Program Development and Evaluation Essay Example for Free

Program Development and Evaluation Essay Early Childhood Education focuses on the education, language, culture, development and care of young children. As a profession, Early Childhood Education has emerged as one of the major vehicles for child-advocacy in the provision of accessible, high-quality child care and pre-school education. Child care, in this society of increasingly busy working couples, is an important service in the community. Whether it is called child care, kindergarten, preschool, a developmental learning center, a child development center, or one of many other names, they are all providing the important service of caring for our precious children. The increased demand for early childhood education services is partly due to the increased recognition of the crucial importance of experiences during the earliest years of life. Children’s experiences during early childhood not only influence their later functioning in school but can have effects throughout life. For example, current research demonstrates the early and lasting effects of children’s environments and experiences on brain development and cognition (Chugani, Phelps, Mazziotta, 1987). Positive, supportive relationships, important during the earliest years of life, appear essential not only for cognitive development but also for healthy emotional development and social attachment (Stern, 1985). The preschool years are an optimum time for development of fundamental motor skills, language development (Dyson Genishi, 1993), and other key foundational aspects of development that have lifelong implications. In Australia, early childhood educational programs cover a 0-8 years age range. In the state of New South Wales, Kindergarten is the first year of compulsory schooling thus it is governed by the NSW Department of Education and Training and the curriculum content governed by the NSW Board of studies. Child care, on the other hand refers to the care of infants (ages 0-5) by other people during specific periods when the parents are at work. With this set-up, different programming methods are employed. The difference between child care and kindergarten is that kindergarten is an educational experience while child care tends to be care giving so that both parents can work. Good child care programs offer experienced, well-educated teachers who promote childrens cognitive and social development. Kindergarten programs, on the other hand, have set programming standards that are based on the curriculum content governed by the NSW Board of studies. However, in the light that infants and up to kindergarten age belong to the early childhood category, it is best that programming should be the same. It should be able to provide the necessary resources to ensure that every student is offered a high-quality learning environment that prepares a child for further schooling. The purpose of this paper is to present the basis that programming for all early childhood educational programs in NSW should, for the most part, be the same regardless of the setting in which the program exists. Main Body Programming is the process of setting an order and time for planned events or activities. It is the designing, scheduling, or planning of a program. In a formal education setting, syllabus is prepared to outline the set of activities or programs. In NSW schools, teaching and learning programs and the assessing and reporting of student achievement relate directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses. As clearly stated in the K-6, programming for kindergarten falls under this curriculum. These syllabuses are grouped into six key learning areas (KLAs). Creative and Practical Arts English Human Society and Its Environment Mathematics Personal Development, Health and Physical Education Science and Technology (Retrived Aug. 31,2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. htm) The Board of Studies develops a syllabus for each of the learning areas. Along with a defined aim, each syllabus has a set of objectives and outcomes, expressed in terms of knowledge and understandings, skills, values and attitudes. On the other hand, mostly day care in NSW are managed by community organizations, local councils or private operators. These day care and other childrens services are licensed by the Department of Community Services. NSW Department of Education and Training employs an early childhood trained teacher and a teachers aide in each preschool class. Teachers plan an educational program, which nurtures each childs self esteem, well being and development. The preschool or day care program is designed to stimulate childrens thinking, communicating, investigating, exploring and problem solving skills. Children are encouraged to join in physical activities and to develop good health and safety habits. The program includes play based activities that help children learn how to interact positively with other children and to recognize and accept their own feelings and those of others. The program also supports the development of early language, literacy and numerical skills. In terms of child upbringing however, it is always advocated that child care is inherently inferior to parental care. However, independent studies suggest that good child care for non-infants is not harmful. In some cases, good child care can provide different experiences than parental care does, especially when children reach two and are ready to interact with other children. A study appearing in Child Development in July/August 2003 found that the amount of time spent in child care before four-and-a-half tended to correspond with the childs tendency to be less likely to get along with others, to be disobedient, and to be aggressive, although still within