Status of commercialization in sports Research Proposal

Status of commercialization in sports - Research Proposal Example Settlement for the theme was because of different reasons that will be organized in the examination. Satisfactory information on what is implied by commercialization of sports will be handled. The specialist and the perusers need to have a decent information on the point and the general thought of what it involves as it gives appropriate direction to the examination (Cummings, Lofaso and Cummings,â 2010). The other territory that will be handled will be the focal points and weaknesses of commercializing various games. Distinguishing proof of comparability or the contrast between the commercialization of various is a significant part of the exploration in the journey to decide both the negative and constructive outcomes of the equivalent. The utilization of applicable models is basic in such a situation to guarantee the fact of the matter is surely known and expectations clear. Additionally, the strategies for commercialization and the important bodies or rather bodies related with t he commercialization are central in the examination (Humphreys and Howard,â 2012). The examination has a few goals that give direction while doing the information assortment process. Foundation of the different explanations for commercialization is the primary objective of the investigation. The expanded pace of the commercialization causes a stir and consequently the need to comprehend the main thrust behind the demonstration. Assurance of the beneficial outcomes of the commercialization of sports is the other goal. In contrast with different business openings, sports, for example, soccer and American Football have hit top bars and demonstrating that there is a plenty of advantages that gather from the equivalent. It is a basic target in this examination as the discoveries from this exploration help decide if the procedure is of an extra incentive to the general public (Ribowsky, 2012). Moreover, it is similarly basic to dissect the antagonistic effects of

Nursing Intervention Essay Example | Topics and Well Written Essays - 1000 words

Nursing Intervention - Essay Example History of music treatment In the United States music treatment started in the eighteenth century. In any case, utilizing music for treatment started a large number of years back this is obvious even in the-holy book and some early compositions of India and China. The music program was presented in the US in 1984. This was after a malignant growth bolster bunch in the US thought of the program to aid disease treatment. Music has been utilized in medication for a long time; Greeks had a conviction that music could recuperate both the spirit and body. Music was utilized in customs to mend centuries in local America. Music was likewise utilized in World War II by US specialists for recuperating troopers who endured shell stun. Hains (1996) uncovers that in 1994 Michigan State University thought of the music treatment degree. Today, more colleges offer both undergrad and postgraduate certificate in music treatment the vast majority of these degree courses are demonstrated by the American Music treatment affiliation. To qualify, the bachelor’s certificate holders should at any rate have prepared for 1200 hours in clinical preparing and in any event one temporary job meeting. Numerous clinics nowadays have music specialists working for them as malignancy supervisory groups and disease focuses helping in arranging and assessment of treatment. A few administrations are even secured with medical coverage offices. Research has demonstrated the estimation of music treatment on the brain, body and soul of the two grown-ups and kids it has indicated that music treatment when utilized with hostile to queasiness drugs for patients on chemotherapy helps in facilitating both sickness and heaving; a few examinations have even demonstrated that music treatment can treat momentary torment including malignant growth torments. A few investigations have indicated that music treatment can be utilized to diminish the period through which a patient experiences torment. It has add itionally been found that when utilized connected at the hip with painkillers, it can to lessen the measure of torment medicates in patients. A few investigations have demonstrated that music treatment can likewise be utilized to improve solace, unwinding and torment control. As indicated by Hains (1996), a lot of disease patients who utilized music treatment were found to have improved wellbeing status comparable to their life expectancies. It was found that the majority of the music treatment was successful in the transient impact while it had almost no impact in long haul. Pulse, circulatory strain, wretchedness and breathing rate have additionally been believed to decrease in instances of music treatment nobody can tell the manner in which music can influence the life of individuals as research is as yet going on and more is as yet coming up. Understudies taking music exercises have been found to have an improved IQ when contrasted with the individuals who don't have music exerc ises; a reality that has stretched out even to nonmusical exhibitions. These examinations show how music can be utilized from multiple points of view and can be utilized to improve the lives of individuals. Advantages of music treatment Music treatment can be utilized with an assortment of enthusiastic and mental side effects. It tends to be utilized to regard malignant growth just as help diminish agony, uneasiness and queasiness, which are inconveniences experienced after chemotherapy. Some accept that music treatment can be utilized to improve the medicinal services of kids with malignancy by advancing participation and social communication (Hains, 1996). Research has additionally demonstrated that music treatment assists with improving the focus length of a person. It has

