Self Esteem Interventions for Adolescents

Self Esteem Interventions for Adolescents CHAPTER I INTRODUCTION ‘’You cannot help men permanently by doing for them  what they could should do for themselves’’ Abraham Lincoln Adolescence is retrieved from Latin word ‘‘adolescere’’ which means ‘’to grow up’’. Total of 1.2 billion adolescents pass across the period between childhood and the adulthood around the world. Knowledge and Proficiency captured by adolescents have valuable implications for their growth. (Mary.C.Townsend,2010) Age group of adolescents is defined by many programmes. According to WHO, adolescence is defined as the period in human growth and development that occurs after childhood and before adulthood from the ages of 10 to19. According to Erik Erikson’s stages of human development, an adolescent’s age group between 13-19 years, Draft Youth Policy defined as the age group between 13-19 years; ICDS programme considered the age group of adolescent is 11-18 years; Internationally, the age group of adolescent is 10-19 years. (Carol, Bf,2000) UNICEF categorizes adolescence period in three levels: early adolescents (10-13 years of age), middle adolescents(14-16), late adolescents (17-19). It is a hassle period packed with major variations in physical growth, sexuality, cognitions, emotions and relate with others. It is a period of unearthing of self and relate to the world around the individual. (Stanton, B.F) The sudden and rapid physical changes that occur to make adolescents to aware of oneself, very sensitive and concern about their body changes. It makes the adolescent to feel inferior while compared with others. It causes the adolescents have Self hatredness and negative feelings about themselves. The alternative component for self hatredness is self confidence or self esteem. (Nangle, D.W,1993) Adolescent’s psychological well being self esteem can be interpreted as indicators of adaptive positive emotion is need for continuous developmental process in their life. Self Concept, Self Identity, Self Esteem Assertiveness are important developmental tasks for adolescents these are related to successful emotional regulation absence of psychological distress. If these indicators are diminished among adolescents means it will end up with psychological problems like depression, suicide, alcohol drug abuse. ( Zaff, et al., 2007). Self esteem is the confidence in one’s own worth or abilities and self confidence is a feeling of trust in their abilities. Appropriate level of self-esteem insists the individual to feel honourable, enjoying their efforts and independently express their desires (NASE, 2010). But self esteem changes can occur periodically. Self esteem level is declined at the age of 8-10 yrs. Self-esteem embraces the person’s beliefs and emotions such as triumph, pride shame. It refers to the extent to which an individual value themselves and has long been identified as an important predictor of adjustment to stress (Lauren,2012). There are many reason adolescents might have low self-esteem such as doing poorly at school, problems with parents or friends emotional changes. It can lead a adolescents to engage in reckless activities and antisocial behaviours including Drug Abuse, Eating Disorder , Depression, Conduct Disorder, Aggression Suicide. Low-self-esteem is also associated with feelings of being shy, worthlessness, inept, futile, fragile and defective in nature. So they are affected by negative attitude and decline to recognize their potential, fear about criticism and take compliments negatively and are afraid to take up their own responsibilities and fear of expressing their own opinion. (Coopersmith.S, 2005) (Gibby and Gibby, 1967) shows that the adolescents have the feeling of worthless means, it can end up with depressing features and depression generally inhibits the student’s academic performance. As stated by Deborah L. Downs (1999) â€Å"People who feel worthy, able and competent are more likely to achieve their goals than those who feel worthless, impotent and incompetent’’. It also reveals that academic gain increases the level of self-esteem among adolescents. So the students level of self esteem will enhance successful academic achievement. Similarly, poor academic performance will decrease the adolescent’s self-esteem. So many problems are common among adolescent’s period. Many interventions are used to improve the adolescents well being self esteem. One of the intervention is assertiveness training. Assertiveness is an ability to express openly and directly, Judging their feelings and pinpointing their strengths and weakness give respect to self and others.Assertiveness comprises a multilateral aspects of human expression including behaviour, cognition, and affect. Behaviourally assertive persons are able to express their emotions, foster their goal and built favourable interpersonal relationships aptly handle with both positive and negative emotional feelings. (Richard,F.R, 2008) Assertiveness Skill consists of ability to perform compatible and positive behaviour, make people to deal more efficiently with regular needs and tasks. The above skills contribute to development of adolescent’s mental health as well as physical health when encounter with realities of life and empowering them to