How can create oneness with sports

How can create oneness with the help of sports?

We can create oneness with sports. Because every Sportsman or Sportsgirl, Coach, or Head of the team etc go ahead with your team. Every sportsman care to another sportsman. He has no question that, he or she belongs with hindu, muslim or another casts. He or She can share your personal problem with your Coach or Head of the team. Because humanity is the best polisy in life of person. Satguru says that, There is only one religion, and that is humanity and oneness. Oneness is also best polisy in life of human.
This oneness-identification is the harbinger of really living a spiritual life. So if ever you feel yourself separating from another, and getting angry or even looking at another with disdain, then realise that it is your own self that you are being angry with or your own self that is being scorned. In this way your humility will keep you participating in the world and not trying to escape from it. This great journey of life, we are all in together, in this perfect heaven we call the earth. Really oneness is the great journey of life.

The measure of real spirituality is one's humility.

Oneness is create with the Seva, Satsang, Simran, and Happiness. Oneness is the journey of happiness. So everybody say that, we are one. Because we are one. Life is a journey and we all can choose love.

Importance of sports in life

HOW SPORTS CAN HELP YOUR CHILDREN ACHIEVE

sports are the most important valueable part of life for youngers, students,olders, elders, parents ect. Sports activities and interests provide many positive opportunities for children. However, they can also cause some problems. Many parents believe that participation in sports will enhance children's school accomplishments, while others believe that sports get in the way of their children's achievement. Whether they help or distract from achievement depends on the extent of children's involvement and the type of experiences they have.

SPORTS GENERALIZES TO ACHIEVEMENT

Good sportsmanship pro­vides guidelines that can be generalized to classroom and lifelong achievement. Partici­pation in challenging sports contests teaches children to love classroom challenge. It also teaches children to function in a competitive society.

The world of sports mirrors how one can play the game of school and life. Good athletes stay in the game and play their best even when they are losing. They know they will win some and lose some. They discipline themselves. They practice with grueling regularity the necessary skills for their sport. Education, life accomplishments, creative contributions in the arts, sciences, business, and government involve similar perseverance and self-discipline.

Our society is competitive, and we should teach our children to function in competition and how to both win and lose as good sports. Children must learn that winning and losing are both temporary, and that they can't give up or quit. Learning to become a team player is also important for children who may prefer to be the center of attention.

If kids who come to my clinic are involved in sports, I often ask them to interpret their underachievement using the rules they would use in the sport in which they participate as guidelines. They can always come up with some good advice for themselves based on their understanding of good sportsmanship. Encouraging follow-through and self- discipline for their achievement may, however, be more difficult than their acknowledging what they should do.

KIDS BUILD CONFIDENCE AND HAVE FUN

Some children are natural athletes while others have lesser physical coordination. Sports and athletic activity are good for building confidence for both groups. For the well coordinated, the discipline of honing skills gives a sense of improvement and accomplishment. Winning games and moving to higher levels of competition permit these children to sense their personal progress.

Children with lesser coordination need to begin involvement in less competitive sports at first or in activities in which they can achieve improvement compared to past accomplishments (personal best) to measure their own growth. Playing at B or C levels or on intramural teams at recreational departments and community centers permits them some winning experiences and lets them know that despite the unlikelihood of their excellence, they can not only improve their competency, but can also thoroughly enjoy the fun of sports and competition.
Many young people have actually found themselves much more skilled than they or their parents dreamed because they took the risk of practicing what appeared to be their lesser skills. Sports has often resulted in fun for even those who never dunked a basketball or hit a home run. The Special Olympics, which takes place nationally for children with special needs, is an extraordinary example of children who often have extreme handicaps enjoying the benefits of athletics.

