This exercise will ask you to find an ad and write a one page analysis of it. Copy the ad, or a link to it, and add it to your document. Submit it under Canvas.Advertising: How many marketing messages do we see in a day?http://www.fluiddrivemedia.com/advertising/marketing-messages/ (Links to an external site.)How many marketing messages do we see in a day? That’s a loaded question because people who should know better have been quoting guestimates for the last 15 years, including the one from Yankelvich Research (later quoted by the NY Times), that range from 3,000 to 20,000. Those higher numbers include every time you pass by a label in a grocery store, all the ads in your mailbox whether you see them or not, the label on everything you wear, etc.One of the sanest studies I came across said we see 247 images per day and probably don’t notice half of them even though we’ve been exposed. The fact that you and the message are in reasonable proximity for you to see it doesn’t mean you saw it. Our brains can’t truly process that many messages. We can’t notice, absorb, or even judge the personal merit of 3,000 visual attacks a day.The right message can link with our own desire or interest and get us to stop and look at it, watch it, or listen to it. An ad message that informs us about something we want will get noticed. If you’re lusting after a new, hot, American-made sports sedan, the Cadillac CTS TV, print, outdoor, or radio ad will catch your attention. The Ford pickup ad won’t register on your radar. So who cares if you saw it or not?Look at Times Square, for example. That has to be the densest concentration of buy-me messages on the planet. I’m guestimating myself, but I would think that if you stood on the top of the bleachers by the B’way ticket office in Times Square and slowly turned around while counting every ad on every DiamondVision, doorway, cab, bus, billboard, light pole, building, sandwich board, hawker, and flyer you’d come up with no less than 500 messages. That’s 20 minutes of overload in a perfect storm of advertising. But we don’t look at ads that way. We skim to see what speaks to or connects with our core wants, desires, and values. That’s why engagement is such a hot topic in marketing today.A good campaign doesn’t just offer the right product to the right consumer. It gets them emotionally stimulated to buy or at least investigate the advertised product or service. Why go to that next level? Why expend the time and effort to craft an advertising message that informs and ignites a bond between the product or service and the target consumer? Because the competition is stiff regardless of what category you’re in. And the rest of the ad space is frustratingly distracting.“Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text.”Education and Visual LiteracyWhat is Visual Literacy?Visual literacy is the ability to derive meaning from images of everything that we see.As an art education institution, the Toledo Museum of Art strives to provide access to works of art in the Museum and information about them. The Museum endeavors to educate and inspire by reaching out to our community. We achieve this by Teaching Visual Literacy, engaging lifelong learners of all ages and providing learning experiences in a variety of formats.Opportunities include classes and workshops, tours, gallery experiences, hands-on activities, lectures, a partnership with the University of Toledo Department of Art, and a 90,000-volume art Reference Library. Explore all of our educational offerings and resources by clicking the links to the left.Knowing the language of art – the Elements of Art and the Principles of Design – can help to make meaning of what you see, making you visually literate. Click on the works of art below to explore these concepts.Learn more at vislit.org (Links to an external site.)Discussion of the art of seeinghttp://www.vislit.org/the-art-of-seeing-art/ (Links to an external site.)Visual literacy video:http://www.vislit.org/videos/ (Links to an external site.)Creative thinking and visual literacy:http://www.learnnc.org/lp/pages/675 (Links to an external site.)Reading images: an introduction to visual literacyImages are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.By Melissa Thibault and David Walbert“Literacy” usually means the ability to read and write, but it can also refer to the ability to “read” kinds of signs other than words — for example, images or gestures. The proliferation of images in our culture — in newspapers and magazines, in advertising, on television, and on the Web — makes visual literacy, the ability to “read” images, a vital skill. But what does it mean to read an image, and how can teachers help students develop the skills to do so thoughtfully?Visual literacy is the ability to see, to understand, and ultimately to think, create, and communicate graphically. Generally speaking, the visually literate viewer looks at an image carefully, critically, and with an eye for the intentions of the image’s creator. Those skills can be applied equally to any type of image: photographs, paintings and drawings, graphic art (including everything from political cartoons to comic books to illustrations in children’s books), films, maps, and various kinds of charts and graphs. All convey information and ideas, and visual literacy allows the