The Proposed Legalization Of Same-sex Marriage Is One Of The Essays

The proposed legalization of same-sex marriage is one of the most significant issues in contemporary American family law. Presently, it is one of the most vigorously advocated reforms discussed in law reviews, one of the most explosive political questions facing lawmakers, and one of the most provocative issues emerging before American courts. If same-sex marriage is legalized, it could be one of the most revolutionary policy decisions in the history of American family law. The potential consequences, positive or negative, for children, parents, same-sex couples, families, social structure public health, and the status of women are enormous. Given the importance of the issue, the value of comprehensive debate of the reasons for and against legalizing same-sex marriage should be obvious. Marriage is much more than merely a commitment to love one another. Aside from societal and religious conventions, marriage entails legally imposed financial responsibility and legally authorized financial benefits. Marriage provides automatic legal protections for the spouse, including medical visitation, succession of a deceased spouse's property, as well as pension and other rights. When two adults desire to "contract" in the eyes of the law, as well a perhaps promise in the eyes of the Lord and their friends and family, to be responsible for the obligations of marriage as well as to enjoy its benefits, should the law prohibit their request merely because they are of the same gender? I intend to prove that because of Article IV of the United States Constitution, there is no reason why the federal government nor any state government should restrict marriage to a predefined heterosexual relationship. Marriage has changed throughout the years. In Western law, wives are now equal rather than subordinate partners; interracial marriage is now widely accepted, both in statute and in society; and marital failure itself, rather than the fault of one partner, may be grounds for a divorce. Societal change have been felt in marriages over the past 25 years as divorce rates have increased and have been integrated into even upper class families. Proposals to legalize same-sex marriage or to enact broad domestic partnership laws are currently being promoted by gay and lesbian activists, especially in Europe and North America. The trend in western European nations during the past decade has been to increase legal aid to homosexual relations and has included marriage benefits to some same-sex couples. For example, within the past six years, three Scandinavian countries have enacted domestic partnership laws allowing same-sex couples in which at least one partner is a citizen of the specified country therefore allowing many benefits that heterosexual marriages are given. In the Netherlands, the Parliament is considering domestic partnership status for same-sex couples, all major political parties favor recognizing same-sex relations, and more than a dozen towns have already done so. Finland provides governmental social benefits to same-sex partners. Belgium allows gay prisoners the right to have conjugal visits from same-sex partners. An overwhelming majority of European nations have granted partial legal status to homosexual relationships. The European Parliament also has passed a resolution calling for equal rights for gays and lesbians. In the United States, efforts to legalize same-sex domestic partnership have had some, limited success. The Lambda Legal Defense and Education Fund, Inc. reported that by mid-1995, thirty-six municipalities, eight counties, three states, five state agencies, and two federal agencies extended some benefits to, or registered for some official purposes, same-sex domestic partnerships. In 1994, the California legislature passed a domestic partnership bill that provided official state registration of same-sex couples and provided limited marital rights and privileges relating to hospital visitation, wills and estates, and powers of attorney. While California's Governor Wilson eventually vetoed the bill, its passage by the legislature represented a notable political achievement for advocates of same-sex marriage. The most significant prospects for legalizing same-sex marriage in the near future are in Hawaii, where advocates of same-sex marriage have won a major judicial victory that could lead to the judicial legalization of same-sex marriage or to legislation authorizing same-sex domestic partnership in that state. In 1993, the Hawaii Supreme Court, in Baehr v. Lewin, vacated a state circuit court judgment dismissing same-sex marriage claims and ruled that Hawaii's marriage law allowing heterosexual, but not homosexual, couples to obtain marriage licenses constitutes sex discrimination under the state constitution's Equal Protection Clause and Equal Rights Amendment. The case began in 1991 when three same-sex couples who had been denied marriage licenses by the Hawaii Department of Health brought suit in state court against the director of the department. Hawaii law required couples wishing to marry to obtain a marriage license. While the marriage license law did not explicitly prohibit same-sex marriage at that time, it

Definition and Examples of Kinship Terms

Definition and Examples of Kinship Terms Kinship terms are words used in a speech community to identify relationships between individuals in a family (or a kinship unit). This is also called kinship terminology. A classification of persons related through kinship in a particular language or culture is called a kinship system. Examples and Observations Bailey was the greatest person in the world. And the fact that he was my brother, and I had no sisters to share him with, was such good fortune that it made me want to live a Christian life just to show God that I was grateful.(Maya Angelou, I Know Why the Caged Bird Sings. Random House, 1969)Two years later a note arrived from one of her daughters relating that Tata had died in childbirth. It was with one of Tatas sons whod moved to Omaha that Rocco went to live when he was eighteen. And when, six years later, hed moved to Ohio with a cousins cousins guarantee of a steel-mill job, which was never to materialize, hed promised himself this single luxury, once two or three years of careful saving had passed: to go to Niagara Falls.(Salvatore Scibona, The End. Graywolf Press, 2008)My Mom was an illegal alien, born out of wedlock in Mexico . . .. Once I told a neighbor her husband wasnt my real father. I didnt know I wasnt supposed to say this. I was sorry I embarrassed her. I didnt even care about my real father much, only saw him a couple of days a year, but the only times my mothers husbands were fathers were when others made that assumption.(Dagoberto Gilb, Mi Mommy. Grove Press, 2003) Lexicalized Categories Some of the clearest examples of lexicalized categories are words used to refer to people who are members of the same family, or kinship terms. All languages have kinship terms (e.g. brother, mother, grandmother), but they dont all put family members into categories in the same way. In some languages, the equivalent of the word father is used not only for male parent, but also for male parents brother. In English, we use the word uncle for this other type of individual. We have lexicalized the distinction between the two concepts. Yet we also use the same word (uncle) for female parents brother. That distinction isnt lexicalized in English, but it is in other languages.(George Yule, The Study of Language, 5th ed. Cambridge University Press, 2014) Kinship Terms in Sociolinguistics One of the attractions that kinship systems have for investigators is that these factors are fairly readily ascertainable. You can, therefore, relate them with considerable confidence to the actual words that people use to describe a particular kin relationship. There may be certain difficulties, of course. You can ask a particular person what he or she calls others who have known relationships to that person, for example, that person’s father (Fa), or mother’s brother (MoBr), or mother’s sister’s husband (MoSiHu), in an attempt to show how individuals employ various terms, but without trying to specify anything concerning the semantic composition of those terms: for example, in English, both your father’s father (FaFa) and your mother’s father (MoFa) are called grandfather, but that term includes another term, father. You will find, too, in English that your brother’s wife’s father (BrWiFa) cannot be referred to directly; brother’s wife’s father (or sister-in-law’s father) is a circumlocution rather than the kind of term that is of interest in kinship terminology.(Ronald Wardhaugh, An Introduction to Sociolinguistics, 6th ed. Wiley-Blackwell, 2010) More Difficulties [T[he English kinship term father is defined to imply a particular biological relationship. Yet in an actual case the term may be used when the biological relationship is not in fact present.(Austin L. Hughes, Evolution and Human Kinship. Oxford University Press, 1988) Kinship Terms in Indian English It is not uncommon to hear the term cousin sister or cousin brother, a common mistake that Indian speakers of English make since they are unable to say just cousin, which would be too vague since it does not distinguish gender.(Nandita Chaudhary, Mothers, Fathers, and Parents. Semiotic Rotations: Modes of Meanings in Cultural Worlds, ed. by Sunhee Kim Gertz, Jaan Valsiner, and Jean-Paul Breaux. Information Age Publishing, 2007)With Indian roots myself, I was, perhaps, more aware of the power of family here than in other Asian countries where it was no less suffocating or strong. . . . . I was amused to find that the Indians had smuggled into English such terms as co-brother (to designate ones sister-in-laws brother) and cousin brother (to denote the sex of a first cousin, and, better yet, to draw the cousin as close as a brother). In some of the local languages, the terms were even more precisely defined, with separate words for a fathers elder and younger brothers and special terms for uncles on ones mothers and ones fathers side, as well as words to distinguish between mothers sisters and uncles wives, blood uncles and uncles by marriage. Though India had a hunger for absolutes, it swarmed with relatives; before long, everyone came to seem related to everyone else.(Pico Iyer, Video Night in Kathmandu: And Other Reports from the Not-So-Far East. Vintage, 1989)

