Crime and Punishment

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The setting- name the time and placenote any symbolism if anystudy the history of that period, for example, St. Petersburg in Russia at the end of the 1th century to perceive the world view of people at that time

1.St. Petersburg, RussiaCrime and Punishment was written in 1886.At the time the novel was written, St. Petersburg had been the nation's capital.St. Petersburg stands on the River Neva.This period covers one of the most active and changing periods in Russian history until the communist revolution. There were many radical ideas coming into Russia from Western European countries, especially France and Germany.Raskolnikov is a young liberal who has new and radical ideas. The author, Dostoiesky, believed that salvation was in the hands of Russia and would eventually rise to dominate the world.

There is symbolism within using St. Petersburg.First like Raskolnikov, St. Petersburg is going threw constant changes.Second they both have a high status.Raskolnikov believes he is an extraordinary man while St. Petersburg is the capital of Russia.Finally, they are both having turmoil.Raskolnikov must face the torture from his sin.St. Petersburg faces turmoil through the radical ideas seeping into the capital.

Other settings

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.Hay Marketwhere Raskolnikov finds out that Alyóna Ivánovna will be alone in her flat.

.The police stationwhere Raskolnikov confesses his crime

4.Praskóvya Pavlóna's lodgeRaskolnikov's flat

5.Amália Ryodoróvna's lodgeMarmeladov famlily's flat

6.Kapernaúmov's lodgeSonia's flat

The point of viewthis pertains to point of view in the novel and in what Oedipus does and says in the play

The narrator is telling the story of Raskolnikov.Thus, the story is in third person because the narrator refers to the main character as "he."The narrator refrains from making opinions about the characters.Opinions are formed through the dialogue and the monologue between the characters.The narrator merely describes the environment, mood, and context of the scenes.

Example "On an exceptionally hot evening early in July a young man came out of the garret in which he lodged in S. Place and walked slowly, as though in hesitation, towards K. bridge."

The charactersfor this section, think of several adjectives that describe each character (not their physical appearance but their interior being) and give examples from the works by what they say and do

Rodión Románovitch Raskólnikov (Ródya, Ródka)

1.PridefulRaskolnikov believes he is an extraordinary man. With this high echelon, he uses it as an excuse for the murder.As an extraordinary man, he may overstep laws.

.DividedRaskolnikov is two distinct characters.He shows two contradicting sides of himself.

.UngratefulThough his mother and sister show unconditional love toward him, Raskolnikov incessantly pushes them away.Furthermore, at times he feels hatred and annoyance toward them.Raskolnikov's friend, Razumihin, also attempts to aid him; however, Raskolnikov yells at Razumihin telling him to leave him alone.

4.BrilliantThough he commits a double murder, Raskolnikov has a great mind.His intelligence and philosophies gain him respect from characters such as Porfiry Petrovitch.He writes a superb article on crimes which explain the difference between ordinary and extraordinary men.

5.PoorHe feels repugnance every moment he looks around his flat. "It was a tiny cupboard of a room about six paces in length.It had a poverty-stricken appearance with its dusty yellow paper peeling off the walls, and it was so low-pitched that a man of more than average height was ill at ease in it and felt every moment that he would knock his head against the ceiling."

6.Self-willFirst, Raskolnikov kills two women to satisfy his own needs.Second, he asks Sonia to stay with him for his own benefit.He does not feel love for her in the commencement.

7.InsecureThough many times he may act haughty, he also feels weak at times.He never shows anyone his weakness except Sonia.When he confesses the murders to her, he breaks down and is afraid of her rejection.

8.CruelSonia is very religious.Whenever an obstacle is mentioned, she constantly affirms that "God will not allow it to be so."However, Raskolnikov was cruel and malicious when he said that perhaps there was no God.

.CompassionateRaskolnikov is very sympathetic toward the Marmeladov family.He constantly tries to aid them through their tough times.

10.ProtectiveRaskolnikov aggressively protects his family in all ways.He threatens Svidrigailov and Luzhin in order to protect his sister.He also asks Razumihin to protect his family while he is gone to Siberia.

11.LovingRaskolnikov wants the best for his family though he may not show it many times.He tries to steer Dounia away from a unhappy relationship with Luzhin toward one that might be filled with love with Razumihin.

1.GenerousThough he is poor, Raskolnikov gives roubles and copecks to the Marmeladov family.More specifically, he gives money for Semyon Zakharovitch's doctor and funeral.

1.PoliteOn one occasion Raskolnikov ate the food Katernia Ivanovna served him, though he was not hungry, out of politeness.

Avdótya Románovna Raskólnikov (Dóunia)

1.LovingShe constantly goes out of her way to ensure her family's happiness.She attempts to visit Raskolnikov on man occasions to check on his well-being.

.CourageousThough she has Luzhin and Svidrigailov against her, she bravely stands up to them.First, she orders Luzhin out of their meeting.Second, she threatens Svidrigailov with a gun.

.DedicatedShe is immensely dedicated to her family that she offers herself to a Luzhin, a man who she does not love.

4.IntelligentLike Raskolnikov, Dounia has also been a student at a university.In addition, she served as the governess for the Svidrigailov's.

5.CompassionateThough Sonia is not of the most respect class, Dounia accepts her as a sister.She is also grateful towards Sonia for helping her brother.

Pulchria Alexándrovna Raskólnikov

1.EmotionalPulcheria Alexandrovna has many outbursts because of her children.Attempting to see him everyday, she is constantly worried over the well-being of Raskolnikov.

.LovingShe is in constant service to her children.At the end of a letter to her son Rodya she wrote, "Good-bye, till we meet thenI embrace you warmly, warmly, with many kisses.Yours till death."

.DedicatedShe persistently supports her children until her death from brain fever.

Semyon Zakhárovitch Marmeladov

1.SelfishWhen he meets Raskolnikov in a tavern, he confesses that he stole the all the money his family had left.

.InsecureMarmeladov is constantly insecure about his role as a father and husband. He confesses that he has given his family a poor life.In addition, he feels guilty for not having given his wife the aristocratic lifestyle she is used to.

Katerína Ivánovna

1.HardworkingKaterina works hard for her children "and all the day long she has been washing, cleaning, mending.She dragged the wash tub into the room with her feeble hands and sank on the bed, grasping for breath."

.ConfrontationalKaterina is in constant conflict with her landlady, Amalia Fyodorovna.Katerina and Amalia even quarreled during Marmeladov's funeral.

.PersistentAfter Katerina was kicked off her flat by her landlady she said, "We shall see! There is law and justice on earth, there is, I will find it! Wait a bit, godless creature!"This shows how Katerina is determined to find aid for her orphans.

4.ProudKaterina was previously married to a discharged government officer whom she had three children with.Thus, she constantly affirms that she is of aristocratic rank.

Sófya Semyónovna Marmeladov (Sonia)

1.TimidShe hardly looks at Raskolnikov in the eyes.Sonia does not believe she is among respectable class.Thus, when Raskolnikov put Sonia and his family into the same category, she was deeply surprised.

.DevotedWhen Raskolnikov admits his crime to Sonia, he asks her if she would ever leave him.Sonia immediately responds, "No, no, never, nowhere! I will follow you, I will follow you everywhere.Oh, my God!"Sonia keeps her promise, and devotes her life to Raskolnikov.

.LovingSonia loves her family to a degree that she turns to prostitution to keep the family together.

4.ReligiousShe has two crosses in which she gives one to Raskolnikov.One is made out of wood and the other is made out of copper. Sonia cannot comprehend a life without God.Thus, she is deeply shocked when Raskolnikov states that perhaps there is no God.She deeply believes that Raskolnikov should seek God's forgiveness.

Arkady Ivánovitch Svidrigáilov

1.SelfishThough he knows Dounia does not love him, he tries to bribe her with roubles.

.CruelHe threatens Sonia that if Raskolnikov does not go to Siberia he'll receive a bullet to his brain.

.ObsessiveHe follows Dounia to St. Petersburg so that he can be near her.

4.Self-willedDounia's former employer who follows her to St. Petersburg. He acts as the evil side of Raskolnikov; he is selfish, greedy, cruel, and obsessive.

Pyotr Petróvitch Lúzhin

1.MeanHe tries to condemn Sonia, who is a poor defenseless girl.

.ConceitedLuzhin looks down on others because they are not of his class.Luzhin picks what people he wants to socialize with.

.ObsessiveHe says that he cannot live with Dounia.He wants her to look upon him as her savior.

4.TrickyHe tries to accuse Sonia of robbery.He does this in order to win back Dounia.However, it is discovered that it was he who placed the money in her pocket.

Dmítri Prokófitch Razumíhin

1.DevotedAfter Raskolnikov left for Siberia, Razumihin resolved to emigrate to Siberia after gathering savings.

.LovingRazumihin realizes that he deeply loves Dounia.

.HelpfulRazumihin goes out of his way to get medical aid for Raskolnikov's illness.

4.JovialRazumihin is always in a good mood to help his friends.

