Recent orders
Daniel Webster is a nationalist who defended the federal government power to make laws
History
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Daniel Webster is a nationalist who defended the federal government power to make laws that applied to all states in the union. Robert Hayne supported states’ rights at the nullification or Webster was a supporter of the federal government powers are the earth’s right to create laws that protected that union and I was opposed to the nullification. Webster declared that freedom and the union went together. Daniel Webster says that all the origin of the government and of the foundation on which it starts is erected by the people and those who minister it, are responsible to the people and can only modify the constitution just as the people make sure it to be.
The Southerners thought that the reduced rate of tariffs was still too high. South Carolina threatened that the tariffs of 1828 and 1830 were not abolished they would withdraw from the union if the federal government tried to correct the tariffs. According to the southerners, the two acts enacted were an authorized by the constitution of the United States. They violated the true meaning of democracy, and they were therefore null and void at the new law. Abiding upon this state, its officers or citizens, and all promises, contracts, and applications made all into with the purpose to secure the duties imposed by the said act, and all judicial proceedings which shall be hereafter had in affirmation were all of our and shall be held utterly null and void.
In my view, the most effective primary document is that of the South Carolina. It defends the people and is against the rise of the tariffs on raw materials as well as the manufactured goods and this affects the production and the income of the producers and manufacturers of the United States. According to the southerners, the old tariffs had to be abolished to give room for new tariffs to be enacted through new legislation.
In the 1851 political cartoon, they southerners are protesting against the north of the 1850 fugitive slave act. It was passed by the United States congress on Sep 18, 1850, as part of the compromise of 1850 between southern slaveholding interest and the northern free soilers. In the cartoon, the national government to whom enacted the slave act takes away the slave as they are named fugitive, but the states have its own rules that prohibit and oppose the national law. The states claim that they have a higher law and that they don’t recognize any law from the national government of the United States. The political cartoon also applies to the document one and two as it argues that both the national government and that of the state are different and that the national government law does not with any effect affect the state law.
The 1856 political cartoon document 4 relates to the Kansas-Nebraska act which was passed by US Congress on May 30 1854. It allowed the people in the territories of Kansas and Nebraska to decide for themselves whether or not to allow slavery within their borders. According to the cartoon, the national government allowed the individual states to make their own decisions on onto whether they could retain slavery or abolish it. The black men were considered to be slaves, and the act of leaving the decision to the individual states would only encourage the white to continue oppressing the blacks. In the picture senator, Stephen Douglas, president Franklin Pierce, James Buchanan and Levies Cars who all are running to be the democratic party nominees for president in the 1856 elections are seen forcing a black man against his will an intimidating action, indicating how the whites are racist.
From the picture, the background of making the decisions on whether the states will vote against slavery is made to be seen as democratic, but in the other side, the grounds to which democracy is to be practiced is limited as the black people have no room to express themselves.
Dred Scott was a slave who needed to seek his freedom through the American judicial system, to which emanated with the worst ruling ever. In the year 1857 decision by the United States, Supreme Court in the Dred Scott case implies that no Negro the term then used to describe anyone with African blood was or could never be a citizen of the United States. The decision also invalidated the Missouri compromise of 1820 which are the anti-slavery in certain US territories.
Frederick Douglas in document 6 asked whether the great principles of political freedom as well of natural justice are embodied in the declaration of independence are similarly represented to the blacks as well. The speech on 4th of July was directed to the American slavery where Douglas condemns the Americans for not being true to its founding principles, its past and its present. The audience must fulfill what the founders of the country advocated for, Douglas tells the audience that the 4th of July was a sham, as the slave tends to boast of liberty, and as shouts of liberty and equality are a just hollow mockery.
Dred Scott decision during the case of nullification of the Missouri act, confirms Frederick Douglass arguments that the Africans were just considered useless, worthless and treated as slaves and the call for equality was just an active form of mockery to the African population. According to the decision by Dred Scott, any person of African origin could never be an American citizen by birth or immigration, and that’s the call for the natural justice that is embedded in the declaration of independence does not apply to the Negros.
