Academic Achievement and Physical Fitness

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

Buddha essays

Buddha essays "Complexity and Clarity: The Bible Versus The Teachings of The Buddha" The teachings of Buddha make more sense to me than the Bible. I find that over-all the teachings of Buddha have a greater relevance to my life, and Buddhism helps me live a more simplified life, which in turn, makes me a happier and healthier person. The Bible does not help me in these same regards. In this paper I will explain why the teachings of Buddha help me reach for and attain an elevated understanding of how I want to live my life more than the Bible does. In simplicity comes clarity, and in clarity comes happiness. The teachings of Buddha have helped provide clarity and perspective on life, whereas the teachings of the Bible have given restrictions as well as guidelines. It is these restrictions that inhibit my clarity, as the package of guidance through the Bible includes rules that need to be abided by in order to get to an afterlife. These rules are potentially detrimental to clarity, as one who is over-concerned with fulfilling the desires of God, will lose track of what their own responsibilities and purposes are. The prospect of this is not appealing. I would rather serve my self and therefore eliminate the chance that I would lose track of a purpose other than my own. Buddha is not telling me what to do and certainly is not saying 'or else' as the case is with Bible following religions. Buddha's teachings provide a path to be followed. If one wants to use another means of getting to where the path leads, it is all the sa! me. Buddha gives me guidance that I may drift in and out of if I so feel the need. The Bible does not include these options. Advantage: Buddha. It seems that the Bible makes people fearful of God and creates a strong focus towards what one should to do serve his purpose. This makes for people who are more likely to be excessively concerned with God rather than their own growth and living. Because the emphasis is put on serv...

Cloud Computing Term Paper Example | Topics and Well Written Essays - 3500 words

Cloud Computing - Term Paper Example The potential vulnerabilities pre-set threats such as hacking and intrusion by malicious outsider and insider which in the case of the department of treasure and Defence have be recently evidenced by constant hacking and access of data. The possible impacts range from low medium to high which implies minimal damage and inconvenience toe to extreme injury to person and debilitations of the country’s economic military and health infrastructures which could have devastating consequences. The paper then recommend more rigorous encryption policies as well as better rating of staff and localization of cloud storage to limit physical access especially from abroad. There are various designations for information security in the United States under which different Assets of value in document and media content are filed so as to differentiate them based on the level of security relate information they contain. One common designation is the Sensitive But unclassified (SBU), this is a broad category that compromises of information with sub designations such as For official use only (FOUO) or Law enforcement Sensitive as and homeland security data among: In addition the SBU also covers IRS inflation such as enforcement procedures, individual Tax records others (U.S. Department Of Energy, 2007). Sensitive security information is a category of SBU information and it covers data gathered during security operation that specified government agencies believe should be kept secret since its revelation would result in possible communication and transportation crisis or even security. Another designation is the Controlled Unclassified information, which was proposed after 9/11 when the then president Bush decided that the state was keeping too much information a secret although it had been acquired through taxpayer money (Bush, 2001). The Classification was meant to replace SBU, FOUO and LES and serve as a means through which to

Principles of fundraising and sponsorship Speech or Presentation

Principles of fundraising and sponsorship - Speech or Presentation Example The donations have culminated into the establishment of new initiatives and services aimed at making the club survive. The Saints under 14s have benefited from the Paramed aimed at new strips as they will be kitted out in a brand strips. Basically there is black and white kits that are distinct are from Paramed UK. The deal helped the club to survive based on its financial significance as the club was faced with financial constraints. Despite the pros attached to such arrangements, serious strings are attached to sponsorships, and fundraising felt through several risks. Requesting for such fund requires in-depth understanding of principles of sponsorship and fundraising as well as the techniques used to obtain the donations. Donors need to be convinced by showing higher levels of accountability and transparency within the public sectors. Evaluation of fundraising, donations and sponsorship proactively is key in promoting ethical standards as it ensures that grants obtained serve the public interest. Despite the fact that donors expect nothing in return, they donate in order to change lives of other people and hence need for transparent and accountability. The sponsorship framework and Fundraising or Donation arrangement should not restrict Services ability to execute its roles impartially and to completion. The contract should outline that the Services functions shall proceed to execute its business impartially and fully without interference from the arrangement proposed (Norton 2007, p. 111). For instance, daily activities of ambulance van should not be shuttered by fundraising activities but to ensure its continuous operational tasks. The contract has a separate statement providing for termination of sponsorship if the arrangement compromises Services functions. For tender-attached sponsorship, the contract should ensure non-favoritism for parties involved. Secondly, there should be non-existence of real and apparent conflict between

Sampling Strategy and Sample Size for a Quantitative Research Plan Coursework

Sampling Strategy and Sample Size for a Quantitative Research Plan - Coursework Example Because the population is made up of a very large size, the researcher shall set up a sample size. The sample size basically refers to a fewer group of persons out of the population who would become respondents to the researcher (Berry, 2005). In order to arrive at this number, it is important that the researcher uses a sampling strategy that would meet the objectives of the study. To this end, the researcher shall devise the use of the random sampling strategy to select the members for the sample size. Random sampling is the kind of sampling strategy where every member of the population has an equal chance of becoming part of the sample size. This is because the researcher uses a strategy that presents all members in the population with an equal probability of becoming part of the sample size. The mechanism that would eventually ensure that some members are included whiles others are rejected would be the effect of chance. By this, reference is being made to the fact that given the same probability, it would only be by chance that some members will be selected ahead of others (Bartholomew et al, 2008).  Ã‚  Ã‚   The random sampling strategy shall be applied in a very specialized way. This would be done to ensure that the researcher enjoys and benefits from the full advantages of the random strategy. It is worth noting that the procedure by which the researcher shall select the members of the sample size by applying the random sampling strategy is known as sampling (Cheng, 2009). There are several sampling procedures.

