Coming Home

They say that there’s no place like home, and I would say nothing much comes close. People here, there and everywhere dream of a place, abroad or locally to go to. But for people like me who grew up at the province and are now studying in a different place, we reminisce the times we were with the people who we grew up with. Yes, the place I would like to visit is my hometown of GeneralSantosCity. The place that I will forever cherish in my memories In the days coming before the semestral break, a friend asked me, â€Å"Are you going to go back to Gensan? † and I said â€Å"yeah†. Then she asked me why, at first I didn’t really know what to say. I just had this overwhelming feeling all semester that â€Å"I need to go back†. To go back to the place I spent sixteen years of my life, the place that molded my being, that taught me so much and gave me so much to bring with me here in Cavite. My quick answer of course was â€Å"because it was where I grew up†, at the time I felt it was sufficient but, as I thought about it more, I realized it was a pretty shallow answer. I mean, who doesn’t want to go back home? But then again what is a home? For some it doesn’t even exist, and for some they say it’s just a memory. Some say it is the place where you grow up wanting to leave and grow old wanting to come back. Still others say it is where we belong, it is not a physical structure but rather for me it is a sense of well being. You just feel right, when you’re there, I don’t know, I don’t have the wisdom to elaborate further, but I’m sure there’s a place where you’ve felt it too. For me, its just different there, I feel so calm, so relaxed, so at ease, so at home, it’s the place I feel I can let my guard down. Well its not that I didn’t have problems while I was in Gensan. Believe me, there were things that I regretted doing there up until now. Ang rami ko ngang kapalpakan noon† as I say in our native language. But after dealing with my new environment here, nostalgia is a welcome visitor. As the lyrics of a song says:†I'm coming home, I'm coming home,Tell the? world I'm coming home, Let the rain wash away, all the pain of yesterda y,I know my kingdom awaits and they've forgiven my mistakes,I'm coming home,I'm coming home,Tell the world I'm coming†¦ â€Å". Because you see as time passes by you will come to laugh at the most bitter of memories, even the most hurtful, because I believe there will come a time when all we will have is our dear lives and our failing memories.

IHRM and HRM Difference

In a highly competitive global economy, where the other factors of production—capital, technology, raw materials, and information—are increasingly able to be duplicated, â€Å"the caliber of the people in an organization will be the only source of sustainable competitive advantage available to companies. Domestic HRM and international HRM are both concentrate on human resource management, but there are many differences also. No mater domestic HRM or international HRM an organization’s HRM activities are also include these 6 parts. The first part is human resource planning, before the company employs the employees the company should know what kind of employees their need. Then the second part is staffing (recruitment, selection, placement), the company select the employees what they need from the HR market. The third part is compensation (remuneration) and benefits. The company should set the employees’ wages. Then, the forth part is deal with the industrial relations. It is common in every company that there are many troubles in employees or in employees and the company, so the company should set a department which is especial deal with the problem. The fifth part is performance management. The company’s main project is to make profits, so at the end of the year the company will reward or punish according to the employee’s performance. The last part is training and development. And these parts are completed one by one. There are also many differences between domestic HRM and IHRM. IHRM complexity can be attributed to six factors. The first is more HR activities such as international taxation; international relocation and orientation; host-government relations; language translation services. For example, to a domestic company it is only concerned with the tax rates in his country, but for a international company it is not only focus on his PCN’s tax rates but also focus on his TCN’s tax rates. The second is need for a broader perspective such as program design and administration for several employee groups; long term consequences on key decisions made. For example, to a domestic company it pays all attention to his program design and administration in his country, but for a international company it is not only focus on his PCN’s program design and administration but also pays attention to his TCN’s program design and administration. The third one is more involvement in employees’ personal lives. One obvious difference between domestic and international HRM is that staff are moved across ational boundaries into various roles within the international firms foreign operations—these employees have traditionally been called expatriates. An expatriate is an employee who is transferred out of their home base into some other area of the firm’s international operations. There are many factors will determine the assignment succeed or failed such as level of support to handle for PCNs and TCNs, banking, investments, home rental while on assignment, coordinating home visits , final repatriation, level of explanations particularly on the comp. ackage components , marital status during selection process. The forth one is variations in the mix of expatriates and locals, for example if the company want maturity evolves, the company need to support expat and virtual team. All these such as foreign subsidiary increased autonomy, high potential selection and development, long term succession planning necessitates flexibility and focus fluctuation within the HR department, not needed for domestic HR to the same degree. The fifth one is risk exposure, the IHRM will face heavier financial and human consequences in case of assignment failure. The last one is broader external influences such as the type of government; the state of the economy ; generally accepted practices of doing business in host countries. We can conclude that HRM is important to every company no matter it is domestic company or international company, so the manager should pay more attention to the HRM or the company will fail.

EBI Special Order Analysis

This case study focuses on a business opportunity that has recently been offered to the Earth Baby Inc. (EBB). It concerns a business proposal that will increase the company's sales dimensions while also adding integral quality to its value chain through an alliance with a retail discount business, I. E. Great Deal Inc. (GUI).This analysis will take into consideration one or more strategic measures that should perhaps be taken by EBB in order to assist in identifying and mainlining risk and in order to insure that the proposed business agreement is in the best interest of the company. Aside from the more familiar decisional strategy which has always proven to be reliably effective, e. G. , a SOOT Analysis, an examination of the possible benefits arising from the use of an available heuristic approach that utilizes-foresight and hindsight Judgment parameters'-will be discussed.Keywords: EBB, GUI, SOOT, availability heuristic, hindsight bias, foresight knowledge The proposed opportunit y that has presented itself to EBB entails increasing the company's market share of baby food products through Geld's distribution chain and there resources. The proposed venture will offer EBB an increased profit percentage only if the company agrees to alter its current food processing formulas as well as turn-over a substantial portion of its branding rights to GUI.It is in the best interest of EBB at this time to conduct a comprehensive risk analysis with regards to the changes that will be made concerning the impact upon Bi's new product formula, new business environment and customer base along with branding techniques, marketing strategies and supply chain activities. Risk Analysis Conducting a thorough SOOT analysis would be advisable at first in order to assess Bi's internal strengths and weaknesses and how they will measure up against the- opportunities which may inadvertently turn into threats-with respects to the changes that will occur within Bi's newly adopted business environment.EBB will be challenged to weigh those resources that make up the force behind its competitive advantage(s) because it will be risking the success of its current business strategies against the sum of those changes that will impact it, should the company accept Geld's proposal (Bateman & Snell, 2009). Bi's management might consider backing up the information it garnered from a SOOT analysis with another method that examines the potential of risk involved with regard to opting for a reconfigured or otherwise entirely new and untried business strategy.A method that undertakes the available heuristic approach has been shown to provide business decisions makers with unique way -if optimal results are obtained- of incorporating intuitive Judgment-, referred to as-‘hindsight bias'- and integrating the more positive properties of this mind set with more quantifiable intellectual data referred to as -foresight knowledge'- with respects to formulating new strategies under th e constraints of various risks.This method gauges the two schools of thought by measuring and matching up- and then mapping and mathematically analyzing -the positive relationships between probable outcomes of certain risk factors, as in this case-they may pertain to and/or have- significant bearing on a number of business decisions, their outcomes, and their consequences based primarily upon their -perceived and qualitative'- susceptibility to risks.Conclusion Although at this Juncture, Bi's decision to employ the use of the availability heuristic may seem precarious, however the opportunity to identify and neutralize the risks of he proposal while also discovering some new and innovative strategies does present itself. A safer strategic analysis could be provided through the use of one or more of the conventionally known analytical tools, e. G.SOOT or Porters Five Forces. In any event it would be within Bi's very best interest to thoroughly investigate all the avenues of risks as well as opportunities before making a final decision to accept Geld's business proposal.

