College is an experience that I feel everyone should have a chance, especially the American college experience coeds, parties, dorm life, and coeds. With college though also comes a lot of responsibility. It comes in the form school work. The work load in college can force you to stay up late into the night typing papers and studying for test. That and social life is all most college student have to deal with when away at school. Their commitment to their school only goes as deep as the price they pay for school. For a small percentage it goes farther than that.
Student-athletes must represent their schools on the athletic field, while at the same time staying on track in the classroom, having some sort of social life and last but not least getting in the Z’s. An athletic career at the very competitive college is practically a non-paying job that expected to give a large part of your life to. The college work load is of course heavy, some people cannot manage just the school, and must be dealt with or you don’t play. On my list of priorities I you need to get a good amount of sleep to succeed in college as a student-athlete.
A body that isn’t well rested won’t think clearly or practice and play efficiently. A student athlete in college has a lot of things to deal with and has to learn to balance their priorities and deal with stress. A good amount of sleep also prevents sickness. Getting sick at the wrong time of the term or semester can really throw you off course in class. Having ample an ample amount of energy and a clear mind are keys to be a step ahead. To achieve this I try to get at least 9 hours of sleep a night. Sleep, I believe, is the key to achieving success as a student-athlete.
A mind that is insufficiently rested is dull and will not retain as much information as possible. A tired body on the athletic field can cause you to be complacent on the practice or game field. A weary body can keep you from going all out. Worse it can cause you lose a starting spot or worse, injury. Most injuries happen when an athlete is not going full speed. My mom always said “your body is temple, so you have to treat it that way. ” I see sleep as the best remedy for a sore body or stressed mind. It can also prepare me for the college rigors I face every day.
I learned while at school that nap is not only for pre-schoolers. During the day I often take at least two hour-long naps so I can be proved with an extra boost of energy before class or practice. While it is second on things I consider important, academics is really what will help me make a living long after I walk off the athletic field for the last time. You want to be able to leave school with a diploma cause less than one percent of collegiate athletes go on to play a pro sport. Even if a student athlete goes on to the pros, their career will last less than 20 years.
Life certainly doesn’t end there. Another reason a student-athlete has to make sure their grades are good in class is to be able to play and practice. I as an athlete have to make sure I am in compliance with NCAA grade policy. NCAA has step the bench mark GPA at 2. 00. If a student-athlete falls below that mark they often have to sit for a whole term, commonly referred to as academic probation. This can put a death sentence on an athlete’s season. It can also drastically affect your relationship with the team and ultimately the coach.
Academic probation has ended great college athletes’ careers for the simple fact that they were not as committed to school as they were in their respective sport. The hardest part of class, from my experiences is not getting up and going to it. Skipping can really become a habit, especially when you’re a freshman. I know if I make an effort to get to class everyday there is no way I can’t at least past my classes Lastly you came to college so that you can do what you really want to do later in life. As my coach told me in high school “You will never go down this path again. As a college athlete you will give more to your school than any non-athlete on campus. You will have to take on two full time jobs that will drain a person mentally as well as physically (and sometimes even spiritually! ). More than half the battle is in rest and keeping academics as my top priority. You have enough things to take care of; I don’t need problems off the field. The rest has to do with earning my scholarship and performing on the practice and game field. Keeping a level head and checking my emotions. As an athlete I have days where I can’t do any wrong.
Where every ball is caught and route is run crisply. Then there are the days when the coach can’t seem to call my name enough, and I can’t even catch the easy passes. On bad days I can’t get frustrated with myself. I just try to tell myself to trust my hands, and the next one is mine. On good days I’ve realized just let the game happen and react. Almost like when I’m playing backyard football with friends. Football is still a sport I play because it’s fun and I like to be competitive. When I think of football in this way I usually have a good practice.
Keeping my emotions on the field a must especially when playing in the highly competitive college game. I find that my self-esteem can be affected by how I am doing in practice and on the game field. So keeping my emotions in check can affect school work and my social relationships. Most importantly you want to perform because you got a scholarship or when a walk-on is trying to gain one. A coach didn’t spend time calling, visiting, and offering you a scholarship to not get your best. Few are student-athletes are given scholarships so I have to take advantage of the opportunity given to me.
