Aging Ad Analysis

Advertisement of products through media is constantly used by marketing as a way by which they are able to educate the public regarding the features of their products which are provided for heir consumers. Among the favorite topics of advertising today is regarding the products that feature anti-aging chemicals helping the old-aged people look young and cover their age years through the use of beauty products.Yes, as clearly seen, immortality is among the most wanted features of the public from products. Ironically, this could never be possible and could never be provided by any product. However, staying young basing from the looks of a person is at least a relief from all the doubtful feelings brought about by the fact of aging.Hence, to be able to cater to this social demand, clinical scientists and chemical engineers try to formulate ways by which they could address to he said need of humanity.How does advertising cater to this social want? Moreover, how much does advertising affe ct the human reaction towards aging and its reality? These questions shall be addressed in the paragraphs that follow as the advertising systems of Olay products against aging shall be observed by the author of this paper.OLAY Company and Their ProductsOne of the leading companies that cater to the need of people to feel young and beautiful amidst their age is Olay Company. It produces numerous products that help the lessening of the effects of aging on human skin. Mostly, their products try to alleviate the lines in the skin, especially on the face of people that are usually obvious as the person gains age.This is the reason why on most advertisements of the company, especially concerning televised marketing, it could be noticed that the focus of the artists are on the way their skin feels and looks like.It is simply like erasing the lines of age from the face and feeling young again. Of course, this could not be considered as a way by which people gain immortality. However, the fa ct that the ‘feel-good’ feature of the products usually give the notion of becoming renewed and rejuvenated in many ways just because of thinking that they grew younger once more.The vitality that the products provide makes the consumers feel refreshed, Hence, the more they are able to live life to its fullest. Furthermore, most of the television commercials of the said products claim that beauty becomes radiant if the person that ‘wears it’ feels good from within.For this reason, the trust that the consumers have on the products of the company, which are mostly based from their ability to persuade through their advertisements, makes the consumers more radiantly reflecting the beauty they feel from within.One of their advertisements through the Internet posted the following claims:â€Å"Any moisturiser – regardless of price – can claim to smooth wrinkles because it will temporarily plump the skin. â€Å"Using any moisturising product will he lp reduce fine lines and wrinkles by between 12 and 15 per cent,† says Dr John Sullivan, acting head of dermatology at Liverpool Hospital. â€Å"A more expensive moisturiser might smell better and feel nicer on your skin. But it's not actually anti-ageing; it's just a temporary effect while you're using the product.†Source: smh.com.au. (2006). Wrinkle power. http://www.smh.com.au/news/beauty/wrinkle-power/2006/10/24/1161455723591.html. (December 7, 2006)Obviously, the advertisement cited above encourages the consumers to purchase the product that they advertise through stating that the product ensures the user of a wrinkle-free skin. Hence, beauty is rather portrayed in terms of having a flawless skin and un-aged physical features. Everything is obviously based upon the physical attributes of a person.Social Effects of the AdvertisementsWhere did all this wanting to stay young and remain ‘immortal’ in a sense came from? Mostly, as Susan Mc Carthy mentioned in her article entitled â€Å"On Immortality†, the source of this social wanting of being young at all times possible is based upon the fact that the system of the human body is obviously able to support its own self towards immortality.This study has been proved through the continuous research of scientists with regards the amazing structure of the human body and the wondrous make up of the human cells as well as their ability to reproduce on themselves.Hence, knowing this, many people, especially the experts, claim that immortality is indeed possible. The certainties though of producing human genome projects that would rather cater to this human demand for longer life are not as strong as it may seem. As a result, the human society at present is trying to make itself feel at ease through the beauty products produced through cosmetics companies.However, instead of feeling more at ease, there are numerous people who feel more obliged and frustrated with regards to being †˜beautiful and young’. Those who are especially unable to purchase beauty products feel the doubts of being totally beautiful or socially accepted in terms of their physical appearance. Most often, they end up wanting more than what they could actually have.The feature of advertisements towards anti-aging has led the society in viewing life as a mere epitome of the need of being beautiful. The constant posts of the said television or even the printed ads have created a notion on people’s minds regarding the need of a person to stay beautiful and young amidst their age gains.ConclusionAging is not bad. As a fact, aging is a sign of experience and wisdom. During the earlier times, it could not be denied that the aging features of the physical attributes of a person set him in a higher level of integrity compared to others in the society.However, with the development of technology and further enhancement of marketing strategies in media, old age has been viewed by the mo dern society as an unwanted truth in human life. Hence, the production of products that would help alleviate the doubts brought about by aging symptoms which becomes obvious on the physical features of a person have been boosted and still continuously developed.True, the want of being young at all times and the notion of incurring immortality would continuously interest people. Perhaps, the creator pf mankind has undoubtedly implanted this though upon the human mind because of the fact that HE himself plans something better for humans in the future. For who else is better to provide the needs of the creations than the creator himself?

