World cup history Essay Example | Topics and Well Written Essays - 750 words

World cup history - Essay Example I. The world cup is organized every four years and countries context to host the world cup with the 2014 world cup being held in Brazil, the 2018 world cup will be hosted by Russia while the 2022 world cup is to be hosted by Qatar. The world cup presents a global stage for countries to present their best footballers in the most competitive tournament in soccer globally leading to the generation of the best football icons. III. I have researched, did document analysis and made enquiries and from stakeholders in the course of the preparation of this speech increasing the accuracy and credibility of the information therein. IV. The ideas presented include the reason for the start of the world cup, the top scorers, the winners, and the procedure for the selection of the participating teams and number in the world cup in different continents. There was a need for an international football event owing to restrictions by Olympics on professional athletes that led to the first world cup hosted by Uruguay in July 18, 1930 (Lisi, 2). The restrictions limited the ability of professional athletes to make an impact in the Olympics and lead to the development of the best footballers leading to the need for the creation of a tournament that will translate to global cohesion, develop teams, and lead to augmented football professionalism. In 1934 and 1938, the world cup was staged in Italy and France respectively but due to the word war, it was next held in 1950 and every four years thereafter to the current world cup in Brazil (FIFA, 2014). There have been 20 world cup editions and the most successful country in the world cup is Brazil with five world cup trophies. The other world cup winners are Italy with four titles, three titles for Germany, Argentina and Uruguay have to titles, and one title for France, England and 2010 winners Spain making 8 different winners of the world cup. The world cup has had different world cup scorers but it is the

