The character of Alison in The Millers Tale Essay Example

The character of Alison in The Millers Tale Essay The character of Alison in The Millers Tale is portrayed as the perfect vision of sexual desire. Her husband the carpenter, their lodger Nicholas and the parish clerk Absolon are all in various forms of pursuit of her throughout the tale, while Alisons role is little more than to observe their efforts. Her actions throughout the tale are far from moral, and so her initial description is important in portraying the kind of character with whom the reader is to be acquainted. She is shown as physically desirable, well groomed and enigmatic, in the sense that she is more mischievous than she seems. The description shows Alison to be the embodiment of female sexuality, making the ridiculous actions of the other characters more justifiable. The most obvious aspect of the description of Alison is that she is sexually desirable to men. While it is Chaucer who is writing the description, he is writing as though the Miller is describing her, and through the way in which Alison is described, it becomes obvious that the Miller is attracted to her. He begins the description at her ceint, starting the image of her at her girdle, somewhere below her waist. It then moves to her barmclooth, continuing to hover around her lower body, describing how her goore lies upon her thighs and buttocks, her lendes. The description then moves to her chest and her smok, and then returns to her girdle. By focusing on the sexual regions of her body, Chaucer shows that the Miller is interested in Alison sexually, more than as a wife. We will write a custom essay sample on The character of Alison in The Millers Tale specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The character of Alison in The Millers Tale specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The character of Alison in The Millers Tale specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This is further implied by the line for any lord to leggen in his bedde preceding for any good yeman to wedde. Therefore it is clear that Alison is an object of lust. The Miller also shows that Alison is appealing to all the senses, calling her blissful on to see, softer than the wolle is of a wether and calling her mouth sweet as bragot. Playing on all the senses makes Alison more real and more enticing, so that the reader too is entranced by her desirability. A lot of the descriptions of Alison are comparisons to animals. It is particularly interesting to note the animals to which she is compared. Her body is compared to that of a wezele, in that it is gent and small. While the weasel is an apt simile for a petite and shapely body, it is also an animal renowned for being sly and sneaky, qualities displayed by Alison later in the tale. Therefore a seemingly superficial comparison to Alisons physique makes a far more negative reference to her character. The comparison to a colt implies Alisons wild spirit, but with it being a male animal it also reflects on her power. She is also compared to a kide or calf in that she can skippe and make game. This comment also has two levels. In a way it likens Alison to young animals showing her frisky, youthful nature. Also, with the animals being simple farm yard creatures as opposed to exotic, exciting animals, the story is kept at a fabliau level, as it is dealing with the commonplace. The character of Alison in The Millers Tale Essay Example The character of Alison in The Millers Tale Paper The description shows that Alison attempts to dress as a reflection of her purity and sweetness. Her clothes are mainly white, her barmcloth eek as whit as morne milk, the tapes of hir white voluper and whit was hir smok. The white clothes are ironic in their reflection of virginity, as Alison soon proves to have loose sexual morals. It is the fact that her outfit is so excessively white that provides a hint towards the idea that purity is a look she is trying to achieve, rather than a characteristic she bears. She is described to have a likerous ye, suggesting that she is a playful, lustful person. She also wears boots laced on hir legges hye, which reflects a more erotic nature to her character than the rest of her outfit aims to portray. These things imply that Alison is more mischievous than she seems. Alison is a well groomed and well looked after character, evidently by both her husband and herself. Her clothes are made from fine materials, a purs of lether tassled with silk, and are extravagant and intricate, for instance her smok is broiden with col-blak silk. This shows that her husband treats her well and pays for her to have expensive things, implying that she is perhaps a trophy for him rather than a loving companion. She looks after herself well, indicated by her ful smale ypulled eyebrows and hir mouth smelling sweete. We will write a custom essay sample on The character of Alison in The Millers Tale specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The character of Alison in The Millers Tale specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The character of Alison in The Millers Tale specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In the time in which the tale was written it was far less common to be so well groomed and sensually appealing, making her more and more attractive. The fact that she takes such care of her appearance reveals her vanity, and further implies the extent of her beauty. The description reveals Alisons physical beauty, as well as hinting at the darker sides of her nature. These are both important aspects of the tale as the story unfolds, in justifying the other characters actions and feelings.

