Relevance of Sports in Youth Development

TABLE OF CONTENT Acknowledgments Abstract Dedication CHAPTER ONE: INTRODUCTION 1. 1 Introduction The history of sports probably extends as far back as the existence of people as purposive sportive and active beings. Sport has been a useful way for people to increase their mastery of nature and the environment. The history of sport can teach us a great deal about social changes and about the nature of sport itself. Sport seems to involve basic human skills being developed and exercised for their own sake, in parallel with being exercised for their usefulness. It also shows how society has changed its beliefs and therefore there are changes in the rules. Of course, as we go further back in history the dwindling evidence makes the theories of the origins and purposes of sport difficult to support. Nonetheless, its importance in human history is undeniable. Sports that are at least two and a half thousand years old include hurling (similar to field hockey) in Ireland, harpastum (similar to rugby) in Rome, cuju (similar to association football) in China, and polo in Persia. The Mesoamerican ballgame originated over three thousand years ago. There are artifacts and structures that suggest that the Chinese engaged in sporting activities as early as 2000 BC. [1] Gymnastics appears to have been a popular sport in China's ancient past. Monuments to the Pharaohs indicate that a number of sports, including swimming and fishing, were well-developed and regulated several thousands of years ago in ancient Egypt. [2] Other Egyptian sports included javelin throwing, high jump, and wrestling. Ancient Persian sports such as the traditional Iranian martial art of Zourkhaneh. Among other sports that originate in Persia are polo and jousting. This thematic profile attempts to broadly introduce some of the current themes related to physical education and sport for youth. In the literature related to physical education and sport there is much debate across the world over definitions of physical education, sport and physical activity. There is also great variance in the standard age boundaries for youth world-wide. These issues will not be explored in detail here. Rather a number of links to further reading and resources are provided after each sub-theme to direct readers to additional information. Within schools, physical education is an essential component of quality education. Not only do physical education programmes promote physical activity, such programmes also correlate to improved academic performance under certain conditions. Sport can also, under the right conditions, provide healthy alternatives to deviant behaviour such as drug abuse, violence and crime. 1. 2 Objectives of the study In other to achieve the aim of this research,the researcher will be writing on three specific objectives and three element of the problem statement which are as follows; a)To determine the Relevance of Sports to Youth Development b)To Determine the importanceof physical fitness to Youth Development c)To help youths develop a Healthy habits for life d)To help the youth develop confidence and identity e)To determine social benefit to the youth a)Relevance of Sports in Youth Development The benefits to children participating in organized sports are numerous. Organized sports help teach kids about physical fitness and and the importance of taking care of their bodies throughout their lives. Sports also can help teach kids important social and interpersonal skills, as well as teach them the value of hard work and persistence. Fitness Playing organized sports helps children get the exercise they need to stay healthy, and develop habits that will stay with them throughout their lives. Sports also help kids develop and understand skills and strengths that they will need forever, such as agility, coordination, endurance, and flexibility. Healthy Habits For Life Children who play sports have an increased awareness of their bodies, and are less likely to do things that will harm them at an early age, such as smoking cigarettes, drinking, or taking drugs. Many sports programs also strive to teach nutrition to young athletes, giving them even more awareness of the things they should and should not do to their bodies. This is a particularly important issue now more than ever, as the obesity rate in children is rising each year in almost every part of the world Confidence and Identity Participating in sports can help a child become more confident in his skills. As children practice and work to become better at any activity, their confidence level will increase. This new-found confidence will carry over into other things besides sports, including their studies and personal lives. Group activities such as organized sports help kids identify with a particular group–their team, perhaps–which is essential to the personal and social development of a child. Children who do not feel they are accepted or belong anywhere often experience depression, anxiety and a general lack of confidence. Hard Work and Persistence Group sports teach kids that in order to become good at something, they must work toward their goals. This is a very valuable lesson, one that they must carry with them into their adult lives. Sports also teach children that when they do not succeed–losing a game, for example–that they must deal with losing, and move on. Obviously, this is critical, because as an adult, you must move on after any kind of defeat or loss, and work to prevent those things from happening again, whether it is on the field, in your work, or in your personal life. Social Benefits Children who participate in these types of activities learn to communicate and work better with their peers and with adults. Teamwork is a valuable skill for children. Organized sports often are made up of kids who have a variety of different social and economic backgrounds, which can help teach children about diversity, and also provide the opportunity to make new friends. 1. 3Problem Statement The spate of youth involvement in crime rate has been the motivation for this research on how sports can be used to better develop the youth for development. The method for this research was qualitative and descriptive, as i used primary and secondary methods to source and collect data on the relevance of the topic. However, in this research, i developed a theoritical framework collecting data through distribution of questionnaires and interviews of some youths with a population sample of 50 persons. 1. 4Test of Hypothesis 1. 5Defination and Explanation of Terms CHAPTER TWO LITERATURE REVIEW In this chapter, we will be reviewing all other relevant works by researches to enable us determine the Relevance of Sport in Youth Development. Works being reviewed here includes but not limited to Sport in general and youth development as a concept of its own. Firstly, the The United Nations defines youth as persons between the ages of 15 and 24, inclusive. In many cases, this definition includes people who have reached the age of majority (usually 18 years), yet still face unique issues and challenges as young adults. The UN also states that, while teenagers and early teens may be all considered ‘youth,’ the social, psychological and health challenges they face may be quite different (http://www. un. rg/esa/socdev/unyin/qanda. htm). The National Youth Council states that, while there is no ‘correct’ definition of youth, the term generally refers to people between the ages of 15 –and 29. The Council also offers a working definition of ‘youth development’ as: †¦a process which prepares young people to meet the challenges of adolescence and adulthood through a co-ordinated, p rogressive series of activities and experiences which help them to become socially, morally, emotionally, physically and cognitively competent. Positive youth development addresses the broader developmental needs of youth, in contrast to deficit-based models which focus solely on youth problems. It is evident in the literature reviewed that this holistic definition of youth development dovetails with current research on youth and sport. The definition concludes that sport-based programs should be part of a multi-agency approach to meeting the needs of young people, and they should not be considered in isolation from the broader social and material context. Definitions of ‘sport’ and ‘youth’ tend to vary, but, in most cases, youth sport is understood to be an organized and supervised activity that facilitates and encourages teamwork, discipline, and hard work among young people. While a great deal of evidence has been collected regarding the benefits of sport participation for children and youth, few conclusions have been drawn regarding the mechanisms by which sport positively facilitates, or contributes to, child and youth development. Developmentally appropriate forms and levels of sport and physical activity are key to the healthy physical, mental and social growth and development of children and youth. Youth unemployment is serious and growing problem in most African countries. In fact, in many of the countries, youth unemployment is about two times the national unemployment rate; in Nigeria it is four times the national average. An equally worrying trend is the high level of unemployment among educated youth. Two recent surveys for IFESH by NISER and Institute for Peace at the University of Ibadan revealed youth unemployment rates of over 60% among educated youth in Delta, Rivers, Kaduna, Kano and Plateau states – the focal states of the CALM project. The traditional responses to the youth unemployment problem in Africa include direct job creation, job skills training, community-based public works programs, educational reform with focus on technical education and vocational training. For instance, over 15 years ago, the Nigerian government established the National Open Apprenticeship Scheme operated by the National Directorate of Unemployment NDE). These measures have failed to alleviate the problem. The result is that youth unemployment remains a critical problem and source of insecurity in Nigeria and elsewhere in Africa. In fact, unemployed youths are known to be the main participants and â€Å"cannon fodders† in the spate of conflicts as well as the main culprits in gene ral state of insecurity and armed robberies in many communities in Nigeria. Thus, to prevent and effectively manage conflicts and insecurity in Nigeria (and elsewhere in Africa), the army of unemployed youths must be productively engaged in activities that will keep them away from conflicts and trouble. Sport is one activity that can provide productive engagement for the teeming youths in Nigeria. To be sure, sport along cannot solve the youth unemployment problem, but the promotion of sports will go a long way in helping to alleviate the problem in combination with other policies. (October 29, 2006, Press Article by Dr. Emmanuel Ojameruay http://www. niaausa. org/sports-promotion-as-an-instrument-for-productive-youth-engagement-a-case-study-of-ifesh%e2%80%99s-calm-project/) Coalter’s (2005) review essay captures important evidence regarding the role of sport in building and facilitating social and community inclusion and active citizenship. This body of literature, as interpreted and reported by Coalter (2005), links sport to Putnam’s (2000) notion of ‘social capital. ’ Communities with good social capital have strong community networks, a good sense of local identity and solidarity, and high levels of trust and support among members. With this in mind, there is evidence to 17 suggest that developing sport in the community may contribute to developing communities through sport (Coalter, 2005, p. 19), but also that non-traditional approaches should be taken if such results are to be realized. Most notably, a ‘bottom up’ approach that aligns with and supports existing community-based sporting infrastructure, and utilizes local labour and resources, has been found to have the most impact at the community level; it also has the additional advantage of avoiding local scepticism about ‘quick-fix schemes’ (Coalter, 2005). More specifically, sport has been used as