College of Social Sciences, Arts, and Humanities

College of Social Sciences, Arts, and Humanities

Department of Sociology & Criminal Justice

CCJ 5934-001

SPRING 2020

Contemporary Issues in Criminal Justice

B. L. PERRY 200

W 5:45 PM-8:15 PM

Ray Von Robertson, Ph.D.

Associate Professor and Interim chairperson of Sociology & Criminal Justice

Office Location: 403 Perry Paige; Office Phone: (850) 561-3316; Email: Ray.Robertson@famu.edu; Office Hours: T & TH 11:00AM -1:00PM by Appt.

Text:

Robertson, Ray Von, & Chaney, Cassandra. (2019). Police use of excessive force against African Americans: Intellectual antecedents and community perceptions. Lanham, MD: Lexington Books.

Course Description: This course uses critical race theory as an intellectual underpinning for a comprehensive examination of contemporary issues in criminal justice. In this course we will examine the contemporary impact of myriad criminal justice issues..

Course Objectives:

This course will emphasize the development of the following:

(1) Knowledge of the spectrum of academic Criminal Justice.

(2) A critical understanding of criminal justice in contemporary society.

(3) The relevance of race, gender, and class in the criminal justice system.

TENTATIVE COURSE OUTLINE:

Week 1 (1/6—1/10)-Course Introduction

Courts, Law, & Jurisprudence

Week 2 (1/13-1/17) – The Philosophical & Ideological underpinnings of Corrections; Jurisprudence The Sociable Science

Week 3 (1/20-1/24) – More Reasons why Jurisprudence is not legal philosophy; On and On, Over and Over

Week 4 (1/27-1/31)-Putting the Law in its Place; Equal protection and white supremacy

Corrections

Week 5 (2/3-2/7)-Striking the Right Balance; Sexuality and Sexual Health in Prison

Week 6 (2/10-2/14)-The Use of Restorative practices to reduce prison gang violence;

An Overview of the challenge of prison gangs

Policing and Law Enforcement

Week 7 (2/17-2/21) – Police Brutality and Black Health; Protesting the Police

Week 8 (2/24-2/28)-Armed and Dangersous; Black on Blue POST MIDTERM ON BLACKBOARD

Week 9 (3/2-3/6)-Robertson & Chaney Ch.1; Robertson & Chaney Ch. 2

Week 10 (3/9-3/13) – Robertson & Chaney Ch. 3; Robertson & Chaney Ch. 4

Week 11 (3/16-3/20) – SPRING BREAK; UPLOAD MIDTERM TO BLACKBOARD BY 10 PM ON 3/22.

Week 12 (3/23-3/27)-Robertson & Chaney Ch. 5; Robertson & Chaney Conclusion

Juvenile delinquency

Week 13 (3/30-4/3)-Perceived Need and receipt of Behavioral Health Services; Implementing Trauma-informed practice

Week 14 (4/6-4/10)-Youth and Delinquency; Perceptions of Black Male Disproportionality (Me) POST FINAL ON BLACKBOARD

Week 15 (4/13-4/17)-Catch up!!

Week 16 (4/20-4/24)-Catch up!!

Week 17 (4/27-5/1)-UPLOAD FINAL EXAM TO BLACKBOARD BY 10 PM ON 4/29.

Grading Scale: 2tests @ 100 pts each; 1 Chapter Critique @ 100 points; 4 Article Presentations @ 15 points each.

360 COURSE POINTS.

A = 90% – 100% (324-360 pts)

B = 80% – 89% (288– 359.99 pts)

C = 70% – 79% (252– 287.99 pts)

D = 60%-69% (216– 251.99 pts)

F =BELOW 216 POINTS

ASSIGNMENTS

WEEKLY PRESENTATIONS

Students will be assigned to facilitate discussions of the weekly assigned readings. This entails briefly summarizing the main points of the readings, outlining the key elements of the reading and any reflections you might want to add such as a news item or example that illustrates an important element of the theory being discussed.

Your presentation should also demonstrate that you are engaging with the readings in a critical manner by considering the strengths and weaknesses of their arguments, policy implications and how they apply to our consideration of real world problems.

When you are assigned to lead a discussion or present a chapter, your written outline/summary should be uploaded into BLACKBOARD under the appropriate assignment category no later than 12:00 PM on Tuesday, the day you will present.

Each student will be required to serve as discussion facilitator four times during the semester.

Weekly Presenter/Discussant Grading Rubric

*Each chapter summary must be 5 pages in length. Additionally, your discussion questions must be at the top of the 6th page and include the page number(s) where the information can be found.*

Discussion facilitators that meet all criteria for the grading categories below will receive the highest points possible at that level. Facilitators that meet some, but not all criteria will receive a score within the point range of the appropriate category.

Each presenter assignment is worth a maximum of 15 points, for a total for 60 possible points on presentation assignments.

Excellent (15 – 14 points)

Discussant demonstrates superior understanding of the assigned readings, substantiated by examples drawn from the text or real-world happenings.

Discussant is insightful, thorough and interesting.

Presentation is polished.

Good (13.9 – 13 points)

Discussant shows a good understanding

College Resources

ENGL-121

November 14, 2121

College Resources

College is a hectic time for students, whether they are adults juggling employment and family obligations or fresh high school graduates transitioning to the next step of their education. The good news is that there are several tools available to assist college students in their academic endeavors (Browne, 2021). The following are some of the most useful internet tools for college students. Students are being prepared for online experiences. Before a student can make use of all the fantastic online resources available to college students today, they must first make sure that their computer is up to the task. There are also online businesses that assist students to get all of the gear and software they need to connect with their schools on their PCs and laptops. The second step is to collect and use administrative data (Fatzinger, 2016). Leading internet technologies have made navigating the administrative jungle of higher education considerably easier. Students at Edmonds College in Washington may use their laptops to complete anything from registering to classes to acquire transcripts. Additionally, the school’s website allows students to view the school calendar, future school activities, and up-to-date information from the athletics department.

