Sula By Toni Morrison Essays (931 words) - Sula, Slavery

Sula By Toni Morrison In the novel Sula all the characters have their roles that they're molded into just like everyone does in life. Based in the time that it takes place in and the fact that the vast majority of the characters are African-American their roles are pretty much forced for them to live by a predominately White- male society. The introduction to the novel starts off towards the end of slave times (the late 1800's). A good white farmer promised freedom and a piece of bottom land to his slave if he would perform some very difficult chores (pg. 5). The slave performs the chores and the White farmer tricks the slave into wanting the hilly land, which he gets. The hilly land is the worst land possible to have. Where Planting was backbreaking, where the soil slid down and washed away the seeds, and where the wind lingered all through the winter (pg. 5). Getting the worst land possible fit the slave's role perfectly. Because he was a slave he always got the worst end of everything and by getting the so-called ?bottom land? he got the worst end of the deal. Throughout the next few years the town of Medallion was formed. It was a poor town but the people who lived there made the best of it. Their roles in life in Medallion all seem to fit the poor town or poor neighborhood lifestyle perfectly almost as if we'd expect it too. The town of Medallion is a predominately black town, located in Ohio during the early 1900's. Blacks weren't expected to do much. No one really cared about them in a White-ran society. White people looked down on them and in society's eye they were at the very bottom of the social ladder. Almost all of the characters roles are roles that people would assume in their societies position. Shadrack's role in Medallion is that the community thinks he's kind of crazy. They just leave him to do his own thing. He is a World War One veteran and witnessed something horrible happen during one of the battles. Because of what he witnessed he realizes how much death is random and unpredictable, therefore he institutes a holiday every January 3rd. This holiday is called National Suicide Day. ?This was their only chance to kill themselves or each other.?(Pg. 14). The first year the townspeople were kind-of scared and thought Shadrack was crazy for doing it. But in the following years after the town accepted it and went along with it. This is the way the town saw Shadrack. This is the role he assumed. Eva's role is being the head of the Peace household, which consists of many people. It consists of her children, ?Hannah, the eldest, and Eva, whom she named after herself but called Pearl, and a son named Ralph, whom she called Plum.?(Pg. 32). The Peace household also consists of Eva's granddaughter, Sula, the Dewey's, Tar Baby, and young married couples. Eva's role is clearly set in this story. She is the head of the peace household and a mother with a husband who left her. Due to these circumstances she does what she can to provide for her children. She goes away for a while and comes back with only one leg and about ten thousand dollars to provide for her children. Losing her leg was clearly some type of self-sacrifice. She assumes this role as head of the Peace household until Sula has her put in a home because she sets her son Plum on fire. Plum's role in this world is cut short by his mother when she sets him on fire and sends him to his death. After he comes back from the military he becomes a heroin addict and starts stealing money from his mother so he can supply his addiction. She sets him on fire, kills him, and his role in life is over. Sula is the person who this novel is named after. She is a very free-spirited young African-American woman. She looks at the bottom and top of the social ladder as the same. Sula says, ?You say I'm a woman and colored. Ain't that the same as being a man (Pg. 142). She also says, ?I don't know everything, I just do everything.? (Pg. 143). She is the only person in the story who rejects the life given to them in the bottom. Her life takes a different route and she goes to college and lives in

Suitability of a First Secondary English Textbook

Suitability of a First Secondary English Textbook Introduction English language is considered a foreign language in the Kingdom of Saud Arabia (KSA). Learners are introduced to the English language using EFL teaching materials at the sixth grade in public schools and at kindergarten to students who attend private schools.Advertising We will write a custom research paper sample on Suitability of a First Secondary English Textbook specifically for you for only $16.05 $11/page Learn More Teaching materials for EFL in the KSA are developed by the ministry of education. These materials are then distributed to schools and bookshops. According to Shawer (2010), inequity in EFL materials in the KSA is that teachers and learners are not involved in the development of learning materials. Curriculum developers are employees of the government who are solely involved in all the development stages of learning materials, namely textbooks, radio programmes, and television programmes. Lack of inclusion of teachers and learn ers in the development of EFL teaching materials in the KSA has resulted in poor relations between teachers and the materials. Teachers cannot completely internalise the materials or fully integrate them into their teaching.  Shawer (2010) recommends that it is important to evaluate EFL teaching materials before adapting them into the teaching and learning system. To begin with, EFL teaching materials are developed without the input of the teachers and the learners who are the main consumers. As such, materials that are presented by the ministry of education lack inclusivity. It is also important to note that most of the teachers are not first speakers of English. The materials used by such teachers as guides and textbooks should be easily understandable. Secondly, most of the learners in the KSA take English as a second language. Such learners may have difficulties in reading and appreciating these textbooks. Therefore, evaluation will ensure that EFL textbooks appeal to their la nguage levels. Based on this background information concerning EFL in the KSA, this paper uses ‘Traveler 1 Students Book’ by Malkogianni to gauge its suitability as the first English textbook to the KSA learners.