Creating A Word Problem For Students - 975 Words

Equalizer: More structured to more open because student that are gifted or have more of a understanding of word problem will be able to fill in their own matrix and provide their own suggestion in order to create a word problem. The student that need more support will work in groups to provide suggestion to the teacher, then teacher will guide the student on which components they are choosing in correspondence to the number they roll with the dice. Simple to complex because students can make their matrixes more complex by adding more facet or by adding more option and rolling two dice instead of just one dice. By adding an additional factors this adds more detail to their word problem. Furthermore if student have two dice this requires student to add the number of each dice together to see what number they must choose. If a student is uncomfortable with word problems then they can use just the 5 facet to make it simple and just roll one dice to find the number. Clearly defined problem and fuzzy problem, we can use matrix to differentiate because the lower student can have clearly defined expectations that they have to use all five component in a word problem, however the student that have a better understanding are able to use the matrix as a brainstorming item and then use it to elaborate on their word problem adding more charters, detail or a more complicated mathematical process. Therefore the stronger student are creating fuzzier problems while the student withShow MoreRelatedMuch Ado About English Class1219 Words   |  5 PagesMuch Ado About English Anyone who is, or was, a high school student knows what it’s like to sit in an English class wondering how learning about Shakespeare and grammar was going to help you in the real world. However, as you got older you probably realized that you used the skills you learned in English almost every day. From writing reports, to presenting, to job interviews, English skills remain relevant, and necessary throughout life. What if English classes began focusing on real life skillsRead MoreThe Importance Of Using Technology In Communication And Communication976 Words   |  4 PagesLearning Microsoft office Word, Excel and PowerPoint where student will be able to learn new way of using Microsoft tools. For Instance, student will be learning new ways to use Skype. Participant from different region makes notes and they compare and contrast the results and help to prepare report as needed in specific time period. In education system commonly obtains disapproval or failure to prepare students for the material world, but using Skype to help them track over mock-up interviews withRead MoreThe Basic Concepts Of Algebra1238 Words   |  5 PagesSam is a student in middle school who is having difficult in his algebra class. Sam is having a difficulty with the basic concepts of algebra. The possible strategies that may be used on Sams case are teaching vocabulary, concrete representational abstract method and graphic organization. The teaching vocabulary is very important when it comes to solving a problem in mathematics this is because a student must understand the content of the problem in order to solve. Not only knowing the content, butRead MoreThe English Language Arts Curriculum1446 Words   |  6 Pagesenglish language arts curriculum would be more beneficial to students if skills such as resume writing, presentation skills and problem solving were emphasized through teaching professional writing and problem solving skills. Writing takes up a significant portion of high school english classes. However, it is often the same research papers and personal narratives students have been writing since the sixth grade. While it is beneficial to students to write these types of pieces, once they hit high schoolRead MoreThe English Language Arts Curriculum1453 Words   |  6 PagesEnglish language arts curriculum would be more beneficial to students if skills such as resume writing, presentation skills and problem solving were emphasized through teaching professional writing and problem-solving skills. Writing takes up a significant portion of high school English classes. However, it is often the same research papers and personal narratives that students have written since the sixth grade. While it is beneficial to students to write these types of pieces, once they hit high schoolRead MoreThe Importance Of The Arts At School1497 Words   |  6 Pages with all of the academic benefits students can gain from being involved in any type of art subject, it is important that schools allow students an easy access to art. By making art programs more prominent, schools would be offering students a chance to improve academic performance, increase happiness, and open up minds. Though art is mostly viewed as a hobby, it benefits children academically. One way art helps academic performance is by strengthening students’ brains. The principal of Lyons ElementaryRead MoreHow Can Math Facts Help Solve Real World Word Problems? Essay993 Words   |  4 Pages(e.g., knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1=12+1=13) DOK 1,2 Objectives: Using manipulative materials the students will build an understanding of doubles and apply the addition strategy to solving real-world word problems. Essential Questions: †¢ How can math facts help me solve problems? †¢ Which strategy will help me solve the problems the best? HOT Questions: †¢ What can you think when youRead MoreClass Obervation on Reading Comprehension Skills1062 Words   |  4 Pagesas goals for that day’s lesson. The overall goal of the course is to improve reading comprehension