...Should Athletes Be Considered Role Models By Antonio Dean Should athletes be role models? That is the question that is being asked here. The answer can go both ways. There are some people that view them as role models and some that do not. I personally think that it’s the parent or guardian place to be role models for today’s children. Kids this day in age have so much access to so many different things such as the internet and there is hardly anything that you can’t find on television now. There isn’t anything wrong with kids admiring athletes and wanting to be like them. But how often does that child actually see that athlete or famous person that they are admiring, it is very rare. There are a lot of times where those athletes or professionals did not have role models themselves and that is why you see them become famous they do not know how to handle them fame and glory that comes with it. As parents we should do things that help our children grow as a person and be responsible. To take a quote from Charles Barkley, he said (and this is not a direct quote) I am not a role model. I am not paid to be a role model. Parents should be role models. Just because I can dunk a basketball does not mean I should raise your kid. Read more: http://www.city-data.com/forum/sports/738186-should-parents-role-models-athletes.html#ixzz0gCGHSlUw Rather they like it or not athletes are role models especially if they have children of their own. You have athletes that are using performance...
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...Kaplan University Writing Center Writing an Informative Essay Did you ever pick up a magazine or newspaper and after reading the article say, “Hmm! I didn’t know that!” That article is an informative essay. Informative essays, also called expository essays, seek to inform or educate the audience on a given topic. The goal is not to persuade the reader but to give the reader more information, to provide the reader with insight, and to support the writer’s interpretations with factual information. The essay should make the reader say “Aha! I didn’t know that.” Informative essays do not express the writer’s opinion. Views, pro and con, can be included but they must be presented in an unbiased fashion, pointing out comparisons and contrasts of viewpoints. One way to do this is to imagine that the audience holds a common view of the topic; the writer’s purpose is to give the audience a surprising new view based on research. To do this you can: • • • • Enlighten your audience with new facts and/or statistics. Give them usable material that they can apply. Present sufficient information to explain the new findings about the topic. Make clear from the beginning of your paper its purpose. Here is an example of an informative essay topic: a student wrote about technology invading churches in the form of ATM machines. He called it “Technology goes to Church.” His purpose was to inform readers that because of the decrease in weekly donations some churches are now installing ATM machines...
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...accomplishments, and finalizing with why she is so important. Finch was born September 3, 1980 in La Mirada California. La Mirada offered a year round league, which she joined just after her fifth birthday party. She had a naturally strong arm and could heave it out of sight. So with that she began taking fast-pitch lessons, but it didn’t stop with that her father transformed a trampoline into a pitch-back to when he worked late. She advanced in this sport outstandingly fast exceeding to playing with a ten and under traveling all star team. Every weekend was spent at a different diamond somewhere in suburban Southern California. The more competitive the environment, the more Jennie thrived. At age 12, she led the California Cruisers to the 12-and-under American Softball Association national title in Chattanooga, Tennessee. The titles that she would proceed to earn take me to my next topic,...
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...makes up over 30 percent and 50 percent of global and US market share respectively. In order to reach customers’ demands and get profits, Nike has executed/implemented a number of marketing strategies. This essay will examine Nike’s key strategies from1962 to 2009. The most essential marketing strategy called “Pyramid of influence” was expressed by Product, Place and Promotion strategies throughout targeting on athletes, sportsmen and sports loving consumers. Product (product variety, design, quality) Nike provided high quality running shoes designed for athletes by athletes with competitive prices in comparison to imported shoes. Afterwards, Nike has expanded and designed more various products according to other types of sports such as basket ball (shoes), soccer (sneakers), tennis (clothing and gears) and Golf (golfers’ dresses). Furthermore, Nike's commitment to designing innovative footwear for serious athletes helped it built a cult following among U.S. consumers. Place: (including locations and channels) The first targeting market of Nike’s sport shoes was domestic market (US) and got ideal success with running shoes. They then expanded their markets overseas to Europe from 1994 with soccer’s clothing and then Asia (China targeted) in 2008 with the role of athletes’ sponsor. Moreover, Nike formed a partnership with Foot Clocker to create a new distribution chain of basketball products. Promotion (advertising, public relations, sales force) Spokesperson: The major approach...
