The concept and definition of leisure

The concept and definition of leisure The word leisure is normally attributed to an individuals free time and what they choose to do during that time. Every individual at some stage in their life will participate in some form of leisure, whether it be shopping, travelling, playing sport or just relaxing. Participation must be by choice in order to be considered leisure. Throughout this essay I am going to identify and explain the different types of leisure and why individuals participate with reference to relevant academic literature. Leisure as a concept is not new, throughout history there has always been examples of leisure. If you think back to the time of ancient Rome, people enjoyed watching and in some cases taking part in the activities held within the Coliseum. Furthermore as you move through history the examples continue; Jousting and banquets in the middle ages, all the way up to what we define as leisure activities today, shopping, participating in sport etc (Pearson, 2008). Whats important to point out is the change in perception of what leisure actually is now, compared to what it was before. During the late eighteenth and nineteenth century Britain went through a massive economic change. Otherwise known as the industrial revolution, this period changed what we would define leisure as today (Bull et al, 2003). For so many people, their nature of worked changed drastically, both in terms of what they did and where. This change enabled social class to be born, and with it increased wealth. This new fou nd wealth enabled new technologies which in turn would allow new forms of leisure (2003). Trying to define leisure is often difficult; this is due to the many different forms leisure can take. Bull, Hoose and Weed, (2003) propose four approaches to define leisure. These are leisure as time, leisure as an activity, quality of leisure and personal attitude (p32). Most people work long stressful hours during the day, leisure time is often dictated by the time we are left with after working and earning money. However necessities such as sleeping, eating and personal hygiene all eat into what we define as leisure time. Under the leisure as time approach, work and leisure can be perceived as being in opposition, with one (usually work) limiting the other (p33). When it comes to activity based approaches, as the name suggests, this approach sees leisure as engaging in activities that one would do in their free time, such as shopping, playing recreational sport etc. The quality of leisure and personal attitude go hand in hand with the previous approaches. If the participant is ha ving fun their quality of leisure is improved, the opposite can be said if their attitude is negative. Its important when looking at why people participate in leisure, that these 4 approaches are taken into account. As mentioned above, leisure and work are often seen to be in opposition with each other; however that is not always the case. More and more businesses are seeing the benefits leisure can have on staff productivity and happiness. This year alone an estimated  £1.67 billion was spent on leisure activities for staff at work (Groom, 2010). That equates to 20% of all spending on expenses last year. This view is reinforced by companies partnering with leisure based businesses such as activity day planners and health clubs to offer staff a range of benefits and discounts in order to increase their leisure quality. In addition to investing in leisure for staff, businesses as a whole take part in leisure also. Sponsorship for leisure events was estimated to be around $45.2 billion last year (IEG Global Sponsorship Expenditure Reports, Cited in Sponsormap, 2009). The main concept to explore when asking why people participate in leisure is what motivates them to do so. Under ideal circumstances, the benefits from participating in leisure are numerous. As it covers such a broad range of activities, leisure allows an individual to do what they want. Linda Nazareth (Cited in Alboher,2008) provides an example of a woman who works a stressful 6 day week. By incorporating a small amount of leisure into her routine, she felt happier at work, and felt her interactions with others outside work also greatly improved. Further to this studies show that physical based leisure, such as exercise or recreational sport have a positive effect on ones wellbeing. This is due to a combination of psychological factors as well as raised endorphin levels (The Reality of the Runners High, 2008). However, an individuals leisure can often be impacted by numerous external factors such as age, race, income and gender. William R. Burch, Jr. (2009) highlights how social class (income) has an effect on what activities an individual can take part in. Activities such as going sailing, although not exclusive to upper class, is more likely to be available to than someone who is lower class. In addition an individuals gender can also affect their free time. Roberts (2010) cites a recent international survey that shows men have half an hour more leisure time every day than women. In addition, geography also plays a key role. In the same study, figures showed that the half an hour advantage men have over women in the UK, compared to 38 minutes in the US, 33 in France, 50 in Belgium, 22 in Germany and 80 in Italy. Persons surroundings similarly can limit their participation in leisure. One could argue someone who is retired will have the most leisure time out of all socio economic groups. This however is not always the case. Just as before, location has a major role on leisure, not just internationally but also locally. As Bull et al (2003) describes behavioral norms and expectations of what someone who is retired is able to do, can in fact limit what it is available to them. Further to this, social expectation can encourage social isolation and disengagement. All of these things contribute to having a negative effect on an individuals participation. Government funding can also have an effect. If the facilities arent available, what an individual may want to do as activity based leisure may not be possible. In addition if pricing of facilities is too high, what an individual has access to will be limited. On the flip side, if funding is there the quality of leisure available to individuals is greatly improved and in general so is participation. This highlights how; at least in terms of activity based leisure, opportunities can sometimes be better for some more than others. As shown, although leisure is subjective, external factors often have a role to play in the choices an individual makes. When answering why people participate in leisure, the answer is obvious. As William H. Davies said What is this life if, full of care, we have no time to stand and stare? (Cited in, Khurana 2009). Life is too short to have nothing but worry. People participate in leisure to escape from the hectic lives they have to live. Although many extrinsic factors can have an effect on leisure, there is no denying the benefits of even a little a day.

