alcohol and advertising Essay -- essays research papers fc

Alcohol and Advertising Throughout the history of television, viewers have raised many questions about alcohol advertising. Does advertising influence alcohol consumption? Does it has an impact on alcohol abuse or alcohol related disease and death? How is advertising affecting us? The goal of this essay is to collect evidence, both theoretical and empirical, that would address the question of whether advertising affects in any measurable manner alcohol consumption and mortality from alcoholism and alcohol related disease. The alcohol and advertising industries argue that as alcoholic drink is a legal product it should be legally possible for it to be advertised, and that bans on alcohol advertising would have adverse effects on the alcohol market and on the media. They also argue that bans are not justified as advertising is concerned with promoting sales of individual brands and there is no evidence of a causal link between advertising and the overall level of alcohol consumption or the amount of alcohol related harm. The main arguments are that as well as promoting brands, advertising is also concerned with recruiting new drinkers and increasing sales among existing, and especially heavy consumers. (Fisher 22-24) Henry Saffer, a New York economist who focuses in alcohol research, assures that alcohol advertising is increasing traffic accidents and alcohol consumption. He declares,  ¡Ã‚ §Until now, most of the studies done on the subject conclude that alcohol advertising doesn...

The Life and Work of Robert Browning :: essays papers

The Life and Work of Robert Browning Robert Browning was born on May 7, 1812, in Camberwell, which is now a part of London. He had no real formal education so he was largely self educated. His father was a smart man with an extensive library. His mother was kindly, religious minded woman, who loved music and her brilliant son. He lived at his parents house almost until the time of his marriage. He attended a boarding school near Camberwell and spent a little bit of his time traveling to places like Russia and Italy. But he preferred to have his education at home, where he was tutored in foreign languages, boxing, music, and horsemanship, and where he read "omnivorously." At the age of 14 he first discovered Percy Shelly works and was strongly influenced by it. After reading Shelly, He made the decision to be an atheist and a liberal. But in a few years he grew away from atheism and the extreme phases of his liberalism. The things he learned from the books he read would largely influence his poems later in his life. His earlier poetry was regarded with indifference and largely misunderstood. It was not until the 1860's that he would at last gain publicity and would even be compared with Alfred Lord Tennyson, another very famous poet of the time. Some of his early poetry was influenced by his unusual education. The poet also had an anxious desire to avoid exposing himself explicitly to his readers. The first poem he wrote called Pauline, was written in 1883 at the age of twenty-one, but he did not sign it because of his fear of exposing himself to the public too much. Since Browning did not want to expose himself too personally, he decided to try his hand at writing plays. He was encouraged by the actor W.C. Macready. Browning began work on his first play, Strafford, a historical tragedy. Unfortunately, the play only lasted four nights when it was first put on in London in 1837. For ten more years, the young writer would continue to struggle to produce a play that would better hold the attention of the audience, but they all remained failures. Not only did Browning profit from this otherwise disheartening experience, but writing the dialogue for the characters helped him explore the "dramatic dialogue." The dramatic dialogue, "enabled him to, through imaginary speakers, to avoid explicit autobiography and yet did not demand that these speakers act out the story with the speed or simplifications that a stage production demands.

Popularity - Writing To Reflect :: essays research papers

I want to talk about the thing that strives many teens have to be popular in schools. It seems as though that popularity is a main issue to teens. The need to feel accepted by others in order to be the center of attention, and the need to be distinguished greatly from everyone else is a strong force that exposes itself to nearly all teens at school. We spend most of our years at school, and begin well-known can almost seem to complete an emptyness that we feel. Popularity may not always in fact be as fulfilling as it may seem. I do agree that we all have the need to feel wanted yet when is enough, enough? Personally, I’ve seen many situations when the elevation of popularity brought upon many other issues. Popular students usally have to create a certain personality that is diverse from their own, and they must always have that particular personality all the time to keep up their prevalent focus from others. This can be usually seen as the popular athletic team captain or the optimistic cheerleader. During the process in becoming more recognized, some end up hurting others for their own means of reaching that point. I remember a time a few years back when I had a group of fairly close friends. We would always hang out with eachother and we would await the day at which we were to enter high school together. When we finally reached high school, there where now a whole new group of people that were older than I. I still had my group of friends, but gradually I started to lose one of them. My friend was going against my other schoolmate, and before I knew it I was hurling the same insults as they were. It was all part of a process; a process, I thought, was going to make me popular. I thought that if I could make someone look lower than I was, I would gain self-confidence and become more popular. As it turned out it was not the case. I had lost a good friend, all for a selfish reason to get a good reputaion at school. In the end I ended up only hurting myself. I couldn’t carry the baggage I had, knowing I had hurt someone who was close to me. There shouldn’t be a need to become popular, there may be a few benefits, but it never lasts for long.

