Identify one or two coaching or organization challenges significant Research Proposal

Identify one or two coaching or organization challenges significant enough to be the focus of your project - Research Proposal Example In addition, the program is the foremost sports program meant to enhance the life of participants through the game of baseball. In my view, the rating of the program may be placed at 4 on the rating scale of 1 to 5. This is largely found on the view of what is required to aid, manage, and run a local RBI program assisted by volunteer managers or coaches, local financers, sponsors, and most significantly parents or guardians. The Charleston South Carolina Reviving Baseball in Inner Cities Baseball Program aims for brilliance through the mission of the program, which is to promote a diversified minority environment for youth and adults which is accommodating, demanding, friendly, fun and safe. It aims to endure that self-confidence can be nurtured as individuals grow and expand their skills in a wholesome surrounding off and on the field through the game of baseball. Through the mission, there has been a rise in interest, in the program, this year from a large number of participants of diverse backgrounds. As the Director of the program, I have attempted to recruit additional Historically Black Colleges and Universities coaches situated in the state of South Carolina, and hold an interest in recruiting young ones in the RBI program instead of recruiting children from different states. In addition, I aspire to see more professional and college scouts at our yearly RBI South East Regional. This is largely because not every child in the RBI program will be included or considered in the RBI national team list. They may also be missed with regard to their talent capacities. Nevertheless, the RBI scholarship program has turned out to be successful for learners who not have the capacity to pursue a professional or colligate baseball career, but have the academic capacities. The program has a former RBI participant who successfully accomplished the program and will be graduating at the Citadel Military College during the spring of 2013. The participant will be the foremo st recipient to receive the RBI for RBI scholarship, and graduate college. Moreover, this year, the program attracted 30 players who made up two teams, one, the junior team which comprised participants aged between 13 and 15 years, and, two, the senior team comprised participant aged between 16 and 18 years. The teams had to give a special request to take part in the South East Regional Tournament. Presently, there is a feeder system made up of children aged between 4 and 12 years through the Little International Charter which is made up of five teams, 2 Tee ball teams, 1 Coach Pitch team, 1 Boys Majors team 9-12 and 1 Girls softball team 9-12. Also, currently, the little league program has 4 players moving from the boys major team of 9-12 years to the RBI junior boys team of 13-15 years. We are also developing the girls softball team from the feeder system through the little league program. Nevertheless, there are a number of challenges which exist when contrasting this program wit h other rival programs and getting parents to assist and support the values of the RBI program domestically and countrywide. One, the program is facing stiff competition from rival programs. Therefore, due to the challenges posed by rival programs it has been demanding to create more than a single team in each age division. It has been largely argued that competition can make an organization, entity,

Seven Ages of a Leader Essay Example for Free

Seven Ages of a Leader Essay Each stages of leadership brings new crises and challenges. Every new leader faces the misperceptions and the personal needs and agendas of those who are to be led. The seven ages of leadership give a clear idea about the different stages of leadership. They are, †¢The Infant Executive †¢The Schoolboy with shining face †¢The Lover ,with a woeful ballad †¢The Bearded Soldier †¢The General, Full of wise saws †¢The statesman, with spectacles Nose †¢The sage, second childishness The initial stage of the leader says that the leader is like a child and he needs others dependency and support. He do everything with the support of others. The next stage is like a school boy with shining face. In that time the leadership experience is an agonizing education like parenting. In the third stage the leader is the lover with a woeful ballad. One mark of the future leaders is the ability to identify. Today’s leaders would instantly recognize the young king’s predicament. New comer or not , almost all leaders find themselves at some point in the position of having to ask others to leave the organization. In the fourth age of the leadership is like the bearded soldier. At the case of over time leaders grow comfortable with the role. This comfort brings more confidence to the leaders In this stage leaders may forget the true impact of their words and actions at that the leader think that there is no need for hearing what the followers said . In this stage the leader acts very strictly and adopt a seriousness character The next age of leadership is like the general with full of wise saws. One of the greatest challenges faced by the leader is that the leader’s career is not simply allowing people to speak the truth but actually being able to hear it. In this stage the leader is with the feature of wise saws. In the fifth stage the leader is like a statesman , with spectacles. The leader in this stage is often hard at work he prepare something for the benefit of the organization. In the last age of leadership the leader is again go to the childishness this is called second stage childishness In this stage the leader acts as a mentor and he really know what he have achieved will not be lost.

