Strategic Management Process Planning Cycle, And...

The attempt for this paper is to explain the strategic management process, the planning cycle, and sustainable competitive advantage (SCA). There are many tools and theories to sustain an organization, although it seems apparent that the aforementioned are essential for organizations to maintain sustainability. Strategic Management Process In much of the readings and online tutorials there seems to be a consensus on why strategic planning is imperative. Consider existing businesses or new ventures, the implementation of strategic planning may identify clearly the objectives and strategies of existing businesses or new ventures. The theory SWOT may strategically identify objectives and strategies by ascertaining existing businesses or†¦show more content†¦Planning Cycle In much of the readings and online tutorials there seems to be a consensus on how the process of planning cycle brings all aspects of the venture together. Although, there are a vast number of â€Å"planning cycle theories† the one by Schloss (2012), is particularly interesting because interpersonal thoughts, feelings, beliefs, and culture create the foundation of this particular cycle plan. Furthermore, he goes on to explain that cycle planning should following this simple modality, â€Å"Where are we know? Where do we want to go? How will we get there? How did we do?† (Schloss, 2012). Strategic Management and Planning Cycle Formulates Together strategic management and a planning cycle formulates a competitive advantage that is likely to maintain sustainability. Again, management may not find it difficult to write a strategic plan since there are tools such as SWOT. However, having a thought on paper is not the same as putting a plan in motion. The question becomes, how can a company set a plan in motion? This can be implemented through educating all those involved in the venture. Education assists management to provide front-line employees, leaders, stakeholders, even the surrounding communities in understanding the ultimate objectives of the venture. In addition, educational trainings pertaining to several aspect of the organization promote a realistic sense of the objective. More importantly, education pertaining to diversity and multicultural

The Salem Witch Trials A Devastating Event - 958 Words

The Salem Witch Trials was a devastating event in which 19 people and dogs were killed due to the cry of witchcraft. The outburst of these events could be blamed on several things. Certain things like economics, medicines and culture have to be taken into account when trying to understand the events of the Salem Witch Trials. People like Franklin Jr. Mixon, Linnda R. Caporael, Dr. Allan Woolf, Elaine G. Brewslaw, and Isaac Ariail Reed take into account one of the three: economics, medicines and culture and explain as to why or why not the event happened the way it did disregarding all the other factors. Franklin Jr. Mixon is a Professor of Economics and Director of the Center for Economic Education at Columbus State University. In his work Homo Economicus he states that it is clear that a religion (specifically Puritan for that is the religious people whom occupied the Salem Village) can simply manipulate doctrine to establish or maintain monopoly, increase membership, and augment individual or corporate wealth. The Salem witchcraft episode shows how relatively easy it was in colonial North America for ministers to interpret questionable actions as witchcraft and thereby increase the demand for ministerial services.1 Franklin puts into perspective the economic point of view. Regardless witchcraft is not involved but rather an economic crisis occurred. In 1976 Linnda R. Caporael writes Ergotism:The Satan Loosed in Salem? where she explains that ergotism is the cause ofShow MoreRelatedHysteria Comparison of the Salem Witch Trials and the Holocaust1222 Words   |  5 PagesEnglish Final Draft Hysteria comparison of the Salem Witch Trials and the Holocaust During both the devastating Holocaust in the Germany and the tragic Salem Witch Trials in the small town of Salem, innocent people were brutally killed, causing hysteria among the people. Both groups of people endured hardships because of the hysteria that occurred among them. This hysteria caused people to react in ways that they would not usually act. Both of these events are very historical and help The United StatesRead MoreThe Salem Witch Trials Essay1725 Words   |  7 Pages By the end of the 17th century one of the most devastating proceedings in American History took place. The Salem witch trials was one of the most catastrophic events worldwide in which people were accused, hanged, or sent to jail. During this time there was also a lot of chaos going on in Salem when some girls started accusing innocent people of being witches and being responsible for all the trouble that was going on the town. Even though not all those individuals were sentenced to death, thereRead MoreCause, Effect, And Importance Of The Salem Witch Trials1560 Words   |  7 PagesThe Salem Witch Trials took place in Salem Village, Massachusetts in the time of the colonies. During and after the Salem Witch Trials took place, there was confusion and anxiety not only in Massachusetts, but in the surrounding colonies. Throughout the trials, many were falsely accused and imprisoned, fined, hanged, and even crushed to death. In the next few pages, I will talk about the cause, effect, a nd importance of the Salem Witch Trials. The beginning of the trials started in January 1692Read MoreThe Causes Of The Salem Witch Trials1382 Words   |  6 PagesThe Salem Witch Trials are a big part of history that is still hard to unravel today. These trials occurred in 1692, when a few teenage girls admitted to being possessed with the devil and blamed other local residents with committing Witchcraft (â€Å"Salem Witch Trials†). The accusations all started with a young girl named Abigail Williams. She believed that if she blamed other people, she would not be punished for the things she did. As a result, many other girls followed her lead and named innocentRead MoreThe Salem Witch Trials For The Puritan Community1398 Words   |  6 PagesTexas Tech University A Town Submerged in Hysteria Cornelius Asmerom History To 1877 Professor Corye Beene October 23, 2014 The Salem Witch Trials The Salem Witch Trials were a devastating time period in 1692 for the Puritan community which resulted in 20 innocent people executed. Pilgrims landed in Plymouth, Massachusetts 9 years before the Puritans landed in Massachusetts Bay. Puritans wanted to purify the Church of England and ultimately strive to build a utopian society. John WinthropeRead MoreThe Salem Witch Trials Essay1835 Words   |  8 Pages By the end of the 17th century, one of the most devastating proceedings in American History took place. The Salem witch trials was one of the most catastrophic events worldwide in which people were accused, hanged, or sent to jail. During this time there was also a lot of chaos going on in Salem when some girls started accusing innocent people of being witches and being responsible for all the trouble that was going on the town. Even though not all those individuals were sentenced to death, thereRead MoreThe Crucible By Arthur Miller1885 Words   |  8 Pageshistorically famous event of the sixteenth century, Arthur Miller retells The Salem Witch Trials in his dramatized play, The Crucible. Interpreting the horrific witch trials through the play’s characters and actions, Miller is successfully able to scrutinize the hysteria that took place in Salem Massachusetts while synonymously demonstrating the devastating effects of a theocratic government. Although the trials were fill ed with paranoia and injustice, Miller simply publicized the trials for what theyRead MoreImpact Of Irrational Fear On The Crucible By Arthur Miller1563 Words   |  7 Pagespanic and mass hysteria. These historical events include but are not limited to, The Holocaust, mass shootings, and 9/11. Many of these tragic events have led to people being immensely afraid. These events often create fear for those who participate in everyday activities. A healthy community consists of a support system, peace, trust, and adhering to societal laws. Arthur Miller’s, The Crucible, illustrates parallels between the Salem 17th century witch trials and the Communist Red Scare in the 1950’sRead MoreThe Salem Witch Trials : A Series Of Events That Killed Innocent People1881 Words   |  8 PagesThe Salem Witch Trials was a series of events that killed innocent people and brought fear to the community. The infamous Salem witch trials began during the Spring of 1692, located in Salem Vil lage, Massachusetts. The people of Salem wanted to purge against anything that was considered remotely unholy. A group of young girls claimed that they were possessed by the devil and accused several local women of witchcraft. A special court was made due to this wave of hysteria that spreaded through colonialRead MoreThe Crucible By Arthur Miller Essay2290 Words   |  10 PagesCrucible, in order to compare the Salem witch trials to events of his time and to expose the social injustices that existed in his society due to the controversial Communist scare that was occurring. Though Miller wrote The Crucible for this purpose, its themes are quite appropriate when considering current events, as the audience is met with the ever-prevalent themes of the severity of false accusations, reputation, and integrity. There is no doubt that many current events relate to these themes, what

Devised self-Evaluation Free Essays

Our first unit of work in the IGCSE was Devised theatre. Our theme was â€Å"The unexpected† and we chose this title because there is an always unexpected things that happens in our life. Our play is about a person who once had a family, job, and life, but after he got fired he loses everything. We will write a custom essay sample on Devised self-Evaluation or any similar topic only for you Order Now Then later on in the story a devil and an angel appears giving him idea of earning money. At last the person choses the Devils way instead of the angel’s way of earning money. The devils way of earning money is to wear his old uniform and pretend to be the manager of the supermarket. Then steal the money and walk away. The plan does not go as expectation. All things went wrong. At last nobody wants to help him, even the angel and devil did not want to help him. He even got someone in jail. Our group used the theme to create a 10 minute play exploring on unexpected events. We went about process by firstly planning the events that is going to happen in our play and then think of things that could go wrong in the story. We first started with the idea of a person who is desperate in need of money. Then we changed it gradually bit by bit, until we are satisfied. Input was shared equally by all members of the group by sharing different ideas and contributing to the group. Each member had contributed something to the group. Some people contributed props, equipment, ideas, and etc. Before the start of the performance I felt really nervous and i also excited about that I was going to perform in front of many parents and peers. It was also the first time I had to perform in the public. I try to overcome these emotions by telling myself not to panic and by staying in role during the performance. In my performance, I portrayed myself as an old granny and a little boy. I tried to communicate this character through the use of my tone, clarity, enunciation, volume, gesture †¦ I thought I was able to effectively use my tone, body gesture, and facial expression to create a sense of humor during the performance. For example, I had a hunched back gesture and a cranky voice, when I was being the grandmother. I stayed in role during the performance. I think I need to improve on having more eye contact toward the audience. I admired Andy’s group mainly of their use of comedy and humor. Their exploration of how they used their vocals, and how they used their body gesture was really outstanding during the performance. In conclusion, I think as a group we work quite well and I think our performance was quite successful, but I think there are some improvements to be done. The targets for our devised theatre are that we have to be more confident on contributing ideas to each other. Finally, the target for my performance skills is that i should more eye contact toward the audience. How to cite Devised self-Evaluation, Papers

