Mother Tongue for Amy Tan

Mother tongue is about the struggles that the author has with her mothers broken English. At the beginning of mother tongue she explains her love for language. She also explains the different types of English she would speak with everyone else and with her mother. Tan then explains all the difficulties she and her mother faced because of the way her mother spoke. At the beginning of mother tongue amy tan explains her love for language. She tells us that she is fascinated by the language in daily life and how language has great power.

I believe that the power that she is talking about is how language can express emotions or even show an image. Tan has a lot of thoughts and emotions the way she learned English in school but can also speak the same broken English as her mother. She later states that that was the language that helped me shape the way I saw things expressed things made sense of the world paragraph 6 that explains the way she got into English and the way she saw the world. Tan goes into explaining how she recently was made aware of the different types of English that she would speak with everyone else and her mother. She was giving a speech to a large group of people with her mother in the room. She realized that it was the first time her mother ever heard her use the kind of English that she was using.

She realized that the way her school taught the language and the way her mother spoke were totally different. She knows that she can speak perfect English around other people but she can not around her mom. Tan later describes a walk that her her mother and her husband were on. She realized a change in her language and no one else caught on to it. She explains how some of her friends can understand fifty per cent of what her mother is saying while others can understand eighty to ninety per cent.

Some can not even understand her at all. Tan can understand her mother very clearly. tan tells how when she was younger how she was ashamed of her mothers English. She then describes how she had to make phone calls for her mother because her mother realized the limitations of her English. Tan describes the calls she had to make for her mother when she was younger and the difficulties her and her mother faced because of the way her mother spoke. She tells us a time when she was fifteen and had to talk with the stockbroker. Her mother said why he doesnt send me to check already two weeks late. So mad he lies to me losing me money. Paragraph 11 tan answers in standard English. Tan understands that her mother is not easily understood by others because of the English that she speaks. I can see that her mother always gets in trouble with her broken English. Tan understands but her mother does not. Her mother just shouts at people expecting them to understand. This event shows me that the stockbroker does not respect tans mother so he just ignores her.

This shows that the way we speak determines how a person looks upon us. Tan later describes how her mother went to the hospital because of a brain tumour and the doctors lost her cat scans and did not apologize when telling her the news. Even though tans mother used her best English paragraph 14 the hospital still had no sympathy towards her mother. when tan later came to the hospital and used correct English they apologized and promised of the cat scans being found. Tan decided to learn more about perfect English.

I can see that Tan has set a goal for herself to let people know about the power of language. Tan doesnt try to show us that she is a good writer. She wants to explain the power that language has. Tan shares her personal opinions and experiences to make others believe that language has power. She begins by explaining her love for languages. She then goes on to explain the different languages that she would use with her mother and everyone else. Finally she explains the difficulties she and her mother went through because of the way her mother spoke. I believe the main purpose for tan to write this was to tell readers to not waste the importance of the power of language.

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Censorship Vs. Book Lists

The increasing number of book challenges continue to be an ever-present conversation among a wide variety of communities. According to Natalie Diblasior's article Schools Once Again Face Bind over Censorship vs. Book Lists, the American Library Association (ALA) reports that in the United States schools have banned more than 20 books and faced more than 50 challenges in the year 2011 and that number is continuing to increase (2011). The National Director of the Anti-defamation League, Abraham Foxman, claims that challenges are most commonly influenced by politics and economy but usually initiated by parents (Diblasio, 2011). Many of the initiated challenges are because of parents seeking age-appropriate reading material that they personally do not see present in the school system. In addition, politically motivated school boards try to determine what students read, what they think, and what teachers should teach thus creating more challenges (Diblasio, 2011). Library Association spokesperson Jennifer Petersen says that the challenges that are reported have declined from 513 in 2008 to 348 in 2011 but this may not include challenges that her group never learns about (Diblasio, 2011). There are plenty of challenges that go unnoticed, leading one to believe that this issue may be more predominant than initial reports say. Book challenges happen in a number of different places. For instance, according to the Office of Intellectual Freedom, there were 491 book challenges in the year 2017. Of these reported challenges, 25% of them happen at school while 56% happen at public libraries illustrating how widespread book censorship can be. As well, based on a survey conducted, that received 318 responses, 42% of initiated challenges are from patrons while 32% are from parents thus demonstrating where many book challenges come from (2017). Terra Dankowski, a writer for the American Libraries Magazine, reports in her article titled By the Numbers: Banned Books Week that 11,300 books have been challenged since 1982 (2015). As these numbers represent, book censorship is not a new rising issue but rather one that has been present for many years. As these problems, displayed by these statistics, surrounding book censorship continue to make their way into public rhetoric, they begin to threaten childrenr's access to informative literature.

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About a Censorship

With more than 336 million monthly active users worldwide as of the first quarter of 2018, Twitter is one of the biggest social networks worldwide (statista 1). With that many user accounts on twitter, it goes to show how powerful social media platforms have become. Many times, when content is posted online, the words, ideas, music, images, etc. can be taken out of context and if enough attention is given to it, then it is censored. Content censorship occurs regularly and can range in form from pornogrophy to political views. There are many different types of censorship, such as: corporate, moral, political, and religious censorship, but have something in common is that they all get censored when something hateful has been said. That is called censorship of speech. In todayr's world, it is safe to say that majority of people get their news through one of the following social media platforms: Twitter, Facebook, Youtube and Instagram. With that being said, social media plays a big part into censorship because nothing spreads faster than something trending on social media, and if an unfavored content goes viral then it may be considered to be taken down/censored or they may get the account banned. Arguing for the protection of hate speech for example is difficult and sounds unpleasant. The internet and social media were designed to be open platforms, where people can express ideas and acquire knowledge from others freely in a public forum. An open dialogue of speech an of ideas, however controversial, needs to happen, because conversations are our primary way of resolving conflicts and gaining new knowledge. When hearing the term hate speech, the most type of content that comes to mind is racism. So what is hate speech exactly? There is no clear agreeable definition of Hate speech as everyone hears things differently. According to Meriam-Webster, the legal definition of hate speech is: speech that is intended to insult, offend, or intimidate a person because of some trait (as race, religion, sexual orientation, national origin, or disability). One would think the definition is clear enough, but the definition is similar to the saying beauty is in the eye of the beholder, but instead it is more like hate speech is in the EAR of the beholder. Just as everyone observes what they see differently, they also perceive what they hear differently. In the U.S.A, there is the first amendment which is: the freedom of religion, speech, press, assembly and petition. The first amendment states, Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances (Constitutioncenter.org 1). The First Amendment does not protect individuals against private companies/organizations, such as private employers, private colleges, or private social media platforms. The First Amendment shackles only the government. The Supreme Court are the ones who interpret all the amendments and have stated that: talking, writing, radio-broadcasting, and using the Internet, are forms of speech. Although, free speech also applies to figurative expression such as: displaying swastica signs, and burning flags and crosses. The first amendment protects hate speech as long as it does not directly imminent violence. Speech, whether it be said on TV or tweeted online, can not be punished because of its hateful content. Arguing for the protection of hate speech for example is difficult and sounds unpleasant. Those that do argue for in favor of such positions, do not argue for hate speech, but rather for the right to Freedom of Speech in all platforms. No one argues for the protection of Freedom of speech than Nadine Strossen, a Professor of Constitutional Law at New York Law School and was the first women national President of the American Civil Liberties Union from 1991 through 2008. In her book Hate: Why we should resist it with Free Speech, not censorship, she strongly argues that censorship is not the answer to hate speech. In her book she quotes the cure is worse than the disease; the ?disease being hate speech and the ?cure being censorship. (insert personal idea here). Throughout her book, she provides many examples of what has been labeled hate speech including modern day themes such as the Black Lives Matter movement. She discusses the BLM movement and describes how people affiliated with the movement have been targeted as perpetrators of hate speech against law enforcement and have therefore been blamed for countless murders of police officers that were argued to occur as a direct result of BLM rhetoric. In total contrast to the BLM movement, neo-nazis and white nationalist groups have been equally accused of their own hate speech directed at, usually, non-white minority groups and for whatever reason, ?The Jews. Both opposing sides see things differently and point the finger at each other seemingly unaware of their own hypocrisy. Although Nadine does not touch the subject on hate speech censorship on social media, it is important to recall how individuals are not protected by the first amendment from private social media platforms. (insert twitter censor policy).With that being said, it is still important to protect the principle. P4: (Talk about legal court cases that won and lost hate speech and their importance) The Skokie case is a well known classic free speech case that took place on March 20, 1977. Frank Collin, the leader of the National Socialist ("Nazi") Party of America, informed Skokie's police chief that they intended to march on the village's sidewalk on May 1. Skokie is the name of the village in Illinois. At that time its population consisted about 70,000 citizens, 40,000 of whom were Jewish. When news spread throughout the media, that the Nazis wanted to have a march in Skokie, there was an outrage. The villagers wanted to prohibit the march. This turned in the National Socialist Party of America v. Village of Skokie. The village of skokie presented 3 reasons to the Illinois Supreme court; First, the display of the swastika promoted hatred against persons of Jewish faith or ancestry and that speech that promotes racial or religious hatred is unprotected by the First Amendment, second, the village argued that the purpose of the marches was to inflict emotional harm on the Jewish residents of Skokie and third, the village argued that if the Nazis were permitted to march there would be uncontrollable violence (Stone, Geoffrey R. 2). It is important to remember that we fight for the principle, which is freedom of speech. In contrast to the ?fight bad speech with more speech attitude of Nadine Strossen, many individuals such as, Barry Jason Mauer, an associate professor in the University of Central Florida Department of English, claim that hate speech is a form of anti-speech and therefore beyond the confines of dialogue. Others have said that they have felt physically threatened by hate speech and emotionally disturbed. Majority of the world has an account with Twitter, which one of the biggest social media platforms worldwide. Every second, on average, around 6,000 tweets are tweeted on Twitter (visualize them here), which corresponds to over 350,000 tweets sent per minute, 500 million tweets per day and around 200 billion tweets per year (internetlivestats.com). With so many tweets being written each each, it is no wonder why so many individuals have also experienced psychic trauma, and have felt silenced, because of hate speech content that has been posted online or heard through TV. In Barry Jason Mauer article, Censorship Is Not All Bad, published in the Huffington-Post, Mauer starts out his article with, Free-speech idealists argue that the solution to bad speech (misinformation, lies, abusive language, etc.) is not censorship but more speech. But bad speech can, and often does, drown out the good. Mayer states that fighting free speech with more speech is not the answer as their are misused forms of speech, to which, is true. These are all serious concerns, to which many individuals have suffered with first hand and have been exposed to hate speech that is and will not be punishable. Although we acknowledge those harms, loosening up the constraints on government to allow it to punish speech because of those less tangible, more speculative, more indirect harms ” that censorial power will do more harm that good, precisely because the pendulum can swing. P6: (Include personal research) I wonder if other people feel the same about censorship. I ducted my own personal research to get a sense of how people feel about censorship right now. I created a poll on my Instagram account asking, should hate speech be censored? I had also asked a friend, who has a set of different followers, to post the same question to eliminate a bias result. In total, there were 82 people who voted; 34% voted yes (28) and 65% voted no (54). Although, I did receive a few comments following with their vote. All of the comments revolves around the same content, I am for censorship, but . I felt those who messaged me felt some kind of guilt for voting no on censoring hate speech and had to justify why they voted no. P7: (conclusion)Hate speech does not translate into actual high crimes against those who the hate speech is directed to. If censoring hate speech is taken away, then someoner's right to freedom of speech is taken away. The(bring it back to your thesis and discuss why this is important to uphold)

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The Issue with Textbook Bias and Censorship

Textbooks are used all around the world to educate students about different types of subjects. In order to properly create a textbook that is useful in schools, the author must remain unbiased and explain the whole topic, especially when it comes to a subject like history. However, some authors choose to remain biased and censor most of the subject they are explaining. Biasness and censorship can cause an event in history to either be changed to seem more glorious or tragic, completely erase an event or person, or even go as far as to speak poorly of a race or group of people. This can affect students overall education in an extremely negative way and give them a false sense of knowledge. Textbook bias disfigures events or people in history while the censorship of textbooks hides the truth from students. Both textbook bias and censorship are both very serious issues in the academic community. In order to understand how serious and negative bias and censorship is, one must be able to identify the difference between the two. While they are both genuine issues, they are often mistaken for being the same one. This is in fact not true as they are similar but separate issues. According to the Merriam-Webster Dictionary, bias means to give a settled and often prejudiced outlook to. An individual or a group can favor, for example, a race or gender more than another thus making their outlook in a situation to be biased. In terms of textbook bias, one can conclude that the author would favor a certain race, gender, or outcome and decide to write out of favoritism instead of facts. As for censorship, the proper definition would be, the system or practice of examining writings or movies and taking out things considered offensive or immoral (Merriam-Webster). In textbook censorship, the author can completely erase an individual, a group, or even an event from a historical and political context. Scientifically speaking, the author could also erase facts that they either do not agree with or just do not believe in. Textbook bias comes in many forms, and the most common form is racial bias. Racial bias can cause students to view a certain race in either a stereotypical or misconceptual way. In the article The Portrayal of Arabs in Textbooks in the Jewish School System in Israel, Ismael Abu-Saad examines how the the Arabic people are portrayed in the Jewish schools textbooks for students. Within the Jewish academic texts, they describe the Arabic people to be ...a backward, primitive people with no similar ownership rights in the neglected land (Abu-Saad). The Jewish students who read these textbooks with such racist and incorrect information can be mislead to think that all Arabic people are, for example, agitated robbers and vandals. (Abu-Saad). The way the Jewish academic texts are teaching students is not only misleading but also damaging to the students perception of other races. The damaged views can lead students into needlessly hating others for their differences; in this case the differences would be racial. Similarly, the American education system textbooks hold biased information on topics like Mexican-American history. Emma Hungaski reports in the article In Texas, Textbook Bias Skews Mexican-American History that an offensive textbook made the news for not only being racially biased but for also having several incorrect pieces of information. The author behind the academic text, Cynthia Dunbar, expresses her dislike for the American education system through her writings. In her writings about Mexican-American history, she describes Mexicans as stereotypically lazy compared to European or American workers (Hungaski). When questioned as to why the writings included racially biased and incorrect information, Dunbar had simply stated that it was only necessary to show what it was like during that time and to show the good, the bad, and the ugly of it all. (Hungaski). While Dunbar was showing what it was like during that time period and how that race was viewed, the students reading her textbook may not be able to read what her intent was clearly. The authors of both of the racially biased textbooks may think they are helping students learn, but they are only teaching students to loathe another racial group. Another common form of textbook bias, would include gender bias. According to author Suwardi Suwardi et al. of the article Gender Bias in Islamic Textbooks for Muslim Children in Indonesia, Islam is seen to teach gender bias, where the role of men is positioned higher than the role of women. Religion, in this case, can be an explanation as to why certain textbooks hold bias towards certain genders. Suwardi et al. compared three different Islamic student textbooks and focused on the imagery. It was found that in Fikih, an Islamic textbook, a majority of the imagery is gender biased as well as the Akidah Akhlak and the Arabic language texts. From the study, it was found that several of the images within the textbooks primarily focused on men. (Suwardi et al). Whether it is intentional or unintentional, it is unknown. However, the religion does solely see men as dominant and more important than women. The images easily provide proof on how males dominate the Muslim religion. Similar gender bias can be found in scientific terms specifically in the medical realm of academics. In the article Gender Bias in Medical Textbooks: Examples from Coronary Heart Disease, Depression, Alcohol Abuse and Pharmacology, Anja F. Dijkstra et al describes how some medical textbooks take studies meant for both men and women and use those results even when women were left out of the study. To be more specific about how some medical textbooks remain gender biased, it was found that any sort of gender issues were not acknowledged in the study for Coronary Heart Disease. The only implication of there being a difference between the sexes is small mentions of how to notice it in women. The quote may say something along the lines of ...women, who more often have atypical chest discomfort (Dijkstra et al). With the small amount of information on womenr's health, the medical textbooks information and examples are deemed inaccurate and incomplete as well as biased. While textbook bias leaves students with disfigured information, censorship hides facts and truths. In the news article Airbrushed Again, Salil Tripathi discusses how in China certain parts of their history is being covered. In future-focused China, it seems, the past is becoming a foreign country (Tripathi). To add context to this quote, China is currently hiding away facts and major events that have occured in its past. For example, most students of current day China have no idea as to what Tiananmen Square is or when it even occured. Not once is it mentioned in any current day Chinese textbooks of what happened that day. One could type up Tiananmen Square into an extensively used Chinese search engine and only find images of happy people visiting the area. It is possible that students may know someone who was there that day, but even then it is still highly unlikely that it is discussed openly with them (Tripathi). By hiding away such tragic events of the countryr's past, students are left with a false sense of knowledge about their own home. The censoring of textbooks are a common issue of the modern age but many people do not realize that the censoring of academic texts extends back to the early 1900s. According to Soyoung Kim in Textbook Inspection and Censorship in Korea during the Protectorate Period: A Study of Inspection Copies of Textbooks Compiled by the Young Korean Academy, On August 26, 1908, the Japanese Residency-General issued the Decree Concerning Private Schools and specified a provision on textbooks in Article 6 of the decree. Soyoung then continues to explain that Soon afterwards, on September 1, 1908, the Regulations on Textbook Inspection were passed. With Japan in power and setting these rules up in Korea, one can easily come to the conclusion as to why these strict rules had been created for these textbooks. Korea had a rise in private schools and many Korean educators felt it was right to create textbooks that taught students the history of where they came from. However, when the Japanese occupied Korea they saw risks in what was being taught in these schools. Of course, Japan had then placed these regulations out of fear that what was being taught in the schools was anti-Japanese sentiments and patriotism (Soyoung). The reason for the censoring of Korean textbooks in this time period was a way for the Japanese to have some sort of control. In a way, the Japanese took the power of education and molded it to be something unrecognizable in order to remain in power and be stronger than the country they were trying to occupy (Soyoung). The way the Chinese government is hiding its dark past and the way the Japanese had tried to rid the chance of Korean students being taught anti-Japanese sentiments(Soyoung), in comparison, was done out of fear and power. The censorship of the textbooks in both cases are examples of how censorship in textbooks can leave students more vulnerable in the hands of not only the government but to the world outside of their country. In schools around the world, the number one learning tool used in classrooms are textbooks. These textbooks are supposed to help students understand all types of subjects. The authors of these academic texts are to help in teaching students about whatever topic they need to know in school. The author is to remain unbiased and not hide any sort of fact that can leave a student to be confused or lost. However, some authors choose to stay biased and censor truths. By authors censoring and remaining biased about a topic, it can affect students in a negative way. It distorts history and hides the real truth from students. Textbook bias and censorship has been a serious issue in the academic community and the question remains: how can it be stopped and is there a way to stop it?

