Extracurricular Activities Free Essays

Contents 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. We will write a custom essay sample on Extracurricular Activities or any similar topic only for you Order Now Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 3. Survey Findings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 4. Analysis of Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 5. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 6. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 18 Effect of Extracurricular Activities on Academic Performance at NSU Introduction Music, volunteer work, community service, sports, debating, etc—all of these have an influence on how university students perform academically. The way students choose to spend their free time can affect their academic performance; it is not simply traditional in-class instruction that impacts academic achievement. â€Å"A study by the U. S. Department of Education revealed that students who participate in co-curricular activities are three times more likely to have a grade point average of 3. 0 or better† than students who do not participate in co-curricular activities (Stephens Schaben, 2002, para. ). In addition to co-curricular or extracurricular activities, â€Å"analyses revealed that regardless of students’ background and prior achievement, various parenting, volunteering, and home learning activities positively influenced student grades† (Simon, 2001, para. 1). Numerous studies have examined the factors influencing students’ academic achievement, and many activities were found to have a significant influence. According to BUGS (Bringing Up Girls in Science), a program for young girls and their parents at the University of North Texas, â€Å"the home environment is among the most important influences on academic performance† (Bringing Up Girls in Science, 2003, para. 2). A correlation appears to exist between the activities that students choose outside of the classroom and their academic performance. One of the main controversies is the effect that television viewing of students has on their academic achievement. â€Å"The relationship between cognitive development and television viewing has been the one most widely studied. Investigators disagree about the effects of this relationship† (Shin, 2004, para. 2). The amount and quality of television viewing and family involvement are not the only influences of academic performance. The effects of music and sports are also controversial in their relation to academic performance. University Deans are interested in the relationship between academic achievement and participation in interscholastic sports at university level these days implying that sports do have some sort of influence on how students perform academically. All of these activities appear to have some sort of effect on students’ academic performance; however, the issue of whether they benefit or hinder is unknown. The research would be described as a descriptive study because it observes behaviors â€Å"as they occur naturally, describes behavior, explores a phenomenon, and tests hypotheses about behavior† (Brown, Cozby, Kee, Worden, 1999, p. 75). Therefore, the purpose of this study is to determine whether or not the club activities that students of North South University (where I study currently) take part in have an effect on their academic performance. I believe that extracurricular activities (club activities) have a positive effect on a student’s academic performance at NSU. | | | | Literature Review The History of Extracurricular Activities The development of extracurricular activities was slow in the beginning, with many seeing it simply as a fad that would pass and quickly fade out of style (Millard, 1930, p. 11). One of the early philosophies behind extracurricular activities was that they should, wherever at all possible, â€Å"grow out of curricular activities and return to curricular activities to enrich them† (Millard, 1930, p. 2). Eventually people, including educators, began to see the benefits of extracurricular activities, but it took a while to inure themselves to them. In fact, before 1900, educators were skeptical of participation in extracurricular activities, believing that â€Å"school should focus solely on narrowly defined academic outcomes. Non-academic activities were viewed as being primarily recreational and therefore were detrimental to academic achievement, and consequently were discouraged† (Marsh Kleitman, 2002, para. 5). Deam and Bear, early experts on extracurricular activities, said, â€Å"Extracurricular activities supplement and extend those contacts and experiences found in the more formal part of the program of the school day† (Millard, 1930, p. 16). It was not until recently that â€Å"educational practitioners and researchers have taken a more positive perspective, arguing that extracurricular activities may have positive effects on life skills and may also benefit academic accomplishments† (Marsh Kleitman, 2002, para. 5). It is obvious that extracurricular activities have an impact on academic performance and education ever since their inception. The question is, how are extracurricular activities affecting academic performance today? Extracurricular Activities and Academic Performance Numerous studies have been conducted concerning the relationship between extracurricular activities and academic performance. Total extracurricular activity participation (TEAP), or participation in extracurricular activities in general, is associated with an improved grade point average, higher educational aspirations, increased college attendance, and reduced absenteeism† (Broh, 2002, para. 8). Guest and Schneider (2003), in looking at the previous research on this subject said, â€Å"Researchers have found positive associations between extracurricular participation and academic achievement† (para. 2). Although researchers agree that extracurricular activities do, in fact, influence academic performance, the specific effect that various activities produce is debated. One study, conducted by the National Educational Longitudinal Study, found that â€Å"participation in some activities improves achievement, while participation in others diminishes achievement† (Broh, 2002, para. ). Many extracurricular activities have proven to be beneficial in building and strengthening academic achievement, even if the activities are not obviously related to academic subjects (Marsh Kleitman, 2002, para. 9). â€Å"A number of studies revealed that students participating in extracurricular activities did better academically than students who did not participate† (Marsh Kleitman, 2002, para. 7). Researchers have particularly studied the relationship between extracurricular activities and academic performance in adolescents. One study found that â€Å"adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations† (Darling, Caldwell, Smith, 2005, para. 1). Darling, Caldwell, and Smith (2005) conducted a longitudinal study concerning extracurricular activities and their effect on various aspects of development, including academic performance. A survey containing a list of twenty different extracurricular activities was distributed to students; they were asked to check which extracurricular activities they participated in that year. Demographic questions, such as their favorite activity, gender, and ethnicity were asked in order to take the social factors and influences into account when calculating the results. The students were also asked what their academic goals were and their grade point average. The results showed that the students who participated in school-based extracurricular activities had higher grades, higher academic aspirations, and better academic attitudes than those who were not involved in extracurricular activities at all (Para. 3-35). Social Influences of Extracurricular Activities and Academic Performance Numerous studies indicate that extracurricular activities do, in fact, promote academic performance in students. However, are the extracurricular activities themselves, regardless of outside or social influences, responsible for this impact on academic performance? Guest and Schneider (2003) conducted research on what influence various social factors had on the relationship between extracu rricular activities and academic performance. They found that most of the studies previously conducted on the relationship between these two factors had not taken into account the meaning that