Gift Giving Essays - Simple Living, Giving, Gift, Free Essays

Gift Giving Essays - Simple Living, Giving, Gift, Free Essays Gift Giving Some people think that a birthday present must be a surprise. Others prefer to hint or let their friends and relatives know what they would like to get as a present. Essay | - Recieving birthday gifts is an antient tradition. Almost all people like it. At the same time, some people think that present must be a surprise and others consider that a person who are presented with a gift should remain in ignorance. To my mind, I support the first opinion, because a like surprises. Firstly, I think that the feel of curiosity and excitement is the main part of any present. It gives me a lot of positive emotions when I open a gift from somebody. Secondly, getting gifts we can see how many people really know us. Meanwhile, there is an opposite opinion to presented above. Supporters of it believe that everybody should know what kind of present he get. They claim that the most important thing in the gift is its practicality. I completely disagree with this statement, because I consider that the most important part of the gift is getting positive emotions. To sum up, I strongly believe that a birthday present should always remain a surprise, because the main thing is to make a presented person happy .

What You Can Learn From the FHLC

What You Can Learn From the FHLC The Family History Library Catalog, the gem of the Family History Library, describes over 2 million rolls of microfilm and hundreds of thousands of books and maps. It does not contain the actual records, however, only descriptions of them - but is an important step in the digital genealogy process for learning about what records might be available for your area of interest. The records described in the Family History Library Catalog (FHLC) come from throughout the world. This catalog is also available on CD and microfiche at the Family History Library and at local Family History Centers, but to have it available for searching online is of amazing benefit. You can do much of your research from home at whatever time is convenient and, therefore, maximize your research time at your local Family History Center (FHC). To access the online version of the Family History Library Catalog go to the Familysearch homepage (www.familysearch.org) and select Library Catalog from the Library navigation tab at the top of the page. Here you are presented with the following options: Place Search - Use this option to find catalog entries about a place or for records from a place.Surname Search - Use this option to find catalog entries about records that include a specific surname, such as written family histories.Keyword Search - Use this option to find catalog entries about records that contain a certain word or phrase. You can use this to search for keywords in titles, authors, places, series, and subjects.Title Search - Use this option to find catalog entries about records that contain a certain word or combination of words in the title.Film/Fiche Search - Use a Film/Fiche Search to find the titles of items on a specific microfilm or microfiche in the Family History Library Catalog.Author Search - Use an Author Search to find the Author Details record for a person, church, society, government agency, and so forth identified as an author of a specific reference. The Author Details record lists titles linked to the author and may include notes and references.Cal l Number Search - Use a Call Number Search to find an item by its call number (the number used to locate items on the shelves in the Family History Library or the FamilySearch Center). Lets start with the place search, as this is the one that we find the most useful. The place search screen contains two boxes: PlacePart of (optional) In the first box, type the place you want to find entries for. We  would suggest that you start your search with a very specific place name, such as a city, town or county. The Family History Library contains a huge amount of information and if you search on something broad (such as a country) you will end up with too many results to wade through. The second field is optional. Since many places have the same names, you can limit your search by adding a jurisdiction (a larger geographic area that includes your search location) of the place you want to find. For example, you can add the state name in the second box after entering a county name in the first box. If you do not know the name of the jurisdiction, then just search on the location name itself. The catalog will return a list of all jurisdictions which contain that particular place name and you can then select the one which best meets your expectations. Place Search Tips Keep in mind while searching, that the names of the countries in the FHL catalog are in English, but the names of the states, provinces, regions, cities, towns and other jurisdictions are in the language of the country in which they are located. Place Search will only find the information if it is part of the place-name. For example, if we  searched for North Carolina in the above example, our results list would show places named North Carolina (there is only one - the U.S. State of N.C.), but it would not list places in North Carolina. To see places that are part of North Carolina, select View Related Places. The next screen would display all counties in North Carolina. To see the towns in one of the counties, you would click on the county, then click View Related Places again. The more specific you make your search, the shorter your lists of results will be. If you have trouble finding a specific location, dont just conclude that the catalog does not have records for that place. There are many reasons why you may be having difficulties. Before you give up your search, be sure to try the following strategies: Be sure you typed the place-name correctly.If you qualified your search with another jurisdiction, try the search again without this qualification.Search for records using a larger jurisdiction. For example, if you cannot find records for a town, search for county records. Once you locate the place for which you are looking, you will be presented with a list of places. If you qualified your search with another jurisdiction, the list should be short. If you did not qualify your search, the list may be long. If the list shows the place you want, click on the place-name to see the Place Details record. This records usually contain the following items: View Related Places  - Clicking on this button will give you a list of other places you might be interested