Concept Of Motivation

Idea Of Motivation This article talks about the idea of inspiration and its suggestions for the associations. The creator characterizes the hypothesis of inspiration and afterward surveys a portion of the speculations (for example Maslows Hierarchy of Needs, Expectancy Theory, McGregors Theory X and Y, Hertzbergs Two-Factor Theory) that are critical to comprehend the human conduct in the associations. Further the exposition gives contentions to the current estimation of the idea of inspiration for the administrators and examines the options that are accessible for the supervisors to utilize the information and create techniques for expanding inspiration at the work environment. Toward the finish of the article the writer makes reference to confinements that despite everything exist. Presentation: what is Motivation? The world was keen on building and contemplating the hypotheses of inspiration from the mid 1950s, with the improvement of industrialisation and an appearance of mass assembling. Toward the beginning, hypotheses were planned to build the degrees of creation at the mechanical production systems and the representatives were spurred by essential needs and didn't have any force. The procedures were repetitive and a lot of unmistakable elements drove the laborers to perform. As the activity configuration changed, new hypotheses were worked to help the idea of inspiration. The investigations of inspiration chiefly centered around what roused individuals and how the workers were spurred. This prompted the division of the hypotheses in 2 arrangements: substance and procedure speculations. Before these speculations will be talked about in this article, the idea of inspiration ought to be characterized: Motivation is a procedure where an individual is activated to work for the accomplishment of his own points and objectives. People assurance to perform and his/her exertion are intended to fulfill his/her needs, for example get substantial prizes (an extraneous inspiration), or then again, he/she is keen on the activity itself and the undertakings (a natural inspiration). Review of speculations of inspiration: The inspiration speculations are huge in human science as they give an objective clarification on five examples of conduct of individuals in the association, in light of their needs, fortification, insights, work qualities and sentiments/feelings. (Kreitner Kinicki, 2001) To talk about the estimation of the inspiration speculations in understanding the conduct of the representatives at the working environment, some of them ought to be portrayed further. Content hypotheses The principle speculations that are considered and can be utilized in the workplace are Maslows Hierarchy of Needs (1943), McGregors Theory X and Y and Herzbergs Two Factor hypothesis (1968). As indicated by the Maslows Hierarchy of Needs, people are driven by five needs, which fill in as a reason for their exertion in work. Beginning from the physiological needs, after the fulfillment happens, the people climb the following degrees of the chain of command, which are wellbeing, belongingness love, regard and self - actualisation needs. Hence this hypothesis proposed that individuals are persuaded by essential to confounded requirements. The hypothesis is as yet utilized today, however it doesn't cover all the parts of the idea. (Maslow, 1970) Theory X and Y recommends that there are two examples of conduct in the association. Hypothesis X says that the representatives are not ready to work and don't show any enthusiasm for the activity. They are constrained and constrained by the administration who may offer compensation or on the other hand leave without it. Consequently this goes about as a helper for work. Hypothesis Y proposes that the representatives can control themselves and can be driven by their own objectives and are answerable for their work and endeavors. (McGregor, 1987) Herzbergs Two-Factor Theory recommends that different variables exist that can inspire representatives, in any case, there are different elements, named cleanliness which may disappoint the workers and all things considered must be changed. The propelling and cleanliness factors have various implications in the association, the nonappearance of one of these elements can break the equalization of being inspired and fulfilled simultaneously. The spurring factors incorporate acknowledgment, errands and achievement, on the other hand the cleanliness factors are work conditions, compensation and friends strategy. (Robbins, 2001) Process hypotheses From the procedure hypotheses, the focal point of this paper will be on Expectancy Theory and Goal-Setting Theory. As per Robbins (2001), Vrooms Expectancy Theory, people groups inspiration is enacted just if the vitality spent on the work prompts a decent presentation and thusly, the presentation prompts rewards and rewards. In this way, this hypothesis helps to comprehend why a few laborers don't invest a lot of energy in their work, as they are de-persuaded from the earliest starting point, realizing that great execution isn't probably going to be accomplished and additionally remunerated. As needs be, the exhibition rewards connect has issues when the people don't see themselves equipped for getting awards because of components as ineptitude or individual relations with the administration and colleagues. When in the long run the prizes are gotten, they can seem ugly to the people along these lines cause dissatisfaction at the working environment. Objective Setting Theory created by Locke (1968) recommends that the people are more noteworthy inspired when the objectives are set by administrators or by the people themselves when they are firmly occupied with the procedures at the working environment, instead of when the people don't see unmistakably what the ir endeavors are aimed at and what the administration anticipates from them. In this manner, the representatives conduct proposes that they like to be guided by the administrators and they accomplish more prominent outcomes regardless of whether the work is convoluted. In addition, the hypothesis recommends that a criticism ought to be accommodated the work done, which makes the laborers ready to carry out the responsibility, as they value being remarked on their presentation. (Robbins, 2001) Application of the hypotheses to rehearse The presence of different inspiration speculations makes it hard to locate the perfect one that can be applied to the association. This is because of the confinements and insignificance of some of them in the advanced workplaces. To determine the estimation of every one of the speculations, a possibility framework is utilized by the supervisors as a rule on which of the hypotheses to apply at the work environment to improve execution and give work satis faction. For instance, the Expectancy hypothesis applied in the association enacts the representative for activity, exertion and can build a worker turnover. One of the most appropriate hypotheses is Hackman and Oldhams (1980) hypothesis that is a substance hypothesis, as it influences both exertion and routine work, satisfaction, worker turnover and the explanations behind disappointment, as the hypothesis depends hands on attributes and urges the directors to make fascinating employments at the work environment. (Kreitner Kinicki, 2001) A large portion of the inspiration hypotheses that are adjusted in the associations must be modified to fit into the authoritative setting. They are utilized by chiefs for the evaluation of inspiration at the work environment and to discover methods for improving it by fulfilling the necessities of the representatives or on the other hand trigger them to work and perform. It is a procedure that changes with the time and new propensities. In this way it is basic to modify the activity plans and present new advantages, for example adaptable hours, probability to telecommute, standard aptitudes evaluations, casual correspondence, and to forestall an exacting top-down correspondence between the chief and the associates. Incentive for administrators The concentrating of the hypotheses of inspiration bring an extraordinary incentive for supervisors as was examined above, as the idea is utilized on training to investigate people groups conduct, in spite of presence of certain entanglements. The speculations take a shot at training, when bolstered by contemporary hypotheses, and they fill in as an establishment for building systems to expand inspiration at the working environment. The old hypotheses are a base for new speculations; hence their importance isn't lost. For example the contemporary hypothesis created by Ritchie and Martin partition the representatives in high-need and low-need level people and survey their longing to be inspired by both substantial and elusive prizes, a premium, accomplishment, acknowledgment, self-advancement, assortment change, inventiveness, social contacts, cash, structure and others. This methodology fills in as a valuable apparatus for the directors to survey execution in their organsiations thes e days. (Buchanan