Columbus City Schools

Columbus City Schools Free Online Research Papers Columbus City Schools is formerly known as Columbus Public Schools. It is the official school district for the city of Columbus, Ohio and is one of the most progressive urban districts in the nation. Columbus City Schools is the second largest school district in Ohio. CCS has approximately 56,000 students enrolled, which equates to most of the citys families. (2008) The district has been recognized with many honors. Columbus City Schools employs approximately 4,800 teachers and 330 administrators. (2008) The district offers a very competitive salary and benefit package. In addition to the benefits, CCS enables certified employees to proceed with their education at no cost due to fee waiver programs at the citys area colleges and universities. (2008) Columbus City Schools recently implemented the Kronos Workforce Management System which has had a strong affect on the organization. The Kronos, which is a workforce management software better known as a time clock. (2003-2008)Kronos has been implemented within the district to help improve student outcomes through efficient workforce management. The district has a vision that if employees are better managed than they will deliver superior student education. The districts top management believes many elements contribute to excellent student outcomes. Among these elements are: (1) High performing teachers and staff; (2) Minimal administrative costs; (3) Sufficient funds for classrooms; (4) Efficient district operations. In order for these elements to produce the positive student outcomes, an effective workforce management is what is required. (2003-2008) The Kronos systems is suppose to provide our district with a comprehensive workforce management solution that enables the saving of labor dollars and maximizing education resources. (2003-2008) The systems should also do the following; (1) increase funds available for education students; (2) pay teachers and staff accurately and on time; (3) manage district operations effectively and efficiently; (4) enhance compliance with labor laws and collective bargaining units; (5) Improve teacher consistency and school support services; (6) maximize use of grant dollars. The downfall of this implemented change is that the Kronos system will not be utilized by all employees of the district but only the hourly employees, which is causes reason for resistance. (2003-2008) The Kronos system was just recently implemented so up until two years ago, employees werent concerned with the tight management of their work hours which is another reason to resist this drastic and prompt change. Employees have demonstrated passive resistance toward this change. Symptoms displayed by employees include procrastinating or dragging their feet on fully implementing the Kronos, feigning ignorance as far as remembering to utilize the time clock, and allowing change to fail by again not using the time clock properly. Columbus City Schools could have prevented the resistance to this change by educating and communicating this change to its employees before drastically springing this change onto them in the mist of the ball rolling. The district could have also welcomed feedback from the employees or at least middle management. The number one prevention would have been to equally implement this change across the whole district to affect every employee and not just a select g roup. I would enhance the organizations ability to overcome resistance to change by implementing a situational approach such as Kotter and Schlesinger s Methods for Managing Resistance to Change. (2006) This approach include six methods for preventing or managing resistance: (1) Education and communication; (2) Participation and involvement; (3) Facilitation and support; (4) Negotiation and agreement; (5) Manipulation and cooptation; (6) Explicit and implicit coercion. (Kotter, J 1996) I choose this approach because I think the implementation of change should proceed through each of these six methods. I think the employees should be educated on the change and provided with the necessary information regarding the change and its effects. To ensure that the employees arent resisting, they should be involved in the change process. For those employees still resistant due to uncertainty, there should be resources provided. For actual and/or potential resistors, there should incentives offered. As last resorts, manipulation and coercion should be used. Offering the selective use of information and roles in the change process should be used before actually threatening with undesirable consequences. (2006) I would implement each of Kotters eight step change model by using the following steps (Kotter, J 1996): (1) Increasing urgency –There would need to be a sense of urgency created around the need for change in hopes that it will spark the initial motivation to get things moving. In order to do this, I will need to create an open an honest and convincing dialogue about whats happening within the organization, offer dynamic and convincing reasons to get people talking and thinking. Potential threats should be identified and scenarios developed showing what could happen in the future. I would also request support from top management, board members, and the community to strengthen my argument. Kotters model suggest that â€Å"for change to be successful, 75% of a companys management needs to buy into the change.