participation in extracurricular activities â€Å"[held] for individual participants within distinct social contexts† (Para. 3). They believed that every school and community assigned certain values to the various activities, putting more importance on some over others. The value that is placed on each activity affects the relationship between that specific activity and academic performance (Guest Schneider, 2003, para. ). Guest and Schneider (2003) concluded that there are three factors which influence this relationship. These factors are the â€Å"what,† the â€Å"where,† and the â€Å"when† (Para. 7). The â€Å"what† suggests that â€Å"the type of participation or activity undertaken influences developmental outcomes† (Guest Schneider, 2003, para. 8). The â€Å"where† suggests â€Å"t hat the school and community context in which extracurricular activity takes place matters† (Guest Schneider, 2003, para. 9). Finally, the â€Å"when† suggests â€Å"that the developmental and historical context in which extracurricular participation takes place influences both how it is valued and its effects on subsequent development† (Guest Schneider, 2003, para. 10). All three of these factors work together to influence the relationship between participation in extracurricular activities and academic performance, because each one places a different value both on activities and academics. Formal Versus Informal Extracurricular Activities Some researchers have divided extracurricular activities into informal and formal activities. The formal activities include activities which are relatively structured, such as participating in athletics or learning to play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include less structured activities, such as watching television. Some literature on leisure studies has â€Å"suggested that formal and informal activity settings have different influences on motivation and feelings of competence,† two factors which influence academic performance (Guest Schneider, 2003, para. 8). One study found â€Å"that more time in leisure activities was related to poorer academic grades, poorer work habits, and poorer emotional adjustments,† while more time in â€Å"structured groups and less time watching TV were associated with higher test scores and school grades† (Marsh Kleitman, 2002, para. 15). Guest and Schneider (2003), in their study, found that â€Å"the type of participation or activity undertaken influences developmental outcomes (Para. 8). This involves the â€Å"what† factor and is the concern of this research project. There have been many studies conducted on the influence that extracurricular activities have on academic performance. Their effects have â€Å"differed substantially for different activities. There were a total of seventy-six statistically significant effects, fifty-eight positive and eighteen negative† (Marsh Kleitman, 2002, para. 11). The Relationship Between Volunteer Work and Academic Performance A dearth of literature on the relationship between volunteering and academic achievement exists; nevertheless, it is becoming more popular in academic settings as a way of improving academics, as well as society. Many schools now require their students to complete a mandatory number of hours of volunteer work per year or semester. Schools have implemented â€Å"service learning,† which incorporates community service and volunteer work into the curriculum, because it has been proven to have a positive effect on academic performance (Hinck Brandell, 1999). Service learning â€Å"can and does have a positive impact on the psychological, social, and intellectual development of adolescents who participate† (Hinck Brandell, 1999, para. 11). Usually the services performed are related, in some way, to some academic subject, but most forms of volunteer work and community service can be tied to academics in one way or another. As a result, â€Å"more and more studies are finding that increased academic growth is the result when service is combined with intellectual content† (Hinck Brandell, 1999, para. 17). One study, conducted on over 2,000 students enrolled in kindergarten through twelfth grade, found that student performance improved as a result of service learning (Hinck Brandell, 1999, para. 17). The Texas Council of Chief State School Officers reported that â€Å"involvement in service learning affects students’ higher level thinking skills, motivation to learn, application of learning, insight, and basic academic skills† (Hinck Brandell, 1999, para. 18). One study performed to determine the relationship between academic performance and community partnerships found that â€Å"regardless of students’ background and prior achievement, volunteering activities positively influenced student grades, course credits completed, attendance, behavior, and school preparedness† (Simon, 2001, para. 1). All of the literature concerning the relationship between academic performance and volunteering presented a positive relationship. (Citied in Fujita, 2005) Survey Findings Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Analysis of Data When asked whether their CGPA improves when they are actively involved with club activities and events, eighty percent members of North South University Social Services Club, sixty percent members of North South University Sports Club and eighty percent members of North South University Shangskritik Shanghatan responded with ‘no’. They also answered ‘negative’ when asked what kind of effect their chosen extracurricular activity has on their academic performance in the same percentages. This clearly shows that the majority of the members of these three clubs feel that they perform poor in their academics when they are involved with club works. The activities of the club, although it may provide satisfaction to the active members, it does not help them with their studies. The courses they take at NSU have no relation with the activities of the club. Therefore, they get exhausted after doing the activities of the club and do not get time to concentrate on their studies. And also, since the activities of these three clubs have no relation with the courses offered at NSU, it does not help them with their academics in any way. However, a totally different picture can be seen when the responses of the active members of Young Economists’ Forum (YEF) and North South University English Club are analyzed. Here, it should be mentioned that all the members who filled up the questionnaires from these two clubs were from the Economics and English departments respectively. Although it is not mandatory for the members of YEF to be from the economics department and for the members of English club to be from the English department, my sample included all YEF members from the Economics department and all English Club members from the English department. So, this is one of the major reasons for eighty percent of YEF members and sixty percent of English Club members to respond with ‘yes’ when asked whether their CGPA improves when they are actively involved with club activities. Respectively, they also answered ‘positive’ with the same percentage when asked what kind of influence their chosen ECA has on their academic performance. This shows that since the extracurricular activities chosen by the members of YEF and English Club from the selected sample are related to their field of study at NSU, they feel their CGPA improves and that the activities have a positive effect on their academic performance. Finally, when the CGPA of the total sample is analyzed, it can be seen that sixty percent of the total sample have a bad CGPA between 1. 05 and 3. 00. The rest forty percent have a very good CGPA between 3. 01 and 3. 