Ethcis of Stem Cell Research Paper Example | Topics and Well Written Essays - 1750 words

Ethcis of Stem Cell - Research Paper Example Anderson looks at the ethics and religious points of view on the subject. He describes how different religions have different views as to when life begins. Some Hindus for instance take the stance that life begins at 3 months after conception. Other individuals would differentiate between an embryo concieved in a human relationship and this laboratory act of creation. Ideas have altered over time. Thomas Aquinus for instance held the view, put forward earlier by Aristotle, that life began 40 days after conception.. Anderson goes on to point out that there are a number of different ideas involved. First , purely biological life which begins at conception. Secondly animation, i.e the point at which an embryo begins to move independently. Thirdly what he describes as ‘ensoulment’ i.e. the theological point at which an embryo can considered to have a soul. He also discusses such things as value - does an adult invalid have more ‘value’ than a few cells in a pert rie dish? Anderson points out the Roman Catholic Church’s stance which is that government’s have an obligation to protect the vulnerable. Surely this obligation should extend to the severely ill as well as those groups of laboratory bred cells? Duffy, D., ( 2002) Background and Legal Issues Related to Stem Cell Research, Congressional Research Service, Almanac of Policy Issues, Duffy claims that human embryonic stem cells (HESC) from embryos in their earliest stage of development are believed to be capable to transform themselves into differing body cell types than any adult stem cells. Research has therefore centered upon the potential that these cells have for the treatment to treat or mitigate the effects of various diseases as well as generating tissues which could be used to replace faulty cells or even organs. Duffy describes various sources for such cells. These are one week old blastocysts created via in vitrio fertilization; embryos of from 5 to 9 weeks obtained through elective abortion processes; embryos created in vitro purely for research purposes; embryos created by somatic cell nuclear transfer (SCNT) i.e. cloning; and finally adult stem cells such as those from bone marrow ore the umbilical cord.. Because the harvesting of such ‘master ‘cells involves the destruction of human embryos it has met much opposition by those who feel i t is unjustified slaughter of potential human beings. It must however be pointed out that these are embryos bred in a laboratory and which whould never have come into existance otherwise, so this is very different from an abortion done perhaps only for reasons of social convenience. In 2002 , according to Duffy, the American Government announced that, with a number of restrictions, federal funds would be made available for stem cell research, but this would be with established strains.

