The Success of a Touchdown - 591 Words

The Success of a Touchdown A touchdown is one of three ways to score in a football game. To achieve these points the twenty two players, eleven on the offensive side, eleven on the defensive, must go through the blood sweat and tears. Players normally put their heart out on the field to keep the ball in their hands or to get it back. The football is needed to score a touchdown. The more time you have the ball in your possession the more chances you have of scoring. The football is the most important thing on the field you must protect it with your life. It is you and your teammates job to carry that pig skin into the end zone. Your teammates are your family for the duration of this season. You are there to keep them in line; they are there to do the same to you. As teammates you will fight for each other and love one another quickly creating a bond that will be unbreakable for the rest of your life. These are the people you laugh with cry with these are your best friends, your cousins your brothers, these are the people you will trust to go to war with on that green turf sometimes to win sometimes to lose but at the end of the day you will still be teammates working for a common goal, to win that trophy that championship. It is important to love them and trust them. Your coach is the one who comes up with the plays. He will teach your new things put you in the right position to score or stop your opponent from scoring. He is the person who watches over the team andShow MoreRelatedSpeed Vs Power1063 Words   |  5 Pagesgood running attack the Oregon Ducks prevailed with a win by a score of 52-31, running back LaMichael James had thirty one carries for two hundred and fifty seven yards and three touchdowns. While, Stanford’s power running back, Stepfan Taylor, only had seventeen carries for one hundred and thirteen yards and one touchdown. 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Seat Belt Laws Free Essays

Jennifer Isaac English 112 November 10, 2011 Say Yes to Life and Saving Money As I sit at a red light, a car rushes past and collides with another vehicle in the intersection. I call 911 then, after a few minutes, an ambulance pulls up on the scene. The EMT pulled a man from his car; his head a bloody mess from the impact with the windshield. We will write a custom essay sample on Seat Belt Laws or any similar topic only for you Order Now They put him in the ambulance, after a bit of trouble getting him on the stretcher, and rush him to the emergency room. Later that night while watching the six o’clock news I see an interview with the police chief; he states that the man died in the hospital. However, the driver likely would have lived if he would have been wearing his seat belt. With scenes such as this, it is evident that seat belt laws should be in effect as well as enforced. Vehicle fatalities have a big impact on mortality rates and insurance premiums; therefore, enforcing seat belt laws can have a positive effect on society. Automobiles have progressed through the years, and have become faster, yet the faster you go the greater the impact when an accident occurs. Federal and State agencies have developed speed limits and other guidelines, which when enforced, help keep passengers safe. Even though these laws are in place, accidents still occur; however, when the proper precautions are taken, risks can be minimized. As technology progresses so will vehicles; therefore, safety will continue to be a major concern. It is up to the motorists to decide to wear a seat belt, yet law enforcement officers are the ones who are there to enforce seat belt laws. Seat belts are installed into every car and truck, but should we have to wear them? Every state has a different law about who does and does not have to wear them, but in the state of Indiana if you are in a car that is equipped with seat belts and anyone above the age of 14 you are required to wear a seat belt. Also, children must use the correct car seat for their weight until they reach 135 centimeters tall or their 12th birthday, whichever comes first. There are several other reasons that you do not need to wear a seat belt such as if you are a driver who is reversing, or supervising a learner driver who is reversing, in a vehicle used for police, fire, and rescue services, a assenger in a trade vehicle and you are investigating a fault, driving a good vehicle on deliveries that is traveling no more than 50 meters between stops, or a licensed taxi driver who is ‘playing for hire’ or carrying passengers (Using, 1). If there is a reason that you cannot wear a seat belt due to medical reasons, your doctor must issue you a ‘Certificate of Exemption for Compulsory Seat Belt Wearing’. You must keep this in your car at all times and handy if a police officer pulls you over. There are strict seat belt laws world-wide but, according to statistics, they are hardly followed. Approximately 50% of lives will be saved in an accident if people wear seat belts. Seat belt safety statistics show that mostly the younger population between the age groups 16-35 is hardly found wearing seat belts. Seat belt facts also prove that 70% of the people wearing a seat belt have prevented injuries even on meeting with an accident. It is found that nearly 10,000 lives can be saved every year only by wearing a seat belt (Pandit 1). According to studies cited by the Independence Institute, â€Å"When subjects who normally did not wear seat belts were asked to do so, they were observed to drive faster, followed more closely, and braked later. In other words, people who are naturally cautious voluntarily choose to wear seat belts, and voluntarily drive safely. When reckless people are forced to wear seat belts, they â€Å"compensate† for the increased safety by driving more recklessly. Furthermore, no jurisdiction that has