Dealing With Challenging Behaviour Education Essay

Dealing With Challenging Behaviour Education Essay The Case of Boy A Boys A, along with his friends fight inside and outside of school, and are involved in binge drinking and other nuisance behaviour within the community. He migrates between his two separated parents. He is not given adequate boundaries or supervision. The mother has stated to the school and local community support officers that she is unable to control him. His form teacher believes that other agencies should be involved. Other teachers are threatening not to teach him. He is described as a disruptive child with behavioural problems that affect the rest of the class. His grades are below average and his attendance poor. The police are aware of him, although no charges have been brought. Residents have campaigned to have his family evicted due to his anti-social behaviour. 1.2 Introduction The local council has commissioned this report and its aim is to explore a range of strategies to better deal with challenging behaviour of the type exhibited by Boy A. Initially the report shall seek a definition of the term challenging behaviour. Then shall endeavour to meet its aims through an analysis of a range of existing efforts employed by various agencies, whilst discussing how they might be relevant to our case study, and by extension to challenging behaviour in the wider context. 1.3 Challenging Behaviour: A Definition Emerson (2001:3) has defined the term thus: Culturally abnormal behaviour of suchà ¢Ã¢â€š ¬Ã‚ ¦that the physical safety of the person or others  is likely to be placed in serious jeopardy, or behaviour which  is likely to seriously limit use of, or result in the person  being denied access to, ordinary community facilities Whilst this would perhaps serve to define the behaviour of Boy A, it cannot help us explain its causes. This report shall explore the aspects of his life that may cause this behaviour, and the strategies that can challenge that behaviour. 2.1 Challenging Behaviour in a School Setting The 2005 Ofsted report, Managing Challenging Behaviour analysed anà ¢Ã¢â€š ¬Ã‚ ¦account of behaviour in schools based on national evidence (Ofsted, 2005:3), the main type of which was the à ¢Ã¢â€š ¬Ã‚ ¦persistent, low level disruption of lessons thatà ¢Ã¢â€š ¬Ã‚ ¦ interrupts learning (Ofsted, 2005:4). Acts of verbal or physical abuse aimed at peers were found in the majority of schools, whilst abuse aimed at teachers was less common. Acts of extreme violence were very rare and mostly directed at fellow pupils. The average percentage of primary schools, where behaviour is rated as good or better stands at 85.3% for primary schools, but only 73.3% for secondary schools. A reason for this is given by Emerson, (2001:24) who states that the à ¢Ã¢â€š ¬Ã‚ ¦prevalence of challenging behaviour appears to increase during childhood, reaching a peak during the age range 15-34. Exclusions from all schools dropped from 11,181 in 93/94, to 9,290 by 2002/03, showing perhaps that schools are dealing with challenging behaviour in more proactive ways. However, studies have shown that some schools operate a policy of backdoor exclusions, whereby a disruptive childs parents are offered the chance to transfer that child to another school, hence keeping the schools exclusion rate artificially low (Wright Weekes, 2000). Arguably, this policy is growing in popularity, warping the figures. Boys are more likely to be disruptive than girls all through education. Often disruptive pupils joined the school late in a school year and struggle to form relationships with pupils and staff. Many are in care or from troubled families. Significant numbers have irregular attendance causing disruption to learning and the development of relationships. A third of pupils with behavioural difficulties in secondary schools have special educational needs. 2.2 Effective Strategies That Challenge Behaviour The Ofsted report highlights strategies taken by schools to tackle challenging behaviour. Behavioural policies that set out expectations consistently and fairly are more effective at challenging behaviour. McNamara Moreton (2001) further this by advocating the use of pupil devised classroom charters. These are seen by the authors to be especially beneficial to pupils with behavioural difficulties such as Boy A, arguably because they have the effect of encouraging good behaviour through peer pressure. The reinforcement of good behaviour. Behaviourists suggest that teachers should à ¢Ã¢â€š ¬Ã‚ ¦identify positive behaviourà ¢Ã¢â€š ¬Ã‚ ¦by the pupil and reward this behaviour (McNamara Moreton, 2001:31). This may be beneficial to pupils like Boy