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Last year, one group of students in Taiwan did just that. They took chances-and ended up in jail. More than 20 students paid a cram school owner to help them cheat on Taiwan’s entrance exam, according to police. The students received answers to test questions through cell phones and other electronic devices. Taiwan isn’t the only place in Asia to see major cheating scandals. In both India and South Korea, college entrance exams have been stolen and sold to students.
Academic cheating has risen dramatically over the last decade. Duke University conducted a survey of 50,000 university and 18,000 high school students in America. More than 70 percent of the students admitted cheating. Just 10 years earlier, only 56 percent said they had cheated. This trend extends far beyond the U. S., too. In Asia, where students face intense pressure to excel, the cheating problem is especially pronounced. In many Asian countries, a student’s performance is measured mostly by exam scores. And admission to a top school depends on acing standardized tests. This test-driven culture makes cheating an easy way for students to get ahead in a super-competitive academic system.
But the pressure to perform well on tests isn’t the only thing turning students into cheaters. For one, new technology makes cheating easier than ever. Students now have more sophisticated options than just "cheat sheets" hidden in pencil boxes. Today’s tech-smart students use text-messaging to discreetly send each other test answers. They post questions from standardized tests on internet bulletin boards. Students in Asia, for example, have posted questions from the Test of English as a Foreign Language (TOEFL) and the Graduate Record Exam (GRE).
Deeper issues than technology and testing, however, may be leading to the rise in academic dishonesty. Both students and educators say that society offers too many negative role models. Businesspeople make millions and scientists eam intemational acclaim by cheating and lying. The case of Korean scientist Hwang Woo Suk offers one powerful example. He faked the results of his stem cell research and became a national hero. From many sectors of society, the message to students is loud and clear: Cheating is an easy way to get ahead.
Victoria Lin, a high school teacher in Taichung, says educators must begin to stress integrity as well as achievement in academics. That’s what she tries to instill in her students. "I always tell my students, ’How much is your character worth 100 points 90 points’" Jerry Chang, a student at Taiwan’s Oriental Institute of Technology, also has words of advice for classmates he sees cheating. "When you cheat on exams, you only cheat yourself," he says, "because you won’t know how much you’ve really learned."

It’s never too early or too late for a parent to become a teacher. In this age of teacher accountability, endless school testing, increased pressure and competition, and the proliferation of "educational" toys, too many people forget that success begins at home.
Freeman A. Hrabowski Ⅲ, president of the University of Maryland, Baltimore County, and co-author of Beating the Odds: Raising Academically Successful African American Males and Overcoming the Odds: Raising Academically Successful African American Young Women, says that in the interviews he and his co-authors conducted, the overwhelming factor in their children’s academic achievement was that parents inspired and envisioned their children’s success. They thought and talked about what would be required to have a .successful child.
"It just makes such a difference when there’s someone in that house working to relate to that child and inspire that child," Hrabowski says. "These parents (of the high achievers discussed) are really inspirational in their commitment to their children."
Professor Barbara T. Bowman, one of the faculty founders of Chicago’s Erikson Institute, an independent institution of higher education that prepares child development professionals for leader- ship, says that Black children must learn in two different cultures-the African-American culture in which they live and the mainstream culture on which school and education are based.
Bowman also says the relationship between children and their parents is critical. "It is the early responsive ness of the caregiver to the infant’s behavior that creates a sense of well-being and optimism that affects the child’s interest in learning," says Bowman, who served as president of the institute from 1994 to last year. "Children who like and want to please the adult learn better what the adult wants them to learn."
In this day of highly competitive testing and the stress of getting high SAT or ACT scores, it’s important also to avoid pressuring or overexposing your child. Your son or daughter is probably already facing stress at school and on the playground. Your role is to help him or her relieve and manage that stress. Help them to understand that life does not end or begin with a test. And while academic success is important, it’s also important to keep everything in perspective. Failure is a relative term in the grand scheme of things. If your child did poorly on a test, but answered a particularly tough question correctly, stress the positive. On the other hand, if schoolwork comes too easily to your child, find other ways to challenge him or her so they understand that life won’t always be that way.

