Admissions Essay: Why Ob/Gyn? -- Medicine College Admissions Essays

Admissions Essay: Why Ob/Gyn? Â   I'm having trouble coming up with that concise, compelling anecdote about the patient who inspired me to go into Obstetrics and Gynecology, because so many people have helped me realize that this is where I belong. Â   There are the women whose babies I've delivered, whom I've gotten to know at a clinic visit or during the early contractions of active labor, and then coached through the calm between pushes in the last few minutes before delivery. There are the teenagers at their first Gyn exam, nervously kicking the end of the table as we talk about safer sex, the benefits of the pill and just what a speculum actually is. And there are the patients who are very, very sick - the 44-year-old with metastatic ovarian cancer, whose family was ... ...ood prenatal care. Â   Ultimately, I hope to join the faculty of an academic medical center, where I can combine patient care with my love of teaching, and where I can continue to explore how interactive technologies can inform and empower patients. Most of all, however, I look forward to taking care of my patients, drawing on the remarkable depth and breadth of Obstetrics and Gynecology.

Race and Ethnicity Essay

This course focuses on the issues, challenges, and opportunities presented by U. S. population diversity. Workplace issues related to employee diversity in terms of gender, race or ethnicity, socioeconomic class, and cultural background are emphasized. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Harvey, C. P. , & Allard, M. J. (2009). Understanding and managing diversity (4th ed. ). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed. ). Upper Saddle River, NJ: Pearson. All electronic materials are available on the student website. |Week One: Workplace Diversity | | |Details |Due |Points | |Objectives |Recognize the dimensions of diversity. |6/10/13 | | | |Differentiate the concept of inclusion from the concept of diversity. | | | | |Describe diversity and inclusion in the workplace. | | | |Reading |Read Ch. 1 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 17 of Racial and Ethnic Groups. | | | |Reading |Read Introduction to Section I and Section I of Understanding and Managing Diversity. | | | |Participation |Participate in class discussion. |6/10/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/10/13 |2 | |Learning Team |Create the Learning Team Charter. | | | |Instructions | | | | |Learning Team Charter | | | | |Learning Team |Review the Week One objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Individual |Apply critical-thinking skills to answer the following questions based on this week’s |6/10/13 |5 | |Thinking About Diversity|readings. The response to each question must contain 150 to 300 words. | | | |and Inclusion | | | | | |What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by | | | | |referencing both textbooks. | | | | |With what ethnic, cultural, or other groups do you identify? Describe what members of your | | | | |social circle have in common. | | | | |What is the difference between diversity and inclusion? | | | | |What is the importance of workplace diversity training? | | | | |What is your experience with workplace culture? Could there be, or could there have been, more| | | | |inclusion? | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Two: Prejudice, Stereotypes, Discrimination, and Privilege | | |Details |Due |Points | |Objectives | |6/17/13 | | | |Explain how the concept of culture is used to construct group identity. | | | | |Analyze the social concept of race. | | | | |Describe how behavioral and thinking patterns apply to diversity issues. | | | |Reading |Read Ch. 2 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 3 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 5 of Racial and Ethnic Groups. | | | |Reading |Read Introduction to Section II in Section II of Understanding and Managing Diversity. | | | |Reading |Read Are African Americans Still Experiencing Racism? | | | | |in Section II of Understanding and Managing Diversity. | | | |Reading |Read Inventing Hispanics in Section II of Understanding and Managing Diversity. | | | |Reading |Read To Be Asian in America in Section II of Understanding and Managing Diversity. | | | |Reading |Review Ch. 6 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 7 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 8 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 9 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 10 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 11 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 12 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 13 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 14 of Racial and Ethnic Groups. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |6/17/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/17/13 |2 | |Learning Team |Submit the Learning Team Charter. | | | |Instructions | | | | |Learning Team Charter | | | | |Learning Team |Review the Week Two objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Begin working on the Equal Rights Proposition Outline assignment due in Week Three. | | | |Instructions | | | | |Equal Rights Proposition| | | | |Outline | | | | |Individual Multicultural|Resources: Culturegrams database and Racial and Ethnic Groups |6/17/13 |15 | | Matrix and Analysis | | | | |Worksheet |Select and research six ethnic groups from Part III (Ch.6–14) of Racial and Ethnic Groups and| | | | |in Culturegrams. Use the following instructions to access Culturegrams: | | | | | | | | | |From the University Library, click the Library Resources link. | | | | |Click Country Profiles and Economic Data. | | | | |Click Culturegrams. | | | | |Navigate Culturegrams using the map or use the search option for specific terms. | | | | | | | | | |Complete the University of Phoenix Material: Multicultural Matrix and Analysis Worksheet | | | | |located on the student website. | | | | | | | | | |Write a 350- to 700- word analysis of the advantages of a multicultural society and labor | | | | |force. | | | | | | | | | |Format any references consistent with APA guidelines. | | | |Week Three: Immigration, Assimilation, Pluralism, and Multiculturalism | | |Details |Due |Points | |Objectives | |6/24/13 | | | |Describe U. S. immigration policies within a historical framework. | | | | |Summarize the benefits and consequences of immigrant labor for the U. S economy. | | | | |Analyze strategies for inclusion in the workplace. | | | |Reading |Read Ch. 4 in Racial and Ethnic Groups. | | | |Reading |Read A World View of Cultural Diversity in Section II of Understanding and Managing Diversity. | | | |Reading |Read Cultural Transmission Today in Section II of Understanding and Managing Diversity. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |6/24/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/24/13 |2 | |Learning Team |Review the Week Three objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Individual |Resource: Completed Multicultural Matrix and Analysis Worksheet. |6/24/13 |15 | |Media Reaction | | | | | |Write a 1,050- to 1,400- word reaction to a media piece focusing on a current political issue | | | | |relating to immigration. Possible media pieces include an article, a video or audio clip, a | | | | |television show, a book, a documentary, or a movie. | | | | | | | | | |Research the issue of your media piece. | | | | | | | | | |Address the following: | | | | | | | | | |What is the historical framework of this issue? | | | | |What is the political context of this issue? | | | | |What message does the media piece attempt to portray? Was the media coverage biased or | | | | |unbiased? Was the issue sensationalized or portrayed objectively? | | | | |How might the media coverage affect the public’s perception of this issue? Does it encourage | | | | |or discourage prejudice, discrimination, and stereotyping? | | | | |How might this issue affect the U. S. economy and labor force? | | | | |If you were a manager affected by this issue and its media coverage, what inclusion strategies| | | | |from this week’s reading might you implement to moderate the media’s effect on your employees | | | | |and to promote inclusion in the workplace? | | | | | | | | | |Include at least two academic references in your research. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Learning Team |Select a current social issue related to the rights of ethnic or social groups. |6/24/13 |10 | |Equal Rights Proposition| | | | |Outline |Research the subject and existing action plans designed to solve the issue. | | | | | | | | | |Develop a 1,050- to 1,500- word comprehensive outline of your proposition to promote equal | | | | |rights. Be sure to include the following: | | | | | | | | | |The issues, challenges, and opportunities experienced by this group in the labor force | | | | | | | | | |How society has constructed this group’s identity | | | | | | | | | |The legal framework relating to this issue | | | | | | | | | |Summary of existing or proposed solutions of differing groups. Consider the U. S. Equal | | | | |Employment Opportunity Commission, corporate human resource departments, state or federal laws| | | | |and regulations, political strategies, government agencies, religious groups, and grass roots | | | | |organizations. | | | | | | | | | |Whether or not this issue exists in other countries, and if so, how it is handled by differing| | | | |groups | | | | | | | | | |Your team’s compromise or alternative to existing solutions | | | | | | | | | |A description the organization, order, and approach to your team’s presentation | | | | | | | | | |Your decision on the presentation format your group will to use for your Week Five Equal | | | | |Rights Proposition Presentation. Consider using Microsoft PowerPoint ® or alternative software,| | | | |such as iPresent Presio ®, Prezi ®, and Glogster EDU. | | | | | | | | | |Outline your proposition in the format and software program of your choice. | | | | | | | | | |Include at least five academic references in your research. | | | | | | | | | |Format your outline consistent with APA guidelines. | | | |Week Four: Legal Framework of Diversity | | |Details |Due |Points | |Objectives | |7/1/13 | | | |Outline the U. S. legal framework related to diversity in the workplace. | | | | |Explain the relationship between social mobility and social change. | | | | |Analyze management strategies to ensure compliance in the multicultural workplace. | | | |Reading |Read the article â€Å"Social Class Diversity† in Section II of Understanding and Managing | | | | |Diversity. | | | |Reading |Read the Introduction to Section III and Section III of Understanding and Managing Diversity. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |7/1/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |7/1/13 |2 | |Learning Team |Review the Week Four objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Continue to work on the Equal Rights Proposition Presentation assignment due in Week Five. | | | |Instructions | | | | |Equal Rights Proposition| | | | |Presentation Preparation| | | | |Individual |Resource: the Equal Employment Opportunity Commission (EEOC) website |7/1/13 |15 | |EEOC Presentation | | | | | |Explore the EEOC website (http://www. eeoc. gov) to learn more about the organization. | | | | | | | | | |Click the About the EEOC link and select Newsroom. Select a press release about an employee | | | | |lawsuit published within the last 6 months. | | | | | | | | | |Search the Internet to find at least one news item about this lawsuit, preferably from a news | | | | |source in the state in which the incident occurred. | | | | | | | | | |Write a 1,050- to 1,200- word paper that includes the following: | | | | | | | | | |A description of the compliance issue that led to the lawsuit and its ramifications for the | | | | |organization. | | | | |A brief summary of the functions of the EEOC in one paragraph. | | | | |The EEOC’s role in this lawsuit. | | | | |Whether or not this lawsuit promotes social change; justify your reasoning | | | | |A comparison of the EEOC press release to the news item. What accounts for the differences? | | | | |Strategies you would implement, if you were a senior manager of this company, to ensure future| | | | |compliance and inclusion in the multicultural workplace. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Five: The Global Comparative Perspective | | |Details |Due |Points | |Objectives | |7/8/13 | | | |Compare anti-immigration movements in different countries. | | | | |Analyze the historical effect of discrimination on the global economy. | | | |Reading |Read Ch. 16 of Racial and Ethnic Groups. | | | |Reading |Read Negotiations–BWA Discovers the Indonesian Way in Section II of Understanding and | | | | |Managing Diversity. | | | |Reading |Read Interpreting Intercultural Communication at a Business Meeting in Section II of | | | | |Understanding and Managing Diversity. | | | |Reading |Read How Canada Promotes Workplace Diversity in Section II of Understanding and Managing | | | | |Diversity. | | | |Reading |Read Ch. 16 of Racial and Ethnic Groups. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |7/8/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |7/8/13 |2 | |Learning Team |Review the Week Five objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Resource: Equal Rights Proposition Outline |7/8/13 |20 | |Equal Rights Proposition| | | | |Presentation |Create a comprehensive presentation of your equal rights proposition using the presentation | | | | |software approved in Week Three. | | | | | | | | | |Include the following: | | | | | | | | | |The issues, challenges, and opportunities experienced by this group in the labor force | | | | | | | | | |How society has constructed this group’s identity | | | | | | | | | |The legal framework relating to this issue | | | | | | | | | |A summary of existing or proposed solutions of differing groups. Consider the U. S. Equal | | | | |Employment Opportunity Commission, corporate human resource departments, state or federal laws| | | | |and regulations, political strategies, government agencies, religious groups, and grass roots | | | | |organizations | | | | | | | | | |Whether or not this issue exists in other countries and if so, how it is handled by differing | | | | |groups. | | | | | | | | | |Your team’s compromise or alternative to existing solutions | | | | | | | | | |Present your proposal in the software approved in Week Three. | | | | | | | | | |For Local Campus students, these are 10- to 15-minute oral presentations. | | | | |For Online and Directed Study students, these are presentations with notes. | | | | | | | | | |Include at least five academic references in your research. | | | | | | | | | |Format your presentation consistent with APA guidelines. | | | Optional Discussion Questions Week One Discussion Questions †¢ Explore topics in the Global Issues in Context database, which may be access through the University Library, under Library Resources. Which topics may be relevant to cultural diversity or workplace diversity? List all topics that apply. What resources, other than journal articles, are available? How might Global Issues in Context be a resource throughout this course? †¢ What are two specific groups that you have observed being subordinated? Describe the situations. How do you think the involved individuals were affected? †¢ What is a cultural difference that is likely to engender hostility in the workplace? Why? What inclusion strategies could be used? †¢ What are potential advantages and drawbacks of a company providing resources for different cultural groups? †¢ Why are workplace populations becoming increasingly more diverse? What is one historical change that has contributed to the shift to workplace diversity? Week Two Discussion Questions †¢ Read â€Å"White Privilege and Male Privilege† by Peggy McIntosh, and â€Å"The Negative Consequences of Male Privilege† by Stephen Farough, in Understanding and Managing Diversity. What are your reactions to the articles? Do you prefer one article to the other? Do you find the information in both