Hitlers Weltanschauung (World View) Essays - Nazism, Free Essays

Hitlers Weltanschauung (World View) Essays - Nazism, Free Essays Hitlers Weltanschauung (World View) name = Glen R. Hees email = SigmaChi25 publish = yes subject = World Civ II title = Hitler's Weltanschauung (World View) In the early quarter of the twentieth century, a young man was beginning to fill his mind with ideas of a unification of all Germanic countries. That young man was Adolf Hitler, and what he learned in his youth would surface again as he struggled to become the leader of this movement. Hitler formed views of countries and even certain cities early in his life, those views often affecting his dictation of foreign policy as he grew older. What was Hitlers view of the world before the Nazi Party came to power? Based in large part on incidents occurring in his boyhood, Hitlers view included the belief that Jews should be eliminated, and that European countries were merely pawns for him to use in his game of world dominion. Adolf Hitler grew up the son of a respectable imperial customhouse official, who refused to let his son do what he was most interested inart. Hitler never excelled in school, and took interest only in art, gymnastics and a casual interest in geography and history due to a liking he had taken to his teacher. It was his history teacher who would fill Adolfs mind with a simple thought: The day will come, that all of us, of German descent, will once more belong to one mighty Teutonic nation that will stretch from the Mediterranean to the Baltic, just like the Empire of the Middle Ages, and that will stand supreme among the peoples of this earth. Already the young Adolf could envision himself in such a position. Much of the ideology that Adolf Hitler used was not original by any means. There were many thinkers and writers who laid the groundwork for what would become not just Hitlers, but the Nazi Partys Weltanschauung (world view). Three primary writers were Dietrich Eckart, editor of a harshly anti-Semitic periodical, Auf gut deutsch (Agd), Alfred Rosenberg, a Baltic German and contributor to Agd, and Gottfried Feder, an opponent of finance capitalism. These three men molded the political outlook of the German Workers Party before Hitler encountered it in 1919, and would become quite influential in Adolfs ideology. Rosenberg contributed largely to Hitlers view of the Jews on an international perspective, suggesting the existence of a Jewish conspiracy to overthrow established nation-states on a worldwide scale. In 1924, Hitler proclaimed that he had departed from Vienna as an absolute anti-Semitic, a deadly enemy of the whole Marxist outlook, and as a Pan-German in his political persuasion. The Pan-Ger man movement was dedicated to achieving the defense and fortification of the German Volk (people) everywhere in the world. The elimination of the Jews was but one item on Hitlers agenda, however. Hitler wanted to do away with the Versailles Treaty which he saw as criminal. He also believed that Germany should not ally itself with any other nation, except perhaps Italy and England. Italy, because of its Fascist regime under Mussolini, and England, because it could be considered a Nordic region. While he would go on to ally himself with Italy, his views of these two nations would change drastically later. As for other European nations, Hitlers idea of expansionism laid the groundwork for his relations with them. Lebensraum or living-space, which Hitler mentioned in his book Mein Kampf, had been a key concept for German National Socialists. It was an old concept, not inconsistent with beliefs held since the middle ages. Hitler believed that an increase in his countrys living-space would effectively improve the health and well-being of his Volk. As Hitler stated in his Secret Book: A healthy foreign policy therefore will always keep the winning of the basis of a peoples sustenance immovably in sight as its ultimate goal. Hitler was very hostile towards France and saw the French as a hereditary enemy that was always looking for a chance to annex the left bank of the Rhine so as to have a natural frontier with Germany. Hitler was ready to support a war against France at any time and any cost. England was portrayed as one of Germanys absolute enemies, even though Hitler had considered making an alliance at one point. Hitler thought that England had been the Weltmacht, or world power for too long and was not a worthy ally because they assisted the Jewish cause and had allowed Jews to hold influential positions within the state. Hitler also said that the British

