Nike Ads Essays - Footwear, Fashion, Shoe, Nike, Inc., Nike Air Max

Nike Ads While I was flipping through the pages of "Maxim" magazine looking at the gorgeous women and laughing at the funny captions, I stumbled upon an advertisement that made me laugh out loud. It is a series of four pages, two facing each other, and then two more layed out in the same way. The first set of two pages has a hot dog on the left page and the Nike Air Flight Posite on the next. It's not fancy, nor does it have beautiful women on it, it just says in bold white print, "Made of many hard to define things". I kind of chuckled at this, not quite laughing out loud yet. What made me laugh out loud was what was on the next two pages in the magazine. On the left hand page there is a blow up doll still wrapped in the plastic it was purchased in, and on the right is the Nike air tuned max. In bold white letters across both of them it says, "Air is what makes it good". I nearly fell of my chair I was laughing so hard. Even though this ad is very simple, it is very complicated. It is located in the very front of the magazine. This is important because it sets the mood for the whole magazine. This ad is very funny, so when the reader sees it, he is in a good mood for the rest of the pages. Maxim magazine is directed primarily towards men, ages 17 to about 30. This ad is obviously directed towards that age and sex group. The hot dog appeals to the younger generation because recently the Food and Drug Administration has been doing many studies about food. With the new way of thinking and as many health regimes as television stations on a satellite dish, people want to know what's in their food. Nobody knows what's in hot dogs. I'm sure the F.D.A. did a study on what's in hot dogs, but does anyone really want to know? By the same token, the Nike shoe pictured on the right side of the page is made of many hard to define things, but if it works well, or in the hot dog's case, tastes good, then who cares? The shoe pictured in the right of the first page is very futuristic looking as well. No one over the age of 25 would buy a shoe that looks like this. On the top of the shoe, there is a solid black fabric that stretches almost to the toe. It looks like there is Velcro where the laces should be as well. Under the black fabric, there is a gold plastic piece that flows in and out of the black fabric. Towards the back of the bottom of the shoe, there is a clear plastic air bubble that acts as a support for playing basketball, or other sports. So there is no way that anyone under the age of 25 would buy this shoe. There is a space-age look to the flight posite shoe. This is why it's hard to define what's in it like a hot dog. The space shuttle is made of many hard to define things as well. We are always hearing about new, "space-age material" I think that is the second point the advertisers are trying to get across. The second set of two pages is by far the funniest advertisement I've ever seen. It appeals to the younger generation of men because these men all know what blow up doll is. If you showed this ad to a man in his late 50's he wouldn't find it funny, and probably think it was disgraceful that magazines have fell to the level of pornography. The man in his 20's however, would think it is hilarious. Once again the shoe pictured next to the blow up doll is futuristic looking. Not to the degree the previous shoe was, but the Nike Air Tuned Max is definitely not an average shoe. Its colors are gold and blue, and the patterns on the shoe are very streamlined, they flow to the back of the shoe. It looks like if you were to run in these shoes you would be faster. At the bottom of the shoe there are many air pockets that are in a yellow plastic. This is what the ad is referring to by saying, "Air is what makes it good". The main thing that makes these advertisements

Sun Bear Facts (Helarctos malayanus)

Sun Bear Facts (Helarctos malayanus) The sun bear (Helarctos malayanus) is the smallest species of bear. It gets its common name for the white or golden bib on its chest, which is said to represent the rising sun. The animal is also known as the honey bear, reflecting its love of honey, or the dog bear, referring to its stocky build and short muzzle. Fast Facts: Sun Bear Scientific Name: Helarctos malayanusCommon Names: Sun bear, honey bear, dog bearBasic Animal Group: MammalSize: 47-59 inchesWeight: 60-176 poundsLifespan: 30 yearsDiet: OmnivoreHabitat: Southeast Asia rainforestsPopulation: DecreasingConservation Status: Vulnerable Description The sun bear has short black fur with a pale crescent-shaped bib that may be white, cream, or golden. It has a short, buff-colored muzzle. The bear has small, round ears; an extremely long tongue; large canine teeth; and large, curved claws. The soles of its feet are hairless, which helps the bear climb trees. Adult male sun bears are 10% to 20% larger than females. Adults average between 47 and 59 inches long and weigh between 60 and 176 pounds. The sun bear has curved claws and an extremely long tongue. Freder / Getty Images Habitat and Distribution Sun bears live in the evergreen tropical rainforests of Southeast Asia. Their habitat includes northeastern India, Bangladesh, Myanmar, Thailand, Malaysia, Cambodia, Vietnam, Laos, southern China, and some Indonesian islands. There are two subspecies of sun bear. The Bornean sun bear only lives on the island of Borneo. The Malayan sun bear occurs in Asia and on the island of Sumatra. Diet Sun bears, like other bears, are omnivores. They feed on bees, hives, honey, termites, ants, insect larvae, nuts, figs and other fruit, and sometimes flowers, plant shoots, and eggs. The bears strong jaws easily crack open nuts. Sun bears are hunted by humans, leopards, tigers, and pythons. Behavior Despite its name, the sun bear is largely nocturnal. It relies on its keen sense of smell to find food at night. The bears long claws help it climb and also tear open termite mounds and trees. The bear uses its extremely long tongue to lap up honey from bee hives. Male bears are more likely than females to be active during the day. Although relatively small, sun bears are known to be fierce and aggressive if disturbed. Because they live in the tropics, the bears are active year-round and do not hibernate. Reproduction and Offspring Sun bears reach sexual maturity around 3 to 4 years of age. They can mate at any time of the year. After a gestation period of 95 to 174 days, the females gives birth to one or two cubs (although twins are uncommon). Newborn cubs are blind and hairless and weigh between 9.9 and 11.5 ounces. Cubs are weaned after 18 months. In captivity, male and female bears socialize and jointly care for young. In other bear species the female raises her cubs on her own. The lifespan of highly reclusive wild sun bears is unknown, but captive bears live up to 30 years. Sun bear cubs are born blind and furless. Christian Aslund / Getty Images Conservation Status The IUCN classifies the sun bears conservation status as vulnerable. Bear populations are decreasing in size. The sun bear has been listed on CITES Appendix I since 1979. Threats While it is illegal to kill sun bears throughout their range, commercial hunting is among the species greatest threats. Sun bears are poached for their meat and gall bladders. Bear bile is used in traditional Chinese medicine and is also an ingredient in soft drinks, shampoo, and cough drops. Despite their temperament, sun bears are also illegally captured for the pet trade. The other significant threat to sun bear survival is habitat loss and fragmentation due to deforestation and human encroachment. Forest fires also affect sun bears, but they tend to recover providing there is a neighboring population. Sun bears are kept in captivity for their commercial value and for conservation. They are farmed for their gall bladders in Vietnam, Laos, and Myanmar. Since 1994, the species has been part of a captive-breeding program with the Association of Zoos and Aquariums and the European breed registry. The Bornean Sun Bear Conservation Centre in Sandakan, Malaysia rehabilitates sun bears and works toward their conservation. Sources Brown, G. Great Bear Almanac. 1996. ISBN:978-1-55821-474-3.Foley, K. E., Stengel, C. J. and Shepherd, C. R. Pills, Powders, Vials and Flakes: The Bear Bile Trade in Asia. Traffic Southeast Asia, Petaling Jaya, Selangor, Malaysia, 2011.Scotson, L., Fredriksson, G., Augeri, D., Cheah, C., Ngoprasert, D. Wai-Ming, W. Helarctos malayanus (errata version published in 2018). The IUCN Red List of Threatened Species 2017: e.T9760A123798233. doi:10.2305/IUCN.UK.2017-3.RLTS.T9760A45033547.enServheen, C.; Salter, R. E. Chapter 11: Sun Bear Conservation Action Plan. In Servheen, C.; Herrero, S.; Peyton, B. (eds.). Bears: Status Survey and Conservation Action Plan. Gland: International Union for Conservation of Nature. pp. 219–224, 1999.Wong, S. T.; Servheen, C. W.; Ambu, L. Home range, movement and activity patterns, and bedding sites of Malayan sun bears Helarctos malayanus in the Rainforest of Borneo. Biological Conservation. 119 (2): 169–181, 2004. doi:10.1016/j.biocon.2003.10. 029

