Public Honor vs. internal virtue Essay Example for Free

Public Honor vs. internal virtue Essay History has presented two different types of honor that have both been highly acceptable in their respective cultures. Christianity and the Bible put a great deal of emphasis on personal virtue, where one worries about themselves and not really anything else. This is in direct contrast to other cultures, however, where public virtue is a much more important part of society. In the play Julius Caesar, society rewards people who keep the whole in mind as opposed to keeping self in the most important place. The clash between public virtue and internal virtue is one that has created a personal struggle for many men in both of these societies, as well as in today’s society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the Bible, those who followed Jesus Christ were urged to practice personal virtue, as opposed to overall public virtue. Even Jesus himself was a living example of this. He was known to go against the flow and in fact, that is what eventually got him crucified. He went through his life preaching his principles, which directly clashed with what the religious elders were telling people at the time. This goes against public virtue, because it caused a ruckus within society and shook up the order that was currently working in society. That was unimportant to Jesus Christ, though, as his main focus was on internal purity as opposed to looking out for the greater good. Still, his work did go towards the greater good, though. That is the interesting paradox that exists within this example. Though Christ’s primary focus was on internal virtue, the overall body of his work was highly focused on public virtue. This could not be evaluated until his work on earth was finished, though, as from the surface, it appeared that Christ was a divider, instead of a person who brought people together for the pursuit of a great good.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A direct clash can be found if one looks at a story like Julius Caesar. Caesar was a leader that was loved by the majority of his people for the majority of his time in office. Eventually, he had to be taken down, though. He was not doing things as the leader of Rome that needed to be done in order to ensure that the people of that area had a fair shake. Because they knew this, the members of the Roman Senate like Brutus and Marc Anthony took it upon themselves to take action. They did not focus on doing the thing that was â€Å"right†, in regards to their own personal virtue. Instead, they threw aside those personal considerations in order to do something for the greater good of society at large. They assassinated Caesar in the most brutal manner possible in order to protect the people of Rome. In the time of Jesus, this would have been looked upon with a great deal of disgust, even though they were actually doing something good for society. Since they would have committed a personal wrong, basic Christian values would not have looked kindly upon their actions. In Roman society, where public virtue was given precedence over internal virtue, they were heroes, though. Brutus was a murderer by definition, but history looks upon him as a sympathetic and heroic figure. This speaks primarily to the differences in philosophy that existed during the two eras.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These two examples are important to understanding the clash that existed between the two ideas. For the most part, each era of time allows for only one of these theories when it comes to judging major events. It is very difficult for people to keep their internal virtue, while also doing something that exhibits public virtue. Instead, a choice must be made between the two. People must decide if they want to keep their own internal sanctity or do that which will benefit society at large. In the case of Jesus Christ, the internal virtue overcame any consideration of public virtue because the teachings of the Bible made it that way. The time of Julius Caesar and Brutus was ruled by a different code, so history looks kindly on his actions in their scope. This interesting paradox clearly shows how different societies view different actions in regards to their moral â€Å"goodness†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Internal virtue and public virtue are two very different ideas that were accepted in two very different times. Today’s society seems to have an understanding for both, whereas other times would only allow for one or the other. Today, respect can be found for people who keep the greater good in mind when they take action. By contrast, those people who do what is right for themselves seem to get places in today’s society, as well. The clash between the two is not nearly as strong or nearly as distinct today as it once was. Still, there are times when people have to make a choice between the two types of virtue and in those times, the choice can dictate how history views their action.