the normal. On the other hand, bad child care puts the children at physical, emotional and attachment risk. As a matter of social policy, child care should also be regulated by the government so as to ensure quality early childhood education. A good early childhood education program should instruct children in different skill areas that they would need in further schooling. Such skill areas include learning to read, to do math, to progress in science, and to understand the world and how it works. Through early childhood education programs, children are able to become familiar with books, words, language use, numbers and problem solving, as well as important social skills (paying attention in class and peer relationships). Through all these activities, teachers should create positive relationships through warm, sensitive, and responsive care, which will help children feel valued and gain more from their learning experiences. Children need positive relationships so that they feel comfortable and learn how to cooperate with others. This is where skilled early childhood educators should come in. Early childhood care and kindergarten education need teachers who are educated enough to handle young children from infancy through age six. Relationships between teachers and families are also important, and help build environments that nurture childrens growth and development. Children observe the interactions between caregivers and their parents, and what they observe in these interactions is used to build their own relationship with these new adults in their lives. This is a process called social referencing (Hutchins Sims, 1999). There are many ways that quality early childhood programs build relationships with children and among teachers and adults. In visiting a program, how teachers interact with the children fostering positive relationships is clearly seen. Classrooms are welcoming to all children, and children are encouraged to join the group. Teachers communicate with children in a warm manner, including laughing and showing affection, and responding to their needs. Teachers use a gentle tone of voice with children, and bend down to speak with them at eye level. Teachers provide a balance of group activities and one-on-one activities, to encourage children to develop both group and individual relationships. Children in turn have opportunities to play and interact with other children, who help them build friendships and develop social skills, such as working together and taking turns. In good child care program, infants get individual attention from teachers, who communicate with smiles and other nonverbal behavior, and also talk with them, so that infants start to recognize and understand words. Quality early childhood programs foster positive relationships among the children, between children and adults, and among teachers and families to help children get a great start on learning. In view of the need to acquire good educators, the development of professional standards for teachers has grown in importance in the field of education in Australia and overseas. At the national level, development of the National Framework for Professional Standards for Teaching is a key initiative. The Competency Framework for Teachers was created and standards were developed by national teaching associations for English, Mathematics and Science. This Framework is the product of a comprehensive consultation process involving teachers, professional associations, tertiary institutions, the Australian Education Union and other key stakeholders. The Competency Framework for Teachers articulates the complex nature of teaching by describing three professional elements of teachers’ work: attributes, practice and knowledge. These elements work in an interrelated way as they are put into practice in classrooms. Early childhood professionals working in diverse situations and resources are responsible for implementing practices that are developmentally appropriate for the children they serve. These teachers have an ethical responsibility to practice, to the best of their ability, according to the standards of their profession. They are required to acquire the knowledge and practical skills needed to practice through college-level specialized preparation in early childhood education/child development. Moreover, aside from teachers, administrators of early childhood programs are also encouraged to acquire necessary skills in maintaining good practices in their field. In addition to management and supervision skills, administrators have appropriate professional qualifications, including training specific to the education and development of young children, and they provide teachers time and opportunities to work collaboratively with colleagues and parents. Providing appropriate curriculums or programs to meet the desires of individual children who learn at different rates and in different ways needs much skill and knowledge from the educator or teacher. In planning the everyday program a wide range of teaching strategies will be needed that involve individual, and large and small group activities. Not simply should the provision offer children opportunities for a broad range of creative and ingenious play activities, but there must be sufficient time and space to permit children to develop and extend their play, sometimes alone and at times in the company of other children or an adult. Programs have changed in response to social, economic, and political forces. However, these changes have not always taken into account the basic developmental needs of young children, which have remained constant. Programs should be tailored to meet the needs of children, rather than expecting children to adjust to the demands of a specific program. In the Hyson, Hirsh-Pasek, and Rescorla