perform beneficial activities for protecting self. (Fodor,I.G.1992) Assertiveness Skills include Assertive communication, interpersonal skill, self-conscious, emotional stability and coping skills. It is a solution for socio-psychological problems in a community like substance abuse, domestic and social violence, child abuse, and suicide. It equips the individual to manage anger, aggressiveness, disappointment and step to forward to achieve their personal goals without damage to others’ right. (Feti et al, 2006) Assertiveness training is intended to assist the individual to change their self image, improve individual’s assertive behaviour , convey the individual’s appropriate emotions and to build self- confidence. The use of this training is to enhance adolescent’s self concept, lowered self-abasement and improved self esteem. Positive consequences of this training among students are to increase self- possession, liberty and rationality especially in the areas of personal and psychological health as well as sociable behaviours. (Jayne, et al 1983) Assertiveness training programmes are designed to increase an individuals assertive behaviour and self esteem. It helps an individual to modify their negative view of oneself and also establish their self confidence. It is not a restorative practice, even though it aids to teach an individual on how to assert themselves despite the coercion and burden exist from the world. ( Stack,C Deville,J. 1983) Taylor et al., (2002) have explored that interconnection between assertiveness, self esteem and mental health among adolescence and have establish certain factors which impact assertive behaviour and self esteem. The factors are culture, self-esteem, psychological distress , depression, risk behaviour and gender. It also reveals that boys are having increased level of self esteem, assertiveness independency when compared to girls. NEED FOR STUDY The world population trends 2012 reveals that world’s adolescent population is 7.06 billion. India has the largest population of adolescents around the world. Current PopulationofIndiain 2012 is estimated to be 1.22 billion. Out of which 243 million individuals are in the age group of 10-19 years (UNICEF, 2012). Children may undergone decline in self esteem during teenage period which is a critical transition period for adolescents. Self esteem level is declined at the age of 8-10 yrs. Girls experience this decline in the age of group 12yrs whereas in teen boys, the decline of self esteem usually embark on the age of 14. Adolescents with high self-esteem consider themselves as desirable and equal to other peers. Those who have low level of self esteem persistently experiences self-rejection, self-dissatisfaction and loathing for oneself. (Youth Risk Behaviour Survey, 2007) International Journal of Research Development of Health estimated about the common adolescent problems related to low self esteem. It describes as follows: EDUCATIONAL PROBLEMS : Fear and concern about future career 85.6% Lack of concentration 46.7% Not getting good marks 24.2% Parents are interpreted in career choice 23.4% PSYCHOLOGICAL PROBLEMS : Anxiety 44.3% Depression 26.4% Excess concern about physical appearance/IQ19.3% Day dreaming 23.2% Suicidal thoughts 10.3% National Report on State of Self-Esteem, explained that low self-esteem is a major impact on adolescent’s life it invades every aspect of human’s life including self image, performance in school and establish rapport with friends and family members. 75% of teen girls with low level of self-esteem narrated that they are engaged in negative activities such as intimidation, smoking, or alcohol abuse when feeling negative view about themselves. 25% of young girls with low level of self esteem engaged in risky behaviour such as injuring themselves , bullying and disordered eating. Most of the research studies proved that there is a significant increase (72%) of body dysmorphia disorder among teenage boys. Body Dysmorphic Disorder is a psychological problem, in which the affected individual is excessively worried about their physical structure. Adolescent boys may prone to over exercising, binge eating, eating disorder (anorexia nervosa bulimia) and drug abuse. It is described that about 45% of adolescents in western countries are unhappy with their physical structure. (Webster,H.M,1999) Covington (1989) reported that adolescent girl’s self-esteem is lower than that of boys, and adolescence has been identified as a problematic period for low self-esteem also he concluded that there is a positive relationship exist between self esteem achievement score. Low self-esteem can be improved through many ways and that instruction can lead to better academic achievement. So adolescent’s efficiency to achieve personal goals have been found to have a major influencing factor on academic achievement. Low self-esteem can be a foremost endangering factor in psychological and emotional health problems such as suicide, depression, substance abuse, violent behaviour inappropriate social behaviours include arguing, defiant, or being brutal to others and being stubborn or irritable. One of the main factor in teen promiscuity is self-esteem. ( Beverley,K.M Donna,R.W , 1996 ) When a adolescent has little or no self-confidence means the