Environment Education In Bolivia

 Bolivia is making many innovative strides in the way of environmental regulations, but a lack of public awareness and involvement has contributed to difficult enforcement of green living, according to the Environmental Education Center of Santa Cruz.

One law that has already made it through the Bolivian Chamber of Deputies could radically change how environmental concerns are dealt with.

The Mother Earth Law is the first of its kind, not just in Bolivia, but in the world. The purpose is to set up an Earth defendant department, much like a public defender, Mendez said.

“This law says that mother earth has rights and is a very different concept for the world,” said Javier Mendez Vedia, science and life editor for El Deber, the largest newspaper in Bolivia. “It is the first law to give rights to the mother earth. For example, water is not subject to commerce anymore. It is a human right and that is revolutionary.”

While most who know about the bill support it, most Bolivian residents are unfamiliar with it and what it would do for the country.

The writing of the Mother Earth Law is vague, reading more like a mission statement than a set of strict rules.

The right to water is huge for Bolivians after the Cochabamba Water War of 2000, where residents protested in Bolivia’s third largest city after the city’s water supply company Semapa privatized and increased prices. However, the new law does not present a clear plan of action on how to prevent privatization or pollution of the water supply.

The law’s second article outlines the six ideals the defendants of the Earth, who have yet to be appointed, are to uphold: harmony, collective good, regeneration of Mother Earth, respect and rights of the Mother Earth, no commercialism, and multiculturalism.

“The Mother Earth Law is interesting if you understand it, but many can’t understand because it was written for people who think differently about the environment,” said Pamela Rebolledo, department of climate change coordinator. “To understand this law you have to change your mind to take on a different perspective. You have to analyze your own behavior to understand the law.”

Bolivia is one of the first countries to have an environmental department. The Environmental Education Center of Santa Cruz has worked to bridge the gap between government environmental action and community involvement, said Rebolledo, who works in the department’s new facility.

“We work with campaigns and social media, any way to get the information out,” Rebolledo said. “We need to, through education, make people understand what the government is doing, we can transfer the technology and knowledge so that the people can appropriate our work. They need to be a part of the action. Communities have to support and join our projects.”

It is easier for those who live off of the land to see the day-to-day effects of climate change and environmental changes, Rebolledo said, but as more Bolivians move into large cities like Santa Cruz, fewer are concerned about these issues.

According to the U.S. Central Intelligence Agency, the most pressing environmental issues in Bolivia are “the clearing of land for agricultural purposes and the international demand for tropical timber that are contributing to deforestation, soil erosion and poor cultivation methods.”

Despite what most people may picture when they think of South American life, today almost 70 percent of the population of Santa Cruz lives in the metropolitan area. Most do not understand that eventually the resources that the Bolivian industries are capitalizing on will run out if the country does not implement a more sustainable practices, Rebolledo said.

“We need more motivation and advertisement to encourage people. Most people don’t care much about the environment,” Rebolledo said. “Economy and production don’t have a good relationship with the environment and that is the reason we are like the fifth wheel of the car.”

While some worry environmental laws will try to overregulate their farms and other businesses, many environmentalist understand that there is no stopping development and no wanting to, said Cesar Perez, head of Gaia Pacha Foundation in Santa Cruz. However, it is the way in which a city or country develops that is important.

“Sometimes, the environmental point of view is seen as a counter development philosophy, which is not true,” Perez said. “We are looking for a different type of development and not necessarily traditional development. Not this neoclassical economy that is addicted to oil and is based on destructivism. It is a matter of thinking long term.”

While clearing trees for farmland may seem like the best use of resources in the short run, mass deforestation will lead to larger issues later, Perez said.

“If we cut down all the forest to have more soy farms for example, those forests are water factories for many other crops and communities, and we will no longer have that resource,” Perez said.

Through the Gaia Pacha Foundation, Perez started an Earthkeepers program in Santa Cruz. This program is the first of its kind in any Spanish-speaking or Latin American country and works to educate 10- to 11-year-old students, teachers and parents about the environment in a nontraditional way.

“I had a lot of experience in environmental education and felt frustrated because there was no way to measure change in behavior, values or attitudes,” Perez said. “That’s I was motivated to look for a behavior change model like the Earthkeepers. I’m passionate about it because this is a tool that I think that works.”

Cricket In New Zealand

Cricket is New Zealand's major organised summer sport and enjoys the fourth-highest playing numbers. Five-day test matches don't attract large crowds, but one-day international matches (ODIs) are another story, drawing good crowds and big television audience.
Many New Zealanders can relate to a game of backyard cricket and hitting a ball through a window or over the fence for 'six and out'. Driftwood stumps can often be seen sticking out of the sand at the end of an impromptu game on the beach. But cricket is not a sport of great worldwide significance. Only 10 nations have full test status. Like rugby, its popularity is largely confined to present and former members of the British Commonwealth, and, like rugby, the game originated in England. This may be why many former colonies take immense satisfaction from beating the English at their own games.

New Zealanders relish wins against England and Australia. Beating England, our former colonial masters, and Australia, our closest sporting rival and one of the consistently strongest teams in the world, is seen as a true benchmark of success.

Development of cricket in New Zealand

Cricket came early to New Zealand. Anglican missionary Henry Williams organised a match in Northland in 1832, and the first match in which scores were recorded was played at Wellington in December 1842. In 1864 international cricket arrived in New Zealand in the form of George Parr's professional 'All-England Eleven', which had been playing in Melbourne. The English team won four matches against 22-strong teams representing Otago and Canterbury.

By the late 19th century cricket had established itself as a major sporting code. There were thriving inter-club competitions in the main centres. In 1906 the Plunket Shield was presented by the governor, Lord Plunket, as the symbol of provincial supremacy. Teams played for the trophy on a challenge basis until the 1920–21 season, when it became a league competition. The original provinces of Auckland, Canterbury, Otago and Wellington were joined by Central Districts (in the 1950–51 season) and Northern Districts (in the 1956–57 season). The Plunket Shield was replaced by the Shell Trophy in the 1975–76 season, which was in turn succeeded by the State Championship in the 2000–01 season.

The first recorded women's cricket match was played in Nelson in 1886, but women's cricket did not become firmly established until the late 1920s and early 1930s. Women cricketers compete domestically for the State League, representing the same provincial associations as the men's State Championship.
International cricket
In 1930 New Zealand became the fifth test-playing nation (after England, Australia, South Africa and India) when it played its first test against England at Lancaster Park (later Jade Stadium, now AMI Stadium), Christchurch. In what was to become an all-too-familiar trend, the English won by eight wickets. New Zealand did not achieve its first test victory until 1956, when the West Indies were defeated at Eden Park. Up to the end of December 2008 New Zealand had played 345 test matches.