SPORTS ARE FOR GIRLS TOO

The domain of sports has for a long time belonged mainly to males. With so much to be learned from sports, it is surely unfair to reserve that opportunity only for boys. Female teams now abound in many schools and communities. Forty percent of the basketball teams in schools are now girls' teams. Girls' participation in sports should increase their confidence, risk taking, and their ability to function in competition. Girls' lesser experience in sports, compared to boys, may underlie some of the career problems women cope with in business, industry, science, or the arts, where the rules of team sports often prevail.

KIDS LEARN THROUGH WATCHING GAMES

Whether kids watch sports games in ball parks, arenas, or on TV, they have opportunities for learning much that can positively affect school and lifelong achievement. Mathematical concepts related to scoring such as football yardages, baseball averages, and bowling scores, and spatial skills that come from sports activities, are automatically learned by observation. This is especially important for girls who tend to have more problems with mathematics and spatial abilities.

Hopefully, children are learning the rules of good sportsmanship vicariously as they watch the attitudes of their parents or professional players when they are victorious or when they lose. I emphasize "hopefully" because, unfortunately, some professional and college players, and even some parents model, just the opposite. The same can be said about sports figures who serve as role models. Although some encourage children to achieve, others are role models for magical thinking and even immoral behavior. Still others promote very expensive shoes and clothes the kids think they "can't live without." Parents should help children interpret appropriate attitudes and sportsmanship.

Viewing games together often facilitates the emotional bonding of sons with their dads, which is especially important for developing male self- confidence. When boys have poor social skills, I often recommend that they watch some sports on TV. It permits them to learn the sports language that allows spontaneous conversation and acceptance by other boys. Although I don't expect all kids to develop enthusiasm for sports, a few choice words and scores eases them into comfortable acceptance by other kids.

SPORTS CAN BE TOO MUCH OF A GOOD THING

Involvement in sports causes problems for kids mainly when it becomes "too much of a good thing." When sports participation is prioritized as more important than learning by either parent, or when children spend too much of their time watching sports on TV, little time is left to develop academic competence or other interests. When kids assume they can become professional athletes without a realistic sense of the skill and practice required or the competition they'll meet, they give up learning and close doors to other opportunities for themselves. When sports are enjoyed in a balanced way and do not take over children's lives, they have great potential for making contributions to lifelong achievement.

As with most other interests, if sports dominate children's lives, children may be prevented from accomplishing more important goals. Gifted athletes should also prepare themselves for alternative opportunities. Incredible competition and unpredict­able physical injuries can prevent even the most tal­ented athletes from enjoying the career of their choice.

Punctuality

Introduction:

Punctuality Means:- punctuality, neatness, orderliness, literal, nicety, scrupulosity, nicety, exactness, exactitude, punctuality, scrupulosity, scrupulousness.

 Another meaning of  punctuality is Do work on time.
Punctuality is a good quality fo every person. Punctaulity is the most important of life. Punctuality is the secret of success in life.Punctuality is a good quality. Punctuality is quite a kin to regularity. Regularity means working as per rules, regulations and programme of time.

Punctuality means working as per the programme of time. Punctuality involves time factor. We are to see that we are working strictly according to the time fixed. This is punctuality.

Advantages of Punctuality:

If we be punctual, We can finish up our work at right time.  Punctuality checks unnecessary wastage of time. Time is very valueable for us. Time will not come again for us. We can save it only by punctuality. We can save time in every work by punctuality. Punctuality is a good habit for life. It is good for life and every person. It is one of the greatest part of life. If we be punctual, a single second of us will never go waste. We cannot progress. If we do not be punctual. Punctuality helps us in our progress. It also saves money in other ways. There is a saying. "A stitch in time saves nine". So, if we take our food punctually, we will never be sick and so we will never have to spend money on medicines and doctors or to worry our near and dear ones in this connection. And this principle applies well in all other cases.

Conclusion:

Everybody should be punctual in his everyday life. Every students should make a habit of punctuality. The people who have become great in their lives are very punctual. Punctuality is the first condition for becoming great in life. So, punctuality should be the motto in our life. We should not only be punctual ourselves but also advise others to be punctual.

