Naspa constitution pdf download archery

The Bowtree bow rack comes equipped with heavy duty wheels and a complete cable locking system to secure bows when not in use. Bow rack has a powder coat finish and quickly assembles and disassembles into six pieces for easy storage. Bowrack has a powder coat finish and quickly assembles and disassembles into six pieces for easy storage.

This bowhanger is for indoor use. It sets up in seconds and folds up for easy storage. It has long lasting powder coated finish.

The Hold Up Display Bowrack is great for use on the shooting range. Bowrack has 8 hooks and 2 bows can be hung on each hook for up to 16 bows. Moves easily with four removable caster wheels and has durable black powder coat finish. Padded pegs allow safe rest for your bows. Features a Lifetime Warranty! It is stable, provides secure access to arrows, and takes down into two, light and easy to install parts.

The top of the quiver tube is flared to more easily fill with arrows. Main use: Available for both competition and practice use, the DataLink scanner is lightweight and compact for travel uses. Includes standard ground shipping to the lower 48 states.

Please contact michelle naspschools. Works well down range hanging on the arrow curtain to help remind the students what the 11 Steps to Archery Success are.

Documenting Electronic Sources. An Example Sheet. The central theme of this exercise must be the understanding and practice of academic integrity. Academic integrity in History writing is practiced when the historian avoids the hypothesis fallacy as well as the fallacies of generalizations, pre-conceived ideas and anachronism.

The practice of academic integrity educates citizens to acquire and use autonomous decision-making thinking tools. Therefore, academic integrity in the classroom via student assessment may at the end of one or more education cycles impact their societal values and ethical decision-making as well as engage students in ethical questions of researching and writing in the human quest for truth. The teaching of academic integrity in all levels of the formal educational process is desired and must be required because the very essence of education is to prepare good citizens and civilized human beings.

Higher education prepares students for work, for the further development of disciplines, and graduates for political and social life in the Aristotelian sense. One of the main components of History teaching is the method for History writing and the integral part of it is academic integrity. However, it all starts in the family environment. History writing is a complex process of finding the truth about what happened in the past or the different protagonists' perspectives on past events or the modern conception of the past.

History writers, from undergraduate students to accomplished scholars, need to follow certain methodological steps: collection, evaluation and study of sources, the writing of History. There are certain rules that apply during the historian's handling of the sources that we are not going to discuss here but we will focus on the process of writing.

In the last two centuries, historians have identified the conceptions that do not constitute sound History writing but actually breaches of academic integrity. During the 20th century, historians on both sides of the Atlantic and especially in France, Britain and the USA, began using statistical models in order to draw conclusions regarding the social and economic trends of the past. In the previous century, the students of History understood that the past must be studied in a comprehensive way.

That is, there are Histories to be found in every little corner of past life: from the traditional historical themes of political and military affairs, further on to the constitutional and economic affairs and even up to the edges of social affairs such as eating habits and human health as well as sexual life and prostitution. Therefore, nowadays, it is not uncommon for historians to use mathematical and statistical formulas and models in order to prove their historical arguments.

However, using an insufficient body of data or a non-representative sample may lead to weak or wrong conclusions or the results that the historian would like to find. One example is the conclusion of two American historians that one of the decisive factors for the formulation of the US Constitution was the significant age difference on the average 9.

This was based on a certain sample of representatives but in reality in a different study the sample was constructed in such a way that the age difference between the two groups was on the average This has happened in the last sixty years or so with the question of who controlled the seas and the trade in East Mediterranean in the 14 th and the 13th centuries BC: were they the Canaanites the ancestors of Phoenicians , the Cypriots or the Mycenaeans?

Since the s, a single historical or archaeological evidence on the Syrian coast, Lebanon, Israel, Cyprus or Greece e. Historians begin a study having perceived a working hypothesis of what they wish to investigate and how they are going to achieve this goal.

It is impossible for a researcher to know everything about everything or something about everything or everything about something. Therefore, most historians as well as every scholar in any discipline, tries nowadays to investigate a very limited aspect of History and arrive at sound conclusions.