adolescents may use sex as a complimenting factor to improve their self confidence. Around one million adolescent girls become pregnant per year throughout the world. Low self-esteem is a precursor to involve in premarital sexual relationships it’s sensible for youngster’s pregnancy. It concluded that self-esteem decreases, attitude towards sex become more permissive. These above mentioned factors may be a alternative indicators of low level of self esteem, meanwhile they represent distressed emotional and mental health. (Chris,H.2010) So Adolescent period is a critical period to have low self esteem negative emotions about themselves. There are so many interventions were formulated to increase self esteem among adolescents. Assertiveness training is one of the skill to modify self hatredness , negative emotions low self esteem. (Michel, F.2008) Assertiveness training assists the individual to achieve fulfilment without exploit the rights of others. As a result, it is more convenient to help the students to enroll assertive behaviour and also it helps the students to face problems or criticism during their life. Assertiveness is a tool for expressing their opinion confidently and a way of saying ‘yes’ or ‘no’ in a pertinent way. An assertive individual impacts, pay attention, confers and express their opinion, willingness and desires without violating the rights of others.( Erogul, C.R, 2009) Assertiveness training can be an effective part of treatment for many conditions, such as Depression, Social Phobia, Stress, Violent behavior and Substance Abuse. Assertiveness training can also improve the person’s interpersonal skills and increased sense of self-respect. It is conceptualized as a highly structured behavioural component that promote the replacement of inhibiting behaviour with socially appropriate, expressive, and outgoing behaviour. The basic assumption is that every adolescent crews their basic human rights and the aim of the assertiveness training is to instruct the individual to raise up for their rights without encroaching the rights of others. (Power,F.C.2009) It helps the adolescents to, Formulate guidelines for improving assertive behavior. Improve awareness about their emotional feelings to other people’s behavior. Give direction to handle the aggressive behavior. Increase an efficiency to get their point across effectively whilst improve an understanding of other’s feelings. ( Cambell,N.2006 ) The student researcher personally experienced many adolescent girls and boys having problems of low self esteem during her Life Skill Training Programme. For this reason, the student researcher conducts this study among adolescents and implements assertiveness training for improving their assertive behavior and level of self esteem

Discerning Contemporary Approaches towards Effective Education

The pursuit of learning, it must be argued, is an activity that brings into perfection the finest essence of human persons. And the reason for this, as I have mentioned in my previous paper, is quite self-evident: to engage in learning – or any activity analogous to the purposeful acquisition of knowledge – is to nurture the gifts which, at best, summarily render humanity as creatures cut above the rest – i. e. , freewill and rationality (Moore and Bruder 67). Thus, the supreme importance of creating welcome avenues for learning needs to be considered as a task second to none.At the very least, all human persons are, by virtue of their innate superiority, necessitated to constantly strive to create windows of opportunities for higher learning, as well as address ebbs of challenges which, if left unchecked, may end up frustrating the correct methodologies to progressive learning. In view of such felt need, this paper argues for the necessity of framing forward-loo king goals that can best address the contemporary challenges, which otherwise can pose serious threats to the attainment of quality education.To this end, this study deems it appropriate to limit the discussion into unraveling three concrete goals that may be adopted, in the hope of addressing contemporary concerns to education: first, to rethink the model of educational Psychology operative on most learning institution; second, to revolutionize classroom management towards greater inclusion and participation; and third, to re-conceptualize the appreciation of education as that which prepares students for a greater role in the society later on in their otherwise brief lives.It needs to be firstly pointed out however that in itself, education cannot be reduced into these three goals. The human mind, it needs to be argued, is capable of learning many facets of knowledge; and as a consequence, the goals with which each learning facet takes can be taken distinctly from others. For insta nce, if one were to pursue an education in Engineering, the specific goals with which his or her learning process takes must see through the need to develop one’s knowledge of precise mathematical theories on the one hand, and skills relative to concrete application of calculated findings on the other hand.The goal of a person studying Engineering therefore falls more into the acquisition of a knowledge that integrates abstract mathematical theories with concrete skills in fine arts and drawing. One