Drawing on what you have learned about Essay Example for Free

Drawing on what you have learned about Essay Drawing on what you have learned about City Road, outline some of the inequalities on a street that you know. The purpose of this assignment is to outline some of the inequalities on a street that I know, namely Balham High Road, in order to draw comparisons to that on City Road. Balham High Road forms part of the A24 which runs from Clapham to Tooting, south west London. It appears a typical high street serving a local population of 21,000 and provides a variety of retail options, banks and numerous coffee shops. It is well served by public transport with both the Northern Line tube and overground rail into Victoria via Clapham Junction. Balham is served by at least four bus routes providing links to a wide range of destinations. In addition, there is one night bus route that runs through the town centre. The street has witnessed a significant change in recent years with private sector investment assisting in ‘upgrading’ the area. There are an abundance of restaurants and bars which provides evening entertainment in a buzzy atmosphere. Despite the higher than average proportion of affluent residents, there is an unequal division of wealth and this will form part of my discussion, particularly in relation to shopping and housing. I will then move on to discuss the inequalities that exist in the Polish immigrant community. One of the first things that struck me when comparing the subject street to City Road was the inequality relating to the type of shops i.e. the number of branded retailers in comparison to independent traders. ‘The Street’ DVD showed several examples of prosperous independents such as the Sari Shop and Xquisite Africa whereas Balham High Road appears a clone of most other London high streets accommodating the usual suspects – WH Smiths, Boots, Carphone Warehouse along with Waitrose and Sainsbury’s. A few independent shops exist but many have shut down over recent years due to unfair competitive pressure from the multiples and more recently the banks who are adding further pressure by not lending to smaller businesses. Learning Companion 1 asks that we bear in mind a question asked by Simon Bromley, How are inequalities produced? The obvious inequality between the busy, wealthy high street retailers that occupy prime retail space and that of the poorly stocked independents who are being pushed out of the high street is a trend seen across the high streets in the country and came about from 1996 when the town centre first policy redirecting retail developments from out of town back into the town centres emerged. In addition, demand on time means its easier for consumers to buy everything they need in a supermarket, rather than the time consuming exercise of buying meat from the local butcher, potatoes from the market and so on. Another inequality relates to housing. Balham High Road contains a mix of social and private housing. The obvious inequality here is between those that can afford to purchase their own property or rent privately and pay the associated costs (utilities, council tax etc) and those on little or no income who cannot and require subsidised living. Further inequalities exist such as the environment and quality of these dwellings. Damp is much more common in low income homes as is overcrowding which leads to health problems and antisocial behaviour. The private dwellings on Balham High Road tend to be high spec new apartments or large detached buildings and are all well maintained with double glazing, private parking and some with alternative energy solutions. Despite the above, it must be noted that in terms of condition of buildings, the Labour government introduced the Decent Homes Standard in 2000 and this assisted in improving the condition of public housing. This agenda is still active. It could be perceived that the inequality tends towards the private sector who are obliged to pay for the upgrade and maintenance of their properties whilst also incurring taxes etc. The final inequality I noticed is in the Polish community. There are two Polish shops, along with a community centre and a church. The Polish population in Balham has hugely increased since 2006, though Balham has been one of the centres of the community in London since World War II. In order for such a presence to exist, the Polish population here at one time must  have felt isolated and their needs not catered for as did the proprietor of Xquisite Africa. The purpose of this paper was to highlight some of the inequalities on a street I know and compare where possible to that of City Road using the study materials provided. Balham High Road, like City Road was similar in terms of diversity but perhaps not in terms of housing which I hope I have gone some way to expand upon. References Blakely, G., Clarke, J., Raghuram, P., Silva, E., and Taylor, S., (2009) Learning Companion 1, Introducing the social sciences: part one, Milton Keynes, The Open University. ‘The Street’ (2009) Making Social Lives (DVD), Milton Keynes, The Open University. Self Reflection Having not studied in many years, the most difficult part of this assignment was determining how to approach it. I overcame this by watching the DVD and reading the associated material, then I studied my subject street from the vantage point of a coffee shop and wrote down a plan for the structure and content. I struggled most with keeping to the point and providing a focussed piece of writing.

Comparing Two Articles on Architecture :: Article Summary

In the history of architecture there often was a discrepancy between what the architect wants to design and what the client wants to have. In fact, sometimes an architect will do a great design and acquire awards for his design but maybe the client or user have an aversion to it. Stater (2002) and Misra (2002) argue this issue in a distinct way. In the article " it is just not Cricket", Stater (2002) explain the relationships between the architect and clients in different cases and gives two building as examples. The first case that the author shows in this article is the status of the architect who does not talk with any one and has the knowledge and the confidence, while what the client does not like may becomes secondary. Moreover, client has different situations of behavior such as incoherent, unconscious or very probably uninterested (Stater 2002). On the other hand, he said that the job of the architect seems like the doctor's job, for instance of that is when the patient come to the GP's doctor he tell him about his problems and symptoms. As a result the doctor finds the best treatment and solution for his problems. In the same way the client come to the architect and have same strategies. In terms of negative architecture design, the explanation of Stater (2002) can be seen in two examples of buildings which are the Bevin Court and the Media Centre at Lord’s Cricket Ground. Although these buildings have significant designs in terms of moderation and technique, they are not functional and inconvenience for clients. The reason of that the architect did not discuss the design with the client (Stater 2002). Conversely, in the article "Whose House Is It? Exploring User Participation in the Design Process of Residences" Misra (2002) explores that the design process must support the user needs. As well as, the author said that the architecture should be reflected and reinforced by the nature of gender, race and class relations in society. However Misra (2002) discussed four main points in seven projects in India which are the issue of user participation in the design of built environment, the architectural design process in the case of individual project is outlined, and the clients involvement, the patterns of clients-user participation evident and finally some institutional aspects that act systemically to maintain patters of user participation are outlined. In the aspect of the design of the built environment, Misra (2002) states that the behavior setting for individual and groups are the meaning of the built environment.

