EEG-Based Processing Approach for Pain Detection

EEG-Based Processing Approach for Pain Detection Abstract-To detect the pain based on EEG signals variability, several efforts has been made but no promising result has been achieved yet. In this study, we propose different features to classify pan. EEG signals of 28 healthy volunteers were recorded continuously while they experience pain through the known ice-water paradigm. To access the de-correlated EEG sources, Independent Component Analysis(ICA) scheme was used. Among them, the artifact and noise sources were removed and therefore pain dependent sources were determined and projected back. Before the classification, some features were extracted from the EEG signal. To select the best features, sequential forward selection (SFS) was applied which also eliminates the redundancy. The classification results provide 89% , 90% and 94% accuracy when one nearest neighbor (1NN), 3NN and support vector machine (SVM) were used, respectively. Keywords: EEG sources, pain dependent features, entropy, feature selection. Introduction Backonja et al. [1] proposed an ice-water bath as a gradual painful stimulus, termed as the cold presser test (CPT). in this study, CPT is applied as the pain inducing paradigm. Some studies, inveatigated the changes during pain. The result of some previous studies[2-5] was reported as an increase in the Delta and Beta bands and a decrease in the Alpha band during pain. In another study, a tonic pain stimulus [6] increased the power of Delta, Beta-III and Gamma bands and decreased the Theta, Alpha-I and Alpha-II band powers. Intramuscular injection of hypertonic saline increases the Beta power[7]. In another research, inducing Capsaicin caused no significant change in the EEG bands. Another study implied changes of Alpha band activities interact in pain-perception process [8]. In another research, two levels of pain were classified by NaÃÆ' ¯ve Bayes classifier which produces 86.3 ±8.4% classification accuracy [21]. In a different approach, fMRI images of the participants brain were observed while they were experiencing pain by heat induction which resulted in 94% accuracy [9]. The most repeated findings of these studies is a general increase in the power of Beta band simultaneous to a decrease in the Alpha band with a possible coherence increases across different bands, as the brain response to pain. In Section 2, the data recording and the preprocessing are explained; In Section 3, the methods are described in detail; in Section 4, the results are presented. Section 5 concludes the results. Data Recording and Preprocessing 2.1. Data Recording For recording EEG signals, 30 electrodes were used by Scanlt EEG recording system. A cap based on 10-20 electrode placement system was used for recording. The impedance of all electrodes was less than 5 kilo ohms. The sampling rate was adjusted at 250 hertz and a bandpass filter with cut-off frequencies adjusted in 0.5 and 47 hertz was implemented to the signal. In previous studies, laser, cuff pressure, hot/ice water, Electrocutaneous stimulation [10]-[13], have been used to induce pain. In this study, the ice-water (also called CPT) was selected to have minimum side-effect. The recording procedure took place in a quiet room. First, to achieve a baseline recording for each volunteer, a 30 second EEG signal were recorded in the resting position, which is called no-pain class. Then, by putting their hand in the cold water (1.7 ±0.2centigrad) after a while, they reported the pain. The recording continues till the tolerating time for each subject. With respect to the fact of artifacts presence in the EEG signals and to record the noises with higher quality, some electrodes on the face muscles were put to detect EMG artifacts. Also, EOG is one of the other artifact sources in EEG. 2.2. EEG Artifacts Eliminating Principal component analysis (PCA) and regression methods[14] are the methods used for eliminating the EEG artifacts such as muscle artifacts and eye artifacts. Also ICA has been introduced more effective for decomposing the recorded signals into uncorrelated sources [14] which is applied here to remove the EEG artifacts. 2.2.1. Independent Component Analysis (ICA) The components x i {displaystyle x_{i}} of the observed random vector x = ( x 1 , à ¢Ã¢â€š ¬Ã‚ ¦ , x m ) T {displaystyle x=(x_{1},ldots ,x_{m})^{T}} are generated as a sum of the independent components s k {displaystyle s_{k}} x i = a i , 1 s 1 + à ¢Ã¢â‚¬ ¹Ã‚ ¯ + a i , k s k + à ¢Ã¢â‚¬ ¹Ã‚ ¯ + a i , n s n {displaystyle x_{i}=a_{i,1}s_{1}+cdots +a_{i,k}s_{k}+cdots +a_{i,n}s_{n}} weighted by the mixing weights a i , k {displaystyle a_{i,k}} [15]: X= AS (1) Where S is sources vector, X is the recorded signals (EEGs) matrix. To calculate its inverse or pseudo-inverse, termed as W, the equation(3) is used: S =WX, where W=A-1 (2) 2.2.2. EOG Artifact To remove the most important EEG artifacts, which are EOG and EMG artifacts, the similar process was done. As the Fp1 channel is the most contained EEG channel, the correlation of this channel with all determined sources, was calculated Eq.4 is the correlation formula. If the value exceeded 0.7, the corresponding source was selected as the suspicious EOG source[16]. (3) Where Ri is the correlation of the ith source with the recorded signal at Fp1. Fig.1 shows the spectral map of the determined EOG source which is mostly on foreahed space. Shanon Entropy (4) Fractal Dimension L(k)= (5) Fig. 1. Spectral map of EOG component 2.2.3. EMG Artifacts To remove the EMG artifacts, the correlation of all sources with the frontalis and temporalis channels were computed and the ones which were more than 0.7 were considered as the probable EMG sources. Commonly, EMG sources have higher power at high frequencies. Therefore, to precisely detect EMG sources, in addition to the correlation criterion, their brain map were investigated[17]. The scalp map and power spectrum of one of the detected EMG artifacts is shown in Fig. 2. (b) Fig. 2. An EMG source (a)Scalp map,(b) Activity Power Spectral Methods This study is started from the data acquisition part in which 28 healthy subjects participated. We record their EEG signals through the resting condition (without imposing any pain stimulus) and pain condition. Due to the presence of artifact and noise in the recorded signals, we apply independent component analysis (ICA) to EEG in order to remove the effect of electrooculogram (EOG), electromyogram (EMG) and movement artifacts. Non-artifact sources were projected back to electrode space and various features were extracted from them. To remove the redundancy and increasing the discriminability, an approach for selecting discriminative ones, Sequential Forward Selection(SFS) was applied. The candidate classifiers were support vector machine (SVM) and one nearest neighbor (1NN). 3.1. Features The features used in this research are as follows; band power of the pain sources in five bands (Delta, Theta, Alpha, Beta, Gamma), fractal dimension, Shannon entropy, approximate entropy and spectral entropy. As a brief description to the features, Five frequency bands including Delta (0-4 Hz), Theta (4-8 Hz), Alpha (8-13 Hz), Beta (13-30 Hz), and Gamma (>30Hz) were elicited for each time frame, from each channel. [17]. Shannon entropy [18] measures the amount of irregularity in a distribution. Fractal dimensionmeasures the irregularity or roughness of a signal in a time frame[19]. The table below, demonstrates the brief procedure of calculating the features. Where P()are the probabilities occurred in the ith bin. is thethe average length, L(k) is the average length. 