Historians must allow their research to guide them towards the outcome of their study instead of allowing their hypotheses to lead them only to the evidence that prove their assumptions disregarding other evidence that disprove them. The methods and the tools used in the study of ancient, and medieval, and modern history differ a lot from one historical period to the other due to the nature of the sources for each historical time.

One other outstanding example is the Histories written about the Greek civil war , the war between the communist guerrillas and the regular National Greek Army for the taking over of political power in the country.

There are three different groups of historical work on this major event of 20 th century Greece: those written by the communist supporters, those published by the nationalists and those authored by independent historians.

The communist supporters who wanted to show that the war was just for their cause selected the sources that proved they were right. The nationalists, who believed that their role was to stop the coming of the communists to Greece, used those pieces of evidence that proved they fought a just war. Either of them with their preconceived ideas and in their attempt to prove what they wanted, they breached the scholars' integrity. On the other hand, there are Histories written by the so called impartial historians who may even place this event within the context of the post World War II geopolitical arrangements in East Central Europe but they still take one side or the other even though this may not be immediately obvious.

In this case the problem is that in the context of the late s both groups were right and wrong at the same time as they were not aware of the secret agreement between Churchill and Stalin in Moscow in October The two leaders had agreed to define post-war spheres of influence and Greece had fallen on the side of the British.

However, they did not reveal their secret plans after the end of the war making the communists in Greece believe that they would have the full military support of Russia and its new allies. Still another breach of academic integrity may occur when historians try to use modern ideological conceptions in their attempt to explain situations in the Ancient or the Medieval World.

The most striking example is that of imperialism in the Ancient World. In the first half of the 20 th century, Marxist historians using the conception by Marx and Engels Communist Manifesto, that all of history is a class struggle and Lenin's definition of imperialism Imperialism, the Highest Stage of Capitalism, tried to compare early 20th century European imperialism and its methods e.

European economic exploitation of Africa with political and economic practices in the Ancient World. In other words, they took it for granted that Athens and Republican Rome aimed at creating empires by exploiting other contemporary city-states, in the case of Athens, or peoples, in the case of Rome. Until Julius Caesar's conquest of Gaul France and Britain in the 1 st century BC, the Romans used the idea of the allies socii to incorporate the defeated peoples into their Republic e.

In a similar way, comparisons of slavery practices based on racism in Colonial America with slavery in Ancient Greece do not constitute sound scholarship.

Slavery in Ancient Greece was a social institution generally accepted by both masters and slaves. Therefore, when that method of comparison is used by historians it cannot be but intentional historical anachronism. The above examples of historian's fallacies or breaches of academic integrity are over and beyond the simple plagiarism issue that all academics faced, are facing and will face with higher education students. Teaching how to avoid plagiarism is the beginning of helping students understand the ethical issue that creeps behind breaches of academic integrity.

At the undergraduate level, in special courses in the discipline of History such as «Writing in History» or «Introduction to Historical Methods» students are taught to a certain degree how to avoid plagiarism. Empirically testing the references to breaches of academic integrity, we found that in some syllabi the reference is very general that is, a short sentence or a paragraph, and in others the student is taught within the course the basics of correct selection and evaluation of History sources, referencing and writing the History paper.

On the other hand, at the graduate level, a «Graduate Research and Scholarly Writing» course with writing exercises may teach the basics of academic honesty. However, teaching our undergraduates and graduates how to consciously avoid historians' fallacies and academic dishonesty is an entirely new chapter in the battle for societal values.

But at the same time, these values cannot be different from the societal values the student is asked to hold while being a member of a social group such as a family, within a working environment, in a social club and above all as a citizen. Therefore, it is imperative that we teach those values to our students in any History class and not in just our methods courses. We can find the right examples such as why the French celebrate the storming of the Bastille prison on 14 July when only seven prisoners and some of them real criminals were liberated instead of the expected thousands of French citizens and why a few years ago a German publishing company was so eager to publish Hitler's memoirs that bough the forged documents without questioning their validity, in order to show our students that asking the right questions before making decisions is not only a Historian's required academic skill but a citizen's obligation within our society.