†(Kotter, J 1996) In other words, I would really need to work hard on step one by spending significant time and energy building urgency. before moving onto the nex t steps. I dont want to act to fast because I could be risk experiencing short-term losses. (2) Building the guiding team – In order to form a powerful coalition, I would need to convince people that change is necessary. A powerful coalition usually includes strong leadership and visible support from key people within the organization. My coalition would be comprised of influential people whose power comes from a variety of sources, including job title, status, expertise, and political importance. After the team is formed, we will then work as a team, continuing to build urgency and momentum around the need for change. (Kotter, J 1996) (3) Get the vision right – A clear vision can help everyone understand why youre asking them to do something. When people see for themselves what youre trying to achieve, then the directives theyre given tend to make more sense. What I could do to get the vision right, is determine the values that are central to the change. I would also need to create a written vision that captures what I see as the future of the organization. (Rose, 2002) More importantly, a strategy on how to execute the vision would need to be created. (Kotter, J 1996) (4) Communicate for buy-in – My vision will more than likely have strong competition from other day-to-day communications within the company, so I will need to communicate the vision frequently and powerfully, and embed it within everything that you do. When I keep the vision fresh on everyones minds, theyll remember it and respond to it. A good practice to have is to demonstrate the kind of behavior that I want from others. (Kotter, J 1996) (5) Remove Obstacles – Removing obstacles will empower the people I need to execute the organizations vision and help the change move forward. I will also identify change leaders whose main roles are to deliver the change. I will evaluate the organizational structure, job descriptions, and performance and compensation systems to ensure theyre in line with your vision. (Rose, 2002) Recognize and reward people for making change happen. I need to put in place a structure for change, and continually check for barriers to it. Identify people who are resisting the change, and help them see whats needed. (Kotter, J 1996) (6) Create short-term wins – I should offer my company early victories because nothing motivates more than success. Within a short time frame (such as a 6 months or a year), I should have results that my staff can see progress. Without this, critics and negative thinkers might hurt my progress. I will need to create short-term targets that are achievable. (Rose, 2002) There will need to be a thorough analysis the potential pros and cons of the short-term targets because if we dont succeed with an early goal, it could hurt the entire change initiative. Finally, I should reward the people who help meet the short-term targets. (Kotter, J 1996) (7) Consolidate gains Kotter states â€Å"that many change projects fail because victory is declared too early†. (Kotter, J 1996)Real change runs deep and quick wins are only the beginning of what needs to be done to achieve long-term change. Each success provides an opportunity to build on what went right and identify what you can improve. I will set goals to continue building on the momentum the organization has achieved thus far. I will keep ideas fresh by bringing in new change agents and leaders for my change coalition. (Kotter, J 1996) (8) Make change stick To make any change stick, the change should become part of the core of my organization. I will need to make continuous efforts to ensure that the change is seen in every aspect of my organization. This effort will help give the change a solid place in my organizations culture. Its also important that my companys leaders continue to support the change. If I lose the support of these people, I might end up back where I started. The leaders should talk about progress every chance they get by telling success stories about the change process, and repeat other stories that theyve heard. When hiring and training new staff, I should include the change ideals and values. I should publicly recognize key members of my original change coalition and make sure their contributions are remembered. It is important to create plans to replace key leaders of change as they move on to ensure that their legacy is not lost or forgotten. (Kotter, J 1996) In conclusion, you have to work hard to change an organization successfully. When you plan carefully and build the proper foundation, implementing change can be much easier, and youll improve the chances of success. Based on my knowledge acquired from MBA 770, if you create a sense of urgency, recruit powerful change leaders, build a vision and effectively communicate it, remove obstacles, create quick wins, and build on your momentum, you can help make the change part of your organizational culture. Research Papers on Columbus City SchoolsStandardized TestingResearch Process Part OnePETSTEL analysis of IndiaThe Project Managment Office SystemNever Been Kicked Out of a Place This NiceTwilight of the UAWAnalysis of Ebay Expanding into AsiaOpen Architechture a white paperThe Effects of Illegal ImmigrationHip-Hop is Art