3.2. Feature selection The high number of features extracted in this study, from 30 channels within each time frame caused a high amount of redundancy. Search strategies need an objective function to select the suitable subset of features. This objective function is usually a statistical/ information/distance based criterion or the classifiers feedback, which are called filter and wrapper, respectively. Filter methods are fast and does not bias to the classifier type, while wrapper methods usually provide better results at high computational complexity cost. 3.2.1. Sequential Forward Selection (SFS) Sequential forward selection mechanism starts with empty set of features and repeatedly adds the most significant features to reach the criterion[20]. Here the criterion is selected as the classification accuracy with the objective of SFS selects the most discriminative algorithm. 3.3. Classifiers Two well-known classifiers, 1-NN and SVM, were used in this study. 1-NN is a local and nonlinear classifier, which is proper for classifying multimodal distributed samples[41]. From another angle, SVM with a suitable kernel is capable of classifying samples of two classes with overlap, which provides a great generalization property[21]. 3.4. Classification Investigating brain map through CPT gives us valuable information about the classification possibility. Two frequency ranges, centered at 2Hz (Delta) and 9.8Hz (Alpha), are observed as the most pain dependent features [3]-[5],[8],[22],[23]. The average brain map over all the subjects, in the Delta (Fig. 3) and Alpha (Fig. 4) bands, are exhibited in pain and no pain class. a b Fig. 3. The average brain map of subjects at 2Hz (Delta band): a) Non-pain, b) pain a b Fig. 4. The average brain map of subjects at 9.8Hz (Alpha band): a) Non-pain, b)pain Fig. 3 illustrates an increase in the power of Delta band by feeling the pain, which changes the activity focus region from top to the right hemisphere. These findings were previously reported [3]-[5], [23]. In contrast, by feeling more pain, the power of Alpha band is decreased in the frontal lobe and increased in occipital lobes, as shown in Fig. 4, which is as the results obtained in former studies [3]-[5], [8], [22]-[23]. It is noted that the base of the classifier was just built up according to the detected differences on the spatial distribution of these two band power features. To use the other EEG features and find a discriminate subset of features, SFS was run. Therefore, by adding the other features, which were selected by SFS, it was expected to achieve a higher classification accuracy. Results EEG signals from 30 electrodes were recorded and then EOG and EMG artifacts were removed by the ICA method, described in Section 2. Through the preprocessing, EMG or EOG sources and the sources caused by the bad connection of an electrode on the scalp, was projected outward of the brain. The base of the classifier was just established upon the significant changes in the spatial distribution of band power features through feeling pain (Fig. 4). since reality is that applying just the selected band power features does not provide convincing results, the structure while considering the other features was proposed. The results of pain classification by the proposed structure and those band power features, which were selected through visual inspection, is shown in Table I. For now and on, all of the presented classification results in this paper is achieved by ten-times ten-folds cross validation was executed for the cross validation phase. The classification accuracies are illustrated in Table IV, once SVM was considered for all nodes and the other time 1-NN classifier was assigned. Table I. The pain classification results of only the selected band power features Classification 1-NN 3-NN SVM Pain Versus Non-pain 68 66 54 Table II shows the classification accuracies achieved by applying svm to the features that is introduced as the discriminative ones in previous studies [6]-[8], [10], [23]-[24]. Table II. The comparative results of pain and non-pain classification by applying the previous suggested features[6]-[8], [10], [23]-[24]. Suggested Band Power Features in the Previous Studies Classification Accuracy (%) Alpha band 65 Beta and Alpha bands 61 Delta and Alpha and Beta bands 68 Theta and Alpha bands 57 Delta and Beta bands 61 Alpha and Gamma bands 62 Delta, Beta and Alpha Gamma bands 59 These numerous features, in each time frame, were concatenated into successive feature vectors and therefore the classifiers were encountered with high-dimensional vectors. To remove the redundancy and customize an optimized subset of features , SFS was adopted, to select the pain dependent features and therefore improve the final results. Nevertheless, while using wrapper method, the selected feature set depends on the classifier, the selected subsets of features are not necessary equal for SVM and 1-NN. SFS was run for each classifier separately. Also, since the test and train sets are changed through different folds, the selected features in different validation folds are not identical. As all of the reports which use wrapper approach, to demonstrate the list of selected features, the common features through folds were reported. The selected features by SFS at each node are listed in Table III. and for deploying SVM at all nodes presented and the 1NN features are listed in Table IV. Table III. The selected features by SFS for SVM and 1-NN Classifier List of the selected features SVM Alpha, Delta, Beta and Gamma bands, Shannon entropy, and fractal dimension K-NN Alpha, Delta, Beta bands and Shannon entropy The achieved classification results by applying the EEG features, customized using SFS, are illustrated in Table VI. Table VI. Classification accuracy of the pain Accuracy (%) Classifier Stage 94 SVM Pain vs. Non-Pain 89 1-NN 90 3-NN As it is stated the list of selected features depends on the type of classifier. Discussion EEG signals is the only non-invasive physiological-base measuring data that quantitatively records the brain activity. Also, the research in pain measurement is still in the beginning compared to other applications such as speech processing. As it is mentioned, among the artifact removal schemes such as regression with PCA, adaptive filter and match filter, the best known method is still ICA. It provides this opportunity to eliminate different noise and artifact roots in the ICA space, where all of the sources were statistically independent. Some constraints were considered to assure us that the suspicious noisy sources were correctly selected. In other words, the variation of spatial distribution of the Delta and Alpha bands are visualized by brain map images through the time and this variation was translated into a succesfull classification. We tried to select informative features to reveal the pain changes