a practical tool to attract young people to volunteering, engaging them at the community level. Eley & Kirk (2002, cited by Coalter, 2005) found hat such programs resulted in increased measures of altruism, community orientation, leadership and sense of self among young people. These findings align with a recent analysis of the social and cultural benefits of sport in a Canadian city. The report found that child and youth participation in sport in Calgary, not only as athletes but also as volunteers and officials, means that children and youth are experiencing and learning the values of citize nship and leadership – as they take on more responsibility for their sporting experiences and for the future administration of sport in their community (Douglas Brown Consulting, 2005). Coakley (2002) and Donnelly & Coakley (2002) have also carried out broadly based reviews of research evidence regarding the potential of sport programs to contribute to child and youth development and the social inclusion of children and youth. Coakley (2002) reviewed a wide range of research regarding youth development and concluded that, in exemplary programs, participants should feel physically safe, personally valued, socially connected, morally and economically supported, personally and politically empowered, and hopeful about the future. Donnelly & Coakley (2004) have pointed out that, where such programs are not available, youth gangs may actually meet some of these needs. With regard to the social inclusion of children and youth, Donnelly & Coakley (2002) point out the following: †¢ Inclusion is, first and foremost, an access issue, and the first thing that is necessary to promote inclusion is to overcome the structural/systemic barriers that prevent participation; †¢ The real benefits of sport involvement appear to derive from the potentials that are released in children and youth with ‘good,’ educated and sincere leadership. It seems that almost any type of well-intentioned program has tangible benefits with the ‘right’ people in charge† (p. 15). Thus, a great deal of effort should be expended on research regarding leadership training, and on the process of training both professionals and volunteers who are likely to be involved in the leadership of such programs; †¢ At this time, we know a great deal more about the barriers to participation/inclusion (although we have not been able to tap the political will to overcome such barriers) than we do about the process of social inclusion. Questions have been raised about the social inclusion potential of competitive sport programs (which are, by their very nature, organized along principles of social exclusion), and about programs organized on the principles of ‘social control. ’ In addition to overcoming barriers to 18 participation, we need a great deal more research to understand the process of social inclusion in sport. Recent research suggests that sport-based programs focused on children and youth in areas of conflict offer a means of both resolution and, in turn, reconciliation. Richards (1997, cited by Giulianotti, 1999), for example, found that sport can facilitate positive social opportunities in post-war Africa, where violence and child-soldiering have severely restricted or foreclosed the health and welfare of children and youth. Similarly, Gasser & Levinsen (2004, p. 179) documented the success of Open Fun Football Schools in reintegrating ethnic communities in the post-war Balkans, although they caution that â€Å"football is something like frontline farmland: fertile, but likely to be mined. When war leads to limited avenues for social and personal development, the importance of physical activity for children and youth may be thought to increase, and participation opportunities become paramount, in the contributions such opportunities afford to children impacted by conflict (Richards, 1997). These results suggest that, if sport-focused projects are locally grounded, carefully thought out, and professionally managed, they can make a modest contributi on to conflict resolution and peaceful coexistence in regions of violence (Sugden, 2006). Research also suggests that sport may provide an opportunity for positive peer interaction and healthy competition for and among youth (Weiss & Stuntz, 2004, cited by Hedstrom & Gould, 2004). Recent research suggests that peer relationships are a key part of young people’s experiences in sport, and that social acceptance and affiliation are important components in determining the extent to which children and youth enjoy participating in sport (Smith, 2003). As young people mature, they increasingly rely on peers or information and feedback regarding physical competence; therefore, sport as a context of physical activity, serves as a key site of child and youth development (Smith, 2003). Young offenders are increasingly referred to programs that include sport as an integral part of the rehabilitative process. The theoretical rationale for this approach positions offending youth as inadequately socialized to community norms, and sport as a remedial lesson in social norms and com munity living (Andrews & Andrews, 2003). There is also a widespread belief in the therapeutic value of sport (Coalter, 2005; Seefeldt & Ewing, 2002). Sports have also been used to enhance social development among children and youth by connecting â€Å"at risk† youth to social- and job-skills training, education programs and/or leadership opportunities. In these schemes, sports are not a â€Å"mechanism† for social development, but rather a positive means of inducing marginalized or delinquent youth towards other social programs that address underlying risk factors for crime involvement, early school leaving, homelessness and a range of other social problems in this population. Seefeldt & Ewing (2002) suggest that sport programs that target â€Å"at risk† youth can provide a â€Å"safe alternative activity to violence and intimidation† and gang membership, because sports teams may meet the individual’s need for social inclusion, physical competency and recreation. This research argues that the usefulness of sports to mediate anti-social behaviour in young people improves when used in combination with a full range of social, educational, and job-skill training programs (Seefeldt & Ewing, 2002). Secondly, we will not over look the relevance of Sports as a means of education to youth development. There is a significant amount of evidence to suggest that sport-based programs improve the learning performance of children and youth, facilitating educational attainment and encouraging them to stay in school, and that sport-based programs in schools aid in the social development of young people. This relationship is thought of in different ways. In the most basic way, sport participation at a young age helps children to learn physical skills that allow them to stay active later in life (Hedstrom & Gould, 2004). The educational benefits are often thought of more broadly, though. Children may learn, or become familiar with, the competitive process and learn to assess their competence in different skills through sport participation (Seefeldt & Ewing, 2002). In addition, the Conference Board of Canada’s (2005) report on sport in society states that sport is an important tool by and through which participants, particularly young people, gain and enhance a range of skills that are transferable to important parts of adult life. A case study of the Physically Active Youth (PAY) program in Namibia found that after-school programs targeting youth and focusing on a variety of physical activities (including aerobics, dance, outdoor education and competitive sports) increased the number of students who passed the national Grade 10 examination (CABOS Report, 2006). Since students who fail this exam, and drop out of school, tend to face a number of social barriers and engage in unhealthy behaviours (such as unemployment, drug abuse, anti-social behaviour, and an increased risk of contracting HIV/AIDS), the program is understood to make a strong contribution to the lives of Namibian youth by encouraging and facilitating their continued education (CABOS Report, 2006). Furthermore, an assessment of an education-based sport-development intervention in South Africa concluded that a variety of perceived social spinoffs, including community, financial and personal empowerment, were attached to increasing sport opportunities in a school setting, and helped to foster improved relations between children and teachers (Burnett, 2001). The Sport in Education (SpinEd) project, under the direction of Richard Bailey, gathered evidence to influence policy development aimed at redressing the decreasing trends in physical education and school sport (PESS). In addition, the project constructed a framework for evaluating the role of PESS in different countries and cultures, and collected best practices and evidence regarding the role of PESS in making positive contributions to school life (Bailey & Dismore, 2004). Their report concluded that PESS can make an important contribution to the education and development of children and youth, and that evidence supports the positive relationship between PESS and development in physical, lifestyle, affective, social and cognitive domains (Bailey & Dismore, 2004, p. 2). Bailey & Dismore conclude that the educational character of PESS needs to be accentuated and that PESS should be available to all children and youth as an educational entitlement, though they caution against any simple interpretation of causal benefits from PESS participation. The cognitive benefits of sport participation among children and youth remain a topic of research. Bailey’s (2006) review article illustrates that research debunks the notion that physical education and sport participation interfere with educational goals and academic achievement and, in many cases, research supports a link between physical education and improved academic performance (see also Sallis& Owen, 1999). While the benefits of regular exercise on cognition are small, the results are reliable for reaction time, reflexivity and performance of mathematics (Thomas et al. , 1994, cited by Coalter, 2005). However, since the quantitative data in this area are based on cognitive differences in pre- versus post-testing, it is difficult to assess or identify the mechanisms by which such improvements in cognitive performance occur. Coalter (2005) concludes that there is no definitive evidence in the literature of a causal relationship between sport participation and academic achievement. Thus, Bailey (2006) cautions that it should be considered that PESS can lead to improved cognitive development under the right conditions. There is also evidence to support the link between sport participation and educational achievement for college and university students. University students who use recreational sports facilities persist in their studies at a higher rate than non-sport participants, since recreational and intramural sport offers an important opportunity for interaction among students and the building of student satisfaction (Belch, Gebel & Maas, 2001). Evidence supports not only the educational benefits of sport participation, but also the utility of sport programs as educational catalysts to implement interventions and teach life skills. Papacharisis et al. (2005) provide evidence from the GOAL 25 program, a peer-to-peer, sport-based life-skills program targeted at youth who participated in sports clubs. The study supported the effectiveness of life-skills education (such as goal setting, problem solving and positive thinking) through its integration with sport programs. The results suggest that, in such interventions, athletes may improve their sports and life skills in a complementary fashion (Papacharisis et al. , 2005). Thirdly, the relevance of sports to youth development can be seen as tool of charracter-building in youths and development. While, Donnelly (1993, p. 428) noted: â€Å"We have long held, although with little evidence, that sport participation has the capacity to transform the character of individuals. † Of all the literature on sport and