SOCIETYS SLAVES :: essays research papers

The books Brave New World, by Aldrous Huxley, and 1984, by George Orwell, are alike because they have comparable organizations. By using brainwashing techniques, censorship, and the obliteration of history, the leaders in Brave New World and 1984 control the thoughts and recollections of the people in their societies. Without using these techniques, the societies being controlled could not exist, because the people would not be disciplined like they needed to be. The citizens in these societies are slaves of the leaders, but cannot resist or do anything to change things for themselves. Chiefly, brainwashing was essential to accomplish while the children were young because then it would ensure that they would grow up to be model citizens in the society. Principally, love was disallowed in both societies, by the virtue that it would cause problems. Fights would begin over relationships that would cause uncertainty that was not needed in the society. When the citizens Brave New World were young, they were involved in sexual games that would introduce them to sex and portray it as something casual. "†¦.this little boy seems rather reluctant to join in the ordinary erotic play." (Brave New World, pg. 30) As they got older, they were not able to know love, or would not be able to distinguish it from sex, so it became the norm to 'have everyone'. In 1984, marriages were allowed, but on the grounds that the two people getting married were not in love. They wanted the people to feel like they were only getting married to be of service to the party (when their children were set up working with the Spies, growing up to be pawns for the Party). The one they were supposed to love was Big Brother. "You must love Big Brother. It is not enough to obey him you must love him." (1984, pg. 201) Everyone was designed so that people would feel like they were existing for the Party, and the Party is virtuous. People's reactions towards death was also deteriorated in Brave New World, so people would not show anxiety if one of their friends died. "What are these filthy brats doing here? It's disgraceful." "Disgraceful? But what do you mean? They're being death conditioned." (Brave New World, pg. 208) They would just continue on living in the society, as existing happily and productively was their purpose. In 1984, emotions about occurrences like death was frowned upon as well.

Advertising: It’s Everywhere

Advertising: It's EverywhereNo, it's not your imagination. The amount of advertising and marketing North Americans are exposed to daily has exploded over the past decade; studies show, that on average we see 3,000 ads per day. At the gas pumps, in the movie theatre, in a washroom stall, during sporting events—advertising is impossible to avoid. Even outer space isn't safe from commercialization: the Russian space program launched a rocket bearing a 30-foot Pizza Hut logo, and some companies have investigated placing ads in space that will be visible from earth.The challenge of the future may be finding public and private spaces that are free of advertising. Marketers are pressed to find even more innovative and aggressive ways to cut through the â€Å"ad clutter† or â€Å"ad fatigue† of modern life. Here's an overview of some of the ways marketers are targeting us: * Ambient advertising Ambient advertising refers to intrusive ads in public places. With the cost o f traditional media advertising skyrocketing and a glut of ads fighting for consumers' attention, marketers are aggressively seeking out new advertising vehicles.Cars, bicycles, taxis and buses have become moving commercials. Ambient ads appear on store floors, at gas pumps, in washrooms stalls, on elevator walls, park benches, telephones, fruit and even pressed into the sand on beaches. Even some members of the industry itself are critical of this trend to slap ads on everything. Bob Garfield, columnist for the ad industry magazine  Advertising Age, calls this plethora of commercial messages â€Å"environment pollutants. † Others worry that this deluge of advertising will create a backlash with consumers. Stealth- endorsers Marketers are moving away from the traditional use of celebrities as product hucksters, since a cynical public no longer believes that celebrities actually use the products they endorse in commercials. The trend now is to brand celebrities with specific merchandise by having them use or wear products in public appearances or promote them in media interviews—without making it clear that the celebrities are paid spokespeople. * Naming rights Corporations are turning public spaces into commodities by purchasing naming rights to arenas, theatres, parks, schools, museums and even subway systems.Cash-strapped municipalities see naming rights as a way to raise much-needed revenues without raising taxes. * Targeted advertising Targeted ads are a form of Internet marketing. Using sophisticated data collecting technologies, Web sites can combine a user's personal information with surfing preferences to create ads that are specifically tailored for that user. * Cross-merchandizing A wave of media mergers over the past decade has produced a handful of powerful conglomerates that now own all the major film studios, TV networks, radio and television stations, cable channels, Internet, book and magazine publishing and music companies.Thes e giant conglomerates use their various media holdings to promote products and artists through massive cross-promotional campaigns. For example, when the world's largest entertainment conglomerate AOL Time Warner was preparing the release of the film  Harry Potter and the Sorcerer's Stone, it enlisted all its various media divisions—cable systems, speciality channels, TV networks, magazines and Internet companies—to help mass-market the movie and the spin-off merchandise.Commenting on the phenomenally successful cross-promotional approach used to market the film (Harry Potter smashed all previous opening records, grossing $90 million in its first weekend) AOL Time Warner executive Richard Parsons explained: â€Å"This drove synergy both ways. Not only did we use our promotional and advertising platforms to help create awareness, we used the film to drive traffic to those vehicles. † * Product placement The future of product placement as a successful advertisin g tool was assured when the 1982 film  ET  featured Reese's Pieces in a pivotal scene—causing sales of the candy to jump 65 per cent.Since that time, product placement in movies, on TV, and increasingly in video games, has become a commonplace marketing technique. The marketing company FeatureThis extols the virtues of product placement for potential clients, on its Web site: â€Å"Break through the cluttered media entertainment environment inexpensively,† it claims â€Å"product placement in feature films and television reaches millions of consumers, over and over again. † With the advent of technologies such as TiVo, which allow consumers to edit out TV commercials, product placement is taking on an even greater importance.TV producers are looking for new ways to integrate advertising and content. Basing an entire show around a product is one technique; and giving viewers the capability of immediately purchasing products featured on the program is another. Following a segment of the NBC TV show  Will and Grace, in which a character wore a pink Polo shirt, the network ran a 10-second clip telling viewers to go to the Polo Web site (which is 50 per cent owned by NBC) to purchase one.The site sold $3,000 worth of shirts over the next five days. In the near future, Interactive TV will allow users to order a pair of pants that your favourite TV star is wearing, merely by clicking on them. * Digital or â€Å"virtual† advertising Digital advertising goes one step further than product placement by using computer technology to add products to scenes that were never there to begin with.This practice is common in sporting events coverage, where ads are digitally inserted onto the billboards, sideboards and playing surfaces in arenas and stadiums. While digital ads are mainly used in sports coverage, virtual advertising is starting to break into the entertainment world as producers digitally insert products into TV scenes after the scen es are shot. The technology also allows product names to be altered in scenes, creating the potential for new advertising revenues when series are sold into syndication. |