A, who can perhaps feel victimised by staff who constantly highlight their negative behaviour. Multi-agency approaches, involving educational welfare officers, social workers, psychologists and others if required (General Teaching Council for England, 2007) are essential. This can be achieved through Behaviour and Educational Support Teams (BESTs), where teams of professionals are given a mandate in a school to tackle challenging behaviour. A recent government report found that for schools participating with BESTs there was an increase in attendance and a decrease in fixed time exclusions (DfES, 2005). However according to the Ofsted (2005:21)report there appears to be a reluctance by schools and/or LEAs to use this multi-agency model, with only half of schools having a satisfactory relationship with key agencies such as social and health services. 3.1 Boy A: Effective Strategies Learning mentors work within schools to coordinate activities to support students with behaviourial problems (General Teaching Council For England 2007). This could arguably give Boy A the degree of supervision in his education missing from his disjointed home life, whilst improving his irregular attendance (absenteeism being within their remit). Family therapy sessions and parenting courses can equip parents with skills for improving the behaviour of their child (ibid, 2007). Boy As mother has stated that she is unable to control him, so help such as this could be an step towards challenging his behaviour through improved parenting. Taking pupils like Boy A out of the school environment and placing them into a centre where less emphasis is put on academic achievement could arguably help those such as Boy A. It could also be a way of avoiding excluding pupils, which may only serve to further label them as unmanageable. These centres, whilst still teaching the core of the curriculum, also have lessons on alcohol/drug awareness and citizenship, as well as a provision for training programmes (ibid, 2007). 4.1 The CJS Approach to Challenging or Offending Behaviour Crime and Disorder Act 1998 (CDA 1998) Established the Youth Justice Board (YJB) and Youth Offending Teams (YOTs), and measures aimed at curbing youth offending such as anti-social behaviour orders (ASBOs), parenting orders and curfew orders for the under 10s. Youth Justice and Criminal Evidence Act 1999 (YJCEA 1999) Established the referral order, whereby offenders aged 10-17 who plead guilty to a first time offence are referred to a YOT. Criminal Justice and Police Act 2001 (CJPA 2001) Further extended the remit of curfew orders to apply to under 16s, or to a specific area rather than any individual. (Crawford Newburn, 2003) These acts of legislation form the basis of the new youth justice reforms of the then Labour government, whose aim were to shift resources away from processing young offenders, to preventing them from offending in the first place (Crawford Newburn, 2003). The advent of YOTs, which a youth can be referred to if they plead guilty to a first time offence, has come in for general praise from most quarters (NACRO, 2002). Their aim is to divert youths away from the formal CJS and into a setting more focussed on behavioural intervention than punishment. Offenders are expected to participate in a program of rehabilitation featuring a strong element of reparation, that also deals with the causal risk factors of further potential offending. Other behavioural strategies such as ASBOs have been widely criticised for à ¢Ã¢â€š ¬Ã‚ ¦contributing to a policy of social exclusion that disregards the rights ofà ¢Ã¢â€š ¬Ã‚ ¦young people (Burnett Appleton, 2004:49). 4.2 Youth Offending Strategies within the CJS This section shall discuss the options that are theoretically open to the CJS in dealing with behaviour such as Boy As. Parenting orders can be given if a child truants, offends or is subject to an ASBO. Parents are required by law to attend guidance sessions, and fulfill any conditions attached to an order, such as attending meetings with teachers or ensuring that their child is properly supervised (Youth Justice Board, nd). This intervention could arguably help Boy A and others in his position given that he receives no meaningful supervision from his parents. Such guidance, although forced onto his parents, could potentially help them resolve the parenting problems that potentially affect their sons behaviour. These orders have been criticised by authors such as Arthur (2005), who believes that resources should be allocated earlier in lives such as Boy As to prevent them engaging in challenging/offending behaviour in the first place. Curfew orders give the authorities the power to