GOLF Assignment Example | Topics and Well Written Essays - 750 words

GOLF - Assignment Example The players competing in a golf game use varied types of clubs to place a ball into a series of holes scattered across a golf course. The size and dimensions of a golf course are not well defined as in other sports. Each golf course has a unique design and layout and may have either eighteen or nine holes. Each hole in a golf course has a teeing ground that is â€Å"the starting point of each hole, where the tee markers are (PGA Professional 20)†. A teeing ground comprises of a bounded tee area that includes the putting green and varied hazards like rough and fairway. Putt pertains to a shot made by a golfer with a golf club to make the ball roll. Putting green happens to be â€Å"the most closely mown and smooth area on the course, which is specifically prepared for putting and on which the hole is placed (PGA Professional 16)†. Hazards consist of bunkers filled with sand or some other stuff and water hazards like ponds and ditches that make the game more complex. A si ngle round of golf involves rolling the golf balls in all the holes on a golf course as per a specific order. This order is set as per the layout of a particular golf course. In a golf course consisting of nine holes, the rules are the same except the fact that a game comprises of two following nine-hole rounds. A Player is usually required to keep on hitting a ball until it is holed that is put in a hole. Golf is a game that could be played either individually or in groups. The player who manages to put the ball in all the holes during a round by resorting to the least number of strokes in a round is considered to be the winner. Mainly there are two basic types of golf that are match play and stroke play. In match play, each hole is considered to be a separate contest, and of the two players or teams, the one that wins the maximum number of holes is declared to be the winner. In stroke play, the strokes made by each player to push the ball in every single hole are

Argument essay Example | Topics and Well Written Essays - 1250 words - 6

Argument - Essay Example Living today is much easier and for sure this will also be different another fifty years to come and life will be better than today. The political world has evolved and the rights of the people today are more protected. Fifty years ago, the citizens did not have enough avenues where they could air their grievances. Today there are civil rights groups that help to protect the lives of the citizens. With the different political parties, there is the party that runs the government and there is the opposition side. The purpose of the opposition is to ensure that the government of the day does not misuse the office it holds. With the civil rights groups and opposition parties, leaders on both sides are more accountable. The courts that were meant to prosecute the leaders for abuse of office rarely did their work. The mighty had power whereas the common man was left watching their tax money go to waste. Today the case is different. Today we have national, regional and international courts like the International Criminal Court to ensure that those in power do not abuse this power. Another fascinating thing is that the voters are more enlightened today than they were fifty years. It is not only the parliament that has a say on the political world. Through referendums, the people can air their views on the direction they would want their nation to follow. Today, the gap between the rich and the poor is not as wide as it was fifty years ago. When the gap between the poor and the rich narrows, then we can say that the economy of the country is doing well. Martin Luther King fifty one years ago gave a moving speech where he saw the lives of all Americans improve to a great extent. Today, the economy of America is doing well, and the country is a global icon in terms of its finances. The country can now give aid to other nations in the world. The household income has improved compared to what many homes used to make on average. Fifty

