How Does Orwell Explore the Theme of Education in ‘Animal Farm’?

How Does Orwell Explore The Theme Of Education In Animal Farm? ‘All animals are equal but some animals are more equal than others’. George Orwell writes this toward the end of his highly acclaimed allegory, Animal Farm. From this single statement we can tell quite a bit about Orwell’s views on education which he puts across strongly throughout the novel. A message I see that this statement portrays is that everyone has the right to an education but some people were getting a better education than others at the time.During this essay I will be arguing that George Orwell was critical of the education system in 1945 (the year the book was written) and that he aired his views, hidden as they were, in many places through the book. One of the ways he used to put across his views was to use biblical references. Orwell was strongly anti-Christianity and he put this across in the novel partly through his reference to the bible’s ten commandments by creating a list o f rules that the animals must live by entitled ‘The Seven Commandments’. No animal shall kill any other animal without cause’. The last two words were added by Squealer under the orders of Napoleon, adding their own twist on Old Major’s original commandments thus tweaking them to their advantage. This was not the only commandment to be edited: in fact all of them were but only slightly, just enough so the pigs wouldn’t be breaking any and so the other animals wouldn’t notice. The pigs were able to use the fact that they were educated well as an advantage over the other animals in order to do what they liked and get away with it.The fact that Orwell used the commandments in this way, just that the pigs were changing them so regularly seemed to me rather disrespectful of the Christian faith and when seen like this, Orwell’s religious views are blatantly obvious. From this part of the book I remembered being taught about priests in the An glo-Saxon times and how they had been educated well before beginning their ministry. They would ask for money from the innocent but fairly foolish and uneducated people worshipping or just visiting the church and the priests would say if they hand over the money, they would avoid purgatory and go straight to heaven.To these poor people, this seemed like the perfect solution for the problem and hand over their money is just what they did. This links in with the book in that the priests would use the fact that they were educated in their favour to brainwash these unknowing people just as the pigs did to the other animals in the book. Another element of education Orwell is critical of is the private education system. ‘The pigs and dogs were educated separately to the other animals’.This brings in Karl Marx’s ideas of class and hierarchy in society. Marx’s writings formed the theoretical base for modern international communism, the idea of a classless society in which everyone is equal and nothing is privately owned. As we know Animal Farm is an allegory of the Russian revolution in 1917 during which Joseph Stalin (portrayed in the novel as Napoleon) and Leon Trotsky (Snowball) fought for power after the defeat of Tsar Nicholas II and the monarchy.When Stalin came to power and exiled Trotsky, he began to form the new Soviet Union around the basis of Marx’s writings and the fact that the pigs and dogs were educated separately to the other animals shows that before Stalin’s seizure of power, class and hierarchy still remained in Russia. The pigs and dogs represent the nobles and government who were all seen as superior to the lower, working class citizens and were therefore privately educated.If there was to be equality amongst the animals on the farm, they should all have been treated exactly the same and this would mean they should be educated in the same way. However, this wasn’t what happened and the pigs and dogs continued to see themselves as better than the other animals. Orwell really wasn’t a fan of the private education system, as I said at the beginning; he wanted an education for everyone and the same education for everyone at that. Orwell continues to represent class on the farm through the character of Boxer.Boxer represents the lower, working class who were uneducated and inferior to the nobles and government, in this case the pigs and dogs. ‘I will work harder. ’ and ‘Napoleon is always right. ’ his mottos show just how loyal and hard-working he was. Boxer would work and work until he was at the point of collapsing and this is just what the working class of Russia would do, slaving away their today for a better tomorrow. Boxer is key in building the windmill, which represents change, the change that Boxer wants to bring to the farm through his hard work and determination.Boxer may have had all these credits but what Orwell uses Boxer to say is that no matter how physically strong you are, it’s nothing compared to knowledge and mental strength. When Napoleon tells Boxer he is to retire after he collapsed whilst working, Boxer naively gets on the van that is not really to take him to where he will retire, but to the knackers’ yard to be killed. Even though Boxer was so driven and committed in what he did, he wasn’t able to spot that Napoleon was tricking him because he wasn’t nearly as well educated as Napoleon.So to cut a long story short, the fact that Boxer was poorly educated eventually lead to his demise. The pigs as we know by now, were the best educated but they gradually demoralise through the novel. ‘All animals are equal but some animals are more equal than others’. This quote for me epitomises the whole part the pigs play in the book in that the great advantage they once had over the other animals because they were educated had now just become plain ignorance. Orwell uses the pigs in Animal Farm to tell us not to let education go to our heads but to respect it and appreciate it.Not only this but Orwell also wanted to tell us through the pigs the dangers of power and to appreciate it also. The pigs wanted to look like they strived for equality, to look like they were doing things for the good of everyone when really everything they said and did was for the benefit of themselves. Almost all of the seven commandments had something to do with the importance of not letting the pigs’ ways become human, which is exactly what had happened by the end of the book. The creatures outside looked from pig to man, and from man to pig, and from pig to man again: but already it was impossible to say which was which’. That the pigs had changed so much the other animals couldn’t identify them amongst the humans is pretty shocking. One of the most important points of the whole ideology of Animalism (which allegorically speaking refers to communism) is t hat the animals should always remain animals and never adopt human characteristics like drinking alcohol or sleeping in a bed and these rules were all layed out clearly in the seven commandments.In conclusion, George explores the theme of education in Animal Farm in many ways. He uses the allegory to refer to the different classes through different characters and how the classes were educated differently, some not at all. He uses Boxer to compare physical strength with mental strength and he also uses the pigs to warn us of the dangers of letting education ruin us and our morals. Animal Farm is a tragedy in my eyes; the original ideology of Animalism gradually fell apart piece by piece until the pigs had practically become human.It’s all well and good to have this great idea of a revolution to gain equality for animals but the pigs just couldn’t see past themselves to carry out Old Major’s plan and that’s what makes this story so tragic. Orwell thought th at everyone deserved an education, especially the working class but the people who actually got a good education just took it for granted and wasted it and I think that’s the overall point he tries to put across about education in the novel. Education is power but power corrupts. By James Lawrence, J7.

O’Grady Apparel Company Essay

Analyzing Risk and Return on Chargers Products’ Investments Junior Sayou, a financial analyst for Chargers Products, a manufacturer of stadium benches, must evaluate the risk and return of two assets, X and Y. The firm is considering addng these assets to its diversified asset portfolio. To assess the return and risk of each asset, Junior gathered data on the annual cash flow and beginning-and end-of-year values of each asset over the immediately preceding 10 years, 1997-2006. These data are summarized in the table below. Junior’s investigation suggests that both assets, on average, will tend to perform in the future just as they have during the past 10 years. He therefore believes that the expected annual return can be estimated by finding the average annual return for each asset over the past 10 years. Junior believes that each asset’s risk can be assessed in two ways: in isolation and as part of the firm’s diversified portfolio of assets. The risk of the assets in isolation can be found by using the standard deviation and coefficient of variation of returns over the past 10 years. The capital asset pricing model (CAPM) can be used to assess the asset’s risk as part of the firm’s portfolio of assets. Applying some sophisticated quantitative techniques, Junior estimated betas for assets X and Y of 1.60 and 1.10, respectively. In addition, he found that the risk-free rate is currently 7% and that the market return is 10%.

An Analysis of the Categories of Qualitative Research Methods Used By the Coca-Cola Company

