Acting essays

Acting essays Perhaps one of the most thought of questions that goes through ones head in a lifetime may be what drives a person to become an actor. Well, it could be imagination, a love, or just desire to stand out. When one desires to stand out they usually want to be in the light, and the stage is a great place to start. Being on stage for the first time is scary and yet exciting. Once a person has experienced this they most often want more. Usually a person of this stature was always entertaining or performing for friends and family member, thy have humor and it is most likely well developed and focused. Through their childhood they force themselves to be noticed. They love to be in the light. Love, just love for the art can make a person act. The people who love the art are usually the ones who care and understand it the most. Perhaps they can be considered the scarifiers, the one who will do anything to make the audience laugh, cry, and giggle, feel solemn, angry, and happiness. Their love for acting make them who they are and they dont even have to try. The ones who love acting become their character in a performance. Becoming a character is tough, except for those with excellent imaginations. Usually become actors because it comes easy to them, of course, their feet must get wet into acting for them to even begin to see their hidden talent. Once in a theatre, imaginers, if you will, are character in actors shoes, instead of actors in characters shoes. They have high concentration that is not easy to break. In fact, most usually become their character a week or so before a play. As one can see, these tree examples are just a few reasons why people become actors or actresses. Im sure one could easily choose which example they fall into. ...

Comparison of electric and gas

Comparison of electric and gas Introduction The auto industry has been undergoing changes since the first car was invented in 1871. Most of these changes are designed to help improve the efficiency and comfort of cars. Because of the increasing cost of gasoline and diesel, most of the latest developments in the performance of cars have been directed at the creation of alternative forms of power for the machines.Advertising We will write a custom essay sample on Comparison of electric and gas-powered vehicles specifically for you for only $16.05 $11/page Learn More These investigative and development processes have led to the emergence of electric cars as possible replacements of gasoline/diesel-powered cars. This essay seeks to offer a comparison of electric and traditional fuel cars. To this end, the initial part of the paper shall dwell on the similarities and differences of the two types of cars. Afterwards, the merits and demerits of each of the two systems shall be provided before a conclusion is drawn regarding which of the two systems is better in terms of efficiency and convenience. Similarities and differences between electric and gas cars Electric cars and traditional gas-powered vehicles look similar from the outside. They generally have similar wind-resisting shapes and share common features such as side-mirrors and indication systems. Their interiors are also generally similar, each being equipped with a steering wheel, driving pedals and regular car seats. However, this is where the similarity stops. When one moves to the engine system, the first revelation is that electric cars only have one moving part-the motor [1]. The motor is powered by a fitted rechargeable battery pack and it propels the drive train causing the car to move. Gasoline cars, on the other hand, are powered by internal combustion engines, which derive power from the combustion of gasoline/diesel. Unlike electric cars which come with a huge battery pack, gas-powered cars have a fuel tank, which mostly goes under the car, behind the back seat. The internal combustion engines also require some electric power to start hence the reason why the cars using these systems are fitted with small batteries connected to spark plugs and whose intention is to ignite the fuel. Their engines are very complicated and have hundreds of moving parts, starting from the pistons to other minute rotator valves regulating the inflow of fuel into the engine.Advertising Looking for essay on land transport? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gas-powered engines release emissions, which are let out to the air through an exhaust/tail pipe. In contrast, electric cars do not release any emissions, and are, therefore, not fitted with tail pipes. On the body of the vehicle, electric vehicles are fitted with a recharge socket, into which fits a special electric plug. Gas-powered cars have a pipe that connects to the tank with an ope ning fitted on the body of the vehicle for easy access. Pros of electric vehicles/ cons of internal combustion engines Electric cars have a number of advantages over traditional internal combustion engines [2]. Top on the list is the fact that these vehicles are very energy efficient. Electric vehicles convert approximately 60 percent of the energy stored in the battery packs to power that runs the wheels. Petrol-powered cars only convert approximately 20 percent of the energy contained in the fuel to energy driving the wheels. Another advantage that electric cars have over internal combustion engines is that they are very environmentally friendly. Electric vehicles do not emit any gaseous discharges like those powered by traditional. If the power used to charge them is obtained from power plants run by wind, solar and water, the entire process from power-generation to usage in driving is 100 percent clean [3]. Electric vehicles are also better in performance than those powered by i nternal combustion engines. The cars powered by electricity run quietly and have a better and stronger acceleration rate than those that run on petrol and diesel. They (electric cars) are also cheaper to maintain because they have very few moveable parts. Finally, electric vehicles contribute greatly to a reduction in energy dependence. For many years, car users have had to depend on a limited number of sources of energy to power their engines. This has had the drawback of paralyzing the transport industry once the supply of oil goes down. The entry of electric powered vehicles comes in to bridge this gap making socio-economic systems run efficiently. Pros of internal combustion engines/ cons of electric vehicles Internal combustion engines also have some significant advantages over electric vehicles. Top on the list is the fact that gasoline/diesel powered engines have a long driving range. A traditional vehicle once filled up with fuel can travel over 300 miles before the need to refuel. Electric vehicles when fully charged can only drive for anything between 100 and 200 miles before they are recharged [1]. This makes the internal combustion engines safer to use when going for long-distance journeys and more so in remote areas where there is an irregular penetration of electricity supply. The second advantage that tradition cars have over electric vehicles is that the recharge time for the latter is very long. Normally, it takes anything between four and eight hours to fully recharge the battery pack of an electric car.Advertising We will write a custom essay sample on Comparison of electric and gas-powered vehicles specifically for you for only $16.05 $11/page Learn More Even an average quick charge, which fills up 80% of the battery pack, takes at least 30 minutes [3]. In contrast, it takes less than five minutes (depending on the capacity) to fill up a car with petrol or diesel. The battery packs that supply the driving power for electric cars require a considerable amount of space in the vehicle and are generally quite heavy. This causes the vehicle to dedicate a considerable percentage of the generated energy to the battery weight. The batteries also need to be replaced after periods of use. Unfortunately, these batteries do not come cheap. In addition, finding a replacement can be a challenge especially in countries where the use of electric vehicles has not been well embraced. Summary and Conclusion This essay had set out to offer a comparative analysis of electric vehicles and traditional gas-powered cars. A list of similarities and differences was offered before the discussion delved into the strengths and weaknesses of each of the two types of vehicles. It has been shown that the two types of cars have similar body and cabin designs. However, their differences come in their engines and associated features such as battery packs and fuel tanks. Electric cars have also been indicated to be more efficien t and cheaper to maintain than traditional petrol/diesel powered cars. The traditional vehicles have the advantage of going long distances without the need to refill and take a short time to fill up. In conclusion, it should be noted that even though electric vehicles appear to have more strengths than traditional vehicles, it might take time before their use becomes common. This is because it will take some time for the installation of recharge stations and maintenance stations. Reference List D. Sandalow, The Electric Vehicle and the Burden of History. New Jersey: Rutgers University Press, 2000. D. Sperling and D. Gordon, Two billion cars: driving toward sustainability. New York: Oxford University Press, New York, 2009.Advertising Looking for essay on land transport? Let's see if we can help you! Get your first paper with 15% OFF Learn More S. Boschert, Plug-in Hybrids: The Cars that will Recharge America. Canada: New Society Publishers, 2006.

