The Characters And Short About Their Backgrounds Essays

The Characters and short about their backgrounds: Mr Justice Wargrave - Had worked as a Judge for many years and had a fine reputation all over the country. He had killed several people by giving them the death sentence one of them is Edward Seton. Seton was probably innocent. Vera Claythorne - Worked as a Schoolmistress. Her crime was killing Cyril Ogilvie Hamilton, by not trying to help him by while he was about to drown. She was his nanny. Philip Lombard - Explorer, that has travelled all around the world. Was known as a man that you can rely on in stressful situations. He killed 21 men of an East African tribe by leaving them when mercenaries attacked their village. Miss Emily Brent - Was an old cynical lady. Because of her a girl named Beatrice Taylor killed herself by jumping from a bridge. She was working with Emily as a maid. And when she got pregnant Emily froze her out. General Macarthur - An old General who sent a man named Arthur Richmond to a certain death when he found out that he was having an affair with his wife. Dr Armstrong - He owned a practice and was very popular in the upper class of England. He accidentally killed Louisa Mary Clees. He operated her while he was drunk and she died because of that. Tony Marston - A man in his mid twenties, very handsome and popular around women. He drives very carelessly and ran over John and Lucy Combes. They both died. Mr Blore - A former inspector at Scotland yard. Because of him James Stephen Landor died. He killed himself after being sent to prison innocent. Blore planted the evidence against Landor. Mr and Mrs Rogers - They worked as servants. Were married. They worked for Jennifer Brady. Jennifer was a sick old Lady and giving her, her medicine, was a part of their job. One time they didn't give it to her and they inherited a lot of money. One day in August, eight people got a mysterious letter. Eight strangers, all carry a well-hidden secret. They are all invited to Nigger Island, an island that was very famous for people who like to read gossip magazines. The Island is located right outside the Devon coast, and is called Nigger Island 'cause the island is shaped like a head with the lips of a Negro. They all arrive on time but the weather is terrible and the women are a bit anxious about being on the Island since there's a storm coming. When they get to the Island, they find out that their host and hostess are delayed. They aren't alone on the Island. The Owens has hired two servants, Mr and Mrs Rogers. Including them, they are ten people. Mr and Mrs Rogers serve a fantastic dinner, and serve them drinks afterwards. While Mr Rogers serves them the drinks, they hear a mysterious voice. The voice accuses every one of them of a terrible crime: MURDER! Mrs Rogers fainted of the shock. They tried to find out where the voice came from, and discovered that it's a gramophone put up against the wall in the adjoining room. They are all very upset, and that's why no one thinks it's a murder when Anthony Marston dies just a few minutes later. He choked of his drink, said the doctor, then he gave Mrs Roger a sleeping drug and sent her to bed. That's how the terrible story began. The others sat up late discussing the mystery about all this. First the very vague invitation, then the voice and their missing host and hostess. They also discuss the letters, and discover that there are different senders. The sender is always a U.N. Owen = unknown. And why the shower curtains were missing. Early next morning Dr Armstrong woke up by someone knocking on his door. It was Mr Rogers, something was wrong with his wife. He couldn't wake her. When Dr Armstrong takes a look at her, he sees that she's dead. Probably heart failure, he can't know for sure without his medical instruments. That's why nobody thinks the second death is a murder. But when General Macarthur dies from a hard hit in the back of his head

ACT Sample Questions Every Question Type Explained

ACT Sample Questions Every Question Type Explained SAT / ACT Prep Online Guides and Tips The ACT is daunting. It just is. One of the most intimidating things about it is the average student's initial uncertainty as to what types of questions are going to be asked:Will it test vocabulary? What's tested on the science section? How many formulas do I need to memorize?The best way to clear up the confusion is to look at some ACT sample questions, so you can get a sense ofwhat to expect on test day. As you are most likely aware, there are five sectionson the ACT- English, Math, Reading, Science, and Writing- each of whichhas its own types of questions. In this article, I'll guide you through every type of question you're going to encounter in each of these areas and offer some tips on preparing for them. Why Do I Need to Know All the ACT Question Types? Good question! Well, a big part of being prepared for the ACT is knowing what to expect when you open that test booklet. Increased familiarity with the material will ease your mind as the big day approaches and inform your study habits. Why waste time preparing for a task that doesn't appear on the exam? Instead, you should focus your energy on drilling the types of questions that actually matter. Imagine a vocab quiz.How would you study if you knew you'd be asked to... List the words from memory? Define each word, using a word bank? Use each word in an original sentence? Obviously, your approach would be very different given each scenario. And so it should be! Now, onward, to exploreofficial ACTsample questions. Vocab quizzes: the result of an unholy union between Scrabble and alphabet soup. Sample ACT English Questions All seventy-five English questions are multiple choice. They are all situated within the context of five, fifteen-question passages: no sentence stands in isolation. Most questions require you to determinewhich version of an underlined word or phrase is the best, but some ask about the author's intentions. There are two major categories of questions in the English section. Usage and mechanics - punctuation, sentence structure, and grammar and usage Rhetorical skills - style, organization, and strategy Usage and Mechanics Punctuation questions test your understanding of commas, apostrophes, colons, semicolons, em-dashes, periods, question marks, and exclamation points. Grammar and usage questions test your sense of grammatical agreement, verb use, pronoun use, comparative and superlative modifiers, and idioms. Sentence structure questions test your skill with dependent clause placement; run-ons, fused sentences, and comma splices; fragments; misplaced modifiers; and shifts in tense, voice, person, and number. Rhetorical Skills Writing strategy questions test your recognition of the author's choices and strategies - when and why might an editor add, delete, or modify a given statement? Organization questions test your knowledge of the best order and coherence of ideas as well as your ability to craft skillful introductions, transitions, and conclusions. Style questions test your discernment of tone, clarity, and economy (not using words that you don't need). For a more in-depth discussion of all of these skills, I heartily recommend our complete guide to ACT grammar and our analysis of which rules are most crucial to master. If you want a more detailed explanation of some of the terms and categories I threw around in this section, check out our article on what ACT English really tests- practically speaking. Don't forget our ultimate guide if there's anything else you want