Persuasive Essay Against Capital Punishment -- Papers Death Penalty Ar

Persuasive Essay Against Capital Punishment â€Å"Kill. (Verb) To make someone or something die.† Does anyone really think they have the right to take another person’s life? Apparently yes. Perhaps we should give the judge a knife and tell her that if she has decided that the accused is guilty, she should stab him herself. Perhaps then she would hesitate. But if many people (hundreds or thousands who operate the judicial system) are involved, it spreads, or even divides the feeling of culpability among many. They may feel less guilty, especially if they believe that they are representing the whole society of their country. What makes it seem more â€Å"humane† is the official perspective of it. Death here is a matter of paperwork, not actually a case of ending someone’s life. I am absolutely opposed to the death penalty. In this essay I will try to explain why I think society should not accept this barbaric punishment. The most common argument in favour of the death penalty is that it is a deterrent, i.e. someone who has murder in mind will think better of it when he realises that he could be facing death. However, I do not agree with this. When a murderer commits a crime he believes that he will not be caught. Numerous studies have tried to prove the deterrence factor, but have been unable to. A criminal dreads a lifetime prison sentence more than, or the same as, the death penalty in any case. There are two types of murders: crimes committed on the â€Å"spur of the moment† (i.e. passion crimes which have not been planned) and pre-meditated murder. If it is a crime of passion, the murderer is not thinking of the consequences at t... ... are then disbarred. They have little incentive to fight for the case when their salary may be under  £4 an hour. Finally, who are we to play with the lives of other people? Each person is just one life – how can one life be allowed to designate when the other must finish? Man is man, not God. Only God should have a divine right over a man’s life. Man is equal to man, and for him to take on the role of a superior being can only cause chaos. I believe that it is the duty of a system of justice to protect society from criminals, either by psychological rehabilitation or by imprisoning them for life if necessary; not by murdering them. Capital punishment is used to condemn the guilty of severe crimes. This means: to teach a criminal how to be humane, they must be killed inhumanely. Does this seem logical?

Discuss the Dramatic Devices Williams Uses in the Play to Suggest

Discuss the dramatic devices Williams uses in the play to suggest that Blanche is doomed. A Streetcar Named Desire is a tragedy that is unlike a traditional tragedy in that the characters in it are not struck by some calamity or fall because of unwise choices on their part. Instead, we enter the play in the delayed aftershocks of a tragedy that has befallen the main character, Blanche, as she attempts to hold on to whatever remnants of her beautiful past she can, but ultimately fails due to a combination of her past that catches up to haunt her, and also because of the rough-handed, misogynistic, and brutally pragmatic Stanley.Throughout the play, Williams hints and ultimately cements the idea that the audience will see Blanche fall. This is done through a blend of symbolism, character interaction, musical and auditory cues that foreshadow Blanche’s ultimate fall from beautiful to insane. Blanche’s tragic past is hinted by Williams to audiences even in Scene 1 by the an alogy of the names of the streetcars and place that Stella and Stanley live in.In Scene 1, Blanche tells Eunice about how she got to Stella and Stanley’s place; â€Å"They told me to take a streetcar named Desire, and then transfer to one called Cemeteries and ride six blocks and get off at – Elysian Fields† Blanche’s journey on New Orleans’ streetcars represents the journey of her own life up to now. The streetcar named desire is an allusion for the life she lived after her late husband, Allan, died. Blanche was a promiscuous woman who had sex with random men for the superficial attention she longed for.After, she transferred to a streetcar named Cemeteries, a name for a place of the dead. This must’ve represented that part of her life where she has been ostracised by her hometown of Laurel for her various affairs, that probably disrupted the social and marital affairs of those in the town. After all, that was the â€Å"death† of her time of â€Å"desire†. Finally, she arrives at Elysian Fields, Stella and Stanley’s place. Elysian Fields is a place of Greek Mythology, a transition area for the afterlife.Just as Blanche as â€Å"died†, she has gone to rest in Elysian Fields. In the myth, Elysian Fields was just an area for souls to go to before moving on to their next stage in the afterlife. This alone is enough to show that Williams hasn’t intended for Blanche’s story to end in Elysian Fields. Blanche’s tragic past has effectively â€Å"killed† her, and just as she must move on from Elysian Fields as per myth, her past is due to catch up with her and continue to wreak havoc on her.Furthermore, we see Williams’ use of the dark imagery of â€Å"Cemeteries† and â€Å"Elysian Fields†, as opposed to any more heavenly images (say, â€Å"Heaven†) to suggest that Blanche’s journey after Elysian Fields to be anything rosy – which is ultimately the case. Another way Williams shows that Blanche is destined to doom is through her absolute juxtaposition to life in New