Assignment 1; NATURAL RESOURCE MANAGEMENT IN THE NEWS Essay

Assignment 1; NATURAL RESOURCE MANAGEMENT IN THE NEWS - Essay Example sentially engages in describing the activities undertaken by varied volunteers who form and contribute to the Threatened Birds Network (TBN) which is a community based program of the Australian Government’s Natural Heritage Trust and Birds Australia. Issue at hand is the efforts taken up across continental Australia to identify and conserve the various species of birds that are threatened with extinction due to various imprudent measures impinging on the eco-environment in which such birds thrived. The article however, identifies clearing of forest areas as the major cause for removing sheltering and nesting areas of several birds and thus driving them to the brink of extinction. The article identifies primarily land as the locational context of the issue. The issue, as far as the article is concerned, has the locale in rural Australia and in particular in the forest area-either cleared or facing clearing in or around such rural areas. However the article also identifies beach areas of Australia as the location peculiar to specific birds facing extinction. This implies that the focus of the article is birds found on land and facing extinction. Due to limited references to beach areas and birds found therein the article can also be considered as having the main emphasis of threatened birds in woodlands of rural hinterland of Australia. As already stated above the Australian government is the major actor playing an important role in resolving the issue through its National Heritage Trust and Birds Australia. Its instrumentality is the community based program Threatened Birds Network (TBN).From the tenor of the article it appears that the TBN involves the participation of both the professionals and community based volunteers .The former category are classed as regular recovery teams in the article. The volunteer category primarily comprises of private land owners or local land holders. Moreover the latter category has also been identified mostly as comprised of

