Othello And Jealousy Essays - Othello, British Films,

Othello And Jealousy Throughout Shakespeare's Othello, the major theme of jealousy is apparent. According to Microsoft Bookshelf, jealousy, by definition, means "resentful or bitter in rivalry." The tragedy Othello focuses on the doom of Othello and the other major characters as a result of jealousy. The theme of jealousy is prominent throughout the play as it motivates the characters' actions. In Shakespeare's Othello, jealousy is portrayed through the major characters of Iago and Othello. It utterly corrupts their lives because it causes Iago to show his true self, which in turn triggers Othello to undergo an absolute conversion that destroys the lives of their friends. Iago, "most honest" (I, iii, 7) in the eyes of his companions, is, in fact, truly the opposite. His feelings of jealousy uncovers his actual self. D.R. Godfrey concludes this after hearing Iago state that he "ha' look'd upon the world for four times seven years" (I, iii, 311-2). In his essay, Godfrey explains that Iago "has arrived at one of the great seven year...critical stages" (421) of his life, causing him to become "jealous, embittered, ... [and] vengeful." (421). Iago's dupe, Roderigo, is the only person, in fact, to know this previously; Iago tells Roderigo that he is "not what [he is]" (I, i, 69). He possesses this jealousy because he is distressed that Othello chose Michael Cassio, a"valiant" (II, i, 98), "Florentine...arithmetician" (I, i, 19-20), over himself for the position of lieutenancy. Jealousy "divorces [Iago]...from rationality", Godfrey states (418). This loss of rational causes Iago to"make a life of jealousy" (III, iii, 204) and plots to destroy Othello. Although Iago has a reputation of being "full of love and honesty" (III, iii, 138), he is responsible for destroying many lives and is considered"perhaps one of the most villainous characters in all literature" (Godfrey 422). Iago alludes to Othello that his wife, Desdemona, has been unfaithful with Cassio. Iago initially intends to hurt Othello and make him regret appointing Cassio as his lieutenant; however, he ends up hurting others in the process. Iago's jealousy causes his true character, one of "vicious[ness]" (Godfrey 421), to become noticeable. This, in turn, creates a new Othello to emerge, one"utterly possessed, calling out for blood and vengeance" (Godfrey 418). Othello, considered by A.C. Bradley one of "the most romantic figure[s] among Shakespeare's heroes" (1) and a "dignified" (2) "poet" (1), quickly becomes entranced by Iago's "vengeful[ness]" (Godfrey, 421). Othello, placing entire confidence in Iago's honesty, has been "moved by the warnings of [his]...honest...friend" (Bradley 3). At first, Othello does not believe Iago; but his "degradation is complete" (Godfrey 418) by the end of the "Temptation Scene" (III, iii). Even though Iago produces a minimal amount of proof, a "handkerchief that Iago may have seen Cassio wipe his beard with, and Cassio's alleged...dreams" (Godfrey 418), Othello is completely "possessed by the madness of jealousy" (Godfrey 419). He immediately "passes sentence[s] of death" (Godfrey 418) to Cassio and Desdemona, deciding that Desdemona should die "some swift means of death" (III, iii, 479). One can tell that Iago's jealousy has, in fact, corrupted Othello. This great poet (Bradley 1), Othello, previously had spoken of Desdemona, his wife, as "wondrous" (I, iii, 160) and "Heaven[ly]" (I, iii, 258); after hearing from Iago that Desdemona and Cassio are having an affair, his tone changes and begins to speak like Iago. He begins to use "gross, animal imagery" (Rocchino 3-9-00) to make references to his wife and women in general. For example, he calls Desdemona a "haggard" (III, iii, 261), while also labeling her derogatory names like "lewd minx" (III, iii, 487) and "whore" (IV, ii, 99). Although Othello is most affected by Iago's jealousy, the repercussions on others are very evident. Othello's jealousy destroys his love through his hatred. He can no longer have doubts about his wife's guilt; therefore, he must finally act against it by "assuming the mask of impersonal justice" (Godfrey 420). He must "kill" (V, ii, 32) Desdemona. Even though Desdemona tries to tell him the truth, Othello is completely irrational, refusing to listen (V, ii). Emilia, too, is murdered as a repercussion of Iago's jealousy. When she states the truth that she "found by fortune [the handkerchief] and did give it to [her] husband" (V, ii, 225), Iago, calling her a "villainous whore" (V, ii, 227), stabs Emilia from behind, murdering her. Othello then seriously wounds Iago with his "sword of Spain" (V, ii, 252). He does not want to kill Iago because it is "happiness to die" (V, ii, 289). Instead, he wants him to live a life