Nursing Reflective Essay by the Ph.D Experts

Question: Write a reflective essay about the clinical situations. Answer: Being a registered nurse, I have faced many clinical situations in my clinical practice which was challenging for me. Those experiences helped me to hone my professional skills in nursing. During my current clinical placement, I came across a patient who had Type I respiratory failure and required an endotracheal tube. I have used emancipatory reflection to explain the whole scenario. Caring for and treating this patient came as a challenge for me. The first challenge I faced when I had to put the endotracheal tube on patients. Though intubation is done by physicians, nurses also need to know its procedure of application in times of emergency. I as a nurse felt it as a challenge to carry out the process accurately without causing trouble to the patients. This type of critical reflection is important for me as a nurse as it will help me identify forces that come in the way of caring for patients. This learning process will help me to increase my competency skills in my profession. Ema ncipatory reflection will help me to identify the mistakes I have done in my nursing practise, so that I can rectify it in the future. This section will explain what happened while carrying out intubation procedure on the patient. While preparing for intubation of the patient with the endotracheal tube, it was necessary for me to know about its procedure accurately. Since I was doing it for the first time in my clinical practice, so I was a little nervous whether I will able to put the endotracheal tube properly or not. The patient had hypoxia, and endotracheal intubation was required of her to check the patient's airway problem. A patient who requires mechanical ventilation is intubated with the endotracheal tube for the short period. For long term use tracheotomy is needed for patients. Endotracheal intubation is necessary to improve airway obstruction, hypoventilation, cognitive disorder and cardiac arrest. As a registered nurse I need to have proper knowledge of handling intubation equipment and medications given before applying it. This skill will only help me in responding quickly when emergency situations com e in the clinic (Bahar et al., 2015). Physicians have the responsibility of inserting endotracheal tube. But I also had many roles in this procedure. Since the patient was in respiratory distress, I had to put bag valve mask and attach the patients to pulse oximeter. It was necessary for me to coordinate the entire task with my physician and other nurses involved. I assisted in preparing the laryngoscope; other nurses checked vital signs of patients. Certain premedications are given intravenously, but I was not getting access to patients veins. My senior nurse taught me how to insert a line. I had to position the patient properly so that the physician could insert the tube comfortably. I had to prepare sedative medication in correct amount immediately as it is given 2-3 minute prior induction (Padilha et al., 2015). Everything had to be done quickly and accurately. Though I faced problem in the beginning, it was empowering me when I realized that how significant my role was in the process. I had to prepare the laryngosco pe and bulbs and check that it was working properly. The most critical part was assisting the physician during insertion. I had to inflate the cuff to the desired pressure using a syringe and check the position of the tube. The task was not over here, after intubation I had to check its steadiness by using tape. I had to monitor pulse oximeter and check if both chests were rising equally. The final act was to attach the patient to the mechanical ventilator. The physician then adjusted the ventilator setting according to patients response (Bernhard et al., 2012). The intubation procedure was not the end of my responsibility. Now I had to take care of the patient with an endotracheal tube. I had to check patients respiratory status after every two hours and check oral mucosa for signs of redness and inhalation. Such patient has a risk of tracheal necrosis, so I had to monitor cuff pressure regularly to maintain it to 20 to 25 mm Hg (Chuo et al., 2014). Another challenge was communicating with the patient and their family to convince them about the need for the endotracheal tube. The patient family was a non-English speaking family. Language came as the first barrier in explaining them things. Anyhow, I managed to explain them in their language that the patients breathing were deteriorating, and intubation was the only method to improve her airway clearance. When they realized that it will bring relief to the patient then only they gave consent for the process. Before carrying out the procedure I had to prepare the patient for the intubation process. It told her about what will happen. The patient felt nervous about it, but I managed to calm her down. Fortunately, everything went well for the patient and me. I felt overjoyed to overcome the challenges and perform my duty efficiently (O'Hagan et al., 2014). Now I will explain my practical experience of communication with the medical team during the process. This experience made me realize that appropriate communication is paramount in intensive care unit. Any wrong instruction taken can risk patients life. I was very nervous, but I did not show it in my body language. NO one realized my inner state of mind, and I collaborated with the medical team according to the instruction. I made sure that I took prompt action at their orders and implemented everything according to strict professional requirements. I analyzed the risk versus benefit of my smallest mistake during the procedure. This made is extra-conscious and acts responsibly. I had heard about cases where miscommunication between team members risked patient life and created chaotic situations. This experience made me aware of the kind of communication skills required in communicating with the medical team (Russ et al., 2013). I realized that though development in drugs and technology is crucial in critical care, a best practice is reflected in non-technical skills too such as communication skills. This intubation procedure gave the opportunity of learning advanced communication skills in my profession. I came to know that when the medical team makes defined treatment goals, then a lot of time is saved in ICU. Everything moves there at a fast pace but with accuracy to avoid any clinical mishap. There were some instructions which I could not understand, but I made it sure to clarify it immediately to prevent medical disputes. I either took help from senior nurses or asked them apparently in the case of any doubt (O'Halloran et al., 2015). Each and every involved medical staff received precise verbal and written clinical information in IC. I am very proud of my profession of nursing. I felt good that I will contribute in giving relief to patients in discomfort. I also made sure to give psychological comfort to the patient (Schmutz Manser, 2013). So after intubation process, I communicated with the patient via spelling board, electronic aids and icon charts. I tried my best to understand patients mind and what is disturbing her or making her uncomfortable. I tried to make the patient calm by caring attitude and telling the patient how his breathing has improved after intubation. This section is about emancipatory reflection. I exercised my power as the nurse to handle the patient undergoing intubation. Though I wanted her consent in everything, but there are some medical nuances which patient dont understand but which is necessary for the patient. So I did not listen to her unreasonable demands. Initially, the patient did not want to undergo the process by any means; I had to be strict then. I made her aware of the consequences of what will happen to her if she does not undergo the process. When the patient realized it may risk her severely then only, she agreed to it. The patient was afraid of all the injection that I had to administer it to her by diverting his/her attention somehow (Bradley, 2015). During my nursing course study, I had learned about fundamental nursing values such as understanding human dignity, integrity, social justice and passion for caring people. Nursing is all about developing empathy and connection with people. I empowered my nursing value of understanding and connection with patient efficiently. I regularly monitored the patient and asked her frequently about any problem that she was facing after intubation. I made sure to make small conversation with the patient after regular intervals to develop a rapport with the patient and distract them from the health-related distress (Brooks, 2015, January). I realized that maintained equity between medical staff enhanced the quality of medical care. This equity is achieved by educating each staff about the attitudes and practice necessary while working in the team. Effort and contribution of each member are valued. The collective effort of all staff members together helps in achieving the high standard of care. Each employee is made aware of risk involved in the care and how to make efforts to minimize the possibility. Individual patient safety and cultural safety is a priority for them. Healthcare Organization also plays a role in delivering equity to staff members. They regularly develop new practice guidelines and policy to provide equity-oriented care, improving care process and giving positive health outcomes (Betancourt et al., 2014). From the above critical reflection of the intubation procedure, I can conclude that nursing job required a lot of patience as well as attentive and caring attitude. I realized that during intubation procedure, I have to be very attentive and respond to the physicians order immediately. So in the future i would like to carry out the procedure more efficiently. Though initially I may be lacking in some aspects, but in the future, I will develop my skills of carrying out complex clinical procedure as well as communicating with patients. I will bring new changes in my practice so that I could satisfy both my patients as well as my health care team where I work. My goal is to be renowned as a skilful nurse who values her patient's life, and I will try to bring all my nursing knowledge into practice in real situations. Reference Bahar, ., Elay, G., Cokun, R., Gndoan, K., Gven, M., Sungur, M. (2015). Complications of Endotracheal Intubation in the Intensive Care Unit: A Single-center Experience after Training.Correspondance. Bernhard, M., Mohr, S., Weigand, M. A., Martin, E., Walther, A. (2012). Developing the skill of endotracheal intubation: implication for emergency medicine.Acta Anaesthesiologica Scandinavica,56(2), 164-171. Betancourt, J. R., Corbett, J., Bondaryk, M. R. (2014). Addressing disparities and achieving equity: cultural competence, ethics, and health-care transformation.CHEST Journal,145(1), 143-148. Bradley, H. (2015). Self-Determination, End-of-Life Decisions, and the Role of Nurse Practitioners.Creative nursing,21(1), 11-14. Brooks, B. A. (2015, January). An Emerging Role: The Nurse Content Curator. InNursing forum(Vol. 50, No. 1, pp. 51-54). Chuo, J., Aftab, S., Heimall, L., Soorikian, L., Provost, L., Ades, A. (2014). Impact of team building using a novel technique (planned experimentation) to standardize endotracheal tube taping practice in the NICU.Journal of Hospital Administration,3(5), p135. O'Hagan, S., Manias, E., Elder, C., Pill, J., Woodward Kron, R., McNamara, T., ... McColl, G. (2014). What counts as effective communication in nursing? Evidence from nurse educators' and clinicians' feedback on nurse interactions with simulated patients.Journal of advanced nursing,70(6), 1344-1355. O'Halloran, R., Worrall, L., Hickson, L. (2015). Environmental factors that influence communication between patients and their healthcare providers in acute hospital stroke units: An observational study.International Journal of Language Communication Disorders, 1-18. Padilha, K. G., Stafseth, S., Solms, D., Hoogendoom, M., Monge, F. J. C., Gomaa, O. H., ... Nogueira, L. D. S. (2015). Nursing Activities Score: an updated guideline for its application in the Intensive Care Unit.Revista da Escola de Enfermagem da USP,49(SPE), 131-137. Russ, S., Rout, S., Sevdalis, N., Moorthy, K., Darzi, A., Vincent, C. (2013). Do safety checklists improve teamwork and communication in the operating room? A systematic review.Annals of surgery,258(6), 856-871. Schmutz, J., Manser, T. (2013). Do team processes really have an effect on clinical performance? A systematic literature review.British Journal of Anaesthesia, aes513.

Portfolio Instructions Essays - Education, Knowledge, Writing

Portfolio Instructions English 101 Fall 2016 Overview As part of an ongoing assessment of a student's ability to progress as a writer, each student enrolled in English 101 will submit a portfolio of work at two separate times. The first submission will be a work-in- progress to be turned in along with the Midterm. The second submission will be the final submission, to be turned in along with the Final. The portfolio assignment is worth 15% of the student's final grade. Expectations Students must write an essay specifically for the portfolio that will introduce the portfolio to their readers and demonstrate that they have achieved the required competencies of the course. Students should write a reflective essay in which they argue for their accomplishments on the writing tasks listed below, using their compositions as evidence. This essay is typically read first, giving the readers of their portfolio insight into their thinking about their writing. Students will have chosen the work and provided some information about the assignments, but only they can explain how their portfolio demonstrates their accomplishments as a writer. This essay will not count toward the total number of pages (10-30) or papers (3-5) for the portfolio itself. Other Requirements 1. At least three compositions that illustrate work in more than one genre (ex. a proposal, a profile, a narrative, an academic argument, etc) which are preceded by an introduction explaining the assignment and why the student chose to include it in the final portfolio. 2. At least one composition that demonstrates the student's ability to use writing for reflections. 3. At least one composition that demonstrates the student's ability to use writing for explanation. 4. At least one composition that demonstrates the student's ability to use writing for analysis. 5. At least one composition that demonstrates the student's ability to use writing for persuasion. 6. At least one composition that demonstrates the student's ability to use write according to an audience. 7. At least one composition that demonstrates the student's ability to integrate their own writing with the writing of others, effectively using appropriate sources, properly documented. 8. At least one composition that demonstrates the student's ability to articulate and support a thesis-driven argument. 9. Evidence of engaging in the writing process through multiple drafts. 10. Evidence that the student has worked collaboratively with peers. 11. Evidence that the student can edit their work for mechanical errors to the extent that, while perhaps not "perfect", surface features of the language do not interfere with communication. Advice Do not panic! Some essays can count for multiple requirements, and we'll make sure each requirement is covered. To help, keep EVERYTHING we write, not just final drafts. Also, keep anything that has received peer or instructor feedback. Keep these in a folder that you can bring with you every day.

Abusive Husband essays

Abusive Husband essays The Abusive Husband An Approach to intervention by David Currie was written primarily for service providers who are undertaking to provide service to abusive husbands and partners. The purpose of this manual was to provide information and direction for designing and implementing an intervention program for abusive husbands which emphasizes the safety and protection issues for the woman. The article discussing the following themes: The women may have to leave the relationship for the reasons of safety and protection. They do not want the marriage to end rather the violence. The mens treatment programs began in the 70s. The manual discusses those frameworks that are currently in use and also points out the draw back related to some of them. What framework does the mens program use? Psychological problem based framework The manual argues that reducing wife assault to a pshchological problem, ignores the social context in which violence occurs. This model consists of three overlapping sets of casual and perpetuating factors that reflect the view of wife assault, which are: Attitudes, values regarding women Ineffective counseling resources The manual discusses how programs should be devised. The programs should consist of an assessment phase. This phase is important because it will provide the facilitators with the relevant information needed to deal with the underlying issues of abuse. After the assessment, the manual talks about the breakdown of ten sessions. It is an ongoing group program. It is a very well written manual. The manual describes in detail the differences between frameworks that only deal with psychological reasons for abuse in contrast to programs that deal with the reasons of abuse from a social context. The manual goes in depth about the psychological profile of an abuser. Finally it breaks down in ...

