International Strategic Management Honda Entering USA

Introduction Most multinational corporations analyse the political risks associated with investing in a particular country in order to avoid the risk of financial losses.Advertising We will write a custom essay sample on International Strategic Management: Honda Entering USA specifically for you for only $16.05 $11/page Learn More However, it should be noted that, effectively managing political risk can also be beneficial to companies in that it can help them take advantage of opportunities that they may not have identified if they had not carried out the risk analysis. This political risk assessment of the US business environment by Honda Corporation will therefore be carried for two purposes; to identify the risks facing the company and to identify the benefits that the company might realise in the event that they invest there (Jakobsen, 2010). Political environment It is very clear that country politics and the politicians do not operate separately fr om other affairs of a country and therefore most of the political changes that are experienced in a country are as a result of the various changes in the economic, social and cultural aspects of the country. This shows that even though most regulatory measures such as tax rates are decided upon by politicians, these regulations and considerations will generally be based on the economic conditions such as the economic status of the country and the effect these new regulations will have on the economy as a whole. This shows the importance of analysing the political environment of a country in relation to its effect on the operations of a multinational company planning to invest there. Rules and regulations established by politicians in the course of normal legislative duties impact on the activities of a business in terms of influencing the operational costs. These regulations also influence the marketing and distribution strategies adopted by a company in that particular country (Jen sen, 2006).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the US, one of the major features of the economy is the way the private sector is allowed a lot of freedom to the extent that most of the economic decisions that determine the direction and the extent of production of the economy are made by members of the private sector. This is made possible due to the relatively low levels of regulations on business activities and the low levels of government intervention on the activities of the private business sector. The court system is also a major contributor to this freedom as it is charged with the responsibility of enforcing contracts and protecting the intellectual property of business entities. This freedom has contributed to the growth of businesses in the US and to the rapid growth of the economy of the country (Jensen, 2008). One of the major influences of political regulations in the US is the enactment of the Sarbanes-Oxley – 2002 which brought about stringent regulations on the financial reporting of companies operating in the country (Jain Rezaee, 2006). This has the implication that if the management of Honda decides to invest in the US, then they have to comply with the requirements of this act. Analysing the business environment of the US today reveals that the government has always tried to develop the country’s economy based on free competition and capitalism. This has been done through establishing laws and regulations that promote business operations in the country as well as the entry and operations of multinational corporations like Honda. Conclusion Based on the evaluation of the current business environment in the US, Honda Corporation can enter the US market because the country provides a good political environment for the business operations of multinational corporations.Advertising We will write a custom essay sample o n International Strategic Management: Honda Entering USA specifically for you for only $16.05 $11/page Learn More However, the management of the company must prepare to comply with the regulations of the Sarbanes-Oxley Act 2002 which requires the restructuring of the financial reporting process to allow more openness and transparency. Competition is also stiff in the US and therefore Honda must develop quality products and services in order to survive in business. References Jain, P. K., Rezaee, Z. 2006, The Sarbanes-Oxley Act of 2002 and capital-market behavior: Early evidence. Contemporary Accounting Research, vol. 23 no. 3 pp. 629-654. Jakobsen, J. 2010, Old problems remain, new ones crop up: Political risk in the 21st century, Business Horizons, vol. 53 no. 5, pp. 481-490. Jensen, N. M. 2006, Nation-states and the multinational corporation, Princeton, New Jersey: Princeton University Press Jensen, N. M. 2008, Political Risk, Democratic Institutions, and Foreign Direct Investment, Journal of Politics, vol. 70, no. 4, pp. 1040-1052. This essay on International Strategic Management: Honda Entering USA was written and submitted by user Julissa C. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Black Holes

