History On Amazing Grace Essay Example For Students

History On Amazing Grace Essay Astounding effortlessness, how sweet the sound So starts one of the most darling songs all things considered, a staple in the hymn books of numerous groups. The creator of the words was John Newton, oneself announced reprobate who oncewas lost yet then was discovered, spared by astounding elegance. Newton was conceived in London July 24, 1725, the child of an administrator of a vendor transport which cruised the Mediterranean. In 1744 John was intrigued into administration on a battleship, the H. M. S. Harwich. Discovering conditions on board horrendous, he abandoned yet was before long recovered and freely lashed and downgraded from sailor to normal sailor. At last at his own solicitation he was traded into administration on a slave transport, which tookhim to the bank of Sierra Leone. He at that point turned into the hireling of a slave broker and was severely manhandled. Right off the bat in 1748 he was protected by an ocean commander who had realized Johns father. John Newton eventually became commander of his own boat, onewhich handled the slave exchange. Despite the fact that he had some early strict guidance from his mom, who had kicked the bucket when he was a kid, he had since a long time ago surrendered any strict feelings. Be that as it may, on a toward home journey, while he was attemptingto steer the boat through a rough tempest, he encountered what he was to allude to later as his incredible redemption. He recorded in his diary that when all appeared to be lost and th e boat would most likely sink, he shouted, Lord, show benevolence upon us. Laterin his lodge he considered what he had said and started to accept that God had tended to him through the tempest and that beauty had started to work for him. For a mind-blowing remainder he watched the commemoration of May 10, 1748 as the day of hisconversion, a day of embarrassment where he exposed his will to a higher force. Thro numerous perils, drudges and catches, I have just come; tis effortlessness has brot me safe up to this point, and beauty will lead me home. He proceeded in the slave exchange for atime after his transformation; in any case, he made sure that the slaves under his consideration were dealt with sympathetically. In 1750 he wedded Mary Catlett, with whom he had been infatuated for a long time. By 1755, after a genuine ailment, he had surrendered seafaringforever. He chose to turn into a priest and applied to the Archbishop of York for appointment. The Archbishop denied his solicita tion, however Newton endured in his objective, and he was in this manner appointed by the Bishop of Lincoln and acknowledged thecuracy of Olney, Buckinghamshire. Newtons church turned out to be so packed during administrations that it must be developed. He lectured in Olney as well as in different pieces of the nation. In 1767 the writer William Cowper settled at Olney, and he and Newton became companions. Cowper helped Newton with his strict administrations and on his visits to different spots. They held not just a standard week by week chapel gathering butalso started a progression of week after week petition gatherings, for which their objective was to compose another psalm for every one. They worked together on a few releases of Olney Hymns, which accomplished enduring notoriety. The principal release, distributed in 1779, contained68 pieces by Cowper and 280 by Newton. Among Newtons commitments which are as yet cherished and sung today are How Sweet the Name of Jesus Sounds and Glorious Things of Thee Are Spoken, just as Amazing Grace. Composedprobably somewhere in the range of 1760 and 1770 in Olney, Amazing Grace was conceivably one of the songs composed for a week by week administration. During that time different journalists have formed extra stanzas to the song which came to be known as A mazing Grace(it was not in this manner entitled in Olney Hymns), and perhaps refrains from other Newton psalms have been included. The root of the tune is obscure. Most hymn books ascribe it to an early American society song. The Bill Moyers uncommon on AmazingGrace theorized that it might have begun as the tune of a melody the slaves sang. In 1780 Newton left Olney to become Director of St. Mary Woolnoth, St. Mary Woolchurch, in London. There he drew enormous gatherings and impacted many, among them William Wilberforce, who might one day become aleader in the battle for the nullification of subjection. Newton kept on lecturing until the most recent year of life, despite the fact that he was visually impaired at that point. He passed on in London December 21, 1807. Unbeliever and profligate turned pastor in the Church of England, hewas secure in his confidence that astounding elegance would lead him home. Presently with the Authors History clarified, I might want to include my own c ontemplations this superb bit of Music. Ive been brought up in a congregation for my entire life, so its not amazing that Ive heard, and sang, this psalm previously. I havealways saw the word as empowering and confident. Yet, it wasnt until I originally heard the song played on Bagpipes that I became hopelessly enamored with the music. I was viewing a film called Tommy Boy, delivered by Paramount Pictures in 1995, when Iheard played on the bagpipes during a burial service in the film. The subsequent I heard it I realized that it was most likely the best bit of music Ive ever heard played. I preferred it such a great amount, indeed, that I have mentioned that Amazing Grace, played on thebagpipes, be performed at my grave site when I kick the bucket. In the event that youve never heard the piece, I will complete my paper with the first six refrains that showed up in both the main release in 1779 and the 1808 version, the one closest the date of Newtons demise. It showed up under thehe ading Faiths Review and Expectation, alongside a reference to First Chronicles, part 17, sections 16 and 17. Astounding beauty! (how sweet the sound)That savd a miscreant like me!I used to be lost, however now am found,Was daze, yet now I see. .u5b32f5197e04dd59c9eb4282adbdb212 , .u5b32f5197e04dd59c9eb4282adbdb212 .postImageUrl , .u5b32f5197e04dd59c9eb4282adbdb212 .focused content zone { min-tallness: 80px; position: relative; } .u5b32f5197e04dd59c9eb4282adbdb212 , .u5b32f5197e04dd59c9eb4282adbdb212:hover , .u5b32f5197e04dd59c9eb4282adbdb212:visited , .u5b32f5197e04dd59c9eb4282adbdb212:active { border:0!important; } .u5b32f5197e04dd59c9eb4282adbdb212 .clearfix:after { content: ; show: table; clear: both; } .u5b32f5197e04dd59c9eb4282adbdb212 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; obscurity: 1; change: darkness 250ms; webkit-progress: mistiness 250ms; foundation shading: #95A5A6; } .u5b32f5197e04dd59c9eb4282adbdb212:active , .u5b32f5197e04dd59c9eb4282adbdb212:hover { murkiness: 1; change: haziness 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .u5b32f5197e04dd59c9eb4282adbdb212 .focused content territory { width: 100%; position: relativ e; } .u5b32f5197e04dd59c9eb4282adbdb212 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content beautification: underline; } .u5b32f5197e04dd59c9eb4282adbdb212 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u5b32f5197e04dd59c9eb4282adbdb212 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-stature: 26px; moz-outskirt span: 3px; content adjust: focus; content design: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .u5b32f5197e04dd59c9eb4282adbdb212:hover .ctaButton { foundation shading: #34495E!important; } .u5b32f5197e04dd59 c9eb4282adbdb212 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u5b32f5197e04dd59c9eb4282adbdb212-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u5b32f5197e04dd59c9eb4282adbdb212:after { content: ; show: square; clear: both; } READ: Child advancement EssayTwas effortlessness that showed my heart to fear,And elegance my feelings of dread relievd;How valuable did that beauty appear,The hour I first believd!Thro numerous risks, works and snares,I have as of now come;Tis effortlessness has brought me safe therefore far,And beauty will lead me home. The Lord has promisd great to me,His word my expectation secures;He will my shield and part be,As long as life perseveres. Truly, when this fragile living creature and heart will fail,And mortal life will cease;I will have, inside the veil,A life of happiness and harmony. The earth will before long disintegrate like snow,The sun shun to shine;But God, who calld me here below,Will be always mine. Music and Movies

Charles Dickens Essays - Charles Dickens, David Copperfield

Charles Dickens Essays - Charles Dickens, David Copperfield Charles Dickens Something about Charles Dickens and his capacity to take his peruser to mind boggling places with his innovative forces permits him the respect of being the most well known English writer of the nineteenth century. Dickens has excited his perusers for a long time with his practical tales about genuine individuals constrained into genuine circumstances. Charles Dickens has the capacity to recount to his accounts from individual encounters. He calibrated his capacity to tell his own story through the term of another character or cast of characters. Conceived on the night of February 7, 1812, Charles Dickens was the second offspring of his guardians, John and Elizabeth Dickens.. In spite of the fact that he was a lone kid, Dickens was attentive and pleasant . Thinking back on this time of his life, Dickens thought of it as the brilliant age (Carey 6). In the primary novel that he composed, The Pickwick Papers, Dickens attempts to bring back old fashioned occasions as he recalls that them with their beautiful nature. Gary Carey accepts that this novel shows the bliss of blamelessness furthermore, the fun loving soul of the adolescent during the hour of Dickens' energetic days (7). Surpassed by money related challenges, the Dickens family had to move into a ratty suburb of Camden Town. This move more likely than not indicated the family how great they had it back in Chatham. There Dickens was expelled from school and compelled to work debasing humble occupations with an end goal to enable his battling father to put food on the table. Dickens was given something to do in a darkening manufacturing plant among many harsh and barbarous representatives, most likely the most exceedingly awful activity around. Not long after Dickens began working in the processing plant his father was pushed into prison for inability to pay his obligations, just to be discharged three months afterward. This timeframe influenced Dickens incredibly as he went into a time of melancholy. He felt relinquished and obliterated by this underhanded thrill ride of life he was on. From this timeframe come a considerable lot of the significant topics of his progressively well known books. Maybe the generally well known of these books is David Copperfield. In this novel Dickens portrays a youthful man who experiences childhood in a fundamentally the same as route to that of his own (Allen 28). Dickens' compassion for the exploited, his interest with penitentiaries and cash, the craving to vindicate his saints' status as men of their word, and the possibility of London as a magnificent, exuberant, and rather compromising condition all mirror the encounters he had during his time all alone. On his own at twelve years old, Dickens learned numerous vital fundamental abilities which moreover created in him a driving aspiration and a limitless vitality that moved into each thing that he did (28). It would be a misstep to consider Charles Dickens as an uneducated man since he had minimal conventional tutoring. Dickens did what everybody ought to do, gain from life. His whole composing profession was a proceeding with procedure of advancement and experimentation. Numerous of his topics continue rehashing themselves all through his pieces and those subjects most surely originate from his initial life. From his initial Pickwick Papers to his one of his last pieces The Mystery of Edwin Drood Dickens never stopped to build up his composing capacities what's more, aptitude, setting up himself as the major and essential Victorian writer (Bloom 189). The excursion from childhood into masculinity is an earth shattering one, and certainly something that lastingly affects one's individual. Charles Dickens in his novel David Copperfield depicts the excursion into masculinity by recounting to a story like his own life through the life of David Copperfield. There isn't one underlining subject in this novel there are many. The excursion is one that alongside David's is aching for what is lost previously and the mortification he feels from being a vagrant. Dickens has composed an amazing novel portraying the difficulties of growing up and the advantages of having a harsh adolescence. Through the harsh encounters that he had, Dickens had the option to think back on his initial life furthermore, compose world-acclaimed tales about them. Calvin Brown feel that these encounters moreover helped shape the man the Dickens became, as do all encounters in

