Positive And Negative Aspects Of Advertising - 1695 Words

Advertising may be considered among the most quietly controversial subjects in our society, and is yet, ever so essential. There are both positive and negative aspects, and although that could be true for anything, advertising is unique in the sense that it requires a constant give and take from consumers. Furthermore, I have investigated certain technological benefits associated with advertising that improve effectiveness, and how advertising benefits consumers. On the contrary, I have evaluated some of the associated ethical issues, the promotion of unnecessary consumerism, psychological effects on learning, how younger generations are becoming less receptive, and the adverse affects on society as a whole. Regardless of the conflicting viewpoints it is best to be knowledgeable about the positive and negatives of the subject overall to be a well rounded informed and conscientious consumer. As a student, I am sure you are well informed about various technologies and forms of social media, not to mention, the endless ads you encounter on a day to day basis, right? You have probably tried to download an app for free, knowing that it’s only free because of the advertisements you will have to occasionally view. It seems that we are all willing to receive free forms of entertainment, such as apps, songs, movies, and shows in exchange for our exposure to advertised messages, which in turn are used to create new, free media. Although there are some forms of entertainment that weShow MoreRelatedThe Fashion Industry and Advertising: The Positive and Negative Aspects Associated with Using Children as Models4381 Words   |  17 PagesMarketing 1 Abstract 2 Fashion Marketing 3 Conclusion 12 References 13 Abstract This research essay deciphers about the positive and negative aspects associated with using children as models in fashion industry and advertising. 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Teacher and Lesson Plan Free Essays

Write a Lesson Plan Guide How to Develop a Lesson Plan We have received several questions regarding how to write a good lesson plan. We went ahead and asked our experts, did some research, and have included some tips and guidelines below. To begin, ask yourself three basic questions: Where are your students going? How are they going to get there? How will you know when they’ve arrived? Then begin to think about each of the following categories which form the organization of the plan. We will write a custom essay sample on Teacher and Lesson Plan or any similar topic only for you Order Now While planning, use the questions below to guide you during each stage. Goals Goals determine purpose, aim, and rationale for what you and your students will engage in during class time. Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition. The goals are typically written as broad educational or unit goals adhering to State or National curriculum standards. What are the broader objectives, aims, or goals of the unit plan/curriculum? What are your goals for this unit? What do you expect students to be able to do by the end of this unit? Objectives This section focuses on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well defined time period. What will students be able to do during this lesson? Under what conditions will students’ performance be accomplished? What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged? How will students demonstrate that they have learned and understood the objectives of the lesson? Prerequisites Prerequisites can be useful when considering the readiness state of your students. Prerequisites allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson objectives. What must students already be able to do before this lesson? What concepts have to be mastered in advance to accomplish the lesson objectives? Materials This section has two functions: it helps other teachers quickly determine a) how much preparation time, resources, and management will be involved in carrying out this plan and b) what materials, books, equipment, and resources they will need to have ready. A complete list of materials, including full citations of textbooks or story books used, worksheets, and any other special considerations are most useful. What materials will be needed? What textbooks or story books are needed? (please include full bibliographic citations) What needs to be prepared in advance? (typical for science classes and cooking or baking activities) Lesson Description This section provides an opportunity for the author of the lesson to share some thoughts, experience, and advice with other teachers. It also provides a general overview of the lesson in terms of topic focus, activities, and purpose. What is unique about this lesson? How did your students like it? What level of learning is covered by this lesson plan? (Think of Bloom’s Taxonomy: knowledge, comprehension, application, analysis, synthesis, or evaluation. ) Lesson Procedure This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives. This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan. It also focuses on what the teacher should have students do during the lesson. This section is basically divided into several components: an introduction, a main activity, and closure. There are several elaborations on this. We have linked to some sample lesson plans to guide you through this stage of planning. ! Introduction How will you introduce the ideas and objectives of this lesson? How will you get students’ attention and motivate them in order to hold their attention? How can you tie lesson objectives with student interests