An attempt towards the rectification of the rot that has set in the social and national life of the country is being made, with great enthusiasm, through judicial activism. However judicial activism alone does not suffice for the rectification of this all-pervading malaise. What is urgently needed is the support of other social agencies/institutions. A very important role in this matter can be played by media activism, the topic under discussion today.
It is undoubtedly true that the position of media or journalism is not that of a mission but of a commercial industry. The truth of the matter, however, is that our present journalism is used to presenting only half side of the picture. This is the root cause of all our problems. In view of the present circumstances media activism would amount to present a balanced reporting of the situation abandoning the present policy of selective reporting.
The principle of modern journalism can be understood from this saying: "When a dog bites a man it is no news, but when a man bites a dog, it is news". One practical example of this method is provided by our present journalism which is constantly engaged in giving maximum coverage to any hot news created by an unruly section of Muslims. If the percentage of hot news forms only one percent the percentage of soft news is not less than 99 percent. But the readers of the newspapers aretotally in the dark about this 99 percent of the picture, whereas the one percent is being repeated. Similarly if an extremist Hindu creates hot news, this will find a place in all the newspapers the next day. Whereas even in the Hindu world there is 99 percent soft news while hot news forms not more than one percent.
As a result of this one sided study, unreal opinion is formed by both the communities regarding one another. Taking extreme forms this unreal opinion at times turns into communal riots. The selective reporting of this nature remains a permanent obstacle to the path of national integration.
For the rectification of this state of affairs a powerful journalists organization-as we already have formed for our rights-based on the principles of social responsibilities is required. Media Relations Forum is an organization which aims at working for this goal.
Along with this I should like to put forward a proposal for bringing about an atmosphere of support and cooperation between the newspapers and social workers. Whenever a rumor spreads or a group indulges in any activity which may lead to disrupting peace, social workers should immediately engage themselves in a thorough investigation of the matter and then through the full support of the newspapers the actual version is published in the newspapers. This is the only way to maintain peace and harmony in communities.

Sport psychology research has documented the important rote of significant adults such as parents and coaches in youth participants’ psychosocial development and achievement motivation. However, the situation concerning parents and coaches in youth sport is somewhat of a conundrum—the roles of coach and parent are often synonymous, suggesting not simply an independent relationship with the child participant.
In recent years, a growing body of literature has emerged on parent influence in youth sport based on these and other theories. First, research shows that parents who are more supportive and less pressuring of their children are associated with youth participants who report higher perceived competence, enjoyment, and intrinsic motivation toward sport. Second, parents who encourage their child’s participation and exhibit enjoyment of physical activity are related to children who report higher perceived competence and attraction toward physical activity. Finally, parents who hold stronger positive beliefs about their child’s physical competence are associated with children who report higher self-perceptions, value toward sport, and physical activity levels.
A prevalent phenomenon of North American culture is the parent-coach dual role. Most coaches in competitive youth sport are parents of one or more of their players. Brown estimated that about 90% of the volunteer coaches in a given community are a parent of one or more team members. Although one can forward several positive aspects of the parent-coach phenomenon, there is also the potential for youth to perceive stress from this parent-child relationship. Several researchers reported that adolescent athletes felt pressure from their coaches and parents to perform well, and desired that parents be sources of social support and leave skill and strategy instruction to the coach’s domain. Collectively, anecdotal accounts and empirical data suggest that exploring the benefits and costs of parents coaching their children is a worthy topic from both theoretical and applied perspectives.
Therefore, based on previous research on the role of parents and coaches in youth development, the purpose of the present study was to gain knowledge about the parent-coach phenomenon in competitive youth sport. We accomplished this purpose by interviewing youth soccer players who were coached by their parent, the child’s teammates, and the parent-coach. We expect that child participants would identify both positive and negative aspects of having a parent as their coach, in line with previous research, but we were most curious to know if different issues would be raised about the unique parent-coach/child-athlete relationship.

Last year, one group of students in Taiwan did just that. They took chances-and ended up in jail. More than 20 students paid a cram school owner to help them cheat on Taiwan’s entrance exam, according to police. The students received answers to test questions through cell phones and other electronic devices. Taiwan isn’t the only place in Asia to see major cheating scandals. In both India and South Korea, college entrance exams have been stolen and sold to students.
Academic cheating has risen dramatically over the last decade. Duke University conducted a survey of 50,000 university and 18,000 high school students in America. More than 70 percent of the students admitted cheating. Just 10 years earlier, only 56 percent said they had cheated. This trend extends far beyond the U. S., too. In Asia, where students face intense pressure to excel, the cheating problem is especially pronounced. In many Asian countries, a student’s performance is measured mostly by exam scores. And admission to a top school depends on acing standardized tests. This test-driven culture makes cheating an easy way for students to get ahead in a super-competitive academic system.
But the pressure to perform well on tests isn’t the only thing turning students into cheaters. For one, new technology makes cheating easier than ever. Students now have more sophisticated options than just "cheat sheets" hidden in pencil boxes. Today’s tech-smart students use text-messaging to discreetly send each other test answers. They post questions from standardized tests on internet bulletin boards. Students in Asia, for example, have posted questions from the Test of English as a Foreign Language (TOEFL) and the Graduate Record Exam (GRE).
Deeper issues than technology and testing, however, may be leading to the rise in academic dishonesty. Both students and educators say that society offers too many negative role models. Businesspeople make millions and scientists eam intemational acclaim by cheating and lying. The case of Korean scientist Hwang Woo Suk offers one powerful example. He faked the results of his stem cell research and became a national hero. From many sectors of society, the message to students is loud and clear: Cheating is an easy way to get ahead.
Victoria Lin, a high school teacher in Taichung, says educators must begin to stress integrity as well as achievement in academics. That’s what she tries to instill in her students. "I always tell my students, ’How much is your character worth 100 points 90 points’" Jerry Chang, a student at Taiwan’s Oriental Institute of Technology, also has words of advice for classmates he sees cheating. "When you cheat on exams, you only cheat yourself," he says, "because you won’t know how much you’ve really learned."