An Analysis of the Categories of Qualitative Research Methods Used By the Coca-Cola Company Numerous organization have used organizational development techniques to achieve organizational effectiveness. According to Najmin (2012), organizational effectiveness makes use of applied psychology to bring change to different aspects of the organization. Such elements include culture, management styles, as well as communication techniques in a business. Similar techniques apply to Coco Cola Company that have had poor use of its staff leading to high employees’ turnover. Moreover, the company had little innovative strategies until lately when there has been a change in the soft drinks market driven by sensitive health companies. Accordingly, the company requires organizational development interventions that would enable it to achieve higher levels of effectiveness. Given that, research reviews other researchs on organizational development as well as an evaluation of other organizations that have used OD interventions to achieve organizational effectiveness. The current research will make use of three qualitative research methods to capture relevant data that will help identify the best OD interventions that Coco Cola might use. First, the study will interview executives, middle-level managers, and general level employees of organizations such as JetBlue and Google that have had successful OD interventions at their workplace with permission from the top executives. During the interviews, I will record respondent’s responses into a paper and after that into computer files for analysis purpose. Moreover, there will be an option for over-the-phone interviews or busy managers that I will record and store in a computer in an electronic format. Secondly, I will use questionnaires to reach general-purpose employees on their view of their organization’s OD interventions. Lastly, I will obtain information from secondary sources such as peer-reviewed Journals and textbooks to decipher the best interventions applicable to Coco Cola In c. The research had four central hypothesis. First, interventions that were successful in other organizations are relevant at Coco Cola Inc. Most OD interventions apply to numerous organizations, as they tend to target human behavior as an agent of organizational change. Consequently, interventions that worked in other agencies could also work for Coco Cola Company. Secondly, the research would establish that the top management had significant influence on the success of the OD interventions. According to Najmin (2012), most ineffective organizations have weak leadership. As such, the top leadership has to change so that junior employee can follow in their steps. Moreover, through evaluation of other researchs on organizational development interventions, it would be possible to find interventions that would work for Coco Cola Company. Most of the researchs under evaluation had evaluated interventions from different companies working in various part of the world. The findings would offer invaluable insight to the type of interventions that would work for Google given it is a multinational company. Lastly, the paper anticipates finding that some interventions are only effective to certain companies while non-applicable to others. For instance, interventions applicable to Apple Inc. might not apply to Coco Cola Inc. since the two firms operates in different industries hence serving customers with different needs. I conducted two interviews in different places. The first one was at Facebook Inc. at its Menlo Park, California Headquarters. The interview was on 16th of October 2015 from 11 am. During the discussion, three middle-level managers and five junior employees gave their responses. The interview had the permission of the company’s vice president making the process very smooth. Moreover, the employees were very free to share with a student. A week later, I conducted another interview at JetBlue headquarters in Long Island City, New York. The interview was on 23rd October 2015 from 9 am. Due to its great organizational development interventions key to the research, five senior managers, and ten middle-level managers gave their responses. Moreover, ten junior employees also gave their answers. There were several comments from the qualitative research. First, the respondents from both companies seemed eager to share different interventions applied in their organizations and the favorable change that came afterward. My interpretation was that the interviewees felt the pleasure of sharing a success story of positive change in their organization’s life due to OD interventions. Secondly, respondents in both cases decried the high level of resistance emanating from managers during induction of OD interventions. My interpretation was that most managers felt they were losing some power since most OD interventions require managers to collaborate with junior workers to realize the company’ goals. Lastly, I noted the warm relationship between junior employees and their managers in both companies. Najmin (2012) indicates that OD interventions promote collaboration between managers and their juniors. As such, I interpreted the cordial relationship between different levels in the companies as the fruits of successful application of OD interventions that are making the companies efficient. The qualitative research supports my thesis statement in different ways. The thesis statement of my paper is to find various OD interventions applicable to Coco Cola Company. As such, the qualitative research assists in identifying interventions that have worked in other companies and are the applicable to Coco Cola Inc. case. Moreover, it offers insight to some of the challenges that Coco Coal might have to encounter as it endeavors to achieve effectiveness using OD interventions. Such information would be imperative in helping the company design contingency plans. Qualitative research make is essential as it uses theoretical frameworks to provide accurate conclusions. From the research, companies such as JetBlue and Facebook have used OD interventions to achieve effectiveness. Such responses offer an insight to the type of interventions that Coco Cola might adopt to realize efficiency.

Object Choice Term Paper Example | Topics and Well Written Essays - 1250 words

Object Choice - Term Paper Example Hence the difficulty of relating to other people is likely to lead to uncertainty. The relationship between the drive and objects results from the inside pressure of the organism and the corresponding nee. It is by this relationship that the aim is achieved. The valuable thing is the element of the drive and therefore not fundamentally connected to the drive but has to be constructed. An object does not need to be uncommon but should be anything that is vulnerable to human soul including his body through object human soul and narcissistic. Freud described a sequence of pre-genital stage, that is more understood as defined by the component drives than the genetically terms. Contentment of each part was connected to anal, oral, and phallic. The idea of part object exists in partial drive. The choice of the object therefore unifies the sexual yearning in genetic factors, and orients to others do not occur until puberty. The drive that specifically relates to the part or total object, a part of a person or a whole person, and to total object i.e. love or hatred are clearly differentiated. An object is renowned as a source of pleasure and love which are converted into an ego in the Narcissistic stage (Roussillon 42). In Freud’s, points out that hate and love should not be referred as drives for their objects but reversed for the relationship with the total ego of objects. Therefore, the choice of an object refers to the love object and not the drive object (Mitchell). In ego libido as opposed to object libido as referred by Freud, the object appearance is expressed in terms of limited sense of the external part of an object, which does not involve the ego. Moreover, it vividly emerge that he concentrates on psychological and intra-psychological theory. Roussillon analysis of Freud’s Anaclisis theory in chapter eight required more from self-preservation than is crucial from the object (Roussillon 232). The child was

Managed Care Overview Assignment Example | Topics and Well Written Essays - 250 words

Managed Care Overview - Assignment Example The members can change the providers by filling the form and submitting it to the HMO. IPA, on the contrary, provides assistance to HMO by way to legally contracting with physicians to provide their services to its members. PPO provides a network of physicians that is accessible to the HMOs or IPAs to connect with and charge a fee for it. POS is an upgraded plan that has elements of each of HMO, IPA and PPO. However, it is flexible as the members are allowed to use the services or move to another choice of service. PFFS is a combination of managed care and health insurance. They include a large number of physicians and hospitals and they are all paid for their services. The member however, has to choose the plan they want depending upon their needs and budget. HMO is more traditional and has set rules as it is based on Health Maintenance Organization Act of 1973. IPA and PPO both work as network providers to HMO members. POS and PFFS both are flexible plans in terms of budget plans to its members. The managed indemnity plan also now includes managed care in the shape of certifications to the admissions in non-emergency situations as well as utilization reviews. The patient can take a second opinion in case of doubt by informing the provider and making a formal request for it if it is included in the grievance policy (‘USAMCO’, 2013). The insurance card requires particulars of the applicant, any licenses or previous attachment with any provider, health related certifications and identity proofs through mail. In case a provider wants to quit the service of providing access to managed care to the members, it can under the HMO Act, 1973 file the related form and request for closing the provision of service (‘FAQ’, 2013). In PFFS, the providers make payment to physicians once the service has been provided. A formal letter detailing the problem that provider is not accepting the guidelines or

Negative or Bad News Assignment Example | Topics and Well Written Essays - 500 words

Negative or Bad News - Assignment Example At this point of time, we cannot hand over speakership to Ms Rivera because her technology is different from what we want to highlight in this session of Annual Conference. So we can say that specifically we have to refuse Ms Rivera about her request. It might be possible that Ms Rivera will think that we do not value our working relationships. She may also feel that her sacrifices for our company had no worth at all. She will feel down and negative about the company because she is very much willing to promote her latest technology in the High Tech Annual Conference. It can be expected that Ms Rivera will not be on the same good terms after this refusal just because we are not agree to give her company the speakership of the Annual Conference. In our case, the primary audience is Maribel Rivera, the owner of another manufacturing company who is supporting our company and this Annual Conference from last 8 years. She is always there for handling any problem. She even took the responsibility of a presentation at the last moment when one of our presenters refused to take part in the conference in the last years’ conference. It may be possible that this message will put a negative effect on our good and sound relationships. In addition to it, it is also possible that she will not attend our Annual Conference for the appreciation of technology. In order to minimize the negative impact of the message, it is quite necessary to communicate the actual reason of refusal of request in a sugarcoated manner, so that the working partner may not feel bad for it. We need to inform them about the main idea of the High Tceh Annual Conference of this year i.e. we are focusing on the Robotics and Technological interventions in medical fields. Another highlight should be the purpose of grabbing the national and international media attention. We can also tell her that if she would participate in the conference then it is quite possible that her technology is

Managerial decision making Essay Example | Topics and Well Written Essays - 1750 words

Managerial decision making - Essay Example A hallmark of today's business environment is its chaotic nature. This chaos is rooted in unprecedented rates of change and high levels of complexity. In turn, rapid change and effective decision-making create an environment of high risk in which decision makers possess little certainty about what the future holds. They perceive events through opaque lenses and base their decisions on large measures of speculation and only small doses of certainty. A large part of the complexity of today's projects is tied to the variety of options facing all project players, from project managers to team members to customers. Naturalistic decision making helps managers to understand how decision are made in complex situations, uncertainty and changing conditions.Research and understanding of naturalistic decision making helps organizations to interpret cognitive functions and improve their everyday performance. Following Cannon-Bowers et al 1996: "There is no doubt that the overriding strength of th e NDM perspective on decision making research is its focus on how decisions are made in complex, real-world environments" (p. 193). Managers do not always remember and thus learn from their mistakes, because they do not realize they have made mistakes. A naturalistic decision making gives managers means to disengage themselves from a particular situation, from its narrative, from one's roles, and from a dominating conceptual scheme. Effective application and understand of naturalistic decision making enables one to assess one's situation, to evaluate present and new possibilities, and to create decisions that are not parochially embedded in a restricted context or confined by a certain point of view. Naturalistic decision making takes into account ethical theory but not abstractly (Flin 1996). In complex environment, naturalistic decision making is crucial for organizational behavior and effective performance. This is because in the first instance ethics has to do with human relationships and human activities, not with abstract formal principles. It generates conclusions from that particular set of events, taking into account not merely the situation but its narrative and the set of mental models or conceptual schemes that frames these events. Naturalistic decision making and cognitive processes are essential to get one from a particular situation to a more disengaged perspective (Bazerman 1995). It is often argued that human beings are motivated primarily by self-interest; in business, managerial or corporate self-interest, sometimes even greed, accounts for questionable and even egregious behavior. Moreover, none of us is perfect, so in large companies there are bound to be errors of judgment. Other explanations also attempt to account for these events and their perpetra tors (Flin 1996). It is then sometimes argued that social, political, and legal institutions, along with the corporate culture and the particular roles and role responsibilities of the managers and companies in question, create a causal nexus that constrains what might consider morally appropriate behavior and often precludes the consequential avoidance of harm. In contrast to traditional decision-making, "Under naturalistic decision making a similar emphasis on task complexity has not been made explicit. In fact, attention to factors that contribute to decision complexity, and how decision makers cope with these, must be examined more fully if the definition of core NDM features is to be fully realized" (Cannon-Bowers et al 1996, p. 193). Following naturalistic decision making approach, organizations and managers understand that acting in one's own interest where one's well-being is the object as well as the subject of action does not necessarily exclude taking into account the interests of others, for those interests are almost always necessary to achieve success. Third, acting in one's own self interests in either sense is not necessarily evil. One must be careful to distinguish not only the quality of the action itself and

