The current athletics systems in many large colleges are no longer beneficial to student-athletes or the academic premise the schools were founded under and are in need of intensive restructuring. Ernest Boyer, former president of the Carnegie Foundation for the Advancement of Teaching said, "I believe that the college sports system is one of the most corrupting and destructive influences on higher education" (1999). In fact, it is widely acknowledged that there is corruption by many college coaches in the areas of recruiting, eligibility, degree progress, and academic integrity of athletes. The NCAA (National Collegiate Athletic Association), the national governing and accrediting agency for college athletics, possesses the duty of policing such offenses, but it is currently in a position to make huge profits off big-time sports, despite their continued claims of a non-profit status. The NCAA’s inconsistent enforcement of violations, seemingly based on the size of a program, has fueled many questions regarding the appropriateness of their role as a rules enforcement organization. The corruption by coaches and administrators, and academic ineligibility of many athletes has led people to wonder whether the amateur status of Division I athletes is still appropriate.
The original intention of college athletics was to enhance the academic experience, and the NCAA came about due to the need to impose a set of regulations that would make college football safer. However, the big-time college sports of football and men’s basketball have become a multi-million dollar entertainment enterprise, and it appears that the NCAA has lost all concept of it’s mission: "to maintain intercollegiate athletics as an integral part of the educ...
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...ronicle of Higher Education, 47,
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Suggs, W. (2000). A decade later, sports-reform panel plans another look at big-time athletics.
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Suggs, W. (2000). Knight commission gets an earful from critics of big-time college sports.
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Suggs, W. (2000). NCAA adopts rules changes aimed at curbing abuses in men’s basketball.
The Chronicle of Higher Education, 46, A54.
Wyatt, J.B. (1999). Our moral duty to clean up college athletics. The Chronicle of Higher Education, 45, A56.
http://www.NCAA.org/
The opening paragraph is an incredibly vivid account of nights spent by “the stony shore” of Walden Pond. His description of the animals around the pond, the cool temperature, and the gentle sounds of lapping waves and rustling leaves all serve to remove the idea that nature is a wild and unkempt world of its own, and instead makes it seem much more serene and graceful. Any who thought of Thoreau as an insane outdoorsmen may have even found themselves repulsed by the monotony and constant bustle of city life and longing for the serenity felt by Thoreau. This
The overall culture and importance that American society places on college sports is susceptible to debate and criticism. Are we spending too much time and money on college football? Well that’s for you to decide, “Get football out of our universities” by Steven Salzberg expresses his concern that we are emphasizing too much on football and not enough on education. He makes his argument that America would be much smarter if only we would eliminate college football all together; he feels college football is driving academia to its death. Steven is effective in persuading his readers by utilizing rhetorical strategies and he provides his readers with facts and solutions. While reading Stevens article, you will see rhetoric used throughout his essay; he intends to open the reader’s eyes to the epidemic that football is having on our colleges and universities and provides viable solutions.
Those who play popular and highly competitive college sports are treated unfairly. The colleges and universities with successful sports like football and basketball receive millions of dollars in television and ad space revenues, so do the National Collegiate Athletic Association, which is the governing body of big time college sports. Many coaches are also paid over $1 million per year. Meanwhile, the players that help the colleges receive these millions of dollars are forbidden to receive any gifts or money for their athletic achievements and performances. As a solution college athletes ...
The National Collegiate Athletic Association (NCAA) formed in 1906. When the NCAA was incepted they created strict bylaws requiring student-athletes maintain amateur status (NCAA Amateurism). The NCAA has remained diligent in enforcing and maintaining those laws. Under NCAA law it is illegal for student athletes to enter into contracts with professional teams, receive a salary for participating in athletics, and receive benefits from an agent or prospective agents (NCAA Amateurism). Presently, the NCAA has justified these regulations to “ensure the students’ priority remains on obtaining a quality educational experience and that all of student-athletes are competing equitably” (NCAA Amateurism). These rules however, have been in place since 1...
–verb (used with object), -lized, -liz•ing. to bring out of a savage, uneducated, or rude state; make civil; elevate in social and private life; enlighten; refine: Rome civilized the barbarians. (Dictionary.com)
Pappano, Laura. “How Big-Time Sports Ate College Life” Norton Sampler: Short Essays for Composition, 8th ed. Pages 591-600. 2013.
Throughout the country young men and women are losing their priority for an education. To attend a university should be a highly cherished privilege, and it should be an even greater honor to play athletics for the university. Therefore, the writer supports the decision that the “student” comes before “athlete” in student-athlete. Playing for pay should be considered a job for “professionals”. In the rulebook, the NCAA views college athletes as armatures. This statement sums it up best. When athletes go to college, not all of them go in with the mindset that athletics is going to be their future job....
Abstract: Collegiate athletes participating in the two revenue sports (football, men's basketball) sacrifice their time, education, and risk physical harm for their respected programs. The players are controlled by a governing body (NCAA) that dictates when they can show up to work, and when they cannot show up for work. They are restricted from making any substantial financial gains outside of their sports arena. These athletes receive no compensation for their efforts, while others prosper from their abilities. The athletes participating in the two revenue sports of college athletics, football and men's basketball should be compensated for their time, dedication, and work put forth in their respected sports.