Huczynski, 2003) And in addition, improve the inspiration by presenting the prizes and acknowledgment plans. The representatives might be remunerated either exclusively or as a piece of the gathering. Singular prizes are constrained by the aptitudes that he individual has and can be expanded just if a people profitability increments. Kerrin Oliver, 2002, propose that remunerating the gathering may have worries with the speculations of inspiration yet individuals participate in the procedures, work together with their associates, set their objectives in a serious situation, have a potential for their innovativeness to be created and the entirety of this can fill in as sparks and bring fulfillment from the activity performed. The prizes ought to be then founded on a both individual profitability and the presentation of the gathering. Then again, directors are fit for structuring the activity for the representatives and in this way inspire them to work. As per hypothe sis of Hackman and Oldham (1980) depicted by Kreitner Kinicki, 2001, the activity must offer a use of various aptitudes, the undertakings must be drawing in and significant simultaneously, a generous degree of independence ought to be permitted and the criticism accessible. This will prompt a more prominent readiness to acknowledge obligations and give a fulfillment from the activity and result in a high inspiration. Chiefs have a chance to dissect their style of control and conduct utilizing McGregors Theory X and Theory Y approach and in this way pick the manner in which the work is encouraged at the working environment, either by exacting control or coordinated effort and strengthening. Steady advancement of the inspiration ideas drove the supervisors from the

Biography of John Hancock, Founding Father

Life story of John Hancock, Founding Father John Hancock (January 23, 1737â€October 8, 1793) is one of America’s most popular establishing fathers on account of his uncommonly curiously large mark on the Declaration of Independence. In any case, before he signed one of the nation’s most significant archives, he became well known as an affluent vendor and conspicuous lawmaker. Quick Facts: John Hancock Known for: Founding father with a noticeable mark on the Declaration of IndependenceOccupation: Merchant and lawmaker (leader of the Second Continental Congress and legislative head of the Commonwealth of Massachusetts)Born: January 23, 1737 in Braintree, MADied: October 8, 1793 in Boston, MAParents: Col. John Hancock Jr. what's more, Mary Hawke ThaxterSpouse: Dorothy QuincyChildren: Lydia and John George Washington Early Years John Hancock III was conceived in Braintree, Massachusetts, close to Quincy, on January 23, 1737. He was the child of Rev. Col. John Hancock Jr., a trooper and priest, and Mary Hawke Thaxter. John had all the upsides of an existence of benefit, by uprightness of both cash and ancestry. At the point when John was seven years of age, his dad kicked the bucket, and he was sent to Boston to live with his uncle, Thomas Hancock. Thomas every so often functioned as a runner, however throughout the years, he developed a fruitful and genuine commercial exchanging activity. He had set up beneficial agreements with the British government, and when John came to live with him, Thomas was probably the most extravagant man in Boston. John Hancock spent a lot of his childhood learning the privately-owned company, and in the end joined up with Harvard College. When he graduated, he went to work for Thomas. The firm’s benefits, especially during the French and Indian War, permitted John to live easily, and he built up an affection for finely custom fitted garments. For a couple of years, John lived in London, filling in as an organization delegate, yet he came back to the settlements in 1761 as a result of Thomas’ bombing wellbeing. At the point when Thomas kicked the bucket childless in 1764, he left his whole fortune to John, making him perhaps the most extravagant man in the states for the time being. Political Tensions Grow During the 1760s, Britain was in critical obligation. The realm had recently risen up out of the Seven Years War, and expected to expand income rapidly. Accordingly, a progression of tax collection acts were demanded against the states. The Sugar Act of 1763 started outrage in Boston, and men like Samuel Adams became blunt pundits of the enactment. Adams and others contended that solitary pioneer gatherings had the position to impose charges upon the North American settlements; on the grounds that the states had no portrayal in Parliament, Adams stated, that administering body wasnt qualified for charge pilgrims. In mid 1765, Hancock was chosen for the Boston Board of Selectmen, the city’s administering body. Only a couple of months after the fact, Parliament passed the Stamp Act, which required an assessment upon any kind of authoritative archive wills, property deeds, and then some prompting rankled pioneers revolting in the boulevards. Hancock couldn't help contradicting Parliament’s activities, however at first accepted that the proper thing for settlers to do was pay burdens as requested. In the long run, notwithstanding, he took a less moderate position, straightforwardly contradicting tax assessment laws. He took part in a vocal and open blacklist of British imports, and when the Stamp Act was canceled in 1766, Hancock was chosen for the Massachusetts House of Representatives. Samuel Adams, the pioneer of Boston’s Whig party, loaned his help to Hancock’s political profession, and filled in as a coach as Hancock rose in fame. <img information srcset=https://www.thoughtco.com/thmb/6S6hCLPLLPWr6lSJQFPXDqTz6mg=/300x0/filters:no_upscale():max_bytes(150000):strip_icc()/stamp-riots-2665416-5bce0f8bc9e77c00513c5601.jpg 300w, https://www.thoughtco.com/thmb/7D_F_baTLSK5iz17_W1VnpdsO_I=/1163x0/filters:no_upscale():max_bytes(150000):strip_icc()/stamp-riots-2665416-5bce0f8bc9e77c00513c5601.jpg 1163w, https://www.thoughtco.com/thmb/E9MUxj4Pep7ifXSyShqFzZniRWA=/2026x0/filters:no_upscale():max_bytes(150000):strip_icc()/stamp-riots-2665416-5bce0f8bc9e77c00513c5601.jpg 2026w, https://www.thoughtco.com/thmb/2J5d_YxzKFeE5oODjsbAtNFJJeg=/3752x0/filters:no_upscale():max_bytes(150000):strip_icc()/stamp-riots-2665416-5bce0f8bc9e77c00513c5601.jpg 3752w information src=https://www.thoughtco.com/thmb/VdhgAm1YfrKoNOEcldqexzcFV2Y=/3752x2631/filters:no_upscale():max_bytes(150000):strip_icc()/stamp-riots-2665416-5bce0f8bc9e77c00513c5601.jpg src=//:0 alt=An delineation portraying a gathering of revolting pioneers challenging the Stamp Act. class=lazyload information click-tracked=true information img-lightbox=true information expand=300 id=mntl-sc-square image_1-0-15 information following container=true /> A delineation portraying a gathering of revolting pioneers challenging the Stamp Act. MPI/Getty Images In 1767, Parliament passed the Townshend Acts, a progression of duty laws that directed traditions and imports. Indeed, Hancock and Adams required a blacklist of British merchandise into the states, and this time, the Customs Board concluded that Hancock had become an issue. In April 1768, Customs operators boarded one of Hancock’s vendor sends, the Lydia, in Boston Harbor. After finding they had no warrant to look through the hold, Hancock wouldn't give the specialists access to the payload region of the boat. The Customs Board recorded charges against him, however the Massachusetts Attorney General excused the case, as no laws had been broken. After a month, the Customs Board focused on Hancock once more; it is conceivable they accepted he was sneaking, however it is additionally conceivable that he was singled out for his political positions. Hancock’s sloop Liberty showed up in port, and when customs authorities reviewed the hold the following day, discovered it was conveying Madeira wine. Be that as it may, the stores were just at one-fourth of the ship’s limit, and operators reasoned that Hancock more likely than not offloaded the majority of the payload during the night so as to abstain from covering import charges. In June, the Customs Board held onto the boat, which prompted a mob on the docks. History specialists have varying sentiments on whether Hancock was carrying or not, however most are in understanding that his activities of opposition helped flash the blazes of unrest. In 1770, five individuals were executed during the Boston Massacre, and Hancock drove a require the expulsion of British soldiers from the city. He revealed to Governor Thomas Hutchinson that a large number of regular citizen local army were standing by to storm Boston if officers were not expelled from their quarters, and in spite of the fact that it was a feign, Hutchinson consented to evacuate his regiments to the edges of town. Hancock was given kudos for the withdrawal of the British. Throughout the following not many years, he stayed dynamic and blunt in Massachusetts governmental issues, and faced further British tax collection laws, including the Tea Act, which prompted the Boston Tea Party. Hancock and the Declaration of Independence In December 1774, Hancock