The Early History of Golf in the U.S. Essay -- Golf Sports Athletics E

The game of golf is one of the oldest of today’s modern sports. Its exact beginnings are not known; however, some historians trace golf back to the Stone Age while others claim it originated from the â€Å"idle antics of shepherd boys knocking small stones into holes in the ground with a crook while their flocks grazed nearby† (Peper 1). Researched back to the time of the Roman Empire, it is also believed the sports-oriented Romans played a forerunner of the game of golf called paganica. This sport involved the use of a bent stick and a ball stuffed with wool played in the open countryside. Golf comes to the United Sates The legendary beginnings of golf in the United States can be traced back to the mid-1600s. One of the first published references to golf in America was in 1659 referring to the ban on golf in the streets of Albany, New York. The next substantial reference to the game comes from Charleston, North Carolina in 1786. At that time, a local Charleston newspaper ran a story about the formation of the Harleston Green Golf Club. The Harleston Green remained in operation for approximately twenty-five years, closing about the time of the War of 1812. Around the same time period, approximately1795, another golf club opened in Savannah, Georgia. References to this golf club continued until 1811 again apparently closing just before the beginning of the war. The War of 1812 served to destroy the desire to play golf. It wasn’t until the late 1870s, well after the Civil War ended, that there was a resurgence of golf in the United States. Golf fever springs up throughout the United States Charles Macdonald was an early founder of American golf. He recalled playing golf in the Chicago area as early as 1875. Another promoter of golf, a young man named Andrew Bell from Burlington, Iowa, was initially exposed to golf when he went to Scotland to attend the University of Edinburgh. Upon his return to the United States in 1883, he laid out four informal golf holes on the family farm and played a few rounds with his friends. In 1884 Colonel Hamilton Gillispie, a former Scotsman who went into the lumber business in Florida, was known to hit golf balls in a field that is now the main street of Sarasota (History of Golf 7). Also in 1884, the Oakhurst Golf Club was formed in North Carolina now famous for it’s first hole from the Club’s Homestead course, celebrated to... ...ip. Today, the USGA membership exceeds 5,500 clubs throughout the United States. Golf, being one of the oldest of today’s modern sports, thrives in popularity continuing to entice young and old, male and female, rich and poor players. Works Cited Simpson, W.G. â€Å"The Origin of Golf.† A Tribute to Golf. Ed. Thomas Stewart. Harbor Springs, Michigan: Stewart, Hunter, and Associates. 1990. 78. Golf Magazine’s Encyclopedia of Golf. The Editors of Golf Magazine. New York, NY: Harper-Collins 1993. Doyle, Kathleen. â€Å"In John Reid’s Cow Pasture.† Sports in America. Sept. 1988: 34-38. Peper, George. â€Å"The Father of American Golf.† Golf Magazine. Dec. 1995. 118. Peper, George. â€Å"Birth of the USGA.† Golf Magazine. Dec. 1994. 124. Hannigan, Frank. â€Å"The History of the game of Golf.† Golf Digest Magazine. Jan. 2000. 171. Fields, Bill. â€Å"Changing the course of history.† Golf Digest Magazine. Sept. 1999. 17. McCord, Robert, R. Golf: an album of its history. Short Hills, NJ: Burford Books. 1998. Anderson, David. The story of golf. New York: W. Morrow. 1998. Menzies, Gordon. World of golf. New York: Bantam. 1982.

