Martin Luther King, Obama, and Douglass Essay Example for Free

Martin Luther King, Obama, and Douglass Essay Countless have said that all men were created equal, but what about the prodigious black men of all time. Were King, Douglass, and Obama all created equal, or were these men chosen to be predestined for greatness? What constitutes greatness in politics? Names that come readily to mind, like Martin Luther King, Jr. , Frederick Douglass, and Barack Obama, are those who rose to inspire their countries in times of turmoil and change; so it seems that circumstances are just as important as character. Their personal characteristics, and even morals, differed widely but they were able to anticipate and articulate their nations needs and aspirations. One thing King, Douglass, and Obama, all three were involved with civil rights’ of all who were oppressed. These three men helped show America that a change was in order for all to feel free and all were created equal. Each of these three men became American Icons in many ways, such as King, Obama, and Douglass had prodigious speaking skills, leadership expertise, and opinionated dispositions. Obama, Douglass and King are revered in the sense that they led a major change in American History. Through their speeches and movements to the world, Obama, Douglass, and King, have directed a movement of change and optimism through the heart and soul of America. All three men are eloquent speakers, such as Frederick Douglass was not only a powerful speaker but a master of subtleties of the talent. Those who heard him were surprised at the sharpness of his mind, his self-confidence and ease on the podium, noting especially his skill at humor, imitation, and sarcasm. Such was his skill as a speaker that audiences began to doubt his credibility. Martin Luther King Jr. ’s public-speaking abilities, would become well-known as his importance grew in the Civil Rights Movement, developed slowly during his educational years, however, professors praised King for the powerful impression he made in public speeches. Barack Obama has awed the American people from the moment he ran for presidency. Many have written reviews about this great man such as â€Å"Last night our president delivered his first official state of the union address: he was brilliant. Years from now speech instructors will be playing tapes of his speeches for their students; in fact; it’s probably happening already on many college campuses. Years from now books will be written compiling many of his speeches; some given even before he became one of the most historic of all our presidents. From here on in Barack Obama will be the standard by which great speakers are measured. He is undoubtedly one of the best public speakers ever† (Hackshaw). All great speakers share a common trait: They learned to be great by studying those that went before them. Although people are enamored by the oratory skills of public figures from time to time, none was born with the ability to persuade or inspire. Speeches can be prepared for anyone, but it takes a person to be groomed or determined to succeed in those beliefs to make a person a great speaker. The inspirational voices came from wanting to make a change in history, the aspirations of each of the men, whether it was slavery abolishment, segregation, or economic decline. These great men made history in one way or another. Great leaders such as Douglass, King, and Obama, do not sugar coat reality, they engage the heart, refuse to accept the status quo, and create a sense of urgency. In fact, many would say that this is the defining characteristic of real leaders. Douglass was considered one the great leaders of his time, not only did he campaign for the abolishment of slavery, he later began campaigning for women’s rights. Douglass was leading and gifted in the anti-slavery movement. Born a slave, Douglass managed to educate himself, grasp the ideologies that allowed slavery to succeed in America, identified the way to free himself at a very early age and not only freed himself but helped others along the way. He set a determined goal of seeing American slavery abolished in his lifetime and he saw his goal accomplished. Douglasss courage, intellectual honesty and independence propelled him from slave to orator, editor and intellectual leader. Average leaders focus on results, and thats it. Good leaders focus also on the actions that will get the results. And great leaders focus, in addition, on the reactions that will drive these behaviors. One emotion that shapes our behavior is anger, and Martin Luther King Jr. , knew of the power that came packed in this emotion. King had reason enough to be aggravated, time and again. He was physically threatened and attacked by prejudiced people, repeatedly jailed by state authorities, sometimes on trivial traffic violations, harassed by the FBI, and even criticized by fellow black leaders who favored more violent forms of resistance. Peter Ling studies Kings leadership role during his fight for harmony and justice and states, â€Å"There were many leaders in the civil rights struggle, but Martin Luther King was more than just the most conspicuous and eloquent among them† (Ling). President Barack Obama, in his State of the Union address, showed the country why he is without question the best individual to lead this country in this time in our history. He was eloquent, forceful, realistic, honest, and inspirational. Only those people who watched through their masks of hate can say otherwise. There were many highpoints for me and below are some quotes that were particularly good. â€Å"Despite our hardships, our union is strong. We do not give up. We do not quit. We do not allow fear or division to break our spirit. In this new decade, its time the American people get a government that matches their decency, which embodies their strength† (Transcript: Obamas first State of the Union speech). Great leaders are not passive; leaders are active and are unwilling to accept to the circumstances. Leaders are impatient, in a good way and refuse to just sit by and let things take their natural course. Many have a sense of urgency and communicate it very well. Each of these men has an opinionated personality. This is what made all three men great. Many people may ask, â€Å"What is an opinionated personality? † An opinionated personality is considered, someone who isnt afraid to give their personal opinion. It doesnt have to be a bad thing. Its just someone that doesnt stay quiet, if a person doesn’t agree with something. One great example is when Martin Luther King Jr. wrote in his â€Å"I have a Dream Speech,† King wrote, â€Å"Actually, we who engage in nonviolent direct action are not the creators of tension. We merely bring to the surface the hidden tension that is already alive. We bring it out in the open, where it can be seen and dealt with. Like a boil that can never be cured so long as it is covered up but must be opened with its ugliness to the natural medicines of air and light, injustice must be exposed, with all the tension its exposure creates, o the light of human conscience and the air of national opinion before it can be cured (Shelly). Frederick Douglass voiced his opinions on slavery, no matter the cost, such is shown in this excerpt, â€Å"I have taken a sober view of the present anti-slavery movement. I am sober, but not hopeless. There is no denying, for it is everywhere admitted, that the anti-slavery question is the great moral and social question now before the Ameri can people† (Koeller). Douglass, King, and Obama have all the characteristics of men who believe in the things they speak about. Their opinionated voice resonates with all Americans even from the grave. Many Americans have listened to the speeches performed by all of the three men and felt the emotion that was made to pull your emotions to the front. President Barack Obama is probably one of the most opinionated people, but is not all Presidents or politicians for that matter. Their opinions and views are what gets them elected into government positions. Out of all the speeches given by these three great men, the emotions and personal interests come out and make people feel that a change is needed. Obama came at a time when America was eager for a change, but King and Douglass had to suggest the change, for all white Americans were content with the world. Most of us, being United States citizens, would like to believe that everyone in this country is living in conditions of utmost freedom and equality. Although according to the constitution this is true, anyone who has ever been the victim of oppression knows not to take equality for granted. Our society has slowly grown to accept the different types of people that live in our country; it is now a lot less common to see people s rights such as freedom and equality being abused. This would not be possible without the perseverance of many great men and women, who have strived, against all odds to make those beliefs come true. Frederick Douglass and Martin Luther King Jr. , would never have dreamed that one day a black man would become president. The day that President Barack Obama was sworn into office was a great stride for all black Americans. This showed that the world today had hanged and was not the same it used to be in the 1800’s or even in 1950. It takes a lot to stand up to adversity and make a stand, to voice your beliefs in front of millions who disagree with the color of your skin. Obama said it best in this quote, â€Å"It’s been a long time coming, but tonight, because of what we did on this day, in this election, at this defining moment, change has come to America† (Johnson). Through great leadership comes great responsibility and King, Douglass, and Obama, all took on this responsibility to make the world a better place for all Americans. Today we are a United Nation, of all races and colors, all having equal rights. Some still have trouble letting go of those beliefs that one race is more dominate than the other, but it has almost become a thing of the past. America will go through many more changes in the future, it is exciting to set and dwell on the times and changes to come. Will Obama hold up to his promises? Has Obama accomplished enough of his goals for re-election? Will gay marriage be accepted? These are the questions people ask today. Which change will be coming in the future?

