Essay on Legalize Performance Enhancing Drugs - 1826 Words

Legalize Performance-Enhancing Drugs in Sports The most commonly discussed issue in sports of the 21st century is the use of performance enhancing drugs by professional athletes. Over the past four years, it has been nearly impossible to turn on the television without hearing something about athletes and these drugs. From former National League MVP Third Baseman Ken Caminitis admission of steroid use in an issue of Sports Illustrated (Verducci, 2004) to 2006 Tour de France Champion Floyd Landis being stripped of title due to a failed doping test (Blue, 2006) virtually every sport is involved. Are performance enhancing drugs a substance that threatens the very existence of professional sports, or are they the future? Perhaps the issue†¦show more content†¦Is it even reasonable to think that we could test athletes for changes in their actual DNA? In the days when steroids were only being used by body builders and professional wrestlers, stories about performance enhancing drugs could only be found on the back pages of the newspapers. When former Oakland Raiders All-Pro Lyle Alzado admitted to steroid use in a 1991 Sports Illustrated article the whispers about what professional athletes were using steroids began to get louder. (Puma, 2005) Finally, in 2002, when Caminiti, a former MVP, came clean, two things were clear; athletes in all sports were using these drugs, and that they worked. The fact that steroid use had permeated our national pastime combined with the media explosion of the internet and 24 hour a day sports talk created a perfect storm which created the biggest sports story of the new millennium so far. However, two other facts remained clear, performance enhancing drugs were old news, and athletes in all sports from all over the world had been using them for years. Sergo Chakhoyan is an Australian Weightlifter, Josep Guardiola is a Spanish Soccer Player, and Janne Immonen is a Finnish Cross Country Skier, but they all have one thing in common. They have all tested positive for performanceShow MoreRelatedPerformance Enhancing Drugs Should Be Banned1645 Words   |  7 Pagesrules by using performance enhancing drugs each year. Performance enhancing drugs help athletes to becomes bigger, faster, and overall better at their individual sport. This process is called doping. Doping can be defined as using drugs and various substances to better perform at a particular task. Furthermore, these athletes act in the moment and fail to see all aspects of these performance enhancing drugs. Contradictorily, some individuals argue that performance enhancing drugs should in fact beRead MoreEssay Steroid Legalization Rebuttal811 Words   |  4 Pagestime to legalize steroids in professional sports† written by Chris Smith of Forbes Magazine argues that to level the playing field of professional sports it would be beneficial to legalize the use of performance enhancing drugs. Mr. Smith’s ideals that professional sports would be a fairer, more entertaining version of itself if performance enhancing drugs were legal, is an incredibly irresponsible and impudent declaration. Mr. Smith states â€Å"The primary reason why performance enhancing drugs (PEDs)Read MoreEssay about Steroids in Sports: Right or Wrong?947 Words   |  4 Pagesto allow them? This would give some players an advantage in their sport over the players who reject the drugs. If drugs are illegal in the common world, then why should athletes be able to get away with performance enhancing drugs in sports. Should professional athletes be allowed to use these drugs without breaking the rules? Some people and experts feel steroids and performance enhancing drugs have no place in professional sports. â€Å"Doping affects the integrity of the sport. Sports aren’t alwaysRead MoreLegalize Steroids in Sports799 Words   |  4 PagesLegalize Steroids In Sports Ben Johnson was one of the first superstar athletes to be caught using steroids and was stripped of his 100m gold medal at the 1988 Olympics. He was eventually banned for life in 1993 for testing positive again (Richardson 2010). Performance enhancing drugs have become widely used since the 1970’s and have only increased in the numbers of athletes using the drugs to up their endurance and perform to their greatest potential. Professionals such as Barry Bonds, JoseRead MorePerformance Enhancing Drugs For Sports Essay1514 Words   |  7 Pages Performance-Enhancing Drugs in Sports A tremendously large problem in sports is whether or not athletes should be able to use performance enhancing drugs. To most people, it doesn t make any sense for athletes to be using them. They have to know what affect it has on their body not only physically, but also mentally. Around the early 2000’s is when all this starting coming up and it has made a dramatic impact on the sports world. The few people who want performance-enhancing drugs in sportsRead MoreDoping And Performance Enhancing Drugs1262 Words   |  6 Pagesathletes who have had their reputations tarnished by using performance enhancing drugs (sometimes shortened to PEDs). In his interview with Opera Winfrey, Armstrong stated that â€Å"I didn t view [doping] [as cheating]. I viewed it as a level playing field† (Lance). With this statement, Armstrong is declaring that many professional cyclists and other professional athletes engage in illegal doping in order to improve their performances. These drug s can be useful for their ability to decrease recovery timeRead MoreThe Legalization Of Steroids Should Be Beneficial For The World Of Sport1226 Words   |  5 PagesSteroids seem to to be having a negative view for much of history. Steroids are drugs used by athletes to become stronger and achieve a strong physique. Steroids are illegal and are strongly discouraged to be used and may be seen first expressed during high school with the introduction of organized sport teams. The perspective against the legalization of steroids believes in the many benefits of legalization. The perspective for the legalization of steroid expresses the harmful effects of steroidsRead MoreDrugs Should Be Banned For Professional Sports1211 Words   |  5 PagesDrug Use In Sports Ninety-eight percent of professional athletes say that they would take performance enhancing drugs if they didn’t have a chance of getting caught. Performance enhancing drugs, or PEDs, or steroids, have been around since 776 BC when the Greeks would use them to improve their performance in the Olympic Games. During World War II, the Germans, including Hitler, would take steroids to make themselves stronger and more aggressive. The Americans, British, and Japanese also began toRead MorePerformance Enhancing Drugs Should Not Be Legalized1129 Words   |  5 PagesPerformance enhancing drugs should not be legalized ‘Olympic track star Marion Jones was sentenced in a federal court to six months in prison.’ (Kelly and Rao, 2008) The reason why Jones was guilty is because of the use of performance enhancing drugs since 1999. More and more famous athletes prove to have used banned drugs to enhance their performance. At the same time, the role that the anti-doping agency is more and more important in the world wide games, such as Olympic Game, Tour de FranceRead MoreEssay about Steroids in Professional Sports976 Words   |  4 Pages(â€Å"Anabolic†). Steroids are incredibly harmful to the body. The most frightening part is that some of the damage can’t even be detected until it’s too late. In addition to his previous comments, Dr. Wadler also stresses that unlike almost all other drugs, all steroid based hormones have one unique characteristic -- their dangers may not be manifest for months, years and even decades. Therefore, long after you gave them up you may de velop side effects (â€Å"Anabolic†). There are different side affects

How American and British towns and cities are preparing for peak oil Free Essays

Peak oil is the point in time when the maximum rate of global petroleum extraction is reached, after which the rate of production enters terminal decline. This is expected to happen at the midpoint of depletion, that is, when only half the oil that will ever be produced has been consumed, and the other half is still underground. When oil production starts to decline, the economic impacts will be dramatic. We will write a custom essay sample on How American and British towns and cities are preparing for peak oil or any similar topic only for you Order Now Economic growth is largely dependent upon a growing oil supply. The International Energy Agency has forecast oil demand to expand at a rate of 1.3% annually over the period 2004-2030. This is likely to lead to large spikes in the oil price along with the price of gas and electricity which are closely linked on financial markets. British local authorities are now starting to consider the potential impact of peak oil on their services and communities. The preparations they have made are as follows: Woking Borough Council in Surrey has achieved major cuts in the energy consumption and greenhouse gas emissions of its buildings largely by converting to combined heat and power (CHP), that is, small, local gas fired power stations, which provide both electricity and heats to buildings nearby. CHP is highly efficient because it exploits the large amounts of heat that are normally wasted in electricity generation to provide space heating and hot water. Woking says this approach has cut gas consumption by as much as 30% and emissions by even more which is a great achievement. But although Woking has cut its gas consumptions, its dependency upon gas is now even higher than before because a far greater proportion of its total energy comes from this single source. Woking is now proud that it now generates 82% of its own electricity, and distributes it through a private wire network. The preparations the US cities have made are as follows: In the Arlington County, Virginia, the board has published an environmental initiative called fresh AIRE (Arlington Initiative To Reduce Emissions) This document outlines the aims put in place in the right direction towards preparing for peak oil: – Increase purchase of wind-generated electricity from 3% of the total electricity purchased by the county to 5% – Install solar energy technology (eg: solar water heating) in one or two county facilities to demonstrate its efficiency and effectiveness. – Prepare a strategic energy plan and a climate action plan for County operations and the community. – Plant at least 1,200 trees in 2007. The measures put in place are as follows: – Many transportation options, including transit, and the development of a Master Transportation Plan. – An energy-efficient County fleet, including hybrid-electric vehicles, vehicles running on bio-diesel fuel, and ART buses powered by natural gas. – An aggressive tree planting program, which includes the purchase of wind-generated electricity. – A renewable energy program, which includes the purchase of wind-generated electricity. The document also recommends three things that individuals can do for themselves, which again would also be useful in beginning to mitigate peak oil – Drive a fuel-efficient car, walk, bike, or take transit. If 10 people trade in cars that get 24 miles per gallon for more efficient cars that get 40 miles per gallon, this action alone would reduce CO2 emissions by 40000 lbs per year which is equivalent of taking four of those cars off the road. – Get an energy audit, and implement the recommendations. This year, the county will support 20 demonstration home energy audits. I recently purchased an energy audit for my home and have learned many things I can quickly do to save on energy costs. – Replace one frequently-used light bulb with a compact fluorescent bulb. If every household took this simple step, Arlingtonians would achieve the emissions equivalent of removing 1,000 cars from our roadways and save a million dollars a year. It was suggested by experts that the County should distribute at least 2,000 compact fluorescent light bulbs at public events, to reduce CO2 by 100 tons. How to cite How American and British towns and cities are preparing for peak oil, Papers

