Student resources Essay Example for Free

Student resources Essay Being an athlete comes with a very big price. Many people say collegiate student athletes have it just as hard as a normal college student. I have to disagree though. There are multiple examples that separate athletes from the regular or average student. Time constraints, stereotypes, class attendance, physical and emotional fatigue, and also the athletic sport the student is participating in, are just few of the many burdens athletes have on the shoulders that the common student does not. Although regular students do not have it easy, I just believe student athletes have an incredible responsibility to keep their grades up and do well in whichever sport they are partaking in. Athletes also have an enormous amount of pressure on them, because they have to represent their school in a very good way. Time is indeed one of the major obstacles between student athletes and academic success. The major student athlete time demands include games, travelling, film and video sessions, weight training, and injury or recovery treatment. Time affects everything from study time, to absolutely no free time. Being a football player, I can say from experience that time is your biggest enemy. It is always against you. Waking up for seven o’clock workouts, then going to having class immediately after, then going straight to practice after, then getting out late at night. There is very few hours left for study time. This process is an everyday cycle. Time has its biggest impact on studies and academics. For a student to learn, he or she must invest time and energy into the pursuit of learning. This demands effort, time, and commitment to being a student. The problem with all this is that student athletes don’t have the time, as do the regular students. Having to maintain good enough grades to stay eligible on the team is already a hard enough task due to no free time. Wanting to exceed and get all A’s and B’s is where athletes tend to struggle though. Normal students don’t have to worry about time being against them. They have class and then able to focus on school work. Another issue with student athletes is stereotypes. Stereotypes with athletes have to deal mostly with class professors. Unfortunately athletes carry around the label that they don’t care about school, and academics come after athletics. A lot of people put them in the category as arrogant and unfriendly. So not only do other students not want to be in class with them, but also none of the professors want the athletes in their class. Also, when athletes have to leave for games during the week these certain professors will count the student absent and give them zeros for whatever was due in class that day. So, it becomes very tough for the student athlete when the teacher doesn’t want to help or pass him or her. The fact of the matter is athletes want to succeed in all areas of the classroom, and that academics come first before anything we do on the field. Fatigue is an unending feeling in an athlete’s career. It has an impact on both the physical and mental state of the athlete. The cumulative physical toll throughout the academic year can potentially wreak havoc on a student athlete’s ability to concentrate on studies. Being sore, tired, and just plain worn out from either practice or games makes it hard for the student. It makes the student sloth and takes away any desire to do homework, for all he or she wants to do is rest and recuperate from the exhilarating exercise, training, and practice the athlete’s body takes on. Apart from the physical exhaustion, mental stress and weariness takes a huge toll on the athlete’s mind. Competition with other teammates or opposing teams leaves the mind tired all the time. Worrying about a starting spot on the team or not making errors on plays only hurts the weary mind. This causes the athlete to dose off in class or failure to complete assignments and turn in on time. In season performance in the classroom is lower than out of season performance, because of all the stress on the athlete both physically and mentally. Research shows the athletes graduate at a higher percentage than non-athletes. Also, looking at students highly involved in college is very successful during their years of college education. Therefore athletics can be tied in with this. Being very involved in and athletic sport helps the students learn better and teaches the student athlete how to organize and be responsible for one’s time and studies. I also believe that keeping the student busy with athletics can keep him or her out of trouble that the ordinary student can be faced with. Substance abuse is a huge deal with both athletes and non-athletes. Research shows though it is a much bigger deal with non-athletes though, and has a greater effect on the non-student  athlete’s life. In conclusion, I have to say that athletes take on a bigger challenge. I feel as if the athlete takes on the same as the regular student and the time consuming activity of their sport. Some will say the normal student will take harder classes or that he or she will be involved in extracurricular activities, but nothing is as time-consuming as a college sport. The time an athlete is given to get their academics done is in no range of what a non-athlete has to study and do school work. I am not making excuses though for the athlete to slack off just because the academics will be much tougher due to their dedication to athletics. I feel as if student athletes should go out of their way to engage with their professors to show them they want to learn and will respect them as a teacher. Studies also show that student engagement is related to positive outcomes such as persistence, better grades and college satisfaction. This leads to the number one motto for a student athlete, â€Å"student first, athlete second†.

