Teacher in America

Final Paper My Call To Action More than ever, I believe that my place is in the classroom. I have now completed two and a half years of teaching and have had a lot of emotions and questions running through me. Sometimes they made me question whether I should be in the classroom or not. I mean, how can I be a teacher and have all these negative thoughts and feelings about how our school system works. I thought I was alone in feeling this way. However, from the readings, reflections and discussions during the course of this class, I have now realized I am not alone in feeling this way.In fact, most teachers have the same apprehensions that I share. One major thing I have noticed since becoming a teacher is how my views on education have changed. Before I became a teacher I assumed things about teaching that are not at all correct. I thought that when I became a teacher, it would be really easy. After all, my teachers (and mother) made it seem fairly easy. I was completely wrong. I thou ght I would be able to stand up there, teach and every single student would understand what I would be teaching. I thought all the students would do their work, behave and listen to me.Boy was I mistaken. There are so many different learning styles that I have to accommodate for, different activities I have to come up with in order to spark the students’ interests, and behaviors I never dreamed I would have to deal with. I am only into my third year of teaching I have been teaching for only three years, and each year I have had to make changes to accommodate the types of students I have. Some teachers assume the students will be the same every year and do not make changes at all. The learning process for each individual student is different.For some, it comes easier, for others it can be might be a little more difficult. ‘Teachers who develop classroom plans based solely on beliefs and expectations born of their own life experiences are likely to be ineffective (Hinchey Pg. 23). ’ Most of us became teachers because somewhere in our past we had a really good experience with school and our teachers. Just because what we experienced was good does not necessarily mean that the same exact thing would work with our students today. I know that I catch myself looking back to when I was the same age as my students.I am often trying to do things with my students that my teachers did with me. Not surprisingly, a lot of them are not working as I thought they would. Before my first day of teaching, I had certain expectations for my students. Starting off with the same expectations that my teachers had for me is not feasible where I teach. ‘Most public school teachers come from significantly different cultures than their students (Hinchey pg. 27). ’ I know I have had to completely adjust my way of thinking in the classroom because my educational experience is the complete opposite of what I teach.When I was a student, my friends and I had co mplete support from adults in our lives. Today, my students hardly have any adults around them outside of school guiding them in the right direction. When I was in high school, there was no question about receiving your high school diploma and going to college. In my community, a high school diploma alone was not good enough, you needed to get that college degree. In the district I work in, the atmosphere is different. In Waukegan, people act like earning the high school diploma is golden.One big assumption of mine that has changed in my short three years of teaching is thinking all students are the same outside of school. When I was growing up, it seemed that my life and my friends’ lives where all the same. Consequently, I grew up assuming that everyone lives where a mirrored image of mine. Teaching opened my eyes up to see how wrong I was. I have some students who come from a loving home with two working parents, and then I also have some students who are homeless because both parents are in prison.As teachers, we are told to treat every student the same, but that is completely impossible. Every student has his or her own story and each of those stories needs to be treated differently. I have also questioned my own judgment on what it means to be well educated. Being well education should not only relate to what is learned inside of a school building, but also what is learned outside of the school walls. I have a lot of students who are educated about topics that are not covered be a school curriculum, so should I consider that knowledge to be worthless because they did not learn it in a classroom?Is your education measured on what you are taught or what you remember? If it is based on what you remember, then most of American can fall into the category of being uneducated. The brain forgets what it does not use. In fact, it is impossible to remember everything you have been taught. There is not enough space in the brain to retain all those facts. Las tly, ‘Students from poor communities often have their own very strong evidence that schooling is not likely to make a significant difference in their own lives (Hinchey pg. 24). ’ I hear students talk like this everyday in my classroom.I constantly hear ‘how is this going to apply to my life, it's not like I am going to college anyway. ’ These students think there is no hope for them. As a teacher, how am I supposed to change the minds of 15 and 16 years olds when this is what they have been told their whole lives? This is a battle that those of us who teach in urban schools fight everyday. Yes, I believe it is important to educate our students on academics, but I believe it is more important teach our students how to set realistic goals for themselves. Goals they are truly able to obtain.One major drawback of school is the way it is structured. School has a â€Å"one size fit all† curriculum, which doesn’t work. There are so many different le arning styles with students. Schools need to come up with a unique way to be able to aid each student in his or her own learning style. Schools also function like factories, which isn’t a surprise because they were founded when the country moved more towards an industrialized economy. Students, just like factory workers, have learned the process of lining up, walking in straight lines and staying quiet for long periods of time.Is this how schools should be? Schools have been functioning this way for decades. If we made changes, would it benefit or harm schools? ‘If all it takes to succeed is hard work, then poor people must be lazy. ‘ Everyday I tell my students that if they want to be successful in life they need to work hard. However, this does not mean that people are poor just because they never worked hard. In fact, poor people work harder than most rich people. Most poor people work several part time jobs averaging 50-60 hours a week at a minimum wage rate.T hey work more hours than a middle class person, but still make a lot less money. Next time you go out to eat, pay attention to who is working hard, for minimum wage, in the kitchen. ‘Rather than believing economic success comes from hard work, and failure from laziness, students must ask what besides laziness might explain why so many families are living in poverty and why the widening chasm between our wealthiest and poorest citizens. ‘ It is my job to get my students to believe that they can meet their goals, if they are willing to put the effort into it.However, because of the struggles seen at home, many of them cannot see their future in a positive way. My students liven in a poor community and that know a lot of people who have earned their high school diploma but cannot find a decent job close by to where they live. If they want a decent job they have to travel far. Sadly, many of them do not have a car and their only means of transportation is the city bus. As a result, it may take over an hour for them to get to work; so many of them do not take the job. As someone who has had a car since I turned 16, I do not know what it is like to struggle without a car.Twenty miles does not seem far to me, but to someone who doesn’t have his or her own means of transportation, it could be too much of a hassle than what the job is worth. I know understand why people do not take job offers that are a certain distance from their home. This trickles down to the teenagers. Its no wonder they think it doesn’t matter if they work hard, they wont find a decent job anyway. I never considered myself ‘privileged' just because I was white. However, since reading Hinchey, I now realize how much easier my life is just because of my skin color.Before I started teaching I was mostly around Caucasian people; people who are just like me. I was able to go shopping without being harassed. I was able to take any job I wanted without having people think I got the job only because of my skin color. Basically, I never had to worry about anything. Now that I work (and live) in a city where a majority of the population is either Hispanic or African American, my eyes have been opened to how people of color are mistreated. My students see and experience this in their everyday lives. I am struggling on how to teach my students how to overcome this.As of now, I have not figured out a way. One thing that my students have pointed out to me, as well as Hinchey, is that white people hold most of the power in our country. A majority of CEOs, politicians and even every president, until President Obama, has been white. No wonder my students think they will always come second to the ‘white man,’ they have only known white people to be in charge. This class has been very beneficial in my teaching practices. As a new teacher I feel I am still naive about certain things that relate to school. I have always tried to teach my students to t he best f their abilities. Sometimes I would be frustrated because they went grasping certain basic concepts. I now view learning, teaching, school and society in a completely different way than I did before starting this class. I am now less frustrated with my students since learning more about their history and thoughts towards education. My whole thought on how schools are operated has also changed. The current ways that schools function is not conducive to help the students in urban schools in any way. It is actually harming them. As teachers, we need to take a stand and fight for what is best for our students.As an educator, I am teaching for each and every one of my students. I am educating them not only on academics, but life issues. They are #1 and everyone or everything else comes second to that. As teachers, we have every and any obstacle to overcome that one could imagine. We actually do not have the world behind is pushing us forward; we have it in front of us pushing us backwards. Right now, I would like to challenge myself that, no matter what hurdles I may come across in my practice, that I always fight for my students to put them first and always have what’s best for them in mind.

The Role of a Modern Industrial Manager

The role of a modern industrial manager Role of Industrial Manager Introduction The modern industrial manager is largely responsible for overlooking management operations at the workplace along with the management of people and technology . The role of the industrial manager is mainly personnel management initiatives for the employees as well as operational management and technology management through HR principles and knowledge management involving technological advances .Some of the theories that could be discussed in the context would be McGregor ‘s theory X-Y , Taylor and Fayol theories of management and how leadership skills of the manager could affect output and general performance of employees and the company Role of manager The focus here is on the role of the industrial manager , what he does and the tasks he is expected to perform . McGregor has formulated his X-Y theory by examining theories of individual behavior at work and his assumptions for theory X and theory Y vary considerably (McGregor 2006 .The theory X assumptions are that employees inherently dislike work and the managers feel that workers are in the job mainly because of the money . This sort of management style has inherent flaws as tight controls could go against the freedom of employees and will finally make people unproductive and resentful . The theory Y shows the management style marked by open-mindedness allowing individuals to work with their own responsibility . In this case , the manager believes that employees commit to their organizations through imagination , and creativity (McGregor , 2006 Weisbord , 2004 .If the job is satisfying , individuals will more often commit to their organization which is always good from any HR perspective . Theory Y is often considered a positive set of assumptions for workers and reflects higher needs The other theories of management that could be used in practice would be Taylor ‘s scientific management theory that suggests that man is a rational economic animal concerned with his own economic gain and people tend to respond individually . Taylor ‘s theory suggests that people could be treated like machines and these principles suggest that high wages could be linked to motivation .However , considering humans as standardized machines would be like overlooking several individual differences and this would not be advantageous for any organization Fayol ‘s theory emphasized on team dynamics and employee efforts in an organization (Fayol , 1988 . Division of labor , authority and responsibility , discipline , unity of command and direction , emphasis on general interest , remuneration , centralization , line of authority , equity , stability of tenure , initiative etc are some of the features in Fayol ‘s theory that points out to a successful management system within an organization ConclusionIn conclusion the role of the industrial manager is associated with bringing out a balance between peopl e ‘s sense of responsibility and economic and other gains of the company . The theories used here suggest that the industrial manager is responsible for understanding individual needs of employees as also their opinions and sense of responsibility Bibliography Fayol , Henri (1988 General and industrial management / Henry Fayol Pitman McGregor , Douglas (2006 The human side of enterprise / Douglas†¦

The Sovereignty of American Indians and the Mainstream Community: Is There a Possibility to Coexist?

