Shinto free essay sample

While Japan is known for other religious systems like Buddhism, Shinto has the claim of being much older; its unknown exactly when this belief system started. Shinto has changed and fluctuated over time, but its core of revering nature and finding peace in the world has remained the same. Japan would not be what it is today without Shinto, and while the religion is scarcely practiced anywhere outside of the island nation, we see its similarities to the beliefs of such people as the Native Americans and ancient Europeans. We also see a new interest in earth-centered belief today. Shinto may not be widely practiced, but it can touch on something all people appreciate: the world around us. In a time when there has been a resurgence in earth-based spirituality and religions as well as discoveries into renewable resources and other ways to honor the earth while maintaining our modern lives, it is easy to make a connection to Shinto, even for those lacking a Japanese heritage or cultural understanding. We will write a custom essay sample on Shinto or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While there are several distinct types of Shinto (including Ko Shinto; Shrine Shinto; Sect Shinto; and Folk Shinto, which includes practices such as divination and shamanism), the various branches are unified in their belief that all things have a kami, a spiritual essence or soul. There are no binding tenets, no defined set of prayers, and no holiest deity or place of worship. very small portion of world religions can claim a goddess (as opposed to a god) as their central deity. Within Shinto, one of the most important divinities is the Sun Goddess Amaterasu. While she is not worshipped directly, she is said to be the ruler of Takamagahara, the elestial home of the gods, which is connected to earth by the floating bridge of heaven. The very fact that that Shinto is centered on a female deity can be very empowering to women. Amaterasu is frequently symbolized by a mirror; this is to signify that when people see their reflections, they are also seeing the reflections of the kami and of Amaterasu herself, and that all are interconnected. Shrines to Amaterasu are often noticeably empty; this illustrates that decorations are unnecessary: Amaterasu is found everywhere, not Just in a shrine. Like most eligions, earth-based and otherwise, Shinto is based heavily on ritual. These prescribed rites and behaviors have in turn shaped Japan. Even sumo, often known simply as a sport to the Western world, is steeped with Shinto practices, including purification with salt. Ceremonies are very popular. Jichinsai, for instance, is the purification of a new building. Part of Jichinsai is honoring the land-kami over which the particular building is being made. There are rituals and ceremonies for many instances, including birth and marriage. Shinto By tabnod

Iroqouis Confederacy free essay sample

Raids of anothers tribe grew more frequent. The violence needed a peaceful conclusion; therefore to control the violence the confederacy was founded. Iroquois oral history refers to the founder of the confederacy, Chief Designated, blocking out the sun as a demonstration of his powers. (Farther, Bubble, Coatroom, Remarriage 2007) His great orator, Hiawatha, was the one who persuaded the first five Iroquois nations to join in the confederacy. As each one of the confederated nations was distributed into several tribes, there were about thirty or so sachems in the confederacy.These had interior officers under them, answering to the town judges. So the civil power of the government was widely circulated. A man could only gain his office by his own merits, and he held it with good behavior. Any unwanted action was dealt with by dismissal from office and the penalty of public scorn. They, as well as the military leaders, accepted no salary, and gave away any privileges of their offices in peace and their share of plunder in time of war. We will write a custom essay sample on Iroqouis Confederacy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There was no bribery or corruption in office. These immoralities of civilization were unknown to them.They felt sufficiently rewarded by the confidence and esteem of the people they served and led. The feeling of responsibility which was rusted upon them empowered them to serve and lead with dignity. Each nation was a distinct republic; entirely independent of the others in what may be termed the domestic concerns of the State. However each was bound to others of the league by ties of honor and of general interest. Each had an equal voice in the General Council or Congress of the league, and each possessed a sort of veto or prohibitory power, which was a guaranty against a dictatorship or despotism.The powers and duties of the chief magistrate of he Confederacy were similar to those imposed upon the President of the united States. He had authority to light the great Council Fire-to assemble the General Congress-by sending a messenger to the sachem of each nation, calling him to a meeting. The chief magistrate would personally ignite a fire around which the representatives gathered and each lighted his pipe. He had a cabinet of six councilors of state, whose powers were only advisory. In the Council, he was only the moderator or presiding officer.He had no power to control, directly, military affairs, nor interfere with the internal policy of the overall states of the league. (MM/hat is the Iroquois Confederacy, 2002) In contrast, the Algonquian of the Great Lakes were diverse from the Iroquois in a few ways. Their blending of Algonquian speaking people was divided among at least fifty distinct cultures all along and within the northern Great sakes and northeastern New England. A few of the tribe-like groups were the Miasma, the Ceres, the Montages, and the Ojibwa. As opposed to the Iroquois, the Algonquian were mostly hunter-gathers.They organized themselves into groups with loose ethnic associations. As well as being less stable than the Iroquois, most of the Algonquian were patrimonial. They lived in smaller villages that could be easily taken down and moved. Quite often their villages would not have surrounding fortifications. Later the Algonquian founded settlements and became stable around the Great Lakes and the Ohio Valley. This steered them to beginning to farm and be able to support more densely populated areas like the Iroquois. In addition, even though the Algonquian were mainly independent.