Essay --

With its abundance of genera, the Burgess Shale is one of the world’s most important fossil fields. It’s discovery in 1909 led to over 100 years of paleontological study in the Canadian Rockies, a majority of which has been carried out in two quarries known as the Walcott and Raymond quarries (Hagadorn, 2002). Though he was originally in search of trilobites in the Burgess Shale Formation, paleontologist Charles Walcott also discovered a diverse group of soft- and hard-bodied fossils, from algae and sponges to chordates and cirripeds (Hagadorn, 2002). Soft-bodied fossils are incredibly rare due to their delicate structure and susceptibility to decay, so it is hard-bodied fossils that more regularly occur in fossil findings. However over 75,000 soft-bodied specimens have been found in the Burgess Shale formation (Hagadorn, 2002). These specimens are preserved in layers of shale formed from deposits of fine mud. One of the most significant species discovered is the Pikaia gracilens. Believed to be an early chordate, the Pikaia gracilens existed very close to the beginning of the evolutionary path that ultimately lead to humans (McGraw-Hill Encyclopedia, 2006). The Burgess Shale formation is characteristically informative of significant events in the evolutionary path of multiple organisms. Its abundance of exquisitely preserved Lagerstà ¤tte has inspired paleontologists to refer to this mode of preservation as ‘Burgess Shale-type’ (Williams, 2009). The Burgess Shale is located in British Columbia’s Yoho National Park; Part of the ancient landmass called Laurentia (Scott, et al., 2000). Fossils found within the formation dating back 545-525 million years ago represent original species from the Cambrian explosion, a relativel... ...deposition and blanket of sediment kept the organisms compressed with little exposure to oxygen for decay. If life was predominately terrestrial during the Cambrian, the organisms predictably would have been left untouched after death long enough to decay, preventing the fine preservation of many soft-bodied organisms. Fortunately enough, it was marine life that dominated the Cambrian (Scott, et al., 2000). Over the past century, the Burgess Shale has revealed important information about the development of earth’s history. The excavation of the Burgess Shale formation provided evidence for what was once just a theory in evolution. The taphonomic findings of the Burgess Shale have played a significant role in understanding the large diversity that resulted from the Cambrian explosion, advancing the study of evolutionary assemblages for Paleontologists worldwide.

