Work Of English ( Football )

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AyrtonKing

Very interesant!!

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Course: Date: Oct 30th Guiding question: What is the origin of soccer and what people understand under this word today? Thesis: Soccer is term defining the most famous team game that is played all over the world. Soccer The word “soccer” is associated with the world most popular team game that is played and watched by millions of people. The evolution of “soccer” also known as “football” took place in UK between 8th and 19th centuries. Although the term “soccer” originated in U.K., it is recently used in U.S., Australia, and South Asia while in all other countries it is known as “football”. This definition essay aims at analyzing the term soccer from various perspectives including its origin, development, usage, and current meaning. In the early forms of the game, the players had to kick the ball, handle it, ran with it and move it about in any way they could. It should be mentioned that at this stage, the game had no rules. Such situation was until 1863 when definite division was established between a game that was played with feet and the game played primarily with hands. In fact, the year 1863 is known for significant event in British sport when rugby football and association football were divided into two different directions. The Football Association in UK become the first official governing body of the game. Thus, the contemporary history of the game counts more than 100 years. The rules that where developed at that times are in charge till nowadays. The term “soccer” originates from Great Britain where it was adopted by British Football Association in 1863 (Levinson and Christensen 103). In fact, the term “soccer” was a plausibly shortened version of “the association football game” that is recognized in British English to the present day (Szymanski 5). Szymanski (5) backed up his assertion using a letter to New York Times from 1905 where the origin of the word “socker” was explained. Scientist pointed out the usage of “-er” at the end of mane words such as “foot -er”, “sport -er” (Szymanski 5). Another interesting explanation of the origin is the fact that players wore socks; nevertheless, this interpretation is regarded as heresy. As the game spread around the world and reached U.S., “soccer” became colloquialism during the first decade of the 20th century (Friedman). Term “soccer” was used for distinguishing the game from the American football (Friedman). November 6, 1869 is widely cited as a the birthday of American Soccer. On this day the first football game was played and the ball that was used during the game is stored at the US Soccer Hall of Fame in Oneonta, New York. During the game players from the universities of Rutgers and Princeton adhered a variation of the 1863 London FA rules. From this time, the game was called “soccer” in U.S. The question arises why the word “soccer” fall into disuse in UK, the country of origin becoming dominant in U.S. (Friedman). Szymanski (10) examined the frequency of usage of th.

Course Date Oct 30th Guiding question What is the origin .docx

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Football is a family of team sports that involve, to varying degrees, kicking a ball to score a goal. Unqualified, the word football normally means the form of football that is the most popular where the word is used. Sports commonly called football include association football (known as soccer in North America, Ireland and Australia); gridiron football (specifically American football or Canadian football); Australian rules football; rugby union and rugby league; and Gaelic football.[1] These various forms of football share to varying extents common origins and are known as "football codes".

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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