Pips visit to Satis House Essay

Discuss how the theme of class is developed through Pip’s visit to Satis House ‘Great Expectations’ is a novel was written in the early 1860’s. The novel was written in the early 1860’s. The genre of ‘Great Expectation’ is a bildungsroman. This essay will be discussing how the theme of social class is developed through Pip’s visit to Satis House. Dickens’ aim was to show the corruption in English society at the time and he displays it through Pip’s, the main character, visits to Satis house, a house owned by a mysterious, middle classed woman with a beautiful daughter that is bemused by Pip’s appearance and lower class and therefore abuses him for it. Dickens portraits the upper class as evil, selfish villains in the novel and is on the lower class peoples side, always revealing the disgraceful riches the upper class owned while the poor got poorer. â€Å"Great Expectations† portrays the great escalation in the social hierarchy of a young lad named Pip as he progresses in his life, Starting as an orphan and apprentice blacksmith, his horizons are widened through contact with the upper classes. He strives to better himself and make that most difficult of journeys across the boundaries of class. Great Expectations is a social commentary that gives a strong opinion on society. It will also discuss Charles Dickens’ message of how he views the upper, middle and working classes. Dickens was brought up in a working class background. There was a noticeable division between classes in the early 19th century. Upper class people were able to stay at home without having to go to work. The middle class were able to stand over the working class (who did all the work) and live off the money they earned for them working in their mines, factories or farms. Working class citizens lived in small houses with only one or two rooms within the whole house, In ‘Great Expectations’, Charles Dickens portrays the upper classes through the characters of Miss. Havisham and Estella. Estella, like Pip is an orphan, however, unlike him, she has had a background of privilege typical for a Victorian upper class child. Pip is a classic example of the lowest level of a working class child; he’s an orphan, lives a miserable life with his obnoxious and beastly sister, and gets abused by everyone that sees him. ‘Universal struggle,’ this is how Pip describes life as a desolate young boy. Pip strives to become his dream fantasy; a gleaming, bright gentleman and to do that he must overcome many things. Firstly, Pip can barely read or write, â€Å"I struggled through the alphabet as if it had been a bramble bush,† this just adds emphasis on the true lowness of Pip’s class as only the rich got educated while the poor got overlooked. The children of the aristocracy had a privileged life; they had rich clothes and many toys. Typically, their father had to be obeyed and feared. Manners were considered very important: the children had to be well spoken and only speak when spoken to. They had to be looked after by a nanny not their mother. The children were taught by a private tutor until they were old enough to go to school, however only boys were allowed to go. Many working class children like Pip, lived in the country, in cottages with their families. They had no school at the beginning of the Victorian era as children had to work to help their parents. A number of families then considered moving to towns to get jobs. Town children lived in overcrowded streets which quickly became slums; children had to share one bed or sleep on the floor; they had a bad diet and dressed badly. They were prone to diseases such as, smallpox, measles, diphtheria and tuberculosis. These children worked in local mines, factories or as chimney sweepers. This shows us the different lifestyles of the rich and the poor and how unfairly the poor were treated. In the opening scene of the novel, Pip is discovered sitting by his parents’ grave from which we learn that he is an orphan. From this perspective the reader can see just how far Pip will have to climb to achieve the status of a ‘gentleman’. In typical Bildungsroman style, our sympathies for the main character are aroused by the pathos of the scene. However, it is not all tears. There is also humour, for example, where Pip recalls his belief that his five brothers, â€Å"†¦ had all been born on their backs with their hands in their trousers-pockets, and had never taken them out in this state of existence. † The reader is lulled into a state of contemplative pity at the plight of the â€Å"†¦ bundle of shivers growing afraid of it all. † This atmosphere is brutally shattered by the appearance of the escaped convict, a figure nevertheless more comic than truly terrifying, and one who will later help Pip achieve his dreams of social improvement. Thus, Dickens exploits the comedic as well as the tragic potential of the characters and settings in his writing to develop the theme of class. This is also evident in the visits to Satis House. At the beginning of the novel we find out that Pip is illiterate, for example he says: â€Å"I fell among those thieves, the nine figures, who seems every evening to do something now to disguise themselves and baffle recognition. † This shows that Pip can barely read or write. He does not have a formal education or go to a normal school, but an evening school in the village ran by Mr. Wopsle’s great-aunt; â€Å"much of my unassisted, and more by the help of Biddy. † This shows the readers that Pip has learnt more from Biddy then the school. Pip’s desire for self-improvement is the main reason as to why the novel’s title is ‘Great Expectations’; because he believes that he has the ‘possibility of advancement’ in life, that he has ‘Great Expectations’ about his future. We find out later on in the novel that Pip longs to become a gentleman; in order to do this, he needs an education. From Pip’s first visit to Satis House, we realize the staggering difference between Pip and Miss Havisham’s child, Estella, and how their class and background affect their attitudes towards each other and their views on society and life overall. The setting of Satis House flabbergasts Pip so much, he can barely explain everything around him, â€Å"satins, and lace, and silks all of white†¦ † The description brings to mind a very rich, selfish and stagnant person which is how Dickens represents all the rich and upper-class people. Pip is confused of how to prepare himself for his first visit to Satis House, â€Å"I was not at ease regarding the manner in which I should acquaint myself under that lady’s roof. † This shows that the poor scarcely get in contact with the rich and are bewildered with how to present them. On the other hand, Estella proudly calls Pip by the name â€Å"boy† and mocks his clothes which in turn makes Pip realise his â€Å"lower class† so he therefore begins to clean and pamper himself after the suffering. Dickens builds up tension by describing Satis House as decayed which is a reflection of Miss Havisham’s odd personality and it’s a bit bias to be honest, because all Dickens’ fantasies about the rich being evil, rude and a bit crazy are fitted into one character especially and her house. One time, Miss Havisham questions Pip in such a way at one point, that he gets scared out of his wits and his answers to her spiteful questions are all monosyllabic, â€Å"who is it? † â€Å"Pip†¦ † In essence, Dickens’ disrespect to the upper-class is such, that he represents them all in one lady that is so low, she bully’s innocent little boys and makes them feel ashamed for who they are and even makes Pip accept he’s lower then her which one may argue is a good thing as it inspires Pip to greatness later on but is atrocious, giving that status is not all there is to life. Pip only fully realises his lower classed lifestyle when he encounters the prominent Estella. Estella is the elegant, youthful, proud girl raised by Ms Havisham. Dickens juxtaposes the characters of Pip and Estella, by showing the two different worlds they coexist in and the different classes that occupy their worlds, Dickens also tries to symbolise their characters as the higher and lower class of society. Estella symbolises the superior class; this is shown through her beauty, wealth and the confidence that resolves inside her. Pip meets Estella who has contempt for him and his working class background. Estella makes fun out of Pip’s hands and boots by saying: â€Å"what coarse hands he has! And what thick boots! † This proves that there is a big difference between classes. Estella enjoys making Pip fell bad about himself and his social background. The tone Estella uses to speak to Pip is very rude: † ‘Ah! ‘ said the girl, ‘ but you see, she don’t. ‘ † This shows the readers that Estella feels superior to Mr. Pumblechook. Furthermore, it has connotations that state Estella is not afraid to speak to her elders, she thinks she knows what Miss. Havisham is thinking; this depicts how Miss. Havisham has brought her up – to be confident, mean and rude to men. By saying, â€Å"Ah†, she is shown to believe that is better than Pumblechook. However, saying, â€Å"but you see, she don’t†, shows that she is not really upper class because she uses slang unlike an upper class person usually would not do. Estella tries to be upper class but she is betrayed by her lower class language. Readers are invited to believe that she wants to be upper class because she likes looking down on others. Pip reacts in an odd manner. Estella continually uses â€Å"boy† to address Pip but he addresses her by â€Å"miss†. This juxtaposition shows us that Estella thinks it is appropriate to be disrespectful to Pip as he is unimportant because of his class, whereas Pip is shown to have respect for her. This could be because he thinks that Estella is more important because of her upper class background or whether it is because of his upbringing – Mrs Joe and Joe taught him to respect everyone no matter what class they are. Pip is shown to have desire towards Estella; â€Å"returned the young lady, who was pretty and seemed very proud. † This shows that Pip already has affection towards her. Furthermore, he already shows that he s interested in her. Later on in the novel, Pip is asked by Miss. Havisham, what he thinks of Estella; to which Pip replies, â€Å"I think she is very pretty. † This again shows that Pip has feelings of desire for Estella, though they have only just met. After Pips visit to Satis House Pip notices the difference between upper class and working class, between him and Estella. He hates the difference and he wants to be a gentleman not a blacksmith. Pip thinks that if he has any chance with Estella he has to become a stereotypical upper class man. Pip’s mind has no become poisoned with Estella’s words and even though he is not yet an upper class person he is beginning to think like one. His attitudes towards Joe have changed. This is where Pip’s transformation begins to take place and from here the title of the novel comes into the picture. The expectations he wishes to achieve are great. From this chapter we can see the separation between the rich and poor. I think the message Dickens was trying to pass on to the readers of this novel was that, much poverty existed in the world, and even though the rich and the poor lived so close together in the world, they lives were worlds apart. I think Dickens own life experiences informed this viewpoint. Just as Pip, Dickens lived both lower and higher class lifestyle. As a child he was poor and had to work for a living so he was able to experience how it was to live the life of struggle and poverty, however when he grew up he became a writer and had a higher class lifestyle being able to observe how close rich and poor lived, but with such different lives. I think that Dickens had sympathy for the both the higher and lower class people. He had sympathy for the poor because they had to struggle to survive and had to work very hard for such things as money and food to feed the mouths of their families. Conversely I think he felt sympathy for the higher class also, he showed this through Ms Havisham and Satis House. We can see that he has sympathy for the rich as Dickens makes Satis House like a prison and Ms Havisham like a sad old hag that exists inside the walls of the prison, he is also showing the reader that even though she is rich and has money she is sad and imprisoned within her home and her sorrows, I think this is how many higher class people and families lives feel, so this is why he feels sympathy towards them. The bildungsroman genre is a story in where a character grows up and has higher understanding of the world. Pip’s visit to Satis House fits perfectly into the bildungsroman genre, this is due to the fact that after Pips visit to Satis House he grows up, not necessarily in age but he grows up inside; he becomes more mature and also gets a higher understanding of his class and place in society. The Visit to Satis House also reveals that in this world, materialism is a very common trait that presides in the hearts of all individuals, hearts which can forget their closest friends and even family for a chance at an elevated class in life. Finally Dickens is also leaving his final message that you don’t need all the riches to become an ethical person leading a prosperous life. This is the thought that Dickens wishes is engraved in the minds of all who read the novel.

