Strategy-evaluation Framework for Mattel

Strategy-evaluation Framework for Mattel 1.0 Strategy Review, Evaluation, and Control The best-formulated and best-implemented strategies become obsolete as a firms external and internal environments change. It is essential, therefore, that strategists systematically review, evaluate, and control the execution of strategies. We have developed a general strategy-evaluation framework for Mattel: Reviewing bases of strategy Measuring organizational performance Taking corrective actions Besides that, we will introduce balanced scorecard as another strategy-evaluation tool to analyze Mattel from few areas of objectives: customers, managers/employees, investors/shareholders, operations/processes, community/social responsibility, and financials. 1.1 General Strategy-Evaluation Framework 1.1.1 Reviewing bases of strategy Reviewing the underlying bases of Mattels strategy could be approached by developing a revised EFE Matrix and IFE Matrix. As being well described and analyzed in Chapter 3 and 4 of this report, here, we will revise EFE and IFE Matrix to review and evaluate how effective Mattels strategies have been in response to key external and internal factors. External Factors Opportunities Mattel has a chance to market Barbie to the whole world and make it a recognizable brand worldwide. This has been proven that Mattel tries its best to improve its marketing strategies to penetrate different market segments and strive for stable revenue annually from international market. Weakening dollar makes the price of Mattels toys becomes more affordable. It is helpful in increase its revenue. To take this advantage, in fact, Mattel has reduced the selling price of its products in some countries. Threats Many children start abandoning tangible toys and looking for more interactive and technological toys or cyber/virtual games. That was why Mattel tried to diversify into software industry. However, until now, its result is not satisfactory. One of the reasons is, the adopted strategies are not matched with its corporate culture or operations. Global recession caused reduced spending or down trading for toys. This is inevitable despite how much effort has been made to stimulate the revenue. However, if Mattel is able to make it more affordable and create a need for customers, it might change its situation. However, strategies should be well developed. Different countries with different cultures and languages in fact have posed barriers which hindered market penetration strategies of Mattel. However, Mattel seemed to have overcome them well as it tried to market its products with different languages in different countries and modified the content of ads with some â€Å"local flavors†. Many other competitors keep coming out with different and better products, such high product substitution threat might threaten the competitive position of Mattel. Therefore, Mattel is particularly cautious with its product quality and safety issues. However, there was still an outbreak of toxic toy which caused few millions loss to Mattel. Due to the emergence of China market and since many production plants have been setup in China, raw materials are subject to price fluctuation when the economy of China appears to be unstable. To overcome this, possibly, Mattel can locate its plants at many different countries. The downfall in one country might be offset by the upturn of another country. Internal Factors Strengths With successful operational and marketing strategies, Barbie has been known as a long established brand for 60 years. With recognizable brand portfolio and wide product range to cater various life stage, in fact, Mattel has safeguarded its market leader position for years. One of the strategies is to have new product launch annually, so that, customers will have â€Å"surprise† every year. Such strategies are considered successful. With the effort and perseverance in maintaining business integrity and practicing corporate social responsibility, it has brought much credit to the reputation of Mattel. Despite the scandals, Mattel does have a group of loyal supporters and fans who will purchase new products of Mattel. Such strategy of creating loyalty and trust in customers is very effective in customer retention. Since Mattel has strategic partnership with Microsoft, Disney, BanDai and etc, this created an invincible strength for it. As there are so many other strong rivals who strive to win market share from Mattel, Mattel tries to form a strong alliance with other strong companies in the market. Devoted, highly-motivated and energetic management team which works together to make better and better products and performance and stay together during doom time, this shows that Mattel has a successful HR strategy which retains experienced and outstanding employees in the corporation. Since early year, Mattel has been keeping its intangible assets as its valuables, such as trade names and trademarks. That is why it has a particular department which deals with this issue. Weaknesses Unprofitable mergers and acquisitions of the Learning Company had made a loss of nearly billion in Mattels account. Although eventually Mattel sold off this subsidiary, this reduced the confidence of investors as Mattels management is perceived as too reckless in MA strategy. Due to many external changes, slipping popularity of their core product – Barbie has been shown in the declining sales of its product. Therefore, Mattel keeps coming out with new products to retain the interest and passion of customers. After the outbreak of toxic toys scandal, generally, the level of acceptance of customers has dropped. No doubt, Mattel has been striving to give the customers the best products, in terms of quality, safety, and etc, however, such an incident is nearly fatal to the reputation and future of Mattel. No matter how good the strategies are, one scandal might ruin the company as a whole. 1.1.2 Measuring organizational performance This includes comparing expected results to actual results, investigating deviations from plans, evaluating individual performance, and examining progress being made toward meeting stated objectives. Both long-term and annual objectives are commonly used in this process. Criteria for evaluating strategies should be measurable and easily verifiable. Generally, strategy evaluation is based on both quantitative and qualitative criteria. For quantitative criteria, financial ratios are commonly used. There are three critical comparisons: Comparing the firms performance over different time periods Comparing the firms performance to competitors Comparing the firms performance to industry averages Mattels performance over different time periods has been well explained in Chapter 7. Overall, Mattel is able to maintain its financial ratios over years. It only has slight increase or decrease occurred. Therefore, internally, we may say Mattel is financially stable and strong over years. Even during economic crisis period, it was still able to maintain its financial performance at a satisfactory level. On the other hand, to compare the performance of Mattel to that of competitors and also industry averages, two main competitors, namely, Hasbro Inc. (HAS) and Jakks Pac Inc. (Jak) have been identified and served as a benchmark to compare the performance of Mattel Inc. (Mat). From the table below, it is obvious that Mattel is the market leader of this industry which having splendid financial performance as compared to its main competitors. By looking at its valuation, profitability, dividend, growth, liquidity and asset ratios, Mattel is far better than competitors and industry averages. In short, based on quantitative criteria, Mattels performance takes a leading position which created core competency for its sustainability and survival. However, it may guarantee long-term success if it does not proactively improve itself. Year 2008 MAT HAS JAKK Industry Averages Valuation Price/Earnings (TTM) 15.24 14.58 1.52 12.78 Price/Cash Flow 10.73 7.83 10.07 9.54 Price/Sales (TTM) 0.98 1.13 0.75 0.95 Price/Book 2.66 2.46 1.06 2.06 Per Share Data Last Dividend 70.09 42.11 0 37.40 Book Value 5.88 9.3 11.66 1.95 EPS (TTM) 1.07 1.9 -12.8 -3.28 Revenue 5.91 B 4.02 B 903.39 M 3.61 B Profitability EBIDTA 742.00 M 654.33 M 101.79 M 499.37 M Operating Margin 9.74% 12.29% 1.85% 10.29% Profit Margin 6.41% 7.63% 1.42% 7.49% Gross Profit Margin 45.19% 55.96% 35.56% 45.57% Dividend Dividend Yield 4.18% 2.96% 0.00% 2.38% Payout Ratio 70.09 42.11 0 37.40 Dividend Yield 5 Year Average 3.33% 2.07% 0.00% 1.80% Growth Net Income 379.63 M 306.76 M 76.05 M 254.15 M EPS (TTM) 1.07% 1.90% -12.80% -3.28% Revenue 5.91 B 4.02 B 903.39 M 3.61 B PEG 1.56% 1.44% 1.71% 1.57% Financial Strength Quick Ratio (MRQ) 6.41 7.63 1.42 7.49 Current Ratio (MRQ) 2.06 2.61 2.09 2.25 Long Term Debt to Equity Ratio (MRQ) 32.72 81.65 0 31.12 Total Debt to Capital (MRQ) 29.83 34.03 11.64 25.17 ROE 17.32 21.24 