Advertising in Schools Essay Example for Free

Advertising in Schools Essay Although this semester our class has discussed the different types of advertising in the marketplace, one technique that was not discussed is that of advertising in schools. This idea is a growing technique that if conducted the right way, could perhaps benefit not only corporate organizations, but also schools and students. However, there are many critics, along with parents that feel advertising in schools is a horrible idea and could only lead to harm. Many advertisers view children as a profitable three-in-one market. That is, 1) As buyers themselves 2) As influencers of their parents purchases, and 3) As a future adult customer. See more: Recruitment and selection process essay Every year, children have an estimated $15 billion of their own money, of which they spend $11 billion of it on products such as toys, clothes, candy and snacks. Children also influence at least $160 billion in parental purchases. Generally speaking, todays children have more money to spend than ever before. Companies know this and find that advertising to the youth of the nation can be beneficial and lead to future dedicated customers. Because of the increase in childrens spending power in recent decades, advertisers have closely targeted children as consumers. New advertising strategies aimed at children have been steadily growing and expanding. The toy-related program, or program length commercial (which is just like a infomercial) is developed to sell toys, and stirred public attention and debates. Along with this form of advertising, 900-number telephone services were accused of being aimed at children. In the 1980s, children got their own TV networks, radio networks, magazines, newspapers, kids clothing brands, and other high-price items such as video games and other high-tech products. Other new advertising strategies include kids clubs, store displays directed at children, direct mailing to children, and sponsored school activities. At first glance, selling corporate sponsorship rights to pay for school activities looks like a win-win situation. Needy schools get resources they need. Companies get new marketing opportunities that can build brand loyalty. After all, advertising in schools is nothing new. Districts have long used ads from local businesses to help pay the costs of school newspapers, yearbooks, and athletic programs. Even here at CBU our athletic department sells ads for Sports Media Guides to local institutions as well as national organizations. A growing number of companies are offering schools money for a chance to market their products directly to students. As budgets shrink, schools must find ways to get extra funding. Many schools are doing away with fund-raising and have begun to look at corporate dollars to fund just about everything. Signing contracts with these companies seems like an easy way to get the money they need. Schools need funding for in-school activities and equipment, and, in order to reduce the number of children going home to empty houses, they need to fund many after-school activities. Product advertisements can be found almost everywhere in schools. They are most frequently found in stadiums, gymnasiums, school cafeterias, hallways, and on textbook covers. Some schools across the nation are even putting advertisements on school buses. So what types of advertising are out there in our schools? There are different categories that ads can fall into. The following categories can represent most the advertising techniques used in our schools today and give a description of how they work. Types of Advertising 1) In-school advertisements In-school ads are forms of advertising that can be found on billboards, on school buses, on scoreboards, in school hallways, in soft drink machines, or on sports uniforms. This type of advertising is also found in product coupons and in give-aways that are given to students. 2) Exclusive rights contracts A company gives money to schools that carry ONLY their products. Extra money can also be given if a schools sales exceed a certain amount(quota). 3) Corporate-sponsored educational materials and programs Sponsored educational materials include free or low-cost items which can be used for instruction. Examples of these may include; multimedia teaching kits, videotapes, software, books, posters, activity sheets, and workbooks. While some of these materials may be ad-free, others may contain advertising for the producer of the item, or they may contain biased information aimed at swaying students towards a companys product or service. 4) Corporate-sponsored contests and incentive programs This is where students compete for prizes by selling, buying or collecting labels for a certain product. These contests and incentive programs bring brand names into the schools along with the promise of such rewards as free pizzas, cash, points towards buying educational equipment, or trips and other prizes. 5) Ads in classroom materials and programs Ads in classroom materials include any commercial messages in magazines or video programming used in school. A perfect example of this type of advertising is Channel One. Channel One is a 12-minute daily news show for students in grades 6 through 12 that includes two minutes of age-appropriate ads for products like jeans and soft drinks. In exchange for airing the program each day at the same time for three years, Channel One gives schools a satellite dish, a cable hookup, a television monitor for each classroom, and an agreement to service the equipment for the three years. While some state school systems had originally said No to Channel One, the company reports to be present in some 350,000 classrooms. So what types of guidelines are set to insure that in-school advertising is done correctly and does not become overly exploited? Those who support the call for guidelines include educational groups such as the Association for Supervision and Curriculum Development, The National Parent Teacher Association, and the National Education Association. The Society of Consumer Affairs Professionals in Business(SOCAP) and Consumers International are two consumer interest groups that have formulated guidelines for sponsored materials. These guidelines suggest that education materials should be accurate, objective, clearly written, nondiscriminatory, and noncommercial. (Karpatkin Holmes) In dealing with the issues of in-school commercialism, Karpatkin Holmes suggest a three-pronged approach that includes: * Reviewing all sponsored materials and activities and holding them to the same standards as other similar items by using the SOCAP guidelines. * Pursuing noncommercial partnerships with businesses and rejecting the notion that it is ethical to bring advertising into the schools to provide materials or funds. * Begin the teaching of media literacy in elementary school, to educate children to be critical readers of advertising, propaganda, and other media messages. Groups that support advertising in schools have very strong arguments to back their case. It seems that there is a large area for investment in advertising in schools. It also appears that if handled correctly, advertising techniques in schools can lead to the raising of an overall helpful, efficient way to fundraise. Although advertising in schools may bring needed increases in funds, it is not without controversy. Many people are opposed to advertising in schools. They feel that children are being exploited for profit because big companies feel students are a captive, impressionable audience. Is there any way to balance the true goals and purposes of advertising in schools? Perhaps the best way is to have each school decide what amount and types of advertising in their schools is acceptable. And although advertising in schools seems to be a great way of obtaining funds for school activities, every school board should definitely be sure they know what they are getting into before signing any contracts with big time corporations. In-school Advertising Grace Farrell Promotional Strategy Dr. Peyton 12/02/02 Bibliography Chaika, Gloria. Education World. 1998 Education World. Consumers Union Education Services(CUES). 1990. Selling Americas Kids: Commercial Pressures on Kids of the 90s. Yonkers, N. Y. Karpatkin, Rhoda, H. and Anita Holmes. 1995. Making schools ad-free zones. Educational Leadership 53(Sep, 1):72-76. McNeal, James U. 1990. Kids as customers. New York: Lexington Books. McNeal, James U. Planning Priorities for Marketing to Children. The Journal of Business Strategy. 1991.