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More A TEFL in Saudi Arabia Educational policy for teaching English as a Foreign Language (EFL) Educational policy for Teaching English as a Foreign Language (EFL) in the Kingdom of Saud Arabia ensures regulation at all levels where EFL is taught. EFL was introduced in the Kingdom of Saud Arabia by the ministry of education in 1925. Shawer (2010) confirms that the ministry of education has the power to dictate that EFL be taught from grade six through to the university. Most of the subjects in the KSA schools are also taught in English language, thus making it an important language of instruction and evaluation. In ad dition, several immigrants from western and other countries of the world use English in their communication. This observation makes it important for learners to understand the English language. Interaction between the KSA and other nations in diplomacy, peace, trade, aviation, and research also makes English important. The curriculum of teaching English at the secondary level The ministry of education develops the current curriculum for TEFL in conjunction with the directorate of curriculum. The current TEFL curriculum was developed in 1999. As a policy, TEFL was aimed at meeting the need for language skills in speaking, listening, reading, and writing in the KSA. Learners of EFL were then supposed to communicate in English with all speakers of the language. The foundation of TEFL in Saudi Arabia was on two-policy documents, namely teaching English in Saudi Arabia 1408H of 1989 and 1421H of 2000.  The Saudi Policy of Education is responsible for enforcement of curriculum for TEFL. Teaching of foreign languages such as English in Saud Arabia is engraved in this policy document under Article No. 50. Under this article, one of the functions of education is to â€Å"furnish students with at least one of the living languages, in addition to their original language, to enable them acquire knowledge and sciences from other communities and to participate in the service of Islam and humanity† (Al-Hajailan, 2003, p. 23). This function implies that TEFL is an objective and policy that is undertaken by the government. Therefore, learners appreciate English as a language for interaction and cultural exchange both at the national and international level. The policy is also aimed at achieving national goals of transfer and acquisition of scientific, technological, and cultural knowledge under the spirit of Islam.Advertising We will write a custom research paper sample on Suitability of a First Secondary English Textbook specifically for you for only $16.05 $11/page Learn More The EFL curriculum adapts an excellent instructional design assessment (WIDA) in evaluating learner’s skills in listening, speaking, writing, and reading. The EFL curriculum also dictates new students joining the system to take a compulsory test that indicates whether they need ESL and if so the level of their conception. Learners also take WIDA-ACCESS test at the end of every year as an indication of their suitability for the next level. According to Al-Kharabsheh, Al-Azzam, and Obeidat (2009), at level I, English as a second language begins by emphasising the basics of language and its structures. Learners are also taught the basic tenses and vocabularies at this level. This plan enables learners to write simple English statements and paragraphs. Learners should also be taught how to write a topic sentence and support it using simple details. Teachers also emphasise the capitalisation and use of punctuation marks. Learners are also intro duced to simple discussions to aid in their listening and speaking skills. At this level, the curriculum directs that EFL have two lessons per day. At level II, learners of English as a second language are introduced to fiction and real stories. This content aids to gauge their ability to understand and discuss stories in English. Learners are also introduced to visual cues, references, inferences, and prediction in reading. Properly written and punctuated sentences are also taught at this level. Learners should write correct sentences while at the same time ensuring proper punctuation. Finally, learners at this level are taught how to write complex sentences and/or make paragraphs. Learners should also know how to differentiate general ideas from specific ideas. At level III, complex ideas are introduced. Shawer (2010) asserts that learners are supposed to not only read and understand complex issues but also discuss them. Learners are also taught how to write complex essays. Such e ssays should have varying themes and structures. Skills for research and complex writing are also introduced at this level. At level IV, the curriculum recommends teachers to emphasise learners’ skills in communicating in proper English. Teaching and assessment of advanced reading, listening, and writing are done at this level.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Al-Kharabsheh et al. (2009), the curriculum also recommends learners to be involved in journal writing where they should compose at least two journals every week. Such journals should have varying themes. Besides, they should portray comprehension of language and arguments. Development of vocabularies and observation of standards in English language are also emphasised and tested. Recent studies that evaluate the suitability of EFL syllabus Several recent studies have evaluated the suitableness of EFL syllabuses to learners in the KSA. Khafaji conducted one of such studies in 2004. Khafaji (2004) carried out an evaluation of English language teaching materials that are used in public secondary schools in the KSA. Under his evaluation, he explored the policies that guide TEFL in Saudi Arabia. In the analysis of his study, Khafaji (2004) realised that inaccessibility of learning materials for EFL in the KSA was an impediment to successful and motivating academic content a s recommended by the curriculum. Khafaji’s (2004) evaluation also realised that the use of audio-lingual method of teaching EFL was also a limitation to the teaching and learning of English language at this secondary school level. Another study by Alamri (2008) focused on the quality of English language textbook at the entry level, namely the sixth grade. The focal point of this assessment was on the superiority of English learning resources in instructing boys’ schools since they were brought in 2004. According to Alamri (2008), one of the foundations of EFL textbooks that form the basis for English learning in the KSA was analysed. The researcher deployed questionnaires to examine 93 English tongue tutors at the sixth grade and 11 administrators. This research was conducted in Riyadh Educational Zone in the KSA. In his findings, Alamri (2008) realised that teachers and supervisors favoured EFL textbooks, although they objected the adopted teaching methods. The study suggested the upgrading of such teaching materials. Finally, Habtoor (2012) carried out an evaluation to ascertain the quality of content that was contained in textbooks that were used in teaching English for specific purposes. Habtoor (2012) evaluated the substance of the textbooks that were utilised in teaching sophomore learners who were studying archaeology and tourism. The researcher evaluated the opinions of EFL teachers on the content of the textbook and its efficacy in teaching English language. According to Habtoor (2012), presentation of learning skills in relation to the learners’ needs and their study level was also evaluated. In this study, Habtoor (2012) realised that teachers recommended the textbook since it could meet the needs of the learners at that level. Discussion An introductory description of the textbook, context, and learners to whom it is designed ‘Traveler 1 Students Book’ by Malkogianni