How to fix run-on sentences - Emphasis

How to fix run-on sentences How to fix run-on sentences ‘Run-on sentences’ may sound like a newspaper headline announcing that sentences are flying off the shelves. In fact, they are a product of the grammatically incorrect practice of running complete ideas into each other. Observe: I rock she rolls. As you can see, a run-on sentence isn’t necessarily long. When we say ‘complete ideas’ (of which this example has two), what we mean is independent clauses. Independent clauses An independent clause (as well as being a term for when Santa’s kids fly the nest) is a part of a sentence that contains a verb and a subject and makes sense by itself – otherwise known as a simple sentence. In the example above, there are two subjects (or ‘doers’): I and she. And each subject has its own verb: rock and rolls respectively. Here’s another: I like to throw my shapes in the middle of the dance floor Caroline busts her moves in the corner. Rein in the run-on So how do you fix these sentences? It may be tempting to just throw a comma in the middle (I rock, she rolls), but this is still not correct – it’s known as a comma splice. The comma can do many things, but don’t ask it to support the weight of two (or more) independent clauses by itself. There are other options available, though. Which one you pick depends on the gist of your sentence. Put a stop in it A simple solution is the good ol’ full stop: I like to throw my shapes in the middle of the dance floor. Caroline busts her moves in the corner. Perfectly grammatical, and often the best option. But if you want to show how the two clauses are related, or you find a full stop too abrupt, you may prefer one of the other methods. Connect with the semicolon A great way to suggest a connection between the clauses is by using a semicolon. Many people have a deep-seated suspicion of the semicolon, but its very useful here. Unlike the divisive full stop, the semicolon allows the parts to stay snuggled together in one sentence. In this way, they can stand in for conjunctions. I like to throw my shapes in the middle of the dance floor; Caroline busts her moves in the corner. The tell-tale conjunction If you want to make the relationship between the clauses explicit (and keep your sentence grammatically correct), add a coordinating conjunction (joining word) such as for, and, nor, but, or, yet, or so to the comma splice. The conjunction you choose can give quite different meanings to the final sentence. Look at the difference between I like to throw my shapes in the middle of the dance floor, but Caroline busts her moves in the corner. and I like to throw my shapes in the middle of the dance floor, so Caroline busts her moves in the corner. In the first version, it would merely appear that Caroline and I have contrasting preferences on where we get our groove on. But in the second it seems that my shape-throwing drives Caroline to the corner (probably out of embarrassment). Whoa there Don’t let the meaning of your sentences – or your grammar-usage credibility – run away. Use these techniques to keep a tight grip on the reins of your writing, so you always guide your reader in the right direction.

Setting IEP Goals for Reading Comprehension

Setting IEP Goals for Reading Comprehension When a student in your class is the subject of an Individual Education Plan (IEP), you will be called upon to join a team that will write goals for that student. These goals are important, as the students performance will be measured against them for the remainder of the IEP period, and their success can determine the kinds of support the school will provide. Below are guidelines for writing IEP goals that measure reading comprehension.   Writing Positive, Measurable Goals for IEPs For educators, its important to remember that IEP goals should be SMART. That is, they should be Specific, Measurable, use Action words, be Realistic and Time-limited. Goals should also be positive. A common pitfall in todays data-driven educational climate is the creation of goals that lean heavily on quantitative results. For example, a student may have a goal to summarize a passage or story, relating essential components with 70% accuracy. Theres nothing wishy-washy about that figure; it seems like a solid, measurable goal. But whats missing is any sense of where the child stands currently. Does 70% accuracy represent a realistic improvement? By what measure is the 70% to be calculated? SMART Goal Example Heres an example of how to set a SMART goal. Reading comprehension is the goal we are looking to set. Once thats identified, find a tool to measure it. For this example, the Gray Silent Reading Test (GSRT) may suffice. The student should be tested with this tool prior to IEP goal setting so that a reasonable improvement can be written into the plan. The resultant positive goal may read, Given the Gray Silent Reading Test, will score at grade level by March. Strategies to Develop Reading Comprehension Skills To meet the stated IEP goals in reading comprehension, teachers may employ a variety of strategies. Below are some suggestions: Provide engaging and motivating materials to retain the students interest. Be specific by naming the series, resources or books to be used.Highlight and underline key words and ideas.Teach the student about sentence and paragraph construction and how to focus on key points. Again, be very specific so that the goal is measurable.Provide information and clarification about how a text or resource is organized. The child should know the features of a text including the cover, the index, subtitles, bold titles, etc.Provide ample opportunities for the child to discuss written information.Develop summarization skills focusing on the beginning, middle and ending key points.Develop research skills and strategies.Provide opportunities for group learning, especially to respond to written information.Show how pictorial and context clues are used.Encourage the student to ask for clarification if she becomes confused.Provide one-on-one support frequently. Once the IEP is written, it is imperative that the student, to the best of his ability, understands the expectations. Help track their progress, and remember that including students in their IEP goals is a great way to provide a pathway to success.

Coursework Case Study Example | Topics and Well Written Essays - 1750 words

Case Study - Coursework Example However, in case of violation of the legally binding contract, the non breaching party is permitted to take a legal action of filing a lawsuit to demand for the payment of damages incurred as a result of immature cancellation (Chitty 2012, p. 145). Alternatively, the breaching party is mandated by law to compensate the aggrieved party in this case Antony is obligated to pay Joyce and Taz for contravening the existing terms. Despite the measures in place to safeguard the success of any legally binding contract such as that involving a company selling goods and services, instances of violation are rampant because people do not comprehend the basics of law. According to common law, contracts operate within legal systems that entail forging a lawful accord where two or more members seek an agreement to conduct a given activity. Therefore, in Antony’s case, whether he has reached a legally binding contract with Joyce on the choice of supply depends on several factors worth noting. For example, Antony is in agreement with Joyce because there was an offer and acceptance where he promised to supply 100 pieces at the cost of ?350 per piece. This implies that the element of contractual law called the ‘meeting of the minds’ had been achieved to satisfy the wishes of both parties. Additionally, the exchange of promise from Antony signifies his willingness to provide clothe pieces at a subsidized price and hence expand the business prospects of his Rocco Company. Antony must also acknowledge the essence of ‘consideration’ in legally binding agreement that encompasses his promises and acts of assuring Joyce that she would receive the 100 pieces at a lowered price to elevate her business through increased sales and profits (Harris 2007, p. 110). This is called the enforceable contract and it often entails consideration as a binding word for the first party offering the promise such as Antony in his prospects of supplying Joyce with clothes. En forceable contract, according to legal experts, is achievable either orally as was done by Antony and therefore, cannot rescind his promise or through writing. However, in special instances as stipulated by state by-laws, some enforceable contracts are only legally binding in writing. Contrastingly, this does not overrule verbal contracts that are enforceable such as the case of Antony who stated in person that she would assist Joyce by cutting the garment prices from ?1000 to a manageable ?350 per piece. This suggests that while Antony’s main idea was to double the sale of Rocco products and establish strong image for his name, the verbal communication with House of Style Department fixed a contract that cannot be contravened under any legal terms (Koffman & Macdonald 2007 134). Interestingly, Antony’s decision to cancel the agreement is part of a legally enforceable contract recognized by the law and hence accorded Joyce an edge in upholding the agreement. An agreeme nt to perform a particular act such as supplying garment pieces also signified a binding agreement for both parties thus preventing Antony from altering his mind concerning his promise. Advice, therefore, in a legally binding contract requires all the members involved in the contract to find a neutral platform of amending the considerations before recalling any emerging obligations. Contrastingly, the conditions of agreement always