97. The students with good CGPA belong to clubs which organize activities related to the student’s academics. This further strengthens the argument that students who are involved in club activities which complements their studies perform well in their studies than those students whose club activities are unrelated to their academics. Conclusion From the conducted survey, it can be concluded that my hypothesis is partially proved correct. Extracurricular activities in the form of club activities do have a positive effect on a student’s academic performance at NSU. However, the club activity must be related to the courses taken by the students or their field of study. It helps the students perform better in their academics and score better grades if the club activities they are involved in helps broaden the students’ knowledge about his chosen field of study at NSU. If students’ choose to become a member of a club whose activities have no relation with their academics, although they may become very skilled at those activities but this will hamper their study, and their academic performance will go down in the form of a low CGPA. All being said and done, students should not base their decision of getting involved in club activities or participating in any other extracurricular activity from the findings of this study. This research is only a small attempt to find out the relationship between extracurricular activities and academic performance at NSU. Students should set their priorities themselves and choose their extracurricular activity accordingly or choose them according to their interests. They have the liberty to do so as they are mature adults. However, it would be wise if students chose their extracurricular activities carefully. At the end of the day, academic performance matters the most. NSU’s reputation depends on the quality of the students who study here. If NSU is filled with active ‘clubbers’ who are very good at their club activities but poor in studies then NSU’s reputation will go down in the eyes of all who see NSU as a place of quality higher education. References Bringing Up Girls in Science. (2003). Bugs—parents (University of North Texas). Retrieved February 26, 2005, from http://www. oe. unt. edu/bugs/parents. index. html Broh, B. A. (2002, January). Linking extracurricular programming to academic achievement: Who benefits and why? [Electronic version]. Sociology of Education, 75, 69-96. Brown, K. W. , Cozby, P. C. , Kee, D. W. , Worden, P. E. (1999). Research methods in human development. Mountain View, CA: Mayfield Publications. Darling, N. , Caldwell, L. L. , Smith, R . (2005). Participation in school-based extracurricular activities and adolescent adjustment [Electronic version]. Journal of Leisure Research, 37, 51-77. Fujita, K. (2005). The Effects of Extracurricular Activities on the Academic Performance of Junior High Students [Electronic version]. Undergraduate Research Community. Available at http://kon. org/urc/v5/fujita. html Guest, A. , Schneider, B. (2003, April). Adolescents’ extracurricular participation in context: The mediating effects of schools, communities, and identity [Electronic version]. Sociology of Education, 76, 89-105. Hinck, S. S. , Brandell, M. E. (1999, October). Service learning: Facilitating academic learning and character development [Electronic version]. National Association of Secondary School Principals Bulletin, 83, 16-25. Marsh, H. W. , Kleitman, S. (2002). Extracurricular activities: The good, the bad, and the nonlinear [Electronic version]. Harvard Educational Review, 72, 464-512. Millard, C. V. (1930). The organization and administration of extra curricular activities. New York: A. S. Barnes and Co. Shin, N. (2004, December). Exploring pathways from television viewing to academic achievement in school age children [Electronic version]. The Journal of Genetic Psychology, 165, 367-382. Simon, B. S. (2001, October). Family involvement in high school: Predictors and effects [Electronic version]. National Association of Secondary School Principals Bulletin, 85, 8-20. Stephens, L. J. , Schaben, L. A. (2002, March). The effect of interscholastic sports participation on academic achievement of middle level school activities [Electronic version]. National Association of Secondary School Principals Bulletin, 86, 34-42. How to cite Extracurricular Activities, Essay examples

Extracurricular Activities Free Essays

Contents 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. We will write a custom essay sample on Extracurricular Activities or any similar topic only for you Order Now Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 3. Survey Findings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 4. Analysis of Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 5. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 6. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 18 Effect of Extracurricular Activities on Academic Performance at NSU Introduction Music, volunteer work, community service, sports, debating, etc—all of these have an influence on how university students perform academically. The way students choose to spend their free time can affect their academic performance; it is not simply traditional in-class instruction that impacts academic achievement. â€Å"A study by the U. S. Department of Education revealed that students who participate in co-curricular activities are three times more likely to have a grade point average of 3. 0 or better† than students who do not participate in co-curricular activities (Stephens Schaben, 2002, para. ). In addition to co-curricular or extracurricular activities, â€Å"analyses revealed that regardless of students’ background and prior achievement, various parenting, volunteering, and home learning activities positively influenced student grades† (Simon, 2001, para. 1). Numerous studies have examined the factors influencing students’ academic achievement, and many activities were found to have a significant influence. According to BUGS (Bringing Up Girls in Science), a program for young girls and their parents at the University of North Texas, â€Å"the home environment is among the most important influences on academic performance† (Bringing Up Girls in Science, 2003, para. 2). A correlation appears to exist between the activities that students choose outside of the classroom and their academic performance. One of the main controversies is the effect that television viewing of students has on their academic achievement. â€Å"The relationship between cognitive development and television viewing has been the one most widely studied. Investigators disagree about the effects of this relationship† (Shin, 2004, para. 2). The amount and quality of television viewing and family involvement are not the only influences of academic performance. The effects of music and sports are also controversial in their relation to academic performance. University Deans are interested in the relationship between academic achievement and participation in interscholastic sports at university level these days implying that sports do have some sort of influence on how students perform academically. All of these activities appear to have some sort of effect on students’ academic performance; however, the issue of whether they benefit or hinder is unknown. The research would be described as a descriptive study because it observes behaviors â€Å"as they occur naturally, describes behavior, explores a phenomenon, and tests hypotheses about behavior† (Brown, Cozby, Kee, Worden, 1999, p. 75). Therefore, the purpose of this study is to determine whether or not the club activities that students of North South University (where I study currently) take part in have an effect on their academic performance. I believe that extracurricular activities (club activities) have a positive effect on a student’s academic performance at NSU. | | | | Literature Review The History of Extracurricular Activities The development of extracurricular activities was slow in the beginning, with many seeing it simply as a fad that would pass and quickly fade out of style (Millard, 1930, p. 11). One of the early philosophies behind extracurricular activities was that they should, wherever at all possible, â€Å"grow out of curricular activities and return to curricular activities to enrich them† (Millard, 1930, p. 2). Eventually people, including educators, began to see the benefits of extracurricular activities, but it took a while to inure themselves to them. In fact, before 1900, educators were skeptical of participation in extracurricular activities, believing that â€Å"school should focus solely on narrowly defined academic outcomes. Non-academic activities were viewed as being primarily recreational and therefore were detrimental to academic achievement, and consequently were discouraged† (Marsh Kleitman, 2002, para. 5). Deam and Bear, early experts on extracurricular activities, said, â€Å"Extracurricular activities supplement and extend those contacts and experiences found in the more formal part of the program of the school day† (Millard, 1930, p. 16). It was not until recently that â€Å"educational practitioners and researchers have taken a more positive perspective, arguing that extracurricular activities may have positive effects