History and Importance of Sports amongs Ancient Civilizations

History and importance of sports amongst ancient civilizations Sports have been around for centuries, dating back to 776 BC with the first Olympic Games. Ancient civilizations like the Egyptian, Greeks and Mayans all had a sport they enjoyed taking part in. They were created to bring people together and help them settle disputes or conflicts in an organized manner. Great leaders of the ancient world saw a fascination in sports and made it part of their reign to promote the human’s natural competitiveness. Since then, new sports have emerged and also new reasons for one to play. New sports evolve every day all over the world. Everywhere in social media and magazines you will find images of famous athletes and their achievements. Not much history has been left behind by these famous civilizations except for some cave paintings and stories passed down through generations. However, these sports have helped new ones all over the world flourish and the competitive aspect has been kept intact with some modifications to minimize some of its hist orical brutality. Male or female, sports were often introduced to many at a young age. Some vigorously exercised from their childhood just to be physically prepared to endure the sport’s requirements. Winning at these games brought great honor to some families and some were disciplined to dedicate their whole lives learning the game. Many civilizations involved sports within their community as a form of entertainment and competition. EvenShow MoreRelatedThe Value of Physical Education to the Ancient Greeks and Romans1574 Words   |  7 Pagesof Physical Education to the Ancient Greeks and Romans Throughout history, society has placed a different value on physical education and sport. The purpose of physical education has changed over different time periods and as a result of ever-changing socio-cultural events. 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Nick vs Gatsby - 922 Words

The name of this novel is â€Å" The Great Gatsby† the author is F. Scott Fitzgerald. In 1920 F. Scott Fitzgerald married Zelda Sayre. Their traumatic marriage and subsequent breakdowns became the leading influence of this novel. In this novel Nick Carraway and Jay Gatsby were interesting characters. They are many differences between them. The most three differences between them are social status, lifestyles, and personality. First, the social status between Nick and Gatsby is completely different. Nick is a middle class man who lives in a small house. â€Å"My house was at the very tip of the egg, only fifty yards from the Sound, and squeezed between two huge places that rented for twelve or fifteen thousand a season†(Fitzgerald 10). He†¦show more content†¦In last Nick does not care about Jordan at all. In contrast Gatsby is not honest by Nick view. Nick views Gatsby as a deeply flawed man, dishonest and vulgar, whose extraordinary optimism and power to transform his dreams into reality make him â€Å"great† nonetheless. H e is values his love more than anything. He loves Daisy for all of his life. Every moment he is thinking about Daisy. He works hard for three years to make him be a high-class person, so that Daisy would come to him. Gatsby has literally created his own character, even changing his name from James Gatz to Jay Gatsby to represent his reinvention of himself. As his relentless quest for Daisy demonstrates, Gatsby has an extraordinary ability to transform his hopes and dreams into reality. Gatsby reveals himself to be an innocent, hopeful young man who stakes everything on his dreams, not realizing that his dreams are unworthy of him. Gatsby invests Daisy with an idealistic perfection that she cannot possibly attain in reality and pursues her with a passionate zeal that blinds him to her limitations. His dream of her disintegrates, revealing the corruption that wealth causes and the unworthiness of the goal. Overall, in this novel Nick Carraway and Jay Gatsby have many different between them. The three most differences between them are social status, lifestyles, and personality. Nick and Gatsby becomes good friend in the novel even that Gatsby is contrasted most consistently with Nick. Critics point outShow MoreRelated The Great Gatsby: Nick vs Gatsby Essay1001 Words   |  5 PagesThe Great Gatsby: Nick vs Gatsby Mainframe computers analyze information and present it so that the observer is able to make accurate observations. In The Great Gatsby, written by F. Scott Fitzgerald, the narrator, Nick Carraway, tells a story in which Jay Gatsby tries to attain happiness through wealth. Even though the novel is titled after Gatsby, Nick, just as a mainframe computer, analyzes the actions of others and presents the story so that the reader can comprehend the theme. Read MoreF. 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Characterization in the Great Gatsby provides how Fitzgerald contrasts an individual s hopes from his or her reality. Jay Gatsby, one of the main characters

Construct validity free essay sample

