Loyola University Chicago Acceptance Rate, SAT/ACT Scores, GPA

Loyola University Chicago is a private Catholic research university with an acceptance rate of 68%. Loyola ranks among the  top Catholic colleges  and is one of the largest Jesuit colleges in the country. The universitys strengths in the liberal arts and sciences have earned it a chapter of the prestigious  Phi Beta Kappa  Honor Society. In athletics, the Loyola Ramblers compete in the NCAA Division I  Missouri Valley Conference. Considering applying to Loyola University Chicago? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Loyola University Chicago had an acceptance rate of 68%. This means that for every 100 students who applied, 68 students were admitted, making Loyolas admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 25,122 Percent Admitted 68% Percent Admitted Who Enrolled (Yield) 16% SAT Scores and Requirements Loyola requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 55% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 570 660 Math 550 650 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Loyolas admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Loyola scored between 570 and 660, while 25% scored below 570 and 25% scored above 660. On the math section, 50% of admitted students scored between 550 and 650, while 25% scored below 550 and 25% scored above 650. Applicants with a composite SAT score of 1310 or higher will have particularly competitive chances at Loyola. Requirements Loyola does not require the SAT writing section or SAT Subject tests. Note that Loyola participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Loyola requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 65% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 24 32 Math 23 28 Composite 25 30 This admissions data tells us that most of Loyolas admitted students fall within the top 22% nationally on the ACT. The middle 50% of students admitted to Loyola received a composite ACT score between 25 and 30, while 25% scored above 30 and 25% scored below 25. Requirements Loyola University Chicago does not require the ACT writing section. Unlike many universities, Loyola superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the average high school GPA of Loyola University Chicagos incoming freshmen class was 3.68, and over 50% of incoming students had average GPAs of 3.75 and above. These results suggest that most successful applicants to Loyola have primarily A grades. Self-Reported GPA/SAT/ACT Graph Loyola University Chicago Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Loyola University Chicago. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Loyola University Chicago, which accepts just over two-thirds of applicants, has a somewhat competitive admissions pool with high average SAT/ACT scores and GPAs. However, Loyola also has a  holistic admissions  process involving factors beyond your grades and test scores. A strong  application essay  and a glowing  letter of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and test scores are outside Loyolas average range. In the graph above, the blue and green dots represent accepted students. You can see that the majority of accepted students had high school averages in the B range or better, combined SAT scores of about 1050 or higher (ERWM), and ACT composite scores of 21 or higher. If You Like Loyola University Chicago, You May Also Like These Schools: Illinois State UniversityDePaul UniversityBradley UniversityIndiana University - BloomingtonBoston UniversityPurdue UniversityUniversity of Chicago All admissions data has been sourced from the National Center for Education Statistics and Loyola University Chicago Undergraduate Admissions Office.

A Vindication Of The Rights Of Woman - 1454 Words

A Vindication of the Rights of Woman Summary and Analysis of Chapter I: The Rights and Involved Duties of Mankind Considered In reading Wollstonecraft’s essay â€Å"A Vindication of the Rights of Woman,† I am drawn by the evidence that she provides to support her claim that men and women should have equal rights and opportunities. Her essay is one that discusses overcoming the ways in which women in her time (18th century) are oppressed and denied their potential; which naturally presents a problem in their household as well as society. The essay is one of the first works of feminist philosophy. The title alone suggests that women have been oppressed, doubted, denied and criticized for a period of time and should be exonerated. In the first†¦show more content†¦Men and women are born with the ability to reason. Reason is supposed to help us overcome our prejudices by looking at things more objectively. Wollstonecraft addresses this in saying, â€Å"Men, in general, seem to employ their reason to justify prejudices, which they have imbibed, they cannot trace how, rather than to roo t them out. The mind must be strong that resolutely forms its own principles; for a kind of intellectual cowardice prevails which makes many men shrink from the task, or only do it by halves. Yet the imperfect conclusions thus drawn, are frequently very plausible, because they are built on partial experience, on just, though narrow, view†. Unfortunately, most men use reason to justify prejudices instead of overcoming them. Passion was also instilled in us so that men might grapple with them and attain experience and knowledge. Wollstonecraft continues to pose to more questions as they relate to virtue and experience. She asks, â€Å"What acquirement exalts one being above another and For what purpose were passions implanted?