Youth

TABLE OF CONTENT Acknowledgments Abstract Dedication CHAPTER ONE: INTRODUCTION 1. 1 Introduction The history of sports probably extends as far back as the existence of people as purposive sportive and active beings. Sport has been a useful way for people to increase their mastery of nature and the environment. The history of sport can teach us a great deal about social changes and about the nature of sport itself. Sport seems to involve basic human skills being developed and exercised for their own sake, in parallel with being exercised for their usefulness.

It also shows how society has changed its beliefs and therefore there are changes in the rules. Of course, as we go further back in history the dwindling evidence makes the theories of the origins and purposes of sport difficult to support. Nonetheless, its importance in human history is undeniable. Sports that are at least two and a half thousand years old include hurling (similar to field hockey) in Ireland, harpastum (similar to rugby) in Rome, cuju (similar to association football) in China, and polo in Persia.

The Mesoamerican ballgame originated over three thousand years ago. There are artifacts and structures that suggest that the Chinese engaged in sporting activities as early as 2000 BC. [1] Gymnastics appears to have been a popular sport in China’s ancient past. Monuments to the Pharaohs indicate that a number of sports, including swimming and fishing, were well-developed and regulated several thousands of years ago in ancient Egypt. [2] Other Egyptian sports included javelin throwing, high jump, and wrestling.

Ancient Persian sports such as the traditional Iranian martial art of Zourkhaneh. Among other sports that originate in Persia are polo and jousting. This thematic profile attempts to broadly introduce some of the current themes related to physical education and sport for youth. In the literature related to physical education and sport there is much debate across the world over definitions of physical education, sport and physical activity. There is also great variance in the standard age boundaries for youth world-wide. These issues will not be explored in detail here.

Rather a number of links to further reading and resources are provided after each sub-theme to direct readers to additional information. Within schools, physical education is an essential component of quality education. Not only do physical education programmes promote physical activity, such programmes also correlate to improved academic performance under certain conditions. Sport can also, under the right conditions, provide healthy alternatives to deviant behaviour such as drug abuse, violence and crime. 1. 2 Objectives of the study

In other to achieve the aim of this research,the researcher will be writing on three specific objectives and three element of the problem statement which are as follows; a)To determine the Relevance of Sports to Youth Development b)To Determine the importanceof physical fitness to Youth Development c)To help youths develop a Healthy habits for life d)To help the youth develop confidence and identity e)To determine social benefit to the youth a)Relevance of Sports in Youth Development The benefits to children participating in organized sports are numerous.

Organized sports help teach kids about physical fitness and and the importance of taking care of their bodies throughout their lives. Sports also can help teach kids important social and interpersonal skills, as well as teach them the value of hard work and persistence. Fitness Playing organized sports helps children get the exercise they need to stay healthy, and develop habits that will stay with them throughout their lives. Sports also help kids develop and understand skills and strengths that they will need forever, such as agility, coordination, endurance, and flexibility.

Healthy Habits For Life Children who play sports have an increased awareness of their bodies, and are less likely to do things that will harm them at an early age, such as smoking cigarettes, drinking, or taking drugs. Many sports programs also strive to teach nutrition to young athletes, giving them even more awareness of the things they should and should not do to their bodies. This is a particularly important issue now more than ever, as the obesity rate in children is rising each year in almost every part of the world Confidence and Identity

Participating in sports can help a child become more confident in his skills. As children practice and work to become better at any activity, their confidence level will increase. This new-found confidence will carry over into other things besides sports, including their studies and personal lives. Group activities such as organized sports help kids identify with a particular group–their team, perhaps–which is essential to the personal and social development of a child. Children who do not feel they are accepted or belong anywhere often experience depression, anxiety and a general lack of confidence.

Hard Work and Persistence Group sports teach kids that in order to become good at something, they must work toward their goals. This is a very valuable lesson, one that they must carry with them into their adult lives. Sports also teach children that when they do not succeed–losing a game, for example–that they must deal with losing, and move on. Obviously, this is critical, because as an adult, you must move on after any kind of defeat or loss, and work to prevent those things from happening again, whether it is on the field, in your work, or in your personal life.

Social Benefits Children who participate in these types of activities learn to communicate and work better with their peers and with adults. Teamwork is a valuable skill for children. Organized sports often are made up of kids who have a variety of different social and economic backgrounds, which can help teach children about diversity, and also provide the opportunity to make new friends. 1. 3Problem Statement The spate of youth involvement in crime rate has been the motivation for this research on how sports can be used to better develop the youth for development.

The method for this research was qualitative and descriptive, as i used primary and secondary methods to source and collect data on the relevance of the topic. However, in this research, i developed a theoritical framework collecting data through distribution of questionnaires and interviews of some youths with a population sample of 50 persons. 1. 4Test of Hypothesis 1. 5Defination and Explanation of Terms CHAPTER TWO LITERATURE REVIEW In this chapter, we will be reviewing all other relevant works by researches to enable us determine the Relevance of Sport in Youth Development.

Works being reviewed here includes but not limited to Sport in general and youth development as a concept of its own. Firstly, the The United Nations defines youth as persons between the ages of 15 and 24, inclusive. In many cases, this definition includes people who have reached the age of majority (usually 18 years), yet still face unique issues and challenges as young adults. The UN also states that, while teenagers and early teens may be all considered ‘youth,’ the social, psychological and health challenges they face may be quite different (http://www. un. rg/esa/socdev/unyin/qanda. htm). The National Youth Council states that, while there is no ‘correct’ definition of youth, the term generally refers to people between the ages of 15 –and 29. The Council also offers a working definition of ‘youth development’ as: …a process which prepares young people to meet the challenges of adolescence and adulthood through a co-ordinated, progressive series of activities and experiences which help them to become socially, morally, emotionally, physically and cognitively competent.

Positive youth development addresses the broader developmental needs of youth, in contrast to deficit-based models which focus solely on youth problems. It is evident in the literature reviewed that this holistic definition of youth development dovetails with current research on youth and sport. The definition concludes that sport-based programs should be part of a multi-agency approach to meeting the needs of young people, and they should not be considered in isolation from the broader social and material context.

Definitions of ‘sport’ and ‘youth’ tend to vary, but, in most cases, youth sport is understood to be an organized and supervised activity that facilitates and encourages teamwork, discipline, and hard work among young people. While a great deal of evidence has been collected regarding the benefits of sport participation for children and youth, few conclusions have been drawn regarding the mechanisms by which sport positively facilitates, or contributes to, child and youth development.

Developmentally appropriate forms and levels of sport and physical activity are key to the healthy physical, mental and social growth and development of children and youth. Youth unemployment is serious and growing problem in most African countries. In fact, in many of the countries, youth unemployment is about two times the national unemployment rate; in Nigeria it is four times the national average. An equally worrying trend is the high level of unemployment among educated youth.

Two recent surveys for IFESH by NISER and Institute for Peace at the University of Ibadan revealed youth unemployment rates of over 60% among educated youth in Delta, Rivers, Kaduna, Kano and Plateau states – the focal states of the CALM project. The traditional responses to the youth unemployment problem in Africa include direct job creation, job skills training, community-based public works programs, educational reform with focus on technical education and vocational training. For instance, over 15 years ago, the Nigerian government established the National Open Apprenticeship Scheme operated by the National Directorate of Unemployment NDE). These measures have failed to alleviate the problem. The result is that youth unemployment remains a critical problem and source of insecurity in Nigeria and elsewhere in Africa. In fact, unemployed youths are known to be the main participants and “cannon fodders” in the spate of conflicts as well as the main culprits in general state of insecurity and armed robberies in many communities in Nigeria. Thus, to prevent and effectively manage conflicts and insecurity in Nigeria (and elsewhere in Africa), the army of unemployed youths must be productively engaged in activities that will keep them away from conflicts and trouble.

Sport is one activity that can provide productive engagement for the teeming youths in Nigeria. To be sure, sport along cannot solve the youth unemployment problem, but the promotion of sports will go a long way in helping to alleviate the problem in combination with other policies. (October 29, 2006, Press Article by Dr. Emmanuel Ojameruay http://www. niaausa. org/sports-promotion-as-an-instrument-for-productive-youth-engagement-a-case-study-of-ifesh%e2%80%99s-calm-project/) Coalter’s (2005) review essay captures important evidence regarding the role of sport in building and facilitating social and community inclusion and active citizenship.

