Fdi in North America

Analysis of Foreign Direct Investments of North America Kristin Daughdril & William Cassidy Business Administration 418 Abstract Foreign Direct Investment (FDI) is an investment involving a long-term relationship and reflecting a lasting interest in and control by a resident entity in one economy of an enterprise resident in a different economy (UNCTAD). There are two types of FDI, inflows and outflows, which can be used to help determine the investment strategies and economies of countries engaged in FDI.North America has been the source of nearly one-half of all investment and almost three-quarters of the jobs created throughout the globe (Huggins, 442). North America is probably the most important continent when it comes to dealing with FDI. The three main countries of North America, the United States, Canada, and Mexico, all rank in the top 15 of world economies, proving them to be desirable partners in FDI transactions.The trends of FDI discussed in this report will be unpar alleled to this information and can lead to some predictions on how future trends of the countries of North America will continue to be superior to that of the other continents of the world. Keywords: Foreign Direct Investment, FDI Inflow, FDI Outflow Foreign Direct Investment is investment of a company located in a different country either by buying a company in the country or expanding its business into the country. FDI can be done for many purposes.Companies may have tax incentives abroad, cheaper labor, abundant resources, target-specific markets or other reasons to enter into direct investment with a foreign country. Three components of FDI include equity capital, reinvestment earnings, and intra-company loans. These three components are the values that, if changed, will affect FDI first-hand. FDI inflows are flows of investment into the reporting country from a non-resident entity. Outflows are just the opposite. They are the reporting countries’ investments into a coun try abroad.FDI has become a major factor in accessing economic power in the world economy. The North American continent consists of many countries including the United States, Canada, Bermuda, Greenland, Mexico, Belize, Haiti, the Bahamas, Jamaica, and many others. This report focuses on the only two developed countries in North America, US and Canada, as well as another top economy of the world, Mexico. It has been found that North America has been the source of one-half of all foreign direct investment in the globe (Huggins, 442). All three countries are ranked in the top 15 in world economies.All three counties are members of WTO and, in spite of the differences in views on international trade and investment among the three countries; they entered NAFTA (North American Free Trade Agreement). NAFTA, along with the Canadian US Free Trade Agreement, CUSFTA, has increased the desirability of interest in the North American economic integration (Bird, 406). In the Americas, FDI is gove rned by a multi-layered system of agreements that include national investment statutes, bilateral investment treaties, free trade agreements, common markets, and multilateral instruments (Haslem).NAFTA: Recently, foreign direct investment has changed from relying on how much a country exports, to now focusing more on trade between countries. In order to focus more on trade, many countries have abolished some trade barriers between countries, causing countries to do away with the protectionism strategy. Mexico, Canada, and the US decided to become a part of the North American Free Trade Agreement. This agreement allows the countries to trade freely. As a result of NAFTA, their foreign direct investment rose dramatically; Mexico, as well as Canada, has seen a great increase in FDI and import production.This also lowers the cost of trading between these countries because they are close to each other. This reduces the cost of transportation, causing an incentive to trade together. This treaty is a big reason for Mexico and Canada’s success. Mexico: Mexico is the second largest recipient of FDI in Latin America and the Caribbean. Foreign direct investment plays a big role with Mexico’s success. More countries participate in trade with countries that have an open economy, since they do not have as many taxes and tariffs that many protectionist countries have.According to the World Investment Report 2006 published by the United Nations Conference on Trade and Development (UNCTAD), in 2005, ‘Mexico received more than 19 billion U. S dollars which puts it among the top 13 in the world and among the top four in developing countries. The United States has a big impact on Mexico’s economy. The spike in foreign direct invest in 2001 was due to the $12. 5 billion purchase of Banamex by United States’ Citigroup. This caused a dramatic increase in the FDI of Mexico in 2001.By looking at the graph of FDI flows within Mexico, it appears that th ere was a major drop of FDI in 2002; this is only due to 2001 being such a good year for Mexico. Canada: Foreign direct investment in Canada has increased dramatically from 1990 to 2002, an increase of four and a half times within these twelve years. The United States has a major affect on FDI in Canada. In 2001, United States obtained 90 percent of the inflows and 62 percent of the outflows. This is due to the signing of the North American Free Trade Agreement which has increased the cross-border transactions between the two countries.The removal of trade barriers has had a positive effect on the FDI in Canada. The increased presence of international entities in Canada helps to provide favorable economic conditions which are attractive to foreign investors. Since NAFTA, foreign direct investment has increased continuously; without it, Canada’s FDI would not be what it is today. United States: The United States have recently dominated the foreign investment playing field amon g the world economies. The position of the outward flow of FDI has exceeded that of the inward flow every year since 1982.Inflow and outflow are mainly dealt with developed economies, the largest partner being the United Kingdom, closely followed by Canada. Mexico is ranked number 12 as FDI partners with the US. Inward flows of FDI come mainly from the UK, Japan, Canada, and Switzerland. The US experienced steady growth from 1992 to 1998 followed by rapid growth in FDI inflow in 1999 and 2000. The high level of capital inflows between 1999 and 2001 reflects the strong foreign interest in US technology and telecommunications firms during the stock market boom years, prior to the market downturn in 2001 (Bloodgood). 