Identify Types of Fir Trees in America

Identify Types of Fir Trees in America True firs are in the genus Abies and there are between 45-55 species of these evergreen conifers worldwide. The trees are found through much of North and Central America, Europe, Asia, and North Africa, occurring in higher elevations and mountains over most of the range. The Douglas or Doug fir is also a fir tree but in the genus Pseudotsuga and is only native to western North American forests. All firs are in the pine family called Pinaceae. Firs can be distinguished from other members of the pine family by their needle-like leaves. Identification of the North American Firs Fir needles are typically short and mostly soft with blunt tips. The cones are cylindrical and upright and the shape of a fir is very narrow with rigid, upright, or horizontal branching as opposed to drooping branches on some spruce trees. Unlike a spruce tree, fir needles are attached to twigs mostly in an arrangement that is in two rows. The needles grow outward and curving up from the twig and form a flattish spray. There is also a distinct lack of needles on the bottom side of its twig, unlike spruces that carry needles in a whirl all around the twig. In true firs, the base of each needle is attached to a twig by something that looks like a suction cup. That attachment is much different than spruce needles that are attached with a peg-like petiole. The cones of fir trees are very different when comparing Abies to Pseudotsuga.  The true fir cones are rarely seen up close as they grow toward the top of the tree. They are an elongated oval, disintegrate on the limb (almost never dropping to the ground intact), perch upright, and often ooze resin. Douglas fir cones stay intact and are generally abundant in and under the tree. This unique cone has a three-pointed bract (snake tongue) between each scale. The Common North American Firs Balsam firPacific silver firCalifornia red firNoble fir Christmas tree farm. CaseyHillPhoto / Getty Images Grand firWhite firFraser firDouglas fir More on the True Firs The balsam fir is North Americas northern-most fir, with an extensive range in Canada, and primarily grows in the northeastern United States. Western firs are the Pacific silver fir, California red fir, Noble fir, grand fir, and white fir. Fraser fir is rare in its natural Appalachian range but extensively planted and grown for Christmas trees. Firs have absolutely no insect or decay resistance when exposed to the outside environment. Therefore, the wood is generally recommended for indoor housing use for sheltered support framing and in furniture for cheaper structural construction. So, the wood of most firs is considered unsuitable for general timber and lumber use and is often used as pulp or for the manufacture of interior plywood support and rough timber. This wood left outside cannot be expected to last more than 12 to 18 months, depending on the type of climate it is exposed to. It is commonly referred to by several different names in the timber trade including North American timber, SPF (spruce, pine, fir), and whitewood. Noble fir, Fraser fir, and Balsam fir are very popular Christmas trees, generally considered to be the best trees for this purpose, with aromatic foliage that does not shed many needles on drying out. Many are also very decorative garden trees.

According to the article and answer the question Assignment

According to the article and answer the question - Assignment Example The behaviors suggest that orangutans are intelligent species with different personality and mentality compared to chimpanzees and gorillas. Orangutans of different groups are found to have different behaviors and practices than each other. The existence of culture in animal species, as a result, is evident keeping the findings of the article in view. The way of hunting, extracting insects with sticks, making pillow of twigs or wiping faces with leaves as with a napkin are different behaviors found in different groups. The conclusion, as a result, is the confirmation of culture’s existence among Orangutans. The close association of such behaviors is found in human cultures. The different behaviors are important to understand the personality of red-haired apes from others. Furthermore, the way orangutans teach their behaviors to their young ones show the level of responsibility they take to nurture their breed and to extend their cultural norms ahead. These behaviors are significant to show the existence of culture in animals, and specifically in orangutans. 2.Drugs: Angiosperms plants are known to have a bitter taste and contain high amounts of psychoactive agents. Since Dinosaurs could not identify the bitterness and detoxify the substances with their less effective levers, they died after having a lot of angiosperms. 1. Sex: The claim is proposed as a negation to high temperatures being the reason for killing the gigantic animals, dinosaurs. However, to support the theory that rising temperatures remained the cause of their extinction, Cowles proposed the idea of testes being non-functional in such high temperature leading to natural contraception and, at extreme, the extinction of dinosaurs. The hypothesis, hence, is a mere idea which is not supported or backed up with proper evidences or experiments thereof. 2.