New Zealand played their first ODI on 11 February 1973, defeating Pakistan by 22 runs at Lancaster Park.

The New Zealand women's team played their first test match against England at Lancaster Park in 1935.

Education In Angola

Marxism-Leninism was declared the basis of Angola's new educational system by the ruling MPLA, but a respect for traditional African values was also retained. Four years of compulsory, free primary education began at age seven, and secondary education began at age eleven, lasting eight years. Missionary schools were nationalized and private or religious organizations were not allowed to conduct schools.

Considerable efforts were made by the government in the first five years of independence to improve the accessibility of education, especially for primary-school aged children. There were fewer than 500,000 students in Angola in 1974, but by 1980 at least 1.6 million children were studying. Enrollment of the relevant age group was up to 80 percent in 1980, but by 1984, it had fallen to 49 percent due to austerity measures and population increases. Government statistics from 1990 show 1,180,008 students enrolled at the primary level, but only 148,137 at the middle and secondary level, with no indication as to the percentage of relevant age group. President dos Santos stated that by January 2000 school equipment had been acquired to meet 42 percent of the country's needs, demonstrating that 1,040,000 children between the ages of six and fourteen were without a school. However, the Ministry of Justice estimates that only about 5 percent of children have had their births registered. Unregistered children do not legally exist and therefore cannot enroll in schools.

Since 1980, education funding has been low, and all areas of education are in dire need of facilities, materials, and teachers. In 1994, for example, 4.4 percent of public expenditure was allocated for education. Civil war has consumed most of the country's financial gains. Of the US$2 billion the government earned in oil and diamond revenues in 1996, US$1.5 billion was spent on arms and military equipment.

During the early 1990s, Angola began gradually moving to a free-market economy, pursuing a policy of liberalization and privatization in industrial economic sectors. The effects could be seen within the educational system as well. Sixteen years after independence, major changes were made in Angola's educational system with Law N.18 that institutionalized private teaching in 1991. In 2001, the Ministry of Education announced that it would require a "symbolic payment" for public education,changing the free education policy that had been in effect since independence.

Basic adult literacy continues to be extremely low, but there are conflicting figures from government and other sources. No reliable census has been taken since 1970 which makes it difficult to assess not only literacy but also other educational needs. Statistics available in 2001 from UNICEF estimate the total population of Angola to be 12.5 million and adult literacy to be 56 percent for males and 29 percent for women. It is unlikely that these figures include population in UNITA-claimed territory. During the mid-1980s, Savimbi established a state-within-a-state with its own educational system that closely resembled that of Portugal. UNITA territory was much smaller but still in existence in 2001.

Child Education In Cyprus

Since Cyprus has been at the crossroads of world travel through the centuries, the country's educational system has been influenced by many different civilizations. During the Ottoman Period (1571-1878), children attended school as early as age four in sibyan classes of elementary schools. Classes were mixed-age and included both genders. The children were confided to the teacher in a special religious ceremony called Amin Alayi, and this trust required certain religious qualifications of the teachers, both male and female. In 1878, when the British took over administration of education in Cyprus, there were 65 Turkish elementary schools (Mertan 1995).

During the British Period (1878-1960), the Elementary Education Committees conducted meetings between Ottoman and British educators that continued until 1929. During this time, the education of children between the ages of four to six was an issue. In 1926, for instance, only four schools existed on the island to educate children in this nursery age group, one in Famagusta and three in Nicosia. Weir explained in 1952 that nursery schools were completely lacking in Cyprus. The few schools that had been in operation were closed due to economic issues. Both the need for teacher training and the subsequent availability of trained teachers were lacking.

State preprimary education is a particular priority since the Turkish invasion of 1974 in order to support refugee families, equalize educational opportunities across economic groups, and enable more mothers to secure gainful employment. Preprimary institutions include public, private, and community-based nursery schools, day care centers, and kindergartens. The nursery schools are certified and supervised by the Ministry of Education, the day care centers by the Department of Social Welfare and Services. A uniform curriculum is provided for the nursery school experience, promoting integrated development and preparation for citizenship. The Pancyprian School for Parents serves as a primary agency for parental education in Cyprus.

Since 1962, primary education has been free and compulsory for children between the ages of 6 to 12. Schools operate in every community of at least 15 children. Area schools serve neighboring communities with fewer than 15 pupils. Parental choice is not an option, and children must attend the school in their area.

Cyprus is a signatory to the Convention of the Rights of the Child and the action plan developed at the Summit for Children organized by UNICEF in 1991. In a paper prepared for the 1997 Health and Social Welfare Conference, van Oudenhoven and Wazir (of International Child Development Initiatives, the Netherlands) provided an extensive overview of the Mediterranean experience regarding early childhood development and social integration, including the issue of social inclusion/exclusion in early childhood education. They describe critical factors to consider in early childhood preprimary education—most significantly, the inherent, inalienable right of every child to receive care and education with attention to physical, cognitive, social, and emotional development. In Cyprus, about 0.06 percent of the population is under the age of five with virtually none of the population living below the absolute poverty level. Equally positive is the life expectancy average age of 77, the highest in the Mediterranean region (with the same life expectancy reported for Israel and Malta). The under-five mortality rate (U5MR) of 11 percent, as an indicator of the crucial components that indicate early childhood development, places Cyprus in an enviable position in contrast to other countries of the Mediterranean region—Israel was rated the only country with a better rate at 9 percent, while Turkey's rate was 50 percent and Morocco's, 75 percent (van Oudenhoven & Wazir 1997). Cyprus ranks comparatively healthy in the consideration of malnourished children as well, with 8 percent.

School enrollment and dropout rates can be considered as indicators of the psycho-social development of children. In Cyprus, school enrollment for all boys and girls in the late twentieth century stood at 99 percent, with virtually no dropout rate. That these rates are equal for boys and girls accounts for Cyprus having the highest female literacy rate in the region (91 percent), compared to only 31 percent in Morocco, 49 percent in Algeria, and 72 percent in Turkey.

Most of the primary schools in urban areas and larger communities are divided into two cycles: cycle A, catering to grades I through III, and cycle B, comprised of grades IV through VI. The pupil-teacher ratio at the national level is 19:1 with a ceiling set at 34 pupils for the largest classes.

Experiential, meaningful learning is promoted through an emphasis on environment, science and social subjects, language development, music, art, physical education, home economics, design and technology, and information technology. The acquisition of the basic skills of reading, writing, and mathematics is given an important place in all grades of primary schooling. Primary school graduates receive a leaving certificate at the end of the sixth year after evaluation through continuous assessment.