Bringing Technology To Early Childhood Education

Bringing Technology To Early Childhood Education There have been studies conducted on bringing technology to early childhood education. There has been seen benefits on introducing technology to early education but they were able to see some difficulties and disadvantages in doing so. The researcher is trying to find out the different advantages and disadvantages and see which outweighs, benefits or the shortcomings. The function of technology in early childhood education, birth to age eight, is a contentious matter. Parents and educators are concerned regarding possible benefits or damages to young children. Critics argue that technology in schools wastes time, money, and childhood itself by getting a move on the pace and cutting down on important learning practices (Cordes Miller, 2000; Healy, 1998). Supporters propose that children should have the benefits that modern technologies can offer. Considerate observers are worried that at the same time as exciting and potentially valuable things are occurring with children and computers, we may not be utilizing these tools in the paramount ways, or acquiring the results we expect (Healy, 1998; Kleiman, 2000). The topic is from time to time presented as a simple question: Should my students, my children, make use of computers or not? While this query is valid, the questions are broader and more complicated. Computers are by now in homes and classrooms, and little children are using them. Additional helpful question is what are suitable and important uses of technology with children? Furthermore, given that technology is being used, how can teachers take advantage of the capacity of these tools to improve childrens learning and growth, while keeping away from possible problems? Research proposes suitable and efficient uses of technology in early learning and offers guidance in deciding on the tools and making the environment necessary for profitable technology use. Studies point to how technology can be used to hold up and promote the growth and education of preschool and primary age children. The significant factor is a fair method to technology in learning, with considerate preparation to give for the significant needs of early days. Vygotsky (1978) states that, childrens learning begins long before they attend school and that any learning a child encounters in school always has a previous history. According to the Harvard University Scientific Council on the Developing Child (2007) the quality of a childs early environment and the availability of appropriate experiences at the right stages of development are crucial in determining the strength or weakness of the brains architecture, which, in turn, determines how well he or she will be able to think and to regulate emotions. It is important to get an understanding of the preschool environment about the way the children learn and that the social and intellectual characteristics of teachers and parents have an influence on the children (Vygotsky, 1978). Vygotsky (1978) further argues that there is a difference in the way preschool and school children learn. Children are born as being inquisitive, energetic, passionate motivated, risk taking, thinking and do the impossible, creative, can see the end product, try over and over again and can learn through mistakes (Peel Prinsloo, 2001: 5). Conezio French (2002) states that many early childhood teachers are hesitant about introducing science in their classrooms, often because of their own unpleasant science education experiences. Statement of the problem: Is it beneficial when technology is injected to children in early education? How does technology, being part of the curriculum, become an improvement in teaching methods? Does technology help children build interest to learning? How does this help the children in being participant in school? Is it the right timing for children aged 6 and below to learn with technology around them? What are its implications in terms of learning? Literature Review Studies show that when computers are located in the classroom, childrens developmental gains from using appropriate software are significantly greater than when they are in a computer lab (Davis Shade, 1999). Reasons cited include: Limited exposure to computers when they are placed in labs The tendency to use drill-and-practice software in labs, while more tool-oriented software is used in classrooms Less collaboration and peer tutoring in lab settings Other studies offer additional support for locating computers in the classroom: Using a computer laboratory pulls children out of their usual setting and takes away other rich options (Bredekamp Rosegrant, 1994) Using a program as whole-group instruction, common in a lab setting, denies the computers power as an individual teaching tool (Bredekamp Rosegrant, 1994) Computers within the classroom enable children to use or not use them as they wish (Davidson Wright, 1994) As detailed in the Social and Emotional Development section, arranging the classroom to allow and encourage conversation around the computers is essential in creating opportunities for student interaction. High-quality pedagogy and rigorous learning aims should direct the option of materials and tools, as well as technology, to be utilized in learning activities (Bredekamp Rosegrant, 1994; Davis Shade, 1999). Whatever materials or tools are best suited to the activity will be used; sometimes computers are the best tool for the job, and sometimes they are not; the secret is knowing the difference (Davis Shade, 1999, p. 237). Computers are powerful tools that, as with other technologies, are most beneficial when used as a natural part of the learning experience. This includes: Integrating computers into the classroom environment Using them as a part of the ongoing curriculum Applying their use to real problems for a real purpose (Davis Shade, 1994) Written language, like oral language, is learned by doing things with words in the real world, using language for a purpose (Novick, 1998). Early childhood classrooms encourage written literacy by providing materials to use in pretend play, and by encouraging children to express themselves in writing (IRA NAEYC, 1998). Studies indicate that word-processing software encourages writing, and leads to increased motivation and improvement in writing skills. Computers and writing programs can be used with preschool aged children to explore written language, and their use can be successfully integrated into process-oriented writing programs as early as first grade or kindergarten (Clements Nastasi, 1993). Such software: Provides critical support, or scaffolding, for young writers, enabling them to perform tasks they could not perform by themselves (Clements Nastasi, 1993) Allows children to compose longer and more complex stories and worry less about mistakes (Davis Shade, 1994) Facilitates positive attitudes toward writing and word processing among children from kindergarten through primary grades (Clements Nastasi, 1993) Encourages students to write more, more effectively, and with greater fluency (Apple Classrooms of Tomorrow, 1995) Helps children gain confidence in their writing and increases motivation to write more when using computers than with paper and pencil (Clements Nastasi, 1993) Computers also provide students a private place for practice while learning, without fear of public failure. Especially during the primary grades, when children are expected to acquire an acceptable level of mastery of mathematical content and literacy, the computer can serve as a supportive tool for those children who have more than average difficulty succeeding (Bredekamp Rosegrant, 1994, p. 59). Preschool teachers bring experience with children, knowledge of the limits imposed by the curriculum frameworks and flow of life in kindergartens. They also need to master a number of practices and to be aware of preschool technology experiences and their importance in subsequent school development. They also have to be adaptive learners. One of the teachers role is to gain access to the childrens ideas about technology and to make the right decisions on how they can be developed. The main goal of education should be seen in the development of intellectual and creative abilities of students. Piaget (1929) worked on how childrens ideas develop. Recent studies (Raper et al 1987, Reiss 1993) show that effective teaching and learning depend on childrens existing ideas and subsequent good teaching. So, the way teachers accept and teach technology is very important to young children. New Technologies (NT) provide new opportunities to the teaching and learning process. Researchers (Clements 1994, Shade et al 1990) have shown the gains and the obstacles of the use of technology in education. It is noticeable, that they all agree that technology is a useful tool in the teaching process when it is not misused (Aubrey 1994, Campbell et al. 1992, Shayer et al 1981). As preschool educators become active participants in a technological world, they need training and support to find ways to incorporate technology into their classrooms. So, education on NT to preschool teachers is an important factor of applying technology to childrens classroom. Young children have needs that are real and different from those of older children and adolescents. Children from birth to age eight are learning rapidly, using all of their senses and their entire bodies to take in sensations and experience the world around them. During this period of their lives they learn through their play and exploration across five essential developmental dimensions (Kagan, Moore, Bredekamp, 1995). These dimensions include: Social and Emotional Development. The ability to form and sustain relationships gives meaning to learning experiences. Responsive interactions provide a sense of well-being that enables children to form attachments with others and participate positively in educational activities. Language Development. Language empowers children to participate in both the cognitive and affective parts of the educational program. Experience with written and oral language provides children with the tools to interact with others, and to represent their thoughts, feelings, and experiences. Physical Well-Being and Motor Development. A childs health is connected to preparedness for and performance in learning activities. Healthy children are able to focus on and actively engage in experiences crucial to the learning process. Cognition and General Knowledge. Children need opportunities to interact with the people and objects in their environment, and to learn from their surroundings. Experiences and interactions with peers and adults allow children to construct knowledge of patterns, understand relationships between objects or events, and learn ways to solve problems. Approaches Toward Learning. Children can be successful learners in many different ways. By understanding the predispositions and learning styles that influence a childs response to learning opportunities, adults can encourage and increase engagement. Childrens activities and experiences with computers will evolve over time as they grow and develop. Very young children often use computers with help from an adult or older child. As they mature children use computers more independently, and the teachers role moves from guidance toward monitoring and active facilitation. Young children learn through exploration and discovery. If computers are used with children in kindergarten, preschool, or child-care settings, the computer should be one of many activity choices they can explore (Bredekamp Rosegrant, 1994). During choice time, for example, a computer center may be one of several options. Children frequently use computers for short periods, then become interested in another activity. Three- to five-year-olds generally spend about the same amount of time at a computer as they do on other activities such as playing with blocks or drawing. They are more interested and less frustrated when an adult is present, and much of the computer use will be facilitated or mediated by the teacher, which is consistent with best practice at this level (Clements Nastasi, 1993). For this age the value of the computer is in its open-ended use, not in creating a product (Davidson Wright, 1994). The teachers role is to create an environment in which children become aware and explore, and then act to support their exploration and inquiry in many different ways. Software programs for this age group should be limited in number and appropriate for childrens skill level and the intended use. As children become