Fluent Essays

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” ... Module 5 Stakeholder Discussion: Fan Behavior and Community Support Lots of people love sport, but do they like it? Do the fans still enjoy coming to the games? DO they like participating? Fan violence has been handled differently in many stadiums across the globe. This week we will focus on the Fans and the community as stakeholders and examine whether teams have done enough to effectively promote a fan code of ethics. Also, we will consider if the inclusion of technology in the stadiums to allow fans to feel safe and also to feel like a part of the overall experience. THE FAN AS STAKEHOLDER Considered to be a waning problem in recent years, an April 2015 article in the Wall Street Journal warns of an escalation of the problem of European soccer hooliganism. This article links a surge in soccer-related violence in Europe to economic struggles and whats seen as an accompanying rise in nationalism and racism. Highlighted in contemporary pop culture via movies such as  Green Street , hooliganism is an umbrella term that refers to a range of unruly, violent, and destructive behavior by fans, including brawling, hate speech, vandalism and intimidation. Todays guilty plea and charges serve as a warning that easy money often comes at a high price, - U.S. Attorney Roslynn Mauskopf. Video link: https://youtu.be/vXVd3gHSlxE Although hooliganism has become almost synonymous with soccer in certain parts of Europe and certain teams, fan misbehavior is not a uniquely European phenomenon. In 2011, San Francisco Giant’s fan Brian Stow was brutally beaten at Dodger Stadium by a group of Dodger’s fans. American sports teams have been very proactive in instituting systems to control fan behavior. During the subsequent litigation following the Stow incident, lawyers for the Dodgers made sure to note that the Dodgers fans code of conduct, which instructs fans to contact an usher if someone is disturbing them and provides phone numbers to call or text, was displayed in a video the night Stow was attacked. SM500 Weekly Submission Example: Article on Leagues/Governing Bodies Link: http://www.cbssports.com/collegefootball/writer/dennis-dodd/24551634/new-ncaa-governance- would-include-celebratory-kickoff-event Title: New NCAA governance would include ‘celebratory kick off event’ Summary: Over the past few months, the NCAA and its member conferences have had frequent conversations about restructuring, redesigning and reshaping the NCAA’s governance structure. In late April 2014, NCAA member schools were presented with a proposal that provided a draft outline of what that new structure may look like. According to the proposal, the NCAA would like to “move toward competency-based representation on NCAA governing bodies,” which would essentially lead to the institution of quotas; therefore, if approved by the membership, there would be minimum numerical requirements for governing body members, and these requirements would be based on certain criteria including ethnicity and gender, among other things. Additionally, the proposal also suggests that while there will continue to be a twenty-seven (27) total conferences, the “Big Five” conferences will essentially have their own set of rules and regulations. As proposed, these five (5) conferences, the Big 12, Big Ten, SEC, ACC, and Pac-12 will have greater levels of autonomy and authority to govern their athletic programs. For example, these conferences may be able to provide student-athletes with greater financial assistance, by providing full-ride scholarships as well as additional sums of money for students; these extra sums would range between $1,000 and $6,000 per student-athlete. While the above-mentioned recommendations seem to be relatively straight-forward, there are other matters that need to be more fully developed before implementation can occur. For example, there is some question as to how the Board of Directors should be comprised. At present, the Board has twenty-two (22) members, with ten (10) positions currently held by 10 CEOs representing the FBS conferences. If those ten (10) current positions remain, member schools are curious about how the other twelve (12) Board of Directors members will be selected if there is a move to the Big Five model. Additionally, some of the proposed conferences that would come together to form the “Big Five” are concerned that they will not have full autonomy. Further, some conferences excluded from the “Big Five” designation have questions about whether they will be able to avail themselves of the rules established for the “Big Five”. While it is clear that many questions still remain, it is highly likely that the NCAA will see great legislative reform and that a “celebratory kickoff event” during the 2015 NCAA Convention may be the beginning of a new governance era for the NCAA. Ethical Dilemma: The NCAA’s proposal for reforming its governance structure raises a number of ethical dilemmas. For starters, the idea of separating out the “Big Five” conferences and allowing them to operate autonomously seems unfair to the other conferences that don’t have as much talent and as much money as the schools in the “Big Five”. This means that players in other conferences will still be living below the poverty line, will still be struggling to pay their bills and will have very little spending money since full scholarships do not provide student-athletes with supplemental funds; further, a large number of student-athletes will continue to be disadvantaged because they were not recruited by a school in one of the “Big Five” conferences, which means they will likely be unable to receive the http://www.cbssports.com/collegefootball/writer/dennis-dodd/24551634/new-ncaa-governance-would-include-celebratory-kickoff-event http://www.cbssports.com/collegefootball/writer/dennis-dodd/24551634/new-ncaa-governance-would-include-celebratory-kickoff-event additional $1,000 to $6,000. Additionally, with the institution of quotas, the most qualified people may not serve on NCAA governing bodies. While it is great to increase diversity, quotas can sometimes backfire because the most qualified individuals are prevented from getting an opportunity to participate. Finally, an ethical dilemma will certainly present itself if the conferences excluded from the “Big Five” designation are prevented from abiding by the same rules instituted specifically for the “Big Five” conferences. In the event the other conferences are prohibited from instituting these rules, it will be clear that the NCAA considers them to be lesser conferences and since the NCAA is supposed to treat and govern all colleges and universities equally, this type of favoritism and discrimination would raise great issues. Stakeholders: The stakeholders in this matter are all of the colleges and universities that comprise the NCAA membership, all student-athletes, NCAA employees, NCAA Board of Directors members, all athletic department personnel at the colleges and universities, high school athletes seeking to play collegiate sports, and student-athletes who will be enrolled