Cumulus Humilis Clouds Essay Research Paper The free essay sample

Cumulus Humilis Clouds Essay, Research Paper The Development and Evolution of Cumulus Humilis Clouds In order for clouds to organize, a few factors are important to get down their formation. Clouds, since they are chiefly water-based with little sums of other stuffs ( hygroscopic condensation karyon ) , need a ready beginning of H2O so vaporization can travel the H2O from a lake or the similar, into the ambiance. Once in the ambiance, the Sun heats the air, doing it to lift, and finally distill in the colder air, in the higher ambiance. The frequence of the Cumulus Humilis cloud to organize in the afternoon is due to this warming of the air. As morning attacks, the air gets cool, since merely before morning is when the air is coldest. As the forenoon progresses, the Sun heats the air and as described before starts. As the clouds signifier and get down to turn, they are limited in one way of growing. We will write a custom essay sample on Cumulus Humilis Clouds Essay Research Paper The or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The clouds are prevented from downward enlargement because of inversion. In version is defined to be, An addition in air temperature with tallness ( Necessities of Metrology, 426 ) . The remarkably warm air in this part at the cloud base de-condenses, making a the crisp base of the cumulus humilis clouds. The top most construction of the cloud is much different. The top of the cloud is bouffant because of the lifting air. When the cloud tops acquire really big they are called cumulus congestus, and farther perpendicular development denotes them as thundercloud clouds, both besides associated with rain showers. As these cumulus humilis clouds age, the borders of the clouds evaporate, chilling the environing air, doing it increase in denseness and autumn in height. The sinking of the air environing the cloud prevents farther commixture of the warm and cold air, otherwise known as convection. Because of the air being so still, there is no manner for warm air to lift so condense making another cloud. This is the ground for the big sum of bluish sky associated with cumulus humilis clouds.

The Global Problem of Violence Against Women in Todays World

Violence can be defined as actions or even words which are intended to hurt people on purpose. Violence and abuse against women have become a major problem in today’s world; it is a global injustice with alarming proportions. Violence against women is not only a global problem that needs to be addressed but it is also a common burden among many people who think it is a typically accepted behavior.Advertising We will write a custom essay sample on The Global Problem of Violence Against Women in Today’s World specifically for you for only $16.05 $11/page Learn More â€Å"The United Nations defines violence against women as ‘any act of gender-based violence that results in, or is likely to result in, physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life† (Violence against Women, n.d.). I have chosen this to pic because violence against women is one of the most widespread violations of the human rights which include physical, sexual, economic and even psychological abuse. Violence against women cuts across geographical boundaries, age, culture, economy and race. The forms of violence are various and it is difficult to address the nature of violence against women. It can take place at the comforts of home, workplace, and warfare. Violence against women has many manifestations and the most prevalent forms are domestic violence, abuse during pregnancy, psychological abuse, honor killing and female feticides. Across the world, a staggering amount of up to six out of every ten women experience physical and sexual violence during their lifetime. â€Å"A World Health Organization study of 24,000 women in 10 countries found that the prevalence of physical and/or sexual violence by a partner varied from 15 percent in urban Japan to 71 percent in rural Ethiopia, with most areas being in the 30â €“60 percent range† (Violence against Women, n.d.). This clearly signifies that women are vulnerable and the violence caused to women is a universal problem. It is alarming to note that â€Å"A WHO multi-country study found that between 15–71% of women reported experiencing physical and/or sexual violence by an intimate partner at some point in their lives† (Violence against Women, 2011, para. 2). Domestic violence is caused specifically by the choice to degrade women or to engage in violent behavior. A number of factors can be responsible for domestic abuse and one of the major factors is abuse of substance. Domestic violence can take the form of physical and sexual abuse, economic abuse, verbal abuse and economic abuse. In the case of violence, it is recorded that more than half of the incidents took place due to substance abuse.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Alcohol or drugs are often make the consumer easily irritated or unstable which often leads to torturing women. In many cases, it is also noted that most men abuse their wives as they feel that it is their right to do so. This stems from the belief that women are inferior to men and that men have the right to treat their wife or kids the way they want to. The influence of patriarchal  Ã‚   rule also affects the way women are treated in the society. Domestic violence needs to be addressed as this is the most common form of abusing women. Abused women often have a lasting psychological problem apart from the physical damage. The physical health effects of domestic violence can have a lasting impact and victims are known to suffer both physical and mental problems as a result of domestic violence. Apart from the victim, children who are living in families where women are abused can have serious effects such as Behavior problems, Depression and mental problems. Violence agains t women needs to be addressed and the society needs to be aware of the evils  as well as the consequences. As violence against women is a global problem, measures need to be taken to stop it; unless something is done against it, it will continue to be one of the major issues worldwide. Reference List Violence against Women, (n.d.). Womenshealth.gov. Retrieved from https://www.womenshealth.gov/relationships-and-safety Violence against Women, (2011). World Health Organization. Retrieved from https://www.who.int/en/news-room/fact-sheets/detail/violence-against-women Violence against Women, (n.d.). UN Women. Web. This essay on The Global Problem of Violence Against Women in Today’s World was written and submitted by user Kason W. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Bo Jackson essays

Bo Jackson essays 1985 - Winner of the 51st annual Heisman Memorial Trophy as the Outstanding College Football Player in America ... Consensus All-American, tabbed by KODAK Coaches', Football News, Walter Camp, Football Writers, AP and UPI ... The Sporting News College Football Player-of-the-Year ... Walter Camp Outstanding Player-of-the-Year ... AP and UPI All-SEC selection ... Top vote-getter on SEC Coaches' All-SEC team Leading rusher (162.4 yd. gm.), leading scorer (9.3 p/gm.) and leading all~purpose runner (169.0 yd./gm.) in Southeastern Conference ... Rushed for 1,786 yards on 278 carries and scored 17 touchdowns on the season ... Top game came against Southwestern Louisiana in opener with 290 yards on 23 carries and four TD's....... Set new Auburn single-season rushing record with his 1985 total.. Became first Auburn back ever to rush in excess of 4,000 yards in a career ... Rushed in excess of 100 yards on eight occasions, an Auburn record .. Had four 200-plus games in 1985... Suffered knee i njury vs. Tennessee which forced him to miss most of the second half of the game ... Also was hampered by injury (bruised thigh) vs. Florida and East Carolina ... Played second half of Georgia game and all of Alabama Indoor Track 1983 Baseball l985- Considered one of the premier players in college baseball ... Starting centerfielder throughout th...

A View Inside The Westboro Baptist Church Essay Example for Free

A View Inside The Westboro Baptist Church Essay ? Unlike most modern religious groups, the Westboro Baptist Church is unique in the fact that the organization doesn’t meet in a modern church setting. Instead, the Westboro Baptist Church meets on Sundays to picket and protest the funerals of people whom they feel have created blasphemous acts against God. This recently included the funeral of Apple’s co-founder Steve Jobs. In an October 7th cbsnews. com article journalist Edecio Martinez quoted Margie Phelps as posting on twitter, â€Å"He had huge platform†¦gave God no glory and taught sin. This in return yielded a great a greatly deal of responses by media, family, and some other government officials as well. This is the story behind the Westboro Baptist Church and its opposing counterparts. It is first important to understand the dynamics of the Westboro Baptist Church. Known for its fight against the alternative lifestyles of the homosexual community, the members of the Westboro Baptist Church have often times been referred to as the serial protesters and also have been characterized as a hate group. This church is an independent church founded by Fred Phelps in 1955. The group contains 71 members most of which are of Phelps family. Their congregations include picketing and the desecration of the American flag. Theologically speaking they refer to themselves as Calvinist. The church’s view is that most religious groups are Satan worshipers, frauds, and teach lies. They believe that â€Å"God Hates fags† and that it should be a crime. The two most notable groups that Westboro Baptist Church has chosen to picket are homosexuals and celebrities. This organization is without a question unique in its own rights. Since the Westboro Baptist Church popped up on the scene in Nov. 27, 1955, the public has had something to say about them. In efforts to expires the disapproval of the Westboro Baptist Church other groups have met in areas where the church was picketing and turned away from churches protesters. Perhaps one of the most famous counter protests happened after the September 11 attacks. One young man Jared Dailey , stood across from the group and held a sign that displayed, â€Å"NOT today Fred. † Two days later the number shifted from 1 to 86 people standing across from the group. In future protest against the group the slogan that began Dailey used has been popular in use. As a means to counter the Westboro Baptist church organizations such as, The Boston Center for the Arts and an ad-hoc group in Richmond countered the protest by doing pledges and then donating the money to LGBT (Lesbian, Bisexual, and Trans-gender) organizational projects. Others have arranged protest and hackers have been known to hack the Westboro batiste Church websites and disable them from the internet. There have been violent actions also against the group. There have been recorded incidents of angry mob attempting to attack the group, a fire near their meeting lace estimated at $10,000 in damage, and also Army Veteran Ryan Newell was arrested with ammo and an attempt on an attack of the group. For the most part the general public objects to the Westboro Baptist Church and their beliefs. Arguments on both sides of the debacle have both taking time out to use the First Amendment in their defense. The Westboro Baptist Church found themselves in hot water when the father of the Marine Lance Corporal Matthew A. Snyder sued them for defamation of character, invasion of privacy, and intentional infliction of emotional distress on June 5,2006. Although the court threw out the defamation and privacy suits due to the First Amendment the trial still went on for other charges. The family argued that even though the first amendment gives an American citizen the right to free speech it still is limited. On the judges mark the first amendment was recited and let it be known that if vulgar, offensive, or shocking statements were made, then that would be grounds of a guilty plea. The Plea was guilty on behalf of Fred and the other members of the Phelps family. The Westboro Baptist Church also took action as well, on July 21,2006; the ACLU (The American Civil Liberties Union) of eastern Missouri filed a suit for Shirley L. Phelps-Roper. This suit stated that the Missouri law saying that no one was allowed to picket in front of a church or a funeral an hour before or an hour after was preventing her from utilizing her right to religious liberty and free speech. Although the argument was relevant the courts still shot down the suit stating that â€Å"in individual states and cities the law is interpreted as they see fit because the amendment is vague as to the terms and conditions. The Phelps family continued on still to federal court in hopes of a win. On both sides of the argument each have had valid point that the first amendment protects both sides. As the situation continued, it called for the Supreme Court to step in. The Supreme Court stated that even though they do not agree with the Westboro’s acts they still have to aside with them due to the First Amendment of freedom of speech. The Supreme Court quoted â€Å"that freedom of speech is so central to the nation that it protects cruel and unpopular protests – even, in this case, at the moment of a family’s most profound grief. The Westboro Baptist Church is an organization of people with their own beliefs and opinions. Their religion no matter how extreme it may be is still what they believe to be a religion. Time has shown the world many interpretations of God worshipers, and many interpretations of religion, and the Bible. This is not the first group to have these views and probably won’t be the last. The world is a big place with many different people and it is important to look past the ignorance and see the importance of accepting everyone for who they are like it or not. A View Inside The Westboro Baptist Church. (2017, Jan 23).