skills, increase math problem solving skills, and develop a strong ability to combine the two and further discussion skills. The goal of that day’s lesson was to work on reading strategies: scanning, identifying main ideas, and understanding details of different math word problems and equations. The instructor mentioned that there are only 10 people in the class and almost all of them are between theRead MoreDefinition Of Self Directed Learning1166 Words   |  5 Pagesself-confidence in order to achieve a balance in learning and understanding what is learned with a view to putting down words in writing or in research to the understanding of the targeted audience to which the paper was written. It involves taking initiative, independence mindset, and pers istence in reading, ability to view problems and challenges as not being an obstacle to learn, creating schedules and abiding by it is effective and important to achieving the goal of learning. Essential Aspects Required:Read MorePersonal Statement On Compound Nouns946 Words   |  4 Pagesclass began a lesson on compound nouns. We began by playing a matching game. Each child picked a card with a word on it. They then had to try to find a partner who had another word that would pair up with theirs to make a new word. The children were very excited, but no one made the connection with compound words. Once they were paired up, each student said their word and their new word. At this point, they started guessing that we ere going to talk about compound nouns. I observed the children’s

A Ceremony Of Devotion Takes Place - 1684 Words

Once they arrive, a ceremony of devotion takes place. Many current devadasis take part in devoting the new, young soul to the goddess Yellamma. Yellamma, in certain areas of south India, is viewed as the goddess of the universe and this view is practiced within these temples. The devotion ceremony marries the girl to this goddess and is forever tied to this marriage. Therefore, she cannot have a real marriage with a human being from that day forth. Following the ceremony, the girl’s virginity is sold and she loses it to a stranger. This whole situation is absolutely terrifying. These girls are never given the chance to live out a normal, happy life. But why is this still happening? First, poor government enforcement and protection.†¦show more content†¦So the question becomes whether or not this system and forced prostitution in general can be justified by religion or otherwise. That, I truly do not know, but I am leaning strongly towards the answer no. Let us discuss the above situation. Temple prostitution has been around for many centuries. It has been around for so long, who am I to say it is not right? I have my reasons, of course, but hypothetically, it is more of a social situation. Within their society, prostitution is not necessarily wrong. Some may be against it, but I would assume the large majority of people see nothing wrong with sex work. Of course sex workers themselves may be treated badly, but I do not believe prostitution as a thing to indulge in is discouraged by any means. As for Hi nduism, it is easy to construe words to fit your own beliefs just as it is for every other religion. If you are searching for legitimization of having illicit sex, you will find it. If you are searching for quite the opposite, you will find it as well. I personally do not find much of anything justifiable by religious texts for that exact reason. It was written so long ago and there are so many verses that can be translated into just about whatever you want it to say. Therefore, if prostitution is not viewed fully negatively both socially and religiously, there should not be much of a problem. One would think, they are being paid. They do have a home. And they also have a community of women

Juveniles And The Death Penalty (1498 words) Essay Example For Students

Juveniles And The Death Penalty (1498 words) Essay Juveniles And The Death PenaltyChildren Doing Crimes That End up In The ChamberIt was a warm summer evening in a small town in the state of Missouri. John Freshman, a white male gang member fourteen years of age, drives down a street that he knows his rival gang members are usually standing along. John pulls his 9 MM. automatic pistol out from underneath his seat and points it at the group of rival gang members. John opens fire and unloads his weapon at anybody standing along the street. As John pulls away from the area, he almost gets into an accident with a parked vehicle and drops his weapon. When John regains control of the vehicle he shouts â€Å" blood killer coming down the road.† When the ambulance and police arrive, they find five people dead two children and one grand mother in the house, and two gang members in the street dead. The police find the weapon and test for fingerprints. They come back to John Freshman AKA â€Å"Lone G.