Introduction to financial modelling Assignment Example | Topics and Well Written Essays - 3500 words

Introduction to financial modelling - Assignment Example From figure 3 below, it is clear that, as the volatility for Standard & Poor’s (S&P) SMALL CAP 600 Index increases, the average rate of return declines rapidly up to a point where, if the volatility level continues to increase, the average returns start to increase rapidly (Lachance, 2003). In effect, when this portfolio is less volatile, its average return tends to decline, but when the rate of volatility is very high, the average returns tend to increase. In situations of high volatility, the risk of a stock tends to be high while on the other hand, when a stock is less volatile, its return is almost assured and hence less risky. The characteristic exhibited by this portfolio is that an investor should expect to make more returns when the stock is highly volatile. As such this stock is suitable for those investors who are comfortable with highly volatile stocks, who invest with the expectation of getting high returns. Considering that I am a risk averse investor, and would prefer stocks with more stable incomes even if it means lower returns - I would not go for this stock (Merton, 1969). From figure 4 below, the pattern of the graph has an implication that higher returns are expected in situations of less volatility. This is precisely the type of portfolio that suits my risk profile because I can invest in conditions of low volatility and still expect some returns albeit low. This also shows that this index performed better, as it is less volatile and hence almost guaranteeing investors some returns. The chance of getting returns from the S&P portfolio is very uncertain and hence considered as having performed poorly on such grounds (Milevsky, 1998). If I invested in equal amount in the above two portfolios, I could have formed a diversified investment, which could have balanced my risk with return. The S & P portfolio is more risky, but attracts higher returns while the New

The Influence of the Columian Exchange throughout North America Research Paper

The Influence of the Columian Exchange throughout North America leading up to the Revolutionary War - Research Paper Example Europeans started this contact and habitually decided its terms. For Africans and Native Americans, their life in America was to be steeped in tragedy for the next three centuries. Disease The most devastating consequences of the lengthy isolation of the American continent were to be biological. Africans, Asians and Europeans had been exposed to each other’s maladies for centuries because they frequently came into contact with each other through trade practices (Peabody and Grinberg, 2007). By 1500, these three ethnic groups had acquired immune systems that moderately protected them from most illnesses. Native Americans, who remained unexposed to other ethnic groups, were larger in body size and healthier than Columbus and his co-partners in 1492, when the two groups first met (McNeill, 2012). However, their long isolation from other ethnicities meant that their bodies had no immunity against the diseases that other ethnic groups quickly mastered. European and African maladies would soon begin ravaging the American Indian tribes. Smallpox quickly became the largest killer, even though influenza and measles also decimated huge populations of American Indians. The native population of Mexico, for example, was approximately 17 million, when in 1519 Cortes and his men reached the land (McNeill, 2012). A century later, there were less than a million natives remaining in Mexico, simply as a result of communicable diseases. It has been estimated that the entire Native American population was reduced by 90 percent within the first 100 years after European travelers first reached the American shores. This fact hugely contributed to the subsequent European domination of the continent. The Introduction of Food Crops One of the few advantages of the Columbian Exchange era was the exchange of knowledge of different crops between different ethnic groups. Prior to the Columbian Exchange, there had been no potatoes cultivated in Europe (Hughes, 2003). The Columbian Exch ange also hugely expanded the scale of the production of some well-liked drugs as well as crops such as sugar, coffee and tobacco use to many Europeans (Crosby, 2008). In the next few centuries potatoes would grow to be a major ingredient of Russian Vodka and the staple food in Ireland (Hughes, 2003). Chocolate, a plant only previously grown in the Americas, soon became a favorite in Europe. Plants like peanuts and maize were also transported to Africa by Portuguese. These robust crops could be cultivated in arid regions that hardly sustained any other type of edible plants (Hall, 2003). There are many historians who believe that the introduction of maize in Africa resulted in an increase in population. Before Columbus reached the American shores in 1492, the Americas had many different domesticated crops such as cassava, maize (corn), squashes, potatoes and different types of beans. Other plants that were less actively cultivated included papaya, sweet potato, avocado, pineapple, t omato, guava, chili peppers, peanuts, and cacao (McNeill, 2012). In spite of maize’s success in readapting to the African climate, the potato did not do as well in Africa. The potato would have a stronger impact in developing the Eurasian populations (Bond,

Language and identity , English composition 1 Essay

Language and identity , English composition 1 - Essay Example Anzaldua's essay is concerned with naming - but not 'mapping' - the multiplicity of identity formations she occupies simultaneously and contradictorily. She agrees with the (post)structuralist view that language speaks us, and that the languages we speak define our identity, our cultural make-up, our ideologies, and our definition of self. "Language is a homeland", Anzaldua says (1999, p. 895). She asserts that 'ethnic identity is twin skin to linguistic identity - I am my language" (p. 898). But those who occupy 'the border', those who have multiple and conflicting subject positions or identity categories - such as Chicana lesbian - are 'deslanguadas' [without language] according to Anzaldua: "Somos los del espanol deficiente" (p. 897). We are your linguistic nightmare, your linguistic aberration, your linguistic mestizaje, the subject of your burla. Because we speak with tongues of fire we are culturally crucified. Racially, culturally and linguistically somos huerfanos - we speak an orphan tongue (p. 897). Anzaldua's own essay, in English and in Spanish - sometimes translated, sometimes not - embodies her answer to the problem of dominant and subordinated languages and identities. Her concept of 'mita y mita' - half and half (p. 890).