Data analyses & Findings Dissertation Example | Topics and Well Written Essays - 2250 words

Data analyses & Findings - Dissertation Example However, student response rate was poor even though they had been informed of the purpose of the research. Anonymity too was assured but due to reasons unknown to the researcher, the students were not too willing to participate in the study. The findings from the survey are presented separately and then the interview findings is discussed and compared along with relevant theories. Some of the important data from the survey has been presented in the form of bar charts for convenience of understanding. The interview finding is not presented separately as there was just one interview taken. 4.2 Student Survey Questionnaires Distributed: 250 Responses received: 23 Response Rate: 8% It must be noted that 8% is considered a poor response rate. 4.2.1 Marketing efforts of the College The first set of responses reveals the marketing efforts made by the college. Student demographics Out of the 23 responses received, the highest number of students is from Nigeria (17%) but countries such as Ind ia, China and Pakistan too have a strong presence (Chart I). Chart I Country of Origin Source of information Students have cited different sources of information but an equal weightage has been found for recommendation from ex-students, word-of-mouth from friends or relatives and many have even come to know of the college through overseas seminars conducted by the college (Chart II). A very small percentage of respondents have obtained information through the internet. Chart II Source of information Various reasons have been cited for selecting this particular college. Almost 37% of the respondents selected the college because of the affordable fees while other prominent reasons include recommendation from others, reputation and the courses on offer (Chart III). Some have decided to study at this college because there were representatives of the college in their own country (India, Bangladesh, Sri Lanka). In fact 91% of the respondents have found the fees affordable and the others t hat did not find it affordable, opted for the college because of support in visa process. The college does not offer scholarships and despite this, students have decided to study at this college. This only demonstrates that fees are affordable as has been admitted by 91% of the respondents. Chart III Factors influencing college selection College website Eighty three percent of the respondents accessed the college website to gather information although only 61% were satisfied with the available information (Chart IV). Many (22%) were not satisfied with the information and details on hostel accommodation, faculty, and overview of London and college life in general, were found to be lacking. However, some even found that course details and affiliations with universities helped them decide for this college. Chart IV Information through website 4.2.2 Student experience during and after the admission process Many students (39%) faced immigration and visa problems. People from countries su ch as India, Nigeria, Philippines, Pakistan and Mongolia faced problems. They all found the process very lengthy and involving too much of paper work. They found it ‘painfully complicated’ and ‘time-consuming’. Upon arrival also only 61% of the respondents admitted that their expectations were met. The others faced problems as they were not allotted accommodation

Study of Banking Crises and Failures Dissertation

Study of Banking Crises and Failures - Dissertation Example The number of studies and research papers probing causes and types of bank failures is substantial. These research efforts have presented wide ranging evidence of bank failures from across various continents and cover the period as early as the Great Depression period of 1930s to as recent as couple of years back just prior to release of final Basle II framework in June 2004.Great Depression was a period of a downside economic shock and affected the larger economies in a major manner. While general economic outlook was highly pessimistic in these years it often precipitated in economy wide panics running through money and capital markets. Several research papers have studied the effect of the panics on the banking system and focused on enumerating the timing and geography of bank failures during panics (Wicker,1996).While some other research efforts have attempted to explain if panics were one time abnormal periods that resulted in the failure of even solvent banks by comparing banks that failed in panic periods to banks that failed outside such periods and finally tracing the survival of some such banks.The former paper arrives at the conclusion that banks failing during panic periods were weaker than banks that survived and not quite similar in financial characteristics to banks that failed during non-panic periods. Literature has identified four major panics were identified in the Great Depression period (1930-1933). Friedman and Schwartz attribute the 1930 panic to a contagion of fear"

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

Turkey - Essay Example For other groups within the EU, letting Turkey become a member would greatly affect the cultural status of Europe. Because Turkey seems to be much more Asian in terms of the traditions and religion, these groups hold that Turkey would be having a hard time fitting itself in the European way of thinking (Laà §iner 17). However, from a personal standpoint, while Turkey has considerably achieved great leaps in improving its economy, if the country strongly chooses to join, the leaders must be able to immediately bring forth the changes in some of the internal and external policies up to the standards set up by the EU, otherwise the leaders are just stalling and are simply reluctant to become part of the EU. One of the strongest factors that prevented Turkey from being assimilated early was the incompatibility of its economic structure with that of the EU (Arikan 64). Due to the political and not of the economic interests of its leaders, instead of creating more liberal economic policies as well as unable to comply with the reciprocal obligations of the EU, Turkey was unable to close its status as a candidate for early accession. The instability within the Mediterranean regions also affected the status of the country (Arikan 65). Had Turkey chose to create steps in changing trade and economic policies according to EU standards, the development of the country would have been easier, as well as the accession into the EU. Despite Turkey being unable to let a reciprocal relationship with EU take place, the country was eligible to become an associate country, with the hopes of immediately starting the transition process (Arikan 65). Mutual obligations between the EU and Turkey were created, such as quantitative restrictions for Turkish exports to the EU, and the EU granting financial aids to Turkey that would mitigate workers

