and registers himself or herself into their system. The in house psychologist takes a session with the patient and with his or hers consent record the story of the patient. The video is uploaded to the cloud server of the organization and a copy is provided to the patient. The video is available to the psychologist of the hospitals who have tied up a partnership with Headspace (Allison, Bastiampillai Goldney, 2016). The use of cloud server is being said because the technology has gained recent appreciation from many IT industries. The integration of a cloud server is a onetime process but the maintenance of such servers require technical expertise. Problems that might be faced The problems with the My Health Record system that can occur is about the security of the videos and documents that are kept on the server of the organization (Amos, 2017). The cloud security measure is the main point of concern for any organization using a cloud server. The data about the patient is highly confidential details, which are only shared with the organization upon stating that the organization will be keeping the details confidential, and under no circumstances will the details be disclosed to anyone without proper credentials (Sultan, 2014). Capabilities of the system being developed Upon using such project integration with the organization there will be a downfall of the suicidal tendencies that are mostly seen in the young generation (Fahmi Nasution, 2017). The major aspect of the procedure is keeping up with the latest trend of using information system in the organization. The use of cloud will help the organization to save up the space required for storing of the paperwork and the documents related to the patient. Keeping the documents in paper format can create a hassle for the organization to search the records of the patient when the patient is to be transferred to another doctor. Keeping the details on the cloud, sharing the details among the doctors will be an easier procedure. The doctor will be able to study the findings and the problems of the patient from the viewpoint of a fellow doctor. This will speed up the procedure and can help the patient to recover on a fast pace (Li et al., 2013). Benefits of the system The benefits of using a cloud based system server for this type of project is the reduction is the time taken to diagnose the patient by the different doctors who are allocated to the respective patient (Kaur Chana, 2014). The doctors who will be diagnosing the patient also share the details, which were recorded during the patients first visit to the organization, on the cloud for successful viewing. Upon referring the patient to another doctor, the doctor can view the story clipping beforehand and will be able to readily start diagnosing the patient as soon as he or she comes for the session. The security on the cloud can be used to keep the information safe from hacking and keeping up with the non-disclosure management between the patient and the doctor (Barua, Lu Shen, 2013). Conclusion To conclude this report, it can be seen that the organization related to the project, Headspace could continue developing the project. By following the guidelines, which has been discussed in the report the organization will be able to successfully, gather the required objective it has set for the project development. Integration of such a software will be a better step forward for the young patients who are being treated with suicidal tendencies. Sharing the finding and the story of the patient will speed up the process of diagnosis and eventually can treat the patient to a full recovery. The use of a modern technology like the cloud based system and data encryption will be helpful to provide confidentiality of the patients data record. References Allison, S., Bastiampillai, T., Goldney, R. (2016). Australias national youth mental health initiative: Is headspace underachieving?. Australian and New Zealand Journal of Psychiatry, 50(2), 111-112. Amos, A. (2017). Youth mental health and mental wealth: reaping the rewards. Australasian Psychiatry, 25(2), 103-103. Barua, M., Lu, R., Shen, X. (2013, December). SPS: Secure personal health information sharing with patient-centric access control in cloud computing. In Global Communications Conference (GLOBECOM), 2013 IEEE (pp. 647-652). IEEE. Coates, D., Howe, D. (2014). The importance and benefits of youth participation in mental health settings from the perspective of the headspace Gosford Youth Alliance in Australia. Children and Youth Services Review, 46, 294-299. Fahmi, F., Nasution, T. H. (2017). Smart cloud system with image processing server in diagnosing brain Business dedicated for hospitals with limited resources. Technology and Health Care, 25(3), 607-610. Kaur, P. D., Chana, I. (2014). Cloud based intelligent system for delivering health care as a service. Computer methods and programs in biomedicine, 113(1), 346-359. Li, M., Yu, S., Zheng, Y., Ren, K., Lou, W. (2013). Scalable and secure sharing of personal healthcare records in cloud computing using attribute-based encryption. IEEE transactions on parallel and distributed systems, 24(1), 131-143. Liu, J., Huang, X., Liu, J. K. (2015). Secure sharing of personal health records in cloud computing: ciphertext-policy attribute-based signcryption. Future Generation Computer Systems, 52, 67-76. Rickwood, D. J., Telford, N. R., Parker, A. G., Tanti, C. J., McGorry, P. D. (2014). Reply headspace-Australia's innovation in youth mental health: who are the clients and why are they presenting?. The Medical journal of Australia, 200(8), 454. Sultan, N. (2014). Making use of cloud computing for healthcare provision: Opportunities and challenges. International Journal of Information Manage