viewer to gather the information and ideas contained in an image, place them in context, and determine whether they are valid.Like traditional literacy, visual literacy encompasses more than one level of skill. The first level in reading is simply decoding words and sentences, but reading comprehension is equally (if not more) important: teachers work to help students not only to decode words but also to make sense of what they read. That understanding requires broad vocabulary, experience in a particular content area, and critical thought, and teachers have various approaches and strategies to help students build contextual understanding of what they read.The first level of visual literacy, too, is simple knowledge: basic identification of the subject or elements in a photograph, work of art, or graphic. The skills necessary to identify details of images are included in many disciplines; for example, careful observation is essential to scientific inquiry. But while accurate observation is important, understanding what we see and comprehending visual relationships are at least as important. These higher-level visual literacy skills require critical thinking, and they are essential to a student’s success in any content area in which information is conveyed through visual formats such as charts and maps. They are also beneficial to students attempting to make sense of the barrage of images they may face in texts and Web resources.Visual literacy skills are already employed in a variety of disciplines. Observation, as we’ve noted, is integral to science. Critique, useful in considering what should be included in an essay in Language Arts, is also a part of examining a visual image. Deconstruction, employed in mathematical problem solving, is used with images to crop and evaluate elements and how they relate to the whole. Discerning point of view or bias is important in analyzing advertisements and works of art.Specific visual formats require specific approaches to visual understanding. The articles provided here include media-specific techniques and resources to help students to use the information contained in various types of images, to analyze that information, and to use those types of images to build their visual communication skills.Definition-from Wikipedia:Digital literacy is the set of competencies required for full participation in a knowledge society. It includes knowledge, skills, and behaviors involving the effective use of digital devices such as smartphones (Links to an external site.), tablets (Links to an external site.), laptops (Links to an external site.) and desktop PCs (Links to an external site.) for purposes of communication, expression, collaboration and advocacy. While digital literacy initially focused on digital skills and stand-alone computers, the focus has shifted from stand-alone to network devices including the Internet and social media. The term digital literacy was simplified by Paul Gilster in his 1997 book Digital Literacy. Gilster described digital literacy as the usage and comprehension of information in the digital age, and also emphasized the importance of digital technologies as an “essential life skill.” (Links to an external site.) (Links to an external site.)Digital literacy is distinct from computer literacy (Links to an external site.) and digital skills. Computer literacy refers to knowledge and skills in using traditional computers, such as desktop PCs and laptops, and previously proceeded digital literacy. Computer literacy focuses on practical skills in using software application packages. Digital skills is a more contemporary term and are limited to practical abilities in using digital devices, such as laptops and smartphones.Digital literacy is the marrying of the two terms digital (Links to an external site.) and literacy (Links to an external site.). However, there is a large significance as a result of the combination of these two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
UNO Ad Analysis Pepsi Global Branding Essay
How is Scrooge Introduced by Charles Dickens
A Christmas Carol is written by Charles Dickens. Charles Dickens was born in 1812. He grew up in London. Dickens worked in many places as a young child and experience poverty. Later as a writer, this made him write about the condition of the poor. He wrote columns for newspaper and soon became a very well-known news reporter. His novel The Christmas Carol shows us that selfishness and greediness can lead to disasters whereas generosity and kindness can lead to personal happiness. Dickens wrote “A Christmas Carol” because his experience made him want to criticise the attitudes of selfish and greedy people. In this essay I will explore how Charles Dickens introduces Ebenezer Scrooge in the Stave One of “A Christmas Carol” and shows us Scrooge’s attitude towards Christmas and to other people. Dickens uses metaphors, similes, and list-like formats to enable the readers to build up an image of Scrooge. He repeats words again and again “his sole executor, his sole administrator, his sole assign, his sole residuary legatee, his sole friend and sole mourner”. This constant list shows us that Scrooge and Marley were not people with many friends. He uses repetition to make sure he gets his point to the reader. Dickens wrote this story to be read aloud as well as