Hate vs Fear

Hate Vs Fear: â€Å"Fearing the unknown† Have you ever heard someone say â€Å"I hate this† or â€Å"I hate that†? Do you think they really hate that object, person or idea? Are they confusing hatred with fear? What exactly is fear? Fear is a distressing emotion aroused by impending danger, evil or pain, Whether or not the threat is real or imagined. What exactly is hate? Hate is to dislike intensely or passionately; feeling extreme aversion or extreme hostility toward; detest. Why is hate accepted in today’s culture? Saying a person hates something, someone or an idea is a lot easier for most people in today’s society, rather than saying they fear it.They do not have to explain themselves why exactly they â€Å"hate† something. It just is. We are taught from a young age to feel hostility or hatred towards opposing ideas, an example for a young child would be eating their vegetables. They don’t really hate eating them, they fear what t hey would taste like because they’re something new and taboo to a child. We fear the unknown and label that with hatred. Humans are quick to judge and fear the unknown. We may not admit it but we are plagued with xenophic tendencies. Hate creates a chain reaction that many people are not aware of but fall into quite often, with the end result always being fear.The reason for this chain reaction is lack of understanding and immediately gets the feeling of fear which leads to hate. The first reaction of hate is the act of attacking. People will attack a person or an idea through words or actions, â€Å"No one attacks without intent to hurt†. An example of a hate related attack could be directed towards homosexuals. They are given cruel names such as faggot or flamer, which is the attack. The chain reaction is then followed by guilt, guilt because you realize your attack was not logical, For example what if an adult made fun of homosexuals repeatedly only to find out that their own child is actually gay.They would then feel the heavy pressure of guilt. Fear is the end result in this chain reaction. People fear punishment and they fear that because they know their thoughts/actions were not right, for example a parent may fear the punishment of losing their child because of their attacks on something sensitive for the child. The end result of hate is always fear. When someone makes a choice to â€Å"hate† something, someone or an idea they’re really making a choice for fear.Hate makes people feel empowered, when they have the idea that they hate something instilled in their head it makes them feel higher than the object or idea they â€Å"hate† giving them the feeling of being a hierarchy. With the feeling of hate a person also feels stronger. In today’s society it is so much easier for one to say they hate a certain thing and leave it at that rather than have to explain themselves for the reasoning behind the hatred, peopl e hide fear with hatred. As Lester B Pearson once said â€Å"Misunderstanding arising from ignorance breeds fear, and fear remains the greatest enemy of peace†.

Operations and Supply Chain Management Essay Example | Topics and Well Written Essays - 1250 words

Operations and Supply Chain Management - Essay Example The report will asses some aspects of operations and supply chain management in terms of strategies to be adopted, supply chain design, supply chain planning, inventory and planning in retail and global operations, procurement management sustainable supply chain, demand forecasting, demand management, and product design supply chain. The paper will also asses some aspects of transport and distribution supply chain management, warehousing and material handling service operations, logistics outsourcing financial considerations, lean manufacturing human aspects of operations and supply chain management, quality management pedagogical issues, and maintenance research methodology in operations and supply chain management. It is worth noting that any of the above analysis will be done with an aim of developing a consultancy report to advice the management of the company about an appropriate â€Å"layout† for the proposed store. It is in this light that I will discuss the elements of a hypermarket layout plan in order to address all relevant considerations that should be put into practice to make easy the operations of such a business once in force. Introduction Studies have noted that the concept of operations and supply chain management has been emerging as a management issue of concern that organisations have sought to address to its conclusive end (Heiman and Nickerson, 2002, p.97; Singh and Power, 2009, p. 189). Horvath (2001, p. 205) observes that having come out as a dominant theme, supply chain integration is being considered to be of vital importance given the role it plays in business management. An organization's operations are strategically vital in the sense that, nearly all of the firms everyday activities are normally within the operations function. The relationship between a firm’s strategy and its operations is actually the big factor that determines the overall success of the firm in relation to its set objectives either in the short ru n or in the long run. Other scholars have been for the opinion that supply chain management (SCM) would be best carried out if traders come together and form and co-operate so as to achieve a common goal with an aim of acquiring benefits that may accrue from such integration. In order to determine the best layout and size of a new hypermarket near Sydney, I considered research studies on the Sydney market, consumer behaviors, the market’s potential in relation to local and international competition, international trade barriers, transport costs, local competition, government requirements, and political stability. In addition, I also researched on buyer behavior, competitive practices, distribution channels, media and demographic patterns through research studies about Australian markets, especially Sydney. However, the major discussion will be based on geographical expanse of Australia, especially Sydney, and demographic profile. This will put into consideration reliable data on potential demand, the cost of facilities, and operating costs such as labour and transportation Literature Review Australian Market Studies have indicated that operations and supply chain management (OSCM) assists companies to respond to market factors appropriately and allay any undesirable effect that may impede an organization (Holweg et al., 2005, p. 170; Chen et al., 2000, p. 436). In the sane way, other studies indicate that highly integrated supply chains help firms in building competitive advantages over rival companies (Myhr and Spekman, 2005, p. 180; Themistocleous et al., 2004, p. 393). From studies conducted on Australian internal market, (Chan, 2006, p. 238) has found

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Sex Ed Research Paper Essay In today’s society one has to try to determine whether we as adults are adequately preparing our young adults and teenagers for the responsibilities of adult hood, specifically when it come to relationships, sexual education available to them, and sexual intercourse. We are going to look at a few topics that need to be answered to see whether we are truly preparing our next generation appropriately to become parents and well informed young adults. The questions we seek to answer are: Are people who have their first child at a younger age more likely to favor sex education in public schools than people who have children at a later age; Are people of a younger age more likely to support the use of birth control use of teenagers than people of a later age; and Are people more likely to favor premarital sex amongst young adults over premarital sex amongst teenagers? 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We had to carry that 5lb bag with us everywhere we went for six weeks, change its clothes daily and manage to get a diaper on it. If the flour baby was not being tended to at all times we would fail the parenting portion of the sex education class. Now this was very difficult as a male and an active member of the high school football team. Not all males were required to take this course in high school back then, but I chose to because this is where I could learn to be a better person than what I had as an example as a father. Plus it was useful information learning how to do things like cooking, cleaning, washing clothes, sewing, and oh yea, best part was that there were lots of girls in the class that admired the few guys that chose to take the class. Back in our time, sex education was more teaching of abstinenc e only, but we had a teacher that also wanted you to know what to do in case you did have intercourse and you and your partner conceived a child. As I grew older I came to appreciate this teacher that taught the whole spectrum of the sex education verses only abstinence. Now that I have a teenage daughter, I also want her to know everything that she can about sex education to prepare herself for her future adult life. Since being a single father, sometimes there are things that she is embarrassed to ask me so I have to rely on female friends and the public schooling system to answer some of those questions. As one may see this topic is important to me because I have young adult children and I want them to be prepared and well informed prior to experiencing sexual intercourse for the first time. I am sorry but I am not ready to become a grandpa until they finish college themselves. With my daughter, I worry she will be heavily influenced into doing things she knows she should wait on, especially when I send her off to college. I just want her prepared for that stage in her life. Literature Review While trying to decide how to write this paper I ran across some very interesting articles that I would like to share with you, the reader. The