It’s never too early or too late for a parent to become a teacher. In this age of teacher accountability, endless school testing, increased pressure and competition, and the proliferation of "educational" toys, too many people forget that success begins at home.
Freeman A. Hrabowski Ⅲ, president of the University of Maryland, Baltimore County, and co-author of Beating the Odds: Raising Academically Successful African American Males and Overcoming the Odds: Raising Academically Successful African American Young Women, says that in the interviews he and his co-authors conducted, the overwhelming factor in their children’s academic achievement was that parents inspired and envisioned their children’s success. They thought and talked about what would be required to have a .successful child.
"It just makes such a difference when there’s someone in that house working to relate to that child and inspire that child," Hrabowski says. "These parents (of the high achievers discussed) are really inspirational in their commitment to their children."
Professor Barbara T. Bowman, one of the faculty founders of Chicago’s Erikson Institute, an independent institution of higher education that prepares child development professionals for leader- ship, says that Black children must learn in two different cultures-the African-American culture in which they live and the mainstream culture on which school and education are based.
Bowman also says the relationship between children and their parents is critical. "It is the early responsive ness of the caregiver to the infant’s behavior that creates a sense of well-being and optimism that affects the child’s interest in learning," says Bowman, who served as president of the institute from 1994 to last year. "Children who like and want to please the adult learn better what the adult wants them to learn."
In this day of highly competitive testing and the stress of getting high SAT or ACT scores, it’s important also to avoid pressuring or overexposing your child. Your son or daughter is probably already facing stress at school and on the playground. Your role is to help him or her relieve and manage that stress. Help them to understand that life does not end or begin with a test. And while academic success is important, it’s also important to keep everything in perspective. Failure is a relative term in the grand scheme of things. If your child did poorly on a test, but answered a particularly tough question correctly, stress the positive. On the other hand, if schoolwork comes too easily to your child, find other ways to challenge him or her so they understand that life won’t always be that way.

An attempt towards the rectification of the rot that has set in the social and national life of the country is being made, with great enthusiasm, through judicial activism. However judicial activism alone does not suffice for the rectification of this all-pervading malaise. What is urgently needed is the support of other social agencies/institutions. A very important role in this matter can be played by media activism, the topic under discussion today.
It is undoubtedly true that the position of media or journalism is not that of a mission but of a commercial industry. The truth of the matter, however, is that our present journalism is used to presenting only half side of the picture. This is the root cause of all our problems. In view of the present circumstances media activism would amount to present a balanced reporting of the situation abandoning the present policy of selective reporting.
The principle of modern journalism can be understood from this saying: "When a dog bites a man it is no news, but when a man bites a dog, it is news". One practical example of this method is provided by our present journalism which is constantly engaged in giving maximum coverage to any hot news created by an unruly section of Muslims. If the percentage of hot news forms only one percent the percentage of soft news is not less than 99 percent. But the readers of the newspapers aretotally in the dark about this 99 percent of the picture, whereas the one percent is being repeated. Similarly if an extremist Hindu creates hot news, this will find a place in all the newspapers the next day. Whereas even in the Hindu world there is 99 percent soft news while hot news forms not more than one percent.
As a result of this one sided study, unreal opinion is formed by both the communities regarding one another. Taking extreme forms this unreal opinion at times turns into communal riots. The selective reporting of this nature remains a permanent obstacle to the path of national integration.
For the rectification of this state of affairs a powerful journalists organization-as we already have formed for our rights-based on the principles of social responsibilities is required. Media Relations Forum is an organization which aims at working for this goal.
Along with this I should like to put forward a proposal for bringing about an atmosphere of support and cooperation between the newspapers and social workers. Whenever a rumor spreads or a group indulges in any activity which may lead to disrupting peace, social workers should immediately engage themselves in a thorough investigation of the matter and then through the full support of the newspapers the actual version is published in the newspapers. This is the only way to maintain peace and harmony in communities.