Bris Milah (Circumcision)

Bris Milah (Circumcision) Essay The Covenant of CircumcisionAnd G-d said unto Avroham: And as for you, you shall keep Mycovenant, you, and your seed after you throughout their generations. This is My covenant, which you shall keep, between Me and you andyour seed after you: every male among you shall be circumcised. Andyou shall be circumcised in the flesh of your foreskin; and it shall be atoken of a covenant between Me and you. And he that is eight days oldshall be circumcised among you, every male throughout yourgenerations, he that is born in the house, or bought with money of anyforeigner, that is not of your seedand My covenant shall be in yourflesh for an everlasting covenant. And the uncircumcised male who isnot circumcised in the flesh of his foreskin, that soul shall be cut offfrom his people; he has broken My covenant. Genesis 17:9-14Within the Jewish community, the topic of bris milah, ritualcircumcision, has never been more controversial. Many liberal Jews are nowrethinking its function in Jewish life, some even choosing not to perform it ontheir sons. They argue that circumcision is no longer of value now that thespread of infection can be halted by good hygiene and modern medicine. Some fear that the removal of the healthy part of an organ is a purelyarbitrary act which may cause permanent psychological and physicaldamage. It is true that circumcision alone is neither medically necessary noremotionally beneficial. Still, the bris milah is an essential ceremonyintended to formally usher the Jewish male into a covenant with G-d. Although the removal of the foreskin has been practiced by Jews sinceAvroham, the actual ceremony as it is today developed some time around themiddle-ages. Thus, communities in North Africa, Europe, and the Middle-Eastall evolved unique customs for welcoming new baby boys . There are stillcertain elements that are typical of all ceremonies. The following descriptionof a German bris is typical of the milah ritual and lacks many of the detailsthat would distinguish it from ceremonies originating in other regions. The mohel, ritual circumcisor, calls in the kvater (from German forfather, or G-dfather), the man who delivers the baby into the sanctuary. The mother, who will not witness the ceremony, hands her eight-day-old soninto the care of his grandmothers who pass him over to the kvater. Thekvater carries the baby into the next room and lays him into a beautiful chairwhich the mohel will declare as the Throne of Elijah before reciting a fewbiblical verses. The kvterin, G-dmother, lifts the baby from the Throne ofElijah and places him into the lap of the Sandak, the man (usually the father,grandfather, close friend, or well respected Torah scholar) in whose lap theceremony will take place. The mohel asks the fathers permission to act asproxy for the mitzvah, commandment, of circumcision. The fatherrelinquishes his right to perform the circumcision and appoints the mohel,who is more familiar with the religious law as well as the medical andhygienic requirements of circumcision, to do the mitzv ah instead. The mohelrecites the benediction, Blessed are You haShem our G-d, Master of theuniverse who sanctifies us with the mitzvot and commands us to performcircumcision, before removing the babys foreskin. When the actual cuttinghas been complete, the father also makes a benediction: Blessed are YouhaShem our G-d, Master of the universe who has sanctified us with Hiscommandments and has commanded us to bring him the baby into thecovenant of Avroham, our Father. Everyone in the audience then declares,Just as he has been brought into the covenant, so too he should enter Torahstudy, the wedding canopy, and the doing of good deeds (Klein 426). It isduring this ceremony that the boys name is publicly announced for the firsttime (Robinson132). Bris Milah literally means covenant circumcision. Ashkenazic,Northern- and Eastern-European Jewish, communities refer to the entireceremony as a Bris which means simply the covenant. Rabbi MosheSchapiro emphasizes that the circumcision must be coupled with theintention to forge a blood pact between G-d and the Jewish people. Thatbris milah is frequently translated only as circumcision is unfortunatebecause it leads people to believe that the removal of the foreskin is themost important element of the mitzvah. This is in conflict with Jewishthinking. Indeed, someone who is circumcised without the intent of fulfillingthis specific commandment must undergo a subsequent, relatively painless,procedure in which a drop of blood is drawn from the reproductive organ inthe name of the bris. This procedure is most commonly performed on maleconverts to Judaism who underwent medical circumcisions as children. The commandment is often seen as barbaric in the modern day. AsRabbi Shraga Simmons points out, there is no logical argument for cuttinga piece of flesh off a helpless baby. Three years ago Israeli courts heldhearings to discuss the famous case number 5780/98 which would outlawcircumcision as a form of genital mutilation. Indeed, to remove a healthypart of an organ is ridiculous in a secular context, and yet it has beenpracticed on Jewish males for nearly 4,000 years. The great question is why. One must first realize that Judaism is not a practical guide to livingbut a theological guide to spirituality. Many people have claimed over theyears that circumcision was practiced by the Jews for hygienic reasonshowever, this explanation is foreign to Jewish thinking and is absent from theearliest commentaries and oral laws of torah. The Jews were never regardedas healthier than their non-Jewish, uncircumcised neighbors. They did notperform milah on their sons because they hoped to prevent i nfection, butbecause they felt that it was a religious obligation. The Jews do not conformto religious obligations because they believe it is physically healthy to do so(if there are any medical benefits, these are considered secondary) butbecause they believe it is spiritually healthy to do so. To disobey the Laws ofhaShem, G-d, is looked upon as spiritual mutilation. According to Jewish mysticism, or kabbalah, the foreskin symbolizes abarrier which prevents growth (Simmons). Deuteronomy 10:16 calls uponus to remove the foreskin of our hearts. Orlah, the Hebrew termtranslated as foreskin literally means barrier. The foreskin is seen as abarrier to the spiritual growth of the uncircumcised individual. In anotherkabbalistic example, we are taught that when Avram circumcised himself, atage 99, G-d changed his name to Avroham. He added only one letter to hisname: heh. The letter heh is found twice in one of the most holy ofhaShems names signifying that through the bris milah a dimensio n ofspirituality is brought to the physical body. So, why on the eighth day?The answer is twofold. Schapiro believes that the number eight has aspecial metaphysical significance. He notes that the number six alludes tothe physical world: there are six directions (north, south, east, west, up anddown); there are six days to the work week, and according to the Chumashthere were six days of creation. The number seven, he adds brings a senseof spirituality to this physical world: the seventh day of the week, Shabbos, isa Jewish holy day, and many Jewish festivals, including Sukkos last for sevendays. The number eight however, transcends the physical altogether. Forexample, the festival of Chanukah, which commemorates a great miraclelasts eight days. READ: The True Tragic Hero in Antigone EssayThe second reason is one that might be considered a practical benefitwhich is supported by medical data. According to Simmons, prothrombin andvitamin K, two blood clotting agents, are at peak levels on the eighth day oflife. Prothrombin levels are normal at birth but drop dramatically during thenext few days. However, at the end of the first week, levels of prothrombinreturn to normal and are often at 110 percent of normal before stabilizing bythe ninth or tenth day. Still, the most logical reason to perform a ritualcircumcision is, in the religious context, simply to act as the sign of thecovenant G-d made with Avroham because this is the reason that we aretaught through Torah. Aside from the de-emphasis of physical matters involved in theprocedure, traditional Jews avoid reference to health benefits because, forthe most part, medicine doesnt appear to be on our side (Fink). WriterMordechai Housman insists that there has never been a re ported case ofhealth danger to a child circumcised by an Orthodox mohel, but mother, LisaBraver Moss claims that there are two known bris milah related deaths inmodern times: one in 1957 and another in 1978. Moss admits that nosystematic data on deaths or serious complications from bris milah have everbeen compiled but believes this may be due to the fact that circumcisiondeath can occur from secondary causes such as liver failure, pneumonia, andblood poisoning which health professionals may fail to link to theiroriginal cause. Nonfatal complications are equally unlikely to be associatedwith circumcision. Although the majority of modern Jews argue that the rite is harmless,historically Jews were not so certain of the safety of the procedure. Talmudiclaw exempts a Jewish male from infant circumcision if two of his olderbrothers lost their lives to the ritual. Though, as the Orthodox will argue, thiscase was hypothetical and not based on an actual incident, there are still twoBiblical examples of a parents failure to perform milah on his son due toconcerns over his health. Exodus 4: 24-26 relates the story of thecircumcision of Eliezar son of Moses. The Bibles rendering of the story isshort, cryptic and confusing: It was on the way, in the lodging, that haShem encountered him andsought to kill him. So Tzipporah took a sharp stone and cut off theforeskin of her son and touched it to his feet; and she said, Youcaused my bridegrooms bloodshed! So He released him; then shesaid, A bridegrooms bloodshed was because of circumcision.The great Torah commentator Rabbi Schlomo Yitzach (Rashi), say sthat Mosess great sin was in delaying the milah of his son. Moses felt thatthe trip he was about to embark upon would be dangerous for the newbornwho, he felt, should be allowed three days to recuperate after circumcisionbefore he embarked upon his journey (Shmos 24). In an earlier example,Midrash tells us that Yitzach did not circumcise his son Esav because hefeared for his health. Esav, unlike his twin Yaakov, was born with bright redskin. Yitzach worried that this was due to illness and that to perform milahon him would be dangerous. Esav was given a second opportunity for brismilah when he became bar mitzvah (the age of majority) but he refused it(Beraishis 140). These biblical examples provide us with some vital information aboutthe importance of bris milah. On the surface we can see quiet clearly thatthe conservatives are wrong: circumcision is potentially dangerous, andTorah recognizes this. More importantly though, we learn how vitallynecessary bris milah is to the Jews. Moses almost lost his life because hedelayed his sons circumcision too long. And Esav lost his status as a Jewishpatriarch because he refused to let anyone perform milah on him even afterit was clearly a safe endeavor. The ramifications of spiritual disobedience aresignificant. And just as the punishment for neglecting the mitzvah is severe,so the merit for properly attending to it is tremendous. READ: The Life Story of Nikita Khrushchev EssayThe devotion of the Jewish people to the rite of milah even duringtimes of difficulty is a testimony to its importance in Jewish life. When milahwas outlawed by the Greeks during the era of the Maccabean leadership,many Jewish mothers risked their lives to circumcise their sons. Even in themodern era Jews have undergone heroic acts for the preservation of themitzvah. Holocaust survivor Aviel Binyomin Colquette remembers thefollowing story:They were rounding up the young children and mothers and they putus onto a train car. There was one womanshe did not cover herhairwho looked particularly distressed. She asked all of thepassengers in our car for a knife. But we were all women and children. No knives. She then started to look around for any sharp object. Shewanted a shard of glass, or a sharp rockanything you might cut with. The other passengers tried to dissuade her. They scolded her for herweakness and begged her not to kill herself . Finally a soldier camethrough and she saw the outline of a knife in his pocket. Shedemanded he hand it over to her. In shock he complied. Then, to ourastonishment, she pulled from her bag a small infant boy. She saidthe blessings and performed the milah on him. She handed her childover to the officer and spoke to G-d, You gave me a healthy boy andnow I return him to You in purity and obedience to Torah.Similarly, many Jews in the Former Soviet Union (FSU) were notcircumcised due to secular laws and a general lack of interest in religiouspractice. However, the desire for bris milah was never completely eradicatedand when Western Jews were finally allowed to enter the FSU they weregreeted by large numbers of adult males who wished to undergo bris milah. Mohel Alexander Fink recalled his surprise at the large number of Jews whocame to see him at his arrival in the Ukraine:I was sure theyd all come to see the rabbi. Theyd heard his tapesbefore we came and had seemed really impressed. There were somany of them. From age eleven to eighty. At least a hundred men. And they were there to see me! I couldnt believe theyd be so excitedabout milah. More interested in receiving milah than in seeing therabbi. They wanted to be circumcised more than they wanted to belearned. The idea of a covenant is a rather difficult concept for the outsider tocomprehend. The relationship between the Jews and haShem, their G-d, isunderstood as a straightforward contract, I will be your G-d, and you will beMy people. The Jews will obey haShem and He will see that their needs aremet. The milah is the most visible sign of the covenant as it is inscribed on apersons body and serves as a daily reminder to the Jewish male of his statusas a servant of haShem and mankind. Until very recently, even the most liberal Jews felt that circumcisionthough not necessarily the briswas essential to Jewish practice. The status of an uncircumcised male in Jewish culture wasundefined. He was in a strange state of being both Jewish and non-Jewish. A Jew trapped in a non-Jewish body. A bizarre spiritual circumstance thatcould not be redeemed until the man took matters into his own hands andunderwent a circumcision. Indeed, Yeshiva student Joshua Konig, suggeststhat the gates of heaven will no t open up for an uncircumcised Jewish male. A Jews obligation is to serve HaShem and observe the Torah his entire life,even under the most desperate circumstances (Scheinbaum 204). Works CitedColquette, Aviel Binyomin. Personal interview. 18 Nov. 2001. Fink, Alexander. Personal Interview. 10 Oct. 2001. Housman, Mordechai. Circumcision and Your Childs Health. 5 Nov. 2001. . Klein, Isaac. A Guide to Jewish Religious Practice. New York: The Jewish TheologicalSemianry of America, 1979. Konig, Joshua. Personal interview. 28 Nov. 2001. Moss, Lisa Braver.Circumcision: A Jewish Inquiry. Midstream magazine. 5 Nov. 2001. . Robinson, George. Essential Judaism: A Complete Guide to the Beliefes, Customs, andRituals. Ch. 3. New York: Pocket Books, 2000. Schapiro, Rabbi Moshe. What is Circumcision? Aish HaTorah. 15 Oct. 2001. . Scheinbaum, Rabbi A. Leib. Peninim On The Torah. Cleveland, Ohio: KisveiPublications, 2000. Simmons, Rabbi Shraga. Bris Milah: Beautiful or Barbaric? Aish HaTorah. 15 Oct. 2001. . Weissman, Rabbi Moshe. The Little Midrash Says: The Book of Beraishis. Brooklyn, New York: Bnay Yaakov Publications, 1986. Weissman, Rabbi Moshe. The Little Midrash Says: The Book of Shmos. Brooklyn, New York: Bnay Yaakov Publications, 1987.Words/ Pages : 2,623 / 24