Catherine A Mackinnon`s Only Words

She says Protecting pornography means protecting sexual abuse as speech, at the same time that both pornography and its protection have deprived women of speech, especially speech against pornography (MacKinnon, 9). MacKinnon argues this bye explaining defamation and discrimination, racial and sexual harassment, and equality and peech. Women are sexually abused for the making of pornography. Torture, rape, hot wax dripping over nipples, and murdering women are the tools to produce a product of evil. Literature is the description of these crimes against humanity (emphasized) and cameras are proof of these crimes. On the assumption that words have only a referential relation to reality, pornography is defended as only words-even when it is pictures women had to directly used to make, even when the means of writing are womens bodies, even when a women is destroyed in order to say it or show it or because it was said or shown. MacKinnon, 12) However, assuming words are only a partial relation to reality would mean we would have to reconsider what reality is. Our wedding vows such as I do would be meaningless and a jury could never return a verdict that is only partial to reality. These words are treated as the institutions and practices they constitute, rather than as expressions of the idea they embody (Mackinnon, 13) Therefore, if these words of pornography are only words, dont they institutionalize rape Since pornography is rape on women. Pornography is protected by the First Amendment as free speech, but why Because he pornographic materials are construed as ideas, and the First Amendment protects ideas. Pornography is commonly brushed of as some product of fantasy for those who buy it. But what about the women who were tortured to make it. Also it is brushed off as simulated. This means that the pain and hurt the women are feeling is just acting. Put a little music and a smile here and there to cover up the pain, and you are portraying to and giving pure pleasure for those who buy the product. Just like fantasizing a death, how do you simulate a death But discarding pornography as a representation is the most frequent excuse. But how can a murder be justified on terms of representation (MacKinnon, 27,28) . When one fantasizes about murdering another person, this is premeditation of murder. If he were to express this idea, he would be heard as expressing a threat and penalized. For the obvious reason, publications that are how to guides on murdering people are not protected speech. I believe Pornography is the catalyst for premeditation of rape. Pornography flicks are how to guides for rape. So why are they legal His idea is protected, and further more is his threat of Im gonna *censored* her, because both are seen as antasy, but why isnt murder seen as fantasy Murder is the loss of ones life, but so is pornography when women have been killed to produce it. Pornography is proven to be addicted. When somebody is addicted to premeditating rape, its only a matter of time before his addiction of premeditation becomes a solid plan. Sexual or racial harassment has been suggested to only be made illegal if only directed at an individual and not a group. The idea seems to be that injury to one person is legally actionalble, but the same injury to thousands of people is protected speech.. MacKinnon, 51) This would be disparate impact which involves employment practices that are facially neutral in their treatment of different groups, but that, in fact, fall more harshly on one group than another and cannot be justified by business necessity. (Lindgren Taub,167) Pornography is disparate impact on women, because of the sexual abuse, and ironically the disparate impact seems to be the business necessity. Under Title Sevens disparate impact treatment concept, pornography is illegal. I just have to prove it now) Also, is there not easonable harm (Wolgast, 432, Fem Juris) for a women to visit a place where men are watching a porno and premeditating her rape Is she not infringed on her First Amendment right to congregate with equal respect. The idea of pornography (pre meditated rape) does not allow her respect. It does not allow respect for women as a whole, living among men as a whole, who have the idea in their mind. Two groups, men and women, one who is premeditating rape against the other because of a purchased product, pornography, the catalyst to rape. Pornography clearly resembles the theory of Dominance. The important difference etween men and women is that women get *censored*ed and men *censored* women (MacKinnon, 499. Fem Juris) socially and constitutionally. This in turn renders them incapable of an individual self. When protected dehumanizing speech (pornography) is ramped in the market, subordination of women occurs. The more violent speech gets, it seems that more protected it becomes. The more pornography expands, the more protected it becomes. Therefore, the more pornography is produced, the more unequal women become, and there speech is less heard and reduced to Only words.. (MacKinnon) Women are then left to remain silent. Catherine A Mackinnon`s Only Words She says Protecting pornography means protecting sexual abuse as speech, at the same time that both pornography and its protection have deprived women of speech, especially speech against pornography (MacKinnon, 9). MacKinnon argues this bye explaining defamation and discrimination, racial and sexual harassment, and equality and peech. Women are sexually abused for the making of pornography. Torture, rape, hot wax dripping over nipples, and murdering women are the tools to produce a product of evil. Literature is the description of these crimes against humanity (emphasized) and cameras are proof of these crimes. On the assumption that words have only a referential relation to reality, pornography is defended as only words-even when it is pictures women had to directly used to make, even when the means of writing are womens bodies, even when a women is destroyed in order to say it or show it or because it was said or shown. MacKinnon, 12) However, assuming words are only a partial relation to reality would mean we would have to reconsider what reality is. Our wedding vows such as I do would be meaningless and a jury could never return a verdict that is only partial to reality. These words are treated as the institutions and practices they constitute, rather than as expressions of the idea they embody (Mackinnon, 13) Therefore, if these words of pornography are only words, dont they institutionalize rape Since pornography is rape on women. Pornography is protected by the First Amendment as free speech, but why Because he pornographic materials are construed as ideas, and the First Amendment protects ideas. Pornography is commonly brushed of as some product of fantasy for those who buy it. But what about the women who were tortured to make it. Also it is brushed off as simulated. This means that the pain and hurt the women are feeling is just acting. Put a little music and a smile here and there to cover up the pain, and you are portraying to and giving pure pleasure for those who buy the product. Just like fantasizing a death, how do you simulate a death But discarding pornography as a representation is the most frequent excuse. But how can a murder be justified on terms of representation (MacKinnon, 27,28) . When one fantasizes about murdering another person, this is premeditation of murder. If he were to express this idea, he would be heard as expressing a threat and penalized. For the obvious reason, publications that are how to guides on murdering people are not protected speech. I believe Pornography is the catalyst for premeditation of rape. Pornography flicks are how to guides for rape. So why are they legal His idea is protected, and further more is his threat of Im gonna *censored* her, because both are seen as antasy, but why isnt murder seen as fantasy Murder is the loss of ones life, but so is pornography when women have been killed to produce it. Pornography is proven to be addicted. When somebody is addicted to premeditating rape, its only a matter of time before his addiction of premeditation becomes a solid plan. Sexual or racial harassment has been suggested to only be made illegal if only directed at an individual and not a group. The idea seems to be that injury to one person is legally actionalble, but the same injury to thousands of people is protected speech.. MacKinnon, 51) This would be disparate impact which involves employment practices that are facially neutral in their treatment of different groups, but that, in fact, fall more harshly on one group than another and cannot be justified by business necessity. (Lindgren Taub,167) Pornography is disparate impact on women, because of the sexual abuse, and ironically the disparate impact seems to be the business necessity. Under Title Sevens disparate impact treatment concept, pornography is illegal. I just have to prove it now) Also, is there not easonable harm (Wolgast, 432, Fem Juris) for a women to visit a place where men are watching a porno and premeditating her rape Is she not infringed on her First Amendment right to congregate with equal respect. The idea of pornography (pre meditated rape) does not allow her respect. It does not allow respect for women as a whole, living among men as a whole, who have the idea in their mind. Two groups, men and women, one who is premeditating rape against the other because of a purchased product, pornography, the catalyst to rape. Pornography clearly resembles the theory of Dominance. The important difference etween men and women is that women get *censored*ed and men *censored* women (MacKinnon, 499. Fem Juris) socially and constitutionally. This in turn renders them incapable of an individual self. When protected dehumanizing speech (pornography) is ramped in the market, subordination of women occurs. The more violent speech gets, it seems that more protected it becomes. The more pornography expands, the more protected it becomes. Therefore, the more pornography is produced, the more unequal women become, and there speech is less heard and reduced to Only words.. (MacKinnon) Women are then left to remain silent.

Education, Theatre Design and Technical Essay Example | Topics and Well Written Essays - 1000 words

Education, Theatre Design and Technical - Essay Example As by means of all of the arts, theatre is very hard to assess. Over and over again, writers and those who spoke for myself to me mentioned that multifaceted activities such as drama and theatre cannot be assessed with existing standardized, multiple choice, norm-referenced profitable tests. Technical and superficial aspects of theatre (speaking loud enough, facing downstage, etc.) can be measured objectively. Original aspects such as the difficulty of character, plot innovation, and compassion to time and space are much harder to measure. Cecily O'Neill et al. note that linking to others, postponement of disbelief, and making aid to the work, gaining insight, and height of language and understandings all need to be noted in student development in theatre. There are extremely little experience crossways the broad educational world of ways to assess these cognitive and affective domains. A central danger in evaluating student progress in theatre lies in the temptation to assess only t he technical and real and to ignore or diminish the original and artistic aspects (Racine, S. J., 2001, 31-41). On the surface, it appears that little or nothing has happened or is happening in the field of assessment in theatre education. No books have been written, ERIC cites only two articles, and classroom teachers seem uninvolved with the issue. Scratch the surface, however, and it is a different matter. For years, theatre educators have been using methods of assessment that are only now being explored by educators and researchers in other fields. As well, a flurry of activity is happening in theatre-education assessment (Raskin, J. 2000). In order to discover the current status of assessment in theatre education, the American Alliance for Theatre and Education (AATE) selected "Assessment" as the title of the primary file it would expand for its newly establish a national database. This file attempts to bring together and make accessible a list of as many identified sources as possible on appraisal and evaluation for theatre in education in the United States at the present time. It comprises books, articles, conferences, unpublished studies, conferences on arts assessment, and researchers in the field as well as related materials from linked fields and other relevant information. Each item was checked by an AATE researcher and is interpreted.

Chinese Economy Case Study Example | Topics and Well Written Essays - 750 words

Chinese Economy - Case Study Example China has embraced SEZs because of their varied economic activities (Wei, 47). They embrace a number of economic activities including manufacturing, tourism, real estate development, agriculture and commerce. EPZs and SEZs are different in that EPZ are industrial estates whilst SEZ are industrial townships with fully developed infrastructure. Other differences include; there is no minimum export performance stipulation for SEZ units unlike EPZ and retention of a hundred percent export earnings by SEZs which are restricted to seventy percent in EPZs. Custom and central expurgate processes are simplified in SEZs, and EPZs are usually found in countries with a market economy whereas SEZs are located in transition economies. There are a number of similarities between them which may include among others; conditions under which EPZs and SEZs operate are almost the same, tax exemption is given to investors, they cover large tracts of land, both contribute to the overall economy of the country and offer employment to thousands of residents. Lianxiang Company (Lenovo) was founded in 1984 in Beijing. Then, there were over 100,000 personal computers in China. Lianxiang Company's most crucial initial success was to recognize the importance of coming up a Chinese character computer system permitting 1.3 billion Chinese to enter the computing age. Using the brand name Legend, Lianxiang enabled the conversion of English software into Chinese characters. It later changed its name to Lenovo. Lenovo owes much of its achievement to its ability of establishing a legal domicile and increasing its capital in Hong Kong. Lenovo got its initial finances from the Chinese Academy of Sciences but from then it on secured all of its investments from Hong Kong. In 1988, it received US $116,000 from the Hong Kong-based Corporation, China Technology to invest in a joint venture and later went public on the Hong Kong Stock Exchange. To that extent, Lenovo became a Foreign Invested Enterprise (FIE). As an FIE, Lenovo was capable of operating in greater regulatory space and with more autonomy. Chinese laws then provided a more liberal operating space for foreign-registered companies. It should be noted that Lenovo is ran and managed by Chinese but co-owned by foreign investors (Shan and Elfring 74). Lenovo's story illustrate an astounding period in China's modern history as an era of authoritarian, economic and political policies which gave way to a friendlier economic systems. Lenovo is often publicized as a product of China's unusual business environment. In 2004, Lenovo acquired IBM, proving a positive of China's fertile entrepreneurial environment and rising competitiveness. World-sourcing is the secret behind the success of Lenovo. Lenovo believes not in outsourcing but world-sourcing. Another reason for Lenovo's success is that their products persistently aim to provide the best services to their consumers. 3. Explain the concept of comparative advantage between two countries. Comparative advantage occurs when a nation has a margin of superiority in the