This body of literature, as interpreted and reported by Coalter (2005), links sport to Putnam’s (2000) notion of ‘social capital. ’ Communities with good social capital have strong community networks, a good sense of local identity and solidarity, and high levels of trust and support among members. With this in mind, there is evidence to 17 suggest that developing sport in the community may contribute to developing communities through sport (Coalter, 2005, p. 19), but also that non-traditional approaches should be taken if such results are to be realized.

Most notably, a ‘bottom up’ approach that aligns with and supports existing community-based sporting infrastructure, and utilizes local labour and resources, has been found to have the most impact at the community level; it also has the additional advantage of avoiding local scepticism about ‘quick-fix schemes’ (Coalter, 2005). More specifically, sport has been used as a practical tool to attract young people to volunteering, engaging them at the community level. Eley & Kirk (2002, cited by Coalter, 2005) found hat such programs resulted in increased measures of altruism, community orientation, leadership and sense of self among young people. These findings align with a recent analysis of the social and cultural benefits of sport in a Canadian city. The report found that child and youth participation in sport in Calgary, not only as athletes but also as volunteers and officials, means that children and youth are experiencing and learning the values of citizenship and leadership – as they take on more responsibility for their sporting experiences and for the future administration of sport in their community (Douglas Brown Consulting, 2005).

Coakley (2002) and Donnelly & Coakley (2002) have also carried out broadly based reviews of research evidence regarding the potential of sport programs to contribute to child and youth development and the social inclusion of children and youth. Coakley (2002) reviewed a wide range of research regarding youth development and concluded that, in exemplary programs, participants should feel physically safe, personally valued, socially connected, morally and economically supported, personally and politically empowered, and hopeful about the future.

Donnelly & Coakley (2004) have pointed out that, where such programs are not available, youth gangs may actually meet some of these needs. With regard to the social inclusion of children and youth, Donnelly & Coakley (2002) point out the following: • Inclusion is, first and foremost, an access issue, and the first thing that is necessary to promote inclusion is to overcome the structural/systemic barriers that prevent participation; • The real benefits of sport involvement appear to derive from the potentials that are released in children and youth with ‘good,’ educated and sincere leadership. It seems that almost any type of well-intentioned program has tangible benefits with the ‘right’ people in charge” (p. 15). Thus, a great deal of effort should be expended on research regarding leadership training, and on the process of training both professionals and volunteers who are likely to be involved in the leadership of such programs; • At this time, we know a great deal more about the barriers to participation/inclusion (although we have not been able to tap the political will to overcome such barriers) than we do about the process of social inclusion.

Questions have been raised about the social inclusion potential of competitive sport programs (which are, by their very nature, organized along principles of social exclusion), and about programs organized on the principles of ‘social control. ’ In addition to overcoming barriers to 18 participation, we need a great deal more research to understand the process of social inclusion in sport. Recent research suggests that sport-based programs focused on children and youth in areas of conflict offer a means of both resolution and, in turn, reconciliation.

Richards (1997, cited by Giulianotti, 1999), for example, found that sport can facilitate positive social opportunities in post-war Africa, where violence and child-soldiering have severely restricted or foreclosed the health and welfare of children and youth. Similarly, Gasser & Levinsen (2004, p. 179) documented the success of Open Fun Football Schools in reintegrating ethnic communities in the post-war Balkans, although they caution that “football is something like frontline farmland: fertile, but likely to be mined. When war leads to limited avenues for social and personal development, the importance of physical activity for children and youth may be thought to increase, and participation opportunities become paramount, in the contributions such opportunities afford to children impacted by conflict (Richards, 1997). These results suggest that, if sport-focused projects are locally grounded, carefully thought out, and professionally managed, they can make a modest contribution to conflict resolution and peaceful coexistence in regions of violence (Sugden, 2006).

Research also suggests that sport may provide an opportunity for positive peer interaction and healthy competition for and among youth (Weiss & Stuntz, 2004, cited by Hedstrom & Gould, 2004). Recent research suggests that peer relationships are a key part of young people’s experiences in sport, and that social acceptance and affiliation are important components in determining the extent to which children and youth enjoy participating in sport (Smith, 2003). As young people mature, they increasingly rely on peers or information and feedback regarding physical competence; therefore, sport as a context of physical activity, serves as a key site of child and youth development (Smith, 2003). Young offenders are increasingly referred to programs that include sport as an integral part of the rehabilitative process. The theoretical rationale for this approach positions offending youth as inadequately socialized to community norms, and sport as a remedial lesson in social norms and community living (Andrews & Andrews, 2003). There is also a widespread belief in the therapeutic value of sport (Coalter, 2005; Seefeldt & Ewing, 2002).

Sports have also been used to enhance social development among children and youth by connecting “at risk” youth to social- and job-skills training, education programs and/or leadership opportunities. In these schemes, sports are not a “mechanism” for social development, but rather a positive means of inducing marginalized or delinquent youth towards other social programs that address underlying risk factors for crime involvement, early school leaving, homelessness and a range of other social problems in this population.

Seefeldt & Ewing (2002) suggest that sport programs that target “at risk” youth can provide a “safe alternative activity to violence and intimidation” and gang membership, because sports teams may meet the individual’s need for social inclusion, physical competency and recreation. This research argues that the usefulness of sports to mediate anti-social behaviour in young people improves when used in combination with a full range of social, educational, and job-skill training programs (Seefeldt & Ewing, 2002).

Secondly, we will not over look the relevance of Sports as a means of education to youth development. There is a significant amount of evidence to suggest that sport-based programs improve the learning performance of children and youth, facilitating educational attainment and encouraging them to stay in school, and that sport-based programs in schools aid in the social development of young people. This relationship is thought of in different ways.

In the most basic way, sport participation at a young age helps children to learn physical skills that allow them to stay active later in life (Hedstrom & Gould, 2004). The educational benefits are often thought of more broadly, though. Children may learn, or become familiar with, the competitive process and learn to assess their competence in different skills through sport participation (Seefeldt & Ewing, 2002).

In addition, the Conference Board of Canada’s (2005) report on sport in society states that sport is an important tool by and through which participants, particularly young people, gain and enhance a range of skills that are transferable to important parts of adult life. A case study of the Physically Active Youth (PAY) program in Namibia found that after-school programs targeting youth and focusing on a variety of physical activities (including aerobics, dance, outdoor education and competitive sports) increased the number of students who passed the national Grade 10 examination (CABOS Report, 2006).

Since students who fail this exam, and drop out of school, tend to face a number of social barriers and engage in unhealthy behaviours (such as unemployment, drug abuse, anti-social behaviour, and an increased risk of contracting HIV/AIDS), the program is understood to make a strong contribution to the lives of Namibian youth by encouraging and facilitating their continued education (CABOS Report, 2006).

Furthermore, an assessment of an education-based sport-development intervention in South Africa concluded that a variety of perceived social spinoffs, including community, financial and personal empowerment, were attached to increasing sport opportunities in a school setting, and helped to foster improved relations between children and teachers (Burnett, 2001). The Sport in Education (SpinEd) project, under the direction of Richard Bailey, gathered evidence to influence policy development aimed at redressing the decreasing trends in physical education and school sport (PESS).

In addition, the project constructed a framework for evaluating the role of PESS in different countries and cultures, and collected best practices and evidence regarding the role of PESS in making positive contributions to school life (Bailey & Dismore, 2004). Their report concluded that PESS can make an important contribution to the education and development of children and youth, and that evidence supports the positive relationship between PESS and development in physical, lifestyle, affective, social and cognitive domains (Bailey & Dismore, 2004, p. 2). Bailey & Dismore conclude that the educational character of PESS needs to be accentuated and that PESS should be available to all children and youth as an educational entitlement, though they caution against any simple interpretation of causal benefits from PESS participation. The cognitive benefits of sport participation among children and youth remain a topic of research.

Bailey’s (2006) review article illustrates that research debunks the notion that physical education and sport participation interfere with educational goals and academic achievement and, in many cases, research supports a link between physical education and improved academic performance (see also Sallis& Owen, 1999). While the benefits of regular exercise on cognition are small, the results are reliable for reaction time, reflexivity and performance of mathematics (Thomas et al. , 1994, cited by Coalter, 2005).