An opinion paper on inaugural adresses Essay Example | Topics and Well Written Essays - 750 words

An opinion paper on inaugural adresses - Essay Example economic situation had somehow improved from the grim scenario of the Carter administration. The two parallel situations of the early 1960s and mid 1980s therefore were almost of the same footing as far as both presidential speeches are concerned, and in terms of socio-economic and global realities. Kennedy and Reagan' speeches were equally moving and heart warming. But while the whole of Kennedy's address could be poignantly quotable, it wheeled around solely on world issues such as the threats of communism, nuclear war, and global alliance. Domestic concerns, if at all, were mentioned just in passing. On the other hand, Reagan's speech was much more than just motivational. It was comprehensive and tackled a lot of home grown problems as well as global ones which contained specific concerns such as public administration, taxation, and employment: At the heart of our efforts is one idea vindicated by 25 straight months of economic growth. Freedom and incentives unleash the drive for entrepreneurial genius that is the core of human progress. We have begun to increase the rewards for work, savings, and investment; reduced the increase in the cost and size of government and its interference in people's lives. We must simplify our tax system, make it more fair, and bring the rates down for all who work and earn. We must think anew and move with a new boldness, so every American who seeks work can find work; so the least among us shall have an equal chance to achieve the greatest things-to be heroes who heal our sick, feed the hungry, protect peace among nations, and leave this world a better place (home of heroes). But more than practical issues, Reagan proved to be a man with a deeper sense of history. With an impressive stroke, he took his listeners 'by the hand', toured them back in time using such vivid and vibrant example as: History is a ribbon, always unfurling; history is a journey. And as we continue our journey, we think of those who traveled before us Now we are standing inside this symbol of our democracy. Now we hear again the echoes of our past: a general falls to his knees in the hard snow of Valley Forge; a lonely President paces the darkened halls, and ponders his struggle to preserve the Union; the men of the Alamo call out encouragement to each other; a settler pushes west and sings a song, and the song echoes out forever and fills the unknowing air. Although, most presidential speeches refer to historical events to enhance a crucial issue, no one presented them as dramatic and touching as Reagan did. And he did so by immersing his listeners to a particular point in history, took them there, and made them feel the drama that was unfolding; but only to bring them back to the present with a call to unity, action, hope and faith in God: It is the American sound. It is hopeful, big-hearted, idealistic, daring, decent, and fair. That's our heritage; that is our song. We sing it still. For all our problems, our differences, we are together as of old, as we raise our voices to the God who is the Author of this most tender music. And may He continue to hold us close as we fill the world with our sound-sound in unity, affection, and love-one people under God, dedicated to the dream of freedom that He has placed in the human heart, called upon now to pass that dream on to a waiting and hopeful world. No president had ever reached the stature of