Aborigine-Invading Settler Relationship in Rabbit-Proof Fence

Aborigine-Invading Settler Relationship in Rabbit-Proof Fence Free Online Research Papers Philip Noyce’s film Rabbit-Proof Fence is a film about three Aboriginal girls named Molly Craig, Daisy Kadabil and Gracie Fields and it explores the lives of these girls coinciding with the Australian western society during the Stolen Generation period. The police of the white Australians captured the girls due to their mixed-blood status; half white, half Aboriginal. They were taken from their parents and were put into a settlement with other mixed bloods known as â€Å"half-castes†. The film also tells of their escape from the Moore River Settlement and their return to their families, except for Gracie. The film is based on a book entitled Follow the Rabbit-Proof Fence which is inspired by true events and is written by Doris Pilkington Garimara, the daughter of the protagonist Molly (â€Å"Rabbit-Proof Fence†). The film attempts to untangle many issues of Australian history. It explores the issues such as the relationship between the Aborigines and the invading-settlers, explains the reason why half-caste Aboriginals were taken from their families and what happened once they are captured. The ‘Stolen Generation’ consists of children of Australian Aboriginal descent who suffer the destruction of identity, family life and culture because they were removed from their families by the Australian and State government agencies under the Aborigines Act (â€Å"Bring them home†). It is documented that the removals occurred in the period between approximately 1869 and 1970s (Marten 229, Australian Museum 1-6, Read 1-34). This was caused because, by the mid-nineteenth century, white settlers had begun their encroachment of native Aboriginal lands, resulting in inevitable mixing of white and Aboriginal blood. The children of this union were known as â€Å"half-caste† and their growing presence is seen as a threat to civilized society by the Australian authorities (Stratton 70). Motives for the removal of the children from their families are heavily debated and include fears of miscegenation, child protection and a desire to attain white racial purity (Bates 243). In order to achieve the aforementioned motives, cultural imperialism and subjugation of the Aborigine will be discussed. First and foremost is cultural imperialism. British colonial rule relied on the perception that non-white people and non-Western cultures as inferior and needed the ‘advanced civilization’ offered by Western culture. The colonizers found it beneficial for children to adapt to Western society as they believed that the indigenous people lived ‘unhappy lives’ and the thought of them conforming to the ‘western lifestyle to be ideal’ (Klages 147-152, Stratton 70). Britain extended its national rule to countries and areas all over the world from the late seventeenth century to the middle of the twentieth century (â€Å"Colonialism†). The British formed British colonies and in most cases took over the administration of the government in order for British laws and customs to rule the people who lived half a world away from Britain itself. British colonial rule meant teaching the indigenous people about the superiority of Western practices through the setting up systems of police, courts and legislatures following British laws (Klages 147-152). It is also done by sending missionaries to convert natives to Christianity, establishing churches, setting up schools to teach British customs, and the English language to children and adults in order to make them more like British citizens. The Australian government itself stems from British colonial rule and thus followed the aforementioned things. When Molly, Daisy and Gracie were taken from their parents by the police, they were transported to Moore River Settlement, more than a thousand miles away from their families. When they are at the settlement, they were forced to speak English, abandon their traditional beliefs and culture, taught to adopt to western society and were brought up to believe in Christianity as apposed to their own belief (Rabbit-Proof Fence). The Moore River Settlement disconnected the children with their families and this prevented the children from finding their families or returning back to their homes. Children at the Moore River Settlement were also taught to believe that their past (traditions and origins) to be an ‘evil thing’ and persuaded them through the use of force to never revisit their original way of life and continue on living in western society. This is done in order to ‘protect the child’ by making them conform to western lifestyle. According to Mr. A.O. Neville, who