Essay --

Yike Cao PHIL 100 Dr. Hass 10/8/2013 3. For what reasons did Socrates refuse to escape from prison? Do you agree or disagree with his decision? Defend your answer. In 399BC Socrates was sentenced to death on account of corrupting the youth of Athens. By this, the authorities claimed that he was teaching the youth to question what was commonly taught to them about religion, gods and goddesses. This was coming at the end of the Peloponnesian War, which was believed to have been a mark of Athena’s (patron Goddess of Athens) fury at her people. The people at the time believed that Socrates’ teachings would only have angered her further and so they arrested Socrates and eventually sentenced him to death. In this essay, I will explain the reasons why Socrates refused to escape from prison, and why I think he should not have accepted the death penalty. After reading Plato’s The Trial and Death of Socrates, it seems that Socrates was given a choice of punishment, but he refuses to take the charges seriously and claimed he was not afraid of death and thus was forced to drink hemlock. Socrates accepted his punishment saying that no one knows what death is like, it may be better than this life and that in death his soul could be free amongst other great souls and he could continue his questioning and search for knowledge there. Socrates claims that he is right to submit to his punishment. One reason he gives is that although he has this escape route, there would not be a great deal of point. He would be unable to continue his search for knowledge in Thessaly as, firstly, he may face the same charges for corrupting youth there or the Athenian authorities could easily find him there. He thought that people would be more interested in how ... ...you have the opportunity to continue living (even if your life is not going to be the same as it was before), and that life should be the most important and sacred thing. Therefore, under the eyes of the law he was right to submit to his punishment but it seems wrong to me that he chose death when he could have chosen life. Even though many people may argue that Socrates should not have escaped; Socrates was an old man and would have died anyway. He would rather become a martyr who highlights the problems with Athenian democracy than seem like a coward and escape. In another word, Socrates’ sacrifice was necessary in order to highlight the injustices of society at that point in time. But I still believe that Socrates should have at least fought for his life and not just submitted so readily to his punishment. The end result could still be the same, or even better.

History of Physical Education

Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs.How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men's Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encoura ged to focus on intramural sports particularly track, field and football.But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECEIn Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled.The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge.The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protec tion and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc.These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored.The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore.From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clini cs and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†.The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished.The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in t he productive procedure and their mutual acceptance in the social group.Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings.This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies.In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games. History of Physical Education PREFACE To provide a meaningful background of physical education and sport in modern society it is helpful to have a clear understanding of its role in the past and how it emerged. The purpose of this assignment is to outline the history of physical education since time immemorial. The text begins with the beginning of the humankind engaging in physical activities, showing the history of physical education and sport being a rich tapestry of people, places, events and social forces from early civilization to the present time through transitional periods. INTRODUCTIONThe ground of education as a whole is going through remarkable challenges to serve the needs of the individual and the society, and this trend is reflected in physical education also. The history of physical education goes back to the earliest times, if we think of it in the simple terms of fitness and has existed since human society in one form or other. Since early history, even before the dawn of civilization and cultur e, physical exercise has been a very important aspect of human existence and it was not so long ago that it was called† physical culture† or â€Å"physical training†.THE PALEOLITHIC PERIOD Primitive humans began life in the â€Å"Stone Age. † What can they be called? Paleolithic people, Stone agers, primitive humans or cave men. They were hunters and gatherers. They hunted wild game and fished; they gathered veggies, berries and nuts. Primitive humans depended entirely on nature for food. Primitive men moved according to their satisfaction, needs and necessity. They needed to be fit to be able to go through their journey to hunt for food and water. Being nomads and hunters, they were people who had to be persistently hunting and gathering food for survival.Their trips regularly lasted for one-to-two days for