Football In Norway

The Norwegian Football Association (NFF) was founded in 1902 and became a member of FIFA in 1908. The same year Norway played its first international game where they lost 3-11 to Sweden.

In 1936 Norway took its first, and still, only medal in a senior men’s championship. “The Bronze team” beat Turkey 3-2 in the bronze final in the Berlin Olympics. Two years later Norway qualified for their first World Championship, but were beaten by Italy who later went on to win the tournament.

In 1954 Norway became a member of UEFA, and in 1960 Fredrikstad FK was the first Norwegian club to play in the UEFA Cup. No less a team than Ajax were beaten in the first round, but the Danish side Århus were too strong in the next round. Eight years later Lyn managed to reach the quarter finals in the UEFA Cup Winners’ Cup, but Barcelona just managed to win the tie after two even games.

In 1969 professional footballers were allowed to play for the Norwegian national team.

Three years later the Norway Cup – the world’s largest football tournament for children and youths – was hosted for the first time in Oslo.

In 1973,  women’s football was established, with its own rules. In 1978 the women’s national team played their first international match, where they lost 1-2 to Sweden. Nine years later Norway hosts the Women’s European Championship. The final was play against Sweden, and this time the Norwegians won 2-1. The year after, in 1987, Sweden was again the opponent in the final in the first unofficial Women’s World Championship. Norway won 1-0. Two years later Norway lost the European Championship final 1-4 to Germany.

In 1990 Egil ”Drillo” Olsen was appointed head of the men’s national team.

In 1991 the Women’s national team won the silver medal in the first official Women’s World Championship. They lost 1-2 to the USA in the final.

The year after was also a great year for Norwegian Football. In the European Championship in Germany, the Norwegian U21 team managed to secure the first medal in a championship on the men’s side, since the bronze team in 1936.

In 1994 the men’s national team participated in their first World Championship in modern times. National coach Egil “Drillo” Olsen and his side took four points in the group stage, the same as Ireland, Italy and Mexico. The goal difference was also even among the teams, but Norway were eliminated as they had scored the least number of goals.

In 1995 the Women’s national team became World Champions. Germany were beaten 2-0 in the final, and the same year Hege Riise was voted the best women footballer of the year.

The year after Norway claimed the bronze medal in the first Olympic tournament for women’s football. They beat Brazil 2-0 in the bronze final.

In 1997 Norway hosted the Women’s European Championship together with Sweden. For the second time in a row, the men’s national team qualified for the World Championship. Both times Egil “Drillo” Olsen was the coach.

Norway beat Brazil 2-1 in the 1998 World Championship in France, and advanced from the group stage. However, Italy were too strong in the next game, and Norway lost 0-1.

After the World Championship in 1998 Nils Johan Semb took over as the national coach. In 1999 the men’s national team qualified for the European Championship for the first time.

In 2000 the Women’s national team won the Olympic gold medal after beating the USA 3-2 in the final in Sidney. The men’s national team wasn’t able to advance from the group stage in the European Championship, in spite of them beating Spain 1-0 in the opening game.

In 2001 Rosenborg BK wins the Tippeliga for the 10th time in a row, and qualifies for the group stage in the UEFA Champions League for the 7th year in a row - a remarkable feat for a Norwegian club.

In 2002 the Norwegian Football Association celebrated its 100th anniversary.

In 2004 Per Ravn Omdal retired as football president, and was succeeded by Sondre Kåfjord. Omdal had been president for 12 years and was a prominent member of UEFA.

In 2005 the Women’s national team won silver in the European Championship. Germany were too strong in the final. To reach the Word Championship in Germany the men’s national team needed to win a playoff match against the Czech Republic. The Czechs were ranked number three in the world at the time and was to strong.

Education At a Glance In Kenya

In 2003, the government of Kenya instituted a free primary education for all program, and then did the same for secondary education in 2008. As a result, nearly three million more students were enrolled in primary school in 2012 than in 2003 and the number of schools has grown by 7,000. Between 2003 and 2012, the secondary gross enrollment ratio increased from 43 percent to 67 percent, as graduates from the new free primary program moved their way through the system. More recently, the impact of the 2003 education for all program has been seen at the university level, where enrollment numbers have skyrocketed, more than doubling between 2012 and 2014 as the initial cohort of free primary school children have begun enrolling in university studies.

Nonetheless, much progress in educational quality and access remains to be made in Kenya. In 2010, one million children were still out of school, and while this was almost half the number in 1999, it is still the ninth highest of any country in the world. Issues related to educational quality persist, especially at the primary level, with illiteracy rates increasing among students with six years of primary schooling. Over a quarter of young people have less than a lower secondary education and one in ten did not complete primary school.

At the university level, student numbers grew by a massive 28 percent between 2013 and 2014 and similar growth is expected this year, yet funding was cut by 6 percent in the 2015 national budget. The mismatch between funding and enrollment growth will mean a heavier tuition burden for students, increasing the significant access issues that already exist for the marginalized, and adding to quality issues related to overcrowding, overburdened infrastructure and faculty shortages.
WENR-0615-CountryProfile-Kenya-v2

International Mobility

According to UNESCO data, there were 13,573 Kenyan students studying abroad in 2012, with 3,776 in the United States, 2,235 in the UK and 1,191 in Australia. These numbers have been declining significantly over the last decade.

The United States hosted just 3,500 Kenyans last year as compared to a high of 7,800 in 2003. The decline, which has been particularly precipitous at the undergraduate level, has been attributed to the tightening of visa policies in the post 9/11 era and the considerable expense of a Western education when compared to cheaper alternatives in neighboring East African countries. The number of Kenyans coming to the U.S. for a graduate education has declined significantly less, indicative of the generally poor opportunities for research degrees at Kenyan universities and the widening of domestic access at the undergraduate level.

While not captured in the UNESCO data, local Kenyan media reports suggest that the vast majority of internationally mobile Kenyan students are in neighboring countries. More than 20,000 Kenyan students are estimated to be studying in Ugandan universities, and approximately 5,000 in Tanzania.

Kenya-Student-Mobility-to-the-US-2000-2015

Education System

Kenya’s national education system is structured on an 8-4-4 model with eight years of basic education, four years of secondary education and a four-year undergraduate curriculum. This model replaced the 7-4-2-3 system in 1985.

Formal schooling begins at the age of six, with compulsory and free basic education running through to the age of 14. Students progress to the academic secondary cycle, technical schools or trade schools from the basic cycle. Secondary schooling is also free but not compulsory.

Basic Education

Primary education was made free to all students in 2003, a policy that increased attendance by almost 40 percent within four years, from 5.9 million in 2003 to 8.2 million in 2007.