The Case for Literature-Based Reading Programmes at the Elementary Essay

The Case for Literature-Based Reading Programmes at the Elementary School Level - Essay Example The publication of children's literature has increased substantially and its incorporation into reading programmes has also increased significantly (Harris, 1992). At the same time, there has been a simultaneous interest in literature-based reading instruction. Nonetheless, the importance and the usefulness of children's literature have been questioned. The nature of these attacks, however, seem to have less to do with the value of the instructional approaches and substantive materials than a preoccupation with preparing students for standardized tests and a stubborn adherence to traditional methods. Of particular concern is the use of children's literature as a means for teaching children how to decode information in order to perform better on standardized tests. This instructional method, without more, neglects the very purposes of literature-based reading instruction and renders the inclusion of children's literature in elementary reading programmes an almost tangential inclusion. The strict emphasis on decoding and on standardized testing, while of some relevance to literacy, is harming the very goals and usefulness of literature-based reading instruction. This essay will argue that the inclusion of children's literature is of fundamental importance to effective reading programmes at the elementary school level. ... As a preliminary matter, it is essential to identify the theoretical foundations of literature-based reading instruction. This is because the mere inclusion of literature in a reading programme, without a corresponding shift in instructional methods, may defeat or diminish the very purposes of the programme. Serafini argues that in order for elementary teachers to implement a quality literature-based reading program and make a substantial shift in the way that children's literature is used in the curriculum, they must first make a parallel shift in the theoretical perspectives they use to ground their practice. Without this parallel shift, teachers may simply change the materials they use to teach reading, relegating children's literature to an instructional device in the service of higher test scores. In order to make a shift, however, one must first understand what the theoretical perspectives are and how they influence classroom practice (2003, np). The modernist approach to reading and literacy is a major obstacle to more comprehensive literature-based reading goals. This approach begins with the premise that the meaning of a text is located solely within that text. This is an extraordinarily limited and strict perception of reading. In short, there is one true meaning in the text and children are required to decipher or decode this meaning from the text. This type of reading perspective excludes an interactive approach to the text; more troubling, perhaps, is the fact that it subordinates rather completely the context in which the text is examined and enjoyed. This type of approach is typically implemented as part of a reading skills programme. Teachers teach students how to decode true meanings, students

Lies My Teachers Told Me Essay Example for Free

Lies My Teachers Told Me Essay As I watched the video and read parts of the books, I began to wonder why they would lie. Throughout school, they teach us to be honest and truthful in everything we say and do. So therefore why would they lie to us? According to James W. Loewen, Taking ideas seriously does not fit with the rhetorical style of textbooks, which presents events so as to make them seem foreordained along a line of constant progress. He goes on to say that including ideas would make history contingent. It would present uncertainty. That would not be consider a textbook learning style. Textbooks unfold history as melodrama, instead of with drama or suspense. An example would be John Brown. The treatment of Brown, like the treatment of Slavery and Reconstructino, has changed in American history books. John Brown was considered insane from 1890 until 1970, then slowly began to change back over into sane. Some textbooks emphasize the claim that no slaves actually joined John Brown. At times, I think it would just be easier to go back in time like in the movie Bill and Teds Excellent Adventure. Not only would we get the truth, but we would have seen bits and pieces of it. I think more and more students would enjoy history more if we actually got the truth rather than lies. I think that if we had the suspense and drama, we would learn more. To me in high school, history was a mixture of english and math. All of the boring parts of those two classes combined into one. The teacher was not much better either. I think if the teacher made it more exciting.

Helena Maria Viramontes’ The Moths Essay -- Moths Viramontes Essays

Helena Maria Viramontes’ â€Å"The Moths† I was initially drawn to Helena Maria Viramontes’ story â€Å"The Moths† due to the striking similarities between the narrator’s experience and my own experience with being thrust into the role of caretaker for a dying loved one. By tracking a young girl’s transformation through dealings with subjugation (by her culture), freedom (through her grandmother), death (of her grandmother) and grief, Viramontes successfully paints an endearing tale of change. â€Å"The Moths† emphasizes the narrator’s oppression by her household’s religion and by the social structures associated with it, juxtaposed by the freedom for development available within the native curandera custom taught by her grandmother. Through vivid yet subtle symbols, the author weaves a complex web with which to showcase the narrator's oppressive upbringing. Two literary critics whose methods/theories allow us to better comprehend Viramontes message are Jonathan Culler and Stephen Greenblatt. Culler points out that we read literature differently than we read anything else. According to the intertextual theory of how people read literature, readers make assumptions (based on details) that they would not make in real life. During these leaps within which we transform facts into values/themes, the reader creates â€Å"supplementary meaning† to the text by unconsciously setting up tension, also called binary opposition. Culler describes this process in his statement â€Å"The process of thematic interpretation requires us to move from facts towards values, so we can develop each thematic complex, retaining the opposition between them† (294). Though supplementary meaning created within the text can take many forms, within V... ...eedom was found and cultural boundaries were not shattered, simply battered, the narrator’s path was much preferable to that of her sisters (those who conformed to cultural boundaries). Through this story we can see how oppression in certain cultures changes individuals differently, creates tension between those who do not wish to be subjugated and those doing the subjugating, and we see the integral opposition between the path of Catholicism and that of curandismo. WORKS CITED: Contexts for Criticism. Ed. Donald Keesey. New York: McGraw Hill, 2003. ________________. Jonathan Culler. â€Å"Structuralism and Literature. 288-297 ________________. Stephen Greenblatt. â€Å"Culture.† 436-441 The Norton Anthology of Short Fiction. Ed. Cassel & Bausch. New York: W.W. Norton and Company, 2000. Helena Maria Viramontes. â€Å"The Moth’s† 870-874