food or water and were meant for regular physical activity to be produced. When they successfully hunted, they would travel many miles and miles to cel ebrate with family and friends. Physical activities were not organized by them. The necessity for survival which is the protection against hostile environment and wild beasts, and sometimes the engagement in murder to insure their protection, motivated these men to keep themselves physically ? t and strong enough compared to stronger forces of nature. In those days there were no machines to help people in their work.That is why they had to depend exclusively upon their physical powers and physical skill. They considered their body to be their prize possession, so their primary concern was to maintain and protect their body. The order of the day was the survival of the most fit. Their sociable nature was inborn and drew only by mating and propagation that gave them the desire to dance and play, which were not being organized. Men lived in such a state for thousands of years. There was neither any organization nor system. Most of their acts were learnt by the young generations by the competence of imitation rather than instruction.This lifestyle created many physical activities and a high level fitness which defined human life. THE NEOLITHIC TRANSITION Neolithic people lived during the â€Å"New Stone Age†, from 9000 to 8000 B. C. This was the transitional period in which pre- historic societies began to control their surroundings and form civilization. The two most significant developments were the domestication of animals and farming. Their society was different from Paleolithic culture because they lived in established communities, domesticated animals and cultivated crops.As they improved their society they developed skills like spinning, weaving and building. They also made tombs and religious items. Men and women gave up hunting gathering as the only sources of living and learnt to produce their own food. Agriculture and the raise of cattle were discovered and increased to a productive economy. Many villages were built generally located next to rive rs. Then came the creation of the plow, so the difficult tasks being done by the animals and other agricultural development brought the beginning of a less active lifestyle.Social organization became more complex in the first villages, and then towns. Different kind of chiefs appeared and gave rise to a political system. There was class system whereby society was divided into rich and poor. A specialization of work took place. Apart from peasants and cattle farmers, new economical activities such as craftsmanship (fabric, pottery) were born. This era in history symbolizes the beginning of a more sedentary lifestyle, as man began to lessen some hardships of life while simultaneously decreasing daily physical activity.ANCIENT CIVILIZATIONS (2500-250 B. C. ) (i) China In China, the participation of regular physical activity was encouraged by the philosophical teachings. There were no such words in the Chinese vocabulary entirely corresponding to the Western terms of â€Å"sport† and â€Å"physical education†. Such physical exercises as wrestling, swordplay, archery, charioteering and horse-racing were all incorporated in the military training and therefore came under the general term of â€Å"wuyi,† or â€Å"martial arts. † Kung Fu gymnastics was developed to keep the body in good and working condition.It consisted of various stances and movements, patterned by separate foot works and imitations of different kind of animals’ fighting styles. (ii) India India has a long recorded history of civilization but physical activity was not encouraged because of the religious teachings over there. The teachings of Buddha restricted most of the sports and games practiced by other early civilizations. However, an exercise programs known as â€Å"yoga†, same as the Chinese Cong Fu gymnastics, was developed and some other physical activities as well. According to the Hindu priests, Yoga signifies the development of body, mind, and spir it.The Ancient Indian philosophers recognized the health benefits of Yoga, which consisted of the proper functioning of organs and the whole well-being. There have been many physical activities but were never treated as a part of general education, they were mostly an entry to military career. ANCIENT GREECE: THE HEART OF PHYSICAL EDUCATION & SPORT (2500-200 B. C. ) The western civilization began with the Greeks. They were the first one to provide a methodical and philosophical attitude toward education, physical education and sport. It is believed that no other civilization has held fitness in such appreciation as the ancient Greece had.The admiration for beauty of the body and importance of health and fitness throughout society is one that is beyond compare in history. For the Greeks, the development of the body was equivalently as important as development of the mind. They believed that the physical well-being was crucial for the mental well –being. During that period, the Greek states were frequently at war with each other. The Fighting abilities were very much associated with physical fitness levels, therefore making it very important for the people to maintain high level of fitness.Athens and Sparta were the two most famous city-states and dominant force of the Greek civilization. Sparta was already militaristic by 700 B. C. Spartans were derisive of intellectualism. They were generally suspicious and conventional. All that mattered to the Spartans was being a warrior. Athens was the more democratic of the two city-states. Both city-states served the people and their needs although they were