Assessment and Feedback Essay

Assessment drives the choices students make about their learning. It is widely recognised that assessment and feedback contain the strongest potential to change how, and what, students do to succeed in their learning (Ramsden, 2003). This Effective Teaching Guide on Assessment provides practical suggestions on assessment and feedback. Assessment of Learning and Assessment for Learning David Boud, a recognised researcher and scholar of assessment in higher education, suggests that assessment has many purposes, but particularly to help students to improve their learning and certify students’ learning. These two purposes lead to different ways of thinking about what, how, and when to assess students: |Assessment OF Learning |Assessment FOR Learning | |Focused on learning that has already happened; |Focused on learning for the future; | |Making a judgement about final performance; |Goal is to provide useful information to students about how to learn | |Designed to discriminate between students’ achievement and performance; |more effectively; | | Focused on grades, precision and measurement; |Helps students to identify what they do and don’t know – focus is on | |Concerned that tasks are reliable and valid; |improvement; and, | |Testing usually takes place under ‘standardised’ conditions; and, |Develops students’ judgements about the quality of their work – and how | |Grade contributes to final certification. |to improve. | According to Boud and Associate’s Seven Propositions for Assessment Reform in Higher Education (2010), assessment has most effect when: 1. Assessment is used to engage students in learning that is productive (including the need for assessment to be designed to focus students on learning); 2. Feedback is used to actively improve student learning; 3. Students and teachers become responsible partners in learning and assessment; 4. Students are inducted into the assessment practices and cultures of higher education; 5. Assessment for learning is placed at the centre of subject and project design; 6. Assessment for learning is a focus for staff and institutional development; and, 7. Assessment provides inclusive and trustworthy representation of student achievement. The power of feedback Feedback plays an important role in improving students’ learning. A useful summary is that provided by Gibbs and Simpson’s (2004). In their meta-study of the research about how assessment and feedback support student learning, 7 of their 10 identified conditions relate to feedback, and students’ understanding of feedback. These are:  Ã¢â‚¬ ¢ Sufficient feedback is provided, both often enough and in enough detail; †¢ Feedback focuses on students’ performance, on their learning and on actions under the students’ control, rather than on the students themselves and on their characteristics; †¢ Feedback is timely in that it is received by students while it still matters to them, and in time for them to pay attention to further learning or receive further assistance; †¢ Feedback is appropriate to the purpose of the assignment and to its criteria for success; †¢ Feedback is appropriate, in relation to students’ understanding of what they are supposed to be doing; †¢ Feedback is received and attended to; and, †¢ Feedback is acted on by the student. Hounsell (2004) also makes the following points about feedback: †¢ It can be extrinsic (assessment-focused) or intrinsic (activity and practice-based); †¢ It can be immediate and verbal (in order to address the potential lack of engagement when it arrives after an assessment); †¢ It can be provided to be a whole class; †¢ It can be many to many where students are involved in identifying the strengths and weaknesses (peer feedback); and, †¢ Feedback can be a loop – it can be offered on unfinished work. Another useful idea is feed-forward. Feed-forward encourages students to use something like a marking rubric (also captured by the idea of criteria and standards) to help plan their approach to an assessment. While a marking rubric is routinely used by university teachers to mark/grade students’ work (as an expression of what a student needs to demonstrate (and the level they need to achieve) to receive a particular grade), the idea of feed-forward is about encouraging students to use that same information in the rubric to plan their work, and perhaps even, to self-assess it before submitting it for formal feedback. In summary: Feedback example: Develop a marking rubric as a cover sheet. The rubric identifies the elements of the assignment, together with a breakdown of marks for each element or a description of the standard for an A, B, C, D, P etc. Feed-forward example: Provide the marking rubric to students before the assignment is due so that they clearly understand what’s expected, the levels of achievement, and can plan their approach accordingly. In marking student work, you’ll need a suite of feedback techniques. Remember, if you’re going to be spending a lot of time providing feedback, you want to make sure that students read, use and engage with your feedback to improve their next assignment. The best way to do that is to have a range of techniques that you can draw on, when you need to. The table below describes some feedback techniques. |Technique |Why use this technique? |How would I use this technique? | |Use a marking rubric that contains information |To encourage students to engage, wrestle |Set aside time to discuss the rubric with students| |about criteria and standards. Offer it to |with and develop an understanding of the |in class. Provide examples of what an A, B, C, D | |students so that they can use it to plan high |criteria and standards related to an |and P level answer /assignment looks like. Explain| |achieving work. |assessment task before embarking on their|the differences to students and engage them in a | | |work. |dialogue. Get them to mark assignments samples so | | | |that they have to engage with the criteria and | | | |standards before embarking on their own | | | |assignment. | |Provide verbal ‘global’ feedback to the whole |To emphasise the common achievements and |As you mark assignments, make a list of 3 things | |class. |errors made across all assignments within|done well, and 3 things in need of improvement | | |a student cohort. |across the whole cohort. Use the next available | | | |class to provide