Nowadays we often hear the word ‘sovereignty' when it comes down to the issues related to American Indians. Sovereignty and related words such as self-sufficiency, self-determination and personal responsibility are everywhere. It's nothing new. Indian tribes long have regarded their status as sovereign nations as allowing them special permission to determine their own laws, customs and ways. They see this as something assured them by the U. S. Constitution, innumerable treaties (by the way, sometimes broken or ignored by whites), federal-court decisions and legislation.What gives sovereignty new currency, however, is an idea in Congress that in the future the tribes could make the subject to lawsuits from private citizens, while now they aren't. It raised a contentious question whether the sovereignty issues of American Indians form any problem for the larger society. To reply this question, it is useful to consider what Indian sovereignty means in modern interpretation and how it affects the mainstream society.It is common knowledge that three fundamental principles underlie the nature of American Indians' tribal powers: tribes originally possessed the powers of sovereign states; conquest terminated external sovereignty; this restriction did not affect the internal sovereignty of the tribe and its powers of local self-government. Thus, sovereignty is inherent to American Indians, and their privileges with respect to court trials, taxation and some kinds of businesses like gaming and fishing within reservation lands could not be considered as violating the rights of non–Indians. From the other standpoint, self–government implies approval by the U.S. authorities that a certain measure of tribal decision–making is essential but that this process should be monitored carefully so that its outcomes are compatible with the objectives and policies of the larger political power. It means that American Indians' sovereignty is not absolute, and it is logical, as the Indian tribes are subject to the laws of the U. S. A number of critics of Indians' sovereign immunity argue that it allows the Indians freedom from being sued and permits them to ignore valid property and fishing rights of non- Indians, especially those living and working in reservations.The states are also uneasy with their privileges. As the federal government continues to work out details of its relationships with tribes, state governments which are the tribes' closest neighbors have a separate relationship with them, and it's often strained. The lack of state jurisdiction over Indians and reservations, federal controls and inherent tribal sovereignty are all resulting in ongoing disputes between tribes and states. American Indians are not only citizens of the tribe, but also of the U.S. and the state in which they reside. This ‘triple citizenship' creates an ambiguous matrix of regulatory and other jurisdictional requirements for Indians, on and off their reservations. Jurisdiction over non- Indians living within Indian lands also seems murky. But as Indian tribes gain more and more influence, state leaders realize that it is more productive and mutually beneficial to work with, not against, them. In fact, states have a chance to profit economically from good relations with tribes.Mutually beneficial agreements can set up revenue sharing from tribal gas, liquor and cigarette taxes or gambling. Tribes are marketing natural resources and sport hunting and fishing. Some Indian bands are among the states' top employers with their manufacturing plants, hotels and casinos, and large tribal governments. With all this going on in many Indian–owned companies the most employees are non-Indians. Tribes successful at gaming are diversifying their economic ventures.Some tribes consider gaming as a means towards an end of their business diversity. The discussed above clearly testifies that American Indians' sovereignty in fact rather benefits than affects the mainstream American society. On this account it looks reasonable that states and Indian tribes need to sit down and try to work out together what their mutual needs and concerns are, and find a system by which they can, harmoniously and jointly, cooperate to reach some common ground.For sure states and tribes have mutual interests – human services, environmental protection and economic well-being create opportunities to cooperate and develop solutions, while maintaining autonomy. The first step in the process of cooperation is to gain mutual understanding. State legislators have to accept the growing tribal presence within the federal system so they can effectively address policy questions about shared governing. And tribes need to understand the effects of their actions on states.Ideally, state legislatures would provide the setting for state and tribal governments to work together to resolve issues. Legislation could be written to address state-tri bal negotiations in general, or specific issues such as health and human services, natural resources or gaming. The declared principles to which the nation has dedicated itself are life, liberty, and the pursuit of happiness for American citizens, thus, the bonds of past Indian wardship must be broken forever.

For one more day by Mitch Albom Research Paper Example | Topics and Well Written Essays - 1000 words - 1

For one more day by Mitch Albom - Research Paper Example Most male children like to be associated with their fathers though they have difficult relationships with them. Charley always sided with his father. He always wanted his father’s approval though he was always hard on him. He made Charley believe that he was never good enough. This made him try hard with the intent of affirming his worth. This happened in his childhood and adulthood when he was at the Old Timers baseball team. Charley’s father in the novel represents the fathers who live their dreams through their children. It is true that parents like to achieve their targets through their children by forcing them to do what they do not like. Charlie’s father wanted him to realize his vision of playing baseball. He bullied his son though he was growing up. This is shown when the father ordered him to leave his mother’s birthday party for a baseball game. He told Charley that he should choose either his mother or him. The father told him that he could not choose both. Charley discovered later that his father was a hypocrite who led a double life. This is because his father has a second alcohol store, a second wife, and another child (Albom 17). Charley’s relationship with his mother in the novel shows that mothers support their children though they tend to make serious mistakes. His mother always made him realize that he should return to his life. Charlie discovered that his mother was considerate compared to his father. This was evident when Charlie told his mother that he made a wrong mistake when they visited the Italian wife. He told his mother that he loved and admired her. Charlie thought that he should have chosen his mother over his father. However, his mother opposed by indicating that it was not his culpable because he never had a chance to choose. She knew that his son was confused throughout his life because he failed

Business Process Improvement Essay Example | Topics and Well Written Essays - 1250 words

Business Process Improvement - Essay Example Harrington (1991) suggested that BPI concentrates more on doing the things right in order to best utilize the resources that will lead to the achievement of the desired outcome. According to Harrington (1991), this systemic approach works through the alignment of the business against with the strategic goals and purposes of the organization. On the one hand, one among the processes that can translate the success of business is through performance management of its human resource. Maximizing the resources, in particular, the human resource, in business aligned with the company’s goals will aid the organization for improvement. According to Daniels and Daniels (2004), performance management is the process of handling the critical elements of performance namely the behavior and results. Handling these elements will guarantee that the employees are meeting the agreed standards which bring about higher productivity and motivation. However, performance management has its very own sh ortcomings (Dooren, no date) which are lack of integration, decision challenges, lack of leadership support, incompetence, communication challenges, inspiration challenges, lack of monitoring, lack of evaluation, and implementation failure as identified by Saravanja (Regenesys, 2011). In this regard, this paper grasps the real need for improvement of implementation of performance management. Given this, this research mainly delves at strategically addressing the shortcomings of performance management, specifically, its implementation issues. In addressing the problem area of performance management, it points toward proposing a program to strategically improve the problem. Operations Management as a Discipline According to Samson and Singh (2008), operations management is an area of management which deals with the controlling, designing and re – designing its particular operations of business that is meant for creating goods and services. This field of management takes in the accountability of making sure that the organization is operating at its best in order to perform its most efficient functioning through utilizing only few needed resources. Moreover, this approach is made up of strategic design, organization, formation, preparation as well as implementing the tasks that can be bought long – term or short – term. In addition to that, such process is concerned with making the overall operations in business even more tightly interconnected than they have been previously. In this regard, the operations managers should act together with other managers within the organization to ensure a smooth business operation. The Processes of Stakeholders The stakeholders’ involvement in business processes is manifold. Meanwhile, the biggest part done by the stakeholders is their involvement in the decision making processes. This makes the stakeholders play an even increased major role in management. According to Yosie and Herbst (1998), those in volved in stakeholder processes are also engaged in a wide array of problem solving options though such have its very own strengths and weaknesses. A specific definition of stakeholder does not exist but what is known is that they participate in advising committees, offering optional dispute answer, solving processes, negotiation of regulations, as well as making decisions (Yosie & Herbst, 1998). In this case, performance management is also part of the stakeholders’ processes. Performance managem

Movie review Much Ado About Nothing Shakespeare Assignment - 1

Movie review Much Ado About Nothing Shakespeare - Assignment Example I do not like the way characters in the film appear half naked during house parties. The film portrays a life pursuit of pleasure, such as drinking, dancing and making love that to some extent becomes immoral (Canby). Benedict and Beatrice are in a funny and sarcastic relationship that makes the film more appealing. Benedict himself is a funny character in the way he acts in the film. His humor is mainly found in act 2 scenes 3, especially when he falls with a chair after overhearing Don Pedro, leonate and Claudio saying that Beatrice is in love with him. I would recommend this film to adults because it is funny and involve issues that only adults can comprehend such as love affairs, sex and marriage (Canby). I have decided to examine Don John as one of the characters in the film. There are a lot of similarities in the way Don John is portrayed in the text and in the film. In the act 2, scene 1 of the film, Don John is portrayed as a jealous man (Canby). He does not like Claudio for being in relationship with the Hero. He is also jealous of Don Pedro, his half-brother, for being Claudio’s ‘wingman’ in his relationship with the Hero. Similarly, Don John is portrayed in the text as being jealous that makes him villain to an extent of breaking the relationship between Claudio and hero. The film portrays Don John as being villainy especially through his actions and the way he dresses. During the mask part held in a Tuscan villa, Don John is portrayed wearing a red evil mask implying that he is evil in his actions. However, the final scene of the film portrays how Don John gets low props after being arrested for attempts to break the relationship between Claudio and Hero (Canby). The film has applied the quality of motion in act 2, Scene 3. The camera moves to cover a wide area of the Leonato’s garden. It brings a sensual appeal to the audience and simultaneously communicates the