does not compare such goal with, say educating someone who, while mentally impaired, manifests strains of learning nevertheless. The point in contention here lies in the plain recognition that learning can and must always be construed with its varying goals, â€Å"depending on the learner’s frame and chosen field of competence† (Ten Dam and Volman 282).Three Forward-Looking Goals It merits firstly arguing that there is a need to rethink the model of Educational Psych ology operative on many learning institutions nowadays. Herein it would be necessary to cite that there appears to be two major schools of thought being adopted into the conduct of present-day education: the behaviorist and cognitive paradigms. On the one hand, the behaviorist model of education is most often gleaned on learning strategies that take students as ‘passive learners’ – i. e. , as mere reactors to learning stimuli.The stance, as it were, takes on a highly stereotyped understanding of human behavior; it â€Å"takes the mind of a child as a tabula rasa upon which the message of experience is to be written† (Wartofsky 113). On the other hand, the cognitive model of education adopts a paradigm which is exactly the opposite of the behaviorist model. It believes that learning instruction has to promote the mental abilities already intrinsic to human persons, even before they enter their respective learning places – they are mere mental process es that need to be unraveled.When a learner is therefore taken under the acute lenses of cognitive philosophy, the process of developing the unique abilities of abstraction, analysis, cognition, deconstruction, problem solving and self-reflection are the aspects that act as the crux of one’s learning. There is, however, a danger in choosing only one paradigm to adopt. On the one hand, it is certainly unwise to take learners as though they were programmed to uncritically absorb everything that they are being taught.Learning is not entirely about external influences. On the other hand, it is equally self-defeating to regard students as process-induced organisms, without recourse to appreciating their concrete situations. Learning is not completely about internal processes. This is why, it is imperative to rethink the psychological model of Educational. At best, what appears to be a more promising model to adopt is that which seeks to integrate these twin paradigms into a compre hensive model for education.Concretely, this can be achieved by taking learners as â€Å"highly structured organisms, who in their own unique ways, do try to ‘make sense’ of their life experiences in a manner that is not only active but also constructive† (Wartofsky 113). In other words, what Wartofsky correctly notes stems from a keen, if not correct observation that learning is much more than the acquisition of knowledge and the development of innate skills. Learning, instead, brings into fruition one’s knowledge and skills, by charting how one is able to successfully apply these concepts into prolific results.Secondly, the telling need to revolutionize the pedagogies and strategies pertinent to effective classroom instruction represents an unmistakably rapidly-growing concern for most educational institutions. At the very least, the old model of traditional instruction needs to be supplanted with better strategies which are now available in the field. L earning, it needs to be noted, is a delicate process; it must be attended to only by acceptable approaches and inviting programs. For such reason, Kounin believes that classroom management is of the essence in the entire learning process – i.e. , â€Å"good classroom management† must be considered as an indispensable requisite to student’s learning† (qtd. in Emmer and Stough 104). And there are reasons to think the manner by which educators create and design appropriate classroom management styles spells the difference between the welcome promotion of learning and the unfortunate frustration of the same. On the one hand, revolutionizing the contemporary approach to learning necessitates a thorough re-evaluation of the technical aspects of classroom management.This re-evaluation process entails, still according to the suggestions of Kounin, putting a fair amount of effort and energy to apply all the three aspects of classroom management into the learning en vironment: first, to ensure that â€Å"preparations† relative to academic programs and campus regulations are properly articulated and clearly outlined so as to facilitate their effective implementation; second, to determine head-on whether or not the interaction transpiring between the educator and learners during the â€Å"actual† learning process are marked by appropriateness and facility; and third, to determine a program that assesses and monitors how educators are able to â€Å"control† the environment for learning (Vasa 64-66).One may correctly notice that this specific program seeks to guide the learning process before it is undertaken, during its implementation and after the process has been completed. Simply put, the process is comprehensive. And it is with good reasons that a learning institution must adopt such a revolutionary program to guide their respective educational goals and visions into welcome fruition. On the other hand, it