Proposing a Solution: Bullying Essay

Bullying among American elementary, middle and high school students is a growing problem. Bullying has been defined many ways, by many people. One definition is unwanted, aggressive behavior among school aged children that involves a real or perceived imbalance of power. (stopbullying.org). Bullying is a very negative act and honestly needs to be stopped. This essay will provide my solution for the growing bullying problem in our schools. Over the years, bullying has become more and more of a problem. More children are becoming victims of this often tragic problem today than ever before. Honestly, anyone can become a victim of bullying but there has been a rise in bullying among LGTB, lesbian-gay-transgendered-bi-sexual, students, as well as children who are considered to be of special needs. (Bullying statistics). There are many causes for bullying, which in order to be able to handle and fix the problem, must be dealt with before a solution can take effect. These causes may include: poverty, problems or abuse within the home, a feeling of power from age or body size, provocative or â€Å"annoying† victims, and a need to feel better about themselves as a person. (Cheever, Jenny). Bullying, especially in schools is a serious problem that occurs almost on a daily basis. Bullying can happen anywhere and at any time. In schools it can happen on the playground, the cafeteria, hallways, buses and even in the classroom. Bullying is serious and can lead to many often tragic problems. Sadly, bullying happens more than people really want to believe. According to studies shown on Bullying Statistics.org, at least 60% of middle school children say they have been bullied, only 16% of their teachers actually believe students are bullied, and 160,000 students who have been or are bullied stay at home each day because of bullying. (Bullying statistics.org). Bullying is becoming more and more extreme. More students are taking drastic measures because they feel they have no one to turn to. According to the center for disease control, suicide is the third leading cause of death among school aged children today. (Bullying statistics.org). In fact, according to several studies, 20% of high school students have seriously considered suicide in the last year as an option alternate to being bullied, almost 7% have actually attempted it, and suicide results in about 4,400 deaths per year among young people. (Burns, Tim). The need for bullying to be stopped is strong, and the only way this can be achieved is if parents, students, and educators as a whole begin working together. Students can help solve the bullying problem by banding together and reporting any incidents of bullying they see, including kids who seem like outcasts into their friendship circles, also using the acronym â€Å"steer clear†: Stick up for one another, Travel in a group, Empathize, Explore your choices, Resist using fists, Calm down, Leave, Enlist the help of others, Assert yourself, and Report incidents could help tremendously. Parents can help by: talking to their children, keeping lines of communication between themselves, their kids and the schools open, developing a personal safety plan and empowering their kids to openly talk about bullying with teachers and administrators. Schools can ultimately eradicate bullying by: promoting tolerance within the school and community, create anti-bullying policies in both the classroom and the school, teach students how to handle bullying the right way, and what I believe to be the most important solution; teaching students and teachers alike the importance of stopping and reporting bullying immediately. (Thinkquest.org). Bullying is extremely negative and honestly needs to be stopped as soon as possible, I think if we all band together and do what we can to implement these solutions we can end this problem immediately.

Continuum of Strategies

Continuum of Strategies Sylvia Brooks, Kenya Conyers, Jennifer Williams SEI/500 Structured English Immersion October 22, 2012 Dr. Gretchen Meyer Continuum of Strategies Introduction: Mrs. Brooks is a first grade teacher in Harvard Elementary School and this year she has twenty five students in her classroom. Of the twenty five students in her classroom, five are English Language Learners. These five students are all Spanish speaking but two are from Puerto Rico and three are of Mexican descent. Mrs. Books has found that two of the five children speak English also.Today’s lesson in Social Studies is titled Community Workers. In this lesson we will begin with the teacher centered strategy. The lesson will also include the teacher assisted, peer assisted, and student centered strategies. Teacher-Centered: Mrs. Brooks began her lesson by using the teacher-centered strategy of lecture. She informed the children that they would begin a unit entitled Community Workers, and doing a pi cture walk from the book. Mrs. Brooks has everyone to put there finger on the title and repeat the title together â€Å"Community Workers†.Next she asks the students for suggestions as to who do they think is a community worker? Mrs. Brooks talks about each suggestion then tells the children to look at the pictures on the next page. The children are given thirty seconds to tell their partner the name of the person in the picture. Then the teacher tells them the correct way to say the name of person in English and proceeds to the next picture (Echevarria, Vogt, & Short, 2008). The same process continues until the end of the story and the children can verbally identify the names of the community workers.Teacher-Assisted: After the story is completed, Mrs. Brooks began using a teacher assisted strategy. Mrs. Brooks brought out several boxes and placed them on the table. The children stayed with his or her partner. Each group was given a box with the description of a community wo rker inside. Inside each box were several items that were in English along with a picture attached. Each group was able to look into their box and decide what they were going to discuss with the rest of the class. The groups were given about three minutes to have their description ready to present to the class.Once each group had finished presenting their community worker, Mrs. Brooks passed out a worksheet to be completed. Peer Assisted: Before completing the worksheets, the students swapped partners so that one student from each group could discuss their community worker with another student. The students were instructed to write down key elements about each community worker. The students were given 3 minutes and after 3 minutes were up the pairs swapped again. This continued until all students had paired up to cover all five community workers covered.After this students were given directions to complete the worksheet. Student-Centered: Students were directed to complete the works heet by using the notes taken during the â€Å"pair swap†. Students were also able to refer back to the elements used in their presentations in order to complete worksheet. After completing worksheet, students were allowed time to share and discuss answers. Conclusion: After completing each activity on community workers, the teacher began reviewing the lesson that was taught. She began asking questions about community workers.She asked the students to name several community workers, what they do, and if they wear a uniform. The workers that were left out she held up pictures of the workers and allowed the students to answer questions about them. Mrs. Brooks saw that the students retain the information that was taught and enjoyed learning about community workers. References Echevarria, J. , Vogt, M. , & Short, D. J. (2008). Making Content Comprehensible for English Learners. The SIOP ® Model, Third Edition  (3rd ed. ). Boston, MA: Allyn & Bacon, Inc. A Pearson Education Co mpany.

