Delaney and Madigan Essay Example for Free

Delaney and Madigan Essay Contrary to what some may believe, surf culture is much deeper and extends beyond a surfboard and some waves. Surfing, along with other sports, provides concrete examples of cultural differences based on variations between regions (Delaney and Madigan 2009: 62). The surf lingo between Australia, Hawaii, and California, for example, are quite different. Local surfers also approach competition differently and have different preferences regarding anything from wave type to the surfboard they like to use. The rise of competitions in places such as Australia and California also sparked the development of surf sub-cultures. Although they are all based upon original Hawaiian surf traditions, these cultures became much more localized and accessible to those who were not from the Polynesian islands, but still wished to partake in the world of surfing and embrace the surfing lifestyle (Goggans and DiFranco 2004: 434). So what, exactly, is the average surfer’s lifestyle and what is surf culture? According to Mike Doyle who was voted as 1964’s and 1965’s Best Surfer in Surfer Magazine, won the Duke Kahanamoku Classic in 1969, and who placed first in Peru at the 1970 World Championships it is about surfing to live and living to surf (California Surf Museum 2010). Doyle’s life is the quintessential surfer’s lifestyle, living as â€Å"†¦a super-athlete with a clear mind and a deep appreciation for nature and the elements†¦ True to his nature, [he has built] a new tree-house to sleep in. When people question, ‘When are you going to grow up? ’ he considers it verification that his perfect lifestyle is still intact† (California Surf Museum†. Surf culture essentially counterbalances the lifestyle of fast-paced business, big cities, and the stresses of everyday life. It has even developed its own category of relaxed fashion, with flip flops and board shorts becoming the iconic surf wardrobe (Lanagan 2002: 284). Consider what is required to be a surfer a board and a few good waves. Compared to the rest of the world, it is extremely minimal; and if one were to make a living as a professional surfer, it is evident that they would not face the same day to day conflicts and sources of anxiety as the average person. Surfers are not known as being wealthy; but with their appreciation for nature as opposed to fancy cars and houses, perhaps it is the simplicity of their lifestyle that enables them to live such peaceful and happy lives. Although living life as a surfer can be quite peaceful, surf culture is still built upon the concept of extreme sports. Extreme sports â€Å"†¦involve pitting oneself against the elements of one’s environment, whether natural or architectural. Their appeal derives from reintroducing and then individually confronting risk, the dangers of personal injury being chiefly mitigated by honing physical skills and mental preparation† (Laviolette 2007: 1). The fact that the surf lifestyle may be virtually stress-free does not negate the risks associated with the sport; and these risks are often the most appealing aspect of surfing. To surf, in theory, is to tame the ocean’s waves with nothing but a surfboard and one’s own body. The idea that the ocean, as vast and powerful as it is, could be ridden upon with a board is very intoxicating. Aside from drowning, there are other risks such as jellyfish or sharks, even though they are relatively rare. Rocky cliffs and coral reefs also present some danger of injury, especially if a surfer is thrown into a reef or cliff by a strong wave. Still, the ability to put oneself into a risky situation and come out unharmed can be extremely thrilling for some, which is why it is not uncommon for advanced surfers to seek out enormous waves near rocky cliffs (Waitt 2008: 81). The mental thrill that one gets when surfing, therefore, far outweighs any risks that they may face by partaking in this sport.