first one was titled â€Å"Consequences of Sex Education on Teen and Young Adult Sexual Behaviors and Outcomes† by Laura Duberstein Lindberg and Isaac Maddow-Zimet which discussed the effectiveness of formal sex education, regardless of the type, on teens and young adults and the sexual health behaviors and the outcomes that where found as a result. The survey was conducted with both male and females between the ages of 15 and 24. Utilizing the 2006-2008 National Survey of Family Growth with a data pool of a total of 4,691 surveyed. The study was trying to answer whether formal sex education has an effect on when the first vaginal intercourse occurs if received before their first sexual encounter and if the encounter was more controlled by use of birth control. The dependant variables that were surveyed to allow for this research topic to be answered which were the timing of the first vaginal intercourse, contraceptive use at first sex, and condom use at first sex, partnership selection as to whether it was a romantic partner or a casual partner, an age discrepant on the partner of 3 years variance, or unwanted first sex, measured lifetime and current sexual reproductive health indicators at the time of interview including having 6 or more sexual partners, ever been or gotten someone pregnant, sexual transmitted infections treatment in the past 12 months, and use of contraceptives at the last sex encounter. The others were age at time of interview, race/ethnicity, poverty level, mothers education, living arrangements at age of 14, community type, and frequency of attendance of religious services at age 14.(1) Utilizing all these variables, the author was able to see that formal sex education does in fact assist some in the prolonging of the first sexual experience than that of the individual who did not have any formal training and shows that the use of contraceptives and condoms are more likely to be utilized by those who have had some sort of formal sex education training verses those who have not. The survey additionally shows a higher rate of lower income Black and Hispanic people not having the formal sex education training with a higher than normal number occurrences of Sexual transmitted infections and teenage pregnancies. The next article I reviewed was â€Å"What if You Already Know Everything About Sex?† Content Analysis of Questions From Early Adolescents in a Middle School Sex Education Program by Linda Charmaraman, Alice J. Lee, and Sumru Ekrut. The assessment conducted was to see just how much sixth graders really knew about sex already. Based on data collected in the greater Boston area in eight schools utilizing the Get Real: Comprehensive Sex Education that Works Curriculum, with the approval of an institutional review board, parental consent, and assent all six graders from the eight schools participated in anonymous questions about the curriculum. The questions that they were trying to answer were what sex-related topics do early adolescents ask about anonymously, which issues related to sex are of most concern to early adolescents, and how does the school context affect the types of questions raised. This was conducted to allow health care providers information on the conversations that may need to be addressed with early adolescents. The result varied to show that curiosity still had a lot of play from everything to pre-awareness and avoidance to more advanced questions into specific and explicit in nature. Students in larger higher risk schools were more likely to ask more specific questions verses the students in the smaller less risked schools. In classrooms were it was a single sex environment allowed for more specific questions as well. Since this research type was not pre based questions, the crew had one researcher enter in the precedence of the coding, and two others crossed checked the coding and all three debated until all were happy with the appropriate coding for each groups of questions that the students asked. Over all I would say that the research shows that even at the young age of sixth graders, more needs to be done to teach adolescent youths the birds and the bees at an age appropriate level more often than it is currently happening in society. One approach that may need more research may be to host single-sex sex education classes as to allow more students to ask more explicit questions. Another topic that may need to be addressed in more detail would be sex education to all students especially in the urban, lower income neighborhoods that tend to have a higher risk of early pregnancies and sexual transited infections. The third article I reviewed was â€Å"An exploratory study of Muslim adolescents views on sexuality: Implications for sex education and prevention† by Chris Smerecnik, Herman Schaalma, Kok Gerjo, Suzanne Meijer, and Jos Poelman. This article was created utilizing an exploratory qualitative study in the Netherlands to access current views on Muslim adolescents about sexuality. The research was mainly conducted to see how to approach Muslim adolescents about sex education with the questions to be addressed being the current views of Muslim adolescents on sexuality, who to and to what extent do Muslim views differ from the views of non-Muslim adolescents, and to hope to learn whether existing approaches to sex education among Muslim adolescents are likely to be successful or a new approach could be identified to assist in the education of the Muslim adolescents. (3) This research was conducted solely on the internet in a forum set up on the STI-AIDS Netherlands (Expertise Center for HIV/AIDS and other STIs). In this particular forum â€Å"Islam Sexuality† offered general information on sexuality, STI’s, and prevention. Targeted age for the forum was to be Muslim teens and young adults between the age of 14 and 24. The research was gathered for the analysis from June 2004 to September of 2005. To be Muslim sensitive and prevent any disparities on judgments, an Imam, was utilized for the discussion as well as two other trained monitors. All discussions were anonymous with the exception of whether the person was a male or a female, and Muslim or non-Muslim. Everyone else was weeded out of the survey resulting in only 44 Muslim and 33 non-Muslim participants being surveyed. Topics of analysis were sex outside of marriage, Inter-religious relationships, masturbation, homosexuality, and abortion. On the subject of sex outside of marriage it was interesting to note that although Muslim’s believe sex outside of marriage is a taboo, there is a double standard at play were many males do have sex outside of marriage but say it is definitely wrong for females to do so. Non-Muslims did not have any issues with sex outside of marriage. Inter-religious relationships are a true problem for Muslims because they are taught that parent’s approval is absolute in order to marry and Muslim tradition is to not marry outside of the religious circle. Non-Muslims did not have a problem with marrying someone of other religions since they seek love in a partner not religion. Masturbation in Muslim communities is forbidden and treated the same as sex before marriage therefore not allowed or condoned. Non-Muslims argued that this is a way to relieve sexual tension and is okay to do. Homosexuality was not given unto a person as they were born and therefore is not condoned in the Muslim faith. Non-Muslims seemed to express it is a trait you are born with and free to explore. Abortion was not only a problem with a Muslim person; it becomes an issue for the entire Muslim family, whereas non-Muslims portrayed it as a problem only amongst the female and the male who conceived the child. As one may expect, the results of the analysis shows there is a long ways to go to getting Muslim youth more sexually educated since they teach absentness is essential to Islamic law and traditions forbid the discussion of certain topics. One may try to approach the religious leaders to see how this topic can be discussed in a religious sensitive manner, and allow the religious leaders to talk to the parents for input on how to create an educational class that would be appropriate to not violate the Qur’an or Islamic laws that they follow. The fourth article I reviewed was â€Å"Build a curriculum that includes everyone† by Robert McGarry. This article is about the need to incorporate a gender bias, sexuality preference bias educational curriculum as to include the topics and discussions of gay, lesbian, bisexual, and transgender adolescents to teach all adolescents that no matter what orientation preferences one has they should be accepted and all sexual educational needs should be addressed. Of a research conducted in 2011 by GLSEN’s of 8,000 students from 6th to 12th grade most have not been taught anything positive about gays, lesbians, bisexuals, or transgender people in any curriculum. According to the article eight states have laws prohibiting the teaching of such practices in their schools including Texas. This article also mentions that most current curriculum takes an ignoring approach to the topic as to not bring the subject up. Some have demonized such practices, and even stigmatized the preferences. By incorporating a lesbian, gay, bisexual, transgender curriculum starting as early as kindergarten a school could change the way many students feel towards non heterosexual people and other students as they grow together in the school. This article portrays that by doing so we as a society can change our future way of thinking as the country regenerated its society. While I see the validity in the way the author is thinking, I agree with most of the curriculum that they are trying to introduce. The core concepts, access to information, communication, Self-management are all good topics. Teaching of anatomy, physiology, puberty, adolescent development, identity, pregnancy, reproduction, sexually