Free Essays on New Deal In South Carolina

, â€Å"I pledge you- I pledge myself to a new deal for the American people† (Huff 374). This New Deal, of Roosevelt’s, was a series of actions that FDR took to meet the immediate needs of the American people. Congress stayed in session day and night for a hundred days, passing bills that were urged by Roosevelt. This period of the New Deal is referred to as the Hundred Days (Huff 374). The new president quickly won the confidence of most Americans through his dramatic speeches and his New Deal. FDR gave inspiration and hope to the underprivileged and the unemployed and reassured the country that it had â€Å"nothing to fear but fear itself.† President Roosevelt’s cabinet consisted of one South Carolinian, Daniel A. Roper, as Secretary of Commerce. As the Democrats controlled both houses of Congress, some South Carolinians, because of their seniority, attained important committee assignments (Lander 73). The New Deal had both positive and negative effects on South Carolina. The New Deal help South Carolina’s agriculture, economy, and the work force, but it also hurt some of the people. Some important New Deal measures, which are also referred to as the alphabet agencies, to affect South Carolina were the Agricultural Adjustment Act (AAA), the Works Progress Administration (WPA), the National Industrial Recovery Act (NRA), Farm Credit Administration (FCA), the Federal Emergency Relief Administration (FERA), ... Free Essays on New Deal In South Carolina Free Essays on New Deal In South Carolina THE NEW DEAL’S EFFECTS ON SOUTH CAROLINA In the presidential election of 1932, the American people were looking for a change and elected Franklin Delano Roosevelt (FDR). Roosevelt promised to act to end the Great Depression. He urged programs to deal with what he referred to as the â€Å"forgotten man† during the depression. These programs included legislation to end the financial crisis, grant relief, and regulation of agriculture and industry. FDR accepted the Democratic nomination for president with the words, â€Å"I pledge you- I pledge myself to a new deal for the American people† (Huff 374). This New Deal, of Roosevelt’s, was a series of actions that FDR took to meet the immediate needs of the American people. Congress stayed in session day and night for a hundred days, passing bills that were urged by Roosevelt. This period of the New Deal is referred to as the Hundred Days (Huff 374). The new president quickly won the confidence of most Americans through his dramatic speeches and his Ne w Deal. FDR gave inspiration and hope to the underprivileged and the unemployed and reassured the country that it had â€Å"nothing to fear but fear itself.† President Roosevelt’s cabinet consisted of one South Carolinian, Daniel A. Roper, as Secretary of Commerce. As the Democrats controlled both houses of Congress, some South Carolinians, because of their seniority, attained important committee assignments (Lander 73). The New Deal had both positive and negative effects on South Carolina. The New Deal help South Carolina’s agriculture, economy, and the work force, but it also hurt some of the people. Some important New Deal measures, which are also referred to as the alphabet agencies, to affect South Carolina were the Agricultural Adjustment Act (AAA), the Works Progress Administration (WPA), the National Industrial Recovery Act (NRA), Farm Credit Administration (FCA), the Federal Emergency Relief Administration (FERA), ...

How to Convince Your Team to Use (And Love) CoSchedule

How to Convince Your Team to Use (And Love) So you’re feeling pretty great. Why? Because you FINALLY found a new, shiny, amazing tool that’s gonna save your life. (Hint: It’s ). Now all you gotta do is convince your team to hop on board. The problem:  They are tough to convince. Change-averse. Old school. â€Å"Don’t have the time.† Basically, you’ve got a TOUGH sell ahead of you.  (Whatever your reason may be). BUT luckily the peeps here at decided to do the hard work for you. After researching the best tactics to convince others and conducting interviews with REAL customers who’ve struggled to convince their teams†¦ we’ve put together a plan (AND a presentation template for you to use) that’s going to make this process a whole lot LESS painful. How to Convince Your Team to Love (And Use) @Part 1: Become The Expert You’ve finally found the tool thats about to change your (work) life.  BUT in order to convince your team effectively, youve got to  become the EXPERT in everything that is . Why? Because you gotta be ready for the pushback, so you need to equip yourself with data, facts, and plenty of â€Å"how-to’s.† To get you equipped with all the knowledge you need, we’re going to jump right into the how-to’s and highlights of . Plus, at the end of each section, we’ve prepared some handy talking points for you  so you can easily summarize the highlights when you start talking to your team. Highlight #1: Consolidation (AKA Your One-Stop Marketing Shop) You already know this, but one of the best time-saving aspects of is the ability to CONSOLIDATE. You can finally say goodbye to that planning spreadsheet that is growing more unwieldy by the day. No more copy/paste. No more overwhelming tabs open on your computer. It’s everything you need, in one easy-to-use marketing hub. The first aspect you should get comfortable with isMarketing Campaigns. This feature will become your go-to for proactively planning roadmaps and allocating (+ maximizing) resources effectively. Plus, Marketing Campaigns eliminates all that wasted time that people spend tracking down content, which means more time can be spent on the EXECUTION of projects. To start, choose the project option called Marketing Campaigns. Its the top item on the list when adding a new project to your calendar. Next, add a title to your marketing campaign, color labels, as well as start and end dates. Next, add each individual content item to your project – from emails to social campaigns, to podcasts and blog posts. Everything that needs to go live as a part of this wider marketing project can all be coordinated directly in . So to recap, why is marketing campaigns so great? Answer:  It takes organizing the next marketing campaign, feature launch, event, etc., to the next level. And ALL smart marketers are serious fans of anything to make organization easier. Next up KANBAN and TEAM MANAGEMENT DASHBOARD. These babies are amazing (and you probs agree) because†¦ you can collaborate better AND save time. No more endless status updates and lost time tracking down whos doing what and when. Enter Team Management Dashboard.   It gives you a granular peek at all the individual tasks each member of your team is responsible for on any given day. You can see real-time updated as tasks are checked off and when items get missed. So your project timelines will never fall-apart due to missed deadlines or dropped balls. Say someones on vacation or out sick, the team management dashboard makes it easy to reshuffle workload and reassign tasks with drag and drop functionality. Your team will thank you because theyll know exactly where to turn every day to know what they need to get done for the day. Zero meetings necessary. Just their tasks and priorities clearly visualized in an easy dashboard. Heres how to find your Team Management Dashboard in . Step 1: Hover over the hamburger menu in the top left-hand corner. Step 2: On the bottom left-hand side, youll see an option called team. Step 3:  Easily see every task and project your team is working on, as well as a status bar to quickly see how far along a project is. The next linchpin to getting all your marketing projects organized is the Kanban view. Hover over the hamburger menu and choose the project option. The Kanban view can be customized to your unique workflow. You and everyone on your team will be able to see what stage every project is in and know when it moves from one stage to the next. Yep, it’s that easy. Basically, your team is going to start falling in love with the tool as much as you. And with that†¦ You have finally earned your first talking point: Consolidate your marketing toolset AND workflow. Create a unified workflow for every project with ’s all in one marketing calendar. Proactively plan out your entire roadmap, get real-time visibility, and maximize your resources inside a collaborative, cross-functional calendar for it all! So now that we’ve covered how consolidates your marketing process, you’re one step closer to being a champion. Highlight #2: Communication [is Key] Anyone that’s ever been in a fast-moving team knows that half the battle is clear communication. Heck, just communication AT ALL. You’re all so busy you’re lucky just to turn in that project update on time. And that’s where will really start to resonate with your teammates. So, let’s dig into how makes communication about 1000X easier. Firstlet’s talk about consistent team workflows.  (Because who doesn’t love a good, effective workflowam I right?!) The highlights: Plan and assign tasks and get your content approved and published Execute faster across distributed teams Keep your team members up to date, and avoid email! Know the exact stage of each [and every] project The biggest sell here is that your team can actually build project workflows right into the team calendar. Next on the list is how to build a workflow: Open a new piece of content Select the task template icon and +New Template Name your template, and hit Next Add each of your tasks Assign each task to a team member Establish the # of days before or after publish that the task is due You’re all set to Sell the magic that is workflow templates (and honestly, the beauty that is assigning tasks) and Know how to create them like a pro. So, to continue with the awesome communication features within . Let’s talk about CHAT.  Basically, in-app chat eliminates all the wasted time  spent combing through an inbox searching for a project update. So within each project, there is a tab where all involved team members can give updates or leave notes for the group. So here’s how to access and use chat: Head into any piece of content On the right side of the screen, click the message icon  tab And BOOM. You can start chit-chattin’ away. You can even attach documents directly in the discussion feature. And if your team is constantly buried in emailsthis is going to be a major selling point. (Just THINK of all the hours everyone spends searching their inbox!) Another communication feature is the ability to add discussion directly in social messages. We know making changes to social images, copy etc. can mean a lot of back and forth. Maybe youve even tried to send screenshots of social messages back and forth for approval. Thats not ideal. To start, open your social campaign or individual social message and choose the conversation bubble at the bottom of the post. Then, @ mention someone with the desired changes. No back and forth. No screenshots. Just collaborating and planning social media messages made easy. So now that you’re a communicating-in-pro, here’s your second talking point: Execute faster across distributed teams. Stay in the loop on every project without getting stuck in the weeds of searching a lengthy email chain or cluttered inbox. Easily share files, comments, and project details with everyone directly within . Highlight #3: Get To Know The [Amazing] Social Tools So now that you’re already well on your way to becoming a expert we’re going to talk about the social tools. (Because you know that your team is going to LOVE them.) First, here’s how to build a social campaign: Head to your master calendar view Click the  + to access content types Select  Social Campaign Add the link you want to promote Plan ALL your messages for every social network Also, be sure to explain that you can add a social campaign to ANY piece of content, so your social media messages are no longer disconnected from the actual project. One less tool to manage and your social media manager can finally have the full picture behind their social messages. 👠 Simply head into the piece of content you want to promote, and start adding in messages in the Social Campaign section  of the editor. Next upsocial templates and social helpers! Here’s the how-to for  setting up social templates: Open a piece of content Select the social template icon within the Social Campaign section Select + New Template  and give your template a name Customize it to incorporate any of your social profiles Build a schedule that shares your content for days, weeks or even MONTHS For a more detailed how-to, check out our Social Templates Help Doc  :) Can you feel the time-savings yet?! Now, here’s how to create a social helper: Head into any social campaign Select the social helper icon, and click +New Helper From here, you can create standard social helpers (synced from WordPress) or custom text helpers, image helpers, or even video helpers Need a more detailed run-down? Head to our Social Helpers Help Doc  :) And now that you know how to set those up it will be 1000X easier to explain to your team that they are going to save TONS of man hours with . The last piece? ReQueue: the most intelligent way to automate your social media. Here’s a sweet video to show your team how ReQueue to optimizes your social strategy:    As far as actually setting it up, here’s the lowdown: Head to the ReQueue dashboard in your calendar menu Create a ReQueue group Add any messages associated with the group Let take care of the rest So now that you’ve earned your third talking point: Boost engagement with powerful  social media tools. Improve your overall brand strategy with ’s powerful social promotion. Keep everything in one place, schedule dozens of social messages in seconds, and collaborate with your team using built-in approval based workflows! Highlight #4: Prove Your ROI (Finally) One of the biggest challenges that marketing teams face is proving their ROI. It’s hard to track everything and honestly  it’s tedious. The analytics struggle is real and if your team is willing to admit it’s pretty un-fun and they want something that can make it all better†¦ Then they are going to be PUMPED about the Top Content Report, the Social Engagement Report, and  the Team Performance Report. First, head to your calendar menu and select Analytics. So now that you know where to find your reportslet’s get into the nitty-gritty of what each report means and how you can customize them to your advantage: Top Project Report Description: See ALL your most popular content and compare your performance. This report helps you  find and easily re-share your most engaging content. Social Engagement Report Description: See the performance of each social network, account, and specific messages. How to Customize: Set a date range. Search for a specific message. Select overall engagement, or view engagement by each social network. Select overall top messages, or top messages by network.Team Performance Report Description: Get a snapshot of your team’s entire performance, performance by project, or the performance of a specific team member. How to Customize: Set a date range Search for a specific project, piece of content, or team member. Select a specific team member and view a granular view of their performance (including all completed, overdue or incomplete tasks)And with that†¦ Here’s your final talking point: Prove your ROI with data-driven results. No more warm fuzzies! Prove the value of all your hard work with real data. Utilize ’s most advanced analytics to measure your success! Part 2:   Convince Your Team So now you’re a expert. Plus, you’re armed with some pretty thorough + effective talking points. Which means it’s time to move onto the next and most difficult step in the process†¦ convincing your team. We’ve laid out a 3-step process for you, along with a few resources (like this  sweet presentation template), to get your team on the train. Step 1: Convert Some Allies Before you can show the whole team  whatcha got, you need to find some allies. Because if you can initially convince just a couple of people that is *the* tool. So the first step is to identify your potential allies. For example, your coworker who always has your back or that one person who is always talking about efficiency. Next, show them this vid: Step 2: Share With The Rest Of Your Team Okay. So you’ve done EVERYTHING right up to this point. *two thumbs up* But now it’s time to share with the rest of your team. First, identify the way you want to position . For example, if your team is ALWAYS short on time†¦ or just plain overworked. Or, if your team is sick and tired of the overwhelming amount of tools they have to use to get their job done. Here’s a list of potential concerns that you might hear from your team, and the response you can give them: Step 3: Start Settin’ It Up THE FINAL STEP. To complete the whole â€Å"convincing your team† process you’ve got to get people to try the tool. Let them realize how AMAZING by having them try the tool. And if people are still hesitant about it (because they still aren’t totally sold on the idea), you can say â€Å"we are just trying it out right now.† Take the time to help them with any issue they may be experiencing. And if you can’t figure it out, you can direct them to this link  and we’ll make sure to answer their question. Remember: We’re here for ya. So to recap: First, you need to take the time to LEARN the ins-and-outs of . Next, you can use the 3-step process (and this handy presentation  template) to *strategically* convince your team that is the tool they never knew they needed.