According to William H. Seward, irresponsible conflict refers to the collision of the socio-economic institutions of the north or South America. According to William, in states where the slave system, prevents the masters directly or indirectly secure all political power and constitute a loading aristocracy while in countries where they’re free labor system, prevents universal suffrage necessarily obtains adverse state inevitably becomes sooner or later a republic or democracy.
The definition of the Confederacy by Alexander Stephens is based on the idea that; the new government was founded upon exactly the opposite ideas of its foundations are laid. Its cornerstone rest upon the great truth and that the Negro is not equal to the white man and that slavery subordination to the superior race is his natural and normal condition. According to Alexander Stephens, the Confederate states were established explicitly to preserve the expand institution of slavery.
President Abraham Lincoln in the Gettysburg 1863 claims that the forefathers brought for the American continent, a new nation that was conceived in liberty and dedicated to the proposition that all men are created equal. And that now that they were engaged in great civil war, they were being tested whether the nation or any nation so conceived and dedicated could long maintain the equality. It is through this equality that erupted the full scale of civil war due to the peculiar institution regarded as slavery that was present at the creation of the republic.
In thinking about the primary documents, the states have the power to nullify federal laws if they disagree with them. The reason behind is because the state government originate from the individual countries and form the national government and the will of the people lies in the states. Also, each of the states has a representative to whom addresses the problems of its people. Just like the case of southern Carolina, the tariffs had been raised to a higher cost making their manufacturers pay more, thus reducing the productivity.
It would have resorted to financial losses contributing to the economic fall to the country, and it is to this situation that the state’s government came to the rescue nullifying the act that was formed by the government. They further warned that any act of the judiciary to rule over cases regarding the act would not be respected and would be treated as null and void. In the event where the nullification would not be successful, then the government would take that opportunity to exploit the manufacturers as well as producers of all products.
And this would lead to the collapse of their businesses as well as the gross domestic product of the country which has an overall effect on low income as well as a low standard of living. On the other side the nullification of the Missouri act in Dred’s case showed the American viewed the people of African origin and how they saw them as subjects doomed to slavery and can never attain the American citizenship nor freedom despite the call for equality.
References
Abraham Lincoln’s “Gettysburg Address” (November 19, 1863)
Alexander Stephen’s “Cornerstone Speech” (March 21, 1861)
Excerpt of Daniel Webster’s “Liberty and Union” Speech (January 26, 1830)
Excerpt of Majority Decision in Dred Scott v. Sanford (March 6, 1857)
Frederick Douglass “The Meaning of the Fourth of July for the Negro” (July 5, 1852)
Political Cartoon “Forcing Slavery Down the Throat of a Freesoiler” (1856)
Political Cartoon “What’s sauce for the goose is sauce for the gander” (1851)
South Carolina Ordinance of Nullification (November 24, 1832)
William Henry Seward’s “On the Irrepressible Conflict” (October 25, 1858)
Literature Review Learner Analytics and Visualization Techniques
CHAPTER TWO
Literature Review: Learner Analytics and Visualization Techniques
2.1 The Concept of learner analytics and Visualization Techniques
The concepts of learner analytics and visualization techniques have gained increased importance within the academic sphere. This segment of the paper reviews the two main concepts and underscores their importance in learner analytics. In recent year, study has begun to grow on the need for better measurement, tracking, and visualizations of information about learners. Research on learning analytics in many areas has developed so that it has been able to describe the number of activities to assist in the understanding and optimization of learning and the environments where learning occurs. It is necessary to organize information categorically so as to facilitate the human in directing information (Calude & Maurer, 2011). Visualizations that use different organizational views entailing the same information can be a remarkably effective aid.
