Identity Formation and Globalization Essay Example | Topics and Well Written Essays - 3000 words

Identity Formation and Globalization - Essay Example The term "globalisation", in essence, refers to the change of spatial and temporal limitations, which is the reduction of distance because of the remarkable reduction in the time required to bridge spatial differences which has, in turn, caused the slow integration of economic, social and political space across state borders. Even though, globalisation is often solely related to the financial field, which is with processes of distribution, production and consumption along with financial services and growing global trade, financial globalisation is intractably interwoven with changes in the cultural, social and political fields. In addition, globalisation is an extremely multifaceted and complex occurrence. There is, on the one hand, the tendency towards synchronisation, homogeneity, unity, integration and universalism. Also, there is the tendency for localisation, differentiation, heterogeneity, particularism and variety. These procedures are intricately intertwined. They represent, in reality, two sides of the same coin. Hence, the phrase "globalisations" is at times used to show that globalisation is not an ever-present or standardised process, but involves a variety of manifests, terrains differently in diverse contexts. The term – "globalisation" – is used to show that globalisation has different effects for individuals in diverse contexts (Cunningham, 2001). In this rapid globalising planet with all its challenges, struggles for identity have come out as one of the most outstanding traits of the cultural, social and political field.... According to the cultural scientist, this outburst has since 1996 prompted an avalanche. A few other features of modern life have succeeded in drawing the same amount of awareness. "Identity studies" has not only turned into a thriving industry, but the concept of identity has also turned into the prism through which a majority other features of modern life are premeditated. Even traditional issues of social analysis are reformulated and refurbished to fit into the identity dialogue (Cunningham, 2001). Hence, discussions on "equality" and "justice" are discussed in terms of acknowledgment of the right to a separate identity. Culture also is studied in terms of categorical, individual and/or group differences and thoughts such as "hybridity" and "creolisation". In addition, political dialogues often centre on group or individual rights. Talks about identity are, nevertheless, not limited to the ivory towers of academic circles. Also, struggles of identity have become an essential elem ent of intra-individual procedures, as well as of the political, and social scene. As such, struggles and discourses of identity have significant and extensive implications for policymaking on every level. Also, in an endeavor to develop national, local and global people-centered rules, with regard to information and communication technologies, as well as the media, cognizance will have to be taken of these struggles and discourses. Given the importance and prominence of these struggles and discourses and their far-reaching effects, this paper will look at a number of definitions of identity. In addition, it will give attention to the complicated relationship between processes related to globalisation on a variety of levels and struggles for identity. In echoing on identity discourses on

Get a grip, Minnesota, about our skeeters Essay Example | Topics and Well Written Essays - 250 words

Get a grip, Minnesota, about our skeeters - Essay Example She points out that, while West Nile and other mosquito-spread diseases are serious, the number of cases are nowhere near enough to warrant spending as much as is being spent by Minnesota. After all, flu cases kill far more a year yet we don't do much public-policy-wise except vaccinate. People die from bee stings or car chases far more often, but Minnesota hasn't spent time on bee control or better traffic safety. She doesn't make this argument, but there is also an obvious ecological concern. Pesticides don't just pollute water and threaten to poison people: They also kill all sorts of other animals. And killing a part of the ecosystem always has ramifications. Mosquitos pollinate grasses and act as predators and as prey: Killing them or, worse, poisoning them, can cause cascading effects that harms birds, frogs, etc. The fact that it's a local article means that it's important to bear in mind that Helgen is arguing specifically about Minnesota. Maybe Latin Americans should spend m oney on controlling mosquitoes; Helgen's arguments don't apply there. But her position does clearly apply to the situation of the Minnesota tax payer.