as highlight as possible. In this regard, instead of eliciting features from the correlated EEG signals on the scalp electrodes, variety of the known features were extracted from the pain dependent EEG source signals. Moreover, instead of ad-hoc methods, a heuristic search strategy, called as SFS, was employed to automatically select the suitable features. The high classification result demnstarates the propriety of the whole process. References [1] C.S. Cleeland, Y. Nakamura, E.W. Howland, N. R. Morgan, B. A. Edwards, M. Backonja, Effects of oral morphine on cold pressor tolerance time and neuropsychological performance, Neuropsychopharmacology, vol. 15, pp. 252-262, 1996. [2] A.C.N. Chen, P. Rappelsberger, Brain and Human Pain: Topographic EEG Amplitude and Coherence Mapping, Brain Topography, vol. 7, pp.196-205, 1994. [3] A.C.N. Chen, P. Rappelsberger, O. Filz, Topology of EEG Coherence Changes May Reflect Differential Neural Network Activation in Cold and Pain Perception, Brain Topography, vol. 11 , pp. 125-132 , 1998. [4] S. Ferracuti, S. Seri , D. Mattia , G. Cruccu, Quantitative EEG modifications during the cold water pressor test: hemispheric and hand differences, Int. Journal of Psychophysiology, vol. 17, pp.261-268, 1992. [5] A.C.N. Chen, S.F. Dworkin, J. Haug, J. Gehrig, Topographic brain measures of human pain and pain responsivity, Pain, vol. 37 , pp.129-140, 1989. [6] P. Veerasarn, C.S.Stohler, The effect of experimental muscle pain on the background electrical brain activity, Pain, vol. 49 , pp.349-360, 1992. [7] P.-F Chang, L. Arendt-Nielsen, T. Graven-Nielsen, P. Svensson, A.C.N. Chen, Topographic effects of tonic cutaneious nociceptive stimulation on human electroencephalograph, Neuroscience Letters, vol. 35 , pp. 49-52, 2001. [8] W. Penga, C. Babiloni, Y. Maod, Y. Hua, Subjective pain perception mediated by alpha rhythms, Biological Psychology , vol. 109 ,pp. 141-150, 2015. [9] T. Wager, L. Atlas, M. Lindquist, M. Roy, C. Woo, E. Kross. An fMRI-Based Neurologic Signatureof Physical Pain, The new england journal of medicine, vol. 368, pp. 1388-1397, 2013. [10] E. Schulz , A. Zherdin , L. Tiemann, C. Plant , M. Ploner , Decoding an individuals sensitivity to pain from the multivariate analysis of EEG data, Cereb Cortex, vol. 22, pp. 18-23, 2012. [11] P, Ravn , R. Frederiksen , A. Skovsen , LL. Christrup , Mu. Werner , Prediction of pain sensitivity in healthy volunteers, Journal of Pain Research, vol. 5, pp. 326-313, Aug. 2012. [12] S. Walter, S. Gruss, K. Limbrecht-Ecklundt, H. C. Traue, P. Werner, A. Al-Hamadi, N. Diniz, G. Moreira da Silva, A. O. Andrade Automatic pain quantification using autonomic parameters, Psychology Neuroscience, vol. 7 , pp.363-380, Nov. 2014. [13] S.Gruss , R.Treister , P.Werner , S .Crawcour , A .Andrade , S .Walter ,Pain Intensity recognition Rates via Biopotential Feature Patterns with Support Vector Machines, Biopotential Pattern of Pain via Machine Learning, vol. 10, oct. 2015. [14] S. Makeig, AJ. Bell, T-P. Jung, TJ.Sejnowski, Independent component analysis of electroencephalographic data, Advances in Neural Information Processing Systems, vol. 8 , pp.145-151, 1996. [15] Sheng-Hsiou Hsu, Tim R. Mullen, Tzyy-Ping Jung, Gert Cauwenberghs, Real-Time Adaptive EEG Source Separation Using Online recursive Independent Component Analysis, IEEE Trans Neural Syst Rehabil Eng, vol. 24, 3, March 2016. [16] T.Jung, S.Makeig, C.Humphries, T.Martin, J. Vicente , T.Sejnowski, Removing electroencephalographic artifacts by blind source separation, Psychophysiology, vol. 37 , pp. 163-178, 2000. [17] F.Ghassemi, Independent Component Analysis of ERP for levelingVisual Sustained Attention, Amirkabir University of Technology , 2007. [18] I. A. Rezek, S. J. Roberts, Stochastic complexity measures for [33] D. Aba ´solo1, R. Hornero1, P. Espino, D. A ´ lvarez1, J.Poza, Entropy analysis of the EEG background activity in Alzheimers disease patients, Physiol Meas, vol.27, pp.241-253, 2006. [19]M. Sabeti, S. Katebi, R.Boostani, Entropy and complexity measures for EEG signal classification of schizophrenic and control participants, Elsevier Journal of Artificial intelligence in medicine, vol. 47 , pp.263-274, , 2009. [20] S. Enshaeifar, S. Kouchaki, C. Cheong Took, and S. Sanei, Quaternion Singular Spectrum Analysis of Electroencephalogram with Application in Sleep Analysis, IEEE Trans Neural Syst Rehabil Eng. Vol. 24, 1, Jan. 2016. [21] M. Gram, C. Graversen, S.S. Olesen, A.M. Drewes, Dynamic spectral indices of the electroencephalogram provide new insights into tonic pain. Clinical Neurophysiology, vol. 126, pp. 763-771, April 2015. [22] M. Huber , J. Bartling, D. Pachur, S.Woikowsky, S. Lautenbacher, EEG responses to tonic heat pain, Exp Brain Res, vol. 173, pp. 14-24, 2006. [23] R. Dowman, D. Rissacher, S. Schuckers, EEG indices of tonic pain-related activity in the somatosensory cortices,See comment in PubMed Commons belowClinical Neurophysiology, vol. 119 , pp. 1201-1212 , 2008.

The Two Sagas of the Epic of Gilgamesh :: Epic Gilgamesh essays

The Two Sagas of Gilgamesh Western literature has few epics of any real greatness: readers can probably name most of them and count them on their hands with a few fingers left over. Of these, The Epic of Gilgamesh is by far the oldest. The standard version of the epic grandfathers Homer's Iliad and Odyssey by centuries. But what does it mean to call Gilgamesh an epic? By the standards of Homer's outline of an epic, Gilgamesh's tale could be seen as two distinctly different, yet drawn together sagas. "There is a hero of great national or even universal importance in a vast canvas, a setting that may be the whole world or larger." In the beginning we are introduced to our hero as not only the great king of Uruk, son of the goddess Ninsun and the great king, Lugalbanda, but also a great tyrant who became a hero. From the beginning of his story this man is destined for a fantastic journey that spans the worlds beyond what any of his peasants can dream to see. We are told that he is more godly than not, yet still must suffer the same fate as all mortals. With destiny set against his mortal, or physical life Gilgamesh must take the journey to the great cedar forest of Lebanon where he will prove his superior strength (and favor from the gods) to the world. "The plot involves battles involving superhuman deeds or a long, difficult journey while gods or other supernatural beings are interested and involved." Gilgamesh does encounter all of these things. Not once, but twice. In the first part of this tale he battles Humbaba, the feared giant who protects the trees of the cedar forest. Alongside him is his trusted friend, Enkido. Enkido was made by the gods, an equal of Gilgamesh which they planted in the wild as a man to grow strong in the wild of the animals. It is after Enkido has become Gilgamesh's friend that he complains of feeling weak from civilization, and gives Gilgamesh the idea of conquering something great to reclaim his strength and perpetuate their names. In this task they are also helped by Shamash; the god responsible for the cedar forest because he takes pity on Gilgamesh's mortality. Yet his story does not end at the defeat of Humbaba. Nor does it stop at the return of the mighty king of Uruk.