The cycle is divided into lower (Standards 1-3), middle (Standards 4 & 5) and upper primary (Standards 6-8). At the end of the primary cycle, students take the national Kenya Certificate of Primary Education examination (KCPE), supervised by the Kenya National Examination Council (KNEC) under the Ministry of Education. The examination is used primarily to rank and stream students into secondary and technical schools. Students who perform well gain admission into national secondary schools, while those with average scores attend provincial schools.

The curriculum is uniform across the country and includes: English, Kiswahili, a local language, mathematics, science, social studies, religious education, creative arts, physical education, and life skills. Exams are held in five subjects: Kiswahili, English, mathematics, science and agriculture, and social studies.

Secondary Education

The secondary cycle lasts four years and is organized into two, two-year stages. At the end of the fourth year, students take examinations administered by the KNEC, which lead to the Kenya Certificate of Secondary Education (KCSE). The examination is also used for admissions into universities and training at other institutions of higher education in the technical and vocational stream.

Holders of the KCPE who do not enroll in secondary schools can attend youth polytechnics, which prepare students for Government Trade Tests, levels 1–3. Less than 50 percent of primary school students continue on to secondary school.

There are three types of secondary schools in Kenya – public, private and harambe. Students with the best scores on the KCPE attend national public schools, while lower scoring students tend to attend provincial and district level schools. Harambee schools do not receive full funding from the government and are run by local communities. These schools tend to be less selective than public schools.

Many private schools have religious affiliations and typically offer British or – less frequently – American curriculums and qualifications. Many also offer the Kenyan curriculum. Non-formal education centers provide basic education for children who are unable to access formal education, especially in impoverished urban and rural areas.

Students who fail examinations either repeat the final school year or pursue technical and vocational education, either at four-year technical secondary schools or three- to five-year trade schools. Since 2010, graduates of technical secondary schools are eligible for university entry.

Thirty subjects are currently offered at the academic secondary level, grouped into six learning areas:

Languages (English, Kiswahili, Arabic, German, French)
Sciences (mathematics, chemistry, physics, biology)
Applied Sciences (home science, agriculture, computer studies)
Humanities (history, geography, religious education, life skills, business studies)
Creative Arts (music, art and design)
Technical Subjects (drawing and design, building construction, power and mechanics, metal work, aviation, woodwork, electronics)
In the first two years of secondary education, students take as many as 13 subjects. This is narrowed down to eight subjects in the final two years, with three core and compulsory subjects taken by all students: English, Kiswahili and Mathematics. Students must also take two science subjects, one humanities subject, either one applied science or one technical subject chosen from the pool of subjects above. The subjects offered will depend on individual schools and what they can offer in terms of learning resources and teachers.

Students are tested in four subject groups for the KCSE school leaving examination. The three subjects in Group 1 (English, Kiswahili and mathematics) are compulsory. The final grade on the KCSE is an average of the scores achieved in the best eight subject examinations. Where a candidate sits for more than eight subjects, the average grade is based on the best eight scores. A final grade of C+ is required for university entry, although higher scores are required for some public universities. Admission to programs leading to certificates and diplomas at polytechnics requires a D+ or C- average, respectively.

Kenya-Secondary-Grading-Scale-with-US-Equivalency

English is the language of instruction in all secondary schools. Kiswahili is taught along with other subjects.

Higher Education

In recent years there has been a huge expansion of the higher education sector in Kenya. Where there were just five public universities in the country in 2005, today there are 22 with plans for as many as 20 new universities. Growth in the university sector has largely come about through the upgrade of already existing colleges. In addition, there are 17 private universities and 14 public and private university constituent colleges. An additional 14 institutions have letters of interim authority to operate. All of the above have the authority to award academic degrees.

Along with growth in the number of universities has come huge growth in enrollments. The latest enrollment figures for 2014 show that there were 443,783 students enrolled at universities across Kenya, more than double the 2012 enrollment number. Approximately 215,000 of those students were enrolled at private institutions.

In the non-university sector, students attend public and private technical and vocational polytechnics, colleges (teacher and medical colleges), and other tertiary-level TVET institutions (technical training institutes, institutes of technology, and technical and professional colleges). Typically, programs offered at these institutions are two to three years in length, leading to certificates, diplomas and higher national diplomas.

Current government plans call for the establishment of at least 20 new public universities, many in underserved regions, but recent budget cuts now call those plans into question. Meanwhile, lecturer shortages continue to hinder growth in quality standards and lead to ever growing student to faculty ratios.

Basketball In Canada

Basketball fans have come to expect the impossible from the fast, powerful giants who dominate the game today. The phenomenal feats of Michael Jordan or Magic Johnson would have amazed Dr. James Naismith, the modest Canadian who invented the game 100 years ago when he hung a peach basket on a gym wall.

The centenary of Naismith's invention was commemorated by a postage stamp, issued on October 25, 1991. This Historica Minute dramatizes the first clumsy efforts of Naismith's un-enthusiastic gym class to play the new game.

In devising the game of basketball, Naismith took on a unique task. Very few sports have actually been invented. Hockey evolved from the Native lacrosse, baseball from British rounders, football from rugby. How, and why, would one create a brand new game?

James Naismith's reasons for inventing basketball came from his own religious principles and a challenging job assignment. Born in Almonte, Canada West (Ontario), Naismith graduated from McGill University and Presbyterian Theological College. In 1891, he found himself teaching Psychology, Bible Study and Physical Education at the International Young Men's Christian Training School in Springfield, Massacheusetts. Fervently believing the old adage that "a healthy body and a healthy mind go together," Naismith saw no conflict between his theology and his love of sports. His beliefs, however, were put to the test by the most incorrigible, bored and rebellious gym class in the school. When winter came, and the usual outdoor sports were over, the teacher needed something to keep his lazy pupils physically occupied.

After some unsuccessful attempts to modify soccer, football and lacrosse for the confines of the gymnasium, Naismith decided to analyze the qualities he wanted in an indoor sport. He needed a ball large enough to be caught and thrown easily. Since he did not want tackling on the hard floor, he declared that players could not run with the ball. An elevated goal added a challenge that emphasized skill rather than sheer strength. One by one, Naismith systematically thought out the elements of his new game.

