Samsung Electronics Marketing Essay Example for Free

Samsung Electronics Marketing Essay SAMSUNG MOBILE Samsung Electronics (Mobile Division) operates in one of the most competitive markets of the world. According to the US Federal Communication Commission 67 new Smartphone devices are introduced every year. Samsung traditionally had a conservative image that focused on low-price products for the lower end of the market. With low prices it was able to compete in the lower-market whereas in the upper market it had lesser penetration. To penetrate the upper-market Samsung had to give up their lower-market position and focus on innovation and perceiving a higher brand value. SEGMENTATION GEOGRAPHIC It has Samsung Guru Segment for rural areas as well as Galaxy segment for urban areas. Samsung is one of the largest manufacturers of mobile phones and it shares the highest cell phone customers with Nokia in India. It has something for everyone. Urban: Targeting urban youth with many handsets. Built in mobile features like 3G, wifi, GPS different operating systems. Price range RS 1000 and above. Rural: It has a better brand image in rural market. Samsung recently tied up with the Indian Farmers Fertilizer Cooperative. (IFFCO0 for rural telephony. Special applications for rural market. Hinglish Messaging. Price range 1000-5000 DEMOGRAPHIC Age: 15-21 21-35 35-60 60 and above Price Rs 1000-10000 1000-20000 1000-35000 1000-10000 53 Handsets 68 Handsets 72 Handsets 53 Handsets Family Size: 1-2, 3-4, 5+ members Gender: Males All categories except Samsung Pink Phones. Females Specially designed Samsung Pink Phones e.g Samsung B3310 pink, F48o Tocco pink, J700 pink, U900 Soul pink, L770 pink, U600 pink, G600 pink and F480 Tocco. Social class: Middle class (Youth), Upper class (businessman) Lower class (workers) PSYCHOGRAPHIC Samsung came with some so fancy mobile phones specially for girls and cheaper touch screen stylish phones so that everyone can enjoy touch screen The rate of normal mobiles. Samsung has its range of mobile phones start from 1200to 32,000+. Value offers various operating systems like Android, Windows Mobile for customers to choose for. -excellent after sales service having service centers in all over India. functions rich phones atlow price, e.g Samsung GT- 3213 -Samsung App store Conscious Samsung has good mouth publicity High Techno Savvy Samsung provides latest technologies for it’s high techno savvy customers. Low techno Savvy Samsung provides various mobiles for low techno savvy customers like essential phones. BEHAVIORAL HOW LOYAL?: Good brand image form other electronic products. Value for Money Product Many service centers across India. SOCIO-ECONOMIC Low Income Middle Income Higher Income Price 1000 – 5000 Price 5000 – 15000 Price 15000 – 35000 35 Products 48 Products 11 Products TARGETING After segmenting the market based on the different groups and classes, the targets need to be chosen. Samsung mobiles have the following target customers: Trendy young people. Professionals. Large businesses. The common cellular phone users. Organizations such as: services to public safety, the government, and both utility and manufacturing enterprises. Institutional sales for colleges. Target is not only number driven but also about acquiring and retaining customers. POSITIONING Positioning is about the customer perception about the brand as being different from the other brands on specific dimension including product attributes. The strategies adopted by Samsung to position itself in the  Mobile Phone market are as follows: It focuses more on the real margin which comes from mid-to-high-end segments Samsung Concept Store Market making category creation in small towns Wider Care Network Access to Samsung care line Pioneering in the 3G segment of mobile phones. Branded itself as a synonym for quality. Created a Unique Brand Image for itself as a high end value driven brand.

Power and Politics of Performance Management

Power and Politics of Performance Management Organization politics are a reality in most organizations, and while game-playing might outwardly appear to be wasted time, it is necessary in order to secure resources, progress ideas, achieve personal goals, and often to enhance ones standing. It is naive to realistically expect to be able to stand aloof from organizational politics. You may be respected for doing so, but your progress will be limited and you will be seen as an easy target. (Buchanan Badham, 2007, pp 47-59) From a managing and leading people prospective, the later part will discuss about how power politics and control influence on the management of performance of individuals and organizational .what are the key aspects of the approaches of the power politics and controls over the management of performance. What is the good aspect and what is the negative aspect of those elements when we bring performance management into consideration on individual bases and on organizational bases. It will also identify what is meant by power, politics and control and the management of performance. All the relevant theories from the module and practical theories will be discussed in detail. Power and politics Management of performance: Before going into discussion about power politics and organizational control one need to discuss the dilemma of performance management. Performance management is not only about the employees performance but it mixture of how the organization as whole performing (internally and externally), its various department (sales, administration etc), budgeting, finance management, policies, services and products organizing groups for mutual task etc. According to Bratton Gold, pp 274, (2007) Performance management refers to the set of interconnected practices which are design to ensure that a person overall capabilities and potential are appraised, so that relevant goals can be set for work and development and, through assessment, data on work behaviour and performance can be collected and reviewed. On the other hand, Armstrong and Baron, pp 1-5, (2009) defining the management of performance as a process which contribute to the effective management of individuals and teams in order to achieve high level of organizational performance -as such, it established shared understanding about what is to achieved and an approach to leading and developing people which will ensure that it is achieved. Power and Politics: Power and politics are the ability or official capacity to exercise and control authority. It also has been known as an individual, groups, or states that have more control over others. Politics is defined as the art or science of government or governing, especially the governing of a political body, such as a nation, organizations, and the administration and control of its internal and external affairs. As businesses harness the power of technology to change and drive the bottom line, power and politics have been seen as the force behind this change. The managements bring important attributes to the table that lead the enterprises direction, from putting the companys strategic visions to finding short-term solutions, getting long-term targets, and bringing in partners who can change and improve the companys profits. Examine the persuasive and powerful individuals, and political base management in executive offices. A common feature among many will emerge: strong values and the abili ty to facilitate change. Thus it is understood how power and politics work together, and benefits each other well in the business setting. Although most individuals think as power as a force over something or someone, it is