to examine in more depth! Math All sixty math questions are multiple choice and have five possible answers. Questions get progressively more challenging throughout the section. This is a general trend, not an exact science. In other words, question 1may not be the single easiest problem, and question 60may not be the single hardest problem, but question 60will be orders of magnitude harder than question 1. As far as content is concerned, the ACT aims to test the following topics: Pre-algebra (14 questions, or 23% of the section) Elementary algebra (10 questions, or 17% of the section) Intermediate algebra (9 questions, or 15% of the section) Coordinate geometry (9 questions, or 15% of the section) Plane geometry (14 questions, or 23% of the section) Trigonometry (4 questions, or 7% of the section) If you want to review any particular topics within these arenas, definitely consult our many guides on subjects from basic integer theory to dealing with functions. The six content areas above can be tested in three different ways: General math questions Math questions in settings Question sets I'm always making my calculator angry. I know exactly which buttons to push. General Math Questions These questions canbe basic in style or more complex. Basic math problems are straightforward: they may test difficult topics, but they're concise and don't give you anyunnecessary information. What you see is what you get. Answers are numeric in nature. The more complex questions shake things up a little bit. Some include too much or too little information. Answers may be numeric, or they may appear as expressions, equations, or statements. There may be figures or diagrams to analyze. As you can see, this is kind of a catch-all category including a range of questions with no other well-defined characteristics. Math Questions in Settings These are what we often refer to as word problems or story problems. They typically describe an everyday situation, and the equation isn't set up for you: you need to convertthe circumstances described into a math problem. Question Sets These are simply groups of questions that relate back to the same set of information:a paragraph, a diagram, or another scenario.These problems are easy to recognize, since they're always preceded by a box that explains how many problems are part of the set. This is yet another reason to read instructions carefully; skimming through the math section is a sure-fire way to miss these cues! For more info on ACT math questions, check out our ultimate guide to ACT math. Reading There are ten questions dedicated to each of the four segments of this test. Each segment consists of one long passage or one pair of shorter passages. All forty questions are multiple choice. There are four genres of literature that will appear on the ACT, always in the following order: Prose fiction:Typically a short story or an excerpt from a novel, prose fiction includes a narrated series of events or a progressive revelation of character. Social studies:Texts within this category discuss anything from anthropology and biography to psychology and sociology- any "soft" science or study of human phenomena. These passages present information gatheredvia rigorous research. Humanities:These texts can draw on arts of any flavor, ethics and philosophy, or personal reflections. The focus is on describing and analyzingarts and ideas. Natural science:This kind of text is rooted in any of the "hard" sciences- biology, chemistry, physics, etc. The aim is simply to explore a significant scientific topic. You'll be asked to complete the following types of questions: Detail Main idea Compare and contrast Inference Cause and effect Vocab-in-context Author intent and tone This cactus has clearly had too much caffeine. I'm never thisexcited to be reading the dictionary! Detail Questions The questions ask you to find information in the passage. For example, in the following question, you need to find a specific detail that was explained in the passage. The question states that it wants one data point that was "described in the passage". Main Idea Questions This type requires you to examine passages globally to determine main ideas. The following question refers to the passage "as a whole" and ask that you characterize its entire arc. We might suppose that the answer is never explicitly stated but derives from the sum of the article's many parts. Compare and Contrast Questions These are exactly what they sound like: you'll need to compare and contrast information given in a single long passage or in the two shorterpaired passages. For instance, the following question asks you to find what's similar across two short passages. (Note, though, that it could just as easily have asked for the primary difference between them.) Inference Questions These are the trickiest type of reading question: they ask you to identify the logicunderlying a claimor extend the implication of a statement. For instance, in the following question, you're asked to describe what the author "implies" about what people "commonly assume." Cause and Effect Questions These are specific type of inference question that require you to analyzecause and effect and sequences of events. You should understand what happened when and which event caused what. The following question asks about why the trap-jaw ant has developed the characteristics it possesses today: i.e. what happened originally to cause this new development in turn. Vocab-in-Context Questions These questions point you towards a specific instance of aword or phrase within the text, then ask you to offer a rough definition based on its use in context. Author Intent and Tone Questions For these, you'll be asked to draw conclusions about the author's voice and method. You should be able to explain the author's view of and attitude towards the topic, and you should also be able to identify why the author made certain salient choices. For instance, the following questions asks about the "author's attitude" and offers various descriptions of possible view points in the answer choices. For good, solid advice on how to attack ACT reading, check outour ultimate guide to the subject. Science The science section consists of seven passages, with forty multiple-choice questions. (Technically,there could be more or fewer passages, but there are almost always seven.) There are four categories of passages, content-wise: Biology:cellular biology, botany, zoology, microbiology, ecology, or genetics Chemistry:properties of matter, pH, kinetics and equilibria, thermochemistry, organic chemistry, biochemistry, or nuclear chemistry Physics:mechanics, thermodynamics, electromagnetism, fluids, solids, and optics Earth/space:geology, meteorology, oceanography, astronomy, and thermodynamics There are also three different passage formats, which I'll explore further below: Data representation Research summaries Conflicting viewpoints Fortunately, you will not be asked to spell deoxyribonucleic acid. Data Representation These passages contain a short introductory paragraph and a fewcharts, graphs, and diagrams. They look like something you might find in a science journal or textbook explaining a naturalphenomenon. You'll be asked to interpret charts and tables, read graphs, evaluate scatterplots, and analyze information in diagrams. Research Summaries These passages describe scientific studies. Generally speaking, you'll see two or three experiments per passage. The design, procedures, and results will all be set down for you. Graphs and tables are likely to be featured, but not