passed a seat belt law has shown evidence of a reduction in road accident death. (Veksler 1) Seat belts were designed to save peoples’ lives, this only works if they are worn correctly or even at all. Many people do not wear their seatbelts because they do not believe in their efficacy, because they have heard that wearing seat belts might actually cost them their lives in certain types of accidents (Mikkelson 1). The constitution allows everyone to have the freedom rights, but ho w fair is it for the government to dictate what we can and can’t do when it comes to wearing a seat belt. The U. S. National Highway Safety Bureau first required automobile manufacturers to install lap belts for all seats and shoulder belts for front seats in 1968; however, most Americans did not regularly use safety belts until 1984, when the first state laws were passed mandating seat belt use. As of today, there are 48 states in which it is illegal for a driver or passenger to travel without a seat belt (the exceptions are Maine and New Hampshire). Of those 48 states, 10 have primary enforcement, meaning that police can stop and ticket a motorist simply for not wearing a seat belt. The other 38 states with seat belt laws have secondary enforcement, meaning that police can only ticket people not wearing seat belts if they pull the car over for some other reason. If not all states have to wear them, then why make it a law? Many fatalities that are related to vehicle accidents can be avoided if the occupants wear their seat belts. Some say seat belts can be the cause of deaths. Although this may be true, it is proven that in most cases seat belts are far more likely to save a life than kill the occupants of a vehicle. As written in the World Almanac and Book of Facts, â€Å"In 2006, safety belts and child restraints saved an estimated 15,808 lives† (â€Å"U. S. Motor† 1746). Seat belts do save lives; therefore, the laws that promote their use should be enforced. When police have the authority to stop a motorist solely for not wearing a seat belt, which is called primary law, motorists have more of a reason to wear their seat belts. Furthermore, vehicle insurance premiums could decrease if seat belt laws are followed. It makes sense that insurance companies charge more because accidents are escalated due to negligence of the driver by not wearing his seat belt. This point is reiterated in the Hudson Valley Business Journal: â€Å"The safer all drivers are, the fewer injuries there will be, which affects everyone’s insurance premiums† (â€Å"Seat Belts† 18). If drivers would just take that extra step before driving, and buckle their seat belt, society as a whole might notice a decrease in insurance premiums in the future. Insurance providers may not notice the change right away, but in the long run they would have to notice that fatalities are decreasing. Though law enforcement programs such as Click-It-Or-Ticket help raise the use of seat belts, they do so by threatening drivers with fines for not buckling up. Laurie F. Beck, from the National Center for Injury Prevention and Control wrote, â€Å"Although rates of safety belt use in the United States have increased substantially since the first state law was passed in 1984, many motor vehicle occupants continue to travel unrestrained† (1619). Sometimes threats stop short of reaching the amount of people intended. Perhaps if programs were developed to reward drivers who get pulled over and are wearing their seat belt, then we would see a stronger increase in seat belt use. Patrol officers could be required to note when a driver was properly restrained; that information could be provided to insurance companies; those companies would know which motorists were driving safely, and could reward them with discounted premiums. We as American citizens should have the choice in if we wear them or not. There are many reasons that many people do not wear them, but here are just a few. Some people feel if they are going a speed of less than 40 mph, then they do not need to wear them; however the National Transportation Safety Board (NTSB) states that 80 percent of all crashes come at speeds of less than 40 mph and 75 percent of those are within 25 miles of home (Silverman 1). Another reason people do not wear their seat belts are because they believe they are uncomfortable. They believe the combination of the lap and shoulder belt is uncomfortable, so they either do not wear it or they put the shoulder belt under their arm. In doing this, it can cause internal injuries if they were ever in an accident. A different reason that some people do not wear their seat belt is because they feel their independence is being taken from them for being told what to do in their car. They feel that their car is their fortress and they should not be told what to do in it, especially by the government. Some people feel that if they are thrown from a car they have a better chance of being saved then staying in the car with the accident. This is not true according to the Kansas Traffic Safety Resource Office; individuals who get thrown from their cars are more likely to get killed than those wearing seat belts (Silverman 2). Finally, many drivers say they want to increase their chances of surviving a car fire or a submerged car. They feel that if they are buckled is it not only going to take longer to get out of the car, but if they are dazed or not alert, it is going to hinder their chances of getting out of the car alive. Less than ? of 1 percent of all accidents involve car fires or submersion. If some type of reward program happened to be in place, the scenario earlier could have ended differently. Maybe the driver would have suffered some type of injury, yet the seat belt could have stopped him from hitting his head on the windshield. Although seat belt laws promote the reduction of vehicle related fatalities and help decrease the cost of insurance premiums, other programs such as a reward program could further reach motorists. The more benefits motorists see about wearing seat belts the greater the chance they will choose to wear them. References: Beck, Laurie F. , et al. â€Å"Associations Between Sociodemographics and Safety Belt Use in States With and Without Primary Enforcement Laws. † American Journal of Public Health 97. 