† John has been in juvenile ha ll nine times and has been on probation or in custody for the past five years. John is sentenced to life in prison without the possibility of parole. The previous statement is not real but it portrays the life of our country. This statement can be read and seen all over the country in newspapers and watched on the five o’clock news. Was John’s sentencing appropriate? Should have John been sentenced to the death penalty? Is John old enough to be put to death? This paper will try to answer these questions. TermsJuvenile A young Person, one below the legally established age of adulthood. A person under the age of eighteen when the crime was committed. Death Penalty- Capital punishment, sentenced to death. What age is too young for the death penalty? A better question is what age is it too young to die for the murder of another human person. In the United States, the Supreme Court ruled that juvenile under the age of sixteen should not be sentenced to death because they are too young. This was upheld in the case of Thompson V. Oklahoma (487 U.S. 815,1988). Since juveniles are beginning to get more violent in their acts, should the age be lowered? For instance, the previous scenario states that it was a fourteen year old doing the crime. What if it was a twelve year old? When does a juvenile have to pay fully for the crime he or she committed? If you look at the juvenile criminal statistics today and compare them to twenty years ago, we see a dramatic decrease in violent crime and increase use of death penalty sentences. For example, Proffessor Victor Strieb From Claude W. Petit College of Law (Death Penalty for Juveniles) stated juveniles are one to two percent of all people on death r ow in the United States, although they commit more than fifty percent of all the murders in the United States. As we look at the history of juveniles sentenced to death, we see that the rate has been steady and has fluctuated by little more than five percent. The History of the death penalty for juveniles began around 1642 with the execution of Thomas Graunger. Thomas Graunger was executed in Plymouth Colony Massachusetts for a crime he committed when he was sixteen years old. He became the first recorded juvenile in what was to become the United States to be executed for an offense committed under the age of eighteen. There were 343 executions of juveniles before the Supreme Court repelled the death penalty. â€Å"There have been 13 executions of convicted juveniles since the beginning of the new era. Just like adults, the state of Texas is the leader of juvenile executed with seven. There has been seven Caucasians, five African Americans and one Latino executed. Twelve of those e xecuted were seventeen when they did the crime.† (Strieb, Juveniles on death row) Before June 30, 1988, thirty people were on death row for crimes committed while under the age of eighteen. As of June 1999, there are seventy people on death row for crimes they committed when they were juveniles. About one in fifty of the more than thirty four hundred individuals on death row in the United States were convicted of crimes committed when they were under the age of eighteen (Amnesty Int.). Three fourths of the seventy were seventeen when they did the crime. This means that most of these convicted juveniles were still suppose to be in high school and were old enough to drive. .u70d5fc7f6cf0f6944acd66c7a0891990 , .u70d5fc7f6cf0f6944acd66c7a0891990 .postImageUrl , .u70d5fc7f6cf0f6944acd66c7a0891990 .centered-text-area { min-height: 80px; position: relative; } .u70d5fc7f6cf0f6944acd66c7a0891990 , .u70d5fc7f6cf0f6944acd66c7a0891990:hover , .u70d5fc7f6cf0f6944acd66c7a0891990:visited , .u70d5fc7f6cf0f6944acd66c7a0891990:active { border:0!important; } .u70d5fc7f6cf0f6944acd66c7a0891990 .clearfix:after { content: ""; display: table; clear: both; } .u70d5fc7f6cf0f6944acd66c7a0891990 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u70d5fc7f6cf0f6944acd66c7a0891990:active , .u70d5fc7f6cf0f6944acd66c7a0891990:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u70d5fc7f6cf0f6944acd66c7a0891990 .centered-text-area { width: 100%; position: relative ; } .u70d5fc7f6cf0f6944acd66c7a0891990 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u70d5fc7f6cf0f6944acd66c7a0891990 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u70d5fc7f6cf0f6944acd66c7a0891990 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u70d5fc7f6cf0f6944acd66c7a0891990:hover .ctaButton { background-color: #34495E!important; } .u70d5fc7f6cf0f6944acd66c7a0891990 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u70d5fc7f6cf0f6944acd66c7a0891990 .u70d5fc7f6cf0f6944acd66c7a0891990-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u70d5fc7f6cf0f6944acd66c7a0891990:after { content: ""; display: block; clear: both; } READ: Sir Gawain and the Green Knights Sir Gawain EssayWhat makes a juvenile old enough to be put to death for his actions? Most juveniles in the United States can drive at the age of sixteen. They can also legally work and attend school. Therefore, what keeps the juvenile from assuming the responsibilities for his actions? For Steve Roach, it means he was seventeen and he admits his wrong doing but says he’s a different person now since he’s been sentenced to death row (Glasser 26). The debate has two sides: one that says the death penalty is wrong for this juvenile because he was misguided, lived in a bad neighborhood and didn’t have a daddy around when he was growing up. For some people this is a good enough reason to keep this juvenile from meeting his maker. For the other side of the debate they say he was old enough to do the crime, then he was old enough to do the punishment. This side of the debate states that it was the convicted juveniles choice to shot the seventy year old grand mother in the chest with a shotgun. The first side of the debate, opponents of the death penalty, feels that it is cruel and unusual punishment (Amnesty Int. 1). They also think it does not deter anybody from doing crimes. It is barbaric and uncivilized. The age of the juveniles also is used in their argument to portray a helpless little boy or girl that went astray. Opponents also use the mentality of the individual as a reason not to sentence a juvenile to death (Feld 94). For example, opponents say that if the mental capacity of a seventeen-year-old is actually the age of a ten-year-old then he should not be sentenced to death. The