not identified as a political force. Power shared with political support has proven to be very beneficial in society or in organization. The former president of Pakistan General Pervaiz musharraf is an example of how he maintained power and politics in his regime effectively through a positive control which had influence positively on the country overall performance as comparing to its past. Leader is the key success for an effective performance of an organization. How far we can see power and politics: The topic of power is so vital and difficult to define in a single sentence yet people made different approaches towards power definition. Power can be exerted not only by some individuals over other, but also by some groups, sections departments, organization and indeed by some nations over other. (Huczynski Buchanan, 2007). Another writer Jay (1967) commented on the power definition as power lies in the acceptance of your authority by others -their knowledge that if they try to resist you they will fail and you will succeed, (jay, 1967). According to Gallagher (2003), power is the capacity to impress the dominance of ones goal or values on other. One can say that power is the source of individual authority and approached to get the thing s done. In other words the ability to make something happening or preventing it forms happening. On the other hand Organization politics can be defined as informal, parochial, typically divisive and illegitimate behaviour that is aimed at displaci ng legitimate power (Mintzberg, 1983). Organizations mainly consisted of organizational politics. Authorities or leaders usually exercising power have the same amount of politics. Working in organization one can see closely the relation of power and politics. It is believe that it is a reality in the organizations. According to Prasad, (1993) Politicking is one of the option for those who wish to influence decisions. It is believed that politics inside organization can be exercised for and against the organization. But most of the critics believed that politics mostly disrupt organizational efficiency and effectiveness (kacmar et al., 1999). Also it consuming time, restricting information and making communication difficulties (Eisenhard Bourgeois, 1988). It also creating the environment stressful, decreasing job satisfaction and making high level of employees turn over. Form a very way power and politics described as essential sources in the organizational life .some critics described as good well for organizational life and some criticised as negative element for organizational life and individuals well being. Power and politics can understand through its sources and tactics that how individuals exercising them through various means and controlling the whole sort of culture which automatically reflects on their performance. There are different approaches has been made by the writers, individualist and pluralist are the commons in them. Power as an individuals property: This type of power has been exercised by individuals with a Social and Interpersonal skills, Power can be seen in particular individuals inside the organizations (Huczynski and Buchanan, pp 435, 2007). Clearly stating who have the power and those who dont have. Individual property can be eliminated in two types of sources, structural sources and personal source based on managing with power theory (Jeffrey, 1992). Structural source: Individual formal role and position .the Ability of gaining support and allies, Individuals have fully control over information Reducing problems and uncertainty. Also have influence on the organization communication physically and emotionally, and the pervasiveness of individual activities within the organization. Such kind of power can be seen in accountants or accountant general officers and HR manager who have more power and authority than others. They hold a strong position and can be positive or negative effect on the organization overall performance. Individuals source: Power can be seen in Individuals, those who have more energy and physical stamina. The ability of focusing on energy and avoiding worthless efforts has fully understanding of other employees feelings. Individuals have a great capability of mental toughness and ability to control stress situation like conflicts and confrontations. All those Characteristics of power are known as more socialistic and talk about individual behaviour of its approach towards power. Power as a source of relationship According to French raven, pp 259-269 (1959) and Buchanan Budham (1999), Power as an individuals property yet it is property of relationship. French raven, pp 259-269 (1959), identified five types of power which are exercising within organization. Relationship power can be described as personal power and positional power. Each of these can be influence on the individuals behaviour, attitude and values. Figure 1. Types of Individual Power. (Source: French raven, 1959) Reward power: It is combination of different element such as resources, assisting employee or empowering them in some areas, sharing information, advancement, recognitions, personnel and emotional support of an individual authority exerting in organization. From political aspect, study found that politics influence on the reward power. In other word if the leader wants to give someone reward, politics can influence it from both positive and negative aspects. So, that would affect the overall performance of an individual from both aspects. On the other hand reward power can be a positive aspect of getting good performance and control of the employees in organization. So, one can see both positive and negative elements in such type of power. Coercive power: Authorities exercising the power of punishing individuals, firing them, and maintaining discipline and spreading the feelings of fear inside the organization, the leaders mostly delivered the massage of what their superior wants to do (transactional leadership). Politics may contribute in the form of other employees can get the massage what their superior wanted to do. Coercive power can be seen as negative in organizational culture, for example other employees may not be put their best in achieving the strategic goals and can turn hostile against the management which would influence on the management of performance and control of the individual and organization. In addition most of the critics seen it as a threat to employee well being. Using positive politics in such kind of power may give a massage to the employees to do what they asked to do. According to Hofstade, pp 42-63, (1980), culture does have high power distance and high uncertainty avoidance in some nations (i.e., Pakist an) has a significant influence on the performance and control of the organization or country. So to use some sort of coerciveness might be beneficial for the organizational performance and control. Expert power: This power based on facts or impression, the expertise of a manager to posses particular skills, knowledge and authorities capability of management issues and technique. The person may be given the power to make decisions for others individuals because he has an expertise on the particular subject area. Again it can be taken as positively and negatively influence on the management of performance. It can help others by getting things done on the right place and time but also can make barriers between the individuals and authorities if they take them in coercive manner, (Benfari Buchanan et, al, 2007 pp 51). Referent power: Leaders ability to rally his staff and urge them to cooperate in achieving the