Applied linguistics Essay Example for Free

Applied linguistics Essay Linguistics, though one of the youngest behavioral sciences, has a background extending over several millennia. During this period scholars with various interests have concerned themselves with language. Some of the most readable treatises on language were produced by the Greeks and Romans, such as Plato’s Cratylus and Quintilian’s advice to an orator. Much of our terminology was devised in the course of this earlier concern. Any of introductions to linguistic cannot, therefore, limit itself to one school; rather it must present the general principles applied in the study of language. A knowledge of earlier studies of languages in particularly important at a time when the vigorous transformationalist school has affirmed its relationship with traditional grammar. Any discipline is based on earlier work, though scientific schools are rarely capable of advancing their subject on all fronts. Thus, nineteenth-century linguistics made particular advances in phonetics and historical linguistics. In the first four decades of this century linguistics contribute especially to refinements in phonological theory, while collecting data on exotic languages. Subsequent linguistics have devoted themselves especially to syntactic study and to the interrelations between linguistics and other behavioral sciences. Since the tempo of scientific research is being speeded up, it is not surprising that the transformationalist school is already becoming fragmented, with some of this member focusing on semantic study. This century therefore has seen a shift in emphasis from phonological to syntactic to semantic studies. At the same time, linguistics has become closely involved with the sciences specializing in human behavior. It is difficult to present in an elementary text all of the concerns of linguistics. Moreover, since linguistics is an empirical science, any elementary text must include a great deal of linguistic data, that is, examples of spoken language. The data included must be taken from the native languages of students. For a pedagogical treatment one must select material carefully because of the richness of language; therefore data from other languages can only be given as supplements to that of English. But students should use every opportunity to collect and study data from other languages as they acquired adequate techniques for assembling and analyzing linguistic material. In order to gain control of linguistics, the data of language must first 1. 1Aims for descriptive linguistics Descriptive linguistics aims to provide an understanding of language by analyzing in its various uses. Generally descriptive linguists deal with one language at a specific time, such as contemporary English. But to gain perspective, they also examine others, preferably those having different structures, such as Chinese, which lacks all inflections, or Japanese, which adds inflections in a regular manner, or Eskimo, which may combine the entities of a sentence into a word-like sequence. Linguists also draw on studies of human behavior; psychology for an understanding of the mental processes involved in the use of language; anthropology and sociology for an understanding of man’s behavior in the contexts in which man uses language and from pertinent fields of other sciences are formulated in grammars. This book is an introduction to the aims and procedures of descriptive linguistics, presenting at the same time some of the contributions of that study to the understanding of language. Like other behavioral sciences-for example, anthropology-linguistics is confronted with two major task is to acquire an understanding of the various languages spoken today or at any time in the history of man. To achieve an understanding of any one language is a great task, as the inadequacy of our grammars many indicate. Providing descriptions of the 5,000 or so languages in use today, as well as future; we may illustrate the extent of the work that needs to be done by noting that the most widely translated book, the Bible, has been translated into only just over a thousand languages. Many of these languages are little known; others are almost completely obscure. But even without knowledge of many languages and with only a seriously inadequate understanding of many others, linguistics must set out to fulfill task number two; to comprehend language as a phenomenon. This second task of linguistics will be our main concern. We will illustrate the aims and procedures involved in carrying out this task by talking our examples primarily from one language, English. As in most linguistic studies, the unit of language selected for linguistic analysis here is the sentence. Speakers of every language speak in sentences and interpret sentences as units. If they are literate, that is, if they display language by means of writing, they divide these units into segments; any English sentence is marked off first by punctuation marks, and is then broken up into words, which are further segmented into letters. Linguists also analyze sentences into smaller segments, as we will see, but with greater rigor than the general speaker. The aim of this linguistic analysis is to understand how speakers construct and interpret any selected sentence and eventually to account for language as a phenomenon of human behavior. Speakers of a language have the remarkable capability of constructing and interpreting sentences they have never encountered before. The sentence A machine chose the chords may have been produced here for the first time; yet no speaker of English has any difficulty interpreting it. Linguistics seeks to determinate the basis of this capability. In carrying out such study, a linguist is investigating human behavior. Linguistics is, accordingly, a behavioral science. Like other scientists, a linguistic limits his concern. A full understanding of any sentence would involve some knowledge of man’s mental processes-how language is stored in the brain, how it is perceived, how it is directed by the brain. Understanding any sentence would also involve knowledge of the society in which the sentence is produced-how for example; any speaker could assert that a nonanimate machine might select some arrangement of tones called a chord. These requirements for understanding language in detail call on so many sciences-biology, psychology, anthropology, sociology, among others-that specialties haven arisen within linguistics itself, notably phonetics, psycholinguistics, and sociolinguistics. Thorough linguistic descriptions are fundamental to all such specialties, and accordingly descriptive linguistics is the basic discipline of linguistics. In descriptive linguistics various procedures have been devised to arrive at grammars, that is, to produce descriptions of a given language. For most purposes a linguist deals with the sounds of a sentence, using earlier example A machine chose the chords may indicate why the linguist uses transcriptions. Through various historical accidents the spelling sequence ch is used for three different sounds in this sentence: as in sheen; as in catch; [k] as in kiss. Unless a linguistic description identified these different sounds, an investigator of speech perception would be misled. As the transcription indicates, a linguist may also note a vocal patterning of the words that is different from a written patterning of the words. The indefinite article a may be as closely linked in speech to the syllable as is the second syllable of machine; the plural suffix in chords is [z] after [d], rather than [s] as after [t] in courts. In studying relationships of this kind, a linguist is not simply trying to sort out sounds, but he is also trying to determine segments that are grammatically significant. But like all scientists he must limit his goals and deal with one problem at time. As John R. Firth says: The study of the living voice of a man in action is a very big job indeed. In order to be able to handle it at all, we must split up the whole integrated behavior patter we call speech, and apply specialized techniques to the description and classification of these so-called elements of speech we detach by analysis. This book is an introduction to such techniques. In keeping with Firth’s statement, it presents these techniques in a sequence determined by pedagogical principles. Students acquiring these techniques must not assume that the sequence in which these principles are presented reflects directly the structure of language. In many ways Chapters 1 to 7 may be viewed as preliminary; a knowledge of their contents is essential for an understanding of the subsequent chapters, which deal with the procedures by which linguists attempt to understand language as a â€Å"whole integrated behavior pattern†. 1. 2The study of Language as a System of Symbols To achieve an understanding of any language, we rely heavily on an examination of our own language. But to put our own language into perspective, we need to contrast it with one or more other languages; for this purpose in this book we will primarily use Japanese. To survey the procedures of a linguist, we may examine any simple utterance, such as â€Å"Could you please tell me where the station is? † This sentence could be pronounced slowly or rapidly, with some effect on the transcription; we may record one utterance of it as 1. 2. 1Historical Linguistics We could study the sentence â€Å"Could you please tell me where the station is? † in two ways, either by examining its construction or the history of its components. If we were interested in a historical approach, we would note the form of the component tell, for example, in order English, which would be Middle English tellen, Old English tellan. We could relate Old English tellan to Old High German zellan, which became New High German zahlen ‘count‘, and even to other forms. Through such comparison we would note (1) differences in sound: English t versus German ts; (2) differences in form: English tell with no infinitive; (3) differences in meaning: Contemporary English tell is no longer used with the meaning ‘count’, as the German verb is, though (bank) teller preserves this meaning. The study of the development of language is referred to as historical linguistics. Historical linguistics presupposes a thorough description of the stages of development of the languages being studied. For example, a historical grammar of English is based on descriptive grammars of Old and Middle English as well as New English. Descriptive linguistics is therefore a prerequisite for historical linguistics. 1. 2. 2Descriptive Linguistics Dealing with the sentence â€Å"Could you please tell me where the station is? † we note again the inadequacy of the English spelling system for indicating the actual sounds of the language. On the one hand, the symbol e represents various sounds, as in please, tell, me, where. On the other hand, the same sound is spelled differently, as in please, me; the station. Moreover, there are important signals, such as the variations in stress, indicated by [‘? ~], and in pitch, indicated by, which are not represented in the English spelling system. Accordingly a transcription is essential. For Japanese as shorter comparable sentence is: For the Japanese sentence a transcription is even more essential than for English. Since conventional transliteration systems are close to usable transcriptions, we may follow one of these, the Hepburn system, in citing Japanese. Transliterated according to the principles of the Hepburn system, the sentence reads â€Å"Teishajo wa doko desu ka†. Comparing these two sentences, we can equate segments in English with those in Japanese. Any such segments that are recorded as independent entities in dictionaries we can call words. Of the English and Japanese segments station corresponds to â€Å"teishajo†, where to â€Å"doko†, and so on. The words station and â€Å"teishajo† are clearly oral symbols that correspond to things in the world around us. In somewhat the same way, all language consists of symbols. Japanese â€Å"doko† ‘what place’ is a noun, virtually as concrete as is station. But where we feel is less concrete; we interpret it not as a symbol with reference to things in the world around us but rather with reference to a set of possibilities in the linguistic system. An even less concrete symbol is the English pattern of pitch, as marked by which corresponds to the following contour: This intonation pattern contrasts with others, such as one with a final rise, which corresponds to the following contour: In the contrasting set of English intonations indicates that the speaker is marking a serious statement; indicates that the speaker is making a serious statement; indicates that he is expressing doubt. If someone asks the question â€Å"Where is the station† using the intonation pattern, he is seriously concerned with obtaining the information. If he uses the pattern, he shows incredulity; the meaning is? ‘Or how could you ask me where the station is? (We’re standing right in front of it. ). ’ The intonation pattern is then a symbol, much like a word. Other symbols are even less concrete, such as word order. The arrangement â€Å"You could tell me† contrasts with â€Å"Could you tell me†, and the contrast in order symbolizes different meanings to speakers of English. In this way language consists of symbols, some of which may be readily related to things in the outside world, other merely to other potential patterns in the language. It is through such symbolization that we can use language to communicate. Through symbolization language has meaning. 1. 3Symbols Determined by Relationships We have noted above that the functions of symbols are determinate by their relationships to other entities in the system. The meaning of station is circumscribed by other words possible in the same context: airport, school, supermarket, and so on. The meaning of â€Å"Could you tell me† is circumscribed by other possible arrangements, such as â€Å"You could tell me†, and so on. Throughout language the functions of symbols and the significance of linguistic entities are determined by their relationships to other entities in that language. And example from the simplest segment of language, its sound system, may provide an illustration. In English we have a variety of t sounds. Initially before stressed words, as in top, t is followed by a puff air; the typical pronunciation could be transcribed. After s as in stop there is no such puff of air, and the typical pronunciation could be transcribed. In spite of this difference in sounds speakers of English consider the two entities the same; in Chinese or Hindi, on the other hand, and are considered different. Identification in each of these languages results from the interrelationships of the sounds with others in the same language. In English and never occur in the same environment. There is on the one hand no word. (A preceding asterisk is used in linguistic texts to indicate entities that are not attested. ) There is also no English word. In contrast with some languages, such as Chinese and Hindi, the two sounds and never distinguish words in English. For this reason English speakers are not aware of any difference between the ts of top and stop. The two sounds are classed together in one set; they are varying members, or allophones, of the same phoneme, or sound class. The significance of two ts for the speakers results from their relationships in the English sound system rather than from the physical differences themselves. Japanese provides a further illustration. It too has a [t] sound in its phonological system, as we may illustrate with the brusque imperative from mate ‘wait’. But if the t stands before u, as in the indicative matsu, it is followed by an [s], in much the same way that the t of top is followed by an [h]. To understand the Japanese change of [t] to, you can compare the English pronunciation with for nature. For the Japanese the two sounds belong in one class; a Japanese speaker is no more aware of the physical difference between the two sounds and than an English speaker is of the difference between and. Again, the important consideration is relationship. A Japanese speaker always uses before [u], never; on the other hand, he always uses before [e a