Strategic Marketing :: essays research papers

Review of Performance: Year 2 By the end of year two Pangea Technologies had achieved great success. Not only did it rank number one in game 5 but it also ranked number one overall. Our management team worked well together and made well informed decisions. We achieved our goal to have at least 40% market share in at least two market segments. In fact, we had 52% market share overall and over 45% market share in every segment. Decision Aggressiveness If there was one thing that set us apart from the rest, it would be the aggressiveness of our decisions. By the end of the second quarter of the second year we had opened offices in every available city selling at least one product to every single market segment. We used our resources generously yet wisely in opening offices, and hiring and motivating salespeople, and it paid off. Financial Performance In year two Pangea has had an excellent financial performance, net operating profit has grown from $1.4 million in quarter 5 to $45.6 million at the end of the year. Our executive team was also willing to invest a lot in order to gain marketshare as well as profits. Our aggressive investments are demonstrated by the large sums of our operating expenses, which were as follows: $4.9 million when gross margin was $15.3 million in quarter 5; $6.9 million when gross margin was $20.7 million in quarter6; $9.9 million when gross margin was $36 million; $11.9 million when gross margin was $59 million. In addition to these second year expenses, we invested around $9 million dollars in the first two quarters each on research and development. Our executive team believed that these cost were necessary for the growth of our company and it proved to be a good strategy. Our investments were in such things as product improvements, opening sales offices, hiring salespeople, and rewarding and motivati ng sales people. Another important investment went to creating and revising our ads, and as a result our ad ratings have improved dramatically. We also increased our ad expenses from $700,000 early in the second year to $4.3 million at the end of the year, which increased our ad reach. Pangea ¡Ã‚ ¦s investments this year were instrumental in the great financial success of the company. This was demonstrated by the company ¡Ã‚ ¦s financial performance score of 26.95, which is well above that of the average and it is the highest score compared to our competitors.

Behavioral Patterns of Selected 4th Year Students in San Pedro High School

Bulacan State University College of Education City of Malolos, Bulacan. â€Å"Behavioral Patterns of Selected 4th year students in San Pedro High School† Submitted to: Violera Reyes, Ed. D. Submitted by : Glendys Orolfo Kenneth Pabilonia Naomi Palao Maricris Palo Rogelio Ramos Mary Grace Regalado Micha Joy Rejano Cayneth Reyes Milca Joyce Roque Renz Ruzzel Santiago Andrea Marie Santos Mary Jane Villanueva Rich Ann Winfield ABSTRACT This research paper identifies the behavioral patterns of selected high school students in San Pedro High School, Hagonoy, Bulacan. The first chapter presents a short introduction about adolescence. In their age, high school students were now entering the first stages of adolescence. The second chapter shows related theories about this study. The third chapter shows the method of research done in this study. The fourth chapter presents the data gathered from the respondents. Graphs were used to show the data in a logical and orderly manner. The fifth chapter attempts to conclude the study by telling the behavioral patterns discovered in the selected high school students. TABLE OF CONTENTS Chapter I – Introduction Chapter II – Theoretical Framework Chapter III – Methods of Research Chapter IV – Interpretation and Analysis of Data Chapter V – Summary, Conclusion and Recommendation Curriculum Vitae CHAPTER I Introduction I. Introduction The social behavior of human changes as they enter adolescence. In humans adolescents typically increase the amount of time spent with their peers. Nearly eight hours are usually spent communicating with others, but eight percent of this time is spent talking to adults. Adolescents report that they are far happier spending time with similarly aged peers as compared to adult. Consequently conflict between adolescents and their parents increase at this time as adolescents strive to create a separation and sense of independence. These interactions are not always positive; peer pressure is very prevalent during adolescence, leading to increase cheating and misdemeanor or crime. According to Judith Rich Harri’s theory of group socialization, children and adolescent are shape more by their peers than their parents. Peers can encourage both pro-social behavior, which peeks at 11-12 years old or anti social behavior, which peaks at K1 -15 years. Adolescents are less likely to feel depressed or anxious if the peer group provides emotional support (Buhrmester, 1992). Arguments between parents and children increase considerably during adolescence (Feeney 1999). However adolescents with few or no closed friends are closer to their parents and are less likely to be subject to peer pressure. Non human mammals are also exhibit changes in social attitude during adolescence. Adolescent rodents have also been observed during this time of period . despites this social bonding between adolescents and adult tends to improve due to reconciliatory behavior. Allomaternal behavior increase among females in several species , including humans , nonhumans primates and rodents . However males tends to exhibit less interest in infant during adolescence. Adolescence can be specifically turbulent as well as a dynamic period of one’s life. It has been identified as a period in which young people develop abstract thinking abilities , become more aware of their sexuality , and increase their independence from parent. Stanley Hall denoted this period as one of â€Å"storm and stress† and according to him, conflict at this developmental stage is normal and not usual. Margaret Mead on the other hand, attributed the behavior of adolescents to their culture and upbringing , as the majority of problems associated with adolescence in western society are not present in other cultures. Several development stage models, have placed in a period of human developments. Sigmeund Freud saw it as the â€Å"genital phase† of psychosexual developments, where the child recapture the sexual awareness of infancy. Jean Piaget focused on cognitive development, seeing adolescence as the â€Å"formal operative stage† where the young person develops the ability to think abstractly and draw conclusions from the information available, your theory of psychosocial development identified the identity crisis as central to the notion of adolescence. Adolescent addresses the issues associated with adolescent such as whether or not the aforementioned â€Å"storm and stress† is a