Alyóna Ivánovna

1.MeanAlyona constantly abuses of her sister, Lizaveta, and beats her.

.CheapWhen Raskolnikov pawned an old-fashioned flat silver watch, he expected four roubles.However, Alyona only offered a rouble and a half.

.Distrustfulshe is a pawn owner who Raskolnikov kills.She is mean, wicked, cheap, and distrustful.

Lizavta Ivanóvna

1.TimidLizaveta is too timid to confront her sister for all her abuses.

.DevotedLizaveta does everything her half-sister demands.Her sister, Alyona, has such power over her that she beats her constantly.

Nastásya

1.CompassionateThough Raskolnikov has not paid his rent regularly, Nastasya still tends to him. She sees that Raskolnikov is poor and cannot support himself.

.GenerousNastasya is also serving and tending to Raskolnikov's needs.She serves him food whenever he needs it.

Porfíry Petróvitch

1.PatrioticPorfiry is caught up with the revolutionary ideas in Russia.He is fighting for the improvement of Russia for its entire citizens.Thus, he respects Raskolnikov because of his great mind.Porfiry believes Raskolnikov can become a great leader one day.

Plot structurenote the exposition needed in the beginning of each work, the rising action, the climax, the falling action, and the denouement

ExpositionRodion Romanovich Raskolnikov is a twenty-three year old man living in a small garret of a lodge in St. Petersburg.He is described as being "exceptionally handsome, above the average height, slim, well-built, with beautiful dark eyes and dark brown hair."However, he is also weak not having touched food in weeks.He also admits of having a habit of talking to himself.In addition, he has trouble facing his landlady because he is not able to pay the rent.Throughout the exposition, Raskolnikov seems to be constantly worried.He is contemplating committing an awful crime; however, the crime is not revealed to the reader. His plan is often referred as "it." After much deliberation, Raskolnikov goes through with his plan.He goes to Alyona Ivanovna's flat and murders her with the blunt side of an axe.However, after he murders the moneylender, her sister, Lizaveta, walks into the murder scene. Having no other option, Raskolnikov murders Lizaveta also.He manages to grab scarcely much before Alyona's other costumers come to her flat.

Rising actionThe rising action of the novel is Raskolnikov's punishment the dual murder.Raskolnikov is suddenly overtaken by an illness that last throughout the novel.He constantly suffers from hallucinations and fever.At many points in the novel, Raskolnikov contemplates confessing to the police or to other people. In addition, he believes at times that the police have already suspected him and are merely trying to play mind games.Raskolnikov becomes extremely agitated when the subject of the murders in conversations.Furthermore, Raskolnikov also deals with the pressures of his family who recently comes to St. Petersburg to reunite with him.After the dual murder, Raskolnikov feels repugnance toward his family and friends.He enjoys solitude and avoids company.Also throughout the novel, Raskolnikov commits many good deeds especially toward the Marmeladov family.Through the Marmeladov family, Raskolnikov meets Sonia, an eighteen-year-old prostitute.Sonia is the only person who Raskolnikov has in interest in talking to.The action rises when Raskolnikov decides to confess to Sonia bout his crime.

The climaxThe climax of the novel is when Rodion Romanovitch confesses to Sonia that he committed both murders.Though he feared Sonia's rejection, Sonia feels sorry for Raskolnikov and recognizes his "suffering."Sonia devotes her life to Raskolnikov promising to follow him wherever he goes.Though it seemed Raskolnikov was letting out a big burden to one person, Svidrigailov was secretly eavesdropping on their conversation.With this information, Svidrigailov will use it to threaten the love of his life, Dounia.

The falling actionAfter the death of Katerina Ivanovna, Raskolnikov has a conversation with Porfiry Petrovitch, a police official.Raskolnikov finds Porfiry Petrovitch extremely annoying and confusing.He believes Porfiry suspects him of the murders.Porfiry Petrovitch first apologizes for his treatment toward Raskolnikov.However, he confesses that he does believe Raskolnikov is the murder.In addition, Porfiry admits that he does not have much concrete evidence to incriminate Raskolnikov; however, he does like Raskolnikov and respects his brilliant mind.Porfiry states that he will no arrest Raskolnikov, but will give him time to confess.Afterwards, Raskolnikov meets with Svidrigailov in a restaurant.Svidrigailov lies to Raskolnikov saying that he is not attempting to win Dounia's love.Svidrigailov says he is engaged to a sixteen-year-old girl.However, after their encounter, Svidrigailov meets with Dounia and threatens her.Dounia forcefully refuses his proposition and threatens to kill him.Accepting his failure, Svidrigailov permits Dounia to leave. In the morning, after wondering the streets, Svidrigailov stops in front of a large house with a tower.At first, he tells a porter he is traveling to America; however, he pulls a revolver and murders himself.

Meanwhile, Raskolnikov says his final good-bye to his mother.He confesses to his sister, that he is planning to confess.Before his trip to the police station, he visits Sonia. Sonia gives him wooden cross while she keeps another copper cross.Raskolnikov then does as Sonia once advised him to do; he stands at the cross-roads, bows down, and kisses the earth.Sonia spots him after following him secretly.They make eye contact. Raskolnikov then makes his way to the police station.He confesses his crime to Ilya Petrovitch.

The denouementThe setting is in Siberia.There, Raskolnikov has been held prisoner for nine months.Sonia kept her promise and resides in a town close to the prison.She visits him constantly.In addition, she writes letters to Dounia and Razumihin about his conditions.Dounia and Razumihin were married two months later.They hoped to emigrate to Siberia within five years.Pulcheria Alexandrovna's health was deteriorating.She never inquired over Raskolnikov's fate and was scarred to ask.Pulcheria later died of brain fever. Raskolnikov continued to alienate himself from his companions.Thus, he was not very popular; most inmates hated him. After Sonia had not visited him in days, Raskolnikov grew extremely worried.He realized he needed Sonia.Afterwards, she sent him news that she had alleviated and would soon visit.During this visit, they both realized the great love they had for each other.They resolved to wait the seven remaining years.When that time came, they would cure their suffering wounds with "infinite love."

Symbolsnote the significant objects in the works stating some of the multiple meanings they suggest

1.BloodAfter Raskolnikov's gruesome murder, he had not noticed the blood left on his clothes.His socks were soaked in blood.He even had many spots of blood on his coat.Raskolnikov started to panic when he noticed the blood stains.The bloodstains symbolize how the guilt will not be able to be erased easily.The blood seems to adhere to Raskolnikov as a constant reminder that his punishment will not be quick.

.Raskolnikov's illnessAfter Raskolnikov commits the murders, he falls on his bed with his same bloody clothes.From then on, he suffers from a stubborn illness.He suffers from delusions, fevers, and agitations. Raskolnikov's suffering from the illness also symbolizes the suffering and guilt from the crime. With the illness, Raskolnikov is also inundated with perplexing dreams.First, he dreams of a gruesome death of a mare.This dream could show the cruelty in which Raskolnikov acted.The mare is viciously beaten by and old drunk named Mikolka.Second, he dreams that Ilya Petrovitch, a police official, is torturing his landlady. Finally, he relives the moment he killed the old pawnbroker; however, the old pawnbroker woman refuses to die, no matter how hard he hits her with the axe.

.SiberiaSiberia symbolizes human suffering.This is why Raskolnikov is sent away to this faraway land to pay for his crimes.

4.Arkady SvidrigailovSvidrigailov represents the cold, hateful, and selfish aspect of Raskolnikov.

5.Sofya Semyonovna MarmeladovSonia represents the warm, generous, and compassionate side of Raskolnikov.

Themesstate the underlying ideas discussed in the works

1.Human sufferingOut of six parts in Crime and Punishment, only the first part of the novel focuses on the planning and murder of Alyona and Lizaveta. The remaining five parts of the novel grasp Raskolnikovs punishment. On many occasions after the dual murder, Raskolnikov has overwhelming desires to confess and to rid himself of the guilt.The events that take place before his confession to the police become a punishment in itself.He must deal with turmoil within society and his family.He also deals with physical problems.However, Raskolnikov finally reaches peace in Siberia.In Siberia, Raskolnikov is able to start a new life with Sonia. Thus, he is unable to deal with the punishment until the end of the novel. The author, Fyodor Dostoevsky, suggests that one can only deal with punishment through human suffering; there is no avoiding punishment.

.The extraordinary/ordinary man theoryRaskolnikovs believes he is not ordinary, but extraordinary.Moreover, he thinks of himself as a "superman" and a "Napoleon." As an extraordinary man, Raskolnikov avoids people who are not in his class.Furthermore, he has written a superb article on how to commit the perfect crime.In this article, he describes that men are either ordinary or extraordinary.Ordinary men "live in submission" and have no right to overstep the law.Ordinary men are only able to reproduce ordinary children.On the other hand, extraordinary men have the luxury of not having to yield to the law. If extraordinary men submit into common law then they will their gift of greatness will cease.