Secrets of Management Consulting with Victor Cheng

document.createElement('audio'); https://media.blubrry.com/admissions_straight_talk/p/www.accepted.com/IV_with_Victor_Cheng.mp3Podcast: Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | SpotifyManagement consulting hopefuls, pay heed: Our latest episode of Admissions Straight Talk features the guy who passed 60 out of 61 case interviews and landed 7 consulting job offers. (Yes, I did say 60 out of 61.) Victor Cheng, is now a strategic adviser and consultant to owners of mid-size business with $1M – $25M in sales and a speaker and expert on business issues. That’s his day job. When he’s not working at his day job, he advises applicants to McKinsey Company and other elite strategy consulting firms how to join those firms. And it’s in this capacity that Linda invited him to Admissions Straight Talk. Listen to the full recording to hear Victor’s insider advice and insights. 00:02:01 – Why is a podcast about admissions worrying about post-graduation careers? 00:02:30 – Meet Victor Cheng, Author of Case Interview Secrets, and former McKinsey consultant, resume screener, and interviewer. 00:03:33 – Caseinterview.com beta: Victor’s senior year of college. What a story! 00:06:06 – Linda shares a bit of her own story. ☠º 00:07:04 –3 changes in how McKinsey selects candidates. 00:09:56 – If you don’t like case interviews, you probably won’t like consulting. Really. 00:12:55 – The qualities and/or skills that make for a good consultant. (What qualifies you at age 25 to advise a Fortune500 CEO at a cost of a quarter of a million dollars a year!?) 00:16:56 – IQ and EQ. Equal factors? 00:18:47 – Victor’s advice for liberal arts graduates who’d like to break into management consulting. Poets, this discussion is for you. 00:21:32 – The best of the best: Consulting firms are less focused on an applicant’s academic preparation and more concerned about a mindset and â€Å"mental horsepower.† 00:23:20 – What is the difference between the skill sets that the top consulting firms are looking for. Or is there a difference? 00:24:22 – How to project confidence without arrogance, and other great advice on self-confidence in a case interview. 00:29:46 – Check out Case Interview Secrets. Learn what to do and why to do it.   Subscribe to  Admissions Straight Talk  in iTunes to keep up with the latest in admissions news and trends!  You know you want to give us a 5-star rating! Stitcher fans, weve got good news! Admissions Straight Talk is now available on Stitcher! Check it our here.   *Theme music is courtesy of  podcastthemes.com. Show Note Links: †¢Ã‚  MBA In Sight: Focus on Management Consulting, Accepted’s free guide to b-schools for management consultant wannabes. †¢Ã‚  Recent articles related to management consulting †¢Ã‚  Case Interview Secrets by Victor Cheng †¢Ã‚  Case Interview.com Subscribe to Admissions Straight Talk: †¢Ã‚  Admissions Straight Talk on iTunes †¢Ã‚  Admissions Straight Talk on Stitcher Coming next: A conversation with the director of the Entrepreneurship Initiative at Georgetown University //

Must Read Inspirational Books for Educators

The Biology Of Our Eyes - 937 Words

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The Effect of Title IX on Sports free essay sample

By contrast, many male student-athletes encounter a weak or nonexistent u port system that hinders their ability to balance both academics and athletics. When they intensely pursue athletics, they discover that they must sacrifice their academic goals. Many do not graduate from college; others graduate without substantive degrees or [*peg 1 1 27] even the ability to read. Their memories of roaring crowds cheering for them are insufficient tools with which to build a future. The Female Experience In proper proportions, being an athlete and being a student can be synergistic this is more likely to be the case in women is sports.As a whole, female tuned-athletes are more well-rounded than male student-athletes, because when they enter college they are given the opportunities and the support systems that enable them to balance athletics, academics, and even community involvement. In 1 990, Barbara Bedded Meyer conducted a study of female student-athletes feelings concerning their roles as student-athletes. She found that the female athletic subculture offered support for both academics and athletics. Female student-athletes pushed each other to maintain respectable grade point averages.Female student-athletes also did tot experience anticlimactic or anti-intellectual pressures from their peers. This study suggests that these women go to college to be students first and to be athletes second. For most women, once their NCAA eligibility expires, their organized athletic careers are over. Coaches have recruited these female athletes by not only stressing the quality of the institutions athletic programs but also their academic strengths. Once women are on campus, they also provide a support system for each other academically, athletically, and socially.For example, Meyer found that some womens teams were very concerned about academic performance, creating a contagious atmosphere wherein all the players tried to do their best in addition to helping their companions to