guaranteed. You'll be asked to understand, evaluate, and interpret the design and procedures, and analyzethe results of the studies. Conflicting viewpoints This type of passage summarizes atleast two alternative theories, hypotheses, or scientific viewpoints. Each will be based on different premises or a set of incomplete data, and they will be inconsistent with each other. You'll be asked to understand, analyze, evaluate, compare, and contrast several theories, hypotheses, and viewpoints. Don't stop exploring science there! Take a moment to exploreour ultimate guide to this portion of the ACT. You won't actually need all four pencils on test day. Writing The ACT essay is a whole different ballgame from what it used to be.The new, enhanced essay presents you with a summary of some controversial issue and three different perspectives on that issue. You're expected to evaluate and analyze the perspectives; state and develop your own perspective, which may align with any one of the other three or none at all; and explain the relationship between your perspective and the three given. You have forty minutes to plan and write a relevant essay. I urge you to read about the specific types of prompts you're likely to encounter and how to nail this task with a perfect score. What's Next? Now that you know what you've seen every type of sample ACT question and know what you'llencounter on the test, it's time to think about learning some new strategies. Consider this list of 21 tips everyone could use, or these 15 tips designed to boost that score. Also consider picking up one of these ten highly recommended books to help you prepare for the test. If you've already settled on using the official guide, read how to use that tool to its greatest advanatage. Of course, you'll want to augment any book(s) with some of these wonderful websites! Rather than diving right into diverse resources with no sense of where you're headed, though, do make sure you take time to assemble a study plan, whether you're a sophomore or junior, a rising senior, or just really pressed for time. Also be thinking about what you really want out of the ACT. Read about what score you need to get where you want to go, and read about what a good ACT score really means. Finally, consider adding a program with PrepScholar to your study plans. PrepScholar will help you focus in on the exact types of questions that challenge you the most so that your studying is as effective as possible. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Music Essay Example | Topics and Well Written Essays - 250 words - 2

Music - Essay Example Mozart’s ability to deviate from this provided the listener a welcome sense of surprise and emotions of the unexpected when listening to his works. All of these factors helped to add to the new and fresh flavor that Mozart’s music brought to his contemporary audience. Likewise, in keeping with his ability to bend and/or break the rules of music, Mozart combined many different styles of music into his pieces, drawing from the breadth and range of contemporary and historical works to augment his ideas. Sonatas generally begin with an introduction. This is shortly followed by an exposition that explores a series of themes. Following this is the development of harmony and texture of the exposition. After a sometimes lengthy development, the piece refers back to a recapitulation of the original exposition. Afterwards the sonata is oftentimes concluded by a coda. Beethoven’s third piano concerto is interesting in the fact that it also broke many of the musical norms that existed at his time. What is of special interest about this piece in particular is the range and modality of the minor keys that are exhibited therein. For instance, the first movement of the piece begins in c minor, the second movement progresses to E major, and the third is in Eb major. What is unique about this is the fact that it is yet another example of how Beethoven broke the â€Å"rules† of composition and music as they existed in the 18th century. Instead of adhering to the rigid structure that defined the concerto, Mozart was able to break out from this and develop upon ideas that had not been previously explored. Although to us, his music is nothing new, to the audiences of that time, the piece was pushing the boundaries of convention. Likewise, as a direct result of his practices, Beethoven helped to shift the dynamic of how music was played and composed by his contemporaries as

Aeronautical Science Assignment Example | Topics and Well Written Essays - 250 words

Aeronautical Science - Assignment Example The changes in pressure cause a change in velocity (accelerations) resulting in motion if the balanced forces are maintained. In choosing a rivet, it should be made of the same materials as the object being fastened, have an equal length to the thickness of the two objects, select non-corrosive ones, the diameter must fit the hole of installation, and have a countersunk head because of the wind resistance concern (Dorf n.p). The modulus of elasticity is the rate of change of strain as a function of stress. Specifically, this is the slope of the straight-line portion of a stress-strain graph. Furthermore, it can be described as the mathematical description of an objects affinity to be distorted elastically when energy is applied to it (Fang 304). The application of force result in the formation of a stress-strain curve (slope) called the Modulus of Elasticity. The plastic property of a material is the plastic deformation that occurs when there is adequate stress to deform a metal permanently. Specifically, it involves the movement of dislocation that breaks limited number of atomic bonds (Fang 307). On the other hand, elastic property or deformation is a temporal change in the shape of a metal at a little stress that allows the material to self-reverse to its original

Commercial Law Flow Charts and Notes Essay Example for Free

Commercial Law Flow Charts and Notes Essay You must take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour- Who, then, in law, is my neighbour? The answer seems to be persons who are so closely and directly affected by my act that I ought reasonably to have them in contemplation as being so affected when I am directing my mind to the acts or omissions that are called in question Donoghue v Stevenson Neighbour Principle: You must take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour- Who, then, in law, is my neighbour? The answer seems to be persons who are so closely and directly affected by my act that I ought reasonably to have them in contemplation as being so affected when I am directing my mind to the acts or omissions that are called in question Donoghue v Stevenson Reasonable Person Test individual action or failure to act as a reasonably prudent person would under similar circumstances, resulting in harm to another Blyth v Birmingham Waterworks Co (1856) Papatonakis v Australian Telecommunications Commission (1985) That it is appropriate for the negligent person’s liability to extend to the harm so caused This was stated in Section 5D of the Civil Liability Act 2002 (NSW) and is consistent with the case of Adeels Palace Pty Ltd v Moubarak Other Tests: for a causal link to exist these elements must be satisfied: iii. Negligence was a necessary condition for the occurrence of the harm iv. That it is appropriate for the negligent person’s liability to extend to the harm so caused This was stated in Section 5D of the Civil Liability Act 2002 (NSW) and is consistent with the case of Adeels Palace.

