High School Students Participating In Extra

High School Students Participating In Extra Introduction The number of high school students of between 15 and 18 years of age who are reportedly involved in various types of antisocial behavior has been on the increase over the past few years (Conduct Problems Prevention Research Group, 2002).Advertising We will write a custom research paper sample on High School Students Participating In Extra-Curricular Activities Have Fewer Discipline Problems? specifically for you for only $16.05 $11/page Learn More Disruptive behavior has a negative effect on high school students and this could result in rejection by teachers and other students. In addition, high school students who are involved in antisocial behavior are also more likely to fail or drop out of school, and abuse alcohol and drugs (Gilman, Meyers Perez, 2004) in comparison with other students who do not engage in antisocial behavior. Moreover, such students could interfere with the normal schooling process. In a bid to overcome this problem, scho ols try to encourage students to participate in various forms of extracurricular activities. This paper is an attempt to determine whether high school students who are actively involved in extracurricular activities have fewer disciplines issues in school compared with their counterparts who do participate in extracurricular activities. Effects of High School Students’ Participation in Extracurricular Activities on Discipline Problems in Schools Traditionally, schools have relied on extracurricular activities as a means of providing leadership and development opportunities to students. In addition, schools have banked on extracurricular activities as a way of building the school spirit (Share 2005). Numerous studies conducted in the past few years have tried to determine the impact of students’ participation in extracurricular activities on the academic performance and social behavior of such students. In his study, Campbell (2006) found out that students who participa te in extracurricular activities are more likely to have better attendance records, higher grade point averages, fewer discipline issues, and lower dropout rates in comparison with their counterparts who do not participate in extracurricular activities.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, researchers like Share (2005) report that by participating in cocurricular and extracurricular activities, students are less idle, meaning that they have no time to entertain truant behavior. In addition, these kinds of activities connect students with other students, their teachers, and the school as well. Other than building resilience in the youth by supporting their engagement in poor-social behaviors, extracurricular activities aid students’ growth on their subjective well-being (Mahoney, 2000). Michaelson and Nakamura note that students who participate i n extracurricular activities also tend to have a sense of belonging (Michaelson Nakamura, 2001). Similar sentiments have also been echoed by Gilman et al. (2004) who note that extracurricular activities enable students to have a positive outlook towards life, and this could result in constructive outcome for adolescents. Active participation in school extracurricular activities also enhances the emotional wellbeing of students. On the other hand, students who do not actively participate in school extracurricular activities are at risk of various negative outcomes including antisocial behavior (Mahoney, 2000). Mazza and Eggert (2001) further note that such students could end up engaging in a variety of self-destructive behaviors like illicit substance abuse, self-destructive behaviors like suicide attempts and engaging in antisocial behaviors. Separately, Cousins (2004) noted that by reducing the quality and number of extracurricular programs in a school, this could lead to the loss of useful avenues for directing students away from violent activities. In addition, this also reduces the capacity of a school to handle negative social and personal behaviors that would have otherwise been prevented if only students had participated in extracurricular activities. Cousins (2004) further observes that cutting such programs from the school budget denies students the chance to socialize and improve their mental, physical, and social developmental skills.Advertising We will write a custom research paper sample on High School Students Participating In Extra-Curricular Activities Have Fewer Discipline Problems? specifically for you for only $16.05 $11/page Learn More In another study conducted by Dick (2010) to assess the impact of students’ participation in extracurricular activities on student behavior, achievement, and attendance, the researcher found out that those students who took part in extracurricular activities tended to receive more disciplinary referrals in comparison with their counterparts who did not participate in extracurricular activities. According to Danish (2002), students who are actively involved in extracurricular activities rarely participate in crime