Essay on Athletic Programs of Universities - 918 Words

Frequently, colleges are better known for their athletics than academics. Universities thrive off their athletic programs and in return, most reward their athletes through scholarships, apparel, and experiences. However, some believe that these rewards are not sufficient and that college athletes should be paid a salary. College athletes should not be paid a salary because many are receiving scholarships, it would create an unequal playing field, and it would take away the student aspect of being a collegiate athlete. Athletic scholarships provide many athletes with an opportunity to compete in a sport and obtain a higher education. In addition, athletic scholarships can easily be combined with academic scholarships, federal aid,†¦show more content†¦Add in practice gear, extra cleats, gloves and other miscellaneous items, and Indiana Universitys annual cost tops $200,000† (Gardner). The costs of the uniforms and trips are in addition to the luxurious scholarships h anded to many athletes. Adding a salary to college athletes would lead to a domino effect. How would a college decide who to pay or how much? Title IX, a law requiring schools to provide equal opportunities in women’s sports as in men’s, presents to be major problem for many schools. Most likely Title IX would force universities to pay female athletes in equal amounts to male athletes. Football teams are the main source of revenue for many college athletic departments. If a salary was implemented would only the first line string be paid even though all of the other players are putting in equal time and effort for their team, thus the domino effect. Once one player is paid a salary when does it stop. Every spring the Final Four basketball tournament generates much excitement with large and small universities. Fans love to pull together and root for the underdogs. If college athletes were to receive a salary then the Final Four Tournament would become extinct. Larger Div ision I colleges would be able to afford stellar athletes and this would diminish the diversity of athletic abilities. The small schools, which wereShow MoreRelatedThe Strength And Conditioning Department Of The Athletic Program At North Greenville University1688 Words   |  7 PagesCurrently, within the Strength Conditioning department of the athletic program at North Greenville University, I believe there are four major issues that need to be addressed as soon as possible. These issues are causes an inefficiently within the program and has Graduate Assistants, like me, working nearly 120 hours a week, making it extremely tough to complete what I am here to do, which is get a Master’s degree in Business Administration. The first problem that I believe needs to be addressedRead MoreGames Being Won, But Classes Being Dropped1175 Words   |  5 PagesDuke University, University of Notre Dame, and University of California - Los Angeles. Some may ask why these colleges would be grouped together. Well, these are just a few of the most recognizable universities in our country. What makes these universities so popular? They have an elite sports team, whether it be basketball, football, or even lacrosse, and this attracts more attention to them. Sadly, these universities are thriving in the spoils that young athletes bring to them at unfair costs.Read MoreAthletic Director1166 Words   |  5 PagesOverview An athletic director (commonly athletics director or AD) is an administrator at many american colleges and universities, as well as in larger high schools and middle schools, who oversees the work of coaches and related staff involved in intercollegiate or interscholastic athletic programs (ehow.com). 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I began my research by trying to figure out just exactly how much universities make off athletic programs. I started by finding out that last year, â€Å"roughly 100 public universities in the NCAA’s top tier division took in more than $5 billion dollars last year†Read MoreBuilding A Winning Program Through Branding1200 Words   |  5 PagesBuilding a Winning Program Through Branding Throughout learning the different methods of developing an athletic program, producing what I perceive to be an effective athletic program consists of three major points. Creating a common vision or goal, building a strong brand, with the main intention of achieving and maintaining a high winning percentage. I believe that all three of these points create a successful program that will help establish a consistent tradition with minimal complacency. Read MoreThe Responsibilities of Athletic Trainers830 Words   |  3 PagesAthletic trainers have a variety of responsibilities included in their job description. They provide clinical diagnosis, rehabilitation therapy, and emergency care (CITE). Athletic trainers are often confused with personal trainers, because most people associate both careers