on life skills and may also benefit academic accomplishments† (Marsh Kleitman, 2002, para. 5). It is obvious that extracurricular activities have an impact on academic performance and education ever since their inception. The question is, how are extracurricular activities affecting academic performance today? Extracurricular Activities and Academic Performance Numerous studies have been conducted concerning the relationship between extracurricular activities and academic performance. Total extracurricular activity participation (TEAP), or participation in extracurricular activities in general, is associated with an improved grade point average, higher educational aspirations, increased college attendance, and reduced absenteeism† (Broh, 2002, para. 8). Guest and Schneider (2003), in looking at the previous research on this subject said, â€Å"Researchers have found positive associations between extracurricular participation and academic achievement† (para. 2). Although researchers agree that extracurricular activities do, in fact, influence academic performance, the specific effect that various activities produce is debated. One study, conducted by the National Educational Longitudinal Study, found that â€Å"participation in some activities improves achievement, while participation in others diminishes achievement† (Broh, 2002, para. ). Many extracurricular activities have proven to be beneficial in building and strengthening academic achievement, even if the activities are not obviously related to academic subjects (Marsh Kleitman, 2002, para. 9). â€Å"A number of studies revealed that students participating in extracurricular activities did better academically than students who did not participate† (Marsh Kleitman, 2002, para. 7). Researchers have particularly studied the relationship between extracurricular activities and academic performance in adolescents. One study found that â€Å"adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations† (Darling, Caldwell, Smith, 2005, para. 1). Darling, Caldwell, and Smith (2005) conducted a longitudinal study concerning extracurricular activities and their effect on various aspects of development, including academic performance. A survey containing a list of twenty different extracurricular activities was distributed to students; they were asked to check which extracurricular activities they participated in that year. Demographic questions, such as their favorite activity, gender, and ethnicity were asked in order to take the social factors and influences into account when calculating the results. The students were also asked what their academic goals were and their grade point average. The results showed that the students who participated in school-based extracurricular activities had higher grades, higher academic aspirations, and better academic attitudes than those who were not involved in extracurricular activities at all (Para. 3-35). Social Influences of Extracurricular Activities and Academic Performance Numerous studies indicate that extracurricular activities do, in fact, promote academic performance in students. However, are the extracurricular activities themselves, regardless of outside or social influences, responsible for this impact on academic performance? Guest and Schneider (2003) conducted research on what influence various social factors had on the relationship between extracu rricular activities and academic performance. They found that most of the studies previously conducted on the relationship between these two factors had not taken into account the meaning that participation in extracurricular activities â€Å"[held] for individual participants within distinct social contexts† (Para. 3). They believed that every school and community assigned certain values to the various activities, putting more importance on some over others. The value that is placed on each activity affects the relationship between that specific activity and academic performance (Guest Schneider, 2003, para. ). Guest and Schneider (2003) concluded that there are three factors which influence this relationship. These factors are the â€Å"what,† the â€Å"where,† and the â€Å"when† (Para. 7). The â€Å"what† suggests that â€Å"the type of participation or activity undertaken influences developmental outcomes† (Guest Schneider, 2003, para. 8). The â€Å"where† suggests â€Å"t hat the school and community context in which extracurricular activity takes place matters† (Guest Schneider, 2003, para. 9). Finally, the â€Å"when† suggests â€Å"that the developmental and historical context in which extracurricular participation takes place influences both how it is valued and its effects on subsequent development† (Guest Schneider, 2003, para. 10). All three of these factors work together to influence the relationship between participation in extracurricular activities and academic performance, because each one places a different value both on activities and academics. Formal Versus Informal Extracurricular Activities Some researchers have divided extracurricular activities into informal and formal activities. The formal activities include activities which are relatively structured, such as participating in athletics or learning to play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include less structured activities, such as watching television. Some literature on leisure studies has â€Å"suggested that formal and informal activity settings have different influences on motivation and feelings of competence,† two factors which influence academic performance (Guest Schneider, 2003, para. 8). One study found â€Å"that more time in leisure activities was related to poorer academic grades, poorer work habits, and poorer emotional adjustments,† while more time in â€Å"structured groups and less time watching TV were associated with higher test scores and school grades† (Marsh Kleitman, 2002, para. 15). Guest and Schneider (2003), in their study, found that â€Å"the type of participation or activity undertaken influences developmental outcomes (Para. 8). This involves the â€Å"what† factor and is the concern of this research project. There have been many studies conducted on the influence that extracurricular activities have on academic performance. Their effects have â€Å"differed substantially for different activities. There were a total of seventy-six statistically significant effects, fifty-eight positive and eighteen negative† (Marsh Kleitman, 2002, para. 11). The Relationship Between Volunteer Work and Academic Performance A dearth of literature on the relationship between volunteering and academic achievement exists; nevertheless, it is becoming more popular in academic settings as a way of improving academics, as well as society. Many schools now require their students to complete a mandatory number of hours of volunteer work per year or semester. Schools have implemented â€Å"service learning,† which incorporates community service and volunteer work into the curriculum, because it has been proven to have a positive effect on academic performance (Hinck Brandell, 1999). Service learning â€Å"can and does have a positive impact on the psychological, social, and intellectual development of adolescents who participate† (Hinck Brandell, 1999, para. 11). Usually the services performed are related, in some way, to some academic subject, but most forms of volunteer work and community service can be tied to academics in one way or another. As a result, â€Å"more and more studies are finding that increased academic growth is the result when service is combined with intellectual content† (Hinck Brandell, 1999, para. 17). One study, conducted on over 2,000 students enrolled in kindergarten through twelfth grade, found that student performance improved as a result of service learning (Hinck Brandell, 1999, para. 17). The Texas Council of Chief State School Officers reported that â€Å"involvement in service learning affects students’ higher level thinking skills, motivation to learn, application of learning, insight, and basic academic skills† (Hinck Brandell, 1999, para. 18). One study performed to determine the relationship between academic performance and community partnerships found that â€Å"regardless of students’ background and prior achievement, volunteering activities positively influenced student grades, course credits completed, attendance, behavior, and school preparedness† (Simon, 2001, para. 1). All of the literature concerning the relationship between academic performance and