History of Baseball Worldwide - 1210 Words

To some, Baseball is just a sport, but to others, baseball is a way of life. In the United States, but young kids mostly coming from a Hispanic country and tend to do nothing except eat, sleep, and breathe the sport of baseball. The importance of the sport gives those kids a chance to make something to look forward to in their lives. The reason why parents push their kids so hard with baseball is so that those kids can have a chance to escape their life of poverty that their parents went through. Therefore, by playing baseball all day, everyday, which then gives them a chance. The exact place the sport of Baseball started is still being discuss be many historians, but some would say that it was In the United States, which is why baseball†¦show more content†¦If you are living in that community, most of the children there do not even have the opportunity to eat as much as they want or drink as much water as they want because of the lack of supplies. Since these necessities are not even being met, then going to school to get an education is out of the question. These kids are also too young and uneducated to try to do the jobs that pay well, so they have to live off spare change from people, which is why baseball is sometimes the most important thing in their life. From the time they are little, Hispanic boys (mainly in those three countries) are enticed by the dream of a professional career in baseball (â€Å"Ilovebaseball†, n.d). If you do not go to school and you live in a poor neighborhood, the only thing you really look forward to in the se areas is to be able to play the game of baseball. As a young boy (8-12), kids are beginning to practice for baseball full time. They completely do not even attempt to get an education because they are too focused on achieving their goal as a professional baseball player. While this is great for the boys that â€Å"make it,† becoming baseball stars with million-dollar major league contracts, the reality is that ninety-eight percent don’t. Sadly, these 18- and 19-year-old young men return home toShow MoreRelatedAmerica s National Pastime Of Baseball Essay1518 Words   |  7 PagesSince its grand entry in the 19th century, baseball has evolved to be one of the most popular sport nationally and to be known as America’s national pastime. This multibillion dollar industry attracts millions of fans worldwide throughout different regions. The origin of baseball is believed to have evolved from a ball-and-bat game called Seker-Hemant played by ancient Egyptians datin g as far back as 2,500 BCE. 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The Differences of Teenagers in the 1940s Compared to Teenagers Today Free Essays

The Differences of Teenagers in the 1940s Compared to Teenagers Today Elizabeth Ann Murphy Keller Regional Gifted Center, Chicago Teacher: Sandra Cap â€Å"Teenager† was not even a word until the late 1940s. Zoot suits, bobby-soxers, soda shops, do not sound familiar. These were all things 1940 teenagers know. We will write a custom essay sample on The Differences of Teenagers in the 1940s Compared to Teenagers Today or any similar topic only for you Order Now A teenager’s life in the 1940s and today is extremely different in the areas of high school life and home life. If you stepped into a classroom in the 1940s, you might see girls making dresses and boys training hard in physical education. At Crane Technical High School, physical education was very important because the principal wanted to keep all of the boys in tiptop shape for war. At Lucy Flower High School for girls, the students studied hat making, laundering, and beauty culture. Also, schools that had sewing classes, had a fashion show at the end of the year where the boys and girls alike would fashion what they had made. According to the Chicago Teen Exhibit at the Chicago Historical Society, the reason these classes are so different from today is â€Å"many poor and immigrant families saw little value in studying subjects like Latin and Botany. Educators knew that young people and their parents would choose school over work only if it served a practical purpose. In response, schools offered vocational and commercial courses from dressmaking to bookkeeping. Growing numbers of young people soon filled technical schools†. Schools taught lessons in family life, hygiene, and health. According to Joel Spring this was because â€Å"What do we do with sixty percent of students who aren’t gaining anything from a college-prep curriculum? We will give them â€Å"life adjustment education†. In 1940, eight out ten boys who graduated from school went to war and more than half of the population of the United States had completed no more than eighth grade. In 1945 fifty-one percent of 17 year olds were high school graduates. Today, more than 13 million teenagers report to public high school classes across the United States. The Scholastics Aptitude Tests (SAT) began in 1941. They were used as a screening device