Song Of Solomon :: essays research papers

From Beginning to End Toni Morrison begins her novel Song of Solomon in a very unconventional way. Instead of introducing a setting or characters, she retells an incident that without further reading is for the most part incomprehensible. As readers we notice later on in the story the references made throughout the book that relate back to the introductory pages. Some of the main themes such as oral traditions, naming, and especially flight are introduced in the first six pages and are further developed in a very similar format throughout the book. One of the outstanding themes, oral tradition, is used to retell events throughout the book in a manner consistent with the beginning. On the first page we are introduced to an insurance agent by the name of Robert Smith. We shortly thereafter learn that he will "fly" form the top of Mercy Hospital. On the Wednesday of his flight a group of fifty people gather around the building to witness this event. While waiting for his "flight" or jump a woman in a contralto voice begins to sing the words "O Sugarman done fly away/ Sugarman done gone/ Sugarman cut across the sky/ Sugarman gone home…"(6) This lady simply describes Robert Smith's flight "home" which we later learn is really him committing suicide. Much later on in the book Milkman is listening to a group of children singing "O Solomon done fly away/ Solomon done gone/ Solomon cut across the sky/ Solomon gone home."(3) In this song Sugarman, or Robert Smith, is replac ed by Solomon, or the Great Grandfather of Milkman. The song describes his "flight" from Shalimar, his home town, and the events that happened after his "flight." In general, oral traditions are used in this book to retell past events for both our understanding and for the characters. They take the form of song, story, and fairy tale and are very important to the meaning of the story because they are a major medium of narration. Naming is utilized throughout the book for the purpose of creating identification and symbolism for the characters and places. On page four a brief description is given about the history of Mains Ave., or Not Doctor Street., as called by the Southside community. It is called Not Doctor Street. because a prominent black doctor had once lived there, and the people living there always referred to it as Doctor Street.

