Student-Athletes and Compensation - Free Essay Example

Sample details Pages: 5 Words: 1354 Downloads: 7 Date added: 2019/05/28 Category Career Essay Level High school Tags: Should College Athletes Be Paid Essay Did you like this example? Created in the 1950rs, the term student-athlete is still the NCAArs foundation of all prior and current debates about not paying collegiate athletes. The current debate is less about should these high caliber players be paid by the universities and now seems more focused on how they can receive their share of a multi-billion-dollar industry and the effects if student-athletes do get paid. The effects of student-athletes being paid is where the opposition continues to rely on an out of date defense that tuition is fair compensation. Don’t waste time! Our writers will create an original "Student-Athletes and Compensation" essay for you Create order Pay for students is illegal and competitive balance in college sports will be compromised. The NCAA has a history of dealing with players being paid on a case to case basis. Most recently permitting some athletes to earn money for use of their name, image, and likeness (NIL). A great example of these inconsistencies would be Katie Ledecky having to leave the Stanford swim team to take advantage of her Olympic success, whereas Arike Ogunbowale was allowed by the NCAA to continue playing basketball for Notre Dame while being paid to be on Dancing with the Stars because it was not related to basketball (Brennan 2). After hearing the NCAArs explanation, Commission chair Condoleezza Rice said, ?I couldnt for the life of me understand the explanation . . . because obviously shers there because she hit two winning shots in two basketball games (in the womenrs Final Four), so thatrs the connectionIts time to clear this up (qtd. in Brennan 2). If Commission chair Condoleezza Rice believes NCA A policies are confusing, it must be time for existing policies to be reevaluated. The NCAA executives should clearly define a consistent way and then allow student-athletes to be compensated for their personal name, image, likeness, and participation in non-collegiate events because the non-profit organization has evolved, there are ways to properly regulate payment, and numerous cases of paying student-athletes already exist. In 1906 President Teddy Roosevelt founded the NCAA to provide safety for college football players, and at the time students were not allowed to be recruited based on athletic ability (Katz, Vaughn and Gilleran 1). Athletic scholarships were not first introduced until the 1950rs, and the term student-athlete was used soon thereafter by the NCAA President of the time, Walter Byers, to protect the NCAA from legal issues (Katz, Vaughn and Gilleran 1). The main issue the NCAA faces today, pay for play, goes back to 1984 when they were forced, by the Supreme Court, to stop limiting the telecasts of college sports and revenue started rapidly increasing (Katz, Vaughn and Gilleran 2). A century after its creation, the NCAA President Myles Brand spoke at the NCAA convention in 2006 about the status of the organization (Katz, Vaughn and Gilleran 1). He expressed that the NCAA as an enterprise had commercialized, but the players must remain amateurs: ?Amateur defines the participants. . . not th e enterprise (qtd. In Katz, Vaughn and Gilleran 1). This shows that President Brand is contradicting the NCAAs original intentions. They are not the only organization to transform into something they were not intended to be. The Olympics is a perfect example of how a platform deeply rooted in the term amateurism (student-athlete) can change and allow players to receive endorsements (Solomon 17). The Olympic model has evolved to combat the opposing opinion that funding student-athletes will make it less competitive and less appealing as Jon Solomon notes: The public hasnt stopped watching the Olympics with professionals. Making money through endorsements while being good at a sport doesnt seem to hurt interest in the Olympics, which once had the most stringent definition of amateurism (Solomon 17). While not paying these athletes according to The New York Amsterdam News the NCAA is violating the law, Jaimie C. Harris wrote, In 2015, the Ninth U.S. Circuit Court of Appeals upheld a lo wer court ruling stating the organization violated antitrust laws by limiting what athletes can receive while participating in college sports (Harris 1). NCAA Commission chair Condoleezza Rice sees the problem, she addressed it in a telephone interview with USA Today stating, ?We believe that students ought to be able to benefit from name, image, and likeness. . . It makes sense for the NCAA to have a legally justifiable framework that works, and currently the framework doesnt work (qtd. in Brennan 1-2). If the framework is broken, fix it; there are plenty of companies, professors, former athletes, etc. that have ideas on how to legally pay student-athletes. Major companies like EA Sports would like to pay the collegiate players for the use of their name, image and likeness, so some form of legal structure needs to be developed to provide this (Solomon 14). To combat legal concerns, Notre Dame athletic director Jack Swarbrick suggests, college sports could manage group licensing for athletes (Solomon 16). This method will provide a fair distribution of the wealth across all players (Solomon 16). With a group-licensing approach, representatives for the players go to the companies to work out a fair deal for the players, which will create an all or nothing deal made with the player and the interested company. These ideas from Jack Swarbrick are created from the fact that students and student-athletes are separated (Solomon 16). If a player also wants other forms of endorsement for their NIL, this will be possible