U.S. Constitution - Article I, Section 10

U.S. Constitution - Article I, Section 10 Article I, Section 10 of the United States Constitution plays a key role in the American system of federalism by limiting the powers of the states. Under the Article, the states are forbidden from entering into treaties with foreign nations; instead reserving that power to the President of the United States, with the approval of two-thirds of the U.S. Senate. In addition, the states are forbidden from printing or coining their own money and from granting titles of nobility. Article I, Section 10 of the Constitution limits the powers of the states by prohibiting them from entering into treaties with foreign nations (a power reserved to the president with the consent of the Senate), printing their own money, or granting titles of nobility.Like Congress, the states may not pass â€Å"bills of attainder,† laws declaring any person or group guilty of a crime without due process of law, â€Å"ex post facto laws,† laws that make an act illegal retroactively or laws that interfere with legal contracts.In addition, no state, without the approval of both houses of Congress, may collect taxes on imports or exports, raise an army or harbor warships in times of peace, nor otherwise declare or engage in war unless invaded or in imminent danger. Article I itself lays out the design, function, and powers of the Congress – the legislative branch of U.S. government – and established many elements the vital separation of powers (checks and balances) between the three branches of government. In addition, Article I describes how and when U.S. Senators and Representatives are to be elected, and the process by which Congress enacts laws. Specifically, the three clauses of Article I, Section 10 of the Constitution do the following: Clause 1: the Obligations of Contracts Clause â€Å"No State shall enter into any Treaty, Alliance, or Confederation; grant Letters of Marque and Reprisal; coin Money; emit Bills of Credit; make any Thing but gold and silver Coin a Tender in Payment of Debts; pass any Bill of Attainder, ex post facto Law, or Law impairing the Obligation of Contracts, or grant any Title of Nobility.† The Obligations of Contracts Clause, typically called simply the Contracts Clause, prohibits the states from interfering with private contracts. While the clause might be applied to many types of common business dealings today, the framers of the Constitution intended it mainly to protect contracts providing for the payments of debts. Under the weaker Articles of Confederation, the states were allowed to enact preferential laws forgiving the debts of particular individuals. The Contracts Clause also prohibits the states from issuing their own paper money or coins and requires the states to use only valid U.S. money – â€Å"gold and silver Coin† – to pay their debts. In addition, the clause prohibits the states from creating bills of attainder or ex-post facto laws declaring a person or group of persons guilty of a crime and prescribing their punishment without the benefit of a trial or judicial hearing. Article I, Section 9, clause 3, of the Constitution similarly prohibits the federal government from enacting such laws. Today, the Contract Clause applies to most contracts such as leases or vendor contracts between private citizens or business entities. In general, the states may not obstruct or alter the terms of a contract once that contract has been agreed to. However, the clause applies only to the state legislatures and does not apply to court decisions. Clause 2: the Import-Export Clause â€Å"No State shall, without the Consent of the Congress, lay any Imposts or Duties on Imports or Exports, except what may be absolutely necessary for executing its [sic] inspection Laws: and the net Produce of all Duties and Imposts, laid by any State on Imports or Exports, shall be for the Use of the Treasury of the United States; and all such Laws shall be subject to the Revision and Controul [sic] of the Congress.† Further limiting the powers of the states, the Export-Imports Clause prohibits the states, without the approval of the U.S. Congress, from imposing tariffs or other taxes on imported and exported goods in excess of the costs necessary for their inspection as required by state laws. In addition, the revenue raised from all import or export tariffs or taxes must be paid to the federal government, rather than the states. In 1869, the U.S. Supreme Court ruled that the Import-Export Clause applies only to imports and exports with foreign nations and not to imports and exports between states. Clause 3: the Compact Clause â€Å"No State shall, without the Consent of Congress, lay any Duty of Tonnage, keep Troops, or Ships of War in time of Peace, enter into any Agreement or Compact with another State, or with a foreign Power, or engage in War, unless actually invaded, or in such imminent Danger as will not admit of delay.† The Compact Clause prevents the states, without the consent of Congress, from maintaining armies or navies during a time of peace. Additionally, the states may not enter into alliances with foreign nations, nor engage in war unless invaded. The clause, however, does not apply to the National Guard. The framers of the Constitution were keenly aware that allowing military alliances between the states or between the states and foreign powers would seriously endanger the union. While the Articles of Confederation contained similar prohibitions, the framers felt that stronger and more precise language was needed to ensure the supremacy of the federal government in foreign affairs. Considering its need for it so obvious, the delegates of the Constitutional Convention approved the Compact Clause with little debate.