Cultural Barriers to Women's carrer success Essay

Cultural Barriers to Women's carrer success - Essay Example This eventually results in creating barriers not only in their career but also in their basic education, it is true that women are prefered to study fields that would result in taking interest in feminine career opportunities. Along with this the civil and political rights of a women are also neglected. Even then women have had their share to experience leadership ventures in private as well as many government sectors. It is also true that attaining leadership for women has never been easy. There are numerous workplace challenges that are considered worthy of no importance. Cultural barriers tend to impact a women’s careers in one way or another. According to Kiamba, the phenomenon came to be known as â€Å"glass ceiling†, (Kiamba’ 2008). The term actually related to the crucial barriers that resulted in a full stop to a woman’s career and blocking of the top level career opportunities A very detailed research analysis on the subject had proven it to be tr ue to a great extent since rarely women are found as the executives members of the organizations they have invested years in. Background: Impact of Gender inequality on a woman's career: According to McCarthy and Berger, one of the major reasons for the inequality in the workplace is that most societies have failed to establish a gender neutral environment especially in the workplace.Women participation in any official progress is usually not so notable, the participation is most likely to be not translated to achieve favorable positions. Even if the participation in the process involves great hard work once the output has been achieved it is most often realized that the involvement of women in the certain project has been made entirely invisible, ( McCarthy and Berger’ 2008) The pace to establish a gender neutral situation is relatively slower in most regions. Attaining leadership positions that involve the empowerment of the holder in the workplace is yet another dilemma fo r women. Most probably the attainment requires women to pay a much high price as compared to what would lead a man to achieve the same position effortlessly. Impact of balancing work and Family on a Woman's Career: According to the author the choice of having to balance between family and work is one of the crucial cultural barrier every women have to face. Not only is balancing something that a career oriented women might have to go through but also along with it comes the stress and fear of failure . The factor definitely leads to less input in both matters respectively. The balancing of family and work for men is quite different from that of women, they are certainly at ease with lesser responsibilities from family. In case of any career women the task of having to give appropriate to both work and family can be exhausting as well as frustrating at time. It not like there has never been any success story, obviously there are many but as compared to the accomplishment of men they are way too less. The accomplishment in career for most women involves excessive efforts to rise above the given circumstances , which mostly involves some risks resulting in the breaking of family ties. Impact of Individual factors on a woman’s Career: Along with all of the other career effecting factors individual factors play a vital role in determining the success in woman’s career. One of the prominent individual factors

Critically discuss the function of structure within the therapeutic relationship Essay Example for Free