When it comes to co-located learning in a learning environment like the classroom, the learners find it way easier to cooperate with their teachers effectively. This is not the case in a digital environment or in an online classroom whereby both learners and teachers are separated by a substantial space but joined through technology. Thus, it is harder for teachers to assess the progress of learners and also be aware of what the learners require. Teachers would also find it harder to develop effective communication with their learners since such a plan does not support physical feedback from the learners. The learners also have difficulties in ensuring that what they are assigned to do meet the requirements of the teachers. However, there has been progress when it comes to learner analytics. This has evolved and has been able to describe various elements for instance tracking, visualization and analysis of data that has been obtained from learners. This data has been effective in analysis the behaviour of students.
With the increase in availability and also access to information, developments of a wide variety of visualization and data retrieval tools have been developed. This growth has been beneficial in learner analytics, especially to learners. Such tools are operated by users to identify data and knowledge that is relevant to the task at hand. This has helped users in the process of assessing, analyzing and visualizing information presented to them. Furthermore, it enables the users to internally consider the possible relationships among various diverse groups of data mentally (Leung 2011, p. 51).Sense-making activities in many cases usually result to accumulation of large amount of data, knowledge and information. This information is represented in form of external visual representations such as diagrams, graphs, documents and sketches. (Lytras, 2010).
The concepts of visual analytics and data visualizations have not been clearly distinguished previously. This is as a result of varied information that details how visualization tests have a relationship with visual analytics. Main objectives of information visualization involved creating effective interaction techniques for a given class of data and method of producing view. Visual analytics is more than visualization. It is a fundamental way to integrate visualization, human factor and data analysis (Green, 2009). The problem arises when coming up with a solution is hard to achieve if the goal is to combine best –fit automated analysis algorithms and visual and interaction techniques. Visual analytics aims to give higher priority to data analytics from the start and through all interactions.
The learning from users’ behaviour and effective use of visualizations should play a pivotal role in the analytical process. Learning analytics in many cases seeks to advance brilliant combination of analytical approaches and advanced visualization techniques, which may play a crucial role when it comes to semantic analysis. In cases that the information is semantically rich, there is an increased chance that the information could be visualized in a variety of ways or levels. This is usually the choice of the visualization developer who decided upon how they would need the information to be presented (Olej, Obrsalova, & Krupka, 2011).
2.2Learner Analytics Tools and Resources
At this point, it is certain that learner analytics tools play instrumental roles in relative procedures. This section reviews the various learner analytics tools and resources that are currently in the market. Studies conducted have been able to show that visualizations enable understanding and realization of patterns. There are several tools relevant to learner analytics. One such tool is SAM (Student Activity Meter) (Lytras, 2010). This tool is used to visualize the time spent on learning activities and material utilized in learning environments that are online. Under SAM, several types of visualizations exist which promote collaboration and understanding among learners. An example of such visualizations includes systems that are utilized in order to increase the awareness of resources that are used. These can be through the use of a time-line that provides a chronological account on the use of resource (Lytras, 2010). There is also second level that functions to classify data into indicators of a higher level. An example words counts are used to detail participation rates and are also related to a model.
SAM is tasked with the role of visualizing and analysis of activities that go on and resource are utilized. SAM utilizes the first as it shows the activities that learners attempt in a given period of time. It applies the second characteristics by use of basic statistics resulting from time utilization. There also other systems which visualize learner analytics that are used by SAM. CAMera is another such example used in visualizing the activities of a user and shows clear metric events. It utilizes the CAMera schema that entails capturing the interactions of a user through the use of tools and resources. SAM also uses computer based data even though in this case it focuses on higher-level indicators (Zimmermann & Cunningham, 2001). SAM as a tool is used not only by the teachers but by the learners in their individual learning environments. Teacher objectives are usually contained under SAM. Under SAM, the following objectives for teachers are supported.