is the Chief Protector of Aborigines, the half-caste children should be removed from their families for the fear of miscegenation. He states that there will be a ‘racial classification dilemma’ as the half-caste child could â€Å"allow a creation of an unwanted third race† and there will be a dispute on whether or not â€Å"the colors be encouraged to go back to the blacks† or â€Å"advance to the white status and be absorbed in the white population†. He further adds that half-caste children can be bred into ‘white people’ through after three generations of marriages with white people starting from the half-blood grandmother, leading to the quadroon daughter and the octoroon grandson as after â€Å"the third generation, no trace of origin is apparent†¦continuing infiltration of white blood†¦finally stamps out the black color†. This clearly shows the desire to attain white racial purity in which the Aboriginal is finally bred out. Second is subjugation of the Aborigine. The film the Rabbit-Proof Fence shows subjugation of the Aborigine through power and law. This can be seen through the use of characters, symbols and settings developed throughout the movie. The most powerful character is Mr. A.O. Neville, chief protector and legal guardian of every Aboriginal in Western Australia in the 1930s. He represents authority as throughout the entire movie, he is portrayed as having perfectly combed and waxed hair and is always seen in a suit which is in immaculate condition. This is combined with his power to control every Aborigine in the state: â€Å"Every Aborigine in this state comes under my control†, he said. He displays his authority by signing an order for the institutionalization of Molly, Daisy and Gracie and by his formal pattern of speech; â€Å"I’m authorizing their removal. They’re to be taken to Moore River as soon as possible†. Molly Craig’s character, on the other hand, shows the contrast to power and law. Molly’s hair is free and her clothing is simple to portray her carefree lifestyle without official rules. Molly’s speech is also informal and mostly made up of simple sentences; â€Å"Where your country? How far does rabbit fence go to?† When these two characters clash, we see the effects of power and law on the powerless Aborigine. From these two examples, it is clearly seen that the whites held the power to dominate the Aborigines because they held authority through law. Even when an aborigine acquires some power and law, as depicted in the character of Moodoo, he is still not powerful enough to go against the white oppressors. He can neither get himself or his daughter to totally abandon the Moore River Settlement. In addition, he also has to suffer with a lost of identity as he is not entirely accepted by the white or aboriginal communities because of his role as a tracker. Symbolism is another way to represent power and law. Mr. Neville’s stationary especially his pen and rubber stamp are powerful objects. They are the most powerful tool because they are used to authorize the removal of the three half-caste girls. It is also a tool to grant permission to marry, visit children and buy new shoes. The three aboriginal children were forced to fight the forces of the whites with their own set of powers without the help from the law. They have the power of culture, taught to them by their mother, Maude. They had learned native survival skills as part of their aboriginal education. Without their knowledge of tracking, hunting and survival in the bush, they would never have made it back to their home. These abilities were essential throughout their journey. This fundamental power of culture was an indigenous strength that allowed survival in a harsh land. It was also a strength that could be used in combat against their white oppressors. Settings are also used to represent power and law. There are two main settings are social setting and physical setting. The social setting consists of patriarch society versus matriarch society. The white oppressors controlled the society that they oppressed by following a ‘patriarch rule’. The individuals with the most power in society are men while women played a subordinate role. Men road horses, drove cars and enforced laws. Women became housewives, secretaries and servants. The Aborigines, on the contrary, controlled their society by following a ‘matriarch rule’. Women became the head of their family and the breadwinner. Men only became an insemination tool. It is also interesting to note that when these two types of social settings clash with one another, the physical power of the patriarchs together with their control of the law overpowers the matriarchs; Constable Riggs forcefully takes the three