The Great Mystery of the Pyramids Essay -- History, Building and Const

The Great pyramids of Egypt are undoubtedly one of the most recognized and admired landmarks in the world. Built to pay tribute to gods and pharaohs, the pyramids were of great importance to the Egyptians, and the mystery of their construction continues to amaze us today. Many theories pertaining to how the pyramids were built have been suggested, however, none are as well supported or intelligible as the heave-ho method of quarrying and cutting limestone. Joseph Davidovits’ theory disproving this, in which states the pyramids were moulded, is not plausible. Substantial physical evidence which is consistent with the Egyptologists’ portrayal of the heave-ho method has been found. The entire process of building a pyramid with this method is possible, as demonstrated by thorough experiments and analysis of the Egyptian culture. Indisputably, the Great Pyramids of Giza were constructed by quarrying limestone, and the use of ramps, sleds, and cutting tools, owing to the inge nuity and strength of highly organized Egyptian workers. Joseph Davidovits, a French chemist, has proposed that the pyramids were formed using a special concrete mixture, and then poured into wooden moulds where it hardened (Alt. theory #3).While Davidovits claims to have explained aspects of pyramid construction which the heave-ho theory could not, the mould theory has many faults, rendering it weak and improbable. Firstly, the stones used in building the pyramids were of diverse shapes (Article 5). The shape of the stones would be uniform if they were created in moulds of exact dimensions. If each stone was created in a uniquely fashioned mould, it would account for the diversity in shape. However, building thousands, or even hundreds, of moulds would have been e... ...gods they worshiped. In spite of the efforts of other theorists trying to refute this process, there is a very low number of faults in the heave-ho method. Most of the improbabilities and doubts can be explained with proven experiments, as well as examining the Egyptian lifestyle. In conclusion, the heave-ho method is the strongest and most practical theory of pyramid construction, due to the weakness of other theories, significant physical evidence, and how possible it is to achieve. This method irrefutably shows how the hardworking and inventive Egyptians used abundant resources to create magnificent pyramids, by working in highly organized teams, and using tools and machines such as chisels, hammers, and ramps. The actual process of how the pyramids were built may never become known to us; however, the heave-ho method is the closest idea we have to the truth. The Great Mystery of the Pyramids Essay -- History, Building and Const The Great pyramids of Egypt are undoubtedly one of the most recognized and admired landmarks in the world. Built to pay tribute to gods and pharaohs, the pyramids were of great importance to the Egyptians, and the mystery of their construction continues to amaze us today. Many theories pertaining to how the pyramids were built have been suggested, however, none are as well supported or intelligible as the heave-ho method of quarrying and cutting limestone. Joseph Davidovits’ theory disproving this, in which states the pyramids were moulded, is not plausible. Substantial physical evidence which is consistent with the Egyptologists’ portrayal of the heave-ho method has been found. The entire process of building a pyramid with this method is possible, as demonstrated by thorough experiments and analysis of the Egyptian culture. Indisputably, the Great Pyramids of Giza were constructed by quarrying limestone, and the use of ramps, sleds, and cutting tools, owing to the inge nuity and strength of highly organized Egyptian workers. Joseph Davidovits, a French chemist, has proposed that the pyramids were formed using a special concrete mixture, and then poured into wooden moulds where it hardened (Alt. theory #3).While Davidovits claims to have explained aspects of pyramid construction which the heave-ho theory could not, the mould theory has many faults, rendering it weak and improbable. Firstly, the stones used in building the pyramids were of diverse shapes (Article 5). The shape of the stones would be uniform if they were created in moulds of exact dimensions. If each stone was created in a uniquely fashioned mould, it would account for the diversity in shape. However, building thousands, or even hundreds, of moulds would have been e... ...gods they worshiped. In spite of the efforts of other theorists trying to refute this process, there is a very low number of faults in the heave-ho method. Most of the improbabilities and doubts can be explained with proven experiments, as well as examining the Egyptian lifestyle. In conclusion, the heave-ho method is the strongest and most practical theory of pyramid construction, due to the weakness of other theories, significant physical evidence, and how possible it is to achieve. This method irrefutably shows how the hardworking and inventive Egyptians used abundant resources to create magnificent pyramids, by working in highly organized teams, and using tools and machines such as chisels, hammers, and ramps. The actual process of how the pyramids were built may never become known to us; however, the heave-ho method is the closest idea we have to the truth.