Last year, one group of students in Taiwan did just that. They took chances-and ended up in jail. More than 20 students paid a cram school owner to help them cheat on Taiwan’s entrance exam, according to police. The students received answers to test questions through cell phones and other electronic devices. Taiwan isn’t the only place in Asia to see major cheating scandals. In both India and South Korea, college entrance exams have been stolen and sold to students.
Academic cheating has risen dramatically over the last decade. Duke University conducted a survey of 50,000 university and 18,000 high school students in America. More than 70 percent of the students admitted cheating. Just 10 years earlier, only 56 percent said they had cheated. This trend extends far beyond the U. S., too. In Asia, where students face intense pressure to excel, the cheating problem is especially pronounced. In many Asian countries, a student’s performance is measured mostly by exam scores. And admission to a top school depends on acing standardized tests. This test-driven culture makes cheating an easy way for students to get ahead in a super-competitive academic system.
But the pressure to perform well on tests isn’t the only thing turning students into cheaters. For one, new technology makes cheating easier than ever. Students now have more sophisticated options than just "cheat sheets" hidden in pencil boxes. Today’s tech-smart students use text-messaging to discreetly send each other test answers. They post questions from standardized tests on internet bulletin boards. Students in Asia, for example, have posted questions from the Test of English as a Foreign Language (TOEFL) and the Graduate Record Exam (GRE).
Deeper issues than technology and testing, however, may be leading to the rise in academic dishonesty. Both students and educators say that society offers too many negative role models. Businesspeople make millions and scientists eam intemational acclaim by cheating and lying. The case of Korean scientist Hwang Woo Suk offers one powerful example. He faked the results of his stem cell research and became a national hero. From many sectors of society, the message to students is loud and clear: Cheating is an easy way to get ahead.
Victoria Lin, a high school teacher in Taichung, says educators must begin to stress integrity as well as achievement in academics. That’s what she tries to instill in her students. "I always tell my students, ’How much is your character worth 100 points 90 points’" Jerry Chang, a student at Taiwan’s Oriental Institute of Technology, also has words of advice for classmates he sees cheating. "When you cheat on exams, you only cheat yourself," he says, "because you won’t know how much you’ve really learned."

Sport psychology research has documented the important rote of significant adults such as parents and coaches in youth participants’ psychosocial development and achievement motivation. However, the situation concerning parents and coaches in youth sport is somewhat of a conundrum—the roles of coach and parent are often synonymous, suggesting not simply an independent relationship with the child participant.
In recent years, a growing body of literature has emerged on parent influence in youth sport based on these and other theories. First, research shows that parents who are more supportive and less pressuring of their children are associated with youth participants who report higher perceived competence, enjoyment, and intrinsic motivation toward sport. Second, parents who encourage their child’s participation and exhibit enjoyment of physical activity are related to children who report higher perceived competence and attraction toward physical activity. Finally, parents who hold stronger positive beliefs about their child’s physical competence are associated with children who report higher self-perceptions, value toward sport, and physical activity levels.
A prevalent phenomenon of North American culture is the parent-coach dual role. Most coaches in competitive youth sport are parents of one or more of their players. Brown estimated that about 90% of the volunteer coaches in a given community are a parent of one or more team members. Although one can forward several positive aspects of the parent-coach phenomenon, there is also the potential for youth to perceive stress from this parent-child relationship. Several researchers reported that adolescent athletes felt pressure from their coaches and parents to perform well, and desired that parents be sources of social support and leave skill and strategy instruction to the coach’s domain. Collectively, anecdotal accounts and empirical data suggest that exploring the benefits and costs of parents coaching their children is a worthy topic from both theoretical and applied perspectives.
Therefore, based on previous research on the role of parents and coaches in youth development, the purpose of the present study was to gain knowledge about the parent-coach phenomenon in competitive youth sport. We accomplished this purpose by interviewing youth soccer players who were coached by their parent, the child’s teammates, and the parent-coach. We expect that child participants would identify both positive and negative aspects of having a parent as their coach, in line with previous research, but we were most curious to know if different issues would be raised about the unique parent-coach/child-athlete relationship.

An attempt towards the rectification of the rot that has set in the social and national life of the country is being made, with great enthusiasm, through judicial activism. However judicial activism alone does not suffice for the rectification of this all-pervading malaise. What is urgently needed is the support of other social agencies/institutions. A very important role in this matter can be played by media activism, the topic under discussion today.
It is undoubtedly true that the position of media or journalism is not that of a mission but of a commercial industry. The truth of the matter, however, is that our present journalism is used to presenting only half side of the picture. This is the root cause of all our problems. In view of the present circumstances media activism would amount to present a balanced reporting of the situation abandoning the present policy of selective reporting.
The principle of modern journalism can be understood from this saying: "When a dog bites a man it is no news, but when a man bites a dog, it is news". One practical example of this method is provided by our present journalism which is constantly engaged in giving maximum coverage to any hot news created by an unruly section of Muslims. If the percentage of hot news forms only one percent the percentage of soft news is not less than 99 percent. But the readers of the newspapers aretotally in the dark about this 99 percent of the picture, whereas the one percent is being repeated. Similarly if an extremist Hindu creates hot news, this will find a place in all the newspapers the next day. Whereas even in the Hindu world there is 99 percent soft news while hot news forms not more than one percent.
As a result of this one sided study, unreal opinion is formed by both the communities regarding one another. Taking extreme forms this unreal opinion at times turns into communal riots. The selective reporting of this nature remains a permanent obstacle to the path of national integration.
For the rectification of this state of affairs a powerful journalists organization-as we already have formed for our rights-based on the principles of social responsibilities is required. Media Relations Forum is an organization which aims at working for this goal.
Along with this I should like to put forward a proposal for bringing about an atmosphere of support and cooperation between the newspapers and social workers. Whenever a rumor spreads or a group indulges in any activity which may lead to disrupting peace, social workers should immediately engage themselves in a thorough investigation of the matter and then through the full support of the newspapers the actual version is published in the newspapers. This is the only way to maintain peace and harmony in communities.