volunteering presented a positive relationship. (Citied in Fujita, 2005) Survey Findings Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Analysis of Data When asked whether their CGPA improves when they are actively involved with club activities and events, eighty percent members of North South University Social Services Club, sixty percent members of North South University Sports Club and eighty percent members of North South University Shangskritik Shanghatan responded with ‘no’. They also answered ‘negative’ when asked what kind of effect their chosen extracurricular activity has on their academic performance in the same percentages. This clearly shows that the majority of the members of these three clubs feel that they perform poor in their academics when they are involved with club works. The activities of the club, although it may provide satisfaction to the active members, it does not help them with their studies. The courses they take at NSU have no relation with the activities of the club. Therefore, they get exhausted after doing the activities of the club and do not get time to concentrate on their studies. And also, since the activities of these three clubs have no relation with the courses offered at NSU, it does not help them with their academics in any way. However, a totally different picture can be seen when the responses of the active members of Young Economists’ Forum (YEF) and North South University English Club are analyzed. Here, it should be mentioned that all the members who filled up the questionnaires from these two clubs were from the Economics and English departments respectively. Although it is not mandatory for the members of YEF to be from the economics department and for the members of English club to be from the English department, my sample included all YEF members from the Economics department and all English Club members from the English department. So, this is one of the major reasons for eighty percent of YEF members and sixty percent of English Club members to respond with ‘yes’ when asked whether their CGPA improves when they are actively involved with club activities. Respectively, they also answered ‘positive’ with the same percentage when asked what kind of influence their chosen ECA has on their academic performance. This shows that since the extracurricular activities chosen by the members of YEF and English Club from the selected sample are related to their field of study at NSU, they feel their CGPA improves and that the activities have a positive effect on their academic performance. Finally, when the CGPA of the total sample is analyzed, it can be seen that sixty percent of the total sample have a bad CGPA between 1. 05 and 3. 00. The rest forty percent have a very good CGPA between 3. 01 and 3. 97. The students with good CGPA belong to clubs which organize activities related to the student’s academics. This further strengthens the argument that students who are involved in club activities which complements their studies perform well in their studies than those students whose club activities are unrelated to their academics. Conclusion From the conducted survey, it can be concluded that my hypothesis is partially proved correct. Extracurricular activities in the form of club activities do have a positive effect on a student’s academic performance at NSU. However, the club activity must be related to the courses taken by the students or their field of study. It helps the students perform better in their academics and score better grades if the club activities they are involved in helps broaden the students’ knowledge about his chosen field of study at NSU. If students’ choose to become a member of a club whose activities have no relation with their academics, although they may become very skilled at those activities but this will hamper their study, and their academic performance will go down in the form of a low CGPA. All being said and done, students should not base their decision of getting involved in club activities or participating in any other extracurricular activity from the findings of this study. This research is only a small attempt to find out the relationship between extracurricular activities and academic performance at NSU. Students should set their priorities themselves and choose their extracurricular activity accordingly or choose them according to their interests. They have the liberty to do so as they are mature adults. However, it would be wise if students chose their extracurricular activities carefully. At the end of the day, academic performance matters the most. NSU’s reputation depends on the quality of the students who study here. If NSU is filled with active ‘clubbers’ who are very good at their club activities but poor in studies then NSU’s reputation will go down in the eyes of all who see NSU as a place of quality higher education. References Bringing Up Girls in Science. (2003). Bugs—parents (University of North Texas). Retrieved February 26, 2005, from http://www. oe. unt. edu/bugs/parents. index. html Broh, B. A. (2002, January). Linking extracurricular programming to academic achievement: Who benefits and why? [Electronic version]. Sociology of Education, 75, 69-96. Brown, K. W. , Cozby, P. C. , Kee, D. W. , Worden, P. E. (1999). Research methods in human development. Mountain View, CA: Mayfield Publications. Darling, N. , Caldwell, L. L. , Smith, R . (2005). Participation in school-based extracurricular activities and adolescent adjustment [Electronic version]. Journal of Leisure Research, 37, 51-77. Fujita, K. (2005). The Effects of Extracurricular Activities on the Academic Performance of Junior High Students [Electronic version]. Undergraduate Research Community. Available at http://kon. org/urc/v5/fujita. html Guest, A. , Schneider, B. (2003, April). Adolescents’ extracurricular participation in context: The mediating effects of schools, communities, and identity [Electronic version]. Sociology of Education, 76, 89-105. Hinck, S. S. , Brandell, M. E. (1999, October). Service learning: Facilitating academic learning and character development [Electronic version]. National Association of Secondary School Principals Bulletin, 83, 16-25. Marsh, H. W. , Kleitman, S. (2002). Extracurricular activities: The good, the bad, and the nonlinear [Electronic version]. Harvard Educational Review, 72, 464-512. Millard, C. V. (1930). The organization and administration of extra curricular activities. New York: A. S. Barnes and Co. Shin, N. (2004, December). Exploring pathways from television viewing to academic achievement in school age children [Electronic version]. The Journal of Genetic Psychology, 165, 367-382. Simon, B. S. (2001, October). Family involvement in high school: Predictors and effects [Electronic version]. National Association of Secondary School Principals Bulletin, 85, 8-20. Stephens, L. J. , Schaben, L. A. (2002, March). The effect of interscholastic sports participation on academic achievement of middle level school activities [Electronic version]. National Association of Secondary School Principals Bulletin, 86, 34-42. How to cite Extracurricular Activities, Essay examples

What ideas on materialism emerge from Mrs Faust Essay Example

What ideas on materialism emerge from Mrs Faust Paper Mrs. Faust and how do these coincide with other poems in The Worlds Wife? Carol Ann Duffy provides a voice to characters from history and myth that have never previously been featured. In Mrs. Faust she provides the point of view of the wife when In the original stories the story was always told from Faustus viewpoint. All the poems in the Worlds Wife are similar in this way, for example the poem little Red Cap is a dark twist on the original fairy tale of Little Red Riding Hood which provides different voice to the innocent girl as a predator to the wolf who is possibly portrayed as a naive man that she takes advantage of. Materialism is a common theme in the Worlds Wife collection, but especially explored through the point of view of Mrs. Faust. In the first stanza of Mrs. Faust we are Introduced with this Idea of materialism In the second and sixth lines the word Faust rhymes with house and imply that Faust is as much an object as the house, meaning he has no soul. The list of achievements: BAA. MA. Ph D. is finished off with No Kids showing that they only are for qualifications and money and not their family life. This coincides with Mrs. Midas, the very last stanza of this poem starts off with What gets me