Sports Essay Example | Topics and Well Written Essays - 500 words - 1

Sports - Essay Example This is due to the twin hazard posed by them – that toward pedestrian passersby and that toward themselves. Indeed, statistics of Hotrod accidents during this time bears out the high number of casualties (some of which fatal) that the sport engendered. In my view, the documentary underplays this dark side of drag racing. If the annals of the sport’s history are anything to go by, there is even a degree of glorification of extreme risk-taking and an implied reverence for martyrdom. Indeed, some of the early pioneers of the sport lost their lives during the race. The film illustrates succinctly how drag racing set the foundation for later day car-related sports. Formula 1, which has a world-wide following today, can trace its roots to drag racing. Although Formula 1 is much grander in scale and more technologically advanced, it succeeds for the same reasons of thrill, adrenaline and competition that hotroding represented. But the journey from rudimentary racing experiments in the 1940s to the high-tech spectacle of the Formula 1 is a long and arduous one. It involved plenty of sacrifice from numerous people. The early leaders of AHRF deserve special mention in this regard, for it is their vision and persistence that has developed the sport to what it is today. I look at the phenomena of greater commercialization of drag racing from two angles. In one way, the sponsorship of big corporate names brought respectability and improved safety standards for the sport. On the other side, individual ingenuity, which was the hallmark of early hotroders was compromised. In other words, the systematization and scientific approach to competition took away some of its old charm. While speed, thrill and pretty girls all generate consumer interest in the sport, its dependence on fossil fuel raises some ethical questions. In the documentary, this major issue is totally ignored. This makes the film come across as a promotion

Library class Essay Example | Topics and Well Written Essays - 1250 words

Library class - Essay Example It also discusses about the implications of the current gay marriage issue and what the lack of civil recognition means to gay couples. At the end, the article makes a clear statement of support for gay marriage. This article was chosen because it thoroughly and fairly presents a balanced discussion on gay marriage. The specific details of gay marriage are discussed in this paper – helping to ensure that its clear implications as a civil union are understood by the reader. The author is a credible and reliable author in relation to gay marriage because he is a strong activist for this issue. He is a free-lance writer with a degree in Communications; he is a strong activist for gay rights. His research background has ensured him access to vital information about gay marriage and the in youth and marriage rights issues, since coming out as a gay man in 1994. Based on his specific qualifications, he has the analytic and information base in his discussion of the subject matter – sufficient to secure the credibility and validity of this material. The essay does not have a reference list, but presents links to the materials used in the paper, as well as related links to the paper. Th e website does not provide products for sale. This paper discusses about gay marriage and how it is being handled by the Supreme Court. It runs down through the different cases which have been brought before its chambers and how the SC has decided on these cases. It also discusses how the SC has seemingly presented conflicting decisions on this issue, and how these decisions present trends and precedents which would likely affect future decisions on cases relating to gay marriages. This paper was chosen because of its relevance. The Supreme Court has made the issue of gay marriage very controversial due to its conflicting decisions in relation to its recognition. This paper presents a thorough