World Religions Report HUM-130 Essay Example for Free

World Religions Report HUM-130 Essay The religion that I have chosen to discuss is the Jewish religion, or Judaism. In seeking information about Judaism, I conducted an interview at the Beth Israel Congregation near downtown Fayetteville, North Carolina. The synagogue is located at 2204 Morganton Rd., only a few miles from downtown Fayetteville and only a few miles from a major shopping mall in the area. Upon arriving at the synagogue in the afternoon heat of nearly 90 degrees, I was surprised to see the plush gardens to one side of the building. There is a beautiful walking path through a well-manicured lawn. The concrete path leads to a rectangular gazebo overgrown with vine. The small to medium trees and bushes on the property are perfectly maintained and are arrayed in vibrant colors. As I made my way to the front entrance, I noted the light colored brickwork and matching stonework on the front of the building. The building itself gives the appearance of a two story structure with its abstract sculpture, but upon further investigation, the highest part of the building is simple a raised inner ceiling. When I entered the building, I was greeted by Rabbi Yosef Levanon and conducted to his office for my interview after a brief look around the synagogue, which did not include . The Rabbi seems to be a pleasant man who showed a great deal of patients in setting up and carrying out the interview. Through conducting the interview, I found that the Fayetteville, NC Beth Israel congregation had originally been given a charter as an Orthodox Jewish Faith. The Beth Israel Congregation was established in May of 1917. The first brick of foundation was not laid until 1922. This original Beth Israel Synagogue was at a location on Cool Spring Street in Fayetteville, NC. The building that is now the Beth Israel Congregation worship center was constructed on Morganton Rd. in 1950, and dedicated in December of that year. Growth through the years prompted expansion with the addition of classrooms and a sanctuary. In October of 1972, the congregation changed its by-laws and became a Conservative Congregation. In approximately 1995 or 1996, they began to include women in the aliyahs. This is the Law of Return in which any Jew may claim the legal right to assisted migration and settlement in Israel. This includes automatic citizenship (Wikipedia, 2008). In 1998, the congregation began including women in the minyan (a quorum of 10 men required for certain prayers) (Y.  Levanon, personal communication, August 6, 2008). My interview with Rabbi Levanon covered a number of other issues. When asked what the important holidays and traditions of Judaism are, the rabbi responded that the Sukkot, Purim, Passover, Sabbath, Shavot, Rosh Hashanah, and the Day of Atonement were all important to the Jewish faith. I then asked which he felt were the most important of these. He responded that the Passover and Day of Atonement were probably the most important. The rabbi maintains the position that Judaism has shaped his life in that it guides the way that he behaves, his thoughts, and how he relates to other people in everyday life. The biggest challenge that he or other Jews face is maintaining their own identity. The rabbi states, Like any other minority in a bigger culture, it is not easy for the minority to maintain their identity apart from the bigger culture. I was pleasantly surprised to learn that even though they struggle to maintain their distinct identities in a nation surrounded by other religions and influences, neither the rabbi nor and his family have experienced discrimination because of their religious preferences or practices. Rabbi Levanon seemed a little confused as to the specific identity of the Jewish people. When asked if he considers Judaism to be a religion, a race, a nationality, or a Jewish state, the rabbi stated that Judaism is a religion and a nationality. I again asked him if he considered Judaism to be a race, to which he replied, No. I then asked what race he would consider himself to be. He stated that he considers himself a Jewish Caucasian, meaning that he views Jewish is a race as well. In determining that the rabbi considers Judaism to be a race, I asked what his thoughts are on religious pluralism and if it has influenced members of the Jewish community. Considering that Jews are exposed to people of many different religious backgrounds all throughout the world, rabbi Levanon believe that such exposure may lead to some Jewish people being assimilated into the societies and religions to which they are exposed. Assimilation is something that the rabbi endeavors to avoid in order to main tain his own identity as a Jew. In order for the Jewish people to maintain their identity in the modern world, they must remain steadfast in their faith and practices. Another challenge to this is the interfaith movement. The rabbi supports the interfaith movement because it is a †¦good idea to have a dialog among people of different races to remove prejudice, to remove indifference, to remove misunderstandings. He does not believe that the interfaith movement requires that people of different faiths find a common religious ground, however. The rabbi states that, If you are a good person, you should be tolerant of other opinions (and) religious faiths. The interfaith movement provides for people of different faiths to come together in discussion