9.47 16.01 ROA 10.9 9.67 -46.98 -1.80 ROIC (Return on Invested Capital) 13.8 15.52 9.5 12.94 Assets Asset Turnover 1.43 1.29 0.88 1.20 Asset per Employee 143,123.72 528,095.93 1.03 M 0.57 M Inventory Turnover 6.72 5.74 6.79 6.42 Apart from quantitative criteria, there are some qualitative criteria needed to be taken into consideration. These criteria are presented in question forms, including the following questions: * Is the hiring and recruitment process matched with the strategy? Among the workers working at Mattels plant, a large majority of the workers (79%) got their job by applying directly at the plant site, while another 19% were referred by friends. The average length of employment among the interviewed workers was approximately 4.0 years. However, for 26% of the workers, employment at Mattel was their first job. This indicates that while the workforce includes a sizeable proportion of temporary and seasonal workers, the core group provides Mattel with a substantial number of stable and experienced employees. The hiring process includes general company orientation, which covers such issues as the employment contract, rules of conduct, disciplinary measures, grievance procedures, wages deductions and overtime pay policies, transportation services, facilities, amenities and tour of the factory. Newly hired workers also receive information and training in the topics of Environmental, Health and Safety (EHS Orientation). Each worker at the Mattels plant ha s a signed contract on file. Employee personnel records also include illness and injury reports; disciplinary action reports; medical examinations and maternity leave reports. All new hires are also given a medical examination. They also received job-related training of varying length based on the specific requirements of their jobs. Based on these mechanisms on hiring and recruitment, Mattel is able to ensure they have selected the best and right people to achieve companys goals. Are the workers able to understand and practice GMP? GMP is very important in ensuring the quality of products. Interviewed workers largely confirmed that they were familiar with various provisions of Mattels GMP. Management Compliance Report (MCR) indicated that GMP document in local language was provided to all employees and is available in local language. The Plant Manager plays the key role in communicating GMP information to supervisors and employees. The MCR also stated that information on GMP is provided twice a year, through various sources such as the new hire orientation program, employee handbook, boards and the company intranet. Are the plants workers financially motivated to achieve companys objectives? Financial compensations to plants workers are very important to maintain the morale and motivation level of workers. The minimum wage for Tijuana is $41.67 (Mexican pesos) per day. Temporary workers at the Mexicos plant earn at least $74.00 per day; while the core groups minimum wage is $85. All overtime is paid at double wage rates, up to 9 overtime hours each week. All hours worked in excess of 9 hours per week are paid at triple rates. In addition, workers also receive attendance and punctuality bonuses. Besides, all confirmed workers are also entitled to annual leave, sick leave, maternity leave, free vacation, free transportation, free coffee and bakery products, free training courses, and etc. These policies are able to match the workers objectives with companys objectives when they are well compensated. Are work environment of manufacturing operations and related facilities able to ensure the quality of work from workers? As an example, the plant in Mexico is a large plant consisting of one building covering an area of over 473,000 sq. square feet. The facility has installed a very modern and efficient delivery system for handling raw materials. Resins for manufacturing plastic are delivered by trucks to a roadside facility where they are stored in large silos. From there, they are delivered to the molding machines on the factory floor through a sophisticated computer-controlled system. The process is designed to keep the site clean and helps minimize spillage and waste. The facility maintains, among others, detailed and up-to-date records on plant maintenance, air filtration, noise control, fire prevention, and safe storage of hazardous materials. The high standards of environmental health safety of the plant were also confirmed by the ICCA professional engineering audit team through an extensive â€Å"walk through† of the entire plant. ICCAs inspection confirmed that the plant was in â€Å"good† operating condition internally and in â€Å"fair† condition externally. The plant provides free-of-charge Personal Protective Equipment (PPE) to all employees where use of such equipment is required and appropriate. The factory meets or exceeds the GMP requirements for bathroom, wash basins, and clean drinking water. Toilets are equipped with an effective flushing system and are maintained and cleaned on a regular basis. The dining area at the factory canteen is quite attractive. Colorful paintings, natural light through large windows a nd TV for entertainment provides the dining room with a pleasant environment. There is also an outside eating area for those who wish to smoke. Employees are served two meals per shift. The meals are mostly subsidized by the factory with workers paying only a nominal sum. In addition, the medical clinic at the plant is excellent and well-staffed. It is open 24 hours and seven days a week. It is staffed with one medical doctor and three qualified nurses. The clinic has a good record keeping system for the workers use of the clinic including work-related injury data. In short, Mattel has a well maintained facility and operates in an efficient manner while ensuring that the plant provides a clean, safe and healthy work environment for its employees. This also helps to ensure the workers produce high-quality products. 1.1.3 Taking corrective actions The final strategy-evaluation activity is about taking corrective actions, which requires making changes to competitively reposition a firm for the future. These corrective actions might be derived from the inspection of internal or external auditors who review and evaluate the practices and policies of a company. Some corrective actions, for example, like altering an organizations structure, replacing one or more key individuals, selling a division, or revising a business mission. Other changes could include establishing or revising objectives, devising new policies, issuing stock to raise capital, adding additional salespersons, differently allocating resources, or developing new performance incentives. As for Mattel, despites some of the scandals, it has been performing well since its establishment. When there were discrepancies of performance from target, Mattel had made corrective actions accordingly. 1. Mattel Independent Monitoring Council for Global Manufacturing Principles In this internal auditing practice, the physical plant, including all manufacturing and storage areas, were found to be in excellent condition. The plant and its related machinery were well maintained. The housekeeping appeared to be very good resulting in a neat, clean and safe operating plant. MIMCO was especially attentive to ensure that employees were properly using safety equipment and that environmental practices were being followed. However, there are few areas have been identified to make improvements. Employee Treatment by Line Supervisors MIMCO report of the previous audit had noted that the primary source of employee dissatisfaction pertained to incidents, albeit infrequent, of verbal abuse by line supervisors especially when it is meted out in public and in the presence of co-workers. It was recommended that Montois plant management review all pertinent issues of supervision and human relations in its weekly meetings. Further, the plant management should take action to strengthen its first-line supervisor training program. Work-place Hazards Mattel was found to have insufficient storage space as it had reached its maximum capacity. This shortage led to storage of volatile compounds in a tool crib in the middle of the factory assembly line. Another issue of concern was the noise level in some areas caused by the sonic welding machines. This noise level was found to be in access of Mattel GMP standards in the vicinity of the sonic welding operations. A possible work hazard described by employees was the risk of fire when water spilled from machines on the electric cables in work areas. MIMCO recommended an upgrade to the water feeding system and training of employees. The use of all-purpose utility knives to trim the mold marks was identified as a work hazard by management, production employees and the MIMCO team. These cuts were found to be a major source of injury and lost-days of work. Mattel had made corrective actions accordingly to rectify the mistakes and improve on the insufficiencies. Insufficient Bathroom and Toilet Facilities In the initial audit of Montoi, employees had complained about long waiting time for the use of bathrooms. The employees felt that there were not enough bathrooms to meet their needs when the plant was operating at full capacity. Although, the number of available bathrooms met both the GMP standards and the Mexican law, it was recommended that serious consideration should be given to expanding these facilities. The Montoi plant has added 11 more toilets for female employees and 8 for male employees. 