On December 21, 1891, Naismith posted 13 rules to the game on the school's bulletin board and nailed two peach baskets to the gym balconies. The first game ended with a score of 1-0, a far cry from the NBA scores of today. But as classes played it, the game became more and more popular, though not with the janitor who had to climb a ladder to retrieve each successful shot. Soon, other schools and colleges were playing the game. But what were they to call it? With his characteristic modesty, the inventor declined the name of "Naismith Ball," preferring the simple title of "Basketball." Naismith succeeded in his aim of creating a sport for everyone, a game that stresses skill over strength, speed over power. Today basketball is played by men, women and children all over the world. The same sport that is played in $200 spring-loaded shoes is also played in wheelchairs. Dr. Naismith's invention has become one of the most popular games in the world.

Effect of Education In Crime

We estimate the effect of high school graduation on participation in criminal activity accounting for endogeneity of schooling. We begin by analyzing the effect of high school graduation on incarceration using Census data. Instrumental variable estimates using changes in state compulsory attendance laws as an instrument for high school graduation uncover a significant reduction in incarceration for both blacks and whites. When estimating the impact of high school graduation only, OLS and IV estimators estimate different weighted sums of the impact of each schooling progression on the probability of incarceration. We clarify the relationship between OLS and IV estimates and show that the 'weights' placed on the impact of each schooling progression can explain differences in the estimates. Overall, the estimates suggest that completing high school reduces the probability of incarceration by about .76 percentage points for whites and 3.4 percentage points for blacks. We corroborate these findings using FBI data on arrests that distinguish among different types of crimes. The biggest impacts of graduation are associated with murder, assault, and motor vehicle theft. We also examine the effect of drop out on self-reported crime in the NLSY and find that our estimates for imprisonment and arrest are caused by changes in criminal behavior and not educational differences in the probability of arrest or incarceration conditional on crime. We estimate that the externality of education is about 14-26% of the private return to schooling, suggesting that a significant part of the social return to education comes in the form of externalities from crime reduction.