achieve. Such a support system enables female athletes to succeed on both academic and athletic levels. The 1 985 Adler and Adler study examining the relationship between athletic participation and academic performance among male student-athletes found that male student-athletes also enter college optimistic about their academic prospects .However, their athletic, social, and classroom experiences lead them t o become progressively detached from academics. For example, one male student-athlete was ridiculed for earning a B on a test; the rest of his teammates received Ads and Ifs Like their female team counterparts, during recruitment male team coaches stressed the positive aspects of a college education and the importance of graduating. However, once the veneer wore off, athletes found that their coaches subordinated academics to athletics.Graduation-rate statistics support the findings of these two studies. Female student-athletes, as a whole, are more likely than their male counterparts to graduate from college. In 1 999, the NCAA reported that 68% f female student-athletes graduated compared with 52% of male student- athletes. More specifically, 62% of female basketball players graduated, while 41 % of male basketball players graduated. Even in less demanding sports like cross-country and track, female student-athletes still graduated at a rate 10% higher than male student-athletes (63% versus 53%). Interestingly, the female student-athletes graduation rate was 12% higher than the total student body graduation rate of 56%, whereas the male student-athletes graduated at a rate 4% lower than the total student body. Three recent graduates of NCAA Division I member institutions are prime examples of female student-athletes who not Only graduate but retain outside interests and lead well-balanced lives. First, Vanessa Webb was a triple major at Duke university and the 1 998 NCAA singles champion in womens tennis.Rather than turn professional after her junior year at Duke, Webb decided to complete her senior season: The reason I came back to school was to get my degree. A three-year education isnt going to get me anywhere. And if didnt come back I would have been letting the team down. The Tour would wait one more year; that was my last chance to be at Duke. Second, Liana Skips was a co-captain of the University of Southern Californians (LESS) womens volleyball team who graduated with a perfect grade point average in psychobiology.While at CICS, she found time to work with HIVE-positive children. Her well-balanced approach to being a student-athlete paid off; she now is a medical student at Harvard University. Third, Phylas Whaley, a former basketball player for the University of Oklahoma and now a member of the Womens National Basketball Associations (WAND) Minnesota Lynx, found time for more than athletics. Whaley was a two-time All-Big 12 academic team member, and she laundered for Meals on Wheels, Sooner Big Sis, and the Special Olympics.As a student, an athlete, and an active member of the community, Whaley learned how to balance all the demands, on and off the court, that a Division I athlete must face. Whaley recognized that she could not achieve such balance without a strong support system: With the help of the coaching staff, m y determination and support from my family, I became an educated woman who learned she has something to offer others and who learned the value of giving back to whatever community I belong to. As impressive as their achievements are, Webb, Skips, and Whaley are not alone.Every year the NCAA Woman of the Year Award honors a female student-athlete in each state who has been successful at athletics and academics and who has been a leader in her community. These women recognize the importance of being physically fit, exercising their minds, and giving back to their communities. The NCAA does not have a comparable award for men. When questioned about why the NCAA does not have such an award, NCAA officials explained that male student-athletes generally do not lead such balanced lives.Another example of the emphasis placed on women leading well-balanced lives is the rent promotion of the WAND. Advertisements for the league stress how these professional women basketball players are not only athletes but are also doctors, lawyers, and teachers. They are involved in community youth education and other service projects. They are able to balance this service and these careers with basketball, and they take time off to have children.The concern now is that with the development of the WAND and other professional womens sports, more women will change their priorities and will adopt a one-dimensional mentality. There is evidence that such a shift is already occurring. At a panel discussion during the spring of 2000, womens basketball coach Gail Extensors of Duke University discussed how, for the first time in her coaching career, she sat in a recruits home and could not sell Duke academics to a high school student-athlete.Rather, this student-athlete wanted to know what type of system Coach Extensors had in place to assist her players in becoming professional athletes in the WAND While such female student-athletes are focusing more on professional leagues, they still need to be attuned to the educational aspect of their college c areers, because hey are not receiving financial rewards comparable to their male counterparts. For example, with the new collective bargaining agreement, WAND player salaries averaged around $42,000 for the 1 999 season. The average NAB player earned $2. 