study (1990), pre-school children enrolled in child-initiated programs displayed lower levels of test anxiety than children enrolled in academic programs, regardless of parental preferences for classroom approaches. In the second study (Burts et al. , 1990), children in inappropriate classrooms exhibited more total stress behaviors throughout the day and more stress behaviors during group times and workbook/worksheet activities. Early childhood teaching is simply and completely about children and their well being. The tenet that each child is unique is basic in early childhood philosophy. It is very important therefore that early childhood educators should plan flexible programs that accommodate individual growth. Additionally, an early childhood perspective acknowledges the importance of providing children with opportunities to interact, understand and cooperate in groups (Day Drake, 1986). In view of these arguments, the principle of programming in the framework of the KLA and in the context of a formal academic education should not yet be employed in the early childhood education, in particular, kindergarten class. The Curriculum for early childhood education must be subjected to vigilant evaluation. The program should see children as active learners, supporting them to become self-determining, being problem solvers and decision makers. It should not be a stiff program but offers a framework for childrens learning. Though it has much in common with usual nursery practice, it places greater accountability upon children for planning and executing their own actions. Working on an idea of the plan, do and review, the environment is arranged so that it optimizes childrens learning, using key experiences to examine and plan for the individual needs of children, for instance adult-child communication strategies, partnership with parents, observation and record keeping. The key experiences embedded concept of active learning are: †¢ Using language such as depicting objects, events and relations; †¢ Active learning such as controlling, transforming and mixing materials; †¢ Characterizing ideas and experiences such as role playing, pretending; †¢ Developing rational reasoning such as learning to label, match and sort objects; †¢ Understanding time and space such as evoking and anticipating events, learning to get things in the classroom. (Curtis, A. , 1999) These key experiences not only offer the framework for planning and evaluating activities but also facilitate the staff to guide children from one learning incident to another. They suggest questions to put to the children and facilitate staff to assess childrens development and offer a basis for discussion with the parents. To achieve individually appropriate programs for young children, early childhood teachers must work in partnership with families and communicate regularly with the childrens parents. During early childhood, children are largely dependent on their families for identity, security, care, and a general sense of well being. Communication between families and teachers helps build mutual understanding and guidance, and provides greater consistency for children. Joint planning between families and teachers facilitates major socialization processes, such as toilet learning, developing peer relationships, and entering school. Mutual sharing of information and insights about the individual childs needs and developmental strides help both the family and the program. Regular communication and understanding about child development form a basis for mutual problem solving about concerns regarding behavior and growth. Teachers seek information from parents about individual children. Teachers promote mutual respect by recognizing and acknowledging different points of view to help minimize confusion for children. The positive attributes of parent/teacher relationships are relatively easy to develop when teachers and parents have the same backgrounds, speak the same languages, share values and goals for children, and, in general, like one another. Parents are also more likely to relate to their childrens caregivers and teachers in positive ways, and are aware of the conditions under which the staff is working. For both parents and teachers, continuity of the children’s educational experience is critical to their development. Such continuity results from communication both horizontally, as children change programs within a given year, and vertically, as children move on to other settings. As such, programming of early childhood education should be based more on creative learning and not on rigid academic programs and they should be the same from child care to kindergarten. Lastly, the community and the society at large also have a stake in the quality of early childhood programs. Early childhood education entails an informed community willing to act upon the idea that high quality early education is necessary for future generations (Pascall, C. and Bertram, T. , 1997). When early childhood programs succeed in getting children off to a good start, families, schools, and communities will be strengthened. Children will grow up to be responsible, law abiding and productive citizens who will contribute to the country’s progress. In this sense, posterity itself eventually reaps the benefits of high-quality early educational experiences. Conclusion Curriculums and programs are frequently viewed only in terms of the product or the content to be taught. It is far more encompassing than this, though. The curriculum should also be considered in terms of the processes linking to learning and teaching, the objectives that both teachers and learners hold, the contradictory social and cultural experiences’ learners and teachers bring, and the realities that occur from classroom interactions and