Federal admission issues
Before one can even consider the issue of whether or not illegal immigrants should be eligible for financial aid, one must first investigate whether or not these students are even permitted to attend American institutes of higher education. Like the other questions addressed in this paper, there is no clear answer to this question. At this time, there is no federal law prohibiting illegal immigrants from attending institutes of higher education in the United States.
Furthermore, there is no case law directly addressing the issue of whether undocumented aliens have the right to attend public colleges or universities.
However, there is case law discussing the issue for school-aged children, and it appears to support the idea that American public post-secondary schools have an obligation to enroll qualified undocumented students. In 1982 in Plyler v. Doe, 457, U.S. 202 (1982), the Supreme Court "held that it was illegal for a state to deny school-aged undocumented aliens the right to a free education. The Supreme Court relied on the equal protection doctrine, which prohibits a state or the federal government from denying equal protection of the laws to any 'person' (not just U.S. citizens." (Badger & Yale-Loehr, 2006). As of the present date, there has been no federal law or case law overruling Plyler. While Plyler does not specifically address issues of higher education, it may be indicative of how the Supreme Court would rule in a case specifically addressing illegal immigrant access to institutes of higher education.
As of this date, there is no federal law that denies illegal immigrants the right to attend public schools of higher education in the United States. In fact, there is a federal law that appears to support the right of illegal aliens to attend public educational institutes, or at least to afford enrolled illegal aliens some protection from detection and deportation. The Family Educational Rights and Privacy Act, 20 U.S.C. 1232g; 34 C.F.R. Part 99 "protects the privacy of a student's educational records." (Family Policy Compliance Office, 2006). While…… [Read More]
College and College Enrollment
How do current college enrollment patterns differ from those of 50 years ago? Does this impact you as a student in any way?
When most people talk about college, what comes up most often is the cost of college. One of the most striking things to me about how college enrollment patterns are different from those of 50 years ago is the fact that most college students who enroll, do so knowing that they're now part of this bigger business of the college machine. College enrollment in top schools at least depends on being able to engage in SAT prep training, and getting top grades. Students need to be able to afford steep tuition costs or be willing to take out loans that will help them in mitigating those costs. It's interesting how the costs of college can have such a profound impact on how enrollment patterns of students are able to manifest. This is also true with lower tier schools, such as those on the community college level. For example, those students are often juggling jobs, families and other responsibilities on top of the costs of tuition and other obligations.
Thus, what strikes me about enrollment patterns nowadays in comparison with the last 50 years is namely how much the cost of college has escalated in recent times. One can really see enrollment patterns adapt to the cost of affording college and appear to be impacted in those manners.
Why are some current researchers criticizing college education? Do you agree with them, and why/why not?
While it might seem ludicrous to some, current researchers are criticizing college education because of two main reasons: the cost, and the pillars of a liberal arts education. College tuitions are so high these days that a recent graduate can enter the ever-dwindling workforce with six-figures worth of debt. Thus, by this logic, college isn't giving students a head start or leg-up in the work world. If college is crippling students in this manner, then that means that it's doing them more harm than…… [Read More]
College athletics has become a fast increasing industry in America. The athletes play for educational institutes, get quality education and bring revenues for the college. While they do good job for the college image and ranking, they are paid well by the educational institutes they are enrolled in and they play for. There are people that believe that for they bring multi-billion dollars to educational sector each year, athletes should be paid more (Skoning, 2013) while others believe that college athletes are already paid enough. The advocates of either point need to see the deeper implications to understand what will be the impact of changing payment regulations on the American educational institutes.
It is debated since some time if the regulations regarding payment of college athletes should be changed or not. The point of concern is that how will any potential change in regulations, probably paying more to the athletes than present, affect the collegiate institution in the United States?