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Censorship and Propaganda under the Castro Regime

Contents

Introduction:
Background:
The Biggest Myths in Cuba: Health and Education
Censorship in Cuba:
The Use of Propaganda:
Conclusion:

Introduction:

Since the commencement of Castror's regime, Castro has used propaganda and censorship techniques to conceal his country from outside views. Propaganda in Cuba has been instilled in its citizens' culture as well as entered the Latin American communities. Censorship in Cuba ranges from the facade of free education and health care to the restricted access to particular websites. Censoring these techniques help the Cuban people remain bias towards the ideas of a communist/socialist government. Although some insurgents defy the government daily, their influence isn't sufficient enough to spike a revolution as Castro once did due to the outweighing strategies mentioned above. It is indisputable that propaganda and censorship remain profoundly embedded in the Cuban regime and will continue to incline its people towards socialism/communism.

Background:

Before Castro's victory over the Cuban people, Cuba had major social class and racial differences to a corrupt government. The PBS article, "Pre-Castro Cuba," by under subheadings "Success by the Numbers" and "Inequalities," emphasizes that while Cuba had a flourishing economy, high life expectancy, and literacy rate, the lower class lived in extreme poverty and for the most part had no education. The Cubans suffered from malnutrition and transportation/infrastructure, denying them the opportunity to reach hospitals quickly when ill. It is clear that impoverishment sucked families into vicious cycles that propelled them further into poverty. Everyone in the countryside was illiterate and were blessed if they reached second-grade education. Inequalities between racial groups had also been part of this government before Castro ("Pre-Castro Cuba"). For example, the racism in Cuba was so strong that even Batista, the president at the time, was prohibited from entering these areas.

Unquestionably, inequalities were a huge dilemma in the government before Castro's reign. It doesn't end here; in "Batista, Ex-Cuban Dictator, Dies In Spain" by The New York Times, the corruption in Cuba under the Batista government had put an end to direct democracy by sabotaging elections, procuring control of as well as enriching himself by controlling Congress, the police, army, and universities, and omitting constitutional rights. It is logical to assume that sooner or later, a revolution was near; if not by Fidel Castro, then other rebels. All in all, the island was challenged by inequalities and ineffective rulers.

When Fidel overthrew Batista in 1959, he was a heroine to the Cubans that balanced out social inequalities and drove the country towards anti-discrimination. According to the article "Fidel Castro," written by New World Encyclopedia, in the few months he was in command, he built roads (600 in six months), homes to house the homeless, spent $300 million dollars on water and sanitation in the span of six months, and built schools, nurseries, and day-care for the geriatric and the young across the island. It is clear that Fidel would gain more support by improving many aspects of the island. For example, young parents and children would have shelter and care for their loved ones while at work, and homeless individuals would have a roof over their head, and poor children, as well as adults from the countryside, would have what they most desired education. Moreover, Fidel advertized Cuba as a paradise free of racial discrimination to attract visitors to the island ("Fidel Castro"). Equality of people in Cuba was especially important amidst Afro-Americans. In 1959, it was the perfect time to gain the trust and support of darker skin people because it was a time before Martin Luther King's speech "I have a Dream" of 1963. Cuba was now a beautiful place, a place of equality and improvement.

The Biggest Myths in Cuba: Health and Education

The Republic shifted from a beautiful island to a country based on fables about free education and health care. The article, "Censorship in Cuba," by Viviana Aldous states that while these services are thought to be free, the government takes an enormous portion about 99% of their monthly salary if in a capitalist country. These large sums of money go towards education and health. On average, a civilian in Cuba earns $25 each month. In a capitalist country like America, we spend approximately 29.8% of our monthly salaries as taxes according to "What's the average American's tax rate?" by Matthew Frankel. The one percent that the Cubans earn make the population equally impoverished as one can't afford luxuries. If we subtract from the Cubans 99% to the US 29.8%, there is a 69.2% difference in the discretionary income that Americans get to utilize for spending, saving, or investing. The podcast, "Cuban Education," by Cubano Cuba states that after graduation, students are required to work three years in jobs given to them by the government to repay the Cuban regime for "free" education (00:09:23-00:09:35). In other words, everything has a price especially the privileges offered to you by the government. It is evident that these services were compensated for by sweat and toil.

Another facade of education is the high quality of teaching and good condition classrooms. The exodus of teachers is an immense problem in Cuba. Many have left the profession to pursue careers that earn better wages. As a result, the students have larger class sizes, learn via videos, and have instant teachers fresh from high school (they teach to be granted admissions to universities when test scores are met requirements) ("Cuban Education" 00:03:00-00:03:48). Students lack hands-on activities and real explanations from experienced professionals, and even the instant teachers don't know the subject before they teach it. Moreover, students are poorly fed (about the equivalent of a saltine cracker in the morning), have to bring water because their plumbing is too old to drink from (since the revolution began in 1959 to the present day plumbing has remained the same), and have no free lunch programs for the more impoverished students ("Cuban Education" 00:04:18-00:04:57). The promises of the revolution have lost their meaning, and what was once a prominent educational system has become misleading; however, the citizens believe that "free" education is a gift; so no one complains. For the citizens of the island, this educational system is as good as it gets. The academies are in appalling conditions. From flaying paint to lack of materials, parents are challenged to pay for essential items such as light bulbs and brooms as well as fix the classroom decor ("Cuban Education" 00:05:00-00:05:20). These problems are non-existent in capitalist countries such as the US, the very nation Castro rejected. To Americans, it is challenging to imagine the constant struggles they are facing every day; our schools don't lack fundamental necessities like there's do. For example in Cuba, the books are out of date and filled with prejudice and pro-Castro information from the time frame of the revolution, and computers aren't available either. The books and lack of computers is how Castro censor the island to suit the ideas of the Cuban regime. Classrooms and books in Cuba are outdated and a poor classroom environment show what poorly structured school systems there are.

Censorship in Cuba:

Although 95% Cubans participate in "The Black Market" and find ways to see or publish censored content such as illegally downloading movies and selling them around the street as 'El Paquete,' Cuba still has one of the lowest penetration rates in the world. There are many ways the government censors the internet. The first is that the internet is extremely expensive; it actively costs from two to five CUC an hour (about two to five US dollars) (Aldous 5). Since the monthly salary of a typical Cuban is about $25 US dollars, it's logical that most can't afford to use the internet on a daily basis. The second is that at this the internet is only accessed through Central Parks or at ETESCA (telecommunication centers placed at each city center) (5). Not everyone lives near the center of the city, so the long walks and high cost discourage many from using Wi-Fi. The third is that the government blocks certain websites from opposing views such as the concept of democracy (5). For example, Freedom House and the Cuban Free Press Project are one out of many blocked sites on the island because they strongly advocate the ideas of civil liberties. Cuba's internet is difficult to access, and while some try to break the barrier by distributing 'El Paquete,' Cuba remains heavily censored.

The Use of Propaganda:

Throughout and after Castro's movement, propaganda was one of the most effective ways he spread his messages of a newly structured government. The article, "Cuba: Castror's Apparatus and Foreign Policy," by Gilbert Robinson states that Castro used interviews, broadcasts of four hundred hours in eight languages to Europe, the Western Hemisphere, and Africa, "friendship" institutions, construction a $25 million Palace of Conventions to promote Cuban prestige and cultural institutions, falsifying his death that to gain publicity, tapping into rebel radio stations like Radio Rebelde, sports, performing arts, and etc (Robinson 4-36). All these techniques won Castro widespread support from Latin American countries to European nations. Once he gained their support, his regime became fortified and recognized by the globe. On December 30, 1960, he created the Cuban Institute for Friendship Among People (ICAP) to show aliens the social and economic changes carried out by the revolution, and the Cuban Intelligence services recruited pro-Cuban foreign groups that eventually worked for the government in exchange for a tour of Cuba, even US groups came and joined the socialist fight (Robinson 20-36). Propaganda from Cuba had entered the anti-communist US, and some of the adversaries in the US became allies; this is precisely why Castro's propaganda is so crucial to his image because he gained comrades. The most effective weapon that Castro ever had is propaganda because his ideas were spread from region to region.

Conclusion:

In conclusion, propaganda and censorship are crucial in the Cuban government. They are used to keep the population satisfied and in check; nevertheless, some try and fight the governmentr's wishes by writing blogs and utilizing "The Black Market." From internet censorship to the subliminal messages of Communism/Socialism being brainwashed into the Cubans, spreading Fidelismo (Castro's ideas) and blocking out outside opinions from spreading in the country is the number priority of the government. It is evident that Castro regime oppresses the rights of the people and forces opinions on Cuban population since the beginning of his reign.

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The Nature of Oppression in the Story of Mice and Men

In the book Of Mice And Men, by John Steinbeck. It is taking place back during the Great Depression and the general idea is to tell and show you the nature of human existence. It tells you the story of George and Lennie. Two displaced migrant ranch workers. Who move ranch to ranch, because of Lennier's behavioral issues. They are trying to find new job opportunities. Not to mention, George depends on Lennie throughout the novel to make his American Dream worthwhile. Of Mice And Men teaches a grim lesson about the nature of oppression. Lennie has hardships throughout the novel, because he keeps causing trouble wherever he goes. First, George overthrows Lennie by shooting him in the head. George is defeated by his own oppression by shooting Lennie because if he did not shoot him, then Lennie would have suffered. He made Lennie think of the dream farm, which always made Lennie happy. If he did not then the ranch workers would have made him suffer. Because he killed a rat, a puppy and Curleyr's wife. Next, Curley torments Lennie by beating him up. Curley controls Lennie by always making sure Lennie is under control. George is an adult figure and someone for Lennie to look up too. George has many hardships dealing and controlling Lennie an example would be when he said ...but he does it anyway for the sake of Aunt Clara. He promised he would take care and control of Lennie no matter what(12). Lastly, Crooks brutality yells at Lennie for coming into his bunk in the farmhouse. Crooks abuses Lennie because he realizes Lennie is a rare, white ranch worker and he tells Lennie that George is not going to return back to the ranch. Lennie gets upset and that makes Crooks smirk because of the torture he gives Lennie, it satisfies him. Although Lennie was a tyrannized character, he was not the only one. Curleyr's wife is abused due to her femininity in the specific time period. First, Curleyr's wife's mother iron handed her by making her dream of a movie star never come true. Curleyr's wife's mother oppresses Curleyr's wife because Curleyr's wife met a man, who worked in the movie industry. They became close and he said when he gets home to Hollywood, he would write her. Curleyr's wife's mother found the letter and hid it from Curleyr's wife. Next, Curley controls his wife by leaving her in the house all day long and not communicating with her. Curley mistreats his wife. Thatr's what makes her flirt with all of the other ranch workers. She just wants attention and not to be alone and Curley just possesses her. An example, is when she says "I get lonely," she said, ?You can talk to people, but I can't talk to nobody but Curly. Else he gets mad. How'd you like not to talk to anybody?" (87). This is telling you exactly why she flirts with the other ranch workers. Lastly, the ranch workers hound Curleyr's wife by not talking to her. They are trying to stay as far as possible away from her, so there is no trouble with Curley. Cause whenever Curleyr's wife's around Curley thinks that the ranch workers want her. But it is really Curleyr's wife who is isolated and wants attention. Curleyr's wife is another character who was tyrannized not just Lennie. This is only some reasons and examples how Of Mice And Men showed the nature of oppression. Steinbeck choose to portray Lennie and Curleyr's wife as characters who are oppressed by others because they are two unfortunate people. They have dreams that cannot be succeeded. Also, they are lonely and left out of things and no one talks to or wants to talk to them. There are multiple characters going through multiple issues, they just have to work through things and make the best of it.

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Hopes, Dreams, and Loss of Hope N the Book of Mice and Men

Hopes, dreams, and loss of hope are very strong characteristics in the book, Of Mice and Men written by John Steinbeck. George and Lennie are two close friends that are trying to find their way around to get to their dream. They go through some obstacles but try very hard to pursue their dream. In the book the main characters, Lennie Small and George Milton go on a journey and find different places to work so that they can raise enough money to live and purchase a farm to call home. They escape Weed which was the place they originally were at but left because of an incident that occurred. They get a job on a ranch outside of soledad and met new people and made new friends. The way John Steinbeck writes about the topic, characteristics, and dialogue for Of Mice and Men, gives readers an understanding of his perspective on people back then like their dreams and the struggles, mental illness, and survival skills that go along with the era the book is set in. He uses a lot of symbolism, contrast between characters and characterization in the book, he is big on real life problems and situations that happen because of certain actions. John Steinbeck puts reality into the whole book. He shows how hard it is for George and Lennie because of all the problems that they face together. They go through struggles such as when they had to escape the town Weed. George knew Lennier's aunt Clara, she took care of Lennie and when she passed away George took Lennie in. Lennie is not the smartest and does things that he doesnt mean to do. In weed he saw a girl wearing a red dress and he wanted to feel the material of the dress but the girl got scared and accused him of sexual harassment. They had to flee the town before they got caught and got sent to jail. George gets mad and is always trying to keep him out of trouble because of what he does. George tells Lennie what to do in order for them to not have problems occur. In the book george told lennie to, remember so that they dont get in no trouble. Lennie tends to forget things so George constantly repeats himself because he doesnt want him causing problems for them. Lennie is portrayed as an autistic adult and the era that the book is based in is an era where people would lock up mentally ill people because they thought they were crazy. George made sure nobody would realize what was wrong with Lennie. When they went to work on the farm george told Lennie, you just stand there and dont say nothing. If he finds out what a crazy bastard you are we wont get the job. George knows they really need the money but if the boss thinks Lennie is crazy he wont provide them with a job. Without George, Lennie would most likely be placed in jail or an asylum by the time his Aunt Clara passed away. George talks abouts how, If he was alone he would live so easy. How there would be no mess. He says he would uses his monthly pay on cat houses but instead he has to deal with Lennie all the time. If he was to lose a job then so would George because they stick together.

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Symbols in the Book of Mice and Men

The plot of the book Of Mice and Men is very organized. All of the events that occur are in chronological order. The story starts off with two workers that are migrants, George and Lennie. They are traveling to a California farm, where the bus drops them off miles away from the actual farm. George is described as a man that is sharp with strong features, while Lennie is the exact opposite, being a big man with a big and shapeless face. Lennie also has a mild mental disability, which can be inferred as they started talking. Lennie also doesnt know his own strength, and very often kills the animals that he pets. The day after they get dropped off miles away, they find a farm and apply for a job. Insisting that him and Lennie are cousins, they get the job. They then soon meet Candy, the handyman on the ranch. Candy has a missing hand and is the owner of a very old dog. They also meet Curley, the son of the boss. He is very mean spirited and is newly married. He is very possessive of his new wife, and is always filled with jealous suspicion. After Lennie and George go to settle down for the night, Curleyr's wife starts to flirt with them. George then tells Lennie that he needs to stay away from her because nothing good can come from her. The next day, they meet Slim, one of the more powerful men on the ranch. He is a very skilled mule driver and takes up friendship with George and Lennie. The next day, Slim is told by George that he and Lennie, in fact, arent cousins. They have been good friends since childhood because of his disability. He also tells Slim that they were forced to leave their last job because Lennie had tried to touch a womanr's dress and was then falsely accused of rape. After this, Candy hears about George and Lennier's plan to buy land and make a farm. Candy then offers his life savings if he can live on the farm with them, to which George and Lennie agree. The three of them then make a pact to not let anybody else know about their plans. While Curley is searching for his wife, he gets angry and starts to look for an easy target to lash out on. When he gets back to the house, he picks a fight with Lennie, and Lennie breaks Curleyr's hand while squeezing it. The next night, when many of the men go to a local brothel, Lennie is left with Crooks and Candy. Curleyr's wife then comes to flirt with the men. She then finds out that Lennie accidentally killed the puppy, and that he is actually the one that hurt her husband, not a machine. After she offers for him to touch her hair, she cries out in pain as he grabs her hair too hard. As she screams in pain, he grabs her to try to make her quiet, but he accidentally breaks her neck. After this happens, Lennie runs to the pool that George has told him to go to if anything bad ever happened. The men then get together and form a mob to chase after Lennie after they had found out what he did. George then come to meet his friend, and he starts to describe what the farm would look like when they got it. As the mob continues to grow louder and louder, George shoots Lennie in the back of the head, only out of mercy. As the mob arrives, George makes them believe that he had taken the gun from Lennie, and only Slim really knows what happened. Slim and George then leave, with the other men behind them being very confused. The point of view used for Of Mice and Men is third person omniscient. The author, John Steinbeck knows what the characters are doing at all times, and he also knows how they think. We can tell this by how he describes the setting as well. He describes it as A few miles south of the Soledad, the Salinas River drops in close to the hillside bank runs deep and green. The setting is described as a very beautiful but small landscape. But something in the setting that is deeper than the landscape. This is the Great Depression. This left people, such as George and Lennie, without work and searching for a job. This makes everyone suspicious about everyone and everything that they do, and this makes the friendship of George and Lennie even more valuable. There are many themes in Of Mice and Men. Some of these include the rabbits, Candyr's dog, and George and Lennier's farm. The rabbits can symbolize the innocence in the world. With Lennier's love for petting rabbits, they establish his innocence. With him always petting them and killing them, this also symbolizes the downfall of innocence in the world. Candyr's dog symbolizes the survival of the fittest. With the dog getting old and useless, they have to put the dog down. This makes it clear that only the strong will survive during this time. It also foreshadows the way that Lennie dies, with a gunshot to the back of the head. The last symbol is the farm that George and Lennie dream of. This is a symbol of paradise and the American dream. They talk of how they will live off of the land and how lavish it will be. They make it seem like it will be paradise and will be the best place theyve ever lived. Of Mice and Men can best be described as realistic, depressing, and honest. He uses things such as poverty, limited resources, and violence to display the type of realism he is going for. He is trying to convey that the American dream for some was purely just hopeless. Because of this, the honesty comes out in the story. It is displayed in how George always has to take care of Lennie. This, meanwhile, is depressing because many find the American dream as hopeless. The tone in Of Mice and Men is mostly depressing. This is because despite all of George and Lennier's effort, they still dont get their farm like they dreamed of. It also portrays how caring for someone can be a difficult task if they have a disability, such as Lennier's. Itr's also hard to try to live during this time, seeing as itr's the Great Depression. This makes everyone very suspicious at all times, and tensions are high. The title actually plays a big role in what it means towards the book. When Steinbeck wrote this book, he referenced it towards the poem To a Mouse [on turning her up in her nest with a plough]. In this, the writer accidentally kills a mouse with a plough while ploughing a field. The author then goes on to explain how that just because mice and men are different, in the end, we are both mortal. This is told by the story because of how only the strong survive, but in the end, everyone dies. Overall, I thought that this book was very good at portraying how times were tough and how you had to work for what you wanted. This also tells about how getting what you want isnt always the best thing, and can be seen when George and Lennie dont get their farm in the end. It also tells about how humans can be difficult to tolerate, but in the end, its all worth it.