Classification Essay - Good Books and Great Books -- Classification Es

The Difference Between Good Books and Great Books Reading is fundamental, but some books are more so than others. Surely Daniel Steele is a far cry from William Shakespeare, but what exactly is the difference? Even in the realm of quality literature there are still "good" books and "great" books. The difference between the importance of good and great books is also why it is so important to read great literature: Great books have a scope much larger than good ones. Good and great books differ by nature, not by degree. A good book is not almost a great one; a great book is a totally different creature than a good book. What makes them different is how much they pertain to the human experience. A good book may have one very important meaning, but it is a meaning that only pertains to the time in which it was written. Across the river though, a great book has many meanings. Great books also involve deeper issues, issues that are and always were part of the human experience. A good book only needs to be read once, but to realize all the different meanings of...

Psychological theories Essay

There are several psychological theories that try to experience human behavior. They are mainly divided into six groups each with its focus (Burke, 2008). The behavioral theories look at human behavior based on the idea that it is through conditioning that behavior is acquired. Cognitive theories look at internalized states such as problem solving and motivation. Developmental theories offer thoughts on human development, growth and learning. Humanist theories look at human experiences as part of collective human needs and condition. Personality theories examine patterns of behavior, feelings and thoughts unique to a person. Social psychology theories examine social behavior and social phenomenon. All the theories look at human being and try to explain it (Burke, 2008). The theories offer as well knowledge that can sometimes help modify behavior. Growing up my experiences have led me to prove or disapprove some of these psychological theories. On reflection some theories seem to explain the behaviors that I exhibited. Developmental theory. One of the theories that explain my behavior as a teenager is the social learning theory. The theory proposed by Albert Bandura argues that one of the ways that people learn new behaviors is by observing other peoples behavior (Bandura, 1976). In my case, growing up as a new cheerleader I looked at how other girls behaved at cheerleading tournament to decipher what the proper behavior was in certain situations. By looking at how my teammates remained optimistic and cheered wildly even when our team was down, I imitated their behavior as the right thing to do. Bandura offered concepts to basic social learning. To begin with social learning depends on and begins with observational learning (Bandura, 1976). He identified three models of observational learning; a live model, a verbal instructional model and a symbolic model (Bandura, 1976). In my case, I was modeling my behavior after live models who were my teammates. Social learning also involves mental states. While extrinsic reinforcement plays a big role in learning, intrinsic reinforcement influences behavior. He found that reward received on the inside of a person like satisfaction and pride influences learning and subsequent behavior. In my case, one of the rewards was fitting in with my teammates. The cheerleading squad was very close and if one did not fit in they would be treated as an outsider. So I observed the skills of my team mates especially those who were able to rally everyone. By following in their footsteps, I was soon able to encourage my teammates even when our team was doing poorly. I was happy that soon they would not want to attend any cheering games without me around and nominated me to be head of the cheerleading squad. Looking back, I can see that my behavior was fueled by the internal reward of acceptance and admiration. Bandura also noted that though learning may take place and new information may be gotten, behavioral change may not occur (Bandura, 1976). Some factors affect the process of learning influencing the outcome. Models who inspire interest facilitate learning since learners can give them the necessary attention required for learning. In my case, I had always admired the cheering squad of our school. As a result, I fully dedicated myself to the process of learning how to be like them. Everything that the leader taught us was something I had always wanted to know and I felt lucky to have the leader mentor me. A learner’s ability to retain information gathered affects learning (Bandura, 1976). If information can not be retrieved, it can not be acted upon. One of the factors that affect retention of information