Changing the payment of college athletes is not easy and simple since it involves complex procedures and getting approvals from several different authorities. However, to bring an effective change in regulations, the two primary alterations can be to shift the principle point of higher learning from education to generating capital, and also to develop an unfair disadvantage based on financial means in terms of quality of collegiate athletic competition. While the student wants to get quality education as well as to pay for the college, the college needs to pay twice for the student. The college pays him his educational dues and the share in revenue he earned for the college. The college as well as the athlete should be fairly compensated yet there should be an unfair disadvantage that the athlete should get single privilege. He should either be offered quality higher education or paid enough in cash.…… [Read More]
College of Central Florida has only one sustainable source of competitive advantage, which is government funding that allows it to be a cost leader, while still offering high quality programs. Other advantages are perhaps less sustainable, but the school has been able to carve out a niche in the competitive market for higher education in central Florida. Its location serves people in a specific geographical region, and its programs are heavily-oriented towards those that enhance people's careers, which makes the school especially appealing.
There are high barriers to entry, which insulates CF from new competition, and it has been able to establish its competitive advantages to find its own niche. The result is that there is some pricing power, and the buyers are largely price takers. However, there remain many substitutes that can draw potential students away from the school, and high switching costs mean that students will examine their options very carefully before selecting a school.
It is recommended that CF continue this focus, perhaps expanding its programs in order to better appeal to a wider customer base and reduce its dependence on government financing to attain profitability.
One of the best ways to analyze the competitive positioning of an organization is to examine the pricing power that the organization has. The five forces model from Michael Porter (2008) is a great way to understand the profitability dynamics of the college. This model should probably be adapted to reflect the reality that CF is a public college, so its mandate is not to maximize shareholder wealth but to maximize public good while maintaining a balanced budget. The college's mission statement reflects its mandate: "CF is an accessible, affordable, lifelong learning center and we provide tremendous quality and value in our educational programs." So some of the objectives of the college will relate to quality of education, the number of students that the college attracts and there will also be some financial metrics because presumably being a public college does not imply that losing money is acceptable.
The five forces that determine profitability, according to Porter, are the bargaining power of suppliers, the…… [Read More]
According to Flowers (2002), the first vector concerning "developing competence" can assume three individual forms: (a) intellectual, (b) physical, and - interpersonal. The second vector, "managing emotions," is the stage at which college students first begin to become aware of their emotions and attempt to regulate their emotions to produce maximum behavioral outcomes; the third vector, "moving through autonomy toward interdependence," involves students seeking to become more self-directed, and self-sufficient, thereby, ultimately reaching a moderate level of interdependence with family, friends, and other acquaintances (Flowers, 2002). The emphasis at the fourth vector, "developing mature interpersonal relationships," is on establishing and maintaining healthy interactions with other individuals in a manner that is emotionally beneficial to all of the parties involved; the fifth vector, "establishing identity," is the stage at which freshmen first begin to become aware of and learn to develop their own identity (Flowers, 2002). According to this author, "As a result of this complex position, movement through the first four vectors is necessary" (Flowers, 2002, p. 479). The penultimate vector, "developing purpose," includes features from the preceding vectors, and constitutes of initiating and striving toward occupation-related goals; the final vector, "developing integrity," is the stage at which the focus is on developing an ethical and moral framework that provides a framework for living. According to Flowers (2002), "Therefore, during this stage of development, students determine the values they wish to live by" (p. 479).
The seven vector model described by Chickering provides student development professionals with a model that can be used to help understand how college students are adjusting to the uncertainty related with the transition to adulthood; moreover, the seven vectors described above also provide student development professionals with the ability to more acutely understand their roles by identifying a series of interrelated stages college students are seeking to resolve. In this regard, Flowers (2002) concludes that, "Stated differently, Chickering's theory provides researchers and student affairs practitioners with some very useful descriptors of the emotional and psychological transformation students might potentially undergo in college" (2002, p. 479).