Examine the argument that desirable neighbouring

Examine the argument that desirable neighboring is characterized by both distance and proximity BY Repossessions Examine the argument that desirable neighboring Is characterized by both distance and proximity This essay will examine the attributes of desirable neighboring, looking at the characteristics and unwritten rules of good neighboring, how material life shapes social identities and social order to regulate and control the distance and proximity between neighbors. Secondly, personal and social identities are discussed and how these affect the interaction with neighbors.Thirdly, tensions around different cultural social rules are considered and the effect of these different rules has on desirable neighboring. Lastly, causes and effects of neighborly disputes are examined while also looking at how these broken connections are remade. Qualitative data Is used as evidence to support this analysis, this type of data Is given In a non-numerical format, usually gathered from an Inter view or survey form, as well as using observations by the researcher.Desirable neighboring is described as the balance between preserving the connection with neighbors, examining their eternal lives of how, where and when they interact with their neighbors, while maintaining a suitable proximity and respecting their ‘need for privacy' (Wolcott, cited in Taylor, 2009, p. 173). Byword (2009, p. 254) compares desirable neighboring too ‘slow dance', whereby neighbors should preserve their proximity to each other, while not getting too close or be too distant, in order to stay connected with each other. This type of social behavior is unwritten and learned through solicitation (Byword, 2009, p. 54), whereby individuals observe and follow the norms of acceptable behavior (Withering, 2009, p. 0). Harold Garfield (cited In Taylor, 2009, p. 173) argues that social life Is fluid, continually changing whereby Individuals constantly adapt to preserve the balance of social order In t he neighborhood. Harris and Gale (cited in Byword, 2009, p. 255) identified that neighbors communicated primarily outside of the home' in what was perceived as public space, and ‘not in the home' which could be perceived as ‘over-neighboring' by infringing on their neighbors personal space.Nevertheless, the purpose to provide social structure is still the same. However, social rules can be caused by mistrust and the need for power and control. Stanley Branded (cited in Byword, 2009, p. 260) explains that in Spain, desirable neighboring requires individuals to be close, both socially and physically. For example, he observed that neighbors leave their front doors open and neighbors come and go from each other's houses without hesitation, whereas the qualities of ‘not being intrusive' and ‘reserved' were seen as suspicious and rude.However, this proximity and closeness was used as form of surveillance and control. Different social rules can lead to inequalities and unequal connections, some neighbors might be excluded for not adhering to the expected social rules or not being able to participate (Taylor, 2009, p. 158). The boundaries of good neighboring are unwritten and are subjective interpretation, which can therefore lead to disputes (Byword, 2009, p. 263). Elizabeth Stoke (cited in Byword, 2009, p. 64) examined how a neighbor's intimate noises were intruding into the other neighbor's private space. The main issue was that the neighbor was not seen to be considerate by minimizing the noise, which was intruding into the other neighbor's private space. Steps were taken to repair the social order using mediation. This is an example of how social order can be broken and repaired, but the neighbor's relationship was not completely the same as fore which highlights the fluidity of social life and how it changes.To summaries, material life can connect and disconnect neighbors, desirable neighborliness does not only include social and physical distance and proximity, but also how an individual presents themselves and is therefore perceived by their neighbors (Byword, 2009, p. 258). Taylor (2009, p. 171) argues that personal identity is not fixed and includes multiple identities. One of which is their social identity of being a neighbor, which is made and remade as individuals adapt to the fluidity of social life.Additionally, different cultures have different social rules and expectations around desired neighboring, which can cause tension and inequality. Intern, this can lead to disputes to arise leading to a break in social order, different social rules control creating differences and inequality in social order and life (Taylor, 2009, p. 291). Byword (2009, p. 254) compares desirable neighboring to a ‘slow dance', requiring neighbors to change and adapt to the differences and inequalities of social life, to make and repair social order created from this.

