Gender Stereotypes in Media Essay example -- Media Stereotyping of Me

The judgments we make about people, events or places are based on our own direct impressions. But for most of the knowledge, we rely on media. The media actually re-present the world to us. However, the media only shows us some aspects of the world, ignoring the rest. So basically, the media chooses what is to be shown and what is to be discarded (Andrew Pilkington and Alan Yeo (2009)). . In this essay, I will explain what stereotypes are and primarily give an example of a famous men’s magazine called ‘nuts’ and explain how these stereotypes are created by print and the digital media and what are their impacts on people. Stereotypes can be defined as an exaggerated belief about an individual or a group based on their appearance, behavior or beliefs. Though our world seems to be improving in many other ways, it seems almost impossible to emancipate it from stereotypes. Today, the media is so powerful that it can make or break an image of a person and also can change the views of the audience. ‘Gender refers to the cultural nature of the differences between the natural biological sexes of male and female’ (Long, P & Wall, T (2009)). Gender is perhaps the basic category we use for sorting human beings. The media mostly portrays men as strong, masculine, tough, hard and independent while women are shown as fragile, soft, clean and mostly 'sexy'. Whatever the role, television, film and popular magazines are full of images of women and girls who are typically white, desperately thin, and tailored to be the perfect woman. The representation of women on the print and the visual media mostly tend to be stereotypical, in terms of societal expectations (mediaknowall.com). These days, most of the fashion magazines are full of white ... ...ogy in focus for AQA A2 Level. 2nd ed. Britain: Causeway Press.p99-112. Branston, G & Stafford, R (2010). The Media Students Book. 5th ed. London: Natalie Fenton, Goldsmiths, University of London, UK. 22. Harper, S. (2008). Stereotypes in the Media. Available: http://www.edubook.com/stereotypes-in-the-modern-media/9200/. Last accessed 2nd May 2011. Long, P & Wall, T (2009). Media Studies- Texts, production and context. Italy: Pearson Education Limited 2009. p82-85. Wilson, K. (2010 - 2011). Gender and Media representation. Available: http://www.mediaknowall.com/as_alevel/alevkeyconcepts/alevelkeycon.php?pageID=gender. Last accessed 1st May 2011. Wright, M. (2005). Stereotypes of women are widespread in media and society. Available: http://www.quchronicle.com/2005/02/stereotypes-of-women-are-widespread-in-media-and-society/. Last accessed 4th May 2011.

Essay on the Devil in Paradise Lost, Holy Bible, Faust, and Devil and T

The Devil’s Role in Paradise Lost,   The Bible,   Faust, and  The Devil and Tom Walker  Ã‚   The devil's role as the inspiration for rock-and-roll is already well documented and commonly understood. Perhaps less well documented is the role of the Devil as inspiration for literature. The Devil has played an active role in literature for quite a while with his name appearing in stories for centuries. The historical devil has not always been personified. Initially, in religious settings, he was represented as a feeling or power, in attendance as the force of evil, an antagonist to goodness and divinity, and temptation for humans. Although not always represented as human, he has always been represented. In fact, demonstrating that he has always been an uneraseable threatening force, early religious accounts show that his existence actually "precedes the worship of a benign and morally good Deity."1 Much later, certainly by the time of the blues of the 1920s and 1930s, songwriters were repeating the tradition of representing the devil as a person. Perhaps the most famous example is Robert Johnson's "Cross Road Blues," in which the singer describes a dangerous meeting with the devil while hitchhiking. In southern literature, Flannery O'Connor drew from Poe and Hawthorne to illustrate this, as well.2 A few centuries of literary evolution have not only reconfigured the devil, they have shifted the site of his battles from the heavens to the earth. Essentially, his battles changed arenas three times.3 First, the devil battled God in their once-shared home -- the arena of Heaven. After this falling out, the devil and God competed for the hearts of men in parables, as in the story of Adam and Eve in the Garden of Eden. The third, mo... ... Rudwin, p. xi: "[W]hen Satan was asked to explain the cause of God's enmity...he replied: 'I wanted to be an author.'" 16 Carus, p. 407. 17 Russell, p. 12. 18 Revard, Stella Purce, The War in Heaven (Ithaca: Cornell University Press, 1980), p. 234. 19 Levine, p. 403. 20 Saxon, Lyle and Robert Tallant, Gumbo Ya-Ya (Gretna, LA: Pelican Publishing, 1987), p. 80. 21 Irving, in Rudwin, p. 31. 22 Werblowski, p. 96. 23 Caballero, in Rudwin, p. 154. 24 Caballero, in Rudwin, p. 161. 25 Werblowski, p. 219. 26 Baudelaire, Charles Pierre, in Rudwin, p. 222. 27 Thackeray, William Makepeace, in Rudwin, p. 79. 28 Poe, p. 482 29 Caballero, in Rudwin, p. 157. 30 Carus, pp. 407. 31 Carus, p. 7. Also, "...there seems to be no exception to the rule that fear is always the first incentive to religious worship." Carus, p. 6. 32 Russell, p. 12. 33 Rudwin, p. xi.