Geography And History In Primary School

Geography And History In Primary School This essay will show an understanding of the subjects geography and history and the links between them. It will then look at the implications of these links for both the teacher and school curriculum. My own examples from school and others experiences will be used throughout the essay to highlight the links and implications discussed. Turner-Bisset (2005) explains that history is a reconstruction of the past using evidence. She argues that evidence enables individuals to prove things, but if there is no evidence then individuals can hypothesise and use others understanding to form interpretations. Fines and Nichol (1997) define history as a process and teachers need to create activities whereby children can act as historians exploring both primary and secondary sources. Like with all National Curriculum (1999) subjects, history in key stages one and two is broken down into knowledge, skills and understanding. The Department for Education and Employment (DfEE) (1999) highlight that history is an important subject because it allows children to consider how the past affects the present world in which they live. Moreover, it enables children to look at how societies in the past were organised and what they were like. They argue through studying the past children begin to develop an awareness of chronology, diversity a nd how their actions can potentially affect others. When considering the subject of geography Scoffham (2004) highlights that geography involves making sense of the world, looking at how it is inter-related and the ways in which it may change. The DfEE (1999) in the Importance of Geography statement confirm that geography allows children to come across new cultures and places whilst developing problem-solving and investigative skills which will equip them for everyday life. Moreover, Scoffham (2004) points out that geography is a subject which promotes a sense of curiosity, but encourages children to develop a sense of responsibility about the world. The National Curriculum (1999) emphasises that in geography children should be taught to use geographical skills when developing their knowledge and understanding. Within the National Curriculum (1999) it is expected that children at key stages one and two acquire knowledge and understanding into places, patterns and processes, environment change and sustainable development. This is furth er emphasised by Catling and Willy (2009) who argues geography is a living and topical discipline (p.15) with a focus on both people and places. Martin (2002a) argues that despite geography and history being two distinct subjects in the National Curriculum (1999), it is useful to look at the subject statements in the National Curriculum (1999) because there are clear links between the two subjects. One such link she highlights is that history involves children finding evidence and drawing conclusions and similarly geography involves answering questions whilst looking at things from different viewpoints. Moreover, Knight (1993) argues that although geography and history can be viewed separately, they also share common ground because they are both human subjects and share many ways of working (p.102). Hoodless et al (2008) argue that children learn holistically and so cross-curricular learning has a positive impact on childrens learning. Similarly Hayes (2010) argues that cross-curricular teaching can improve childrens learning, however children need to be made aware of the links that exist between subjects. Kerry (2011) argues that cross-curricular teaching is important to provide children with the skills for living in a rapidly changing world. The idea of cross-curricular teaching and learning has been evident in recent reviews. Alexander (2009) in the Cambridge Primary Review suggests that a curriculum based upon eight domains of knowledge, skill and enquiry is advantageous. It is interesting to see that geography and history are grouped together as the Place and Time (p.272) domain. Martin (2002a) emphasises the connections between geography and history and confirms there are links between both subjects in terms of skills, knowledge and understanding, key concepts and values and attitudes which will now be explored further. During school experience I was able to explore the links between history and geography knowledge and understanding. In key stage two we looked at ancient Greece which is an expectation of the history National Curriculum (1999) which states children should undertake a European history study. Initially we looked at the geography of Greece which links to the knowledge and understanding of places 3.a/b/c in the geography National Curriculum (1999). We looked at photographs and maps of the islands, hilly terrain and coastal regions and used this geographical understanding to explain how these geographical features enabled city states to develop. It was vital that we looked at ancient Greece from a geographical perspective because this supported th e childrens historical understanding of the city states in ancient Greece. This is supported by Davies and Redmond (1998) who argue that history permeates other subjects and so it cannot be taught exclusively to children if they are to develop a full understanding of history. Catling (2006) argues that the connections between geography and history are deep and local area studies involve children developing a sense of place within the community whilst considering how the past has had an impact on what the area is like today. Moreover, she explains that when teachers plan local locality studies they should ensure there are elements of both subjects because geography incorporates a historical dimension and there is a geographical element of an areas past (p.14). Martin (2002a) points out that geography and history share similar skills and the skill of enquiry is relevant in both subjects. This is evident in the National Curriculum (1999) whereby both subjects have a section on enquiry; geographical enquiry 1.a/b/c/d/e and historical enquiry 4.a/b whereby children are required to ask and answer questions, use sources and make interpretations. As part of the humanities course I undertook a locality study of the local area and this incorporated the geographical and historical skill of enquiry. When planning the enquiry project I used enquiry questions, some focussing on the geographical aspect such as what is this place like today? but also historical questions including what was this place like inà ¢Ã¢â€š ¬Ã‚ ¦?. I carried out fieldwork which focussed on the present and used a range of sources such as directories to find out what it was like in the past. Similarly, Blyth and Krause (1999) suggest teachers can plan a range of enquiry questions which can be used in cross-curricular geography and history local locality studies. These questions incorporate a geography and history element because they focus on both the then and now. Moreover, Catling (2006) suggests that a local locality study not only links the geographical and historical skills of enquiry but enables links to be drawn between the values and attitudes of the subjects. Catling (2006) explains that a local locality study can enable children to develop the capacity to make informed judgements and the desire to contribute to a just society (p.14). The idea of attitudes and values is also considered by the DfEE (1999) who argue that history can promote education for sustainable development. They argue through studying history children develop an awareness of how past actions and events have affected society today and this links to a childs geographical awareness of sustainable development, because children need to develop values and attitudes to ensure the world is sustainable for future generations. Cooper (2000) points out that history can be integrated with the teaching of geography through carrying out map work which develops both historical understanding and map work skills. Similarly, Boulton (1991) argues that the past can be recreated through the use of maps and children should have the opportunity to explore old maps when learning about places. It is a National Curriculum (1999) expectation for geography that when developing geographical skills, children should have the opportunity to use maps and globes (geographical enquiry and skills 2.c). From my experience of undertaking the enquiry project I was able to look at maps of the area from a given time period and using map skills I was able to identify key features of the time and contrast this with present day maps to identify changes. Turner-Bisset (2005) supports this arguing that comparing a past map with a present day map allows children to examine change and continuity. Moreover, Turner-Bisset (2005) highlights that maps provide a wealth of opportunities for discovering things from the past. One such example she suggests is looking at the areas in which the Anglo-Saxons settled by examining place names on maps and recognising their Anglo-Saxon roots. Knight (1993) and Martin (2002a) argue that when integrating geography and history, there are links between the concepts of the subjects including change and continuity, similarity and difference and cause and effect. The concept of similarity and difference is further emphasised by Scoffham (2004). He points out that when working on local area study there should be opportunities for children to compare the locality with the past. He argues this enables children to develop an understanding of the ways in which it is similar and different and to offer reasons for changes. Apart from the concept of similarity and change being evident in a local area study, Martin (2002a) argues the concept of similarity and difference is further evident in both geography and history. She explains this concept is apparent in geography when comparing two localities (knowledge and understanding of places 2.f) and also in history when comparing historical periods, events and people (knowledge and understan ding of events, people and changes in the past 2.d). A further concept which Martin (2002a) highlights can be found in both subjects is the concept of hierarchy. I have seen teachers addressing the concept of hierarchy through looking at society during the Tudor period. However, Martin (2002a) points out that the concept of hierarchy is also applicable in geography when looking at places and their relationships with one another. Although there are opportunities for geography and history to be integrated there are implications that I must be aware of. Kerry (2011) argues that for cross-curricular work to be successful there needs to be meaningful links between the subjects in order to make the learning relevant for the children. Therefore, he argues that within a lesson there needs to be learning objectives which link to both subjects and opportunities for children to develop transferable skills. Hayes (2010) explains that this ensures that the links between the subjects are not superficial and are considered and planned to enhance learning in both subjects. On school experience when looking at Indian village within geography the teacher thought it would be worthwhile to look at the Indus Valley within history. This was a meaningful link because the children were made aware of the historical context of the country. Knight (2003) argues that integrating subjects can be demanding and teachers need to be secure in their own subject knowledge to be able to do this successfully, however he points out that humanities is an area teachers have less confidence in teaching. Similarly, Cooper (2000) argues that there needs to be opportunities within school for teachers to share their subject expertise with other teachers. However, from my experience no staff meetings have been allocated to either geography and history and when staff meetings focussed on curriculum areas, it was always English and mathematics which took priority. Moreover, Kinght (2003) highlights that a further problem when integrating subjects is there are not always resources available to support the learning, he argues this is the case when finding resources to support local area studies. The lack of resources available is further emphasised by Blyth and Krause (1995) who argue that because local areas are unique, schools have to creat e their own resources for local area studies. They argue this puts great pressure onto teachers, however they do acknowledge that once these resources has been created they can be shared in school. The implications of linking geography and history extend to the school curriculum. Turner-Bisset (2000) argues integration of subjects can be beneficial for schools when trying to deliver the overloaded National Curriculum (1999) and she argues this can be achieved through recognising connections between subjects and drawing upon these links in teaching. On my first school experience the subjects were not taught in a cross-curricular way and each subject had an allocated time slot. Despite efforts to address all subjects, some foundation subjects were not taught due to lack of time. In contrast, my final school placement adopted a cross-curricular approach which meant humanities was covered on a weekly basis ensuring continuity in the childrens learning whilst allowing the children to view the geography and history in a relevant way. Knight (1993) states that Successful integration is a whole-school, not a one-teacher, affair (p.106) whereby there should be organisation and cohesion within the humanities curriculum. OHara and OHara (2005) argue this can be achieved through effective planning which involves a whole school approach to looking at curriculum content that needs to be covered. They highlight that when long term planning is undertaken, usually by the subject co-ordinator, cross-curricular links should be considered and planned for and there needs to be explicit reference to these links in the long term plans. Halocha (1998) argues that geography and history co-ordinators should take an active role exploring how their subject can be integrated with other subjects. He argues this then needs to be made available in long term plans which not only detail cross-curricular links but also the progression in terms of childrens learning. Halocha (1998) argues that it is the responsibility of the geography/history co-ordinator to explore how their subject can be integrated with other subjects and include this in long term plans. From my experience, the use of long term plans ensure there is continuity between key stages whereby all teachers in the school know what they are expected to cover in their subsequent short term plans Furthermore, Scoffham (2004) argues that long term planning is important and other subjects including history, whilst ensuring a balanced curriculum is delivered. because it allows teachers to recognise the links between geography and history in terms of the QCA schemes of work. He argues that careful consideration needs to be given to the specific units which could enhance learning in both geography and history. However, from my experience these links cannot be identified spontaneously, they need careful planning in order for the integration of subjects to work well. This worked well in school when a whole school curriculum map