Descriptive Writing Essay Example | Topics and Well Written Essays - 1000 words

Descriptive Writing - Essay Example The description in the first paragraph suggests that a normal restaurant is greatly concerned about the satisfaction of the customers and the people on the staff always aims at pleasing the customer. On the basis of the description of such a good restaurant, Johnson builds his description of the â€Å"Lou’s Place† which, according to the writer, â€Å"isn’t that kind of a place.† (Johnson, para 2). Therefore, Beth Johnson has been effective in creating a picture of the coffee shop which is opposed to the normal restaurant and the writer also describes its proprietor and its customers. The thesis of Johnson’s essay is not directly stated, but it can be easily traced in the first part of the essay. Thus, the author argues that, unlike a normal restaurant which serves the interests and desires of the customers, â€Å"Lou’s Place† is not the kind of place which caters to the whims and wishes of its customers and it is a coffee shop where m ock abuse flows like a cup of spilled Folgers. The descriptions of the coffee shop in the third paragraph of the essay offer a profound awareness of the coffee shop in general. â€Å"At Lou’s Kosy Korner Koffee Shop, the mock abuse flows like a cup of spilled Folgers. Customers are yelled at, lectured, blamed, mocked, teased, and ignored. They pay for the privilege of pouring their coffee and scrambling their own eggs. As in a find but dysfunctional family, Lou displays his affection through criticism and insults, and his customers respond in kind.† (Johnson, para 3). The most essential aspect determining the success of Beth Johnson’s professional essay â€Å"Lou’s Place† is how effectively the author makes use of the techniques of descriptive writing in order to make the essay highly persuasive and credible to the readers. Thus, the author makes use of significant images to suggest the various factors concerning

The Principle Of Equality In The Egyptian Constitution Essay

The Principle Of Equality In The Egyptian Constitution - Essay Example Resignation of sovereignty by the people to the government was not, in other words, to be interpreted as the people's having permanently giving up their sovereignty or their having done so unconditionally. Indeed, the very concept of the social contract emphasizes the sovereign rights of the people, acknowledges that a sovereign people have given a certain person, the ruler, their consent to govern over them in exchange for his protection of their rights and liberties, among other things. The social contract is, therefore, the constitution which outlines the legal basis of the state as a moral, political and economic institution and the rights and duties of the citizens within, and the state's responsibilities and obligations towards citizens. The concept of the social contract, as defined and discussed by Locke and Rousseau, shed interesting light upon the phenomenon of modern day constitutions. The constitution, as may be deduced from these theories, is the contract between the government, the state and the ruler and the people. It outlines the duties owed by the ruler to the people and the rights and freedoms of the people within the limits of the law. More importantly, as with any contract, there is a legal obligation to respect it. Indeed, as both Locke and Rousseau concluded, should the ruler violate the terms of the contract, the contract is no longer applicable and the ruler's governance is illegitimate. Accordingly, we may similarly conclude that if a government violates the terms of the constitution, the government becomes illegitimate. It is quite interesting to consider a national constitution as a contract which both parties, citizens and governments, are legally obliged to abide by. It becomes even more interesting when we consider that the violation of the terms of the constitution on the part of the government/ruler, renders that ruler/government illegitimate. This is simply because, were we to apply this as a basic rule, the Egyptian government will, in essence, emerge as an illegitimate entity; an institution which, insofar as it neither abides by constitutional guarantees pertaining to the rights and freedoms of citizens, and constitutional limitations on its authority, has violated the Articles of the Egyptian Constitution. Through an analysis of the provisions of the Egyptian Constitution regarding the equality of citizens and their equal right to political, economic and civil liberties, the research shall initially establish that the constitution defines Egyptian citizens as equal, and endows them with equal political, economic and civil rights. Upon the analysis of the rights awarded minority groups in Egypt, such as Copts and women, the research shall establish that, insofar as they are denied equality, they are effectively denied that which the constitution has guaranteed them. The conclusion to this research shall review the implications of this as regards the legitimacy of the government. 1 The Egyptian Constitution's Provisions on Equality The Egyptian Consti

Photojournalism Essay Example | Topics and Well Written Essays - 500 words

Photojournalism - Essay Example The level of objectivity and ethics employed by a photojournalist on duty remains constant while it is possible to express freedom in adjusting the news elements or components of the graphic medium which constitute the effect of the visuals. In today’s society, according to Anil Ramchand, the photojournalism market still indicates competitiveness despite the weakening demand for newspapers and magazine circulations. Such degree of competence, however, is inclined to depend upon how willing the industry is in engaging with the mainstream where imagery of fashion bearing aesthetic value and sensation amply matter over mere statements of typewritten facts. Hence, as long as an item attracts the public’s sense of appreciation by sight, photojournalism is certain to stand on stable grounds as it keeps its modern function of improving the physical character of a potential commodity. Apparently, a way to pursue optimum commerce means a lot. Since the public in general projects a growing interest in visuals, the revolutionary concept of photojournalism becomes reduced to assume the role of rendering external appearance to captivate even if this does not necessarily signify the main content of the subject or theme. While there are still photojournalists who choose to preserve the reputable essence of their profession, the online mode of mass communication seems to limit photojournalism to the confines of pop culture and the associated common practice of illustrating news, celebrity and sports coverage with less sensible yet sold-out designs. Because I have since recently been fond of creating blogs about a variety of topics but with chief focus on art and poetry, I find a great deal of satisfaction at having come up with journal entries that are forty-five percent rich in exquisite photos. This way, my site manages to generate more

The Color Purple Essay Example for Free

The Color Purple Essay A symbol of freedom and liberty, individuality yet togetherness; the American Flag has presented an image of America for decades. Ever since Francis Scott Key wrote his poem about the â€Å"broad stripes and bright stars,† the United States of America has been marked with this simple, yet lucid icon of peace and sovereignty. Symbolism in literature plays a bigger part, one that relates an object or ideology to stress a connection to a more discrete or unclear picture. Alice Walker, a novelist, utilizes many symbols to depict the struggle of young African American women to find and rid themselves from captivity. Through many images, Walker allows for recognition between specific symbolic portrayals and the main ideas of the novel. In her novel, The Color Purple, Alice Walker uses symbolism to express the transformation of oppressed women in a segregated society from total constraint to self-empowerment and newfound identities. Through the neglected character of Celie, Walker depicts a reconstruction from weakness to authoritative behavior using symbolism. Because she is a woman, Celie is very under-appreciated and not expected to become anything substantial in society. At the beginning of the novel, Celie allows this image of being a â€Å"mule† to control her life. She describes how she is â€Å"another piece of wood†(30) to numb herself from the painful life she lives. However, later in the novel, Shug Avery, a singer whom Celie becomes very close with, tells her to live with freedom and independence, as well as love and passion. Eventually, this guidance turns her to sewing, a symbol introduced to describe Celie’s sense of pride, accomplishment, and individuality. When Mr. ________, Celie’s husband, comes to visit her while she is sewing, he asks â€Å"what was so special bout [her] pants†(276). She says that â€Å"anybody can wear them†(276), except Mr. ________ replies that â€Å"men suppose to wear the pants†(276). New to her personality, Celie snaps back and says, â€Å"So†(276)? Before her newfound identity, Celie would have never talked back to Mr. ______, now called Albert, because s he would have been abused. She has come to the realization that she is not one that needs to back down to â€Å"hierarchy† because of race and gender. Through this journey toward self-actualization, Celie distinguishes a personality with voice and freedom, thus, much different from her past, imprisoned lifestyle. Similarly to the path of Celie, Squeak, an abused character in the novel, learns that she needs to act upon her uncle’s sexually abusive behavior. The reader changes his/her perception of Squeak when she begins to sing, an activity symbolizing power and voice. Her lover, Harpo, discusses her distinct path to reaching this feeling of self-confidence by stating that â€Å"[Squeak] sit in the corner a year silent as the grave. Then you put a record on, [she] come to life†(100). She develops voice, a characteristic most women lack during this time period. Like Celie’s use of sewing, Squeak’s utilization of singing gives the reader a new depiction of character. These specific representations correspond to each individual’s journey to break free from the wrath of these men, and live a life of confidence and fortitude. Furthermore, Walker not only presents symbols as a way to interpret transformations, but also to display identity, specifically in the characters of Celie, Squeak, and Shug. Color, thus, is one symbol that is explained to fully develop ones sense of selfhood. At the beginning of the novel, Celie shops for clothing, and while shopping she â€Å"think what color Shug Avery would wear†(22). Celie looks for the bright colors, the reds and the purples, however is shut down and forced to buy a color that she may not particularly enjoy in the long run (22). Her sense of entitlement seems to be tarnished and her lack of individuality is clearly portrayed. However, Shug â€Å"wears a skintight red dress†(54) reflecting her strong personality and extreme sense of independence. When Celie begins her transition to freedom, she learns about the importance of color. She returns from her visit in Memphis wearing â€Å"little red flat-heel slippers† (220), displaying a sense of uniqueness and individuality that is newly portrayed to the reader. In addition to color, Walker uses names in the novel to symbolize the identity of characters. Moreover, Squeak is given this nickname during the novel, proving how insignificant women’s voice is throughout the story. Celie tells her to make people call her by her real name, however, she doesn’t seem to understand because she is so used to not talking back to the male figures in society and telling them what to do (86). It is evident that she lacks self empowerment; a specific sense of power. Later, she is raped by Harpo, pushing her over the edge. She forces him to call her by her real name, Mary Anges, which symbolizes a feeling of power and authority. Another name that is introduced throughout the novel, is God. Celie writes her letters to God in a very personal way, as though God is a man, a white man reading her every word, yet not concerned with her prayers. Shug talks to Celie and displays her feeling of God by saying that â€Å"[She] believe God is everything†¦Everything that is or ever was or ever will be. And when you can feel that, and be happy to feel that, you’ve found it†(197). Due to Shug’s ability to guide and lead Celie down the correct path, Celie learns to believe that God is not a figure or a man, but yet an essence, a feeling; he is everywhere. She begins to write her letters not only to God, but also to the stars and the trees and the sky, depicting that God is in everything and in everyone. This sensation, passed on by the guidance of Shug, proves that she has moved in a direction of knowledge and passion, toward self-actualization. In the novel, The Color Purple, Alice Walker uses the characters of Celie, Squeak, and Shug to display the common themes of transformation and new identity through the literary device of symbolism. Symbolism in literature acts as a depiction of a broad topic; it is a useful tool to help display a wide range of ideas or beliefs. Walker forces the reader to understand that the symbols she uses do not just represent one idea or one focus, but many themes such as the development into a new person, the transition to gain a new identity. These symbols help portray a sense of individuality and power, just as the American Flag does for the citizens of the United States of America. Its powerful image gives way to the greater idea it presents: liberty and entitlement.