aboriginal girls from their mothers and grandmother while justifying his actions by saying â€Å"I’ve got the papers, Maude, there’s nothing you can do†. The physical setting too shows the portrayal of power and law. Molly’s home is where modern living and laws are not reinforced. Molly enjoys a free and happy lifestyle because of this. Warm colors found in can be seen through the lush vegetation and large landscape of her home to represent this. Alternatively, Mr. Neville’s office is the home of laws. His office is linear and the objects in the office are placed in an orderly fashion which reflects Mr. Neville’s way of life and the issue of power and law. Besides power and law, the role of education as well plays a role in subjugating the Aborigines. Most children at Moore River Settlement receive basic training to be domestic servants and farm laborers. Only fair-skinned children from the settlement will receive ‘higher education’ from Sister Kate because â€Å"they more clever than us, they can go to proper school†, according to Nina. This results in the children to be taken advantage off from the whites when they return to the society as they will become servants to them. A clear example is Mavis. She graduated from Moore River Settlement and she becomes the servant to a white couple and a sex slave to the couple’s husband. This proves that education is not a tool for social advancement but a regulatory tool for oppression. As a conclusion, the central idea that flows throughout the film is a lack of understanding in the colonizer-colonized relationship. As white colonists gradually occupied the lands of the indigenous people, the latter’s traditional nomadic way of life is seriously eroded. Derisively seen as a ‘stone-age’ race, the aborigines came to rely on handouts as the structure of their society collapsed. Since the settlers were superior in force, the indigenous people were thought of as lesser beings and they felt no remorse for mistreating, controlling and deciding how the indigenous people were supposed to live (Stratton 70, â€Å"Colonialism†). The acts of the Australian government as portrayed in the film can be equated to genocide. To say that the Australian’s western society was right for doing such an immoral offence towards a once prosperous and content civilization is foolish. Their policy was definitely aimed at ‘breeding out’ the Aborigi nality. Many Aboriginal people from the ‘stolen generation’ are psychologically damaged and continue to suffer the effects of destruction of their identity, family and culture. The ‘white’ powers despite their authority have been unable to bring a complete makeover to aboriginal Australia. The young girls made it home, but their victory did not close the education settlement that housed the ‘stolen generation’ of aboriginal children. Years later, as we learn from the film, Molly is once again abducted by the authorities. She retrod her steps while carrying her youngest child to return to her homeland. Her elder daughter was too heavy to carry and she never saw her again. This shows that neither set of forces has ultimately been successful; the white powers of cultural imperialism versus the aboriginal powers of cultural preservation. The struggle between the two powers still continues up till today. Australian Museum. Indigenous Australia: Family. 2004. 23 January 2009 Bates, Daisy. The Passing of the Aborigines: A Lifetime spent among the Natives of Australia. 1983. Project Gutenberg of Australia. 23 January 2009. Bring them home. 23 January 2009 â€Å"Colonialism†. Encyclopaedia Britannica Online. 2009. Encyclopaedia Britannica . 23 January 2009. Klages, M. Literary Theory: A Guide for the Perplexed. Great Britain: Continuum. 2006. Marten, J.A. Children and war. New York: NYU Press 2002. Rabit-Proof Fence. Dir. Philip Noyce. Perf. Evelyn Sampi, Laura Monaghan, Tianna Sansbury, Kenneth Branagh, David Gulpilil, Garry McDonald. Miramax 2002. DVD. Read, Peter. The Stolen Generations: The Removal of Aboriginal children in New South Wales 1883 to 1969. 1981. Department of Aboriginal Affairs (New South Wales government). 23 January 2009 Stratton, David. â€Å"Rabbit-Proof Fence (Motion Picture)† Film Television Literature Index 25 Feb. 2002: 70- . EBSCOhost. West Virginia University Library, Morgantown, WV. 23 January 2009. Research Papers on Aborigine-Invading Settler Relationship in Rabbit-Proof FenceWhere Wild and West MeetUnreasonable Searches and SeizuresBringing Democracy to Africa19 Century Society: A Deeply Divided EraCapital PunishmentQuebec and CanadaAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropePersonal Experience with Teen PregnancyHarry Potter and the Deathly Hallows Essay