An Exploratory Study On Student Engagement Education Essay

An Exploratory Study On Student Engagement Education Essay Research on higher education studies places emphasis on quality educational practices. This is especially true in a country such as Lebanon, which has experienced rapid growth in the number of institutes of higher education, and, in parallel, the number of university students. Engaging undergraduate students has been one major area of focus since research has shown engaging educational activities enhance the educational process and setting. Engaged students learn more material and learn it more effectively. Benchmarks and techniques have been established in order to engage the disengaged members of a student body. Training academic faculty and staff in the area of engagement, and the application of engaging techniques presents institutes of higher education with new possibilities for enhancing the quality of education. 116 Lebanese students completed an engagement survey in a preliminary study on variables which may correspond to levels of engagement. The study found that gender and years at university were significantly related to higher levels of engagement. 1 Introduction According to Hu and Kuh [1] student engagement is the most important factor of higher education in terms of learning and development. They define engagement as the quality of student effort devoted to educationally purposeful activities. Their research has revealed that academic performance improves as a result of challenging goals in the classroom environment. They also found that students want to both find and master challenges in and out of the classroom environment. However, a great number of students do not believe they are being adequately challenged to meet their academic needs. Many students also report they are not participating in activities that are known to be engaging. 1.1 Student Disengagement Research conducted at the University of California at Santa Barbara [2] showed an emerging culture of disengagement. This is due to several societal factors. Flacks and Thomas[2] believe that, in an effort to accommodate higher numbers of students, scholastic quality has been compromised. The amount of time students spend studying and participating in on-campus activities has decreased as they spend more time working and socializing off campus. Students seemed to be less prepared academically when they start college courses; therefore they are unable to avail themselves of all the university experience has to offer. Consequently, they are less engaged [3]. Boyer [4] believed that higher education is increasingly a part of the problem of student disengagement as opposed to being a part of the solution. Some institutes of higher education have become places students are credentialed rather then fostered to address the problems of their societies. In order to facilitate the scholarship of engagement, academia must connect the rich resource of our students to the responsibility thereof and address the social, civic, and ethical problems of civilization. In doing so, the scholarship of engagement will show its worth and service to a worldwide audience [4]. 1.2 Engagement Current research and literature show student demographics, habits and interests have changed over time [5, 6, 7]. This new campus culture has led to changing student expectations as well. Students want to be challenged and they want to know that their instructor is available to them both in and out the classroom. Students prefer instructors that motivate them to engage with classroom content [8, 9]. Creating activities related to student habits would better engage students in classroom content. For example, Kuh [9] found that surfing the internet was the leisure activity which demonstrated the greatest increase from 1996 until 2001. Students also spent more time listening to music, and watching movies than in previous years. Institutes of Higher Education should accommodate the needs and expectations of these new students. Emerging technology has necessitated the inclusion of interactivity, more involvement with the teacher as facilitator, and a greater emphasis on technology as a learning tool into traditional models of learning and course design. Educationally purposeful activities using information technology, such as emailing faculty or students about assignments, encouraged collaboration and increased contact with other students and faculty. Using information technology had a strong positive relationship with students overall measure of engagement. [9] An engaging classroom results in students engaged with classmates, instructor, and subject content. Additionally, faculty and student interaction seems to be a significant factor of quality student engagement and satisfaction. Studies have shown a positive correlation exists between engagement scores and faculty availability and access outside of class. [7, 6] Hu and Kuh [1] found student engagement to be a function of the interaction of students and various institutional characteristics. Students who had more positive views of their college or university campus were more likely to have higher engagement scores [10]. Kuh and Hu [11] used data from the College Student Experiences Questionnaire (CSEQ) database to compare undergraduate student experiences at research institutions and their counterparts in other college classifications. This study suggests that student engagement is varied among the different types of institutions. They found liberal arts colleges tended to score better in student engagement than other classifications of colleges. The variance of engaging institutions is related to the institutions mission rather than classification. The belief that small, private liberal arts colleges are more engaging institutions was not supported by the study[11]. However, liberal arts colleges consistently excel in the benchmarking for faculty-student interaction. It is presumed that since classes are smaller there is greater opportunity for faculty-student contact [7]. Defining institutional excellence is only successful in terms of the institutions effective educational practices or processes. The most important indicators of excellence, in the university setting, include quality and focus of instruction, faculty and peer interaction, writing experiences, and active involvement in course work. In an engaged university, the