Hamlets Moral Nature Leads to Death Essay Example for Free

Hamlets Moral Nature Leads to Death Essay While rambling on about vengeance, the senseless prince Hamlet utters â€Å"I, his sole son, do this same villain send to heaven. O, this is hire and salary, not revenge†¦ or about some act that has no relish of salvation in’t; then trip him, that his heels may kick at heaven, and that his soul may be as damn’d and black† (3. 3. 77-95). This soliloquy is significant as it shows Hamlet’s intentions when he must delay his murder purposes to a specific time frame where Claudius is acting corrupt because then the King’s soul will descend into hell. Moral relativism is also evident when the melancholic prince moans â€Å"To be, or not to be: that is the question; whether ’tis nobler in the mind to suffer†¦ To die, to sleep;† when contemplating life and death (3. 1. 57-61). This unique proclamation further explains why Hamlet is incapable of murder because he is afraid of what lies after death, particularly hell and purgatory. For these reasons, religion is a main virtue of Hamlet’s moral nature leading his incompetence in seeking retribution on King Claudius. Another unambiguous quality in the Prince’s moral nature that leads to the dispose of Claudius is procrastination. While in the castle, the insane Dane Hamlet sadly proclaims â€Å"Thus conscience does make cowards of us all, and thus the native hue of resolution is sicklied oer with the pale cast of thought, and enterprises of great pitch and moment with this regard their currents turn awry, and lose the name of action† (3. 1. 84-88). This declamation clarifies Hamlet is troubled by his  over scrupulous conscience which prevents him from immediately avenging his fathers murder. After finishing conversation with the Captain, the impractical prince Hamlet boldly states â€Å"How all occasions do inform me against me, and spur my dull revenge! What is man†¦O, from this time forth, my thoughts be bloody, or be nothing worth! † when realizing now is the time for him to act (4. 4. 31-65). Hamlet finally recognizes that he has held out his revenge for too long and must act on it after seeing Fortinbras’ army sacrificing money and men to get back a worthless piece of land just for honour. In due course Hamlet’s procrastination eventually leads to his death in the end. If it is not for the Danish Prince’s moral nature of procrastination, he could have very well avoided death by acting on his deed to his father. Last, the most important moral virtue that the saddened prince portrays is indecisiveness. When deciding whether or not to fulfill his revenge for his deceased father, Hamlet confidently declares now whether it be, bestial oblivion, or some craven scruple, of thinking too precisely on th event a thought which, quarterd , hath but one part wisdom   and ever three parts coward I do not know why yet I live to say this things to do ,sith I have cause , and will and strength , and means  to do. 4. 4. 39-44) This decision further describes that Hamlet is indecisive about when he must carry out retribution for his forbearer. Indecisiveness relates to both religion and procrastination qualities as well. Hamlet pronounces â€Å"I, his sole son, do this same villain send to heaven. O, this is hire and salary, not revenge†¦ or about some act that has no relish of salvation in’t; then trip him, that his heels may kick at heaven, and that his soul may be as damn’d and black† when determining when Claudius should be slain and go to hell (3. . 77-95). Not only religious virtues are apparent but also indecisive traits. Indecisiveness is evident while Hamlet needs to decide at what specific point in time to achieve his goal of retaliation. When speaking to himself in the castle, the melancholic prince sighs â€Å"Thus conscience does make cowards of us all† (3. 1. 84). Even though procrastination is evident in Hamlet’s speech, indecisiveness can be found as well. Indecisiveness is present in Hamlet’s speech because he is contemplating on his own life and death. For these examples, indecisiveness is in the Danish Prince’s moral nature that affects his ability to seek payback for his father. In conclusion, moral relativism, procrastination and indecisiveness are the three vital virtues that insane Prince carries. These traits prove the reoccurring theme that the need for revenge can consume you. Hamlet’s moral nature is the reason why he is unable to seek vengeance for his father immediately and if the insane Dane had taken action and fulfilled his assassination on Claudius instantly, Prince Hamlet’s fate would have ended better. Works Cited Shakespeare, William Hamlet.

Essay --

Throughout The Pearl, by John Steinbeck, the themes of greed and prejudice are greatly expressed, from the beginning with the unjust doctor to the suspenseful end of the supposed ‘Pearl of the World.’ It is amazing, that even in a timeless story as this one, these harsh realities still haunt their world. It could take place yesterday, today, or tomorrow, but the point is that one cannot revert the world to one way of thinking, that is why greed and prejudice still exist. One can try as hard as they want but there are going to be those who are stubborn, of hard will, and those who believe their thoughts are right. I want to show that these themes go far beyond this parable and apply to the world we live in. Those who are prejudice exist around the world; there are those whom think higher of themselves, those whom think lower of others. It could be a small subconscious thought incriminating another peer at school of being a nerd because they are studious or carry other traits one would associate with this word; this, something as small as this, is prejudice. There are those who walk ...

English and Vietnamese Adjective Phrases.