children/youth, the most difficult to quantify, yet also the most compelling in terms of social benefits, deals with the possibility that participation in sport and physical activity may positively impact the moral development of youth. Based on survey data, Canadians consider sport, after family, to have the most influence on the development of positive values in youth (CCES, 2002). In fact, in data collected in this survey, the role that sport plays in promoting and developing moral character was considered to be an essential component of the very definition of sport for children and youth, although not surprisingly, these ideas of the positive impact of sports on the development of character tend to come from those coaches, parents, volunteers and participants who are actively involved in children’s and youth sport (CCES, 2002). According to Coakley & Donnelly (2004, p. 3) this â€Å"character logic† is often used to encourage and defend children’s participation in sport; it is also used to justify the funding of sport programs, the building of facilities and the sponsorship of events. While the causal linkages and mechanistic connections between sport participation and character-building are difficult to create and sustain, theories have been put forth (supported in some cases by evidence-based research) to support the notion that partici pation in sport and physical activity builds character in children and youth. In a review essay, Ewing et al. (2002, p. 6) argued that sport offers a â€Å"dynamic domain† for moral and character development and expression among youth, particularly in terms of positive values such as hard work, fair play and an orientation to succeed, and behaviour and social relations. However, the same authors argue that sport does not, in and of itself, lead to the development of character or morals in youth, and, in fact, holds the possibility to undermine the creation of what would generally be considered positive traits of personal behaviour (Ewing et al. , 2002). Such interpretations are borne out in the literature. Hansen et al. ’s (2003) recent analysis of youth activities found that such activities provide a context for a wide range of developmental experiences; but, development of self-knowledge, emotional regulation and physical skills were particularly high within sport participation when compared to academic- and leadership-type activities. At the same time, sport activities were also the only context in this study in which youth also reported higher rates of negative experiences, particularly in relation to peer interaction and inappropriate adult behaviour (Hansen et al. 2003, p. 47). Thus, when cataloguing sport within an array of youth activities, the pattern of experiences was mixed and sport could be understood as both character building and challenging (Hansen et al. , 2003, p. 50). Hedstrom & Gould’s (2004, p. 5) review essay also concludes that research has demonstrated that character in children and youth can be enhanced in sport and physical education settings â⠂¬Å"when fair play, sportsmanship and moral development information is systematically and consistently taught. In other words, given that sport is a powerful social experience in the lives of children and youth, positive character development may occur under the right circumstances (PCPFS, 2006). Given that moral behaviour is learned through social interaction, the ways in which relations with others are constructed and facilitated impacts the ethical and moral behaviour learned through sport. In other words, there is a level of transfer between the values and ethics promoted in the sport and the moral character instilled in children and youth who participate. Ewing et al. (2002) reviewed evidence suggesting that a focus on reflection and meditation led to lower levels of anxiety for youth studying martial arts, and that athletes who focused on personal improvement, as opposed to greater ability, considered the sport to be a pedagogical tool for co-operation and citizenship as opposed to dominance and ends focused orientations (Ewing et al. , 2002, p. 37). Evidence also suggests that coaches play a key role in developing the moral and ethical parameters that impact youth involved in sport. This research indicates that the moral values and behaviour learned by children in sport come directly from instruction and their own engagement, and indirectly from observing coaches’ responses (Ewing et al. , 2002, p. 37). The analysis of youth sport participation and character development has been broken down into component parts: perspective-taking and empathy, moral reasoning and motivational orientation (PCPFS, 2006). The concept of character is often understood in relation to the ability to consider the views and positions of others. Perspective-taking is the cognitive ability to understand multiple points of view, while empathy is the affective skill of understanding the experiences of another person or group (PCPFS, 2006). In combination, perspective-taking and empathy underpin moral development and can be learned through game strategy and consideration of multiple perspectives within the sporting context – although this relationship is primarily a theoretical one, yet to be corroborated through evidence-based research (PCPFS, 2006). What has been documented through research, however, is that physical activity outside of sport may, in fact, be better suited to promoting empathy among youth, and that moral reasoning may be developed through sport if actively promoted in dialogue with a coach (PCPFS, 2006). For example, Trulson (1986, cited by Coakley & Donnelly, 2004, p. 171) found that the type of sport experience was key to reducing ‘delinquent’ behaviour in that martial arts taught with a philosophy of respect, patience, responsibility and honour were related to decreased delinquency, while those based on free sparring and self-defence were related to higher evels of delinquency. Research examining moral reasoning, or the ability to think about moral issues, among athletes has actually found that participation in sport is associated with lower levels of moral reasoning maturity; however, there is also evidence that coaches or physical educators may successfully promote the development of moral reas oning if they actively seek to do so (PCPFS, 2006). In relation to the third component of character, motivational orientation or the cognitive rationales for behaviour, research suggests that motivation may be improved through the type of positive team environment that sport participation can provide for children and youth (PCPFS, 2006). In effect, the potential does exist to effectively promote moral development through sport because the social interactions associated with sport participation may impact certain psychological traits that underlie moral decision-making (Seefeldt & Ewing, 2002). Leadership is also an issue that has been examined in research on children/youth and sport participation. Dobosz & Beaty’s (1999) analysis found that high-school athletes scored higher on a leadership ability measure than their non-athlete counterparts. They conclude, therefore, that athletics offers youth an opportunity and platform to develop and improve leadership skills and abilities. In conclusion, whereas sport has the possibility to provide an environment for the development of moral character, evidence also supports the idea that sport provides an opportunity to suspend moral obligation or support unethical behaviour in pursuit of winning. Coakley & Donnelly (2004, p. 4) point out that much of the research addressing sport and character over the past 50 years suffers from three problematic assumptions: that every kind of organized, competitive sport impacts the moral development of every athlete in the same ways; that the character-building experience of sport is unique to the extent that those who do not play are at a disadvantage in developing moral character; and that the notion of what constitutes positive moral characteristics is generally accepted. In this sense, Shields & Bredemeier (1995, cited by Ewing et al. 2002) caution that it is not the physicality of sport, or the learning and performance of sporting skills, that is either ethical or unethical or related to character development; more accurately, it is that social interactions within the sport experience potentially impact the development of moral character. Research suggests that sport programs among children and youth may contribute to social inclusion, both at the community level and in post-conflict areas, as well as in social psychological relations such as peer groups. Criminology literature has found evidence that sport-based programs may make a positive contribution to reducing youth crime as diversionary, rehabilitation and gateway programs. Youth sport participation has been linked to educational benefits if physical education is included as part of broad-based educational programs, although causal links between sport participation and educational achievement are difficult to establish. Evidence suggests that character-building, including moral behaviour, empathy, reasoning and leadership, may be promoted and facilitated through sport, although such processes are highly dependent on the context of the sporting program and the values promoted therein. From the literature reviewed, it is clear that sports participation among children and youth can encourage positive social, emotional, educational, community and moral development; however, these benefits are not automatic. Sports programs positively impact youth when: (a) they are conducted with a person-centred approach that is flexible enough to respond to the needs, motivations and rights of the child/youth, and (b) they de-emphasize rules, rivalry and winning, and emphasize choice for participants, effort and positive feedback (Sport England, 2002). This review of research also indicates that the operation and outcomes of sport programs are affected by, and, in turn, affect, a myriad of social factors/forces, and cannot be implemented or evaluated in isolation from these conditions. In terms of positive child and youth development, a multi-faceted approach is needed to target the multiple social conditions that contribute to positive outcomes (Coalter, 2005). In particular, positive attitudes, values and character traits must be actively promoted and taught in any child-/youth-focused sports program. This is most effectively accomplished with the positive, enthusiastic and skillful engagement of a coach, teacher or leader (Seefeldt & Ewing, 2002). Coakley’s list of the characteristics of exemplary sport programs for child and youth development indicates that participants should feel: physically safe; personally valued; socially connected; morally and economically supported; personally and politically empowered; and hopeful about the future. Sport programs have a positive impact on children and youth when they are person-centred, as opposed to outcome oriented, and emphasize choice and autonomy over rules and a focus on winning. In general, there is a lack of evidence from which to make strong claims about sports participation and social inclusion for and among children and youth (Bailey, 2005). Although there is an increasing awareness of the potential of sport to aid in the social and educational development of children and youth, there is also consensus that the specific contributions of sport (regarding education, socialization and social integration) need to be identified, and that a solid knowledge base can help to create a new political agenda and to ensure its implementation (Doll-Tepper, 2006, p. 1). The future success of sport and child/youth initiatives rely, to an extent, on co-operation between a variety of networks and stakeholders, such as community, sports clubs and schools, and between researchers and practitioners (Doll-Tepper, 2006, p. 71). There is also a need for more research to focus on the specific mechanisms by, and conditions under, which sport can and does make a positive contribut ion to child and youth development. Similarly, there is a need to better understand issues such as social inclusion