Project Management - Quality Planning Essay Example | Topics and Well Written Essays - 750 words

Project Management - Quality Planning - Essay Example The quality planning process defines the approach to be adopted toward the management of project quality during the course of the project. For example, the quality manual necessitates the use of concrete blocks for the partition walls whose strength is at least 1000 psi, the quality assurance is accordingly achieved only when the blocks of specified strength are being used, and their continual checking and testing remains the responsibility of the quality control (QC) department. The QC department is supposed to carry out the tests as frequently as stipulated in the documents prepared in the quality planning process. As evident from the name, the quality planning process is designed in the planning phase of a project. In fact, it is one of the very early considerations about a project since it affects and is affected by the total project budget. However, its implementation occurs throughout the execution phase till the project closeout after the defects liability period, when contractor might have to incur additional costs to satisfy the customer in that period. This tool focuses on the comparison of costs incurred due to investment in quality and the benefits achieved thus. One way the analysis can be made is as mentioned here. For example, reduced amount of rework enhances the profits significantly. The cost of quality is weighed against the profits in terms of customer’s and client’s satisfaction, increased efficiency and improved public relations by comparing the current situation with some old project of similar nature that incurred losses because of bad quality. Benchmarking is termed as the measurement of quality for improvement. Basically, the previous quality level is taken as a benchmark and results achieved by the measurements taken to improve quality are compared with the old benchmark to analyze the progress.

Classical Music Essay Example | Topics and Well Written Essays - 250 words

Classical Music - Essay Example ti were the undoubted 18th century music celebrities, with many people associating with their entertaining virtuoso voices that illustrated the musical culture at the time. A critical analysis of the Castro BBC documentary reveals that the documentary investigates the musical aspects of the castrati including private and public details. The castrato involved the use of unbroken soprano voices. It is widely argued that the 18th century performance was done by men castrated during childhood to keep their voices unbroken. Mutilating young boys to achieve this purpose raises numerous ethical issues. The historical context of the castrati reveals the dark aspects of the Baroque opera. From the documentary narrative, it becomes clear that opera had shifted from the use of straight drama to artistic performances using male soprano voices. The male soprano voices could be described as artificial in the sense that they were achieved by castrating boys before they reached maturity. The vocals used in the documentary suggests that the voices are not natural, neither male nor female voices. On the other hand, the documentary illustrates the practice of using male voices for musical voices, especially for sacred music in which women were forbidden. The singers combined unique tempo and musical dynamics with variations in melody and combination of ornamentals to produce entertaining classics. The music was intense and elaborate melodic lines were often used. The use of liturgical musical styles features prominently in the documentary, illustrating the entertaining aspects of the European musical culture. There are also small ensembles of solo performances combined with orchestra tunes. This helps create a unique volume and texture, a feature that characterized European classical music. The documentary depicts the physical perspective and the medical aspects of the operation. The narrator suggests that barber surgeons performed clandestine operations and at times medical

