Analyzing The Picture From 60 Of The Most Powerful...

I will be analyzing the picture from 60 of the most powerful advertisements. The ad shows how the trash that we don’t pick up off the ground animals with eat it and later end up dying from all the trash inside their bodies. The ad shows a picture of a dead bird laying in the middle of the road. The bird is shown with trash off the roadways that people throw out when they are going down the road and the bird does not just find trash off the road it is everywhere. The advertisement that I am using does not show bold, bright colors, the trash inside the bird has depressing colors of black and whites. When I think of trash I do not think of color I think of sad and depressing with dark colors as in grey, black and white. The bird and the trash inside the bird is the focal point of this advertisement, things inside the bird contain pop lids, plastic and tubes of some sort. The background behind the focal point is the road to show all the trash along the roadways that this bird has swallowed. This ad caught my attention because I did not think about the trash and how it would affect wild animals, all I was thinking about was the way trash affects the community. Littering is a crime but not enforced enough. What we do not realize is how much trash we create in one day. The picture lacks in ethos for advertisements but does have really good pathos and logos. The trash you use needs to go in the trash if not an animal will pick it up for you which will later on kill them due to theShow MoreRelatedA Picture Of A Dead Bird1006 Words   |  5 PagesThe viewer will be analyzing a picture from 60 of the most powerful advertisements. The advertisements shows how the trash that we do not pick up off the ground, animals will munch on and later end up dying from all the trash inside their bodies. The advertisements shows a picture of a dead bird lying in the middle of the road. The bird is shown with trash off the roadways that people throw out when they are going down t he road. The bird does not just find trash off the road, it is on the beachesRead MoreEssay on Mass Media Coverage of Presidential Election1460 Words   |  6 PagesThe media depends upon the campaigns for both news and revenues. The candidates then rely upon the media to get in touch with the largest number of voters possible. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;The Media has a â€Å" very powerful and justifiable role† (Fullerton-1) to play in presidential elections and can actually dictate a campaign agenda. â€Å"It is the media’s job to sort of be the watchdog (Fullerton-1).† Their job is basically to ferret out the truth and sniff out the falsehoodsRead MoreWhy Semiotics Is A Useful Method For Analysing Advertisements2532 Words   |  11 PagesExplain why semiotics is a useful method for analysing advertisements. Straight away when thinking of signs one would automatically think road signs, star signs or even pub signs however signs can also be drawings, paintings and photographs as well as words, sounds and body language. The study of signs and symbols is also known as semiotics. Ferdinand de Saussure was a Swiss linguist and semiotic whose ideas laid a foundation for many significant developments; He is one of the founding fathers ofRead MoreThe Myths Of Maternal Bliss2055 Words   |  9 Pageswords as though they were a confession. They are concerned that something may be wrong with them. They worry that they are bad mothers, and they believe that they are the only ones who feel this way. However, current research shows that this is far from true. In fact, motherhood is often associated with a number of negative mental health outcomes, including symptoms of depression, anxiety, physiological malaise, and a lack of happiness (Goldsteen and Ross 1989; Rizzo, Schiffrin, and Liss 2012; RossRead MoreIkea in China2887 Words   |  12 Pagesgood quality and low price household furniture. Through analyzing its marketing strategy and marketing mix, we can find the reasons why IKEA can be so successful in the intense competition, which we learn from. Key Words: IKEA, marketing, strategy, marketing mix Chapter One Company Introduction IKEA is one of the business miracles in the 20th century. From a small stationery delivering company in 1943, Ikea only used 60 years to achieve a great success, with more than 180 chainRead MoreAdvertising Discourse Analysis4128 Words   |  17 Pagesinternational context. Media influence of society and individuals Assessing the media influence on individuals in society has represented for many decades a major concern for communication researchers. Indeed, many questions arise right from the start: does regular newspaper reading really favor citizen participation in public debates? Repeated interventions of politicians on television can really cause changes of opinion or intention to vote among the electorate? Does watching shockingRead MoreA