001 recorded the lowest inflow increase the US had seen in many years. This could be due to the terrorist attacks on the world trade centers, causing the stock market crash. Investors may have feared the threat of potential future terrorist attacks. By 2004, investors saw past this threat and the US inflows went on the rise again (Dutta). United States’ outward flow of FDI transact mainly with the UK, Canada, the Caribbean, and Bermuda (Bloodgood). The flow of FDI into other countries stayed steady up until 2004 when the flow increased drastically.This was due to reinvested earnings and the decline of the value of US dollar compared to important host affiliates. Earnings in several industries grew sharply. In 2005, the US recorded its lowest percentage increase in FDI since 1982. The reason for this was that reinvested earnings turned negative in 2005, as cumulative retained earnings of foreign affiliates were drawn down to fund distributors to US parent counties as a result of tax incentives provided by the American Jobs Creation Act of 2004 (Koncz).The rise of outward FDI continued, however, to rise as though 2005 did not occur. Predictions: All three of the countries that have been studied from North America in the research paper have come across many setbacks and burdens in the past years when dealing with foreign direct investment. All three have also overcome many obstacles in order to pursue economic power by becoming international market influencers. All three counties show continued signs of reasonably steady growth in FDI outflow. Inward flow of FDI seems to be similar between the US and Canada.They have both had somewhat inconsistent rises in the inward flow. Nonetheless, they both continue trade with each other and probably will never decline in that particular area. Mexico has had relatively steady increases in inward flow of FDI and continue to rise, leading us to believe that they will continue on their pace to trying to become a developed economy.References Bird, F. , Vance, T. , ;amp; Wollstencroft, P. (2009). Fairness in International Trade and Investment: North American Perspective. Journal of Business Ethics, 84, 405-425. Bloodgood, L. 2008). Inbound and Outbound U. S. Direct Investment with Leading P artner Companies. Journal of International Commerce ;amp; Economics, 63-111. Borga, M. , ;amp; Yorgason, D. R. (2002).   Direct Investment Position for 2001: Country and Industry Detail. Survey of Current Business, 82(7), 23-25. Braithwaite, W. , Ciardullo, J. (2006). Investors Set Sights on Canada. International Financial Law Review, 45-49. Dutta, A. S. , Theis, J. , ;amp; Su, R. (2007). FDI into the US, 1998-2004. International Journal of Finance, 19(2), 4370-4379. Galan, B. , Oladipo, O. 2009) Have Liberalization and NAFTA had a Positive Impact on Mexico’s Output Growth?. Journal of Applied Economics. 12(1):159-180. Haslem, Paul Alexander. (2010). The Evolution of the FDI Regime in the Americas. Third World Quarterly, 31, 1181-1203. Huggins, R. , Demirbag, M. , ;amp; Ratcheva, V. (2007). Global Knowledge and R;amp;D FDI Flows. International Review of Applied Economics, 21 (3), 437-451. Koncz, J. L. , ;amp; Yorgason, D. R. (2006). Direct Investment Position for 2005: Coun try and Industry Detail. Survey of Current Business, 86 (7), 20-35. Koncz, J. L. , ;amp; Yorgason, D. R. (2005). Direct Investment Position for 2004: Country and Industry Detail. Survey of Current Business, 85 (7), 40-53. Leitao, N. (2010). Foreign Direct Investment: The Canadian Experience. International Journal Of Economics ;amp; Finance, 2(4), 82-88. Oladipo, O. S. , ;amp; Vasquez Galan, B. I. (2009). The Controversy About Foreign Direct Investment as a Source of Growth for the Mexican Economy. Problemas Del Desarrollo. Revista Latinoamericana De Economia, 40(158), 91-112. Rosenzweig, P. M. (1994). The New â€Å"American Challenge†: Foreign Multinationals in the US. California Management Review, 36 (3), 107-123. Tancer, R. S. (1997). Foreign Investment in North America and the Pharmaceutical Industry in Canada. International Executive, 39 (2), 283-297. Waldkirch A. The Effects of Foreign Direct Investment in Mexico since NAFTA. World Economy [serial online]. May 2010;33(5) :710-745. Mexico: Inward FDI flow Mexico: Outward FDI flow Canada: Inward FDI flow Canada: Outward FDI flow United States: Inward FDI flow United States: Outward FDI flow

How to Get Good Grades Essay

Don’t just copy what your teachers write on the board, either: take extensive notes on everything. Notes should be short, and if possible get pens with colored ink because it aids the memory. These notes can help you to remember when you are studying. Review your notes every night, so when the big test comes, remembering what you learned is a snap. Priority You have to prioritize what is the most important.. if go out with your friends or stay at home to study. Stay organized Organizing your things help you remember to bring your supplies and your homework to class and to your house to do your homework or studying. Ask your teacher if you don’t understand something You have to evacuate doubts, after class or immediately Asking questions will improve your grades and help your understanding. Plan ahead Always plan the assignment beforehand. Always get the assignment, homework or project finished at least 1 whole day before to deliver it your teacher. It is not a good idea finish the work in class it is not going to be as good as your work in your house. Study Study! Don’t waste time, do your work and take notes. When taking tests, relax If you’re, or worried that you’ll fail the test, you’re sure to get a low score. If you studied for it long enough that you know the information, then you shouldn’t be worried about getting a low grade. You may have to cut down on happiness and fun in order to succeed. The best students know how to say, â€Å"No, I can’t hang out because I have to study. But remember that it is important to balance out your studies and social life. Consequences If you don’t worry about your grades and don’t push yourself to do the right things,,, it is probably that you drop out†¦ drugs, pregnancy, quarrels with your parents those are only examples that how you can be affected by your grades†¦ and also an important thing it is that in the future you won’t be able to find a good job As we saw through this presentation, we can do a lot of things for improving our grades†¦ it is only a matter of effort†¦ later you are going to see your achievements and you are going to be able to do whatever you want, work in a good company or have your own business. So I hope that you value this information and do the right thing.