normal part of this period. The American psychological Association has a separate division dedicated to adolescence, and the psychologist specializing in the topic attempt to answer questions dealing with the age group. One issue is adolescent psychology discusses whether adolescence is in fact a discrete developmental period a point along the continuum of human development, or a social construction. II. Statement of the Problem This research paper attempts to answer the following question: 1. What are the behavioral pattern manifested by selected students in San Pedro High School? III. Background of the Study San Pedro High School is a public school located in Hagonoy, Bulacan. It is led by Principal Rosario L. Tamayo. The school has approximately 3000 students and 58 teachers. The researchers chose it because some of them have graduated there. Only 56 students were chosen as respondents. IV. Significance of the Study For parents: Because of the growing number of teenagers that was not focus on their study this research will help the parents to know on how they will treat their son/daughter and how they should support them. This will also inform the parents on what behaviors of their child possess during the class. They will be aware on the attitudes of their son/ daughter inside the classroom, how they child interact to their classmates and at the same time to their teachers. This will help the parents to know what the techniques are and practices they should be done to their child for them become a good citizen in the future. For teachers: Some teachers didn’t understand the situations of their students in some instances. For example, during the exam one of the students is using a kodigo. The teacher got angry and shouts to the student during the exam without knowing the reason why he’s doing that thing. Maybe, before the teacher scolds the student he should warn it first and after the exam asks why he did it. Then, he will know that his student is a working student and he didn’t have enough time to review. So, this study helps the teachers on how they should treat their students and how they react on the behaviors of their students. As we all know the teachers are the second parents of the child. They should love and care to their students as if their own child. For students: Teenagers were not aware on their behaviors inside the classroom. Teenagers also didn’t know their real personality. Many of them asking what are they real attitudes and characteristics, what attitudes they have and what are the moods they have. This study is design to the students for them to be aware on their attitudes inside the classroom. This will help the teenagers to be aware and to open their eyes in the things they should be done to help our country. This will also help them to see the hardship of their parents just to make them finish their study, the sacrifices of their parents to support them and how their parents make the night become day just to ensure their future and to give all their needs. CHAPTER II Theoretical Framework Social cognitive theory, used in psychology, education, and communication, posits that portions of an individual's knowledge acquisition can be directly related to  observing  others within the context of social interactions, experiences, and outside media influences. Social cognitive theory is a  learning theory  based on the ideas that people learn by watching what others do and will not do, these processes are central to understanding personality. While social cognitists agree that there is a fair amount of influence on development generated by learned behavior displayed in the environment in which one grows up, they believe that the individual person (and therefore cognition) is just as important in determining moral development. People learn by observing others, with the environment, behavior, and cognition all as the chief factors in influencing development. These three factors are not static or independent; rather, they are all reciprocal. For example, each behavior witnessed can change a person's way of thinking (cognition). Similarly, the environment one is raised in may influence later behaviors, just as a father's mindset (also cognition) will determine the environment in which his children are raised. Albert Bandura also stressed that the easiest way to display moral development would be via the consideration of multiple factors, be they social, cognitive, or environmental. 2]  The relationship between the aforementioned three factors provides even more insight into the complex concept that is morality. Further development in social cognitive theory posits that learning will most likely occur if there is a close identification between the observer and the model and if the observer also has a good deal of  self-efficacy. Self-efficacy beliefs function as an important set of proximal determinants of human motivation, affect, and action which operate on action through motivational, cognitive, and affective intervening processes. Identification allows the observer to feel a one-to-one connection with the individual being imitated and will be more likely to achieve those imitations if the observer feels that they have the ability to follow through with the imitated action. Vicarious learning, or the process of learning from other people's behavior, is a central idea of social cognitive theory and self-efficacy. This idea asserts that individuals can witness observed behaviors of others and then reproduce the same actions. As a result of this, individuals refrain from making mistakes and can perform behaviors better if they see individuals complete them successfully. Vicarious learning is a part of social modeling which is one of the four means to increase self-efficacy. Social modeling refers not just observing behavior but also receiving instruction and guidance of how to complete a behavior. The other three methods include, mastery experience, improving physical and emotional states and verbal persuasion. Mastery experience is a process in which the therapist or interventionist facilitates the success of an individual by achieving simple incremental goals. With the achievement of simple tasks, more complex objectives are introduced. The person essentially masters a behavior step by step. Improving physical and emotional states refers to ensuring a person is rested and relaxed prior to attempting a new behavior. The less relaxed, the less patient, the more likely the goal behavior will not be attained. Finally, verbal persuasion is providing encouragement for a person to complete a task or achieve a certain behavior. CHAPTER III Methods of Research This chapter discusses the procedures to be done by the researchers to attain their needed data. This includes the methods and techniques of the study, population of the study, research instrument and data gathering procedure. Methods and Techniques of the Study The type of research conducted in