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.

Chapter 5 8 Essay - 6131 Words

Chapter 5 REVIEW QUESTIONS 1. How did the described volcanoes in Iceland and the Philippines change the environment to lesser or greater extents? 2. Name and describe the attributes of the two categories into which all organisms can be divided based on how they obtain nutrition. All organisms can be divided into autothrops, which produce their own food, and heterothrops, which need to get their food from somewhere else. 3. Name and describe the roles of the three main trophic categories that make up the biotic structure of every ecosystem. Give examples of organisms from each category. The main trophic categories are producers (plants), consumers (animals), and decomposers (fungi). 4. Give four categories of consumers in an ecosystem and†¦show more content†¦15. Succinctly describe ecosystem management. Ecosystem management takes an integrated view of terrestrial and aquatic ecosystems, integrates ecological concepts at a variety of spatial scales, incorporates the perspectives of landscape ecology so that the range of possible landscapes in an ecosystem is recognized and preserved, and is an evolving paradigm incorporating the objective of ecological sustainability. 16. Can ecosystems be restored? What has to happen for that to work? Ecosystems can be restored by retaining and restoring the ecological sustainability of watersheds, forests, and rangelands for present and future generations. 17. How much of Earth’s primary productivity is used or preempted by humans? Humans preempt bout 40% of the primary productivity of the biosphere either by consuming it directly, by interfering with its production or use, or by altering the species composition or physical processes. 18. Examine the key messages from the Millennium Ecosystem Assessment’s governing board, and evaluate how these points affect you now and will affect you and your children in the future. The message of the Millennium Ecosystem Assessment’s Governing Board is that human impacts on this resilient natural world are so unprecedented and extensive that we crossed the line into unsustainable consumption some time ago and are now depleting ecosystem capital stock instead of living off its sustainable goods and services. Chapter 6 REVIEW QUESTIONS 1. DefineShow MoreRelatedChapter 5 81060 Words   |  5 Pagesï » ¿ Chapter 5: Building Healthy Relationships and Understanding Sexuality This chapter discusses the different ways to improve communication skills and interpersonal interactions. Donatelle defines intimate relationship into four characteristics that include behavioral interdependence, need fulfillment, emotional attachment and emotional availability. 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Essay on The Connectio Between Animal Cruelty And Human...

Animal cruelty encompasses a range of different behaviors harmful to animals, from neglect to malicious, brutal killings. Studies show that animal cruelty may lead to more serious forms of crime, like heavy drug use, violent outbursts, and most common, cold blooded murder. Many studies in psychology, sociology, and criminology during the last twenty-five years have demonstrated that violent offenders frequently have childhood and adolescent histories of serious and repeated animal cruelty. A web page that goes by the name Animal Alliance says â€Å"most cruelty investigated by humane officers, is unintentional neglect, and can be resolved through education.† (3) I was slightly shocked when I saw this comment. Anyone who puts†¦show more content†¦In the videotape that the police and media have in their possession, four men are shown torturing and killing Scruffy in lurid detail. The quality of the tape is very good, and the police have been able to obtain photographs o f the men in the tape. In this tape, one of the four men is shown to elevate Scruffy off the ground by the neck, and then begin this horrific abuse by choking him. This 6 pound little dog did not have a fighting chance against these men. Scruffy, still alive, was then placed in a trash bag. The four men shown in the tape then doused the trash bag with what appeared in the video to be lamp oil, took a cigarette lighter, and set Scruffy on fire. Scruffy, at this point in the video, began to run wildly in pain and agony around the trees while the four men watched and laughed. When the flames finally went out, Scruffy was still alive, but his torture was not over. Next, the men decided to try to decapitate Scruffy with a shovel. After slamming the shovel into Scruffys neck and not being able to attain their goal, they realized that Scruffy was more of a fighter than they had expected. The men then opened Scruffys mouth and began to pull his jaws apart, as if trying to rip his face in two. Using the shovel in place of a club,

Storytelling Through Opera free essay sample

In the following, three operas will be compared by their ability to effectively tell stones through music. The three operas that will be discussed are: Don Galvan by Mozart, La Bohemia by Puccini, and Woozier by Berg. All of them represent a different era in classical music, and have similarities and differences. The music will be analyzed both instrumentally and vocally, to show how each is able to communicate to the audience, and tell a story.The first piece to be examined is Don Giovanni, which was written by Mozart during the Classical era of classical music. It is apparent that it was written during this period by the use of both stringed and wind instruments. The vocals are harmonic, and go from being sung softly to very strong and intense, which also indicate that the piece was written during the Classical era. In this piece the music definitely plays Just as much of a role In the storytelling, as the vocals do. We will write a custom essay sample on Storytelling Through Opera or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The mood of both the vocals and the Instruments Indicate that the story Is very personal and heart-felt. La Bohemia by Giaconda Puccini Is the second piece that will be looked at and analyzed. Unlike Don Giovanni, it was written during the Romantic era. This is indicated by the instrumentation and also the vocals. The instruments used are similar to those used during the Classical era, both strings and winds. While the instruments were similar, they seem to play more of a background role in the storytelling aspect. The vocals are definitely the main focus of this opera.The vocals have less harmonize and seem to tell more of a story, almost like a script for a The last and final opera to be discussed Is Woozier, which was written during the Twentieth Century era by a composer named Albany Berg. In this opera the Instruments seem to play a much larger role than In La Bohemia, having a very dramatic effect. The vocals on the other hand, tell the story In a completely different way than the other examples. The vocals are more spoken word, than in the other operas that have been looked at.This was by far the most difficult to associate with from a musical standpoint. To me, it seemed more like a musical, than an opera. The music was Just as important in this piece, as the vocals were. While all of the operas that have been viewed and listened to had similarities, and differences, they all did a very good Job of telling the story that was intended. Similar instruments were used in all three, yet each was very different in the way that they were used. I noticed the most dramatic difference in the vocals. The vocals in each piece were completely different.From very Intense and melodic harmonies, to less intense spoken words. Each one of them told a very deferent story, and did so In a completely different way. All In all, the Instrumentation and vocals both had a large role In the storytelling, and both were needed In order to make them complete. Ay Comedic stories through music. The three operas that will be discussed are: Don Giovanni by dedicate that the piece was written during the Classical era. In this piece the music definitely plays Just as much of a role in the storytelling, as the vocals do.The mood of both the vocals and the instruments indicate that the story is very personal and La Bohemia by Giaconda Puccini is the second piece that will be looked at and analyzed. Unlike Don Giovanni, it was written during the Romantic era. This is instruments were similar, they seem to play more of a background role in the The last and final opera to be discussed is Woozier, which was written during instruments seem to play a much larger role than in La Bohemia, having a very aromatic effect.The vocals on the other hand, tell the story in a completely different Nay than the other examples. The vocals are more spoken word, than in the other Nerve used. I noticed the most dramatic difference in the vocals. The vocals in each piece were completely different. From very intense and melodic harmonies, to less intense spoken words. Each one of them told a very different story, and did so in a completely different way. All in all, the instrumentation and vocals both had a large role in the storytelling, and both were needed in order to make them complete.