The third resource that college offer to help students succeed is the leap in textbook education. Purchasing textbooks has traditionally been a difficult and costly experience for college students, but it is no longer the case. Edmunds College offers online ordering, allowing students to purchase books from any place with an Internet connection (Hernandez & Hernandez, 2011). The website has a wide range of alternatives for students of all budgets, including brand new textbooks, secondhand textbooks, rentals, and online possibilities. Another way is through Enlisting in Online Tutoring. Programs such as those offered by Brevard College in Florida allow students to sign up and connect with tutors in the required subjects. Breverd tutors are available online at all time. Students provide the support they need, regardless of time or place. The fifth way is to learn to manage money. Budgeting can be one of the most difficult tasks for cash-based community college students (Hope, 2016). Fortunately, there is currently accessible internet support in the area. The University of North Carolina Fund provides financial management advice directly on its website to help college students make wise budgets during higher education. Sophisticated money management tools have been created with college students in mind and have been financially successful throughout their studies.

Another option is to collect a few timetable hints. Some institutions, such as the College of Aurora, provide students with extra online help in a range of areas. For example, the school’s website offers information regarding student achievement, as well as links to information that may be downloaded to assist students in gaining college experience. Time management, one of the most challenging elements of college life, is discussed on multiple sections on the school’s website. Lastly, the way is by becoming the best test-takers. Once they have mastered the skill of taking notes, the next step toward a better GPA is to improve exam performance (Wojcik & Mullenax, 2017). To that end, Bucks College in Pennsylvania is once again rising to the occasion, this time with test-taking suggestions for students. This website has covered everything from how to overcome exam anxiety to particular skills like how to study and recall knowledge. Even particular sorts of exams, such as oral tests and multiple-choice exams, are covered on the sites. Universities can be an overwhelming transition for some students, but the good news is that getting the help they need has never been easier. With a wealth of leading online tools and resources, success at your local university is just a click away.

Resources that help guide students personally and academically

An important part of learning and learning is the capacity to explore and use materials that enhance learning and give multiple interpretations of a student’s learning area. Above all, students must understand where to go for knowledge, how to obtain it, and how to put it to use. They must also be able to filter materials to guarantee that their work is accurate and acceptable. A numerical resource that helps students personally and academically orient themselves is information retrieval (Horton, 2021). When students enroll in a formal learning program, they may, of course, consider academic textbooks to be the primary source of information. This is to some extent true, but there is generally little reason to doubt the credibility of such material, as it is most likely recommended by a tutor. However, other data sources should not be ignored. The Internet, newspapers, magazines, copies of radio and television shows, pamphlets, photographs, and other relics are examples of such sources.

There are different types and genres of book categories. For example, there are fiction and non-fiction such as dictionaries, encyclopedias, biographies, yearbooks, archives, yearbooks, and atlases. Websites and other internet resources have many more categories. Depending on the research topic, all sources may be relevant. It is essential to recognize that all information has some degree of credibility or lack (Maharaj et al., 2019). Documents can be easily forged or modified. Anyone can publish anything, especially on the Internet. As a result, they should use their best judgment when choosing which articles to use in research. All documents used in the survey fall into three categories: Primary material. The master document was written during the event or study period. Examples of primary sources include documents, letters, speeches, birth certificates, and historical records such as diaries. A live news stream is an important source for capturing events as they happen (Ning, 2020). Of fact, every big news event will almost certainly have many main sources, such as stories from various stations. They may want to look at a variety of primary sources to acquire a more complete picture of the event, taking into consideration biases, points of view, and personal or cultural viewpoints.

After the event, secondary documentation will be written. Normally, the author would not have been present at the occasion. These documents are frequently produced with a reference to the primary text and are meant to be used as an interpretation. Texts for Beginners Secondary documents include academic materials that are connected to research topics. In the current situation, secondary sources are standard news (Drake, 2014). A story told after the event. Since the secondary source is the author’s interpretation of what happened, it may contain subjective observations, prejudices, and comments that try to explain the event and place it in some sort of context. Third-level documentation. Secondary and primary documents are commonly referred to in tertiary articles. A collection of indexes, directories, references, and other categorized information articles that people can use to find additional publications that may be related to a particular topic.

The second resource that helps to guide students personally and academically is sourced from bibliographies. Checking the bibliography of key texts or related volumes is another technique to find information, books, or publications that could be relevant to the topic being studied (Browne, 2021). Authors will have contacted other academics, and by looking through their bibliography, you can find similar papers that can help further individual own study. Some writers will also include a list of suggested reading, and because they’ve already done their homework on the subject, it’s worth noting what they’ve discovered. The third is the source from their colleagues. It is always worth discussing the research with friends, family, and colleagues. They will often find that they have some interesting perspectives and can sometimes help them get informed (Shaoul, 2012). For example, at some point, they may want to research the area or know who has books and other related resources and can obtain or rent them. Internet resources are the last resource that can guide students personally and academically. There is an incredible amount of information available online in the form of websites, blogs, forums, social networks, catalogs, and more. Careful selection of reliable sources is important because the amount of information available is so great that anyone can publish it quickly and easily at any time.

Resources Available for College minority groups

Currently, there is no shortage of resources for minority groups at universities around the world. Many schools have access to organizations that are specific to race and student interests, but national organizations are also available in the school that does not have viable options. National Organizations for Minority groups. The mission of the Native American Higher Education Consortium is to promote tribal schools and universities in the United States (Parr, 2020). The organization has four main goals that are consistent with its mission. Maintaining general quality standards in Native American education, supporting the development of new tribal-run universities, and promoting and supporting the development of laws that support higher education. Native American. Educate and promote Native American participation in higher education policy development.

The ASPIRA Association is a nationwide Hispanic organization that helps Hispanic youth enhance their educational and leadership skills. Each year, ASPIRA educates a varied population of over 85,000 students from a variety of backgrounds, including Puerto Ricans, Dominicans, Central Americans, Mexicans, and Cubans. For students around the country, ASPIRA provides clubs in schools as well as after-school education activities. The NAACP has a national education program that enables all American students, regardless of ethnicity, to realize their path to higher education (Wojcik & Mullenax, 2017). The program aims to eliminate racial and ethnic inequality associated with public school education through advocacy training, policymaking and guidance, cooperative networks, and direct action. The Hispanic Association of Colleges and Universities (HACU) is the only national educational organization that represents colleges that serve Hispanics in the United States. This organization takes pleasure in assisting Hispanic kids in achieving academic success throughout their life, from kindergarten through graduate school and even the workplace.