Feedback Stress: Does Auditory Feedback Negatively Affect Performance o

In his historic study, Stroop found that reading names of colors interfered with individuals’ ability to name the ink color the word was printed in when the two differed (i.e., the word â€Å"BLUE† written in red ink) (1935). However, the basis of this phenomenon can be traced back to Cattell who found that naming colors and pictures took twice as long to accomplish than reading the word these colors or pictures represented (1886). He concluded that this was due to reading being an automatic process while identifying colors or pictures requires a conscious effort (Cattell, 1886). MacLeod (1991) reflects that it was Cattell’s work which strongly influenced future psychologist including Stroop. In his experiment, Stroop investigated how the reaction time to name colors increased when it conflicted with the automatic process of reading. He broke down his experiment into three parts. In the first, he tested how reading the name of a color printed in a different ink color (i.e., BLUE) differed from reading the name of a color printed in black ink (i.e., BLUE). The difference between the name of the color and the ink color it was printed in caused a slight interference resulting in an increased reaction time of 2.3 seconds (Stroop, 1935). In the second part of his experiment, Stroop (1935) looked at reaction time differences between naming the color of solid blocks (i.e., ââ€"   ââ€"   ââ€"   ââ€"   ââ€"  ) versus naming the color of the ink not the name of the color (i.e., responding â€Å"RED† for BLUE). He found that participants required 74% more time to name the color of the ink when it did not agree with the name of the color (Stroop, 1935). Stroop concluded that it was the interference between the automatic process of reading the names of the colored w... ...oop: An interference task specialized for functional neuroimaging – validation study with functional MRI. Human Brain Mapping, 6(4), 270-282. doi: 10.1002/(SICI)1097-0193(1998)6:4 Cattell, J. M. (1886). The time it takes to see and name objects. Mind, 11(41), 63-65. MacLeod, C. M. (1991). Half a century of research on the Stroop Effect: An integrative review. Psychological Bulletin, 109(2), 163-203. doi: 10.1037/0033-2909.109.2.163 Richards, A., French, C. C., Johnson, W. Naparstek, J., & Williams, J. (1992). Effects of mood manipulation and anxiety on performance of an emotional Stroop task. British Journal of Psychology, 83, 479-491. Shor, R. E. (1975). An auditory analog of the Stroop test. Journal of General Psychology, 93, 281-288. Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18(6), 643-662.

The Stamp Act

Jamie Brissette Hist310 Tue/Thur 9am #2 paper The Stamp Act Riot, 1765 Francis Bernard wrote the document â€Å"Stamp Act Riot, 1765† about the colonies response to Parliaments stamp act. The colonies or the Stamp Act Congress questioned whether it was right for Parliament to tax the colonies. In doing so Parliament created a rebellion within the colonies who only wanted a say in their Government and decisions being made. If Parliament had treated the colonies better, respected their rights to govern themselves, and had given them a say maybe this would not have contributed to the series of events leading up to the Revolutionary War. Bernard 106) The Stamp Act was an important act introduced by the British Prime Minister George Grenville and it was passed in March 1765 by the British Parliament. (Henretta 137) Its purpose was to raise money for the British army stationed in the American colonies. The Stamp Act required tax stamps for public documents such as newspapers, legal documents, customs documents, licenses, playing cards, deeds, and almanacs. Since Britain was left with a large national debt from the Seven Years’ War, the British government felt that since the colonies benefited that they should contribute to the expenses.As Francis Bernard describes the  American colonies  acted strongly against this matter. This all took place in Boston Massachusetts. During the summer of 1765, because of the Stamp Act, there were many protests in the colonies. These protests involved everyone from civic leaders to street mobs. In many cities and towns the slogan became â€Å"no taxation without representation†. The Sons of Liberty were a secret organization that often organized these protests. Many acts of violence and a lot of pressure centered towards the Stamp Agents, by fall almost all Stamp Agents resigned.The Virginia Assembly declared that the Stamp Act was unjust and illegal. The assembly passed resolutions against taxation by the Bri tish Parliament. The Massachusetts House of Representatives invited all of the colonies to send delegates to a General Congress. The colonies that accepted the invitation and sent delegates to the General Congress were New York, New Jersey, Connecticut, Maryland, Delaware, Rhode Island, Pennsylvania, South Carolina, and Massachusetts. In October of 1765 in New York City a Stamp Act Congress was held. It was represented by nine colonies.The Stamp Act Congress declared that stamp taxes could not be collected without the people’s consent and that the colonists’ right to be taxed was only by their own elected representatives. Merchants agreed not to import British goods until the law was repealed. That led to the British Parliament being bombarded by petitions from English merchants not importing their goods. Many English political leaders argued that the law was unenforceable. (Bernard 106) Finally on March 4, 1766 the Stamp Act was repealed by the British Parliament. The unity of the American colonists in their opposition towards the Stamp Act contributed to this appeal.The Stamp Act was one of the many events leading up to colonist having enough and wanting to govern themselves. This Act and the protests leading up to the appeal help create American Nationalists who wanted to separate from Britain. The conflict between the British government and the American colonists over the Stamp Act is considered one of the causes of the American Revolutionary War.Sources www. online-literature. com www. wikipedia. com Documents for American History Chapter 5, 5-4 â€Å"The Stamp Act Riot, (1765) by Francis Bernard, pages 106-107 America A Concise History by James A Henretta pages 137-138 The Stamp Act â€Å"No taxation without representation! † (Americas Past and Promise) That was the colonist’s famous saying. The colonists were being taxed with no say in parliament. They were getting taxed with the Stamp Act, the Tea Act, and the Sugar Act, but those were only a few. Eventually the Stamp Act was successfully repealed, yet the Stamp Act was the catalyst for the American Revolution. The stamp Act was the first attempt for Brittan to directly tax the colonists. (Mason Lorna) Brittan thought that since they owned the colonists they could tax them, and the colonists would and have no say.Brittan put a tax on all diplomas, wills, playing cards, and other everyday advertisements. (Mason Lorna) â€Å"Brittan stated that all documented papers had to contain a stamp that said the items were taxed. † said Bilven junior. Stamps were very expensive then and not many people could afford them. The October delegates met and stated that the colonist will not be able to have a ny say in parliament. This mad the colonists enraged. This was the cause of the first true rifts between the patriots and the loyalists. The colonists held an orderly Stamp Act congress to protest the law.The colonists rioted in seaport towns. (Bilven junior) Most assemblies believed that they had the right to decide on their own laws. Men who sold stamps were threatened or their houses were set on fire. The houses of the people who approved this act were also set on fire by the colonists. The colonists started to boycott the English goods that had to be stamped, and this started to make the imports go down. Colonists drew up petitions stating that the right to tax belonged to assembly colonies. The colonists were very unhappy with this tax and started to do just about anything to get rid of it.Benjamin Franklin was one of the very important people who stood up to Brittan and got the Stamp Act repealed. Benjamin Franklin argued and warned the English that the continuation of this ta x could lead to rebellion. In 1766 well law abiding business men repealed the Stamp Act. Though the Stamp Act was only one out of the many taxes that Brittan placed on the colonists, the stamp act was the most important. The Stamp Act was a big help in starting the Revolutionary war. The Stamp Act was also one out of the many to get repealed so quickly. The Stamp Act was not only a loss to the colonists, but a great benefit also.

