Marketing Dissertation Example | Topics and Well Written Essays - 15000 words

Marketing - Dissertation Example The other section of the literature review concerns cosmetic companies, their practices regarding animal testing, and the history of protests against these companies, which has led to the European Union instituting a marketing ban of companies who animal test and has also led large companies to scale back their animal testing procedures, if not eliminate them altogether. The methodology section explains the different types of research – qualitative, quantitative and secondary – and why secondary research was chosen. In the data analysis portion, the sales of six companies are examined, along with the results of a Google search on these companies. The Google search will determine if the overall â€Å"buzz† for each company is negative or positive, with regards to their animal testing practices. Then, the impact of the positive or negative buzz for each company is determined through the use of Facebook pages, and the fans of pages that are either negative or positi ve for each company’s animal testing practices. ... On the one hand are the researchers, who claim that the tests are necessary so that the cosmetics do not harm human skin or eyes (Takamatsu, 2000, p. 129). On the other hand are the activists who claim that animals have the same rights as humans to be free of pain and fear, and that the tests are unnecessarily cruel(Leslie &Sunstein, 2006, p. 3). Many people undoubtedly fall into some kind of grey area between these positions, recognizing that what is done to animals in these laboratory settings is heinous and wrong, yet also realizing that the potential for humans to suffer permanent damage because of the cosmetics that they wear would also be heinous and wrong. Many people assume that there is a better alternative to animal testing, and, if there is not, one must be found. At any rate, when these types of tests began to be publicized, there was an outcry that prompted many cosmetic giants to fold and promise to stop animal testing(Nye, 2006, p. 1). This study seeks to understand th e negative impact of cosmetic testing on these companies. The study will not just determine what the possible negative impact will be for the companies who continue to animal test, but will determine what has been the past negative impact for other companies who have animal tested. In general, the study will seek to quantify, in terms of dollars, cents and lost reputation, the damage done to cosmetic companies who were shamed into stopping animal testing in the years past. Further, the attitude of consumers is another factor that will be quantified. Some of the literature indicates that having a positive social message is not necessarily enough for a company to capitalize – they also must have a quality product at the right price(Li & Tang, 2010, p. 27). Might this

CBRN Chemical Biological Radiological Nuclear weapons Essay - 2

CBRN Chemical Biological Radiological Nuclear weapons - Essay Example ssion of how terrorists can use weapons of mass destruction against the United States and how the government of the United States can mitigate the threat in the event that terrorists were able to acquire the material and actually make an attack. Terrorists can use biological weapons to cause mass destruction in the United States. Biological weapons include those viruses and diseases that can reach the targeted places to cause large-scale deaths (Kortepeter & Parker, 1999). Some of the common viruses and diseases that can be used as biological weapons include smallpox, anthrax, Nipah virus, rise blast, and Chimera virus. All of these viruses can be transmitted to the United States easily because they require just air, food, or water to reach the destination. These days, a deadly disease causing threats for the people all over the world, is Ebola hemorrhagic fever. The main point regarding this virus is that it causes fever that leads to instant death of the affected person within days Peters, 1999). This virus can be transmitted to the people living near the affected person through air and physical contact because of which it is listed in the category ‘A’ of the most hazardous biological weapons. Although this virus is currently affecting the region of Africa, terrorists can spread this virus to the United States by making some affected people to enter the borders of the United States though Caribbean and Mexican routes. Illegal border crossing has been an issue for the government of the United States for a long time. Drug smugglers and human traffickers use the Caribbean and Mexican routes to smuggle drugs and humans into the United States. To reduce the threat of Ebola, the government of the United States needs to ensure that no Ebola affected person can enter the country through air and sea routes. The government needs to put into practice some effective viral detection mechanism at the airports and seaports to ensure that no affected person enters the

Non verbal communication Essay Example | Topics and Well Written Essays - 500 words