Study on the Deconstructionist Representation in Graphic Design3057 Words   |  13 Pagesbeen represented in varied images from ancient society up until the present time. Especially graphic design, which has experienced artistic upheaval from modernism and postmodernism, has been enabled to deliver messages in a more developed and sensuous appearances. Deconstructionist design wasn t well received by modernism, an advocate of practicality and effectiveness; however, as the beginning of subsequent postmodernism, it started to earn a warm welcome fro m a number of designers. PostmodernismRead MoreMarketing Analysis : Marketing Communications2799 Words   |  12 Pagescompetitive advantage, retain the current customer base, gain new consumers, and reinforce relationships with stakeholders. Analyzing various marketing communication components in advertising, personal selling, public relations, and promotion will determine the most effective route to reach the target market and promote products. Advertising Advertising is one of if not the most important aspects of a marketing campaign. Horrible products with great advertising have succeeded, and great products withRead MoreKodak: Marketing Plan for New Products6621 Words   |  27 Pagespanels. The increase in the temperature has occurred in last 100 years, as per the study, in the period of 1906-2005 (IPCC- AR4. 2007). The UK Climate Change Bill is in the course of becoming law. It is targeted to reduce the net UK carbon account by 60% till the year 2050. Kyoto protocol also states about emission cuts. (Peter McMaster. 2008). It may become a concern and pose threat to Kodak operations and strategies. Other natural calamities like earth quakes, cyclones and floods may also disruptRead MoreWgu Supply Chain Analysis5244 Words   |  21 PagesSupply Chain Xavier Smith Western Governors University Abstract This submission offers an analysis of the results from the supply-chain simulation. The submission will discuss strength areas, areas of opportunities, and lessons learned at the end of the simulation. Supply-Chain Analysis This submission analyzes the results of the supply-chain simulation completed. This analysis will comprise several noted points encountered in the simulation. Each discussion point will include a

Students and the Civil Rights Movement During the 1960s...

The 1960s was a decade of tremendous social and political upheaval. In the United States, many movements occurred by groups of people seeking to make positive changes in society. During this decade, the Civil Rights movement continued to gain momentum. The black community was continually persecuted and discriminated against by prejudice white individuals and figures of authority. Blacks everywhere struggled to end discrimination. They demanded the right to vote, to receive quality education, and to become respected individuals in the community which shunned them. (Sitkoff 35) Students, in particular, played a significant role in the Civil Rights Movement during the 1960s. Many college students were outraged by†¦show more content†¦Black school children, who were able to attend integrated schools, experienced extreme racial discrimination from both their peers and their teachers, in an effort to force them to return to segregated schools. (Curry 83) By 1965, at the elementary and secondary levels, 1,160 of the 3,028 southern school districts contained both white and black students. (Sitkoff 45) Almost 10% of all black children were attend ing school with whites. (Sitkoff 45) The amount of desegregation that occurred at public universities was greater than that of elementary and secondary schools. (Sitkoff 45) Nevertheless, many conflicts and riots occurred on college campuses when blacks attempted to enroll. James Howard Meredith was the first African American to attend the University of Mississippi during the Civil Rights Movement. James Meredith attempted to register in the fall of 1962. (Curry 74) Because of several violent threats, Meredith was accompanied by federal marshals. State officials tried to block his entrance to the building. Protest groups formed, and riots broke out, in which two people were killed. (Curry 74) After much controversy, James Meredith succeeded in registering at the University of Mississippi, but federal marshals stayed to protect him until his graduation in 1963. (Curry 74) James Meredith was an instrumental black individual who was brave enough to fight for his rightsShow M oreRelatedSocial Changes During The 1960 S1254 Words   |  6 PagesThe 1960’s was a decade filled with change in the existing conditions of the social, political, and economic spectrums. These social changes involved challenges to the conservative status quo of the time. Parts that contributed to this social revolution were new developments in the Feminist Movement, the Civil Rights Movement, and a rebellious counterculture. The political changes of this time