Knowledge and understanding of the learning progress is one of the teacher’s objectives. This is a situation whereby the teachers are aware of what and how learners are doing so as to assess their progress. SAM provides visual overviews for the time that learner spend and the resources that these learners use .Comprehensive analysis of virtual learning cannot be achieved due to lack of face-to-face communication (Shrum & Glisan, 2009).Thus, relative visualizations provide reliable indicators for awareness. The visualizations can also be applied by teachers to find patterns and be able to identify potential problems. Information on learner time tracking is also used which allows teachers to assess their initial stage estimates. This allows them to determine how time is spent by students who take part in various activities. Such information is also used in statistical researches regarding the process of learning. From this, popular learning materials are determined which lead to resource discovery.
Learner goals are also targeted under SAM objectives. This involves self-monitoring whereby self-reflection and understanding is realized. Furthermore, time tracking can help the learner understand his/her time allocation in comparison to their peers and support occasionally to reveal how much time is spent to the teacher. One of the objectives of SAM is to visualize when, on which resources and for what period of time students have been working when compared to their peers. Thus, when it comes to such goals, particular emphasis is placed on resource proposal that provides resourceful learning material used by peers. This is very advantageous in learning that is self-regulated (Pozzi & Persico, 2010).
Back office software is also used in learner analytics. The creation of this tool shows that different interfaces and clients could be created in the process. It is used in collaboration with Moodle. Clients can interact with Moodle, increasing markedly in capacities, from being a monolithic platform to an interoperable application. Moodle is a web services layer that consists of a set of contracts that make use of certain functions defined in Moodle external libraries (Ewall, 2007). It is able to provide data on how learners are progressing which is quite helpful to teachers. The data is presented in a table for clarity in addition to use of bars for comparisons. One main characteristics of Moodle is that it is more advanced when compared to other tools.
Since the wide usage of the web and other technologies, the manner of teaching and learning has been changing. This development is no longer just due to technological changes that support new models of learning but also to new motivations, trends and learning models. Thus, when talking about learning analytics tools and resources, constant development must be considered. The idea for the basis of learner analytic tools use is that they can interact with various systems in the same instance, performing the same actions in several places (Shrun & Glisan, 2009).
There are various changes that take place in learning process. As a result, technology is tasked with the responsibility of providing solutions to these changes, for instance coming up with new tools used for learner analytics. Thus, application of external tools is easier to implement which interact with the LMS. It becomes easier to improve the functions of tools such as back office which lead to flexibility. Allowing opportunity of learning to the use of technology is encourage since it is advantageous in developing new ways of learning (O’Neil, 2008).
Single management systems can include course administration. This part provides the main features associated with courses such as creating, modifying, deleting and viewing important course details. The aim is to facilitate the users’ administration without accessing the platform. (Khosrowpou, 2006). User administration is also a control system within the back office tool. The client permits total control of Moodle users through an easy and intuitive interface. Client management is the part of the tool. It allows the choosing of protocols that will be used to connect with the platform within the tool. There is also the log administration that controls the activity in the Moodle, so that they view the logs happening in a course, a date or made by a user. This way, both teachers and students can be able to track their progress as the course continues. In addition to this, roles can be created, modified or deleted during the process (MacArthur, Graham, & Fitzgerald, 2008).
Jigsaw has also been identified as a learner analytical tool. It utilizes analytical systems that are visual to as to support investigative research. Jigsaw main objective is to maximize pixel use to take advantage of both the user’s high acuity central primary point and extensive peripheral field. Its two main goals are to move quickly through large document collections, permit investigators to operate efficiently and support hypothesis formation together with collection of information. This enhances credible decision making especially based on the defined hypotheses. In many case, it works with large collections of text documents or other reports and with the entities, which have been obtained from them. Jigsaw utilizes several windows effectively with representations carefully designed for investigative problems that are complicated.