organizational goals (transformational leadership), the ability of the leaders to influence on individuals, we can call him as charismatic leader or manager who can influence his personality by his own values and perception in the organization. These leaders are able to move the organization toward the ideal perspective by coordinating the employees and integrating all system components (Cacioppe, pp 336, 2000). This type of power purely considers being positive for organizational culture and performance. Individuals mostly manipulate towards referent power, pure satisfaction prevailing over organizational culture. Legitimate power: Legitimate power is based on an individual formal position in the organization. It also can be known as position power. It is usually based on the compliances of individuals. Political perceptions in organization: Organization politics can be defined as Informal, parochial, typically divisive and illegitimate behaviour that is aimed at displacing legitimate power (Mintzberg, 1983). Organizations mainly consisted of organizational politics. Authorities usually exercising power have the same amount of politics. Working in organization one can see closely the relation of power and politics. It is believe that its a reality in the organizations. According to Prasad, 1993 Politicking is one of the option for those who wish to influence decisions. Its believed that politics inside organization can be exercised for and against the organization. But most of the critics believed that politics mostly disrupt organizational efficiency and effectiveness (kacmar et al., 1999). Also it consuming time, restricting information and making communication difficulties (Eisenhard and Bourgeois, 1988). It also creating the environment stressful, decreasing job satisfaction and making high level of employees turn ov er. Political behaviour needed to be considered more effectively and individuals have to be understood the causes and effects of politics in organization and its performance. Leadership may influence positively with powerful politics to reduce the level of high uncertainty, conflicts, building coalition with other, reducing the communication barriers between the employees and the managers or leaders, implementing strategic change and policies. Those who are in opposition can be tackling down on powerful politics, also handling trade unions or employees unions in the work place, etc. Politics can influence positively on organization and individuals performance and control. But most of the employees understand the philosophy of political behaviour in organization as a negative aspect of work life assuming that it is a self- serving aspect of getting promotion and personal objectives. Such behaviour can be identified as, hierarchical, associated with the influencing bad attitudes, destroying or abusing power and were not seen to be responsible towards organizational goals and interest of the employees. (Vigoda Poon, pp 138-155, 2003). In such political behaviour, individuals trying to surpass other in order to get more information and to get more power. Several factors are influencing on the political behaviour of an organization performance and can be known as personnel situational. Personal factors including demographic factors, individuals characteristics, attitudes, needs and values and Situational factors like job autonomy, job variety and on the organization al level such as centralization and formulization (Poon pp 138-155, 2003). Formal situational perception of organizational politics: Job ambiguity: In job ambiguity situations, individuals are mostly unclear about their job role, not clear about their objectives or goal and what can they do to get rewarded. Most of the employees trying to secure their jobs and their personnel interests using political resources and can turn them in defensive political behaviour (Ashforth and Lee, 1990). Scarcity of resources: In the situation of pay rise, promotion opportunities etc individual compete for such resources May using politics to get promotion and to get career opportunities and developments and get positively relation to political behaviour. Trust climate: According to Das and Teng, pp 251-283, (2001), Trust is subjective state of positive expectations regarding another persons good-well and can exist at the personal, organizational, inter-organizational and international levels. Working climate of trust can motivate individuals positively and can be influence on the political behaviour of an organization. On the other hand it can reduce employee performance if there is lack of trust climate in organization. Job satisfactions: The work environment, where individuals feel satisfaction and security of their jobs, According to Lock, 1973 and Poon, 2003, job satisfaction is a positive emotional state that arise when people appraised their jobs or job experience. The level of decrease in job satisfaction can be seen in organization with higher political behaviour. Decision and policies based on higher political environment can create job stress as well. Employees turn over intention: Turnover of employee can be discussed from two aspects psychological and physical usually caused when the organization are high politicking, most of the employee give up their struggles towards the job targets mentally and physically in a work life based on political environment,( Kacmar, 1999). The listed below diagram can evaluate about the political perception in organization clearly. Figure 2. Perceptions of Organizational Politics (Source: Poon, 2003) Conclusion: Armstrong, P-A Baron, A., Performance management: An Overview, Feb 2009: Charted Institute Of Professional Studies. Vigoda-Gadot., E: Leadership Style, Organizational Politics, And Employees Performance, 2007. Vol. No 5, 2007. Emerald Group Publishing Limited. Bratton. J Gold, J. Human Resource Management, Theory And Practice. 4rth Edition, 2007: Published By Palgrave Macmillan New York. Chapter (8). Kacmar, K.M., Bozen, D.P., Carlson, D.S And Anthony, W.P (1999), An Examination Of The Perception Of Organizational Politics Model: Replication And Extension, Human Relations, Vol.52, pp.383- 416. Emerald Group Publishing Limited. Poon., M.L, June, Situational Antecedent And Outcomes Of Organizational Politics Perceptions: Journal of Managerial Psychology, Vol, 18 No.2, 2003 , Emerald Publication. Buchanan. D Budham., R: Power Politics And Organizational Change: Winning the Turf Game: 1st Edition 1999, Sage Publication LTD, London. Cole, G. 1997. Strategic Management. 2nd Ed. London: Thomson Learning. Watson, G., Gallagher, K., 2005. Managing for Results. 2nd Ed. London: Chartered Institute of Personnel and Development, London. Huczynski., A, Buchanan., D: Organizational Behaviour, Sixth Edition., 2007, Part six, Chapter 24, Pearson education limited. http://managementconsultingcourses.com/Lesson30PowerOrganizationalPolitics.pdf access Managing human behavior in public nonprofit organizations ÂÂ  By Robert B. Denhardt, Janet Vinzant Denhardt, Maria Pilar Aristigueta Hofstede, G. 1980. Motivation, Leadership, and Organization: Do American theories apply abroad? Organization dynamics AMACOM Journal. 1(1), pp 42 63 Das, T.K. and Teng, B.S. (2001), Trust, control, and risk in strategic alliances: an integrated framework, Organization Studies, Vol. 22, pp. 251-83. Mintzberg, H. (1983), Power In and Around Organizations, Prentice-Hall, Englewood Cliffs, NJ. Kacmar, K.M. and Ferris, G.R. (1991), Perceptions of organizational politics scale (POPS): development and construct validation, Educational and Psychological Measurement, Vol. 51, pp. 193-205.