Black Holes Everyday we look out upon the night sky, wondering and dreaming of what lies beyond our planet. The universe that we live in is so diverse and unique, and it interests us to learn about all the variance that lies beyond our grasp. Within this marvel of wonders our universe holds a mystery that is very difficult to understand because of the complications that arise when trying to examine and explore the principles of space. That mystery happens to be that of the ever clandestine, black hole. This essay will hopefully give you the knowledge and understanding of the concepts, properties, and processes involved with the space phenomenon of the black hole. It will describe how a black hole is generally formed, how it functions, and the effects it has on the universe. In order to understand what exactly a black hole is, we must first take a look at the basis for the cause of a black hole. All black holes are formed from the gravitational collapse of a star, usually having a gre at, massive, core. A star is created when huge, gigantic, gas clouds bind together due to attractive forces and form a hot core, combined from all the energy of the two gas clouds. This energy produced is so great when it first collides, that a nuclear reaction occurs and the gases within the star start to burn continuously. The Hydrogen gas is usually the first type of gas consumed in a star and then other gas elements such as Carbon, Oxygen, and Helium are consumed. This chain reaction fuels the star for millions or billions of years depending upon the amount of gases there are. The star manages to avoid collapsing at this point because of the equilibrium achieved by itself. The gravitational pull from the core of the star is equal to the gravitational pull of the gases forming a type of orbit, however when this equality is broken the star can go into several different stages. Usually if the star is small in mass, most of the gases will be consumed while s... Free Essays on Black Holes Free Essays on Black Holes Black Holes Everyday we look out upon the night sky, wondering and dreaming of what lies beyond our planet. The universe that we live in is so diverse and unique, and it interests us to learn about all the variance that lies beyond our grasp. Within this marvel of wonders our universe holds a mystery that is very difficult to understand because of the complications that arise when trying to examine and explore the principles of space. That mystery happens to be that of the ever clandestine, black hole. This essay will hopefully give you the knowledge and understanding of the concepts, properties, and processes involved with the space phenomenon of the black hole. It will describe how a black hole is generally formed, how it functions, and the effects it has on the universe. In order to understand what exactly a black hole is, we must first take a look at the basis for the cause of a black hole. All black holes are formed from the gravitational collapse of a star, usually having a gre at, massive, core. A star is created when huge, gigantic, gas clouds bind together due to attractive forces and form a hot core, combined from all the energy of the two gas clouds. This energy produced is so great when it first collides, that a nuclear reaction occurs and the gases within the star start to burn continuously. The Hydrogen gas is usually the first type of gas consumed in a star and then other gas elements such as Carbon, Oxygen, and Helium are consumed. This chain reaction fuels the star for millions or billions of years depending upon the amount of gases there are. The star manages to avoid collapsing at this point because of the equilibrium achieved by itself. The gravitational pull from the core of the star is equal to the gravitational pull of the gases forming a type of orbit, however when this equality is broken the star can go into several different stages. Usually if the star is small in mass, most of the gases will be consumed while s... Free Essays on Black Holes Black Holes Astrophysicists, for the most part, agree that black holes do exist. There is observational evidence from X-rays and the Hubble telescope that black holes do exist and might be in the center of some galaxies. The properties of a black hole are defined by its mass, charge, and spin. A black hole is a part of space that has so much mass concentrated in it that nothing could escape its gravitational pull. Black holes have so much concentration of mass that their escape velocity id so high that even light can not escape. Since nothing is faster than light, that means that nothing can escape from a black hole. Scientists in the 1930’s showed that when a massive star runs out of its hydrogen fuel, it could not support itself against its gravitational pull and collapses into a black hole. Massive objects can distort space and time, making the usual rules of geometry not applicable. Near a black hole space is extremely distorted and causes black holes to have strange properties. Black hole will have an â€Å"event horizon†. This is the boundary of the black hole. Once you pass the horizon you can not get back. Once you cross it you will keep moving to the center until you are ripped apart from the extreme gravity. There is no limit to how big a black hole can be. Technically any amount of mass can be made into a black hole if it has enough density. Since most black holes are believed to be made from dead stars, it is believed that black holes will weigh as much as massive stars. Astronomers also think that many galaxies might have very big black holes at their centers. These are thought to weigh about a million times bigger than the sun. If you were to travel to a black hole you would not feel anything at first. You would feel like you are in free fall and weightless. As you get closer and closer to the center you would start to feel the gravitational pull. The gravitational pull gets stronger the cl... Free Essays on Black Holes Today in astronomy, black holes are one of the most talked about subjects because astronomers still don't have all the answers to them. You may ask why it would be important to study something that has no effect on us and is astronomical distances away. One reason is to get a further understanding of the universe, its creation, and its possible future. A second reason is some scientist believe that it is possible to use black holes for incredibly fast space travel or even time travel. In this paper I will explain more about black holes and how they may be used it the future. A black hole is a region of space whose attractive gravitational force is so intense that no matter, light, or communication of any kind can escape. There are only three parts to a black hole. The event horizon, the singularity, and the Schwarzschild radius. The event horizon is the black hole's surface. It is in the shape of a sphere and has no matter at its location accept for the instant that matter crosses it into the black hole. Once past the event horizon nothing can escape the black hole, not even light. The singularity lies in the center of the black hole and is where matter is crushed into infinite density. The Schwarzschild radius is the distance from the center of the black hole to its boundary. Since black holes take in everything that crosses its path, scientist can't get a better look at the inside of a black holes because no electro magnetic radiation can escape it. But they have discovered that a lot of the time the gas around black holes can be very bright a s illustrated in the picture. Once matter enters a black hole, it keeps only three properties that it had before entering the black hole, its mass, angular momentum, and electrical charge. All other concepts like protons, neutrons, atoms, electrons, and molecules no longer apply. There are two types of black holes, ones that rotate and ones that don't. Schwarzschild black hol...

Effective Behavior Support Assignment Example | Topics and Well Written Essays - 2000 words

Effective Behavior Support - Assignment Example Materials from presentations available on certain websites have also been studied. In end of the article, a conclusion has been drawn to present crux of whole discussion. Research Methodology The data is taken from various research journals, books, and magazines. The publications mostly published after 2000 A.D have been studied for discussion and literature review. The author has tried to review most recent studies regarding effective behavior support. Literature Review Many scholars and researchers have written on the topic of effective behavior support. Effective academic instructions should emphasize on facilitating students success during tenure of their teaching in schools (Scott et al., 2002). This will support the students in obtaining better results and show responsible behavior towards their studies. Li (2000) has argued that students are affected by school environments as well as community outside the school premises. As students spend their life in different environments, they are influenced by different settings such as family, peer group, school etc. Within their family, children learn basic things of their life – things like eating, speaking, behaving with family members and outsiders. Christensen (2003) has found that a number of research studies indicate that the extent to which students feel connected to their school, feel connected to their home, feel connected to peer groups, is the extent to which their achievement is predicted to be successful. Social and economical conditions also affect the behavior of students and degree of participation in the school activities. Hourahan (2000) finds through his research studies that students belonging to working class in USA had more language problems than the students coming from wealthier families. Gao (2000) has also described the impact of social status on the intercultural communication regarding Chinese in Australian education institutions. In this backdrop, socio-economic status plays a significant part in determining the chances of success for the students. Why effective behavior support is needed? Effective behavior support (EBS) is adopted by different nations (Safran, 2006). It is a comprehensive approach that focuses on prevention of negative behavior through careful and systematic educational programs. This approach supports students all over the world to decrease negative and antisocial behavior (Sugai & Horner, 2006). This approach is applied not only to individual students but also to entire school setting. It has also received positive response from institutions across the world. The effective behavior support minimizes the problem behavior (Carr et al., 2002). It involves respectful, constructive, proactive, and educative behaviors that bring positive changes in society as well as in behavior of the individuals. Behavior management is highly dependent on the educational background and social set up. Scholars have noted a number of behavior problems in st udents. To get a crystal clear picture of this behavior, classroom and non-classroom settings have been studied. Researchers emphasize that behavior support plays vital role in success of students and has positive impact on the environment of the school. Effective behavior support demands for improvement in the school atmosphere that helps students achieve maximum results. Positive behavior support incorporates a number of strategies which aim at gaining significant social and learning outcomes. Approaches to behavior