with athletes. However, athletic trainers work in the field of physical medicine unlike personal trainers. For the most part, athletic trainers must have people skills and an overall enjoyment of helping others. Since they treatRead MoreOld Mission Statement For Rowan University809 Words   |  4 PagesOld Mission Statement for Rowan University: The intercollegiate athletic department strives to be one of the finest Division III programs in the country. By providing strong leadership and competitive experiences, students are afforded the opportunity to develop as a scholar, athlete and citizen. Through strong support services, students are challenged to succeed, inspired to achieve and instilled with a sense of pride and tradition in the college community. The Rowan ambition is knowledge throughRead MoreEnvision A Mission For An Athletic Department1611 Words   |  7 PagesEnvision a Mission for an Athletic Department â€Å"To this day, after being in this business †¦ the best day on a college campus is graduation, When I see kids I had a relationship with †¦ graduating, you feel like you had a part in that.† David Williams, Athletic Director of Vanderbilt Athletics. Being around sports my whole life and now currently coaching a basketball team, I have encountered a few athletic directors and their supporting cast, which in a high school, it’s the principal and the administration

Case Study Homelessness/Schizophrenia Essay examples

Case Study: Homeless/Schizophrenia Charla Green ABS 200: Introduction to Applied Behavioral Science Instructor Shannon Tromp February 5, 2012 I. Introduction a. Goals of paper b. Topic of paper II. Micro a. Consider the personality, emotions, beliefs, behaviors, goals interests, mental health, and strengths and weaknesses. III. Mezzo a. Consider any small groups in which they interact such as family, peer groups, social groups, sports groups, or any other small groups in which they are†¦show more content†¦Hallucinations and delusions can become a frightening and common part of the illness. In John’s case, there is no exception. He believes he hears voices trying to convince him that people are plotting against him and trying to control him, especially the government (video 1). Though John’s personality at one time was easy going, his illness has taken over and the hallucinations and delusions have made him violent towards people who try to get close to him emotionally. John’s illness refuses to let him trust anyone. John once had a wife and fathered four children, but due to his paranoia, he has disconnected and withdrawn from life, including any relationships with others. John does not acknowledge his four children, but instead, he now insists he never fathered any of the children (video 1). John’s has expressed his goals of interest to be finding stable housing to get off the streets and acquire a way to earn enough money to survive on a daily basis. John’s many strengths are pushed down by his one weakness, which is his mental illness of paranoid schizophrenia. If the ultimate goal of getting John on medication is met, then it is believed that his strengths will overcome his weakness and he will then be able to lead a more normal and productive life. John’s strengths consist of having a college education, is not physically handicapped, can speak and put words together in a somewhat poetic stance, canShow MoreRelatedHomelessness: the Effects of High Costs Housing1681 Words   |  7 PagesHomelessness: The Effects of High Costs Housing Excelsior College Debra Parks April 22, 2012 â€Æ' Abstract: How many times have we saw people standing on the street in their dirty clothes with a sign saying, â€Å"work for food†? I wonder how this person got into their situation. In the past I’ve thought laziness, they don’t want to work, or maybe they have schizophrenia and are unable to work, or sometimes, I didn’t even see them. What is the solutionRead MoreHomelessness and Schizophrenia Essay1978 Words   |  8 Pageslogically. Individuals with severe mental illness soften most times with homelessness because of their inability to accomplish daily tasks and earn money. 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Social forces such asRead MoreThe Problem Of Being Homeless1046 Words   |  5 Pagesexperience homelessness every day (â€Å"The State of Homelessness† 3). In the same way, I am sure this is not how they thought they would be living their lives as well, but most of these people that are experiencing being homeless have no choice. As we pass these people on the street, we look at them as if they are criminals; they are not contributing to society or our economy. Most people think that the reason for homelessness is drug and substance abuse, when the leading factors for homelessness is povertyRead Mo reThe Link Between Homelessness And Mental Health983 Words   |  4 Pagescontributing factors to homelessness. In addition, the strict guidelines for psychiatric hospitalization are critical when analyzing homelessness. In many cases, only the critically ill are meeting clinical criteria for hospitalization, leaving those who have significant mental health problems to fend for themselves. 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Schizophrenia is seen as the ideal case of insanity. The causes of this disease remain unknown, but scientists are constantly searching for answers. Although a cure for schizophrenia is surely far in the future, research and understanding is making more and more progress every day. To find a cure for schizophrenia, scientists must first understand the disease itself