The Troubled History of the Airbus A380 Essay Example | Topics and Well Written Essays - 2750 words - 2

The Troubled History of the Airbus A380 - Essay Example The results of the analysis show that the role of systems and operations management at Airbus is underestimated, and, as a result, not properly integrated into the business. This drawback, through the poor organizational structure, inefficient HR practices, and weak organizational culture and leadership, has lead to lower productivity of the employees, and, as a result, financial losses of the company. Six Sigma or business process re-engineering approaches to improving business processes have been identified as the most effective to be used by Airbus. At the same time, radical changes of BPR approach seem to be more appropriate - the faster Airbus introduces innovations, the faster organizational efficiency will improve. Communication channels and strategies, as well as leadership and organizational culture within the company, should be improved in order for the changes to be effective. Technological advancements in form of management information, transaction processing systems, dec ision support Systems and Executive support systems should be used by the company in order to make its business processes more effective and efficient. In this context of systems and operations management is one of the keys to helping a company in its attempts to improve and strengthen its positions in the market. Therefore, the given report is an attempt to determine and analyze how in particular systems and operations management, as well as its integration within the business, works for supporting and improving organization’s business efficiency. Furthermore, the role of Soft Systems Methodology will be determined in relation to analyzing and defining the business requirements. People, technology, and organizational issues will be analyzed in order to define how in particular they contribute to the improvement of company’s operations. All the above-presented purposes of the report will be drawn upon the example of an existing company with relatively long and comparat ively successful history of operations – Airbus. Airbus’ practical experience and operations outputs will be used for analyzing and making recommendations regarding the effectiveness of the company’s systems and operations management. Operations management itself, according to Slack, Chambers, and Johnston (2010), is a set of activities aimed at effective management of the resources needed for production and delivery of services and products. Information systems, in their turn, are aimed at gathering, processing, storing and distributing data required for making decisions and controlling an organization (Laudon and Laudon, 2007). As such, information systems are to optimize the working processes within the organization by means of structuring data and automating certain processes for them to become more effective.

Police officer essay Essay Example for Free

Police officer essay Essay Every person has his own dream or ambition in life. Someone wants to become a soldier, someone a doctor, some an engineer or a politician and so on. Some others aspire for the careers of authors, actors or singers. But my ambition is to become a police officer in my future life. In the drill class in my school, I was very serious, and always tried to follow and learn the rules of parade as perfectly as possible because I wanted to become a member of the police force. A police officer, as far as I know, has to be disciplined, honest and maintain the law and order in the society. He is also expected to possess an attitude of help and rescue towards the deserving cases with a selfless mind. When I grow and become a police officer, my motto will be to serve the society with an impartial attitude by saving the distressed persons and punishing the culprits. I will definitely try to infuse the sense of duty and an essence of discipline into the minds of the common man in the society. I promise not to misuse my power and soil my hands with the dust of corruption. I shall obey my superiors and give protection to my subordinate staff. That is how I shall try to prove myself as a perfect police officer. My father is a senior officer in the police force. He is an ideal example before my eyes. I want to follow his footsteps in my future life.

Analysis of Anne Bradstreets To My Dear and Loving Husband Essay

Analysis of Anne Bradstreet's To My Dear and Loving Husband Anne Bradstreet's poem, To My Dear and Loving Husband, shows her profound love and undying affection for her husband. For a Puritan woman who is supposed to be reserved, Bradstreet makes it her obligation to enlighten her husband of her devotion. She conveys this message through her figurative language and declarative tone by using imagery, repetition, and paradoxes. Over and over again she expresses her adoration for him with imagery. "I prize thy love more than whole mines of gold, Or all the riches that the east doth hold. My love is such that rivers can not quench,..." (5-7). Bradstreet is declaring there is nothing as powerful as the love she shares with her husband which is untouchable and eternal. These three line...