High Level Education System In Nepal

Modem higher education in Nepal does not have a long history. It started with the establishment of Trichandra College in 1918 during the Rana regime. The college followed the courses of Patna University of India and the teachers also came from India. The examinations were conducted and published by Patna University. After Trichandra College some other government colleges like Padma Kanya College, Patan College and Durbar College were established. Later community colleges also came into existence in the Kathmandu valley as well as outside the valley. Some prominent community colleges were Nepal National College (now Shankar Dev Campus), and Amrit Science College in Kathmandu, Thakur Ram College in Birgunj, RR College in Janakpur, Mahendra Morang College in Biratnagar and Tribhuvan College in Palpa. All these colleges followed the courses of Patna University. In 1948, to impart Sanskrit education the National Sanskrit College was established. It was affiliated to the Sanskrit University in Banaras, India and offered Uttar Madhyama (Intermediate Level), Shastri (Bachelors level) and Acharya (Masters Level) courses.
It was only in 1959 that Tribhuvan University was established in Kathmandu and Nepalese were proud of having a university of their own which designed the courses of study, conducted examinations and published their results. After the establishment of Tribhuvan University both the government colleges and the community managed colleges got affiliated to T.U. The government colleges were fully funded by the government but community colleges were managed by communities with small financial support from the government.
But there was a big change in education policy in 2028 (197fl; the New Educational System plan was introduced and all the community colleges were nationalized and brought directly under T.U. The government adopted the policy that education was the responsibility of the state and this policy had a tremendous impact on the nation. Some educationists, teachers and students were against the New Education System Plan but the government was fully determined to introduce the new plan and it did. But the New Education System Plan could not improve the quality of education, it rather deteriorated it. The assessment and semester type examinations were a total failure; examinations could not be controlled and run fairly; the authorities could not control mass cheating. Some students did not hesitate even to threaten teachers to obtain better marks, even when they had not done well.
There was a student agitation in 2036 B.S. (1980), with educational and political issues; Nepali students wanted democracy in the country and reform in education and were in the streets for many months. The government and the university could not control the agitation, and to pacify this, the late King Birendra formed a commission on higher education in 1980, which brought about major changes in higher education. Until then there was only one University-Tribhuvan University, but the commission recommended multi-university concept; private and community colleges were allowed to be run again, and there was the emergence of 10+2(3)  3(4) + 2 educational structure. The certificate level education was suggested to go to higher secondary schools from universities. Assessment and semester system of examination was abolished and annual system was introduced. After this we found some gradual change in the field of education in our country. The Higher Secondary Education Board was established in 1990 with a view to phasing out certificate level education from universities.
Objectives of Higher Education
Some principal objectives of higher education are as follows: To impart higher education to the people as per the need of the country; To preserve and develop the historical and cultural heritage of the nation; To promote social and economic justice; To alleviate poverty; To produce man power competent enough in the global context; To accumulate, advance and disseminate knowledge; To encourage and promote research in the fields of arts, science, commerce as well as vocational education; To help the university students build their character through the medium of higher education
Universities at Present
After Tribhuvan University, Nepal Sanskrit University was established in 1986; Kathmandu University was established in 1991; Purbanchal University was established in 1994; and Pokhara University came into existence in 1997; and Lumbini Buddha University was established in Lumbini in 2005. There are two academies which have been functioning like universities; they are B.P. Koirala Institute of Health Science at Dharan, and National Academy of Medical Science at Bir Hospital in Kathmandu. There are also many affiliated colleges to different universities. In this way at present in Nepal there are 6 universities, two Academies, and a number of affiliated colleges.
Tribhuvan University
Though there are six universities more that 90% burden of higher education has been taken by Tribhuvan University. This is the biggest and oldest university, which has 60 constituent campuses and about 300 affiliated campuses. It has 182835 students, 5970 teachers, and 6997 administrative and support staff. The university has been geared towards the modernization of Nepalese society through higher education. The university has five technical institutes  1) Institute of Agriculture 2) Institute of Medicine 3) Institute of Engineering 4) Institute of Forestry 5) Institute of Science and Technology; four faculties  1) Faculty of Humanities and Social Sciences 2) Faculty of Management 3) Faculty of Law 4) Faculty of Education; and four research centers  1) Centre for Economic Development and Administration (CEDA), 2) Research Centre for Educational Innovation and Development (CERID) 3) Centre for Nepal and Asian Studies (CNAS), 4) Research Centre for Applied Science and Technology (RECAST).
Nepal Sanskrit University
Nepal Sanskrit University was established in 1986 to modernize Sanskrit education in the country and preserve our age-old values. It is the second university in the country and its central office is in Dang, Mid-western region of the country. It has 12 constituent and 14 affiliated campuses; it has 2319 students, 372 teachers and 399 administrative staff.
Kathmandu University
Kathmandu University, established in 1991, has 2 constituent and 11 affiliated campuses; it offers courses on Science, Engineering, Management, Fine Arts and Medicines. Ph.D. and M. Phil. programs have also been started by the university. There are about 5162 students, 206 teachers, 82 visiting faculty and 181 administrative and support staff.
Purbanchal University
Purbanchal University was established in 1994. The university with its central office in Biratnagar has the faculties of Science and Technology, Management, Fine Arts, Law, and Education and there are 5 constituent and 80 affiliated campuses. There are altogether 7666 students, 43 teachers and
122 administrative and support staff.
Pokhara University
Pokhara University, established in 1997, has the faculties of Humanities, Management, and Science and Technology and has 2 constituent and 25 affiliated campuses. There are altogether 4666 students, 44 teachers and 85 administrative and technical staff. It has started M. Phil. programs in some subjects.
Lumbini Boudha University
This university, established in 2005, has just started running classes with a few students.
Commissions and Committees
Various commissions have been formed at different times for the development and reform of education in Nepal. The National Education Planning Commission, which was the first of its kind, was formed in 1954 after the dawn of democracy in 1950 in the country. After this, six other commissions and committees have been made and they are: The National Education Committee in 1961, The National Education System Plan 1971, The Royal Commission on Higher Education 1983, The National Education Commission 1993, The High Level Education commission 1992; and The Higher Education Task Force, 1999.
Higher Education in the 10th Plan
After the dawn of democracy in 1950, the country has embarked on the path of planned development and now we are in the stage of the 10th Plan. In the 10th Plan, the main objectives of Higher education are: (a) to contribute to poverty reduction by developing quality professional workforce, and knowledge and technological base capable of supporting economic growth; and (b) to promote equitable access to higher education. To achieve the above mentioned objectives the following strategies have been adopted: To increase cost sharing; To provide scholarships and loans to meritorious and needy students; To move away from grant-based staff positions to block grant funding; To provide autonomy to T.U constituent campuses; To establish an Assessment and Accreditation council.
The 20 year vision plan made by T.U a few years back has been geared to meet the objectives of higher education as mentioned in the 10th Plan.
Higher Education Project (HEPI) and Reform in T.U.
Tribhuvan University, with the assistance of the World Bank, has already completed the first higher education project, which started in 1998 with its reform agenda. Decentralization policy has been adopted by the university and this policy has delegated the power of central authority to the campus administration. A campus development and management committee has been formed with the involvement of teachers, administrative staff, guardians, local leaders, educationists, donors in every decentralized campus. There are 18 decentralized campuses and some technical institutes and campuses have started receiving block grant. In a decentralized campus, a collective decision making culture has developed and the Campus Chief is accountable not only to the central office but also to the Campus Management and Development Committee (CMDC). It has also nurtured a sense of ownership on the part of the stakeholders.
Though the decentralization policy has made some contributions to improve the academic and financial status of some campuses, there are some limitations to it. It is said the policy of decentralization has not really decentralized the authority of the Central Office.
Second Higher Education Project 2006 and Reform in Higher Education
Now we have before us the Second Higher Education project, which is being implemented with the assistance of the World Bank. The first higher education project was confined only to the reform of Tribhuvan University (T.U.); but the second project aims at reforming higher education as a whole. It covers all the universities and even higher secondary school education board. The goals of the project are as follows:
 Improvement of financial sustainability of T.U. by providing incentives; Improvement of academic quality and financial sustainability of T.U. decentralized and autonomous campuses; Improvement of academic quality and financial sustainability of small universities; Improvement of quality and financial sustainability of community campuses.
 To facilitate the phase out of Proficiency Certificate Level (PCL) from universities; To strengthen the capacity of University Grants Commission (UdC) and Ministry of Education and Sports (MOES) to manage higher education.
University Grants Commission has taken all the responsibility for the implementation of the second higher education project.
The project aims at giving autonomous status to some T.U. campuses. Stakeholders participation in management, administrative autonomy, academic autonomy and financial autonomy are the basic principles of the policy of autonomy. The autonomous campuses will be given more power than the decentralized campuses. The management committee and the executive committee will be made at the recommendation of the campus itself. There will be more participation of stakeholders in the management committee. The campus can frame by- laws and code of conduct for teachers and administrative staff. It can appoint teachers and administrative staff on a fixed term basis and fix their salary and remuneration. It can fix the tuition fees and other fees of students and make provision of scholarship for teachers and students. It can make agreement with other similar national and international organizations or parties for the improvement of the campus. It is also allowed to frame curriculum as per the need of the market and administer examinations for the campus based programs after approval from the central office. It is expected that the policy of autonomy will increase a sense of competition arid the gap between the constituent and affiliated campuses will be bridged; and that it will stimulate campuses to improve academic standard and financial sustainability.
Challenges
 Despite the governments efforts from time to time, no concrete policy has been framed on higher education so far; now we need a clear-cut and concrete policy of the government to make a new Nepal in the aftermath of Peoples Movement II; Politicization of higher education has been one of the serious problems that our universities have been facing. Almost every political party in Nepal has a student wing as its sister organization and students organizations are often used by the parties for political purposes, Sometimes even for petty interests. In every political movement or activity schools and colleges are frequently and badly affected. When there is a change in the leadership of the government university authorities are also changed, sometimes leading to the destabilization of the university. Sometimes even teachers associations do not confine themselves to their limits.
 There should be understanding between political parties to depoliticize education; Our universities are not in a position to make timely revision and improvement of the courses of study because of the lack of resources. Timely revision and improvement of courses taking into consideration the fast changing world of knowledge are immensely required.
 The improvement of academic quality in higher education is a big challenge to us. We have already become a member of WTO and in the changed global context we must be competitive to survive and meet the national requirements.
 The examination system of Nepalese Universities should be improved and modernized; it should be made scientific. The central system of examinations especially in T.U. should be decentralized in the process of reform.
 There has been a growing demand for M. Phil. and Ph. 0. degrees but universities have not been fully able to run programs to meet the growing demand.
 Universities should provide training, orientation and research opportunities to teachers to update their knowledge but university teachers in Nepal hardly get such opportunities and they follow the traditional method of teaching. In the changing context they should be trained, updated and encouraged to introduce new teaching methods in the classroom.
 Access of girl students to higher education is very poor; it has to be increased.
 Poor, brilliant and needy students from the marginalized, dalit and janjati groups should be encouraged to acquire higher education for social and economic justice. There should be a special provision for this.
 Despite several endeavors and decisions made by the government and universities, we have not been able to phase out certificate level education from universities. – –
 A strong and visionary academic leadership is the need of the day at every university.
Conclusion
We need to reform our higher education because it is very important for the development of the nation. It has lately been realized that a nation can develop and prosper even without natural resources if it has competent and educated manpower. Japan and Switzerland are taken as examples to substantiate this.
In a very short history of higher education, we have made different experiments. In the beginning there were only government colleges, and later the government allowed community colleges to be run. In 1970 all the colleges were nationalized but after a few years it was realized that the state could not take all the responsibility of education and no we have three different kinds of educational institutions – government funded, community managed and institutionalized (private). We are not yet clear as to what the higher education policy is; there are confusions and uncertainties. Maoists are against the privatization of educational institutions and now they are in power. We do not know what will happen in the future, but what we know is that the country needs a clear-cut education policy to meet the challenges of the 21st century.