† She writes that perfection of our nature and capability of happiness, must be estimated by the degree of reason, virtue, and knowledge, that distinguish the individual, and direct the laws which bind society and that from the exercise of reason, k nowledge and virtue naturally flow, is equally undeniable, if mankind be viewed collectively. In saying this, Wollstonecraft is stating the simple truth that men and women wereShow MoreRelatedA Vindication Of The Rights Of Woman Essay2259 Words   |  10 Pageslater she was then able to publish her most notable work, A Vindication of the Rights of Woman (1792). A Vindication of the Rights of Woman is still a very popular book which can be seen as a guide to becoming a better citizen and understanding feminism in a critical context. This essay will argue that Mary Wollstonecraft is still relevant to the feminist cause today as her views portrayed in her book A Vindication of the Rights of Woman are still relatable to many of the feminist issues that currentlyRead MoreA Vindication Of The Rights Of Woman941 Words   |  4 Pagestowards equality between women and men; there is no tearing down of the opposite sex, there is no goal for women to be seen as greater than men, there is no hidden agenda — the goal is simply equality. In Mary Wollstonecraft’s essay â€Å"A Vindication of the Rights of Woman,† she argues the feminist message that women should have access to the same education that men have been granted. While women and men have been given the same educational opportunities today, there are points Wollstonecraft addressesRead MoreA Vindication Of The Rights Of Woman Essay1094 Words   |  5 Pagesarose from this time period. Among them was a forward-thinking essayist by the name of Mary Wollstonecraft. In her book, A Vindication of the Rights of Woman, Wollstonecraft preaches her belief that the oppression of women is largely due to lack of female education. Although the term feminism wasn’t coined until decades later, Wollstonecraft paved the way for future women’s rights movements by advocating equality in education for women. She believed men and women should be equal in the very basic aspectsRead MoreAn Essay on A Vindication of the Rights of Woman878 Words   |  4 PagesAfter reading from the excerpts of A Vindication of the Rights of Woman I have concluded that the situations of women, as far as rights are concerned, have indeed improved vastly. However, even though their situation has been amended and they are now afforded the same equal rights as men, not all women take advantage of these rights. A fraction of women still care more about their own physical beauty, appearance, and the prospect of finding a husband than anything else. Furthermore even, some ofRead More Life of a Sensuous Woman and A Vindication of the Rights of Woman1852 Words   |  8 PagesIhara Saikaku’s Life of a Sensuous Woman written in the 17th century and Mary Woolstonecraft’s A Vindication of the Rights of Woman written in the 18th century are powerful literary works that advocated feminism during the time when women were oppressed members of our societies. These two works have a century old age di fference and the authors of both works have made a distinctive attempt to shed a light towards the issues that nobody considered significant during that time. Despite these differencesRead MoreA Vindication Of The Rights Of Woman By Mary Wollstonecraft1526 Words   |  7 Pagesand shamed by the citizens of their society and seen as outcasts and treated as such, having little to no equal rights. Historically, women weren’t seen as equal partners when it came to their male counter parts. In fact, they weren’t seen as an actual person at all. Only as an object that was to be possessed by the men of society. In chapter twelve of A Vindication of The Rights of Woman, by Mary Wollstonecraft, she speaks a great deal on national education and how important it is in shaping one’sRead MoreA Vindication of the Rights of Woman: â€Å"Author’s Introduction†871 Words   |  4 PagesEducation is the key to achievement and paves the way to success. In the â€Å"Author’s Introduction† of her 1792 treatise, A Vindication of the Rights of Woman, Mary Wollstonecraft states that the education of women has been â€Å"neglected† and the instruction they receive is â€Å"a false system of education† focused on trivial matters. Because women have not been given educational opportunities on a par with men, she