2. Mattels corrective actions on ICCA 2004 Follow-Up Report of Mattel Owned and Operated Plants in China Regular and Overtime Work Hours ICCA found that Mattels plants were scheduling work hours in excess of Mattels 60 hour per week requirement. In response to this, Mattel has elected to limit the maximum number of working hours to 60 per week during normal operations, and 72 hours per week during peak periods and other extraordinary situations, provided that overtime is voluntary, the employees are paid appropriately and work hours in excess of 60 hours per week, but less than 72 hours per week, do not exceed 1/3 of the year for each employee. Payment of Minimum Wages Mattels China partner at the Guan Yao facility had made a good faith effort in negotiating a minimum wage that was competitive with other local cities, and had sought out and received approval for the reduced minimum wage originally stipulated for their area. With respect to this reduction of minimum wage at Mattels Guan Yao plant, Mattel has instituted a policy in conjunction with the new minimum wage increase slated for early 2005, which requires Mattels China partner to pay the stated minimum wage for the area. Due to the inconsistency in legal opinion regarding local waivers allowing a reduction of the minimum wage, Mattel will no longer accept these types of waivers from the local labor bureau. Inappropriate Wage Rate During Temporary Shut Downs and Other Circumstances There are three separate and distinct situations with respect to the amount of money employees are compensated for hours worked. In each case that ICCA has identified, Mattel has gone back and assessed an acceptable corrective action. For example, in the case of Guan Yao Chang An, with respect to the payment of minimum wages during down time for internal factors within control of the plant operations, Mattel has instituted a policy of paying the employees minimum wage during these unexpected shutdown periods. This policy change was instituted in January 2004. Mandatory Deductions and Legally Mandated Benefits Mattels annual leave policy has been amended to reflect the actual days of service an employee has worked over the length of their tenure at Mattel. In 2004, Mattel will compensate employees with 5 days of paid leave for those who quit before the end of the year and have one year of service. Mattels policy with respect to maternity leave was updated in 2004. All employees seeking maternity leave, regardless of whether they return to work, will be compensated for the full 90 days, as allowed under Chinese labor law. Mattels policy on deductions for room and board was changed in 2004. All employees who stay in the dorm and eat at the cafeteria will be charged no more than 50 percent of their minimum wage rate. It should further be noted that staying in the dorms is voluntary for employees. 1.2 Balanced Scorecard There are few criteria have been introduced to evaluate and review the performance of Mattel Inc. 1.2.1 Customers Product Quality and Safety Mattels reputation for product quality and safety is among its most valuable assets. Their commitment to product quality and safety is an integral part of their design, manufacturing, testing and distribution processes, and is essential to the success of their business. Childrens health, safety and well-being are their primary concern. They will meet or exceed legal requirements and industry standards for product quality and safety. They strive to earn their consumers trust through their dedication to safety, and to exceed the expectations of parents. Employees have an obligation to immediately report any concerns about product safety or quality to Mattels Worldwide Product Integrity Department. Consumer Information They respect the confidentiality of consumer information consistent with all applicable privacy and data protection laws and regulations. They do not share, sell or trade any private or sensitive personal information obtained online from children without the prior consent of the parent or unless compelled by legal process. Advertising and Promotions Mattels brand and product promotion activities, including advertising, packaging, point of purchase displays, promotional programs and sweepstakes, should be conducted in a manner consistent with applicable laws and with their reputation for honesty and integrity. They adhere to high standards of commercial fairness in ads and promotions. They must accurately portray the features, quality and performance of their products in all advertising media and packaging in a manner appropriate for their target audience. They do not misstate facts or provide misleading or deceptive information about Mattels products, or the products of a competitor. They should be diligent in safeguarding the reputation of Mattel brands and products by being selective about promotional opportunities, such as event sponsorship and other joint promotions, avoiding association of Mattels name with any product, service or activity which might be considered unsafe or inappropriate for children, or with any person or organization if the relationship might be damaging to Mattels reputation. 1.2.2 Managers/Employees Respect They will treat others as they want to be treated with respect, dignity and fairness. They have the right to work in an environment free from discrimination and harassment based on race, color, religion, sex (including pregnancy, childbirth or related medical conditions), sexual orientation, gender identity, national origin, ancestry, social origin, age, disability, marital status, veteran status or other protected characteristics. They also respect their co-workers rights, and remember that such discrimination and harassment will not be tolerated. They should speak out when the conduct of a coworker makes them or others uncomfortable. They each have a responsibility to report to Human Resources any such harassment or discrimination that they experience or observe. Diversity Mattel recognizes diversity as an asset, and is committed to actively seeking and promoting diversity in the workforce. They value the different perspectives, insights and experiences of diverse individuals and cultures, and they aspire to create a company culture that encourages an expression of, and a respect for, diverse viewpoints. They provide equal employment opportunity for all applicants and employees, without regard to factors such as race, color, religion, sex (including pregnancy, childbirth or related medical conditions), sexual orientation, gender identity, national origin, ancestry, social origin, age, disability, marital status, veteran status or other protected characteristics. They make employment decisions to meet their business needs based on factors such as qualifications, skills and achievement. They comply with local and national employment laws. Employee Health and Safety Mattel is committed to providing a safe, healthful and environmentally responsible workplace, and has established safety programs to provide information and training for safe practices in the normal conduct of business and for emergencies. They are responsible for observing safety and health rules, for taking appropriate precautionary measures and for reporting unsafe or hazardous conditions to their supervisors, to Mattels Global Sustainability Department, Global Security Department or local Mattel security personnel. In order to maintain their high standards for quality, productivity and safety, they should be in suitable mental and physical condition at work. Possessing, buying or selling, using or being under the influence of illegal drugs or engaging in any other activities which create an unsafe work environment while on duty, or when on Mattel premises, are expressly prohibited. The consumption of alcohol while on duty or when on Mattel premises is prohibited except during approved Mattel social functions, or during business meals. 1.2.3 Investors/Shareholders Protecting Mattel Assets All employees and Directors share in the responsibility to protect Mattels assets, including physical assets, financial assets, intellectual property and proprietary information from theft, loss, damage, misuse or waste. Those of them who have custody of company property, such as vehicles and laptop computers, should take appropriate measures to ensure their proper security and use.