How Were Julius Caesar and Augustus Caesar Related

Augustus, known as Caesar Augustus or Octavian, was the Roman emperor Julius Caesars great-nephew whom he adopted as his son and heir. Born Gaius Octavius on September 23, 63 BCE, the future Augustus was distantly related to Caesar. Augustus was the son of Atia, the daughter of Julius Caesars sister Julia the Younger (101–51 BCE), and her husband Marcus Atius, the son of Octavius, a relatively average praetor from the Roman colony of Velitrae. Key Takeaways: Augustus and Julius Caesar   Julius Caesar and Augustus Caesar were distantly related, but Julius needed an heir and legally adopted Augustus as that heir in his will, which became known and in effect when Caesar was assassinated in 43 BCE.  It took more than 25 years for Augustus to establish himself as Caesars heir and take complete and lasting control of Rome, when he became Imperator Caesar Augustus on January 16, 17 BCE.Augustus surpassed his great-uncle Julius in power and longevity, establishing the beginning of the Pax Romana, founding the Roman Empire to last for nearly 1,500 years.   Augustus (63 BCE–14 CE), a fascinating and controversial man, may have been the most important figure in Roman history, surpassing his great-uncle Julius in longevity and power. It was during Augustus long life that the failing Republic was converted to a Principate that would endure for centuries. Why Did Julius Caesar Adopt Gaius Octavius (Octavian)? By the middle of the first century BCE, Julius Caesar desperately needed an heir. He had no son, but he did have a daughter, Julia Caesaris (76–54 BCE). Although she was married several times, the last time to Caesars longtime rival and friend Pompey, Julia only had one child, who died at birth with her mother in 54 BCE. That ended her fathers hopes for an heir of his own direct blood (and incidentally ended the possibility of a truce with Pompey). So, as was common in ancient Rome then and later, Caesar sought his closest male relative to adopt as his own son. In this case, the lad in question was young Gaius Octavius, whom Caesar took under his own wing in the final years of his life. When Caesar went to Spain to fight the Pompeians in 45 BCE, Gaius Octavius went with him. Caesar, arranging the schedule in advance, named Gaius Octavius his primary lieutenant or Magister Equitum (Master of the Horse) for 43 or 42 BCE. Caesar was assassinated in 44 BCE and in his will officially adopted Gaius Octavius. Julius Caesar may have named his great-nephew Octavius as heir before he was assassinated, but Octavius did not learn of that until Caesars death. Octavius took the name Julius Caesar Octavianus at this point, thanks to the encouragement of Caesars own veterans. He went thereafter by C. Julius Caesar Octavianus or Octavian (or simply Caesar) until he was named Imperator Caesar Augustus on January 16, 17 BCE. How Did Octavian Become Emperor? By taking his great-uncles name, Octavian also assumed Caesars political mantle at the age of 18. While Julius Caesar was, in fact, a great leader, general, and dictator, he was not an emperor. But he was in the process of instituting major political reforms to reduce the power of the Senate and increase his own when he was assassinated by Brutus and other members of the Roman Senate. At first, being the adopted son of the great man Julius Caesar meant little politically. Brutus and Cassius, the men who headed the faction that had killed Julius Caesar, were still in power in Rome, as was Caesars friend Marcus Antonius (better known to modernity as Marc Antony). Augustus and the Triumvirates It took several years for Augustus to consolidate his position, as Julius Caesars assassination led to an assumption of power by Antony. It was Ciceros support of Octavian—a power play in which Cicero intended to use to split Caesars heirs—that led to the repudiation of Antony and ultimately, to Octavians acceptance in Rome. While Octavian then had the support of the Senate, he was still not immediately made dictator or emperor.   Despite Ciceros machinations, in 43 BCE, Antony, his supporter Lepidus, and Octavian formed the Second Triumvirate (triumviri rei publicae constituendae), a pact that would last for five years and end in 38 BCE. Without consulting the Senate, the three men divided the provinces among themselves, instituted proscriptions, and (at Philippi) fought the liberators—who then committed suicide. The second term of the triumvirate ended at the end of 33 BCE, and by that time, Antony had married Octavians sister and then repudiated her for his beloved Cleopatra VII, Pharaoh of Egypt. The Battle for the Control of Rome   Accusing Antony of setting up a power base in Egypt to threaten Rome, Augustus led Roman forces against Antony to battle for the control of Rome and the legacy Caesar left behind. Octavian and Marc Antony met at the Battle of Actium, where the fate of Rome was decided in 31 BCE. Octavian emerged victoriously, and Antony and his love Cleopatra both committed suicide.   