Students With Auditory Challenges and Mainstream Schools Essay

Students With Auditory Challenges and Mainstream Schools Hearing-impaired and deaf students can better succeed in life when educated in mainstream schools than being segregated in special schools because though they have special needs, they learn to communicate better with hearing individuals and can still attend special programs where teachers with special training can help them in their educational journey. Heather Whitestone, a deaf ballet dancer from Alabama, became the first Miss America with a disability, and Marlee Matlin fulfilled her dream of becoming a famous actress, despite her hearing disability. While many may look at these women in awe, by today’s standards, they are not handicapped. While they may be auditory challenged, the stereotypic disability label has been removed in lieu of a more descriptive, less demeaning alternative. Further, the way they view themselves and the way the public sees them weighs heavily upon their ability to live in a vociferous world. For deaf and seriously hearing-impaired children, many issues surface, particularly when considering educational. For many disabled children proper curriculum is not implemented in their education. Johnson has documented that deaf education largely fails, suggesting a lack of linguistic access to curricular content as well as low expectations. He proposes a new model, which encourages the early use of American Sign Language (ASL). Johnson, and other researchers at the Gallaudet Research Institute, insist that ASL will encourage both the ability to develop cognitive skills and improve the child’s chances to learn English (Johnson 45-7). The proposal includes teaching sign language as the child’s first language and encou... ... Markova, Dawna, PhD. How Your Child is Smart. Berkley: Conari Press, 1992. Marschark, Marc. Raising and Educating a Deaf Child. New York: Oxford University Press, 1997. Sawyer, Richard J. and McLaughlin, Margaret J., et al. â€Å"Is Integration of Students with Disabilities Happening?† Remedial & Special Education, 1 July 1994: 204. Schmetzke, Axel. â€Å"Disability-related Resources on the Internet.† Intervention in School& Clinic, 1 Nov. 1996: 69. Schwartz, Sue, PhD. Choices in Deafness: A Parents Guide. New York: Woodbine House, 1987. Vaughn, Sharon-Elbaum and Batya, E., et al. â€Å"The Effects of Inclusion on the Social Functioning of Students with Learning Disabilities.† Journal of Learning Disabilities 1 Dec. 1996: 598. Wilcox, Daryl J. and Wigle, Stanley E. â€Å"Mainstreaming Revisited: 20 Years Later.† Education 22 March 1997: 371-81.