Non verbal communication - Essay Example This paper shall aim at highlighting a number of gestures, their meaning and the circumstances under which they are used. The first gesture to look into is pointing using the index finger while complementing certain speeches. This gesture is an illustrator when one is trying to show the other direction but in other circumstances it is regarded as rude when one is angry or trying to undermine another. It is also used to give warning where one feels that they are being offended by another. Looking at ones watch is another that falls under regulator gestures that may mean that the current conversation is to end as there is no time. It also tries to sensitize others that time is running short. It is may also seem rude to others especially when one tries to convey a message that they are bored and may want to leave or stop the interaction. The other is leaning forward which is usually used to show respect. It can also be used ironically to show disrespect to others. It is therefore also dependent of the circumstances of usage. Walking away is another gesture whereby it may show disrespect to the ones being left behind e.g. students walking away from their teacher (Yule, 2010). Walking away can also show respect where one wishes not to argue especially with a superior to show they will do as requested without protests. This one may in a deeper sense indicate that the one being left is stupid as reasoning with them is useless therefore no reason to remain and discuss. Tapping ones fingers is also another gesture that is common with people who are showing respect to one another or where there is shyness from one or both parties and falls under the beat gestures. It happens more often in official and dating situations. It may also mean in a deeper sense that the one tapping their fingers is in a hurry or is not so much in to the conversation meaning they may not be

Thomas Hardys Beeny Cliff and After Essay Example for Free

Thomas Hardys Beeny Cliff and After Essay Two poems that discuss moments or situations where life can be celebrated are Thomas Hardys Beeny Cliff and After reading in a letter proposals for building a cottage (Cottage) by John Clare. The poets particularly discuss the beauty of life with regards to the natural world around them and their thoughts on interaction with other people. Nature and features of animals and plants play a large role in these poems displaying their love of life. In the first stanza of Cottage it is mentioned that grass plats grace the door. The use of the word grace is of significance here as this suggests that he feels that his home has been blessed with the presence of nature; or that at least he welcomes it. The positive impact of nature is also evident in the first stanza of Beeny Cliff as he describes the opal and the sapphire of that wandering western sea. The sea being described with the appearance of precious and beautiful gemstones shows he is impressed by it, as well the alliteration and personification of wandering western which rolls off the tongue paints an affectionate picture of the ocean. There are many other positive natural references with John Clare describing his small enclosed garden, flowers that blossom sweet and the sweeping swallows; while Thomas Hardy mentions the clear- sunned March day and how the sun bursts out again. All of these natural events are ones that the poets obviously enjoy and they have both included them to show the positive image of the times they are writing about. The relationship between the poets and other people has great significance and shows great difference in the way that they enjoy life. From the poems we can deduced that Thomas Hardys time on Beeny Cliff was much better because of the presence of the woman; while John Clare seems to enjoy his time spent alone without much in the way of company. There are several points in the poem where this is suggested. From the first line of Cottage the shed is described as my shed. If this was shared with a partner or companion it would read our shed which suggests he is living alone. In the second stanza his door closes tight as wells as locks being a wanted thing to keep thieves out at night; which shows that he wants his cottage to be secure which may seem obvious but as he has dedicated an entire stanza to this, it shows that keeping people out is a priority. The bulk of the poem discusses the presence of nature with no mention of people which alludes to his feeling that nature is enough of a companion for him; while the penultimate stanza mentions a cupboard for the books showing off another pass time which allows him to be entertained without company. In an unusual way he is celebrating life because he is describing what would be a perfect existence to him which is one of little human contact while he can revel in literature and nature. This is of course in contrast to Beeny cliff which would be an entirely different poem without the presence of Hardys female companion. Whereas Clare describes the need to keep a distance between himself and others, Hardy uses his words in describing the woman, painting her as the woman riding high above with bright hair flapping free. We know that he has strong feelings towards her as in the first stanza he describes her as the woman who I loved so, and who loyally loved me. He also mentions that the woman now is-elsewhere, showing that unlike Clare he cares about not having company of other people. For further evidence of love for life in Cottage, ostensibly there is language such as I love summer seat and two uses of the word sweet. In terms of structure it is laid out in symmetrical four line stanzas which match the neat and perfect picture portrayed in the poem. However if you look deeper into the language there are some subtle religious references. For example the word grace in the first stanza is used which is referenced frequently in Christianity. As well as this the line pin to the wall with nails in the third stanza which may be referring to Jesus Christ being nailed to the cross. There are many other examples which may allude to having religious links. The book cupboard may be for a bible and in the last stanza when he says Ill thank ye for the gift he may be thanking god for nature or life. However these poems are by no means only stating that life is perfect. Some of the images created show more negative themes such as how nature turns sour and the woman appears to leave Thomas hardy in Beeny Cliff as well as how John Clares images of solitude and desire control nature could be considered dark and abrasive. However yet another U-turn could be made and opinion could lie in the vein that these slightly darker elements could create a piece of work that resembles real life in the way that life is never perfect. Perhaps many positive images combined with some negative ones shows that life should be celebrated because of its challenges.

