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Outside-the-classroom Learning Makes a Big Difference Putting a bunch of college students in charge of a $300,000 Dance Marathon, fundraiser surely sounds a bit risky. When you consider the fact that the money is supposed to be given to. Children in need of medical care, you might call the idea crazy. Most student leaders don’t want to spend a large amount of time on something they care little about, said 22-year-old University of Florida student Darren Heitner. He was the Dance Marathon’s operations officer for two years. Yvonne Fangmeyer, director of the student organization office at the University of Wisconsin, conducted a survey in February of students involved in campus organizations. She said the desire for friendship was the most frequently cited reason for joining. At large universities like Fangmeyer’s, which has more than 40,000 students, the students, first of all, want to find a way to "belong in their own comer of campus". Katie Rowley, a Wisconsin senior, confirms the survey’s findings. "I wanted to make the campus feel smaller by joining an organization where I could not only get involved on campus but also find a group of friends." All of this talk of friendship, however, does not mean that students aren’t thinking about their resumes. "I think that a lot of people do join to ’fatten up their resmne’," said Heitner. "At the beginning of my college career, I joined a few of these organizations, hoping to get a start in my leadership roles." But without passion student leaders can have a difficult time trying to weather the storms that come. For example, in April, several student organizations at Wisconsin teamed up for an event designed to educate students about homelessness and poverty. Student leaders had to face the problem of solving disagreements, moving the event because of rainy weather, and dealing with the university’s complicated bureaucracy. "Outside-of the classroom learning really makes a big difference," Fangmeyer said. An extracurricular activity like raising a fund of $300,000 is risky because most student leaders______.
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Outside-the-classroom Learning Makes a Big Difference Putting a bunch of college students in charge of a $300,000 Dance Marathon, fundraiser surely sounds a bit risky. When you consider the fact that the money is supposed to be given to. Children in need of medical care, you might call the idea crazy. Most student leaders don’t want to spend a large amount of time on something they care little about, said 22-year-old University of Florida student Darren Heitner. He was the Dance Marathon’s operations officer for two years. Yvonne Fangmeyer, director of the student organization office at the University of Wisconsin, conducted a survey in February of students involved in campus organizations. She said the desire for friendship was the most frequently cited reason for joining. At large universities like Fangmeyer’s, which has more than 40,000 students, the students, first of all, want to find a way to "belong in their own comer of campus". Katie Rowley, a Wisconsin senior, confirms the survey’s findings. "I wanted to make the campus feel smaller by joining an organization where I could not only get involved on campus but also find a group of friends." All of this talk of friendship, however, does not mean that students aren’t thinking about their resumes. "I think that a lot of people do join to ’fatten up their resmne’," said Heitner. "At the beginning of my college career, I joined a few of these organizations, hoping to get a start in my leadership roles." But without passion student leaders can have a difficult time trying to weather the storms that come. For example, in April, several student organizations at Wisconsin teamed up for an event designed to educate students about homelessness and poverty. Student leaders had to face the problem of solving disagreements, moving the event because of rainy weather, and dealing with the university’s complicated bureaucracy. "Outside-of the classroom learning really makes a big difference," Fangmeyer said. The phrasal verb fatten up in paragraph 6 could be best replaced by______.