Organizational Justice Essay

It has been argued that if organizational decisions and managerial actions are deemed unfair or unjust, the affected employees experience feelings of anger, outrage and resentment; There is also evidence that disgruntled employees retaliate to Organizational Injustice, directly: e.g., by theft, vandalism and sabotage or indirectly by withdrawal and resistance behavior. Engaging in socially responsible behavior has been a great concern to leaders of Today’s organizations. Here again, OB specialists have sought to explain this behavior, and their efforts will be outlined in this research. As a subject of philosophical interest, the study of justice dates back to the times of Plato and Socrates (Ryan, 1993). However, research on organizational justice started with Adams’ work on equity theory (Adams, 1963, 1965) and has progressed steadily over time. Greenberg (1990b) explained organizational justice as a literature â€Å"grown around attempts to describe and explain the role of fairness as a consideration in the workplace. Adams’ work led to a research period concentrating on fairness of pay or outcomes at work place (Deutsch, 1985). In other words, the equity theory emphasized the perceived fairness of outcomes, i.e., distributive fairness. Equity theory is based on the notions of relative deprivation and social comparison. Individuals in organizations are expected to compare their own input to output ratio to the ratio of a referent who could be the self considered at another point of time or others in the past, present, or expected future to determin e the level of fairness. According to equity theory, when compared ratios are not equal, the individuals may perceive inequity and so may involve in behaviors meant to restore the cognitive perception of equality (they may modify their effort, or change their perceptions of inputs or outcomes). However, the focus of this research shifted to procedural justice: the perceived fairness of the process by which outcomes are determined /arrived at, because of inability of equity theory and distributive justice models to fully predict and explain peoples’ reactions to perceived injustice. This shift expanded the study of distributive justice, since research findings revealed that distribution of rewards was not always as important to individuals as the process by which they were allocated. Organizational justice refers to â€Å"the just and ethical treatment of individuals within an Organization† organizational justice is â€Å"the term commonly used by organizational psychologists to refer to the just and fair manner in which organizations treat their employees†. The dictionary defines the word Justice as fairness (Popular Oxford New-Age Primary School Dictionary). However, in daily life, the term justice is used to mean â€Å"oughtness† or â€Å"righteousness†. In organizational sciences research, justice is considered to be socially constructed which means that an act is considered to be just if it is perceived so by the individuals on the basis of empirical research. Corporate Social Responsibility, the forms it takes, and the nature of the relationship between responsible behavior and financial profitability. Corporate social responsibility refers to business practices that adhere to ethical values, that comply with legal requirements, and that promote the betterment of individuals and the community at large. It’s most popular forms include making charitable contributions to the community, preserving the environment, investing in a socially responsible manner, and promoting the welfare of employees. Generally, research shows that socially responsible companies tend to be more profitable than companies that are less socially responsible. This reflects the virtuous circle, the tendency for successful companies to be socially responsible because they can afford to do so, which in turn, helps their chances of being even more financially successful. Organizational Justice: Fairness Matters Suppose you received a failing grade in a course. You don’t like it, of course, but can you say that the grade is unfair? To answer this question, you would likely take several things into consideration. For example, does the grade accurately reflect how well you performed in the course? Were your scores added accurately and were they computed in an unbiased fashion? Has the professor treated you in a polite and professional fashion? Finally, has the professor communicated the grading process to you adequately? In judging how fairly you have been treated, questions such as these are likely to be raised—and your answers are likely to have a considerable impact on how you feel about your grade, the professor, and even the school as a whole. Moreover, they are likely to have a profound effect on how you respond, such as whether you quietly accept the grade, complain about it to someone, or even quit school entirely. Although this example involves you as a student, the same considerations are likely to arise in the workplace. In that context, instead of talking about grades from professors, concerns about justice may take analogous forms. Does your salary reflect your work accomplishments? How was your performance evaluation determined? Were you treated with dignity and respect by your boss? Were you given important job information in a thorough and timely manner? Matters such as these are relevant to organizational justice—the study of people’s perceptions of fairness in organizations. My discussion of organizational justice focuses on three key areas—the major forms of organizational justice, the relationships between these forms, and suggestions for promoting justice in organizations. Forms of Organizational Justice and Their Effects The idea that justice is a multifaceted concept follows from the variety of questions just raised, everything from how much you get paid to how well you are treated by your boss. Organizational justice takes the four different forms identified here. Each of these forms of justice has been found to have different effects in organizations. Distributive Justice. On the job, people are concerned with getting their â€Å"fair share† of resources. We all want to be paid fairly for the work we do and we want to be adequately recognized for our efforts and any special contributions we bring to the job. Distributive justice is the form of organizational justice that focuses on people’s beliefs that they have received fair amounts of valued work-related outcomes (e.g., pay, recognition, etc.). For example, workers consider the formal appraisals of their performance to be fair to the extent that these ratings are based on their actual level of performance (for an example, People who believe that they have been ill-treated on the job tend to experience high levels of stress and also feel dissatisfied with their jobs and the companies in which they work. Feelings of distributive justice can have a great impact on people’s motivation to perform their jobs.) A recent study provides good insight into this proces s. Researchers conducting this investigation compared two groups of workers with respect to their feelings about distributive justice: a group of local workers from Singapore and a group of foreign workers, Chinese people who worked in Singapore. In this setting, foreign workers tend not to be paid commensurate with their skills. Not surprisingly, the foreign workers expressed higher levels of distributive injustice and were less productive on their jobs. Because they received less, they did less, as distributive justice dictates. These findings are illustrative of many that demonstrate people’s keen sensitivity to their perceptions of the fairness by which resources are distributed on the job. In general, the more people believe that their rewards (e.g., pay, work assignments) are distributed in a fair manner; the more satisfied they are with them. Procedural justice – refers to people’s perceptions of the fairness of the procedures used to determine the outcomes they receive. Again, let’s consider as an example the formal appraisals of an individual’s job performance. Workers consider such ratings to be fair to the extent that certain procedure were followed, such as when