Raskolnikov attempts to prove his theory through the dual murder.He justifies the murder because he is an extraordinary man.He commits the murder in order to make his status as a "superior man" official.However, Raskolnikov is faced with consequences which make him realize his weaknesses.Though he tries to escape the repercussions of his murder, he finds it is inevitable.He overestimates his ability to escape the law. As the novel develops, he realizes he is no better than any other man.He decides to confess rather than go insane. Raskolnikov finally reaches peace when he surrenders his love to Sonia.After the realization, he cannot stop thinking about her. Raskolnikov is finally able to concentrate on brighter aspects of his future life.

.Isolation from Society - Raskolnikovs abundant pride isolates from society. He usually feels an annoyance and irritation when he is around company.Moreover, he cannot stand to see his mother and sister when they come to visit him.Raskolnikov does not people anyone can relate to him.During random moments Raskolnikov had urges to socialize.For example, he met his friend Marmeladov in a tavern.After committing the murders, his isolation grows.Though his friends and family attempt to be near him, he only wishes to be left alone.He has numerous outburst in front of his friend, Razumihin; he he yells at him and rejects his help. Raskolnikov also alienates himself in Siberia.Thus, most of his inmates hate Raskolnikov.He is finally able to tear down the barrier around society through Sonia.She is able to bring out a feeling that Raskolnikov could never express love.Though demonstrating infinite love to Sonia, Raskolnikov may be able to share the love with others.

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1)IntroductionMount Saint Mary College in Newburg New York is a private 4 year college. In the past 5 years it has gone from near financial ruin, with a total enrollment of 750 students, to a respectable enrollment of 5500 students, thanks to the efforts of the schools newest president.MSMC turned around enrollment in the school by pioneering new concepts in education such as blended online learning and accelerated evening courses. Last year MSMC implemented a new adult education program. The problem is that very few potential adult education students are aware of the program and the accelerated blended online courses which make finding the time to attend college easier and more convenient. Additionally those who are aware of the program have misconceptions about the cost and time investment involved. Through print, broadcast and out-of-home ads we will target non-traditional students - adults age 5 to 44 - who may be unhappy in their current career positions, but believe they not have the time or the financial resources to return to college.In our campaign we will capitalize on MSMCs outstanding commitment to addressing the challenges that adult education students face, namely the lack of time and money. MSMCs program is designed to remove as many of the obstacles adult students face as possible. Our campaign will raise awareness of MSMCs program and the features that make it unique with-in the market. We will accomplish this by using humor to highlight MSMCs commitment to the adult education student, flexible class schedules, childcare programs, and services MSMC has developed for adult education student.Our advertising campaign will feature a television ad, radio ads, as well as billboard ads to be placed in the two surrounding citys. The ads will feature a typical accelerated student and an Accelerated Program advisor in exaggerated examples of the helpfulness of MSMC advisors.

)Situation Analysis

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a)The advertising problem- Potential adult education students are not aware of MSMCs unique accelerated program. Our campaign must raise awareness of the program and highlight the attributes that make it of particular interest to the target market. We must also address the barriers to purchase, the beliefs held by busy adults that returning to college will take up too much of their free time, that they can not afford an education, and the fact that they are intimidated by the process of beginning such a program.Our campaign will raise awareness as well as inform the target audience that MSMC has addressed these concerns, and has developed an entire program around the special needs of the adult student.

b)Advertising Opportunities- Until now advertising of Mount Saint Mary Colleges new program has been restricted to the local newspaper, so opportunities in broadcast, print and out-of-home have not been exploited.Through our research we have learned that a majority of those in the target audience are aware that some local colleges do have adult education programs, but chose not to attend because 1) they do not think they have the time, ) they are not aware of the various payment/financial aid programs ) they have no childcare, 4) they are intimidated by the process of entering a college, including completing all needed paperwork and choice of major.We will also focus on the fact that there are no other adult education classes of this type within 80 miles of the campus. There are four other colleges with night programs located in an 80 mile radius of the MSMC campus; however their night program is simply an evening version of the day program, with little adjustment made to accommodate the working adult student who would be the most likely candidate to attend these courses.

)Key strategic decisions

a)Advertising Objectives -To increase awareness of Mount Saint Mary Colleges new Accelerated Degree program in the surrounding communities, including New York City. As a result, we seek to increase enrollment in the program by 10% each semester for the next year.

b)Target audience- adults aged 5-44 who desire to attend or finish college in order to change careers or to move up in their current job. In Orange, Rockland, and four of the five boroughs of New York City counties roughly 0% of the population are adults aged 5-44. Of those, % finished high school only, and 6% have completed 1- years of College education only (did not graduate), a total of 16%-17% of the overall population, or 1,18, 47 people who live in these counties are aged 5-44 and finished high school, but no college, or began college but never graduated, so are therefore potential accelerated program students.

c)Competitive product advantage- MSMCs accelerated program is like none other in Orange and Rockland counties of New York. Though several colleges offer night time classes, MSMC is unique in the following ways

i)Blended online classes- students attend class only one day a week on campus; the other is attended online from their home.

ii)Online classes-these classes are attended completely online, no commute to class required, however exams are taken on campustimes during the semester.

iii)Separate adult education advisors- important because the needs of the adult education student are different from traditional students needs and are available to the accelerated student in the evening hours, when they are on campus.Other colleges in the area who offer night time programs use the same advisors for there traditional students, and they are only available during the day.

iv) Childcare- childcare is available on campus between 500pm and 800pm. There is also a program that matches traditional students who are pursuing degrees in education with adult education students who need childcare. College credits are offered to the students who perform the service.

v) Commuter room- There is an adult education lounge with free coffee, fruit and bagels, newspapers, cola machines etc, where students can study or wait between classes in the company of other adult accelerated students. This is important for two reasons; because older students do not feel comfortable socializing with traditional students and because it gives students a place to relax between classes and do homework, especially those who have a long commute to campus.

d)Product image and personality- After questioning students, non-student and area residents concerning MSMCs personality, the most common response was that of a faithful animal such as a dog. MSMC has been a part of the community foryears. They have worked hard to give back to the community by being the biggest supporter of Habit for Humanity in the area. They also donate goods and services to surrounding low income programs, such as basketballs and sporting equipment to homes for children. This image of loyalty works well with our campaign, as we are playing with this image by exaggerating MSMC commitment to its students.

e)Product position- Passionate about fulfilling the unique needs of adult education students. We want MSMC to be thought of first in the minds of adults considering continuing education.

4)The creative plan- Our goal is to convince the target audience, those who never finished or enrolled in college, but who currently lead very busy lives, that MSMC has made going back to college easy. Further, that MSMC is aware of, and attends to, the special needs that arise as an adult student mainly time and money constraints, but also to some degree felling out of place as a non-traditional student.We will use the slogan A new definition in adult education, which will be a common thread in all of our advertising mediums. Our ads will feature two typical accelerated students, a man in his thirties and a woman in her mid-fortys who are attending their first day of classes. Through humor the ads will get across the idea that MSMC staff goes far beyond the call of duty to be helpful to its adult education students, with each ending in the line Okay, maybe were not that helpful...but we come pretty close.

5)The media plan

a)Television ads- The television ads will run 8 times a day on the four major networks in our viewing area.They will run for 6 weeks, the duration of our campaign. The ads will feature typical adult education students interacting with over zealous academic advisors. The ads will use humor to get across the point that MSMC Accelerated Program Advisors will go the extra mile to address the needs of the adult student, while a voice-over will provide the important details of the program. (Please see Media Details section at the end of this document for detailed description of the ads).

b)Radio- We will run a 60 second radio spot on 4 local stations. We will run our spots on the four major stations in our area which are popular with our target market, a top 40 station, a hip-hop station, a country music station and a news station. Our ads will run two times and hour, during from 6am-6pm and one time and hour from 6pm-6am Monday-Saturday and every hour on Sunday. These time framescorrespond to the must popular drive time and listening times for our target audience, based on research conducted by the individual stations with whom we re placing our ads. The spots will be of the same vain as the television commercials, which will involve a student and his overzealous advisor, along with a voiceover of the highlights of the program. The programs website and phone numbers will also be mentioned.(Please see Media Details section at the end of this document for detailed description of the ads).

c)Out-of-Home- Our out-of-home advertising will encompass both billboard and transit advertising. New York City relays heavily on its subway and bus system, so this is an obvious choice. We will place shelter cards with 100 GRPS, whole bus ads, tail cards, inside cards, and kiosk ads in strategic bus and subway stops and stations around New York City and Rockland and Orange counties. Billboard ads will be placed along the three main highways in Orange and Rockland counties which lead into and out of New York City. These ads will be placed for the duration of 6 months (for specifics concerning the content of the ads please see the Media Content section of this document.The ads will highlight a total of four different situations between a student and an advisor, and will feature our slogan Mount Saint Mary College…A new definition of adult education

d)Print- Our campaign plan calls for ads to be placed in the 10 top newspapers in the area. The ads will be ¼ to ½ page ads, depending on the publication, and feature a strong black and white graphic depicting our slogan.We will also run ads in the newsletters of the major companies with which we are offering discounts for employees (for example IBM and Novellas). We will also place a x square ad in the yellow pages under colleges which will feature MSMC slogan, but also make special mention of our Accelerated classes.