Forest Education In DEUTSCHLAND

After the large forest destructions after the Second World War biological communities of young people were founded that were led by foresters and teachers in Schleswig-Holstein, Lower Saxony and Hamburg. 1956 the “Jugendwaldring” was founded in Kiel and four years later, the different national associations joined the Federal Association of the German forest youth (Bundesverband Deutsche Waldjugend). 

Tree planting and other practical measures as well as the emotional and sensual forest experience were and are the most important thing for the German forest youth. Pedagogically-oriented "forest education" increases since the nineties. The forest is now regarded as a learning object and as a starting point for further learning goals. The things kids learn in the forest shall be applied for sustainable development in local, regional and global contexts. 

In particular, the proclamation of the UN Decade "Education for Sustainable Development" in 2005 has led to a veritable boom of offers of forest education in state forest administrations, universities and many private institutions. In 2002 the National Forest Administration of Baden-Württemberg created a forest educational learning center with the "house of the forest". To avoid country-specific individual paths in the forest education, the working group "Forest Environmental Education" of the “Bund Deutscher Forstleute” developed a uniform standard, which was confirmed by the Forestry Executive Conference (Forstchefkonferenz) in 2007. Certificate courses were implemented by the provincial forestry departments, where teachers, educators, foresters and other scientists were taught forest educational. At the universities Weihenstephan, Rottenburg, Göttingen, Munich and Erfurt forest-related environmental educational seminars were held. Since 2004 there is also a pan-European network for forest education, the "European network forestpedagogics / European Forestpedagogics", in which more than  1,300 experts from 41 European countries are connected.

Importance of Radio In Games In 19's

Radio had a very important effect-- it brought sports directly into people's homes. Before radio, you either waited for the newspaper to come out, with a report of the game; or you had to go to the game itself (which excluded poor people who could not afford tickets; and in some cities, it excluded black people who were not allowed in a segregated venue). Radio was somewhat of an equalizer-- now anyone could hear the game, in real-time, as it was happening. It no longer mattered what your race or social status was.

Because more people could hear the games, sports also became more popular as a topic of conversation. Talk shows were not technologically possible yet, but a larger number of people now had access to sports, and it enhanced the experience of being a fan; people gathered to listen to a game together, and then they talked about the results. Also, radio allowed fans to hear the voices of their heroes for the first time. A number of big sports stars, including Babe Ruth, were interviewed and the public really enjoyed it, even if just like today, the athletes did not have a lot to say that was new or interesting. Just hearing their voices made the fans feel closer to their favorites (this would, years later, be further enhanced by television, which would enable fans to both see and hear the star athletes).

Education System In Ghana

Education is a lifelong process. No one ever finishes learning, however long we may live. We learn and acquire new knowledge with each passing day. Everyone wants to receive one form of education be it formal or informal. It fills me with joy whenever I encounter people who are filled with the zeal and passion to acquire more knowledge and not boast about the little they know. Ignorance is a disease, in any case and so, no one wants to be considered as such. Education is supposed to enlighten us.

Education in totality involves transferring knowledge in the form of experiences, ideas, skills, customs, and values, from a person to another or from generations to the next. For this reason, education is not necessarily as formal as we think it is. It is in truth, very informal. Whenever we learn something new, we receive an education. Acquiring knowledge should ultimately lead to a transformation of life.

Within the last few decades, formal education has been well-received within this country. The number of people making entry into our junior and senior high schools, and other vocational training institutions has seen remarkable improvement. The demand for our tertiary institutions has been overwhelming. Subsequently, more tertiary institutions, mainly private have been established and so each year, tens of thousands of students gain admission into, and graduate out, of our tertiary institutions.

Surprisingly however, and rather disappointingly, a greater majority of these invaluable resources are not being absorbed into our local markets. Jobs are not available! Those who however, find jobs are not doing more for this country! Their individual contribution to the growth of this country questions the essence of formal education. The informal sector gave a more practical approach to life through the sharing of ideas, experiences, values, beliefs, norms and in totality, culture. A lot of people are sitting at home after undergoing several years of formal education.

There are general concerns people have raised in the past in line with formal education in Ghana. Is formal education making any significant impact on this nation? Are students in Ghana merely passing through our educational institutions? How are they impacting our society? Several people have received all forms of formal education, but how educated are they? Their general attitudes and behaviours speak otherwise. Clearly, people are going to school but not showing any visible signs of that? For some, it is just a fashion; everyone is receiving some form of formal training! What impact has formal education had on your life, if any? It is common to hear a seemingly uneducated or less-educated or learned person make remarks of how they expect more from the so-called formally educated person. That is a common utterance since in some cases, the behavior of some educated people leaves more to be desired. It is usually questionable! If you are educated, how educated are you?

Formal education has brought some negative transformations in our socio-cultural life. Our norms, values, beliefs, language and culture in totality, are waning. The general attitude of the so-called educated in this nation of ours indeed, questions the essence or rationale behind formal education. Some people after going through some formal education return without any appreciation for our cultural values and social norms. Students return home pompous, rude, undisciplined, lazy, lacking any principles and most importantly, lacking the very skills and knowledge for which they ventured into the formal educational environment. Considering the indiscipline in some of our tertiary institutions and perhaps, second cycled institutions, the moral integrity of formal education is questionable.

A critical assessment of our Ghanaian society today speaks volumes. Our underdevelopment, corruption, overdependence, among others, is an attestation! Rather disappointingly, the formal system of education seems to have only succeeded in creating liabilities for this nation! The issues of embezzlement, bribery and corruption, misappropriation, among others are all associated with it. More book-related crimes are occurring! Formal education is teaching people easy ways of committing crimes! Crimes are being committed and being conveniently covered up in the name of documentation and law-law! In the name of globalization, civilization, democracy, modernization, chaos is being endorsed and accepted as a human right entitlement. Moral integrity, as clearly underlined in the informal system of education has been replaced with corruption!