A New Way to Educate Children Essay -- Papers

A New Way to Educate Children Rousseau lobbies against an educational system that tries to teach children concepts and facts before such time, as they would make use of them. He believes that a child should not neglect those studies, which meet his present needs, in order to learn that which he may acquire in later years. He claims that experience and emotion are our real teachers, thereby reinforcing the theory that a child should not be educated in matters which are not pertinent to their current station in life. He contends that a child should â€Å"remain in complete ignorance of those ideas which are beyond his grasp† (p686). In essence, Rousseau argues that the healthy spontaneous impulses of children were being repressed by the adult demands for emotional restraint, intellectual precision and social conformity as abdicated by the social and educational practices of his time. Rousseau constructs a theory of education, starting with the influence of the child's natural environment, which should prevail over the influence of society and social institutions. Rousseau advocates allowing children to grow and develop naturally, in direct opposition to the prevailing methods of teaching. Children should be encouraged to develop their faculties through experience. This forms the basis for his fundamental principle of education. Rousseau argues that to be of use to a child, a concept must be relevant to his age. Rousseau promotes involving the student in hands-on learning experiences, as opposed to the more traditional methods of instruction. Children pay little heed to verbal explanation, nor do they remember them in his opinion. He stresses the importance of discovery as a learning tool. Ideas that seem difficult at the ... ...nlightenment was that nothing was accepted on faith or face value and he expected no less from his students, he would demonstrate his teachings and not expect them to accept just a verbal description. Rousseau stressed that feeling and sentiment were two very important factors in the motivation of humankind. He emphasizes the need to live and develop in conformity with Nature. The child must be raised in a rural rather than an urban environment, so that he may develop in continuity with nature rather than in opposition to it. A child’s character will mature in harmony with nature if that child’s natural curiosity is allowed to develop unhindered by the corruption of society. All of Rousseau’s educational theories had roots in the enlightenment of the 18th century. Bibliography: A History of Western Civilization, McKay J.P. et al, Houghton, 1999

In Patagonia Summary :: essays research papers

In Patagonia is one of the more interesting books that I've read lately. It's the only book that I know of that crosses theives with archaeology. It is mainly a collection of Bruce Chatwin's logs and descriptions of his travels in the South American frontier in the late 70's and early 80's (during the Cold War), filled also with short stories and vignettes. Some of them are true, though some mix the facts with fiction. Chatwin leaves these stories hanging and ties most of them back together in the end. Chatwin tells of the lives of the people in Patagonia with much detail. He goes into much detail describing the poor Welsh, Scottish, English, and Italian farmers. Since farmers make up most of Patagonia's workforce, Chatwin stays with quite a few them and learns about the culture, history, and heritage of Patagonia. Many of the generous people he lodges with were outcasts or exiled from their own country and told him the fascinating stories of their own lives and how they came to be in Patagonia. They also tell the riveting stories of the rich Patagonian borderland, where theives and criminals run wild. One such pair of criminals was Butch Cassidy and the Sundance Kid. They committed all sorts of crimes including larceny and murder (though Butch Cassidy never killed a man until late in his crooked career). After committing many crimes in Utah, they travelled down to South America to avoid the law. In Patagonia also depicts the captivating history of the Archaeological findings and the many discoveries that have been made in parts of South America. The book starts off with a remenisence of Chatwin playing with his grandmother's "brontosaurus skin". This is what sparked his desire to search the South Americas. The English sailor Charley Milward had found it originally. Then he reported it to a major archaeologist at that time by the name of Florentino Ameghino. In the end, the skin turns out to not be the skin of a brontosaurus, but rather a Mylodon.