How does the loss of Kates parents affect Kates values and faith Essay

How does the loss of Kates parents affect Kates values and faith - Essay Example However, this passion for learning is matched by an equally strong iron clad sense of duty. This is the conflict that plays out in Kate’s brother Matt’s life where his sense of duty clashes with his love of learning and aborts his plans in the academic field. As a result, it is Kate who goes on to acquire the learning and become a biologist at Toronto – it is Kate who has the chance to spread her wings and leave Crow Lake, which leaves her with a strong feeling of guilt, since it was her brother Matt who should have been the one to achieve that. It was her brother Matt who was the real scholar of the family, who had a bright future before him as an academic, however the death of their parents forces him to take up farming jobs that ultimately makes him sacrifice his literary aspirations in order to end up becoming a menial farmer. While learning has been the valued goal in the family, the death of their parents is a tragic event for the four brothers and sisters. It is especially difficult for Kate to reconcile her bitterness and inner trauma at the death of her parents, because she feels that it is the direct cause that brought hardship on the family and made it difficult for Matt to be able to pursue his education. The suddenness of the event is a feature that adds to the trauma and shock that Kate feels at the death of her parents. She provides a foretaste of the ominous nature of the day as follows:â€Å"But for our family, there was an event that summer catastrophic enough to be the start of practically everything.† (Lawson 6). This catastrophic event she refers to is none other than her parents’ death, which ironically occurs just after the family has received some glad news. The eldest brother Luke has been accepted as a teacher at a nearby town and this is not only a joyful event but also a surprising one, because it is Matt who is the intelligent one of the family, acknowledged as the one to follow in the footsteps of

Critically examine the distinctions between explanatory and Essay

Critically examine the distinctions between explanatory and constitutive theories of International Relations, illustrating your argument with insights from a variety of theoretical perspectives - Essay Example Papp (2002) expresses that the profound insight into this discipline, different theories have been advanced by the scholars of this discipline. These theories not only help understand relations among the nations but also provide a complete framework of body for effective governance of the states and deal world politics at large. These theories include Realism, Neo-realism, Liberalism, Neo-liberalism, Constructivism, Idealism, Liberal Internationalism, Marxism, Functionalism and Post-structuralism etc which mark their existence as dominating thought of international system ever since emphasis on this discipline’s has been laid upon. According to Donnelly (2000), these theories endeavour to provide a conceptual framework to comprehend the basis of relations among the nations. In connection with asserting their actuality and validity, these theories take into account various assumptions for establishment of conceptualisation which have become mandatory under all circumstances for a profound insight into international relations. Before going further, a look at these concepts which seek their origin from these theories is all the most necessary. They are Nation-state, Balance of Power, National Interests, Elements of Power etc. they draw their birth from this theoretical system of body. Importance of these theories can be understood from the fact that without a conceptual framework of these theories, understanding world politics through international relations’ concepts was not possible. Keeping aside all other theories, for instance Waltz (1979), current debate on distinction between explanatory approach and constitutive approach in international relations will be deal by this paper. These approaches were taken into consideration for the classification of the international relations’ theories. In a practical perspective the realism is major participant in

The Influence Of Tests On Teaching Backwash

The Influence Of Tests On Teaching Backwash In the field of foreign language teaching and learning, there are two kinds of opposed views about the relationship between the language testing and the language teaching. One side is that the language testing should be known as the supplementary means for the language teaching. According to Davies (1968: 5), the good test should follow and ape the teaching. This is a point of controversy to most of researchers and teachers. The other side asserts that the relationship between teaching and testing is should regarded as partnership among each other. (Hughes, 2003: 3) That is commonly accepted among many scholars and teachers. Moreover, the language test is expected to support the good teaching and can be used as the corrective reflection and direction to the bad teaching. Furthermore, the influence of testing on teaching and learning is defined as backwash which can be either beneficial or harmful. (Hughes, 2003) Although, the test can impact the teaching on several aspects such as: c urriculum, materials, teaching method and content, attitude and behavior, and learning (Alderson Wall, 1993), the existence and the nature of the influence would be affected some elements such as: the teacher, the school, the test itself. (Spratt, 2005; Alderson Wall, 1993) Therefore, In addition, the existence and the nature of the backwash will be different in various teaching and testing context as well. (Alderson Wall, 1993) In the first part I show the complicated phenomenon of the language testing backwash in the language teaching generally. Specifically, there is a very close connection between the College English Test ¼Ã‹â€ CET ¼Ã¢â‚¬ °and college English teaching in China. (Gu, 2005; Li, 2009; Ceng, 1999; Shao, 2003) The CET is proved that it is an effective means of measurement for its result can accurately reflect the College English teaching and learning situation both of one university at different stages and different universities at the same stage. (Gu, 2005) With a great number of elements which can affect the CET and the college English teaching and learning, in second part of this essay I discuss the existence and the nature of the CET backwash. However, there are a great many of weakness which shouldnt be neglected, it is eager to find out some ways and means to achieve the beneficial washback of the CET to assist the college teaching efficiently. In the last part of this essay, I will give some suggestion how to promote the beneficial backwash of the CET with the theory of foreign language acquisition. The influence of tests on teaching- backwash 1.1 Definition of Backwash The influence of testing on teaching and learning which can be either beneficial or harmful is defined as backwash (it is known as washback as well). (Bailey, 1996: 259; Buck, 1988: 17; Hughes, 2003: 1). According to Taylor (2005), the backwash of tests has affected on numerous aspects of educational processes for a long time. It could believe that language tests backwash has been influencing on language teaching and learning constantly. As Hughes (2003:1) points that the test which is regarded as a significant one could command all relative teaching and learning activities. Specifically, the term backwash has been regarded as the way in which tests influence on teaching such as: designs of curriculum, choices