Impact of Icebreaker Tasks on ESL Speaking Ability

Impact of Icebreaker Tasks on ESL Speaking Ability CHAPTERÂ   Background and Purpose Introduction Speaking is the most demanding skill among English learners and over the past decades, increasing interest in different aspects of improving speaking ability has triggered a variety of investigations, and theoretical discussions that have shed light on improving this ability. Icebreakers will be used in this study to improve speaking ability in adult upper-intermediate EFL learners. Ice breaking means breaking the ice between learners and using ice breakers to encourage students to interact all together. Statement of Problem The lack of proper speaking activities to improve oral production in adult EFL students of upper-intermediate level, results in a poor performance when speaking. This project expects to find valuable information that contributes to overcome the problems adult EFL students of upper-intermediate level face when speaking in the target language in the classroom. Theoretical Framework Speaking skill is as crucial as any other language skills. Shumin (1997) states that learning to speak a foreign language requires more than knowing its grammar and vocabulary. Learners should acquire the skill through interaction with each other. However, it is difficult for EFL learners to speak appropriate English in the classroom because of the limited language use in their real lives. Ice breakers are discussion questions or interaction activities used to help participants relax and ease in learning situation (Dover, 2004). The primary goal for an ice breaker is the development of an environment that is anxiety reducing and, which allows individuals to break the ice or get acquainted with having fun. Pillai (2007) mentions the purpose of ice breakers as helping new and shy students strike a conversation, developing communication skills and team building, breaking cultural barriers among students, promoting a sense of trust and friendship between students, encouraging students, and preparing them to learn by stimulating their minds and/or their bodies. Forbes-Greene (1984) defines icebreakers as tools that enable students to foster interaction, encourage creative thinking, challenge basic assumptions, explain new concepts, and introduce specific material. According to Varvel (2002) ice breaker is an activity used to help individual ease into the group setting. Also, Wright (1999) defines ice breaker as opening communication among students as between teacher and students. Jenkins (2011) argues that ice breaker should be dynamic and simple so as to satisfy students need to establish an appropriate social relationship with other students and teachers and also preview the style and content of the classroom event. According to Sapp (2007) principles of successful ice breakers are as follows: Simple Non-threatening Open ended Relevant Energizing Witkowski (2000) states that some elements should be considered in designing an appropriate ice breaker in the classroom. He listed these elements as follow: Objective Audience Time management Control As a matter of fact, we can say that how well students do in class depends mostly on how well teacher breaks the ice between them. From this point of view, English teachers should reconsider the methodology they can apply in their classes and try to improve their teaching ability. Purpose of the Study In terms of skills, producing a coherent and fluent piece of speech is probably the most important thing there is to do between EFL learners. The present study investigates ice breaking tasks as activities that presumed to play a role in EFL speaking classes. The first question this study tries to answer is whether or not providing students with ice braking tasks as their classroom activities will exert any impact on their speaking skill. According to Peterson (2010), beginning your lesson plans with a five-minute ice breaker can serve to focus your students on the topic, open up creative thinking and help them to apply the learning in new ways. According to Leblanc (2011) ice breaking activities will help students to turn off the outside world and focus on the task at hand. By the end of the ice breaking activity, every student will be ready to learn and being able to focus on their language lesson. Then, a teacher will reach every student and will help their students achieve their language goals. In any classroom, there always are students who are more reticent and are willing to let others do all the participating. By engaging students to take part in a low-risk, ice-breaking activity, teachers will reach every student and will help their students achieve their language goals. Based on the problems and purpose of study, the following research questions were proposed: Does providing students with ice- breaking tasks have any effect on their speaking ability? To what extent ice-breakers improve speaking? What factors can be considered in testing speaking ability of EFL learners? What is the effect of using ice-breakers in improving every factor that considered in testing learners speaking ability? What is the correlation between using ice-breaker activities and students gender? When teachers use ice- breaking as a strategy to improve oral ability in English classrooms? 