now is not the idiocy or greed but lack of thought for me showing that the man In this poem only cared for money and not his wife. We will write a custom essay sample on What ideas on materialism emerge from Mrs Faust specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What ideas on materialism emerge from Mrs Faust specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What ideas on materialism emerge from Mrs Faust specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Mrs. Faust Is a very fast paced poem; this Is due to the list like structure. This structure symbolizes her life of doing all sorts of activities that normal people would not have access to and the idea that she has had all these opportunities and is completely emotionless towards them. This link to when Faust is explaining to his Mrs., throughout his speech he shows no signs of remorse and so he does not regret selling his soul for materialistic values. This links to Little red cap because she takes advantage of the wolf and then leaves seemingly without any regrets, Out of the forest I come with my flowers, singing, all alone. This Is unlike Mrs. Midas however, who although she does take and sell all the gold that her husband had created, she was regretful and remorseful. In the third stanza of Mrs. Faust she says l grew to love the lifestyle, not the life. He grew to love the Kudos, not the wife. This shows that she grew to love the money and the expensive experiences and not the actual life she wanted. He grew to love the Kudos, not the wife shows us that he used his wealth to buy his pleasure from other sources and that he did not care for his wife or how she felt towards his behavior because he is essentially cheating on her with his money. This links to fourth stanza when he talks about going to Soho, the centre of the sex trade at the time Then take his lust to Soho in a cab , this links cause he uses his money to buy pleasure from other sources (prostitution). In the ninth stanza of Mrs. Faust she says she spun gold from hay, had a facilitate, had my breasts enlarged, my buttocks tightened. This Is showing more materialistic values Decease seen uses all near money not Tort good or to Nell anyone In need out to simply make herself look and feel better. Then in the penultimate stanza she shows us Just how much material wealth she and Faust had between them the yacht, the several homes, the Lear Jet, the helipad, the loot et get. This links the two points together in that the Fau stus had so much material wealth and yet some people in this world cannot afford a loaf of bread. Therefore, Duffy is showing us that the couple did not care about the consequences if it made them obscenely rich. In the thirteenth stanza she is describing to the reader how the devil came to take Faust away, At this I heard a serpents hiss, tasted evil, knew its smell, as scaly devil hands poked up right through the terracotta tiles at Faustus bare feet. She was describing how the devil, a preternatural being, was taking her love away and the only thing she could think about was the damage that might be caused to her terracotta tiles. I think this portrays how much she cared about Faust compared to her Materialistic wealth because instead of talking about her love being taken by the devil she instead comments on her terracotta tiles (material wealth) being damaged by the devil. In the Final Stanza she talks about when she got ill, When I got Ill, it hurt like hell. I bought a kidney with my credit card, and then I got well. Faust is in hell and there are people wing with no hope of getting an organ transplant and Mrs. Faust simply bought a spare organ with her Credit Card. This shows us that she takes for granted being rich and does not care that in order for her to live in such luxury she had to give up her husbands life. To conclude, Mrs. Faust does not care at all for her husbands life if it makes her rich and these values also occur in Mrs. Midas because Mrs. Midas in the end did not care for her Husband but was simply angry at him for being emotionless towards her. She then took all the gold from the house anyway and used it to make her own life better.

Learn About Gothic Literature With Elements and Examples

Learn About Gothic Literature With Elements and Examples The term Gothic originates with the ornate architecture created by Germanic tribes called the Goths.  It was then later expanded to include most of the medieval style of architecture. The ornate and intricate style of this kind of architecture proved to be the ideal backdrop for both the physical and the psychological settings in a new literary style, one that concerned itself with elaborate tales of mystery, suspense, and superstition. The height of the Gothic period, which was closely aligned with Romanticism, is usually considered to have been the years 1764–1840, but its influence extends to the present day in authors such as V.C. Andrews. Plot and Examples The plot of Gothic literature novels typically involves people who become involved in complex and oftentimes evil paranormal schemes, usually against an innocent and helpless heroine. One such example is the young Emily St. Aubert in Anne Radcliffe’s classic Gothic novel, The Mysteries of Udolpho (1794). This novel would inspire parody in Jane Austen’s Northanger Abbey (1817). The most famous example of pure Gothic fiction is perhaps the first example of the genre, Horace Walpole’s The Castle of Otranto (1764). Although rather short, the setting certainly fits the description given above, and the combined elements of terror and medievalism set a precedent for an entirely new, thrilling genre. Selected Bibliography In addition to The Mysteries of Udolpho and The Castle of Otranto, there are a number of classic novels that those who are interested in Gothic literature will want to pick up. Here is a list of 10 titles that are not to be missed: The History of the Caliph Vathek (1786) by William Thomas BeckfordThe Monk (1796) by Mathew LewisFrankenstein (1818) by Mary ShelleyMelmoth the Wanderer (1820) by Charles MaturinSalathiel the Immortal (1828) by George CrolyThe Hunchback of Notre-Dame (1831) by Victor HugoThe Fall of the House of Usher (1839) by Edgar Allan PoeVarney the Vampire; or, the Feast of Blood (1847) by James Malcolm RymerThe Strange Case of Dr. Jekyll and Mr. Hyde (1886) by Robert Louis StevensonDracula (1897) by Bram Stoker Key Elements In most of the examples above, one will find certain key elements ascribed to Gothic fiction.  They  include: Atmosphere: In the Gothic novel, the atmosphere will be one of mystery, suspense, and fear, the mood of which is only enhanced by elements of the unknown or unexplained. Clergy: Often, as in The Monk and The Castle of Otranto, the clergy play important secondary roles. They are often weak and sometimes outrageously evil. The paranormal: Oftentimes Gothic fiction will contain elements of the supernatural or paranormal, such as ghosts and vampires. In some instances, these supernatural features are later explained in perfectly natural terms, but in other works, they remain completely inexplicable. Melodrama: Also called â€Å"high emotion,† melodrama is created through highly sentimental language and overly emotional characters. The panic, terror, and other emotions can seem overwrought in order to make the characters and setting seem wild and out of control. Omens: Typical of the genre, omens- or portents and visions- often foreshadow events to come. They can take many forms, such as dreams. Setting: The setting of a Gothic novel is typically a character in its own right. Gothic architecture plays an important role, so the stories are often set in a castle or large manor, which is typically abandoned. Other settings may include caves or the wilderness. Virginal maiden in distress: With the exception of a few novels, such as Sheridan Le Fanu’s Carmilla (1872), most Gothic villains are powerful males who prey on young, virginal women. This dynamic creates tension and appeals deeply to the readers pathos, particularly as these heroines tend to be orphaned, abandoned, or somehow severed from the world, without guardianship. Modern Critiques Modern readers and critics have begun to think of Gothic literature as referring to any story that uses an elaborate setting, combined with supernatural or super-evil forces against an innocent protagonist. The contemporary understanding is similar but has widened to include a variety of genres, such as paranormal and horror.