to promote understanding, not commonality. Rabbi Levanon believes that there are many paths to the Divine, not a single path found by following any particular religion. The effect that the interfaith movement has on Jewish teachings deny the icons of other religious faiths, such as Jesus Christ or Muhammad, is to encourage members to be respectful of all religious beliefs and maintain open-mindedness about the opinions of others. They also teach that the Jewish people should respect the opinions carried by other faiths. As a testament to this open-mindedness, the Beth Israel Synagogue encourages interfaith marriage and has many such unions within its congregation. The congregation and leadership of the Beth Israel Synagogue in Fayetteville, NC feel a very close connection to Israel. In addition, they fully support the nation of Israel and believe strongly that the political climate in the United States can directly affect the national security of Israel. This is because Israel needs the international political support of the United States in order to maintain a positive image and protect itself from unprovoked attacks by its enemies. This is a true analysis considering that Israel is surrounded by 22 Arab or Islamic nations (Brumfield, n.d.), many of them hostile towards Israel. The tiny country of only 8,000 square miles is in a very precarious position. Clearly, Israel could not survive without strong Western allies. Since some of the most radical Islamic organizations and countries surround the nation of Israel, it seems fitting that Islam be the subject of comparison to Judaism. Islam, like Judaism and Christianity, is an Abrahamic  religion (Brumfield, n.d.). This means that all three religions can trace their roots to Abraham. Islam teaches that Allah (the God of Islam) revealed His word to certain prophets. These prophets were Adam, Noah, Abraham, Moses, Jesus, with Muhammad being the last prophet of Allah. Muslims also believe that the Quran is flawless, indisputable, and the final revelation of Allah. Brumfield also states that Muslim teaching includes the belief that parts of the Gospels, the Torah, and the Jewish prophetic books have been forgotten, misinterpreted, or distorted by their followers. Therefore, the original message has been corrupted over time, making the Quran a correction of Jewish and Christian Scriptures.Islam and Judaism are similar in many of their basic tenants. Bo th religions teach that there is only one God. In addition, both teach that God is strictly monotheistic being only one divinity and not plural. Both religions have similar teachings that God is all-powerful and non-corporeal, non-physical, and eternal. The Muslim faith states eternal as He never begot, nor was begotten. (Brumfield, n.d.). In addition, Islam and Judaism share the teachings that none is worthy of the offering of prayer except God. Both Judaism and Islam believe that there can be no intermediary to communication with God. Both religions teach that the word of the prophets are true, though they disagree on whom Gods final prophet was. Judaism holds the belief that Moses was the last prophet and the five books of Moses, known as the Torah, is the primary book guiding their faith, along with the written Talmud. Islam teaches that after Moses, Jesus Christ was a prophet, followed by the final prophet, Muhammad. Islam also teaches that the Quran is the final word of God, which they use to guide their faith. The Muslim and Jewish faiths have more differences in teachings than which book to follow, or what prophet(s) to believe in. Muslims also pray five times per day, as compared to the Jewish tradition of praying three times per day. The Muslim faith teaches that they are the chosen people of God. The Jewish faith teaches that they are the chosen people of God and there will come a Jewish Messiah (moshiach) to Earth, possibly to initiate a messianic era. The Jewish faith also teaches that each persons soul is pure at birth, but humanity is born with the propensity to do both good and evil. In contrast, Islam seeks to forbid what is evil (Nahi-anil-Munkar). Both  religions believe in a resurrection and pursuing the approval of God. While Judaism allows conversion to other religions, Islamic law forbids this and is punishable by death in many Islamic countries such as Saudi Arabia, Qatar, Yemen, Iran, Sudan, Pakistan, and Mauritania. Another major point of contrast between Judaism and Islam is the multiple times the Jewish people have been subjugated multiple times by other nations. After the reign of King Solomon ended in 927 BC (Schoenberg, 2008), Israel split into two separate kingdoms, the Kingdom of Israel in the north and the Kingdom of Judah in the south. At separate times after this split, outside forces conquered both kingdoms. The Kingdom of Israel fell to the Assyrians in the eighth century BC, and the Kingdom of Judah was conquered by Babylonia in the sixth century BC. 70 years after this occurred, some Jews returned to Jerusalem following the downfall of Babylonia. The Romans later conquered them. During this time, the Roman Empire defeated two revolt attempts by the Jewish people. After the fall of the Western Roman Empire in 476 AD (Trueman, 2008), the Jews were again able to retake Jerusalem. In all, ownership of Jerusalem changed 17 times throughout the citys history. The nation of Israel itself was not established until three years after the end of World War 