However, since the quantitative data in this area are based on cognitive differences in pre- versus post-testing, it is difficult to assess or identify the mechanisms by which such improvements in cognitive performance occur. Coalter (2005) concludes that there is no definitive evidence in the literature of a causal relationship between sport participation and academic achievement. Thus, Bailey (2006) cautions that it should be considered that PESS can lead to improved cognitive development under the right conditions.

There is also evidence to support the link between sport participation and educational achievement for college and university students. University students who use recreational sports facilities persist in their studies at a higher rate than non-sport participants, since recreational and intramural sport offers an important opportunity for interaction among students and the building of student satisfaction (Belch, Gebel & Maas, 2001). Evidence supports not only the educational benefits of sport participation, but also the utility of sport programs as educational catalysts to implement interventions and teach life skills.

Papacharisis et al. (2005) provide evidence from the GOAL 25 program, a peer-to-peer, sport-based life-skills program targeted at youth who participated in sports clubs. The study supported the effectiveness of life-skills education (such as goal setting, problem solving and positive thinking) through its integration with sport programs. The results suggest that, in such interventions, athletes may improve their sports and life skills in a complementary fashion (Papacharisis et al. , 2005). Thirdly, the relevance of sports to youth development can be seen as tool of charracter-building in youths and development.

While, Donnelly (1993, p. 428) noted: “We have long held, although with little evidence, that sport participation has the capacity to transform the character of individuals. ” Of all the literature on sport and children/youth, the most difficult to quantify, yet also the most compelling in terms of social benefits, deals with the possibility that participation in sport and physical activity may positively impact the moral development of youth. Based on survey data, Canadians consider sport, after family, to have the most influence on the development of positive values in youth (CCES, 2002).

In fact, in data collected in this survey, the role that sport plays in promoting and developing moral character was considered to be an essential component of the very definition of sport for children and youth, although not surprisingly, these ideas of the positive impact of sports on the development of character tend to come from those coaches, parents, volunteers and participants who are actively involved in children’s and youth sport (CCES, 2002). According to Coakley & Donnelly (2004, p. 3) this “character logic” is often used to encourage and defend children’s participation in sport; it is also used to justify the funding of sport programs, the building of facilities and the sponsorship of events. While the causal linkages and mechanistic connections between sport participation and character-building are difficult to create and sustain, theories have been put forth (supported in some cases by evidence-based research) to support the notion that participation in sport and physical activity builds character in children and youth. In a review essay, Ewing et al. (2002, p. 6) argued that sport offers a “dynamic domain” for moral and character development and expression among youth, particularly in terms of positive values such as hard work, fair play and an orientation to succeed, and behaviour and social relations. However, the same authors argue that sport does not, in and of itself, lead to the development of character or morals in youth, and, in fact, holds the possibility to undermine the creation of what would generally be considered positive traits of personal behaviour (Ewing et al. , 2002). Such interpretations are borne out in the literature.

Hansen et al. ’s (2003) recent analysis of youth activities found that such activities provide a context for a wide range of developmental experiences; but, development of self-knowledge, emotional regulation and physical skills were particularly high within sport participation when compared to academic- and leadership-type activities. At the same time, sport activities were also the only context in this study in which youth also reported higher rates of negative experiences, particularly in relation to peer interaction and inappropriate adult behaviour (Hansen et al. 2003, p. 47). Thus, when cataloguing sport within an array of youth activities, the pattern of experiences was mixed and sport could be understood as both character building and challenging (Hansen et al. , 2003, p. 50). Hedstrom & Gould’s (2004, p. 5) review essay also concludes that research has demonstrated that character in children and youth can be enhanced in sport and physical education settings “when fair play, sportsmanship and moral development information is systematically and consistently taught. In other words, given that sport is a powerful social experience in the lives of children and youth, positive character development may occur under the right circumstances (PCPFS, 2006). Given that moral behaviour is learned through social interaction, the ways in which relations with others are constructed and facilitated impacts the ethical and moral behaviour learned through sport. In other words, there is a level of transfer between the values and ethics promoted in the sport and the moral character instilled in children and youth who participate.

Ewing et al. (2002) reviewed evidence suggesting that a focus on reflection and meditation led to lower levels of anxiety for youth studying martial arts, and that athletes who focused on personal improvement, as opposed to greater ability, considered the sport to be a pedagogical tool for co-operation and citizenship as opposed to dominance and ends focused orientations (Ewing et al. , 2002, p. 37). Evidence also suggests that coaches play a key role in developing the moral and ethical parameters that impact youth involved in sport.

This research indicates that the moral values and behaviour learned by children in sport come directly from instruction and their own engagement, and indirectly from observing coaches’ responses (Ewing et al. , 2002, p. 37). The analysis of youth sport participation and character development has been broken down into component parts: perspective-taking and empathy, moral reasoning and motivational orientation (PCPFS, 2006). The concept of character is often understood in relation to the ability to consider the views and positions of others.

Perspective-taking is the cognitive ability to understand multiple points of view, while empathy is the affective skill of understanding the experiences of another person or group (PCPFS, 2006). In combination, perspective-taking and empathy underpin moral development and can be learned through game strategy and consideration of multiple perspectives within the sporting context – although this relationship is primarily a theoretical one, yet to be corroborated through evidence-based research (PCPFS, 2006).

What has been documented through research, however, is that physical activity outside of sport may, in fact, be better suited to promoting empathy among youth, and that moral reasoning may be developed through sport if actively promoted in dialogue with a coach (PCPFS, 2006). For example, Trulson (1986, cited by Coakley & Donnelly, 2004, p. 171) found that the type of sport experience was key to reducing ‘delinquent’ behaviour in that martial arts taught with a philosophy of respect, patience, responsibility and honour were related to decreased delinquency, while those based on free sparring and self-defence were related to higher evels of delinquency. Research examining moral reasoning, or the ability to think about moral issues, among athletes has actually found that participation in sport is associated with lower levels of moral reasoning maturity; however, there is also evidence that coaches or physical educators may successfully promote the development of moral reasoning if they actively seek to do so (PCPFS, 2006).

In relation to the third component of character, motivational orientation or the cognitive rationales for behaviour, research suggests that motivation may be improved through the type of positive team environment that sport participation can provide for children and youth (PCPFS, 2006).

In effect, the potential does exist to effectively promote moral development through sport because the social interactions associated with sport participation may impact certain psychological traits that underlie moral decision-making (Seefeldt & Ewing, 2002). Leadership is also an issue that has been examined in research on children/youth and sport participation. Dobosz & Beaty’s (1999) analysis found that high-school athletes scored higher on a leadership ability measure than their non-athlete counterparts.

They conclude, therefore, that athletics offers youth an opportunity and platform to develop and improve leadership skills and abilities. In conclusion, whereas sport has the possibility to provide an environment for the development of moral character, evidence also supports the idea that sport provides an opportunity to suspend moral obligation or support unethical behaviour in pursuit of winning. Coakley & Donnelly (2004, p. 4) point out that much of the research addressing sport and character over the past 50 years suffers from three problematic assumptions: that every kind of organized, competitive sport impacts the moral development of every athlete in the same ways; that the character-building experience of sport is unique to the extent that those who do not play are at a disadvantage in developing moral character; and that the notion of what constitutes positive moral characteristics is generally accepted. In this sense, Shields & Bredemeier (1995, cited by Ewing et al. 2002) caution that it is not the physicality of sport, or the learning and performance of sporting skills, that is either ethical or unethical or related to character development; more accurately, it is that social interactions within the sport experience potentially impact the development of moral character. Research suggests that sport programs among children and youth may contribute to social inclusion, both at the community level and in post-conflict areas, as well as in social psychological relations such as peer groups.

Criminology literature has found evidence that sport-based programs may make a positive contribution to reducing youth crime as diversionary, rehabilitation and gateway programs. Youth sport participation has been linked to educational benefits if physical education is included as part of broad-based educational programs, although causal links between sport participation and educational achievement are difficult to establish.

