Fashion and Reflexive Advertising Essay example - 3369 Words

Ads are ubiquitous. Contemporary media-literate audiences know that one-third of a half-hour sitcom will be commercials, that magazines will contain more ads than articles, and that they will be bombarded with advertisements on the internet. The pervasiveness of ads has created spectators who are: increasingly media-literate, cynical, and alienated...and because the number of ads continues to increase (clutter), advertising has undermined its own effectiveness by unintentionally negating the ability and the desire of viewers to respond (Goldman and Papson, 83). Advertisers have appropriated this post-modern discourse of alienation, giving it a sign value that they can attach to their product. Alienation consequently becomes a means†¦show more content†¦Although the purely denotative image does not exist, it is a useful concept in illuminating complex signs. The non-coded iconic message is apparently innocent of connotation. It is what would exist if one were able to remove everything from an ad except for ones knowledge that the image represents identifiable objects. More importantly, these signified objects function as signifiers in the more latent message of the advertisement (Williamson, 43). A description of an advertisements denoted message thus involves the cataloguing of its signifiers. These signifiers have no meaning in themselves; they rely on ones lexicon of cultural knowledge in order to gain meaning or connotative significance. The linguistic message has two central functions in relation to the image: anchorage and relay (Barthes, 11). Anchoring text stabilizes the multiple meanings, or signifieds, that one might find in any image. Relaying text connects the image to another sign or series of signs. The coded iconic message, or the rhetoric of the image of the ad involves understanding the connotations, or signifieds, of the signifiers in the image. It is essential to understand that signifiers constitute discontinuous or...scattered traits: reading the signifiers does not exhaust a cultural code (Barthes, 17). The images in advertisements are polysemous in that they yield multiple meanings. The reader is engaged in a process of signification with an ad - and th us with the product it promotes -Show MoreRelatedCreating Meaning and Identity through Consumption Essay1307 Words   |  6 Pagessaid, fashion is an important element of identity formation. Young people are commonly feared of being seen as outdated and seek for acceptance from the peers and the society. According to Erikson’s theory of personal social and personal development adolescences and young adults see peers as a critical influence, acceptance of peers can lead to security of identity and self-esteem. This essay is going to examine how young people shape or form their identities through the consumption of fashion. 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How is gender determined Discuss with relevance to childrens play - Free Essay Example

Sample details Pages: 8 Words: 2345 Downloads: 5 Date added: 2017/06/26 Category Psychology Essay Type Research paper Tags: Gender Essay Did you like this example? Introduction There is a difference between the terms sex and gender. Sex refers to biological differences such as chromosomes, hormones and internal and external sex organs, whereas gender is the way in which males and females behave in society, displaying what are considered as masculine or feminine traits. These traits are often stereotypes about what constitutes being a male or female in society (Unger, 1979). Don’t waste time! Our writers will create an original "How is gender determined? Discuss with relevance to childrens play" essay for you Create order There are a number of ways in which children develop gender and an understanding at a young age that they are a boy or a girl. The development may occur through social learning theory, (SLT, Bandura, 1977) or through cognitive schema theory (Martin and Halverson, 1981). Children tend to grow up understanding they are a boy or girl and this knowledge becomes a part of their self-concept. The following essay will consider the ways in which gender develops in childhood and how stereotypical perspectives of gender are perpetuated. The Biological Approach to Gender A powerful argument for the biological influence on gender can be made when evaluating the study of David Reimer (Money, 1975). Money worked with children born with genitalia that was not clearly defined as either male or female, and, in his role as a doctor, he believed that gender could be reassigned. It was argued by Money that children are born gender neutral and their gender identity develops as a consequence of behavioural interventions and SLT as proposed by Bandura (1977). David Reimer was one of a pair of male monozygotic twins whose penis was burnt off during an operation for circumcision. The penis could not be repaired and at 7 months it was decided by doctors and his parents that a functional vagina could be constructed and David should be raised as a girl, Brenda. Money reported originally that the gender reassignment had been a success and Brenda as a child was feminine, liked wearing dresses and playing with dolls. Although Brenda also had tomboyish characteristi cs it was suggested that this was due to the games played with her twin brother. However, despite Moneys claims that nature could be overcome by nurture and gender was not biologically determined it was later reported that Brenda had been desperately unhappy as a female child and at 14 years she became male again (Diamond and Sigmundson, 1997). It was argued by Money that the study was reliable because Davids twin brother acted as a control as the twins shared the same genes and environment which meant their behaviours could be classified as being either nature or nurture. The findings of the study were biased and based on the subjective interpretations made by Money, perhaps to prove the veracity of his theory regarding gender reassignment. The study was a unique case study and ethically could not be replicated to investigate whether other children, perhaps younger than David, could adapt to gender reassignment. There have been cases have reported successful adaptation such as D aphne Went, who was born with the condition testicular feminising syndrome (TFS). This means that although the individual is biologically male they have external female genitalia. Daphne was happy as a female, unlike David Reimer, who in adulthood committed suicide (Goldwyn, 1979) Another