Why Are Millennials And Possibly Future Generations Not...

Introduction Today, many Millennials are not saving enough for their retirement. A study by the Insured Retirement Institute and The Center for Generational Kinetics (2015) showed only 29% of Millennials describe themselves as actively preparing for retirement (Insured Retirement Institute and The Center for Generational Kinetics, 2015). It poses as a problem when it comes to retirement planning because many Millennials will not be prepared for their retirement. This further raises the question, â€Å"Why are Millennials and possibly future generations not saving enough for retirement?† To answer this question, I will examine research on this issue. Current research on this issue has shown that there are many obstacles that are attributed to the lack of saving. These obstacles will hold future retirees back from having enough for retirement. The Insured Retirement Institute and the Center for Generational Kinetics article suggests that there is a considerable opportunity for the financial services industry to reach those Millennials (Insured Retirement Institute and The Center for Generational Kinetics, 2015). Although the industry will have opportunity to give advice, it is up to the Millennials to take the advice. Millennials, known as Generation Y, are those born from 1981 through 2001. Kitces (2005) states that the financial planning profession has fallen behind in setting clear expectations about how to develop a career in financial planning, and the result being aShow MoreRelatedInvestment Decisions : An Article By Larson, Eastman, And Bock Essay1739 Words   |  7 PagesInvestment Decisions For those Millennials who are entering the workforce, there is a pressure on paying off high amounts of debt and lacking the knowledge to make smart investment decisions. An article by Larson, Eastman, and Bock (2016) explains that Millennials entering the workforce are presented with difficult financial decisions. They also could possibly make financial mistakes during this time that could be costly for their future (Larson et al., 2016). Millennials may not be able to depend onRead MoreThe Retirement Period Of Canada2045 Words   |  9 Pages Retirement Age in Canada Mark Cummings-Snyder 6928881 Human Resource Management HRM-2040 Pierre Brunet March/14/2016 Every individual has the dream of freedom fifty-five, but as research has suggested it’s becoming more and more apparent that most individuals won’t retire at fifty-five many won’t retire at all. Retirement age has had a significant impact on all generations from baby boomers to millennials. In recent years’ older generations are working longer, lifespans areRead MoreThe State Of America s Household Finances2308 Words   |  10 PagesThe State of America’s Household Finances and How to Increase Savings Natalie A. Grime Central Michigan University Abstract This paper looks the current financial state a majority of American households face today. The research explains the most common reasons why American’s have such a difficult time spending and saving their earned money wisely. It seems more often than not, working Americans are heard of as living paycheck to paycheck and are not, in any way, financially prepared for anRead MoreStudents Loans: The Borrower is Slave to the Lender1929 Words   |  8 Pagesbecomes a priority before many things to continue their life journey. A survey recently conducted by American Student Assistance (ASA) found that those with student debt are delaying decisions to buy a home, get married, have children, save for retirement, and enter a desired career field because of their debt. Student loan debt increases throughout the years and some loans a college student took out their freshman year can increase in thousands of dollars by the time they graduate college to startRead MoreLibrary Management204752 Words   |  820 Pages. . . . . . . . . . . . . . . . . . . . 176 Coordinating Mechanisms . . . . . . . . . . . . . . . . . . . . . . 177 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 9—The Structure of Organizations—Today and in the Future. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Bureaucracies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Mechanistic Organizations . . . . . . . . . . . . . . . . . . . . . 185 Organic Systems . . . . .Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesNarcissist? 132 Myth or Science? Personality Predicts the Performance of Entrepreneurs 14 2 glOBalization! The Right Personality for a Global Workplace 143 An Ethical Choice Should You Try to Change Someone’s Personality? 147 Point/Counterpoint Millennials Are More Narcissistic 155 Questions for Review 156 Experiential Exercise What Organizational Culture Do You Prefer? 156 Ethical Dilemma Freedom or Lack of Commitment? 156 Case Incident 1 Is There a Price for Being Too Nice? 157 Case Incident 2Read MoreMarketing Management 14th Edition Test Bank Kotler Test Bank173911 Words   |  696 PagesB) Demands; wants C) Needs; wants D) Needs; demands E) Demands; needs Answer: C Page Ref: 9-10 Objective: 3 Difficulty: Easy 24) When Frank buys his own house, he would like to have a home theater system and a jacuzzi. He plans to save enough money in the next three years so that he can fulfill his wish. Franks desire for the home theater and the jacuzzi is an example of a(n) ________. A) need B) want C) demand D) unstated need E) latent demand Answer: B Page Ref: 9-10 Objective:

The Daunting Task of Buying a Computer - 877 Words

Buying a computer can be a daunting task fraught with many choices, depending on your needs. The process can be simplified by determining what your primary use for the computer will be and picking specific components geared towards your use. The main components that one must select from is the CPU, Video Card, Hard Drive, and Memory or RAM as its known in the Tech world. The CPU is an acronym for the Central Processing Unit. The CPU is the brains of the computer, where all the calculations take place. The faster the CPU, the faster your computer will run, calculating intensive tasks. A good place to start researching for CPUs is on the internet at http://www.cpubenchmark.net/. One glance at the website will show the multitude of CPUs available. In fact, this website ranks over 1,200 processors against each other based on based on 8 different tests (PassMark Software), and lists them in a chart based on how they do on all the tests combined. When deciding on the CPU, one must decide if they want the traditional Intel chip, whose chips have been integrated into IBM compatible machines since the start of the personal computing era, or if the want an AMD chip, which is a younger company that makes a comparable product at a cheaper price. One must also look at the overall speed of the CPU, as this determines how fast it operates. A huge difference in the CPU is if it is a Single Core, Dual Core, or a Quad Core. Simply put, a Dual Core processor, can processShow MoreRelatedWhy I Am A Computer948 Words   |  4 PagesBuilding a computer has many advantages, it costs less to build a computer equal to a high-end pre-assembled computer, you have more options on customization on components and appearance, and you end up learning a lot about computers and have a lot of fun during the process. However, if you are looking for a cheap personal computer that you will use just for email and school, you are better off getting a cheap pre-assembled computer or laptop. This essay is geared towards people who want a high-endRead MoreUnderstanding The Technologies Required For E Commerce1530 Words   |  7 Pagese-commerce, or face possibly closing down. The prospect of utilizing e-commerce may seem daunting, however with the right know how and determination it can be achieved. There are certain steps that need to be completed before attempting to utilize e-commerce. †¢ E-commerce is defined as buying/selling goods and services through the use of the internet. Obviously this would be a very difficult task without having a device capable of accessing and using the internet on a regular basis. HardwareRead MoreE Business : The Handling Of Business Processes On The Internet Essay967 Words   |  4 PagesSolutions (CRM) and web based inventory management (). Electronic business processes include the buying and selling of products, payment processing, managing production control, sharing information and working together with business partners. This process contains many functions and services, ranging from the development of intranets and extranets to e-service provision. This includes providing services and tasks over the Internet by application service providers. One advantage of E-business is the convenienceRead MoreProcess Analysis: How to build a computer Essay1571 Words   |  7 Pagesï » ¿ How to Build a Computer from scratch Every fully functioning computer is made of the same basic components and here I’ll walk through the basic hardware youll need for your first build. There are several components a computer. However, it’s important to first understand what each component does. The processor (CPU) is like the brain of a computer, the thing that carries out the tasks you give it. Better CPUs can perform more tasks at once, and perform them faster. Not everyone takes fullRead MoreDigital Forensic Investigator : An Effective Practice For The Digital Forensics1674 Words   |  7 PagesBrowser Artifacts There are many consumers purchasing digital devices such as computers, tablets, cell phones and smartphones and these devices are usually connected to the Internet. These devices have multiple purposes such as to surf the World Wide Web for information, to communicate with family, friends or businesses and to purchase products without leaving the comforts of home. Each of these devices, computers, tablets, cell phones and smartphones come equipped with a web browser applicationRead More Social Networks Essay1380 Words   |  6 PagesOver the past decade the internet has become a important part of everyday life by people of all ages. The internet is used for a variety of purposes, such as finding information, buying and selling products, watching television shows, finding friendships and searching for entertainment, but the main use for the internet is communication. Three quarters of American adults have been online, with even more teens (93%). Almost all of those internet users say their main purpose for going online is forRead MoreThe Hunt For A Reliable Pc2395 Words   |  10 Pagesaverage consumer. Though the task may be daunting, one can find an excellent deal on the perfect computer suited to your needs. The following information will show that with all the choices out there the average student can find a well-priced used laptop without any major preexisting issues. The evidence gathered will also show that while the Apple brand is an alluring one, it is more practical for the general user to go with