Alcohol Essay -- essays research papers

Giovanni Vaccarello, a retired machinist form Brooklyn, New York, never took the safety of his family for granted. He often drove Maria, 18, and Concetta, 17, to their part time jobs. John, his fourteen year old son, was to wear a beeper at all times so that he would never be out of reach. Giovanni routinely walked Cathy, his wife of twenty five years, one block to her job at the beauty salon. But with all the precautions Giovanni took, nothing could stop him from Abraham Meyers, a 25-year-old janitor from Brooklyn. At about 11:30 on May 1, 1994, Giovanni left the Russo’s catering hall in Queens with Cathy, Maria, and Concetta. John lingered behind as the others crossed the street and headed for the car. It was then that Meyers, allegedly going at speeds over 70 mph without headlights on, smashed into them, sending the Vaccarello’s flying. Maria and Concetta died instantly, while Cathy held on for a few hours on life support before dying. Giovanni escaped with his leg broken in three places, but suffered a heart attack that kept him in the hospital for a month. Meyers’ blood alcohol was tested at .2, double the legal limit for driving while intoxicated. This was not the first time he would face charges for driving under the influence of alcohol, he has had his license suspended 26 times and has drunk driving convictions dating back to 1967. Although Meyers kept driving without a license, he never spent one day in jail. He now faces up to life in prison, but this is of no con... Alcohol Essay -- essays research papers Giovanni Vaccarello, a retired machinist form Brooklyn, New York, never took the safety of his family for granted. He often drove Maria, 18, and Concetta, 17, to their part time jobs. John, his fourteen year old son, was to wear a beeper at all times so that he would never be out of reach. Giovanni routinely walked Cathy, his wife of twenty five years, one block to her job at the beauty salon. But with all the precautions Giovanni took, nothing could stop him from Abraham Meyers, a 25-year-old janitor from Brooklyn. At about 11:30 on May 1, 1994, Giovanni left the Russo’s catering hall in Queens with Cathy, Maria, and Concetta. John lingered behind as the others crossed the street and headed for the car. It was then that Meyers, allegedly going at speeds over 70 mph without headlights on, smashed into them, sending the Vaccarello’s flying. Maria and Concetta died instantly, while Cathy held on for a few hours on life support before dying. Giovanni escaped with his leg broken in three places, but suffered a heart attack that kept him in the hospital for a month. Meyers’ blood alcohol was tested at .2, double the legal limit for driving while intoxicated. This was not the first time he would face charges for driving under the influence of alcohol, he has had his license suspended 26 times and has drunk driving convictions dating back to 1967. Although Meyers kept driving without a license, he never spent one day in jail. He now faces up to life in prison, but this is of no con...