student is highly involved in the culture of the institute both in and out of the classroom. Increased engagement leads to increased acquisition of knowledge, skill development, and higher student graduation (retention) rates [12]. Pike and Kuh [13] compared first- and second-generation college students in levels of engagement and intelligence development. On average, first-generation college students were less engaged, and do not engage in activities associated with success in college, such as living on campus and participating in extra-curricular activities. Low levels of engagement are not related to intelligence but rather to being the first family member to attend college, financial hardships, or living at home. The groups found to be more engaged overall included students living on campus, females, minority students, and students planning to pursue advanced degrees. These students also reported greater perceived gains in their intellectual development and learning performance [13]. Engagement literature suggests that an engaging institutional environment positively affect learning productivity. These institutions not only attempt to engage students in class, but in college life, via social and civic organizations, intramural activities, sports events, and living in the campus community. The commitment to engaging students should be apparent in the institutions mission, vision, and philosophy. The members of the university faculty, staff, and administration must create an environment that engages students on campus and in the classroom [14]. 1.3 Teaching in the classroom If engagement is to be fostered and encouraged in the university setting, it is important to examine the learning environment instructors create. A study by Kuh [8] found that engaged students want prompt feedback. Teacher-student relationships of respect, as opposed to friendship, were also more conducive to learning [6, 7, 8]. One standard of teaching in institutes of higher education is lecturing. Few students possess this type of intelligence and therefore this method is not conducive to an engaging classroom environment. According to The National Survey of Student Engagement (NSSE) annual reports students find methods, such as lecturing and note taking, to be less than engaging [6, 7]. Active learning is student learning via reading, writing, and participating in activities which apply learned concepts in an engaging manner [6, 7]. Engaging activities include class discussions, faculty and peer interactions, socialization in the college context, and interactive assignments [5, 6, 7]. Student affect, a mental and emotional reaction toward learning, demonstrates engagement. Cues, such as student questioning or cognitive or emotional excitement of learning concepts, are examples of positive student affect. Kuh [9] found students with higher levels of affect, displayed more engaging learning behaviors. Teachers who make eye contact, use gestures and humor, and personalize examples in class stimulate higher levels of student affect. Equally important were instructors who develop engaging, active learning while communicating high standards of expected academic performance. [15] Research[14] shows teachers who are successful, as measured by student engagement in the classroom, create an interesting and engaging learning environment. Research also revealed that outstanding teachers employ many types of strategies and methodologies. No single technique or specific delivery methodology yielded a greater number or percentage of engaged students. [14] Henning [16] reported improvement in engagement when there were open classroom discussions, creative questioning, and important and relevant material. One methodology to make course content interesting and relevant is called rhetoric skill. The instructor begins with a narrative open to discussion. The instructor then elicits a more conceptual understanding of the topic as student participation increases. Students are encouraged to actively participate in debate and inquiry until they control the discussion. [16] Similarly, Socratic questioning and responding deepens understanding of concepts that encourage student engagement. Effective teachers create a natural learning environment where students feel safe to express their opinions in a nonjudgmental, unbiased atmosphere. Engagement also increases when students work collaboratively to solve problems. Finally, teachers who create diverse learning experiences will have more engaged and interested students overall [10]. Regardless of methodology, it is important for teachers to emphasize clarity and important points, use relevant examples, and speak intelligibly. To create highly engaged students, teachers must be aware of, and use, many teaching strategies. They should teach from within and become equal participants in the learning process. [17] 2 The case of Lebanon Opportunities for higher education in Lebanon today have reached levels unparalleled in Lebanese history. The first institutes of higher education in Lebanon were the American University of Beirut (formerly the Syrian Protestant College), founded in 1866 and Saint Joseph University, founded in 1875. It wasnt until 1953 that the public university, Lebanese University, was opened. [18] A private university education at that time was only for the elite. After the Lebanese civil war came to an end, and the country began to stabilize, the demand for higher education began to grow. In 1996 the Ministry of Higher Education [18] set new licensing regulations for institutes of higher education. By 2000, 23 institutions (referred to as new universities) had been established. Lebanon currently boasts 41 institutes of higher education [19]. These are divided into 1 public university, 26 private universities, 7 university institutes, 3 university institutes of technology and 4 university institutes for religious studies. [18] The UNESCO Institute for Statistics [20] released a set of gross enrollment ratios on education in Lebanon from in 2008. This shows that more and more females are continuing into higher education. By 2008, 52% of tertiary age students were in tertiary education (46-male: 57-females) [20]. Quantity was not the equivalent of quality, and only 7 of Lebanons universities were labeled as excellent [21]. Lebanon is currently facing a restructuring in the area of higher education. In order to maintain its role as a leader of excellence in education in the Middle East, institutes of higher education must focus on the quality of their students as opposed to the quantity[21]. Quality assurance programs have become critical to Lebanese academics and educational institutes. The Trans-European Mobility Scheme for University Studies (TEMPUS) project, Quality Assurance for Higher Education in Lebanon (QAHEL) is one example. This project is to raise awareness of European models of quality in higher education among Lebanese higher education institutions. [19] 3 The Study The questionnaire was established by Ahlfeldt, Mehta and Sellnow [17] in their research studies of classroom engagement. The questionnaire was proven in their research as both a valid and reliable measure of engagement with an alpha reliability of 0.84. Therefore the researchers felt that this was an appropriate tool of measure for levels of engagement in MUBS classrooms. 