bless me, ultima :: essays research papers

Chapter 3 Summary When Antonio awakes, he ponders the fate of Lupito's soul and those of the men who killed him. His parents quarrel as they always do on Sunday mornings, as Gabriel's vaquero mindset is not favorable to priests. When Marà ­a scolds Antonio for not being properly formal when greeting Ultima, Ultima requests that she back off because the night was hard on all men. Marà ­a protests that he is still a baby. She thinks it is a sin for boys to become men. Many women in town are dressed in mourning because of sons and husbands lost in the war, which has indirectly claimed two more victims. Antonio and Ultima discuss the events of the previous night. She states that she doesn't think Gabriel fired at Lupito, but she warns that no one should presume to decide whom God forgives or not. Before mass, Antonio mingles with the other boys. They horse around and discuss the night's events. Antonio contributes nothing to the subject of Lupito's death. Commentary Having been introduced to an adult moral dilemma, Antonio is obsessed with sin and punishment. Ultima explains that men of the llano, referring to Gabriel and Narciso, will not kill without reason. However, she also tells Antonio that people have to make independent moral decisions based on what they know. However, matters of salvation and damnation are not for human beings to determine. In her own way, Ultima is talking about fate and destiny within the language of Catholicism because those are the terms with which Antonio is trying to make sense of Lupito's death. Moreover, Ultima tries to subtly let Antonio know that the adults he loves and trusts are not infallible. Narciso and Gabriel both tried to save Lupito, but the blind anger and fear of Chà ¡vez and the others prevented them from doing so. Furthermore, Ultima does not tell Antonio what to think but how people like his father and Narciso make moral decisions. Antonio can then apply this understanding to his own decisions. The opinions that Marà ­a and Gabriel have of growing up highlight the major issues of sin and punishment that preoccupy Antonio. His mother associates growing up with learning how to sin, while Gabriel and Ultima view growing up as an inevitable process that is not good or bad in itself. As a boy becomes a man, he uses his life experience and his knowledge to make decisions.

Metro Manila Film Festival: Taste of Filipino Movies on Christmas Essay

While the children are very busy collecting their gifts from their godparents, actors and film staffs are also busy creating such wondrous movie as their entry to the Metro Manila Film Festival. MMFF as its shortened name, it is the annual celebration of the Filipino talents in the movie industry. Usually held during the Christmas season, it recognizes the role of the film industry in providing artistic depictions of the Philippine stories and history. And as the time passes by, Metro Manila Film Festival has become part of the Filipino’s yearly celebration of Christmas. Before the films are being sent to various cinemas nationwide, giant floats of them will be rounding the Pasay Rotonda first. The floats are made portraying the setting of the actual movie. For instance, if a certain horror movie is set in a haunted house, then its float will be like a house with an eerie design. In general, all the floats are decorative implying the effort of the people behind those artworks. People are truly enjoying the caravan not only because of the enormous and colorful floats they see but also for the chance to glance at their favorite celebrities. In order to have evidence of achieving their dreams, they will surely take pictures of them. The casts, on the other hand, are usually on top, shining their eyes and swaying their hands to welcome the people. Their sweet smiles and heart-warming yells throughout the procession somewhat convince the people to watch their pompous creations. Moreover, they throw some giveaways such as t-shirts and posters which may he lp to attract the people’s attention. All are appreciating every single moment of the event. Normally, the first day of the film viewing is placed on Christmas. Imagine how clever pro... ...ovie itself. As the time goes by, movies become more imaginative signifying the rich and brilliant minds of ‘Pinoys’. They are devoted to their profession, trying to reach perfection. After all, they will gather all the gifts of their hardships. Filipino film industry is very significant among them just as how important the Christmas is. Furthermore, it is as colorful as the Christmas celebration of the Filipino community. Works Cited â€Å"The 39th Metro Manila Film Festival†. Metro Manila Film Festival. MMDA. 2012. 22 Dec. 2013 â€Å"2012 Metro Manila Film Festival†. Wikipedia: The Free Encyclopedia. 28 Dec. 2013. 28 Dec. 2013 â€Å"2013 Metro Manila Film Festival†. Wikipedia: The Free Encyclopedia. 29 Dec. 2013. 29 Dec. 2013

Moral Matters in Hamlet :: essays research papers

Each book has its own fate, but there are a few works of art, that can compete in fame the most mysterious piece of art by Shakespeare –, the tragedy ‘,Hamlet’,. There is a bountiful amount of matters- moral, philosophical, and social ones, set in the plot of the book. The tragedy of the humanist and the fate of one honest person in the era of Renaissance, his tragic dilemma about his love and duty, about the crime, the punishment and the retribution, will never stop provoking the readers of ‘,Hamlet’,. What actually is situated in the core of Hamlet’,s tragedy?!? Is it just his confused mind because of his father’,s murder, or because he has not got enough strength to revenge for the terrible crime?!? The reasons for Hamlet’,s tragedy are more complicated and considerable than the disturbed mental balance and weakness, which turns out to be obvious. His rambling and suffering are deeply seated in a person, whose ideas of morality and humanity, good and evil are torn down suddenly and irrevocably. That is the tragedy of the humanist Hamlet, caused by the conflict between his ideals, regarding mankind and their wild passion for power and wealth at any price. Brought up with the spirit of humanism, Hamlet suffers a deep spiritual stress because he has to cope with evil in all of its dimensions for a short period: a murder, fratricide, adultery, incest, treachery and complicity of the crime. Shockingly for him, the people who have done the evil deeds are those who he loves- his uncle, his own mother, his love, some of his friends who he has known since his childhood. This confrontation with the evil that follows and attacks him takes the joy away from Hamlet and distorts his ideal of humanity. Hamlet seeks the relation between him and the common taint and violence which surround reality from the beginning itself. According to him the murder has been done because of these factors of disgust and hatered. His disappointment leads him to the insight that Denmark is a beautiful prison. Moreover, the tragedy of a humanist, forced to live in an inhumane society changes his idea of the world, which now different and in his view is a des ert garden, ruled by the weed that is among people.