Company Promoter Essay Example | Topics and Well Written Essays - 2250 words

Company Promoter - Essay Example 1) On 15th August, Bill signed a letter that stated, "For and on behalf of Cornhill Ltd, as agent only, Bill". He agreed to purchase computer equipment costing 30,000 pounds together with a servicing agreement for five years costing 120 pounds per month. Logitech was charging an exorbitant rate for the servicing agreement; hence they wished to terminate the contract. Owing to Salomon3 principle, a company is a separate legal entity different from its members and it can therefore sue and be sued in its own name. According to Salomon principle, Cornhill Ltd can claim can claim for wrong done against it. But here the company was not registered. A company does not come into existence until the promoter has completed the registration Requirements and the Registrar of the Companies issues a certificate of incorporation Prior to this time a company cannot bind by contracts entered into in its name or on its behalf. In practice, however, promoters will need to contract with the third parties for such things as a lease of premises, business equipments and connection to utilities so that once the certificate of incorporation is issued the company can begin trading4. The problem that arises in the relation to incorporation contracts is whether Bills can avoid being personally l... 9(2) of the European Communities Act 1972, now found in s.36C of the CA 1985. If somebody does not exist they cannot contract [Rover International Ltd v Cannon Film Sales Ltd (No 3)]5. So if this principle applied Cornhill Ltd can deny to follow the contract with Logitech because impose high price. Further, since at the time of a pre incorporation contracts the company does not exist, upon its subsequent creation it is necessarily a stranger to it and the doctrine of privity will operate to prevent rights and the liabilities being conferred to imposed on the company. The Contracts (Rights of third Parties) Act 1999, which allows enforcement of contracts by third parties if the contract expressly so provides or a term of the contract confers a benefit on the third party, does not apply to pre incorporation contracts. The Act is based on the recommendations of the Law Commission on its report, Privity of Contract: Contracts for the benefit of the Third Parties (Law Commission report No. 242, Cm 3329 (London, HMSO (1996)). Addressing the issue of pre incorporatio n contracts, the Law Commission drew the distinction between a contract on behalf of the third party and a contract for the benefit of a third party. The Law Commission stated that the former category involves the third party company becoming a party to the contract, and subject to all its rights and obligations, after its incorporation. In Kelner v Baxter6 promoters of a hotel company entered into a contract on its behalf for the purchase of wine the company, when incorporated, ratified. The wine was consumed but before payment was made the company went to liquidation.7 The promoters, as agents, were sued on the

Discuss Reproductive Alternatives Research Paper

Discuss Reproductive Alternatives - Research Paper Example Georgia Reproductive Specialists (n.d.) stated, ‘The procedure, called Transvaginal Oocyte Retrieval, requires neither hospitalization nor general anesthesia. In order to prepare a proper environment in the woman and to increase the chances of recovering several healthy and mature eggs, the woman will undergo about two weeks of intensive preparation. This will include hormonal therapy with "fertility drugs." Blood tests and ultrasound scans of the ovaries are used to determine the optimal time to retrieve the eggs from the ovary. This optimal time is just before ovulation when the oocytes are almost ready for fertilization. At the proper time, an outpatient procedure under local anesthesia will allow the females eggs to be visualized by ultrasound and retrieved from the ovary by placing a needle through the vaginal wall. Usually, the eggs will develop into cleaving pre-embryos, whose cells divide 2 or 3 times to become preimplantation embryos (pre-embryos). Using a special cath eter, the couples pre-embryos will be passed through the vagina and into the uterus at the time the pre-embryos would normally have reached the uterus (2+ days after retrieval). After the pre-embryo placement in the uterus, the patient will lie quietly in a bed for about an hour, and then will return home.’ The process of Transvaginal Oocyte Retrieval can actually bring about emotional stress and even anxiety. Like other alternatives, it does not guarantee a hundred percent accuracy. It is also said to have serious side effects, however, drawbacks can be prevented once those are immediately detected. Another option that is becoming popular is the surrogate mothering. Malpani, Annirudha and Malpani, Anjali wrote, ‘The word "surrogate" means substitute or replacement and a surrogate mother is one who lends her uterus to another couple so that they can have a baby. In the West where fewer and fewer babies are offered for adoption, surrogacy is gaining popularity, despite