CASE 11.2 Study Example | Topics and Well Written Essays - 500 words

11.2 - Case Study Example It is therefore evident that any acne patient who comes across proactiv and gets to see the results is more than thankful for the product. Using infomercials was the best decision for the marketing of proactiv for various reasons as Dr. Rodan and Dr. Kathy came to understand. First, Acne was an embarrassing issue therefore selling the product openly would not produce positive results, as patient turnout would be very low. Second, people need to be educated on how to treat their acne something that could not just work in a 30-60 second advert. Thirdly, infomercial audience was a good target as it consisted of women between their 20s to their 40s who would do anything to get rid of the acne problem therefore providing a good market segment. Through infomercials, the product has the opportunity to air testimonials from people who have experienced positive results. It is clear that Rodan and Kathy were ready to throw in the towel after unsuccessfully seeking for investment capital with no success. The deal with Guthy-Renker was their key to success and if it had not happened then proactive would have had very low chances of existing in the market today. Infomercials were a better choice for Proactiv than print and media advertising because it was necessary to educate people on the product rather than just advertise (Agree and Martin). Infomercials offered more time to make this possible as compared to advertising through media and print where not many people would pay attention and most probably would assume it not to work as the ones already in the market. Proactiv’s positioning strategy has made it to be a success in the market as these strategies were able to distinguish it from the other products that were already in the market. Categorizing their product under skin care product rather than acne products enabled them to tap into a more attractive and larger market share. Coming up with the name Proactiv also played a major role for the product

Would the decriminalization of marijuana have a net positive or Research Paper

Would the decriminalization of marijuana have a net positive or negative impact on Canadian society - Research Paper Example Nevertheless, its use in the medical community is being supported because apparently its benefits to patients would far outweigh its risks. Its use in Canada is considered a crime and harsh penalties are imposed among violators. Suggestions for its decriminalization are currently being discussed. This paper shall now discuss whether or not the decriminalization of marijuana would have a net positive or negative impact on Canadian society. It shall also discuss who would benefit and who would lose from its decriminalization. This paper is being undertaken in order to establish a clear and comprehensive understanding of marijuana, its implications for use, and its overall impact on society. Discussion Under the 1923 Opium and Drug Act, marijuana was classified as an illegal drug and those violating the provisions of the act were liable to face criminal penalties (Khoo). In 1997, marijuana was covered by the Controlled Drugs and Substances Act, and this law is the main legislation which some interest groups are seeking to amend. They cite how the Ontario Court of Appeal was able to decide in favor of the possession of 30 grams of marijuana – mostly for medicinal purposes (Khoo). The court argued that banning marijuana would be tantamount to violating the Canadian Charter of Rights and Freedoms. Canada is considered the first nation to apply the regulated medicinal use of marijuana; however, the Marijuana Medical Access Regulations did not adequately consider the issue of recreational use (Khoo). In 2003, a new ruling by the Ontario court decided that the possession of small amounts of marijuana was not anymore valid; the courts noted how hundreds of thousands of young Canadians were engaged in recreational marijuana use and that no firm legal provisions on the use of the drug have been set forth by the legislators (Khoo). The Ontario Court of Appeals then passed new rulings in order to make it easier for patients to avail of the drug for medicinal purposes. To this day, this issue has yet to be settled in Canada (Khoo). And this issue involves relevant players including the patients who need marijuana for medicinal purposes, the recreational drug users, the doctors who prescribe the substance for their patients, the legislators who have the burden of deciding on passing (or not passing) the law to decriminalize marijuana, police officers and law enforcement authorities who are enforcing the law, and the international community. These individuals and social groups are all stakeholders in the resolution of the issue on the decriminalization of marijuana. For those who use the drug for medicinal purposes, they believe that decriminalizing marijuana use would largely be beneficial to them because they would be able to benefit from the medical benefits of the substance – effects which they would not be able to experience from any drug or any other intervention. Decriminalizing marijuana use can be beneficial for the following purpos es: to stimulate appetite of HIV/AIDS patients and to relieve cachexia of cancer patients; to relieve and reduce nausea and vomiting induced by chemotherapy among cancer patients; to reduce the intraocular pressure for glaucoma patients; to provide analgesic effect for cancer patients; and to relieve the spasticity and nocturnal spasms caused by neurologic and movement disorders (Yambura, pp. 2-4). For these reasons, patients positively impacted by marijuana use would stand to gain from the decriminalization of marijuana. The main issue being taken with the decriminaliza