The user is thought to be in an ‘information cockpit’ with multiple monitors located in front of and above the user. However, although Jigsaw has some linking and brushing to integrate the windows, it does not have the stable interaction Wire Vis employs (Richards & Lassonde, 2011). Human Capital Management rules put expectation Jigsaw users in a way that they would be less in motion but rather in need of cognitive effort. This is not the case in WireVis whereby cognitive effort would not be required for instance in window management connection. This is certainly an issue worthy of additional review and evaluation. Jigsaw is operational and straightforward in nature. The model provides a point of view for investigating these goals in that light. The interface of this tool permits direction integration with involves representations of reports and entities, changing details and focus. As with Wire Vis and other tools that have been described, simplicity and intuitiveness also seek to attain cognitive goals.
Finally, when it comes to making comparisons, Jigsaw uses a unique approach, employing an increasing, question-based planning to present in various aspects of information that are used for investigation and possible relationships, as compared with Wire Vis top-down visualization of the entire data set and its context. Undoubtedly, both approaches are reasonable and could be present in a general tool for complex problem solving, and will be subject to future study. Nonetheless, the Jigsaw tool would be an effective tool for learner analytics in diverse situations (Ewall, 2007).
2.3 Effectiveness of Learner Analytics
Learner analytics has been instrumental in assessing the learning process in different ways. Findings have provided a basement upon which objective decisions regarding viable improvements have been made. Successful assessment can be attributed to relative tools and resources. This section of the paper details the effectiveness of learner analytics as well as the tools that are used in this process. SAM was applied in an extensive online free course learning analytics so as to get feedback on the effectiveness of the method. A multi-method strategy is usually followed using a structured questionnaire, review of documents, case studies and semi-structured focus group discussions (Rogers, 2002).
In organizational and academic research, SAM should be introduced in a manner appropriate to the skill level and professional knowledge base. There should be a concern with learner satisfaction, learning outcomes and experiences by the learner for instance, the nature of interactions. These strategies would allow determining the effectiveness of the design, growth and establishment of learner analytics. Attention should also be placed on the importance of collection of information that may be utilized by the teacher or instructor (O’Neil, 2008). Any obstacles or barriers are also realized during this stage. From this, adjustments and correction can be made to ensure success in the end. Formative assessment is also done as to gather information during the early stages so as to determine if the efforts produce the intended outcome.
The learning and knowledge analytics (LAK) online course was organized in order to evaluate setups and demographics involved. Moodle was used extensively for communication and collaboration in academic and organizational learning. Evaluating this tool in this varied viewing elicited dynamic discussions. These discussions arose as a result of the outcomes that were expected and the methods to be used. The client activities of the Moodle system were visualized in SAM. Registered participants were up to 270 for the course and were primary researchers engaged in the learning analytic field and teachers who are concerned in learning analytics.
An online survey was also used and it was composed of two paths. The main objective of the case study was to get more details on the SAM in a comprehensive course and the perceived usefulness of SAM by learning analytics experts. Two dozen individuals, between the ages of 27 and 62 years old took part in the survey. A dozen of them are teaching courses, and the rest have been involved in teaching courses for more than 10 years. This was a complete test that would be able to inform the research being conducted and provide conclusive results.
Learning and Knowledge Analytics (LAK) teachers recognize the teaching subject as slightly different. Provision of providing feedback to students becomes the main concern. The LAK teachers are majorly interested in finding students who are doing as expected of them. The idea of locating the best student becomes less importance when weighted against Agricultural researchers. Usage of the documents is a perquisite by LAK and other Agricultural researchers. Knowing how and when online tools have been utilized and knowing if sources that are independent are used is rated a bit lower. Therefore, they are also concerned with document application within Moode (Smith & Sadler-Smith, 2006). Student application is also rated high. Collaboration and communication is also more important for LAK teachers. The time tracking issue is almost rated equal in both circumstances. Comparing with the goals set by the teachers the recognition and the support is also the most vital within this tool.