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Critical Analysis of of Mice and Men

Scarseth is correct in saying that Steinbeckr's Of Mice and Men is a tragedy, yet not in the classic Aristotelian or Shakespearean sense. The majority of the characters in the novel are in stasis. The world is limited around them and results in limited possibilities, ands the lack of love and friendship both contribute to them being stuck. J.A. Cuddon defines tragedy in saying, the overwhelming part about tragedy is the element of hopelessness, of inevitability...Tragedy is a disaster that happens to other people, and the greater the person, so it seems, the more acute is their tragedy (Cuddon). Yet this acute tragedy is found when the lowliest of lowly exploited people fail to become anything more. The characters are inevitably lead to disappointment, because of their social status, inabilities due to the worldr's limitations, and even the time period which plays a part in their struggles. A release from this cycle is hopeless. The struggle of limitation and constraint is a clear message that Steinbeck portrays through many of the characters. Scarseth is quick to notice and comment on this theme, though he only discusses the explicitly mentioned limited characters. Curley, as Scarseth mentions, is very limited. Curley doesnt know how to hold on to what he finds important: his young wife, his status as the Bossr's son, his reputation as a man [his] aim to be a respected husband/boss/man is foiled by his own limited abilities (Scarseth). Curley is stuck in his place. He, on paper, has the most power on the ranch compared to most of the other men. He is the boss son, rich, is able to boast about his wife, ...a sex object, a status symbol...the sexuality of the relationship (Scarseth), but he is lost. His aggressiveness and unforgiving attitude on life puts him into the same cycle of anger. Curleyr's wife, one of the most marginalized characters, evident by the name she is called and her gender, is also brought up by Scarseth. She is a lost little girl in a world of men whose knowledge of women is largely limited (Scarseth). She is called names, teased, and has no power, and is limited due to Curley. Scarseth also writes about George, Lennie, and their limitations, saying ...[the] aim of Lennie and George to have a small place...is doomed to frustration also by their own limitations (Scarseth). Lennie, being his poor dumb big (Scarseth) self cannot have his dream with George come true. The world limits this. However, Scarseth doesnt bring up the fact other characters can be limited, such as Slim. Slim is described as having God-Like eyes, (Steinbeck 40), he is the prince of the ranch [moving] with a majesty only achieved by royalty and a master craftsman, (Steinbeck 33) and that his opinions were law. (Steinbeck 45) Everyone respects Slim and considers him the highest in ranking. But why isnt he the boss? Slim seems like he has so much power on the farm, but her's just a farm worker. He doesnt have power in the outside world, and all he is able to achieve is making Curley tell everyone his hand was hurt in the machine. He isnt anything outside of the labor and respect on the farm, and is exploited along with the other workers. Holding positions of power dont always equate to being unlimited. The tragedy in the novel is due to the characters inability to improve, gain, to come close in achieving their dreams, goals, or succeed because of their limitations. Friendship, love, and themes of dreams (Scarseth) are all mentioned in Scarsethr's analysis. He argues that they are what Of Mice and Men is all about. But there are few friendships or expression of love in the novel, so this cannot be true. George and Lennie have the only friendly relationship in the novel, but they do not love each other. The codependency of it is beneficial to Lennie alone. George helps keep him alive. There is no emotion or loving support, no attachment is present. This is emphasized when George explodes and says ...if I was alone I could live so easy...you keep me in hot water all the time (Steinbeck 11) and calls him names. Scarseth also mentions that George and Lennie as friends share a good dream (Scarseth). However, this dream isnt good, nor attainable. If their relationship isnt a two-sided one, this dream could never come true or be attainable in their limited world, and George comes to learn this. The men in the bunkhouse with George and Lennie share no intimacy either; their relationships consist of working, sleeping, and getting by day by day. The only example of a bond is when the men go to the whorehouse and play cards, but there still is no friendship present. Another example of the absence of love is with Curley and his wife. They have no care for each other or share a bond aside from the rings on their fingers.Curley uses his wife, labeled as his, for sexual pleasure and boasting. In turn, she is lonely. She [would] like to talk to somebody ever once in a while (Steinbeck 77), and Curley is just so caught up in himself and his own limitations that she was nobody. With no one to turn to and confide in, the characters are limited in themselves because of this lack of love, and limits what they can do. The fact that the book is a tragedy, yet not in the classic sense, is a direct result of the limitations of the characters and the lack of friendship and love in their relationships. Time and time again the characters fall into their fate, despair and the inability to overcome their limitations. But both Scarseth and Steinbeck are trying to prove the same point: tragedy can befall any man or any woman, and Of Mice and Men is a tragedy. Disappointment, suffering, and incapability is a reality for all of humanity. Sometimes the most tragic is to see the ones who are not as great become frozen in that struggle. And this will always happen. Steinbeck shows this through many different issues with society; racism, sexism, mistreatment of the mentally disabled, and even just with farm workers and their exploitation. Anyone, even the lowest of low can experience tragedy, and in Of Mice and Men, it is due to their limitations and the worldr's limitations and the absence of love and friendship. Steinbeck himself provides the thought that represents the tragedy of the novel best: Nobody never gets to heaven, and nobody gets no land. Itr's just in their head. Theyre all the time talkin about it, but itr's jus in their head (Steinbeck 74) Works Cited Steinbeck, John. Of Mice and Men. New York, N.Y., U.S.A.: Penguin Books, 1994. Print. Scarseth, Thomas.

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George, Lennie, and Candy in of Mice and Men

We all have that burden desire to get what we want. As we go from time to time our perception differs. The American Dream is what we all want. What we all hope for. George, Lennie, and Candyr's dream all differed, but were also similar in different ways. George, Lennie, and Candy put everything they have got into finding a home for themselves. In Of Mice and Men by John Steinbeck establishes the American Dream through George, Lennie, and Candy.

George developed Candy and Lennier's dream by going off of his. George started the dream for them and he wanted to be his own boss and have money. This was his way of being by himself and he wanted to be the one in charge. well have a big vegetable patch and a rabbit hutch and chickens (pg.14). This quote shows that George wants to be a boss. He seems to not mind being in change. He likes the fact that Lennie keeps adding onto his dream. The other men make Georger's dream seem even more realistic.My next quote that I found was "The hell with the rabbits. That's all you can ever remember is them rabbits." (pg. 18-19). I think this shows that Georger's dream is different from others and that he doesnt care about the bunnies and other animals. He cares about being his boss and the house. George just wanted his life and wanted to be in control.

Lennie was a big guy. He was warmed on the inside even if he didnt seem like it. Lennie wanted to tend the rabbits, but most of all he wants hope and comfort in all this. An live on the fatta lan (pg. 105). This was a quote that I found that I feel supported Lennier's character. This shows that Lennie has hope. He wants the farm. His childlike mind plays a role on what he wants. My last quote was "No you tell it. It ain't the same if I tell it. Go on George. How I get to tend the rabbits."(pg. 119-123). This shows that Lennie only really cares about tending the rabbits and all he does is want to make George happy. He likes the idea of the dream, and he wants the soft things to make him happy.

Candy was the last to be added to the dream. Candyr's dream deferred. He wanted the place to talk to people. A quote that I had found was spose I went in with you guys. That's 300 and 50 bucks Id put in. (pg.59). This shows that Candy was willing to do anything to talk to people and be a part of this dream that they had come up with. Another quote I found was "Lennie watched him with wide eyes, and old Candy watched him too. (pg. 202-203). This shows how bad Candy wanted the place. He wants to not be alone anymore, and he wants to help and have some people to talk to. Candy was a good guy and wanted to be a part of something special.

In the story the perception of the American Dream differs throughout each character. They go through hardships and different points in their life where they feel like they could have done something differently. In Of Mice and Men by John Steinbeck establishes the American Dream through George, Lennie, and Candy. It is clear that the American Dream differs from each person. In this story George, Lennie, and Candyr's dream were different. Even thought, each person, and each contribution affected The American Dream that they had built.

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Unemployment and Crime

Contents

I. Introduction
II. Literature Review
III. Methods; Existing /Secondary Data
IV. Independent and Dependent Variable
Ethics:
Citation

I. Introduction

For a long time, crime has been the most irritating issue among social disorders. Individual in society are always concern about crime and the its implication it has on society and country. People are always scared about what happen in their community and always look forward to ways the can reduce or stop it. Many factors go into why crime always happen in society but the most common one we always look at is whether the individual involved in crime have prior history of it. Unemployment has always factored that society believes it causes crime. Individuals with employment means they out of job out and at lost wage. Can unemployment be the cause of crime in society?

In my paper, I will look at the connection between crime and Unemployment in the united states using Secondary Data analysis avoid to me. Notwithstanding, I will also examine the connections between crime and other major factor such as, stress, education, neighborhoods and age and look at what can be done to reduce recidivism rate for unemployed individuals involved in criminal activities. Also, it important to have information and better understanding on how these factors affect criminal activity and discover possible solution and suggestion in future

II. Literature Review

1) Identifying the Effect of Unemployment on Crime

(Raphael & Winter-Ember, 2001) analyzes the connection that exist between unemployment and crime. The author used U.S. state data to find how unemployment rate of the country plays a major role on the effect the seven felony offenses: burglary, larceny, auto theft, murder, rape, robbery and assault The initial three crimes are all of property crimes whiles the rest are violent crimes .The author find a good existence between unemployment and property crimes but shows less for violent crimes.

2) Poverty and Crime

Besbris, Friedson, & Sharkey, 2016 in their book shows how poverty is related to crime on both individual and community level by using the rational choice theory. They clarify the possibility of crime to happen, the offender mostly weighs in the cost and benefit they get from it. Individuals living in poverty are most likely to be involved in crime as the only way to escape from their present circumstance. The author used different theories to lifibrate their stance on poverty and crime, but have less empirical evidence to their claims

3) Unemployment and crime: Neighborhood level panel approach

Andresen 2012 examine the relationship between the state of economy and its effect on unemployment .By doing so they look to examining the facts that goes into it such as motivation for crime .The author looks into the relationships between unemployment and crime using the neighbhood level date and hybrid ,regression methods and also the look at different mechanisms which as rational choice theory, strain theory ,and opportunity theory which divide these models and looks at the effect of employment into motivation and opportunity facts; that is ,opportunity effect dominates the motivation effect ,particularly for property crime .

4) The Effect of Education on Crime; Evidence from Inmates, Arrest and Self -Report

Lochner and Moretti 2003, talks about different ways in which education can have positive impact on crime for offenders. The author shows empirical evidences to support their claims that shows that people who have an advanced education are less likely to commit crime and always try to stay out of crime because they know what lays ahead them and expand their future working chances. They do by looking into the recidivism rate for individuals release from prison and being provided with necessary tool they will need better their life same as the arrest and self-report among offenders.

5) Link between unemployment and Crime in the U.S: The A Markov -Switching approach

Fallahi, and Rodr?guez, (2014) use the Markov-switching approach find the different ways in which unemployment rate and the four different of property crimes in the U.S.They do so my showing empirical correlation within the that exist between unemployment rate and property crime .They found that there is good chance but not relate important relation between unemployment rate ,Burglary ,larceny and robbery to occur but unemployment have a bad influence on motor-vehicle theft .

III. Methods; Existing /Secondary Data

The Department of Labor's Bureau of Labor Statistics (BLS) publishes information on employment and wages by occupation, including career information, employment levels and projections, and various types of earnings data each year to determine the raise and fall of employment in the society , The United States Census Bureau is also other agency of the U.S. Federal Statistical System, that primary also publish data that indicate the r producing data every 10 years . The UCR Program, by the FBI, began in 1929 and collects information on crimes reported to law enforcement authorities: murder and non-negligent manslaughter, forcible rape, robbery, aggravated assault, burglary, larceny-theft, motor vehicle theft, and arson. The FBI annually publishes their findings in the spring of the following each year, followed by a detailed annual report, Crime in the United States, issued in the fall. National Institute of Justice provides data on the recidivism rate in the U.S based on the number of inmates that are released in the past three years and check if they have be rearrests ,reconviction or return to prison with or without new sentence .Recidivisms may be defined individuals committing crimes after their release and receives another sanctions or intervention for the past crimes.

IV. Independent and Dependent Variable

Unemployment, education, Recidivism rate among inmates, motivation of offenders on property crime are the independent variables, while crime rate is the dependent variable? The Unity of analysis in my paper will be Individuals: Inmates that just release, those that got arrested, and those reporting themselves to their parole officers and Groups .To fully understand this research and make suggestion, I look at then unemployment rate of the nation which is current around 4.1%.that is big step forward as nation why is crime always occurring in society frequently? Anybody that is out of job and at the loss of wage it this result can be classify as Unemployed Education is something that be define as process of acquiring knowledge through institution, such as university, Vocational schools and many more. Am going to measure all these variables and getting better understanding of them. By doing so am to compare and see these the difference them. Looking at the number of individuals with High education, they are less likely to commit crimes as to those with lower education.

That is because the those with high education have a better chance of getting themselves better playing jobs and have more education level and understand how society operate more better those with lower Education .2.7% as of 2015 but has decline to 0.6% in the recent years. are the people with college degree and yet still unemployed? That that represent 0.5% of prison population. Recidivism is variable that needs to be investigate as 68.8% of people release from prison are likely to be rearrested because they come out with no or low education or vocational skills that can help them live life without going back there again. with most of this inmate coming without low or no education. Property crime offenders are more likely to be arrested for the same crime because it easy to break in others house and steal from them when they are around. Crime rate has fallen as compare decades ago, yet the society has a fear and believed that crime is on the raise. The FBI report dedicate that violent crimes and property crime declining 2.6% in 2015.

Motivation among offenders is something most research ignore when they are investigating why these individuals are always on edge to part of such crimes. Induvial who have engaged in criminal activities looks at the opportunity available to them to reengage in crimes. These offenders are more likely to turn back to crime to better their living condition in order not be part of poverty line which continue to grow to 12.7% with average house income of $24,339. Unemployment has a great cause of property crime during due to the existing off in models of aggregate property crime as well as models of individual felonies. However, there wasnt many consistencies was found for violent crime during the time of research but moreover did find out that more for the crimes of murder and rape, the initial results indicate that unemployment is negatively related to these crimesThe results from this study indicate that unemployment and crime depend highly on the cost of unemployment in a larger perspective. According to the results of this study, it seems that higher unemployment does not solely lead to expenses directly related to unemployment, but also have indirect effects in the form of increased property crime but less effect on other crime.

Ethics:

Belmont reports which enforce three Ethical Concern: Respect for person, Beneficence and Justice but since am working only with secondary data and statics, there is nowhere in my research that I violate rules but rather my research will help provide details regarding employment for individuals in order to prevent them from criminal activities. My research was not bias or discriminatory but fair when it comes to the method, I applied

Citation

Raphael, S., & Winter?Ebmer, R. (2001). Identifying the Effect of Unemployment on Crime.
J Andresen, M. A. (2012). Unemployment and crime: A neighborhood level panel data approach. Social Science Research, 41(6), 1615-1628. doe: 10.1016/j.ssresearch.2012.07.003
Journal of Law & Economics, 44(1), 259-283. doi:10.1086/320275
Fallahi, F., & Rodr?guez, G. (2014). Link between unemployment and crime in the US: A markov-switching approach. Social Science Research, 45, 33-45. doi: 10.1016/j.ssresearch.2013.12.007.
Besbris, M., Friedson, M., Sharkey, P. (2016) The Oxford Handbook of the Social Science of Poverty
Lochner, L., Moretti, E. (2003) The Effect of Education on Crime: Evidence from Prison Inmate, Arrests and Self- Reports.

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About a Technological Unemployment

Self-checkout machines have been starting to show up everywhere, from the local Walmart to stores across the globe. Before these machines came to fruition, those areas used to house employee operated check-out machines. Those employees were eventually replaced for a faster and easier check-out method. Knowing that your livelihood and job can be deterred by a simple, inanimate object is a hard reality. Every new machine developed to increase industry productivity leaves hardworking individuals being left without a job and it is seemingly only going to increase. Ever since the Industrial Revolution, technological improvements have been a great value to employers over the country. Before the Industrial Revolution, agriculture work was a massive source of employment. There was such a high demand for the products and it required a substantial amount of work for the farm to make a profit. The agriculture industry, along with many others, exploded with new innovations whenever machines made their first appearance in the workforce. Harvesting machines such as the cotton gin and spinning jenny have allowed producers to rapidly produce their goods while saving the cost of labor. While the machines did make the farmerr's jobs easier, there was also a huge decline in the number of farmers needed. This forced the workers to work in industrial jobs, which fueled the Industrial Revolution even more so. Technology has been improved and modified for centuries with the goal of improving workplace productivity. However, current circumstances are relatively unique than in years past. The human population is spreading like wildfire, every few years increases the population by billions. Business owners want their businesses to be as cost-efficient as possible. A machine does not need a paycheck, vacation, sick days, or even rest. Naturally the business will save more money by replacing their workers with advanced machines. These newly potential workers could be left without a job. Potentially no job is safe from replacement if the rate of technological advancement carries on as it has for the past couple years. If machines continue to grow at this extraordinary rate, the nation could collapse from a horribly skewed balance of wealth. Productivity will reach an all-time high from all sectors. However, unemployment will also skyrocket. There will then be an all-time low in purchasing power. This is especially true if the labor market is inflexible. For example, coal mining used to be a huge source of labor and wealth, especially during the 1920s. As the coal runs out in the area, and better energy methods started to appear, these coal miners started to lose their jobs. These miners often cannot take up a new job due to an occupational and/or geographical immobility. They most likely do not have the necessary skills to work a new job, and they might live far away from the workplace. This resulted in a temporary unemployment surge until they could learn the skills required or could move to a more prosperous part of the area. An alternative idea of technological change is that it will not cause unemployment. Technological change in the food industry means we can produce food with fewer workers. It is then cheaper, to produce food and the price to buy food will fall. This means that a smaller income percentage will go towards buying food, so they have more money for other goods and services (especially manufactured goods). This increased demand for manufactured goods causes higher demand, therefore there will be a higher demand for workers. This is just innovation with technology, the types of jobs will change not be replaced. If labor productivity increases, we can then enjoy a greater range of goods and services. Businesses and corporations have been integrating new technology and advanced machinery into their work procedure for over a century, resulting in less workers needed. The laid off people just needed to learn new skills to work the machinery. If the robots become capable of doing the same job the human once did (such as the check-out machines), they will no longer have a role in the workplace. It is unsure how increased technology will shape the job market in the future. The only thing certain is that integrating new machines make the business/production process run more effective and cost-efficient.

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Effects of Long-Term Unemployment Insurance

Contents

History of UI
Purpose for Research Initiative
Problems and Issues
Model design and Data
Findings
Conclusions
References

Through econometric regression techniques, this research seeks to analyze data in regard to the effects of Unemployment Insurance Benefits (UI) extended beyond the initial allocation cap on Unemployment. This research will explore the extension of such benefits within the United States through the examination of original research in economics and government databases.

This research will contribute to the current knowledge we have in regard to various social-welfare projects. Previous research on the subject contends the existence of basic unemployment benefits has a positive economic correlation in various areas; however, the data on extended benefit consumption has been varied. The analysis of data pertaining to individuals whose benefit has extended beyond 26 is expected to have correlated a negative impact.

History of UI

Throughout history modern societies have been subject to economic cycles in which economic booms and down turns occur. In the United States we have seen many low cycles with the most notable down turns being the Great Depression of the 1920r's/30r's and more recently the Great Recession that occurred in 2008.

During these times, the unemployment rate (calculated as the people out of work and actively looking for reemployment) generally rises. During the Great Depression of the 1920r's and 1930r's, the United States faced some of the largest unemployment numbers ever recorded in history. This economic devastation rendered many people without work, consequently the widespread economic suffering inspired the U.S. government to enact several social-welfare policies. One of these policies was use of Unemployment Insurance (U.I.) benefit programs to ease the intermediate burden of joblessness.