of teaching materials, and conductions of classes. (Hughes, 2003:2) Therefore, the testing is playing an important role in what is taught in teaching context and how it is underway. However, the backwash of language tests would be regarded as either positive or negative. When the testing exerts the beneficial influence on language teaching, it could enhance the good teachings and reflect the bad teaching correctively as well. And the testing can play the role in language teaching as a partner of that process, which is perceived as an accurate relationship between teaching and testing. (Hughes, 2003:2) Otherwise, when a tests content and testing techniques are aimed to assess the restricted language ability only such as some tests doesnt test learners necessary language abilities (listening, speaking, writing and reading) directly, it would exert the harmful influence on language teaching. (Hughes, 2003; Taylor, 2005). The negative backwash would mislead teachers and learners to concentrate on doing what is regarded as unnecessary for achieving high score, and narrow the teaching/learning context as well. (Alderson Wall, 1993; Taylor, 2005) Although language tes ts play a decisive role in language teaching and learning, the influence of them may show different results in different teaching and testing situation. 1.2 Factors influenced by the backwash The result of studies shows the backwash for several views of language teaching in classroom to a certain extent, such as: curriculum, materials, teaching method and content, attitude and behavior, and learning. (Spratt, 2005; Cheng, 1997) In the view of the curriculum, tests are always regarded as one of references for the change of curriculums. (Pearson, 1988) In addition, Alderson (1986) agrees that the innovation of language testing is considered as an influential factor which can cause the innovation of language curriculum. However, Vernon (1956) emphasizes that some teachers always overlook parts of curriculum which couldnt conduce to raise scores of tests directly for they concentrate on training test excessively. Besides the testing, there are many other factors such as the nature of course, the class size, stakes of tests, and schools could affect curriculum as well. (Alderson Wall, 1993; Lam, 1994; Lyon, 1996; Read Hayes, 2003; Watanabe, 1996) Therefore, it can conclude that in various teaching and testing situation, the backwash for the curriculum will show in different ways, and backwash may not exist in some situations at all yet. (Spratt, 2005) The aspect of backwash for teaching materials, many researches point that the revision of language testing can cause the innovation of language teaching materials usage as well. (Alderson Lyons, 1996; Watanabe, 2000) In addition, some studies point that when the language test gets closer the backwash for the selection of language teaching materials is greater. (Alderson Wall, 1993; Lumley Stoneman, 2000; Alderson Lyons, 1996) Besides, we cant neglect that the aim of choosing and using some teaching materials is to improve relevant language abilities and some is to enhance testing techniques merely. (Spratt, 2005) Consequently, tests can impact the usage of teaching materials, but is not the main factor to determine it. For the view of teaching methods and content, Spratt (2005) sports that tests especially high-stakes tests can affect the implementation of teaching activities and the choosing of teaching contents. For example, the study of TOEFL from Alderson and Lyons (1996) indicates that teachers teaching techniques and classroom activities have a great many difference between TOEFL and non- TOEFL classes. Moreover, high-stakes tests would let teachers to spend lots of class time in simulating tasks of tests or promoting techniques and strategies of tests. (Shohamy, 1996) However, some researches find that some teachers believes students efficient language skills play the most important role in passing language tests. (Watanabe, 2000) Therefore, it could conclude that testing is not the only factor to lead the variety of teaching methods which is related to the diversity of teachers and teaching contexts as well. In the aspects of attitude and behavior, Pearson (1988) points that testing has impacts which are both in positive and negative side on attitudes, behavior, and motivation among teachers, students, and parents. For instance, students always recognize that tests let them study hard for achieving high scores, however they also worried about testing cannot reflect their all learning aspects accurately. (Cheng, 1998) Furthermore, some teachers think that testing is a proper way to ensure whether aims of syllabus have been achieved. (Morris, 1972) Nevertheless, testing always soaks students, teachers, and parents in the atmosphere of anxiety and fear, as all of them worried about the result of tests. (Shohamy, 1996) Under this kind of pressure, students couldnt play their normal level; at the same time teachers would do whatever can help their students to achieve higher scores. (Alderson Wall, 1993; Spratt, 2005) The connotation for considering the backwash for learning is to discuss whether language testing can make students learn more and better. (Wall, 2000) Studies with mentioning students learning strategies and performance point that in the particular testing context students test scores would have at least ten percent improvements through several months of related conduction for testing preparation. However, we are not sure whether these finding can be applied to other learning and testing context. (Smith, 1991) Moreover, Andrew (2002) emphasize that after preparing the oral part of language tests some students just could achieve testing strategies and learn formulaic expression by rote but couldnt interact meaningfully or appropriately yet. 1.3 Factors affect the backwash The teacher, the school and the exam itself are known as the influential elements which can affect the occurrence and the nature of the backwash. (Spratt, 2005; Alderson Wall, 1993) Above all, the most important factor which can affect the backwash is the teacher. Specifically, all of teachers belief about teaching and testing, teachers attitudes towards the test, teachers educational level and experience, and teachers own personality will impact whether backwash exists and it is beneficial or harmful. (Smith, 1991; Alderson Wall, 1993; Alderson Lyons, 1996; Watanabe, 1996; Shohamy, 1996, Spratt, 2005) Moreover, the size of school, the education philosophy of school, and the attitude towards tests of schools administrator are regarded as the factors which can influence the backwash. (Watanabe, 2000; Smith, 1991; Read Hayes, 2003) According to Alderson and Wall (1993), schools can curb the appearance of the backwash and affect its nature even for communicative tests. In addition, test itself would be able to impact the existence and the quality of backwash. (Spratt, 2005; Alderson Wall, 1993) Morrow (1986) asserts that the language test which can measure candidates ability of language application can be considered as a qualified test with powerful and beneficial backwash. In summary, language testing can exert influence on language teaching and learning indeed, but it will present as either positive or negative. As the backwash can impact lots of aspects of language teaching and learning process; the existence, the nature, and the deep of it must be diverse in different views. Moreover, the backwash is also affected by some elements, so its nature must be independent in different teaching or testing context neither. Therefore, the backwash will be shown in extremely different states in different teaching and testing context. Even though in a particular situation, each aspect of the backwash must be different neither. 