Economic development programs Essay

One area where African-American churches have largely been on their own is in the area of economic development programs. Reiland relates the tale of a successful grassroots economic development program initiated by the Greater Christ Temple in Meridian, Mississippi. The church started the REACH Program in 1977 in response to high unemployment in the congregation. The program, beginning with sales of peanuts in the church basement, has expanded greatly since these humble beginnings. As Reiland notes, the church’s economic enterprises today include a Christian boarding school, a gas station, motels, restaurants, meat processing plants and several other ventures. The REACH Program hasn’t had the easiest time; differences of opinion within the African-American community, particularly a split with the NAACP, is noted; troubles with formal systems such as the welfare department and the health department are also noted. The REACH Program does not receive any assistance from the government or from philanthropic foundations, and is entirely self-funded, which has occasionally caused problems with the viability of the program. Overall, though, the program has been a success, and the economic health and wellbeing of the congregation has grown tremendously. As Reiland states: A Black bishop who doesn’t look beyond the poor community itself for salvation, who sees potential business success in the faces of his flock, may seem naively out-of-step. To those watching from the ground, a bird that is out of formation risks being seen as misguided. But maybe It is the rest of the flock that is out of step. (Reiland, 7). YOUTH ADVOCACY PROGRAMS Youth advocacy programs and youth ministries have long been a cornerstone of Black church ministry, and have been recognized to decrease youth problems such as crime, premarital sex and pregnancy and truancy and drop out rates in areas with strong church programs. Youth advocacy programs are also one of the main areas where Black churches perform community outreach; many church programs are extended to non-congregation members. Rubin (1994) studied the role of youth advocacy programs within Black churches and their effects on adolescents who participated. Youth advocacy programs are particularly important because, as Rubin states, adolescence is a peculiarly vulnerable time – adolescents are often no longer under the full control of their parents and have adult bodies, but are still lacking in adult psychological qualities like judgment capability, impulse control and the ability to predict the consequences of their actions. Although adolescents are typically physically healthy, they suffer myriad social and psychological ills they are ill-equipped to deal with (Rubin, 252). Rubin notes that the social problems of adolescents range from pregnancy and out-of-wedlock births to emotional and sexual abuse to crime and delinquency. The picture the authors paint is depressing; they note that the highest rate of adolescent pregnancy and out of wedlock birth occurs among poor Black teenagers; that sexually transmitted diseases and premature sexuality are also a concern; that emotional and physical abuse, dysfunctional families, the lack of male role models in the home, and substance abuse are all on the rise; that physical and mental problems like psychosis, accidental injuries, obesity and thyroid problems disproportionately affect Black children and that depression and suicide are common among Black teens (Rubin, 252). Other social problems like crime, delinquency, illiteracy or non-completion of high school, limited career aspirations and lack of opportunity, and behavioral and learning difficulties combine with the above factors to paint a very negative picture of the African-American adolescent (Rubin, 252). Rubin’s study examined the role of the Black church in affecting the lives of Black adolescents to determine how responsive the church is to the needs of its youth. The study, called the Black Church Family Project, examined 635 churches in total across the North Central and Northeastern United States, conducting phone interviews with church leaders in order to determine the degree of youth ministry provided. Out of these churches, 176 reported the existence of at least one program which was open to nonmembers of the church. Most of the programs were targeted at youth from low-income homes (Rubin, 253). The churches who responded to Rubin’s study reported many different types of programs. The most common programs were teen support programs such as counseling, fellowships or ministry, group discussions, seminar and workshops (39%). Sports activities such as athletic camps or martial arts classes were second most popular, at 30% of the responding churches offering. AIDS support and health-related services were offered least commonly, at only 2-3% of responding churches; however, many churches offered general programs for substance abuse counseling. College financial support (16% of the responding churches), parenting and sexuality counseling including pregnancy prevention and teen parenting support programs were offered by 15% of the churches, and 14% of the responding churches offered intervention programs for at-risk youth such as delinquency prevention (Rubin, 254). Other programs included adult role model or mentoring programs, employment training and job readiness, and a category of â€Å"other youth support programs†. The study found a number of different which influenced the potential for a church to host or facilitate a youth outreach ministry: denomination was one such factor, with Methodists being far more likely than other denominations to host such groups, and Baptists least likely; older churches were more likely to host programs, as were churches which were economically more stable. Other factors cited were ownership of church premises and the presence of paid clergy and lay helpers (Rubin, 256). The character and training of the church’s pastor was also seen to be of critical importance when determining the likelihood of a church having youth outreach programs – clergy who were younger, those who were formally trained at a seminar or bible college or those who had advanced degrees were seen as more likely to sponsor youth ministries (Rubin, 257). Rubin’s study highlights some deficiencies in the coverage of youth outreach programs as compared to the problems of modern adolescents. The authors note that health related services and AIDS testing and support programs are very rare; that substance abuse, parenting and sexuality programs are not as prominent as they should be when compared to the size of the problems in the African-American communities overall; and that the bulk of support is aimed at sports and fellowship activities, which can be easily obtained outside the church setting (Rubin, 258). However, Rubin also notes some positive advantages to the involvement of the Black church in adolescent’s lives. The church’s role in family life is one such advantage; the church offers support to parents which reduces their stress and eases the task of socializing their children. Adolescent parents in particular are supported by the Black church, with education of teenage fathers and stress reduction of teenage mothers being primary benefits (Rubin, 260). Black churches have also taken on an increasing burden for sexual education in the wake of federal limits which require abstinence-only programs; life skills, economics and basic prenatal care are also seen as benefits to the church ministry (Rubin, 261). Areas Rubin marks out as having great potential for improvement are in college support (scholarships and tutoring), job training and employment readiness and acknowledging and supporting the difference in adolescent psychology and social support structures between boys and girls (Rubin, 262).