was chosen as a representative to the Second Continental Congress in Philadelphia; around a similar time, he was chosen as leader of the Provincial Congress. Hancock held noteworthy political impact, and it was simply because of Paul Revere’s chivalrous 12 PM ride that Hancock and Samuel Adams were not captured before the clash of Lexington and Concord. Hancock served in Congress during the early long periods of the American Revolution, routinely writing to General George Washington and transferring demands for provisions to pioneer authorities. In spite of his without a doubt furious political life, in 1775 Hancock set aside the effort to get hitched. His new spouse, Dorothy Quincy, was the girl of unmistakable equity Edmund Quincy of Braintree. John and Dorothy had two kids, however the two youngsters kicked the bucket youthful: their girl Lydia died when she was ten months old, and their child John George Washington Hancock suffocated at only eight years old. Hancock was available when the Declaration of Independence was drafted and embraced. Albeit well known folklore has it that he marked his name generally and with thrive so King George could peruse it effectively, there is no proof this is the situation; the story likely started years after the fact. Different archives marked by Hancock show that his mark was reliably enormous. The explanation his name shows up at the highest point of the signatories is on the grounds that he was leader of the Continental Congress and marked first. In any case, his notable penmanship has become some portion of the American social vocabulary. In like manner speech, the expression â€Å"John Hancock† is equivalent with â€Å"signature.† <img information srcset=https://www.thoughtco.com/thmb/v_DRXuLPw5Zk0XIFBpfrlYUyuEM=/300x0/filters:no_upscale():max_bytes(150000):strip_icc()/john-hancock-signature-on-announcement of-autonomy 79946388-5bcb5a7246e0fb00262ec9a5.jpg 300w, https://www.thoughtco.com/thmb/C6cVfCfrRpYvKJPEWGZgaJsJ0xA=/1505x0/filters:no_upscale():max_bytes(150000):strip_icc()/john-hancock-signature-on-affirmation of-freedom 79946388-5bcb5a7246e0fb00262ec9a5.jpg 1505w, https://www.thoughtco.com/thmb/uvxv7xjS7DE_BooSjynIDT1c6zc=/2710x0/filters:no_upscale():max_bytes(150000):strip_icc()/john-hancock-signature-on-presentation of-freedom 79946388-5bcb5a7246e0fb00262ec9a5.jpg 2710w, https://www.thoughtco.com/thmb/HwRJtEFvH4HKo2bbb6QtLHmrNwY=/5120x0/filters:no_upscale():max_bytes(150000):strip_icc()/john-hancock-signature-on-revelation of-autonomy 79946388-5bcb5a7246e0fb00262ec9a5.jpg 5120w information src=https://www.thoughtco.com/thmb/SIaYJ_EdrWtmwhX8NmTW7KZiTGQ=/5120x3413/filters:no_upscale():max_bytes(150000):strip_icc()/john-hancock-signature-on-announcement of-autonomy 79946388-5bcb5a7246e0fb00262ec9a5.jpg src=//:0 alt=John Hancock Signature on Declaration of Independence class=lazyload information cl

Topics to Write About in an Essay

Topics to Write About in an EssayTopics to write about in an essay should not be the same for every student. These topics are unique to each student and they do not just repeat the same information that is often read in a class. Topics to write about in an essay should be interesting and appropriate for the individual student.The top undergraduate level courses are the most important learning experiences for students. It gives them a chance to get away from the everyday life of people and learn more about themselves. It also gives them the opportunity to understand what makes other people tick.The best essays are able to provide the most relevant information while presenting a variety of ideas and give the reader insight into a student's key career choices and talents. Essays can use a wide range of topics to write about in an essay. As long as these topics are chosen carefully, they can help improve the knowledge of the reader.Students have many topics to write about in an essay. Th ere are different ways to write about a specific topic such as past experiences, personal thoughts, descriptions of various locations, thoughts about the past, future prospects, visions, and statements made about an event. These are all used in a college essay, but some include additional elements to make the essay more meaningful. Topics to write about in an essay are very powerful tools, but there is one subject that should never be mentioned in an essay.While the topic of the essay is important, a subject should never be used to distract from the main point of the essay. There is a perfect example of this when reading papers. If you found a thesis statement at the bottom of the paper, it should never be read aloud, unless you are comfortable with the speaker.In order to make a good essay, one must be very honest with the information he or she provides. The readers are likely to focus on certain details about the author's life that may not be considered vital by others. To make a good essay, the writer must never leave out pertinent information that is necessary to make a point.If you plan to use one topic to write about in an essay, it would be a good idea to choose a topic that is important to you. Then you must decide how to bring out the full potential of this topic. Sometimes, this can be done by including a discussion about something your particular topic covers.This helps the essay to stand out from the rest. Topics to write about in an essay should not be the same for every student. This is one topic to avoid so that you can create a great essay that has the potential to be read over again.

The Impact of Decison Making Essay - 1803 Words

Decisions are made in every sector and day-to- day lives, whether it be small or big. Thus, it is imperative to make a decisions after being well-informed as it can have a significant amount of impact on how one’s life turns out to be. This decision- making process is heavily influenced by past experiences and emotional states, to name a few. In The Solitude of Prime Numbers by Paolo Giordano, the female protagonist Alice makes most of her decisions in life based on an incident that left her both physically and emotionally unstable. Alternatively, in Charlotte Bronte’s Jane Eyre, Jane too makes decisions based on her experiences, but takes a moral and ethical stance instead of having her decisions influenced by her emotions. Decisions†¦show more content†¦She believes that by rebelling against her father, she is asserting her independence as she is the only one that has control over her body. Feelings of devaluation and unworthiness lead her down a path of sel f-destructiveness that have a significant impact on her decisions. Her crumpled relationship with her family makes a significant impact on the decisions she makes even after becoming an adult. Since she never rekindled her relationship with her father, she does not try to mend her relationship with either Mattia or Fabio. Fabio tells her â€Å"You don’t want to let me in, you don’t even want me to talk about it. But this†¦Ã¢â‚¬  (Giordano 193) Her inability to trust due to her former experience with her family shape her thoughts and perception of relationships. Alternatively, Jane also shares a poor relationship with her family as Jane’s aunt and cousins oppress her and treat her with disrespect. Jane, like Alice feels worthless and becomes unhappy with herself. However, Jane transforms into a rational and humble individual who does not let her past dictate her decisions. It is demonstrated when Jane learns that her dying aunt has wished to see her, and instead of disregarding her she decides to visit Gateshead. She tells Rochester â€Å"Yes sir, but that is long ago; and when her circumstances were very different: I could not be easy to neglect her wishes.† (Brontà « 244). Jane is exhibited to have qualities of forgiveness and understandingShow MoreRelatedEssay on Business Decision Making794 Words   |  4 PagesIntroduction Thinking critically and making decisions are important parts of today’s business environment. It is important to understand how the decision making process works and the steps involved. 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The Guns or Butter Nazi Economy