2. The backwash for College English Test (CET) in college English teaching across China 2.1 Introduction of CET in China The College English Test (CET) is a national unified test which is sponsored by High Education Department of the Minister of Education of China and administrated by The National College English Testing Committee. (CET Testing Committee) After completing the English foundation course in the second school year, all of university students across China are permitted to participate in this test. (Yang, 2000) There is national wide range of stakeholders (teachers, students, and administrators) involved in this test. In other words, the CET can be regarded as a high-stakes test. Besides, it is proved that the CET is an effective means of measurement for its result can accurately reflect the CE teaching and learning situation both of one university at different stages and different universities at the same stage. (Gu, 2005) As the high status and reputation of this test, passing the CET-4 is regarded as a qualification to obtain the B.A degree among the majority of Chinese universities. Therefore, there is an extremely close relationship between the CET and the College English teaching and learning indeed. Furthermore, the results of many researches show that the CET can exert beneficial washback on The CE teaching and learning. (Li, 2009; Gu, 2005; Shao, 2003) Specifically, the execution of College English Teaching Syllabus has been promoted in CE teaching and learning by the CET. (Gu, 2005) However, there is harmful influence on CE teaching and learning from the implementation of CET as well. (Li, 2009; Gu, 2005; Shao, 2003) Excessive using of coaching materials makes classroom teaching be confined for preparing the test, which results textbooks cant be completed ideally. (Gu, 2005) The washback of CET on CE teaching and learning is either positive or negative and will be discussed specifically as follows. 2.2 The positive backwash of the CET We have discussed that the teacher, the school, and the test itself are the main elements which can affect the existence and the nature of washback on language teaching and learning above. Practically, as the CET is a high-stakes test, it makes all of administrators, teachers, and students to think highly of it. (Hughes, 2003) Moreover, one of the CETs aims is to promote the implementation of College English Curriculum Requirements in College English teaching and learning. (CET Testing Committee) In other words, to think highly of the CET among participants could be seem as to attach importance to College English teaching and learning. Therefore, one of the positive wahback of the CET is that it can guarantee the basic stage of implementation of college classroom English teaching. Moreover, according to the validation study of the CET (Yang Weir, 1998) shows that the CET is a highly reliable and valid test with rational design and can measure non-English majors English proficiency exactly and objectively at the tertiary level across China. So it can guarantee that the CET can provide the sensible feedback to assist college English teachers and students to promote their teaching and learning. The most important factor to warrant the positive washback is the design of question forms. (Gu, 2005; Li, 2009) Specifically, in order to fully reflect the importance of listening ability, the part of listening comprehension occupies a considerable proportion in the CET. Besides, the question forms contain not only the objective choice but also the subjective dictation with relatively diversity. Moreover, the selection of subject includes both narrative passages and dialogues with strong practicability. As reading is one of the main resources to achieve the information for people, training reading ability play a significant important role in college English teaching requirements. For meeting this demand, the CET has appreciable amount of reading tests with rational question form design. All of the selected reading texts are in the form of discourse. For the great percentage of listening and reading in CET, both teachers and students think highly of promoting these two kinds of abili ties actively. Furthermore, as the productivity and practicability of these parts of tasks, teachers pay more attention to use of authentic teaching materials. (Gu, 2005; Shao, 2003) By this way, students applied language abilities can be developed essentially. Gradually, with the abilities development, students confidence and interesting on learning English has been enhanced as finding themselves can read original English discourse and understand English radio and TV programs days after days. Therefore, the other positive washback of the CET is that it can innovate college English teaching and promote college teaching and learning level across China. Tests of writing and speaking are the most important means to measure whether students have the ability of language application (Hughes, 2003). As the writing part in the CET, it sets the tasks and selects the samples as expression of attitude and information with all students familiar topic to evaluate students communicative applied ability in written English. (Gu, 2005; Shao, 2003) It guides a clear direction for teachers teaching and students learning so that they can understand the centre of college English teaching and learning of non-English major has converted from knowledge of language to language itself. In other word, this kind of washback makes both teachers and students pay more attention on training of language application. For the speaking test of CET is optional, which means a student must get an exact higher score in the written part of the CET (more than 560 points in the CET-4 and more than 530 in the CET-6) who can be permitted to participate in the oral part of th e CET. (Li, 2009; Gu, 2005; Shao, 2003) In order to achieve the opportunity to take part in speaking test, most of students eager to get the highest possible scores in written part. At the same time, it motivates students study hard. As it is regarded as extrinsic motivation which is not as good as the intrinsic one but is better than nothing. (Alderson Wall, 1993) With achieving higher scores, students integrated language abilities have been improved efficiently. Above all, the part of speaking of the CET exerts the beneficial washback on college English teaching and learning as they enhance the initiative of students. 