Main objectives and policy instruments of poverty reduction

Main objectives and policy instruments of poverty reduction While much of the western world benefits from decades of economic growth, it is hard to conceive that a large proportion of the population still struggles for survival as a result of extreme poverty and deprivation. To date, approximately 1 billion people still have an income of less than $1 per day (OECD, 2007). The question of what policies and strategies are most effective in achieving sustained poverty reduction is among one the most important and complex challenges that face policy makers involved in economic development. In light of this question, this paper will review the objectives and policy instruments associated with poverty reduction. Firstly, the paper will very briefly give an outline of the objectives of poverty reduction through considering the Millennium Development Goals. Secondly and of greater focus, the paper will consider the importance of economic growth as a policy instrument associated with poverty reduction. Policy Objectives Before it is possible to implement strategies and policy focussed at reducing poverty, it is firstly essential to set specific and measureable objectives targeting the areas in which poverty exists. Poverty by definition is complicated and must give consideration to a number of dimensions. The OECD (2001) defines poverty as the inability of people to meet economic, social, and other standards of well being. Poverty, therefore, can encapsulate deprivation in areas such as health, income, gender, education and politics. Objectives of poverty reduction must extend to include all dimensions in which individuals are deprived or debilitated. The most widely recognised objectives regarding poverty reduction are provided through the Millennium Development Goals (MDGs). On September 2000 the MDGs were adopted by 189 countries as a guideline for the objectives of poverty reduction to be achieved by 2015 (DFID, 2001). The MDGs outline 8 objectives central to the eradication of poverty (UNDP, 2010). These objectives are broken down into 21 different targets that are measured by 60 indicators (A full outline of the criteria to meet these objectives can be seen in Table 1): Eradicate Extreme Hunger and Poverty Achieve Universal Primary Education Promote Gender Equality and Empower Women Reduce Child Mortality Improve Maternal Health Combat HIV/AIDS, Malaria and other diseases Ensure Environmental Sustainability Develop a Global Partnership for Development The MDGs highlight that objectives of poverty reduction are not solely confined to improvements in income but also incorporate objectives of human development, sustainability, and equality. Broadly speaking, these objectives help to provide a global criterion for measuring progress in poverty reduction and provide a scale of measurement adaptable in all countries. It is important to note, however, that although the MDGs provide a framework for developing countries to use, poverty reduction strategies must be country specific taking into consideration the causes of poverty as well as the precedence of what objectives need be tackled (OECD, 2001). With these objectives of poverty reduction in mind, this raises the question of what instruments are best suited in achieving these objectives. As a comprehensive overview of all the main policy instruments associated with poverty reduction is well beyond the scope of this paper, the following section will concentrate on the importance of economic growth as a policy instrument associated with poverty reduction. Policy Instruments Economic Growth Historically, the main instrument associated with poverty reduction has been economic growth. Economic growth is associated with poverty reduction on a number of levels. Firstly, increases in GDP per capita are associated with improvements in human development. For example, increases in the average income of a country are associated with improvements in life expectancy, infant mortality, and primary school enrolment all key elements of the MDGs (Moser and Ichida, 2001). Secondly, economic growth helps to creates jobs which are essential to improving employment opportunities and raising incomes in the long-term (DFID, 2001). However, although economic growth is associated with improvements in income and human development, there still remains debate over the extent to which growth benefits the poorest individuals in society. In an attempt to understand the effect of economic growth on poverty, Dollar and Kraay (2002) examined the relationship between changes in the average GDP per capita income against the income of the lowest quintile of the population in 80 countries. Dollar and Kraay found than on average the income of the poorest quintile increased proportionately with increases in average GDP per capita. Dollar and Kraay concluded that the effects of economic growth benefit the poor as much as others in society. They suggested therefore that standard growth enhancing policies should be at the heart of poverty reduction strategies. The results from Dollar and Kraay emphasise the importance for countries to adopt frameworks that are conducive to growth as a means of poverty reduction. This is a view shared by Kruegar (2004) who highlights that economic growth is the principal route to lasting poverty reduction. Indeed, economic policies such as openness to trade, liberalisation and sound fiscal policy which are seen as conducive to economic growth are also associated with favourable poverty reduction (World Bank, 2000). Moreover, generally poverty reduction has been most substantial in those countries which have benefited from the most impressive rates of growth (AusAid, 2007). However, the results produced by Dollar and Kraay (2002) do not come without scrutiny. The findings illustrate that economic growth benefited the lowest quintile proportionately on average yet there are cases where economic growth does not always benefit the poorest individuals in society Botswana is perhaps an extreme example and likew ise at the other end of the scale, some countries have demonstrated that the poor have benefited substantially more than other groups during times of economic growth (World Bank, 1993). This raises a further question of why growth influences poverty reduction in some countries more than others. Pro-Poor Growth More recently, a greater focus is being placed on levels of inequality within a country as a determinant on the effect of economic growth on poverty reduction. The OECD (2001) suggests that only half the increases of those in poverty are a result of GDP growth whereas the other half comes from strategies that target the composition, distribution and sustainability of growth. Ravallion (1997) measured the effect of growth on poverty elasticity in countries with initial levels of low and high-income inequality. Ravallion found that economic growth reduced poverty in low income inequality countries almost twice as much as those