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...BUILDING EVIDENCE-BASED ARGUMENTS DEVELOPING CORE PROFICIENCIES ENGLISH LANGUAGE ARTS / LITERACY UNIT GRADE 7 “Doping can be that last 2 percent.” OD LL DUCATION www.odelleducation.com OD LL DUCATION Page 1 EVIDENCE-BASED ARGUMENTATION Literacy – the integrated abilities to read texts closely, to investigate ideas and deepen understanding through research, to make and evaluate evidence-based claims, and to communicate one’s perspective in a reasoned way – is fundamental to participation in civic life. Thus, the importance of a literate citizenry was understood and expressed by Thomas Jefferson early in the life of our democratic nation. Today, students face the prospect of participating in a civic life that stretches beyond the boundaries of a single nation and has become increasingly contentious, characterized by entrenched polarization in response to complex issues. Citizens have access to a glut of information (some of which is nothing more than opinion passed off as fact) and are often bombarded by bombast rather than engaged in reasoned and civil debate. Learning the skills and habits of mind associated with argumentation – how to conceive and communicate “arguments to support claims, using valid reasoning and sufficient evidence” [CCSS W1] as well as how to “delineate and evaluate the argument[s]” and “the validity of the reasoning and relevance and sufficiency of the evidence” presented by others [CCSS R8] – is therefore...
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...Com 1020 Assignment 2 Introduction Mass communication is the variety of all the media mediums together, and is aimed at a large audience. A ritual view is directed not towards the addition of messages in space but the maintenance of society in time, not the act of imparting information or influence but the creation, representation, and celebration of shared even if illusory beliefs, James,(1988: 43). This essay will discuss how mass communications has transformed the temporal and spatial foundations of the social-sphere. This essay will start by defining the key terms which are communication, mass communication, and the para-social. The separation of social space from the physical place by mass communications, time and space and mass communications will also be discussed in the essay. The para-social interactions, how mass communications transformed the temporal and spatial foundations of the social sphere will then follow. The ritual dimensions of communication will also be discussed, the essay will then sum up the essay and give the researcher’s opinion. Definition of key terms Communication refers to the transmission of meaningful messages; these messages are conveyed in images, language, gestures, or other symbols. Thompson. (1997:30) Anthony R, (2004), defines mass communication as the process in which professional communicators design and use media to disseminate messages widely, rapidly, and continuously in order to arouse intended meanings in large...
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...RESEARCH and WRITING CUSTOM EDITION Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener ISBN 0-558-55519-5 Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING ...
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...Classical conditioning shapes many of society's common, everyday tasks. Whether we know it or not, many actions we do numerous times a day are a direct result of classical conditioning. To better understand why we act the way we do in society, classical conditioning must be defined and described. Classical conditioning is defined as: a process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response. Discovered by Ivan Pavlov, classical conditioning is a form of learning. Pavlov revealed this trait when experimenting with dog's amounts of saliva in response to meat. He started noticing that after many repetitions, the dogs were salivating before the meat was even introduced. Pavlov concluded that some other stimulus that was repetitively associated with the meat was triggering the salivation. This simple concept describes how many actions are carried out in society today. Many times classical conditioning is not something that is purposefully done, but rather an incidental outcome. Conditioning may take a variable amount of time to occur. For example, humans are not born associating red with stop. As we grow, and ride in cars, we begin to consciously or subconsciously figure out that when a stoplight is red-you stop. Stop signs are red, stoplights are red, and brake lights are red. All of these things symbolize stopping. Yes, when you turn sixteen and you get your...
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...expected and what the students expected. I can model my own behavior so that I do not break any of the rules myself. I can use positive reinforcement when students are doing what they are suppose to be doing in order to encourage them to continue the good work. By using this positive reinforcement, I have found in my field placement and when I work with middle school students, that other students want to be involved and get praised as well. So, students who may be acting out might see that the students doing their work as instructed are getting acknowledged and they, usually, will want the same, positive attention and will complete their tasks as asked. I am a strong believer in the use of positive reinforcement, and, through seeing it at my field placements and by directly working with students in other activities, it is significantly more effective than any punishment. By using positive reinforcement, getting to know each of my students, and acting instead of reacting, I will be taking a large step in the right direction when it comes to having efficient classroom...
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...Persuasive communications The European commission have recently released there latest figures reviling UK women are the fattest in Europe. Obesity rates have been on a slow climb for the last 10 years which is why it has become one of the NHS main focuses. According BBC health, “Obesity is caused by two simple factors - an unhealthy diet (typically too rich in sugar and fats and not enough fibre and carbohydrate) and not doing enough exercise to burn off the calories consumed.” In 2009, 16% of boys aged 2 to 15, and 15% of girls were classed as obese between the ages of 2-15 The Health and Social Care Information Centre. This large percentage of obesity amongst children needs to be addressed before it become out of hand acceptable in society. David Cameron announced earlier this year that obesity costs the NHS £4 billion a year and that is looking to grow. This issue does need to be tackled to stop the growth of obesity not only to save money but lives too. This essay will be outline Tesco’s ‘great school run’ and the NHS ‘get fit with the Olympics’ campaigns to encourage people to become more active and analyse how they communicate with their publics differently in striving for the same result. It will also look at the similarities and differences applying different theories to each of the campaigns to come to the conclusions of their overall effectiveness. With participation in sport dropping between 2009 and 2010 (Mintel) and obesity levels growing, changes need to be...