is a must-read textbook that is used for teachin g English as a second language in the KSA. Malkogianni presents the fundamentals of English language. As a first secondary English textbook, the book is written in a simple language with simple vocabulary and sentence structure. The context of the English textbook for EFL is tailored towards the language level of the learners. O’Neill (2008) asserts that a textbook should have the basics of language and its structure. ‘Traveler 1 Students Book’ presents the readers with simple vocabularies that are commonly used in English. Malkogianni includes the structure of English tenses. He goes further to show how they are used in simple sentences and paragraphs. The textbook has a content that will enable learners at this level to use a topic sentence to write a simple paragraph with supporting details. In addition, the English textbook also introduces learners to punctuation, listening, and reading skills. These factors will meet the learners’ needs at this level. Students entering secondary schools in the KSA have very low comprehension of English language since it is introduced at a later age as a second language. Learners are not able to distinguish tenses, to punctuate sentences, and/or read well. As such, ‘Traveler 1 Students Book’ has been set to cater for these fundamentals of English language. The content of the syllabus for first secondary school entrants is appropriate for the psychological characteristics of the learners. Learners at this level are not ready for complex language structures and comprehension. Therefore, the syllabus is tailored to meet the language needs of these learners. The structure of the syllabus directs that learning at this level begin by being taught simple vocabularies, tenses, punctuation, and other basics of the English language. Teaching of the fundamentals first before introducing complex sentence structures ensures that learners are at home with the process for learning. Introduction of simple to complex language structure ensures a procedural approach to the mental comprehension of learners.  In addition, individual differences in abilities, interest, and level of intelligence are also catered for in the EFL syllabus at this level. Learners are required to take examinations and assessment tests that indicate their language level. For example, new learners are required to take a test to guide teachers on whether the learner is acceptable in the class. In addition, at the end of every term, learners take examinations that indicate their learning ability. O’Neill (2008) confirms that through these examinations, learners are evaluated on their listening, reading, and writing skills. The teachers then use the results in addressing the language needs of individual students. The syllabus also takes care of learners’ language differences through recommending the use of group discussions. Learners are supposed to form simple paragraphs, which they should di scuss with their classmates. Teachers are also required to guide and direct the discussions. In doing so, teachers can spot any differences that exist between learners. Internal oral and written skills are also useful in addressing the language needs of individual learners. The purposes that are stated in this textbook meet the needs of the learners. The language needs of learners at this level include grasping basic language concepts. Learners are taught basic vocabularies, tenses, and sentence structure. Learning of tenses enables learners to begin making correct English sentences. Basic vocabularies that are taught at this level prepare learners for the next stage where they can understand simple sentences. Learners’ age and needs The substance of the syllabus is appropriate upon bearing in mind the students’ psychological status and speech development. At this level, learners’ level of skills in English language is low. Therefore, it is important to address it in a strategic developmental approach. The syllabus recommends teaching of basic tenses. According to Shawer (2010), learning of basic tenses at this level enables learners to comprehend change in time and actions that are expressed in basic sentences. The syllabus also recommends teaching of basic sentence structures to enable learners to piece up simple words together in making basic sentences. Teaching of basic listening and reading skills also ensures that students can read ‘Basic English’ statements and/or listen to ‘Basic English’ audio materials. This step forms an important foundation for the next levels where more advanced structures are taught. The syllabus also addresses language development procedure. For example, it takes care of listening, reading, writing, and speaking skills. These basics form the basis for comprehending a new language. EFL goals and context The content of the textbook is also tailored to meet the Saudi EFL goals and purp oses because English is taught and used in KSA as a second language. Since English language is introduced at the sixth grade in most public schools, there is a need to form a foundation as learners get into secondary schools. Shawer (2010) affirms that Saudi EFL goals include the development of English language for use in the academic development of learners. Examinations and teaching of students at all levels from the sixth grade is done in English. Therefore, learning of English language prepares learners for academics. Trade and international relations in the KSA is also done in English. Teaching of writing and listening skills is important for this goal. Moreover, people of Saudi interact with many immigrants using the English language. Therefore, learning of listening, reading, and speaking skills meets this goal. Saudi culture The social and religious needs of the KSA people are taken care of in the EFL syllabus. Having been developed by the ministry of education in conjunctio n with the department of curriculum development, Zarei and Khalessi (2011) confirm that the syllabus incorporates religious and social needs of the people. For example, in the introduction, the importance of learning the English language is stated for the people of Saud Arabia. For example, the language will enable the people who learn it to interact better with those of other communities in an effort to spread their ideologies. Therefore, the English language will enable learners to socialise with the international community. For example, English language is used in international diplomacy.  According to Zarei and Khalessi (2011), Islamic religious goals of the Kingdom of Saud Arabia are also taken care of in the EFL syllabus. Learning of the English language will also enable learners to read religious writings if they are written in English. The syllabus promotes the Islamic religious values. Learning of speaking and listening skills in English will enable students to socialise with other Islam believers in other parts of the world. Better comprehension of other people’s religions and culture will also be promoted by the learning of English language, which is spoken in many countries.  