transmitted diseases, HIV, healthy relationships, and personal safety should be incorporated in every schools sex education class. I do have a few issues with the teaching of acceptance of all sexual orientation personally due to my religious upbringing and I also feel it is an invasion of my rights as a parent to teach my morals and values to my children. We as a society have already given in too much on losing our religious preferences with the removal of state and religion. Of course this is a different topic all together with many controversies as well since our country was founded on religious beliefs. In the article it has stated that a program was started after a 3 year controversy in a public school and put in to effect in 2007. I will be looking forward to reviewing the evaluation of the program over a 12 year period to see its effectiveness. The fifth article I reviewed was called† The multiple choices of sex education† by Rashea Hamilton, Megan Sanders, and Eric M. Anderman. The topic of this article has to do with whether or not to give a written test after the study of sex education in the school systems. Should an exam be given or should a role play example be more feasible to allow the adolescents to learn by being shown how to avoid situations and or stand up to the pressures of their peers. The research questions that were to be looked at were simple but very difficult to answer, â€Å"Do adolescents actually implement what they learn in health education classes?† and â€Å"Do the sex education classes actually work?† (5) The biggest question of the whole article is retention of the information if it is taught as a testable technique style or if the retention would be greater if the information was taught as an introduction and show examples of the situations one could encounter and how t o really deal with the situation. In the reading I also found that another question really needs to be addressed as to the uniformity of where and how the information is delivered. It was interesting to read that many inner city adolescents have a higher rate of teen pregnancies and STD infections, especially if they are from low income and single parent homes. When conducting the research information the authors pulled their data from how many states taught what parts of sex education from the Guttmacher Institute, 2012 report. This report shows that even though the federal government provides funding for this education each state, district, and school all teach non-standardized approaches to how to get the information and to some extent what information to give out to the students/ adolescents. To conduct the goal structures and the long term outcome in sex education, they utilized the National Institutes of Health to sample over 5000 students in 32 high schools. They examined the goal structure of performance verses mastery that showed several important outcomes including student’s attitude towards sex, intentions to have sex, and self perceived ability to engage in safe sex behaviors. Results showed that those students mastering the sex education concept were shown or taught in a more example style technique verses the structured exam style. Life chances would be better for all young adolescents if they were more informed and were better able to actually understand the stuff they are being taught. The last article I reviewed while researching this subject was â€Å"Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy† by Pamela K. Kohler, Lisa E. Manhart, and William E. Lafferty. This article was a comparison of sexual health risk of adolescents who received abstinence-only sex education, those who received comprehensive sex education, and adolescents who receive no formal sex education. They looked at the age group of 15 to 19 heterosexual never married which resulted in a sample study of 1719 from the Nation Survey of Family Growth survey cycle 6(2002) . Of the results those adolescents who received comprehensive sex education were significantly less likely to have reported a pregnancy than the adolescents who did not have formal sex education. Abstinence only training did not reduce the likely hood of sexual vaginal intercourse but comprehensive sex educated adolescents showed a marginal decrease in the adolescents having vaginal intercourse. The mean age for the study was 17. Neither abstinence only nor comprehensive sex education reduced the reporting of STD’s among this study group. I found it interesting to learn that rates of STD, teenage pregnancy, and teen births are actually higher in the United States than most other industrialized countries. Romania and the Russian Federation were the only two countries that exceeded the United States in STD’s in the 2000 study of STD incidents among 16 countries. Method of research came from the National Center of Health Statistics nationwide survey from Jan 2002 to March 2003. Data was collected by trained personnel from the University of Michigan’s Institute for Social Research through in home interviews that included audio computer assisted self interviewing. Items collected were basic demographics, knowledge, attitudes, and beliefs regarding the family planning issues, and self reported sexual behavior and any previous diagnoses of STD’s. A total of 1150 girls and 1121 boys responded to the questionnaire and special interview. They were further reduced by sorting out the none heterosexuals, marriage status, age of first intercourse if less than ten years old, or they did not meet the criteria reporting of no formal sex education, formal sex education on how to say no to sex only, or formal sex education that covered saying no to sex and birth control. Results showed that of the sample that STD’s and no sex education were higher in the adolescent was from a low income non-intact family environment, black, and from rural areas. Comprehensive sex education was marginally associated with reduction of vaginal intercourse amongst the adolescents surveyed. Teen pregnancies were higher in older age, black race, lower household income, non central city metropolitan residence, and in non-intact families. The strongest predictor for STD’s was non-intact family unit status with a four times higher rate than others. Another results showed that the adolescents who were taught abstinence only programs found later sexual debut and that the majority of those who pledge abstinence only broke their vow to not have vaginal intercourse until they were married. They found those who had comprehensive sex education had a lower risk of teen pregnancy than those who had no formal training. Methodology When it came to answering questions we seek to find results for we turned to the General Social Survey (GSS) database located at http://www3.norc.org/GSS+Website/Data+Analysis . We first went to the NORC Public Use Data Catalog tab, then clicked on the GSS tab, then General Social Surveys, 1972-2006 Cumulative File, then variable description, followed by the subject index file. This data file was set up by the NORC, A Social Science Research Center at the University of Chicago, with the support of the National Science Foundation with a goal to provide a foundation for social research to have a structured orientation and to provide up to date, important, and high-quality data to social scientists, students, policy makers, and others. To answer the first question, Are people who have their first child at a younger age more likely to favor sex education in public schools than people who have children at a later age, we utilized the information pulled from the E tab, Education, Sex Education, then SEX EDUCATION IN PUBLIC SCHOOLS and the A tab, Age, At birth of first child, RS AGE WHEN 1ST CHILD BORN. To answer the second question, Are people of a younger age more likely to support the use of birth control use of teenagers than people of a later age, we pulled our information from the B tab, Birth Control, Teenagers use, then BIRTH CONTROL TO TEENAGERS 14-16, and from the A tab, Age, Birth Cohort, AGE OF RESPONDENT. For the third question, Are people more likely to favor premarital sex amongst young adults over premarital sex amongst teenagers, we pulled our information from the S tab, Sex, Premarital Sex, then SEX BEFORE MARRIAGE, and the S tab, Sex, Teen sex, then SEX BEFORE MARRIAGE TEENS 14-16. For the first question I utilized the cross tabulation chart with the dependant variable SEX EDUCATION IN PUBLIC SCHOOLS and the Independent Variable RS AGE WHEN 1ST CHILD BORN. For the second question I also utilized a cross tabulation chart with the dependent variable BIRTH CONTROL TO TEENAGERS 14-16 and the Independent Variable AGE OF RESPONDENT. The third one however I utilized a side by side comparison of two variables to see the results. Data Analysis In this section you will see the three research questions along with the graphs generated to answer my theories and hypothesis in order to come to my conclusion. Question # 1: Are people who have their first child at a younger age more likely to favor sex education in public schools than people who have children at a later age? Theory: People who have a first child at a younger age will be more likely to support sex education in public school because they may want teenagers to know more than they did when they first had sex and want them to have information to help guide them. Hypothesis: People who had their first child at a younger age will be more likely to support sex education than those who have their first child later in life. Dependant Variable: E: Education: Sex Education: SEX EDUCATION IN PUBLIC SCHOOLS Independent Variable: A: Age: At birth of first child: RS AGE WHEN 1ST CHILD BORN [pic] This analysis does in fact offer support for the theory that people who have a child at a younger age will be more likely to support sex education in the public school system. As seen in the chart more people