in a college or university when the new governance structure is implemented. Thoughts on Solution/Conclusion: While I believe that the NCAA governance structure is extremely flawed and needs a complete overhaul, I do not believe that creating a new category solely containing the “Big Five” conferences is a good idea. If the NCAA is truly about amateurism and protecting the student-athlete, it should make legislative changes that provide greater benefits to the individuals instead of the schools and conferences. However, under this proposed model, it seems rather obvious that these changes are designed to protect the cash flow of the conferences and its members as well as the NCAA. Further, this proposed governance restructuring is sure to negatively impact athletic programs at smaller Division I schools and HBCUs because they just don’t have the money to compete; more specifically, these schools will likely lose very talented players because they cannot pay the students the additional $1,000-$6,000 dollars that other schools can. Overall, I don’t believe this is the best solution for changing a very large problem that has arisen due to the commercialization of collegiate athletics. Rubric for the Writing Assignment Inquiry and Analysis Exemplary Competent Developing Limited Understanding Points Earned (45 points) 10-15 7-10 5-7 1-4 Content: Relevance of essay to the question Answer is complete; sufficient detail provided to support assertions; factually correct. Answer is mostly complete; answer focuses only on issues related to the question; few and minor errors in content. Answer is brief with insufficient detail. Unrelated issues were introduced and/or multiple errors in content. Answer is incomplete. Excessive discussion of unrelated issues and/or significant errors in content. Analysis Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to the question. Organizes evidence to reveal important patterns, differences, or similarities related to the question. Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities related to the question. Lists evidence, but it is not organized and/or does not articulate its relation to the question. Conclusions States a conclusion that is a logical extrapolation from the analysis of evidence/data presented. States a conclusion focused solely on the analysis of evidence/data presented. The conclusion arises specifically from and responds specifically to the analysis of evidence/data presented. States a general conclusion that, because it is so general, also applies beyond the scope of the analysis of evidence/data presented. States an ambiguous, illogical, or unsupportable conclusion from analysis of evidence/data presented. Writing Exemplary Competent Developing Limited Understanding Points Earned (45 points) 10-15 10-7 5-7 1-4 Sources and Evidence Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the thought question. Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the thought question. Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the thought question. Demonstrates an attempt to use sources to support ideas in the writing. Organization and Logic of Answer Clear and logical presentation; good development of an argument; Transitions are made clearly and smoothly. Presentation is organized but does not present a clear argument for a given position. Minor problems of organization or logic; Needs work on creating transitions between ideas. No logical order to the information provided; sentences rambling; ideas are repeated. Control of Syntax and Mechanics Uses language that skillfully communicates meaning to readers with clarity and fluency. Clear, readable, prose. Good use of transitions; no problems with spelling, punctuation, or grammar. Infrequent and minor mechanical problems. Errors do not impair readability. Uses straightforward language that generally conveys meaning to readers. Occasional errors and minor problems with mechanics of language. Occasional awkward sentences and poor transitions reduce readability. Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. Frequent problems with mechanics of language. Awkward sentence construction. Poor or absent transitions. Frequently difficult to understand. Uses language that sometimes impedes meaning because of errors in usage. Problems with the mechanics of language serious enough to interfere with effective communication. Frequent errors in punctuation, spelling, sentence structure, etc. Writing Mature skill Developing skill (Intermediate) Developing skill (Early) Emerging skill Points Earned (60 points) 10-15 10-7 5-7 1-4 Content Connection Exemplary Competent Developing Limited Understanding Points Earned (10 points) 8-10 5-7 3-4 1-2 Connection to Course Materials Strong, direct connections are made to readings and/or other course materials (lectures, media, resources, etc.) and are clearly stated. Some direct connections are made to readings and/or other course materials (lectures, media, resources, etc.) and are clearly stated for the most part. Minimal direct connections are made to readings and/or other course materials (lectures, media, resources, etc.). Connections are largely inferred and somewhat unclear at times. No connections are made to readings or other course materials (lectures, media, resources, etc.), and/or if made, are not clearly stated and are largely personal opinions. APA Exemplary Competent Developing Limited Understanding Points Earned (deduction) Bonus Points No Deduction Deduction (up to 5 points) Deduction (up to 10 points) Use of relevant APA style All relevant aspects of APA style are used correctly. Title page properly formatted, use of in- text citations, format of references cited. Infrequent errors in APA style; errors involve only minor aspects of APA style – no errors in style for citations & references. Attempted to use APA style but errors are frequent and include errors in citations and references. Minimal use of APA style; multiple errors in use of APA style. Modeled after: See: Stanny, C. J., & Duer, J. D. (2013). Authentic assessment in psychology: Using rubrics and embedded assessments to improve student learning. In D. S. Dunn, S. C. Baker, C. M. Mehrotra, R. E. Landrum, & M. A. McCarthy, Assessing teaching and learning in psychology: Current and future perspectives (pp. 19-34). Belmont, CA: Cengage. Please research and review an article of your choice that focuses on an ethical situation/dilemma that occurred with regards to the stakeholders we are focusing on for the module （Read the module overview）. This module, your focus should be the stakeholder perspective of fan behavior and community support. Once you have identified your article, you will submit a detailed writing assignment. Your assignment must include the following information: · Assignment title · Link to where the article is housed · Article title · Summary of the article (in your own words) · Summary of the Ethical dilemma · Summary of the stakeholders involved and/or affected · Your thoughts on a solution/conclusion Before you start, you can review an example of an excellent assignment. Make sure to follow the grading rubric.