Corporate Secretaryship Essay Example | Topics and Well Written Essays - 2000 words

Corporate Secretaryship - Essay Example vided into the law of companies which are public nature and on companies which are private in nature, it serves the dual purpose of being both a very effective as well as a comprehensive piece of legislation. The primary purpose of enacting this legislation was to increase the competitiveness of the UK in the field of international trade and also ensure the creation of an effective legal and regulatory framework within which business within the UK operates and also promotion of enterprise, promoting growth and provide the right conditions for investment and employment and create them as and when necessary.3 The Act is a comprehensive code of company law. It restates and replaces most of the Company Law provisions of the 1985, 1989 and 2004 (Audit, Investigations and Communities Enterprise) Acts and also introduces a wide range of changes to a number of areas such as formation of company, directors’ duties and liabilities, shareholders’ rights, share capital maintenance etc. The intention is for all parts of the Act to be implemented by October 2008 although some parts may be introduced before than and others are already in force.4 Behind the 1300 sections of the Act lie 4 key themes which are ensuring the enhancement of shareholder engagement and a long-term investment culture; ensuring better regulation and a Think Small First approach. Through the Act, it is expected that it will now become far easier to set up and run a company; and also provide flexibility for the future.5 The advent of the Companies Act, 2006 will bring about a number of changes for companies during 2007 and 2008.  One such change will be the abolition of the need to appoint a company secretary for a private company.6 Part 12 of the Act of 2006 deals with the role that company secretaries have to play in any organization, Sections 270-280 from a part of Part 12 of the Act. The head note to Section 270 states that, a Private company not required to have secretary. With the sub sections

An Analysis of Amy Tan's The Joy Luck Club Essay

An Analysis of Amy Tan's The Joy Luck Club - Essay Example Four sets of mothers and daughters, namely, (1) Ying-Ying St. Claire and Lena, (2) Suyuan Woo and Jing-Mei, (3) Lindo Jong and Waverly, and (4) An-Mei Hsu and Rose, are divided along the lines of culture and generation. The mothers, or the older generation, are still attached to the ancestral tradition of their native soil. In contrast, the daughters, or the younger generation, caught between their ancestral background and their Westernized education, are having a great difficulty integrating into Western culture. However, Jing-Mei is compelled to take on a ‘different mindset’ when she is summoned by the Joy Luck Club to continue the membership of her deceased mother. Jing-Mei is anxious that she may not possess the character to take the place of her mother, but the other mothers view her ‘being there’ as a chance to restore their ties with their own daughters. The mothers help Jing-Mei rediscover her heritage and her ties with her mother by guiding her in r ecreating her mother’s memoirs. Jing-Mei, in the end, accomplishes the dying hope of her mother to locate the children she abandoned in China, and her personal hope to restore her ties with her half-siblings and her ancestral identity. So what does this say about Jing-Mei’s relationship with her mother? The mother-daughter relationship between Jing-Mei and Suyuan is burdened with disagreement, mostly due to generational gap, but in the end founded on empathy, affinity, and devotion for one another. Due to major disparities in their upbringing, cultural backgrounds, and experiences, this mother and daughter have plenty of clashing beliefs and values. These problems, besides their severed connection, brought a lot of problems throughout their relationship. Jing-Mei even admits: â€Å"My mother and I never really understood each other. We translated each other’s meanings and I seemed to hear less than what was said, while my mother heard more† (Tan 2006, 37) . These gaps are bridged when Jing-Mei rediscovers the life story of her mother and appreciates their generational differences. Likewise, An-Mei Hsu and Rose have opposing perspectives on life. This clash can be attributed to the fact that Rose has been reared in a totally different culture from that of her ancestral tradition. She does not have sympathy for her mother’s beliefs and life perspective. Rose thinks her mother is not being true to herself when she expressed resentment against her impending divorce. She believes this because she witnessed when her mother became distrustful of religion. Nevertheless, when looking at this mother-daughter relationship, it becomes apparent that their connection is sustained by the strength of An-Mei. She tries to instill in her daughter the strength of facing one’s own problems and fears. Rose and An-Mei confront generational differences as well because Rose chooses an American husband. Thus, when her mother tries to persuade h er to keep her marriage, Rose says, â€Å"think[s] it’s that my mother wants me to fight divorce† (Tan 2006, 117). Evidently, this mother-daughter relationship is burdened with conflict because of cultural differences and generational gaps. As illustrated, they would attempt to accomplish totally different answers to the same issues. Rose only wants happiness for herself—a Westernized attitude-- whereas An-Mei tries to persuade