feedback to the whole cohort. Be | | | |specific and provide an example. Post a summary on| | | |Moodle. | |Provide written feedback only. The mark/grade |To focus students’ improvement efforts on| | |is released only after students demonstrate a |the written comment rather than the | | |plan for improvement. |number/grade. The technique assumes that | | | |the learning for students is located in | | | |the staff comments. | | |Invite students to tell you 2-3 specific |To develop students’ capacity to |Ask students to write these 2-3 elements somewhere| |elements of the assignment they would like you |self-assess the quality of their |on the assignment cover sheet before submitting | |to focus your feedback on. |submitted work. |it. Your feedback on these elements does not need | | | |to be extensive but they warrant comment. | |Ask students to indicate the grade (ie, A, B, |To encourage students to engage with the |Invite students to write a 100 word justification | |C, D) they think their assignment should |criteria and standards for the assignment|about the grade they’ve nominated. Your final | |receive. |as part of their planning. |feedback and grade does not need to align with the| | | |students but you may wish to note any differences | | | |in each of your perceptions about the quality of | | | |the work. | |Encourage students to demonstrate/write how |For students to demonstrate how they have|Make this aspect a ‘hurdle’ requirement – to be | |they’ve used your feedback as part of the next |used feedback to improve future learning. |submitted with the next immediate assignment. | |assignment. | | | One observation you might make about each of these techniques is that they are focused on: (i) engaging students with the criteria and standards, and (ii) with what the student does with the feedback they receive. If you’d like to read more about these two ideas (and others like them), two articles may be especially useful to you: Rust, Price & O’Donovan (2003) and Price, O’Donovan & Rust (2004). Consistency and fairness in marking and feedback Consistency in marking, or moderation, is aimed at ensuring fairness in marking, and requires finding or establishing agreement between markers. Making sure that assignments contain criteria and standards is a good start because the expectations involved are clear to the student and clear to the marker. Although this does not absolve the marker from interpreting students’ work, without criteria or standards, the job of marking ends up being much harder. The procedures for marking are set out in the University’s Assessment Procedures (an excerpt of the principles is below): Where there is more than one marker, selected pieces of work from each assessment task should be reviewed by the subject coordinator to verify the level and consistency of the marks allocated by the marker. This process, called moderation, increases the reliability of the assessment process and application of standards, promotes consistency, supports objectivity and establishes a shared understanding of standards and fairness in assessment. The university also has a grading schema with a range of Pass grades. |80-100% |A | |70-79% |B | |60-69% |C | |50-59% |D | |Ungraded |P (may also denote satisfactory completion of a Masters Prelim course of | | |postgraduate thesis) | Graduate capabilities Alongside the conventional grading schema, from 2012, all commencing first year students will receive a result on the achievement of the university’s six graduate capabilities at the end of the year: †¢ Writing †¢ Speaking †¢ Inquiry/Research †¢ Critical thinking †¢ Creative Problem-solving †¢ Teamwork There are some subjects which have been designated cornerstone, mid-point and capstone status. This means that their curriculum has been designed to teach, assess, provide feedback and report specifically on these graduate capabilities. For each graduate capability, students will receive one of three results: exceeded expectations, met expectations or did not meet expectations. Each faculty has carefully crafted a description of what these standards look like. It may be the case that you will be asked to provide feedback to students about their graduate capability achievement as well. Because faculties will have already done substantial work outlining those standards, it is likely you will be asked to offer students that feedback. Summary When considered together, assessment and feedback are incredibly powerful levers for influencing the direction of students’ efforts, and their learning. For many students, the assessment in the subject is the actual curriculum. It is largely students’ reading and perception of what the assessment demands of them which is a key determinant in how they spend their time in a subject. Therefore, the messages that students take away about assessment from the documents; the Subject Guide; from interaction with other students, are important considerations. In the second week, you will discover just how crucial feedback is to this process and how the adoption of standards and criteria will help you mark and grade more efficiently and effectively. References Gibbs, G. and Simpson, C. (2004). Conditions Under Which Assessment Supports Student Learning. Learning and Teaching, Issue 1, pp: 3-31. Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. Hounsell, D. (2004). Reinventing Feedback in the Contemporary Scottish University. Scottish Quality Enhancement Workshop on Assessment, University of Glasgow [available online at: www. enhancementthemes. ac. uk/documents/events/20040604/Hounsellpaper. pdf]. O’Donovan, B. , Price, M. , & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Orrell, J. (2006). Assessment beyond intuition. Central Queensland University [available online at: http://www. learning. cq. edu. au/FCWViewer/view. do? page=8896, accessed Feb 2011]. Price, M. , O’Donovan, B. , & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Ramsden, P. (2003). Learning to teach in higher education. (2nd edition). Routledge, NY & London. Rust, C. , Price, M. , & O’Donovan, B. (2003). Improving Students’ Learning by Developing their Understanding of Assessment Criteria and Processes. Assessment & Evaluation in Higher Education, 28(2), 147-164. Taylor, J. (2008). Assessment in First Year University: A model to manage transition. Journal of University Teaching and Learning Practice, 5(1).