It’s never too early or too late for a parent to become a teacher. In this age of teacher accountability, endless school testing, increased pressure and competition, and the proliferation of "educational" toys, too many people forget that success begins at home.
Freeman A. Hrabowski Ⅲ, president of the University of Maryland, Baltimore County, and co-author of Beating the Odds: Raising Academically Successful African American Males and Overcoming the Odds: Raising Academically Successful African American Young Women, says that in the interviews he and his co-authors conducted, the overwhelming factor in their children’s academic achievement was that parents inspired and envisioned their children’s success. They thought and talked about what would be required to have a .successful child.
"It just makes such a difference when there’s someone in that house working to relate to that child and inspire that child," Hrabowski says. "These parents (of the high achievers discussed) are really inspirational in their commitment to their children."
Professor Barbara T. Bowman, one of the faculty founders of Chicago’s Erikson Institute, an independent institution of higher education that prepares child development professionals for leader- ship, says that Black children must learn in two different cultures-the African-American culture in which they live and the mainstream culture on which school and education are based.
Bowman also says the relationship between children and their parents is critical. "It is the early responsive ness of the caregiver to the infant’s behavior that creates a sense of well-being and optimism that affects the child’s interest in learning," says Bowman, who served as president of the institute from 1994 to last year. "Children who like and want to please the adult learn better what the adult wants them to learn."
In this day of highly competitive testing and the stress of getting high SAT or ACT scores, it’s important also to avoid pressuring or overexposing your child. Your son or daughter is probably already facing stress at school and on the playground. Your role is to help him or her relieve and manage that stress. Help them to understand that life does not end or begin with a test. And while academic success is important, it’s also important to keep everything in perspective. Failure is a relative term in the grand scheme of things. If your child did poorly on a test, but answered a particularly tough question correctly, stress the positive. On the other hand, if schoolwork comes too easily to your child, find other ways to challenge him or her so they understand that life won’t always be that way.

Last year, one group of students in Taiwan did just that. They took chances-and ended up in jail. More than 20 students paid a cram school owner to help them cheat on Taiwan’s entrance exam, according to police. The students received answers to test questions through cell phones and other electronic devices. Taiwan isn’t the only place in Asia to see major cheating scandals. In both India and South Korea, college entrance exams have been stolen and sold to students.
Academic cheating has risen dramatically over the last decade. Duke University conducted a survey of 50,000 university and 18,000 high school students in America. More than 70 percent of the students admitted cheating. Just 10 years earlier, only 56 percent said they had cheated. This trend extends far beyond the U. S., too. In Asia, where students face intense pressure to excel, the cheating problem is especially pronounced. In many Asian countries, a student’s performance is measured mostly by exam scores. And admission to a top school depends on acing standardized tests. This test-driven culture makes cheating an easy way for students to get ahead in a super-competitive academic system.
But the pressure to perform well on tests isn’t the only thing turning students into cheaters. For one, new technology makes cheating easier than ever. Students now have more sophisticated options than just "cheat sheets" hidden in pencil boxes. Today’s tech-smart students use text-messaging to discreetly send each other test answers. They post questions from standardized tests on internet bulletin boards. Students in Asia, for example, have posted questions from the Test of English as a Foreign Language (TOEFL) and the Graduate Record Exam (GRE).
Deeper issues than technology and testing, however, may be leading to the rise in academic dishonesty. Both students and educators say that society offers too many negative role models. Businesspeople make millions and scientists eam intemational acclaim by cheating and lying. The case of Korean scientist Hwang Woo Suk offers one powerful example. He faked the results of his stem cell research and became a national hero. From many sectors of society, the message to students is loud and clear: Cheating is an easy way to get ahead.
Victoria Lin, a high school teacher in Taichung, says educators must begin to stress integrity as well as achievement in academics. That’s what she tries to instill in her students. "I always tell my students, ’How much is your character worth 100 points 90 points’" Jerry Chang, a student at Taiwan’s Oriental Institute of Technology, also has words of advice for classmates he sees cheating. "When you cheat on exams, you only cheat yourself," he says, "because you won’t know how much you’ve really learned."