Respiratory therapy Essay Example | Topics and Well Written Essays - 750 words

Respiratory therapy - Essay Example Despite encouraging reductions in the use of cigarettes, especially by the middle aged men, the problems of COPD patients persist and are likely to do so in the future. The management of COPD patients is increasingly multidisciplinary, and the patients themselves are entitled to explanation and education not only how their disease arises or what they can do to prevent this disease but also what the different treatments recommended do and what kind of benefits they are likely to achieve from these treatments and smoking cessation (Pauwels, R.A. and Rabe, K.F., 2004). Definitions: COPD is a spectrum of disease that includes chronic bronchitis, emphysema, long-standing asthma that has become relatively unresponsive to treatment, and small airways disease. The unifying feature of COPD is that it is chronic, slowly progressive disorder characterized by airflow obstruction that is not fully reversible and varies very little from day to day and month to month (Pauwels, R.A. and Rabe, K.F., 2004). Cigarette Smoking: Cigarette smoking is the most commonly identified correlate with COPD. Experimental studies have shown that prolonged cigarette smoking impairs ciliary movement, inhibits the function of alveolar macrophages, and leads to hypertrophy and hyperplasia of mucus secreting glands. Inhaled cigarette smoke is overwhelmingly the most important risk factor for the development of COPD. Although, COPD can occur in nonsmokers, about 90% cases are thought to be a direct result of cigarette smoking (Jamrozik, K., 2004). On the other hand, lung function decreases after the age of 30-35 years as a part of the ageing process. In normal healthy nonsmokers, the rate of decline of forced expiratory volume at 1 minute is 25 to 30 mL a year; whereas, in at-risk smokers, the rate of decline may be double, that is, 50 to 60 mL a year. What is clearly known is although lost lung function is not regained when smoking is stopped, the rate of decline returns to that of a nonsmoker. The FEV1 often drops below 50% of the predicted before symptoms of COPD appear, and the patients usually present with symptomatic disease at the age of 50 to 70 years. This highlights the importance of the early detection of such high-risk smokers and persuading them to stop smoking. If they can be persuaded to stop, they may never suffer from severe, disabling, and symptomatic disease. Even when a smoker has developed symptomatic disease, stopping smoking will still result in worthwhile salvage of lung function and improved life expectancy (National Collaborating Centre for Chronic Conditions, 2004). Development of Patient Education Program: Stopping smoking is the single most important intervention in COPD and the only thing that significantly alters the natural history of the disease. It is of primary importance at every stage and must be encouraged actively and continuously. In mild COPD it may be the only treatment needed and may prevent the patient ever developing severe, disabling and life-threatening illness. Therefore, a patient education program with an intention for awareness about the disease could be an acceptable approach in the early stages of the disease. Drugs or medical therapy alone cannot satisfactory ensure short

Children's Rights and Participation Essay Example | Topics and Well Written Essays - 4000 words

Children's Rights and Participation - Essay Example The rights which are based on this include a question of how many rights children should have and whether this is applicable within society. While there are questions of children’s rights, others are also questioning the social structure of given areas which currently protects children who don’t have the rights. The dichotomy of children’s rights then becomes the main question between those who are looking at the place of children in society and the flexibility which should be included with the rights of children. This paper will explore the association between children’s rights within society as well as how this is related to the amount of children’s rights that should be distributed. The focus of protection and security, as well as the association with the development of children both has to be considered in regards to the needs of children in school, society and in the household. While equal participation can provide children with a stronger voic e for security, there is also the need to change this according to the specific levels of development among children. Sociology of Childhood The sociology of children is one which is known as a unique phenomena in society. Children are divided into a sub – group within society, specifically because of biological differences and age. ... From this perspective, the sociological components are based only on the understanding and definitions of society, as opposed to the capabilities and rights which children should have as citizens within society (Archard, 2004: 25). This creates the main difference between children and their rights, which shows a level of injustice over children and the abilities that they don’t have in terms of acting as responsible citizens within society because of social labels. The concept of childhood is one which has altered through sociological associations throughout time. Historical records note that the ideal of childhood has changed in different cultures and in various time frames. The idea of childhood is then implied throughout time and distinguishes rights based on the social needs of a given time frame. When a child is developed in a specific way, such as through education or work, then it becomes a reflection on what is needed within society as well as how this relates to the s pecific conditions of a given region. The idea of childhood then becomes related to a social construction which is based on age, gender, biological differences and the amount of knowledge which an individual has about the world. The social makeup of a child and the demographic differences then remain the only division in society, some which changes the roles which children play within society (Archard, 2004: 25). The differences associated with children and the social role which is taken is further implied with the expected participation in which children have within society. It is known that there are multidimensional participation processes that construct the role of a child in society and the expectations that are associated with this. The

Teaching Personal Statement Example | Topics and Well Written Essays - 250 words

Teaching - Personal Statement Example This cooperation occurs between students and their peers as well as students and teachers. Social literacy is supported for example, where there is opportunity to work in groups, discuss issues, and contribution to class works. Appeal to the interest of children: this principle supports science literacy since it is based on a curriculum that responds directly to the interest of children. This provides opportunities for knowledge construction. The tenet also allows a constructivist teacher to recognize and stimulate the interest of children. This will support science literacy when for example, the teacher observes what children do, solicit the ideas of children, and propose activities that entice children. Teaching in terms of the type of involved knowledge: this tenet defines the kinds of knowledge helpful to constructivist teachers. Physical knowledge, conventional or social knowledge, and logico-mathematical knowledge may be used among children. This supports science literacy in that varying strategies are used for different types of knowledge. For example, with conventional knowledge, children are shown and told the information via direct instruction, in physical knowledge, the children are assisted in getting chances to act on things and their reactions noted while a teacher provides experiences in logico-mathematical knowledge through which student reorganize their own knowledge. Choosing content challenging children: this principle creates a culture of inquiry and develop teaching curriculum based on ideas which allow a very in-depth study. It supports science of literacy through providing activities appropriate for wide development levels. For example, it analyzes activities in terms of relationships and regularities. Promote reasoning among children: this principle supports science literacy because it encourages

Social Theory and Culture Identity Essay Example | Topics and Well Written Essays - 1000 words