Zarei and Khalessi (2011) say that the cultural environment of the Kingdom of Saud Arabia is also reflected in the EFL syllabus. The need for scientific and technological acquisition and exchange is enshrined in the goals of the EFL syllabus. Therefore, learning of the English language will ensure that people of the KSA can easily interact with the international community. Issues such as reading and understanding scientific materials are imperative in the acquisition and exchange of information. English language will enable students at the upper levels of learning to carry out research and/or interact with others across the world. Those who understand the English language can also spread the culture of people of the KSA easily to other English speakers across the wo rld. Essential elements in the modern syllabus The modern EFL syllabus is based on several foundations that are based on modern life situation. For example, in terms of teaching tenses, the syllabus recommends the use of placards that indicate drawings of activities. Discussions of simple stories are also based on modern life and situations that happen in the day-by-day life of the student. For example, learners are told to make simple sentences in the application of the learned subject. In teaching listening and speaking skills in English, the use of audio materials is recommended by the syllabus. The stories and examples that are used in such materials are from the real-life situations in the KSA. For example, when teaching students on new vocabularies, the teacher uses words in the context of what students do in their daily life. According to O’Neill (2008), pictures and illustrations on the EFL textbooks are customised to the KSA environment. Such materials also enhance l earners’ autonomy in thinking. Learners can learn by themselves from the environment. The use of simple language structure and illustrations that relate to their personal lives also motivates them to learn by themselves. Conclusion Evaluation of first secondary English textbook in the KSA indicates that both the syllabus and the textbook are appropriate. The textbook is organised to meet the learning needs of national and cultural goals. The structure of the curriculum is also procedural to enable leaders to build on skills that they have acquired from lower levels. Assessments at different levels also ensure continuity of language competence development. Recommendations This evaluation recommends the department of curriculum development to take in the opinion of teachers in developing the curriculum since they (teachers) are the direct end users. Secondly, the ministry of education should consider the needs of the learners when developing the curriculum. Thirdly, there shoul d be a comprehensive training of English language teachers before they are posted to teach in the various KSA schools. Finally, there should be an inclusion of more integrative methods of TEFL in the syllabus. Reference List Alamri, A. (2008). An Evaluation of the Sixth Grade English Language Textbook for Saudi Boys Schools. KSA: King Saud University. Al-Hajailan, T. (2003). Teaching English in Saudi Arabia. Riyadh: Aldar Alsawlatiah Al-Kharabsheh, A., Al-Azzam, B., Obeidat, M. (2009). The English Department In The Arab World Re-Visited: Language, Literature, or Translation? A Students View. College Student Journal, 43(4), 961-978. Habtoor, A. (2012). English for Specific Purpose Textbook in EFL Milieu: An Instructor’s Perspective Evaluation. International Journal of Linguistics, 4(3), 1-45. Khafaji, A. (2004). An evaluation of the materials used for teaching English to the second secondary level in male public high school in Saudi Arabia. Exeter, UK: University of Exeter. O ’Neill, R. (2008). Why use textbooks? ELT Journal, 36(2), 104-111. Shawer, S. (2010) Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change. Curriculum Journal, 21(3), 333-359. Zarei, G., Khalessi, M. (2011). Cultural load in English language textbooks: an analysis of interchange series. Procedia Social and Behavioural Sciences, 15(1), 294–301.

NHS on abortion is ethical Essay Example | Topics and Well Written Essays - 3250 words

NHS on abortion is ethical - Essay Example Over a period of time, the NHS has evolved strategy to deal with the critical issues linked with abortion. The major part of this strategy is communication. The NHS keeps its stakeholders informed regarding different aspects of the abortion and related procedures and risks. ... Abortion is a term used for the termination of pregnancy through procured or induced measures. In UK, Abortion is allowed under certain situations which are within the legal parameters of The Abortion Act, 1967 (Lipp & Fothergill, 2009). In the recent past, there have been various campaigns supporting foetus rights/ rights of unborn or rights of women. There have been certain cases, where father to be demanded for their rights over the unborn. However the issue is still unresolved. There are certain medical conditions where abortions become mandatory to save the life of pregnant women. The activists today are also opposing the use of abortion as a contraceptive measures to get rid of unwanted pregnancy. Abortions put the professionals performing it in ethical dilemma with their motive of medical practice. There have been voices raised for the social and ethical aspects linked with abortion. People supporting abortion as women’s right argue that women have right on their bodies and what happens in their bodies, whereas the others argue that the unborn who can not speak for themselves have right to live. There are various issues of debate over the abortions i.e. women’s health, psychological and emotional well being, support to raise the child and many others. There have been limited studies to understand the long term psychological impact on women who opted for abortions. The fact can not be ignored that even when abortion was not legal, it was being performed and putting women in health risk situations. It is statistically evident that legalising abortion has significantly reduced the number of abortions across the Eastern Europe (WHO, 2008). In such scenario of controversies, it is important how medical service providing

Obesity amon Hispanics under SGA medication Research Proposal