laments that women are viewed as inferior and â€Å"a frivolous sex† who can only rise in theRead More The Influence of The History of Rasselas on A Vindication of the Rights of Woman2181 Words   |  9 PagesThe Influence of The History of Rasselas on A Vindication of the Rights of Woman  Ã‚  Ã‚        Ã‚   A surprising commonality found between Johnsons The History of Rasselas, Prince of Abissinia and Wollstonecrafts A Vindication of the Rights of Woman is their shared views on womens issues. This commonality is surprising since the two authors had different political viewpoints. While Johnson was a conservative Tory, Wollstonecraft was a social nonconformist and feminist. Although Wollstonecraft andRead MoreMary Wollstonecraft s A Vindication Of The Rights Of Woman1090 Words   |  5 Pagespassionate, bold Mary Wollstonecraft who caused a sensation by writing A Vindication of the Rights of Woman (FEE). Wollstonecraft is known for her astonishing tone and serving the basis for equal rights on the behalf of women. Through writing she formed an active power of speech with the mindset of knowing she would succeed in this fight of equality. Mary was not only a woman s rights activist, but emphasized the essential rights of all people. Especially those whom she believed were targe ts of a worldRead More A Vindication of the Right of Women and Woman in the Nineteenth Century1387 Words   |  6 PagesEducation of Women in A Vindication of the Right of Women and Woman in the Nineteenth Century      Ã‚  Ã‚  Ã‚   In two centuries where women have very little or no rights at all, Mary Wollstonecraft and Margaret Fuller appear as claiming voices, as two followers of feminism. Two women separated by a century but united by the same ideals. In these male- dominated societies, these two educated women tried to vindicate their rights through one of the few areas where they could show their intelligence: literature

On Dumpster Diving Essay Free Essays

In the essay on Dumpster Diving we read about Lars Eighner Who is a scavenger in the sense that he searches dumpsters for leftover items that can be of aid to him to enable him to eat or to have clothing to wear. In this essay we see numerous rhetorical approaches to grab the reader’s attention in as he conveys a story and a lifestyle that sheds light to an unknown profession. We immediately read about how knowledgeable and passionate the author is about this subject as he comes out almost challenging the Marriam-Webster dictionary on if the word Dumpster should be capitalized or not. We will write a custom essay sample on On Dumpster Diving Essay or any similar topic only for you Order Now When I read Mr.  Eighner, someone who scavenged for food on a daily basis, and yet at the same time was able to challenge the most reputable dictionary I was confident in my choice for my paper His expertise was un-paralleled in that he could dictate exactly how to correctly and safely dumpster dive, and yet at the same time make you feel as if you were not reading an essay from someone who would have these types of personal experiences. In his writing he writes long enough on how to correctly evaluate the food found in dumpsters I felt as though if I were to be put on the streets tomorrow I would know what to do. He says that there are three principles to eating out of a Dumpster. He dictates that the first one is to use the senses and common sense to assess the condition of the found materials the second is to know the Dumpsters of a given area and lastly to answer the question of â€Å"why was it discarded? † (par. 7). Here I see his intelligence quite vast as he is able to make up three tentative rules on Dumpster diving from personal experience. Later on we see him discuss how to tell if canned food was good to eat. Most people assume that if it is still in a can it is good to eat, but this is not the case. We writes that canned foods should have some sort of a vacuum and that they should not be bulging, punctured, dented or rusty (par. 10). This display of knowledge and intelligence is unrivaled and further proves his expertise. Later on he continues to talk about food safety in which he says that dried food is usually the safest, if there is no visible contamination on it (par. 12). His intelligence is once again shown when in the next paragraph he discusses what can be pared away in a vegetable and at what point it becomes too rotten to eat. He articulates that leafy vegetables are usually contaminated by liquids and hard to wash. In these sentences about food safety we are shown a clear and well-articulated rudimentary â€Å"textbook† on how to evaluate foods that may be available to eat and whether or not it is safe to eat. But Lars Eighner does not stop here. After moving on from food safety we see his expertise in his cunning ability to locate good and credible dumpsters, such as one behind a pizza parlor. We then read into why so many pizzas go to waste and are given enough factual evidence that we nearly forget we are reading