this study is the Descriptive Research. It includes surveys and fact-find enquiries of the different kinds that will be distributed to the respondents. It may also be called ex post facto research because the researchers have no control over the variables. The variables given is not manipulated by the researchers but were given by the respondents. These variables were treated with importance and care so as not to deviate the data from reality. Population of the Study The researchers chose a section in the Fourth Year level at [†¦] with 56 students. The study is all about behavioral patterns so the researchers only one section so as they can focus on only one set of students. Research Instrument The primary tool used to conduct this research is a questionnaire. Simplified questions were addressed to the respondents. Close-ended type of questions was used in the questionnaires to help the respondents answer easily. Choices were given and the respondent must answer the question by ticking the box corresponding to the answer they selected. If their answer was not given in the set of choices, there is an underline in the bottom of every set of choices where they can write their answer. Data Gathering Procedure The first step done by the researchers is to select the school were they will conduct the study. After selecting the school, they have written a letter asking permission to conduct the study that was given to the principal. The school chosen was the alma mater of a couple of the researchers so we it was an advantage because they already know the surroundings of the institution, its faculty, its atmosphere, and the kind of students studying there. Choosing the respondents was the next step. The researchers selected a section of fourth year high schools. The researcher approached and visited them personally so they can introduce themselves. This was done during the time period of the respondents. After explain the purpose of the study, the researchers distributed photocopied questionnaires to respondents. All respondents were assured that their response will be appreciated and treated confidentially. CHAPTER IV Interpretation of Data The data gathered from the answered questionnaires were presented in this chapater with corresponding graphs. I. Age 14% of the boy respondents are 15 years old while 11% of them are 16 years old. Only 7% of them are 17 years old. This shows that most of the boy respondents are at age of 15. 45 % of the girls are 15 years old, 20% are 16 years old and 9% of them are 17 years old. Age: 60 50 40 No. of respondents 30 20 10 0 1516 17 II. Family Background Most of the boy respondents are living with both their parents, 9% of them are living with their mother only while 5% are living with their father only. 54% of the girl respondents are living with both their parents while 4% of them are living with their mother only and 5% are living with their father only. 60 50 40 30 20 10 Others Living with father, without mother Living with mother, without father Living with both parents 0 III. Religion Most of the boy respondents are Catholic, being 29% of them. Only 2% of them are Iglesia ni Cristo. No other boy answered another religion. 54% of the girl respondent is Catholic while 7% of them is Iglesia ni Cristo. 7% answered the â€Å"others† options. 60 50 40 30 20 10 0 CatholicIglesiaMuslim Protestant Others IV. Nature of Work 2% of the boy respondents have parents working in the government, 4% have vendor parents, 5% are have tricycle drivers as parents, 4% have OFW parents, and 13% answered the â€Å"others† option. In the girls, 7% have government employees as parents, 2% of them have vendor parents, 7% of them are tricycle drivers, 5% of them have parents working in abroad, 2% are housekeeper and 43% answered the â€Å"others† option. 60 50 40 30 20 10 0 Government Vendors Tricycle drivers OFW’s House Helper CHAPTER V Summary, Conclusion and Recommendation I. Summary This study aims to discover the behavioral pattern of selected 4th year students in San Pedro High School located in Hagonoy, Bulacan. 6 respondents were chosen to included in the study. Questionnaires were given to these respondents for them to answer. After they have completed the questionnaires, the researchers assessed the answers of the respondents. Behavioral patterns were then identified from the given information including their sex, family background, socioeconomic status and religion. Also, careful observation were done by the researchers to these respondents to identify what are their behaviors. References such as research papers, books and journals were used to further strengthen this study. II. Conclusion By assessing the completed questionnaires of the respondents, we were able to identify their behavioral patterns. * The respondents turned out to be responsible. They are doing their duties and responsibilities as students. They are concerned about their studies and they are willing to exert time and effort in it. * The respondents were cooperative with their classmates. It means that when group activities were being done, they are willing to cooperate with each other. * The respondents interact with their peers and teachers. They socialize with their same age group and form friendships. They also interact with their teachers to have a harmonious relationship. They are sociable, easy to approach, and open with others. * The respondents care with others. They are not selfish. They feel the feeling of others. * The respondents are not troublesome. They are not aggressive like most high school students nowadays. They act in a civilized manner. They do not fight in the classroom or within the campus grounds. They obey simple rules and are much willing to not break them. All in all, the behavioral patterns manifested in the selected 4th year students in San Pedro High School were positive. III. Recommendation Both parents and educators must respond to classroom behavioral patterns to ensure the healthy development of the students. The researchers present these recommendations to the teachers and parents. To the teachers: The teachers must develop the good behavioral patterns of the students. He is the leader of his students. He is the one who knows what his student needs, and more importantly, what is the problem of his student in school. He must address to these problems because these problems may interfere with the social and emotional development of the student. He must be open to his students and be guidance councilor and adviser to them. Any negative behavioral pattern that are arising must be stopped immediately because it may hamper both the emotional and educational development of the student. To the parents: Parents play a big role in the development of their child. They must guide their child in their social, emotional and mental development. Any negative behaviors they manifest in home must be looked upon immediately because it may also manifest in school.