Most, but not all, tests are designed to measure skills, abilities, or traits that are and are not directly observable. The process of using a test score as a sample of behavior in order to draw conclusions about a larger domain of behaviors is characteristic of most educational and psychological tests (Miller, et. al., 2013). Responsible test developers and publishers must be able to demonstrate that it is possible to use the sample of behaviors measured by a test to make valid inferences about an examinees ability to perform tasks that represent the larger domain of interest. Construct validity pertains to the correspondence between your concepts and the actual measurements that you use (Miller, et. al., 2013). A measure with high construct validity accurately reflects the abstract concept that you are trying to study. Since we can only know about our concepts through the concrete measures that we use; you can see that construct validity is extremely important. It also becomes clear why it is so important to have very clear conceptual definitions of our variables. Only then can we begin to assess whether our measures, in fact, correspond to these concepts. This is why it is the most important thing a test can possess. Construct validity is often established through the use of a multi-trait, multi-method matrix (Miller, et. al. , 2013). At least two constructs are measured. Each construct is measured at least two different ways, and the type of measures is repeated across onstructs. Typically, under conditions of high construct validity, correlations are high for the same construct across a host of different measures (Miller, et. al. , 2013). Correlations are low across constructs that are different but measured using the same general technique. Under low construct validity, the reverse holds (Miller, et. al. , 2013). Correlations are high across traits using the same method but low for the same trait measured in different ways. Could a test be useful if it had reliability, and ither content/ criterion validity, but lacked construct validity? The answer for me is no. Reliability is not enough; a test must also be valid for its use. If test scores are to be used to make accurate inferences about an examinees ability, they must be both reliable and valid. Reliability is a prerequisite for validity and refers to the ability of a test to measure a particular trait or skill consistently. However, tests can be highly reliable and still not be valid for a particular purpose. I think that this holds true when it comes to construct validi y. I believe that this needs to be as important as reliability and content/criterion validity. In order to provide evidence that your measure has construct validity, a nomological network is needed for your measure. This network includes the theoretical framework for what you are trying to measure, an empirical framework for how you are going to measure it, and specification of the linkages among and between these two frameworks (Miller, et. al. , 2013). The nomological network consists of laws that relate attributes to one another and to bservable properties. These laws are tested empirically as hypotheses about the relationships of the attribute of interest with the other attributes in the network using test scores to represent each but also by testing group differences with respect to test scores, score change over time, and the internal structure of the items in the test (Miller, et. al. , 2013). So when combining these terms all together, you will make for a better research paper in general.

The Narrative Of The Life Of Frederick Douglass T Essay Example For Students

The Narrative Of The Life Of Frederick Douglass: T Essay he Formation Of Iden The Narrative of the Life of Frederick Douglass: An Analysis of the Formation of Identity You have seen how a man was made a slave; you will now see how a slave was made a man. Frederick Douglass The Narrative of the Life of Frederick Douglass, An American Slave details the progression of a slave to a man, and thus, the formation of his identity. The narrative functions as a persuasive essay, written in the hopes that it would successfully lead to hastening the glad day of deliverance to the millions of his brethren in bonds (Douglass 331). As an institution, slavery endeavored to reduce the men, women, and children in bonds to a state less than human. The slave identity, according to the institution of slavery, was not to be that of a rational, self forming, equal human being, but rather, a human animal whose purpose is to work and obey the whims of their master. We will write a custom essay on The Narrative Of The Life Of Frederick Douglass: T specifically for you for only $16.38 $13.9/page Order now For these reasons, Douglass articulates a distinction between the terms man and slaves under the institution of slavery. In his narrative, Douglass describes the situations and conditions that portray the differences between the two terms. Douglass also depicts the progression he makes from internalizing the slaveholder viewpoints about what his identity should be to creating an identity of his own