Identify and describe a minor character in the novel, The Alchemist Essay

Identify and describe a minor character in the novel, The Alchemist - Essay Example Fatima is an Arab girl who meets with Santiago in an oasis on the way to the pyramids. On the way to Egypt, Santiago takes time to listen to the desert and the main reason is to discover the soul of the world. The Arab girl reaches in the oasis together with other people where Santiago starts a conversation with Fatima, during the entire conversation Santiago falls in love with Fatima and Fatima falls in love with Santiago (Coelho, 1993).  As the caravan starts to go to the alchemist to learn the secret of alchemy who lives in the desert, Fatima as a desert woman is willing to wait for Santiago so that the hidden treasures in Egyptian pyramids can be disclosed and thus fulfill his personal legend. The purpose of Fatima is to encourage Santiago and go to Egypt and thus promised him that if he finds the treasures, they will marry. Additionally Fatima was looking for her man though she had interest in the hidden treasures. The camel driver meets with Santiago on their way to the oasis where their main agenda was to visit the alchemist in the desert. During this time, it is when Santiago is ready to go to Egypt to find the hidden treasures. After loosing everything in the flooding river Nile the camel driver is content with his daily routine of riding the camel. The purpose of the Camel Driver is to update Santiago and make him understand the importance of the present. The Tribal Chieftain is the guard of the oasis since the oasis should not be attacked since it was a violation of rules of the desert. After Santiago shares a vision with the tribal chieftain of two hawks fighting in the sky meant that it was an army entering the oasis to destroy it and attack those who were around. The interpretation of the vision makes the tribal chieftain to arm the men and prepare them well incase if they are attacked by enemies. The purpose of the chieftain is to make sure that in the oasis omens are listened carefully and thus when around one should be aware of desert

A Taste of Honey by Shelagh Delaney Essay Example | Topics and Well Written Essays - 2000 words

A Taste of Honey by Shelagh Delaney - Essay Example There is no attempt to connect the play to a wider social world, by 'argument' (characters do not debate the issues between themselves); nor does the play articulate a position on that world (there is no obvious authorial 'point of view' on display); nor, despite the contextual readings, does Delaney exploit the metonymic function of the characters, action or set, but rather the issues are visible in the texture of the personal relationships themselves. Stuart Hall noted this aspect of the play: Delaney is not at all self-conscious about her ability to portray Salford life but she accepts this as a framework for what she is really interested in communicating-her extraordinarily fine and subtle feel for personal relationships. No themes or ideas external to the play disturb its inner form: her values are all intensive. A Taste of Honey is remarkable partly because it breaks a number of racial and sexual taboos: Jo's lover is a black sailor and her flat-mate is homosexual, and the main action of the play is the journey into motherhood of a young, unmarried teenager. It is not simply that these things are represented, but that they are represented positively-that the form of the play elicits sympathy for characters that come to us heavy with connotations, who are part of a world that we 'read about every Sunday in the News of the World'. It is precisely such socially marginal and 'a-typical' characters with which the Wolfenden Report-and the press debate that followed it-was so concerned. The action of the play is contained by a 'comfortless flat', and the stage space is clearly marked as domestic. It is, however, an interior in which all the domestic activities are potentially on display; the kitchen area, the double bed, the living and eating areas-these are all visible, delineating a whole 'way of life' in its routines and chores. Very little conventional domestic activity actually takes place in this space, though, and when it does, it is not performed by characters who inhabit traditional roles. This is part of a complex series of reversals and oppositions in the play, in which expected connections are severed. The mother figure, Helen, is very unlike a 'mother', having no domestic abilities, being feckless and sexually active. The caring role is taken initially by Jo, the daughter, and then by Geoff, a man who displays none of the conventional 'male' attributes. The nearest to a white, male, heterosexual gender norm in the play is to be found in Peter, Helen's l over and fianc, who is presented as a lecher and a drunk. The three central characters are all potentially sexually active, and the two women become so. However, sex is destructive to happiness in the world of the play-as it is in Look Back in Anger. It separates mother and daughter (Helen's marriage to Peter) and leaves Jo with a baby. Jo's relationship with Geoff is only possible because it is without sex. The only moments of genuine difficulty between them are when sex is involved; Jo's demand that Geoff tell her what he does with