very different. Being a potential warrior was all that mattered to the Spartans. Athens was the more democratic of the two city-states. SPARTAThe Spartan system was much more autocratic. Male children were taken at the age of seven to learn the basic military skills while living in barracks. Little emphasis was placed on the arts, sciences, philosophy and lite rature. Physical activities such as gymnastics, running, jumping, boxing, wrestling and pankration (a brutal combination of  boxing and wrestling) were provided to produce powerful warriors. When the children reached the age of fourteen, they were taught group fighting tactics which would allow them to succeed while in the military from the ages of twenty to thirty.Girls did not live in public military  barracks like the boys, but they participated in discuss, gymnastics, horse riding,  javelin, swimming, running, and wrestling at separate training grounds. The objective for women’s physical education was to enable them to produce healthy and strong potential warriors. At the age of thirty, the men could then marry women who were fit and healthy so that they could make strong babies, therefore future warriors. ATHENS For the Athenian -The motto for education was â€Å"a sound mind in a sound body† (mens sana in corpore sano) Athens was quite different compared to the Sparta.The Athenian culture was a very much more freethinking and democratic society specially noted for its art, literature, philosophy as well as its political system. There were citizens, foreign settlers and slaves but only the citizens were provided with educational opportunities. When compared to Sparta, education was very different in Athens. Women had no physical education compared to Sparta. They put much more emphasis toward intellectual quest. Their objective was similar to Sparta that is preparing male warriors.Athenian education was a balance between music (including poetry) and gymnastics which enveloped a range of physical activities. Physical education was provided to the students with a series of graded activities at the Palestra, which consisted of an indoor facility for gymnastics, and to an outdoor space for boxing, discus, javelin, running, jumping, pankration, pentathlon and wrestling. Many of these athletic events were part of the four great sport and rel igious festivals which consisted of the Olympic, Isthmian, Pythian and Nemean Games.These games started as simple athletic contests dedicated to Greek gods, but the Olympic Games, in particular, over 1000 years, became increasingly complex encompassing events for boys and men in running over different distances, pentathlon, wrestling, races in armour, chariot races, and pankration. As of education more broadly, the clear objectives of physical education in Athens were to educate the mind and the body and to produce a well integrated person. ROMANS The political ambition of Rome incorporated physical education into a national program for the preparation of military.Therefore, similar to the Greeks, sports, games and physical recreation were meant to prepare boys and young men for military service. Physical education for the Romans was about athletics, which was entertainment above all. All Roman citizens between the ages of 17 and 60 had to be fit for the military service, so it was very important for all the citizens to maintain good physical condition and be prepared. Military training consisted of activities such as running, marching, jumping, and discus and javelin throwing. The fitness levels of the general Roman population declined as individuals became attracted to wealth and entertainment.People were forced to fight to the death, and oftentimes fed to lions. Women were not as marginalized in Rome as they were in Greek city-states. Some sporting events were organized for young women such as swimming, dancing, and light exercise was common, especially among the privileged classes. THE DARK (476-1000) AND MIDDLE AGES (900-1400) The Middle Ages saw the fall of the Roman Empire which was conquered by Barbarians from Northern Europe, whereby the lavish lifestyles of the Romans had resulted in the complete decay of the society's fitness level.There was the rise of Christianity, and the Christian’s influence brought about a denial of physical activity fo r anything other than manual labor. They viewed physical play as immoral, so they halted the Olympic Games in 394. The barbarians from Northern Europe were similar to the primitive humans. Their way of life consisted of hunting and gathering food, so physical activity and fitness were fundamentals for survival. Thus, despite the downfall of the Roman Empire, fitness experienced a revival during the Dark and Middle ages because survival during these challenging times required it. THE RENAISSANCE (1400-1600)During the Renaissance, a renewed appreciation for human life evolved creating an environment which was ready for the widespread development of physical education; revival of ancient Greek ideals throughout Europe. There were many people which included the religious leader;Martin Luther, the philosopher; John Locke, physical educators; Vittorino da Feltra, John Comenius, and Richard Mulcaster carried on that high fitness levels improved intellectual learning. But in the 1600s peopl e believed that if it did not have any specific purpose than just a waste of time. PHYSICAL EDUCATION AS FROM THE 1700SThere was a big change in physical education during the 1700’s which can be mostly accredited to three people: Jean Jacques Rousseau, Johan Simon, and Guts Muths. Rousseau was the first person to promote education for the people and he also concluded play as being