impose a time at which under 16s should be home. Their aim is to defend communities from anti-social behaviour and to protect children (BBC online, 2001). Arguably this may help Boy A and others, if only by keeping them off the streets at inappropriate times. However it is possible that attempting to block the childs goal of going out, would only serve to frustrate him/her into further expressing challenging behaviour aimed at those around them. This would be in line with the psychologically derived drive theory (Dollard Miller et al, 1939). ASBOSs carry a civil burden of proof, and are designed to protect against à ¢Ã¢â€š ¬Ã‚ ¦any aggressive, intimidating or destructive activity that damagesà ¢Ã¢â€š ¬Ã‚ ¦ another persons quality of life (Home Office, 2010). If breached they can become a criminal matter worthy of up to five years imprisonment. They have been criticised as an unacceptable blurring of legal lines, which only serve to criminalise children for non-criminal behaviour (The Guardian website, 2009). 5.1 Theoretical Explanations of Youth Offending Behaviour It is known that Boy A migrates between his separated parents, depending on who he has fallen out with. Some theorists have concluded that conflicts such as this between parent and child contribute to the risk of offending by the affected child. Healy Bronner (1936), working under the psychoanalytical umbrella, applied the idea of sublimation (the channelling of unacceptable impulses) to offending behaviour. This is where a child suffers dissatisfaction from a failure to experience strong emotional ties with a parent, which then manifests itself in delinquency such as Boy As. Labelling theory would argue it is those who hold positions of social power (such as teachers and arguably neighbours), that determine who is labelled as nuisance/anti-social/criminal (Hollin, 1989). Gove (1975, cited in Hollin, 1989) contests a consequence of labelling is that of stigmatisation, where the public attitude of condemnation creating social exclusion of the individual. This may in turn create a modification of self-image, where a person starts to believe societys condemnation and modifies their self-image so as to match the label, thus creating further risk of offending. This may apply to those in the same position as Boy A, who when surrounded by condemnation by those in apparently superior social positions (teachers/neighbours), merely become the label. Conclusion It is this reports view that proactive behavioural strategies, that have the welfare of the child at heart offer the best chance to challenge the types of behaviour shown by those such as Boy A. Reactive policies such as ASBOs are not concerned with why a child is acting anti-socially, only that the behaviour should end. This may inevitably lead to a breach of an order and potential criminal sanctions (with all the problems such as future employability this has), as surely there is no hope for an end until the factors that lead to the ASB (Boy As tumultuous home life) are dealt with. S.2.1 shows that a childs behavioural difficulties increase the further they advance into their teenage years. It would therefore be easy to say that the majority of resources should be targeted at this age group. However it is this reports view that intervention strategies should be targeted at children as young as possible, as surely this increase in challenging behaviour exhibited by older children can be put down to a behavioural snowball effect, caused by it not being challenged early enough. This report believes that behavioural strategies that work on a broader school level (s.2.2), are desirable to the more individualistic strategies(3.1) discussed. This is because they attach no stigma to any individual child, and in some cases, such as with classroom charters can even be self-policed through the exertion of peer pressure. It is obvious that in a few cases a childs behaviour (arguably Boy As) is such, that it should be dealt with in isolation of the others. This should be done in as sensitive a manner as possible, so as to minimise both the feeling of the child being picked on by staff, or for his peers, the feeling that he is receiving extra attention. For Boy A and others, an escalation in behavioural problems would lead them into the realm of the Youth Justice System, dealt with in s.4.12. Overall, the new youth justice reforms of the previous government have had a positive impact on dealing with challenging/offending behaviour. Due to their welfarist approach to troubled youths, YOTs are particularly welcomed by this report, and may offer those like Boy A a final opportunity to reform before being passed to the more formal CJS.

