Should College Athletes Be Paid - 954 Words

In 2013, postsecondary universities spent $499 billion dollars (â€Å"U.S.News†). A great deal of colleges today in America are in debt for the heavy spending they do to make their university the best place to receive an education. College athletes, who receive a scholarship to represent a college in a sport, go to college for free and obtain many benefits normal college students would not get. Paying college athletes would be unfair to students who go through college with debt up to their neck along with not being able to receive sport scholarships. Paying college athletes would put colleges into more debt as well as would start a crisis across America because college sports performers and students would not be treated as equals. The rising opinion that college athletes should be paid can be stifled by aggressive media campaigns, investigations, and strict enforcement of rules. There are stacks of reasons why people think athletes should be paid. The athletes claim is, they p ut all their work into a sport so they do not have time to get a job. Another reason is that the NCAA has plenty of money to pay athletes. When an athlete commits to a school for a sport, it is their choice to give up their time during the season to play the event they compete in. Sport seasons do not last all year; they are about a quarter of the year. While you still have yearly workouts, athletes have time outside of their sports season, to get a job or earn money somehow. The National CollegiateShow MoreRelatedShould College Athletes Be Paid?1578 Words   |  7 PagesAshay Mehta Nou Per 8 Should College Athletes Be Paid? One of the hottest debates in the sports industry is if college athletes should be paid. If you want to pay these athletes, how would the college determine the dollar amount that should be paid? Should the basketball team make more than the football team? Should the the soccer team be paid as well? Cheerleading? Chess team? Should everyone on the team get a salary? What if your college is good at football and your basketball team is awfulRead MoreShould College Athletes Be Paid?1398 Words   |  6 Pagesbelieve that college athletes at the highest performing schools are better treated than others. Although they do not get paid, they do receive some benefits for being athletes that other students would not get. One advantage for playing a sport is access to scholarships that some schools reserve for their athletes. Depending on the school and the athlete’s performance, money towards tuition is often given. Only some schools are willing to grant â€Å"full-ride† scholar ships for certain athletes. AccordingRead MoreShould College Athletes Be Paid?1289 Words   |  6 PagesThroughout the years college sports have been about the love of the game, filled with adrenaline moments. However, the following question still remains: Should college athletes get paid to play sports in college? Seemingly, this debate has been endless, yet the questions have gone unanswered. The National Collegiate Athletics Association (NCAA) plays a vital role in this debate. The NCAA is a billion dollar industry, but yet sees that the athlete should get paid for their hard work and dedicationRead MoreShould College Athletes Be Paid?1334 Words   |  6 Pagesrising to the surface is â€Å"Should college athletes be paid?†. This has become a burning question. The NCAA is a multibillion-dollar industry, that makes millions, if not billions, in revenue. Yet it’s still maintains the non-profit status meaning that the industry is not set on making a profit and none of the revenue that is made is distributed to its members, managers, or officers. While most players who play in college sports are under a scholarship, that pays for the college tuition, books, and housingRead MoreShould College Athletes Be Paid?1364 Words   |  6 PagesHave you paid attention to all of the news that has been surfacing about collegiate sports lately? It is a big topic now days in the world of sports on weather college athletes should be getting paid to play sports. College athletics have gained great popularity of the past few decades, and have brought schools lots of revenue. A lot of college athletes think they should be getting paid for their services they do for their school. College sports like basketball and football generate over six billionRead MoreShould College Athletes Be Paid?1130 Words   |  5 PagesWhat college athlete would not want to be paid to play the sport that he or she loves? The real question is, though, should college athletes be paid fo r their roles in a college’s athletics? They are many points to each side of this recent controversial topic, which is why this has been made into such a hot debate in the past couple of years. As of right now, these athletes are not getting paid, but many of them truly believe that they should. Others believe that they already are being paid throughRead MoreShould College Athletes Be Paid?986 Words   |  4 PagesPaying the College Athlete The college athlete has steadily grown in popularity in the United States over the span of the past decades. Monetarily speaking, this increased publicity has been extremely beneficial for National Athletic Association (NCAA) and all the colleges involved in athletics which has sparked the dispute of whether or not the athlete should be paid for their hard work and dedication on the field and to their school or if the athletic scholarship is more than enough. College athletesRead MoreShould College Athletes Be Paid?1239 Words   |  5 PagesLindsey Simmerman Speech 102 T/Th 1:00-2:15 October 25, 2016 Should college athletes be paid to play? Specific Purpose: To persuade the class to agree with my stance on paying college athletes to play sports Thesis: College football is the hours players spend practicing and performing, the number