making. Thus, Douglass narrative depicts not simply a search for freedom, but also a search for himself through the abandonment of the slave/animal identity forced upon him by the institution of slavery. The reader is first introduced to the idea of Douglasss formation of identity outside the constraints of slavery before he or she even begins reading the narrative. By viewing the title page and reading the words The Narrative of the Life of Frederick Douglass, An American Slave, written by himself the reader sees the advancement Douglass made from a dependent slave to an independent author (Stone 134). As a slave, he was forbidden a voice with which he might speak out against slavery. Furthermore, the traditional roles of slavery would have had him uneducatedunable to read and incapable of writing. However, by examining the full meaning of the title page, the reader is introduced to Douglasss refusal to adhere to the slave role of uneducated and voiceless. Thus, even before reading the work, the reader knows that Douglass will show how a slave was made a man through speaking outthe symbolic act of self-definition (Stone 135). In the first chapter of the narrative, Douglass introduces the comparison between slaves and animals, writing that the larger part of the slaves know as little of their ages as horses know of theirsI do not remember to have ever met a slave who could tell of his birthday (Douglass 255). The effect of this passage, in addition to introducing the idea that slaves were considered to be no more civilized than animals, is an emphasis on Douglasss lack of a human identity. As a slave, his role was that of an animal whose purpose was to work for his master. This internalization of the animal/slave role is accentuated further when Douglass discusses the slaves notion of time as planting-time, harvest-time, cherry-time, spring-time, or fall-time (Douglass 255). The institution of slavery, which forced the comparison of slave to animal, required the slave to consider time in terms of his mastertime to work, time to plant, time to harvest. Thus, slaves were unable to utilize a concept of time of their own making to identify themselves because their concepts of time reflected what was important to their masters and not to themselves. By representing the slaves as relying on their masters wishes to identify themselves, Douglass emphasizes the comparison between slave and animals Not only does the slave concept of time reflect the desire of the masters to have the slaves view time in terms of work, but it also reflects the masters refusals to allow slaves to define themselves historically. Douglass writes that slaves were unable to articulate their ages, the dates of births and deaths of family members, and their lengths of service. .u455c89c6fa1a8645f60dacc65d4481e2 , .u455c89c6fa1a8645f60dacc65d4481e2 .postImageUrl , .u455c89c6fa1a8645f60dacc65d4481e2 .centered-text-area { min-height: 80px; position: relative; } .u455c89c6fa1a8645f60dacc65d4481e2 , .u455c89c6fa1a8645f60dacc65d4481e2:hover , .u455c89c6fa1a8645f60dacc65d4481e2:visited , .u455c89c6fa1a8645f60dacc65d4481e2:active { border:0!important; } .u455c89c6fa1a8645f60dacc65d4481e2 .clearfix:after { content: ""; display: table; clear: both; } .u455c89c6fa1a8645f60dacc65d4481e2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u455c89c6fa1a8645f60dacc65d4481e2:active , .u455c89c6fa1a8645f60dacc65d4481e2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u455c89c6fa1a8645f60dacc65d4481e2 .centered-text-area { width: 100%; position: relative ; } .u455c89c6fa1a8645f60dacc65d4481e2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u455c89c6fa1a8645f60dacc65d4481e2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u455c89c6fa1a8645f60dacc65d4481e2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u455c89c6fa1a8645f60dacc65d4481e2:hover .ctaButton { background-color: #34495E!important; } .u455c89c6fa1a8645f60dacc65d4481e2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u455c89c6fa1a8645f60dacc65d4481e2 .u455c89c6fa1a8645f60dacc65d4481e2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u455c89c6fa1a8645f60dacc65d4481e2:after { content: ""; display: block; clear: both; } READ: A Self-Reflection of My Journey Essay He is also unable to form his identity based on familial relations. Suspecting only that . The Narrative Of The Life Of Frederick Douglass T Essay Example For Students The Narrative Of The Life Of Frederick Douglass: T Essay he Formation Of Iden The Narrative of the Life of Frederick Douglass: An Analysis of the Formation of Identity You have seen how a man was made a slave; you will now see how a slave was made a man. -Frederick Douglass We will write a custom essay on The Narrative Of The Life Of Frederick Douglass: T specifically for you for only $16.38 $13.9/page Order now The Narrative of the Life of Frederick Douglass, An American Slave details the progression of a slave to a man, and thus, the formation of his identity. The narrative functions as a persuasive essay, written in the hopes that it would successfully lead to hastening the glad day of deliverance