period were embodied by the continuation and extension of the Vietnam War, new laws pertaining to civil rightsRead MoreReasons For The Civil Rights Movement1436 Words   |  6 PagesWhen did the Civil Rights Movement begin in earnest in Buffalo? The Civil Rights Movement In Buffalo was weak and many people were quiet and conservative. It was less a Movement than a group of scattered individuals, primarily black and Jewish. This Civil Rights Movement happened in the late 1960’s and early 1970’s. Some people believed that this movement began in Western New York. African Americans faced many social problems during this time period, which demonstrated the significance of organizingRead MoreEssay about Frq Analysis1138 Words   |  5 PagesRuhani Malik Period 4 1960’s HW FRQ Questions Due by April 26-27, 2012 Be sure to provide a strong and specific thesis statement with a nice introduction to your essay. Also be sure to provide names, dates, book titles, court cases, statistics and any and all other relevant facts you can think of to support your answer. Staple this sheet to the front of your essay and be sure to follow the formatting rules discussed for previous FRQ’s. 1. With respect to THREE of the following,Read MoreA Brief Note On The Civil Rights Movement1745 Words   |  7 Pageshistories are movements that came about to change the way certain people were being treated. What caused the Civil Rights Movement to slow and splinter in the mid-to-late 1960s? One movement, in particular, is the Civil Rights Movement, this movement, in summary, is about reach equality for the black community and stop separation from having certain opportunities as whites did. I want to walk through the ins and outs of the slow and splinter of the Civil Rights Movement in the mid-to-late 1960s. From theRead MoreThe 1960s Of The 1960 S830 Words   |  4 PagesHorotitz’s Campus Life, the 1960’s were a tumultuous time. There was a lot of rebellion and unrest within colleges, students were beginning to explore activism and get away from being a part of normal college culture. The United States was becoming involved in Vietnam which prompted the draft which students didn’t agree with especially when they began to change up the rules and looked to draft college students. Black students were seeking inclusion, representation, and Civil Rights. Through opposition causedRead MoreThe Civil Rights Movement And The Movement Of The 1960s1310 Word s   |  6 PagesThe  civil  rights  movement  was a well known  movement in which  the blacks are entitled to reach Civil Rights and are treated the same in all primary rights for U.S citizenship like possibility of employment, housing, education and right to vote. However, the beginnings of the  movement  go back to the 19th century, but it raised in the 1950s and 1960s. African American people, with accompany of particular numbers of whites, planned and led the  movement at national and local levels. They followed theirRead MoreThe Sixties s Impact On American Society1307 Words   |  6 Pages The 1960s The 1960s are frequently referred to as a period of social protest and dissent. Antiwar demonstrators, civil-rights activists, feminists, and members of various other social groups demanded what they considered to be justice and sought reparation for the wrongs they believed they had suffered. The decade marked a shift from a collective view on politics, to a much more individualistic viewpoint. The 1960s could easily be characterized as a period during which political, ideological, andRead MoreWhat Caused The Rise Of Protesters Throughout The 1960s? Essay1448 Words   |  6 PagesThe 1960s in the United States of America was an era of protests. Americans from the 1960s era experienced social changes that caused Americans to revolt of the Establishment of the 1950s. Racial discrimination, gender equality, and poverty are certain specific of the problems that Americans sought the need to identify of what caused the rise of protesters throughout the 1960s. The youth generation from th e era â€Å"baby boomers† were the causes for the determination for the 1960s. The parents of theRead MoreThe Civil Rights Movement During The 1960 S1224 Words   |  5 Pagespositive and negative effects on the people of the US.   During the 1960’s there were a lot of changes and one of these major changes was know as The Civil Rights Movement.   The civil rights movement was a movement created by African Americans to achieve rights equal to white people and have equal opportunity in housing, employment, education, the right to vote, and to not be segregated.   This movement had many important leaders that helped get rights for African Americans.   The book â€Å"Tambourines To Glory†Read MoreThe Civil Rights Movement in the 1960’s Essay1269 Words   |  6 PagesAmericans have been struggling for equality for many decades. It only seems that during the 1960?s is when there were actual significant advances made. This was about the same time t hat civil rights came into the political scene. Throughout the South, Blacks were still in the majority, but had no political power what so ever. The Civil Rights Movement gave African Americans a voice and a chance to make a difference. The 1960s helped open up hope and expectations for Black Americans. One of the most