6)The communication plan

a)Sales promotion- MSMC will have a booth at both career expos that take place in the winter and summer in New York City.The booth will be staffed with an Accelerated Program advisor and include pen and pencil giveaways. There will also be a drawing for a three day cruise, in which the person entering the drawing must fill out a card containing personal information such as address and phone number, providing us with leads.We will also have free coffee and mini bagels on hand as a reminder of how MSMC takes care of the needs of there students.

b)Public relations- MSMC is already heavily involved in helping the citizens of Newburgh and has a strong reputation as an asset to the community. However, there is room to develop stronger bonds with the working parents in the community, a large portion of our target audience.

i)In the spring we will kick off our campaign with The Communities largest Easter egg hunt, which will be open to the entire community. We will work to get local news coverage of the event, which will feature free refreshments, free Easter baskets to hold the eggs and an open house with an accelerated student advisor on hand to answer questions.There will also be goody bags containing information about the programs offered for perspective students containing free pens and pencils. This type of event will draw a lot of adults from the community to the campus and give us an opportunity to give out information about the adult education classes, as well as build a bond with the community.

ii)We will also continue to participate in the Habit for Humanity program, and have set a goal to build a house using only adult education students. We will work to have this covered in the press as well.

c)Direct marketing- A fold-out flyer featuring will detail all that MSMC has to offer the adult education student; accelerated classes, flexible schedules, academic advisors who work exclusively with adult education students, a liberal credit transfer program, childcare and a commuter lounge with free fresh fruit, coffee and bagels, and a top-notch teaching staff.Information will include a phone number which leads directly to the MSMC adult education operator, a web address, as well as a tear- off postage paid card for more information. These will be mailed to the individuals homes who fit are criteria with-in our target market.

d)Sponsorships, merchandising, packaging, and point-of purchase- We will sponsor the annual 10k road race (which last year brought 1100 participants). After the run the competitors will receive t-shirts featuring the MSMC continuing ed logo and the phrase you build a stronger body, well build a stronger future as well as our slogan A new definition in adult education. As well as an information flyer and response card, and reusable sports drink container.MSMC will also sponsor two local boy scouts and girl scouts troops, which will involve free use of MSMC meeting rooms and grounds and swimming pool for Scout sponsored activities. MSMC will also sponsor a local pee wee sports team by purchasing the uniforms, which will carry the MSMC adult ed logo.

7)Implementation and evaluation

a)Scheduling- We will use a continuity plan which will spread the advertising evenly over the length of the campaign. Enrollment in MSMC accelerated program is an ongoing process with students beginning classes every six weeks. However, enrolment tends to be at its highest in the summer months. For this reason we plan to kick off our campaign in the spring to coincide with the Easter egg hunt. The campaign will last for six months.

8)Evaluation- We will evaluate the effectiveness through several means. The most obvious will be an increase in the number of students enrolled in the accelerated program. We will also track the number of student who inquire about the program and ask how they heard of our program. This will give of some idea of which mediums are having the most impact.

)Budget- Our budget of 5 million dollars will 5 million dollars will be allocated the following way

a)Broadcast We will spend the largest portion of our budget on broadcast, as it the advertising medium which reaches the most people.

b)Print We will place ads in the major local area newspapers which will run 7 days a week, with larger ads on Sundays in the classified section of the paper. The plan with print advertising is to attract people who are looking to change or upgrade their jobs.

c)Radio We will run a thirty second radio spot two times per hour on the four radio station in the area that reach our target market 104.7top 40 pop, 7.7 Stern/classic rock, 4.7 alternative rock, 10.4 talk/news radio. Please find a script of the radio ads below.

d)Out-of-Home advertising- New York City and the surrounding counties relay heavily on the public transit system. We will therefore allocate a large portion of our budget to transit advertising.

Television AdA car drives through a parking lot slowly past a sign Welcome New Accelerated Students, It is raining. The driver of the car parks the car and gets out. He is in his mid-to-late thirties, dressed in khaki pants and a light jacket and carries a messenger bag. As he exits his car he finds a smiling MSMC advisor waiting with an umbrella. The student smiles a little uneasily as the advisor begins to follow him toward the door, still holding the umbrella.

Inside the classroom the student sits at his desk, the advisor, standing behind him, still smiling. The student glances uneasily back at the advisor. As the professor begins to hand out the syllabus the advisor takes off running in an exaggerated sprint to hand the syllabus directly to the student.

A voiceover begins At Mount Saint Mary Colleges new Accelerated Degree program were dedicated to meeting the needs of the busy adult student. We can accommodate yourschedule with online classes, blended on-line classes andevening and weekend class schedules, allbased ona six week accelerated program that gets you to your fouryear bachelors degree in two and a half years. We take you through the financial aid process one on one, to insure that you receive the maximum financial aid possible.Theres an accelerated student only lounge with coffee and snacks, child care and… oh yeah, you still get to have a life…a new one. Call 561-0800 to speak with one of our specially trained advisors, or visit us online at MSMC.edu.

(Concurrent to the voice over) The student sits in the commuter lounge on a sofa reading a text book. He has a bagel in one hand and his coffee cup is sitting on the table next to him. As he takes a drink and sits the cup back down, the advisor stands behind him with a pot of hot coffee and begins to pouring a fresh cup. By this time the student is getting used to this treatment and doesnt seem to notice the advisor. The final scene cuts back to the opening frame with the advisor holding the umbrella over the student as they near the classroom building. The student begins to side step and then breaks into a run in an effort to trick the advisor, who is of course making every effort to keep up.

Voice-overOkay, maybe were not that helpful...but we come pretty close.Mount Saint Mary College, The new definition of adult education.

Radio Ad-(the sound of a pencil being sharpened)

Student Umm…What are you doing?

Advisor Im your MSMC accelerated education advisor.

Student I know that, but…um really, I have this...thanks.

Advisor It looked a little…

Student Its fine….

Announcers VoiceAt Mount Saint Mary College we know youre busy, we also understand your desire for a better life. Thats why we have our helpful, specially trained advisors available to you day and evening to will help create a class schedule that works for you, well walk you through the financial aid process, and we even have childcare available and study & commuter room just for our accelerated students.

At Mount Saint Marys accelerated program youll earn your four year degree in two and a half years, and oh yeah, you get have a life…a new one. Call 561-0800 to speak with a specially trained advisor, or visit us on the web at MSMC.edu. Mount Saint Mary College, the new definition of adult education.

(Sound of a toilet flushing)

Student Do you mind?…I mean really!

Advisor Just trying to help…

AnnouncerOkay maybe were not that helpful, but we come pretty close.

Print Our print ad will feature a strong black and white graphic. The ads will focus on drawing in individuals who are unhappy with their current jobs and will be featured in the classified section of the newspaper. Because of this the other line which is mentioned in our ads Have a life…a new one will be the central feature, with our slogan Mount Saint Mary College…the new definition of adult education, featured as the secondary line. The graphic will feature a hand reaching out from the left of the ad toward the center.A hand also reaches out from the right side holding a diploma in a passing motion. The copy is right down the center of the ad.

Mount Saint Mary Colleges

NEW Accelerated Program for adult students

• Class schedules for the busy adult student

•Specially trained advisors for adult needs

•Online courses, blended online courses, evening and weekend classes

•Even child care

At MSMC have a life…a new one

1.845.561.0800

www.msmc.edu

Billboard Our ad campaign will feature 6 similar, but slightly different billboard ads. Here I will describe one of the ads.

Mount Saint Mary Colleges NEW accelerated Program for adults will be the heading of a piece of paper clipped to a clipboard. Under the heading will be a check list

᠍childcare

᠍online classes

᠍weekend classes

᠍specially trained advisors

᠍commuter room

www.msmc.edu

1.845.561.0800

All of the ads, the billboards as well as all the others except the newspaper ads will all be in the school colors of yellow and blue to give them continuity.