Social Theory and Culture Identity - Essay Example For example, the legacies of slavery, colonialism and imperialism took birth as the consequence of governing bodies or regimes, impacted the communities bringing about new social constructs and structures under which the society's psychological spaces or maps evolved, contributing to changes in Social Theories and redefining of Cultural Identities. (Adapted from Powell & Moody, 2003) This dissertation shall briefly analyze, the evolution of the concepts of identity and community and their significance in contemporary social thought, through the constructs of social theorists like Zygmut Bauman, Heelas, Alasdair MacIntyre, Chales Taylor, and Selingman etc. The community, according to communitarian discourse of Bauman (2001), has its foundation only on that of a shared agreement between its members or followers. The communitarian discourse is constructed upon two theories that, 1) people are individuals who should resolve their own problems and 2) that community should be built upon fraternal sharing; community has then an ethical foundation. These two are combined and collaborated, leading to almost confusing notions of community, as when he states, "When subjected to such evaluation we see community for what it is numb or dead" (Bauman 2001 p11). He further elucidates the relationship between cultures and identity - according to him, in the postmodern condition, cultures seem to be rather fragmented; and in addition, this fragmented culture allows individuals to select their own identities. He explains with contemporary examples of Blair, Clinton and others, attempting to put freedom and security on an even platform, by rebuilding th e idea of the community within a postmodern world. In short he argues that, "we as individuals should be both with the Other and for the Other. It is the poor whom are cast as the Other in communitarianism discourse. The difference between being - with and being - for the Other is about the level of commitment that we have for the Other, about having an emotional engagement with the Other" (Best, 2002). In contrast, the world seems to be a society that has lost its moral bearings in an unprecedented way, in the perception of the moral philosophers like Alasdair MacIntyre. (Oakes, 1996) MacIntyre points to the teleological alternative as the only remaining solution to this moral degradation, and combines the concepts of liberalism, laissez-faire capitalism, Marxism, and utilitarianism as proof for his science-fiction metaphor. Teleology according to MacIntyre, is the study of final causes, goals, purposes, and aims: similar to and filled with Aristotle's concepts. Consequently, the t erm 'Teleological' is crucial to MacIntyre's solution, the loss of which is the cause of the catastrophe described in his science-fiction parable. The concept of Emotivism is introduced here as a "doctrine that all evaluative judgments and more specifically all moral judgments are nothing but expressions of preference, expressions of attitude or feeling, insofar as they are moral or evaluative in character" (MacIntyre, 1984, pp.10-11). Relationship between the 'identity' in a heroic society has been explained as that which 'involves particularity and accountability'. I am answerable for ding or failing to do what anyone who occupies my role owes to others and this accountability terminates only

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.

Emerging Technology and Its Implications Essay Example for Free

Emerging Technology and Its Implications Essay With the increasing attention being accorded to climate change in the mainstream media these days, there is also an increased attention being given to technological solutions to assist in combating the problem. While such solutions are admirable in that they go above and beyond the usual calls for recycling and the purchase of ‘green’ products – which have been proven to be of trivial impact upon the large scale flaws in systems of production and consumption that characterize industrial modernity – not all of them should embraced uncritically. It is only by subjecting every proposal to save the planet to scrutiny that we can determine a truly sustainable future. One of the ideas that has been receiving increasing currency in environmentalist discussions are large scale planetary ‘technofixes’ collectively referred to as geo-engineering or planetary engineering. These include mirrors in space designed to reflect excess amount of sunlight, artificial trees designed to suck carbon out of the atmosphere, and managed release of sulfates into the atmosphere, and many, many other epic plans to manipulate the ecological fabric of our planet.   Here’s the rub: The term geo engineering is a rather questionable one, as it implies that it has the same kind of empirical or mathematical certainty as engineering when it doesn’t. It smoothens over many of the bumps and curves that characterize our problems and demand creative solutions. In effect, planetary salvation becomes as easy as building a tunnel into a hill or a bridge across a river, when in fact our collective understanding of the systemic impacts is far less than the geo engineering promoters would have us believe. One might as well call it ‘planetary experimentation.’ While the potential benefits proposed are of an epic magnitude, this magnitude would also apply to the potential consequences. Take for example a proposal to suck carbon dioxide into the planet’s oceans by seeding it with iron deposits. Many, including the Scientific Steering Committee of the Surface Ocean-Lower Atmosphere Study (SOLAS) and the World Conservation Union (IUCN) have observed that this has the potential to worsen ocean acidification and lead to catastrophic results for marine ecology: The oceans are complex, dynamic, unpredictable and already vulnerable †¦ We need   [to] build their resilience, not undermine it [not] quick fixes to this global problem that may [cause far more long-term harm] than good. (Gjerde) Additionally, the historical track record of large scale intervention in the name of environmental concern has never been very good to begin with, asserts Alex Steffen of Worldchanging: â€Å"From damming rivers to fighting forest fires to eliminating pests †¦ efforts have †¦ in hindsight [been] so overrun with unintended consequences as to become full-blown disasters, often †¦ worse than the original problems . [And the] cost of errors [increase] with the magnitude of the attempted solution.† (Steffen) Geo engineering is essentially a ‘silver bullet’ solution, one which reduces the political will to creatively retrofit our present lifestyles in such a manner as to be sustainable and environmentally sound, while still being able to enjoy the luxuries of post-industrial advancements. In essence, the tools for a greener world are already here and their downsides are negligible in the face of overwhelming benefits both environmental and societal. In any case, discussion over geo engineering merely provides a distraction from mustering the political will necessary to effect true change. It provides climate change skeptics a justification for political indifference to redressing our present way of life: Why opt for better designed cities, fuel efficient vehicles and profound infrastructural rethinking when we can merely ‘erase’ the effects of our problematic systems? One’s stance on geo engineering is not a question of whether you are a techno utopian or a complete Luddite. However, there is a major distinction to be made between technology that is transparent in agenda, collaborative in nature, and egalitarian in application as well as easy to remedy and technology that is centralized, expensive and difficult to reverse. Between â€Å"Star Wars†    a missile defense system saddled with so much corruption that does nothing to provide for homeland security and nuclear power – a promise of perpetual source of energy whose failures wreaked massive consequences – we ought to regard geo engineering with suspicion: dangerous until proven safe. Geo engineering is unnecessary. â€Å"Fixing† the planet in such a manner is turning a blind eye to the way we live: it shows a lack of innovation and political courage that is necessary to the bright green future.   Works Cited Stiles, Lori. â€Å"Space Sunshade Might Be Feasible In Global Warming Emergency.† NASA Earth Observatory. 3 November 2006. Retrieved July 8, 2008 from: http://earthobservatory.nasa.gov/Newsroom/MediaAlerts/2006/2006110323537.html Bentley, Molly. â€Å"Guns and sunshades to rescue climate.† BBC News. 2 March 2006. Retrieved July 8, 2008 from: http://news.bbc.co.uk/2/hi/science/nature/4762720.stm Gjerde, Kristina. â€Å"Hold back the geo-engineering tide.† BBC News. 11 December 2007. Retrieved July 8, 2008 from: http://news.bbc.co.uk/2/hi/science/nature/7133619.stm Romm, Joseph. â€Å"Rule three of offsets: No geo-engineering.† Grist Magazine Online. 27 July 2007. Retrieved July 8, 2008 from:   http://gristmill.grist.org/story/2007/7/27/144848/844