Orleans. By showing her as not being able to adapt to and accept life in the seemingly balanced and progressing New Orleans, Blanche is ultimately doomed to be something forgotten and left behind, like an old obsolete symbol of the Old South.From Scene 1, we see Blanche physically standing out in the rough and tumble world of New Orleans, from her striking white clothes in the colourful world of New Orleans, and her delicate description of being a â€Å"moth†. As the play unravels, we see she is unable to adapt to any new situations New Orleans throws at her. She never changes her high register speech which starkly contrasts Stanley and crew’s pidgin English and she constantly ignores the spreading truth about her.Even her sister, who is of same background as her, is able to accept the â€Å"rougher† life in New Orleans, and th is difference is put across by when Stella tells Blanche about her and Stanley’s wedding night. Stella is â€Å"thrilled† by Stanley’s barbaric smashing of the lightbulbs, while Blanche is horrified by it. It is obvious that Stella has at least partially assimilated into New Orleans life, while Blanche never does so throughout the play. By holding on to her beautiful dream of her past life, we see that Blanche sets herself up for disaster by never being able to break away from the past and head forward into the future.Her juxtaposition in New Orleans till the very end of the play serves as a reminder that she is a relic from the Old South and could never survive in the radically changing New Orleans, and is destined to die out with the old traditions. Auditory cues in the play also serve as a symbol as Blanche’s imminent disaster. The Varsouviana Polka appears when Blanche is being confronted with her past and the truth, such as when Mitch confronts her a bout her true age and the truth about her past.The polka symbolises disaster to Blanche, playing when she witness the traumatic death of her husband and whenever situations in the future bring these feelings of disaster to her. The Polka never goes away during the play, instead, we see that the polka is a recurring symbol in the play, showing that disaster has followed Blanche to New Orleans and is affecting her in every facet of her new life there. For example, in the scene where Mitch confronts Blanche about her past, we see the Polka being distorted, coupled with what seem to be Blanche’s hallucinations of the night Allan died.When Stanley provides Blanche with the bus ticket to go back to Laurel, â€Å"The Varsouviana music steals in softly and continues playing†, which represents the disaster Blanche faces should she go back again. As such, we see the Polka (and hence, disaster) never leaving her, instead representing the disastrous past creeping out on her, as it becomes more distorted and skewed throughout the play, representing her confused and deteriorating state of mind and doomed destiny.Ultimately, the polka is also there to play along with her downfall, : where, â€Å"The Varsouviana is filtered into weird distortion, accompanied by the cries and noises of the jungle† to symbolise the final destruction of her humanity (the jungle), and her deteriorated mental wellness (the distortion). Other notable examples of music used in the play to represent doom are songs like Paper Moon, that Blanche herself sings. Say it’s only a cardboard moon, sailing over a paper sea, but it wouldn’t be make believe, if you believed in me. Without your loveIt's a honky-tonk parade Without your love It's a melody played in a penny arcade It's a Barnum and Bailey world Just as phony as it can be Paper Moon by Ella Fitzgerald, a song about make-believe and props for show, is quite fittingly sung by Blanche, who all this while has lived in her make-believe world of her former glory. Such songs surfacing in the play, especially by the perpetrator herself cements the idea to audiences that Blanche is in fact a phony in her own right, and thus cannot survive in the very â€Å"real† world of New Orleans.It is yet another indicator that Blanche cannot and has not accepted the harsh future and reality of this life. It is extremely befitting to Blanche that it is true that if someone believed and truly loved her, she need not live out a make-believe world, where she is as white and as beautiful and as false as a paper moon. As such, songs like Paper Moon show audiences that Blanche embodies the person who cannot move from fantasy out to reality, and is doomed to live out in her fantasy world where she is like a paper moon – a move that ultimately spells her insanity in the harsh real world of New Orleans.The foreshadowing of Blanche’s doomed destiny is also portrayed through other minor characters actio ns. The Mexican flower seller, an old lady close to death, sells flowers for the dead, as if to foreshadow Blanche’s imminent â€Å"death† from reality, while Shep Huntleigh’s continued absence as Blanche’s â€Å"saviour† shows not only her disillusions about who she really is now as a woman, as well as serve as a reminder to audiences that it seems nothing can pluck Blanche out from her dire situation in New Orleans.Blanche is stuck in New Orleans miserable with the increasingly abusive Stanley, and no former beau can offer escape. Williams hints from the very beginning of the play that Blanche is doomed, but it is events throughout the play that signal her refusal and inability to move from fantasy to reality, that cement with audiences that Blanche has little hope of being released from her predicament.A Streetcar Named Desire is littered with small but extremely significant events to show that Blanche is still the paper moon she sings about, an d thus leads to her ultimate fall from the pititful facade of grace we were introduced to at the start of the play, to the hopeless state of delusion she ends up in after New Orleans and the people in it are unable to fed her fantasy anymore.