3.1Research Questions Are females more engaged than males? Are students who self reported higher GPAs more engaged than those with lower GPAs? Does age play a role in level of engagement? Does the level of student engagement differ according to the number of years at university? 3.2 Sample The researchers administered the questionnaire to 116 English communication skills students at The Modern University for Business and Science (MUBS). MUBS, a new university, was established in 2000 and strives to maintain a quality oriented institute of higher education, in a highly competitive market. In order to establish equal representation in the sample, in terms of the variables tested (gender, GPA, age and years at university), and the majors available at the university, the questionnaire was administered during English communication skills classes during the 1st week of the spring 2010 semester. MUBS doesnt offer a English as a major of study at the university. English communication skills courses are general requirements for all M.U.B.S students, regardless of major, when their language of instruction is English. 4. Results Correlations were run on the variables which were supposed to affect student levels of engagement. These variables were gender, self reported GPA scores, age and years at university. The relationship between gender and engagement was assessed using a paired-samples T-test. A significant relationship was found in the relationship between gender and student perceptions of engagement. On average females showed significantly greater levels of engagement, (F = 79.029, SE 1.428), than males (M= 70.407, SE 1.502), t (116) = -66.162, p In order to assess the relationship between age and engagement, a bivariate correlation was used. There was no significant relationship between the age of students and engagement, r = -.069, p (one-tailed) >.05. In order to assess the relationship between self reported GPAs and engagement, a bivariate correlation was used. There was no significant relationship between the self reported GPAs of students and engagement, r = -.072, p (one-tailed) >.05. In order to assess the relationship between years at university and engagement, a bivariate correlation was used. There was a significant relationship between years spent at the university and engagement, r = .243, p (one-tailed) 5. Conclusions: The research on MUBS students coincided with the literature on student engagement. Female and senior students were found to be more engaged than their peers. Age and GPA showed no significant correlations to levels of student engagement. This could be true for a number of factors. First of all women in Lebanon are slowly working to close the gender gap. Yet they may still feel they have to work twice as hard as men to succeed. The other factor which may explain higher engagement among women is directly related to stressors of society. In general there is the notion that girls cant go out as often or stay out as late as boys. Boys are allowed to be bad while girls must be angelic in behavior. These ideas may transfer over into the academic arena. With boys who dont mind achieving less since they are not held accountable. A boys will be boys mentality. In terms of senior student engagement levels, these students are not older and wiser, but rather have more university experience. They know what their teachers expect and meet those expectations readily. Seniors take part in more major courses, are assigned a senior project, and are closer to completing their education and entering the real world. As they race towards graduation they are pushing harder to ensure they graduate on time. This includes a stipulation at the university of a minimum Accumulative GPA of 2.0 in order to graduate. Such factors may account for higher levels of engagement in senior students. One interesting factor was noted on 3 separate questionnaires from the Damour branch. 3 students added notes to their questionnaires. These notes stated that the only time they completed these activities (activities of engagement) was during English sessions. This might be beneficial to future MUBS engagement research. 5. Limitations of the Study and Implications for Future Research The questionnaire was administered in order to complete a preliminary study on student engagement at MUBS. In order for a total quality initiative to take place the class room questionnaire should perhaps be replaced with an NSSE questionnaire. A larger sample size should be tested. Also, Damour students take classes before 2 p.m, in the Hamra branch many courses begin after 2 and some classes continue until 7 or 8 p.m. This study does not take this into consideration. Previous studies on students have shown that the proportion of different religions at MUBS is not representative of a Lebanese sample. This is another limitation to the study. Another factor not tested for, but which may have affected the outcomes, is the idea of urban vs. rural student. Many of the students at MUBS live in villages and travel to university in the city and then back up to their villages in the mountains. They are country folk. This may also have skewed the results. There are also key variables the literature focuses on, and institutional characteristics which may be relevant to the MUBS study. Some of these are number of credits, branch of university, am-pm classes, first generation college student, socio-economic status, religion, choice of major and transfer students.