The Urbana Sweetcorn Festival

The Urbana Sweetcorn Festival This past weekend, my roommates and I were looking for something to do. The weather was nice and we wanted to go a little off campus. We then found out about the Urbana Sweetcorn Festival! The Urbana Sweetcorn Festival is an annual end of summer community festival held just outside of campus in Urbana. With food vendors, concerts, and of course sweetcorn, there were plenty of things to do for my friends and I. A cool fact about the festival is that over 20,000 ears of sweet corn are consumed each year at the festival! Thats a lot of sweetcorn! When I went to the festival last year, I was lucky enough to see the popular band, Smash Mouth. That was a fun time hearing the band sing All Star and Im A Believer from Shrek  in real life. Most of the time they get known bands and musicians to come down for this special festival, which serves as great entertainment for students and the Champaign-Urbana community. Whats great about the festival is that its incredibly accessible to get to from campus. There is a Champaign-Urbana Mass Transit District bus that you can take from campus right to the festival. I urge all Illini to take advantage of this perk that all Illinois students receive. The bus system is incredibly reliable and goes all day and night! Without the bus system, many students like me would have never gotten to the festival since its about 5-10 minutes away from campus. Here are a few highlights from my time at the festival this past weekend. One of the many tents that was selling sweetcorn! The lines were really long but were totally worth it. We finally got our corn! My roommate was as excited as I was. We decided we wanted to take a little bit of the festival home. So we bought the largest bag of kettle corn! I recommend all Illini to put the Urbana Sweetcorn festival on their bucket list! Now, Im going to go eat some of this sweetcorn. Daniel Class of 2018 I’m an Advertising major in the College of Media. I’m from a northwest suburb of Chicago called Buffalo Grove. I chose Illinois because it was the first university in the entire world to offer an Advertising major, which is pretty cool!

Society Exposed in Aldous Huxley’s Brave New World Essay

Society Exposed in Aldous Huxley’s Brave New World One may think that the society in Aldous Huxley’s Brave New World is a gross representation of the future, but perhaps our society isn’t that much different. In his foreword to the novel Brave New World, Aldous Huxley envisioned this statement when he wrote: To make them love it is the task assigned, in present-day totalitarian states, to ministries of propaganda.... Thus, through hypnopaedic teaching (brainwashing), mandatory attendance to community gatherings, and the use of drugs to control emotions, Huxley bitterly satirized the society in which we live. The way the fascist and totalitarian regimes of the past used mass propaganda techniques to â€Å"brainwash† their people was†¦show more content†¦In the past, Communist leaders have attempted to rewrite history, but in Brave New World, this was taken one step further; they forgot about history altogether. The only people who had access to any knowledge of the past were the ones who had the power: the World Controllers. Thus, they were able to create a society that fit their liking. Since the hypnopaedic ideas in the society were continuously repeated throughout ones lifetime, attendance to community gatherings, such as the Solidarity Service, were strictly enforced. The main purpose of the Solidarity Service was to promote social stability, and to give people something that they can feel apart of. The people were driven to this by singing songs like the First Solidarity Hymn, which began, Ford, we are twelve oh, make us one. During this time, people were also consuming soma rations, which drugged them and caused them to get swept up in the service. Consequently, at the end an orgy took place, which brought them together as one being. In comparison, the political rallies Hitler and other fascists held served a similar purpose. Just as people would chant Hail Hitler at these mass rallies, people in the novel would also chant their Ford’s name during the Solidarity Services. These gatherings are also similar to the religious meetings that take place in our society. People come together and chant in different languages, sing to their creator, or read from a book. To people in ourShow MoreRelated The Application of Utopia in Brave New World Essay1190 Words   |  5 PagesThe Application of Utopia in Brave New World      Ã‚   Aldous Huxleys Brave New World illustrates the loss of morality when established standards are replaced by amoral criteria.   In his novel, Huxley criticizes the practical applications of Utopia in actual society. Huxleys depiction of love, science, and religion support the ineffectiveness of implementing Utopia in everyday life.      Ã‚  Ã‚  Ã‚  Ã‚   In Brave New World, Huxley shows contempt for the human emotion of love.  