Another important reason athletics is important is because it’s part of the reason I chose the Upper Iowa University. As an athlete I directly represent my school. The way I play shows how much pride I take in my school colors. This also applies to when I’m out of uniform. I stand to lose more than a normal college student if I get in trouble with the law. Last but not least, if you’re a college student you have to have some sort of social life. This is what makes college, college. I don’t get to go out as much as everyone but I make sure to hang out with friends on weekends when I don’t have commitments to football or class.
After a week of classes and working out, there is no problem as long as I wind down in a responsible fashion. After academics and football I did come to school to also meet new people from different walks of life. My plate is full as a college student-athlete but I would have it no other way. I signed up for this, and knew the responsibilities and privileges that were handed down to me. I wanted to continue playing football in college because I still have a genuine love for the game I’ve been playing for most of my life.
The scholarship money is also a great plus because its helping to alleviate the cost of paying for school. While I don’t get paid directly for my two “jobs”, I know down the road I will be able to earn a diploma and go out into the workforce. I feel the days of late sleepless nights of studying and sweltering football practice have provided a glimpse on how to handle life after college in the real world. Football also can give me connections later in life. The friendships I’m building on right now are one I will have for the rest of my life.
I feel I can come to my friends later down the road if I need a job or some help. I don’t know what I really want to do yet career wise, but I can rest assured that if I go into coaching I can become a GA under my present head coach. People sometimes ask me why I play a sport in college. They say I could just “enjoy the college experience. ” For me though, this is the college experience. I would have it no other way. Not many college students have to deal with what I have to everyday. I know its hard but I learn how to deal with it every day. As my friend says “life is a Circus, juggle. ”
Compare And Contrast The Scientific Management Theories
People have developed models to understand management, and Quinn (2003) used the competing values framework to relate the main models. The human relations model emphasizes flexibility, while the rational goal model emphasizes control. There are more differences than similarities between the two models. Taylor (Pugh and Hickson, 1989), a scientific management theorist, emphasizes maximizing workers’ prosperity, while Follett, a human relations management theorist, focuses on developing human resources.
The theories introduced by Frederick Taylor, the founder of scientific management, are still widely used in many organizations. Scientific management emphasizes scientifically determined changes to improve labor productivity (Daft, 1997). Taylor proposed that increasing wages can enhance workers’ motivation and provided opportunities for professional growth and advancement. However, the ultimate objective remains maximizing profit (Pugh and Hickson, 1989).
According to Graham (1995), although Follett found limitations in scientific management and proposed the human relations model, both theories have a common goal of maximizing productivity, albeit through different methods. Additionally, Taylor and Follett both endorse the idea of division of labor. Taylor believed that individuals can excel in specific areas (Pugh and Hickson, 1989), while Functional Management embodies the concept of division of labor. However, Follett did not advocate for an excessively rigid division of labor.
Nevertheless, fundamentally, both theorists believed that division of labor based on the strengths of each worker can increase output (Graham, 1995). However, they approached this concept from different perspectives. Taylor focused on efficiency and productivity, while emphasizing the humanistic aspect of dividing labor. On the other hand, she did not prioritize the higher needs of workers, despite encouraging their development.
What she always desired was to maximize output by encouraging them to perform at a higher level (Pugh and Hickson, 1989). He stressed the importance of standardizing work and ensuring quality control, constantly supervising and controlling the workers. Suggestions are disregarded and there is no freedom under scientific management (Daft, 1997). Follett used the term ‘alleged inhumanity’ to describe Taylor’s concept (Pugh and Hickson, 1989). On the other hand, she focused on understanding human behavior and needs in both the workplace and social interactions (Daft, 1997). She empowered workers to share their own ideas, facilitating rather than controlling them.
