HIV and AIDS are increasingly becoming a widespread problem among the many people who do not use protection. So, condom companies have started putting out more advertisements pushing the use of condoms. There are also more ads pushing for people to get tested. One problem: these ads often show a gay couple. This pushes the stereotype that being gay increases the chance that you will get HIV. These ads fully ignore the heterosexual population, which also pushes the second part of the stereotype: being heterosexual lessens your chance of getting HIV. There are ads that appeal to the heterosexual population, but they usually receive less attention than the homosexual ones do. These advertisements push other homosexual stereotypes as well.
My first advertisement is from LOVE LIFE STOP AIDS, a website from Switzerland. The ad specifically targets homosexuals and urges them to use condoms. It shows two men having intercourse on the moon, in spacesuits, and says, “Always have condoms with you. You never know when and where you get horny.” ("Love life" 2008). This ad appeals to the need to feel safe, one of the fifteen basic appeals in advertising from Writing and Reading Across the Curriculum, by showing the consumer that using condoms will keep them safe from serious diseases. Even though this advertisement is sponsored by a website that supports homosexuals, I find that the ad portrays the men very stereotypically, specifically with the stereotype that homosexuals have raging sexual desires. Most gay men would not be so unbearably horny at times that they would want sex in outrageous places; they would prefer privacy just like everyone else. The ad does have a good point about always having condoms with you, which is the main part of...
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...t towards the legalization of gay marriage. This is an example of how such stereotypes have a concrete negative effect on the homosexual community.
Works Cited
Aids awareness campaign: gay. (2007). Retrieved from http://adsoftheworld.com/media/print/aids_awareness_campaign_gay?size=_original
Fowles, Jib. (1982). Advertising’s Fifteen Basic Appeals. In L. Behrens and L. Rosen (Eds.),
Writing and Reading Across the Curriculum, Brief Edition (2nd Edition) (2 ed., pp. 413-429). New York: Longman.
Kilbourne, J. (2005). Killing us softly 3. Retrieved from http://video.google.com/videoplay?docid=-1993368502337678412#
Love life stop aids: space. (2008, March). Retrieved from http://adsoftheworld.com/media/print/love_life_stop_aids_space?size=_original
One life: shower. (2009, June). Retrieved from http://adsoftheworld.com/media/print/one_life_shower?size=_original
Wardle, Elizabeth and Doug Downs. Writing about Writing A College Reader. Boston: Bedford/St.Martin's, 2011. Print.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Milgram, Stanley. “The Perils of Obedience.” Writing and Reading Across the Curriculum. Eds. Laurence Behrens and Leonard J. Rosen. Boston: Longman, 2011. 692-704.
Writing with Readings and Handbook. 3rd ed. New York: W.W. Norton & Company, Inc., 2013. 52-57. Print.
I have decided to spilt the following essay into 4 sections, the first three concern different adverts and the final one is a discussion of gay advertising in general.
As mentioned above a lot of researches have been conducted about the effects of advertising on women. According to Leon G. Schiffman, Leslie Lazar Kanuk, and Joseph Wisenblit (2010), advertising is a part of every one’s daily life, we are all exposed to advertising every single day that’s why it affects people greatly. A single advertisement may have no effect on people however when this advertisement is repeated on re...
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
Reading, Thinking, Writing: Resources for Teaching. By Michael Meyer. 9th ed. Boston: Bedford/St. Martins, 2012. 15-16. Print.
We all see numerous advertisements everyday and think nothing of them. Instead of reading through them we just look at them for what they are, maybe colorful, full of fun and catchy words or phrases, and pictures plastered on billboards, in magazines, newspapers, etc. From listening to my english instructor I realized that ads are advertising a lot more than they claim to be, especially ones about alcohol. In my essay about "false advertisements" I've elaborated on how ads about alcohol are sending subliminal messages to certain groups of people in society. It was somewhat hard to explain the messages behind the ads, but once they are understood it's surprsing to see what's been discovered!
Comparing two similar ads, which used the same tactics, that were aimed at two opposite audiences was very interesting. Each ad had the same idea: to attract the gender the magazine was intended for by criticizing the other gender. Both ads were effective and had plenty to say about demographics; these ads prove the rapid changes of the American society. Thirty years ago, one could never find an ad like the ones being advertised today. Advertisement moves with the society, the lower the morals and family values go down, the more people will find ads running along the same line. That is why it is important to notice the changes in advertisement, because those changes are really changes that are happening in our society.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
These ways of promoting advertising through humor and catchy slogans, celebrities, and self-image, encourage negative thinking. Children should not be bombarded with these types of advertising, and advertisers must clean up their act. Advertisements are not necessarily wrong, but they need to give the details straight forward, but while waiting for change, society needs to become media educated and learn to read between the lines of the advertisements. Until then, children will continue to be negatively influenced by these ads.
Perrault, Charles. “Cinderella.” Writing and Reading Across the Curriculum. Ed. Laurence Behrens, Leonard J. Rosen. Toronto: Longman, 2013. 236-240. Print.
Nkosi Johnson was South Africa’s longest surviving kid born with HIV positive. If Gail wasn’t his foster mother then he couldn’t become an icon of aspiration and courage. He always thankful and seek for a better way to live his life. Furthermore, Gail stood behind and supported him to go front of people. They were reliant on each other. They loved each other so much. If there was no faith among them, then their great accomplishments would never happen.
From the moment scientists identified HIV and AIDS, social responses of fear, denial, stigma and discrimination have accompanied the epidemic. Discrimination has spread rapidly, fuelling anxiety and prejudice against the groups most affected, as well as those living with HIV or AIDS. It goes without saying that HIV and AIDS are as much about social phenomena as they are about biological and medical concerns. Across the world the global epidemic of HIV/AIDS has shown itself capable of triggering responses of compassion, solidarity and support, bringing out the best in people, their families and communities. But the disease is also associated with stigma, repression and discrimination, as individuals affected (or believed to be affected) by HIV have been rejected by their families, their loved ones and their communities. This rejection holds as true in the rich countries of the north as it does in the poorer countries of the south.