Obesity amon Hispanics under SGA medication - Research Proposal Example There are two types of antipsychotic drugs (APDs) encountered in advanced nursing practice. These are the first and the second generation antipsychotic drugs. Of greater interest to this paper are the Second Generation Antipsychotics (SGAs), which have been found to cause weight gain and obesity in mental patients under SGAs. Second Generation Antipsychotic (SGAs) medications are a class of medications for psychiatric conditions approved by various agencies for use against psychiatric conditions such as bipolar disorder, schizophrenia, acute mania, and bipolar mania among other psychological illnesses. A rather interesting finding has presented itself in recent times with researchers discovering certain differences and disparities across ethnic and racial lines with regards to the prevalence of SGA-related obesity. This paper thus seeks to establish this assertion by narrowing down on whether the prevalence of SGA-induced obesity among Hispanics is higher than it is among Asians. Bas ed on a firm background of past and current studies on the same subject, the following section paper explains why SGA-related obesity is rather an important concern for advanced nursing practice in the contemporary health care sector. The Significance of this Problem in Advanced Nursing Practice Weight gain, obesity, and diabetes are some of the disorders that increase peoples’ risks to fatal cardiovascular events. Of these disorders, obesity perhaps exerts the most pressure and impact on a population’s health and resources if its association with high morbidity and mortality is anything to go by. This problem is particularly felt in the advanced nursing subsector where health care for such patients has really suffered with regards to prevention, intervention, treatment, and scarce resources. More importantly, the need to address the various challenges and perceptions of psychiatric conditions and SGA-associated obesity of different ethnic and racial groups has become a rather serious problem for nursing practitioners. Obesity refers to a condition in which a person accumulates quite a lot of body fat so that it results in certain negative health effects (Kessleret al., 2004). In most cases, an individual whose bodyweight is at least 20% higher than it should be is considered to be an obese. Additionally, if a person’s Body Mass Index (BMI) falls between 25 and 29.9, he/she is considered overweight and if one’s BMI ranges above 30, he/she is considered an obese. The Body Mass Index (BMI) is a statistical measurement, which is a derivative of one’s height and weight and is often used to estimate a healthy body weight (Kessleret al., 2004). However BMI does little to measure the percentage of body fat since it could be misleading sometimes. Although it is a rather useful health indicator for an average person, BMI may be misleading in determining the healthy body weight of a muscular person with a high BMI but less fat than an unfit person with a lower BMI. That the prevalence of obesity is quite high, ranging

Women Drive Essay Example | Topics and Well Written Essays - 500 words

Women Drive - Essay Example However, it is a sad reality that the women in Saudi Arabia are not allowed to drive. Government and a big section of the public in Saudi Arabia do not appreciate the women who drive or want to drive. In the past few years the women activists in Saudi Arabia have been demanding the right to drive (TED Talks 1). Yet, irrespective of these protests, women’s driving in Saudi Arabia is something that is considered to be illegal (TED Talks 1). Over the past few years the ban on women driving in Saudi Arabia is an issue that has attracted much international attention. The women are not allowed to drive in Saudi Arabia owing to a variety of reasons like being harassed by anti-social elements, a big section of the population being opposed to women driving and a failure of the government to address this important issue. The mere act of driving a car does not make a woman immoral and bad. It is a fact that every culture happens to have its own definition of character and goodness. Howev er, in Saudi Arabia, many people consider the women who intend to drive to be having a loose character and a faulty sense of morals (TED Talks 1). Hence, even if a woman gets a chance to drive, she is quiet bound to be harassed by the anti-social elements in the Saudi society (TED Talks 1).

Cuban Missile Crisis. Essay -- essays research papers fc

The Cuban Missile Crisis: The Events Before, During, and After Let the record show that our restraint is not inexhaustible. Should it ever appear that the inter-American doctrine of noninterference merely conceals or excuses a policy of nonaction - if the nations of this hemisphere should fail to meet their commitments against outside Communist penetration - then I want it clearly understood that this Government will not hesitate in meeting its primary obligations, which are to the security of our Nation. Should the time ever come, we do not intend to be lectured on " intervention " by those whose character was stamped for all time on the bloody streets of Budapest. ( Address by President Kennedy, 20 April 1961, " The Lesson of Cuba, " Department of State Publication No. 7185. ) During the post World War II years, the United States was involved in a continuing conflict with the Union of Soviet Socialist Republics. The differences in democratic and communistic views led to most of this struggle. Although there was no direct military conflict, a climax of military tension was reached during the Cuban Missile Crisis. What exactly happened and what were the causes and effects of this historical event filled with diplomatic as well as militarial tension? In order to fully understand the Cuban Missile Crisis, the events previous to it must be established as they were extremely relevant to the situation. Prior to the twentieth century, Americans had a favorable relationship with the Russians. However, in the late nineteenth century, c. 1890, America and Russia began to disagree and quarrel over certain situations and questions that arose over Asia. This point in history can be labeled as the " beginning " of our feud with Russia ( Cold War Encarta ). Relations began to become troubled at this point, but there was hope for possible resolution. Unfortunately, in 1917 a group of people known as Communists seized power of the government in Russia and established the Soviet Union. The Communists' primary political party was called the Bolsheviks. The Bolsheviks wanted very much to propagate their ideas to small and new countries in Asia and in Europe. However, capitalistic nations in the west also wanted to spread their political views. Due to this clash in political beliefs, the Bolsheviks, and the rest of the Soviet Union, declare... ...st encounter to a full scale nuclear war. If it had not been for our strong president and the fearlessness of America as a whole, the world might be a drastically different place today. Thankfully, though, it is not and due to the almost non-existent threat of communism in today's world it will probably not radically change in the years to come. Works Cited Abel, Elie. The Missile Crisis. New York City, New York: J.B. Lippincott Co., 1966. Cook, Fred. The Cuban Missile Crisis. New York City, New York: Franklin Watts Inc., 1972. " Cold War. " Encarta 1996: Microsoft Encarta Encyclopedia. Microsoft Corporation. 1996. " Cuban Missile Crisis. " Encarta 1996: Microsoft Encarta Encyclopedia. Microsoft Corporation. 1996. LaFeber, Walter. " Cold War. " Encarta 1996: Microsoft Encarta Encyclopedia. Microsoft Corporation. 1996. Partington, Angela, ed. The Oxford Dictionary of Quotations. Oxford: Oxford University Press, 1992. Schulzinger, Robert. " The End of the Cold War. " OAH Magazine of History ( 1994 ): 13-18. SIRS CD-ROM. SIRS Inc. 1996. Trease, Geoffery. This is Your Century. New York City, New York: Harcourt, Brace, and World Inc., 1965.