more able to read and write on their own they are not limited to icons and pictures on the screen for understanding. More opportunities for independent use become available with increasing language and literacy skills. For example, simple word processors become important educational tools as children experiment with written language. The teachers role is to set up the environment and activities, matching technology use to the curriculum as well as to the childrens needs and interests. The teacher is less involved in directing the activities, and more involved in monitoring student activities, intervening as necessary to guide and pose questions that encourage thinking. Research Procedure (Methods) The researchers plan to have an evaluation on the students before and after the technology is integrated in the curriculum. The evaluation before introducing technology will help us determine the effect on the performance of the students. The researchers will be asking help from different teachers and well-known specialists on early childhood education. Population and Sample One classroom, which is composed of 30 students, will be the evaluated. The 30 students will be subdivided to different level of thinking and characteristics. This will be enough for the researchers to have an accurate finding and results. Research Design The design of the study is a correlation research since it is intended to determine: first, the relationship of technology to the augmentation of the performance of the students; second, the effectiveness of the incorporating in the curriculum the technology on increasing good competency in terms of grades and performance. It is also a qualitative study for the researchers will be conducting interviews regarding on the attentiveness of the students due to the introduction of technology mixed with their program. Instrumentation and Data Collection The researchers visited the [Insert name of University Library or City Library] for journals, articles and studies needed for the research paper. The researchers gathered time-series data from different physical training institutions to assure of its validity and consistency. The primary data will be gathered using quantitative method, as this is best useful with questionnaires. The use of quantitative method will be appropriate for the research because the results in the questionnaires consist of numerical information, mostly based from the ratings included in the questions. Quantitative methods are used to provide reference to numeric calculations and are often used with questionnaires that have a specific goal and a target to achieve. This is helpful in the research, and its instigation in the process needs to be further culminated so that the problem is solved with efficiency and precision. In gathering data, the researcher would like to clear certain ethical issues that might hinder the processing of data. First, confidentiality will be kept at all costs. As the main reason why questionnaires will be used in the research is for the respondents to feel secure and to be assured that their answers will not be related to who they are. There may be instances wherein the respondent will divulge information that will be detrimental to the company, or to its competitors, depending on the case. Hence, there is a better chance at more responsive respondents if they can be assured of their confidentiality. Second, the Data Protection Act will be followed at all costs. The compliance with the act will be transparently said to the respondents so that they are further assured that anything they say in response to the questions asked them will only be used for the benefit of the research and not in any other practices. It should also be clear to the researcher that any information regarding the respondents cannot be released to anyone who is not immediately connected with the research unless permission from the subject respondent has been secured beforehand. Third, the research must always bear in mind the objectives of the study and never stray away from them. A researcher who has no definite purpose in doing the research is going nowhere and is exerting effort in a research that is not delimited properly and punctually. The purpose of the research is explicitly stated at the beginning of the research and is implied in every step of the realization of the research so as to not delineate the researcher from his goals. Lastly, the researcher must opt to practice objectivity. As the researcher, he is expected to keep an open-minded approach to the topic, keeping from his mind and personal bias in the subject matter or on the people involved. The reason for doing research is to test existing information, validate, prove or disprove existing ideas, or to test the limits of a certain prospect. Given this simple definition, it is clearly seen that in no form is the personal opinions of the researcher expected to hinder in the subject. Any act that might be biased or subjective will hint of the researchs failure to achieve its goals. Planned Method of Analysis The researchers plan to analyze the different test conducted through constant evaluation of the trainers and how they perform. There will be a weekly evaluation in terms of how the training last, and the effect of it to their performance in the field. The performance in the field will be evaluated by the players stamina, body agility, and resistance. Conclusion Technology is an instrument that can offer another way for children to study and add up to their world. Computers can be utilized in expanding suitable ways that are helpful to children, or they can be misrepresented, just as blocks or any other resources can be tainted. And just as pencils do not substitute crayons but rather offer additional methods of expression, computers, or cameras or some other varieties of technology, do not substitute other tools but increase the selection of tools accessible to children to search, generate, and communicate. When used appropriately by skilled teachers, technology can support and extend learning in valuable ways and can increase educational opportunities for children. The key is finding the balance, knowing how to align the elements of a healthy childhood with the unique capabilities offered by technology. Preschool teachers bring experience with children, knowledge of the limits imposed by the curriculum frameworks and flow of life in kindergartens. They also need to master a number of practices and to be aware of preschool technology experiences and their importance in subsequent school development. They also have to be adaptive learners. All teachers found the course very interesting and worked on computers very hard. At the end of the course they learned how to write an essay on a computer and they became comfortable and confident in using computers. The problem they had to face at the beginning of the course was that they were not familiar with computers and NT. For some of them it was their first time to learn how to use a computer. Another problem they had with computers was the linguistic one. Some teachers did not know English very well and others knew foreign languages other than English. So, they had to learn at least the basic English terminology we use for computers before using the Internet. At the end of the course, technology proved for these teachers, as a tool for communication and collaboration amongst them and also a tool for teaching children. Telecommunications and the Internet enabled preschool teachers to obtain information about children in kindergartens from around the world and interacted with distant experts and peers. They collaborated on classroom projects and they learned how to use computers and technology in the future. Pedagogical considerations behind the course have shown that teachers become confident using NT when they practice on them at least once or twice a week. So we can conclude that technology is a powerful tool for professional development.

Bilingual signs in the Alsace area

Bilingual signs in the Alsace area Introduction The focus of this essay is on the bilingual signs in the Alsace area. The Alsace, like all of France, is officially monolingual. Even so, in towns such as Strasbourg, Mulhouse/Mà ¼hlhausen or Colmar bilingual street signs have been noticed. Interest in German and Alsatian dialects, repressed until the 1970s, has recently increased. However it may be too late as Alsatian is no longer widely spoken by younger generations. Alsatian may be relegated to an antiquarian curiosity and as such is no longer a threat to French nationalism. This essay presents some primary data in the form of photographs of street signs and demonstrates that there is a pattern to these signs. Bilingual signage only appears in the historic centre, where outside of this the signs are monolingual. Therefore installing street name signs in both French and Alsatian/German may be a tourist draw rather than a genuine attempt to increase the awareness of the language. Bilingual Signs The linguistic landscape is defined as the signs on buildings and shops, road signs, street names and advertising billboards within a geographical territory, which serve the function of conveying information and also a symbolic function (Cenoz Gorter, 2006; Landry Bourhis, 1997). The symbolic function that is served is to promote the language and thus the identity of a minority. Where in previous generations, the dominant culture would obliterate the language of a minority culture living within its confines, either deliberately or simply due to a lack of concern, in the current multicultural climate, minorities are celebrated. Sohamy (2006) refers to language battles taking place between top-down and bottom-up approaches. The top-down approach is from government, public or economic facilities, where bottom-up is when those of an autonomous status such as local business and private citizens initiate the action. These two approaches interact and this is where Sohamy suggests that the battles for control arise. In terms of bilingual signage, these battles would be fought on the linguistic landscape with shop signs being in one language and road signs being in another for instance, or road signs being bilingual and shop signs monolingual. The appearance of language in the public space serves as an important mechanism through which language battlesà ¢Ã¢â€š ¬Ã‚ ¦ take place. Thus, the public place serves as a tool in the hands of different groups for the transmission of messages as to the place of different languages in the geographical and political entities and for influencing and creating de facto language realities. (Sohamy, 2006, p.111) These battles may erupt into criminal behaviour such as the defacing of road signs where the language which is considered unacceptable is obliterated (Chen, 2007). These are civil disobedience actions by people with national pride and pride in their language as a symbol of their nationality, and these actions would be the result of a bottom-up process. In Wales the focus has shifted in recent decades from bottom-up actions like these to a top-down process whereby the government and all official signs must legally be bilingual. A bottom-up protest in Wales now would be a monolingual English sign erected by a shopkeeper who does not wish to pay for translation services. The impact of the bilingual signage in Wales is that drivers take longer to read the sign than if it were monolingual in their dominant language (Jamson, 2004). However, even with this safety concern, and given that there are no longer any Welsh speakers who do not also speak English, it remains politically expedient to oblige all official signs to be bilingual in Welsh and English rather than monolingual English (Merriman Jones, 2008). Thus Wales is officially a bilingual country with a unique history of language activism. The Welsh language has a much stronger position than other minority European languages such as Basque. The Welsh bilingual signs are no longer designed to be quaint or attract ethnic tourism as they may have been in the past (Pitchford, 1995). Other minority European language speakers may still be patronised in this way and have looked to Wales as a model for challenging this attitude. The Alsace Context The Alsace is an historically disputed geographical area between France and Germany. It is an area of linguistic contact between the two dominant languages French and German, and has a unique and complex history of cultural conflict, military occupation and political domination (Kegel, 2003). Since the fifth century AD when the area was occupied by two Germanic tribes, German dialects