Medieval Clothing and Fabrics in the Middle Ages

Medieval Clothing and Fabrics in the Middle Ages In medieval times, as today, both fashion and necessity dictated what people wore. And both fashion and necessity, in addition to cultural tradition and available materials, varied across the centuries of the Middle Ages and across the countries of Europe. After all, no one would expect the clothes of an eighth-century Viking to bear any resemblance to those of a 15th-century Venetian. So when you ask the question What did a man (or woman) wear in the Middle Ages? be prepared to answer some questions yourself.  Where did he live? When did he live? What was his station in life (noble, peasant, merchant, cleric)? And for what purpose might he be wearing a particular set of clothes? Types of Materials Used in Medieval Clothing The many types of synthetic and blended fabrics people wear today were simply not available in medieval times.  But this didnt mean that everyone wore heavy wool, burlap, and animal skins. Different textiles were manufactured in a range of weights and could vary greatly in quality. The more finely woven the textile was, the softer and more costly it would be. Various fabrics, such as taffeta, velvet, and damask were made from textiles like silk, cotton, and  linen using specific weaving techniques. These were not generally available in the earlier Middle Ages, and were among the more expensive fabrics for the extra time and care it took to make them. Materials available for use in medieval clothing included: Wool By far the most common fabric of the Middle Ages (and the core of the flourishing textile industry), wool was knitted or crocheted into garments, but it was more likely woven. Depending on how it was made, it could be very warm and thick, or light and airy. Wool was also felted for hats and other accessories. Linen Almost as common as wool, linen was  made from the flax plant and theoretically available to all classes. Growing flax was labor-intensive and making linen was time-consuming, however. Since the fabric wrinkled easily, it wasnt often found in garments worn by poorer folk. Fine linen was used for the veils and wimples of ladies, undergarments, and a wide variety of apparel and household furnishings.​ Silk Luxurious and costly, silk was used only by the wealthiest of classes and the Church.   Hemp Less costly than flax, hemp and nettles were used to create workaday fabrics in the Middle Ages. Though more common for such uses as sails and rope, hemp may also have been used for aprons and undergarments. Cotton Cotton doesnt grow well in cooler climes, so its use in medieval garments was less common in northern Europe than wool or linen. Still, a cotton industry existed in southern Europe in the 12th century, and cotton became an occasional alternative to linen. Leather The production of leather goes back to prehistoric times. In the Middle Ages, leather was used for shoes, belts, armor, horse tackle, furniture, and a wide assortment of everyday products. Leather could be dyed, painted, or tooled in a variety of fashions for ornamentation. Fur In early medieval Europe, fur was common, but thanks in part to the use of animal skins by Barbarian cultures, it was considered too crass to wear in public. It was, however, used to line gloves and outer garments. By the tenth century, fur came back into fashion, and everything from beaver, fox, and sable to vair (squirrel), ermine, and marten was used for warmth and status. Colors Found in Medieval Clothing Dyes came from a lot of different sources, some of them far more expensive than others.  Still, even the humble peasant could have colorful clothing. Using plants, roots, lichen, tree bark, nuts, crushed insects, mollusks, and iron oxide, virtually every color of the rainbow could be achieved. However, adding color was an extra step in the manufacturing process that raised its price, so clothing made from an undyed fabric in various shades of beige and off-white was not uncommon among the poorest folk. A dyed fabric would fade fairly quickly if it wasnt mixed with a mordant, and bolder shades required either longer dyeing times or more expensive dyes. Thus, the fabrics with the brightest and richest colors cost more and were, therefore, most often found on the nobility and the very rich. One natural dye that did not require a mordant was  woad,  a flowering plant that yielded a dark blue dye. Woad was used so extensively in both professional and home dyeing that it became known as Dyers Woad, and garments of a variety of blue shades could be found on people of virtually every level of society. Garments Worn Under Medieval Clothing Throughout much of the Middle Ages and in most societies, the undergarments worn by both men and women didnt substantially change. Basically, they consisted of a shirt or under-tunic, stockings or hose, and some kind of underpants or breeches for men. There is no evidence that women regularly wore underpants - but with a matter of such delicacy that the garments became known as unmentionables, this isn’t surprising. Women may have worn underpants, depending on their resources, the nature of their outer garments, and their personal preferences. Medieval Hats, Caps, and Head Coverings Virtually everyone wore something on their heads in the Middle Ages, to keep off the sun in hot weather, to keep their heads warm in cold weather, and to keep dirt out of their hair. Of course, as with every other type of garment, hats could indicate a persons job or their station in life and could make a fashion statement. But hats were especially important socially, and to knock someones hat off his or her head was a grave insult that, depending on the circumstances, could even be considered assault. Types of mens hats included wide-brimmed straw hats, close-fitting coifs of linen or hemp that tied under the chin like a bonnet, and a wide variety of felt, cloth or knitted caps. Women wore veils and wimples. Among the fashion-conscious nobility of the High Middle Ages, some fairly complex hats and head rolls for men and women were in vogue. Both men and women wore hoods, often attached to capes or