Group Dynamics in Twelve Angry Men Free Essays

The movie â€Å"12 Angry Men† is a fascinating and insightful examination of a diverse group of twelve jurors who are uncomfortably brought together to deliberate the â€Å"facts† of a seemingly open-and-shut murder trial. The premise is the trial of a frightened, teenaged defendant accused of stabbing and killing his father. However, there is an underlying sense that the jurors, themselves, and the American judicial system, are on trial as well. We will write a custom essay sample on Group Dynamics in Twelve Angry Men or any similar topic only for you Order Now The trial by jury system is supposed to produce a unanimous decision in an objective, fair and unbiased manner. This film takes more than a glimpse behind the closed doors of a jury room and reveals that it†s anything but what we would expect. So, what went wrong? In order to answer that question, we must examine the twelve jurors and their personalities, their ability – and often inability – to communicate clearly, and the positive and negative aspects of their conflict management processes. The jurors are a group of predominately middle-aged white males. That†s about where the similarities end. Their personalities, prejudices, weaknesses, socio-economic and cultural differences, priorities, ignorance, and fears often cause them to avoid the true issues of the case. The foreman of the jury (Juror #1) is an assistant high school football coach but lacks any natural leadership skills. Throughout the proceedings, he tries to keep the proceedings formal but is easily frustrated and sensitive when his â€Å"authority† or control is threatened. Juror #2 is a meek and mild bank teller who seems to try to avoid conflict at all costs. Juror #3 runs a messenger service and is a rude bully. He is extremely opinionated and biased, loud-mouthed, intolerant and temperamental. Although defiant to the end, it†s later discovered that his own personal conflicts greatly influence his behavior. Juror #4 is a stockbroker. He†s very logical, self-assured, and rational. It†s apparent early in the movie that he has an amazing recall about the evidence introduced in the case and has kept meticulous notes. Juror #5 is a reserved and quiet man. He is apparently ashamed of his slum-dwelling upbringing and hesitant at first to speak up. It†s possible that he has a Hispanic heritage, but this is only speculation. Juror #6 is a blue-collar painter. A natural follower, he seems to have difficulty in making his own decisions. He†s intolerant of disrespect towards the older juror. Juror #7 is a salesman whose main interest is getting to a baseball game that he has tickets for. He lacks any compassion or concern for the defendant†s life. Juror #8 is a patient and thoughtful architect. A natural leader, he often persuades others through his calm logical reasoning. He is focused on the gravity of the case and is able to separate others personal prejudices from the task at hand. Juror #9 is the eldest man in the group. He†s at the twilight of his life and has uncanny powers of observation and perception. Juror #10 is an intolerant, racist, and angry man. He uses no logical reasoning skills and tries to force his emotional and bitter opinions on others. Juror #11 is a recent immigrant to the United States. He is well spoken and has a much deeper respect for the American judicial system than the rest of the group. He is polite and occasionally clever, but also resolute and open-minded. Juror #12 is a superficial advertising man. He seemingly lacks any real convictions about anything as evidenced by his constant swaying to others opinions. These men all have obvious strengths and weaknesses. And, they each have their different and unique individual life experiences and attitudes. But it†s precisely those differences that affect how they are able to interact with each other (although often ineffectively) to work through the task that†s been given to them. Further, the only way to convey those differences, those things that are important or unimportant to them, is through communication. As is often the case, how we communicate with others determines the results that we achieve. If we communicate effectively, others can easily grasp our ideas and intentions. If, however, we utilize poor