Labor and Delivery Nurse

Cassidy Howell Mrs. Savage Medical Anatomy 3 10 April 2013 Labor and Delivery Nurse It was said best by an unknown author, â€Å"If love can't cure it, nurses can. † Nursing is a broad and dependable career option. There are many different fields of nursing; particularly there is â€Å"Labor and Delivery. † The duties of a labor and delivery nurses consist of assisting women during their pregnancy, labor, and post-birth. Labor and delivery nurses must contain qualities of professionalism, good analytical skills, and the ability to make quick decisions.Not only do these nurses assist patients, they also counsel families and collaborate with doctors (Labor and Delivery Nurse). All fields of nursing have a few things in common, one of them being the required training. The first step to becoming a labor and delivery nurse is to be accepted into a college institution where you can major in nursing. While attending a such college, a labor and delivery nurse must earn her Regi stered Nurse degree, these degrees can be obtained in two or four years.The only way to obtain a degree is to first get accepted into nursing school, and complete all undergraduate requirements. During nursing school students take classes in the liberal arts, hard sciences, microbiology, organic chemistry, pathophysiology, psychology, and a semester of clinical education. In these classes nurse receives hands-on training at a hospital ( Herlihy, S. ). There are many available colleges that offer a nursing degree. In the state of Alabama, there are 41 colleges alone that offer an education in nursing.Both the infamous rival schools, Auburn University and University of Alabama, offer a major in nursing, so do their sub schools, Auburn University at Montgomery and University of Alabama in Huntsville. Not only do the National Champions offer nursing degrees, but many other colleges across the state including but not limited to Troy University, University of Alabama at Birmingham, Univer sity of South Alabama, Jacksonville State University, and Jefferson State Community College (Hack College).Getting a degree alone is not enough; a license is required to become an official nurse. The state of Alabama requires all future nurses to take an exam called the NCLEX (National Council Licensure Examination) that certifies them to be licensed to practice nursing in Alabama. After taking the exam, to become completely board certified in the specific field of labor and delivery nursing, experience as a staff nurse and clinical experience in labor and delivery is needed (Nursing Schools).After successfully getting a degree in nursing, licensed, and found a job, an income ranging between $45,000-$95,000 is to be expected. According to the Bureau of Labor Statistics, the median annual wage for a registered nurse is approximately $65,000. It’s to be expected to start lower, and have promotions along the way as more experience is gained. Other factors also affect the salary, such as level of education and/or type of degree earned, cost of living in the area, and nursing specialty.Salary especially fluctuates for a labor and delivery nurse. For example, a manager can earn high salaries that exceed $83,000 annually. Also, a women's health nurse practitioners (WHNPs) working in labor and delivery make more than $74,000 a year (Salary Information). There are many different options for a labor and delivery nurse, along with different settings within the labor and delivery unit. Options include direct care to patients in labor with uncomplicated deliveries to those with pregnancies that are experiencing complications.Labor and delivery nurses also circulate the hospital floor to help manage patients in the operating room during deliveries and work as a surgical assistant during complicated procedures. Labor and delivery nurses can also work in the nursery, where they help monitor and care for newborn babies (About Labor and Delivery Nurses). Every medical ca reer has many personal awards, achieving a degree in a medical field is a big accomplishment alone. All medical fields combine science with care, however labor and delivery touches a special

A Researched Investigation on Best Practices for English Language Learners Essay

ELL students represent a large percentage of the population within schools in the United States. This group of students is actually increasing more than that of English speaking students. (Shore, 2001). This group also has a very high drop out rate, coupled with low ranking grades, academic achievement and scholarly expectations. Truly, ELL students are considered an â€Å"at-risk† population. (Thompson, 2000). In order to confront this challenge, teachers are faced with a unique situation that requires a unique solution in order to help these students not only learn the English language, but also to bring them up to speed with the academic material congruent with modern learning standards. The focus of this investigation asks the question, â€Å"How can teachers best instruct English Language Learners (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? † The investigation will then state a hypothesis as to the proposed best models under which teachers can best instruct ELL students. The paper will then support this hypothesis, cross-referencing literature reviews which outline non-traditional models of instruction that have proven to be the most effective in instructing limited English learners. It will then finally look at some of the conclusions to be derived from the investigation, reflecting on how teachers can best inspire students, and offering a few real-world application scenarios to the adjusted models. Hypothesis The current modal that schools use to deal with ELL students is that of the â€Å"sorting paradigm. † This model normally â€Å"sorts† ELL students into low-quality education programs which do not challenge or inspire students. For this reason, many students will drop out of school and will not obtain a high school diploma. It is hypothesized that if ELL reform involve high-quality programs integrating other modules that differ from the current monolingual teacher/ traditional teaching scenarios, more success can be achieved by ELL students. Despite vast changes in second language acquisition theory and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to behave as if he or she is monolingual, has remained