Communication Ia

INTRODUCTION For this Portfolio, the theme I chose was ‘Peer Pressure in Sport'. Even though Peer Pressure is a broad topic, personally, I chose this theme because of my observations and experiences developed due to my involvement in sports and with other athletes. This topic can assist my academic background by showing me how to deal with people. It can also help me with my future career of being a professional rugby player where I can learn to cope and deal with issues that may come my way. This theme would be portrayed in a short dialogue where it would be analyzed and discussed.A dialogue about a group of youths who are given an opportunity to show their talent where only seven players were needed. This caused a player to stop the sport because he wasn't chosen. This genre was chosen because in my view, the theme was placed in a context where the reader can read and understand the points that would be brought forward without having to read between the lines. For my Exposito ry, the Primary Source that would be used is a Questionnaire and the Secondary Source would be a website, www. bbc. com. These sources would assist my investigation and my research question. PREFACEPeer Pressure is the influence exerted by a peer group or an individual, encouraging other individuals to change their attitudes, values or behaviors in order to conform to group norms. This reflective is exhibited in as a dialogue because I believe that readers may better understand the concept when placed in a real life situation. This piece shows a group of teenagers from around the neighborhood, mainly footballers, who are subjected to pick their best six players and a keeper for a tournament. The setting of the dramatic piece is taken in a neighborhood.This piece was produced and intended for a teenage audience who participate in sport activities or teenagers who watch sports. The type of language used in the reflective would allow them relate to the situation and also allow a little comic relief. This piece is expected to target the specified audience because of the negative and positive impacts on youths. They can also relate to experiencing or observing this type of situation or one similar in any sport they play or that they would like to play. This dialogue can be used at a school or at a presentation amongst teenage athletes.This would allow them REFLECTIVE Scene 1 This scene begins on the corner of Tern Drive. This occurs in the evening time when the youths of the neighborhood usually come out their houses to hang out. Kerry: Wah going on fellas? Wats d vybz. Jody: I’m alright and you? Keevyn: I just dey for d while. Curtis: Wats the plan tonight fellas? Sweat awa? Brian: Yeah, I for dat. Allyuh hadda call out d rest ah them though. Five ah we cyah sweat alone. Kerry: Yeah boi Keevyn. You have d bike so start pedaling cuz I not walking. We would meet ur on d field. Keevyn: Steupzz, always doing me this yes.Waheva, I would meet allyuh on d field. ( Everyone departs, Keevyn on his bike to call out the others and the rest walking away to the field. ) Scene 2 On the field the friendly game of football begins. It goes on for a while, while other guys appear to partake in the custom. An unknown man also appears to watch the game. After a shot was taken wide of the goal he calls in everyone. Mr. Mac: Youths Come! Come! May I have a few seconds of your playing time? Kerry: Wam pops, what you want? I hope is not any Jehovah witness thing. (Everyone laughs) Mr. Mac: No , my name is Mr.Mac I want to place an offer for you young footballers. Curtis: Well hurry up. Talk fast cuz d lights does come off ten. Mr. Mac: I am hosting a tournament in the indoor facility in Chaguanas. It is six and a keeper tournament but it’s only one more side I need. So choose your best six and let me know. The prize is $6,000. 00 and free to enter. (They all become enthusiastic about it and start talking amongst themselves. ) Kerry: Aite fellas. All ah we look interested, so we for it. Jody: Well I guess Keevyn would be the goalkeeper because he is very good in the goal post.Keevyn: Waheva, don’t matter to me. Just choose a good side cuz if I get more than 3 I walking off. Kerry: Aite, the side is me, Keevyn, Curtis, Jody, Brian, Beans and Muscle Frog. Che: So what bout me? I way better dan Beans. He is rel filth and he rel slow. Brian: Nah Che. Beans having ting. He is a good playmaker. He could reach rel far dawg. You on the other hand should stop play football on a whole. Imagine you on d reserve side for Couva Sec. relax dawg. Khellon: (laughing scandalously) You have one seta cricketers starting before you. Best you really stop yes. Che: Steupzz forget allyuh boy dan.I going home. That why allyuh not going to win anything. (Che walks off very angrily talking to himself and kicking the floor. ) Mr. Mac: OK. Enough with that petty squabble. Here is my card, (He hands Kerry the card) and you can call me to register the n ames of the players you have chosen. I have some more pressing matters to attend to so my time is short. Good Bye for now. (Mr. Mac makes his departure and the boys go back to play football. ) Scene 3 The team they carried to the tournament won it and some of the players were scouted for Pro League teams.They all came out to have their evening sweat a week after for the first time since the tournament. They sent Keevyn to call out the rest of players. Keevyn: Che! Che! Afternoon! Sweat boi. (Che walks outside to his gate) Che: Nah boi, me and football is not no friend again. I realize allyuh men was talking sense last time so forget it. Keevyn: (laughs softly) You serious dan. Waheva dawgie you do your ting. Che: Yea boi allyuh is rel fake friend. (Che walks back inside his house while Keevyn rides away to call out the rest of the players. (Keevyn reaches the field already sweating to meet some of the guys juggling the ball. ) Keevyn: Eh allyuh know d youth man really stop play foot ball. Jody: Who are you talking about? Keevyn: Che boi! D man say we was telling d truth when Mr. Mac was here. So he really stops play football. Kerry: (With a puzzled look on his face) Hmm. He cyah be serious. Waheva yes. Forget bout he. If he cyah take talk, football is really not for him. Jody: So are we going to stand and talk for the rest of the night or play football? Everyone realizes then run unto the field to begin the match. ) ANALYTICAL This analysis is written to show the different aspects of communication. The genre of work that would be analyzed is a dramatic piece. The aspects of communication that would ensure a