A study of how Hitler and the Nazi regime handled the German economy has two dominant themes: after coming to power during a depression, how did the Nazis solve the economic problems facing Germany, and how did they manage their economy during the largest war the world has yet seen, when facing economic rivals like the US. Early Nazi Policy Like much of Nazi theory and practice, there was no overarching economic ideology and plenty of what Hitler thought was the pragmatic thing to do at the time, and this was true throughout the Nazi Reich. In the years leading to their takeover of Germany, Hitler didn’t commit to any clear economic policy, so as to widen his appeal and keep his options open. One approach can be seen in the early 25 Point program of the party, where socialist ideas such as nationalization were tolerated by Hitler in an attempt to keep the party unified; when Hitler turned away from these goals, the party split and some leading members  (like Strasser) were killed to retain unity. Consequently, when Hitler became Chancellor in 1933, the Nazi Party had different economic factions and no overall plan. What Hitler did at first was to maintain a steady course that avoided revolutionary measures so as to find a middle ground between all the groups he’d made promises to. Extreme measures under extreme Nazis would only come later when things were better. The Great Depression In 1929, economic depression swept the world, and Germany suffered heavily. Weimar Germany had rebuilt a troubled economy on the back of US loans and investments, and when these were suddenly withdrawn during the depression the Germany economy, already dysfunctional and deeply flawed, collapsed once more. German exports dropped, industries slowed, businesses failed and unemployment rose. Agriculture also began to fail. The Nazi Recovery This depression had helped the Nazis in the early thirties, but if they wanted to keep their hold on the power they had to do something about it. They were helped by the world economy beginning to recover at this time anyway, by the low birth rate from World War 1 reducing the workforce, but action was still needed, and the man to lead it was Hjalmar Schacht, who served as both Minister of Economics and President of the Reichsbank, replacing Schmitt who had a heart attack trying to deal with the various Nazis and their push for war. He was no Nazi stooge, but a well-known expert on the international economy, and one who’d played a key role in defeating Weimar’s hyperinflation. Schacht led a plan which involved heavy state spending to cause demand and get the economy moving and used a deficit management system to do so. The German banks had tottered in the Depression, and so the state took a greater role in the movement of capital and put low-interest rates in place. The government then targeted farmers and small businesses to help them back into profit and productivity; that a key part of the Nazi vote was from rural workers and the middle class was no accident. The main investment from the state went into three areas: construction and transportation, such as the autobahn system which was built despite few people owning cars (but was good in a war), as well as many new buildings, and rearmament. Previous Chancellors Bruning, Papen and Schleicher had started putting this system into place. The exact division has been debated in recent years, and it’s now believed less went into rearmament at this time and more into the other sectors than thought. The workforce was also tackled, with the Reich Labour Service directing the young unemployed. The result was a tripling of state investment from 1933 to 1936, unemployment cut by two-thirds, and the near recovery of the Nazi economy. But the purchasing power of civilians had not increased and many jobs were poor. However, Weimar’s problem of a poor balance of trade continued, with more imports than exports and the danger of inflation. The Reich Food Estate, designed to co-ordinate agricultural produce and achieve self-sufficiency, failed to do so, annoyed many farmers, and even by 1939, there were shortages. Welfare was turned into a charitable civilian area, with donations forced through the threat of violence, allowin g tax money for rearmament. The New Plan: Economic Dictatorship While the world looked at Schacht’s actions and many saw positive economic outcomes, the situation in Germany was darker. Schacht had been installed to prepare an economy with a large focus on the German war machine. Indeed, while Schacht didn’t start off as a Nazi, and never joined the Party, in 1934, he was basically made an economic autocrat with total control of the German finances, and he created the ‘New Plan’ to tackle the issues: the balance of trade was to be controlled by the government deciding what could, or couldn’t be imported, and the emphasis was on heavy industry and the military. During this period Germany signed deals with numerous Balkan nations to exchange goods for goods, enabling Germany to keep foreign currency reserves and bringing the Balkans into the German sphere of influence. The Four Year Plan of 1936 With the economy improving and doing well (low unemployment, strong investment, improved foreign trade) the question of ‘Guns or Butter’ began to haunt Germany in 1936. Schacht knew that if rearmament continued at this pace the balance of payments would go crippling downhill, and he advocated increasing consumer production to sell more abroad. Many, especially those poised to profit, agreed, but another powerful group wanted Germany ready for war. Critically, one of these people was Hitler himself, who wrote a memorandum that year calling for the German economy to be ready for war in four years’ time. Hitler believed the German nation had to expand through conflict, and he wasn’t prepared to wait long, overriding many business leaders who called for slower rearmament and an improvement in living standards and consumer sales. Quite what scale of war Hitler envisioned isn’t certain. The result of this economic tug was Goering being appointed head of the Four Year Plan, designed to speed rearmament and create self-sufficiency, or ‘autarky’. Production was to be directed and key areas increased, imports were also to be heavily controlled, and ‘ersatz’ (substitute)  goods were to be found. The Nazi dictatorship now affected the economy more than ever before. The problem for Germany was that Goering was an air ace, not an economist, and Schacht was so sidelined that he resigned in 1937. The result was, perhaps predictably, mixed: inflation had not increased dangerously, but many targets, such as oil and arms, had not been reached. There were shortages of key materials, civilians were rationed, any possible source was scavenged or stolen, rearmament and autarky targets were not met, and Hitler seemed to be pushing a system which would only survive through successful wars. Given that Germany then went head first into war, the failures of th e plan soon became very apparent. What did grow were Goering’s ego and the vast economic empire he now controlled. The relative value of wages fell, the hours worked increased, workplaces were full of the Gestapo, and bribery and inefficiency grew. The Economy Fails at War It’s clear to us now that Hitler wanted war, and that he was reformatting the German economy to carry out this war. However, it appears that Hitler was aiming for the main conflict to start several years later than it did, and when Britain and France called the bluff over Poland in 1939 the German economy was only partially ready for the conflict, the goal being to start the great war with Russia after a few more years building. It was once believed that Hitler tried to shield the economy from the war and not move immediately to a full wartime economy, but in late 1939 Hitler greeted the reaction of his new enemies with sweeping investments and changes designed to support the war. The flow of money, the use of raw materials, the jobs people held and what weapons should be produced were all changed. However, these early reforms had little effect. Production of key weapons like tanks stayed low, due to flaws in design negating speedy mass production, inefficient industry, and a failure to organize. This inefficiency and organizational deficit were in a large part due to Hitler’s method of creating multiple overlapping positions that competed with each other and jostled for power, a flaw from the heights of government down to the local level. Speer and Total War In 1941 the USA entered the war, bringing some of the most powerful production facilities and resources in the world. Germany was still under-producing, and the economic aspect of World War 2 entered a new dimension. Hitler declared new laws and made Albert Speer Minister of Armaments. Speer was best known as Hitler’s favored architect, but he was given the power to do whatever was necessary, cut through whichever competing bodies he needed, to get the German economy fully mobilized for total war. Speer’s techniques were to give industrialists more freedom while controlling them through a Central Planning Board, allowing for more initiative and results from people who knew what they were doing, but still kept them pointed in the right direction. The result was an increase in weapons and armaments production, certainly more than the old system produced. But modern economists have concluded Germany could have produced more and was still being beaten economically by the output of the US, USSR, and Britain. One problem was the allied bombing campaign which caused massive disruption, another was the infighting in the Nazi party, and another was the failure to use the conquered territories to full advantage. Germany lost the war in 1945, having been outfought but, perhaps even more critically, comprehensively out produced by their enemies. The German economy was never functioning fully as a total war system, and they could have produced more if better organized. Whether even that would have stopped their defeat is a different debate.

Nora Helmer versus Hedda Gabler in Male Dominated Society...