Creedence Clearwater and the Vietnam War :: Music Musical History Essays

For those of us born at the end of the Vietnam War, much of the music from that time period can remain hidden unless we make a point of seeking it out. Radio is replete with â€Å"classic rock† format stations, but like all other forms of mass media, listeners are relegated to a passive role, with little means of changing play lists that more-often-than-not overstate the effect of the British Invasion to the detriment of American rockers. For every Led Zeppelin garnering large amounts of airplay, there is a Creedence Clearwater Revival that is overlooked. The problem with British rockers from the era of the Vietnam War is one of credibility: any British musician (such as John Lennon) who tried to protest the Vietnam War sounded contrived at best. How could a British group object to a war in which they had no direct stake? These attempts at protest by foreign bands against the Vietnam War have the appearance of an orchestrated effort to â€Å"get on the bandwagon† and se ll albums by using the charged feelings of the citizenry toward an unpopular military action. While this is a cynical view, it is one that nevertheless deserves consideration. To the persistent individual, though, there is a body of music in existence that merits regard. It is powerful music written by the youth of America, youngsters who did have a stake in the Vietnam War. There can be little question about the origins of the power which American protest music conveyed: those who wrote such music lived each day with the real knowledge that they were losing friends in, and could possibly be forced themselves to go to, Vietnam. One such group, Creedence Clearwater Revival, made its contribution to this genre near the end of the Vietnam War. CCR sprang up in the San Francisco Bay area, the product of a music scene that was rife with talent. Creedence, however, never particularly sounded like that scene; indeed, the early efforts of the band caused many to question the group’s origin, believing that the foursome was a product of the â€Å"bayou regions of Louisiana†1 The musicians who made up the band - John Fogerty, Tom Fogerty, Stu Cook, and Doug Clifford - had been working on their style since the late 1950s under several different monikers. Primarily responsible for the Creedence sound was John Fogerty, the major creative force in the band, with vocals that â€Å"were to Creedence what Jim Morrison’s were to the Doors,†2 and a musical approach Fogerty himself described as a swamp thing:

Student Sport and Fitness

Table of Contents 1. Introduction3 2. Key literature review3 3. Methodology5 4. Presentation of findings7 4. 1. Quantitative data7 4. 2. Qualitative data12 5. Data analysis14 5. 1. Perception of NTU’s Master Students towards sport and fitness14 5. 2. Do NTU Master Students maintain their health by participating in sport and physical activities? 15 6. Reflections on the Collection and Utilisation of Data17 6. 1. Reflective Observation18 6. 1. 1. Collection Data18 6. 1. 2. Utilisation of Data19 6. 2. Abstract Conceptualisation20 6. 3. Active Experimentation20 7. Conclusion21 References22 Appendices24 ? 1.Introduction Nowadays, Sport and Fitness is becoming more and more important in life of every people all over the world. According to Euro barometer (2010), it is because people are being aware of the vital of doing sport and physical activity to improving health both in physical and mental. However, due to the lack of information in connection with university student in the UK, this report investigates the perception and action of students towards sport and fitness of students in Nottingham Trent University (NTU). The data which is utilised in this study was acquired through quantitative and qualitative research.Questionnaire and interview are respectively conducted on 50 and 10 NTU’s Management Master Students of September course of the academic year 2011/2012. The respond rate is 100% for both types of researches. 2. Key literature review There are numerous studies of sport and fitness which illustrating vast benefits of sport participant. Sport and PA are constituents of enhancing health and enriching the social interconnection to support a meaningful life to people all over the world (GRANT, 2001; COLLINS and KAY, 2003:28; RENFROW et al, 2011).Nevertheless, International Olympic Committee (2011) emphasised the risk of insufficient sport and physical activities (PA) in adolescents which lead negative affect to health physically and mentally. Lav erie (1998) suggests the most significant reasons encourage participants are have fun, learn new skills, make friends, social group. However, despite the recognition of sport’s vitality, not everyone participate in sport and PA, due to the differences of a number of factors.The table following illustrates two main factors which affect sport participation the most: age and gender. There are also some studies about other factors such as availability of green space and family culture. AUTHORSMain StudyAgeGenderOther factors VAN TUYCKOM, et al. (2010)Gender and age differences in regular sport participation across 25 European Countries. The level of participation in regular sporting activities varies among young adults, middle-aged adults, and older adults age categories. In general, men participate in regular sporting activities than women.COOMBES (2010)The relationship of PA and overweight which measured by accessibility and utilisation of green spacePeople tend to be more acti ve and participate in sport and PA when being surrounded with more green spaces RENFROW, M. S. , et al (2011)â€Å"The relationship between sports participation and health-related physical fitness in middle school and high school. †Increase in male participant will increase health-related physical fitness, but not females due to the difference in kind of sport chosen. BIRCHWOOD, D. et al. (2008) WHEELER, S. 2012)Family culture has substantial affect to sport participation. Living in the family which parents invest a considerable amount in sport will influence children’s sporting participation in the future. In this research, the word â€Å"sport† is used not only for activities which require specific skills and fixed rules to compete against other individuals or teams in specific areas. It also involves leisured physical activities which do not require competition but also result health’s benefit such as going to exercise at gymnasium.In other words, it i s called informal activities (L'AOUSTET and GRIFFET, 2001). BOREHAM and RIDDOCH (2001) mention that playing organised sports either formally or informally results healthy body for older children. Furthermore, people now participate in physical activities not only follow sport organisations but also on their own ways in the streets or in a park based on the need in expanding green spaces or downtown park for informal activities (Coombes, 2010, L'AOUSTET and GRIFFET, 2001). It is significant evidence demonstrating the benefit of sport and PA.The whole world understands the important of sport and PA in life and there are an increasing number of organisations with several policies to incite participant in sport and PA to maintain health and fitness such as Sport England. However, the main subject is mostly children, young adult, athletic student and older people. That is the reason to carry out this report. 