this essay from someone who hasn’t even worked in the particular restaurant, yet knew very much about it (par.  18). In the next paragraph I read something that would not register to the average reader, or one who might have not studied the text. He said that he had never placed a bogus order to the pizza parlor to receive a free pizza (par. 13). After reading over this a couple of times it leaned me two different thoughts, one was that he was an honest person and the other that he trusted in his expertise and intelligence so much that he did not have to do something like that to get his next meal. This put a lot of confidence in me that if I was thrown out on the streets with only this piece of writing I would be able to make him like Mr. Eighner. This essay or homemade textbook did not stop at food safety though. We are then informed about the different times of the year when people are more wasteful and likely to throw perfectly good food out. Lars Eighner shares that right after college breaks students are more likely to just throw everything out of the fridge in an attempt to become more clean and organized, which lends him some very good resources. (par.  20) He continues on saying that when the parents or dads come to visit their kids they tend to throw everything out, including spirits, porn and drugs. Students are many times more likely to be wasteful as they have a parent or adult pays for nearly every expense, so why would they care? With every paragraph in this essay we are further convinced of Mr. Eighners intellectual superiority when it comes to eating out of a dumpster. He knows where to find the best dumpsters, what times are most successful to scavenge and finally what safety precautions should be taken before eating. How to cite On Dumpster Diving Essay, Essays

College Athletics Essay Example For Students

College Athletics Essay Basten CollegeThe Champions of the EastA Scientific Report On Whether Athletics Should Be Instated At Basten CollegePresented By:Erich ZieglerSMC 111 Final ProjectProfessor Jay Basten4-17-01An intercollegiate athletics program at Basten College would provide many positives for the college. We would like to focus on the benefits to the majority of your students which would be spectators and athletes. These include health benefits, social benefits, and the effects on politics and race. We would also like to address the problems associated with sports. After our presentation we hope you will be confident in the positive effects an intercollegiate program will have on your institute. We will write a custom essay on College Athletics specifically for you for only $16.38 $13.9/page Order now There are obvious benefits to being an athlete, specifically those related to ones health. Everybody should exercise at least three times a week in order to establish a healthy way of life. When one is part of a team, they are able to develop certain social skills that can benefit them throughout life. Also, participating in a sport can increase ones level of self-esteem. In selected patients with major depression, aerobic training can produce a substantial improvement in symptoms in a short time, (Dimeo et. al., 5) However, as important as all that is, the majority of the population at Basten College will probably not be varsity athletes. The majority will be spectators and fans. There are three main benefits to being a spectator. The first is the effects on academics. According to Karla Henderson watching sports or athletic events increases endorphin release in the brain, resulting in a higher aptitude and concentration level. So students have the ability to focus longer and retain more information while studying or attending class. The second reason deals with females personal identity. According to Linda Marsa, Participation in sports pays big dividends physically, psychologically, and emotionally. Extensive research shows that girls who are involved in athletics boost their self esteem; improve their physical fitness; do better academically; are less likely to drop out of school, do drugs, smoke or get pregnant; and are more able to weather the physical and emotional storms of adolescence. The third reason is that it has been found that people who continually participate and associate with athletics, begin to relate facts and literature to sports, enabling them to commit the knowledge to long-term memory better. For example, lets say Jon Doe loves baseball, specifically the New York Yankees. He watches his favorite team at every leisurely moment he can. At the same time, at his college, the University of Basten, he is having trouble in his statistics class . In order for him to understand the concepts better, he begins to relate it to baseball. He uses Derek Jeters base percentage and batting average and relates it to Thirdly, George Graves, in his 1992 study, found people were more likely to join a team then participate in individual exercise, and therefore maintained a higher level of health then people who didnt have