in.Notes  - A few historical facts and details about the placeTopics  - A list of topics for which records are available that relate to the place that you are looking for. This list might include such topics as: biographies, cemeteries, census records, church records, guardianship records, history, land and property records, maps, military history, tax records, vital records, voting records, etc. To best explain what is available in the Family History Library Catalog, it is easiest to take you step-by-step through a search. Begin by doing a  place search  for Edgecombe. The only result will be for Edgecombe County, North Carolina - so next select this option. From the list of available topics for Edgecombe County, North Carolina, we are  first going to select Bible Records, as this is the first source which the Catalog Helper suggested for information on our great, great grandmothers maiden name. The next screen which comes up lists the titles and authors available for the topic which we selected. In our case, there is only one Bible Record entry listed. Topic: North Carolina, Edgecombe - Bible recordsTitles:  Bible records of early Edgecombe Williams, Ruth Smith Click on one of your result titles to learn more information. Now you are given the complete catalog entry of the title you selected. [blockquote shadeyes]Title:  Bible records of early EdgecombeStmnt.Resp.:  by Ruth Smith Williams and Margarette Glenn GriffinAuthors:  Williams, Ruth Smith (Main Author) Griffin, Margarette Glenn (Added Author)Notes:  Includes index.Subjects:  North Carolina, Edgecombe - Vital records North Carolina, Edgecombe - Bible recordsFormat:  Books/Monographs (On Fiche)Language:  EnglishPublication:  Salt Lake City: Filmed by the Genealogical Society of Utah, 1992Physical:  5 microfiche reels; 11 x 15 cm. If this title has been microfilmed, the View Film Notes button appears. Click on it to see a description of the microfilm(s) or microfiche and to obtain microfilm or microfiche numbers for ordering the film through your local Family History Center. Most items can be ordered for viewing at your local Family History Center, though a few cannot due to licensing regulations. Before ordering microfilms or microfiche, please check the Notes field for your title. Any restrictions on the use of the item will be mentioned there. [blockquote shadeyes]  Title:  Bible records of early EdgecombeAuthors:  Williams, Ruth Smith (Main Author) Griffin, Margarette Glenn (Added Author)Note:  Bible records of early EdgecombeLocation:  Film FHL US/CAN Fiche 6100369 Congratulations! Youve found it. The FHL US/CAN Fiche number in the lower right-hand corner is the number which you will need to order this film from your local family history center. Place search is probably the most useful search for the FHLC, as the librarys collection is primarily organized by location. There are several other search options open to you, however. Each of these searches has a specific purpose for which it is very useful. The searches do not allow wildcard characters (*), but do allow you to type in only part of a search term (i.e. Cri for Crisp): Surname Search A surname search is primarily used to find published family histories. It will not find surnames listed in individual microfilm records such as census records. A surname search will provide you with a list of titles of catalog entries tied to surnames that match your search and the main author for each title. Some of the published family histories are only available in book form and have not been microfilmed. Books listed in the Family History Library Catalog cannot be sent to Family History Centers. You can request that a book is microfilmed, however (ask a staff member at your FHC for help), but this may take several months if the library has to obtain copyright permission to do so. It may be faster to try to obtain the book elsewhere, such as a public library or from the publisher. Author Search This search is primarily used to find catalog entries by or about a certain person, organization, church, etc. The author search finds records which include the name you typed as the author or the subject, so it is especially useful for finding biographies and autobiographies. If you are looking for a person, type the surname in the Surname or Corporate Name box. Unless you have a very rare surname, we would also type all or part of the first name in the First Name box to help limit your search. If you are looking for an organization, type all or part of the name into the Surname or Corporate box. Film/Fiche Search Use this search to find the titles of items on a specific microfilm or microfiche. It is a very exact search and will only return the titles on the particular microfilm or microfiche number that you input. The results will include an item summary and the author for each item on the microfilm. The Film Notes may contain a more detailed description of what is on the microfilm or microfiche. To view this additional information, select the title and then click on View Film Notes. Film/Fiche search is especially useful for finding the records available on a film/fiche which is listed as a reference in Ancestral File or the IGI. We also use the film/fiche search to look for additional background on any film we plan to order because sometimes the film/fiche search will include references to other relevant microfilm numbers. Call Number Search Use this search if you know the call number of a book or other printed source (maps, periodicals, etc.) and want to learn more about what records it contains. On a book’s label, call numbers are usually printed on two or more lines. To include both lines of the call number in your search, type in the information from the top line, then a space, and then the information from the bottom line. Unlike other searches, this one is case-sensitive, so be sure to type in upper and lower case letters where appropriate. Call number search is probably the least used of all of the searches, but can still be very useful in cases where people list an item and its call number as a reference source without any indication to the information which it contains. The online Family History Library Catalog is a window to the two million plus records (print and microfilm) which the Family History Library maintains in its collection. For those of us around the world who cant easily make it to Salt Lake City, UT, it is absolutely invaluable both as an avenue for research and as a learning tool. Practice using the different searches and play around with different techniques and you may find yourself amazed at the things you find.