3. Methodology In this research study, primary research was conducted with the p urpose of collecting qualitative and quantitative data through questionnaire and one-to-one interview.Quantitative research was conducted on the sample of 50 management master students of Nottingham Trent University. The questionnaire was developed to examine the perception and action of students for participating in sports. The questionnaires with 14 questions (see more in appendix A) were given out to 50 management master students with the respond rate is 100%. The research attempted to focus on equally gender among respondents, yet the reality is 29 male and 21 female with a variety of age (Table 1) Table 1: Frequency of respondents on the basis of ages FrequencyPercentValid PercentCumulative Percent Valid1812. 02. 02. 0 2012. 02. 4. 0 2112. 02. 06. 0 22510. 010. 016. 0 23612. 012. 028. 0 241428. 028. 056. 0 251428. 028. 084. 0 2624. 04. 088. 0 2724. 04. 092. 0 3024. 04. 096. 0 3212. 02. 098. 0 3612. 02. 0100. 0 Total50100. 0100. 0 Qualitative research was conducted on 10 student s. Each interviewee was asked eight questions within 8 minutes duration in average (see more in Appendix C). All interviews were recoded under permission of interviewees and consequently were coded in order to be used in this study. Before carrying out the research, questionnaire and interview questions are piloted by all members in group 5-cohort D. 4. Presentation of findings 4. 1.Quantitative data Fortuitously, the ratio of students which place sport in priority position in their daily life is equally with 50% do and another 50% do not. There is an assumption that sport which was ranked as 1st, 2nd or 3rd is considered as important in their daily routine. The result illustrates only 22 respondents (44%) who ranked sport as important in their daily routine. Among those, there are 6 respondents who are female (Table 2). Fourth is the most popular ranking for importance of sport in women’s daily routine with 12 respondents. In any case, respondents completely agree that sport is benefit to maintain physical health.Table 2: The important of sport in daily routine on the basis of gender (1 as the most important, and 6 as the least important) GenderTotalCumulative Total MaleFemale How is important of sport in your daily routine? 1Count5166 % within How is important of sport in your daily routine? 83. 3%16. 7%100. 0% 2Count43713 % within How is important of sport in your daily routine? 57. 1%42. 9%100. 0% 3Count72922 % within How is important of sport in your daily routine? 77. 8%22. 2%100. 0% 4Count5121739 % within How is important of sport in your daily routine? 29. 4%70. 6%100. 0% 5Count62847 % within How is important of sport in your daily routine? 5. 0%25. 0%100. 0% 6Count21350 % within How is important of sport in your daily routine? 66. 7%33. 3%100. 0% TotalCount292150 % within How is important of sport in your daily routine? 58. 0%42. 0%100. 0% According to Figure 1, respondents who considered sport as important in daily life are scattered from age 18th to age 30th. The middle line represents the median of the sample which means the middle value of entire age sample; in this case, it is age 24th. The box size represents the distribution of the sample; in this case, the sample mainly distributed among those respondents whose ages are between 24th and 25th.Two little circles on the graph represented two values (18th age and 30th age) which extremely departed from the rest of sample. Figure 1: Box plots of ages among respondents who rated sport as most important. In addition to those 44% of above respondents, in term of sport, mostly they are spending on fees (sport club or gym club fees) (24% in 44%); following is equipment and others with 16% and 4% respectively (Table 3). Table 3: Frequency of respondents on the basis of which is spent most. FrequencyPercentValid PercentCumulative Percent Valid2856. 056. 056. 0 Equipment816. 016. 072. 0 Fees1224. 24. 096. 0 Others24. 04. 0100. 0 Total50100. 0100. 0 However, on the basis of gen der, half of male (8 respondents) spend the most on equipment, 6 of the remainder spend on fees. On the other hands, 100% female merely spend on fees (Figure 2). Figure 2: What is the most spent on by male and female? In related to the frequency of sport participation, result signified 17 respondents doing sport 2 or 3 days per week which take 34% which is demonstrated on figure 3. Following right after are weekly and occasionally with 28% (14 respondents) evenly. Figure 3: Frequency of participating in sport and PARegarding the attitude and action towards doing sport, sport playing in casual way is enjoyed the most according to 34 selections from respondents. The next most enjoyed is gymnastic activities in casual way with 15 selections. Following is doing sport and gymnastic activities in formal way with 13 and 4 selections respectively. Conversely, the most popular way that respondents really do is doing gymnastic activities in formal way with 26 selections. Follow formally work out at gymnasium are doing gymnastic activities in casual way, doing sport casually and doing sport formally with 23, 20, 18 selections correspondingly (figure 4).Figure 4: Differences between attitude and action towards doing sport. Regarding the place students choose the most for doing sport; sport clubs, gymnasium and parks are the priority choices (Figure 5). University ground is the least choice with only 4 selections. Figure 5: Where students choose to do sport the most. Result revealed only 24% (12 respondents) have joined sport clubs with major reasons are keep fit and having fun (included their self and with friends).There is an open format question which asked for reason why people in general joining sport clubs, results indicated involved for healthier, enjoyment and fitness, with the most popular reason is healthier (11 given) (Figure 6). It is noticed that only two-third of total respondents provide reasons. Figure 6: Most popular reasons for students joining sport club s Laziness was the majority reason (34 selections) for miscarry out sport and PA of master students in NTU. Workload and time constraint respectively followed by with 15 and 13 selections (Figure 7) Figure 7: Most popular reasons for students to fail to participate in sport 4. . Qualitative data Research attained 7 out of 10 respondents have hobby which related to sport and physical activities (Table 4). Only one of them is doing sport formally that is defined as trainings with adequate facilities and coaches. Regardless of some respondents do not have sport hobby, everyone suggested sport is indispensable in life. They find it is healthier compare between before and after doing sport. Table 4: Common hobby which related to sport and physical activities cited by respondents R1R2R3R4R5R6R7R8R9R10 _Play badminton and tennis or sometime go to gym.Doing sport activities, especially training boxing. Playing basketball with friends. _Playing sport generally. â€Å"Going to gym†Ã¢â‚ ¬Å"Play football, swimming, badminton†_â€Å"Love swimming and skating† (Note: R is interpreted as Respondent) Despite of the similar sporting hobby, the reason for some respondents to participant in sport and PA is totally different (table 6). It is noticed not every respondents mention this in their answers. Laziness is the reason that every respondents (100%) suggested for unsuccessful in participating in sport and PA. Table 6: Reasons for respondents’ participation in sport and PA R1R2R3R4R5R6R7R8R9R10 N/ATo get ability to compete in matchesTo have fun with friends. Also it is better for health_N/Aâ€Å"I am not kind of sport person, but want to fit my body†To be healthy_N/A Result discovered the difference in participation in sport and PA of several respondents who are international students (R1, R2 and R3) between in their home country and in the UK (Table 7) Table 7: Different in attitude of respondents R1In India: go to gym twice or thrice per week In the UK: no involvement in any sporting activities R2In India: playing badminton, tennis In the UK: go to gym only R4In Vietnam: swimming, play basketball everydayIn the UK: playing basketball, but not very frequency. Regarding the awareness of doing sport whether in formal or informal way, moderately, respondents are aware of so many opportunities to exercise around them, yet, not all of students take that. Conversely, in some cases, students are not aware that they are doing exercise by taking those opportunities. 