the option of joining a team. Sports participation has long been thought to provide youths with a positive social environment and to foster basic values. Specifically, such participation is thought to provide the same benefits as regular exercise, along with team rules and principles that help promote health-enhancing behaviors, (Sherman, 1) These reasons illustrate the benefits of being a student at an institute of higher learning which offers an intercollegiate athletic program. Sports play an important role ones community pride and identity. People identify themselves with positive groups. A good example of this fac t is the Notre Dame Football team. The Notre Dame Football team has an exclusive contract with NBC for the next ten years. Why? Its because Notre Dame is an inherent competitor in NCAA Division 1 football. People enjoy associating with winners. This is because of three theories, including the personal identity, social identity, and BIRG theory. Personal identity is how a person sees themselves in front of society. Ones personal identity includes self-esteem and self image. Social identity is several personal identities together. It is how a group sees themselves compared to other groups. When describing their group, one often uses terms like distinctive, prestigious, and were better than that group. These phenomena are because of a theory known as the in-group theory. People see their group (the in-group) better than the out-group. The final theory is the BIRG concept. BIRG is an acronym for Basking In Reflected Glory. As stated before, people associate themselves with winning teams . When ones favorite team wins, it is proven that the person will say, We won or we did well. On the same idea, when that team loses, a person will most likely say, they lost, or they blew the game. People associate themselves with winners. Athletics also bring campuses together. What would bring Basten College together without athletics? Friday night parties, or major protests and riots? A Hash Bash or a Naked Mile? These alternatives are not something Basten College wants to be associated with. Athletics is a good catalyst to bring a campus together, both financially and socially. The role of successful Division I football and basketball programs in motivating alumni and other donors to make charitable educational contributions toUS universities are apparent, (Roads and Gerking, 1)College campuses are in the political forefront. Sport plays a big role in politics. First of all, sports promote legitimacy and prestige. For example, the University of Nebraska and Duke University are established colleges. They have established athletic programs whove won titles for years. This gives the University the national renowned name. Many students go to these colleges based on their name. This name is made by the colleges athletic program. Basten College can be known across the country if you establish an athletic program. .u1b4ecb28c134e39d2f7eafbbce994ba4 , .u1b4ecb28c134e39d2f7eafbbce994ba4 .postImageUrl , .u1b4ecb28c134e39d2f7eafbbce994ba4 .centered-text-area { min-height: 80px; position: relative; } .u1b4ecb28c134e39d2f7eafbbce994ba4 , .u1b4ecb28c134e39d2f7eafbbce994ba4:hover , .u1b4ecb28c134e39d2f7eafbbce994ba4:visited , .u1b4ecb28c134e39d2f7eafbbce994ba4:active { border:0!important; } .u1b4ecb28c134e39d2f7eafbbce994ba4 .clearfix:after { content: ""; display: table; clear: both; } .u1b4ecb28c134e39d2f7eafbbce994ba4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1b4ecb28c134e39d2f7eafbbce994ba4:active , .u1b4ecb28c134e39d2f7eafbbce994ba4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1b4ecb28c134e39d2f7eafbbce994ba4 .centered-text-area { width: 100%; position: relative ; } .u1b4ecb28c134e39d2f7eafbbce994ba4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1b4ecb28c134e39d2f7eafbbce994ba4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1b4ecb28c134e39d2f7eafbbce994ba4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1b4ecb28c134e39d2f7eafbbce994ba4:hover .ctaButton { background-color: #34495E!important; } .u1b4ecb28c134e39d2f7eafbbce994ba4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1b4ecb28c134e39d2f7eafbbce994ba4 .u1b4ecb28c134e39d2f7eafbbce994ba4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1b4ecb28c134e39d2f7eafbbce994ba4:after { content: ""; display: block; clear: both; } READ: Reflection on Mercy Killing EssaySport and race is another major topic in the college athletic realm. Basten College is not very diverse, and some changes need to take place, in order to make the college nationally known and respected. An athletic program will increase diversity at Basten College. This is because of two major structures, including the occupational opportunity structure and sport opportunity structure. The occupational opportunity structure explains that minorities often think the only ticket to success is through sport. Take Boobie Miles for example. Boobie Miles was a major character in H.G. Bissingers Friday Night Lights. Miles was