IDiscusson board reply645 Coursework Example | Topics and Well Written Essays - 250 words - 1

IDiscusson board reply645 - Coursework Example The Bible is full of teachings on rewards that should be fair and just (Deuteronomy 25:4). In most of Jesus’ teachings, one will be rewarded for what they have done. In business, this sets a yardstick for just and consistent compensations. The same principles are applicable to person-focused pay systems. Skills are acknowledged in the Bible the same way they are acknowledged in the business world as basis of competency-based pay. In 2 Chronicles 2:3, Huram-Abi is preferentially sent because he is â€Å"a man of great skill.† NIV (â€Å"BibleGateway.com,† n.d.). In the same way, Ecclesiastes 10:10 states that â€Å"If the ax is dull and its edge unsharpened, more strength is needed, but skill will bring success.† NIV. Those in leadership, according to the Word of God, should lead in all diligence and Colossians 3:23 admonish everyone that â€Å"whatsoever you do, do it heartily, as to the Lord, and not unto men.† (AKJV). As such, everything one does should be to perfection and justly. The Bible is sensitive to equitable pay to everyone (PETER, n.d.), including the top executive by giving an analogy of an ox that ploughs in Deuteronomy 25:4 that says â€Å"Do not muzzle an ox while it is treading out

The management strategy of Blackberry Essay Example | Topics and Well Written Essays - 2500 words

The management strategy of Blackberry - Essay Example Center of discussion in this paper is Blackberry as a major player in the smart phone and mobile email markets around the world. The brand was designed and developed by the Canadian firm Research in Motion (RIM) and has been operational in the smart phone markets since 1999. The typical Blackberry device is created to function as a personal digital assistant, portable media player, internet browser, gaming device and many other similar functions. The largest competitive advantage available to Blackberry devices in comparison to other smart phones is their ability to send and receive push email and instant messaging while preserving a lot of security through patented encryption methods. Typical Blackberry devices support many instant messaging features including the Blackberry Messenger. For the fiscal year 2011, Blackberry sales accounted for 3% of all mobile device sales around the world. This makes RIM the sixth most popular device manufacturer in the world, as 25% of all mobile de vices manufactured in the world are smart phones. The trademark Blackberry Internet Service is offered in 91 countries through some 500 mobile service operators who provide differing mobile technologies. An estimate from October 2011 places the number of global Blackberry subscribers at 70 million. The greatest market penetration of Blackberry smart phones is in the Caribbean and Latin America with market penetration levels of up to 45% in the region. ... s that Android has the largest market share at 13% followed by Blackberry at 10% with Apple lagging behind at 9% while Windows Phone stands at a measly 1% only. The British market is also seeing a general increase in smart phones in the overall mobile phone market. Within this scope of expansion, the share of RIM increased by 4% while Apple expanded by 2% to their overall market share. However, these increases pale in comparison to strides by Android that grew to twice its previous market size. The increase from Android’s end can largely be attributed to mid-range headsets manufactured by HTC and Samsung that are also supporting Windows small market share (Brill, 2012). Blackberry’s and its competition’s overall market share reveals a lot given that Blackberry stands at 22.3% of the smart phone market while Android stands at 45.2% with Apple lagging behind at 18.3%. When these figures are compared to the market growth rates reported previously, it becomes clear t hat Blackberry’s greatest competition stems from Android. In order to find a better marketing scheme it is necessary to study why Blackberry is losing to Android in certain areas and gaining in others. While Blackberry is losing fast to competition from Android around the world, but consumers in Spain and the United Kingdom are holding strong to Blackberry. The youth market is supportive of Blackberry because of the large volumes of text messages and instant messaging services used by them. The primary usages of young consumers are messaging services that are harder to use in conventional handsets when compared to smart phones such as Blackberry. One major advantage available to Blackberry when compared to Android is the trademark QWERTY physical keyboard that is standard to all Blackberry devices but