But it still took many more years for Octavian to establish himself both as emperor and as the head of the Roman religion. The process was complex, requiring both political and military finesse. On the face of things, Augustus restored the Republic, calling himself Princeps Civitas, the First Citizen of the State, but in reality, maintained his status as military dictator of Rome. With all Octavians strong opponents dead, the civil wars ended, and soldiers settled with the wealth acquired from Egypt, Octavian—with universal support—assumed command and was consul every year from 31–23 BCE. Augustus Caesars Legacy On January 16, 17 BCE, C. Julius Caesar Octavianus or Octavian (or simply Caesar), finally shed his previous name and became emperor of Rome as Imperator Caesar Augustus. A savvy politician, Octavian had even more of an impact on the history of the Roman Empire than did Julius. It was Octavian who, with Cleopatras treasure, was able to establish himself as emperor, effectively ending the Roman Republic. It was Octavian, under the name Augustus, who built the Roman Empire into a mighty military and political machine, laying the groundwork for the 200-year Pax Romana (Roman Peace). The Empire as founded by Augustus lasted for almost 1,500 years. Sources Augustus (63 BC–AD 14). BBC History, 2014.Cairns, Francis and Elaine Fantham (eds.) Caesar against Liberty? Perspectives on His Autocracy. Papers of the Langford Latin Seminar 11. Cambridge: Francis Cairns, 2003.Plutarch. The Life of Cicero. The Parallel Lives. Loeb Classical Library VII, 1919.Rubincam, Catherine. The Nomenclature of Julius Caesar and the Later Augustus in the Triumviral Period. Historia: Zeitschrift fà ¼r Alte Geschichte 41.1 (1992): 88–103.

The Demise of Great Arguent Essay Topics

The Demise of Great Arguent Essay Topics In order to discover an impressive argumentative essay topic you should have acquainted with elements of the subject issue. It is essential to opt for a great topic to be able to compose a fantastic paper. Argumentative essay topics are so important since they are debatableand it's essential to at all times be critically considering the world around us. The key to pick a fantastic topic for an argumentative essay is to select a subject where there's a lot of debates on topics or stances. You are able to also restate the ideas you have discussed in the body paragraphs in order to make your point valid. The very first step is to learn the topic you want to write about. If you select the wrong subject, you might get stuck with your writing and have a tough time moving forward. If you don't have an urge to waste time on choosing the best topic and writing the entire argumentative essay from scratch, don't forget you've a loyal group of professionals by your side. The best method to be sure you're handling the right topic is to create the topic part of your thesis statement. At exactly the same time, you should make an effort not to persuade the reader into a particular opinion or side. Don't neglect to bring a strong hook at the beginning (introduction paragraph) and wind up with an impressive conclusion to earn the reader want to go over the interesting persuasive essay topics of your selection. Prior exposure or knowledge about a specific subject provides better hindsight which may bring superior arguments on the issue. A conclusion is, undoubtedly, the most significant portion of the argumentative essay because you can either support the very good impression or destroy it entirely. When you have the topic, answer the question and after that support your answer with three or more explanations for why you believe it. When you are requested to decide on a great topic for your argument, start with something you're acquainted with. The Nuiances of Great Arguent Essay Topics Your essay ought to be well-written. Therefore, the topic ought to be debatable! It must be interesting, the topic must be essential and finally the topic must be informative. You will probably locate a different and fantastic topic you will love to write about. Writing a college argumentative research paper isn't as simple as it might seem at first. Argumentative research paper topics are a grea t deal a lot easier to find than to produce. Advertising and the media are now nearly inseparable from society for a whole. To begin with, local newspaper papers are sometimes a fantastic place to discover interesting argumentative essay topics. The very first step is where a significant number of students become stuck. Does a great lawyer has an effect on the results of a murder trial in the usa. The teacher might need to provide models or instruction on developing a bibliography or works cited. Typically, the teachers or professors assign the topics by themselves. The Lost Secret of Great Arguent Essay Topics What's the Iron Lady's role on earth history. The Great Gatsby is a novel that depicts the use of Gatsby among an isolationist that's forced into an ambiguous part in society. You may observe a list of 25 topics you can select from the one which best fits your assignment. You don't need to find super technical with legal argumentative essays, but be certain to do your homework on what the present laws about your preferred topic actually say. You may observe that the process is practically always the exact same. What happens is you will find a lot of sites which provide services claiming to be ideal in assisting you to create essays according to a specific structure or formula. You may use a variety of examples which can be found on the net at no cost. Inspiration to make your own advertising or media argumentative essay topics isn't tough to discover. Research the subsequent topics and determine which one could best suit your requirements. Even if you're a specialist in a particular field, don't be afraid to use and cite external sources. The trick is to locate a fantastic topic to write about.