have been spoken in this area. The Vosges mountain range to the West have served to isolate the population from the French and kept Alsace on the German side of the Germanic-Romance language border. Even when Alsace was officially French it has been easier to travel to Germany rather than into France as recently as the 1970s (Rademaekers, 1973). During the 70s Alsatians had access to television channels from both France and Germany. Most Alsatians at that time spoke both French and German and 80% also spoke Alsatian (Hessini, 1979). However in recent years there has been a decline in use and it is repor ted that younger generations do not speak Alsatian (Bister-Broosen, 2002). French is the state language, is used in education and officialdom, and parents are reluctant for their children to miss learning French as a native tongue due to this prestige. As languages, French and German are considered to be mutually exclusive, French being a Romance language. Alsatian is a Germanic dialect, derived from the Alemanni who settled in the area in the fifth century, and is understood to be German with French borrowings (Hessini, 1979). In fact it has been seen that there are appreciable differences between the dialects in different areas of Alsace and Lorraine, although the whole area is said to speak Alsatian (Judge, 2000). Alsatian was never a written language; Gutenbergs printing press in 1440 precipitated the standardisation of written German. The dialect that was chosen to be the written German was the one considered to be most easily understood by all Germanic dialect speakers. This then became the official and prestige German language and other dialects dwindled. German is the literary medium for the unstandardized Alsatian dialect (Hessini, 1979). The region of the Alsace has changed allegiance or been invaded numerous times through wars between France and Germany, and always seems to be on the losing side (Rademaekers, 1973). Between 1870 and 1945, the Alsace experienced five different changes of nationality, each of which required a change of official language (Vassberg, 1993). It has been French since the end of the Second World War and although Alsatian as a language has more in common with German than with French, as a French province, French has been the official language and Alsatian has been repressed until the 1970s. For example, French educational authorities have forbidden the teaching of German-language courses in Strasbourg primary schools. (Rademaekers, 1973, online). France has become more multicultural in recent years, with bilingual education being introduced, however there is a strong historical context for this monolingualism which stems back to the time of the French Revolution: a nation state which built itself on the principle of one language, one nation. This has meant that all citizens must share the same language in order to be equal before the law; plurality of languages or dialects was felt to be a threat to the cohesion of the nation and for two centuries linguistic policies were based on the elimination of dialects. (Hà ©lot, 2003, p.255) Thus the elimination of Alsatian has been a deliberate policy of French government. In recent years attitudes have changed due to the acknowledgement that learning a second language while young will enhance a childs educational prospects and later their employment prospects (Hà ©lot, 2003; Judge, 2000). However it may well be too late for Alsatian to continue to exist as a language in its own rig ht. If it is no longer spoken, then it will be doomed to become something quaint and old-fashioned, only reeled out for specific purposes (Bister-Broosen, 2002). Alsatian as a spoken language is used on some radio and television, but in all written formats, e.g. education and newspapers, German is used in its place (Judge, 2000). There has not been political language activism in the Alsace in the same way as there has been in other European countries, such as Wales described above. In the 1970s there existed a small-scale group Front de lAlsace libre and there now exists an Alsace dAbord movement which promotes bilingualism on all levels (Judge, 2000). However this is also a small movement and is described as an extreme right-wing movement playing the regionalist card to gain support (Judge, 2000). The supremacy of French in France continues to be absolute, and has been confirmed by Article 2 of the new Constitution of 22 June 1992. This article states that the language of the Republic shall be French. Elected regional authorities use only French. However they do now provide financial aid for the teaching of standard German in Alsace and in 1993 set up the Office rà ©gional du bilinguisme dAlsace (Regional Office for Bilingualism in Alsace). Public and semi-public services are provided solely in French, this includes telephone bills and receipts, telephone directories, hospital signs, electricity bills, post-office and police-station signs (Euromosaic, 2009). Oral communication between the authorities and the public is generally in French, as public employees tend not to be natives of Alsace. In common with other areas in Europe, there is a great deal of geographical movement and there are many other languages spoken in this area not only French, German and Alsatian, including non-European languages. Primary Source Analysis Street Signs in Strasbourg Street signage in Strasbourg has since 1991 begun to be bilingual in French and German. As has been previously mentioned, Alsatian has no written form, and standard German is used in its place, therefore on street signs it would be difficult to distinguish whether they are Alsatian or German as both are the same when it comes to written format. Bilingual signs are also seen in other Alsatian towns such as Mulhouse/Mà ¼hlhausen or Colmar. However, this analysis will concentrate on Strasbourg. On analysis of these street signs, their location and purpose, it might be said that the sign makers are paying lip-service to Alsatian rather than a genuine attempt to reinstate the language. This primary source analysis will begin with street name signs in the historic centre of Strasbourg and will move on to general road signs around Strasbourg for comparison, and signs for the river Rhine. It will then move on to a discussion of the use of bilingual signs, including their patterns and prevalence and opinions on their use. Bilingual Street Name Signs in the Centre of Strasbourg Figure 1 Katzegass (source http://www.lexiophiles.com/english/france-%E2%80%93-belgium-bilingual-road-signs) In Strasbourg, an important and historic street Rue Du Chat (Cat Street) is also signed as Katzegass. It can be seen from the photograph in Figure 1 that the French sign is clearly older than the Alsatian/German. Both in style and condition, the French is seen to be the original with the newer German sign placed above. Figure 2 Isernemannsplatz (source http://www.grenzen.150m.com/strasbourgGB.htm) Another historic street in Strasbourgs tourist centre is Place De LHomme De Fer (Iron Mans Square). Figure 2 is a photograph of the two new signs that have replaced the old monolingual sign, the aperture clearly visible beneath the two signs. In this case, both new signs have been produced in the same style although different lettering is used. The French is in capitals and is placed above the Alsatian/German which is in italic script. This photograph was taken in 2001. Road Sign Examples Figure 3 Arrival to Strasbourg on the French side (source http://www.grenzen.150m.com/strasbourgGB.htm) Figure 3 is a photograph of a monolingual French sign Communautà © Urbaine de Strasbourg (literally translated as Urban Community of Strasbourg or City of Strasbourg). This photograph was taken in 2001 on the French side of Strasbourg, on entering the city. Figure 4 Arrival to Strasbourg on the German side (source http://www.grenzen.150m.com/strasbourgGB.htm) Figure 4 depicts a monolingual German sign on arrival to Kehl, a district of Strasbourg on the German side, and Figure 5 is a photograph of a monolingual German sign leaving Kehl and travelling through Strasbourg towards France. Comparison of Figure 3, 4 and 5 demonstrates that directional signs in Strasbourg are monolingual French on the side nearer to France and German on the side nearer to Germany. Figure 5 Leaving Kehl towards France (source http://www.grenzen.150m.com/strasbourgGB.htm) Signs for the River Rhine Figure 6 Leaving Strasbourg (source http://www.grenzen.150m.com/strasbourgGB.htm) Leaving Strasbourg, a monolingual French sign indicating le Rhin (the Rhine river) is depicted in Figure 6. And Figure 7 depicts a German sign for Rhein the same river but seen from the German side. Figure 7 Leaving Strasbourg near the Europabrà ¼cke (source http://www.grenzen.150m.com/strasbourgGB.htm) Therefore it can be seen in comparing Figures 6 and 7, that signs for the river are monolingual in French or German depending on which side of the river is being signposted, rather than being bilingual. Patterns and Prevalence of Bilingual Signs Strictly speaking, Figure 1 and Figure 2 are not images of true bilingual signs, they are both images of two monolingual signs placed together. However due to the close proximity of these signs, and due to the fact that there are no true bilingual signs to be found, i.e. two languages on one sign, these will be classed as bilingual signage in this analysis. From these seven images it can clearly be seen that in signage other than street names, the signs in the Strasbourg area are monolingual. Given the cultural and historical significance of the Rhine river, it may be expedient to use bilingual signage for this, however as these photographs (taken in 2001) indicate, this has not been the case. It appears that the only examples of bilingual signage to be found in Strasbourg are in the historic centre, which may be considered the most tourist-visited area. Thus the patterns of signs in this region appear to be German on the side of the city nearer to Germany and French on the side nearer to the rest of France. This includes road signs for the towns and areas and for the river. In the centre there is bilingual signage for the street names. Opinions on Bilingual Signs People do not believe that the French government will promote the use of German. For instance there is little funding available for research projects into German in French universities. There is little encouragement to use written or spoken German in public life; there is little acknowledgement of German as contributing to Frances cultural richness. People are discouraged from giving their children names that are too German although proper names and place names have remained in their traditional correct German form (Euromosaic, 2009). Public notices, door signs, hospital signs, school and trade signs are all in French. As can be seen from this primary source analysis, monolingual German road signs are only evident on the German side of the city. Euromosaic (2009) reports that a number of Commune authorities in France have begun to install bilingual street signs and that these usually appear in historic town centres. This is reportedly due to public pressure, and in Strasbourg this pressure group is referred to as Action-Pirate. The appearance of these signs in historic tourist areas appears to be a salve to indicate government support of a language that no longer presents a challenge to the dominant language of the state. If it is limited to use on street name signs, it become folklorique and antiquarian. It may be the equivalent of the English Ye Olde Teashoppe signs which are understood to be a reference to cultural history rather than a genuine attempt to reinstate a dead form of the language. This may be a cynical view, however with no evidence of bilingual signage outside of these tourist areas, as might be seen in a true bilingual country such as Wales, it is clear that the French authorities are making no effort to support the use of Alsatian in the Alsace. Instead it appears that the language is used as a gimmick to attract ethnic tourism. Conclusion This essay has analysed the prevalence and patterns of bilingual signs in Strasbourg. It has been seen that bilingual signage only appears in the historic centre, where outside of this the signs are monolingual. The conclusion drawn from this is that these signs form a gimmick to be used as a tourist draw. These signs are top down in Sohamys (2006) mechanism, and have a purpose other than simply naming the street. As part of the linguistic landscape, they point to the cultural history of the space rather than being needed for directional purposes.