2 million during the 1996-97 season.Additionally, in the Womens World Cup, each member of the victorious U. S. Womens soccer team earned between $40,000 and $50,000 in bonuses. In contrast, each U. S. Male player would have received a bonus of $400,000 in the 1998 World Cup. Such figures demonstrate the need for women to pursue careers outside of professional athletics The Male Experience In contrast to the well-balanced women, men tend to be pushed in one direction, focusing on one sport, sacrificing their academic success for the dream of becoming a professional athlete. If they are talented or have potential, college coaches recruit them heavily and early.The courtship may start as early as junior high at summer camps and off-season tournaments. When Sebastian Atelier completed the eighth grade he was being watched by college and even professional coaches. He was said to be the best eighth- grade player in the country. The coaches showered the athlete with attention, ND the young man become so inebriated by the dream of playing college and professional sports that he forgot about academics. Increasingly, college athletes relinquish their academic eligibility prior to graduation in pursuit of professional athletic careers.In 1 980, only seven college basketball players left early to enter the National Basketball Association (NAB) draft. Len contrast, twenty-nine players left early in 2000. In the spring of 1999, three Duke mens basketball players all sacrificed their NCAA eligibility and a chance to receive a degree from one of the nations finest universities to become professional athletes. Duke had previously been unique among Division I schools in its ability to keep its male basketball players through graduation. At the time, only one player expressed an intent to complete his education.When players leave college early, many critics and fans wonder why. Perhaps the players are pursuing a lifelong dream; perhaps the players are attracted to the financial rewards; or perhaps the players never belonged in college in the first place. They may have been admitted to an academic institution because of their athletic abilities even though their coaches and possibly the athletes homeless knew they did not meet the minimum academic standards and could not survive academically, with or without the demands of the sport.For example, James Brooks, former Cincinnati Bengal and All-Pro running back, was admitted to Auburn University even though his coaches were aware of his difficulties in reading and writing. Brooks coaches enrolled him in remedial classes. His progress in those classes went unchecked, and classmates allegedly took Brooks tests and completed his assignments. Brooks now works a $1 0 per hour construction job through his work release program he is on probation for failure to pay child support.The Notre Dame admissions policy for it s football team offers another example of these practices. In 1 995, the average SAT score for a Notre Dame football player was 890; the average SAT score for the entire Notre Dame student body was 1260. Such students are fish out of water, and it is difficult to blame them for wanting to leave early. When players leave without a degree, they challenge the integrity of the amateur system and may call into question the student element of the student-athlete.The fact that good basketball players are not staying in college has a destabilize effect on the team, of ours, and also denigrates education and indicates theres no reason to be serious about it. If coaches are going to recruit high school athletes by promoting education, and if the NCAA is going to maintain its commitment to both academics and athletics, schools need honestly to provide student- athletes with the opportunities, resources, and time to pursue academics. Let them be both athletes and students.Some male student-athletes are focused on their education. However, such focus is not sufficient to ensure that they will receive a quality education if they are In an unsupported environment that penalizes them for placing academics ahead of athletics. For example, in Taylor v. Wake Forest University, Gregg Taylor brought suit for wrongful termination of his athletic scholarship. In accepting his scholarship, Taylor agreed to maintain his eligibility both academically and scholastically. At the conclusion of his first semester at Wake Forest, Taylor had a 1. Grade point average. Taylor informed his football coach that he would not participate in the spring practice season until his grades improved. By the end of the spring semester, Taylor had raised his grade point average to a 1. 9, which was above the minimum required grade point average for Wake Forest. Recognizing that although he had made academic improvements, his grade point average was still extremely low, Taylor chose to continue to focus on academics and refrained from playing football during the fall of his sophomore year.The Wake Forest athletic department terminated his scholarship, and the North Carolina Court of Appeals upheld the termination. Taylor argued that he should determine what constitutes reasonable academic progress, but the court disagreed. While Taylor did agree to participate in the athletic program at Wake Forest, to penalize a student cause he wants to achieve some minimal academic goals runs contrary to the stated goals of the NCAA and the presumed goals of secondary educational institutions. Setting a student grade point average below a 2. 0, even in the third year, is an insult to higher education.Perhaps the larger issue is the schools decision to admit Taylor. If Wake Forest knew that Taylor Was not qualified to attend the university and admitted him regardless, it should have provided Taylor with the support necessary for him to not only survive at the university but also to maintain a grade point average that loud give him opportunities beyond athletics in the future. In contrast to Tailors experience, Tom McMillan, a star basketball player at Maryland in the early sass, was supported for being a student first and an athlete second.He was a chemistry major who had mandatory laboratories in the afternoon and, as a result, arrived late to practice. His coach never punished him for his tardiness. Mescalines experience may be evidence of how the emphasis on academics has shifted over time or it may be an anomaly in Division I athletics. In either case, Mescalines experience should be a model for coaches ND universities who want to ensure the SUccess of all their students. One Of the major obstacles to academic success for student-athletes, according to several studies, is the demand made by athletics on the students time.The Knight