supporters of the death penalty think that the death penalty is used for good reason. One of those reasons is to deter other juveniles from trying to do the same crime. Another reason is the punishment fits the crime. In addition the death penalty is not cruel because the individual laying on the gurney waiting for the lethal injection feels nothing do to sedatives and painkillers. Another reason is that the world and the United States have been executing individuals since the beginning of time. Another approach to debating the death penalty issue and the lowering of the age limit is buy using mental capacity test. For example, in the case of Michael Dominguez, convicted in 1994 for the murder of his next door neighbor and her four-year-old son in their home in March 1993 (Landau). The court took in account Michael Domingues was in his right mind and was mentally capable of doing such a horrible crime as double murder. The standard for the judicial system to follow is based on the individual’s mental age. For example, a five year old does not know or understand the weapon in his hand could fire and kill someone but a four teen year old knows that it can. A seventeen year old, Douglas Christopher was sentenced to death in Virginia, because he shot and killed his girlfriends (Jessica Wiseman’s) parents. Wiseman’s parents forbade them to have any personal relations and that was the reason that both of them thought of killing the parents. Douglas Christoph er was sentenced to death and Jessica was sentenced to juvenile detention. They both should have been sentenced to death because they both knew what they were doing and the consequences of their actions. As the rate of juvenile murderers increase, the number of juveniles on death row should rise also. As the age for juveniles that can be sentenced to death been set too high for today’ times. Most people in the bigger cities are starting to think it should be lowered to an age that can equip the judges with some type of sentencing that would deter all people, including juveniles. Most juveniles think they can get away with most things because they are juveniles but where are the line drawn for juveniles. The best way to deter juveniles from committing murder and other horrible crimes is to make sure that a juvenile can’t get away with killing a person by serving only a few years in a juvenile detention center. .u7df984826a585163716d1a0ac405c502 , .u7df984826a585163716d1a0ac405c502 .postImageUrl , .u7df984826a585163716d1a0ac405c502 .centered-text-area { min-height: 80px; position: relative; } .u7df984826a585163716d1a0ac405c502 , .u7df984826a585163716d1a0ac405c502:hover , .u7df984826a585163716d1a0ac405c502:visited , .u7df984826a585163716d1a0ac405c502:active { border:0!important; } .u7df984826a585163716d1a0ac405c502 .clearfix:after { content: ""; display: table; clear: both; } .u7df984826a585163716d1a0ac405c502 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7df984826a585163716d1a0ac405c502:active , .u7df984826a585163716d1a0ac405c502:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7df984826a585163716d1a0ac405c502 .centered-text-area { width: 100%; position: relative ; } .u7df984826a585163716d1a0ac405c502 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7df984826a585163716d1a0ac405c502 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7df984826a585163716d1a0ac405c502 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7df984826a585163716d1a0ac405c502:hover .ctaButton { background-color: #34495E!important; } .u7df984826a585163716d1a0ac405c502 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7df984826a585163716d1a0ac405c502 .u7df984826a585163716d1a0ac405c502-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7df984826a585163716d1a0ac405c502:after { content: ""; display: block; clear: both; } READ: Technology - Education, Software Piracy, and the L EssayGovernment

The Road to the Ring Essay Example For Students

The Road to the Ring Essay There I stood in the fairway of the first playoff hole at Carolina Trace Country Club, waiting to hit the best shot of my career. Knowing my dreams of a state championship title would be decided in the next five minutes, I waited for my opponent to strike his approach shot to the green. I had been nervous before but never quite like this. My heart was pounding as I watched his ball fly towards the green. The road to the state championship began on that Saturday, the day before the playoff. It was a thirty-six hole tournament and eighteen holes would be played on both Saturday and Sunday. We will write a custom essay on The Road to the Ring specifically for you for only $16.38 $13.9/page Order now My round on Saturday went extremely well, I would rank it in my top five best competitive rounds ever. I fired a sixty-eight on one of the most demanding courses I have ever played. This round of four under-par gave myself a cozy three shot lead going into Sunday. Once I holed the last putt, I felt on top of the world. Everyone in Sanford was saying â€Å"Patrick Cover is running away with it, nobody will be able to catch him. † Not only were my fellow competitors talking about my round. Social media was blowing up from my friends and supporters back home. Before I even got the chance to tweet about my round, my school’s athletic department tweeted the news. Everyone back in Lake Norman knew about it after that. It was awesome to be recognized by so many people but with that recognition came a great deal of pressure. Everyone was making it seem like I had already won the tournament but these people were foolish. If you have ever watched golf before, you know that anybody can beat anybody, on any