Basic Gaming Hardware and Games Played

Introduction

Beyond a general sense of who plays games, it is important to understand how games are played—what types of hardware and software are used and in what type of social, solitary, or academic settings games are played. Each gaming device offers a variety of opportunities for game play. Different games, sometimes with different ratings for the same game, are offered on various brands and platforms. And different games provide players with a number of ways in which to play with other people, either through dual controllers, Bluetooth links, or connections forged over the internet.

Frequent game players are not socially isolated.

Frequent game players are not socially isolated.   

Traditionally, the image of a gamer is that of a loner who prefers spending his or her time playing video games over spending time with friends. Our survey refutes this stereotype, revealing that the most avid, frequent gamers are just as communicative and socially engaged as less-active gamers. The one exception is text messaging: daily gamers are somewhat less likely than those who play less often to send or receive text messages daily as a way of communicating with friends. Gamers do send texts, but are less likely to do so on a daily basis than those who game less often; 32% of daily gamers send text messages to their friends every day, while 41% of gamers who play less often text friends daily.
Beyond text messaging, however, daily gamers are just as likely as teens who game less frequently to use other methods to communicate with friends (landlines, cell phone, IM, email, and social network messaging) and to spend time with friends face–to-face.

The daily gamer: Young, male, and playing games online

The daily gamer: Young, male, and playing games online

With the public debate about the potential positive and negative implications of game play as a backdrop, this report set out to unpack information about teens who play games frequently and who are thus exposed more often to the effects of video games. Who are these frequent gamers?³¹
More than three in ten (31%) teens say they play games on daily basis. Teens who game daily are largely boys—65% are male, 35% are female. These gamers also skew younger: 57% of those who play games every day are ages 12-14, and the remaining 43% of daily gamers are ages 15-17. Daily gamers are more likely to play on a portable gaming device (73% of daily gamers use a portable, compared with 57% of those who play less often), and are just as likely as other gamers to play on computers, consoles, or on a cell phone.

Daily gamers are more likely to report that they play games online and that they play games with other people over the internet. Daily gamers are more likely than other gamers (20% vs. 12%) to say that they "most often" play games with others they are connected to by the internet. In a related finding, daily gamers are also more likely to report playing games as a part of a guild or group (50% of daily gamers have done so, compared with 38% of less frequent players). Daily gamers are also slightly more likely to play games alone (87% vs. 79%) than those who game less often, but are equally as likely as any other gamer to play games with people in the same room. Daily gamers are more likely to play games with both people they first met in person and people they first met online than other gamers.   

Broadband users are slightly more likely to play for longer periods of time than teens who reside in homes without broadband.

Broadband users are slightly more likely to play for longer periods of time than teens who reside in homes without broadband.

While dial-up and broadband users are equally likely to play games for about an hour, broadband users are more likely to report playing for two hours; 14% reporting game play for that long on a typical day, compared with just 8% of dial up users who played for two hours “yesterday.” Overall, 28% of broadband users play games for two hours or more on a typical day, while 20% of dial up users do the same.  

Younger teens are the most avid gamers.

Younger teens are the most avid gamers.   

The age of the teen is also an important variable in predicting game play frequency and duration, as well as the types of games played and experiences during game play. Unlike most other online or digital activities—where older teens are more likely to engage in an activity—older teens are less likely than younger teens to play games on a typical day. More than half (54%) of 12- to 14-year-olds played games yesterday, whereas 46% of 15- to 17-year-olds did so.

Who Is Playing Games?

Almost all girls and boys play video games. Boys report playing games more often and for longer periods of time than girls.   