Dealing with Cleanliness in the Classroom

Maintaining a clean and tidy classroom environment is important for a number of reasons. A clean classroom minimizes the spread of germs, prevents offending smells from lingering, and runs more smoothly overall than untidy classrooms. Aside from health problems they can cause, your students just wont be able to do their best learning in a filthy room. Teach them strategies for maintaining a clean environment to prepare them for real life and help them thrive in school. Get the Students Involved Building a classroom culture that values organization and cleanliness is up to the teacher. Students should be encouraged to take care of their classroom and be held responsible for their own actions from the start. Teaching Accountability Rather than spending your valuable teaching time picking up garbage and tidying up after a long day, show your students the importance of individual accountability and prevent clutter from ever becoming an issue. Demonstrate that when they dont clean up after themselves, the classroom becomes too messy to learn in and nothing gets done how it should. Make the time for a valuable lesson in cleaning. Tell the students to go a whole day without putting anything away and then meet at the end of the day to discuss the outcomes. The students will see how chaotic school can be when garbage and materials are not put away and recognize their individual parts in the process. Devote the next day to developing cleaning techniques and routines together. Cleaning Jobs Pass the majority of the cleaning responsibility to your students. One way to do this is to design a system of classroom jobs designated solely to the cleaning and organization of the room. Some jobs to try implementing are: Beginning- and end-of-day recorder: This student will assess the state of the classroom at the beginning and end of the school day and give it a cleanliness grade. Display this somewhere for all students to see so that the class can feel pride when they do well and work toward improvement when the grade is not ideal.Table monitors: The role of these students (two or three) is to keep the tops of tables and desks neat. That means returning supplies to their proper places and wiping down desks that get messy.Floor scanners: The one or two students with this job keep everything off the floor that shouldnt be there. They dispose of garbage scraps and return materials such as technology and folders to the correct students so that they can quickly be put away.Garbage tracker: This student helps out during snack time by gently reminding their classmates that food wrappers need to end up in the trash and lets the teacher know if the garbage cans get too full. If you would like, have this stu dent wear a pair of gloves and help to collect trash.Cleaning motivator: This student is in charge of keeping everyones eyes on the prize. During periods of clean-up and transition, have them use a microphone to motivate their classmates to keep their areas clean, giving reminders about what needs to be done as needed.Job checker/filler: This job is simply in place to make sure that the other jobs are getting done. Have them record who has done their cleaning job and who has not, filling in for anyone that is absent or unable to perform their duties. Model each of these jobs multiple times before asking students to carry them out themselves then rotate jobs weekly so everyone gets a turn. Individual ownership will increase over time as students assume these cleaning roles and recognize the importance of everybodys actions—they will also learn to help each other out when mistakes are made. Before long, you will have more instructional time and your students will have good cleaning habits that they will carry with them forever. Tips for Keeping the Classroom Clean Make sure that you foster good habits outside of jobs and accountability and an environment that is conducive to keeping the class clean. Try the following strategies for ensuring that cleaning is an efficient and effective part of every day. Designate cleaning times. Set routines for cleaning multiple times a day and dont allow anything to cut into these times (within reason). Your students might be inexperienced and need longer for certain tasks.Have a place for everything. You cant expect your students to make sure that things are where they belong if they dont belong anywhere. Use organized bins, shelves, and cupboards to store materials and show students where every item goes.Be explicit about what clean means. The concept of clean is learned, not innate, and it looks different in every home. Teach your students what clean looks like in school and dont allow wiggle room (e.g. It seemed clean enough to me.).Give students their own space. If you are able, provide each student with a cubby and hook to call their own. These should be homes for all the stuff they will need such as folders, coats, homework, and lunch boxes.Make cleaning fun. Cleaning is not naturally fun but that doesnt mean your students cant enjoy it. Pl ay music during clean up times to make it fun and set classroom goals to work toward. For example, 50 clean days earns a pajama party.