with some conditions. As proposed in the CAP Act as a benefit it would allow student-athletes to . . . engage in commercial acti vities that reflect the athleters public visibility as long as the athleters college sport or institution were not identified (Sack 3). The final way players should get paid is through prize money from all events outside the NCAA. Ideas like the ones mentioned above would allow the NCAA to maintain its non-profit status and allow players to profit financially. Some student-athletes are already profiting financially under NCAA guidelines, some more than others. Take University of Texas swimmer Joseph Schooling, he won Singaporers first gold metal by defeating Michael Phelps and received a huge bonus from his home country of $740,000 (Solomon 1). Some of the most recognizable collegiate football players can hope to pick up a bowl gift worth no more than $550 (Solomon 2). This random allowance does not seem to be relevant when a tennis player can earn $10,000 in prize money. Kyle Parker is not amused by these tennis players earnings because he got a $1.4 million bonus for signing as a professional baseball player and was still the quarterback for Clemson in 2010 (Solomon 2). NCAA players split $60 million awarded to them in a case against EA Sports for using their likeness (Solomon 14). All of these exceptions make it hard to understand what is and is not allowed and becomes more confusing which brings up the question whether the NCAA should just allow the athletes to get paid by outside resources. Tom McMillenrs statistics help support this argument, 79 percent of athletic directors in the NCAArs highest football division support players making money off their name for non-athletic related activities (qtd. in Solomon 13). Policy makers for the NCAA need to specifically clarify and grant permission for student-athletes to be paid for their name, image, likeness and participation in non-collegiate events because it would bring the NCAA regulations up to speed, properly regulated payments are possible, student-athletes have already been paid. The oppositions stance on the debate believes that tuition is a fair compensation, paying students is illegal and the competitive balance in college sports will be compromised. Not only is this defense outdated but can also be rejected by the Olympic model and the legal structure developed above. As Condoleezza rice says, ?Itrs time to clear this up there needs to be some changes to the policies derived from the NCAA to cope with the desires of the players (qtd. in Brennan 2). These wants for payment is very understandable given the facts provided by Knight Commission, In 2015, the 53 public schools from the five major conferences [SEC, Big Ten, ACC, Big 12, Pac-12] paid their football coaching staffs (530 individuals) combined $405.5 million, compared to $179.8 million in scholarships to their football players (4,979 individuals) (Solomon 4). This large gap in ratios makes it easy to agree with Bob Bowlsby prediction; ?that the day will come when players decide not to play in a major college sporting event (qtd. in Solomon 17).

The Great Gatsby By F. Scott Fitzgerald - 1166 Words

The Reality in the Haze F. Scott Fitzgerald lived in a time that was characterized by an unbelievable lack of substance. After the tragedy and horrors of WWI, people were focused on anything that they could that would distract from the emptiness that had swallowed them. Tangible greed tied with extreme materialism left many, by the end of this time period, disenchanted. The usage of the literary theories of both Biographical and Historical lenses provide a unique interpretation of the Great Gatsby centered around context. Enabling one to see how the few real things and feelings of the world have been reflected in the Great Gatsby. The life and experiences of F. Scott Fitzgerald provide added analysis to the reading of The Great†¦show more content†¦Just as Gatsby moved to New York and to accumulate massive wealth to impress Daisy Fay; Fitzgerald moved to New York to earn money to impress Zelda Sayre, the daughter of an Alabama State Judge. This journey for wealth in order to secure love is quite similar to that of Gatsby’s quest to win over Daisy. It is also important to note the shared feeling of being the odd man out. Fitzgerald grew up in a wealthy society, but was never quite a part of it completely, largely due to his father’s business failures. Wherever Fitzgerald went or moved to, he was never going to be rich enough to be with the crowd. Similarly, Gatsby also experienced this same phenomena. He reinvented himself and made an abundance of money, yet he was still never part of the in crowd. Whose greatest fear was being â€Å"Mr. Nobody from nowhere† (87.) Fitzgerald and Gatsby both shared the same fears and desires. The application of the biographical lense allows for the characters to be painted in a new light, showing the real people behind the glitz. History defines the twenties with one word; excess. The main characters (Gatsby, Tom, and Daisy) all pine for more and are warped by the live now think later ideology of the twenties. To Gatsby, the more something costs, the more valuable it is. This is evidenced by his affection for Daisy,† Her voice is full of money, (96) Gatsby sees Daisy as something to gain to have. Daisy is more or less another manifestation of Gatsby’sShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, however, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. This author helped to launch the theme that is so prevalent in his work; the human instinct to yearn for more, into the forefront of American literature, where itRead MoreThe Great Gatsby By F. Scott Fitzgerald1343 Words   |  6 PagesHonors English 10 Shugart 18 Decemeber 2014 The Great Gatsby F. Scott Fitzgerald s 1925 novel The Great Gatsby is a tragic love story, a mystery, and a social commentary on American life. The Great Gatsby is about the lives of four wealthy characters observed by the narrator, Nick Carroway. Throughout the novel a mysterious man named Jay Gatsby throws immaculate parties every Saturday night in hope to impress his lost lover, Daisy Buchanan. Gatsby lives in a mansion on West Egg across from DaisyRead MoreThe Great Gatsby By F. Scott Fitzgerald1155 Words   |  5 PagesThe Great Gatsby The Jazz Age was an era where everything and anything seemed possible. It started with the beginning of a new age with America coming out of World War I as the most powerful nation in the world (Novel reflections on, 2007). As a result, the nation soon faced a culture-shock of material prosperity during the 1920’s. 