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Parental involvement and academic performance
Parental involvement and academic performance
Parental involvement and academic performance
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Recommended: Parental involvement and academic performance
Seth Ryan
9/22/15
English 102
Tuesday/Thursday 9:30-10:30
A Critique of “We Are Not Created Equal in Every Way” In an opinion piece that was printed by the San Francisco Chronicle (12, December 2000) Joan Ryan asks: Does [a ballet school] have the right to give preference to leaner body types?” She replies with a firm “yes”. Ryan argues that these institutions have the right to establish whatever standards they want to ensure that those they receive have the qualities required for professional success. But she also says that some parents push their children to extreme to meet these standards. Ryan offers a questionable approach to sheltering children from the possible abuses of such parents. Overall, she brings up timely problems in discussing
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Rejection however is an inevitable part of life, she writes, which is how she came to express the view that gives her essay its title, “We Are Not Created Equal in Every Way.” And because we are not created equal, not everyone will be admitted to their first choice of higher education or get a turn on the stage. That’s the undeniable consequence of setting standards: Some will rise to the challenge and be accepted and others will not. Ryan quotes the spokesperson who explained that the San Francisco Ballet School is “not a recreational department”(which parents should realize). In other words a professional ballet school, like a university, is within its rights to deny applicants with body types unsuited to its view of success in professional ballet. To put the matter bluntly, those with unsuitable body types, however talented or attractive, are less likely to be successful in professional ballet than those with “classical” proportions. Female dancers, for example, must be repeatedly lifted and carried by their male counterparts, a feat that is already difficult enough with even “leaner body types”. Ryan points out that those who don’t have the right body type for ballet are not banned from professional dance: “They just have to find a different type of dance…just as athletes have to find sports that fit certain body
Ballet has been an art form since the late fifteenth century, but society did not truly see the impact of ballet until the nineteenth century. Modern day thinkers possess the idea that ballet began with tutus and pointe shoes, but it wasn’t until the nineteenth century that this opinion was observed. Ballet has come a long way. It has survived the turmoil of many wars and has changed itself by accepting new ideas and impressing the audience with its unique stylistic views.
Do I sacrifice my ‘womanly attributes’ by making the choice to ski down a mountain with a 3000+ vertical drop, while traveling at 50-60 mph? Does my choice to do squats and engage in strength training, or my desire to do 300 sit-ups each night in order to achieve a six-pack, make me less of a woman? Is it odd that I do not enjoy displaying polite, ladylike behavior during every second of my existence? I do not think so. Society today would not exactly agree either, yet society today is far different from the early 1920’s. Today, the desirable female body image is not necessarily a thin, dainty woman. At some point in history, though, something went terribly wrong. Women were conditioned to drink tea and mingle socially over snacks while knitting. The progression for women in sports has been slow, and women still have a long way to go in order to achieve the towering status of men’s sport. Although times have changed since the 1920’s, women continue to struggle with issues of the past—the notion of “mannishness” and the characteristics that compose the ideal female athlete.
Dancers often times have many pressures put on them, which can lead to physical and emotional damage. These damages occur through the pressures from the media, parents, teammates, and the stereotype that society has placed on dancers. One of the hardest pressures that dancers have to overcome is the pressure from the media. The media places harsh, rigid, and false ideas of dancers on to the mass public. Constantly bombarded by commercials, magazine ads, posters, etc., the idea of being thin and beautiful is what the society thinks of as the “norm”.
“Lula stopped, but she said, ‘ You ain’t got no business bringin’ white chillum here---they got their church, we got our’n it is our church, ain’t it, Miss Cal?’” (Lee 158). This question from Lula directed at Cal shows the large difference in way of life between the upper and lower class. She shows that the upper and lower class do not interact with each other and do not quite get along. In To Kill A Mockingbird by Harper Lee, equal creation is not often seen in social classes with the large gap between upper and lower class, but this division between the classes can be crossed. The upper and lower classes have a hard time understanding one another with their large differences in way of life, but the position of upper and lower class is not permanent to a person.
...opportunities in athletics and extra- curricular activities. A woman should never be forced to do anything different then a man just because of her sex. This author agrees with the decision that the woman in this case should not have been sent home for a mandatory leave of absence. This is prejudice at its best.
Americans today have a hard time fitting in feeling equal. The right job and the right payment will help you successfully fit in with the people who feel better than you. The attitude towards men being created equal, the explanation of homeless to the american dream.The representation of nickel and dimed and why it’s a vital part of this paper.How the new generation feels about this and how hard times effect the attitudes toward being created equal.How the rich and poor react differently on this subject. All of these will be thoroughly explained in my paragraph. What will you do to feel equal to the standard that society has set.