2.3 The negative washback of the CET However, as the students performance of the CET is an important symbol of English teaching quality in each college and also the focus of competition among them in China, the results of the CET are given undue importance. (Li, 2009; Gu, 2005; Shao, 2003) Specifically, in the fourth semester teachers just use the CET-oriented materials completely such as various simulated tests and the former CET papers to prepare the CET which is coming in June without any active classroom activity among students. They believe that test-oriented materials can help students to familiarize the test format and train their time management skill so that enhance the passing rate. (Gu, 2005) Using them as teaching materials in classrooms is inappropriate, as the CET is just the measurement not the purpose of college English teaching. Therefore, on the aspect of English teaching time distribution, there has been a phenomenon that the regular teaching time has been compressed and the curriculum has been distor ted among a great many of universities. Moreover, as the part of speaking in the CET is still optional until now, it must let teachers and students neglect to promote the oral ability during the period of test preparation. In this teaching environment, students are forced to face a lot of papers practice and the inevitable appearance of students dummy English have become increasingly unusual. Finally, students integrated applied abilities haven been promoted adequately with the lack of productive language skills training. Moreover, the score and the certificate have the considerable influence on opportunity of students future learning and job. (Li, 2009; Gu, 2005; Shao, 2003) It potentially makes some students regard achieving the CET Certificate as their final goal of learning English during their undergraduate study period. Consequently, after passing the CET, lots of non-English major students dont attach importance on English learning any more with this shallow attitude. Therefore, the CET cant motivate students to learn English intrinsically. On the aspect of test itself, it restricts students real language ability and interactive language ability. According to Krashen (1982), the most effective way for people to acquire language is achieving comprehensible input. Only this kind of language input which is slightly higher than learners current level can help learners obtain the better learning effect. As excessive emphasis on the initiative of the CET, the objectivity and impartiality of the score, the stability of the test level, the most of question forms of the CET are the multiple choices. (Li, 2002) Hence, students stray from the right path of learning English with the neglect of the cultivation about real language input and communicative ability training to concentrate on grammar, lexical analysis, testing skills unduly. In summary, the CET itself does exert the certain influence on the college English teaching in China. However, the research (Gu, 2005) shows that some schools and some classes which use textbooks and other teaching materials creatively have the better performance and higher scores in the CET. Therefore, the effects of the CET are much less than other elements such as the attitudes of schools, teachers, and students towards the CET; teachers teaching level; teachers academic level; teaching methods; and students initiative. The CET is just a very small part of the whole college English teaching system. Besides, as there are a great many of weakness which shouldnt be neglected, it is eager to find out some ways and means to achieve the beneficial washback of the CET to assist the college teaching efficiently. Promote the beneficial washback of the CET As there is a close relationship between the CET and the college English teaching indeed, the CET not only can but also should exert beneficial backwash on college English teaching. Therefore, we attempt to find out the way how we can achieve as more backwash as possible. The possible suggestion will be argued as follows: Aim to college teaching syllabi, adopt a large number of direct language testing Direct language testing means testing communicative language skills directly with using as many authentic texts and tasks as possible. (Hughes, 2003) Using direct language testing can measure students skills what we would like to foster efficiently and promote the implementation of related practice for those skills sufficiently during the regular teaching time. (Bachman, 2000) Therefore, in the CET using a great many direct language testing so that test whether students have the effective communicative language ability in the certain context. In this way, we would be able to encourage students to practice those interactive language skills as much as possible. Consequently, we can obtain the beneficial backwash from the CET to college English teaching in China as figure 1 shows. Sample tasks of writing test as much authentically and practicably as possible Adding numerous authentic and practicable tasks in writing test can promote the unpredictable of the CET. In addition, the creativity of teaching and learning can be developed rather than concentrate on what they can predict. (Hughes, 2003) Consequently, students expression ability in written English can be promoted exactly. 3.3 Give the same importance to speaking test as others Change the part of speaking in the CET to be compulsory rather than optional. Some research shows that Chinese college students oral ability is the weakest one among others. (Ceng, 1999) According to that, promoting their oral ability must be enforced. Testing the abilities which you want to incent can achieve the beneficial backwash of test sufficiently. (Hughes, 2003) Therefore, adding the oral part in the whole CET compulsorily can motivate teachers and students to promote this skill consciously. 3.4 Provide assistance to teachers in order to adapt the new test pattern Introduction of a new pattern of the test may lead many teachers feel they dont adapt it. (Hughes, 2003) Transfer the CET from grammar and vocabulary oriented to be more communicative would make a large number of teachers feel they are not familiar to enhance students communicative skills. Therefore, essential training and assistance for teachers could avoid imbalance and chaos to support the help to teaching. 3.5 Reduce the status of the CET The figure 2 shows the relationship between the CET and the college English teaching and learning currently. Therefore, if make the provision that is changing the CET from the compulsive test to be the optional test during undergraduate study. Besides, abolish all unreasonable regulations which stipulate CET certificate is one of qualifications to obtain the B.A degree. This is the basic condition to reform college English teaching with getting rid of test-oriented education. We could achieve the positive backwash of the CET to establish more harmonious relationship (which is shown in figure 3) between the CET and the college English teaching in China. To summarize, the innovation of the CET to be more communicative, more practicable, more productive would be able to promote the beneficial backwash of it to influence college English teaching across China energetically. Conclusion The present essay has discussed the relationship between the language testing and language teaching and learning from generally to specifically. The effect of the language testing is defined as backwash to impact several views of language teaching and learning. In a certain teaching and testing context, the backwash of CET has been known as to affect the implementation of the college English teaching curriculum; the using teaching materials; the teaching method and content; the administers, the teachers, and the students attitudes towards college English teaching and learning. Additionally, as there are some elements affect the deep and the nature of the CET backwash, it presents either beneficial or harmfully in different aspects of the college English teaching across China. Finally, with some theories of language testing and foreign language acquisition this essay have illustrate some proposals how to achieve as more beneficial backwash of the CET as possible. However, as the importance of communicative college English teaching is a growing concern, the demands of the productivity, the practicability, and the communicability of the CET have been received greater attention in China. Therefore, it needs to invest more and research to enhance the quality of the CET so that promote the beneficial backwash of it to cooperate with the college language teaching and learning perfectly.