An Introduction to the History of Swimsuits

The Handmaids Tale Gender Inequality Essay - 1067 Words

John Enright Dr. P English 103 3 October 2017 Lack of Difference from Women in The Handmaid’s Tale and Women in Modern Day Society Picture being in a world where women no longer have the freedom to purchase items, instead all of their money can be found in their husband’s account. This is the life of the Handmaids; their lives reflect those of slaves because they can’t go anywhere alone, have no money of their own, and live in constant fear of being sent to the Colonies. Small parts of gender equality can be seen in today’s society. The overall theme of The Handmaid’s Tale is gender inequality; this is particularly seen with how the women are treated in comparison to men. Gender inequality is seen throughout the novel by the role a†¦show more content†¦In The Handmaids Tale citizens must abide by the new rules, therefore they are in constant fear of punishment which includes death. â€Å"Abortion, possibly the key issue of the Christian political movement, also had its federal funding eliminated, even though attempts to limit or outlaw abortion itself were fought successful ly on Constitutional grounds.† (Napierkowoski) Many people like to argue that men are also mistreated in the novel. Men, such as the Commander, may desire to experience a true connection, this can be seen between the Commander and Offreds’ secret affair. The difference between the Commander and the Handmaids is that the Commander gets to raise a child unlike the Handmaids which are just seen as sex machines. â€Å"My red skirt is hitched up to my waist, though no higher. Below it the Commander is fucking. What he is fucking is the lower part of my body. I do not say making love, because this is not what he’s doing. Copulating too would be inaccurate, because it would imply two people and only one is involved† (Attwood 94). Shows how they are only used as sex machines†¦. Gilead believes that women are valuable if they are fertile and can reproduce. It can be seen in history where it is seen as the women’s fault, with Henry the Eighth. He killed his wives because they were unable to give him a son, when in reality Henry the Eighths gene left him unable produce aShow MoreRelatedMargaret Atwood : A Social Activist1225 Words   |  5 Pagespolitical climate, however, was Margaret Atwood: a voice that refused to be silenced, a progressive storyteller who interwove her writings with feminist themes that pushed boundaries and defied the status quo. Her prolific writing career is full of poems, essays, short-stories, and novels that have permanently altered the perception of Canadian literature, while never ceasing to shed light on pertinent cultural and social issues. Margaret Eleanor Atwood was born on November 18, 1939 in Ottawa, CanadaRead MoreFeminism And The Feminist Theory1942 Words   |  8 Pagesbeliefs about men, women, and gender roles; mainly, the feminist theory addresses how gender roles are unequal and how gender influences aspects of everyday life (â€Å"Feminist Literary Theory†) (Moffitt). In this way, the feminist theory can be used to analyze a variety of texts, including the poems, the â€Å"Siren Song† by Margaret Atwood and â€Å"It’s a Woman’s World† by Eavan Boland. Both poems display connections to the feminist theory, particularly in how gender roles and inequality between the sexes influenceRead MoreThe Great Gatsby And The Handmaid s Tale : Crushing Dreams2951 Words   |  12 PagesRilye Fries Mrs. Tucker English 12 hour 3 13 March 2015 The Great Gatsby and The Handmaid’s Tale: Crushing Dreams The Great Gatsby is regarded as a classic novel for its sad and hopeful story of Jay Gatsby and his quest to obtain Daisy Buchanan, his first love. Margaret Atwood’s The Handmaid s Tale is regarded as a more modern day classic, taking place in a dystopian society where women are regarded as sex slaves and the Bible is law. Both F. Scott Fitzgerald and Margaret Atwood, despite having

Typical Risk Management Approach