2. Before and during World War 2, the Jewish people were being imprisoned, tortured, then slaughtered by the millions by the Nazis of Germany as they sought to cleanse their territories of the so called non-Aryans who they believed to be lesser human beings than true Germans (Aryans) (Bankier, 2008). Repeated subjugation and near extermination. By the end of World War 2, German forces had killed an estimated 5.6 million to 5.9 million Jews, 1.2 million of which were children. The followers of Islam have not suffered anything remotely similar to this near genocide or the multiple conquerors that the Jewish people have endured. Another difference between Islam and Judaism is the radical factions within Islam that sponsor and conduct terrorist actions, bombing and rocket attacks on Israeli soil, and the goal of destroying Judaism altogether. Islamic nations such as Iran and Syria have dedicated resources towards the destruction of Israel. Despite the thousands of years of subjugation of the  Jewish people throughout history, and the near extermination of the Jewish race, Judaism has grown into one of the three largest religions in the world. The nation of Israel has become one of the strongest countries in the Middle East. Judaism is one of the most peaceful of the major world religions, only using military force to defend itself. In addition, much of the Jewish leadership has embraced the practice of working to foster understanding and respect between their religion and other religions throughout the world. Though Islam and Judaism share several common beliefs and a common root founder in Abraham, the religions are very different in terms of suffering by its people and levels of aggression by radical factions and governments alike. References Aliyah, (2008). Wikipedia, the Free Encyclopedia. Retrieved August 6, 2008, from Wikipediawebsite: http://en.wikipedia.org/wiki/AliyahBankier, D. (2008). Holocaust. In MSN Encarta [Web]. Retrieved August 6, 2008, fromhttp://encarta.msn.com/encyclopedia_761559508/holocaust.htmlBrumfield, B. (n.d.). Islam. Retrieved August 6, 2008 from Israels Messiah website:http://israelsmessiah.com/religions/islam/beliefs.htmBrumfield, B. (n.d.). Palestinians: Israel, politically and geographically. Retrieved August 6,2008 from Israels Messiah website:http://www.israelsmessiah.com/palestinian_refugees/israel_vs_arabs.htmSchoenberg, S. (2008). Jewish virtual library: Solomon. Retrieved August 7, 2008 from theJewish virtual library website:http://www.jewishvirtuallibrary.org/jsource/biography/Solomon.htmlTrueman, C. (2008). History Learning Site, A History of Ancient Rome: The fall of AncientRome. Retrieved from the History learning site website:http://www.historylearningsite.co.uk/fall_of_ancient_rom e.htm

A Modern Synthesis of Science with Eastern Christianity Essay -- Philo

Introduction Since the dawn of consciousness, humans have strived to understand the world around them and their place in it. From the first naturalistic surveys of the flora and fauna of the earth painted on the rocky walls of fire-lit caves millennia ago to the enormously complex investigations into quantum physics ventured at today’s particle accelerators, human curiosity has known no bounds. By way of organizing the countless questions posed and answers sought, broad conceptions of "science," "reason," "philosophy," and "religion" have been created and debated by humankind for centuries. Beginning in earnest during the Age of Reason following the Renaissance, two distinct ways of understanding the world seemed to form. On one hand, understanding could be realized by rational thought, reason, and the applications of science. On the other, understanding could be achieved by faith in some divine presence, the application of religion. A philosophical conflict quickly developed between the t wo camps: what should reign supreme in human understanding of the world—science or religion? The debate had no clear-cut answer, and only tautological methods of prioritizing one over the other. Various ways of relating science and religion have been proposed and adopted in the past century or two. As summarized by Ian Barbour in his Religion and Science, philosophers concerned with the interaction (or lack thereof) of science and religion have been left with four broad options: Conflict, Independence, Dialogue, and Integration. The divisions proceed from fundamental ideas about how science and religion, in very general terms, operate and work in the world. Conceptions separating science and religion philosophically, arguing that they serve... ...otheses, models, experience, intuition, hypotheses, models†¦) . That the priorities of science and religion, and the pathways that each entity uses to progress, are so similar, and yet the entities themselves so separate, leads quite nicely into the dialogue position. Any consideration (investigations into the character of some object or an answer to some question) can involve both types of inquiry: "Nothing excludes the co-existence of faith and science when faith is not imaginary and science does not falsify its positive character with the use of metaphysics." Though full and harmonious integration may not be possible, a very useful, satisfying, complete dialogue between the right religious tradition and most scientific philosophies may easily produce a harmonious, complementary, synthesis to grant a better understanding of humanity and its place in the world.