Annotated Bibliography: Arts Education

Arts Education in America: An Annotated Bibliography Statement of Scope: The purpose of this bibliography is to attain information from credible sources on arts programs in schools. The goal is to provide enough information so that the reader is then able to form their own opinions on the benefits, problems, and policies on arts programs at varying levels of education. Those looking to find detailed information will find this bibliography to be a good starting point. Parsad, B. , and Spiegelman, M. 2012.Arts Education in Public Elementary and Secondary Schools: 1999–2000 and 2009–10 (NCES 2012–014). National Center for Education Statistics, Institute of Education Sciences, U. S. Department of Education. Washington, DC. Web. 24 Jan. 2013 This source is a presentation of unbiased information about both the overall arts education programs and specific sections including: visual arts, music, dance, and theater/drama. The report utilizes a plethora of charts, graphs, and other visual aids to help organize and present the information.Parsad and Spiegelman first present their findings on overall arts education programs including the percentages of schools offering visual arts, music, dance and theater classes. They then dedicate ten to fifteen pages discussing the particulars of each section of the arts listed above. There is so much information in this article that it would be great for someone looking for a broad spectrum understanding of arts education programs. The visual aids complement the information presented and would be easy to incorporate into a variety of works.For someone who is looking to get very specific information about a specific program then this would be a good source to start with, the way the report is divided makes it very easy to find information on a specific sections of an arts program, i. e. music or drama. It would provide the reader with enough information that they could ask their own questions and be able to look fu rther into a specific topic. Catterall, Dumais, and Hampden-Thompson. March 2012. The arts and achievement in at-risk youth : findings from four longitudinal studies. National Endowment for the Arts. Research Report #55). Web. 24 Jan. 2013. This research report is a presentation of years of studies conducted by the National Endowment for the Arts and similar organizations, most being government funded. The authors arrange the report in such a way that the bulk of the report is given through the use of visual graphs and charts, which are accompanied by conclusive statements like â€Å"Teenagers and young adults of low socioeconomic status (SES) who have a history of in-depth arts involvement show better academic outcomes than do low-SES youth who have less arts involvement.They earn better grades and demonstrate higher rates of college enrollment and attainment. † (12) Most of the graphs simply relate percentages of students with low and high levels of art engagement to achiev e certain things like high school graduation, entering a bachelors program, and attaining a steady professional level career. For every study and graph presented or reviewed there is clearly cited sources, if any confusion remains the appendix and cited pages are very clear about how to find more information. Being that this is a report of findings from a national organization it is not biased to or for support of arts programs.For anyone looking for specific statistics to use in a presentation or report of their own, this research report could be very helpful. As previously stated the bulk of the information is presented through graphs and charts that utilize percentages, and is therefore very easy to take and use in a presentation without having to do much work yourself. For someone looking for a more scholarly breakdown of the benefits of arts education on high-risk students this report will not be as helpful, as it would be time consuming to trace the information presented back to the original sources. Dwyer, M.Christine. 2011. Reinvesting in Arts Education: Winning America's Future through Creative Schools. President's Committee on the Arts and the Humanities. Web. 24 Jan. 2013. The reports emphasizes the essential role that arts education programs play in improving student engagement and building creativity. Dwyer discusses, in a lengthy and wordy overview, the current Arts Education programs and policies shortcomings. â€Å"It is widely agreed that the U. S. public education system is not adequately serving a significant portion of our nation’s children and that public K-12 schools must change dramatically o achieve the Administration’s goal that the United States become a global leader in postsecondary attainment by 2020†¦ School leaders and teachers will need to step up to the challenge of finding new ways to engage many more students in meaningful learning†¦ † (27) More importantly, this report discusses possible soluti ons such as reinvesting in arts education, and argues for creating arts-rich schools that can engage students in ways that complement the study of the arts and other traditional subjects such as literature, history, science, and mathematics.Another key takeaway from this report is it shows readers the link between arts education and achievement in other subjects. Being that this source is a report by the President’s Committee on the Arts and the Humanities, it attempts to present evidence to support the positions of the president and his corresponding political party. As political and wordy as this report is it would most likely benefit someone looking into the politics side of arts education, it would not be as helpful for someone looking for developmental and long term benefits of art involvement in schools.Rabkin, Hedberg. 2011. Arts Education in America: What the Declines Mean for Arts Participation. Based on the 2008 Survey of Public Participation in the Arts. National E ndowment for the Arts. (Research Report #52). Web. 24 Jan. 2013. This report presents its findings after researching important question related to arts education in America. Questions like: Has participation in arts programs declined? What does it mean for teachers and students? How has this affected participation in other extracurricular activities?How does this affect support for programs? The article presents the questions to the reader and then follows up with information that supports both positive and negative claims about the answer. Charts are used when needed to simplify information into an easily digestible visual aid. There are numerous sources used as evidence for the information presented, as well as suggestions for further investigation into the questions presented. This report has a very neutral stance towards the information presented.There is good information presented for varying arguments and the ultimate decision is left to the reader. This source would be a fair report to use in a work, especially if in an argumentative essay you need information for the view that opposes yours. However for someone looking for highly specific information this report will only be useful for an introduction into the questions being asked about the national education programs. Oxtoby, David W. 2012. The Place of Arts in Liberal Education. Liberal Education, v98 n2 p36-41 Spr 2012.Oxtoby uses a great deal of logic to explain his opinion on the place of arts in liberal education and he uses statistics to support his views. In his article, he states that diversity in the curriculum is a keystone to success in any liberal education program. He also claims that part of that diversity needs to include a program where students can express their creativity. Being able to express their creativity and the stimulation provided by arts programs lead to more successful students, both in academics, community involvement, and professional work environments.This article is a good source of simple and sound logic in support of arts programs being included in all liberal education. Oxtoby’s statements and presentation of the information is biased towards supports arts programs, but he always includes evidence to support his ideas. Also, while he does not approve of excluding arts in liberal education there is never any negativity in his statements, only more supporting evidence for his ideas. Some readers will find this article to be dry and uninteresting unless they already have some knowledge and opinions on the place of arts in education programs.

The Conflict Of The Palestinian Negotiations - 2009 Words

The word ‘colonization’ and ‘encroachment of lands’ reach a new level when we talk about the Occupied Palestinian territory. In 1948, with the establishment of the state of Israel more than three quarters of the Palestinian population were forcibly dispossessed and expelled to become refugees in neighboring Arab states to make way for the ‘newcomers’(Giacaman et al., 2009). Since then the lives of British Mandate Palestinians kept on becoming worse with ongoing conflicts and failed attempts of resolutions. The outcomes of the Israeli-Palestinian negotiations to peace have not yet been determined. But what has been seen is that since the eruption of violence in September 2000, Palestinians have suffered from a lack of access to basic services, particularly much needed medical services and violations of the health-related rights, which have also increased considerably with time (Stefanini Ziv, 2004). 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