and delinquency, not to mention that they act as a role model for the other students in high school and the community at large. The research findings of a study conducted by Braddock (2001) revealed that students who take part in extracurricular activities end up developing various valuable traits that are crucial not just for their success in school, but for their future endevours as well. Some of the beneficial character traits that Braddock (2001) observed include striving for excellence, working with others, making sacrifices for the common good, following directions, and self-discipline. In their study, Feldman and Matjasko (2005) endeavored to examine the role played by school-based extracurricular activities in enhancing development amon g adolescents. The authors discovered a strong link between students’ involvement with extracurricular activities and reduced delinquent behavior, as measured by substance abuse, antisocial behavior, and criminal arrests. Additionally, students who participated in extracurricular activities were also showing improvements in their academic performance. Pate et al (2000) carried out a study in which they endeavored to examine the relationship between health-related behaviors and sports participation among US high school students. The study design was cross-sectional in nature with a sample of 14,221 students as participants, all of whom were students from various high schools in the US. The study’s key outcome measure was to determine the prevalence of male and female students’ participation in sports, and how this was connected to such health behaviors as tobacco use, diet, illegal drug and alcohol sue, weight loss practices, sexual activity, and violence.Adverti sing Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to the research findings of the study, male and female respondents who took part in various sports activities were more likely to have healthy eating habits. In addition, participants who took part in sporting activities were also less likely to embrace such unhealthy habits as smoking, and taking of drugs and alcohol. Also, participants who reported taking part in sporting activities were likely to be on a weight loss program, an indication that they wished to improve their self-esteem. Based on these findings, the researchers concluded that high school students in the US who take part in sports activities are more likely to benefit from positive health behaviors than negative health behaviors (Pate et al., 2001). Tassitano et al (2010) also conducted a research study that was aimed at determining whether there was a link between participation in physical activity and the adoption of health-related behavior. The study’s respondents included 4,210 high school studen ts who were randomly selected from various high schools in northeastern Brazil. The key findings of this study was that students who attended psychical education classes reported increased consumption of vegetables and fruits and reduced consumption of soda. This is a sign that students who participated in extracurricular activities also tended to have healthier eating habits. In addition, students who participated in physical education were also less likely to watch television during weekdays, thereby leaving them with ample time to do their homework and study for examinations. In addition, such students were also less likely to watch violent programmes or movies on television that would influence their behaviors negatively. Based on these research findings, the researchers concluded that improved enrolment of students in psychical education classes plays a crucial role in enhancing healthy behaviors among high school students. Adolescents who participate in structured extracurricu lar activities are more likely to benefit from emotional, civic, and social development than their counterparts participating in unstructured extracurricular activities (Mahoney et al., 2005). Some of the examples of structured extracurricular activities include drama clubs, sporting teams, service activities, and church groups. On the other hand, examples of unstructured extracurricular activities include passive forms of leisure like listening to music and watching television. A study conducted by Mahoney and Statton (2000) revealed that those participants who reported talking part in unstructured leisure activities also demonstrated high levels of antisocial behavior in comparison with their counterparts who reported taking part in structured activities. Besides enhancing positive outcomes, students who participate in different forms of extracurricular activity also appear to be immune to numerous developmentally negative behaviors. For instance, students who participate in struc tured extracurricular activities are also less likely to skip school (Rose-Kransnor et al., 2006). According to Fredricks and Eccles (2005), students who are actively involved in performing arts and prosocial activities like volunteer work are less likely to abuse drugs and alcohol. The idea that high school students’ participation in extracurricular