situations. In early childhood education, set programming standards that are based on academic formal structure and being practiced in classrooms should not be employed. Teaching and learning programs and the assessing and reporting of student achievement that relates directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses is not yet applicable and favorable for very young minds. Instead, programs and teaching practices in early childhood settings should be more responsive to the needs and interests of the children. Programs should include a plan of activities that matches the childrens needs and promotes their independence. The plan should contain activities and exercises that help children to develop social, motor, language, and thinking skills. Programs should also provide a variety of experiences designed to encourage exploration and problem-solving, and an awareness of how diverse the world is beyond the home. Daily morning schedule for kindergarten as well as child care should be very similar. The only difference between the two settings is that kindergarten school children tend to arrive all at once while children arrive at child care centers according to their parents work schedules. Early childhood education in both kindergarten and child care settings must actively work to provide learning in a nurturing environment that matches the needs of the children. Parents also have active role in this endeavor. Children learn much from the adults around them, not simply from the planned learning opportunities but also from the customs and routines of daily living. The attitudes of the adults and other children and the shared relationships that are formed are as vital to childrens development as the activities in which they are engaged. The goals of the entire child care community, then, must be to encourage and support early childhood professionals to raise standards in our young children’s education. In providing an effective and successful program for early childhood education, our society and our country will reap the rewards of raising disciplined and productive children who will contribute greatly in our communities. References: †¢ Burts, Diane C. ; Hart, Craig H. ; Charlesworth, Rosalind; DeWolf, D. Michele; Ray, Jeanette; Manuel, Karen; Fleege, Pamela O. (1993). Developmental appropriateness of kindergarten programs and academic outcomes in first grade. Journal of Research in Childhood Education. Vol 8(1), 23-31. †¢ Bredekamp, S. and Copple, S. (eds) (1997). Developmentally Appropriate Practice in Early Childhood Programs (revised edition). Washington DC: National Association for the Education of Young Children. †¢ Bredekamp, Sue (ed) (1998). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved from http://www. newhorizons. org/lifelong/childhood/naeyc. html. †¢ Chugani, H. , M. E. Phelps, J. C. Mazziotta. (1987). Positron emission tomography study of human brain functional development. Annals of Neurology 22 (4): 495 †¢ Curtis, A. (1998). Curriculum for the Pre-School Child, second edition, London and New York:Routledge. †¢ Curtis, A. (1999). Evaluating Early Childhood Programmes: Are we asking the right questions? Paper presented at Early Childhood Conference, Santiago, March 1999. †¢ Edwards, C. , Gandini, L. and Forman, G. (eds) (1998). The Hundred Languages of Children, second edition, London: Ablex Publishing Corporation. †¢ Glascot, Kathleen. (1994). A Problem Theory for Early Childhood Professional. Childhood Education. Proofquest Education Journal, Vol. 70,3,131. †¢ Hirsh-Pasek, Kathy; Hyson, Marion; Rescorla, Leslie. (1990). Academic environments in preschool: Do they pressure or challenge young children? Early Education and Development, Vol. 1(6), 401-423. †¢ Hutchins, T. Sims, M. (1999). Program Planning for Infants and Toddlers: An Ecological Approach. Sydney: Prentice Hall. †¢ University of Illinois, Children’s Research Center. DAP:What Does Research Tell Us?. Retrieved Aug 31 from http://ceep. crc. uiue. edu. †¢ Website of NSW Dept . of Education and Training. Retrieved Aug, 31, 2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. html

What Political Issues are Important to the Elderly?

What Political Issues are Important to the Elderly? Because Americans are living and staying healthy much longer than they were just 50 years ago, reaching the age of 65 and becoming a Senior Citizen is no longer the major milestone it has been in the past. As a result, many people stay active and productive by working to the age of 65 and beyond. Even so, and although everyone ages differently, at some point the aging process catches up with all of us. For some it occurs well before the age of 65, but many can and do remain healthy and active well into their 80s and even 90s. The end result is that the median age of the general population is increasing causing a phenomenon often referred to as the Greying of America. With people living longer, accompanying a reduction in fertility rates, there is a higher percentage of elderly people in the general population than there has been in the past. Because this country is a democracy where each citizen has the right to vote, an increase in the number of older people means there will be mo re focus on laws, social programs and legislation involving the concerns of that segment of the population. Although the current hot political topic involving healthcare is The Patient Protection and Affordable Care Act (PPACA), commonly nicknamed Obamacare, the number one issue with most seniors at this time however is not Obamacare it is Social Security. After becoming law on August 14, 1935, Social Security has proven to be the number one anti-poverty program in the United States serving roughly 43,317,000 individuals as of January 2017. Being so, many seniors receiving Social Security