Evidence suggests that character-building, including moral behaviour, empathy, reasoning and leadership, may be promoted and facilitated through sport, although such processes are highly dependent on the context of the sporting program and the values promoted therein. From the literature reviewed, it is clear that sports participation among children and youth can encourage positive social, emotional, educational, community and moral development; however, these benefits are not automatic.

Sports programs positively impact youth when: (a) they are conducted with a person-centred approach that is flexible enough to respond to the needs, motivations and rights of the child/youth, and (b) they de-emphasize rules, rivalry and winning, and emphasize choice for participants, effort and positive feedback (Sport England, 2002). This review of research also indicates that the operation and outcomes of sport programs are affected by, and, in turn, affect, a myriad of social factors/forces, and cannot be implemented or evaluated in isolation from these conditions.

In terms of positive child and youth development, a multi-faceted approach is needed to target the multiple social conditions that contribute to positive outcomes (Coalter, 2005). In particular, positive attitudes, values and character traits must be actively promoted and taught in any child-/youth-focused sports program. This is most effectively accomplished with the positive, enthusiastic and skillful engagement of a coach, teacher or leader (Seefeldt & Ewing, 2002).

Coakley’s list of the characteristics of exemplary sport programs for child and youth development indicates that participants should feel: physically safe; personally valued; socially connected; morally and economically supported; personally and politically empowered; and hopeful about the future. Sport programs have a positive impact on children and youth when they are person-centred, as opposed to outcome oriented, and emphasize choice and autonomy over rules and a focus on winning.

In general, there is a lack of evidence from which to make strong claims about sports participation and social inclusion for and among children and youth (Bailey, 2005). Although there is an increasing awareness of the potential of sport to aid in the social and educational development of children and youth, there is also consensus that the specific contributions of sport (regarding education, socialization and social integration) need to be identified, and that a solid knowledge base can help to create a new political agenda and to ensure its implementation (Doll-Tepper, 2006, p. 1). The future success of sport and child/youth initiatives rely, to an extent, on co-operation between a variety of networks and stakeholders, such as community, sports clubs and schools, and between researchers and practitioners (Doll-Tepper, 2006, p. 71). There is also a need for more research to focus on the specific mechanisms by, and conditions under, which sport can and does make a positive contribution to child and youth development.

Similarly, there is a need to better understand issues such as social inclusion and leadership/leadership training. Without careful attention paid to the conditions (social, psychological, material) that frame the lives of children and youth and their sporting experiences, the impact of sport-based interventions in relation to child/youth development are speculative at best. There is significant evidence to support the utility of sport in facilitating and supporting the development of children and youth.

Sport participation and sport-based initiatives targeted at children and youth have been shown to decrease social exclusion and contribute to community-building and inclusion in a host of social contexts, such as areas of post-conflict and areas of poverty in LMICs. Research also suggests that sport offers an important resource for reducing delinquency and crime among youth and promoting community safety. Sport is also associated with facilitating educational commitment and attainment among children and youth, and as a vehicle for promoting character-building and moral development.

The central conclusion of this literature review, however, is that these positive results of child/youth sport participation and child- and youth-based initiatives are not automatic or linear. Research indicates that sport programs should be part of a multi-agency approach to child and youth development, and that committed facilitators (coaches, administrators, volunteers) are needed to ensure that appropriate values (fair play as opposed to winning) are encouraged through sport programs. References J. Andrews & G.

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World Bank, Data and Statistics: Country Classification. http://web. worldbank. org/WBSITE/EXTERNAL/DATASTATISTICS/0,,contentMD:20420458~menuPK:64133156~pagePK:64133150~piPK:64133175~theSitePK:239419,00. html Chapter Three 3. 0Research Methodology This chapter deals with how data was collected systematically so as to obtain useful information on the relevance of sport in youth development. The researcher is cognisant that this can be done in various ways and have given considerations to different approaches before settling for the ones which seems more suitable in finding answer to the research question.

Both quantitative and qualitative instruments which were deemed more appropriate were used to enable the researcher gather necessary information about the relevance of sports to youth development. Below are methods that were considered; 3. 1RESEARCH DESIGN A research setting is seen as a framework for gathering the relevant data for a study. Thus Bryman and Bell (2007) suggests that a research design is a systematic technique or procedure for solving a specified research problem. Therefore the research design adopted for this study was a survey. This enabled the researcher to look into the research topic under study. . 2SOURCES OF DATA In order to carry out this research effectively, data were gathered from two major sources. They include primary and secondary data. 3. 2. 1 Primary Data The primary method of gathering data is also considered as survey method. According to Bryman and Bell (2007: 56) a ”survey research comprises a cross sectional design in relation to which data are collected predominantly by questionnaire or by structured interview in other to collect a body of data in connection with two or more variables”. The purpose is to gather extensive and authoritative information about a study.

Thus the researcher considered this technique best suitable for the study because unlike the secondary or historical data, the survey approach draws data from the present. As suggested by Jankowicz (2005), the survey method is used to determine the views of a sample based on what they feel, value and believe. Therefore it is obvious that this study intends to seek the perceptions of teachers, students, parents, sports men and women. Furthermore this method is used when the same question is used to seek the views and opinions of a relatively large sample size.

Thus the tools used in the survey were structured questionnaire and interview. 3. 2. 2Questionnaire Questionnaires can take many forms depending on what is being measured. Designing questionnaires can be problematic because they involve a creative process of writing and a design process for devising a structure which is rational in terms of its objectives and intended subject. However Riley et al (2005) posits that the questionnaire has an advantage of collecting information on facts and opinions from a large number of people.

Thus to carry out this research, the researcher administered questionnaires to teachers, students, parents, sportsmen and women. The questionnaire comprised of direct questions to teachers and coaches over the relevance of sport to youth development. The questionnaire consisted of fifteen structured questions with five options each to a question in a simple dichotomy of strongly agree, moderately agree, strongly disagree, disagree and undecided. A cover letter accompanied the questionnaire. It explained the purpose of the research, the aim of the questionnaire and the procedure for completing the questionnaire.

The questionnaires were sent to the sample size by hand. The completed questionnaires were returned to the researcher on scheduled date of collection. 3. 2. 3Interview The researcher also conducted an interview with 4 sports adminstrators to gather data. The aim was to obtain relevant information from the perspective of those responsible for the adoption and implementation of Youth policies and sports in general about the relevance of sports to youth development. The interview was conducted through word to mouth conversation spending approximately 15 to 20 miniutes of the interviews 3. 0Secondary Data

This involves a systematic collection of data relating to past occurrences. It is very useful in tracing the development of an issue from existing archival records. Though Jankowicz (2005) stated that this method is commonly utilised in business and management research, it was not the best suitable for this study. However this method was employed in chapter two in examining past scholarly work relating to incentives pay and commitment and performance. By this the researcher gathered information from already written works both published and unpublished that had relevance to the topic under study.

They include text books, journals, articles and past research work form students. All these were consulted from institutional libraries and internet in London 4. 3 POPULATION OF THE STUDY It is the target of the study for collection of data. Olakunori (2000) opined that population is the entire number of people, objects, events and things that all have one or more characteristics of interest to a study. Similarly Castillo (2009) suggests that a research population is a well defined collection of individuals or objects known to have similar characteristics.

It can also be referred to as the group where inferences are made. Thus for this study, the population consisted of teachers, students, coaches, sports men and women, These were drawn from three school in FCT, Abuja, Sports ministry, Medical Sports Department of the Sports Commission of Nigeria. However due to the large size of the school population, the researcher could not test every student and teachers, population because doing so will be time consuming and expensive. Therefore the target population was 130 4. 4 DETERMINATION OF SAMPLE SIZE Castillo (2009) explains that a sample is a subset of the population.

It is imperative to mention that samples are used in a study that involves a large population. The reasons for using samples include the desire of the researcher to adequately manipulate the enormous population so as to avoid errors in calculating large numbers, and the desire to reduce the cost of producing the copies of questionnaire that would cover the entire population. Furthermore the aim was to allow the researcher to conduct the study to individuals from the population so that the results of the study can be used to draw conclusion that will apply to the entire population.