9 (2007): 1619-1624. Biomedical Reference Collection: Basic. EBSCO. Web. 29 Sept. 2011. Mikkelson, Barbara David. â€Å"Seat Belted. † Snopes. com. Urban Legends, 4 July 2011: 1-2. Web. 22 Sept. 2011. http://www. snopes. com/autos/accident/seatbelt. asp Pandit, Madhura. â€Å"Reasons to Wear your Seat Belt. † Buzzle. com. Buzzle. com, 2000-2011: 2. Web. 28 Sept. 2011. http://www. buzzle. com/articles/reasons-to-wear-your-seat-belt. html†Seat Belts, Car Seats Save Lives and Affect Insurance Premiums. † Hudson Valley Business Journal 6. 34 (1995): 18. Regional Business News. EBSCO. Web. 29 Sept. 2011. Silverman, Steve. â€Å"Why People Don’t Wear Seat Belts. † eHow. Demand Media Inc. 1999-2011: 4. Web. 28 Sept 2011. http://www. ehow. com/about_5456493_people-dont-wear-seat-belts. html â€Å"U. S. Motor Vehicle Accidents, 2006. † World Almanac Book of Facts (2009): 1746. Academic Search Premier. EBSCO. Web. 29 Sept. 2011. â€Å"Using a seat belt. † Direct. gov. Crown, 29 Sept. 2010: 3. Web, 28 Sept 2011. http://www. d irect. gov. uk/en/TravelAndTransport/Roadsafetyadvice/DG_4022064 Veksler, David. â€Å"The One Minute Case Against Mandatory Seatbelt Laws. † One Minute Cases. Politics, 21 May 2007: 1-3. Web. 22 Sept. 2011. http://oneminute. rationalmind. net/mandatory-seatbelt-laws/ How to cite Seat Belt Laws, Essay examples

Using Authentic Material for Adult Learners free essay sample

Adult education Adult education, also known as continuing education, is a broad term for the practice of teaching and educating adults and holds a significant role in the lifelong learning process. Most of the advancements in adult education appeared in the nineteenth century, during the period of industrialization, mainly because of the acceleration of scientifical and technological progress that led workers to continue updating their skills and knowledge in order to fulfill their full potential. Adult education as an academic field emerged in the 1960s and since then it has experienced tremendous development in both practice and research. Plato was one of the innovators of adult education in the sense that he would teach anybody, including women. As a result he provided a model of the instruction of adults. 2. Learning English Teaching English as a Second Language (TESL) is a significant sector of adult education. Language acquisition by adults is language learning, a deliberate, diligent, intellectual process that rarely, if ever, results in the total fluency acquired so naturally by any small child, regardless of intellectual ability or personal motivation. Language acquisition by children and language learning by adults are strikingly different phenomena. The techniques and tools concerning adults are also highly differentiated than those utilized for children, reflecting the divergent abilities, motivation and needs of these students. Chapter 1: The characteristics of the adult Greek learner 1. Who is the adult second language learner? It has been observed that over the last decades an increased interest has been demonstrated from the part of adults either to learn English as a second language or to develop their pre-existing English knowledge. The reasons of this phenomenon do not usually include personal interest but rather stem from the practical need of the adults to function more successfully in a world where English has grown to be considered the lingua franca. Adult learners basically study foreign languages (FL) for use in a particular professional, scientific or academic field. The extended demands of the marketplace as far as the expertise of the employers in concerned has led the working people to believe that in order to survive and thrive in the new socioeconomic environment they must enhance their competence. Thus, on the grounds of pursuing job opportunities and careers, Greek employers were obliged to achieve a proficient level of the English language both for communicative and learning purposes, since the majority of the newly discovered global knowledge is accessible primarily through the Internet and in the English language. Moreover, there are cases of people who faced the necessity of learning jargon, the specialized language regarding their work field, in order to become acquainted with the novel developments. In addition, a large number of adult Greek learners concerns those who needed to learn English for studying purposes, considering the fact that knowing English was a critical issue in starting post- graduate studies, especially abroad. However, contrary to the above learning groups that knowing English constituted a practical necessity, there is also a significant number of Greek adults who decided to learn English purely for personal and social reasons, since people not knowing the language have grown to be considered uneducated in the Greek society. . What do adult learners bring to class? It has been observed that the adult class is highly characterized by heterogeneity, taking into consideration the fact that adult learners have an already formed personality. At the same time, adults have specific intentions and expectations, carry background linguistic and educational knowledge and have formerly developed their own learning styles. Background knowledge and language Adult student s bear background knowledge and experience of their own in the lassroom, acquired either from work or home. This pre- existing knowledge of the world can be exploited in favour of the