and leadership/leadership training. Without careful attention paid to the conditions (social, psychological, material) that frame the lives of children and youth and their sporting experiences, the impact of sport-based interventions in relation to child/youth development are speculative at best. There is significant evidence to support the utility of sport in facilitating and supporting the development of children and youth. Sport participation and sport-based initiatives targeted at children and youth have been shown to decrease social exclusion and contribute to community-building and inclusion in a host of social contexts, such as areas of post-conflict and areas of poverty in LMICs. Research also suggests that sport offers an important resource for reducing delinquency and crime among youth and promoting community safety. Sport is also associated with facilitating educational commitment and attainment among children and youth, and as a vehicle for promoting character-building and moral development. The central conclusion of this literature review, however, is that these positive results of child/youth sport participation and child- and youth-based initiatives are not automatic or linear. Research indicates that sport programs should be part of a multi-agency approach to child and youth development, and that committed facilitators (coaches, administrators, volunteers) are needed to ensure that appropriate values (fair play as opposed to winning) are encouraged through sport programs. References J. Andrews & G. Andrews, â€Å"Life in a Secure Unit: The Rehabilitation of Young People Through the Use of Sport,† Social Science and Medicine 56(3) (2003):531–550. Y. Auweele, C. Malcolm & B. Meulders (eds. ), Sport and Development (Leuven, Belgium: Lannoo Campus, 2006). R. Bailey, â€Å"Evaluating the Relationship Between Physical Education, Sport and Social Inclusion,† Educational Review 57(1) (2005):71–90. R. Bailey, â€Å"Physical Education and Sport in Schools: A Review of Benefits and Outcomes,† The Journal of School Health 76(8) (2006):397–401. R. Bailey & H. Dismore, Spined: The Role of Physical Education and Sport in Education (Athens: 4th International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport, 2004). H. Belch, M. Gebel & G. Maas, â€Å"Relationship Between Student Recreation Complex Use, Academic Performance, and Persistence of First-Time Freshmen,† NASPA Journal 38(2) (2001):254–268. B. Bredemeier & D. Shields, â€Å"The Utility of Moral Stage Analysis in the Investigation of Athletic Aggression,† Sociology of Sport Journal 1 (1984):138–149. C. Burnett, â€Å"Social Impact Assessment and Sport Development: Social Spin-Offs of the Australia–South Africa Junior Sport Program,† International Review for the Sociology of Sport 36(1) (2001):41–57. Commonwealth Advisory Board on Sport (CABOS). CABOS Report. 2006. Canadian Centre for Ethics in Sport. Canadian Public Opinion Survey on Youth and Sport. Ottawa: 2002. J. Coakley, â€Å"Using Sport to Control Deviance and Violence Among Youth: Let’s Be Critical and Cautious. † In M. Gatz, M. Messner & S. Ball-Rokeach (eds. ), Paradoxes of Youth and Sport (Albany, NY: State University of New York Press, 2002), 13–30. J. Coakley & P. Donnelly, Sports in Society: Issues and Controversies (Toronto: McGraw-Hill Ryerson, 2004). F. Coalter, The Social Benefits of Sport: An Overview to Inform the Community Planning Process (Edinburgh: SportScotland, 2005). Conference Board of Canada. Strengthening Canada: The Socio-economic Benefits of Sport Participation in Canada. Ottawa: 2005. R. Dobosz & L. Beaty, â€Å"The Relationship Between Athletic Participation and High School Students' Leadership Ability,† Adolescence 34(133) (1999):215–220. G. Doll-Tepper, â€Å"The Potential of Sport for Youth Wellness in an Educational Context. In Y. Auweele, C. Malcolm & B. Meulders (eds. ), Sport and Development (Leuven, Belgium: Lannoo Campus, 2006). P. Donnelly, â€Å"Democratization Revisited: Seven Theses on the Democratization of Sport and Active Leisure,† Loisir et Societe/Society and Leisure 16(2) (1993):413–434. P. Donnelly & J. Coakley, â€Å"The Role of Recreation in Promoting Soci al Inclusion. † Part of Laidlaw Foundation Working Paper Series: Perspectives on Social Inclusion. (Toronto: 2002). P. Donnelly & J. Coakley, â€Å"Recreation and Youth Development: What We Know. † In B. Kidd & J. Phillips (eds. , From Enforcement and Prevention to Civic Engagement: Research on Community Safety (Toronto: Centre for Criminology, University of Toronto, 2004), 156–167. Douglas Brown Consulting. Report on the Social and Cultural Benefits of Sport in Calgary. Calgary: 2005. D. Eley & D. Kirk, â€Å"Developing Citizenship Through Sport: The Impact of a Sport-based Volunteer Programme on Young Sport Leaders,† Sport, Education and Society 7(2) (2002):151–166. I. Endresen & D. Olweus, â€Å"Participation in Power Sports and Antisocial Involvement in Preadolescent and Adolescent Boys,† Journal of Child Psychology and Psychiatry 46(5) (2005):468–478. M. Ewing, L. Gano-Overway, C. Branta & V. Seefeldt, â€Å"The Role of Sports in Youth Development. † In M. Gatz, M. Messner & S. Ball-Rokeach (eds. ), Paradoxes of Youth and Sport (Albany: State University of New York Press, 2002), 31–47). P. K. Gasser & A. Levinsen, â€Å"Breaking Post-war Ice: Open Fun Football Schools in Bosnia and Herzegovina,† Sport in Society 7(3) (2004):457–472. S. L. Gibbons, V. Ebbeck & M. R. Weiss, â€Å"Fair Play for Kids: Effects on the Moral Development of Children in Physical Education,† Research Quarterly for Exercise and Sport 66 (1995):247–255. R. Giulianotti, Sport and Social Development in Africa: Some Major Human Rights Issues, The First International Conference on Sports and Human Rights. Sydney, Australia: 1999). R. Giulianotti, â€Å"Human Rights, Globalization and Sentimental Education,† Sport in Society 7(3) (2004):355–369. D. Hansen, R. Larson & J. Dworkin, â€Å"What Adolescents Learn in Organized Youth Activities: A survey of Self-reported Developmental Experiences,† Journal of Research on Adolescence 13(1) (2003):25–55. D. Hartmann & B. Depro, â€Å"Rethinking Sports-Based Community Crime Prevention: A Preliminary Analysis of the Relationship Between Midnight Basketball and Urban Crime Rates,† Journal of Sport and Social Issues 30(2) (2006):180–196. R. Hedstrom & D. Gould, Research in Youth Sports: Critical Issues Status (East Lansing: Institute for the Study of Youth Sports, Michigan State University, 2004). Human Development Report 2006, Beyond Scarcity: Power, Poverty and the Global Water Crisis. http://www. hdr. undp. org/hdr2006 M. Keim, Nation-Building at Play – Sport as a Tool for Social Integration in Post-Apartheid South Africa (Oxford: Meyer & Meyer Sport, 2003). M. Keim, â€Å"Sport as Opportunity for Community Development and Peace Building in South Africa,† Sport and Development (2006). T. Martinek & D. Hellison, â€Å"Fostering Resiliency in Underserved Youth Through Physical Activity,† Quest 49(1) (1997):34–49. L. Morris, J. Sallybanks & K. Willis, Sport, Physical Activity and Antisocial Behaviour in Youth (Canberra: Australian Institute of Criminology, 2003). L. Morris, J. Sallybanks, K. Willis & T. Makkai, Sport, Physical Activity and Antisocial Behaviour in Youth (Canberra: Australian Institute of Criminology, 2003). National Youth Council. http://www. nyc. gov. sg/YRN/youthdefinition. sp. G. Nichols & I. Crow, â€Å"Measuring the Impact of Crime Reduction Interventions Involving Sports Activities for Young People,† The Howard Journal 43(3) (2004):267–283. P. O'Callaghan, D. Reitman, J. Northup, S. Hupp & M. Murphy, â€Å"Promoting Social Skills Generalization with ADHD-Diagnosed Children in a Sport s Setting,† Behavior Therapy 34 (2003):313–330. V. Papacharisis, M. Goudas, S. Danish & Y. Theodorakis, â€Å"The Effectiveness of Teaching a Life Skills Program in a Sports Context,† Journal of Applied Sport Psychology 17 (2005):247–254. R. Pitter, â€Å"Midnight Basketball: Avoiding the Hazards of Assimilative Reform. In B. Kidd & J. Phillips (eds. ), From Enforcement and Prevention to Civic Engagement: Research on Community Safety (Toronto: Centre for Criminology, University of Toronto, 2004), 170–181. PCPFS. President's Council on Physical Fitness and Sport. Sports and Character Development, President's Council on Physical Fitness and Sports. Washington, DC: 2006. R. D. Putnam, Bowling Alone: The Collapse and Revival of American Community (New York: Simon and Schuster, 2000). P. Richards, â€Å"Soccer and Violence in War-Torn Africa: Soccer and Social Rehabilitation in Sierra Leone. † In G. Armstrong & R. Giulianotti (eds. , Entering the Field: New Perspectives in World Football (Oxford: Berg, 1997). J. Sallis & N. Owen, Physical Activity and Behavioral Medicine (Thousand Oaks, CA: Sage, 1999). V. Seefeldt & M. Ewing, â€Å"Youth Sports in America: An Overview,† President’s Council on Physical Fitness and Sport Research Digest 2(11) (2002). D. L. L Shields & B. J. L Bredemeier, Character Development and Physical Activity. (Champaign, IL. : Human Kinetics, 1995). A. Smith, â€Å"Peer Relationships in Physical Activity Contexts: A Road Less Traveled in Youth Sport and Exercise Psychology Research,† Psychology of Sport and Exercise 4 (2003):25–39. A. Smith & I. Waddington, â€Å"Using ‘Sport in the Community Schemes’ to Tackle Crime and Drug Use Among Young People: Some Policy Issues and Problems,† European Physical Education Review 10 (2004):279–298. Sport England, Positive Futures: A Review of Impact and Good Practice (London: Sport England, 2002). J. Sugden, â€Å"Teaching and Playing Sport for Conflict Resolution and Co-existence in Israel,† International Review for the Sociology of Sport 41(2) (2006):221–240. J. R. Thomas et al. , â€Å"Exercise and Cognitive Function. † In C. Bouchard et al. (eds. , Physical Activity Fitness and Health: International Proceedings and Consensus Statement (Champagne, Illinois: Human Kinetics, 1994). M. Trulson, â€Å"Martial Arts Training: A Novel ‘Cure' for Juvenile Delinquency,† Human Relations 39(12) (1986):1131–1140. UNESCO Charter of Physical Education and Sport (Paris: UNESCO, 1978). http://www. unesco. org/education/ nfsunesco/pdf/SPORT_E. PDF. (retrieved September 7, 2007) United Nations, Youth at the United Nations. http://www. un. org/esa/socdev/unyin/qanda. htm United Nations Development Program. Forging a Global South: UN Day for South-SouthCooperation. New York: 19 December, 2004. F. Van Eekeren, â€Å"Sport and Development: Challenges in a New Arena. † In Y. Auweele, C. Malcolm & B. Meulders (eds. ), Sport and Development (Leuven, Belgium: Lannoo Campus, 2006). M. R. Weiss & C. P. Stuntz, â€Å"A Little Friendly Competition: Peer Relationships and Psychosocial Development in Youth Sports and Physical Activity Contexts. † In M. R. Weiss (ed. ), Developmental Sport and Exercise Psychology: A Lifespan Perspective (Morgantown, WV: Fitness Information Technology Inc. , 2004), 165–196. O. Willis, â€Å"Sport and Development: The Significance of Mathare Youth Sports Association† Canadian Journal of Development Studies 21(3) (2000):825–849. World Bank, Data and Statistics: Country Classification. http://web. worldbank. org/WBSITE/EXTERNAL/DATASTATISTICS/0,,contentMD:20420458~menuPK:64133156~pagePK:64133150~piPK:64133175~theSitePK:239419,00. html Chapter Three 3. 0Research Methodology This chapter deals with how data was collected systematically so as to obtain useful information on the relevance of sport in youth development. The researcher is cognisant that this can be done in various ways and have given considerations to different approaches before settling for the ones which seems more suitable in finding answer to the research question. Both quantitative and qualitative instruments which were deemed more appropriate were used to enable the researcher gather necessary information about the relevance of sports to youth development. Below are methods that were considered; 3. 1RESEARCH DESIGN A research setting is seen as a framework for gathering the relevant data for a study. Thus Bryman and Bell (2007) suggests that a research design is a systematic technique or procedure for solving a specified research problem. Therefore the research design adopted for this study was a survey. This enabled the researcher to look into the research topic under study. . 