activities hinders the development of antisocial behavior has also been supported by a research study conducted by Mahoney (2000) in which the author sought to examine the moderating role played by participation in school extracurricular activities in the development of antisocial behavior among high school students. The research study conducted by Mahoney was longitudinal in design and included 695 girls and boys who were interviewed every year from childhood up to when they had completed high school. Based on the research findings of his study, Mahoney (2000) concluded that the participation of high school students in extracurr icular activities was strongly linked to a decline in the reported cases of criminal arrests. In addition, students who were actively engaged in extracurricular activities were less likely to drop out of school than their counterparts who were not actively involved in extracurricular activities. Conclusion Research findings from numerous studies conducted over the past few years seem to draw a link between the participation of high school students in extracurricular activities and reduced delinquent activities. Besides showing improved academic performance, high school students are also actively involved in extracurricular activities also tend to have a positive outlook towards life, improved emotional wellbeing, and reduced involvement in such self-destructive behaviors as illicit substance abuse. On the other hand, students who do not take art in extracurricular activities are at a higher risk of various negative outcomes, including antisocial behavior. There is need therefore for high school administrators to advocate for participation of students in extracurricular activities as this would be beneficial to not just the students, but also their peers, teachers, the school, and the community as well. Reference List Braddock, J. H. (2001). Sports make the grade. NEA Today, 19(5), 21. Campbell, C. W. (2006). The Fayette County Board of Education’s philosophy on  athletics. Retrieved from https://www.fcboe.org/ Conduct Problems Prevention Research Group. (2002). Evaluation of the first 3 years of the Fast Track Prevention Trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19–35. Cousins, M. E. (2004). The relationship between student participation rates in Texas  public school extracurricular activity programs and related factors of academic  achievement, attendance, drop outs and discipline. Austin, Texas: University of Texas Press. Danish, S. J. (2002). Teaching life skills through s port. Pp. 49-60 in Paradoxes of Youth  and Sport, edited by M. Gatz, M.A. Messner, and S.J. Ball-Rokeach. Albany, NY: SUNY Press. Dick, A. D. (2010). The relationship of participation in extracurricular activities to student  achievement, student attendance, and student behavior in a Nebraska school  district. Retrieved from https://digitalcommons.unl.edu/dissertations/AAI3398096/ Gilman, R., Meyers, J., Perez, L. (2004). Structured extracurricular activities among adolescents: findings and implications for school psychologists. Psychology in the  Schools, 41(1), 31-41. Feldman, A. F., Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75(2), 159-210. Fredricks, J., A., Eccles, J. S. (2005). Developmental benefits of extracurricular involvement: Do peer characteristics mediate the link between activities and youth outcomes? Journal of Youth and Adolescence, 34, 507-520. Mahoney, J. L. (2000). School extracurricular activity participation as a moderator in the development of antisocial patterns. Child Dev., 71(2),502-16. Mahoney, J. L., Statton, H. (2000). Leisure activities and adolescent antisocial behavior: The role of structure and social context. Journal of Adolescence, 23, 113 127. Mahoney, J. L., Larson, R., Eccles, J. S., Lord, H. (2005). Organized activities as developmental contexts for children and adolescents. In J. L. Mahoney, R. Larson J. S. Eccles (Eds.), Organized Activities as Contexts of Development:  Extracurricular Activities, After-School and Community Programs. Mahwah, New Jersey: Erlbaum. Mazza, J.J., Eggert, L.L. (2001). Activity involvement among suicidal and nonsuicidal high-risk and typical adolescents. Suicide and Life-Threatening Behavior, 31, 265 281. Michaelson, M., Nakamura, J. (2001). Supportive frameworks for youth engagement. San Francisco, CA: Jossey-Bass. Pate, R. R., Trost, S. G ., Levin, S., Dowda, M. (2000). Sports participation and health related behaviors among US youth. Arch Pediatr Adolesc Med., 154(9), 904-11. Rose-Krasnor, L., Busseri, M. A., Willoughby, T., Chalmers, H. (2006). Breadth and intensity of youth activity involvement as contexts for positive development. Journal  of Youth and Adolescence, 35, 385-499. Share, J. (2005). The cutting-edge challenge. School Arts: The Art Education Magazine  for Teachers, 104(5), 23–25. Tassitano, R. M., Barros, M. V. G., Tenorio, M. C. M., Bezerra, J., Florindo, A. A., Reis, R. S. (2010). Enrollment in Physical Education is associated with health related behavior among high school students. Journal of School Health, 80(3), 126 133.