Autobiographical Incident Essay Example | Topics and Well Written Essays - 500 words

Autobiographical Incident - Essay Example Some are funny and some might be very serious to talk about. However, the changes brought by such incidents on life always depend upon the severity of the happening. Here I would like to describe a personal experience that has positively affected my life and thought. This incidence always helps me to remain optimistic in my approach and vision. During last New Year holidays, I was busy in shopping with my friends at Holiday Markets in New York City. These markets offer greatest hits for lots of gifts so we were having a great time buying little packages for our family. Later on, we enjoyed coffee and sandwiches. It was hustle and bustle all around. All the shops were glowing with beautiful lights that also brightened up the whole stuff present in the shops. Just finishing the shopping, we planned to go back with our tokens of love for our family. At that moment when I was walking down the stairs of the last shop, I noticed a person who was crossing the road. This guy was physically disabled. He had both the hand missing and had only one leg. It appeared that he had passed through a terrible accident earlier. It was disgusting looking at an incomplete guy who was young and might have many dreams that cannot be fulfilled because of his filthy condition. However what made me so surprised was a glow and a smile on his face even after such a terrible experience. His face had an unlimited peace. I was wondering as for how he could grin in spite of being in a miserable state. I was so confused at that moment and wished to know the hidden truth behind that peaceful smile. This wish compelled me to go and ask what happened to him and what made him so relaxed even after such a bad experience. I crossed the road and reached nearby. I asked the guy what made him so relaxed in such circumstances. He told that for him happiness is not a matter of external events but it always lies how we react towards odd situations. Our mental attitude plays a great role in real life.