5. Data analysis 5. 1. Perception of NTU’s Master Students towards sport and fitness The objective of this research question is to clarify there is a tight relationship between sport and fitness regardless formal or informal form.Besides, it also examines the most important issue that students join sport and PA for. At a glance, from both quantitative and qualitative data, NTU students agreed sport and physical activities has a relationship to fitness. In other words, they are helpful to maintain their health not only in physical but also in mental side. Obviously, the result reflected equivalent points with key literature review. Research also realised NTU Master Students neither lean towards informal nor formal sport and PA. The fact is 43 students want benefit from sport and gym in casual way and 44 students want them in formal way (Figure 3).In other words, it can be said quite a lot of students actually do both formal and informal sport and PA. However, doing sport casually is the way they most enjoy. Related to qualitative data, most of respondents (exclude respondent 3) prefer casual way doing sport mainly due to laziness and time constraint. For example, respondent 7 perceived sport in his daily routine completely casually. His exercise mainly are walking on the street or going to gym and exercise on his way. Also according to figure 3, the outcome reflected the difference in students’ attitude towards participating in spor ts and the action they really do.Indeed, 34 respondents enjoy playing sport casually; however, only 20 students actually do that. Surprisingly, sport clubs where people can do sport formally is still the most popular place for NTU Master Students involving in sport and PA. With respect to which is spent on more in term of supporting participants, sport/gym club fees are spent on the most regardless the gender. Additionally, equipment is spent on predominantly by male. It is easily perceived that, female are more likely to get involve in sport and PA which is provided with convenience such as joining club to get full facilities and assistance from trainer.On the contrary, male students not only invest in fees but also in equipment and others which are able to offer substantial support to participants. Related to other study, findings indicated the most significant reasons which encourage NTU’s students join sport clubs are to be healthier, enjoyment and fitness. By means of th at, it clearly proved NTU Master Student are truthfully concerned about their health. In contrast, when asking respondents whose hobby related to sport activities for participating reasons, 3 out of 4 respondents answered not related to health benefit. Competition, have fun with friends and body fit were the answers.Essentially, sport brings so many benefits in general; however, the benefits vary among different students. Whatsoever the benefits students want, health factor always exists. Indeed, doing sport require a large volume of movements including muscle groups used, hence, providing more strength, flexible and endured body and health (BOREHAM and RIDDOCH, 2001) In brief, NTU Master Students believe a relationship between sport and fitness regardless the way of acting neither formally or informally. There is a difference in students’ attitude towards doing sport and their real action.Health is the most concern issue for them to joining sport and PA. 5. 2. Do NTU Master Students maintain their health by participating in sport and physical activities? The objective of this research question is to find out whether students maintain their health by participating in sport and PA; and also expose factors influence students’ participating in sport and PA. From the sections above it is straightforwardly seen that, even though students recognise the important of sport in life and really care about their health, not every of them participating in sport and PA.Only 44% respondents considered sport as important in their daily routine. However, there is not matching with other figure. In fact, up to 50% respondents stated sport is priority in their daily routine. The reason of bias might due to not reflect carefully before ranking the importance of daily activities of some respondents (question 3, see more in Appendix 1). In term of learning the frequency of participating in sport and PA of NTU Master Students, playing sport 2-3 days per week was chosen by more than two third of the sample size. Unpredictably, exercising everyday was the fewest choice with only 2 selections.Both quantitative and qualitative data reflected that laziness is the most considerable reason causing unsuccessful in doing sport and PA of NTU’s student. Through interviews, in addition to laziness, almost agreed they felt on joining in sport and PA because they are busy with their study which can be considered as the combination of workload and time constraint options in quantitative data. It is vital to understand the most considerable factors affect students concerning their involvement in sport. For NTU’s Master Students, gender reflected the significant difference in their attitude towards sport and PA.Indeed, among 44% respondents above, 72% of them are male, only 28% are female. This result reflected the issue about factors which affect people’s participation in sport and PA in Van Tuyckom’s study (2010). However, only parti al issue corrected as age tend to not have so much influence on NTU students’ participation (Figure 1). The reason is probably due to the limited on chosen sample which only master students. 24th and 25th are the most popular ages in this research due to the fact that normally, master students’ ages vary mostly between ages 22nd to age 25th.Therefore, it is understandable why respondents in 44% above mainly dispensed in those two ages. Added into the above, qualitative research discovered culture also played important role in term of influence NTU’s student in joining sport and PA. In more details, it is due to the differences in their social life and environment between their home countries and the UK. Respondent 2 expressed after coming to UK for study, she usually does not have so much time to exercise, therefore, going to gym and work out by her way in a short time is her solution for keeping fitness.Besides, respondent 4 who is influence to participate in s port by his friends stated due to lack of friends in the UK, he feel lack of motivation to do sport, therefore, he rather stay at home and play his favourite computer games than involving in sport. Despite participating in sport and PA in clubs, gyms or exercise on one self’s way to keep fit and healthy; there are tons of opportunities to exercise offered everywhere such as not taking a lift to go up but using a stair. Through qualitative research, when being asked for the awareness of opportunities to exercise