Pros and Cons of the Euro :: Finances Money European Currency Essays

Pros and Cons of the Euro The United Kingdom will not join the single European currency with the first wave of countries on 1 January 1999. The Chancellor of the Exchequer, Gordon Brown, said in October that, although the government supported the principle of the single currency, Britain would not be ready to join at least until the second wave of countries join in 2002. He added that the UK should, however, begin to prepare for monetary union. There are many possible advantages and disadvantages that the government had to consider: Advantages: 1. A single currency should end currency instability in the participating countries (by irrevocably fixing exchange rates) and reduce it outside them. Because the Euro would have the enhanced credibility of being used in a large currency zone, it would be more stable against speculation than individual currencies are now. An end to internal currency instability and a reduction of external currency instability would enable exporters to project future markets with greater certainty. This will unleash a greater potential for growth. 2. Consumers would not have to change money when travelling and would encounter less red tape when transferring large sums of money across borders. It was estimated that a traveller visiting all twelve member states of the (then) EC would lose 40% of the value of his money in transaction charges alone. Once in a lifetime a family might make one large purchase or transaction across a European border such as buying a holiday home or a piece of furniture. A single currency would help that transaction pass smoothly. 3. Likewise, businesses would no longer have to pay hedging costs which they do today in order to insure themselves against the threat of currency fluctuations. Businesses, involved in commercial transactions in different member states, would no longer have to face administrative costs of accounting for the changes of currencies, plus the time involved. It is estimated that the currency cost of exports to small companies is 10 times the cost to the multi-nationals, who offset sales against purchases and can command the best rates. 4. A single currency should result in lower interest rates as all European countries would be locking into German monetary credibility. The stability pact (the main points of which were agreed at the Dublin summit of European heads of state or government in December 1996) will force EU countries into a system of fiscal responsibility which will enhance the Euro's international credibility.

Machiavelli’s Principals and NAFTA :: Outsourcing, Offshoring, Free Trade

"Therefore if a prince wants to maintain his rule he must learn how not to be virtuous, and to make use of this or not according to his need." 1 Thus wrote Niccolà ² Machiavelli almost five hundred years ago in his handbook to the Prince Lorenzo De’ Medici. Whether Machiavelli wrote these words in a desperate attempt to win a position as advisor or whether he hoped in truth to trap the prince with false advice we can only guess from afar. Yet his book offers both advice and food for thought for today. In the last chapter of the book he offered a dream for a new Italian Moses, someone to free Italy from foreign control. Whether this was Machiavelli’s passionate dream or simply bait for the prince, we are now embarking on what may well be the opposite: the selling out of our own country to foreigners in the dream of one unified North America. It is exactly what Prime Minister John A. Macdonald called "veiled treason" in 1891. 2 If you, Mr Mulroney, are to continue in thi s decision Machiavelli’s principals of heartlessness and purpose may be invaluable. Machiavelli warns when a principality invites a new ruler in, expecting to improve their situation they will likely be disappointed and then rebel against the ruler. In Machiavelli’s time this would have meant a full and bloody rebellion, but think how much easier it is now! The people have only to vote at the election, and do not need to remind you that in the most recent election you had only 43% of the vote. The majority of the people are against you, and this is dangerous. What is it you promise the people, and can you provide? You need not fear giving your word lightly, and I doubt anyone today truly expects you to keep all your promises. Yet still there must be something for you to offer in the end. "The common people are always impressed by appearances and results. In this way there are only common people, and there is no room for the few when the many are supported by the state." (101) The immediate problem with NAFTA, as I see it, is a shift in the tax burden from the manufacturers to the people. Retired judge Marjorie Montgomery Bowker has suggested that by 1998, when NAFTA will be fully implemented our lost revenues will be 24 billion.

Computer Aided Instruction (CAI) Essay

According to the documentation in Misunderstoodmind, â€Å"Math disabilities can arise at nearly any stage of a child’s scholastic development. While very little is known about the neurobiological or environmental causes of these problems, many experts attribute them to deficits in one or more of five different skill types†. These deficits can exist independently of one another or can occur in combination. All can impact a child’s ability to progress in mathematics. Many students, despite a good understanding of mathematical concepts are inconsistent at computing. They make errors because they misread signs or carry numbers incorrectly, or may not write numerals clearly enough or in the correct column. These students often struggle, especially in primary school, where basic computation and â€Å"right answers† are stressed. Often they end up in remedial classes, even though they might have a high level of potential for higher-level mathematical thinking. Electronic Learning (E-Learning) includes all forms of electronically supported learning and teaching, which are procedural in character and aim to effect of knowledge with reference to individual experience, practice, and knowledge of the learner. E-Learning is essentially the computer and network enable transfer of skills and knowledge. E-Learning applications and processes include Web-based learning, computer based learning, virtual education and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio. Computer Aided Instruction (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways. Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Presented with this development, the proponents intend to propose to develop an Electronic Learning (E-Learning) in mathematics to the interest of the students of STI College Sta. Maria and helping them to make preschool mathematics more enjoyable and interesting. 1.2 Problem Statement 1.2.1 General Problem How will the proponents develop an Electronic Learning (E-Learning) in Mathematics subject for Pre-school of Parada Elementary School that will help the Pre-school students to learn in a fun way. 1.2.2 Specific Problem * How will the proponents create a system that can provide an effective lesson by integrating graphics, animation and sounds. The use of traditional teaching method to present the Mathematics subject causes boredom for the students on learning Mathematics. Students find it hard to learn and cope up with the traditional method of teaching. * How will the proponents incorporate subject outline based on the topics in Mathematics. Contradiction of lesson may occur if the system is not based on the school curriculum for mathematics. Without incorporating curriculum based Mathematics topics, certain school violations will be encountered by the proponents such as straying from the Mathematics curriculum of the school. * How will the proponents create a webpage wherein the student will be able to cope up with the lesson even if he/she fails to attend the class. There are students who sometimes fail to attend their classes in school. However, repeating the entire lesson discussed the other day is a problem. Those students who failed to attend are having hard time how they would cope of to the lesson and lectures. There are also circumstances wherein the teacher itself fails to attend the class. * How will the proponents create a security for the back-end of system that can prevent unauthorized access to the system. A security for the back-end is needed to prevent unauthorized person from accessing the system. Unauthorized person can modify the data of the system that can cause a system breakdown. 1.2 Proposed Research Project 1.2.1 General Objectives To develop an E-Learning in Mathematics for Pre-school of Parada Elementary School that will help the Pre-school students to learn in a fun way. 1.2.2 Specific Objectives * To create module that can provide an effective lesson by integrating graphics. With the use of different software’s and applications in developing system such as Dreamweaver, Adobe Photoshop for designing, Adobe FlashCS4 for animation, Audio editing software for the sounds and effects. * To be able to incorporate subject outline based on the topics in Mathematics. With the use of lesson plan and book that serves as a reference and guidelines for the proposed system it will avoid the contradiction between subject outline to the computerized tutorial system. * To create a website wherein the student will be able to cope up with the lesson even if he/she fails to attend the class. The proponents will create a lesson page that will include the lectures and discussion. This gives the student the privilege to cope up with the lesson. This also enables them to study in advance for a specific lesson in order for them to participate in the class. * To be able to create a security for the back-end of system that can prevent unauthorized access to the system. To prevent unauthorized person from accessing the system, the proponents will create a user level that can give access to authorized person only. In this way we will prevent unauthorized person in accessing information in the system. 