PART A: INTRODUCTION 1. Rationale. Nowadays, English is the most widely used in the world and plays an important role together with the development of society and technologies. English is not only the effective means of communication but also show its progressive effects in many aspects of life. Practically, study on the similarities and differences between the two languages and cultures English and Vietnamese has been one of my concerns. It is clear that there are many differences between the two languages of as those in grammar, lexicology, translation, phonetic and so on.However there still exist plenty of similarities and differences between English and Vietnamese that can be demonstrated contrastive analysis. When choosing the subject for the assignment, I put much attention to adjective phrases because this field may make me confused. I hope that this study help me as well as other learners will understand adjective phrases in English and Vietnamese thoroughly. 2. Aims of the s tudy. My research aims at. : + Giving theoretical background of English and Vietnamese adjective phrases. Analyzing of the word order in English adjective with Vietnamese equivalence + Presenting some difficulties faced by Vietnamese learners of English in adjective phrases and 3. Scope of the study. During the study process, I have been attracted by adjective phrases. Because of time allowance and knowledge, I cannot cover all its constructions, functions, etc. but only focus on orders, and I introduce some similarities and differences of adjective phrases between English and Vietnamese for the research. PART B: DEVELOPMENT I. Literature Review I. 1.Definition of Adjective phrase : I. 1. 1. English Adjective phrase According to Quirk et al. (57) and Greenbaunm (32), an adjective phrase is a phrase with an adjective such as big or happy as its head. Within the adjectives phrase, the adjective may be pre-modified (too careful) or post-modified (afraid of ghost ) or both of premodifed and post modified (too cold to swim, extremely afraid of ghost). The structure of the typical adjective phrase is shown at the following figure. The parenthesis indicate the optional elements. [pic] Eg. I am tired head The room is full of smoke ead postmod. The bus is very slow to set off premod. head postmod. I. 1. 1. Vietnamese Adjective phrase According to Di? p Quang Ban (5) and Nguy? n Tai C? n (10), a Vietnamese adjective phrase is a phrase in which there is an adjective as a head. For example: t? t, v? n r? t t? t, r? t t? t, t? t qua. Like English adjectives, Vietnamese adjectives have the ability to combine with modifiers which are divided into two parts: modifiers preceding the head are called premodifiers, whereas those following the head are called premodifiers.In Vietnamese adjective phrases, some modifiers can appear both before and after the head. eg. xinh qua, qua xinh, c? c k? t? t, t? t c? c k?. Like the structure of noun phrases and verb phrases, the full constru ction of an adjective phrase consists of three components : a head, premodifier, and postmodifer and the short construction may consist of one component (a head) or two components (a head and premodifier or a head and postmodifier). The structure of the typical Vietnamese adjective phrase is in the following figure: premodifier(s) + head + postmodifier(s) I. 2.Adjective phrases and their orders I. 2. 1. Word order through syntactic functions of English adjective phrases According to Greenbaum (32) Adjective functions have two main functions: premodifier of a noun (attributive function) and subject predicative(subject predicative function). Eg. : – premodifier of a noun (attributive function): My cat is a very curious cat. – Subject predicative(subject predicative function). : My sister is very pretty Besides, There are some other functions of adjective phrase: – Object predicative function: They are going to paint their house pink Postmodifier of a pronoun : Sha ll we go to somewhere cool? – Postmodifier of a noun I don’t mean to make my wife sad – Nominal adjective: You should confuse the Chinese and the Japanese – Complement of a preposition he did not come back home till late last night. a. Word order in attribute function: – When they come before nouns, they occur in the following order: a (adjective) + b (noun) Eg. : Barack Obama is a extremely strict president a + b As the example shows, adjective phrases used in premodification are usually either one word phrase. When they come after nouns, they occur in the following order: b (noun) + a (adjective) Eg. : I am thirteen years old b + a Anyone intelligent can apply for the job b + a Barack Obama was the president elect. b + a b. Word order in predicative function In adjective phrase, an adjective not only occurs in attributive position, it can also appear in predicative position as subject complement after linking verbs like be, seem, appear, especial ly the verbs of sense taste, look, smell, etc. There is a copular relationship between subject and subject complement.The word order can be formalized as: a (subject) + b (linking verb) + c (adjective) Eg: The cake tastes sweet a + b + c Your perfume smells musky a + b + c That music sounds beautiful a + b + c She seems innocent a + b + c I. 2. 2. Word order through Syntactic functions of Vietnamese Adjective phrases a. Word order in Attributive function In Vietnamese adjective phrases, adjective in the attributive function often follow the noun they modify according to the order: a (noun) + b (adjective) (noun) + b (modifier) + c (adjective) a (noun) + c (adjective) + b (modifier) Eg. : Lan da nau c? a co ? y v? n cu? n hut toi = Her brown skin still attracts me Do la bu? i sang mai th? t d? p = That is a very nice early morning M? t chi? c vay l? a Ha Dong th? t d? p a + c + b + d M? t chi? c vay c? a Ha Dong b? ng l? a th? t d? p a + b + c + d M? t chi? c vay l? a th? t d? p c? a Ha Dong a + c + d + b M? t chi? c vay th? t d? p b? ng l? a c? Ha Dong a + d + c + b b. Word order in Predicative Function In Vietnamese adjective phrases, adjectives can directly function as predicative like verbs and the order can be formalised as : a (subject) + b (adjective) Eg. : B? phim th? t hay = The film was very interesting a + b When Vietnamese adjectives are in the predicative function, they can combine with the criteria of verbs. These are : + aspect-time maker: da, s? , t? ng, con, chua, etc. a (subject) + b (aspect-time maker) + c (head) Eg. : Co ngu? i toc da b? c pho + b + c II. Contrastive analysis of the word order in English adjective with Vietnamese equivalence It is obvious that both English and Vietnamese are analytical languages but they belong to different linguistic typologies. English is an inflectional and analytical language, whereas Vietnamese is a typical isolating and non-inflectional language. Therefore, apart from the similarities which do not caus e difficulties for learners, there are many differences between English and Vietnamese adjective phrases and their orders which can cause a variety of problems (errors and confusion) for learners.So, I will go deeply into the differences only and I think comparison might be the best way to identify the differences in the word order in English and Vietnamese adjective phrases. The following comparison will focus on the differences in : 1. Word order through syntactic functions of adjective phrases 2. Word order in premodification of adjective phrases 3. Word order through basic degrees of comparison II. 1. Word order through syntactic functions of adjective phrases In terms of main syntactic functions, most English and Vietnamese adjectives can be used both attributively and predicatively.When adjective function attributively, they attribute to a quality or characteristic to what is denoted noun they modify. However, there are differences in the word order in the English and Vietname se adjective phrases through their syntactic functions. II. 1. 1. Word order in Attributive function |he is a very generous man |Anh ? y la m? t ngu? i hao phong | |Premod. + N |N + postmod. | |English is a rather difficult subject |Ti? ng Anh la m? t mon h? c kha kho |Premod. + N |N + postmod | From the above examples, it can be seen that both English and Vietnamese adjective functions as attribute of nouns, i. e. in attributive function, and they do not vary in form to agree with nouns. However, in the attributive function, English adjectives are used as premodifier of the noun, i. e. they come before the noun and appear between the determiner and the head of the noun phrase, whereas Vietnamese adjectives share the same character in that they often function as postmodifier, i. . they come after the noun. This is an important difference between the two languages. II. 1. 2Word order in predicative function The following examples show the difference in the word order of adjective ph rases in predicative function. Eg. : |Lan is very pretty and intelligent |Lan r? t xinh d? p va thong minh | |intensive V. Adj. + Adj. |Adj. + Adj. | |I don’t like living in the house because it is so |Toi khong thich s? ng trong ngoi nha do vi no b? n th? i va t? tam | |dirty and dark |Adj. + Adj. | |intensive V. Adj. + Adj. | | Apart from the attributive function, both English and Vietnamese adjectives can also be used predicatively. However, in English, when adjectives function as predicate they are used after an intensive verb â€Å"be†. Unlike English adjectives, Vietnamese adjectives play the predicative role directly without the linking verb â€Å"be†, i. e. in this function, Vietnamese adjectives are used to complete a sentence without any verbs or verb phrase.On the contrary, English adjectives can never function as verbs. In a sentence, they must follow a verb or a verb phrase. Moreover, when we translate from English into Vietnamese, we often meet a great number of disyllabic adjectives in Vietnamese. For example: xinh – xinh x? n (beautiful) kho – kho khan (difficult) ch? m – ch? m ch? p (slow) g? n – g? n gang (tidy) Generally, these disyllabic adjectives are formed from monosyllabic adjectives. Whether using monosyllabic or disyllabic depends on the habit of the Vietnamese Eg. : It is clear that he is quite slow Ro rang r? ng anh ? y kha ch? ch? p The weather makes me feel tired Th? i ti? t lam cho toi c? m th? y m? t m? i Furthermore, almost all Vietnamese monosyllabic adjectives can be used repeatedly to diminish the characteristics or levels. And these are typical features of Vietnamese adjectives which we do not find in English, for example; I felt cold (Toi c? m th? y lanh l? nh). Unlike English adjectives, in Vietnamese, some adjectives can combine with nouns â€Å" adjective + noun† to form the group of state adjectives to express the state of the characteristics. For example: My mo ther is a very careful and helpful womanM? c? a toi la m? t ngu? i ph? n? c? n th? n va nhi? t tinh These group of words have metaphoric meaning and can function as predicate and attribute. Here are some groups of words which are frequently used: nong tinh(hot-tempered), d? tinh(easy-going), t? t b? ng(knid-hearted), sang d? (clever), dung c? m (brave), etc. However, when the order of the groups of words is inverted, the metaphoric meaning disappears. Besides, in Vietnamese, the structure: â€Å"ma + adjectives† is used to strongly express the objection to an opinion, a remark just made by the speaker.This structure is only applied the peers or inferiors Eg. : Is Nam really friendly? Anh Nam ma than thi? n a? Generally, in languages, the positive sentences have the positive meaning, but in Vietnamese, when â€Å"ma† precedes adjectives in the sentence, the sentence has the negative meaning. The sentence â€Å"Anh Nam ma than thi? n a? † (Is Nam really friendly? ) means â€Å" Nam is not friendly† Another feature of Vietnamese adjectives which does not exist in English. That is, adjectives that precede â€Å"ra, len, di l? i† to form compound words or the group of words turn into verbs or have the character of verbs.In Vietnamese, the pattern: â€Å" adjectives + ra/len/ di/l? i† is used to express the development of character, state of things or people. When these words combine with adjectives, they often imply the presupposition and have the opposite content, for example when we say: â€Å" Lan d? o nay trong xinh ra†. It implies that Lan is more beautiful than before. In Vietnamese, the sense of positive uses the pattern: â€Å" adjective + ra/len†. In English, this structure is expressed by Intensive verb + adjective with the comparative meaning. |The earth is becoming warmer |Trai d? t dang nong d? len | |Vintensive + Adj |Adj + len | II. 1. 3. Word order in premodification of adjective phrases In th is section, we will discuss and analyse the differences in the word order in premodification of English and Vietnamese adjective phrases in detail through translation Eg. : |I am very glad to meet you |Toi r? t vui m? ng du? c g? p anh | |Intensi. + Adj |Intensi. Adj | |The tigers are very big and savage |Nh? ng con h? ?y to l? n va hung d? l? m | |Intensi. + Adj + adj |Adj + adj+ Intensi. | |She is very nervous before each exam |Co ? y da qua lo l? ng tru? c m? i k? thi | |Intensifier + Adj |Intensi. + Adj | |I am very remorseful and disappointed |Toi th? an h? n va th? t v? ng qua | |Intensifier + Adj + Adj |Adj + adj+ Intensi | Through the above examples, it should be noted both English and Vietnamese adjectives serve as the head of adjective phrases. Adjective phrases may contain only an adjective as the head, or two components; the head and premodifier or the head and postmodifier. Both English and Vietnamese adjectives are premodified chiefly by adverbs. Generally, premodi fiers are intensifiers.In English, they are very, extremely, rather, a bit, quite, etc. and in Vietnamese, they are r? t, r? t la, qua, th? t, c? c k? , hoi, etc. However, there are some differences in the order of the adverbs denoting degrees in the two languages. In English, these adverbs are followed by adjectives while in Vietnamese, they can occur both before and after adjectives. For instance, in Vietnamese, the adverbs : â€Å"r? t, qua, l? m† are used to indicate the highest degree of the personal or non-personal characteristics and they are the same meaning but different in usage.All of them can be translated as â€Å"very† besides, â€Å"qua, l? m† may be translated as â€Å"too† and â€Å"so† in English. These examples also show that the word order of adverbs of degree â€Å"very† in English and â€Å" r? t† â€Å" r? t la† in Vietnamese is the same, i. e. they occur before adjectives. However, â€Å"very† and â€Å"r? t† are often used in written language, whereas â€Å"r? t la† is often used in spoken language. But when â€Å"very† is used as â€Å" l? m’ or â€Å" qua†, the word order us absolutely different. â€Å"L? m† in Vietnamese must be preceded by adjectives and it is often used in spoken language.Contrary to â€Å"l? m†, the word â€Å"qua† may occur before or after adjectivels in spoken language to express an exclamation. Also â€Å"c? c k? , tuy? t, th? t† may occur before or after adjectives. However, the words â€Å" qua, c? c k? , tuy? t, th? t† often appear after adjectives, therefore, when they are used before adjectives, they are often used with the meaning of emphasis or assessment. Unlike English adjectives, Vietnamese adjectives can play the predicative role directly, so they can combine with the aspect-time criteria of the verbs such as da, dang, s? , v? n,c? con and it is a typical feature of V ietnamese. This combination expresses the relation between the characteristics and time. These characteristics are based on the sense of native speakers and they exist like the form of the state. In short, modifiers: da, dang, s? , v? n, c? , con not only express grammatical meaning but also the purpose of the statement and the relation between a speaker and reality. In Vietnamese, in certain situations of the sentence, these meanings will be distinguished. Eg. : |They were very successful |H? a r? t thanh cong | |Vintens. + Intensi. + Adj |time-maker + intens. + adj | |Our country is different now |D? t nu? c c? a chung ta da khac xua | |Vintens.. + Adj |time-maker + adj | |After the wedding, She is very happy |Sau l? cu? i, co ? dang r? t h? nh phuc | |Vintens. + Intensi. + Adj |time-maker + adj | |I hope that you will be comfortable |Toi hy v? ng la b? n s? c? m th? y tho? i mai | |Aux. + Vintens.. + Adj |time-maker + adj | |My wife was still angry |V? toi v? n con gi? | |Vinten s.. + Adv + adj |time-maker + adj | From these, we can see a very remarkable structural difference: In English, aspect-time categories are indicated by the forms of the verbs, whereas do not Vietnamese do not have the category of time and the meaning of the time is indicate by supporting words: da, dang, s? , v? n, c? , v? n con. In Vietnamese, the predicative function is expressed by the structures: â€Å"da/dang/s? /v? n/c? con/v? n c? /con c? + adjective†, but in English this function is expressed by different structures â€Å" intensive verb(past) + adjective† â€Å" intensive verb(present) + adjective†, â€Å"auxiliary + present participle+ adjective† â€Å" auxiliary + be + adjective†, â€Å" intensive verb + still + adjective†. II. 1. 4 Word order through basic degree of comparison Most adjectives in English and Vietnamese can take comparison. These are gradable adjectives and they have three degrees of comparison: – same degre e – higher degree – lower degree a. The â€Å"same degree† comparisonIn both English and Vietnamese, when we say two things or persons are equal, we use the adjective in the same degree. In english, we use the structure : as + adj + as, whereas in Vietnamese, we use some modifiers: â€Å"nhu†, â€Å"b? ng†, â€Å"tuong t? † after adjectives in the structure: adj + nhu/b? ng/tuong t?. For example: |My wife is not as beautiful as yours |V? toi khong xinh b? ng v? anh | |My house is as small as your office |Nha c? a toi ch? b? ng van phong c? anh thoi | |Nobody can understand me as much as my mother |Khong ai co th? hi? u toi nhu m? c? | b. The higher degree comparison In order to indicate the difference in the word order in the degrees of comparison. First I would give here some examples and their translation into Vietnamese. |Hanoi is much more beautiful than Hanoi was |Ha N? i ngay nay d? p hon nhi? u Ha N? i tru? c kia | |Health and happin ess are more important than money |S? c kho? va h? nh phuc quan tr? ng hon ti? n b? | |One of the worst diseases which mankind have is cancer |M? t trong nh? ng can b? nh nguy hi? m nh? t ma loai ngu? i ph? i ch? u la ung | | |thu | These examples show that in the higher degree of comparison, English adjectives change their forms. They are indicated by the inflection â€Å"er† or the premodifier â€Å"more† in the comparitive degrees of comparison. We also add the inflection â€Å"est† or the premodifier â€Å" most† to show the superlative degree.We have some specific rules when using â€Å"er†, â€Å"est†, â€Å"more† and â€Å"most†. In contrast, in Vietnamese, in both comparative and superlative degrees, modifiers always come after the adjective they modify and adjectives do not change their form in both cases c. The lower degree of comparison When we want to say a person or a thing has less of a quality then the other, w e use the comparison of the lower degree. In the lower degree, English adjectives take the modifier â€Å"less†¦.. then? or can be negated from the equality degree and the lowest degree can be denoted by adding the modifier â€Å" the least†.In the lower degree, on the other hand, Vietnamese adjectives take the modifier ‘kem hon† or negative words ‘khong b? ng† â€Å" Khong du? c nhu† and the lowest degree can be expressed by the words â€Å"kem nh? t† â€Å"it nh? t†. For example: |The film was less interesting than I expected |B? phim nay khong hay nhu toi mong d? i | |less + adj + than |khong + adj nhu | |This city is not as dangerous as others |thanh ph? nay khong nguy hi? nhu cac thanh ph? khac | |not + as + adj + as | | In Vietnamese, the relation between these modifiers is very complicated. For instance, we may consider â€Å"b? ng† opposite to â€Å"kem† and ‘ khong b? ng† may replaced by â⠂¬Å"kem†. The word ‘hon† may have the similar meaning as â€Å"b? ng† when it combines with â€Å"khong† (khong hon). For example: Khong co gi quy hon d? c l? p t? do (Nothing is more precious than independence and freedom) Di? m c? a anh ? y khong hon di? m toiDue to the complete semantics of these modifiers we do not have grammatical category relating to the meaning of degrees of comparison of Vietnamese adjectives. In short, in this chapter, we have discussed the major issues relating to the differences in the form, the word order through the syntactic function, the word order in premodification and basic degrees of comparison of English and Vietnamese adjectives. We can say the word order in Vietnamese phrases is much more complicated then that in English adjective phrases because in Vietnamese adjective phrases, more modifiers can occur both before and after the head adjective phrases.The striking difference between the English and Vietnamese adj ective phrases is in the word order through the attributive and predicative functions. Moreover, Vietnamese adjectives may appear with the modifiers showing aspect-time criteria of verbs which we do not find in English. Besides, in English. we clearly distinguish parts of speech: adjectives and adverbs with words denoting manner while in Vietnamese we have only one: adjectives. II. 2. Some students’ common mistakes in using adjective phrases English and Vietnamese are quite different languages, so it is impossible to avoid mistake when learners use adjective phrases.The following mistakes can be the most common ones: + Learners often put adjectives in the wrong order because of the influence of their mother tongue. As you know both English and Vietnamese adjectives are used to modify nouns, but English adjectives often precede the nouns they modify, whereas Vietnamese adjectives often follow the nouns they modify. That is the reason why Vietnamese learners use adjectives inco rrectly. + Vietnamese learners often confuse between adjectives which have the â€Å"-ed† and â€Å"-ing† : worried/worrying, excited/exciting, etc.They do not know when they have to use â€Å"-ed† adjectives, when they must use â€Å"-ing† ones. For example : a boring film† or â€Å"a bored film† PART C: CONCLUSION This study has analysed, compared the word order in English and Vietnamese adjective phrases. It has analysed the similarities and differences in the arrangement of the words in adjective phrases between two languages based on the basic grammatical structures. By examining the description and comparison of the word order in English adjective phrases with Vietnamese equivalents, this study has shown there are both similarities and differences in the two languages.The most typical similarity is in the structure premodifier + Adj + postmodifier shared by the two languages where the head of the adjective phrases is in the centre of th e phrase and around it there may be modifiers: premodifier and postmodifier, but they are optional. The basic differences in the word order in English and Vietnamese adjective phrases are likely to cause many problems in understanding, expressing ideas and translation. So much attention should be paid to the differences in teaching adjective phrases to Vietnamese learners. ——-The end——- REFERENCES 1. Aarts. F. & Aart,J. , (1982) English syntactic structures. Oxford: Pergamon Press 2. Alexander,L. G. (1992). Longman English Grammar. Essex:Longman 3. Ban, Diep Quang (1998) Ng? Phap ti? ng Vi? t. Ha N? i : Nha xu? t b? n Giao d? c 4. Fisiak,J. (1981) Contrastive analysis and language teacher. Oxford: Oxford Pergamon Institute of English 5. M? nh, Tr? n H? u. (2000). A guide to University grammar of English. Ha N? i: D? i h? c M?. 6. Quirk,R et al. (1973). A University Grammar of English. Essex: Longman ——————— – ADJECTIVE PHRA SE Pre-modifier(s) Adjective Postmodifier (s)