a PC brand. When the time comes for a new computer many people feel over whelmedRead MoreForeign Related Literatures1598 Words   |  7 Pagesbeauty industry. Thousands of businesses have joined the GramercyOne family to provide online booking to their customers, manage day-to-day operations and drive new business. SalonBooker is completely  web-based, which makes it available from any computer with a browser and internet connection, anywhere at any time, even via an  smart phone or iPad. With SalonBooker you will be able to manage your business efficiently by integrating multiple systems in to one, save time through intelligent inventoryRead MorePersonal Standards Of Right And Wrong Essay3084 Words   |  13 Pagesethical issues confronting them each time they are running their departments. These issues are becoming challenging each day as technology becomes more and more advanced. There are more questions asked than answered as managers face more and more daunting challenges in information technology. There are five main categories of particular interest to technology. Ethical issues on the usage of IT and the challenges that managers face generally refer to privacy and intellectual property. Each has an importantRead MoreEssay about The Recent Negative Effect Of Technology On Society1731 Words   |  7 Pageslives for humans even worse. Take for example when a city builds better and more roads to attract tourists. This actually creates more traffic, not less. Technology also changes our sense of common purpose. New inventions such as the personal computer and machines can change our lifestyles. Even things we take for granted such as the automobile have negative effects on technology. The oil needed for a car to run needs to be imported and sometimes accidents such as the Exxon Valdez incident

The Possibility of Necessity Essay Example For Students

The Possibility of Necessity Essay Sam Vaknins Psychology, Philosophy, Economics and Foreign Affairs Web SitesSome things are logically possible (LP). Others are physically possible (PP) and yet others are Physically Actual (PA). The things that are logically necessary (LN) are excluded from this discussion because they constitute a meta-level: they result from the true theorems in the logical systems within which LP, PP and PA reside. In other words: the LN are about relationships between the three other categories. The interactions between the three categories (LP, PP, PA) yield the LN through the application of the rules (and theorems) of the logical system within which all four reside. We are, therefore, faced with six questions. The answers to three of them we know the answers to the other three are a great mystery. The questions are:Is every LP also PP?Is every LP also PA?Is every PP also PA?Is every PP also LP?Is every PA also LP?Is every PA also PP?Every PP must be also LP. The physical world is ruled by the laws of nature which are organized in logical systems. The rules of nature are all LP and whatever obeys them must also be LP. Whatever is PA must be PP (otherwise it will not have actualized). Since every PP is also LP every PA must also be LP. And, of course, nothing impossible can actually exist so, every PA must also be PP. That something exists implies that it must also be possible. But what is the relationship between necessity and existence? If something is necessary does it mean that it must exist? It would seem so. And if something exists does it mean that it was necessary? Not necessarily. It really depends on how one chooses to define necessity. A thought system can be constructed in which if something exists, it implies its necessity. An example: evolutionary adaptations. If an organism acquired some organ or trait it exists because it was deemed necessary by evolution. And thought systems can be constructed in which if something is of necessity it does not necessarily mean that it will exist. Consider human society. There are six modes of possibility:Logical (something is possible if its negation constitutes a contradiction, a logical impossibility). Metaphysical (something is possible if it is consistent with metaphysical necessities)Nomological (something is possible if it is consistent with scientific laws)Epistemological (something is possible if it sits well with what we already know)Temporal (something is possible if it is consistent with past truths)Something is possible if it is conceivable to a rational agentMost of these modes can be attacked on various grounds. There are impossible things whose negation would also yield a contradiction. We can commit errors in identifying metaphysical necessities (because they are a-posteriori, empirically derived). A metaphysical necessity is an objective one and is stronger than a logical necessity. Still it can be subject to an a posteriori discovery, from experience. And experience can lead to error. Scientific laws are transient approximations which are doomed to be replaced by other scientific laws as contradicting data accumulates (the underdetermination of scientific theories by data)What we already know is by definition very limited, prone to mistakes and misunderstandings and a very poor guide to judging the possibility or impossibility of things. Quantum mechanics is still considered counter-intuitive by many and against most of the things that we know (though this is a bad examples: many things that we know tend to support it, like the results of experiments in particles). The temporal version assumes the linearity of the world the past as an absolutely reliable predictor of the future. This, of course, is never the case. Things are possible which never happened before and do not sit well with past truths. .u3a3e6398390a598f8cd34b79621acb54 , .u3a3e6398390a598f8cd34b79621acb54 .postImageUrl , .u3a3e6398390a598f8cd34b79621acb54 .centered-text-area { min-height: 80px; position: relative; } .u3a3e6398390a598f8cd34b79621acb54 , .u3a3e6398390a598f8cd34b79621acb54:hover , .u3a3e6398390a598f8cd34b79621acb54:visited , .u3a3e6398390a598f8cd34b79621acb54:active { border:0!important; } .u3a3e6398390a598f8cd34b79621acb54 .clearfix:after { content: ""; display: table; clear: both; } .u3a3e6398390a598f8cd34b79621acb54 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3a3e6398390a598f8cd34b79621acb54:active , .u3a3e6398390a598f8cd34b79621acb54:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3a3e6398390a598f8cd34b79621acb54 .centered-text-area { width: 100%; position: relative ; } .u3a3e6398390a598f8cd34b79621acb54 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3a3e6398390a598f8cd34b79621acb54 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3a3e6398390a598f8cd34b79621acb54 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3a3e6398390a598f8cd34b79621acb54:hover .ctaButton { background-color: #34495E!important; } .u3a3e6398390a598f8cd34b79621acb54 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3a3e6398390a598f8cd34b79621acb54 .u3a3e6398390a598f8cd34b79621acb54-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3a3e6398390a598f8cd34b79621acb54:after { content: ""; display: block; clear: both; } READ: How does the director, Steven Spielberg, create su EssayThis seems to be the strongest version but, alas, it is a circular one. We judge the possibility of something by asking ourselves (=rational agents) if it is conceivable. Our answer to the latter question determines our answer to the former a clear tautology. To answer the first three of the six questions that opened our article we need to notice that it is sufficient to answer any two of them. The third will be immediately derivable from the answers. Let us concentrate on the first and the third ones : Is every LP also PP and is every PP also PA?There seems to be a wall-to-wall consensus today that every PP is also PA. One of the interpretations to quantum mechanics (known as the Many Worlds interpretation) claims that with every measurement of a quantum event the universe splits. In one resulting universe, the measurement has occurred with a given result, in another the measurement has yielded a different result and in one of these universes the measurement did not take place at all. These are REAL universes, almost identical worlds with one thing setting them apart : the result of the measurement (its very existence in one case). By extension, any event (microcosmic or macrocosmic) will split the universe similarly. While the Many Worl ds interpretation remained in the fringes of institutionalized physics not so the possible worlds interpretation in formal logic and in formal semantics. Leibniz was ridiculed (by Voltaire) for his the best of all possible worlds assertion (God selected the best of all possible worlds because, by his nature, he is good). But he prevailed. A necessary truth logicians say today must by necessity be true in all possible worlds. When we say it is possible that something we mean to say: there is a world in which there this something exists. And this something is necessary is taken to mean : this something exists in all possible worlds. The prominent logician, David Lewis postulated that all the possible worlds are actual and are spatio-temporally separated. Propositions are designations of sets of possible worlds in which the propositions are true. A property (being tall, for instance) is not a universal but a set of possible individuals carrying this property, to whom the relevant predicate applies. Lewis demonstrated rather conclusively that is no point in using possible worlds unless they exist somewhere. A logical necessity, therefore, would be a logical proposition which is true in all the logically possible worlds. According to Lewiss S5 logical modality system, if a proposition is possible it is necessarily possible. This is because if it true in some possible world then, perforce, in every possible world it must be true that the proposition is true in some possible world. Models of T validity reasonably confine the sweep of S5 to worlds which are accessible rather to all the possible worlds. Still, all validation methods assume (axiomatically, in essence) that necessity is truth. Is every LP also PP? I think that the answer must be positive. Logic is a construct of our brains. Our brains are physical system, subject to the laws of physics. If something is LP but not PP it would not have been able to appear or to otherwise interact with a physical system. Only PP entities can interact with PA entities (such as our brains are). Thus, every logically possible thing must form in the brain. It can do so, only if it is physically possible really, only, if in some limited way, it is also physically actual. The physically possible is the blueprint of the physically actual. It is as PP (PA blueprints) that they interact with our PA brain to produce the LP (and later on, the PA). This is the process of human discovery and invention and a succinct summary of what we fondly call: civilization.