Scholarship and Internship Resources for Minorities. With a vision of a world where all Latino families earn college degrees, the Hispanic Scholarship Fund (HSF) has been supporting Hispanic higher education since 1975. In a way they didn’t have, it gives them a competitive advantage in today’s world of a college education. HSF has awarded over $ 360 million in scholarships over the last 38 years (Hope, 2016). INROADS has a more particular aim than the majority of the organizations on this list: to develop and put brilliant minority students in the business field to prepare them for corporate and community leadership. Selection, Education and Training, and Performance are the keys to success, according to INROADS. With those keys, this group has placed over 2,000 minority interns at over 200 organizations, providing chances for students who would not otherwise have them, as well as assisting businesses in having a more diverse workforce. The National Urban Leagues (ZERO) Education Program focuses on three priorities: education, employment, and empowerment (Maharaj et al., 2019). ZERO believes that educational opportunities and financial empowerment are linked and that education is the key to helping children achieve educational independence in the future. Some of ZERO’s focus on getting these priorities off the ground is to give groups students access to diverse teacher groups and to help them with effective training and employment.

Work Cited

Browne, C. (2021). The NGSL Project: Building Wordlists and Resources to help EFL Learners (and Teachers) to Succeed. JALTCALL Publications, PCP2020(1), 1. https://doi.org/10.37546/jaltsig.call2020.1

Drake, S. (2014). College experience of academically successful students with autism. Journal Of Autism, 1(1), 5. https://doi.org/10.7243/2054-992x-1-5

Fatzinger, J. (2016). Launch supportive services to help homeless students succeed. Student Affairs Today, 19(8), 1-3. https://doi.org/10.1002/say.30262

Hernandez, S., & Hernandez, I. (2011). Key resources on marginalized students. New Directions For Community Colleges, 2011(155), 85-89. https://doi.org/10.1002/cc.460

Hope, J. (2016). Be a champion for initiatives to help students succeed. Dean And Provost, 18(2), 12-12. https://doi.org/10.1002/dap.30251

Horton, R. (2021). Mentoring Graduate Students to Help Them Grow Academically and Personally. CSA News, 66(8), 42-44. https://doi.org/10.1002/csan.20525

Maharaj, C., Sirjoosingh, V., Ali, A., Primus, S., & Arjoon, S. (2019). Help Me Else I Might Fail! Solutions for Academically Challenged Engineering Students. Journal Of College Student Retention: Research, Theory & Practice, 23(3), 607-635. https://doi.org/10.1177/1521025119865747

Ning, X. (2020). How Universities Use Alumni Resources to Help Students’ Growth: China Perspective. World Journal Of Educational Research, 7(2), p33. https://doi.org/10.22158/wjer.v7n2p33

Parr, N. (2020). Differences in the age-varying association of school belonging with socioemotional flourishing among minority and non-minority college and university students. Journal Of American College Health, 1-5. https://doi.org/10.1080/07448481.2020.1808662

Shaoul, M. (2012). Resources to help your students stay safe on the railways. Seed, 2012(12). https://doi.org/10.12968/sece.2012.12.222

Wojcik, S., & Mullenax, S. (2017). Men Idle, Women Network: How Networks Help Female Legislators Succeed. Legislative Studies Quarterly, 42(4), 579-610. https://doi.org/10.1111/lsq.12169

College Student Motivation Research

College Student Motivation Research

Quentin Johnson

Texas Southern University

Purpose of the study

The purpose of the study is to critically analyze the current evidence on the prevalence and risks of obesity as well as physical activity and dietary behaviors in college student population. Also, the study aims at addressing the issues in the development of successful nutritional and physical activity among the study population.

Data collection and validation

Data was collected through observation method in examining changes in physical activity during the first two years of college. Data validation was performed using longitudinal study design.

Results of the study

The results of the study suggest that approximately 35% of all college students are overweight or obese, with many at the risk of weight gain during the college years. Also, the study suggests that poor nutrition and physical inactivity contribute to increased risk of weight gain and prevalence of overweight and obese people in the college population. Also, the study found that exercise and nutrition professionals play an important role in the development and implementation of new policies and programs that are designed to promote healthy eating and physical activity in college students.

Demographics of the study participants

The participants of the study are freshman college students in an urban setting. The participants included both men and women.

Other studies cited by the researchers

Various studies have been cited and they include:

Matvienko et al. on the semester-long nutrition course intervention on college freshman women with the results indicating better weight maintenance with those with a high BMI.

Skinner et al. on the semester-long nutrition course intervention on college students (both men and women) with the results indicating significant decline in total calories and fat in women. No change in dietary intake in men.

Sloan et al. on the 12-week weight loss program, combining behavior and diet therapy on overweight college women with the results indicating a significant decline in body weight.

Hudiburgh on the semester-long nutrition and exercise class for women who needed to lose weight on college freshman women with results indicating a significant decline in body weight.

Levistsky et al. on the weekly feedback on changes in body weight in women in their first semester of college on freshman women with the results indicating a significantly reduced weight gain compared to control group.

Other researches cited include Brynteson and Adams, Slava et al., D’Alonzo et al., Leslie et al., Calfas et al., Sallis et al., Hivert et al., and Buckworth.

Limitations of the study

The limitation of the study is that the success of the interventions designed to increase physical activity appears to be limited to the duration of the intervention, with increases in physical activity not maintained after completion of the programs.

Was the research objective of subjective

Based on the analysis, the study was objective in that the information was fact-based, measurable and observable. It was not based on a personal opinion.

What would you have done differently in this study and why

The entire research was based on college experience and this means that I could have focused on all years of college rather than focusing on the freshman experience. Also, this study focuses on an urban setting and therefore generalizes those in rural settings. Based on this, I would focus on both rural and urban college setting to avoid generalization of results.

References

Ferrara, C. M. (2009). The College Experience: Physical Activity, Nutrition, And Implications for Intervention and Future Research. Journal of Exercise Physiology Online, 12(1).

College Student Motivation Study

Assignment

Student’s Name

Institutional Affiliation

Course tittle

Professor’s Name

Date

College Student Motivation Study

The purpose of the study was to compare motivations for sports activities versus exercises among college students. This study mainly intended to measure, evaluate and score motives for physical activity for college students’ level of motivation in physical activity. In addition, the study investigated the motivation differences between sports participation and exercise and gender differences for physical activity motivation. The participants were enrolled in undergraduate health and kinesiology at a university in South Eastern United States.

The researchers collected data during a class meeting of each course. The learners were informed in advance that participation was voluntary, and their responses would be confidential. They were provided with questionnaires and instructed to be honest. Majority of the participants completed feeling the questionnaire in less than 10mins. Data analysis was then conducted using Statistical Package for social sciences. The partakers gave descriptive information of their physical action conduct, answering to 4 single-item indicators measuring intensity, frequency, adherence, and duration.