Position of Prefect

The King John School Prefect Application Form ————————————————- Surname: Hay First Names: Harry Charles Title: Mr Tutor group: 10-10 Personal Statement You should consider me to be a prefect, as I am a very hardworking, enthusiastic, organised and punctual student who is honest and mature and would love the position of representing the school. I think that all of my achievements which I have received throughout my time at King John, outlines what sort of student I am.I believe that my academic achievements and extra-curricular awards will give me great success if I was to become a prefect. I have received various awards such as prize-giving awards for academic success, sporting achievements, The Jack Petchey award, for my mannerism, politeness, personality and my helpful and courteous attitude towards staff. Last year I gave up my time after school, to help organise a year 10 parents evening. I have also collected achievements such as the 100% attendance award during school, and the student of the term award. My most recent award, is the Duke of Edinburgh award at Bronze level.I am currently working towards my Silver award, which is a two year course. All of my awards I have received academically, and outside of school, I am very proud of. I am always working hard, reaching my potential in everything I do. One example of this is me taking advantage of my lunch and breaktimes, by completing homework, learning with the resources available, and revising for subject examinations, so that after school, during weekends and during school holidays, I can take time to socialise, relax, do extra revision, and fit in any plans I may have, such as training sessions for my Triathlon club.I believe that my positive approach and attitude to learning will help me take up the role of being a prefect. Qualifications Subject| Target Grade| Maths| B| English| C| Science| B| Media| pass| French| C| History| C| ICT| pass| P. E| N/A| Relevant experience The responsibilities I’ve had and have include: * Helping out at a local church club called Anchor Boy’s, by being a leader. I encourage, supervise and help young children to learn every week on a Friday, in various activities including art and craft, games and reading and listening skills. During my role as club captain for my triathlon club, I’ve again given support to people above and below my age. I have presented awards, and made sure the club is running smoothly by organising club sessions, being a marshal for club races, and taking charge of stretches at the beginning and at the end of training sessions. By being part of my triathlon club, I have learnt how to work in a team, and individually. * I have been selected to be a prefect at my previous school, and have been part of the play leading scheme at my junior school.By being both a prefect and a play leader, I’ve h ad to monitor other pupil’s behaviour, and I made sure the students were meeting the requirements of the school rules. This is something I will definitely take into account if I was to become a prefect. Hobbies and Interests 1. Triathlon – I believe that this will support my application, as it promotes my self-esteem. It has made me develop time management skills, learn about adversity and determination. I also learn about goal setting for not only sport, but it also allows me to apply goals circularly. 2.Boy’s Brigade- In this weekly club, I advance habits of obedience, reverence, discipline and self-respect. I think that this will support my application, as it shows my commitment, and personal qualities. 3. Canoeing/kayaking-Whilst learning skills for this sport, I also develop individuality and the ability to work in a team. The role of being a prefect * I see the role of being a prefect as responding to unacceptable behaviour made by students, and reporting it to a teacher if necessary. Prefects respond to incidents which occur, and deal with the matter sensibly.If students; * Intimidate anyone, * Are abusive to anyone, * Damage the property of anyone including School property, * Persistently break School rules, * And are personally disrespectful, Then it should be dealt with, as it is unacceptable behaviour. Prefects are pupils who have more authority than other pupils. They are usually responsible and well-behaved. They are to help the teachers out by spotting trouble and helping students and others around the school that have issues, for example they may direct students, new members of staff or visitors where to go.Prefects will over-look bullying, and refer the pupils to a member of staff. On parents evenings, open days and award nights, and other school related events, prefects should be there, ready to assist anyone. For example; giving out and pouring drinks, directing parents/visitors/students in the right direction, and if nee d be, stay with them. Prefects should be well behaved and good role models towards the school, by being punctual, having a good attitude and wearing the correct uniform smartly. How could the prefect application process be improved?Personally, I think that the layout of the application should be improved, to a more formal standard. I thought the questions listed on the form, are very good, as you can receive a lot of detail from students. I think that the boxes should be expanded to a larger size, as I do not think that there is enough room to fit in lots of content, in some cases. Tutor statement Signed: | Declaration: I confirm to the best of my knowledge that the information given on this form is accurate and that I have not omitted any facts, which may have a bearing on my application. Signed:| Date:|