1.2.3 Scope and Limitation The proposed system will focus on the subject Mathematics. This system will serve as a learning tool for the preschool that will help to increase the interest of the students in learning Mathematics. The whole scope of the system focuses on the outline based of the lesson. It is important that the system will not go far from the subject because the student will be confused in studying the lesson. The system is useful for instruction or remediation because it presents the problems that the student answers. The question can be in a form of multiple choices. If the answer is correct; the student is usually rewarded with a â€Å"Great Job!† or an animated response on the computer screen. If the answer is not correct, the computer will demonstrates the correct answer on the given problem in the exercises. The system is not intended to be a subject but intended for motivating the students in increasing their interest in this subject. The proposed system will not compute the grade of the student based on their score on the exercises. The system is especially made and best suited to the methods of teaching in Mathematics for Pre-school in Parada Elementary School and there will be no other incorporated subject. Main Page This is the first page of the system when the user opens the webpage. It is also called sometimes the ‘start page’. Open Button In order to enter to the next page of the system the user must click the open button. Back Button This button will take the user back to the previous page if he/she wants. Lesson Button This brings the user to the next page where has a chapter list. And this chapter list page link to the Lesson Page. Tutorial Button This button helps the user to view the tutorial videos. Exercises Button This is a button link to the exercises page. 1.3.4 Methodology The proponents will use the Fourth Generation Technique (4GT) in developing the system. The Fourth Generation Technique is based on NPL that is the Non- Procedural Language techniques. Based upon in the specifications made, the 4GT approaches uses various tools for the automatic generation of source codes. It is the vital tool which uses the NPL for Report generation, Database query, Manipulation of data, Interaction of screen, Definition, Generation of code, Spread Sheet capabilities, High level graphical capacity etc. The Fourth Generation Techniques Requirement Gathering Phase It is gathering information by interviewing the beneficiary and research through internet or recent thesis as reference. This is the first phase where used to gather information to complete the Electronic Learning for Parada Elementary School. This requires complete information to know ahead the purpose of making CAI and to know the entire possible problem that the proponents may face. In gathering data, the proponents went to Parada Elementary School to give the letter of recommendation straight to their principal and after the letter was given, the proponents explained the benefits that they can get from the proposed system to their school, to the student and teachers who are teaching mathematics in preschool. The proponents also made an interview with Mr. Narciso L. Dià ±o the School principal and Ms. Edlyn Gumafelix. The school gave information regarding the history of their school, total number of students and the proponents also asked for references that may help to build the system. Research was also done at the library of STI College Sta. Maria regarding the use of E-Learning for mathematics. Design / Strategy Phase Compiled information gathered from the interview and references. In this phase were able to plan, analyze and create a design for the proposed system. Through this by the use of the data gathered to plan and create a system. This is where the proponents create and explores to meet the requirements of the proposed system. The developers used PHP as the programming language, Adobe Photoshop for the design, images and environment of the system and Adobe Flash for the animation. Implementation using 4GL Start encoding of gathered data for the lessons tutorials and other content all gathered data to the system for the system to function and make sure that the specific objectives are met before testing phase begins. Implementation of all gathered information is needed to develop the proposed system. The proponents used the Dreamweaver/PHP to create a code and module for the system. Testing Once the software is implemented in machine executable form it will be tested to know some error or defects in function. In this phase, the proponents test the system if all the specified objectives are met. After the implementation the proponents test every function of the system to find out the flaws and problems in the system, also looked for things that could improve the system until not all the objectives are met and system problems are not resolve the proponents continue the testing and improvement of the proposed system. 3.0 Data Gathering Procedures and Output Data gathering is one of the most critical stages that must be performed. This is because the analysis of the current system will be based on the kind of the information gathered. In order to gather all the data necessary in the study, the proponents used several ways on collecting data. This helps the proponents to gather all the information needed in developing the system. Library research The proponents conducted group study to learn more about the proposed system. They found materials in the library that may help them. They used thesis documentation of the previews student for data comparison. Using the information they have gathered the proponents will increase their knowledge to build the proposed system. As a result, the proponents will now generate some ideas on how their own the system will be developed. Also they will use this information to create their own documentation. Internet research The proponents also conducted research in the World Wide Web. They used internet to do this kind of research that may help them in terms, methods and new technologies to build the proposed system. Also they research some tutorials that may improve their skills that will help them to finish the system. As a result the proponents use some information that is reliable and useful. They now have some tutorials to study from the web to create on animation for the proposed system. Interview The proponents also conducted interview to particular person of the school that helped them gain some information to finish the proposed system. As a result, the proponents now know what will be the flow of the system. Through this knowledge the proponents started developing the system. System development The proponents use the gathered information to create the proposed system. Although the development stage starts the proponents will continue gathering information that may contribute to the development of the system. The output of this development will satisfy the needs of the beneficiary. The proponents will create and effective system. 4.0 Documentation of the Current System Formal education started in 1902 with the Kartilya and the chapel as classroom. With a pioneer teacher were average pupils who had to be fetched into their homes. As time go by the people realized the need and importance of education. New ideas then generated and substantiated and the dream of a one room school house. Later on they took over greater strides in its march to progress and the one teacher barrio school became a complete primary school. The achievement motivated barrio folks through the dim days of war crisis marched into full development of its home industries. Poultry and garment factories cropped up and the increasingly marked progress gave way to the completion of an elementary school. That was 1947, when the rehabilitation, reconstruction and development were under done through the combined cooperative efforts of the barrio people and with the leadership of Head Teacher. It was at this period when intermediate building and additional rooms for primary classes were constructed. Parada Elementary School headed by Mr. Narciso L. Diňo. They are using the traditional approach of teaching using books, visual aids and interactive discussion of lessons inside the classroom. The teachers make use of the traditional method of teaching such as board, chalk, cartolina, chart, manila paper and cardboard as visual aids that takes a lot of time and effort that’s why the students were getting bored. There are 70 students in preschool and it is divided by two sections; the morning section and the afternoon section. The students meet five times a week and everyday they have a flag ceremony and exercise before they go to their designated room. Every student must go their designated room with the guidance of their respected adviser. When they arrive, the teacher checks the attendance. The teacher will finish the lesson according to the scope of the lesson plan. The teachers also conduct lectures, exercises and exam to further improve the knowledge of the students. There are five subjects for Preschool in Parada Elementary School these are Filipino, Exploring Math, Writing, Getting Smart to Language and Worksheets on Readiness Skills. They do not have a grading system. Instead of cards, they used a checklist for the attendance of the students. The student must know how to write their names and know how to count from one to ten before entering Pre-school. Online E-Learning in Mathematics for Pre-school is designed mainly to demonstrate concepts, instruct, and remediate student errors and misunderstandings in preschool. Some programs are useful for teaching basic skills in Math. Many entertaining computer mathematics games encourage students to learn while enjoying the experience. Other programs are useful for instruction or remediation because they present problems that the student answers. The online system will be beneficial for students in reviewing their lessons at home and it is also be beneficial in monitoring the status level of the students who understand the lesson.