Budget

Yellow pages

5.50 per month x(New York, Orange/Rockland)160.00 (per year only)

Radio

0 second spot xper hour x 4 x 4 stations = 70 x $17 each $81,07

Print

Hudson Valley paper/ Times Herald Record/ Cornwall Local/ Poughkeepsie Journal high bycolumn wide- 18.55 per day average x 4 x 6 weeks=$1504

Marketplace= 1.50 week x 6 weeks = $5

New York Times - $1100 per week x 6 weeks= $8,600

$4,4

Out-of-Home

Whole bus = $18,000 per year x 10 buses = $180,000

Tail Cards = $0 per month x 6 months = $540 x 50 buses = $7,000

Inside subway = $10 x 6 months x 50 cars = $6,000 Total bus $4,000

Shelter Cards-100 GRPS 46 panels = $18, 170

Billboard=$500 per month x 10 ads x 6 months=$0,000

$1,170

Television

Average of $65 per run x

channels x runs per day x 6 weeks$07150

Sponsorships$ 11, 000

Total production costs

$16,000

Direct Marketing $10, 000

Commission = 14%$60,678,54

Total Campaign$44066

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An Analysis of Leadership Theory; Personal Leadership Definition; and Personal Progress as a Leader

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Definition; and Personal Progress as a Leader

An Analysis of Leadership Theory; Personal Leadership Definition;

and Personal Progress as a Leader

Cheap custom writing service can write essays on An Analysis of Leadership Theory; Personal Leadership Definition; and Personal Progress as a Leader

Maureen Gaffney

Emmanuel College

Abstract

The objective of this paper is to compare and contrast theories between

Kouzes and Posner, authors of Leadership Challenge, theorist Peter F.

Drucker, author of The Effective Executve, and theorist Stephen R. Covey,

author of The 7 Habits of Highly Effective People. Also included in the

paper, are references to Douglas McGregor, author of The Human Side of

Enterprise and his Theories X & Y, and Robert H. Rosen, author of Leading

People. Finally, it is my goal to express my own views on leadership and

how I personally would like to be perceived as a leader.

For years, theorists have attempted to tap the human mind in order to find

out what makes people tick, what motivates and moves them to work hard. Are

ambition and drive innate traits which all humans share? Are most humans

inclined to work as hard for someone elses gain as they are for their own?

Why do some workers excel and some slack?

All of the theorists mentioned in this paper have made it their business to

research the human mind and spirit in order to pinpoint the real connection

that leaders must make with people in order to gain loyalty and the extra

mile.

As with Abraham Maslows Hierarchy of Needs, people need to realize certain

human needs sequentially in order to mature. The most important task of any

leader is to tap the minds of all their employees. They need to connect and

relate to the people working for them. The whats in it for me? attitude,

is an unspoken barrier that all leaders must break through. Employees are

compensated with paychecks, benefits, sometimes rewards, etc., but no one

individual is obligated to give any more than they can get away with in any

eight hour period. This is the average worker. In order to motivate workers

to work as if it were for their own personal gain is really the task at hand

for all leaders.

There are many different types of Leadership Theory Contingency Theory

(situational); responding differently to different people; Trait and

Behavioral Leadership, where the former assumes that leadership is innate

and the latter assumes leadership is learned. Peter F. Drucker believed that

effective leadership could be learned. Contemporary Leadership consists of

charisma and people who have the ability to transform others within an

organization. Participative Leadership is where a leader creates vision and

gives others direction while navigating along side them. Systematic

Leadership produces a ripple effect. If a leader wants to shift an

organization in a new direction, presumably, the system falls into place

naturally. For example, at one time people didnt eat lobster. One person

had to be the first to try it. Once it was established the lobster was a

delicacy, then everyone wanted to eat lobster. Attribution Leadership is

based on perceptions of attributes of followers.

Kouzes/Posner and Covey deal mainly in feelings and practices that foster

feelings. Its not that what they advise is not worthwhile, on the contrary,

their advice is very effective. However, their from the heart approach to

leadership is still a foreign concept to many men in business. Men and their

male egos have been an issue since the beginning of time, getting them to

change is quite an undertaking. McGregor and Drucker on the other hand are

from the old school what they tout is more technical and tangible. They

guide the leader on a path of instruction rather than behaviors. Although

Drucker and McGregor do advise on behavioral issues, such as motivation, but

this is so that they can influence an employee to be more productive, not

necessarily to encourage ones inner leader.

Although there was some resistance to loosening the hard-line management

approach, it became evident that losing the pretensious attitude produced

happier employess. When the touchy feely based management theory started to

become popular in the mid 100s, it was frowned upon by many corporate gray

suit types. They feared the practices would be too democratic and that they

would lose control.

Exemplary leaders recognize that such self-serving behavior is the path to

organizational suicide, and that successful leaders and team members

subordinate their own goals to the service of a greater good.

(Kouzes/Posner, (00), p. 51)

Knowledge work knows no gender; men and women do the same jobs. This, too,

is a major change in the human condition. (Drucker, (Spring 000), p.1)

In Druckers article Knowledge Means Managing Oneself he emphasizes the

importance of knowledge in that employees should be knowledgeably

well-rounded within the company. It is not good enough for employees to

segregate their knowledge to one aspect of the business. This means too that

it can only benefit the employee to be able to comprehend the process of the

finance department as well as human resources department.

Many managers would agree that the effectiveness of their organizations

would be at least doubled if they could discover how to tap the unrealized

potential present in their human resources. (McGregor (160), p.4)

McGregor says that although it is wise to tap into past experiences as

reference for management it is not enough. Every managerial act rests on

assumptions, generalizations and hypothesis - theory. p.6

Kouzes/Posner, authors of Leadership Challenge, have comprised the Five

Practices of Exemplary Leadership. The first is Model the Way, encouraging

leaders to find their voice, their passion and what drives them to excel.

By finding a clear and concise voice to lead with conveys a smooth line in

which to guide employees. Competetence, establishing values and setting

examples are also elements of modeling the way. The second, is Inspired

Shared Vision, which ?

Creating trust by building respect within a group. Its important to allow

yourself to trust in others and be open to their influence. If there is not

trust, there is no open line for which knowledge to flow. Kouzes/Posner

emphasizes interdependence by encouraging others to lead. The need to listen

is imperative as is practicing humility by making one self vulnerable. Like

with any relationship, if a wall is built around the heart for protection,

true love may not be able to penetrate and flourish. Being closed off from

anyone is detrimental to a persons growth.

Being open to others ideas is essential to creating the best situations for

a company. One person cannot be omnipotent, nor all knowing. Ego so often

gets in the way of greatness and such behavior has ruined companies as well

as entire nations. Unfortunately, I have seen the ego in overdrive in many

work environments. The upside to this otherwise tainted experience is that

I have observed and learned from the mistakes of those who let power go to

their head. This is not to say that by observing and learning I am now not

inclined to follow suit, but that I am not an egomaniac by nature, so it is

my hope that if given power I would not abuse it nor abuse those around me

due to a good moral fiber.

The Third Practice of Exemplary Leadership is Challenge the Process. This

practice encourages leaders to think outside the box and forge new paths to

success. By searching out opportunities, experimenting and taking risks.

Fourth is Enable Others to Act. Basically, this ties in with expanding the

creative process and letting others add to the mix through fostering

collaboration. Fifth and finally there is Encourage the Heart which is

where relationships and trust are formed and maintained. By recognizing

others talents and efforts with reward systems or celebrations. This is

what makes people feel less than like a number and more like a valued cog in

the corporate wheel.

Stephen R. Covey, author of The 7 Habits of Highly Effective People touts

the 7 Habits that foster success in people. In order to begin the 7 Habits,

Covey feels that one must first achieve the paradigm shift, which means to

change ones perception of the world. A paradigm is when one is conditioned

to see things one way, then comes the paradigm shift. In Coveys book, he

uses the example of a man and his rambunctious children getting on the

subway. The man is obviously exhausted and off in his own world of thought.

The passengers on the train are getting annoyed that the man is not paying

attention to his unruly children. One brave passenger decides to let this

man know that they dont appreciate his ignorance. When the passenger lets

the man know his thoughts, the exhausted man apologizes and informs him that

he and his children has just come from the hospital where his mother had

just passed. The moral of the story is that what this annoyed passenger

perceived as a rude situation was really quite excuseable and in turn took

the passenger from feelings of anger to that of compassion and sympathy. In

In order to achieve this shift, Covey outlines several exercises which aid

the individual.

It is imporant for leaders to shift paradigms frequently so that they do not

fall into a rut of one-way thinking and bias. Not only is this important

practice as it relates to business ideas and practices, but also with people

in general. Once the shift has occurred, then the Habits are introduced.

1. Be proactive. If I wasnt proactive with my education I would only sit

and wish that I could achieve my dreams, instead I make it happen. . Begin

with the End in Mind. A person must have goals and in order to have

direction. Its not that I need to have my entire life planned out in

detail, but it is important to envision outcomes as a way to keep oneself

motivated to stay the course. . Put First Things First. This is a slogan I

have used in my life for many years. To me, it means I need to take things

step by step and not overwhelm myself. If I spent my days projecting

situational outcomes I would be deluged with unfounded fear of the unknown.

4. Think Win/Win encompasses five dimensions. The first dimension is

character, of which is the foundation of his Win/Win theory. Integrity leads

the list followed by maturity. Covey puts into words what I believe all my

convictions are based on. The definition of emotional maturity - ˜The

ability to express ones own feelings and convictions balanced with

emotional consideration for the thoughts and feelings of otherss. This is

how I try to live my life, being kind hearted and thoughtful of others

feelings.5. Seek First to Understand, Then to Be Understood. This is obvious

in that it is essential in any relationship to listen in order to have that

action reciprocated which results in communication. 6. Synergize. The

essence of synergy is to value differences - to respect them, to build on

strengths, to compensate for weaknesses. (Covey, ( ), p. 6) 7.