o], never. What seems different in another language is classed as the same because of relationships. In support of this statement about the patterning of languages we may note the behavior of speakers when they hear a different language. As with many terms referring to sports and recreation, Japanese borrowed touring from British English. Hearing the vowel as u, they interpreted the word as. From within their own phonological system the relationships between [t] and are such that they are exchanged automatically because of the following vowel. These examples of the role of sounds in language may illustrate how a symbolic system has values determined by relationships rather than by physical entities. The relationships, to be sure, are linked to physical entities. But from the externals alone, or, as they are often called, the overt, or surface, phoneme, we do not determine the value or the significance of the entities. Since the value depends on interrelationships that are not obvious on the surface of language, we refer to the essence of language or of any symbolic system as its deep or underlying structure. In examining languages as symbolic systems, comparisons are often made with simple communication systems, such as traffic signals. In these relationships are determined by color: Red means ? stop? , yellow ‘caution’, green ‘go’. Other characteristics of a given system of traffic signals are noncentral: Some systems have red above green; some have a larger lamp for red; the exact hue of red, yellow, or green may vary. Drivers take their signals from none of these nonessentials but rather from the relationships between the three colors; those of longest wavelength are interpreted to mean ? stop? , whether they are exactly 700 millmicrons in length, or whether the number of millimicrons varies slightly. In the same way a speaker of English identifies tin by its difference from pin, kin, thin, sin, and so on. The entities of language that convey meaning are called morphemes, units of from. The values of morphemes are determined by their relationships in any given language. English has a contrast between could and will, which yields a different meaning in â€Å"Could you please tell me? † as opposed to â€Å"Will you tell me? † The meanings may be determined from the patterns in which these morphemes occur. But again, relationships are central. We do not say *Must you please tell me? Although the sequence â€Å"Must you tell me? † is possible. The impossibility is determined by the relationships between please and must, which simply cannot co-occur in questions. It may be difficult to specify the meaning of must and please in order to demonstrate why they cannot co-occur in such sentence. But a native speaker of English simply does not form such a sentence. He knows the possible relationships of each word, and these relationships do not permit such a combined use of must and please in questions. In this way the word relationships determine their meanings. In sum, the meaning of any entity in a symbolic system results from its relationships with other entities; the total of such entities and their values make up a symbolic system used for communication, or a language. As with traffic signals, the reference of the entities is determined by agreement in a social group using the same language. In natural language the agreement results from convention. When we acquire our language, we learn the uses of its morphemes and words. But a symbolic system using other entities and other conventions may also be devised. Examples can be found in the colors of heraldry, which retain their meanings for flags, or in a selection of flowers, which has meaning in literary works such as Shakespeare’s. A simple example is given in Longfellow’s poem on Paul Revere. Two meaningful symbols were prearranged: One lantern in the church tower meant that the enemy was coming by land; two lanterns meant that they were coming by sea. Using lanterns, a symbolic system consisting of two entities, would be cumbersome; after the system’s single use Revere’s system was maintained only in literary tradition. But for a computer two entities, a positive and a negative charge, permit a sophisticated communication system; for these entities can be manipulated somewhat more readily than lanterns. In this way, symbolic systems of various types may be devised to effectively convey meaning for specific purposes. Human systems, in spite of surface differences that provide obstacles to communication, are alike in using entities of sound in various arrangements to convey meaning. To understand the operation of language, we must apply procedures that permit the discovery and description of, first, the surface structures of language and, second deep structures or underlying principles of language. An introduction to descriptive linguistics must discuss these procedures, although it is chiefly directed at indicating the results obtained in using them and at discovering the principles underlying language as a whole. 1. 4Discovery Procedures of Linguistics In setting out to describe any language, a linguistic collects a sample of data. His usable date make up a corpus, which he then analyzes for its entities of sound, form, and meaning. Since the phonological analysis is simplest to discuss, we deal with it first here to demonstrate linguistic method. In our illustration we may start with the earlier example â€Å"Could you please tell me where the station is? † To determinate entities in a given language, a linguist selects such sentence patterns, or frames, and explores various possible substitutions, for in determining possible substitutions, he determines the significant relationships. In order to be certain of avoiding error, the linguist should use entire sentences, for example, â€Å"Would you please tell me† versus â€Å"Could you please tell me? † or â€Å"Could they please tell me† versus â€Å"Would they please tell me? † and so on. But manipulating entire sentences is cumbersome; accordingly linguists generally use single words and look for contrasts among them. They are particularly concerned with pairs of words, such as pin versus bin. Any two words, or sequences, contrasting phonologically in only one item are called a minimal pair. In beginning an analysis of a new language, therefore, a linguist may point to objects, write down the phonological notation for them, and then proceed to describe the system of relationships he has found. Or if the informant, that is, the native speaker, is bilingual and the linguist knows one of the languages, he may use a list of everyday words to elicit the words of the unknown language. A simple substitution English frame may be taken from win. Segmenting from this frame the element ____________in, a linguist may attempt to find all possible sequences of initial consonant. For English he would eventually find the set in Figure 1: Figure 1 Since the initial entities contrast with one another, also in other substitution frames, such as ____at, they may be interpreted to be significant. The frame ______at in Figure 2 would provide further significant entities. Figure 2 As these words and the blank spaces suggest, eventually twenty-four contrasting consonants would be found for English. To describe these, their uses, and the sounds of any language, a linguist must deal with the study of speech sounds in general. This study is known as phonology. If the linguist deal with Arabic, for â€Å"Where is the station? † he might be given the sentence ‘the station where? ’ In this sentence he notes sounds that are not significant in English: [? ], the glottal stop;, a pharyngeal spirant; and the underlined sounds. To be prepared to deal with the sounds encountered in any language, a linguist must have a general understanding of speech sounds. The study of speech sounds is known as phonemics. Phonetics and phonemics make up the two subdivisions of phonology. In addition to sounds and phonemes a linguist looks for contrasts of form in language. An answer to the question â€Å"Could you please tell me where the station is?† might be Take the street over there. Another answer might be: This bus takes you directly to it. Examining such contrasts, a linguist finds sets like take, takes, took, taken, taking and compares them with similar sets, such as pass, passes, passed, passed, passing; sag, sags, sagged, sagged, sagging. Analyzing these, he finds central forms _____take; pass, sag ___and varying elements, for example, s, n, ing. There is a fundamental difference between phonemes and these elements, for the latter carry meaning. We cannot, for example, state meanings for the two elements of win ____w and in. But we can for take, pass, or sag, and for the following s, which has the meaning ‘third person singular subject’. Such entities that have meaning are called morphs; a class of morphs is a morpheme. For example, {Z} is the third singular present morpheme in English. Morphemes may have varying members, or allomorphs, like in passes, [S] in takes, and [Z] in sags. In studying the morphemes of language we must determine the entities and their arrangements. As for such study in phonology, we find suitable frames and determine entities that may occur in them, for example: A machine chose the chords. An accompanist chose the chords. A director chose the chords A machine chooses the chords. I choose the chords. Clearly, a language contains many more morphemes than phonemes. The study of morphemes is therefore highly complex. Various labels have also been given to the study of morphemes and their arrangements. The study of the forms themselves is often called morphology but also morphemics. The study of the arrangements of morphemes, words, and phrases in sentences is called syntax. A name used by some linguists for referring to both is grammar. But there are problems with these labels. The terms â€Å"grammar† is widely used to include phonology as well as morphology and â€Å"syntax†. For some linguists the two labels seem to have separated forms and their arrangements unnecessarily. Some linguists then use the name â€Å"syntax† as a label for both the study of forms and their arrangements. Because of these differences in usages, students will have to determine the use of these terms among individual linguists. In this book â€Å"grammar† will be used as a general term to embrace the study of sounds, or phonology, and forms, or morphology, and  their arrangements, or syntax. Morphology, as is traditional, will refer to two types of study of forms: inflection, which deals with the changes in large closely structured sets of words, such as the parts of speech; and derivation, which deals with smaller, less readily definable sets, for example, retake, takeoff, and so on. The elements detached and described in phonology are merely markers of meaning; those detached and described in morphology are carriers of meaning. Additional procedures are necessary to deal with meaning. These procedures are traditionally applied to words, which are defined for their meaning and listed in dictionaries or lexicons. Yet dictionaries primarily list synonyms, defining one word in terms of another, for example, horse as ‘Equus-caballus’, or where appropriate, though illustrations. Webster’s Third New International Dictionary includes illustrations to help define horse and other selected items, such as soup plate. But the illustrations are limited; there is none, for instance, for antelope. And for some words, for example, abstraction, dictionaries would fins illustrations difficult. Moreover, dictionaries do not deal with meanings conveyed through differences in intonation, for example, Horse? Horse! To deal with meaning in a general way, as is done with sounds, some universal criteria must be devised, such as features of meaning found in many languages. Some features of meaning are animateness or nonanimateness, human or nonhuman, male or female, and so on. If semantic features like these were used in definitions, users of a dictionary would not need to know the language for which it is written to determine meanings. The dictionary would accordingly be more general but also more abstract than are contemporary dictionaries. Semantic analysis for features parallels widely used phonological study of this kind, but it is just in its beginnings. We do not yet know whether there is a set of semantic features that universal in all languages. When such analyses, whether for sounds, forms, or meanings, are carried out, they must be done separately for each language. We have noted that corresponds to a phoneme in Chinese and Hindi, but in English it is only a variant of /t/ before stressed vowels. As another example we may note Italian . This is found in Italian before [g] as in lungo ‘long’ _____compare the in longer _____before [k] as in banca ___compare the in bank _____but not in other environments. Elsewhere, [n] is found. Accordingly in Italian is a variant of /n/. Its position in the Italian phonological system may be illustrated from the behavior of Italian speakers learning English. English words ending in, such as long and bang seem impossible for them, so they pronounce them with final [g], that is. To maintain the they moodily its phonological environment so that it is the same as in Italian. An example from syntax to illustrate the necessity of analyzing each language for its structure may be supplied by German. In German the sentence I see your car is â€Å"Ich sehe Ihren Wagen†. Comparing the two, one may assume that in both languages the verb (see and sehe) follows the subject when the latter is initial in sentences. But from modified forms of the sentence, such as I often see his car and If I see his car, the different syntactic principle of German becomes clear, for these sentences must read â€Å"Oft sehe ich seinen Wagen† and â€Å"Wenn ich seinen Wagen sehe†. These sentences demonstrate that the principles of word order in German are quite different from those in English; the position of the verb is not related to that of the subject but rather to other possible entities in clauses. In German independent declarative clauses the verb stands in second place, but in German subordinative clauses, it stands at the end. Accordingly the arrangement if the forms, and their significance, must be determined separately for English and German, as for every other language. Each language must be investigated independently for its patters of syntax as well as its phonological characteristics. Similarly, meaning relationships must be determined separately for each language. English know corresponds to German â€Å"kennen† when it has an animate object, to â€Å"wissen† when it has an inanimate object, and to â€Å"konnen† when the object is a skill, like a language. We cannot equate English know with these, just as we cannot equate English with Italian. Because of this property of language, we must analyze each language in terms of its own structure. 1. 5Formulation of Results: Display of Description In the course of the study of language the formulation of descriptions has become increasingly compact and precise. Before the development of linguistics sounds of language were often presented in alphabetical order in grammars in the Western tradition. But contemporary descriptions of language follow a linguistic format. Vowels are not listed in the sequence a, e, I, o, u but rather in accordance with a chart reflecting their linguistic significance. The consonants also are presented in accordance with their articulation: the labials p and b, dentals t and d, velars k and g, and so on, as illustrated in Figures 1 and 2 for _____in and ______at. Similarly, the syntax of a language is presented systematically and compactly. Rather than discursive statements like â€Å"A sentence is made up of a subject and a predicate†, a compact formula may be given, for example:. These formulas are called rules. For the initiated they make a description very precise; the symbolization, however, must be mastered, particularly the abbreviations and the use of signs to indicate relationships. Such grammatical formats may resemble mathematical essays. Yet the information in the rules, however compact, simply corresponds to descriptions presented in more discursive grammars. Far more fundamental than such externals is the underlying design of a grammar.