Critically discuss the function of structure within the therapeutic relationship Essay Extensive literature shows no significant differences in therapeutic outcomes between therapeutic approaches, but yet, these approaches differ to varying degrees in regards to values, techniques and emphasis on structure. This then poses an equivalence paradox with clearly non-equivalent techniques. The explanation for this commonality in therapeutic outcome between therapeutic approaches is the client-therapist relationship also known as the therapeutic alliance. The therapeutic alliance is a more encompassing term for the underlying interpersonal interactions and the collaborative nature of the partnership between a therapist and a client. Meta analytic research studies show that the therapeutic relationship counts for . 21 in effect size, while in combinations with technical focus, the effect size is . 76. While not equally as effective as technique alone with an effect size of . 55, it is significant in its contributions to therapeutic outcome and has been worth the focus on how it develops over time and the subsequent development of a generic structure to establish and maintain across all theoretical approaches. This essay will aim to explore this partnership and the necessary steps or requirements on the part of the therapist in order to establish it and the ways client preferences and goals are incorporated into treatment, in other words, structure required for the establishment and maintenance of the relationship as there is research evidence to support the establishment of this alliance early for stronger therapeutic outcome. Generally, work with clients usually have a preparatory phase: a first phone call perhaps, and introduction on both parts to the tasks and goals ahead. A beginning phase that involves the face-to-face meet up, initial greeting an outline of the therapist’s agenda, contracting, negotiating and setting and summary of goals. A middle phase: the therapist is concerned with facilitating learning and change congruent with therapeutic goals and assumptions about change. The ending phase also involves process goals in order to seek resolution of client issues, consolidate learning and change and evaluate therapeutic outcome. There’s evidence to show that therapeutic alliance needs to be formed within the first three sessions for a good therapeutic outcome. Regardless of the therapeutic approach, there is evidence that certain generic skills are important and required for the establishment of a structure within therapeutic alliance. These generic skills include basic communication skills, but also more complex skills which the therapist needs. They can be learnt and practiced as techniques but the therapeutic use of them with the client depends not only on the communication skill but on the attitude and intention of the therapist, an inside energy of sorts, that comes from commitment to understand the person from their frame of reference and the therapists internal supervision, awareness and self-review. The following macro and micro skills ensure the therapist emphases the importance of inner work alongside their practice. 1) Making Psychological contact This is an intangible personal process that changes from moment to moment, a psychological exchange of energy between human beings. It is dependent on the skills, experience, attitudes and emotions that each brings to the situation and it presents itself on a spectrum. It ranges from clients who make no contact at all to those who invade the therapist’s personal space and on the other side, the therapist’s ability to make contact could be influenced by how they perceive new clients and other factors such as culture, class, race, gender, age and sexual orientation. The therapist’s experience of initial interpersonal contact can be developed by self-reflection. Impartial witnessing: The observation of inner processes without judgement. Awareness of how others experience the therapist’s psychological contact e. g. Is it warm or cool, intrusive or distant etc? And finally, skills of greeting appropriately and starting the interaction with particular adjustments made after attention is paid to and sensitivity of culture, age, gender etc. 2) Effecting Intake and Assessment In an interview or a formal assessment, specific skills are needed. They include: Asking for information: It is imperative that the client is made to understand the purpose of the questions and what will happen with the records. Purpose stating: What the therapist wants to happen and must happen. This helps to set the scene of openness to clients so that they know the therapist’s intentions or purpose and also to experience the therapist as congruent. Preference stating: What the therapist would like to happen  with an element of choice for the client. Knowing when to say â€Å"no† to a client and knowing how to communicate this congruently, respectfully and empathically. 3) Introducing tape recording This is something therapist’s approach with trepidation and technical skill and appropriate equipment is required to execute. The therapist requires confidence and conviction to obtain permission from the client and it needs to be part of the initial contract. 4) Contracting and clarifying therapy Negotiating a contract with a client requires particularly the multiple skills of active listening, paraphrasing, reflecting feelings, summarizing, asking questions, purpose and preference stating, a balance between assertion and flexibility. 5) Beginning to build a relationship The ability to communicate empathic understanding of the client, to show unconditional respect, and to be perceived as congruent, requires inner and outer, receptive and responding skills. The client needs to hear that the therapist understands him from his point of view, accepting and not judging him, and is openly present for him and genuine in the role. This openness conveyed by the therapist may vary with the orientation: Skills required to communicate this are: 1) Attention giving: The non-verbal show of accessibility, receptivity and presence which are all influenced by an inner attitude dependent on the awareness and sensitivity of the therapist. 2) Observing: Knowing what non-verbal and verbal cues to look out for. For example; posture, facial expression, tone and volume of voice, responsiveness etc. These clues are sought to begin to understand the client’s internal frame of reference. Also, the therapist needs to scan their own body for clues and observe how the client makes them feel. 3) Listening and Hearing. The former is merely the inner sensory activity that involves picking up sounds while the latter is the same inner sensory activity aligned with attention giving. When clients feel really listened to, they are encouraged to talk and reveal themselves. Accurate listening can help clients to increase self-awareness and reduce defensiveness and direct focus towards their own behaviour. It provides psychological space and support for client’s self-exploration. The use of a combination of the above skills to focus the therapist and client at appropriate points in the interaction. It can be used as a check for understanding, pulling together thoughts, bridge to help client move on, return to something significant and to structure the interaction if the therapist or the client is getting lost. 5) Responding or facilitating skills: Also known as active listening skills. These demonstrate and communicate empathy and acceptance and facilitate exploration. They are sometimes referred to as first level empathy, distinguishing them from deeper empathy. The latter is used when there is deeper understanding of the client’s inner world. Using advanced empathy too soon, exposes a risk of inaccuracy and poses too much of a challenge for the client. First level empathy consists of paraphrasing and reflecting feelings. Paraphrasing is picking up the meaning of the client’s words and having and extensive vocabulary to put it back to him reflecting accurately the feeling and meaning in a tentative way to check understanding. It is not parroting and using jargon or over technical terms. Done well, it enables clients to hear and understand themselves afresh. Reflecting feelings is identifying what the client is feeling often mainly from non-verbals like tone of voice, bodily expression and therapist’s own bodily resonance. Therapist’s need to be sensitive to different cultural subtleties as inaccurate reflections may neutralize the intensity of the client’s feelings. All these skills are the beginning blocks for building a relationship and for helping clients explore what they want from a therapist and therapy. In the main they are supportive skills. Skills which continue to build the relationship and develop the interaction will be considered next. These skills are challenging, both for the client and therapist. Development and maintenance of the therapeutic relationship: Moving the client forward As mentioned above, the skills discussed so far can be considered as supportive – helping clients feel safe enough to begin to explore themselves and their situation. To move on in the relationship and the interaction requires skills which will challenge the client to explore further – to gain new perspective and new frameworks and see the world in a different way. How the client will receive the challenge will depend on the relationship which has been built and how it is maintained and developed; all the supportive skills will still be needed, appropriately interspersed with the challenging ones. Inner skills: Challenging a client requires the inner skill of the therapist in examining their own feelings about challenging others. The therapist needs to know how comfortable they are with challenging a client. This skill is should be applied tentatively and timing is crucial. A therapist needs to be able to gauge implicitly and explicitly when and how to challenge a client and which of these interactions are based on theories of counselling and psychotherapy. This skill really requires an inner awareness and careful attention to personal development is required. This is where tape recording and supervision are important in the review and identifications of values, beliefs, thoughts, feelings and sensations guiding the choices made. Outer skills: Responsible challenging requires well-practised communication skills. Focusing. The therapist needs to help clients focus, if they are to move forward. Summarizing. As mentioned above, summarizing provides bridges, draws themes together and is used for keeping track. It is a useful skill that requires accurate listening, ability to filter relevant thoughts and feelings and ability to communicate them clearly. Both summarising and focusing provide challenge to clients Concrete examples. Sometimes it can be useful to ask clients for more specific thoughts, experiences and feelings. Communicating deeper empathy. The ability to pick up the real meaning behind the words, thoughts and feelings of the client which are buried, out of reach or implied and which may come to the therapist as a hunch. The skill is to put it into appropriate words when the timing is right. Challenging. Gently confronting clients to change their perspective, see a bigger picture, recognize strengths they are not using, note discrepancies between verbal and non-verbal behaviour or identify behaviour that is destructive to them and others. Self-disclosure. Here there are two types; the therapist disclosing past experience or the disclosure of thoughts and feelings about the client’s thoughts or experiences. There are advantages and disadvantages to this. Timing and discrimination of content disclosed is important. It could help as a model for the clients and help build the relationship or it may be perceived by the client as maladjustment and hence reduce confidence or the increased intimacy may be threatening to them. It is unhelpful at the beginning stages of therapy as the therapist should be concentrating on staying with the client’s experience. Disclosure needs a sufficiently secure relationship and should be used selectively at the later stages of therapy. Immediacy. Discussing directly and openly what is happening between therapist and client. It involves awareness of what’s going on inside the therapist and what is imagined as going on within the client and what is happening between the two. It is quite complex and challenging to do well, but when executed properly provides client with insight as to how their behaviours affect others. It involves competence in support skills as well as self-involving statements. It requires assertion and is very helpful to build or repair a therapeutic relationship, identify issues with class, age, gender, race, sexuality etc and in psychoanalysis and psychodynamic practice, identify transference and countertransference. All the skills so far require a lot of practice with feedback for development and lead to the final section. Monitoring self within the therapeutic process, evaluation and development of own work. This requires all the previous skills as well as the additional self-management skills which are: developing a caring acceptance of self, impartially witnessing of internal processes, identifying and using resources to meets learning, emotional, physical needs, ongoing identification and checking of belief and theories, planning ongoing training and personal development, reflecting, review of recordings and supervision, reviewing with clients and asking for feedback from clients Summary Both supporting and challenging skills, regardless of theoretical approach are necessary for the establishment of structure within a therapeutic relationship. This structure and framework is important in ensuring that therapists are mindful of what is required to provide a supportive base to establish trust and rapport and then in the later stages more challenging skill are utilized to provide the necessary challenge that is required to guide clients into awareness and positive change. Another possibly useful generic skill would be a termination skill to help the therapist during the end phases of therapy help the client consolidate learning and evaluate outcome and prepare for possible relapse prevention and management and finally, client autonomy. Theoretical considerations There is no denying that the generic skills discussed above have built around and extended from the conditions identified by Carl Rogers in person centred therapy, to reiterate, they would be the maintenance of an attitude of acceptance or unconditional positive regard, empathic understanding, as well as personal congruence or integration. Being a non-directive therapeutic approach that typically places emphasis on the above, supportive skills would be utilized mainly. Challenge skills, less so, but on occasion, as onus is placed on the client directing the therapy. Cognitive behaviour therapy utilizes an active-directive collaborative style. In its very nature, it is quite structured. In reductionist terms, it occurs in the following four stages: the assessment, cognitive, behavioural and learning stages. The therapeutic alliance needs to occur in the assessment stage, usually in the first session because quite rapidly after, from the cognitive stage, negative automatic thoughts are identified and challenged. This means, supportive skills and challenge skills are introduced quite rapidly and interwoven up till the learning stage and termination. In Psychoanalytic and psychodynamic approaches, a distinction is made between the real relationship, transference and counter transference and a working alliance. The real relationship would be akin to the therapeutic relationship as defined earlier and would only be encountered after transference and counter transference because they are considered to be more of a contamination to the real relationship and would need to be worked through and resolved. Meaning the therapist would take a more reticent stance, utilizing mostly support skills initially and challenge skills only during the working alliance, (the alignment of the client’s reasonable self or ego and the therapist’s analysing self or ego for the purpose of therapy) towards the later stages of therapy where interpretation of unconscious conflicts, defence mechanisms and resistances take place. Other considerations Having a framework is important in the development and establishment of rapport and therapeutic alliance but there are salient points to factor in. The therapist needs to have a level of awareness of the similarities and differences between them and their prospective clients to avoid the traps of varying degrees of gender inequality, ageism, disability and social class discrimination, homophobia and other sexual orientation based discrimination, religion, spiritual, agnostic and atheist discrimination, and also, racial, cultural and ethnical discrimination. Regardless of how well a therapist conceptualizes how to establish therapeutic alliance, lack of knowledge and experience on these socio economic and socio cultural factors could prove counterproductive.

Reminders of Love Lost in Wraith of the Rose :: Wraith of the Rose Essays

Reminders of Love Lost in Wraith of the Rose Everyone has been hurt by loves sweet embrace. The memories that are left behind can haunt us everyday. The music, dreams, smells, a name, or a rose can strike up memories of ones love lost. But when love leaves you alone, the memories and the ghosts of love are never gone. There is always something to trigger thoughs memories bad or good. Something that needs to be known about the poem is that it was written impromptu in a visiting card. The Wraith of the Rose by Frances Sargent Locke Osgood is a poem of how a ghost of a rose reminds her of a life that she loved. The word wraith means; 1) the ghost of a dead person (or a dead rose) or 2) something shadowy and insubstantial. The line near the beginning of the poem "Long since Love's rose, it's perfume, shed," shows how that Love's rose is long since died. The fragrant aroma and its pedals are gone. Nothing that can be touched the rose is nothing but a memory. She has focused on a rose that reminds her of Love. By reading this poem closely the word LOVE in the poem is a persons name. In both lines of the poem Love is capitalized which leads the reader to assume it is someone's name. Like in the line above how it is written that "Love's rose," this leads me to understand that she is identifying the rose that was given to her by someone named Love. This is one of the main ways that the author remembers Love is by the rose that was given to her by him. The main line that directs the poems feelings is "The wraith of Love's sweet Rose is here, It haunts me everywhere! ". The ghost of "Love's sweet rose" is in my life and mind. The ghost of that rose is in my presents and is with her everywhere she goes. Osgood wishes that she kept the rose to remind her of Love's life. All that she has to hold onto is the memory (ghost) of that lovely rose that was given to her by Love. The rose was the last found token that was given to her by Love.