for college admission and originally as an Army intelligence test. The SATs are a major part of today’s teenager’s life. To get into a good college, you eed to do well on the SAT, considering 60% of today’ s jobs require training beyond high school compared to just 20% in the 1940s. Today’s high school students take classes much different than the classes in the 1940s. They take classes such as English, Mathematics, Science (one Biology and one Physical Science), U. S. History, Civics, Economics, Physical Education, Health Education, and E lective, Art or Music or Vocational courses, Career and Technical Education, and a Foreign Language. At Illinois Mathematics and Science Academy (IMSA), an advanced high school, students take math classes such as Mathematics Investigation I to MI IV. They study in-depth mathematics, and some students even work into the Calculus series of mathematics. IMSA has numerous classrooms, an auditorium, and a swimming pool. In the 1940s, St. Michaels High School had a dark room, a gymnasium, a swimming pool, horses (for horse back riding lessons), and a bowling alley. At St. Michaels, on the first floor, there was the gymnasium and the music room, on the second floor the cafeteria, and on the third floor, the library and the chemistry labs. This school is much like today’s high school except the horses. After school, in the 1940s, a teenager might go home, change clothes, and go to work. If your family was poor, you would work very hard after school or you did not even go to school, but worked all day, and all of your earnings would go to your family. There were not a lot of high-paying jobs available in Chicago during the 1940s. Bill Flanagan, a teenage boy during the 1940s, claims â€Å"My first official job, I got when I was 14. I was a bus boy at the restaurant on the South Side. I got $0. 25 an hour. Good money. I got $5 a week. Of course, you could take a girl out on a date for $5. Believe me, $5 was a lot of money. † Eva Kelley, a teenager in the 1940s, was a YMCA locker room attendant for $0. 6 an hour. Yvett Moloney, a young teenager during the late 940s, had a rare job working in a mail order house for $3. 50 a day, and she worked at a telephone company. Other jobs did in the 1940s include working at the YMCA and teaching swimming, working at a pizza place, and working at a warehouse. Anna Tyler, an African-American teenager during the 1940s, worked at the men’s club as a waitress, the office university club, Wiebolt’s as a clerk, and an elevator operator. Jerry Warshaw, a teenager in the 1940s, had numerous jobs: delivery boy at the fish market, a soda jerk, at the Treasury Department, and the post office. His most memorable job was an usher captain. He had 17 men under him and got paid $0. 45 an hour. Today we still have ushers, only they work in performance theaters and at sporting venues. Many teens today work at fast food restaurants and stores such as Jewel Osco and Walgreens. Today, most restaurants and grocery stores let teenagers work there as long as they are 16 or older. Many high school students today volunteer as well as have a job because service hours are required to graduate from high school. Because of World War II, there was rationing and victory gardens on the home front. There were scrap drives, war bond drives, and every sort of stamp for food or shoes. â€Å"The average gasoline ration was three gallons a week; the yearly butter ration twelve pounds per person, 26 percent less than normal; the yearly limit for canned goods thirty-three pounds, thirteen pounds under usual consumption levels; and people could buy only three new pairs of shoes a year†, according to historian Michael Uschan. Compare that to today. Today you can buy almost anything. â€Å"When traditionalists talk about the Family, they mean an employed Father, a stay at home mother, and two school-aged children. This profile only fits 5% of United States families today,† according to historian Letty Pogrebin. During the 1940s, teenagers and there parents were usually very close. Some parents who supported the war effort left there teenagers unattended. This caused â€Å"renewed social alarm about juvenile delinquency. To answer the crisis, social guidance films shown in the classroom presented scenarios meant to shape teen behavior into more acceptable forms†, according to a history of American education. From Zoot suits to baggy pants; from sewing classes to biology; from radios to television, a teenager’s life in the 1940s is very different from today. From Susan Ansell â€Å"High School. Education Week: High School Reform†edweek. org/context/topics;/ issuespage cfm? id+cfm? id+15, (Oct. 4, 2004); Stephen Feinstein â€Å"Decades of the 20th Century: the 1940s, from World War II to Jackie Robinson, Chicago Historical Society, â€Å"Teen Chicago†; Eva Kelle y interview, no date. (www. teenchicago. com); Yvett Mohony interview, (Nov 23, 2002); (www. teenchicago. com), Student Historian’s interview with Meghan Murphy, (Oct. 2, 