An Analysis of Hotel Rwanda and Schindler’s List

Paul Reasonable and Oscar Schneider are both men of style who help their own Individual countries through many different ways. Paul and Oscar show different ways of helping out the people In their own countries by using their exclusive styles. In â€Å"Hotel Rwanda† Paul Reasonable Is a hotel manger In Rwanda during the Rwanda genocide. The genocide Is going on because the Huts believe that the Tutsis killed their president and that Is why the Huts are attacking on the Tutsis,Paul Is a Hut, but his wife Titian and his children and other close friends are all Tutsis and It Is his mission to save them all. In the movie when Paul was getting ready to go work the Hut rebels come to see If there are any Tutsis left In Pall's house, Paul hides all of his family and all of his friends in one room of the house and Paul goes outside to deal with the Hut rebels. Paul then takes everyone to the hotel and bribes the rebels to let all of his family and friends to stay alive. Paul through o ut the movie does many things to help out the Tutsis and help them out for anything that hey all need.Pall's style still remains the same through out the whole movie. Oscar Schneider is a business man with excessive style. He bribes many people. Schneider is currently living in Poland during the Holocaust. Schneider decides to open a pots and pans shop where the Jews can work in. In the movie Schneider is very kind to the Jews and feels sympathetic. A scene which shows some Jews sitting in a very hot train getting sent off to a concentration camp. Schneider realizes that all of them feel very thirsty and decides to quench their thirst by spraying water at the Jews.When the pots ND pans factory shuts down Schneider decides to open an ammunition factory. All of the men arrive but than Schneider realizes that all of the ladies train is going to Auschwitz. Schneider goes to Auschwitz to bring the women back. Schneider in the end of the movie is thanked by all of the Jews by helping them out through a very hard time and by giving them a Job and many other things. Both Paul and Schneider are very amazing men who helped out their people through many things. Paul as you have learned saved all of the Tutsis by giving them shelter and food by letting all of them stay In his hotel.Schneider In the beginning was a briber and a womanlier later turned In to a good person who helped out the Jews by giving them a Job and also helping them all out. An Analysis of Hotel Rwanda and Chandler's List By anachronism In both â€Å"Hotel Rwanda† and â€Å"Chandler's List†. Paul Resignation and Oscar Schneider are both men of style who help their own individual countries through many different ways. Paul and Oscar show different ways of helping out the people in their own countries by using their excessive styles. In â€Å"Hotel Rwanda† Paul Resignation is a hotel manger in Rwanda during theRwanda genocide. The genocide is going on because the Huts believe that the Tutsis killed their president and that is why the Huts are attacking on the Tutsis. Paul is a Hut, but his wife Titian and his children and other close friends are all Tutsis and it is his mission to save them all. In the movie when Paul was getting ready to go work the Hut rebels come to see if there are any Tutsis left in Pall's house, shelter and food by letting all of them stay in his hotel. Schneider in the beginning was a briber and a womanlier later turned in to a good person who helped out the

Native American Cultural Assimilation

Native American Cultural Assimilation from the Colonial Period to the Progressive October 2, 2011 Introduction Although the first European settlers in America could not have survived without their assistance, it was not long before the Native Americans were viewed as a problem population. They were an obstacle to the expansion plans of the colonial government and the same to the newly formed United States. The Native Americans were dealt with in various ways. During expansion some were outright exterminated through war while others forcibly made to relocate to lands deemed less than ideal. The idea was to make them vanish – out of sight, out of mind. Though their numbers in terms of population and tribal groups dwindled, they persisted and continued to be a problem in the eyes of the federal government. In the latter part of the nineteenth century the United States government instituted a new way to wage war against the Native Americans. This involved assimilating their children through government-run boarding and day schools. Federal policy-makers were sure that by giving the Native American children an American-style education, they would eventually evolve into â€Å"Americans† and return to their reservations, but forsaking their previous culture, traditions and way of thinking. The federal government assumed that as the aged died off and, with the children assimilated, within a few generations at most, there would be no need for reservations or Indian policy, thus accomplishing the original goal of making them vanish. There is little doubt that assimilation through education failed on almost all fronts, but through my research I hope to uncover some positives for the Native American children, especially those affected by late nineteenth century Indian policy which removed them from their families and, in some cases, sent them into an alien world hundreds of miles away. Throughout the history of, especially, European imperialism, â€Å"the relationships between indigenous peoples and colonizers usually proceed through a series of phases. Generally speaking, the first phase involved the establishment of colonies which meant the disruption of Native societies and usually the displacement of people. In most cases, there was some degree of violence and if complete domination was not swift, treaties were drawn up by â€Å"resetting territorial boundaries in order to maintain a degree of order. † Because resource and land acquisition was the main goal of the colonizers in the first place, treatie s seldom lasted and violence continued. In most cases, the next phase in colonialism to lessen violence and restore order was to try assimilation. Assimilation could mean turning the indigenous population into a work force or perhaps a marginalized group of ‘others’ who speak the colonizers language†¦Ã¢â‚¬ [1] As colonial expansion kept growing in North America, assimilation was attempted on several levels. Attempts were made at outright Native American removal from their lands and, when that did not work, religion was probably the most widespread â€Å"weapon† of the colonizers to subdue the Natives. Priests, Catholic and Protestant, (usually backed by an armed force) were more often than not unsuccessful in their attempts to force civilization on the Natives. 