Strategic Quality And Systems Management Essay Example for Free

Strategic Quality And Systems Management Essay This unit provides the learner with an understanding of the importance of effective quality and systems management to enable achievement of organisational objectives. It also provides the learner with the skills to be able to implement a strategic quality change in an organisation. Scenario You have been hired as an outside consultant to devise, implement and manage a new operational framework for student attendance monitoring and engagement in EThames Graduate school. You are required to look at the existing quality management within the organisation particularly focusing on punctuality of students within the attendance policy. You need to implement a strategic quality change, ensuring the necessary monitoring evaluation systems are in place and evaluating the outcomes of the change to improve punctuality of students at EThames Graduate school. You will need to particularly focus on improvement of punctuality of  students, as there has been concerns raised by study representatives of all intakes during the student council meeting that there are tiny number of students who seems to be coming into the class fifteen minutes late into the lesson and this has created disruption for students who are in class on time. Nonetheless, EThames Graduate School recognises the relationship between good attendance, punctuality and student success. This Policy also recognises the requirements of the Home Office for Tier 4 students. Persistent lateness and lack of attendance is disruptive to the teaching and learning activities of all college students. Aims The aims of this policy are: To enable all absences to be fairly and consistently dealt with across the College. To monitor and improve the attendance of all students. In interpreting the policy and associated procedures, the decision of the College is final. The College may amend this policy at any time or depart from it depending on the circumstances of the case. Attendance requirements As part of the terms and conditions of enrolment at the College, students agreed to comply with the EThames Code of Conduct, which specifies that students are expected to attend all lectures, seminars and tutorials. Where attendance is unsatisfactory students will be subject to the Student Disciplinary Procedure, and registration on the programme may be cancelled, and if applicable Tier 4 sponsorship may be withdrawn. Students are expected to arrive punctually and attend all classes, compulsory activities, tutorials and review sessions. Please follow the reference below for more information: EThames Graduate School (2014) EThames General Documentation: Attendance Policy. Last accessed on 16th May, 2015 at 18.00: http://livecampus.estudents.org.uk/course/view.php?id=71 Focused on the scenario above provide your answer in a form of a written report. Task 1 Make a case to the principle for change Here you will need to: Create the plan for strategic quality change of the student attendance monitoring and engagement framework particularly on punctuality with the aim of enhancing existing quality. Plan a strategic quality change to improve organisational performance. (AC:3.1) Define resources, tools and systems to support business processes in a strategic quality change. (AC:3.2) Design systems to monitor the implementation of a strategic quality change in EThames. (AC:3.4) Write a report justifying your plan that Explains of the importance of effective operations management in achieving organisational objectives. (AC:1.1) Explains of the importance of effective quality management in achieving organisational objectives. (AC:2.1) Evaluate the success of existing operations management processes in meeting an organisation’s overall strategic management objectives. (AC: 1.2) Evaluates the success of existing quality management processes in meeting an organisation’s overall strategic management objectives. (AC:2.2) Evaluates the wider implications of planned strategic quality change in the organisation. (AC:3.3) Present a summary of your proposal along with your report and plan to key stakeholders in the College. Task 2 Implementation From your class, one framework will be chosen. You will then group together as a team with clear divisions and responsibilities and tasked with implementing the change in association with Student Services and the Attendance Team. Make sure that you Implement a strategic quality change. (AC: 4.1) Embed a quality culture in the organisation and ensure that the team continuously monitors and develops the plan. (AC: 4.2) Individually monitor and review the implementation regularly (AC: 4.3) Note: You are responsible for ensuring that each part of the plan is implemented, embedded and monitored. You can delegate tasks to other members of your team, but you cannot delegate responsibility for oversight. And you are also responsible for evidencing your oversight. The evidence we require of your engagement with oversight Minutes of every meeting you attend with clear indication that you have participated Your preparation notes for every meeting Detailed proposals for implementation or development that you have submitted at every meeting A record of all action you have taken, signed by a witness from within EThames Monitoring reports that you have completed on a daily basis reviewing the effectiveness of the implementation and the effectiveness of the plan Task 3 Evaluate the success of the implementation Write a report that evaluate the outcomes of a strategic quality change in an organisation and recommend areas for improvement to a strategic quality change that align with organisational objectives. (AC: 5.1 5.2) Submission Guidelines Your submission should be in a report format. 3500- 4000 words Excellent Formatting: Preferred writing styles Arial, Verdana, and Times New Roman Line spacing 1.5, Font Size 12 Consistency in Heading Scheme, bullets and numbering Consistency in top, bottom and left, right margins Alphabetical Harvard referencing and bibliography *For Late Submission policy, please refer to your student course handbook available on Live Campus. Plagiarism Rules and Regulations No plagiarism is accepted in assignments and students are advised to do the referencing correctly according to the Harvard Referencing System. Students are advised to submit assignments with a plagiarism percentage below 15%. Any student submitting an assignment with a percentage of more than 15% will have their work reviewed by the appropriate Exam Board. Reduce your plagiarism by not sharing assignments and doing in text citations of sources used, using the Harvard referencing method What is Turnitin? Turnitin is the software that EThames uses to calculate the similarity of your assignment to any other document submitted in the same system all over the world. What happens when you submit an assignment on Turnitin? You submit your assignment on Turnitin by submitting it on Livecampus on the assignment submission link. Your assignment is then compared with all of the assignments for all the different units submitted on Livecampus as well as assignments submitted by other students in other colleges and books and documents all over the world. The report generated is not the final report. The final report will only be generated after the final deadline which would mean that once the submission link closes and once every student submitted assignments at EThames for the specific unit, only then the final report will be generated. This means that if you have shared your assignment with anybody and they have submitted part of it or the full assignment the initial report your friend got would’ve indicated the similarity, but your report would’ve remained unchanged. This is because the report is refreshed every time that you upload your assignment and then finally after the deadline. After the deadline their plagiarism will be high as well as your own. What can you do to avoid getting a high Turnitin score? Do not copy pieces of work from any book or website. It needs to be rewritten in your own words and proper in text citation should be done according to  the Harvard referencing method Do not share your assignment with any friend, not even to assist them Plagiarism Plagiarism is passing off the work of others as your own. This constitutes academic theft and is a serious matter which is penalised in assignment marking. Plagiarism is the submission of an item of assessment containing elements of work produced by another person(s) in such a way that it could be assumed to be the student’s own work. Examples of plagiarism are: The verbatim copying of another person’s work without acknowledgement The close paraphrasing of another person’s work by simply changing a few words or altering the order of presentation without acknowledgement The unacknowledged quotation of phrases from another person’s work and/or the presentation of another person’s idea(s) as one’s own. Copying or close paraphrasing with occasional acknowledgement of the source may also be deemed to be plagiarism if the absence of quotation marks implies that the phraseology is the student’s own. Plagiarised work may belong to another student or be from a published source such as a book, report, journal or material available on the internet.