the dominant practice in the teaching of ELL. (Ellis 2004) Furthermore, non-traditional teaching scenarios also instill more of a sense of purpose and placement into students who are confronting the challenges of a new culture and a new language. Finally, these nontraditional models incorporate a greater sense of individual self esteem and opportunities for success than traditional models. Non-traditional models help students assimilate the culture, traditions, values, attitudes that are associated with their new language and surroundings. This paper will outline some of the recent literature supporting the hypothesis in favor of non-traditional ELL models, and will take a critical analysis that expounds upon some of the downfalls of traditional methods. Review of Literature Studies show that most teachers are ill-equipped at dealing with the different levels of language acquisition. A recent study from the Johns Hopkins University has mentioned some important tools for recognizing these different levels of language acquisition in students. This experimental study of reading programs for English language learners has shown that existing evidence favors bilingual approaches to teaching students, especially paired bilingual strategies that enable teachers to teach students reading in their native languages, and English, at the same time. This study also showed that English language learners benefited from other models of instruction such as systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading. In order to effectively develop these programs, it is necessary for school systems to increase ELL budgets. Statistics show that there has been a huge increase in the amount of ELL students. (Nunez-Wormack, 1993) Unfortunately, while the number of students is actually growing, there have been huge cuts in budget programs designed to serve ELL students. A nontraditional model of teaching ELL involves a monolingual (English-speaking) teacher who only a traditional oral-classroom. The theory behind this model is that the ELL student will learn more from a monolingual teacher who will not be tempted to revert back to the student’s mother tongue as a means of understanding. This is also a theory that is becoming widely challenged in regard to ELL best practice methodology. Freeman and Freeman (2001) CITE believe that a traditional oral-based classroom does not take into account the multitiered nature of the students experience. The Center for Research on the Education of Students Placed At Risk (CRESPAR) gives us an example of these non-traditional systems of learning involving utilizing explicit teacher talk, think-aloud, story-telling, dramatizing, poetry readings, pantomiming, singing, peer-discussing, read-aloud, shared reading, small group instruction and peer instruction. Qualitative data analysis from a comparative study looking at traditional oral classrooms compared to a computer-assisted classroom also showed that the use of technology in ELL programs also showed positive effects for the use of computers in ELL classrooms. (Sullivana, Prattb 1999) Another issue in the traditional versus nontraditional models for ELL learning is that of monolingual versus bilingual (1st language usage) in the classroom. Typically, there has been a widespread acceptance of English-only medium of communication within the confines of an ELL classroom. There is a growing body of evidence that support the view that L1 (native language) and/or bilingual teaching methods are actually more beneficial to ELL students. Many studies have shown that bilingual scenarios actually support the student both technically and culturally in their advancement (see, e. g. , Judd, 1987). It is widely accepted by ELL teachers today that the use of L1 impedes students from process in the acquisition of English. According to Phillipson, (1992) English is best taught monolingual, by an English is a native speaker, and without the use of other languages, as the standards of English will drop. Recent research suggests that this rationale is not helpful. Currently, the drop-out rate for ELL students is unbelievable high. A study of effective practices for linguistically and culturally diverse students (Garcia, 1991) found that classrooms that integrated L1 were more successful in the long run, both in regard to use language and the transition to the English language. An NCLE survey identifies two studies that point towards the beneficial effect of L1 language use in subsequent oral and written English acquisition. (Robson’s 1982 study of Hmong refugees in Thailand and Burtoff’s 1985 study of Haitian Creole speakers in New York City). Rivera (1990) discusses a variety of options for integrating L1 into instruction, stating that because L1 is available, many more students will actually be inclined to participate in the classroom. Often, students will drop-out due to an insecurity and embarrassment to speak English. D’Annunzio (1991) reports that students had significant success with this model. Strei (1992) reports that drop-out rates decreased from a shocking 85% (with traditional monolingual English instruction) prior to the program to 10% (with the non-traditional bilingual model). Studies also show that this methods reduces social anxiety, increases the effectiveness for learning, takes into account important cultural factors, and allows for learner-focused curriculum development. Piasecka (1986) argues that it allows students to use languages as a â€Å"meaning-making tool† for effective communication, instead of an end in itself. How can teachers best instruct English Language Learner (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? Haynes & O’Loughlin (2002) introduce the concept of â€Å"scaffolding. † This refers to the teacher offering meaningful support, using questioning techniques to elicit response that can be related to the student’s own cultural background. Normally, this is not a technique provided within the classroom, and usually on the contrary, the teacher attempts to avoid all associations to the students native language and culture. The study also suggests that â€Å"sheltering† is an effective mechanism whereby the teacher introduces new content through the use of music, story-telling, visual aids and play. Another effective technique is â€Å"reciprocal teaching. † Using this method, the teacher presents and interactive lesson whereby he/she can assess the students comprehension in relationship to the lesson, constantly restructuring lessons in regard to student success. This method is successful in enhancing learning processes, and increases the self-esteem of the student. Proven Best Practice Guidelines for ELL Teachers and Learners What would be the characteristics of the best ELL educator, as well as the optimum program for ELL learning? The following is a suggested list from Texas A&M report, State of the Art Research and Best Practices in Bilingual/ESL Education, competent teachers should 1. Use many visual aids 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. Perform demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6. Provide vocabulary previews of forthcoming lessons. 