Creating Behavior Goals for Early Intervention Programs

Managing difficult behavior is one of the challenges that makes or breaks effective instruction. Early Intervention Once young children are identified as needing special education services, it is important to begin to work on those learning to learn skills, which importantly, include self regulation. When a child begins an early intervention program, it is not uncommon to find that parents have worked harder to placate their child than to teach them the desired behavior.   At the same time, those children have learned how to manipulate their parents to avoid those things they dont like, or to get the things they do want.    If a child’s behavior impacts his or her ability to perform academically, it requires a Functional Behavioral Analysis (FBA) and a Behavior Intervention Plan (BIP) by law (IDEA of 2004.) It is wise to attempt to identify and modify behavior informally, before you go to the lengths of an FBA and BIP. Avoid accusing parents or whining about behavior: if you gain the cooperation of parents early on you can avoid another IEP team meeting. Behavior Goal Guidelines Once you have established that you will need an FBA and BIP, then it’s time to write IEP Goals for behaviors. Write you goals positively as much as possible. Name the replacement behavior. Instead of writing â€Å"Zachary will not hit his neighbors† write â€Å"Zachary will keep hands and feet to himself.† Measure it through interval observation, noting the percentage of 15 or 30 minutes with hands and feet free behavior.Avoid preachy, values freighted words, especially â€Å"responsible† and â€Å"accountable.† When discussing with the student â€Å"why† feel free to use these words, such as â€Å"Lucy, I’m so happy you’re being responsible for your temper. You used your words instead!!† Or, â€Å"James, you’re 10 now, and I think you’re old enough to be accountable for your own homework.† But goals should read: â€Å"Lucy will tell a teacher or peer when she is angry and count to 10, 80 percent of the day (interval objective.) â€Å" â€Å"James will return completed homework 80% of days, or 4 out of 5 days.à ¢â‚¬ (frequency objective.)There are basically two kinds of objectives as noted above: interval and frequency goals. Interval goals are measured across intervals, and imply an increase of replacement behavior. Frequency goals measure the number of occurrences of a preferred or replacement behavior during a time period.The goal of behavior goals should be to extinguish, or eliminate, undesirable behavior and replace it with appropriate, productive behavior. Focusing on the target behavior may reinforce it and inadvertently make it stronger and more difficult to eliminate.   Focusing on the replacement behavior should help extinguishing the behavior. Anticipate an extinction burst before behavior improves.Problem behavior is not usually the result of reflective, thoughtful choices. It is usually emotional and learned—because it has helped the child get what he or she wanted. That doesn’t mean you shouldn’t talk about it, talk about the replacement behavior and talk about the emotional content of good behavior. It just doesn’t belong in an  IEP. Examples of Behavior Goals When prompted by the teacher or teaching staff, John will line up, keeping hands and feet to himself in 8 of ten opportunities as documented by teacher and staff in three of four consecutive days.  In an instructional setting (when instruction is presented by the teacher) Ronnie will remain in his seat for 80% of one minute intervals over 30 minutes as observed by teacher or teaching staff in three of four consecutive probes.  In small group activities and instructional groups Belinda will ask staff and peers for access to supplies (pencils, erasers, crayons) in 4 out of 5 opportunities as observed by teacher and teaching staff in three of four consecutive probes.