The African-American Odyssey Essay

The emancipation of the African slave who was now disconnected from their traditions and way of life after nearly 300 years, is seemingly a great gush from the dam to the ebbs and flows of the struggle. The end of slavery as we know it, presented a ball of mixed emotions among the nation; North and SOUTH. Some slaves were grossly ecstatic to be free. For example, when a slave girl named Caddy, from Goodman, Mississippi found she was free, went to her mistress, flipped up her dress and told her â€Å"Kiss my ass! † On the contrary, some slaves were apprehensive of being free. For example, one elderly slave woman reportedly said, â€Å"I ain’ no free nigger! I is got a marster and mistiss! Dee right dar in de great house. Ef you don’ believe me, you go dar an’ see. † Though most slaves were detached from their families, many managed to regroup and find their love ones after their emancipation and constructed close knit families. Land was an viable means of survival in the minds of newly freedmen and the government was eager to deem lands to the ex-slaves . On January 16, 1865, General William T. Sherman told the freedmen that they will receive the land they were in search of. They were granted the head of each family would receive â€Å"possessory title† to forty acres of land. Sherman also gave the use of Army mules, thus giving rise to the slogan, â€Å"Forty acres and a mule. † Similarly in 1862 the Union military set aside land in Port Royal, South Carolina, which became known as the Port Royal experiment. The freedmen bureau was created to aid newly freed slaves in the transition from bondage to freedom in 1865. After Lincoln’s assassination the succession of his Vice president, Andrew Johnson, to the presidency meant that the white owners of the lands, that were given to the freedmen, would be returned. Sharecropping became a sort of ebb in the river of the African-American progression as far as freedom was concerned. Presented as labor contracts by white land owners, the institution of slavery was extended under a cloud of debt. In which, the black family, oft times became debtors due to the lack of honesty on the account of their white lender. Aside from family, among African-Americans, the â€Å"black church† became the most important institution. â€Å"Not only did it fill deep spiritual and inspirational needs, it offered enriching music, provided charity and compassion to those in need, developed community and political leaders, and was free of white supervision. † With the end of slavery, blacks who then had to attend services with white parishioners who treated them as second class Christians, could now organize and attend their own churches. The advent of the black church definitely brought about a flow in the river of struggle for African-Americans. Education was another â€Å"flow† in the river of struggle and a critical means of survival amongst people of color. It coincided alongside freedom. All who were versed in education of all sorts were summoned to teach the freedmen and their children. Teachers from all walks showed. Classes were held in churches, old slave markets, stables, taverns, homes, and former slave cabins. Funding came from various religious and political organizations and the Freedmen’s Bureau. Although white teachers helped a bit, black teachers were praised throughout the negro community because, as Rev. Richard H. Cain said â€Å", We must take into our own hands the education of our race†¦ Honest, dignified whites may teach ever so well, but it has not the effect to exalt the black man’s opinion of his own race, because they have always been in the habit of seeing white men in honored positions, and respected. † Most colleges and universities for blacks taught elementary and secondary level curriculum. The introduction of the historically black colleges and universities was formed from the idea of a higher education for people of color. In the midst of the newfound freedom, religious organization, and education of Negroes which was an obvious â€Å"flow†, a reoccurring â€Å"ebb† presented itself in the form of violence. Justice for the black man was never considered in those times. Thousands of innocent African-Americans were heinously murdered without a single conviction of a white perpetrator whom committed the acts. Atop the murders, black towns, businesses, churches, and schools were destroyed at the hands of the angry white southerners. The Failure of Reconstruction For the first time ever in history, a group of black men had concurrently became politicians. They were joined by the carpetbaggers of the north and the scalawags of the south in the Republican constituency. â€Å"Of the 1,000 men elected as delegates to the ten state conventions, 265 were black. † Collectively, they drafted new, striking constitutions that, unlike the previous constitutions, allowed all men to vote; even the ex-Confederates. Although, the Republicans displayed compassion upon their dealings with their opponents, the unruly Southern ego rose once more against the ratification of the new constitutions. In due course, the majority did manage to ratify and in each state, black men were elected to offices. As time progressed, nearly 1,500 black men were in office around the throughout the south. Among those were the likes of Blanche K. Bruce, Hiram R. Revels, Joseph Rainey, Jonathan J. Wright, Francis L. Cardozo, Robert Smalls, and Ferdinand Havis. This was a â€Å"flow† that led to inevitable â€Å"ebb† in the river of fight for African-Americans. That ebb presented itself in the form of the gradual failure of reconstruction. Issues such as education, social welfare, civil rights, land, and businesses plagued the Republican frame of thought daily. The black leaders’ efforts to facilitate education throughout the black and poor white communities failed overall. Lack of funds is the greatest blame for the inconsistency. At the time, there were no segregation laws, but whites refused to let their children go to school with blacks. Though a valid effort amongst African-Americans was given toward civil rights, they did not receive the respect that every other law abiding citizen received. For example, they were not accommodated at hotels and on public transportation, nor were they served as paying customers at various businesses. The blacks who worked for the white landowners were being cheated daily as if they were still in captivity. White employers would either fire the worker before the harvest or make up outlandish fees and debts. Some just didn’t pay at all! Black leaders grew tired of the robbery and made laws to eliminate such happenings. The distribution of land amongst landless, yeomen, farmers didn’t happen in any other state but South Carolina. Over fourteen thousand black families and a few white families, received land. Black businesses, unfortunately, did not and could not flourish due to the lack of funds during the expanding of the railroad. Other businesses made handsome amounts of profit but the African-American business owners could not cash in. Black politicians laid the foundation for public assistance, education, criminal justice reform but, could not do anything that directly dealt with â€Å"their people. † Reason being, was that they were the minority in the Republican party and in fact, were not allowed to ratify their own agenda. Besides, they couldn’t agree on most things because they came from different walks of life. Bickering throughout the Republican party sparked a â€Å"high turnover in political leadership and the loss of that very economic security? This made for inexperienced leadership and added to Republican woes. † Opposition came to the party in various ways; Such as, the conservative Democrats who continued to heckle blacks who in any way participated in the political process and the Ku Klux Klan. The Klan, was founded in Pulaski, Tennessee in 1866, by ex-confederate soldiers who were â€Å"hell-bent† on eradicating and/ or terrorizing anyone who didn’t submit to â€Å"southern culture. † They used any means necessary to remove blacks from politics. The Enforcement Act of 1870 was passed to prohibit Klansmen from wearing their regalia in public and protected the civil rights of black citizens. The following year the Ku Klux Klan Act was passed and it made the interference of a persons’ right to vote, hold office, jury duty and equal protection a federal offense. The fifteenth amendment was passed in 1869, and later ratified in 1870. It clearly expressed â€Å"the right to vote† to all citizens but failed to address the literacy tests, property possession rule, or the poll tax that continued to plague voters. Radical Republicans and northern whites alike grew exhausted with the dependency of blacks, (as they saw it) and looked upon them as unfit to be involved in the political system. They thought that reconstruction had been a mistake. The Freedmen’s Bank was founded in 1865 and done well until the white board of directors foolishly invested in Washington, D. C. real estate. The Panic of 1873 brought about a significant loss in unsecured railroad loans. As a result, the bank closed in 1874. The Civil Rights Act of 1875 was an act of good intentions, yet it was ruled unconstitutional by U. S. Supreme Court Justice Joseph Bradley who, â€Å"wrote that the Fourteenth Amendment protected black people from discrimination by states but not by private businesses. † The end of Reconstruction was as brutal and contentious as the beginning. Blacks refused to vote in response to the terrorism inflicted upon them by the southern Democrats. The withdrawal of the federal troops that were to protect the rights of colored people left the black citizens with no means of defense and they therefore had to bow down to the numerous massacres that were to occur. The compromise of 1877, in which, Samuel J. Tilden and Rutherford B. Haynes, ran for the presidency, brought about more violence towards blacks and grew worse as time passed.