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...UNIT 1 Special Note: The argumentative essay is a very useful test of a student’s ability to think logically. Argue: v. 1. to persuade someone to do or not do something. 2. to give the reasons for your opinion, idea, belief, etc. Argumentative: adj. someone who is argumentative often argues or like arguing. Argument: n. a set of reasons that show that something is true or untrue, right or wrong etc. When you have an opinion and try to convince your listener or reader to accept your opinion, you are agreeing with or disagreeing with something. For example: In an everyday situation, you may try to convince a friend to go somewhere or in a composition or speech class, the instructor may make an assignment in which you must support or oppose the use of nuclear energy to produce electricity. If you agree or disagree on an issue, you will want your reader or listener to accept your point of view. There are a few types of argumentative compositions such as: 1. Advantages and disadvantages 2. Expressing opinions/providing solutions to problems 3. Expressing arguments for and against a topic 4. Compare and contrast something or somebody PURPOSE of ARGUMENTATIVE ESSAYS * An argument follows when two groups disagree about something. * People can have different opinions and can offer reasons in support...
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...SIOP Lesson Plans: Seeing The Trees for The Forest Kimberly Kidd, Kristen Martin, Mandi Moody, Cara Goff ESL 434 8/24/2012 Amy McDonnel Kimberly Kidd, Kristen Prater Mandi Moody, Cara Goff ESL 434 8/24/2012 Amy McDonnel CLC Lesson Rationale These lesson plans enhance student achievement by presenting the content in several ways, giving the students tools to help their language use, using content that is relevant to the student’s life, encouraging group participation, and using an assessment that not only measures their understanding of the topic, but also meets both the both 6th grade content area standards, and English Language Learner (ELL) standards. By implementing these lesson plans in a unit format, the students are ensured to receive quality instruction under the following standards: Determining the central ideas or information of a primary or secondary source, and providing an accurate summary; writing narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences; Understanding the influences of individuals and groups from various cultures on various historical and contemporary societies; understanding the impact of interactions between people and the physical environment on the development and conditions of places and regions; summarizing numerical data sets in relation to their context; identifying the mean, median, range and mode; Throughout the writing...
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...Social Psychology 11.30am – 1.00pm Throughout this essay I am going to discuss main aims and procedures of psychology from academic perspective, what psychology is, the founding fathers of psychology, main issues concerning psychologist, different branches of psychology and why psychology is form of science. The purposes of psychology is focusing on research and theories and understanding psychological area. While some psychologists work on applied psychology to gain knowledge. Psychologist involved in research applies psychology during some point in their career. Clinical psychology is among various principles of psychology aims at developing knowledge and research method which they continue to build up and treat with psychological issues. Psychology is the science discipline to understand behaviours of a person. The goal is to understand people by establishing general principles and researching cases. The four goals of psychology are description, explanation, prediction and influence. Description is identifying behaviours. Explanation is the reason for mental behaviour. Prediction is offering hypothesis about sets of conditions produces manner of behaving and mental processes. Influence is using the results of research to solve practical problems that involves behaviour. The specialised meanings in psychology are behaviourism, functionalism, individualism, ethnocentrism, introspection and pragmatism. Determinism is the argument that the person doesn’t have...
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................ 5 III. BASICS................................................ 6 a. too much too early?.............................. 8 b. competition’s role understood ............... 11 c. competition, participation, and fun......... 12 d. not enough?........................................ 14 IV. WHAT CAN WE CONCLUDE?.................... 15 V. THE MICROWORLD OF PARTICIPATION...... 17 VI. APPENDIX A......................................... 19 a. Shields and Bredemeier...................... 19 a.1. moral maturity: what are psychologists looking for?............ 22 a.2. game thinking............................. 24 a.3. moral confusion........................... 25 b. Stoll, Lumpkin, Beller, and Hahm.............. 27 It has been recognized for centuries that sport can contribute to education values that make for the development of character and right social relations . . . . [Within this contribution] there are many intertwined and interwoven threads of influences, subtle and not always easy to analyze. But sportsmen who year by year have contact with the playing of amateur games do not need to be convinced by argument of the validity of . . . [sport’s contribution]. Kennedy, 19311 Sport studies scholars . . . [present sports as a] major source of . . . [social] problems . . . . [But most] athletes, coaches, parents, youth sports...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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