Comparison and contrast between Blake and Wordsworths...

Poetry was an outsider to the cold, efficient, emotionless environment of the Industrial Revolution. Romantics of all arts criticized the changing ways of life and idealized the pre-industrial revolution era. London was the haven to this revolution, and the hell to all poetry. William Wordsworth and William Blake both denounced Londons new environment with their poems London, 1802 and London respectively. Both authors were against this transformation of the city because it destroyed all beauty and happiness, both of which they were very fond of. But, their writings went about different ways of showing their feelings of dissent towards the mechanical lifestyle of London. In both poems, Blake and Wordsworth shared the idea that London†¦show more content†¦He perceived this London as a pure uncorrupted land. This is the complete opposite of the modern London he lived in now where people were miserable and did not revere the teachings of purity or God. Blakes poem contrasts grea tly with the more upbeat mood of Wordsworth. Blakes point of view in his poem is the sorrow encountered in modern day London which is the polar opposite of that of Wordsworth. Blake looks towards the present situation of grief, and his poems reflect that sentiment. The despair grows apparent when he talks of the loss of innocence in London. He speaks of the Youthful Harlots curse(l 14) corrupting the new born Infants tear(l 15). The feeling he depicts is one of depression. It shows how there is no happiness in London and the future is being destroyed. He describes the toll of the slum like on humanity, which is neither happy nor gives any hope for the future. The poem is much darker and it is apparent when compared to the more free-spirited poem of William Wordsworth. Another enormous difference that distinguishes the authors is their different ways to grasp the readers attention and emotion. Both Blake and Wordsworth use heavy imagery, but they describe this imagery using different senses. Blakes poem fills the readers ears with the cries of many, while Wordsworth paints a picture using visual

Love and Marriage - 2002 Words

Love and Marriage Ever wonder why so many happy marriages become failed marriages? Love plays a big part of failed and happy marriages. Happy marriages are hard to obtain and keep in this day of age. Marriage is defined as â€Å"an intimate or close union† by Merriam Webster. Marriage has been used for mutual benefit, personal benefit, or just the simple uniting of a couple in love. Happy marriages seem to be rare now with the stress of jobs, life’s struggles, or just the simple temptations that can tear a marriage apart and even the lack of love. In history marriage wasn’t the uniting of a couple in love, it was for the benefit of kingdoms or families. Marriage was used to unite families for mutual benefit to gain a higher standing in a†¦show more content†¦Telling a loved one, like a husband or wife that how they act or things they do drive them nuts can be very hard and hurtful. In the long run problems are better handled sooner than later. Waiting to resolve a legitimate problem usually makes things worse, the anger or frustration can build up. After so much anger or frustration is built up it’s only a matter of time before that anger releases and results into a fight towards the other person. Bursts of anger cause more trouble than they really should, when a spouse blows up and starts listing one thing after another or just belittles the other for something little or something that happened a long time ago, words are said or actions show things that the person really doesn’t mean it. Though the words and actions hurt, they are not meant in most cases and cause a lot of pain and emotional stress. When looking back at the reasons why the explosion of anger or grief occurred, it usually wasn’t a big deal at the time or wasn’t dealt with at the time. Dealing with problems is a part of being in a marriage or a relationship. Dealing with the problem is difficult but can make a marriage stronger. A strong marriage is very important to be happy and to make the marriage last. There is a couple from Shawnee who have been married for about 20 years and the husband has had some tough cards dealt to him. His wife went out of the marriage for a relationship while being married. Her actions caused a veryShow MoreRelatedMarriage and Love1018 Words   |  5 PagesAmerican University of Beirut Spring 2012 - 2013 Response to Marriage and Love by Emma Goldman Marriage and Love, an article by Emma Goldman tackles the issue of marriage and the notion of free motherhood. Goldman argues that love and marriage are two concepts that simply can t go together. She states that love has the ability to liberate its subject, empower him. 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History of Physical Education Free Essays