articles accurate? Is one more relevant than the other is? Why or why not? †¢ Under what circumstances is ethnicity apparent? How can an ethnic identity be both positive and perhaps counterproductive? Give a detailed example. †¢ What is an issue indigenous people face regarding assimilation? Describe this issue and any effort made to mitigate it. How effective were these efforts? If they were not effective, what could have been done differently? For ideas, consider researching the White House Tribal Nations Conference of 2009 or the Universal Declaration on the Rights of Indigenous Peoples issued by the United Nations in 2007. †¢ Even within one’s own community, every individual is different. Based on your appearance or mannerisms, how might you be stereotyped in your local community? List both positive and negative stereotypes a stranger might assign to you. If you travelled to a different region of the country, how might you be stereotyped differently? †¢ Refer to this week’s readings; how do policy makers use the concepts of half-full or half-empty to argue for or against social change? Do you think this is an effective strategy? Why or why not? †¢ According to this week’s readings, race does not distinguish humans from one another biologically. Why is it a persistent social issue? Why do misconceptions about race persist, and what people do to dispel these misconceptions? Week Three Discussion Questions †¢ What is the Department of Homeland Security (DHS)? What does the DHS do for United States citizens? †¢ If you lived in a country outside the United States and wanted to come to the United States to work, to live, or to attend an institution of higher learning, what process would you follow? Describe a realistic or imagined scenario, and explain the legal process as outlined by the U. S. Bureau of Citizenship and Immigration Services. †¢ What do you think are the biggest concerns some people have about illegal immigration in the United States? Is it the effect on the U. S. economy, on the population, on public education, on the workforce, or on something else? †¢ What are the advantages and disadvantages of having diversity training conducted by internal employees versus using an outside consultant? Which would you prefer? †¢ Distinguish among the terms glass ceiling, glass walls, and glass escalators. How do they differ from more obvious forms of discrimination in employment? †¢ What challenges and opportunities do non-English speakers face in the United States? In schools? In the workplace or workforce? In other everyday environments? †¢ How do the terms biracial and multiracial relate to W. E. B. Dubois’s notion of a color line, which is discussed in Ch. 1 of Racial and Ethnic Groups? How were these terms used and for what purpose in the 2010 U. S. Census? Week Four Discussion Questions †¢ In 2009, The EEOC implemented the Genetic Information Nondiscrimination Act of 2008 (GINA). What effects might GINA potentially have on workplace culture, on health insurance, and on the economy? †¢ Why is it important for managers to understand diversity management from both and managerial and legal perspectives? In your experience, how much legal knowledge have your managers possessed? †¢ How did the passage of the Americans with Disabilities Act change workplace culture? Give at least one example. †¢ Describe one group protected by the EEOC, and summarize the related legislation. Are all groups fairly represented? Are any groups missing? Justify your answer. †¢ Why do some criticize affirmative action? What would be one advantage and one disadvantage of eliminating affirmative action? †¢ The United States has seen significant social changes in the areas of population, education, labor force participation, health, technology, and the family structure. Which area has had the greatest social changes? What has caused these changes? Week Five Discussion Questions †¢ The conflicts outlined in Ch. 16 of Racial and Ethnic Groups are examples of ethno-national conflicts. How have the actions or inactions of the United States affected these problems? Give at least one specific example. †¢ How have civil uprisings affected intergroup tensions in Mexico and Israel? †¢ To what extent are the problems facing Brazil or South Africa part of the legacy of racial divisions? †¢ Has the United States made good use of its social capital to increase workplace inclusion? Why or why not? †¢ How does the power of the Canadian federal government differ from the power of province governments? How does the power of the U. S. government differ from the power of state governments? Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. 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Clemon Tigers Mens Basketball Team - Free Essay Example