Appeal to Flattery Fallacy Speech or Presentation

Appeal to Flattery Fallacy - Speech or Presentation Example Appeal to flattery is a fallacy or a misleading idea which has been frenetically researched through the lens of philosophy and psychology.Fallacy itself is widely known as a poorly constructed argument that employs no reasoning but misleading ideas which are expressed to further one’s interests.When there is no concrete reason for advancing one’s interests, a variety of fallacies can be used to achieve the desired objectives.Appeal to flattery is an intentional fallacy which is deliberately used to get something from the other person. Manipulation by deception is the art which forms bedrock of this fallacy. Flattery here is artistically enveloped in such beautiful packaging that often the person on whom this fallacy is aimed does not even know that he/she is being used in some way. This paper will explicate at length the philosophical meaning underlying the appeal to flattery. This fallacy is a confluence of two streams, flattery and buttered compliments. Both are frequ ently employed in place of evidence to win the heart of the other person. There is no evidence usually which is why people depending on this fallacy have to use it in the first place. Using emotionally charged language in place of pure evidence is the theme of this fallacy (Rainbolt & Dwyer, 2010, p. 140). The use of fallacious appeals is so frequent and pervasive in our society that its effects can be described as ubiquitous. From domestic setting through schools and colleges to business settings, everyone is seen using some fallacious argument on routine basis to gain certain benefits. Husband and wife at a home can be complimenting each other very effectively substituting evidence by flattery to save their marriage. Students in a classroom can be witnessed ardently complimenting the teacher’s oratory skills actually wanting the deadline on some assignment to be extended. In this instance, students commit fallacious appeals to flattery (Rainbolt & Dwyer, 2010, p. 140). A gr oup of employees can be seen passionately laughing on their manager’s shallow jokes at a workplace apparently pretending to be impressed by their boss’s humor skills for a rise in their salaries or bonuses while actually feeling a swinging pain in their jaws from forced laughter. These examples suggest that appeal to flattery is actually a very phony way of sustaining something or advancing interests by cunningly appealing to others’ emotions. Flattery can never take place of concrete evidence which is why the kind of reasoning incorporated in appeal to flattery is outrageously fallacious. Though the principal theme in this fallacy is that flattery can be used in place of evidence provided it is used artistically to compel the other person to act in a certain way by influencing his/her thinking (Chaffee, 2010, p. 559), but this reasoning or this way of rationalizing this idea is still misleading because flattery is based on empty mockery. This fallacy of irrelev ance stems from empty lies used to appeal others emotionally (Gambrill, 2012, p. 384) which is why this is an emotional attach which cannot be rationalized no matter how lightly or abundantly it is used. Some people in particular have an exceptionally shrewd acumen for this specific fallacy and they can be seen using this great talent to surpass others. They even manage to gain more autonomy and dominance than the rest because truth is that flattery is found by many people a singularly irresistible sweet though actually it is only a dark lie wrapped very colorfully. General consensus is that appeal to flattery is a logical fallacy, not enormously destructive in comparison to some other fallacies which have major shortcomings, but cannot be considered constructive at all. This is because however logical it may seem, it still makes use of fake compliments to make a point as there is no real evidence. As it is an irrelevant fallacy, a wrong point is supported and though not singularly destructive, this fallacy is still disparagingly criticized by many because of its

International transportation Essay Example | Topics and Well Written Essays - 250 words

International transportation - Essay Example and services; delivering products and services; and managing customer service) and management and support services (development and management of human capital; managing information technology; managing financial resources; acquisition, construction and management of property; managing Environmental Health and Safety; managing external relationships; and managing knowledge, improvement and change). In this regard, the PCF model has strong and direct links to logistics management activities which are most evident in the delivery of products and services within the operating process phase. As such, since the motor carriage under land transportation is the most commonly and widely used, affordable and accessible mode of transportation across all industries, organizations and countries, this mode of transportation plays a significant role in the PCF model for supply chain management. Governing rules, regulations are simple and universally known for motor carriages. Furthermore, motor transport is cheaper and costs associated with operating, maintaining and sustaining the vehicles for delivery are cheaper when compared to other modes of transportation. As emphasized, the PCF model contain process elements that are applicable to organizations regardless of industry, region and size; thereby, the use of the motor carriage parallel the model’s thrust in making effective delivery of products and services across industries, making its role important for easy and most affordable access in supply chain management of major organizations