The History Of Psychology and Philosophy

The History Of Psychology and Philosophy Throughout the course of history, psychology has taken shape and formed into a field of science that is essential in modern times. Psychologys origins are deeply rooted in the field of philosophy, dating back to the ancient Greeks with such recognizable names as Aristotle and Plato, who began contemplating the causes of human behavior before even physiology and anatomy would connect the brain to behavior. Many philosophers have attempted to explain the basis for our behavior, but few have been influential and ingenious enough to have not only changed the face of psychology, but lead it into a new direction and devise theories still considered germane today. With the growing popularity of psychology in the field of philosophy, it was only a matter of time before psychology captured the interest of academics with a more scientific approach to determining and explaining the causes for human behavior. Following on the footsteps of Wilhelm Wundt and William James, the founding fathers of modern psychology, many scientists clamored to disprove current theories. As centuries have passed, and our knowledge and technology continues to advance, few philosophers and scientists have been so close to the mark with their theories to have influenced the field so greatly and still remain a vital part of our research, experiments, and theories today. John Locke, a 17th century English philosopher, and Charles Darwin, a 19th century naturalist and scientist are two men who fall into that category. John Lockes theories on how we gain knowledge were a turning point in child psychology in a time where children were meant to be seen and not heard. His beliefs still have validity today where the argument of nature vs. nurture comes into play. Charles Darwin catapulted functionalism to the head of the line in the field of psychology and opened up psychology to every field of research and data collection where human behavior is concerned. Darwins theory of evolution is still a major focus in many fields of psychology and was one of the most important developm ents, to this date, in the field of psychology. PHILOSOPHY John Locke was one of many philosophers of his time who believed that knowledge was gained through experience, and is often identified as the first of the great English empiricists. This title is often bestowed upon him due to his book, An Essay Concerning Human Understanding, in which one of his most substantial goals was to determine the limits of human understanding. While Lockes most important lifes work was in the political arena, he put the same ideas to work in the field of psychology. Lockes disdain for authority lead him to extend his beliefs beyond politics; he wanted people to use reason to search for truth rather than simply accepting the opinion of authorities, or hinge their beliefs on superstition. This is how he approached his study of cognitive functioning. Locke did not agree with Descartes theory that knowledge can be innate, knowledge that we have gained without having experience and developed out of our consciousness. This is where his political ideas and his philosophical ideas crossed paths. It was Lockes belief that we are obligated to acquire knowledge and not just accept what we are told; knowledge is not innate, our mind gains simple information and builds complex ideas. Locke subscribed to the same basic idea that as Aristotle had, hundreds of years earlier, that the mind is a blank slate, or tabula rasa, when we are born. He applied this concept to children, which was quite radical for that time. Locke argued that children are not innately bad, they are born with this blank slate, and their experiences are substantial in deciding their characteristics as adults. He believed that children developed bad thinking habits and in order to dissuade this, children needed to be taught to base their beliefs on strong, fact based notio ns rather than simply believing what is meant to be understood as fact. This idea of a blank slate, is still argued by psychologists today. This is the same as the nature vs. nurture theory. Locke simply believed that everything is nurture, and who we become is based upon our environment and what we experience. He urged parents to spend time with their children, and guide them to help them develop into honorable members of society. While we now know, based upon years of research and study, that heredity and genetics are part of what decides our fate as we develop into adulthood, experience is highly implemental to our emotional and social development. Lockes argument was based upon two different types of experience, sensation and reflection. Sensation is based upon external experiences such as color, sound, and motion and reflection is based upon internal experiences, which cause the mind to reflect upon these sensations we have experienced and form thoughts and ideas, building our knowledge. This is where we collect our simple ideas, which then build and grow into complex ideas. Sensation helps us to form simple, very basic ideas. Reflection of those sensations causes us to add those stored simple ideas together to form a complex idea, thereby adding to our knowledge base. The notion of combining or compounding ideas and the reverse notion of analyzing them marks the beginning of the mental -chemistry approach to the problem of association. (Schultz Schultz, 2008 2007 Pg. 41) Association is, simply put, learning. SCIENCE Charles Darwin is probably one of the most renowned scientists who developed one of the most debated theories in history, the Theory of Evolution. Darwins ideas started formulating while he acted as the naturalist on a five-year voyage on the HMS Beagle. While aboard the Beagle, Darwin kept meticulous notes of his observations, and collected countless biologic and geologic specimens that were sent back to England. From these notes and specimens, Darwin penned three books on South American geology, published numerous scientific papers on zoology, and began his notebook on the transmutation of species. After his return, Darwin began communicating with breeders, zookeepers, naturalists, and gardeners to collect facts and gather evidence to support his theory of evolution. Two years later, Darwin became entranced by a two-year-old orangutan named Jenny, on display at the London Zoo. He was so taken by Jenny that he returned several times to observe and interact with her, until she died from an illness after only two years in captivity. Darwins reaction was that of profound astonishment evident in his notebook: Let man visit Orangoutang in domestication, see its intelligenceà ¢Ã¢â€š ¬Ã‚ ¦and then let him boast of his proud pre-eminenceà ¢Ã¢â€š ¬Ã‚ ¦Man in his arrogance thinks himself a great work, worthy the interposition of a diety. More humble, and I believe true, to consider him created from animals (as cited in Schultz, Schultz 2008 2007, Pg. 125). Darwin was not the first scientist to broach the subject of evolution. Ancient Greek philosophers argued the evolution of all life forms from air and water. A century before Darwin was born, German philosopher Immanuel Kant had a theory that closely resembled Darwins. He surmised that all life forms came from one single ancestor, and lower life forms may have adapted and evolved as needed for survival. Erasmus Darwin, Charless grandfather, also wrote of the relationship of all forms of life. While evolution was not necessarily a new or original concept, but the evidence and data Darwin collected, accompanied by his Origin of Species, was enough to start the chain of events that changed the direction of psychology. From Darwins theory of evolution came a deepening interest in studying the similarities of mental processes between humans and animals, prompting the field of comparative psychology, the study of animal behavior. Comparative psychology elicited the works of behaviorists Ivan Pavlov and B.F. Skinner, both of whom were highly influential in launching the behaviorist movement. Darwins theory of natural selection lead psychologists to delve deeper into researching individual differences amongst people in an attempt to find out why some thrived while others barely rise above average. Alfred Binets intelligence tests were developed while the focus on individual differences was burgeoning, as intelligence is a major focus for studying differences between individuals. Evolutionary psychology was obviously, spawned by Darwins theory. Evolutionary psychology is a field of cognitive psychology that is dedicated to explaining the causes of human behavior based upon adaptation and natural selecti on. Darwins theory of evolution took the spotlight off structuralism, and shined it directly at functionalism. The structuralism theories and works of Wundt and Titchener were not answering the questions that the psychologists of the time wanted answered. This switch to functionalism, catapulted by Darwin, sparked a desire to apply psychology to everyday life and the issues people face and of how adapt and function in different environments. CONCLUSION Rene Descartes, a 17th century French philosopher and mathematician brought about a spreading desire to explain the mind-body problem. This was the beginning of modern psychology. What followed was a stream of philosophers formulating theories and scientists who helped to make psychology and specific field of science. Many of the theories of the founding fathers of psychology, whether philosopher, scientist, physiologist, purveyor of structuralism or functionalism, are outdated and have been proven to be highly inaccurate, or completely without validity. Few theories have been able to stand the test of time, regardless of their influence and contributions to the field. John Lockes theories were the basis for a completely different view of child psychology and still hold validity today. While Locke was not completely correct with his idea of tabula rasa, starting life with a blank slate, the notion that our experiences shape who we become and are highly influential to our development is still a valid argument. Nature vs. nurture is one of the most valid theories in psychology today, and Lockes theory is derived from the nurture side. Charles Darwin did not start the concept of evolution, the theory had been circulating for centuries before he even cracked open his first notebook. However, his theories of evolution and natural selection set the tone for studies and research that continues to thrive. His theory of natural selection is valid in that we are constantly adapting and changing as our environment and circumstances change. Darwins theory came from every area of study from geology to zoology, and biology to animal husbandry. Those avenues of information and the combining of knowledge from different fields and areas of science are still open to us and have been extremely beneficial in continuing to broaden our efforts to explain the behavior of our fellow human beings. Darwins theory highlighted the importance of studying individuals, and continues with behavior analysts and experimental psychologists worldwide. With the thoroughness and painstakingly detailed documentation and supporting evidence Darwin col lected it would be difficult to pinpoint much that is not valid today from a psychological standpoint. The only true debates where Darwins theories are concerned seem to stem from religion circles and creationists, which has little bearing on the attempt to explain human behavior. Reference Page Schultz, Duane P. Schultz, Sydney E., (2008, 2007), History of Psychology PS210, Cengage Learning: Mason, OH. Stanford Encyclopedia of Philosophy, http://plato.stanford.edu/entries/locke/ Stanford Encyclopedia of Philosophy, http://plato.stanford.edu/entries/darwinism/