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There are three major point of this essay are: the background history of Fitzgerald life, the comparisons between Fitzgerald and the Gatsby from his number one book in America The Great Gatsby, and the Fitzgerald got influences of behind the writing and being a writer. From childhood to adulthood, Fitzgerald faced many good andRead MoreThe Great Gatsby By F. Scott Fitzgerald2099 Words   |  9 Pagesauthor to mirror his life in his book. In his previous novels F. Scott Fitzgerald drew from his life experiences. He said that his next novel, The Great Gatsby, would be different. He said, â€Å"In my new novel I’m thrown direct ly on purely creative work† (F. Scott Fitzgerald). He did not realize or did not want it to appear that he was taking his own story and intertwining it within his new novel. In The Great Gatsby, by F. Scott Fitzgerald, he imitates his lifestyle through the Buchanan family to demonstrateRead MoreThe Great Gatsby By F. Scott Fitzgerald1607 Words   |  7 Pages The Great Gatsby is an American novel written in 1925 by F. Scott Fitzgerald. One of the themes of the book is the American Dream. The American Dream is an idea in which Americans believe through hard work they can achieve success and prosperity in the free world. In F. Scott Fitzgerald s novel, The Great Gatsby, the American Dream leads to popularity, extreme jealousy and false happiness. Jay Gatsby’s recent fortune and wealthiness helped him earn a high social position and become one of the mostRead MoreThe Great Gatsby By F. Scott Fitzgerald1592 Words   |  7 PagesMcGowan English 11A, Period 4 9 January 2014 The Great Gatsby Individuals who approach life with an optimistic mindset generally have their goals established as their main priority. Driven by ambition, they are determined to fulfill their desires; without reluctance. 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Scott Fitzgerald, however, sees in this a time of boundaryless death, and urban decimation. The Great Gatsby is modeled towards the death of the American dream during the 1920’s. Based on the happening of the 1920’s, this model is certainly reasonable. F. Scott Fitzgerald and The Great Gatsby use the motifs of materialism, carelessness, and decay seen in the 1920’s in order to

Evolution or Ignorance of Education Free Essays

Throughout recent history creationists and evolutionists have argued whether evolution should be a part of America’s public education. Whether evolution is science fact, or science fiction. Evolution being a science based on statistics has some faults, although many concepts in science or math do. We will write a custom essay sample on Evolution or Ignorance of Education or any similar topic only for you Order Now The process of learning about evolution is a necessary part of a well-rounded student’s education due to the fact that it is a statistically proven science and removing it in turn revokes certain student’s rights. In a student’s academic career that a student is most likely at one time or another going to have to take a science class. Science, being the main topic of discussion in this class, should at one point include evolution, because that is what evolution is, a science. Although to truly understand evolution in its fullest context, one must not look to a dictionary, for dictionary definitions just are too vague. One of the most respected evolutionary biologists has defined biological evolution as follows: â€Å"In the broadest sense, evolution is merely change, and so is all-pervasive; galaxies, languages, and political systems all evolve. Biological evolution †¦ is change in the properties of populations of organisms that transcend the lifetime of a single individual. The ontogeny of an individual is not considered evolution; individual organisms do not evolve. The changes in populations that are considered evolutionary are those that are inheritable via the genetic material from one generation to the next. Biological evolution may be slight or substantial; it embraces everything from slight changes in the proportion of different alleles within a population (such as those determining blood types) to the successive alterations that led from the earliest protoorganism to snails, bees, giraffes, and dandelions. † – Douglas J. Futuyma in Evolutionary Biology, Sinauer Associates 1986 All sciences are based on some form of proof. Whether it being living proof such as in Biology where one can observe cell division, mathematical proof such as in calculating air-resistance in Physics, or statistical proof as in all science experiments when a predicted result occurs again and again. All sciences have at least one of these qualities, including evolution. The proof of evolution’s existence has been on this earth ever since life was formed from carbon based atom structures. Humans, however, have not been in existence long enough to observe properly the phenomena of evolution. Although by using the latest technology we can accurately