Peace Sells... but Whos Buying by Megadeth free essay sample

Being a 13 year old girl at a Megadeth concert, surrounded by Metal heads (a metal fan) was awesome. It was the first concert I’ve ever attended, and it opened the doors for me. I felt like I belonged there and it just felt like home. I was with my long extended family. Leaving the outdoor venue was cool too (yeah weird right). People screaming â€Å"MEGADETH!†and doing the devil horns with their hands was as cool as watching Megadeth perform (well kind of). Although I knew the day after was going to be so painful like any metal concert, I head banged until I felt numb and screamed the lyrics at the top of my lungs until my voice was gone. It was the best experience I ever had! As a huge Metal head Peace Sells†¦ But Who’s Buying? is an album that is worth gold. Megadeth, a thrash band part of the big 4 (including Metallica, Anthrax and Slayer) released Peace Sells†¦ But Who’s Buying? In July 20th, 1986 being their 2nd studio album (following thei r first which was Killing is My Business And Business is Good). We will write a custom essay sample on Peace Sells but Whos Buying? by Megadeth or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This album has everything a thrash metal album needs: speed, slow songs, a mysterious feel, great lyrics that the listener can relate to, and musical quality. Dave Mustaine’s and Chris Poland’s heavy riffs, Gar Samuelson’s amazing drumming, the dark lyrics of Mustaine, and David Ellefson’s astonishing bass mastery makes this album a classic. Dave Mustaine’s anger is shown in this album with his great lyrics that any raging and rebellious teen could relate to. Dave’s lyrics talk about politics and life stories just put into lyrics and riffs. Listening to this album is like reading a book about Dave Mustaine, his thoughts, his experiences, and his life. Never will you hear Dave Mustaine sing about fairies, and fairytales, so every thrasher (thrash metal fan) appreciates that. This album is fast, slow, has dark lyrics that the listener can relate to, is psychedelic, heavy, loud, and that the instruments are being used to their fullest potential . For Example, â€Å"My Last Words† is very fast and starts off with a very psychedelic acoustic guitar part and then the bass joins in with a great use of the bass by Ellefson.In â€Å"My Last Words† Dave Mustaine talks about playing Russian roulette (DO NOT TRY AT HOME) â€Å"Place the piston down, Now give the gun a spin soon as the spinning stops, Oh no, the game starts in a hateful way of vengeance, a bit of playful sin, load another bullet, the second round begins, a couple grains of powder, a couple grams of lead, a touch against the trigger, a touch inside the head, take another drink, and raise the last bet, think about my last words, they might be what I just said†¦You, you, next victim, you next to die. You, you, next victim, you, your turn to die. You, come on, next victim, you, your turn to die. You die!† An example of a slower song would be â€Å"Good Mourning/Black† Friday, and this song just has such a dark feel in it that brings in t he listener right away. The instruments are being used outside the box and very creatively (as always) by Megadeth. The rhythm guitar has a darker sound to it while the lead guitar has a higher pitch but still sounds so evil and so mysterious. Both guitars combined sound as creepy as the music played in the background before the victims are killed in a horror movie. The bass has fast bass tabs, which are hard to play because it’s done very skillfully by David Ellefson. And trust me I know, trying to play something on the bass is as hard as running a mile when you’re out of shape. The drumming is also amazing, it’s not too much and not too little, and yet so complex. This album takes the listener to a different world. Once you put your head phones in or play it in your room and everything around you isn’t the same. Megadeth has the power to take the listener places with their instruments. If you can do that to the listener you know you’ve done a ver y good job composing music. Peace Sells†¦ But Who’s Buying? Is one of best thrash metal albums of all time and a Megadeth classic, and I have nothing to complain about this album and for that I’m sorry. I would change nothing from this album, everything from Peace Sells†¦ But Who’s Buying? is just perfect. Any mad and rebellious adolescent can relate and would be interested to listen to this masterpiece.It’s totally worth investing.