Evaluation Of Fountas And Pinnell Benchmark

Evaluation Of Fountas And Pinnell Benchmark The Fountas and Pinnell Benchmark Assessment System, created by Irene Fountas and Gay Su Pinnell, is designed to place students appropriately into a guided reading program, show the gains in student achievement, progress monitoring and identify students in need of intervention (those who are not meeting the districts proficiency levels). In short, it relates reading ability. The sub-contents addressed include: Word Analysis Skills, Reading Strategies, Comprehending Reading Materials, Literary Elements and Techniques and Literary Works. The test consists primarily of running records, in which the teacher records oral fluency, reading errors and self-correction ratios. In addition, it is followed by a retelling and comprehension conversation between the student and teacher. Finally a writing prompt (optional) is given to the student. In the setting where I am directly working with the Fountas and Pinnell Benchmark, we are requiring all students to complete the writing prompt. I have addressed the reason for the issue below in the evaluation portion. The test is administered in kindergarten through eighth grade at the end of each quarter. The assessment usually takes twenty to thirty minutes. This could take longer if more than one assessment is needed to find the appropriate benchmark level. Specific features of the Fountas and Pinnell Benchmark Assessment System allows you to determine your students independent and instructional reading levels, group students for reading instruction, select texts that will be produc tive for a students instruction, assess the outcomes of teaching, assess a new students reading level for independent reading and instruction, identify students who need intervention and extra help, document student progress across a school year and across grade levels, create class profiles and inform parents. (Heinemann, 2011) In addition to an accuracy percentage, reading rate, self-correction rate and fluency score, the assessment has a Comprehension Conversation that completes the assessment procedures. Students are required to read a text and to have this comprehension conversation, with specific prompts to obtain key understandings for three kinds of thinking- Thinking Within the Text (getting the literal meaning by processing words and stated ideas), Thinking Beyond the Text (getting the implied meaning and synthesizing information) and Thinking About the Text (responding to the authors craft). (Placeholder1) The content that is covered in the benchmark includes reading accuracy, reading comprehension, reading fluency and self-correction ratio. This is similar to the informal assessments being given to students through- out a literacy block in a reading workshop approach. This assessment can be used both formatively and summatively. It is a standardized, teacher-administered, one-on-one assessment; it is hand-scored by the teacher. The assessment should be administered by classroom teacher after they have been trained to administer the test. A video is provided to view for staff development or individual teacher viewing. This can help to ensure that the assessment is delivered in a standardized way. The BAS (Benchmark Assessment System) is based on research in language development, vocabulary expansion, reading acquisition, and reading difficulties. Five areas addressed by the National Reading Panel as fundamental to student success in literacy acquisition are assessed in the BAS. These are: phonological awareness, phonics, vocabulary, fluency, and comprehension. The assessment also addresses student motivation and interest in overall reading. According to the official field study document of the assessment: The field data were collected systematically and analyzed on an ongoing basis to determine the programs achievement of its objectives. Reports were developed and used as a basis for determining the soundness, complexities, and utility of the program. Due to the process incorporating ongoing feedback gathered by field-test examiners, the program authors and developers were able to make informed decisions regarding adjustments and refinements. At the conclusion of the field study, an independent data-analysis team was brought in to evaluate the programs reliability and validity. This formative research was conducted in two phases. Phase I of the study addressed research questions 1 and 2; Phase II addressed research question 3. Prior to the formative evaluation, an editorial process was used to establish the text leveling. Field testing included a total of 497 students spanning grades K-8. Field testing of System 1 included 252 students and System 2 included 245 students. School sites from which these students were drawn were socioeconomically, ethnically, and geographically diverse. The research goal was to identify typical students. Accordingly, students were selected on the basis of their ability to read and understand texts that were written approximately at grade level or above. Participants were also proficient speakers of English. Each field test examiner determined an individual students eligibility after discussing his or her reading profile with their respective teachers. Thirteen field-test examiners were selected. All field-test examiners were educators who had extensive training in administering running records and in using other forms of benchmark assessments to assess students reading levels. Field-test examiners were not affiliated with the field sites and therefore could be objective in both identifying students and in administering assessments. Prior to the beginning of the field testing, a two-day intensive training session led by the authors, guided the field-test examiners in the formative evaluations protocols and procedures. A total of 22 different schools participated in field testing of either System 1 or System 2 (some schools participated in both field tests). Field testing took place across the following geographic regions of the United States: Boston Metropolitan area 1 examiner; 1 school / Providence, Rhode Island 1 examiner; 2 schools / Houston Metropolitan area 2 examiners; 5 schools / Los Angeles area 4 examiners; 6 schools / Columbus, OH, area 3 examiners; 5 schools / Orlando, FL, area 2 examiners; 3 schools. (Field Study of Reliability and Validity of the Fountas and Pinnell Benchmark Assessment Systems 1 and 2). (Fountas and Pinnell, 2011, pp. 2-3) Assessment Appearance and Content The assessment includes two options of books for each level- System 1 (Grades K-2, Levels A-N) contains 28 Books (14 Fiction and 14 Nonfiction) and System 2 (Grades 3-8, Levels L-Z) contains 30 Books (15 Fiction and 15 Nonfiction). The Fountas and Pinnell levels gradient is a defined continuum of characteristics related to the level of support and challenges that a reader meets in a text. At each level (A to Z) texts are analyzed using ten characteristics: (1) genre/form; (2) text structure; (3) content; (4) themes and ideas; (5) language and literary features; (6) sentence complexity; (7) vocabulary; (8) word difficulty; (9) illustrations/graphics; and (10) book and print features. Texts are leveled using a highly reliable process in which teams of trained teachers, working independently and then through consensus, assign a level to books after analyzing them according to the ten factors. They are then analyzed by Fountas and Pinnell. The benchmark books were actually created to pre cisely match the gradient, and they were independently analyzed using the same process. (Heinemann, 2011) The Assessment Guide to the BAS describes the administration of the assessment as follows: The students appropriate reading level for the assessment to be administered is based in the students current guided reading level, or can be determined by a Where to Start word list that was developed by the authors to assist examiners in quickly placing a student at his or her appropriate reading level. Next, the administer is to assess the students ability to read and comprehend three levels of books. They are to determine one book that is easy the students independent reading level; one book that offered just enough difficult vocabulary and/or concepts to make the reading interesting and challenging , the students instructional reading level; and a third book that was too challenging the students hard reading level. Accuracy of reading guidelines, consistent with Fountas and Pinnells framework (2006b), is as follows: independent level (95-100 percent accuracy); instructional level (90-94 percent accuracy), and hard level (below 90 percent accuracy). (Fountas Pinnell, pp. 180- 181) The assessment should be given in the classroom or other familiar setting. A reasonably quiet and comfortable environment is necessary so that distractions do not interfere with the assessment. All materials should be ready to go accessible to the teacher, so that the assessment may run smoothly with few distractions. If the student seems to be getting frustrated after reading one or two texts, it may be necessary to stop the assessment and begin at a later time. Each of the areas assessed relates to the content and sub-content (in various levels) taught to kindergarten through eighth grade students during their literacy block. The BAS lets the administrator think about, assess and identify a variety of different skills and strategies the reader may have strengths or deficits in. It is designed to measure progress in each of the sub-skills in a way that informs instruction. It is linked to a continuum of observable behaviors to assess and teach for at every level. (Heinemann, 2011) Each teacher in grades kindergarten through eighth grade has a copy of the continuum. The assessment format is similar to the informal assessments (running records and conferring with readers) used in the classroom. These informal assessments are used periodically throughout the quarter. The Fountas and Pinnell Benchmark Assessment System does require a more in-depth conversation than traditional classroom conferences. The students fluency level is also assessed using the following criteria: Readers phrase or group words, through intonation, stress, and pauses. They emphasize the beginnings and endings of phrases by the rising and falling of pitch or by pausing. Students adhere to the authors syntax or sentence structure, reflecting their comprehension. Readers are expressive; their reading reflects feeling, anticipation, and character development. Once a students instructional reading level is determined, the student is engaged in a comprehension conversation about that particular book. If students are unresponsive or give an incomplete response, educators may prompt them according to a predetermined set of questions. Next, the teacher rates the students understanding of a text using the Fountas and Pinnell comprehension guidelines. The areas are rated on a scale from 0-3: Thinking within the text, thinking beyond the text and thinking about the text. Evaluating the Fountas and Pinnell Benchmark Assessment System A review of the benchmark assessment shows no bias towards individuals or groups based on race, ethnicity, gender or disabilities. Students with disabilities are given the assessment that aligns with their individual progress along the literacy continuum and text gradient for the reader. At times, when the fluency level is timed, an educator may note on the side specific speech issues. All other accommodations as mandated by their IEPs are allowed. The assessment is used to determine reading ability, therefore, students with IEPs requiring that test be read for certain circumstance are not allowed this accommodation for the benchmark. The wording and content of the benchmark assessment is predominately age and grade appropriate. However, for students reading extremely below their age or grade level peers, the text may seem immature for their age. The gradient levels of difficulty of the text chosen for the assessment were carefully thought out and field tested. I feel the content validity of the Fountas and Pinnell Benchmark Assessment System can be improved by adding a more rigorous requirement in the writing about reading area. I do not feel that one prompt adequately show how a student can write about reading. In addition, I feel that as students move into the older grades, that comprehension should be judged more on the students writing about the text than a comprehension conversation. One other area of the assessment could be improved. There are only two books, one fiction and one nonfiction, at each level. This does not give educators much room for error or special education teachers room to reassess at a similar level, identifying strengths in a particular sub-content and not just text level gradient. There is at least one item per target, with some items having more than one item per target. Some of the sub-content areas did not have a target for each taxonomy level, but with further investigation (into the upper grade Benchmark Assessment, possibly) it would most likely cover each taxonomy level. In addition, each item does belong on the assessment and relates to a specific sub-content area/taxonomy level. The Illinois Reading Standards addressed include: 1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials, 1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions), 1.B.2d Read age-appropriate material aloud with fluency and accuracy, 1.C.2b Make and support inferences and form interpretations about main themes and topics, 1.C.2d Summarize and make generalizations from content and relate to purpose of material, 1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor), 1.C.1f Use information presented in simple tables, maps and charts to form an interpretation, 2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning and 2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others. Classroom Assessment Blueprint and Learning Targets The classroom assessment blueprint and the list of learning targets appear below. Assessment items and the number of the associated learning target are included in the blueprint. Remembering Understanding Applying Analyzing Evaluating Creating Total Targets Word Analysis Skills 1. Identify the meaning of unfamiliar words using prior knowledge 2. Discover the meaning of unfamiliar words using context clues. 22. Monitors own understanding and accuracy. 20. Constructs literal meaning of the text through solving words. 4 Reading Strategies 4. Reads primarily in larger, meaningful phrases or word groups. 23. Predicts information about the text. 5. Demonstrates fluency by reading using mostly smooth, expressive interpretation and pausing guided by authors meaning and punctuation. 3. Assess and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, and use meaningful substitutions). 4 Comprehend Reading Materials 6. Recall ideas by reference to details in the text. 18. Identify the main ideas and supporting details of a story or fiction passage. 9. Summarize a story or non-fiction passage. 19. Demonstrate excellent understanding of the text through summarizing. (Includes almost all important information and main ideas.) 10. Demonstrate understanding of characters in a story or non-fiction passage (i.e. through retell). 11. Identify connections with prior knowledge or personal experiences. 25. Infers what is implied but not stated in the text. 22. Monitors own understanding and accuracy. ** Two places** 17. Tell the main idea of a non-fiction paragraph. 27. Write a response about the reading (from given prompt). 10 Literary Elements and Techniques 7. Define setting in a story or fiction passage. 8. Recall sequence of events. 12. Summarize the major events in a narrative. 29. Demonstrate an understanding of the craft and structure of a text (literary language, story structure, perspective, etc.). 16. Distinguish elements of the authors craft. 30. Support knowledge and ideas (and act on them) to include ones thinking by writing in response to text 15. Construct chronological sequence of events after reading a story or fiction passage. 7 Literary Works 24. Identify key details when summarizing a story or non-fiction passage. 28. Remember and report key ideas and details from texts, including understanding characters. 13. Point out the authors purpose. 14. Interpret how the authors purpose affects the interpretation of the reading selection. 26. Tells new information by synthesizing and changing own ideas. 5 Learning Targets Students will be able to: 1. Identify the meaning of unfamiliar words using prior knowledge. 2. Discover the meaning of unfamiliar words using context clues. 3. Assess and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, and use meaningful substitutions). 4. Reads primarily in larger, meaningful phrases or word groups. 5. Demonstrates fluency by reading using mostly smooth, expressive interpretation and pausing guided by authors meaning and punctuation. 6. Recall ideas by reference to details in the text. 7. Define setting in a story or fiction passage. 8. Recall sequence of events. 9. Summarize a story or non-fiction passage. 10. Demonstrate understanding of characters in a story or non-fiction passage (i.e. through retell). 11. Identify connections with prior knowledge or personal experiences. 12. Summarize the major events in a narrative. 13. Point out the authors purpose. 14. Interpret how the authors purpose affects the interpretation of the reading selection. 15. Construct chronological sequence of events after reading a story or fiction passage. 16. Distinguish elements of the authors craft. 17. Tell the main idea of a non-fiction paragraph. 18. Identify the main ideas and supporting details of a story or fiction passage. 19. Demonstrate excellent understanding of the text through summarizing. (Includes almost all important information and main ideas.) 20. Constructs literal meaning of the text through solving words. 22. Monitors own understanding and accuracy. 23. Predicts information about the text. 24. Identify key details when summarizing a story or non-fiction passage. 25. Infers what is implied but not stated in the text. 26. Tells new information by synthesizing and changing own ideas. 27. Write a response about the reading (from given prompt). 28. Remember and report key ideas and details from texts, including understanding characters. 29. Demonstrate an understanding of the craft and structure of a text (literary language, story structure, perspective, etc.). 30. Support knowledge and ideas (and act on them) to include ones thinking by writing in response to text.