Factors that Affect Child Development

Factors that Affect Child Development Unit 2: Understanding and Promoting Children’s Development. All children develop at different speeds, but will usually follow an expected pattern. Gaining an understanding of the expected pattern of development can help to identify where children have significant delays in their development. It is important for practitioners working with children to have a good knowledge of child development in order to identify any development delays early. When we are looking a child development, it some areas we need to examine the areas of physical development, cognitive development, communication development, social development, moral development.When we talk about physical development in children, we usually mean two things: the development by which children grow physically, and their increasing skill at achieving a range of different motor tasks, using their large and lesser strengths. As their great weights develop, children go in stage from rolling over to riding a tricycle. As their slight muscles develop, children go since seizing a rattle to easin g beads or eventually writing. Cognitive development is concerned with the child’s intellectual development. Children often change faster than we understand, changing and developed  until they reach a  fundamental milestone. One second they are throwing board books in the toy box, the next they are exploding through the pages of  story books  and as they grow older, they start reading for their own enjoyment and choosing their own books. Piaget was a main theorist and psychologist who developed stages to understand cognitive development. He used to observation the on the child’s thinking and suggested that children progress through a series of stage in their thoughtful, each of which agrees to wide-ranging changes in the structure or logic of their intelligence. Piaget called the main stages of development the sensory motor, concrete operations, and the preoperational and Formal operational stage and emphasised that they occur in that order. Good link to Piaget’s theory. With communication development of the child, in the first five years of life, when brain development is most speedy, children are more open to learning and more receptive to educational experiences than they will ever be. If a child is communicating less than others of his age, he is unlikely to develop the responses essential to his progress. That child’s communication development may be delayed. Freud and Erikson believed that a child’s development can be affected by their personalities rather than their ability. Concrete learning needs may affect progress because a child having difficulties with reading and writing and they are not receiving the extra help they need will probably reduce their chances of progress. As a person and a human being a child is different from other beings as children grow older, they become increasingly more independent and will often find themselves in situations where they need to make their own decisions. A childs effective development al ways occurs in relation to the dynamics of education and can never be explained apart from them, but decision making can seriously stress them out and affect their health. Later incapacity to make decisions could be because of knowledge incapacity, psychological health problems, brain damage, alcohol and drug misuse, or any other of illness or disability. However, some types parental of decisions such as marriage, civil partnership, divorce, sexual relationships and adoption. Social and emotional development is about the way in which children learn to be with others. Children will find it hard to make friends if they have not learned; for example children have their earliest strongest relationships with their parent which is called attachment and appears to be essential for children’s late development. In the 1950s research showed how important they were. John Bowlby was one of the researches who believe there was a link between later abilities to form relationships and respect society’s rules and children’s early attachments. He noted that moving from home to when children enter nursery or school, they separation anxiety which can be tough for children of the all ages. It is important to identify this and find ways of helping them. Moral development is the way in which children learn the difference between right and wrong. This is a question that is difficult to answer. Some theories are presented by Lowrence Kohlberg and Piaget. Both believe people change as they are grew up including behaviour, social and their different abilities and may react very differently to real life situations that they find themselves when they are in a dilemma or strange environment. Piaget results was distinguished different stages in children’s and how they aware of the rules of play games and judging children or punish them which could be the child subjectivism which child cooperation but not understanding the rules and consequences as chosen to fit crime. However, Kohlberg agree with Piaget’s theory he believe dilemma can occur in real life. Kohlberg hypothesised that in societies still limited of some stages of moral development. There are factor that influence a child’s life denied from nature or genetics, such as: problems during pregnancy and at birth, health, disability or mental health conditions. However, children’s development is a shaped by both what they are born with and the experiences that they have. Children’s development starts from conception. Genetic information packaged together from the egg and sperm. This process at conception is not always perfect as sometimes genetic information is faulty and this can affect children’s health or development. Babies’ development can also be affecte during pregnancy by such conditions as: smoking, drugs and alcohol which can harm babies. Foetal alcohol syndrome can also affects the way a baby’s brain develops and is caused by exposure to alcohol whilst in the womb. The premature birth of a child can influence later development. If the baby may not breathe straight away or may be injured during the birth this could c ause learning difficulties. Child health is determined by a variety of factors such as their genetic make up for example: a child may be born with a blood disorder and sickle cell disease and poor health can affect a child’s development as children may find it harder to make friends because they miss the sessions or they cannot physical enjoin in. This means that professionals who work with children have to look at ways of making sure that children do not lose out. There are reasons why development may not follow expected patterns. Disabilities or health conditions are genetic that begin in the early years of children’s lives and influence