Prototype Theory

Prototype Theory PROTOTYPE THEORY and DEFINITIONS: THE ROLE OF BASIC FACTORS, LEARNT KNOWLEDGE and CULTURE a small-scale empirical study 1. Introduction The purpose of the present empirical research paper is to investigate how Prototype Theory works in defining categories in real life. The theory was introduced by Rosch (1975) in order to explain how semantic categories are represented in our mind. Several experiments prove the functioning of Prototype Theory, but in everyday life we often categorise instances based on our culturally bound definitions rather than based on similarity to a typical instance. Thus, this paper investigates the role of the two mechanisms through a small-scale study, aiming at finding answers to the following research questions: Are prototypes and definitions formed similarly or differently? What is the role of learnt knowledge in creating the prototypes and definitions? Do cultural factors play a role in creating prototypes and definitions? 2. Literature review 2.1. Basic concepts In this section a review of the most important concepts related to Prototype Theory will be provided. To begin with, prototype theory suggests that many mental concepts we have are really prototypes. [] (It) has been useful in investigations into how concepts are formed, [] and to what extent certain concepts can be considered universal or specific to certain cultures / languages (Longman Dictionary of Language Teaching and Applied Linguistics, 2003, p. 432). A prototype is a person or object which is considered (by many people) to be typical of its class or group (Longman Dictionary of Language Teaching and Applied Linguistics, 2003, p.432). Rosch (1975) defines it as the clearest case of a category, and Aitchinson (1984) also stresses the typicality of the prototype regarding its category. The prototype consists of a set of prototypical features, which are the attributes that are shared by most members, but by only a few non-members (Rosch, 1975), therefore are able to differentiate between categories. A category is a set of attributes that we consider as characteristics of groups of people or objects, or a number of objects that are considered equivalent (Rosch, 1978). The category plays an important role in word recognition because it can serve as the basis of identification of an object, as people often define a concept by reference to typical instances (Longman Dictionary of Language Teaching and Applied Linguistics, 2003, p. 432). Other related concepts to prototypes are stereotype and schema. Stereotypes are beliefs about groups, i.e. the number of attributes that we consider as characteristics of certain social groups (The Cambridge Dictionary of Psychology, p. 520). There are, for instance, stereotypes based on race, ethnicity, gender or certain professions. A schema is a concept used in pragmatics to refer to a mental representation of a typical instance. Semantic processing allows people to interpret new experiences quickly and economically. (Cook, 1997, p. 86). All in all, prototypes play an important role in the cognitive processes of categorisation and word identification, which will be discussed in the following section. 2.2. Prototypes in categorisation The mental representation of a prototype is formed on the basis of several factors. First, a prototype is often described on the basis of its appearance: the size, the colour or the shape of an object can influence whether they are considered as typical instances of a category. Second, in some cases it is important what the object is capable of doing. For example, one of the most important characteristics of a bird is that it can fly, and a flightless bird is often considered as less typical. Moreover, the usage of an object often influences our judgement about the typicality of the object. Finally, the frequency of the word also defines whether we consider it typical or not, as a bird that always sings outside our windows can be judged most typical than an exotic bird that we rarely encounter. All in all, these characteristics influence our judgements of the typicality of objects with regards to certain categories (Rosch, 1978). According to another aspect, two types of attributes can define a category. Aitchinson (1987) distinguishes between identification criteria and stored knowledge, i.e. the attributes that are essential to the identification of a concept, and the attributes that we attach to the objects through our learnt knowledge of the world. In this respect the impact of ones culture is of high importance, as there is evidence that prototypes vary from language to language, and from culture to culture (Schwanenflugel and Rey, cited by Field, 2003, p.103). For instance, on the basis of its appearance, a bat could be categorised as a bird, but influenced by our knowledge we acquired in our biology lessons, we will most probably put the bat in the category of mammal. The role of the above mentioned basic factors, learnt knowledge and cultural stereotypes and schemata was investigated in an empirical study, which will be outlined in the next section. 3.  Research methods The aim of the empirical study is to answer the research questions presented in the Introduction. Research is based on data collected with the help of a questionnaire, and analysed quantitatively. 3.1. The research instrument The research instrument consisted of two basic parts. In the first part of the questionnaire there are five lists of words that participants had to evaluate on the basis of their typicality with regards to certain categories. The five lists of words were chosen on the basis of Rosch (1975, cited by Field, 2003, p. 102.), and consisted of nine words that had to be evaluated on a 7-item scale, on which 1 means the least typical, and 7 is the most typical instance. In the second part of the questionnaire participants had to define the same categories with their own words. The aim of the five open-ended items was to identify the basic attributes participants used to formulate a definition of the categories. These answers were then compared with the results of the judgements of prototypicality in the previous task, with the purpose of giving an account for the similarities and differences in the two kinds of mental operations. 3.2. Participants The research was carried out with the participation of 25 respondents. They were approached through personal contacts on the Internet. The average age of the participants is 22.4 years, and the gender proportion is almost equal (with 13 male and 12 female respondents). 4.  Results and discussion The aim of this section is to present and analyse the data of the empirical study, with the purpose of finding answers to the research questions. 