Student Athletes Receiving Special Treatment

In “Athletes and Education”, a writing by Neil H. Petrie, expresses the concern that athletes in school systems have special treatment over other students. Neil believes that star athletes at some schools are handed everything on a golden platter by teachers and coaches. He states that student athletes at colleges receive preferential treatment. Athletes are able to cut some classes, while still being able to slide through. They may receive special dorms, meals, or personal tutors. However, these student athletes are protected from the harsh reality of the real world and may not be prepared by the time they graduate. Neil brings up a good point when he evaluates what will happen to these athletes once they graduate. Some may end up being just fine, if they have a pro contract to lean on in the future, but what about those who are discarded once they are no longer needed for college athletics? They will obviously not be prepared for the real world, since they are used to being bottle-fed all through their education.

In my own personal experiences, being a student and an athlete at my high school, I do not think things are quite the same. Things are not handed out to student athletes, and the same goes for students who have a job or other major time commitment. If anything, they have more responsibilities to deal with. Sure, students are allowed to miss class if they have a scheduled game, but they are always expected to make the work up. Student athletes are graded using the same criteria of any other student. However, looking at the college setting I can see why student athletes are put on a pedestal. They represent the university and if a star player does not receive adequate grades in a class, the whole team will suffer. Even so, students should never receive special treatment, just because they are involved in sports. It is unfair to the other students in the class, but mostly it is unfair to the student athletes who will not be prepared after graduation.

My Response to "Some Don't Like Their Blues at All"

I think the article “Some Don’t Like Their Blues at All”, by Karyn M. Lewis, focuses on the stereotypical all-American girl and guy. The Fila jeans ads talked about in the article showed a dark, macho guy in contrast to an innocent white girl. These advertisements show that all men should be tough and controlling, while women can be giggling all the time, as long as she is pretty. In the background of the picture of the ripped guy is a scene of violent struggle between two football players. The background of the girl shows a passionate picture of a girl in a bikini lounging on the beach. This also shows the advertisement’s stereotypical approach on the roles of gender.

Not only does the advertisement play off of the stereotypical looks of men and women, but the slogans take it one step further when they pull in sexual body parts. The slogans “Some like it hard” and “Some like it soft”, represents not only the sexual body parts of the sexes, but also hints at how genders should be in social life. For example, the article says these slogans show that men should act “hard” and powerful while women only need be soft and sensual.

By looking at this advertisement, people may not feel they add up to the look showed in the pictures. Boys may feel like they are weak and undeserving to be considered masculine. Girls may feel they are not pure or pretty enough to be considered desirable. By making us feel inferior, Fila hopes consumers will buy the jeans to meet the social requirements and become one step closer to the “ideal” look. This article alienates the sexes from one another and admonishes all belief that either sex can be compassionate and strong at the same time. I disagree with the advertising methods Fila uses, because I think it poses an extreme ideal of how genders should look and act like.

"Surfin' The Louvre"

An article by Elizabeth Larsen, called “Surfin’ the Louvre”, presented a debate about whether or not you have to be in a museum to learn, or if you can have the same experience on the World Wide Web. The author describes her criteria includes virtual tours and many pictures of different exhibits around the world, from places like Italy to Japan. This kind of information readily available to students on the web seems like a great learning experience. However, this article made me evaluate whether I believe hands-on education can be replaced by a web site with virtual tours.

I think it is a great idea to have exhibits and artifacts from museums all over the world, put on one internet site. Students all over the world will then have these resources with a click of the mouse. It is a given that whenever students are doing research for a project, they cannot fly to Japan or some other foreign country to visit a museum with a certain exhibit they are doing research on. With a site like the one talked about in the writing, there will be many pictures and information about the exhibit, regardless how far away it is.

Even though I believe this website with multiple museums is a good idea and will be beneficiary in many school projects, I do not think it should replace the hand-on learning experience. Many students learn best by seeing and touching things in real life. By having all the information on the website, schools may believe it is okay to use the internet source to replace field trips to museums. There is only so much knowledge a person can gain from the internet. I still think it will be best if students have the opportunity to examine exhibits in real life, so they are able to get the feel of it and ask questions. In conclusion, I think this new form of learning can be used to improve access in museums around the world, but should not be the only tool in the research process.

Am I a victim of "grade inflation"?

An article by Nancy Mitchell, called “Thousands of students victims of ‘grade inflation’”, expresses the concern of grade inflation in different schools. Grade inflation is when teachers give students higher grades than they deserve. Teachers may do this to give their student’s higher self-esteem and confidence. Another reason may be the course is not challenging enough and does not present advanced students with new material. Even though it may look beneficial, in the long run, students will not be prepared for strenuous college education. “Grade inflation establishes the expectation for students that low quality work will suffice when, in reality that doesn’t cut it”. This quote from the writing speaks a lot of truth. What is the point of being a 4.0 honor roll student when you do not have the knowledge and life skills needed to achieve in the real world?

In some cases, I have noticed that some classes at Lima Senior suffer from grade inflation. I especially noticed it in my underclassman courses, where the criteria was aimed at students who do not try. Just by completing my work at mediocre level, I could easily pull off a high “A”. Even though I noticed grade inflation in some cases, not all classes at Lima Senior suffer from it. In the more advanced classes that I have been taking the past couple of years, I had to work hard for the grade I received. I was forced to learn more material and think in abstract ways. The reason my recent classes have been different from those in previous years, is probably because the students who don’t try are weeded out. Instead of automatically being the smartest in the class, I have to work hard to get a decent grade.

Because of my earlier classes affected by grade inflation, I was worried about if I was truly ready to succeed in college. This past year, I took classes at Ohio Northern. I did really well in them and pulled off two “A’s”. It is only because of my more advanced classes that I was able to do this. If all of my classes were like the ones I had freshman year (ex. Physical Science, Algebra 2) I would not have done so well in my college classes. Like it states in the article, grade inflation may give students a higher GPA and confidence, but they will not be prepared for