There has been a long history of women’s oppression by men in many traditional societies throughout the world. Society gave women an ideal image to follow: getting married, having a family and taking care of the family. Some women submit to the image, but certain individual stands against it. In Henrik Ibsen’s stories of Hedda Gabler and A Doll House, we witness examples of a single individual against the overwhelming society. Nora left her family and marriage behind to become an independent individual without the control of men; whereas, Hedda Gabler choose death as her ultimate solution when she was threatened to be control by man. Ibsen’s A Doll’s House was written in 1879 in a style of realism, which depicted life more truthfully†¦show more content†¦Hedda Gabler only married her husband, Tesman because the society would look down upon her if she did not do so. She claimed â€Å"my time was up† (Ibsen 1484). She didn’t love her husband at all only married because she was at the age to marry. She married Tesman because in the eyes of the society, he is a worthy husband to a woman of her status. Hedda’s marriage was full of boredom. When Judge Barack asked her if she have any natural talents, she replied that her only natural talent was â€Å"boring to death† (Ibsen 1488). In fact, that was probably true. When she was single, she was under the control of her father. She was not allowed to go out and discover the world. Her only source of information about the world came from Mr. Loevborg. Now that she is married, she stays home and does nothing all day. In A Doll’s House, Nora Helmer discovered the truth about her life at the end of the story. Nora had never done anything for herself. When she was with her father, she took in her father’s opinion as her opinion. Her father called her a â€Å"doll child† (Ibsen 66). When she got married, the power only transferred from her father’s hand to her husband’s. For all those years she had lived, she was merely a puppet controlled by the strings in the hands of men. Even though the characters from both stories had been controlled by higher forces, they were not willing to conform to it. When Hedda was pregnant, she was not willing to accept it. She denied her responsibility as

Health and Physical Education in School-Free-Samples for Students

Question: Discuss about the inclusion of Health and Physical Education in school curriculum is crucial for the students since it teaches them the technique to elevate their health, safety, and overall well being including academic learning. Answer: Introduction The inclusion of Health and Physical Education in school curriculum is crucial for the students since it teaches them the technique to elevate their health, safety, and overall well being including academic learning. It covers a vast learning area and has a strong foundation in the scientific field including physiology, psychology, nutrition, etc. Since the students get an opportunity to develop and strengthen their knowledge, and overall skills, it is essential to inculcate the HPE in the school curriculum so that their resilience can be enhanced, and their physical activity participation can be ensured. As students grow and mature, they use the critical enquiry skills to identify and understand its influence on themselves and use it in future (Almond, 2014). It is necessary for the parents of the school kids to understand the significance of health and physical education among their children from an early age since it would have an impact on their health and well being in future. T hus their role is vital since they could motivate both their kids as well school management to introduce a subject covering the physical health aspects so that the kids could turn into healthy individuals of the future. The particular traditional game from Australia that has been chosen here is called boogalah. The game has been selected since it would not just help to be physically active but it would enhance their interactive skills. The health and physical education addresses various subjects including how the various contextual elements have an impact on the health, and physical development of individuals as well as communities. It is known fact that healthy active living does not just benefit an individual but the entire society. It promotes fit body weight, physical fitness, cognitive ability, psychological wellbeing and overall learning. Thus including this education at school allows the students to understand the significance of maintaining an active lifestyle so that their physical health can be strengthened. Due to all these benefits, the HPE must be incorporated in the curriculum of students so that the progression and development relating to the disciplinary knowledge can be applied in the contemporary health contexts (Edwards, 2008). Focus of HPE approach The primary focus of the health and physical education would be to contribute to a large number of objectives that exceed the educational purpose but help in the overall development of an individual. Since the priority of the HPF is to offer an ongoing developmentally relevant and explicit learning on the health and fitness aspects, it is vital for children to understand its relevance in life so that in future they can incorporate it into their lifestyle. The model does not just focus on the potential health risks but it also lays emphasis on assisting the children to strengthen their understanding, knowledge, and skills that can make them healthy, strong and active individuals in life (Forbe Watt, 2015). It is a vital learning area that explicitly focuses on the development of movement skills and relevant concepts that students need to acquire in order to participate in the physical activities that can enhance their competence and engagement level. It believes in ensuring that the students and overall community has the support of necessary strengths and resources that will be used to nurture their overall wellbeing (Hills, Dengel Lubans, 2015). This curriculum recognizes the fact that the students have wide ranging access to the personal and community resources which depends on their contextual factors. Thus it is vital to recognize the benefits of the health and physical education in school since it could help in educating children so that they would turn into active and healthy individuals of tomorrow. Overall learning area In order to incorporate the HPE into the school curriculum, it is necessary to understand the broadness of the subject. In laymans words the health and physical education refers to the curriculum that helps the students to engage in a number of worthwhile learning circumstances so that they can develop skills, self-efficacy, dispositions, etc that will allow them to live an active and healthy life. It includes various sub-disciplines including health education, physical education, personal development, nutrition, etc. All these categories allow the students to get an exposure to unique learning opportunities. The strong link that exists between health and physical education and scientific research and best practices help in building a strong curriculum that supports the teaching and learning skills (Kirk, 2014). The learning on the health and physical education aspects can be used by the students to make informed decisions on a number and health and well being subjects (Metzler et al., 2013). Schools are regarded to be one of the main settings for the developing numerous health associated skills and knowledge so schools must take the initiative to encompass health and physical education into their curriculum so that the life of the students can be enhanced and their overall well being can be ensured in the best possible way. It is vital to understand that HPE is not a health profession but a learning area that aids students to make healthier choices in their life. Lesson plan for HPE Movement and Physical Activity of 40 minutes duration. EDX1450 - Lesson Plan Learning Area: Health and Physical Education Class: Duration: 40 Minutes Overview of lesson focus: The health and physical education plan that has been designed would basically allow the students to participate in the traditional indigenous games of Australia which have a cultural significance in the island nation. It would allow the exploration of the similarities with the games of other cultures such as Australian Rules and Gaelic Football. This model in the curriculum would help the students to understand their traditional games better and develop the inner skills that can be used to strengthen the healthy living. The game that has been illustrated in the lesson plan is Boogalah which focused on the interaction of the players during the activity. Taking into account the duration of the game i.e. 40 minutes, the year of the students, and their total number the particular traditional game from Australia has been selected. Curriculum: Example: Content Description. This particular sport has been selected since it is an inclusive game and not a competitive game which allows the students to participate and enhance their engagement ability. The participants would get a chance to get involved in the physical activities that have evolved in their own land and they would get an opportunity to understand how their culture shares similarities with other cultures and creates community connections and intercultural understanding. Example: Elaboration: The selected game would provide an opportunity to the participating students to understand the heritage of game and its cultural significance in Australia and it would bring together the students from different communities in the school to take part in the activity. It would provide them an opportunity to not just be physically fit but also to be more agile mentally since it would strengthen their interaction skill. It would also encourage them to explore the various similarities of Boogalah with other games that are of significance to other cultures in the world. Since in the olden days people used to use sports to interact with one another, this game would allow the school students to understand their culture in a better manner and at the same time they would be inclined to learn about others culture to create a strong bond with people from diverse cultural background. The sport Boogalah is a ball game that was played by both the genders of Juwalarai population in the New South Whales region. The term boogalah refers to the ball that is used while playing the game. In the traditional times, the ball was made of the sewn-up kangaroo skin. It can be described as the throwing and catching game which was played among the team members. All the players are divided among two teams and each team comprises of about 6 to 10 members. A specific area is selected where the game can be conducted so that all the students can play in a proper game environment. The equipment that is used to play the sport is either a soccer ball (size varying between 2 and 3) or ball made out of kangaroo skin or gator skin. The game is designed in such a way that allows the participants to interact with one another and develop their social skills in the process. Thus this Yulunga traditional indigenous game has been selected to be incorporated in the school syllabus since it would be apt for year 2 students. This ball game would allow the suitable interaction between both the genders and it would give them an opportunity to strengthen their social interaction skills by being part of the fun game. Objectives: Two learning objectives for the lesson. These must relate to the curriculum you selected and what it is you are hoping the students will learn in this lesson. The students will demonstrate the knowledge of Traditional Indigenous Game from Australia Boogalah and understand the role of engagement and interaction among the fellow players and students. Including Boogalah in school curriculum would allow the players to get an insight on the culture of other communities through the game and thus they could make an effort to involve themselves in such games in order to create community connections and intercultural understanding among themselves. It would enhance their physical fitness and help them to develop their social skills. Risk Assessment and Safety Checklist. Curriculum