The Cold War: Effect on Political Discourse

The Cold War: Effect on Political Discourse With the end of the Cold war in 1989, has there been more openness in the discourse of deterrence or in warring words? Introduction The Cold War has been described as a nearly fifty-year war of words and wills, (Maus, 2003: 13). It was a period during which most individuals lived in constant fear that the bomb would be dropped, effectively obliterating life as we know it. Direct combat itself was a very small part of this war: The Cold War, fought with national ideologies, economic posturing and infinite defense budgets, festered without any combat or mass casualties (at least among the superpowers) throughout the latter half of the 20th century before finally coming to a head in the mid-80s (Hooten n.d.). When the Cold War finally came to its ultimate end, the words of war shifted in meaning. Warring words continued to be part of the popular vocabulary, but their connotations had changed, and their definitions shifted. The discourse of deterrence faded away, as there was no longer a need for it. This paper will discuss the ways in which the Cold War has affected not only the history of the world, but also the hi story of the words that changed along with it. The Words of War The language we use to describe the things we do is a significant reflection of who we are at a given time in the culture. Communication is an essential tool for human beings, as we are highly social creatures by nature. The need to communicate is an integral part of our composition. However, in the course of transferring information to one another, there is always a margin of error. This means that miscommunication is bound to occur. According to Coupland, Wiemann, and Giles, language use and communication are in fact pervasively and even intrinsically flawed, partial and problematic (1991: 3). Because communication is so important to humans as a species, it is only natural that miscommunication brings with it some sort of consequence. This is a universal concept, and it affects all of us on a very basic level. As Banks, Ge, and Baker assert, ones theoretical orientation is of no importance in this respect: A key sense of miscommunication, however, regardless of ones theoretical orientation, is something gone awry communicatively that has social consequences for the interactants; without social consequences, the phenomenon would be of trivial interest (1991: 105). As a result, conflict is inevitable in society, and a worst-case scenario of conflict is, of course war. War is more than a militaristic action that is played out with bullets and bombs as tools. Words, too, are very much a part of any war effort, and they can be very powerful as weapons. The Cold War has been described as a nearly fifty-year war of words and wills, as both sides aggressively tried to promote and protect their respective ideologies at home and abroad while always remaining aware of the repercussions of pushing the limits too far (Maus, 2003: 13). How did this war of words manage to continue for so long without reaching the stage of physical combat? One perspective on this is offered by Grimshaw, who asserts that so long as conflict talk is sustained (i.e., if participants do not withdraw) it does not seem to be the case that hostility (‘ugliness’) will increase without some concomitant increase in intensity (1990: 295). During the nearly fifty years duration of the Cold War, neither opponent was willing to back down, yet neither one was willing to plunge into what might turn into a major war with dire, irreversible consequences. It was primarily a war fought with words and bravado, a dramatic opus played on an international stage. In fact, the Cold War was fought with national ideologies, economic posturing and infinite defense budgets, festered without any combat or mass casualties (Hooten, n.d.). This is in keeping with Grimshaws assertion that, although disagreements can reach high levels of emotional upheaval, they do not necessarily have to result in physical interaction. Friendly disputes can get quite ‘hot’; at least to some point they can apparently increase in intensity without the occurrence of hostility’ (Grimshaw, 1990: 295). The ever-present fear of nuclear obliteration may have had a great deal to do with this abeyance of action. Much of the world was still numbed by the disastrous tragedy that this power had wrought in the past, and there was great consternation at the thought of reaching a level of conflict that would require use of it again. Therefore, the Cold War remained a war of words. Words, of course, are more than mere utterances. We communicate a great about ourselves when we use them—more than the actual message we are seeking to convey at any given time. As Halliday explains, ‘in all languages, words, sounds and structures tend to become charged with social value (1978: 166). In states of conflict, Halliday asserts that individuals tend to develop a code of words that not only reflects that conflict, but also helps the individual to come to terms with it on some level. He refers to this code of words as an antilanguage, and he asserts that it is to be expected that, in the antilanguage, the social values will be more clearly foregrounded’ (Halliday, 1978: 166). Since the purpose of an antilanguage is to give individuals an alternative reality that is acceptable to them, the theory may be applied to the language of the Cold War. Living with the constant threat of nuclear war is an unbearable state of mind for most individuals; therefore, they must create a world that is more livable to them. This concept is echoed in the writings of Lemert and Branaman, who assert that: ‘Whatever his position in society, the person insulates himself by blindnesses, half-truths, illusions, and rationalizations. He makes an â€Å"adjustment† by convincing himself, with the tactful support of his intimate circle, that he is what he wants to be and that he would not do to gain his ends what the others have done to gain theirs’ (1997: 109). Hence, the development of this different worldview is basically a survival mechanism during a time of great uncertainty and turmoil. The widely respected historian Hobsbawm has explained that generations grew up under the shadow of global nuclear battles which, it was widely believed, could break out any moment, and devastate humanity (1996: 194). The fear that this knowledge brought to individuals naturally affected them on a very deep level. Through the use of an antilanguage, they were able to go on with the activities of daily life by designing a safe cocoon of illusory safety in which they could feel—or pretend to feel—safe. As Halliday puts it, a social dialect is the embodiment of a mildly but distinctly different worldview—one which is therefore potentially threatening, if it does not coincide with one’s own’ (1978: 179). Post-Cold War Language When the five decades of decades of this war came to an end in 1989, the attitudes in place in society necessarily underwent a change, and that change was reflected in the language used as well. The fall of communism in Europe, combined with the end of the Cold War, were enough to bring new hope to the people of the United States. According to Mason, the vicious circle of threats and distrust was replaced by a new spiral of trust and reassurance (1992: 187). In this mostly positive atmosphere, the constant threat of nuclear attack abated, and people were able to breathe more easily. The words of war lost the impact they once had. As Hooten has explained, the words of war were tinged with fear, helplessness, and frustration throughout the years of the Cold War. After it ended, the words did not disappear from the language, but began to take on new connotations The words of war were once the moral and emotional defense of the nation, corresponding with the real memories and motivations of an embattled citizenry, asserts Hooten. After 1989, as images of war receded from the American psyche, the language of war invaded the common lexicon of America (Hooten, n.d.). Examples of this are ubiquitous, and have become so common that we are often barely conscious of it. For example, words such as defend and bomb, which were once tainted by the association with war, have taken on new and less menacing uses. During the second half of the twentieth century, people may have felt a constant need to be ready to defend themselves in case of nuclear attack. Post-Cold War use of this word became something different: a politician may defend his platform. The constant concern and ever-present worry about dropping the bomb during the Cold War era has resulted in a transformation of this word as well: Consider again the numerous, non-militant ways in which the word bomb is used: â€Å"Frat brothers get bombed on a Saturday night.† â€Å"Your new car is ‘da bomb.† â€Å"Did you see that comedian bomb on Letterman last night?† â€Å"The quarterback threw a long bomb to win the game (Hooten, n.d.). Conclusion Language has changed since the nearly fifty years of the Cold War era. Notice, for example, the language of Reagans Star Wars Speech, which was delivered on March 23, 1983: Deterrence means simply this: making sure any adversary who thinks about attacking the United States, or our allies, or our vital interests, concludes that the risks to him outweigh any potential gains (1983: 250). In contemporary times, deterrence can mean many things, most of which do not pertain to war at all. In a similar vein, many of the violent definitions associated with warring words have fallen out of use. These words have become part of the common lexicon, used to describe the quotidian events of daily life without any sense of impending doom. Words such as battle, bomb, defend, and massacre, have lost the potency they held during the years of the Cold War. They have taken on new, less menacing definitions and uses. Language is an integral part of the human experience. The language we use to describe the things we do is a significant reflection of who we are at a given time in the culture. Because we are highly social by nature, communication is vitally important as a tool for human beings. The need to communicate is an integral part of our composition. However, as noted earlier, in the course of transferring information to one another, there is always a margin of error. This means that miscommunication is bound to occur. Consequently, for miscommunication to have impact, it is not likely to be a perturbation of smooth performance that is repaired in the current interaction (Banks, Ge and Baker 1991: 105). References Coupland, N., Giles, H., and Wiemann, J.M. (Eds.). 1991. Miscommunication and Problematic Talk London: Sage. Banks, Stephen P., Ge, Gao, Baker, Joyce. 1991. Intercultural Encounters and Miscommunication. In: Coupland, N., Giles, H., and Wiemann, J.M. (Eds.) Miscommunication and Problematic Talk. London: Sage, 103–120. Grimshaw, Allen. 1990. ‘Research on conflict talk: antecedents, resources, findings, directions’. A. Grimshaw (ed.), Conflict talk: Sociolinguistic investigations of arguments in conversations. Cambridge: Cambridge University Press, 280–324. Gumperz, John and Jenny Cook-Gumperz. 1982. ‘Introduction: language and the communication of social identity. Pp. 1–21 in Gumperz, John, ed. 1982. Language and social identity. London: Cambridge University Press. Halliday, M.A.K. 1978. Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold Publishers. Hobsbawm, Eric. 1996. The Cold War Was a Relatively Stable Peace. Pp. 193–198 in  191 in Maus, Derek, ed. 2003, The Cold War. London: Greenhaven Press. Hooten, Jon. n.d. Fighting Words: The War Over Language.  Retrieved January 13, 2006, from  http://www.poppolitics.com/articles/printerfriendly/2002-09-10-warlanguage.shtml Lemert, Charles and Branaman, Ann, eds. 1997. The Goffman Reader. Oxford: Blackwell. Mason, David. 1992. The Last Years of the Soviet Union. Pp. 179–191 in Maus, Derek, ed. 2003, The Cold War. London: Greenhaven Press. Maus, Derek, ed. 2003. The Cold War. London: Greenhaven Press. Reagan, Ronald, 1983. The Star Wars Speech. Document 22 in Maus, Derek, ed. 2003, The Cold War. London: Greenhaven Press.