2SOURCES OF DATA In order to carry out this research effectively, data were gathered from two major sources. They include primary and secondary data. 3. 2. 1 Primary Data The primary method of gathering data is also considered as survey method. According to Bryman and Bell (2007: 56) a †survey research comprises a cross sectional design in relation to which data are collected predominantly by questionnaire or by structured interview in other to collect a body of data in connection with two or more variables†. The purpose is to gather extensive and authoritative information about a study. Thus the researcher considered this technique best suitable for the study because unlike the secondary or historical data, the survey approach draws data from the present. As suggested by Jankowicz (2005), the survey method is used to determine the views of a sample based on what they feel, value and believe. Therefore it is obvious that this study intends to seek the perceptions of teachers, students, parents, sports men and women. Furthermore this method is used when the same question is used to seek the views and opinions of a relatively large sample size. Thus the tools used in the survey were structured questionnaire and interview. 3. 2. 2Questionnaire Questionnaires can take many forms depending on what is being measured. Designing questionnaires can be problematic because they involve a creative process of writing and a design process for devising a structure which is rational in terms of its objectives and intended subject. However Riley et al (2005) posits that the questionnaire has an advantage of collecting information on facts and opinions from a large number of people. Thus to carry out this research, the researcher administered questionnaires to teachers, students, parents, sportsmen and women. The questionnaire comprised of direct questions to teachers and coaches over the relevance of sport to youth development. The questionnaire consisted of fifteen structured questions with five options each to a question in a simple dichotomy of strongly agree, moderately agree, strongly disagree, disagree and undecided. A cover letter accompanied the questionnaire. It explained the purpose of the research, the aim of the questionnaire and the procedure for completing the questionnaire. The questionnaires were sent to the sample size by hand. The completed questionnaires were returned to the researcher on scheduled date of collection. 3. 2. 3Interview The researcher also conducted an interview with 4 sports adminstrators to gather data. The aim was to obtain relevant information from the perspective of those responsible for the adoption and implementation of Youth policies and sports in general about the relevance of sports to youth development. The interview was conducted through word to mouth conversation spending approximately 15 to 20 miniutes of the interviews 3. 0Secondary Data This involves a systematic collection of data relating to past occurrences. It is very useful in tracing the development of an issue from existing archival records. Though Jankowicz (2005) stated that this method is commonly utilised in business and management research, it was not the best suitable for this study. However this method was employed in chapter two in examining past scholarly work relating to incentives pay and commitment and performance. By this the researcher gathered information from already written works both published and unpublished that had relevance to the topic under study. They include text books, journals, articles and past research work form students. All these were consulted from institutional libraries and internet in London 4. 3 POPULATION OF THE STUDY It is the target of the study for collection of data. Olakunori (2000) opined that population is the entire number of people, objects, events and things that all have one or more characteristics of interest to a study. Similarly Castillo (2009) suggests that a research population is a well defined collection of individuals or objects known to have similar characteristics. It can also be referred to as the group where inferences are made. Thus for this study, the population consisted of teachers, students, coaches, sports men and women, These were drawn from three school in FCT, Abuja, Sports ministry, Medical Sports Department of the Sports Commission of Nigeria. However due to the large size of the school population, the researcher could not test every student and teachers, population because doing so will be time consuming and expensive. Therefore the target population was 130 4. 4 DETERMINATION OF SAMPLE SIZE Castillo (2009) explains that a sample is a subset of the population. It is imperative to mention that samples are used in a study that involves a large population. The reasons for using samples include the desire of the researcher to adequately manipulate the enormous population so as to avoid errors in calculating large numbers, and the desire to reduce the cost of producing the copies of questionnaire that would cover the entire population. Furthermore the aim was to allow the researcher to conduct the study to individuals from the population so that the results of the study can be used to draw conclusion that will apply to the entire population. Thus for the purpose of achieving success in this study, the researcher in order to make an effective prediction of the population tried to find an optimal sample from which copies of questionnaire would be distributed. This was necessary since it was not possible to get the opinion of the entire population. Also an optimal sample size would make valid prediction of the population, minimise the cost and time of reaching the entire population. Barrow (1996) enumerates three ways of determining a sample size and they include; a. Conducting a small preliminary pilot survey b. Guessing . Using the results of existing surveys if available In light of the above the researcher adopted the first approach and conducted a pilot survey. The preliminary survey was carried out at Goverment Secondary Schools at Garki, and Wuse bothin Abuja, to know the reaction of the respondents to the questions and subsequently arrive at a sample size. As a result 130 copies of questionnaire were distributed to the respondents and 100 copies were properly completed and returned, while 30 were not returned. This represented 90 Percent success rate and 20 percent failure rate respectively. Based on the result of the pilot survey, the sample was calculated using Freud and Williams' (1970) model. The formula is stated thus; n= Z2 Pq e2 where n= sample size Z= Critical value corresponding to the chosen level of significance= 1. 96 (given) P= percentage of Success =80% or 0. 8 q= percentage of failure=20% or 0. 1 e=tolerance margin of error=5% or 0. 05 Also based on the result of the pilot survey, the researcher assumed a 95 percent degree of confidence and 5 percent margin of error. Thus substituting the above formulae we obtain, n= (1. 98)2 (0. 80) (0. 20) (0. 05)2 = 0. 614656 0. 0025 = 245. 8624= 246 Thus the sample size was 246; however the researcher administered 240 copies of questionnaires to the respondents. 4. 5 METHOD OF DATA ANALYSIS It should be recalled that this study dealt with ‘’The Impact of Incentives Pay on Employee commitment and performance: A case study of Union Bank Nigeria Plc’’. To ensure that the research work is underst andable, the researcher made the simplified the analysis of data collected. To this end, all data collected were through the administered questionnaires and interview was presented and analysed using tables, charts and simple percentages. . 6 LIMITATION OF THE STUDY A research of this nature cannot be successfully completed without some limitations or constraints. A major limitation to the research was the unfriendly attitude of some of the respondents of Union bank concerning the completion of the questionnaire administered to them. Some of the respondents revealed discreetly to the researcher that supplying any information to an outsider would cause problems for the organisation, not withstanding the efforts made by the researcher in explaining to them that the research was purely for academic purpose. APPENDIX 3 COVER LETTER FOR QUESTIONNAIRE Ugba Vivien Anna C/o Business School University of Hertfordshire Hatfield United Kingdom The impact of incentives Pay on Employee Commitment and Performance Dear Respondents, I am studying for a masters degree in Human Resource Management and Employment Relations and as part of the requirement for the award of the degree, am carrying out a research work on the above topic. I would appreciate if you can some time out of your tight schedule to complete this questionnaire by providing answers to the listed questions. I promise that information provided will be used for research work only and will also be treated in high confidentiality. Thanks for your anticipated cooperation Yours Sincerely Ugba Vivien Anna APPENDIX 4 QUESTIONNAIRE Procedure for completing the questionnaire Please I would like you to complete the questionnaire by providing answers to the questions below. Please tick the most appropriate answer/options to each of the questions using the options given which describe the extent to which you either agree or disagree with the question. Sex Male [ ] Female [ ] Age 20-30 [ ] 31-40 [ ] 41-50 [ ] 51 above [ ] SECTION A: EMPLOYEE COMMITMENT OPINION SURVEY Adapted from Porter and Smith (1970) Organisational commitment Questionnaire S/N Questions Strongly Agree Moderately Agree Undecided Disagree Strongly Disagree 1 I am willing to put in a great deal of effort beyond that normally expected in order to help this organization be successful 2 I talk up this organization to my friends as a great organization to work for 3 I feel very little loyalty to this organization. I would accept almost any type of job assignment in order to keep working for this organization 5 I find that my values and the organization’s values are very similar 6 I am proud to tell others that I am part of this organization 7 I could just as well be working for a different organization as long as the type of work were similar 8 This organization really inspires the very best in me in the way of job performance 9 It would take very little change in m y present circumstances to cause me to leave this organization. 0 I am extremely glad that I chose this organization to work for, over others I was considering at the time I joined 11 There’s not too much to be gained by sticking with this organization indefinitely 12 Often, I find it difficult to agree with this organization’s policies on important matters relating to its employees 13 I really care about the fate of this organization 14 For me this is the best of all possible organizations for which to work. 15 Deciding to work for this organization was a definite mistake on my part

Globalization Of Business At Higher Level Management

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Key Features Religious Practices Of Chinese Popular...

Key Features Religious Practices of Chinese Popular Religions The main Chinese religions have many key features. The main religions include shamanism/ancestor reverence, Confucianism, Daoism, Mahayana Buddhism, and idol worship. These 5 religions share some features in common. For example, Chinese popular religion focuses on the human being’s pursuit of health, wealth, and happiness in their lives (quote the textbook). Chinese popular religions want the human to be doing well and succeeding in their day-to-day activities of their lives. Another key component of the main Chinese religions is respecting one’s elders. The religions teach the importance of obeying the commands of the elders and honoring the family name. The Chinese allow place a strong emphasis on the temple. The temple is a place where the people could communicate, understand, and learn about their gods (quote the textbook). 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Human Trafficking A Global Phenomenon That Does Not...