Read MoreCriticism of Practical Application of Utopia in Brave New World1192 Words   |  5 PagesUtopia in Brave New World Debra Ackerman Mrs. Eileen Waite Criticism of Practical Application of Utopia in Brave New World Aldous Huxleys Brave New World illustrates the loss of morality when established standards are replaced by amoral criteria. In his novel, Huxley criticizes the practical applications of Utopia in actual society. Huxleys depiction of love, science, and religion support the ineffectiveness of implementing Utopia in everyday life. In Brave New World, Huxley showsRead MoreThe Absence of Morals in Brave New World Essay1814 Words   |  8 PagesHuxley, in his novel Brave New World, argues that this is not the case. Through the creation of a type of scientifically led world order, the society has destroyed the one thing that people cherish most, their individualism (Brander 71). They are no longer individuals; they are consumers assimilated into an overall society by the power of genetics. However, that is not all. Baker contends that â€Å"Huxley’s greatest fear was the potential misuse of genetic engineering, but Brave New World also reflects hisRead MoreThe World Of The Roaring Twenties : A Decade Of Jazz And Gin, Invention And Discovery, And1182 Words   |  5 Pagesappliances, and important medicines like Penicillin and Insulin, among others. Renowned author, Aldous Huxley, lived during this roaring age and saw something different. He feared for America’s future. Although he had trouble admi tting and determining this fear, many traces of this fear can be found in Brave New World, his utopian novel depicting the foreseeable future. blah blah blah In Brave New World, many influences from its time can be seen. Henry Ford’s philosophy is one of the most predominantRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 1222 Words   |  5 Pageswere read this quarter related the most to modern American society? The first novel that was read this quarter was Fahrenheit 451 by Ray Bradbury, and this novel was about a dystopian society and the importance of reading. The next book that was read was Aldous Huxley’s Brave New World and this novel was about a society where production is the first priority. Then the last novel read was 1984 by George Orwell, this novel was about a society where the Government ran everything and desired complete powerRead MoreSatire of the Utopian Future: Brave New World by Aldous Huxley1584 Words   |  7 Pagesthe world around man may open door to him, it leaves his mind filled with endless thoughts that weigh on him. In Aldous Huxley’s novel Brave New World, Huxley describes a sati ric version of the utopian future where humans are genetically bred and classically conditioned to live passively and happily in their subservient culture. Throughout the novel, this idea of happiness verses knowledge and intelligence is brought before the characters of Huxley’s society. The only way this perfect society flourishesRead More Literary Utopian Societies Essays1747 Words   |  7 Pages Literary Utopian Societies â€Å"The vision of one century is often the reality of the next†¦Ã¢â‚¬  (Nelson 108). 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In both Brave New World and The Island, one aspectRead MoreAlcohol in Our Society; Huxleys View in Relation to Brave New World833 Words   |  4 PagesOur Society; Huxley’s View in Relation to Brave New World Aldous Huxley’s Brave New World is a science fiction book that captures both the good and bad sides of cloning and mass production of humans through science. Huxley’s book, published in 1932, conveys his well-developed and disturbingly accurate ideas about human behavior in what was then the distant future. In addition, his writing measures the capacity for which humans can obsess over not only having a perfect society, butRead MoreWilliam Shakespeare s Brave New World925 Words   |  4 PagesThroughout the novel, Brave New World, the author, Aldous Huxley strategically incorporates various Shakespearean allusions into his story. The most distinguished allusion throughout the entirety of the novel is to a quote from The Tempest, a play about a sorcerer and his daughter that live together on a remote island. The quote from The Tempest, in which Brave New World derives its name, â€Å"O, wonder!/How many goodly creatures are there here!/How beauteous mankind i s! O brave new world,/That has such people

Fascist Italy, Nazi Germany and Imperial Japan - 1741 Words

Fascist Italy, Nazi Germany, and Imperial Japan all shared a global concept of fascism where the willingness to create a collective conscious of nationhood was justified through imperialism. Indeed, the importance of nationalism within Fascist culture would greatly affect the foreign policies of Italy, Germany, and Japan during the 1930s and 1940s. World War one had brought about revolutionary changes in the nature of war, society, and technology, where the advent of total war and mass mobilization showed the potential of a unified community run by the state. Fascists saw World War One as symbolizing the beginning of a new era where totalitarian governments sought to unify their nations by mobilizing the national community. In Italy, Benito Mussolini and his Fascist regime created one national community by eliminating the boundaries between the public and private sphere where the Nation would come before the Individual. In Germany, Hitler used nationalism to call for the unificatio n of all German speaking peoples into a single empire known as the Volk. In Japan, the success of imperialism and the emphasis on collective belonging and shared past led to a nationalistic movement known as Pan Asianism where the Japanese aimed to unify all Asians. The respect of the state, a devotion to a strong leader, and the emphasis on militarism were all common features of the