proper analysis are the registers used and the dialectal variations exhibited. The reflective was written to give off a comedic effect to try to keep the intended audience alert and not bore them, but also put across the points that were needed to show them situation at hand.It was also written presupposing that the readers have encountered or will encounter experiences to which they can relate and base their discernment upon the devices employed in the piece. Throughout the piece, an informal register was used amongst the youths of the neighborhood. This can be shown because of the types of slangs used. Register is the kind of language used that is appropriate to a particular context or situation. For example â€Å"Wah going on fellas? Wats d vybz? † This type of language was used because of how they have been friends for a great period of time and that they play football together.However, a more formal tone is exchanged between Mr. Mac and the youths, e. g. â€Å": Youths Come! Come! May I have a few seconds of your playing time? †. This level of formality is due to the fact that Mr. Mac was meeting them for the first time. Mr. Mac and Jody are the only two characters who spoke Standard English and applying the acrolect variation. Mr. Mac’s use of the language may have been because of his social status or that he wanted to sound as if he actually does have status to promote his tournament. It may have also been because he was well educated.Jody, however, may have just grown up in an environment where the language he speaks is favored more, seeing that he speaks the language even in an informal setting. The rest of the characters spoke a more basilect variation of the language. This may have been because of the setting and that they are comfortable with the language they speak or that they came from a lower class. Many of the youth’s speech contained typical creole structure such as the replacement of the ‘th’ with the ‘d’ as shown in the example â€Å"Eh allyuh know d youth man.. †. Communication Ia INTRODUCTION For this Portfolio, the theme I chose was ‘Peer Pressure in Sport'. Even though Peer Pressure is a broad topic, personally, I chose this theme because of my observations and experiences developed due to my involvement in sports and with other athletes. This topic can assist my academic background by showing me how to deal with people. It can also help me with my future career of being a professional rugby player where I can learn to cope and deal with issues that may come my way. This theme would be portrayed in a short dialogue where it would be analyzed and discussed.A dialogue about a group of youths who are given an opportunity to show their talent where only seven players were needed. This caused a player to stop the sport because he wasn't chosen. This genre was chosen because in my view, the theme was placed in a context where the reader can read and understand the points that would be brought forward without having to read between the lines. For my Exposito ry, the Primary Source that would be used is a Questionnaire and the Secondary Source would be a website, www. bbc. com. These sources would assist my investigation and my research question. PREFACEPeer Pressure is the influence exerted by a peer group or an individual, encouraging other individuals to change their attitudes, values or behaviors in order to conform to group norms. This reflective is exhibited in as a dialogue because I believe that readers may better understand the concept when placed in a real life situation. This piece shows a group of teenagers from around the neighborhood, mainly footballers, who are subjected to pick their best six players and a keeper for a tournament. The setting of the dramatic piece is taken in a neighborhood.This piece was produced and intended for a teenage audience who participate in sport activities or teenagers who watch sports. The type of language used in the reflective would allow them relate to the situation and also allow a little comic relief. This piece is expected to target the specified audience because of the negative and positive impacts on youths. They can also relate to experiencing or observing this type of situation or one similar in any sport they play or that they would like to play. This dialogue can be used at a school or at a presentation amongst teenage athletes.This would allow them REFLECTIVE Scene 1 This scene begins on the corner of Tern Drive. This occurs in the evening time when the youths of the neighborhood usually come out their houses to hang out. Kerry: Wah going on fellas? Wats d vybz. Jody: I’m alright and you? Keevyn: I just dey for d while. Curtis: Wats the plan tonight fellas? Sweat awa? Brian: Yeah, I for dat. Allyuh hadda call out d rest ah them though. Five ah we cyah sweat alone. Kerry: Yeah boi Keevyn. You have d bike so start pedaling cuz I not walking. We would meet ur on d field. Keevyn: Steupzz, always doing me this yes.Waheva, I would meet allyuh on d field. ( Everyone departs, Keevyn on his bike to call out the others and the rest walking away to the field. ) Scene 2 On the field the friendly game of football begins. It goes on for a while, while other guys appear to partake in the custom. An unknown man also appears to watch the game. After a shot was taken wide of the goal he calls in everyone. Mr. Mac: Youths Come! Come! May I have a few seconds of your playing time? Kerry: Wam pops, what you want? I hope is not any Jehovah witness thing. (Everyone laughs) Mr. Mac: No , my name is Mr.Mac I want to place an offer for you young footballers. Curtis: Well hurry up. Talk fast cuz d lights does come off ten. Mr. Mac: I am hosting a tournament in the indoor facility in Chaguanas. It is six and a keeper tournament but it’s only one more side I need. So choose your best six and let me know. The prize is $6,000. 