Question: Describe about the Typical Risk Management Approach Process? Answer: Typical Risk Management Approach: Hazard Risk is also called a traditional risk management process. In the risk management process the risk involves are unexpected risk which may come during the time of construction of the building or the there may be some accident happened in the construction site. Now a day many company follow the Hazard risk management process, which may include the identification of the risk, analyzing of the risk, for which the company may suffer a loss. Here are some of the risk management processes. They are as follows: Indentifying of risk: Indentifying of the risk is the first step of the risk management process. If the company want to manage the risk the first and the most important steps is to identify the risk, which may create difficulties for the organization in the future. In identifying or risk the company thinks about the process, which are following by the organization, if the methods goes wrong than what will happen and what are the steps that need to be take to manage the risk. Once the company; identifies the risk; then it will be easy for the company to make the solution for that risk. Analysis of the risk: After identifying the risk, the next part is to analyze the risk in the risk management process. Analyzing of risk is important for the company to get the idea about the risk which may occur in the future and create loss exposures for the company. The different types of loss exposures are as follows: Loss of property of the company The company may also suffer from loss of income. The personal loss of the company. The loss of the third party liability, which means the loss of property of the third party. It is important for the company to analyze the risk, and for analyzing the proper risk, the company have to run the exposures in a very proper manner. This will help the company to make the proper planning before making any decision making process (Soin Collier, 2013). Controlling of the risk: If the company identify and analyze the risk in proper way, than it become important for the company to control the risk, so that the company can reduce the risk which may occur in the future. The risk control includes various types of strategies planning and techniques that may use by the company in order to reduce the risk (Sexton, 2013). For Construction Company safety of the workers of is the first measure, as in the Construction Company there is high chance of getting injuries for the worker. If the company fails in terms of safety measure, than no worker will work for a long time in the company, because everyone needs safety in workplace. The safety of the human resource of the construction is the first priority for the company. The complete safety measure for human resources can reduce the risk in the construction company (Pritchard, 2015). Resurfacing or replacing asphalt driveway: Over an existing driveway, many people install a new asphalt drive. Resurfacing is the correct word for this and the sealing is very different from drive that is used to fasten the driving process. Installing the new asphalt and removing the long lasting as removing the old drive is the most difficult process in resurfacing. Many people will explore the resurfacing option for financial reasons since, total replacement costs of the resurfacing is much lower than the other costs. The time that has taken to prepare and determine the finished driveway looks and the amount that time and effort will consume, the result will be more in this case (Munro, 2015). The following things should be consider in exploring the options for an asphalt drive are following: Tear-out/New Drive: The old drive should not be use to prepare an asphalt drive, the best method to do that is used the asphalt by itself. The contractor should lays down a 4 layer of compacted gravel for drainage that completely removes the old drive from the process in a tear-out. As a base, this followed by a course of compacted asphalt. A surface layer of 2 thick by the contractor installs compacted asphalt. The advantage and the disadvantage of the asphalt should consider the total replacement as per the price concrete (Meyer Reniers, 2013). Asphalt Resurfaces (over asphalt): On the top of the existing asphalt a #404 surface course of asphalt can be install. The layers should compile together in the winter since the product used for both layers is the same. They should consider the present situation why the present drive is falling before considering the present situation. This problem cannot go away by casually putting the existing the problems by the new asphalt. The leaner should think first to install this system by replacing the older system (Kumar Gregory, 2013). Asphalt over concrete: On the top of the concrete, the new asphalt can be installing over it by putting the heave and move under the asphalt in the surface that in the concrete underneath after a period of years. This can be happen by without installing this drive for a long time (Iverson, 2013). There are various ways to understand whether the existing concrete can be helpful for the system before installing the new asphalt. The questions are like is the gap between the driveway are large or small or is it one sided in the driveway that should not be. The learner should evaluate this first to recognize the problems that need to