4.1. The judgements of typicality The results of the judgements of the typicality of the instances of the categories are in line with Roschs (1975) findings that prove that the typicality of certain instances is evaluated very similarly by different people. Table 1 shows the order of the words within the categories: Table 1. The order of instances within the categories based on the respondents evaluation on a 1-7 scale. Furniture Bird Vehicle Fruit Woman table 6.85 blackbird 6.92 car 7 apple 7 mother 7 dresser 6.77 hawk 6.92 bus 7 orange 7 nurse 6.76 chair 6.76 sparrow 6.87 subway 6.69 pear 6.93 teacher 6.67 stool 5.61 raven 6.77 taxi 6.08 melon 6.54 actress 6.54 lamp 4.08 parrot 6.62 cart 5.77 mango 6.54 ballerina 6.23 piano 3.62 canary 6.54 yacht 4.08 fig 6.23 doctor 5.92 vase 2.39 ostrich 5.30 elevator 2 nut 3.23 police-woman 4.77 picture 2.30 penguin 4.85 ski 1.85 pumpkin 2.84 miner 3.30 telephone 1.92 bat 1.38 wheel-barrow 1.69 olive 2.30 football player 2.46 The evaluation of the prototypicality of the items seems to be based on several factors. The first factor is the appearance of the items, which influenced the judgements of prototypicilaty in the case of, for instance, the categories of bird or fruit, where the most typical instances have a lot in common with regards to physical appearance. Another aspect is the frequency of the items, that is, how often respondents encounter the given instance of the category in real life. The category of fruit is a good example for the importance of this factor, in which apple and orange were the ones being judged as most typical instances, and the less frequently consumed exotic fruits like mango or fig scored lower. Another example is the category of bird, in which the different evaluations of blackbird and canary cannot be accounted for in terms of physical appearance (they are quite similar in size and form). The frequency of the two species, on the other hand, is different, as the blackbird is a more common type of bird than the canary. A final factor in the judgement of the typicality of the objects is cultural schemata and stereotypes. The best example of the importance of cultural factors can be seen in the category of woman, where the traditionally feminine roles (e.g. mother, nurse or teacher) scored higher than the traditionally masculine professions (e.g. policewoman, miner or football player). Our culturally bound schemas are in work in the case of vehicles as well, where car and bus embody the best instance, while cart scored considerably lower. The fact that protypicality is a universal phenomenon of our minds is suggested not only by the consistency of the answers, but also by the fact that the findings are very similar to the results of the original experiment by Rosch, as summarised by Aitchison (1987, p. 53): On the bird list, sparrow, canary, blackbird, dove and lark all came out high. Parrot, pheasant, albatross, toucan, and owl were somewhat lower. Flamingo, duck and peacock were lower still. Ostrich, emu and penguin came out more than half-way down the seven-point rating, while last of all came bat, which probably shouldnt be regarded as a bird at all. Although the present research did not investigate the prototypicality of all items on the original list, the order of the items of my own study are in line with the findings of Rosch. 4.2. The definition of the categories According to the results, the definitions of categories are based on the same factors as the prototypes. Categories differ concerning whether they are formed on the basis of appearance, usage or frequency, and whether identification criteria or stored knowledge are dominant in forming the category. Table 2. The scores of the elements according to the number of their appearance in the definitions of the categories. Appearance Usage / function Frequency Experience Learnt knowledge Furniture 8 24 0 21 9 Bird 19 20 0 20 21 Vehicle 6 16 1 15 18 Fruit 17 18 0 19 19 Woman 5 7 0 10 21 The definitions of the categories were coded into numerical data: the definitions were broken down into components of meaning (based on the factors that determine prototypes, see section 2.2), and then the different components were grouped according to whether they referred to appearance or property, usage or function, or the frequency of encountering the given category. It was also decided whether the participant used world experience or learnt knowledge to formulate a definition. The results reveal that the dominance of the certain aspects of meaning in creating a definition varies from category to category. The definition of furniture is based on usage and function (e.g. an object with functions of decorating and personal use) and world experience. In the case of the category of bird, appearance (e.g. has wings) and function (i.e. what it does, for instance usually capable of flying), and experience (e.g. it can sing) and learnt knowledge (e.g. a type of vertebrates that reproduces with eggs play an equal role. Vehicle is defined dominantly according to its usage (e.g. used for the transportation of people), but experience and knowledge are both important bases of the definition. The definitions of fruit use all four aspects equally. Finally, the category of woman is defined negatively in a lot of cases (e.g. the opposite of man), and almost exclusively on the basis of learnt knowledge (e.g. has XX chromosomes and capable of giving birth). It is important to note that the frequency of encountering the category, which is an important factor in judging the typicality of an instance, does not play a role in defining a concept. 4.3. Prototype theory in the light of the results The results imply that the theoretical Prototype Theory and the everyday definitions of categories work similarly in practice. (1) Are prototypes and definitions formed similarly or differently? According to the results, the same factors (as outlined by Rosch (1978, see section 2.2.) play a role in formulating prototypes with regards to a category and in formulating a definition of the category. The mental operations that underlie the forming of stereotypes play a role in forming the definitions, although the definitions do not cover every prototypical instance. (2) What is the role of learnt knowledge in creating the prototypes and definitions? Based on the results of the study, stored knowledge determines prototypicality in the case of some categories. Attributes that we attach to the objects through our learnt knowledge of the world seem to override our world experience especially in the case of the definitions, which are most often formulated on the basis of learnt knowledge. (3) Do cultural factors play a role in creating prototypes and definitions? Cultural factors play a role in the judgement on prototypicality and creating definitions. Cultural stereotypes are at work in the case of the category of woman. Judging the prototypicality of the given social roles, cultural stereotypes and conventions determined the answers. The definition of the category of woman was defined on the basis of both biological sex and the social convention of gender. 5. Conclusion The present small-scale empirical study investigated the similarities and differences of the functioning of Prototype Theory and definitions. The results imply that the theoretical approach of Prototype Theory and the everyday definitions of categories work similarly in the practice, as the same basic factors, learnt knowledge and cultural aspects underlie the mental representations of prototypes and categories. 6. References Aitchison, J. (1987). Words in the mind. An introduction to the mental lexicon. Cambridge, MA: Basil Blackwell. Cook, G. (1997). Key concepts in ELT: Schemas. ELT Journal, 51(1), 86. Field, J. (2003). Psycholinguistics: A resource book for students. New York: Routledge. Longman dictionary of language teaching and applied linguistics (3rd ed.). (2003). Harlow: Pearson ESL. Matsumoto, D. (Ed.) (2009). The Cambridge dictionary of psychology. Cambridge: Cambridge University Press. Rosch, E. (1975). Cognitive representations of semantic categories. Journal of Experimental Psychology: General, 104, 192-233. Rosch, E. (1978). Principles of categorisation. In Rosch, E., Loyd, B. B. (Eds.). Cognition and categorisation (pp. 27-48). Hillsdale, NJ: Erlbaum.