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. We will write a custom essay sample on History of Physical Education or any similar topic only for you Order Now 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 encouraged 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 GREECE In 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 protection 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 clinics 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 the 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. How to cite History of Physical Education, Essay examples History of Physical Education Free Essays 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. We will write a custom essay sample on History of Physical Education or any similar topic only for you Order Now 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 encouraged 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 GREECE In 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 protection 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 clinics 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 the 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. How to cite History of Physical Education, Papers History of Physical Education Free Essays string(45) " western civilization began with the Greeks\." 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. We will write a custom essay sample on History of Physical Education or any similar topic only for you Order Now INTRODUCTION The 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 culture, 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 celebrate 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 rivers. 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 spirit. 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. You read "History of Physical Education" in category "Essay examples" 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. SPARTA The 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 literature. 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 religious 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 for 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 people believed that if it did not have any specific purpose than just a waste of time. PHYSICAL EDUCATION AS FROM THE 1700S There 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 fields. 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/ieokiwmde3ni /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. How to cite History of Physical Education, Essay examples

Global Markets Globalization

Question: Discuss about theGlobal Markets for Globalization. Answer: Introduction Globalization is an ongoing process of international interaction and interchange of opinions, ideas, resources, goods and service (Michie, 2011). The global trades are not a modern time notion but were done in every era of known human history, though the term globalization came into use since 1970s (Marsden, 2015). The globalization has given rise to cross border trades, businesses, enabled migration of people, supported exchange of knowledge and wealth. In its report in 2000, the International Monetary Fund recognized the issues and opportunities presented by extensive globalization in the modern business world (International Monetary Fund, 2000). Some of the needs and the opportunities of globalization for the domestic business are explored in this essay. Also this essay would discuss the trade theories formed for the global markets. The comparison, advantages and limitations of the Absolute advantage and Comparative advantage trade theories are explained in details. Globalization is not only Imperative for Survival, but also an Opportunity for Future Growth of Domestic Businesses. The globalization gives opportunities for the domestic business to explore the potential of the new markets. It enables the local business take benefit of the economies of scale by endorsing its goods and services in new budding markets (Bayraktar, 2014). Globalisation is not a mere choice today but almost a compulsion on the business who wishes to grow and sustain in the future. Even if the domestic companies do not enter the foreign market, they are affected by globalisation as the international players enter their local markets. this breaks the monopoly of the local businesses and forces them to upgrade their product quality and prices to become comparable to their foreign competitors. This advancement caused by the globalisation eventually helps the economic growth of the business and the country at large (Hartungi, 2006). Therefore, the growth of the domestic company in foreign market is not merely necessity or the survival of the business but also a plethora of opportunities. After the saturation of the local markets or by the stiffer competition from the foreign market penetrators, the best possible way ahead for a local business is to make use of the opportunities presented by globalisation (Bhagwati, 2007). A company can take advantage of the cheaper raw materials, labour or other resources in a different country and hence ensure control in the operational cost (Mochrie et al., 2001). This would also help the company to make better profits and revenues, further enhancing the company sustainability. Globalisation also ensures that the market risks of the company are distributed by being present in various nations at their different level of economic growth stages. the recession in one nation could be managed by the boom on the economy of other nation (Kohtamaki, 2016). International Trade Theories. In the case where the trading is taking place between two countries the