Our educational structure in itself has failed! It does not place much emphasis on practical knowledge or skill acquisition. It is only chew, pass and forget! Formal education in Ghana is more theoretical rather than practical. For this reason, students after leaving the classrooms usually face challenges on the job when faced with practical issues. In most cases, getting placement for industrial training, as usually done by students in our tertiary institutions, for most people, is a great headache. The number of institutions is woefully inadequate to absorb the large numbers. The few that are available are usually reluctant in accepting these students on attachment. As a result, a lot of Ghanaian students spend their entire period of formal education, in the classroom. They come out without any appreciation for the practical. They are only book-worms and hence, perform badly on the actual field. Students pass for examinations, and fail in life!

Indeed, for formal education to be meaningful, it must impact the lives of people positively socio-economically. Formal education in Ghana has not been specifically rebranded for our country. The programmes being offered in most institutions especially tertiary, has no bearings on the demands of this nation. People are not being trained to solve the problems in our society. People are taking up programmes that have no job prospects within this nation. Ironically however, we are training people for the international markets!

This country can boast of people of all qualifications and attestations but sadly, they have either never made use of this knowledge or when used, have not been to the best of their abilities. These qualifications sit at the bottoms of trunks, on the shelves or showcases in rooms, hanging on walls and yet, have no physical proof. It is only written but not applicable! Each day, foreigners come in and take up jobs that we should be proudly in charge of. The country can boast of professors, professor emeritus, doctorates, masters, bachelors, technicians, great scholars who are only acclaimed for their written literature but cannot be held liable for any other. We have all kinds of skilled men and women who are not putting their skills to bear. For these reasons, the country suffers! Huge sums of monies are being paid out to others for jobs that should have been well-executed by the locals. Our technical men and women are failing to be technical. This country has several technocrats and yet, our manufacturing and construction industries suffer. There are several capable minds who cannot take any initiatives. They can only boast of their qualifications!

What role has the Ghanaian technocrat played towards the development of this nation? The Ghanaian technocrats should be able to resolve the increasing economic problems within the nation. Our technocrats should be solving the problems of unemployment by creating jobs for themselves and others! Create jobs if you cannot find one! In the areas of manufacturing and construction, our technocrats should be out there, at work for the development of the nation! Our local entrepreneurs should be competitive not only locally, but internationally. We ought not to be over-reliant on foreign aid before we take charge of our nation.

Ghana is failing because her technocrats are failing to put their talents and resources to use. We are so over dependent to the extent that we do not even want to use our brains and hence our educational structures have been made to suit international markets and not our local markets. We are producing a human resource base for other markets other than ours. As usually, we are training people to develop foreign economies. Typically with the oil-find, Ghana has not been able to train enough indigenes to work independently in our oil fields. Consequently, foreigners are being paid to tap our resources. We always wait for others to tell us what to do. The economy suffers and yet, this country has several renowned economists, who are failing to make things better. This country has several engineers and technicians, who are failing to build this country. In the field of the health sciences, this country has several renowned minds that are rather making it huge in the international front and yet, our health keeps failing us each day.

Football In Turkey

One of the world fake tag heuer exciting and popular sports, Football is known as a team sports usually with members of 11 18 in number, 2 teams, a wide clearing wherein the players are able to play the rough game yet in accordance to rules and regulations which usually is that of players making use of their body either by picking the ball up or by kicking.

Though more popular in England, since the game has been said to originate there, Turkey has also adapted to the modern sports lifestyle and played football as well, calling it: "Turkish Football".

Starting in 1875 because the Ottoman Empire did not authorize for the game to be played in Turkey, it was brought about in Thessaloniki by the English.
  Since the empire didn't approve of the abruptly rough game, the players are the consisted of Jewish, Greek and Armenian. The first Turk to play the sports, however, is Selim Sirri Tarcan who was able to study rolex replica saleabout the game in Izmir on 1898.
The historic Turkish Clubs known in the world of Football are the following:
Black Stockings FC,
iy FC,
Moda FC
Elpis, and
Imogene FC.

After a while, a league was born in Istanbul called the Istanbul or Constantinople Football League where the aforementioned four clubs have joined, thus, giving birth to:

Galatasaray S.K.
Fenerbahee S.K.
Besiktas S.K.
Rumblers
Altinordu, and
Telefoncular S.K.

In the period of 1962 -1963, because of the sports increasing popularity and prestige, the Fortis Turkey Cup was put into action. It incorporated clubs from every division of football in Turkey. On the other hand, its counterpart the Turkish Super Cup wherein it is incorporated amid the victors of the breitling replica Fortis Turkey Cup and TurkCell Super League. The TurkCell Super League includes 18 clubs as the highest Football division in Turkey.

However, before these two famous cups held, all obsolete includes:
President Cup
Ataturk Cup
Istanbul Cup
Chancellor Cup
TSYD Cup
Spor-Toto Cup
Fleet Cup

 
  Until today, representative teams include that of Galatasaray which was founded in Istanbul and known for its continuous success in Turkish Football. It was also declared as a Super Cup and UEFA Cup winner in 2000 defeating that of Arsenal F, England.

Galatasaray is also famous for its big titles ranging to that of most number of awards like the Turkish Cups and President Cup. Recently, it also won games with Milan, Barcelona. All in all, even in a not so sporty point of view of a person, the Galatasaray can be considered as Turkey legendary teams.

Another team omega replica is that of Fenerbahce or Fener, like the preceder, based in Istanbul on the region of Kadikoy. It is also fondly called: “The Yellow Canaries perhaps because of their sports wear that consists of shades of yellow.
  It also poses as a great rival to Galatasaray team especially to that of football, winning as runner rado replica uk ups in the Turkish Super League Championships from 2001-02, 2005-06, and 2007-08. It also holds the record of Guinness World Book of Records because of its 1134 titles, medals and cups won.
G 14 have also invited the team last January 11, 2007.
   
  Last but not the least is the Besiktas team, in line with the big 2: Galatasaray and Fener, which was instituted last 1903. For the record, it has achieved at least 12 titles of the Super League and took part in the UEFA Championships League.

Turkey almost won too, in the World Cup 2006, however landing 3rd, narrowly missing by 2 places because of losing a play-off to Switzerland.

In Euro 2008, Turkey after 6 years has qualified to play in their 1st intercontinental competition with Czech Republic, Portugal and Switzerland. In the competition, they have gone semi finals with Germany with just a number of 14 outfield players because of deferments and injuries. After a while, Turkey was able to score first but later on, during the preceding minority seconds of the match, Germany attained a third goal, thus rendering Turkey eliminated.

All in all, the Turks have been able to prove themselves in the preceding matches, coming up close as winners and missing only on a few points or goals by minutes or seconds. In spite of the roughness of the game, the Turks have been able to execute excellence and sportsmanship all throughout and maybe so for the upcoming Football matches and events.