Relationship between Humans and Nature Essay

The relationship between humans and nature is an important topic in which many people contribute ideas to and have done studies on. It is important for people to see that nature is a necessity and that we are responsible for protecting it. In essays and an article, John Steinbeck, Lynn White, Peter Kahn, Rachel Severson, and Jolina Ruckert discuss their beliefs and information they have found to be true about humans and nature living together. In the article â€Å"Americans and the Land†, John Steinbeck talks about the American settlers’ impact on the land. He states that the relationship between humans and nature used to be one of settlers living with or against nature, but has over time come to humans living on or from the land. Steinbeck writes his feelings of humans being very irresponsible in their use of land back in a time when they thought there was an abundance of resources. He writes that people â€Å"burned the forests and changed the rainfall; they swept the buffalo from the plains, blasted the streams, set fire to the grass† (Steinbeck). During the time of the Indians, humans attacked and defended themselves without giving thought to the damage they were causing to their environment around them. To go along with how little Americans thought about the environment, Steinbeck addresses how people went land-mad. Because they had so much of it, â€Å"They cut and burned the forests to make roo m for crops; they abandoned hyknowledge of kindness to the land in order to maintain its usefulness† (Steinbeck). The idea of conservation didn’t much start until after engines and heavy mechanical equipment were in full use. And even since conservation and people finding awe and beauty in  the nation’s national parks, most people don’t think twice about using engines and machines to keep us warm or cool, give us light, or transport us quickly. In response to this essay, I do have to agree that in the past people did not know about the damage they were causing on the earth. However, I disagree with Steinbeck when he says that people do not think twice about using all available technology. I know that through conservation efforts, most everyone is very aware of the impact they have on the environment. Although people are not as in tune with nature as the Native Americans were, I think we could learn from them and appreciate and take more responsibility for nature. Lynn White, Jr.’s essay â€Å"The Historical Roots of Our Ecological Crisis† addresses the relationship between humans and nature by bringing up the issue of what Christianity tells people about their relationship with the environment. It is interesting that White brings up the component of religion in how people treat nature because it is a huge aspect that oftentimes doesn’t get talked about much. White states that Christians believe that God gave them dominance over nature and that it was given to serve man. Because of this dominance that we have, people feel indifferent about exploiting nature and using it to serve themselves. Although I know this is true and is found in Genesis, I believe God intended it differently. I believe that just as God has ultimate rule over the earth and exercises his authority with loving care, he expects humans to do the same with the environment. God was careful in how he made the earth, and He wants us not to be careless and wasteful in how we take care of it. Although, I do agree that this mindset is a problem and has been a problem, so the best way to combat this is to teach Christians to dig deeper in to God’s word to figure out what exactly He means when he says something like that. Peter Kahn, Jr., Rachel L. Severson, and Jolina H. Ruckert discuss the impact on humans of how technological nature is coming to replace actual nature in the essay. In the essay, they come to the conclusion that this replacement causes changes in the physical and psychological well-being of the human species. Kahn, Severson, and Ruckert state that nature is imperative to have in human lives. The authors did a study in which they found that simply  looking outside of a window reduces heart rate which in turn reduces stress. Near the end of the essay, the authors discuss the issue of Environmental Generational Amnesia. This is a condition that humans may face in which, because of â€Å"adapting gradually to the loss of actual nature and to the increase of technological nature, humans will lower the baseline across generations for what counts as a full measure of the human experience and of human flourishing†(Kahn, Severson, and Ruckert, 37). In a study, they figured out that technological nature is better than no nature at all. And they also know that humans have an evolutionary need to affiliate with nature, so we either have to adapt to technological nature, or go extinct. The authors know that talking to people about these environmental issues is becoming harder as most people aren’t aware of or simply don’t believe that they are a problem. I think that this was a very important study to do and shows people the importance and necessity of going out into nature. The relationship between humans and nature is important to everyone because we really can’t escape the fact that we are living together. Knowing the history of why nature is so important to humans can help create a sense of responsibility for its well-being which in turn should unite people to try to make a difference in how we are treating it and using current technology. Because of Kahn, Severson, and Ruckert we now know that nature is something that humans innately need and that increases our health. Reading the ideas and conclusions of these authors about this topic has made me wonder about what my own stance on nature is, how my faith effects that, and if I am substituting technological nature for real nature. Works Cited Kahn, Peter. Severson, Rachel. Ruckert, Jolina. _The Human Relation with Nature and_ _Technological Nature._ (2009). http://depts.washington.edu/hints/publications/Human_Relation_ Technological_Nature.pdf Steinbeck, John. _Americans and the Land._ https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxlbmdsaXNoMTEwMzI4bGN8Z3g6NGIwMDEzNDA4NDhhYzEw White, Lynn. _The Historical Roots of Our Ecological Crisis._ (1974). http://www.uvm.edu/~gflomenh/ENV-NGO-PA395/articles/Lynn-White.pdf