Sport psychology research has documented the important rote of significant adults such as parents and coaches in youth participants’ psychosocial development and achievement motivation. However, the situation concerning parents and coaches in youth sport is somewhat of a conundrum—the roles of coach and parent are often synonymous, suggesting not simply an independent relationship with the child participant.
In recent years, a growing body of literature has emerged on parent influence in youth sport based on these and other theories. First, research shows that parents who are more supportive and less pressuring of their children are associated with youth participants who report higher perceived competence, enjoyment, and intrinsic motivation toward sport. Second, parents who encourage their child’s participation and exhibit enjoyment of physical activity are related to children who report higher perceived competence and attraction toward physical activity. Finally, parents who hold stronger positive beliefs about their child’s physical competence are associated with children who report higher self-perceptions, value toward sport, and physical activity levels.
A prevalent phenomenon of North American culture is the parent-coach dual role. Most coaches in competitive youth sport are parents of one or more of their players. Brown estimated that about 90% of the volunteer coaches in a given community are a parent of one or more team members. Although one can forward several positive aspects of the parent-coach phenomenon, there is also the potential for youth to perceive stress from this parent-child relationship. Several researchers reported that adolescent athletes felt pressure from their coaches and parents to perform well, and desired that parents be sources of social support and leave skill and strategy instruction to the coach’s domain. Collectively, anecdotal accounts and empirical data suggest that exploring the benefits and costs of parents coaching their children is a worthy topic from both theoretical and applied perspectives.
Therefore, based on previous research on the role of parents and coaches in youth development, the purpose of the present study was to gain knowledge about the parent-coach phenomenon in competitive youth sport. We accomplished this purpose by interviewing youth soccer players who were coached by their parent, the child’s teammates, and the parent-coach. We expect that child participants would identify both positive and negative aspects of having a parent as their coach, in line with previous research, but we were most curious to know if different issues would be raised about the unique parent-coach/child-athlete relationship.

An attempt towards the rectification of the rot that has set in the social and national life of the country is being made, with great enthusiasm, through judicial activism. However judicial activism alone does not suffice for the rectification of this all-pervading malaise. What is urgently needed is the support of other social agencies/institutions. A very important role in this matter can be played by media activism, the topic under discussion today.
It is undoubtedly true that the position of media or journalism is not that of a mission but of a commercial industry. The truth of the matter, however, is that our present journalism is used to presenting only half side of the picture. This is the root cause of all our problems. In view of the present circumstances media activism would amount to present a balanced reporting of the situation abandoning the present policy of selective reporting.
The principle of modern journalism can be understood from this saying: "When a dog bites a man it is no news, but when a man bites a dog, it is news". One practical example of this method is provided by our present journalism which is constantly engaged in giving maximum coverage to any hot news created by an unruly section of Muslims. If the percentage of hot news forms only one percent the percentage of soft news is not less than 99 percent. But the readers of the newspapers aretotally in the dark about this 99 percent of the picture, whereas the one percent is being repeated. Similarly if an extremist Hindu creates hot news, this will find a place in all the newspapers the next day. Whereas even in the Hindu world there is 99 percent soft news while hot news forms not more than one percent.
As a result of this one sided study, unreal opinion is formed by both the communities regarding one another. Taking extreme forms this unreal opinion at times turns into communal riots. The selective reporting of this nature remains a permanent obstacle to the path of national integration.
For the rectification of this state of affairs a powerful journalists organization-as we already have formed for our rights-based on the principles of social responsibilities is required. Media Relations Forum is an organization which aims at working for this goal.
Along with this I should like to put forward a proposal for bringing about an atmosphere of support and cooperation between the newspapers and social workers. Whenever a rumor spreads or a group indulges in any activity which may lead to disrupting peace, social workers should immediately engage themselves in a thorough investigation of the matter and then through the full support of the newspapers the actual version is published in the newspapers. This is the only way to maintain peace and harmony in communities.

It’s never too early or too late for a parent to become a teacher. In this age of teacher accountability, endless school testing, increased pressure and competition, and the proliferation of "educational" toys, too many people forget that success begins at home.
Freeman A. Hrabowski Ⅲ, president of the University of Maryland, Baltimore County, and co-author of Beating the Odds: Raising Academically Successful African American Males and Overcoming the Odds: Raising Academically Successful African American Young Women, says that in the interviews he and his co-authors conducted, the overwhelming factor in their children’s academic achievement was that parents inspired and envisioned their children’s success. They thought and talked about what would be required to have a .successful child.
"It just makes such a difference when there’s someone in that house working to relate to that child and inspire that child," Hrabowski says. "These parents (of the high achievers discussed) are really inspirational in their commitment to their children."
Professor Barbara T. Bowman, one of the faculty founders of Chicago’s Erikson Institute, an independent institution of higher education that prepares child development professionals for leader- ship, says that Black children must learn in two different cultures-the African-American culture in which they live and the mainstream culture on which school and education are based.
Bowman also says the relationship between children and their parents is critical. "It is the early responsive ness of the caregiver to the infant’s behavior that creates a sense of well-being and optimism that affects the child’s interest in learning," says Bowman, who served as president of the institute from 1994 to last year. "Children who like and want to please the adult learn better what the adult wants them to learn."
In this day of highly competitive testing and the stress of getting high SAT or ACT scores, it’s important also to avoid pressuring or overexposing your child. Your son or daughter is probably already facing stress at school and on the playground. Your role is to help him or her relieve and manage that stress. Help them to understand that life does not end or begin with a test. And while academic success is important, it’s also important to keep everything in perspective. Failure is a relative term in the grand scheme of things. If your child did poorly on a test, but answered a particularly tough question correctly, stress the positive. On the other hand, if schoolwork comes too easily to your child, find other ways to challenge him or her so they understand that life won’t always be that way.