Trademark Dilution Assignment Example | Topics and Well Written Essays - 1500 words

Trademark Dilution - Assignment Example As a result brand identity is an important part of the company. There comes a time however, when newer companies secure trademarks that are almost identical to those that are already more established. Think of a scenario for instance where two or more schools share the same uniform. This interference with trademarks can be called by different names but the most relevant to the topic we are about to discuss is dilution. Dilution was the subject if great controversy at the time of its founding. The idea is that there are large companies that wish to protect their already established trademarks. Therefore the best thing for them is to support the passing of dilution clauses into law to deny newer entrants the opportunity to try and make money from establishing their trademarks along the standards already set by the established brands. This paper shall seek to study the history and current state of trademark dilution. There shall be case studies that are analyzed so as to show how trademark dilution has evolved through rulings and also legislation. Another important aspect of trademark dilution is whether or not in reality, trademar4ks prevent such uncouth behavior as the industry is trying to prevent. Of course it is one thing to cry foul about trademarks and quite another to establish their effectiveness. The reason why this is the case is primarily because creative departments in companies develop novel means to reciprocate the efforts and products of other companies. Trademark dilution is the United States for instance is a fairly recent phenomenon bearing in mind that the necessary legislation was passed in 1995. That was the year that the Federal Trademark Dilution act was passed. It sought to protect large companies against the ‘gradual whittling away’ of renowned brands by new entrants1. This was an effort to protect big business at the expense of upcoming businesses. This, as the more fashion conscious will note, is a famous fashion brand. The

J M Smucker Company Marketing Essay

J M Smucker Company Marketing Essay J.M Smucker Company has been providing the quality products to consumers since 1879. Jeromer Monroe Smucker, the founder of Smucker Company introduced the Company with limited products of jams, jellies, and preserves. To grow existing brands, introduce new products, and make strategic acquisitions is the main J.M Smuckers corporate strategy. These three strategies are focus mainly on the North America. Today, Smucker Company exceeds in manufacturing and marketing of fruit spreads, retail packaged coffee, peanut butter, shortening and oils, ice cream toppings, sweetened, condensed milk, and health and natural beverage all across North America. J.M Smucker has its own house brand and is the owner of all trademarks except Pillsburry, the Barrelhead logo. Its house brand includes Smucker, Folgers, Dunkin Donut, Jif, Crisco, Eagle, R.W. Knudsen, Hungry Jack, Cafà © Bustelo, White Lily, Five Roses, and Carnation etc. With the policy of Owning and Marketing Number 1 brand sold all around the North America, Smucker Company has been able to remain in the top quartile of Fortunes magazine since the magazine created the ranking. SWOT Analysis Strengths The Company is able to become No. 1 food brand Company in North America because of its remarkable strengths. Smuckers has always been cautious in the series of the acquisition of new Company. Smuckers tries to acquire only established brands than building a new brand from scratch. They also focus on the only brands they think they could develop globally and reduce the number of unwilling items. Smuckers Company has the ability to shift sales to products with higher margins increasing the efficiency and pulling down the unit costs. J.M Smucker never back up themselves when it comes with competing branded food manufacturers or private-label manufacturers. Smuckers strengths also include its ability to keep employees happy and it remains Fortune Magazines top 25 companies. Weakness Even though the Company was doing better in USA, Canada, and Australia; however, globally the company was becoming less relevant. The Companys 2001 annual sales were far less comparatively to other big companys sales. The Company small size and limited product line made it less capable in competitive bargain advantages and in store production. The Company was lacking house-sale product and also lacking of effective marketing for their low sugar free jams. There could be a possible susceptible to lawsuits from product mislabeling. Opportunity J.M Company has been producing attractive products and brands. But huge competitors with the big scale such as Nestle were also encouraging Smuckers Company to go from limited product line to consolidation in order to have a smooth flow in the business. Thus co-branding with other companies, taking over the Multifoods, and targeting baby boomers those were looking for peanut butter substitutes makes the most of the opportunity. They also got the opportunity of a service division to restaurant, schools, hospital, college students, corporate, private schools, and country club. During the 90s the woman working outside was increasing remarkably; they were eating their lunches outside their houses that helps increase significant percentage in food market. The Company increase overall profitability. Threat There were many external threats to the Smucker Company; major one includes the competition such as Kraft, Nestle, and Campbell. Another threat concludes the fierce competition between the branded food manufacturer and private label manufacturer. Private manufacturers price was attractively below then the branded label. There was a significant increase in the fruit prices from growers that leads the Company use less real fruit decreasing the quality of the product. Consumer tastes were also considers a substantial psychological threat which could make the customer substitute the Smuckers product with others. Recommendation Smucker is a small Company comparing to the giant Company like Nestle. In the competitive market, Smuckers has done its best performance by acquiring the other company making the Company looks bigger. But such rapid consolidation can cause a lot of problem. The latest addition of Crisco and Jiff, as well as much other small and big company has created much concern for the Smukers company. Smuckers sales was projected to go up from $ 651 million in 2001 to 3$ billion in 2002, nearly four times larger. Such marketing plan can cause the Corporates culture and management problem. Smuckers Company need to take it easy in the acquisition process and shouldnt rush trying to increase the majority sell. Smuckers must bring change in the management and make sure of the Companys better culture. The management of each unit needs to be reorganized with a new division. The second recommendation to Smuckers Company is while making a decision weather which product to keep on the market. Company should only focus on the profitability unit and eliminate the product that hasnt added any value to the companys operation. Doing so, Company will have a strong control into its operation. Company should try its best to regulate on further horizontal integration until it is well establish and ready for the vertical integration. For the continued success of the company, research and development would be very important. R D has made it possible for the companys largest growth segment in their Un-Crustable products. Improvement in the technology and innovation will offer the Company with best packaging design that will increase the number of customers. They should also investigate the cost saving measures in production, marketing, and distribution because the market for Smuckers is quiet cost sensitive. Product and process innovation will definitely bring the cost benefit to the company. .

