Professional Documents
Culture Documents
lvement in after school clubs and extracurricular activities is beneficial in a variety of ways for the K-12 population. For example, school clubs can offer a place to form relationships and foster learning, and this was demonstrated with multiple groups. Research including students with disabilities involved in extracurricular activities show that they were more likely to have friends than those who were not involved.[4] Similar findings with racial and ethnic minorities and immigrant adolescents showed that minority, first, and second generation adolescents were less likely than their counterparts to have friends and be engaged in relationships, however, extracurricular activities facilitated socialization.[5] Thus, being involved in activities outside of school increases student’s chances of creating friendships. Furthermore, extracurricular activities increase positive self-development, regardless of where the activities take place (at school or away from school) [6] Likewise, fema
lvement in after school clubs and extracurricular activities is beneficial in a variety of ways for the K-12 population. For example, school clubs can offer a place to form relationships and foster learning, and this was demonstrated with multiple groups. Research including students with disabilities involved in extracurricular activities show that they were more likely to have friends than those who were not involved.[4] Similar findings with racial and ethnic minorities and immigrant adolescents showed that minority, first, and second generation adolescents were less likely than their counterparts to have friends and be engaged in relationships, however, extracurricular activities facilitated socialization.[5] Thus, being involved in activities outside of school increases student’s chances of creating friendships. Furthermore, extracurricular activities increase positive self-development, regardless of where the activities take place (at school or away from school) [6] Likewise, fema
Importance of diversity
Diversity in clubs and extracurricular activities plays an important role in
adolescent lives and futures. Exposure to diverse groups can help promote
adolescents to become socially intelligent and responsible adults. However, being
immersed in diverse populations is not enough, as it is only beneficial if members
engage with each other.[8] More meaningful interactions with a diverse range of
peers allows people to acquire traits such as more socially responsible leadership
skills.[9] Furthermore, participating in ethnic clubs allowed minority groups to
feel more connected to their cultures and allowed others to gain knowledge and
understanding of other cultures.[10][11] This has two key benefits: first, minority
groups have a safe place to feel a sense of belonging to their cultural roots and
background, and second, people of differing ethnic backgrounds have an opportunity
to learn more about other cultures, thus becoming more culturally competent.
Correlational studies showed positive relationships with involvement in
ethnic/cultural clubs and intellectual and psychosocial development, multicultural
competence, interpersonal skills, and leadership.[12][13] Additionally, in school
settings, interracial friendships positively impacted the individuals involved and
the school culture as a whole.[14] This demonstrates the importance of implementing
multiculturalism into school environments, both academically and in extracurricular
activities. It is important to continue research on incorporating multiculturalism
and ethnic/cultural clubs into schools. Creating a multicultural competent
environment for diverse student populations allows them to engage with others,
openly discuss possible biases and stereotypes, and form meaningful intergroup
relationships. If this is implemented at a young age, it is more likely to carry
into adulthood, thus molding a more socially and culturally competent adult.[15]
Organization
Extracurricular activity can be self organised by the student or facilitated on the
student's behalf. For example, Extra Curricular Network Australia is such a
facilitator.
Examples
Some specific events are:
Notes
Annals of Inisfallen, entry AI639.3. There exist conflicting dates in other
annals. This date has been confirmed by Daniel P. McCarthy in his Chronology of the
Irish Annals, see Mc Carthy, Daniel P. (1998). "The Chronology of the Irish
Annals". Proceedings of the Royal Irish Academy. Royal Irish Academy. 98C: 203�255.
"William Grattan-Flood on "St. Carthage"". Newadvent.org. 11 January 1908.
Retrieved 14 May 2015.
The Roman Missal (Veritas 2011; ISBN 978-1-84730-297-7), p. 760
Johnston, "Munster, saints of (act. c.450�c.700)."
F�lire �engusso, ed. Stokes, pp. 86�7.
(in Greek) ? ????? ?a?t????? ?p?s??p?? ??s�??. 14 ?a???. ??G?S S???????S??S.
Sources
�engus of Tallaght (1905). Stokes, Whitley, ed. The Martyrology of Oengus the
Culdee. Henry Bra