While the above-stated theories and frameworks are useful and timely tools, educational institutions in the United States have had to respond to the diversity of the student profile in a reciprocal and dynamic fashion; as a result, the forms and focuses of educational support programs tend to vary considerably from institution to institution (Crosling & Webb, 2002). Generally speaking, the…… [Read More]
She is testimony to the fact that human beings, even if their bodies may be slaughtered, cannot die, so long as they strive to make lasting legacies of their lives. Even after Anne perished in a concentration camp, her day-to-day chronicle of her life, encompassing everything from her first menstruation to the careful watch the Secret Annex dwellers kept upon the doings of the war, lives on.
Often, I too am plagued by doubts and remorse, when I speculate about the fate of young women like Anne, who died before their time. The world mourns the six million dead Jews who died, but a small part of me also mourns the loss to the world of what never was -- the great works of literature Anne could have written if only she had lived. Every time someone dies, or potential goes unfulfilled, even if it is only the life of a young girl, there are a thousand small, unrecorded deaths. Every book that Anne was not allowed to write is a small death.
I want to make my own life as fulfilling, and filled with life as much as possible in part because Anne Frank was never given the ability to maximize the potential her own existence. But even within the confines, historical and physical, in which she was forced to dwell, she still made the most of every second of her life, by thinking critically, paying attention to detail, and striving to make the most of her talents. I hope to do the same.
I remember Anne, because she had the courage and determination to be optimistic, and to refuse to be driven into passivity by oppressive forces. So long as I, and other young girls, remember Anne, Anne will continue to live on, and continue to touch the lives of others. Anne's spirit, although she…… [Read More]
What lessons about being a successful entrepreneur did you learn from Ryan and Aaron?
Perhaps the most salient lesson to come from the case study at the center of this discussion is the notion of properly positioning one's self in the marketplace so as to capitalize on an existing but untapped area of need. Indeed, for Ryan and Aaron, a driving force behind the inception of iContact would be the recognition of an as yet unfulfilled need in a broader market. Particularly, by noting the challenges before small companies attempting to reach global buying audiences, iContact would be conceived as a way to create direct marketing channel mailing lists on the behalf of said companies. We may suggest that the greatest reason for their tremendous and rapid success was their capacity to identify an area in which few competitors existed and in which their naturally existing skills could be put to a profitable use. This would allow the young entrepreneurs to almost immediately fill a gap in the business services market, creating a valuable resource for smaller companies. By establishing themselves in a niche with few notable competitors, Ryan and Aaron would find an access point into the business marketing sector at a decidedly low cost of entry.
2. Who are the stakeholders of iContact and how are their needs balanced by the company?
It is important to note that Ryan and Aaron were able to enter a market with decidedly low cost of entry. This is because the two young men were their own primary investors and therefore were the leading stakeholders. According to the case, "Ryan had about $12,000 to start -- or about $1,000 a month for the irst year. Sales in the first year reached $17,000, not enough to create much profit.…… [Read More]
Additionally, this class will prove integral to my relationships and interactions with the Firehouse Girls themselves, who I must foster a lasting, trusting relationship with based on these skills.
COM316: GENDER and COMMUNICATION -- This course explored the various links between communication and the respective genders. I will be able to apply many of the concepts that I have learned from this class during this internship as I communicate with a gender specific group -- the models and promotional workers that the Firehouse Girls represent.
MCO450 VISUAL COMMUNICATION -- This class taught me to utilize non-verbal communication which may involve both writing as well as non-verbal communication between people in a physical environment. My internship will offer me a multitude of settings in which to practice these skills, from conventional office management communication to informal interpersonal communication with individuals during crucial promotional events.
WST220 GENDER, MEDIA and CULTURE -- I will use the information I have learned from this class the most out of all the others that relate to my internship. This course explained certain cultural aspects of the media's influence on gender and vice versa. My work with the Firehouse Girls will hinge upon my ability to utilize the concepts this class has taught me.
My internship will provide me with the opportunity to readily apply many of the principles that I have learned regarding the media, gender and its effects in contemporary culture in a practical setting. I will learn how to practically communicate with others in the most efficient manner in a variety of settings in which I am regarded as an authority figure.… [Read More]
$25,000 Investment P= $25,000
t= 5 years n=
F (t) = P (1 + r/n) nt
F (t)= $25,000(1 + 2.47%/1)
The total amount of the investment is $28,243.84 after 5 years (maximum amount of time for CD as advertised).