Life Affirming Teaching

How can we as a people introduce a life affirming way of teaching? A liberating and human freedom approach. I will attempt to show you that is can be a more excellent way of teaching. Through liberation, accountability, creativity, critical consciousness a nd human freedom. In the Webster's dictionary it says that â€Å"Life -Affirming means to indicating that life is value: positive and optimistic. And Albert Einstein has been quoted as saying, â€Å"The important thing is not to stop questioning. Curiosity has its ow n reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality.   It is enough if one tries merely to comprehend a little of this mystery every day.† (â€Å"NOVA|Einstein Quotes| PBS† 2018) It is said that â€Å"Liberation is a praxis; the action and reflection of men and women upon their world in order to transform it† (Freire,79). Learning can bring a liberating experience for a student. It can open up one's imagination to recognize th at they, the student, as they learn, can teach also. In Paulo Freire's book â€Å"Pedagogy of the Oppressed† it is mentioned that the way that we have been taught is more of the banking system. It has a narrating â€Å"subject† which is the teacher and the â€Å"object† which is the student. The teachers task is to â€Å"fill† the students with the content of the teacher's â€Å"narrative†. (Freire,71) In a way that exemplifies empty words as one teaches, with no dramatic change or power behind them. Education becomes an act of dep ositing, in which the students are the depositories and the teacher is the depositor. (Freire,72) This reminds me of the hierarchy way of thinking, because the way the banking concept of education according to Freire is that â€Å"knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing† (Freire,72) When the educator can minimize the educated it can bring a sense of pervasive insecurity to the student, which can produce more of an oppression.ED Darlene Hooks Sring/2018 2 Gain ing an education has been one of the most forced way of being in our society. One is not able to gain employment without a certain certificate or masters. It is said that an education can make you rich, while others without an education have become wealthy . Education be it, Christian or secular has played a huge role in reproducing people who have not or will not think for themselves. It's alm ost as if they are based in fear, because according to society, one cannot obtain wealth without an education. Accor ding to Entrepreneur website, an education can either be a stepping stone or a road block on the path to achievement. (Smale) We must then approach education in a way to liberate one's mind and replace an oppressive way of thinking to educate others that they too can be creative. The solution is not to â€Å"integrate† them into the structure of oppression, but to transform that struc ture so that they can become â€Å"beings for themselves†. (Freire,74) Our responsibility as educators should be to engage our students into partnership to help them have a sense of security. † Feelings of insecurity bring chaos in one's life and with them a shi ft in perspective which leads to a decrease in quality of life and ability to experience happiness. In fact, feeling insecure affects all aspects of oneself: decision making, relationships, self -view, creativity, etc.† (Pitaru) If insecurity is capable of effecting all aspects of our lives then we need to attempt to make the learning experience as secure as possible for the students. Learning takes place within the interrelatedness of all aspects of human experience. (Miller,1995) Our human experience or so me might say human freedom is something we all have a legitimate right to. As Groom says, People who suffer a lack of freedom knows it, in its absence. (Groom,83) He also states that â€Å"The starting point for affirming our possibility for freedom is the bibl ical claim that we are created by a free creator. (Groome, 84) We are created in the image and likeness of a divine being that has showed us how to live in freedom. We are free primarily forED Darlene Hooks Sring/2018 3 God because it is only by saying yes to the image of whom we are a reflection that we can say yes to our own authentic selves, and only as our own true selves can we be free. (Groome,84) With freedom comes a beautiful thing called liberty. Liberation requires critical consciousness a nd creative thought. The most important reason for liberation in education lies in its drive towards reconciliation. (Freire,72) The banking system will not work in a liberated education setting because that system mirrors oppression. Oppression can be a controlling mechanism that can stifle one's growth and can cause death to one's being. Oppression – overwhelming control – is necrophilic; it is nourished by love of death, not life. (Freire,77) Once a person learns this there is no going back to the old way of thinking. There is a stretching of sorts, in a person's mind and one recognizes that they will not be oppressed any longer. There is a freedom in knowledge and it is there to set the oppressed free. â€Å"To educate as the practice of freedom is a way of teaching that anyone c an learn. (Hooks, 13) It is attainable for anyone of us, and anyone can teach it, with an open heart, mind and a sense for changeability. According to Groom in the three dimensions of human freedom, we have, in our freedom for God the capacity to â€Å"know† g ood (rational freedom), to freely â€Å"choose† the good, (freedom for choice, freedom for inner compulsion), and to â€Å"do† the good (freedom for action, freedom from external constraint or servitude). (My emphasis) (Groome,85) If we know then we can choose and then we can move with action and do. That's how we can move forward in recognizing that we can learn as well as teach in a way that can bring us liberation. We can eventually teach with a life -affirming way. According to Groom, the rational of our freedom is rooted in our ability for self -reflection, which expresses the transcendent aspects of being human. This can give us the capacity to know the good with sufficient clarity to be held responsible. (Groome, 85) Without this accountabilityED Darlene Hooks Sring/2018 4 freedom would be non -existent. In other words, we have freedom of choice even to the point of being able to choose unfreedom. (Groome, 86) Action is the next phase of freedom, how do we act out our true freedom? Well, according to Groome, our freedom for God and thus for ourselves is realized in our freedom for others. (Groome, 86) We want to be free but we are not truly free until we live in a way of thinking that we are to be of service to others. That is a beautiful definitio n of giving back to our communities and students. True freedom is â€Å"Freedom for God is a possibility of authentic freedom for oneself†. (Groome, 87) How do we live out this â€Å"freedom† we have been generously given? According to Groome its through Jesus Chris t, with a Christian perspective. (Groome, 88) In James 1:25 (NRSV) â€Å"But those who look into the perfect law, the law of liberty, and persevere, being not hearers who forget but doers who act — they will be blessed in their doing† . We can and will be blessed when we make the conscious decision to help others. The freedom we gain is not for us alone but for those whose lives we touch. Those who we can share our truth with and show that God's freedom is an