Richard (1997) emphasized the importance of workers’ sense of belonging and satisfaction of their higher needs. Taylor’s suggestion, on the other hand, focused solely on increasing workers’ salaries. Moreover, one theory prioritizes scientific methods and treats workers as part of a machine, while the other takes into account human behavior. The handling of conflicts also demonstrates the divergence between the two theories. According to Taylor (1947), she implemented a more complex managerial structure in order to address conflicts. It is worth noting that scientific management resulted in conflicts due to its failure in meeting workers’ needs (Pugh and Hickson, 1989).
Managers hold power over workers during conflicts, leaving the workers no choice but to adhere to strict rules. The exception principle (Taylor, 1947) is rarely applied in typical situations, with lower-level managers only reporting extreme cases to higher-level managers. As a result, workers are left with no option but to abide by the rules. However, Follett advocated for a “power with” approach within a network structure (Graham, 1995), where employees have the right to resist unions and acquire power-over. When conflicts arose, Follett recommended integration as a solution.
Integration is a more effective technique for resolving conflicts as it allows for the consideration of individual ideas and results in the creation of something new. This approach saves time in the long run as it addresses problems comprehensively. Simply obeying rules does not address the root causes of conflicts, which will continue to occur. The main differences between the two theories, “power with” and “power over,” are key to understanding their respective approaches. These theories were proposed by two theorists a century ago and continue to be widely adopted by companies, including the French-based energy company GDF Suez.
The company adopts the functional management (GDF Suez, 2009) and has various branches including energy production, service, and environment. By specializing in different areas, the company can maximize output by assigning the most qualified person to each job. In line with Follett’s theory, workers have the opportunity to obtain shares by signing up for the company’s offer (ENP Newswire, 2010). This share ownership plan not only allows workers to have a say in decision making but also enhances their sense of belonging and empowerment.
Using the internationally-acclaimed company McDonalds as an example to illustrate the theories, it can be seen that they implement certain strategies. For instance, the food is standardized to minimize production expenses. Additionally, there is a division of labor within the company, with some employees serving as cashiers and others responsible for food preparation.
Furthermore, McDonalds in Hong Kong also follows Follett’s theory. Workers within the same location hold regular meetings to discuss any challenges encountered during work and engage in recreational activities. This approach fosters a stronger sense of belonging among the employees, consequently boosting their motivation levels.
Overall, although there are similarities between the two theories, they are fundamentally different. Taylor’s theory emphasizes the worker-production system relationship, while Follett’s theory highlights human relations. Scientific management requires strict adherence to rules, whereas the latter theory suggests that workers have the autonomy to contribute their own ideas. Both theories continue to hold importance in modern management and are widely utilized by many companies. It is not uncommon for firms to incorporate both approaches simultaneously.
The reference list:
1. GDF Suez, (2009), Operational Organisation(online), Available from http://www.gdfsuez.com/en/group/operational-organization/operational-organization, (accessed: 17 November 2010)
2. ENP Newswire, (2010), Major success for GDF SUEZ’s 1st worldwide employee share ownership plan, over 67,000 employees have signed up to Link 2010(online), Available from http://www.allbusiness.com/banking-finance/financial-markets-investing-securities/15034331-1.html, (accessed: 17 November 2010)
3. Pugh D. S. and Hickson D. J., 1989, Writers on Organisation, 4th edition, London, Penguin Book
4.
Taylor Frederick Winslow, 1947, Scientific Management, New York and London, Harper and Brothers Publishers
Vecchio Robert P. , 2000, Organizational Behavior Core Concepts, 4th edition, New York, the Dryden Press
Daft Richard L. , 1997, Management, 4th edition, New York, the Dryden Press
Grahim Pauline, 1995, Mary Parker Follett- Prophet of Management, Boston, Harvard Business School Press
Boddy David, 2008, Management An Introduction, 4th edition, Milan, Prentice Hall
Quinn, R. E. , Faerman, S. R. , Thompson, M. P. and McGrath, M. R. (2003), Becoming a Master Manager(3rd edition), New York, Wiley
Cinderella’s Stepmother Not So Evil After All
In reality, marriages often don’t result in the “happily ever after” outcome portrayed in fairy tales. Couples tie the knot, have kids, and frequently end up divorcing. Following a divorce, many individuals experience loneliness but eventually learn to embrace solitude. Eventually, they embark on a quest for a new partner and ultimately remarry. In certain instances, the new spouse also brings children into the equation, giving rise to a blended family akin to Charles Perrault’s tale of “Cinderella.”