Bank offers Certificates of Deposits for 19, 37 and 59 months (U.S. Bank, 2011). Although this Grandmother would like to save for a child's education and therefore has more than five years, many banks only offer a 5-year product.
If the grandmother invests all $25,000 into the CD at the advertised rate, she will have $28,243.84 at the end of the five-year period. Therefore, the grandmother has made $3,243.84 profit. This is calculated at an interest rate of 2.47% and is calculated annually. If inserted into the formula, p = $25,000, t=5 years and n=1.
According to FinAid.org, the cost of college for a student who begins college in 18 years from now who plans on attending a public University for four years is roughly $228,297 (assuming that college rates continue to increase at the current rate of double the inflation rate and that the student attends a University of average cost) (Fin Aid, 2011).
The grandmother's investment will not cover the cost of college. In fact, it will barely dent the total cost. Because the grandmother will have more than five years to plan for this event, she can reinvest her earnings into another CD, or another investment, at the end…… [Read More]
Choosing a college is a big decision. It is not always an easy decision, particularly when one is in high school. It can be difficult for a teenager to see "the big picture" and to effectively plan for the future. One's choice of college can have a major impact on the rest of one's life. The decision has to be made carefully, after much consideration, and with as much information as possible.
When I left high school, I went to college right away. The college I selected was not right for me, and I did not enjoy the time I spent there. I did not select the college for the right reasons. I thought the classes would be easy, and I was not prepared to work very hard. The college was also the least expensive option available, and that made it an attractive choice.
Unfortunately, the fact that the classes were easy did not assure me of excellent grades. I did not approach my studies with the right attitude. I assumed everything would come easily to me and I did not put forth sufficient effort. Since I told myself the classes were easy, I should have excelled in them. Instead, I did poorly because I did not apply myself and I earned a low grade point average (GPA).
After a period of unhappiness, I transferred to another college. I liked it immediately, but soon realized I would have to work harder than ever before to bring up my GPA. I planned to apply for the major in nursing and initially my grades were not good enough. I studied hard and brought up my grades. I was accepted into the nursing program. I am very grateful that I realized what I needed to do before it was too late.
If…… [Read More]
College Application for Immigrant
My name is XXXXXXX. I came to the United States two years ago, and spent my first year attending English as Second Language (ESL) courses, in order to improve my English skills. While I still struggle with some of the finer points of writing and speaking English, my vocabulary and understanding of the English language has improved greatly. From this experience, I realized that mastery of the English language is a difficult and time-consuming task, and I continue to patiently practice and learn to speak and write English effectively.
My time at the ESL school gave me a great many exciting and rewarding experiences. My first year in to a new country was a great challenge. I met a great many people who have enriched my life in many ways. Many of these people came from different countries, and I feel that this experience greatly contributed to my personal growth and education. At the same time, I have not forgotten the culture of language of my native land, and continue to be proud of my heritage.
In my second year in the United States, I attended junior college. Like my experiences in ESL school, my time in junior college was also highly rewarding and challenging. In this year, I learned a great deal about the American school systems. I carefully studied the differences between education in my native country, and the educational system in the United States. This experience has given me an excellent background for pursuing further education in the United States.
In junior college, I had the opportunity to meet and get to know a large number of American students. This was a rewarding and interesting experience. It opened my eyes to the many subtle (and not so subtle) cultural differences between American students and students from my culture. Understanding the American student's lifestyle has been a deeply enriching and rewarding experience for me.
My time in…… [Read More]
The act gives the Department of Education the right to withhold funding if it believes a school, district, or even a state is not complying and is making no effort to comply." (New York Times, Teachers Dig Deeper to Fill Gap in Supplies, 2002).