7. Ask students to make predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. Related Studies in Best Practice for the ELL Classroom Franco (2002) argues that students who are beginning their studies of English respond to non-verbal stimulus, and display a very limited understanding of language when it is only spoken. Currently, oral-teaching is the standard practice within ELL. Franco argues that students rely heavily on peers for language learning, and therefore benefit from work in small groups, and are particularly successful when this group work involves pantomiming, role-playing, and visual support. The author also concurs that only in later stages of language fluency does a student do well with ordinary conversations and printed-page learning. Many ELL children are faced by what Olsen (2000) refers to as â€Å"language shock,† or a struggle to learn a language within a society that is not always open to the diversity of other cultures. ELL students face many obstacles including a dilemma faced by the need to embrace a new language and culture, while at the same time, feeling that are forced to abandon their own language and surrender key aspects of their identity. Olsen refers to this as the power struggle between the old and new. Another challenge to students is the fact that they are primarily taught academic English. Many can attest that the languages learned in a classroom is very different than the â€Å"slang† spoken by their peers in the hallways. ELL students are usually separated from native English speakers, and do not have the opportunity to learn slang through social interaction. Olsen believes that ELL students, due to the current method of instruction, end up torn between their native culture and the new culture. (Meyer, 2000) suggests that teachers can help ELL students overcome these barriers though changes in instruction. Meyer suggests the strategy of Vygotsky’s social interactionist theory. This theory suggests that children internalize language and learning through cultural and group mediation. Vygotsky observed that higher mental functions developed through social interaction. Through these interactions, a child learns speech patterns, oral and written language skills, cultural clues, slang and symbolic knowledge. These things are what allow an ELL student, similarly, to obtain knowledge. The most important contribution of Vygotskian psychology to the ELL best-practice investigation, is called cultural mediation, which refers to the fact the people obtain specific knowledge through a shared knowledge of a culture. This is the process of internalization. Truly, a student cannot be expected to succeed without the mediation and internalization process, and equally, students can only gain this knowledge through non-tradition teaching methods. This theory sets up a classroom that fosters learning by such methods (as mentioned before) as modeling, internalization, cultural mediation, scaffolding and constructive understanding of projects. The social interactionist model has the gaol of making the ELL students become independent thinkers and problem solvers themselves. In the article, Turning Frustration into Success for English Language Learners, authors Brice & Roseberry-McKibbin (1999) address the issue of language learning disabilities. More than any other student, these students face the most challenge. The authors argue that the current system is â€Å"an underlying language learning system that is inadequate for learning any language. † These studies show that ELL student progress is greater when a speech pathologist and classroom teacher work together with learning in groups. These same studies also showed that progress was greater when these methods of teaching were employed on a consistent daily basis. The following is a summary of best practice strategies from Turning Frustration into Success for English Language Learners: Teachers should check in with students as to whether they understand was it is expected of them before starting a new project or lesson Students from similar cultural or linguistics backgrounds should be encouraged to support one another, and even sit near each other Repeating is necessary Teachers should come up with good questioning techniques. Students should be given ample time to formulate answers Students should be given time to think of answers before they are called on Teachers should avoid giving content which is beyond expectations Teachers should speak slowly Teachers should use multi-sensory methods (hands-on) Scaffolding should be used Critical Analysis Each of the above mentioned resources state the following conclusion: Teachers must incorporate non-tradition methods of instruction into ELL classrooms in order to work with best-practice methodology. It is stated over and over that educators must work with education within the context of a social and cultural climate. Simply put, relationships between teachers and students have a major impact on how well an ELL student will grasp the host language. These articles also point to the issue of power structure and peer struggles among ELL students. Truly, students cannot achieve in a hostile learning environment. It is well-documented in these and other studies, that ELL children are often made fun of my teachers and students when they speak their native languages. This leads to social withdrawal and shyness. It is easy to see how this problem worsens the situation in regard to language learning, where the goal is free-expression through words. Olsen (2002) is correct in his opinion that ELL students remain torn between two worlds. This leads us