Unit Assignment

Then, the paper will go into further detail about problems and, dilemmas, that accompanied the old traditional classification. As a consequence of this state of affairs, the psychological community all agreed upon one matter. In short, it's a fact of necessity, that the old terms, â€Å"projective† and â€Å"objective must be parted with. † Finally, substitute terms are needed to be designated as suitable the new placements, and, the community is all in agreement to simply refer to assessment tasks by their specific name. Unit 8 Assignment Historical use of the Terms Objective and ProjectiveMore than 10 years ago, psychologists have been labeling personality tests by dividing them into two separate types either the objective method or the projective method. Many people have seen them in documents, in the same exact way. Those two words continue to be seen in textbooks, in all types of articles, in graduate programs, and, generally all over the place. Historically, many psychologists have become used to utilizing these terms without fully realizing that they do not begin to define, the psychological personality assessment tests that, they are purported to identify. The terms â€Å"objective† ND â€Å"projective† are not only scientifically inaccurate, but problematic from a professional standpoint as well† (Bernstein, 2007, p. 202). Because, science is trying to keep up with today's times they are trying to eliminate those two terms, objective and projective from the lexicon. â€Å"In the interests Of advancing the science of personality assessment, we believe it is time to end this historical practice and retire these terms from our formal lexicon and general discourse describing the methods of personality assessment† (Meyer & Kurt, 2006, p. 223). The old descriptions do not accurately describe a human rationality.Historically, the methods that were used for describing personality assessment tests have always been divide d into two separate parts. The one section has been objective and the other section has always been projective. These words are ambiguous because they have several possible meanings and they are difficult to comprehend, distinguish or classify a certain type personality in these tests. It's like painting a picture with two different colors and trying to classify it, with only two colors. The results of this show that the terms are so unclear, and they have multiple meanings.Unfortunately, the terms objective and projective carry multiple, often unclear, meanings, including some connotations that are very misleading when applied to personality assessment instruments and methods† (Meyer & Kurt, 2006, p. 223). It is essential not to utilize these words as umbrella words because they do not cover everything they are purported to. â€Å"The old and familiar terminology of objective and projective personality tests has misleading connotations that will not Serve the field well as W e seek to have a more differentiated understanding of assessment methods† (Meyer & Kurt, 006, p. 24). Some other reasonable alternatives need to be agreed upon and utilized. These unsuitable words cannot be continued because they are misleading in terminology. â€Å"The unsuitable and primitive nature of the term projective is revealed when trying to arrive. It in umbrella label to characterize tasks as diverse as drawing one's family, telling stories in response to pictures, and stating what an ink blot looks like† (Meyer & Kurt, 2006, p. 224).Problems with Traditional Classification There cannot continue to be a broad-based paintbrush that is applied and entities to label all psychometric personality assessment tests. â€Å"Tests that are not so categorized will tend to be viewed less positively, regardless of psychometric data, because they are, after all, not objective† (Meyer & Kurt, 2006, p. 223). Because of the past, there is too much negativity surroundin g the term, projective. The terminology both, â€Å"objective† and â€Å"projective† are not necessarily what they seem. The term â€Å"objective† is a smokescreen for measures that can be just as subjective as anything else and the term â€Å"projective† is derived from untenable theoretical concepts that have anointed to create confusion in the field for a long time† (Chilliness, 2007, p. 197). Some other substantial problem is when the effects of a test cannot be duplicated by the same test more than one time. â€Å"If assessment psychologists did not derive overarching frameworks and terminologies for classifying psychological tests, those who use, study, or critique these tests would do it anyway.In this respect, it is better that an organizing framework be made explicit (and the logic underlying the framework spelled out in detail) than that multiple contrasting framework and labels emerge in isolation mongo different segments of the psycholo gical community† (Bernstein, 2007, p. 205). The volume of the dilemmas above have all been a culmination of psychologists and psychiatrists in this community and their opinions about the problems with traditional classification.