Teaching a Specialist Subject free essay sample

City and Guilds 7305 Diploma in Teaching in the Lifelong Learning Sector Levels 4/5 Optional Unit: level 4: Teaching a Specialist Subject This assignment ‘teaching a specialist subject’ will refer to teaching ESOL in the lifelong learning sector. Preceding 2001 no regulations were in place to ensure that teachers in further education were trained in the skills of teaching. Therefore the further education teachers were a mixture of skilled professionals with or without a qualification in their subject. There was no national system and there were no standards for teaching to which the qualifications could be mapped. Many of the courses offered in further education colleges were vocational, and many of the teaching staff were appointed on the basis of their own professional skills, knowledge and experience. (LSIS) http://www. lsis. org. uk/sites/www. lsis. org. uk/files/LSIS-TQR-Findings-Report-Jan2013. pdf Not the one It wasn’t until 1998, in the Green Paper The Learning Age, that the government first put forward the idea of a requirement for professional teaching qualifications for teachers who were working outside the schools sector. Thus the Further Education National Training Organisation (FENTO) came into being, and by 1999 had published the Standards for initial teacher training in England and Wales, and by 2001 the first statute passed by parliament that made a teacher training qualification a legal requirement for a full time teacher in a college of further education in England (Statutory instrument 2001). The 2001 regulations set out clearly the requirement that a new teacher working full time in a college of further education must gain the full teaching qualification New qualification requirements for teaching in the lifelong learning sector (LLLS) were introduced in 2007. Two teaching roles were defined, associate teaching and full teaching role. ’ The associate role having fewer teaching responsibilities than a full teaching role. New teachers are required to undertake an introductory programme which would give them a threshold licence to teach. This is a City and Guilds accredited Level 3 or 4 Award in . Preparing to teach in the Lifelong Learning Sector (PTLLS). This initial qualification equips new teachers with the minimum skills and knowledge they need to start teaching, and forms the first part of their initial teacher training programme. Full teaching qualification programmes: These qualifications cover the PTTLS requirements as part of the course: Diploma in Teaching in the Lifelong Learning Sector (DTLLS) PGCE or Certificate in Education. For Skills for Life teachers there will be three routes to becoming fully qualified for both a full teaching role and in their subject specialism: An integrated subject specific programme which will cover both full teaching and subject specific requirements †¢A generic Diploma in Teaching in the Lifelong Learning Sector (DTLLS) and a subject specific diploma †¢A subject specific diploma for teachers of literacy, numeracy or ESOL (for those already holding a generic teaching qualification) http://www. skillsforlifenetwork. com/? atk=876 As Gravels (2010 :8) suggests ‘Whatever has made you decide to teach, you will need a specialist subject. My specialist subject is ESOL, I completed a joint PTLLS/Cert TESOL in 2008. My awarding body for PTLLS was City and Guilds and Cert TESOl was Trinity College, this was the initial stage for training in my specialist subject. After volunteering as an ESOL tutor, I decided to pursue the route to the full teaching qualification and become an ESOL subject specialist. At present, I am close to the end of my DTLLS training and will then move on to a subject specific diploma for ESOL. I am a part time ESOL Tutor at XXXXXXXXXXXX(XXX), I teach in the Community Learning and Skills Development. The group I teach meet every Saturday morning for two hours. This is a basic beginners group and is a mix of middle-aged and older learners with varied learning styles, who come from different cultural and social backgrounds. The purpose of the ESOL provision at WAES is to meet the differing needs of learners and to responding to the changing needs of individuals, local partners as well as government priorities. By improving people’s skills and enabling them to gain accreditation and reach their individual goals, this provision will help build a stronger job market, improve individual job prospects, facilitate progression on to further learning opportunities and contribute towards a more independent and