Tools for Analyzing Dimensions of Language and Persuasive...

Introduction Politicians frequently receive negative publicity at the hand of their own use of language. Their uses of words as they relate to persuasion typically fall within one of the three dimensions of language functional, semantic or thematic. Often their persuasive language can be found to closely resemble any of these three categories simultaneously. There are many tools for analyzing persuasive symbols, many of which should be utilized when analyzing great communicators such as President Ronald Reagan. In response to the Space Shuttle Challenger explosion on January 28th, 1986 where seven brave American’s gave their life. President Ronald Reagan made history with his famous speech, which didn’t only serve to address the great tragedy but served as a focal point of comfort for the grieving nation. He commemorated the seven heroes who had fallen that morning in route to outer space; he expressed gratitude to NASA for their past developments and encouraged further explo rations. Ronald Reagan was a great communicator, a charismatic persuader whose words delivered focus of the message through utilization of persuasive symbols. This paper aims not to be an all-inclusive guide for analyzing persuasive symbols but will sufficiently guide the reader to be a more perceptive of persuasive language. Tools for Analyzing Dimensions of Language and Persuasive Symbols First, a brief background in the three dimensions of language discussed throughout this paper. TheShow MoreRelatedLanguage of Advertising and Communication Via Advertising16638 Words   |  67 PagesLanguage of Advertising and Communication via Advertising Contents Introduction 3 Chapter 1. Concept of advertising as an act of communication 7 1.1. Definition of Advertising 7 1.2. Communication and Advertising 8 1.3. Functions of Advertising 12 1.4. Image Advertising 14 1.5. Advertising Text and Slogan 15 1.6. Conclusion 16 Chapter 2. Language of advertising 18 2.1. 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Families Language Barriers In Healthcare â€Myassignmenthelp.Com

Question: Discuss About The Families Language Barriers In Healthcare? Answer: Introducation With the increase in diversity of the nation and presence of culturally diverse group of patients, communicating in an effective manner has become a challenging task for health care professionals. Lack of awareness about patients belief, values, attitudes and behavior in specific cultural context further affects the communication process between staff-patients and has an impact on the quality of care. In such condition, it has become important to raise awareness about the importance of effective communication to deal with culturally diverse people (Betancourt et al., 2016). Hence, the information mentioned in power point is aimed to provide proper knowledge to all those people who will be new placed in health care service. It will enlighten them with the process needed to achieve cultural competency goal. Health care organizations are now working a lot to train their staffs in cultural competency and this has also become a priority due to the rise in health disparity in ethnic and racial groups. For instance, there is great difference in health outcome between the indigenous and non-indigenous Australians. This is mainly seen due to the shorter life expectancy, high rates of infant mortality, poor health and low level of education and employment in indigenous people compared to the rest of the population (Australians Together, 2017). To reduce the health disparities of indigenous Australians, there is a need to shift from standardized care and adapts culturally competent health care model. Hence, culturally competency and effective communication is also necessary to provide equal access to health care and positive experiences to disadvantaged group. The power point has given information related to the approach needed to improve communication process while dealing with culturally diverse group of people. The rationale behind giving this knowledge to newly placed staff is that language and communication barrier significantly affects the patients quality of health care received by these people. Language communication problems often lead to patient dissatisfaction, poor compliance to treatment and low quality of care (Flores 2014). To mitigate such negative experience for patients, increasing the culturally competency in care is considered important. The communication strategies to understanding the culture and non-verbal cues of different patients group is likely to enhance the quality and safety provisions in care. All efforts taken in the area of promoting culturally competent communication is likely to reduce racial and ethnic disparities in the receipt of care (Kohn-Wood Hooper, 2014). Cultural competence has been promoted extensively in recent years. With the correct information available to staffs regarding the importance of cultural competency and the strategies needed to improve culturally competent communication, conflicting situations can be avoided in health care. It will lead to lesser error and inconvenience for the health care staffs and experience of biasness in the delivery of care can be implemented. This is likely to increase the trust of patients with the health care system and better compliance with treatment regimen. This will eventually reduce the burden of the health care system (Renzaho et al., 2013). Reference Australians Together. (2017). [online] Australians Together. Available at: https://www.australianstogether.org.au/stories/detail/the-gap-indigenous-disadvantage-in-australia [Accessed 17 Sep. 2017]. Betancourt, J. R., Green, A. R., Carrillo, J. E., Owusu Ananeh-Firempong, I. I. (2016). Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care.Public health reports. Flores, G. (2014). Families facing language barriers in healthcare: when will policy catch up with the demographics and evidence?.The Journal of pediatrics,164(6), 1261-1264. Kohn-Wood, L., Hooper, L. (2014). Cultural competency, culturally tailored care, and the primary care setting: Possible solutions to reduce racial/ethnic disparities in mental health care.Journal of Mental Health Counseling,36(2), 173-188. Renzaho, A. M. N., Romios, P., Crock, C., Snderlund, A. L. (2013). The effectiveness of cultural competence programs in ethnic minority patient-centered health carea systematic review of the literature.International Journal for Quality in Health Care,25(3), 261-269.