U.I. benefits are intended for people whom have become unemployed through no fault of their own and meet particular eligibility requirements. The social-welfare program supplements the income of the unemployed person(s) while they are searching for other employment opportunities. The U.I. benefits are meant to lessen some of the immediate financial needs to cover essential bills and necessary costs of living (Perez 2015).

Since its creation like many of the other social welfare programs, U.I. benefits have seen many changes in order to adapt to the current situational needs. In general, the maximum duration of U.I. benefit entitlement has been at or below 26 weeks. For the purpose of this research, however, we will examine data where economic recessions have forced the extension of such beyond the traditional amount.

Purpose for Research Initiative

The volatility of economic conditions provided by the interaction between world markets lends a great likelihood for economic declines. For this reason, it is relatively unavoidable to evade periods of increased unemployment rates which lends to the importance of deeper examination of the policies and benefits employed during such occasions. Due to the contradictive positive and negative correlative evidence previously presented by the various studies conducted on this policy, it is imperative further research be conducted to aid legislators in the decision-making processes.

One of the more prominent arguments for continued U.I. benefits beyond traditional amounts is that they create an economic stimulus. In the short run, there is evidence to support this claim. According to former research U.I. benefits save jobs and prevent decreases in consumption initially (Furman 2013; Perez 2011). However, this cannot be a sustainable model. Keynesian economists believe government entities should transfer money to workers in times of economic downturns with the intention of such workers immediately spending it. This is beneficial because greater spending increases aggregate demand and thus stimulates the economy (Rustici 2015). Unfortunately, contributions such as Milton Friedman, have discredited Keynesian theories. It is seen that workers base their consumption decisions on their expected permanent income, not a fixed percentage of any income they receive, meaning prolonged U.I. benefits will see a diminishing return on society.

Problems and Issues

Unemployment can affect individuals, families, and communities in various ways that may contribute to prolonged unemployment and use of UI. Often times when individuals are out of work, their skills may degrade due to lack of use. That erosion of skill is known as depreciation of human capital. The longer a person remains out of work the more their human capital diminished, meaning as time passes that the potential wages the unemployed person meaning both the potential earning wage and the chances of finding a new job decrease the longer that they are out of work. Another disadvantage to unemployed persons is the depreciation of their ?social capital. A persons social capital consists of the network of business contacts and associates they interact with which often aids in finding desired employment easier.

Other issues surrounding reemployment, in addition to the depreciation of skill and network, include the possibility that being out of work may affect a persons physical and mental health. The impact unemployment has on a familyr's ability to sustain childcare or standard of living may also contribute to prolonged unemployment and use of U.I.

Model design and Data

It is impossible to completely control the noted and various other inconsistencies that may contribute to unemployment duration. To protect the integrity of the results regarding the effect of extended U.I. on unemployment we have to control for such socio-economic factors and personal differentiation amongst the sample population using a regression equation.

The data is compiled from data.iowa.gov showing Iowar's Unemployment Insurance recipients and UI benefit payments for the years 2008-2011 along with various statistics from the Burau or Labor Statics regarding Iowa over the same years.

We are looking to show a positive correlation between recipients of UI beyond the standard 26 weeks with longer unemployment durations than otherwise observed.

The dependent variable is weeks of unemployment. The independent variables are: benefitspaid = recipients receiving less than 26 weeks; firsttimepayment = recipients receiving the full 26 weeks; finalpayments = recipients receiving UI beyond 26 weeks. To account for the socio-economic conditions the following dummy variables were set equal to 1: Sex, Age, Education.

Findings

For this particular dataset, the coefficient for initial UI payment does not contribute to prolonged unemployment. The coefficient for UI ending at the standard entitlement indicates that for every additional UI payment you can expect unemployment prolonging to increase by an average of 7. The coefficient for UI payment beyond the standard length of entitlement suggests an average increase in length of unemployment by 13.5.

The dummy variables were omitted for multicollinearity problems.

Unfortunately, the dataset used for this experiment is likely not applicable to the real world. The data set is biases and lacked appropriate control variables even though coincidently agreeing with some current literature.

This regression experiment had room for improvement in which variables are best for creating a valuable model. As it currently stands, the model did not account for the fact that people using UI are unemployed and therefore will positively correlate UI with unemployment. This research essentially does not give new insights as to the effects of extended UI entitlements.

Conclusions

This research, in addition to the growing research surrounding this topic suggests extended UI benefit entitlement is positively corelated with weeks out of employment and thus has a negative societal economic effect in the aggregate. Further research on such UI polices is necessary as to answer the controversial conversation surrounding their benefit.

Existing literature suggests UI may encourage the pursuit of low skill activities more so then they aid in workers finding gainful employment. This means that prolonged UI benefits make the labor force more vulnerable to skill biased shocks as human capital depreciation ensues. There also exist from previous research conducted on the topic, an association with the discouragement of gaining employment correlated with welfare entitlements. It is important to observe study and take seriously the impacts of welfare programs so that policy makers may one day successfully employ such benefits in a beneficial manner that renders low unintended consequential tax burdens.

While of significant importance to human capital depreciation, prolonged unemployment from UI extension is not the only outcome that should continue to be explored and researched. The social capital and physiological side-effects are much less explored and have their own important impacts for society. If UI does in fact create an employment disincentive prolonged unemployment is positively correlated with negative socio-physiological increases, extended UI entitlement policies should not only not be enacted but may be of a danger to those using them and society as a whole.

References

Cuomo, M, Harnett, T. 1994. A History of Unemployment Insurance Legislation in the U. S. and New York State (1935-1989). N.p.: DIANE, 1994.Google Books. Google.
Dellas, Harris. Unemployment Insurance Benefits and Human Capital Accumulation. NeuroImage, Academic Press, 11 June 1998, www.sciencedirect.com/science/article/pii/S0014292197000184.
Furman, J, Stevenson, B. Dec. 5 2013. "New Report: The Economic Benefits of Extending Unemployment Insurance." The White House. United States Government.
Henry S. Farber, Jesse Rothstein, and Robert G. Valletta. The Effect of Extended Unemployment Insurance Benefits: Evidence from the 2012“2013 Phase-Out. American Economic Review. May 2015, Vol. 105, No. 5: Pages 171-176
Howell, D, Azizoglu, B. 2011. "Unemployment Benefits and Work Incentives: The U.S. Labor Market in the Great Recession." Economic Policy Research.
Iowa Economy at a Glance. U.S. Bureau of Labor Statistics, U.S. Bureau of Labor Statistics, www.bls.gov/eag/eag.ia.htm.
Iowa Unemployment Insurance Recipients and UI Benefit Payments by County (Annual). Data.iowa.gov, 25 July 2018, data.iowa.gov/Economy/Iowa-Unemployment-Insurance-Recipients-and-UI-Bene/yhbr-3t8a.
Isidore, C. Sept. 8 2010. "Do Unemployment Checks Keep the Jobless at Home?"CNNMoney. Cable News Network.
Murphy, G. C., Athanasou, J. A. (1999), The effect of unemployment on mental health. Journal of Occupational and Organizational Psychology, 72: 83“99. doi: 10.1348/096317999166518
Nichols, Austin, et al. Consequences of Long-Term Unemployment . Urban Institute, July 2013, www.urban.org/sites/default/files/publication/23921/412887-Consequences-of-Long-Term-Unemployment.PDF.
Nicholson, Walter, and Karen Needels. Extended Unemployment Benefits: A Review of the Literature. July 2004, wenicholson.people.amherst.edu/EBLITREVIEWrev.pdf.
Perez, T. 2015. Unemployment Insurance U.S. Bureau of Labor Statistics. U.S. Government. https://www.dol.gov/dol/topic/unemployment-insurance/
Perez, T. 2011."The Economic Impact of Unemployment Insurance." U.S. Bureau of Labor Statistics. U.S. Government.
Pavoni, N. 2009. "Optimal Unemployment Insurance, with Human Capital Depreciation, and Duration Dependence." International Economic Review 50 (2): 323-362.
Repeat Use in the U.S. Unemployment Insurance System : Monthly Labor Review. U.S. Bureau of Labor Statistics, U.S. Bureau of Labor Statistics, 1 Sept. 2014, www.bls.gov/opub/mlr/2014/article/repeat-use-in-the-u-s-unemployment-insurance-system.htm.
Rustici, T. 2015. "Macroeconomics." ECON 104. GMU, Fairfax. Lecture.
Shirk, J., Tyrrell, P. Jan. 18 2008. "Unemployment Insurance Does Not Stimulate the Economy." The Heritage Foundation.
Solon, Gary. Labor Supply Effects of Extended Unemployment Benefits The Journal of Human Resources, Vol. 14, No. 2 (Spring, 1979), pp. 247-255
Tefft, N. 2011. "Insights on Unemployment, Unemployment Insurance, and Mental Health." Journal of Health Economics30 (2): 258-264.
Whittaker, Julie, and Katelin Isaacs. Extending Unemployment Compensation Benefits During Recessions. Congressional Research Service, 2 May 2013, fas.org/sgp/crs/misc/RL34340.pdf.

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Unemployment in the Great Recession

The Great Recession was an economic disaster that made an effect on world financial markets. Along with banking industries and real estate industries. This disaster led to high increases in home mortgage foreclosures all over the world. It caused tons and tons of people to lose their savings, jobs, and even their homes. The Great Recession is considered to be the longest period of economic decline since the Great Depression of the 1930s. (History.com Editors). A main factor in the Great Recession was unemployment which is what I chose to talk about for my paper. Going into unemployment there are two factors that cause the official unemployment rate to understate actual unemployment. One of those factors is they are part time workers and they are counted as employed. The second factor is discouraged workers who want a job, but are not looking for one, they also are not included in the labor force, which means they are not part of the unemployment statistic. In unemployment there are three types, which include frictional, structural, and cyclical. The one we had to know was cyclical unemployment which was caused by the recession phase of the business cycle. One of the first articles I chose talks about the Unemployment and the Great Recession. One of the first things reading this article was talking about typically the unemployment rate rises whenever the total economy goes under a recession. Then we get into two counts the first one is unemployment has rose much more than in typical recessions and the second count is unemployment rate had stabilized itself high for an extremely long time. Tasci gets into talking about the Federal Reserve Bank in Cleveland and that it shows increases in unemployment rates from cyclical factors. They told the readers that the factors that ordinally would have only a temporary effect and should gradually fade as the economy recovers. Which is the good news but here is always bad news with good news so here is the bad news is that they have found at least two reasons why the unemployment rate could stay high for some time. Those two reasons are the weakness of the recovery in real economic output and the slow rate at which workers find new jobs. (Tasci). This article mentioned that unemployment rate reports the number of jobless workers as a fraction of the labor force which we covered in class. Which the labor force is only made up of unemployed and employed workers. Being in the labor force we have some employed workers lose their jobs and becoming unemployed but then they work hard and find a new job becoming back to employed. Which finding new jobs means you are being hired but, in this article, they said one of the subsequent rises in unemployment results was not from layoffs but from a low hiring rate. Tasci and his colleague Zaman came up with some new measurements of the long run unemployment rate that ties in worker flows into the analysis. They said this helps them because it distinguishes between two potentially different reasons for a high unemployment rate. Those two reasons are one being long periods of unemployment for laid off workers and the very high number of layoffs overall, and the second being underlying trends in these flow rates determine where the unemployment rate will settle in the long run. (Tasci). In my second article I chose it talks about the job deficit and the long-term unemployment problem. It starts off giving us information about the unemployment rate and how in 2009 was ten percent in the fourth quarter and it told us that even today the unemployment rate is even higher than the ten-point eight percent postwar unemployment peak in the 1982-83 recession. Something the article talked about was payroll employment and in March 2010 everyone saw some modest employment growth which was one hundred sixty thousand. Which all that goes to something that this article is all about which is that we currently have a current jobs deficit of ten point six million. (Katz). So, when I read that I did not know what it meant until it explained further which was that we would need ten point six million more jobs today to just get back to the employment rate. We are told that unemployment increased the Great Recession and that it disproportionately affected workers from good industries, young workers, and non-college workers. I wanted to use this article because it supports my other article in talking about cyclical unemployment. Our labor market in the early 2009s followed cyclical negative relationship between job openings and unemployment. So, this means unemployment in 2009 looked really bad but normal cyclical unemployment increase. Going into an outward shift curve actually increased structural labor market problems. Which we still have a massive cyclical unemployment issue with a huge shortfall of aggregate demand and the real GDP. Which both aggregate demand and GDP was discussed in class. Aggregate demand is an economic measurement of the sum of all final goods and services produced in an economy, expressed as the total amount of money exchanged for those goods and services (www.investopedia.com). Gross domestic product (GDP) is the monetary value of all the finished goods and services produced within a country's borders in a specific time period (www.investopedia.com). We were told that most of the rise of long-term unemployment reflects the cyclical collapse of aggregate demand and labor demand. When the hire rates remain low for a sustained period, labor markets, and reentrants are unable to get work quickly and have a huge chance of becoming in the field of long-term unemployment. In my last article I chose was about unemployment and the Great Recession and Beyond. The beyond part is talking about at least in this article is about Northern European, Germany, and the Netherlands, which we didnt really talk about, but when I went back to our notes and looking at all the graphs we had they were mentioned. This article told us about the Great Recession and how it severely affected the economic scene in many countries. A term we went over in class was GDP growth and that the article told us it was negative in some countries during the period 2008-2009. The huge economic issue has led to a decrease in employment growth and also a decrease in our labor market rate and an increase in unemployment rates in many countries. Like all the other papers this one also told us that the Great Recession is scarce, but also added that knowledge about mechanism and consequences in increasing. It talked about how the Great Recession unemployment has rose dramatically. The unemployment rate has doubled from four percent in 2008 to over eight percent in 2014. (Weel). In this article it told us it compared to many of its Northern European peer countries and Germany, and the Netherlands which they all experienced stronger unemployed growth and lost its leading position in terms of low unemployment rates. We get into the big shock which can be absorbed by price and or quantity adjustments. Our analysis showed us in this article that at a relatively large part of the adverse shock translated into unemployment. As a result, to all of this the Netherlands faced a relatively strong increase in long term unemployment. I found that doing this research on the Great Recession which is again was an economic disaster that made an effect on world financial markets. Along with banking industries and real estate industries. This disaster led to high increases in home mortgage foreclosures all over the world. It caused tons and tons of people to lose their savings, jobs, and even their homes. The Great Recession was very interesting topic to talk about and even learn more about and finding articles that tied into our class discussions was very interesting as well and I say that because we were able to go and pick three articles of whatever topic we wanted that tied into our lectures. I thought finding what we talked about in class was going to be very hard to find in articles and being able to understand them. Once I read the articles and saw certain key terms we have gone over then the article made more sense to me. Overall the Great Recession was not a good thing to people who had jobs. A lot of people were laid off, being laid off you dont have a job anymore and during that time it was a low percent on hiring people because of money. A lot of people lost a lot of stuff in the Great Recession. It didnt affect everyone but did affect a great amount of people. All three of my articles tied into each other talking about cyclical unemployment, unemployment its self, GDP, labor force and labor markets. All three of the articles I did not criticize them, I used all of them as in a positive way giving good information and they each had some different aspects to put in my paper and also had relating topics in each article. Reading other articles that I did not choose some were even talking about we may have another Great recession later on in like year 2020. Which I really hope does not happen because a lot of people are already having issues getting jobs and trying to pay for things such as their homes, family, and bills, but this was a great topic to talk about and learn about.

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Examining Unemployment Rates

In order to participate in a nationr's economy, money is required for consumers to purchase goods and services offered. Most consumers earn money through employment, and the number of individuals in a nation that are employed has been an important measure of economic stability (Boone, Berston, & Kurtz, 2016). The gross domestic product (GDP) is the measure of goods and services produced in a country during a year (Boone, Berston, & Kurtz, 2016). When GDP is increasing, the economy is in expansion mode. When GDP is decreasing, the economy is in a recession. Economic growth occurs when the GDP increases over time. When economists use the term economic growth, they are normally referring to sustained increases that occur over a substantial time period, rather than the quarterly changes sometimes discussed in the newspapers or on television (Boone, Berston, & Kurtz, 2016). The unemployment rate is a measurement of the percentage of the workforce who are seeking work, but are not currently employed (Boone, Berston, & Kurtz, 2016). Unemployment has a variety of causes, and unemployment numbers are watched very closely. The U.S. Bureau of Labor Statistics issues a monthly employment report that describes the state of the U.S. economy based on employment statistics. The unemployment rate is calculated by dividing the number of unemployed workers by the total number of workers in the current labor force. An individual is considered unemployed if they do not have a job and have been actively seeking employment. When determining the unemployment rate, the statistic used is for workers who have looked for a job within the past four weeks (Khan, 2018). When examining unemployment rates, there are three main reasons for unemployment that need to be considered. Frictional unemployment is short-term unemployment that applies to individuals who are members of the workforce, who are looking for new jobs. Recent college graduates who have not yet found jobs are frictionally unemployed (Boone, Berston, & Kurtz, 2016). Frictional unemployment is considered positive for the economy, as it creates a labor pool for expanding businesses. Structural unemployment is caused by a mismatching of work skills that employers are seeking with skills held by available members of the labor force. It can also be caused by location mismatches. For instance, there may not be any workers with the necessary education and skills available in the nearby area. Structural unemployment is not considered to be positive, however, it is acknowledged that it is a necessary part of a growing economy (Boone, Berston, & Kurtz, 2016). Changes in the business cycle can cause cyclical unemployment. Cyclical unemployment causes workers to be out of work for long periods of time because of a cyclical contraction in the economy, such as a recession or corporate downsizing (Boone, Berston, & Kurtz, 2016). When unemployment rates get too high, the government sometimes intervenes to try to create new jobs, especially if the increased unemployment figures are primarily due to cyclical causes. When the government steps in to create jobs, monetary and fiscal policies are used. The primary goal of fiscal and monetary policy is to reduce or smooth out fluctuations that occur in the business cycle. Fiscal policy involves government spending and taxation decisions that are designed with the goals of controlling inflation, reducing unemployment, encouraging economic growth, and improving the general welfare of citizens (Boone, Berston, & Kurtz, 2016). Fiscal policies aim to change the total spending in an economy. One example of a fiscal policy was the American Recovery and Reinvestment Act of 2009, also known as The Recovery Act and The Stimulus Bill. The stimulus package was intended to end the economic recession by encouraging consumer spending and creating new jobs. Other goals were to invest in education, health, infrastructure, and renewable energy. The stimulus package cut taxes by $288 billion, created jobs by providing $275 billion in federal grants, loans, and contracts, and it allocated $224 billion to extended unemployment benefits, health care, and education. Economists disagree about the effectiveness of the stimulus, but most agree that unemployment was lower by the end of 2010 than it would have been without the stimulus package. Fiscal policies can be quite effective in combating unemployment during recessions, if implemented correctly. The creation of public infrastructure projects, for instance, creates more new jobs, and thereby reduces unemployment numbers. Monetary policy is more involved with government actions aimed at influencing the supply and demand of money, primarily through the utilization of interest rates (Boone, Berston, & Kurtz, 2016). The U.S. Federal Reserve, The Fed, controls monetary policy by buying and selling government securities, controlling interest rates, and managing reserve requirements by requiring the percentage of deposits that banks must maintain. Monetary policy can sometimes increase economic growth by keeping interest rates low, or by lowering interest rates. Unemployment rates can be affected by monetary policy because reduced interest rates encourage consumer spending, and increased consumer spending leads to the creation of new jobs. A recession is a cyclical retraction in the economy that lasts for a time period of six months or more (Boone, Berston, & Kurtz, 2016). Frictional unemployment numbers usually decrease during recessions, as workers fear quitting their current jobs due to the lack of new job prospects. A depression is a more extreme or severe type of recession, in which there are repeated periods where the GDP falls. The most well-known example of a depression in United States history was the Great Depression, which began in 1929, and lasted through the 1930s and into the 1940s. During recessions, fiscal policy can be used to promote economic recovery. Typically, when an economic recession occurs, corporate profits begin to decline. As a result, many workers lose their jobs and become unemployed. This situation causes the amount of income tax revenue and corporate income tax revenue that normally flows to the government to fall. Additionally, when workers become unemployed, their dependency on government programs, like unemployment insurance, increases. This increased dependency on unemployment insurance and other government programs results in more government spending. To help the nationr's economy recover from recession, the government sometimes creates new social programs, such as The New Deal, a program of President Franklin D. Rooseveltr's administration during the 1930s. Franklinr's deal was enacted with the goal of alleviating the suffering of the many unemployed workers. New government agencies were established, such as the Civilian Conservation Corps (CCC) and the Works Progress Administration (WPA), that were intended to provide emergency, short-term government aid, as well as provide temporary jobs for the unemployed workers in the form of projects in the national forests and construction projects. During a recession, the government receives less money from taxpayers, and usually spends more money to bolster the economy. This causes money to flow from the government much faster than it flows into the government. This unbalanced flow creates a budget deficit. When the government continues spending during a budget deficit, and the expenditures are greater than the revenues the government is collecting, this is known as deficit spending (Boone, Berston, & Kurtz, 2016). British economist John Maynard Keynes developed the concept of deficit spending as a fiscal policy, though many argue that his ideas were merely already existing concepts that Keynes simply re-interpreted. (). Keynes felt that the primary role of deficit spending during a recession was to reduce rising unemployment rates. In his book, The General Theory of Employment, Interest, and Money, Keynes argued that a decline in consumer spending could be balanced by increased deficit spending by the government. He contended that government deficits could be repaid once unemployment rates returned to normal. Some economists believe that the U.S. relies too heavily on the GDP as a measurement of economic growth and that alternatives that better reflect the economic situation should be implemented. For example, the measurement of jobs and unemployment is heavily focused on, but this measurement sometimes conveys a misleading or incomplete message (Marland, 2014). The GDP primarily measures market performance, and overlooks the complexities of social health, environmental sustainability, and income inequality (Costanza, 2014). Since World War II, most countries have used GDP growth as a primary policy goal, but this method lacks the ability to measure quality of life. When the GDP was implemented, it was a reasonable solution to solve the problems of the time: reducing unemployment and social conflict to prevent another war. The modern-day world is much different, and alternative progress metrics should be explored. The successor to GDP should be a new set of metrics that integrates current knowledge of how ecology, economics, psychology and sociology collectively contribute to establishing and measuring sustainable well-being, (Costanza, 2014, p.285).