in high income inequality countries. In other words, countries with high levels of inequality would need growth rates twice that of low inequality countries to match similar levels of poverty reduction. The findings by Ravallion highlight that policies targeting poverty reduction therefore must also consider the distributional aspect of growth. This places a grea ter emphasis on pro-poor growth. That is, growth that is combined with objectives of rapid and sustained poverty reduction (OECD, 2007). Pro-poor growth strategies must attempt to target the areas in which poverty and inequalities exist, and as mentioned this can occur in a number of dimensions. Typically, those in poverty have a lack of access to basic provisions and services, such as education and healthcare, and therefore inequalities are perpetuated due to a lack of opportunity. Pro-poor Policies must attempt to maximise the opportunities of the poor through utilising their skills and capabilities (DFID, 2003). This can be done through a number of channels, and the role of both the private and public sector are important. For example, in the private sector providing the poor with access to markets and credit is seen as essential for involving the poor in the economy and creating jobs (ODI, 2008). Recently microfinance schemes have been extremely beneficial in providing access to credit and vocational training for the poor. However, participation in markets is only conducive to pro-poor growth if there is appropria te regulation and policies which can protect the poor in the event of market failures (OECD, 2007). Pro-poor policies must attempt to promote macroeconomic stability within a country to ensure that the poor are not affected by market-shocks and rising inflation (DFID, 2003). Additionally, the distribution of government spending is seen as a key instrument in the promotion of pro-poor growth. In developing countries, government spending has been found to be largely inefficient in that it tends to be focussed disproportionately towards higher income groups at the expense of the poor (Wilhelm and Fiestas, 2005). Pro-poor government spending can increase the participation of the poorest individuals through efficient and fair fiscal policy increasing access to these basic services which in turn can reduce inequalities and promote economic growth. Indeed, countries which have a fairer distribution of government spending are more likely to have lower levels of inequality (Lopez, Thomas, and Wang, 2008). It is important to note that finding the appropriate balance between both policies that are good for poverty reduction and policies that are good for growth is extremely complicated and may required trade-offs. Pro-poor strategies such as redistribution through increased taxes may act to finance increased government expenditure in poor areas, however this may damage growth through reduced savings and investment which could consequently reduce the impact of poverty reduction in the long run (DFID, 2001). For instance, in the mid-part of Malaysias industrialisation, policies focussed on equity were seen as excessive and blamed for constricting economic growth (Hassan, 2004). Broad-Based Growth An essential factor of pro-poor growth is that it should be broad-based and target the areas where poverty is widespread. Three quarters of poverty exists in rural areas, yet policies targeting growth are predominantly focussed on the urban sector (Anriquez and Stamoulis, 2007). Indeed, widespread inequality is most substantial between rural and urban areas (Lopez, Thomas, and Wang, 2008). Recently, in the 2008 World Development Report titled Agriculture for Development, the World Bank (2008) highlighted that investment in agriculture is increasingly becoming an important engine for poverty reduction. Investment in rural infrastructure and small-scale enterprises and services has been found to be highly effective in increasing productivity and creating employment. For example, reductions in poverty have been most substantial in countries which experienced the most significant improvements in rural productivity. From 1971 to 1999 agricultural productivity per capita in East Asia, wher e poverty reduction was most rapid, increased by 45% compared to sub-Saharan Africa with an increase in productivity of only 4% (DFID, 2003). Moreover, growth in agriculture is more conducive to poverty reduction than any other sector (DFID, 2003). Indeed, the World Bank (2008) highlights the improvements in the MDGs of raising the income of all individuals above $1 has been primarily due to falling rural sector poverty whereas urban poverty has remained constant and had little effect. However, again, increases in agricultural productivity and growth are strongly influenced by levels of inequalities within the rural sector in particular levels of land inequality. Pro-poor policies which target poverty reduction through agricultural growth must also give consideration to the potential impact of redistribution strategies. Land reform policies have been cited as a particular strategy as a means of facilitating growth, reducing inequalities and ultimately poverty reduction (Hanmer, Healey and Naschold, 2000). Conclusion In conclusion, this paper has highlighted the importance of growth, and in particular pro-poor growth as an instrument associated with poverty reduction. Growth is inevitably a necessary condition of alleviating poverty through raising the incomes of individuals and through wider associations with improvements in human development. However, growth by itself is not always sufficient in achieving sustained poverty reduction and the effects of economic growth on the poor are inhibited by the level of inequality within a country. Of equal importance, therefore, is the structure of pro-poor growth. Governments must take an active role in poverty reduction strategies and reduce inequalities through increasing the opportunities of the poor to access basic provisions and services, and this in turn can facilitate both poverty reduction and economic growth. Moreover, it is important that pro-poor growth targets where poverty is abundant. An increasing emphasis is being placed on growth and dev elopment in the agricultural sector as a key driver of poverty reduction. Finally, it is important to mention that although this essay has emphasised the importance of growth, it has barely scratched the surface of the complexity of poverty reduction. Poverty is multidimensional and there are areas of poverty and human development which are barely affected by improvements in growth and therefore require policy instruments and strategies to target them directly e.g. gender inequality (Thomas, 2000). Furthermore, there is no one-size-fits-all answer to poverty reduction and each country must identify the causes of poverty and the independent strategies required to achieve sustained poverty reduction. Only then can the diverse objectives of the Millennium Development Goals be realistically achieved.