benefits rely on this program for most if not all their daily living expenses. Due to the Federal Governments own admission that the Social Security Trust Fund in nearing insolvency, it stands to reason then that the viability of the Social Security program is our seniors major concern. Following closely behind social security in importance to seniors is Medicare another entitlement program that, like Social Security, automatically becomes effective when a qualifying citizen of the United States reaches the age of 65. Medicare is the vehicle through which a majority of seniors receive healthcare benefits. This program is also facing a financial crisis. According to information from the Centers for Medicare Medicaid Services (CMS) the total number of Medicare beneficiaries in the U.S. during the year 2016 is roughly 55.5 million. With the increasing number of individuals qualifying for these two entitlement programs accompanied by a constant increase in the cost of medical services and prescription medications, the price tag for both these programs will continue to increase. When you color in that fact that the Federal Government spent a total of 916 Billion Dollars on Social Security payments and 595 Billion Dollars on Medicare bills for a grand total of $1,511,000,000,000 USD or roughly 50% of the total amount of money collected in taxes by the Federal government last year (2016), it doesnt take a rocket scientist to figure out where this is headed. Regardless of the cost or the reasons the simple fact remains a substantial number of retired folks depend on these two programs for a majority of their day-to-day living expenses which is why they regard Social Security and Medicare to be of more importance to them than the fate of Obamacare. It is important to note here that many of the people who depended on personal savings, retirement plans, pensions and other savings plans to replace their paycheck as a means of support during retirement found that this means of income is less than reliable. The reason this is true is beyond the scope of this paper for there are almost too many to count. Even so, the fact remains most people have little or no additional retirement savings to rely on other than Social Security. In truth, most private retirement plans are a thing of the past except for Government Pension Plans. If you had worked for any governmental body from Municipal, State or Federal you were awarded a retirement pension to go along with your paycheck. Pension payments cost lots of money. A case in point: the Federal Government paid out 983.7 Billion Dollars to retired Federal employees in 2016 alone. That is 67.7 billion dollars more than the total amount of taxpayer money the Federal Government paid out in Socia l Security payments that same year (983.7 916 = 67.7 Billion). Granted, since 1984, some Federal employees were required to pay Social Security Taxes so they qualify to receive Social Security benefits when they reach the age of 65 however, their Social Security payments are in addition to their retirement pension which is taxed at the much lower rate during retirement rather than the much higher rate it would have demanded when the money was paid in. What does this mean? It means that whoever was in charge of the Federal Retirement Pension Plan should have been in charge of Social Security. Can this issue be fixed? Yes, but NOT without hurting some feelings. The facts are: According to the Social Security Administration, 48% of married couples and 71% of unmarried persons rely on Social Security for 50% of their day-to-day living expenses. Another 20% rely on Social Security for a significant percentage of their living expenses. This means that a large percentage of those receiving Social Security payments that do not need these monthly payments in order to live comfortably in retirement but because they paid into the system are qualified to get them. What happens when the Social Security system crashes and burns? After years and years of contribution nobody gets paid the political fallout alone would be enormous? So enormous in fact that todays politicians are avoiding the issue like the plague even as the people in charge of Social Security and Medicare beg them to do something (Social Security and Medicare, 2016). Is there an alternative to crash and burn? Yes but it isnt pretty. What needs to happen is for Social Security to become a means tested benefit program instead of an entitlement program which would initially free up enough money to carry Social Security into the future and make it available as the stop gap program for future generations as the program was originally intended to be. The next thing to do is to put the money collected into the bank and not let politicians write IOUs and take the money and spend it on something else like war or anything else for that matter. Would you take your kids allowance and give them and IOU and blow the money of something you wanted to buy and tell them you will pay them back when they really needed the money? No teenager I know would go for that line so should we? The alternative is not only ugly it could very well tear this country apart. Whats really scary is that like the sunrise its coming. References Affordable Healthcare ObamaCare Facts http://obamacarefacts.com/affordable-healthcare/ FDR signs Social Security Act Aug 14, 1935 HISTORY.com www.history.com/this-day-in-history/fdr-signs-social-security-act Fear mongering Oxford Dictionaries https://en.oxforddictionaries.com/definition/fearmongering Home Centers for Medicare Medicaid Services https://www.cms.gov/ Monthly Statistical Snapshot, January 2017 Social Security https://www.ssa.gov/policy/docs/quickfacts/stat_snapshot/ Alliance for Retired Americans https://retiredamericans.org/ A SUMMARY OF THE 2016 ANNUAL REPORTS, Social Security and Medicare Boards of Trustees, Status Of The Social Security And Medicare Programs. https://www.ssa.gov/oact/trsum/ Medicare Spending Analysis Charts Tables History www.usgovernmentspending.com/medicare_spending_by_year Social Security Spending Analysis Charts Tables History www.usgovernmentspending.com/social_security_spending_by_year US Federal Budget Analyst, Actual 2016 http://www.usfederalbudget.us/federal_budget_estimate_vs_actual_2016 United States Department of Labor / Bureau of Labor Statistics https://data.bls.gov/pdq/SurveyOutputServlet