The Physical Education Teacher’s Role free essay sample

This essay will discuss the roles of a teacher in Physical Education, how their motivational practices and teaching styles can influence lifelong participation, how the different key stages of the National Curriculum for Physical Education (NCPE) affect the role of a teacher in their aims aim to promote health and lifelong participation, as well how government strategies have affected teacher practice. Although there is no specific for Lifelong Participation (LLP), Vanreusel (1997) suggests the basis of participation can be described as an activity that raises pulse and is enjoyable in nature. By continuing this from early childhood all the way through to adulthood and the later years of life, it establishes the lifelong link with participation in physical activity. A Physical educationalist can help promote a healthy active lifestyle and recruit people to the notion of participating for the rest of their lives by providing quality teaching and essentially through the use of motivational theory, which shall be touched upon later in the essay. We will write a custom essay sample on The Physical Education Teacher’s Role or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many people group physical activity and physical education together. Physical activity is the movement of bodily parts that result in heart rate increase and expending of energy. There are differing types of physical activity, such as low, medium and high levels of intensity. These can be further grouped in to the type, such as individual and team based or recreational and competitive (Shimon, 2011). Hilton and Bramham (2008) propose physical activity can constitute non-sporting alternatives that still provide pleasure and fitness gains, such as walking the dog or gardening. They finish with the notion of sport and exercise being two ‘significant and meaningful forms of an overarching, generic concept’ (Hilton and Bramham, 2008: p167). In essence, it is a teacher’s role to maintain high levels of physical activity throughout a session, whilst also educating students through the physical. As cited in MacNamara et al. (2011) the UK Department of Education and Science pronounced in 1992 that promoting physical development and capability that ensured lifelong involvement via competitive and non-competitive physical activity was physical education’s purpose. Using the work of Shimon (2011) to help define Physical Education, he proposes by using physical activity as a process of learning, we mature the mind and body. Physical education plays a part in the holistic educational progression by aiding the development of children and adolescents in a physically active environment. Jenkinson and Benson (2009) summarises the subject of physical education, suggesting it is a tool to provide opportunities for learning of the physical and through the physical. It is also instrumental in developing domains such as psychomotor and cognitive. Shimon (2011) articulates that physical education is the only area of a school curriculum that focuses on lifelong skill acquisition and development. In addition to this, because the importance of quality instruction within the school setting has now intensified, the occupation should not be taken lightly. It is recognised that school based physical education programmes are pathways for children to acquire knowledge to lead healthy and active lifestyles (Wuest, 2006; Gao, Lee and Harrison, 2008). Teachers have a mandatory two hours a week of physical education that is expected to be high in quality. This can be achieved by engaging students’ personal emotions, resulting in intrinsic motivation to absorb knowledge and thrive in the learning environment. By providing a positive environment, it impacts on student’s motivation to continue involvement with sport and physical activity. NCPE The introduction of the National Curriculum for Physical Education in 1992 is seem as the biggest attempt of change to school based physical activity in England and Wales (Curtner-smith et al, 2001). Reasons for this relate to a shift in governmental thought in the direction they wanted physical education to head in. Previously, physical education was about improving athletic ability, a more military style approach. This meant that teachers predominantly required a good skills knowledge-base, with the primary role of helping students throw further, jump higher and run faster. A shift in focus meant teachers were being asked to develop students holistically, such as improving personal, social and communication skills (Mawer, 1993). The role of a teacher had altered due to the change in emphasis, and was now required to involve students in decision making processes, as this could help such cognitive abilities such as problem solving (Goldberger and Howarth, 1993). By helping the students appreciate the knowledge being passed on to them, it can have a positive effect regarding extra-curricular participation, potentially resulting in a festering love for sport and activity