fully functioning society. The key aims of Community Learning and Skills Development within (XXXX) are to: Enhance people’s quality of life by improving their functional English (ESOL) ICT and maths skills and raising their self confidence †¢provide progression routes for adults within the Community Learning and Skills †¢improve adults’ job prospects by developing their numeracy and language skills and offer accredited learning programmes through which they can gain nationally recognised qualifications To emphasise the key aims of my subject specialism, I borrow the words of John Denham Secretary of State for Innovation, Universities and Skills (May 2009) ‘The ability to speak English is critical for everyone living and working in the UK. It underpins employability and gives people the ability to support themselves and their families, engage more fully with the wider community and access necessary services’ People learn English for many and extremely varied reasons. Taking these reasons, as well as language acquisition needs, into consideration, planning is crucial for a successful learning experience. For my ESOL course this begins with the syllabus. As pointed out by Gravels A, (2010:37) ‘Whatever your specialist subject, your organisation should supply you with a relevant syllabus or guide. If one is not available, you may need to develop your own course content based around the subject to be delivered. ’ Once the aims of the learning programme have been decided, and the learners’ language levels and aspirations identified, I use the ESOL curriculum to draw up a syllabus and a scheme of work by selecting relevant level descriptors and component skills from the Adult ESOL Core Curriculum When designing the syllabus, I break down the course aims into skills, e. g. : Course aim: to improve speaking and listening skills at Entry 1 Negotiated topics: Giving/asking Personal Information; Family relations, Expressing likes and Dislikes. Asking Directions Skills: Give personal information; ask others about themselves; express likes and dislikes talk about my family, ask/give directions Greet others and introduce yourself Sc/E1. 1a; Sd/E1. 1a; Lr/E1. 1d Give information about yourself Sc/E1. 4b; Lr/E1. 2b Ask others about themselves Sc/E1. 3a; Lr/E1. 2b Ask for something you need Sc/E1.2a; Lr/E1. 2a The aims of this course at Entry 1 are to allow candidates to provide evidence of: †¢their ability to communicate effectively in English, in day to day situational exchanges, and social and cultural dialogue and activities, at the appropriate level in the ESOL Core Curriculum †¢their grasp of the social and cultural structures that underpin successful integration into UK society The objectives of the course are that: By the end of the course a learner will be able to: †¢Give/ask personal information orally †¢Fill out personal information e. g. for doctors/children’s schools. Identify 5 likes and 5 dislikes †¢Identify with good pronunciation 5 family members †¢meet the assessment targets to progress to the next level The scheme of work (SOW)sets out in more detail what will be covered in each week of the learning course, based on the syllabus. I structure the scheme of work so that learners can successfully build on language they have already learnt. It is also very important that my SOW reflects any reviews with my learners and assessment. How do I plan and organize my lessons? Based on my SOW I then set out my lesson plan for each lesson covered. The lesson plan is very detailed, outing time, resources, act What is the level of the class I will be teaching? The California Department of Education publishes the Model Standards for Adult Education Programs: ESL. How do I assess my students’ needs? RARPA How do I track students’ goals and outcomes? What is the core curriculum and what books and materials will be available to my students and me? Your site supervisor or ESL Coordinator most likely will provide you with the core curriculum for the class you will be teaching The target groups include: Anyone, 19+, whose first language is not English and who does not have a level 2 qualification in English (i. e. GCSE grade A-C equivalent). They should also be is eligible for SFL funded provision according to SFL residency criteria. The course is open to learners who are 19+ and eligible according to SFL residency criteria The course is not accredited and do not lead to a qualification. Regular attendance is very important if learners are to achieve and an attendance of at least 80% is expected. . I provide a range of appropriate resources for the course, mapped to the ESOL curriculum. Learners will be able to discuss their own learning aims with me and set these as personal targets in their Individual Learning Plan. Targets are then reviewed and re-negotiated throughout the course. WAES has a learner support department every effort is made to provide specific support or equipment to meet