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Unemployment and Crime Problems

Crime is a global problem, which has negative effects on the economy of every nation by destabilizing the peace and stability of the country. Crime is a threat to life and property, thereby impacting directly and indirectly on the victims of crime and criminal offenders if was caught. Apart from these effects, crime also creates unpleasant emotion caused by potential victims. In the last few decades, the economics of crime has become a major area of scholarly investigation for sustainable economic growth. As the international organization perception is eyed towards the post-2015 development plan, the link between violence, for instance, development, security within the scope of the rule of law, is a relevant factor to be investigated. Since its significance goes beyond the loss of an individualr's life and can cause unpleasant emotion and doubt, violent crime is a menace to the inhabitant (UNODC, 2013). Criminal activities are the socioeconomic phenomenon that has been confronting most of the countries of the world that yield a huge profit that required to be reinvested for economic growth and development of a nation (Detteto & Pulina, 2010). Various measures and plans for all categories of violent crime is strongly related to socio-economic determinants and weak governance, poor rule of law, unemployment, income inequality, rapid social change, and less educational opportunities. An instance of risk elements such as access to firearms and other weapons and higher alcohol toxication is also strongly related to many categories of violence. Together these elements cause a social climate to contribute to violence, and in the absence of efforts to address the issues, sustained violence prevention gains are difficult to achieve. Any measure and plans on violence prevention strategy must, therefore, identify ways to reduce against these dangers. (World Health Organization (WHO), 2014). This study use income inequality, unemployment, rule of law and educational attainment. However, this study does not use the access to firearms and alcohol intoxication due to the lack of data availability. Crime can give a much negative effect on investment which can be justified by the action that criminal activity deterred development, entrepreneurial activity, and new businesses, besides, decreasing the local and national government expenditures in both developed and developing countries (Detteto and Pulina, 2010)

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About a Structural Unemployment

Structural unemployment can be defined as unemployment that exists as a result of rigidities in the labor market, such as a fall in the demand for a particular type of labor. There are three common causes of structural unemployment. First, new technologies push certain types of labor into irrelevancy. Many of the major technological advancements of the 21st century have centered around automation, which by its very nature reduces the need for human labor. Additionally, another prevalent occurrence that results in structural unemployment is the presence of lower-cost labor in developing nations. The principal priority of firms is to maximize profits, and this often includes shipping labor - sometimes entire factories - to foreign countries where the labor market is significantly cheaper. When these jobs leave, it usually means that they’re leaving for good. Finally, changes in consumer taste may lead to a decreased demand for certain types of labor. For example, in 1979, a nuclear power plant in Pennsylvania had a partial meltdown, and it was considered to be the most significant nuclear accident in U.S. history. As a result, nuclear power lost its momentum, and jobs in nuclear engineering were scarce for decades. Ultimately, structural unemployment is most likely to occur in the face of technological advancements, the exportation of labor to developing countries, and changing consumer tastes. As described above, there are countless circumstances that would be conducive to structural unemployment. For example, Figure 1 below illustrates a scenario in which pharmaceuticals, one of Ireland’s largest exports, has been outsourced to India. Given that the cost of employing labor is higher in more industrialized nations such as Ireland when compared to developing nations like India, labor demand in Ireland will fall. The consequence of this is that there are fewer pharmaceutical workers employed, (Q? to Q?) and wages (W? to W?) fall significantly. From this diagram we can assume (ceteris paribus) that unless these workers manage to find other jobs, there is an increase in unemployment. In order to ensure that unemployed workers can find new work and do not become structurally unemployed, the government can begin preventative initiatives through education and training, which would alleviate the effects of the diagram shown above. This interventionist approach is the best way to go about reducing structural unemployment. It is regarded by economists as the most devastating form of equilibrium unemployment because it results from extensive changes to the structure of the economy itself; and very rarely do economies move backward. Therefore, it is understood that when structural unemployment is present, the labor force will be forced to adapt to the shifting market climate. In order to do this, more radical change is needed than just allowing the free market to regulate itself, and interventionist policies must be implemented. One of the best long term solutions involves an education system in which people are encouraged to be more occupationally flexible. There must be a structural change to solve a structural problem. Evidence suggests that people in developed countries like Ireland will most likely change jobs multiple times throughout the course of their career. Therefore, it is apparent that a well-developed and diverse education system would allow individuals to acquire the necessary skills to adapt to rapid shifts in the market climate. For example, studies comparing the German and American education systems have shown that the German model gives students the potential for more occupational mobility due to their use of “tracking” and placing them in a level of education that best suits their needs and talents, while giving them a broad understanding of the general field they will be entering, so students who are bound for more of a vocational education will gain knowledge in various different trades. Models that are adhered to in countries like the United States allow for people to specialize in what interests them and pick up a set of particular skills, but it makes the labor force at large more susceptible to falling into structural unemployment as the market develops and changes. Similarly, the next strategy to best improve occupational mobility would also involve a structural change in education and career development: retraining. This would require a spending initiative to promote and facilitate adult retraining programs. Doing so would assist in acquiring the necessary skills to match with available jobs in growing markets. For example, the United States’ Workforce Investment Act of 1998 is a good starting point for the more extensive type of program that would be required to limit widespread structural unemployment. The program is designed to link workers to job opportunities in their communities after providing support and retraining services in order to achieve meaningful employment. Ultimately, the use of education and retraining can be highly effective at reducing structural unemployment.

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How are Governments Responding to Unemployment Around the World?

Contents

Theoretical/Conceptual Background:
Recent Developments:
Government Responses to Unemployment in Yemen
Government Responses to Unemployment in the United States
Government Responses to Unemployment in Kenya
Government Responses to Unemployment in Portugal
Perspectives
Conclusions

Unemployment in June was as low as it was back in April of 2000, right at 3.8%. Because of the tallies made back in June, 15,000 new jobs have been added to the labor market in the United States (Soergel, 2018). In 1969, employment rates rose greatly, which would be hard to sustain for the rest of the year. This was because new employees would be hard to locate under the labor market conditions, which could easily be shifted. The government’s efforts to restrain the economy were predicted to have negative effects on labor demands (Flaim and Schwab, 1970).

Theoretical/Conceptual Background:

Classical Unemployment, Efficiency Wage, and Cyclical Unemployment are all examples of theories associated with unemployment. Classical Unemployment theory highlights the idea that real wages and market clearing wages all affect the total number of jobs available (“Classical Unemployment”, 2018). Efficiency Wage theory is the idea that a worker who gets more done, should get paid more than the person who is less efficient in the workplace (Pettinger, 2017). Cyclical Unemployment theory is when employees lose their jobs due to negative impacts in business. GDP is used as the marker for economy recession (Amadeo, 2018). Unemployment rate is a basis for almost everything unemployment. Unemployment rate is a percentage that demonstrates the amount of citizens who do not work in a specific country. The Current Population Survey is used every month in order to calculate the unemployment rate in the United States (“How the Government,”, 2015)

Recent Developments:

North Carolina cut its maximum duration for state benefits to 20 weeks and reduced the dollar amount of weekly benefits. This reduction has led to a less known crisis for the unemployed. In October 2015, not much more than a quarter of unemployed workers received jobless benefits (Eisenbrey, 2016). The White House made a proposal to modernize the unemployment insurance system. Since the economy has been nowhere near full employment, wages have stopped increasing (Eisenbrey, 2016). In Dublin, there is currently a housing crisis going on. There are 30,000 empty Airbnb properties, but still many people left unemployed and homeless. The Airbnb market in Dublin is growing, which also leaves people in the city in a weird situation of having to choose between living in a hotel, or living in their own property. This is due to the fact that hotels have become cheaper to reside in, thanks to the sudden rise in Airbnb demand (Harris, 2018).

Thesis: This paper will investigate how governments are responding to unemployment around the world by examining cases in Yemen, The United States, Kenya, and Portugal.

Government Responses to Unemployment in Yemen

Background: In November of 2011, Yemen adopted an initiative called the Gulf Cooperation Council that was used as a solution for the year’s political disturbance. Yemen has lacked basic social services and is underdeveloped. These issues have caused problems for citizens’ health and wellbeing. These issues are traced back to a crisis in 2011 (“Facing the,”, 2012). The highest unemployment rate occurred in 2010 at 17.8% (“Yemen Unemployment,”, 2018). As unemployment is rising, Yemenis are protesting in order for President Saleh to step down and make room for a new leader (Finn, 2011).

Government Responses/Actions: Following a demand from the unity government, the World Bank, along with the United Nations, the European Union, and the Islamic Development Bank carried through an assessment based off the social and economic impacts of the 2011 political crisis (“Facing the,”, 2012). The Joint Social and Economic Assessment (JSEA) is an important part of the transition process, while informing the economic recovery plan of the Government of National Reconciliation. This plan also serves as a reference point for planning efforts of the international donor community (“Facing the,”, 2012).

Impacts: The actions taken by government officials in Yemen are impacting the country by informing people to be more inclusive with other types of people: whether that includes people in the workforce, or not (“Facing the,”, 2012). Youth economic empowerment is being used to help stagnation from still being a common occurrence, furthering what the government has attempted to do already (“In response,”, 2013).

Government Responses to Unemployment in the United States

Background: The US has been through eleven recessions since the end of the postwar period in 1948 (Sicilia, n.d.). In 1932, the Unemployment rate was 23.6%, the highest it has been from 1920 till now (“United States Unemployment Rate”, 2018).

Government Responses/Actions: After World War II, President John F. Kennedy brought Social Security and unemployment benefits to a broader range of people, after a brief recession. Not long after Barack Obama took office, Congress decided to pass a close to 800 billion dollar boost in order to spur the economy and lower unemployment (Sicilia, n.d.).

Measurable Outcomes: The Labor Force Participation Rate (LFPR) is known as the amount of people in the labor force (the employed and unemployed) divided by the civilian population (citizens 16 and up). This method has been used to show the falling ratio of 67.3% in 2000 to 62.5% in 2016 (“Civilian Labor,”, 2018). Discouraged workers are people not at the moment looking for work because they think that there is not a right job available for them (“The Employment Situation”, 2018).

Government Responses to Unemployment in Kenya

Background: 80% of unemployed Kenyan citizens are younger than 35. One of the reasons behind this fact is that 90% of younger citizens lack proper speech skills (“Tackling youth unemployment,”, 2016).

Kenya has the highest unemployment rate in Eastern Africa. One of Kenya’s youth empowerment programs, the National Youth Service, is now a trademark standing for corruption, instead of its intended job creation goal (Asamba, 2017).

Government Responses/Actions: Uhuru Kenyatta (President of Kenya) and Raila Odinga have pledged to create more jobs for the youth (Asamba, 2017). The Kenyan government has made efforts to build new infrastructure with the addition of new roads and a new railway system. They also spent money on energy generation in order to attract more manufacturers (Miriri, 2017).

Measurable Outcomes: Kenya’s current 44 million population is increasing by 2.5% every year, and 9 million more jobseekers are projected to join the market, according to the World Bank. 111 firms in Kenya have grown fairly slowly, from 39,000 workers in 2012, to 53,000 in 2017. (Miriri, 2017)

Government Responses to Unemployment in Portugal

Background: Occupational choice theory suggests that the higher the unemployment, the more start-up activity, being that the cost of starting a firm has decreased (Hurst and Lusardi, 2004). In 2013, Portugal’s unemployment rate hit 18% (Tremlett, 2013).

Government Responses/Actions: Pedro Passos Coelho’s government has been putting worse and worse severity on Portugal on the bidding of lenders who keep its economy afloat (Tremlett, 2013). You have access to unemployment benefits in Portugal if you have completed a consecutive 450 days’ worth of paid work in the 24 months before the unemployment date (“Unemployment benefit,”, n.d.).

Measurable Outcomes: Portugal government made the decision to sack 1 in every 20 public employees. The budget deficit has grown from 4.4% GDP to 6.4% GDP. (Tremlett, 2013)

Perspectives

Local Perspectives: State governments do not have time set aside to be creative or flexible, which leaves the workplace in a stressful situation, where they feel rushed to show talent (Black, 2010). The law should be forced to protect the social aspects and basic human rights of all people struggling with a mental illness (Lamichhane, 2010).

National Perspectives: Recently, unemployment has lied below the Federal Reserve’s “natural rate” prediction and inflation rates have not moved. Workers have not been paid equally to their marginal contribution to their firms. Most of the negotiating power seems to lie with the employers, not the employed. What the government needs to do is calculate a new benchmark unemployment rate that includes factors like discrimination and frictional unemployment (Spielberg, 2018). Economists have put in great amounts of time trying to find a reason why inflation and wages have remained neutral even as unemployment has fallen to record lows in countries like Germany. Rising tech companies, for example, Apple and Amazon have resulted in smaller companies becoming less powerful (Ewing, 2018).

Global Perspectives: Unemployment is a reality that on all levels, affects the current economic standing on a global scale. The Organization for Economic Cooperation and Development stated in 1982, that there are 30 million people unemployed in the industrial work world alone. Community welfare is impacted by this, partly because of government regulations (Liem and Rayman, 1984). Nowadays, there are so many shifting factors that occur within the countries we live in, which then get developed in other countries as well. Because of this, it is getting harder and harder to predict what new kinds of jobs and occupations will be available among the horizon. Countries across the world are creating workforce development programs between countries of investment (Pack, 2015).

Conclusions

Takeaways & Your Perspective: Youth empowerment is something that the government tries to enforce. They try to do this in order to keep unemployment rates from becoming stagnant and they may need to create new jobs for the youth. A strength I find with Spielberg’s perspective is that employees often do not get paid enough for the amount of work or contribution they put in for their company. A weakness is when he says to calculate a new benchmark for unemployment, including factors like discrimination and friction in the workplace. He needs to be more specific. It would help if he explained how he is going to calculate factors like discrimination, and how that calculation affects the new benchmark unemployment rate.

Solution(s): Encourage students to stay in school and to receive a proper education, so that all the hard work they do while they are in school, will then be transferred to the real world where they can get a job.

While you are in school (high school or college) try to choose a particular path that you are good at, or you are most interested in. If you follow that path, you will hopefully find a job that fits you, and that you enjoy doing every single day. Continue to support the youth in any way possible. Once they find that motivation, they will feel more productive and that they are providing meaning to the working world. Rather than unemployment being talked about negatively in the news and media, use high unemployment rates as an opportunity to reach out to people and help them find what they are passionate about. This will help unemployed people get back on track with finding a new job.

Significance: Unemployment relates to Education for All because it is posing as a risk to upcoming graduates, because of uncertainty in the job market. Some citizens fail to replicate what they did in high school in the form of their work (Raphael, 2017). Unemployment relates to Poverty & Inequality as wages have remained fairly low to people with jobs who did not receive a proper college education. Today’s poverty wage is $7.25, which is about what unemployed people are receiving with all external factors considered (Desmond, 2018).