supporting argument for the biological differences between males and females was found using neuroimaging techniques and electroencephalogram (EEG). It has been shown, for example, that males tend to use the left hemisphere of the brain more than their right hemisphere, whereas females are less lateralised and this may have an effect on gender. The right hemisphere of the brain is involved in aspects of language and it has been found that females tend to use both hemispheres more equally than males (Koles, Lind and Flor-Henry, 2010). Is Gender Socially Constructed? There is a strong argument that gender is a socially constructed concept. This means that labels such as gender are meaningless as there is no scientific foundation for such labels. Nevertheless, such labels become entrenched in everyday language and knowledge with only a few people questioning such terms (Gergen, 2009). Gergen argues that gender can be classified in various forms in addition to the male/female dichotomous representation. Diamond and Butterworth (2008) similarly propose that gender should be a fluid concept that allows individuals who do not see themselves as fitting into either a male or female heterosexual category, to define themselves as lesbian, bisexual or transsexual. The Role of Play in Gender Development Children typically become aware of their gender identity and that they are either a boy or a girl at a very young age. When gender awareness develops, children tend to participate consistently in what society perceives as being gender appropriate behaviours. Kohlberg, (1966, p.89) proposes that by the age of 3-years a child has a cognitive representation of the relationship between behaviour and gender, for example, I am a boy, therefore I want to do boy things, therefore the opportunity to do boy things (and to gain approval for doing them) is rewarding. However, a criticism of Kohlbergs theory is that children are exposed to many influences before the age of 3-years that have a fundamental role in the formation of gender identity. Martin and Halverson (1981) propose that young children develop a gender schema (a set of beliefs or expectations) about the self which includes roles for males and roles for females, which they observe in everyday life, thus they remember gender specif ic behaviours and forget or ignore information about opposite-gender behaviours. Martin and Halversons model explains how gender stereotypes develop and are resistant to change for most children as they become older. Parents, siblings and peers reinforce gender stereotypes from birth and therefore it could be argued that gender-related behaviours develop because they are encouraged by other people who are close to the child. Female infants typically have pink clothes and nurseries, while boys often have blue clothes and nurseries. It is suggested by Bandura (1977) that children learn behaviours through the observation and imitation of others and in particular the behaviours of same-sex others (such as mothers or sisters). Behaviours are further reinforced if they are rewarded or praised, for example, behaviours that are perceived as being gender appropriate. If behaviour is perceived as being gender inappropriate this tends to be discouraged (Fagot, 1978).ÂÂ   In a study und ertaken by Fagot (1985) the notion of same sex-peers influencing behaviour was observed with a group of 21-25 month old boys and girls. Behaviours of the children were classified as male, female or neutral and the reactions of the teachers and children to the behaviours were recorded. It was found that the boys gave positive responses when other boys engaged in male activities and the girls responded positively to the other girls rather than boys. The nursery school teachers could influence the girls to alter their behaviours, from physical activities to quieter activities. Neither the girls nor the teachers could influence the boys to change their behaviour, and they continued with physical activities, tending not to take any notice of the teachers. The boys did not respond to the teachers requests even when the quieter activities were positively reinforced, which does not support SLT, although the boys themselves had a greater effect in changing other boys behaviours. There hav e been a large number of studies which have found that children play with toys that are gender-specific (Bussey and Bandura, 1999). A study conducted by Fagot (1978) asked parents to rate the play of their children aged between 20- and 24-months in their own homes. It was found that parents rated the most appropriate behaviours for girls as playing with dolls, dancing and dressing up. For boys the more appropriate behaviour was physical activities such as rough and tumble play, playing with blocks and manipulating objects. It was also found that girls were not encouraged to undertake tasks that involved manipulating objects while the boys were discouraged from playing with dolls (Fagot, 1978). The study demonstrates that parents have different approaches towards their children and gender specific play. Using pictures of toys, Serbin, Poulin-Dubois, Colburne, Sen and Eichstedt (2001) found that children of 12-, 18- and 24-months preferred stereotypically gender specific toys such as boys preferred trucks and girls preferred dolls. Wong and Hines (2015) undertook a study with boys and girls at two different ages; firstly at 20-40 months and then at 26-47 months. The study used two stereotypical gender-specific toys (a train and a doll) and colour coded a-typical toys in either pink or blue. The findings were predictable as the girls played with the doll and the boys played with the train. However, for the colour-coded a-typical toys the results showed that children were strongly influenced by the colour (for example, the boys avoided playing with anything coded pink). The authors conclude that colour coding toys should be avoided as it may allow all children to develop different skills by playing with different types of stereotypical gender-specific toys, particularly if the colour was more neutral. Miller (1987) reports that stereotypical gender specific toys have an effect on cognitive and social development of boys and girls, and that it is difficult to find similarities in either the toys or the play of boys and girls. This perspective is supported by a study undertaken by Cherney, Kelly-Vance, Glover, Ruane and Ryalls (2003). The study investigated how stereotypical gender specific toys influenced cognitive development on children aged 18-47 months. The children were observed in a playroom for complex play activities. According to Cherney et al. play is an appropriate way to assess childrens cognitive development, for example the change to symbolic play from exploratory play. Such changes may also help identify children at risk from developmental delay. However, it is reported that very young children (18-months) show different abilities depending on the toys they are playing with. The findings of this study are relevant because children are assessed for their cognitive development at an early age and therefore may not show their potential if given atypical toys that are not gender specific. The findings showed a larger effect f or girls in comparison to boys, in that a higher degree of complexity of play was shown when the girls played with stereotypical girls toys such as a kitchen and dolls. Thus a selection of toys need to be used when assessing children in formal standardised test situations. However, the study does not mention cultural differences in play and whether the findings would apply to different cultures and ethnic groups. Conclusion The evidence presented indicates that both nature, nurture and the wider society perpetuate and emphasise gender stereotypes in childhood. The differences between males and female involve biological differences and in Moneys (1975) longitudinal study of David Reimer showed that nature was dominant over nurture (Diamond and Sigmundson, 1997). This appears to support the idea that gender is a socially constructed concept that identifies two groups (Gergen, 2009) although it is argued that there are more facets to gender than the dominant male/female dichotomy (Diamond and Butterworth, 2008) Gender is learnt from an early age and SLT (Bandura, 1977) has a role in determining gender with parents reinforcing what society considers appropriate behaviour for boys and girls (Fagot, 1978) Children develop a mental framework or schema of behaviours that are appropriate for either male or female children. The schema appears to be reflected very strongly in the way children play and the typ e of toys they play with from an early age. Toys can be classified as being stereotypical for either boys or girls and this is particularly the case if toys are coloured pink or blue (Wong and Hines, 2015). The problem with gender specific toys is that they result in gender stereotypical behaviours, roles and activities (Cherney et al. 2003). A further problem is that because children show a strong preference for stereotypical gender-related toys, if such toys are not used in formal standardised tests, the childs full ability may be incorrectly recorded (Cherney et al. 2003). One omission from many studies is the play of children from different cultures and ethnic groups and how their play affects gender stereotypes. This would appear to be very relevant in contemporary society although this does not appear to be mentioned in the Wong and Hines (2015) study. References Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. Bussey, K. and Bandura, (1999). Social cognitive theory of gender development and differentiation.ÂÂ   Psychological Review, 106, pp.676-713. Cherney, I.D., Kelly-Vance, L., Glover, K.G., Ruane, A. and Ryalls, B.O. (2003). The effects of stereotyped toys and gender on play assessment in children aged 18-47 months. Educational Psychology, 23(1), 95-106 Diamond, M. and Sigmundson H.K. (1997). Sex reassignment at birth: Long-term review and clinical implications. Archives of Pediatrics and Adolescent Medicine, 151(3), 298-304. Diamond, L.M. and Butterworth, M. (2008). Questioning gender and sexual identity: dynamic links over time. Sex Roles, 59, 365-376. Fagot, B.I. (1978). The influence of sex of child on parental reactions to toddler children. Child Development, 49, 459-465. Fagot, B.I. (1985). Beyond the reinforcement principle: Another step to understanding sex role development . Developmental Psychology, 21(6), 1097-1104. Gergen, K.J. (2009). An Invitation to Social Construction, 2nd edition. London: Sage Publications Ltd. Goldwyn, E. (1979). The fight to be male. The Listener, May, 709-712 Kohlberg, L. (1966). A cognitive-developmental analysis of childrens sex-role concepts and attitudes.ÂÂ   In E.E. Maccoby (Ed.) The Development of Sex Differences. Stanford, CA. Stanford University Press. Koles, Z.J., Lind, J.C. and Flor-Henry, P. (2010). Gender differences in brain functional organization during verbal and spatial cognitive challenges. Brain Topography, 23(2), 199-204. Martin, C.L. and Halverson, C.F. Jr. (1981). A schematic processing model of sex typing and stereotyping in children. Child Development, 54, 563-574 Miller, C.L. (1987). Qualitative differences among gender-stereotyped toys: implications for cognitive and social development in girls and boys. Sex Roles 16(9/10), 473-487 Money, J. (1975). Ablatio penis: Normal m ale infant sex-reassigned as a girl. Archives of Sexual Behavior, 4(1) pp.65-71. Serbin, L.A., Poulin-Dubois, D., Colburne, K.A., Sen, M.G. and Eichstedt, J.A. (2001). Gender stereotyping in infancy: visual preferences for and knowledge of gender stereotyped toys in the second year. International Journal of Behavioral Development, 25(1), pp.7-15. Unger, R.K. (1979). Toward a redefinition of sex and gender. American Psychologist, 34(11), 1085-1094 Wong, W. and Hines, M. (2015). Effects of gender color-coding on toddlers gender-typical toy play. Archives of Sexual Behaviour, 44(5), 1233-1242

Essay Is Dr. Martin Luther King’s Dream Possible - 926 Words

Is King’s Dream Possible? What is the main purpose of Martin Luther King Jrs I Have a Dream Speech? Well it depends on whom you ask this question. White people will give a totally different answer than black people. It is a fact of life that the two different races will never see eye to eye. They can interpret the same event in two totally different ways. I believe that both races understand the main points in Mr. Kings speech. They realize that Mr. King emphasized peace, respect, and equality for every human being. The problems between races begin when they begin to interpret Mr. Kings dreams. In his speech King points out that the Constitution and Declaration of Independence guaranteed all men life, liberty, and the†¦show more content†¦He dreamt about the day when his kids would be able to live a life where they would not be judged by the color of their skin, but by the content of their character. He had the vision of the day when every school would be desegregated and little white boys and little white girls would be able to join hands with little black boys and little black girls. Throughout the whole speech there is a message of togetherness and brotherhood. King was not talking about black togetherness. He was talking about everyone in the world coming together to improve themselves and their surrounding environment. A few people finally began to realize that togetherness was needed to accomplish their goals. Some black people along with some white people began to join hands, voices, and souls to fight for the rights that every human being deserved. I believe that some of Mr. Kings dreams have been accomplished, but others still have a long way to go before they are achieved. If America is to be a great nation, every man, woman, black and white has to be free. Before this worldwide freedom can be achieved, respect between all races has to be reached. 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Prejudice in 12 Angry Men Essay - 1006 Words

12 Angry Men is about 12 men who are the jury for an 18 year old accused of murder. The judge states in the opening scene that it is a premeditated murder in the 1st degree, if found guilty will automatically receive the death penalty. The 18 year old male is accused of killing his father with a â€Å"one of a kind† switch blade, in their home. The prosecutors have several eye witness testimonies, and all of the evidence that they could need to convict the 18 year old male. In the movie it takes place on the hottest day of the year in New York City. There are 12 jurors whom are to decide if the evidence is enough to convict the teen of murder in the first degree. In the first initial vote it is 11-1. The only way that the jurors could turn in†¦show more content†¦The Fonda character states, â€Å"Were talking about somebodys life here.† â€Å"We cant decide in five minutes. Supposing were wrong?† This statement has a large impact on the other 11 jurors. The old man whom is sitting next to the Fonda character sides with the Fonda character. The Fonda character made sure he pointed out that the person of interest was from a broken home, and was hit on top of the head every day for most of his life. The person of interest was born in the slums and had a hard life, his mother was dead and now his father had been murdered. The personality of juror # 10 was one of hatefulness and anger. This juror was prejudice against the kid because he was from the slums. Juror # 10 said something in the movie about not being able to trust people who are from the slums. Juror # 10 had several outbursts and had a heinous attitude through most of the movie. Juror # 10 was the one who did most of the talking, when it came to trying to convince Juror # 8 that the kid was guilty. There was another Juror that had a roundabout same type of personality coming into the juror’s room as juror # 10. 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As the deliberations unfold theRead MorePrejudice, Prejudice And Prejudice1190 Words   |  5 PagesThe truth is often hindered by people’s bias and prejudice views. When one’s views are clouded by their inability to look at things objectively, it becomes hard for them to consider the facts of the situation as opposed to looking at things with their discriminatory perspective. In 12 Angry Men and To Kill A Mockingbird, both authors effectively show how bias and prejudice can obscure the truth. In 12 Angry Men, Juror 10 and Juror 3 are shown as characters who find the boy on trial guilty due toRead More12 Angry Men Internal Interference Essay1470 Words   |  6 Pagessuch as in 12 Angry Men. This 1954 televised play, written by Reginald Rose, depicts a group of jurors discussing the guilt, or lack thereof, of a young man of color who had presumably murdered his father. In most cases, the vote would be unanimous, with 12 votes pointing towards â€Å"guilty.† However, this play consists of intense debate over the verdict as one man took on the task of convincing the rest of the close-minded jury that perhaps their initial judgments were too hasty. 12 Angry Men heavilyRead MoreThe Crucible And Twelve Angry Men Essay1145 Words   |  5 PagesCan justice; fair treatment, exist in a world of prejudice; preconceived bias opinions? In both works of American Literature about the United States judicial system; The Crucible by Arthur Miller, and Twelve Angry Men by Reginald r ose extol the pursuit of justice while questioning the place of prejudice in the judicial system. These plays unveil the fact that; only by overcoming and setting aside prejudices can justice be attained. The Crucible takes place during puritan times when the word of mouthRead MoreJustice In Reginald Roses 12 Angry Men1532 Words   |  7 Pagesfactors in determining what the true meaning of righteousness is for an individual. The perspective of justice a person has however is not the only factor that comes into play, when establishing whether the defendant is guilty or innocent. The play, ‘12 angry men’, written by Reginald Rose, is a drama involved around a jury and a homicide case. In comparison, the movie, ‘To kill a mockingbird’, directed by Robert Mulligan, follows the tale of Atticus Finch, a lawyer, who defends a black man against fabricatedRead MoreA Comparison Of Montana 1948 And Twelve Angry Men798 Words   |  4 PagesWrite a detailed compariso n of how montana 1948 and twelve angry men present ideas, issues and themes. Suggested Length: 700-800 words. Compare the way the two texts explore this ideas. Larry Watson’s 1993 novella ‘Montana 1948’ tells a tale of loyalty and justice through a young boy living in a town where the justice system is corrupted by family ties and racism. Likewise, in Reginald Rose’s 1954 teleplay ‘Twelve Angry Men’, twelve jurors determine the fate of a boy accused of murdering his father

Critical Thinking and Sexual Decision Free Essays

Critical Thinking and Sexual Decision PSY/265 January 18, 2013 Critical Thinking and Sexual Decision When using value systems for making sexual decisions, you are talking about legalism, Situational ethics, ethical revelation, hedonism, ascetism, utilitarianism and rationalism. Each of these value systems is another way of justifying why you make the decisions you make. According to Rathus, Nevid, and Fichner-Rathus (2011) legalism is when people base their decisions on an external code of moral laws such as religion. We will write a custom essay sample on Critical Thinking and Sexual Decision or any similar topic only for you Order Now Situational ethics is when people base their decisions on what they are facing at the present time. Ethical relativism is when people believe that there is more than one correct moral view and bases their decisions on their principles and their conscience. Hedonism is when people base their decision on if something feels good or not with no regard to any morals. Ascetism is the belief of self-denial of material and sexual desires, therefore making their decisions based on that belief. Utilitarianism is when people base a decision on â€Å"the greatest good for the greatest number. Rationalism is when people base their decision after weighing the pros and cons about doing something. When it came to me personally I would have to say that I can see myself using two of the value systems. The first would be ethical relativism. Although I do not feel that there is one set of morals, I do base my decisions on my principles and my conscience. An example of this would be when a man thought t hat he could buy me. He told me that I could have anything I wanted, and that he would pay my bills, as well as making sure that my children would want for nothing and that all I had to do was sleep with him. The catch is, he was married. When facing this choice it was my principles and my conscience that made me say no. The second would be rationalism. The reason for this is because I always weigh the pros and cons before making any decision in my life. These decisions can be anything from how I spend my money, to whom I may have sex with. References: Rathus, S. A. , Nevid, J. S. , Fichner-Rathus, L. (2011). Human Sexuality in a World of Diversity (8th ed. ). Boston, Massachusetts: Allyn How to cite Critical Thinking and Sexual Decision, Essay examples

Amusement Park free essay sample

INTRODUCTION Amusement and theme parks are terms for a group of entertainment attractions and rides and other events in a location for the enjoyment of large numbers of people. An amusement park is more elaborate than a simple city park or playground, usually providing attractions meant to cater specifically to certain age groups, as well as some that are aimed towards all ages. Amusement parks evolved in Europe from fairs and pleasure gardens which were created for peoples recreation. The oldest amusement park in the world (opened 1583) is Bakken, at Klampenborg, north of Copenhagen, Denmark. In the United States, worlds fairs and expositions were another influence on development of the amusement park industry. Most amusement parks have a fixed location, as compared to traveling funfairs and carnivals. These temporary types of amusement parks are usually present for a few days or weeks per year, such as funfairs in the United Kingdom, and carnivals (temporarily set up in a vacant lot or parking lots) and fairs (temporarily operated in a fair ground) in the United States. The temporary nature of these fairs helps to convey the feeling that people are in a different place or time. In common language, theme park is often used as a synonym for the term amusement park. A theme park is actually a distinct style of amusement park, for a theme park has landscaping, buildings, and attractions that are based on one or more specific or central themes. A plurality of themes is not required to be considered a Theme park. Despite the long history of amusement parks, where many parks have traditionally incorporated themes into the evolving design and operation of the park, qualifying a park as a theme park, the first park built with the original intension of promoting a specific (or exclusive set of) theme(s), Santa Claus Land (currently known as Holiday World Splashin Safari) located in Santa Claus, Indiana, did not open until 1946. Disneyland, located in Anaheim, California, built around the concept of encapsulating multiple theme parks into a single amusement park is often mistakenly noted as the first themed amusement park. ADMISSION PRICES AND ADMISSION POLICIES Amusement parks collect much of their revenue from admission fees paid by guests attending the park. Other revenue sources include parking fees, food and beverage sales and souvenirs. Practically all amusement parks operate using one of two admission principles Pay-as-you-go In this format, a guest enters the park at little or no charge. The guest must then purchase rides individually, either at the attractions entrance or by purchasing ride tickets (or a similar exchange method, like a token). The cost of the attraction is often based on its complexity or popularity. For example, a guest might pay one ticket to ride a carousel but four tickets to ride a roller coaster. The park may allow guests to purchase unlimited admissions to all attractions within the park. A wristband or pass is then shown at the attraction entrance to gain admission. Disneyland opened in 1955 using the pay-as-you-go format. Initially, guests paid the ride admission fees at the attractions. Within a short time, the problems of handling such large amounts of coins led to the development of a ticket system that, while now out of use, is still part of the amusement-park lexicon. In this new format, guests purchased ticket books that contained a number of tickets, labeled A, B and C. Rides and attractions using an A-ticket were generally simple, with B-tickets and C-tickets used for the larger, more popular rides. Later, the D-ticket was added, then finally the now-famous E-ticket, which was used on the biggest and most elaborate rides, like Space Mountain. Smaller tickets could be traded up for use on larger rides (i. e. , two or three A-tickets would equal a single B-ticket). Disneyland, as well as the Magic Kingdom at Walt Disney World, abandoned this practice in 1982. The advantages of pay-as-you-go include the following: guests pay for only what they choose to experience attraction costs can be changed easily to encourage use or capitalize on popularity The disadvantages of pay-as-you-go include the following: guests may get tired of spending money almost continuously guests may not spend as much on food or souvenirs Pay-one-price An amusement park using the pay-one-price format will charge guests a single, large admission fee. The guest is then entitled to use all or more often almost all of the attractions in the park as often as they wish during their visit. The park usually has some attractions that are not included in the admission charge; these are called up-charge attractions and can include bungee jumping or go-kart tracks or games of skill. However, the majority of the parks attractions are included in the admission cost. The â€Å"pay-one-price† ticket was first used by George Tilyou at Steeplechase Park, Coney Island in 1897. The entrance fee was $0. 25 for entrance to the 15-acre (61,000 m2) park and visitors could enjoy all of the attractions as much as they wanted. When Angus Wynne, founder of Six Flags Over Texas, first visited Disneyland in 1959, he noted that parks pay-as-you-go format as a reason to make his park pay-one-price. He thought that a family would be more likely to visit his park if they knew, up front, how much it would cost to attend. The advantages of pay-one-price include: Guests can more easily budget their visit. guests may be more likely to experience an attraction theyve already paid for lower costs for the park operators, since ticket-takers are not needed at each attractions The disadvantages of pay-one-price include: guests will often be paying for attractions that they do not ride or visit guests who are simply coming just to be with their families will have to pay anyway Todays modern theme parks typically charge a single admission fee for admission and unlimited use of attractions, rides, and shows, whereas most modern amusement parks offer free admission yet charge separate fees per attraction. RIDES AND ATTRACTIONS Mechanized thrill machines are what makes an amusement park out of a pastoral, relaxing picnic grove or retreat. Earliest rides include the carousel which was originally developed as a way of practicing and then showing-off expertise at tournament skills such as riding and spearing the ring. By the 19th century, carousels were common in parks around the world. Another such ride which shaped the future of the amusement park was the roller coaster. Beginning as a winter sport in 17th century Russia, these gravity driven railroads were the beginning of the search for even more thrilling amusement park rides. The Columbian Exposition of 1893 was a particular fertile testing ground for amusement rides. The Ferris wheel is the most recognized product of the fair. Many rides are set round a theme. A park contains a mixture of attractions which can be divided into several categories. Thrill rides There is a core set of thrill rides which most amusement parks have, including the enterprise, tilt-a-whirl, the gravitron, chairswing, swinging inverter ship, twister, and the top spin. However, there is constant innovation, with new variations on ways to spin and throw passengers around appearing in an effort to keep attracting customers. e. g. thunder @ Essel world Roller coasters, such as the Behemoth, at Canadas Wonderland, have fast and steep drops from high altitudes. Since the late 19th century, amusement parks have featured roller coasters. Roller coasters feature steep drops, sharp curves, and inversions. Roller coasters may be the most attractive aspect of a park, but many people come for other reasons. Amusement parks generally have anywhere from two to seven coasters, depending on space and budget. As of 2012, the record for the most coasters in one park is held by Six Flags Magic Mountain and Cedar Point with 17; Canadas Wonderland with 16; Kings Island and Kings Dominion with 14. Train rides Amusement park trains have had long and varied history in American amusement parks as well as overseas. According to various websites and historians, the earliest park trains werent really trains—they were trolleys. The earliest park trains were mostly custom built. Some of the most common manufacturers were: Allan Herschfield Cagney Brothers Chance Rides (C. P. Huntington Train) Water rides Amusement parks with water resources generally feature a few water rides, such as the log flume, bumper boats, rapids and rowing boats. Such rides are usually gentler and shorter than roller coasters and many are suitable for all ages. Water rides are especially popular on hot days. Dark rides Overlapping with both train rides and water rides, dark rides are enclosed attractions in which patrons travel in guided vehicles along a predetermined path, through an array of illuminated scenes which may include lighting effects, animation, other special effects, music and recorded dialogue. Transport rides Transport rides are used to take large amounts of guests from one area in the park to another. They usually cost extra, even in parks where rides are free. They are generally popular as they offer an alternative to walking. Transport rides include chairlifts, monorails, and train rides. Dippin Dots, an ice cream stand that appears at several amusement parks in the United States. Amusement parks generate a portion of their income through the sale of food and drink to their patrons. Food is routinely sold through food booths, push carts and indoor restaurants. The offerings vary as widely as the amusement parks themselves, and range from common fast food items, like hamburgers, hot dogs, cotton candy, candy apples, donuts and local street foods up to full-service gourmet dishes. Amusement parks with exotic themes may include specialty items or delicacies related to the parks theme. Many restaurants and food stands are operated by the amusement parks themselves, while others are branches of regional or national chains. THEME PARKS CHALLENGES The first challenge for theme parks managers is to integrate the elements in the park itself with all the elements defining the theme park environment in the theme park development plan. For example, theme parks cannot function without transportation possibilities to bring the visitor to the park, or food supply or accommodation to support the visitor’s stay. Another characteristic of theme parks is that their demand is highly seasonal. For theme park planners seasonality effects mean that they need to plan the facilities in such a way that whatever season or number of visitors in the park, the visitor experiences in the park are optimal. Also, when demand for rides, activities and facilities fluctuates during the day this can cause problems for the park, such as congestion and time specific peaks at the rides, activities and facilities. For theme park managers, capacity planning and routing is therefore an important task to deal with these problems. For example, to optimize the visitor streams in the park and to minimize waiting times at the activities. Another characteristic is the fact that theme parks face high fixed costs and low variable costs. This means that the costs per visitor in the low season, when there are only few visitors in the park, are much higher than in the high season, especially if the quality of the visitor experience has to be maintained. Furthermore, each year parks require high investments to add new exciting attractions to their product to attract the required level of visitors. At the demand side, theme park planners may rely on marketers to actively try and manipulate tourist demand, by price differentiation across seasons, special rates for early bookings and bundling of services and visits over time or with other tourist facilities in the region. Similar to other tourist attractions, theme parks first and foremost provide enjoyment to their customers. This implies that theme park managers face especially strong demands from customers for new and exciting Innovations in their services. Special strategies need to be devised to deal with tourist variety seeking. Also typically a diverse number of services within a park is required to promote repeat visits and to cater for different members of visitors groups as seniors and children) and for different segments in the tourist population at large. This has important implications for theme park planning in terms of location and type of activities that should be introduced and supported. Detailed consumer information often is essential to meet these consumers’ requirements. The costumers requirements place special demands on theme park planners in terms of meeting environmental standards imposed through (inter)national regulations and local communities, by increasing demands in terms of landscaping and design, and financial responsibilities in terms of managing large areas of land which need to be bought, leased or rented depending on the organization’s financial management strategy. Another challenge facing theme park planner is that planning a park requires special skills in terms of combining creative and commercial abilities. Theme park design is crucial in determining the success of a park. In terms of design, several different levels can be distinguished. First, rides, activities and exhibits have to be designed attractively and effectively both in terms of initial appeal and usage. Second, landscaping and urban designs are required to integrate the different single facilities into a whole based on the selected theme for the park. And finally, activities and services need to be arranged that can support and increase consumer experiences of the physical elements in the park. Meeting consumer demand must be done however without compromising environmental and socio-cultural objectives. Because the theme product is consumed and produced at the same time, the service must be right the first time. Therefore, adequate theme park planning is highly critical for optimizing the delivery of the theme park product to the consumer. The final challenges facing theme park planners are created by the theme park market. There is a growing competition in the theme park market, with an ever increasing number of parks and many parks expanding their activities. Even more so, the tourist demand market is facing demographic changes in the form of agreeing population, economic changes that lead to tighter family time budgets because of an increasing number of double earner households, and the introduction of new technologies such as multimedia entertainment that compete directly with the traditional theme park market. Knowledge of potential market origins, and interests, habits and other travel characteristics of the population is a necessary but not sufficient condition to plan the several components of the supply side. It is important for the parks to know how consumers think, and what makes them visit or not visit attractions, and when they want to visit a park. Also, for theme park planners, an estimate of peak visitor volume is essential to the planning of every feature of the theme park, parking, attractions, exhibits, toilet facilities, tour guidance, food services and souvenir sales. It can be concluded that the challenges theme park planners face ask for planning methods that can integrate the different components in the planning processes within and across various levels of planning. 1. It helps to de stress 2. It helps in rejuvenating 3. Adds value to the holiday 4. It is an enjoyable experience for all the members of the family 5. It helps to add an entertainment element to the business, educational tours etc. 6. Creates a huge revenue source 7. It caters to the all the age groups 8. It generates employment opportunities in the economy 9. It boosts the tourism and hospitality industry SWOT Analysis of Walt Disney Company Strengths Weaknesses Experience in the entertainment business (over 80 years), Tourist attraction, Strong reputation and brand name, Wide company’s product range- different types of attractions and products, Disney’s attractions adjusted to changes in visitor’s preferences, Familiarity, Financial stability, Qualified and educated employees, Large work force, Many changes in top-management, High operating costs, Different culture, High price for tickets, Design duplication, Cultural imperialism, Visitor Spending European visitors not spend as much as American visitors, Opportunities Threats Highly diversified product and service, Positive government attitudes, Large group of loyal clients, Expansion on foreign markets, Over saturated markets, Increasing number of serious and actively operating competitors, which address their offer to the same segment of clients (e. g. Six Flags) Bigger elasticity of competitors in adapting to particular segment of clients thanks to the smaller volume of sales, Increasingly competitors offer, which is perceived by clients and retailers as a wider and better available, CONCLUSION In a nutshell, theme parks will be a tendency for the tourism in the future. We need to maintain those advantages and convert those disadvantages. In order to boost the development of tourism and hospitality, we ought to boost the development of theme parks, and make theme parks our big hitter, and an important part of the newly-arisen industry, and make great contribution to tourism. Amusement parks need to cater to the changing demands of the consumers since consumers want innovations. Meeting consumer demand must be done however without compromising environmental and socio-cultural objectives. Because the theme product is consumed and produced at the same time, the service must be right the first time. It helps to de stress and helps to rejuvenate the tourists and also creates huge profits and also generates employment opportunities. It caters to all age groups. The challenges theme park planners face ask for planning methods that can integrate the different components in the planning processes within and across various levels of planning.

Rain Forest Essay Example For Students

Rain Forest Essay Global Warming is sometimes referred to as the greenhouse effect. The greenhouse effect is the absorption of energy radiated from the Earths surface by carbon dioxide and other gases in the atmosphere, causing the atmosphere to become warmer. The greenhouse effect is what is causing the temperature on the Earth to rise, and creating many problems that have started and will continue to occur in the coming decades. Life could not exist if there was no natural greenhouse effect. The reason for the natural greenhouse effect is so that all the creatures living on Earth can live and breathe. We as inhabitants of this Earth must do our part in preserving it, or there wont be much left for our children to live on. Human activities are causing some greenhouse gases such as carbon dioxide to build up in the atmosphere. Each time we burn gasoline, oil, coal, or even natural gas, more carbon dioxide is added to the atmosphereBy cutting down the forest trees, we allow air pollution to set in. This, therefore, causes many problems in addition to many others. Now that there are no trees to help filter out pollution, we are allowing more damage to the atmosphere causing global warming. These certain gases that occur naturally in the atmosphere tend to trap the suns heat which is called global warming. By trapping in the suns heat, the Earth can be warmed up. Many of the Earths natural disasters, such as volc anic activity, and other factors, have caused our planets atmosphere to become either colder or warmer. The global average temperature of the surface has increased by one degree Fahrenheit over the past century. This indicates that this warming trend is due to human influences. Atmospheric disturbances brought on by the additional warming will produce more violent storms and larger death tolls. Some areas, particularly in the Northern Hemisphere, will dry out and a greater occurrence of lightning strikes will set massive forest fires. The charring of the Earth by natural and man-made forest fires will dump additional quantities of carbon dioxide into the atmosphere. Changes in temperature and rainfall brought on by global warming will in turn change the composition of the forests. Evaporation rates will also increase and circulation patterns will change. Decreased rainfall in some areas will results in increased rainfall in others. In some regions, river flow will be reduced or stop ped all together completely. Other areas will experience sudden downpours that create massive floods. The central portions of the continents, which normally experience occasional droughts, might become permanently dry wastelands. Vast areas of once productive cropland could lose topsoil and become man-made deserts. Coastal regions, where half the human population lives, will feel the adverse effects of rising sea levels as the ice caps melt under rising ocean temperatures. Large tracks of coastal land would disappear, as would shallow barrier islands and coral reefs. Low-lying fertile deltas that support millions of people would vanish. Delicate wetlands, where many species of marine life hatch their young, would be reclaimed by the sea. Vulnerable coastal cities would have to move farther inland or build protective walls against the angry sea, where a larger number of extremely dangerous hurricanes would prowl the ocean stretches. Forests and other wildlife habitats might not have enough time to adjust to the rapidly changing climate. The warming will rearrange entire biological communities and cause many species to become extinct. Weeds and pests could overrun much of the landscape. Since life controls the climate to some extent, it is uncertain what long-term effects a diminished biosphere will have on the world as a whole. It is becoming more apparent, however, that as man continues to squander the Earths resources, the climate could change in such a way that it is no longer benevolent to mankind. The greenhouse effect and global warming both correspond with each other. In conclusion, if there was no greenhouse effect then there would be no global warming. The greenhouse effect causes the global warming to increase as well as humans and other creatures influence. There are many ways to help prevent and protect both. If people try to help out, then it would be a longer process .u7999b8a4d09d89cb709fe30be50d7fc1 , .u7999b8a4d09d89cb709fe30be50d7fc1 .postImageUrl , .u7999b8a4d09d89cb709fe30be50d7fc1 .centered-text-area { min-height: 80px; position: relative; } .u7999b8a4d09d89cb709fe30be50d7fc1 , .u7999b8a4d09d89cb709fe30be50d7fc1:hover , .u7999b8a4d09d89cb709fe30be50d7fc1:visited , .u7999b8a4d09d89cb709fe30be50d7fc1:active { border:0!important; } .u7999b8a4d09d89cb709fe30be50d7fc1 .clearfix:after { content: ""; display: table; clear: both; } .u7999b8a4d09d89cb709fe30be50d7fc1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7999b8a4d09d89cb709fe30be50d7fc1:active , .u7999b8a4d09d89cb709fe30be50d7fc1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7999b8a4d09d89cb709fe30be50d7fc1 .centered-text-area { width: 100%; position: relative ; } .u7999b8a4d09d89cb709fe30be50d7fc1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7999b8a4d09d89cb709fe30be50d7fc1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7999b8a4d09d89cb709fe30be50d7fc1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7999b8a4d09d89cb709fe30be50d7fc1:hover .ctaButton { background-color: #34495E!important; } .u7999b8a4d09d89cb709fe30be50d7fc1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7999b8a4d09d89cb709fe30be50d7fc1 .u7999b8a4d09d89cb709fe30be50d7fc1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7999b8a4d09d89cb709fe30be50d7fc1:after { content: ""; display: block; clear: both; } READ: Music Of Ur Soul Essay