Post Traumatic Stress Disorder (PTSD) Causes and Effects

Post Traumatic Stress Disorder (PTSD) Causes and Effects Post Traumatic Stress Disorder, also known as PTSD, is one of the most widespread, costly, and least understood of the many anxiety disorders. PTSD is a neurotic condition that is linked to stressors of traumatic events. Post Traumatic Stress Disorder is normally a delayed response to the unpleasant effects of extreme events of a catastrophic nature (Rumyantseva Stepanov, 2008). Many people with this disorder experience a strong sensation of fear and may also feel of helpless. These feelings disturb the person’s perception of their own security (Dieperink, 2005). There has been interest for more than a century in the psychological and behavioral effects of trauma. However, the empirical research in this area is only about twenty-years old (Roy-Byrne, 2002). In this paper I will review three empirically supported articles simultaneously in effort to better describe how to diagnose this disease, manage its effects, and treat the patients. Post Traumatic Stress Disorder causes clinically significant severe emotional states in social, professional, or other important aspects of life. The diagnosis of PTSD requires the occurrence of a traumatic incident, so it is reasonable to suggest that the stressor, its duration, and its meaning should have considerable influences on the occurrence and clinical features of the long-term psychopathological response. It is important to establish the ordinary clinical features and differences of Post Traumatic Stress Disorder due to the different stressors. This is vital not only in the theoretical aspects, but also in the practical aspects (Rumyantseva Stepanov, 2008). Dieperink suggests the options to treat patients with Post Traumatic Stress Disorder could include exposure therapy, group psychotherapy, inpatient therapy, and individual therapy, among other. However, not everyone with PTSD would be a candidate for exposure therapy, although it is often considered an initial treatment for people with PTSD (Dieperink, 2005). According to Roy-Byrne, studies have not looked into the possible medications outside of benzodiazepines neuroleptics. None of the prior studies examined the differences between treatments within large mental health networks (Roy-Byrne, 2002). There have been relatively well researched studies in exposure therapy a number of medications. These studies have been found to be extremely effective in the treatment patients. However, it has been difficult to find a single therapy to be consistently successful for patients with PTSD. Dieperink says that the Food and Drug Administration has only approved two medications for the treatm ent of Post Traumatic Stress Disorder: Sertraline and Paroxetine. Selective serotonin reuptake inhibitors are considered the first-line medication for the treatment of Post Traumatic Stress Disorder. To Better understand what constitutes effective treatment for patients with PTSD, one must take the first step to determine what is being done in PTSD studies at this time (Dieperink, 2005). The following is a study regarding workers in the Chernobyl disaster that were diagnosed with Post Traumatic Stress Disorder Rumyantseva and Stepanov studied the cases of a group of sixty-six patients regarding their involvement in combat actions and working in the post-Chernobyl atomic energy station clean-up. The test used several diagnostic methods including, structured clinical interviews, clinical PTSD diagnostic scales, and Gorovits scales for the self-evaluation of traumatic events. Thirty of the subjects were involved in combat actions and the other thirty-three were clean-up workers. The mean ages of the patients were 27  ± 2.8 years for the combatants and 43.7  ± 4.5 years for the clean-up workers. Combatant patients had incomplete higher education and corresponding training for military action. Most clean-up workers had higher education, though some had some mid-level specialist education. They were observed for 5 to 6 years and again 15 to 17 years after involvement in the stress situations. After 5–6 years after Chernobyl, the combatants had rare (1–2 times per month) episode s of minimal or moderate, controllable levels of distress in situations that reminded them of the event. Emphasis was placed on the features of the stress situations in both groups. Combatants had directly experienced a fear of being killed or wounded, horror of capture, torture, and humiliation. They were involved in battle and special operations and they had witnessed the deaths of many of their peers. Most combatants spent around six months in military action zones. The result was exceeded the individual’s exceeded their ability to cope. They were confronted with constant vigilance, perceptions of a hostile environment, and the need to make rapid responses to sources of threat. A completely different type of stress occurred in Chernobyl clean-up workers who had to deal with can be considered a prolonged traumatic event. The social-psychological consequences of this disaster were observed for 19 years. The catastrophe was an extraordinary event, the first of its type in hum an experience. As a result, Chronic Post Traumatic Stress Disorder was diagnosed in all the patients studied. When combatants were presented with real threats, flashbacks were seen. These flashbacks were mainly in â€Å"hypngagogic/hypnopompic states† or when they were intoxicated with alcohol. These flashbacks were of moderate intensity. Patients were able to maintain partial control of their actions by sustaining a link with the outside world. In their dreams, combatants saw many people that were unable to protect themselves, being captured, shooting, detonations, and others. They would often state that they were being surrounded and that the enemies were close. In the dreams, they would fire back with their guns but the bullets would come out of the barrel in slow motion. Also, the bullets did not fly or seem to come out of the barrel and fall. The patients considered these dreams as nightmarish. When they woke up, they struggled to get back to sleep. Many of the patients that were seeking medical help preferred to use alcohol to help them sleep. There were signs indicating difficu lties in concentrating or even maintaining minimal levels of attention in several combatants and virtually all clean-up workers. At the psychological level, most members of this group experienced increased symptoms and depression with feelings of fear, guilt, despair, impotence, hopelessness, and grief. The patients lacked trust in the help and treatment proposed for them, including psychotherapeutic treatment. They thought treatment was impossible and their condition was irreversible. Most people ultimately characterized themselves by the passive-aggressive social role of a victim. The main principle at the core of the treatment of patients with PTSD is the ability to recognize the priority of psychotherapy and the use of antidepressants with primarily anxiolytic effects and minimal side effects in small doses. Psychotherapy included a variety of psychotherapeutic approaches. Therapies used included psychological debriefing for individuals, evidence-based psychotherapy; cognitive behavioral therapy as a disclosure treatment and progressive desensitization, which must be done individually for patients of this group. There was a particular curiosity in the use of Coaxil in patients Post Traumatic Stress Disorder. It is associated with the establishment of its ability to change the neuroendocrine response to stress. It can prevent stress-induced behavioral and cognitive insufficiency in animals and corrects the responses of stress, not only weakening the stress-induced changes in the hypothalamus, but also assisting in the reversal of those changes. Preclinical and preliminary clinical data have shown evidence that Coaxil can be effective in the treatment of the specific and nonspecific symptoms of PTSD (Rumyantseva Stepanov, 2008). Post Traumatic Stress Disorder is a very complicated disease. Although scientists have come a long way in diagnosing and treating PTSD, it is clear that much more research may be needed to fully treat these patients. Post Traumatic Stress Disorder is extremely widespread and has become very expensive to treat and manage. Ideally, we should be taking steps toward relieving the experience of fear and helpless in those affected with this disorder. It is reasonable to assume that patients with PTSD can be rehabilitated and live normal lives without the stressors associated with this condition. My reaction to writing this paper is a mixed one. I was a bit overwhelmed with the notion of having to read a published article in an area that I am unfamiliar with. However, after spending some time dissecting each one, I have developed and appreciation for the well written ones. These articles are very dense in information for their size and a lot can be learned from reading them. There are others that were a bit difficult to read and left me wanting to know more information than what was given. However, I learned a great deal from this assignment. I have a new appreciation for the complexities of this disorder and I have enjoyed reading the articles. References Rumyantseva, GM Stepanov, AL (2008). Post-Traumatic Stress Disorder in Different Types of Stress (clinical features and treatment). Neuroscience and Behavioral Physiology, Vol. 38, No. 1. Dieperink, Erbes, Leskela, Kaloupek (2005). Comparison of Treatment for Post-Traumatic Stress Disorder among Three Department of Veterans Affairs Medical Centers. Military Medicine. Volume 170. Ray-Byrne, MD (2000). Post-Traumatic Stress Disorder: Diagnosis, Management and Treatment. The American Journal of Psychiatry, 159, 4.