Obesity and Diabetes in Young Children Essay -- Obesity and Diabetes

Obesity is medical condition where excess body fat accumulates to an extent that it becomes harmful to the body. Medical practitioners consider obesity a chronic and life-long disease like diabetes and high blood pressure. The disease has long-term effects for health. In fact, it is the second leading cause of preventable deaths in the United States of America. Obesity affects both adults and children but it is more chronic to young children. This paper will look at the analysis of diabetes in young children, obesity, health education strategies and communication strategies used in nursing care and control of diabetes (Benjamin, 2011, 108). Summary of the article Obesity in children has become a serious health issue, in the United States of America. The disease causes problems that persist, as children grow older and has the capability of affecting the quality and length of their lives as adults. Younger children are now at high risk of becoming obese. As early childhood obesity prevention policies article states, ten percent of infants and toddlers have an excess weight. More than twenty percent of children between the ages of two and five years old have excess weight and suffer from obesity. This is an alarming rate of child obesity rates, in the United States of America. Several environmental factors can influence the risk of a child, for obesity. Therefore, assessing obesity trends and instituting preventive measure could help in minimizing the susceptibility of children becoming obese. Multiple groups of people and other stakeholders can help, in ensuring that children grow healthy without the risk of obesity. The article addresses the importance of early assessment of the risk of obesity and creating healthier behaviors ... ...he age of five years are at risk of getting obesity. This rate has become alarming in the United States of America, as discussed in the paper. Medical practitioners consider obesity a chronic and life-long disease like diabetes and high blood pressure. The disease has long-term effects for health that affect the lives of individuals, in adulthood. Obesity calls for close observation of healthy eating habits and exercise. Cognitive theory and psychosocial theory discuss issues that are common, at infancy and childhood. As discussed above, these issues could help lead to obesity, in young children between birth and age five. Appropriate health educational strategies and communication strategies help to reduce the susceptibility of children getting obesity. Therefore, adults must help children avoid obesity by teaching them the benefit of healthy eating and exercise.