observe the process of evolution as it occurred over time long ago and is still happening today. Charles Darwin, a British naturalist, made the first major step in classifying evolution during his studies in the Galapagos Archipelago in 1831 when he was only 22 years of age. Due to this he is credited with first forming a structured theory of evolution. During his studies in the Galapagos Archipelago he found a multitude of flora and fauna that had complete isolation from the rest of the world. One particular type of animal that he paid close attention to be a small bird called a Finch. This was thought as being simple at first, but as he traveled to the different islands he noticed many different species of finches. These finches probably descended from one type of ancestor and then, due to isolation and through chance, different climates and natural forces such as food availability and type, they evolved into many different types of finches. Some finches had different colorings, wingspan, and even beak style. In total he found thirteen different varieties of finches. Later on in Charles’ life he formed many theories on the origins of man. This was directly related to his studies in the Galapagos Archipelago. In his book â€Å"Decent of Man† written in 1871 he declares why man had been so ignorant by denying evolution in the final parts of chapter one. â€Å"Thus we can understand how it has come to pass that man and all other vertebrate animals have been constructed on the same general model, why they pass through the same early stages of development, and why they retain certain rudiments in common. Consequently we ought rankly to admit their community of descent: to take any other view, is to admit that our own structure, and that of all the animals around us, is a mere snare laid to entrap our judgment. This conclusion is greatly strengthened, if we look to the members of the whole animal series, and consider the evidence derived from their affinities or classification, their geographical distribution and geological succession. It is only our natural prejudice, and that arrogance which made our forefathers declare that they were descended from demigods, which leads us to demur to this conclusion. But the time will before ong come, when it will be thought wonderful that naturalists, who were well acquainted with the comparative structure and development of man, and other mammals, should have believed that each was the work of a separate act of creation. † (Darwin) As seen in the above text, Charles Darwin explains how statistically man did evolve from a lower form of life. This is directly related to the finches due to that the same forces that caused them to evolve may have caused humans to evolve as well. Yet still some schools in America have tried banning the teaching of evolution in the classroom. Every student in a United States public school has a constitutional right to hear the whole story when it comes to evolution. It is called the first amendment in the Bill of Rights. According to the American Civil Liberties Union or ACLU, the authority on civil rights, states that every student has the right to a non-biased education (ACLU Urges†¦ ). In the Supreme Court decision Edwards v. Aguillard, 482 U. S. 578 (1987), the Court ruled that to compromise by omitting evolution and creationism from the science curriculum would â€Å"undermine the provision of a comprehensive scientific education. On this point, the law is very clear, and the Supreme Court put its foot down — the First Amendment forbids a state to alter its curriculum simply in order to defend a religious belief. That’s an establishment of religion, and it’s unconstitutional. (Edwards) So not only is removing evolution from the classroom unjustified, but it is against the law. Creationism has its place in the classroom as well as Evolutionism, although not the same classroom. Creationism belongs in a class like Theology or History of Religion. This is because creationism is the belief in the biblical account of the creation of the world. Biblical meaning the Bible, restricting it only to a group of religions. So-called â€Å"Creation Science† is not a science at all. Lately it has been more of a political movement than a science. Sure creationists may have facilities like the â€Å"Institute for Creation Research† (a church that does no scientific research at all) and the â€Å"Creation Research Society† (another church that also does no scientific research), but in the end there is not a shred of science in creation. Recently many science teachers in public schools have tried to work their way around teaching evolution by teaching a so called â€Å"intelligent design theory† (Washington State). This is just one of the many guises of creation science, and it does not change the fact that states and school districts may not adopt religious theories as standards in school curricula. Creationists will always exist, since ignorance will always exist, although evolution will always have a place in science curriculum. Creationists believe in creation because their masters have told them to believe in Creationism as a tool to their â€Å"salvation†. They do not care that evolution is an observed fact: they have â€Å"faith† that Creationism is true, and that’s all they need. They consider facts and truth to be a hindrance to their ticket to Heaven. The teachings of these people should have no place, and will have no place in our children’s science classrooms, only evolution and other proven sciences have the right to be present. Therefore, the process of learning about evolution is a necessary part of a well-rounded student’s education due to the fact that it is a statistically proven science and removing it in turn revokes certain student’s rights. How to cite Evolution or Ignorance of Education, Papers