What can be done to Combating Human Trafficking? Human trafficking is a global phenomenon that does not recognize national borders. Realizing the serious consequences of the human toll, the U.S government has spent $55 million in 50 countries on anti-trafficking programs designed to help indigenous non-government organizations and, international organizations law enforcements officials and foreign governments prevent human trafficking, and restore victims to society. If human trafficking is going to be stopped, there is a need for better and stronger immigration practices. For example, Asian gangs involved in human trafficking have found ways to exploit the â€Å"holes† in U.S immigration law to send their victims to the United States.†¦show more content†¦If serious help is to be given toward combating human trafficking, certain characteristics must be realized. For instance, human trafficking is constructed as a different sort of problem by a variety of social act ors, agencies and institutions. Non governmental organizations (NGOs) tend to construct it as a problem of human rights abuses, while government agencies such as the police and the immigration service construct it either as a problem of organized crime or a problem of illegal immigration. Anti-trafficking policies should remain cognizant of the economic social and political roots of human trafficking. The current economic structures, including bilateral trade policy and structural adjustment programs are stacked against the interest of non-industrialized nations, creating a situation where citizens will take incredible risks to escape poverty. Today, the United States is increasingly becoming an unwary partner in the sex trafficking of women and children. In response, the United States has been a global leader in a war against human trafficking. They provide model legislation and minimum standards to ensure that victimization by the hands of traffickers end. The United States over the years has refused to classify itself although it has placed other countries into Tiers depending on the intensity of their mode to

Forces in International Business Free Essays

Introduction McDonald’s is a corporation from the United States that has done a great deal of business internationally for many years, and is well-known globally. McDonald’s is listed at number 378 on Fortune’s Global 500 list, and brought in over $22 billion in revenues in 2010. Sociocultural Forces Sociocultural forces include the different aspects of understanding that exist in one culture in comparison to another. We will write a custom essay sample on Forces in International Business or any similar topic only for you Order Now These aspects include aesthetics, religion, language, education, etc. It is important to remember that culture is not something that is innate to specific persons, but is rather something that is learned through experiencing the culture. Along those lines, culture is also shared between all of the members of the culture, and all aspects of it are interrelated. In fact, group boundaries are caused by culture and set persons feeling towards different actions. The concept that one’s own culture is better than another is called ethnocentrism. Natural Resources and Environmental Sustainability The second force encompasses natural resources and environmental sustainability. Natural resources are based upon location within the world and advantages that these resources give a nation relative to the rest of the world. Some of these resources are limited, and over time if taken into account can become depleted or cause harm to the environment in another way. The concern for the sustainability of these resources should be of some concern to businesses operating internationally because it affects their decisions and the decisions of those they are negotiating with as well. Economic and Socioeconomic Forces Economic and socioeconomic forces also play parts as forces that affect different countries. The economic forces include different levels of economic development; including developed, developing, and newly industrialized countries/economies. Socioeconomics affect the economies of different countries and regions individually based on their own social norms. Power levels can be defined by the strength of the economy that either a country or a business has as well. This concept is also intertwined with the concept of exchange rates. Political Forces Political forces affect countries and businesses as well. Some political forces include nationalism, national or international conflicts, international organizations, and types of governments such as: communism, socialism, and capitalism. Whether a country is conservative or liberal can also play a part in the politics of a region. Political forces spill into the international legal system too which makes them of great concern to businesses. A major part of political forces in regards to business is trade restrictions or tariffs which cost the business more money to export or boycott their business altogether. Intellectual Property and Other Legal Forces International business can be influenced by concepts of intellectual property and other legal forces as well. One major legal force that can influence a business’s decisions is international law. International law is divided into both public and private laws. Public international law revolves around relations between governments including the rights and obligations of sovereign nations. Private international law lords over the transactions made by individuals and companies in regards to international borders. Intellectual property comes from a person or company’s intellect, and these ideas are protected by laws which include the use of patents, trademarks, copyrights, and trade secrets. Financial Forces and the International Monetary System Financial forces including the international monetary system which contains financial institutions, agreements, rules, and processes play a major part in the decisions that businesses make in regards to international markets. The value of a country’s currency as well as the exchange rates relative to either their floating currency or their being on the gold standard is a huge factor to consider as a business negotiating across borders. Most businesses will hedge their investments in order to protect themselves from losing money due to constantly changing rates of exchange. Labor Forces Finally, the seventh force affecting international business has to do with labor. Classifications such as size and average age of a workforce, as well s unemployment rates, all affect the manner in which an international business reacts to its current and potential workforce. A major issue making its mark on the global economy right now is brain drain, which causes the skilled workers of a developing country to migrate for greater professional and economic reasons. All of these forces must be taken into account when involved internationally as business. McDonald’s Cultural Forces In the book Golden Arches East , the author discusses how when McDonald’s moved their business into the Far East, they were forced to reevaluate the culture there. In Japan especially, the idea that America exists in a class of its own is a type of fantasy that prevails in the fondest thoughts of those who consider it. For Japan, McDonald’s is a symbol of this fantastic culture, and brings in many customers because of this (especially from the younger population). â€Å"From the perspective of the ‘civilizing process’ McDonald’s†¦[has]†¦helped to create an entirely new concept of manners. † (p. 181) says Watson (1997). Through the introduction of fast food into the culture, McDonald’s has introduced an entirely new concept of manners to this culture. The book also discusses how the high amount of rice in the diet there also affected their business decisions. Watson (1997) states, â€Å"’McDonald’s’ has gained ample recognition among Japanese consumers. However, our image is that of a light-meal restaurant for young people. We are not regarded as a place for adults to have dinner. † (p. 164) McDonald’s is not a fast-food restaurant there as it is in the US, but rather a trendy place to get a snack. McDonald’s and the Environment McDonald’s Economic Forces Wages paid to citizens of European countries have a high ratio of variability, and therefore McDonald’s had to adjust their pricing and payment strategies when they entered the European market. (Royle, 2000, p. 158). Royle states, â€Å"[U]nions [in Germany] had to accept the possibility of even lower wage† (p. 158). In addition, executives in many European countries were hired for just a â€Å"fistful of dollars† (Royle, 2000, p. 165). The pricing systems for their menus had to be adjusted based on the expectations that the economy had for them as well. This caused a serious change which McDonald’s had to adjust to in order to achieve success in this new environment (Royle, 2000, p. 167-169). McDonald’s Political Forces Politics also holds a great deal of power over wages paid in each country McDonald’s moves its business into. Royle talks about different wages that are required by governments in European countries, â€Å"†¦for example, in addition to the basic Danish kroner per hour, workers receive an additional DKr 9. 15 per hour for any hours worked during Monday to Friday between 6:00 p. m. nd midnight† (p. 163). There are several other stipulations on payment that are made by law that Royle lists throughout the rest of the chapter. In addition, McDonald’s is constantly under fire from several interest groups who are trying to make sure that McDonald’s uses humanely raised and slaughtered animals from suppliers that have shown concern about this. This is another political pressure that concerns McDonald’s as they attempt to meet the cultural standards for the ethical treatment of animals. McDonald’s Legal Forces McDonald’s Financial Forces McDonald’s Labor Forces McDonald’s has a massive workforce worldwide which it uses to expand and maintain its numerous international ventures. Hamburger University is a training program used specifically to train new leaders for the McDonald’s workforce. At a location in Shanghai, China, admission is a competitive opportunity. â€Å"[M]ore than 26 percent of China’s 6. 3 million college graduates were unemployed as of July 1† (Wei, 2011), this means that McDonald’s is able to choose who they want to apprentice at Hamburger University. McDonald’s hopes to grow from 1,300 stores to 2,000 in China by 2013 (Wei, 2011), and Hamburger University will be a major part of meeting the labor requirements for that goal. References Adams, C. (2007). Reframing the Obesity Debate: McDonald’s Role May Surprise You. Journal of Law, Business, Ethics, 35(1), 154-157. doi: 10. 1111/j. 1748-720X. 2007. 00120. x Ball, D. , Geringer, M. , Minor, M. , McNett, J. (2009). International Business: The Challenge of Global Competition. New York: McGraw-Hill/Irwin. Royle, T. (2000). Working for McDonald’s in Europe: Unequal Struggle?. London: Routledge. Watson, J. L. (1997). Golden Arches East: McDonald’s in East Asia. Palo Alto: Stanford University Press. Wei, M. (2011). Hamburger University Shanghai is Sizzling. Business Week. Retrieved from http://www. businessweek. com/magazine/content/11_06/b42140224816 05. htm http://site. ebrary. com/lib/calbaptist/docDetail. action? docID=10130868 http://site. ebrary. com/lib/calbaptist/docDetail. action? docID=10093669 http://www. businessweek. com/magazine/content/11_06/b4214022481605. htm http://web. ebscohost. com/ehost/detail? id=21sid=4dbd75e7-4603-4bc6-b27f-659024024242%40sessionmgr12vid=1bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=bshAN=6548577 http://web. ebscohost. com/ehost/pdfviewer/pdfviewer? hid=21sid=1689342b-eff5-4b11-bd46-334cdb6d982f%40sessionmgr4vid=2 http://web. ebscohost. com/ehost/pdfviewer/pdfviewer? hid=21sid=0d1c68a6-c38a-433c-b083-e62eeb6477a2%40sessionmgr15vid=2 http://libproxy. calbaptist. edu:2078/ehost/detail? vid=14hid=19sid=76bace0c -5005-49d0-bae3-8988a91b1f5e%40sessionmgr13bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=aphAN=24181440 Reframing the Obesity Debate: McDonald’s Role May Surprise You. How to cite Forces in International Business, Papers Forces in International Business Free Essays string(117) " a entire section of a country from the rest, thus leading them to having distinct cultures, industries and climate\." Has its hands in many international product manufacturing. They do are effected on a daily basis by the different forces of international business and ethical issues. These forces were assembled, and one of their ethical issues were evaluated. We will write a custom essay sample on Forces in International Business or any similar topic only for you Order Now Forces in International Business There are multiple forces that effect international business. These forces are calculators forces, natural resources and environmental sustainability, political and trade forces, intellectual property and other legal forces, the international and monetary system and financial forces. All of these forces are things that influence Samsung Co. On a daily basis. Along with these forces, Samsung is also tasked by ethical issues that come imposed on almost every international country. These forces are some of the founding forces that international businesses are built on and effected by on a daily basis. Calculators Forces The