Because the American Constitution does not contain any legislations on education, the U.S. government can not exercise its controlling role over the educational system. However, given the fact that the U.S. As a country financially supports the educational process and most of its institutions, the government can influence the decisions made by universities and colleges. In other words, "the federal government uses the threat of decreased funding to enforce laws pertaining to education." (the U.S. Department of Education, the Federal Role in Education, 2006)
Even if America has produced many valuable science and literary men, the sad fact remains that the overall statistics reveal that "the national results in international comparisons have often been below the average of developed countries. In addition, many business leaders have expressed concerns that the quality of education given in the U.S. system is generally below acceptable standards, and should be adapted in order to conform to the needs of an evolving world." (National Center for Education Statistics, International Outcomes of Learning in Mathematics Literacy and Problem Solving, 2005).
5. Changes in the educational system mixture of the above mentioned issues led to a migration of the educational system from a student based activity to a marketing activity. The curricular dispute is now of public interest and along with funding led to an increased desire to attract more students. These students would pay rather high scholarly taxes and would contribute to the further development of the institutions.
By applying in practice what they used to teach, universities were able to enlarge the number of students and improve their images to their public. However, this…… [Read More]
g., Emmers-Sommer et al., 2005).
Several studies support the contention that catecholamines create more violent and less sensitive reactions to the opposite sex, acting like hormones or neurotransmitters in the system; common catecholamines are epinephrine, nonepinephrine, and dopamine. Zuckerman and Litle (1986) found that men scored higher than women on scales of curiosity about sexual and morbid events in media in a study of the related variables between sensation seeking and morbid and sexual events. High sensation seekers, most of whom are men, are "interested in stimuli that increase activity in central catecholamine systems. Zuckerman and Litle's work showed a connection between exposure to media that involve violence, fear-inducement, and eroticism and an increased peripheral catecholamine activity" (Levi, 1969).
Researchers used the Rape Myth Acceptance scale (RMA) (Burt, 1981) the RMA is a 10-item, 1-7 likert scale (1=strongly agree, 7=strongly disagree) measure that provides statements about rape-related attitudes, beliefs, and the propensity to blame the victim for the perpetrator's actions. Such items as "Any healthy woman can successfully resist a rapist if she really wants to" and "In the majority of rapes, the victim is promiscuous or has a bad reputation" (p. 223) are found. "Past reliability of the scale has been reported as Cronbach's alpha=0.875" (Burt, 1980).
Research has shown that during the college years, both men and women can buy into the rape myth acceptance (Allen et al., 1995) and that on the college campus, desensitization can occur for both genders due to repeated exposure (Goleman, 1985). Thus, individuals who are frequently exposed to frequent cultural and sociological pressures and sexually violent material are likely to learn and abide by such negative behaviors and also to accept the violent treatment women receive as justified. Furthermore, individuals who view sexually violent media might be more willing to accept rape myths (Emmers-Sommer 11). All of these elements are present on the college campus and must be found to have some effect on the attitude of men's objectification of women while there.
Works… [Read More]
Due to the racial mixture of the Brazilian people, affirmative action is failing its intended goal. However, Rochetti does see how this system could benefit the population of Brazil with some benefits. In order to help bridge the gap between the rich educated Brazilians and the poor, uneducated people there, Rochetti believes that admission quotas should be used based not solely on an individual's race, but rather their class (Rochetti 2004). This would help bring in students of all races and mixed races, who would have been otherwise denied access to higher learning and all its benefits after graduation because they did not fit the exact racial profile. Rochetti believes that admissions quotas are ineffective in Brazil not because they are bad policies, but that they are just not being applied to the populations which need them most. Once adjustments are made, Brazil will also see the benefits of college admissions quotas.
Despite criticism, the essential goal of college quotas is beneficial to students and colleges everywhere. Thomas Sowell in his work "Racial Quotas in College Admissions: A Critique of the Bowen and Bok Study," explains how quotas and affirmative action benefit minorities, especially in smaller campus environments. Not only do they bring in needed cultural perspectives, but here in small college environments, the benefit most from admissions quotas. Students who may need extra help and have been brought into the university through admissions quotas are met with a much more helpful environment. Studies have proved that there are much higher minority graduation rates in small campuses with admissions quotas, and much higher percentages of minorities going on to pursue post-Bachelor degrees, (Sowell 1999).