Sharpen the Saw. This means to keep all of the other habits sharp and tuned.

If you are disciplined and then begin to slack, it will not be long before

you are no longer disciplined.

Covey also touts the Universal Resolutions in his article, Three

Resolutions. If you want to overcome the pull of the past those powerful

restraining forces of habit, custom and culture to bring about desired

change, count the costs and rally the necessary resources. (Covey, (16,

18), p. 1) The first has to do with appetites and passions. By overcoming

bad habits that lead to poor health one can be open mind, body and spirit to

higher energy and change. To do this one needs self-discipline a principle

which also relies on the principles of temperance and consistency. The

second has to do with overcoming the restraining forces of pride and

pretension. Living in harmony with your core values and principles (p.

) is a guaranteed way to keep from getting too large an ego. I

The essence of these Three Resolutions is so that the individual can be free

to transform and excel without the baggage of excess weighing them down.

Oddly enough, the Third Resolution is to overcome the restraining forces of

aspiration and ambition. Coveys reasoning is that if one person is too

self serving then the company will suffer. If people are looking out for

number one and whats in it for me, they will have no sense of

stewardship no sense of being an agent for worthy principles, purposes and

causes. They become a law unto themselves, a principal. (p. 4) Therefore,

Covey says that humility is the mother of all other virtues because it

promotes stewardship and once that is in place, all good things will come.

When leaders need subordinates to work for the better good of the company,

behavioral and motivational techniques are needed. The average human being

has an inherent dislike of work and will avoid it if he can. (McGregor,

(160), p. ) This is what McGregor refers to as Theory X, the traditional

view. It is his belief that this has been a common belief throughout time.

The average human being prefers to be directed, wishes to avoid

responsibility, has relatively little ambition, wants security above all.

(p.4)

To summarize, Theory Y states that working should be as natural a process as

recreational activities, but how do you tap into the natural desire to work?

Punishment is not the only way to entice people to produce and that

self-actualization, or satisfaction derived from producing good work, is a

motivating factor unto itself. Therefore, it is wise to stroke the ego with

praise.

The similarities among these theorists lie deep within the human heart. In

stark contrast of management and leadership styles prior to the second half

of the 1st Century, when it was common practice for superiors to lead with

an iron fist and instill fear in their subordinates in order to make them

comply, the new style is that of nurturing and generating compliance through

loyalty, self-esteem and empowerment. These theorists share a common thread

that centers in the heart. They recommend a nurturing approach to management

and leadership. They emphasize the importance of praise, feedback and

listening. These are characteristics most often found in close intimate

relationships, which brings us back to relationship building as being a key

concept in motivating people to work hard and be loyal to you and/or the

company as a whole.

Peter F. Drucker, author of The Effective Executive, felt that habit and

practice must be learned in order to be effective. He is one of the early

0th Century theorist who forged his way into motivational research in a

time when white men in gray suits were the norm of the day. His theories are

more clear and focused as opposed to his more modern counterparts in that he

is not as concerned with the hearts and feelings of workers, or at least he

does not articulate as much in his book, but he does care how about getting

the most out of the worker by examining what it is they want for their extra

effort.

At the time of Druckers research, manual workers were the majority. Factory

line workers had only one goal, to produce allotted production. They were

judged according to quantity not quality. Today, due to the vast growth of

corporate institutions, the worker is relied upon for their knowledge and

expertise. Workers come to the plate educated in theory in concepts of their

respective fields. They are ready to contribute their all to the company.

This shift from manual workers to expertise driven employees is where

Druckers theory is born. He believes that going from doing it right,

following instruction and producing according to daily quotas, to getting

the right things done in order to be more effective. It is one thing to

create impressive and intelligent materials, but not conducive if it falls

short of the desired outcome. If effectiveness is lacking in his work, his

commitment to work and to contribution will soon wither, and he will become

a timer-server going through the motionsto 5. (Drucker, (166, 167),

p. 4)

Drucker emphasizes getting the right things done (p. 1) The first of his

theories is that effectiveness can be learned. In order to be effective, one

must adhere to some basic princples of discipline. It is not enough to be

knowledgable and creative. By implementing time management skills through

via discarding any action that wastes time and which could be better

utilized. Another suggestion toward effectiThird, where and how to mobilize

strengths for best effectiveness is contribution. Drucker believes this is

key. What this means is rather than spending valuable time within the

trenches micro-managing, it is wiser to forward think. Kouzes/Posner also

believed in forward thinking as a way to stay ahead of the competition as

well as to keep the company fresh. Setting up right priorities ties

together all the other elements to produce effective decision making.

Knowledge work is not defined by quantity. Neither is knowledge work

defined by its costs. Knowledge work is defined by its results. (Drucker,

(Spring 000), p. 7)

Covey , Drucker, Depsain, Kouzes and Posner all agree various values;

integrity, honesty, humility, and the list goes on. Not all theorists

prioritize their value systems in the same order. In the Leadership

Challenge, the first there are The reason these three lead the list Cause

and Effect With manual labor, such as line-workers in a factory, the need

for self-actualization may not apply. In this case, however, it is still

important to treat the worker with respect. Unfortunately, not all managers

have taken to the human touch.

Credibility is mentioned in most by most of the theorists as being a key

component to building trust. A leader must walk the talk by participating

in the values and ethics laid out to employess.

When you come to work in the morning, youre expected to behave in this

manner. And we will, too. I promise you that. (Despain, (00), p. 155)

Participation by unleashing peoples potential - It is the leaders job to

strike a match, to light the employees potential. To do that requires the

leader to undo any structures and systems that might snuff it out. If she

can, people will be able to work up to their full potential, and amazing

things can happen. (Rosen, (16), p. 114)

James Despain, although not a theorist by trade, wrote his book And Dignity

for All, Unlocking Greatness with Values-Based Leadership, and in this book

he conveyed his journey from worker to working leader. He and his employees

devised a ten step guideline called Our Common Values in order to

communicate, particpate and integrate his employees to come together as a

community in order to achieve common goals. His focus on diminishing ego

driven leadership and making the employees a valued commodity.

As Despain learned along his personal journey, so to has todays human

resources industry. As the corporate climate has changed in the past fifty

years to include women, so to has corporate culture changed to that of a

more nurturing and mentoring environment. Learning by mastering the

mentoring process and liberating the human spirit. We are reflections of

our experience. That experience includes whom we know and how we make use of

those contacts. Networking is a vital part of survival in business. As we

learn from others along the journey, so too is it only fair that we give

back to those who are beginning their own journeys. Liberating the human

spirit, To sustain such growth, people must be willing to grow and renew

themselves at all times. And the organization must always be seeking better

ideas and better results. ( p.188)

A leader creates an ideal direction for the organization to take in order to

achieve the ultimate success. Successful leaders make the whole greater

than the sum of its parts. They take charge of the organization and feel a

sense of obligation and responsibility for making things happen. This can

only occur if the leader has a mental image of the ideal organization he

wants to create. (p.). Robert H. Rosen believes the key elements of

leadership after trust are trust by sharing yourself.

My goals going forward in this program and in life is to make my voice heard

and more than my voice, my message as well. I want to encompass grace,

humility, integrity, pride, love, empathy, honesty and hope. I want to walk

my talk each day and if I can make an impact on one person, I will have been

a successful leader.

References

Kouzes, J.M., & Posner, B.Z. (00).Leadership Challenge(rd ed)

San FranciscoJossey-Bass

Drucker, P. (166, 167).The Effective Executive

New York, Evanston and LondonHarper & Row

Despain, J. (00).And Dignity for All, Unlocking Greatness with Values-Based Leadership

New JerseyPearson Education, Inc.

Drucker, P. (Spring 000).Managing Knowledge Means Managing Oneself Leader to Leader.

8-10Retrieved from http//www.druckerfoundation.com

Covey, S. (11).Three Resolutions Covey Leadership Center and Franklin Covey.

Retrieved from http//www.peoplesuccess.com/covey1.htm

Rosen, R. (16).Leading People

New YorkPenguin Books

Covey, S. (18). The 7 Habits of Highly Effective People; Powerful Lessons in Personal Change

New YorkFireside and colophon are registered trademarks of Simon & Schuster, Inc.

McGregor, D. (160).The Human Side of Enterprise

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How does Willy Russell Convey Social and Cultural Background in 'Our Day Out'?

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Willy Russell has written many plays over the last thirty years, but there is one feature that is common to all of them the issue of social and cultural background. This is the situation of the characters; their surroundings; their class; the society in which they are brought up, and the culture of that society. It is this that can lead to the behaviour, feelings, opinions and general outlook of the characters. Russell explores the effects that society and culture can have on people in all his plays, but in none is it so poignant as in 'Our Day Out', the story of what happens when Mrs Kay takes her Progress class out of inner-city Liverpool on a school trip to Conwy Castle, Wales.