is a brain’s condition. A young brain like mine was without defects was able to retain information and retrieve it. Being able to retain the information and retrieve it meant that the learning would be a continuous process (Bandura, 1976). Next in the learning process is reproduction of the observed and retained behavior. In my case I got a lot of opportunity to reproduce the desired behavior. Every time we had a tournament I would practice the behavior I was learning. With lots of practice, I was able to have the same behavior the other cheering squad members had and no one might have known who learnt from whom. Motivation plays the last part of learning (Bandura, 1976). Motivation to learn the desired behavior can be through direct reinforcement of the learner or what the learner observes others receive. In my case, seeing the admiration the cheering squad got even before I joined them motivated me to pursue joining the squad. After joining the squad, I noticed how the cheering squad members got attention and praise. I was therefore motivated to excel in my cheering skills. Personality theory One of the personality theories that can also explain my behavior is the trait personality theory. The trait theory proposes that people’s personalities are made up of diverse inclinations (Burke, 2008). The traits are stable characteristic that make people behave in a certain manner. Several traits when playing together are what make up a personality. Several psychologists have come up with proposals of personality. One of the personality categorization is the Big Five personality which presents five dimensions to the human personality that determines our behavior (Burke, 2008). One of the five dimensions is extraversion referring to an individual’s expressiveness of emotional feelings (Engler, 2008). In my case being emotionally open I was able to express what I wanted from the cheering squad and if I was unhappy I found myself voicing my disapproval. Sometimes the squad would make fun of teams playing against our team. I would always be open about my disapproval and would not participate if I felt that our behavior was closing the line. The second dimension is agreeableness referring to attributes that promote social behaviors (Engler, 2008). Some people are able to be sociable with others and fit in quickly with the cheering squad. Mingling with others would be the highlight of my day and I found that I always picked activities that leaned towards socializing. Whenever a new member joined the squad I would be curious to know about them and I was the one introducing them to the others. The third dimension is conscientiousness referring to traits of organization, impulse control and goal centered behaviors (Engler, 2008). People with these traits behave in ways that are organized. In my case I was praised for my punctuality and seriousness in our training. I found that if I was serious with my goal I had to see it through by giving it the right time and effort. Many trainees dropped out because the training required lots of dedication. For me, school work and my training could be combined by thoroughly planning all the details involved and being aware of what each needed. The fourth dimension is neuroticism referring to people who tend to exhibit anxiety, moodiness and emotional instability (Engler, 2008). Despite being in similar situations with others, these tend to show different reaction. In my case I found my time as a member of the cheering squad to be fun. Though many times things didn’t go the way I wanted them to, to brood over that would rob me of opportunities to have a good time. By being myself, I was therefore able to enjoy my cheering time and I look back at it with happiness. The last dimension is openness (Engler, 2008). People with this trait show a lot of interests, insight and imagination. These people usually have many hobbies and are involved in many activities. In my case being a member of the cheering squad was only part of the many interests I had. I was a member of about five clubs and a leader in three of them. I was happy to be a cheering squad member and enjoyed coming up with new routine moves. I became the youngest cheerleader in the history of my school and we had the most unique routines during competition thanks to my creativity and the invitation I gave to all the members to share their creations. Although the developmental and personality theories do not fully explain all my behaviors during my cheering time in school, they enlighten some of the behaviors and explain why I behaved the way I did. References Albert Bandura. (1976). Social Learning Theory. New jersey: Prentice Hall. Barbara Engler. (2008). Personality Theories. Boston: Wadsworth publishing. Peter, J. Burke(Ed. ). (2006). Contemporary Social theories. Carlifornia: Stanford Sciences.