everlasting one, not a superficial one. 1 Peter 2:16 , it says, â€Å"As servants of God, live as free people, yet do not use your freedom as a pretext for evil†. To be faithful, is a choice and to serve is a way we can thrive in freedom. Freedom is not just a self -serving freedom of â€Å"I can do whatever I want, when I want† True freedom in Christ is being free to free others. Freedom for God is the possibility of au thentic freedom for oneself. (Groome,87) In Christ we can now be free from anything that is attempting to stop our freedom. For those of us who are of the Christian faith we believe that we have a freedom in our belief system, however, for those who are n ot believers. I have found out that they too have a freedom in or if they have a spiritual encounter. One can say my way is truth yet another personED Darlene Hooks Sring/2018 5 might say, â€Å"but no, my way is truth†. I have found that whoever or whatever we believe, we can come to a pl ace of freedom and live a life affirming way of being. To live a life -affirming way of being, we must teach that it is possible. Christian faith and human freedom can be hand in hand, if it is being taught without manipulation or judgment. According to Groome, â€Å"Any form of manipulation or indoctrination is both bad education and blatantly counterproductive to the purposes of Christian education† (Groome,98) That's why we must make a difference when we teach. My using a life affirming way of teaching, we ar e helping the student to think for themselves and to trust themselves in their learning process. It's a responsibility that some might not want to take but if we want society to be a more loving and compassionate one we must be patient and teach in a lovin g environment and not with a controlling way of being. â€Å"Our intentions must be to sponsor people toward a lived Christian faith that is both free and freeing†. (Groome,99) We must be intentional in helping others when we teach. We must be aware of their li ves and cultures and be authentic and show a genuine love and care for them. We should meet them at their individual needs, not mirror superiority over them. We can show as we learn more about our own freedom in our humanism. â€Å"Human freedom within history will always be an ongoing journey rather than a point of arrival†. (Groome,99) According to Nurten Gokalp, â€Å"Education can be defined as the process of developing and completing of human being†. â€Å"The purpose of education is to provide the appropriate condit ions to people for maintaining themselves as a whole†. (Gokalp,2012) Education should be a way of helping others meet their own personal potential and not make them into robots or people who have no way of thinking or creating their ow n way of being. There should always be a freedomED Darlene Hooks Sring/2018 6 in education to allow the person to help create their own guidance in themselves. There is a wholeness in a life affirming way of teaching that can usher the person into their own greatness. â€Å"Freedom is an important factor in t he process of determining one's self and others†. â€Å"Freedom in this sense is usually regarded as a presupposition of moral responsibility: the actions for which I may be praised or blamed, rewarded or punished, are just those which I perform freely†. (Gokal p,2012) . Now that's human freedom in a life affirming way, in every sense of the word. â€Å"Human being can not choose to be free or not, but with education he can realize his freedom and learn to use it.† And finally, â€Å"real freedom is to choose to comply with the enlightened mind† (Gokalp,2012) This is what Freire calls problem -posing education and that is the education we need to flourish in, in these days and times. â€Å"Problem -posing involves a constant unveiling of reality† he says it, â€Å"strives for the emerge nce of consciousness and critical intervention in reality†. He mentions that students will meet the challenges of the world and instead of running from them they will run into it. (my interpretation) He says, â€Å"Their response to the challenge evokes new cha llenges, followed by new understandings; and gradually the students come to regard themselves as committed. Education as the practice of freedom -as opposed to the education as the practice of domination -denies that man is abstract, isolated, independent, a nd unattached to the world.† (Freire, 81) I'd like to say that we all should want to live a life of freedom and liberty. It is something that comes naturally to some and is very hard for others. If we being the part of the education system, can help to shap e a person's perspective on life then we should attempt to do it in a holistic approach. There should be an authentic liberation and freedom that emulates from us intoED Darlene Hooks Sring/2018 7 our students, so we can draw out their talents and abilities so that we can make a more peaceful and compassionate way of being in this world. The banking system will not work for this generation. We have too many minds that won't just sit and be still and take it, like other generations before us did. We will ask questions and we will expre ss our differences. There is a self -justice that is beginning in our society and its used in self -expression and in all the ways of communication. Education is a praxis of freedom and a way for people to practice their rights in learning and contributing to society. We are an awake society and live in a more conscious frame of mind. We won't go back to sleep, we won't lay down and roll over every time someone wants us to. We will be a positive contributing factor to our world and be conscious of it. We wil l teach others to love the earth and to more kind in its evolving. Education is a beautiful example of liberation, especially in one's way of giving back. We will fight for our freedom from oppression. We will make others recognize that we are humans and that we will not have anything less then, full humanity. We won't live in a dehumanizing way of being any longer. Because once you've tasted freedom, one can never go back. We won't go back to laying down and allowing others to speak violence into our bein gs. â€Å"Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision -making is to change them into objects. (Freire,85) W e will not be objects any more. We can't any more, especially when we have an open consciousness and revelation that we don't have to live this way any longer. Now we have a mandate to live out and bring life to our students. ED Darlene Hooks Sring/2018 8 Bibliography †¢ â€Å"NOVA | Einstein's Big Idea | Einstein Quotes (Non -Flash) | PBS†. 2018. Pbs.Org . http://www.pbs.org/wgbh/nova/einstein/wisd -nf.html. †¢ Freire, Paulo. 2000. Pedagogy Of The Oppressed . New York: Continuum. †¢ Smale, Thomas. 2018. â€Å"8 Hugely Successful People Who Didn't Graduate College†. Entrepreneur . https://www.entrepreneur.com/slideshow/299620#9 . †¢ Pitaru, M.S., L.P.C, Di ana C. 2018. â€Å"Identifying And Tackling Feelings Of Insecurity†. Blog. Unleash Your Creativity . https://blogs.psychcentral.com/unleash – creativity/2015/10/insecurity/ . †¢ Miller, Randolph Crump. 1995. Theologies Of Religious Education . Birmingham, Ala.: Religious Education Press. †¢ Hooks, Bell. 1994. Teaching To Transgress . Routledge. †¢ Gokalp, Nurten. 2012. â€Å"Philosophy Education And Human Freedom†. Procedia – Social And Behavioral Sciences 47: 477 -479. doi:10.1016/j.sbspro.2012.06.683.