Aphasia †Communication Impairment

Aphasia – Communication Impairment Free Online Research Papers Aphasia is a general term used to describe one or more disorders that have caused the loss or impairment of the ability to speak or communicate. (Akmajian Demers, and Harnish 1979:306) This can be caused by disease ( such as a brain tumor), dementia, stroke or physical injury to the brain itself. The National Institute on Deafness and Other Communication Disorders (NIDCD) estimates that 80,000 people acquire aphasia every year and that approximately one million people in the U.S. have currently been diagnosed, most of these have been due to stroke. (www.nidcd.nih.gov) In this paper I will be addressing the varied causes of aphasia, its effect on language and its treatment. It would be nearly impossible to talk of aphasia without addressing its root causes, which is usually damage to one of the two major language centers of the brain that are often associated with this illness, namely, Broca’s area and Wernicke’s area. In 1861 a French surgeon named Paul Broca described a patient with severe speech impairment; after the patient died it was revealed that they had sustained an injury to the posterior inferior part of the left frontal lobe (see fig. 1). This area is now known as Broca’s area (Akmajian Demers, and Harnish 1979:307). A little over a decade after Broca’s findings, in 1874 a German physician, Karl Wernicke, described patients with brain lesions who also had severe speech deficits; the lesions however were not located in Broca’s area. The damage had occurred in another area, the left posterior temporal lobe (see fig. 1). These findings together led to the inference that these two areas of the brain play crucial but different roles in speech and communication. Damage to these areas manifests itself differently, leading to separate but similar pathologies. Damage to Broca’s area results in what is termed Broca’s aphasia which is also called nonfluent or motor aphasia. (Clark, Eschholz and Rosa 1998:637) This kind of aphasia is characterized by short, halting, agrammatical speech that is often devoid of articles and prepositions. We are given this example from a patient with Broca’s aphasia; â€Å"The patient is trying to describe a picture showing a boy stealing cookies from a cookie jar while his chair is tipping over; a little girl is helping him. Their mother stands at the window staring into space while the sink in front of her overflows.† (Clark, Eschholz and Rosa 1998:637) Cookie jar†¦fall over†¦chair†¦water†¦empty†¦ov†¦ov†¦[Examiner: â€Å"overflow?†] Yeah. (637) Through Wernicke’s research he found that people without damage to Broca’s area but with damage to the temporal lobe where Wernicke’s area is located, developed speech pathologies that were quite different from Broca’s aphasia. Patients suffering from Wernicke’s aphasia often have little or no trouble producing long sentences with proper grammar. The speech itself though is often unintelligible with unnecessary and/or made up words. (Clark, Eschholz and Rosa 1998:637-38) In the text of Language: Readings in language and culture, a patient with Wernicke’s aphasia attempts to describe the same picture that the aforementioned Broca’s aphasiatic tried to describe: Well, this is†¦mother is away here working out o’here to get her better, but when she’s working, the two boys looking in the other part. One their small tile into her time here. She’s working another time because she’s getting too. (638) This led Wernicke to create the first model of language processing in the brain. Wernicke proposed that the words and meanings are stored in Wernicke’s area, after drawing a word from this area the thought is transmitted to Broca’s area by way of a bundle of nerves called the arcuate fasciculus. Once it reaches Broca’s area the sound structure of the intended speech is sent to the motor cortex where it then is transmitted as various commands to the physical areas related to speech (tongue, lips etc). Finally, language emerges. (Clark, Eschholz and Rosa 1998:638) Aphasia is not always as clear cut as the preceding paragraphs seem to make it however. Factors such as the location of the injury, the patient’s age and health are all complicit in how severe the aphasia is and how it expresses itself. (nidcd.nih.gov/) Often in the case of Broca’s aphasia partial paralysis may occur as it is quite close to the motor cortex. It can also manifest itself in areas other than oral communication such as reading and writing, and in fact is often more severe in these areas. To further complicate matters, the same types of aphasia do not have the same symptoms in different languages, causing researchers to search for language specific symptoms and universal symptoms. (nidcd.nih.gov/) The diagnosis of aphasia can be performed by a speech pathologist who can examine the patient’s ability to comprehend speech, communicate orally, read and write. Other factors are also taken into account such as the ability to swallow, the ability to follow directions, both simple and complex. After this the mode of treatment that is best suited to the individual can be determined. (nidcd.nih.gov/) The basic form of treatment involves work with the speech pathologist to focus on specific aspects of language that have been affected by the brain. Exercises such as naming objects and following directions can be increased in complexity as the patient improves. Sometimes it may be better, or even necessary, for a patient to communicate primarily with the use of gestures and symbols. One such patient, Chil, had a massive stroke in the left hemisphere of his brain leaving him with little more than his right hand and arm to communicate with, though he could say three words, Yes, No and And.( McNeill 2000:84) Chil and his family were able to communicate through these three words combined with a series of hand gestures. Though the process can be time consuming it works for Chil and his family. McNeill describes a situation in which Chil would like to invite an additional two people for dinner: With hindsight it is possible to see Chil wants to invite two additional guests, Mack and June to dinner. However, it takes intricate, temporally unfolding work for his interlocutors to discover this. (85-86) Gestures may not be able to replace the intricacies that spoken language provides but it does serve as a useful and valid means of expression. There are also group therapy sessions which may help the patient use new conversational skills. The NIDCD website lists some pointers for family members. Family members are encouraged to simplify their language, encourage the individual to communicate in whatever way they can, inclusion into decision making and in conversation. It is also recommended that they do not correct their speech and that they encourage them to become involved with activities out side of the home including stroke clubs which are regional support groups for people who have suffered a stroke. New research into drug treatment has shown hope as the NIDCD website states: Pharmacotherapy is a new, experimental approach to treating aphasia. Some studies are testing how drugs can be used in combination with speech therapy to improve recovery of various language functions by increasing the task-related flow of activation in the left hemisphere of the brain. These studies indicate that drugs may help improve aphasia in acute stroke and as an adjuvant to language therapy in post acute and chronic aphasia. Science and medicine have improved and advanced significantly since the days of Paul Broca and Karl Wernicke. Scientists are now using machines like MRIs (magnetic resonance imaging) to create 3d virtual versions individual brains to study the inner workings of the brain and its pathologies. Something that Broca and Wernicke could never have imagined. Though there is less obfuscation concerning the inner workings of the brain and of the processes that lead to the comprehension and use of language in all its forms, aphasia is still a real concern that for some is nearly or completely crippling. References Akmajian, Demers and Robert M. Harnish 1975 Linguistics: An introduction to Language and Communication. Cambridge and London: The MIT Press Clark, Eschholz and Alfred F. Rosa 1998 Language: Readings in Language and Culture. Boston: Bedford/St. Martin’s D’Esposito, Mark 2003 Neurological Foundations of Cognitive Neuroscience. Cambridge: The MIT Press McNeill, David 2000 Language and Gesture. Cambridge: Cambridge University Press 2006 National Institute on Deafness and Other Communication Disorders. Electronic document, nidcd.nih.gov/health/voice/aphasia.asp, accessed September 8, 2006 Research Papers on Aphasia - Communication ImpairmentArguments for Physician-Assisted Suicide (PAS)Analysis Of A Cosmetics AdvertisementQuebec and CanadaThe Fifth HorsemanMind TravelAssess the importance of Nationalism 1815-1850 EuropeRelationship between Media Coverage and Social andMarketing of Lifeboy Soap A Unilever ProductUnreasonable Searches and SeizuresCanaanite Influence on the Early Israelite Religion

Academic Achievement and Physical Fitness

Academic Achievement and Physical Fitness Introduction Increased levels of obesity and poor health standards among students across the United States (US) has brought a lot of focus to student health and more so, the effects of bad health on academic performance (Chomitz, 2009, p. 30).Advertising We will write a custom thesis sample on Academic Achievement and Physical Fitness specifically for you for only $16.05 $11/page Learn More However, the debate on the correlation between health and academic performance has long been done and concluded. On the other hand, the debate on the correlation between physical activities (as a major health facet for students) and academic performance is only emerging. The benefits of regular physical exercise have been widely acknowledged throughout health and medical circles. For instance, research studies done on animals have come to a conclusion that physical exercising increases neural development while other closely related similar studies have affirmed that physi cal exercising leads to a greater development of neuronal synapses (Grissom, 2005, p. 1). Increased physical activity has also been affirmed to reduce stress levels and equally reduce anxiety, not only among students but also in the general human population as well. These factors have been associated with increased academic performance. In fact, there has been evidence of upcoming research studies suggesting that the lack of physical exercise or inactivity may in the near future overtake the detrimental effects tobacco is known to have on human beings (Grissom, 2005, p. 1). Some sections of the media have also identified that survivors of cancer have a higher likelihood of preventing the occurrence of the