Comparing Physiology Worksheet Essay

In this assignment you describe and compare the circulatory, skeletal, and respiratory systems of sharks, iguanas, eagles, and humans. Answer each of the following questions in 25 to 50 words. Circulatory System Shark How would you describe the structure and function of this animal’s circulatory system? Include any unique characteristics. How does this animal’s circulatory system work? Iguana How would you describe the structure and function of this animal’s circulatory system? Include any unique characteristics. How does this animal’s circulatory system work? Eagle How would you describe the structure and function of this animal’s circulatory system? Include any unique characteristics. How does this animal’s circulatory system work? Human How would you describe the structure and function of this animal’s  circulatory system? Include any unique characteristics. How does this animal’s circulatory system work? What is similar in all of these circulatory systems? What is different in all of these circulatory systems? Respiratory System Shark How would you describe the structure and function of this animal’s respiratory system? Include any unique characteristics. How does this animal’s respiratory system work? Iguana How would you describe the structure and function of this animal’s respiratory system? Include any unique characteristics. How does this animal’s respiratory system work? Eagle How would you describe the structure and function of this animal’s respiratory system? Include any unique characteristics. How does this animal’s respiratory system work? Human How would you describe the structure and function of this animal’s respiratory system? Include any unique characteristics. How does this animal’s respiratory system work? What is similar in all of these respiratory systems? What is different in all of these respiratory systems? Skeletal System Shark How would you describe the structure and function of this animal’s skeletal system? Include any unique characteristics. How does this animal’s skeletal system work? Iguana How would you describe the structure and function of this animal’s skeletal system? Include any unique characteristics. How does this animal’s skeletal system work? Eagle How would you describe the structure and function of this animal’s skeletal system? Include any unique characteristics. How does this animal’s skeletal system work? Human How would you describe the structure and function of this animal’s skeletal system? Include any unique characteristics. How does this animal’s skeletal system work? What is similar in all of these skeletal systems? What is different in all of these skeletal systems?