Effect Of Subliminal Advertising: Children

Effect Of Subliminal Advertising: Children Many of us find the idea of subliminal messages altering our thought processes to be horrifying today. Often seen as akin to brainwashing, the notion that advertisers rely on subliminal messages to prey on childrens minds, demanding their attachment to some new cereal, toy, or game, is equally if not more disturbing to many people. Yet despite the protests of those against advertising to children, the effects of normal commercials are hardly subliminal, and hardly cause uncontrollable or irreversible change in disposition or desire. Additionally, though the effects of product placement in movies and television may more compellingly be seen as subliminal, and likely impact children more than adults, the effects of such advertising are not necessary severe, irreversible, or long-term for children. In this essay, I review research findings related to subliminal advertisings effects on children. I argue that while product placement in movies and television does technically qualify as subliminal advertising that can be seen to significantly effect children (unlike traditional commercial advertising, which does not technically produce subliminal effects), neither product placement nor commercial advertising has been proven to have irreparable unconscious or subconscious effects that vary according to age. While children are more vulnerable to product placement advertising as subliminal messaging than are adults, children should nonetheless not be seen as victims of brainwashing, but merely as less-informed or autonomous actors in a world where we can avoid advertisings effects by critically receiving messages and providing an alternative voice or message to those less informed around us. Subliminal Advertising Versus Commercial Advertising As Rogers points out in his historical examination of the idea of subliminal market advertising, the idea of the subliminal advertisement came about in the late 1950s, when it was suggested that data projected briefly on television would reach the consuming public subconsciously, rather than consciously, providing a qualitatively stronger effect that could be advantageous to marketers. Despite a lack of scientific validation for this claim, which one early critic likened to the idea that a whiff of a martini is worse than a swallow (qtd. in Rogers 13), the idea caught hold in the popular imagination that subliminal advertising strongly effected people without their knowing it, in favor of advertisers interests. In one movie theater where messages to eat popcorn and drink Coke were projected quickly (and therefore subliminally) on the screen, it was claimed that sales skyrocketed (Rogers 13). Yet this early experiment was not confirmed by third parties or conducted with an eye to potential limitations, and other variables were not carefully considered. Additionally, organizations concerned with protecting ordinary citizens from subliminal messages, such as the Federal Communications Commission, did not find in their experiments that such messages had strong or even noticeable effects (Rogers 15). Later research adhering more closely to scientific standards confirmed on the contrary that a strong stimulus produces a strong response, and a weak stimulus produces a weak response, implying that zero perception equals zero response, and so subliminal means in practical terms no effect' (Rogers 15). It has been argued nonetheless that for young children who may not recognize the difference between television programming and advertisements, commercials serve as subliminal advertising, effecting their beliefs and behaviors without their control. As Goldstein notes, the argument repeated in nearly every document on advertising to children assumesthat commercials create wants because young viewers do not understand advertising and are therefore particularly influenced by it (Children and Advertising 5). However, Goldsteins review of empirical research highlights evidence suggesting that advertising to children does not strongly effect their behavior or attitudes, in comparison with other sources of influence and socialization (Policy Implications). Parents and peers play a role in shaping children, which is arguably stronger than that of any commercial or corporation. As Goldstein writes, children learn to be consumers in the same way they are socialized into politics or acquire the ir attitudes about the sexes-from a variety of sources, including family, friends, teachers, and the mass media (Policy Implications 9). Additionally, no research indicates that not comprehending an advertisement as such gives it a stronger impact. As with the claim regarding subliminal messaging more generally, if you cannot comprehend something, then there is no reason why it would more strongly influence you than would something you can comprehend. As Goldstein argues, if children cannot extract the commercial message, they are not in a position to act on it (Policy Implications 5). Studies in different countries and contexts additionally confirm that commercials have little impact on young children, despite intuitive but anecdotal evidence of children identifying goods and toys on commercials as things they would like to possess (Goldstein, Children and Advertising 6).. Thus, while the research remains open to interpretation in this complex area of study, claims that commercials extraordinarily impact the youngest should not be taken as the ultimate truth. In summary, the idea of subliminal advertising having a strong effect on children or people in general due to its incomprehensibility is not strongly backed up by research, despite its initial appeal. Neither adults nor children are necessarily effected strongly by advertising messages they do not consciously recognize as advertising, while it seems likely on the contrary that subliminal advertisements not consciously received have little to no impact. Product placement within television programming or movies better fits the description of subliminal messaging, however, as it does have an impact, albeit a manageable one, on people (such as children) who fail to notice it. Product Placement: Subliminal Advertising that We Can Manage While images flashing across the screen effect adults little more than commercials that children do not recognize impact children, subliminal messaging is likely more effective in advertising through product placement, where characters in a movie or television series smoke a particular brand of cigarettes or drink a particular