The eNotes Blog Your Study SessionMenu

Your Study SessionMenu Can you say #finalsweek ? A few tips from our intern on how to tackle finals and hunger simultaneously. Beware: it may put you  in the mood for the Sixth Sense and drippy, crumbly things Good food can make any situation better. Even if you were experiencing the worst possible thing (i.e. traffic on the 405), think about how much happier you would feel with a bag of your favorite chips or a donut by your side. Road rage: managed. In my many years of falling asleep in lectures and movies and on tables in libraries†¦ I’ve come to realize that food has  another  awesome benefit: as long as you’re eating it, you stay awake. You might fall asleep the second you stop eating (me), but while the munching is happening, it’s physically nearly impossible to be sleeping. As I’m sure you can imagine, by this stage of my life, I am a  professional  snacker and I pride myself in it. I know what kind of snacking is appropriate for various situations and what individuals’ snacking choices and preferences say about them. It’s like I’ve got a sixth  sense.  (I see snacks, people.) Now, there’s a good chance you’re an avid reader. Books are your hobby. They’re the soap opera to the 70 year old woman living inside of you. They’re your  thing. I, on the other hand, would love to be an avid reader, but I fall asleep the second I open a book. Unless I’m snacking. So, after much trial and error, I have finally figured out what kinds of foods you should and shouldn’t eat when reading a book. Even if you don’t need food to stay awake, like I do, some of these snacks might just make your reading experience  that  much better. DRUMROLL, please. DO’S! 1. Foods blended together in liquid form and consumed via straw.  Also known as, your average smoothie. These work for many reasons. For one thing, if positioned properly in front of you, you don’t even need hands to consume it. You could just put it on the table and sip away with your book in front of your cup. It’s just you and the straw. Pretty simple. You also get the added benefit of eating like†¦5 things at once. Which is great if you just really get a kick out of multitasking or if you’re trying to get some veggies or fruits all up in your diet regimen. 2. Pretty much any cold liquid consumed via straw.  I’d recommend chocolate milk. The most important part here is the straw, though. They just makes your life easy. Which is one of the reasons you shouldn’t drink hot drinks, because anyone who has ever drunk hot liquid out of a straw knows the roof-of-your-mouth burn is probably one of the worst, and that it’s inevitable.   No matter how many times you try to cool the drink down, no matter how many times you engage your different ‘testing’ tactics pre-consumption, you will almost always burn yourself when drinking hot liquid through a straw. And that’ll just ruin your reading experience, and probably your whole life. Just please don’t do it. 3. Family-sized bags or boxes of snack foods in original flavors.  These are things like cheez-its, goldfish crackers, pop chips, cereal, you know the drill. They are in the snack aisle for a reason, and it’s because they have been perfected for your snacking pleasure. They literally exist because of your munchies. You should be able to stick your hand blindly into these bags/boxes without becoming nervous or surprised by what comes out of it.   If you can’t, you’re not eating the right snack. The goal is to be able to grab a bunch and shove it directly into your mouth without ever having to avert your glance from your novel. Original flavors mean you’ll have the stamina to keep snacking without wearing out your pallet. And family-sized is crucial because there’s nothing more annoying than wanting to read but running out of snacks to read with. Could you imagine? 4. Peanut butter via spoon.  Yes, it can and should go on a spoon. This applies to Trader Joe’s Cookie Butter, almond butter, and Nutella, as well. You get the drill. 5. Cereal with milk.  This might be a little messy, and yes, it might not be ideal for reading because you have to sort of turn your head to face your cereal bowl every now and then†¦but cereal is worth it. Cereal is always worth it. DON’TS! 1. Warm drinks like coffee or tea.  I already discussed the dangers of attempting to drink hot drinks. But there’s more. Unless paired with other foods, or if you’re part of the 5% of the population that is actually still affected by the amount of caffeine in a cup of coffee, these will just make you sleepy. Warm milk, warm water, whatever it is. Parents give little kids these drinks in order to make them fall asleep. And even if they don’t make you sleepy, these are still no-no’s because these things don’t really qualify as foods and therefore they’re inherently just not as enjoyable. Simple as that. You also could potentially and will likely spill on yourself, since you won’t be drinking out of a straw, which will lead to sheer anguish. If you attempt to prevent the spilling of said hot liquid, you’ll just end up having to look away from your novel all the time. That’s not what we want, is it? Goodness, why is it all so complicated? 2. Flavored anything.  How many times have you grabbed a page of a novel and gotten that red hot-cheeto residue all up in there? Or maybe you’re the type who feels the need to lick your fingers after eating something flavored†¦then you’re just going to get your drool all over your novel the next time you page turn. Is that what you want? Is that really what you want? I know these things are delicious, but they’re dangerous. Many of them also require things like water or milk for the washing down of strong flavors. That’s just time wasted, right there. Please, do yourself a favor and avoid the flavor. 3. Small bags of snacks moms put in lunchboxes.  Are you a baby? Tell me, are you a baby? Do you  really  want to read this novel? Because if you DO then you better be in it for the long haul, and the long haul has no room for teeny tiny snack bags. You’re a big kid now. You pack your own lunchbox. 4. Soup.  I mean†¦what are you thinking? That’s just begging for disaster. 5. In general, things that  drip. 6. Things that require two hands to eat.  How do you expect to read with no hands? Are you a magician? If you aren’t which I suspect you aren’t then you should probably you know†¦stop doing that. Reading while devouring a subway sandwich isn’t possible. It just isn’t. At this point you’re just pretending to read while you eat your sandwich, so you might as well just eat your sandwich. 7.  Bags of things with too much variety.  Unless you like all of the items within that variety. For instance, chex mix. Do  you  like those awkward circular pretzels? Bleh. Next. 8.  Foods that are  so  good you can’t help but think about them as you eat.  My god†¦it’s just†¦it’s just so good. 9. Things that crumb.  There are few things as frustrating as getting crumbs stuck in the seam of your novel. Trying to get them out just means you make more and more, progressively smaller crumbs out of the one large one you dropped in the first place. They crumble exponentially until there’s nothing to grab and you’re left feeling sad and defeated. Don’t do that to yourself. It’s masochism. I don’t care how much you love those fancy croissants or slices of toast with jam. It’s just not going to work. 10.  Anything with melted chocolate.  This is the most painful â€Å"don’t.† But we all know†¦chocolate gets everywhere. You eat a cookie that’s fresh out of the oven and somehow five minutes later you have chocolate on your shirt, your fingers, your face- and in this case, your book. No good.   Just no good. Brown smudges on novels just invite inquisitive questions later on. Just try to fight it and stay away. Let the snacking begin!