Results show that partakers were more likely to show inherent motives, such as challenge and enjoyment for taking part in sports. At the same time, incentives for exercise were more extrinsic and focused on stress management, appearance and weight management. The findings propose that motivations for sport partaking are more desired than those for exercise and might facilitate better devotion to physical activity recommendation. The epidemiological indication showed that the level of physical activity reduces from high school to college, and activity patterns in college are commonly inadequate to enhance fitness and health. The findings also backed up significant gender effect for motivation intrinsic: social recognition, competition, challenge, weight management, strength, and endurance. Their study also held that external motivations, for instance, appearance and health were the major motivations to take part in the exercise.

The research had several limitations like the capability to take a broad view the current findings were limited by the samples of mostly young, Caucasian and learned students. Additionally, the students who were chosen were from health and kinesiology courses, and it is likely that they did not reflect the whole student population. The learners who were chosen might have a greater interest in health and physical activities tan learners who pursue other course works. The findings could not represent the overall college students. On the other hand, understanding the physical activity motivation would have been improved if the data would have been collected over time. The design issues suggest that conclusion draws from the study have to be viewed as preliminary.

The other works that the research cited include healthy people, youth risky behavior surveillance, and disease control and prevention. This study that was conducted was subjective because it didn’t show a clear picture. It was just an expression of opinions or outlook by the students. Another reason is that questionnaires were used. Questionnaires are normally used to draw from individuals’ personal information about their perceptions and thoughts (Kim & Cardinal, 2019). Viewpoints on the collection of subjective statistics through questionnaires vary extensively. It’s a subjective study since it aimed to measure the learners’ attitudes, feelings, and perceptions of physical activity. Something that I would have done differently in this study would be to take enough time and conduct the research effectively. This will be essential to understand the motivation for sports of the students in an effective way. Additionally, I would prefer to consider a mixture of student’s from different courses instead of one.

Reference

Kim, M. S., & Cardinal, B. J. (2019) Differences in university students’ motivation between a required and an elective physical activity education policy Journal of American College Health, 67(3), 207-214.

Nuss, K., Moore, K., Nelson, T., & Li, K. (2020). Effects of Motivational Interviewing and Wearable Fitness Trackers on Motivation and Physical Activity: A Systematic Review. American Journal of Health Promotion, 0890117120939030.

Collegiate athletics are just as competitive as professional athletics.

Collegiate athletics are just as competitive as professional athletics. Tailor-made training programs are necessary for athletes as they help reduce incidences of injury and improve performance. An effective warm-up protocol is essential in an effective training program. Warm-up exercises prepare an athlete’s cardiovascular and skeletomuscular system for the strain caused by vigorous training and competition.

Long jump athletes require strength, agility, power, and speed to jump as far as possible from the takeoff point. An effective warm-up protocol for long-jump athletes involves exercises such as heel kicks, high knee skips, and sprint drills. To increase the intensity of these exercises, the long jump athlete needs to perform these exercises while wearing weighted vests of 1kg. The first movement in the warm-up protocol is heel kicks. This movement involves rapidly kicking one’s heels towards their buttocks while bending both elbows at ninety degrees. Heel kicks are explosive exercises that work on the hamstring muscles, the glutes, the core muscles, arms, and back. The athlete should do a five-minute set of 10 heel kicks at 30-second intervals. The exercise is done for 30-seconds, and the athlete rests for 30-seconds.

The following exercise is high knee skips. This exercise involves skipping in place while bringing the knees towards the chest. This exercise boosts lower body strength and endurance by targeting the quads, calves, glutes, hip flexors, and hamstrings. The exercise requires one to keep their arms close to the body while bending the elbows at 90 degrees to maintain balance and control over body movement. This movement keeps one’s heart rate up while improving cardiovascular endurance. An athlete should do this exercise at 30-second intervals for five minutes. Sprint drills involve running at top speeds over short distances. Sprints are total-body exercises that work both the upper body muscles and lower body muscles. The exercise primarily targets the quads and works the shoulders, abs, hamstrings, glutes, and hip flexors. The athlete should sprint distances of 100 meters for 10 minutes. The recovery time between each sprint should be 2 minutes.

The exercises highlighted above target upper-body and lower-body muscles. These exercises also help the athlete build endurance, speed, agility, and power. As the exercises work all muscles in the body, they reduce the likelihood of injury while improving performance.

Colon Versus Semicolon

Colon Versus Semicolon

Student’s Name

Institution Affiliation

Course Name and Code

Professor’s Name

Date

Colon Versus Semicolon

Most common errors when using semicolons and colons include:

Using a semicolon between two independent clauses.

Wrong: After visiting the orphanage, the charity group donated valuable items; they donated food, clothes, and stationery.

Right: After visiting the orphanage, the charity group donated valuable items: they donated food, clothes, and stationery.

Explanation: The rule I applied in revising my work is that a colon is utilized between independent clauses in cases where the second clause explains, summarizes, or provides an example for the first clause. In the example shared above, the second clause explains the first clause; thus, the two clauses should have been separated using a colon, not a semicolon.

Using a colon to introduce a list of items.

Wrong: When I went to the market I bought: oranges, bananas, pineapples, and apples.

Right: When I went to the market, I bought four different types of fruits: oranges, bananas, pineapples, and apples.

Explanation: The rule that I used to revise my work is that a clause that precedes a colon should be an independent clause. According to this rule, a colon cannot be utilized to separate parts of speech that go together. Since, in the example above, I was introducing a list, I should have made the first clause an independent clause.

Introducing quotations with a semicolon after an independent clause.

Wrong: Emily said: “You are the coolest living creature I have met.”

Right: Emily complimented me in a statement: “You are the coolest living creature I have met.”

Explanation: The rule I used to revise my work is that a colon is used to introduce quotations following an independent clause and not a semicolon. In the above example, the first clause is an independent one thus, quotations following this clause should be introduced using a colon.