disease if they regularly exercise and observe a healthy diet. These findings are likely to develop a new relationship between the learning environment and student cognitive development but more questions still linger on whether the relationship between physical exercises and acade mic achievement can be linked to academic performance when standardized tests are applicable (Kirk, 2006, p. 203).Advertising Looking for thesis on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More This point of view is shared by Grissom (2005) who notes that â€Å"Few studies have used standardized fitness measures and standardized test scores in large urban populations or examined the relationship of academic achievement and fitness among elementary and middle school students† (p. 3). However, the same level of optimism about physical exercising in the media and health circles is not evidenced in the educational field as it is in other disciplines as well. In fact, in educational circles, physical education is seen as an extracurricular activity and if there is increased pressure on teachers to improve academic results, often, physical education is the first to be cut-back so that more time is created for ot her academic activities. Many researchers are against this sort of trend because they explain that if physical education exposes a positive correlation with academic excellence, then it would no longer be perceived as an extra curricular activity (Grissom, 2005, p. 1). This study essentially relies on this point of view because apart from the obvious health benefits associated with physical education, there is still a direct link it has to academic excellence. There have been very minimal research done to establish the relationship between physical fitness and academic achievement and those that exist have significant methodology problems that eventually result in the occurrence of significant doubts about their findings. Those that have had a conclusive finding have however suffered the problem of obtaining credible data to support their arguments and therefore their conclusions are not as strong as they should be.Advertising We will write a custom thesis sample on Academic Achievement and Physical Fitness specifically for you for only $16.05 $11/page Learn More Nonetheless, one of the main factors why many researchers have hit a dead-end in establishing the relationship between physical fitness and academic achievement is because of the fact that it is difficult to obtain valid and reliable measures for both physical fitness and academic excellence. Because of this challenge, this study will make use of the state testing criteria for both variables (academic achievement and physical fitness). From the understanding of the relationship between academic excellence and physical exercise, educationists can therefore be directed on the best channels to direct their resources. Considering the importance of this study in the establishment of positive academic outcomes in schools, this study establishes that there is a positive correlation between physical exercising and academic achievement. Importance of Understanding the Study Understand ing the relationship between physical fitness and academic achievement is very important for educationists and parents alike because it ensures they are aware of the dynamics that relate to the two variables and how it may affect students and children respectively. Teachers and educationists may find the information quite useful in drawing up an effective program that basically integrates both variables for optimum results (Science Daily, 2010, p. 4). In other words, they can be able to easily strike a balance between physical and academic activities for optimum results. This also entails facilitating the development of the right program mixes and policy balances which are overly sensitive to the upheaval of education standards. Also considering most educators are normally under immense pressure to improve academic performance in light of scarce educational resources, this study’s findings are likely to point such people in the right direction by identifying possible areas of effective resource allocation that will consequently lead to the proper utilization of academic resources (Science Daily, 2010, p. 4). Time is one such resource and many schools are often faced with the dilemma of allocating time to the most productive functional areas of education.Advertising Looking for thesis on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More From the understanding of the contribution physical education brings to academic performance, time can therefore be allocated to physical education if it is established that it has a significant contribution to academic performance, or on the contrary, time can be cut back if it is established that it does not have a significant contribution to academic performance. Since most educators have often been criticized for not providing holistic education and only focused on academic performance, the findings of this study will be useful to educators and policy makers in establishing the extent through which physical education will affect academic performance because physical fitness is an element of learning that encompasses a holistic education demanded by most people (Science Daily, 2010, p. 4). Moreover, its impact on academic performance will be accurately quantified because academic performance is normally perceived to be the pinnacle of education and most learning institutions woul d not compromise it if they do not have a correct assessment of the impact physical education has on it (academic success). Moreover, in today’s current era of increased competition, many learning institutions have been observed to cut back on the time allocated to physical education in order to have a competitive advantage over others institutions and so the information derived from this study will be useful to learning institutions which do not intend to take this strategy while still uphold good academic performance (Science Daily, 2010, p. 4). Literature Review The concern about children health has been a new issue of concern not only in educational circles but also in social circles. More so, there have been increased concerns about the increased rate of obesity among children and new research studies presented at the American’s Heart Association forum suggest that physical health concerns among students is correlated to the level of academic achievement (Cottrell , 2010). There have been closely related research studies done by Cottrell, an educational researcher at Wood County in America who was trying to establish the relationship between body mass index and academic performance. He suggested that students who had better grades (above average) in Mathematics, science and social studies were in an overall good physical state of fitness while those who were not in good physical fitness (in a period of two years) performed poorly in academics for the two years studied (Chomitz, 2009, p. 30). In affirmation of his findings, he explained that The take-home message from this study is that we want our kids to be fit as long as possible and it will show in their academic performance (Cottrell, 2010, p. 31). He further reiterated that But if we can intervene on those children who are not necessarily fit and get them to physically fit levels, we may also see their academic performance increase (Cottrell, 2010, p. 32). In complementing these findings , auxiliary studies (still done by Cottrell) suggested that students who regularly took part in physical exercises were bound to have a very vibrant adulthood (Cottrell, 2010). In response to these findings, it was established by the American heart association that students should do at least an hour of physical exercising a day so that they are in fit position to enhance their youth and improve their academic performance altogether (Science Daily, 2010). In summing their findings, Medical News (2011) concluded that â€Å"The study suggests that focusing more on physical fitness and physical education in school would result in healthier, happier and smarter children† (p. 11). However, studies done by Grissom (2005) expose an interesting underlying premise behind this positive correlation. In detail, he exposes the fact that the positive correlation between physical fitness and academic success is strongest among female students than males (Grissom, 2005). In the same manner, he observes that the positive correlation between physical fitness and academic achievement is also more evident among higher socioeconomic status than lower strata. Grissom was also involved in another co relational research study presented in the year 2005 and aimed at investigating the relationship between academic achievement and physical fitness. The research study affirmed that, there was a strong relationship between physical fitness and academic achievement (California Department of Education, 2005, p. 1). This conclusion sought to validate previous research findings which also established the positive correlation between physical fitness and academic achievement. The study was done with the knowledge that, previous studies established a positive relationship between academic achievement and physical fitness but it was nevertheless done because previous research evidence acknowledged a missing causal relationship between the two variables. To support the research’s fi ndings, data relating to a previous physical fitness test undertaken in the state of California during the year 2004 were used. The data used was obtained from the Fitnessgram test which is the standard California test used to evaluate students’ fitness levels. The test was administered from February to May of the year 2004 and it was administered to a large sample size of students sought from fifth, seventh and ninth grades. The students were sought from selected public schools in the state of California. With regards to the subject areas studied and the administration time-frame, California Department of Education (2005) explains that, â€Å"The CST scores were measures of academic achievement in English–language arts, mathematics, history–social science, and science. The CSTs were administered in spring 2004 to students in the second grade through the eleventh grade in California public schools† (p. 6). Before the test was undertaken, the demographical information of the respondents was collected according to the requirements of two testing programs used in the study (PFT and CST). The demographic data was used to create matching files to be equated to the various testing criteria of the PFT and CST. The files which posed a matching score had to have data relating to a respondent’s fitnessgram test and the CST test. In this regard, it was easier to compare data relating to PFT and CST. However, the PFT score determined