Language Arts Action Research Essay

Classroom Management Inquiry: An Applied Study of Language Arts Data Zoo Southern Illinois university Daredevils Brian Walker Johnson, Literacy Faculty Inquiry into Teaching and Learning Project CLC 445 Language Arts at Elementary and Middle Levels November 22, 2013 Classroom Management Inquiry: An Applied Study of Language Arts The main phenomenon I have concentrated on throughout my Inquiry into Teaching and Learning Project for my applied study of language arts Is the role that speaking, writing, viewing, visually representing, reading and listening play in the management of an elementary school classroom. I have come to understand that classroom management is one of the hardest duties off beginning teacher. Being respected by students and colleagues is what establishes a teacher as an authority, and effective classroom management is a start towards this goal. Managing my students has been the hardest part of my school experience thus far, and I hoped that allowing language arts to become an active part of my management processes would allow my students to think more critically about their actions. When I began his inquiry study, I believed that writing classroom rules together, reading classroom rules critically, speaking and listening to how rules are applied, and viewing and visually representing class rules in daily walk and conversation might give students a sense of ownership over their classroom and greater respect for teachers. I thought the benefit of using language arts for classroom management might be measured by closer examination of critical conversations students have when rules are broken. So I proposed the following action research question: How does student behavior hanged when students read, write, speak, listen, view, or visually represent apparent misbehaver? Waxier (2007) suggests that written action plans which give older elementary students responsibility for their actions changes misbehaver. Research by Smith (2009) demonstrates that the use of other language arts with preschoolers can have the same effect. Reading these studies motivated me to pursue classroom arts. Method Secondary Sources to Answer Research Question I began my research into how student behavior changes when language arts are integrated into classroom management practices by reviewing two secondary resources. My first source, â€Å"Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior† by Smith (2009), was published in a peer reviewed early childhood education Journal specializing in articles that summarize a number of experimental studies. Smith’s (2009) summary of research gave the ideas in the article greater validity. Some of the findings Smith (2009) shared described classroom management techniques I have personally experienced as effective. Smith’s (2009) findings are limited to studies done with reechoes students, but I believe the findings can be used with older students as well. Unlike Smith (2009), my second source, Waxier (2007), was not published in a peer reviewed Journal. Washer’s eBook, teach: A Teacher Resource for Learning the Strategies of Master Teachers, was self-published. However, the author’s online biography points to decades spent as a professional teacher and consultant who has helped hundreds of elementary teachers improve their classroom management. Waxier, like Smith, also describes a number of management techniques that I have found to be helpful in the past. Primary Source Data to Answer Research Question I continued my research into how student behavior changes when language arts are integrated into classroom management practices by collecting primary sources of data from my third grade classroom. The third grade classroom where I student teach is located in Roseville, Illinois, near the Mississippi River Just north of SST. Louis, Missouri. The third grade at Roseville Elementary School consists of 25 Caucasian students, 13 boys and 12 girls. Well over 70% of these students are on free or reduced lunch programs, suggesting that their families are struggling with poverty. However, the academic achievement of these students is especially high in language arts, evidenced by the school’s online report card. These students may represent an exception to the thought that poverty dictates low academic achievement. I began my research into how elementary student behavior changes when language arts are integrated into classroom management practices by conducting classroom observations and collecting artifacts. My classroom observations were done by filling out five observations forms over 1 5 minute intervals over a period of six weeks. I simply observed moments in the life of my student teaching classroom where misbehaver was occurring. Then, using the left hand column of my observation form, I wrote what I saw my teacher and student informants doing during these 15-20 minute snapshots of instruction, scripting the instruction to the best of my ability. I included exactly what I heard and saw. On the same days I made my observations, I went home and read over what I had written. Then, using the right hand column of my observation form, I summarized the â€Å"instructional moments† I saw in my written observations that I thought related to engage arts instruction and changing student misbehaver. Finally, in a different column that: 1) documented which of the language arts were being used in the instructional moment you summarized; 2) described how I thought an additional element of language arts could have been incorporated into the instructional moment. Together with artifacts including written action plans by students to correct misbehaver, photos of room arrangement, copies of class rules, and student/teacher interviews, patterns of how misbehaver changed as a result of language arts applications began to emerge. I believe these patterns are valid because they are supported by three different kinds of primary source data: my observations, informant interviews, and classroom artifacts. My initial primary source data response to the question, â€Å"How does student behavior change when students read, write, speak, listen, view, or visually represent apparent misbehaver? , emerged after examining data collected midway through my study with colleagues in my Language Arts at Elementary and Middle Levels class at Southern Illinois University Daredevils. I began to see at first that â€Å"Reading, writing, or speaking about subversive changes misbehaver. † As I continued to gather data, it became evident that all of the language arts gave misbehaving students opportunities for reflection that changed misbehaver. Results Results of my analysis of primary source data in the form of five 1 5 minute observations over five weeks, three student interviews, one cooperating teacher interview, and seven artifacts of student work in classroom management demonstrate that use of all of the six language arts gave misbehaving students opportunities for reflection that changed their misbehaver.