Summary Of Wuthering Heights By Emily Bronte :: essays research papers

'The herd of possessed swine could have no worse spirits in them then those animals of yours, sir!' (7) How could readers of Emily Bronte's Wuthering Heights not laugh at this quote? I found the book exciting as well as awful to read. It was so difficult and hard to read, but in the end was worth it. The characters were the ones that made it so enjoyable to read but made it also too complicated. However, all of them were fun to ?get to know?. My favorite is Catherine. She is bratty, spoiled and hopelessly selfish. I love to hate her. Then again, I also have pity on her. The combination of her up bringing, with her personality has caused her to be like this. Take for example the reason she marries Edgar. She says ?And he will be rich and I shall like to be the greatest woman of the neighborhood, and I shall be proud of having such a husband.? (78). It is as if she cannot see anything but what is best for herself. Nelly talks to her, and tries to get her to see her selfishness. Even there my point is proven. Nelly hates Catherine, even though she has the negative feelings toward her mistress, she still can see what Catherine is doing wrong, and instead of letting Catherine go on, she tells her. Catherine is so wrapped up in herself. It is pretty annoying to read about her because she is so conceded. One of the things she says is ?But I begin to fancy you don't like me. How strange! I thought, though everybody hated and desp ised each other, they could not avoid loving me.? (120) I cannot even understand how someone could think that about himself or herself! Catherine is so stuck up! Nelly is a weird character in this book. She seems to be the mother, especially to Catherine. One of the things I like most about her is the fact she is not stupid, she understands people, but does not abuse it. Then again, she is too smart to be a maid. It really seems like she is educated. My favorite quote she says is ?I went about my household duties, convinced that the Grange had but one sensible soul in its walls, and that lodged in my body.? (119) I suppose the reason I think she is so motherly is because she is a lot like my mother, a little cheeky, knows how to control people younger than she is, smart, and can clean well.

Sharon Olds: from Psalms to Satan Says

Another common trait of confessional poetry is that the speaker will wear some form f mask to keep the author a small margin away from the speaker. While Olds doesn't create a mask directly, she never directly reveals that it is her in her many narrative poems. The confessional movement wasn't spurred by grand event but was strongly influenced by Sylvia Plant, Allen Ginsberg, and Robert Lowell. Olds TLD begin her work at the peak of the movement in the sass's and 1 ass's.While she did not have a part in the creation of the movement, she did carry on the movement into the present day. Poet: Sharon Olds is best known for her deeply personal content and her fearlessness tit vulgarities and the comfort with which she approaches sensitive subjects such as the dark side of family Interactions and sex. She Is driven to write by her philosophy shared in an Interview with Michael Lackey that If someone Is given the gift to write, that they should give that gift to the world.In that same inter view, Olds states that poetry should â€Å"get out there. † The events that likely created this poet were her childhood experiences that appear to be present in her writing. Analysis: In the loss-of-innocence poem, â€Å"l Go Back to May 1 937,† imagery is dominant. From he beginning, the imagery of the narrator's parents Is seemingly harmless. The father Is seen strolling under the arch of the college gate, leaving his college life behind him, not caring at all. The arch Is a large, proud structure symbolic of the father's large, proud nature.The father's face being described as arrogant, handsome, and blind is a kind of direct characterization; the narrator views the father as arrogant and blind. In contrast, the mother is seen standing still, not going anywhere. Holding books on her hip, she's holding on to the college, not yet ready to leave. The structure the mother Is standing In front of is made up of a multitude of small bricks, showing a delicate and complex n ature. The mother's face Is described as hungry, pretty, and blank. Hungry describes her want for more, be it marriage or to stay at the college.Blank is one of many methods Olds uses to describe the parents as naive and innocent. The parents are frequently described as innocent and incapable of knowing what their futures would hold. It almost appears that the narrator is excusing a crime not yet committed. Shortly after, the poem turns bleak In an Instant. In line 19, the chance for any good to come of the poem Is lost. The feeling of hopelessness that has set in as, despite all the pleading the narrator can muster, this is Just a memory and her cries fall silent.The tension grows until the narrator takes a turn for the violent when describing the striking together of the paper dolls, still taking responsibility away from the parents by implying they were powerless to the horrible things they would do. The poem ends in resignation as she give up her pleas and tells the parents to d o what they will do. In â€Å"1954,† Sharon Olds uses a frantic, fearful tone to describe the account of a onus girl hearing the media surrounding the Burton Abbott case, a murder and alleged molestation in California. The entirety of the poem circles around fear.From the very first line â€Å"The dirt scared me,† the narrator describes all of the things that cause her to be afraid surrounding the case. The flow of the poem is very rocky and awkward because of the broken sentences and enjambment of the lines. This creates a frantic mood, almost as if the narrator is speaking out of breath. The fear the narrator heaps on herself worsens with each connection she makes to the victim. The speaker connects her acne to the eczema on the victim who she feared was killed for not being flawless as suggested by the marked paper found on the body.The speaker describes Burton Abbott in plain words to stress his normal appearance. The narrator says that Abbott â€Å"took away what I'd thought I could count on about evil,† meaning that the narrator realizes that evil can manifest itself in any form, even the most innocent looking. Fear turns to pity when the narrator begins speaking of Abbot's execution. In the line â€Å"death to the person, death to the home planet,† Olds s protesting the eye-for-an-eye punishment that Abbott was to receive.