their development. Also different types of disability will affect development in different ways, such as Down syndrome a genetic disability that affects a child’s cognitive ability and growth. External factors from the environment can affect a child’s development such as poverty, diet, family background, family circumstances, personal decision, education and housing. Poverty is one of the most devastating yet stoppable conditions working against the health development of children. In the UK increasing numbers of children are experiencing poverty. This can influence a child’s physical health, emotional and psychological health. Absolute poverty is a lack of basic human needs including food, shelter, warmth, sanitation, health care and education. Children’s growth, behaviour and development can be affected by their diet. A stable diet will help children to continue healthy, as well as grow. Families experiencing poverty may buy cheaper food, which are often or highly processed, containing amounts of saturated fat, salt and sugar and minimal nutritional value. These types of food can lead to obesity and malnutrition in children making them lethargic, unse ttled and hyperactive in certain health conditions. Families experiencing poverty or those on lower incomes may live in housing that is of poor conditions can lead more susceptible to illness. Children who live in crowded housing or who have limited access to large areas may not get the opportunities to exercise and develop their physical skills. This can lead to obesity and delay in physical development. Different cultures may hold different values and beliefs about how children are brought up, for example: girls in many cultures are not given the same opportunities as boys, which will limit their development because they are not able to go to school. Another example: in traveller families traditionally they see the female as the homemaker and girls from around the age 10, are removed from school in order to take care of the families. This can affect their development as they are not receiving the statutory education as recommended in the UK. Unexpected delays and disabilities can develop as the child grows up. If a practitioner is about concerned the child and is truly doubtful somethings wrong, they should speak up, although parents are often the first to notice developmental delays because they know their children best. Most developmental testing is done by health visitors but, if theysuspecta child hasnot been successful to reach a milestone at a given time, it is important to identify their support needs early in order to get the appropriate intervention in place to support overall learning and development, and to reduce the impact that the delay may have on the child. When the child has development delay this can lead to frustration, changes in behaviour and less opportunity. Early Intervention is a national programme that created in the 1975 Education of All Handicapped Children Act the early intervention programme was designed to provide cognitive stimulation and an aim is to prevent the lower intellectual functioning of the children at risk and to achieve the best thinkable outcome for the child.. For example, this would suits low income, pregnant women with low educational achievement, also providing facilities to children and toddlers with disabilities and their families or carers and helping children growing up to learn the basic skills that emphasise the development of cognitive, language, social and motor skills for the first three years of their life. This programme will help to meet the child’s individual’s needs and may include the different services to provide for them, for example, medical services, nursing, health status, physical therapy, psychological services etc. Services may also be provided to address the needs and priori ties of the child’s family. Family-centred services are supposed to help family members understand the special needs of their child and how to enhance their development. Early intervention practitioners are allocated by the Educational Individual Plan (EIP) agency according to the knowledge, assistances and expertise needed. Different developmental outcomes may be covered by early intervention practitioners. Firstly, a specialist doctors needs to diagnose the child’s development status to establish the need for early intervention. Next, the child must be assessed to identify its strengths and development needs. Thirty, support should be provide for the family to help them understand the child’s special needs and enhance its development. Health services will enable the child as benefit from other early intervention such as special needs therapy and an audiologist should identify any auditory problem. Learning activities should be planned to help the child learn new skills. The key worker should identify technical equipment to assist any child with development delays or disabilities. Early intervention is essential to achieve the best possible outcome for the child. However multi-agencies working is important too especially when all the professionals are involved with a child as they share information and co-operate with each other lives can be improved and even protected. Multi-agency working will be established following on from early intervention of a delay in a child’s development. Baby P is an example of multi-agencies not working together properly, early intervention did not occur and they did not work together to help prevent the unnecessary death. Early years practitioners can provide information for local services which may be helpful to disadvantaged or helpless families, we can work together with social workers, health authorities and even DHSS by helping to complete forms for additional benefits the family may be entitled to. The best interest of the child is always the importance, policies and guidance must also be followed when a referral is being made to a separate agency, working together for the advantage of the child. References: Department for children, schools and families (2010) Early Intervention Securing good outcomes for all children and young people http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DCSF-00349-2010.pdf In 1975 Education of All Handicapped Children Act in UK http://www.educationengland.org.uk/history/chapter07.html Freud and Erikson (1930) child’s development can be affected by their personalities rather than their ability http://psych.ku.edu/dennisk/CP333/Emotional_Mid_Child.pdf Jean Piagets (1973) Stages of Cognitive Development http://www.icels-educators-for learning.ca/index.php?option=com_contentview=articleid=46Itemid=61 Kohlberg, L. Turiel, E. (1971). Moral development and moral education. In Lawrence Kohlberg,Collected Papers on Moral Development and Moral Education (1973),pp. 410-465.