Geoffrey Chaucer’s the Wife of Bath Essay

â€Å"The Wife of Bath’s Prologue and Tale explore many aspects of patriarchy – and sometimes reveal surprising attitudes within the tale and prologue.† Discuss. Geoffrey Chaucer’s the Wife of Bath is a text which is interwoven with references to Patriarchy and unanticipated attitudes towards the social backdrop in which it was created. Written in a period where males dominated the hierarchy, Chaucer through the Wife portrays the reversal of traditional roles, and a sense of rebellion and feministic instincts which at the time appeared extraordinary: â€Å"His poetic sensibility, combined with an immense understanding about men and women, enabled him to survey the life about him with such imaginative insight and power.† (Bennet 74) Throughout the Canterbury Tales, Chaucer speaks with remarkable authority on a huge range of subjects. This is perhaps made possible by the assortment of characters from all areas of society which travel on the pilgrimage. Alisoun’s character is perhaps best encapsulated in the manner of her entrance to the Tales. Clothed in the finest garments, her â€Å"hosen weven of fyn scarlet need†, well-travelled and â€Å"carteyn so wroth†, the Wife: â€Å"Strides into the Canterbury Tales on a large horse, spurs jangling, and ready to assert herself in a company made up almost entirely of men†¦ She is a medieval housewife who is not just going to star in a story, she is going to tell it.† (Reading the Wife’s Prologue and Tale) A far cry from the meek and submissive maidens so often portrayed in classic literature and fables prior to this; the Wife is independent, liberated and outspoken. The Wifes’ relationship to the men in her life is often one of total domination and manipulation. She enjoys â€Å"maistyre† over her male counterparts: Unne the mught they the statut holde In which that they were bounden un to me Ye woot wel what I mean of this, pardee! As help me God, I laughe whan I thynke How piteously a- nyght I made hem swynke. The Wife governs many aspects of her husbands’ lives, and rules with special sovereignty in the bedroom. Her sexual powers are and obvious source of seduction and control over her lovers. Very much a humanistic text, the Canterbury Tales constantly remind the reader of the complexity of the human character. One example of this could be the Knight, the embodiment of â€Å"chivalrye, Trouthe and honour, freedom and curteisye† in the hierarchy of society at the time. At first he appears to fit the specification perfectly. The however subtle passing motion which slightly removes the Knight from this brave and righteous tradition is left with us when he is described as â€Å"meke as a mayde†. Chaucer understood the depth of personality in each individual, and that a stereotype is never applicable. His characters almost always only very nearly fit the stereotype, and leave us scope to remain unconvinced about the rest. This refusal to comply with what many would describe as the one dimensional and traditional Fairytale characters allows for the issues of patriarchy to be discusses liberally. Interestingly, even at points of text which reflect a relaxed and conversational tone, the Wife constantly feels the requirement to reemphasise and argue her point with references to astrology and biblical references. These biblical references however are often contorted to suit the Wife’s requirement in the argument. For example the term from Genesis 1:22,28 â€Å"Go forth and multiply† is used as an excuse for the remarriage of the wife. This control and knowledge of the Church’s text represent a disregard to Patriarchal structures at many levels. The male governed Church, with its male oriented texts and belief systems for the Wife especially represent the oppression of men. For Alisoun the structures of literature, religion and authority are connected in that they represent male dominance. The Wife of Bath however cannot be totally classified as a pro feminist character. At many levels her dishonest, manipulative nature reinforces the common negative conceptions of anti- feminism at the time. Hansen (cited in Beidler) claims that this anti-feminist discourse mentioned above is less of a product of archness towards patriarchal literature. â€Å"Instead she is trapped in a ‘prison house’ of anti-feminist discourse. She is unable to see that her tactics simply reinforce all the stereotypical Medival ideas about women as cruel, emotional, and sexually voracious. Chaucer therefore is seen as reinforcing antifeminist views rather than undermining them.† Alisoun provides a vessal through which thousands of years of antifeminist literature are regurgitated with a revised purpose and tone of archness. One example of this method comes in Alisoun’s first words to the group, a repeat of earlier rhetoric (Awkroyd): Expeience, though no autoritee, Were in this world, is right ynogh for me To speak of woe that is in marriage. Peter Awkroyd (2005) believes that Chaucer â€Å"uses much of the antifeminist literature of the period but, by placing it in the Wife’s capacious mouth, he lends it a new and ironic lease of life.† The Wife’s five marriages on the outset portray a sense of calculated systematic marrying for the advancement of wealth and power. However, it could be argued that Alison was more than simply a ruthless professional. There are arguments that the fourth, and especially the fifth husband Jenkin, captured her love and stood in more than equal stead with their spouse: â€Å"That al myn herte I yaf unto his hold/ He was, I trowe, a twenty winter oold, and I was fourty.† Although the true love described by Chaucer at first appears conformal to the description of traditional literature, as often the case in the Tales, there is a cause for disease. In this case the context in which the romance begins, the burial ceremony of husband number four, Alisoun covets the younger page boy and her future husband. In Jankin, Alisoun finds a man to which she is willing to submit. Cruel, abusive, manipulative this husband domineers the relationship, physically, emotionally and sexually. At this stage the once immovable opposition to patriarchy admits that he partner â€Å"so well koude he me glose†. Furthermore the Wife admits that it is this form of denial and subornation in a relationship which causes women to crave what they cannot have: â€Å"wait what†¦crave† The dictatorship of Jenkin is further developed by Minnis, who claims Jenkin: â€Å"read aloud to her (translating from his anthology of antifeminist texts – It could be said then that she has learned at home, from her husband – how acquiescent and submissive can one get?† (Minnis 249) The Wife of Bath’s Tale and Prologue, as a text which attempts to examine Patriarchy, the attitudes portrayed are purposely less definable. Often categorised as either a feminist or anti- feminist text, The Wife of Bath is a complex mixture between the two. Chaucer, as always does not provide specific or obvious attitudes to these hierarchies and relationships. Instead, like his characters he provides us with an insightful cross- section of the Patriarchal society in which he existed. Reference List Awkroyd, Peter. ‘The Tales of Canterbury.’ Chaucer. London: Vintage, 2005. 150 – 53. Beidler, Peter G. Geoffrey Chaucer: The Wife of Bath. New York: Bedford Books, 1996. Bennet, H.S. ‘Chaucer.’ Oxford History of English Literature: Chaucer and the Fifteenth Century. Ed. F.P Wilson and Bonamy Dobrà ©e. London: Oxford, 1947. 74 – 75. Minnis, Alastair. ‘Chapter 4 Gender as Fallibility.’ Fallible Authors: Chaucer’s Pardonerand Wife of Bath. Philadelphia: University of Pennsylvania Press, 2008. 249. ‘Reading the Wife of Bath’s Prologue and Tale.’ York Notes Advanced: The Wife of Bath’s Prologue and Tale. London: Longman, 1998. 3 – 10.