As far as the LAK teachers are concerned it is the duty of SAM to deal with provision of teacher feedback during learning to students. This is related to the capability of visual analytics. The time spending issue in many instances is less prioritized. The open questions, which detailed how to implement each of the visualization, provided practical insights on the use of SAM. For instance, one teacher would use the line chart in order to identify the likelihood and intensity of participation. Furthermore, another teacher can learn about sequential time that a course takes place. The classroom activity status in this case is verified by the line chart. Thus, the teacher would expect it to be amended if few students take part and few share little, while a large number is at the centre. Determining the effectiveness of SAM would be able to underscore the variables that impact on the learning program (Zimmermann & Cunningham, 2001).
When it comes to most of the other issues pertaining to the process of learning, the teachers cannot come up with a decision that they agree on as a whole. The second part of the survey was based upon both the teachers and the learners. When queried to assess the contributions of each visualization, inconclusive answers were produced. There is no statistical evidence that shows that both learners and the teachers would rate the visualizations differently (Cress, Dimirova, & Specht, 2009).
The learner analytics is used by the student for comparisons with peers. Three learners use the corresponding coordinates for comparison with the rest of the class for self-reflection so as to measure progress and growth motivation. In this scenario, a single person did not understand how the corresponding coordinate worked. This individual preferred the bar graph that showed the group he fitted in most. The bar graph indicated the rate of growth motivation and progress. It was based on the individual liking, which was not the intention of the study. The bar chart was perceived as redundant by one teacher, which arises as a result of the addition of the histograms within the parallel coordinates.
The recommendations to improve learner analytics in both academic and organizational learning have certainly proven to be useful. Eight of those participating wanted to continue using SAM in the field while four were not sure of their final decision. An open debate about how each individual liked SAM was asked. From the results, three mentioned the simplicity and the quantity they can see using the tool. Two of them enjoyed the rapid application at which the tool could be used. Two participants also liked the precise, accurate information based on circumstances that the tool provided. Furthermore, they also enjoyed the insightful outcomes of the tool.
Technology, as opposed to individual user simulation should be utilized when it comes to automation of the measurement process. This would lead to the reduction of the time to be used during the learning analytics process. The best practices in such cases is to establish a common set of relevant key performance indicators that are monitored and also measured on a regular basis for the learning organization. Current technology and also establish methods of data collection instruments should be utilized in order to produce results that are more detailed. For instance, it may involve collection of data from learners and teachers two to three months post-training. In the end, the data collected will be more effective
References
Claude, C., Maurer, II. (2011). Rainbow of computer science: dedicated to Hermann Maurer on
the occasion of his birthday. Berlin: Springer.
Ewall, K. (2007). A visual analytics environment for collaborative sense-making, Information
Visualization. Houston.
Green. T. M. (2009). Building and applying a human cognition model for visual analytics,
Information Visualization. Chicago: Oxford.
Khosrowpour, M. (2006). Emerging trends and challenges in information technology
management. IIershey: Idea Group.
Leung, H. (2011). Advances in web-based learning – ICWL 2011. Berlin: Springer.
Lytras, M.D (2010). Technology enhanced learning : quality of teaching and educational reform: First International Conference, TECH-EDUCATION 2010, Athens, Greece, May 19-21. Berlin: Springer.
MacArthur, C. A., Graham, S., & Fitzgerald, J. (2008). Handbook of writing research. New-York : Guilford.
Olej, V., Obrsalova, I., & Krupka, J. (2011). Environmental modeling for sustainable regional
development : systems approaches and advanced methods. Hershey: Information
Science Reference.
O’Neil, H. F. (2008). What works in distance learning : sample lesson based on guidelines.
Charlotte : IAP.
Pozzi, F., & Persico, D. (2010). Techniques for fostering collaboration in online learning
communities : theoretical and practical perspectives.IIershey : Information Science
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Richards, J. C, & Lassonde, C. A. (2011). Writing Strategies for All Primary Students :
Scaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3. San
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Rogers, P. L. (2002). Designing instruction for technology-enhanced learning. IIershey: IRM
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Shrum, J. L., & Glisan, L. W. (2009). Teacher’s handbook : contextualized language instruction.
Boston: Heinle Cengage.