Works… [Read More]
It's a personalization of the professional sports world, and this personalization over time has helped to legitimize the "amateur" world of college athletics.
Another major catalyst for college sports developing and evolving away from the "amateur" label is the fact that the rise of sports betting on college teams has been quite dramatic over the past two decades. There is little doubt that college athletic competitions are heavily wagered on, and all this money, influence, and attention helps to create an environment where the people doing the better are likely to have a personal and financial stake in the colleges' sports programs. This creates fertile ground for sports teams monopolies, and while they are not subject to the same anti-trust regulations that businesses are, they act in much the same way (Abbey-Pinegar, 350). This behavior can also put schools and particularly student athletes in a vulnerable position. As student athletes begin to become less and less involved in their studies and realize that they are the impetuses and engines of major sports wagers, they also begin to adopt the "win at all costs" attitudes.
In summary, the college sports world has been influenced by money flowing into sports programs for the financial gain of outside parties. These are groups like companies looking to advertise, colleges looking for revenue and money from advertisers, gamblers, and athletes all looking to further their own financial status. Without a doubt, the influence that money has had on college sports certainly has taken them out of the "amateur" realm, whether that's in name only or when it comes to the athletes themselves. There are certainly benefits to this influx of money for all parties involved, but these benefits tend to be unique to the demands and requirements of each of these groups. The main motivation behind the…… [Read More]
In college, students learn a lot about themselves as they socialize more and meet new people from diverse backgrounds. The student is pressured to develop his or her own identity in the midst of conflicting social messages. Because of the changes to the student's perspective, a person endures the pressure of a rapidly changing personal identity. The college student usually lives in a dorm room; experiencing independence for the first time can be traumatic at times especially when finances are tight. Moreover, the college student may enter into romantic relationships. Those romantic relationships are fun and exciting, but they also take up large blocks of the student's time. For example, the student might find that their romantic relationship is eating into valuable study time. As a result, the college student may have a hard time getting enough sleep or eating well. The pressures college students face are often heavy; therefore, students need to make sure they stay healthy.… [Read More]
Exercising, working out, or playing sports?
b. Watching TV?
c. Reading books, magazines, or newspapers?
d. Hanging out with friends?
e. Hanging out at malls, public areas, etc.
f. Working for money
(e.g., bus boy, pizza delivery, waitress)?
8. In the PAST MONTH, how many DAYS did you smoke cigarettes?
21-28 days day
About every day days
9. In the PAST MONTH, how many cigarettes did you smoke?
Less than one cigarette a day to 5 cigarettes a day to 9 cigarettes a day
About 1/2 a pack a day
More than 1/2 a pack a day
10. On how many occasions (if any) have you had alcohol to drink (not just a sip or taste)?
40 or more occasions
11. In the PAST MONTH, how many DAYS did you drink alcohol?
21-28 days day
About every day days
12. How wrong do your CLOSE FRIENDS feel it would be for you to:
wrong little bit wrong
Fairly wrong a. Drink beer, wine, wine coolers, or hard liquor
(besides a few sips)?
b. Smoke cigarettes?
c. Use marijuana?
13. On how many occasions (if any) have you had taking or doing drugs (designer, marijuana etc.)?
40 or more occasions
11. In the PAST MONTH, how many DAYS did you take or do…… [Read More]
To change perceptions of scholars, N.Y.U can expand its services beyond the traditional library setting by designing outreach programs. It should build relations with other institutions within New York. The institution can also develop programs, which incorporates contributions by students and faculty members.
OCLC is a worldwide marketing research organization. In the year 2005, its market research team conducted a study to look at library users' perceptions, library resource use and peoples' preferences through a blind survey. Millions of respondents from Australia, United Kingdom, India, Singapore, United States and Canada participated in the study. All members who took part in the survey were familiar with an online resource facility and had access to the internet. Interviews conducted in English and statistical inferences used in defining data.