Evaluation of Lamaze® Stack n’ Nest Birds

The toy industry is one that has evolved from creating items made simply for fun, to educational wonders that are developed to exercise the ever-growing mind of a child. These days, the â€Å"age group† suggestion listed on a toy’s packaging is not just used for safety measures. Instead, toy developers have taken the industry a bit further, and have opted to develop toys tailored specifically for designated mind levels. As adults, we are able to look at a toy and figure out that to get â€Å"the clown out of the box1†, you must crank the lever.For a child, however, the solution is not so forthcoming. Depending on the child’s age, the mind comprehends a toy in extremely basic terms. Because of this, a child must depend on his or her unsuccessful attempts in figuring out how a toy works in order to master the toy’s purpose. An important developmental stage in a child’s life occurs between infancy and toddler hood (Young, 2006). During this time , what a child is exposed to may set the stage for how he or she will manage challenges in the future.Basic understanding of inside and outside, big and small, over and under, in addition to many other physical elements, can be credited to the types of toys a parent selects for their little one to not merely play with, but learn with as well. For example, observing how a child handles not being able to fit a square shaped block into a square shaped cut out can indicate how the child will handle similar situations throughout life. Is the child patient, or frustrated? Will he continue to attempt to solve the challenge this toy provides, or will he simply move on to another toy? The answer will vary for all.To better understand how a toy influences a baby’s development, this composition will review an educational toy. The toy selected was developed by Lamaze ®. The â€Å"Stack n’ Nest 1. A traditional children’s toy is the Jack-In-The-Box, where continuously â⠂¬Å"cranking† a lever will, at some point, reveal a surprising clown, which pops out of the box in which it is enclosed. Developmental Toy Review 3 Birds © were designed considering the developmental needs of the 9-24month old child. Its function is to sharpen the child’s cognitive, motor, visual and auditory skills through various features this toy provides.With the assistance of a nurturing adult, this toy has proven its function above and beyond expectations. Lamaze ® by Learning Curve ® Lamaze ® is a subsidiary of Learning Curve, a company that strives in creating toys that encourage a child to think, be adventurous and imagine endlessly (RC2, 2005). Lamaze’s  ® specialty is focused on babies and toddlers. Their philosophy is based on the premise that a child’s development is all about timing, and introducing the right toy at the right time is key in guiding growth without pressure (RC2, 2005).Every toy released has undergone testing not only from the users themselves, but their parents as well, to determine sturdiness, interest level, and safety issues. Stack n’ Nest Birds © The Stack n’ Nest Birds2 are designated for age groups 9 to 24 months. Included are 3 separate birds, packaged stacked from top to bottom smallest bird to largest bird, with an additional 4th â€Å"egg shaped† bird safely strapped in beside his counterparts. The age designation significance can be credited to the learning needs of children this age (RC2, 2005).This toy provides many developmental lessons beneficial to the varying needs of this group. With a bit of imagination, many learning activities can be created. Each bird features plush and satin-like fabricant, vivid colouring and contrasting textures. While the colours are vivid, they are not the only thing that makes this toy pleasing to the eye. 2. Due to copyrights, a photo of the Stack n’ Nest birds is not available in this composition, but may be viewed at the following link http: www. geniusbabies. com/stack–n-nest-birds-lamaze.html Developmental Toy Review 4 The contrasting material features exciting patterns. Three of the birds are dome-shaped and are hollow inside, and are able to be nestled inside each other due to their varying sizes. The forth bird is egg shaped, made of soft rubber, is the smallest of the birds and completes the nestled set. Fun, colourful ribbon is sewn to the fabricated birds’ right and left mid-sections to create the appearance of ever-necessary â€Å"wings†. The smallest of the birds is the rubber, egg-shaped bird.Its feature is to â€Å"squeak†. To activate its feature, the bird must be squeezed, and released quickly. The creative child will learn that in addition to â€Å"squeaking†, the bird can also get stuck to legs, arms, and little foreheads simply by squeezing the bird, placing its flat bottom on a body part, then releasing quickly. With a small bit of effort, the bird will make a kissing sound with a sucking after-effect when it is pulled quickly from the body part. The fabricant birds each differ in size, from small to medium to large.The smallest of the fabricant birds is yellow and green in colour and its feature is also to squeak. The squeaker is located in the bird’s cheek and can be activated when gently squeezed, then released. In addition to its squeaking ability, its soft, flexible body includes a crinkly inner-lining that allows it to sound when being handled by little hands. The medium-sized bird is turquoise on blue, and features a rattle sewn in its lining. Additionally, it includes a crinkly lining that sounds when handled.The large bird is red on purple and features bells sewn in its lining. It also features crinkly lining that sounds when handled. This bird includes a 3rd feature: its beak is extended and textured for the teething baby’s convenience. The concept of these birds is to provide knowledge of varying sizes, inside and outside, Developmental Toy Review 5 cause and effect and sound differentiation. The user will learn to stack the birds from smallest to largest then nestle them inside each other from largest to smallest.The colourful plush and satin fabric provides texture awareness, and the solid to pattern layout allows for visual stimulation. Safety Features The creators of the Stack n’ Nest Birds © definitely considered their user when they developed this award-winning3 developmental toy (GB, 2006). These birds are made of soft fabric and do not include any sharp edges, shaping wires, and are well sewn to prevent any fraying or dismembering. They are easy to care for and provide a lifetime guarantee.These birds can be purchased in most toy stores and average in cost at 14.00 (RC2, 2005). Developmental Needs of the 9-24mos Age Group The developmental needs of this age group vary due to the span of maturity from 9 months to 24 months. On the early end of this group, th e 9 month old is in the midst of gaining interest in everything around him. However, his attention span is short, and therefore is not able to retain many of the new things he has learned (Shelov, 2004). Constant exposure to new activities is necessary in order to assist this young person in gaining interest in the brightly coloured items placed before him.His cognitive needs at this point are greatly influenced by a loving adult’s assistance. The 9 month old is very much intrigued by cause and effect. Stacking the birds, and then assisting him to knock