COLONIAL EXPERIENCES IN CHESAPEAKE AND NEW ENGLAND

COLONIAL EXPERIENCES IN CHESAPEAKE AND NEW ENGLAND

Student’s name

Course

Instructor

Date

Colonial Experiences in Chesapeake and New England

Even though Chesapeake and New England had many similarities, their differences were also astonishing in the face of how their response to the conditions in the environment. The colonial experiences are different in different aspects but also similar in others and therefore varied. Chesapeake colonies included Maryland, Pennsylvania, Virginia, west, and east new jersey, while new England colonies included Rhode island, new haven, Massachusetts bay colony, Connecticut, and Plymouth.. These two groups of colonies began almost at the same time. However, they began for different reasons, which pushed each other further away in terms of the quality of life each of the groups on each side lived. This paper, therefore, discusses the colonial experiences in the Chesapeake and New England islands with a focus on education, purposes of establishment, economy, religion, and life expectancy.

The two different areas where England’s colonization was established for different reasons shaped the experiences each of the two sides got. The puritans mainly settled in the New England area; therefore, the settlement on the land was mainly driven by religious reasons. On the other hand, those who settled on the Chesapeake islands did so for economic purposes. Their form of practice was purely capitalistic. They desired to bring wealth from the colonies to the motherland in England. Therefore focusing on these two different reasons for the establishment, it is clear that the experiences in the two colonies were different. Those in the Chesapeake islands worked more and were more productive, while those who settled for religious purposes were not very productive. Religion in the two colonies also played an important role. This is because most of the Protestants at that time left England to go in search of peace. Therefore these two areas, even though they shared a religion whereby Protestantism was the majority they had no balance since the Chesapeake was not so much concentrated on religion as new Englanders were.

Education was another essential aspect that made the experiences of the two colonial territories challenging to balance. Education in New England was much more than it was in the Chesapeake islands. The difference was almost a 100-year difference in their education levels and which was very difficult to cover. In New England, there were policies like any village with 15 families was to build an elementary school while any town with 100 or more families was to build an advanced middle school. On the other hand, Chesapeake Island had no such rules and, therefore, the education level and quality difference. Therefore the northern part whereby the new Englanders had settled had a higher education than it was for the southerners.

The economy was another defining feature that differentiated these two areas. The southern part of the Chesapeake was mainly focused on the economy and making life better. However, the other part, which is the northern part, was focused on religion, and economic was the least of their concerns. There were distinct social classes in the northern part where the upper and lower classes were utterly distinct. This brought about inequality since the rich made the poor suffer and took away their property, leading to the bacon’s rebellion. The northern side was not so much into the economy; therefore, as long as they had their basic needs satisfied, they did not wish to involve themselves in so much. Most of the individuals in New England were Puritans, and their main focus was religion and education..

Life expectancy in New England was much far higher than life expectancy in Chesapeake. In New England, life expectancy was around 80 years. On the other hand, life expectancy in Chesapeake for men was 43 years, while the life expectancy for women was between 35 and 38 years. This was because the area of the Chesapeake Bay islands was in severe climatic condition. The land chose to build on and cultivate was not wisely chosen; therefore, those who settled there ended up suffering. The water was not clean, and there were a lot of mosquitoes. In New England, the climate was favorable, and the people who settled there were more concerned about each other’s welfare and health than on the Chesapeake Bay islands. This, therefore, explains the difference in life expectancy between the two areas..

In conclusion, the individuals who settled on Chesapeake bay islands were focused on the economy and making the best use of the area, and having as much wealth as possible taken to England. However, new England settlers were focused on finding a good place to practice their religion, and they focused more on education. They were also more communal and social than those who settled in Chesapeake, which is displayed in the life expectancy differences between the two. Therefore colonial experiences were better for the new England settlers as compared to the Chesapeake settlers.

COLLEGE ATHLETE’S COMPENSATION

COLLEGE ATHLETE’S COMPENSATION

Student’s name

Professor

Department of affiliation

Course

Date

College Athlete’s Compensation

Introduction

With the rising popularity of many college athletes, there has been a push for them to be paid for what they do as a sign of their efforts being appreciated rather than just receiving the scholarship which they receive automatically when they play for the national team. This kind of wish and practice began in Ohio state whereby the National Collegiate Athletic Association led by drake in Ohio began this with the statement that they have to make sure that the student-athletes get the best possible experience so that their performance and their motivation remains high.

Dwyer, Colin. “NCAA Plans To Allow College Athletes To Get Paid For Use Of Their Names, Images.” NPR, NPR, 29 Oct. 2019, www.npr.org/2019/10/29/774439078/ncaa-starts-process-to-allow-compensation-for-college-athletes.

According to this article, drake states that college students will start getting paid because of their popularity. This happens as a result of the removal of the ban whereby college athletes could not use their talents to make an extra amount of money in things like advertisements and others and therefore this article talks of how after the lift of the ban so many athletes especially those who are famous are likely to make a lot of money from their involvement into activities like advertisement and other activities which are likely to bring them money.

This article is therefore is a very well-structured one, it is short and it gives only the relevant information. Therefore it can be used for this research because it provides very apt information when it comes to the issue of compensation of athletes. Therefore the research about eh compensation of athletes plays a vital role in making sure that the manner and the reasons for compensation are fully discussed and therefore the announcement and the events surrounding the compensation are known as discussed in the article.

Duster, Chandeliers. “Democrats Make New Push for College Athlete Compensation.” CNN, Cable News Network, 4 Feb. 2021, edition.cnn.com/2021/02/04/politics/college-athlete-economic-freedom-act/index.html.

This article talks of how the national body which governs the athletes had put a lot of protection and was in the custody of so much about the young athletes and therefore with the decision that college students will be allowed to use their names, control how their pictures and other aspects of their life is used in a very important one. When the students control what they want with their pictures and social media accounts then it turns out that they become healthier and more productive. The national body generates about $15 billion each year and therefore this amount of money none goes to the players and therefore this can be seen as a kind of dictatorship that must be removed from existence and therefore the athletes are given more freedom and therefore this is a very important aspect of the national team because the burden and the lack of capital among the college athletes will be ended with the introduction of their payment.

This article giving so much important information related to the compensation of the national athletes, therefore, plays a very critical role in the research about the compensation of college student athletics. This decision can be said to have been pushed by different individuals and majorly the students who must have felt left out or not counted in as the national body makes $15 billion.