of injuries the players face, and the persona these athletes must portray every day all the while watching their schools, coaches, and the National Collegiate Athletic Association (NCAA) get all the compensationRead MoreCollege Athletes Should Be Paid1254 Words   |  6 PagesSome college athletic departments are as wealthy as professional sports teams. The NCAA has an average annual revenue of $10.6 billion dollars. College athletes should be paid because of the amount of revenue that they bring to their college. Each individual college should pay its athletes based on how much revenue they bring to the college in which they attend. The colleges that win their Division title, their Conference title, or the National championship, give bonuses to the Head coach of thatRead MoreCollege Athletes Should Not Be Paid1558 Words   |  7 Pagesstudent-athletes participate in a variety of different s ports, and currently they do not receive paychecks for their performances. College athletics have attained an extensive popularity increase among Americans over the past few decades. This has resulted into increased revenues for the National Collegiate Athletic Association [NCAA] and the participating colleges, which has fuelled the debate of whether or not college athletes should collect an income. College athletes should not be paid to play

Essay On Self Preservation In The Tempest - 1257 Words

Self-preservation and moral obligation are essential in decision-making. These two principles are juxtaposed to each other as either end of the spectrum results in unfavourable and immoral actions. Excessive focus on self-protection creates a lack of morality as one places emphasis on himself or herself instead of on others. Conversely, excessive emphasis on morality and justice causes immoral actions based on the belief that the sins of others must be avenged. Shakespeare’s The Tempest displays this theme of the struggle between self-protection and morality through Prospero and his relations with his two servants. Prospero’s relationship with Ariel and Caliban depict the necessity of balancing self-preservation and moral obligation†¦show more content†¦Prospero simply acts based on what is best for himself, and in doing so, he creates the immoral behaviour in Caliban as Prospero â€Å"[kept] from [him] the rest o’ the island† (1.2.343-344). In or der to prevent Caliban from performing immoral acts, Prospero forces him into a cave and uses magic to terrorize Caliban into submission. This act of self-protection results in Prospero believing that he has the power to subjugate others, something which no one should have. The island belongs to Caliban and through Prospero’s desire for self-preservation, he cages Caliban so that he may â€Å"serve in offices / That profit [them]† (1.2.312-313). He only keeps Caliban alive because he needs him for slave labour. These immoral actions are the result of the notion of self-preservation, they act immorally because of the need for survival. Prospero’s interactions with Ariel depict the extremes of letting moral obligation prevail. Prospero calls upon Ariel to become a harpy and proclaim the sins of the king and his followers. Prospero’s desire for righteousness by causing pain and suffering for Alonso, Antonio and Sebastian shows a disregard for life as a result of moral justice. Prospero believes that he deserves vengeance for their immoral deeds. This sentiment is based on moral justice. Prospero uses Ariel so that his proclamation of their sins seems more realistic. Ariel becomes an illusionary instrumentShow MoreRelatedEssay on William Shakespeares The Tempest2363 Words   |  10 PagesWilliam Shakespeares The Tempest Generally acknowledged as one of Shakespeares final plays, The Tempest may be described as a romantic tragi-comedy - where love and contentment prosper despite the threatening presence of evil forces. However, beyond the almost fairy-tale like exterior lies a seemingly direct approach to a greatly topical debate at the time. This was the supposed contrast between civilised and uncivilised persons, brought to the fore as a resultRead MoreCleanth Brookss Essay Irony as a Principle of Structure9125 Words   |  37 PagesHistory and Class Consciousness Preface THE collection and publication of these essays in book form is not intended to give them a greater importance as a whole than would be due to each individually. For the most part they are attempts, arising out of actual work for the party, to clarify the theoretical problems of the revolutionary movement in the mind ,of the author and his readers. The exceptions to this are the two essays Reification and the Consciousness of the Proletariat and Towards a MethodologyRead MoreGp Essay Mainpoints24643 Words   |  99 Pages GP NOTES 2010 (ESSAY) Content Page 1. Media a. New vs. Traditional b. New: narcissistic? c. Government Censorship d. Profit-driven Media e. Advertising f. Private life of public figures g. Celebrity as a role model h. Blame media for our problems i. Power + Responsibility of Media j. Media ethics k. New Media and Democracy 2. Science/Tech a. Science and Ethics b. Government and scientist role in science c. Rely too much on technology? d. Nuclear technologyRead MoreA Picatrix Miscellany52019 Words   |  209 PagesChapter 7 is very long and consists for the most part of avowed and verbatim extracts from the Nabataean Agriculture, e.g., how the bay tree spoke to the gardener in a dream, the debate over precedence between the marshmallow and the mandrake, the self-commendation of the olive tree and how a sleeping king was apprised by a tree that his servant, disregarding the royal command in anticipation of the royal remorse, had spared the life of the queen. The other extracts are, in the main, explanationsRead MoreIgbo Dictionary129408 Words   |  518 Pagesillustrated the meaning and use of words; the great majority of the examples are due to him. Their merit is that they are not translations from English, but natural Igbo sentences elicited only by the stimulus of the word they illustrate. The short essays which appear from time to time (e.g. under otà ¹tà ¹, à ²Ã¯â‚¬ ¤gbanÌ„je) on aspects of culture are also his work, as are the sketches which served as basis for the illustrations, a large number of new words, and various features of the arrangement. When he had