2] Assimilation by this means was further complicated because of competing religions. Natives who embraced Catholicism offered by French or Spanish colonizers further distanced themselves from Britis h colonizers and vice versa. European wars of the 17th and 18th centuries between Catholic and Protestant powers carried over into the North American colonies and the Native Americans were situated in a no-win situation. As a result of victories in these wars, not only did 1. Holm, Tom. The Great Confusion in Indian Affairs. pp. 1-2. 2. Findling and Thackeray, eds. Events that Changed America in the Seventeenth Century. p. 72. the British resent Native Americans who fought against them in the wars, they crept deeper into Native American territory until their defeat in the American Revolution. [3] Now, what had been colonial expansion in America turned into national expansion of the newly created United States. As the eighteenth-century came to a close and the major players in expansion had changed, policy toward Native Americans stayed essentially the same it had been under the British. Early in the nineteenth-century and the Louisiana Purchase in hand,†Ã¢â‚¬ ¦ (Thomas) Jefferson, much as he struggled with the issue (Indian policy), could simply not envision a future for the United States that included a place for ‘Indians as Indians. ’ As president, Jefferson tried to design an Indian policy that would humanely assimilate Native Americans into the new republic, but his vision of national expansion turned out not to have any room for Native Americans. [4] Those who refused or resisted assimilation would be forcibly pushed westward to lands deemed unfit for anything by most Americans. [5] As expansion increased further West, the Native Americans faced another subtle weapon in addition to religion from the government in its attempt to subdue them – American-style education. Years of violence, forced removal to Indian Territory and forced religious indoctrination had failed to solve what the federal government referred to as â€Å"the Indian problem. [6] the Native Americans may not have flourished in their new land, but they survived and would not go away. As a result, American policy shifted from trying to vanquish the Indians to trying to make them vanish. Starting as an experiment in the early nineteenth-century and continuing until it became 3. Hightower-Langston, Donna. Native American World. p. 365. 4. Conn, Steven. History’s Shadow. p. 3. 5. Garrison, Tim Alan. The Legal Ideology of Removal. p. 7. 6. Ninkovich, Frank. Global Dawn. p. 185. olicy in the last quarter of the century, new Indian policy would be to extinguish Native American cultures through an American-style education of the young. The thinking was, educate the Native American children to American culture to assimilate them and, for the time being, contend with the adults on reservations. The idea behind this was, after a few generations, the adults would die off and the new generations of American educated, assimilated â€Å"citizens† would survive, but not their old cultures and ways of life. The balance of this paper will focus on the assimilation through education policy. â€Å"In 1794 the nation made its first Indian treaty specifically mentioning education, and many more treaties would contain similar offers and even demands for compulsory schooling of tribal children. In 1819 Congress provided a specific ‘civilization fund’ of $10,000 for the ‘uplift’ of Indians, and the assimilationist campaign continued to employ legislation, treaty making (until 1871), and other expedients to achieve its goals. Initially the United States government through its office/ Bureau of Indian Affairs (BIA), depended upon Christian missionary societies, but by the later nineteenth century the government dominated the educational effort, having established a loose system of hundreds of day schools, on-reservation boarding schools, and off-reservation boarding schools, BIA and missionary schools together to Christianize, ‘civilize’, and Americanize Indian children: the rigidly ethnocentric curriculum aimed to strip them of tribal cultures, languages, and spiritual concepts and turn them into ‘cultural brokers’ who would carry the new order back to their own peoples. †[7] 7. Coleman, Michael C. American Indians, the Irish, and Government Schooling. pp. 1-2. The idea of targeting Native American children for ’civilization training’ actually began in the seventeenth-century in New England where Native children were separated from their families and situated in â€Å"praying towns. † A Christian education was aimed at the children â€Å"because they (the colonists) believed (Native American) adults were too set in their ways to become Christianized. †[8] From this early attempt at assimilation through education, Native American education developed into fairly formal on-reservation schools run by churches and missionary societies, with limited funding by Congress. These schools were made possible after such actions as the Indian Removal Act which concentrated Native Americans in Indian territories and under somewhat more control of the federal government. These mostly denominational schools offered the only American-style, limited as it was, education until after the American Civil War. â€Å"†¦ after the conflict (Civil War) the nation developed the Peace Policy, an approach that gave schools a renewed prominence. The carnage of the war encouraged reformers to find new ways to deal with Native nations other than warfare. †[9] Under this peace, the federal government was to provide the necessary funding for â€Å"schools, administrators, and teachers. †[10] There was some funding for the policy by Congress, but not nearly enough. With limited funding, day schools were established on reservations. One-room schools were the norm where â€Å"government officials encouraged a curriculum of academic and vocational subjects, and sometimes the Office of Indian Affairs paid a reservation carpenter, farmer, or blacksmith to offer courses. †[11] 8. Keller, Ruether, eds. Encyclopedia of Women and Religion in North America. pp. 97-8. 9. Trafzer, Keller and Sisquoc, eds. Boarding School Blues. p. 11. 10. ibid. p. 11. 