Essay on Solution and AdvantagesEssay Writing Service

Essay on Solution and AdvantagesEssay Writing Service Essay on Solution and Advantages Essay on Solution and AdvantagesThe solution to existing economic, social and political problems of children relying on the welfare programs may be found in the changing of priorities of welfare programs and their focus on helping children to change their life on their own with the help of the government aide and the enhancement of the public control over welfare program and political representation of children by a non-government organization.In such a way, the proposed solution contains three major elements. First, the government should maintain welfare programs but shift them from the mere financial aid provided for children toward the funding of programs that help children to change their life for better, for instance educational programs. Second, the proposed solution should include the close cooperation between key stakeholders that can help children in terms of welfare programs, including educators, psychologists, and community members (Lyons-Ruth Jacobvitz, 1999). Finally, the proposed solution offers an opportunity for children in need to enhance their political representation through the creation of the non-government organization that can operate nationwide and protect interests of children relying on welfare programs.The solution is advantageous because it offers the solution of economic problems of children relying on welfare programs which should include the development of welfare programs that help not only children but also their parents to resolve their economic problems. In this regard, the solution of the economic problem associated with the welfare programs is twofold. On the one hand, welfare programs should facilitate education of children and provide them with larger opportunities to obtain higher education, for instance, through a system of government-sponsored grants for needy children. On the other hand, parents of children relying on welfare programs should receive additional government support, in case of the successful learning of their children. For instance, parents of children relying on welare programs may receive additional government financial support, if their children enter college. As a result, parents will be interested in the education of their children and they can support their children in their learning efforts, while children will have better educational opportunities because they can count on government grants that will help them to tackle financial issues, if they decide to obtain the higher education. Hence, children will just need to learn successfully to be able to obtain the higher education. Today, the higher education is still a better opportunity for children to improve their quality of life, when they grow up and start their professional career because graduates can count on about 20% higher wages compared to low- or semi-qualified employees.The proposed solution can help to resolve social problems of children relying on welfare programs. The social problem of children relying on wel fare programs should be resolved through the close interaction between educators, psychologists and community members. They should unite their efforts to prevent children relying on welfare programs from joining gangs. Psychologists can help children to resolve their psychological problems, instead of shifting from their families, where they cannot always find support, to gang members, where they often just try to find a new family and support through the feeling of belongingness to the gang (Gauthier, et al., 1996). Community members should offer children relying on welfare programs social activities within the community, such as sports. For instance, local communities can create teams and sponsor local tournaments that will develop positive behavioral patterns in children because they will focus on sports rather than on the gang life.As for the resolution of the problem of the political under-representation of children relying on welfare programs, the proposed solution is also ben eficial because this problem may be resolved through the closer interaction between parents of children relying on welfare programs and local authorities. For instance, social workers can attend families receiving the government aide and report on problems those families, especially children, have. Once a month, the local authorities should conduct the meeting where the major issues related to the life of families relying on welfare programs can be discussed and resolved, if possible. In addition, the creation of a public non-government and non-profit organization that operates nationwide can also enhance the political participation of children relying on welfare programs (Wolf, 2002). This non-profit organization should focus on problems of children specifically. In such a way, the government will have to deal with the public organization which operates nationwide and protects interest of children relying on welfare programs rather than with parents of those children or small commu nities. Moreover, this organization will be able to provide legal assistance to children in need and help them to receive the government aide to the full extent. More important, this organization can also help them to change their lifestyle offering them educational programs for free. At the same time, as a public body, the organization can monitor the use of public funds spend on welfare programs. In such a way, the organization can become a significant political power, which politicians will have to take into consideration.Thus, the proposed solution contains a complex of measures that help children to change their life for better. In economic terms, children can obtain better career opportunities due to the better education. In social terms, children will turn from gang life and crimes toward active involvement in the life of their community based on the support of educators, psychologists and community members. Finally, in political terms, the non-government organization can enh ance their political representation and protect their interests.