and past classroom activities? What will be expected of students? ! Main Activity What is the focus of the lesson? How would you describe the flow of the lesson to another teacher who will replicate it? What does the teacher do to facilitate learning and manage the various activities? What are some good and bad examples to illustrate what you are presenting to students? How can this material be presented to ensure each student will benefit from the learning experience? Rule of Thumb # 1: Take into consideration what students are learning (a ew skill, a rule or formula, a concept/fact/idea, an attitude, or a value). Choose one of the following techniques to plan the lesson content based on what your objectives are: Demonstration == list in detail and sequence of the steps to be performed Explanation explained Discussion discussion ! == outline the information to be == list of key questions to guide the Closure/Conclusion What wi ll you use to draw the ideas together for students at the end? How will you provide feedback to students to correct their misunderstandings and reinforce their learning? ! Follow up Lessons/Activities What activities might you suggest for enrichment and remediation? What lessons might follow as a result of this lesson? Assessment/Evaluation This section focuses on ensuring that your students have arrived at their intended destination. You will need to gather some evidence that they did. This usually is done by gathering students’ work and assessing this work using some kind of grading rubric that is based on lesson objectives. You could also replicate some of the activities practiced as part of the lesson, without providing the same level of guidance as during the lesson. You could always quiz students on various concepts and problems as well. How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for evaluation? Rule of Thumb # 2: Be sure to provide students with the opportunity to practice what you will be assessing them on. You should never introduce new material during this activity. Also, avoid asking higher level thinking questions if students have not yet engaged in such practice during the lesson. For example, if you expect students to apply knowledge and skills, they should first be provided with the opportunity to practice pplication. Sample Lesson Plans from the Educator’s Reference Desk Collection Subject Sample Lesson Plan from the Educator’s Reference Desk Collection Arts A Line is a Dot That Went For a Walk Computer Science SimCity and PowerPoint Foreign Language Minimal Pairs Bingo! Health SunSmart Information Literacy Teaching Internet Library Instruction Session s in the Electronic Classroom: The Adult Learner, the Internet, and Training Skills Teaching Styles Interdisciplinary Who am I? Language Arts The Sounds of â€Å"EA† Mathematics Find a Pattern with â€Å"One Grain of Rice† Philosophy Plato’s Allegory of the Cave Physical Education Basketball Golf Science The Notion of Motion Social Studies Crisis in the Balkans Vocational Education Theme Meal Please note that there are many other exemplary lesson plans that could not be included here due to space limitations. However, you may access them at the Educator’s Reference Desk home page. General Rule of Thumb: Your plan should be detailed and complete enough so that another teacher knowledgeable in your subject matter could deliver the lesson without needing to contact you for further clarifications. Please do not forget to edit and spell check your work before submission to the Educator’s Reference Desk Collection. Resources for Lesson Plan Ideas The GatewaySM Collections List http://www. thegateway. org/collections. html PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http://www. pbs. org/teachersource/ Discovery Channel School http://school. discovery. com/ Best of Education World ® 2002 http://www. education-world. com/best_of/2002/ Education World ® – Lesson Planning Center http://www. education-world. com/a_lesson/ Education World ® – National Standards http://www. education-world. com/standards/national/index. html This guide was written by Manal El-Tigi, Ph. D. , Department of Instructional Design, Development, and Evaluation – Syracuse University. She was one of the principal editors and reviewers of the AskERIC Lesson Plan Collection from 1996 – 2000. References Teacher Education Module Series. Develop a Lesson Plan, Module B-4 of Categ ory B–Instructional Planning (1977). Ohio State Univ. , Columbus. National Center for Research in Vocational Education. ED149062 – An ERIC Document Created December 1, 1999; Last Updated December 20, 2003 Created December 1, 1999; Last Updated December 20, 2003 How to cite Teacher and Lesson Plan, Essay examples

Hawthorne To Faulkner The Evolution Of The Short Essay Example For Students

Hawthorne To Faulkner: The Evolution Of The Short Essay StoryHawthorne to Faulkner: The Evolution of the Short StoryNathaniel Hawthorne and William Faulkners short stories Young Goodman Brown and A Rose for Emily use a moral to endorse particular ideals or values. Through their characters examination and evaluation of one another, the authors lesson is brought forth. The authors style of preaching morals is reminiscent of the fables of Aesop and the religious parables of the Old and New Testament. The reader is faced with a life lesson after reading Hawthornes Young Goodman Brown: you cannot judge other people. A similar moral is presented in Faulkners A Rose for Emily. The use of morals combined with elements of Romantic era writing show the stories of Hawthorne and Faulkner to be descendants both of fables and of Romance literature. Nathaniel