Sample details Pages: 6 Words: 1879 Downloads: 2 Date added: 2019/10/10 Category Statistics Essay Did you like this example? Clemson Basketball team is one of the ball game teams under the Department of Clemson Athletic Department. This is a mens basketball team that belongs to Clemson University and mainly participates in the competition of NCAA league in Division 1. The team was first sponsored to engage in competition the season that occurred between the periods 1911-1912 where it did a good progress winning the Championship the year 1939 and hence subsequent better performance have been witnessed with the team competitions. Don’t waste time! Our writers will create an original "Clemon Tigers Mens Basketball Team" essay for you Create order The fans supporting any type of games in many times spend most of their time and money enjoying the flow of the game with them heart fully cheering in support of their team. Clemson Basketball team has a supporting and more responsible fan. The attraction of fans is much depended on the performance of the team both on and off the pitch.   The team has spent huge money to attract more fans to enable it to compete favorably in competitions. This has seen a lot of struggles emerge in the Clemson Basketball team to reap more profits as intended by the management. The home ground stadiums remain a competing tool that has seen more fans obtain tickets to cheerfully watch their team play. The newly opened Littlejohn Coliseum arena has large space carrying capacity that has provided adequate seats to comfortably support their team. This, however, has reduced the cost of operation within the team management with the much cash collected through purchasing of tickets. Managing to be a fan is much dependent on the money and time factors. This has been an opportunity for Clemson Basketball team as most the neighboring fans spend dollars for this type of recreational facility (Leung, Marion, (2000). They have possessed the qualities of a diehard fan accompanying the team in every competition. This, however, has acted as a conquering tool to other teams as winning the team has involved collectivist of team players and loyal fans. The team organizations have ensured the need for a better performance ground for fans by availing star players who are always on the forefront of scoring such Legend Robert who is also the current top scorer in the team. Many fans have enjoyed much watching this player perform in competitions as he always makes things happen the right way. However, its of great importance to understand the fan segments that have existed in Clemson Basketball team. It signifies an overview of how the team through its management makes strategies for their best results. Some fans in Clemson Basketball team are team supporters through loyalty or loyalty segmentation. Their interaction with the team fraternity has been highly recommended. In most cases, some fans have engaged in team executive meetings to establish the strengths and weaknesses of the team to see it move forward to higher levels. Their provision of ideas to Clemens has led to thorough renovations within the team that has promoted motivation to both the team players and even other fans. They have remained loyal to the team during both times of loss and win and therefore enabled favorable competition on the market. Players are also another fan segment that has made the accomplishment of the team mission easier. The Clemson team has over 25 fan players that have five the team full support during competitions. Every player knows what is required of him when entering the pitch. Their corporation as a team has enabled the team to win some important match competitions making the team shine on the market to outperform other teams. Some fans in Clemson Basketball team have supported the team just as friends to the team. The much love the fans have for the team has seen a large congregation of good wishes supports Clemson team. They have in many times been involved in a contribution that facilitates the team programs. Such far trips have been successful due to the support such fans have offered to the team. This has enabled the team to plan its future events in a more organized way that has made each program become successful. Through the team efforts the proposed project of a new arena Littlejohn Coliseum was completed and now it has remained a pillar of motivation towards success to the team. I will hence give some suggestions towards this arena to ensure an efficient working environment. The management involved in the service running of the arena should be on a watch out to ensure the security of the arena (Blackman, Bradley, Kriese, (2001). Hence a more organized team of experts will be necessary for the exercise. In terms of facilities, the arena should be equipped with enough gym facilities for better exercise. It will be better to fix an extra entrance to the arena to accommodate to ensure efficient movement of fans. The parking zones should consider the number of fans who might be willing to come over with their vehicles and therefore expansion will be necessary for this purpose. On addition to this, it will be better to consider the alarming number of fans and expand the space of accommodation to see other segments of fans come which include, the voyeurs, socialites and hence the appreciators. Lowering the ticket price will be convenient for this matter. Clemson Basketball team can also utilize the new arena as a source of income in a number of ways. Better accommodation facilities such as the addition of hotels within the arena will promote business and hence attract more fans who can comfortably afford to buy food during competitions. With this in place, the Clemson team will be in good position to conquer its competitors and hence win the matches without much struggle. Outside the arena, the team can also fix adequate recreational facilities such as swimming pools where children who accompany their children can swim without drowning. This can give additional income to