quietly. He uses metaphors and similes to describe Scrooge’s appearance. Charles Dickens uses a list-like format to explore his point e.g. Scrooge is described as a “squeezing, wrenching, grasping, scraping, clutching, covetous old sinner!” Dickens uses extended metaphors. Extended metaphors continue the comparison into the rest of sentence or the sentence that follows. Charles Dickens uses weather as an extended metaphor to tell us about Scrooge “No warmth could warm him, no wintry weather chills him. No wind that blew was bitterer than he; no falling snow was more intent upon its purpose.” In the first chapter Dickens introduces Scrooge and he is the main character of the story. Scrooge had old features and the cold within him froze his old features. “It had nipped his pointed nose, shrivelled his cheek, stiffened his gait; made his eyes red and his thin lips blue. He had a frosty rime on his head, on his eyebrows and on his wiry chin”. Dickens uses a list format to describe Scrooge’s appearance. List format enables the reader to build up an image of Scrooge in his mind. Charles Dickens describes Scrooge’s coldness with the help of weather extended metaphors. He describes Scrooge like this “External heat and cold had little influence on Scrooge. Foul weather didn’t know where to go. The heaviest rain, and snow, and hail, and sleet, could boast of the advantage over him in only one respect.” He uses weather extended metaphors again and again in the story. The only thing Scrooge cared for was money. He did not spend money very easily “Tight-fisted hand at the grindstone”. He had plenty of money to give to charity but he never gave because he thought that poor people are inactive people who do not have the right to be merry. He did not care for poor people. In fact he said that if they don’t have money to live “they should rather die…and decrease the surplus population”. Scrooge was cut off from his family. He devoted himself of being a very clever business man “Hard and sharp as flint”. Even on the funeral day of Marley he was in his counting house counting his money. In the Victorian era, many Victorians had the same attitudes as Scrooge to the poor. Victorian Britain saw a huge increase in the population. Thousands of skilled and unskilled people started looking for work. For many of those who were employed, their wages were hardly enough. Often fifteen-twenty people were living in one house. Scrooge had no feelings for Christmas. Christmas to Scrooge was an excuse for the people not to go to their work and to celebrate. Scrooge seemed to have no feelings about Christmas and he avoided all emotions about Christmas. Scrooge responded to his nephew with saying that “What else can I be, when I live in such a world of fools as this? Merry Christmas! Out upon merry Christmas! What’s Christmas time to you but a time for paying bills without money; a time for finding yourself a year older, but not an hour richer?” he doesn’t want anybody to be happy about Christmas. Scrooge stated “If I could work my willâ€¦ every idiot who goes around with ‘Merry Christmas’ on his lips, should be boiled with his own pudding, and buried with a stake of holly through his heart.” Scrooge was mean to everyone even with his long time employee, Bob Cratchit. The fire in his room looked like one coal. However Bob Cratchit was still polite to Scrooge. He always thanked Scrooge for the job as the pay given to him supported his family. Scrooge always kept the door of his counting room open that he might keep his eye upon his clerk. When his employer asked for a day off, Scrooge responded to him saying “you don’t think me ill-used, when I pay a day’s wages for no work” Dickens creates humour when the clerk observed that it was only once a year. Bob Cratchit was feeling very excited about Christmas. He went down a slide on Cornhill, at the end of a lane of boys twenty times, in honour of Christmas Eve. Scrooge’s behavior is the opposite of the teachings of Christianity, which teaches that people should be sharing, loving and helpful. Scrooge’s nephew is presented as a very happy and kind person. He was the only person in the story who offered Scrooge anything. His nephew invites him to a Christmas dinner but Scrooge refuses to go. Scrooge’s nephew thinks that Scrooge does not really mean when he says “Humbug!” no matter how many times he says it. Scrooge’s nephew says “Christmas a humbug uncle! You don’t mean that I am sure?” Scrooge’s attitude to the poor and to charity was very mean. He neglected the poor. He questions the “portly” gentlemen, “Are there no prisons, Union workhouses? The Treadmill and the Poor are in full vigor?” Scrooge thinks that workhouses are appropriate for the poor. He loved his money more than anything. It was Christmas Eve and Christmas is the time to donate generously and help those who are not fortunate but Scrooge refuses to donate money when the charity collector comes to collect. Scrooge says “charity is not my business.” Even though Scrooge has more than enough to generously donate, he refuses to donate saying that he has paid enough in taxes. Scrooge lived in chambers which had once belonged to his partner. They were a gloomy suite of rooms, in a lowering pile of building up a yard. The description of Scrooge’s house and office add to the feeling of gloom around him that Dickens creates. Even though he lives in Marley’s house but he has never thought of Marley for seven-nine years. People had a negative view on Scrooge because of his attitudes and in return they showed no feelings for Scrooge “Nobody ever stopped him in the street to say with gladsome looks ‘My dear Scrooge, how are you? When will you come to see me?’ “. Everyone in the society thought that he was mean and everyone tried to avoid him. Even the animals didn’t like him “Even the blind men’s dog appeared to know him; and when they saw him coming on, would tug their owners into doorways and up courts”. I suppose Dickens is showing here that people will treat you the way you treat them. Dickens has described a very negative character in Scrooge in the opening chapter of “A Christmas Carol”. He represented Scrooge as a very mean person in the story but later on Scrooge transforms into a kind and generous person. Dickens wanted to teach us how to be happy. If person just talks to people they must and behave badly with other people, he can never be truly happy. He wanted to teach us that it is more important to be kind than to be mean and to give rather than take. I think that Dickens has been successful in getting across the character of Scrooge because after reading Stave One of the story I want to know more that what happens in the end. Does he become a good person or does he remain the same mean person throughout the whole story? It is because of the way Dickens describes Scrooge and his use of metaphors, similes and lists-like formats which builds up an image of Scrooge in our mind and make us want to know more about the story.
order essay cheap Interoffice Memo. Need help with my Communications question – I’m studying for my class.
The following memo is from an exasperated manager to her staff. Obviously, this manager does not have the time to clean up her writing or another set of eyes to review her written material before mailing it.
Albertina Sindaha, Operations Manager
You were all supposed to clean up your work areas last Friday, but that didn’t happen. A few people cleaned their desks, but no one pitched in to clean the common areas.
So we’re going to try again. As you know, we don’t have a big enough custodial budget anymore. Everyone must clean up himself. This Friday I want to see action in the copy machine area, things like emptying waste baskets, and you should organize paper and toner supplies. The lunch room is a disaster area. You must do something about the counters, the refrigerator, the sinks, and the coffee machine. And any food left in the refrigerator on Friday afternoon should be thrown out because it stinks by Monday. Finally, the office supply shelves should be straightened.
If you can’t do a better job this Friday, I will have to make a cleaning schedule. Which I don’t want to do. But you may force me to.
Using the South University Online Library, research on the basics of interoffice memos. Based on your readings and understanding, create a 2- to 4-page Microsoft Word document that includes:
An assessment of the effectiveness of the memo with respect to its tone.
An analysis on the potential barriers to the successful communication of its intended message.
A revised memo with improved structure using polite and firm tone consistently.
Cite any sources you use in APA format.
East and South Asian History Essay
East and South Asian History Essay.
Hi. Attached you’ll find notes on last week and this week’s assignments. Please note that the student seems more concerned with being like the rest of the students. I provided this week’s instructions (yesterday’s work), his peers’ responses, his professor’s notes on how to tie it together, last week’s assignment all in one spot for you. You have the “Big Themes” and instructions as well as this week’s readings for your referencing. Anything else you need? I’m paying you all that he paid and the fees out of my pocket so we can get this done right. I’ll look at your response from last night. I appreciate your help.K-
East and South Asian History Essay
Cumberland part 3
Cumberland part 3.
Your program has been designed and is now ready to be implemented. For this week, you will be submitting an implementation plan. This should include the long-term goals you hope to achieve with your program and the specific objectives of each goal. You will also need to discuss possible ways to collect data relevant to each objective to show how the goal is progressing. Refer back to Module 02 for a refresher on implementing your program.In addition to the implementation plan, discuss some possible ways your program could be funded. Include specific funding sources you feel would be a good fit for your program and why. Research and include funding in your geographic area if possible. For more ideas on funding your program, refer back to Module 03 and see the Funding Development chapter in Developing Nonprofit and Human Service Leaders (Watson & Hoefer, 2014).Submit your implementation plan and funding resources in a 1-2 page paper. Cite any resource information in APA format.PLEASE USE THIS REFERENCEWatson, L. D. & Hoefer, R. A. (2014). In C. Forrest (Ed.), Funding development. Developing nonprofit and human service leaders: Essential knowledge and skills (pp. 123-134). Los Angeles: SAGE Publications, Inc
Cumberland part 3