Ptlls Level 3 Assignment

Write a concise summary (approximately 1’200 words) to demonstrate your understanding of your role and responsibilities as a teacher in relation to: ? Your responsibilities and those of others who have an effect on your work. ? Legislation – how might it impact on your area and context of teaching. ? Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching. ? Internal and external assessment requirements- what requirements do you need to follow in this area. Keeping records – what records do you need to keep and why. Recommended word count 1’200 words†¦.. Tip. (Highlight your text click tools select word count) Assignment 2 – ANSWER: Your responsibilities and those of others who have an effect on your work As a teacher it is your responsibility to ensure the learners achieve the intended learning outcomes which should give them a fair opportunity of passing the course assessment criteria.The teachers role would normally include the following:- †¢Identifying the learner needs, completing an initial learner assessment prior to the course will give a better understanding of learner knowledge / experience; †¢Knowing the availability of any specific resources to assist in the learning process; †¢Identifying learner outcomes and liaising with key stakeholders / employers to discuss desired outcomes and the planning of varied activities to aid the learning process; †¢Ensuring suitable ccommodation / facilities are available, to provide the desired learning setting; †¢Ensuring adequate lesson plans are available for the programmes being delivered, and that the lesson plans are followed or adapted to ensure all learning outcomes are met; †¢Provide learner support as deemed necessary to achieve the learning outcomes; †¢Ensuring that all learners are not only included in the learning process, but actively participate; †¢Assess learners achie vements throughout the programme, giving feedback in a positive manner; †¢Assess learners achievements at the end of the programme, and recording those achievements; †¢Internal verification of colleagues assessment decisions and reviewing assessment records; †¢Review and evaluate feedback from learners and other stakeholders, in order to improve future delivery techniques and programme resources; †¢Maintain adequate records of assessment for traceability and quality assurance requirements, particularly with external organisations, such as awarding bodies; †¢Recognize your own limitations and seek further advice from colleagues or others who may have relevant experience and knowledge; †¢Promoting values in keeping with equality, diversity and inclusion, and lead by example; †¢Be professional in your relationship with others, maintain integrity, be respectful, consider appropriate language and tone of voice; †¢Maintain compliance with set polici es and procedures from both your organisation and external bodiesThe above roles and responsibilities can be best summed up in the five stage teaching and learning cycle:- initial assessment, planning and preparation, teaching, assessment, evaluation. This five stage cycle is a continuous process which will ensure teachers can improve and evolve the learning programmes and outcomes. The teachers role and responsibilities will vary greatly from organisation to organisation, so it is important to find out what your organisation requires before the learning programmes begin. Legislation – how might it impact on your area and context of teaching Legislation affects each and every one of us, some to a lesser or greater degree than others.As a teacher, there are not only policies and procedures to follow, but legislative requirements which have to be met. These include the following:- †¢Health & Safety at Work etc Act 1974 – the cornerstone of all safety legislation, th is act sets out the general duties which employers have towards employees and members of the public, and employees have to themselves and each other; †¢Management of Health & Safety at Work Regulations 1999 – main requirements are for employers to carry out risk assessment, and have access to competent safety advice; †¢Disability Discrimination Act 2005 – this legislation promotes civil rights for disabled people and protects them from discrimination.The Act requires public bodies to promote equality of opportunity for disabled people, and also gives rights to them in areas such as employment and education; †¢Data Protection Act 1998 – gives individuals the right to know what information is held about them, and those that processes personal information must comply with eight principles, which makes sure that personal information is fairly and lawfully processed; processed for limited purposes; adequate, relevant and not excessive; accurate and up to date; not kept for longer than is necessary; processed in line with your rights; secure; not transferred to other countries without adequate protection; †¢ Copyright, Design and Patents Act 1988 – protects the rights of the creators of literary, dramatic, musical, and artistic works, recordings and broadcasts.Copyrighted material can only be copied with the copyright owner’s permission, which includes books, music, photographs, drawings, diagrams, etc; †¢Sex Discrimination Act 175 – this Act makes it unlawful to treat a woman or a man less favourably in employment, training and related matters, education and the provision of goods, facilities and services on the grounds of their gender or marriage; †¢Race Relations Act 1976 – this Act makes it unlawful to discriminate against a person on the grounds of race, colour, nationality, ethnic or national origins in employment, training and related matters, education and the provision of goods, facilities and services; †¢Sex Discrimination (Gender Reassignment) Regulations 1999 – these regulations cover employment and vocational training only; the regulations extend the Sex Discrimination Act (1995) to cover discrimination on the grounds of gender reassignment (as defined by the Act as ‘a process undertaken under medical supervision, for the purposes of reassigning a person’s sex by changing physiological or other characteristics of sex and includes any part of such a process); †¢Race Relations (Amendment) Act 2000 – places public authorities under a general duty to promote race equality. They must aim to eliminate unlawful discrimination, promote equality of opportunity, promote good relations between people of different racial groups; †¢Special Educational Needs and Disability Act 2000 – (referred to as Part 4 of the DDA 1995) this Act relates to education.Education establishments have legal responsibilities not to treat d isabled learners less favourably for a reason related to their disability and to provide reasonable adjustments for these students; †¢Employment Equality (Religion and Belief) Regulations 2003 – these regulations make it unlawful to discriminate on grounds of religion or belief held (or lack of religion or belief) in employment and vocational training, and also include protection against direct discrimination, indirect discrimination, victimisation and harassment. Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching All teachers have a duty to promote equality and inclusion within their learning programmes, and recognise the diverse needs of their learners. Equality is about treating everyone fairly and being given the same opportunities, although it is not about treating everyone the same, but as individuals and ensuring their individual needs are met.Diversity is about recognising individuals and their difference s, and as a teacher you should respect those differences, and cultural backgrounds of learners, colleagues and the community as a whole. Inclusion is about participation by all, ensuring everyone has an opportunity to participate within the learning process. Including group sessions within the learning programme could help to promote participation within the learning session, and break down any stigmas or perceived barriers. Internal and external assessment requirements- what requirements do you need to follow in this area As a teacher you should be fully aware of the requirements and procedures in relation to both internal assessment and external assessment.With any assessment process, this must be fully implemented to ensure compliance with our own internal assurance procedures, and where difficulties arise, this should be brought to the attention of your colleague or senior management to discuss the issues, and implement any necessary amendments or inclusions. In regard to extern al assessment, this is normally undertaken by an individual from outside the organisation, eg. quality assurance advisor from an Awarding Body. Failure to comply with the requirements could cause your organisation to have sanctions raised against it, thus preventing future learning programmes being delivered. Keeping records – what records do you need to keep and why With any learning programme, records should be kept to provide evidence of learning outcomes.It is the teachers responsibility to find out what records need to be kept, who needs access or copies, and where the records are to be stored or sent. Types of records which need to be kept will include:- initial assessment / enrolment forms; registration forms (so you know who should be attending); attendance registers (in case of emergency / fire, or to validate course attendance for grants, etc); session plans (for planning future programmes); results / grades achieved (for qualification or certification requirements) ; feedback forms / evaluations (to provide information for possible course improvement and quality assurance and auditing purposes).