Sport psychology research has documented the important rote of significant adults such as parents and coaches in youth participants’ psychosocial development and achievement motivation. However, the situation concerning parents and coaches in youth sport is somewhat of a conundrum—the roles of coach and parent are often synonymous, suggesting not simply an independent relationship with the child participant.
In recent years, a growing body of literature has emerged on parent influence in youth sport based on these and other theories. First, research shows that parents who are more supportive and less pressuring of their children are associated with youth participants who report higher perceived competence, enjoyment, and intrinsic motivation toward sport. Second, parents who encourage their child’s participation and exhibit enjoyment of physical activity are related to children who report higher perceived competence and attraction toward physical activity. Finally, parents who hold stronger positive beliefs about their child’s physical competence are associated with children who report higher self-perceptions, value toward sport, and physical activity levels.
A prevalent phenomenon of North American culture is the parent-coach dual role. Most coaches in competitive youth sport are parents of one or more of their players. Brown estimated that about 90% of the volunteer coaches in a given community are a parent of one or more team members. Although one can forward several positive aspects of the parent-coach phenomenon, there is also the potential for youth to perceive stress from this parent-child relationship. Several researchers reported that adolescent athletes felt pressure from their coaches and parents to perform well, and desired that parents be sources of social support and leave skill and strategy instruction to the coach’s domain. Collectively, anecdotal accounts and empirical data suggest that exploring the benefits and costs of parents coaching their children is a worthy topic from both theoretical and applied perspectives.
Therefore, based on previous research on the role of parents and coaches in youth development, the purpose of the present study was to gain knowledge about the parent-coach phenomenon in competitive youth sport. We accomplished this purpose by interviewing youth soccer players who were coached by their parent, the child’s teammates, and the parent-coach. We expect that child participants would identify both positive and negative aspects of having a parent as their coach, in line with previous research, but we were most curious to know if different issues would be raised about the unique parent-coach/child-athlete relationship.

Last year, one group of students in Taiwan did just that. They took chances-and ended up in jail. More than 20 students paid a cram school owner to help them cheat on Taiwan’s entrance exam, according to police. The students received answers to test questions through cell phones and other electronic devices. Taiwan isn’t the only place in Asia to see major cheating scandals. In both India and South Korea, college entrance exams have been stolen and sold to students.
Academic cheating has risen dramatically over the last decade. Duke University conducted a survey of 50,000 university and 18,000 high school students in America. More than 70 percent of the students admitted cheating. Just 10 years earlier, only 56 percent said they had cheated. This trend extends far beyond the U. S., too. In Asia, where students face intense pressure to excel, the cheating problem is especially pronounced. In many Asian countries, a student’s performance is measured mostly by exam scores. And admission to a top school depends on acing standardized tests. This test-driven culture makes cheating an easy way for students to get ahead in a super-competitive academic system.
But the pressure to perform well on tests isn’t the only thing turning students into cheaters. For one, new technology makes cheating easier than ever. Students now have more sophisticated options than just "cheat sheets" hidden in pencil boxes. Today’s tech-smart students use text-messaging to discreetly send each other test answers. They post questions from standardized tests on internet bulletin boards. Students in Asia, for example, have posted questions from the Test of English as a Foreign Language (TOEFL) and the Graduate Record Exam (GRE).
Deeper issues than technology and testing, however, may be leading to the rise in academic dishonesty. Both students and educators say that society offers too many negative role models. Businesspeople make millions and scientists eam intemational acclaim by cheating and lying. The case of Korean scientist Hwang Woo Suk offers one powerful example. He faked the results of his stem cell research and became a national hero. From many sectors of society, the message to students is loud and clear: Cheating is an easy way to get ahead.
Victoria Lin, a high school teacher in Taichung, says educators must begin to stress integrity as well as achievement in academics. That’s what she tries to instill in her students. "I always tell my students, ’How much is your character worth 100 points 90 points’" Jerry Chang, a student at Taiwan’s Oriental Institute of Technology, also has words of advice for classmates he sees cheating. "When you cheat on exams, you only cheat yourself," he says, "because you won’t know how much you’ve really learned."