How to Write an Excellent “Why Tufts” Essay

How to Write an Excellent â€Å"Why Tufts† Essay SAT / ACT Prep Online Guides and Tips If you're applying to Tufts University, you should already have an answer to "Why Tufts?" But answering the "Why Tufts?" essay question as part of your application requires more than acknowledgement that it's a good school. Whether you attend because Tufts has some of the happiest studentsor because you want the prestige of attending a well-regarded research university, this guide to the "Why Tufts" essay prompts will guide you through the requirements, expectations, and strategies you need to write an exemplary essay. Feature Image:HereToHelp/Wikimedia Commons What's the Purpose of a "Why This School?" Essay? To craft a good "Why Tufts?" essay, you need to understand the prompt. It's not about listing a school's qualifications or discussing how beautiful the campus is- a good essay will explain not just why the school is good, but why the school is goodfor you. This essay is a common one at many schools. Colleges want to know what brings you to them specifically, including what interest you and how you'll contribute to the student body. Though the question of "why" may feel simple, it's a lot more complex than it appears at first glance. First of all, the college admissions office wants to know what sets their school apart from others. In Tufts' case, that could be their history as a research university, which puts undergrads in closer contact with graduate students, encouraging more communication between people in different fields of study. It could also be their emphasis on interdisciplinary studies, or a positive experience you had while touring the campus. Use the question of "why" as a starting point. Don't stop at, "because I like that I can study engineering and English." Develop that idea further- What does that mean to you? Why does it matter?The "Why This College?" essay also invites students to think about how they'll fit into the academic environment. Schools want to know that you're a good fit- it's to their benefit to recruit students who are passionate and committed to getting the most out of their college education. If it wasn't, Tufts wouldn't have an acceptance rate of just 18 percent. They want students who will contribute to the learning environment and bring creativity, innovation, and curiosity to the classroom. Read and understand Tufts' mission statement before writing your essay so you're informed about what these traits mean, and how you can contribute to realizing their vision as a student.But it's not just about whether you'll fit in- it's also important that Tufts is a good fit for you. That doesn't mean having your major or whatever clubs you might want to join, but also that your goals align with theirs. The interdisciplinary approach isn't right for every student, and others may prefer the more classic separation of undergrads and graduate students. Having a clear idea aboutyour goals as well as theirs will help you excel, and Tufts will appreciate the clarity. Your "Why Tufts?" essay isn't just good for the school, it's good for you, too. When you think deeply about why you want to attend a particular school, it makes you even more excited to attend, and that passion is precisely what schools want to see. Thinking in-depth about your college choices also makes you learn more about them, and that's instrumental for choosing the right school. As you're thinking about your Tufts essay, you might learn things about the school that may not be a good fit, and it's better to learn that now than six months after you've moved onto campus. Though one or two missed checkboxes in your dream school criteria isn't necessarily a reason to pull your application, having realistic expectations for your college experience will set you up for a more positive time at the school of your choice. This question has levels. What Is the "Why Tufts?" Essay Really Asking? "Why Us?" essays may look as if they're asking a simple question- why do you want to attend this school- but there's more to it than that. These essays are also often asking one of two questions: "why us?" or "why you?" In essence, these essays want you to describe why they're the right school for you, or why you're the right student for them. Paying attention to how the question is framed will give you a better sense of what kind of answer they're looking for, which will help you shape your essay. Tufts actually has two versions of the "Why Us?" essay, depending on which department you're applying to. Each one asks a different version of the question, with one version emphasizing your role as a student in a community ("Why You?") and what appeals to you about the school ("Why Us?"). To figure out which one you'll be responding to, use Tufts' Majors and Minors page. This tool allows you to select which programs you're interested in and displays the school department beneath. If You're Applying to the School of Arts and Sciences, School of Engineering, or 5-Year Tufts/NEC Combined Degree: This prompt has a 200 to 250 word limit, and asks, "What excites you about Tufts' intellectually playful community? In short, 'Why Tufts?'" Notice the use and placement of "you" in this prompt- though it's certainly about Tufts, this prompt is specifically asking "what excitesyou," making it a "Why You?" style question. Tufts gives you an important characteristic of the school- the "intellectually playful community- and asks what excites you about it. When you answer, consider what such a community will add to your educational experience, and how you will add to it. This idea of playful intellectualism is core to the student experience at Tufts, so it needs to be a prominent feature of your essay. When you're brainstorming ideas, think about things that excite you about learning, and how Tufts will help connect you with them. If You're Applying to the BFA or 5-Year BFA+BA/BS Combined Degree at the SMFA: This prompt, also 200 to 250 words, asks, "Which aspects of the Tufts curriculum or undergraduate experience prompt your application? Why SMFA at Tufts?" This question still asks about your application, but pay attention to the focus- it's more on the side of "Why Us?" than "Why You?" because of its emphasis on the Tufts curriculum and experience. Your answer should discuss what draws you to this program in particular. Think beyond it being a prestigious school- why Tufts, as opposed to any other good college? Why Tufts, and not Columbia? Look through their mission statement, the experiences of other applicants, and preferably visit the campus for a tour to help you better explain why this school draws you in over others. Because you're applying to the SMFA, you need to know what that is and how it differs from the rest of Tufts University. Why this program specifically? What will the SMFA add to your experience that education at a different school would not? Get your hot beverage and motivational blocks out, because it's time to write. How to Write your "Why Tufts?" Essay, Step by Step With only 200 to 250 words to answer these prompts, you'll likely need to go through multiple essay drafts to get your response into prime shape. Not only do you have a low word count, but these are also complex topics. Though planning might feel like more work in the short term, it'll help you write a stronger essay from beginning to end. Step 1: Brainstorming Start by reading the question. Not just reading the words that are there, butreally striving to understand the question beyond the prompt. Is it asking "why us?" or "why you?" Spend some time writing down different potential angles, then sort through them to find the one that works best for you. Your essay should be clear and specific to Tufts- if you can substitute in the name of another school and have it make sense, your essay isn't specific enough. During brainstorming, come up with as many ideas as you can. Set a timer for five to ten minutes, and think of lots of different answers to the prompt. Don't worry if they're kind of out there or undeveloped; you can always cut them or expand later! For the first prompt, consider how you will participate in and contribute to the atmosphere of intellectual playfulness.Think about classes you might take, such as "Ephemeral Objects," a course about temporary sculptureslike those made of chocolate, or "Microbiology of Food," covering the role of microbes in how we cultivate and consume food. What appeals to you about classes like these? How do they fit into the idea of intellectual playfulness? What do you stand to gain from them, as opposed to a course simply on sculpture or microbiology? Cite specific moments from tours, if you've taken them. If you haven't taken a tour, you could refer to alumni who inspire you, courses you find on the website, or other features unique to Tufts. "Unique" is key- whatever you say, Tufts' curriculum, mission, or other specific features should support it.For example, you could mention the school's emphasis on interdisciplinary learning. Does it matter to you that your education at Tufts will be inclusive of other disciplines rather than focused entirely on your field? Why or why not?For the second prompt, "Why SMFA?" consider the program and what makes you want to be part of it. Why an art degree? Why an art degree at Tufts? Why an art degree at Tufts in the SMFA program, specifically? These might seem like redundant questions, but considering every angle of "Why SMFA?" will lead to a stronger essay. Look through the course catalog and see what it has to offer- courses like "Creative Futures: Business Essentials for Artists" are unique to this program, and it's worth understanding what they offer that other programs don't. Tying that into your essay along with why you want an art degree proves that you're serious about your discipline and understand what exactly Tufts will add to your education. Also consider how the SMFA and Tufts University intersect. SMFA is a school within a school, and it's important to understand how it differs from the School of Arts and Sciences. Again, cite moments from a tour if you can, or be specific about particular artists, artworks, or other features of Tufts that inspire you to attend there. The more you can tie your response specifically to Tufts rather than any other school, the better. When revising, cut all this extra stuff out of your draft. Step 2: Avoid Generalities When writing, avoid being too general. Again, if you can substitute in the name of another school and have your essay still make sense, you need to make it more specific. The question is, "Why Tufts?" so be sure that you answer that as thoroughly as possible- within your 200 to 250 words. Some students default to talking about sports or campus appearance to set the stage. Avoid that, if you can. Tufts already knows about their sports teams and how pretty the campus is, and if other people are doing it, you don't want to follow suit. Your essay should be uniquely you! "Why Tufts?" may be the question, but avoid being too shallow. Think beyond academics and reputation; your essay should consider how Tufts will help you, and how you'll help Tufts. Step 3: Write Efficiently The essay is short, so you're really going to have to hone in on one particular feature or event. Be prepared to edit and revise multiple times- have people you trust look over it and give you feedback, and do your best to follow it. Eliminate extra words; in the first sentence in the previous paragraph, I could easily change "you're really going to have to hone," into "you'll have to hone" and save myself three words. It's a small change, but three words means a lot when you only have 250! Summarize any experience you want to draw on quickly so you have time to talk about why it matters. Be brief; you want to expand where it matters rather than spending a lot of time on scenic details ("The sun was rising as I first arrived in Medford, my hands trembling from nervousness and too much coffee on an empty stomach," is great detail, but if it's not telling the school "Why Tufts?" then it has to go!). Everything should be pulling weight in your argument rather than taking up space. Go through this list as you're writing to keep yourself on track. "Why Tufts?" Essay Writing Checklist As you progress through each draft, run through this checklist to be sure you're on target. Are You Being Specific? Can you rewrite the essay with the name of another college? If you can, be more specific. Have You Mentioned Real-Life Experiences? Tying your essay to a specific, real-life experience (such as a tour of the college) or a person (a representative of Tufts that you've spoken with, someone who's graduated, or similar) gives it more specificity. Concrete detail will make your essay feel more solid. Have You Answered What Makes the School Special? Think beyond academics, sports, or prestige. What makes Tufts the right school for you above all others? Why not Columbia, UC Berkeley, or the University of Minnesota? You don't have to answer 'why not?' in your essay, but you should know the answer when you're writing. Have You Connected What Makes the School Special to Your Interests? Readers should be able to draw a clear line from the answer to "Why Tufts?" to you as a student. Okay, so you met an adviser who not only got your love of botany, but who understood exactly how a love for grass-type Pokemon led you to pursue gardening and eventually botany. What does this mean to you, and how does it contribute to your desire to attend Tufts? Have You Demonstrated an Understanding of School Culture? Tufts is quite clear about their campus culture- intellectual curiosity, research, and interdisciplinary learning are all core parts of their mission. If you can demonstrate this in your essay, you'll be set to impress! Reading work from current Tufts Students gives you insight into what the college is looking for. What Does a Great "Why Tufts?" Essay Look Like? One of the best ways to understand what Tufts is looking for in responses to their "Why Tufts?" prompts is to see what people who have gotten in have written. Thankfully, Tufts makes this easy, putting several essays that worked online for you to read. As a girl interested in computer science it's common when visiting university websites to utter "you go, girl" to the lone female faculty member smiling proudly amidst a male-dominated CS department. However, Tufts is a unique community that not only encourages minorities in STEM, but actively recruits female faculty like the spunky and inspirational activist/engineer/professor/entrepreneur Dr. Laney Strange, who I met at Girls Who Code. With my passions ranging from multimedia art to Latin American culture to CS, Tufts excites me since it's where diverse interests are celebrated and where I can have stimulating conversations with anyone I meet on campus. Let's go through this essay using our checklist to understand exactly why it worked. Are You Being Specific? Notice how this essay uses specific faculty (and a specific experience with that faculty member) to discuss what appeals to the writer about Tufts. Substituting the name of another school in for Tufts wouldn't work, because this essay goes out of its way to be clear that this is something Tufts offers that other colleges don't. Have You Mentioned Real-Life Experiences? Participating in Girls Who Code not only demonstrates the writer's interest in computer science, but also gives her a connection to the school beyond its reputation. That tie to Tufts gives her some additional insight into campus culture. Have You Answered What Makes the School Special? This writer frames her essay around empowering women in computer sciences, but, more importantly, how Tufts excels in a way that many schools do not. Have You Connected What Makes the School Special to Your Interests? As a female computer sciences student, prominent female faculty in the CS department is clearly important to the writer- something that comes through because of how neatly she ties her field to her specific experience and again to Tufts. Have You Demonstrated an Understanding of School Culture? The writer not only cites female faculty in the CS department, but also the school’s interdisciplinary education. She clearly has a familiarity with Tufts educational goals, making this essay an excellent example of not just, â€Å"Why Tufts?† but also â€Å"Why You?† Another writer answered the "Why SMFA?" prompt like this: As an artist, I believe that one's work should reflect the world beyond it. Thus, I'm most attracted to Tufts SMFA's combination of rigorous artistic study with a challenging liberal arts curriculum at the School of Arts and Sciences. I want to inform my art-making with in-depth exploration of sociology, justice, and international relations, creating works that comment on global issuesa prospect uniquely possible at Tufts SMFA. With numerous opportunities for combining art and community work on campus and in Boston, the SMFA program shows art isn't only meant for the classroom; it's meant for the world. Are You Being Specific? This student shows familiarity with the specifics of SMFA, the kind of works the organization produces and showcases, and also how the program is also part of the larger Massachusetts community. While many schools have great art programs, the specificity here ties it uniquely to Tufts. Have You Mentioned Real-Life Experiences? The previous essay mentioned faculty the student had met with, which isn’t always possible. This student may not have had the opportunity to tour campus or meet with representatives, but they still go out of their way to situation Tufts within a place- the wider area of Massachusetts. The more specific you can get, especially mentioning a community, as this writer did, the better. Have You Answered What Makes the School Special? The last line is particularly good, as it starts out quite specific and balloons out to a wider statement about art’s place in the world. The mentions of SFMA’s â€Å"rigorous artistic study† in conjunction with the â€Å"challenging liberal arts curriculum† show that the student has a good understanding of what this program entails, and how it will help them reach their goals. Have You Connected What Makes the School Special to Your Interests? This essay doesn’t mention a particular field, but it does begin with a statement- †I believe that one’s work should reflect the world beyond it†- and then goes on to demonstrate how that’s true of Tufts. This short essay reads a bit like a condensed five-paragraph essay: thesis, supporting details, and conclusion that tie the whole theme together. Have You Demonstrated an Understanding of School Culture? References to SFMA and the School of Arts and Sciences curriculashow that the student knows the difference between the two and how they feed into one another. They’ve clearly done their homework, and it shows in a polished, well thought-out essay that got them into Tufts! What’s Next? The "Why Tufts?" essay is just one of the essays you'll be writing for your application. It pays to understand them ahead of time, so check out this handy guide! (coming soon) If you need help writing essays for other colleges, this compilation of tips and tricks will help get your writing on track. Tufts University uses the Common Application, so you'll also be writing essays in response to those prompts as well. This guide will help walk you through the Common Application prompts as well as best practices for answering them! Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Role of Brand Elements in Developing Brand Equity Essay