a standout running bac k his junior year for Permian Panther football team of Odessa, Texas. He was being recruited by major colleges across America. His senior year, he took a bad fall on the football field, and hurt his knee. He was never the same after. Colleges stopped calling, and Boobie Miles self esteem plummeted. Life without football? He couldnt see how that life would be worth living. After high school, he attended a local community college briefly, dropped out, and is now working a construction job in his hometown. Without football, Boobie did not have the chance to be successful. Sport opportunity structure is another theory that supports the need for athletics at Basten College. Although the theory is not very positive towards minorities, the background behind the theory will benefit Basten College. Sport opportunity structure explains the fact that minorities are more likely to play certain sports. If Basten College initiates these sports, more minorities will likely attend Basten College, w hich will increase the diversity and name recognition. Sport and gender is another phenomenon of a college athletic program. Sports aid women physically, psychologically, and emotionally. As stated earlier in the report, sports aid females in areas such as their self-esteem and academics. They are less likely to drop out of school, smoke, drink, or get pregnant. Athletics create physically, as well as emotionally, fit women who are ready for society. It has been argued that having intercollegiate athletics leads to many problems within an educational system. As you have heard from other company presentations these problems include confrontation among spectators and fans, focus away from academics, and the instigation of celebration. Fortunately most of these problems can be solved and are not the result of athletics in and of them selves. First well focus on spectator behavior. The basis of this argument is that a sport causes its spectators to engage in violence with each other and civilians. In a resent study which took place at the Un iversity of Virginia in 1999, a team of 5 doctors and 4 social behavior specialists conducted a study focusing on confrontation. They took six groups of ten people. One person of each group was an age between 19 and 49. These six groups were then isolated with the same daily schedule, except one activity which varied from the rest. For example, all of the six groups would eat three meals, take showers at 9 am, and watch TV at night and so on. But at 3 oclock group 1 would take a science class, where as, group 2 would drink in a bar, group 3 did nothing (the control group), group 4 would do arts and crafts, group 5 would play cards, and group 6 would play soccer. They had a different activity for each group, and being careful to allow enough away time so as not to promote problems, they recorded any confrontation for two months. They had records of an argument escalating to a fight over sculpture style and one over a game of blackjack. After the study they concluded that confrontatio n was bound to happen anywhere actions could be interpreted as hostile, but it was more common among subjects that could be made competitive, equally they found was the ability to make things competitive. Such as a card game, grades in a class, the beauty of a painting, amount of shots taken and so on. The soccer group had three less confrontations then any other group, which was attributed to upheld rules regarding the game. We can determine that violence among students at a university is just as likely to happen with or without sports; instead it is more reflective of the characteristic of students then of the activity they are partaking in. The next major argument against intercollegiate athletics is focus away from academics. This again reflects the attitude of the students rather than the effects of sports. The number of hours spent watching television is far greater then those spent attending ones collegiate sports competitions. Yet we do not propose to ban television. We do n ot hold television accountable or the students grades. We instead hold the student responsible for their time management. Basten College aims to become a leading institution in academics, and therefore is unsure about the foundation of intercollegiate athletics. But its success depends on its students. It is in the control of the admissions office whom they admit. If they chose to accept students whose academic focus is not their priority then it will not be the fault of sports. Whom they admit and what academic programs are available determines how they school will do academically, not what extracurricular programs they implement. .u6c3afd18560b63c38dd09406a36940dd , .u6c3afd18560b63c38dd09406a36940dd .postImageUrl , .u6c3afd18560b63c38dd09406a36940dd .centered-text-area { min-height: 80px; position: relative; } .u6c3afd18560b63c38dd09406a36940dd , .u6c3afd18560b63c38dd09406a36940dd:hover , .u6c3afd18560b63c38dd09406a36940dd:visited , .u6c3afd18560b63c38dd09406a36940dd:active { border:0!important; } .u6c3afd18560b63c38dd09406a36940dd .clearfix:after { content: ""; display: table; clear: both; } .u6c3afd18560b63c38dd09406a36940dd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6c3afd18560b63c38dd09406a36940dd:active , .u6c3afd18560b63c38dd09406a36940dd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6c3afd18560b63c38dd09406a36940dd .centered-text-area { width: 100%; position: relative ; } .u6c3afd18560b63c38dd09406a36940dd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6c3afd18560b63c38dd09406a36940dd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6c3afd18560b63c38dd09406a36940dd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6c3afd18560b63c38dd09406a36940dd:hover .ctaButton { background-color: #34495E!important; } .u6c3afd18560b63c38dd09406a36940dd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6c3afd18560b63c38dd09406a36940dd .u6c3afd18560b63c38dd09406a36940dd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6c3afd18560b63c38dd09406a36940dd:after { content: ""; display: block; clear: both; } READ: Child Abuse EssayThe third major argument against implementing an intercollegiate athletic program is the instigation of celebration. Meaning that the success of sports teams will make people party, People are looking for a reason to party, drink, socialize and in general be happy, they can use any team, any out come, and any season to do this. But they could use any reason if necessary. It is not our job to determine your campus drug, alcohol, and noise policies. But regardless of your implementation of intercollegiate athletics these would be necessary for the partying that would no doubt take place. Over all two main factors are important to realize when considering int ercollegiate athletics. One, if you still feel that sport causes the deviant behaviors addressed before, you would not only have to deny our attempts to institute a intercollegiate system, but you would also have to eliminate any club or impromptu sport as well, due to the fact that they would cause the same problems, because they have the same characteristics. Doing this would isolate millions of students and prospective students, because more then 75 percent of the U.S. population participates in some form of athletics. And two, we are not insisting upon the recruiting of athletes, the special treatment of participants, the monetary focus on sports, the schools attitude that the end warrants the means, or the acceptance of athletes that threaten the prestige of the school. We are only suggesting the implementation of organized sport that competes against other schools. An intercollegiate program would be beneficial to your college. We hope we have facilitated you in the decision that will affect your students and future perspectives. President Basten, you are creating an institution of higher learning, but more importantly you are creating a place where students can have access to all experiences. To fulfill this responsibility you need to provide students with a sense of community, a greater spectrum of diversity, and access to physical as well as academic exposure. Establishing an intercollegiate athletics program would achieve all of this and more. Thank you for your time and we hope we were of assistance. BibliographyAnderson, Steven., Intensive training and sports specialization in young athletes. Pediatrics. Evanston, Jul 2000. Booth, Michael., Assessment of physical activity: An international perspective. Research Quarterly for Exercise and Sport, Washington, Jun 2000. Dimeo, F. et. al., Benefits from aerobic exercise in patients with major depression: A pilot study. British Journal of Sports Medicine., London, Apr 2001. Feezel, Randolph., The Game of Life: College Sports and Educational Values / Beer and Circus/Intercollegiate Athletics and the American University: A University Presidents Perspective. Academe, Washington, Sep/Oct 2001. Finn, Chester., The cost of college sports. Commentary., New York, Oct 2001. Henderson, Karla., Putting the fun into physical activity. Journal of Physical Education, Recreation ; Dance., Reston, Oct 1999. Ives, Jeffrey and Sosnoff, Jacob., Beyond the Mind-Body Exercise Hype. The Physician and Sports Medicine., Minneapolis, March 2000. Johnson, Roy., How one college program runs the business: Inside Longhorn Inc. Fortune., New York, Dec 20, 1999. Just, Richard., Outside Shot. The American Prospect., Princeton, Rhoads, Thomas and Gerking, Shelby., Educational contributions, academic quality, and athletic success. Contemporary Economic Policy., Huntington Beach, Apr 2000. Sherman, Nester., Sports participation and ethnicity. Journal of Physical Education, Recreation ; Dance., Reston, May/Jun 2001. Steinberg, Gregg. The benefits to sport achievement when a multiple goal orientation is emphasized. Journal of Sport Behavior., Mobile, Dec 2000. Steiner, Hans et. al., Adolescents and sports: Risk or benefit? Clinical Pediatrics., Glen Head, Mar 2000. Words/ Pages : 2,469 / 24