The role of higher education in the American tradition of Liberal Arts education is not only to teach a student a profession but to prepare graduates to become citizens of a western democracy. Therefore, it must be our main role to teach society values and ethical decision making in the classroom. This can be achieved in many disciplines and in different ways so that the graduates are well prepared to become citizens of our democracies. Students will eventually learn to question survey results, comparisons between historical periods, the false conception that «History repeats itself,» statements of politicians of various inclinations, just to mention a few paradigms of understanding how integrity, including academic integrity, insinuate in every day life experiences.

If the journalist referred to the Roman Empire of the Romans, historians know that the seat was in Rome and the emperor's control was universal in the lives of both citizens and non citizens. The Holy Roman Emperor never had full political and financial control of his empire as his authority was checked by the local and other national aristocracies.

However, History cannot repeat itself as no natural laws apply to the discipline. Therefore, this statement remains a figure of speech. Still another example is the political rhetoric and its method of sirens' singing for the eyes of voters.

In the last thirty five years, the Greeks have believed in politicians of various political inclinations that Greece's economic growth would be eternal and pensioners of at least the public sector would enjoy very high pensions even when they left the working force at a very early age.

However, specific studies that were sponsored by the various Greek governments in the last twenty years showed very clearly that even within an environment of high economic growth the system of pensions would not survive for more than a few years unless it was continuously subsidized by the government itself.

The same governments that accepted the results of the studies they had authorized, those same governments rejected them as «myths» of statisticians until the moment of the truth came and it was revealed that the system would survive only with general pension cuts.

The goal, therefore, of teaching academic integrity in the history class and actually how to test it in everyday social and citizen life should be embedded in the learning outcomes of all our classes, even beyond our discipline. This should become an educational goal of higher education itself.

Empirically, though, it seems that it all begins with the family. The father, the mother and the close relatives are the models of behavior for the little child and the adolescent.

Once, here in Greece, a grandfather used to travel by metro with his grandson, who was six at the time, and they both punched their tickets before entering the system. In one of their almost daily trips, it just happened that if they had waited until they punched their tickets, they would have miss the train. The grandson, urged the old man to run saying that there were a lot of others who did not punch their tickets in order to catch the train.

But the grandfather stopped him and explained that they are not going to break the law as other do because they may end up in jail. Since then, the grandson has never traveled without a validated ticked. In another occasion, the son complained to his father that he got Cs in mathematics at school just because he did not copy the formulas on his knees as the girls did.

The father's answer was «I do not care how others earn their grades. What I want from you is to study as much as you can and earn the grades you deserve. I will be satisfied if you studied for a C and earned a C. I do not want fake grades. That son, when he became a college student, he was satisfied that his papers were clean through Turnitin student work originality checking in higher education institutions although he complained from time to time: «you do not know how much cheating is out there, especially in exams.

I do care about you gathering the knowledge and the values that your degree represents. He was in the back seat of the car and he wore his military beret all the way to the house. This is in the regulations. Integrity and academic integrity are life exercises.

We must practice them every day of our life and in every occasion and not when we know that our crime, small or big, may be revealed. Provide orientation and re-orientation to imbibe and internalize in them a positive work culture. GOAL To encourage personnel to imbibe the spirit of volunteerism, patriotism, leadership and dedication to work.

To bring National Service Personnel at all levels together for the purpose of organization To promote the welfare of national service personnel nationwide. To hold frequent fora with the view to educating communities and user agencies of national service personnel on their civic responsibilities towards national service personnel and vice versa. Please note, additional fee required for tournament registration.

This is paid to the host organization. Keep in mind, for USA Archery events, archers will need to be able to shoot 18M aprox 20yds for indoor events.

Outdoor will range from 30MM depending on age. For tournaments, archers will need to have their own equipment. Classes are held outdoors, weather permitting, with up to 10 students on the shooting line. Classes will be moved indoors with inclement weather. Mask are not required for the class, but you are welcome to use them to fit your comfort level. As stated above, equipment is available at the club for classes. Archers looking to compete should have their own equipment.

All participants must have a minimum of a Recreational membership from USA Archery to participate in the program. You can obtain your membership at the USA Archery website at.