Reflection Essay Classroom Ethical Dilemma-Myassignmenthelp.Com

Question: Discuss About The Reflection Essay On A Classroom Ethical Dilemma? Answer: Introducation The ethical dilemma is one that happened in college in mid-September last year. The situation represented a dilemma where I had to make choices over a decision to make. It was about a classroom competitive work project of designing an innovative product. The competitive work project product would be a basis of final course grading, and the winner could participate in a regional competition thereafter. The tutor instructions were to work independently, not to consult any expert or seek advice, and everyone to be a watchdog and report any unfair competition practices. The consequences of any person found to have committed the malpractice was cancellation and zero grading to the course. It happened a classmate who is my close friend ignored the instructions and sought an advice of an expert in order to win the competition. I found her red handed and she admitted to have done so. I noticed that if I report the case she will be disqualified, obtain a zero grading, and eventually lose the friendship. But if I keep quite I will an ally of a malpractice and make her win unjust fully. What my friend had done was against values of honesty, truthfulness, justice and responsibility. Everyone in class was expected to work independently, truthful, responsible and with honesty. I took the decision to face my friend and told her that what she had done was unfair and nor right and I will report the case. She pleaded with me consistently and bringing out her fears of failing the course. I admit that I felt for her and I did not report the case, and hoped that she was not discovered or win the competition. My conscience told me that I had done something that was extremely bad having witnessed dishonesty and kept mum. I felt bad, guilty and fearful over the happening. But later my feelings were justified as she did not win competition and I knew natural justice had prevailed. I do rate my decision on the happening at a scale of 7 (slightly happy) because I did not lose my friend and she did not win through an unjust means. Analysis of ethical dilemma There are several theoretical ideals that can be used to seek appropriate decisions and actions to an ethical dilemma (Balakrishnan 2017, p.198). The normative theories can be used to provide techniques, norms, rules and examples to follow (Nucci. Krettenauer. Narvez 2014). Ethical scholars argue that there is no universal right and wrong it can only be determined rationally. The rational decision depends on the individual and culture surrounding the locality (Ford Richardson 2013, p.30). The analysis of the ethical dilemma addressed will be based on three theories egoism, utilitarianism, and virtue ethics theory. The egoism and utilitarian are classified as consequentialism a situation where moral decisions are made with consideration of the likely outcome. Virtue ethics theory is classified as non- consequentialism moral decisions done with no consideration of likely outcomes (Parsons 2016). One category of consequentialism theory is that of ethical psychological egoism contributed by Adam Smith. The theory states that an individual decision making is based on the actions that he/she presumes to be right or wrong and which best promotes own interests and desires (Parsons 2016). The psychological egoism brings a conflict of interest of what is good to an individual and what is good for the society. Decisions made on ethical dilemma were on egoism of maintaining friendship with my classmate despite the malpractice committed to a larger society. The malpractice should have been reported to correct the unethical action. The actions of the ethical dilemma was based on Financial egoism because it focused on short term interest of maintaining friendship ignoring the long term benefit of correcting unethical wrong to a larger competitors (Christensen, Calabrese, Calabrese, Gomila Gut 2014, p.5). Another ethical theory under consequentialism is known as utilitarianism which was contributed by John Stuart Mill and Jeremy Bentham. The theory of utilitarianism states that the value of any moral act depends on the opinion of the majority (Morris McDonald 2013). The theory expects impartiality of individuals when making actions not to offend the majority. The theory outlines a straight forward, simple and democratic process by solving ethical problems in society. The utilitarian theory was applicable in the ethical dilemma scenario. The opinion of the majority based on the theory is to solve the problem amicably where nobody feels aggrieved (Hoffman, Frederick Schwartz 2014, p.20). I was able to contact my classmate and outline to her how it was wrong to commit the malpractice. This was important in discussing the origin of the problem before reporting the immoral act. Although it is useful theory to solve an ethical problem it can damage others who are involved (Ferrell Fraedr ich 2015). The decision of keeping silence after discussion with classmate could have affected justice of all competitors in the competition. The last consideration of the ethical dilemma is that we considered unhappiness of the majority and happiness of retaining friendship through our actions. The theory under non-consequentialism known as virtue ethics theory