Cheerleading is Not a Sport Essay -- Argumentative Persuasive Essays

Cheerleading is Not a Sport According to Joe Hatton, the author of the article, â€Å"Sports Beat - The sport of cheerleading: It’s more than just pompoms and smiles,† cheerleading is a sport because it requires strength, balance, and coordination. The major claim of the article is â€Å"cheerleading is a sport - plain and simple - and cheerleaders are true athletes† (Hatton C-04). The article offers the following arguments in support of the claim. Hatton claims because cheerleaders are athletes, cheerleading is a sport. Hatton also says cheerleading is a sport because of the competitive aspects. We believe cheerleading is not a sport, because not all cheerleaders compete. Most cheerleaders rarely, if ever, show athleticism. Cheerleading is an activity based on confidence and school spirit. Activities in schools such as debate clubs revolve around the trust, confidence and competition of the team members yet most people do not consider debate club a sport. In Hatton’s article, he acknowledges many people and organization do not identify cheerleading as a sport. The premier collegiate sports organization in the country, the National Collegiate Athletic Association (â€Å"NCAA†), does not recognize cheerleading as a sport (â€Å"Equal Opportunity†). Also, according to the National Federation of High School Athletic Associations, fewer than half the states in country recognize cheerleading as a sport (â€Å"NFHS†). The fact that a respected national athletic organization and a majority of states do not recognize cheerleading as a sport implies that it is viewed primarily as entertainment. We believe the arguments in the article to be unfounded and therefore view the claim that cheerleading is a sport to be untrue. There is more supp... ...leading should not be considered a sport because it is not typically undertaken in a competitive environment and its primary purpose is to lead â€Å"cheering of spectators as at a sports contest† (Dictionary.com). Works Cited Dictionary.com. Lexico Publishing Group, LLC. 2003. 9 October 2003. http://dictionary.reference.com/. â€Å"Equal Opportunity In Intercollegiate Athletics: Requirements Under Title IX of the Education Amendments of 1972.† U.S. Department of Education. 27 August 1997. 9 October 2003. http://classweb.gmu.edu/jkozlows/460tixa.html. Hatton, Joe. â€Å"Sports Beat - The Sport of Cheerleading: It’s a lot More than Just Pompoms and Smiles.† Providence Journal Bulletin 9 May 2003: C-04 LexisNexis CD-ROM. 13 May 2003. â€Å"NFHS.† National Federation of State High School Associations. 2003. 9 October 2003. http://www.nfhs.org/.