Why is Nancy such an important character in the novel Oliver Twist? Ess

Why is Nancy such an important character in the novel Oliver Twist? {1837-1839} Oliver Twist was probably one of the most popular novels of its time. Within Oliver Twist the characters were the central main focus of the novel. Oliver: the main c... Why is Nancy such an important character in the novel ‘Oliver Twist’? {1837-1839} Oliver Twist was probably one of the most popular novels of its time. Within ‘Oliver Twist’ the characters were the central main focus of the novel. Oliver: the main character is made to appeal to the reader’s sense of sympathy. Meanwhile Fagin is loathed by the reader. Nancy is seen as not so important by the reader but actually is the most important character after Oliver. So just why is Nancy such an important character in the novel ‘Oliver Twist’? The first mention of Nancy is when she comes to see Fagin, along with Bet, and she is described from Oliver’s point of view as not so pretty, with a great deal of hair but it wasn’t very neatly. They were untidy and dirty below the waist. Their stockings and shoes were also very dirty. â€Å"Oliver thought them very nice girls indeed.† This shows that Oliver’s first impression of Nancy is quite a good one which then shows that she might be influential to him later on in the novel. This is because he is easily led by Fagin and his gang because he thinks they are nice people. And he will be easily led by Nancy who he thinks is also a very nice person too. A long time afterwards they left when Master Bates said, that it was time to pad the hoof. Next Nancy is mentioned when she has to go and find out what happened to Oliver! At first when Fagin asks Bet, she declines and when he asks Nancy, she also declines! But the... ...) who tried to rob them which shows Nancy is on the same side as them( the side of good). So why is Nancy such an important character in the novel Oliver Twist? The main reason Nancy is such an important character is because she risks her life to save Oliver and goes through many hardships and brutalities to ensure that Oliver stays alive and doesn’t get dragged into the criminal underworld that she hates and doesn’t wish to be part of! It is a typical ‘good VS evil’ scenario and when good prevails the reader really enjoys this. This is what is happening with Nancy, she represents good in a struggle with Fagin and Sikes who represent evil. She dies but for a just cause, when she frees Oliver from the criminal underworld and lets him know about his undiscovered riches. So that is why Nancy is such an important character in the novel ‘Oliver Twist’.

Liquor Ads On Tv :: essays research papers

According to Antonia Novello, Surgeon General of the United States, in SIRS Government Reporter, the principle cause of death for those between the ages of 15 and 24 are alcohol related car crashes (1). Doesn't it make sense that we should concentrate our efforts into reducing this problem of alcohol abuse? Apparently DISCUS, the Distilled Spirits Council of the United States, doesn't think so. Worsnop says that on November 7, 1996, they removed their voluntary ban of hard liquor ads on television and radio that had been in affect since 1936 (219). He then states that the removal came right after Seagram, a liquor company, advertised for some of their hard liquor on KRIS-TV in CorpusChrist, Texas (219). This movement is definitely a step in the wrong direction and action should be taken to reinstate this ban, but this time legally. First of all, the removal of the ban gave DISCUS a bad reputation. Already the four major TV networks (NBC, ABC, CBS, and FOX) have vowed not to air ads for hard liquor (Worsnop 219). DISCUS has also lost respect in the field of politics, especially with numerous congressmen and the President, himself. Worsnop said "Beer group representatives think DISCUS' announcement undercut its credibility in Washington" (219). Bill Clinton referred to the decision as "simply irresponsible" (qtd in Worsnop 219).Secondly, many of these advertisements for liquor have been said to target teens. However, Seagram's executive vice president of marketing strategy, Arthur Shapiro, said that Seagram had taken "great pains that our advertising doesn't appeal to or aim at children" (qtd in Krantz 1). This is not so, according to Katherine Prescott, who pointed out the use of animals and a graduation theme in Seagram's commercial. This seems to associate the use of alcohol with academic success when the two rarely coexist (Tannert 2). Clinton also expressed his concern that the ban may cause increased drinking among minors (Facts on File 492 vol 57). Even if teens were not targeted directly in an advertisement, Froehlich says "Teenagers are three times as likely as adults to respond to ads..." This is party due to their self-insecurity (Froehlich 1 Novello in SIRS Researcher 5).It has been suggested that in order to reduce teen response to advertisements, counter-advertising should be used. This is when advertisements are shown that discourage illegal or abusive use or products. Research projects showed that while advertising increased consumption, counter-advertising had a successful, opposite affect (Saffer 4).