given day. I didnt sleep too well that night, I had so many thoughts going through my head. I didnt want to let down my school, my town, my coaches, and most importantly myself. The only sense of comfort I had that night was provided by my team. With them by my side, I could relax a little bit and take some pressure off myself. It all went by so fast, there I found myself standing on the 15th tee box strategizing with my coach. I was three under-par for the round and seven under for the tournament, many shots clear of the competitors in my group. I knew that I just had to hold it together and put on the cruise control for the last few holes. I told myself that three bogeys and a par would still get the job done. That is exactly what I did, I finished bogey, bogey, par, bogey for an even par 72. When I holed my bogey putt on the 36th hole, my teammates ran out to the green to congratulate me with high fives. I thought to myself, I’ve done it, I am the 2014 4A Mens Golf State Champion. My name would go down in the record books forever. All I had to do was sign the scorecard and it was official. My state championship title was put on hold as I walked up to the scoring area. I couldnt believe what I was seeing. One of my competitors, Stephen Franken shot a 2nd round of 66 to come in with a total of 140. I was in utter shock. I would have to beat this kid in a sudden death playoff if I wanted to be the state champion. My eyes followed his ball intensely as it flew towards the elevated green. I heard the crowd applaud his shot when it hit the turf and I responded by saying, â€Å"good shot. † Neither of us could really tell where the ball was but it must have been decent to get a cheer from the crowd. Now it was my turn. This was the moment I had been practicing for all my life. I have hit balls after balls on the range, pretending to be in a situation like this. .u73416b8058819e7cfebc432cc4046c1b , .u73416b8058819e7cfebc432cc4046c1b .postImageUrl , .u73416b8058819e7cfebc432cc4046c1b .centered-text-area { min-height: 80px; position: relative; } .u73416b8058819e7cfebc432cc4046c1b , .u73416b8058819e7cfebc432cc4046c1b:hover , .u73416b8058819e7cfebc432cc4046c1b:visited , .u73416b8058819e7cfebc432cc4046c1b:active { border:0!important; } .u73416b8058819e7cfebc432cc4046c1b .clearfix:after { content: ""; display: table; clear: both; } .u73416b8058819e7cfebc432cc4046c1b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u73416b8058819e7cfebc432cc4046c1b:active , .u73416b8058819e7cfebc432cc4046c1b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u73416b8058819e7cfebc432cc4046c1b .centered-text-area { width: 100%; position: relative ; } .u73416b8058819e7cfebc432cc4046c1b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u73416b8058819e7cfebc432cc4046c1b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u73416b8058819e7cfebc432cc4046c1b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u73416b8058819e7cfebc432cc4046c1b:hover .ctaButton { background-color: #34495E!important; } .u73416b8058819e7cfebc432cc4046c1b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u73416b8058819e7cfebc432cc4046c1b .u73416b8058819e7cfebc432cc4046c1b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u73416b8058819e7cfebc432cc4046c1b:after { content: ""; display: block; clear: both; } READ: Video or graphics circuitry, usually fitted to a c EssayHere it was, my moment had come. 131 yards away, uphill but slightly down wind. It was a perfect pitching wedge for me. I stood behind the ball as I came to complete confidence in my club of choice. I went through my pre shot routine, as I would with any other shot. Toss some grass to see where the wind is, two practice swings and then pick a specific intermediate target. As I stood over the ball, my hands were shaking, my heart was pounding and my breath was short. I swung the wedge back smoothly and struck the ball right in the middle of the club face. It penetrated through the air like a gun shot, low and straight towards the pin. Those two seconds that the ball was in the air felt like a minute. I keenly watched my ball until it disappeared over the hill. Cheers from the crowd projected down the fairway, these cheers were much louder than those for Stephen. I knew this shot had to be pretty close to receive and applause like that. I gave a little smirk over to my coach, picked up my bag and headed to the green. There was a compelling silence between Stephen and I as we approached the green, neither of us knew where our golf balls had come to rest. Upon arrival, I saw that Stephen had a putt from thirty feet away, and mine, only two feet from the pin! I almost jumped out of my shoes but I knew the job wasnt done yet. Stephen was the first to play, he read his putt closely for a few minutes as he knew he would have to make it to stand a chance. I looked away from him as he rolled the putt, something I always do in head to head competition. I waited to hear his ball hit the bottom hole, instead I heard a loud â€Å"ooooh† from the crowd. I turned around to see that he missed his putt and I had a two footer to be the state champion. I lined up towards the left side of the hole because the ball would break a little bit back to the right. I tried not to think about it too much, two practice strokes and stroke it with confidence. That’s exactly what I did, I put it right in the back of the hole. The sound of my ball hitting the metal of the cup was unlike any other putt I have made. I felt so relieved, I could finally take a deep breath. I took off my hat to shake Stephen’s hand and that was it. In the kind of ending I could only dream about, I was the 2104 4A Mens Golf State Champion.