The Beginning of the Civil Rights Movement

The Beginning of the Civil Rights Movement Michelle Brown The Beginning of the Civil Rights Movement The Civil Rights Movement of the 1950s and 1960s were a profound turning point in American History. African American’s had been fighting for equality for many years but in the early 1950s the fight started to heighten, from Rosa Parks, to Martin Luther King Jr. , to Malcolm X, the fight would take on many different forms over the span of two decades, and was looked at from many different points of view. The Beginning of the Civil Rights Movement For most historians the beginning of the Civil Rights Movement started on December 1, 1955 when Rosa Parks refused to give her seat to a white person on a bus in Montgomery, Alabama. This is when the rise of the Civil Rights Movement began; however, there were several previous incidents which helped to lead up to the movement. In 1951, the â€Å"Martinsville Seven† were all African American men tried by an all white jury in the rape of a white woman from Virginia. All seven were found guilty, and for the first time in Virginia history, were sentenced to the death penalty for rape. Webspinner, 2004-2009). In this same year the African American students at Moton High decided to strike against the unequal educational treatment. Their case was later added to the Brown v Board of Education suit in 1954. (Webspinner, 2004-2009). In June 1953, a bus boycott was held in Baton Rouge, LA. After the bus drivers refused to enforce Ordinance 222, an ordinance which changed segregated seati ng on buses so that African American’s would fill the bus from the back forward and whites would fill it from the front back on a first come first serve basis, the Ordinance was overturned. Led by Reverend Jemison and other African American businessmen, the African American community decided to boycott the bus system. Later in the month Ordinance 251 was put in place, allowing a section of the bus to be black only and a section to be white only, the rest of the bus would be first come first serve. (Webspinner, 2004-2009). In May 1954, Chief Justice Earl Warren delivered the following verdict on Brown v Board of Education. We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other ‘tangible’ factor may be equal, deprive the children of the minority group of equal educational opportunities? We believe that it does†¦We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal. Therefore, we hold that protection of the laws guaranteed by the Fourtee nth Amendment. † (Webspinner, 2004-2009). Even though the actual desegregation of schools did not take place in 1954, this ruling was a major step in the Civil Rights Movement which took place prior to Rosa Parks. Nonviolent Protest Movement Martin Luther King Jr. went far in his belief and commitment to nonviolent resistance. King believed, and taught, six important points about nonviolent resistance. The first was nonviolent resistance is not cowardly, â€Å"According to King, a nonviolent protester was as passionate as a violent protester, Despite not being physically aggressive, ‘his mind and emotions are always active, constantly seeking to persuade the opponent that he is mistaken. † (McElrath, 2009). His second point was that nonviolent resistance would awaken moral shame in a protestor’s opponent, which would then lead the opponent to understanding and friendship. Kings third point was nonviolent resistance was a battle against evil not a battle against individuals. His fourth point stated that su ffering was required in nonviolent resistance, â€Å"Accordingly, the end was more important than safety, and retaliatory violence would distract from the main fight. † (McElrath, 2009). King’s fifth point was, the nonviolent resister was on the side of Justice. His final point was the power of love rests with nonviolent resisters, this is the love of understanding not of affection, â€Å"Bitterness and hate were absent from the resister mind, and replaced with love. † (McElrath, 2009). King continued to preach nonviolent resistance through all the boycotts, sit-ins, protest marches, and speeches. After being arrested in the Montgomery, Alabama bus boycott of 1963, he wrote letters from the Birmingham jail about nonviolent resistance. Later in 1963 he led a massive march on Washington DC, this is where he delivered his I Have A Drams speech. In 1964 he was awarded the Nobel Peace Prize for his efforts. Up until his assassination in April 1968, â€Å"he never wavered in his insistence that nonviolence must remain the central tactic of the civil-rights movement, nor in his faith that everyone in America would some day attain equal justice. † (Chew, 1995-2008). Malcolm X Malcolm X, whom at one time was a minister for the Nation of Islam, had a more militant style to attain rights for African Americans. After the Washington DC march he did not understand why African Americans had been so excited about a demonstration, â€Å"run by whites in front of a statue of a president who has been dead for a hundred years and who didn’t like us when he was alive. (Adams, 2009). Malcolm, to the protestors, represented a militant revolutionary who would stand up and fight to win equality, while also being a person who wanted to bring on positive social services and was an exceptional role model. In fact, it was the customs of Malcolm X which were severely rooted in the academic founda tions of the Black Panther Party. Malcolm X was murdered in 1965, but his beliefs lived on for long after. Conclusion While King and Malcolm X never shared the same platform, and had two very different beliefs in how to end segregation and racisms, they were both key players in the Civil Rights Movement. Martin Luther King Jr. preached nonviolent resistance, and Malcolm X had a militant style to his beliefs. After Malcolm X was murdered, King wrote the following to his widow, â€Å"while we did not always see eye to eye on methods to solve the race problem, I always had a deep affection for Malcolm and felt that he had a great ability to put his finger on the existence of the root of the problem. † (Adams, 2009). References: Adams, R. (2009) Martin and Malcolm, Two 20th Century Giants. Retrieved on September 27, 2009, from http://www. black-collegian. com/african/mlk/giants2000-2nd. html Chew, R. (1995-2008) Martin Luther King, Jr. Civil-Rights Leader, 1929 – 1968. Retrieved on September 27, 2009, from http://www. lucidcafe. com/library/96jan/king. html McElrath, J. (2009) Martin Luther King’s Philosophy on Nonviolent Resistance, The Power of Love. Retrieved on September 27, 2009, from http://afroamhistory. about. com/od/martinlutherking/a/mlks_philosophy_2. htm Webspinner. (2004-2009) We’ll Never Turn Back History & Timeline of the Southern Freedom Movement. Retrieved on September 27, 2009 from http://www. crmvet. org/tim/timhome. htm

History of Physical Education

Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs.How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men's Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encoura ged to focus on intramural sports particularly track, field and football.But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECEIn Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled.The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge.The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protec tion and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc.These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored.The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore.From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clini cs and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†.The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished.The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in t he productive procedure and their mutual acceptance in the social group.Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings.This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies.In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games. History of Physical Education PREFACE To provide a meaningful background of physical education and sport in modern society it is helpful to have a clear understanding of its role in the past and how it emerged. The purpose of this assignment is to outline the history of physical education since time immemorial. The text begins with the beginning of the humankind engaging in physical activities, showing the history of physical education and sport being a rich tapestry of people, places, events and social forces from early civilization to the present time through transitional periods. INTRODUCTIONThe ground of education as a whole is going through remarkable challenges to serve the needs of the individual and the society, and this trend is reflected in physical education also. The history of physical education goes back to the earliest times, if we think of it in the simple terms of fitness and has existed since human society in one form or other. Since early history, even before the dawn of civilization and cultur e, physical exercise has been a very important aspect of human existence and it was not so long ago that it was called† physical culture† or â€Å"physical training†.THE PALEOLITHIC PERIOD Primitive humans began life in the â€Å"Stone Age. † What can they be called? Paleolithic people, Stone agers, primitive humans or cave men. They were hunters and gatherers. They hunted wild game and fished; they gathered veggies, berries and nuts. Primitive humans depended entirely on nature for food. Primitive men moved according to their satisfaction, needs and