Connector Words Every Italian Student Should Learn

Connector Words Every Italian Student Should Learn â€Å"I like to go to the beach. I like to read. The books I like to read are mystery novels. The other books I like to read are romance novels.† While you are sure to get your message across using a variation of the sentences above, you’ll also feel stilted, uncomfortable in what you’re saying because it doesn’t feel like something you would say normally. This is why students in the beginning stages of learning hesitate to speak to natives. They feel incompetent like they’ve regressed 35 years and that makes it harder for them to enjoy having conversations. While there are a variety of techniques you can use to make your conversations more fluid, and therefore increase your confidence, one of them is to learn connector words or words that connect two separate sentences together. These could be conjunctions, like â€Å"and† or â€Å"but†, or they could be adverbs, like â€Å"also† or â€Å"then†. Below are eight of those words that are critical for every beginner student to know in order to have conversations that feel less awkward and more natural. 1. E - And Mi piace andare in spiaggia e leggere. - I like to go to the beach and read.Vorrei andare quest’estate in Toscana e in Puglia. - I would like to go to Tuscany and Puglia this summer.Mi serve un po’ di zucchero, del pane e della frutta. - I need a bit of sugar, some bread, and some fruit.Vuoi guardare un film e poi prendere un caffà ¨? - Do you want to watch a movie and then grab a coffee? TIP: â€Å"Poi† is also a great word that gives a sequence to phrases, like â€Å"E poi dovremmo andare al cinema. - And then we should go to the movies†. 2. Perà ²/ma - But Vorrei venire in centro con voi, ma oggi ho troppe cose da fare. - I want to go downtown with you all, but I have too many things to do today.Mi piace andare in spiaggia, perà ² non mi piace prendere il sole. - I like to go the beach, but I don’t like to suntan.Volevo venire a trovarti, ma ho perso il treno! - I wanted to come and visit you, but I missed the train.Ho provato a leggere questo libro, perà ² à ¨ troppo noioso. - I tried to read this book, but it’s too boring. 3. O/Oppure - Or Preferisci mangiare il pesce o la carne? - Do you prefer to eat fish or meat?Ti piace leggere romanzi oppure gialli? - Do you like to read romance novels or mystery novels?Vuoi andare a Roma o a Tivoli? - Do you want to go to Rome or Tivoli? 4. Anche - Also Mi piace anche leggere. - I also like to read. Note that the placement of â€Å"anche† can only be before the verb â€Å"leggere†. Ho comprato anche un libro di grammatica. - I also bought a grammar book. Here you could place â€Å"anche† between â€Å"ho† and â€Å"comprato†, and its placement serves to highlight different parts of the sentence. Vorrei anche un contorno. - I would also like a side.Anche io. - Me too. 5. Che - That Preferisco che andiamo al mare invece che in piscina. - I prefer that we go to the sea instead of the pool.Non pensi che faccia troppo caldo? - You don’t think it’s too hot?Silvia à ¨ un’insegnante che si aspetta molto dagli studenti. - Silvia is a teacher that expects a lot from her students. 6. Quindi – So/Then Oggi ho molto da fare, quindi non posso uscire con voi. - Today I have a lot to do, so I can’t go out with you all.Non mi piace la neve, quindi mi trasferisco alle Hawaii. - I don’t like the snow, so I’m moving to Hawaii.Amo la cultura italiana, quindi imparo l’italiano. – I love Italian culture, so I’m learning Italian. 7. Allora – So, Then, Well Allora, ti racconto cos’à ¨ successo. – So let me tell you what happened.Ci vediamo allora! – We’ll see each other then!Allora, che facciamo? – Well, what are we doing? 8. Cioà ¨ – That is Faccio la scrittrice, cioà ¨ scrivo articoli su come s’imparano le lingue straniere. - I’m a writer, that is I write about how to learn foreign languages.La mia auto appartiene alla classe Euro 6, cioà ¨ quella delle auto meno inquinanti. – My car belongs to the Euro 6 class, thats the one more environment friendly.Vado in Italia fra due mesi, cioà ¨ a giugno. – I’m going to Italy in two months, in June actually.