Role of Brand Elements in Developing Brand Equity - Essay Example It enhances customer loyalty towards a particular product or service. It helps a product or service to distinguish itself from other products or services. Brands have different attributes which help them to cement their place in the minds of consumers. According to Kathiravana, et al., (2010) â€Å"Brand attributes consist of ‘bits’ of information that are linked to a brand name in consumer memory and that, when combined with the brand name, make up a brand’s image†( p.21) â€Å"Brand Equity is the value and strength of the Brand that decides its worth. It can also be defined as the differential impact of brand knowledge on consumer’s response to the Brand Marketing† (Brand Equity - Meaning and Measuring Brand Equity, 2013). It is the value that a consumer gives to a particular brand. For example, iPhone 5, Nokia Lumia and Samsung Galaxy S3 are some of the leading smartphones available in the market at present. Apple Inc. is the second largest company in the world in terms of market capitalization and they are the most valuable technology company in the world at present. Samsung, on the other hand, is one of the rapidly emerging consumer electronics company in the world and its products are well accepted in the market. Nokia was the leader in the mobile phone manufacturing industry until recent times. All these factors or brand elements will influence the consumers when they go for the purchasing of a smartphone. This paper analyses the r ole of brand elements in developing brand equity. Some of the major elements of brand equity are; changing market share, profit margins, consumer recognition of logos and other visual elements, brand language associations made by consumers, consumers perceptions of quality and other relevant brand values (Wilson C. 2008).