High School Credits and Graduation Requirements

Noemi Robles English 101 Arguing a Position Rough Draft High School Credits and Graduation Requirements â€Å"In 1997, Chicago raised its graduation standards to well above what Illinois then requires, asking all students to complete all of the courses necessary for entry to competitive state universities†(1). Many people believed that this may cause many students to drop out, but in reality, the graduation rates improved. Now, we are currently facing a nationwide dilemma. Many high schools are cutting graduation requirements and taking away classes that are important to both the students and teachers.I propose that every high school nationwide should have at least seven courses to take and that every student will graduate with a minimum of twenty-six credits. The most credits a student can obtain is twenty-eight which will be applied in the system. Some schools such as a high school in Santa Ana, California have their students graduate with at least two-hundred and forty cred its essay writer reviews. In 2009, the district wanted to reduce the credits to two-hundred and twenty so more students will graduate. â€Å"By lowering them its just like saying we don't want to put our students to their full potential†(2).Although two-hundred and forty seems like a lot, a course is worth a lot of credits as well which averages out neatly. It would be easier to have every school change the number to twenty-eight and twenty-six so there isn't any confusion. The state of Texas already has this standard and in the past, the graduation requirements have changed many times. Reducing graduation credits will not make things easier for students, but it will affect their performance when they are preparing for college.This issue should be addressed to everyone so every generation can prepare for their futures and be successful. Many schools want to lower their graduation requirements so more students will finish school and so others won't have the urge to dropout. An other reason why lowering these requirements could benefit us is because it will cost less money if some courses are taken out which means fewer teachers as well. â€Å"Twenty-five percent of all students, nearly forty-percent of Black and Hispanic kids fail to graduate†(3).This could also help schools raise their attendance and raise the graduation rates. Since many believe that lowering the graduation requirements is a good thing, they don't realize how much it could actually affect the students who are taking fewer courses. The reason we have schools is to prepare us for college and to prepare for adulthood. Schools benefit us mentally, physically, and emotionally. We learn to interact with others, we learn about ourselves, and we learn different materials to help us understand the way things work and why we do them.Lowering the amount of credits needed to graduate isn't going to make us smarter or help us prepare for our futures. There are many hardworking students who wa nt to learn and taking away a few courses can affect many especially if it was a course students wanted to take. One disadvantage of lowering the graduation requirements is not being prepared for college and it could be harder to be accepted into a good college or university. â€Å"According to a recent national survey, an overwhelming eighty-one percent of high school students expect to attend college†(4).Now a high school diploma isn't enough to find a good job and live on your own. A college graduate will have a better chance of obtaining that job which will make finding a job a lot more difficult, which is the second disadvantage. Students need those extra classes that are being taken away to prepare them for college. â€Å"Because too many students are not learning the basic skills needed to succeed in college or work while they are in high school, the nation loses more than $3. 7 billion a year†(4). A higher education can help lead to a rewarding career and a hap pier life.Students attending any high school should have many opportunities to succeed therefore we shouldn't even consider taking away any courses or lowering the amount of credits needed to graduation. Another reason why we shouldn't lower the credits, is because many classes that students want to take as an elective may not be in the curriculum therefore, they won't have the opportunity to learn something they were looking forward to. Although there should be a number of required courses students should take, electives help students feel more excited to attend school and that elective could be something that they want to study in the future.Some AP courses may also be taken away if they were to lower the graduation requirements. Lastly, lowering the requirements will cause students to slack off in school because they will find it easier to graduate especially incoming freshmen who don't fully understand the importance the first year of high school, and can influence colleges and universities to decline their admission. â€Å"Another high school in Scott County in Kentucky realized that they needed to make reforms after analyzing statistics that showed that forty-five percent of their incoming freshmen were likely to fail at least one ninth-grade class†(5).Students should be inspired to achieve and if we lower their credits they won't have the opportunity to go as far as they are willing to go. Most public high schools in California get their money to pay for teachers and programs through the state. The state pays for schools through revenue, funds, and grants. The money comes directly from 21. 