learning process. Specifically, it can function as a foundation on which the teacher can build the new knowledge. Moreover, adults already master one language, in this case the Greek one and that language is a fundamental element of their cultural and social identity. The adult student knows the sound and structure systems of his first language, a fact that can either facilitate or obstruct the learning process. Learning styles Alike to all students, adults follow different learning styles. While some learn more effectively by watching and listening, others need to take down notes and analyze rules. Thus, the instructor is obliged to respect the individuality of each student and adjust his teaching method in a way that makes use of and agrees with all the various learning styles. The teacher is also advised to urge the adult student to expose himself to the entire range of the divergent learning styles. Expectations It has become noticeable that adult learners tend to bring with them attitudes and knowledge developed in prior schooling, thus forming particular expectations from the current learning method and the teacher. There are learners who were uneducated or lack literacy skills and need encouragement and other, who are strongly confident because they have already studied a second language and were successful in it. Additionally, it is quiet likely that students with previous learning experiences have formed a personal opinion on how the class and material should be organized and taught. In cases where the methodology of the teacher does not comply with the teaching features to which they were formerly exposed, the students tend to question the efficiency and competence of the teacher. Consequently, for harmony and discipline to be maintained in class, it is necessary that the teacher negotiates the method and material to be used with his students. At the same time, the targets and theoretical background of each lesson should be thoroughly discussed, so that both participating sides work for a common goal. Chapter 2: Theoretic background of adult teaching and use of authentic materials 1. Principles of adult education The majority of TEFL specialists have concluded that adult teaching programs need to be designed according to specific educational principles and characterized by certain features: * Adults can learn when provided the opportunity * Adults need to know the reasons and benefits of the learning process * Adults want to learn * Adults have accumulated knowledge and experience Adult learners must be involved in the entire learning process * Materials must be adult oriented * Adults need to be considered as responsible and capable of self- direction * Adults do not want to be treated as children but as equals to the teacher * Instructors must be committed and concerned 2. English for Special Purposes (ESP) English for Special Purposes (ESP) is defined, according to Johnson and Johnson, as â€Å"language programs designed for groups or individuals who are learning with an ident ifiable purpose and clearly specified needs†. ESP is a learner-centred approach that is designed to meet specific needs of, basically, adult learners, who study foreign languages (FL) for use in a particular professional, scientific or academic field. ESP is considered one of the most significant areas in the language teaching field and is designed to develop students’ needs in order to enable them to communicate in the English language. Respectively, the materials that are included are basically chosen based on the learners’ area of professional expertise. In other words, it constitutes an attempt to help adult learners accomplish their occupational and academic needs and goals. Incontrovertibly, in such specialized courses learners have a range of needs and purposes, which play in important role in the teacher’s choice and preparation of materials. Thus, the very nature of adult education dictates that the material to be used should carry features that can expand the adult learners’ professional and academic knowledge so that they can meet the real world’s expectations. Consequently, it is safe to state that the most appropriate material for adult teaching is the authentic one. 3. Defining the term ‘authentic material’ In this point, it is important to narrow down the meaning of the term â€Å"authentic materials† in using examples of language produced by native speakers for some real purpose, rather than using language produced and designed specifically for in-classroom use. The issue of using authentic materials in language classrooms has been influential mainly over the last two decades. However, Chomsky (1965) and Hymes (1972) had earlier emphasized the importance of teaching authentic texts in culturally authentic contexts instead of texts designed for pedagogical purposes, by claiming that communicative competence does not only include the knowledge of the language but also the need of contextualized communication. Rogers and Medley (1998) move further and consider the terms of authenticity and authentic as describing oral and written language samples that are the reflection of language forms used naturally and appropriately based on the cultural and situational contexts. Chapter 3: Practical issues concerning authentic materials 1. Advantages of authentic material It has been acknowledged that the introduction of authentic material in the teaching process has a significant number of advantages. The most obvious is that students are exposed to real discourse, a fact that involves two very important aspects. Firstly, different language styles are accessible, thus students are given the opportunity to extend their vocabulary and secondly, language changes are reflected in the material, so that both students and teachers can keep abreast of the sociolinguistic evolvement of the English language. Apart from