Extended School Day Essay

Imagine you are a seven-year-old whose’s parents work until five each night. When you come home after school there is no one home with you. What could you get into? You might know right from wrong but you still might get yourself into some trouble. Just out of plain curiosity you might get into something or an accident could happen without you even being involved in it. But I say there is a way to stop this from ever happening. I think we should either keep schools open longer or introduce more after school programs. Many advantages would come from either of these ideas. For one the parents would not have to be in a state of worry about whether their child is safe at home or in trouble. Plus you always have that added guilt about not being able to help your kids with their homework. Now with either longer days or more after school programs a lot of stress could be taken away from your family. No more having to pay for sitters which could stress out a families finances. Also the dangers of the kids being home and getting into trouble would be cut down severely. And also with the longer days or more after school programs parents would be able to get home, at least one parent would be home, to pick their kids off the bus. I wanted to suggest some programs I feel would help out with the problem at hand. These programs would be a reading and math after school program. One program I would suggest is a reading after school program. It is said that today, too many children fail to read at a level we would expect for the grade they are in. In a study done in 1998, the National Assessment of Educational Progress found that, thirty eight percent of our nation’s fourth graders failed to read at the basic level. That fact alone says we must enforce more after school programs. Now they also found that sixty-four percent of African American and sixty percent of Hispanic American fourth graders read below the basic level. This shows we need to not only put these programs in suburban schools but also city schools. Research has shown that students who are behind in reading can catch up to grade level with additional reading instruction and tutoring after school and in the summer. And that is what I am trying to put in effect. We all know that to succeed in school all students need good reading skills, and that’s just a fact. Another program that I think is good is a mathematics after school Program. I has been found that students who take rigorous mathematics courses are much more likely to go on to college and into promising careers than those who do not. And with technology becoming more prevalent in the workplace, the need for employees with mathematics backgrounds has greatly increased. In my research I have found that far too many students finish middle and junior high school without developing a solid foundation in algebra and geometry. Research done by the international comparative assessments said that U. S. student achievement in mathematics falls below the average in the middle grades. We need to help improve this. I think some other important facts help support my case for the longer school day and the after school programs in this little chart. Some reasons why the public supports after school programs: *Over 28 million school-age children have both parents or their only parent in the workforce. *At least 5 million children — and possibly as many as 15 million — are left alone at home each week. *Many children, especially low-income children, lose ground in reading if they are not engaged in organized learning over the summer. *Experts agree that school-age children who are unsupervised during the hours after school are more likely to receive poor grades and drop out of school than those who are involved in supervised, constructive activities. *Statistics show that most juvenile crime takes place between the hours of 2:00 and 8:00 pm, and that children are also at much greater risk of being the victims of crime during the hours after school. Here is another chart showing that after school programs enhance a child’s academic achievement. *Participants in after-school programs:* *Show increased interest and ability in reading *Develop new skills and interests *Show improved school attendance, increased engagement in school, and reduced dropout rate *Turn in more and better quality homework and can spend more time on task. *Are held back or placed in special education classes less frequently *Show higher aspirations for the future, including intention to complete high school and go to college. These facts are real. This is why I picked trying to make a longer day and more after school programs. And with these two programs the numbers will go up. I plan on adding more programs to what I have wrote in here. But I think implementing a longer school day and these after school programs should help not only the parents of these children but the children themselves.