Communism and Democratic Capitalism

1. From a Christian perspective, why did Marxist Communism fail? The government has too much power of constrains people. Trying to force people and form them to change is not right and does not work in the long run. To give any one party too much power is a bad idea. We are all human and prone to sin. The government needs to help the people and work for the people not rule them. 2. Which is a more Christian form of government, democratic capitalism or democratic socialism? That is a tricky question, and I believe the answer lies somewhere in between the two.The struggle is to regulate but not over regulate the people. People are greedy and in capitalist economy will not give to the poor. That’s were socialism looks better, but then the government is to power full and human nature can affect the government just as it can a civilian. I believe my vote goes for democratic capitalism with less government and a competitive market. 3. What functions does government have to undertake because of fallen human nature? The government has to protect society from itself so to speak.The government becomes responsible for creating laws to protect rights and property. They also become responsible for enforcing these laws and protecting people from others who may steal their things. The government also has to be responsible to take care of the environment since people fail to do it on their own. Another thing I see the government doing is taking care of people who can’t devise the means to take care of themselves. 4. Should Christians concern themselves with the regulatory activities of government? If so, what areas of regulation are most significant?Yes I do believe Christians should concern themselves with regulatory activities. The major one would be discrimination. There needs to be very strict laws guarding against regulation. All of god’s children are created equal and all should be treated fairly and given the basic tenants of life. Also everyone abl e should be able to work and have to opportunity to support themselves and contribute to society. Another regulation that needs to be of concern to Christians is over regulation. Over regulation can lead to many deceitful and bad things when abused by greedy individuals and government.