of people in general, the outcome was moderately balanced.A number of respondents supposed people recognise opportunities to exercise during normal activities in life. Some of others expressed the disagreement. Respondent 4 said: â€Å"Almost my friends like to play computer games; we usually play games, so I don’t think they know what the opportunity to exercise is. † Regarding whether people take opportunities to exercise or not, the results depend on t heir attitude towards sport and fitness, and the situation is. Respondent 3 answered because he does not really count on fitness; thus, he takes lift when he feels lazy.Some respondents are happy to walk from home to school and vice versa as they enjoy exercising and also enjoy the fresh air. On the other hands, some people do not recognise themselves are exercising through their daily activities. Respondent 6 mentioned for generally female extremely love shopping, and that can be considered as an opportunity to exercise, but not everyone know it. Concisely, NTU Master Students do participating in sport and PA to maintain their health, yet, not everyone does. Research also figured out gender and culture have influence the rate of involvement.Besides, people understand there are so many opportunities to exercise around them; however, not all of them do. 6. Reflections on the Collection and Utilisation of Data Reflection is necessary in learning, which requires look back on what were been done, carefully think about it, learn from it to achieve more effective performance (Moon, 1999). In this section, Kolb’s learning cycle (1984) is used to facilitate the reflection of this report (Figure 7). I might start from reflection point forwards because concrete experience was what I have been doing from the beginning to the end of this report.Figure 7: Kolb’s Learning Cycle (Source: Kolb, 1984: p. 23) 6. 1. Reflective Observation 6. 1. 1. Collection Data At the beginning, we only concentrated to other core modules and underestimated the important of research method module. Therefore, we received almost negative feedback for formative presentation which was the chance for us to demonstrate our understanding of the given topic as well as research questions. After the leading from module tutor, we understood what we must focus on to draw appropriate research questions for our given topic.After our research questions were clear, learned from previous experienc e, we put a lot of effort to design questionnaire and interview questions from the starting point. Once again, we received a lot of negative feedback due to the lack of experience in designing questions. It was not because the questions did not support our research but the way of asking which were quite ambiguous and direct. As, those kinds of questions might cause difficulties for respondents when trying to answer them (Bryman and Bell, 2003).We learned from negative feedback, and redesigned them till reaching the most appropriate and supportive questions (see more in appendices A and C). Our group included five members had to conduct 50 questionnaires and 10 interviews. Consent form is attached to every single questionnaires and interviews for respondents to read, understand and sign in which could ensure respondents’ confidence. The works were divided equally to each member. Thanks to the support of the university, we could complete our mission within one week.Also, the fo cused sample was our university fellows who did exactly the same as we had to do. Therefore, they ready helped us to fill in questionnaires as well as were being so enthusiastic to answer our interviews. Despite of that, there were some limitations when collecting data. Firstly, we totally overlooked the gender factor in our sample involved due to our somewhat hasty when sending out questionnaires and delivering interviews which affected the final result. The fact, gender element did not affect so much on questionnaire analysis as luckily the ifferent ratio between female and male (0. 42:0. 5) among questionnaire sample was not significant. However, it did not repeat with interview sample (0. 3:0. 5). Therefore, in final result where related to gender, I could not compare and reflect the outcome between qualitative and quantitative data. Knowing that university created favourable conditions to help us working smoothly, so we tried to collect all quantitative data in only a few hours . That is why we could not control the quality of each form and consequently led to a number of bias data.Therefore, the results were considered as moderately convincing. Even though the questionnaire form was designed and piloted before sending out to respondents, there were a few mistakes which we did not recognise until the collecting and analysing data process had finished. For example, in questionnaire form, still there is a leading question (question 14) which â€Å"appear to lead respondents in a particular direction† (Bryman and Bell, 2003). Moreover, such question did not provide respondents space to express their view completely.Question 5 was quite ambiguous that made few people confused to answer and therefore led to unexpected result. Our questionnaire involved a couple of open questions. Although answers required more time in coding but it also brought wider knowledge to us. Yet, the respond rate could not achieve 100% for those questions because it required gre ater effort from respondents and normally many of them did not write expansively in questionnaires. Furthermore, question 9 and 10 was likely unhelpful to research questions. 6. 1. 2. Utilisation of DataWe agreed to use Microsoft Excel as a first place where quantitative data are put together. Similarly, after interviewing, each member has a duty to write down transcripts of their interviews. Our leader was responsible for putting all data together and would send it to every member with purpose of ensuring same set of data is used. After receiving all data, SPSS and Excel were used at the same time to assist me analyse quantitative data in this report. On the other hands, interview data was coded with purpose of using in qualitative analysis.Two set of data subsequently were compared and contrasted to each other to find differences and similarities. I believe our data are moderately reliable and valid. Firstly, our selected sample was current NTU Master Students therefore; the resul ts are repeatable for those studies with same kind of sample. Even though only 85% quantitative data was used due to some of asking questions did not relevant to research questions; the remaining data was helpful to deliver meaningful information which directly answered our research questions.However, it is undeniable the limitation in utilising data, due to unachievable 100% respond rate in a couple of questions and the lack of designing questions. Indeed, there were too little options for respondents to choose in some questions. For example Question 13 actually had a wide range of answers, yet, we only provided 4 options included â€Å"other options†. 6. 