can also be used to explain the actions of the ethical dilemma. Virtue ethics theory outlines that privileges can be given to the character or the actor rather than using the principles of duty or consequences (Hoffman, Frederick Schwartz 2014, p.34). In case of ethical dilemma the classmate (actor) was given the privilege to decide if her actions were justified or not. The remorse by the actor on malpractice committed was an indication that she had justified her actions to be wrong. If the principles of consequences could have prevailed then reporting could have been done immediately. The argument of using the utilitarian approach for analysis for the ethical dilemma is that at the end of it all the person would have acquired human virtues in the long run (Musto, Rodney Vanderheide 2015, p100). Reflection on ethical dilemma In reflection process the respondents need to apply moral reasoning with the aid of theories in order to critically think the possible implications of their actions over the moral values surrounding them (Weaver, Reynolds Brown 2014, p.34). In using psychological egoism theory in reference to ethical dilemma made me feel happy. Because was able to maintain my egoism interest of maintaining friendship at the end. It also made me not to be selfish to report what had happened. The unselfish behavior of not reporting eventually brought pleasure of ensuring social relationship with my friend is maintained. The argument of using the theory is that we will all be happy if each individual would look after their own interests (Shapiro Stefkovich 2016 p. 48). The use of psychological egoism did not make me happy because it did not expose the moral wrong it remained unnoticed it focused on safeguarding individuals interests rather than the larger competitors interests. The moral universal principle could have prevailed in making the decision. I was happy in using the virtue ethics theory to solve the ethical dilemma because it enabled both of us learn through our own senses and virtues. In the long run it was better for each individual to understand the nature and context of what is wrong or right and marketing valuable decisions. In context of the ethical dilemma the actor was given the decision alone to decide what was right or wrong and make a decision. I didnt participate in deciding the final decision and that made me happy. The basis of the theory is that individuals should be given privileges to decide what can be wrong or right (Sendjaya, Pekerti, Hrtel, Hirst Butarbutar 2016). I was not happy in using the virtue ethics theory because one is not able to establish in the long run if the actor has learn any moral virtue by moral virtue by her own. In using the utilitarianism theory it made me happy because I was able to create happiness of maintaining friendship over unhappiness of losing a friend. Majority of individuals prefer maintaining social relationship to have healthy and happy living instead of breaking relationship. The use of utilitarian theory did not make me happy because it advocates much on immoral actions and does not give chance for consequences originating from it (Weaver, Reynolds Brown 2014, p.105). In the end there was no fairness to all individuals who participated in the competition. Conclusion In conclusion if the ethical dilemma situation happens again I would not make the same decision again. Because the wrong remained unpunished, the scenario could have disadvantaged others by creating unfair competition, and it is difficult to identify if the actor (classmate) had learnt any virtue in the long run. An ethical wrong can be corrected by identifying and taking appropriate action over it. The moral reasoning decision could have been based on the consequences of the action to the larger society. Reference lists Balakrishnan, V 2017, Teaching and Learning for Real-Life: The Application of Real-Life Moral Dilemma Discussion for Classroom Interaction, InTeacher Empowerment towards Professional Development and Practices(pp. 195-210), Springer Singapore. Christensen, G., Flexas, C., Calabrese, M., Gmtila, A 2014, Moral reloaded judgment: moral validation study,psychology in frontiers, p.5-12. Ferell, P. and Fraedrich, J 2015, Ethics in business: Decisional making moral cases, Nelson Education. Ford, R. and Richards, W 2013, Decision making in ethics: empirical literature review, journal of business ethics classics (pp.19-44), springer Netherlands. Hoffman, W, Freddrick, R and Schwartz, L 2014, introduction to ethics in business: cases and readings in corporate morality, John Wiley and sons. Lotto, G., Manfrinati, G., and Sarlo, M 2014, dilemma in moral standards: Moral norms in decision times, emotional salience,Journal of Behavioral Decision Making,27(1), pp.57-65. Morris, T., and MC Donald, R 2013, moral intensity and judgments: empirical investigations, Classics citations of Journal of Business Ethics(pp. 463-479), Springer Netherlands. Musto, L., Rodney, P and Van-Derheide, R 2015, strategies and interventions on moral distress, structure and agency in navigating,Nursing ethics,22(1), pp.91-102. Nucci, L., Krettenauer, T and Narvaez, D 2014, Moral character education handbook, Routledge. Parsons, P.J 2016,Ethics in public relations: A guide to best practice, Kogan Page Publishers. Sendjaya, S.T, Pekerti, A.N, Hrtel, C., Hirst, G. and Butarbutar, I 2016, Authentic leaders and morality: role of Machiavellianism in the relationship between authentic leadership and morality, Journal of Business Ethics,133(1), pp.125-139 Shapiro, J and Stefkovich, J 2016,Ethical leadership in decision making in education: Applying theoretical perspectives to complex dilemmas, Routledge. Weaver, G., Reynolds, S., and Brown, M 2014, Moral intuition: Connecting current knowledge to future organizational research and practice,Journal of Management,40(1), pp.100-129.