Why ETFE Is the Miracle Construction Material

Why ETFE Is the Miracle Construction Material ETFE is an abbreviation for Ethylene Tetrafluoroethylene, a  translucent polymer sheeting that is used instead of glass and hard plastic in some modern buildings. ETFE is usually installed within a metal framework, where each unit can be lighted and manipulated independently. Light sources can be on either side of the plastic cladding. Compared to glass, ETFE transmits more light, insulates better, and costs 24 to 70 percent less to install. ETFE is only 1/100 the weight of glass, and it has properties that make it more flexible as a construction material and a medium for dynamic illumination. Key Takeaways: ETFE ETFE (Ethylene Tetrafluoroethylene) is an industrial-strength construction plastic used for exterior cladding since the 1980s.ETFE is strong and lightweight. It is often applied in layers that are welded together around the edges and held by a metal framework. Because it is safer and more adaptable than glass, non-rip ETFE is often used as a replacement for glass.Commercial uses of ETFE include many sports arenas and entertainment venues. Dynamic lighting of this plastic has been a successful feature of ETFE architecture. Uses of ETFE The SSE Hydro in Scotland, part of the design portfolio of British architect Norman Foster, was completed in 2013 as an entertainment venue. In the daylight, the ETFE cladding may lack excitement but be functional by allowing natural light to the interiors. After dark, however, the building can become a light show, with interior lighting shining out or exterior lights around the frames, creating surface colors that can be changed with the flip of a computer program. For other venues, rows of lights surround the plastic panels. The ETFE cusions on the Allianz Arena in Germany are diamond shaped. Each cushion can be controlled digitally to display red, blue, or white lights - depending on which home team is playing. ETFE Exterior Panels on the Allianz Arena. Lennart Preiss/Getty Images This material has been called a fabric, a film, and a foil. It can be sewn, welded, and glued together. It can be used as a single, one-ply sheet or it can be layered, with multiple sheets. The space between the layers can be pressurized to regulate both insulating values and light transmission. Light can also be regulated for local climates by applying nontransmittable patterns (e.g., dots) during the manufacturing process. With dark dots imprinted on the translucent plastic, light rays are deflected. These application patterns can be used in conjunction with layering - using photo sensors and computer programs, the location of the dots can be strategically moved by controlling the air between layers, by stretching or sagging the material, which positions the dots to block where the sun is shining through. Allianz Arena Dynamic Lighting. Lennart Preiss/Getty Images (cropped) Computer systems can also regulate dynamic lighting effects for ETFE structures. When the exterior of the Allianz Arena is red, FC Bayern Munich is the home team playing in the stadium - their team colors are red and white. When the TSV 1860 Mà ¼nchen soccer team plays, the colors of the stadium change to blue and white - that teams colors. Characteristics of ETFE ETFE is often called a miracle construction material for tensile architecture. ETFE is (1) strong enough to bear 400 times its own weight; (2) thin and lightweight; (3) stretchable to three times its length without loss of elasticity; (4) repaired by welding patches of tape over tears; (5) nonstick with a surface that resists dirt and birds; (6) expected to last as long as 50 years. In addition, ETFE doesnt burn, although it can melt before it self-extinquishes. Because of its strength and ability to transmit UV rays from the sun, ETFE is frequently used in sports venues that desire healthy, natural turf athletic fields. Disadvantages of ETFE Everything about ETFE is not miraculous. For one thing, it is not a natural building material - its plastic, after all. Also, ETFE transmits more sound than glass, and can be too noisy for some places. For a roof subject to raindrops, the workaround is to add another layer of film, thus decreasing the deafening drumbeats of rain but increasing the construction price. ETFE is usually applied in several layers that must be inflated and require steady air pressure. Depending on how the architect has designed it, the look of a building could drastically change if the machines that supply the pressure fail. As a relatively new product, ETFE is used in large commercial ventures - working with ETFE is too complex for small residential projects, for the time being. The Full Life Cycle of Building Materials How is it that a synthetic plastic film has come to be known as the building material of sustainability? When choosing building products, consider the life cycle of the materials. For example, vinyl siding may be recycled after its usefulness, but what energy was used and how was the environment polluted by its original manufacturing process? Concrete recycling is also celebrated in the environmentally friendly construction world, but the manufacturing process is one of the prime contributers to greenhouse gasses. A basic ingredient in concrete is cement, and the U.S. Environmental Protection Agency (EPA) tells us that the manufacturing of cement is the third largest industrial source of pollution in the world. When thinking of the life cycle of glass production, especially compared to ETFE, consider the energy used to create it and the necessary packaging to transport the product. Amy Wilson is explainer-in-chief for Architen Landrell, one of the worlds leaders in tensile architecture and fabric systems. She tells us that manufacturing ETFE causes little damage to the ozone layer. The raw material associated with ETFE is a class II substance admitted under the Montreal treaty, Wilson writes. Unlike its class I counterparts it causes minimal damage to the ozone layer, as is the case for all materials used in the manufacturing process. Reportedly creating ETFE uses less energy than making glass. Wilson explains: The production of ETFE involves the transformation of the monomer TFE in to the polymer ETFE using polymerisation; no solvents are used in this water based procedure. The material is then extruded to varying thicknesses depending on application; a process which uses minimal energy. Fabrication of the foil involves welding large sheets of the ETFE; this is relatively quick and again a low energy consumer. Because ETFE is also recyclable, the environmental  culpability is not in the polymer, but in the aluminum frames that hold the plastic layers. The aluminium frames do require a high level of energy for production, Wilson writes, but they also have a long life and are readily recycled when they reach their end of life. Examples of ETFE Structures A photo journey of ETFE architecture quickly dispels the notion that this is a simple plastic cladding material you might put over your roof or boat on a rainy day. The Swiss architecture team of Jacques Herzog and Pierre de Meuron created a sculpted look for the Allianz Arena (2005), one of the most beautiful ETFE structures