The Killer Angels Essay

The Killer Angels Essay The novel The Killer Angels, by Michael Sharra is the story of the Battle of Gettysburg. On July 1, 1863 the union army and the confederate army fought the largest battle of the American Civil War. The book is based on real life people who were a part of the Civil War. The main characters were Gen. Robert Lee from the confederate army, Gen. James Longstreet, and Col. Joshua Chamberlain from the union army. The period covered in this book is Jun. 30-Jul 3, 1863. It takes place in a small town called Gettysburg, Pennsylvania. The main cause of the war was because the confederate army wanted to secede from the rest of the states. Most of the story was from the perspective of the confederate leaders, so we were able to really capture what the south was really thinking throughout this whole book. The story for the most part is told in the 3rd person. The confederates controlled Seminary Ridge and the union army controlled Cemetery Hill, Cemetery Ridge, Culp’s Hill, Little Round Top , and Big Round Top. Shaaras book very well tells the story of two great armies, both motivated and fighting for what each believes is a great and just cause, as they come together to fight one of the biggest battles ever fought in the world. This is a great novel of leadership, hardship, and history. Michael Shaara was born in 1928 in Jersey City, New Jersey. He graduated from Rutgers and it was during his college years that he realized he wanted to become a writer. In his early thirties, Shaara published several award-winning science-fiction short stories in the most popular pulp magazines of the day. He then began to write straight fiction and published numerous short stories in Playboy, Redbook, and Cosmopolitan. After finding old letters from his great-grandfather, a member of the 4 th Georgia infantry who had been wounded at Gettysburg, The 1966 trip was followed by another trip in 1970 and seven years of work on the manuscript. In 1974, The Killer Angels was published. It does not make the Confederate side look bad, but instead, without being pro-south, shows the reader that the key ingredient that made the Confederate Army one of the great armies of all times was the fact that the Confederates truly believed in the justice of their cause. He also published a Korean War nov el, called Broken Place, in which the main character seeks to be free of his demons and finds freedom through boxing. This book is based on the words of the men themselves, their letters, and other documents. He said that he avoided historical opinions. He also said he condensed some of the action and cut out some of the minor characters for brevity, but has not changed any facts. He also says he changed some of the language because back then men spoke in windy phrases, so he updated it. The story basically begins with a spy coming to Longstreet and telling him he has seen the union army nearby. Longstreet is surprised at this because J.E.B. Stuart was supposed to be keeping tabs on them. So, his plan was to go north and towards Gettysburg to cut them off. Meanwhile, union Col. Joshua Chamberlain wakes up to find out he has an extra 100 men to add to his regiment, the 20th Maine. They had caused a mutiny, so they were sent down to Chamberlain. They were really tired and hungry and they didn’t really want to fight anymore. Since Chamberlain is a very good speaker, he goes up and gives a very encouraging speech and all the soldiers except for 6 joined the 20th Maine. Gen. Buford of the union army rides into Gettysburg and sees that the confederates are nearby. He then gathers together his men to position them in the hills. The reason for that was he knew that getting the high ground was crucial because if they got the high ground it would be easier to fight the confederates than fighting them below. On the second day Lee wakes up to realize that Stuart still hasn’t come back yet. Since Stuart isn’t there, he doesn’t know where the union army is. He then has a meeting with Longstreet saying that he thinks they should plan defensive tactics to win, but Lee want to attack them and go straight at the union army. Lee didn’t want to go into the defensive mode because if he did it would look like he was retreating and he didn’t want that. The battle begins with the confederates attacking the union army. Buford end having to hold them off until Reynolds and the rest of his troops come. Reynolds then dies and later Lee comes right in the middle of the fight. After the that 1st battle he union army retreated up to the hills and set up cannons and dug places where they could be blocked from the fighting. Longstreet starts to get scares because he knows that the union army has good defensive position in the hills. This doesn’t at all help their stra tegy of swinging southeast to attack the union forces. Meanwhile, Lee is mad at Ewell for not doing what he said and taking Cemetery Hill and Culp’s Hill. On July 2, Chamberlain moves his regiment to Gettysburg. On his way they come across a slave who escaped and Chamberlain asks Kilrain what he thinks of black people. Kilrain believes u should judge the person by their action instead of judging them by their race. He says he doesn’t understand how they can look into the eyes of a man and make a slave of him and still quote the bible. Back in Gettysburg, Lee’s men want to attack the union army from their 2 flanks to try and weaken their line, but Longstreet still wants to move southeast to DC. Lee however doesn’t agree with him and Longstreet is forced to attack the flank. When Chamberlain finally arrives he and his troops are placed on Little Round Top. Him and his men hold down the hill for a long time but eventually they run out of bullets and Chamberl ain orders a bayonet charge on the confederates. They used a tactic, which was to scream while they were running down the hill to scare the confederates. The union army retained control over Little Round