Write a 9 pages paper on women in swimming. Commercialization has crept in and the female swimmer is posed in a sexualized manner. She may do it willingly or the cameraman might have clicked her in that position. A female swimmer’s achievement in sports lasts for the duration of the performance but her sexy poses are cashable and marketable for many years. The athletic performance takes the back seat as compared to her sexy poses. Top swimming stars do would not like to miss the opportunities for making a fortune. In real terms, prize-money accrued out of a bunch of gold medals is kindergarten stuff as compared to the massive returns an attractive pose in the swimsuit may fetch for a top athlete. Sport sells but sex sells better! Yes, those poses looking at which the viewer rolls their eyes and sighs in exasperation.

Whether it is right or wrong from the sociological point of view, female swimmers are presented by both the print and electronic media, by highlighting their physical assets. The articles also emphasize the swimmer’s sexuality and the photographs are mostly to highlight their sexual features. When they get contracts as models by the multinational giants, the advertising people make their figure more glamorous by lighting and make-up. Her swimming talents take the backseat for a while. Her breathtaking and flawless skin and endless legs are given prominence. Her ripping muscles are made to look more attractive. And the sky is the limit for the imagination of the copy-editor as if he is the sculptor who has chiseled her body parts: The Olympic gold medal winner is described as an all-around hottie.

&nbsp.&nbsp.&nbsp.&nbsp. A few gold medals in swimming make the woman athlete as an over-accomplishing personality. She is hailed as complete, attractive and accomplished, socialite.&nbsp.

I will pay for the following article The Academic Performance of the Student: the Revising the Pattern of the Tests. The work is to be 4 pages with three to five sources, with in-text citations and a reference page. To start with, the very nature of the tests is controversial and debatable. Scholars now believe that these tests depend heavily on memorizing the data in the curriculum (Brown et al., 2000), and therefore are based on the recalling of information (Brown et al., 2000) rather than application and conceptual learning. The students are subjected to undue and unnecessary pressure (Brown et al., 2000) due to this nature of the tests, in that they have to cram the information instead of developing knowledge and the practice of that knowledge (Brown et al., 2000). Whereas some of the information is imperatively required to be memorized, the very design of the tests should not be as such. This system of testing, hence, means that the tests are not diverse in nature (Brown et al., 2000). They do not cater to or even take into account the different mindsets of the students (Brown et al., 2000). Every student is not good at memorizing and cramming, and therefore, many students are left at a disadvantage due to the nature of the tests (Brown et al., 2000). Another problem can be the area of emphasis on the tests. For instance, many university admission tests require the students to be good at mathematics (Elford, 2002), which is unfair and disadvantageous for those students who do not have a mathematical mind and who are opting for the arts or social sciences (Elford, 2002). Not addressing such issues means that the tests have a restricted scope (Elford, 2002). Another issue with the tests is their approach to the curriculum.