Brand and Lifebuoy

Industry Overview: The bar soap industry in India is highly orgai&ed with an annual growth rate of 13% and over RS 9,193 Crores in 2007. The industry is fragmented to a moderate extent with a few international players having large market share and few local players occupying minor share. The largest companies in this segment are HUL, Wipro, Godrej, Nirma, and Reckitt Benkiser. The bath and shower products form bulk of this industry with a contribution of Rs 8,678 Crores1. The soap industry in India is classified into three categories based on the price Product overview: Lifebuoy is one of the oldest brands of soap bar that is market by the Unilever group. The original Lifebuoy was first produced in 1895 in the UK. Though the soap is no longer produced in the UK, it is still produced in many countries around the world and is the market leader in every Asian market that it is sold. The brand is very popular among the rural population with more than 50% of its sales in rural Asia. With a goal to provide affordable and accessible hygiene and health solutions to everyone. Lifebuoy sponsors a Health Education Program in India and has reached more than 70 million people with this initiative. Marketing history of lifebuoy Lifebuoy was launched in India in 1935. Originally Lifebuoy was positioned as a masculine soap with sports and fitness as the background theme in its advertisement. The epic 1992 football advertisement with the jingle ‘Lifebuoy hai jahan, Tandurusthi hai wahan' (Wherever Lifebuoy is, health is there) positioned it as masculine soap. The soap contained carbolic acid which gave it its typical red color and odor. Lifebuoy went through a major brand repositioning in 2002 when it shed it masculine image and positioned itself as a family soap. The company changed the colour, shape and odour of the soap to appeal to all members of the family. The company adopted a new jingle ‘Koi Darr Nahin' (No Fear)(sample adv) with 100% protection against germs as the selling point. Today Lifebuoy is an umbrella brand for different products like Hand Sanitizer, body wash, bar soap, hand wash, Men body wash and Clear skin. For the rest of our report, we will only discuss Lifebuoy soap bar and its post 2002 marketing strategy. Marketing Strategy The marketing strategy of Lifebuoy is closely linked with its vision of fulfilling the intrinsic desire of everyone to be clean, active and healthy. Segmentation and Targeting: The segmentation strategy of Lifebuoy is focussed on price and health awareness. Since the vision of the brand is to provide hygiene to all classes of the society purchasing power of the consumer is a major factor. A few pointers towards it segmentation strategy * Geographic region are of no significance * Demographic characteristics like Age, Family size, Gender and Occupation are not of any significance. * Lifestyle and persong^ty are of no significance Using the above information, the segmentation and targeting of Lifebuoy is given as below Geographic: Tier 2 cities, Semi-Urban and rural areas Demographic: Income group – Middle class and lower middle class behavioral: * Occasion – Regular * Benefits – 100% germ protection A brief on Psychographic profile of the target customer is given in the next section. Hence, Lifebuoy targeting strategy clearly falls in between selective specialization and full market coverage. Psvchographic Pro filing of Target segment The target segment of Lifebuoy is the semi-urban and rural households. A brief Psychographics profiling is done for the consumers, not based on any scientific study but on intuitive thinking. Purchasing decisions In this segment, the purchasing decision in the household for soap bars, in most of the households, is typically taken by the women in the house. Hence we attempt to profile the psychographics of women. Spending Habits The consumers in the segment are middle-income to lower middle-income group. The disposable of this group is meager . hence spending is mostly on barely necessities and on augmented products . Motive Every human being, who is part of the society, has an intrinsic desire to be clean due to health and social acceptance reasons. The primary motive behind buying the product is to fulfil this desire i. e. , be healthy and socially acceptable. Media Reach The consumers in semi-urban areas have fairly good access to all sorts of promotional media like TV, newspaper, radio and billboards. However a large portion of the target consumers are from rural areas which the reach of conventional media like television and newspaper is limited. Hence a separate stream of media has to be designed to reach out to the consumers to educate them on the benefits of using Lifebuoy. Activities and Interests The typical woman in the target segment would be housewife. Hence the activities that she would be involved in are very few. Also they would also have very little interests outside of their household chores. The data below is about how women spend their time and what sort of things that they would be interested in. A few pointers have been made as to how marketers can use this information for efficient marketing. Family care: The women in this segment are entrusted with the responsibility of taking care of the family members especially children. Hence this emotion of the women has to be exploited while making advertisements. Work: A large number of women in this segment work in the unorganized sector as unskilled or semi-skilled labor to support their family. Since it is unorganized sector there is less emphasis on personal grooming and more on hygiene (matches with Lifebuoy's value offering) Television: A large number of the women in this target segment, especially in the semi-urban geographies have access to television and soap operas are very popular with them. Hence most of the companies advertising home needs use time slot during the soap operas. Household chores: Most of the women in this segment do the household chores including purchasing by themselves. Hence advertisements should be aimed at housewives directly. Financial planning: The spending power of the people in this segment is very low and hence cost savings are given utmost importance. Hence to entice housewives the product price should be kept very low Opinions Here we try to delve into what kind of views the women have about themselves and surrounding and how this views and opinions affect their buying pattern. 1. Health of the family is important than personal beauty. Hence women are more likely to buy a disinfectant soap than a beauty soap 2. Price can be low to a level where it meets the quality threshold. Anything below this threshold deemed of low quality. Hence both price and quality are important but price is given high preference. 3. More for less is always better. A bundle pack that offer discounts is better than a single pack. 4. Big shops and supermarkets stock only costly products. Hence a typical woman would visit a shop at the end of her street than visiting a supermarket. Hence companies should stock their products at every shop. 5)A brand that with high recall is of better quality than the one which is not. Hence brands should advertise to have a higher brand recall. Positioning Before evaluating the positioning strategy of Lifebuoy, it is important to assess the competitors and identify the factors that influence the purchase decisions of soaps. The main players that have significant share in the segments Lifebuoy operates in are 1)Santoor: Santoor is a sandalwood based beauty soap that is targeted at the woman and is the largest soap brand in South lndia. )Dettol: Dettol is an antiseptic soap from Reckitt Benckiser that has closely followed Lifebuoy in terms of product offering 3)No 1: Godrej No 1 is the most popular soap product from the Godrej house and is currently the third largest selling soap in India and market leader in Delhi, Haryana and Himachal Pradeshvl 4) HUL Products: Lifebuoy also competes with internally with other HUL products like Breeze and Rexona According to a literature research published in the IUP Journal of Management, the factors and attributes that influence the consumer behaviour of buying soaps are )Packaging and Promotion Schemes 2)Composition : Fragrance, Ingredients, Skin Type 3)Availability and Brand Recognition Additionally price and few functional attributes like hygiene and beauty have been considered. Since there is no data to draw quantitative perceptual/positional maps, we have evaluated the soap brands qualitatively based on the factors given above. Marketing Mix: In this section, we try to evaluate how the STP strategy influences the marketing mix of Lifebuoy and how it provides Lifebuoy advantages over its competitors Product: Lifebuoy is a bar soap that is aimed as a family soap with health and hygiene as its selling proposition. The soap was originally positioned as a masculine soap with fitness and health as the value offering. In 2002, the product underwent a major change shedding it legacy shape, colour and fragrance to make it more appealing to all members of the family. The product, since then, is positioned as family toilet soap with 100% protection from germs as it value proposition. As a product that is more than 100 years old and 75 years of presence in the Indian market, Lifebuoy is one of the most recognised products. Positioned as a family soap, Lifebuoy holds and advantage over its competitors as it appeal to all members of the family. This is really important as it fits well with the typical middle-class and lower-middle class households' habit of using the same soap by all the members of the family. However, Lifebuoy fails to attract beauty conscious women in the family. Also, many of Lifebuoy's competitors have products that have traditional ingredients (Sandalwood in Santoor and Godrej No. l) which Lifebuoy has not yet forayed into. Place Lifebuoy is positioned as soap for the semi-urban and rural population. With over 70% of India's population falling under this segment, it provides huge market potential for Lifebuoy. However catering to this segment brings logistical challenges. Lifebuoy enjoys a distinctive advantage over its competitors in this context as it is promoted by HUL, the largest non-tobacco FMCG Company in the country. Due to HUL's widespread distribution network, Lifebuoy is virtually available at every POS. Hence Lifebuoy is able to capture close to one-fifth of the Indian soap industry. Though Lifebuoy is present even in the urban markets it is pushed to the backseat as the focus of the company is to sell its other soap products like Lux and Rexona. Price Lifebuoy is priced in the mid-level segment. The current price of Lifebuoy soap is about Rs 14 for 100 grams. Lifebuoy is available in packs of various sizes (50gm, 75gm, 120 Gms, 4* 120gm family pack) and is affordable to people of all economic sectors. The competitors of Lifebuoy are priced slightly higher than Lifebuoy . The segment that Lifebuoy caters to is highly price sensitive and hence being priced lower than its competitors provides a distinctive advantage. Promotion Lifebuoy promotion through