Commission, an organization created to study problems in intercollegiate athletics, noted that football and basketball players at Division I-A institutions spend]approximately 30 hours a week on their sports in season, more time than they spend attending or preparing for class. Other scholars report that student-athletes spend an average of thirty to fifty hours ere week on sports, in contrast to the maximum twenty hours per week students receiving federal work-study aid may work. Additionally, 70% of Division basketball players admit that the time requirements oftener sport cause their grades to suffer.The NCAA has attempted to alleviate the time pressures on student-athletes by limiti ng the amount of time student-athletes may spend on athletic activities to a maximum Of four hours per day and twenty hours per week during the season. Schools also are required to give athletes one day off per week during the playing season. However, this acquirement does not take into account travel time, nursing injuries, and mental preparation, nor the possibility of strongly encouraged optional workouts. Fortunately, examples of coaches and institutions that emphasize academics do exist.Drake University, for instance, has altered its policies so that its student-athletes are required to meet the same academic standards as the regular students. Student-athletes now must achieve the higher Drake academic standards rather than NCAA standards, and the university provides tutorial assistance to ensure that student-athletes can continue to meet these tankards. Additionally, if a coach tells a prospective student-athlete during the recruitment process that athletics are first and academics are second, that coach will immediately be released.Coaches and universities are sending a negative message to their student-athletes regarding academics. When a professor is fired for protesting the preferential treatment given to stude nt- athletes, there is cause for alarm. In Kemp v. Ervin, English Professor Jan Kemp was fired for speaking out when nine student-athletes were exited from the developmental studies program at the University of Georgia even Hough each had received a D in English during their fourth quarter. The students were required to achieve a minimum grade of C in English during the fourth and final quarter of the program.. At the same time that these nine student-athletes were exited, a non-athlete student who received a D in English during the fourth quarter was dismissed from the university. Kemp eventually was awarded over 52. 5 million in compensatory and punitive damages. Texas Tech was involved in an academic scandal in the early sass, when an assistant football coach was caught completing a defensive enemas work for which the lineman received correspondence-course credit. The University of Tennessee also allegedly engaged in academic fraud when tutors wrote college papers for football players.As is evidenced by these current scandals, academic advisers will do whatever it takes to ensure that the star athlete attends an early-morning class or passes a test. The NCAA recognizes that these academic fraud problems exist; David Beret, the Nanas longtime chief investigator, estimates that every day at least ten member institutions are involved in a major infraction of NCAA rules. Past Chairman of he Nanas Committee on Infractions David Swank has observed that academic fraud is one of the more serious violations because it really goes to the whole heart of the student-athlete and the athletic program.REMEDIES Measures need to be taken to remedy this syst em that is working well for women but is failing for men. The NCAA has attempted to ameliorate the situation by enacting stricter entrance requirements and by publishing graduation reports, but such measures are not enough. As a result, male student-athletes have sought judicial remedies under an educational negligence theory, but these too have failed. It is too soon to give up hope for a judicial solution. Either the courts need to reevaluate the educational negligence cause of action, or these male student-athletes may have a solution under Title IX.NCAA Eligibility Requirements The NCAA strives to maintain intercollegiate athletics as an integral part of the educational program and the athlete as an integral part of the student body. The NCAA has attempted to reverse the erosion of academics for student- athletes by requiring that the admission, academic standing and academic progress of student-athletes be consistent with the policies and standards adopted by the institution for the student body in general.The NCAA also has mandated that universities regulate the time required of student-athletes for participation in intercollegiate athletics to minimize interference with their education. Procedur es are also in place for institutions to conduct their own self-studies at least once every ten years to evaluate services for student- athletes and to participate in peer reviews. In response to the growing concern over the increased centralization of collegiate athletics and the abandonment of academic standards in major athletic programs, the NCAA reposed Proposition 48 in 1983.Proposition 48 stipulated that a potential student-athlete had to achieve a 2. 0 grade point average in eleven core courses and had to earn a 700 combined score on the math and English portions of the Scholastic Aptitude Test (SAT) or an American College Test (ACT) exam score of fifteen in order to participate as a freshman and receive athletically related financial aid. Proposition 48 also included a partial qualifier provision in which a student-athlete who met either the 2. Grade point average standard in all high school courses or the 700 SAT requirement as eligible for financial aid but could not participate during the freshman year. Unfortunately, the NCAA quickly realized that Proposition 48 did not effectively increase the academic standards of many student-athletes. These st udents simply enrolled in gut courses to meet the 2. 