Oceans and Atmosphere Worksheet Essay

The Oceans 1. What is the composition of seawater? The salinity of seawater ranges from 3.3 to 3.7%. When seawater evaporates it leaves behind sodium chloride, better known as table salt. The other components of seawater are acquired through various methods. One of which is weathering. Chemical weathering of rock releases soluble such as salts of sodium, potassium, and sulfur. 2. What are the three major layers (zones) found in the ocean? Describe each layer briefly. The three layers of the ocean are the surface layer, the thermocline, and the deep zone. The surface layer goes up to 100 meters deep and consists of low density, warm water. In the thermocline temperatures decrease rapidly as it extends to depths of 1500 meters. The deep zone maintains a cold temperature of about -2 degrees Celsius and extends to the ocean floor beyond the thermocline. 3. What is an ocean current? Surface ocean currents are caused by winds. Wind presses on the ocean’s surface and forces the water to move along with it. These currents range from 50 to 100 meters in depth and are contained to the surface layer. Deep ocean currents are caused by several factors including temperature and salinity, which accounts for the water’s density. 4. How do oceans regulate climate? There are several ways in which the oceans regulate the climate. The oceans act as a sink for excess carbon dioxide which helps to regulate the greenhouse effect. Also there is a heat exchange that occurs within the ocean that is extremely important. Water can be heated more efficiently by the sun’s rays rather than land. The sun’s ray’s can penetrate much further into the water. Water has a higher heat capacity than land. Latent heat also plays a role, as water is frozen heat is released and as water in unfrozen heat is absorbed. 5. What causes a change in sea level? The changes in sea level can be contributed to the addition or subtraction of water to the oceans. The additions come from the melting of stored water that come in the form of glaciers and ice caps during times of global warming. Subtraction comes from the removal of water to land based frozen forms during times of global cooling. 6. What causes ocean tides? Tides are caused by the gravitational pull of both the moon and the sun. The moon being closer has a greater effect on tides. Water on the side of Earth closest to the moon bulges toward the moon. There is also a bulge away from the moon on the opposite side of the Earth. 7. What is the relationship between plate tectonics and the ocean floor—seafloor spreading, for example? 8. What are different ways that earth materials are moved around in the oceans? Surf is a powerful force. It causes erosion and moves sediment from one location to another. Currents are another manner in which materials are transported through the ocean system. There is a longshore current and a beach drift responsible for disturbing and transporting materials. 9. What are the different types of shorelines? Describe each type briefly. There is a rocky coast, lowland beach and barrier island, as well as coral reef. A rocky coast describes the most common type of costal area. This is where there are vertical wave cut cliffs and horizontal bench cut cliffs. The erosion undermines the cliffs and sends the resulting debris into the ocean forming rough outcroppings. Beaches are not only the sand areas on land they extend into the sand in the surf zone. During low tide, sands are sometimes blown onto land creating dunes or barrier islands. A coral reef is formed in an area where temperatures exceed 18 degrees Celsius but do not exceed 30. Also they are formed only at or above sea level. Coral is a limestone reef formed by a colony of organisms which secrete calcium carbonate as their skeletal material. 10. Why do waves change as they approach shorelines? A wave changes as it approaches shore due to the fact that a wave exists not only on the surface but also below water. As a wave approaches shore it comes into contact with the shallow sea floor and this begins to distort the loop shape of the water movement. It causes the wave height to increase while the wavelength shortens. Atmosphere 1. What is the composition of the Earth’s atmosphere? Air is what envelopes the Earth. Air is invisible and typically odorless. Air has two highly viable components that are aerosols and water vapor. Aerosols are liquid and solid particles so small that they remain suspended. Water vapor in air is expressed in terms of humidity. When ignoring aerosol and water vapor these gasses, termed dry air, are present and known as nitrogen, oxygen, and argon. There are more gases that make up a very minute portion of the atmosphere but play a vital role known as carbon dioxide, neon, and six others. 2. What are the four major layers of the Earth’s atmosphere? Describe each layer briefly. There is the Troposphere, the Stratosphere, the Mesosphere, and the Thermosphere. The Troposphere contains 80% of all actual mass of the atmosphere. It is also the layer where all weather phenomenon take place. Most all heat absorbing gases reside here. The Stratosphere contains 19% of all atmospheres mass. The Mesosphere and Thermosphere together contain only 1% of the atmospheric mass. The thermosphere absorbs short ultraviolet wavelengths. The Mesosphere absorbs medium wavelengths. The Stratosphere absorbs long wavelengths. 3. What is the greenhouse effect? The greenhouse effect is how the Earth’s surface is heated. Greenhouse gasses such as water vapor, carbon dioxide, and methane absorb some of the outgoing infrared terrestrial radiation and prevent it from escaping. 4. How would you describe the ozone layer? Why is the ozone layer important? The ozone layer is a protective area in the outer three layers of the  atmosphere that protect the earth from harmful radiation by blocking particular wavelengths. 5. What is the relationship among the Earth’s atmosphere, the sun, and the rotation of the Earth? The sun heats the Earth’s atmosphere and makes it a habitable planet. The earth is a sphere so the sun cannot warm every place on earth at once. This issue is solved by the earth’s rotation and its rotation around the Sun. 6. What is the Coriolis effect? The Coriolis effect causes anything that moves freely with respect to the rotating earth to veer off a straight path. This can be demonstrated through long range missile launches that have been known to land far from their intended targets due to the earth’s rotation. 7. How would you define climate? Climate is an average of weather patterns over a long period of time, generally on a regional or global scale. 8. How does the atmosphere regulate climate? Atmosphere regulates climate through weather patterns created through the greenhouse effect. This process creates heat within water vapors and other gasses that are the main contributing factors in weather. Also the filtration of wavelengths by the upper atmospheres keeps the earth’s climate at a more even temperature. 9. What are the six global climate zones? What are the main climate effects on people and the environment? The six climate zones are tropical, dry, temperate-humid, cold-humid, polar, and highland. Each zone is driven by solar energy which drives temperature, seasonality, precipitation which in turn fosters vegetation, . These factors make a zone habitable or non habitable. 10. How do the oceans and the atmosphere interact? The oceans provide a great deal of moisture for the atmosphere. This moisture is a main component in heat exchange which leads to weather patterns. Water is in constant motion and plays a vital roles in the regulation of the atmosphere.