Drug Education Essay -- Addictions Teaching Essays

Drug Education (1) There is much controversy regarding the war on drugs in America today. It has become a growing concern for parents, educators, politicians, etc. There is no question that education can play a major role in decreasing the drug problem. But there is some disagreement over whether schools or parents are more effective in steering children away from drugs. (2) Some experts believe the schools’ anti-drug programs are effective. Two popular programs are Drug Abuse Resistance Education (Dare), and the School Program to Educate and Control Drug Abuse (SPECA). The project Dare and SPECA programs use uniformed police officers to inform students in 5th, 6th and 7th grade about the risks of drugs, and how to avoid negative peer pressure (DeJong 109). William DeJong ,who is an analyst for the Education Development Center, has prepared this study for the National Institute of Justice (Bernards 108). (3) DeJong based his studies on surveys conducted by Evaluation and Training Institute in Los Angeles. He found that students who participated in the Dare programs had improved knowledge, attitudes and self-esteem as compared to students who did not participate in the program. DeJong also conducted a study for the National Institute of Justice, which compared the effectiveness of the Dare drug program to a control group of students that did not participate in the drug program. The study followed students from sixth grade to seventh grade .He reports that students who participated in the Dare programs reported significantly lower incidences of drug use. Students also stated that they would refuse drugs using the strategies learned from the anti-drug programs. The Criminal Justice Center of the John Jay Co... ...s to me that if we could resolve the issue, we would have more agreement about -- and be more effective at -- directing limited financial resources: Should the government's money (i.e.,our money) be used to fund school programs, or to educate and help parents? Resolution might also either absolve schools of the responsibility, thereby placing more social pressure on parents to handle their children, or absolve the parents. This information could have been presented in the introductory paragraph, in a background paragraph right after the introduction, or in the conclusion. Here again, however, I need to take into consideration the circumstances of the assignment. Ms. Yoder did not choose to read or write about the drug war-- that was part of the assignment. She may not be particularly interested in the topic. That circumstance changes, of course, in Major Paper # 5.