raters were believed to be familiar with their work and when they believed that the standards used to judge them were applied to everyone equally. Interpersonal justice – People’s perceptions of the fairness of the manner in which they are treated by others (usually, authority figures). Imagine that you were just laid off from your job. You’re not happy about it, of course, but suppose that your boss explains this situation to you in a manner that takes some of the sting out of it. Although your boss cannot do anything about this high-level corporate decision, he or she is very sensitive to the harm this causes you and expresses concern for you in a highly sensitive and caring manner. Research has shown that people experiencing situations such as this tend to accept their layoffs as being fair and hold positive feelings about their supervisors. Importantly, such individuals are less inclined to sue their former companies on the grounds of wrongful termination than those who believe they were treated in an opposite manner—that is, an insensitive and disrespectful fashion. The type of justice demonstrated in this example is known as interpersonal justice. This refers to people’s perceptions of the fairness of the manner in which they are treated by others (typically, authority figures). Informational justice – People’s perceptions of the fairness of the information used as the basis for making a decision. Outcomes (as in the case of distributive justice), but leads them to reject the entire system as unfair. Procedural justice affects people’s tendencies to follow organizational rules: Workers are not inclined to follow an organization’s rules when they have reason to believe that its procedures are inherently unfair. And, of course, when this occurs, serious problems are likely to arise. Accordingly, everyone in an organization especially top official—would be well advised to adhere to the criteria for promoting procedural justice summarized in this research. Informational Justice – Imagine that you are a heavy smoker of cigarettes and learn that your company has just imposed a smoking ban. Although you may recognize that it’s the right thing to do, you are unhappy about it because the ruling forces you to change your behavior and break an addictive habit. Will you accept the smoking ban as fair and do your best to go along with it? Research suggests that you will do so only under certain circumstances—if you are given clear and thorough information about the need for the smoking ban (e.g., the savings to the company and improvements to the health of employees). The form of justice illustrated in this example is known as informational justice. This refers to people’s perceptions of the fairness of the information used as the basis for making a decision. Because detailed information was provided about the basis for implementing the smoking ban, informational justice was high, leading people to accept the fairness of the smoking ban. A key explanation for this phenomenon is that informational justice prompts feelings of being valued by others in an organization. This is known as the group-value explanation of organizational justice. The basic idea is that people believe they are considered an important part of the organization when an organizational official takes the time to explain thoroughly to them the rationale behind a decision. And people experiencing such feelings may be expected to believe that they are being treated in a fair manner. Relationships between Various Forms of Justice Although we have been describing the various forms of organizational justice separately, it would be misleading to assume that they are completely independent of one another. In fact, researchers have found some well-established relationships between the various forms of justice. Many different studies have reported that the relationship between outcome favorability and procedural justice takes the form summarized here. Specifically, people’s reactions to favorable outcomes are affected little by the fairness of the procedure, whereas people’s reactions to unfavorable outcomes are enhanced by the use of fair procedures. Same would apply to other outcomes as well, such as pay or recognition on the job.) Now, imagine that your grade either was the result of a simple arithmetic error (i.e., procedural justice was low) or that it was computed in an accurate, unbiased fashion (i.e., procedural justice was high). Generally speaking, you will respond more positively to the fair procedure than the unfair procedure, thinking more favorably of the professor and the school as a whole. (of course, the analogous effect also would apply in organizations.) So far, this is nothing new. Consider, however, what happens when you combine these effects, looking at the overall relationship between the favorability of outcomes together with the fairness of procedures to arrive at those outcomes. This relationship, which takes the interactive form, has been very well established among scientists studying organizational justice. The Preservative connection between Interpersonal Justice and Informational Justice In contrast to the interactive relationship between distributive justice and procedural justice, the relationship between interpersonal justice and informational justice is far simpler. Research has shown that perceptions of justice are enhanced when people explain outcomes using a lot of detail (i.e., when informational justice is high) and also when people explain outcomes in a manner that demonstrates a considerable amount of dignity and respect (i.e., when interpersonal justice is high). What happens when these effects are combined—that is, when information is presented in a manner that is both socially sensitive and highly informative? Research provides a clear answer, the effects are additive, in other words, each of these factors contributes somewhat to people’s perceptions of fairness, but together their effects are magnified. The more interpersonal justice and more informational justice is shown, the more people believe things are fair. This additive relationship between interpersonal justice and informational justice can be very valuable for supervisors to take into account when managing employees. Strategies for Promoting Organizational Justice Treating people fairly on the job surely is a noble objective. Although many people are concerned about being fair for its own sake, of course, there’s also a good practical reason for treating employees fairly. Specifically, individuals who believe they have been unfairly treated in any or all of the ways described respond quite negatively. We know for example, that people who feel unfairly treated are likely to do such things as work less hard, steal from their employers, do poor-quality work, or even quit their jobs altogether and then sue their former employers. Naturally, managers are likely to seek organizational justice to avoid these problems. In addition to minimizing such negative reactions managers also are likely to seek the positive reactions associated with being perceived as fair. For example, fairness has been associated with such desirable behaviors as helping one’s fellow workers and going along with organizational policies. Additional strategies that can be used to promote organizational justice: Promoting organizational justice can be done in several ways. First, it is important to pay workers what they deserve—the â€Å"going rate† for the work done wherever they work. Underpaying workers promotes dissatisfaction, leading to turnover. Second, workers should be given a voice—that is, some input into decisions. This may involve such strategies as holding regular meetings, conducting employee surveys, keeping an â€Å"open door policy,† and using suggestion systems. Third, follow openly fair procedures. Specifically, promote procedural fairness such as by using unbiased, accurate information and applying decision rules consistently. Managers also should openly describe the fair procedures they are using. Fourth, managers should explain decisions thoroughly in a manner demonstrating dignity and respect. Fifth, workers should be trained to be fair, such as by adhering to the principles described in this work.