activity risk management guidelines Ed Qld: It is important for schools to follow strict risk management policies so that the students do not get involved in any activity that can cause them or the fellow students any kind of harm. A solid risk assessment tool allows schools to identify the potential hazards, so that effective control measures can be taken to ensure everyones safety and well being. Even though Boogalah is a safe and suitable game that can be played by school children but the involvement of game equipments in form of balls could increase the need to assess the amount of risk for the participants. So it necessary for the school to assess the involved risk in an effective manner so that the participants can take part in the traditional Australian sport without the fear of getting injured. It is necessary for the students to be aware of their own space so that they can have limited contact with other students unless actually needed. If a particular physical activity session is planned in the outdoor area then they must have sun safety measures in form of hats and sunscreen. They also should be hydrated so that they do not feel weak during their participation in the activity (Roth et al., 2016). The teacher must check that there would be no pushing or pulling among the players to obtain the boogalah. When the ball touches the ground, the game must be stopped so that the fresh turn can be taken. The school should be on its heels and formulate an emergency plan to so that all medical arrangements are in place. The students should also be imparted basic first-aid knowledge so that they can assist their injured friend at the time of need. The school must also have the provision to let students use mobile phone during emergencies and they must be given details of medical team whom they need to call during an accident. The school should also ensure that the equipment like ball, chalk (to form circle), etc used during activity are safe and it must not cause any sort of harm to the fellow participants of the game. The area where the physical activity takes place needs to be checked to avoid hazards and the outdoor area must be preferred for better ventilation and space. Introductory Activity: (10 mins) Name of activity and diagram Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: Background The boogalah was a ball game that was played by both girls and boys in New South Whales of Australia. The ball that was known as boolgalah was used by the participants while playing the game along with the team members. Mostly two teams of maximum 10 members each could participate in the game but given the specific scenario, a total of 4 teams would be formed so that there could be participation from all students. The playing area is selected that suites the total number of students and allows free body movement. The equipment necessary for the game is a soccer ball (with size 2 or 3) or the ball made from gator skin. The skills that are used in boogalah is simple yet it requires teamwork and skill so that the desired result can be produced to win the game (Telljohann, Symons Pateman, 2015). It allows the students to engage with all the players and makes the atmosphere fun and enjoyable. Thus it is an apt example that not just has health benefits but also has behavioural advantages for students since it allows them to understand different cultures. Game play and basic rules The game begins when all the players from 1st team are in the middle of the playing area. And all players of other team form a circle around them. (command) In order to decide the player who will initiate the game, the teacher or referee throws the ball in air and the player who catches it moves along with his team to form a group and stand in the centre of the playing area. (instruction) The 2nd team circles the 1st team and the ball is thrown in the air and the players try to catch it. The players cannot move beforehand to catch the ball until it is thrown. (rule) In case a participant from the circle catches the ball then his team goes to the centre and swaps places with the insider team. (Quick practice) Physical contact among the students is avoided as much as possible and the teams aim to win the game by keeping the boogalah for the longest time. (such as 45 seconds). In order to add a bit more action, the balls could be thrown in different directions. Teaching points All the participants of one team in the middle. Formation of 1 circle around another team Throwing ball high. Watching the contact in careful manner. Call for the ball Edwards. K. (2009) Yulunga: Traditional Indigenous Games. Australian Sports Commission. Canberra. ACT 6 boogalahs or 6 soccer balls (including extra) Whistle stopwatch Body of Lesson(25 mins):learning experience/s for the main part of the Lesson Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: List all the resources needed for this section of the lesson Boogalah allows a number of players to play at once so it increases their tolerance level. Since it is a group activity, the students are bound to interact with each other and be more sociable. During the game, players exhibit team spirit so that their respective team can win the game by keeping the boogalah in the play for the longest time. (Winnick Porretta, 2016). This game needs coordination among players while attempting to catch the ball. It helps the participants to understand the fact that a cooperative game can be fun at the same time. All the students of one team must be positioned in the middle (Command) The healthy competition among participants must be guided by the teacher (Instructions) Ball must be thrown high and students should be careful while attempting to gain the ball. (observation) Whistle Towel Water Concluding activity (5 mins): learning experience/s Look for specific activities that could be used to cool down and prepare the class for transition to another lesson. Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: List all the resources needed for this section of the lesson There could be a number of variations while playing the game so that the competitiveness is maintained throughout the activity. The students could be asked to share their input to play boogalah in a different manner so that they could enjoy it further. This would in fact be useful to encourage the team building and sportive attitude among the participants (Telljohann, Symons Pateman, 2015). Teacher should be guiding the student at all times to observe the team that holds the ball for the longest time for the highest number of times so that the true winner could be declared. (observation) Drinking water First-Aid kit C. Modifications of one learning experience for inclusion of all students - catering for diverse learning needs. The sport activity would be modified so that all the 24 students in the class could participate in the activity and their team building ability could be strengthened: T The game strategy could be modified so that all the students would get the opportunity to participate in the throwing and catching game. R The rules of the game would be explained by the teacher so that all the students would be on the same page before participating in boogalah. It could be improvised until all the students got comfortable with the rules and process. E The outdoor environment would be mostly preferred so that there is proper ventilation and sufficient space for the playing players. E The equipment ball would be selected based on preference of the students so that it would be easier for them. Modifications of one learning experience for inclusion of all students The selected game would be slightly modified and there would be a division of the game into two sections so that altogether four teams could participate in the activity where two teams would be directly competing with one another. The winner of each section would further compete with one another so that in the end only one team comprising of 6 members could be declared as the winner of the ball throwing game. All the safety aspects would be taken into consideration since the involved participants are quite young. There would be no pushing and pulling among the students to avoid possibility of injury. When the ball would be touching the ground, the game would automatically stop and the turn would be taken again by the participating teams. A number of variations would be included while carrying out the game for year 2 students so that the students in the groups would not be bored while taking part in the event that would strengthen their interactive ability. The students would get a chance to participate in differently designed games and work on their social interaction among their peers. They would also get an insight on the cultural links with the particular games and have a better tolerance level towards the traditional games of other cultures. The selected games have been designed in such a manner so that they would match the age group of the students that would be playing the traditional games. Role of lesson planning to reduce need for behaviour management interventions The designed lesson plan would be beneficial for all the students since it would be inclusive and engaging at the same time. It would also reduce or eliminate the need for behaviour management interventions since the students would get an opportunity to improve their iterative ability with the fellow students at a young age. Since the game that has been included in the lesson plan reflects the cultural aspects of Australia, the players would develop a more tolerant behaviour towards other culture. They would be willing to understand the students that came from different cultural background because they would have the mental maturity to understand the significance on culture on an individual (Winnick Porretta, 2016). The learning model could initially be difficult for the children to accept since it would be a new thing for them. But the role of both parents and school is crucial here since it could help the students to adjust to the new and healthy school curriculum so that they cou ld get comfortable with it and have a better understand of their cultural background. It would not only allow the students to imbibe physical activities in their routine but it would also help them to be socially sound individuals since it would mould their interaction ability with other students and also help them to develop team spirit at a young age. (Telljohann, Symons Pateman, 2015). Thus the lesson plan relating to boogalah has been illustrated since it supports healthy competition and allows the players to improve their engagement ability with their team members. Thus the ultimate benefit that the students would enjoy would be much beyond a healthy and active lifestyle since their entire behaviour would be moulded by the Traditional Indigenous Game from Australia Boogalah. Conclusion The significance of health and physical education in the school curriculum is important since it not only enhances the physical health of the students but it also helps them to strengthen their engagement and interaction ability among fellow students from different culture and background. The proper management of such physical activities minimizes the need to adopt different behaviour management interventions that can be used with children. The focus has been on Boogalah since it is a physical activity that strengthens the unity among team members. In current times such activities among students help in strengthening the bond since there is limited competitiveness in this model. So schools must encompass positive HPE in their curriculum so that there will be no need to include behaviour management interventions in the model. It is useful not just to strengthen their physical fitness aspects but it also has a strong bearing on their social skills and behavioural aspects. Boogalah woul d be an apt game for the 24 students from year 2 since it would encourage them to interact with their peers and understand their cultural background and maintain an active physical life. References Almond, L. (Ed.). (2014). Physical education in schools. Routledge. Edwards, K. (2008). Yulunga: Traditional indigenous games. Australian Sports Commission. Forbes, H., Watt, E. (2015). Jarvis's Physical Examination