American Military history Essay

American Military history is filled with examples of complex operations executed with varying degrees of success. (McGeorge & Wegner, 1983) The most complicated of these missions typically involve multi-phase implementation. The success of multi-phased missions is typically contingent on the actions of multiple agencies, which as a matter of course must interact throughout the duration of the mission. (McGeorge & Wegner, 1983) Historically, the nature of the interaction between various agencies with vested interest in the success of given operations has been varied. (McGeorge & Wegner, 1983) The overall success of such operations is contingent upon many factors, not the least of which is a high level of cooperation between agencies. (McGeorge & Wegner, 1983) The reasons for operational failures in complex missions are many and varied, but the lack of cooperation between agencies is one reason that is inexcusable and preventable through proper training. (McGeorge & Wegner, 1983) Background: The Iran Hostage Rescue Mission of 1980 is one of numerous examples of American attempts to rescue hostages that ended in complete or partial failure. (McGeorge & Wegner, 1983) Up to that point, the record of American military and paramilitary forces in executing successful missions against relatively soft targets had been poor. A facile explanation of this trend would be a lack of proper training and poor execution by the soldiers, sailors and airmen on the ground, but the facts do not support this hypothesis. (McGeorge & Wegner, 1983) In all cases, the failures of hostage rescue missions lay in the planning and command-chain difficulties that compromised the discretion of the assets on the ground. (McGeorge & Wegner, 1983) Task Force Baum in 1945 was a POW rescue mission commanded by General George S. Patton. (McGeorge & Wegner, 1983) Their mission was to rescue 200-300 POW’s being held by the Germans behind enemy lines. As a result of poor intelligence, the Task force encountered no fewer than 1500 POWs, whom they rescued. The larger number of rescuees compromised Task Force Baum’s exit strategy. As a result, all the POWs and nearly 300 of the rescuers were killed. (McGeorge & Wegner, 1983) The failure in this case was not on the ground, but with faulty intelligence, a problem that would become thematic in accounts of mission failures as time went on. (McGeorge & Wegner, 1983) Another example of bad intelligence compromising a mission took place in 1970. A rescue team led by Col. Bull Simmons and consisting of fifty-six Special Forces units was dispatched into north Vietnam for the purpose of liberating a POW camp at Son Tay. (McGeorge & Wegner, 1983) The assault force ended up attacking a camp that had been emptied of prisoners for at least one month. (McGeorge & Wegner, 1983) In yet another example of intelligence failure, the U. S. Marines attempted to rescue the crew of a captured cargo ship in 1975. (McGeorge & Wegner, 1983) The opposing force in this case was the Cambodians, and the operation centered on Koh Tang Island, where the hostages were thought to be held. (McGeorge & Wegner, 1983) After a coordinated assault on the island cost nearly seventy casualties (eighteen dead or missing), it was discovered that the hostages had already been released and were, at the time of the assault, returning to their own ship on a Thai fishing boat. (McGeorge & Wegner, 1983) This poor track record of agency conduct of intelligence continued in 1980, when a joint multi-service force attempted to rescue fifty three Americans who were being held hostage in the embassy in the capital of Iran. (McGeorge & Wegner, 1983) A close examination of this mission yields insights into failures that resulted from inter-agency and inter-service communications breakdowns, intelligence problems, and command issues. From the planning stage on, this mission suffered from the lack of interagency cooperation. (McGeorge & Wegner, 1983) Analysis: In the planning stage of any operation, it is vital that a number of elements be present. (Schnaubelt, 2005) The plan must articulate the organizational objective, accurately describe the current strategic and tactical situation, set forth the intended flow of events, and a definition of the expected contribution of all individuals and groups involved. (Schnaubelt, 2005) In order to have the maximum odds of success, such a plan must contain a clear indication of chain of command, robust and accurate intelligence, and sufficient secrecy to ensure the integrity of the mission. (Schnaubelt, 2005) The Iran Hostage Rescue attempt failed on many of these criteria. Of particular issue was the chain of command. (Sick, 1987) During the execution of the task, pilots in the operation later told investigators that they had no clear understanding of who had authority to be issuing orders. (Sick, 1987) This determination is an element that should have been made abundantly clear to participating personnel well before the execution phase of the operation. (Sick, 1987) In another critical example of failure of the articulation of the chain of command, the Task Force commander and his inferior officers were unclear on who held the responsibility for mission training of the helicopter crews. This state of affairs was allowed to persist for months before the execution phase of the operation. (Sick, 1987) The result of this confusion was a situation that resulted in a collision of helicopters during the aborted mission, which cost several lives. (Sick, 1987) These failure pale in comparison with relation to scope compared to the issues of intelligence that were brought about by multi-agency participation in information control. The numerous intelligence liaisons were encumbered by a specific and inflexible OPSEC (operational security) protocol, which hampered attempts to make information known to the necessary portions of the task force. (Halloway, 1980) This resulted in an unnecessary delay in intelligence compilation and analysis. It is important to note that this deficiency does not point to a shortcoming in intelligence gathering mechanisms, but rather in the inter-agency handling of gathered intelligence. (Halloway, 1980) The resulting delays in formulating intelligence estimates could have been avoided with a centralized intelligence conduit within the task force to which all relevant agencies would be required to contribute. (Halloway, 1980) This failure was justified by the decision-makers in the name of operational security, yet the fragmented gathering of relevant data made the intelligence much more vulnerable to compromise than would have been the case with a centralized intelligence mechanism. (Halloway, 1980) In the preparation phase of the Iran Task Force Operation, failures again occurred predicated on multiple agencies withholding cooperation on the basis of OPSEC issues. (Halloway, 1980) The result was a lack of a full-scale rehearsal for the operation, an element vital to anticipating contingencies, training personnel and refining operational plans. Across the board, there seemed to be more of an interest in rapid execution than in sufficient preparation. (Halloway, 1980) It is clear that a number of involved agencies would have had an issue with lack of preparation, but their objections were not given sufficient attention as the organizational decisions were out of their hands. The Joint Chiefs of Staff commissioned an analysis of the Task force operation (called Operation Eagleclaw) that was completed and presented to the Department of Defense in 1980. The analysis indicated twenty-three issues that contributed to the mission failure, and in many cases, lack of inter-agency organization and coordination were at the heart of the issues. (Halloway, 1980) The first issue addressed in the analysis was that of OPSEC. Since this was acknowledged to be a mission-critical priority, it was this element that was stressed the most during planning and preparation. (Halloway, 1980) The lack of inter-agency communication was said to have negatively effected the planning of and preparation for the operation. It was concluded that the OPSEC plan ought to have had more flexibility at least within the Joint Task Force. (Halloway, 1980) A clear delineation of who was â€Å"in† and who was â€Å"out† that transcended agency affiliation would have been a far more effective method of OPSEC, but interagency mistrust of the integrity of various agencies compelled coordinators to adopt inflexible OPSEC protocols. (Halloway, 1980) Despite the conclusion that OPSEC of the mission was adequate, it is