situation involves various complex concepts and theories. These take into account various aspects like the international legislations, treaties, agreements between trading countries etc. the two classification of the global trade theories are the country-based or classical theory and firm-based or modern theories (Helpman, 2011) Absolute Advantage Trade Theory The Absolute Advantage theory is a country-based or classical trade theories. This theory suggested that the capability of a nation to manufacture or produce a certain product with more competency than the other nation, gives it an absolute advantage (Roxenhall, 2013). The nation should therefore identify such products, which it is able to make in a better way, at lower cost, quickly or in higher quality than other countries. Comparative Advantage Trade Theory Comparative advantage is also a classical or country-based trade theory. As per this theory the countries which are more competent in making both the goods that could be traded in exchange of each other, enjoys a higher comparative advantage than the country which is incapable of making any tradable goods or services (Hunt Morgan, 1995). Differences Between the Two Trade Theories The difference between the absolute and comparative advantage trade theories is a subtle one. On one hand the theory of comparative advantage put focus on the differences between the relative productivity of two countries, on the other hand the absolute advantage theory talks about the absolute competence of a nation (Reidenbach, 2013). To understand it better lets take a scenario where the only countries in the world are A and B, which makes only two goods with efficiency, say cheese and leather shoes. If in one-labor hour A makes 20 cheese blocks and 10 leather shoes while B makes 2 cheese blocks and 4 shoes. Here A has higher absolute advantage for making both the goods more in number. Though for A opportunity cost of making 1 shoe is 2 block of cheese, while for B it is merely 0.5 blocks of cheese. Thus B has grater comparative advantage in the manufacturing of shoes as compared to A (Weder, 1995). Limitations One of the important limitations seen in both these theories is lack of consideration for the transportation costs and government restrictions (Castronovo, 2012). The increase in specialisation by one country for a particular products or services may also result in the diseconomies of scale. Also these theories do not take into account the dynamic nature of the business and that switching of labor with expertise in one product might not be very easy task (Porter, 2011). Conclusion Thus it could be concluded that the globalization not only a necessity of the modern business scenario but also a fortunate opportunity for the business which wishes to expand and remain growing in the long run. Also the concepts of global trade theories enable to countries to identify their strengths and use them for better negotiations in the global markets. The limitations of the presently discussed trade theories are compensated by various modern trade theories such as Country Similarity Theory, Product Life Cycle Theory, Global Strategic Rivalry Theory, etc. Thus taking a domestic business in a well-researched global market is the wise decision for the growth and sustainability of the business. References Bayraktar, A., Oly Ndubisi, N. (2014). The role of organizational mindfulness in firms globalization and global market performance.Journal of Research in Marketing and Entrepreneurship,16(1), 26-46. Bhagwati, J.N. (2007) In Defense of globalization: With a new Afterword. Oxford: Oxford University Press, USA. Castronovo, C., Huang, L. (2012). Social media in an alternative marketing communication model.Journal of Marketing Development and Competitiveness,6(1), 117-134. Hartungi, R. (2006) Could developing countries take the benefit of globalisation? International Journal of Social Economics, 33(11), pp. 728743. Helpman, E. (2011) Understanding global trade. Cambridge, MA: Belknap Press of Harvard University Press. Hunt, S.D. and Morgan, R.M. (1995) The comparative advantage theory of competition, Journal of Marketing, 59(2), p. 1. International Monetary Fund (2000) Globalization: Threat or opportunity? An IMF issues brief. Available at: https://www.imf.org/external/np/exr/ib/2000/041200to.htm (Accessed: 18 September 2016). Kohtamaki, M., Thorgren, S. and Wincent, J., (2016). Organizational identity and behaviors in strategic networks.Journal of Business Industrial Marketing,31(1), pp.36-46. Marsden, D. (2015) Globalization: The key concepts by Eriksen, Thomas Hylland, Social Anthropology/Anthropologie Sociale, 23(1), pp. 9495. Michie, J. (2011) The handbook of Globalisation, Second edition (Elgar original reference). Edited by Jonathan Michie. 2nd edn. Northampton, MA: Elgar, Edward Publishing. Mochrie, C., Olds, K., Dicken, P., Kelly, P.F., Kong, L. and Yeung, H.W. (2001) Globalisation and the Asia-Pacific: Contested territories, Pacific Affairs, 74(1), p. 96. Porter, M.E. (2011) Competitive advantage: Creating and sustaining superior performance. United States: Simon and Schuster. Reidenbach, R.E. and Robin, D.P., (2013). Some Initial Steps Toward Improving the Measurement of Ethical Evaluations of Marketing Activities. InCitation Classics from the Journal of Business Ethics(pp. 315-328). Springer Netherlands. Roxenhall, T., (2013). Network structure and innovation in strategic innovation networks.International Journal of Innovation Management,17(02), p.1350002. Weder, R. (1995) Linking absolute and comparative advantage to Intra-Industry trade theory, Review of International Economics, 3(3), pp. 342354.