Job Training versus Career Development: What Is Voc Eds Role? Essay

Job Training versus Career Development Should vocational education concentrate on preparing students for specific jobs or should it be more focused on broader career development, including lifelong learning, employability, and cognitive skills? This Digest explores these questions and examines how vocational education programs can best prepare students to meet the demands of the current and future workplace. Job Training and Vocational Education When asked to describe the role of vocational education in the schooling of the nation's youth, most educators (and citizens) would say it is to prepare students for work in a given trade or vocational area. For many years, this preparation has focused on job skill training, the philosophy being that training individuals in the "hands-on" tasks required for work is of primary importance in ensuring their employability and job market success. This singular attention to job-specific skills continues to characterize many vocational education programs. The controversy among educators is whether or not students are actually acquiring the appropriate job-specific skills and whether or not those skills are sufficient for the comprehensive education of youth. In an effort to document the learning gains for students in secondary and adult full-time vocational programs, states are developing skill standards for given occupations upon which their vocational curricula are based. These standards form the basis for assessing students' entry-level occupational skills plus the employability skills that are generic to all occupations. The documentation of these skills then provides vocational program completers with credentials (or a career passport) to present to potential employers, thus e... ...Hoyt, K. B. "Career Education and Transition from Schooling to Employment." 1993. (ED 371 242) Jacobs, H., ed. Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development, 1989. (ED 316 506) Kincheloe, J. Toil and Trouble: Good Work, Smart Workers, and the Integration of Academic and Vocational Education. New York: Peter Lang Publishing, Inc., 1995. Parnell, D. "Cerebral Context." Vocational Education Journal 71, no. 3 (March 1996): 18-21, 50. Rosenstock, L. "The Walls Come Down: The Overdue Reunification of Vocational and Academic Education." Phi Delta Kappan 72, no. 6 (February 1991): 434-436. Vocational Instructional Materials Laboratory. OCAP: Occupational Competency Analysis Profile. Columbus: Center on Education and Training for Employment, The Ohio State University, 1995.