Critical thinking Essay

Critical thinking involves the process of mentally analyzing, reflecting, observing, evaluating, examining, using reasoning skills, mentally taking apart and dissimilating information. It is a mental process that can be used in problem solving by knowing what you want the outcome to be and evaluating what steps you need to take to arrive at that outcome and in what order you need to take those steps. Critical thinking involves serious thought process and often requires time to really follow through in using the critical thinking in obtaining accurate results from the process. To ensure that you are studying credible information, there are many things you can do when browsing the various information sources and research topics in the library. Some of the things you can do is obtain your information from credible physical sources such as encyclopedias, dictionaries, newspapers and research books. When using online databases, you can select â€Å"peer-reviewed,† â€Å"scholarly,† or â€Å"refereed† before beginning your search for information sources in the various databases. Your results will be more credible results since these information sources were written by professionals in those particular areas and deemed credible by their peers in that area. You can use Google, however, you can use Google>Advanced Search (option to the right of regular Google) and you can enter the domains . edu and/or . gov in the domain search box to do subject searches in these two credible domains rather than the less credible domains like . com and . org. Some of the more credible sources one would find located in the reference collection of the library, the books that can be read or copied but not circulated outside of the library. In the material itself you can check to see if it has an author’s name, see if the author cited credible information sources in writing the article, and if the material is still relevant or if it is dated material. Another thing to check is if this author has written other articles on this subject or if any articles written by others has cited his/her work in them. Information that you can locate on a web page includes the name(s) of the person(s) who created the web page, the web page address or Uniform Resource Locator (URL), the date the web page was created and/or the date the web page was last updated, what type of domain does the web page come from, contact information, what if any purpose the web page has, whether the page has a commercial Internet Service Provider (ISP) or uses another provider. References Chris, V. & Thomas Tinney. (2007). Professional Library Sources. Retrieved April 8, 2007, from Current Library News & Library Information site: http://www. academic- geneology. com/professional Librarysources. htm â€Å"Critical Thinking. † (2007, April 4). In Wikipedia, The Free Encyclopedia. Retrieved April 8, 2007, from http://en. wikipedia. org/w/index. php? title=Critical_thinking&oldid=120149553 http://en. wikipedia. org/wiki/Critical_thinking (2004). Finding Credible Information Online. Retrieved April 9, 2007, from Performance Learning Systems Web site: http://www. plsweb. com/resources (2006,December 12). Finding Information on the Internet: A tutorial. Retrieved April 9, 2007, from Evaluating Web Pages: Techniques to Apply & Questions to Ask Web site: http://www. berkeley. edu/TeachingLib/Guides/Internet/Evaluate.

Educational Websites Essay

Sturgeon Point Productions is offering website tie-ins with every educational video title in our catalogue, at no additional cost. What that means for you is more of our award-winning content for your students and a wider reach for in-depth coverage of your preferred subjects for teachers to use in their lesson plans. Our company has taken top-notch web production team to work with our producers and staff to create interactive multi-media-tie-ins for all our future educational titles. As educators who will be using these sites ,our company would like to hear from you about the kinds of features you would like to see as we move forward in development ,as well as get a general consensus on which subjects in our current library would be helpful to you to have as an interactive web component . The following features are available; †¢Historic interactive timelines †¢In-depth photos taken on the set during the film †¢Interactive educational games †¢Fast facts and flashcards †¢Quizzes and essay exams When submitting request for website development for your current films and videos from our company, please list: 1. The title in which you are interested 2.The name of the class and subject 3.Online tools you would like to see created The video bellow provides an overview of our online content. For additional information, feel free to contact us at webmaster@sturgeonpointproductions.com or call us at (305)-555-0121 during the following days and times: Monday -Thursday day 9 a.m. to 3 p.m. Friday 9 a.m. to 1 p.m. Saturday 10 a.m. to noon

Ofcom and Product placement following the changes in European broadcasting legislation The WritePass Journal