The disabled children Essay Example for Free

The disabled children Essay The truth is that inclusion, as a system has gained nationwide attention in the last thirty years. Inclusion advocates, such as The Association of Persons with Severe Handicaps, argue that all disabled children should be included. The National Council on Disability recently stated that most students with sensory impairment should be taught in regular classrooms (Special Education Report, 1993). At the very least deaf children education programs contemplating inclusion (IEP) must consider the following issues(U.S. Department of Education, 1992): communication needs and the childs preferred mode of communication; linguistic needs; severity of hearing loss and potential for using residual hearing; academic level; social, emotional, and cultural needs, including opportunity for peer interactions and communication. According to Irene Leigh, a deaf psychologist, the concept of inclusion is positive and useful for many children with disabilities, but a generalized application which does not take into consideration the special individual characteristics and needs mentioned above might have serious psychosocial repercussions for a considerable number of children and adolescents with hearing problems.(Leigh 73) One of the benefits inclusion brings is the opportunity for the student who is deaf to live at home. Deaf students who attend a special school that is beyond commuting distance must live at the school during the week. Students in an inclusion placement in their local school are able to be with their families during the week and the proximity to the area where they live provides opportunities to develop neighborhood friends. Daily association with hearing students in an inclusion setting also helps students who are deaf to develop their ability to communicate with hearing people, leading to skills they will need in later years. The study carried out by professor John Luckner, in the division of Special Education of the University of   Northern Colorado, identified  successful students who were deaf or hard of hearing and were receiving education in general education settings in order to examine the   factors contributing to their success. Students acknowledged five main factors: their own effort and perseverance, the support from their families, the high standards their school friends set for them, the use of a variety of equipment to socialize as well as to learn (FM systems, hearing aids, text telephones, computers and close captioning) and sports which were not only enjoyable from the socializing point of view but very useful as a way of learning life skills. Dr. Ann T. Halvorsen, Professor of Special Education assures that â€Å"Inclusive settings provide far more variety in activities, and stimuli are not so easily controlled.   The pace of a general education classroom is typically faster and more spontaneous.   Ensuring that students have the opportunity to practice skills sufficiently in such a dynamic environment is critical† (100). Inclusion also provides good opportunities for learning the standards of the hearing world. Students who are deaf and attend schools for children who hear may be able to master the norms of hearing society better than those who are immersed in the culture of a special school for students who are deaf. It’s important to take into account that the education of deaf children needs and benefits from the inclusion of deaf adults at all stages. In fact, some years ago, many children in integrated settings did not even realize adults existed. Harris Sterling wrote about some children who thought they would become hearing when they became adults, others thought they would die or just fade away somehow since they had never had an adult role model (cited in Stone 1994). The subject of the adult role model is a very important one. It is essential that the schools make every effort to attract adult people into the school system. But they must be careful not to employ them only as aides or assistants because children will notice that the deaf person is always in a lower status position than the hearing teacher. It is really positive for children to see deaf and hearing professionals sharing power and making decisions together, this avoids the feeling that they will grow up to be forever told what to do by hearing people in the hearing world (Stone 66). Another advantage of inclusion is the possibility deaf or hard of hearing students have to choose an academic or vocational program that suits them from a wider range of choices in their home school district than in their nearest special school. Although states differ in policy and practice, there is a model for broad programming that reaches beyond state borders. The National Agenda for Moving Forward on Achieving Educational Equality for Deaf and Hard of Hearing Students (2005) offers a set of priorities designed to narrow the gap between deaf and hearing students based on the belief that communication access is a fundamental human right and that every deaf and hard of hearing child must have full access to all educational services. The goals of the National Agenda