Thus for the purpose of achieving success in this study, the researcher in order to make an effective prediction of the population tried to find an optimal sample from which copies of questionnaire would be distributed. This was necessary since it was not possible to get the opinion of the entire population. Also an optimal sample size would make valid prediction of the population, minimise the cost and time of reaching the entire population. Barrow (1996) enumerates three ways of determining a sample size and they include; a. Conducting a small preliminary pilot survey b. Guessing . Using the results of existing surveys if available In light of the above the researcher adopted the first approach and conducted a pilot survey. The preliminary survey was carried out at Goverment Secondary Schools at Garki, and Wuse bothin Abuja, to know the reaction of the respondents to the questions and subsequently arrive at a sample size. As a result 130 copies of questionnaire were distributed to the respondents and 100 copies were properly completed and returned, while 30 were not returned. This represented 90 Percent success rate and 20 percent failure rate respectively.

Based on the result of the pilot survey, the sample was calculated using Freud and Williams’ (1970) model. The formula is stated thus; n= Z2 Pq e2 where n= sample size Z= Critical value corresponding to the chosen level of significance= 1. 96 (given) P= percentage of Success =80% or 0. 8 q= percentage of failure=20% or 0. 1 e=tolerance margin of error=5% or 0. 05 Also based on the result of the pilot survey, the researcher assumed a 95 percent degree of confidence and 5 percent margin of error. Thus substituting the above formulae we obtain, n= (1. 98)2 (0. 80) (0. 20) (0. 05)2 = 0. 614656 0. 0025 = 245. 8624= 246 Thus the sample size was 246; however the researcher administered 240 copies of questionnaires to the respondents. 4. 5 METHOD OF DATA ANALYSIS It should be recalled that this study dealt with ‘’The Impact of Incentives Pay on Employee commitment and performance: A case study of Union Bank Nigeria Plc’’. To ensure that the research work is understandable, the researcher made the simplified the analysis of data collected. To this end, all data collected were through the administered questionnaires and interview was presented and analysed using tables, charts and simple percentages. . 6 LIMITATION OF THE STUDY A research of this nature cannot be successfully completed without some limitations or constraints. A major limitation to the research was the unfriendly attitude of some of the respondents of Union bank concerning the completion of the questionnaire administered to them. Some of the respondents revealed discreetly to the researcher that supplying any information to an outsider would cause problems for the organisation, not withstanding the efforts made by the researcher in explaining to them that the research was purely for academic purpose.

APPENDIX 3 COVER LETTER FOR QUESTIONNAIRE Ugba Vivien Anna C/o Business School University of Hertfordshire Hatfield United Kingdom The impact of incentives Pay on Employee Commitment and Performance Dear Respondents, I am studying for a masters degree in Human Resource Management and Employment Relations and as part of the requirement for the award of the degree, am carrying out a research work on the above topic. I would appreciate if you can some time out of your tight schedule to complete this questionnaire by providing answers to the listed questions.

I promise that information provided will be used for research work only and will also be treated in high confidentiality. Thanks for your anticipated cooperation Yours Sincerely Ugba Vivien Anna APPENDIX 4 QUESTIONNAIRE Procedure for completing the questionnaire Please I would like you to complete the questionnaire by providing answers to the questions below. Please tick the most appropriate answer/options to each of the questions using the options given which describe the extent to which you either agree or disagree with the question. Sex

Male [ ] Female [ ] Age 20-30 [ ] 31-40 [ ] 41-50 [ ] 51 above [ ] SECTION A: EMPLOYEE COMMITMENT OPINION SURVEY Adapted from Porter and Smith (1970) Organisational commitment Questionnaire S/N Questions Strongly Agree Moderately Agree Undecided Disagree Strongly Disagree 1 I am willing to put in a great deal of effort beyond that normally expected in order to help this organization be successful 2 I talk up this organization to my friends as a great organization to work for 3 I feel very little loyalty to this organization. I would accept almost any type of job assignment in order to keep working for this organization 5 I find that my values and the organization’s values are very similar 6 I am proud to tell others that I am part of this organization 7 I could just as well be working for a different organization as long as the type of work were similar 8 This organization really inspires the very best in me in the way of job performance 9 It would take very little change in my present circumstances to cause me to leave this organization. 0 I am extremely glad that I chose this organization to work for, over others I was considering at the time I joined 11 There’s not too much to be gained by sticking with this organization indefinitely 12 Often, I find it difficult to agree with this organization’s policies on important matters relating to its employees 13 I really care about the fate of this organization 14 For me this is the best of all possible organizations for which to work. 15 Deciding to work for this organization was a definite mistake on my part

Minor Research Project ON “Present Scenario of E-Shopping; A Study on Youth of Indore Region” [pic] (2012-2014) Prestige Institute of Management and Research GUIDED BY:SUBMITTED BY: Prof. DEEPAK JAROLIYADivya Mathankar Monica Sharma Naina Rawat Nida Khan Piyush Soni MBA(FT) Semester II Batch 2012 – 2014 INTRODUCTION

Online shopping is the process of buying products through internet without going to store or shop’s location physically. Here people use their credit/debit or other bank card for payment. The Internet has undoubtedly changed how people go about their daily lives, but perhaps the most dramatic change has come in how we shop for goods and services. Sure, it’s fun to go into a store to browse and try things on, but you have to admit that nothing can beat the convenience of shopping from home The younger generation seems to have recognized the perks of online shopping and has picked up this new and cool form of retail therapy.

Generally speaking the trend of e-shopping has been increased rapidly in the recent years with the development of internet and due to the easy accessibility of internet usage. Easy access to internet has driven consumers to shop online in fact according to the University of California, Los Angeles (UCLA) communication policy (2001), online shopping is third most popular activity on the internet after email using and web browsing. Globally more than 627 million people have done online shopping so far, World’s biggest online shoppers include Germans and British.

Books, airline tickets/reservations, clothing/shoes videos/games and other electronic products are the most popular items purchased on the internet. (ACNielsen Report on Global Consumer Attitudes towards Online Shopping, 2007). Through e-shopping business firms are coordinating different marketing activities such as market research, product development, inform customers about product features, promotion, customer services, customer feedback and so on.

Online shopping is used as a medium for communication and electronic commerce, it is to increase or improve in value, quality and attractiveness of delivering customer benefits and better satisfaction, that is why online shopping is more convenience and day by day increasing its popularity. Not only benefits but also risk is associated with online shopping. Generally speaking internet users avert online shopping because of credit-card fraud, lack of privacy, non-delivery risk, lack of guarantee of quality of goods and services.

Concerned authorities are devising policies to minimize the risk involved in e-business. In Liao and Cheung (2000) words:”Fraud- free electronic shopping” was introduced by UK in the early 1995 and after two years Europe and Singapore introduced secured electronic transaction (SET). On the other hand E- commerce has been grown very fast because of many advantages associated with buying on internet because of lower transaction and search cost as compared to other .

Through online shopping consumers can buy faster, more alternatives and can order product and services with comparative lowest price. (Cuneyt and Gautam 2004). Therefore Marketers have carefully analyzed the consumers’ attitude and behavior towards the online shopping and spend billions of dollars to facilitate all the demographics of online shoppers. Consumer’s attitude towards online shopping refers to their psychological state in terms of making purchases over the Internet. Online buying behavior process refers to the products purchased online.

The process of online buying behavior consists of five steps and it is similar to traditional shopping behavior (Liang and Lai 2000). For instance, consumer recognize the need for buying some product (book), they refers to the internet to buy online and start to search for the information and look for all the alternatives and finally make a purchase which best fits to their needs. Before making final purchase consumers are bombarded by several factors which limits or influence consumers for the final decision.

The main theme of the study is to know the factors that influence the consumer’s attitudes and behaviors towards online shopping. Researchers will also focus on how consumers form such attitudes with the help of models and who are truly the online shoppers. According to the online survey within few American students, Case, Burns, and Dick, (2001, p. 873) concluded that “Internet knowledge, income, and education level are especially powerful predictors of Internet purchases among university Students”.

Our problem area that is Consumers attitude towards online shopping will determine the attractive factors that influence consumers to shop online and those factors will help marketers to formulate their strategies towards online marketing respectively. As our area of research will be on Sweden and specifically on Gotland so our research thesis will not only be helpful for the marketers in general but specifically will be helpful for the marketers in Sweden.