that will last a life time. Curtner-Smith et al (2001) argue that after a few years, the government intervened with the aims of the NCPE, which differed from views of the original task force and had now opted to head back towards a more performance based agenda. With another change in emphasis, confusion could be caused for teachers. Assuming teachers had made efforts to evolve their thinking and styles concurring with the new roles implemented by the original NCPE, this move could have triggered frustration for the teaching public. Despite these assumptions, data collected in two separate studies by Curtner-smith and colleagues (Curtner-Smith et al, 2001 and Curtner-Smith and Hasty, 1997) had shown the introduction of the NCPE had little or no effect on teaching behaviours. Direct styles of teaching remained common-place during the starting years of its implementation. This suggests that the sample of teachers had failed to adapt their roles for the benefit of their students. A central theme within the curriculum has been to encourage teachers to plan, deliver then evaluate sessions. This allows for critical reflection of performance. Teachers can assess what they are doing right, in terms of promoting the aims of the NCPE, and also where they are going wrong, i. e. are the students not engaging? Does the learning environment have the right ‘motivational climate’? Teaching styles Teaching styles in physical education found distinction thanks to the ‘Spectrum’ model proposed by Mosston (Mosston and Ashworth, 2002) many years ago. Mosstons Spectrum has been highly successful in underpinning the conceptualisation of teaching styles in many PE domains across the western hemisphere (Sicilia-Camacho and Brown, 2008). The ‘Spectrum’ was a timely notion as the need for a model on teaching styles was emphasized by Mawer (1993) after the inception of the newly formed NCPE in 1992. He suggested that a variety of approaches to teaching were required as teachers were now required to form professional relationships built on respect and coherence however primarily because of the terminology used in NCPE policy texts, which included â€Å"‘setting goals,’ ‘exploring and selecting outcomes,’ ‘refining’, ‘adapting’, ‘improvising’, ‘describing’, ‘comparing and contrasting’, ‘analysing’, ‘judging’ and ‘reviewing’† (p. ). With a broader scope of achievement for pupils, styles differing from those previously more reproductive in nature (teacher-centred) required evolution to a more productive in nature (learner-centred) (Curtner-Smith et al, 2001). Failure to implement such procedures could have resulted in the probable inability of a) teachers to facilitate the required learning wanted by the government, because of a more autocratic approach, where teachers would tell, shout and demand things from a student rather than ask questions regarding improvement or improvisation, and b) pupils to achieve the personal and social skills, as well as problem solving abilities proposed by following the NCPE (Mawer, 1993). Hall (2004) suggests that having a PE department geared towards the same goals and outcomes regarding the ‘Why? ’, ‘What? ’ and ‘How? of PE teaching will lead to a successful educational programme because of the understanding teachers garner for their roles. These practices form high standards of teaching and help provide year on year continuity in classrooms, sports halls and playing fields throughout many schools that have optimised these ideals. Methods of providing high quality, inspirational teaching in the physical environment consist of non-stop, challenging and enjoyable activities. Teachers who appreciate the important part they play in a child’s education can help form confidence and motivation in youths, which provides a platform for lifelong participation. If children are to reap the benefits of a healthy active lifestyle during our school years, in to the remainder of their adult life, Caune et al (2012) view it as an important factor that schools and teachers establish a lasting impression regarding the significance of lifelong participation to students. This is achieved by teachers educating and motivating students to engage in term-time physical education as well as extra-curricular activities, which can help prepare them for a life of physical activity (Corbin, 2002). Methods of further involvement for the recommendation of extra-curricular activities can be simply asking students if they are currently participating in any. Also, by researching local sports teams and opportunities to become involve in extra physical activity, a small bulleting could be produced and introduced to students, providing contact numbers or websites, thus allowing them to take responsibility of the situation regarding participation. These club links can provide greater positive exposure to sport, motivating young people to remain in physical activity after they have left school. Motivation When looking at lifelong participation, it is simple to see the underpinning philosophy of what is required from a person to participate in an activity for the duration of their life, motivation (Caune et al, 2012). Concerns have been raised over the past decade or so, regarding the low level of physical activity participated in by the younger public. As a result, the motivation of students has come to the forefront of investigative research, prompting many scholars