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Arthur Miller about Witches

Arthur Miller was a famous playwright, author, and film writer in the mid-20th century, who published many works, one of them being The Crucible. Born in 1915, Miller was raised in New York City, a peak area to establish a love for the arts due to its grand displays of plays and shows. Miller grew up in a failing household, so he worked for a decent amount of time in an auto-parts warehouse, before attending college at the University of Michigan. During his time in school, Miller won two Avery Hopwood awards for his early work in playwriting. After school Miller returned to New York to pursue this career, and had several small releases while writing for the Federal Theater Project, the Columbia Workshop, and the Cavalcade of America. In 1947, Millerr's career boomed. Some of his many successes included All of my Sons, Death of a Salesman, and his famous play The Crucible. Some of Millers awards he won include the Theater Guild National Prize, Antoinette Perry Award, Emmy Award, and even a Pulitzer Prize award for drama. Millerr's view on the world can be interpreted through his many works he created, in which he saw the realism in everyday life, and avoided the fake masks placed over most things. Arthur lived a full life, passing away in early 2005 in Connecticut, leaving behind the legacy he created in New York (Arthur Miller). Throughout his playwright career, Arthur Miller addressed many social and political issues. In Millerr's The Crucible, he confronts the hard truth of what peopler's behavior did during the Salem witch trials to seemingly innocent women, along with relating it to Senator Joseph McCarthyr's desire to expose alleged communists in the federal government and Hollywood in the early 1950r's. The Crucible tells the true and saddening tales of several women being persecuted and killed for being accused as witches without viable proof, and his annoyance with the people of Salem can be interpreted through the text. Miller personally faces McCarthyr's crazed hunt for communists by indirectly comparing it to the lengths people went through during the Salem witch trials to expose weird neighbors or people they disliked. While it takes some thought and consideration, it is easy to interpret Millerr's opinions and views through his work and the way he portrays characters in his stories (Schechter). During the colonial period of early American history, Massachusetts held some very extreme religious and political views. Early Massachusetts was populated by very devout Puritans who traveled from England to escape the discriminatory Catholic and Anglican churches. The settlers were mainly influenced by John Winthrop, who preached to the people that they should create a City upon a Hill, or a model Christian society. The people of the early Massachusetts Bay Colony were very influenced by their desire to uphold their Puritan ideals, so they limited political opportunities to people of their church, and made Puritanism the state-wide religion. Tens of thousands of Puritans seeking religious freedom came to Massachusetts within the next decade, and Puritanism became nearly the only religion of the state. Within the next years, the Puritan church established the idea of predestination, that a select devoted few were hand-chosen by God to be saved after life, which caused the religious citizens to abide by all of the churchr's laws and rules in worship and charitableness. When people such as Roger Williams, Salemr's Puritan minister, tried to institute true religious freedom in Massachusetts, they were banished from the state, forced to find a new place to live. The people of colonial Massachusetts believed both men and women could be saved by God in the afterlife, but women were still the inferior gender. This political view of the people made female preachers such as the upcoming Anne Hutchinson in Massachusetts Bay have very difficult times thriving. Hutchinson was wrongfully accused of disregarding the rules of the Puritan church and was banished, similarly to Roger Williams. Early Massachusetts settlers had many contradictory laws to what they previously believed when they lived in the Old World. Puritans migrated to Massachusetts Bay to seek religious asylum from the growing Church of England, but when they got established, the people didnt allow religious freedom to people that did not belong to the Puritan Church. Overall, Massachusetts had some very extreme religious and political views during the colonial era and the beginnings of their colony and state (Henretta et al. 61-63). The beliefs of witches and witchcraft held by the people of the New England colonies in the late seventeenth century were awoken by a group of girls in Salem, Massachusetts who took the tales told by a West Indian slave woman too seriously. The girls took deep interest in her tales of voodoo and sorcery, and got too caught up in the witch-craze to back out, starting a town-wide witch hunt, including neighbors accusing neighbors, poor accusing rich, and visa versa (Bacon). During the late seventeenth century, adolescent girls had the lowest amount of power in the community of Salem due to the sexist class structure. When a group of adolescent girls believed they had witnessed witchcraft, the whole class structure was pushed aside to allow these girls to share their stories. The desire to expose witches and those dabbling in the devilr's work was so great, that the widely inferior were given the utmost priority. Witches during this era could be described through many seemingly ridiculous ways. For one, witches could often be found flying on brooms to designated meeting places where they would sign over their souls in the devilr's book. The simplest things would be blamed on witchcraft during this chaotic era. Farm animals dying, crops failing, and even sudden illnesses would be blamed on rivals or neighbors using sorcery to bring them defeat. The typical accused witch would be a middle-aged woman who had no kids and was not the ideal submissive lady. Suspected witches would be held in jail, with ironclads around their legs so they would be unable to fly away and escape. If proven a witch, a woman would be burned at a stake, or more commonly hung publicly at the gallows. Over 200 people were accused of being witches and 20 were executed. Accused women often had no way out, so they would have to result to accusing different women in exchange for a lesser sentence. The early seventeenth century was a rough time for women, as being accused of being a witch had no recovery (Collins). McCarthyism was a campaign to expose hidden communists in the US government in the early to mid 1950r's, headed by a man named Joseph McCarthy. McCarthy was a Wisconsin Senator in the 1950s, who made ludicrous accusations that people of power in the United States were secretly communists. During the 1950s, there was great concerns of post-war retaliations, and many people feared that communists had infiltrated the American government. So much so, that a Wisconsin Senator was able to follow through with a witch hunt comparable to the Salem witch trials on a mission to seek out and expose hidden alleged communists in society. McCarthy started the chaos by giving a speech in which he shared that he personally knew 2015 card-carrying members of the Communist party that had successfully infiltrated the US government. In early 1950, McCarthy went to the senate with many fallible claims of proof of communists intervening. No matter how unreliable the evidence was, or whether he used the same stories on different people, the Senate listened intently and called for a full investigation. The general public did nothing to stop the accusations of innocent people, and often helped provide possible communist spies to the government. McCarthy influenced politics in the 1950s by restarting the communist witch hunts and bringing fear of the red plague back into the eyes of American citizens. He brought the ridiculous trials of the Salem witch hunt back in a modern way, but with the same dubious claims and unreliable evidence lacking of real proof (McCarthyism).

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John Proctor’s in the Arthur Miller’s Play

A play ending in tragedy can seem like a pessimistic choice, but a character’s noble sacrifice can actually provide a hopeful outlook on the state of humanity. This is certainly the case with John Proctor’s death at the end of Arthur Miller’s play The Crucible. Where others would shy away and save themselves, Proctor gives it all in service of a greater cause.

The lead-up to Proctor’s self-sacrifice is first developed early on in the play, with his internal conflict. In the first two acts, the audience is informed of how this conflict affects his relationships and self-image. He is introduced as “a sinner... against his own vision of decent conduct,” showing even before his first line that he is a moral man haunted by some past impropriety (Miller 21). He projects his guilt onto others, such as when he tells his wife, Elizabeth, that he’ll “not have [her] suspicion any more,” seeing her harmless comments as disparaging him (57). However, she was not casting judgement on him, “the magistrate [that] sits in [his] heart” was (57).

As the story progresses, Proctor continues to struggle with his guilt, and is unable to see himself as a good person. He laments his moral failure, seeing his false confession as yet another expression of his inherently evil nature. To him, only the good are worthy enough to sacrifice their lives for some cause greater than themselves, and he is not among them. He tells Elizabeth that “nothing’s spoiled by giving them this lie that were not rotten long before,” his previous transgressions preventing him from doing what he sees as right (143). He sees himself giving a false confession as “evil,” and that it is “good… that [he does] it,” due to his own fraught self-image (147). Proctor stumbles along this path of self-debasement, and continues to do so until he forgives himself of his improprieties. This allows him to do what is right in his mind, and sacrifice himself for something greater, as is the privilege of the morally righteous.

Proctor’s conflict is resolved at the end of Act Four by him forgiving himself, allowing him to follow his moral ideals once more. Here, he has an epiphany of sorts and realizes he must forgive himself in order to move on and do what he believes is right. This is a crucial part of his inner conflict, the turning point where he finally “see[s] some shred of goodness” in himself and therefore allow him to sacrifice himself for the truth (151).

If one reads at a surface level, it might seem like Proctor’s decision was ill-conceived. Reverend Hale believes that death is the wrong choice, one that Proctor is making to protect his pride. Hale says that life is “God’s most precious gift,” and that throwing it away is “vanity” (138, 152). However, Hale’s objections are misguided and faulty, and are out of step with Proctor’s own moral framework. To Hale, good people are meant to obey God’s most important commandment and respect all life. But to Proctor, the good have the privilege of giving up their lives for others, in service of a cause greater than themselves. Hale’s call for Proctor to save his life would require him to give up his newly found goodness, and go back to a life of self-loathing and lamentations. That would be an impossible choice. Hale asks “what profit [Proctor] to bleed,” the answer being that “he have his goodness now [and] God forbid” it be taken from him, for a life without his goodness would be an unlivable one (152).

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Similarities of Oedipus Rex and Death of a Salesman

Without a doubt, the plays that were analyzed and deliberated this semester were informative, interesting, and crucial to the present condition and culture of mainstream playwriting. Of the many works that were looked at, Oedipus Rex and Death of a Salesman were two that lent themselves to further evaluation. Within this text, I will be discussing specific examples from both productions that draws comparison between the two. Disconnected by several thousand years of literature, Oedipus Rex and Death of a Salesman seem to share a number of likenesses and characteristics that tie them both together, despite having been written at completely different times in history. At first look, one may ask how these stories could have anything in common; one is about a salesman with suicidal predispositions and the other a king who murdered his father and established a sexual relationship with his mother (book). However, after further consideration, there are underlying themes and foundations that show how each protagonist struggles with internal conflict which eventually leads to their untimely demise; each play shares a protagonist with a tragic flaw. In the Greek tragedy, Oedipus Rex is the main character (book). He is important and of noble birth, and reigns as the King of Thebes. However, due to his kingly status, there are events that have occurred in his life that have affected his well-being as well as that of the people of Thebes. King Oedipus fate, unbeknownst to him, has already been determined by the Gods before he was born (book). In Arthur Millerr's classic, Willy Loman is an older gentleman that struggles to accept his fate in a dead-end job and old age. Willy was let go from his job as a salesman and has started to spiral out of control, disappointed with the way his life is turning out (book). Willyr's tragic situation, unlike Oedipus, does not at all impact the country, people, or even city where he lives. The individuals that are immediately affected by Willyr's death are his immediate family members (book). Within the character similarities, there is one major difference. In a Greek tragedy, such as that of Oedipus Rex, the main character is almost always of noble or royal birth. Therefore, the country over while they rule is directly affected and at risk of peril due to the tragic situation of the protagonist. In the modern tragedy, such as Death of a Salesman, the main character is the average individual, with only few impacted by the death or tragedy of the protagonist. Another similarity that can be drawn from each play, is the mental and physical state in which each main character begins and ends their respective plays. In the very opening scene of Oedipus Rex, we see a confused Oedipus at what he sees is happening to the City of Thebes (book). He does not understand why Thebes is in turmoil and this worries Oedipus. Although we as an audience know that Thebes is ultimately in distress due to his fate, Oedipus does not. At the end, we see a now-blind Oedipus overcome with anguish and embarrassment as he realizes now what he has done (book). Comparable to Oedipus introduction, Willy Loman enters confused as well. Willy starts telling his wife, Linda, how all of a sudden he couldnt drive any more (book), and this was worrying him. As mentioned above, Willyr's complications and strife do not directly affect a nation, but his immediate family instead. Closely to Oedipus, Willyr's story also ends in shame; Willy kills himself so that his wife and sons will receive his insurance policy (book).

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Death of a Salesman: Literary Analysis

Death of a Salesman Literary Analysis

What would someone expect to be the outcome of a man who has given his passionate worship to the goddess of success sold out in the American promise of equality of opportunity for anyone to achieve the highest possible financial and material comfort? Such is the man, an aging father clinging on to the assurance of the reward of customer charming, who Arthur Miller depicts in his play, Death of a Salesman. A look into the character of Willy Loman reveals a disenchanted dreamer with an illusion, routinely vexed by his non-fulfilment, and once when confronted with the utter bankruptcy of his aspirations, cannot stand himself anymore.

While the American Dream lays its groundwork of success on hard work, Willy tailored his version of the dream based on observation of his brother's success. Ben had left for Alaska, a wilderness in Africa where he lucked into a lot of wealth by discovering a diamond mine. Willy concluded that to be successful, a man needed to be charismatic and that a well-liked and personally attractive person is the sole guarantee of business success, a notion that set him up for failure. His dream, to become a great man, profoundly admired and revered by others, is one he holds throughout his life, and choosing the work of a salesman as a means to achieve it, he devotedly focuses on charming his way to success despite the fact that there are other role models in society who have realistically achieved their financial success through hard work.

Charley is Willy's next door neighbor who runs a successful business with his son Bernard, himself a successful attorney. Even though Willy admirers his success, he is jealous and dismisses him that "he's liked, but he's not well liked." Willy's sons' admiration of Bernard who is headed to the Supreme Court to argue a case is another of Willy's objects of frustration.

Failing to recognize that charm alone without the knowledge and hard work would not guarantee success, Willy holds on tightly to his job despite working solely on commission, and so strong is his delusion that when he is fired from the job, he turns down a job offer just to retain his pride. Striving to cope with his frustrations, he finds opportunity in his son Biff to further his ambition for success by having him fulfill the dream on his behalf, a move that draws his other son Happy into the ordeal in his quest to attain his father's attention and approval. A football star in high school with a scholarship to play football in college, Biff greatly appealed to his father's distorted perception that being liked is the qualification for success, so much that he failed to emphasize the importance of education to his sons, consequently causing Biff to flunk a semester of math without the credits which he wouldn't make it to college.

Overlooking Biff's enlightenment, he imposes his inflated ambitions on his sons, aspirations Biff does not wish to pursue and one that Happy only tries to embody just to receive the acknowledgment of his father, who sees no potential in him. In spite of Biff having talent in his athleticism, he finds himself discouraged due to feelings that he is disappointing his father and letting down his expectations. Further increasing the dysfunction in the family, Happy in his bid to attain his father's favor ends up becoming like his father. He assimilates the faulty perspective of his father concerning the world and success, placing value on wealth and popularity over integrity, dignity, and education, and eventually, he ends up truly unhappy.

Linda is Willy's loving and devoted wife who is more realistic and sees through her husband's deluded dreams and failures enduringly. Her standing by him throughout the play wins the admiration of his sons who at one time confess to not being able to find a marriageable woman like their mother. This emphasizes the betrayal Biff feels when he catches his father cheating on his mother with another woman. He decides not to attend summer school to secure his math credits which would have enabled him to go to college. He flees from his father, moving to the west where he is not able to keep his jobs at farms as he had developed a tendency to steal.

Frustrations mount in Willy's family who enters into suicidal attempts. He inhales gas and purposely gets himself into car accidents. Biff's return from the West, though striking a reconciliatory note with his father, exposes the deteriorating flawed character of his father. His short-temper leads any conversation into altercation leaving no model example for his sons, and when he eventually learns that Biff still loves him, he makes the final step of taking his life so that Biff can receive the life insurance money and invest in his future.

Arthur Miller's portrayal of the struggle Willy goes through in his acceptance of the falsehood of his distorted version of the American dream, and his failure to realize Biff's disinterest in it shows not only the flaws in material wealth illusion but also the important notion that individuals measure success differently. Where one individual finds contentment in career development, the other measure success in wealth and respect. Material wealth is not guaranteed to happiness, and hot pursuit of financial success can lead to destruction.

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American Dream in Death of a Salesman

The American dream is a gift and a curse. Many Americans want to obtain the American dream, but for most the price to pay for this dream will turn it into a nightmare. The American dream has different meanings for many people. For some people it may mean becoming wealthy, and for other it may mean living a productive life that benefits society. The one thing that they both have in common is that the individual experiencing this is usually happy. In the play Death of a Salesman, Willy Loman is the embodiment of what can happen to a person when their American Dream turns into a nightmare. Willy is driven to suicide after failing in life. In this play, the readers are introduced to Willy, who is a salesman that despite his strong will to become wealthy cant seem to get a moment to rest. The life of Willy is ruled by failure and yet he still believed he had the ability to become wealthy. In the end, His life turned into a nightmare instead of his dreams, which is the cause for him ending his life. In the play, Willy illustrates the average man in the working class, who wants to achieve his American dream. This made him get so attached to becoming wealthy, and his vision on how to reach the American dream. This caused great turmoil to the people around him. The fatal flaw seen in Willy is also the fatal flaw of capitalism, which is greed. Capitalism promotes the pursuit of wealth without caring about how people's actions can rob others of essential items. This will happen if capitalism is not controlled. Other flaws that was seen in the play that Willy shares with capitalism is his lack of serious thought, his jealousy, and his loss of integrity. The average American dreams about getting wealthy and living a good life with a family, which is Willy's dream. Most Americans want to get wealthy fast and this caused the get rich quick schemes popularity to jump, but most people today realize that these schemes will likely not work. An example of a get rich quick scheme is buying real estate and flipping houses to sell. Most people are not successful at this and may end up losing money instead. In the play, Willy's dream can be seen when people talk about money in front of him and when he talks about his children. He says, "I simply asked him if he was making any money. Is that a criticism?" (Miller 7). Willy was confused that the fact of him asking Biff if he was making money got him mad. Willy believes that money decides whether someone is happy, so basically, he was wondering whether Biff was happy with his life. The way Willy holds on to his brother Ben shows the readers how important family and material wealth is to him. He wants to be wealthy so bad that he will lie about the amount of money he makes. An example would be when he lied to his wife about how he made $1,200, but actually made $200. Willy believed that simply working harder would make him wealthy. His job represents this perfectly. As a salesman, the amount of money a person makes is based on the amount they sale and their performance, which essentially means that hard work will get a person more money. The big thing about the American dream is that a person needs to climb their way up. As a salesman there is not much room to climb up. As readers read through the play, Willy's flaws become more apparent. His rationale of wanting the American dream created his weaknesses, which were lack of thoughts, jealousy his loss of integrity. and the role a manipulator. Tyson says, according to an existential model, social factors may largely establish our initial identity, but, as we shall see, they do not freeze us at that stage without our daily consent (262). The socially accepted idea of the American dream, which supposedly leads to happiness, formed in Willy's heart and he accepted that he will only be happy if he achieved the American dream. If Willy didnt get tunnel vision and accepted this notion, he would have realized that being wealthy is not the only way to live a happy life. Willy's drive of wanting to achieve the American dream carved itself into his identity. Willy's belief that someone's looks are important and how they should be liked instead of being a good person shows his lack of thought. A person's looks are not important when it comes to success unless they in the fashion industry. Willy says, "the man who makes an appearance in the business world, the man who creates a personal interest, is the man who gets ahead. Be liked and you will never want." (Miller 21). Willy is saying that being liked will allow to get further in life. In some instances, this is true because being liked will get a person the opportunity to get further in their career fields, but they still need characteristics of a good person like trustworthiness and respect. The life of Willy's sons proves that being liked does not equal success. His son, Biff, was popular and liked in high school, but that did not equal success. His other son, Happy, did become successful and he was not as liked as much by people compared to his older brother. Willy believed that being liked was more important than life. Ribkoff says, Driven by shame, he kills himself in order to preserve his dream of being ?well liked and a successful father and salesman (54). Willy believed that suicide would reserve likeability among others. The irony in this is that Willy was never successful in anything including being a father and he was not liked by others. His relationship with his sons. Willy focused most of his attention to Biff and ignored his youngest son, Happy. When the readers look at Willy's relationship with Charley, it is easy to see his shallowness. He acted like a snob when he was playing a card game with Charley. Charley offers Willy a job, but Willy rejects because he thinks he is above Charley when he is not. In the end, he realizes that Charley was his only real friend. Willy's tunnel vision on wealth was one of the main causes of his American dream turning into a nightmare. His jealousy that stemmed from his relationship with his brother made the likelihood of dream turning into a nightmare increase. In the play, readers see Willy encouraging his own children to steal. This shows that he lacks morality. Bert says, the evidence in the play for Willy's psychopathy is plentiful, so much so that it has led to his being diagnosed as manic-depressive before the age of anti-depressant drugs (4). Striving for his dream of getting wealthy is the reason for him taking these drugs. His greed, jealousy, and shallowness are all causes that increase the amount of stress he deals with daily. If Willy were to find his own happiness rather than what society believes happiness is he would not need to take anti-depressants. When people look at how the media affects what people think, it is easy to see that the media thinks the good guys will finish last. Hopefully, people will come to understand that achieving the American dream does not simply mean attaining. Achieving the American dream means to achieve happiness in life, which can be achieved through many ways. In the play Death of a Salesman, Willy Loman has his dreams turned into a nightmare. This caused him to think that the only way out was death, so he committed suicide. With Death of a Salesman, Miller paints the portrait of a man who is ultimately killed by the one thing that kept him going, which the possibility of obtaining his American Dream. This play teaches the reader that setting one's priorities too high can be dangerous.