Class Distinictions in Pygmalion Essay -- essays papers

Class Distinictions in Pygmalion Pygmalion, by George Bernard Shaw, is a thrilling drama in which a scientist of phonetics tries to transform a cockney speaking Covent Garden flower girl into a woman as poised and well-spoken as a duchess. The play considers some of the illusions of the class distinctions. This is represented by the characters, their situations, and their aphoristic comments. Eliza Doolittle starts out as a sassy, smart-mouthed flower girl with disgraceful English. See goes to see Professor Higgins to see if he will teach her to speak properly and act more like a lady. This also would require her to become a high-classed member of society. I want to be a lady in a flower shop stead of sellin at the corner of Tottenham Court Road. But they wont take me unless I can talk more genteel. He said he could teach me. Well, here I am ready to pay him–not asking any favor–and he treats me zif I was dirt. (1160) That was the flower girl, Eliza Doolittle, talking to Colonel Pickering about how she want to become a lady and how Mr. Higgins refused to help her because she belongs to the lower-classed section of society. Later she finally convinces Mr. Higgins to help her, but to him she is just an experiment of phonetics. Mr. Higgins is a high-classed professor of phonetics. He believes in concepts like visible speech, and used all manners of recording and photographic material to document his phonetic subjects. This reduces people and their dialects into what he sees as easily understandable units. However, he is also a very eccentric man. He goes in the opposite direction from the rest of society for most matters. He is also very impatient with high so... ...g life means making trouble. Theres only one way of escaping trouble; and thats killing things. Cowards, you notice, are always shrieking to have troublesome people killed (1199). That was Mrs. Higgins talking to Liza. This comment that she made was definitely an aphorism. This is because she was making a wise observation on trouble in life. She is saying that all parts of life including all social classes have some trouble in them, but that is what makes it life. Without trouble life would be boring and pointless. The fact that Pygmalion contains illusions of class distinctions is clearly shown through the characters, their situations, and their aphoristic comments. In Eliza’s quest to become a lady she had to deal with many social class problems, however, she overcomes them with the help of Hr. Higgins and becomes a high class lady.