communications skills, our true objectives become confusing, misinterpreted, or lost altogether. Twelve Angry Men gives excellent examples of both clear, concise, and reasonable communication skills as well as inadequate, appalling, and exasperating ones. Henry Fonda (Juror #8) was far and away the most effective communicator of this group. Perhaps this is why he was able to eventually achieve the unlikely feat of swaying the other eleven jurors. After the initial vote was taken, the emotionally charged group immediately became insolent. Fonda was able to not only convey his intentions of not emotionally pre-judging the young defendant, but did so in such a way that was not directly confrontational. He openly admits that he doesn†t necessarily believe the boys story, but tries to refocus the group towards the legal standards set forth by the judge. He suggests that the group spend just one hour discussing the case and weighing the facts, rather than sending the boy off to die without at least some thought. Throughout the movie Fonda is able to argue and counter-argue his doubts with a rational, thoughtful cool-headedness that made it difficult for the other jurors to deny. Juror #4 (E. G. Marshall) was also an effective communicator. His arguments for guilt were clear, concise, and matter-of-fact. However, he often presented arguments in a smug, conceited manner. I think it was only Fonda†s appeal to his logical side that eventually won Juror #4 over. On the other side of the coin, it was the total lack of communication skills that seriously hampered the arguments of Juror #†s 3 and 10. Juror #3 (Lee J. Cobb) was abrasive and blustery. He was a bully in the worst sense of the word. He had no rational arguments of his own, and tried to use others as a springboard for his emotional personal attacks. He obviously felt very strongly about the boys guilt, (albeit for the wrong reasons), but was never able to forward any coherent reasoning to express that. Instead he used insults, assaults and threats to make up for his lack of coherent discussion. Juror #10 was just plain offensive. He was not capable of issuing any arguments, only violent outbursts of ignorant prejudice. It was precisely these types of communication and personality types that served to most influence the group†s dynamics throughout the movie. Even though the initial vote was 11-1 for guilty, it can be contended that the group was possibly more divided. Six of the jurors, (Juror #†s 1, 3, 4, 7, 10, and 12), raised their hands for a guilty verdict almost immediately. Yet, five of the remaining six (Juror #†s 2, 5, 6, 11, and 9) were initially hesitant with their vote. They raised their hands only after seeing how quickly the others raised theirs. This is what Forsyth (1999) probably would have called compliance, â€Å"Compliance occurs when group members privately disagree with the group, but publicly express an opinion that matches the opinions expressed by the majority of the group† (179). This assumption could be reinforced by the order in which the jurors changed their votes. The five jurors originally hesitant were the first ones to switch their votes to not guilty as the meeting progressed. The foreman†s inability to lead effectively was another major component of the group†s dynamics in this case. Juror #1†³s deficiency caused the group to be more responsive to Juror #8†³s natural leadership skills. The acceptance of Juror #8†³s leadership facilitated the unlikely transition of the group from a guilty verdict to one of not guilty. Forsyth (1999) explains, â€Å"In general, the greater the perceived competency and group-centered motivation of the individual, the more influential the minority† (185). Juror #8 gained idiosyncrasy credits with the group as the meeting progressed and slowly developed his credibility. â€Å"These credits accumulate during the course of interaction, typically as a member contributes to the progress of the group toward desired goals† (Forsyth, 1999, p. 186). Twelve Angry Men is a movie about conflict and conflict resolution. When Juror #8 raises his hand to cast the only not guilty vote he throws the group into conflict. But, it is this same conflict that enables the group to intelligently complete their task. According to Forsyth (1999), â€Å"Exposure to others† positions, in addition to providing additional information and prompting a more thorough analysis of that information, can also cause group members to reinterpret, or cognitively restructure, key aspects of the issue† (191). After the initial vote, tempers flared, votes changed, divisions were created, emotions were exhibited, and prejudices were displayed. Throughout the rest of the movie though, the group, perhaps unconsciously, moved towards conflict resolution. Persuasion gives way to arguing, emotions take place of logic, and the once unified group splits into factions and coalitions. This period of conflict escalation is, in most