advertising is based on its slogan ‘Koi Darr Nahin' (no fear). Most of its advertisement focuses on cleanliness and hygiene as the central theme. The premise of most of its advertisement is about a child playing/working in dirt with his mom proclaiming ‘Koi darr nahin' to portray that there is no fear of infection as they use Dettol. Since, the primary target market of Lifebuoy is rural market which is not very educated about the benefits of Lifebuoy or cleanliness in general; lifebuoy has taken the initiative of educating the customers. The initiative called Lifebuoy Swasthya Chetana is the largest rural health and hygiene education programme ever in India and has already reached 70 million people till date† With an effective advertisement and CSR activities, Lifebuoy has been able to build up a formidable brand over its competitors. Competitive Strategy With about 18% of the total soap market share, Lifebuoy is definitely the market leader in this industry. The brand has been a pioneer in the mass rural marketing model and is also the price leader among its competitors. Let us at the various strategies that Lifebuoy follows to stay the top. Expand the total market Most of the customers in the target segment are not frequent users of soaps and use soap only for bathing purpose. Lifebuoy has made many steps in educating the customer on the importance of using soap at five key occasions †¢Before Breakfast †¢Before Lunch †¢Before dinner †¢During daily bath †¢Immediately after visiting the toilets Lifebuoy has been involved in many awareness programs which have been discussed in detail in the report. Through such initiatives Lifebuoy has been able to bring in new customers as well as increase the usage among existing customers. Defend Market Share: In the recent years, due to the introduction of many competitors, the market share of Lifebuoy has been on the decline. To defend its market share Lifebuoy has slashed its prices further to gain over competitorsvl†. The brand was also re-launched with an improved formulation that reduces mush and signals better consumer valuelx. Lifebuoy also introduced many variants of its soap with natural ingredients to defend its position against natural soaps like Godrej No. l and Santoor. Expanding market size: Rural segment, which forms the bulk of Lifebuoy's consumer share, is heavily influenced by product availability while making their purchases. The disposable income in this segment is very less and hence consumers buy products as and when they need it and do not stock extra at home. Hence if the product is unavailable on the shelf, they would buy any other product. Lifebuoy (HUL) therefore undertook projects to enhance the rural supply chain by a network of sub-stockists and ‘Project Shakti' in partnership with the Self-Help Groups of rural women. These Self-Help Groups acted as direct-to-home dealers. In rural India, women are the catalyst of change and that is why Project Shakti kept women in focus. Project Shakti has proved to be a great marketing venture for Lifebuoy since it works in both terms which is promotion as well as a distribution network with social welfare benefits. Through such innovative campaigns, Lifebuoy is able to expand its share in the years following its repositioning. However in the recent years the market share has been declining. Building Brand Equity Lifebuoy has been in India for over 75 years. Since then the brand has been able to connect to the consumers at an emotional level and develop a brand loyalty. Today the brand is market leader in the soap market with over 18% market share and has been repeatedly voted among the top ten most trusted brands in the country*. Though the brand had to undergo a re-positioning in 2002 and had to face a plethora of competitors, both external and internal to HUL, Lifebuoy has not only been able to survive but also emerge as the market leader. A few traits about brands have been given below. Brand Promise Lifebuoy promises to give 100% better protection from germs, which is repeatedly mentioned in its ads. The brand aims at providing health and hygiene to all members of the family by protecting from germs. The brand promise of Lifebuoy closely follows the mission of providing affordable hygiene to all the people of the world. Lifebuoy is the largest selling health soap in the world and has been proven to be effective against germs. Brand Archetvpe Lifebuoy should be regarded as the Caregiver as the vision of Lifebuoy closely matches the core desire of the Caregiver, to protect and care for others. Lifebuoy has been involved in bringing awareness among its consumers in the importance of health and hygiene. Many of its social awareness programmes have already been discussed. Brand elements In this section we look at the brand elements of Lifebuoy and how each element helps in building the brand equity Brand Name The name Lifebuoy is derived from ‘lifebuoy' which means’*† â€Å"a life preserver in the form of a ring of buoyant material†. The name is apt for the brand as it clearly conveys the message of health and hygiene and is as such a life saver. However in the Indian context, where most of the consumers in Lifebuoy's target segment are not highly educated, the brand name which is in English has very little or no significance. Logo : Lifebuoy's logo consists of a Red cross with Lifebuoy written across it. Red Cross is usually associated with ambulance and hospitals and as such indicates good health and hygiene. The logo is also very common and hence is easily recognisable and recallable, the two important characteristics that are necessary for any brand. The logo also means the same in all culture/geographies and hence can be used across the globe. Particularly in the Indian context, the colour red signifies simplicity, purity and holiness and protector from evil spirits which is evident from the fact that red is used in all auspicious ceremonies (bridal dress, thilak, sindhoor etc. . Hence it conveys the brand promise of Lifebuoy. Slogans/Jingle Over the years Lifebuoy has used many slogans/jingles that have helped it build its brand equity. The most popular of Lifebuoy's jingle was the one launched in the 1992 football advertisement â€Å"Thandurusti ki raksha karta hai lifebuoy, lifebuoy hai jahan tandurusti hai wahan† meaning â€Å"Lifebuoy protects good health, good healt h is where Lifebuoys is†. The jingle is particularly famous because it was rhythmic and catchy. It is easily one of the most recallable jingles of all times. It also clearly conveyed the brand promise and hence was able to spread brand awareness among the consumers. In 2002, after the brand underwent a change, the jingle was changed to â€Å"Koi Darr Nahin† meaning â€Å"No Fear†. The new jingle portrayed that by using Lifebuoy, there was no fear of infections. Hence, Lifebuoy has, over the years, used slogans that are attention getting and communicating the prime benefit to the consumer. Packaging:- Prior to 2002, Lifebuoy was sold in ordinary packaging and was red in color with a very strong smell due to the presence of carbolic acid. However, in 2002 the packaging was changed to make the brand more appealing. The logo was modernized to match the contemporary standards. The shape of the bar was also changed from brick to a more contemporary one to match the standards set by its competitors. The brand also focused on the rural consumers and introduced small sized packets at lesser prices to make it affordable. The following elements are not strictly part of typical brand elements. However, in Lifebuoy's context they are significant in differentiating the brand from its competitors. They also fit in the three criteria of brand building as they are memorable, meaningful and likable. Characters:- Traditionally, Lifebuoy has never used any celebrities or any characters in its advertisements. This was because the brand never wanted to position itself as premium brand and hence the use of celebrity did not fit in well with its image. Since its repositioning in 2002, Lifebuoy ads have always been revolved around middle-aged woman (mother) and kids. Effective Marketing:- Rural Marketing:- Since its repositioning, Lifebuoy's has focussed on the rural markets and built a strategy to spread brand awareness through TV and print media. It also launched Lifebuoy Swashthya Chetana, the first single largest rural health and hygiene educational program through which it has been able to reach 70 million people already. The campaign aimed at educating the community especially the children about the necessity of basic hygiene in maintaining good health. Since most of the people in the target segment did not have access to print or TV media, Lifebuoy designed innovative methods to reach to them. It used innovative communication tools at melas, festivals etc. to spread awareness about hygiene and health by product demonstrations. These techniques were used in order to change the hand-washing and bathing habits in rural India. For example, people in mela were asked to put their hands below a special camera where they could see the germs on their hands and were asked to wash their hands with Lifebuoy and see the difference. Hand-carts were also displayed at the company's stall for attracting more people. Lifebuoy tried to market the product not just at the point of sale but also at the point of consumption. Ideas like putting advertisement stickers on hand pumps, walls of the wells, putting tin plates on trees surrounding the pond were some of the innovative media utilised by Lifebuoy. Other media techniques used were shop-fronts and cinema van operations having films and audio cassettes with songs and dance sequences f)om popular films that comprised ads of HUL products during breaks. Through such innovative campaigns, Lifebuoy was able to reach out to customers who could not be reached through conventional media and was able to create a brand loyalty among the rural people. CSR work Since the launch, Lifebuoy has been involved in many health awareness programs. The brand pursues a social mission of bringing health to all the people around the world. †¢Lifebuoy has launched ‘Save the Children' campaign to spread awareness about prevention of diarrhoea. The programs aims at promoting handwashing with soap as the most economical way of fighting diarrhoea †¢It also conducts Global Hand washing Day, an event which aims at educating children about the importance of washing with soap and water. The event has been very popular and now holds the Guinness record of largest community hand wash event. Through Gurudwara, a promotional programme done with collaboration with Gurudwaras (Sikh temples) Lifebuoy has been able to create awareness among the rural population of Punjab. †¢Lifebuoy also launched ‘The Lifebuoy way of life' in Mumbai, a study aimed at understanding whether a bar soap when used as recommended for hand and body washing reduces d iarrhoea and/or acute respiratory infections in the target population. Lifebuoy also launched Lifebuoy active involvement in health awareness programmes has helped it develop a brand loyalty and value above its competitors.