Does Homework Increase Student Achievement? Essay

Introduction Homework is a very complex topic and a source of great discussion. Support for homework has ebbed and flowed over the last century. Some have argued that the burden of homework causes significant family stress–including parent-child conflict, reduced family leisure time, and overly tired children. (Kralovec & Buell, 2000). Others have argued that homework is a necessary part of the American educational experience. After the Russians launched Sputnik in 1957, Americans were worried about keeping up educationally with other nations and began to demand more homework for the children (Gill & Schlossman, 2000). Due to these changing views on homework, research is more important than ever to determine (if possible) the effects of homework on student achievement. Definitions Homework can be defined as any task assigned by schoolteachers intended for students to carry out during non-school hours (Cooper, 1989). The scope of the word homework can include many different types of things. Variations in  homework can be classified according to its (a) amount, (b) skill area, (c) purpose, (d) degree of choice for the student, (e) completion deadline, (f) degree of individualization, and (g) social context. Variations in the amount of homework can appear as differences in both the frequency and length of individual assignments. Assignments can range over all the skill areas taught in school. (p. 1, Cooper, Robinson, and Patall, 2006). Primary Purposes/Benefits of Homework Assignments Homework can be assigned to fulfill many purposes. Those purposes are either instructional or non-instructional. (Epstein, 1988; Epstein and Van Voohis, 2001). Practicing or reviewing material from class is the most common instructional purpose. Other purposes include the introduction of new material and the application of learned skills to new situations. Examples of non-instructional purposes are to fulfill district homework policies, open and grown parent-teacher lines of communication, as well as improved parent-child communication regarding school. (Cooper et al., 2006) Students, teachers and parents experience these benefits of the homework assignments. Additional Benefits of Homework While the primary reason for assigning homework is to aid and reinforce instruction, there is growing evidence that the practice of homework can have additional benefits including managing distraction, self-efficacy, and perceived responsibility for learning (Bembenutty, 2009). While these self-regulation tasks, such as time management, setting goals, effort and persistence in completing difficult tasks, and self-monitoring one’s performance, are important to academic success, they are also vitally important life skills, especially for successful professional writers, athletes, artists, and scientists. (Ramdass and Zimmerman, 2011). Other benefits include long-term academic benefits such as better study skills, as well as nonacademic benefits such as greater self -direction and more independent problem-solving. In addition, parents tend to have a great appreciation of and involvement in schooling (Protheroe, 2009). Relationship between Homework and Achievement There are varied findings in the research for the relationship between  homework and achievement. Some research finds a positive relationship between homework and achievement. Zhu and Leung (2012) studied this relationship by introducing quality of homework as a factor. They focused on three aspects: frequency and amount of homework; types of homework; and usage modes of homework. Overall, Zhu & Leung found that the three aspects of homework studied did have a positive influence on assessment results. Tanis and Sullivan-Bustein (1998) studied homework completion and its effect on weekly quiz performance. This research did show improved test performance as homework completion increased. This study was somewhat flawed, however, because the participants were not chosen randomly. The students were chosen due to their history of achievement (or lack thereof) and homework issues. Nonetheless, this research did positively affect the students studied. Omlin-Ruback (1998) conducted a study focusing on increasing homework completion of middle school students through the use of interventions. This study found that the students who were participating in the homework interventions on a daily basis had better grades than those who did not. Thus, students who were completing more homework had improved achievement. While these three studies did find a positive relationship, other research finds no relationship. Trautwein, Schnyder, Niggli, Neumann, and Ludkte (2009) reviewed a great deal of prior research on the relationship between homework and achievement and decided that a more complex research design was required to study this relationship. The results of their study depended on the variables under focus. The homework-achievement association was positive, negative or not statistically significant depending on which variables were being studied. Opponents point out that homework can also have negative effects on achievement and school in general. It can lead to boredom with schoolwork, since all activities remain interesting only for finite periods of time. Homework can deny children access to leisure activities that also teach important life skills. Parents can get too involved in homework. They can  pressure children and can confuse them by using instructional techniques that are different from those used by the teacher (p.1, Cooper, 2008). Factors other than Homework that Affect Achievement The relationship between homework and student achievement is complex. One significant factor other than homework affecting achievement includes home life. Some students do not have the tools or support at home to complete homework. (Protheroe, 2009). In addition, test anxiety and stress levels can negatively affect student achievement even if homework completion is complete and thorough. (Talib and Sansgiry, 2011). Thus, studying a single relationship between homework and student achievement cannot explain the effects, or lack thereof, of homework. Conclusions There are varied finding in the research concerning the relationship between homework and student achievement. While there is a great deal of research on the topic of the value of homework in student achievement, it turns out that this relationship is very complex. There are many factors involved, many of which are out of the control of the school or teacher. In addition, there are gaps in the research regarding the different types of homework and the quality of homework. This complex relationship needs to be further defined and refined. Further research needs to be done using new statistical techniques that can successfully handle the number of variables in this relationship. References Bembenutty, H. (2009). Feeling-of-knowing judgment and self-regulation of learning. Education, 129(4), 589-598. Retrieved from http://search.proquest.com/docview/61800994?accountid=12924 Bempechat, J., Li, J., Neier, S. M., Gillis, C. A., & Holloway, S. D. (2011). The homework experience: Perceptions of low-income youth. Journal of Advanced Academics, 22(2), 250-278. Retrieved from http://search.proquest.com/docview/864940664?accountid=12924 Cooper, H. (2008). A brief history of homework in the united states. research brief. ().National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Retrieved from http://search.proquest.com/docview/61858829?accountid=12924 Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement A synthesis of research, 1987-2003. Review of Educational Research, 76(1), 1-62. Retrieved from http://search.proquest.com/docview/62008296?accountid=12924 Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91. Retrieved from http://search.proquest.com/docview/63060036?accountid=12924 Dettmers, S., Trautwein, U., Ludtke, O., Kunter, M., & Baumert, J. (2010). Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102(2), 467-482. Retrieved from http://search.proquest.com/docview/742870744?accountid=12924 Epstein, J. L. (1983). Homework practices, achievements, and behaviors of elementary school students. (). Retrieved from http://search.proquest.com/docview/63342872?accountid=12924 Epstein , J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools Westview Press, 5500 Central Avenue, Boulder, CO 80301 ($35). Retrieved from http://search.proquest.com/docview/62348785?accountid=12924 Gill, B., & Schlossman, S. (2000). The lost cause of homework reform. American Journal of Education, 109(1), 27-62. Retrieved from http://search.proquest.com/docview/62249711?accountid=12924 Hong, E., Wan, M., & Peng, Y. (2011). Discrepancies between students’ and teachers’ perceptions of homework. Journal of Advanced Academics, 22(2), 280-308. Retrieved from http://search.proquest.com/docview/864939429?accountid=12924 Kralovec, E., & Buell, J. (2000). The end of homework: How homework disrupts families, overburdens children, and limits learning Beacon Press, 25 Beacon Street, Boston, MA 02108-2892; Tel: 617-742-2110; Fax: 617-742-2290; Web site: http://www.beacon.org ($18). Retrieved from http://search.proquest.com/docview/62323216?a ccountid=12924 Protheroe, N. (2009). Good homework policy. Principal, 89(1), 42-45. Retrieved from http://search.proquest.com/docview/61819932?accountid=12924 Omlin-Ruback, H.A study of mathematics homework. , 98. Retrieved from http://search.proquest.com/docview/1011399791?accountid=12924. (1011399791; ED531060). Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194-218. Retrieved from http://search.proquest.com/docview/864939542?accountid=12924 Talib, N., & Sansgiry, S. S. (2011). Factors affecting academic performance of university students in Pakistan. Interdisciplinary Journal of Contemporary Research in Business, 3(3), 589-600. Retrieved from http://search.proquest.com/docview/926273717?accountid=12924 Tanis, B., & Sullivan-Bustein, K. (1998). Teacher-selected strategies for improving homework completion. Remedial and Special Education, 19(5), 263. Retrieved from http://search.proquest.com/docview/236286267?accountid=12924 Trautwein, U., & Ludtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258. Retrieved http://search.proquest.com/docview/61902599?accountid=12924 Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., & Ludtke, O. (2009). Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34(1), 77-88. Retrieved from http://search.proquest.com/docview/61988315?accountid=12924 Zhu, Y., & Leung, F. K. S. (2012). Homework and mathematics achievement in Hong Kong: Evidence from the TIMSS 2003. International Journal of Science and Mathematics Education, 10(4), 907-925. Retrieved from http://search.proquest.com/docview/1037906879?accountid=12924