Ofcom and Product placement following the changes in European broadcasting legislation Introduction Ofcom and Product placement following the changes in European broadcasting legislation IntroductionConsumer BehaviourMethodologyReferencesRelated Introduction UK Regulatory company Ofcom (2011) state that, â€Å"Product placement is when a company pays a TV channel or a programme-maker to include its products or brands in a programme†. Product placement has been allowed on UK television for many years in the form of movies and international programmes but regulations have been relaxed as of 28th February 2011 in accordance with the recent changes in European broadcasting legislation (Ofcom, 2011). Consumer Behaviour In order to examine the effectiveness of product placement, it is important to first understand how consumers behave and ways that we can best communicate our advertising message to them. Seminal papers on the topic of consumer behaviour (Stigler, 1961) suggest that consumers behave in a rational and predictable manner. Research done by Stigler (1961), suggests that consumers will continue to perform an information search on a product until the costs of doing so out weight the benefits. Kotler (2003) goes on to suggest that purchase is a purely rational response to a problem and identified that the consumer must execute several steps in order to resolve the problem. Mowen (1988) suggests a five stage purchase process whereby the consumer behaves in a linear and economically rational fashion. Simon (1957) suggests that consumers are limited by ‘bounded rationality’ and that we have the ability to perform simple rational problem solving tasks but are unable to rationally perform complex problem solving tasks. The theory suggests that in order to perform complex rational problem tasks we must eliminate some of the outcome variables. The simplicity and linear structure of consumer behaviour was first questioned by Palda (1966), in relation to advertising theories suggesting that existing consumer behaviour theories did not allow for whimsical decisions of the consumer.   Christensen, Torp and Firat (2005), note how in our postmodern markets fragmentation is a predominant feature and as consumer choice increases, nuclear family structures decline in numbers resulting in an ever increasing number of markets. Goulding (2003) has also analysed the difficulties presented to the postmodern consumer as segment and market fragmentation increase the level of choice and make it difficult for consumers to perform problem solving tasks (Kotler, 2003). According to Simons (1957) and Gouldings (2003) theories, it could be argued that brands and lifestyle products help to eliminate consumer choice outcome variables by projecting a set of aspiration values to define themselves in the marketplace. The consumer is then able to align themselves with a brand that best reflects the desired projected lifestyle the brand represents (Reynolds, Gengler and Howard, 1995). Jacoby et al., (1977) argue brand names (along with packaging, price and other branding indicators) make this decision process easier for the consumer as they are provided with a ‘chunk’ of learned information associated with the brand reducing the need for further unnecessary information searches. According to this theory, strong brand equity can add significant advantage in today’s saturated market places as it is the added value to a product or service (Farquhar, 1989). Brand assets add or subtract value and thus to the brand equity (Aaker, 1991) and these assets are communicated through marketing strategies. Keller (1993) suggests measuring brand equity serves two purposes: to establish the financial position of the brand and to establish brand differentiation benefits built through the brand assets. In his summary of brand knowledge, Keller (1993) suggests that brand assets belong under types of brand association and within this are categorised into attributes, benefits or attitudes. In an advertising perspective, it is important to fully utilise brand assets in order to enhance brand differentiation in the marketplace (Wright, 1973). Marketers use forms of advertising to communicate these brand attributes, of which there are two basic theories of how advertising works; cognitive theories and affect theories. Cognitive theories were the first advertising theories suggested and assume the consumer as ‘a purely rational information-processor’ (Ambler and Vakratsas, 1996). It is likely that in 1898 the seminal advertising theory model AIDA (attention, interest, desire and action) was developed by St. Elmo Lewis (Strong, 1925, p.76). Colley (1961) presents a similar model known as DAGMAR whereby the consumer is first aware of the product and involvement is also a mediating factor. The consumer then experiences an affect response and finally a conative response. The simplicity of these models and assumption of consumer predictability was first criticised by Palda (1966) and is juxtaposed with affect theories. Affect theories suggest that brand attitude and favourability is formed in a post advertisement ex posure scenario through classical conditioning (Lavidge and Steiner, 1961). This suggests that affect theories could change attitudes through a number of exposures known as the ‘Mere Exposure Effect’ (Zajonc, 1968). More modern theorists (such as Batra and Ray, 1986 and Biehal et al., 1992) suggest that in low involvement situations liking the ad can have positive effects on brand attitude which is in some circumstances linked to brand persuasion and choice. Theoretically it could be argued this is where the idea of product placement stems from. If the entertainment medium the placement is contained in is considered ‘the advert’, as consumers liking for this increases so should the liking for the brand. Lutz et al. (1983) propose 5 influencers which will affect how the advertisement is perceived: (a) the credibility of the ad; (b) other perceptions of the ad; (c) attitude toward the advertiser; (d) attitude toward advertising in general; and (e) the recipients general affective state or mood at the time of exposure. These 5 antecedents could be applied into a product placement context when considering Petty, Cacioppo and Schumann (1983) peripheral processing theory. This theory suggests that a person’s change of attitude can occur not purely through logical consideration of the pros and cons of an advocacy but that an attitude change can be influenced by positive or negative cues or the individual’s disposition before exposure to the advocacy (Batra and Stayman, 1990). William’s (2001) findings on the influences soap operas can have on developing nations support the application of these 5 perception influencers in a product placement context. Williams (2001) found that non-advertising soap operas were creating a demand for sewing machines and condoms in developing countries. This suggests that attitudes towards the programme or movie (or the characters placed within it) can have an effect on purchase intention, perception and behaviour even when no brands or products are spe cifically being promoted. Karrh (1998) has found that products placed in a movie elicit better explicit memory brand recall then those that are not placed within a movie. Conversely, brand favourability is positively enhanced after exposure to a prominent placing when viewers have reported a disliking to a product placement medium or television programme (Cowley and Barron, 2008). It is important to note that in these circumstances the product placement was very prominent and lacked modality to the plot. A common finding within the literature suggests that modality and plot connection to the product or brand being placed can increase positive attitude change in subtle product placements. Russell’s (2002) research on modality and plot connection to product placement effectiveness shows that if the brand placement is well connected to the plot it can have a positive effect on attitude change. Hudson and Hudson (2006) discuss the increasing use of placements of placements with high levels of plot modality and the stronger emotional connection this technique can potentially create with the target. Russell (2002) also found that in low plot connections visual only placements could be more persuasive then audio only placements. Interestingly, Gupta and Lord (1998) found that in high modality placement situations there was a 37.5% brand recall rate for audio only placements in comparison to a 5.6% recall rate for visual only placements. Law and Braun’s (2000) research also ref lects these audio/visual comparison results. If there is little modality between the brand and the plot this can unfavourably effect brand attitude and the brand is often discounted if it is a subtle placement. Conversely, a highly prominent incongruent placement can result in increased brand recall and better explicit brand memory (Von Restorff, 1933; Russell, 2002; Brennan et al., 1999; d’Astous Chartier, 2000). Yang and Roskos-Ewoldsen (2007) discuss the consequences of better understanding the consumer’s ability to process and comprehend the story within a movie or television programme and how it can affect explicit memory. They suggest using situation models and identifying enablers within the story line in order to better place a product within the plot. They use the example of Reece’s Pieces in the movie E.T. and how they are used to lure the alien inside the house. Here, the product is described as the enabler as it enables the plot of the film to progress forwards. Attempting to obviously elicit a strong explicit memory response can have repercussions. Bhatnagar et al. (2004) uses the adverse reaction to Fay Weldon’s book The Bulgari Collection as an example of the critique and negative associations that can occur as a result the palpable placement of Bulgari jewellery in the title. Balasubramanian (1994) suggests that these adverse reactions and cognitive dissonance are created through the knowledge that it is a persuasion effort. In their seminal paper, Friedstad and Wright (1994) were able to identify that consumers have developed a way of coping with persuasion attempts in order to achieve their own goals such as a consumers internal beliefs as to how they process and utilise a persuasion attempt. The model illustrates how the agent’s topic, persuasion and target knowledge leads to a persuasion attempt. When in contact with the target this then becomes the persuasion episode and leads to persuasion coping behaviour. This expos ure can then potentially lead to topic knowledge, persuasion knowledge and even agent knowledge. Bhatnagar et al. (2004) believe that it is most consumers’ unawareness to the fact that a product placement effort is a persuasion attempt is what makes it successful. Karrh et al. (2003) conversely claim that placements unable to induce brand recall with the target are deemed unsuccessful, this could be due to the fact that recall demonstrates a cognitive response which according to early advertising theories (Colley, 1961) may lead to an affect state and eventually a conative response. Studies have however shown that despite inability to perform brand recall, high frequency placement exposures where persuasion knowledge is low and involvement is high have shown to positively affect brand attitudes (Matthes et al., 2007). The ‘Mere Exposure Effect’ should also be considered here as it suggests an individual’s favourability towards a target will increase with each target exposure (Zajonc, 1968; Kunst-Witson and Zajonc, 1980). There is great debate not only in the literature but also from a regulatory perspective, about the ethical validity of a target’s topic knowledge without persuasion or agent knowledge. This type of knowledge is stored using implicit memory. Law Braun-LaTour, (2004) discuss the importance of considering both implicit and explicit memory when exploring product placement. Findings produced by Bhatnagar et al. (2004) indicate the potential power of product placement through the fact that participants involved in their study were able to perform brand recall yet were unable to recall where and when the brand was placed suggesting the application of implicit memory. Schacter (1987) examines a history of implicit memory and how subjects involved in implicit memory studies do have the ability to learn without cognition. Kunst-Wilson and Zajonc (1980) exposed subjects to geometric shapes for a period of time which was deemed too short for them to consciously