has to be likewi se appreciated that any effort to revolutionize classroom management cannot stop at ensuring that the aforesaid technical aspects work effectively in the service of efficiency and facility. With equal or more emphasis, there is a need to revolutionize, in a manner being drastic but progressive, the fundamental concept of the learning process itself.Herein, it is wise to reminded what P. Freire has to say about the matter – i. e. , learning cannot be seen as an asymmetrical process, where teachers dole out incremental nuggets of knowledge and students receive them uncritically as though they were nothing but repositories of data and information. When a learning institution engages in this type of one-way instruction, Freire believes that it adopts an unmistakably restrictive â€Å"banking concept of education†. He believes that under this model, â€Å"knowledge is (considered as) a gift bestowed by those who consider themselves knowledgeable upon those whom they consid er to know nothing† (Friere).Instead, Freire maintains that classroom instructions, as indeed the entire process of education, have to revolutionized so as to cater to the need to â€Å"strive for the emergence of consciousness and critical intervention in reality† (Freire). For only when educators see the supreme importance of promoting the learner’s concrete appropriation of his or her learning can learning environments break free from the traditional spoon-feeding model of instruction that has long plagued the many educational systems. Thirdly, there is a certainly a need to re-orient the goal of education in respect to its duty to prepare the learners in discerning their chosen vocations relative the needs of the society later on. Nowadays, education is often seen as a personal ticket to success; an instrument which yields a higher rate of success to the top.More and more therefore, the call to recover the thrust of education from this highly individualistic frame becomes even more relevant. As indeed, the need to underscore the intricate relations between the goals of education and the needs of the society cannot be under-appreciated. In ways of more than one, learning is really about participating in the network of relationships latched in humanity’s basic sociality. Learning is indeed about â€Å"the increasing ability to participate in the social and culture practices which are considered important in the society† (Ten Dam and Volman 285). And this does not entail seeing the education of students as a precursor their filling up certain stereotyped roles which a society demands.Ten Dam and Volman believes that â€Å"adequate participation† in the society â€Å"does not mean behaving according to a fixed set of norms, but being able to deal flexibly with the differences and other choices and possibilities† (284). Thus, learning is about empowering the students to discover their inner gifts while they are at school so that they can use them for the sake of society’s wellbeing later. In the ultimate analysis, it must be recognized that â€Å"the content of education has† indeed something â€Å"to do with society’s need for people who are prepared for the conditions of life in a civil society† (Daniliuk 13). To briefly conclude, this paper ends with a thought that affirms the abiding necessity of conceiving forward-looking goals to help address the contemporary conduct of education.Time is indeed changing fast; and so is the manner by which the world understands education and human learning. In order to adapt, challenges must be met with equivalent responses and adequate solutions. Three concrete suggestions have been raised in this paper: to re-conceptualize the model of educational Psychology, to revolutionize classroom management approaches, and to recover the role of education in respect to the needs of the society. Surely, there are still a lot more chall enges to hurdle; a lot more Goliaths to slay. For the time being, the world can rest assured that for as long as concrete steps are being framed to address educational issues, there can be little doubt that humanity’s can always strive for constant learning. References Daniliuk, A. â€Å"The Role of Education in the Formation of a Civil Society†. Russian Education   Ã‚   and Society, 50, 5, 2008. Emmer, E. & Stough, L. â€Å"Classroom Management: A Critical Part of Educational   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Psychology,   Ã‚   with Implications for Teacher Education†. Educational Psychologist, 32, 2, 2001. Freire, P. â€Å"The ‘Banking’ Concept of Education†. Ten Dam, G. & Volman M. â€Å"Educating for Adulthood or for Citizenship: Social Competence as   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   an Educational Goal†. European Journal of Education, 42, 2, 2007. Vasa, S. (1984). â€Å"Classroom Management: Selected Overview of Literature†. Teacher Education   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Monograph, 1, pp. 64-74. Wartofsky, M. â€Å"On the Creation and Transformation of Norms of Human Development†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leonard Cirillo & Seymour Wapner, editors. Value Presuppositions in Theories of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Human Development. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1986.   