totalitarian states of Italy, Japan, and Germany but nationalism served as a pivotal feature in creating aShow MoreRelatedThe Causes Behind The Atrocities Experienced During World War II1166 Words   |  5 Pagesas Japanese militarism. Issues developed within Weimar Germany that lead to surges of revanchism after the Treaty of Versailles was formed to mend the damage done from the first World War. Germans suffered the most punishment with the demilitarization of the Rhineland, the denial of unification with Austria and the separation of German states, extreme limitation upon their military, as well as significant war reparations placed upon Germany. Moving further, Germans began challenging their currentRead Morehistory fact files Essay943 Words   |  4 Pagesefforts were cut short, however, when Benito Mussolinis Italian army invaded the country in 1935. The Italian military used superior weaponry, airplanes, and poison gas to crush the ill-fated resistance led by the emperor. After the invasion, a fascist regime (a country under the control of an all-powerful ruler) occupied the country and marked the first loss of national independence in recorded Ethiopian history. In 1936 Haile Selassie was forced out of th e country. While in England he unsuccessfullyRead MoreEssay on Why Did Japan Turn to Militarism?749 Words   |  3 Pagesdid Japan turn to militarism and drift away from democracy in the 1930s and the 1940s? How did US occupation authorities seek to prevent Japan from relapsing into the past system of military expansion? The root of Japan’s militarism started out from the developments of the Meiji era that was established by imperial restoration after Edo period. The idea of the Meiji Revolution, to boost morale and to extricate Japan from the idea of Tokugawa feudalism, had been carried over to turn Japan intoRead MoreNotes Chapter 21 WWI1292 Words   |  6 PagesEurope, 1914–1970s CHAPTER LEARNING OBJECTIVES: †¢ To examine the history of Europe between 1914 and the 1970s as an organic whole made up of closely interconnected parts †¢ To consider the repercussions of nationalism and colonialism in Europe and Japan †¢ To increase student awareness of the effects of the two world wars †¢ To help students imagine the appeal of totalitarian movements in the twentieth century KEY TERMS: blitzkrieg: German term meaning â€Å"lightning war,† used to describe Germany’sRead MoreShelby Meyer. Mrs.Cour. Composition. 8 May 2017. Axis Powers.882 Words   |  4 PagesShelby Meyer Mrs.cour Composition 8 May 2017 Axis Powers The Axis Powers were a group of countries during WWII (world war two). The powers were comprised of Germany, Italy, and Japan. They wanted to take over the world. They fought against the Allied Powers, which were basically the rest of the world, and they almost won. How? I m about to tell you! A big part of why they got so far was their leaders.Adolf Hitler, Benito Mussolini, and Hideki tojo These men knew how to get what they wanted. TheyRead MoreWorld War Ii Timeline1818 Words   |  8 Pagesbecomes Chancellor of Germany, bringing ideas of Nazi Party with him June 6.14.1933- Nazi party outlaws all other political parties, signaling the beginning of a totalitarian regime October 10.1933- President Roosevelt recognizes the USSR and establishes diplomatic relations 10.14.1933- Germany leaves the League of Nations 1934 December 12.29.1934- Japan denounces the Washington Naval Treaty of 1922 and the London Naval Treaty of 1930, identifying that Japan would no longer abideRead MoreBenito Mussolinis Impacts on Italy During His Rule1660 Words   |  7 Pagesminister of Italy. Mussolini was very loyal towards Italy and set out to make changes to advance his country. Mussolini is also the founder of Fascism which was adapted by Italy. Mussolini also had ties with Adolf Hitler before and during World War Two. Many people would argue whether or not Benito Mussolini was a good leader or a bad leader. What we do know is that during Mussolini’s rule of Italy, he made a negative impact on the country. Even though Benito Mussolini stayed loyal to Italy and madeRead MoreThe Distinct Characteristics of Fascism and Prominant Fascist Leaders2934 Words   |  12 Pagesthe lives of the people and in which individuals are not allowed to disagree with the government. It is derived from the Italian word fasces whi ch mean a bundle of rods with an axe-blade protruding. This signifies the authority of magistrates in Imperial Rome. 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It changed the economy and the growth of big countries, including Germany, Great Britain, United States, Japan, Russia and France. Aside from this, Jews were greatly influenced too. They were damaged, but then gifted. The war started in September 1, 1939 when Germany invaded the territory of Poland, which was allied with Great Britain and France. German officials signed a peace treaty in August 24-25 with the Soviet

What a Black Man Wants Rhetorical Analysis Free Essays