Hawthornes Young Goodman Brown tells the story of a young man who decides to league himself with the devil. Goodman Brown is a citizen of a typical town with its share of good people and not-so good people. Goodman Brown believed that he knew the inhabitants of the town fairly well. He knew Goody Cloyse, for example, to be a very pious and exemplary dame, who had taught him his catechism in youth, and was still his moral and spiritual advisor, jointly with the minister and Deacon Gookin (598). He knew Deacon Gookin was a strict man of the Church and was always bound to some ordination or ecclesiastical council (599). However, in his travels through the woods with the old man, Goodman Brown notices Goody Cloyse progressing down the path. A marvel, truly that Goody Cloyse should be so far in the wilderness at nightfall, he Goodman Brown said (598). Just as he begins to have doubts about the womans pureness of heart, he comes across Deacon Gookin in the woods as well. As they are supposedly fine, upstanding citizens of the village, Goodman Brown has to wonder why they are traveling through the woods on the same path that he is taking with the devil. Afterwards, he is astonished to see not only these two upstanding citizens at Satans ceremony, but almost everyone else in the town as well. It is through his assumption that his fellow townspeople were good that Goodman Brown learns the storys most important lesson: namely that you should not judge people at face value; anyone can put on airs, and his encountering of the devils ceremony emphasizes this fact. Faulkners A Rose for Emily has a similar moral, only in this story, it is the townspeople who learn the lesson. Emily is a woman who goes against all norms of her society: she takes a lover, a Northerner no less, she does not marry him, and she even commits murder. As she goes through these events in her life, the townspeople make certain assumptions about what she is doing. They assume that she has married Homer Barron, they assume that the arsenic she purchased is so that she can kill herself, and they constantly assume that she is Poor Emily, a woman who is ruled by her father and unable to make decisions for herself. So the next day we all said, She will kill herself; and we said it would be the best thing. When she had first begun to be seen with Homer Barron, we had said, She will persuade him yet' (461). The townspeople continually judge Emily and make assumptions about her life without a basis in fact. Faulkner himself acknowledged the connection between his title character and her environment, that is, her town and the townspeople around her, in an interview in 1959. .u81bcbae72a15a1f21f134e5377230647 , .u81bcbae72a15a1f21f134e5377230647 .postImageUrl , .u81bcbae72a15a1f21f134e5377230647 .centered-text-area { min-height: 80px; position: relative; } .u81bcbae72a15a1f21f134e5377230647 , .u81bcbae72a15a1f21f134e5377230647:hover , .u81bcbae72a15a1f21f134e5377230647:visited , .u81bcbae72a15a1f21f134e5377230647:active { border:0!important; } .u81bcbae72a15a1f21f134e5377230647 .clearfix:after { content: ""; display: table; clear: both; } .u81bcbae72a15a1f21f134e5377230647 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u81bcbae72a15a1f21f134e5377230647:active , .u81bcbae72a15a1f21f134e5377230647:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u81bcbae72a15a1f21f134e5377230647 .centered-text-area { width: 100%; position: relative ; } .u81bcbae72a15a1f21f134e5377230647 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u81bcbae72a15a1f21f134e5377230647 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u81bcbae72a15a1f21f134e5377230647 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u81bcbae72a15a1f21f134e5377230647:hover .ctaButton { background-color: #34495E!important; } .u81bcbae72a15a1f21f134e5377230647 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u81bcbae72a15a1f21f134e5377230647 .u81bcbae72a15a1f21f134e5377230647-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u81bcbae72a15a1f21f134e5377230647:after { content: ""; display: block; clear: both; } READ: Defining My Role Essayand that was simply another manifestation of mans injustice to man, of the poor tragic human being struggling with its own heart, with others, with its environment, for the simple things which all human beings want (1416)He continues with a description of Emily and how she does not meet the expectations of her society. She had been trained that you do not take a lover. You marry, you dont take a lover. She had broken all the laws of her tradition, her background (1417)The townspeople in the story learn that all that they assumed to be true about Emily was not true, thus instilling the moral that judging people without truly knowing them can only lead to misunderstandings. Both Young Goodman Brown and A Rose for Emily use morals to teach readers how to improve the way that they perceive the people in their lives. It is this style of teaching a lesson that is a direct descendant from the grandfather of all short stories: namely the fable. The fable used highly simplified characters, even animals in some instances, to illustrate certain lessons to be learned about life. Animals were used frequently as they could easily depict certain basic emotions or characteristics which people could relate to, such as a fox for cunning, a dog for loyalty, or a pig for gluttony. The lessons taught could be as ordinary as Whomever laughs last, laughs best or as timeless as Do unto others as you would have done unto you. In a similar manner, religious parables, most notably those of the Old and New Testaments of the Bible, taught these basic life