Researchers will precede this work with primary data which will help them in covering the subject area in more diversified way. REVIEW OF LITERATURE Benedict et al (2001) in his study on perceptions towards online shopping reveals that perceptions toward online shopping and intention to shop online are not only affected by ease of use, usefulness, and enjoyment, but also by exogenous factors like consumer traits, situational factors, product characteristics, previous online shopping experiences, and trust in online shopping

Dabholkar and Bagozzi et al, (2002) O’Cass and Fenech, (2002); Childers et al. , (2001); Davis, (1993). Their study reveals that if more attractive online stores were developed. This raises the issue of examining what factors affect consumers to shop online. Therefore, a framework is needed to structure the complex system of effects of these different factors, and develop an in-depth understanding of consumers’ perceptions toward Internet shopping and their intentions to shop online. Burke et al. (2002); Relevant exogenous factors in this context are “consumer traits” “situational factors” “product characteristics” “previous online shopping experiences” and “trust in online shopping” By incorporating these exogenous factors next to the basic determinants of consumers’ perception and intention to use a technology, the framework is applicable in the online shopping context. Together, these effects and influences on consumers’ perception toward online shopping provide a framework for understanding consumers’ intentions to shop on the Internet.

Menon and Kahn (2002). Whereas “arousal” is the degree to which a person feels stimulated, active or alert during the online shopping experience. A pleasant or arousing experience will have carry-over effects on the next experience encountered If consumers are exposed initially to pleasing and arousing stimuli during their Internet shopping experience, they are then more likely to engage in subsequent shopping behavior: they will browse more, engage in more unplanned purchasing, and seek out more stimulating products and categories.

Childers et al (2001) concluded that “enjoyment” results from the fun and playfulness of the online shopping experience, rather than from shopping task completion. The purchase of goods may be incidental to the experience of online shopping. Thus, “enjoyment” reflects consumers’ perceptions regarding the potential entertainment of Internet shopping found “enjoyment” to be a consistent and strong predictor of attitude toward online shopping. Davis (1993) in his study reveals that we build up such a framework based on previous research on consumer adoption of new self-service technologies and Internet shopping systems.

The research suggests that consumers’ perception toward Internet shopping first depends on the direct effects of relevant online shopping features. Venkatesh (2000) online shopping “Computer playfulness” is the degree of cognitive spontaneity in computer interactions. Playful individuals may tend to underestimate the difficulty of the means or process of online shopping, because they quite simply enjoy the process and do not perceive it as being effortful compared to those who are less playful “Computer anxiety” is defined as an individual’s apprehension or even fear when she/he is faced with the possibility of using computers.

This influences consumers’ perceptions regarding the “ease of use” of the Internet as a shopping medium in a negative way, since using a computer is one of the necessary requirements for online shopping RATIONALE BEHIND STUDY For better understanding the factors of internet and youth shopping behavior towards e-shopping, this study would provide academic research reviews and relative ideas expressed in the literature that associated with this subject. Furthermore, a number of hypotheses will be tested for getting results of the study.

Due to the recent researches, shows that e-shopping becomes a full and effective business model, therefore there are several studies that already investigated more or less related on internet shopping and consumer behavior. In the following study, some point of view will be taken from literatures, and needs careful review to achieve them as the basis of the subsequent research investigation. OBJECTIVES OF RESEARCH • To study the recent status related to e-shopping of youth in Indore region To study the factors affecting youth towards e-shopping • To study the current scenario of e-shopping by analyzing the collected data in Indore region. REASEARCH METHODOLOGY The study will be conducted with the objective of finding out the present scenario of e-shopping in Indore region The population for the study consists of online purchasers of Indore region For the purpose of testing hypothesis, Z – test will be used to test the hypothesis. Additionally, percentage analysis will be used to analyze the sub objectives.

RESEARCH DESIGN: – This Study is Descriptive one and for exploring the result Survey is to be conducted. SAMPLE DESIGN:- Sampling Unit:- Data will be collected from youth e-shopping users from Indore Region 1) Sample Size:- A sample of around 50 youths from Indore Region 2) Sampling Procedure:- Convinient sampling TOOLS FOR DATA COLLECTION:- Data collection is an important tool. It should be collect very carefully because all the analysis & out comes depends on it. It was collected by following method.

Field procedure for gathering primary data included the structured questionnaires were filed by the respondents. Data Source:- The present study is based on primary data. Primary data:- Primary data is that which is collected for the first time and thus happen to be originated in character. Questionnaire survey: In the studies a questionnaire is prepared. The questionnaire consists of different close ended questions. Secondary data:- Secondary data refer to the data that has been already collected . he secondary data, which has been use to carry out this study, are as follow: Books, journals, magazines, newspapers, industry Reports Company’s internet site other relevant studies material and Website. Research Instrument:- Questionnaire. TOOLS FOR DATA ANALYSIS:- For the purpose of study, we will make use of SPSS software and also the Z – test will be used for analysis. REFERENCES Webliography 1. http://www. freepatentsonline. com/article/International-Journal-Business-Research/178900254. html 2. http://www. abhinavjournal. com 3. http://www. thejakartapost. com 4. http://www. apecdoc. org

Excellence is not an accomplishment. It is a spirit, a never-ending process. Lawrence M. Miller In order to develop excellence as a leader we must be willing to acknowledge that developing it is not an accomplishment – it’s a never-ending process. It’s a process full of many awesome moments and many lonely days. It’s fun and exciting one day and then the next day we wonder why we ever wanted to lead in the first place. Many of us secretly fantasize about being a greeter at Walmart. Being a leader isn’t easy – it requires commitment for the long haul.

It’s not something we can just accomplish and then move on. Being a leader requires hard work, sacrifice, commitment and a willingness to grow ourselves. The leaders I admire most are the ones who give selflessly of themselves and make personal development a priority. I can not give of myself as I leader if I do not first take care of myself. Great leaders balance personal development and organizational development. Both are important and one without the other does not work. As I have observed great leaders, I find they all have some things in common. Great companies first build a culture of disciplineand create a business model that fits squarely in the intersection of three circles: what they can be best in the world at, a deep understanding of their economic engine, and the core values they hold with deep passion. ” ~ Jim Collins, author of Good To Great “We got it right when we said that we were in search of excellence. Not competitive advantage. Not economic growth. Not market dominance or strategic differentiation. Not maximized shareholder value.

ExcellenceIn Search of Excellence even the title is a reminder that business isnt dry, dreary, boring, or by the numbers. ” ~ @Tom Peters, author of In Search of Excellence Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit. ~ Aristotle If you are going to achieve excellence in big things, you develop the habit in little matters. Excellence is not an exception, it is a prevailing attitude. ~ Colin Powell When a team outgrows individual performance and learns team confidence, excellence becomes a reality. ~ Coach Joe Paterno “Excellence is not an accomplishment. It is a spirit, a never-ending process. ” ~ Lawrence M. Miller “The secret of joy in work is contained in one word – excellence. To know how to do something well is to enjoy it. ” ~ Pearl Buck “Be a yardstick of quality. Some people aren’t used to an environment where excellence is expected. ” ~ Steve Jobs “The quality of a person’s life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor. ~ Vince Lombardi “My parents always told me that people will never know how long it takes you to do something. They will only know how well it is done. ” ~ Nancy Hanks “With regard to excellence, it is not enough to know, but we must try to have and use it. ” ~ Aristotle “Sports serve society by providing vivid examples of excellence. ” ~ George F. Will “Excellence is to do a common thing in an uncommon way. ” ~ Booker T. Washington “The noblest search… is the search for excellence. ” ~ Lyndon Baines Johnson

Wilfred Owen’s Anthem for a Doomed Youth is exactly that, an anthem ( a solemn song) to commemorate the innocent youth, whose lives were taken to soon by war. By using the word anthem, he calls to mind the glory and honor of a national anthem, however; he goes on to explain that there is no honor or glory in death, pairing the words doomed and youth together creates so much sorrow as well, it provides a woeful impression as it foretells of young people having no hope. Written in sonnet form, it is an elegy for the dead.