8% state revenue, 38. 4% state general purpose revenue, 1. 6% state lottery revenue, 9. 2% federal, 21. 4% local property taxes and fees, and 7. 6% from other local revenue.The funds that are used are unrestricted funds which can be used for any purposes and earmarked funds which can be used for specific purposes. The grants that are given to schools consist of the base grant (funding for ordinary classroom operations), special education grant (additional flexibility in the use of special education funds), opportunity to learn grant (funding for compensatory instructional services for disadvantage students), instructional improvement grant (funding for staff development and instructional services such as arts and technology programs), and charities (6).Money shouldn't be a big issue because schools can receive money in many ways. â€Å"Morton High School District 201 officials have cut the number of credits students need to graduate and lengthened class periods in what the board president calls ‘the most effective and practical way to save the district money'†(7). Even though they are lengthening the school day, the graduation requirements have dropped which means students will be taking less classes then before.Since money seems to be the biggest issue, schools should encourage students to improve their attendance and get be tter grades because the school can receive more money from that. This obstacle can be solved with just a little hard work and dedication. â€Å"Most children who attend public and private schools in the U. S. Spend between 175 to 185 days in the classroom a year and enjoy a summer break between the months of June and September. The average length of the school day is six hours. U. S.Students spend approximately 30% less time in school than students in other industrialized nations, putting them at a disadvantage as they compete in the global arena†(8). This is extremely important because we as a nation constantly want to become the best but yet the next generation is having a hard time competing in ‘the global arena' because America isn't providing longer school days and more classes for our students. High school shouldn't be as long as six hours because many students work and others are in extra-curricular activities.Students need that gap in order to complete any assig nments and to get enough sleep for the next day. Summer vacation is also a benefit to students because students can relax, be with family, and do many other activities that they wouldn't be able to do if they were attending school. We believe that schools should not be lengthened but in order to prevent students from forgetting what they learned before school ends, they should complete some summer work, especially for math. AP courses give summer work to prepare students, but the work they receive will not be as much, so students won't become stressed.Students will still be able to enjoy their long break from school but have the opportunity to learn as well. If we lowered our graduation rates, there would be less high school dropouts, less classes being failed, more high school graduates, and school districts will be able to save more money if they cut classes that they thought weren't important. If the requirements were made easier for students, they may be inspired to try more cha llenging courses as well. Although there are several key points to the opposing argument, students can still be challenged by having more courses to choose from.If the requirements are higher to graduate, they will try harder to achieve and students who enjoy participating in sports will be motivated to achieve because they have to be passing a certain amount of classes to be eligible. Overall, keeping the credits to at least twenty-six can benefit students in many ways. We should support students to try their best and to achieve their goals. Bibliography 1. Will Raising High School Graduation Requirements Cause More Students To Drop Out?. 25 March 2013. ;http://www. achieve. org/files/ImproveGradRates. pdf;. 2.Barboza, Tony. â€Å"Santa Ana seeks to ease high school graduation requirement. † Los Angeles Times. 08 Feb. 2009:1-2. 27 March 2013. ;http://articles. latimes. com/2009/feb/08/local;. 3. Downey, Maureen. 26 March 2013. ;http://blogs. ajc. com/get-schooled-blog/2010/0 6/02;. 4. Paying Double: Inadequate High Schools and Community College Remediation. 27 March 2013. ;http://www. allyed. org/files/archive;. 5. McCallumore, Kyle M. , and Ervin F. Sparapani. â€Å"The importance of the ninth grade on high school graduation rates and student success in high school. Gale Student Resources in Context. Web. 29 March 2013. 6. How California Schools Get Their Money. 29 March 2013. ;http://www. cbp. org/pdfs;. 7. Ruzich, Joseph. â€Å"Morton High Schools Cut Graduation Requirements to Save Money. † Chicago Tribune. 10 June 2010. Web. 28 March 2013. ;http://articles. chicagotribune. com/2010-06- 10/news/ct-met-0611-morton-bells-20100610_1_president-jeffry-pesek-number-of-credits;. 8. ProQuest Staff. â€Å"At Issue: School Schedule. † ProQuest LLC. 2012: n. pag. SIRS Issues Researcher. Web. 29 March 2013.