00 and free to enter. (They all become enthusiastic about it and start talking amongst themselves. ) Kerry: Aite fellas. All ah we look interested, so we for it. Jody: Well I guess Keevyn would be the goalkeeper because he is very good in the goal post.Keevyn: Waheva, don’t matter to me. Just choose a good side cuz if I get more than 3 I walking off. Kerry: Aite, the side is me, Keevyn, Curtis, Jody, Brian, Beans and Muscle Frog. Che: So what bout me? I way better dan Beans. He is rel filth and he rel slow. Brian: Nah Che. Beans having ting. He is a good playmaker. He could reach rel far dawg. You on the other hand should stop play football on a whole. Imagine you on d reserve side for Couva Sec. relax dawg. Khellon: (laughing scandalously) You have one seta cricketers starting before you. Best you really stop yes. Che: Steupzz forget allyuh boy dan.I going home. That why allyuh not going to win anything. (Che walks off very angrily talking to himself and kicking the floor. ) Mr. Mac: OK. Enough with that petty squabble. Here is my card, (He hands Kerry the card) and you can call me to register the n ames of the players you have chosen. I have some more pressing matters to attend to so my time is short. Good Bye for now. (Mr. Mac makes his departure and the boys go back to play football. ) Scene 3 The team they carried to the tournament won it and some of the players were scouted for Pro League teams.They all came out to have their evening sweat a week after for the first time since the tournament. They sent Keevyn to call out the rest of players. Keevyn: Che! Che! Afternoon! Sweat boi. (Che walks outside to his gate) Che: Nah boi, me and football is not no friend again. I realize allyuh men was talking sense last time so forget it. Keevyn: (laughs softly) You serious dan. Waheva dawgie you do your ting. Che: Yea boi allyuh is rel fake friend. (Che walks back inside his house while Keevyn rides away to call out the rest of the players. (Keevyn reaches the field already sweating to meet some of the guys juggling the ball. ) Keevyn: Eh allyuh know d youth man really stop play foot ball. Jody: Who are you talking about? Keevyn: Che boi! D man say we was telling d truth when Mr. Mac was here. So he really stops play football. Kerry: (With a puzzled look on his face) Hmm. He cyah be serious. Waheva yes. Forget bout he. If he cyah take talk, football is really not for him. Jody: So are we going to stand and talk for the rest of the night or play football? Everyone realizes then run unto the field to begin the match. ) ANALYTICAL This analysis is written to show the different aspects of communication. The genre of work that would be analyzed is a dramatic piece. The aspects of communication that would ensure a proper analysis are the registers used and the dialectal variations exhibited. The reflective was written to give off a comedic effect to try to keep the intended audience alert and not bore them, but also put across the points that were needed to show them situation at hand.It was also written presupposing that the readers have encountered or will encounter experiences to which they can relate and base their discernment upon the devices employed in the piece. Throughout the piece, an informal register was used amongst the youths of the neighborhood. This can be shown because of the types of slangs used. Register is the kind of language used that is appropriate to a particular context or situation. For example â€Å"Wah going on fellas? Wats d vybz? † This type of language was used because of how they have been friends for a great period of time and that they play football together.However, a more formal tone is exchanged between Mr. Mac and the youths, e. g. â€Å": Youths Come! Come! May I have a few seconds of your playing time? †. This level of formality is due to the fact that Mr. Mac was meeting them for the first time. Mr. Mac and Jody are the only two characters who spoke Standard English and applying the acrolect variation. Mr. Mac’s use of the language may have been because of his social status or that he wanted to sound as if he actually does have status to promote his tournament. It may have also been because he was well educated.Jody, however, may have just grown up in an environment where the language he speaks is favored more, seeing that he speaks the language even in an informal setting. The rest of the characters spoke a more basilect variation of the language. This may have been because of the setting and that they are comfortable with the language they speak or that they came from a lower class. Many of the youth’s speech contained typical creole structure such as the replacement of the ‘th’ with the ‘d’ as shown in the example â€Å"Eh allyuh know d youth man.. †.

Shrimp Cultivation

1. Shrimps cultivation has been found to have an impact on the socio-economic and the environment through many studies conducted all over the world. Studies in India showed shrimp cultivation to cost nearly two times the annual earnings of those regions. Moreover the process of shrimp cultivation leads to contamination of fresh water which negatively impact healthy water and reduces the coastal lines which makes coastal regions more prone to hurricanes and tornadoes. 2.The shrimp industry benefits three to four million â€Å"mostly poor† Bangladeshis while providing livelihood directly numbering some 11, 50,000 people. In 2007-2008, a total of 2, 23,095 Metric ton shrimp produced in Bangladesh that contributes 19,567. 90 core taka in the GNP. There is ample demand in the international markets for shrimp and Bangladesh is blessed with an environment friendly for shrimp production. So obviously, the shrimp industry has a huge potential for Bangladesh.Through various studies it w ere also found that shrimp industry did increase the income levels of the people and help them to enjoy a better standard of living. 3. Shrimps cultivation in also observed to have impacts of the social structure which leads to increased migration, social conflict and degradation of health. Moreover, it also cause impact on the bio-diversity, mangrove forest, soil and marine species, salinity, degradation of land and de-stabilization of coastal ecosystems. Bangladesh has been predominantly an agricultural based nation.Degradation of agricultural land will directly affect the food security and livestock of many people. Moreover as Bangladesh is a riverine nation saline waters for shrimp ponds can seep to all the other river bodies and contaminate the waters. 4. Shrimp Industry usually have a limited life-span of about 10 years observed in Bangladesh, Thailand and India. Shrimp farms located in Sunderbands, Khulna, Bhola, Bagerhaat and Barisal also encounter such short life-span. 5. B angladesh shrimp cultivators mostly us extensive to super-intensive shrimp farming techniques.These methods are very harsh and have serious crippling effects on the bio-diversity and the mangrove coastlines. Of about 35% of the world’s mangrove forests have been cleared due to this. 6. Unregulated shrimp farming and improper land zoning legislations have led to social uses such as land grabbing, improper land use and impairment for other fisheries cultivations. Shrimp cultivation have also seen uneven wealth distribution which eventually lead to further societal disputes.