Shoeless Joe :: essays research papers

1. KINSELLA, W. P. Shoeless Joe. Ballantine books: New York: 1982 2. The story starts when Ray Kinsella, the main character, is talking about his hero Shoeless Joe Jackson who once played left field in baseball. When Ray went to the ball park he was hearing, in his head, the voice of the announcer that was saying â€Å" If you build it, he will come.† Ray started building his dream ball park in his cornfield. He remembered the last time Joe played major league baseball in 1920 and then he was suspended for life, along with seven of his compatriots, for his part in throwing the 1919 World Series. Ray was always sitting in the left field bleachers. After a couple of games were played at the ball park, Shoeless Joe told Ray to start a new league. Joe was going to call up all of his compatriots to play ball. Ray said he would find a friend that never made it to the major league. Ray had travelled to Iowa city to get his friend J.D. Salinger who then went to Fenway park with him. Three weeks later Ray came home, J.D. came with him. J.D. was very impressed when he saw the park. Now, Ray had the best team in the new league. 3. The significance of the title is that Shoeless Joe was one of the greatest baseball players of all times. Shoeless Joe became a symbol of the powerful over the powerless. Shoeless Joe did not play with running shoes because he could not find a small shoe size to fit him. That is why he wears the name Shoeless Joe. 4. The first impression I get from the main character, Ray Kinsella, is that he is a man who loves baseball. He lives for it. He is a great father and husband. He plays ball with his family and he brings them to ball games. He likes to dream. He could sit all day long and dream. He also likes to improve the things that he loves to build. He worked hard at making a better baseball park. 5. Ray’s character does not really have a big transformation. He has to travel to Iowa to see if he could bring his friend to play ball. I think that he displayed some courage. I would not have the courage to do what he did. He is a person that believes in himself.