Lifebuoy- Soap of India Essays

Lifebuoy- Soap of India Essays Lifebuoy- Soap of India Paper Lifebuoy- Soap of India Paper Prepared By – Dhawandeep Singh(331) Neena Sankhyan(325) | NMIMS ? The LifeBuoy Story While brands have managed to upgrade their image and evolve together with their consumers – Lifebuoy is a great example, having moved from a carbolic, sweaty association to desirable health imagery – there has been no example of a brand that has moved to the top of the pole after residing at the bottom. The relaunch of the soap in 2002, 2004 again in 2006 have been turning points in its history. In 2004, Lifebuoy’s product offering was revamped with contemporary packaging and an upmarket look. While that went down well with existing users, new users were still elusive; they continued to perceive the product as a ‘cheap soap for poor people’. That perception had to be changed without alienating the Lifebuoy loyalists. The objective for HUL was to launch a campaign that helped the soap shed its old-fashioned image and gain an entry into two million urban households. A survey by HUL showed that mothers stop kids from indulging in activities that are unhygienic. Further, healthcare brands tend to harp on the fear factor, talking of the ills of dirt. It was decided that Lifebuoy, as health soap, needed to do something radically different. Hence, Lowe(Lifebuoy account holder) took the creative route of a Little Gandhi, a boy who takes the initiative of sweeping his street one day, just to make a difference to society in his own little way. Other boys join him in this social act. Mothers are shown encouraging their children to do so, which is a step away from the regular ‘stay away from germs’ kind of soap advertising. There was a series of TVCs for this new campaign: Little Gandhi ad showing a young boy leading young children to clean the streets; a young girl playing football with the boys to young children helping in a cricket stadium on a rainy day. There was a common thread in all the commercials – toughness shown by young children and women. Campaign Dissection Consumer: Indian Families – Economy class. Major chunk of consumers are in Rural parts of India where Lifebuoy is most popular soap brand. Corporation: Hindustan Unilevers Ltd. Nature of the Company: The largest FMCG company in India with wide range of products, present in India since 1933. The brand Lifebuoy the honest hard working soap, with its distinctive perfume and popular jingle, has carried the message of health across the length and breadth of the country. Vision of the Brand: â€Å"Making a billion Indians feel safe and secure by meeting all their health and hygiene needs†. Gender of the brand: Image of a masculine able bodied young man. The brand strongly symbolized macho-ism, sportiness and was accepted as a champions brand. Its famous jingle of â€Å" Lifebuoy hai jahan, tandarosti hai wahan† with young men playing football in the TVC had an imprint of this image in the minds of the Indian consumers. Competition: Pertaining to the brand Lifebuoy, the other players in the market which are also gaining popularity are: a)Cinthol soap by Godrej which is positioned as a soap for macho men(Hrithik Roshan) b)Dettol known for its antiseptic attributes. c)Medicinal soaps like Medimix which combine properties like â€Å"germ protection† with skincare in a natural way. d)Ayurvedic soap industry with brands like Ayur is increasing its presence in India and abroad. Mission: Lifebuoy brand has been an established brand in soaps category since 1980’s and had a very strong positioning as a â€Å"tough soap for tough men†. The brand stood for germ protection for working men. Lifebuoys brand colors of red and white depicted the association with healthcare and emphasized on personal hygiene platform. But now the brand wanted to increase its hold and positioning from men’s soap to a family soap by carrying the same message of germ protection for tough people forward. In a nutshell, the mission of the company was to take the brand Lifebuoy to the next level – â€Å"The health icon of the nation. Message: The campaign had an emotional message by showing the soap as a germ protective and soap to keep your family in good health. Although by projecting tough character of the child in the advertisement it again wanted to connect with the audiences on an emotional front . The confidence of ‘Lifebuoy mother’ with regard to the safety of her son underscores the long-standing brand benefit when she says â€Å"naha kar gaya hai Koi darr nahin†. This transpired into appeal for the whole family which is tough and daring and always ready to take on newer challenges. â€Å"Little Gandhi Ad† The Little Boy picks up a