jackets but sometimes standing alone. Some of the more complicated mens hats were actually hoods with a long strip of fabric in the back that could be wound around the head. A common accouterment for men of the working classes was a hood attached to a short cape that covered just the shoulders. Medieval Nightwear You may have heard that in the Middle Ages, everyone slept naked. Like most generalizations, this cant be perfectly accurate - and in cold weather, it is so unlikely it becomes painfully ridiculous. Illuminations, woodcuts, and other period artwork illustrate medieval people in bed in different attire. Some are unclothed, but just as many are wearing simple gowns or shirts, some with sleeves. Though we have virtually no documentation regarding what people wore to bed, from these images we can glean that those who wore nightdress could have been clad in an under-tunic (possibly the same one theyd worn during the day) or even in a lightweight gown made especially for sleeping, depending on their financial status. As it is true today, what people wore to bed depended on their resources, the climate, family custom, and their own personal preferences. Sumptuary Laws Clothing was the quickest and easiest way to identify someones status and station in life. The monk in his cassock, the servant in his livery, the peasant in his simple tunic were all instantly recognizable, as was the knight in armor or the lady in her fine gown. Whenever members of the lower strata of society blurred the lines of social distinction by wearing clothing ordinarily found only among the upper classes, people found it unsettling, and some saw it as downright offensive. Throughout the medieval era, but especially in the later Middle Ages, laws were passed to regulate what could and could not be worn by members of different social classes. These laws, known as sumptuary laws, not only attempted to maintain the separation of the classes, they also addressed excessive expenditures on all sorts of items. The clergy and more pious secular leaders had concerns about the conspicuous consumption the nobility was prone to, and sumptuary laws were an attempt to reign in what some found to be distastefully ostentatious displays of wealth. Although there are known cases of prosecution under sumptuary laws, they seldom worked. It was difficult to police everyones purchases. Since the punishment for breaking the law was usually a fine, the very rich could still acquire whatever they pleased and pay the price with hardly a second thought. Still, the passage of sumptuary laws persisted through the Middle Ages. The Evidence There are exceedingly few garments surviving from the Middle Ages. The exceptions are the apparel found with the bog bodies, most of whom died before the medieval period, and a handful of rare and costly items preserved through extraordinary good fortune. Textiles simply cannot withstand the elements, and unless they are buried with metal, they will deteriorate in the grave without a trace. How, then, do we really know what people wore? Traditionally, costumers and historians of material culture have turned to period artwork. Statues, paintings, illuminated manuscripts, tomb effigies, even the extraordinary Bayeux Tapestry all depict contemporaries in medieval dress. But great care must be taken when evaluating these representations. Often contemporary for the artist was a generation or two too late for the subject. Sometimes, there was no attempt at all to represent a historical figure in clothing appropriate to the figures time period. And unfortunately, most of the picture books and magazine series produced in the 19th century, from which a large percentage of modern histories are drawn, are based on misleading period artwork. Many of them further mislead with inappropriate colors and the casual addition of anachronistic garments. Matters are further complicated by the fact that terminology is not consistent from one source to the next. There are no period documentary sources fully describing garments and providing their names. The historian must pick up these bits of scattered data from a wide range of sources - including wills, account books, and letters - and interpret exactly what is meant by each item mentioned. There is nothing straightforward about medieval clothing history. The truth is, the study of medieval clothing is in its infancy. With any luck, future historians will break open the treasure trove of facts about medieval clothing and share its riches with the rest of us. Until then, we amateurs and non-specialists must take our best guess based on what little weve learned. Sources Dickson, Brandy. Cotton is Period? Really? Brandy Dickson, 2004-2008. Houston, Mary G. Medieval Costume in England and France: The 13th, 14th and 15th Centuries. Dover Fashion and Costumes, Kindle Edition, Dover Publications, August 28, 2012. Jenkins, David (Editor). The Cambridge History of Western Textiles 2 Volume Hardback Boxed Set. Hardcover, Cambridge University Press; Slp edition, September 29, 2003. Kà ¶hler, Carl. A History of Costume. Dover Fashion and Costumes, Kindle Edition, Dover Publications, May 11, 2012. Mahe, Yvette, Ph.D. History of Fur in Fashion 10th to 19th Century. Fashion Time, February 19, 2012. Medieval Veils, Wimples and Gorgets. Rosalie Gilbert. Netherton, Robin. Medieval Clothing and Textiles. Gale R. Owen-Crocker, Hardcover, The Boydell Press, July 18, 2013. Norris, Herbert. Medieval Costume and Fashion. Paperback, Dover Publications Inc., 1745. Piponnier, Francoise. Dress in the Middle Ages. Perrine Mane, Caroline Beamish (Translator), Paperback, Yale University Press, August 11, 2000. Priest, Carolyn. Period Leather-working techniques. Thora Sharptooth, Ron Charlotte, John Nash, I. Marc Carlson, 1996, 1999, 2001. Virtue, Cynthia. How to be a HOOD-lum: Medieval hoods. Cynthia Virtue, 1999, 2005. Virtue, Cynthia. How to make a Coif: 1 and 3 piece patterns. Cynthia Virtue, 1999-2011. Virtue, Cynthia. Mens Stuffed-Roll Hats. Cynthia Virtue, 2000. Virtue, Cynthia. Womens Roll Hats. Cynthia Virtue, 1999. Zajaczkowa, Jadwiga. Hemp and Nettle. Slovo, Jennifer A Heise, 2002-2003.