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NCAA should be Paying the College Athletes

The NCAA is really Fd up said Ben simmons per espn's Myron Medcalf. For a couple years now people have been debating whether or not the National Collegiate Athletic Association (NCAA) should be paying there college athletes. While seemingly operating in a purely professional atmosphere, the NCAA continues to endorse an amateurism concept in college athletics says John Acquaviva and Dennis A. Johnson of the sports journal. We need to pay our college athletes because it gives them what they deserve and supports them and their families. As of 2017 the average Division I player is worth $170,098 per year with the 351 Division I basketball programs taking in more than 4.5 million in revenue on average each year, states the huffington post. That means the Division I basketball players are worth 26% of their teams total income per year. According to forbes The NCAA currently produces nearly $11 Billion in annual revenue from college sports more than the estimated total league revenues of both the NBA and the NHL. So if college sports are worth more than professional sports why are there athletes not making a single dollar while the average athlete in the NBA makes $6.4 million and the average NHL athlete makes $2.4 million. According to the National College Players Association 86%, 86% of all division one college athletes live below the poverty line. So while these schools are making millions these athletes are starving and struggling for money.The Washington journal called the athletes lifestyle worse than indentured servitude. Just ask former Uconn menr's basketball player Shabazz Napier who as quoted by the huffington post said We do have hungry nights that we dont have enough money to get food in. Sometimes money is needed.I feel like a student athlete. Sometimes, therer's hungry nights where Im not able to eat, but I still gotta play up to my capabilities. So if the NCAA expects these kids to go out and play to their full capability why not give them the money to feed themselves and keep them healthy. And if your not going to do it for the players at least do it to help their families who struggle everyday to live a decent life. This struggle forces athletes to leave early to go to the pror's to help themselves and their families. People who oppose my argument may argue that the athletes are getting paid by scholarship to go to college but this is not true. According to the sports journal Today, the full ride scholarship can only include tuition, fees, room, board, and books. However, even with a full scholarship, an athlete will have to pay somewhere between $8,000 and $12,000 out of pocket to bridge the cost-of-living gap. Therefore, the full athletic scholarship does not provide a free education. Now let me tell you a story about stanford football player Bryce Love, who is trying to graduate in December. Bryce skipped media day because he had a class thatr's right a class. He skyped in but still received criticism from many people including the NCAA. Cbsr's Dennis dodd said I'm stunned, though, that his decision to skip media day so he can go to class is called a "bad precedent." So as the economists Damon Jones put it You demand professionalism, pay professional salaries."

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Do College Athletes Deserve Pay

People tend to believe that college sports are just activities that provide athletes with recognition leading up to a higher and greater sports organization like the NBA, NFL, and so on. Many people do not see college sports as a job and therefore the participants should not be paid salaries or wages of any kind for what they do. College sports has surpassed what many believed it would or could become. College sports has gained media attention, fans all over the nation and even created job opportunities for many. College athletes need financial rewards for their hard work and dedication to provide motivation to perform on their best performances always, athletes also deserve to earn wages because their colleges benefit financially from their athletic performances.

College athletes can be motivated to play at their best performances through financial benefits. For a massive, multimillion-dollar organization like the NCAA, financial benefits can easily be provided. This could in turn create more interest in participating in college sports among students and parents worldwide. With help through finances, athletes gain assurance of zero to nothing financial struggles during their stay in college. According to Junior Scholastic writer, College athletes are just like all other hardworking Americans they should receive a fair dayr's pay for a fair dayr's work (Zissou). Many athletes have decided to spend most of their time in an activity that has proven to be unproductive, so why deprive athletes of a fair dayr's toil? Many athletes need as little money as possible and working without pay can make an athlete lose interest, perform badly and finally quit which could be a wonderful talent lost due to the stingy attitude of the organization. How unlawful would it be to lend a penny to an athlete in need? How hardhearted can an organization be to see a talented worker taken out of college because of funds an organization can provide for easily? A college organization needs to motivate their athletes by showing concern for their welfare in college. A newspaper editor stated that, student athletes are often unable to work part time jobs, because in addition to training and playing games, they are fulltime students who must earn passing grades to stay in school.

A small salary for student athletes would help them live comfortably (Birkenes). In modern day colleges, all students face a common issue of time management. They find it necessary to manage the free time they have for academics, sports, part time jobs, and their social lives. College sports knockout one of the activities, which is part time jobs, but the students still need a source of income. Athletes who spend most of their time on sports need to rely on their hard work to guarantee a comfortable stay in college. By providing steady salaries and wages to the students, there would be a high increase in athleter's performance during games. In addition, college athletes deserve to profit from the multimillion dollars they have worked hard to generate for their college and sport organization.

Athletes in college deserve a percentage of the money they have worked so hard to obtain. The college sports industry has grown quite large in a period of years it has become a multimillion-entertainment industry for varieties of sports. College sports provide athletes with recognition all around the country and a chance at employment into a much larger organization but college sport organizations have failed to provide athletes with enough motivational power to work harder. Senior editor Krikor Meshefejian commented, According to an article in the Harvard Journal on Legislation, ?[I]n the past twelve years, the amount of money generated by these two sports [college basketball and football] has increased nearly 300% such that they now fund almost all other sports programs. Yet college athletes of all these sports do not earn a dime from the profits. It is unfair and unlawful for an institution to obtain major profits and give nothing but a ?good job to its athletes. College sports organizations like the NCAA, has grown to become a massive entertainment industry and a workplace for its working athletes. As a worker, working tireless hours a day and after the days of toil and sweat, find out your basic right has been walked on? What form of motivation does a worker have to remain in the unjust workplace? Why does the NCAA refuse to lend a dime out to millions to protect the rights of its workers? The NCAA as a business or corporation, preserve the rights of its athletes and provide accurate and efficient wages to its mistreated workers. A writer commented, My argument is that colleges should free athletes from the artificial rules that imprison them so they can enter the marketplace and earn some of the rewards (Byers).

Colleges should allow the growing men and women have a marketplace experience or feel to prepare them for decisions they are sure to face in the future. Salaries for athletes could also be a real life learning experience for the growing an underdeveloped upcoming youth and a welcoming into the society they live in. Salaries could also play a huge role in helping athletes realize the struggles in obtaining money in their society. Wages could also be a seed sown into the future bank accounts of the athletes after his or her time in college. In addition, a clearly noted fact about college sports is the inability of every athlete around the country to fulfill their dream of playing for a larger organization. College organizations should encourage their athletes to acquire other life skills in case they do not make it. Athletes need to be enlightened on the unfortunate but true realities of the tightness of their chances to compete in a larger organization.

In fact, Less than 2 percent of them will end up playing sports professionally, so they need to learn other skills (Gupta). Very small amounts of these ?rising stars actually rise and this could be worse in a different situation. Most college athletes gained admission into colleges due to sport scholarships acquired in high school and therefore tend to lose interest or doubt ability to succeed in other fields other than the sports they play. Athletes need daily motivation to acquire other skills in their limited college stay in order to provide a good future for them if they fail selection. Given these few facts, an efficient salary can go a long way in the present and future success of a college athlete.

Works Cited

Zissou, Rebecca. Fair play: should college athletes get paid? Junior Scholastic/Current Events, 9 Dec 2013.Web 25 Nov 2018.
Birkenes, Adele, and Akash Bagaria. "Pay to play: should college athletes be paid?" Current Events, a Weekly Reader publication, 6 Feb. 2012.Web 25 Nov 2018.
Gupta, Vardaan, and Mia Bennett. "Should college athletes be paid?" Scholastic News/Weekly Reader Edition 5/6, 2 Mar. 2015.Web 25 Nov 2018.
Meshefejian, Krikor. "Pay to Play: Should College Athletes Be Paid?" Should College Athletes Be Paid?, edited by Geoff Griffin, Greenhaven Press, 2008.Web 25 Nov 2018.
Byers, Walter. "Hey, NCAA, can you spare a dime?" The Sporting News, 13 Nov. 1995.Web 25 Nov 2018.

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College Athletes and Scholarship

Kids develop loving to play sports in their free time. They never get paid to play once they are at a young age. they are doing it for the love of the sport and for the requirement for competition. this can be the method that it's in school without delay. school athletes compete with all their hearts to be the simplest they will for his or her faculties. They dont get paid a cent. it's been a standard discussion if that's the correct thanks to get laid. ought to or not it's that school athletes don't need to get purchased taking part in a sport? It mustn't be this manner. school athletes definitely should get paid to play. This passion, that they place into the sport, brings in a very lot of cash for people nevertheless they cant see any of the cash that theyre creating for people. a number of these athletes have the scholarship to play, however these scholarships dont cover everything that's required to survive and thrive in a very school atmosphere. Everyday College athletes put their bodies on the line each game they play. There have been instances of players becoming paralyzed by hits or tackles on football fields or other injuries that have ended playerr's careers before they even get started. They push past their limits constantly. Sometimes, it leads to career-ending injuries and even fatality.

Many athletes have given their lives for the sport they love, and thatr's really something to think about. So, college athletes should get paid. The NCAA does not want to pay the athletes beyond scholarships, and it would be tough to work a new compensation program into their budget and the budgets of the universities. College athletes should be compensated in some form because they put in so much time and effort, and they generate huge amounts of revenue. Playing a sport in college is equivalent to working a full-time job. There are rules that allow major-college football coaches to only demand 20 hours of the players time each week. Studies show that those athletes are doubling those hours per week during the season. Other sports say they are putting in the equivalent of a full-time work week. Some NCAA officials are concerned with the amount of time spent and that beyond 40 hours is inhumane. Most of the athletes compete and do whatever it takes to succeed, so they enjoy spending so much time on sports. Many athletes even have struggled in the classroom because they do not have enough time to study. Student-athletes at top Division I schools think of themselves as athletes more than students.

Less than one percent of college athletes actually make it professionally. That means these kids should focus more on their education than on athletics. college athletes should get paid for the time that they put into their respective sports. The time that they dedicate to their sport is equivalent to the time someone has to put into a job, if not more. Only one-third of college athletes receive a scholarship, the majority of those are partial, and only one percent of all college athletes make it to the pros. Since the majority of college athletes does not receive a full ride and does not go pro, colleges should pay the athlete as if there sport was their job to help them pay off college and other expenses.

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Why College Athletes should be Compensated?

Why College Athletes Should get Paid In the course of recent decades, school sports have increased gigantic notoriety over the United States. Regardless of whether it be football, ball, or hockey, as far back as the turn of the century, collegiate games have received an excess of income to their particular Universities, and in addition expanding the prevalence of the College's notoriety. For instance, in an examination led by the Orland Sentient Nel, it was assessed that the University of Texas' Athletic Program had the most astounding income of some other University at $120,288,370. However, with this huge aggregate of cash, no school competitors are lawfully adjusted for their work. As per NCAA rules, "You are not qualified for cooperation in a game on the off chance that you have ever: Taken pay, or the guarantee of pay, for contending in that sport" (NCAA Regulations 1). Because of this law, not exclusively are school competitors experiencing issues in satisfying their school educational cost, yet in addition numerous competitors are being paid under the table through illegal businesses. These beginner competitors have no motivating force to remain in school and complete their particular degrees, the same number of can't bear to pay for the costly school involvement. While many contend that school competitors shouldn't be paid as they are simply novices speaking to their schools, competitors must be paid to help the authenticity of school. Collegiate Athletes should be compensated for revenue they bring in. Competitors bring in revenue to the schools, help the recruiting trail, and scholars come up short whether its academically, housing, or food. On the contrary, people are saying athletes have an advantage, those who earn their degrees with help of scholarships over their peers who dont play sports. Many graduate without a dime of debt opposing to the non-athletes bombarded with loans and landing their careers. Others say students should suck it up and look at their full ride as a vehicle through college. Understudy competitors ought to be made up for their work, as they are the sole explanation behind the Athletic Program's surplus in income. These competitors are buckling down and getting cash to the University consistently yet aren't remunerated with any fiscal esteem. These competitors are working for the schools and are completing a support of the school that appears to go unnoticed. This absence of pay isn't seen anyplace else in the work put and shouldn't be seen here. Some even contend, "School competitors are being abused by their schools, which make a large number of dollars off of intercollegiate games" (Compensation for College Athletes). Schools are utilizing these competitors to help their separate notorieties and acquire income while not repaying these competitors for their work. Wherever else competitors are paid, so is there any valid reason why college shouldn't understudies as well? A few pundits may contend that these understudy competitors are novices, and whenever paid at that point are getting to be proficient competitors. This announcement can be effectively discredited, be that as it may, as novice is an extremely wide and disputable term. Hockey players a piece of the AHL (Amateur Hockey League) are viewed as novices yet are made up for their work. Characterizing College competitors as novices makes another issue notwithstanding not being paid by the University: competitors can't advance themselves. The NCAA states "understudy competitors will be novices and should be shielded from misuse by expert and business ventures" (Paying College Athletes). In any case, with this announcement it appears that schools and colleges "are the substance that misuses" them (Paying College Athletes). In any case, not exclusively does $2,000 grain take care of instructive expenses, particularly if not on grant, but rather the NCAA isn't enabling understudy competitors to advance themselves. Additionally, with all the time rehearsing and working in the classroom, what number of competitors have sufficient energy to really land a position? In all actuality, they are as of now working by performing on the court, field, or arena. In a narrative led by ESPN entitled "Fab Five," one of the school ball players for the University of Michigan stated, that It was difficult to see his shirt in the stands and realizing that simply his number was on it, not his name. He later proceeds to state that he wasn't accepting any cash from it despite the fact that Adidas was advancing his pullover! This Michigan Basketball player at that point proceeds to state that he couldn't bear the cost of the shirt that his fans were wearing. He needed to purchase a pullover for his mother, however couldn't bear the cost of it. Within the statistics coachr's salaries are soaring yearly especially at the winningest and popular programs across the country. Another contention that underpins paying school competitors, is that these "full-ride" grants given to the best competitors don't really cover every one of their costs. Numerous competitors still can't stand to have their folks gone to the stadium and watch the amusements. For instance, in 2010, "Duke ball players were esteemed at $1,025,656 while living only $732 over the destitution line and a grant shortage of $1,995" ("The Price of Poverty in Big Time College Sports"). With most of the regard and attention of these competitors, it goes unnoticed that a lot of the players live extremely close to the neediness line. Because of this absence of cash, bootleg trades are made. Here, sponsors that speak to the University give these players' vehicles, burning through cash, or anything they genuinely need, and consequently, these players go to their particular University. There have been numerous occasions of this treachery previously, yet one conspicuous precedent is that of Reggie Bush, the running back for the University of Southern California from 2003-2005. Bramble was paid by supporters to go to USC, which damaged NCAA rules. Bramble was vigorously reprimanded when the infringement were uncovered and needed to restore his Heisman trophy. While Bush' activities were unmistakably wrong and him restoring the Heisman trophy was justified, its extreme to give him much feedback. At the time, Bush didn't originate from much riches and even with a "full-ride" football grant, he couldn't cover the majority of his costs. Shrub's mom was experiencing difficulty paying rent, so a supporter at USC offered to pay for his mom's loft in Pasadena. Shrubbery felt committed to take this offer, as there was no other method to profit and pay for his mom's condo. In the event that Bush were paid for his support in the NCAA, Bush would have gone to any University he would so please. These sponsors' activities are unlawful, as well as make an unevenness in rivalry among the NCAA. These colleges that damage NCAA rules have an upper edge in enlisting top prospects. Schools are then enticed to damage such precludes to even the playing field. The last and the most imperative motivation to pay school competitors, is that it will guarantee that most school competitors will finish their advanced educations. "Paying understudy competitors would give competitors a motivating force to remain in school and finish their degree programs, rather than leaving ahead of schedule for the expert alliances" (Should Student-Athletes Get Paid?). On the off chance that competitors are paid to play, not exclusively would they be able to cover a portion of their school costs that grants couldn't cover, yet additionally now they will need to complete their training. NCAA prides itself on all understudy competitors are understudies first and competitors second, in any case, it appears that more prevalent competitors leave ahead of schedule for the experts. In school basketball, numerous first year recruit stars are alluded to as "one and done" players as they finish one year of school and go to the expert groups right on time, as they need cash and need it as quickly as time permits. The significance of their training is lost. The University is by all accounts deceptive in its activities when it doesn't pay its competitors, since it appears, they bolster school competitors leaving for the Professional alliance early. As per the article "Should Student-Athletes Get Paid?" "A college's essential goal is to furnish its understudies with a quality instruction that sets them up to work on the planet instead of in school." However, without paying competitors, colleges leave their understudies with no other alternative yet to not graduate and withdrawal following a semester or a year to meet their budgetary commitments. Strategically, it should be exceptionally basic for the colleges to remunerate their understudy competitors. One creator proposes that each college pays a similar level rate to every school competitor for a long time, at that point offer a raise to senior competitors. This reward will make that motivating force for understudies to get their degrees. While it might appear to be odd and unreasonable to pay school competitors, pay of such competitors is a need not exclusively to keep rivalry at an unfaltering dimension in school sports, yet additionally to urge understudies to graduate and get their professional educations. The reality of the situation is that numerous school competitors are as of now being paid under the table which makes a bootleg market that isn't just unlawful, but on the other hand is unreasonable to colleges that keep NCAA controls. Colleges are misusing these understudies and permitting them not to get any income that they unmistakably earned. Competitors should be compensated for the revenue they bring in and scholarships just isnt enough regarding academics, housing, and food.