first of the forces covered is the calculators force. In order to understand what Calculators Forces are, we must understand what calculators is. The Merriam-Webster dictionary describes calculators as a combination of social and ultra factors. (â€Å"Calculators. † Merriam-Webster. ) Dictionary. Com defines it as, â€Å"the combination or interaction of social and cultural factors†. (â€Å"Calculators. † Dictionary. Com) From these two definitions social and cultural are the two big factors. Are hundreds of different ways to define culture, and it’s a very broad term. The book, International Business, lays down some good fundamentals about what culture is. The first point that International Business says about culture, is that it is learned, and not born with. This means that Just because you’re born somewhere, soonest necessarily mean you will adapt to the culture, but spending a lot of time around people who are immersed in the culture will allow you to adapt to it. This can be a major benefit or drawback. It does allow people to move to new areas of the world and eventually adapt to their culture, but it can take a lot of time and energy. The second point is that different parts of culture are interrelated. This second is more of a logical relation of culture, it’s basically defining that you can’t have some parts of culture without others. The third major point that is outlined is that â€Å"culture s shared, patterned and mutually constructed through social interactions†. (Ball, Donald). This point is very interesting, and what defines culture. Throughout the world we see many different cultures, influenced by religion, and regions, and we can see how some cultures have greatly impacted other parts of the world and their culture. Because culture is shared through social interactions, we can actually start to see a lot blending of cultures through the internet. Through the article Blending Cultures via Computer in The International Journal of New Media, it discusses the lending of European art and culture blending into parts of Chinese Contemporary artists. Without the social interactions through online sources, this is something that would have never been possible. The last major point that is made by International Business, is that culture defines the boundaries of different groups. An example made in that book is how Americans are clock-watchers. A lot of cultures don’t follow a similar pattern, and it makes Americans seem to always be in a rush. This makes them appear unfriendly, arrogant, and untrustworthy, because it’s not something that’s globally accepted. Another interesting point on this topic is how culture varies so much even within a single country itself, and can even vary inside small areas. The best example of this that is very well known, is how people in the younger generation from the bay area in California are known for saying â€Å"hell†. This is something that’s only sprung up within the last few years, but is very common in that culture, and saying it outside of even the bay area of California allows people to determine where you’re from very quickly. A huge part of socio-cultural is the constantly changing of customers preference. Samsung was able to capitalize on one of these changes not too long ago, and was able to help turn the phone industry upside down. Before 2007 Monika was the king of the cellular industry, and had complete market dominance, until apple stepped on the scene which completely changed the phone market. They added in a whole new experience to the phone market. † The hysteria surrounding the phone made Samsung sit up and take notice†( Bandit, Rural) Samsung had a share in the phone market, and capitalized on the trend that apple started. They were able to acquire a contract with Google’s operating system, android. Monika refused to adapt to the trend, and Samsung was able to take the leap and Jump ahead of Monika in 2011 as the largest market share of mobile devices. The article How Does Socio-cultural Environment Impact a Business sums up Samsung success greatly, † Samsung, the minnow when Monika was the shark, is now the largest handset manufacturer in the world, and in the process, has outdone Apple’s phone, which many consider to be the innovation on which most modern smartness are modeled. † (Bandit, Rural) Natural Resources and Environmental Sustainability. The second major force is natural resources and environmental sustainability. This force can be split into the two different sections of natural resources, and environmental sustainability. Along with those two different sections there is geography which plays a semi-significant part on this force, and also Porter’s Diamond to help analyze competitive advantage. Geography has a lot of possible effects on a company. Google gives a great definition of geography, stating that it’s â€Å"the study of the physical features of the earth and its atmosphere, and of human activity as it affects and is affected by these, including the distribution of populations and resources, land use, and industries. † (Natural Resources – Google Search) Geography is very broad, and covers everything from topography of a region to climate. These things can have a large impact on how a country defines itself. Mountains can separate a entire section of a country from the rest, thus leading them to having distinct cultures, industries and climate. You read "Forces in International Business" in category "Papers" It can even lead to boundaries such as deserts or forests that act as barriers between two separate regions. (Ball, Donald) These barriers cause different needs based on the area, even though they may simply be in the same country. Porters Diamond helps analyze businesses based on four aspects of a country’s economic environment. The four conditions the assessment is based off of are; factor conditions; related and supporting industries; demand conditions; and firm strategy, structure, and rivalry. Porters Diamond from assess the business with a high emphasis on the countries geographical attributes as a core part of its factors, and those with the most favorable diamonds are going to be the most successful. (Ball, Donald) ( Michael E. Porter) Natural Resources play a huge factor into the economic viability of a company, and owe and where a company can be successful. Google does well defining natural resources as â€Å"materials or substances such as minerals, forests, water, and fertile land that occur in nature and can be used for economic gain. † (Non-renewable Resource. † Wisped) In the book, International Business it puts a lot of emphasis on the statement that natural resources are anything that’s supplied by nature which people depend on. This book also relates that both energy and unfelt minerals play an important role to business. Energy is used daily without a though, but is a very valuable natural resource, if not the most valuable.. There are two major types of energy, renewable, and nonrenewable. A non renewable energy resource â€Å"is a resource that does not renew itself at a sufficient rate for sustainable economic extraction in meaningful human time-frames. â€Å"( â€Å"Renewable Energy. † Wisped) Some examples of nonrenewable energy resources are petroleum, coal, and natural gas. A renewable energy resource â€Å"generally defined as energy that comes from resources which are naturally replenished on a human timescale. † (8) Some examples of renewable energy resources sunlight, wind, rain, waves, and geothermal heat. Environmental Sustainability in business has three characteristics that are widely agreed upon; limits, interdependence, and equity. (Ball, Donald) The first of these three characteristics is limits. Limits is a basic term to serve as a reminder on the reality that environment resources are exhaustible, and that they can become toxic. The previous trend of global warming or global climate change is a great example of a limit, and how it’s being impacted. The second characteristic is interdependence. Interdependence is defined as the relationship between ecological, social, and economic systems. Ball, Donald). This book goes on to define that an effect in one these systems will affect the other two. The last characteristic is equity. Equity is essentially applying limits to interdependence. In order of Interdependence to work, there cannot be large differences in the distribution gains. This essentially means that it isn’t viable to go into an area and take extreme profi ts without eventual resistance. Samsung is a company that takes its social responsibility, environmental responsibility, and sustainability incredibly seriously. In 2013 Samsung released its 2 page sustainability report, regarding topics such as: â€Å"Creating Shared Value and Giving Back with Samsung Products, Social Responsibility: Making Contributions around the Globe, Echo Product, Water Management, and a 50 page green/echo product environmental report† (â€Å"Samsung – Global Harmony. † Www. Samsung. Com) Directly from Samsung engineering website, this is their vision, † Samsung Engineering seeks to improve conditions around the world through our social contribution programs. Company-wide, we utilize our strengths and resources to benefit local communities and help children and families in need. Individually, our employees are encouraged to take part in the many volunteer programs offered by the company. † Since 2006 Samsung has been trying to enhance their energy efficiency, and respectability in their production. They’ve even implemented a â€Å"Echo-Design Process† to evaluate the echo-friendless of each new product during the development stage. † . In 2012, the company set up comprehensive water conservation plans and expanded its efforts to reduce the consumption of water resources around the world. (â€Å"Samsung – Global Harmony. † Www. Samsung. Com) Samsung has not taken being a leader in lobar technology lightly, they’re fully applying a lot pressure to help with the sustainability of their resources, and other resources around the globe. Helping many charities and different organizations to try to h elp sustain our planet and keep their business profitable. Political and Trade Forces Political and trade forces are Just as important in any country as its culture and environment. This is because of the major impacts that governments can have on firms. A hospitable and stable government can encourage investment and growth despite geographic or weather barriers, or even the scarcity of natural resources. The exact opposite is true as well. A hostile or unstable government can completely kill of almost any possible investments in an area, regardless of the area’s natural resources of geography. Some of the major points in the political and trade forces are government stability, and trade restrictions. Government stability can have a huge impact on business. When government stability is defined, there are two different possible definitions. Government stability can be defined as the government’s ability to maintain itself and stay in power, or it can be defined as the permanence of the government’s policies. Ball, Donald) A business is able to be at its most prosperous when the government is able to keep both of these definitions intact. â€Å"Instability on the other hand is when a government cannot maintain itself in power or makes sudden, unpredictable, or radical policy changes. It is hard for business to flourish when government is unstable. † (Ball, Donald) Business can operate under almost any set of rules and restrictions, though some are much more difficult to operate under than others. The biggest issue is when government policies are constantly changing. The reason this is difficult is cause frequent changes cause business difficulties when complying to rules and regulations. This can cause business to have to change their business models or how they operate almost overnight. With changing policies it can potentially grind some firms too halt. Trade restrictions can be one of the biggest problems when operating an international firm. There are a lot of arguments for trade restrictions such as: national defense, sanctions to punish offending nations, protect infant industry, protect domestic Jobs from cheap foreign labor, scientific tariff or fair competition, retaliation, dumping and subsidies. Some of these have a much higher impact than others, but all of these are great arguments towards trade restriction. One of the best of these arguments stems from developing nations requesting barriers on imports of competing products. This allows the developing country to sustain itself and build up it’s on infrastructure while developing products that might be common place elsewhere. The argument is that a new industry needs time develop and gain experience before being forced to compete with worldwide competition. Another good argument is the national defense argument. This argument basically requests hat there are trade restrictions on certain industry imports, and that they’re vital for security, and must be kept operating even though they are not competitive with the foreign suppliers. Ball, Donald) The reason for these vital industries are so that during times of immediate war a country wouldn’t suffer from unnecessary problems because they’re not able to have the proper defense equipment. This could range from guns and tanks, to as simple as shoes. Having an insufficient supply of footwear at times of war can cause