the team and hence fund most of its pending projects. Brand equity is the value that a certain organization generates through the better decision made in developing a convenient name that further advertises the organization. The name developed is recognized and therefore earning some trust for the organization (Keller, (1993). Clemson team, in this case, can brand its name to be recognized by different categories of fans. The teams can provide some free tickets to the first one hundred diehard fans to encourage more to support the team. This will brand a good name for the team as fans will move around singing the name of the team. More will be encouraged through these promotions and hence become followers of the team. For this reason, the players who are rather fans in a way will put in more effort to bring success back at home. Every player will be out there to ensure other segments of fans are not embarrassed through hard work. Through the provision of the free team, T-shirts will attract a friend fan segment. Not only this type of fa ns will be motivated to come for the support of the team but also fans from other segments will be highly motivated to follow this route. To those loyal fans will also be motivated with the same promotional programs if implemented to sincerely support the team with their hearts out to ensure good performance of the team. Through these efforts to ensure equity in the team, the fans will be highly motivated with their team and hence speak the good name of their team outside there. The Clemson team should be like the Oregon. Clemson Basketball team is a group of talented basketball players who through collectivist are seen to do well in the competition. Though they may have their defining culture, their brand should follow that of Oregon (Taaffe, Robinson, Snow, Marcus, (1997). The Clemson team has been involved much in winning though not on frequent occasions hence through rebranding will enable the team acquires an identity. This will help the team engage in intensive competitions and hence building a good name. The team also requires new identity each time to show a form of transformation. Change is inevitable and hence if a team keeps on changing in terms of facilities and everything, it will pull up their performance. This will help improve the initial records put in place by Clemson Basketball team. According to Clemson Basketball team pricing services, the following pricing strategies will be important to be used. The Premium pricing is one of them; the Clemson should set the costs of its services much higher that such competitor as, the North Carolina team, the Florida State team among others (McDougall, Covin, Robinson, Herron, (1994). Through this pricing strategy, Clemson will gain a competitive advantage over other teams and hence improve performance. Penetration pricing strategy will also be a suitable tool to be adopted by the Clemson Basketball team. The team has different segments of fans who are usually supporters of the team. Products such as the tickets should be sold at a fairly lower price to make it affordable to fans and thus promote team-fan relationships. Economy pricing is another type that Clemson team should put into considerations. Clemson Basketball team is one of the big teams in NCCA competitions and there through this type of pricing the team is able to attract consumers hence minimizing the cost of such services as marketing (Kraemer, et al. (1996). This strategy aims at making sales at a relatively lower price and hence the customers who are fans, in this case, purchase the commodity without any form of interference. There are several marketing efforts that can help the Clemson team serve the team fraternity in a more efficient way. The Clemson team should practice networking within and outside the team. This could be done either online or rather offline in some instances. The effort will ensure good fan relationship with the team. The effort will ensure the fans are in touch with the team every time they want. It could be achieved through the team creating an online portal for the whole team. The team management should also make efforts of listening to the team fans. It will ensure the establishment of weaknesses in the team and look for the suitable solution. The Clemson team should also build a brand identity that will enable it to conquer the competitors favorably. The culture of winning will always attract many fans in the game and hence give much support to the team. The most relevant controversial issues include practices such as the Clemson team being an advertisement media for other organizations. The team should only serve the need of the team and its fraternity and not enter into illegal business. Hence a set of rules and regulations should be formulated for the team operations. Some funds contributed towards benefiting the players are being grabbed by the University management. A transparent management should, in this case, be implemented to ensure efficient running of the team. It should be open and ready to listen to critiques for a better working environment. Improper benefits by star players within the Clemson team. The Clemson Basketball team should put forward the strategies to bridge this gap whereby the team should ensure equality within the team. All players should be subjected to equal fair treatment to enhance proper competition to outside competitors.