Top, and the confederates lost a lot of men. Later on that night J.E.B. Stuart comes back, and Lee scolds him for not being there to help locate the union army. He rationalizes that since he weakened the two outer flanks the next goal was to bust through the middle of their line. If he could charge through the middle then he could split the army in two. On July 3, Chamberlain moves all his men to the middle of the line because he thought there wouldn’t be much fighting. Longstreet then once again tries to convince Lee that it would be wise to swing southeast toward DC but he says no again. He is intent on attacking the union. So, Longstreet goes along with it and puts Pickett in charge of the assault on the union army. The confederates then shoot guns and cannons at the union to weaken the middle line. The confederated don’t do much damage though because they ended up shooting too high and the cannon balls went overtop of the line. As the confederate troops come across the field the Union fires full force with their cannons, which made big holes in the confederate line and kills many of their troops. Then they come even closer and they kill many more with their guns. Even after they get almost destroyed, Lee’s wounded men beg him to attack again. Then the confederate’s retreat and the battle ends. I felt this was an excellent book. I like the fact that the author made it so that you could focus in on one character a chapter because it helped you to be able to get into the thoughts and moods of the central character of the chapter. Also, I felt the characters in the story were well represented, especially the characters of Lee and Chamberlain. Lee was a very good commander who made really good decisions until the end. He strongly believed in the traditional ways of fighting but he still recognized some of Longstreet’s ideas. Lee’s confidence in his army is what lead to the disaster of Pickett’s Charge. Chamberlain throughout the story is put in a bad position because his brother serves in the army and he might have to send him into battle one day. He’s also a very good public speaker and he shows this when he motivates the 2nd Maine to fight on behalf of the union army or also called the 20th Maine.

Learn How Separation of Powers Balances the Government

Learn How Separation of Powers Balances the Government The term separation of powers originated with the Baron de Montesquieu, a writer from the 18th-century French enlightenment. However, the actual separation of powers amongst different branches of government can be traced to ancient Greece. The framers of the United States Constitution decided to base the American governmental system on this idea of three separate branches: executive, judicial, and legislative. The three branches are distinct and have checks and balances on each other. In this way, no one branch can gain absolute power or abuse the power they are given. In the United States, the executive branch is headed by the President and includes the bureaucracy. The legislative branch includes both houses of Congress: the Senate and the House of Representatives. The judicial branch consists of the Supreme Court and the lower federal courts. The Fears of the Framers One of the framers of the U.S. Constitution, Alexander Hamilton was the first American to write of the balances and checks that can be said to characterize the American system of separation of powers. It was James Madisons scheme that differentiated between the executive and legislative branches. By having the legislature divided into two chambers, Madison argued that they would harness political competition into a system that would organize, check, balance, and diffuse power. The framers endowed each branch with distinct dispositional, political, and institutional characteristics, and made them each answerable to different constituencies. The biggest fear of the framers was that the government would be overwhelmed by an imperious, domineering national legislature. The separation of the powers, thought the framers, was a system that would be a machine that would go of itself, and keep that from happening. Challenges to the Separation of Powers Oddly, the framers were wrong from the outset: the separation of powers has not led to a smoothly working government of the branches that compete with one another for power, but rather political alliances across the branches are confined to party lines that hinder the machine from running. Madison saw the president, courts, and Senate as bodies who would work together and fend off power grabs from the other branches. Instead, the division of the citizens, the courts, and the legislative bodies into political parties have pushed those parties in the U.S. government into a perpetual struggle to aggrandize their own power in all three branches. One great challenge to the separation of powers was under Franklin Delano Roosevelt, who as part of the New Deal created administrative agencies to lead his various plans for recovery from the Great Depression. Under Roosevelts own control, the agencies wrote rules and effectively created their own court cases. That enabled the agency heads to select optimal enforcement to establish agency policy, and since they were created by the executive branch, that in turn greatly enhanced the power of the presidency. The checks and balances can be preserved, if people pay attention, by the rise and maintenance of a politically insulated civil service, and constraints by Congress and the Supreme Court on agency leaders. Sources Levinson DJ, and Pildes RH. 2006. Separation of Parties, Not Powers. Harvard Law Review 119(8):2311-2386.Michaels JD. 2015. An Enduring, Evolving Separation of Powers. Columbia Law Review 115(3):515-597.Nourse V. 1999. The Vertical Separation of Powers. Duke Law Journal 49(3):749-802.

The French Revolution and Nationalism Essay Example | Topics and Well Written Essays - 2250 words

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