Brian Martin, in Striking a Needle into Science Essay

Brian Martin, in Striking a Needle into Science stresses the role of partisanship, intervention made in the course of analyzing a case, its impact on the case study and how it affects the views and opinions of the readers. In particular, he made this point by presenting both sides of the controversy, without having to make the conclusion himself. Along this paper will be seen how he argues both for the rejection and acceptance of the theory proposed by Pascal and the supposed publication of the same. Martin utilizes the theory of Pascal in illustrating this point. Pascal made a vast research on the origin of HIV (both HIV 1 and HIV 2) and on the basis of the same and of his knowledge stated that the virus originated from the cultivation of the polio vaccine, particularly cultured through monkeys’ kidneys. The mass vaccination among Africans is said to have started this all and its spread all throughout the countries was made possible through different modes of transfer. The outcome of the said research however was not placed in publication; it was rejected by scientific societies for a reason. Scientific journals refused publication of any of Pascal’s researches and investigation for different reasons. It can be noted however that a few publicists entertained the thought of giving it a chance, considering that Pascal made a thorough investigation stressing his point clear, well supported by appropriate empirical evidence. Martin had been able to collect information both for and against the publication of the same. The point of the analyst in presenting the case is to convey both sides of the controversy; the controversy being the appropriateness of the non-publication of Pascal’s theory by science advocates. In so doing, he gathered evidence and justifications which support the non-publication thereof, obtaining evidence by interviews, written documents and the like of those who support the proposition. In the same way, he gathered pieces of evidence which support the view for the publication of the theory. This is an effective way of presenting a case study. It is to be noted that the analyst never emphasized his own opinion on the appropriateness of the non-publication or the publication of the same, instead, he presented with preciseness and absoluteness the ratiocination of the proponents of both sides, showing the least, if at all, any biases. While the analyst presents the theory supporting the respective claims of the proponents of both sides, he has a different purpose in making the paper. In the course of the discussion, he emphasizes though the relevance, importance and significance of being a non partisan and without intervention in making the paper. In making the case study, he utilizes the modes of interviews, correspondence, gathering of written evidence and documents and particularly makes use of social connections to obtain the necessary information supporting both propositions. In supporting his proposition on non-intervention and his being non-partisan, that is, by presenting both sides of the story, he stresses both the advantages and disadvantages of the controversy. Limiting or supporting one side of the controversy, let say, being a partisan in the course of the case study, Martin opined that this may lead to limited sources of information and thus the impossibility of obtaining a more learned opinion and unbiased statements. Moreover, along the course of the investigation, Martin implicitly stated that in order to satisfy the purpose for which the case study is written, the same must be open to all avenues of discussing the controversies and allowing further studies on the matter when proper. Before proceeding to the next topic, it is important to note at this point of the discussion, the difference on what the analyst wants to convey to the reading public in general, and what his point is. With respect to the public who reads or who will attempt to read his works, he has fulfilled the duty of presenting the controversy, that is, whether or not the theory of Pascal and everything that supports thereto, should be published. Both sides of the controversy are presented by resorting to the ratiocinations and justifications of the proponents of each side. On the other hand, by being the analyst, he presented a different mode of approaching the paper. Initially, he discusses the controversy that he wants to convey to the reading public. Thereafter, he discusses the relevance of obtaining information by resorting to all possible means of doing the same. He indeed, has access to different sources of information and avails of all these in coming up with the case study. His point may not have been understood in the point of view of the readers considering that the readers may understand it as emphasizing and supporting the theory of Pascal, however, his point as the analyst here is the emphasis of non-partisanship in able to present a case study that answers both sides of the controversy. Intertwined with the case study, Martin discusses the relevance and social implications of the controversy. Many science advocates have refused the publication on the theory of Pascal as to the origin of the HIV and how it spreads throughout the various countries in the world, on the other hand, a few of them have supported that indeed there is a need to effect the publication of the work. Among the relevance and social implications of is the medical awareness, health and security among peoples. True, and admittedly, there has been a call for the solution of HIV as a killer disease. By allowing a publication of such kind, taking account further on the qualifications of Pascal and the extensive research he has made on the issue, it opens the possibility of allowing an in-depth and more thorough investigation of the sources, causes of the killer disease to save lives of the people and provide sufficient remedy that is within reach of those afflicted and a mode of prevention to the rest of the world. In addition, Martin’s move of collating all pieces of evidence to support both propositions opens the gate for further scrutiny on the matter at hand. The dissemination of the existence of the theory of Pascal and the discussion made by Martin on it arouses the doubts and such other questions that my have relevance on the veracity of the issue. In this regard, science advocates are thus given the opportunity to refute such an extensive research made by Pascal. Consequently, more researches will be made, a more extensive one basing on more advanced technology and information towards the discovery and even the cure of HIV today. By publication, a researcher or scientist at that is given the opportunity to inform the public of the outcomes and status of current events and their implications on society. In the same way, the discussion on the case study made by Martin had opened the gates of scrutiny of reason to come in allowing a closer look on the veracity and truthfulness of what has been discussed by Pascal in his theory. In the manner of presenting the case study, the author is reflexive in discussing point by point his argument. He considers all possible points that may be argued by some who have opposing views on his discussion. In particularly, being aware that his attempt to explain to publish the theory of Pascal would receive both criticisms, appreciation and approval, by including it in the present case study, Martin presents the arguments of those who have rejected the idea of publication and likewise those who have approved the same. This is an attempt to counter in advance possible oppositions that advocates on the controversy may interpose. From the discussion, it can be seen his awareness to defend all at the same time the theory of Pascal, which is not only because of his superb qualifications on the matter at hand but also on the basis of the extensive research and knowledge of the author on the issue; and likewise the arguments for or against the publication. This did not however effectively foreclose the possibility of further investigation and research considering that every controversy particularly where social relevance is high is involved. In sum, the case study is both an attempt to publish what otherwise would not have allowed publication as in the case of the theory of Pascal; and at the same time an attempt to discuss the relevance of being able to obtain all information possible to stress the point. The case study is a combination of scientific investigation as a matter of substance and as a matter of procedure. Martin, as the analyst, stresses both points by ensuring a thorough discussion on the substantive aspect of the scientific proposition of Pascal and on the relevance of being able to gather information for or against the same. From the case study, it is observed that Martin had attained these two goals at the same time by the presentation of conflicting arguments on a single issue stressing at the same time the social relevance of HIV not only in a number of places in Africa but all throughout the world. In the point of view of the readers, the case study has a scientific relevance, that is, the discovery of the origin of HIV and the subsequent cure of the same (although recently, medical science experts have offered a cure of it). On the other hand, in the point of view of the analyst, the case study comes in two parts, that is, the presentation of the scientific relevance of the then medical controversy (which is currently already deemed curable) and the emphasis of being able to obtain all information possible to obtain such information. Being a non-partisan indeed allows access to both sides of a story, and as an analyst, Martin has just effectively done it!