Lakme Cosmetics Essay

Lakme is one of the cosmetic brands of the Unilever Bangladesh Ltd offers to the target market. The survey has been conducted to know cognitive components, affective components and behavioral components of the consumers in Dhaka city. Our sample size is 50. These respondents are from different professional such as Student, Housewife, Private Service holder, Public service holder and other professions. Among 50 respondents, 31 or 62% respondents are from the age of 16 years to 25years, 16 respondents from 26 to 35 and 3 respondents from 36 to 45 years and 31 respondents from 16 to 25 years use lipstick, 16 respondents from 26 to 35 years use lipstick and lastly 3 respondents from 36 to 45 respondents use lipstick. Maximum respondents are from lower higher class. According to our research 50% of the total respondents go to beauty parlor once a month, about 12% of the respondents go twice a month, 18% of the respondents go twice a week, 6% of the respondents go once a week, 7% of the re spondents go not in fix time interval. 36% of the total respondents watch TV or movies. In case of buying habit 54% of the respondents buy lipstick once a month, about 18% of the respondents buy lipstick twice an month, around 12% of the respondents buy lipstick twice a week and 16% of the respondents buy lipstick in different occasions. The respondents are a bit colorful, Organized, Moderate stylish, changing oriented, a bit youthful, somewhat rational, a bit formal, like to dominate, little bit calm. The schematic memory of the lakme is quite positive. Respondents perceive the lakme lipstick as Hygienic, Modern Outlook, Long Lasting, Fascinating, Bright, Color, Elegance, Distinct, High Price, High Class, Prestigious, Assured Quality, Fantastic, Satisfaction, and Best Quality. According to perceptual mapping Lakme has a strong brand image than Revlon and Loreal. Since weighted mean of lakme is 0.326 and the weighed mean of Revlon is 0.562 Lakme is closer to Ideal brand than Revlon and thus attitudes toward Lakme lipstick very favorable than attitudes toward Revlon lipsticks. Lakme has favorable emotion towards its lipstick. As per our research about 54% of the target market use Lakme and most of them will buy it next time. So it reveals the positive behavioral components of attitude in the mind of the consumers. Finally Lakme can change the cognitive attitudes by changing belief, adding belief, shifting importance  and changing ideal and through classical conditioning, mere exposure lakme can change the affective components of customers. And operant conditioning needs to alter behavioral components of the consumers. Background of the Report: Our course instructor Mr, Farhan Faruqui has recommended us to prepare a report on Lakme which will be regarded as the term paper for the Spring 2008 semester on the 7th April 2008. The report was supposed to find linkage among real-life advertisements by Lakme lipstick and the theories taught in the classes of the course of Consumer Behavior. Statement of the problem: the report will try to answer the following questions: †¢ Is Bangladesh Unilever Ltd, applying the theories of Consumer Behavior in their Marketing activities? †¢ Are the methods effective? †¢ Do the consumers like their marketing activities? †¢ What is Lakme lipstick’s position compared to other brands? †¢ What else Unilever Bangladesh Ltd could do to ensure future success? Statement of Purpose: the report will serve the following purposes †¢ Defining the practical application of theories of consumer behavior evident in Lakme lipstick’s marketing activities. †¢ Explaining the effectiveness of Lakme lipstick’s marketing activities. †¢ Presenting a total picture regarding consumer feedback and responses. †¢ Describing lakme lipstick’s position in the market. †¢ Proposing few suggestions for lakme lipsticks that will ensure long-term success for Lakme. Scope of the report: this report has been prepared with in the following parameters †¢ The Report covers the marketing activities for Lipstick offered by Lakme by Unilever Bangladesh. †¢ Throughout the survey, emphasis was given to female members of the market. †¢ The Report is primarily based on customer feedback derived from the survey which might not represent the actual information due to sampling error. †¢ The survey is  conducted in the Dhaka city as well as other developed cities. Methodology: this marketing report has been prepared based on primary data. This is basically a qualitative analysis. We have chosen non-comparative scaling technique because we wanted to measure the influence of each and every factor. Only by Non-comparative scaling technique we can do that. And among two types non-comparative technique we used itemize technique and between three itemize techniques we took Likert scaling for Affective components and semantic scale for cognitive components which range from 1 to 5 point scaling. Then after screening we have finally set sets of questions in our questionnaire. Our target population has been the female of Dhaka city and other developed cities in Bangladesh. We have chosen probability sampling. We are four members in our group. As we have been assigned to collect data, we have gone to the target market and got the questionnaires filled up by the females. And to analyze to data we use SPSS application. We analyze data by frequency distribution, different types of diagram and multiple variables comparison. Limitation: Like every research it has also some limitation. Among them time is the most significant constraint that affected our research very much. Within this short time it s was quite impossible to make this sort of research. We had only around 15 days to prepare a research which is quite impossible. Among the other constraints next significant was target market who was reluctant to fill the questionnaires. The product has been a low-involvement one so target market has been reluctant to answer them. There has been a lack of co-ordination among the group member. May be data does not represent the actual population. Organizational Background: This segment will provide a short description concerning the Unilever Bangladesh ltd. The segment will include the following topics- company background, mission statement, company objectives, company location. Company Background: The origin dates back to 1964, when the first Manufacturing Operations were set up as a part of Lever Brothers Pakistan operations. After independence, it was incorporated as a separate Company under the laws of Bangladesh. Later on the Company diversified into different categories. Unilever is a multinational company but for our term paper we are interested in Unilever Bangladesh Ltd. Over the last four decades, Unilever Bangladesh has been constantly bringing new and world-class products for the Bangladeshi people to remove the daily drudgery of life. Over 90% of the country’s households use one or more of Unilever’s products. Unilever Bangladesh conducts their operations with honesty, integrity and openness, and with respect for the human rights and interests of their employees. They will similarly respect the legitimate interests of those