2004); High School,‘‘ECS IssueSite: High School†, ecs. org/html/issue. asp? issueID=108 (Sept. 5, 2004); High School Curriculum Introduction, www. u46. k12. il. us/high_school_curriculum_introdu. html (Oct. 10, 2004); Sara Mondale and Sara B. Patton, School: The Story of American Public Education; Letty C. Pogrebin, Family politics, Love and Power on an Intimate Frontier; Sammy Skobel interview Nov. 22, 2003. (www. teenchicago. com); Tom Snyder, â€Å"Educational Attainment: Literacy From 1870 to 1979†, www. nces. ed. gov/naal/historicaldata/edattain. asap (Oct. 4, 2004); Michael V. Uschan; A Cultural History of the United States: Through the Decades the 1940s. ] How to cite The Differences of Teenagers in the 1940s Compared to Teenagers Today, Essay examples

Strategic Human Resource Management for Recruitment -myassignmenthelp

Question: Discuss about theStrategic Human Resource Management for Recruitment. Answer: According to (Buchholz, 2011), when an organizations human resources planning is done, it signifies the fact that there is a requirement for more manpower and they have to take a few decisions and verify their options. The initial step is of recruiting and refining the selection, but employing the new candidates is not always as feasible as it looks when the organization is recruiting the required manpower. This paper contains the data, which analyses the recruitment procedures and various policies along with the selection process that exists in the Healthcare United. Healthcare United, which is believed to be the one of best healthcare units in Australia (Faculty Recruitment and Selection, 2013). They hire the finest professionals in healthcare industry. The aim is always to be the best one in Australia and it currently employs approximately 1600 professionals in NSW and VIC. They have been planning to expand their operations and open a unit in Hobart. The modifications have been provided to this organization by comparing it with the newly made Healthcare United (2010) and their recruitment and selection processes. This creates the requirement of new professionals and employees and hence the recruitment and selection procedures need to be revised for the organization. The critical areas of this process have been identified and are discussed below: Analyze the vacancies The policies framed back in 2010 are not very apt and accurate as per the current vacancies and its evaluation processes. The responsibilities pertaining to the policies have shifted to from the HR to the managers which do not meet the terms as compared to the present day legislation. Timeframes The first process timeframe currently is of 2 to 3 weeks which back in 2010 were a forecasted timeframe ranging from 2 to 4 days. Involvement of the personnel The involvement includes both the HR department and the managers. HR is accountable for the analysis of the vacancies which is somehow an outdated process. The contemporary scenario evidently supports the fact that manager should be allowed to cover up these processes (Weinstein, 2012). Documentation - The HR and the manager, both are responsible for the documentation of this process and they have to finalize and complete the permission to recruit form. Training and Support - Throughout the process of recruitment and selection, the HR is supported by the manager under the 2000 guidelines. However, 2010 guidelines should have been followed during the same. Motivating and evaluating Post permission to recruit from stage, which is finalized by the manager and the HR, the senior manager gives the final approval. The policies (2010) have been duly followed in this stage. Based on the strategic human resource management, the analysis of the critical areas should be done. The recruitment and selection policies should be in line with the current legislation so as to be accurate. (Weinstein, 2012) acknowledged the fact that all the obsolete policies are not beneficial for the strategic management during the hiring process for the organization. The current legislation needs to be duly considered for the analysis of the positions. The responsibility of hiring in the Healthcare organization should lie within the Human Resources department and not with the managers. The current legislation should always be considered for the formations of recruitment and selection processes and policies (Whitham and Duley, 2013). References Buchholz, L. (2011). Hiring the Right Person for the Job. Plastic Surgical Nursing, 31(3), pp.124-125. Faculty Recruitment and Selection. (2013). Higher Education Abstracts, 48(3), pp.179-179. Weinstein, D. (2012). The psychology of behaviorally-focused rsums on applicant selection: Are your hiring managers really hiring the right people for the right jobs?. Business Horizons, 55(1), pp.53-63. Whitham, D. and Duley, L. (2013). Evaluation of a site selection questionnaire for the recruitment of trial sites into multi-centre trials: experiences from the nottingham clinical trials unit. Trials, 14(Suppl 1), p.O30.