Definitions and Examples of Filler Words

Definitions and Examples of Filler Words A filler word is an apparently meaningless word, phrase, or sound that marks a pause or hesitation in speech. Also known as a pause filler or hesitation form. Some of the common filler words in English are um, uh, er, ah, like, okay, right, and you know. Although filler words may have fairly minimal lexical content, notes linguist Barbara A. Fox, they can play a strategic syntactic role in an unfolding utterance (in Fillers, Pauses and Placeholders, 2010). Examples and Observations Hey, hey, shh, shh, shh. Come on. Be sensitive to the fact that other people are not comfortable talking about emotional disturbances. Um, you know, I am, Im fine with that, but . . . other people. (Owen Wilson as Dignan in Bottle Rocket, 1996) Shirleys Use of Filler Words in Community Pierce: About those filler words of yours. I mean, nobody wants to buy brownies from somebody who says um and like. I have a method for fixing that. Start from the top.Shirley: Okay. These brownies are, uh- Pierce: Uh!Shirley: They, um- Pierce: Um!Shirley: These brownies are delicious. They taste like- Pierce: Like!Shirley: Thats not a filler word.Pierce: Whatever, valley girl.(Chevy Chase and Yvette Nicole Brown in Environmental Science. Community, Nov. 19, 2009) Safire on Hesitation Forms Modern  linguists  led by Leonard Bloomfield in 1933 call these hesitation forms- the sounds of stammering (uh), stuttering (um, um), throat-clearing (ahem!), stalling (well, um, that is), interjected when the speaker is groping for words or at a loss for the next thought. You know that yknow is among the most common of these hesitation forms. Its meaning is not the imperious you understand or even the old interrogatory do you get it? It is given as, and taken to be, merely a filler phrase, intended to fill a beat in the flow of sound, not unlike like, in its new sense of, like, a filler word . . . [T]hese staples of modern filler communication- I mean, yknow, like- can also be used as tee-up words. In olden times, pointer phrases or tee-up words were get this, would you believe? and are you ready? The function of these rib-nudging phrases was- are you ready?- to make the point, to focus the listeners attention on what was to follow. . .   If the purpose is to tee up a point, we should accept yknow and its friends as a mildly annoying spoken punctuation, the articulated colon that signals focus on this. . . . If the purpose is to grab a moment to think, we should allow ourselves to wonder: Why are filler phrases needed at all? What motivates the speaker to fill the moment of silence with any sound at all? (William Safire, Watching My Language: Adventures in the Word Trade. Random House, 1997) Filler Words Across Disciplines Why do some people fill the air with non-words and sounds? For some, it is a sign of nervousness; they fear silence and experience speaker anxiety. Recent research at Columbia University suggests another reason. Columbia psychologists speculated that speakers fill pauses when searching for the next word. To investigate this idea, they counted the use of filler words used by lecturers in biology, chemistry, and mathematics, where the subject matter uses scientific definitions that limit the variety of word choices available to the speaker. They then compared the number of filler words used by teachers in English, art history, and philosophy, where the subject matter is less well-defined and more open to word choices. . .   Twenty science lecturers used an average of 1.39 uhs a minute, compared with 4.85 uhs a minute by 13 humanities teachers. Their conclusion: subject matter and breadth of vocabulary may determine the use of filler words more than habit or anxiety. . . . Whatever the reason, the cure for filler words is preparation. You reduce nervousness and pre-select the right ways to say ideas through preparation and practice. (Paul R. Timm and Sherron Bienvenu, Straight Talk: Oral Communication for Career Success. Routledge, 2011) Pausing Perhaps no profession has uttered more ums or uhs than the legal profession. Such words are a clear indication that the speakers style is halting and uncertain. Eliminate these filler words. The lack of ums and uhs alone can make you sound more confident. And its not hard to do. Just pause. Every time you feel that youre about to use a filler word, pause instead. (Joey Asher, Selling and Communication Skills for Lawyers. ALM Publishing, 2005) Syntax, Morphology, and Fillers Perhaps because English and other western European languages tend to use fillers lacking morphology and syntax (preferring instead pause vowels), linguists have tended to ignore the significance of these forms for syntax. However, . . . we can see that some fillers, especially those known as placeholders, may carry a range of morphological marking, including prototypical nominal marking (gender, case, number) and prototypical verbal marking (person, number, TAM [tense-aspect-mood]). They may also take the morphology appropriate for adjectives and adverbs. In addition, they may occupy precisely the syntactic slot normally occupied by a regular noun or verb . . .. (Barbara A. Fox, Introduction. Fillers, Pauses and Placeholders, ed. by Nino Amiridze, Boyd H. Davis, and Margaret Maclagan, John Benjamins, 2010