to the understanding and backing of biculturalism and bilingualism. This is another best-practice that the above studies and articles support. Truly, a society that embraces diversity, biculturalism and bilingualism will help ELL students not only learn English, but will allow them to maintain their native tongues. Conclusion Upon an extensive review of recent literature, it can be stated that ELL students generally have different needs than native English-speaking students. They generally require more support and individualized attention to their needs. They are undertaking a huge task of attempting to learn their studies, while at the same time aquaria new linguistic and cultural skills, while at the same time merging new experiences and environments. It is clear from the presented research that the current traditional, oral-based ELL classroom environment is simply not conducive to learning. The staggering drop-out rates among ELL students are a testament to these findings. It has also been consistently shown that these drop-out rates improve significantly when a bilingual, nontraditional instructional environment is created. It is clear that the best practice for the area of ELL education can be best understood not merely as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the aforementioned social-interaction theories. Students must being to get â€Å"know-how† in ELL classrooms. The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own. Reflection In reflection on the issue, one must not forget that we are talking about human beings. Many do not stop and think about how challenging it must be to leave one country and be forced into social, cultural, linguistic and educational upheaval. Many of these students have reported that they drop out because no one cares about them, people make fun of them, or because they feel that they cannot succeed within the education system. Unfortunately, many teachers see diversity as a problem that they must overcome. However, diversity can actually be a powerful instrument that will allow students to feel at home within the context of the classroom. It is important to reflect upon the fact that many under-represented minorities within the education system actually begin to see their ethnicity as a barrier to success. Many times educators do not explain how learning English, or any other subject for that matter, can be connected to the student’s traditional culture. Truly, diversity is on the increase in every school in the country, and teachers should begin to accept a move towards bilingual and multi-cultural settings. The following section will outline easy applications that can incorporate some of these best practices into the everyday lesson plan. Applications Practically, teachers can begin the apply some of the non-traditional methods of instruction that have been outlined in this essay. The following section discusses some of the real-world practical application of best-practice ELL instructional methods. These suggestions are designed to be practical and easy to adhere to. They require no special training and are practices that any ELL teacher can begin to incorporate into the classroom, whether they are monolingual or bilingual. Best-practice methods can be as simple as seating ELL students in the middle of the classroom (if mixed with native English speakers) so that they may see/hear what other students are doing. Teachers can assign a peer-buddy to the ELL student. They can also provide pictures and illustrations to illustrate new words and terms. Using pictures, maps, globes, tables, movies, slide shows, etc. , will help the student to grasp concepts more readily than a standard oral-instruction. Educators should give clear examples of words and concepts. Another useful tool for teachers is a tape recorder and listening material, as well as supplementary pictures, newspaper clippings and periodicals. A wonderful way of making ELL students feel comfortable is to ask them to describe cultural events or famous people from their home country, in English. This shows them that the educator is interested in their lives and home-culture. Cooperative groupings are great way to allow the student to begin expressing in English. The small group is less intimidating than a larger one. Prepare students by giving them vocabulary lists, with bilingual aids, and consistently acknowledge each and every student. Teachers can make learning English fun by collecting high interest, low-level books such as comic books or children’s books that portray events and cultural characters in simple English. Teachers can use games in small groups, drawings, cartoon bubbles, and music to make the challenge more fun. Reference List Auerbach, Elsa. TESOL QUARTERLY Vol. 27, No. 1, Spring 1993. Reexamining English Only in the ESL Classroom. University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into success for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language: A Study of Second Language Learning Experience as a Contributor to the Professional Knowledge and Beliefs of Teachers of ESL to Adults. Institution. 2004 Franco, Lydia. A Multisensory Program for English Language Development. ESL MiniConference. July 2002 Haynes, Judie and O’Loughlin, Judith. â€Å"Meeting the Challenge. of Content Instruction. † HYPERLINK â€Å"http://www. everythingEsl. net† http://www. everythingEsl. net (21 Aug. 2002). Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Nunez-Wormack, Elsa. â€Å"Remarks. † Conference Proceedings ESL Students in the CUNY. Classroom: Faculty Strategies for Success. 5 Feb. 1993. Olsen, L. 2000. Learning English and learning America: Immigrants in the center of a storm. Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Phillips, J. State of the Art Research and Best. Practices in Bilingual/ESL Education:. A Cornucopia. Professional Development Model. Texas A&M University. Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Slavin, Robert E. EFFECTIVE READING PROGRAMS FOR ENGLISH LANGUAGE LEARNERS: A Best-Evidence Synthesis. Johns Hopkins University, December 2003 Sullivana, Nancy and Prattb, Ellen. A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. Texas A&M University at Corpus Christi, College of Arts and Humanities, 6300 Ocean Drive, 24 February 1999. Thompson, G. 2000. The real deal on bilingual education: Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.