Advertising Statement Essay Example for Free

Advertising Statement Essay Rosser Reeves was the one who invented the term â€Å"USP†. The Unique selling proposition is sometimes referred to as â€Å"product difference.† In rare cases, some products or services have a unique and impressive proposition/benefit. A unique selling proposition is the ultimate proposition because its one that no other competitor can claim. It has to be something that you could also sell from. The concept of a unique selling proposition, or USP, is based on a benefit statement that is both unique to the product and important to the user. The heart of a USP is a proposition, which is a promise that states a specific and unique benefit you will get from using the product. If the product has a special formula, design, or feature, particularly if protected by a patent or copyright, then you are assured that it is truly unique. This is why a USP is frequently marked by the use of an â€Å"only† statement, either outright or implied. There are various methods that can be used to find a USP as it is demonstrated in advertising strategies and ideas. Strategy in Advertising In advertising, â€Å"strategy† refers to the overall marketing or selling approach. It is the thinking behind the concept/idea. (The thinking behind the thinking, if you like.) Decisions about selling premises are central to the overall advertising strategy. The strategy (or strategic thought) can come from a proposition/benefit of the product, how it used, the market background, the choice of target audience, or any combination thereof. Every strategy should have an element of distinction ( small or large ) from the competition’s strategies, as should the proceeding concept and campaign. All strategies should be written in the form of a strategy statement, also known as â€Å"creative brief†. However, there are several questions we should seek to answer to cover the area of strategic analysis. Competitor, best prospects, and what buying appeals have the greatest leverage. At the corporate level what takes place in the advertising department would be seen as tac tical whilst in the advertising department this would be seen as strategic. * Corporate strategies are concerned with the major functions of the company, and cover finance, human resource management, production, administration, and marketing. * Marketing strategies are concerned with ANSOFF’s matrix and the marketing mix. * Promotional strategies are concerned with the promotional mix options (advertising, sales promotions, PR, publicity, selling, sponsorship, exhibitions). Effective Advertising Advertising that is effective creates the message that best expresses the product-prospect relationship. In addition, the message has to be intrusive enough to battle through the clutter in the contemporary media marketplace. To reach the effectiveness in advertising, a creative strategy should be involved in the process. It has to sell the product effectively by promoting them through smart and well designed advertisement. Creative Brief When forming a strategy from which to create ideas, it needs to be written down in a black and white. This helps to focus and steer the formation of ideas from the onset. When people suggest that an idea is â€Å"off strategy,† they mean that it doesn’t relate back to the defined strategy, and will therefore be much harder to sell the idea to the client. By having a strategy statement at hand, you can keep referring back to it whilst generating ideas from that strategy. It is very hard, even if you are an experienced creative, to produce a great campaign idea (or even a single one shot) without a solid, tight strategy. In short, the better you are briefed, the easier your job will be. A poorly defined, vogue, â€Å"wooly† brief is no use to a creative person, nor is highly specific one that restricts the number of ideas. Below are the basic examples of the headings in a creative brief, * Client * Product/service * Product and market background (supposition) * Competition * Business/Advertising Objective (problem to solve) * Media * Target market/Group/Audience * Proposition/Promise/Benefit * Proposition Support Points * Tone of Voice * â€Å"Mandatories† (Inclusions/Exclusions) Media in Advertising The choice of media depends upon the type of product or service being advertised, the target market, and the client’s budget. Each campaign can be in one form of media, or multiple forms. Traditional advertising media includes print, TV, and radio. Non-traditional includes ambient and guerrilla concepts. In addition, there is direct media, and interactive media. In the UK, each type of media is defined by its relation to a hypothetical â€Å"line† that divides the two. Traditional media is â€Å"above the line,† whereas direct marketing and interactive advertising is â€Å"below the line.† Companies that produce work in all the forms are referred to as â€Å"through the line† agencies, or â€Å"full service.† Other divisions within advertising include sales promotion, and business-to-business. Whereas business-to-consumer advertising, once the skill is developed, the same creative process can easily be applied to these other forms of media an d advertising. Positioning All products and companies, as seen by the customer, occupy some kind of ‘position’ in the market whether they intend it or not. This might be, for example, high price-high value, low price-low value, high price-low value, good company-not-so-good company and so on, when compared with comparable competing products and competing organizations. Most modern organizations now attempt to actively influence this position in the market by matching product and corporate benefits with the needs of clearly identified segments. The managers have performed professionally, be integrated to match the identified needs of the target market. Positioning is how the marketer wants the consumer to view its product relative to the competition. Although product differentiation plays a role in creating a product position, product differences account for only part of a product’s position. A positioning strategy also includes the manner in which a product’s factors are combined, ho w they communicated, and who communicates them. The size (and value) of the advertising corporate and brand positioning is crucial to the well-being of any company and so should be left to the agency professional. Copywriting Copywriting is an essential part of the design communication mix, and those of us who do it for a living will tell you that crafting massages and telling stories is a rewarding mental process, even in the business context. You’ll find that being able to generate a response from your audience is a valuable and highly sought-after skill. Copy (or text, or words) used in design is a very particular type of creative writing that requires the inspiration of an artist and the control of a craftsman or craftswoman. In comparison to the rails on which the copywriter runs, the novelist or poet has no limitations. Poetry and storytelling are flights of the imagination, with no client or news editor to bear in mind. Whether the personality of the writer shines through directly or indirectly, this is the purest creative writing – it can take off in any direction, be as fictional as it wants to be, and go wherever it pleases. Writing copy, however, is all about sticking to brief, while paying homage to the creativity and style of the poet and storyteller. Journalists and copywriters are commercial writers, but the essence of the role is completely different. In most cases journalist have to create the story from the scratch, usually by following leads. They will have to research the facts to get to the heart of the matter, discover the different viewpoints and opinions, and bring this material together accurately and coherently. Articles are often written to a tightly defined structure, while features can allow more room for individual expression and the interweaving of the writer’s viewpoint. The message has to be factually correct, balanced, and fair, but the writer is allowed to take a stance, which could reflect that of the newspaper or, in the case of regular column, the writer’s opinion. Copywriting borrows from all other fields of writing in its quest for creative expression, but ther e is no room for your personality in the copy that you write; you are simply a scribe, a hired mouthpiece for your client, and it is the brand’s voice that must come through, loudly and clearly.