Higgins, T. (2021, March 30). NCAA college athlete compensation case comes before the Supreme Court. CNBC. https://www.cnbc.com/2021/03/30/ncaa-college-athlete-compensation-case-comes-before-the-supreme-court.html

This article emphasizes the importance of the NCAA giving the student the right to own other benefits apart from the educational scholarships and educational benefits only as it is at the moment whereby the body only allows the student to enjoy educational benefits only. This article states that for example a person who’s a singer and competes in music festivals and competitions cannot produce an album due to the restrictions put in place by the body when in a real sense these restrictions should be scrapped and the individuals allowed to make their own money while making themselves more beneficial. It is seen as discrimination to be prevented from getting what is rightly theirs and therefore the article stresses the importance of making sure that what is needed by the members of the NCAA is obtained as their restrictions go against the federal anti-trust law.

Therefore this article talks of a case of the NCAA in the supreme court over how its players should be treated is very important in a research about the payment of its athletes not just through the scholarships and the stipends but through their names popularity and other means.

Higgins, L. (2020, March 11). What Happens When College Athletes Get Paid. Wall Street Journal. https://www.wsj.com/articles/what-happens-when-college-athletes-get-paid-11583879855

This article from the Wallstreet journal talks of how opportunities for students to make money is likely to balloon and be so many such that the students may even get out of the NCAA and be able to form their organizations. It states that if the current court in the supreme court is decided in favor of the students then it turns out that the benefits the NCAA enjoyed of collecting so much money may decline while the individual student income may go high as most of these students will get their money directly from individuals and organizations. This means that the students will be using their name and image to make money for themselves and not just be receiving the basic scholarships and other few benefits which are limited to academics as the organization provides.

Even though there is a fear that the students may be unable to know what it means to get into agreements with different organizations the national body is likely to get people to do that for the students or rather advise them on how to get into deals as well as how to make the most out of the deals which they get into and therefore this is seen as a positive activity.

Sow, A. (2019). Should College Athletes Receive Compensation?.

In this report Sow talks of the ethical considerations which arise as a result of the push and the will of college students to be allowed to own what they deserve as a result of their names and images. the report examines different writings, ideas and issues presented as contrasting and in line with the wish to have college athletics have their voice over their names and other financial issues which present themselves to them. The report states that since its formation in 1906 there have been many advancements and today the body is a multi-billion body which is very important in terms of controlling sports among college students as well as organizing them and having investors chip into the games and sports. The reason why the body insists on amateurs is the fact that the body does not pay them for the playing they engage in however they provide academic scholarship and other forms of benefits aligned to academic goals and not other personal benefits.

This report states that if the supreme court allows the body to stop being the guardian of the property of the students in things like name and images property then it turns out that the students will have a lot of income which may be unethical or lead them into unethical behavior. However, on the other side, it is also unethical for the body to hold back what is rightly owned by the students, and therefore it is a difficult decision to make. This report, therefore, is very important in the research about college students’ payment as it provides a breakdown of different reports addressed to the same issue.

Hess, A. (2019, September 11). The majority of college students say student-athletes should be paid, survey finds. CNBC; CNBC. https://www.cnbc.com/2019/09/11/student-athletes-should-get-paid-college-students-say.html

‌in this report in the CNBC a survey conducted states that majority of the college students stated that the athletes should be paid. This does not only support the wishes of the students but also supports the ideas and wishes of different other people including some members of the congress. In a research conducted by polling platform College Pulse of more than 2500 students, it found out that the majority of the students support the idea of paying college athletes, and therefore it is what has led to the case in the supreme court about the payment of the student-athletes and what should be done for them to receive what is theirs and what is being denied by the NCAA.

According to Johnson Hess who is the writer of this article 53% of college students among whom the research was conducted strongly agreed that it was necessary and important for college athletes to be paid because what they did was a job that few people could do and therefore if they were in the outside world and not playing for NCAA then they would be paid large sums of money. Therefore this article is very important in research about student-athletes payment since it focuses on how important it is for the students to live a good life and get justice for what they do.

Review, T. R. (2021, February 6). Paying College Athletes | The Regulatory Review. Www.theregreview.org. https://www.theregreview.org/2021/02/06/saturday-seminar-paying-college-athletes/

‌According to this article in the regulatory review, scholarly journal student-athletes generate so much money for their schools, coaches, bodies like the NCAA, and others except for themselves. Therefore this means that there has been an injustice that has always been in place and it is important for this injustice to be ended. Schools, where the athletes school get into a multi-million and multi-billion dollar, deals with organizations that use the images and names of the student-athletes in their marketing campaigns, apparel, and other types of activities to bring the organizations and the school money. However, the student-athletes do not benefit from these good results from the schools and other organizations’ deals. In 2019 California passed a law against the NCAA regulations that student-athletes do not earn from it when their names and other personal belongings like the name are used.

The fair pay play-act hoped to take place from 2023 will make the athletes’ world a better one as there will be chances of the athletes being paid for the use of their names in any kind of business deal between two groups or organizations. This, therefore, is seen as a big improvement, and therefore this article is very important in the research about the payment of student-athletes as they deserve it as the article states.

Sobocinski, E. J. (1996). College athletes: What is fair compensation. Marq. Sports LJ, 7, 257.

Sobocinski in this report talks of what it means to have fair compensation and if the compensation is fair enough after so many years of NCAA using the money gained from the students for other activities apart from paying the students. This report, therefore, talks of how NCAA has exploited the student-athletes, the current position of this issue, and if the student-athletes should be categorized as employees since they make a lot of money for the body even though they benefit very little from this amount of money. Sobocinski states that even though currently is when people are realising that there has been discrimination in terms of income of the college athletes this has been in existence for the longest period and therefore it hs become a difficult part of the society and the college students to address since there are also challenges associated with the demand for justice from them.

However in recent years with the concern of the general American society, it is firmly believed that it will be possible for the issue to be resolved because even congress is concerned about the issue. The report also states that the college athlete is a victim who is being used for the benefit of different people and the benefit of the schools and the NCAA. Therefore the report states that this has to end if there is hope that student-athletes are to get justice. Therefore this report with its intensive questioning and analysis of this article presents us with the different aspects and news of how it is possible to end this injustice while at the same time educate which is the goals of all the united states colleges. It is an important report which provides information to be used for research into the issue of college students’ compensation and payment.

Heekin, M. M., & Burton, B. W. (2014). Compensation for College Athletes: The Non-Destructive Solution. Wake Forest J. Bus. & Intell. Prop. L., 15, 364.