Part B- Cross Cultural Management (Student's Review of a Peer's Essay

Part B- Cross Cultural Management (Student's Review of a Peer's Posting) - Essay Example Reynolds et al (2003) emphasize the importance of effective negotiation when undergoing intercultural negotiations. Reynolds (2003) states that ‘managers spend more than 50% of their time negotiating’ and when negotiating with other cultures managers should be aware and respect the differences to avoid conflict. Reynolds et al (2003) also portrayed the link between different negotiation styles and different cultures, which was also discussed in the lecture this week. Such as different cultures being individualistic or collective, centralised or de-centralised, which was discussed in this weeks lecture. The link between trust and negotiation style is also portrayed both in this weeks lecture and this journal article, such as some cultures find relationship building to be an important aspect. Negotiation is extremely important to avoid conflict or solve conflict when dealing with international managers and or companies. Therefore, Reynolds et al (2003) emphasize of the importance of understanding different cultures and their negotiation style is highly vital and relevant to this weeks lecture. This week’s lecture portrays a deeper view of the negotiation process such as portraying that ‘every negotiation party has its own interests, priorities, and strategy’ (Santha, 2007) therefore for a negotiation party to be successful they need to research the culture and gain a good understanding of it. The journal article realises this point and portrays the growing importance of cross cultural negotiation studies. The way Reynolds et al (2003) has done this is by portraying the growing interest in ‘international business negotiation studies’, this is depicted in (Appendix one), where it portrays the number of articles published concerning internat ional business negotiation has risen from (5) on the scale during the year 2000, to (26) on the scale in 1998. The article is also relevant to this weeks lecture is because it portrays how different cultures use