Human Resource Management Essay Example | Topics and Well Written Essays - 1500 words - 18

Human Resource Management - Essay Example When contemplating a relocation program such as the current case with JCC, the management needs to ascertain and prioritize the over-arching reasons, as well as likely benefits of moving the targeted business units. It is noteworthy that the planned relocation, though not a financial slam-dunk, is not deleterious when viewed from an economic standpoint (Collie, 1998). In this regard, the projected attrition lies within acceptable bounds and would, therefore, allow for a substantial infusion of fresh talent. Furthermore, the relocation will satisfy the two other major objectives; greater intellectual capital risk minimization and enhanced growth flexibility. Some of the major challenges that the human resource management needs to include the fact that the replacement of old habits at the former headquarters is usually an uncomfortable process. Additionally, it is inextricably connected to the challenges of the new physical setting. Thus, it is paramount to note that the day-to-day moments and actions tend to move into the foreground of the employee’s attention, and this prompts individuals to act on these moments with a conclusive process of resolution (Collie, 1998). This means that the employees must be made aware of the core reasons necessitating the relocation, and the new expectations placed upon them when it comes to the realization of the relocation objectives. By making the employees aware of the relocation process, they can view the relocation as another organizational change aimed at diversifying the organization’s resources with an aim of maximizing the profits. It is only through such a model that the managemen t can ensure that the relocation process does not result in negative repercussions on the employees’ output and productivity ion the new environment. In this regard, the best approach for aligning the

US Airways Group - Putting It All Together Essay

US Airways Group - Putting It All Together - Essay Example In a market characterized by low-fares, high volumes, traditionally basic services such as in-flight meals and movie were included in the fare price but in today’s fierce operating environment airlines have resulted to charging extra for these services in an effort to offer the lowest selling price possible for the passengers. U.S. Airways is suffering from an image problem, where it is collectively viewed as one of the least admired corporations in its industry sector. In the Fortune 1,000: Most Admired Companies 2006, U.S. Airways received the lowest score out of ten of the major airlines in the U.S. Even in the 2011 Fortune survey with added competition from other major airlines out of the twelve companies surveyed only AMR received a lower score than U.S. Airways. Furthermore it has not improved in any of the attributes surveyed in the study (Cnn, 2011). It is clear that U.S. Airways needs to address its quality of service in order to increase its market share in the domestic market as well as successfully entering into the global airline market. The airline industry in general is very susceptible to external economic, legal and political factors which can deeply affect its day to day operations. The recessionary economic conditions in the domestic economy as well as internationally significantly affec ted the airline industry particularly in the years 2008-2009 where most major airlines reported operational losses. Price gouging and intense competition have been a defining characteristic of the industry ever since the deregulation of 1978. After the 2010 travel season with slight improvement in the domestic and global economy the airline industry has been able to bounce back maintaining full occupancy rates for its flights and has once again reached profitability (Yahoo, 2011). One of the biggest costs for any airline is the cost of fuel, so in general the industry is particularly vulnerable to fuel price increases (Datamonitor, 2011). Regardless, rising costs and the volatility of fuel prices has cut the average margin of the airline industry to only 2%.U.S. Airways as a whole needs to improve the customer satisfaction rate by improving their customer service, improving the quality of its services, and decreasing the percentage of delayed flights. They also need to improve the s peed of the boarding process in order to improve customer satisfaction. These are some of the things that U.S. Airways management needs to address in order to improve their market share and increase revenues. The airline industry has always been characterized for being a highly regulated industry with various federal agencies overseeing their operations from a safety and security standpoint. The Federal Aviation Administration (FAA) is responsible for regulating and ensuring the overall safety of all civilian as well as commercial flights in the domestic airspace. All airlines operating in the domestically are subject to the rules and regulations of the FAA. The FAA has the authority to issue any directives or changes in procedures, including aircraft maintenance. For U.S. Airways the adequate planning and budgeting of enough cash reserves, manpower, airplane inventory and financial resources to meet with the changing operational demands of running a domestic and global airline must be factored in the strategic and contingency planning of the company. There is a high degree of complexity in the operation, maintenance and repair of commercial aircrafts. As a consequence there is a high level of added costs

Results negatively Essay Example for Free

Results negatively Essay According to this result then, we must accept the null hypothesis that there is no significant association between the age of the children and the ability to conserve number. Discussion Having analysed the results, with the df of 5, the critical value for an alpha value of 0. 05 is 11. 07 and because our figure was smaller than this, the result becomes non-significant. Consequently, there was no significant relationship between the age of children and their ability to conserve number. Hence the experimental hypothesis was rejected and the null hypothesis accepted. Compared to the 3 year old children, the 5 year olds conserved slightly better. Only 4 of the 3-year-olds got the right answer whereas 5 of the 5-year-olds answered correctly. Having said this, 3 year old tended to get more wrong answers. 8 of the 3-year-olds got the wrong answer, compared to only 5 wrong answers from the five-year-olds. This shows that there may be a slight difference between 3 and 5 year olds in conserving number, as 5-year-olds seemed to conserve better. Also during the experiment it was observed that, in the 3-year-old condition, 2 out of 7 children actually counted the blocks before answering. In contrast 5 out of 7 children counted before answering in the 5-year-old condition. The fact that those who did not count still got the right answer could be put down to the child simply guessing. As the outcomes of psychological experiments are often subject to uncertainty, interpretation is required in order to find out whether or not there is an association between the independent variable and the dependant variable. Similarly, there could be many different reasons as to why these differences occurred. Although this study did not portray any significant gender differences, variances in gender must be taken into account. The environment a child grew up in could effect their ability to conserve. Factors such as the childs parents financial position and educational status could effect the intelligence of a child. Due to lack of learning resources, the childs education could suffer because they are not able to achieve their full potential. In addition, biological and innate elements could account for the differences between the ability for the child to be able to conserve. Some children may be predisposed with such genes, which may hinder their progress. The results of this study agreed with Piagets views and conclusions. According to Piaget, the child did not posses the concept of the conservation of number. Similar to Piagets experiments and results, this study also found that there was no significant association between the childs age and the ability to conserve. Conversely, this study refutes Light et als conclusion that maybe Piaget underestimated the childs ability and stated that children can in fact conserve number. In a psychological experiment there are many components which could have effected the results. Similarly, the sample size of this experiment could have led the results to be non-generalisable. The sample size was extremely small this could have effected the results negatively. Firstly it lacks validity and reliability because the results could not be generalised. Secondly, if more children were used there was more chance of the results being reliable. In addition, there were many methodological problems, which could have biased the results especially due to the fact that the participants were children. During the course of the experiment, it was noticed that the children tended to give the experimenters opinion rather than their own by imitating the experimenters words. For instance, when the child was asked if the cubes were the same, less or more, then they tended to answer more. Conversely, when these same three words were said in a different order, the child still tended to repeat the experimenters last word. A way of eliminating this problem could be by asking the child to write their response down. Alternatively, a computer could be used to lessen the interaction between the experimenter and child, in order to use these two methods. However, further investigation maybe required, as some children may not be able to read or write. Another, vital observation was made, some children, especially the three year olds tended to treat the experiment as a game. After one answer, they wanted to start playing with the cubes. This problem could be overcome by making the whole process a bit more interesting for the child. Other factors, which were not directly visible, were that firstly, children may not understand what is being asked of them to do, therefore their answer may reflect self-desirability. Secondly, children especially the three-year-olds, do not always realise the difference between real and make believe. Thirdly, adults may find it difficult to relate to children as their emotions and ways of thinking contrast. Fourthly, children should be relaxed, they might feel threatened at the slightest of things. In addition, children need an incentive or motive to do something for someone and are very easily influenced. A cognitive explanation of this is that children have short attention spans therefore get bored easily and want to do something else. Having said this though, problems like these exist in every experiment regardless of whether the participants are children. The sign of a true experiment is one, which devises new techniques to overcome the difficulties. In conclusion, it can be said that the findings of these studies are in line with previous studies, specifically Piagets. Therefore according to this study results children still do not have the ability to conserve number.