Value of Learning and the Number of Bucks

College is a time to broaden your education and develop your skills. Different people go to college for different reasons but mostly for an education. The National Athletic Association is meeting next year and will decide if it needs to change its policy of not paying college athletes. I do not understand why this should be an issue. The main reason people go to college is to learn. So the NCAA will be deciding whether the athletes should be paid for playing their sport of choice thus demeaning the reason they are at college in the first place. There are millions of students who go to college each year; some play sports, others are in student government, and some are in theater. Each group is equally important to the college and in some cases are treated the same. If the athletes start being paid for playing sports then what†s going to stop the other students from finding a way to be paid for what they do. Does this mean then that students in student government should be paid for what they do or that the theater students should be allowed to join an equity theater union and be paid for doing shows? Paying athletes will create a rivalry among the students, for why should one group be paid for going to college while the others are not. The other thing to look at is that most student athletes are receiving scholarship and grant support from their college. Majority of the money that athletics being in is given back to the students through grants and scholarships. At Notre Dame, for example, grants-in-aid to student-athletes are worth about $5 million annually. Add to that the millions spent on travel, housing, equipment, health care and other costs and pretty soon you're talking real money. So yes, while athletics does generate millions of dollars in revenue for universities, there also are millions of dollars in expenses, most of which directly or indirectly assist the student-athletes. Sometime scholarships and grants are not enough which is why the NCAA recently passed legislation allowing student-athletes to work year-round. In addition, Pell Grants are available to the truly needy, and general student loans are another alternative. With all these options available, there shouldn†t be a need to pay student athletes. What's awful about the persistent whine for money is, it's saying a college education is worthless. People are suggesting that the value of learning can only be measured by the almighty buck. Paying students will put; too much emphasizes on sports and not enough on education. An education is priceless, and student-athletes at American colleges and universities reap the benefits of the finest higher education system in the world. From their education, students can go on in life and do what they want because they have the drive and education to. Student-athletes entertain us with their special skills and, in compensation, receive: all expenses paid competition in the sports they love, education that is worth thousands of real dollars with the promise of thousands more in future earnings, and the lifetime benefits of wisdom and character that come with being educated men and women. If we decide to pay college athletes, the only thing we accomplish is to move the universities further away from their stated ideals by making them more businesslike and disrupting the main point of college — to learn.

Essay about Theme of Love in Captain Corellis Mandolin

From ‘How like a woman is a mandolin†¦Ã¢â‚¬â„¢ (Page 303, chapter 42) to ‘†¦there is our timpani.’ How is the theme of love developed in this section and how does this link to the development of the theme in the novel as a whole? The theme of love is indeed an enigma in this novel. As the novel flows on, love is developing, but not necessarily on the right path. Our belief of love becoming a fully grown blossomed flower in this novel, takes setbacks every time we see an aspect of love. Many modern day lovers see love as being attracted to the complete person. A person, who loves someone, either loves them because of their personality, or their ability to make them feel happy. This is a complete contrast to the theme of love in this novel. In this†¦show more content†¦Corelli does show to have many sexual desires for Pelagia. â€Å"At night I dream of Pelagia. Pelagia comes, undressing, and I see her breasts are the backs of mandolins moulded in Napoli. I cup them in my hands and they are cold like wood and arm like yielding mother’s flesh...† This quotation shows Corelli describing Pelagia’s body and comparing it to a mandolin. This is Corelli’s way of describing his love for both Pelagia and music, but it isn’t a very romantic way of portraying love, by comparing a woman to an instrument. He even goes into detail, by describing the temperature of his desire. Corelli also shows his patriotisms by mentioning Napoli which s hows he is maybe missing home. With some of the descriptions Corelli uses to describe his love for Pelagia, it makes me seem that he is love drunk and not that his love is strong. He seems love drunk as comparing a woman to an instrument is not very romantic; however, maybe describing the beauty of a woman to the beauty of music from the instrument might be more romantic. Earlier on in the novel we saw Pelagia and Mandras’ love for each other. This was love of the looks and was shared by both lovers. When Mandras first appears in the novel, he is presented as a potential love interest for Pelagia. However, there is an uneasy sense as to what is to come for their relationship. The fact that their love for each other develops so early on in theShow MoreRelatedCaptain Corelli3725 Words   |  15 PagesCAPTAIN CORELLI’S MANDOLIN TEACHERS’ NOTES This study guide is aimed primarily at students of English Literature, who are studying Louis de Bernià ¨res’s novel Captain Corelli’s Mandolin in the second year of Advanced GCSE studies but will be useful for any students wishing to look at the way in which a novel is adapted for the screen. The guide focuses on the following areas: From novel to screen: Narrative adaptation Characters Representation of nationalities Representation of war Music LanguageRead MoreThe Two Sides to Every Greek: Hellene vs. Romoi1844 Words   |  8 PagesLouis De Bernieress novel, Corellis Mandolin, is a story about time and change. The story itself explores many aspects of life such as love, betrayal, chaos, tradition, history and numerous other elements that are often warped over time. De Bernieres notes that he tried to be as true to history as possible. But beneath the layers of time, change and history there is another element of Greek culture that parallels the stories within the n ovel. There is a continuous theme of the conflicting forces