Stepmothers face a difficult and stressful task in adjusting to their new stepchildren. Their role is similar to that of a mother, showing love, discipline, and encouragement towards another woman’s child as if they were her own. Regrettably, fairy tales such as Cinderella depict stepmothers as wicked women who prioritize the well-being of their own children.
However, it is widely known that every story has two sides. In the case of Cinderella, her stepmother is often depicted as wicked, but some argue that she is simply misunderstood. Viewing things from the stepmother’s perspective rather than Cinderella’s reveals that Cinderella herself was actually a spoiled teenager who found joy in being disobedient, evasive, and deceitful. Moreover, she heavily depended on magic to resolve her issues. It is understandable for any parent to feel frustrated with a teenage girl behaving inappropriately in front of her younger siblings.
The text describes the joining of a family with two girls and an only child. Unlike the spoiled only child, both girls shared a common experience with Cinderella – the loss of a parent. This commonality should have made it easier for the girls to bond. Unfortunately, there was turmoil within the family that would worsen their situation. Throughout history, we have been taught to believe in Cinderella’s goodness. However, this explanation sheds light on another side of her character as she disobeys her stepmother, seeks help from forbidden sources, uses magic powers, tells lies, hides, pretends to be someone else, and attempts to evade pursuit (Panttaja 660).
Despite situations requiring her obedience, this girl adamantly rejected them. She defiantly refused to attend school, used vulgar language, and dressed inappropriately regardless of the occasion. She had no qualms about being dirty and would engage in playing in the ashes for hours (Rossner 664). According to the stepmother, “She would rather starve than cook a meal and allow her clothes to become stiff with dirt, but she seemed to derive pleasure from tending the fireplace” (Rossner 663). As a result of her refusal to keep her own room tidy, it is not surprising that she ended up sleeping among the ashes.
No. Cinderella appeared comfortable amidst the ashes, as if it were her rightful place. This dwelling was akin to a grand estate, spacious to the extent that she could have chosen another room for sleeping if she desired. As for her obligations within the household, she adamantly declined to participate physically, most likely under the belief that the family’s abundance of wealth necessitated hiring assistance; therefore, why should she be burdened with chores and domestic duties? Instead, she favored relying on enchanted birds to aid her in accomplishing these tasks rather than attempting to complete them herself.
The absence of tears indicated her enjoyment in being disobedient, providing her with a constant sense of control over the entire situation. This desire for control is what every spoiled child craves. Despite knowing that her actions were causing harm to others in the family, she remained unaffected. Cinderella exhibited exceptional evasiveness when it came to avoiding demanding or unpleasant scenarios. She had a knack for improvising convincing tales, and if that didn’t suffice, she remained untroubled due to her backup plan of relying on magic.
While preparing for the ball with her fairy godmother, the girl was informed that she must depart before midnight. If she failed to do so, her dress and transportation would lose their magical qualities, causing her clothes to transform into rags and her transportation to disperse like animals. Consequently, she realized the need to strategically plan her evening. It was imperative for her to leave the ball prior to midnight, perhaps even earlier, and make an effort to arrive home before anyone else to conceal her absence.
She was so skilled at escaping and eluding capture that no one could catch her. Even when the Prince attempted to escort her home, she managed to slip away from him and enter the dovecote (Grimm 630-631). In a worrisome effort to locate her, the men even resorted to breaking into the dovecote using an ax in a desperate attempt to find her, but ultimately discovered it was empty. “The Prince followed her, but he couldn’t catch up to her” (Perrault 627). As if the previous night hadn’t been challenging enough, she would face a similar situation for her escape the following evening.