The Science of Religion :: Spiritual History Bible Papers

The Science of Religion The cover of the latest Newsweek caught my eye as I was running out the door to class: a vaguely futuristic, androgynous ascetic was basking in the glow of an ethereal ray of light, face calm, hands uplifted to receive inspiration. In the center of this enlightening beam, the title professed, "God and the Brain: How We're Wired for Spirituality." Who could resist such an evocative article? I flipped through it - it started with some stuff about how to achieve a spiritual state (by turning off environmental fear and orientation sensors in the brain), proudly confirmed that scientists can now track brain activity of Tibetan Buddhist meditation and Catholic prayers?I was starting to grow bored and skim faster; then my eye caught, "Neurotheology is stalking bigger game than simply affirming that spiritual feelings leave neural footprints?By pinpointing the brain areas involved in spiritual experiences and tracing how such experiences arise, the scientists hope to learn whether anyone can have such experiences, and why spiritual experiences have the qualities they do" (54). The article went on to discuss how certain key religious figures from history are hypothesized to have had temporal-lobe epilepsy, a condition that yields "focused bursts of electrical activity called 'temporal-lobe transients' [which] may yield mystical experiences" (55). In order to test this, neuroscientist Michael Persinger built an electromagnetic helmet to directly stimulate the temporal lobes of the brain. The helmet produced the intended results, encouraging "out-of-body experience" and "a sense of the divine" in its users; thus Persinger concluded that "religious experiences are evoked by mini electrical storms in the temporal lobes, and that such storms can be triggered by anxiety, personal crisis, lack of oxygen, low blood sugar and simple fatigue - suggesting a reason that some people 'find God' in such moments" (55). The article moves on to suggest that people capable of "dissociation" - identified by their creativity, innovative tendencies, open-mindedness, and close in teraction of the conscious and subconscious mind - "may be genetically or temperamentally predisposed to mystical ability" (56). Finally, after boasting that scientists can both monitor and produce "spiritual" experiences in the laboratory, after defining the physical causes of out-of-body experiences and divine inspiration as malfunctions or misinterpretations of the brain, and after claiming a sort of personality-based predestination, the article concedes that "it is likely that [scientists] will never resolve the greatest question of all - namely, whether our brain wiring creates God, or whether God created our brain wiring. The Science of Religion :: Spiritual History Bible Papers The Science of Religion The cover of the latest Newsweek caught my eye as I was running out the door to class: a vaguely futuristic, androgynous ascetic was basking in the glow of an ethereal ray of light, face calm, hands uplifted to receive inspiration. In the center of this enlightening beam, the title professed, "God and the Brain: How We're Wired for Spirituality." Who could resist such an evocative article? I flipped through it - it started with some stuff about how to achieve a spiritual state (by turning off environmental fear and orientation sensors in the brain), proudly confirmed that scientists can now track brain activity of Tibetan Buddhist meditation and Catholic prayers?I was starting to grow bored and skim faster; then my eye caught, "Neurotheology is stalking bigger game than simply affirming that spiritual feelings leave neural footprints?By pinpointing the brain areas involved in spiritual experiences and tracing how such experiences arise, the scientists hope to learn whether anyone can have such experiences, and why spiritual experiences have the qualities they do" (54). The article went on to discuss how certain key religious figures from history are hypothesized to have had temporal-lobe epilepsy, a condition that yields "focused bursts of electrical activity called 'temporal-lobe transients' [which] may yield mystical experiences" (55). In order to test this, neuroscientist Michael Persinger built an electromagnetic helmet to directly stimulate the temporal lobes of the brain. The helmet produced the intended results, encouraging "out-of-body experience" and "a sense of the divine" in its users; thus Persinger concluded that "religious experiences are evoked by mini electrical storms in the temporal lobes, and that such storms can be triggered by anxiety, personal crisis, lack of oxygen, low blood sugar and simple fatigue - suggesting a reason that some people 'find God' in such moments" (55). The article moves on to suggest that people capable of "dissociation" - identified by their creativity, innovative tendencies, open-mindedness, and close in teraction of the conscious and subconscious mind - "may be genetically or temperamentally predisposed to mystical ability" (56). Finally, after boasting that scientists can both monitor and produce "spiritual" experiences in the laboratory, after defining the physical causes of out-of-body experiences and divine inspiration as malfunctions or misinterpretations of the brain, and after claiming a sort of personality-based predestination, the article concedes that "it is likely that [scientists] will never resolve the greatest question of all - namely, whether our brain wiring creates God, or whether God created our brain wiring.

A List of Famous Short Stories

Some books are to be tasted, others to be swallowed, and some few to be chewed and digested: that is, some books are to be read only in parts, others to be read, but not curiously, and some few to be read wholly, and with diligence and attention. ~ Sir Francis Bacon A LIST OF FAMOUS SHORT STORIES Famous short story writers are Edgar Allan Poe, Guy de Maupassant, Anton Chekov and O Henry. Some of these authors have gained much fame and recognition in the literary world entirely through their brilliant narrative of short stories while some of them like Charles Dickens, P. G.Woodehouse and Rudyard Kipling are highly accomplished in the fields of writing short stories and novels. Short stories are actually more difficult to write as it revolves around a single incident and it has to have the ability of captivating the reader. Because of its length a short story cannot be rambling or dealing with detailed descriptions. Whatever the plot maybe, the elements of a short story are clear and c omprehensive while the ending of most famous short stories are abrupt and dramatic with a twist at the end. Here is a list of famous short stories. Famous Short Stories About LoveHere is a list of famous short stories About love. †¢ Antony and Cleopatra ~ William Shakespeare †¢ About Love ~ Anton Chekov †¢ The Thing's The Play ~ O. Henry †¢ An Imaginative Woman ~ Thomas Hardy †¢ Old Ghosts ~ A. J. McKenna †¢ Return to Paradise ~ Anton Chekov †¢ Blues in the Night ~ Jennifer Jenkinson †¢ The Three Letters ~ Nels Schifano †¢ Gift of the Magi ~ O. Henry †¢ Scarlet Stockings ~ Louisa May Alcott †¢ A Lickpenny Lover ~ O. Henry †¢ Love ~ Anton Chekov †¢ Some Ways of Love ~ Charlotte Mew †¢ The Love Quarrel ~ Agnes Strickland Famous Short Stories for High SchoolHere is a list of world famous short stories that can be read by high school students. †¢ The Purloined Letter ~ Edgar Allen Poe †¢ A Piece of String ~ Guy de Mauppasant †¢ The First Miracle ~ Jeffrey Archer †¢ The Five Orange Pips ~ Arthur Conan Doyle †¢ A Deception ~ Mark Twain †¢ The Gentleman Dressed in Newspaper ~ Agatha Christie †¢ The Minister's Black Veil ~ Nathaneil Hawthorne †¢ The Third and Final Continent ~ Jhumpa Lahiri †¢ The Man Who Would Be King ~ Rudyard Kipling †¢ Providence and the Guitar ~ R. L. Stevenson †¢ An Affair of State ~ Guy de Maupassant †¢ The Girls in Their Summer Dresses ~ Irwin ShawList of Famous Short Stories Here is a list of some of the most loved and famous short stories of all time. †¢ A Matter of Sentiment ~ Saki †¢ The Stolen Bacillus ~ H. G. Wells †¢ The Chinese Statue ~ Jeffrey Archer †¢ The Devil in the Churchyard ~ A. E. Coppard †¢ The Affair of the Pink Pearl ~ Agatha Christie †¢ Twice-Told Tales ~ Nathaniel Hawthorne's †¢ Ward No. 6 ~ Anton Chekhov †¢ Going to Meet the Man ~ James Baldwin †¢ T he Wisdom of Solomon ~ Jeffrey Archer †¢ The Musgrave Ritual Arthur ~ Conan Doyle †¢ Rip van Winkle ~ Washington Irving †¢ The Things They Carried ~ Tim O’Brien Strange Case of Dr. Jekyll and Mr. Hyde ~ R. L. Stevenson †¢ The Lottery ~ Shirley Jackson †¢ The Enormous Radio ~ John Cheever †¢ In the Eye of the Beholder ~ Jeffrey Archer†¢ Earth Is Room Enough ~ Isaac Asimov †¢ A Legend of Old Egypt ~ Boleslaw Prus †¢ An Ordinary Soldier of the Queen ~ Graham Joyce †¢ Monday or Tuesday ~ Virginia Woolf †¢ Nobody's Business ~ Jhumpa Lahiri †¢ Everything That Rises Must Converge ~ Flannery O Connor †¢ The Room ~ William Trevor †¢ The Man in the Black Suit ~ Stephen King †¢ The Eleventh Edition ~ Leo E. Litwak †¢ Errand ~ Raymond Carver †¢ Lily ~ Jane Smiley The Coming-Out of Maggie ~ O. Henry †¢ Four and Twenty Blackbirds ~ Agatha Christie †¢ Afterward ~ Edith Wharton †¢ The Ambitiou s Guest ~ Nathaniel Hawthorne †¢ Araby ~ James Joyce †¢ The Tell-Tale Heart ~ Edgar Allan Poe †¢ The Rajah's Emerald ~ Agatha Christie †¢ The Thousand-And-Second Tale of Scheherazade ~ Edgar Allan Poe †¢ Timbuctoo ~ Guy de Maupassant †¢ The End of the Party ~ Graham Greene †¢ The Wreck ~ Guy de Maupassant †¢ The Great Carbuncle ~ Nathaniel Hawthorne †¢ The Theft of the Royal Ruby ~ Agatha Christie †¢ Hunters in the Snow ~ Tobias Wolff †¢ The Best Sauce ~ P. G. Wodehouse The Calash ~ Gogol †¢ Markheim ~ Robert Louis Stevenson †¢ Lamb to the Slaughter ~ Roald Dahl †¢ The Last Leaf ~ O. Henry†¢ The Lottery Ticket ~ Anton Chekhov †¢ The Door in the Wall ~ H. G. Wells †¢ The Baron of Grogzwig ~ Charles Dickens †¢ The Open Window ~ Saki †¢ Rocking-Horse Winner ~ D. H. Lawrence †¢ The Ransom of Red Chief ~ O. Henry †¢ The Dressmaker's Doll ~ Agatha Christie †¢ Rappaccini's Daughter ~ Nathaniel Hawthorne †¢ The Storyteller ~ Saki †¢ Stranger ~ Katherine Mansfield †¢ The Private History of a Campaign That Failed ~ Mark Twain †¢ A Small, Good Thing ~ Raymond Carver A Silver Dish ~ Saul Bellow †¢ The Cask of Amontillado ~ Edgar Allan Poe †¢ A Burlesque Biography ~ Mark Twain †¢ The Boarded Window ~ Ambrose Bierce †¢ The Kugelmass Episode ~ Woody Allen †¢ The Case of the Perfect Maid ~ Agatha Christie †¢ The Girl Who Sang with the Beatles ~ Robert Hemingway †¢ Hall The Ledge ~ Lawrence Sargent †¢ In Sickness as in Health ~ Martha Gellhorn †¢ The Blue-Winged Teal ~ Wallace Stegner †¢ Man and Wife ~ Katie Chase †¢ One Night Stand ~ Jeffrey Archer †¢ Miss Marple Tells a Story ~ Agatha Christie †¢ An Eye for an Eye ~ Jeffrey Archer