What Is Sociological Imagination How Can You Use It

What Is Sociological Imagination How Can You Use It SAT / ACT Prep Online Guides and Tips Have you ever wondered why your family cooks turkey on Thanksgiving? If you ask, you might get all kinds of reasons: because it’s tradition, because it tastes good, because it’s what the pilgrims ate back in the early days of America. All of those factors- taste, personal history, and world history- lead to one small action of you eating turkey on a holiday. That’s the premise of sociological imagination. Like imagination in the more typical sense, the sociological imagination asks us to use our brains to think differently about things and consider why we do the things we do. In this article, we’ll introduce the concept of sociological imagination, its history, how it changed the sociological field, and how you can use it every day to change your way of thinking about the world. What Is Sociological Imagination? The sociological imagination is a method of thinking about the world. As you may have guessed, it’s part of the field of sociology, which studies human society. When you put â€Å"sociological†- studying society- and â€Å"imagination†- the concept of forming new ideas, often creatively- together, you get a pretty good definition of the concept: a method of thinking about both individuals and society by considering a variety of sociological contexts. The societal imagination encourages people to think about their lives not just on an individual level, but also considering societal, biological, and historical context. Societal context tells us about our culture- when we consider it, we think about how our desires, actions, and thoughts are shaped by our community and how that community is changing. Biological context tells us about how â€Å"human nature† impacts our desires and needs. And lastly, historical context considers our place in time; how have events of the past led up to where we are currently? Basically, the concept of sociological imagination suggests that who you are as an individual is also the you shaped by your immediate surroundings, your family, your friends, your country, and the world as a whole. You may make individual choices about what to eat for lunch, but what you choose- a tuna sandwich, lobster ravioli, or shrimp tacos- is also determined by societal factors like where you live and what you’ve grown up eating. To use the sociological imagination is to shift your perspective away from yourself and look at things more broadly, bringing in context to individual actions. If you’re thinking about lunch, you’re probably more likely to choose something that’s familiar to you. In another culture or even another part of your city, a person who is very similar to you might choose a different food because of what’s familiar to them. If we zoom out a little further, we might realize that people in landlocked states might be unlikely to choose a seafood-based lunch at all because fresh fish is more expensive than it is on the coast. Zoom out more, and you might realize that fish isn’t even on the menu for some cultures because of societal taboos or restrictions. And those are just spatial boundaries. You can also consider your family’s relationship with eating fish, or how your cultural and ethnic heritage impacted where you are, what food you have access to, and your personal tastes. All of this lets you see yourself and your culture in a new light, as a product of society and history. In this sense, using a sociological imagination lets you look at yourself and your culture as a third-party observer. The goal is not to be dispassionate and distant, but rather to see yourself not as â€Å"natural† or â€Å"normal,† as a part of larger systems, the same way that all people are. Why the Sociological Imagination Is Useful Part of the appeal of using a sociological imagination is that it helps people avoid apathy. In this context, apathy refers to a sense of indifference or disinterest in examining the morality of their leaders. According to C. Wright Mills, creator of the idea of sociological imagination, if we accept that our beliefs, traditions, and actions are all normal and natural, we are less likely to interrogate when our leaders and community members do things that are immoral. Considering sociological context allows individuals to question and change society rather than just live in it. When we understand historical and social contexts, we’re better equipped to look at our actions and the actions of our community as a result of systems- which can be changed- rather than as inherent to humanity. In more technical terms, Mills was challenging the dominant structural functionalist approach to sociology. Structural functionalism suggests that society is composed of different structures that shape the interactions and relationships between people, and those relationships can be understood and analyzed to help us learn more about a society. What differed for Mills and his concept of the sociological imagination was that he believed that society was not only a series of systems, but that the role of the individual should also be considered. In fact, Mills believed that social structures arise because of conflict between groups, typically the elite and the others, such as the government and the citizens or the rich and the poor. Institute for Policy Studies / Flickr Where Does the Term Come From? As previously mentioned, C. Wright Mills is the origin of the term â€Å"sociological imagination.† In his 1959 book The Sociological Imagination, the Columbia University professor of sociology suggested that sociologists rethink the way they were engaging with the field. During his time, many sociologists engaged in a sort of top-down view of the world, focusing on systems rather than on individuals. Mills believed both were important, and that society should be understood as a relationship between different systems that originated in conflict. Though his book has since been named one of the most important sociological texts of the 20th century, Mills was not popular among his contemporaries. Mills was particularly concerned with class in social spheres, particularly the elite and the military, and how conflict between the elite and the non-elite impacted the actions of individuals and vice-versa. Mills was also opposed to the tendency of sociologists to observe rather than act. He believed that sociology was a great tool for changing the world, and believed that using the sociological imagination encouraged people of all kinds, including sociologists, to expose and respond to social injustice. Mills referred to the tendency of sociologists to think in abstraction â€Å"grand theory.† This tendency led to sociologists of the time being more concerned with organization and taxonomy over understanding- because Mills was so concerned with the experience of the individual as well as the experience of the whole, this contributed to his feeling that the sociological field was too far removed from the actual humans that comprise society. Because so much of Mills’ ideas of the sociological imagination were intended to bring sociologists closer to the people and their concerns, he developed a series of tenets to encourage them to think differently. Mills’ Sociological Imagination Tips Mills' book was all about how the sociological imagination could help society, but it wasn't only a theoretical approach.The Sociological Imagination contained tips for sociologists as well as the general public to help them better contextualize the world! Avoid Existing Sets of Procedures So much of sociology was based on existing systems that Mills felt the field focused on method over humanity. To combat this, he suggested that sociologists should function as individuals and propose new theories and methodologies that could challenge and enhance established norms. Be Clear and Concise Mills believed that some of the academic language used in the field of sociology encouraged the sense of distance that so troubled him. Instead, he advocated that sociologists be clear and concise when possible, and that they do not couch their theories in language intended to distance themselves from society and from criticism. Observe the Macro and Micro Prior to Mills’ work, structural functionalism was the primary philosophy of the field. Mills disagreed with the top-down approach to sociology, and encouraged sociologists to engage with the macro, as they had been doing, in addition to the micro. He believed that history is comprised of both the big and small, and that study of each is required for a robust field. Observe Social Structure as Well as Milieu Building off of his last point, Mills also suggested that social structure and individual actions, which he called â€Å"milieu,† were interconnected and equally worthy of study. He explained that individual moments, as well as long spans of time, were equally necessary to understanding society. Avoid Arbitrary Specialization Mills advocated for a more interdisciplinary approach to sociology. Part of the sociological imagination is thinking outside of the boundaries of yourself; to do so, Mills suggested that sociologists look beyond their specialized fields toward a more comprehensive understanding. Always Consider Humanity and History Because so much of sociology in the time of Mills’ writing was concerned with systems, he advocated for more consideration of both humanity and history. That meant looking at human experience on an individual and societal level, as well as within a specific and broad historical context. Understand Humanity as Historical and Social Actors Mills wanted sociologists to consider humans as products of society, but also society as products of humanity. According to Mills, people may act on an individual basis, but their individual desires and thoughts are shaped by the society in which they live. Therefore, sociologists should consider human action as a product of not just individual desires, but also historical and social actors. Consider Individuals inConnection with Social Issues- Public is Personal, Personal is Public One of Mills’ biggest points was that an individual problem is often also a societal problem. He suggested that sociologists should look beyond the common discourse and find alternate explanations and considerations. 