Education in Victorian England Essay -- European Europe History

Education in Victorian England Monitorial System In the Monitorial System, there was no direct instruction from the teacher. This was, in fact, one of its greatest selling points in the late 1700's; it was incredibly economical. There could be as many as 500 students under one teacher. The teacher selected a few older students(10-12 years old) to act as monitors who, in turn, were responsible for instructing small groups of students, the teacher acting as supervisor, examiner, and disciplinarian. Work was minutely subdivided and learned by repetition. When a group had learned one subdivision of information, they were tested by the teacher before passing on to the next section. There was a complicated system of promotion and censure, both within the small groups and between groups. Unusual successes or lapses were rewarded with small honors or humiliations: laps of honor" around the school by those to be promoted, rewards of half-pences, dunce's caps, and signs worn around the necks of offenders. The punishment for offenses such as swearing, lying, tardiness, coming to school dirty, skipping school, being absent from church, or being otherwise disobedient, included confinement in a closet, being handcuffed behind the back, being washed in front of the whole school, or expulsion.(Lawson/Silver 243) Its factory-like method of dispensing information might appear to be well suited for the Victorian era, but because the Monitorial system equated the acquisition of facts with knowledge, and made no allowance for individual rates or styles of learning, its use was in decline by the 1830's. Â   Elementary Education Act of 1870 From 1780 to 1870, all elementary schools were "voluntary," that is, they were established... ... --- . North and South. London: Penguin Books Ltd., 1986. Lawson, John and Harold Silver. A Social History of Education in England. London: Methuen & Co. Ltd., 1973. Ley, J.W.T. "The government Education Bill: Dickens's view on Some of Its Points." The Dickensian 11.5 (May 1906) 123-125. Mangnall, Richmal. Historical and Miscellaneous Questions. New York: D. Appleton & Company, 1848. Morrison, Arthur. A Child of the Jago. Chicago: Academy Chicago Publishers, 1995. Pool, Daniel. What Jane Austen Ate and Charles Dickens Knew. New York: Simon and Schuster, 1993. Roach, John. A History of Secondary Education in England 1800-1870. London: Longman Group UK Limited, 1986. Thackeray, William. Vanity Fair. Harmondsworth: Penguin Books Ltd .,1968. Wardle, David. English Popular Education 1780-1975. London: Cambridge University Press, 1976.

Medieval Ballads and Lyrics :: essays research papers fc

Recently, the term ‘ballad’ can be associated with everything from Solomon’s Song to an Aerosmith song. The dictionary defines it as a traditional story in song or a simple song. However, the medieval ballad is something of a different nature than that of the popular musical ballads of today. The definition of ballad in the medieval context is a narrative poem. The authors usually remain anonymous and the ballad is more often than not accompanied by dance (Gummere). This is not surprising considering the word ‘ballad’ comes from the Latin word ‘ballare,’ meaning ‘to dance’ (Dixon). Almost all ballads follow the same distinct criteria. They are all performed by a minstrel or troubadour complemented by music and are normally performed for an audience. All ballads tell a story with major themes of revenge, envy, betrayal, loyalty, and superstition, although they may touch on other subjects. These stories only focus on one major event and can be about the dramatic events of heroes or every day people. Though the bulk of the stories begin in the middle of an event, there is very little background information given (Knight). Characters rarely show any development and most stories lack detail. It is also important to know that there are there are three types of ballads: traditional ballads, broadside ballads and literary ballads (Dixon). Traditional ballads originated from ‘folk tales’ or other anecdotes told by peasants in England. These were most commonly passed by oral tradition. The broadside ballad is the traditional ballad’s cousin in many ways. These ballads were more common in urban or city like areas in the 16th century and were more likely to be printed and handed out instead of performed. The literary ballad is a combination of both the traditional and broadside types. These ballads appeared in the 18th century when ballads began to be published (Gummere). Medieval ballads, of course, are in the category of traditional ballads. When studying medieval ballads, it is important to remember that the entertainment in the medieval period did not include television or computers. Medieval ballads were very lengthy to capture people’s attention for long periods of time. This is how the stories were passed from one generation to the next. The passing of ballads orally was the most popular. Francis James Child was the first to put together a collection of over 300 ballads (Child). The only ballads that can be traced are those, which have been written. Medieval Ballads and Lyrics :: essays research papers fc Recently, the term ‘ballad’ can be associated with everything from Solomon’s Song to an Aerosmith song. The dictionary defines it as a traditional story in song or a simple song. However, the medieval ballad is something of a different nature than that of the popular musical ballads of today. The definition of ballad in the medieval context is a narrative poem. The authors usually remain anonymous and the ballad is more often than not accompanied by dance (Gummere). This is not surprising considering the word ‘ballad’ comes from the Latin word ‘ballare,’ meaning ‘to dance’ (Dixon). Almost all ballads follow the same distinct criteria. They are all performed by a minstrel or troubadour complemented by music and are normally performed for an audience. All ballads tell a story with major themes of revenge, envy, betrayal, loyalty, and superstition, although they may touch on other subjects. These stories only focus on one major event and can be about the dramatic events of heroes or every day people. Though the bulk of the stories begin in the middle of an event, there is very little background information given (Knight). Characters rarely show any development and most stories lack detail. It is also important to know that there are there are three types of ballads: traditional ballads, broadside ballads and literary ballads (Dixon). Traditional ballads originated from ‘folk tales’ or other anecdotes told by peasants in England. These were most commonly passed by oral tradition. The broadside ballad is the traditional ballad’s cousin in many ways. These ballads were more common in urban or city like areas in the 16th century and were more likely to be printed and handed out instead of performed. The literary ballad is a combination of both the traditional and broadside types. These ballads appeared in the 18th century when ballads began to be published (Gummere). Medieval ballads, of course, are in the category of traditional ballads. When studying medieval ballads, it is important to remember that the entertainment in the medieval period did not include television or computers. Medieval ballads were very lengthy to capture people’s attention for long periods of time. This is how the stories were passed from one generation to the next. The passing of ballads orally was the most popular. Francis James Child was the first to put together a collection of over 300 ballads (Child). The only ballads that can be traced are those, which have been written.

Jealousy and Othello

How does shakespeare explore the theme of authority in ‘Othello’? In the play Othello, Shakespeare explores through the theme of authority. He presents different types of authority such as racial, military, political, sexist, emotional and deception. Shakespeare uses techniques such as characterisation, symbolism, contrast, repetition, dramatic irony and pronouns to help portray the theme of authority. Shakespeare uses characterisation to develop the characters to help express authority in Othello.Othello is seen as the protagonist and tragic hero of the play. He is described as an eloquent and physically powerful figure at the beginning of the play. He uses his experience of fighting in the battlefields to woo Desdemona and to gain her love. â€Å"She loved me for the dangers I had passed, and I loved her that she did pity them. † From this Othello gains authority over Desdemona as she loves him. He is depicted as a general who is of military authority over the a rmies of Venice, but also as a moor in the eyes of Iago, Brabantio and Roderigo because of his racial colour. Your daughter and the Moor are now making the beast with two backs. † In spite of his military status, he possesses a free and open nature which Iago uses to his advantage to twist Othello’s love for Desdemona, which turns his love into an uncontrollable and insane jealousy. Due to Iago’s manipulation Othello becomes obsessive and compulsive which adds fire to the jealousy within Othello. Shakespeare portrays Iago as a manipulative and evil person. He is seen as the antagonist of the play.Envy of Cassio, jealousy of Othello’s possession of Desdemona, jealous fear that both Othello and Cassio may have cuckolded him and the incessant desire for money and power is what fuels Iago’s motivations and leads to Iago’s destructive actions. Iago like Othello is motivated by the same envy and jealousy that arouses murderous hatred. Iago’s desire for power leads Iago to manipulate and destroy other’s reputation to gain his own. Iago is highly skilled with words and uses language to gain his power.One such situation is when Iago convinces Cassio to drink to get him drunk which leads to Cassio losing his position as lieutenant which is then given to Iago. Iago uses people’s weaknesses and strengths to control his victims. This creates a sense of authority over them as he can easily manipulate them to do what he wants and to get what he wants. The women in Othello are characterised to have little to no power or authority against the males. This shows a sexiest view of authority.Though Desdemona is the senators daughter and starts off as a strong and independent woman defying her father, near the end she is seen as weak and unfaithful and also as a push over as she easily forgives Othello for everything he has done therefore showing that Desdemona has little power in her relationship with Othello. Emilia is portrayed as a cynical and worldly woman. Emilia is deeply attached to her mistress, Desdemona, though she tries to grab her husband, Iago’s attention and affections by stealing Desdemona’s handkerchief and giving it to Iago.In the end though Emilia goes up against Iago she is killed for it. Bianca, is a represented as a prostitute who doesn’t have any power or authority and is abused by Cassio as he doesn’t respect her and uses her as a sex toy. The handkerchief plays a very important role in Othello. It symbolises different things to the different characters. For Desdemona the handkerchief is a symbol of Othello’s love and for Othello it symbolises marital fidelity as it was his mother’s and used it to keep his father faithful to her.By losing the handkerchief and lying about it, Othello sees it as a sign of infidelity and thinks that Desdemona is cheating on him. For Iago, he sees it as an opportunity to use the handkerchief to beguile O thello into believing that Desdemona is unfaithful to him and cheating on him with Cassio who Iago uses as a part of his plan to confirm Othello’s uncertainties of Desdemona’s infidelity which drives Othello insane with jealousy. The handkerchief is a symbol of fidelity and trust which Iago manipulates to gain power over Othello.Dramatic irony is shown throughout the play. Iago is the main source of dramatic irony for his cunning ways. Iago is depicted as having two faces, one that is for show which is as a loyal soldier and trusting friend while the other as an evil and sinful man which only the audience knows until the end of the play. Iago’s loyalty as a soldier and as a friend is contrasted sharply to his true intention which is to destroy the lives Othello, Cassio and, Roderigo as a bonus, to gain power and money.Such irony includes Othello’s trust in Iago, as Othello listens to Iago and does what he says, giving Iago power over him, though the audie nce knows his true intensions which is to destroy his life and everyone he loves. Cassio is also a victim to manipulation. Iago uses persuasive language to get Cassio drunk which leads Cassio into getting into fight with Roderigo, who Iago also has power over, to get Cassio stripped of his status as lieutenant which goes to Iago.Though Cassio thinks of Iago as a friend who wants to celebrate with him, he is just another civilian towards his plan to gain power. The use of repetition is mainly used by Iago which is used to emphasis and brainwash his victims. â€Å"Put money in thy purse†, is repeatedly said to hypnotise Roderigo into believing that Iago will help him get Desdemona for the price of all his money, but of course this is dramatic irony as the audience knows he is being used by Iago, creating a strong authority over Roderigo.Iago has Roderigo so mesmerised that he convinces him to kill Cassio, as Iago has made him believe that Cassio was also after Desdemona’ s affections and was competition that had to be eliminated. â€Å"Villainy†, is repeatedly said by Emilia to emphasis the murder of an innocent lady and to create guilt inside of Othello’s conscience. Shakespeare conjures an Elizabeth racial stereotype which creates a racial authority. Elizabethans were very sensitive to the use of the pronouns such as ‘you’ and ‘thee’, which sent clear social signals.Even though Othello is of high authority, he is not treated with the same respect as the white people because of his racial colour. People such as Iago use ‘thou’ and ‘thee’ towards Othello and ‘you’ and ‘your’ towards Brabantio. This shows that Iago acknowledges Othello as a superior but has no respect for him as he calls him by ‘thee’ which implies contempt. The use of pronouns such as ‘you’ is more formal and distant, suggesting respect for a superior. â€Å"An old black ram is tupping your white ewe†, is a racist comment used to describe Othello.Because of the white dominated race in Cyprus, black people such as Othello do not get the same respect as one should get. In conclusion, Shakespeare has expressed many views of authority in Othello. The use of techniques and structure has helped develop the theme of authority. One of Shakespeare’s messages of authority in the play is that jealousy can be destructive and powerful and can lead people to do unmentionable deeds. It can lead us into compulsion and obsession and destroy the person that we are.