Fixing Poverty in the Philippines: Mission Impossible Essay

The Philippines has the second highest poverty incidence at 40%, in Southeast Asia, following East Timor which has 55% (Aldaba, 2005). Also according to Aldaba (2005), poverty in the Philippines has always been a rare rural occurrence, in spite of the fact that the poverty in urban areas is also increasing. More than two-thirds of the poor families in the Philippines live in rural areas. The Family Income and Expenditure Survey (FIES) states, based on legitimate poverty lines, that poverty incidence in the Philippines has dropped from 49.3% in 1985 to 36.8% in 1997, a downfall of a total of 12.5 percentage points in 12 years. On the other hand, poverty incidence increased by 3.2 percent from 36.8 percent in 1997 to 40.0 in 2000 (Aldaba, 2005). According to the article written by Ted Torres (2013) in The Philippine star, the percentage of Filipinos living below the poverty line has remained almost unaltered in the past six years. The statement was based on the latest poverty data rele ased by the National Statistical Coordination Board (NSCB). For the first half of 2012, the poverty incidence recorded was 27.9 which is slightly less than the 28.8 percent recorded in the first half of 2006, and 28.6 percent in the first half of 2009 and 2011. The NSCB report on the 2012 first semester state of poverty in the Philippines presented that a family with five members can be considered extremely poor if it is earning an amount of P5, 458 a month or just enough to place some food on the table. The same family has to earn at least P7, 821 a month to satisfy other primary needs such as clothing. Discussion and knowledge about the high poverty incidence that is dominating the country is very significant. It should be shown to the Filipinos especially to the people who are considered living a first-class life. Because of too much poverty that governs the country, it can be concluded that poverty in the Philippines cannot be helped anymore. One main reason behind the high poverty incidence in the Philippines is because of the high population growth. De Dios (1993) stated that high population growth affects poor households through a smaller distribution of incomes among them. The Philippines has recorded one of the highest population g rowth rates in Southeast Asia, at 2.6 percent from 1960 to 1994; this rate is higher than Indonesia and Singapore at 2.1 percent and Thailand as 2.3 percent (De Dios, as cited in Aldaba, 2005). De Guzman (1994) notes that crude birth dates has been declining since 1975, but this downfall has been slow, at 35.3 percent in 1973 to 32.8 percent in 1983. De Guzman also noted that contraceptive prevalence is quite low (30%-40%), and an increasing apportionment of females are getting married – factors which may weaken the decline. High population growth can be pulled down by consistent use of right family planning. Different government departments are actually conducting talks, meetings, and seminars about Family Planning. These departments are inviting parents and married couples from different parts of the country to attend the seminars to hear and be open to the use of family planning. But this advocacy seems to be impossible because there are too many undisciplined Filipinos wh o cannot be controlled by the government. Those undisciplined Filipinos are not open to any advice or suggestions from the hierarchy to improve their way of living. Another huge reason for the high population growth in the Philippines is the government system. According to the former Philippines senator, Mr. Francis Pangilinan (n.d.), the government people have heard never ending complaints about how the government has become a stumbling block for progress in the Philippines. Because of corruption and inefficiency, as well as lack of vision and direction, the government has become impediment to reforms and authentic and real change when it ought to be in the forefront of making change happen. It is enough to say that the old methods of governance have not worked and the usual and old style of electing political leaders characterized by patronage and money politics has failed the disappointed the people. The old ways of selecting leaders, the old ways of electing politicians have not resulted in a better nation. The truth is the country is in a mess because of the failure of the government to lead the country (Pangilinan, n.d). But on the other hand, maybe, the â€Å"Tuwid na Daan† of the [NoyNoy] Aquino Administration can pull this country up from its flat and dull position. This advocacy, consisting of many programs that can help improve the Philippines and its people, can be the sight solution to poverty. But, according to Pangilinan (n.d), there is still a great problem that holds the government from its right leadership – the corruption. Corruption, waste and inefficiency prosper within many situations and yet the government, despite a few valorous attempts to break this cycle, has largely failed to change the character of the bureaucracy (Stiftung, 1989). Ubiquitous corruption will not end unless the Philippine government punish more and punish swiftly and that cannot be done unless the country modernize its Judiciary and supply it with the necessary resources to do so. Too many politicians denounce corruption yet apart from exposes, they have not presented definite steps to address it (Pangilinan, n.d). One way to modernize the Judiciary system is to increase conviction rates. According to Pangili nan (n.d), the conviction rate of the Ombudsman in the Sandiganbayan (anti graft court) for corruption cases is held down at an estimate of less than 20 percent. For every 10 cases filed, less than two end up in conviction; the rest of the cases are the dismissed. No wonder and doubt that most of the people have no fear of committing corrupt acts. Imagine the situation when more than 8 out of 10 corruption cases get away. This can be sharply compared to the conviction rates in Hong Kong, which is pegged at 79 percent. Meaning, nearly 8 out of 10 are convicted. When more are punished and punished promptly, respect for the rule of law will return. It is certainty of punishment that inculcate fear and respect for the laws. It is the duty of the Judiciary system to ensure that the conviction rates are upped. It is also ideal to organized an anti corruption task force, at the highest levels, to monitor big cases and to ensure that government resources are equipped to ensure convictions w ithin months from the time of its organization. The proverbial big fish must not be allowed to get away (Pangilinan, n.d). Another way to modernize the Judiciary system is to double its budget. By upping the budget of the Judiciary, to say 2 percent of the 1.17 trillion national budget, we give rise to the prompt dispensation of justice, the creation of more courts, and expanding of the compensation and benefits of judges, prosecutors and court personnel (Pangilinan, n.d). Corruption cannot be ended. It may be lessened, but not totally ceased. It is because there will forever be government people who will be blinded by the power they got from their position and the huge amount of money they handle. It is a very risky and dangerous work to do corruption acts just for the sake of getting money, but that is the nature of the government people in the Philippines. One politician cannot end his or her term without even getting a single centavo from the money of the Philippine citizens. Another reason behind the high poverty incidence in the Philippines is the lack of jobs and employment. Too many Filipino citizens are still unemployed and most of them are having a hard time finding jobs. The private sector of the government is blamed for lack of jobs in the Philippines. According to Senator Ralph Recto (Recto, as cited in Cabacungan, 2013), â€Å"the job of the private sector is to create wealth and jobs. Unfortunately, the private sector in the Philippines does not have a high degree or culture of giving and sharing.† Sen. Recto also added that, maybe, the administration is focusing too much on government, which accounts for only 17 percent of the Gross Domestic Product when it should have its eyes on the 83 percent controlled by the private sector that is creating too many poor people. Recto and Salceda (Recto & Salceda, as cited in Cabacungan, 2013) said that the social inequality or injustice was the reason for the increase of unemployment to 7.5 percent or 3.086 million in April this year from 6.9 percent or 2.803 million in the same month in 2012 despite a record 7.8 percent growth in the economy in the first quarter of 2013. The Department of Labor and Employment (DOLE) continuously creates programs to help the Filipinos find jobs. One way is the online website which encourages the unemployed people to submit resumes online. In the perspective of the employer, it is very easy to find an employee by just visiting the website made by DOLE. The employer can just type in there the position needed in the company and the search results will give the employer the list of the people who are capable of doing the said job. Regardless of the effort of the government to plant more jobs in the Philippines for the Filipinos to be successfully employed, there are still millions of Overseas Filipino Workers (OFWs) who risk their lives in other lands just to get a job and leap their family from poorness. There are mountains of reasons why great poverty is still colonizing the Philippines. Some can be helped but most of it cannot be solved anymore. No matter how the government strives to give jobs to the Filipinos, it will remain as a nonsense act if the Filipinos are not going to help themselves out of this poverty. It was stated by Mahatma Gandhi that poverty is the worst from of violence. It is really the worst and it cannot be helped anymore. Reference List Aldaba, F. (2005). The fight against poverty in SouthEast Asia NGO good practices in Cambodia, Indonesia and the Philippines. Stiftung, F. (1989). Poverty and growth in the Philippines. Metro Manila, Philippines: FRESAN Printing. Torres, T. (2013, April 24). Poverty level in Phl unchanged since ’06. The Philippine Star. Retrieved August 10, 2013 at http://www.philstar.com/headlines/2013/04/24/934243/poverty-level-phl-unchanged-06 Cabacungan, Gil. (2013, June 12). Private sector blamed for lack of jobs. Inquirer News. Retrieved August 10, 2013 from http://newsinfo.inquirer.net/425271/private-sector-blamed-for-lack-of-jobs Pangilinan, F. (n.d). 4 proposed solutions to help fix the Philippines. Senator Francis â€Å"Kiko† Pangilinan: Senator of the Republic of the Philippines. Retrieved August 10, 2013 from http://kiko.ph/index.php?option=com_content&view=article&id=505:4-proposed-solutions-to-he..

Galvanic or Voltaic Cell Definition

Galvanic or Voltaic Cell Definition A galvanic cell is a cell where chemical reactions between dissimilar conductors connected through an electrolyte and a salt bridge produce electric energy. A galvanic cell can also be powered by spontaneous oxidation-reduction reactions. Essentially, a galvanic cell channels the electrical energy produced by the electron transfer in a redox reaction. The electrical energy or current may be sent to a circuit, such as in a television or light bulb. The electrode of the oxidation half-cell is the anode (-), while the electrode of the reduction half-cell is the cathode (). The mnemonic The Red Cat Ate an Ox may be used to help remember reduction occurs at the cathode and oxidation occurs at the anode. A galvanic cell is also called a  Daniel cell or a voltaic cell. How to Set Up a Galvanic Cell There are two main setups for a galvanic cell. In both cases, the oxidation and reduction half-reactions are separated and connected via a wire, which forces electrons to flow through the wire. In one setup, the half-reactions are connected using a porous disk. In the other setup, the half-reactions are connected via a salt bridge. The purpose of the porous disk or salt bridge is to allow ions to flow between the half-reactions without much mixing of the solutions. This maintains charge neutrality of the solutions. The transfer of electrons from the oxidation half-cell to the reduction half-cell leads to a buildup of negative charge in the reduction half-cell and of positive charge in the oxidation half-cell. If there were no way for ions to flow between the solution, this charge build-up would oppose and half the electron flow between the anode and cathode.