11. ibid. p. 12. About the same time these one-room schools were being established, Commissioner of Indian Affairs Edward P. Smith submitted his annual report favoring boarding schools over day schools. In his report â€Å"Smith stated that the use of English and the elimination of Native languages was the key to assimilation and civilization. †[12] In a plan for national system of Indian schools (October 18890 sent to the Secretary of the Interior, a successor of Smith’s, Thomas J. Morgan, offered the following: When we speak of the education of the Indians, we mean that comprehensive system of training and instruction which will convert them into American citizens, put within their reach the blessings which the rest of us enjoy, and enable them to compete successfully with the white man on his own ground and with his own methods. Education is to be the medium through which the rising generation of Indians are to be brought into fraternal and harmonious relationship with their white fellow citizens, and with them enjoy the sweets of refined homes, the delight of social intercourse, the emoluments of commerce and trade, the advantages of travel, together with the pleasures that come from literature, science, and philosophy, and the solace and stimulus afforded by a true religion. [13] Carlisle Indian Industrial School Ten years prior to Commissioner Morgan’s report, Richard Henry Pratt, a former United States Army officer who had commanded a unit of African American â€Å"Buffalo Soldiers† and 12. Trafzer, Keller and Sisquoc, eds. Boarding School Blues. p. 12. 13. Prucha, Francis Paul. Documents of United States Indian Policy. p. 177. Indian scouts in Indian Territory following the Civil War, began his own quest of assimilation through education. In 1879, he â€Å"secured the permission of the Secretary of the Interior, Carl Shurz, and Secretary of the War Department McCrary to use a deserted military base as the site of his school. †[14] Using this site in Pennsylvania, he felt that he could take Native American children from the reservations and by distancing them from tribal influences, turn them into Americans. With the site secured and community support behind him, the next step was to recruit students. He headed to the Dakota Territory where he was tasked to bring back Native American children to Carlisle. Aided by a teacher/interpreter, Pratt was able to bring back the first class of 82 students. Unfortunately, when he got back to Pennsylvania, necessary basic living supplies previously promised to them by the Bureau of Indian Affairs were not to be found. â€Å"The children slept on the floor in blankets. †[15] In time, some funding was secured privately from â€Å"former abolitionists and Quakers who were eager to be involved in his success and who often visited the school. † Using his military background, the school (for both boys and girls) was modeled after a military academy. Instilling discipline and a sense of â€Å"time† was important to Pratt if he was to make progress with the children and, as one of his former teachers commented on the children, â€Å"they have been systematically taught self-repression. †[16] Although that first recruiting class consisted of only 82 students, by the time the school was at full operating capacity (the school survived 39 years), enrollment averaged 1000 students. [17] 14. Landis, Barbara. â€Å"Carlisle Indian Industrial School History. † http://home. epix. net/~ Landis/histry. html 15. ibid. 16. ibid. 17. ibid. Other Indian Schools Similar types of federal Indian boarding schools were located in the West. They may have been physically closer to reservations, but had the same ideals and philosophy of Carlisle. With military-type discipline, children were ‘encouraged’ to leave their Native American culture behind and accept Americanization. One of the best known of these schools, the Haskell Indian Institute, was located in Lawrence , Kansas. [18] It differed from most Indian schools in the East in that, after a few years (and graduates) it, like other western Indian schools began to staff itself with former students in teacher and, in some cases, administrative roles. [19] Another Native American school of note was the Flandreau Indian School, opened in 1893 in eastern South Dakota primarily for Ojibwe and Dakota students in its early years. [20] Like Haskell, its main function was industrial education for boys and domestic science for girls. No matter which school the children attended, Carlisle, Haskell, or Flandreau, there were common problems faced by the children: â€Å"initiation (into the white man’s universe), discipline, and punishment, along with overall problems – and achievements – of pupil adjustment. †[[21] Some children absolutely resisted Americanization – a favorite form of resistance was arson and those who, at least on the face of it, accepted â€Å"the white man’s ways† were often subjected to rejection by their peers or elders or suspicion by non-Indians. 18. Warren, Kim Cary. The Quest for Citizenship. p. 15. 19. ibid. p. 15. 20. Child, Brenda J. Boarding School Seasons. p. 7. 21. Coleman, Michael C. American Indians, the Irish, and Government Schooling. p. 8. Conclusion Throughout my research there was a common theme in the sources I used – one group trying to impose its will on another. I realize that most of this paper has seemed like an indictment against, first, the European colonizers, then the European-American expansionists and, finally, the Americans in their treatment of Native American peoples, despite what may have seemed, at least some of the time, noble intentions. Sobeit. Actions by Native Americans against non-Native Americans have almost always been reactionary. Throughout history this was evident. In early colonial America, fighting between the French and English (initially in Europe and other parts of the world) spilled over into North America ‘to the contested margins of their empires. Native Americans in league with the French initiated what became King William’s War when they helped massacre British settlers of Schenectady, New York, on February 9, 1690. [22] The Native American motive for participating proba bly was not to see further expansion of French territory into Native American land, but more likely a response to years of violence committed by the British toward them. Moving ahead a couple of centuries, it seemed like the united States government still held to the mindset that â€Å"the only good Indian is a dead Indian,’ not necessarily dead in a physical sense, but dead in a cultural sense. Continued expansion westward was problematic for the federal government because every time there was another â€Å"push†, there always seemed to be Native Americans in its way. Violence in many forms against the Native Americans to try to vanquish them had little success, so new policy, though experimental at first, was implemented in the nineteenth-century and gained support of so-called reformers. The new 22. Bobrick, Benson. Angel in the Whirlwind. pp. 18-19 policy was designed, not to vanquish the Native Americans, but make them vanish. To make them vanish, again not so much physically, but culturally, the federal government adopted policies demanding assimilation. This assimilation would be accomplished by educating the Native American young in a way that would â€Å"Americanize† them. After their Americanization the young would take their training either back to the reservation or mainstream America, leaving their Indian culture behind, thus making the Indian culture gradually