Should physical education be a mandatory class free essay sample

Canada is a nation, where physical education was once mandatory. However, now it seems that society discourages physical education by cutting gym classes in schools, and reducing physical activities in classrooms. Some schools make physical education a choice which most should disagree with. It is important for students to stay physically fit at all times. This is a healthy consideration that will help students fight obesity, high cholesterol and blood pressure. Therefore, physical education should be mandatory in all schools because students need to be active and understand the concept of healthy living. Having regular exercise is an advantage as it helps students to be physically fit and healthy, high academic achievement, and reduces health care. â€Å"Living healthy† is a powerful statement that has different meanings such as living longer, having low blood pressure and reducing the risk of getting diabetes. Having a healthy lifestyle with an exercise routine is a very healthy act of living, as it reduces stress and helps people focus on how to properly take care of the body. We will write a custom essay sample on Should physical education be a mandatory class? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Physical education helps students improve their knowledge about health issues leading to a more enjoyable life. Yet, some students do face challenges when performing physical activities, though it’s never too late to learn. Physical education is not a dangerous activity, it gets dangerous when students act irresponsible and take it to the extreme. Physical education is an important class that every school should have room for. Some students dislike physical education because they feel that its a waste of time as it takes away time from other classes, however most student do not know the importance of physical education. On the other hand, each and every student has the right to choose, making physical education a choice. If they do not care, forcing them to participate in physical education would not help. This may be true, but without physical education, this can lead to an obesity crisis with students. Physical education also helps students academically. It helps students focus and pay attention in class. Studies show that Physical education positively affects overweight and obesity, HDL cholesterol, Blood pressure, Insulin resistance, Skeletal health, Musculoskeletal injuries, Psychological  well-being, Self-esteem, and Anxiety/depression. The more physical activities people participate in, it increases their health benefits positively. According to McMaster University, â€Å"Most intervention studies used supervised programs of moderate to vigorous physical activity of 30 to 45 minutes duration 3 to 5 days per week. The panel believed that a greater amount of physical activity would be necessary to achieve similar beneficial effects on health and behavioral outcomes in ordinary daily circumstances.† People value different things. Some people may highly value the health benefits of physical activity. Others want to be active because they enjoy recreational activities or they want to look better or sleep better. Some people want to be active because it helps them lose weight or it gives them a chance to spend time with friends.

The Womens Suffrage Movement essays

The Women's Suffrage Movement essays The Womens Suffrage Movement was not only displayed in the United States, but all over the world. Many women took time out of their busy lives just to fight for what they believed in and that was Womens Rights. They just wanted to get the same respect as any other male. Many of the women were well educated and were still denied the right to vote. It took the Womens suffrage Movement many years to make its way through but in 1920 women won voting rights, but were still treated awful and disrespected on their ability to work and etc. this took place well into the 1970s and is still on today it just lighted up. The Womens Suffrage Movement was an outgrowth of the general Womens Rights Movement, which began with The Seneca Falls Convention of 1848. The Convention adopted a Declaration of Principles. The most influential leaders around that time were Susan B. Anthony and Elizabeth Cady Stanton. Elizabeth was also apart of the Anti-Slavery Movement, which also included Lucretia Mott. Elizabeth was well known at the Seneca Falls Convention for an inspiring quote stated, "it is the duty of the women in this country to secure to themselves their sacred right to the franchise." In May of 1869 The National Womens Suffrage Association was formed. Later Lucy Stone and Julia Ward Howe formed that year American Womens Suffrage Association. In 1890 the two organizations decided to merge into National American Womens Suffrage Association (NAWSA). When the two formed Susan B. Anthony soon became the President but retired in 1900. In 1920 the NAWSA was dissolved and replaced by the National League of Wome n Voters, which was established in Chicago, IL. It was thought of to educate women on how to use the newly won vote wisely. The first Political Suffrage was achieved when some states allowed widows to vote in school board elections. Wyo ...