March Madness Essay

March is one of the craziest, fun-filled, exciting months of the year, especially for people who love basketball. St. Patrick’s Day arrives, the warmth is just starting to come back; but that is not the best part, it’s all the March Madness. The NCAA Basketball Tournament brings happiness, laughter and upsets to some people and teams. Every Division 1 Basketball team in the country plays to eventually make it to the Sweet Sixteen on the bracket, in hopes of being the new NCAA Basketball Champions. Some teams struggle, while others come out on top. â€Å"The Game That Saved March Madness† written by Sean Gregory, Time staff writer who has been writing about sports for about a decade, and Alexander Wolff, a writer for Sports Illustrated, talks about the legendary game between the Georgetown and Princeton Men’s basketball teams in 1989 that saved the tradition of what is known as March Madness today. This game meant so much to the NCAA and fans who love the game of basketball because it was somewhat of a rebirth for college basketball. They talk about how Princeton, who was a number 16 seed in their division, played extremely well and almost won the game against the number 1 seed, Georgetown. Even though they fell one point short in the last few seconds, they made history and brought this tournament back to life because never has a seed that low in a division ever put up that great of a game against a top team in the country. People who like basketball should read this article because Gregory and Wolff give the history of March Madness and they interest the reader with intricate details of this event. History is an important part of everything in this world, whether it be culture, religion, or even sports. Gregory and Wolff incorporate a lot of history in this article, which makes it worth reading. They talk about the background of the tournament. In 1939, the National Association of Basketball Coaches founded March Madness, which is the NCAA Men’s Basketball tournament. For the first twelve years, there were only 8 active teams. The tournament started to increase in popularity and gained over 60 teams within  3 decades (Gregory and Wolff). They also explain how in 1989, the game between Georgetown and Princeton â€Å"saved† March Madness, and slowly but surely became the most popular sporting event, right behind the Super Bowl. Before 1989, the March Madness tournament was starting to become predictable, and there was a real controversy concerning teams with low rankings being involved in the tournament because they would have â€Å"no chance† of winning a title. Gregory and Wolff say â€Å"A St. Patrick’s Day audience, then the largest ever for a college basketball game on a young network called ESPN, was going to see a 16th seed–the lowest in the tournament–beat a No. 1 for the first time†. Before this game, no one in college basketball had witnessed this happen. Bob Scrabis, the senior captain of the Princeton Tigers basically changed the game forever. Princeton, being the lowest ranked team in tournament, gave Georgetown a run for their money. With one second left in the game and down one point, Scrabis took the shot of lifetime, but missed. Even though the Tigers did not beat the number one seeded Georgetown Hoyas, they proved that any team, ranked low or high, could provide the entertainment of a good game and possibly future upsets. When basketball fans read this, they learn the background of one the most notorious sporting events that caused an uproar in college basketball and opened the eyes to many. They would also realize how March Madness as a tournament has changed and has become as big as it is now. Although the history of the game is very important, Gregory and Wolff are so knowledgable in the game of basketball that the way they describe this game makes readers feel like they could close their eyes and see the action happen. Details can make or break a story, and in this case they made it. One way they showed details were by describing the conversation of the sports analysts Dick Vitale and John Saunders, who were calling the game. Dick Vitale said â€Å"that if Princeton won, he would hitchhike from ESPN’s offices in Bristol, Conn., to Providence and lead the Tigers’ cheerleaders for the second-round game† (Gregory and Wolff). This was a While comparing the two teams, Gregory and Wolff say: The teams also had contrasting styles. The Hoyas pushed the tempo and  pressured the ball full-court. â€Å"We had a very nasty disposition about us,† says Mourning. â€Å"We played hard-nosed, rough, very defensive-minded, in-your-face basketball.† The Tigers slowed the pace in an attempt to neutralize the physical gap with other teams. â€Å"You had to do something to take some minutes off the clock,† says Carril. â€Å"To shorten the game.† Carril’s squad ran an intricate offense designed to lull defenses to sleep. The moment they conked out, the Tigers deployed their signature play: a backdoor cut behind an unsuspecting opponent, often for an easy layup. They include details to show readers how the teams have played, which helps readers understand why and how this was such an important game to not just these two teams, but the whole college basketball community, as well. Another way they went into great detail is when they spoke about the outc ome of the game. Some people are impatient and want to just get to the point. Others, actually want to know every little detail to help them really understand why and what is going on. Gregory and Wolff said: But Georgetown didn’t wilt. Behind Mourning, the Hoyas clawed back until they were up by a point with one second remaining. Princeton in-bounder Matt Lapin passed to teammate Kit Mueller, who quickly put up a shot before time ran out. Mourning got a piece–of what, we don’t know. Something blew †¦ but it wasn’t a whistle to send Mueller to the foul line. It was the horn, to officially end the game. Georgetown 50, Princeton 49. This part of the article makes readers feel at the edge of their seats, waiting for the outcome of the game, just like they were watching it on TV. When authors like Wolff and Gregory include details like that, it brings life to the story that makes basketball fans want to keep reading more because it is just so intense and interesting to see how far college basketball has become. In spite of the fact that this game is a big part of college basketball history and it includes many details not everyone would want to read this article. People that do not like basketball would not read this because they would just simply not understand the content. If someone has never watched or have been around basketball before, they would not understand what the authors were talking about and why it matter in the society of basketball.  They would probably think this is just another â€Å"game† that was blown out of proportion and made to seem like a big deal. You cant understand something if you do no pay it any attention. Whether it be golf, tennis, volleyball or even football, if you have not watched that sport, you just would not comprehend what Sean and Alexander were talking about. Also, some people choose other hobbies rather than sports. They could be into other things like video games, art and music. Even though those people might not actually like basketball or any other sports at that, they could enjoy watching underdogs come up and beat predicted teams and they could also have a very high level of school spirit, so they would still support their school. March Madness as a tournament has come a long way. Gregory and Wolff do a great job of explaining the history of the NCAA Men’s Basketball Tournament, making it easy to understand how the game unfolded, and putting in details that bring the article to life. Basketball fans should definitely read â€Å"The Game That Saved March Madness† by Sean Gregory and Alexander Wolff because they will gain knowledge about one of the most popular sporting events of this time and understand why it was so important. Works Cited Gregory, Sean, and Alexander Wolff. â€Å"The Game That Saved March Madness.† Time 183.11 (2014): 50. Academic Search Complete. Web. 17 Apr. 2014.