Results from the study indicate that a person in the United States of America has a high probability of accessing the internet at 68.7%. Accessibility to internet for people in Australia, Canada, India, and United Kingdom is 68.2%, 63.8, 3.6% and 60.2 respectively. This data weighted demographically save for India where response was low. The total number of respondents by number was 3348 distributed between countries. This population included college students and library cardholders. The report gives information on respondents' familiarity with various information sources and their opinion on the same.
OCLC strategies in this research were to analyze how consumers are using libraries, which library brands they prefer in terms of price, lifestyle compatibility and trust. The report also focuses on advice provided by respondents on library management. With all of this in mind, the research firm strived to analyze data without favor. Survey information indicates that ninety percent of respondents in all the regions have at least visited a library. Seventy-two have used search engines, and seventy percent of them have email addresses. From the results,…… [Read More]
University of Phoenix Lawsuit
University of Phoenix/EEOC Lawsuit
In 2006, the Equal Employment Opportunity Council (EEOC) sued the University of Phoenix, alleging that enrollment counselors who were non-Mormon were discriminated against. The federal lawsuit states that employees who were not Mormon (members of the Church of Jesus Christ of Latter-Day Saints) were not treated favorably when it came to reprimands, tuition waivers, and leads on new students (Gilbertson, 2006). There are 4400 enrollment counselors in the school, including 2600 in Phoenix itself. It is owned by Apollo Group, Inc., which is a publicly-traded company. According to Mary Jo O'Neill, who is the regional attorney for the EEOC, there has been a pattern of practice seen with the University of Phoenix and how it favors LDS workers over those who are not LDS, which is a violation of anti-discrimination laws (Gilbertson, 2006).
Joe Cockrell, spokesman for Apollo Group, said that he had not seen the lawsuit but that the company has always had respect for others and equal opportunities for everyone (Gilbertson, 2006). The company has both anti-harassment and anti-discrimination policies, and there is a zero-tolerance stance taken on the issues. For years, University of Phoenix and the Apollo Group have had rumors of Mormon influence swirling around them (Gilbertson, 2006). The long-time President of the company was Mormon, and left unexpectedly in January of 2006. The new President is non-LDS, as is the founder of the company (Gilbertson, 2006). The EEOC says that there is a growing trend of intolerance when it comes to other religions in the workplace. Some of the former workers at the University of Phoenix are named in the lawsuit and are asking for damages and back pay, to which they feel they are entitled (Gilbertson, 2006). They allege that they were fired based on their…… [Read More]
There are many stereotypes regarding college life and these stereotypes inform students, rightly or wrongly about ways to behave while attending school. Regardless of whether these stereotypical behaviors are detrimental or beneficial, you see them repeated by students in all regions and most ages. Films and television programs all feature certain aspects of college which are then repeated over and over again, regardless of the frequency they actually occur in real life. Most fictional representations of college life feature outrageous parties where alcohol flows like water and where adventures and misadventures happen because of the imbibing of said alcohol. Examples like Animal House and Old School and Van Wilder just to name a very select few show that in order to be considered cool and fun, you need to be willing to drink to an irresponsible level. Beer and wine and heavier liquors are supposed to be part of the college students' daily, or at the very least their weekend, diet. The key here is in the word "supposedly." Although there are usually parties on some college campuses and in some fraternity houses, this simply does not occur with the regularity that feature films and television would have people believe.
There is a phrase which those involved in health communication use to identify this difference between real alcohol consumption and the imagined. This phrase is "the culture of college drinking." As stated, films and television make it seem that every college student drinks heavily, attends wild parties regularly, and rarely has to deal with any consequences for their virulent alcohol consumption. The idea of the hard-drinking, hard-partying college student has become so ingrained in the cultural psyche, that college students begin their freshman years fully expecting to go to parties and drink heavily. Lederman & Stewart (2005) find that the images of drinking have been created but then are recreated on real-world campuses which add to…… [Read More]