What are Fan Behaviors towards Sports Officials at the Middle School Level

Abstract The objective of this project was to discuss fan behaviors towards sports officials at middle school level. In order to achieve this objective, qualitative research method was used to collect and to analyze data from different secondary sources. The results of the data analysis and literature review indicate that incidences of misbehavior among middle school students during sports events are on the rise.Advertising We will write a custom proposal sample on What are Fan Behaviors towards Sports Officials at the Middle School Level? specifically for you for only $16.05 $11/page Learn More In particular, most students tend to show disrespect to sports officials by harassing them verbally and physically. The main factors that influence students’ behavior during sports events include frustration, high expectation, crowd demographics, performance of sports officials, and socialization. In order to improve middle school students’ behavior towards sports officials, parents, and teachers should collaborate and help students to internalize the principles of good sportsmanship. Introduction A sports event refers to â€Å"any interscholastic or intramural athletic activity organized and sponsored by any learning institution, the community, or a business†. Sports events are important because they promote the development of students’ leadership skills and physical wellbeing. Furthermore, they help students to identify their talents in various games such as football and basketball. Consequently, most schools promote sportsmanship among their students. Sportsmanship refers to â€Å"the values of fair play, adherence to the rules of the game, respect for opponents, and acceptance of official and referee judgements†. All stakeholders in sports events are expected to internalize all the values associated with sportsmanship. However, most students at middle school level have failed to uphold the spirit of sp ortsmanship. This can be illustrated by the rising number of incidences in which middle school students harass sports officials during or after sports events. A sports official refers to a person who is responsible for enforcing the rules of a game or supervising participants during a sports event. Statement of the Problem In the last two decades, middle school students have increasingly exhibited high levels of cynicism and negativity towards their opponents and sports officials. Deviant behaviors such as verbal abuse and physical harassment have become the norm in most middle school sports events across the country. This trend is explained in part by the fact that students want their teams to win at all costs. However, considering winning as the most important element of interscholastic sports denies students the chance to develop desirable values such as respect for others, self-discipline and responsibility. Poor character development among middle school students has led to an i ncrease in the number of complaints by sports officials, especial, referees concerning various forms of harassment. Additionally, the number of referees and other sports officials who are resigning from their duties for fear of being harmed by students is on the rise.Advertising Looking for proposal on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Undoubtedly, sports officials are very important since they determine the success of any sports event. The officials are tasked with the responsibility of making judgements within a very short time in order to regulate players’ actions. In this regard, sports officials are bound to make mistakes, especially, in games such as football that are rule-oriented. Nonetheless, sports officials do not deserve harassment from middle school fans due to the mistakes they make on the playfield. If more sports officials resign from their duties, the quality of sports in most schools wi ll significantly decline. It is against this backdrop that this paper seeks to shed light on the behavior of middle school students towards sports officials. Significance of the Project Previous studies have shown that the behavior of middle school students towards sports officials is deteriorating despite the efforts made by parents and teachers to promote good sportsmanship among students. Although the patterns of students’ behavior towards sports officials have been extensively documented, few studies have explained the causes of the observed students’ behaviors. Thus, this project contributes to the existing literature by identifying the behaviors of middle school students towards sports officials and the causes of such behaviors. Understanding students’ behavior towards sports officials has the following benefits. First, understanding the causes of poor sportsmanship among middle school students will help teachers and parents to develop appropriate strategi es to improve students’ behavior. Consequently, sports events will become a source of enjoyable entertainment and an opportunity to nurture the talents of students who intend to pursue careers in sports. Second, the participation of sports officials in sports events will improve if teachers are able to understand students’ behaviors and to take appropriate actions to improve sportsmanship among middle school students. This will boost the development of sports at middle school level. Review of Literature Organized sports events cannot take place without sports officials. However, sports officials’ dropout rate in various sports in the country is alarming. One of the major factors that contribute to the high dropout rate is player and fan abuse. According to Balch and Scott (2007, pp. 3-20), the personality of sports officials is similar to that of the normal population. However, middle school students tend to perceive sports officials as people with very differen t personalities.Advertising We will write a custom proposal sample on What are Fan Behaviors towards Sports Officials at the Middle School Level? specifically for you for only $16.05 $11/page Learn More Most middle school students believe that sports officials lack charisma and are excessively neurotic. This can be illustrated by the fact that any decision made by a referee in a game such as football upsets nearly half the players and viewers. The fans and players who are not able to handle their disappointments often attack referees physically or verbally. However, not every referee is able to handle wild fans and uncooperative players. This partly explains the increase in the rate of sports officials’ dropout in various games. A successful sports official must possess a unique kind of personality. The official has to be levelheaded, confident, and able to handle the pressure from fans. The decisions made in any game or sports event involves som e form of communication between the sports official and other participants such as coaches and fans. The decision of the official must be based on the interpretation of the rules that govern the sports event that is taking place. However, most contest decisions are followed with ridicule from middle school fans and coaches