0 grade point average cutoff and skipped taking the SAT or ACT. They did not mind sitting out one year because it gave them the opportunity to gain experience and become stronger.A student could avoid standardized tests entirely by enrolling in junior college for two years and maintaining a C average by taking easy rouses. In response to these abuses of Proposition 48, the NCAA passed Proposition 42 in 1989. Proposition 42 attempted to ban full scholarships for partial qualifiers, but the over ©helping and immediate denunciation of this provision forced the NCAA to modify the proposition so that partial qualifiers could receive full scholarships as long as the funding source was not the athletics department.These propositions were reformed once again, in the form of the current Proposition 16. It requires that incoming Division student-athletes have a minimum high school grade point average of 2. 5 in hearten core courses and an SAT score of 820 or sum ACT score of 68. Proposition 1 gs sliding scale permits universities to offset a deficient grade point average with a higher standardized test score. This student will still qualify; he may compete as a freshman and receive full athletic aid.If a student-athlete does not meet the minimum standardized test requirement but has a grade point average higher than the minimum 2. 5, the student- athlete is considered a partial qualifier. Partial qualifiers can still receive financial aid and can practice as freshmen, but they cannot compete unless they show academic progress. Although these eligibility requirements are commendable efforts by the NCAA to assist in maintaining the academic integrity of collegiate athletics, too many institutions have found methods of bypassing the requirements. Universities matriculate students who would not otherwise be qualified to attend the institution. Cheating is widespread at NCAA member institutions because they are driven by financial success and must attract the best athletes in order to maintain or increase revenues. During the 1 9805, the NCAA censured, sanctioned, or put on probation 57% of 106 Division I-A football schools. Not only do many universities admit student- athletes with low academic predictors, they also fail to provide adequate academic support services.Many institutions will carry student-athletes academically until they have exhausted their eligibility and then abandon the student-athletes without an education, a degree, or the financial resources to attain one. Such practices are appalling, and the admission by a university Of a youngster solely to play ball without any hope, chance, or prayer that the athlete can perform college-level work represents a failure on the part of the college, the recruit, his famil y, his high school, junior high, and grade school.Recently, the focus has shifted from ineffective NCAA regulations to creating public pressure for change by exposing bad practices by university athletic departments. In 1 990, Congress passed the Student Right to Know Act, which requires institutions to disclose the graduation rates of their general student bodies and their student-athletes. Proponents of this Act hoped that by making one aspect of the academic records of student-athletes public it would help return the academic integrity to college athletics.However, because a high graduation rate does not necessarily correlate with a quality education, this Act also has failed to regain the academic integrity for intercollegiate athletics. Even though Division I student-athletes as a whole have higher graduation rates than the general student body (58% compared to 56%), such statistics do not demonstrate that these student-athletes are receiving a better quality education than the average student, because the student-athletes may be enrolling in easy majors or easy courses.Graduation rate statistics do not speak to the quality of education, the student-athletes field of study, the means by whi ch the few passed their courses, or admission tankards. Additionally, the nature of the sport, the type of institution, the student-athletes gender, and the level at which the student-athlete competes affect graduation rates. For example, the typical student-athlete performs as well or better academically than other students; the majority of academic difficulties arise with male basketball and football players. The NCAA reported in 1 999 that the graduation rate at the Division I level for male student- athletes in general was 52%. The graduation rates for male basketball and football players were lower, at 41 % for basketball and 50% for football. At least half of all male student-athletes in Division do not graduate from college. To raise the graduation rates of male student-athletes, the NCAA established a degree-completion program for student-athletes who have exhausted their Division eligibility for institutional athletic financial aid. Full- time students receive full-tuition grants if they are within thirty hours of their degree requirements.The National Consortium for Academics and Sports also requires institutions to fund any former scholarship athlete in a revenue sport who did not obtain a degree. In this program, former college athletes eave ten years to complete their degrees, tuition-free, in exchange for volunteer participation in outreach programs, such as lecturing at local schools regarding the importance of education. In 1 991, the NCAA also created the CHAMPS/Life Skills Program (Challenging Athletes Minds for Personal Success), which is a total development program for student-athletes.The program supports efforts of every student-athlete toward intellectual development and graduation and enables student-athletes to make meaningful contributions to their communities by promoting ownership by the student-athletes of their academic, athletic, personal and social susceptibilities. However, the NCAA does not fund this program. Member institutions must identify a full-time staff member as the coordinator and must provide the financial resources needed to fund and implement the program. The Student Right to Know Act and these NCAA programs partially reflect a commitment to college athletics reform.Some scholars insist that universities