1.5. Significance of the Study In the age of internet and information technology, speaking English has become so important and many EFL instructors and supervisors understand the essence of the speaking process. Learning to speak English fluently is important to most of the students. Thus, helping students to develop speaking skills is a demanding enterprise for teachers. Using a good ice breaker is important to an English language lesson, as it sets the students up for success on many different levels. According to Flanigan (2011) performing ice breaking activities in English class will help students be in the right frame of mind to learn. Also proper ice breaking activities ensure that students will get the most from their class and they will have fun. 1.6. Research Design and Methodology 1.6.1. Research Design Since real random selection of the subjects is impossible, the researcher made use of intact groups based on the results of students previous general English test scores. Therefore the design which can fit this study is the quasi-experimental design with the pre-test, post-test pattern. In the current study ice breakers are the independent variable and speaking is the dependent variable. Thus the effectiveness of ice breakers, the amount of improvement, factors that can be considered in testing speaking ability, and effect of using icebreakers in every factor will be analyzed quantitatively by data analysis of pre-test and post-test, and qualitatively by analyzing teachers view point about the usefulness of ice-breakers. 1.6.2. Setting and Participants After administering the sample speaking IELTS test, on the basis of the result, 100 students, whose homogeneities is confirmed-will be selected and divided into two groups ,one as the control group and the other one as the experimental group. Coming from different departments such as Science, History, Literature, Computer Science and Civil Engineering, Both groups will attend English classes two times a week throughout the semester (about 18 sessions, 3hours each session). 1.6.3. Data Collection Instruments For collecting data, two instruments have been used in this study. The first ones are different kind of ice breakers that have been gathered from related standard sources. The second instrument is interview with teachers. As we will explain latter, it will elaborate in order to identify some aspects related to the teachers’ point of view about the usefulness of ice-breakers in upper-mediate level, and the students reaction to these kinds of activities. 1.6.4. Data Analysis As it was mentioned earlier, there is a six fold purpose that will promote the present study. This research is mainly an attempt (a) to examine the probable effect of ice breakers on the speaking ability of EFL students at upper-intermediate language proficiency level, (b) to investigate the amount of ice breakers effect, (c) to investigate factors that are considered in testing speaking (d) study the effect of using ice-breakers in improving every factor,(e) measure the correlation between using ice-breaker activities and students gender,and (f) the conditions in which the teachers use ice breakers to cope with reticence in oral English language classrooms. Data for this study obtained from pre-test, post-test, and interview with teachers. Then in order to do statistical analysis, the SPSS software is used. 1.7. Limitation and Delimitations of the Study 1.7.1. Limitations As many other studies, this study suffers from some limitations, those conditions beyond the control of the researcher that may place restrictions on the conclusions of the study and their application to other situations (Best Kahn, 1989, p.38). It seems that the following factors have limited this study in one way or another: 1. As a matter of fact, in order to give every single member of a population an equal chance to be included in the sample, random sampling is needed. Yet the type of sampling, which was employed in this study was the available group selection, i.e. instead of individual subject selection, there was group selection. 2. Subjects social classes were certainly ignored as well. 3. Teachers age, gender, and social class were ignored, too. 4. The number of subjects was limited to 100 and the extension of the experiment was limited to one term. 5. The generalizability to other language proficiency levels needs further research. 1.7.2. Delimitation In order to meet the criterion of manageability and to permit a satisfactory analysis of the results, narrowing down and delimiting the problems in any study have proved to be inevitable. This study is no exception; therefore, through a number of delimitations, the researcher tried to set the boundaries of this study: 1. What this study aims to investigate is the impact of ice-breakers on speaking ability of EFL Turkish students, not on any other aspect of their proficiency. 2. The participants were chosen from amongst the male and female undergraduate Turkish learners who are improving their English level in the American Culture Institute in Erzurum. 3. To reduce the subject anxiety during the speaking, the examiner was the students own teacher. 1.8. Outline of the Study Chapter one provides a general introduction to the study. In this chapter the purpose of the study, research questions, hypotheses, and limitations of the study were discussed and key terms were defined. In chapter two, the researcher reviews the literature related to the theoretical and empirical background to speaking, ice-breakers, and their effects and functions. Chapter three deals with methodological issues such as participants, data collection, procedures, research questions and hypotheses, etc. Chapter four is concerned with data analysis and discussion of the results. In the final chapter, we draw some conclusions from our analysis, discuss conclusive results, and provide implications for further research.