Cervantes Quotes in Spanish With Translations

Cervantes Quotes in Spanish With Translations Miguel de Cervantes Saavedra (1547-1616) is by far the most famous Spanish author, and his international influence on literature rivals that of his British contemporary, William Shakespeare. Here are some of the most well-known sayings and quotes that are attributed to him; note that not all translations are word for word: Cervantes Quotes About Love and Friendship Amor y deseo son dos cosas diferentes; que no todo lo que se ama se desea, ni todo lo que se desea se ama. (Love and desire are two different things; not everything that is loved is desired, and not everything that is desired is loved.) Amistades que son ciertas nadie las puede turbar. (Nobody can disrupt true friendship.) Puede haber amor sin celos, pero no sin temores. (There can be love without jealousy, but not without fear.) Cervantes Quotes About Gratitude La ingratitud es la hija de la soberbia. (Ingratitude is the daughter of pride.) Entre los pecados mayores que los hombres cometen, aunque algunos dicen que es la soberbia, yo digo que es el desagradecimiento, atenià ©ndome a lo que suele decirse: que de los desagradecidos est lleno el infierno. (Of the worst sins that people commit, although some says its pride, I say it is ingratitude. As the saying goes, hell is filled with the ungrateful.) Cervantes Quotes About Living Wisely Una onza de buena fama vale ms que una libra de perlas. (An ounce of good reputation is worth more than a pound of pearls.) El ver mucho y el leer mucho avivan los ingenios de los hombres. (Seeing much and reading much sharpens ones ingenuity.) Lo que poco cuesta aà ºn se estima menos. (What costs little is valued even less.) El hacer bien a villanos es echar agua en la mar. (Doing good for low-lifes is throwing water in the sea.) No hay ningà ºn viaje malo, excepto el que conduce a la horca. (There is no bad trip except for the one that goes to the gallows.) No puede haber gracia donde no hay discrecià ³n. (There cannot be grace where there is no discretion.) La pluma es la lengua de la mente. (The pen is the tongue of the mind.) Quien no madruga con el sol no disfruta de la jornada. (Whoever doesnt rise with the sun wont enjoy the day.) Mientras se gana algo no se pierde nada. (As long as something is earned nothing is lost.) El que no sabe gozar de la ventura cuando le viene, no debe quejarse si se pasa. (He who doesnt know how to enjoy good fortune when it comes to him shouldnt complain when it passes him by.) Cervantes Quotes About Beauty Hay dos maneras de hermosura: una del alma y otra del cuerpo; la del alma campea y se muestra en el entendimiento, en la honestidad, en el buen proceder, en la liberalidad y en la buena crianza, y todas estas partes caben y pueden estar en un hombre feo; y cuando se pone la mira en esta hermosura, y no en la del cuerpo, suele nacer el amor con à ­mpetu y con ventajas. (There are two kinds of beauty: one of the soul and the other of the body; that of the soul shows and demonstrates itself in understanding, in honesty, in good behavior, in generosity and in good breeding, and all these things can find room and exist in an ugly man; and when one looks at this type of beauty, and not bodily beauty, love is inclined to spring up forcefully and overpoweringly.) Bien veo que no soy hermoso, pero tambià ©n conozco que no soy disforme. (I see that Im not handsome, but I also know that Im not hideous.) Cervantes Quotes About Memory  ¡Oh, memoria, enemiga mortal de mi descanso! (Oh, memory, deadly enemy of my rest!) No hay recuerdo que el tiempo no borre ni pena que la muerte no acabe. (There is no memory that time doesnt erase nor any sorrow that death doesnt extinguish.) Cervantes Quotes About Foolishness Ms vale una palabra a tiempo que cien a destiempo. (One word at the right time is more valuable that 100 words at the wrong time.) El ms tonto sabe ms en su casa que el sabio en la ajena. (The most foolish person knows more in his home than the wise person knows in someone elses.) Cervantes Quotes Everyone Has Heard Cuando una puerta se cierra, otra se abre. (When one door is closed, another is opened.) Dijo la sartà ©n a la caldera, quà ­tate all ojinegra. (The frying pan said to the cauldron, Get out of here, black-eyed one. This is believed to be the source of the phrase the pot calling the kettle black.)