lessons as a means for people to learn the teachings of religious leaders in an easy and straightforward manner. The character s in these parables were people to which common folk could relate. Parables such as The Good Samaritan, for example, told of a man who is beaten and left for dead by robbers. He is passed by two other men, one of them being a religious leader, and is not helped by either of them. The third person to pass is a Samaritan, a person who does not follow the Jewish religion, and he is the one who helps the injured man. The simple moral of this parable is to help those in need whoever they may be; a good life lesson for anyone, be they religious or not. Hawthorne particularly, and to a lesser extent Faulkner, use the device of the moral in their stories so that they may teach a valuable ideal to their readers. The evolution of the short story can be seen not only in the use of morals in the works of Hawthorne and Faulkner, but in their use of elements of Romantic literature such as preoccupation with ages past, use of the supernatural, and their psychological studies of their characters. H awthorne wrote during the Romantic era and as such his work is closer to the prose romance than to the novel (1602). Faulkner follows in the Romantic footsteps of Hawthorne in his A Rose for Emily. Faulkner, although he is a modernist writer, incorporated many Romantic literary techniques in his A Rose for Emily. The style in which he is writing would be classified as a sort of neo-romantic style due to his use of elements of the supernatural, a preoccupation with the past, and his complex psychological studies of his primary characters. Faulkner himself commented that he wanted to write a ghost story, a definite throwback to the preoccupation with the supernatural that was prevalent in Romantic era literature. Additional evidence of an evolution between the two literary periods and the two authors can be found in the differences between Hawthornes language and Faulkners language. The language of Hawthornes day 150 years ago may be quite different from our modern language, however, Hawthorne had the additional burden of writing his story in the language of the 1690s, the time setting for Young Goodman Brown. Hawthorne did so by using vernacular such as durst and pray tarry. Faulkner, on the other hand, keeps with the fairly modern language of his day, although he adds a bit of Southern slang to his writing in keeping with the setting of the story. .u6dd3a46d3c049b71723565bc69326549 , .u6dd3a46d3c049b71723565bc69326549 .postImageUrl , .u6dd3a46d3c049b71723565bc69326549 .centered-text-area { min-height: 80px; position: relative; } .u6dd3a46d3c049b71723565bc69326549 , .u6dd3a46d3c049b71723565bc69326549:hover , .u6dd3a46d3c049b71723565bc69326549:visited , .u6dd3a46d3c049b71723565bc69326549:active { border:0!important; } .u6dd3a46d3c049b71723565bc69326549 .clearfix:after { content: ""; display: table; clear: both; } .u6dd3a46d3c049b71723565bc69326549 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6dd3a46d3c049b71723565bc69326549:active , .u6dd3a46d3c049b71723565bc69326549:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6dd3a46d3c049b71723565bc69326549 .centered-text-area { width: 100%; position: relative ; } .u6dd3a46d3c049b71723565bc69326549 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6dd3a46d3c049b71723565bc69326549 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6dd3a46d3c049b71723565bc69326549 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6dd3a46d3c049b71723565bc69326549:hover .ctaButton { background-color: #34495E!important; } .u6dd3a46d3c049b71723565bc69326549 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6dd3a46d3c049b71723565bc69326549 .u6dd3a46d3c049b71723565bc69326549-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6dd3a46d3c049b71723565bc69326549:after { content: ""; display: block; clear: both; } READ: Mohandas Karamchand Gandhi, also known as mahatma EssayThe construction company came with niggers and mules and machinery, and a foreman named Homer Barron, a Yankee (460)Faulkner differs from Hawthorne in that he addresses controversial issues that in Hawthornes time would hardly have been considered appropriate material to discuss, much less include in a short story. In A Rose for Emily, Faulkner makes subtle references to Homer Barrons possible homosexuality. Homer himself had remarkedhe liked men, and it was known that he drank with younger men in the Elks Clubthat he was not a marrying man (461). Later in the story, Faulkner makes reference to Emilys possible necrophilia, although no direct statement is ever made. Homosexuality and necrophilia would in no way be topics to be discussed in Hawthornes time. As a modern writer, Faulkner had a considerable amount of freedom in what he wrote, and this freedom is reflected in his work. The short story began as fables and parables that evolved into more complex psychological studies of virtues, ideals, and values. Nathaniel Hawthornes Young Goodman Brown emphasizes these morals as he examines the inner workings of his main characters thoughts as he encounters the devil and the townspeople. Faulkner also uses these techniques in his modern style of writing, however he tailors them to fit the more controversial issue of his generation while still maintaining a hold on the past generation he is examining. Over time, values and ideals stay the same, but the manner in which the technique is used evolves with current affairs and modern voc abulary. Works CitedCharters, Ann. The Story and Its Writer: An Introduction to Short Fiction. Boston: Bedford Books of St. Martins Press, 1995.