Effective Advertising Essay

Advertising is considerably one of the vital strategies needed for a product or service to be known within a certain community. The scope of advertising has been highly controversial in the aspect of marketing nevertheless a towering issue in the political aspect as sought in elections and other forms of the like. Synthesis on effective advertising has been defined in accordance to the different models and theories presented in the literary aspect, which, of course has been collaborated with the context of practice. In the field of economics, it has been stressed that advertising consistently plays a vital role in shaping a proficient and efficient society beneficial on the glory it serves. As soon as printed symbols were invented the advertising man made use of them to give publicity to his merchandise (Sokotch, 2006). In recent times, advertisements are embossed on walls and tombs, in black and white on parchment and other paper entities, and are produced in publishing houses. Though these diverse forms of advertising were engaged, diminutive are considered and regard are not as effective as expected. Posters, painted signs, street-car placards, booklets, calendars, almanacs, handbills, magazine and newspaper advertising have now become forms of advertising so well established that we look upon them as a necessity, and are overwhelmed to find out that majority are up to date novelty (Tellis, 2003). However, it runs in the stream of cognitive, affective and behavioral pitches before one may thoroughly state that one’s mean of advertising is effective. Critical analysis on advertising in the contemporary society The verity of advertising in point of fact is focused in one set of audience alone. Take for example, for advertising in the market arena, the audience are the consumers; in the political arena, politicians advertise their platforms and propagandas in the light of the voters; while for research and other educational gains, it is in the hands of their respondents that they are able to complete their study—without these ‘audience’ it would be hard to comprehend why â€Å"advertisers† are so eager to let their â€Å"advertisement† out in the open with the milieu of persuasion and of encouragement over what they wish to imply (Michelet, 2006). Textbooks and other published materials would often lead to the fundamental concept of â€Å"Ivan Pavlov’s conditioning experiment† or that which has been used by Anne Sullivan, remarkably, the notion is coherent with the idea on advertising. The consumers represent Helen Keller and the advertiser is the teacher in the person of Anne Sullivan—motivation and persuasion, per se. Marx’s theory of commodity fetishism  There have been several deliberations on how advertising shall be crucially taken into basis of analysis. Apparently, critics has often addressed that media analysis collaborated with the arena of political, economical and socio-cultural context must not serve as grounds in identifying the ability of advertising and mass communications in empowering a contemporary capitalist society. Further, Marx’s theory of commodity fetishism connotes the perception—which by hand is used by fashion advertisers—that assessment of an effective advertisement falls on the utilization of a â€Å"model or person,† a product, a setting and text; hence it has also been cited that these forms of â€Å"advertising† is magnificently effective and never fails to capture the consumer-public (Karlsson, 2007). Conceivably, the Marxian theory all boils down to the fact that capitalism is legitimate since that it endows with the public with what they â€Å"want† and gradually fulfills their present needs, use, values and other sort of the like—corresponding to the ethics on exchange value, use value, surplus value, commodity fetishism and fickle-feeding. Strong’s AIDA Model The AIDA model is a behavioral approach which contains a purpose to uplift the verity of making an advertisement awareness-able, interest stimulating, and desire action-triggering dynamic in consumers. It is also considered as one of the most persuasive and highly efficient methods in advertising hence suggesting that for a certain advertisement to be effective, it has to be something that captivates attention leading to convincing the consumers that the product or service or whatever is advertised as interesting. Further, it must also have the ability to make the consumers crave for the product in the sense that they shall â€Å"desire† on it and finally for them to get attached with it and hopefully get a feedback that the advertising is effective. In a larger view with this model, it is important that the information being sent to the consumers is believable and memorable that even in the busy schedule of the consumers, or in the million of ideas processed by the mind each day, one’s advertisement is sought (Karlsson, 2007). Defining Advertising Goals for Measured Advertising Results Theory This model presented by Russell Colley is popularly known as DAGMAR, of course, for the benefit of the masses, and a technique in memory building as well. Consequently, this communication strategy is known for its ability to send information without the utilization of excessive text or message. Its focal point falls on the level of understanding stating what the consumer must believe on an organization and at the same time to measure the efficiency of an advertising campaign (Bok, 2002). Further, it expresses the fact that there are four levels of understanding in advertisement and that the methods used in all commercial communications must come across that very objective. Hunching the four levels of understanding advertising the following are presented by the proponent: awareness of the existence of the organization advertising the brand, grasp on what the product is or is capable of, a rational suspicion or sagacity of conviction in buying the product and like the aforementioned methods, persuasion to act in availing the product advertised and have it stuck on their list (Karlsson, 2007). Lavidge and Steiner’s Heirarchy–of-effects model Published in the same time-frame as that of DAGMAR, this model raises the connotation that consumers possess a non-fickle personality hence consumers are skeptical in being convinced—not interested at all stake would be the fitting definition. Unlike the other theories, which stresses that all factors be cited in equal proportion, this model follows a liner path and insists that these factors are to be taken in a step-by-step basis (Karlsson, 2007). Awareness, knowledge, fondness, preference, conviction and purchase—the mentioned steps shape up this models apprehension. Moreover, the insistent point of this model expresses that consumers are wise enough not to be easily convinced, not unless they are holistically provided with the necessary details that they need inline with the kind of social standing that they have. French postmodernist theory of Jean Baudrillard: Theory of sign value Jean Baudrillard on the other hand, believed on the prowess of signs and symbols constituted by objects for that matter. Having a consumer society, the proponent’s theory dwells on the idea of implosion of aesthetics manifesting that advertising lies on aesthetic techniques and the promotion of consumption as a way of life. Baudrillard’s â€Å"sign value† analysis assess the consumer’s grave need for seeking various products and the actual gratifications that these products derive onto as well as with the social function that it offers. Lurking deep on the â€Å"social perspective† the proponent stresses that signs of sociality are great basis in building up the right method to advertise and capture their pockets to hail such (Harms and Kellner, 1990). Commentary Critical analysis on the models presented would wrap up the idea that advertising is a broad state of field. Perceivably, there are models which are similar in concept—consumers are after products, only that they seek for the best—however, there also appears the skeptical viewpoints that insists the un-fickleness of consumers and there is nothing advertisers can do but to wait for them to visit one’s shop dependent on their innate characteristic. In the light, due to the complexity of the marketing landscape and the advent of globalization, these theories may be evaluated as up-to-date or no longer effective a way or another. But then the perception on â€Å"basics† and fundamental perspectives will always