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Money Makin College Athletes

10,800,000,000. Ten point eight billion dollars. I had to write it both ways because I had trouble reading that number out loud, and you probably will too. Think about the amount of zeros in that number. With that amount of money you can buy 74 Bugatti hyper-cars, stay 5,731 nights in the United States America's most expensive hotel room, or if you like to party lavishly you can buy 390 bottles of million-dollar whisky. That number is what The National Collegiate Athletic Association (NCAA) makes per year. College athletics is a billion dollar industry and has been for a long time. Due to the increasing ratings of college athletics, this figure will continue to rise. There is a huge controversy on whether College athletes should receive a salary considering how much money these players make for their schools and the NCAA as a whole. The NCAA has 24 sports for student athletes to compete in, and a total number of over 460,000 student athletes participating in sports per year. Twenty four sports yet therer's only two sports that are considered for student salary, College Basketball and College Football. Those two sports generate 9.15 billion dollars out of the NCAAr's 10.8 Billion dollars. Thats 84% of the NCAAr's annual salary. Now what about the other 1.65 billion dollars the other 22 sports generate? The only two sports that people have these debates over is football and basketball, but theres more sports! If one student athlete is to receive a salary for playing their sport, then all 460,000 student athletes should receive a salary to be fair. This simply is impossible. How can you determine who gets paid what? Should the schools be offering the salary? Should Division 2 and Division 3 athletes get paid? Should a starting quarterback make more money than a bench warming kicker? College Athleter's should not receive pay from their schools, or the NCAA, because therer's too many different variables, and no fair way to distinguish a set salary amongst all college athletes. In a way, college athletes are already getting paid to play their sports. Its called a scholarship. Scholarships come with many benefits. About two percent of high school athletes are awarded athletic scholarships to compete in college (Bertolas 1). It is a privilege to get the opportunity to play at the collegiate level, let alone be awarded an athletic scholarship. This opportunity should not be taken for granted. To play at the collegiate level is something all athletes dream of and for most, it is the highest level of competition. Student-athletes being paid would only create more of a problem for other athletes, students, and universities. So what are these Student-athletes actually getting from their scholarships? They receive more than just free classes. The scholarship includes tuition, books, food, housing, and branded clothing (athletic wear). Scholarships on average are over $100,000 worth of money a year (Bertolas 1). On top of a scholarship, student athletes are given other benefits such as free tutors, scheduling benefits, trainers, strength and conditioning coaches, free facilities, more clothes, and equipment. At some universities all the extra benefits that athletes receive can total $200,000 over all four years (Bertolas 1). If the athletic scholarship and all the benefits were to be added together, student athletes are making over $150,000 a year. When athletes sign their National Letter of Intent, they are signing a contract that says that they are going to play for a university or a school in exchange for a scholarship. Before signing, student-athletes are aware that they cannot receive extra benefits from other organizations. Athletes are committing to represent the university, not their individual name. While representing the university, they also will represent the companies that sponsor the universities and the team. Universities can be sponsored by types of brand names like: Adidas, Nike, and Under Armour. Although the companies are sponsoring the university, they are also sponsoring the individual athlete as well. One of the major issues that comes with paying college athletes is determining how you distribute the money. If football and basketball are every schools main source of revenue, should they only get paid? What about the athletes who participate in the other 22 sports schools offer. Should they receive money too? Should they receive as much as a football or basketball player? Should every single athlete on a winning team receive the same amount of money? What if youre a starting point guard and you average 20 points vs a backup point guard who only averages 2 points a game. Should the pay be the same? What if you have 2 star players, or maybe even 3. How can you decide who gets paid more? Maybe they should be paid equally, but if they all receive equal pay what about the other contributing players on the team? I think you get the idea. Therer's way too many variables that make it basically impossible to decide how student-athletes should get paid. The most important question is who will pay these athletes? The Universities, or the NCAA. The max a college can pay an athlete (through scholarships) is the max cost of attending/living at the school (Grimett 3). Therer's already a cap on how much money Colleges can give their players, so would top tier student athletes even get paid as much as they should be? No. Some people believe that if the NCAA brings in millions of dollars, the least they can do is give back large amounts to the players who are making them their money. It is true that the NCAA racks in a lot of money but they actually redistribute a large amount of the money they make. The NCAA spend money on Sport Sponsorship and Scholarship Funds, Division I Basketball Performance Fund, Division I Championships, Student-Athlete Services, and educational programs (Grenardo 2). Therer's no way both the NCAA and the universities can actually afford to pay athletes. Do athletes only care about the money and making it as a pro? Or do they think about what a privilege it is to play for a college team, and receive a FREE EDUCATION. Most college athletes have dreams and aspirations of going pro in their sports, and thats okay. The numbers of NCAA college athletes going pro are extremely low. Out of 5 major pro sports (Football, Womenr's and Menr's Basketball, Baseball, Ice Hockey) fewer than 2 percent of college athletes go pro (Grenardo 2). If we were to pay student athletes while they're in college, we would just be giving them a bunch of money to have for their lives. They would have no incentive to go and find jobs because they already were getting paid money without even being a professional. It would put student athletes at a huge advantage, when the average college student graduates with large amounts of student debt. Normal college students have to spend so much money on tuition and other fees for them to attend college. Imagine being a student and a portion of the money you give to your school goes back to college athletes. How unfair is that? Thatr's something that actually happens. Studies show that in larger universities such $800 of a students tuition cost goes back to funding for student-athletes (Bertolas 1). If you were a star athlete in high school and you worked hard, you deserve that full scholarship, and nothing more. Paying college athletes will change sports in a huge way for generations to come. Itr's already established that football and basketball are the highest paying sports in the college world, so if top athletes start getting paid from playing those two sports most athletes would feel the urge to only play those two sports! Parents would make their young children play only football and basketball, and teenagers would only want to play those sports because of the opportunity to make money in college. I do think that overtime a lot of the other sports would simply fade away in America, because there would be a smaller reward for playing them. If all the money is going into one thing, why would someone do the next thing? Other sports aren't the only thing that would be affected by college athletes getting paid. The schools would be affected as well. College sports would become more like a business, versus scholars playing sports for entertainment and the love of the game. The most talented high school players would commit to the biggest schools who make the most money, so they could get more money. All of the best players would go to the best schools, causing the schools to be extremely uneven and unbalanced. The games would lose their excitement if the this were to happen. Theres only so many top money earning schools, so the rest of the schools would suffer in their sports. Less excitement would result in less fans. Less fans would result to less money for the NCAA and for the schools, because the fans are the ones who pay to watch and for merchandise. If the NCAA loses a lot of money then there would be less scholarships for both student-athletes and regular students. This would be a major issue over time for everyone. With most problems, comes a solution. There is a way where college athletes can get paid, and itr's not from the NCAA nor their schools. Student-Athletes should be allowed to make money off their own name. They should be able to brand themselves. I just don't see how this would affect anyone in a negative way. Typically speaking only the star players would be the money makers anyway, as they should be. It wouldn't be unfair because they are the ones who bring in the high ratings. So why not allow them to make their own money? The NCAA currently prohibits student-athletes from selling autographs, accepting money as "gifts" and having contact with an agent without losing their "amateur" status and becoming ineligible to continue playing in NCAA games (Groyer 4). Those rules are simply unfair. The NCAA wont allow student-athletes to make extra money, but they do allow regular students to work normal jobs for money. All students should be treated equally, yet the NCAA hold athletes to a higher and more strict standard. Ex college quarter-back Johnny Manziel received a suspension just for giving an autograph to a fan. They said he violated NCAA Bylaw 12.5.2.1, which forbids a player from permitting "the use of his or her name or picture to advertise, recommend or promote directly the sale or use of a commercial product or service of any kind (NCAA). All Manziel did was write autographs for fans, he didn't directly sell them. He was suspended for knowing his autographs could possibly be sold by the people he gave them too. That is extremely unfair and the perfect example as to how the NCAA is extremely strict. They should rewrite a lot of their laws and allow their athletes to make their own money. In the end, no one who plays a sport in college should be paid from the NCAA or their universities. It would make things way too complicated. It would make it way too unfair for other sports, as the focus of pay would only be on football and basketball athletes. Athletes already get paid through scholarships, why should more school funds be given to them? What about the rest of students who attend college that arent athletes. That money could easily be given to average students through grants/scholarships. All paying college athletes money will do is make it harder for colleges to get good at sports. It wont be about the school being good, it would be about how much money they have. This wouldnt be fair to the students who work hard at school and dont even have a scholarship and watch these athletes get paid at a level of competition that isnt pro. If colleges start to pay athletes it will destroy the college sports world as we know it. The only way to solve this debate is by giving the college athletes more freedom. Letr's allow college athletes to profit off of their own name. Lets allow them to be in commercials, receive sponsorships, endorsements, and sell their own product. It wouldn't affect colleges at all, and it would allow for the players who are famous enough or good enough to make their money. The big name players are the ones who makes the NCAA their money anyway. College students, athletes, parents of students, professors, contact the NCAA! Convince the NCAA to be less strict and allow their players to make their own money. The NCAA acts almost like a dictatorship with all the rules and regulations they have. Its time to be fair to everyone.

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Money Makin College Athletes. (2019, May 30). Retrieved November 3, 2025 , from
https://studydriver.com/2019/05/page/3/

College Athletes should not be Paid

College sports, an industry that earns billions because of the millions of people that gather to watch athletes play, has come under fire for not paying said athletes. While many think that athletes should be paid in college, such a practice would be impractical, most athletes do not generate enough revenue to be paid, such a system would violate the essence of being a student-athlete, and the profits that are generated by sports benefit the school as a whole. College football began to increase in popularity in the late 19th century. The sport was far more violent in its early days, with concussions, broken bones, and general pains and fatigue rampant in the sport. In 1905, President Theodore Roosevelt (R, 1901“09) gathered the heads of college athletics programs to discuss reforms that would make college sports safer. In December of that year, 62 colleges formed the Intercollegiate Athletic Association of the United States (IAAUS), a body tasked with drawing up a set of standard rules and regulations to be followed by all member colleges. In 1910, the IAAUS changed its name to the NCAA. The organization's Web site describes it as a "discussion group and rules-making body." In 1921, the NCAA organized its first national championship: The National Collegiate Track and Field Championships. In 1939, the organization introduced a basketball championship, to be decided by an eight-team tournament. The tournament grew in both size and popularity, over the next several decades; in 1975, the tournament was expanded to 32 teams. In 1957, meanwhile, the NCAA began to allow universities to provide athletic scholarships for players they felt would benefit their teams. Once that happened, observers note, schools began competing to find the best players. Allen Sack, a professor of business at the University of New Haven, in Connecticut, and a former college football player, notes that it was in the wake of that decision that "commercialized college sports started down the slippery slope toward open professionalism." College basketball grew more popular”and more profitable”in the late 1970s. BusinessWeek journalist Jason Zengerle describes 1979 as a "momentous year," in which future NBA superstars Larry Bird and Magic Johnson garnered national attention by facing off in the NCAA basketball title game between Bird's Sycamores”representing Indiana State University in Terre Haute”and Johnson's Spartans”representing Michigan State University in East Lansing. Around that time, the Nike sportswear company began paying NCAA coaches to outfit their players in Nike apparel. Such endorsements soon became common, with coaches earning thousands of dollars a year for showcasing corporate-branded sports apparel. Critics of paying college athletes note that only a small number of them compete in sports or on teams that generate revenue. They argue that if players were paid, a handful of exceptional athletes would receive large salaries while most players would receive a pittance and would probably no longer be offered valuable athletic scholarships. Basketball coach Paul Hewitt of the Georgia Institute of Technology in Atlanta argues, "Few players truly move the needle in terms of attendance, TV ratings, or merchandising." If players were paid, he argues, "you'd get a few guys making a lot of money, and others fighting their way onto campus. I think in the long run; the majority of student-athletes would lose in that type of market." Kapur argues that paying college athletes would ruin college sports for most of them. He argues, When you boil it all down, college sports are really about getting a good education and doing what you love to do for just a few more years before you have to knock it off and get a real job. So, before we consider anything else, why should anyone reform a system and attempt to cater to a tiny minority when it is generally working for the other 97%? If it ain't broke, don't fix it. Some professional athletes insist that college players do not”and should not”play out of a desire to make money. Matt Ryan, who played football for Boston College and is now the quarterback of the NFL's Atlanta Falcons, argues, "[T]here's an innocence to it that's great about college football." Indeed, many critics of paying college athletes insist that there is simply a sanctity about amateur sports that would be violated if players were paid. John Lombardi, president of the Louisiana State University System, argues, "College sports must be conducted with the talent of amateurs who do not receive direct individual payment for their services beyond what is appropriate for school expenses. If they receive more, then they become employees of the university, playing not for the team but for the money." Lombardi notes, It is the principle that matters. We succeed with intercollegiate sports because we work hard to put only amateur students on the field, we construct restrictions to keep our student-athletes as continuing members of our university, and we rigorously exclude those who step over the line into the professional world or fail to maintain some minimum standard of student status. Critics of paying college athletes also defend the large amounts of money that universities make from their athletics programs. The late NCAA President Myles Brand once said that a college athletics program, "like the university as a whole, seeks to maximize revenues. In this respect, it has an obligation to conduct its revenue-generating activities in a productive and sound business-like manner." Others note that when a college or university earns a lot of money from college sports, the entire university benefits, not just the athletics department. David Schmidly, the president of the University of New Mexico in Albuquerque, notes, "One of the most effective ways to market your university nationally is to have a really quality athletic program. It helps recruit faculty, students, and donors. It helps with the image of the whole university." Supporters of paying college athletes assert that players should be paid simply because their hard work makes money for other people. Boyce Watkins, a finance professor at Syracuse University in upstate New York, argues, "If what you do earns money, then you have the right to negotiate for your share. When Tom Cruise makes a film, he gets paid quite well. He doesn't get the money because he's a nice guy, he gets paid because he is generating revenue for someone else. That's how capitalism works." While this is a good point, it doesnt consider the fact that college athletes are amateurs and that theater students dont receive the money they generate for the drama program. While supporters of paying college athletes have good arguments, the fact of the matter is that most athletes dont generate enough to be paid, it wouldnt work as a system, and that paying them crosses the line of amateurism into professionalism.

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College Athletes Should Not be Paid. (2019, May 30). Retrieved November 3, 2025 , from
https://studydriver.com/2019/05/page/3/

The Right to Compensate the Athletes

Whether it be watching football on Saturday afternoons in Fall or trying to predict the perfect bracket for March Madness, many Americans seek to be entertained through college sports. In fact, college sports, namely football and basketball, generate billions of dollars of revenue each year (Edelman, 2017). At the heart of this revenue are the student-athletes who give everything on their respective playing fields, without compensation. Some play as a means of funding their education, while others do it for a chance to compete at the next level. Regardless of the reasons as to why each athlete plays, these student-athletes all sacrifice their time, personal autonomy, and physical health and therefore, should be entitled to some compensation for their efforts (Edelman, 2017).

College athletes sacrifice countless hours of their time practicing and competing in their particular sport. College football players contribute an average of 43.3 hours per week to their sport (Edelman, 2014). Thus, the time invested in the student-athleter's sport is more than that of a full-time job. In combination with their classes, this leaves very little time for student-athletes. Furthermore, the schedule of games and consequent travel to and from said games often entails athletes to miss classes (Edelman, 2014). Between practices, games, and academic life, student-athletes are afforded marginal time of their own; time that could be used to work a job.

Moreover, strict rules and regulations for student-athletes warrant constant oversight by coaches, prohibiting many freedoms afforded to non-student athletes. Coaches provide itineraries for players dictating their activities each day (Karcher, 2017). Every aspect of a student-athleter's life is scrutinized by coaches as disciplinary action and the potential loss of scholarship looms for those who violate rules (Karcher, 2017). Athleter's course schedules are directed by discouraging enrollment in courses that may interfere with their athletic schedule (Karcher, 2017). Until recently, even the amount of food that may be provided to athletes by colleges was limited by NCAA rules (Edelman, 2017). NCAA bylaws and each universityr's athletic program govern student-athleter's lives in a manner that is clearly unprecedented and unfair, to say the least.

In addition to their sacrifices of time and personal autonomy, student-athletes sacrifice their personal health just as professional athletes do. Every time that an athlete steps onto the practice field or performs in a game, they put themselves at risk of injury. The inherent risks involved with sports range from sprains and concussions to broken bones, paralysis, and in some cases, even death. In spite of the risk of injury, student-athletes continue to compete. The athletic trainers at the universities may provide some treatment but in the case of negligence or improper treatment, it is the student that suffers and who is responsible for the medical bills (Walsh, 2013). Athletic-related medical bills are the responsibility of the student who cannot work due to his or her competing. As college athletes, unlike their professional counterparts, are not classified as employees, they are not entitled to workers compensation or similar benefits (Karcher, 2017). The NCAA does not help to cover the costs of medical bills until they exceed $90,000 (Walsh, 2013). Put into perspective, if an athlete were to get seriously injured competing for their university, then they could end up spending the equivalent of a college education or more for treatment.

Despite the sacrifices that these athletes make to represent their particular school, there are a plethora of people who advocate against the paying of college athletes as many of them already receive scholarships covering tuition, room, and board (Wilbon, 2013). However, unlike non-student athletes on an academic scholarship, student-athletes must sign a commitment to the school (Walsh, 2013). Moreover, these students may work a job, whereas athletes are restricted to the type of jobs they may work and prohibited from holding jobs during their competitive season (Garcia, 2014). Although student-athletes receive scholarships, their value to the universities they represent typically exceed the value of the scholarship benefits they receive as the athletes are core members of the schoolr's marketing team (Edelman, 2014). With yearly revenues in the millions of dollars, it would only seem right to compensate the athletes that put in the time and effort to produce such revenue (Edelman, 2017). Finally, student-athletes more closely resemble employees than students. The control exercised by the NCAA and a schoolr's athletic program in combination with the scholarship agreement which serves as a contract for the athletic services performed on behalf of the school constitutes employee status under common law (Karcher, 2017). As such, student-athletes should be entitled to compensation relative to their value to the school as well as entitlements such as workers compensation.

In conclusion, student-athletes at the college level should be paid relative to the revenue they produce. As an athletic program thrives and reaps the rewards, schools should do a much better job of compensating the players who make it possible. At the very least, schools should recognize players as employees entitling them to such benefits as workers compensation in order to protect their well-being.

References

Edelman, M. (2014, January 30). 21 Reasons Why Student-Athletes Are Employees and Should Be Allowed to Unionize. Retrieved from https://www.forbes.com/sites/marcedelman/2014/01/30/21-reasons-why-student-athletes-are-employees-and-should-be-allowed-to-unionize/#60fe9c848d05
Edelman, M. (2017). From Student-Athletes to Employee-Athletes: Why A Pay for Play Model of College Sports Would Not Necessarily Make Educational Scholarships Taxable. Boston College. Law School. Boston College Law Review, 58(4), 1138-1168. Retrieved from https://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1950315470?accountid=27203
Garcia, A. (2014, April 16). It's Time for the NCAA to Pay Student-Athletes. Retrieved from https://reason.com/archives/2014/04/16/its-time-for-ncaa-to-pay-student-athlete
Karcher, R. T. (2017). Big-time college athletes' status as employees. ABA Journal of Labor & Employment Law, 33(1), 31-53. Retrieved from https://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/2061859981?accountid=27203
Walsh, M. (2013, May 01). 'I trusted 'em': When NCAA schools abandon their injured athletes. Retrieved from https://www.theatlantic.com/entertainment/archive/2013/05/i-trusted-em-when-ncaa-schools-abandon-their-injured-athletes/275407/
Wilbon, M. (2011, July 18). College athletes deserve to be paid. Retrieved from https://www.espn.com/college-sports/story/_/id/6778847/college-athletes-deserve-paid

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The Right To Compensate The Athletes. (2019, May 30). Retrieved November 3, 2025 , from
https://studydriver.com/2019/05/page/3/

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