Business Management Research Paper Example | Topics and Well Written Essays - 500 words - 2

Business Management - Research Paper Example While costlier than the previous method, the experiment demonstrated promising results, only to be shut down by company executives (Beer, 9). An overemphasis on top-down management forced ASDA’s mid- and lower-level managers to abandon their entrepreneurial spirit and to quit providing upper-level management with valuable insight from the customer and store levels. This is evident in one manager’s quote, â€Å"†¦the stores were full of people who did care, and who knew how to run a store, but were not allowed to do it,† (Beer, 6). The behaviors and activities of executives that led to this culture within ASDA are best stated by the terminology ASDA store employees chose for ASDA’s corporate headquarters: the Dream Factory. As one store manager stated, â€Å" †¦ASDA House never bothered to find out whether their policies had realistic time scales or even whether they were achievable at all,† (Beer, 9). Clearly, top executives had become so focused on the corporate lifestyle they created, complete with â€Å"hunting and partying,† that they were actively choosing to ignore advice from store-level management that could have potentially saved the company (Beer, 6). A human resource manager captured this environment best, stating, â€Å"The top managers at ASDA knew the company had lost focus, but they didn’t seem to care,† (Beer, 6). Clearly, important decisions were waiting on Archie Norman in the winter of 1991 that would affect the future of the company. The important question is what is to be done? How should ASDA turn itself around? I believe the most important lesson new ASDA executives could learn is that top-down, dictatorial management failed in ASDA. The Perry Barr experiment demonstrates the potential impact skill teams and compensation based on skill can have not just on productivity and morale, but on changing the toxic culture at ASDA. Skill teams show employees that upper-level management doesn’t care

Mixed Feelings - Feminism, Mass Culture, and Victorian Sensationalism Essay

Mixed Feelings - Feminism, Mass Culture, and Victorian Sensationalism - Essay Example In exploring the politics of sensationalism and affect, I presume that the process of naming and assigning social and cultural meanings to bodily responses, such as "sensations," has a history. My project is thus part of the larger enterprise of producing a history of the body and of physiological experiences such as affect and sexuality. Recent scholarship in this area has been profoundly revisionist because it has provided histories of phenomena that had previously been considered natural or outside the work of culture. The importance of Foucault's work on the history of sexuality, for example, resides not just in its specific details, but in its claim that sexuality has a history and is not a natural or prediscursive entity. 1 Tracing the cultural construction of the body or sexuality has revealed how ideologies are naturalized by the often invisible work of attaching meanings to physical processes. I have studied the sensation novel and the politics of sensation in order to parti cipate in this broader project of exploring the political consequences of constructing the body, sexuality, and affect as "natural." Thus, I am less interested in offering a descriptive history of the sensation novel than in considering how a discourse about the "sensational" or affective serves as a vehicle for the promulgation of ideologies of gender and mass culture. And I have found in Victorian criticism of the sensation novel an opportunity to examine how and why "sensationalism" acquired its new meaning and a bad reputation. What I have uncovered points to a more general theory of the politics of sensationalism.

Twentieth Century Drama Essay Example for Free

Twentieth Century Drama Essay The inspector is interrogating the Birlings and Gerald Croft. He is trying to get the truth out of them without letting on that he already knows everything. I think that some of the characters have changed for instance Sheila; she knows that the inspector already knows that Mrs Birling turned Eva away when she came for help. Sheilas realisation of what the inspector is doing is quite clear when Mrs Birling is denying the fact that Eric is the father of Evas unborn baby, and Sheila says stop it mother, stop it, as Sheila already knows that the inspector knows this. Some of the most dramatic moments in the play are Sheilas obvious understanding of Mrs Birling ignorance that it was Erics baby. Sheila was horrified the Evas unborn baby was dead. Whereas Mrs Birling doesnt really care. Another dramatic point in the play is when Eric returns and the curtain falls, this causes great tension within the audience again. I believe that J. B Priestleys purpose in writing the play may be because of social injustice, he obviously had a strong belief in treating people equally and to be careful of how you treat them and he is trying to get this across to the audience. He expresses his feelings in this scene through the characters especially with Mrs Birling. It is obvious that Mrs Birling is not ashamed of what she has done, but the inspector is trying to make her aware of this. I also believe that J. B Priestley uses the inspector as a mouthpiece, the inspector is trying to communicate the same message as J. B Priestley is to the audience. I think that at that at the end of Act 2 when the curtain falls the audience would feel anxious about what is going to happen next. Priestley must be successful if the audience experiences this tension. This scene is a crucial part of the play because before now we didnt know that Eric was the father of Evas unborn baby and that Mrs Birling knew Eva Smith, but near the end this is all revealed. At the end of the play the inspector makes a speech that finally changed Eric and Sheila, it altered their perspective in ways such as, to treat people with respect and treat them fairly. This could be reflected in the audience, as the Birling family were of a high class and the majority of the play who came to see this play was also of the same standard so they could relate to the plays events. The audience may think that they have done something terrible in the past like the Birlings had done and might think more carefully next time. I think that J. B Priestley has been completely successful with this play as a piece of theatre because of the above reasons.