Why it is important to differentiate the curriculum for gifted Essay

Why it is important to differentiate the curriculum for gifted learners in schools - Essay Example (1993) identify the ten roles of the teacher as being, â€Å"director, facilitator, adviser, teacher, guide, critic, freedom giver, supporter, manager and examiner† (p.31-32). There are many other educational writers who suggest various other dimensions of teaching and the essential teaching skills within these dimensions. Kyriacou (1998) lists the essential teaching skills as â€Å"ethos, direct instruction, management of materials, guided practice, structured conversation, monitoring, management of order, planning and preparation and written evaluation† (p.6). These skills are imperative in the direction of gifted students in order to tailor the curriculum to their accelerated learning needs. This is why educators of the gifted value the benefits of ability grouping for advanced learners. The availability of some forms of homogeneous grouping for these learners has been strongly advocated by proponents of gifted education (Allan, 1991). Educators of the gifted are also concerned about a lack of emphasis on differentiated instruction for academic diversity in heterogeneous classrooms and reject a one-size-fits-all approach to educating students as varied as those who inhabit the average classroom. Thus, it is necessary to abandon these practices that homogenize instruction by permitting and in some cases, even encouraging a â€Å"one-size-fits-all† approach to instruction (Kaplan, 1979). Instead, it is necessary to emphasize appropriately differentiated instruction in heterogeneous classrooms In order to cater for giftedness, a curriculum must be developed which creates opportunities to optimize students’ potential (VanTassel-Baska, 1993). A goal in gifted education is to reach the ‘optimal match’ of curriculum with the needs of gifted students. (Hoekman, McCormick and Gross, 1999). Curriculum should be complex, fast-paced, rigorous and match the abilities and interests of gifted students (Gross, 1994,1997,2001, Sawyer, 1988, VanTassel-Baska, 88, 91, 92,

Obstructive Uropathy and Myocardial Infarction Essay

Obstructive Uropathy and Myocardial Infarction - Essay Example Obstruction to urine flow can result from intrinsic or extrinsic mechanical blockade as well as from functional defects not associated with fixed occlusion of the urinary drainage system. Mechanical obstruction can occur at any level of the urinary tract, from the renal calyces to the external urethral meatus. Normal points of narrowing, such as the ureteropelvic and ureterovesical junctions, bladder neck, and urethral meatus, are common sites of obstruction. When blockage is above the level of the urinary bladder, unilateral dilatation of the ureter or hydroureter and renal pyelocalyceal system or hydronephrosis, occur; whereas, lesions at or below the level of the bladder cause bilateral involvement. While obstructive uropathy can occur in all age groups, in relation to the following case study that is about a 77-year-old patient, not all the causes are relevant. Bladder dysfunction may be secondary to bladder neck obstruction. In adults, urinary tract obstruction is due mainly to acquired defects; pelvic tumors, calculi, and urethral stricture predominate. Schistosoma haematobium and genitourinary tuberculosis are infectious causes of ureteral obstruction. Obstructive uropathy may also result from extrinsic neoplastic or inflmmatory disorder (Goldfarb, S., 2008). Pathophysiology: Myocardial infarction generally occurs when coronary blood flow decreases abruptly after a thrombotic occlusion of a coronary artery previously affected by atherosclerosis. Slowly developing, high-grade coronary artery stenoses do not usually precipitate myocardial infarction (MI) because of the development of a rich collateral network over time. Instead, MI occurs when a coronary artery thrombus develops rapidly at a site of vascular injury. This injury is produced or facilitated by factors such as cigarette smoking, hypertension, and lipid accumulation. In most cases, infarction occurs when an atherosclerotic plaque fissures, ruptures, or ulcerates and when conditions favor thrombogenesis, so that a mural thrombus forms at the site of rupture and leads to coronary artery occlusion. Histologic studies indicate that the coronary plaques prone to rupture are those with a rich lipid core and a thin fibrous cap. Myocardial infarction is defined as the death of heart mu scle resulting from severe, prolonged ischemia. It usually involves the left ventricle. Most MIs are confined to the distribution of a single coronary artery and are designated as anterior, anteroseptal, lateral, and posteroinferior. Multiregional infarcts also occur. Myocardial infarctions are designated as subendocardial or non-Q-wave when the necrosis is limited to the inner half of the ventricular wall or transmural or Q-wave when the necrosis involves not only the inner half but significant amounts of the outer half of the ventricular wall. The electrocardiographic (ECG) correlates are the ST segment elevation with Q-wave pattern for transmural infarcts and the ST segment depression without Q-wave pattern for subendocardial infarcts. If it is a thrombus, the thrombus typically involves the major coronary artery in the distribution of the infarcted myocardium (K/DOQI, 2004). Subendocardial MI without occlusive thrombosis is related to the influence of other factors,