The Theme of Colonialism in Shakespeares Tempest Essay -- colonizatio

The Tempest, by Shakespeare, offers the reader a variety of themes. The one theme that stands out the most is that of colonialism. During the time of Shakespeare, many European countries such as Spain, France, and England, were expanding their borders by taking over less developed countries, referred to as colonies. During this time of exploitation, there was skepticism concerning the possible success of the colonies. While some scholars believe that the play is about the Americas, I argue that the play reflects on colonialism in general and how it is destined for failure which is shown through the character’s relationships throughout the play. During the 1600’s the English decided to have people colonize in the Americas for the potential resources and wealth that they may find. During this time Spain, France, Portugal, and the Dutch have already began trade and exploration in Africa, Asia, and the Americas. England hearing of their riches, didn’t want to miss out of the opportunity. However, during these expeditions, there has been various news beforehand of the strong oceanic storms that would sometimes destroy ships or mislead them from their destinations Such news was not uncommon but due to the storms, many of the people knew the dangers of the journey and would often doubt the success of these explorations. For example, â€Å" In may 1609, nine ships carrying 500 colonists under Sir Thomas Gates and Sir George Summers had set sail to America to reinforce the colony at Jamestown. In an unusual storm, Gates and Summers were driven on the Bermudas, before managing to sail to the mainland† (Honan 371 ). News such as this was widespread throughout England and amongst these would be news of the encounters with natives. For example, â€Å"... ... such as slavery and exploitation of nature, and also gives us insight to the speculations that were common in the time of explorations and discovery. Works Cited Cesaire, Aime, Richard Miller and William Shakespeare. A Tempest: Based on Shakespeare‘s The Tempest, Adaptation for a Black Theatre. New York: TCG Translations, 2002. Print Shakespeare, William, Virginia Mason, Vaughan, and Alden T. Vaughan. The Tempest. Arden Shakespeare, 1997. Print. Third Series Smith, Hallet Darius. Twentieth Century Interpretations of The Tempest; A Collection of Critical Essays, Englewood Cliffs, NJ: Prentice-Hall, 1969. Print. Honan, Park. Shakespeare: A Life. New York: Oxford University Press, 1998. Print. Marshall, Tristan. â€Å"The Tempest and the British Imperium in 1611.† The Historical Journal 41.2 (2003): 375-400. Print.

The Plastic Pink Flamingo

The Plastic Pink Flamingo America has existed for many centuries and it has always revolved around popularity and wealth. Jennifer Price wrote the essay â€Å"The Plastic Pink Flamingo: A Natural History† in order to reveal the truth about American people’s obsessions and passions for their cravings by two main factors: a flamingo and pink. â€Å"First, it was a flamingo. † When analyzing this essay and focusing on the topic of flamingo, the words Ironic, Hypocritical, Exaggerative, Popularity, and Attention come to ones mind. This was a little ironic, since Americans had hunted flamingos to extinction in Florida in the late 1800’s, for plumes and meat. † This quote plays a big role in the irony of the popular flamingo because these creatures were once viewed as prey and now they are the names of hotels and in people’s lawns. From the 1800’s to the present, the flamingo’s status has changed so much that they can be viewed as an i dol now. The exaggeration comes into play when describing the color. Not one real flamingo is that bright of a pink and yet every plastic lawn-ornament is florescent pink. â€Å"A flamingo stands out in a desert even more strikingly than on a lawn. † Price says that there is not purpose of the flamingo except appearance. When people see that bright pink animal in the grass of their neighbor’s front yard they automatically think different so those neighbors are always going to stand out to everyone else. They bring attention which is what everyone wants. â€Å"And the flamingo was pink. Karal Ann Marling once wrote â€Å"sassy pinks† were â€Å"the hottest color of the decade. † In 1956 when Elvis Presley had signed his first recording contract, he purchased a pink Cadillac. Once everyone knew â€Å"The King† had a pink car everyone wanted it. Pink at that time was a very trendy color and to be honest it still is. One of the most popular â€Å"In† trends is the Breast-Cancer epidemic. The icon is a little â₠¬Å"Pink† ribbon and everyone around the world is aware of this disease and pink is overflowing the Earth. The NFL recently spent more than a thousand dollars on pink cleats, head-bands, wrist-bands, and other products. The â€Å"in† color will always change over time but pink will always be that one exception, the one color that everyone can relate to in some way. This entire country is based on appearance, what does everyone else think of us? Price, by the end of the excerpt, has now fully explained to the audience that she believes the United States is just shallow and is obsessed with its manifestation.