If the Romantic poet is as William Wordsworth said a man speaking to men :: English Literature

If the Romantic poet is as William Wordsworth said a man speaking to men where does this leave women and children? Discuss, with reference to the work of Blake. If the Romantic poet is as William Wordsworth said 'a man speaking to men' where does this leave women and children? Discuss, with reference to the work of Blake. "In the preface to the Lyrical Ballads Wordsworth, when describing a poet, says that a poet is a 'man speaking to men' and is someone 'who rejoices more than other men in the spirit of life which is in them'. It needs to be definerated what Wordsworth means by 'man', whether he is refering to 'man' as a gender or man as in humanity. When refering to poets he always uses the term 'man' or 'men' implying that all poets must be male. Later in the Preface to the Lyrical Ballads Wordsworth goes on to say that "poets... sing a song in which all humans beings join", surely suggesting that women and children are included in this as they are part of mankind. Blake, as one of the most renouned romantic poets, focuses much of his work around images of mankind. Although in saying this, "mankind" is collective and includes women and children, and Blakes work is undoubtedly preoccupied with these two groups. He distinguishes "man" very differently to "children" depending on the context. In London (songs of expereince) he clearly identifies "man" as a separate group to the "infant" in the poem as he refers to them by different names and as a separate category, highlighting their differences. Children to Blake are extremely important, especially in the context of poetry, indeed in '"The introduction to Songs of Innocence' he says that the poems are "for children to hear" and concentrates on a child's view of life. It is not possible to say that Blakes poetry excludes women and children as so many of his poems are based around these themes. Even the titles of the poems represent this, such as "The Little Girl Lost", "Infant sorrow", "Little Black Boy" and "Nurse's Song", compared to very few centred primarily around men. Blake uses his poems to express the view and plight of suppressed groups in society, such as children. Poems such as Holy Thursday are expressed through the eyes of a child. He shows the innocence and purity of the children by their 'clean' 'faces' and other physical and mental attributes. He also shows the reality of their situations, especially in Songs of experience, by highlighting the fact that many of them are orphans and alone in the world, such as in 'The chimney