Throughout 'Our Day Out' the issue of social and cultural background is ever-present, but it is discussed and conveyed in many different forms; the colloquial dialect Russell uses; the symbolism that is featured; the behaviour and attitudes of the children; the way that people react to these children, and the insights we get into their family lives.

Willy Russell himself said that he writes for the theatre because 'it's concerned with the spoken rather than the written word'. In 'Our Day Out' we see the importance of the spoken word through the language that the children use. Having grown up and taught at a Comprehensive school in Liverpool, Russell knows the Liverpudlian dialect perfectly, and he uses his knowledge to give a truly representative feel to the play. The children use words such as 'agh'ey', 'ooer', and 'nott'n', and the authentic language that the children use help to make the play feel more real. Because Russell writes the words as they would be spoken in a Liverpudlian accent, we can't help but speak in a Liverpudlian accent when reading the play, and this again adds to the authenticity. The children also use slang words. For example, they refer to the Corporation as 'The Corpy', bonfire night as 'bommy night', and cigarettes as 'ciggies'. In any society, the colloquial dialect is an essential part of the culture, and the use of it in 'Our Day Out' forcefully conveys to the audience the essence of the background of these children.

Symbolism plays a significant part in 'Our Day Out', because it gives Russell the opportunity to display how the children feel about their hopeless situations, without having to state it in the text or put it in the dialogue. This is important because the children don't necessarily know how they feel, or if they do they can't express it, so to put it in the dialogue would be inconsistent with their characters. If Russell had put it in the stage directions it would not be experienced to its full impact when people see the play on television or on the stage. Russell also probably didn't want to be so explicit; some things, such as the knowledge of the hopelessness of the children's situations and the destitution they are facing, are more poignant and affecting when implied through some form of symbolism rather than directly stated.

The two most obvious symbols in the play are the analogies of the bear in the pit at the zoo and the goldfish in the bag Carol wins at the fair. In the first case the bear represents the children, and the pit represents Liverpool. The children are trapped in this place that they can't escape from, and the sad fact is, society doesn't want them to escape. Russell said, 'Whilst the working classes are accused of being philistines, there is a general attempt in this country to withhold culture from them'. Mrs Kay echoes this sentiment when she tells Mr Briggs that he 'won't educate them (the children) because nobody wants them educating'. The bear is trapped in the pit because of an outside force, in this case, humans. He hasn't actually done anything wrong but he is persecuted all the same, just for being a bear. In the bear's case this is reasonable because we know that bear's are dangerous, but in the children's it isn't. They are kept in their 'pit' due to no fault of their own, and have it impressed upon them that it is. Carol tells Mrs Kay, 'Couldn't have nothin' like this (the sea, fields and castle) round our way' and when Mrs Kay asks why not, she says, 'Cos we'd only wreck it, wouldn't we?…That's why we never have nothin' nice round our way- cos we'd just smash it up.' The stigma surrounding the working-class was maybe born out of myth, but if someone expects you to behave in a certain way, you begin to. These children have been brought up with people expecting them to shoplift and destroy things, so now they do, and that just increases the prejudice towards them. The vicious cycle of the self-fulfilling prophecy continues. After the discovery of the bear, the ensuing conversation is plainly related to the children's situation. Ronson declares that he thinks keeping the bear in the pit is 'cruel' and Briggs replies that it's not cruel 'if it's treated well' and that 'it was born in captivity so it won't know any other sort of life.' Ronson thinks it does, and then another girl says, 'it was born in a cage an' it's lived all its life in a pit, well, it won't know nothin' else so it won't want nothin' else'. Ronson argues that 'It kills them (people) cos they're cruel to it. They keep it in a pit so when it gets out it's bound to be mad an' wanna kill people.' Ronson probably doesn't realise as he's saying this, how relevant it is to his situation. He goes on to say that 'it must know about other ways of living, sir. Y' know, free, like the way people have stopped it livin'. It only kills people cos it's trapped an' people are always stood lookin' at it. If it was free it wouldn't bother people at all.' Andrews argues 'Bears kill y' cos it's in them t' kill y'.' This whole dialogue is representative of the children, and parallels their situations, though the children are completely ignorant of this. This symbolism is very powerful because it really makes the audience consider the desperation of the children's circumstances, and Ronson's innocent compassion towards the bear is nothing short of endearing. We also see that Briggs' attitude towards the bear is the same as towards the children; he doesn't really credit them with any sort of idea of what they're facing, only with ignorance.

The second obvious metaphor is the goldfish in the bag. At the end of the play, when they have arrived back at school, Carol 'walk(s) along the street with the goldfish in her grasp'. The goldfish is again signifying the children, and the bag in which it is contained, Liverpool. The goldfish is trapped, but here there is a new element. The plastic bag is not a pleasant environment for the goldfish, but if you take it out of that environment it will not be able to survive; it will die. This is obviously how Russell felt about the children, though probably not in quite such simple terms. Whilst the society of inner city Liverpool is not the best for the children, if you take them out of the familiar environment and culture they know, they will no doubt flounder and struggle in the alien surroundings. While it is unlikely they should die, they will not prosper, as they will always be outsiders in a world that they do not understand and a culture of which they are completely ignorant. The symbolism is a means for Russell to expand his views on the situation of these children, and without it he wouldn't have been able to express himself nearly so fully or extensively.

We gain probably our greatest insight into the children's social and cultural background through their own behaviour and attitudes. The characterisation is so detailed and this characterisation so consistent that we cannot fail to get what we feel are valid, sincere impressions of the backgrounds of the children and the way they have been brought up, though doubtlessly some of their reactions are as a consequence to people's behaviour towards them.

At the beginning of scene one the description tells us that 'kids are pushing, shoving, rushing, ambling, leering and jeering.' This gives the impression that the children are perhaps slightly rough in their movements and not terribly decorous, as all these verbs are quite vigorous and forceful. At the beginning of scene four the children are described as 'excited' and 'lively'. They are obviously looking forward to the school trip as is natural but perhaps to a greater degree than normal because of the few times they have been out of Liverpool. As Mr Briggs says, 'for some of them it's the first time they've been further than Birkenhead.' When the driver of the coach insists that Mrs Kay checks the children for chocolate and lemonade before letting them on the coach, Mrs Kay asks them to raise their hands if they have any, and all the children look back at her; 'A sea of dumb faces and unraised hands.' Then while Mrs Kay is telling the driver how 'the kids with (her) today don't know what it is to look at a bar of chocolate' and 'Lemonade never touches their lips', all the children are 'stuffing themselves with sweets and lemonade.' Though when the driver comes back on the bus it all disappears. The children have no shame in lying to the teacher, even when the driver is so much affected by Mrs Kay's talk that he gives one of the children money to go and buy as much lemonade and chocolate as he can. It is obvious that the children have been brought up to do whatever is necessary to look after themselves, even on a small scale such as this. This tactic is apparent again when Reilly and Digga order the 'little kid' off the back seat, where they want to sit. Mr Briggs tells the children before they depart that he's 'driven in (his) car behind school coaches and seen it. A mass of little hands raised in two-fingered gestures to the passing cars.' When Briggs asks 'But we won't do that will we?' All the children chorus 'No Sir.' But as soon as the coach pulls away, 'Thousands of little fingers raise in a V-sign out of the windows.' Defiance of a teacher whom the children neither like nor respect is not a rare thing at any school, but I know from my own experience that it would never have occurred to me to make obscene gestures out of coach windows; such behaviour would have been alien to my upbringing. In all likelihood, these children have seen their parents, their families use such gestures and have picked it up from there. It highlights the society of which they a part.

As the coach leaves the city, Digga and Reilly 'light up', and later when questioned by Briggs, Andrews reveals that he has been smoking 'since (he) was eight' and now, at the age of thirteen, he is unable to give up. I think this is one of the most poignant moments in the play; Briggs is faced with a thirteen year-old who can't stop smoking, and who says that his father 'belts' him, not because he is smoking, but because he won't give him a cigarette. This conversation that Andrews has with Briggs reveals a lot about his family background, and through that the social and cultural background. We learn that Andrews' parents are not concerned that there son smokes, and that his father 'comes round every now an' then an' has a barney with (his) mam' and 'then he goes off again.' Andrews thinks that 'he tries to get money off her (Andrews' mother) but she won't give it him though. She hates him.' Andrews says, 'We all hate him.' After Andrews has said this there is a pause because Briggs doesn't seem to know what to say. It is also revealed slightly earlier, when Andrews wants a cigarette from Reill from studentcentral.co.uk y and Digga but can't have one because he hasn't got any money, that his mother is a prostitute. Digga says 'your ma's loaded' and when Andrews disagrees Reilly says 'Well she should be…all the fellers she picks up on the Parly.' At this point we suddenly feel a real compassion for Andrews; he has no future and no stable family unit to fall back on. Russell reveals the dysfunctional and almost tragic background that Andrews, and doubtlessly some of the other children, come from in such a way as makes it more affecting. In the same scene it is revealed that Reilly's mother is dead, when Reilly says, 'Sir, I swear on me mother.' and Digga tells Briggs not to believe him, 'How can he swear on his mother. She's been dead for ten years.' Then Reilly tells Briggs that his dad works on the docks and 'He hates it.' When Briggs asks, 'His job or the place?' Reilly replies 'The whole lot.' With these sorts of backgrounds it is hardly surprising that these children are in the Progress class, and that they smoke, swear and behave the way they do, 'like animals.' Parents shape the people their children become, and their behaviour can influence a child more than they may know, as we see in 'Our Day Out'.