them down with a hand or a foot can help him in understanding that he can make things happen. Playing a game of peek-a-boo will also be a game of interest for him. Placing the large bird on top of the small, rubber, egg shaped bird to hide it, then removing the large bird to reveal the small bird can introduce object permanence to him. 3.Winner of the 2006 Oppenheim Toy Protfolio, an organisation that tests the safety, soundne ss and overall worthiness of a toy. The award categories range from toys to videos and age range from infancy to later school years. Developmental Toy Review 6 Additionally, because the mouth is such a sensitive organ at this age (and for months after) the texture of the birds will be another treat the Stack n’ Nest Birds ® provide (Shelov, 2004). From plush to satin to felt to textured rubber, this toy provides a mouth-watering good time for the ever-curious baby.As the child ages, so sharpen his motor skills. The ability to master his pincer grasp4 as well as whole-handed grasp, transfer an item from one hand to the other and play using more than one hand5 are all motor skills being perfected at this age (Shelov, 2004). Because there is more than one bird, all varying in features, the child has the opportunity to sharpen the aforementioned skills. Their size and light weight adds the convenience of easy grasp, as well as the lessened possibility of dropping the toy becaus e it is too heavy. The older the child becomes, the more his needs change.While the 9 month old is short on attention span, the 18 to 24 month old is peaking in absorbing the world around him. He is aware of others, and is mastering his emotions (Shelov, 2004). By now the child understands the concept of stacking and nesting. It is quite an achievement to stack these darling birds from small to large, and large to small. Let us consider the psychosocial, or the psychological and social, needs of a child this age (EWED, 2006). On the psychological side of this achievement comes a sense of accomplishment, as adult assistance is no longer needed to complete this challenging task.In fact, an adult may be swatted away if they interfere with this toddler’s new found ability. On the social side, while a child at this point does not really â€Å"socialize† per say6, he may be enticed to take one of the 4 birds to another child in the room. He may stand back and watch as the ot her child plays with the toy, observing how someone else uses it, but back to the 4. The ability to grasp items using the thumb and index finger. 5. The ability to hold on to more than one toy utilizing both hands. 6.Parallel play, when children play side by side rather than with each other, will continue until about midway through the 2nd year of life. Developmental Toy Review 7 psychological side, when the child is ready to have his bird back, he will take it without acknowledging the other child’s feelings, and continue to play with his birds by himself. At this point, the older the child is, the less interest he has in toys such as these birds. His interest may shift to a more imaginative state, rather than for their intended purpose. The Results of the ReviewThe needs of a child in the age range of 9 to 24 months vary tremendously. However, the Stack n’ Nest Birds © by Lamaze ® have proven to cover all bases. From early development, when the child is at a midw ay point in grasping activity, to later development, when the child has mastered many activities he did not understand just months before, the Stack n’ Nest Birds © seem to adjust quite easily and are still able to hold the interest of the child. Fun sounds, interesting textures and vivid colouring are all features that make this toy a winner to babies and toddlers alike. References: Definition of Psychosocial. (2006) Bloomsbury Publishing, Plc.: Encarta World English Dictionary (EWED). ( North American Edition) January 2007. www.encarta.msn.com/dictionary_1861736125/psychosocial.html Developmental Milestones: Understanding Words, Behaviour, and Concepts. (July 2006) Baby Centre: Baby Centre Editorial Staff & Young, Paul. January 2007. www.babycenter.com/refcap/baby/babydevelopment/6575.html Our Story: The History of Learning Curve. (2005) Lamaze Infant Development System ®: Learning Curve/RC2 Company (RC2). January 2007. www.learningcurve.com/wps/portal/!ut/p/kcxml/04_Sj9SPykssy0xPLMnMz0vM0Y_QjzKLN4g3cdEvyHZUBACQDv8g. Shelov, Steven & Hannemann, Robert E. (1991, Rev. 2004). The Complete and Authoritative Guide: Caring For Your Young Baby and Young Child-Birth to Age 5. New York. Bantam Books. January 2007. Stack n’ Nest Birds. (2006) Genius Babies.com (GB). January 2007. www.geniusbabies.com/stack–n-nest-birds-lamaze.html

Coca Cola Ad Analysis

For years, Coca-Cola has been one of the world’s leading manufacturers and distributors of soft drink beverages and other various products. Over the course of time, the company has grown tremendously and has spread many of its markets to a variety of different places. Since it first began, nobody would have thought that it would be where it is today and how big of an influence it would have on the public. This can strongly be attributed to the company’s smart yet robust advertising and marketing policies, which have enabled it to promote its product to the consumers.In one of Coca-Cola’s advertisements, the company attempts to create a relationship between the product and consumer while displaying how the drink is a part of American culture. The idea that is being portrayed is meant to appeal to American interests by means of longstanding segments of American culture. In this advertisement, the logo at the very bottom reads, â€Å"A classic never goes out of sty le. † As we can see, the image of the coke bottle consists of many pictures pertaining to American history.Coke and PepsiRegardless of whether or not a person had ever purchased a coke product, the design of the bottle immediately grasps the consumer’s attention. This is mainly due in part by the bottle’s depiction of traditional themes that people can relate to. For example, the artist who created the image included The Beatles, Marilyn Monroe, Elvis Presley, The American Flag, The Rolling Stones, Baseball, and a Cadillac, which can all be characterized as â€Å"American Classics†.Altogether, they represent some of the values that which America was built upon and what people have learned to love. Consequently, the assumption that is being made is that Coca-Cola is also an â€Å"American Classic†. It is quite clear that while the product may be considered just a drink, it is in fact more than that. By relating the beverage to some of America’ s longstanding roots, the company has without a doubt created a closer relationship between product and consumer.People can view the image of the bottle and automatically be inclined to buy the product for themselves due to the sheer fact that the pictures are of such great importance to our society. Additionally, it is essential to note another subtle yet key idea that is being portrayed in the advertisement. Firstly, something that is considered to be a â€Å"classic† has to be of great significance and influence compared to other subjects in its category. While â€Å"classics† may forever be a part of our culture, the impression given by Coca-Cola is that Coke will never go out of style.