Components of Vested Interest
Vested interest is determined by, and must include, all five of these sub-components: stake, salience, certainty, immediacy, and self-efficacy. It can also be argued that distance (both mentally and physically) could potentially be another component of this theory. Oppositional behavior or NIMBY "Not In My Back Yard" (Thornton and Knox, 2002) will be used as an example of how all components are utilized. A new prison was built in Thompson, Illinois, and sparked various actions in and around the community.
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Famous quotes containing the words vested interest, components of, components, vested and/or interest:
“Almost all scholarly research carries practical and political implications. Better that we should spell these out ourselves than leave that task to people with a vested interest in stressing only some of the implications and falsifying others. The idea that academics should remain “above the fray” only gives ideologues license to misuse our work.”
—Stephanie Coontz (b. 1944)
“Hence, a generative grammar must be a system of rules that can iterate to generate an indefinitely large number of structures. This system of rules can be analyzed into the three major components of a generative grammar: the syntactic, phonological, and semantic components.”
—Noam Chomsky (b. 1928)
“Hence, a generative grammar must be a system of rules that can iterate to generate an indefinitely large number of structures. This system of rules can be analyzed into the three major components of a generative grammar: the syntactic, phonological, and semantic components.”
—Noam Chomsky (b. 1928)
“Almost all scholarly research carries practical and political implications. Better that we should spell these out ourselves than leave that task to people with a vested interest in stressing only some of the implications and falsifying others. The idea that academics should remain “above the fray” only gives ideologues license to misuse our work.”
—Stephanie Coontz (b. 1944)
“Parents do not give up their children to strangers lightly. They wait in uncertain anticipation for an expression of awareness and interest in their children that is as genuine as their own. They are subject to ambivalent feelings of trust and competitiveness toward a teacher their child loves and to feelings of resentment and anger when their child suffers at her hands. They place high hopes in their children and struggle with themselves to cope with their children’s failures.”
—Dorothy H. Cohen (20th century)