The octave deals with auditory images of war and death and the sestet deals with more visual images. Wilfred Owen masterfully uses both imagery and figurative language to convey his lament for these young people who died. In the octet of this poem (the first eight lines), Owen catalogues all the images of death, such as “passing bells”, “anger of the guns”, rattle of guns, funeral prayers, “wailing shells”, “bugles and sad shires”. Many of these images are personified as well, such as the rattling guns and wailing shells.

These images will be the funeral that the boys get, not the real one that they deserve. This personification contributes to the harshness of the images and creates auditory images for the reader. The reader can hear the sensory images. However, these images are also set directly against religious imagery, to further emphasize the destructiveness of war. The passing bells, prayers, choirs, and candles emphasize the preciousness of human life. Owen may go so far as to suggest that even religion is helpless against such a powerful destructive force as war.

This tone is suggested by the fact that prayers and bells are set against a word like “mockery”. Just the term “hasty orisons” has a somewhat disrespectful tone. Owen’s use of both similes and metaphors further emphasize the meaning of the poem. The first line jolts the reader with the simile that these young people “die as cattle”. The description depicts multitudes of people being slaughtered and the nature of war to be full of mass deaths. The similes showing how the soldiers are no more important than cattle which are lead to the slaughter without feeling.

Owen gives the sonnet a powerful, negative connotation from the very beginning. He implies with this phrase a dehumanization of the soldiers as well as the fact that war causes human beings to treat each other as less than human. In line three, the reader can hear the sound imagery of the “stuttering rifles’ rapid rattle”. The word “anger” in line 2 also emphasizes the destructive hatred of war. “Choirs of wailing shells” is a powerful metaphor in line 7 contrasting the world of war and the world of God. For the rest of the poem various religious images abound.

For example, the word candles would call to mind the church candles, but they also mean the candles lit in rooms where coffins lie. “Holy glimmers of goodbyes” (line 9) combines religious imagery with the idea of death. In the pallor half rhyme of line 11, these two words combine in one line to show the seriousness of the situation. Young people are dying in war, and it is tragic. The “flowers” of line 11 are also a double-edged sword. Flowers are given on very happy, momentous occasions, but they are also in abundance at solemn occasions like funerals.

Furthermore, Owen compares the events of war to traditional burial rituals and describes how those who die in war do not receive proper funerals. In the first stanza, Owen references the “monstrous anger of guns” to “passing-bells” and “rifles’ rapid rattle” to “hasty orisons”. Usually at funerals or ceremonies for the dead there are bells ringing and prayers being said, but Owen shows that in war there are only the sounds of guns being fired. In war, instead of honoring those who have fallen, more are being killed by the same weapons.

The last line in the sonnet remains the most powerful in re-affirming the themes and images of death in this poem. The “dusk is slow” and the “drawing-down of the blinds” signifies the ultimate death. The use of a traditional form like a sonnet only serves to emphasize the seriousness of the subject. Wilfred Owen masterfully juxtaposes images of war and church in order to emphasize the solemnity of the death these boys had faced. He uses metaphor and simile as well as auditory and visual images in order to allow the reader to truly experience what these boys faced in death.

AN ANALYSIS OF HOW MASS MEDIA AFFECTS THE YOUTH Imagine a world without media. Can limiting the amount of media in today’s society, decrease the affects it has on the young minds of today or not? Can their minds develop an intellectual way of thinking and behaving under a restricted amount of media? Being so, media everywhere has both negative and positive influence on the youth. This essay will discuss such influences of the media on the youth as well as how they can be addressed. First, the mass media affect young people’s fashion sense.

Simply take a glance at the way young people around you dress nowadays, it is probably something they have picked up over the internet or magazines. What they are wearing may look similar to what famous actors or singers have worn recently. When choosing what to wear, most of young people have a tendency to choose what is said or shown to be fashionable by famous people. We cannot deny that the mass media have a great contribution to shaping the young people’s way of thinking. What they watch on TV, radio and what they read in newspaper and magazines affect, without their awareness, a great deal to their thinking.

Does what His Majesty the king or the honorable prime minister say on TV mean anything to you? Does what your music idols wear affect your taste of fashion? I definitely believe the answer will be “yes”. (Berger, Gilda. Violence and the Media. United States of America: Moffa Press, 1989) Although most of our media appears to be superficial and meaningless fluff, violence and chit chat, it is also a source of education, wit and non-violent entertainment. Both salesmen and individuals wishing to promote various things have at some point made use of the different forms of the media.

They have used the media to promote what people should wear, eat, do and even value. The effects of media will vary with a child’s age and stage of development. (McQuail, D. , 2008. McQuail’s Mass Communication Theory. 5th ed. London: SAGE Publications Ltd) Another positive side of mass media is that it keep the people updated with the happenings in the world, the internet brings so much knowledge at our disposal, television entertains us, there are so many informative channels like discovery, national geographic, the history channel to name but a few.

In brief, it can be said that if the media plays negatively, it can be disastrous, but when it plays positively, it can bring satisfaction, happiness and a feeling of awakening among the masses and the youth in particular as it informs the society about what is occurring around the world and even acts as the surveillance part of the society by giving advices, how-to’s, warning the people about oncoming natural disasters like storms, earthquakes to name but a few. (http://www. cps. ca/english/statements/PP/pp03-01. df) Although it is good that young people have such a variety of choices, some of the ideals in our culture are pressed upon them so heavily and are sometimes even demanded of them that they could leave them with no choice at all but to turn to the media. Magazines, television programs, movies and advertising are very well known forms of media and are used constantly in our society to influence young people’s lives. Some people complained that the youth nowadays tends to be lazier and more violent and want to come in for a share of social’s product as much as possible.

This is simply the result of bad programs shown on the media, incontrollable websites and even the carelessness of parents. To be free from their children, some people allow the children to surf the webs, without noticing that there are plenty of disasters on Internet which the young have little experience to deal with. People, especially teenagers, always have an idol and they tend to follow what their idols do and say no matter these things are good or bad. (Ruddock, A. , 2001.

Understanding Audiences: Theory and Method. London: Sage Publications Ltd. ) Media is a large part of the lifestyle of young people. The negative effects of the media in television, internet and magazines are problems that need to be dealt with promptly. The only solutions that can be given to minimize these problems are parental and school involvement. To address these problems, schools have programs that promote media awareness. These programs would allow teenagers to understand how media has an impact on them socially.

Parents also have the ability to enforce media awareness on their children. It is their duty to control and monitor their child’s viewing habits. If parents do not influence their children, the media will do it for them. If these problems are not dealt with, young people are going to be less confident, more violent and possible drug abusers. In conclusion, we have absolutely no control over the media. However, we do have the final decision on the path we choose to take. The extent of the power mass media s able to influence us only reaches this far; the rest is really still within our control. As individuals, young people also must control their actions and learn to grow safely and healthy in the changing environment. REFERENCES 1. Berger, Gilda. Violence and the Media. United States of America: Moffa Press, 1989 2. http://www. cps. ca/english/statements/PP/pp03-01. pdf 3. McQuail, D. , McQuail’s Mass Communication Theory. 5th ed. London: SAGE Publications Ltd,2008 4. Ruddock, A. , Understanding Audiences: Theory and Method. London: Sage Publications Ltd,2001

Name of Essay: Fostering Nepali Youth to become Champions of Reform: Designing a Better Future for the Country Name of Author: Sushil Kumar Mahato. Department of Pharmacy, Bahauddin Zakaria university, Multan, Pakistan. Age: 21 years Contact : mahatosushil92@yahoo. com Mobile number: 00923326019248 I have a special dream for the country. I have a dream of New Nepal in which every citizen owes his own home as I do . Every citizen has access to basic needs of food and clothing.

Every citizen is provided with opportunity of job which fits him well as per his qualification. Every citizen has access to facilities of healthcare and education for his family as I do . Every citizen has equal access for various opportunities without any discrimination based on sex, race ,religion ,regional variations ,political influences and economic status of an individual. These needs and aspirations of Nepalese citizens must be addressed by the constitution of New Nepal. I have dreamt of it today and to fulfill the dream of New Nepal is the aim of my life. Dare to dream Youth.

How can Nepal line up with the developing countries when half of its population comprising of youth is facing hard times struggling to meet the needs of his family in the gulf countries? How can Nepalese society lead to peace and prosperous if majority of young children are deprived of proper education due to poverty, illiteracy and lack of awareness? How can Nepalese society march ahead in path of progress when large population of female youth is living their life in a strong feeling of hatred, insecurity and fear in their own home? The 21st century is the generation which says no discrimination based on gender .