contradict with that nuance. The behavior of the consumers has already transformed through time, with this, it may be taken to assumption that the â€Å"pessimistic† side of the story may be eradicated in pleas. The more â€Å"open† the society, the easier advertising influences them—the higher the chance to be marked as â€Å"effective. † Consumer vs. business in effective advertising In relation to business and consumers as two major factors in marketing, the predicament of the matter is clearly seen in the areas of communication efficiency, product quality and audience analysis. Take for example, the target groups must be taken consideration—kids, teens, adults, couples—all these must be known before a product shall be advertised. Aside from that, culture is also a factor, what to be advertised must be taken into deliberation first considering the fact that the context of the advertisement may not be acceptable in the kind of culture where the product is introduced. In the case of technological product advertising, the following threats may be assessed: as categorized, opportunities and threats, which is basically a portrayal of external change is the scale fall on the line of â€Å"five forces of threat,† namely, (1) threat of new entrants (rising companies of the same service rendered as well as with other rising broadcasting companies which will offer ‘greater’ service than theirs), (2) competitive rivalry (competition in sales, in fame and in the service satisfaction), (3) threat of substitution (other broadcasting/media corporations such as films, 3D theater, home-video conferencing, piracy and other sorts of the like), (4) power of buyers (upon knowing the fact that the society always change their â€Å"taste† primarily in the streamline of the kinds of shows which is â€Å"famous† in the immediate time and the advent of technological advancements such as 3D and other competition in broadcasting) and (5) p ower of suppliers (the fact that such is competition, resources is most likely to halt leading to scarcity from manufacturers of entities and commodities needed for broadcasting). All which serve as the grounds for the success or the failure of the company or the industry and if fortunate, then it will be easier to get the general objective (Mooij, 2005). Advertising in the commerce landscape  Progress in the subject matter is made in the abstract; one scholar shows a compelling talent for innovation, and others amend and improve on his work, all without close reference to the economic context. In the last one hundred years the great corporate enterprise, the trade union, depression and war, increasing and increasingly dispersed affluence, the changing nature of money and the new and enhanced role of the central bank, the declining role of agriculture with the counterpart urbanization and growth of urban poverty, the rise of the welfare state, the newly assumed responsibility of the government for overall economic performance, the emergence of socialist states, have all dramatically altered, even revolutionized, economic life. As the subject matter of economics has changed, so necessarily has the subject. Advertising comes in a handy realization that the more complex the economy gets, the larger the need for business tycoons to broaden their understanding with the flow of the society in patronizing their basic needs. The competition floating in the commercial room also serves as a challenge that each advertisement of their product must be sent with critical analysis and with a pinch of â€Å"freshness† capable enough to outstand the other entities which steams up the battle. The scope of marketing must not only fall under the circumstance of financial basis itself, but rather on the deeper application premises of the activity. An illustration of such would surface in a company’s ability to perform social responsibilities and being able to consistently adjust on the intrinsic and extrinsic demands of the society, as well as with keeping track on the challenges laid on the inevitable table of change (Michelet, 2006). It must be kept in mind that advertising is the only gateway to get their products’ path to the consumers. With the competition rising, consumers are wise enough to know what they want and which is best. Assessment on the components of effective advertising in McDonalds An example of effective advertising is practiced by McDonalds; the power of commercial speech is exercised. Even when backed by the resources and visibility of a McDonalds Corporation, the power of commercial speech campaigns is limited. Neither particular advertisements nor broader advertising campaigns are always effective, even when they have been well researched and well financed: the majority of prospective new brands that are test marketed are not marketed nationally. The battle of the marketplace has many casualties. Even when advertising affects behavior, the effect may be temporary (Michelet, 2006). And when the effects are more enduring, they may amount only to switches among rival brands by established users, rather than new consumers for any of the rival brands. Some advertising—consider the various recent plans and pricing claims of the leading long distance telephone carriers—is widely disliked. As a result, many ads are simply drowned out, unnoticed or unremembered in the ongoing daily proliferation of commercial speech. This does not mean, however, that commercial speech, or commercial advertising more narrowly, does not have important long-term effects, intended or unintended, on American culture and decision making. Commercial advertising is in some sense a ‘zero sum’ game, with one product’s gain being another’s loss. The proliferation of ads, however, does not lead simply to a process of mutual conflict, let alone mutual annihilation (Harms and Kellner, 1990). Conclusions and further remarks Moreover, given the fact that the main subject and prospects for the purpose of venturing into business are the masses, it most likely true that customer satisfaction is a pious must. In simple logic, selling does not only denote giving consumers the idea that a product/service offered on the market/industry, but rather dwelling on the array of perception that consumers are after ‘fame’ of the company as well as the ‘trend’ which is seemingly floating up in the limelight and the ‘generation status’ per se’ – more like, â€Å"in-line-with-amazing-quality† (Easey, 2001). The above mentioned threats then takes place, the world of business is a vortex of intrinsic and extrinsic challenges which requires critical analysis on what consumers need and logical wit to determine the flexibility of the product and service. That is the main purpose of the survey and other forms of observation in the society are needed to achieve managerial goals and jive along with the â€Å"change of taste† and speculations of the masses (Mooij, 2005). What utterly demoralizes business tycoons and practitioners hangs back on the exactness of the cost and the revenue generated by investments which are indefinite to be defined, for the reason that the scheme and the flow of the advertising differ dependently upon the ‘season’ or under the discretion of the contemporary society. It would seem quite hard to distinguish which of the sites are assumed to be the most significant or rather the one which is offering the best service for the majority (Beckwith, 2003). Since that, those who are apt to surf actually depend on what they wish to find. In addition to that, each layer of the society hold different jobs or activity with diverse enthusiasm, it is evident that it is possible to shift sites which then give the argument abstain on conviction with regard to the matter (Seelye, 2005). The aforementioned threats must not serve as intimidating factors in the world of business, hence a challenge towards the attainment of organizational goals through the use of effective advertising. In conclusion, effective advertising depends on for demonstration of the method, traditional or modern as long as the advertiser knows the perfect mixture of the factors needed in advertising, what is sold on the market will be a sure hit. In collaboration with the political or academic concept, a politician does not get votes not unless he or she knows what words are to be uttered in specific groups and what technique of persuasion is to be utilized in that certain point of time. Effective advertising does not only require skill, timing is a vital one.