Repeat purchasers

The legal environment of foreign marketing takes an added dimension of importance since there is no single uniform commercial law which governs foreign business transactions. † – Comment. International marketers must be aware of the legal environments that they operate in. As there is no uniform international law regarding business transactions, companies can find themselves wasting money or in legal issues if they do not operate according to the laws in the specific countries they are in.The customs, politics, and geography vary greatly from country to country and are affected by the gal environment. It is extremely important that international markers are aware of this added dimension and are prepared. No single, uniform international commercial law governs foreign business transactions. The foundation of a legal system Profoundly affects how the law is written, interpreted, and adjudicated Laws governing business activities within and between countries An integral par t of the legal environment of international business .Four heritages form the basis for the majority of the legal systems of the world Common law, Civil or code law, Islamic law, and Marxist-socialist tenets Common law Derived from English law. England, U. S. , Canada and countries who were once under the English influence. Seeks interpretation through the past decisions of higher courts which interpret the same statues. Applies established and customary law principles to a similar set of facts Civil or Code law derived from Roman law.Germany, Japan, France and non-lilacs and non-Marxist countries. All-inclusive system of written rules (codes) of law: Legal system is generally divided into three separate codes 1 . ) Commercial 2. ) Civil 3. ) Criminal Ownership is determined by registration. Considered complete as a result of catchall revisions found in most code-law systems Islamic law Places emphasis on the ethical, moral, social, and religious dimensions to enhance equality and f airness for the good of society. The basis is the interpretation of the Koran.Islamic law defines a complete system that prescribes specific patterns of social and economic behavior for all individuals: 1 . ) Property rights 2. ) Economic decision making 3. ) Types of economic freedom Islamic law This system prohibits investment in a business dealing with Alcohol, gambling and casinos In order to comply with Islamic Law following are terms that are frequently use: Trade with markup or cost-plus sale and leasing. These practices enable borrowers and lenders to share in the rewards as well as the losses in an equitable fashion.The international marketer must know the religion's system of belief and understand how the law is interpreted in each region Marxist-socialist Tenets of Russia and the Republics of the former Soviet Union, Eastern Europe, and China. Legal system centered on the economic, political and social policies of the state. Now more directly involved in trade with non-Ma rxist countries Differences among the 4 law systems Due process may vary. Individual interpretation may vary Fundamentalist interpretation of Islamic law. Combination of several legal systems. U. S. Sees both common and code law Marxist-socialist tenets strictly subordinate to prevailing economics conditions. Private ownership, contracts, due process and other legal mechanisms need to be developed. Russia and China differ because Each has taken a different direction in its political economic growth. Russia is moving toward a Democratic System. China is trying to activate a private sector within a mixed economy in a socialist legal framework Jurisdiction in International Legal Disputes No Judicial body exists to deal with legal commercial problems arising between citizens of different countries.Legal disputes can arise in three situations: 1 . ) Between governments 2. ) Between a company and a government 3. ) Between two companies Jurisdiction is generally determined on the basis of: Jurisdictional clauses included in contracts, Where a contract was entered into, Where the provisions of the contract were performed Jurisdictional Clause â€Å"That the parties hereby agree that the agreement is made in Oregon, USA, and that any question regarding this agreement shall be governed by the law of the state of Oregon, USA† Types of International Disputes Buyer refuses to pay.Product is inferior quality. Shipment arrives late Steps when a dispute arises†¦ Resolve the issue informally, Conciliation aka Mediation, Arbitration, Conciliation a nonbinding agreement between parties to resolve disputes by asking a third party to mediate differences. Sessions are private and all conferences between parties and the mediator are confidential. In all conciliation agreements An arbitration clause should be included The popularity of arbitration has led to a proliferation of orbital centers. Established by countries, organizations, and institutions.Inter-American Commer cial Arbitration Commission. Canadian-American Commercial Arbitration Commission (for disputes between Canadian and U. S. Businesses). London Court of Arbitration (decisions are enforceable under English law and English courts). American Arbitration Association. International Chamber of Commerce (select Arbitration) Arbitration clauses require agreement on two counts 1 . To arbitrate in the case of a dispute according to the rules and procedures of some arbitration tribunal. 