A Advertisement For Reebok s Sports - 943 Words

This advertisement, for Reebok, shows six pictures of J.J. Watt pulling weights behind him while running in a football stadium with fire behind him. On the bottom of the advertisement is the text, â€Å"PUMP TO FIT. FIT TO IGNITE.†. In the center of the advertisement is a concrete sidewalk with football turf on both sides and Reebok Zpump tennis shoes in the middle of the sidewalk, displaying the little round pump button on the tennis shoes. The thesis for this ad is: Wear these tennis shoes and you will be just as fast and explosive as J.J. Watt is on the football field. The purpose of this ad is to convince the audience to purchase these shoes. This Reebok advertisement, which is in Men’s Fitness, is intended for athletes, but most specifically football players. J.J. Watt is the most feared defensive end in the NFL and this advertisement helps athletes believe that they themselves can be just as good and explosive as J.J. Watt just by wearing these tennis shoes. J.J. Watt is shown in different stances as he takes off to run, which would most likely be the 40 yard dash, because he is shown on turf surrounded by a football stadium. At first, he starts off pulling the weights, which are attached to his waist. The advertisement shows the weights to be very heavy, which would suggest that the shoes help you become stronger and able to push a defender aside with ease. Secondly, you see J.J. Watt get into his stride with fire behind him, which would suggest he is exploding into hisShow MoreRelatedReebok Ad Campaigns1739 Words   |  7 PagesREEBOK Introduction: Reebok is the oldest running shoe company, having been started by a cobbler in the UK in the 1890s. Capitalizing on American Paul Fireman’s foresight into the dance craze, aerobic craze, and later the rise of casual street basketball shoes, Reebok quickly became the number-one selling running shoe, easily beating and staying ahead of the then near-15-year-old Nike. 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The Levels of Measurement in Statistics

Not all data is created equally. It is helpful to classify data sets by different criteria. Some is quantitative, and some are qualitative. Some data sets are continuous and some are discrete. Another way to separate data is to classify it into four levels of measurement: nominal, ordinal, interval and ratio. Different levels of measurement call for different statistical techniques. We will look at each of these levels of measurement.​ Nominal Level of Measurement The nominal level of measurement is the lowest of the four ways to characterize data. Nominal means in name only and that should help to remember what this level is all about. Nominal data deals with names, categories, or labels. Data at the nominal level is qualitative. Colors of eyes, yes or no responses to a survey, and favorite breakfast cereal all deal with the nominal level of measurement. Even some things with numbers associated with them, such as a number on the back of a football jersey, are nominal since it is used to name an individual player on the field. Data at this level cant be ordered in a meaningful way, and it makes no sense to calculate things such as means and standard deviations. Ordinal Level of Measurement The next level is called the ordinal level of measurement. Data at this level can be ordered, but no differences between the data can be taken that are meaningful. Here you should think of things like a list of the top ten cities to live. The data, here ten cities, are ranked from one to ten, but differences between the cities dont make much sense. Theres no way from looking at just the rankings to know how much better life is in city number 1 than city number 2. Another example of this are letter grades. You can order things so that A is higher than a B, but without any other information, there is no way of knowing how much better an A is from a B. As with the nominal level, data at the ordinal level should not be used in calculations. Interval Level of Measurement The interval level of measurement deals with data that can be ordered, and in which differences between the data does make sense. Data at this level does not have a starting point. The Fahrenheit and Celsius scales of temperatures are both examples of data at the interval level of measurement. You can talk about 30 degrees being 60 degrees less than 90 degrees, so differences do make sense. However, 0 degrees (in both scales) cold as it may be does not represent the total absence of temperature. Data at the interval level can be used in calculations. However, data at this level does lack one type of comparison. Even though 3 x 30 90, it is not correct to say that 90 degrees Celsius is three times as hot as 30 degrees Celsius. Ratio Level of Measurement The fourth and highest level of measurement is the ratio level. Data at the ratio level possess all of the features of the interval level, in addition to a zero value. Due to the presence of a zero, it now makes sense to compare the ratios of measurements. Phrases such as four times and twice are meaningful at the ratio level. Distances, in any system of measurement, give us data at the ratio level. A measurement such as 0 feet does make sense, as it represents no length. Furthermore, 2 feet is twice as long as 1 foot. So ratios can be formed between the data. At the ratio level of measurement, not only can sums and differences be calculated, but also ratios. One measurement can be divided by any nonzero measurement, and a meaningful number will result. Think Before You Calculate Given a list of Social Security numbers, its possible to do all sorts of calculations with them, but none of these calculations give anything meaningful. Whats one Social Security number divided by another one? A complete waste of your time, since Social Security numbers are at the nominal level of measurement. When you are given some data, think before you calculate. The level of measurement youre working with will determine what it makes sense to do.