Different Attitudes of the First World War as Expressed in Poems by Var

When war first broke out in 1914 the general attitude towards it was patriotism. Many young men grabbed the chance to fight for their country and show the women their braveness, they thought they would come back heroes, however they did not know what happened beyond the cheerful and brave faces seen in the news papers and the blissful time the soldiers had in their letters home. This made many more men go to war. Things gradually changed, death, disease, mud, it had suddenly hit that to fight for your country was not such an honour. Soldiers firstly began to write poetry because poetry was the most important mode of expression for those who were shocked and disillusioned by the realities of the First World War. I will be discussing five poems written by well-known war poets such as: ‘The Soldier’ by Rupert Brooke, ‘Into Battle’ by Julian Grenfell, ‘Dulce et decorum est’ by Wilfred Owen, ‘Base Details’ by Siegfried Sassoon and ‘Anthem for Doomed Youth’ by Wilfred Owen. Julian Grenfell had many years of editing before becoming a distinguished war poet in his local newspaper. But he had always had his heart set on being part of the military. He was awarded the Distinguished Service Order in 1914. A year later, 1915, he was wounded in the head during battle and died later in hospital of shrapnel in the skull. Grenfell had always praised war saying in letters home â€Å" I adore war†¦it is like a big picnic, its all the best fun one ever dreamed of.† ‘Into Battle’ is a positive poem in which war is glorified. Rupert Brooke’s war experience consisted of one day of limited military action with the Hood Battalion during the evacuation of Antwerp. He never fought in the war as he died on Easter Sunday 1915 aged 28 from blood p... ...many to die but are given not burial, they just lie under rubble from buildings and their own skin serves as their pall? The â€Å"drawing down of blinds† could be the eyes that are shut in mourning, or the eyes that are shut as they die or it could even signify the blinds being drawn at night where a person kneels down to pray for those at war. There is either a positive or a negative attitude in war, there is no poet that will write both kinds of poems during the same time, there is always change in view as the time and the battle draws on. In most poems there is a definite sadness, the horrific images described and the loneliness and feeling of detachment from the world or the patriotism and honour to fight for one’s country. There are so many attitudes to war because people feel there are certain reasons for it, it also depends on what part you play in the war.

Free Essays - A Lesson Before Dying :: Lesson Before Dying Essays

In the novel, A Lesson Before Dying, By Ernest Gaines, the main character, Grant Wiggins gives a man meaning in his last days alive. Wiggins gives him a book to write his thoughts in, and helps him to realize that he is not a â€Å"hog.† He shows him that he is truly a good person, and that he should die with his head up, knowing that he led a worthy and honest life. Mr. Wiggins changed greatly through the story, from a cold school teacher to an open hearted and caring man. This helped his relationship with others as well as Jefferson. Through his changing, he became the one man that Jefferson could trust. In a rural town in Louisiana in the late 1940's a poorly educated young black man, Jefferson, is in the wrong place at the wrong time: he is in a bar with two friends when they murder the white bartender. Jefferson is unfairly convicted of murder and sentenced to the electric chair by a white judge and jury. His defense lawyer, in an attempt to ward off the death sentence, labels him a "hog"--and it is this label that Jefferson's godmother wants disproved. She enlists the help of a plantation school teacher, Grant Wiggins, who at first isn’t too keen on the idea of helping a crook. Wiggins agrees to talk with Jefferson only out of a sense of duty--he is an unhappy, angry man who dreamt of escape from his deprived childhood yet returned to his hometown after a university education to teach in the same one-room parish school he attended. Despite humiliation at the hands of the white sheriff, Jefferson's lack of cooperation, and his own sense of futility and uncertain faith, Wiggins forges a bond with Jefferson that leads to wisdom and courage for both. At first, Jefferson sees himself as a hog, and nothing but a hog. It takes Wiggins much time and strength to convince him that he should live his last days with pride and dignity. Jefferson looks at the entire situation as his fault and will only do what Miss Emma and Tante Lou see fit for him to do. â€Å"If that’s what they want, Jefferson said.† â€Å"No, not what they want; what you want, says Grant†Ã¢â‚¬ ¦Ã¢â‚¬Å"If that’s what they want, I’m go’n die anyhow, says Jefferson.†(p.135) Wiggins begins his teaching as he has taught for years, which is not allowing it to change his life.

Free College Admissions Essays: I Hated My Father :: College Admissions Essays

I Hated My Father I hated my father for a long time. I resemble him completely, and everyone says I am a copy of him in appearance. And some people even said that 30 years after, I would be what he was completely in everything. But I really disliked to be told so, and I felt it was an insult to me. My father was an object of detestation for me; to be his son was my curse. I didn't regard him as my father and despised him very much, so I sought ways of revenge on him. I decided that after I graduate from university and I can earn my own living, I would abandon him. "For now, I will act a meek son, but it won't last forever. He should live his lonely old age," I thought. There were many reasons why I hated my father. He was quick-tempered, selfish, and he easily beat and kicked me, because he wanted to have his own way in everything. Though I had not been such a bad child, I was often scolded and knocked about by him since I was a small child, so I was afraid of him, and I really had contempt for him. There was one more reason why I hated my father; it was my name "Taro", given me by my father "Taro" is a very simple name. Anyone naming a child could think of this name in one second. Of course, this simple name was made fun of by my friends. I really hated it, and I wondered whether my father had really thought my name over seriously. I asked him the reasons for naming me this, but he answered only "Taro is simple, manful, and easy to remember." I even wondered if perhaps my father thought of me as a dog. I seldom felt his love for me. Last year, I entered Fukui Medical School, and started to live alone. My despising of my father had not changed at all, so I was very happy to live alone, because I didn't have to meet him except during my vacation! Of course, I seldom went home though it is possible to go there in only one hour by car. But since I have lived by myself, my impression of my father has gradually changed. My mother often said my father wanted to meet me and he talked about me very often.