Fredrick Douglas wrote and presented his What the Black Man Wants speech during the post civil war time period to demonstrate his straightforward views on the fact that even though the black race had just acquired freedom, they remained without equality and civil rights which gave their current freedom no meaning. Throughout his entire speech, Douglas rules over his audience with his parallel and emotional diction choice along with his assertive tone shifting towards anger and the answering of his own questions multiple times to emphasize his seriousness. When Fredrick speaks to his audience, he does not choose all his words with the separation of blacks and whites in mind. We will write a custom essay sample on What a Black Man Wants Rhetorical Analysis or any similar topic only for you Order Now He uses words such as â€Å"our†, â€Å"my friends† , or â€Å"my fellow men†, which he uses whenever he talks of his race’s desires. His words combine the whites and blacks as one, displaying to his audience that despite the discrimination, Douglas still believes that everyone is all part of the same family. He places these including words all throughout his speech, assisting in the audiences grip of what Douglas wants them to know. He wants them to know everything he views about his desires for civil rights and is confidently upfront about it, using phrases such as â€Å"I want†¦Ã¢â‚¬  or â€Å"All i ask for is†¦Ã¢â‚¬  in a parallel structure that way the audience does not miss one single detail. This is why throughout the entirety of his speech a lot of the same equality words resurface, and the repetitive use of the same phrases, typically starting with â€Å"I†, or â€Å"We†, or â€Å"Us†, do so as well. Again, he does this on purpose that way every point he makes and every desire he wishes to see fulfilled is imbedded in each audience members mind, and hopefully sparks a desire in at least one of them for a change. Although Fredrick approaches his diction choice with an emotional and parallel structure, his assertive tone is what is really at work. His entire purpose, in short, is to persuade people towards equal treatment of races and civil rights for black people. He states what he wants, backs it up with his intense emotional views and points he wants to make, and uses the same sentence structure throughout the whole speech so that the audience does not miss a beat. Fredrick openly says in the second paragraph, â€Å"I do not agree with this. †, when talking about the objection of the premature Negro’s rights to suffrage. He openly discusses his emotions towards other topics of conflict as well without any fear. In paragraph three he gladly admits, â€Å"†¦women, as well as men, have the right to vote, and my heart and voice go with the movement to extend suffrage to women†¦Ã¢â‚¬  This sentence adds rocket fuel to Fredricks lunar expedition to justice. During his time period, women’s suffrage was almost as sought for as Black’s suffrage, therefore by extending his wishes for civil rights to the opposite gender and race he wins the favor of most women further strengthening his purpose. His attitude strengthens as well come paragraph four. His tone shifts from being assertive to angry. He starts exclaiming his thoughts on the white folks need for antagonising; how they should â€Å"Do nothing with us! † a instead of harassing a black man they should, â€Å"Let him alone! You see him on his way to school, let him alone, don’t disturb him! † His anger creates an emotional anchor in the audience that isn’t sympathy like he requested no one to have, but guilt. Just as seen in the scarlet letter, guilt holds more power over other individuals than anything else, therefore this anchor will hopefully set forth the action to change within his audience. Douglas uses his deeply assertive tone to address multiple rhetorical questions that hold high significance to him. There is a recurring pattern as well. He asks each question at a minimum of two times each, immediately provided the answer to the specific question, stating the answer a few times as well, or even answering it with another question like he did in paragraph three when he says, â€Å"Why do we want it?†¦ This is the sufficient answer. Shall we at this moment justify the deprivation of the Negro of the right to vote, because someone else is deprived of that privilege?† These questions he asks come directly from the white people, and maintain high topics of interest to Douglas. That’s why when he goes over each one, he tends to be more and more assertive and angry as he nears the end. He wants nothing more than to spark a change. He hopes that by making an emotional impact while dropping an anchor on top of them with all black peoples thoughts carved into it, that they will take responsibility and for once make justice. His rhetorical question from paragraph four where he imitates, â€Å"What shall we do  with the Negro? †, his answer of â€Å"Do nothing! Leave him alone! † is an example of him being the spokesman for his race. Although this is demonstrated throughout the entire speech, it is more so present in the questions in the third and fourth paragraphs. He took a whole new approach and stated his opinions with a hope that his audience would make the right choice with the info. Just the fact that he presents this speech after the civil war when they were granted freedom really intensifies the problem of civil justice. Fredrick Douglas showed his audience that that freedom they had acquired honestly hardly meant a thing besides the fact that they couldn’t be owned anymore and could attend schools. Not only was his audience impacted but his fellow citizens as well. Through his parallel and heavy diction choice combined with his intense tone, and his direct focus on making sure that white people understood the answers to all the questions and points of view, his speech with heavy hopes would inspire the few good-hearted people out there to spark that needed change in racial justice. How to cite What a Black Man Wants Rhetorical Analysis, Papers

Separate Schooling for the Sexes from Kindergarten to University Level in Saudi Arabia