whose expectations about the outcome of the contest is often very high. According to Wolfson and Neave (2007, pp. 232-247), a good official should be able to ignore the negative feedback from the unsatisfied fans and stay focused on the game. Contrary to this perspective, most officials find it difficult to concentrate on officiating games such as football without worrying about being attacked by fans. Godsdon (2001, p. 89) opine that sports officials can reduce the possibility of being attacked by unruly students if they exercise values such as honesty and objectivity when officiating games. In this regard, sports officials should avoid communicating with fans th roughout a sports event in order to prevent any provocation from degenerating into a physical attack. Moreover, every school is expected to provide an administrator to control students during sports events. Crowds of fans that show enduring team involvement consist of both good and bad students. The students who lack good behavior tend to exhibit their character in terms of excessive complaints and confrontations, which are often channeled to sports officials or the opponent teams. Enduring team involvement is not the problem since the degree of association with a particular team does not vary significantly between dysfunctional and well-behaved fans (Kreager, 2007, pp. 705-724). Dysfunctional fans usually take advantage of forums such as radio talk shows and websites to attack sports officials through negative and abusive comments. Although fans are expected to question the decisions made by officials during a game, their actions often contravene the principles of good sportsmanshi p. Thus, most officials expect deviant behaviors such as excessive yelling from fans in nearly every game. Given that verbal attacks are expected in every game, what matters is how sports officials deal with them. According to Kellett and Shilbury (2007, pp. 209-229), the level of unruly behavior among fans vary with the type of game or sports event that is taking place.Advertising Looking for proposal on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Middle school students are likely to misbehave in sports events such as basketball, baseball, and football because most of them hold these games in high esteem. In addition, the stakes are usually very high when a game such as football is being played since students often bet with their colleagues on the expected outcome of the game. This leads to the development of the win-at-all-costs attitude among students, which in turn causes misbehavior towards sports officials. The misbehavior of fans in middle schools and other levels of learning have led to adoption of laws that protect sports officials in some states in the United States. The laws often protect registered sports officials from being attacked physically or verbally in the course of performing their duties such as officiating sports events or immediately after officiating the events. The penalties associated with attacking a sports official varies from â€Å"a first-degree misdemeanor to a first-degree felony†. Gener ally, the need to enact laws that protect sports officials arose from a culture that promotes indecent behavior among students and coaches during interscholastic sports events. Most trained officials often turn down the offer to participate in various games if they expect to be assaulted due to trivial reasons such as fans’ dissatisfaction with a contest decision. The stress experienced by sports officials as they officiate various games is mainly explained by the â€Å"fear of failure, fear of physical harm, and time pressure†. These fears arise as students put pressure on sports officials to take actions that satisfy their needs even though such actions might not be appropriate. Players in various sports events often receive emotional support from their team managers and coaches. They are often trained to cope with failure and to ignore the negative feedback that they may receive from fans. By contrast, sports officials hardly receive any emotional support during spo rts events. The officials are often â€Å"left alone during times of harassment, with no support from fans, coaches, or school administrators†. This leads to isolation during times of stress. As a result, most officials experience high levels of mental and physical tiredness as they perform their duties. Ultimately, most officials terminate their commitment to serve middle school students as referees or umpires. Previous studies indicate that middle school students’ propensity to misbehave during sports events is influenced by personal and environmental factors. Deindividuation is one of the factors that lead to misbehavior towards sports officials. Deindividuation refers to â€Å"immersion to a group to the point that one loses a sense of self-awareness and feels lessened responsibility for one’s actions†. Deindividuation weakens self-control, thereby increasing the ease with which fans are influenced by their surroundings. As a result, spectators may mo b, insult, or threaten sports officials. Most fans take advantage of the anonymity provided by a group setting to misbehave. Personal accountability declines and responsibility diffuses as fans increase their involvement in group activities. Consequently, even the well-behaved fans may be encouraged to imitate bad behaviors such as yelling at officials in order to conform to the groups that they identify with. Disinhibition is a common characteristic of passionate fans of various sports events. Disinhibition is a state in which an individual’s ability to control his or her behavior, emotions, and impulses are greatly reduced. It leads to a situation in which fans are less concerned about the consequences of their behaviors or what others think about them. Disinhibition eliminates the normal constraints on behavior â€Å"such as long-term norms, self-monitoring, and self-awareness†. In this context, fans’ behaviors are mainly influenced by their immediate emotion s rather than rationality and self-control. Consequently, fans may express themselves in a manner that contravenes the principles of good sportsmanship. For example, a very passionate fan may cheer his team by shouting too much or insulting a sports official whose decision he disagrees with. Frustration is a major determinant of students’ participation in violent acts during sports events. Frustration leads to aggression under circumstances in which fans believe that their chance to win in a particular contest was thwarted by a decision made by a sports official. Students can respond to their frustrations by attacking sports officials as a means of compensating for their loss. This perspective is supported by the fact that dysfunctional fans consider their violent behaviors as a product of hard work rather than an intention to hurt sports officials. In particular, violent fans tend to believe that engaging in violent behaviors is an effective means of fighting for a win that they deserve. Frustration increases arousal when students are disappointed with the outcome of a sports event. Moreover, socialization greatly influences