and Health Assessment. Elsevier Health Sciences. Hills, A. P., Dengel, D. R., Lubans, D. R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in cardiovascular diseases, 57(4), 368-374. Kirk, D. (2014). Physical Education and Curriculum Study (Routledge Revivals): A Critical Introduction. Routledge. Metzler, M. W., McKenzie, T. L., van der Mars, H., Barrett-Williams, S. L., Ellis, R. (2013). Health optimizing physical education (HOPE): A new curriculum for school programsPart 1: Establishing the need and describing the model. Journal of Physical Education, Recreation Dance, 84(4), 41-47. Pope, C. C. (2014). The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand. Physical education and sport pedagogy, 19(5), 500-511. Roth, K., Zittel, L., Pyfer, J., Auxter, D. (2016). Principles and Methods of Adapted Physical Education Recreation. Jones Bartlett Publishers. Telljohann, S. K., Symons, C. W., Pateman, B. (2015). Health education: Elementary and middle school applications (p. 26). McGraw-Hill Humanities/Social Sciences/Languages. Winnick, J., Porretta, D. (Eds.). (2016). Adapted Physical Education and Sport, 6E. Human Kinetics. Health and Physical Education in School-Free-Samples for Students Question: Discuss about the inclusion of HPE in the school curriculum through explaining the benefits for all dimensions of health and the Importance of developing health and Physical literacies. Answer: Introduction The inclusion of Health and Physical Education in school curriculum is crucial for the students since it teaches them the technique to elevate their health, safety, and overall well being including academic learning. It covers a vast learning area and has a strong foundation in the scientific field including physiology, psychology, nutrition, etc. Since the students get an opportunity to develop and strengthen their knowledge, and overall skills, it is essential to inculcate the HPE in the school curriculum so that their resilience can be enhanced, and their physical activity participation can be ensured. As students grow and mature, they use the critical enquiry skills to identify and understand its influence on themselves and use it in future (Almond, 2014). It is necessary for the parents of the school kids to understand the significance of health and physical education among their children from an early age since it would have an impact on their health and well being in future. T hus their role is vital since they could motivate both their kids as well school management to introduce a subject covering the physical health aspects so that the kids could turn into healthy individuals of the future. The particular traditional game from Australia that has been chosen here is called boogalah. The game has been selected since it would not just help to be physically active but it would enhance their interactive skills. The health and physical education addresses various subjects including how the various contextual elements have an impact on the health, and physical development of individuals as well as communities. It is known fact that healthy active living does not just benefit an individual but the entire society. It promotes fit body weight, physical fitness, cognitive ability, psychological wellbeing and overall learning. Thus including this education at school allows the students to understand the significance of maintaining an active lifestyle so that their physical health can be strengthened. Due to all these benefits, the HPE must be incorporated in the curriculum of students so that the progression and development relating to the disciplinary knowledge can be applied in the contemporary health contexts (Edwards, 2008). Focus of HPE approach The primary focus of the health and physical education would be to contribute to a large number of objectives that exceed the educational purpose but help in the overall development of an individual. Since the priority of the HPF is to offer an ongoing developmentally relevant and explicit learning on the health and fitness aspects, it is vital for children to understand its relevance in life so that in future they can incorporate it into their lifestyle. The model does not just focus on the potential health risks but it also lays emphasis on assisting the children to strengthen their understanding, knowledge, and skills that can make them healthy, strong and active individuals in life (Forbe Watt, 2015). It is a vital learning area that explicitly focuses on the development of movement skills and relevant concepts that students need to acquire in order to participate in the physical activities that can enhance their competence and engagement level. It believes in ensuring that the students and overall community has the support of necessary strengths and resources that will be used to nurture their overall wellbeing (Hills, Dengel Lubans, 2015). This curriculum recognizes the fact that the students have wide ranging access to the personal and community resources which depends on their contextual factors. Thus it is vital to recognize the benefits of the health and physical education in school since it could help in educating children so that they would turn into active and healthy individuals of tomorrow. Overall learning area In order to incorporate the HPE into the school curriculum, it is necessary to understand the broadness of the subject. In laymans words the health and physical education refers to the curriculum that helps the students to engage in a number of worthwhile learning circumstances so that they can develop skills, self-efficacy, dispositions, etc that will allow them to live an active and healthy life. It includes various sub-disciplines including health education, physical education, personal development, nutrition, etc. All these categories allow the students to get an exposure to unique learning opportunities. The strong link that exists between health and physical education and scientific research and best practices help in building a strong curriculum that supports the teaching and learning skills (Kirk, 2014). The learning on the health and physical education aspects can be used by the students to make informed decisions on a number and health and well being subjects (Metzler et al., 2013). Schools are regarded to be one of the main settings for the developing numerous health associated skills and knowledge so schools must take the initiative to encompass health and physical education into their curriculum so that the life of the students can be enhanced and their overall well being can be ensured in the best possible way. It is vital to understand that HPE is not a health profession but a learning area that aids students to make healthier choices in their life. Lesson plan for HPE Movement and Physical Activity of 40 minutes duration. EDX1450 - Lesson Plan Learning Area: Health and Physical Education Class: Duration: 40 Minutes Overview of lesson focus: The health and physical education plan that has been designed would basically allow the students to participate in the traditional indigenous games of Australia which have a cultural significance in the island nation. It would allow the exploration of the similarities with the games of other cultures such as Australian Rules and Gaelic Football. This model in the curriculum would help the students to understand their traditional games better and develop the inner skills that can be used to strengthen the healthy living. The game that has been illustrated in the lesson plan is Boogalah which focused on the interaction of the players during the activity. Taking into account the duration of the game i.e. 40 minutes, the year of the students, and their total number the particular traditional game from Australia has been selected. Curriculum: Example: Content Description. This particular sport has been selected since it is an inclusive game and not a competitive game which allows the students to participate and enhance their engagement ability. The participants would get a chance to get involved in the physical activities that have evolved in their own land and they would get an opportunity to understand how their culture shares similarities with other cultures and creates community connections and intercultural understanding. Example: Elaboration: The selected game would provide an opportunity to the participating students to understand the heritage of game and its cultural significance in Australia and it would bring together the students from different communities in the school to take part in the activity. It would provide them an opportunity to not just be physically fit but also to be more agile mentally since it would strengthen their interaction skill. It would also encourage them to explore the various similarities of Boogalah with other games that are of significance to other cultures in the world. Since in the olden days people used to use sports to interact with one another, this game would allow the school students to understand their culture in a better manner and at the same time they would be inclined to learn about others culture to create a strong bond with people from diverse cultural background. The sport Boogalah is a ball game that was played by both the genders of Juwalarai population in the New South Whales region. The term boogalah refers to the ball that is used while playing the game. In the traditional times, the ball was made of the sewn-up kangaroo skin. It can be described as the throwing and catching game which was played among the team members. All the players are divided among two teams and each team comprises of about 6 to 10 members. A specific area is selected where the game can be conducted so that all the students can play in a proper game environment. The equipment that is used to play the sport is either a soccer ball (size varying between 2 and 3) or ball made out of kangaroo skin or gator skin. The game is designed in such a way that allows the participants to interact with one another and develop their social skills in the process. Thus this Yulunga traditional indigenous game has been selected to be incorporated in the school syllabus since it would be apt for year 2 students. This ball game would allow the suitable interaction between both the genders and it would give them an opportunity to strengthen their social interaction skills by being part of the fun game. Objectives: Two learning objectives for the lesson. These must relate to the curriculum you selected and what it is you are hoping the students will learn in this lesson. The students will demonstrate the knowledge of Traditional Indigenous Game from Australia Boogalah and understand the role of engagement and interaction among the fellow players and students. Including Boogalah in school curriculum would allow the players to get an insight on the culture of other communities through the game and thus they could make an effort to involve themselves in such games in order to create community connections and intercultural understanding among themselves. It would enhance their physical fitness and help them to develop their social skills. Risk Assessment and Safety Checklist. Curriculum activity risk management guidelines Ed Qld: It is important for schools to follow strict risk management policies so that the students do not get involved in any activity that can cause them or the fellow students any kind of harm. A solid risk assessment tool allows schools to identify the potential hazards, so that effective control measures can be taken to ensure everyones safety and well being. Even though Boogalah is a safe and suitable game that can be played by school children but the involvement of game equipments in form of balls could increase the need to assess the amount of risk for the participants. So it necessary for the school to assess the involved risk in an effective manner so that the participants can take part in the traditional Australian sport without the fear of getting injured. It is necessary for the students to be aware of their own space so that they can have limited contact with other students unless actually needed. If a particular physical activity session is planned in the outdoor area then they must have sun safety measures in form of hats and sunscreen. They also should be hydrated so that they do