to look at the setting of physical education (Caune et al, 2012). While Roberts (1992) offers a complex definition, suggesting that â€Å"motivation and achievement behaviour are manifestations of cognitions and thought processes within dynamic social contexts† (p. vii). A more user-friendly definition is provided by Shimmin (2011), that motivation are the feelings of want and desire that push us to act on something. By applying this to physical education, he then draws on many factors that can influence a student’s reason for participation; interest in a task, belief in own ability as well as striving to improve ability are but a few. Furthermore, the numerous identities possessed by young people indicate learning can be achieved in a variety of ways and means (MacDonald, 2002), thus requiring many different strategies to provide the environment to do so for each and every child. Learning and motivation go hand in hand. When motivation is provided by a teacher within the learning environment, it facilitates engagement. While it is impossible to make people motivated to learn, it is possible to affect the ‘motivational climate’ of a learning environment using motivational theories and strategies (Shimon, 2011). Physical educationalists should always remain enthusiastic, engaging and confident. A teacher lacking in confidence will be the demise of all thoroughly planned sessions, clearly because a student will have little or no faith in what he is being told by his teacher if they are not seen to be confident in their delivery. By assessing the situation and monitoring how your students are engaging with your lessons using a certain theory or strategy, you can plan sessions and alter feedback and body language to suit the needs of individuals, thus potentially increasing motivation. Theories can be considered as a toolbox, where by if you identify a problem, you can go back to the toolbox (theoretical framework) and provide a solution with the available tools. Self-Efficacy Self-efficacy is a motivational theory related to expectations, which is situation specific. When considering a task in hand, students consider confidence in their own ability before undertaking a task. Roberts (1992) speaks about adaptive and maladaptive achievement behaviours in this strand of motivational theory. When weighing one’s situation up, if they consider their ability is high enough to achieve a positive outcome, then adaptive behaviours occur. This is where individuals are fully committed, consider the task worthy of effort and will persist until completion. Maladaptive achievement behaviours occur at the opposite end of the confidence ladder. When fear of failure, due to perceived ability, is rife students usually avoid effort and perseverance. This is critiqued and applied concisely by Gao, Lee and Harrison (2008), who give key factors behind how self-efficacy is produced. They suggest the procedure is a complicated cognitive process of four key areas; past mastery experience (have I been successful with this action before? ), vicarious experience (am I as capable as the person I am seeing complete the task? ), verbal persuasion (Is the teacher breeding confidence in me? Using positive reinforcement and/or attribution theory), and somatic, emotional states (is the student feelings anxious or nervous about the situation or in the environment? ). The model combines the managements of confidence and expectations. Analysing the concluding paragraphs of Gao, Lee and Harrison (2008) I can summarise that by applying theory to practice and creating realistic yet relatively high expectancy goals for individuals can avoid creating a sense of incompetence. To differentiate for a mixed ability group, it would be sensible to have a low starting threshold, where success is guaranteed, thus giving every child positive past mastery experiences (the starting point of self-efficacy). Using a student with low ability for group demonstration can positively affect a whole class, as it breeds confidence in that individual, as well as impacting the vicarious experiences of the rest of the group. For stimulus response to be effective, praising students is not enough. It is imperative that value is added by specifically stating how they achieved success, such as â€Å"that was a good jump because your knees were bent and then you drove through your heels and fully extended your knees and hips†. By stating the positives outcomes at the start of a program which students are about to commence, it can help develop a vested interest, adding perceived value to task or outcomes. It is important to realise that motivation is borne from self-efficacy, not vice versa. Government Efforts Green (2002) infers efforts in the UK made by the government to encourage lifelong participation and promote health, the supposed main role of school based physical activity, are visible by way of policies produced from the government (see, for example, DOH, 1999; NAO, 2000). This is backed up by Flintoff’s (2003) assumptions that since the start of the 1990’s, the younger public has had an emphasis progressively placed on them regarding UK sport policy. The early 1990’s reoccurs as a turning point in the government’s emphasis towards sport in schools, with Collins and Butler (2000) proposing no real investment had been made before this time, reverberating solid policy commitments from the Labour government