acknowledge (1 ms) thereby reducing the chances of explicit memory recall. Despite this subjects involved were able to show implicit memory use through distinct preference of shapes they had been exposed to. Research has shown that not only does implicit memory give an individual the power to recall without cognition but it can also influence perception and attitude (Bargh and Pietromonaco, 1982). Bargh and Pietromonaco (1982) exposed subjects to subliminal hostile words and then asked the subjects to rate a target. The subjects exposed to the hostile words consistently rated the targets more negatively than the control group. Lewicki (1985) found that after subliminal exposure to adjective-noun pairs (for example big-dog), subjects had a tendency to choose the preceding adjective when asked how they â€Å"felt† about the noun (for example is the dog old or big?). Despite the inquisitive experiments in the early to mid 1980’s, advertisers had already been using subliminal techniques for thirty years. In 1957 Coca Cola produced its first subliminal advertising attempt provoking public outrage and shock (Moore, 1982). Audience members viewing a movie in progress were presented with superimposed flashes of ‘Eat Popcorn’ and ‘Drink Coca Cola’ on screen. After these exposures, sales of popcorn and Coca Cola during the movie increased by 57.5% and 18.1% respectively (Rodgers, 1992). The ethical indignation is the issue of directly influencing audience members – without their knowledge – to buy a product they neither desired nor required (Klass, 1986). It has been suggested that some practitioners might consider product placement to be a subliminal method of advertising (Karrh, 2003; Balasubramanian, 1994; D’Astous Chartier, 2000). If the subject does not experience persuasion knowledge and the persuasion effort is below the conscious threshold, does this mean they are being subliminally targeted? Conversely it has been accepted that even advertisements above the conscious threshold level do not always reach a subject’s conscious level (Klass, 1986). This could explain the delicate issue of product placement aimed at children who are often unable to recognise even obtrusive persuasion attempts (Auty and Lewis, 2004). The ethical concerns associated with product placement could explain the independent UK regulations authority for the UK communications industry, Ofcom’s (2011) effort to make product placement ‘transparent’ and ensure ‘consumer protection’ in the UK. New regulations (see appendix 1 for a full list of UK regulations) state that a special product placement logo (consisting of the letter ‘P’ with a bold outline – appendix 2) must precede the beginning, recommencing of a programme containing paid-for brand placement and again at the end. Ofcom (2011) have provided basic information on product placement, the changes in law and what UK consumers are now to expect on their website and are also broadcasting campaigns to raise awareness of the regulation changes. In addition, measures have been taken by Ofcom (2011) to further protect consumers by insisting placements must be ‘programme-related material’ and banning the placem ent of smoking, alcohol, gambling, instant formula, any product that is already banned from appearing on television and food and drinks high in salt or sugar. The restrictions on placing ‘programme-related material’ only could mean that brands advertising on UK television could see greater brand attitude transformation (Russell, 2002) and a reduced brand memory function (Von Restorff, 1933; Russell, 2002; Brennan et al., 1999; d’Astous Chartier, 2000) unless it is in an audio only situation (Gupta and Lord, 1998; Law and Braun, 2000). Product placement as an evaluation of a mass media =   Product Placements in Movies: A Cross-Cultural Analysis of Austrian, French and American Consumers Attitudes Toward This Emerging, International Promotional Medium.(Statistical Data Included), Journal of Advertising, | December 22, 2000 | Gould, Stephen J.; Gupta, Pola B.; Grabner-Krauter, Sonja = uses a US movie and collects a questionnaire across international boarders in order to study brand perceptions on a multi national basis. Uk product placement will be directly targeted at a UK audience. Will it be at the right target audience if it is in the right programme and the right characters are using it? Celebrity endorsement theories hold the potential to providing additional leverage for placed brands.   Research has suggested that the use of celebrity endorsements can lead to an increase in brand favourability (Till et al., 2008) and even an indirect increase in brand equity (Spry et al., 2011). Comparable to the ‘parasocial theory’, Agrawal and Kamakura (1995) discuss how a successful celebrity endorsement can reflect some of the brand’s attributes. Halonen-Knight and Humerinta (2010) concur with this theory, suggesting that meanings and values can be transferred from the celebrity endorser to the brand and vice versa. White et al., (2009) attract our attention to the possibility of negative attitude transference from the celebrity endorser to the brand if the endorser’s reputation has for some reason been compromised. Silvera and Austad (2004) have suggested in their study that the target’s perceived similarities between themselves and the end orser can be an influence when measuring celebrity endorsement effectiveness. This principle could theoretically be applied to the target’s perceived similarities between themselves and a character within the television programme using or wearing the placed brand. Russell and Stern (2006) found that consumers align themselves with placed products in accordance with how characters in the programme align themselves with the product. Their research discusses the ‘genre theory’ whereby characters are associated with the brands and products they use in order to help the viewer identify the character’s social grouping. The ‘parasocial theory’ suggests that viewers form attitudes and relationships with sitcom characters and the running length of a sitcom is therefore important so as viewers can form a deeper, trusting relationship with the character. The ‘parasocial theory’ could mean that placements within television programmes could be more effective then product placements in movies (Avery and Ferraro, 2000). These theories are combined by the ‘balance theory’ which is based upon Heiders (1946, 1958) balance theory in social psychology and explains an individuals desire to maintain consist ency among a triad of linked attitudes. Using celebs helps to gain audience attention Limited capacity of attention? Gamers are they more focussed then passive viewers? Advertising noise Practitioner attitudes towards product placement Bhatnagar et al. (2004) claim that â€Å"companies expect consumers to form attitudes towards brands based on the contexts in which they are presented† suggesting that industry professionals have a simplistic and linear approach to product placement. Difficulties in measuring product placement performance, helps to relieve squeezed income streams due to recession for broadcasters, practitioners might think it will help them get around the problem of ad avoidance behaviour Product placements trends – more zapping, gupta and lord 1998 found that product placement induced better brand recall then commercial advertisements, saturation of advertising mediums Ben Kozary and Stacey Baxter http://anzmac2010.org/proceedings/pdf/anzmac10Final00353.pdf, ad avoidance behaviour, Marian Friestad and Peter Wright pre-empt = teaching adolescents when they are being targeted Go back through literature review and fill in with papers already printed Methodology Avery and ferraro 2000- virtually impossible to tell what products are deliberately placed and which ones feature as part of the set Important to firstly establish the level of modality the brand has in the examples to be used in the research Difficult to distinguish between the effects of product placement and other ongoing promotional campaigns in the research (suggested by batnagar et al http://apps.olin.wustl.edu/faculty/malkoc/Chapter%206.pdf ) Good for how to measure product placement ideas: juhl.co.uk/the-effectiveness-of-product-placement-in-video-games.pdf by Jasper K. Juhl good for research ideas RECEPTIVENESS OF GAMERS TO EMBEDDED BRAND MESSAGES IN ADVERGAMES: ATTITUDES TOWARDS PRODUCT PLACEMENT Tina Winkler and Kathy Buckner psychological memory tests have in the past largely used free recall cued recall and recognition, To test implicit memory instead of being asked to try to remember recently presented information, subjects are simply required to perform a task, such as completing a graphemic fragment of a word, indicating a preference for one of several stimuli, or reading mirror-inverted script; memory is revealed by a facilitation or change in task performance that is attributable to information acquired during a previous study episode: History and Current Status, Daniel L. Schacter, Journal of Experimental Psychology: 1987, Vol. 13, No. 3. 501-518 â€Å"An evaluation of the potential of Product Placement within UK   TV advertising.† Or â€Å"Product placement in UK TV advertising an exploratory study.† Objective 1 Determine whether product placement improves brand recall among consumers. Objective 2 Examine whether product placement influences consumers’ attitude towards the brand. Objective 3 Explore the importance of congruency between the placed product and programme format. Objective 4 Assess whether product placement increases the likelihood of purchase of the placed brand. We can play around with the precise wording of these, but basically it is getting at the key theme of Does product placement a) raise awareness b) influence how the brand is perceived c) Lead to purchase?   These are the things that really matter with advertising. Questions for Joe: Do I need to put examples in? Do I need to connect the theory with practise more in the literature review? Do the topics I have sketched in my methodology need to go in the literature review instead? do I need to define implicit and explicit memory? Do I need to talk more about product placement at the start? References Aaker, D. (1991) Managing Brand Equity: Capitalising on the Value of a Brand Name, Free Press, New York Agrawal, J., Kamakura, W.A. (1995), The economic worth of celebrity endorsers: an event study analysis, Journal of Marketing, Vol. 59 No.3, pp.56-62 Ambler, T., Vakratsas, D., ‘The Pursuit of Advertising Theory’, Business Strategy Review, vol 7, issue 1, pgs 14-23, March 1996 Auty, S., Lewis, C., ‘Exploring Children’s Choice: The Reminder Effect of Product Placement’, Psychology and Marketing, Volume 21, Issue 9, pages 697–713, September 2004 Avery, R., Ferraro, R., ‘Verisimilitude or Advertising? 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Students that Mixing Work and Study - Essay Example Different old studies have shown that part-time jobs have helped students in gaining independence and responsibility; it has enhanced their confidence and assisted in their personal development (Robinson, 1999). For some students, however, part-time jobs are nothing but a burden, under which they are bound to pay for enormous financial liabilities of college expenses and/or debts. With an enormously large, and at times unaffordable, amount of college expenses that are not merely limited to tuition fee, full-time students are bound to take on a part-time job. Where it is deemed to be a healthy experience for students to learn to square the conflicting demands of school and work, the accompanying stress and emotional burdens that this inevitable routine brings is a critical problem that many full-time students have to face these days. It is imperative that for this underlying problem, a feasible solution is designed by the state authorities, but more importantly by the colleges themselves, on an independent basis. According to the US Department of Education (2011), the net price of college has risen almost 6 per cent over the last decade after inflation. Arne Duncan, the US Secretary of Education has discussed, in an address to the annual Federal Student Aid conference, to contain the rising costs of college and lessen the load of student debt. While decisions on a state level are anticipated to take shape ‘in a while’, it is suggested to colleges to provide financial assistance: like tuition grants, college-sponsored student scholarships, and low-interest loans, to full-time students who are working part-time.