Foucault's Discipline and punish Essay Example | Topics and Well Written Essays - 500 words

Foucault's Discipline and punish - Essay Example an organic group of individuals who have supposedly internalized a set of society (or community) acknowledged norms, rules, regulations and values through other disciplinary organizations (Erlandson 21). ‘Body’ occupies a crucial part in Foucault’s social disciplinary theory. Since punishment cannot be non-corporal, the goal of modern punishment system should be to produce ‘docile body’ through continuous regulation and supervision. A ‘docile body’ is supposed to be dominated by an individual’s soul. So, modern penal system must focus on the reform of the individual’s soul. For Foucault, ‘soul’ is an individual’s psychic mechanism which regulates the actions and behaviors of the ‘body’ in response to and in accordance with the demands of the existing political power or the regime of power and knowledge (Foucault, â€Å"Power/Knowledge†, 18). Since ‘body’ is the subject of â€Å"political technology†, modern society is endowed with a penal system which helps the body or the individual to create or reprogrammed a soul which, internalizing the fear of punishment, overpowers a docile body. For Foucault, the internalized prison is much stronger than the one, built of concrete. Foucault’s â€Å"Discipline and Punishment† is, indeed, dedicated to explaining the modern penal system. Referring to the public corporal execution and punishment of the delinquents on the scaffold during ancient and medieval ages, Foucault argues that punishment was not only judicial but also political. Punishment as a political ritual was aimed to let the public body internalize the fear of the King or political authority as the authority of the individual’s body. According to him, the focus of punishment, as a more generalized form ‘Discipline’, shifted from ‘body’ to ‘soul’ during the Reform Movement in Europe. Through social disciplinary institutions, people were supposed to internalize the panoptic presence of power. During the modern age, â€Å"The

Law Essay Example | Topics and Well Written Essays - 1250 words - 7

Law - Essay Example It has a role as the legal guardian of the EU, since it protects the treaties that are the legal framework for the union. It has twenty-eight members from member countries who serve a five-year term in office. Member countries submit their list of qualified commissioners to the European Parliament for approval1. After appointment, the commissioners do not undertake any other duties whatsoever other than the delegated duties. This is the largest institution of the union and it represents all the major political parties in the European Union. It has a democratic setting, which allows citizens to elect their representatives to this parliament. According to the treaty of Lisbon, the member states are set to reduce from 766 to 751 in the year 20142. The major function of this parliamentary body is to air matters of public interest in the European Union. At the sittings of this institution, each member states gets a chance to air the challenges faced by their countries. This parliamentary body also vets the EU budget and has powers to reject it or amend some of its expenditure. Representatives serve a five-year term after which they are free to vie for re-election. Since it is the largest parliament in the world, which represents over 500million citizens it plays an important role in European integration. In the beginning, the role of the parliament was purely for advisory purposes, but in recent years, the treaties of Amsterdam and Nice led to a more active role for the parliament as mentioned above. It is also important to the EU since it monitors actions by the other institutions, which have to defend their actions before parliamentary committees3. This body carries out the legislative duties of the EU. For a while, it was the sole legislative body until the European parliament received such powers. Although the parliament has such powers, they are not as

Western Civilization Vs their Colonies Civilization Essay

Western Civilization Vs their Colonies Civilization - Essay Example Western Civilization Vs their Colonies Civilization The main objective of this essay is to deliberate on the claim without biasness and give backing of the arguments with documented information. Other sectors argue that science and technology become the rulers of the world rather than agriculture and survival; is this civilization or modernization2. Humans have been in existence for over a million years yet civilization is only 5000 years old. According to Global Hegemony and the rise of technology3, technology becomes a necessity for economic requirements and this seems to support the claim of the western Europeans that they were more civilized. According to Carlyle, industrialization becomes the victory of man over nature. To an extent this purported claim and made the British feel superior that others and imposed their beliefs on others. As their technologies grow the European forcibly put down others civilizations if they did not agree to their ways. This put a pose or question mark on the civilization claim of the European since civilization is supposed to be a good thing why forced others. The approach of the western European to force other on civilization brought more question on their intent than purpose. The European has assisted in the transportation system, communication and other aspect of technology; however, they borrowed the concepts from others such as Asians and even some from part of Africa such as Egypt. This borrowing makes it difficult to whole heartedly give the Western European all the credits about the civilization in their colonies. Iraq, India, China, Egypt, Central America and then the Barbarian West are all credited for the civilization growth in the world. Why would Western European claim that they were more superior yet they borrowed their technologies? It is in order to conclude that they were more civilized; however, wrong to purport that others were uncivilized. The civilization the European claim so much is a bout the development of cities; however, civilization is broader than the cities and claiming technologies overtook agriculture and survival negate the definition of civilization. The above arguments do not dispute the claim that European were civilized than their colonies but emphasize the understanding of civilization. Further more, it their give a chance to reflect between civilization and modernization4. The two are clearly different one is based on technology advancement the other focuses more on the living jointly and cooperatively. A swing had happened as an effect of the industrial revolution. Asian civilizations, like China, Africa civilization, like Egypt and other civilizations, which were once considered impressive and steady5. European countries or nations viewed the earth or universe through the aspect of technology and disregarded any consideration for civilization. As their technology advanced, Europeans expanded to other nations in order to spread their superior ideas and inventions. When civilization is considered in regards to Afric a; Western European were more advanced technology wise. The European considered Africa culture as devoid of technology and primitive. If Africa had the resources as the Western or other nations would they be considered primitive? Opportunities and resources facilitated the civilization or technology advancement of the Western6. When we consider the definition of

America's Stone Age Explorers Film Essay Example | Topics and Well Written Essays - 250 words

America's Stone Age Explorers Film - Essay Example Consequently, big-game hunters used this route to move between the two places. The theory asserts that people journeyed through a corridor devoid of ice. The migration estimate is about 13,500 years ago. The theory further holds that the people who had migrated to America were isolated after the melting of glaciers. This caused the disappearance of the land bridge. However, the discovery of enormous ice sheets covering the south in the times of Christopher Columbus flawed this long standing theory on population of America. It is interesting how new developments such as discovery of other Clovis point challenge the previously accepted Clovis theory. The developments include the revelation that the coastline supported life of plants and bears The Clovis point viewpoint is such an important aspect in exploration at that time. It is the discovery of these points dating back to 16,000 B.C and the southern ice sheets that suggests that man could live as far back in time. This means that the populating of America could have happened earlier that it was thought. It is intriguing to navigate through these theories that strive to find the answer. This film gives us just the recommended captivating