consider inclusion as a good option for deaf or hard of hearing students only when it constitutes the â€Å"least restrictive environment† for them, once each individual case has been evaluated and the best placement options have been considered. Deaf and hard of hearing students should count on placement options that provide for their language and communication needs. What constitutes the â€Å"least restrictive environment† (LRE) for deaf and hard of hearing students must be determined by considering their communication and linguistic needs as well as their educational, social, emotional, cognitive, and physical abilities and needs. For some deaf and hard of hearing children, a special school is truly â€Å"least restrictive,† just as for others a regular classroom is LRE. In either case, the child’s needs, not a generic concept of LRE, must determine what is truly LRE for each individual child. According to the National Agenda, deaf and hard of hearing children are entitled to access the general curriculum. Too often the concept of â€Å"general curriculum† is confused with â€Å"least restrictive environment† or with placement in a regular classroom. The two concepts are separate and distinct. Every deaf and hard of hearing child, whether in a regular classroom or a special school or program for the deaf, should have full access to the general curriculum as consistent with his or her needs. The National Agendas success in bringing attention to the need to achieve these goals has occurred as a result of the shared roles, responsibilities and commitments of professionals, parents, and consumers throughout the United States. Inclusive education was initially seen as a special education service, but the focus is now on creating inclusive schools which unify resources and integrate programs in such a way that all students in the general education classroom are benefited. Unlike integrated or mainstreamed students, students who receive inclusive education are members of the general education classroom community. According to Halvorsen Neary :â€Å"the single most identifiable characteristic of inclusive education is membership. Students who happen to have disabilities are seen first as kids who are a natural  part of the school and the age-appropriate general education classroom they   attend†(3)   Acceptance that the deaf students have social and educational skills and motives similar to those of their hearing partners may greatly stimulate the hearing majority to  develop a willingness to learn about deaf language and culture. Inclusion as equals can not be possible for deaf and hard of hearing students if it is only them who have to make all the accommodations (Connor 2006). The whole general education community as well as society will benefit from inclusion, if the concept is applied conscientiously. Inclusion provides opportunities to experience diversity of society on a small scale in a classroom, develops an appreciation that everyone has unique characteristics and abilities, develops respect for others with diverse characteristics, develops sensitivity toward others limitations, develops empathetic skills, helps teachers recognize that all students have strengths, increases ways of creatively addressing challenges, develops teamwork and collaborative problem solving skills, promotes the civil rights of all individuals and supports the social value of equality. The word inclusion for deaf and hard of hearing students cannot be seen simply as a placement decision. It must refer to a philosophy which maximizes the child’s abilities and potential, facilitates communication with others, permits the child to act as a full participant in his education and promotes the development of positive self-esteem. To be included, a child must feel included. Any program or school which calls itself inclusive must meet these criteria. References Connor, M.J. (2006) Mainstream Inclusion of Deaf Children and Young People.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Principles and Tensions. Retrieved March 2009 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.sersen.uk.net/docs/deaf-inclusion.doc Halvorsen, A.T. Neary, T. (2001).   Building inclusive schools: Tools and strategies   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   for success.   Boston: Allyn Bacon, 3 Leigh, I.W (1994) Psychosocial Implications of Full Inclusion for Deaf Children and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Adolescents. Implications and Complications for Deaf Students of the Full   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Inclusion Movement, 94-2, 73 . Retrieved March 2009 from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/c5/05.pdf The National Agenda Steering and Advisory Committees.(2005). The National Agenda   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   for Moving Forward on Achieving Educational Equality for Deaf and Hard of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hearing Students. Retrieved March 2009 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.tsd.state.tx.us/outreach/pdf/national_agenda.pdf Nowell, R. Innes, J. (1997) Educating Children Who Are Deaf or Hard of Hearing:

Management and leadership of astrazeneca

Management and leadership of astrazeneca INTRODUCTION Strategic management leadership is the framework of all organizations success. According to my experience of working in AstraZeneca Pharmaceuticals, it is my understanding that strategies are tactical plans needed by any organization to ensure dynamic achievement of its objectives. Both areas of management leadership are magnanimously benefited by how these strategies are enforced. Hence, the way management is being performed must be conjoined by a leadership that shares similar tenacity in reaching its goals. But these goals may not always be objectified nor the organization geared to the path it is expected to go. This also gives great importance in controlling these strategies to the people who do it. 1.1.1 STRATEGIC MANAGEMENT comprises a series of long-term managerial decisions actions in which a firm selects implements strategies. The purpose of these strategies is to build the firms strengths through market positioning /or accumulation of internal resources that will give the firm an advantage over rivals (Parthasarthy, 2007). 1.1.2 STRATEGIC LEADERSHIP refers to the leadership capabilities of strategic managers in conceiving an inspiring vision guiding the firm to its vision. The quality of leadership is assessed by the strategic choices managers make that endow the firm with the competitive advantages it needs for sustained good performance (Parthasarthy, 2007) The way an organization goes through its strategy processes in order to achieve its company mission translates to what management leadership styles are to be implemented. One organization that greatly exemplifies a successful management leadership style that is congruent to its strategies in achieving its objectives is the global company AstraZeneca Pharmaceuticals Incorporated. LEADERSHIP MANAGEMENT IN ASTRAZENECA PHARMACEUTICALS 1.2.1 COMPANY PROFILE AstraZeneca takes great pride in having an immense range of pharmaceutical products in its pipeline is one of the worlds leading companies in the market. It discovers prescription medicines, both biologics vaccines, develops manufactures them for significant dimensions of healthcare: pain infection, cardiovascular, gastrointestinal, neurology, oncology respiratory. It spends more than $15 million daily on breakthrough medicines. Its head office is located in London, UK but its 3 major research development sites are found in SWEDEN, UK USA. Now, AstraZeneca operates in more than 100 countries worldwide. 1.2.2 LINK BETWEEN STRATEGIC MANAGEMENT LEADERSHIP The success of the organization is reliant on how its strategic management leadership is confederated translating to effective achievement of objectives. Strategic Management is responsible in formulating, executing assessing the effectiveness of these corporate tactics. It follows a global set of guidelines in all its areas of function research development, manufacturing distribution, operations management sales marketing. These are then streamlined to the different corporate levels for execution to meet the organizational performance target for the month, semester fiscal year. The company relies on how effective the strategies are as devised by the management in turn, the management entrusts the companys triumph in the market over competition by how leadership gets the job done on the frontline. 1.2.3 MANAGEMENT LEADERSHIP STYLE IN ASTRAZENECA AstraZeneca Pharmaceuticals performance is dependent on the level of commitment the employees devote to their individual tasks. The company commences its achievement of objectives from its vision of researching developing the best ethical pharmaceutical products in the market for sales marketing people to promote create demand for. Throughout the process, every other corporate function gets involved in achieving the organizations target sales growth market leadership. Thus, it is fitting to say that how these people are being motivated managed dictates how much commitment they are willing to put into practice. 1.2.3.1 REASSURE CHALLENGE STYLES OF LEADERSHIP adjust the level of challenge and make sure there is an appropriate level of performance anxiety. The goal is anxiety in moderation. Performance commitment is high if only if employees feel slightly anxious about succeeding. Reassure style of leadership help employees cope with the stresses challenges of work life. Challenge style of leadership push employees by raising the level of challenge (Hiam, 2000). This organization deals with a business that sustains life health. Its main guideline for all its employees around the globe is the promotion of safety, health environment protection. It demands its employees to follow these guidelines for their own individual benefit but it also ensures the organizations protection of its employees as well. The management actively advocates for well-documented reporting of adverse events or any untoward incident involving any of its promoted on-study products showing its commitment to valuing life health. 1.2.4 LEADERSHIP STYLE ADAPTED IN DIFFERENT SITUATIONS Since pharmaceutical business presently faces a diversity of issues in the market, AstraZeneca Pharmaceuticals campaigns for the 3 Bsà ¢Ã¢â€š ¬Ã‚ ¦Brilliance Beyond Basics. The company urges every employee to utilize every company resource strategically. As research development processes cant be compromised, strategic spending effective economics are implemented in the sales marketing departments specifically. Having brilliance beyond basics is utilizing the best companys assets, its people, breakthrough pharmaceutical products, employee training skills enhancement in the most strategic way. To help these employees cope perform satisfactorily, there is a constant mentoring in-field coaching for the frontline employees, scientific trainings conducted regularly involving all levels of sales marketing management to combat competitors strategies, team-building activities being held quarterly in all departments giving importance to professional-personal life balance, regular forum between top management all other levels to discuss any concern involving employment, benefits disputes, open communication among all employees performance review of not just managers on employees but employees on managers as well, ultimately national conferences to gather employees from all parts of the country/organization to give citations merits for job well done. 1.2.5 EVALUATION OF LEADERSHIP STYLE AstraZeneca Pharmaceuticals competes in the market with various pharmaceutical giants influx of local drug companies by meeting them headstrong through its valuable product portfolio. As this organization is involved in research development, it takes pride in its ethical products envisions itself to be the No.1 ethical pharmaceutical company in the world each passing year. It believes in empowering its people who as a result empowers the organization its business. In ensuring that all employees get heard, the company uses the greatest tool in knowing about their view of the entire organization, its management leadership, through the Focus Survey. This strategic tool serves as evaluation by employees of how strategic managers leaders run the organization. Global guidelines being designed each year every revision period in AstraZeneca is dependent on the result of the Focus Survey. 1.3 CONCLUSION The management leadership style of AstraZeneca Pharmaceuticals have been successful in enduring the stringent market competition. It strategically addresses every business challenge continuously empowers motivates its employees. The style adapted by this organization is best exemplified by Buhler in stating that leadership is more focused on energizing people in their performance while management is more focused on monitoring their performance levels (2001). Both areas really work hand in hand serve critical functions for this organization to achieve its objectives. The management leadership style of an organization transcends to employee performance. Motivated people in a company sustains the organization its goals.