with whom they have relationships. Unilever companies and their employees are required to comply with the laws and regulations of the countries in which they operate. Employees: Unilever is committed to diversity in a working environment where there is mutual trust and respect and where everyone feels responsible for the performance and reputation of their company. They will recruit, employ and promote employees on the sole basis of the qualifications and abilities needed for the work to be performed. They are committed to safe and healthy working conditions for all employees. They will not use any form of forced, compulsory or child labor. They are committed to working with employees to develop and enhance each individual’s skills and capabilities. They respect the dignity of the individual and the right of employees to freedom of association. They will maintain good communications with employees through company based information and consultation procedures. Unilever Operations in Bangladesh provide employment to over 10,000 people directly and through its dedicated suppliers, distributors and service providers. 99.5% of UBL employees are locals and they have equal number of Bangladeshis working abroad in other Unilever companies as expatriates Consumers: Unilever is committed to providing branded products and services which  consistently offer value in terms of price and quality, and which are safe for their intended use. Products and services will be accurately and properly labeled, advertised and communicated. Shareholders: Unilever will conduct its operations in accordance with internationally accepted principles of good corporate governance. They will provide timely, regular and reliable information on their activities, structure, financial situation and performance to all shareholders. Business partners: Unilever is committed to establishing mutually beneficial relations with their suppliers, customers and business partners. In their business dealings they expect their partners to adhere to business principles consistent with their own. Community involvement: Unilever strives to be a trusted corporate citizen and, as an integral part of society, to fulfill their responsibilities to the societies and communities in which they operate. Public activities: Unilever companies are encouraged to promote and defend their legitimate business interests. Unilever will co-operate with governments and other organizations, both directly and through bodies such as trade associations, in the development of proposed legislation and other regulations which may affect legitimate business interests. Unilever neither supports political parties nor contributes to the funds of groups whose activities are calculated to promote party interests. The environment: Unilever is committed to making continuous improvements in the management of their environmental impact and to the longer-term goal of developing a sustainable business. Unilever will work in partnership with others to promote environmental care, increase understanding of environmental issues and disseminate good practice. Competition: Unilever believes in vigorous yet fair competition and supports the development of appropriate competition laws. Unilever companies and employees will conduct their operations in accordance with the principles of fair competition and all applicable regulations. Business integrity: Unilever does not give or receive, whether directly or indirectly, bribes or other improper advantages for business or financial gain. No employee may offer, give or receive any gift or payment which is, or may be construed as being, a bribe. Any demand for, or offer of, a bribe must be rejected immediately and reported to management. Unilever accounting records and supporting documents must accurately describe and reflect the nature of the underlying transactions. No undisclosed or unrecorded account, fund or asset will be established or maintained. Mission Statement: â€Å"Our mission is to add Vitality to life. We meet everyday needs for nutrition, hygiene and personal care with brands that help people look good, feel good and get more out of life.† This is the mission statement of the Unilever Bangladesh Ltd. Brands: Unilever Bangladesh has several brands in the market. Those are Wheel, Lux, Lifebuoy, Fair & Lovely, Pond’s, Close Up, Sunsilk, Lipton Taaza, Pepsodent, Clear, Vim, Surf Excel, Rexona, Dove, Vaseline & Lakme. Type of business: Fast Moving Consumer Goods Company with local manufacturing facilities, reporting to regional business groups for innovation and business results. Constitution: Authority of the conducting the company is still in hand of Unilever. Unilever owns 60.75% of the total share and Bangladesh government owns 39.25% of the total share Objective: Their purpose in Unilever is to meet the everyday needs of people everywhere – to anticipate the aspirations their consumers and customers and to respond creatively and competitively with branded products and services which raise the quality of life. Their deep roots in local cultures and markets around the world are their unparalleled inheritance and the foundation for their future growth. They will bring their wealth of knowledge and international expertise to the service of local consumers – a truly multi-local multinational company. Their long-term success requires a total commitment to exceptional standards of performance and productivity, to working together effectively and to a willingness to embrace new ideas and learn continuously. They believe that to succeed requires the highest standards of corporate behavior towards their employees, consumers and the societies and world in which they live. This is Unilever’s road to sustainable, profitable growth for their business and long-term value creation for their shareholders and employees.. Company Location: The company has a Soap Manufacturing factory and a Personal Products Factory located in Chittagong. Besides these, there is a tea packaging operation in Chittagong and three manufacturing units in Dhaka, which are owned and run by third parties exclusively dedicated to Unilever Bangladesh Target Market Parameters: 1. Demographic Factors: Demography is the scientific study of characteristics and dynamics pertaining  to the human population. The characteristics encompassed by this study include size, growth rate, density, vital statistics, and distribution of a specified population. Demography is widely used for various purposes and can encompass small, targeted populations or mass populations. The target market can be divided based on demographic variables. Demographic variables encompasses various aspect of an human such as Age, Gender, Family size, Family lifecycle, baby-boomers, Income, Occupation, Education, Ethnicity, Nationality, Religion, Social class etc. To be successful as marketer one must understand the demographic factors of the population. 