The Social Effect Of Extracurricular Activities English Language Essay

The Social Effect Of Extracurricular Activities English Language Essay The present chapter intends to present some of the most prominent issues concerning employing extracurricular activities and their effect on the learners achievement in writing in general and in the ELT in particular. Also, its relation with attitude of the learners, writing apprehension, and the emergence of different strategies will be under study. Extracurricular Activities in ESL/EFL Context Extracurricular activities play an important role in todays secondary education programs (Holland Andre, 1987).The development of extracurricular activities was slow in the beginning, with many seeing it simply as a temporary fashion that would pass and quickly lose its style (Millard, 1930, as cited in Broh, 2002). One of the early philosophies behind extracurricular activities was that they should, wherever at all possible, grow out of curricular activities and return to curricular activities to enrich them (Millard, 1930, p. 12, cited in Broh, 2002, p. 71). Eventually people, including educators, began to see the benefits of extracurricular activities, but it took a while to assimilate with the new trend. In fact, before 1900, educators were suspicious of participation in extracurricular activities, believing that school should focus solely on narrowly defined academic outcomes. Non-academic activities were viewed as being primarily recreational and therefore were detrimental to academic achievement, and consequently were discouraged (Marsh Kleitman, 2002, p. 5). Early experts on extracurricular activities including Millard (1930, cited in Broh, 2002) believed that Extracurricular activities supplement and extend those contacts and experiences found in the more formal part of the program of the school day (p. 16). It was not until recently that educational practitioners and researchers have taken a more positive perspective and asserting that extracurricular activities may have positive effects on life skills and may also benefit acade mic achievements (Marsh Kleitman, 2002). Kuh (1993) asserted that more than70% of what students learn in college comes from extra-curricular activities and that most students believe that the activities they do out of class provide the most significant learning experiences (Moffatt, 1989). In addition to the confirmations made by these researchers, the students themselves asserted that extracurricular activities contributed to their maturation (Kuh, 1993). Jugovics (2011) positive perspective about extracurricular activities was concerned about the power of such activities to overcome some difficulties in the language classroom. He believed that it is advantageous to think outside the box, and in various contexts, to consider and apply the physical aspect of language learning such as integrating simple activities like talking and walking, which occur in natural communicative situations (Jugovic, 2011). There have been some studies devoted to studying the relationship between student involvement in activities and student academic achievement and the optimal proficiency in a foreign language (Jogovic, 2011; Marsh Kleitman, 2002). Although a positive correlation has been shown in many of these studies, there is still a fierce battle among educators concerning the need for extracurricular activities. Even some researches took a more neutral stand and attribute the ultimate influence of extracurricular activities to the context in which they occur (Shephard, 1996). They assert that extracurricular activities can have a positive or negative impact on students, depending on the context in which they are experienced. One way of viewing the impact of after-school activities is to apply a risk and resilience framework to them. Under certain circumstances after-school programs may present deficiencies (detract from positive growth and development); while under others they may provide protect ive impacts (prevent students who are at risk for negative outcomes from experiencing those outcomes). Two positions appear to be prevalent in todays academic community regarding extracurricular activities (Marsh, 1992). These are referred to as either the academic or developmental perspective. The academic perspective considers extracurricular activities as purely leisure and not part of the purpose of schools. The developmental perspective considers extracurricular activities necessary to the total development of the student in todays schools (Holland Andre, 1987). Educators who believe in the developmental perspective see activities as an extension of the educational program. Furthermore, participation in these activities is positively associated with many student characteristics. Activities allow students to develop skills such as leadership, sportsmanship, self-discipline, self-confidence, and the ability to handle competitive conditions. Participation is associated with higher levels of self-esteem (Marsh, 1992; McNamara, 1985; Simeroth, 1987). Participation is also related to lower delinquency rates (Marsh, 1992; Newman, 1991). Howley and Huang (1991) found that extracurricular activity across different schools exhibited a positive correlation on academic achievement. McNamara (1985) concluded in his study that students benefit academically if they participated in high, moderate, or low numbers of extracurricular activity. Extracurricular activities offer an opportunity to interact in ways that allow the previously mentioned skills to develop. The developmental professionals believe that many of these skills would be impossible or very difficult to develop in a classroom setting. Marsh (1992) stated: According to different theoretical perspectives, extracurricular activity participation may be posited to (a) divert attention from academic pursuits, as evidenced by its negative effects on narrowly defined academic goals; (b) have little or no effect on academic outcomes but contribute to desirable nonacademic outcomes; or (c) have positive effects on nonacademic outcomes and facilitate academic growth, perhaps indirectly, as well. (p. 553) According to Marsh (1992), extracurricular activities may have both positive and negative effect on students academic growth. Based on this statement, Jordan and Nettles (2000) referred to structured after-school activities which have been associated with higher educational outcomes. Jordan and Nettles (2000), in their analysis of data from the National Educational Longitudinal Study of 1988, found that student participation in structured activities, religious activities, and time with adults during 10th grade had a significant positive effect on educational outcomes for those same students in 12th grade. Conversely, students who spent more unstructured time were at greater risk of negative educational outcomes. The authors provided a model reflecting that in addition to student characteristics and factors inherent in the school context, the investments students make during their off hours in themselves and in their community affects their investment in schooling and, consequently, t heir performance in school. It is important to note that the extracurricular activities examined in the study were broad-based, and did not specifically included homework assistance programs. Cosden, Morrison, Albanese, Macias (2001, cited in Jogovic, 2011) summarized the outcomes of 10 studies on structured after-school programs that offered students assistance with homework and other academic needs. Nearly all of the studies focused on children considered at risk for school failure as a result of low income, limited familial resources, and/ or poor grades. Further, these after-school programs offered a broad range of activities in addition to academic support (Beck, 1999; Halpern, 1992; Posner Vandell, 1999). While the nature of the academic support varied, each program provided children with structure and adult contact. The full impact of these programs on the students academic performance appeared to be combined by other child and teacher factors, such as increases in the childs self-esteem and school bonding and changes in teacher impressions regarding the effort and abilities of the students. In a comprehensive study, Cooper, Valentine, Nye, Lindsay (1999) also examined the relation between after-school activities and academic achievement as measured by standardized tests and teacher-assigned grades among students in grades 6 through 12. Using a questionnaire, adolescents reported approximately how much time they spent on homework, working at a job, extracurricular activities, structured groups outside of school, and watching television. Findings revealed that more time in extracurricular activities and less time in jobs and watching television were associated with higher test scores and grades. In addition, more time on homework was associated with better grades. In another study, both Beck (1999) and Halpern (1992) conducted qualitative evaluations of the dynamics of large, urban after-school programs. Beck (1999) studied a program that was suitable for youth from kindergarten through 12th grade. The author reported that the factors crucial to the programs success were the provision of a structured time and location for doing homework and instructional support. Beck (1999) suggested that academic outcomes of this program were conflated by changes in the students self-confidence as well as changes in teacher impressions of the students endeavors. Halpern (1992) conducted a qualitative evaluation of a program that provided after-school homework assistance to younger children (5-12 years old). Similar to Beck (1999), Halpern (1992) found that participation gave students greater confidence in their abilities and provided an opportunity to develop positive, school-related, adult attachments. Although the findings of these two studies were descriptive and did not identify causal relationships between homework completion and academic performance, they suggested that homework completion can affect students perceptions of themselves and teachers expectations of students in meaningful ways. In a comprehensive study of 400 elementary school children in several different after-school programs, Ross et al. (1992) provided support for using these programs to build self-esteem, while also finding that self-esteem can be a predictor of academic performance. The researchers found that participation in an after-school program designed to build self-esteem had positive effects on standardized test scores in math and reading, while receiving extended school time to complete homework did not have the same positive effects on self-esteem or achievement. These findings strengthen the idea that after-school academic support does the greatest achievement when it enhances the students perceptions that they can be successful at school. Several other studies (e.g., Morrison et al., 2000) have found that after-school academic tutoring or homework assistance may not result in an improvement in academic performance, but, rather, prevent a decline in performance that is evidenced by many at-risk youth. The extracurricular activities such as watching were connected to cognitive development of students (Shin, 2004). The amount and quality of television viewing and family involvement were not the only influences of helping at risk students. The effects of music and sports were also influential in their relation to the prevention of this decline. Morrison et al. (2000) studied 350 at-risk students, half of whom participated in an after-school program that provided homework assistance, tutoring, and cultural enrichment activities. They found after 1 year students in the program maintained their initial levels of school bonding and teacher ratings of student behavior, while some of students who did not participate in the program showed decreases on these measures over the same period of time. Ross et al. (1992) evaluated an after-school tutoring program serving low-income African American students. After 2 years, participants did not show significant increases in grades, but students who were not in the program showed a significant grade decrease. Together, these studies indicate that after-school academic support may play a protective role by helping to prevent a loss of school engagement even if it doesnt result in higher levels of functioning and academic success. Based on the concept of extracurricular activities, The Gevirtz Homework Project (Cosden, Morrison, Albanese, Macias, 2001) was established as an after school program. It differed from other previously reviewed after-school assistance programs in that it included students who were not at risk for school failure. All fourth-grade students in three participating schools were engaged in the project, with students randomly assigned to treatment (Homework Project) and non-treatment after homogenizing them into high, medium, and low achievement groups at school. Students were also homogenized on the basis of ethnicity and English proficiency, with equal numbers assigned to the homework project and to the non-treatment control group. The program was designed to provide students with homework assistance and to help them learn study skills. Students attended the program 2-3 times a week over a period of 3 years (Grades 4-6); although during the specified time the lack of attendance of some m embers in the treatment group was observed. All students in the Homework Project and the non-treatment control group were assessed at the beginning and end of each grade. Measures included students ratings of their impressions of school belonging, teacher ratings of student behavior, student grades, and standardized test scores from the Stanford Achievement Test (SAT-9). At the end of sixth grade, teachers rated English language learner participants in the homework project higher in academic effort and study skills than English language learners in the control group. This was not the case for students who were proficient in English. That is, students with English proficiency in the treatment and control groups had similar teacher ratings and academic outcomes at the end of the 3-year project. Further, there was higher overall attrition from the treatment group for English proficient students. It appeared that regular attendance in the Homework Project in fourth grade helped students develop study skills, which they were able to use in later years. This was supported by student interviews conducted as part of the process evaluation (Brown Herrity, 2001). In particular, the investigators found that students who benefited the most from the Project were those who learned to do homework right after coming home from school, while children who benefited le ast did not. For example, one child stated, Most of the time I start my homework right away (after school). I didnt do this in third grade. I guess I got in the habit from the Homework Project (Brown Herrity, 2001, p. 8). Some other studies, reported on the low dropout rate of students in school by doing the extracurricular activities (Cooper, Valentine, Nye, Lindsey, 1999; Gerber, 1996; Jordan, 2000; Mahoney Cairns, 1997). These studies typically assessed involvement in non-academic activities, most of which occurred after school hours. Rather than divert students from meeting their academic goals, studies found that students engaged in extracurricular activitiesincluding sports, service clubs, and art activitieswere less likely to drop out (Mahoney Cairns, 1997) and more likely to have high academic achievement (Gerber, 1996). Of particular importance, students at risk for school failure appeared to benefit even more from participation in extracurricular activities than do children who were normal achievers. Most researchers believed that involvement in extracurricular activities had an indirect impact on achievement by increasing connectedness to the school and by helping to build student strengths, thereby increasing self-esteem and positive social networks. Mahoney and Cairns (1997) noted that while supportive academic programs focus on the deficits of students, involvement in high interest, non-academic activities provides a gateway into conventional social networks through the maintenance and enhancement of positive characteristics of the individual that strengthen the student-school connection (p. 248). 