in Mà ¼nchen-Frà ¶ttmaning, Germany. Mangrove Hall (1982) at Royal Burgers Zoo in Arnhem, the Netherlands, is said to be the first application of ETFE cladding. The Water Cube venue (2008) built for the Beijing, China Olympics brought the material to the attention of the world. The biodome Eden Project (2000) in Cornwall, England created a green tinge to the synthetic material. Allianz Arena Designed by Herzog de Meuron, 2005, Munich, Bavaria, Germany. Chan Srithaweeporn/Getty Images (cropped) Because of its flexibility and portability, temporary structures such as the summer Serpentine Gallery Pavilions in London, England have been of late at least partially created with ETFE; the 2015 pavilion in particular looked like a colorful colon. The roofs of modern sports stadia, including the U.S. Bank Stadium (2016) in Minneapolis, Minnesota, are often ETFE - they look like panes of glass, but the material is really safe, non-rip plastic. Temporary Summer Pavilion in Londons Hyde Park by Spanish Architects Josà © Selgas and Lucia Scano, 2015. Lionel Derimais/Getty Images (cropped) Plastics, the Industrial Revolution Continues The du Pont family emigrated to America shortly after the French Revolution, bringing with them 19th century skills in making explosives. Using chemistry to develop synthetic products never stopped within the DuPont company, creators of nylon in 1935 and Tyvek in 1966. When Roy Plunkett worked at DuPont in the 1930s, his team accidentally invented PTFE (polytetrafluoroethylene), which became Teflon. ® The company, who considers themselves a pioneer of polymer science with a legacy of innovation, is said to have created ETFE in the 1970s as an insulation coating for the aerospace industry. The tensile architecture of Prizker laureate Frei Otto in the 1960s and 1970s was an inspiration for engineers to come up with the best material to use for what builders and architects call cladding, or the material that we might call exterior siding for our homes. The idea for ETFE as a film cladding came in the 1980s.  Engineer Stefan Lehnert and architect Ben Morris co-founded Vector Foiltec to create and market Texlon ® ETFE, a multi-layered system of ETFE sheets and architectural cladding. They didnt invent the material, but they did invent the process for welding together sheets of ETFE - and giving a building the layered look. Sources Birdair. Types of Tensile Membrane Structures. birdair.com/tensile-architecture/membraneBirdair. What is ETFE film? birdair.com/tensile-architecture/membrane/etfeDupont. History. dupont.com/corporate-functions/our-company/dupont-history.htmlDupont. Plastics, Polymers, and Resins. dupont.com/products-and-services/plastics-polymers-resins.htmlEPA. Cement Manufacturing Enforcement Initiative. https://www.epa.gov/enforcement/cement-manufacturing-enforcement-initiativeWilson, Amy. ETFE Foil: A Guide to Design. Architen Landrell, February 11, 2013, architen.com/articles/etfe-foil-a-guide-to-design/, architen.com/wp-content/uploads/architen_files/ce4167dc2c21182254245aba4c6e2759.pdf

Why is the dispute settlement body of the WTO so important,and how is Essay

Why is the dispute settlement body of the WTO so important,and how is it affecting the EU - Essay Example te resolution committee has so much power over domestic regulation and has contributed to its criticism in European countries and others that the organization has ruled against. This essay embark on analyzing the effectiveness of WTO dispute resolution in the EU vs. US Hormone Treated Beef Dispute, Asbestos Containing Product case and other effective role. The case of the European Communities on the issue of asbestos presented a big challenge to the World Trade Organization because the matter are relatively incline to domestic health and safety more than the synonymous of the constitution framework of WTO dispute resolution tribunal on free trade practices (Footer & ZIa-Zarifi, 2002). The use of asbestos as an industrial product date back over 100 years ago, but its effect on human health was document in the 19th Century when it deposits were found in products in Ural and Quebec in Canada (Footer & ZIa-Zarifi, 2002). It was found to have a considerable effect in human health by causing life threatening illness such as lung cancer, asbestosis, pneumoconiosis and Pleural cancer (Footer & ZIa-Zarifi, 2002). For this reason scholars and medical practitioner have called for control use of the product to minimize and mitigate the adverse effect of asbestos. France has restricted the importation of asbestos product from Canada as a result of the effect of the deadly carcinogen. Moreover, the country has provided favorable conditions to other commodities that came in the country from Canada and other countries. Therefore, Canada was aggrieved by the discrimination of it product and took the issue to the WTO dispute tribunal which upon hearing the case found France to have faulted the Article III: 4 of GATT regulations (Howse & Tuerk, n.d.). The economic situation of the period before the start of the Second World War was characterized by discrimination among trade partners where one country would export more goods and restrict others to access their own market in their

5 Different Definition of Stem Education Essay Example | Topics and Well Written Essays - 500 words

5 Different Definition of Stem Education - Essay Example According to Veenstra et al, (2012), STEM education includes majors in natural sciences, engineering, science, health, and technologies. Many leaders have consistently created concern for the increasing number of STEM students who get well-paying jobs as compared to other degree holders. Though STEM is widely used throughout the education system, certain fields receive more attention in this more than others. Such fields include engineering, computer sciences, and the physical sciences. As a result, examination of STEM participation and resulting outcomes from examining narrow fields come up with differing conclusions as opposed to when a broader definition is used altogether. STEM education is an important interdisciplinary approach that incorporates various academic concepts with other real-world lessons, as the student is able to apply the four disciplines of STEM education. As a result, they are able to connect between school, global economy and community work thus developing STEM literacy giving the students a competitive advantage in the economy (Beatty, 2011). Educators seem to consider this concept from an educational perspective increasing the importance of succeeding in science and mathematics and increasing the integration in engineering and technology when needs arises. STEM education involves a study of sciences, mathematics, engineering and technology courses and having adequate knowledge to apply the skills and knowledge gained in the real world (DeBoer, 2011). The reason is that the competitive nature of every country requires that there is a strong educational program that is able to prepare innovative scientists and other engineers who are capable of providing innovations that can flourish the economy of a country. However, various educators involved in preparing students for important careers in STEM courses find the term