Gun Rights in the US Immediately after the shooting at Virginia Tech University, Americans gathered to mourn the dead. The president and the state governor both hurried there to share the (51) . But the majority of Americans still cling to their right to (52) weapons. Strictly speaking, the US is not the only country (53) gun violence has destroyed lives, families and communities in everyday circumstance. But the US is one of the (54) countries that seems unwilling and politically incapable of doing anything serious to stop it. In countries like Britain and Canada. The government adopted stricter (55) control soon after serious gun violence incidents. US leaders, however, are held (56) by the gun lobby and the electoral system. The powerful National Rifle Association, the major supporter of gun (57) in the US, is too strong for any party to take on. Most Republicans oppose gun controls anyway. (58) the years, the Democrats have found that they can either campaign for gun control or win power, not (59) ; they prefer power. According to the US Bureau of Justice Statistics, firearm incidents accounted (60) nine percent of the 4.7 million violent crimes in 2005. So, although opinion polls show most Americans want stricter gun laws, many don’t want to give up their arms they (61) to protect themselves. Dave Hancock, a Virginia gun lover, is one example. In an interview he said. "If one professor in Virginia incident had been carrying a legal weapon they might have been able to (62) all this." In his opinion, the massacre is an argument for more people to carry, weapons, not fewer. But at the root of Americans’ clinging to the right to bear arms is not just a fear of crime, but a mistrust of (63) , commented UK’s Guardian newspaper. One Virginia resident, who had a permit to carry; a concealed firearm, told the Guardian thin it was (64) American’s responsibility to have a gun. "Each person," he said, "should not rely solely (65) the government for protection.\
Gun Rights in the US Immediately after the shooting at Virginia Tech University, Americans gathered to mourn the dead. The president and the state governor both hurried there to share the (51) . But the majority of Americans still cling to their right to (52) weapons. Strictly speaking, the US is not the only country (53) gun violence has destroyed lives, families and communities in everyday circumstance. But the US is one of the (54) countries that seems unwilling and politically incapable of doing anything serious to stop it. In countries like Britain and Canada. The government adopted stricter (55) control soon after serious gun violence incidents. US leaders, however, are held (56) by the gun lobby and the electoral system. The powerful National Rifle Association, the major supporter of gun (57) in the US, is too strong for any party to take on. Most Republicans oppose gun controls anyway. (58) the years, the Democrats have found that they can either campaign for gun control or win power, not (59) ; they prefer power. According to the US Bureau of Justice Statistics, firearm incidents accounted (60) nine percent of the 4.7 million violent crimes in 2005. So, although opinion polls show most Americans want stricter gun laws, many don’t want to give up their arms they (61) to protect themselves. Dave Hancock, a Virginia gun lover, is one example. In an interview he said. "If one professor in Virginia incident had been carrying a legal weapon they might have been able to (62) all this." In his opinion, the massacre is an argument for more people to carry, weapons, not fewer. But at the root of Americans’ clinging to the right to bear arms is not just a fear of crime, but a mistrust of (63) , commented UK’s Guardian newspaper. One Virginia resident, who had a permit to carry; a concealed firearm, told the Guardian thin it was (64) American’s responsibility to have a gun. "Each person," he said, "should not rely solely (65) the government for protection.\
Baseball There are people in Italy who can’t stand soccer. Not all Canadians love hockey. A similar situation exists in America, where there are those individuals you may be one of them who yawn or even frown when somebody mentions baseball. Baseball to them means boring hours watching grown men in funny tight outfits standing around in a field staring away while very little of anything happens. They tell you it’s a game better suited to the 19th century, slow, quiet and gentlemanly. These are the same people you may be one of them who love football because there’s the sport that glorifies "the hit". By contrast, baseball seems abstract, cool, silent and still. On TV the game is fractured into a dozen perspectives, replays and close ups. The geometry of the game, however, is essential to understanding it. You will contemplate the game from one point as a painter does his subject; you may, of course, project yourself into the game. It is in this projection that the game affords so much space and time for involvement. The TV won’t do it for you. Take, for example, the third baseman. You sit behind the third base dugout and you watch him watching home plate. His legs are apart, knees flexed. His arms hang loose. He does a lot of this. The skeptic still cannot think of any other sports so still, so passive. But watch what happens every time the pitcher throws: the third baseman goes up on his toes, flexes his arms or bring the glove to a point in front of him, takes a step right or left, backward or forward, perhaps he glances across the field to check his first baseman’s position. Suppose the pitch is a ball. "Nothing happened," you say. "I could have had my eyes closed". The skeptic and the innocent must play the game. And this involvement in the stands is no more intellectual than listening to music is. Watch the third baseman. Smooth the dirt in front of you with one foot; smooth the pocket in your glove; watch the eyes of the batter, the speed of the bat, the sound of horsehide on wood if football is a symphony of movement and theatre, baseball is chamber music, a spacious interlocking of notes, chores and responses. We can safely conclude that the author______.
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