cases, followed by a reduction in conflict and, ideally, conflict resolution† (Forsyth, 1999, p. 237). â€Å"Insofar as conflict is resolved successfully, it has stabilizing functions and becomes an integrating component of the group relationship† (Forsyth, 1999), p. 263). These twelve jurors began with conflict, proceeded through often-heated conflict escalation, and eventually came to resolution. They may not have bonded emotionally together, but they were able to produce the best results with the tools they were given. It can†t be said for sure if the experience would have changed their attitudes permanently, but it is unlikely. However, it is hoped that those of us who view the film will not be so quick to judge after seeing the â€Å"facts† in our own situations. To convict the young man based on their prejudices, emotions, or apathy would have been a travesty of justice. But, with group observation, discussion, and logical reasoning, (even if forced by conflict), we can all make better decisions. How to cite Group Dynamics in Twelve Angry Men, Essay examples

Intercultural Psychology for Culture and Curriculum- myassignmenthelp

Question: Discuss about theIntercultural Psychology for Culture and Curriculum. Answer: Concepts The language started in the Castile region, popularly known as Spain, and is the world's second most spoken language. The Spanish language comprises of several dialects, such as the Latin, Arabic, and Greek. Over time, the style evolved to incorporate words, phrases, and grammar from different dialects it contacted. For instance, words such as molt, flamma, and pleno originate from the French language. Also, the Spanish phonemic system borrows the English phonemes a, e, i, o and u. However, the middle vowels e and o change to je and we in some cases. This paper examines my recent study of the Spanish language concerning intercultural psychology. Rodriguez Murphy (2010) suggests that the language can be difficult for some learners because they must roll their tongue to create the thrilling sound - which is an essential aspect of speaking Spanish. Notably, learning a new language is beneficial to persons seeking education, job opportunities, cultural exploration or even leisure in foreign countries. The Spanish language features from native speakers, educational podcasts, learning institutions, or even online websites. For course purposes, the writing is divided into various subjects teaching simple verbs, phrases, vocabulary and grammar. Action Notably, I learnt the language from a friend. The one-hour session detailed the basics of speaking, reading and writing Spanish words. In this case, the friend introduced words and phrases such as hola, adios, si, por favor, gracias and Espanol among others. Therefore, my understanding of the Spanish culture improved - this improved my wordiness and cultural sensitivity. Other phrases learned include; "What is your name"; "I am a student"; and "How are you doing." "What is your name" it translates to "Cmo te llamas?" in Spanish, and is basically a formal request to an individual's name. However, the phrase "I am a student" translates to "soy Estudiante en" which means the speaker is studying at school, college or university institutions. In Spanish, "How are you doing" is "Como Estas"; and is a question whose reply is "Fine, thanks!" in English. From the lesson, I learned the speaking, application, and meaning of the dialect's necessary words, and phrases. However, the singularity and complexity of conceptual frameworks relating to the language created challenges in reading and speaking the language. For me, the writing practice was challenging this is because I am not a naturally adept writer. Reflection Today, I can negotiate with a Spanish-speaker without many difficulties, and read a Spanish article. However, the pronunciation is poorly developed with the meaning of complex words still unclear. Oh Au (2008) suggests that the learning a language from a friend is inefficient with some essential tricks and tools poorly mastered. Personally, I think that the concept creates a better understanding of the Spanish culture; and allows easier communication with peers. According to (Toppelberg, 2011) an increasing number of employers prefer individuals with a rich resume and can speak a variety of languages. In this case, learning the second language (Spanish) enhances creativity and allows better communication with co-workers and employees. References Au, J. O. (2008). Learning Spanish as a Heritage Language: The Role of Sociocultural Background Variables. Language, Culture, and Curriculum, 18 (3), 229-241. Murphy, M. R. (2010). The Language Learning Beliefs of Self-identified, Successful Learners of Spanish as a Foreign Language. Canadian and International Education, 39 (2), 76-86. Toppelberg, C. (2011). Promoter el Bilingismo: American Children Should Learn Spanish, and so Should American Child Psychiatrists. PMC, 963965.