Summary Education is acknowledged to be the foundation of the socio-economic development of a nation. An effective educational system which yields high results is therefore seen as being essential for a nation’s well being. As such, having an effective education system is an objective of all governments.Advertising We will write a custom essay sample on Separate Schooling for the Sexes from Kindergarten to University Level in Saudi Arabia specifically for you for only $16.05 $11/page Learn More The paper has begins by noting that modern Saudi Education was established in 1970 through the Education Policy Document. The various stages in the Saudi Education system are articulated as; pre-school, elementary school, secondary school and higher education institutes. The differences between boy and girl’s schools vary from level to level. In the secondary school level, the difference is that girls have fewer choices than boys who have choices fro m; vocation schools, military schools and the education ministry. The higher education institutes are the ones with the most differences. While more women are enrolled than men, some courses are limited to men and the educational facilities offered to men are superior to the women’s. Even so, changes have improved conditions for women and now they have access to most courses. The paper concludes by stating that while Saudi Arabia has an effective educational system, its success can be hampered if the male students in higher learning institutes continue to be favored at the expense of females. Introduction The educational system of a society is fundamental to the development and ultimate advancement of the entire community. Educators and governments all over the world have acknowledged that the educational structure and practices adopted can have a significant effect on the education of the population leading to significant impact on economic and social outcomes of their citiz ens. An effective educational system which yields high results is therefore seen as being essential for a nation’s well being. Most countries have developed varied educational systems which are as a result of the various cultural backgrounds or even religious orientations of the particular nations.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Saudi Arabia’s educational system is one of the education systems that exhibit profound differences in structure and governance from most western country educational systems. These differences are as a result of the religious and cultural realities of the country. A unique feature of Saudi Arabia’s education system is the separate schooling for the sexes from kindergarten to university level. This paper will argue that this separation on the basis of gender is one of the factors that have made Saudi Arabia’s education system so eff ective. The paper shall focus on the individual differences between the male and female schools. Structure and Governance Formal education in the Saudi Arabian Kingdom traces its roots to the 1930s when King Abdul Aziz started primary school programs in the Kingdom. Even so, the core foundation of the Saudi Education system is viewed to be the Education Policy Document issued in 1970 by the Saudi Council of Ministers. This policy aimed among other things to implement educational plans and programs that would be universally accessible to the members of Saudi Kingdom. Al-Khaldi (2007) states that the one of the core ambitions of the policy was to achieve education for all. The Saudi government is committed to the provision of education to its population. A study by Rugh (2002) reveals that as a general rule, primary education is free while secondary and higher education is highly subsidized by the government. A notable attribute of Saudi Arabia’s education system is that it is highly centralized in nature and the overall supervision is done by the Ministry of Education This ministry is also charged with the training and subsequent employment of the teaching staff. Saudi Arabia’s education has also become increasingly religious with the incorporation of religious teaching into the curricula. A study conducted in 2002 on education in Saudi Arabia revealed that â€Å"Islam is not only integral to Saudi education but also serves as the very essence of its curriculum† (Walsh, 2009, p.33).Advertising We will write a custom essay sample on Separate Schooling for the Sexes from Kindergarten to University Level in Saudi Arabia specifically for you for only $16.05 $11/page Learn More Educational institutes are grouped into two: public sponsored and private. Both private and state-sponsored schools use the same textbooks hence ensuring uniformity. The government supervises the curricula of the private schools so as to ensu re uniformity and as a general rule, private schools can only â€Å"add to the government-approved curriculum, not subtract from it† (Rugh, 2002, p.45). Kindergarten Level The first stage of education in Saudi Arabia is the kindergarten level which caters for children below the age of six. This educational level is optional and parents may choose to home school their children. The schools at this level are under the Education ministry. Coed learning is permitted for pre-school age children and kindergartens therefore making this education level the only one where mixed learning is permitted in Saudi Arabia. The education policy of 1970 which is a foundation pillar for Saudi Arabia’s education system explicitly states that â€Å"Co-education is prohibited in all educational stages except in nurseries and kindergartens† (Al-Jawhara, 2008). Elementary school Elementary education which caters for pupils from the age of six through twelve is compulsory for