be consider first. If the problems are very high-flying then it need to be consider by the learner so that they can evaluate the problems later on in this system. The building department should be install that require the prior approval. This system needs to consider by the learner so that they can evaluate this system prior installing the new asphalt (Kopitin, 2013). Specifications: Few things need to be considering before installing the new asphalt. The contractor need to make sure before installing the new asphalt whether the rain water to the street or to catch basin in the drive, need to be slope away from the house so that the rain water did not fall down onto the neighbors place or property (Huber Scheytt, 2013). Therefore, the contractor should not be installed the asphalt at higher place not in the bottom of the any basement window frame so that the perimeter can be sustain and compress. In the contract this can be included in the in the specifications. The contractor needs to see first by look into the old specifications that considered by when installing the new asphalt in the system. The company should specify the major parts tat needs to consider by the potential contractors. The contractor needs to be sure first, about the new asphalt whether they can satisfy by this system or not so that they can prepare the cost structure properly. The cost struc ture needs to be suitable for this asphalt (Duckett Busby, 2013). The requirements and the costs of the creation of the 2100 square foot driveway, which is 13*60 in size, are following: Land clearing and tree removal: they require the brush, trees and boulders that areas for common area that need to be consider by them Cutting and chipping light trees and the $48 per hour it is per worker to manage a single acre. The stumps of the removal should be $ 68. The trees larger than 18 in diameter for the chipping should be $20 to $40 per hour The tree removal should be $13 to $20 The complete site clearing the $150 to $400 per hour Grading: $1043 per square yard for the total of $100 that subs grading the area for a slab on grade is going to cost roughly. Asphalt: The asphalt is at 2.5 and that should be last more than $830 installed. This asphalt needs to have a life span of more than 6 to 10 years. This treatment should have done by the contractor, that should be calling a macadam treatment and that will stay about six years to 7 years roughly $1200 (Dionne, 2013). Additional costs that need to consider by the learner are following: Contractor: The contractor charges a certain amount to establish this system in order to install quickly the asphalt. To establish this system the contractor finds some risks to install the asphalt. Due to the declining, the various forces the engineer will have help the contractor to set up the fault. They will charge certain amount for helping the contractor in these procedures. Curves, slopes and water: The driveway that will prepare by the contractor needs to have curves, slopes so that it will last more than 10 years. This will increase the labor cost material cost. This will create the cost structure higher (Deventer, Imai Mesler, 2013). Reference List: Deventer, D., Imai, K., Mesler, M. (2013). Advanced financial risk management. Singapore: Wiley. Dionne, G. (2013). Risk Management: History, Definition, and Critique. Risk Management And Insurance Review, 16(2), 147-166. doi:10.1111/rmir.12016 Duckett, D., Busby, J. (2013). Risk amplification as social attribution. Risk Manag (Bas), 15(2), 132-153. doi:10.1057/rm.2013.2 Huber, C., Scheytt, T. (2013). The dispositif of risk management: Reconstructing risk management after the financial crisis. Management Accounting Research, 24(2), 88-99. doi:10.1016/j.mar.2013.04.006 Iverson, D. (2013). Strategic risk management. Singapore: Wiley. Kopitin, C. (2013). Managing risk of liquidity: a new dimension of risk management. International Journal Of Risk Assessment And Management, 17(2), 89. doi:10.1504/ijram.2013.057102 Kumar, M., Gregory, M. (2013). An exploration of risk management in global industrial investment. Risk Manag (Bas), 15(4), 272-300. doi:10.1057/rm.2013.8 Meyer, T., Reniers, G. (2013). Engineering risk management. Berlin: De Gruyter. Munro, I. (2015). Book Review: The Risk in Risk Management. Organization Studies, 36(3), 394-398. doi:10.1177/0170840614564325 Pritchard, C. (2015). Risk management. Boca Raton, Fla.: CRC Press, Taylor Francis Group. Sexton, K. (2013). Risk Management Guidelines for Regulatory Decisions About Protecting Environmental Health. Risk, Hazards Crisis In Public Policy, 4(3), 179-197. doi:10.1002/rhc3.12035 Soin, K., Collier, P. (2013). Risk and risk management in management accounting and control. Management Accounting Research, 24(2), 82-87. doi:10.1016/j.mar.2013.04.003