not feel weak during their participation in the activity (Roth et al., 2016). The teacher must check that there would be no pushing or pulling among the players to obtain the boogalah. When the ball touches the ground, the game must be stopped so that the fresh turn can be taken. The school should be on its heels and formulate an emergency plan to so that all medical arrangements are in place. The students should also be imparted basic first-aid knowledge so that they can assist their injured friend at the time of need. The school must also have the provision to let students use mobile phone during emergencies and they must be given details of medical team whom they need to call during an accident. The school should also ensure that the equipment like ball, chalk (to form circle), etc used during activity are safe and it must not cause any sort of harm to the fellow participants of the game. The area where the physical activity takes place needs to be checked to avoid hazards and the outdoor area must be preferred for better ventilation and space. Introductory Activity: (10 mins) Name of activity and diagram Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: Background The boogalah was a ball game that was played by both girls and boys in New South Whales of Australia. The ball that was known as boolgalah was used by the participants while playing the game along with the team members. Mostly two teams of maximum 10 members each could participate in the game but given the specific scenario, a total of 4 teams would be formed so that there could be participation from all students. The playing area is selected that suites the total number of students and allows free body movement. The equipment necessary for the game is a soccer ball (with size 2 or 3) or the ball made from gator skin. The skills that are used in boogalah is simple yet it requires teamwork and skill so that the desired result can be produced to win the game (Telljohann, Symons Pateman, 2015). It allows the students to engage with all the players and makes the atmosphere fun and enjoyable. Thus it is an apt example that not just has health benefits but also has behavioural advantages for students since it allows them to understand different cultures. Game play and basic rules The game begins when all the players from 1st team are in the middle of the playing area. And all players of other team form a circle around them. (command) In order to decide the player who will initiate the game, the teacher or referee throws the ball in air and the player who catches it moves along with his team to form a group and stand in the centre of the playing area. (instruction) The 2nd team circles the 1st team and the ball is thrown in the air and the players try to catch it. The players cannot move beforehand to catch the ball until it is thrown. (rule) In case a participant from the circle catches the ball then his team goes to the centre and swaps places with the insider team. (Quick practice) Physical contact among the students is avoided as much as possible and the teams aim to win the game by keeping the boogalah for the longest time. (such as 45 seconds). In order to add a bit more action, the balls could be thrown in different directions. Teaching points All the participants of one team in the middle. Formation of 1 circle around another team Throwing ball high. Watching the contact in careful manner. Call for the ball Edwards. K. (2009) Yulunga: Traditional Indigenous Games. Australian Sports Commission. Canberra. ACT 6 boogalahs or 6 soccer balls (including extra) Whistle stopwatch Body of Lesson(25 mins):learning experience/s for the main part of the Lesson Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: List all the resources needed for this section of the lesson Boogalah allows a number of players to play at once so it increases their tolerance level. Since it is a group activity, the students are bound to interact with each other and be more sociable. During the game, players exhibit team spirit so that their respective team can win the game by keeping the boogalah in the play for the longest time. (Winnick Porretta, 2016). This game needs coordination among players while attempting to catch the ball. It helps the participants to understand the fact that a cooperative game can be fun at the same time. All the students of one team must be positioned in the middle (Command) The healthy competition among participants must be guided by the teacher (Instructions) Ball must be thrown high and students should be careful while attempting to gain the ball. (observation) Whistle Towel Water Concluding activity (5 mins): learning experience/s Look for specific activities that could be used to cool down and prepare the class for transition to another lesson. Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: List all the resources needed for this section of the lesson There could be a number of variations while playing the game so that the competitiveness is maintained throughout the activity. The students could be asked to share their input to play boogalah in a different manner so that they could enjoy it further. This would in fact be useful to encourage the team building and sportive attitude among the participants (Telljohann, Symons Pateman, 2015). Teacher should be guiding the student at all times to observe the team that holds the ball for the longest time for the highest number of times so that the true winner could be declared. (observation) Drinking water First-Aid kit C. Modifications of one learning experience for inclusion of all students - catering for diverse learning needs. The sport activity would be modified so that all the 24 students in the class could participate in the activity and their team building ability could be strengthened: T The game strategy could be modified so that all the students would get the opportunity to participate in the throwing and catching game. R The rules of the game would be explained by the teacher so that all the students would be on the same page before participating in boogalah. It could be improvised until all the students got comfortable with the rules and process. E The outdoor environment would be mostly preferred so that there is proper ventilation and sufficient space for the playing players. E The equipment ball would be selected based on preference of the students so that it would be easier for them. Modifications of one learning experience for inclusion of all students The selected game would be slightly modified and there would be a division of the game into two sections so that altogether four teams could participate in the activity where two teams would be directly competing with one another. The winner of each section would further compete with one another so that in the end only one team comprising of 6 members could be declared as the winner of the ball throwing game. All the safety aspects would be taken into consideration since the involved participants are quite young. There would be no pushing and pulling among the students to avoid possibility of injury. When the ball would be touching the ground, the game would automatically stop and the turn would be taken again by the participating teams. A number of variations would be included while carrying out the game for year 2 students so that the students in the groups would not be bored while taking part in the event that would strengthen their interactive ability. The students would get a chance to participate in differently designed games and work on their social interaction among their peers. They would also get an insight on the cultural links with the particular games and have a better tolerance level towards the traditional games of other cultures. The selected games have been designed in such a manner so that they would match the age group of the students that would be playing the traditional games. Role of lesson planning to reduce need for behaviour management interventions The designed lesson plan would be beneficial for all the students since it would be inclusive and engaging at the same time. It would also reduce or eliminate the need for behaviour management interventions since the students would get an opportunity to improve their iterative ability with the fellow students at a young age. Since the game that has been included in the lesson plan reflects the cultural aspects of Australia, the players would develop a more tolerant behaviour towards other culture. They would be willing to understand the students that came from different cultural background because they would have the mental maturity to understand the significance on culture on an individual (Winnick Porretta, 2016). The learning model could initially be difficult for the children to accept since it would be a new thing for them. But the role of both parents and school is crucial here since it could help the students to adjust to the new and healthy school curriculum so that they cou ld get comfortable with it and have a better understand of their cultural background. It would not only allow the students to imbibe physical activities in their routine but it would also help them to be socially sound individuals since it would mould their interaction ability with other students and also help them to develop team spirit at a young age. (Telljohann, Symons Pateman, 2015). Thus the lesson plan relating to boogalah has been illustrated since it supports healthy competition and allows the players to improve their engagement ability with their team members. Thus the ultimate benefit that the students would enjoy would be much beyond a healthy and active lifestyle since their entire behaviour would be moulded by the Traditional Indigenous Game from Australia Boogalah. Conclusion The significance of health and physical education in the school curriculum is important since it not only enhances the physical health of the students but it also helps them to strengthen their engagement and interaction ability among fellow students from different culture and background. The proper management of such physical activities minimizes the need to adopt different behaviour management interventions that can be used with children. The focus has been on Boogalah since it is a physical activity that strengthens the unity among team members. In current times such activities among students help in strengthening the bond since there is limited competitiveness in this model. So schools must encompass positive HPE in their curriculum so that there will be no need to include behaviour management interventions in the model. It is useful not just to strengthen their physical fitness aspects but it also has a strong bearing on their social skills and behavioural aspects. Boogalah woul d be an apt game for the 24 students from year 2 since it would encourage them to interact with their peers and understand their cultural background and maintain an active physical life. References Almond, L. (Ed.). (2014). Physical education in schools. Routledge. Edwards, K. (2008). Yulunga: Traditional indigenous games. Australian Sports Commission. Forbes, H., Watt, E. (2015). Jarvis's Physical Examination and Health Assessment. Elsevier Health Sciences. Hills, A. P., Dengel, D. R., Lubans, D. R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in cardiovascular diseases, 57(4), 368-374. Kirk, D. (2014). Physical Education and Curriculum Study (Routledge Revivals): A Critical Introduction. Routledge. Metzler, M. W., McKenzie, T. L., van der Mars, H., Barrett-Williams, S. L., Ellis, R. (2013). Health optimizing physical education (HOPE): A new curriculum for school programsPart 1: Establishing the need and describing the model. Journal of Physical Education, Recreation Dance, 84(4), 41-47. Pope, C. C. (2014). The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand. Physical education and sport pedagogy, 19(5), 500-511. Roth, K., Zittel, L., Pyfer, J., Auxter, D. (2016). Principles and Methods of Adapted Physical Education Recreation. Jones Bartlett Publishers. Telljohann, S. K., Symons, C. W., Pateman, B. (2015). Health education: Elementary and middle school applications (p. 26). McGraw-Hill Humanities/Social Sciences/Languages. Winnick, J., Porretta, D. (Eds.). (2016). Adapted Physical Education and Sport, 6E. Human Kinetics.