2. Abstract Conceptualisation Bryman and Bell (2003:36) emphasise the vital role of research questions in implementing a research. Therefore, it is necessary and fundamental to draw appropriate research questions clearly from the starting point of a research.Consequently, qualitative and quantitative research must be design ed under research questions in order to collect data that helpful in providing meaningful final results. In term of designing questions, sample size and gender ratio must be noticed to enable to gather supportive data. Testing questionnaire on some of our friends before sending out to ensure all questions are useful and enable to avoiding such as leading, ambiguous questions. Besides, put more effort during collecting period to avoid randomly answer from respondents.Throughout the researching period, we experienced not only academic works but also team working. Even though this is not our first time working together, yet the first time working together for such a long time. We understand that effectiveness of the whole group brings huge positive effect to our results. Meeting on time, responsibility and enthusiasm are found as important in order to achieve the most effective result. 6. 3. Active Experimentation If I had to do this report again, I would try out what I have learnt fro m experiences.Firstly and also the most important thing is I would put highly concentration from the very beginning. I would improve my designing questions skills through reading more books before starting designing. That would save my time as well as increasing the effectiveness of the questions in particular and for whole research in general. When collecting data, I would be more concerned on choosing sample in order to get more reliable and validity data. When analysing data, analyse skills are extremely essential to be able to get the best out of the data.With the purpose of getting better research, I would improve my analyse skills and get better help from computer assisted such as SPSS for quantitative data or NVivo for qualitative data. Last but not least, when working with team, I would make sure that the group would follow three elements above to work as the most effective manner. 7. Conclusion Throughout this research, the research questions raised at the beginning are abl e to be answered. Regarding sport and fitness topic, research found out the difference between attitude and action of NTU Master Students.Furthermore, differences due to gender, culture are also discovered. In addition to sport, although students are able to recognise opportunities to exercise in their daily life, they are not likely to engage in. A number of reasons were spotted concerning the failure in involving in sport and exercise. In general, it would bring highly effect to several health issues such as obesity which is extremely alert to not only developed countries but also developing countries. References ALAN, B. 1. , and BRYMAN, A. , 1947-, 2003. Business research methods. Oxford: Oxford : Oxford University Press.BIRCHWOOD, D. , ROBERTS, K. and POLLOCK, G. , 2008. Explaining differences in sport participation rates among young adults: Evidence from the South Caucasus. European Physical Education Review, 14 (3), 283-298. BOREHAM, C. , and RIDDOCH, C. , 2001. The physical activity, fitness and health of children. Journal of Sports Sciences, 19 (12), 915-929. COLLINS, M. F. , and KAY, T. , 2003. Sport and social exclusion. Psychology Press. COOMBES, E. , JONES, A. P. and HILLSDON, M. , 2010. The relationship of physical activity and overweight to objectively measured green space accessibility and use.Social Science & Medicine, 70 (6), 816-822. EUROBAROMETER, 2010. Sport and Physical Activity [pdf] Available at: http://ec. europa. eu/public_opinion/archives/ebs/ebs_334_en. pdf [Accessed 11/04/12] GRANT, B. C. , 2001. ‘You're never too old’: beliefs about physical activity and playing sport in later life. Ageing and Society, 21 (6), 777-798. International Olympic Committee consensus statement on the health and fitness of young people through physical activity and sport. 2011. British Journal of Sports Medicine, 45 (11), 839-848. KOLB, D. A. , and KOLB, D. A. 1984. Experiential learning : experience as the source of learning and development. Englewood Cliffs, N. J. ; London: Englewood Cliffs, N. J. ; London : Prentice-Hall. L'AOUSTET, O. , and GRIFFET, J. , 2001. The Experience of Teenagers at Marseilles' Skate Park: Emergence and Evaluation of an Urban Sports Site. Cities, 18 (6), 413-418. MOON, J. A. , and MOON, J. A. , 1999. Reflection in learning and professional development : theory and practice. London: London : Kogan Page. RENFROW, M. S. , CAPUTO, J. L. , OTTO, S. M. , FARLEY, R. R. and EVELAND-SAYERS, B. , 2011.The Relationship between Sports Participation and Health-Related Physical Fitness in Middle School and High School Students. Physical Educator, 68 (3), 118-123. VAN TUYCKOM, ,CHARLOTTE, SCHEERDER, J. and BRACKE, P. , 2010. Gender and age inequalities in regular sports participation: A cross-national study of 25 European countries. Journal of Sports Sciences, 28 (10), 1077-1084. WHEELER, S. , 2012. The significance of family culture for sports participation. International Review for the Sociology of Sport , 47 (2), 235-252. Appendices Appendix A: The questionnaire utilised to collect dataSTUDENT SPORTS AND FITNESS This questionnaire is designed as part of our research project which relating to Sport and Fitness among NTU Master Students. Please note that your participation is voluntary and that your data are anonymous and confidential. 1)Age: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2)Gender: ? Male ? Female 3)Please rate the following options based on the activities you carry out in your daily routine: (Rank on the scale of 1-6, 1 being more time allocated and 6 being least time allocated). ? Sport or exercise ? University work ? Home ? Job (Part-time/full-time) ? Social life Others If you rank out sports/exercise between 1 to 3 than answer 4th question 4)Which of the followings do you spend more on (in term of sport): ? Fees (club/gym membership) ? Equipment ? Other 5)In what ways and for what reasons you choose to do sport/exercise (Se lect with v) EnjoyWant Benefits Casual PlaySport Formal Play Casual PlayGym Formal Play 6)How often do you play? ? Everyday ? 2-3 days per week ? Weekly ? Monthly ? Occasionally 7) Does sports/exercise take the priority position in your daily routine? ? Yes? No 8) Where do you usually play sport? ? Sport clubs Parks ? University grounds ? Street ? Gymnastic ? Other options 9)Are you aware of the different sports clubs available in the university? ? Yes? No 10)Have you join a sport club? ? Yes (go to Q11)? No (go to Q12) 11)Why did you join? (Give 1 or 2 reasons) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12)Why do other students join sport clubs? (Give 1 or 2 reasons) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13)Think of your friends who do not â€Å"do† sport.Why? ? Laziness ? Workload ? Time constraint ? Other reasons 14)Do you think sports are helpful in maintaining physical health? ? Yes? No Thank you for your precious time. We would be glad to have your name and email address if you wish to be interviewed about this phenomenon. Name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Email address: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Appendix B: Completed questionnaire Appendix C: The interview questions utilised to collect data Question 1: What hobbies/activities you like doing in your spare time?Question 2: How people perceive about sports in their daily routine? Question 3: Do you think there is a relationship between sport and fitness? Question 4: What difference do you feel before and after doing sports? Question 5: Why people engage themselves in sports? Question 6: Do people recognise opportunities to exercise? (Did you take that? Or what reason for not taking that? ) Appendix D: Observation sheet that other group member has performed on my interview Appendix E: Observation sheet that I have performed on my group member’s interview