tend to favor sex education in public schools up to about age 4. After age 41, less people favor the support of sex education in public school but still at least half of them do still support the sex education in public schooling. Question # 2: Are people of a younger age more likely to support the use of birth control use of teenagers than people of a later age? Theory: Younger people will favor the use of birth control for teenagers more than older adults due to more recent frequency of sexual encounters and lack of maturity of teenagers having riskier sexual encounters. Many young adults just came out of their teenage years and the sexual experiences they recently encountered are still fresh in their minds. Hypothesis: People of a younger age will support the use of birth control for teenagers. Dependent Variable: B: Birth Control: Teenagers use: BIRTH CONTROL TO TEENAGERS 14-16 Independent Variable: A: Age: Birth Cohort: AGE OF RESPONDENT [pic] As seen in the graph above, younger adults do not in fact support the theory for the use of birth control by teenagers therefore our theory would not be a valid theory. We could however observe through this chart that as age progresses older people support the use of birth control by teenagers. An alternate theory that could be presented would be that older people will more likely support the use of birth control by teenagers than younger people. Possible reasoning would be because of life lessons they had to live with and may see if they would have utilized birth control at a young age they may have had different life chances that would have allowed them to pursue alternate life styles and career paths. Question # 3: Are people more likely to favor premarital sex amongst young adults over premarital sex amongst teenagers? Theory: Society is more acceptable to young adults having premarital sex than teenagers having premarital due to their maturity level and modern social beliefs. Hypothesis: People are more likely to support premarital sex among young people than premarital sex among teens. Variable 1: S: Sex: Premarital Sex: SEX BEFORE MARRIAGE Variable 2: S: Sex: Teen sex: SEX BEFORE MARRIAGE TEENS 14-16 Premarital SexTeens Premarital Sex |Values |Categor| | |ies | |Missing cases |33338 | | | | Teen Premarital Sex Summary Statistics |Valid cases |29596 | |Missing cases |21424 | As seen we do have support for the theory that premarital sex among young adults prior to marriage is more accepting than teenagers age 14-16 having premarital sex. In the univariate charts above People tend to agree that premarital sex for young adults is not wrong at all. While 28.2 percent say that is always wrong, 39.9 percent say that it is not wrong at all. Looking at the teenagers age 14-16 having sex however, an overwhelming 70.4 percent still believe teenagers age 14-16 should not have premarital sex while only a small 3.7 percent feel it is not wrong at all. Conclusion When looking at the graphs to answer the question of are people who have their first child at a younger age more likely to favor sex education in public schools than people who have children at a later age, we can conclude that we society in general is in fact in agreement that sex education should be part of our societies public school curriculum. The second question of are people of a younger age more likely to support the use of birth control use of teenagers than people of a later age, is not supported by younger people for some unknown reasons and in fact the opposite is actually true. Older adults support the use of teenagers using birth control. One can theorize this to be that older people are more reflective of their past and do not want teenagers to have the trials and tribunes they grew up dealing with at having to marry at a young age and start families because that is what society used to tell them was standard. Since times are changing and more women are further educate d and working to make ends meet in these economic times, older adults see this as a preventative measure. For the third question as to whether people are more likely to favor premarital sex amongst young adults over premarital sex amongst teenagers, the analysis supports the theory and concludes that yes society is more able to handle a young adult having premarital sex over a teenager having premarital sex. As a father of a seventeen year old daughter, I too conclude this to be the case since I do not want my daughter to take a chance in hindering her passion to one day becomes a nurse or a veterinarian. In my opinion after reviewing all my articles and researching the GSS data base, I am seeing the question of uniformity arises in all of them amongst all teachings. Every single article clearly states in one shape or another that we as a country need to be teaching on a universal informational playing field and this will allow each adolescent the same opportunity to gain the vast and important knowledge they need to be ready for their first vaginal intercourse. Only this will start to reduce the risk of STD’s and teen pregnancies. By asking the government to incorporate more stringent requirement on what has to be taught we can start to make this happen. Since the government only requires abstinence only program be taught to be eligible for title IV monies, many states do not go any further than they have to in order to receive the funding from the government. Another larger issue is the very nature of when, how, and even if sex education is taught at every public school. In the articles, one of the issues that came up over and over was that many inner city and rural area youth have higher rates of teen pregnancies and STD’s. With a more consistent program maybe we can slow this trend down. Of course a little more adult supervision could help as well, but with many low income families being single parent households, this can be very difficult and we as parents have to trust our children to do right when we are not around. When speculating what can be done to slow the progression of STD’s and teenage pregnancies I can only come to one repeated conclusion. Give the young adults and teenagers all the information available to every one of them and possibly incorporate an adult/parent orientation into the curriculum to teach the parents what they may have not known about or have forgotten over the years. Get the parent more involved in the teenagers and young adults lives and quit allowing the teenager to grow up unsupervised. Locate an activity for them to do after school until you are able to be home with them. I read a while back an article that stated most teenage pregnancies happened between four and six pm while the parents are away at work. I really wished I could have found that article to add to the reviews because it was very appropriate for this research paper. As a father I have started looking into what our local school is teaching when I started this course and found out that it too needs many improvements. The teach-for-a-test program does not work. We, our school and parents, need to look into getting more aggressive in the training of our teenagers and young adults so we can slow the progression of teen pregnancies and STD’s. Unfortunately, living even in this small town, we have experienced a high number of teen pregnancies. I would like to see this trend change to allow these young adults and teenagers a life chance for something other than raising a baby at a young age and still living at home with the parents. | | References: 1. Duberstein, Laura, Maddow-Zimet, Isaac, (2012) Consequences of Sex Education on Teen and Young Adult Sexual Behaviors and Outcomes. Elsevier. Journal of Adolescent Health 51 (2012) 332-338 http://www.sciencedirect.com.ezproxy.fhsu.edu:2048/science/article/pii/S1054139X11007178 2. Linda Charmaraman, Alice J. Lee, and Sumru Erkut: (2012). â€Å"What if You Already Know Everything About Sex?† Content Analysis of Questions from Early Adolescents in a Middle School Sex Education Program. Elsevier. Journal of Adolescent Health Volume 50 Issue 5 527-530 http://www.sciencedirect.com.ezproxy.fhsu.edu:2048/science/article/pii/S1054139X1100348X 3. Chris Smerecnik, Herman Schaalma, Kok Gerjo, Suzanne Meijer, Jos Poelman. (2010)† An exploratory study of Muslim adolescents views on sexuality: Implications for sex education and prevention†. BMC Public Health, 10:533 http://ehis.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/pdfviewer/pdfviewer?vid=3sid=37308a58-e906-4d58-a6a8-b93798ee399a%40sessionmgr110hid=106 4. McGarry, Robert. (2013) Build a curriculum that includes everyone. : Phi Delta Kappan, Vol. 94 Issue 5, p27-31, 5p, 1 Chart http://ehis.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/pdfviewer/pdfviewer?sid=9c2f203c-9cd5-4413-acb2-a4679070f0de%40sessionmgr198vid=2hid=106 5. Hamilton, Rashea, Sanders, Megan, Anderman, Eric M. (2013). The multiple choices of sex education. Phi Delta Kappan, Vol. 94 Issue 5, p34-39, 6p, 1 Color Photograph, 2 Charts http://ehis.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/pdfviewer/pdfviewer?sid=318398dd-779d-4ac2-97e3-b96d989e21ca%40sessionmgr198vid=2hid=107 6. Kohler, Pamela K., Manhart, Lisa E., Lafferty, William E. (2008). Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy. Elsevier. Journal of Adolescent Health

Le sport comme support marketing