Animal Euthanasia in Zoos

While zoos in the United States favor contraception as a means of keeping their resident populations under control, other zoos around the world take a different approach: euthanasia. Dave Morgan, chairman of the Population Management Committee at the World Association of Zoos and Aquariums explained to the New York Times that international guidelines on the ethics of breeding zoo animals are sketchy. Apparently, since ethics and philosophies are so diverse among countries of the world, its tough to make blanket regulations. For instance, both the European Association of Zoos and Aquaria and the African Association of Zoos and Aquaria generally consider routine euthanasia a viable management and breeding strategy, while the Central Zoo Authority of India has recommended that euthanasia of zoo animals may be carried out only in the specific circumstances when any animal is in such an agony or pain that it is cruel to keep him alive. How Euthanasia Is Used for Population Control Zoos that favor euthanasia over contraception generally allow animals to mate naturally and permit mothers to raise their young until an age at which the family groups would instinctively separate in the wild. At that point, zoo officials employ lethal injection to kill young animals that exceed the zoos carrying capacity, dont fit into breeding plans, and are unwanted by other zoos. In the spring of 2012, the Copenhagen Zoo euthanized a pair of leopard cubs who were approaching two years of age as part of their breeding management plan. Each year, the zoo puts approximately 25 healthy animals to death, including chimpanzees, whose similarities to humans make opponents of euthanasia particularly squeamish. Arguments in Favor of Euthanasia Contraception (pills, implants, injections) can pose health risks to animals.Euthanasia allows animals the natural experience of bearing young and parenting.Terry Maple, the former director of Zoo Atlanta and co-editor of Ethics on the Ark, knows of no definitive research that assesses the importance of raising young to animals health, but he has said that observation indicates that most zoo animals are motivated and protective parents that play frequently with offspring.Euthanasia imitates animals survival in the wild, where high percentages of young die early in life as a result of predation, starvation or injury.According to longtime zookeeper and curator Peter Dickinson, There is nothing wrong in killing an animal if it is done quickly and with forethought and kindness. When animals are euthanized for the correct reasons, then it is morally right and justified. The uninformed will often level accusations of being heartless and not caring when precisely the opposite is true. Good zoos with managed populations can see the bigger picture †¦ it is the species which is being managed and not individuals. Arguments Against Euthanasia Opponents of euthanasia suspect that the killing of adolescent animals is a convenient way for zoos to maintain a continual supply of their cutest inhabitants (babies), which draw crowds and generate more money.Contraception is a more humane way to limit populations while allowing animal family groups to coexist naturally.Cheryl Asa, director of the Association of Zoos and Aquariums Wildlife Contraception Center at the St. Louis Zoo, does not believe that euthanasia is a feasible option for zoos in the United States. On an emotional level, I cant imagine doing it, and I cant imagine our culture accepting it, she said.Worldwide breeding networks and genetic planning can be used to avoid a surplus of offspring while still ensuring that many animals breed and raise offspring, claims Terry Maple, former director of Zoo Atlanta and co-editor of Ethics on the Ark. I am not saying management euthanasia is wrong. It is just not the best solution.Killing animals in zoos because they dont figu re into breeding plans is not euthanasia, its zoothanasia, and is a most disturbing and inhumane practice. Using the word euthanasia seems to sanitize the killing at least for some people and makes it more acceptable. While one might argue that many, if not all, animals in zoos suffer, killing animals who arent needed isnt mercy killing; its really a form of premeditated killing, argues Marc Bekoff, Professor Emeritus of Ecology and Evolutionary Biology at the University of Colorado, Boulder.

The Walking Revolution ( 2013 ) A Documentary On Walking...

â€Å"All truly great thoughts are conceived while walking.† This quote is from Friedrich Nietzsche, a German philosopher who mused on the Apollonian and Dionysian literary concept. These concepts deliberate the influence logic and emotion have on thought, particularly the conflict between the two, as well as individuation versus connection to the world. Walking is like a physical manifestation of the Dionysian concept, as not only does it physically connect one to the natural world, but also lends itself to creative thinking. While some assume walking is only beneficial to the physical well-being of a person, others claim it also stimulates creative thoughts and ideas. The Walking Revolution (2013) is a documentary on walking habits, the health benefits of walking and how technology has changed the way in which people approach exercise. Several doctors and researchers in the medical industry participated in the documentary and there opinions on walking and exercise at large give a clear and succinct idea of the benefits. When looking at the history of walking Sheila Franklin, a member of the National Condition for Promoting Physical Activity, states that in the 60s, â€Å"ninety percent of students who lived within a mile or less from school got there on their own power.† She then goes on to state that today it has dropped to thirty one percent. This was most likely to do with Scott Dissel, who is part of the Trust for Public Land, calls the suburbanization of America. By this heShow MoreRelatedProject Mgmt296381 Words   |  1186 Pagesthe end of all exploring will be to arrive where we begin and to know the place for the first time.† T. S. Eliot To Ann whose love and support has brought out the best in me. And, to our girls Mary, Rachel, and Tor-Tor for the joy and pride they give me. Finally, to my muse, Neil, for the faith and inspiration he instills. E.W.L Preface Since you are reading this text, you have made a decision that learning more about project management will have a positive impact for you. You are absolutely