clear that other issues could have been resolved in the preparation phase with better cooperation with regard to OPSEC. A second issue addressed in this mission was the fact that the planning did not include all necessary agencies at all stages. (Halloway, 1980) The planning team began with a limited number, and was expanded as the contingency became more of a definite probability. The haphazard organization of the Joint Task Force created gaps in planning and contingency that might have (but did not, in this case) compromised the success of this mission. (Halloway, 1980) In the absence of a standing task force consisting of multi-agency input, the necessary agencies should have been determined in advanced and all agencies should have been privy to all elements of planning. Again, the justification for the â€Å"need-to-know† contribution to the plan was OPSEC. (Halloway, 1980) The report also noted that intelligence coordination for the mission was executed in the same ad hoc manner, and reporting mechanisms were inconsistent, as task force command got direct reports from some agencies while others reported to component commanders. (Halloway, 1980) As cohesive, accurate and timely intelligence is vital to mission success, this qualified as a major concern in the execution of Eagleclaw. (Halloway, 1980) The fact that intelligence failure did not play a role in the ultimate failure of Eagleclaw should not be construed as an endorsement of the interagency disorganization inherent in early intelligence coordination efforts. (Halloway, 1980) The fact that as planning progressed, the intelligence conduits gained efficiency is also ancillary to the critique of the earlier efforts. (Halloway, 1980) The next major issue identified in the operation was the lack of independent overview of the plan-in-chief. (Halloway, 1980) While reviewed at several phases by the Joint Chiefs, Eagleclaw was never subjected to the robust evaluation by an independent panel of qualified experts. Once again, the blame for this oversight could be laid at the feet of OPSEC. (Halloway, 1980) This deficiency may have been mission-critical, because had such an independent review board contained an expert on local climate conditions and their effect on operational equipment, he or she might have informed the Task Force leadership about the necessity of specialty equipment, repair and spare parts that could have prevented the reduction in force from eight to five helicopters, which fact resulted in the abortion of the mission. (Halloway, 1980) Perhaps the most important deficiency of the Joint Task Force efforts was the lack of comprehensive, multi-agency rehearsal of all elements of the plan. (Halloway, 1980) The execution of such rehearsal is of vital importance at all levels of the operation. At the personnel level, rehearsal gives the actors a sense of the mission circumstances in a safe manner that reflects real-time environment. (Halloway, 1980) The rehearsal is equally beneficial to planning personnel in that a run-through can highlight unforeseen practical or logistical problems in the plan, which can be corrected in subsequent planning. Again, the specter of OPSEC, along with the logistical difficulties of planning a rehearsal of a joint exercise prevented the execution of this vital step. (Halloway, 1980) An issue that also undermined the success of the mission was the constant change in the political circumstances of the hostage situation during the planning phase of the operation created a constant flow of changes in the composition and organization of the task force, which, in turn, created confusion within the command structure regarding chain of command. (Halloway, 1980) Ultimately, the operatives went into mission without a clear sense (in the case of the pilots) of the authority of those giving orders to be giving those orders. While this circumstance did not prove to be a vital flaw in this particular mission, it is a flaw that could easily resulted in a disastrous mission marred by conflicting orders, causing confusion, and, very likely, casualties and mission failure. (Halloway, 1980) The implementation of Signal Integrity contingencies was another area of major failure within the Joint Task Force. While all the agencies involved has a robust understanding and solid implementation of signal protocol during the mission, the agencies did not coordinate these protocols. (Halloway, 1980) As a result, assets entered the area without a uniform protocol with respect to signals integrity. In the case of the helicopter pilots, the maintenance of strict radio silence prevented them from getting vital updates on the weather conditions in the area, leading to some of the mechanical issues that contributed significantly to mission failure. (Halloway, 1980) It is likely that the agencies with the best understanding of the importance of the weather would have implemented an signal integrity protocol that allowed for frequent conditions updates without the need for requests from the pilots, but such a plan was not implemented because it would have combined signal integrity protocols from multiple agencies. (Halloway, 1980) The origin of the circumstances that led to the abortion of the mission was the lack of helicopters necessary to complete the task in the face of mechanical failure of three of the helicopter units. (Halloway, 1980) An independent review of the equipment parameters would likely have called for at least ten helicopters to account for the possibility of mechanical failures. Such a provision would have prevented the abortion of the mission, which was precipitated by the disabling of three of the available helicopters. (Halloway, 1980) Again, proper review and oversight of the mission by independent auditors would likely have recommended ten helicopters be mission-ready at the time of the launch of the operation. These assets were readily available and could easily been incorporated into the Joint Task Force’s equipment requirements without compromising other endeavors. (Halloway, 1980) The mission training protocol for the helicopter pilots also presented problems that were in part caused by the interagency coordination of efforts. (Halloway, 1980) The Navy pilots tasked to drive the helicopters lacked operational experience in the conditions for which the mission called. The Joint Task Force Command addressed this deficiency by supplementing the number of pilots with those from the Marine Corps who had more experience flying in the expected conditions. (Halloway, 1980) Problems developed as pilots were rotated in and out of the training protocols on the basis of ability. In addition, the need to be mission-ready on short notice necessitated several two-three week sessions for training, rather than a preferred five-month long continuous program. (Halloway, 1980) The end result was a group of flying personnel who were not optimally trained, and did not have the necessary experience to deal with conditions in which they found themselves. (Halloway, 1980) The deficiency here mainly lies in the exclusion of Air Force pilots from the docket of potential pilots. It had been established after the fact that the Air Force had several pilots with operational experience in rescue missions, mid-air refueling, and other elements of the flight portion of the mission. (Halloway, 1980) It stands to reason that these pilots would have been likely to accomplish the mission training in a faster, more efficient manner than pilots without this background. When the mission commanders elected to use RH-53D helicopters for this mission, they were institutionally bound to use the pilots checked out on these machines, even though their flight experience did not match the particular mission parameters. (Halloway, 1980) Obviously, the primary factor in the operational failure of the mission was the unexpected dust storms encountered by the pilots en route to the mission. As previously noted, communication liaisons with local weather reporting services may have compromised the security of the operation, however, in retrospect, it seems that such a risk was worth the potential problem given two factors. First, this communication would necessarily be short-term, as any other weather information would be unreliable. (Halloway, 1980) This would relieve security concerns because even if the mission parameters were compromised at that point (and there is no particular reason to assume it would have been) the opposing force would not have sufficient time between the breach of security and the execution of the mission to mount sufficient contingency