with both Major and Blair at the helm. Flintoff (2003) also states the reasons for this as being a rise in levels of childhood dormancy, resulting in issues such as obesity. The government further acknowledged that an interest in other activities outside of sport and physical activity are an important factor behind drop-out rates and increasing levels of inactivity (DCMS and Strategy Unit, 2002). Coupled with a shortage in international success, the government has reacted by aiming an excess of policies and initiatives geared towards young peoples and increasing their participation levels. They have also produced announcements which commonly refer to PE as vital in educating and providing prospects for young people to gain independence in activity for the rest of their lives (Harris and Penney, 2000). Houlihan (2000) argues the value of producing so many policies and initiatives, as this has led to the saturation of ‘policy space’. He suggests that public policy is now a congested field, where each member is challenging for position over implementation of future issues. Another significant implication of ‘policy space’ progressively running out, it can lead to issues of individual policies becoming inter-reliant, whereby the effects of one policy can produce implications for the functioning of other policies (Houlihan, 2000), having an adverse effect on achieving their aims, which in some cases are increasing lifelong participation. One such policy, the School Sports Co-ordinator (SSCO), was a multi-departmental design. It linked with the Government’s efforts to create combined thinking, â€Å"in this case between sport (the Department of Culture, Media and Sport, DCMS) and education (the Department of Education and Skills, DfES)† (Flintoff, 2003. p232). The purpose of the role was to create opportunities in sport, by developing links between the physical education delivered in schools and the local sports clubs belonging to the broader community. The government has made efforts to bring teachers to the forefront of developing the strategies for SSCO, which appears a sensible decision, as they are the deliverers on the front line of the initiative. If the School Sport Co-ordinator programme is to achieve the aims set out, then professionals taking the post will require adequate knowledge of young people, the different motivational practices and be able to positively change attitudes towards physical activity (Flintoff, 2003). When given greater opportunity to experience a wider range of activities during younger life, this can have a positive effect in increasing lifelong participation as I shall look at in the next section. Early learning experiences Work from Kirk (2005) debates that while early learning experiences are critical to continuing involvement in physical activity, only a select few groups of the population are exposed to quality experiences in both schools and community clubs. Those lacking exposure to such experience range from youths with a lower socioeconomic background, girls and the young disabled. In contrast to young people from a higher socioeconomic background, boys and the able bodied, the aforementioned groups miss out on quality experiences, potentially affecting introduction to a rich volume of sports and activities that could impact lifelong participation. Kirk (2005) later suggests primary schools are inadequately equipped to give children the competency, insights and inspiration to progress in to secondary schools with the ambition to be involved in sports for the rest of their lives. A lack of quality early learning experiences in primary schools leaves little chance of the specialist PE teachers in a secondary school to impact on young student’s transition of learned knowledge to adults positively. Green (2004) reiterates Kirks (2004) thoughts that the PE, School Sport and Club Links strategy (PESSCLS) strategy ultimately failed, i. e. failed to raise participation rates of youths and linking school sport to outside clubs, due to the powers that implemented the role never had a solid research base from which to create an agenda for the position. Therefore teachers in the position were never fully able to fulfil the roles that they potentially never realised they were given. Consequently, the large scale investment by the UK government only had marginal bearing. Because of this, achieving the desired outcome of impacting on the bulk of the school-age population’s, through the use of teachers in a community based role, continuity with lifelong physical activity was debatable. Fairclough, Stratton and Baldwin, 2002) It is widely believed that active participation in sports during youth is an important prerequisite for adult involvement in sports (Yang et al, 1996; Green, 2010; Vanreusel et al, 1997). A quantitative study from Scheerder et al (2006) indicated that sport experiences and social background characteristics only partially explain the sport participation behavior of adults, whereas participation during adolescence is a better predictor of adults involvement in sports than educational level or arental socioeconomic status In the sports socialization process. Twilight adolescent sports involvement, along with the school program in which an adolescent is involved, appears to be a central role in the involvement of sport during later life. It is shown age is a significant factor of participation