necessity. They needed to be fit to be able to go through their journey to hunt for food and water. Being nomads and hunters, they were people who had to be persistently hunting and gathering food for survival.Their trips regularly lasted for one-to-two days for food or water and were meant for regular physical activity to be produced. When they successfully hunted, they would travel many miles and miles to cel ebrate with family and friends. Physical activities were not organized by them. The necessity for survival which is the protection against hostile environment and wild beasts, and sometimes the engagement in murder to insure their protection, motivated these men to keep themselves physically ? t and strong enough compared to stronger forces of nature. In those days there were no machines to help people in their work.That is why they had to depend exclusively upon their physical powers and physical skill. They considered their body to be their prize possession, so their primary concern was to maintain and protect their body. The order of the day was the survival of the most fit. Their sociable nature was inborn and drew only by mating and propagation that gave them the desire to dance and play, which were not being organized. Men lived in such a state for thousands of years. There was neither any organization nor system. Most of their acts were learnt by the young generations by the competence of imitation rather than instruction.This lifestyle created many physical activities and a high level fitness which defined human life. THE NEOLITHIC TRANSITION Neolithic people lived during the â€Å"New Stone Age†, from 9000 to 8000 B. C. This was the transitional period in which pre- historic societies began to control their surroundings and form civilization. The two most significant developments were the domestication of animals and farming. Their society was different from Paleolithic culture because they lived in established communities, domesticated animals and cultivated crops.As they improved their society they developed skills like spinning, weaving and building. They also made tombs and religious items. Men and women gave up hunting gathering as the only sources of living and learnt to produce their own food. Agriculture and the raise of cattle were discovered and increased to a productive economy. Many villages were built generally located next to rive rs. Then came the creation of the plow, so the difficult tasks being done by the animals and other agricultural development brought the beginning of a less active lifestyle.Social organization became more complex in the first villages, and then towns. Different kind of chiefs appeared and gave rise to a political system. There was class system whereby society was divided into rich and poor. A specialization of work took place. Apart from peasants and cattle farmers, new economical activities such as craftsmanship (fabric, pottery) were born. This era in history symbolizes the beginning of a more sedentary lifestyle, as man began to lessen some hardships of life while simultaneously decreasing daily physical activity.ANCIENT CIVILIZATIONS (2500-250 B. C. ) (i) China In China, the participation of regular physical activity was encouraged by the philosophical teachings. There were no such words in the Chinese vocabulary entirely corresponding to the Western terms of â€Å"sport† and â€Å"physical education†. Such physical exercises as wrestling, swordplay, archery, charioteering and horse-racing were all incorporated in the military training and therefore came under the general term of â€Å"wuyi,† or â€Å"martial arts. † Kung Fu gymnastics was developed to keep the body in good and working condition.It consisted of various stances and movements, patterned by separate foot works and imitations of different kind of animals’ fighting styles. (ii) India India has a long recorded history of civilization but physical activity was not encouraged because of the religious teachings over there. The teachings of Buddha restricted most of the sports and games practiced by other early civilizations. However, an exercise programs known as â€Å"yoga†, same as the Chinese Cong Fu gymnastics, was developed and some other physical activities as well. According to the Hindu priests, Yoga signifies the development of body, mind, and spir it.The Ancient Indian philosophers recognized the health benefits of Yoga, which consisted of the proper functioning of organs and the whole well-being. There have been many physical activities but were never treated as a part of general education, they were mostly an entry to military career. ANCIENT GREECE: THE HEART OF PHYSICAL EDUCATION & SPORT (2500-200 B. C. ) The western civilization began with the Greeks. They were the first one to provide a methodical and philosophical attitude toward education, physical education and sport. It is believed that no other civilization has held fitness in such appreciation as the ancient Greece had.The admiration for beauty of the body and importance of health and fitness throughout society is one that is beyond compare in history. For the Greeks, the development of the body was equivalently as important as development of the mind. They believed that the physical well-being was crucial for the mental well –being. During that period, the Greek states were frequently at war with each other. The Fighting abilities were very much associated with physical fitness levels, therefore making it very important for the people to maintain high level of fitness.Athens and Sparta were the two most famous city-states and dominant force of the Greek civilization. Sparta was already militaristic by 700 B. C. Spartans were derisive of intellectualism. They were generally suspicious and conventional. All that mattered to the Spartans was being a warrior. Athens was the more democratic of the two city-states. Both city-states served the people and their needs although they were very different. Being a potential warrior was all that mattered to the Spartans. Athens was the more democratic of the two city-states. SPARTAThe Spartan system was much more autocratic. Male children were taken at the age of seven to learn the basic military skills while living in barracks. Little emphasis was placed on the arts, sciences, philosophy and lite rature. Physical activities such as gymnastics, running, jumping, boxing, wrestling and pankration (a brutal combination of  boxing and wrestling) were provided to produce powerful warriors. When the children reached the age of fourteen, they were taught group fighting tactics which would allow them to succeed while in the military from the ages of twenty to thirty.Girls did not live in public military  barracks like the boys, but they participated in discuss, gymnastics, horse riding,  javelin, swimming, running, and wrestling at separate training grounds. The objective for women’s physical education was to enable them to produce healthy and strong potential warriors. At the age of thirty, the men could then marry women who were fit and healthy so that they could make strong babies, therefore future warriors. ATHENS For the Athenian -The motto for education was â€Å"a sound mind in a sound body† (mens sana in corpore sano) Athens was quite different compared to the Sparta.The Athenian culture was a very much more freethinking and democratic society specially noted for its art, literature, philosophy as well as its political system. There were citizens, foreign settlers and slaves but only the citizens were provided with educational opportunities. When compared to Sparta, education was very different in Athens. Women had no physical education compared to Sparta. They put much more emphasis toward intellectual quest. Their objective was similar to Sparta that is preparing male warriors.Athenian education was a balance between music (including poetry) and gymnastics which enveloped a range of physical activities. Physical education was provided to the students with a series of graded activities at the Palestra, which consisted of an indoor facility for gymnastics, and to an outdoor space for boxing, discus, javelin, running, jumping, pankration, pentathlon and wrestling. Many of these athletic events were part of the four great sport and rel igious festivals which consisted of the Olympic, Isthmian, Pythian and Nemean Games.These games started as simple athletic contests dedicated to Greek gods, but the Olympic Games, in particular, over 1000 years, became increasingly complex encompassing events for boys and men in running over different distances, pentathlon, wrestling, races in armour, chariot races, and pankration. As of education more broadly, the clear objectives of physical education in Athens were to educate the mind and the body and to produce a well integrated person. ROMANS The political ambition of Rome incorporated physical education into a national program for the preparation of military.Therefore, similar to the Greeks, sports, games and physical recreation were meant to prepare boys and young men for military service. Physical education for the Romans was about athletics, which was entertainment above all. All Roman citizens between the ages of 17 and 60 had to be fit for the military service, so it was very important for all the citizens to maintain good physical condition and be prepared. Military training consisted of activities such as running, marching, jumping, and discus and javelin throwing. The fitness levels of the general Roman population declined as individuals became attracted to wealth and entertainment.People were forced to fight to the death, and oftentimes fed to lions. Women were not as