This article in the Hein online is an article that presents us with challenging questions when it comes to student payment and compensation. It discusses the driving force of scholarly sports and how the sports benefit the students the schools and other organizations like the NCAA. It also talks of how colleges depend so much on the different sporting events organized by the NCAA through which they can raise a lot of money to just for the use of the students but majorly for the use of the schools in their activities and other uses like buildings. The article talks of how the money is made by the schools that use the student-athletes and how this money is shared in small quantities to the athletes for their scholarships and other basic needs like the stipends.

In this article, the question of the manner of compensation for student-athletes also arises whereby there is a discussion whether the students should be paid cash or academic kind of payment. The report also states that payment of cash to the student-athletes would create conflicts in the field of the students, their instructors, and other students and therefore it remains a difficult question to answer whether students should be paid cash or in academic terms. Therefore making this article a very important ingredient in the research about college athletes’ payment.

Knoester, C., & Ridpath, B. D. (2020). Should College Athletes Be Allowed to Be Paid? A Public Opinion Analysis. Sociology of Sport Journal, 1(a), 1-13.

In this report by Knoester and Ridpath, the students are being supported by different people to be paid. The report states that parents unlike in the past have now started supporting the student-athletes to be paid for their sports activities. However, this is still subject to racial issues of the students and their parents as the population of the united states still have a very big difference when it comes to race and even though there have been efforts to end this it is still a problem. Therefore it turns out that black parents are more likely to support the payment of athletes while white parents are more unlikely to support the same.

This compensation comes as a way of providing justice to the college students because most of them do not get justice since they play so much but they are only paid for their academics through the scholarship and the stipend and nothing else. However, this report states that it is very important for these students to be paid not just for their basic college needs but to be paid for what they have played for and what they deserve because it is their property. Therefore this report presents us with the public opinion of whether student-athletes should be paid or not. Most people state that it is important for college athletes to be paid and therefore this report is very crucial to the research about the payment and compensation of college athletes.

References

Duster, Chandeliers. “Democrats Make New Push for College Athlete Compensation.” CNN, Cable News Network, 4 Feb. 2021, edition.cnn.com/2021/02/04/politics/college-athlete-economic-freedom-act/index.html.

Dwyer, Colin. “NCAA Plans To Allow College Athletes To Get Paid For Use Of Their Names, Images.” NPR, NPR, 29 Oct. 2019, www.npr.org/2019/10/29/774439078/ncaa-starts-process-to-allow-compensation-for-college-athletes.

Heekin, M. M., & Burton, B. W. (2014). Compensation for College Athletes: The Non-Destructive Solution. Wake Forest J. Bus. & Intell. Prop. L., 15, 364.

Hess, A. (2019, September 11). The majority of college students say student-athletes should be paid, survey finds. CNBC; CNBC. https://www.cnbc.com/2019/09/11/student-athletes-should-get-paid-college-students-say.html

Higgins, L. (2020, March 11). What Happens When College Athletes Get Paid. Wall Street Journal. https://www.wsj.com/articles/what-happens-when-college-athletes-get-paid-11583879855

Higgins, T. (2021, March 30). NCAA college athlete compensation case comes before the Supreme Court. CNBC. https://www.cnbc.com/2021/03/30/ncaa-college-athlete-compensation-case-comes-before-the-supreme-court.html

Knoester, C., & Ridpath, B. D. (2020). Should College Athletes Be Allowed to Be Paid? A Public Opinion Analysis. Sociology of Sport Journal, 1(a), 1-13.

Review, T. R. (2021, February 6). Paying College Athletes | The Regulatory Review. Www.theregreview.org. https://www.theregreview.org/2021/02/06/saturday-seminar-paying-college-athletes/

Sobocinski, E. J. (1996). College athletes: What is fair compensation. Marq. Sports LJ, 7, 257.

Sow, A. (2019). Should College Athletes Receive Compensation?.

Cognitive Dissonance. Abortion after Rape

Cognitive Dissonance: Abortion after Rape

(Author’s name)

(Institutional Affiliation)

Abstract

Holding two conflicting thoughts and beliefs can easily result to the upheaval of human rationalization. Cognitive dissonance forces individuals to perform actions that bring about psychological discomfort, thus, influences apposite decision making. However, cognitive dissonance is vital for psychological development in human beings. For example, considering an abortion after rape will cause cognitive dissonance for the victim. However, dissonance allows individuals to make value judgments, assessments, and valuation of the situations presented to them. Understanding the influences of cognitive dissonance on decision-making is an excellent way to develop individual ability to make precise choices.

Key Words: Cognitive Dissonance, Abortion, Rape

Introduction

Normal human behavior requires that individuals search for constancy in their values and discernment of situation. Cognition refers to knowledge, which can be translated to attitude, behavior, or value (Cooper, 2007). Individuals hold a multitude of cognitions concurrently, which can be in extraneous, consonant, or dissonant interactions with each other. In psychology, cognitive dissonance refers to the uncomfortable feeling arising from having two conflicting thoughts and perceptions about a situation (Cooper, 2007). Cognitive dissonance is a common occurrence in human life, but it is predominantly noticeable when individuals are presented with situations conflicting with their self-identity. Self-identity comprises of values and beliefs that are integral to an individual’s distinctiveness. Subsequently, when individuals experience an inconsistency between their beliefs concerning behaviors, something must be done to eradicate or lessen this dissonance (Cooper, 2007).

This paper presents a description of a situation that causes cognitive dissonance. The paper explains how the situation influences an individual’s decision to engage in behavior that violates their values, beliefs, attitudes and morals.

Abortion after Rape

Abortion is a subject that has spawned numerous debates regarding the ethical and moral values associated with the act. Abortion after rape has generated even more debate as it provokes what cognitive dissonance with the affected. Indubitably, the majority of people hold the belief that abortion is immoral because it involves obliteration of the life of another (Evans, 2002). Accordingly, most state authorities associate abortion with criminal activities and the act is prohibited in most states. However, the same authorities consent to abortion after the event of a rape owing to the nature of the deed (Evans, 2002). Upon a closer examination of the issue, it is evident how cognitive dissonance may result from such a situation. A woman who believes that abortion is morally wrong may have conflicting thoughts regarding termination of pregnancy that results from a rape. On one hand, abortion is morally and ethically unacceptable, which constitutes the woman’s values and beliefs. On the other hand, her pregnancy is as a result of rape, which is not only horrible, it also causes a sense of psychological damage to the woman. Carrying the pregnancy to full term implies that the woman will forever be reminded of the atrocious rape event. Terminating the pregnancy will force her to violate her values, beliefs, and morals.