six aspects of a respondent’s fitness including â€Å"the aerobic capacity, body composition, abdominal strength, trunk strength, upper body strength and flexibility† (California Department of Education, 2005, p. 7). These parameters abound, the performance of the respondents was determined in two levels, â€Å"(1) in the healthy fitness zone, which means students met or exceeded the fitness target, or (2) needs improvement, which means students failed to meet the fitness target† (Califo rnia Department of Education, 2005, p. 10). The PFT scores therefore ranged from zero to six, meaning that, if a respondent scored one on the fitness score, he or she would only have satisfied one of the fitness criteria. In the same regard, if a respondent scored six on the fitness score, he or she should have satisfied all the fitness criteria guidelines. In finalizing the methodological application of the research, California Department of Education (2005) establishes that: â€Å"Analyses first calculated the mean scale scores for the CST in English–language arts and the CST in mathematics for each overall PFT score. Second, analysis of variance (ANOVA) and linear regression was used to test the statistical significance of the relationship between the overall PFT and achievement scores† (p. 10). From the above methodology, it was established that, when the PFT scores improved, there was a resultant improvement in the scores of English language test. It was further e stablished that, for students who did not meet the average scale score of the English language, a score of 311 was recorded on the fitness scale (for fifth graders), while students from the seventh and ninth graders who also satisfied the above requirements scored and average of 300 and 304 ( for seventh and ninth graders respectively). Moreover, the California Department of Education (2005) establishes that: â€Å"The average scale score on the CST in English–language arts for fifth-grade students who achieved all six fitness standards was 355. The same scale score for seventh and ninth graders was 350 and 352, respectively. The change in average scale scores on the CST in English–language arts from those who achieved none of the fitness standards to those who achieved all six was around 50 points† (p. 12). These test results showed that, there was a positive relationship between physical fitness and academic achievement because as one variable increased, so di d the other. The mathematics scale scores showed nothing different with the English studies because as the PFT studies improved, the CST scale scores improved as well. This result shows that, there was a strong consistency in the results evidenced from mathematics and English test scores. However, in determining this outcome, it is important to acknowledge that, the analysis of variance and linear regression was important in establishing the statistical validity of the findings. In undertaking the research study, there was concern among the researchers to investigate if there were any significant variations in the character of the respondents (which would ultimately affect the relationship between physical fitness and academic achievement) (California Department of Education, 2005, p. 16). In this regard, the population sample was later broken down into subgroups of girls and boys. It was later established that, there was a consistency of outcome in determining the relationship betw een physical fitness and academic achievement because the relationship between fitness and academic achievement was consistent across the genders. However, though this relationship was considered solid up to this point, it was evidenced that, the change in achievement scores was greater for girls than for boys. Socioeconomic status was also used as a parameter for establishing the relationship between physical fitness and academic achievement and the National school lunch program acted as a proxy for the parameter. Through this proxy, it was established that, students who received free lunch came from a lower socioeconomic status and those who did not, came from a higher socioeconomic status. The same positive relationship between physical fitness and academic achievement was still observed under this parameter but it was established that the rate of scores in academic achievement was greater for students who were under the National school lunch program as compared to those who were not (California Department of Education, 2005, p. 14). The outcome of the study was predictably similar for mathematics and English test scores and in the same manner, the results of seventh and fifth graders were consistent with the results of the fifth graders. Collectively, the results showed that, the positive relationship between physical fitness and academic achievement was stronger for girls than for boys and in the same manner, it was stronger for students from a higher socioeconomic status than for students from a lower socioeconomic status. The biggest strength for the conclusions derived from this study emanates from the fact that, the researchers used the analysis of variance and linear regression as a test of the statistical variance of the conclusions derived. Both linear regression and the analysis of variance helped validate the data derived from the findings because linear regression in isolation implements a statistical model that when relationships between indepe ndent and dependent relationships almost develop a linear relationship, optimal results will be achieved, but in the same manner, linear relationships can be inappropriatekly used to model nonlinear relationships if caution is not taken. Grissom was also involved in another co relational research study (cited in Grissom, 2005) aimed at investigating the relationship between academic achievement and physical fitness. The objective of this research study was the same as the previous research study cited in this article because it was aimed at evaluating the relationship between physical fitness and academic achievement although different parameters were used. For instance, although the study used the Fitnessgram test, scores derived from this measure was compared to the standard achievement test which is an independent from of standardized test used to evaluate student performance. The respondents were also fifth, seventh and ninth graders, just like the previous study, but they amoun ted to 884,174 students, which was a large sample size for the study. The students were selected from California public schools through the state requirements for the Fitnessgram test. The large population sampled is a great strength of the study because it is affirmed that, large samples of study add to the credibility of the conclusion to be derived from a study because they expose a lot of variations in the conclusions derived. Moreover, there are less chances of error occurrence when large samples are used. Another strength evidenced from this study is the fact that, it relied on the Fitnessgram test which is guaranteed by the California law as credible and accurate. In fact, Grissom (2005) explains that: â€Å"†¦During the month of February, March, April, or May, the governing board of each School district maintaining any of grades five, seven and nine shall administer to each pupil in those grades the physical performance test designated by the state board of educationâ €  (p. 19). These regulations expose the fact that, the Fitnessgram scores were consistent and standardized. Moreover, the Fitnessgram test has several options which ensure that performance tasks are effectively completed with ease. For example, it offered unique features to ensure even disabled students are able to complete the task; the same way, other students do. This feature ensured that, the conclusion derived from the study was holistic. In this study, the Fitnessgram test was used to measure five fitness aspects: â€Å"aerobic capacity, body composition, flexibility, trunk strength, and upper body strength† (Grissom, 2005, p. 19). In obtaining accurate data for the above parameters, the Fitnessgram test was designed to collect data by requiring students to complete â€Å"one option from aerobic capacity, one option from body composition, the curl-up test, the trunk lift test, one option from upper body strength and one option from flexibility† (Grissom, 2005 , p. 19). To add to the strengths of the findings obtained from this research study, it is important to acknowledge that, the standards envisioned in the Fitnessgram test were validated by the Cooper institute of Aerobics research with the performance classified into two divisions: where students met the healthy division target and where the students failed to meet the fitness target (Grissom, 2005, p. 20). The score ranged from zero to six; whereby zero meant no target was reached and six meant all targets were attained. In collecting data regarding the Fitnessgram test, PFT and STAR programs were used. As a result, matched files were created; whereby data regardiong the matched files were used to account for the PFT scores and standardized achievement scores. The standardized test came in handy during the collection of demographical information regarding the respondents because information such as the birth date and gender were clearly documented. However, in the collection of suc h demographical data, there was a slight possibility of the occurrence of errors as is explained by Grissom (2005) that: â€Å"As such, these data were used to evaluate the relationship between overall scores on the PFT and the standardized achievement tests. There could be errors in the matching process but there was no reason to believe matching errors biased the results† (p. 20). The study also established that, the relationship between physical fitness and academic achievement was consistently positive; meaning that, as the scores in the fitness scale improved, the scores in the academic scale also improved. The researchers also did a subgroup study on the different demographical parameters of the sample population and consequently came up with socioeconomic status and gender as the defining parameters. The criteria to segregate the population along socioeconomic lines was the same as the previous 2005 study mentioned in this article because it was established that, stude nts who enrolled in the school lunch feeding program was from a lower socioeconomic status and those who did not, were from a higher socioeconomic status. In this regard, the study established that, the intensity of the relationship between academic achievement and physical fitness was stronger for female respondents than male respondents and therefore, in the same manner; the relationship was stronger in higher socioeconomic groups as opposed to lower socioeconomic groups. Nonetheless, the researchers identified that: â€Å"there may be other mental