marginalized in Rome as they were in Greek city-states. Some sporting events were organized for young women such as swimming, dancing, and light exercise was common, especially among the privileged classes. THE DARK (476-1000) AND MIDDLE AGES (900-1400) The Middle Ages saw the fall of the Roman Empire which was conquered by Barbarians from Northern Europe, whereby the lavish lifestyles of the Romans had resulted in the complete decay of the society's fitness level.There was the rise of Christianity, and the Christian’s influence brought about a denial of physical activity fo r anything other than manual labor. They viewed physical play as immoral, so they halted the Olympic Games in 394. The barbarians from Northern Europe were similar to the primitive humans. Their way of life consisted of hunting and gathering food, so physical activity and fitness were fundamentals for survival. Thus, despite the downfall of the Roman Empire, fitness experienced a revival during the Dark and Middle ages because survival during these challenging times required it. THE RENAISSANCE (1400-1600)During the Renaissance, a renewed appreciation for human life evolved creating an environment which was ready for the widespread development of physical education; revival of ancient Greek ideals throughout Europe. There were many people which included the religious leader;Martin Luther, the philosopher; John Locke, physical educators; Vittorino da Feltra, John Comenius, and Richard Mulcaster carried on that high fitness levels improved intellectual learning. But in the 1600s peopl e believed that if it did not have any specific purpose than just a waste of time. PHYSICAL EDUCATION AS FROM THE 1700SThere was a big change in physical education during the 1700’s which can be mostly accredited to three people: Jean Jacques Rousseau, Johan Simon, and Guts Muths. Rousseau was the first person to promote education for the people and he also concluded play as being educational and stressed the importance of physical education to the development of a strong body. In the mid 1700s, Johan Simon became the first physical education teacher and stressed on the fact that physical education should be taught along with reading and writing. Simon believed physical education should include a lot of physical effort.Guts Muths developed a series of gymnastic apparatuses and believed that very important social skills are developed through physical education. These people of that time and the things they did began to pave the road to where we are today. In 19th-century, the first indoor gymnasium was built in Germany and some countries such as Europe, Sweden and Germany developed systems of gymnastics that were adopted internationally. A gymnasium was also build in Finland where exercise was for the first time seen as a way to achieve physical treatment. In connection to exercise, students started to study anatomy and physiology.Denmark was among the first countries to require physical education in schools. By the 1820s, some American schools offered gymnasium and physical education. The physical education included the development and care of the body, and training in hygiene, callisthenic exercises, gymnastics, and the performance and management of athletic games. CONCLUSION Physical education has a cultural heritage and background which started at the dawn of civilization. Primitive human being had to be very active and physically to survive. Farming began in its primitive form and made people have more physical activity from only working in the fiel ds.People fitness levels changed here and the also began seeing a more sedentary lifestyle. Ancient Greek culture depended upon preparing its young men for war. Training for battle was not an option, but a prerequisite. Ancient physical education programs concentrated exclusively on activities that trained soldiers. The significance of physical education no longer concentrates solely on training soldiers for battle and ancient athletes for victories but for the wholesome development of a person. It began in ancient Greece and made its way around the world. REFERENCES S. E. Smith. (). What was the Neolithic Period?. Available: http://www. isegeek. com/what-was-the-neolithic-period. htm. Last accessed: 30th Oct 2012. Charles A. Bucher. (1983). Historical foundations of physical education and sport. In: Nancy K. Roberson Foundations of physical education and sport. US: The C. V. Mosby Company. P133-155. http://www. cals. ncsu. edu/agexed/aee501/rousseau. html http://prezi. com/ieokiwmd e3ni/history-of-physical-education/ Howel et al. 1994. History Of Sport And Physical Education. In: Foundations of Physical Education,pp. 17-117 A. Bruce Frederick. (). Gymnastics. Available: http://www. britannica. com/EBchecked/topic/250277/gymnastics#ref700589. Last accessed: 01st nov 2012. History of Physical Education Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs.How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men's Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encoura ged to focus on intramural sports particularly track, field and football.But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECEIn Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled.The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge.The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protec tion and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc.These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored.The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore.From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clini cs and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†.The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished.The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in t he productive procedure and their mutual acceptance in the social group.Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings.This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies.In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games.

Onsumer behaviour and decision making Essay Example | Topics and Well Written Essays - 2500 words

Onsumer behaviour and decision making - Essay Example It is only a few decades back that consumer behavior emerged as a highly specialized area under marketing. â€Å"Consumer Behaviour is a branch which deals with the various stages a consumer goes through before purchasing products or services for his end use.† (Management Study Guide, 2012) There wasn’t the concept of consumer behavior when Ford started making their cars on assembly line. The only color that the customers could get then on the car was black. But as and when industrialization happened and more and more products came into the market, companies started focusing on the desire and need of the customers. This became more important with the beginning of globalization and when companies started cross border business. The concepts that the marketers were focusing on was market segmentation, targeting and positioning. But in the recent years, the marketing practitioners are puzzled about these concepts. They are doubtful whether these traditional concepts are val id for current marketing environment. The objective of this essay is to analyse the situation in the light of these concepts in the current environment and advise the marketers for the best way to approach customers. Traditional Marketing Practices Segmentation, targeting and positioning are three core concepts of traditional marketing practices. Marketers have been focusing on these concepts to the core of understanding the consumer behaviour and introducing products that the customers want. Segmentation: Market segmentation is the process of identifying and targeting the right customers. â€Å"It is about identifying the specific needs and wants of customer groups and then using those insights into providing products and services which meet customer needs.† (Riley, 2010) Marketers segment the market because the needs and wants differ from one customer to the other. But there definitely can be a group with common characteristics which is in other words called a segment. The most common kinds of segmentation are geographic, demographic, behavioural and psychographic. Geographic segmentation groups customers based on customer location and region. Demographic segmentation does it based on age, gender, occupation, and other demographic factors. Behavioural segmentation divides customers based on the customer behaviours and psychographic segmentation does it based on the personality and lifestyle of the customers. Debates have emerged recently regarding the relevance of market segmentation in the modern marketing environment. The behavioral aspects of customers are changing in such a way that they are not limited by the demographic, lifestyle, or other segmentation factors. An example for this is the initial failure of the world’s cheapest car Tata Nano. Tata segmented the market and targeted the Nano car to the common man. Least importance was given to value of the product. But when the car was actually launched in the market, it made terrible low s ales. When the company made a post launch market study, it was understood that the customers does not want a car that is of least value and the one that is tagged as a cheapest car. The company now revamped the car and entirely changed its marketing strategy and experienced success. (Cleveland, 2011) Targeting: Targeting is the activity that follows segmentation. Targeting is the process of aiming the market that has been identified through the segmentation process. â€Å"Target Marketing refers to a concept in marketing which