African Americans Consequence Essay

The African Americans played a major role before and after the Civil War, beginning from 1861 to 1870, which helped shape the course and consequences of the Civil War. In determining how African Americans shaped the course and consequences of the Civil War, one must assess how African Americans were given more opportunities. Politically, African Americans began to have a role in voting and to have the President and Republican Party fight for their full freedom. Socially, the African American’s class began to be looked at differently. Ideologically, the African Americans were being looked at as equal and made sure that people knew they were people too. Although African Americans had to continue to fight for their equality, they did, in fact, shape the course and consequences of the Civil War by having political, ideological, and social actions. African Americans had no rights to vote or involve themselves in politics but that changed after the Civil War. Giving African Americans the right to vote shaped the consequences of the Civil War by African American’s views being looked at as well. On August 1865, the Convention of the Colored People of Virginia was proceeded which claimed that since African Americans are free, they deserve to vote (Doc H). The African Americans spoke of being given suffrage, and then they were given the right to vote. This shaped a consequence of the Civil War because the African American’s views were no longer over looked. During the Civil War, no one J. Crespo P a g e | 2 paid attention to what the African Americans wanted but afterward, they were granted the voice to speak about what they wanted. After being heard and given the right to vote, the African Americans had participation in Constitutional Conventions. A map shows the following: the participation of African Americans and Whites in Constitutional Conventions during 1867-1868 (Doc J). Politically, the whites did not want to be overtaken by the African Americans, so they had a larger participation to overrule the African Americans. The whites wanted a powerful Democratic Party that supported their wanting. The African Americans still participated in the conventions to make sure the Republic Party was strong enough to continue to give the African American their rights. African Americans participating in the Constitutional Conventions shaped one of the consequences of the Civil War by not letting whites take over the political system. Not only did the African Americans have a consequence politically with being heard and not having white supremacy, politically African Americans were also given their freedom. African Americans were being given their freedom. Politically, African Americans were being granted a change in society. Abraham Lincoln published a letter on August 26, 1863 that proposed the following: the African Americans as a whole, everywhere, should be granted their freedom for they fought for the North (Doc C). Abraham Lincoln was trying to persuade the Whites to agree on freedom for the African Americans in the United States. African Americans were being freed everywhere instead of just the North. Politically, this helped the African Americans tremendously because they were going to be freed everywhere. One of the consequences was African Americans being freed in the North, but then African Americans were going to be freed everywhere, including the South. After the letter sent out by Abraham Lincoln, the Republican Party decided to try to get an amendment that freed all African Americans. In 1864, the Republican Party’s platform stated the following: they wanted an Amendment to J. Crespo P a g e | 3 officially end slavery everywhere (Doc D). Politically, the African Americans were beginning to be seen as people throughout the nation. This consequence after the Civil War proved that African Americans were no longer going to be slaves anywhere. African Americans found their freedom with the help of the political power of Abraham Lincoln and Republican Party. Then the African Americans were socially looked at differently. The African Americans were no longer such a low class because people began to look at them differently and notice the good things about African Americans. Socially, the African Americans were being helped by the people. On July 30 1861 General Benjamin F. Butler reported to the secretary of the war stating the following: the African Americans should be free since they are a part of the North (Doc A). Socially, the North no longer presented the African Americans as property. This shaped the Civil War because the African Americans became part of the Union that fought for the North. Then after the Civil War was won and the African Americans were freed, their school system proved them socially equal and good as the whites. In March 1864, Charlotte Forten, an African American teacher in South Carolina Sea Islands, said the following: she spoke of how happy the African American children were to learn and how much knowledge they have attained (Doc E). Socially, the African Americans were no longer looked at as less smart than the Whites. The consequence of the Civil War with the African Americans socially with schools showed their equality to whites. Socially, the African Americans were no longer looked at as slaves or less knowledgeable. The African Americans, ideologically, were no longer looked as property. The African Americans were beginning to be looked at the same as the whites. The African Americans no longer were looked at as property. Ideologically, the African Americans caused a consequence of the Civil War to be looked at as people. On March 7, 1864 in The New J. Crespo P a g e | 4 York Times it stated the following: African Americans have gone through a drastic change to now be free Americans in the United States equal to the whites (Doc F). The African Americans were no longer the property they were once known of; African Americans were people just as the Whites. Ideologically, this proved that a consequence of the Civil War was the change of equality that African Americans had. After The New York Times had posted the article, Thomas Nast from Harper’s Weekly on August 5 1865 had posted the following: a picture of lady liberty standing next to an African American Union Solider asking â€Å"And Not This Man? † (Doc G). Ideologically, the picture proved that the people no longer were going to look at African Americans as property so they should be treated equal. The North wanted the South to have the same thoughts about African Americans. This set a consequence of the Civil War by having the African Americans no longer being looked at as slaves as they were when the war had begun. After the African Americans were no longer looked at as property, the African Americans made sure the Whites thought of them as people no matter what. African Americans were going to deal with racism and injustice but they made sure that the whites knew they were people also. Ideologically, the African American consequence after the Civil War was that African Americans are people, not slaves nor property. On August 20 1862 in New York during the resolution of African Americans in Newtown, African Americans stated the following: they wanted to make sure that the President knew that they were not going to leave because the United States was their country also that they were going to fight in for their freedom (Doc B). This constructed the course of the Civil War because the African Americans began fighting in the Civil War. Ideologically, African Americans were looked at as people in the nation of the United States to fight along the Whites for their freedom and country. After the Civil War, when African Americans were no longer slaves and granted their freedom, some J. Crespo P a g e | 5 whites resisted the full freedom of African Americans. In 1867 with Rebecca Parsons she went through the following: she went back to receive her kindred since she was a free slave but the owner would not allow her to because they were â€Å"his† (Doc I). Although, Parsons did not allow Rebecca her children it proved that Parsons realized she was also people because she demanded them back from him. Rebecca is no longer a slave who has to stand down, she also had rights which proved she is as equal as Parsons. Ideologically, after the Civil War this was a consequence by African Americans no longer being looked at differently because they were people also. African Americans ideologically created the course and consequence of the Civil War by being looked at as people and not slaves. African Americans shaped the course and consequences of the Civil War by ideological, social, and political reasoning. African Americans were known in the United States as slaves and property but they no longer were during and after the Civil War. They became people of equality to the whites in the United States. They no longer had no say in politics; they were given rights and opportunities to speak of their views. They no longer were viewed as property but people. Also, they weren’t the low class everyone had always labeled them as. African Americans helped the Union win the war to win themselves the freedom they deserved.