African Americans and the Media Essay

African Americans are subject to stereotypes as if these stereotypes classify us as the type of people we are. Television shows tend to portray African Americans as loud, aggressive, violent, unfashionable and lacking etiquette. Examples of this are liberal shows such as â€Å"The Boondocks† and â€Å"Family Guy†. Both shows glorify behaviors that would make society assume African Americans are ‘Ghetto’. â€Å"Family Guy† and â€Å"The Boondocks† mock stereotypes of African Americans in a way that I find humorous but some viewers might find offensive. â€Å"The Boondocks† is a show that demonstrates the ignorance within our society particularly with African Americans. It revolves around a young African American family from Chicago, Illinois who move to a fictional suburban Woodcrest. The main characters are Huey Freeman, a 10-year-old boy who is candid and autonomous; Riley Freeman, an 8-year-old boy who idolizes Hip Hop culture and considers himself a gangster and Robert Freeman also referred to Granddad who is the overly abusive parent who just wants to enjoy his retirement. The Freemans represent a typical African American family from an urban area. Even though the intent is to highlight the negatives in black communities I can relate to the content and its characters. I do agree with the stereotypes of the characters but I can see how it may send out the wrong message about African Americans as people. Riley Freeman for instance is a prime example of how the media portrays African Americans as loud, aggressive, violent, and unfashionable. He wears oversized clothes, has cornrows, and is very vulgar. Throughout the series, Riley constantly refers to others as â€Å"N*ggas†, â€Å"Hoes† and other derogatory terms. His grandfather, Robert Freeman, sometimes does not approve of Riley’s actions so he enforces his rules with violence. African American parents are usually mocked for using corporal punishment towards their kids as a form of discipline. In season 1 episode 4 of â€Å"The Boondocks†, they refer to something called â€Å"a n*gga moment†. According to the show, â€Å"a n*gga moment† is â€Å"A moment where ignorance overwhelms the mind of an otherwise logical Negro male causing them to act in an illogical, self-destructive manner. I. E. , like a n*gga. † They are trying to say that black people cannot avoid altercations by any means because that’s who they are. A white man is shown bumping into a black male. The white male walks away because he says he is white while the black male tries to antagonize him to escalate the situation. This implies that white people can be civilized while black people are violent. â€Å"Family Guy† is the kind of show that’s mocks everybody but it shows how people can purely associate actions with African Americans. In season 7 episode 5 of â€Å"Family Guy†, Peter Griffin is shown working as a secretary at a firm. He is wearing long acrylic nails and his body language is in lack of a better term ‘ghetto’. Peter gets a phone call from a person by the name of Laronda, he then says â€Å"Hey Laronda. No I have four people on hold but I can talk. † Peter is a white male but I made an inference from the use of the name Laronda, the acrylic nails and him being unproductive at work that they are stereotyping African American female receptionist. This shows how influential media portrayal can be. African Americans are misrepresented by shows such as â€Å"Family Guy† and â€Å"The Boondocks† which portrays them, as people who do not have decorum, who are boisterous and have bad grammar by associating them with actions that would make society perceive them in that manner. The media & television constantly reinforce these images. The media conditions the mind to think a certain way and people give into it without thinking for themselves.

Democracy in Germany essays

Democracy in Germany essays Why did so many Germans vote for anti-democratic parties after 1929? Many Germans voted for anti-democratic parties after 1929 due to the effects of the Versailles Treaty, the development and implementation of the German Democratic Constitution, and the growing number of elites opposing the democracy government. The economic instability caused by the depression, and the increasing support for the NAZI party, also had detrimental effects on the democratic government. The effects of the Versailles Treaty on the German population, was a contributing factor which led to the collapse of the Weimar Republic. The Treaty of Versailles was signed on the 28 June 1919. The German government and people expected that the treaty would be established and based on the fourteen points written by President Wilson of the United States in January 1918. Yet when the terms were given to the German government, it was clear that the treaty was not a peace of reconciliation but one of German punishment. Clause 231, which was one of the many terms within the treaty, condemned Germany for causing the war. The German people rejected this, as they believed that they were fighting a defensive war. The treaty also forced Germany to reduce their army to 100 000 personnel. It was also prohibited from producing offensive weapons. Germany was no longer allowed to have an airforce or own any submarines. The navy was also forced to reduce its size to six small battleships an d six cruisers. The territorial losses due to the Versailles Treaty, was the most detrimental hardship Germany was forced to face. Germanys land was reduced by 13% and all of their colonies were confiscated. Alsace-Lorraine was returned to France and Sudetenland was given to the new state of Czechoslovakia. The German city of Danzig was placed under the control of the League of Nations, and because of French fears of another German attack, the Rhineland wa...

Southwest Washington Essay Example | Topics and Well Written Essays - 250 words

Southwest Washington - Essay Example It is true; the dams are hydroelectric and are possessed and managed by the US Army Corps of Engineers. These four major dams are of great importance in the area since they produce 3033 Megawatts power energy (Whitesell, 2004). More so, they provide navigation, recreation and aquatic conservation. Rivers include The Snake River which flows through the Snake River valley. It is the largest tributary of Columbia River which empties into the Pacific Ocean runs from known for salmon and other aquatic animals. This river is well known for salmon and other aquatic animals. The natives relied on fish, especially salmon, for food and source of income The southeastern Washington has fertile farmland where wheat is grown. The region also has strong, reliable winds suitable for wind energy. The wind power development has boosted the economic potential in the region; there is a tremendous increase in employment opportunities and other social, economic activities. However, the rate of crime has risen in the region. The effects of pollution are also felt in the ecosystem, that is to say there is a decrease in farm produce the number of salmon has also decreased. I agree that this region is a place to be because of its beautiful physical features and lucrative economic development. Energetic (2009, October 4). Lower Monumental Lock and Dam ~ Hydroelectric Energy.  Lower Monumental Lock and Dam ~ Hydroelectric Energy. Retrieved May 23, 2014,

Adaptive Social Networks Research Paper Example | Topics and Well Written Essays - 1000 words

Adaptive Social Networks - Research Paper Example to conduct an experiment on the development of a referral system. The referral system is to support interaction of agents with others by directing users to those agents who may provide the information they need. 1A research was done on an architecture that is fully distributed and has agents who maintain privacy and autonomy from its users. 2In 1997, Kautz and the group developed methods of graph analysis for referral systems where the person with the required information is found by use of referral chains. The informal person-to-person social networks are used to construct what is termed as the ‘referral chains of request. 3According to Bin Yu et al., the research conducted by Kautz et al. concentrated more on the problem of referral information generation at the expense of the dynamic aspects of referral systems. The aim of the research conducted by Bin Yu et al. was to study the dynamics of social structures which most referral systems studied. The agents in their architecture learn models of each other in terms of sociability and expertise. They described an adaptive social network for information access that is intended to be an accurate, dynamic and evolving multi agent system that can achieve the effect of informal social networks that exist in an organization or community. In it, there is a distinction between a user’s interest and their expertise. Each user is associated with a personal agent. This agent is the first to see the user’s queries. He/she then decides the contacts to which the queries are sent. The agent that receives the query then decides if it suits its user and lets them see it. Alternatively, the receiving agent can respond with referrals to other users. The receiving user or agent can also choose not to respond in any way and discard the query. A query basically consists of a query vector and the requester’s ID, email address and a limit on the number of

Impact of the environment to human behavior Essay

Impact of the environment to human behavior - Essay Example Environment is a vital component to the development of individuals’ behavior living in distinguished areas. People develop some traits through exposure to culture of the evolving world.This paper entails information concerning the basis of human behavior in various communities. Much of the information relates to that of Gladwell and Jean Twenge. The study further denotes the environmental theory of human behavior by Gladwell in relation to individuals having a better understanding of their real selves and environmental triggers.Finally, the study looks down to establish how individuals understand themselves and environmental triggers through the human behavioral theory. The Power of Context by Malcolm Gladwell In the power of context, Gladwell states the root of shaping behavior of individuals. The culture people grow in determines their (individuals) success in their lives1. It is clear that the development of individual behavior begins at the early ages. The environment of s everal individuals at a childhood level is the primary determinant of the behavior that they exhibit at adulthood stage. Gladwell asserts that what people in the community instill in the younger generation is significant in what they grow to be and believe. An army of one: me by Jean Twenge Twenge looks much into the modern generation and refers the generation to as Generation Y. â€Å"An army of one: me† is a slogan, which denotes individuals assertive character2.Individuals try to adopt such behaviors of present day activities and deviant techniques used by particular characters. For instance, some youths view some of the artists as their role models. This is of great impact in that such youths end up exhibiting odd actions (especially those done by the artists). This becomes difficult especially for parents aiming at imposing good morals in their children. Most of the individuals under this generation focus on their personal interests. The slogan helps individuals develop better ways of living with individuals from other societies. The relationship between the Power of Context and An army of one: me Both Gladwell and Twenge had several segments in common. This results from the subject of their main argument. For instance, both had a concern on the behavior of individuals in various societies. Secondly, they deepened their thoughts to the impact of the environment on the behavior of individuals. In addition, Gladwell and Twenge depicted the result of an environmental changed behavior. This involves a change in the way individuals show respect to others, undertake tasks, and have interest regarding their culture. Learning about human behavior and the environment is important for individuals to be assertive in order to avoid much effect caused by the environment. Gladwell’s environmental theory of human behavior The Tipping Point is the theory by Gladwell and has a concern on the effects of social media on the behavior of particular individuals. This involves such things as, television, internet access devices such as personal computers and laptops. Communication and access of information through internet access helps children learn about other cultures. As noted, the internet changes much of what people know about their culture. The internet use makes users to adjust to the desires of other individuals3 . This leads to a desire to practice some of what they see done by people from other communities. Children do what they have seen parents do and inhibit what other non-family members offer or suggest. Therefore, parents should ensure that their actions towards children are in a manner that will depict good manners. Behavior through politics depends on the reason why various people get involved in a political environment. This helps individuals to have a change in the way they approach or handle difficult situations. The behavior of individuals largely depends on the behavior of