Martin Luther King Jr: A Biography

Martin Luther King Jr: A Biography Martin Luther King Junior Introduction Martin Luther King Junior was an American national, a protestant Christian by religion. He was a civil Rights activist, Baptist minister who led the various American-African civil rights movements. He struggled most of his life for the elimination of segregations of Blacks and whites in America. He was educated and had doctorate degree in systematic theology. He remained the Pastor of Baptist church in Montgomery Alabama city. He was also member of executive committee of the national association, which worked for the Betterment of people of America. He was also nominated as first president in southern Christian leadership conference for an organization who were suppose to provide leadership for Civil rights movements. The King also led the first non-violent demonstration ‘bus boycott’ in United States. During his struggle, he spoke over 2500[1]  hundred times against injustice and Deprivation of social rights. He also presented the manifesto of a Negros revolution thro ugh his latter â€Å"letter from Birmingham jail†[2]; later on with a speech, â€Å"I have a dream†. He also wrote five books and several articles. Apart from this, he honored with 50 honorary degrees. Furthermore, he was the youngest man to receive the noble peace prize. (network 1964) He also titled as â€Å"man of Year[3]† In 1963. He awarded with fifteen awards such as presidential Medal of Freedom, Congressional Gold[4] medal and Grammy hall [5]of fame award. During his struggle, he was imprisoned for Twenty times. He was assassinated in the age of 39 years. (carson, 1992) Background Family Martin Luther King Junior was born in Atlanta on 15th of January 1968. He was the middle child of three children of his father. Earlier on, his name was Michael but it was changed later on as Martin. His father name was Martin Luther King senior. His grandfathers name was James Albert King and he was a sharecropper in Stockbridge town of Georgia. His father moved on to Atlanta in the age of sixteen. There he got his education and established Himself as a preacher. He served as a Baptist[6] in two churches of Atlanta. Her mother name was Alberta Christine Williams. She graduated from Spellman College Atlanta. Martin siblings were Alfred Daniel King and a sister named Willie Christine. Kings wife was Coretta Scott who was Born in Hamburger on 27 April 1927. Who were a singer and musician in a local school in Boston. Both got married on 18 June 1952 in Marion, Alabama city. They had four children, Two daughters and two sons. Childhood Martin Luther King had a pure rural background. His grandfather remained rural minister for several years. Than he migrated to Atlanta in 1893. He died in 1931 with heart attack. King’s Father was the only surviving child of his parents. Martin Luther King was born in Atlanta, in the Age of five years he got admission in public school Atlanta. In May 1936 he was baptized. in 1941 when King was twelve year old when her grandmother Also died with heart attack. It was tragic news for him. He lost his temperament and jumped From the window of his family house for a suicide attempt. Few incidents happen in his early Age that laid a great impact on the idiosyncratic behaviors towards white people. (carson 1992) In the age of three years, there was a white playmate. when he was six year old his father Demanded to quit off playing together. This incident brought a big shock. when he asked his Parents about this happening; there he was made aware first time about the race problem. When He was eight year old another incident happen, he was slapped by a white woman just for Stepping her foot unintentionally. King joined Booker T high school in Washington. He skipped ninth and eleventh grades and entered into the Morehouse College in Atlanta. Another miserable incident of life happened in King’s life. when he was sixteen year after arriving back from winning a debate contest in Dublin[7]. He along his teacher Mrs. Bradley[8] stood up in the bus for almost ninety miles all the way from Dublin to Atlanta. This was angriest moment ever been for him. Though he belonged to a typical religious family who were suppose to involve in church and worship excessively but King have bit contradictory views. Martin disregarded the excessive Display of emotions in religious worships. This discomfort remained with him through his Adolescence phase. During the early years of his ministry, he took the guiding classes of Bible for The filtration of ideas towards religion. Career Academic career Martin Luther King started of his education career from public school Georgia. This was purely a Black segregated institute[9]. After completing his high school education, in September 1944 the King in the age of fifteen got admission in Morehouse college Atlanta. where he got Bachelors degree of arts in sociology in the year June 1948. in the same year he Joined crozer theological seminary Pennsylvania and remained there for three years. (carson 1992) He got the degree of bachelors Divinity in 1951. during his stay in crozer he was elected president for white senior class. This provided him an opportunity to complete the doctorate degree. Then he joined Boston University’s school of Theology and got the doctorate degree in Systematic theology in the year 1955. Earlier career King started his professional career in 1954 during the ending period of his doctorate degree. He Got offers from various colleges for respectable and authoritative posts but accepted the offer From Dexter church and started serving there as a pastor of Baptist church of Montgomery[10]. On 25 August 1955, he was appointed as president of National Association for the Advancement of Colored People NAACP [11]executive committee. Rise to prominence In United States black -white racial discrimination was predominately existed in that era. Blacks were segregated and deprived socially, economically as well as morally. Negros were not Allow To go in public parks, theatres, and schools of white people. For travelling, there was a specific way, as Negros was supposed to sit on the back seats either stand. There happened an incident when a girl violated the law by refusing to give the seat to a white man. On 1 December 1955 Mrs. Rosa park[12] another black woman refused to leave the seat and she was arrested. which led the beginning of Montgomery boycott[13] (History wired 1994) movement. On that night local civil right leaders and Martin Luther, King planed to have planned to have citywide boycott of buses and transports. The King was nominated to lead the bus boycott movement because of exceptional intellect and strong family connection. He delivered a speech in which he motivated the agenda of Negroes and he claimed the peaceful pr otest is the only way to secure their legitimacy. He led the movement in a very sensible which also gave the civil right movement of Alabama City a new source of inspiration and execution. The bus boycott remained for 382 days. During This duration Negroes faced multi issues of violence and harassment. King also took legal action Against the unconstitutional act of law. The higher authorities suffered with huge financial loss and they lifted the segregated law for transportation. this victory earned a great prominence for the King Junior to emerge as leader. Social Contributions After the successful bus boycott movement, the leaders of civil rights movement felt the requirement an organization at national level to ensure the representation of their rights security. For that purpose, Martin Luther King and his close friend Ralph Abernathy [14]with the collaboration of several ministers’ formulated SCLC[15]. the organization organized 20 meetings in the southern cities for the registration of black voters. (Pipes 2007) King personally held meetings with religious and civil rights leaders to discuss the Negroes discrimination issues. In 1959 King also visited India because he was inspired by Gandhi’s non-violent movement. that visit motivated him and he became even more determined for the preservation of civil rights. In 1960 another movement started in Greensboro, known as sit in Movement led my African American students. The movement rapidly spread in other cities as well. Martin Luther King motivated the students To carry on the movement in a p eaceful manner. Under the guidelines of King, the sit-ins Achieved success in finishing the segregation at lunch counters for more than 25 cities. In 1960 King joined his father as co-poster at Ebenezer Baptist church but he also carried on his efforts for the struggle of civil rights. The Birmingham campaign on second of April 1963 ACHR[16] and SCLC under the leadership of Martin Luther King started a protest known as â€Å"Birmingham campaign†. During this campaign the King started mobilizing the Negroes community in more determined way. He met with various Businesspersons, professionals; religious and social activist’s. He also held a meeting with 200 leaders and briefed them about the objectives of this campaign. (Pipes 2007) On 28 August 1963, two million people gathered at Lincoln memorial. The King delivered the Famous speech â€Å"I have a dream†[17] on this occasion and expressed the view of all men unity. In Response civil rights act 1964 was passed. U nder this act the government laid stress on Desegregation of accommodations and public facilities. March on Washington During Birmingham campaign the King was thrown into the jail. When he was released from jail, he held another civil Right March from Selma to Alabama. However, this march turned into violent. this incident is known as â€Å"bloody Sunday†[18]. (MichaelHyatt 1998) The second march was cancelled due to security issues. Third march was held on ninth of March 1965 in which 2500 people both white and Black confronted against each other. However, this confrontation resulted into the loss of political support for King but it eventually provided a platform for the approval of voting right acts of 1965. Chicago campaign In 1967 King started expending his civil rights movement in other American cities such as Los Angeles and Chicago. He addressed a rally organized by Central Committee for Conscientious Objectors CCCO [19]. In his speech he announced The Chicago campaign. in July King led â€Å"freedom Sunday† [20]rally. The purpose of rally was to Make Chicago â€Å"open city†[21]. Once gain violence accrued during this rally. as a result few violent whites attacked on the march. The King held â€Å"summit agreement† with Mayor and other prominent leaders of Chicago to sort down the issue. (Pipes 2007) Poor people campaign In 1967 the King planned to change the mechanism of economic and wealth distribution. However, The Southern Christian Leadership Conference (SCLC) did not support it. He launched the poor people’s campaign. The purpose was to secure the jobs and income of the Negros.. He spoke to the workers in the Memphis but violence also disturbed the campaign. Role in politics and state policies Martin Luther King openly opposed the American policies towards Vietnam. He declared war as unfair decision and it cannot win by any mean. He laid stress towards peaceful negotiations. Furthermore, he explained that this war have weekend the American economy as well as had Negative impacts on the civil right movements. King had very good relations with john F Kennedy[22]. During his presidential elections campaign in 1960; King supported him and urged the Negroes community to support him. With the help of Kennedy, King purposed civil rights bill in congress. However, Eisenhower[23] was against Martin Luther King’s policy about the racial inequality but he accepted the two bills in 1957 and 1960. (History wired 1994). Assassination King’s assassination was a controversial one. King visited Memphis where he addressed to a Rally at Mason temple[24]. On 4 April 1968, his flight delayed due to a bomb threat in his flight so He preferred to stay there. King stayed at Lorraine Motel. in the evening he was gunned down while he was standing in the Balcony of second floor. King was shifted to the hospital but he was expired. He was 39 year old at the time of assassination. Two months after the assassination of King, James Earl Ray[25] captured at Heathrow airport. He was charged with King’s murder and he accepted the murder charge but he rejected it after three Days. He further nominated a person who was also involved in the assassination. This Contradiction led the assassination into a new controversy and it became a mystery until now. Personal achievements Martin Luther King struggle earned him several achievements in his life. His efforts for the rights of Negroes made him a great leader. During his life, He honored with 50 honorary Degrees. King also awarded with noble peace prize, American liberties medallion in 1964. in America more than 700 hundred cities and streets are name after the King. King was stood 1st in a American contest organized by American multinational mass media corporation(AOL[26]. )King is also included in the list of hundred African- American great personalities. There is also public Holiday on his birthday in United States. (public commentry 1996) Significance Martin Luther King emerged as a significant character in the American history. His struggle for Civil and social rights earned him a dignifying status not only in United States but also completely across the world. It is because of his efforts American people gathered at a uniform plate form by negating the factor of racial discrimination. The segregations and deprivation ended. The peaceful movement led by him uprooted the violence in United States. The condemnation against Vietnam War[27] also enforced American administration to revise their policies towards the Vietnamese. King’s efforts provided a breakthrough to the Black has to participate in the social and political affairs at grand level. Barack Obama, current American president is the first African-American president of the United States. Condoleezza Rice was Also African-American who remained secretary of the states during Bush administration. Criticism Martin Luther King (Junior) was criticized for his civil right campaign and it was considered it â€Å"provoKing violence†[28]. The civil rights movements might endanger the whole society and community. (wendt 1966). In 1957, there was propaganda of a post card in which King was Accused of being communist. King also got a letter in which his decency and religion was Questioned. the writer declared it defected. there were allegations of cheating oh he wife and Involvement in sex scandals reported by FBI[29]. Conclusion Martin Luther King (Junior) was a great leader in the American history. He devoted his whole life For a divine cause of humanity. His struggle and determinations have provided a new Mechanism to the whole humanity. He raised his voice for Deprivation of rights, social injustice And peace. His remarkable contributions provided Americans a new way out to move on collectively as nation. His personal achievement depicts his intellectual potential and moral credibility. He refused the acceptance of status quo. He acted in accord with his highest values. He always acknowledged the sacrifices of his followers. This spirit never allowed him to settle or compromise on his ideology He always emphasized that his state should negate three things war, poverty and Racism. He was a man of words who won the hearts of millions, though he is no More in the world but history will always remember his for what he had done for humanity. ‘ Bibliography carson, clayborne. Auto Biogarphy of Martin luther King. Atlanta: Abacus, 1992. History wired. March tuesday, 1994. http://historywired. si. edu/detail. cfm?ID=501. MichaelHyatt. MichaelHyatt. 1998. http://michaelhyatt. com/eight-leadership-lessons-from-martin-luther-King-jr. html. network, learning. teaching and learning with new york times. new york times, 1964: 04. Pipes, Kasey S. IKES Final battle. los Angeles ,CA: world Ahead media, 2007. public commentry. public commentry centre of justice, 1996: 04. wendt, lloyed. Danger in Demonstrations. Augest 6, 1966: 12. 1 [1] The autobiography of martin Luther King [2] The King’s speech [3] Times magazine article [4] Highest civilian award of America [5] Award of national academy of recordings of arts and sciences [6] Christian Religious belief, bathing the new born baby [7] The angriest I ever been, times magazine article 1996 [8] teacher of Martin Luther King ,public school [9] Separate school for Blacks ,Atlanta,1930 [10] Dexter Avenue ,King remained pastor [11] National oldest and largest civil right organization 1909. [12] Civil right activist, known for Montgomery bus boycott [13] Revolt By ROSA park ,civil movement 1,Dec 1955 [14] Baptist Minister, Democratic party ,Friend of Martin Luther King JR [15] Southern leadership conference, NGO 1957,civil rights [16] American conviction Human Rights, civil rights activist 1960 [17] Washington D. C 1963,Famous speech [18] Protestors attacked by state troops,7 March 1965 Sunday [19] Central committee for conscientious objectors,1948 [20] Sunday 7 October 1967,Blacks voters registration [21] Military controls the city to maintain the peace [22] 35th American president 1961-1963 [23] 34th American president 1953-1960 [24] King’s last speech, Central Headquarter Christian international sanctuary [25] Alton born, known for King’s Assassination [26] American multimedia mass corporation [27] [28] Danger in Demonstration by Lloyd wendt 1966 [29] The Federal Bureau of investigation ,United states intelligence Agency,