Newton Lab Report

I. Introduction: The purpose of this lab report is to differentiate between of Newton’s Third Law and Newton’s Second Law. Newton’s Third Law states that all forces come in pairs and that the two forces in a pair act on different objects and are equal in strength and opposite in direction. Newton’s Second Law states that the acceleration of an object is proportional to the net force and inversely proportional to the mass of the object being accelerated. Using calculation equations for acceleration, force, and percent error one will be able to distinguish and evaluate the relationship between the two laws. II. Procedures of experiment: All groups had to complete two types of labs. The first lab our group had to complete was completed like so: using a car one had to tie a piece of string approximately 80 centimeters in length to a toy car on a ramp. This string was then feed one top of a super frictionless wheel. The end of the rope that had the end nearest to the ground was tied off with a 0. 2kilogram weight. The car was then pulled back by a participant until it reached 0. 8 meters and was let go. A second participant would then record the time it took for the car to reach the end of the ramp. This was repeated a few times. One would add 0. 5 kilogram weight to the car and the time was then recorded in a similar fashion. These times would be recorded into a table and would be used as raw data. The second part of the lab was different in that: a group had to tie a small scale to opposite end of the rope where the weight was located. Immediately following that scale, one would then tie a toy car. After the toy car another scale would be attached; likewise another car would follow. One student would then pull the whole system back before the back end of the second car would touch the wall provided by the ramp. Immediately after that student would release the system he and a second student would read the scales. Essentially, one student would have to read one scale and the other releasing would have to read one too. These force readings would be recorded in a table and would be used as raw data too. III. Summary of data: Each group had to determine the mass of each car before beginning each lab. Our group had found that both of our cars were 0. 261 kilograms. Additionally, group had to record the trail times for the first lab report like the following. | Car times (s)| Car times (s) +500g| trail 1| 0. 79| 1. 39| trail 2| 1. 0| 1. 40| trail 3| 1. 06| 1. 56| trail 4| 0. 82| 1. 58| trail 5| 0. 98| 1. 69| average| 0. 93| 1. 49| | | | | Force on System 1 (Newtons)| Force on System 2 (Newtons)| trail 1| 0. 50| 1. 50| trail 2| 0. 45| 1. 50| trail 3| 0. 50| 1. 50| trail 4| 0. 49| 1. 40| Each group had to read and record the force measurements in Newtons with the two car pulley system. Additionally, our group had used the same mass for the cars from the previous lab: 0. 261 kilograms. The magnitudes of the cars are relatively constant. IV. Analysis of Data: Before calculating many equations, one had to understand Newton’s Third Law. The calculations for the second part of the lab would have been nearly impossible unless one understood that FT= -Fg=F1+F2. With this in mind, it was possible to ascertain that understand thatF2=-F1+Fg. Knowing this, one would be able to understand that the acceleration on the system is the same throughout. Also, it is extremely important that one must correctly change units into for the needed equations. Otherwise, almost all of the equations will be void. mass of the car | acceleration of car (m/s2)| F=(m1+m2)a (Newtons)| Fnet= (m2)(9. 80m/s2) (Newtons)| Percent error/difference| 0. 261kg (x1 car)| 1. 84999| 0. 57534689| 0. 49| 17. 177| 0. 763kg (x1 car + 500g)| 0. 720688| 1. 50404187| 1. 47| 2. 3157734| This is the first table representing the acceleration of the car, the force of the car as well as the percent error. The percent error for this particular section of the lab seems relatively low. One should see that the acceleration of the second car is significantly slower than th e first car; this is because car one weighted les s than the second. It should also be seen that the force of the car with the extra mass is nearly three times that of the car without the extra mass. mass of the car | acceleration of car (m/s2)| F=(m1+m2)a (Newtons)| Fnet= (m2)(9. 0m/s2) (Newtons)| Percent error/difference| 0. 261kg (red car)| 1. 858237548| 0. 856647509| 1. 96| 56. 2934| 0. 261 kg (blue car)| 1. 858237548| 0. 856647509| 1. 96| 56. 2934| This is the second table representing the acceleration, force, and percent error of both of the cars tied together. The percent error for this particular section of the lab seems relatively high. One should see that the acceleration and forces are exactly indistinguishable. This is because they are tied together forcing the cars and scales to have the same acceleration and force etc; moreover, it is because of Newton’s Third Law. Additionally here are some sample equations I utilized during the lab report and calculations. Manipulating some of the equations was tricky especially for percent error. Substituting the accepted value with an equation is very smart thinking. percent error=(m2(9. 80m/s2))-experimental value(m2(9. 80m/s2)) (100) 56. 2934944%=1. 96-(0. 856647509)(1. 96) (100) ForceMass=acceleration 0. 485N0. 261kg=1. 858237548 m/s2 Distance= 12(acceleration)(time in seconds)2 2(Distance)(t)2= acceleration 2(. 8)(0. 93)2= 1. 849924847m/s2 V. Conclusion: There are several errors that could have occurred during this lab. One of them might have been that I could have corrupted my calculations. I am not to entirely sure with how I calculated my percent error and therefore I might have a lower percent error yet I would not even know it or vise versa. A way to correct this problem for the future is by asking for more assistance from others in the class. I am more than sure that others who grasp the concept easier than me would be more than willing to aid me. Another error that could have occurred was that of miss reading the scales for the force in the second lab. Although important to read the scales as accurately and as quickly as possible, one could only do so much. There was only less than a split second to read the correct or desired reading from the scale. One way to correct this error in the future is to have a larger group work on the same lab. Therefore all the students in the group could work together to figure out a solution as a team rather than an individual effort. The group would learn better as a result because there would be hands to complete the work and more brains to understand that work that is being recorded. All thought the margin of error was higher for this lab, it is understandable because it was nearly impossible to record the force of Newtons desired in the split seconds one had. With all the information above, it is clear that there is a tie between Newton’s Third Law and his Second Law. It is possible to understand that Newton’s Second Law deals with changes in state of motion while Newton’s Third Law deals with the relation between forces On my honor, I have neither given nor received unauthorized aid on this assignment.