Post-Assessment Coursework Example | Topics and Well Written Essays - 1000 words

Post-Assessment - Coursework Example Particularly, I will discuss the quantitative mechanisms that have enhanced establishment of my strengths and weaknesses. My week 12 project is therefore an evaluation research that is reexamining the initial thoughts and impressions I had as compared to the current knowledge and literacy that I hold. Social change as indicated in my older research is the gradual alteration in the social order, or the mechanisms within a social structure. It entails marked changes in the cultural signs, behavioral trends, and the value mechanisms of any given society (O’Leary, 2005). These changes have social consequences in the long run. Some marked long-term effects in the social changes are the industrial revolution, abolition slavery, and the feminist movement. According to my research, social change involves making constant changes in the systemic level and inevitable fight with those who hold positions of power. Democracy is the key factor in the undertaking of social changes. Democracy at its best eliminates racial and ethnic bounds and orientates on persons irrespective of gender, age, or ethnic backgrounds. In such a situation, creative solutions emerge to solve the social problems hence a social change. The advice I can and I have previously set for the researchers is that they s hould never hung up trying to understand all concepts in any outset. Projects are often monumental hence seemingly overwhelming. Therefore, the researchers should cope with it challenges by only mastering the essential skills. The researchers should not block any action and progress waiting to get the complete knowledge as this is a failure. Exposure to research gives the researcher the skills to tackle tasks that are even more challenging. Research skill development is extremely essential to any individual in the field (Catherine, 2004). Progress reports are vital

US School Programs on Obesity Prevention Measures for Children of the 21st Century Essay Example for Free