educational and stressed the importance of physical education to the development of a strong body. In the mid 1700s, Johan Simon became the first physical education teacher and stressed on the fact that physical education should be taught along with reading and writing. Simon believed physical education should include a lot of physical effort.Guts Muths developed a series of gymnastic apparatuses and believed that very important social skills are developed through physical education. These people of that time and the things they did began to pave the road to where we are today. In 19th-century, the first indoor gymnasium was built in Germany and some countries such as Europe, Sweden and Germany developed systems of gymnastics that were adopted internationally. A gymnasium was also build in Finland where exercise was for the first time seen as a way to achieve physical treatment. In connection to exercise, students started to study anatomy and physiology.Denmark was among the first countries to require physical education in schools. By the 1820s, some American schools offered gymnasium and physical education. The physical education included the development and care of the body, and training in hygiene, callisthenic exercises, gymnastics, and the performance and management of athletic games. CONCLUSION Physical education has a cultural heritage and background which started at the dawn of civilization. Primitive human being had to be very active and physically to survive. Farming began in its primitive form and made people have more physical activity from only working in the fiel ds.People fitness levels changed here and the also began seeing a more sedentary lifestyle. Ancient Greek culture depended upon preparing its young men for war. Training for battle was not an option, but a prerequisite. Ancient physical education programs concentrated exclusively on activities that trained soldiers. The significance of physical education no longer concentrates solely on training soldiers for battle and ancient athletes for victories but for the wholesome development of a person. It began in ancient Greece and made its way around the world. REFERENCES S. E. Smith. (). What was the Neolithic Period?. Available: http://www. isegeek. com/what-was-the-neolithic-period. htm. Last accessed: 30th Oct 2012. Charles A. Bucher. (1983). Historical foundations of physical education and sport. In: Nancy K. Roberson Foundations of physical education and sport. US: The C. V. Mosby Company. P133-155. http://www. cals. ncsu. edu/agexed/aee501/rousseau. html http://prezi. com/ieokiwmd e3ni/history-of-physical-education/ Howel et al. 1994. History Of Sport And Physical Education. In: Foundations of Physical Education,pp. 17-117 A. Bruce Frederick. (). Gymnastics. Available: http://www. britannica. com/EBchecked/topic/250277/gymnastics#ref700589. Last accessed: 01st nov 2012. History of Physical Education Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs.How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men's Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encoura ged to focus on intramural sports particularly track, field and football.But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECEIn Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled.The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge.The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protec tion and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc.These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored.The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore.From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clini cs and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†.The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished.The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in t he productive procedure and their mutual acceptance in the social group.Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings.This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies.In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games.

A Deeper Look At The Future Of Work - 1116 Words

Taking a deeper look at the future of work has never been so critical in today’s society. Not only does one have to assess the working conditions within their own country but rather countries around the world because ultimately, we are one intertwined and whatever happens to one country will affect us in some way. Trying to discover what the future of work has in store for us is integral because as history indicates, being ignorant of the economy and its people can lead to disastrous events. The first of these events being the Great Depression of the 1930s and the most recent one being the stock market crash of 2008. These events occurred because nobody paid attention to the people running the economy and this led to sharp increases in shares and mortgages (in the years leading to 2008). This affected some businessmen but more importantly, the working class people. Currently, we are doing a relatively better job at monitoring the economy and market. We have even increased over all wealth in our nation wide, however a majority of that wealth has gone to the individuals who already have money but at the expense of the lower classes. Therein lies the problem when looking at the future of work, especially in a capitalist society like Canada. How do we solve this increasing gap between the rich and poor? This question has been the topic of debate for the past couple of years. Every now and then, society tries to take a look at this issue in the form of films Though they do notShow MoreRelatedWhy I Started The English Composition851 