Encounter with insects Essay Example | Topics and Well Written Essays - 750 words

Encounter with insects - Essay Example To help me get over my fear of insect, my father’s best friend motivated me to see Dr. Smith who happens to be an expert in treating patients with entomophobia. The worst experience I had with a weird-looking insect took place inside a hospital clinic when I decided to visit Dr. Smith one Saturday afternoon. At first, Dr. Smith was very friendly as he made me describe in words how I feel when I first encountered an insect. Obediently, I explained to Dr. Smith that I was bitten by a cockroach when I was three years of age. Since then, I would scream each time I encounter a cockroach. By the time I left his clinic, I realized that it was the worst nightmare I had encountered in all my life. Neuro-Linguistic Programming and Hypnotherapy Dr. Smith explained to me that neuro-linguistic programming combined with hypnotherapy is effective in treating fear of insect. After conducting a research study on neuro-linguistic programming, I learned that this approach to psychotherapy focuse s on analyzing the interrelated link between neurological process, language, and behavioral patterns of the patient through experiential programming (Dilts et al., 1980, p. 2). With the purpose of modifying the patient’s behavior, attitude, and emotional perception about insects, hypnotherapy uses hypnosis as a technique in making the patient able to overcome fear of insect (Havens & Walters, 2002, p. 38). To help me go through diagnostic trance, Dr. Smith instructed me to close my eyes, sit comfortably in the lazy boy chair and relax for a while. This step was necessary to keep me relax throughout the hypnotic procedure. After a while, Dr. Smith instructed me to concentrate on recalling the incident when I first saw the cockroach that bit me many years ago. While concentrating on recalling how the cockroach was fast approaching me, Dr. Smith whispered in my ears to remain quiet, wait patiently, and try to recall the unpleasant sensation I felt when the cockroach was biting m y feet. Even before proceeding to next procedure, I was not able to help but freak out and get distracted by the creepy sensation I started to feel. Therefore, Dr. Smith had no other choice but to repeat the hypnotic procedure right from the start. Carrion Beetle After the 3rd try, Dr. Smith was successful in making me overcome the creepy sensation I was receiving from trying to recall the past incidence I had with the cockroach. At that point, I was very thankful to Dr. Smith for helping me deal with my own fear. Since I was very happy and contented with the hypnotic therapy results, I was rushing my way out of Dr. Smith’s clinic so I can share the good news to my father. Even before I managed to leave the clinic, Dr. Smith called my attention and told me that the therapeutic intervention was not yet over. To ensure that I was able to effectively deal with my fear, Dr. Smith told me that I need to go through the last stage of clinical test. Dr. Smith instructed me to wait fo r him while he gets something from the laboratory room. Smiling back at him, I said â€Å"okay†. While he was out of the clinic, I was imagining how my parents would react with the good news. After a couple

Research paper on hiv in the miss delta Example | Topics and Well Written Essays - 1000 words

On hiv in the miss delta - Research Paper Example Consequentially, the federal government has been instrumental in dealing with this situation. It has invested massive resources in treatment and research in finding a lasting cure (Mancoske and Smith, 2004). However, the epidemic continues to spread at a staggering rate. In controlling the situation, the Centers for Disease Control and prevention (CDC) has been instrumental in focusing on the progress in fighting the pandemic. While focusing on the Mississippi delta, CDC conducted research on the prevalence of the epidemic in the area. It was found out that Mississippi is an area highly affected with HIV. To control the situation, most of the organizations that deal with HIV and AIDS have decided to focus their attention in this area. According to statistics conducted in Mississippi in 2011, there are more males that are affected than females. The statistics state that 69% of the population affected with HIV (Schneidewind, 2011). On the other hand, only 31% are females affected with HIV. This shows that the spread of HIV among males is more than half when compared to females. Attention in Mississippi has been drawn to assist in reduction of spread amongst males. This has been successful as many organizations have started educational centers to sensitize the population. This has been doing well as the spread of HIV has been recording a drop. In taking a closer look at the demographics, it is estimated that 72% of the people living with HIV are blacks who are not Hispanic. This is followed by 23% of whites who are not Hispanic. Hispanic and Asian people living with HIV are estimated at 2% each. The other percentage is spread across other races and ethnicities. In the recent research in 2011, it is believed that social factors are contributors in the spread of HIV (Schneidewind, 2011). Is it stated that the spread of HIV is rife in southern counties of Mississippi where people are living in mere squalor (Acton, 2012). According to recent statistics, it shows that counties that have the highest number of people affected with HIV are living in abject poverty. Statistics show that one in every five people live below the acceptable poverty line (Schneidewind, 2011). As such, a fifth of the population is earning far less income to sustain their lifestyle. Consequentially, there is a close connection between people living below the federal poverty line and the spread of HIV (Satcher, 2007). People that live below the federal poverty line are ten times more likely to have HIV than people that have a steady income and live above the poverty line. For instance, a household that earns less than $ 10, 000 in a year houses people that are more likely to have HIV as compared to families that earn over $ 50, 000 in a year. Similarly, the healthcare services in these regions are in deplorable state. The access to healthcare has been a hard task and people are likely to be affected by opportunistic diseases (Ciambrone, 2003). In controlling the situation, t he federal government has ensured there is supply of more resources to these areas. Improvement of healthcare services has been instrumental in reducing the prevalence of HIV. In addition to this, unemployment plays a big role in the spread of HIV. It is estimated that the unemployment rate in Mississippi is at 10%. This increases the number of people that are prone to infections. Awareness is one of the factors that contribute to reduction in the spread of