vanish. To this end, â€Å"the federal government began its boarding school program for Native Americans during the late nineteenth-century as part of a crusade by a coalition of reformers who aimed to assimilate Native Americans into dominant Anglo-Protestant society through education. With a fervor that was partly evangelical and partly militaristic, the creators of the boarding school system hoped that through education, they could bring about a mass cultural conversion by waging war upon Native American identities and cultural memories. †[23] The negatives of the new Native American assimilation/education program far outweighed the positives. The Native American children were cast into what was essentially a whole new world very alien to them. One seemingly small example of this change was the wearing of shoes. Some children had never worn shoes in their lives, but were suddenly forced to wear them. The children were disciplined harshly for speaking anything but English in the schools; harassed by peers, reservation elders and, sometimes, suspicious non-American Indians depending on the degree they accepted assimilation; taught trades and skills that were becoming obsolete; and, probably worst of all, so psychologically confused, many were later unable to function on the reservation or in the white man’s world. 23. Bloom, John. To Show What an Indian Can Do. p. xii On the positive side of boarding schools, many children were removed from situations of abject poverty and given room and board. The food and living arrangements were totally foreign to them, but it was better than they had previously known. Moving the children from the reservations also kept them quarantined from the disease prevalent there. One of the benefits of completing their boarding school experience was that many graduates later began to staff the schools, especially in the West, somewhat lessening â€Å"white† influence and the school’s ability (and will) to make cultures and ways completely disappear, a positive for the Native Americans, but a prime example of the failure of the schools to carry out federal policy. Though most of the education the children was rudimentary, at best, but in some cases students embraced learning and took their education to the next level. They went on to more formal schools and used their training and education back on the reservations to become leaders with a better understanding of the Native American/American relationship, while others infiltrated local, territorial, state or federal Indian agencies once manned only by white bureaucrats, most who were ignorant when it came to dealing with Native American problems. Assimilation had failed as a governmental policy and, as more and more educated Native Americans left the reservations and adapted to the white world, while retaining fundamental culture and ways, and was replaced by acculturation. Acculturation was not a federal policy, it describes a necessary survival tool used by the Native American to preserve what little was left of their cultures and ways of life. Instead of their educations making them subservient to their master (the federal government), education allowed those Native Americans with the desire and wit to attain respect. Gaining this respect from both their own people, as well as the â€Å"white’ American people took time, but with it came, little by little, more agency and the ability, right and courage to have a say in how their lives were to play out. As bad a reputation as they have had in the past and even to this day, the fact that reservations still exist shows the unwillingness of some Native Americans to let their traditions die. The popularity of Indian art, jewelry and music serves to keep the cultures going. Just as the early settlers of the West found out, they are everywhere, though in decreasing numbers, and will not go away. Works Cited 1. Bloom, John. To Show What an Indian Can Do: Sports at Native American Boarding Schools. Minneapolis, MN, USA, University of Minnesota Press, 2000. http://site. ebrary. com/lib/apus/Doc? id=10151303 2. Bobrick, Benson. Angel in the Whirlwind: The Triumph of the American Revolution. New York, NY, USA, Penguin Books, 1998. 3. Child, Brenda J. Boarding School Seasons; American Indian Families, 1900-1940. Lincoln, NE, USA: University of Nebraska Press, 1998. http://site. ebrary. com/lib/apus/Doc? id=10015709 4. Coleman, Michael C. American Indians, the Irish, and Government Schooling: A Comparative Study. Lincoln, NE, USA: University of Nebraska Press, 2007. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=184858 5. Conn, Steven. History’s Shadow: Native Americans and Historical Consciousness in the Nineteenth Century. Chicago, Il, USA: University of Chicago Press, 2004. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=262649 6. Findling, John E. and Frank W. Thackeray, eds. Events that Changed America through the Seventeenth Century. Westport, CT, USA: Greenwood Press, 2000. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=77716 7. Garrison, Tim Alan. The Legal Ideology of Removal: The Southern Judiciary and the Sovereignty of Native American Nations. Athens, GA, USA: The University of Georgia Press, 2002. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=103178 8. Hightower-Langston, Donna. Native American World. Hoboken, NJ, USA: John Wiley & Sons, Inc. , 2003. http://netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=79081 9. Holm, Tom. The Great Confusion in Indian Affairs: Native Americans and Whites in the Progressive Era. Austin, TX, USA: The University of Texas Press, 2005. http://site. ebrary. com/lib/apus/Doc? id=1010671 10. Keller, Rosemary Skinner, Rosemary Radford Ruether and Marie Cantlon, eds. Encyclopedia of Women and Religion in North America. Bloomington, IN, USA: Indiana University Press, 2006. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=171513 11. Landis, Barbara. â€Å"Carlisle Indian Industrial School History. † http://home. epix. net/~landis/histry. html 12. Ninkovich, Frank. Global dawn: the Cultural Foundation of American Internationalism, 1865-1890. Harvard University Press, 2009. http://site. ebrary. com/lib/apus/Doc? id=10402533 13. Prucha, Francis Paul, ed. Documents of United States Indian Policy. Lincoln, NE, USA: University of Nebraska Press, 2000. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=53529 14. Trafzer, Clifford E. , Jean a. Keller and Lorene Sisquoc, eds. Boarding School Blues: Revisiting American Indian Educational Experiences. Lincoln, NE, USA: University of Nebraska Press, 2006. http;//www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=162267 15. Warren, Kim Cary. The Quest For Citizenship: African American and Native American Education in Kansas, 1880-1935. Chapel Hill, NC, The University of North Carolina Press, 2010. http://site. ebrary. com/lib/apus/Doc? id=10425421