Sport Scale Essay Example for Free

Sport Scale Essay ABSTRACT The primary purpose of this study was to develop a valid and reliable instrument to assess sport fan motivation. Also, the new measure was employed to examine the relationship between sport fan motivation and ethnic identity. One hundred sixty nine college students from two southeastern institutions participated in this study. Data were analyzed using exploratory and confirmatory factor analysis, Bivariate correlation, t test, ANOVA, and descriptive statistics. The Fan Motivation Scale (FMS), developed in this study, consisted of six components with 22 items. The number of items under every component range from 5 to 2 items (quality of the game 4 items, escape 5 items, boredom avoidance 5 items, social 3 items, entertainment 3 items, and sport atmosphere 2 items). In addition, two hypotheses were tested in the current study. The first hypothesis was that ethnic identity is positively related to sport fan motivation. The second hypothesis assumed that there was a difference between African Americans and European Americans in their ethnic identity. The results revealed the FMS is a reliable measure with an overall alpha score of 0.90. Significant differences were found between participants in the total FMS and some of the subscales based on gender and ethnicity. However, the outcomes of the samples examined in this study do not support the first hypothesis. Therefore, no significant relationship was found between sport fan motivation and ethnic identity. Regarding the second hypothesis, a significant difference was found between African Americans and European Americans in their ethnic identity. vii CHAPTER 1 INTRODUCTION Sports have become an increasingly important part of our society. Sports fans represent a significant percentage of sport consumers, because 70 percent or more of Americans watch, read, or discuss sports at least once a day (Iso-Ahola Hatfield, 1986). From 1985 to 1998, attendance has significantly increased at the four major sports in the United States. Major League Baseball (MLB) had the largest increase in the number of people attending games (24. 2 million, a 50% increase), followed by professional basketball (10. 3 million, a 89% increase), professional football (5.7 million, a 40% increase), and professional hockey (5. 6 million, a 49% increase). The number of people attending college sporting events has also increased during this time period (U. S. Census Bureau, 2000). Additionally, more television programming time is being devoted to sporting events. The ESPN was the fifth highest ranked television network in 2000, in terms of revenue, it was estimated to be $2. 1 billion (McAvoy, 2000). With the increase of interest in sports has become an increased interest of sports fans as consumers. Sport teams and companies are very interested in attracting as many consumers as possible to purchase game tickets or products. Therefore, sport marketers should acknowledge the factors that drive fans to follow sport by attending, watching on television, or purchasing products. However, understanding the notion of sports fans is not simple because their attitudes and behaviors are not determined by a single motive or factor but rather occur for a variety of reasons (Mashiach, 1980). Statement of the Problem There has been a growing interest in the study of sport fan motivations in recent years to better understand fan behaviors (Bilyeu Wann, 2002; Funk, Mahony, Nakazawa, Hirakawa, 2001; Funk, Mahony Ridinger, 2002; Funk, Ridinger, Moorman, 2003; Gantz, 1981; Kahle, Kambara, Rose, 1996; Lee, 2002; Mahony, Nakazawa, Funk, James, Gladden, 2002; Pease Zhang, 2001; Trail James, 2001; Wann, 1995; Wann, Bilyeu, Brennan, Osborn Gambouras, 1999; Wann, Brewer, 1 Royalty, 1999; Wann, Schrader Wilson, 1999). Some of these studies have introduced measures of different consumption motives of sport fans. In addition, researchers have examined the relationship between fan motivation and other variables such as team identification, involvement, gender, and race. The measures used in previous studies to assess fan motivations vary in length and number of components. However, some of the components are used in all or most scales such as the entertainment component, the family component, and the friends component. They also share very similar items with regard to similar components. Items used in most previous scales often begin with the words â€Å"I like†, â€Å"I enjoy†, or â€Å"I feel† which raises a validity issue for the measures because the aforementioned words represent satisfaction and attitude rather than motivation. Fan satisfaction relates to the happiness and pleasure associated with the outcome of a sporting event while fan attitude represents the opinion and feelings an individual has about a sport team or sporting event. On the other hand, sport fan motivation refers to the reasons that drive individuals to support sport teams, be loyal to them, buy team/sport related products, watch and attend sporting events. The Purpose of the Study The purpose of this study was to develop a valid and reliable instrument to assess sport fan motives. Also, the new measure was utilized to examine the relationship between fan motivation and ethnic identity. The Conceptual Framework The conceptual framework of this study includes the discussion of two concepts. First, the Fan Motivation Scale and its content will be introduced. Second, the notion of ethnic identity and why it should be correlated with sport fan motivation will be presented. The prior research (Wann, 1995; Funk, Mahony, Nakazawa, Hirakawa, 2001; Bilyeu Wann, 2002) identified various motives that could drive fans to attend sporting events. Some of these motives are related to personal needs (entertainment and financial 2 gain), social needs (bonding with family and group affiliation), and psychological needs (self-esteem and achievement). In attempt to measure the motives of sport fans, the researchers introduced different scales. These scales comprised different number of motives ranging from 7 motives with 16 items to 18 motives with 54 items. The length of some of the scales was not the only problem. The major concern for previous scales is in the content validity, the extent to which items used in the scale accurately represent fan motives. In fact, all previous scales included items that are more related to attitude and satisfaction then motivation. The reason for this problem is the lack of clear definition of sport fan motivation. The current study is going to view sport fan motivation as the reasons that drive individuals to support sport teams, be loyal to them, purchase team/sport related products, watch and attend sporting events. In addition, this study will employ a review of related literature and the prior effort made on fan motivation scales to develop valid and reliable measures of sport fan motivation. The proposed Fan Motivation Scale (FMS) will measure six motives: social, entertainment, escape, aesthetic, psychological, and amotivation. The social motive assesses the extent to which individuals participate in sporting events as spectators because they desire to spend time with their families (Gantz, 1981; Wann, 1995). Also, to some individuals, group affiliation is an important motivation of being a sport fan. Sport spectating provides a fan with opportunities to share time with others who enjoy the same activities. A fan may want to keep contact with a group of fans and seek refuge from a feeling of alienation (Branscombe Wann, 1991; Smith, 1988; Wann, 1995). The entertainment motive includes items that represent the desire of some individuals to have a good time and enjoy the excitement associated with sporting events. Some fans might enjoy a sport because of its entertainment value. Sport spectating provides fans with leisure pastime activities similar to watching movies or television. One advantage of sport spectating is that few special skills, if any, are required (Zillmann, Bryant Sapolsky, 1989; Wann, 1995). The escape motive of sport fans assesses the desire of sport fans to escape or diverge from their everyday lives. Attending a sporting event gives many people an 3 opportunity to temporarily forget about their troubling, dissatisfying, or boring lives (Smith, 1988; Lever Wheeler, 1984; Wann, Schrader Wilson, 1999). The aesthetic motive of sport fans appeals to those that are motivated by the aesthetic value of the sport. Some fans enjoy sports because of the competition between highly skilled athletes. The beauty, grace, and other artistic characteristics make some people enjoy sporting events (Milne McDonald, 1999; Wann, 1995). The psychological motive is a factor that motivates sports fans and gives them a feeling of accomplishment and achievement when the fans’ favorite team or player is successful. Sports fans tend to associate themselves with a successful team or player in order to create and sustain a positive self-concept (Branscombe Wann, 1991; Milne McDonald, 1999; Sloan, 1989). Amotivation refers to the state of lacking an intention to act. When amotivated, individual’s action lacks intentionality and a sense of personal causation (Ryan Deci, 2000). Amotivation results from not valuing an activity (Ryan, 1995), not feeling competent to do it (Deci, 1975), or not believing it will yield a desired outcome (Seligman, 1975). Some individuals might go to sport events and watch sport games because they have nothing else to do, bored, and want to kill time. These types of reasons had been neglected in previous studies of sport fan motivation. As mentioned earlier, prior research has examined the relationship between fan motivations and other variables such as sport involvement, team identification, and some demographic factors of selected sport fans. However, the ethnic identity of sport fans has been ignored in the literature. It might be assumed by some researchers that the race factor is enough representation of an individual’s ethnic background. It is, however, only part of the concept. Ethnic identity is defined as â€Å"a process of coming to terms with one’s ethnic-racial membership group as a salient reference group† (Smith, 1991, p. 182). Smith (1991) defined an ethnic group as â€Å"a reference group called upon by people who share a common history and culture† (p. 181). According to Gordon (1985), culture influences our social standards, values, cognitions, social perceptions, attributions, feelings, and sources of motivation. Individuals develop their ethnic identity through their social interaction with others. Through their interactions they begin to view themselves as others view them 4 (Stryker, 1980). Ethnic identity is viewed as part of social identity and it was defined by Tajfel (1981) as â€Å"that part of an individual’s self-concept which derives from his knowledge of his membership of a social group (or groups) together with the value and emotional significance attached to that membership† (p.255). An ethnic group is composed of a number of individuals who share a sense of group identity based on their unique culture, which include values, morals, and various customs, as well as shared origins. In the larger society, ethnic groups tend to maintain a sense of peoplehood (Dublin, 1996; Kornblum Janowitz, 1974; Portes, 1996). Forty years ago, Tumin (1964) defined an ethnic group as â€Å"a social group which, within a large cultural and social system, claims or is accorded special status in terms of complexity of traits which it exhibits or is believed to exhibit† (p.123). Distinguishing between ethnic groups is not always simple. Some ethnic minorities, such as African Americans, may have obvious physical differences that set them apart from other ethnic groups within the United States, but many biracial individuals present an ambiguity because they belong to two or more ethnic groups, which makes ethnicity a subjective construct (Root, 1992). Studying ethnic identity is very important because it is the foundation for what an individual believes about himself or herself. Given the significance of ethnic identity, many researchers have been studying this construct. Phinney (1990) reviewed 70 studies of ethnic identity published between 1972 and 1990. She found that most of the studies have used one of three theoretical frameworks to examine ethnic identity. The first framework is the social identity theory which ethnic identity is considered a component of social identity. Social theory refers to the need for an individual to be a member of a group that provides him or her with a sense of belonging that contributes to a positive self-concept. The second framework is the acculturation prospective. The concept of acculturation refers to changes in the cultural attitudes, value, and behaviors that result from interactions between two distinct cultures (Berry, Trimble, Olmedo, 1986). These kinds of changes are normally the concern of a group of individuals, and how it relates to the dominant or host society. Ethnic identity can be an aspect of acculturation in which the focus is on the individuals and how they relate to their own group as a subgroup of the larger society (Phinney, 1990). The third framework is developmental framework, where ethnic identity is viewed as a process by which people construct their ethnicity. 5 Erikson (1968) indicated that identity is the outcome of a period of exploration and experimentation that normally takes place during adolescence and leads to a decision of commitment in various areas, such as occupation, and religion. This view of ethnic identity suggests age as a factor is strongly related to developing one’s ethnic identity (Phinney, 1990). Phinney (1990) mentioned that most studies have focused on certain components of ethnic identity. These components include self-identification as a group member, a sense of belonging to the group, attitudes about one’s group membership, and ethnic involvement (social participation, cultural practices and attitudes). Self-identification represents the ethnic label that one uses for oneself. The ability of children to label themselves with the right ethnic group was the addressed in a study by Aboud (187). Another issue was the relationship between incorrect labeling and poor self-concept (Cross, 1978). Adults are expected to know their ethnicity but the issue is what label one chooses to use for himself or herself. However, some ethnic groups have a little choice in what ethnic title they can use for themselves often because of their distinctive skin color or culture (language, dresses, customs, etc. ) which distinguishes them from other groups. Additionally, some individuals have two or more ethnic backgrounds and they identify themselves as members of more than one group. Ethnic self-identification is an important but complex component of ethnic identity (Phinney, 1990). The feeling of belonging to one’s own group is an important element of ethnic identity. Some researchers have tried to assess the sense of belonging by either asking people how strong was their relationship with their groups or how separate they feel from other groups (Driedger, 1976). Members of every ethnic group can have positive or negative attitudes toward their own group. Some of the positive attitudes related were pride in and pleasure, satisfaction, and contentment with one’s group (Phinney, 1990). Negative attitudes include dissatisfaction, displeasure, discontentment, and a desire to hide ones identity (Driedger, 1976). People who display no positive attitudes or express negative attitudes can be seen as denying their ethnic identity (Phinney, 1990). In addition, the involvement in the social life and cultural practices of one’s ethnic group is considered a strong indicator of one’s ethnic identity. The social and cultural practices 6 that represent the involvement component include language, friendship, social organizations, religion, cultural traditions, and politics (Phinney, 1990). Phinney (1992) developed the Multigroup Ethnic Identity Measure (MEIM) with the purpose of assessing ethnic identity among various ethnic groups. The scale was designed to measure three components of ethnic identity: affirmation and belonging, ethnic identity achievement, and ethnic behaviors. Roberts, Phinney, Masse, Chen, Roberts, and Romero (1999) examined the validity of the MEIM and conducted factor analysis with a large sample. The outcomes suggest that the scale measures two components of ethnic identity: ethnic identity search and affirmation, belonging, and commitment. Ethnic identity search refers to a developmental and cognitive component. Affirmation, belonging, and commitment represent the affective component. However, the scale has been proven to be a valid and reliable measurement and it will be used in the context of this study. More discussion of the scale is provided in the method section. Researchers have indicated that positive relationships do exist between ethnic identity and self-esteem, self-concept, psychological well-being, achievement, and satisfaction (Phinney, 1992; Roberts et al. , 1999; Delworth, 1989). However, it is the purpose of this study to examine the relationship between ethnic identity and motivations of sport fans. According to Phinney (1990) some studies have used sport as a cultural item to measure ethnic identity. Pons, Laroche, Nyeck, and Perreault (2001) indicated that the choice of a particular sporting event represents a strong cultural meaning for the individual. Some ethnic groups tend to identify with a specific sport, for example, soccer in the Italian community and hockey among the French Canadian. Pons et al. , (2001) stated â€Å"ethnic groups do not all react to sporting events in the same way; they differ in the means and the pace of their integration into the host culture† (p.238). African American consumers tend to attend historically Black college/university sports more frequently than they did any other sport. The level of ethnic identification of African American fans has significant affect on their attendance frequency to historically Black college/university sports (Armstrong, 2002). Moreover, previous studies showed differences in motivation between African American and European American sport fans based on ethnicity (Wann, Bilyeu, Brennan, Osborn, Gambouras, 1999; Bilyeu Wann, 2002; Armstrong, 2002). 