kind of soda, whose brand is one very minor message that easily goes unnoticed in the context of a plot line or other character or story development. Research shows there are effects to product placement that go beyond those associated with traditional forms of subliminal messaging. However, the effects of product placement on children are not necessarily severe or irreversible, leading most to conclude that this form of advertising is not much more of a serious problem for children than are regular commercial advertisements. Though product placement can be understood as non-subliminal as products usually have exposure time measured in seconds rather than milliseconds, making the message easy to see, if one is looking for it, product placement may be considered subliminal nonetheless, as its effects can be taken to be tacit or implicit because recollection of the brands may be unreliable or unavailable (Auty and Lewis, Delicious Paradox 118). Studies have found that children do respond to this sort of subliminal messaging. In one study, half of the children were shown a clip from the movie Home Alone where Pepsi Cola is spilled during a meal, while the other half were shown a similar clip without the branded soda. The majority of the children who saw the Pepsi Cola chose Pepsi over Coke in a later research session, while the majority of those who did not see the Pepsi label in the clip chose Coke. These findings lead Auty and Lewis to conclude that given the tendency of young children to watch videos of t heir favorite films over and over again, the findings have ethical implications for the use of product placement in films targeted at young children who have not yet acquired strategic processing skillsthey have been affected by the exposure in some preconscious way (Childrens Choice 713). Another hypothesis of this study was that younger children would be more vulnerable to product placement than older children. This was not found to be the case, suggesting that age is not a major factor impacting a childs vulnerability to product placement messaging. However, whether one has advertising literacy, which can only be developed at adolescence, does impact the effects of product placement on an individual. As Auty and Lewis write, it appears as if a sophisticated understanding of advertising will actually militate against effective commercial communications because it will stimulate a counterargument (Delicious Paradox 127). When one recognizes an advertisement as a form of attempted manipulation, this critical orientation can disincline one toward the message to buy or desire a particular good or service. Because one requires a certain level of cognitive maturity to understand product placement and other forms of advertising in a critical manner, age therefore becomes cr ucial to understanding how it is that adults but not children can become immune to such messaging. Auty and Lewis regard this as a delicious paradox of product placement as subliminal advertising: adults can guard against preconscious perceptions simply by noting the appearance of a produce as a placement with a commercial origin while children 8-12 years of age need cues to produce counterarguments, thus failing to understand the product placement as a commercial message (Delicious Paradox 128). It seems, therefore, that product placement in film does effect children more so than adults as a form of subliminal messaging. Thus, while it remains the case that unnoticed messages often have little to not effect on people whatever age they are, adults can develop a form of immunity to product placement as subliminal messaging, whereas children are vulnerable to this form of messaging, though its impact remains variable and difficult to understand in a conclusive manner. Such findings have led to much scrutiny particularly of product placement of alcohol or tobacco products in films or television shows accessible by children. In the 1980s many felt certain that such subliminal advertising was inappropriately impacting young people, encouraging them to make unhealthy decisions in the interests of businesses. Yet there remains hope that, as with other forms of subliminal advertising, the effects of product placement on young people can be managed by parental influence and other shapers of young peoples behaviors and attitudes. As Goldstein argues, the best predictors of smoking are whether ones parents and friends smoke (Policy Implications 9). Advertisers have no monopoly in their influence, and on the other hand one can identify countries where smoking is prevalent while people have little exposure to cigarette advertisements (Goldstein, Policy Implications 10), suggesting that the relationship between advertisements and behavior is hardly inevitable . Thus, one can teach their children to critically view media messages and otherwise help shape choice so that the media does not do this for them. In conclusion, there is little reason to be afraid of subliminal advertisings effects on children. Research suggests that at all ages that which one does not comprehend will have a small to nonexistent impact on his or her behavior, attitudes, and desires, which implies that children who watch advertisements that they do not understand are unlikely to be brainwashed or effected in a strong way by the messages. Neither children nor adults are significantly impacted by subliminal messages or other commercials that go unrecognized as such, and thus we have little to worry about when it comes to the effects of subliminal advertising on children. On the other hand, product placement today comes closer to fitting the definition of effective subliminal messaging, as information can be delivered without audience recognition to create an effect on uncritical minds. Clearly children are disadvantaged with regard to product placement as they are not able to recognize product placement as a means of behavior manipulation, and thus this remains a cause of concern for those who fear that children are at risk of taking up bad habits due to product placement of alcohol or cigarettes, for example. Nonetheless, as with other forms of subliminal advertising we cannot recognize or comprehend, we should not be too fearful of the effects of product placement on children as a form of subliminal advertising, as the media is only one of many factors influencing children, including parents, friends, and educators. Subliminal advertising, while it may exist, thus has only a minor impact on children, overall, against other factors vying for childre ns minds.