Levis free essay sample

There is no other company with a comparable global presence in the jeans and casual pants markets. Today, the Levis ® trademark is one of the most recognized in the world and is registered in more than 160 countries. The company is privately held by descendants of the family of Levi Strauss. Shares of company stock are not publicly traded. The company employs a staff of approximately 8,850 people worldwide, including approximately 1,000 people at its San Francisco, California headquarters. Levi Strauss Co currently makes jeans in approximately 108 sizes and 20 finish fabrics. With 2007 net sales of $4. billion, the company is committed to building upon strong heritage and brand equity as they position the company for future growth. BRANDS: The products of Levi Strauss Co are sold under three brands: Levis ®: Since their invention in 1873, Levis ® jeans have become one of the most successful and widely recognized brands in the history of the apparel industry. We will write a custom essay sample on Levis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Dockers ® : Dockers ® brand, which pioneered the movement toward business casual, has led the U. S. khaki category since the brands 1986 launch, and is now available in numerous countries. Levi Strauss Signatureâ„ ¢: In 2003 the launch of the Levi Strauss Signatureâ„ ¢ brand, giving value consumers high-quality and fashionable clothing from a company on which the consumers trust. DIVISIONS: Levi Strauss Co. is a worldwide corporation organized into three geographic divisions: Levi Strauss, North America (LSNA) Based in the San Francisco headquarters Levi Strauss Europe (LSE) Based in Brussels Asia Pacific Division (APD) Based in Singapore Levi Strauss Co. s Asia Pacific Division is comprised of subsidiary businesses, licensees and distributors throughout Asia Pacific, Middle East, Africa and Latin America. The Division sources, manufactures and markets Levis ®, Dockers ®, and Levi Strauss Signatureâ„ ¢ products through 14 affiliates. The company employs approximately 2,500 talented people working together to ensure that the apparel brands are leaders in this part of the world. The division is comprised of both wholly owned-and-operated businesses, licensees and distributors throughout Asia and the Pacific including Pakistan. Products, Positioning, and Market Segmentation Advertising professionals realize that the heart of any campaign is the product and the position it holds in peoples minds. Products and their brand names are newsmakers themselves. Understanding the complexities of a brand identity and its position is no easy task. One of the most controversial areas of product concepts is the brand extension. A new product gets to share the name of an older, established brand. Early theorizing suggested that brand extensions would sap market clout from the established product, but these fears proved groundless. Today brand extensions occur not only within the company, but companies are licensing their brand names to all kinds of products in the hope of increasing brand awareness. Like other successful companies, Levi’s also has realized that the marketing environment presents a never-ending series of opportunities and threats. The major responsibility for identifying significant changes in the macro environment falls to a company’s marketers. More than any other group in the company, the marketing managers of Levis are the trend trackers and opportunity seekers. Many opportunities are found by identifying trends (directions or sequences of events that have some momentum and durability) and mega trends (major social, economic, political and technological changes that have long-lasting influence). Within the rapidly changing global picture, the marketers of Levi’s are monitoring the following six major â€Å"Environmental Forces†: ? Demographic Environment ? Economic Environment ? Natural Environment ? Technological Environment ? Political-Legal Environment ? Social-Cultural Environment Market Segmentation Market segmentation is the selection of groups of people who will be most receptive to a product. The most frequent methods of segmenting include demographic variables such as age, sex, race, income, occupation, education, household status, and geographic location; psychographic variables such as life-style, activities, interests, and opinions; product use patterns; and product benefits. Much segmentation involves combinations of these methods. No matter how segments are defined, however, they are characterized by considerable change over time. The readings in this section exemplify areas of rapid change.