2. To abide by the awards resulting from the arbitrationContracts and other legal documents should include clauses specifying the use of arbitration to settle disputes Problems with Arbitration Companies may refuse to: 1 Name arbitrators 2. ) Arbitrate 3. ) After arbitration awards are made companies may refuse to honor the award 4. ) In most countries, arbitration clauses are recognized by the courts and are enforceable by law within those countries Deterrents to litigation Fear of creating a poor image and dam aging public relations. Fear of unfair treatment in a foreign court.Difficulty in collecting a Judgment that may otherwise eave been collected in a mutually agreed settlement through arbitration. The relatively high cost and time required when bringing legal action. Loss of confidentiality 4 recommended steps for settling disputes Try to placate the injured party. Conciliate. Arbitrate. Litigate Companies spend millions of dollars establishing brand names or trademarks To symbolize quality and design. To entice customers Millions are spent on research To develop products, processes, designs, and formulas Lost sales from the unauthorized use of U. S. Tents, trademarks, and copyrights Amount to more than $100 billion annually Counterfeits anger from copies that have the same efficacy as the original to those with few or no active ingredients, to those made of harmful substances Inadequate Protection Failing to adequately protect intellectual property rights can lead to the legal loss of rights in potentially profitable markets A company that believes it can always establish ownership in another country by proving it used the trademark or brand name first is wrong and risks the loss of these assets It is best to protect intellectual property rights through registration In the U.S. , a Common-law country, ownership of intellectual property rights is established by prior use versus registration International Conventions Three major aspects: Paris Convention for the Protection of Industrial Property, Inter- American Convention, Madrid Arrangement All countries have laws regulating marketing activities Promotion, Product development, Labeling, Pricing, Channels of distribution Discrepancies across markets cause problems for trade negotiators – particularly for managers and their firms U. S. Does not allow the buying or selling of human organs. Some countries only have a few marketing laws with lax enforcement.Others have detailed, complicated rules that are st ringently enforced 0 Advertising comparisons in advertisements are always subject to the competitor's right to go to the courts and ask for proof of any implied or stated superiority Green marketing laws Focus on environmentally friendly products and Focus on product packaging and its effect on solid waste management Antitrust a lot of the 20th century it was Nonexistent and Not enforced in most of the world's countries (U. S. Was exception) U. S. Laws Apply in Host Countries Foreign Corrupt Practices Act, National security laws, Antibiotics law, Extraterritoriality of U.S. Laws and Antitrust laws 0 00 Foreign Corrupt Practices Act Makes it illegal for companies to pay bribes to foreign officials, candidates, or political parties 0 00 National security laws Prohibit a U. S. Company, its subsidiaries, Joint ventures, or licensees to sell controlled products without special permission from the U. S. Antibiotics law U. S. Companies are forbidden to participate in any unauthorized forei gn boycott. Required to report any request to cooperate with a boycott Extraterritoriality of U. S. Laws Especially important to U. S. Multinational firms.Foreign governments fear the influence of American government policy on their economies through U. S. Multinationals What is illegal for an American business at home can also be illegal by U. S. Law in foreign Jurisdictions for the firm, subsidiaries and licensees of U. S. Technology Cybercafà © – Unresolved Issues Supersaturates (CSS), Taxes, and Jurisdiction of disputes and validity of contracts Taxes In the past, a company was deemed to have a taxable presence in a country if it had a permanent establishment there The E Commission Proposes value-added tax (VAT) Jurisdiction of disputes and validity of contractsThe EX. Commission has adopted an e-commerce directive that will permit online retailers to trade by the rules of their home country unless the seller had enticed or approached the consumer by way of advertising S upersaturates buy and register descriptive nouns, geographic names, and names of ethnic groups and pharmaceutical substances, and other similar descriptors and hold them until they can be sold at an inflated price Businesses face a multitude of problems in their efforts to develop successful marketing programs Varying legal systems of the world and their effect on business orientations Legal questions must also be considered Jurisdictional and legal recourse in disputes. Protection of intellectual property rights. Extended U. S. Law enforcement Enforcement of antitrust legislation by U. S. And foreign governments Q . International marketing research and market research are Synonymous, since the research process is basically the same whether applied in USA. , U. K. , Japan or India? † Critically examine this statement. Marketing research process Stage 1: Formulating the Marketing Research Problem Formulating a problem is the first step in the research process. In many ways, res earch starts with a problem that management is facing. This problem needs to be understood, the cause diagnosed, and solutions developed. However, most management problems are not always easy to research. A management problem must first be translated into a research problem. Once you approach the problem from a research angle, you can find a solution. For example, â€Å"sales are not growing† is a management problem.Translated into a research problem, we may examine the expectations and experiences of several groups: potential customers, first-time buyers, and repeat purchasers. We will determine if the lack of sales is due to: ; Poor expectations that lead too general lack of desire to buy, or ; Poor performance experience and a lack of desire to repurchase. What then is the difference between a management problem and a research problem? Management problems focus on an action. Do we advertise more? Do we change our advertising message? Do we change an under-performing produc t configuration? If so, how? Research problems, on the other hand, focus on providing the information you need in order to solve the management problem. Stage 2: Method of InquiryThe scientific method is the standard pattern for investigation. It provides an opportunity for you to use existing knowledge as a starting point and proceed impartially. The scientific