Meat Industry Essay

People all over the world eat meat for its nutritional value and taste. The United States Department of Agriculture reports that in the year 2011 people in the U.S consumed 25.6 billion pounds of beef. Most of this meat was produced in America. A Holistic approach to food production is important in order to improve the quality of beef. What we feed our cattle, the housing conditions and the slaughter procedure directly impacts our food. What the farmers feed cattle directly affects the quality of beef for the consumer. The cow has many more benefits from eating grass than being fed corn. It is a lot healthier for cows to consume grass because that is what their stomachs are made for. The stomachs have three sections that are made specifically for digesting grass (Healthy Theory -Corn-Fed Vs. Grass-Fed Beef). Today, most cows are put on a diet that is based on corn. The cows used to be fed grass and roam free but since than there have been changes. The idea about feeding cattle grain began during World War II. It all started when farmers were producing more grain than the American population could handle, so the rest of it was fed to cows. It was discovered that feeding a cow different types of grains fattened them up a lot faster than when cows were consuming grass. With a grass fed diet, it takes cows about five years to reach 1,200 pounds. However, with the grain-based diet it takes a cow about 390 days to get to a reachable weight for slaughter (Healthy Theory -Corn-Fed Vs. Grass-Fed Beef). Also, the producer benefits more from feeding his cows corn because it is cheaper than grass. Therefore, a diet based on corn is more cost effective but the quality of meat has less nutritional value (Why Grass Fed- Health Benefits of Grass Fed Beef). The consumer benefits more from meat that comes from cows that consume grass rather than in-taking different types of grains. The cow is a lot healthier and happier when it is eating grass, which results in higher quality meat. Since cows’ stomachs are meant to break down grass, a corn based diet causes changes in the digestion of a cow leading to serious health problems, such as diarrhea, ulcers, and a weakened immune system. As a result of these issues, the cows are given antibiotics to help prevent this from occurring, which makes the meat unhealthier (Healthy Theory -Corn-Fed Vs. Grass-Fed Beef). Another huge topic of concern is the disregard of animal welfare. These animals aren’t being cared for and they are treated as units of production (Learn About The Issues). In order to fatten up cows in time for slaughter, many farmers put them in feedlots. The conditions these cows go through are unbearable. As many cows as possible are crammed into each pen. The result of this is massive amounts of waste covering the animals living space (The Issues Animal Welfare). This causes the air to be unhealthy and creates many gases and diseases that aren’t wanted. During the whole time the cows are in the feedlot they are breathing in methane gas. Large amounts of methane are bad for animals because it takes away oxygen from the air, which can affect the central nervous system (2- Health Effects of Methane). The alternative is a more holistic way, which allows the cattle to roam around freely on huge pastures until they get fat enough to get slaughtered. In the United States, animal welfare is being ignored, because cows are being treated in a cruel and unhealthy way. When they are living in the feedlots, they are covered with manure and aren’t being cared for. As soon as cows are fat enough to get slaughtered, they are sent to the closest slaughterhouse. On their journey they are faced with heartbreaking situations. They are often transported from 1,200 to 1,500 miles away in scorching hot weather or freezing temperatures. Dr. Lester Friedlander, a former U.S. Department of Agriculture veterinarian inspector said, â€Å"They are crammed onto trucks and go without food or water for days†. When it is cold, they are in the back of a trailer with nothing covering them. As the driver drives sixty miles per hour, cows are being exposed to a variety of extreme weather. Many cows collapse in hot weather. While they are traveling they urinate. After sometime it begins to freeze while their hooves are standing in it. Also, the fur of the cows â€Å"†¦ freezes to the sides of the trucks until workers pry them off with crowbars†(Cow Transport and Slaughter). When the cows get to the slaughterhouse, they are often in bad conditions. Most of them are sick and cannot walk because they are too weak. In order to move weak and injured cows they are dragged along with a bulldozer by a chain around their neck or leg. Even though they are in bad shape, cows are still being used for their meat because it means more money in the producer’s pocket. If some of the cows are able to walk, they are still abused. Workers beat them with a metal rod in order to move them faster (The Humane Society of the United States). Also, before they are killed the cows are lined up to wait for their turn to be stunned so that they will pass out before they get slaughtered. Sometimes the stunning procedure does not work. Ramon Moreno, a slaughterhouse worker has stated that he often has to cut the legs off of cows that are completely conscious. â€Å"They blink. They make noises,† he says. â€Å"The head moves, the eyes are wide and looking around. †¦ They die piece by piece.† If workers try to report that the cows are still alive they risk loosing their jobs (Cow Transport and Slaughter). After cows reach a certain weight they are ready to be slaughtered for meat consumption. The process of turning cows into packed meat can cause the meat to be infected. Before they are slaughtered, cows are cleaned. However, in some cases not well enough. The waste of the cow can get into the processed meat that is being cut by the workers. This can contaminate the meat with E-coli, which is a type of bacteria that can lead to death. â€Å"According to Centers for Disease Control estimates, up to 20,400 cases of E. coli infection and 500 deaths from E-coli disease occur annually in the United St ates† (Escherichia Coli 0157:H7). Another disease that is created in these fast paced industries is mad cow disease. (the issues-slaughterhouses and processing). Mad cow disease affects the cow’s nervous system and it causes the cow to act confused and loose control of the ability to walk (What is Mad Cow Disease). When people eat infected beef they may contract a human version of mad cow disease. It affects the nervous system causing depression and loss of coordination. As it becomes more severe, it causes dementia (The Basics of Mad Cow Disease). With our modern day technology, slaughterhouses are able to kill thousands and thousands of cow’s every day. There are many solutions that can change the food industry to produce their meat in a more animal friendly way. To help cut back more meat being produced in factories, consumers can support local farms by eating food that is grown locally. Holistic farming care for their animals and focus on getting delicious, healthy meat than just producing more and more for profit. The food quality of holistic farmed meat is a lot better because the cows are raised and treated well as opposed to when the animals are abused their whole life. If we really want a change, it is up to Americans to demand that. Currently, laws support the industrial farming methods and lack the attempt of helping small farms grow. An example is that American tax money goes to support research and the operating cost of large food producing companies (Learn About the Issues). In order for there to be a change, citizens need to become aware of the process. Change will happen by the consumer supporting politicians who are looking to change the food industry. Consequently, producers would need to be more focused on the care of the animals than earning as much money as possible. What American farmers feed their cattle, where they raise them and how they get slaughtered directly impacts the quality of our food. It is important for consumers to be aware of the United States food industry because there is so much more behind the food brought to you in the supermarket. If the consumer buys meat that is produced holistically, and legislation puts focus on the care of animals, the food industry will be forced to improve their methods.