US School Programs on Obesity Prevention Measures for Children of the 21st Century Essay About one third of American children and 15% of teenagers are overweight or obese. (Obesity, 2009) Many factors contribute to obesity in children including genetics, poor diet, and lack of physical exertion, environment, and uninformed parents. Obesity is an unhealthy accumulation of body fat that threatens the youth of our nation. From the 20th to the 21st century obesity has increased by a factor of four and continues to grow unchecked. Given the nature of our lives and how they have dramatically changed from playing outside to playing video games, from eating homemade food to fast food, and the amount of technology our youth is exposed to currently obesity is at an all-time high. The research will show our nation’s efforts to address the youth of our nation on obesity, causes of obesity, and preventive actions to obesity though school programs. The research will show how obesity is a growing epidemic and what preventive steps can be taken to reduce the number of children affected by obesity. This research study will be limited to children no older than fifteen and focus on the nation’s schools. The research will focus on specific U. S. responses to causes of obesity from society, habitual exposure to food usage by parents, eating habits, and cafeteria programs. With the development of the causes to obesity the research will also show the specific aspects of addressing obesity in children though schools, parents, nutritional education and physical activeness. Research will be conducted in subscription databases, books, journals, and educational institutions based on 21st century data. This study will examine our nation’s preemptive measures in educational awareness, parental awareness, and activity utilization provided by our schools, government agencies, and state officials. Obesity in most cases is correctable by the maintenance of a proper and well-balanced diet consisting of the essential nutrients and the adequate caloric intake necessary to promote growth and sustain the physiological requirements at the various stages of a child’s development. (Pediatric Nutrition, 2009) As children develop there are nutritional needs that must be met and provided for a healthy start to life. Parenting plays a large role in a child’s preventive actions to obesity. The research will address the educational information available to parents and its many sources. Preliminary findings support that our nation is making efforts to educate everyone on the importance of obesity awareness and signs of obesity. The nation develops programs and activity guidelines for schools and strictly enforces their usage based upon an academic value required by the children. The research will show how school programs supporting our children will greatly decrease the likelihood of a child being or becoming obese. Obesity is a national epidemic and if not addressed this issue in will forever dominate and affect our children and their ways of life. Experts from all over the world give time and attention to this ever-growing issue to ensure that our youth who are the future leaders of our world will be healthy and lead active lives. We must make every measure to ensure that our children are given the best opportunities to be healthy by giving them the knowledge and the justification of importance. We as a nation must take the time to educate, inform, practice, and administer healthy choices to our children and to ourselves we will strike a powerful blow to the devastation caused by obesity. The United States school systems are currently engaged in a furious battle against childhood obesity. Childhood obesity is affecting millions of children in America between the ages of 2 and 19 years of age. Obesity is defined as an imbalance between the amount of energy absorbed and energy used, thus resulting in a larger amount of energy coming in than what is being used. The manifestation of this imbalance has many contributing factors that can accumulate or be the direct cause on their own such as genetics, and metabolism. Childhood Obesity is something that we as a nation can change though our school systems. I claim that our schools are the best tools to combat this growing epidemic. Today childhood obesity has public health officials in a state of near panic. About one-fourth of all children from 2 to 5 years old are overweight or obese before they enter kindergarten (Lockhead, 2009). I further claim that our Nation’s school dietary programs must be improved to combat this growing epidemic. Our children are facing life-threating health hazards that must be address. Schools have access to 95% of the children in the United States and this provides a very solid platform for improving the health and awareness within our children. I offer as evidence the recent USDA’s announcement of Team Nutrition Training Grants to improve health of America’s children (USDA, 2010). Team Nutrition is part of the USDA’s Food and Nutrition Service that will improve the schools dietary plans by implementing the principles of the Dietary Guidelines for American and MyPyramid. This is a two year program that will provide education and assistance to staff working in the schools cafeteria’s and lunch rooms. The purpose is to make meals as well as independent meal selections healthier for children. Over the course of the grant, information and education will be provided to parents as well. Parents must help adjust and support healthy eating habits at home. Additional evidence to support my argument comes from Tennessee where a coordinated school health program received praise for dropping obesity by 2% from 2000 to 2006. Budget cuts nearly cost the school this wonderful program, but the state health department was able to provided funding. The program of not selling soda or fruit juice in Tennessee schools increased from 26. 7 percent in 2006 to 74 percent in 2008. And of these schools 64 percent do not sell â€Å"unhealthy items† on school property (McClatchy, 2010). The First Lady Michelle Obama herself also supports and addresses this epidemic on a national scale with her program Let’s Move! addressing Brock Elementary School. First and foremost, were working with all of you to get fresher, more nutritious food into our schools. And we believe that one of the best ways to do this is through the HealthierUS Schools Challenge. This program has spurred schools all across the country to raise their standards and transform their classrooms and cafeterias into healthy eating and learning labs for their students. Thats why weve set a goal of doubling doubling the number of schools that participate in the HealthierUS Schools Challenge by June of 2011. And we want to add an additional one thousand schools in each of the following two years as well. In order to reach that goal, were making it easier for schools to apply by moving our application online, and letting districts apply for all their schools with just one application. Were making it easier for them to succeed by providing better technical assistance and by connecting them with professional chefs through our Chefs Move to Schools program. Already, nearly 1,800 professional chefs have signed up to give nearly 1,300 schools the expert advice they need to meet this challenge. And when schools do succeed, were making that victory just a little bit sweeter, with new cash rewards. And Ill be inviting representatives from each award-winning school to a reception in their honor at the White House. Finally, were working to increase participation in our school lunch program by two million eligible children, and to get another three million kids signed up to start receiving school breakfasts by 2015. Because I think we can all agree that no child in America should be starting school hungry each day. No child should be going without the basic nutrition they need to learn, grow and succeed, in school and in life. But I want to be clear: we cant do any of this unless we pass the Child Nutrition legislation thats before Congress right now. This bi-partisan legislation supports critically-needed investments to help millions of children get the nourishment they need to be healthy. The Senate has already acted. And I hope that the House of Representatives will do the same by the end of the month so that we can get it signed into law. But of course, we all know that healthy eating is only half the battle. Experts recommend that children get at least 60 minutes a day of activity. But we know that many of our kids arent even coming close. Thats why another key component of Lets Move! is to get our kids moving, to find new ways for them to get and stay active and fit. One of the key benchmarks were working to meet is to double the number of children winning the Presidents Active Lifestyle Award. To earn this award, students need to engage in physical activity five days a week, for six weeks. And the idea is for this to become habit-forming. We want to show them how good it feels to be active, so that theyll stick with it long after those six weeks are over. Well be working with afterschool programs and with athletes like Drew Brees and Dominique Dawes to promote this program. And to show everyone how much fun it can be, in the coming weeks, Ill be working to earn an Active Lifestyle Award myself. And I want kids all across the country to join me. Ill be recording my progress online, so if I start falling behind, I hope youll all send me some emails to shame me into getting back on track! So thats some of what were doing to support your work in our schools. And I hope that in the coming months and years, all of you, and schools all across the country will become even more involved in Lets Move!. I hope that more schools will get their kids working toward those Active Lifestyle Awards. Even if you sign up just one class, or just one club, if those kids enjoy it, theyll tell their friends, and soon others will want to join in. I also hope that more school districts will set a goal for themselves of having a certain number of their schools become HealthierUS Schools each year. And I hope that schools will work to help get each other involved as well. Theres no limit on the number of schools that can become HealthierUS Schools. Theres no limit on the number of kids who can get an Active Lifestyle Award. Were all in this together, and everyone can win. So if your school has already met the HealthierUS Schools Challenge, then I hope youll reach out to other schools and help them meet it as well. If youve found an exciting new activity for gym class or a way to get kids to try new foods in the lunchroom, dont keep that a secret share it with other schools, so that their students can benefit too. Thats what were trying to do with our website, Letsmove. gov, where weve posted all kinds of tips, recipes, and information that we wanted to share with folks across this country. In the end, these are the efforts that will make the difference in our kids lives. And all of you are the folks who will determine whether we can solve this problem once and for all. Our First Lady has taken a proactive stance to combat obesity through our schools and has provided incentives and resources to ensure that this epidemic is brought under control. I believe these facts are supportive of the U. S. school programs being present to prevent obesity in our children. These facts show that steps are being taken, however much more awareness to parents and children must be provided given the Nation’s childhood obesity rate. Our schools have been targeted by our government to address our youth we have taken small steps as a nation to address this problem. The evidence shows that programs are being put in place to assist and support the education of children and parents. In conclusion the condition of obesity in our nation is at an all-time high. Our children within the U. S. have a 95% attendance rate to schools. Given that this institution of education is the focal point to which we are able to educate and inform on a mass level it will provide the grounds to combat this epidemic of obesity. Schools can and will be provided the resources necessary to educate and inform both student and parent about the preventive measures to obesity.