aspects attributed to the improvement in academic performance than just physical fitness. The average test score by way of PFT was an average of the indicator relationship between fitness and achievement but to validate the statistical significance of the findings, the analysis of variance was used to validate the relationship between overall PFT score and the achievement scores† (Grissom, 2005, p. 21). Only students who had comp lete sores on the PFT tests had their results tabulated because there would have been some inconsistencies observed in the conclusions if there were test results below six included in the findings. If this was done, it would mean that, there would be incomplete test scores included in the study and this would have dented the validity of the study because the minimal competency for the study would not have been attained. ANOVA tests affirmed that there was a statistically significant relationship between physical fitness and academic achievement. However, it was acknowledged that, this positive correlation was also subject to other variables not mentioned in the study. For example, it was established that the positive correlation between physical fitness and academic achievement in students from higher socioeconomic groups could have been brought about by the fact that, children from a higher socioeconomic status have better health, hail from a background of higher academic achieveme nt and generally live in better human conditions which probably contribute to their better physical fitness levels (Grissom, 2005). On the other hand, students who hail from a lower socioeconomic status are more likely to suffer family turmoil, and their households are bound to be more unstable when compared to students hailing from a higher socioeconomic status. Such students are also likely to live in deplorable conditions which ultimately affect their health and have less social supportive networks. Generally, they are also likely to have less cognitive enriching environments because of a collection of the above factors or a combination of two or more factors (Grissom, 2005, p. 22). In the same regard, it was established that, despite the positive correlation between physical fitness and academic achievement, causality cannot be established from this relationship. Grissom (2005) explains that: â€Å"There was no time or logical ordering that automatically leads from one event to the other. It is just as logical to believe that mental capacity affects physical ability. For example, there is evidence that mental stress can lower the effectiveness of the immune system† (p. 21). From this analysis, it was affirmed that, the study only represented a preliminary analysis into the relationship existing between academic achievement and physical fitness but it was also affirmed that the study’s findings presented a good ground for the development of future models and theories defining the relationship between academic achievement and physical fitness. Experimental designs were also identified to fail to expose the causality underlying various co relational relationships because they were assumed to be premature and bound to fail to expose the underlying factors affecting the relationship between physical fitness and academic achievement. This fact was supported by the assumption that, it was extremely difficult to increase academic achievement in subse quent time-frames (Grissom, 2005). Nonetheless, these insights were not an argument against experimental designs because conclusively, the study established that, there was a positive relationship between academic achievement and physical fitness. Other research studies done to dig deeper into the specific areas of academic achievement showed that academic achievement was noted to improve most in mathematics and science subjects. In the same studies it was established that there was no significant improvement in performance of subjects other than the two. For instance, in Canada it was established that an increase of physical exercises of one hour each day resulted in a significant improvement in mathematics scores for second, third, fourth, fifths and sixth graders (Chomitz, 2009, p. 35). It was also established that there was no significant changes of academic performance in other subject areas. However, for some reason, the studies caution users from making direct conclusions abo ut the positive correlation between physical exercising and mathematics. New York City’s health department has also reiterated the fact that physically fit students are bound to outperform their colleagues who are sedentary when it comes to academic performance. These findings had been derived from research studies evaluating the relationship among high school students using the state’s test measurement criterion the NYC Fitnessgram (Harutyunyan, 2009, p. 1). The study was necessitated by the rising obesity levels among children in New York. The statistics exposed that about 21% of students at kindergarten level (all through to the 8th grade) were obese and comprehensively, it was estimated that the city’s total student population had an obesity prevalence rate of approximately 18% (Harutyunyan, 2009, p. 1). It was estimated that children who highly performed on both variables in the NYC fitness score tremendously outperformed those who got a poor score in the fitness program scale. The difference was characterized by 36 percentile points (Harutyunyan, 2009, p. 1). After it was established that there was a positive correlation between physical activities and academic excellence, the city’s educational administrators decided to sensitize parents on the benefits of eating healthy foods and allocating at least 60 minutes a day of their children’s time to exercising. A number of activities were identified as appropriate exercises parents could encourage their children to engage in (they included, cycling, dancing skipping the rope, playing basketball or even taking a simple walk). Among these factors, a host of other recommendations were identified to be helpful in improving the students’ activity levels. They included limiting the time students spent on the computers (and more so the internet). This also included television and video game use. The second recommendation advanced to parents was to prepare healthy foods for their children such as vegetables, and fruits, at least two times a day. It was also recommended that the children should not drink beverages that have a lot of calories like sodas or juice; instead they should consume low-fat milk and water. Parents were also advised to encourage their children to avoid unhealthy foods and consider the healthy foods and diets provided at school The above findings can be explained by Scheuer (2003, p. 3) who identifies the fact that physical exercises significantly boost students’ brain nourishment, and revitalizes the students’ brain function to eventually increase the student’s ability to perform well in cognitive learning exercises. Complimentary findings have also established that physical exercising among students increases students’ self-esteem, concentration and encourages better behavior, thereby leading to an increased positive attitude among students who fall within this category (Bailey, 2000, p. 75). However, there has not been a strong relationship established to link the above mentioned factors with excellent academic performance, although it is presumed that students with a high self-esteem, better behavior and high concentration levels are likely to perform better than those who do not share the same attributes. However, it has been affirmed that physical exercising is bound to increase academic achievement more effectively in the short run rather than the long run. Interesting studies done on older adults note that physical activity is likely to increase cognitive function among this group of students in the same way it does younger students (Scheuer, 2003, p. 3). This observation therefore explains the findings observed by Cottrell because it was further established that physical exercising was bound to increase brain attributes which facilitated increased cerebral blood flow in the brain (which obviously complimented cognitive learning) (Corbin, 2010, p. 64). In addition, it was also established that increased physical exercising was bound to improve hormonal imbalance and therefore instances of better nutritional intake among students was bound to be boosted. This observation was seconded by research studies cited in (Medical News, 2011) which suggested that a trio of studies presented at the 2001 Society for Neuroscience Conference suggest that regular exercise can improve cognitive function and increase levels of substances in the brain responsible for maintaining the health of neurons (p. 2). These findings are also supported by other similar findings by Darla Castelli, an American professor in Illinois (cited in Medical News, 2011) who establishes that â€Å"students’ total fitness, as measured by passing all 5 components of the Fitnessgram, positively correlated with academic achievement, measured by the standardized Illinois State Achievement Test, particularly Mathematics and Science† (p. 5). Brain functions were further identified to significantly improve due to increased physical exercises because there were increased instances of energy generation brought about by physical exercises because physical exercises provided a break from the boring classroom environment, therefore resulting in higher attention levels among students. In conclusion to these findings, Medical News (2011) recommends that: â€Å"Enhanced brain function, energy levels, body builds/perceptions, self-esteem, and behavior have been attributed to physical activity and to improved academic performance. One cannot make direct correlations from the information offered. However it is obvious that many positive relationships have been suggested. Perhaps instead of decreasing physical activity, school officials should consider developing enhanced physical activity programs† (p. 3). Studies done by John Gardner centre (cited in Gardner, 2009, p. 1) also show a positive correlation between physical fitness and academic performance based on demo graphical factors. Comprehensively, they identify that students who managed to pass the California Physical fitness test also showed a similar higher performance in the state’s standardized test (Rahl, 2010, p. 81). It was further established that the positive relationship exhibited between physical exercising and positive academic outcomes did not start at the time the studies were done, but at a year before the studies were undertaken. Moreover, upon close follow-up of the research, it was established that the same observations were evidenced throughout the academic life of the studied students (Gardner, 2009, p. 1). Since the study was