Math 213 Reflective Paper

Reflective Paper – Math 213 Math 213 is a class packed full of information valuable to the development of a professional math teacher. There were several major mathematical concepts addressed in the class ranging from problem solving, numeration systems and sets, whole numbers and their operations, to algebraic thinking, integers and number theory, rational numbers as fractions, decimals and real numbers, and proportional reasoning, percents, and applications. This class enhanced my understanding of math in general, as well as enabled me to explore strategies on how to best present mathematical concepts in an elementary classroom setting.Since children learn differently than adults do, and do not have prior knowledge to draw meaning from, an important characteristic of a professional math teacher is to have the ability to create a classroom environment where students are encouraged to take risks and explore problems while learning problem solving strategies. According to the c lass textbook, A Problem Solving Approach to Mathematics for Elementary School Teachers, â€Å"If problems are approached in only one way, a mind-set may be formed. † (Billstein, R. , Libeskind, S. , & Lott, J. 2010) Teachers need to give students a tool box of strategies, such as, look for a pattern, examine a related problem, identify a subgoal, make a diagram, or work backwards. While developing student’s problem solving skills, professional math teachers must begin to teach students to understand the meanings of whole numbers. This step will serve as scaffolding for students as they encounter more advanced concepts. Teachers should encourage the use of manipulatives, such as base-ten blocks, as they will help students relate whole numbers to something real.Teachers can also use Venn diagrams as they allow students to graphically organize material, which aids in the development of their analytical skills and teaches them to draw conclusions based on specific criteri a. Once mathematics teachers are able to create a solid base of knowledge, they can encourage their students to explore algebraic thinking, and expand their ability to think critically by the use of estimation and mental math. It is up to teachers to give students the skills to set up and solve algorithms that will help to build their math confidence and motivate them to expand on what they have learned.Teaching the concept of integers and number theory is a fundamental part of math curriculum. The ability of a professional mathematics teacher to tie in real world experiences, using hand on activities and manipulatives is essential in enabling students to build on mathematic ideas and understand how they interconnect. Also important is the concept of rational numbers as fractions, decimals, and real numbers. Teachers need to help ease the transition from whole numbers by clearly explaining the new rules and definitions students are unfamiliar with.By teaching the importance of ratio s, proportions, proportional reasoning, percents, and their real life applications, teachers are giving students the skills they need to become productive members of society. Proportional reasoning is one of the big ideas in math and if students are able to grasp this concept, they will be able to apply it in many instances in their lives. Teachers can assist students with this by providing interesting, well thought out problems that represent situations students will encounter in the future.This course influenced my philosophy on teaching math by helping me realize how important it is to facilitate mathematical learning through a variety of different learning experiences. I realized that there are often many ways to come up with the same answer, therefore problems should be presented in many in different contexts, as a means of seeing the same thing in a different light. This class also influenced my realization of the important role a math teacher plays not only in presenting info rmation, but in determining where a student went wrong when they do not grasp that information.I realized that for a teacher to be able to do this they must acquire a deep amount of pedagogical content knowledge and need to promote more than just procedural understanding when teaching math to their students. They need to present the â€Å"why†, and they need to be able to teach their students to make sense of mathematics by using reasoning and proof. This conceptual understanding comes from time and practice in a variety of contexts. Providing students with a multitude of mathematical experiences will help them understand math both inside and outside of the classroom.Most importantly, I realized that professional math teachers need to be good motivators. There were times in this class that I felt confused and wanted to give up. It was as if I were walking in my student’s shoes. This experience taught me that I will need to give my students positive encouragement and pl enty of feedback along the way. I will aim to challenge them mentally while providing the support they need to become successful learners. References Billstein, R. , Lineskind, S. and Lott, J. (2010). A Problem Solving Approach to Mathematics for Elementary School Teachers (10th ed. ). Boston: Pearson Education, Inc.