Cost-Utility Analysis Essay -- Economics

The central concern of economics is how best to allocate scarce resources among competing uses. The same concern applies to the scope of health care. As a result, pharmacoeconomics, which compares the value of one pharmaceutical drug or drug therapy to another, became a prominent issue by the mid 1980s. There are several types of pharmacoeconomic evaluations, one of which is cost–utility analysis (CUA). CUA focuses on quality of a health outcome produced or forgone by different health programs or treatments. CUA is a form of cost-effectiveness analysis (CEA) that attempts to capture timing and duration of disease and disability by comparing the utility (person’s preference) associated with different health outcomes. (see Figure 1) It was originally called â€Å"Generalized Cost-Effective Analysis† as it is used to narrow the restrictiveness of traditional cost-effectiveness analysis. In 1972, it was renamed â€Å"Utility Maximization† and then â€Å"Healthy Status Index Model† in 1976. Since 1982, it has been referred to as CUA in many countries, although the United States still called it CEA. Even though these two terms are used interchangeably, there are still several distinguishing features between the two. Such differences include integration of multiple outcomes, , quantification of outcomes based on desirability, and measurement of relative desirability of outcomes with von Neumann-Morgenstern utility theory. A cost-utility analysis describes the additional cost of the new intervention per unit of health gain and assesses health in terms of length and quality of life using the quality adjusted life year (QALY). QALYs were invented in 1956 by two health economists, Christopher Cundell and Carlos McCartney. The concept of QALY was f... ...room/features/measuringeffectivenessandcosteffectivenesstheqaly.jsp Neumann, P., Weinstein M. (2010, Oct 14). Legislating against use of cost-effectiveness information. The New England Journal of Medicine, Vol 363, 1495-1497. doi:10.1056/NEJMp1007168. Office of Health Economics (2002). What is a QALY? Retrieved from http://oheschools.org/ohech5pg4.html Wilkerson J. (2011, Sep 28). PCORI head vows not to do cost-effectiveness studies, but notes gray areas. InsideHealthPolicy.com. Retrieved from http://insidehealthpolicy.com/Inside-Health-General/Public-Content/pcori-head-vows-not-to-do-cost-effectiveness-studies-but-notes-gray-areas/menu-id-869.html Yee, GC (1997, Dec 1). Cost-utility analysis of taxane therapy. American Journal of Health-System Pharmacy, Vol 54, Supplement 2, S11-15. Retrieved from http://ajhp.org/content/54/suppl_2/S11.short