to the millions of his brethren in bonds (Douglass 331). As an institution, slavery endeavored to reduce the men, women, and children in bonds to a state less than human. The slave identity, according to the institution of slavery, was not to be that of a rational, self forming, equal human being, but rather, a human animal whose purpose is to work and obey the whims of their master. For these reasons, Douglass articulates a distinction between the terms man and slaves under the institution of slavery. In his narrative, Douglass describes the situations and conditions that portray the differences between the two terms. Douglass also depicts the progression he makes from internalizing the slaveholder viewpoints about what his identity should be to creating an identity of his own making. Thus, Douglass narrative depicts not simply a search for freedom, but also a search for himself through the abandonment of the slave/animal identity forced upon him by the institution of slavery. The reader is first introduced to the idea of Douglasss formation of identity outside the constraints of slavery before he or she even begins reading the narrative. By viewing the title page and reading the words The Narrative of the Life of Frederick Douglass, An American Slave, written by himself the reader sees the advancement Douglass made from a dependent slave to an independent author (Stone 134). As a slave, he was forbidden a voice with which he might speak out against slavery. Furthermore, the traditional roles of slavery would have had him uneducatedunable to read and incapable of writing. However, by examining the full meaning of the title page, the reader is introduced to Douglasss refusal to adhere to the slave role of uneducated and voiceless. Thus, even before reading the work, the reader knows that Douglass will show how a slave was made a man through speaking outthe symbolic act of self-definition (Stone 135). In the first chapter of the narrative, Douglass introduces the comparison between slaves and animals, writing that the larger part of the slaves know as little of their ages as horses know of theirsI do not remember to have ever met a slave who could tell of his birthday (Douglass 255). The effect of this passage, in addition to introducing the idea that slaves were considered to be no more civilized than animals, is an emphasis on Douglasss lack of a human identity. As a slave, his role was that of an animal whose purpose was to work for his master. This internalization of the animal/slave role is accentuated further when Douglass discusses the slaves notion of time as planting-time, harvest-time, cherry-time, spring-time, or fall-time (Douglass 255). The institution of slavery, which forced the comparison of slave to animal, required the slave to consider time in terms of his mastertime to work, time to plant, time to harvest. Thus, slaves were unable to utilize a concept of time of their own making to identify themselves because their concepts of time reflected what was important to their masters and not to themselves. By representing the slaves as relying on their masters' wishes to identify themselves, Douglass emphasizes the comparison between slave and animals Not only does the slave concept of time reflect the desire of the masters' to have the slaves view time in terms of work, but it also reflects the masters' refusals to allow slaves to define themselves historically. Douglass writes that slaves were unable to articulate their ages, the dates of births and deaths of family members, and their lengths of service. .u3e063b599033812e7e5a14284e94b37d , .u3e063b599033812e7e5a14284e94b37d .postImageUrl , .u3e063b599033812e7e5a14284e94b37d .centered-text-area { min-height: 80px; position: relative; } .u3e063b599033812e7e5a14284e94b37d , .u3e063b599033812e7e5a14284e94b37d:hover , .u3e063b599033812e7e5a14284e94b37d:visited , .u3e063b599033812e7e5a14284e94b37d:active { border:0!important; } .u3e063b599033812e7e5a14284e94b37d .clearfix:after { content: ""; display: table; clear: both; } .u3e063b599033812e7e5a14284e94b37d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3e063b599033812e7e5a14284e94b37d:active , .u3e063b599033812e7e5a14284e94b37d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3e063b599033812e7e5a14284e94b37d .centered-text-area { width: 100%; position: relative ; } .u3e063b599033812e7e5a14284e94b37d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3e063b599033812e7e5a14284e94b37d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3e063b599033812e7e5a14284e94b37d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3e063b599033812e7e5a14284e94b37d:hover .ctaButton { background-color: #34495E!important; } .u3e063b599033812e7e5a14284e94b37d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3e063b599033812e7e5a14284e94b37d .u3e063b599033812e7e5a14284e94b37d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3e063b599033812e7e5a14284e94b37d:after { content: ""; display: block; clear: both; } READ: Importance of Ethnic Culture Essay He is also unable to form his identity based on familial relations. Suspecting only that .