Misguided Ink

Tattoos today are becoming very popular within the younger generation. Despite this creative trend of self expression, society still places judgment upon inked individuals. What ever happened to, don't Judge a book by its cover? Unfortunately, people fail to the person who really Lies behind the Ink. Having tattoo's can lead to a lot of misjudgment. Especially In the workplace.An employer might misjudge a potential employee with tattoos for a criminal, without a second thought. Even though it may be true that most prisoners have tattoos, it's not right to put everyone with a tattoo in that category. Even a prisoner with a tattoo could be falsely accused. Also, an employer might consider tattoos as a sign of less Intelligence. Since when does art become a sign of a weak mind? Being creative helps open closed minds. What's on a person's skin should not determine there abilities to work.Eventually, with the growing trend of tattoos, employers are going to have to reconsider there tattoo policies. One day this younger generation will be doing the hiring, it will become rare to not have tattoos. Regardless, there Is still a human being behind the Ink. Toffees make a statement groups, religion, and even memories. Tattoos are transforming into an art form rather than a lowly form according to some perspectives. As humans we have the gift of free will, who has the right to tell us what we can and cannot put on our bodies?Whether we use the gift of free will for good or bad we should not be Judged, since we all have a story to tell whether we express it through a tattoo or on a piece of paper. Tattoo's are a creative way of expressing inner feelings to the world, and can help with self esteem issues ND give someone a boost of confidence. To look down upon someone with tattoo's without knowing the full story behind the ink is like throwing away a flower. It takes a brave individual to express themselves to the world with a permanent line of ink.To be careless about what others may think of there bodied art is rather spontaneous. Judging a person with a tattoo is similar to Judging a child for coloring outside the lines. Coloring outside the lines can give someone the sense of freedom and self. What is even more misjudged is the creator behind the ink. Tattoo artist can be misjudged as well. The effort, thought, and talent that goes into the creating process of the tattoo can be challenging and time consuming.The creative process needs necessary machinery, a body with an idea, an experienced hobby rather than a real profession. Some would fail to realize tattoo artist have earned art degrees, while spending years building a portfolio of beautiful masterpieces of Art is everywhere, without it life would be a blank boring canvas. Some people may themselves as a canvas to splash color on. A tattoo is a way of expressing a feeling or image. Everyone has feelings, there is no need to place Judgment on someone who is tot afraid to express there inner bein g.A piece of art is a unique form of identity, we all want to be noticed, and have different ways of showing it. Its not right to Judge another as one is perfect. Color your own walls and leave no room for Judgment. There is more than what meets the eye, not everything that is seen is as bad as it seems. A open mind can set a soul free. It's not good to let the world define an individual based on there appearance. Don't let the world define beauty. True beauty and strength comes from within the soul, and Ink is only skin deep. Tattoos bleed out character.