63 Matching Annotations
  1. Mar 2016
    1. Women in France have asked that the image of women be portrayed as something more positive, but they want this in the form of reverse sexism, making men appear to be the lesser being. Because of this, they are looking for a balance which will hopefully make all forms of discrimination not allowed in ads. This can be used to support the fact that advertisements don’t need to be demeaning in any sense in order to be effective.

    2. This quote explains that advertising has been widely influenced by feminist groups in the country because they do not approve of the way they get portrayed in the media. Later in the paragraph it is explained that these groups are losing their credibility because they are no longer seen to be as influential as other groups. This can be used to support the opposition, stating that there are bigger problems.

    3. This basically says that despite France having so many rules that control their ads, many of them are not being followed but ads are being published anyway. This can be used to explain the fact that society is starting to care about moral standards much less, making the exploitation okay.

    1. This quote explains that they obtained the results that were initially expected. Despite previous research that says sex doesn’t usually make something more memorable, each trial conducted by this experiment produced results that said the sexual advertisements were the most memorable. This can be used to support the belief that men are more likely to be influenced by sexual ads.

    2. Although differences between male and female were not intended to be examined, the difference was large so it was explained. This simply states that after the study was complete, men were more likely to remember the brands that advertised a certain product. This can be used to support comments about men having a larger influence by these ads.

    3. Sexual ads are more memorable than those who are not, so they are easier to remember. Because they are easier to remember, consumers often feel a greater impulse to purchase the product. This can be used to support remarks to acknowledge the opposition.

    1. This statement explains that sexist humor is most successful among audiences with very one sided views; meaning that those who thrive on female/sexual exploitation in marketing are those individuals stuck on these extremely sexist and demeaning views towards women in a general sense. I can use this to further support any statements said towards hateful and demeaning men.

    2. This statement is an explanation for the success of demeaning women in advertising. It is successful because it degrades women in an overall sense and it seen as a way to remind women that they are meant for nothing but housekeeping, caretaking, and providing children to a man. This will be used to support the unacceptable background of sexism that advertising thrives on.

    3. The quote states that despite how far women have come in what seems to be all areas of life, women are still seen as though their primary responsibilities should be involving domestic matters and as though nothing else should matter: their responsibilities should be centered around housekeeping and caretaking despite any and everything a woman has set up for herself to be successful. I will use this to support an introductory remark on overall sexism, which will feed into sexism in marketing, and eventually, sex appeal and its gender specific-ness.

    1. This sentence explains that sexual ads are seen as unacceptable forms of marketing by many because of the fact that ‘casual sex’ is always what is being promoted. Because the appeal is outside the context of a relationship, it is generally frowned upon. This can be used to support reasons for negativity towards sex in marketing.

    2. The quote summarizes the preceding paragraph; gender has an overall effect on the way sexual activity in a general sense is perceived, so it also affects their views on the use of sex appeal to advertise. I can use this to support any final words I may have in regard to the moral aspect of sex appeal to advertise.

    3. This sentence sets up the study, but also provides insight to bias from the author. The language allows us to see and understand the author’s perspective, since he believes the use of sexual images is unnecessary and completely overdone. I will use this to support my beliefs in that sex appeal can be completely unnecessary and overused.

    1. This statement summarizes the paragraph it is found in, which basically explains the female perspective of sex in marketing. It basically found that since women seem to be empowered by embracing femininity and intimacy, they find some sex appeal to be appropriate, but only effective in moderation.

    2. This statement provides the basis of the study. It provides insight to the argument, stating that sexual appeals are only effective if used with ease rather than overdone in an offensive manner. This can be used to support statements on the use of sex to be demeaning and exploitative.

    3. This is a statement explaining that sex is used so frequently because marketers are reliant on the phrase ‘sex sells.’ Also gives multiple examples of brands who take advantage of the saying. This can be used to support comments on the increase of reliance to sex appeal in marketing techniques.

    1. This sentence summarizes the following paragraph and explains different methods in which producers choose to advertise a product. All five of these common methods, are sex based. This can be used to support statements saying that sex is used too much to sell.

    2. This paragraph explains the validity of the phrase 'sex sells.' This quote sums it up by simply saying that the popular phrase is correct. I can use this quote to support introductory statements about the use of sexual exploitation for profit.

    3. This quote defines sex appeal as something used to create a fantasy in the mind of a consumer to persuade them to buy a product. I can use this to support introductory statements about the use and overuse of the technique.

  2. Feb 2016
    1. Early in the article, it is emphasized that a high IQ and great performance on standardized testing doesn't necessarily ensure success. It is later mentioned and explained that one's character traits show a greater correlation to one's success. Many TT schools were adopting the approach to character report cards to guide students and their parents. This will probably be my main article because it emphasizes the fact that grades are not entirely indicative of someone's future and failing is okay.

  3. faculty.sunydutchess.edu faculty.sunydutchess.edu
    1. This article explains what it means to fail in the literary world and mentions its significance to find success. The author speaks of an author's worst critic being themselves, and that it is necessary for them to look beyond their own opinions to find success. The article will be used to emphasize the real importance of failure, for confidence and encouragement

    2. He begins work on a sequel.

      Clive overthought and was his greatest critic, but eventually made himself stop overthinking and was able to publish a successful novel

    1. This article explains the functions of the mind in cases of overthinking, severe stress, panic, choking, etc. Primary examples are used to explain the psychology that dictates behavior in a sports-related sense. This article connected very well to the Gladwell article found on tetw about the distinction between a panic and a choke, so this article can be used to reinforce the ideas writtern by Gladwell.

    2. You can jump off the physical track by overmonitoring and fall off the cognitive track through inattention.

      true

    3. Working-memory capacity is closely tied to general powers of intellect and decision-making. When it’s not working well, you’re not as sharp.

      :-)

    4. the test-taker surrenders to the stereotyped identity by disengaging emotionally and intellectually

      importantt

    5. It’s a failure of cognition. Call it a cognichoke.

      oh boy

    6. Beilock contends that such failures come not from unwelcome attention, as explicit monitoring does, but from a deficit of needed attention

      panic??? (Gladwell)

    7. And there are chokes, she asserts, that rise not from overthinking but from poor thinking.

      (??)

    8. Their bodies knew the hitting process well enough to do it with a distracted brain.

      !!!! Proof that you need to just trust yourself

    9. a useful distraction

      better and more effective than telling someone not to think about something

    10. “But once you’ve learned it, you’ve got to leave it alone.”

      If you don't trust yourself you'll mess up

    11. By consciously trying to direct a physical action that you’ve practiced until it’s automatic, you botch it.

      basically don't overthink

    12. “conscious attention to normally automatized physical operations that destroys the athlete’s normal fluidity.”

      Similar to explanation in Gladwell article

    13. classic chokes — appear to rise from the process known colloquially as “thinking too much” or “paralysis through analysis,” and among cognitive scientists as “explicit monitoring.”

      choking = "thinking too much," "paralysis through analysis," "explicit monitoring"

    14. Even the greatest athletes sometimes choke.

      Connect to the Gladwell piece; examples used are about athletics.

    15. baseball offers a hundred openings for pressure’s effects

      choking= suffering a decrement under pressure common in athletes

    16. putting room

      more golf? connect to the Gladwell article

    17. choking must rise from what neuroscientists like to call mechanisms — that is, systematic, causal chains of brain activity.

      choking stems from mechanisms

    1. This article explains the differences between choking and panicking. Gladwell uses several examples to highlight the differences and uses these examples to give the reader a better understanding of the differences without being confusing. This article will be helpful to explain the concept of failing and why it is so dreaded.

    2. With that, the two men began to cry.

      :-(

    3. We have to learn that sometimes a poor performance reflects not the innate ability of the performer but the complexion of the audience; and that sometimes a poor test score is the sign not of a poor student but of a good one.

      justification after explanation of stereotype threat.

    4. choking requires us to concern ourselves less with the performer and more with the situation in which the performance occurs.

      **

    5. They think they did well, and they are trying to do well. But they are not.” This is choking, not panicking.

      Important example for distinction

    6. But Steele says that when you look at the way black or female students perform under stereotype threat you don’t see the wild guessing of a panicked test taker. “What you tend to see is carefulness and second-guessing,”

      accurate

    7. “stereotype threat”

      pressure causes performance to suffer

    8. If panicking is conventional failure, choking is paradoxical failure.

      More differences for better understanding.

    9. he panicked.

      got it

    10. Kennedy failed under pressure.

      choke or panic??

    11. how failure happens is central to understanding why failure happens.

      alright

    12. Choking is about thinking too much. Panic is about thinking too little. Choking is about loss of instinct. Panic is reversion to instinct. They may look the same, but they are worlds apart.

      I was right.

    13. Stress wipes out short-term memory.

      I like the example used. But there's a line between panic and choking that I'm not quite understanding. Choking is overthinking? Panic is not thinking?

    14. She lost her fluidity, her touch

      connection between examples makes point easier to follow

    15. That’s what it means to choke

      connection for choking and learning a set of physical skills.

    16. These two learning systems are quite separate,

      hence, choking and panicking are two different things.

    17. “implicit learning”–learning that takes place outside of awareness.

      Example is easy to follow. find a connect(?)

    18. documenting the myriad ways in which talented people sometimes fail.

      important

    19. To choke or panic is considered to be as bad as to quit

      nice

    20. Both are pejoratives.

      "Panicked" and "choked" express contempt or disapproval.

    21. Both are pejoratives.

      "Panicked" and "choked" express contempt or disapproval.

    22. Human beings sometimes falter under pressure.

      Appropriate examples.

    23. Isn’t pressure supposed to bring out the best in us? We try harder. We concentrate harder. We get a boost of adrenaline. We care more about how well we perform. So what was happening to her?

      We all have our different ways of dealing with pressure and to avoid cracking, we must find what is stopping us from winning

    24. Novotna was unrecognizable, not an élite tennis player but a beginner again

      Pressure induced her panic; was unable to cope well.

    25. choke and others panic

      Is there a better comparison? alternate words or phrases that aren't confusing