1.1: Age and Sex: Normally consumers’ needs and wants change with age. There are certain types of products which attract different types of aged people as well as different sex. There some product which attract male people and there are some products which get the attention of female people. In the same one there are some products which get attracted by the mature people and there are other types of product which attract the child. Therefore products like Lipstick attract the female people or segment. In case of Lakme lipstick the target market is urban female and other developed cities like Dhaka, Shylet, Chittagong e.t.c. although the targeted age is somewhere between 16 years and 45 years. It may be seen that male are buying the lipstick but the ultimate users are female. As a result our majority of targeted respondents are female. The proportion of the male and female respondents in the survey is like this. Figure1.1: Gender analysis According to Figure 1.1 the majority of the respondents are Female. Among 50 respondent female is 43 in case of percentage about 86% of the total sample. So from this Figure 1.1 it can be understood that the survey has been got answered by right people. Figure 1.2: Age analysis Figure1.2 is showing the age structure which has been used for our survey. Among 50 respondents, 31 or 62% respondents are from the age of 16 years to  25years, 16 respondents from26 to 35 and 3 respondents from 36 to 45 years. These respondents will give us the information about Lakme lipstick. They will inform us about Cognitive component, affective component as well as behavioral component of the Lakme lipstick. They will differentiate the lakme among the various lipsticks. Form their responses we will be able to understand the various aspect our research topic. Figure 1.3: Frequency of Brand According figure 1.2 among 50 respondents, 31 respondents from 16 to 25 years use lipstick, 16 respondents from 26 to 35 years use lipstick and lastly 3 respondents from 36 to 45 respondents use lipstick. So here we see the prime customer of lipstick is the people who fall in the range from 16 to 25. so Unilever Bangladesh Ltd should pay more attention on this segment as well as the segment range from 26 to 35. 1.2: Occupation: the purchasing behavior depends on the occupation of the individual. For our research we are simply interested about public service, private service, student, Housewife and for making our questionnaire non force we have kept an option blank. Figure 1.4: Occupation analysis Among 50 respondents, 25 are students, 17 are private service holders, 5 are public service holders. 1 is housewife and 2 are others. In case of percentages about 50% of the total respondents are students, 2% are housewife, 34% are private service holders, 10% are public service holders and 4% are from other occupation. So we have targeted the right people who generally use or buy lipsticks. The Unilever Bangladesh Ltd needs to be  serious about customer like student because this is the big portion of the lipstick users. Students basically use or buy lipstick frequently. They are the main customer of the lipstick. The Unilever Bangladesh Ltd has other potential segment like Private Service professional and public service professional to pay the attention. Because this second and third highest portion of the target market. These segments would be a profitable one for Lakme. Figure 1.5: Brand according to occupation According to above table 25 students use lipstick , 1 housewife uses lipstick, 17 Private service holders use lipstick, 5 public service holder use lipstick and 1 respondent from other profession use lipstick. So Lakme should seriously consider the segment of student since it is the main target market, the private service professionals as it is a great potential segment for Lakme and public service professionals. 1.3: Social Gathering: the respondents of the target market are generally do not like to attend the social gathering very often. Figure 1.6: Social gathering According to our research about 44% of respondent are generally attend the social gather once a month, around 34% of the respondents attend social gathering twice a month, 10% of the respondents are attend different time, 2%, 2% and 8% of the respondents attend the social gathering once a week, more than 4 a month and less than once a month respectively. Since they do not attend the social gathering the Lakme can organize a informal chats or road show with its target market to get the feedback and to spread the positive attributes of Lakme lipstick to others. 1.4: Income: Purchasing ability depends on the individual income. People tend to buy more who has very high income. It is proven that higher class of the society buys more than another. In our survey there are 16% respondents have the income 40000 and above, 24% respondents have the income between 30000 to 40000, 30% respondents have the income between 20000 to 30000 and 14%, 14% and 2% of the total respondents have the income somewhere between 10000 to 20000, below 10000 and no income respectively. Figure 1.7: Distribution of the income According to figure 1.6 among 50 respondents, 8 respondents have the income of 40000 and above, 12 respondents have income between 30000 to 40000, 15 respondents have the income between 20000 to 30000, 7 respondents have the income between 10000 to 20000, 7 respondents have the income less than 10000 and 1 respondent does not have any income. Figure 1.8: Buying behavior according to income The individuals have the income 20000 to 30000 are very much eager to buy lipstick The target market who have income 30000 to 40000 and above 40000 are also interested to buy the lipstick. So Lakme should maintain the customer segment of who have income between 20000 and 30000 and also to influence the segment like who have income between 30000 and 40000 and above 40000. Leisure: Member of the target market does have variety in their leisure time. They just make them busy with numerous activities which they do often. Figure 1.9: Leisure activities According to figure 1.8 most of our target markets spend their time at home during the leisure time and some of them tend to go out in the leisure time. From above frequency distribution it has been found that about 36% of the total respondent watch TV or movies during the leisure time, about 16% of the respondents go to parties or concerts at leisure time, 2% play computer games, 10% of the respondents read story books at the leisure time, 6% of the respondents play outdoor games, 12% of the respondents hangout with their friends, 12% of the respondents read newspaper at the leisure time, 2% of the respondent travel at the leisure time and 2% of the total respondents do other thing during the leisure time. it is clear that most of the respondents enjoy their leisure time by watching TV or movies. So TV and electronic media has become main source of entertainment of the target markets. As Television has become the main source of entertainment at leisure time, Marketer can easily reach the target market. Newspaper can be an effective to reach the target markets. Unilever Bangladesh can publish or put their advertisement into those Television and Newspaper to efficiently manipulate the target markets. Going beauty parlor: Every one likes to be looked beautiful. In case of female this statement is the most appropriate one. The female segments like to go to Beauty parlor.