method includes the following steps: 1. Formulate a problem 2. Develop a hypothesis 3. Make predictions based on the hypothesis 4. Devise a test of the hypothesis 5. Conduct the test 6. Analyze the results The terminology is similar to the stages in the research process. However, there are subtle differences in the way the steps are performed. For example, the scientific method is objective while the research process can be subjective. Objective-based research (quantitative research) relies on impartial analysis.The facts are the priority in objective research. On the other hand, subjective-based research (qualitative resear ch) emphasizes personal Judgment as you collect and analyze data. Stage 3: Research Method In addition to selecting a method of inquiry (objective or subjective), you must select a research method. There are two primary methodologies that can be used to answer any research question: experimental research and non-experimental research. Experimental research gives you the advantage of controlling extraneous variables ND manipulating one or more variables that influences the process being implemented. Non-experimental research allows observation but not intervention.You simply observe and report on your findings. Stage 4: Research Design The research design is a plan or framework for conducting the study and collecting data. It is defined as the specific methods and procedures you use to acquire the information you need. Stage 5: Data Collection Techniques Your research design will develop as you select techniques to use. There are many ways to collect data. Two important methods to co nsider are interviews and observation. Interviews require you to ask questions and receive responses. Common modes of research communication include interviews conducted face-to- face, by mail, by telephone, by email, or over the Internet.This broad category of research techniques is known as survey research. These techniques are used in both non-experimental research and experimental research. Another way to collect data is by observation. Observing a person's or company's past or present behavior can predict future purchasing decisions. Data collection techniques for past behavior can include analyzing company records and reviewing studies published by external resources. In order to analyze information from interview or observation techniques, you must record your results. Because the recorded results are vital, measurement and development are closely linked to which data collection techniques you decide on.The way you record the data changes depends on which method you use. Stag e 6: Sample Design Your marketing research project will rarely examine an entire population. It's more practical to use a sample-?a smaller but accurate representation of the greater population. In order to design your sample, you must find answers to these questions: 1. From which base population is the sample to be selected? 2. What is the method (process) for sample selection? 3. What is the size of the sample? Once you've established who the relevant population is (completed in the problem formulation stage), you have a base for your sample. This will allow you to make inferences about a larger population.There are two methods of selecting a sample from a population: probability or non-probability sampling. The probability method relies on a random sampling of everyone within the larger population. Non- probability is based in part on the Judgment of the investigator, and often employs nonviolence samples, or by other sampling methods that do not rely on probability. The final s tage of the sample design involves determining the appropriate sample size. This important step involves cost and accuracy decisions. Larger samples generally reduce sampling error and increase accuracy, but also increase costs. Stage 7: Data Collection Once you've established the first six stages, you can move on to data collection.Depending on the mode of data collection, this part of the process can require large amounts of personnel and a significant portion of your budget. Personal (face-to-face) and telephone interviews may require you to use a data collection agency (field service). Internet surveys require fewer personnel, are lower cost, and can be completed in days rather than weeks or months. Regardless of the mode of data collection, the data collection process introduces another essential element to your research project: the importance of clear and constant communication. Stage 8: Analysis and Interpretation In order for data to be useful, you must analyze it.Analysis techniques vary and their effectiveness depends on the types of information oh are collecting, and the type of measurements you are using. Because they are dependent on the data collection, analysis techniques should be decided before this step. Stage 9: The Marketing Research Report The marketing research process culminates with the research report. This report will include all of your information, including an accurate description of your research process, the results, conclusions, and recommended courses of action. The report should provide all the information the decision maker needs to understand the project. It should also be written in language that is easy to understand. It's important to find a balance between completeness and conciseness.You don't want to leave any information out; however, you can't let the information get so technical that it overwhelms the reading audience. One approach to resolving this conflict is to prepare two reports: the technical report and the s ummary report. The technical report discusses the methods and the underlying assumptions. In this document, you discuss the detailed findings of the research project. The summary report, as its name implies, summarizes the research process and presents the findings and conclusions as simply as possible. Another way to keep your findings clear is to prepare several different representations of your findings. Powering presentations, graphs, and face-to-face reports are all common methods for presenting your information.