Depression And Self-Loathing Essays -- essays research papers

Abstract   Ã‚  Ã‚  Ã‚  Ã‚  Depression strikes a large number of people around the world. It can be brought on by many things, such as childhood trauma, social issues, and drug use. The one thing that sets depression apart from many other mental afflictions is that everyone who has it may have it for different reasons and are taking different steps to remedy it. Some seek psychoanalysis while some rely on a pill to make them feel better. Others turn to self-medication, in the case of depression known as self-loathing, self-mutilation, and suicide. There are endless studies regarding depression being performed worldwide which become very specific in nature. An interesting aspect of depression that sets it apart from other psychological difficulties is that depression can be brought on a person by themselves. If people allow themselves to be victims of self-loathing, depression and its symptoms are sure to be close behind. A Literature Review on Depression and Self-Loathing   Ã‚  Ã‚  Ã‚  Ã‚  Research over years past indicates that depression is a more common affliction amongst the American people than most are led to believe. Depression is a multi-faceted adversity, as there are many things that are able to spawn it, and many things are able to come from it as well. Depression can be medically defined as a disease, and there are a number of treatments that medical professionals believe can remedy or abate the symptoms of it, although there have been numerous complaints about medical treatments designed to aid in a person’s struggles with depression. While self-loathing is a common precursor to depression, it rarely stops there. Next comes the full-fledged depression which in some cases is followed by self-mutilation or suicide attempts. Anti-depressant medication and psychoanalysis commonly follow. It has been found that there are some outside sources that may influence depression in a person that would not seem to have any link whatsoever to t he condition. Regardless, depression is an affliction that has been around for ages, and unless revolutionary findings are made, it can be inferred that it will be an infirmity that will plague people for time to come as well. Problem   Ã‚  Ã‚  Ã‚  Ã‚  A major culprit behind the concept of self-loathing is today’s media influence on the American populace. Today’s information techno... ...d has high hopes for the future, they are not likely to sink into a depression deep enough to merit psychoanalysis or anti-depressant medication prescriptions. Past events are crucial in determining whether or not a person may be diagnosed with depression in the future, for it is very rare that a fortunate person who has not had to cope with loss will find themselves suffering from symptoms of depression. One can also not expect to feel like they did before the affliction once they start taking medication to help. It is extremely rare that a person is one hundred percent satisfied with how they feel during the courses of medication to alleviate depression. It is also more likely a person will attempt suicide or self-mutilation if they are diagnosed with depression and are prescribed anti-depressants. This is one warning sign compiled with many others in what may cause youth to want to end their life.   Ã‚  Ã‚  Ã‚  Ã‚  Depression is a rather simple infirmity when it is broken down. It is not always brought about by inborn psychological problems like other mental diseases are. As simple as it may be, it is a problem that plagues a very large number of people worldwide.

Gary Soto Guilt Essay Essay

Guilt is the price we pay willingly for doing what we are going to do anyway -Isabelle Holland. Guilt is something we create for ourselves. In the passage, Gary Soto emphasizes how guilty, paranoid, and shameful he felt in his inner conscience after stealing an apple pie. He expresses his guilt, shame, and paranoia by describing his outer self, his inner self, and the people around him. How Soto describes his inner self emphasizes on how fearful he is. The great sense of paranoia that overcame him caused him to believe that the people around him knew about his sinful deed of stealing the pie. A car honked and the driver knew. Mrs. Hancock stood on her lawn, hands on hip, and she knew. My mom, peeling a mountain of potatoes at the Red-Spud factory, knew. Soto also says that the pie tin glared at him and rolled away when the wind picked up. This impossible image exposes the fear in Sotos mind that even the pie tin is aware of his corrupt actions. Religion also causes Gary Soto to feel shameful and disgraceful. His references to God and being thirsty reveal his fear. Soto playing with his frisbee, states I flung it again until I was bored and tired† and â€Å"I returned home to drink water†, Soto attempts to get away from the anguish of his guilt by playing around and distracting himself. He also refers to Adam and Eve and their thirst after taking the forbidden fruit. Soto refers to himself and young and innocent, holy in every bone. However, he still steals the pie, and is paranoid of punishment from God for the rest of the day. How Soto describes his outer-self emphasizes on how ashamed and disgusted he was about himself stealing the pie. He refers to the sweat under his arms as the juice of guilt. As if sweat isnt gross enough, when described as juice, from guilt, its quite repulsive. Gary Soto obviously felt disgusted with himself, and nervous, after committing this crime. When Cross-Eyed Johnny whispers to him, Your hands are dirty, Soto takes it literally in a way, his hands sticky and dripping. Soto, feeling gluttonous and dirty, and took Cross-Eyed Johnnys comment as an insult, saying he felt bad, and even more guilty. By emphasizing the effects of paranoia, religion, and feelings of shame, Gary Soto is able to revive and recreate his traumatic childhood experience. His paranoia caused his intense insecurity and anxiety about everyone and everything around him, whereas the ideas of religion emphasized morally in ethical values of the sin he has committed. The shame Gary Soto felt led to regret in the bad deed he has committed and awakened his moral conscience that he has done something wrong and enjoyed it. Because of these three major factors, Gary Soto has clearly revived his experience of his first theft as a young innocent child.

Analysis of “The Soldier” by Rupert Brooke

â€Å"The Soldier† by Rupert Brooke Analysis â€Å"The Soldier†, is a British patriotic sonnet written by Rupert Brooke in 1914. It expresses love for the mother country which in this case is Great Britain. This poem describes the physical aspects of death and the writer’s opinion of it. Although death is the main point in this poem, it not depicted in a twisted and gruesome manner. Rather, death in this poem is a sacrifice. â€Å"The Soldier† is a patriotic poem. The purpose of patriotic poems during WWI was to motivate people to enlist for the armed forces.It is quite similar to a piece of propaganda, asking in a way for people to join the armed forces; to take his place should he be killed –â€Å"If I should die, think only this of me†. We know that this poem is patriotic because of the last three lines of the first stanza, in particular –â€Å"A body of England’s, breathing English air,† We also know this poem is patr iotic because it was written in 1914, when the war just started and spirits were high. After a while though, the enthusiasm dropped as people began to discover the nasty and cruel conditions of the trenches.By the end of war, famine and constant bomb raids had completely obliterated all signs of patriotism. In the first stanza, Brooke mentions his belief of the physical aspects of death for one’s country. The â€Å"foreign field† is where his body will lay forever. The soil contains the soul of a glorious man who died for his country. Brooke believes that if he dies there, the soil around his body will become a part of England as a result of the purity of his soul –â€Å"That is forever England,† The soldier was brought up by England and as a result, his thoughts and beliefs are both influenced by England.When he dies, all of his evil deeds and sins have been forgiven because he gave the ultimate sacrifice; to die for one’s country. Brooke also bel ieves that, because the motherland was so nice to him, he must give back what she has given to him; that he must lay down his life to ensure that the motherland stays a free country. It is the only thing that he can give back to the motherland to say thanks. Throughout this poem, England is personified as a mother. It demonstrates how important the soldiers of England really are to the country itself.Brooke writes this poem in a patriotic and joyful manner. He does not believe that dying for your country is a traumatic experience. This in contrast to another famously acclaimed poem by Wilfred Owen –â€Å"Dulce et Decorum Est† Brooke believes that dying for one’s country is a brave and honourable thing to do, especially during war. It states that should the person die, he should not be mourned, instead he should be looked upon as a selfless sacrifice to England.Although the poem itself is referring to one person; himself, the title suggests that this poem is repr esenting all soldiers, as when soldiers fight in wars, they lose their identity and become cogs in a big machine. To conclude, Rupert Brooke’s â€Å"The Soldier† is a patriotic poem about a soldier who had great love for his country. Brooke presents this sonnet as a piece of propaganda and encourages people to enlist for the armed forces. This poem describes the ideas of death in a mind of a patriotic person and gives us an insight into Brooke’s style of writing. Overall, this is a poem about honour and glory, about life and death.