Touching Essays

Idiom| Explanation + Example | 1)| Don't give up the day job. | You are not very good at that. You could definitely not do it professionally. â€Å"I really like the way you sing, but don't give up your day job. | 2)| Cash cow. | An easy way to earn money regularly. â€Å"Income tax is a real cash cow for the government. † | 3)| Bite off more than you can chew. | Trying to do something that is too difficult or time consuming to finish. â€Å"I'm glad you want to prepare the report by yourself. Just be sure that you don't bite off more than you can chew. † | 4)| Clear the air| Discuss something that was causing people to feel upset. There seems to have been a misunderstanding. I'd like to explain what happened, just to clear the air. † | 5)| Turn your back on| Give up on, or abandon. â€Å"I needed your help but you just turned your back on me† | 6)| Not cut out for| Not suitable for something. â€Å"He tried mountain climbing, but he simply was not cut ou t for it. † | 7)| Scrape the bottom of the barrel| The very last, or the very worst. â€Å"These are the last volunteers we could find. We really had to scrape the bottom of the barrel to find them. † | 8)| A class act| Sophisticated, above average. â€Å"He offered to help, even though he doesn't know me.He's a real class act. † | 9)| Clean up your act| Improve your behavior. â€Å"If you are ever going to improve your English skills, you must start getting in to class on time and doing your homework. Why don't you clean up your act? † | 10)| Get your act together| Get more organized. â€Å"You have been late for work every day this week. If you want to keep this job, you must get your act together. † | 11)| A piece of the action| Participation in an activity. â€Å"I heard that you are looking for partners in your new investment. If you don't mind, I would like to get in on a piece of the action. † | 12)| Actions speak louder than words. Pe ople's intentions can be judged better by what they do than what they say. â€Å"Why don't you give her a hug instead of saying you are sorry, actions speak louder than words. † | 13)| In the air| Being discussed, generally obvious. â€Å"The days are getting longer and the flowers are blooming. Spring is in the air. † | 14)| Go ape| Go crazy. â€Å"Jack was really angry. I thought he was going to go ape. † | 15)| A grey area| Something that is difficult to define. â€Å"I researched your case, but there are not any black and white answers. Your situation seems to fall into a grey area. † | 16)| Up in arms| Angry. The crows was agitated. Everyone was up in arms over the government decision. † | 17)| Be glad to see the back of| Be happy when a person leaves. â€Å"That guy bothers me, I'll be glad to see the back of him. † | 18)| Give him/her credit| Acknowledge an achievement or contribution of a person. â€Å"Although he is not easy to work for, you have to give him credit for managing the company well. † | 19)| Go behind someone's back| Do something without telling someone. â€Å"Don't trust Jane. She acts friendly but she's always going behind someone's back. † | 20)| Each to his own| Everyone is entitled to his own individual opinion. I can't say that I like George's new furniture. It seems very plain and uncomfortable. Oh well, each to his own. † | 21)| Eager beaver| Enthusiastic person. â€Å"John did all of his homework before supper. He sure is an eager beaver. † | 22)| Early bird| A person who is early, or gets up early. â€Å"Dave was in class 30 minutes before anyone else. What an early bird. † | 23)| Scratch the surface| Examine only a part of something. Uncover only a few facts about something â€Å"Cancer research is a very long-term process. So far, we have just begun to scratch the surface. † | 24)| Give him the slip| Leave him.Hide from him. â€Å"I think that m an is following us. Let's give him the slip. † | 25)| Cold shoulder| To treat someone in an unfriendly manner. â€Å"I don't think Jim likes me. I tried to speak with him but he gave me the cold shoulder. † | 26)| Get the ball rolling| Start something. â€Å"All right everyone, we spent a lot of time planning this project. Now, it's time to get the ball rolling. † | 27)| Jump on the bandwagon| Join a popular trend or activity. â€Å"I like that new procedure and I've decided to jump on the bandwagon. † | 28)| A losing battle| Something that cannot be accomplished. I've tried fixing this phone many times, I just can't do it by myself. It's a losing battle. † | 29)| Keep something at bay| Keep something away. â€Å"Sarah found it difficult to keep the salesperson at bay. † | 30)| Spill the beans| Tell a secret. â€Å"I won't be the one to spill the beans. † | 31)| Beggars can't be choosers| People cannot complain about something they get for free. â€Å"I don't like the color of the sweater she gave me, but beggars can't be choosers. † | 32)| Flesh and blood| A relative. â€Å"I must help him. After all, he's my own flesh and blood. † | 33)| Give the benefit of the doubt| Believe someone's statement, without proof. The teacher's explanation did not seem logical, but I gave her the benefit of the doubt. † | 34)| A safe bet| Probably true. Will probably happen. â€Å"It's a safe bet that your English skills improve quickly if you study at Elanguest. † | 35)| Fit the bill| Seems correct. â€Å"That seems to fit the bill. I'll take it. † | 36)| Black and blue| Bruised. â€Å"He was beaten until he was black and blue. † | 37)| In cold blood| With no compassion or mercy. Usually associated with ruthless murder. â€Å"The assassin was evil. He killed him in cold blood. † | 38)| Out of the blue| Unexpected. â€Å"A great idea just came to me out of the blue. † | 9)| Cal l someone's bluff| Make someone prove what they say. â€Å"He implied that he would terminate my contract, but I called his bluff. † | 40)| Rock the boat| Create problems for other people. Everyone likes Anthony. He doesn't rock the boat. † | 41)| By the book| Doing something according to rules. â€Å"He's a good cop. He does everything by the book. † | 42)| Give someone the boot| Dismiss or get rid of someone. â€Å"Mr. Smith is an easy boss to work for. He doesn't like to give someone the boot. † | 43)| Get to the bottom of| Learn about and understand fully. â€Å"We are not sure what happened, but we intend to get to the bottom of this. | 44)| Out of bounds| Not permitted. â€Å"Hans wanted to ask Mary out on a date, but I explained that she is out of bounds. Mary is engaged to Jack. † | 45)| Bread and butter| Regular income. â€Å"We are very dependent on our advertising revenue. It's our bread and butter. † | 46)| The best thing since s liced bread| A good invention or innovation. â€Å"I love this paper folding machine. It's the best thing since sliced bread. † | 47)| Give me a break| Don't expect me to believe or agree with that. â€Å"You think the teacher is joking? Give me a break. † | 48)| Don't hold your breath| Don't wait too long because it might not happen. Yes, it's possible that they will lower taxes, but don't hold your breath. † | 49)| Cross that bridge when you come to it| Deal with a problem if and when it becomes necessary, not before. â€Å"I'm not too wirried about a possible downturn in the economy. Anyway, let's cross that bridge when we come to it. † | 50)| The bubble has burst| A previously positive situation has encountered a serious problem. â€Å"Last year, the stock market was doing very well. Unfortunately, it seems that the bubble has burst. † | 51)| The buck stops here| Problems are resloved here. â€Å"A lot of people try to pass problems to other pe ople.At my desk, however, the buck stops here. † | 52)| Burn your bridges| make it impossible to return. â€Å"Be polite when you hand in your resignation. After all, you don't want to burn your bridges. † | 53)| My ears are burning| I think someone is saying something about me. â€Å"Pierre is talking again. My ears are burning. † | 54)| Put on the back burner| Leave it for later. â€Å"I don't think we'll have time