the above, students gain an intrinsic educational level, considering the fact that are kept informed of what is happening in the world and they come in contact with the British culture. In addition, the variety of the material, both in form and context, helps the students to develop skills as listening, reading, scanning, understanding, in an interesting and effective way. An additional very important aspect is that authentic material is natural and has substantial quality. Textbook- based material often contains artificial and unvaried language, which is structurally, grammatically and linguistically perfect. However, this feature that does not correspond to the characteristics that permeate the actual use of the language, which is not always flawless and immaculate, especially in its colloquial and everyday form. 2. Reasons for using authentic material It is only natural that some of these reasons coincide with the advantages of using authentic materials. To begin with, employing them ensures that the knowledge we transmit to our students is as modern and updated as possible. Moreover, the use of authentic material serves a practical necessity for those adults who plan on working or studying in the UK and need to get closer to the British culture and everyday life. Students come closer to the English culture by having contact with real aspects of their life. Additionally, it is undeniable that authentic material keeps the students’ interest alive, since it is more stimulating, memorable and at the same time exciting because it is different from what is known to the adult Greek learner. It is also worth mentioning that learners are exposed to â€Å"real† language in context, a fact that contributes in developing a broader language base. However, it has been stressed that the most critical and important reason for integrating authenticity in the syllabus is the learner’s motivation. If the student’s interaction with authentic material is established with interest and ease, they can participate actively in the learning process, resulting to the enhancement of their motivation levels. Furthermore, by coping with authentic materials successfully, students are given a sense of achievement and are encouraged to face the factual world and make comfort and fluent use of the language in real-life situations. ELT specialists have also claimed that adults often prefer a problem-solving orientation in learning, in the sense that learning may be more efficient and productive if they are presented with a problem in real context. What is more, it has been observed that adults are highly motivated to learn when they have the opportunity to gain new knowledge and expand their horizons, specially regarding their professional lives. 3. Instructions for selecting authentic material Selecting material is an activity that has grown to be considered challenging for every teacher and at concurrently of vital importance to the success of the teaching- learning process, hence should be meticulous and not at all random. The collection of authentic materials entails specific criteria that are imperative to be met, namely the learner’s age, level, interests, needs, goals and expectations and at the same time should be governed by three basic principles, suitability, exploitability and readability. To begin with, as far as suitability is concerned, the chosen material should be adjusted to the adult learner’s motivation and interests. It has been already specified that these are highly crucial aspects of efficient learning. Secondly, the material to be taught needs to be characterized by exploitability, in the sense that it can be used for teaching purposes. More specifically, it must be relevant to the goals of the learning process and be linked to the other aspects of the teaching. This can be accomplished through the use of themes, for example travelling, entertainment, social life, work, politics, ecology, literature etc. Last but not least, the material has to be selected in terms of its language and content, which have to be appropriate and chosen with consideration to the students’ level. However, there are cases that the density of cultural and situational references may be intimidating, even for the adult learner. Thus, it is evident that the nature of authentic materials is demanding and requires skillful and qualified teachers who will be able to provide precise information about certain trends and aspects of the British life. 4. Sources of authentic material The source of the material can be anything written in the target language and is used unedited in the classroom. Common examples are newspaper and magazine articles, songs, films, radio and TV broadcasts, leaflets, flyers, posters, maps, signs, recipes, web pages, blogs, advertisements and literature. Conclusion Authentic materials have been many times discussed as beneficial in teaching English for different skills. However, for settings other than general English, these materials may also work as a motivating feature and as a link between students’ general knowledge of language and their professional language needs. Authentic materials, being a part of the real world, can serve as excellent resources for introducing language in its real form to ESP learners whose final goal in taking ESP courses is to communicate properly in real-world contexts. Some of these materials which ESP learners encounter in their professional settings include articles as a part of their specific field literature, product labels, advertisements, brochures, newspapers, reports, literacy excerpts, audio recordings, and videotapes and best of all internet which unlike other sources is updated continuously. To sum up, using authentic materials is an easy, convenient and effective way of improving not only the students’ general skills, but also their confidence in a real situation.