8 Principles of Stoicism

The Stoics were a group of ancient Greek and Roman philosophers who followed a realistic but morally idealistic way of living. The philosophy of life was developed by Hellenistic Greeks about 300 BCE and was eagerly embraced by the Romans. The Stoic philosophy also had a strong appeal to Christian theologians of the early 20th century, and it has been applied to spiritual strategies for overcoming addictions. As Australian classicist Gilbert Murray (1866–1957) said: I believe that [Stoicism] represents a way of looking at the world and the practical problems of life which possesses still a permanent interest for the human race, and a permanent power of inspiration. I shall approach it, therefore, rather as a psychologist than as a philosopher or historian.... I shall merely try as best I can to make intelligible its great central principles and the almost irresistible appeal which they made to so many of the best minds of antiquity. quoted in Knapp 1926 Stoics: From Greek to Roman Philosophy The Stoics are one of five major philosophical schools in classical Greece and Rome: Platonist, Aristotelian, Stoic, Epicurean, and Skeptic. The philosophers who followed Aristotle (384–322 BCE) were also known as the Peripatetics, named for their habit of walking around the colonnades of the Athenian Lyceum. The Stoic philosophers, on the other hand, were named for the Athenian Stoa Poikile or painted porch, the roofed colonnade in Athens where the founder of the Stoic philosophy, Zeno of Citium (344–262 BC), held his classes. The Greeks likely developed the philosophy of Stoicism from earlier philosophies, and philosophy is often divided into three parts: Logic: a way to determine if your perceptions of the world are correct;Physics (meaning natural science): a structure to understand the natural world as both active (figured out by reason) and passive (existing and immutable substance); andEthics: the study of how to live ones life. Although little of the Stoics original writings exist, many Romans adopted the philosophy as a way of life or art of living (tà ©chnà ª peri tà ³n bion in the ancient Greek)—as it was intended by the Greeks—and it is from the complete documents of imperial period Romans, especially the writings of Seneca (4 BCE–65 CE), Epictetus (c. 55–135 CE) and Marcus Aurelius (121–180 CE) that we gain most of our information about the ethical system of the original Stoics. Stoic Principles Today, Stoic principles have found their way into accepted popular wisdom, as goals to which we should aspire—as in the Serenity Prayer of Twelve Step addiction programs. Below are eight of the main ethical notions held by the Stoic philosophers. Nature: Nature is rational.Law of Reason: The universe is governed by the law of reason. Humans cant actually escape its inexorable force, but they can, uniquely, follow the law deliberately.Virtue: A life led according to rational nature is virtuous.Wisdom: Wisdom is the the root virtue. From it spring the cardinal virtues: insight, bravery, self-control, and justice.Apathea: Since passion is irrational, life should be waged as a battle against it. Intense feeling should be avoided.Pleasure: Pleasure is neither good nor bad. It is only acceptable if it doesnt interfere with the quest for virtue.Evil: Poverty, illness, and death are not evil.Duty: Virtue should be sought, not for the sake of pleasure, but for duty. As modern-day stoic philosopher Massimo Pigliucci (b. 1959) describes the stoic philosophy: Briefly, their notion of morality is stern, involving a life in accordance with nature and controlled by virtue. It is an ascetic system, teaching perfect indifference (apathea) to everything external, for nothing external could be either good or evil. Hence to the Stoics both pain and pleasure, poverty and riches, sickness and health, were supposed to be equally unimportant. Serenity Prayer and Stoic Philosophy The Serenity Prayer, attributed to the Christian theologian Reinhold Niebuhr (1892–1971), and published by Alcoholics Anonymous in several similar forms, could have come straight from the principles of Stoicism, as this side-by-side comparison of the Serenity Prayer and the Stoic Agenda shows: Serenity Prayer Stoic Agenda God grant me the serenity To accept the things I cannot change, courage to change the things I can, and wisdom to know the difference. (Alcoholics Anonymous)God, give us grace to accept with serenity the things that cannot be changed, courage to change the things that should be changed, and the wisdom to distinguish the one from the other. (Reinhold Niebuhr) To avoid unhappiness, frustration, and disappointment, we, therefore, need to do two things: control those things that are within our power (namely our beliefs, judgments, desires, and attitudes) and be indifferent or apathetic to those things which are not in our power (namely, things external to us). (William R. Connolly) It has been suggested that the main difference between the two passages is that the Niebuhrs version includes a bit about knowing the difference between the two. While that may be, the Stoic version states those which are within our power—the personal things like our own beliefs, our judgments, and our desires. Those are the things, say Stoics ancient and modern, we should have the power to change. Updated by K. Kris Hirst Sources Annas, Julia. Ethics in Stoic Philosophy. Phronesis 52.1 (2007): 58–87.Knapp, Charles. Professor Gilbert Murray on the Stoic Philosophy (Religion). The Classical Weekly 19.13 (1926): 99–100.McAfee Brown, R. (ed) 1986. The Essential Reinhold Niebuhr: Selected Essays and Addresses. New Haven: Yale University Press.Pigliucci, Massimo. How to be a Stoic:Using Ancient Philosophy to Live a Modern Life. New York: Basic Books, 2017.---. Stoicism. The Internet Encyclopedia of Philosophy.  Remple, Morgan. Stoic Philosophy and AA: The Enduring Wisdom of the Serenity Prayer. Sobering Wisdom: Philosophical Explorations of Twelve Step Spirituality. Eds. Miller, Jerome A. and Nicholas Plants: University of Virginia Press, 2014. 205–17.Sellars, John. Stoic Practical Philosophy in the Imperial Period. Bulletin of the Institute of Classical Studies. Supplement.94 (2007): 115–40.