Fencing Reflection Paper Essay

Fencing this year is so much more different than last year. We got a new coach this year and also got our old coach back. Their names were Coach Ike and Coach Angelo. I’ve known Coach Angelo a few years back when we had CFDC for fencing lessons. Coach Ike seemed really friendly but at the same time strict. Most of us weren’t that comfortable with him at first because we were scared. After he had this really long and inspiring talk with us during the first day, that’s when real fencing training happened. We were really taught how to have the proper footwork, posture, lunges and etc. I won’t lie and say that it was really tiring but I won’t lie as well when I say that it felt really good. Learning all those things made me a better fencer and a better student. After all those training every Friday, we became more comfortable with both coaches. Coach Ike is really fun and really good at training us younger kids. He might look kind of not fit but he can move so swift and smoothly you wouldn’t really believe it. He wasn’t really like our previous coach, Coach Brian. Coach Brian doesn’t train us that hard because he knows that we might get pissed or something but we would never do that. He was really fun as well. We had those laughing moments that I would never forget because he was my very first coach. I know that throughout this year I will have that with both Coach Ike and Coach Angelo. Coach Angelo on the other hand is very entertaining. He sings aloud during class, during bouts, tournaments or just because he feels like it. He also keeps me hyper in class. He always makes everyone laugh which makes it easier for everyone to concentrate while having fun at the same time. He also has very good tips for us every time were about to go to a bout or when were training. He never changed before which is a really good thing because that’s what makes him different from all the other coaches out there. He has this great connection with everyone which makes it easier for students to approach him when they’re confused or they need help with something. This year’s Founder’s Cup I didn’t get gold and I felt really frustrated because I wanted to really keep my title until I graduate. I got frustrated more afterwards when I lost in foil as well. I couldn’t take it because I was so tired from the epee bouts and I just lost my control with foil later on. I thought I was really bad and I didn’t deserve to play that time but when Coach Ike told me that he sees really good potential in me and that I just needed training because everyone else had so much more training than I did. I really lightened up after what he told me. Although I didn’t get gold at least I got bronze. It wasn’t much but it was something and I’m proud of it because I know both coaches taught me really well, I just didn’t have the energy and focus during the bouts and I’m sorry for that. To sum it up, the year hasn’t ended yet but I know that it is going to be one heck of a year every Friday training with these awesome coaches!

The Many Changes of Fashion Essay - 1557 Words

What is Fashion? Fashion is a general term used to describe a style of clothing or practice used by people around the world. Fashion refers to anything that is a trend. Self-presentation is the most direct noticeable marker of fashion. Throughout history we have seen many changes in clothing, from the color, to the material used to make it. We have also seen the style in which clothing is made change drastically. Fashion communicates meanings that have individual and social significance. Society, cultures, gender and even political authority have impacted fashion over the years. Clothing styles characterize certain designs which represent the culture that wears the clothing. Designers continue to try to direct their ideas to a transforming†¦show more content†¦Around 1947, after the end of World War II that Christian Dior introduced â€Å"Kings† style. This style gave a sense of luxury to Americans and was very classy. The women began to wear formal dresses that had d elicate necklines. The women were also introduced to stylish hats and distinctive hairstyles with curls. The men’s style didn’t see many changes expect that the war jackets were now distant, and they followed a narrow shoulder and hip pattern in everything they wore (â€Å"Brief History†). The Years between the 1950’s and 1960’s was an explosive time in fashion. The 50’s represented an out coming of the new generation. People began to gain their own personal style and appearance, influenced by films and singers (â€Å"Vintage Fashion†). Their styles incorporated leather, jeans, corduroy, and the ballet shoes for the girls. Men’s wear began to drastically change. Men would wear a leather jacket, with jeans that narrowed at the bottom, and a simple t-shirt (Peacock 210-211). This was the first time in history that jeans were not just worn by the working class but by all men (â€Å"Brief History†). The man’s lust for flesh grew during this time, so women’s skirts began to get shorter and the bikini was invented. Clothes were made to glorify the female body and emphasize every curve. It wasn’t until the Barbie doll was created in the late 50’s that young girls began to have a separate fashion from their mothers. Young girls would wear sweaters with full skirts or pantsShow MoreRelatedHow Fashion Has Changed Over Time Essay924 Words   |  4 PagesPop Culture has Change over Time Fashion is the habitual practice of style with which a person dresses. Fashion is the aspect of Pop culture. Fashion is not just cloths, it is also shoes, jewelry and hair styles. As the thoughts of people changes, so as the trend of fashion changes over time. Fashion is an essential part of everyone’s life and an important part of society. The beautification of fashion is what explains and reflects to people who we are. 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