broom; The boy surveys the messy street before sweeping it clean; The kid enjoys the Lifebuoy bath, washing away sweat and toil. The start of the advertisement with the small boy waking up before everybody shows a common child but who gets up on his own, he knows what to do, He has a mission in his mind, starts for work with putting bandana on his head. Shows a person focused and determined to do the work. All portraying the characteristics of a tough child. And he is a leader also trying to portray the soap more synonymous with leaders. He is being portrayed and compared in qualities to Gandhiji with dandi being replaced by a broom and spectacles of the child very much similar to Gandhiji’s. The atmosphere in which he is standing is very gloomy showcasing his fighting against all odds, comparisons with Gandhi. He starts on his own without waiting for anybody else to join him. And the people are shown getting amused by them and slowly other children start pouring in and setting behind him like people followed in the footsteps of Gandhi. Portraying Lifebuoy as a soap for courageous people who dare to think against all odds, who are the leaders and set new examples for the society. This ad marked a very big repositioning for the ‘Lifebuoy’ brand from earlier being a soap for a tough man to now moving to a germ protective soap for everybody who is tough carrying on the toughness aspect with them. The cleanliness drive being run by the children is shown as synonymous with the freedom fight. All the wordings in the campaign â€Å"Sometimes.. one person.. one thought.. one desire.. can change the world† portrays the Gandhi in the common people and shows if we decide to change the world and start taking small actions everybody will follow us. And in the end the wording says â€Å" The world can be changed by only those who have no fear† and at the same time mother of the Child Gandhi throws lifebuoy showing the ones who use Lifebuoy are tough people and are the ones who change the world as Gandhiji did. Looking further deep, the children are shown cleaning a street. The message put across is that since these children are secure from ailments that are caused by a lack of proper sanitation and hygiene, thanks to the fact that they use Lifebuoy, they are in a position to ensure cleanliness and hygiene for the entire community. Thus, Lifebuoy not only ensures good health and cleanliness for individuals, but healthy and productive communities as well. This concerted effort by the children transforms the dirty neighborhood into a spanking clean area. At the end of the commercial, to express their gratitude, all the parents give their children an open-air bath with Lifebuoy reiterating the concept of ‘Koi Dar Nahi’ implying that a well-protected family has no reason to fear hygiene related illnesses or problems. Another aspect of the campaign was its bilingual nature with English subtitles with a clear intent of reaching a wider audience. Market: Lifebuoy increased its addressable market from only for men’s soap to soap for the children who gets dirty while playing and need protection from germs and also to women. Thus, the target market was extended to the complete family by repositioning itself as a germ protective soap for the family who cares for health and wants protection from germs. Media: The campaign ran on TV, Hoardings. The Lifebuoy was also cobranded with the Hindi movie â€Å"Krrish† which involved printing pictures of Krrishs character on its Lifebuoy packs and also giving away merchandise based on the film. The fit between the two brands was there because on one hand is Lifebuoy brand which is all about protection from germs and Krrishs character is also about protecting the world from enemies. The TVC was supported with on-ground activities, including street plays. To increase awareness, various essay competitions and demonstrations on hygiene (through flip charts) were conducted in 300 schools across 31 cities. There was also a cleanliness drive in 31 cities across India on World Health Day, in which people were encouraged to clean up a landmark in their respective cities. Money: No idea about it.. Measurement: The Little Gandhi campaign gave the agency Lowe, gold in the consumer products category in EFFE 2006 and also the Lifebuoys repositioning campaign is considered as one of the most successful repositioning campaign and since then the brand has been successful in its new branding. This Little Gandhi work and cleanliness drive also found a place in Limca Book of World Records. The clear success parameter was the remarkable increase in the market share of Lifebuoy in the soap industry after the launch of this campaign. *Source: Advancedge May’05