all Saudis . Each school year in the elementary level consists of two semesters. Upon completion of this stage, pupils can move on to the intermediate schools which last for three years. Upon successful completion of this stage, the pupil can be enrolled to secondary school. Through grades 1 to 12, boy schools are supervised by the Ministry of Education. Up until 2002, girl’s schools through these grades were supervised by the General Presidency of Girls Education but the institute was abolished and its role taken up by the Ministry of Education. At the end of the Intermediate level, national examinations are undertaken and one must obtain the Intermediate School Certificate as a prerequisite to entering secondary education. Following this examination, the Education Ministry offers both boys and girls the chance to choose either a literary or scientific path for their secondary education. This choice has an impact on the career path of the individual since it determines the courses that one is eligible for in college.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Secondary Level A major difference between girls and boys schooling is exhibited when pupils are selecting the schools to join for secondary education. While the boys are presented with a myriad of options, girls are limited to a single choice of schools run by the Ministry of Education. Boys on the other hand may elect to attend schools operated by the Ministry of Education or those run by the Islamic University. In addition to this, Saudi boys can enroll in vocational and technical schools that are run by the General Organization for Technical Education and Vocational Training. Such institutes provide technical and commercial courses for boys whose careers are not aligned with the mainstream education courses. Also, boys can join schools run by the Ministry of Defense. These military schools enable the student to take on a military career in future. Another difference is in the selection of sporting facilities available to the students. Rugh (2002) reports that while boy schools a re exposed to a wide array of sports ranging from football to cricket, girls are highly restricted. However, this is not necessarily a negative thing since males are more rule-oriented and attracted to sporting activities while females on the other hand shy away from overly competitive activities. Moes (2005) reveals that stress and confrontation which motivates males to improve their performance has the opposite effect on girls. In addition to this, female students show great interest in other curriculum activities except sports as compared to male students (Hamdan, 2005). Higher Education Level There are numerous opportunities for higher education in Saudi Arabia and most students take advantage of this. Saud Arabia boasts of 109 university colleges in 11 universities that are supervised by the Ministry of Higher Education. There is also an excess of 141 colleges which offer courses ranging from teachers training to agriculture. As a result of separate schooling there are some cou rses that are only available to men. Women are always denied admission to the renowned King Fahad University of Petroleum and Minerals in Dhahran which only offers its courses to males. This slightly limits the opportunities for women since the course option that one has in higher education has some bearing to their success in the job market (Wiseman, et al., 2008). Even so, the other universities admit women and as such, women have equal opportunity with men to pursue higher education. Following recent reforms in the Saudi Arabian education policy by the Ministry of Education, women have been given access to courses such as mechanical and civil engineering which were previously only open to male students. While male students have a say over the classes they take up in university, females may not always have a choice. Guardianship laws which are strongly embedded in Saudi culture sometimes affect the education of women. In some universities, women are required to get guardianâ€℠¢s approval before they can resister for classes. Doumato (2009) states that this sometimes limits women from having the right to enroll in the programs of their choice. Mirza (2007) reveals that while female teachers are abundant at the elementary and secondary school levels, there is a shortage of teachers at the higher-level education. This shortage is as a result of the traditional Saudi society where the role of women was mostly limited to taking car of the home and raising the children. Men who were considered the breadwinners were more likely to seek higher education both in Saudi institutes and overseas. This situation has resulted to an adequate pool of male faculty members and a dire shortage of female ones. The proficiency of the teachers who teach the different genders is also different. These results in a significant difference in the quality of education provided to men and women. Studies indicate that over 34% of the men teaching at men universities hold doctorates as compared to a mere 3% of those who teach in women’s universities (Hamdan, 2005; AlMunajjed, 1997) A model approach for education delivery in higher education institutes in Saudi Arabia involves a distributed learning environment. A distributed learning environment is defined as â€Å"one where there is an integration between face-to-face instruction and online communication between faculty and students (Mirza, 2007; Dede, 1996). In this set up, female students have an online communication and very limited face to face interaction with their instructors while