2 Ins The sociological imagination can be complex to wrap your mind around, particularly if you’re not already a sociologist. When you take this idea and apply it to a specific example, however, it becomes a lot easier to understand how and why it works to broaden your horizons. As such, we've developed two in-depth sociological imagination examples to help you understand this concept. Buying a Pair of Shoes Let’s start with a pretty basic example- buying a pair of shoes. When you think about buying a new pair of shoes, your explanation may be fairly simple, such as that you need a new pair of shoes for a particular purpose, like running or a school dance, or that you simply like the way they look. Both of those things may be true, but using your sociological imagination takes you out of the immediacy of those to answers and encourages you to think deeper. So let’s go with the first explanation that you need a new pair of running shoes. Our first step toward using the sociological imagination is asking yourself ‘why?’ Well, so you can go running, of course! But why do you want to go running, as opposed to any other form of exercise? Why get into exercise at all? Why new running shoes rather than used ones? Once you start asking these questions, you can start to see how it’s not just an individual choice on your part- the decision to buy running shoes is a product of the society you live in, your economic situation, your local community, and so on. Maybe you want to go running because you want to get into shape, and your favorite Instagram profile is big into running. Maybe you recently watched a news report about heart health and realized that you need a new exercise regimen to get into shape. And maybe you’ve chosen new shoes over used ones because you have the financial means to purchase a name-brand pair. If you were a different person in a different context- say if you lived in a poorer area, or an area with more crime, or another country where other forms of exercise are more practical or popular- you might have made different choices. If you lived in a poorer area, designer shoes may not even be available to you. If there was a lot of crime in your area, running might be an unsafe method of exercise. And if you lived in another country, maybe you’d take up biking or tai chi or bossaball. When you consider these ideas, you can see that while you’re certainly an individual making individual decisions, those decisions are, in part, shaped by the context you live in. That’s using your sociological imagination- you’re seeing how the personal decision of buying a pair of running shoes is also public, in that what is available to you, what societal pressures you experience, and what you feel are all shaped by your surroundings. Who People Choose to Marry Marriage for love is the norm in American culture, so we assume that the same is true and always has been true. Why else would anybody marry? When we use our sociological imaginations, we can figure it out. You might get married to your partner because you love them, but why else might you get married? Well, it can make your taxes simpler, or make you more qualified to get a home loan. If your partner is from another country, it might help them stay within the US. So even in the United States, where marriage is typically thought of as a commitment of love, there are multiple other reasons you might get married. Throughout history, marriage was a means to make alliances or acquire property, usually with a woman as a bargaining chip. Love wasn’t even part of the equation- in fact, in ancient Rome one politician was ousted from the Senate for having the gall to kiss his wife in public. It wasn’t until the 17th and 18th centuries that love became a reason to marry, thanks to the Enlightenment idea that lives should be dedicated to pursuing happiness. But at that point, women were still seen more like property than people- it wasn’t until the women’s rights movements of the 1900s that American women advocated for their own equality in marriage. In other cultures, polygamy might be acceptable, or people might have arranged marriages, where a person’s family chooses their spouse for them. That sounds strange to us, but only because in our culture the norm is marrying for love, with other reasons, such as financial or immigration concerns, being secondary. So even for an individual, there might be multiple factors at play in the decision to be made. You may never articulate these desires because getting married for love is our cultural norm (and it wouldn’t sound very good in a wedding speech), but these kinds of considerations do have subconscious effects on our decision-making. Sociological Imagination in the Sociology Community As you might have gathered from the numerous challenges Mills’ concept of the sociological imagination posed to established practices, he wasn’t a super popular figure in sociology during his time. Many sociologists were resistant to Mills’ suggested changes to the field. In fact, Mills is sometimes heralded to be ahead of his time, as the values he espoused about human connection and societal issues were prominent thoughts in the 1960s, just after his death. One of his former students wrote about how Mills stood in contrast to other sociologists of the era, saying: â€Å"Mills’s very appearance was a subject of controversy. In that era of cautious professors in gray flannel suits he came roaring into Morningside Heights on his BMW motorcycle, wearing plaid shirts, old jeans and work boots, carrying his books in a duffel bag strapped across his broad back. His lectures matched the flamboyance of his personal image, as he managed to make entertaining the heavyweight social theories of Mannheim, Ortega and Weber. He shocked us out of our Silent Generation torpor by pounding his desk and proclaiming that every man should build his own house (as he himself did a few years later) and that, by God, with the proper study, we should each be able to build our own car! â€Å"Nowadays men often feel that their private lives are a series of traps,† Mills wrote in the opening sentence of The Sociological Imagination, and I can hear him saying it as he paced in front of the class, speaking not loudly now but with a compelling sense of intrigue, as if he were letting you in on a powerful secret.† Though Mills’ philosophy is hugely important to today’s sociology field, his skewering of power and the myopic nature of his era’s academics didn’t make him many friends. However, as time has gone on, the field has come to regard him differently. His challenge to the field helped reshape it into something that is concerned with the macro as well as the micro. Conversations- even negative ones- about Mills’ proposals helped circulate his ideas, leading to The Sociological Imagination eventually being voted as the second most important sociological text of the 20th century. How to Apply Sociological Imagination to Your Own Life The great thing about sociological imagination is that you don’t need to be a trained sociologist to do it. You don’t need a huge vocabulary or a deep understanding of sociological texts- just the willingness to step outside of your own viewpoint and consider the world in context. This helps you escape your own perspective and think about the world differently. That can mean you’re able to make decisions less tinged with cultural bias- maybe you don’t need those expensive running shoes after all. To train your sociological imagination, get into the habit of asking questions about behavior that seems â€Å"normal† to you. Why do you think it’s normal? Where did you learn it? Are there places it may not be seen as normal? Consider a relatively common tradition like Christmas, for example. Even if you don’t come from a particularly religious family, you may still celebrate the holiday because it’s common in our society. Why is that? Well, it could be that it’s a tradition. But where did that tradition come from? Probably from your ancestors, who may have been more devout than your current family. You can trace this kind of thinking backward and consider your personal history, your family history, and the surrounding cultural context (not all cultures celebrate Christmas, of course!) to understand how something that feels â€Å"normal† got to that state. But cultural context isn’t the only important part of the sociological imagination- Mills also suggested that sociologists should consider the personal and the public, as well. When you come upon something that seems like a personal issue, think about it in a societal context. Why might that person behave the way that they do? Are there societal causes that might contribute to their situation? A common example of this is the idea of unemployment. If you are unemployed, you may feel simultaneous feelings of frustration, unease, and even self-loathing. Many people blame themselves for their lack of a job, but there are societal factors at play, too. For example, there may simply be no jobs available nearby, particularly if you’re trained in a specific field or need to hit a certain income level to care for your family. You may have been laid off due to poor profits, or even because you live in a place where it’s legal to terminate employment based on sexuality or gender identity. You may be unable to findwork because you’re spending so much time caring for your family that you simply don’t have time to apply for many jobs. So while unemployment may seem like a personal issue, there are actually lots of societal issues that can contribute to it. Mills’ philosophy asks us to consider both in conversation with one another- it’s not that individuals have no free will, but rather that each person is a product of their society as well as an individual. What’s Next? Psychology, like sociology, can give us insight into human behavior. If you're thinking of studying psychology in the future, this list of psychology master's programs can give you a great look at which colleges have the best programs! Sociology can even help you understand works of literature, likeThe Great Gatsby! Learn more about F. Scott Fitzgerald's take on the American Dream from our guide. A good understanding of history is one of the core pieces to a good sociological imagination. To improve your historical knowledge, consider these high school history classes you should take!