Problems and Opportunities created by having too much data, and what Research Paper

Problems and Opportunities created by having too much data, and what to do about them - Research Paper Example Nowadays the business corporations are more and more concerned with the business data collection and analysis. In this scenario, the businesses are paying attention on effective data management and corporate analysis for better resource management and decision support. Additionally, the business corporations gather huge amount of data and process it in order to get business advantages. Sometimes this huge amount of data collection can cause various business and operational management issues. However, this huge amount of business data is a vital corporate resource that offers the business power regarding business management and future resource administration. In this scenario, some organizations gather data for the business and customer relationship management. Most of the business corporations are aligned toward the collection of customer data. Additionally, the one of the major reasons could be the evolution of online business marketing. This customer contacts and personal information can be used for business marketing. In addition, online business marketing is a less costly way of business marketing and overall promotions. This overall situation leads to better business and corporate management. In this scenario, there is need for customer permission in order to use customer data for business marketing process (LOHR, 2009).... In this scenario the huge business data collections are used through some OLAP, data mining and data warehousing based tools. These all tools and capabilities lead to better business data management and issues handling. In this way, the business management is able to well predict the business needs and requirements for the enhanced business decision management and future issues support. These all aspects are well matched for the business issues and problem management. In addition, these decision support tools are used to aggregate the business data to buildup and more summarized and concise business reports for the better business decision support and issues management (Laudon & Laudon, 1999). However, one of the major issues in this huge collection of data could be regarding data storage and management. Nowadays, the data storage is affordable, so the cost of data storage is not a big issue but this issue becomes critical when we need to backup terabytes of data. In retailing busine sses life WalMart that produce millions of rows of data each day, there is much harder for the business to store such data. In this situation the huge business data collection can be a big issue for the business (Trembly, 2010) and (Sperling, 2009). Another main issue with too much data collection is the data security. In fact, the huge amount of data can lead to more data leakages that can create some huge business damage and issue. In this situation there is need for a way through which an organization can better manage the business issues and aspects. In addition, they need to implement tight security mechanism that could ensure better business data management and issues handling (Laudon & Laudon, 1999). In case of too much data one more main issue is the business data

Parliament and policy making Essay Example | Topics and Well Written Essays - 2250 words

Parliament and policy making - Essay Example However, recent studies in this field show that parliamentary lobbying and pressure group activities are on the rise in the past two-three decades, both in the House of Commons and in the House of Lords. Moreover, both chambers of Parliament are viewed by pressure groups not only in the light of institutions of last resort but also as â€Å"access points† which play an important role in the entire process of influencing political and governmental decisions. Thus, during and after the rule of the Conservative governments of Margaret Thatcher, Parliament became more important for pressure groups not only as an institution of last resort but also as a place to express their views and to influence the overall decision making process. Traditionally, British MPs were depicted as the ’major channel of communication between the government and the governed’ (Wright 2000). On the other hand, the presence of a parliamentary government in the British political tradition means a form of government ’in which the executive is drawn from and is constitutionally responsible to the legislature’ (Rush 2005). In this respect, Rush explains, this is a government through parliament but not government by parliament (2005). Therefore, many theorists observed that in the UK the largest proportion of pressure group activities is focused towards senior government officials and ministers, in particular, the power-holders in the British system of government. On the other hand, Parliament possesses powerful tools to influence both cabinet ministers and legislation they are trying to pass through Westminster. In the case of legislation proposed by backbenchers themselves, the Parliament has the final word on bi lls; hence, it is really the institution of last resort to which pressure groups are turning. Moreover, UK Parliament has a monopoly to recruit cabinet ministers as opposed to the US where those seeking political posts could pursue their objectives also