Fagrell, B., Larsson, H., & Redelius, K. (2012). The game within the game: girls' underperforming position in Physical Education.Gender & Education, 24(1), 101-118. doi:10.1080/09540253.2011.582032
In paragraph ten, we see the imagery that described some of the handicaps that the government has imposed on the ballerinas that Hazel and George are watching on the television. Vonnegut describes it as, “They were burdened with sashweights and bags of birdshot, and their faces were masked, so that no one, seeing a free and graceful gesture or a pretty face, would feel like something the cat drug in” (Vonnegut para. 10). From this description, you can imagine the weights the ballerinas have on their shoulders, which does not help them dance very well, which in turn disables their ability to dance. This takes away from the opportunities as dancers to show off their skills. If someone is not able to show their talent that they have and worked on just because someone else is unable to have the same talent, is not fair and causes everything to be unequal. Everyone has their own talents and dreams, and should never be held back from fulfilling
It's pretty hard to tell what does bring happiness. Poverty and wealth have both failed.
Miami Dade College’s very own dance majors, who were challenged by the artistry of guest choreographers as well as themselves, performed The Art of Dance. Watching this performance truthfully made me question if the dancers in this program were being trained properly to be professional dancers
We live in a world full of many societal issues. The aspects that determine whether one will have a successful or unsuccessful life is due to their characteristics such as race, gender, and social status. In the book Is Everyone Really Equal, Ozlem Sensoy and Robin DiAngelo’s exigence is to express the following issues and to encourage the reader to work upon changing the world through social injustice, oppression, power, and community.
...ave viewed during this course the female athlete is well-rounded, trains hard, and is tomboyish despite the gender restrictions placed on her by her parents or society at large. She is also heterosexual and must learn which of her life goals are the most important to her. This description seems to fit in with the currently acceptable rules of conduct within society.
Ballet is a beautiful and romantic type of performance art. It originated in the Italian court systems in the 15th century (Jonas). Since its origination, ballet has undergone many changes and gained worldwide recognition. Filled with elaborate costumes, cheering audiences, lights, weightless movements and beauty; ballet is admired by many. On the magical stage ballerinas can become whoever they wan to be, and perform in a world of fantasy. For these reasons, children, especially little girls, all over the world dream of becoming ballerinas when they grow up. However, becoming a professional ballerina is an extremely difficult accomplishment, in which few will achieve (Kelso 1). The world of ballet may seem to be filled with glitz and glamor but, behind the curtain there is an entirely different story. There are extreme demands and pressures put on these young dancers to be very thin and nearly perfect. Some of which include body and weight demands, competition, and social pressures. These constant pressures can lead to a negative body-image and even debilitating eating disorders (Price and Pettijohn).
One of the theories behind this gender inequality in athletics is due to the strict traditionalism of society. “Society does not like to see women in roles that go against the norm of what a woman ‘should be” (Rodriguez). A woman is expected to carry on traditional feministic traits that include being sexy, delicate, passive, graceful and essentially powerless. “Nowhere does the word ‘athletic’ appear on that list” (Rodriguez). These female athletes are not just exceeding in a sport that they play, they are tearing down the barriers that have always left women on the outside of the world of professional sports. The idea of a strong, athletic woman gives many people an uncomfortable feeling because it is not seen as an attractive trait or loyal to traditional characteristics. This unaccepted view of athletic women has led to unjust stereotyping. If they participate in a sport that is not perceived as feminine, women are often stereotyped as being lesbian. Women who do not fit the cultural definitions of femininity run the risk of being labeled a homosexual. Societal expectations are restrictive and seem to refuse to view the athletic talents of women as acceptable behavior.
The public and private school in the United States remained separated the boys and girls in Physical Education until the passage of Title IX occurred in 1972. (Hannon, J.C., Ratliffe, T.) Due to the Scholars wanted to eliminate the gender inequity and inequitable teaching behaviors in physical education that limited the learning potential of boys and girls so Title IX was enacted. (Dunbar & O’Sullivan, 1986; Griffin, 1984; Treanor, Graber, Housner, & Wiegand, 1998). As a result, most secondary schools changed from single gender classes to coeducational classes in physical education. The physical education classes had become coeducational in nature and the boys and girls could take part in similar activities. (Gabbei, 2004; Hill & Cleven 2005). Lay (1990) stated that coeducational classes were one of the specific clauses issued by Title IX if they ignored this was breaking the law. Ligg (1993) also pointed out that the offering of single gender courses and programs were forbidden in Title IX. However, there were some arguments about coeducational physical education so it had led some calls for change. Scraton (1993) suggested that coeducational physical education returned to single gender physical education. The integration of boys and girls in physical educ...