Learn how to write a perfect paper

Learn how to write a perfect paper Little Known Ways to Write a Perfect Paper There may not really be such a thing as the â€Å"perfect paper,† but if you can write one and get an â€Å"A,† that is pretty darn close. Most professors do not give â€Å"A’s,† unless a paper is truly superior, especially when compared to the others that have been submitted. Most students, including you, know the process for writing paper assignments – choosing a topic, coming up with a thesis (the point you are making), doing the research, making an outline, writing the rough draft, getting all of the citations in, revising, and writing the final draft. All of these steps are absolutely necessary if your paper is to have sound structure and read well. The other really important part of producing an â€Å"A† paper is the ability to write well – to use proper sentence structure, grammar and punctuation, as well as style and vocabulary that is appropriate for your academic level. Now, here are some things you may not have thought of that will improve the chances for an â€Å"A,† and chances are teacher or professor ever gave you these â€Å"specific† pointers. Talk to your professor about your topic. Chances are, you will have a content field from you can choose options for writing a paper. And chances are, your professor has given a range of pages, perhaps 8-10. Once you have decided on your topic, email your professor, or better, stop by during his/her office hours and get his/her thoughts on your chosen topic. If that topic is too broad or too narrow, s/he will tell you so and perhaps make suggestions for refining it further. You have accomplished two things here: 1) your professor is a bit flattered that you have come to seek advice, and 2) you have refined your topic to meet his/her length requirements. You have also saved yourself the grief that can come from choosing a topic that is too broad and having too much written on it, or, worse, choosing one that is too narrow and not being able to find enough resources to meet the minimum page length. Don’t choose your thesis until you have completed your research. You may already have one in mind, and that is fine, but once you have finished the research, one of two things may have happened: 1) you may find a thesis that works better for the topic and/or 2) you may have changed your perspective on your original thoughts and now have a much better thesis with which to work. Don’t forget, you get a thesis by asking very specific questions: Why is this topic even important? If there are differing opinions, which ones do I find most valid and with which one do I agree most Which theses are other authors using on the topic, and will one of them work as a thesis for me? Sometimes re-wording the thesis of a respected authority on a subject, as long as you agree with it, works really well. Organizing your research into sub-topics can be a laborious, because you have to match stuff from several authors on each sub-topic. The traditional method has always been to use note cards and to use a different notecard from each author for each sub-topic addressed (and to be certain that the information for in-text citations is on that card).   You then compose your outline from the stacks of cards you have collated. Here are two other approaches that some students find more helpful: Once you have finished the research, sit back and think about the major points that most or all of the authors made. These then become your sub-topics. What you can then do is this: Put each sub-topic into a separate Word document, and then go through your notes, topic by topic and insert the information you intend to use with the citation information with it into each of the related Word documents. Print those out, and use those instead of an outline. If you have read one piece of research in which sub-topics have been extremely well organized and include all of the sub-topics you actually want to include, then by all means, model your sub-topics after those of that author. You do not have to â€Å"re-invent a wheel† that someone else has already invented! No professor will ever suggest that you do this, but it is a great option, as long as you do not plagiarize. Paper writing requires good command of the English language and the ability to translate information, concepts and thoughts into scholarly writing. If you have difficulty with this, you have several options: Go to your campus writing lab and get some help. This is a feasible solution if you have the time and if someone is available to really help you with paragraph and sentence structure, as well as grammar. You can write your rough draft and take it in for editing and polishing. Write your rough draft and find a friend who is a really good writer. S/he may have time to review and edit for you. Consider using a custom writing paper service that is able to provide all levels of help, from editing and proofreading your rough draft to actually producing an original, custom paper for you. There is no huge mystique about writing a great paper. It takes commitment and hard work. Using a few of these tips, however, may â€Å"ease your pain† somewhat.

Science and nature Essay Example | Topics and Well Written Essays - 250 words

Science and nature - Essay Example ove the Science curriculum, the teacher may consider restructuring the curriculum by allowing the learners take part in tasks in the environment that will allow them grasp concepts in the curriculum. In the case of Science, the teacher should manipulate the environment so that it allows learners grasp concepts in the subject. This includes an environment where the learners can experiment with their senses. For the teacher to be prepared well enough to assist the learners in investigating the environment around them, the teacher must constantly assess the steps forward made by the learners. The teacher responds by assessing the moves they make in the environment and marking down their misdeeds. The teacher may also take advantage of the informal erudition practices. This emanates from the teachers’ instinct on when to act and when not to act in the learning process (Mitchell, 1992). This entails the teachers’ ability to emphasize concepts that are teachable in the course of learning. Conclusively, learning in this context takes part with the teachers reinforcing learning activities through constant supervision of the learners’

Sports media advertising Term Paper Example | Topics and Well Written Essays - 2750 words

Sports media advertising - Term Paper Example This "Sports media advertising" essay outlines the impact of the sport advertisement on our society and our behaviour. Sports have been termed as one major currency and I believe it is because of the major investments that these events are accompanied with. Between 1998 and 2008 for example, various broadcasting houses were able to spend massively to ensure that they got broadcasting rights to Olympic events. This represents the economic value that sporting events and their images possess. Many market players have been for years interested in utilizing sporting events for purposes of promoting their business as evidenced by the massive payments they make to advertising agencies in such events. I can argue that this is because of the appeal that sports advertisement has on people who watch the event whether live or via television. Sports are seen by many in my opinion, to be a true reflection of the modern civilized world. Sporting events have the ability to articulate both local and international cultures while at the same time including various aesthetics. Sports form a unique tool for media advertisers because of their ability to draw large audiences through entertainment. They capture people from different cultures and therefore an ideal tool that can be utilized for purposes of advertising. The manner in which sports are structured also serves as a good ground for advertising. Consumers are attracted to sporting events because of uncertainties in their outcome, rules that govern them and commercial breaks in each event. Sports are a depiction of human drama and this is the justification of their popularity amongst people. They appeal to many because originally, some sporting events were reported in the news and that is where they originated. The increase in media complexity has therefore impacted on the way most businesses seek to advertise during sporting events. Sports fans form a larger part of audience that I believe is an idiosyncratic kind of consumers that is targeted by many consumers (Max, 2005). The way fans are loyal to their teams taking part in the sporting event is therefore a clear reflection of how a consumer can be tied to a commodity. In addition, major sporting events throughout the year form part of a fans emotional calendar and this is mostly utilized by business personalities in ensuring that they reach their consumers. Fans have a tendency of making a follow up of their team’s performance whether winning or losing. Apart from their loyalty, most fans in a sporting even t are normally a huge audience that is diverse. They are therefore a recipient of all types of advertisers because of the diversity that they carry with them into the event. The other advantage that sports advertising carries with it is the ability to easily categorize the fans into various sections depending on what they can be able to consume. In line with this, fans in any given sporting event that is targeted by business people can be categorized into their level of education and the income that they earn. People who are educated can participate in a sporting event and thereafter come out with the spillover effect of advertisement, which has an added advantage to business people in the long run. This has been popularly termed as direct sports consumption whereby fans have a tendency to consume something because it was advertised during the time when the sporting event was on. Sports media advertisement is also seen as advantageous because the rate or frequency at which each even t is repeated helps in creating