plans. Second, the ability to successfully navigate to the target area was a critical element in the mission, and a â€Å"sine que non† requisite of success. (Halloway, 1980) Again, in retrospect, it would appear that marginal security concerns outweighed common sense in making the determination to fly without up-to-the minute weather condition updates. Another related option rejected by the Joint Task Force was the use of C-130s in a pathfinder role. (Halloway, 1980) The employment of such equipment in such a manner would have gone further to guarantee rendezvous times and protocols despite adverse weather conditions. Crew of the mission copters lacked confidence in the navigation equipment and their own ability to use it. (Halloway, 1980) This sort of arrangement is the type of non-typical application that would raise alarms between agencies, some of whom would deem off-book applications of material as an unnecessary risk for their own assets. (Halloway, 1980) The decision of the pilot of helicopter #5 to abort mission given the particular damage to his vehicle reflected a lack of knowledge of the capabilities of the vehicle in question. Given the nature of the damage as indicated by on-board diagnostic equipment, the craft would have been able to continue at minimal risk for several hours given the speed and other operation conditions. (Halloway, 1980) The pilot’s decision to abort mission on the basis of this particular damage reflected both a lack of understanding of the nature of the damage, and a gross underestimation of the criticality of the vehicle’s participation. (Halloway, 1980) It was Helicopter #5’s decision to abort that triggered a mission-wide abort, as the number of operable craft had dropped below that which was determined to be mission-critical. (Halloway, 1980) The pilot’s possibly mistaken decision to abort was a function of his lack of training on the vehicle, and understanding of the criticality of his component of the mission. (Halloway, 1980) The fault for these deficiencies lay not with the pilot, but with the afore-mentioned training deficiencies, and a lack of mission-brief emphasis on the lack of discretionary aircraft available to the mission. Lack of information control in the area of intelligence resulted in the pilots acting upon inaccurate intelligence with respect to the capability of the opposing forces’ radar. After the fact, it became apparent that a number of pilots relied on inaccurate intelligence regarding this factor in making tactical determinations regarding flight altitude. The use of the bad information resulted in high-risk, unnecessary flight protocols. (Halloway, 1980) Despite the lack of immediate functional consequence resulting from this breach, it bears mentioning that intelligence need always be reported to the appropriate agencies for confirmation or denial before being acted upon. (Halloway, 1980) The culture within the Joint Task Force regarding intelligence flow encouraged the informal passing of vital intelligence. A lack of an interagency focal point of intelligence analysis made the confirmation and even identification of raw data difficult. It remains a possibility that the pilots placed an inordinate amount of trust in intelligence, believing it to have been confirmed by the responsibly agents, when in fact it had not. (Halloway, 1980) Such considerations are beyond the scope of responsibly of assets in action or support of action. These assets have to be able to assume that any intelligence that makes it way to them is either accurate, or that they have been informed of the probability of inaccuracy, and counseled as to the weight the information should receive in the operations. (Halloway, 1980) When the helicopters began to stray from mission parameters in location and timetable, the radio silence protocol prevented each unit from having vital information about the conditions and locations of other units in the operation. (Halloway, 1980) The USS Nimitz had the capability of conveying such information with minimal risk to OPSEC. Again, the rigidity of OPSEC protocols, brought about by inflexibly inter-agency protocols led to a critical information gap at a vital time in the mission. (Halloway, 1980) Thus, the lead helicopter had no way of knowing that #8 had recovered the crew of #6 and that #6 had been abandoned in the desert. (Halloway, 1980) Lead also could not determine whether the other elements followed him when he turned back in the dust storm, and where and when the unit had fallen apart. Most significantly, if Helicopter #5 had known that his termination would cause an entire mission abort, he might have more carefully weighed the risks of continuing. Essentially, between the weather and the radio silence, the pilots were flying blind and deaf in enemy territory. (Halloway, 1980) Yet another factor at issue was the decision to limit landing options to a single site near a road in the desert near the Iranian capital. The abandonment of the mission after the landing at Desert One guaranteed OPSEC compromise. (Halloway, 1980) The addition of a secondary landing place for refueling and the on loading of combat personnel would have opened many alternatives for the flyers and other mission decision-makers in determining whether to abort, or accounting to course and destination changes prompted by weather contingencies. (Halloway, 1980) The culmination of these factors was the abortion of the rescue mission, which in turn led to a fatal accident as the pilots attempted to withdraw back to base. The operation was a strategic, tactical and political failure. Counterargument: The conclusion that the deficiencies noted above can solely be laid at the feet of the interagency coordination (or lack thereof) is facile and inaccurate. Indeed, even given the modern day organization of counter-terrorism mission task-forces, this mission was fraught with potential for failure. (Houghton, 2001) Operational security became the end-all consideration for the mission’s success, which determination caused many other factors creating risk to be finessed or ignored. Contingencies such as poor weather and mechanical failure cannot be laid at the feet of poor planning. (Houghton, 2001) The clarity of hindsight makes the deficiencies in operation EagleClaw obvious, but it takes a rather torturous analysis to reach the conclusion that the deficiencies can all be blamed on lack of inter-agency coordination. There are several factors that contributed to the failure of EagleClaw that had little to do with the planning and execution difficulties endemic of multi-agency involvement. (Houghton, 2001) First the fluidity of the political situation called for necessary plan adjustments throughout the preparation phase. Second, the unpredictability of weather played a significant role in the mission failure. Such a factor cannot reasonably be blamed on the planning or practice phases of the operation. Decisions that were based on OPSEC considerations were not necessarily a product of interagency confusion. (Houghton, 2001) While it is true that multiple OPSEC protocols were combined to create a stifling procedure on information, the need for secrecy in this mission was considered of paramount importance to its success. (Houghton, 2001) Conclusion: While several unrelated factors contributed to the failure of Operation EagleClaw, it is indisputable that the compartamentalization of information and the ineffective standardization of protocols contributed to the failure of the mission. (Taillion, 2001) Owing to a faulty intelligence analysis protocol, actors proceeded on faulty intelligence. Operation Security concerns ended up compromising reasonable safely contingencies as well. (Taillion, 2001) A determination of Operation Security parameters would have been much more easily concluded by an inter-agency organization that specializes in anti-terrorist operations and is willing to subordinate specific agency protocols for the sake of mission-specific parameters. (Taillion, 2001) The organization of assets in anti-terrorism operations have since been consolidated in agencies such as Homeland Security, yet operations continue to be hampered by reluctance to share assets, particularly intelligence, between agencies. It is recommended that the culture of competition between agencies be undermined by institutional policies that encourage cross-agency cooperation efforts. (Taillion, 2001) It is further recommended that operation planners for future endeavors be encourgaged to ignore inter-agency discrepancies in favor of protocols most able to facilitate the duccess of the missions.