During the next escape from the ball, she quietly went away and scaled a pear tree. “She scaled among the branches like a nimble squirrel and the King’s son had no clue where she went” (Grimm 631). The tree was later cut down, but no one was found inside. Despite losing her beloved glass slipper, her main goal was to go unrecognized and she had to abandon the glass slipper. She had perfected her ability to evade, outsmarting even the most intelligent men.
Had she not lost her glass slipper, there would have been no extensive search for the owner and her secret would remain undisclosed. Yet, this possibility did not cross her mind when she devised her escape plan. She pondered the consequences of one of her glass slippers accidentally slipping off. Perhaps the fairy godmother should have provided additional instructions such as, “Dear, please ensure that you do not misplace or abandon any personal belongings, particularly your slipper, or else the King’s men will conduct a thorough search for you.
To avoid leaving any evidence at the scene, it is crucial not to be caught when trying to be evasive. If this advice had been heeded, the revelation of Cinderella’s true identity as the unidentified princess may never have come to light. Even after losing her glass slipper, Cinderella had already devised a plan to deceive her family. Upon their return from the ball, she planned to pretend she had been asleep the entire time they were gone by feigning sleep. She effortlessly assumed the role of a deceitful actress and sarcastically exclaimed, “How late you are!” while rubbing her eyes and yawning and stretching as if she had just woken up (despite not feeling sleepy since their last encounter) (Perrault 627).
The dovecote was discovered to be vacant because she had fled through the rear to reach the hazel tree, where she transformed into her previous garments and stealthily returned to the kitchen. She then laid in the ashes as usual, to create the illusion that she had been there all night. Without any problems, she repeated this act the following night. Deception came effortlessly to her, and if any issues arose, her fairy godmother was ready to assist with her magical abilities. According to Pattaya, Cinderella doesn’t succeed solely because of her patience or virtue, but also because she is resourceful and willing to utilize potent magic to overcome her adversaries. (658)
Cinderella may evoke sympathy initially due to her new family situation, but her true nature as a teenage troublemaker who undermines others with magic is both outrageous and unacceptable. Cinderella’s reliance on magic as a fix for problems is addictive and counterproductive. Instead of being disobedient, she should join forces with her family to create a better life. Furthermore, her evasiveness and deceitfulness at a young age is concerning and sets her on an unfavorable path.
A housekeeper, a chef, and a life coach are crucial elements to solving this puzzle and would greatly assist in improving this family’s situation. If Cinderella had been a more well-behaved stepdaughter, her stepmother and stepsisters would have experienced greater happiness. Being a stepmother raising someone else’s child and two of your own is already challenging, but having a defiant, entitled teenager in the household who lacks concern for others eventually becomes overwhelming.
Cinderella may have exhibited various negative behaviors, such as disobedience, lack of helpfulness, evasiveness, and deceit. However, the fairy godmother’s continuous provision of magical solutions to problems only exacerbated the situation. To address this issue and ensure Cinderella’s integration into the family, it is crucial to administer a substantial amount of tough love while eliminating the fairy godmother’s influence. As a teenager who is unable to live independently, Cinderella should strive to heed the guidance of the adults in her life and behave obediently like her fellow sisters.
Shouldn’t she consider joining the team and assisting the family with chores and other requested tasks? If she ceased her deceitful behavior and stopped avoiding others, would she crumble? Failure to address this situation could result in Cinderella being placed in a detention center with similar young girls. If she continues down her current path, we might witness her appearance on an episode of COPS.
Works Cited
- Behrens, Laurence and Leonard J. Rosen, eds. Writing and Reading Across the Curriculum. 10th ed. New York: Pearson, 2008.
- Grimm, Jakob and Wilhelm. “Ashputtle. ” Behrens and Rosen 595-600. Panttaja, Elizabeth. “Cinderella: Not So Morally Superior. ”
- Behrens and Rosen 644-47. Perrault, Charles. “Cinderella. ” Behrens and Rosen 591-95. Rossner, Judith. “I Am Cinderella’s Stepmother and I Know My Rights. ” Behrens and Rosen 640-43.