Le sport comme support marketing THESE: LE MARKETING SPORTIF Comment les marques utilisent-elles le sport comme support marketing? I. Champ de la recherche De nos jours, une entreprise a pour objectif premier de se positionner sur un marchà © en tentant de rà ©pondre au plus juste à   la demande de ses clients, qui sont de plus en plus exigeants. Le marketing est une fonction essentielle dans une organisation, il crà ©e de la valeur grà ¢ce à   de multiples techniques et stratà ©gies. Il permet dinfluencer le consommateur pour que celui-ci choisisse un produit ou un service plutà ´t quun autre. Le marketing constitue un outil indispensable à   lentreprise qui a vu son champ daction sà ©tendre considà ©rablement depuis ces dernià ¨res annà ©es. Jai choisi daxer mon choix sur le marketing appliquà © au secteur sportif. En effet, dans la socià ©tà © du XXIà ¨ sià ¨cle, le sport prend une place importante car il và ©hicule de nombreuses valeurs et gà ©nà ¨re, pour les entreprises, une forte puissance de communication. Depuis la moitià © du XIXà ¨me sià ¨cle, lapparition du sport moderne a permis de faire comprendre aux entreprises limportance de ce phà ©nomà ¨ne. Le sport occupe une place considà ©rable depuis larrivà ©e des lois sur larà ©duction du temps de travail. Les individus jouissent dà ¨s lors dun temps libre plus importante et peuvent pratiquer de nouveaux loisirs. Le mot  «sport », qui signifie  «divertissement » en anglais, fait prà ©cisà ©ment partie de ces loisirs. Le sport peut à ªtre pratiquà © individuellement ou collectivement et il sadresse à   tous, quel que soit là ¢ge, la catà ©gorie socioprofessionnelle, ou mà ªme, en quelque sorte, là ©tat de santà © de lindividu. En effet, il existe des sports pour les handicapà ©s. Selon la Charte Olympique,  «la pratique du sport est un droit de lhomme. Tout individu doit avoir la possibilità © de pratiquer le sport selon ses besoins ». Comment les marques utilisent-elles le sport comme support marketing? Il existe un à ©ventail trà ¨s large dactività ©s physiques, permettant à   beaucoup de personnes dexercer un sport. Aujourdhui,le sport fait intà ©gralement partie de notre socià ©tà ©et il và ©hicule de nombreuses valeurs positives. Cest pourquoi il reprà ©sente un moteur à ©conomique important. Eichberg (1979) parle à ©galement de  «marchandisation  » du sport en ce sens que le commerce des articles de sport se dà ©veloppe de plus en plus. Face à   cette ampleur du sport dans notre socià ©tà ©, le marketing sest dà ©veloppà © progressivement. Cest le football qui fut le premier sport à   utiliser le marketing sportif avec larrivà ©e des joueurs professionnels. Ainsi, le sport est devenu un business à   part entià ¨re. Diffà ©rents acteurs utilisent le sport comme support marketing: Ø Les organismes sportifs: les ligues, les fà ©dà ©rations, les clubs peuvent à ªtre inclus. Ils mettent en place des stratà ©gies de marque qui permettent daugmenter leur notorià ©tà © et de vendre des produits dà ©rivà ©s. Les exemples les plus significatifs sont ceux des clubs de football comme lOlympique Lyonnais, le Paris Saint Germain†¦ Ø Les à ©quipementiers sportifs: ils sappuient sur le sport et les sportifs dans le but damà ©liorer leur image de marque et daugmenter les ventes. Les marques telles que Nike, Adidas et Reebok sont les plus connues du grand public. Ø Les mà ©dias sportifs: ils diffusentles à ©và ©nements sportifs et transmettent de linformation en relation directe avec le sport. Le quotidien lEquipe en est un exemple. Comment les marques utilisent-elles le sport comme support marketing? Aujourdhui, certaines marques nayant aucun lien direct avec le sport, utilisent pourtant celui-ci pour accroà ®tre leur image. En effet, les grands champions sont une valeur ajoutà ©e pour lentreprise car les consommateurs peuvent sidentifier en eux. Laure Manaudou, par exemple, est là ©gà ©rie de la marque Lancel, dans le secteur du luxe. II. Justification de la problà ©matique Le phà ©nomà ¨ne du sport a vu son image se transformer au cours de ses dernià ¨res annà ©es en passant de loisir à   business. Les entreprises ont compris que le sport pouvait les aider à   accroà ®tre leur notorià ©tà ©, à   modifier leur image, à   booster leurs ventes et donc à   augmenter leur chiffre daffaire. Le marketing sportif à ©tant un sujet trà ¨s large, je me suis intà ©ressà © à   la faà §on dont les marques pouvaient lutiliser. Les entreprises peuvent tout dabord utiliser le marketing sportif comme outil de communication, cest-à  -dire, tout ce qui constitue informations, messages ou signaux à ©mis par lentreprise en direction de ses publics. De multiples canaux de communication sont empruntà ©s dans le but de faire passer les messages : les mass mà ©dias, le packaging de lemballage des produits, les opà ©rations promotionnelles, les relations publiques, les à ©và ©nements, etc. Restà ©e longtemps marginale, la communication constitue dà ©sormais une des plus grosses parts du budget de la plupart des entreprises et elle occupe ainsi une place trà ¨s importante au sein des socià ©tà ©s. Considà ©rà ©e comme un investissement à   long terme, les techniques de communication ont beaucoup à ©voluà © au cours du XXà ¨ sià ¨cle pour devenir finalement irremplaà §ables. Comment les marques utilisent-elles le sport comme support marketing? Les marques utilisent gà ©nà ©ralement le sponsoring pour crà ©er un lien direct avec le consommateur. Le parrainage peut à ªtre soit tà ©là ©visà ©, soit directement avec le sportif ou une à ©quipe sportive. Le sponsoring sportif a plusieurs objectifs: Ø Tout dabord, le sponsoring permet de rendre une marque crà ©dible. Il contribue à   dà ©montrer la performance technique dun service ou dun produit qui intervient directement ou indirectement à   un à ©và ©nement. Par exemple, si un champion porte des baskets Nike lors de ces victoires, les spectateurs en dà ©duisent que les baskets sont de bonne qualità ©. Ø Une entreprise utilise le sponsoring pour augmenter sa notorià ©tà © aux yeux des consommateurs, voire pour modifier son image si celle-ci est dà ©tà ©riorà ©e. Ø Enfin, le sponsoring permet de dynamiser le rà ©seau de distribution dune entreprise en dà ©veloppant des partenariats dans le but daugmenter les ventes. Comment les marques utilisent-elles le sport comme support marketing? III. Concepts: mots clà ©s Ø Le marketing Les premià ¨res notions arrivent au XVIIà ¨ et XVIIIà ¨ sià ¨cles en France et en Grande-Bretagne mais cette discipline reste rà ©cente. Elle fait son apparition au milieu du XXà ¨ sià ¨cle lors de la dà ©couverte de la socià ©tà © de consommation: les entreprises se multiplient et la concurrence sintensifie. Daprà ¨s le Mercator, le marketing peut se dà ©finir comme à ©tant  «leffort dadaptation des organisations à   des marchà ©s concurrentiels, pour influencer en leur faveur le comportement des publics dont elles dà ©pendent, par une offre dont la valeur perà §ue est durablement supà ©rieure à   celle des concurrents ». Le marketing se dà ©compose en quatre composantes (le marketing-mix): la politique de produit: consiste à   concevoir, organiser et renouveler ce que lentreprise vend à   ses clients. la politique de prix: lobjectif est de rà ©duire le prix pour à ªtre le plus attractif possible. la politique de communication: permet dinfluencer les attitudes et les comportements du consommateur. la politique de distribution: proposer le produit au bon endroit, en bonne quantità © et au bon moment. Le marketing constitue donc un effort dadaptation pour influencer les consommateurs dans leur acte dachat. Il est à ©galement ce qui permet de crà ©er de la valeur sur le long terme Comment les marques utilisent-elles le sport comme support marketing? Ø Le sport Cette notion est apparue au cours du XVIIIà ¨ sià ¨cle, le mot dorigine anglaise signifiant divertissement, plaisir physique et ou de lesprit. Le sport est dà ©fini comme à ©tant une actività © physique codifià ©e et rà ©glementà ©e pouvant à ªtre individuelle ou collective. Il peut soit impliquer de participer à   des compà ©titions, soit de le pratiquer sous forme de loisir comme la randonnà ©e, le và ©lo, etc. Une multitude de sports pouvant convenir à   tous, le sport est donc inscrit comme un phà ©nomà ¨ne majeur dans nos socià ©tà ©s. Si certains sports (football, basket-ball, rugby, tennis, cyclisme†¦) sont davantage mà ©diatisà ©s que certains autres (curling, escrime, pà ªche, badminton, waterpolo†¦), le sport dans son ensemble est aujourdhui devenu une  « industrie  » à   part entià ¨re. La structure sur laquelle repose cette nouvelle industrie ainsi que les opportunità ©s de consommation quelle gà ©nà ¨re là ©gitiment lapproche marketing. Enfin, grà ¢ce aux valeurs positives quil và ©hicule naturellement, le sport peut rapidement devenir un trà ¨s bon vecteur de communication institutionnelle. Ø Le marketing sportif Il sagit dune dà ©clinaison du marketing ayant pour objectif dutiliser le sport, son image et ses acteurs au profit des produits et/ou de lentreprise. Daprà ¨s Michel DESBORDES le marketing sportif peut se dà ©finir comme à ©tant  «lensemble des outils et des mà ©thodes qui utilisent de faà §on directe ou indirecte le sport, son image et ses acteurs dans le but de susciter un besoin, de commercialiser un produit/servicequi rà ©ponde à   ce besoin et de le vendre ». Comment les marques utilisent-elles le sport comme support marketing? Le marketing sportif est de plus en plus utilisà © par les entreprises pour augmenter leur notorià ©tà © et/ou modifier leur image.  « Si le marketing sportif peut permettre de crà ©er de nouvelles opportunità ©s dinnovation, soit en dà ©veloppant de nouveaux usages, soit en fiabilisant de nouvelles technologies, il permet aussi une meilleure diffusion de nouveaux produits dont linnovation est de nature plus incrà ©mentale  » observent Thierry Lardinoit et Emmanuelle Le Nagard. Ø Le sponsoring En trente ans, le sponsoring a beaucoup à ©voluà © tant au niveau de sa conception, que du point de vue opà ©rationnel et stratà ©gique. Il occupe donc aujourdhui une place prà ©pondà ©rante. On peut le dà ©finir comme à ©tant une technique de communication qui consiste pour une entreprise à   contribuer financià ¨rement, matà ©riellement et/ou techniquement à   une action sociale, culturelle ou sportive, à   lentraà ®nement dun sportif, etc. Il permet ainsi daccroà ®tre la notorià ©tà © des entreprises, damà ©liorer leur image dans loptique de retirer des bà ©nà ©fices mais aussi de rendre ses produits crà ©dibles. Le sponsoring sportif consiste pour une entreprise/marque à   apporter un soutien financier ou matà ©riel à   un à ©và ©nement, une fà ©dà ©ration ou une à ©quipe sportive. Comment les marques utilisent-elles le sport comme support marketing? Le sponsoring sportif vise à   persuader les publics assistant à   là ©và ©nement sportif dun lien existant entre cet à ©và ¨nement (ou sportif) et lentreprise qui communique. (Gary Tribou  «Sponsoring sportif » Ø Le produit sportif Bien que celui-ci reste difficile à   dà ©finir parce quil reprà ©sente une large produit, on peut le caractà ©riser comme ayant un lien sà ©mantique fort avec la pratique sportive. On peut donc inclure les và ªtements spà ©cifiques (baskets, joggings†¦), les matà ©riaux spà ©cifiques (perche, ski, manique†¦), les boissons et les aliments à ©nergisants. Comment les marques utilisent-elles le sport comme support marketing? Ø La marque Elle permet au consommateur de distinguer le produit ou service dune entreprise de ceux proposà ©s par la concurrence. La marque peut à ªtre matà ©rialisà ©e par un nom propre, un mot, une expression ou un symbole visuel. Grà ¢ce à   limage qui lui est associà ©e, la marque peut aider le consommateur à   justifier ses choix et ainsi à   à ªtre valorisà ©. De plus, la marque favorise la reconnaissance sociale des produits et simplifie lacte dachat rà ©pà ©titif. Tout un ensemble de signes permettent de reconnaà ®treune marque : Comment les marques utilisent-elles le sport comme support marketing? Ø Notorià ©tà © Cest un facteur pour une marque, un produit ou une entreprise qui dà ©pend de la connaissance et de son degrà © de prà ©sence dans lesprit des individus. Les deux unità ©s de mesure sont la notorià ©tà © spontanà ©e (exemple :  «Citez une marque de và ªtement de sport ») et la notorià ©tà © assistà ©e (exemple dune liste de marques de và ªtements de sport: «lesquelles connaissez-vous? ») Ø Image de marque Limage dune entreprise, dune marque ou dun produit, correspond à   la faà §on dont celles-ci sont perà §ues par les consommateurs. Cette impression peut se dà ©terminer par des crità ¨res subjectifs (exemple : un produit de jeunes) ou par des crità ¨res objectifs (exemple : limage dun produit haut de gamme à   prix à ©levà ©). Selon Aaker (1994) limage de marque  «Ãƒ ©tant un ensemble dassociations, pouvant à ªtre affectives et cognitives, et quun individu va associer à   une marque. Une image de marque va alors se construire à   travers lexpà ©rience du consommateur face à   cette marque et/ou à   travers lexposition rà ©pà ©tà ©e à   la communication de la marque. » Comment les marques utilisent-elles le sport comme support marketing? IV. Synthà ¨se provisoire de littà ©rature Daprà ¨s les articles que jai lu, traitant du marketing sportif, trois hypothà ¨ses mont paru intà ©ressant à   dà ©gager afin de dà ©limiter les contours du sujet de cette thà ¨se et afin, par la suite, daboutir à   un rà ©sultat. Hypothà ¨se 1: Le sport est populaire. Le sport a toujours existà © : sauter, courir, nager sont des actività ©s qui existent depuis le dà ©but de lhumanità ©. Puis il sest dà ©veloppà © grà ¢ce aux Jeux-Olympique dans la Grà ¨ce antique. Cest, depuis quelques annà ©es, un phà ©nomà ¨ne majeur de nos socià ©tà ©s dans les domaines à ©conomiques, culturels et sociaux. Il est important de connaà ®tre sa nature et en particulier les aspects qui peuvent justifier un tel engouement de la part des individus. En effet, le sport apparaà ®t comme populaire et joue un rà ´le important dans la mondialisation. Souvent le pays ou la ville sont connus par les exploits de son à ©quipe de sport. Selon le sociologue du sport Jacques Defrance (1997),  « le sport remplit des fonctions symboliques et produit des figures de la communautà © dappartenance, de lexcellence individuelle et de la rà ©ussite  ». C. Bromberger (1995) va jusquà   parler de socià ©tà ©  « footballisà ©e  » pour suggà ©rer que les grands à ©và ©nements sportifs tendent à   devenir des rites communautaires. Le sport et là ©ducation partagent de nombreuses valeurs communes, comme lacquisition des savoirs, savoir-à ªtre et savoir-faire. Plus prà ©cisà ©ment, le sport contribue au dà ©veloppement des compà ©tences et à   la dà ©couverte de la tolà ©rance et de lesprit dà ©quipe. Il incite à ©galement au respect des lois et des rà ¨glements. Comment les marques utilisent-elles le sport comme support marketing? Pour rà ©sumer, le sport contribue, tout simplement, à   lapprentissage de la vie citoyenne. Ce constat rà ©sulte dun rà ©el dà ©veloppement des actività ©s sportives, notamment pour les plus jeunes. Au-delà   de la dimension citoyenne quil incarne à   là ©cole ou encore dans les salles de sports des quartiers populaires, le sport và ©hicule des valeurs traditionnelles et morales telles que le goà »t de leffort, la loyautà © et le respect de lautre. Le sport enseigne le savoir-vivre ensemble à   toutes les personnes qui sy adonnent. Les pratiques sportives favorisent aussi les relations intergà ©nà ©rationnelles, linsertion sociale et lintà ©gration dans une socià ©tà © donnà ©e. Quil sagisse de la pratique de haut niveau ou de la pratique damateur, lenjeu sportif est majeur. Le sport amà ¨ne au dà ©passement de soi et à   là ©panouissement personnel lors des compà ©titions ou dentrainements. Les valeurs apportà ©es par le sport sont la fraternità ©, lesprit de solidarità ©, laltruisme et la gà ©nà ©rosità ©. Lesprit dà ©quipe est souvent perà §u positivement en sport : lorsque là ©quipe gagne, lindividu gagne aussi. Les individus pratiquent un sport plus quun autre selon là ¢ge et le niveau de vie. Il y a 78% des Franà §ais pratiquent une actività © physique et les taux de sportifs ne cessent daugmenter. Comment les marques utilisent-elles le sport comme support marketing? Tableau à ©volution des effectifs des fà ©dà ©rations (Desbordes M., Ohl F., Tribou G.  «Le marketing du sport », 2eme à ©dition, 2001). Discipline Licences en 1995 Licences en 1997 Evolution en % Canoà «-kayak Sports de glace Badminton Equitation Gymnastique Judo Golf Volley-ball Natation Athlà ©tisme Football Boxe 26 068 39 106 36 879 325 452 162 225 489074 236864 91029 167929 147932 2055610 15 488 86 072 63265 51 646 367323 182390 543016 261058 100545 179578 152769 2056684 15 484 + 233% + 62% + 40 % + 13% + 12% + 11% + 10% + 10% + 7% + 3% 0% 0% De plus, le sport est populaire par le spectacle quil offre : les individus vont regarder un match de football comme ils vont voir un chanteur sur scà ¨ne. Je ne suis pas sà »re que ce soit vraiment comparable. Comment les marques utilisent-elles le sport comme support marketing? Le sport est passà © de loisir à   business en quelques annà ©es, et son marchà © global en France est de 28,6 milliards dEuros. Aujourdhui, les consommateurs dà ©tournent les produits sportifs et font souvent des usages non sportifs de ces biens. Ils achà ¨tent des joggings et des baskets pour les porter tous les jours et non uniquement pour faire du sport. Seulement 46% des baskets et 34% des và ªtements sportifs sont rà ©ellement utilisà ©s pour faire du sport. Le sport nest donc plus seulement une pratique mais un à ©tat desprit et de nos jours à   une vraie  «sportisation » se met en place au sein de la socià ©tà ©. Par exemple, les hommes prà ©fà ¨rent porter des polos plutà ´t que des chemises. Quelle influence les valeurs và ©hiculà ©es par le sport ont-elles sur les consommateurs? Le sport diffuse ses valeurs propres mais il devient de plus en plus violent et dà ©passe certaines limites. Les matchs de football, par exemple, ressemblent à   un affrontement entre les supporters. Il serait donc intà ©ressant de savoir si les dà ©rives du sport nauront pas dinfluence sur le marchà ©. Comment les marques utilisent-elles le sport comme support marketing? Hypothà ¨se 2: Le sponsoring sportif est un support marketing pertinent. Le sponsoring sportif remonte aux temps de la Grà ¨ce et de la Rome antiques. A cette à ©poque, les individus exploitaient dà ©jà   les Jeux romains comme outil de commerce. Cà ©sar lui-mà ªme avait fait sa propre publicità © / campagne dans le but de gagner des votes en finanà §ant des combats de gladiateurs en 65 av. J.-C. Il à ©tait totalement conscient des retombà ©es que ce financement pouvait lui procurer. Les entreprises utilisent le sport comme support marketing et surtout comme outil de communication. Depuis la moitià © du XIXà ¨me, lapparition du sport moderne a permis de faire comprendre aux entreprises la puissance de communication de ce phà ©nomà ¨ne. En effet, lassociation dunemarqueou dune entreprise à   une compà ©tition, un à ©và ¨nement sportif, un club voire un sportif professionnel, permet davoir des retombà ©es mà ©diatiques importantes et donc dattirer le consommateur. Si le sponsoring existe dans le sport, cest parce quil và ©hicule des valeurs qui permettent aux marques de mettre en place des stratà ©gies pour augmenter leur notorià ©tà © et modifier ainsi leurimagede marque. Comment les marques utilisent-elles le sport comme support marketing? Le sport arrive en premià ¨re position à   la question  «Que parrainent les entreprises ? »: (Tableau de Westphalen M.