Challenging The Institution of Sport and Its Values: The Costs and Benefits of Female Athletes in M :: Film Films Movies Sports Women Essays

Challenging The Institution of Sport and Its Values "Sport is not an expression of some biological human need," writes Michael Messner, "it is a social institution. Like other institutions, such as the economy, politics, and the family, the structure and values of sport emerge and change historically, largely as a result of struggles for power between groups of people" (8). Indeed, changing the structure of any the institution is a struggle that is not by any means easily won. The institution of sport presents a unique set of boundaries to overcome with regard to gender equality in male-dominated sports. Both men and women take big risks when they forge new ground by competing in a sport that is traditionally dominated by the opposite sex. This paper will discuss the costs and benefits of women competing in predominately male-dominated sports by examining Karyn Kusama's Girlfight and Pumping Iron II: The Women. In Karyn Kusama's Girlfight (2000), Diana Guzman is a tough young woman, struggling to get by in a low-income area of the Brooklyn. After continued disciplinary problems in school, Diana channels her aggression into training to become a boxer. She fights to assert herself both inside and outside of the boxing ring: inside the ring, she proves that she is a strong and athletically talented young (woman) boxer; outside of the ring, she fights to define and prove herself in a broken home. After proving her strength when she defended her brother Tiny in a sparring match at the gym, Diana asks Hector to train her to become a boxer. Hector replies, "You can train, but you can't compete...you just can't. Girls don't have the same power as boys." Hector's response, and the response of most of the men in her life is indicative of the function and effect of power in the institution of sport. Michael Messner argues: "The structure and values of sport are largely shaped by, and in the interests of, those who hold power...power is not simply a top-down, one-way process in which dominant groups assert and enforce their rules, values, and beliefs over dominated groups. Rather, power is a process in which dominated groups may partially accept, but also attempt to redefine, negotiate, or even reject, the ruling group's rules, values, and meanings" (12). Diana proves to Hector, and her competitors, that her strength and athleticism are not only comparable to her male counterparts, but often far exceeds them. Challenging The Institution of Sport and Its Values: The Costs and Benefits of Female Athletes in M :: Film Films Movies Sports Women Essays Challenging The Institution of Sport and Its Values "Sport is not an expression of some biological human need," writes Michael Messner, "it is a social institution. Like other institutions, such as the economy, politics, and the family, the structure and values of sport emerge and change historically, largely as a result of struggles for power between groups of people" (8). Indeed, changing the structure of any the institution is a struggle that is not by any means easily won. The institution of sport presents a unique set of boundaries to overcome with regard to gender equality in male-dominated sports. Both men and women take big risks when they forge new ground by competing in a sport that is traditionally dominated by the opposite sex. This paper will discuss the costs and benefits of women competing in predominately male-dominated sports by examining Karyn Kusama's Girlfight and Pumping Iron II: The Women. In Karyn Kusama's Girlfight (2000), Diana Guzman is a tough young woman, struggling to get by in a low-income area of the Brooklyn. After continued disciplinary problems in school, Diana channels her aggression into training to become a boxer. She fights to assert herself both inside and outside of the boxing ring: inside the ring, she proves that she is a strong and athletically talented young (woman) boxer; outside of the ring, she fights to define and prove herself in a broken home. After proving her strength when she defended her brother Tiny in a sparring match at the gym, Diana asks Hector to train her to become a boxer. Hector replies, "You can train, but you can't compete...you just can't. Girls don't have the same power as boys." Hector's response, and the response of most of the men in her life is indicative of the function and effect of power in the institution of sport. Michael Messner argues: "The structure and values of sport are largely shaped by, and in the interests of, those who hold power...power is not simply a top-down, one-way process in which dominant groups assert and enforce their rules, values, and beliefs over dominated groups. Rather, power is a process in which dominated groups may partially accept, but also attempt to redefine, negotiate, or even reject, the ruling group's rules, values, and meanings" (12). Diana proves to Hector, and her competitors, that her strength and athleticism are not only comparable to her male counterparts, but often far exceeds them.