the male students benefit from face-to-face interaction. A study by Mirza (2007) revealed that female students felt a great desire for having face to face instructions from their tutors and as such, the online communication was detrimental to their learning experience. This is because not having the instructor in the same classroom resulted in the loss of concentration by the female students. A significant difference in male and female education is in the amount of money that the government and education institutes appropriate for male and female education. Hamdan (2005) documents that women’s education is appropriated only 18% of the share in higher education. In addition to this, the facilities that women are provided with are of inferior quality as compared to men. For example, Saudi women are denied access to many libraries affiliated with schools as well as public libraries. Women libraries on the other hand are poorly equipped and small. Discussion Education is acknowledged to be the foundation of the socio-economic development of a nation. As such, having an effective education system is an objective of all governments. The Saudi government has placed a strong emphasize on education and continuous to the most ardent supporter of the growth of the education sector. The differences exhibited between the male and female schools are in line with one of the general principles of the educa tional policy as articulated in 1978 by the Ministry of Higher Education. This is that â€Å"Women have the right to receive education that is suitable to their natural endowments and which would prepare them for their role in life† (Al-Khaldi, 2007). Men and women differ significantly and the approach in teaching them should take this into consideration. It is held that men and women’s brains operate differently and modern brain scanning technology has allowed scientists to demonstrate that â€Å"males use less of and specific areas of their brain while females tend to use both hemispheres for the same tasks† (Moes, 2005, p.5). Moes (2005) asserts that after nearly decades of conscientious social engineering, children still choose gender-specific toys and boys remain competitive while girls are cooperative. These revelations point to the inherent difference between boys and girls. Zahra (2001) goes as far as to propose a feminine theory of education which would ideally be rooted in transformative learning. However, separate schooling does present some setbacks. Most significantly, separate schooling results in differing in choices available to students based on gender. For example, after intermediate level school, males have a number of options which give them an advantage over the females. The online education that is imposed on women also places them at a disadvantage compared to men who have face to face interactions with their instructors. Even so, separate schooling yields the best for the sexes. Concerns about equity are grounds for the controversy that single sex schooling attracts. Moes (2005) reveals that this is not the case since separating boys and girls for schooling offers educators an opportunity to cater for the unique needs for the different genders. While some argue that separate schooling discriminates against women, Rugh (2002) reveals that the number of Saudi female college students has risen exponentially from a mere 100 in the mid 1960s to over 140,000 by 2002. Furthermore, for many women in Saudi Arabia, sex segregation is not synonymous with a lesser social status. Conclusion This paper set out to give an in depth analysis of the Saudi Arabian Education system with particular emphasis on the separate schooling system and the differences that arise as a result of this system. To this end, the paper has reviewed the structure of the Saudi system and the various attributes which influence the school system. From this paper, it is clear that religion plays a major role in the lives of Saudis. Considering the centrality of Islam in the Saudi Education, it stands to reason that the educational system should be in line with the religious tenets. It is also clear from this paper that the Saudi government places great significance on the education of its people. As a result of this, there has been significant progress made in increasing literacy for the population. This paper has demonstrated that Sa udi Arabia applies strict educational policies in accordance with the teachings of Islam. However, this paper has noted that the bias on male educational resources at the expense of females is retrogressive to what is otherwise an effective educational system. References Al-Jawhara, B. (2008). Woman in Saudi Arabia Cross – Cultural Views. Ghainaa Publications Al-Khaldi, S. (2007). Education Policies in the GCC States. Gulf Research Center. Doumato, E.A. (2009). Women’s rights in the Middle East and North Africa. Freedom House. Hamdan, A. (2005). â€Å"Women and education in Saudi Arabia: Challenges and achievements†. International Education Journal, 2005, 6(1), 42-64. Moes, M. (2005). American Muslim Schools and the Single-Sex Approach to Education. Gulf Research Center. Mirza, A. A. (2007). â€Å"Students’ Perceived Barriers to In-Class Participation in a Distributed and Gender-Segregated Educational Environment†. Proc ISECON 2007, v24 Rugh, A. W. (2002). â€Å"Education in Saudi Arabia: choices and constraints†. Middle east policy, VOL. IX, NO. 2. This essay on Separate Schooling for the Sexes from Kindergarten to University Level in Saudi Arabia was written and submitted by user Alissa P. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.