Hurricane the song essays

Hurricane the song essays The song "Hurricane" by Bob Dylan tells the story of a man who was accused of murder and spent years in prison for a crime he did not commit. The song is disturbing in its story of lies and racism that put Rubin Carter in prison. This story is a good example of society labeling someone a deviant, and that "deviant" struggling to overcome that stigma. The song reflects on how people's status can make them believable without an actual judgement of their individual character. For some like Rubin Carter, failing to look beyond a person's status can have terrible consequences. "Hurricane" could have a positive impact on anyone in society who realizes there are injustices that surround us every day. Although we cannot give Rubin Carter back those years of his life he spent in prison, we can work to make sure it doesn't happen again. The blatant injustices depicted in this song, and the fact that it is a true story, made me realize just how unfair life can be. When I first heard the song at seventeen, I had a more idealistic view of the world. I thought bad people went to jail, and good people were found innocent at trial. The fact that the jury convicted Rubin Carter without a murder weapon and without the victim's positive identification is not the most disturbing part of the song. The fact that policemen and other people lied to put this man in jail is appalling, and to top it all off, they only did it to him because he was black. I did not find out until much later that Rubin Carter was released from jail. It made me happy to know that he got his life back, however all the years he lost in jail cannot be replaced. I'm sure there are some people who still think he is guilty. Once again, the unfairness of the whole situation is overwhelming. It is unsettling to thik this happens to people who may ne ver have a song or movie about them to tell their story. They sit in a prison cell day after day knowing they don't belong t...

Five Longest Mountain Ranges in Europe

Five Longest Mountain Ranges in Europe Europe is one of the smallest continents but you wouldnt know it from the size of some of its mountain ranges. The mountains of Europe have been home to some of the most daring feats in history, used by explorers and warlords alike. The ability to safely  navigate these mountain ranges helped shape the world we know today through trade routes and military achievements. While today these mountain  ranges are mostly used for skiing and marveling at their wondrous views, their history is no less important.  Ã‚   Five Longest Mountain Ranges in Europe Scandinavian Mountains - 1762 kilometers (1095 miles) Also known as the Scandes, this mountain range stretches through the Scandinavian Peninsula. They are the longest mountain range in Europe. The mountains arent considered  very high but theyre known for their steepness. The western side drops into the North and Norwegian sea. Its northern location makes it prone to ice fields and glaciers.   Carpathian Mountains - 1500 kilometers (900 miles) The Carpathians stretch across Eastern and Central Europe. Theyre the second-longest mountain range in the region. The mountain range can be divided into three major sections, the Eastern Carpathians, Western Carpathians, and the Southern Carpathians. The second largest virgin forest in Europe is located in these mountains. They are also home to a large population of brown bears, wolves, chamois, and lynx. Hikers can find many mineral and thermal springs in the foothills.   Alps - 1200 kilometers (750 miles) The Alps are probably the most famous mountain range in Europe. This range of mountains stretches across eight countries. Hannibal once famously rode Elephants across them but today the mountain  range is more home to skiers than pachyderms. The Romantic poets would be enamored with the ethereal beauty of these mountains, making them the backdrop for many novels and poems. Farming and forestry are large parts of these mountains economies along with tourism. The Alps remain one of the worlds top  travel destinations, with good reason.  Ã¢â‚¬â€¹ Caucasus Mountains - 1100 kilometers (683 miles) This mountain range is notable not only for its length but also for being the dividing line between Europe and Asia.  This mountain range was an important part of the historical trade route known as the Silk Road. This was the road which connected the ancient Eastern and Western world. It was in use as early as 207 B.C., carrying silk, horses and other goods to trade between continents.   Apennine Mountains - 1000 kilometers (620 miles) The Apennine mountain range stretches the length of the Italian Penninsula. In 2000, the Environment Ministry of Italy suggested extending the range to include the mountains of Northern Sicily. This addition would make the range 1,500 kilometers (930 miles) long. It has one of the most intact ecosystems in the country. These mountains are one of the last natural refuges of the largest European predators like the Italian wolf and Marsican brown bear, which have gone extinct in other regions.

Business Letter Essay Example | Topics and Well Written Essays - 1000 words

Business Letter - Essay Example Greenhouse gases like carbon monoxide are the main cause of global warming. This global warming is presently the greatest threat to our planet Earth. The per capita consumption of paper is high around the world. The Americans lead the pack with average per capita consumption of around 700 pounds per year. 42% of the world’s wood harvest is used by the paper industry. The paper industry is actually one of the largest contributors to greenhouse gas emissions. It contributes more than 9% to the greenhouse gas emissions of the manufacturing industry. In a country like United States, the paper industry is the fourth largest emitter of greenhouse gases. Paper accounts for approximately 30% of all landfill waste. Paper accounts for one third of all municipal waste. Municipal waste accounts for more than 30% of emission of methane. Methane is three times more potent greenhouse gas than carbon dioxide. Cutting down of paper use by even 10% would result in reduction of emission of greenhouse gases by many million tones. The increasing use of recycled paper has offered some respite from the environmentally adverse impact of using paper. However, the demand for recycled paper is expected to exceed the supply by 1.5 million tones of recycled paper by 2017. However, the use of recycled paper is minimal in the printing and writing paper industry. With the growth of emerging economies like Brazil, India, Russia and China, the demand for paper has increased even more. According to some studies the pulp and paper industry may be contributing more to the global and local environmental problem than most industries of the world. The manufacturing of paper requires cutting down of rich forests, pollution in waterways and destruction of natural habitat for many endangered wildlife species of the world. Besides this, paper mills also generate greenhouse gases and also some