The Geneva Accords of 1954

The Geneva Accords of 1954 were an attempt to end eight years of fighting between France and Vietnam. They did that, but they also set the stage for the American phase of fighting in Southeast Asia. Background Vietnamese nationalist and communist revolutionary Ho Chi Minh expected that the end of World War II on September 2, 1945, would also be the end of colonialism and imperialism in Vietnam. Japan had occupied Vietnam since 1941; France had officially colonized the country since 1887. Because of Hos communist leanings, however, the United States, which had become the leader of the western world after World War II, did not want to see him and his followers, the Vietminh, take over the country. Instead, it approved Frances return to the region. In short, France could wage a proxy war for the U.S. against communism in Southeast Asia. The Vietminh waged an insurgency against France which culminated in the siege of the French base in northern Vietnam at Dienbienphu. A peace conference in Geneva, Switzerland, sought to extricate France from Vietnam and leave the country with a government suitable to Vietnam, Communist China (a Vietminh sponsor), the Soviet Union, and Western governments. Geneva Conference On May 8, 1954, representatives of Democratic Republic of Vietnam (communist Vietminh), France, China, the Soviet Union, Laos, Cambodia, the State of Vietnam (democratic, as recognized by the U.S.), and the United States met in Geneva to work out an agreement. Not only did they seek to extricate France, but they also sought an agreement that would unify Vietnam and stabilize Laos and Cambodia (which had also been part of French Indochina) in the absence of France. The United States committed to its foreign policy of containment of communism and determined not to let any part of Indochina go communist and thereby put the domino theory in play, entered the negotiations with doubt. It also did not want to be a signatory to an agreement with the communist nations. Personal tensions were also rife. U.S. Secretary of State John Foster Dulles reportedly refused to shake the hand of Chinese Foreign Minister Chou En-Lai. Main Elements Of the Agreement By July 20, the contentious meeting had agreed to the following: Vietnam would be divided in half along the 17th Parallel (in the thin neck of the country).The Vietminh would control the northern section, the State of Vietnam would control the south.General elections would occur in both north and south on July 20, 1956, to decide which Vietnam would govern the whole country. The agreement meant the Vietminh, who occupied significant territory south of the 17th Parallel, would have to withdraw to the north. Nevertheless, they believed that the 1956 elections would give them control of all Vietnam. A Real Agreement? Any use of the term agreement with respect to the Geneva Accords must be done loosely. The U.S. and the State of Vietnam never signed it; they simply acknowledged that an agreement had been made between other nations. The U.S. doubted that, without United Nations supervision, any election in Vietnam would be democratic. From the outset, it had not the intention of letting Ngo Dinh Diem, president in the south, call the elections. The Geneva Accords got France out of Vietnam, certainly. However they did nothing to prevent an escalation of discord between free and communist spheres, and they only hastened American involvement in the country.