Words   |  4 Pagesexpected more of a three act structure to write a novel or a short story but the course was different. Different in a helpful way that it opened my eyes to how the overall writing process works. English Composition meet my expectations by allowing me to look deeper into how things work and why they work. This was an intriguing question of mine that I would ask myself over years. How to write effectively and passionately to convey my message. My love of old musicals, dramas, horror and actionRead MoreRalph Waldo Emersons Concord Hymn819 Words   |  3 Pagesshared the same experiences that humans do on a daily basis. This is why many of his stories have nature as the main character, and he often compares nature to many other things. Emerson thought that people were naturally good and he encouraged them to look to themselves, nature, and art for all of lives answers. This was huge in the push of transcendentalism because he focused on looking into one’s self. Not too many people didn’t like the way that Emerson fascinated his audience, and used his literaryRead MoreAssignment Questions On Teaching And New Perspective901 Words   |  4 Pageswill allow m e to work on two completely different aspects of my writing. In project two, my revisions are focused around incorporating sources and supporting evidence. I also look to improve development and new perspective in this piece as well. I plan on addressing these areas in a variety of ways through out my revisions. I will look at the way I incorporate sources to make sure that they flow smoothly and are needed and effective where they are currently placed. I will also look at the frequencyRead MoreComparing Project Management and Scenario Planning1011 Words   |  5 Pagesto motivate as well as communicate with his employees. Mangers should be able to solve conflict between employees in to be able to come up with a solution to the problem. He should know that the organization would not be successful if his employees work was not productive. Managers at different levels have different roles like the project manager. There are four keys to successful project management they are communicate, organize, solve problems/make decisions, and build good teams. The ideal projectRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511193 Words   |  5 Pagesof the future coming true today? In Ray Bradbury’s Fahrenheit 451, ideas such as dystopian society, the dulling of emotions, personal freedom, and government censorship are utilized to illustrate how technology, the advancement of society, and government control has blindfolded the population from the creativity, knowledge, and truth of the past. Bradbury employs each of these ideas frequently throughout the novel to further enhance the deeper meaning behind his masterpiece. When one looks at FahrenheitRead MoreUnited States Route 661509 Words   |  7 Pagesnew landmarks, search through local histories and spread their imaginative wings exploring the world outside of the classroom. Stephanie Jayanandhan wrote an article surrounding the difficulty of defining place (Jayanandhan, 2009). She takes a deeper look into the educational philosophy of John Dewey and his connections to the ideas of environment, experience and democracy (Jayanandhan, 2009). My unit on Route 66 stands firm on the principles of environment from Dewey’s standpoint. It is designedRead MoreHow Photography Has Changed Our Lives902 Words   |  4 Pagesmeaning to us. However, upon further studying one might grasp a deeper meaning regarding the picture. Further connections might become apparent and the picture would then take on a new or deeper significance. When a viewer first glances upon photo A they might see two children smiling and laughing, caught up in their own little world. However, upon further viewing they might analyze and conclude a deeper significance that the photographic work has to offer. They may make connections between the symbolismRead MoreIs Photography A Game Of Inventing Meanings902 Words   |  4 Pagesmeaning to us. However, upon further studying one might grasp a deeper meaning regarding the picture. Further connections might become apparent and the picture would then take on a new or deeper significance. When a viewer first glances upon photo A they might see two children smiling and laughing, caught up in their own little world. However, upon further viewing they might analyze and conclude a deeper significance that the photographic work has to offer. They may make connections between the symbolismRead MoreModern Art Vs. Contemporary Art1146 Words   |  5 Pagesgreat deal of abstraction into their works and representational forms to convey their ideas more elaborately; Rene Magritte is one of those artists. In the False Mirror by Rene Magritte the artist presents his viewers with an enormous lashless eye illuminated with luminous cloud-swept blue sky filling the iris and opaque, and a dead-black disc for the pupil. The painting is filled with a great deal of allusion, because the artist gives the viewer both a look through the eye as if it’s a window andRead MoreMy Passion For The Field Of Psychology1091 Words   |  5 Pagesresponse from me when we all experienced the war? Answers for these questions fueled my passion for psychology furthermore as I began researching trauma in order to get answers about everyone’s reactions to the incident of that night. My passion for a deeper understanding into people affected by horrific events and its impact has led me to pursue a graduate study in clinical mental health counseling. As a professional, I want to specialize in treating and understanding the short and long term effects