Bilingual Education :: American History

Bilingual Education In order to learn more about the bilingual education program in the Public School system, we felt it would be essential to discuss a few controversial issues with some bilingual teachers, and ask them for their opinion on the effectiveness of the system and the concept of bilingual education. We also questioned the benefits and disadvantages of the program. We wrote and asked these question with Latino (Puerto Rican) migrants in mind, however the Public School system consists of many ethnic groups which speak other languages other than Spanish. As one of the teachers stated, the political connotation that Bilingual Education carries is that of concerning only Spanish and English. We interviewed Mrs. Aida Ramos (Vice-Principal), Ms. Clara Velez (Bilingual Math Teacher), Mrs. Irene Killian (TESOL), Ms. Zoraida Ortiz (Bilingual Science Teacher), and Ms. Nancy Harrison (TESOL/Bilingual Computer Lab Teacher). When we asked these teachers whether they supported or were against the bilingual education system, they each shouted their answer as if it were instinctive. Although they had different reasons why, each and every one of the teachers said they supported the system without a doubt. We were given a multitude of reasons why bilingual education is advantageous. Ms. Velez stated that she supports bilingual education because, first and foremost, she is a product of it, and second because she believes the program allows the children to earn credit and learn the language at the same time. She said that if the non-English speaking child were immersed in the English mainstream classes they will fail, and as a result the already high drop out rate of Latinos would increase. Ms. Harrison felt that the bilingual education program would be even stronger and more effective if it served more of the ethnic groups in Hartford. The Vietnamese, Lao, and Albanian students are often put in transi tional classes because there are not enough in that particular ethnic group to create a bilingual class that will help them to learn English, while maintaining their primary language. Presently, the state requires twenty students who need assistance in the same language to hire a teacher to create a class for them. She also stated that the students in bilingual education classes have just as many difficulties in academics as do the students in mainstream education, and that the bilingual education program is often used as a scapegoat for those students not achieving.