Changing Paradigms of Rebranding Strategies

According to the AMA (American Marketing Association), Brand is a name, term, sign, symbol, design, or a combination of all used to uniquely identify a producer’s goods and services and differentiate them from competitors. Specifically, a brand is a name â€Å"yahoo. com† logo, jingle ‘bus 2 minutes’, â€Å"Maggie†, slogan ‘sense and simplicity’, â€Å"PHILIPS†, package design, spokesperson, color Red color,† Vodafone† which consumers associate with a specific product. REBRANDING-WHAT IS IT?Rebranding occurs when a product or service developed with one brand, company or product line affiliation is marketed or distributed with a new and different identity. It is usually more than simply a change in brand’s logo and other superficial changes and should involve radical changes to the brand name, image marketing strategy and advertising themes. In order to complete Rebranding, several areas should be reviewed includ ing positioning, personality, cluster of values, logo, company, identity and vision prior to the building of a brand.Rebranding can take place for a new product, a mature product, or even developing products. In some cases, a total rebrand may not be necessary but rather a partial rebrand. When a brand has been firmly established but may be outdated or needs refreshing due to new products or services, partial Rebranding may be more appropriate. It is critical that the brand value that’s been developed over the years not be eliminated. Subtle changes to update it may be all that is necessary to get the message across and revitalize sales.It is important to differentiate between Rebranding of a product versus repositioning of a product. Repositioning may involve a change in any of the marketing mix elements in an effort to respond to declining sales or market share. The goal in repositioning is to target existing products at new markets or segments. Repositioning may be part of Rebranding campaign. In contrast, Rebranding should involve a total change to fundamental company elements such as mission statements, values and widely recognized logos in an effort to have the company’s brand accurately reflect what it offers.WHEN SHOULD REBRANDING OCCURS: Rebranding is appropriate and essential under several circumstances in order to ensure success in product and service delivery. Often, a company has adapted their products to keep competitive in the marketplace to the extent the company’s brand may no longer accurately reflect what if offers. In this case, a major brand overhaul is necessary. A large quantity of acquisitions or merging of companies may require Rebranding in order to adequately reflect the new, large company.When is Rebranding necessary? DRIVERS OF REBRANDING: The two major reasons of rebranding are: corporate restructuring and modifying the external perceptions. The following text highlights more drivers that call for rebranding e xercise: †¢ Outliving the usefulness: Sometimes, a brand might outlive the purpose for which it was created. In such a scenario, it is more suitable to change the name of brand and then continue or prune the product depending upon the market requirement. Values change: Sometimes, the value that promoters want to display to the audience through the brands change, and that is why they decide to change the brand name as well. †¢ Mergers and acquisitions: Cases like the merger and acquisitions force the corporates to dawn a new identity for themselves, as it was seen in the case of Air Deccan and Kingfisher. However, while conducting the rebranding exercise, the companies should conduct a thorough analysis of the values and the attributes for which the brand name of the merging companies stand for and then only a new name should be adopted or the old one should be changed. Confused brands: In the case of UTI bank which changed its name to Axis bank, the brand UTI was associate d with many other instituted in different streams financial strength, had to go for rebranding. CONSIDERATIONS FOR REBRANDING: †¢ Through analysis of the target market: A company indulging in a rebranding exercise will not like to indulge into the exercise at the cost of its existing customers. Therefore, a thorough analysis of the profile of the existing customers is warranted. The rebranding exercise may attract new segments of the market but should not drive away the existing segments being served by the market. Nature of brand equity: A thorough analysis of brand equity and the nature of its standing in the eyes of its stakeholders should be conducted before going for dropping an already well established name, because if the new name fails to live up to the expectations of the stakeholders, it may result in a huge loss in terms of the sales and goodwill of the firm and through these two elements, on the value of the firm. †¢ Project Management: It is generally the mark eting department who takes up the leadership role in implementing the rebranding exercise and tries to seek out and surmount the challenges ahead.However, in many cases, it is the board of directors with the external ad agency who decide upon the rebranding exercise and implement it. †¢ Staff Involvement : The staff involvement is seen at various levels of the organization and they are basically consulted to suggest and brain storm on the new brand name and the like. †¢ Customer Involvement: Though not many organizations go for customer feedback before rebranding themselves, feedback is sought in a more subtle and discreet way from the customers. Since confidentially is a concern for such an exercise, the rebranding campaign was not made more broad based.OBSTACLES: †¢ Time consuming: Most of the organizations found brand building time consuming and they failed to estimate the exact time for conducting the exercise. †¢ Internal Resistance: Employee morale is great ly affected by the attitudes associated with the organization they work with, so many a times a change in brand name greatly affects their motivation and willingness to work for their responses. PREREQUISITES OF A SUCCESSFUL REBRANDING EXERCISE. †¢ Clear Vision: The top management should have a clear vision about the organization and the direction in which it wants to take the organization.It also should have a fair idea as to what does it want to achieve through the rebranding exercise. †¢ Engagement of staff: The staff should be engaged at all levels across the organization to have a feeling or unanimity and oneness towards the entire exercise. †¢ Thorough Planning: The rebranding exercise should be thoroughly planned and if need be, contingency plans should be prepared for any crisis. Rebranding is a difficult exercise to execute and it requires a lot of planning and a very minute detailed setting of goals and milestones in the execution phase to ensure the smooth implementation of the rebranding exercise. Adequate Resources: Adequate resources should be provided to the organization in terms of manpower, money and other resources. The complexity in execution; especially in the communication process calls for expert intervention in the entire process and the dispassionate observation and wide knowledge of the experts becomes a necessary in such projects. †¢ Communication: The communication with the stake holders should be consistent, clear and multilateral to win their confidence towards the entire exercise. Impact on the Financial Markets: A firm exists for the maximization of shareholders wealth and it is therefore very important for the organization, to study the short term impact of the rebranding exercise on the financial markets and the organization should plan as to how it is going to deal with the short term impacts on the stock market prices of the rebranding exercise. TYPES OF REBRANDING EXERCISE: 1) Reiterating: These companies need not change their brand name, their names are strong enough and the brand essence has not changed over a period of years. ) Renaming: Some companies may go for renaming themselves to display the change in the ownership structure and to reflect the new owner’s identity in the name or the logo of the company. 3) Redefining: Some companies may go for redefining the qualities and attributes attached to it. It is done to give the company a new direction and also convey to the stake holders a change in the ownership pattern and the new direction of the company. 4) Restarting: These organizations feel a need not only to change the attributes attached to their brands but also the brand names ltogether. This happens when an existing brand departs from or enters into a new product line. 5) Abstract Brand Name: Companies normally go for an abstract brand name, because their abstraction lends them the flexibility of getting associated with other products also. Moreover, it is also s een that service organizations prefer more abstract names as they want to convey more complex messages than the product based organizations. REBRANDING SUCCESS: Several well-known companies have attempted Rebranding in recent years.In some cases the Rebranding effort has been all encompassing for the company and in other cases a few changes were all that were necessary in order to ensure success. Hindustan Unilever limited: Hindustan Lever, a 51. 