Life Leads to Many Different Choices :: Science Teachers Teaching Education Essays

Life Leads to Many Different Choices I’ve always had a love for science. When I was young I wanted to be a scientist. As I got older I wanted to become a doctor, and now I’m pursuing a degree in teaching. Being a scientist would’ve been the best thing in the world. I used to go outside, catch bugs and study them. I’d look at rocks and try to figure out what they were made of. I’d take stuff apart to figure out how it worked or what it was made of. One year I got a microscope kit for Christmas. I’d sit for hours looking at stuff under the microscope. I looked at everything under that microscope from bugs found in the yard to leaves from trees, even just a small plain sheet of paper. I wanted to be a scientist and work at NASA during that period of my life. When entering high school things were changing, but I still loved science. Up until my eleventh grade year I wasn’t sure what I wanted to do. I had entered a club that gave me a four-year scholarship for college if I went into the science field. My eleventh grade year I took a high school anatomy class and loved it. This made me really want to become a doctor. I wanted to become a Pediatrician because I’ve always loved kids. When I was younger other than science I used to baby-sit. I thought pediatric care would be the most wonderful thing at that period of my life. Up until this summer I wanted to become a Pediatrician. There were many factors that influenced why I wanted to become a teacher. One factor was I’m unsure of myself in being able to get into medical school and being able to do the work. So teaching was next on my list. Another factor is I don’t want to be in college a whole lot longer. I want to get a master’s degree later on but at this point in my life I want to get on with it. Another factor is I don’t have the money to go on to medical school, so teaching is my next option. My last factor is over the summer I worked in the Energy Express program and loved it. During Energy Express I mentored a group of eight students read, write, and do art projects.

Evolution of the Internet: A Rhizomatic Application of Darwin :: Internet Web Cyberspace Essays

Evolution of the Internet Evolution is the process Charles Darwin described – the story he told – to explain the diversity of the planet. Evolution exists in nature as the interplay between linear natural selection and random events. This randomness necessitates a nonlinear model for exploring evolution as a whole, and as randomness is increasingly recognized as the dominant evolutionary force, "evolutionary schemas may be forced to abandon the old model of the tree and descent" (Deleuze 33). If we take a rhizome as an evolutionary model instead of a tree, this "connects any point to any other point" (Deleuze 35) and allows for nonlinear progression. Once the model for evolution is freed from its directed linear path, it can be applied to disciplines outside of biology. The internet has evolved in much the same way as life on earth. Just as "all life on Earth... started with a single origin of life" (Mayr 21) and has grown increasingly complex, "the Internet grew from a single experimental network... to a globe-spanning system linking millions of computers" (Abbate 1). Both processes began with a single entity that turned into populations by increasing its complexity and diversity. While the "spreading out" of organisms on the planet is governed by the Second Law of Thermodynamics, the parallel "spreading out" of information on the Internet is the result of a different kind of entropy. As populations and diversity increase, entropy escalates: in the internet's infancy, there were so few users that there was limited cyber-interaction among them (Abbate 84), but as more users signed on and more documents became available, there was further interaction and thus accelerated evolution. The same kind of order / disorder, expansion / contraction binaries that drive the evolution of life on earth can be applied to the evolution of the internet. In life, these opposing pairs catalyze speciation. On the internet, they create the kind of categories used in directories to organize information and by browsers to recognize different types of documents (HTML, PHP, PDF, JPEG, etc.). Whether the evolution of life and of the internet is occurring as a process moving toward "perfection" is irrelevant: both systems are in transition, suspended in "continuous flux" (Mayr 7) in a race toward ever-increasing complexity and diversity. Both of these parallel processes must be considered rhizomatically. Neither the internet nor life has progressed along a clear line. Alongside and around the "main" trajectory of evolution, there exists "aparallel evolution" (Deleuze 33). Evolution of the Internet: A Rhizomatic Application of Darwin :: Internet Web Cyberspace Essays Evolution of the Internet Evolution is the process Charles Darwin described – the story he told – to explain the diversity of the planet. Evolution exists in nature as the interplay between linear natural selection and random events. This randomness necessitates a nonlinear model for exploring evolution as a whole, and as randomness is increasingly recognized as the dominant evolutionary force, "evolutionary schemas may be forced to abandon the old model of the tree and descent" (Deleuze 33). If we take a rhizome as an evolutionary model instead of a tree, this "connects any point to any other point" (Deleuze 35) and allows for nonlinear progression. Once the model for evolution is freed from its directed linear path, it can be applied to disciplines outside of biology. The internet has evolved in much the same way as life on earth. Just as "all life on Earth... started with a single origin of life" (Mayr 21) and has grown increasingly complex, "the Internet grew from a single experimental network... to a globe-spanning system linking millions of computers" (Abbate 1). Both processes began with a single entity that turned into populations by increasing its complexity and diversity. While the "spreading out" of organisms on the planet is governed by the Second Law of Thermodynamics, the parallel "spreading out" of information on the Internet is the result of a different kind of entropy. As populations and diversity increase, entropy escalates: in the internet's infancy, there were so few users that there was limited cyber-interaction among them (Abbate 84), but as more users signed on and more documents became available, there was further interaction and thus accelerated evolution. The same kind of order / disorder, expansion / contraction binaries that drive the evolution of life on earth can be applied to the evolution of the internet. In life, these opposing pairs catalyze speciation. On the internet, they create the kind of categories used in directories to organize information and by browsers to recognize different types of documents (HTML, PHP, PDF, JPEG, etc.). Whether the evolution of life and of the internet is occurring as a process moving toward "perfection" is irrelevant: both systems are in transition, suspended in "continuous flux" (Mayr 7) in a race toward ever-increasing complexity and diversity. Both of these parallel processes must be considered rhizomatically. Neither the internet nor life has progressed along a clear line. Alongside and around the "main" trajectory of evolution, there exists "aparallel evolution" (Deleuze 33).