Sex Balls Gangbang

UHL2412–English for Academic Communication–Unit 4–Learning Tasks Introduction to argumentative essay I) Pre-listening task: Instruction: In groups of 4/5, discuss and work out the structure of an argumentative essay, which is different from other types of essays. Your group leader has to report the structure to the whole class. II) Listening task: a) Watch the following video on ‘argumentative essay’. Take notes while watching. http://www. youtube. com/watch? v=R3fCIuX7BMc b) The video will be played again.This time check your notes. c) Referring to your notes, answer all questions below. Write your answers on the lines provided. ANSWERS 1. Structure of academic essay:___________________________________________________ 2. Structure of 5-paragraph essay: ________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________ 3. Structure of argumentative essay: _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________ 4. Chosen topic:______________________ 5. Debatable statement:_________________________________________________________ 6. Chosen position statement:_____________________________________________________ 7. My positioning statement:______________________________________________________ Reasons for disagreeing: i)_____________________________________________________________________ i)_____________________________________________________________________ iii)____________________________________________________________________ 8. Pattern of topic sentence:__________________________________________________ 9. Refutation: We must refute the ____________________of this argument. We need a transition signal __ ____________________to introduce the refutation. III) Post-listening task Task: Write an argumentative essay on â€Å"Facebook is better than emailling’. The following headings can help you complete your essay. A) INTRODUCTIONBackground information: __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ _________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________ ___________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ Thesis statement: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ___________ _______________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ B) SUPPORTING EVIDENCE PARAGRAPH #1 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ ____________________________________ ______________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________ __________________________________________________________________________________________________________________ C) SUPPORTING EVIDENCE PARAGRAPH #2 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ D) SUPPORTING EVIDENCE PARAGRAPH #3 Topic sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _____________________________________________________________________________ _____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______ ___________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ E) COUNTERARGUMENT PARAGRAPH __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______________________________________________________ ___________________________________________________________ _____________________________________________________________________________ ____________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Concluding sentence: _______________________________________________________________________________________________________________ __ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ F) CONCLUSION PART 1: SUM UP PARAGRAPH __________________________________________________________________________________________________________________ _____________________________________________________________________________ ____________________________________ ___________________________________ _______________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ G) CONCLUSION PART 2: YOUR â€Å"SO WHAT† PARAGRAPH _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ _____________________________________________________________________________ ____________________________________ ________________________________________________ __________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Paraphrasing Exercise Direction: Write a paraphrase of each of the following passages on the lines provided. 1. Of the more than 1000 bicycling deaths each year, three-fourth s are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head.From â€Å"Bike Helmets: Unused Lifesavers,† Consumer Reports (May 1990): 348. __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ____________________________________________________________________________________________ _____________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _______________________________________________________ ___________________________________________________________ __________________________________________________________________________________________________________________ 2.While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, â€Å"Reaching for the Sky. † Dial (May 1990): 15. __________________________________________________________________________________________________________________ _____________________________________________________________________________ ____________________________________ ______________________________________________ ____________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Identifying the main idea Task: Read the following paragraph and identify the main idea.Write down in your own words what you are able to conclude from the information. â€Å"The rules of conduct during an examination are clear. No books, calculators or papers are allowed in the test room. Proctors will not allow anyone with such items to take the test. Anyone caught cheating will be asked to leave the room. His or her test s heet will be taken. The incident will be reported to the proper authority. At the end of the test period, all materials will be returned to the proctor. Failure to abide by these rules will result in a failing grade for this test. † ANSWERS i) Which sentence indicates the main idea? _____________________________________ ii) Your conclusion: ____________________________________________________________________ _____________________________________________________________________ ___________________________________________________ ___________________________________________________ Supporting Details Top of Form [pic][pic][pic][pic][pic][pic][pic]Directions: Read the following paragraphs. Each consists of a stated main idea and several details. Since there is more than one detail, you will select more than one answer. CIRCLE YOUR ANSWERS. | | [pic] Passage One The topic of this paragraph is personal digital assistants.Personal digital assistants (PDAs) are small, hand-held elect ronic organizers that come in a range of prices and capabilities. These lightweight computers are usually operated with a stylus, a special â€Å"pen. † The most basic, inexpensive PDAs have monochromatic screens. They can be used to organize and store contact information, such as names, phone numbers, and email addresses. More expensive models have colour screens and offer computer-like applications. For example, you can manage email and create documents. In addition, they include a calendar function that allows you to keep track of appointments and events. They feature the ability to play video and audio files. The most expensive PDAs also offer a phone function, including text messaging. [pic][pic] | |[pic] | |a) |Which of these are supporting details in the paragraph? | | | | | |Personal digital assistants (PDAs) are small, hand-held electronic organizers that come in a range of prices and | | |capabilities. | | |They can be used to organize and store contact information , such as names, phone numbers, and email addresses. | | |More expensive models have colour screens and offer computer-like applications. | | |The most expensive PDAs offer a phone function, including text messaging. | | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | |[pic] | | | | | |b) |The purpose of the major details in this paragraph is to give | | | | | |reasons to buy a colour PDA. | | |differences between inexpensive and expensive PDAs. | | |the procedure for buying a PDA. | | | | | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | [pic] Passage Two The topic of this paragraph is eating nutritious food. Are you in the habit of skipping breakfast? Breakfast is important; it gets your metabolism going. Then spread your remaining calories throughout the rest of the day by eating a wholesome lunch, nutritious snack, and balanced dinner. Eating this way keeps your metabolism high. You are also less likely to binge on junk food. You wi ll have more energy and feel better if you eat nutritious food at least every four hours. [pic][pic] | |[pic] | |a) | |Which of these are supporting details in the paragraph? | | | |Breakfast is important; it gets your metabolism going. | |Then spread your remaining calories throughout the rest of the day by eating a wholesome lunch, nutritious snack, and balanced dinner. | |Eating this way keeps your metabolism high. | |You will have more energy and feel better if you eat nutritious food at least every four hours. | | | | | | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | | | | | | | | | | | | | | | | | | | | | | | | | | |[pic] | |b) |The purpose of the major details in this paragraph is to give | | | | | |reasons for eating healthy food a throughout the day and how to do it. | | |examples of nutritious meals and snacks that can be eaten throughout the day. | | |suggestions for making healthier food choices. |[pic] | | | |[pic] | | | |[pic] | | | [pic] Passage Three The topic of this paragraph is college campuses and criminal activity and violence. College campuses can be the site of criminal activity and violence, so they require the same level of caution and awareness that you would use in other situations. Keep in mind that 80% of campus crimes are committed by one student against another student. Also, alcohol or drug use is involved in 90% of campus felonies. Drinking or drug use can affect judgment and lower inhibitions, so be aware if you or another person is under the influence. [pic][pic] | |[pic] | |a) |Which of these are supporting details in the paragraph? | | | | | |College campuses can be the site of criminal activity and violence, so they require the same level of caution and | | |awareness that you would use in other situations. | | |Keep in mind that 80% of campus crimes are committed by one student against another student. | | |Also, alcohol or drug use is involved in 90% of campus felon ies. | | |Drinking or drug use can affect judgment and lower inhibitions, so be aware if you or another person is under the | | |influence. | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | |[pic][pic] | | | |[pic] | | | | | | | | | | | | | | | |b) |The purpose of the major details in this paragraph is to | | | | | |suggest ways of making college campuses safer. | | |contrast college campuses with other places. | | |explain why people need to be alert to possible criminal activity and violence on college campuses. | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | (Source: http://highered. mcgrawhill. com/sites/0073123587/student_view0/chapter9/supporting_details__exercise_1. html)Bottom of Form Contextual Clues Instruction: Read the following article on ‘Changing Plants’ and work out the meanings of the chosen words (1-10) through contextual clues.Write down the clues on the line provided. You are not allowed to use a dictionary. Changing Plant s: New Life Forms The life cycle affects all living things, so the topic has always interested people. Scientists study different life forms and ways to extend life. Some people even work to change life forms. Read about them in this article. New Few people know the name of Dr. Anders Dahl. He died over two centuries ago. Yet Dahl achieved a type of (1) immortality through a flower that bears his name: the dahlia. Like many other plants, the dahlia has changed over the years. People like Dahl are responsible for many of those changes. Dahl’s field was (2) botany.In his lifetime, botany was often practiced in far-off jungles, forests, and meadows. It didn’t take place in laboratories, where much of it takes place now. Botanists in the 1700s travelled around the world. They visited distant places, such as China, collecting plants that were (3) indigenous to those countries. Many flowers came from other lands. Scientists collected these plants and took them back to their own countries. Today, these flowers are found in the United States. However, many have changed. Over the years, scientists have (4) enhanced the plants’ best features and reduced the worst ones. For example, zinnias are now large, colourful flowers. However, the (5) progenitors of today’s zinnias were