a lack of shoes for civilians and soldiers which can lead to unne cessary casualties. These trade restrictions arguments all raise their own valid points and each have their own benefits and negativisms. Ever since the introduction of Samsung smartness they have been in legal battles all over the world with Apple trying to make it legal for them to sell their phones, and not be infringing on copy right laws. Almost every country has had their own legal battle with Samsung and apple with new ones emerging every day. With Samsung being based on South Korea they were able to have a lot of political influence there. In the article , Korea Fair Trade Commission clears Samsung use of tankard-essential patents against Apple, it refers to how Samsung used its power in Korea to basically influence these decisions. With Samsung being a massive part of Koreans market they were able to get their essentials patents against Apple cleared allowing them to continue operation as usual. (â€Å"SAMSUNG ENGINEERING. † Samsung Engineering) Intellectual Property and Other Legal Forces The fourth of the international environmental forces is intellectual property and other legal forces. The best way to sum up this section is given by, International Business, saying â€Å"International business is affected by many thousands of laws and isolations issued by states, nations, and international organizations. The reason this is a really outstanding summary is because not only are international businesses subject to the laws of the countries they operate in, but also the states and even cities they are based in. The other few main points of this section include international legal forces, international dispute settlement, and intellectual property. International legal forces are governed by international l aws. International laws can be divided into two subcategories, public international law and private international law. Public international law can be defined as the relations between governments, including laws concerning diplomatic relations and all matters and obligations of those nations. (Ball, Donald) Private international law are the laws concerning the transactions of individuals and companies crossing international borders. (â€Å"Private International Law. † U. S. Department of State) International laws come from several different sources, but the main and most important of these are treaties between nations. Ball, Donald) A treaty is basically an agreement under international law, and can also be known as â€Å"an agreement, protocol, covenant, invention, pact, or exchange of letters, and all of these forms of agreements are, under international law, equally considered treaties and the rules are the same† (â€Å"Treaty. † Wisped) Some International organizations have been created to provide a forum to help create treaties between different countries. A few examples of these would the United Nations or the European Union. Handling international laws are great, but without being able to enforce them they lead nowhere, this is where international dispute settlement comes in. Litigation is the process conducted in order to determine and enforce legal rights, this is essentially the investigation process behind laws such as international treaties. This process can be incredibly complicated and expensive, and in addition to the trial itself the process can require a pretrial. A pretrial is essentially an pre investigation which requires all facts and relevant information to the litigation from both sides to come forth. Ball, Donald) The other part of international dispute settlement is arbitration. Arbitration is a process agreed to by both parties that instead of going to court, they will attend a neutral person or party the makes a binding decision. Legal Dictionary gives a great summary of arbitration, saying † Arbitration is a well- established and widely used means to end disputes. It is one of several kinds of Alternative Dispute Resolution, which provide parties to a controversy with a choice other than litigation. Unlike litigation, arbitration takes place out of court: the two sides select an impartial third party, known as an arbitrator; agree in advance to comply with the arbitrator’s award; and then participate in a hearing at which both sides can present evidence and testimony. The arbitrator’s decision is usually final, and courts rarely reexamine it. (10) Intellectual property encompasses many different exclusive manufacturing rights. These are patents, trademarks, trade names, copyrights, each which have their own separate meaning and purpose. A patent in the United States is defined as, â€Å"an intellectual property right granted by the Government of the United States of America to an inventor â€Å"to exclude others from making, using, offering for sale, or selling the invention throughout the United States or importing the invention into the United States† for a limited time in exchange for public disclosure of the invention when the patent is granted. (11) A trademark or trade name can be defined as, â€Å"A shape, a color, design, catchy phrase, abbreviation, or sound used by merchants or manufacturers to designate and differentiate their products. (Ball, Donald) A copy right is, â€Å"Exclusive legal rights of authors, composers, creators of software, playwrights, artists, and publishers to publish and dispose of their works† and are protected under the Berne Convention of 1886 which is adhered to by 164 countries. (Ball, Donald) Possibly one of the biggest legal battles regarding intellectual proper ty in history is a battle still being fought today. That battle is Apple Inc v. Samsung Electronics Co. These cases are strictly regarding the design of smartness and tablets. The spring of 2011 apple began litigation over several patent infringements by Samsung. (United States District Court) Eventually the litigation opened up to 19 different cases spanning across ten different countries. (Liableness, Chloe) A basic summary of this case is that apple patented the shape of its phone and the color design and layout of its SO right before the release of the first Phone in 2007. In 2011 Apple opened up some cases against Samsung referring to Samsung breaking patents, trademarks, ND the use of its style over multiple devices. (â€Å"Apple Inc. . Samsung Electronics Co. , Ltd. † Wisped. ) After a few months in dispute apple submitted evidence of side by side comparison between an phone and a specific galaxy model. This evidence turned out to be tampered with which lead to even further investigation. (Liableness, Chloe) Since the cases were opened, there have been multiple trials and appeals. This has lead to some countries fully banning Samsung products , and countries punishing Apple forcing them to essentially pay to Samsung for slandering their name. (â€Å"Apple Inc. V. Samsung Electronics Co. , Ltd. Wisped. ) International Monetary Arrangements and Terrorism International monetary system and terrorism have a large impact on how some international businesses are able to operate. One of the major factors in the international monetary system is Foreign Exchange. The reason why this is a large factory is because most corporations like to do business in their own currency, because then they don’t have to assume the risk that can come with currency exchange. (Ball, Donald). This is prevalent because it can cause major problems when converting to other currencies. Samsung being one of the world largest manufacturers and suppliers of electronics faces themselves working with many different currency on a daily basis. Being the largest Smartened supplier in the world they deal with a large amount of exchanges. This is because some of their phone parts are produced in different nations, and then sold in almost of every country around the world. Ethical Issue One of the probably the biggest ethical issues faced before Samsung is the entire child labor debacle in 2012. In 2012 Samsung was investigated for using illegal labor practices in their Chinese manufacturing facilities. The claims against Samsung were that in some cases were that employees were working 16 hour days, and also that some employees were under the legal working age of 16 years old. (windcheaters. Com) After the investigations were complete Samsung was found guilty of these practices, but that they were not the ones responsible for these practices. They were able to essentially cover their tracks in these cases and switch a majority of the blame. (Grandson, Odin) Samsung probably didn’t portray Christian values in this situation, as they were not respecting the laws in that country. This is finitely a large issue in the manufacturing process, as it is able to provide cheap labor for their company. Conclusion Samsung is an international company that is effected by the different international force of business on a daily basis. These forces determine everything from where and when to sell products, how to ship, where to manufacture a long with a multitude of other things. Samsung is also faced with ethical issues. Through the thick and thin Samsung has been able to use these forces to put themselves at the head of the pack becoming a leader in international electronic manufacturing. How to cite Forces in International Business, Papers

Demand Effects On Product Categories-Free-Samples-Myassignment

Questions: 1.As a producer, why is it important to consider the price elasticity of demand of your product when setting the price you are going to charge? 2.Explain the difference between comparative advantage an absolute advantage. Answers: 1.Introduction Price elasticity of demand can be specified a measure applied to present the responsiveness or elasticity of the quantity demanded to change in its price. Present report revolves around the analysis relating to impact on the price elasticity of demand for the product while setting the price. Analysis Impact of price elasticity of demand for product while setting its price Price Elasticity of Demand is referred as a measure of change in quantity demanded corresponding to change in the price of the product after considering other factors of demand like income, customer choice, etc. constant. It can be said as an essential aspect for analysing the responsiveness of consumers regarding fluctuation of pricing (Gelp, Wilms Croux, 2016). The product is deemed to have elastic demand in case the change in price is significant to change in demand. It can also be said as that a small change in price leads to a greater change in quantity demanded. The specified scenario is vice-versa in the case of products having inelastic demand. It means a change in price does not have a significant change in demand for the product. Price elasticity is the main variant while ascertaining the price which is to be charged from the customer as an inelastic demand allows for a more varied mix of pricing which comprises promotional pricing and discounting (Gillespie, 2014). Further, the price is ascertained after considering the required profitability and desired market share. Conclusion Above study depicts that price elasticity of demand plays a vital role in ascertaining the price of the product. Thus is it essential for producer to consider this aspect to make optimum utilization of available resources and to make increase in sales. 2.Introduction This part of study will discuss comparative advantage and absolute advantage by considering relevant example and connectivity of the same with Production possibilities frontiers in order to explain trade benefits. Analysis Difference between comparative advantage and absolute advantage Absolute advantage refers to the capability of producing more products with the application of less resource in comparison of competing for the entity. On the other hand comparative advantage refers to the capability of producing or manufacturing a specific good at lower opportunity and marginal cost in comparison to another party. Suppose Nation 1 and Nation 2 have resources for producing either Computer or Mobile phones, but both options cannot be selected on the simulatneous basis. Nation 1 can make production of 40,000 of computers or 1,00,000 of mobile phones. On the other hand Nation 2 can make production of 30,000 of computers or 1,50,000 of airplanes. PPF for both the nations is as follows: Figure 1: PPF of nation 1 Figure 2: PPF of nation B In the present case, both country can select only few combinations if they operate individually but with the trade benefits they will be able to committing 100% of their productivity and can attain higher production for both the products. Option of trade will provide complete specialization to both the countries. Conclusion It can be concluded from another part of the report that existence of comparative advantage provide benefit to both the parties from trading as each party will receive good at a price lower than it opportunity cost of producing that goo References Books and Journals Gelper, S., Wilms, I., Croux, C. (2016). Identifying demand effects in a large network of product categories.Journal of Retailing,92(1), 25-39. Levchenko, A. A., Zhang, J. (2016). The evolution of comparative advantage: Measurement and welfare implications.Journal of Monetary Economics,78, 96-111. Mert, M. (2016). Measuring Economic Growth and Its Relation with Production Possibility Frontier and Returns to Scale. Gillespie, A. (2014).Foundations of economics. Oxford University Press, USA