How Native American Mascot Controversy Affects U.S. Reputation

The debate over Native American mascots in both the NCAA and in professional sports leagues has stirred up plenty of emotions in all sides over the last few years. Individuals with all different perspectives from all different walks of life have come out in support and in protest of the inclusion of Native American mascots for certain universities and teams. The side that opposes the use of these mascots has been the most interesting, because their perspective is something new and foreign to most. In their arguments, they have used plenty of examples for why the use of such mascots is degrading and harmful. Though their reasons are many, these people have not taken a keen interest in proving that the use of Native American mascots might damage the American reputation abroad. Their efforts have been centered more on what effect these representations might have on individuals within the United States, as opposed to worrying about what others might think of the United States. There is, however, an accommodation in the critical statements that indicate that such mascot representations do not follow the American ideals of equality, in light of social movements that have happened over the last few decades. The primary basis for argument seems to remove itself entirely from such assertions. After all, the majority of these special interest groups appear to be heading their own agenda and not holding dear the reputation of the American people. Along those lines, the people in charge of stirring up the commotion have set their focus onto other aspects of the debate. The reasons for that decision are many, but most feel that this sort of strategy is the most effective way to present the argument. Among the most popular arguments against Native American mascots are those that assert the misrepresentation of the Native American people. A telling article by Anil Adyanthaya of the Boston Globe speaks to this fact and outlines the motivation for the infighting. In particular, the article suggests reasons why people are against Native American mascots, not why folks are in support of them. In the 2005 article, Adyanthaya writes, â€Å"The two main arguments against the continued use of Native American mascots are that they are racist and demeaning to Native Americans. A review of the mascots used by the 30 schools under NCAA review lends credence to that position, as the Savages of Southeastern Oklahoma State University and the Redmen of Carthage College seem particularly troublesome† (Adyanthaya). This quote is representative of the entire article. In this article, the author asserts that the question of racism is a much more important one than any of the other arguments. He even goes so far as to give examples of how the racism is present in some of the names. Though this article is not the only one on the topic, it is a good representation of how protesters of Native American mascot names are feeling at the moment. After some research, it is easy to see that the majority of dissenters are spending their time focusing on how the Natives themselves feel about the issue. Along these lines, one can easily see how the focus of the entire ordeal is much more domestic than it is broad. In fact, there is little evidence from any of the protesting groups to suggest that they have any care for the reputation of the United States abroad. Where do the Native Americans stand on the issue? Depending upon where one might go or who they might choose to ask, the answer could be very different. According to that same Boston Globe article, the results are surprising. Though perception is that Native Americans have been opposed to the use of Native American mascot representations, the actual opinions offer something of a contradictory view. In that same article, Adyanthaya writes, â€Å"One poll on this subject suggests strongly that Native Americans reject this implied fragility. In a 2002 survey published by Sports Illustrated, 81 percent of Native Americans responding disagreed with the suggestion that schools should stop using Native American mascots† (Adyanthaya). That is not where the focus of the protesters exists, though. There is significant evidence to say that those against the mascot uses are not to be swayed by overriding statistics such as the one mentioned in the Boston Globe article. Instead, these are people that set their primary focus to the individual stories. This provides another indication that they do not worry about what the American reputation might look like on a global scale. An eSports Media article by Dr. Jessica Johnson speaks to this focus on the individual. In her article, Johnson specifically describes the plight of the Sioux Indian tribe. She writes, â€Å"Members of the Spirit Lake Sioux tribe recently presented a resolution demanding modification of the University of North Dakota’s Fighting Sioux logo. Tribal members said the school’s Indian-head emblem is ‘dishonorable and an affront to the dignity and well being’ of its community† (Johnson). The Spirit Lake Sioux tribe is one of the few tribes that are leading the fight to ban Native American mascots and their cries are primarily focused on respecting their ancestors. Never in the reading material provided by the tribe is there any mention of the stigma that