A Glimpse Into the Story of an Hour by Kate Chopin

A Glimpse into The Story of an Hour by Kate Chopin Marie Edmund ENG 125: Introduction to Literature Nathan Pritts February 11, 2013 A Glimpse into The Story of an Hour by Kate Chopin Literature can be found at every turn and there are many different genres to choose from. Each brings with it a new world for the reader to immerse himself. Literature allows the reader to experience a new perspective. It allows the reader to feel and connect with the story and its characters. No matter the genre, the world created in a literary work provides enlightenment to the reader in spite of the varying emotions it conveys.One such literary work is Kate Chopin’s, â€Å"The Story of an Hour†. This short story captured my interest through its use of irony. In studying this specific work, I chose to use a reader-response approach to evaluate and analyze the text. Using a reader-response approach allows me to connect with the story and reflect on the wide array of emotions presented in t he story. In order to connect I had to read imaginatively and immerse myself in the story and put myself in the shoes of the main character, Mrs. Mallard.Once that was taken care of I had to consider or analyze what I had read, and then draw conclusions or interpret what I had read. In short, â€Å"The Story of an Hour† is about a woman who experiences a multitude of conflicting feelings at the news of her husband’s death due to a tragic train accident. Some of the feelings Mrs. Mallard experiences in this story are grief, exhaustion, fear, joy, and freedom. It is interesting to note that many of Chopin’s literary works represent women who are struggling to be free or to have independence of self.Also noteworthy is the fact that Chopin’s father died in a train accident and Chopin herself â€Å"†¦grew up surrounded by smart, independent, single women† (Wyatt, 1995, para. 2). It is no wonder that she portrays Mrs. Mallard as a strong, independen t woman, in spite of her heart trouble. At the onset of the story, one might have the opinion that Mrs. Mallard is weak because of her heart trouble and the â€Å"great care† that is taken in relaying the news of her husband’s death. However, it is quite the opposite. Initially she is distraught; stricken with grief and exhausted. But these feelings give way to something more.Using simile, the writer paints a clear picture of a new beginning†¦Ã¢â‚¬Å"She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air† (Clugston, 2010). These thoughts of a new beginning brought with it fear for Mrs. Mallard. She was fearful of what she was feeling which could be described as joy or anticipation. Not wanting to seem heartless, in my opinion, she â€Å"beat it back with her will†, to no avail. She was finally free. Free to â€Å"live for herself† and to only think of her needs.This desire for freedom and self seems to be a running theme in many of Chopin’s literary works and can be seen in the character, Edna Pontellier, when she stands naked on the beach at Grand Isle. In a review by Lewis P. Simpson (1971), he quotes Seyersted who says that Edna â€Å"symbolizes a victory of self-knowledge and authenticity as she becomes fully herself. † I believe that this depicts Mrs. Mallard as well. Mrs. Mallard knew that her husband loved her and because of that she would still feel sorrow and grief, but she would also feel relief. Relief because she knew she had the rest of her life ahead of her to live it as she pleased.Unfortunately for her, that relief was short-lived when in an ironic twist, her husband, Brently Mallard walked in the front door alive and well and Mrs. Mallard died. There are many different genres of literature but in particular I really enjoyed Chopin’s short story The Story of an Hour. The textbook tel ls us, â€Å"Literature restores the past, stimulates the imagination, glorifies the commonplace, evokes emotions and links feeling to thinking, upholds a vision of the ideal, and explores significant human questions and reveals human nature (Clugston, 2010).This rings true for this piece of literature. It brought together elements of imagination, symbolism, and metaphors that paint a vivid picture of a woman who feels repressed in her marriage and embraces the freedom she feels at the news of her husband’s death. This piece allowed me to experience a new perspective. It allowed me to feel and connect with the story and its characters. It created a world that I could immerse myself into. References Clugston, R. W. (2010). Journey into literature. San Diego, California: Bridgepoint Education, Inc.Retrieved from https://content. ashford. edu/books/AUENG125. 10. 2/sections/sec2. 3 Kate Chopin: A Critical Biography by Per Seyersted; The Complete Works of Kate Chopin by Per Seyer sted; Kate Chopin Review by: Lewis P. Simpson Louisiana History: The Journal of the Louisiana Historical Association , Vol. 12, No. 1 (Winter, 1971), pp. 86-88 Published by: Louisiana Historical Association Article Stable URL: http://www. jstor. org/stable/4231171 Wyatt, N. (1995). Biography of Kate Chopin. Retrieved from http://www. vcu. edu/engweb/webtexts/hour/katebio. html