-H. (2003), Le Communicator, Paris, Bordas, p. 347) Dans quel domaine pratiquez-vous le parrainage? Dans quel domaine envisager-vous de le pratiquer dans lavenir? Sport Culture Social-humanitaire Programmes audiovisuels Education formation Environnement Patrimoine Sciences et techniques Exploit-aventure 55% 44% 37% 30% 26% 19% 17% 13% 10% 58% 47% 40% 21% 31% 37% 17% 17% 13% Le sponsor utilise la communication par le sport pour poursuivre diffà ©rents objectifs: augmenter sa notorià ©tà © et se faire connaà ®tre du grand public en informant sur sa marque, son nom, son produit ; avoir un objectif conatif, cest-à  -dire à ªtre apprà ©cià © du public, và ©hiculer une image positive du produit, de la marque ou de lorganisation ; Comment les marques utilisent-elles le sport comme support marketing? avoir une influence sur le comportement du consommateur, linciter à   acheter, le faire venir dans le magasin ; motiver son personnel, lamener à   se rassembler autour dun mà ªme projet et donc favoriser un esprit dà ©quipe ou une culture dentreprise. Le sport est aussi un moyen datteindre un public mondial et il est adaptà © à   la rà ©alisation de divers objectifs de marketing, tels que: populariser davantage la marque et sensibiliser le public; changer le profil de la marque; ce qui veut dire? renforcer la marque / produit ; crà ©er une reconnaissance mondiale des produits ; attirer des nouveaux segments de marchà ©; dà ©velopper le rà ©seau de distribution; Le sponsoring est donc un outil marketing au service de la marque et il permet un aux consommateurs ciblà ©s de sen rapprocher. Les sponsors veulent montrer que leurs produits sont de bonne qualità © grà ¢ce à   la preuve produit: à ªtre là ©quipementier dune à ©quipe qui gagne ou le fournisseur officiel dun à ©và ©nement qui rà ©ussit prouve que le produit est crà ©dible. Par exemple, dà ¨s 1981, Michelin, offre des pneus aux coureurs cyclistes et aux pilotes dautomobiles ou encore, Festina qui assure le chronomà ©trage du Tour de France. Les sponsors doivent veiller à   revoir leurs stratà ©gies avant chaque à ©và ©nement parce quen cas de contre-performance du sportif ou de là ©quipe de sport, les ventes de la marque peuvent diminuer. Comment les marques utilisent-elles le sport comme support marketing? Linvestissement dans le sponsoring sportif est devenu un levier stratà ©gique de croissance pour les entreprises. Les athlà ¨tes eux-mà ªmes sont devenus, surtout depuis la  « Zidanemania  » post 1998, des icà ´nes de socià ©tà © et des porte-paroles efficaces pour les marques. Maintenant, il est difficile pour un consommateur de retenir les nombreuses marques qui sponsorisent les à ©và ©nements sportifs. Comment une marque peut-elle faire pour attirer plus encore lattention du consommateur et rester concurrentielle ? Cette question se pose aussi en ce qui concerne les marques nagissant pas dans le mà ªme secteur. Existe-il plusieurs types de sponsoring sportif? Il serait intà ©ressant, à ©galement, de savoir quels sont les retours sur investissement de natureà ©conomique mais aussi symbolique. Sur le plan à ©conomique, le sponsoring permet de faire augmenter lechiffre daffaireou la part demarchà ©de lentreprise à   plus ou moins long terme. Les indicateurs pour rà ©aliser ces calculs sont assez faciles à   mettre en place. Nà ©anmoins, la part que joue le sponsoring dans les rà ©sultats à ©conomiques est plus difficile à   dà ©terminer. Le sport và ©hicule un certain nombre de valeurs et est devenu un à ©là ©ment important dans lacte dachat du consommateur. Ainsi, sassocier à   un à ©và ¨nement sportif qui và ©hicule des valeurs positives, cest donner à   sa marque une valeur affective. Afin de calculer le rà ©el impact dun sponsor, il faut effectuer des sondages avant et aprà ¨s là ©và ¨nement. Comment les marques utilisent-elles le sport comme support marketing? Hypothà ¨se 3: Limage de marque est primordiale pour lentreprise. Limage permet de crà ©er de la valeur pour la marque pour diffà ©rentes raisons: aider le consommateur dans son acte dachat à   traiter linformation quil reà §oit.En effet, une image ou un logo synthà ©tise un ensemble de caractà ©ristiques. Ceci facilite la communication de lentreprise; fournir aux entreprises un avantage commercial compà ©titif et permettre à   celles-ci de se diffà ©rencier de leurs concurrents ; donner au consommateur des raisons dacheter; -dà ©velopper des attitudes positivesen associant des personnages, des symboles à   la communication de la marque ; permettre daider à   la crà ©ation dextension de marques(des traits dimage, peuvent aider une extension par la cohà ©rence existante entre la marque et le nouveau produit). Les marques utilisent les sportifs comme des leaders dopinion car ce sont les personnalità ©s les plus apprà ©cià ©es du grand public notamment pour leurs valeurs / qualità ©s humaines. Le choix de lactività © sportive par le sponsor sopà ¨re en fonction du coà »t, du temps imparti et de la concurrence. Le choix du sportif en lui-mà ªme relà ¨ve de la stratà ©gie retenue par lentreprise. On peut prendre lexemple de Lacoste et dAdidas qui sponsorisent tous les deux des tennismen. Lacoste choisit des athlà ¨tes dont la rà ©putation est dà ªtre  «sages » pour correspondre à   limage de la marque alors quAdidas va plutà ´t choisir des athlà ¨tes plus turbulents mais cosmopolites. Pour les sponsors, il est important de choisir un sportif qui và ©hicule limage de la marque. Comment les marques utilisent-elles le sport comme support marketing? La popularità © des sportifs est un atout dont les publicitaires ne peuvent se passer. Les diffà ©rentes marques sponsorisent les plus grands sportifs de la planà ¨te pour vanter les mà ©rites de leurs produits. Cependant, le pouvoir mà ©diatique des sportifs est tellement important, que certaines marques utilisent leur image pour vendre des produits qui nont pas de relation directe avec le sport. Les publicitaires utilisent alors certaines des valeurs và ©hiculà ©es par le sport : courage et dà ©passement de soi, esprit collectif, dynamisme, performance et esprit de compà ©tition, etc Tony Estanguet, champion Olympique de kayac, vente alors les mà ©rites du fournisseur en à ©lectricità ©. La relation entre celui-ci et les centrales hydrauliques est pourtant loin dà ªtre à ©vidente. Nà ©anmoins, il existe un bà ©nà ©fice pour les deux parties: pour le kayakiste qui na pas les retombà ©es financià ¨res et mà ©diatiques dun footballeur et pour lannonceur qui se sert de leffet post Jeux-Olympiques. Cela apparaà ®t comme contradictoire lorsque les sportifs vantent les mà ©rites de produits qui sont dà ©conseillà ©s aux sportifs de haut niveau. Ce ne sont sà »rement pas les bonbons Haribo, Macdonald (fournisseur officiel des Jeux-Olympiques), les boissons sucrà ©es qui permettent aux sportifs dà ªtre plus forts. On peut se demander si avec la montà ©e de lobà ©sità ©, ces sponsors sont une solution. Autrefois, mà ªme les marques de tabac et dalcool à ©taient des sponsors pour des à ©quipes de sport ou des sportifs. Il est parfois hypocrite pour une marque dutiliser un produit qui est dangereux pour la santà © tout en promouvant une actività © qui donne un exemple de vie saine et convenable. Les marques dà ©jà   connues se permettent de sponsoriser un à ©và ©nement sportif, une à ©quipe de sport ou un sportif alors quelles nont rien à   voir avec le sport. En revanche, il est apparu que les marques peu connues devaient avoir un lien avec le sport. Tout dà ©pend donc de la là ©gitimità © de la marque dans lunivers du sport. Il serait intà ©ressant de savoir comment les sponsors choisissent les sportifs pour và ©hiculer les valeurs de leur marque et quels sont les facteurs clà ©s de succà ¨s. Comment les marques utilisent-elles le sport comme support marketing? V. Plan provisoire I. Du sport au Marketing 1.Evolution du sport 2. Evolution du marketing 3. Le marketing sportif II. Le sponsoring sportif 1. Outil de communication 2. Les objectifs 3. Limites III. Le sponsoring sportif dans le milieu du luxe 1. Marchà © du luxe 2. Les marques de luxe et le sponsoring sportif IV. Conclusion (Pour la partie III, jaimerais lorienter en fonction de mon stage en alternance) Comment les marques utilisent-elles le sport comme support marketing? VI. Mà ©thodologie danalyse terrain Aprà ¨s avoir và ©rifià © mes hypothà ¨ses grà ¢ce à   mes lectures, je dois, à   travers des analyses quantitatives et qualitatives, les tester sur le terrain, cest-à  -dire en milieu concret. Tout dabord, avant dexpliquer la mà ©thodologie retenue, voici les dà ©finitions dune analyse qualitative, puis dune analyse quantitative. Analyse qualitative:  «Etude destinà ©e à   comprendre des attitudes ou comportement dutilisateurs, de prospects ou de clients face à   un produit, un service ou une marque, menà ©e par le biais dentretiens individuels ou collectifs en petit nombre, en rà ©coltant des informations et à ©là ©ments qualitatifs, gà ©nà ©ralement non chiffrables. » Source: http://www.marketing-etudiant.fr/definitions/e/etude-qualitative.php Analyse quantitative:  «Collecte dinformations permettant là ©tude des comportements, attentes ou opinions rà ©alisà ©e auprà ¨s dun à ©chantillon de la population et dont les rà ©sultats chiffrà ©s sont ensuite extrapolà ©s à   lensemble de la population à ©tudià ©e. » Source: http://www.marketing-etudiant.fr/definitions/e/etude-quantitative.php Dans le but de và ©rifier les trois hypothà ¨ses formulà ©es prà ©cà ©demment, jaimerais interviewer des spà ©cialistes du marketing sportif, des sponsors, des sportifs de haut-niveau et des consommateurs. Comment les marques utilisent-elles le sport comme support marketing? Pour lhypothà ¨se 1: il serait intà ©ressant de questionner une trentaine de personnes (par le biais dun questionnaire), pratiquant le sport, et qui sont à ¢gà ©es de 10 à   60 ans. Ceci me permettrait de mieux connaà ®tre leurs reprà ©sentations sur le monde du sport (savoir, par exemple, quelles sont les valeurs và ©hiculà ©es par le sport selon eux) ainsi que leurs pratiques (pourquoi ils pratiquent le sport, quel sport, à   quel frà ©quence). Les non sportifs aussi pourront à ªtre interrogà ©s afin de savoir pourquoi ils ne pratiquent pas de sport, sils regardent quand mà ªme le sport à   la tà ©là ©vision†¦ Pour lhypothà ¨se 2: Jaimerais interviewer Thierry Lardinoit, spà ©cialiste du marketing sportif. De plus, jaimerais faire des à ©tudes avant et aprà ¨s un à ©và ©nement sportif pour calculer le rà ©el retour sur investissement dune marque qui le sponsorise. Je pense quil serait aussi intà ©ressant davoir lavi