An attempt towards the rectification of the rot that has set in the social and national life of the country is being made, with great enthusiasm, through judicial activism. However judicial activism alone does not suffice for the rectification of this all-pervading malaise. What is urgently needed is the support of other social agencies/institutions. A very important role in this matter can be played by media activism, the topic under discussion today.
It is undoubtedly true that the position of media or journalism is not that of a mission but of a commercial industry. The truth of the matter, however, is that our present journalism is used to presenting only half side of the picture. This is the root cause of all our problems. In view of the present circumstances media activism would amount to present a balanced reporting of the situation abandoning the present policy of selective reporting.
The principle of modern journalism can be understood from this saying: "When a dog bites a man it is no news, but when a man bites a dog, it is news". One practical example of this method is provided by our present journalism which is constantly engaged in giving maximum coverage to any hot news created by an unruly section of Muslims. If the percentage of hot news forms only one percent the percentage of soft news is not less than 99 percent. But the readers of the newspapers aretotally in the dark about this 99 percent of the picture, whereas the one percent is being repeated. Similarly if an extremist Hindu creates hot news, this will find a place in all the newspapers the next day. Whereas even in the Hindu world there is 99 percent soft news while hot news forms not more than one percent.
As a result of this one sided study, unreal opinion is formed by both the communities regarding one another. Taking extreme forms this unreal opinion at times turns into communal riots. The selective reporting of this nature remains a permanent obstacle to the path of national integration.
For the rectification of this state of affairs a powerful journalists organization-as we already have formed for our rights-based on the principles of social responsibilities is required. Media Relations Forum is an organization which aims at working for this goal.
Along with this I should like to put forward a proposal for bringing about an atmosphere of support and cooperation between the newspapers and social workers. Whenever a rumor spreads or a group indulges in any activity which may lead to disrupting peace, social workers should immediately engage themselves in a thorough investigation of the matter and then through the full support of the newspapers the actual version is published in the newspapers. This is the only way to maintain peace and harmony in communities.

It’s never too early or too late for a parent to become a teacher. In this age of teacher accountability, endless school testing, increased pressure and competition, and the proliferation of "educational" toys, too many people forget that success begins at home.
Freeman A. Hrabowski Ⅲ, president of the University of Maryland, Baltimore County, and co-author of Beating the Odds: Raising Academically Successful African American Males and Overcoming the Odds: Raising Academically Successful African American Young Women, says that in the interviews he and his co-authors conducted, the overwhelming factor in their children’s academic achievement was that parents inspired and envisioned their children’s success. They thought and talked about what would be required to have a .successful child.
"It just makes such a difference when there’s someone in that house working to relate to that child and inspire that child," Hrabowski says. "These parents (of the high achievers discussed) are really inspirational in their commitment to their children."
Professor Barbara T. Bowman, one of the faculty founders of Chicago’s Erikson Institute, an independent institution of higher education that prepares child development professionals for leader- ship, says that Black children must learn in two different cultures-the African-American culture in which they live and the mainstream culture on which school and education are based.
Bowman also says the relationship between children and their parents is critical. "It is the early responsive ness of the caregiver to the infant’s behavior that creates a sense of well-being and optimism that affects the child’s interest in learning," says Bowman, who served as president of the institute from 1994 to last year. "Children who like and want to please the adult learn better what the adult wants them to learn."
In this day of highly competitive testing and the stress of getting high SAT or ACT scores, it’s important also to avoid pressuring or overexposing your child. Your son or daughter is probably already facing stress at school and on the playground. Your role is to help him or her relieve and manage that stress. Help them to understand that life does not end or begin with a test. And while academic success is important, it’s also important to keep everything in perspective. Failure is a relative term in the grand scheme of things. If your child did poorly on a test, but answered a particularly tough question correctly, stress the positive. On the other hand, if schoolwork comes too easily to your child, find other ways to challenge him or her so they understand that life won’t always be that way.

Sport psychology research has documented the important rote of significant adults such as parents and coaches in youth participants’ psychosocial development and achievement motivation. However, the situation concerning parents and coaches in youth sport is somewhat of a conundrum—the roles of coach and parent are often synonymous, suggesting not simply an independent relationship with the child participant.
In recent years, a growing body of literature has emerged on parent influence in youth sport based on these and other theories. First, research shows that parents who are more supportive and less pressuring of their children are associated with youth participants who report higher perceived competence, enjoyment, and intrinsic motivation toward sport. Second, parents who encourage their child’s participation and exhibit enjoyment of physical activity are related to children who report higher perceived competence and attraction toward physical activity. Finally, parents who hold stronger positive beliefs about their child’s physical competence are associated with children who report higher self-perceptions, value toward sport, and physical activity levels.
A prevalent phenomenon of North American culture is the parent-coach dual role. Most coaches in competitive youth sport are parents of one or more of their players. Brown estimated that about 90% of the volunteer coaches in a given community are a parent of one or more team members. Although one can forward several positive aspects of the parent-coach phenomenon, there is also the potential for youth to perceive stress from this parent-child relationship. Several researchers reported that adolescent athletes felt pressure from their coaches and parents to perform well, and desired that parents be sources of social support and leave skill and strategy instruction to the coach’s domain. Collectively, anecdotal accounts and empirical data suggest that exploring the benefits and costs of parents coaching their children is a worthy topic from both theoretical and applied perspectives.
Therefore, based on previous research on the role of parents and coaches in youth development, the purpose of the present study was to gain knowledge about the parent-coach phenomenon in competitive youth sport. We accomplished this purpose by interviewing youth soccer players who were coached by their parent, the child’s teammates, and the parent-coach. We expect that child participants would identify both positive and negative aspects of having a parent as their coach, in line with previous research, but we were most curious to know if different issues would be raised about the unique parent-coach/child-athlete relationship.