Smith, P. J., & Sadler-Smith, E. (2006). Learning in organizations : complexities and diversities.
London: Routledge.
Zimmennann, W., & Cunningham, S. (2001). Visualization in teaching and learning
mathematics : a project. Washington DC: Mathematical Association of America.
Compensation of College Athlete Students
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Compensation of College Athlete Students
In this paper, I aim to give an argument that college athletes students should be compensated. Paying college athletes students compensation seems to be a debate with no definitive conclusion (Knoester & Ridpath, 2020). On one side of the argument, individuals see it fit that students get paid for their sports performance as they are the fundamental piece that drives external revenue to universities. On the other side, some individuals argue that college athletes should not be compensated because they will focus more on sports rather than studying. Without college students participating in sports, sponsors would be scarce, and funding for facilities that would benefit the whole student body would be non-existent or subpar. It is essential to compensate college athletes students since they study and time to play at a competitive level.
The culture of sports is a significant element of the general college experience at many American universities. It might not be logical to argue that just particular campuses attract students as a result of their academic reputation; some campuses attract students due to their strong sports history and culture. The higher learning institutions tend to go to greater lengths to hire several most talented athletes in the nation (Kilburg, 2018). Despite the fact that these athletes make significant revenues and publicity for the campuses, the only compensation they usually get is a full college scholarship. There is a need for a change since the current system is out of date and significantly modulates the athletes’ contribution in addition to encouraging them to skip college to be part of a professional sports league. As a result, the college learners who are athletes ought to be paid because it will be fair to them and also produce significant social and economic dividends for the college. They ought to be paid since they generate significant revenues for their respective learning institutions.
From the college students taking part in the sports activities, they generate millions of dollars in profit for the universities, coaches, conference, and network executives. They should also get some compensation since it is their efforts. One of the arguments is that what will the athlete’s scholarship do when they cannot get time to work on them. It is for the reason that college athletes study less. These learners sacrifice much of their studies in order to play at a competitive level. The cash that is saved from the athlete’s participation in sports should be enough to allow them to pay for the education in the event that they would want to shift their focus on other things. It is a fact that college athletes commit approximately 30 hours per week to train, leaving less time to keep up with academic commitment (Kilburg, 2018). Taking around 6-8 hours of their time every day for training limits them from focusing on their studies. It is true that even if the athlete gets time for it, the resulting grade would not be satisfactory. College athletes happen to be already drained and stressed from the tiresome daily training. The lack of energy to study negatively impacts them to a point where one turns to be a poor choice for employers after graduating from college.
Another reason that supports the argument that college athletes should be paid is that paying them prevents school switching. Some individuals claim that this will also benefit the colleges. One of the issues that affect college athletes is student-athlete school switching (Sow, 2019). A lot of them transfer from a particular college to another because one offers better training, coaching, freedom, and deals than the others. Changing the learning institution merely because of this reason takes more toll both on student and the institution. As a result, it takes more time to familiarize with the new environment, causing the college athletes’ grades to decrease and even their performance. Giving them compensation inform of payment can possibly provide them with an inducement to stay in the learning institution as schools will perhaps lock them in a contract. It will be advantageous to compensate the college athletes since collegiate sports bodies will become more transparent. The National Collegiate Athletic Association is a non-profit organization. That signifies that all of its income ought to be spent on collegiate sports organizations. Paying student-athletes will make way for a more transparent expenditure of The National Collegiate Athletic Association (Stocz et al., 2019). NCAA spends a lot of money on facilities that are unjustifiable or do not appear to materialize. Giving college athletes would reduce The National Collegiate Athletic Association’s spending on expensive facilities.