Beginning in the 1920s, public interest towards college sports sky rocketed with the growing opportunities of higher education for everyone, regardless of social status. This effect caused the Carnegie Foundation for Advancement of Education to take a closer look into this fast growing industry in the “Carnegie Report” in 1929. The report made a plea to the NCAA to reduce the level of commercialization and improve academic integrity for all student-athletes. This is just the first time the NCAA receives this very recommendation. Post World War II brought another increase in college attendance with government financed aid to veterans. Widespread availability of televisions and radios lead to broadcasting of college sport events, bringing in a multitude of fans as well as the expected friends and family of athletes. Soon gambling and excessive means of recruiting tempted the industry and the NCAA was forced to...
The impact of college athletic programs on academics has always been a controversial and contentious topic. It seems that athletic programs have some contemplative effects on academics of colleges and universities. Different people have different ideas about how college athletic programs should be carried on. College presidents, administrations, student athletes, parents of students, and athletic trainers are along with these people who point out different facts about the fallouts of athletics on academics. A bunch of people suggest that athletic programs should be dropped from college system, while another group suggests that athletic programs should be taken care with more advertence. An analysis on the effects of college athletics on academics has two personal approaches: college athletics undermine academics, and athletics amplify academic experience.
Sperber, M. (2011). Pay for Play: A History of Big-Time College Athletic Reform. Journal of American History, 98(2), 595-595.
Student athletes should not be paid more than any other student at State University, because it implies that the focus of this university is that an extracurricular activity as a means of profit. Intercollegiate athletics is becoming the central focus of colleges and universities, the strife and the substantial sum of money are the most important factors of most university administration’s interest. Student athletes should be just as their title states, students. The normal college student is struggling to make ends meet just for attending college, so why should student athletes be exempt from that? College athletes should indeed have their scholarships cover what their talents not only athletically but also academically depict. Unfortunately, the disapproval resides when students who are making leaps academically are not being offered monetary congratulations in comparison to student athletes. If the hefty amount of revenue that colleges as a conglomerate are making is the main argument for why athletes should be paid, then what is to stop the National Clearinghouse from devising unjust standards? Eventually if these payments are to continue, coaches, organizations, and the NCAA Clearinghouse will begin to feel that “c...
In Both Grendel and Beowulf, there is conflict. The conflict is betwixt the themes of light and dark, Paganism vs. Christianity, and Man vs. Beast. Grendel, the main character in Grendel and the secondary character in Beowulf, faces external battles but the most important battle take place internally. John Gardener recognized the basis for Grendel’s predicament which is “his [Grendel] stubborn cling to skepticism and cold, hard reason. . .” (Grendel’s Geis). Though there are many different themes present in both stories, there is one theme that remains consistent throughout out both. This theme is the lack of acceptance. Grendel’s in-acceptance is rooted in his lack of understanding of the world and its functions. As a result of the many things that have taken place in Grendel’s life, he is perceived as evil yet, not because he wants to be. He is misunderstood and not accepted. Much of Grendel’s evil wrongdoing comes as a result of lack of acceptance, lack of communication, and his ignorance.
The story of Beowulf is a heroic epic chronicling the illustrious deeds of the great Geatish warrior Beowulf, who voyages across the seas to rid the Danes of an evil monster, Grendel, who has been wreaking havoc and terrorizing the kingdom. Beowulf is glorified for his heroic deeds of ridding the land of a fiendish monster and halting its scourge of evil while the monster is portrayed as a repugnant creature who deserves to die because of its evil actions. In the epic poem, Beowulf the authors portrays Grendel as a cold-hearted beast who thrives on the pain of others. Many have disagreed with such a simplistic and biased representation of Grendel and his role in the epic poem. John Gardner in his book, Grendel set out to change the reader’s perception of Grendel and his role in Beowulf by narrating the story through Grendel’s point of view. John Gardner transforms the perceived terrible evil fiend who is Grendel into a lonely but intelligent outcast who bears a striking resemblance to his human adversaries. In Grendel, John Gardner portrays Grendel as an intelligent being capable of rational thought as well as displaying outbursts of emotion. He portrays Grendel as a hurt individual and as a victim of oppression ostracized from civilization. The author of Beowulf portrays Grendel as the typical monster archetype as compared to John Gardner’s representation of Grendel as an outcast archetype.
For decades there has been a debate on student athletes and their drive to succeed in the classroom. From the very beginning of organized college level athletics, the goal to want to succeed in athletics has forced students to put academics to the back burner. In spite of the goal to want to succeed over a hundred years of attempts to check limits of intercollegiate athletic programs on colleges' academic standards still seems to struggle to this day. This brings to surface one of the most asked questions in sports, “What effect does college sports have on academics and economics?” Herbert D. Simons, Derek Van Rheenen, and Martin V. Covington, authors of “Academic Motivation and the Student Athlete” researched the topic on whether athletics and academics benefit each other. Bryan Flynn, the author of “College Sports vs. Academics” poses the question “Should institutions of higher learning continue to involve themselves in athletic programs that often turn out to be virtual arms races for recruiting talented players who bring big money and prestige, but put academics to the back burner?” Although both authors agree that sports have an impact on an athlete’s academics, the focus of their argument differs.