undertaken within two years, it was affirmed that students who showed increased physical activity between their fifth and seventh grades showed a significant increase in academic achievement as well, but the opposite was observed with students whose physical fitness declined within the two year period. However, it was established that the ac ademic achievement observed among highly fit students was only evident when general fitness was studied and not a specific fitness measure (Gardner, 2009, p. 1). Regardless of the conclusions derived from the above findings, it should not be assumed that physical fitness is the magical solution to students who do not enjoy high academic performance (Biddle, 2008, p. 186). For instance, students who take part in academic programs hampered by limited facilities cannot enjoy high academic excellence even if they are physically fit. To reiterate this sentiment, Biddle (2008) notes that â€Å"We’re not suggesting that if we run more laps it will make us smarter†¦but there does appear to be a correlation† (p. 4). This fact therefore implies that academic achievement is just one segment of the academic achievement puzzle. Because of the interesting intrigues about physical fitness and academic achievement, it is affirmed that a number of strategies can be adopted to impr ove students’ fitness even though a learning institution may be faced with other educational problems such as a lack of resources. For starters, learning institutions should endeavor to maximize existing opportunities in the school curriculum to improve the physical fitness of the students. This can be achieved by making use of the instructional time available for teachers in effecting physical education through the integration of physical fitness activities with other subject activities (Gardner, 2009, p. 1). This recommendation has been touted by many educationists after it was established that students find the above strategy quite beneficial if the instructional time is used to undertake a given rigorous activity. Another alternative could be revamping the conventional school menu to give room for healthier diets (especially if there is very limited time to allocate for traditional physical exercising). Expanding partnerships between communities and learning institutions has also been advanced as one way through which institutions of learning can provide fitness related programming which is out of the boundaries of normal instructional time (Gardner, 2009, p. 1). The partnerships can be forged with community foundations, organization and even the state, through existing sport programs that may be beneficial to the students. Lastly, learning institutions can pursue a strategy of engaging the community to increase physical activity among the students. The community also includes parental involvement which is very important in the exercise because parents normally wield a lot of control on their children and most of them are also mentors to their children in their own light. Conclusion This study contributes to the growing body of knowledge which identifies that there is a positive correlation between physical fitness and academic achievement. It is also important to note that most of the empirical evidence gathered in this study is derived from a numb er of socioeconomic parameters across the globe, meaning that the same conclusions have been evidenced in a number of places around the world and across a number of demographical strata. There is a stronger evidence of a positive relation between physical fitness and academic achievement when analyzed in a number of subjects but more especially mathematics and sciences. The reason this observation is stronger in this group of subjects is not yet established and perhaps this should be the new frontier for future research studies. Although not many studies bother to touch on the real factors behind the positive relationship between physical exercising and academic performance, there is already speculation among educational circles that personal motivation may be a factor to watch considering physical exercising may actually portray a sense of personal achievement which may be mirrored through academic achievement (Chomitz, 2009, p. 35). This means that students who are highly motivate d at a personal level may as well strive to expose the same in physical exercising as well as academic excellence. Secondly, there has been speculation that physical activity may actually be a mirror of overall fitness of health where factors like nutrition, physical and weight status may actually portray a healthy student and such parameters are likely to lead to high academic achievement. This would essentially mean that academic achievement is probably evidenced because of overall good health as opposed to physical activity per se. In fact, there are already existing research studies exposing the link between good health and high academic achievement where factors like weight status, food sufficiency and such like general health status have been studied. This should be analyzed as its own distinct area of study and therefore its conclusions should not be augmented when analyzing physical fitness as a distinct independent variable. However, it should also be acknowledged that vari ous socioeconomic parameters play a big role in the increase of academic standards. This analysis is important because numerous studies have consistently mentioned the input of a student’s background because it extensively determines students’ academic performance. This also poses as a new area of research considering the relationship between physical fitness and academic performance could be done based on various socioeconomic statuses. Conclusively, this study points out that there is a positive correlation between physical exercising and academic achievement. Expressly, it also identifies how learning institutions can be able to maximize this benefit through partnerships, effective utilization of institutional time and such like factors. Allocating at least an hour a day to physical exercises is a commendable move according to medical experts because it improves brain activity and this consequently leads to an improvement of academic standards. Thus, in light of the positive influences physical activities has on academic progression it is in order to recommend that learning institutions should allocate more time to physical activities to improve educational performance because there is an obvious positive correlation between physical exercising and academic achievement. References Bailey, R. (2000). Teaching Physical Education 5-11. New York: Continuum International Publishing Group. Biddle, S. (2008). Psychology of Physical Activity: Determinants, Well-Being, and  Interventions. London: Routledge. California Department of Education. (2005) A Study of the Relationship Between  Physical Fitness and Academic Achievement in California Using 2004 Test Results. Retrieved from: www.cde.ca.gov/ta/tg/pf/documents/2004pftresults.doc Chomitz, V. (2009). Is There a Relationship between Physical Fitness And Academic Achievement? Positive Results from Public School Children in the Northeastern United States. Journal of School Health, 79(1), 30-36. Corb in, C. (2010). Fitness for Life: Elementary School Guide for Wellness Coordinators. New York: Human Kinetics. Cottrell. (2010). Students Physical Fitness Associated With Academic Achievement;  Organized Physical Activity. Retrieved from: physorg.com/news186776754.html Gardner, J. (2009). Exploring the Link between Physical Fitness and  Academic Achievement. Retrieved from: http://gardnercenter.stanford.edu/current_initiatives/youth_archive.html Grissom, J. (2005). Physical Fitness and Academic Achievement.  Journal of Exercise Physiology, 8(1), 11-24. Harutyunyan, R. (2009). Physical Fitness Associated With Higher Academic  Achievement. Retrieved from: emaxhealth.com/2/81/32246/physical-fitness-associated-higher-academic-achievement.html Kirk, D. (2006). The Handbook of Physical Education. London: SAGE. Medical News. (2011). Strong Relationship between Kids Academic Achievement And  Fitness. Retrieved from: news-medical.net/news/2004/10/19/5684.aspx Rahl, R. (2010). Physic al Activity and Health Guidelines: Recommendations for Various  Ages, Fitness Levels, and Conditions from 57 Authoritative Sources. New York: Human Kinetics. Scheuer, L. J. (2003). Does Physical Activity Influence Academic Performance?  Retrieved from: sports-media.org/sportapolisnewsletter19.htm Science Daily. (2010). Students Physical Fitness Associated With Academic  Achievement; Organized Physical Activity. Retrieved from: sciencedaily.com/releases/2010/03/100302185522.htm

The naval blockade established by the US during the Cuban missile Research Paper - 1

The naval blockade established by the US during the Cuban missile crisis was the most effective strategy that forced the Soviet Union to remove the missiles from Cuba - Research Paper Example It prevented them from conducting nuclear tests on earth’s outer space, in the atmosphere or even under water. China had so much potential of developing nuclear weapons, to further this; they signed an agreement with Moscow. China was to provide uranium ores to Moscow and in exchange get help to advance its nuclear technology. By 1950’s, China started developing these weapons on their own. This remarkable advancement in nuclear technology china was able to develop the first hydrogen bomb in 1967. In the succeeding years, the Cultural Revolutions disrupted weapon development but other sectors like scientific fields and educational ones experienced slow advancements. Extend to which china had developed in nuclear power advancements remains uncertain. These nuclear weapons developed increased insecurity in the whole world2. After the Second World War, USA was the leading power and had all the potential including nuclear power and well-trained and equipped army. The Soviet Union wanted to counter USA’s influence on the rest of the world, and therefore, they settled on forming nuclear weapons that would deploy effectively the entire European continent. Soviet Union placed their station in Cuba that was more strategically located and would favor the transportation of materials more easily. They had plotted a scheme on how they would invade on USA. the battlefield chosen would give the soviets more chance to win West Berlin into the soviet orbit3. The Soviet Union secretly started to work on building missiles from their location in Cuba. They wanted to build on military power that would be more accurate and reliable as contrasted to that of the USA. They had plans to destroy the whole of the US continent. The nuclear technologically assembled missiles would be the most powerful, giving Soviet Union considerable advantage over the USA. The missiles that the US had constructed were unreliable