The Film Rocky Horror Picture Show By Richard O Brien Essay

In the film Rocky Horror Picture Show, the character Dr. Frank-N-Furter sings the words, â€Å"So I’ll remove the cause, but not the symptom† (O’Brien) . This cult classic musical written by Richard O’Brien follows a newly engaged couple through a sexual journey as they lose their innocence and start to conform to traditional gender stereotypes. Today youth of America are being bombarded with conflicting ideas about gender, race and sex. These conflicting ideas can lead to skewed visions on what defines masculinity and what defines femininity. Furthermore, sexual assault on college campuses by men and particularly student athletes have come to the forefront of many news headlines in recent years and while some believe that sexual assault stems from â€Å"locker room culture†, it stems from a skewed sense of masculinity that has been created over years of consuming media. Many try to educate these same men on what defines consent and how to properly act in sexual situations, but this is merely trying put a temporary solution on a much larger issue. If people wanted the systemic issue of sexual assault to be reduced, then the root cause must be removed. A twisted systemic view of masculinity is the root cause of many sexual assaults because a twisted view of masculinity causes unhealthy understanding of sexuality and consent as seen in college. Stereotypical masculine qualities will include aggressive, non-emotional and independent whereas stereotypical feminine qualities will includeShow MoreRelatedProject Managment Case Studies214937 Words   |  860 PagesEDITION - PROJECT MANAGEMENT CASE STUDIES, SECOND EDITION HAROLD KERZNER, Ph.D. Division of Business Administration Baldwin-Wallace College Berea, Ohio John Wiley Sons, Inc. This book is printed on acid-free paper. @ Copyright O 2006 by John Wiley Sons, Inc. All rights reserved. Published by John Wiley Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form