the United States might have to fight as a result of keeping a hold of Native American representations as mascots. The American Indian Movement is another group that has made their presence felt throughout the entire debate. Since the beginning of the controversy, they have taken a hard line stand on Native American mascots and have done what they could to make sure that derogatory names are done away with before it is too late. By all accounts, this is one of the leading groups to look to in order to see the overriding reasons behind the debate. According to this group, the concern has much more to do with the young men and women that might be affected by the misrepresentation of different Native American tribes. According to the American Indian Movement, risk exists that Native Americans could become a running joke if the mascots are allowed to continue. An article by Phyllis Raybin Emert of the New Jersey State Bar Foundation has published a comprehensive breakdown of this group’s stance on the issue. In her article, she writes, â€Å"Opponents of Native American mascots and nicknames are not concerned about the cost and use words such as disrespectful and hurtful, degrading and humiliating to describe what they believe is racial stereotyping. They regard the mascots as caricatures of real Indians that trivialize and demean native dances and sacred Indian rituals† (Emert). This, in effect, sums up the stance of those that want the Universities to drop their Native American mascots. There is another side to this debate that should be addressed, as well. Individuals that stand by the use of Native American mascots have their own reasons for their stance, as well. For the most part, these people have no reason to resort to citing American reputation around the world, either. For the most part, they stand by traditions and the fact that the usual representation that is given by these mascots is a decent one. In many cases, the mascots are used to pay homage to a tribe of American Indians in the area where the school operates. One excellent example of this is Syracuse University, home to the newly named â€Å"Orange†. For decades, Syracuse had given its athletic teams free use of the nickname â€Å"Orangemen†, but in the last few years, that has changed. This is one university where the origin of the nickname was done in order to honor the tribe that occupied the area where they now study and play. According to According to C. Richard King in his book, Team Spirits: The Native American Mascot Controvery, Syracuse even went so far as to name its school newspaper after the native tribe. In his book, King writes, â€Å"The frequent use of Indian images and metaphors, allusions to the local landscapes natural beauty, and even an illustration of natives resting reverently in front of a distant silhouette of the fine arts building demonstrate a student-generated image centered on Indianness† (King). For Syracuse and many of the other universities that are now being forced to defend their long standing traditions, the challenge is to get people to get in line with that their intent was when the mascots were put into place. There is no time, nor is there a desire to care for the American reputation abroad. Everyone involved in this debate has their own motives which must be kept in mind when studying the ordeal. For those that want the Native American images banned, the goal is to protect the image of American Indians, so that those who come after can see these people in a realistic sense. For them, it is also about fighting off racism and making sure that the American Indian tribes are not angered by the representations. On the other side of the debate, a different motive exists for people who have an interest in protecting their long standing traditions. For them, it is much more about protecting the University or team’s image and not cowering under the pressure presented by the activist groups. As Carol Spindel wrote in her popular book, Dancing at Halftime: Sports and the Controversy Over American Indian Mascots, â€Å"However long time fans and alumni are being asked to give up an identity they’re attached to. Fans assert that naming teams after Indians is a positive way to honor them† (Spindel). As this author indicates, there are strong feelings on both sides of this debate, with each side having a vested interest. Nowhere, however, is there a mention of people caring what other countries think about America when considering the mascot controversy. Though plenty of highly diverse reasons exist within this complicated dynamic, there is no evidence that exists which shows that the reputation of America is on the mind of any of the people involved. Works Cited Adyanthaya, Anil. The Boston Globe. Sports, Mascots, and Native Americans. 5 June 2005. Emert, Phyllis Raybin. Native American Mascots: Racial Slur or Cherished Tradition? Johnson, Dr. Jessica. eSports Media. Native Americans have Right to Protest Mascots. 11 September 2005. http://www.e-sports.com/articles/822/1/Native-Americans-have-right-to-protest-mascots/Page1.html King, C. Richard. Team Spirits: The Native American Mascot Controversy. 1 February 2001. Lincoln, NE: University of Nebraska Press. Spindel, Carol. Dancing at Halftime: Sports and the Controversy over American Indian Mascots. 1 October 2002. New York, NY: NYU Press.