6 per cent subsidiary of Unilever plc formed in 1956, is the largest FMCG Company in India. It operates in two segments — home and personal care products such as soaps, detergents, oral care products, hair care products, skin care products, cosmetics, deodorants and fragrances, and food and beverages such as tea, coffee, wheat flour, salt, ice creams and culinary products.With a turnover of over US$ 2200 million in 2003, HLL employs over 40,000 people across the country. Coca-Cola India: Coca-Cola is a leading player in the Indian be verage market with a 60 per cent share in the carbonated soft drinks segment, 36 per cent share in fruit drinks segment and 33 per cent share in the packaged water segment. In 2004, Coca-Cola sold 7 billion packs of its brands to more than 230 million consumers across 4,700 towns and 175,000 villages. The company has doubled its volumes and trebled its profits between 2001 and 2004. Coca-Cola continues to re-affirm its commitment to India through active ‘Citizenship Efforts. All its plants in India partner with local NGOs to alleviate local community issues in numerous small ways. It boasts of impeccable credentials on quality. Coca-Cola has succeeded in spite of an extremely price-sensitive consumer with entrenched beverage consumption habits – tea, nimbu-paani (lemonade) and a fragmented and geographically dispersed retail market, and a high tax environment. Intel India: Intel India was established in 1988 in Bangalore, and has now grown to include the maximum number of Intel divisions in any country outside the United States.India’s increasing IT and engineering talent pool, has ensured that the majority of work done at Intel India is software and hardware engineering; and has also established the Intel India Design Centre, as Intel’s largest non-manufacturing site internationally. Intel has over 2,000 employees, of whom 1,200 work at the development centre. Significant market development groups include education and Intel Capital, which helps Intel make strategic investments in technology and online start-ups. Intel has invested US$ 60 million in infrastructure in India. REBRANDING FAILURES:For every successful Rebranding story, there is at least one corresponding failure. The example given below outlines some of the reasons why Rebranding does not always succeed. New Coke: One of the most infamous rebranding failure stories in history is that of New Coke. On April 23, 1985, Coca-Cola Company took one of its biggest risks by anno uncing it was changing the formula for the world’s most popular soft drink. The outcry which followed was heard around the world. The motivation behind the formula change was a shrinking market share which the company believed to be the results of its arch rival Pepsi-Cola.During the 1970’s, the â€Å"Pepsi Challenge† campaign seemed to erode the coke market even further. The company felt compelled to do something as it appeared consumers; particularly the baby boomer market, had a preference for sweeter drinks. Coke experimented with a new sweeter formula and market tests indicated the new formula was preferred overwhelmingly to both regular Coke and Pepsi. A first hint of pending disaster was when focus groups indicated indignation upon finding out they were tasting a possible new Coca-Cola and threatened to stop drinking coke altogether.Nevertheless, the company relied heavily on the market analysis and research and launched new coke in April of 1985. Initial results were promising but the backlash that followed almost took the company down. The company did not factor in the rich, cultural history tied to the original coke. Even though taste tests continued to indicate a preference for the sweeter drink, brand loyalty was staunch for the classic coke and consumers boycotted the new coke as a result. With in 3 months, coca-cola was forced to bring back classic coke, which resulted in a resurgence of sales to bring coca-cola to the fore front once again.Eventually, New Coke became Coke II and is virtually unavailable in distribution today. So what went wrong? Research was extensive, leadership supported the rebranding and an extensive advertising campaign was launched. Perhaps the company should have listened to that minority segment in the focus groups who were offended that Coca-Cola would even think about changing its formula(which it actually did any way when it changed from a sugar sweetness to a more inexpensive high fructose corn s yrup sweetener). This was a hint of the cultural backlash that would result, particularly from the southern U.S. where coke was a part of the regional identity. Perhaps the launch was not successfully implemented. Pepsi was able to strategically maneuver advertising by claiming they had won the cola wars prior to the official launch of New Coke. In addition, Coca-Colas CEO was unprepared for the â€Å"launching news conference resulting in alienation of reporters. He could not answer simple questions about the taste change. What ever the reason New Coke is now history and coke classic with other coke products maintain a lead in overall sales.Volume for the classic brand has risen 24 percent since 1984 making it the No. 1 soft drink in the land since 1987. It is interesting how loyal consumers can be to a brand once you take it away temporarily. The rebranding failure actually led to revitalization of the existing brand and a newfound respect by company leadership for the â€Å"cul ture† surrounding the original Coca-Cola product. MISTAKES MADE WHEN REBRANDING: †¢ Lack of True Change: It is important to remember that rebranding signals change. Your brand is more than your logo or corporate colors.Simply repacking the goods and providing some new designs will not get results you need. Putting a new cover on an old book doesn’t make it new. Brands include every thing from customer perception and experience to quality, look and feel, customer care and retail and web environments. Make sure the changes instilled are all encompassing or customers will catch on quick and make a fast departure. †¢ Lack of Quality Research: Research is required in order to be able to establish a plan for rebranding. Current and prospective customers must be involved when creating solutions.Knowing customer attitudes and desires is essential in order to deliver the product they want in the way they want it delivered. In addition, research should be interpreted cu rrently or the rebranding efforts can take a wrong direction. Coca-cola performed extensive research but discounted a portion of it which ultimately became very important foreshadowing of things to come. †¢ Ignoring Brand Equity: By ignoring existing brand equity when rebranding, a company faces the risk of alienating and subsequently losing existing loyal customers. This was evident during the attempted rebranding of coke.The company assumed all customers would like and want the taste of new coke because they didn’t understand the extent of the current brand loyalty. AT & T took this into consideration after merging with Southwestern Bell to ensure customers were comfortable and unconcerned about any loss of service. †¢ Basing Rebranding on Advertising: Just as rebranding is not simply repacking the product, neither is it simply the advertising campaign. Brand strategy should be the core item leading advertising; advertising should not lead brand strategy.Interesti ngly, some rebranding efforts may not include traditional advertising. Make sure the rebranding campaign is more than advertising or nothing will change for the company. †¢ Inability to Analyze the Positioning: The literature revealed that ‘Repositioning’ is one of the most important drivers for rebranding. Positioning is not what company does with the product; it’s all about what they do with the mind of the target audience, and what customers think about the company. So, it is vital for rebranding to clarify and refine the positioning.Both the present as well as desired positioning of the company should be apparent. †¢ Lack of Top Level Support: Even though the rebranding may be born in the marketing department, it should be owned and supported by the top level managers especially the CEO. The CEO (Chief Executive Officer) is the only authority who can drive change in all the functional areas across the organization. The CEO needs to set the vision an d lead rebranding to ensure that Product, Service & People are aligned and determined to deliver the implied promises through rebranding. CONCLUSION:As branding trends continue to evolve, rebranding success seems to depend on the ability to adapt to the rapidly evolving media environment and taking advantage of new opportunities to reach the target audience. In order to remain competitive, companies will need to embrace â€Å"hot† media to spread the message to younger and techsavvy customers. New methods include blogs, pod casts, mobile phone-based programming, and social networks. However, a balance must be maintained with traditional methods of media in order to reach and retain the existing customer base. In order to rebrand successfully, key steps need to be taken in the process.Companies who embrace the elements of rebranding usually are able to obtain their goals. Companies who fail to address all of the elements of rebranding often make mistakes and succumb to failure . So does rebranding work? Yes, and NO. It works when it is based on quality information, has the support of leadership and employees, is well-planned, provide adequate training, is integrated throughout the whole company, has a well-balanced multi-media advertising campaign that communicates the brand message consistently across multiple platforms, is customer driven, and is evaluated on an on-going basis to determine if alterations are need.When these elements are not present, the chance of rebranding success diminishes rapidly. EXHIBITS |IBM | |Old |New | |[pic] |[pic] | Hindustan Lever Limited |Hindustan Unilever Limited | |Old |New | |[pic] |[pic] | Indian post | |Old |New | |[pic] |[pic] | [pic] [pic] [pic] PHILIPS | |Old |New | |[pic] |[pic] | |COMPAQ | |Old |New | |[pic] |[pic] | HUTCH |Vodafone | |Old |New | |[pic] |[pic] | |APPLE | |Old |New | |[pic] |[pic] | KFC | |Old |New | |[pic] |[pic] | | AIWA | |Old |New | |[pic] |[pic] | KODAK | |Old |New | |[pic] |[pic] | |SATYAM |MAHINDRA SATYAM | |Old |New | |[pic] |[pic] | VIDEOCON | |Old |New | |[pic] |[pic] | |CANARA BANK | |Old New | |[pic] |[pic] | |JET AIRWAYS | |Old |New | |[pic] |[pic] | BANK OF BARODA | |Old |New | |[pic] |[pic] | RELIANCE | |Old |New | |[pic] |[pic] | [pic] BIBLIOGRAPHY: †¢ Kotler, Keller, Koshy, Jha. â€Å"Marketing Management†, 13th Edition, Pearson Education. YLR Moorthi, â€Å"Brand Management, The Indian Context†,2006, Vikas publishing house pvt ltd. †¢ Bhavishya, The journal of futuristic managers, Jan-Mar 2008. †¢ Dr. M. A. Azeem, Prof. T. Venkat Ram Raj, December-2008,†Rebranding – A business imperative†, Indian Journal of Marketing, Page no: 15-21. †¢ M. Saeed, Ravinder vinayek, Narender kumar, September-2008, â€Å"Rebranding: An emerging brand marketing strategy (Trends, Issues and challenges)†, Indian Journal of Marketing, Page no: 3-10.WEBLIOGRAPHY: †¢ http://blong. styleap ple. com †¢ http://images. google. co. in/imgres? imgurl=http://remade. files. wordpress. com/2008/01/canarabankbeforeafter. jpg †¢ http://www. mobilepandit. com/2005/12/07/rebranding-reliance-infocom †¢ www. thehindubussinessline. com ———————– Change in Service Name Change Change in Product Acquisitions & Mergers Change in market Place New Product Launch Rebranding