7Ã'Ž Therefore, it is expected that there is a relationship between sport fans’ motivation and ethnic identity. Research Hypotheses H1: Ethnic identity is positively related to sport fan motivations. H2: There is a difference between African American and European American in their ethnic identity. Operational Definitions Ethnic Identity: â€Å"part of an individual’s self-concept that derives from his or her knowledge of membership in a social group (or groups) together with the value and emotional significance attached to that membership† (Phinney, 1992, p.156). Sport fan: refers to someone who is enthusiastic about a particular sport team or athlete (Wann, 1995). Sport fan motivation: refers to the reasons that drive individuals to support sport teams, be loyal to them, buy team/sport related products, watch and attend sporting events. Delimitations This study is delimitated to: 1. Investigate the ethnic identity and motivations of sport fans in general. For that reason, no specific group of fans (i. e. , basketball fans, football fans) was examined. 2. The student at Florida State University (FSU) and Florida Agriculture and Mechanical University (FAMU), therefore, the findings cannot be generalized to populations other than the population from which the sample was drawn. 8 Limitations This study is limited to the following: 1. The outcome of this study depends on the participants’ honesty and cooperation in answering the questions. 2. Due to the nature of this study as self-administrated surveys, the researcher’s access is limited to the classes gained via permission to attend and meet. Assumptions This study is based on the following assumptions: 1. The surveys used in this study are clear and understandable for the participants. 2. The participants will answer the questions honestly and accurately. 3. The surveys are valid and reliable. Significance of the Study The sport marketers are in a high competition within the sport industry and also with outside competitors. Young generations are attracted through technology to new types of entertainment such as computer/video games and the X-Games. â€Å"These new entertainment options have already attracted a significant amount of attention from the so -called X-generation† (Kwon Trail, 2003, p. 1). Therefore, sport marketers should be concern about the future of the sport industry. In order for sport marketers to maintain their consumer base and to attract young generation, they should explore and examine the consuming behavior of sport fans and the factors that might influence their behavior. According to Gramann and Allison (1999), â€Å"the increase in the ethnic diversity of North America is one of the most powerful demographic forces shaping U. S. and Canadian society† (p. 283). Therefore, studying ethnic identity as an important social characteristic of sport fans is important to sport marketers. The importance of studying ethnic groups among sport fans is reflected by the increasing percentage of minority participation in professional sport, especially African American. African American athletes represent 25 to 75 percent of athletes on the rosters for the three popular sports (baseball, basketball, football) (Gano-Overway Duda, 2001). 9 The goal of this study was to introduce a new measure of fan motivation which will assist practitioners in the sport industry to understanding the driving factors for sport fans to attend sporting events, support sport teams, or buy team/sport related products. Also, the relationship between motivations and ethnic identity of sport fans was examined. The outcome of the study should provide practitioners with valuable information to assist them in understanding the various motives of sport fans based on their ethnic identity. Therefore, sport marketers should be able to improve their plans and strategies to maintain their fan base and fulfill the desires for their target market. 10 CHAPTER 2 LITERATURE REVIEW The purpose of this chapter is to review the literature on ethnic identity and motivation of sport fans. It should be noted that to date, no research has combined and analyzed the interaction of the two identified variables. As such, the first section of this chapter focuses on the research that has been done on the ethnic identity of sport fans. The second section discusses motives of sport fans as well as scales that have been used to assess these motives. Ethnic Identity and Sport Fans Ethnicity as social and cultural characteristic of sport fans has been ignored in the literature although the race factor, which is the physical aspect of ethnicity, has been utilized for comparison between ethnic groups. However, Armstrong (2002) examined the influence of ethnic identification on Black consumers’ attendance at historically Black college/university (HBCU) sports. To assess ethnic identification, Armstrong used a self-report measure in which participants were asked to identify their ethnic group based on ethnic categories (Black/African American, Caucasian, Hispanic, Asian, and â€Å"other†) and to rate the intensity of their identification with their ethnic group on a scale from 1 (weak) to 5 (very strong). The hypothesis was that the identification of Black consumers with their ethnic group would have a significant influence on their attendance frequency at HBCU sport events. The findings offered support for the hypothesis indicating a positive relationship between ethnic identification and attendance frequency. In another study, Armstrong (2000) examined the influence of ethnic identification on African American students’ processing of persuasive sport communications (i. e. , advertisement, promotional messages, developmental campaigns, and announcements). The ethnic identification of the respondents was measured using a 13-item scale developed by Whittler, Calatone, and Young (1991). The scale assesses two major factors of ethnic identification (cross-race attraction and political and social 11 relations among Blacks). The outcome of the study revealed that ethnic identification has an effect on participants’ reaction to racial heuristics in the communication. African American consumers are more likely to have a positive reaction to a persuasive communication if the message were culturally relevant and delivered by a Black spokesperson. Pons et al. (2001) looked at the impact ethnic identity could have on the consumption behavior and orientation of sport consumers. They measured language (3 items), religion (3 items), and social participation with one’s own ethnic group (6 items) as three dimensions of ethnic identity. The orientation of sport consumers has three dimensions. The first dimension refers to sporting events as a provider of sensations in which consumers have an emotional attachment to the event or the product. The second dimension represents individuals’ need to understand the sporting event, which lead to better appreciation for the event. The third dimension of orientation toward sporting event refers to the socialization opportunities presented for sport consumers. The consumption behaviors include purchase of sporting good, tickets, and time devoted to sporting events. The results offered support for the idea that ethnic identity has a positive impact on the consumption and orientation of sport consumers. In regard to the race of sport consumers as part of their ethnicity, researchers have found a difference between Blacks and Whites concerning their sport involvement (Spreitzer Snyder, 1990). Sport involvement included seven dimensions â€Å"watching sports on television, listening to sport on the radio, reading the sport pages of the newspaper, watching/listening to sports news on radio/television, reading sports books, reading sports magazines, and talking about sports with friends† (Spreitzer Snyder, 1990, p. 51). The findings revealed significant effect of race on sport involvement regardless of respondents’ social background characteristics (i. e. , age, sex, education, income, town size). Blacks tend to be more involved in sport than Whites. The authors argued that the findings reflect a distinctive subculture within the black community. Rudman (1986) examined the relationship between race, social structure, and sport orientations. The main goal of the study was to see whether factors that affect sport orientations are race-dependant. The results showed Blacks to be more likely than Whites to become vicariously involved in sport outcomes and to incorporate sport into their daily 12 lives. Based on the overall analyses, the author argued that social and economic conditions provide a better explanation of differences in sport orientations. He used the term â€Å"culture of poverty† to indicate that socioeconomic positions are more likely to make boor blacks and boor whites see sport as an opportunity to enhance social prestige and economic position. At the college level, Armstrong (2001) examined ethnic minority students’ consumption of college sport events. The ethnic minorities included African Americans, Asians, Hispanics, and â€Å"Others†. She looked at the degree of ethnic minority students’ interest in sport spectating, the frequency in which they attend university sponsored sport events, and the factors that influence their decision to attend campus sport events. Eight factors were tested to see their influence on the students’ attendance. The factors are the price of the tickets, academic commitment, significant others, friends, watching the event on television, the option to spend money on other things, not knowing when tickets are available, the quality of the opponent. The factors identified had no significant influence on students’ attendance. The findings indicate that ethnic minority students generally had a favorable attitude towards sport spectating. However, about 44% of the student stated that they never attend a campus sport event, 41% stated that they seldom attended, and 15% have attended often. The author contended that minority students had a favorable attitude toward sport spectating but they never or seldom attend sport events on campus because they view these events as directed to a specific group (i.e. , dominant ethnic group). For minority students to be motivated to attend, the sport event has to be socially and culturally relevant to the students’ ethnic background. In professional sport, Zhang, Pease, Hui, Michaud (1995) and Zhang, Pease, Smith, Lee, Lam, Jambor (1997) indicated that factors such as game promotions, amenities, and schedule convenience influenced ethnic minorities’ attendance differently and more significantly than they did Whites’. Therefore, sport marketers should emphasize the sociocultural factors (i. e., offering different ethnic foods at the concession stands, playing different ethnic music, making announcement in different languages) in promoting sport consumption of ethnic minority consumers (Armstrong, 2001; Hofacre Burman, 1992; McCarthy Stillman, 1998). 13 In a direct connection to the current investigation, previous studies have found differences on the motivations of sport fans based on ethnicity. Wann, Bilyeu, Brennan, Osborn, Gambouras (1999) investigated the relationship between sport fans’ motivation and race. A sample of 65 Euro-Americans and 32 African Americans completed the Sport Fan Motivation Scale (SFMS). The SFMS, developed by Wann (1995), includes eight motivational factors (eustress, self-esteem benefit, diversion from everyday life, entertainment value, economic value, aesthetic value, need for affiliation, and family needs). The findings indicated that Euro-Americans reported higher motivation than African Americans. The authors argued that certain motives might be applicable to only a subset of races. In a recent study, Bilyeu and Wann (2002) examined the racial differences in sport fan motivation between African Americans and European Americans. First, 50 African American participants completed a demographic questionnaire and an interview with the researcher to discuss their motives for being a sport fan. Second, the motives discovered from the interviews were sent to African American psychologists and sociologists for validation. Third, the new motives were added to the SFMS, then the African American and European American participants were asked to complete the SFMS. The findings suggested that three new factors be added to the SFMS: â€Å"representation (e. g. , people of the same background), similarity (e. g., people they have things in common with), and support/perceived greater equality (e. g. , people they want to succeed)† (Bilyeu Wann, 2002, p. 93). Armstrong (2002) indicated that previous investigations of motivation for sport consumption were not applicable to Black consumers because the samples used in these investigations were predominantly White. Therefore, she added a cultural affiliation motive to the SFMS, developed by Wann (1995), and administered it to a sample of only Black consumers of sport. The findings supported the hypotheses that cultural affiliation is a viable motive for Black’s sport consumption. In addition, the factor structure of the SFMS with the inclusion of the cultural affiliation motive differed from previous studies (Wann, 1995; Wann, Schrader, Wilson, 1999). Therefore, the Black Consumer’ Sport Motivation Scale (BCSMS) was introduced including the following factors: eustress, group recreation, aesthetics, cultural affiliation, group entertainment, escape, and 14 personal (economic/psychological) investment. At the conclusion of the study, the author stated, â€Å"behaviors and motives related to sport consumption may also be influenced by the social and psychological manifestations of culture† (Armstrong, 2002, p.329). In summary, although research on ethnic identity for sport fans is very limited, a strong relationship was found between sport consumers’ ethnic identity and sport consumption and orientation. Also, the differences found on the motivations for sport fans based on ethnicity, should indicate a strong relationship between sport fans’ motivation and ethnic identity. However, it is the goal of this investigation to examine this relationship.