Free Essays on Western Civilization

Greeks viewed gods in different ways. "Poseidon, now with all your heart defend the Danaas and give them glory, though only for a little, while Zeus still sleeps; since I have mantled a soft slumber about him and Hera beguiled him into sleeping in love beside her" (Iliad 44) shows that Greeks thought gods to be cunning or even deceiving. Even though they are icons of divinity, the fact that they deceive each other shows that they also possess human-like traits. Hera was cunning enough to distract Zeus with a ploy involving intimacy. As a result she was able to get her brother to help an attack on Earth that Hera wanted as victors. Greeks also had a large respect for the gods since they were the supreme beings. In the Iliad Hektor says, "Come then, shall we swear before the gods? For these are the highest who shall be witness over our arguments" (Iliad 45) to his opponent, Son of Peleus, during a fight. Gods were respected in a way that the Greeks thought that they were the most intelligent and able to decide what is just. The Greeks basically stressed the fact that the Gods were the epitome of divinity and the ultimate powers yet were still human-like. Unfortunately for this religion though, there was no evidence of the Gods showing love or emotion to the religion's followers. This led to the decline in early Greek Olympian religion and spawned the beginning of Mystery Cults. Mystery Cults branched off from the Greek Olympian religion. Mystery Cults' main purpose was to select a god to pay all attention to. These gods were gods who had died and were then reborn. In giving all of their attention to a single god they believed that they in turn would get special attention or even reborn within their life with better luck and a more fortunate life. Most Mystery Cults were based on a story about the god and what had happened in the story, very similar to how Christianity focuses on Jesus’ crucifixion. Also, a trait that most Myster... Free Essays on Western Civilization Free Essays on Western Civilization History is a subject in which people learned of their culture and lands back round. Most people learn about history from textbooks and or oral traditions. Other had a passion to present history in a different way. A way that others would appreciate more and still others would appreciate less. Movies are just another way to tell a story. That’s what history was, a story. There are many different stories that talk of our nations history or story. There were many important events that were documented in many films. This includes movies like â€Å"Glory†, â€Å"The Patriot†, just to name a few. This paper will concentrate on a smaller time frame though. This paper will deal with the area of time from our countries great depression, to the assassination of our countries youngest nominated president, John F. Kennedy. This area of time will deal with the adversity of this country. This counties strength in war, this countries corruption, this countries perseverance, and this countries screw ups. There are many things that are fabricated in these stories though. Things that will make Americans look less cruel or other ethnic groups that discriminated the Americans years ago. The United States army was and still is the strongest army in the world. But our forces faced a very grave challenge in the Second World War. That war brought about hard times. The Germans and the Japanese were just some of the people the Americans were fighting. There was a film released in the 2000’s that depicted the World War well. The movie was called â€Å"Saving Private Ryan.† This movie had a opening scene that depicts the battles that were very possible. This showed the United States forces landing on japans soil and attacking the Japanese forces. This battle was very deadly. Literally there were hundreds of lives were shown dying on film. The way war really was. Back then. The heartlessness, the racism, the torment that these soldiers. There was also the lo... Free Essays on Western Civilization Greeks viewed gods in different ways. "Poseidon, now with all your heart defend the Danaas and give them glory, though only for a little, while Zeus still sleeps; since I have mantled a soft slumber about him and Hera beguiled him into sleeping in love beside her" (Iliad 44) shows that Greeks thought gods to be cunning or even deceiving. Even though they are icons of divinity, the fact that they deceive each other shows that they also possess human-like traits. Hera was cunning enough to distract Zeus with a ploy involving intimacy. As a result she was able to get her brother to help an attack on Earth that Hera wanted as victors. Greeks also had a large respect for the gods since they were the supreme beings. In the Iliad Hektor says, "Come then, shall we swear before the gods? For these are the highest who shall be witness over our arguments" (Iliad 45) to his opponent, Son of Peleus, during a fight. Gods were respected in a way that the Greeks thought that they were the most intelligent and able to decide what is just. The Greeks basically stressed the fact that the Gods were the epitome of divinity and the ultimate powers yet were still human-like. Unfortunately for this religion though, there was no evidence of the Gods showing love or emotion to the religion's followers. This led to the decline in early Greek Olympian religion and spawned the beginning of Mystery Cults. Mystery Cults branched off from the Greek Olympian religion. Mystery Cults' main purpose was to select a god to pay all attention to. These gods were gods who had died and were then reborn. In giving all of their attention to a single god they believed that they in turn would get special attention or even reborn within their life with better luck and a more fortunate life. Most Mystery Cults were based on a story about the god and what had happened in the story, very similar to how Christianity focuses on Jesus’ crucifixion. Also, a trait that most Myster...