In order to lessen this dissonance between belief and actions, the woman can either carry the pregnancy to full term or downsize her beliefs concerning abortion. Further, settling on the latter would conflict with previously held notions about morality and the concept of performing ethical actions. However, the former would reduce dissonance as it accentuates the need for positive thinking concerning the pregnancy. Here, the woman is compelled to focus of the child’s positive qualities, as opposed to, the perceived flaws.

References

Cooper, J. (2007). Cognitive dissonance: 50 years of a classic theory. London: Sage

publications.

Evans, J. H. (2002). Polarization in Abortion Attitudes. Sociological Forum, 17(3): 397-422.

College Athletes Should Not Be Paid Money

College Athletes Should Not Be Paid Money

College sports can be defined as “amateur contests whose players come from a restricted subset of the population of athletically talented individuals who we require to be regular students seeking academic degrees” (“Intercollegiate Sports in America”, n.d.). But the reality about college sports is not as simple as the definition of college sports. With the progress of time the concept of college sports has been transformed from an amateur to a professional one and this is because now-a-days the participants in college sports do not merely participate to compete and to show their talent, upholding the prestige of their respective educational institutions, but most of them are much more inclined towards earning money and accomplishing self-gains.

College athletes should not be paid money for their participation and performance and there are several reasons behind the concept of such non-payment. Primarily the lure of financial gain withers away the sportsmanship within the participants of college sports. The inflow of money in college sports can be a disaster for the budget of most of the universities and this in turn can affect severely on the programs and policies related to academic progresses. For an example, the absurd coaches’ salaries that most of today’s colleges spend for winning football bowl games and basketball tournaments (for earning monetary rewards) should be counted as a wastage of money as such huge amount of money, if spend in strengthening the educational systems of these concerned colleges might render better results in terms of creating an educated workforce for the future.

Education is a primary source of money and college athletes are provided with this basic means of earning money by their respective colleges. So it is never fair or ethical for such students (who are also athletes) to ask for monetary rewards for representing their colleges in sports events and for upholding the prestige of their respective colleges by winning sports competitions. Colleges must start to get concerned about such issue because if they carry on paying their student athletes for representing their institutions then actually they are going to put these athletes in jeopardy, and this jeopardy will emerge because the greed for money through participating in sport events will actually reduce the interest of these athletes in receiving higher education, and such disinterest is not at all desirable on the part of a population which is going to be the future of the country. And this fear is looming large in the realm of NCAA, as this governing body has understood that “the mere notion of paying college athletes undermines the university’s primary purpose – education, something far more valuable than a modest annual stipend proposed by many. If it currently appears that the universities “don’t really care” about the athlete, paying them would intensify that belief, not dissolve it” (“Intercollegiate Sports in America”, n.d.).

The administrative body of many of the colleges in the United States argues that it is better to pay the college athletes to participate in inter-college sport competitions and win monetary rewards as such financial rewards are actually used in developing the overall infrastructure of the colleges including the educational framework. But this is only a partial truth because there are different other games apart from football or basketball spending on which the colleges actually drain their money without any potential return on investment. It is noteworthy that “only a fraction of Division I football and men’s basketball programs turn a profit…The other Division I football and basketball programs as well as sports such as baseball, softball, golf, hockey, women’s basketball (minus a couple of notable programs), and just about all Division II sports not only fail to make money, but actually drain their athletic budgets. The outcome here would be inevitable: Forcing athletic departments to pay its football and basketball players would result in the eventual elimination of most, if not all, of the non-revenue sports” (“Intercollegiate Sports in America”, n.d.).

In the money game the colleges often are forgetting that their athletes are their students first and sportsperson later on. They are forgetting the simple truth that “mind that student-athletes are not employees of the university, rather they are students first and athletes second” (“Intercollegiate Sports in America”, n.d.). The primary duty of any educational institution is to enhance the knowledge of its pupil but in today’s America most of the colleges are much more inclined to enhance their prestige in the realm of sports and thereby earn more and more money by winning inter-college competitions. And due to enrolling in the rat race of earning money through sport competitions these colleges are actually forgetting that they are paying money to their student-athletes, increasing their monetary demands, deviating their focus from education to money-making, and thereby, putting their future at stake. So, judging from this angle too, it must be admitted that paying the student-athletes is unethical and immoral.

Moreover, it should not be negated that by paying money to the student-athletes the economically sound colleges are creating a disparity in the realm of college sports. This is because the colleges who have more money in their treasury are much more able to pay more and more money to their student-athletes and to their coaches while other colleges with less monetary strength fails to higher big-shot coaches and are less able to pay sufficient money to their student-athletes. And such inequality in the expenditure is actually affecting the domain of college sports because the highly paid coaches are much more motivated than their low-paid counterparts, to bring the winning trophy to the respective colleges which hired them. So, it is observable that some of the colleges in order to earn money through college sport competitions and most of the student-athletes in order to secure themselves financially are actually paving the way for the spread of economic disparity at the very basic level.

It is a reality that “From the moment the full-scholarship papers are signed, each participant’s role is very clear: Schools accept the responsibility of the student’s tuition, meal plan, and boarding, while the athlete is provided with the opportunity to earn a degree, engage in college life and play their favorite sport in a well-organized, and often high profile fashion” ” (“Intercollegiate Sports in America”, n.d.). But the student-athletes, due to the influence of the modern trend of earning money through representing their respective colleges in sport events, are actually misinterpreting the agreement and they have now taken the academic part as granted and they are now considering formal education less important than participating in college sports as the latter for them is now a means for earning money. And now it has become an undeniable fact that presently “a college education is not held in the same esteem and worse yet, some see it as simply an opportunity to earn money” (“Intercollegiate Sports in America”, n.d.).

In conclusion, most of the colleges have now enrolled themselves in the rat race of earning money through college sports and this has paved the way for student-athletes to show their disregard for formal education and their adherence to the money-making policies like participating in college sports and winning competitions for their respective colleges. This is a harmful trend and if this trend carries on then the time is not too far that colleges will be producing greedy sportspersons respecting only money as their God and disregarding education considering it as an obsolete thing which is unworthy in gaining financial profits.

(1,242 words)

References

Intercollegiate Sports in America. (n.d.). Lombardi. Retrieved March 11, 2013, from http://lombardi.lsu.edu/his11/week_11.html