Being a college student-athlete is just like a full-time job, balancing between the classes and the field. College sports are extracurricular events, but the schedules of the National Collegiate Athletic Association’s competitions need a prolonged period in which the student-athletes ultimately miss the school. It is not that they only miss the classes, but they also become absent for the nationally televised games that make plenty of money and get millions of viewers. They should receive a small amount of the profit from the revenue they generate from taking part in sporting activities. That will encourage them to put more effort and even perform better in sporting activities. The compensation would vary, just as the colleges with the more successful teams get more televised money or time than those with less successful teams. The college athletes also give their colleges valuable exposure; hence they should be compensated. The exposure student-athletes bring to their learning institutions can boost donations and applications. There are some renowned colleges that got their name on the map as a result of a championship in sporting activities. The success student-athletes bring about from their participation can be dramatic. More broadly, research papers have shown that when a college football team rises from mediocre to great, there happen to be an 18.7% applications increase. As a result of this, college student-athletes should be compensated with some payment.
College athletics is a billion-dollar industry that has been in existence for a very long period of time. Because of the increasing ratings of college athletics, this number continues to increase. Stronger, faster, and bigger athletes always generate a lot of money. The college universities get more money during the year that it is only fair to the student-athletes if they get some compensation (Sow, 2019). They should get the payment based on the college apparel sales and revenue. I have a belief that college sports should be well thought out as a profession. Student-athletes deserve to be paid for their efforts. They are a critical part of America’s culture and financial system. Currently, student-athletes are thought of as amateurs. This behavior should stop since they also need some money. It is also significant to give them some payment since doing so will provide them with encouragement to stay longer in school and provide better results. Numerous of them come from poor social and economic backgrounds; hence, the incentive to leave the school to be part of the professional sports league is always strong. Suppose the higher learning institutions begin paying their athletes. In that case, a lot of them could have the motivation to complete college, which, as a result, signifies that the college sports fans will be able to watch them play for a long period. It will aid the college, and the students will be more likely to attend a live game if their favorite athlete is playing. Due to that, paying the college athletes is the right thing that will allow them to have benefited from the economic power of their star athletes for a longer period of time.
Under current NCAA regulations, payment for student-athletes is limited to a scholarship for their studies. Even though the law permits student-athletes to benefit from third-party deals, it does not need or even permit colleges to pay student-athletes for their efforts beyond the scholarship they already get (Kilburg, 2018). College athletes should be paid because they risk their bodies and become exposed to permanent damage. Among the best aspects of college sports is the players’ enthusiasm. Their passion and love for their respective game are infectious and admirable. However, there is a disadvantage to it. In their dedication to play to their best, a lot of college athletes fall victim to serious injuries that sometimes prematurely bring their careers to an end. It is something disturbing that their career coming to an end due to the bad injury will stop their scholarship; those college student-athletes put their bodies at risk of permanent damage, devoid of being compensated. When student-athletes hurt the knee, it might leave them limping for the rest of their lives. Concussions of suffering can result in depression and dementia. Those students who put their bodies on the line for every game they play and training session deserve to be compensated for the health risks they take in the process of playing or competing.
In conclusion, college student-athletes should be compensated no matter what the reasons. It is of great disadvantages to them when they are not compensated. Paying the student-athletes will motivate them to study well and perform better in sports. I believe that college athletes should be compensated.
Reference
Kilburg, T. (2018). Should Division I College Athletes Receive Compensation in Excess of their Scholarships? Major Themes in Economics, 20(1), 1-47.
https://scholarworks.uni.edu/mtie/vol20/iss1/3/
Knoester, C., & Ridpath, B. D. (2020). Should College Athletes Be Allowed to Be Paid? A Public Opinion Analysis. Sociology of Sport Journal, 1(aop), 1-13.
https://doi.org/10.1123/ssj.2020-0015
Sow, A. (2019). Should College Athletes Receive Compensation?
https://digitalcommons.brockport.edu/pes_synthesis/77/
Stocz, M., Schlereth, N., Crum, D., Maestas, A., & Barnes, J. (2019). Student-Athlete Compensation: An Alternative Compensation Model for All Athletes Competing in NCAA Athletics. Journal of Higher Education Athletics & Innovation, 1(5), 82. Retrieved from
https://ir.una.edu/kin_facpub/4