individual learning needs. Anyone joining a course is encouraged to make known if support may be needed. Some of the support provided includes one-to-one help during the course and adaptive equipment. We aim to make our courses welcoming and easy to access. Community Learning and Skills Development do not accept any discrimination. Everyone is expected to accept responsibility for upholding equality and showing respect to others. Product model The product model is based on the idea that there are certain skills to master and facts to know. The idea of this model is that knowledge is similar to a product that is manufactured. The assumption is that generally one starts knowing nothing, they are then taught and then one transmits that knowledge to action. The product model consists of a series of steps leading to the product that allows the curriculum to be designed accordingly. The steps are: Step 1: Diagnosis of need Step 2: Formulation of objectives Step 3: Selection of content Step 4: Organization of content Step 5: Selection of learning experiences Step 6: Organization of learning experiences Step 7: Determination of what to evaluate, and the ways and means of doing it. (infed. org:2010) Although the model organises learning quite neatly it is very Pedagogic and Behaviourist. Using this model teaching follows a pre-specified program allowing little thought for individual student needs and discourages creativity for learner and teacher. ‘The behaviourist approach is deterministic: it believes that people’s behaviour is assumed to be entirely controlled by their environment and their prior learning, so they do not play any part in choosing their own actions. ’ (psychlotron. org. uk:2008) Process model In contrast the process model takes learners as individuals, not as objects to be acted upon. They have a clear voice in the way the sessions evolve. The focus of this model is on the interactions that shift the attention from the teaching to the learning, (pedagogy to andragogy). The process model is about the interaction of students, teachers and knowledge. It is about what happens in the classroom and what people do to prepare and evaluate. This model is both constructivist and humanistic. Lawrence Stenhouse (1975) suggested that a curriculum is rather like a recipe in cookery. A curriculum, like the recipe for a dish, is first imagined as a possibility, then the subject of experiment. The recipe offered publicly is in a sense a report on the experiment. Similarly, a curriculum should be grounded in practice. It is an attempt to describe the work observed in classrooms. Finally, within limits, a recipe can be varied according to taste so can a curriculum. So as Stenhouse says a recipe can be varied according to taste, just as a lesson can be varied according to individual’s needs, making it humanistic. Also by the recipe being an experiment you can try something out and then build on the knowledge of how well it worked to improve it, making it constructivist. This model is about interaction and feedback, again two humanistic traits. 6. 1 The obstacles cited by potential ESOL students as preventing them from participating in learning are similar to those mentioned by other adult non-learners. These include insufficient time as a result of family or work commitments, inadequate information, poor advice and guidance, the potential cost of study, a lack of suitable flexible provision locally, inadequate transport or lack of affordable childcare. ESOL learners are then often further hampered because of ineffective assessment and support and by the lack of a consistent approach across the country. In some areas there is little tutor expertise in rigorous ESOL assessment and few suitably robust and reliable ESOL diagnostic tests. Inadequate pre-course advice and guidance results from insufficient knowledge about the range of opportunities available and lack of understanding of the equivalence between overseas and British qualifications. This is in sharp contrast with some other European countries, such as France, where there are well developed and fully funded qualification recognition services. 6. 3 Long waiting lists often result in large classes which may not allow for sufficient student interaction and oral practice or which include too wide a range of language levels. Many students want to learn quickly for substantial numbers of hours a week but this intensive provision is not always available. In rural and other areas where there are few ESOL learners there is often either a complete lack of suitable provision or a tendency to put ESOL learners and basic skills learners in the same class, even though their needs are very different. 6. 4 Moreover, for refugee ESOL learners, these barriers are all too often compounded by cultural dislocation, emotional distress and trauma at being resettled in a strange country. Lack of money prevents some from travelling to classes.