should take some legal and moral responsibility for educating student-athletes. These scholars argue that universities have a moral obligation to assist and to mentor s tudent-athletes to ensure that they succeed as students, in part because they have lowered the academic tankards in order to admit some of these students. The Knight Commission, in its 1 991 report, placed increased responsibility on university presidents to assist in reforming the current state of disarray in collegiate athletics and academics.It also charged faculty members with the duty to maintain academic standards and to protect the curriculum, and coaches with the responsibility to emphasize to their student-athletes the importance of a college degree. The Commissions basic premise was that athletes are students as well. It also directed its message to student-athletes, reminding hem that when your athletics eligibility has expired your playing days are over and that they must create a future for themselves in the classroom, the library, and the laboratory.Desiring to make the student-athlete indistinguishable from other undergraduates in the classroom, the Commission called for four academic integrity goals: (1) refusing to admit student-athletes who are unlikely to graduate; (2) requiring no pass, no play policies for academi c progress; (3) basing eligibility on continuous progress toward graduation within five years of enrollment; and (4) ensuring that the radiation rates of student-athletes are similar to the graduation rates of other students.The Knight Commission wants to return the focus of collegiate athletics to the student-athletes as students by forcing the universities to fulfill their promise of educating its student-athletes. While the Knight Commission reiterated that the primary purpose of the university is to educate, some scholars have been disappointed with the outcome of reform committee meetings such as the Knight Commission. In response to the Knight Commissions report, Drake University Professor Jon Ericson published booklet criticizing the report for telling the presidents and faculty to solve the problem when presidents and faculty have shown no interest in doing so and, in many cases, are complicit in the corruption. Programs such as the NCAA CHAMPS/Life Skills Program and elements of the Knight Commission Report are frustrating, because they do not encourage coaches and institutions to emphasize academics.Male student-athletes need coaches and universities to focus time and energy on academics. For example, a university could require its coaches to set aside time for mandatory study halls, or the coach could set team GAP goals. With more time to spend on academics and more support systems to make that time worthwhile, male student-athletes can succeed both academically and athletically. Unfortunately, these programs fail to provide male student-athletes with academic opportunities.Without such an em phasis on academics, male student-athletes will continue to leave college without substantive degrees or basic learning skills. Conclusion While male student-athletes may have a cause of action under Title IX, it remains to be seen whether it will be enough to protect academic integrity in allege athletics. The outlook does not seem positive, because the NCAA has failed with its eligibility requirements and graduation reports, and because courts continue to refuse to recognize an educational negligence remedy.

Tillmanes Ravine Essay Example For Students

Tillmanes Ravine Essay In 1907 the New Jersey Forest and Park Commissionpurchased 5,432 acres of land in the northwest corner of the state and named it Stokes State Forest in honor of Governor Edward Stokes who had 500 acres. Some of the tracts included in the original purchases were acquired for one dollar per acre. subsequent acquisitions have slowly increased the total land area to its present size of over 17,000 acres. Stokes State Forest is managed as a multi-use forest with the primary functions of protecting the natural resources while serving the public Within Stokes State Forest lies some of the finest mountain scenery, clearist fresh water streams, and natural scenic areas in new jersey. The area is enriched with history, abounds with a vast diversity of flora and founa, and offers many forms of recreational activities. We will write a custom essay on Tillmanes Ravine specifically for you for only $16.38 $13.9/page Order now Stokes Forest is considered a Temporate Deciduous Forest. Temporate Forests occur thoughout midlatitudes where their is sufficient moisture to support the growth of large trees. These trees drop their leaves before winter, when temperatures are too low for effective photosynthesis and water lost by evaporation is not replaced from frozen soil. Many Temporate Forest mammals also enter a dormant state called hybernation, and some birds fly south to warmer climates. Virtually all the original Deciduous forests in north America were destroyed by logging and land clearing for agriclture and urban development. This is one of the reasons why Stokes State Forest is such a special place.Within Stokes State Forest is a place called Tillmans Ravine Natural Area. Natural Areas are Defined as areas of land or water which have retained their primeval character, although not necessarily completly natural and undisturbed, or have rare or vanishing species of plant and animal life, or have similar features of interest which are worthy of preservation for the use of visators. This is one of New Jerseys picturesque natural areas and is visited by thousands of people throughout the year. Taking any one of the trails will lead down to Tillman Brook which originates from a spring in the Kittatinny Mountains to the east. The stream flows swiftly past the massive red shale and sand stone walls that have been carved out by years of erosion. The tall canopy of eastern hemlock and tulip trees along with spreading Rhododendroms blanket the area Hopefully with New Jerseys strict conservation laws Tillmans Ravine and the rest of Stokes State Forest will be there for future genertions to enjoy. Bibliography: