Grief Patterns in Children Essay -- science

Grief Patterns in Children A simple child That lightly draws its breath And feels its life in every limb What should it know of death. This question has been posed by many philosophers, religious leaders and psychologists for centuries, yet has been a potent taboo in society even today. As the field of psychology is gaining ground and knowledge in how behaviors affect the way in which we interact with others, we are discovering new ways to approach and view the mental processes of a human and apply them to how a person grieves that loss. But while oft times those assumptions, hypothesis, and theories are made by adults for adults, the child is a more difficult subject in which to study since it has not achieved its mature mental capabilities. For the adult, a full and eventful life is the predecessor of a grasp of what life and death actually entail, whereas for the child a pure and incomprehensible approach is taken when trying to understand and rationalize its loss. These differences cause much pain and suffering for both adults and children when one does not understand what each is going through and needs, especi ally those of the child. It is often mistaken that bereavement, grief, and mourning are all used synonymously, when they are all in fact quite different terms, which are essential to understanding what relates to a loss proceeding a death. Bereavement alludes to the stress that the person who has experienced the loss is feeling, but not necessarily defining the stress' nature. Grief is the actual process that follows in stages which may occur at different times ensuing the death and loss. According to Tom Golden, LCSW, "grief is related to desire. Whether the desire is large or small, if it is not met, (one) will probably have grief." (Tom Golden, Crisis, Grief, & Healing) Mourning, according to Sigmund Freud, is "the mental work following the loss of a love object through death." (Fuhrman, 1974, p 34, quoting S. Freud, 1915/1957) It not only concerns itself with the present loss but also with the future possibility of relationships. But when a person experiences the loss of a parent through death, they are forever shaped and mettled. Although it has been theorized and debated over whether a child mourns or is even capable of mourning, the affirmations on the cases' part have been very well supported. In order to understand the differ... ...h is a process, not an event." (p. 47) When expecting a child to demonstrate certain characteristics, it is not uncommon for the parent to be confused since both are on different levels of recognizing the loss and dealing with it. Attempting to understand and sympathize with the child and to help them effectively deal with their emotions and confusion is very helpful, not only for the child but for the parent. Everyone, at some point in their life, is going to experience a death or have someone close to them experience a death, the key is communication--opening up and being perceptive to the needs of the bereaved. Sometimes the survivors will exemplify attitudes and actions which show independence and strength yet have needs that need to be met. The everyday changes everyone experiences are and can be very burdensome, but for children, with the uncertainty of their worlds and the people that fill them, it may seem almost impossible to deal with. The significance is in helping the children to deal with their loss at a developmentally appropriate level and to help them "get through" their feelings and to rebuild their lives with the environment in which they've been left.

Steven Spielberg :: essays research papers

I'm Steven Spielberg and I was born in Cincinnati on December 18, 1947, but I was mainly raised in New Jersey and Arizona. When I was 12 years old I used my dads 8mm camcorder and made a movie. I continued to make films with the camcorder for five more years until I went on a trip to Universal Studios. I was 17 years old and I broke away from the main tourist group to see the sound stages. I bumped into the head of Universal's editorial department, Chuck Silvers. We talked for about an hour and he wanted to see some of my 8mm films. When I showed them to him he said they were good but he could only wish me luck. So the next day I put on a suit and borrowed my fathers suitcase and walked in the front gate of Universal Studio's like I did it every day. One reason I got away with this is because the guard thought I was the owners son. I bought some plastic name tags at a camera store and I found an empty office. Then I put my name in the building directory. Everyday that summer I hung out with directors, writers, and editors. After talking to all of these movie makers I found out that nobody really liked my movies. The next fall I asked some of the executives at Universal how I can get my films noticed. They said I should put my films on 16 or 35mm film. So I did. I made a 20 minute movie about a boy and a girl hitch-hiking from the dessert to the Pacific. The day after it was shown at Universal, Sidney Sheinberg, the head of Universal's T.V. production department, gave me a seven year contract to work on T.V. series. The first few years of the contract were fun, but after a while I didn't want to direct T.V. shows. In 1971 I got a chance to make my first real movie. It was Called Duel and it was about a salesman who was harassed by a truck driver. Even though the movie didn't make much money and wasn't popular, it was my first movie and I had a lot of fun. During the next 10 years I directed 4 of the top 10 movies ever made, including Jaws, Close Encounters of the Third Kind, Raiders of the Lost Ark, and E.T. which is number one. E.T.- The Extra Terrestrial made $720 million dollars worldwide in the theaters and over a billion dollars total with video sales. Some other movies I directed were, Indiana Jones and the

What Factors affect Britains climate?

Weather is different in every country even city. Climate is the general weather conditions usually found in a particular place. Through climate we can judge the type of fruit or vegetables that grow in a certain area. The Mediterranean climate is good for growing citrus fruits and grapes. Where as the American climate is good for growing bananas and Indian and Pakistani climate is perfect for mangoes. Britain is an island country and is surrounded by sea which gives it a varied climate. We never actually know what the weather will be like, one day it might be sunny the next there might be rain. As we have such a variable climate its hard to predict in general we have warm summers and cool winters our summers our cooler than other countries because we are surrounded by sea but our winters are milder. The main influence on Britain's climate which are important are latitude , altitude ,distance from the sea, ocean currents and the prevailing winds. Latitude: Latitude is the position north or south of the equator measured from 0à ¯Ã‚ ¿Ã‚ ½ to 90à ¯Ã‚ ¿Ã‚ ½. If you are on the equator then your latitude would be zero. If you are near the north pole your latitude would be nearly ninety degrees north and if you are more to the south pole your latitude would be almost 90 degrees south. The further away from the equator you are the colder it is. Therefore when we compare the UK with a country such as Egypt, Egypt is always hotter because its more nearer to the equator than UK. As you can see on the diagram Egypt is more nearer to the equator than Britain and is therefore more warmer.(the diagram is not accurate jus a rough estimation of where the two countries may be) as one gets above tropic of cancer or Capricorn, the climate becomes milder, with warm summers and cold winters. This is known as temperate climate and this is what the UK climate is referred as. At points furthest away from the equator, the climate is colder and is called polar. Altitude: Altitude is the height above sea level, the higher we go the colder it gets altitude may be measured in units such as metres or miles but is usually measured in feet. When I say the higher you go the colder it gets a mere example is on top of mountain peeks, the peeks are way high up and it is much much much colder there and therefore the air there freezes into ice or snow. In Britain there are a few mountains but we are surrounded more by the sea and therefore the mountains don't have a lot of effect in Britain. Other countries such as Nepal that have a lot of mountain ranges are very cold and I personally think its because of the mountains. The temperature falls by about 1 degrees for ever 100 metres above sea level. Distance form the sea: The sea is cooler than land during summer and warmer in winter because it conducts heat slower than land and cools down slower than land in winter. Land heats up faster than sea because its denser and has a bit of metal in it which is a very good conductor heat. The centre of continents are subject to a large range of temperatures. In the summer, temperatures can be very hot and dry as moisture from the sea evaporates before it reaches the centre of the continent. Distance from the sea has a great effect on Britain as you can see on the map that Britain is surrounded by water an therefore makes our summer cooler and our winters are much milder. Prevailing wind direction: prevailing wind direction means the direction wind comes from. Winds that blow from the sea often bring rain to the coast and dry weather to inland areas. Winds that blow to Britain from warm inland areas such as Africa (a warm hot area) will be warm and dry. Winds that blow to Britain from inland areas such as the Netherlands (cold region) will be cold and dry in winter. Britain's prevailing winds come from a south westerly direction over the Atlantic. The winds are cool in the summer and mild in the winter. Because Britain's wind comes from the south west this means it brings fairly warm air because it comes from near the equator. It also brings water vapour from the ocean(as it comes over the Atlantic ocean)- and that means more rain! Ocean currents: The North Atlantic Current (North Atlantic Drift and the North Atlantic Sea Movement) is a powerful warm ocean current that continues the Gulf Stream northeast. Ocean currents can have a great effect on tempratures either reduce it or increase it. The main ocean current that affects UK is the gulf stream. The gulf stream is a warm ocean current in the north atlantic flowing from the gulf of mexico. The gulf of mexico has a higher temprature than uk because its more closer to the equator where as uk is more futher away near the north pole. This means that the air coming from the Gulf of Mexico to Britain is also warm. However, the air is also quite moist as it travels over the Atlantic ocean. This is one reason why Britain often has wet weather. Some local factors affecting climate: There are some local factors which don't have a major affect but do in a way affect all climate such as the two following;One place may be warm and dry because it is sheletered by hills whereas another place may unmasked to wind and rain. Also electronic things, cars leting of gas and central heating also give out heat. So therefore the city is made to be more warmer than the countryside. Air mass Some part of the world is hot some is cold. The result is that the air moves around- like the air in a cold building when you turn on the heater or even the cooker in the kitchen. The air moves around the world in huge blocks known as air masses. An air mass can be thousands of km across. It can be warm or cold or any temperature but depending on where it came from. If for example an air mass comes from the north pole and moves over to the UK there will be cold and dry weather if an air mass coming from the equator (a warm dry place) there will be warm weather. Often two different air masses will meet and clash over the UK which causes sudden changes in weather. Many different air masses cross Britain. That's why our weather changes so fast but if an air mass stays very slow or stays in one place the weather stays the same for days. The weather does not change from day to day at the tropics and poles because they have the same type of air mass all year round. Conclusion: In conclusion, although many factors affect Britain some are more imporant than others. Like the direction in which the suns ray hit the earth (equator). How far away a place is from the equator (latitude) the height above sea level (altitude), the distance from the sea, the direction the winds come from and the ocean currents. But all of these are based on one major factor which I didn't mention the SUN. How the sun affects us is affected by the rotation of the earth, latitude and cloud cover. Cloud cover is affected by the wind, another important factor, and the wind is affected by what it has passed over and altitude. Mountains redirect wind or force it up to form clouds if the wind has passed over a warm sea it will warm and wet, and if it has passed over a cold land mass it will be cold and dry. The sea have a huge impact on the land masses. Minor factors such as how built up a place is can have a big impact but in small areas, and lastly the ocean currents also is realted to which sea it came from then where about the sea is(maybe near the equator). So the sun to me is main factor which affects all climste including Britain's but Britains climate is more or less linked with the factor; the distance from the sea which is as I mentioned before is realated to the sun in all ways. Where we live in britain (england) the temprature in winter is not much less than 0à ¯Ã‚ ¿Ã‚ ½C and in summer not much higher than 32à ¯Ã‚ ¿Ã‚ ½C in the summer. Also the weather her is damp and there may be lots of sudden changes. Rain is fairly well distributed throughout the year, with February to march being the driest period and October to January the wettest. The Lake District is England's wettest region, receiving and average of 130 inches (330 centimetres) of precipitation( different forms of water falling from the sky) each year.

Communication Topic Paper

Overcoming Diversity Barriers in Effective Communication Larry Rankin II HUB 640 National University Abstract Utilizing effective communication is becoming increasingly important as groups are becoming more diverse and varied across cultural barriers. The problems that face each person, community, and each country cannot be solved without global cooperation and Joint action. Changes in the world economy, transportation and communication are resulting in increased interdependence among individuals, groups, organizations, communities and societies.With these changes, individuals must find ways to effectively interact and communicate with one another. In Walt Disney's Beauty and the Beast, young Belle risks all and sacrifices her own freedom to save the life of her father's, by living in the enchanted castle with the Beast. Although initially fearful of the Beast and horrified by his monstrous appearance, Belle is able to change her perception of him and becomes drawn to kind and sensit ive nature.Ultimately the story ends in the â€Å"happily ever after† frame, but one of the key elements that remain in the mind of the audience is the idea of overcoming diversity in a relationship. One reason Beauty and the Beast retains its popularity is because this idea strikes a familiar chord within many members of the audience. Often individuals find themselves initially repelled by unfamiliarity, and then later becoming very close with the same premises and concepts that once seemed so foreign.The moral of this children's tale shines through when we look at communication across cultures, whether in small or large groups. The diversity that exists among individuals creates an opportunity for both positive and negative outcomes when these individuals come together in groups to achieve a goal or complete a task Monsoon ; Johnson, 1989). More specifically, diversity among group members can result in beneficial consequences, such as increased achievement and productivity, creative problem solving, and growth in cognitive and moral reasoning.To the contrary, diversity among group members can also result in harmful consequences, such as lower achievement and productivity, close-minded rejection of new information, increased egocentrics, prejudice, stereotyping and racism. The pathway of diversity is ultimately determined by the willingness of the group members to utilize effective communication to propel the needs of the group as a whole while respecting the culture and diversity of its individual members (p. 461). Diversity among group members is an important resource that can be utilized to improve the group's productivity.While doing so may not be easy, it is important to understand that there are a number of barriers to effective interactions with culturally diverse groups. These include stereotyping, prejudice and discrimination, he tendency to blame the victim, and cultural clashes. Stereotypes Stereotypes can be found everywhere, and everyone h as them. Stereotypes are a product of the way the mind stores, organizes, and recalls information. They are used to describe differences among groups and to predict how others will behave.They reduce complexities, assist in making quick decisions, fill in gaps of what is known, and help to recognize patterns needed to draw conclusions. In modern thought, stereotypes are defined as â€Å"a belief that associates a whole group of people with certain traits. Stereotypes are (1) cognitive; (2) reflect a set of related beliefs rather than isolated behaviors; (3) describe attributes, personalities, and characters so that groups can be compared and differentiated; and are shared by individuals and groups holding them (Cashmere &Del Boca, 1979).Prejudice and Discrimination To be prejudiced meaner, literally, to prejudge, however, prejudice can be defined as an unjustified negative attitude toward a person based solely on that individual's membership in a group other than one's own. Stereot ypes taken to extremes, restudies are Judgments made about others that establish a superiority/inferiority belief system. If one person dislikes another simply because that other is identified with a different ethnic group, sex, religion, socio-economic status, or creed, then prejudice is present (Lopper, 1954).Ethnocentrism is the tendency to regard one's own ethnic group, nation, religion, or culture as better or more â€Å"correct† than others. When ethnocentrism is present, the standards and values of our culture are used as a yardstick to measure the worth of other ethnic groups. Ethnocentrism is often perpetuated by cultural conditioning. As children, individuals are raised to fit a into a particular culture, and conditioned to respond to various situations in similar ways that are modeled by the adults (Rotary, Evans, ; Fuller, 1979). Racism is a prejudice directed at people because of their race, or ethnic membership.Although scientific evidence indicates that only on e human race exists, with many variations, various other people assume that biological differences exist as evidenced by physical appearances. Race has taken on a social meaning, suggesting one's status within the social construct. This status structure introduces power preferences as people of different constructs interact with one another (Steele & Aaron's, 1995). When prejudice is acted upon, it is discrimination. Discrimination is an action taken to harm a group or any of its members. It is a negative, and often aggressive action aimed at the target of the prejudice.Discrimination is aimed at denying members of the targeted groups treatment and opportunities equal to those afforded to the dominant group. To reduce prejudices, use of stereotypes, and potential to discriminate, the following steps may be utilized Monsoon ; Johnson, 1999): 1) admit to having prejudices (everyone does; there are no exceptions) and commit to reducing them; 2) Identify the stereotypes that reflect the presence of prejudices and feedback from diverse friends and colleagues about how well the value and respect for diversity are being communicated.Blaming the victim Many people believe the world is Just a place where individuals â€Å"get what they deserve†, (I. E. Winning the lotto is a result of being a nice person who deserves some good luck, or being robbed is the result of being careless and is punishment for past misdeeds). The question arises then, â€Å"what happens when the situations appear unjust? † One method that is utilized and present in much of the communications between individuals is to blame the victim by convincing the self, that no injustice actually occurred.Victims of prejudice, stereotyping, and discrimination are often seen as â€Å"having done something wrong. † Blaming the victim occurs when the cause of discrimination or misfortune is attributed to the personal characteristics of the victim (Hellhole, 1994). Culture Clash Another com mon barrier to effective communications across divers cultures is the dead of cultural clash. Cultural clashes are conflicts over basic values that occur when members of minority groups question the values of the majority.Common reaction by majority group members when their values are being questioned are feeling: 1) Threatened: their responses include avoidance, denial, and defensiveness; 2) Confused: their responses include seeking more information in an attempt to redefine the problem; 3) Enhanced: their responses include heightened anticipation, awareness, and positive actions that lead to solving the problem (Outsold, 1991). Many cultural clashes develop in and between groups.These clashes range from threatening to confusing to enhancing, and when handled appropriately, these clashes are another form of conflict and they can serve as learning experiences rather than barriers. In our increasingly global community, highly diverse individuals interact daily, studying, working, and playing together in small groups. Rapidly growing global interdependence and the increasing emphasis on teamwork have resulted in groups with quite diverse membership.Diversity among members is no longer exceptional or optional; it is the everyday rule. Individuals are expected to interact effectively and utilize appropriate communication skills among people with a variety of characteristics and backgrounds. Doing so has many advantages, including increased group productivity on a variety of tasks. Heterogeneity in groups also increases the difficulty of developing cohesive relationships among its members and increases the potential for conflict among members.For group members to capitalize on their differences, a high level of cultural competence and awareness must be implemented into the daily communications, to ensure that a high level of positive interdependence exists among group members. This can be accomplished by using communication to create a subordinates group identity b ased on a pluralistic set of values, enabling members to gain sophistication about the differences among members through personal relationships that have sufficient trust to allow for candid discussions Monsoon ;Johnson, 2005).

Unit Outcome

At 3 months babies will start to notice objects around them like mobiles above beds, TV's, lamps tables etc. At months babies will start to explore toys passing them from one hand to the next and exploring it with their mouths too. Babies will start to smile back at smiling faces at around 3 months at around 6 months babies start to show that they are understanding dome of what is being said for instance they may start to lift arms in the air to communicate that they would like to be picked up.Babies at between 3 and 6 months will be settling into a good routine which will have a balance of both inpatient and play time spending lots of time smiling and playing with career 6-12 MONTHS At this stage babies will be becoming mobile, crawling bum shuffling and at closer to 1 2 months maybe cruising using furniture to help stable themselves s they move around on their feet and possibly walking freely. Babies will becoming more independent at trying to feed themselves using fingers and poss ibly with spoons. Babies at this stage will still be exploring objects with hands and mouth exploration may happen for longer periods of times.When children start to reach the 12 months they will start to recognize symbols do routine water running for baths bib at food time etc. At this stage children will start to understand some key words like bottle, dinner. There babbling will become longer and more tuneful they may start to point to object to express to adults that they want it. At this age children start to understand that objects and people do not disappear this means that when main careers disappear they may become upset and cry they may try to stay close to main career they may become anxious if strangers approach then. -2 YEARS By 1 8 month children have found their feet and are moving with speed, they will enjoy playing with ride-on toys using legs to push off. And enjoy playing push/ pull toys pushing cars down ramps etc. At closer to 2 children are likely to start explo re to climbing things such as chairs, tables and the stairs. Children at this age will use children's cutlery (spoon and fork) to try to independently feed themselves although may not always be successfully and may make a mess. Children at this age enjoy repetitive games and posting Or pop up toys.At closer to 2 they may start playing with building block building 1 ,2,3 block tower, and certainly enjoy knocking it down. They may start to do simple puzzles. And even start to play pretend. The language of children at this age will change from babbling to some recognizable words, at the age of around 2 they are likely to have a vocabulary of round 200 words generally Ames of people and objects. They will communicate times of frustration and anger when they cannot achieve what they want or do what they want with tantrums and emotional.They will also communicate happiness with squeals smiles and laughter Children display lots of emotion at this age laughter smiles and squeals for happine ss. Temper, tantrums and emotional outbreaks when they are frustrated and/or angry. They start to notices other children around them although will not pay directly with them but alongside then (parallel play). YEARS Children at this age are exploring climbing to get to things they may want e. G. Boning chair to climb on and get things. They will try to peddle tricycles and use their feet if they find it too difficult.They will become able to walk up stairs using alternate feet. Their cutlery skills will increase and will star to use knife and fork possibly cutting softer foods for themselves. During this period children generally learn to potty train and are usually quite independent by 4 Children at this age enjoy role play and small world toys recreating scenes that they have witnesses and taken part in. They become interested in books and story, messy play and mark making and often by 4 give meanings to hose marks at 4 children will hold their concentration if the activity intere sts them.At children start to join word e. G. â€Å"mummy gone† â€Å"my toy† and at 3/4 generally children's speech is understandable and children are starting to form sentences. Children can communicate feelings and emotions. Children still enjoy adult interaction story cuddles and play. Children develop and interests in their peers and start to play along, side them happily sometimes copying and mimicking some of the things they observe. Cooperative play will start to emerge. Children can express themselves verbally so tantrums start o become less frequent.Children become less apprehensive about main career leaving although still like to be in the company of familiar adults. Children at 2 have no understanding of right and wrong but understand the word NO. As children turn 3 they will start to understand and follow simple rules most of the time. 4-7 YEAR Physical development at this age progresses slower. Children are able to kick, catch and control balls. Children are also mastering their fine motor skills doing threading, cutting starting to write recognizable letters and words and at 5/6 handwriting becomes more legible.Children's concentration is increasing. They are able to count and do simple calculations. Children will start to read and be able to do free writing in sentences. Children enjoy engaging in games which have rules. Children at this age ask lots of questions and enjoy talking they start to enjoy making and hearing jokes. Children will start to decode words. Children play well with their peers in cooperative play although the odd augment will still arise. Friends are important to children at this age and they make preferences with their peers creating ‘best friends'. Unit outcome The purpose and benefits of continuously improving performance are exceed any limitations and achieve personal goals and those set by team Leaders and management. 1. 2 It is good to hear other people's opinion on your work, in order to see you are doing it right and for help. Also, others can make suggestions on different ways to do things so you can try and test and if the suggestions don't work you can always go back to how you use to complete the process. Encouraging feedback also shows illnesses to improve performance. . 3 Learning and development can improve your own work as it brings new skills to light and should give the employee a better understanding of the Job they are doing. Through learning new skills, an employee could realize that they are now able to do a job they previously felt under-qualified for, and also giving you more career options. It could also mean that they could have promotion or salary raise. It can benefit work as well the employee is better qualified a nd should have a better understanding of their Job role. 1.The career development in my current role would to become a Claims Handler and pursue up the levels to Claims Specialist. With the experience from being a claims administrator in Direct Group I will have learnt the basics of the claims process and have an understanding of the company systems. 1. 5 The possible development opportunities that will arise from my current position could be to further my academic knowledge of the Business Administration role by applying to complete Level 3 in Business Administration. Or, to apply for a claims handling role and apply to complete and NV in customer service.

Ballet: The Ultimate Expression Of Romantic Imagination

Imagine your legs in rotation from the thin castle of hips to the small tarsal bones of the foot, tracing the path of a man lost in the paradise of love; they revolve around the tiny space underneath the straightened tip of hallux to reinstate the eternal truth: to love is all, to love is supreme. From the abdomen to the cradle of the neck, all muscles are contracted to give support to the flexible rotating limbs. You squeeze some ‘fluid’ off the buttock until it flattens to the dance of romance and strays away†¦Away? Oh! Not in the hands of ignoble men belonging to the immoral club but carried by the wind of romance with steps similar to heroic ballerinas like Taglioni and Cerrito. No one can describe that feeling better. No one can depict the imagination and express it in terms easy to understand than the excellent flexible and portable ballerina with graceful moves, steps and turns that drive the heart of the audience to the land of eternal bliss where romance re igns supreme.With the solo production of gracious music and the body movements on the heroic stage of wonders, from simple demi-plie to complex enchainement, one is swept off the feet, and fallen to the ground only to open one’s eyes to the reality of the imagination. This is what ballet can. Indeed, it is the ultimate expression of the romantic imagination. If you check out the message on display, the music that dictates and the serene environment that fills the hall, one comes to the conclusion that if grand opera were a god, it would bow when it sees ‘ballet’ and exclaims: ‘I am great and gracious.I bring music in its serenity and divinity. I fill the atmosphere with the grand performance of musicians, their notes and instruments. I do capture the imagination of romance in words and music lines but lack one thing: the calculated moves and accurate body characters of the ballet dancer; the language it speaks is far more reaching than words; it creates the imagination in acts eyes can behold, and sends the mind into the scene with a leader’ Is anything left to say? MATERIALS: Fiero, Gloria K. ; The Humanistic Tradition, Fifth Edition; Volume 5, Chapter 29. Fonteyn, M. (1980). The magic of dance. BBC Books, London

A Study Of Pepsi Controversial Video

A Study Of Pepsi Controversial Video Pepsi’s Biggest Mistake If only ending an issue such as police brutality could be resolved over a smile and a soda, then the world would be a much more peaceful place. Unfortunately, this just isn’t the case. On April 5th, 2017 Pepsi released a new commercial in the U.S. that was quickly pulled just one day after being aired because of the backlash it received from the public. The video ad stars model and sister to the Kardashians, Kendall Jenner, who also received plenty of hate for appearing in the commercial. It is set in the streets of a city in which Jenner is modeling in a photo shoot when she sees a flood of protesters marching down the street. She decides to join the march after a nod from a young participant. The video ends with Jenner handing a can of Pepsi to one of the police men lined up facing the protesters. This gesture seems to bring a sense of peace between the protesters and the officers. The insensitive, unrealistic advertisement released by Pepsi was shining light on very serious topics such as police brutality, protest and other events that are currently affecting our world today. There are so many components to this two minute, thirty second commercial that it’s hard to know where to begin, so I will start from the beginning. The first scene is of a can of Pepsi being audibly opened in slow motion. The frame then shows a young, asian male playing his cello aggressively on the rooftop of a building in a city. Background music begins to play and the camera cuts to a very large, diverse group of people happily walking down the street. These people are marchers carrying signs saying â€Å"Love†, â€Å"Join the Conversation† and other things in various languages. The company used the song, Lions, by Skip Marley to set the tone. The artist sings We are the movement, this generation/You better know who we are, who we are† a great anthemic message. The song is all about bringing a nation of young people together to create powerful change. Right from the start, it is clear that Pepsi is trying to appeal to the millennial generation, but they do it the wrong way. They are using young protesters to relate their ad to what is currently going on in the world. The problem is that their idea of a protest is not realistic. In the commercial the protest looks like a social gathering; everyone is smiling, dancing and having fun when in reality, protesters are angry. Real world protesters are there to protect something they believe in. They are protesting out of necessity, not because it’s a fun thing to do on the weekends. Pepsi is trying to glamorize something that should be taken seriously for what it is. Throughout the next couple of scenes, we are introduced to a young, female, Muslim photographer who is frustrated by her work. She also has a Pepsi on her desk which helps to remind the viewer what the commercial is actually for. Pepsi is using this woman to show diversity which is a main component of this ad. Then we see Kendall Jenner who is in the middle of a photoshoot that is taking place near the streets of the march. Jenner, as opposed to the muslim woman and the asian cellist, is featured in this commercial to appeal to the people who want to live a life similar to Jenners. She is young, successful, rich, skinny, white, and famous. The march continues, and it is now clear that people of any gender, race, religion, and sexual orientation are uniting to protest something that is unknown to the viewer. All of the signs are very vague and don’t give any indication as to what is being protested. Pepsi is using a pathos approach to attract us to their product. They used path os continuously to try to appeal to the emotions of the viewer by showing people doing what they are passionate about like music, photography, dance, modeling, etc. People of all different backgrounds are coming together to stand up for something they believe in. By using a variety of people, they are trying to spread a message of equality and inclusion. Unfortunately, this message is contradicted several times over in the ad itself. As the storyline continues, the man playing the cello has now joined the march as well as the female photographer. The cellist sees Jenner in her fake blonde wig, full makeup, and extravagant dress and indicates that she should join him in the march. The song reaches it’s peak as Jenner rips off her wig and smears her lipstick before walking into the flooded streets. A few seconds later, we see Jenner in a new outfit with her natural colored hair. Pepsi is attempting to promote natural beauty and authenticity, but once again the execution falls short. Although Jenner looks more natural, she still has just as much makeup on, her hair is done, and her outfit is designer. Another small moment that contradicts the message Pepsi is trying to promote is when Jenner rips off her wig, she tosses it to her black, female assistant without ever looking in her direction. This is not intentionally racist, but it could have been looked at more carefully and easily avoided. The video ends with Jenner handing a Pepsi to one of the police men lined up facing the protesters. The protesters roar with excitement after a policeman takes a sip. This gesture seems to bring a sense of peace between the protesters and the officers. This moment is the most obviously shocking throughout the whole commercial. The hero of this story is Kendall Jenner, a rich, straight, white, model. It could have just as easily been the male cellist or the female photographer. The policemen at this protest are not armed or in full protective gear which is unrealistic, and a single can of Pepsi unites two groups of people who, historically, have rarely even acted civil with each other. It could easily be argued that this advertisement is exploiting the Black Lives Matter Movement, that it is capitalizing on our country’s current struggle for equality, and that it is devaluing the efforts made by protests and marches, so why was it aired? This commercial has put into question Pepsicos reputation as a company. The fact that no one at Pepsi saw this commercial and thought that it was poorly executed or that it may be taken negatively by the public, shows that Pepsi might have a lack of diversity in their marketing department or corporation as a whole. It is clearly an insensitive ad that could have been made great if only someone had spoken up at Pepsi before it aired. Pepsi wanted to make a statement by airing this commercial. They wanted everyone to be represented and included. They wanted Pepsi to bring people of varied religion, race, sexuality and more together. Unfortunately, the message came across as one of ignorance. Pepsi seemed to have good intentions, but their improper use of diversity and exploitation of current events is where they fell far short. The misrepresentation of protests was insensitive and using a Kardashian family member/supermodel to be the heroine of this impractical scenario made the whole advertisement ridiculus. It was insensitive to make light of a serious topic. It takes more than a supermodel, smile and a pepsi to bring the change of a nation in pain from issues that cut very deep.