Demography and Bioethics

Demography is the statistical study of human populations. It can be a very general science that can be applied to any kind of dynamic human population, that is, one that changes over time or space. Populations can change through three processes: fertility, mortality, and migration. Fertility involves the number of children that women have and is to be contrasted with fecundity Bioethics is the study of moral issues in fields of medical treatment and research, brought about by advances in biology and medicine. Bioethicists are concerned with the ethical questions that arise in the relationships among life sciences, biotechnology, medicine, politics, law, and philosophy. Overpopulation is too many people in one space, is a condition where an organism's numbers exceed the carrying capacity of its habitat. Once we recognize the fact that overpopulation is a problem and that increasing standards of living around the world will add to our resource-use and pollution-management challenges, it's tempting to start thinking that disease, poverty, and premature death are unfortunate but necessary. We must resist any such temptation and work toward better solutions. We should: * continue to strive to reduce suffering by combating disease and poverty around the world; * continue to improve resource efficiency and pollution control so that standards of living can rise without negative impact; and * Keep human population to numbers that are sustainable. On the population front, that means: * making sure people around the world have access to family planning services; * empowering women in developing countries economically, socially, and legally in a manner that results in them having an equal say (with their husbands) in reproductive decisions; * modifying school curricula to include information on population levels and implications for the future; * Reforming tax laws in a way that encourages couples to have no more than two children. (They would still be able to have as many kids as they want, but the tax code would no longer subsidize more than two.) People are a good thing, but population growth without limit is not. The US and all developed countries should reinvigorate their international efforts to slow population growth. The future of the world depends on it!

Erecruitment Essay Example | Topics and Well Written Essays - 1250 words

Erecruitment - Essay Example E here refers to online and recruitment as we all know means to employ people for jobs. In a lump sum, it is also referred to as online recruitment. Basically, by the use of the computer and the internet, it brings potential employers and employees into a single destination in the look for a job. Another form of recruitment that's available is the basic one; the one where companies advertise in the news papers, candidates apply and are called in for interviews. However, the orthodox recruitment system has lost its touch and e-recruitment is taking over. According to a recent study, a job is among the top reasons why new users will come to the internet besides e-mail. It is believed that there are more than 18 million rsum's floating online across the web at this time in history! Many big and small organizations around the globe are using the internet as a source of recruitment. How this process of recruitment works via the internet is that first of all they advertise job vacancies through the internet. Then many people view the positions and the interested job seekers send in their applications or curriculum vitae (what many people refer to as the CV in recent times) through an e-mail over the internet. Alternately, this system works in the reverse as well; the job seekers place their CV's over the worldwide web which can be viewed by prospective employers depending upon their necessities. Generally, there are two kinds of e-recruitment that an organization can use, 1) Job portals, and 2) By creating an e-recruiting section in a company's own website. Most organizations prefer looking for jobs through job portals then by creating a separate section for that purpose on their own company website. How organizations make use of the job portals can be compared to how a fishnet separates fish from water; the approaching organizations place the job descriptions and specifications on the job portal and then search the possible rsum's posted on the site to match their demand. Lets discuss how the second option works; the company adds a software to its website, where the hopeful applicants post their rsums into the company database for consideration when a job vacancy is reported. However if we compare the two options, the job portal option seems much better to me. The people who operate the job portals, even though they charge you a certain fee in case they find you a match, they always give you the best filtered results and save your time. What the people who work for the job portals do, is that they search the entire lot of applications, only for the most capable and deserving one's which are then forwarded to the organization for selection from the already shot-listed candidates. However, in the case where the company posts jobs on its own website, not only would be prove expensive to them, but would also take up a lot of their time. They would have to pay bills to their web-operators who set sets up the job adds on their website, then they'll have to waste time looking through all the candidates who