The world has progressed a lot in terms of gender development and emphasize on gender equity. Female are as competent as males in every sector of life but still a great number of Nepalese young women is facing gender discrimination in their own homes. As majority of rural society is facing gender crises, the agony of most rural young girls can be heard in such voices, Am I born as a Jewel and pearl, Then, why do my parents hide me from the world, My brother goes to school and is well fed, I word hard even have to struggle for food,

But the fate of jewels is to give shine to all, Then why do my parents make me work in the fields all the day long, With mud and in the hot sun, Why cannot they distinguish my sweats and tears, Do I have to live all my life with fear? It’s my great aspiration to fight against all these circumstances and lead a country toward prosperity but as 21 years old I know my limits. However, knowing my limits doesn’t mean that I can’t try to dream about changing the situation . We are the present Youth of our nation and we have the power to change the country more than any government.

If this happen the change along with the impact would be massive. Earlier the question used to be, ’what can the country do for youth? But at present age the question should be turned into ‘what youth can do for the country? ’ Presently Nepal is undergoing through internal conflicts, which has been emerged from the unrealized rights, demands and aspirations of citizens. Constitutions drafting has been halted and the constituent assembly had gone unnatural death as it was dissolved without drafting constitution on 28th May 2012.

About 25 percent of the members of constituent assembly were among youth categories but they could not play better roles in constitutional drafting process They were just used as the vote bank by the political parties. Imbalances of power, sense of ideological supremacies, identity politics and absence of strong law enforcing mechanism has led the nation to internal conflict . In these situation the influences of foreign interference has been increased in last few months especially from neighbours of Nepal i. e India and China.

Nepalese youth are responsible for all these critical situations directly or indirectly as they are largely involved in politics. Youth should be able to convince their leaders and entire Nepalese community for the right options and suitable role models for the issues such as state reconstructing which is hanging out . One of the most easiest and most powerful ways for youth population to participate in important decisions and issues is by exercising their voting rights . Youth must promise today that they will not select any corrupt, killer, dishonest leader to represent the people for drafting the new constitution.

An important role of every young generation is to vote for those who think is right to lead the country toward a better future. The youth have the benefit of being able to learn from past mistakes, therefore, the political choices – and voices – of every generation should become smarter, sharper and more critical. In theory this will lead us towards a more equal and democratic world. The problem facing by youth is the lack of technical education. If youth is trained and educated in the right manner, they will play a very constructive role in nation building.

They will help the government and state and private institutions in implementation of national policies. Whereas , if Youth is not in the right direction and is unconcerned about the future of the Nation, it will just be a burden for the nation as a whole and will play no productive role. Properly educated and given right opportunities they can play a significant part in lifting themselves, their families and communities out of poverty. Currently Nepalese Youth are facing several problems. The most critical problem being faced by our youth is unemployment.

Unemployment is a multi-dimensional and complex issue which starts a vicious circle of associated problems like involvement of youth in politics, bank and household burglaries, social insecurity, lawlessness, use of drugs etc. Youth are the building blocks of nation. Employment sector should be created as per need of youth. The situation of Nepal is quite different now. In history of the country the good news is that a few year ago new ministry called Youth and sports ministry has been formed to address the problems facing by the youths.

A few years ago the then government has launched self employment fund for the needy people and various skill training were given to youth to generate their own jobs, but it could not be implemented effectively and little or no progress was achieved. The youth community should unite together for the improvement of employment sector and also they should press the government to make strategies to develop industrial sector. Also Proper agreement should be made between the government and foreign employment providers to reduce and end the violence Nepalese youth are facing aboard in employment.

A number of civil service reform commissions have been constituted and recommendations made for strengthening Nepal Civil Service. Despite five decades of experiments with democratic practices, the behavior and mind-set of politicians and bureaucrats have not changed significantly to introduce civil service reforms on a result-oriented basis. Youth have incredible energies, talents and unquestionable love for their country. The passion of our youth in the time of disaster like flood, earthquake is the best examples of unity and patriotism for the country .

A separate civil service for youth should be established and youth should be emphasized to involve in it. Youth can bring major changes in the efficiency of the services provided to the public in quick and reliable way. Another serious drawback which is hindering development process is the Corruption. Youth should be actively participation in the developmental activities to correct the irresponsible behavior shown by the authority. Questions such as,’ How much money is being spent and how is it being spent? Is that road being built correctly and transparently?

Is that community of Muslims being treated fairly? How can the Government of Nepal in Kathmandu help the rural community? ’ can be aroused which would largely control the corruption at local level. Youth today have the perfect opportunity to emulate his approach, especially as the country now moves towards state restructuring. There can be more opportunities to engage in local development as NGO workers and in local Political body in DDCs and VDCs, which although have atrophied over the past two decades are the country’s great hope.

That’s where Nepali youth can play a great role in decision making and seek accountability. Poverty is another major problem of our nation. Today youth must promise today that they will not let any poor people to die from hunger and will try to find the needy people and help them as per one’s capability. The youth hopes for a world free of poverty, unemployment, inequality and exploitation of man by man, a world free of discrimination on the grounds of race, language and gender, a world full of creative challenges and opportunities to conquer them.

Youth must promise today that they will try to help each other and will clean their mind from any kind of prejudice, bias, hatred and will treat all others as equal to them. Further they must make a commitment today that they will help the society for the promotion of education, honest and conscious. Let’s convert these hopes into reality. Our youth in the grim situation finds no other consolation resort to the use of drugs. Growing use of narcotics is becoming a major problem of our youth. Such practices should be strongly discouraged through youth campaigns.

Youth are the hopes of the country for tomorrow. To contribute in nation building they should study hard now so that they could become a skilled person in the future and can participate in the developmental works of the country. The youth can learn a lot from past mistakes and with time will become more intelligent and more prepared. Last but not least, the role of media in upbringing our youth has been minimal throughout the history of Nepal. Most of the youth find our Tvprogrammes non-entertaining and unattractive.

The influences of western fashion and lifestyles have influenced the Nepalese society to a large extent. As a consequence of cultural invasion, our youth’s role in promoting our country has been dismal. Youth of Nepal should strongly discourage such practices through youth compaings and media can play an important role in this regard. The youth of today can do a marvellous job for the nation. With all the modern means of this computer age, where everything seems to be possible, why can’t the youth override the things done by the people in the past?

We always consider the heroes of the past to be the evergreen characters. But today the youth with the proper use of the modern facilities should be evergreen characters for the times to come. Nepal can become a developed nation only if youth contribute to the best of his or her capacity and ability. Youth is wholly experimental and with the full utilization of their talents they will certainly be the champions of reforms designing a better future of tomorrow and Nepal will become a complete nation. Today there is a hope, we have opportunity. et’s give clear message to youth community, ‘Let’s involve together. We are strong’. Let me end my writing here with an inspiring quote said by the great leader Mahatma Gandhi,’ You may never know what results come of your action, but if u do nothing there will be no results’ . I am confident, with the active participation of youth the country will emerge stronger, more stable and ultimately more prosperous in the history of Nepal and the Youth of Nepal will be the example for the developing world. References: 1. www. usaid. ov. com. article titled,’ Nepali Youth and the Political Process – From the “Inside” as well as “Outside” 2. www. usaid. com. article titled,’ Optimistic about the Role of Youth in Nepal’ 3. www. weitz-centre. org. Article/handbook. Youth participation in development:strategies and best practices. 4. A debate compiled by me on the topic,’Supporting women to join law enforcement and judicial system’organised by Women social organization Multan Pakistan dated 20th,April 2012 under gender equity program by support of USAIDS.

A copy of proof of my participation is attached with this. 5. www. moys. gov. np. articletitled,’National Youth policy 2010’. Ministry of Youth and sports. 6. Eassy compiled by me as called by National Human right commission. titled,’Justice and dignity for all of us’. A written appreciation letter for my work is attached with this. Attached Alongwith: 1. A copy of my citizenship. 2. Appreciation letter (as mentioned in the reference. ) 3. certificate of participation in debate(as mentioned in the reference)