Mun Policy Statement Example Essays

Mun Policy Statement Example Essays Mun Policy Statement Example Essay Mun Policy Statement Example Essay LANDMINE CLEARANCE policy statetment Landmines have existed since the 19th century; many people from all around the world have been victims to bombs. Landmines continue to kill nearly 20,000 people every year, even decades after the ending of the conflicts for which they were placed. Land mines were designed for two main uses: to create defensive tactical barriers and slowing an invasion forces progress to allow reinforcements to arrive. But today it’s claiming more lives every week. Land mines are weapons of mass destruction in slow motion. Currently, The International Campaign to Ban Landmines, ICBL, is urging all governments to protest against Syria’s use of Landmines on its borders with Turkey and Lebanon. The Syrian army has been seen planting landmines along routes used to reach Turkey. It is reported that thousands of Syrians used these paths to flee to safety over the border, which is why locals have begun to restore access by removing the mines at great personal risk. Already reports have been received that a family of five was injured recently when trying to cross the minefields. Germany signed the Ottawa Treaty on the 3rd of December 1997. It has been helping the NSAWG (NON-STATE ACTORS WORKING GROUP) which was a movement inside ICBL that consists of campaigns to stop anti-personal landmines. This matter should be taken seriously and considered cautiously. The delegate would like to suggest that the UN create a demining battalion that would help the countries that need to get rid of their unwanted and dangerous mines. This way the UN would support restoring these fields to a good environment and it wouldn’t cost any more innocent civilian lives. Clauses: rges that the UN creates a organization that trains and handle minesweepers that has been hired by this organization. This Organization will supply the best equipmentand PPE ( Proctective Personal Equipment) for the minesweepers to be sure that they come back alive from the clearance on the minefield and the job is done. Minesweepers is the humanitarian way of clearing mines. This way the surrounding environment and the minefield itself would be preserved. This organization will give help to countries that needs help with their mine field clearing. Our target is to clear and preserve, this clause says it all. LAKE VICTORIA 2nd policy statement Honorable chairs and esteemed delegates, Water is on of the basic needs of a human being. Water is important to all beings. Clean water comes from a clean source but lake victoria is no longer a clean source of water. It’s water now contains raw sewage and rubbish. It is no longer available for human use. Fisherman also depend on this lake for their daily catches and their business. The excesive pollution has led extinction to most of the flora and fauna living around or in the lake. Also, diseases are spreading villages and towns near the lake. Over 30 million people living in poverty, depend on this lake, but it’s state is getting worse and worse by the minute. Lake victoria promoting water as a shared resource in Lake Victoria and the surrounding areas can be possible with the help of you delegates. To solve ths problem, the delegate believes that we should stop the factories and any cause of pollution from coming into the lake itself. This way the lake could be cleaned without having any other problems bothering it. Also, the lake would once again be available to animals to live and breed in.

Organisational Behaviour Essay Example | Topics and Well Written Essays - 1500 words - 1

Organisational Behaviour - Essay Example Thus, workers are bonded through cooperation and communication. To illustrate, when an inexperienced person joins a team, there is enough communication to make the new member aware about his or her role in the team. Moreover, in case of doubts, the new members do not hesitate to ask the more experienced and creative ones and the experienced ones share their knowledge with the new ones. Thus, new workers easily and effectively adapt to the work environment. The second point is that teamwork improves the self esteem of the team members. This happens so because in a team, each team member feels important and needed. This sense of importance is created because each member realises that he or she has a valuable role to play in the team. When this sense of belonging grows, each member feels that he or she has the chance to explore and exhibit potential and talent. Thus, teamwork has an important role in fostering creativity of individual. Another important aspect is that teamwork enhances personal responsibility. In other words, in a team, each member has a very clearly defined role to play. Thus, each member realises the fact that their own failure in playing their role will have an impact on achieving the team’s goal. ... However, there are certain disadvantages as well. To illustrate, not all people love teamwork. There are some go-getters who are happy working alone. For them, the work in a team is like a hindrance as they are not capable of performing to their fullest as they feel hindered by the less capable ones. For these people, working independently is more productive. In addition, there is the problem of conflict among members. For example, though some teams function harmoniously, some teams are prone to conflicts. As it is difficult to identify when conflicts will develop, it is difficult to avoid their development. When conflicts and power struggles arise, the employees suffer from stress, and as a result, their productivity goes down. 5. The belief that individual personality has nothing to do with behavior at work is baseless. In fact, personality will seriously affect the way people deal with various situations at work. In order to understand the role of personality, it is useful to use the Big Five Model or the five factor model. According to the model, there are five major trait categories. The first among them is openness to experience. In this category, one extreme is highly interested in, and optimistic about, new experiences and changes. Admittedly, such people will welcome taking up responsibilities and roles. When there are issues like organisational change, such people are less likely to suffer from stress. On the other hand, the other extreme is totally hostile to new experiences and they remain closed minded and rigid towards new experiences. Such people are highly likely to oppose any changes in the organisation and are less motivated to take up challenging roles. Another category is conscientiousness. It is claimed that high degree of

Analyze why people are so passionate about sports Essay

Analyze why people are so passionate about sports - Essay Example The craze about football, for instance, is common knowledge to fans and non-fans alike. People have passion in sports for the love of it, but most importantly, because it is enjoyable, entertaining and relaxing. The level of passion in football is quite high. Many are the instances when fans express dejection and anger when their favourite teams succumb to defeat. Passionate fans will go mad when they hear the words â€Å"after all, it was just a game.† Those who have no idea how painful it is to lose a game speak such statements. Probably they are not aware that football is a source of inspiration for most people just as books are to others. Passionate fans revere their players and teams. To them, nothing is as sweet as their teams getting to the top of the rankings where the smell of victory is strongest. English Premier League (EPL) fans are known to express this kind of passion. Some end up committing suicide following massive losses. Football games are an integral part of passionate fans. It is quite annoying to hear comments like â€Å"what is the fuss all about?† Anyway, it is wrong to blame people who have little understanding of passion or emotions. Vallerand et al. (1279) argue that there may be differences in modes of expressing passion across the world but the football language remains one. This language makes passionate fans similar in a number of ways These similarities best explain why people may be passionate about football. Living the experience of football is the most essential requirement of being a passionate fan. Mere spectating does not suffice. One has to be part of the whole experience. A passionate fan has to attend most of his or her team’s matches. My father once shocked me when he said, â€Å"If I miss a Chelsea game I may not concentrate at work for a week or so.† Moreover, being a passionate fan invites the duty of emotional engagement with the team to make the team perform well. However, fans who attend away