The stereotype that only boys play video games is far from true in 2008, as girls constitute a large (if not equal) percentage of total gamers: 99% of boys play games, as do 94% of girls. While almost all girls as well as almost all boys play video games, boys typically play games with greater frequency and duration than girls. Boys are significantly more likely to play games daily than girls, with 39% of boys reporting daily game play and 22% of girls reporting the same. Boys are also more likely than girls to play games on any given day (60% of boys did, compared with 39% of girls), and when boys do play, they’re playing for longer periods of time. Among teens who played games “yesterday,” boys and girls are just as likely to report that they played for an hour or less. Boys, however, are twice as likely to report playing for two hours or more each day, with 34% of boys playing for two hours or more per day; 18% of girls play games for that amount of time.

Some applications of mean field games.

This text is inspired from a \Cours Bachelier" held in January 2009 and taught

by Jean-Michel Lasry. This course was based upon the articles of the three au-

thors and upon unpublished materials developed by the authors. Proofs were not

presented during the conferences and are now available. So are some issues that

were only rapidly tackled during class.

The content of this text is therefore far more important than the actual \Cours

Bachelier" conferences, though the guiding principle is the same and consists in

a progressive introduction of the concepts, methodologies and mathematical tools

of mean eld games theory.

Mean eld games theory was created in 2006 by Jean-Michel Lasry and Pierre-

Louis Lions and the rst results and developments are given in the publications

[34, 35, 36]: structures, concepts, de nitions of equilibria, forward-backward

Hamilton-Jacobi-Bellman/Kolmogorov equation systems, existence theorems in

static and dynamic cases, links with Nash equilibria and dynamics in n-player

games theory when n tends to in nity, variational principle for decentralization,

etc. A number of developments were then implemented by Jean-Michel Lasry

and Pierre-Louis Lions, several of them in collaboration with Olivier Gu eant:

notions of stability of solutions, speci c numerical methods, numerical educ-

tive algorithms, and developments in 1/n for a better approximation to n-player

games. These developments were presented in three successive courses at the

Coll ege de France [38], in a Bachelier course, in various publications [23, 24]

and in Olivier Gu eant's PhD thesis [23]. Various applications, notably on the

economics of scarce resources, were implemented or are ongoing (in collabo-

ration: Pierre Noel Giraud, Olivier Gu eant, Jean-Michel Lasry, Pierre-Louis

Lions). Advances in population dynamics were made by Olivier Gu eant [23].

Since 2008, several other authors have made further contributions, or are work-

ing on new applications and/or properties of MFG models [33, 21].

1 Introduction to mean eld games

Mean eld games theory is a branch of game theory. It is therefore a set of con-

cepts, mathematical tools, theorems, simulation methods and algorithms, which

like all game theory is intended to help specialists model situations of agents

who take decisions in a context of strategic interactions. These specialists, as

in other areas of game theory, will probably be economists, micro- or macro-

economists and, given the speci cities of mean eld games theory, possibly also

sociologists, engineers and even architects or urban planners. In any case, this

view of the eld of application emerges, we feel, from the panorama created by

the rst \toy models" presented in this text.

We choose the term \toy models" to indicate the particular status of game the-

ory and of many \examples" of it. Consider the famous \prisoner's dilemma".

Nobody thinks of taking the story literally, nor that this example was created

to be applied to the real-life situations it is supposed to evoke. In fact it is a

fable intended to introduce an archetype of strategic interaction: an archetype

that can thus be recognized in many negotiation situations in business life and

elsewhere. Many of our examples have a similar status. \What time does the

meeting start?" or the \Mexican wave equation" should not be taken literally,

as a desire to scienti cally model these situations in social life. Even if there is

clearly an element of truth in our models for these two examples, we believe that

the interest for the reader is primarily in the structure that is indicated through

these \toy models". The Mexican wave equation, for example, shows how a

sophisticated propagation phenomenon in social space can be constructed from

non-cooperative individual behaviors in a rational expectation context, once a

certain taste for imitation is present in agents' utility function.

Introducing mean eld games through these \toy models" is also a way of lead-

ing the reader to progressively discover the concepts and the mathematics of

mean eld games theory.