In scene fifteen, at the caf where they stop on the way to the castle, we see more of the children's 'animal' behaviour. Russell simply describes the scene; 'The counter cannot be seen for pushing, impatient kids…As the orders are shouted, the kids are robbing stuff left, right and centre.' We get the feeling that the children are fairly proficient when it comes to shoplifting; 'it's the usual trick but the two men are falling for it- the kids point to jars high up, as the men turn their backs, so racks of chocolate bars disappear into eager pockets.' Russell depicts the scene in a comic manner, as with the whole play, and as a result we don't fell the need to condemn the children, especially as Mac and John, the two men who run the shop, put the prices up as soon as they see the coach full of children approaching, saying 'We'll milk this little lot.' I suppose these children have had the survival instinct instilled in them from a very early age, and have learnt the most effective way of getting what they want, regardless of any unspoken moral codes of society, or maybe in their society the 'rules' are different.

We see this same disregard for authority when the children visit the children's zoo and fall in love with the various rabbits, guinea pigs, gerbils and bantam hens. They know they are not supposed to touch them, as Carol tells Ronson as he strokes a rabbit ''Ey you. Y' not supposed t' touch them.' Ronson answers by 'picking up the rabbit and gently stroking it.' When Carol 'reaches over to join him…he pulls it close to him protectively', so Carol decides to get one of her own and picks up a guinea pig. A little later Russell says 'More kids have followed Ronson's example. Quite a few of them are clutching furry friends.' A little later again Russell says 'The animal pit is empty. The children have gone.' The coach is just about to leave when an animal keeper flags it down and strides on board. He is shouting angrily, calling the children 'animals'. He demands of the children, 'Where are they?' and 'the kids look back innocently'. A moment later a clucking hen is heard and a bantam is revealed hidden under a child's coat. The keeper demands the rest, and 'There's a moment's hesitation before the floodgates are opened. Animals appear from every conceivable hiding place. The coach becomes a menagerie.' But this failed attempt to appropriate the animals was about more than simply the children seeing what they wanted and taking it. If there is one thing that becomes apparent through the insights we get into the family lives of the children, it is how void they are of love and affection. This is why Carol 'has her arm linked through Mrs Kay's and is snuggled up to her'. She is looking for some affection, as the narrative makes obvious when stating, 'They look more like mother and daughter than teacher and pupil.' This is why the children took the animals; to have something of their own to love and care for. For me, this somewhat infantile, and quite comical deed revealed so much about the children. While they might put on a nonchalant, blas persona, these remedial kids really do care that they don't have a stable, loving family, and this is why they look to Mrs Kay as a mother figure, and why Mrs Kay doesn't try and stop them doing so.

After they have visited the castle they go to the beach, and here we see the same desire of affection that was exhibited earlier. The children look to Mrs Kay as a friend, and this is demonstrated when the children are paddling with her in the water while Briggs sits on his own. Mrs Kay starts to chase Kevin and eventually catches him. Kevin 'is hardly able to run because of laughing so much.' Mrs Kay turns him upside down and ducks his head under the water. He starts to complain that he 'might get a cold' so Mrs Kay 'reaches in her bag and produces a towel. She wraps the towel around Kevin's head and rubs vigorously.' Beneath the towel Kevin is 'beaming and happy'. There is something extremely poignant and almost tragic about these children's desperate need for love and attention, and how even something as small as having their hair dried with a towel by a teacher can make them vastly happy.

There are two key contrasting views of the children's social and cultural environment in 'Our Day Out' the children's perspective and the teachers'. The teachers are painfully aware of the children's hopeless situations, while the children seem to be blissfully ignorant of the impoverished futures they are inheriting from society. We witness how events turn as Carol is transported from ignorance to awareness, and gains an adult's perception of her true situation, though she maintains only a child's understanding of her new insights.

Throughout the play we see the two conflicting approaches to teaching of Mrs Kay and Mr Briggs. However different their methods are, they are both, however, affected by the knowledge that the education of these remedial children is, in some degrees, futile. We just find that Mrs Kay is more openly conscious of it and readier to acknowledge it.

Mrs Kay has adapted her teaching style to these children; she has accepted the partial futility of teaching them, and instead just wants them to have fun. Mr Briggs on the other hand, doesn't want to allow that the education system has failed these children, because if he does, the foundations of his training and the meaning he attaches to it, will crumble, as we observe when he and Mrs Kay have a some-what heated discussion at the castle. She tells him that 'There's no in point pretending that a day out to Wales is going to furnish them with the education they should have had long ago. It's too late for them…We're not going to solve anything today. Can't we just try and give them a good day out?' Mr Briggs replies 'Well, that's a fine attitude isn't it? That's a fine attitude for a member of the teaching profession to have.' He doesn't seem able to handle the notion that in this case education is meaningless; he has to go on fooling himself because if he doesn't, his whole stability and security will disintegrate. He won't allow himself to realise the truth until it is thrust in his face, somewhat painfully, when he has to prevent Carol Chandler from throwing herself of a cliff, because she cannot stand the thought of returning to Liverpool. She has had a glimpse of what she cannot ever hope to aspire to, as Mrs Kay is obviously aware of when Carol asks her, 'if I started to work hard now an' learned how to read…Well, d' y' think I'd be able t' live in one of them nice places?' and Mrs Kay pauses, and replies 'Well you could try, couldn't you love.' Mrs Kay clearly doesn't want to disillusion Carol, but nor does she want to lie to her and give her false hopes.

The irony is that while Briggs refuses to accept the truth of the matter, he also doesn't believe that the children have any chance of succeeding. As he gets on the coach at the beginning of the play, he says to Mrs Kay, 'You've got some real bright sparks here, Mrs Kay. A right bunch.' and 'There's a few of 'em I could sling off right now.' He continues this sort of prejudiced behaviour towards the children throughout the play, and doesn't credit them with any form of intellect whatsoever. When he is faced with a suicidal Carol, he seems unable to believe that Carol is being serious; he thinks she is 'silly' and tries to intimidate her into leaving the cliff. Carol refuses and he is surprised by her obstinacy, not really taking her seriously. But when he realises that she isn't just attention seeking, it makes a very forceful impression on him. Briggs changes, he becomes softer and loses his school master persona. He treats Carol as a real person, rather than as just another working-class, remedial child. From this point he transforms; he takes the children to a fair and is photographed on the waltzers, the big wheel, eating candyfloss, and with a cowboy hat on his head, handing a goldfish in a bag to Carol. We assume this metamorphosis is permanent, but we later see how hard it is for Mr Briggs to forget the principles by which he has lived his life, both in the classroom, and doubtlessly out of it.

Until the scene on the cliff, we don't realise how much Carol has been harmed by her social and cultural background, or how aware she is of the desperation of her situation. This knowledge almost led her to kill herself, and the question that Willy Russell is begging us to ask is whether ignorance is better than awareness, and whether Mrs Kay has done more harm than good by allowing the children one glorious taste of what they could never hope to have. She wanted to give them a good day out, but she also showed them the world that isn't within the grasp of these children; she made them aware of what they haven't got and could never hope to have, and Mrs Kay knows that as well as Carol does when she tells Mr Briggs, 'Don't be friggin' stupid' after he has suggested that if she works hard and gets a good job she could move to somewhere nice when she's old enough.

When I read 'Our Day Out', I don't see it as a fictional play, but as a window opening onto an unceasing society and a culture wholly different from my own. It doesn't seem as if it is a story, but a documentary, and I think this extent of authenticity can only be reached when the playwright has direct experiences to draw on such as Willy Russell has. He has lived and worked in this society, so although the characters are entirely fictional, to some degree the story isn't. The poignancy and intensity of the play is somewhat masked in places by the comedy, but we do catch glimpses of the hopeless, desperate situation these children are facing. As Mrs Kay says, 'Ten years ago you could teach them to stand in a line, you could teach them to obey, to expect little more than a lousy factory job. But now they haven't even got that to aim for…There's nothing for them to do, any of them; most of them were born for factory fodder, but the factories have closed down.' Throughout the play this is the underlying tone, and the subtle way that Russell conveys this message heightens the effect when it comes. This day out is simply an oasis; one day of fun out of their whole lives, and at the end of it we see how the glimmer of something bright and beautiful makes it all the harder to turn your eyes back to the grey and mundane.

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