levels in physical activity, with national statistics suggesting there is a heavy decline when reaching the age of 45 and beyond (ONS, 1999). In spite of this, a notably active minority of over 45’s remain committed to vigorous physical activity well in to later life and for the remainder of their good health. Green (2010) suggests this can be attributed to a positive childhood participation in physical activity, usually deriving from a school’s physical education programme, and the impact of the deliverers. These past tendencies are a good evaluator of how a person will participate during later life (Roberts, 1996) Socialization Vanreusel et al (1997) offer insight to the long-term socialization process within sport, suggesting it is an on-going and complex process. Yang et al (1996) cites school as early starting point for this process, acknowledging the evolution, leaning and ingestion of skills, values, norms, self-perceptions, identities and roles. This suggests that primary school teachers, who are not specially trained for delivering physical education as a subject, will be a catalyst for the levels of activity or inactivity of their students. It can be argued that involvement in sport is not just a starting point of sport socialization but can be considered a by-product of it. Longitudinal studies (Vanreusel et al. 1997, Yang et al, 1996) have shown that strong links exist regarding the amount of physical activity during childhood and early teen years directly correlate with levels of physical activity in to adulthood. They also propose that the definitive years, that impact the sport socialization process, are the late adolescent years (16-19). This data then shifts the emphasis towards the importance of secondary school PE teachers, who are directly trained to deliver the subject of physical education, and the important role they play in the lifelong participation of the students they engage with on a weekly basis for a substantial amount of time, usually 5 years. Patters of inactivity are formed in this period that follow people throughout the rest of their lives (Vanreusel et al, 1997). Seefeld, Malina and Clark (2002) propose that ersisting with the extensive socialization process that ensues when involved with sport and physical activity during childhood and adolescence can be credited towards adult participation. They also discuss that persistence should not be on a sole of few activities, but a wide range of activities. It is the richness of early learner’s sport socialization that is important. This array allows a young person to experience many different actions and environments, usually provided by the PE teacher, which permits choice. This is where it becomes the teacher’s responsibility to provide exposure to many different sports. Although the NCPE provides guidelines on what should be taught, competent teachers are in a position and should possess the ability to differentiate activities and relate obscurer sports to more mainstream ones (Bocarra et al, 2008). The transition between adolescence and adulthood is a predominantly decisive time in relation to lasting participation. Roberts and Brodie (1992) support this with claims that as we reach adolescents and progress through to adulthood, lifestyles lean towards a reduced number of favoured pastimes that have been retained, increasing pressures on teachers to be a catalyst for lifelong participation. Conclusion After discussing at length the roles a physical education teacher plays in promoting lifelong participation and active lifestyles, as well as factors affecting their potential to do so, I can conclude that PE teachers play an extremely critical part in the facilitation of lifelong participation. There have been disputes over the effectiveness of physical educationalists in the UK regarding the success of promoting lifelong participation. Kirk (2002) claims very little evidence exists suggesting lifelong participation has been promoted during the time in which a national curriculum has been provided. Further to this, Kirk (2002), cited in Green, Smith and Roberts (2005), places blame towards a lack of similarity regarding the predominantly sports orientated physical education programmes and the lifestyle activities of adults. This is contended by Green, Smith and Roberts (2005) who say it is apparent in nature that sport and physical activity is engrained in present-day youth culture, citing the use of physical education programmes and the range of activity provided by the teachers that have developed comprehensive sporting repertoires and how this as helps promote healthy lifestyles. As touched upon earlier, motivation is another important subject, as it forms the basis behind all actions and desires that consistently appear in somebodies life. I have cited the motivational theory of self-efficacy as an ideal framework in which to build upon. By positively impacting the self-efficacy of a student, via the four components I mentioned earlier (past mastery, vicarious experiences, verbal persuasion and emotions), it can develop the intrinsic motivation required for prolonged engagement. Despite all the other sections of this essay I have critiqued towards the role a physical education teachers plays in promoting lifelong participation and an active lifestyle, I place motivation at the top of the totem when analysis the factors towards lifelong participation.