2.2.1. Social Effect of Extracurricular Activities With regard to the importance of the extracurricular activities, a great body of research has been done to evaluate the social aspects of these activities on the development of students personal and interpersonal characteristics and the ultimate result in language proficiency (Astin, 1985; Tinto, 1993; Pascarella Terenzini, 2005). Some researchers focused on the affective side of extracurricular activities. One study found that adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations (Darling, Caldwell, Smith, 2005). Darling, et al (2005) conducted a longitudinal study concerning extracurricular activities and their effect on various aspects of development, including academic performance. A survey containing a list of twenty different extracurricular activities was distributed to students; they were asked to check which extracurricular activities they participated in that year. Demographic questions, such as their favorite activity, gender, and ethnicity were asked in order to take the social factors and influences into account when calculating the results. The students were also asked what their academic goals were and their grade point average (GPA). The results indicated that the students who participated in sc hool-based extracurricular activities had higher grades, higher academic aspirations, and better academic attitudes than those who were not involved in extracurricular activities at all. McNeal (1995) also attributed the low rate of school drop outs to the affective aspect of extracurricular activities. The outcome of his research was observed primarily among students who were at highest risk for dropout. The association between reduced rates of early school dropout and extracurricular involvement differed according to the competence of the individual. For students in the risk clusters, the associated reduction in dropout was stronger compared with more competent students. For students whose prior commitment to the school and its values had been marginal, such participation provided an opportunity to create a positive and voluntary connection to the educational institution. Unlike optional procedures (e.g., school dropout prevention programs, remedial education), which focused on the deficits of students, extracurricular activities can provide a path into the conventional social networks while, concurrently, promoting individual interests, achievements, and goals (Ed er, 1985; Kinney, 1993; McNeal, 1995). Thus, school dropout could be effectively decreased through the maintenance and enhancement of positive characteristics of the individual which intensified the student-school connection. Kinney (1993) commented that the associated reduction in school dropout was greater during early high school. One explanation is that the increased diversity of activities offered in high school provided adolescents more opportunity for activity participation suited to their interest-ability (Kinney, 1993). The range of activities included in the domains that risk students most often participated (athletics, fine arts, and vocational) increased during high school, as did their participation in these areas. Also many activities highlighted in yearbooks required expertise in particular domains (e.g., music, sports, languages, mathematics, science), some school activities required minimal academic performance in order to be eligible for participation in them. Furthermore, socioeconomic status, although not a general barrier to participation, could influence the types of activities students would choose to participate and the attainment of status within those activities was crucial for s tudents (Coleman, 1961, cited in Jordan, 2000). Thus, the effect could be stronger in high school because participation increases as a result of greater opportunity. In an exhaustive survey, Kinney (1993) referred to North American public secondary schools as unique educational places which offer a range of pursuits in classroom and beyond. In addition to offering a broad academic curriculum, middle schools and high schools encourage students to participate in various extracurricular activities; these include organized sports, special-interest academic pursuits, vocational clubs, supervised student government, newspapers, yearbooks, and various other activities. Extracurricular activities differ from standard courses in American school because they are optional, ungraded, and are usually carried out outside the school day in school. The researcher mentioned that although these activities are extra to the curriculum, they are closely linked to academic achievement and performance (e.g., math club, French club, national honor society). He concluded that the participation in this kind of context would enhance learning instruction. For example, parti cipation could raise an individuals status within the school, extend her or his social affiliations in the school community (Csikszentmihalyi, Rathunde, Whalen, 1993; Eder, 1985; Eder Parker, 1987; Kinney, 1993), or enable both to occur. The impact would be to make school a more meaningful and attractive experience for students who have experienced few successes in academic subjects. An overview of the educational and psychological literature on the effects of extracurricular activities indicates, curiously, that only subtle attention has been given to the effects of extracurricular activities for marginal students (e.g., Brown, 1988; Holland Andre, 1987). In contrast, a large amount of work has concentrated on the role of extracurricular activities for the smartest and the most privileged students. Specifically, (a) activities and positions of leadership may indicate only a small number of individuals (Brabd, 1987; Hollingshead, 1949, cited in Broh, 2002; Cooper, et al, 1999), (b) students of high socioeconomic class tend to report more engagement than lower class students and show greater leadership and talent within these activities (Csikszentmihalyi, Rathunde, Whalen, 1993; Hollingshead, 1949, in Broh, 2002), (c) girls tend to participate in more activities than boys (Coleman, 1961; Hollingshead, 1949; Jacobs Chase, 1989 all cited in Broh, 2002), (d) those individuals who participate in interesting activities tend to be popular with peers, are school leaders, and may be influential in conducting the status norms of the school social system (Coleman, 1961, cited in Broh, 2002; Eder, 1985; Eder Parker, 1987; Kinney, 1993), and (e) participation in academically linked activities is connected with somewhat higher levels of academic performance and educational attainment (Brown, Day Jones,1983; Marsh, 1992; McNeal, 1995; Shephard, 1996). Extracurricular activities also may facilitate the development of qualities such as determination and perseverance. Individuals with these characteristics may be less likely to surrender when they face challenging tasks at school, which also may explain the researchers found an association between extracurricular activities and school self-esteem (Marsh, 1992). 2.2.2. Formal and Informal Extracurricular Activities Some researchers have divided extracurricular activities into informal and formal activities. The formal activities include activities which are relatively structured, such as participating in athletics or learning to play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include less structured activities, such as watching television. Some literature on leisure studies has suggested that formal and informal activity settings have different influences on motivation and feelings of competence (Guest Schneider, 2003). One study found that more time in leisure activities was related to poorer academic grades, poorer work habits, and poorer emotional adjustments, while more time in structured groups and less time watching TV were associated with higher test scores and school grades (Marsh Kleitman, 2002, p.5). Structured activities outside of school may also facilitate the development of social ties (Eccles Barber, 1999; Larson, 1994). Time in organized activities, for example, may bring youth into contact with peers and adults who share their interests. Interactions with well-adjusted peers who share similar goals and aspirations, in turn, can motivate youth to do well in school and cause interest in future educational and occupational pursuits (Jordan Nettles, 2000). Jordan and Nettles (2000) also used broader conceptualizations of youths time outside of school among high school students and found that students who spent more time in structured activities (e.g., youth groups, sports) as well as students who spent more time alone in skill-building activities (e.g., computers, hobbies, reading) had higher math and science achievement. Schreiber and Chambers (2002) categorized adolescents after-school activities as in- or out-of school, academic or nonacademic, and organized or unorganized. Focusing on results for eighth grade African American adolescents, these researchers found that participation in out-of-school, nonacademic, organized activities (e.g., neighborhood clubs, nonschool team sports) was negatively related to math achievement, and participation in out-of-school, academic, unorganized activities (e.g., homework) was positively related to math achievement. These findings are consistent with theories about the benefits of participation in structured activities, which claim that such activities provide adolescents with opportunities to learn and develop skills (Bronfenbrenner, 1979; Larson Verma, 1999). In addition to specific skills, participating in sports and clubs may facilitate learning organizational, planning, and time management skills that are important for school success. Furthermore, participa tion may have implications for the self-system (Holland Andre, 1987). For example, participating on a sports team may promote self-confidence. Also students learn the attitude of respect toward their counterparts. They try to tie up their good school relationships and continue their friendships outside of the context of school. The feeling of self efficacy can also be developed within individuals as they see themselves supporters of other fellow students and the leaders of the groups. Leadership qualities are the special personal traits that their root can be strengthened within school days. 2.2.3. Academic Extracurricular Activities Extracurricular activities that focus on academic areas include the school newspaper, quiz team, science club, school government, and debate team or journalism club. Each of these activities promotes academic excellence and provides students with an opportunity to expand their content knowledge outside the classroom (Linder, 1999). While building leadership skills, students will also learn the advantages of technical writing, keeping and meeting deadlines and public speaking. Students will also have opportunities to broaden their content knowledge about unfamiliar subjects by conducting research in preparation for debates or academic competitions (Mahoney Cairns, 1997). Regarding the role of extracurricular activities for ESL/EFL students, Al-Ansari (2000) confirmed the previous research that  sheltered curricular exposure to the target language through English-medium instruction would seem intuitively to be a qualitatively different and potentially much richer source of intake than other, less sheltered kinds of exposure, especially as far as the development of academic proficiency in the target language is concerned (Krashen 1982; Wigzell 1983; Wesche Ready 1985). ).  In order to verify this impression, Al-Ansari (2000) carried out a study in a sample of Bahraini university students. He gave the students two types of questionnaire. The first part of the questionnaire was designed to measure the amount of extra-curricular contact and the second part the amount of curricular contact through English-medium instruction in subjects other than English language.  Ã‚  For the first part of the questionnaire, a set of questions, each with three alternative responses, was formulated to measure the frequency/duration of each of the modes of contact: Extra-curricular listening activities included watching English videos, films and TV shows, listening to English programs on the radio. Listening activities consisted of both academic and nonacademic extracurricular activities. The next category was out-of-class speaking activities with various categories of competent English speakers such as parents, teachers, fellow-students and others, both on and off campus. Like the previous category, this one also included both academic and nonacademic extracurricular activities. The thi rd classification was reading activities involving different kinds of reading materials in English such as newspapers and magazines, stories, non-fictional material other than course-related material. The focus of this category was mainly nonacademic materials. Next item was social interaction with the target language community within Bahrain in places such as home, in clubs, recreation centers and other locations. Here the emphasis was mostly on nonacademic activities. The next part of the questionnaire belonged to questions regarding contact hours of English-medium instruction per week. The findings with regard to extra-curricular contact had different implications for different categories of learners.  As far as the average achievers were concerned, the implications were clear:  in order to improve their proficiency level, they need to be more engaged in various extra-curricular activities in the target language, especially listening and speaking activities. The results obtained for high achievers and underachievers, however, suggested that contact with the language outside the classroom was not a solution that would guarantee further linguistic development at all levels of attainment.  With regard to the underachievers or false beginners, the findings were consistent with two possible inferences:  either their level of proficiency was too low for them to derive any benefit from the kind of extra-curricular exposure they got to the language, which would suggest that much of the input they received was largely incomprehensible, or they did not have the necessary cognitive and verbal characteristics to derive the kind of benefit from their exposure that would be reflected in higher scores in an academically biased proficiency test Much of what has emerged from the Al-Ansaris (2000) study supported Krashens (1982) views.  Central to his main thesis is the claim that certain linguistic environments and certain kinds of linguistic activity are a richer source of intake than others.  This claim was proved by Al-Ansaris (2000) findings, which presented that sheltered curricular exposure correlates more consistently with attained levels of proficiency than unsheltered extra-curricular exposure. In another study, Dheram and Rani (2007) carried out a study on how the newspaper as an academic extracurricular activity could be used for promoting learner autonomy in an international classroom with varying levels of English proficiency. It highlighted how the authentic use of the language helped the ESL/EFL teacher turn the newspaper into a powerful tool for encouraging reflections on its relevance to language learning. Similarly, the activities demonstrated how the students imaginative and creative potential could be used for