students’ behavior towards sports officials. Students who often watch violent movies are likely to engage in violent behaviors during sports events. Moreover, they are likely to use weapons to attack sports officials and their opponents or teammates. Crowd demographic is also a determinant of middle school students’ behavior towards sports officials during and after a sports event. Several studies indicate that male students are more likely to engage in violent behaviors than females students are. Similarly, sports events that involve teams from different schools are usually characterized with violence because stakes are often vary high. Students from each school usually focus on winning at all costs in order to show their superiority. In this case, sports officials can be on the receiving end if they make any mistake that causes one team to lose. Methods and Procedures Qualitative research method was used to collect and to analyze the data used to discuss the behavior of middle school students towards sports officials. Qualitative research method was suitable for this project since it focuses on meanings, perspectives, and understandings. In particular, it focuses on determining the meanings that people attach to their behavior, as well as, how they interpret various situations. Additionally, qualitative research focuses on determining people’s perspectives on various issues in their surroundings. Thus, the qualitative research method facilitated the analysis of the perspectives of various researchers concerning the behavior of middle school students towards sports officials. The data used in this project was collected through a thorough review of the literature on the behavior of middle school students towards sports officials. This involved reading and analyzing the findings of previou s studies and the theories that have been developed to explain fans’ behavior during sports events. Generally, the data was collected from secondary sources such as academic textbooks, peer reviewed journals, and reports of previous studies. The advantages of using secondary sources of data include the following. First, secondary sources of data on students’ behavior during sports events are readily available through various platforms such as online libraries and e-books. This reduced the time required to collect and to analyze the data needed to complete the project. Second, secondary sources of data present the views of different researchers and scholars. Thus, it was easy to understand students’ behavior and to analyze the factors that influence it in an objective manner. Despite these benefits, some secondary sources of data are likely to have unreliable information. Consequently, only academic textbooks and peer reviewed journals were used to ensure that th e conclusions of the project are based on reliable information. Hermeneutic analysis was used to analyze the data collected for the project. Hermeneutic analysis involves gaining an â€Å"in-depth understanding of the meanings of human practices, culture, works of art and text†. In this project, data analysis involved reviewing and interpreting existing literature on middle school students’ behavior towards sports officials. The interpretations were used to make conclusions about the project’s topic. Conclusion Results and Analysis The literature reviewed indicates that cases of misbehavior towards sports officials are on the rise in middle schools. This has led to adoption of laws that protect sports officials from harassment as they perform their duties. Students usually respond to the decisions made by sports officials through deviant behaviors such as verbal and physical harassment. The main factors that determine students’ behavior during sports even ts include frustration, crowd demographics, the performance of sports officials, and students’ socialization. The misbehavior of middle school students during sports events can be explained by three theories namely, the social learning theory, instinct theory, and frustration-aggression hypothesis. According to the social learning theory, an individual acquires a new behavior by watching and imitating others. In this context, well-behaved students can gradually learn bad behaviors from their colleagues and begin to practice them. Thus, students’ behavior towards sports officials illustrates what they learn from their colleagues and the society in general. According to the instinct theory, aggression is an inborn drive. In particular, aggression is an intrinsic drive that can be discharged or fulfilled. This suggests that students can use sports events to discharge pent-up aggression. For example, the celebrations that follow a win in a particular game can help in reduc ing stress and aggression among students. By contrast, a sports event can increase aggression if students fail to achieve their objectives or goals. This leads to deviant behaviors such as harassing sports officials. The frustration-aggression hypothesis posits that frustration only prepares an individual for an aggressive reaction. Thus, an individual may or may not express aggression when frustrated. This perspective is illustrated by the fact that responsible students often avoid engaging in deviant behaviors during sports events even if they are frustrated. However, an increase in frustration is likely to result into expression of aggression. Discussion and Reflection Sports events play a key role in the development process of students at the middle school level. Teachers and parents value good sportsmanship and expect students to engage actively in sports events. Unfortunately, the level of sportsmanship among students in middle schools is deteriorating. This failure can be att ributed to the permissiveness of the society and school administrators towards aggression in sports events. Parents and teachers alike engage in deviant behaviors during sports events within and outside schools, thereby setting bad precedence for students. Students, on the other hand, have over time developed the culture of winning at all costs, which leads to misbehavior during sports events. Therefore, parents and teachers must collaborate to help students to internalize the principles of sportsmanship. Parents must help their children to understand that losing in a sports event is not the end of everything. They should encourage their children to learn to cope with failure and appreciate the contributions of sports officials in every game. Teachers and school administrators should focus on promoting discipline among students. Moreover, they should establish a conflict resolution mechanism to address any disagreements that may arise between sports officials and students in order t o avoid violence. Students are also expected to act responsibly and to respect sports officials in order to benefit from sports events. References Atkinson, M., Young, K. (2008). Deviance and social control in sports. New York, New York: John Wiley and Sons. Balch, C., Scott, D. (2007). Contrary to popular belief, refs are people too! Personality and perception of officials. 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