to complete it this year. Let's put it on the back burner. † | 55)| Someone means business| Someone is serious â€Å"Watch out for Harry. He's someone who means business. † | 56)| At the touch of a button| Quickly and easily. â€Å"No problem.I can change your account information at the touch a button. † | 57)| Have your cake and eat it| Enjoy something without paying for it. â€Å"He expected to pass without studying. Unfortunately, you cannot have your cake and eat it, too. † | 58)| A close call| Something (usually bad) almost happening. â€Å"That car almost hit us. That was a close call. † | 59)| Enough is enough| This should stop. â€Å"I have listened to his complaints for years but enough is enough. † | 60)| A fat cat| A wealthy person. â€Å"He has everything he needs. He's a real fat cat. † | 61)| My two cents worth| My humble opinion. â€Å"He seems like a corrupt politician.That's just my two cent's worth. † | 62)| Hang out| Be together, spend time with each other. â€Å"Hey Lauren, let's get together tonight, we can just hang out and practice our English. † | 63)| A change of heart| A changed opinion. â€Å"At one time, I supported George Bush. As time went on, however, I had a change of heart. † | 64)| Get something off your chest| Explain something that is bothering you. â€Å"Gary, you don't seem happy. Is there something you would like to get off your chest? † | 65)| Don't count your chickens before the eggs have hatched| Don't make pla ns for something that might not happen. Yes, I think we will probably get a raise in pay this year. Remember, though, don't count your chickens before the eggs have hatched. † | 66)| A chip on his shoulder| He is angry about something. â€Å"I don't know why he's so unhappy. He seems to have a chip on his shoulder. † | 67)| Come full circle| A process has been completed. â€Å"The salmon has returned to the place where it originally hatched. Its life cycle has come full circle. † | 68)| Squeaky clean| Legitimate and proper. â€Å"We checked all of her references. She's squeaky clean. † | 69)| In the clear| Out of trouble. â€Å"His innocence has been proven. He's in the clear. | 70)| Steer clear of| Avoid. â€Å"She's not very nice. I think we should steer clear of her. † | 71)| Round the clock| All day. â€Å"She's a very hard worker. She usually works around the clock. † | 72)| Turn back the clock| Go back in time. â€Å"I feel old. I wis h I could turn back the clock. † | 73)| Like clockwork| With mechanical efficiency. â€Å"He's very predictable. He always eats at the same time, like clockwork. † | 74)| Wake up and smell the coffee| Think more realistically. â€Å"He doesn not respect you as much as you think. Wake up and smell the coffee. † | 75)| The other side of the coin| Another version of a story or event. The global summit will encourage meaningfull dialogue. On the other side of the coin, it might result in violent protests. † | 76)| Left out in the cold| Left unaided or unprotected. â€Å"They don't include me in their group. I feel left out in the cold. † | 77)| With flying colors| With enthusiasm and exuberance. â€Å"I can't wait to see you all. I'll be there with flying colors. † | 78)| Scrape by| Have just enough but not more. â€Å"Our budget is not satisfactory but we will find a way to scrape by. † | 79)| A tough cookie| A stubborn, strong person. â⠂¬Å"Don't get Shirley upset. She's a tough cookie. † | 80)| Keep your cool| Don't become upset. Relax, keep your cool. † | 81)| Lose your cool| Become upset. â€Å"Don't get upset. If you lose your cool, it will make matters worse. † | 82)| In a tight corner| Without any good options. â€Å"Milo has run out of options. If he takes any more chance, he might find himself in a tight corner. † | 83)| A couch potato| A lazy person. â€Å"Luis just watches tv all day. He really is a couch potato. † | 84)| Takes its course| A situation develops naturally. â€Å"There is nothing we can do to relieve the effects of her disease. We can only wait and let the illness take its course. † | 85)| Up the creek| In trouble. â€Å"I warned Bill but he would not listen.Now, he's up the creek. † | 86)| Crocodile tears| Exaggerated or faked sympathy. â€Å"She told me she was sorry but she was not, it was just crocodile tears. † | 87)| When it comes t o the crunch| When there are no more possibilities. â€Å"Victor seems to have a casual point of view. When it comes to the crunch, though, he is a real professional. † | 88)| A far cry from| Very different from. â€Å"His personality is a far cry from his father's. † | 89)| Off-the-cuff| Without research, planning, or considering. â€Å"I haven't had the time to think about it. My off-the-cuff impression, however, is that it is a good idea. | 90)| Can't cut it| Cannot do it. â€Å"Kim shouldn't be working here. She just can't cut it. † | 91)| In the dark| Ignorant. â€Å"They didn't tell me anything. I felt like they had left me in the dark. † | 92)| A shot in the dark| A guess. â€Å"I'm not sure but I could take a shot in the dark. † | 93)| Call it a day| Stop. â€Å"I'm tired. Let's call it a day. † | 94)| Late in the day| (Almost) too late. â€Å"The government just decided to buy new helicopters, but it seems a little late in the day to make such a decision. † | 95)| In broad daylight| Without trying to hide it. â€Å"They robbed the bank in broad daylight. † | 6)| Makes someone's day| Make someone happy. â€Å"Your letter made my day! † | 97)| Wouldn't be caught dead| Would never. â€Å"I hate that dress. I wouldn't be caught dead wearing it. † | 98)| Get a raw deal| Receives less than what is deserved. â€Å"Be sure to read the contract carefully before you sign it. You don't want to get a raw deal. † | 99)| Runs deep| Entrenched, or ingrained. â€Å"He loves his country. Patriotism runs deep in his veins. † | 100)| Out of your depth| Beyond your existing knowledge or ability. You don't seem to have much experience in this subject. Are you sure you're not out of your depth? † | |

Graduation Speech Time Management, Memory Skills, And...

The four years I spent in high school were a breeze. I hardly studied and when I did it wasn t more than an hour. Making all A’s was as easy as pie. I never had to try; however, college was a whole other story. My teachers no longer babied me and I started to struggle to make even a B let alone an A.Student Success has been an eye opening experience that has made me realize I need to step up my game in order to survive college. This class has taught me how to succeed during my years in college. There are many things Student Success showed me that helped me during this first semester, but the four things that were most influential were Time Management, Memory Skills, Test Taking Skills, and Study Skills. Time Management was extremely helpful for me. Before college and before I took Student Success I never even thought about how I could arrange my day and time in order to be the most efficient I could. I would forget about my homework and even some tests. Most days I would play games or watch anime before my homework, and by the time I got started on it, it would already be ten or eleven at night and I would stay up till twelve or one finishing up. My memory has always been a problem that I could never fix. I could learn something one day and the next I wouldn’t even be able to tell you what I had for dinner that night. This may just have to do with the fact that I didn’t have a proper way to study and memorize the information, or maybe I just had a difficult time retainingShow MoreRelatedSports and Academic Achievement1494 Words   |  6 Pagesstudents who do not participate in athletics. Central Michigan University April 24, 2012 Abstract Many studies have been done regarding the positive impact that athletics has on a student’s life. Studies have looked at the physical impact that athletics has on a student’s life like sportsmanship, healthy lifestyle, discipline, strategy, and time management. 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