21 August 2015

Consumer Behaviour

Carefully examine ( compare and contrast) the decision making process that you went through in purchasing a product or service which cost under £10 and one which cost over £100. You should use at least four theories (other than decision making) in your analysis. Identify in particular the nature of involvement with the purchases and the reasons for the final choice in terms of specific theories.

21 August 2015,
 0

Consumer Behaviour Carefully examine ( compare and contrast) the decision making process that you went through in purchasing a product or service which cost […]


21 August 2015

Starbucks “Mondays Can Be Great” Commercial

https://www.youtube.com/watch?v=sj5NxPryPXE
This is the commercial the essay should be based on
– Analise the persuasive techniques used in this advert
– discuss the intended target audience
– explain the persuasive techniques ( social proof, reciprocation, commitment and consistency, liking, authority, scarcity, weapons of influence)
– to include if it;s needed the: The Types of Rhetoric ( epideictic, deliberative, judicial ) The types of Artistic Proof ( Ethos, Logos, Pathos ) , Kairos , Common rhetorical Figures ( metaphor, smile, allegory ,personification, alliteration, epanaphora, polysyndeton) 
– Do some independent research; read up from the suggested reading list and do some additional reading that you can call on to back up your points. If your piece is just a like warm re-hash of the things that I have said in seminars and provided in the example essay, then you are not going to get a brilliant mark.
– Please write my paper in British (UK) English.
– Make sure to embed into your essay the picture, or a link to the video/web page, that you will be talk- ing about (as I have done in the example essay it would be better (and safer) to use actual books or journal articles.
– i will also provide an example of analysis essay, this is how it shouls look like
BUS220 Example Analysis Essay Chris Miles
Analysis of Nike’s Prefontaine Advertisement
This advert for Nike was aired during 2005 in the US. Steve Prefontaine was a US Olympic runner in the 1970s who worked closely with the founders of Nike. He was Nike’s first track athlete endorser. He died in 1975 (Jordan, 1997).
General Persuasive Strategy
This ad uses existing ‘newsreel’ video footage of US runner Steve Prefontaine, combined with a music track and a voiceover, to tell the story of Prefontaine’s rise to professional fame. It builds an inspiring narrative that will persuade viewers to associate the Nike branding shown at the end of the piece with the determined pursuit of success that characterised the runner.
Cialdini’s Weapons of Influence
In terms of Cialdini’s (2001) work, this Nike ad can be said to make strong use of the weapons of ‘liking’, ‘social proof’, and ‘authority’. Cialdini summarises the rule of liking by noting that “we most prefer to
say yes to the requests of people we know and like” (2001, p. 144). The ad portrays Prefontaine in ways designed to make him appeal to a young audience who like to do things differently. The narrative starts by talking about the obstacles that Pre faced in his early years – he was seen as “a kid that was too small and not fast enough”. We all think that there are obstacles set against us in our life and this makes Pre seem similar to us. As Cialdini reminds us, “we like people who are similar to us” (p. 150). Portraying Pre as an underdog from a small town who is not a ‘natural’ runner but nevertheless goes on to be a champion is a story that appeals to a large audience because it makes the protagonist ‘normal’ and closer to us. When the voiceover says that “Pre wasn’t a runner, he was a rebel” we see that Nike is trying
to make Pre (and therefore the brand he is being associated with) appeal to people who self-identify as ‘rebels’. Many people, especially young people trying to make their mark in life, feel that the world is against them. Making Pre a rebel is an attempt to portray (or position) him as something desirable in a young viewer’s mind. Pre’s story, as described by Nike, is about someone sticking to their convictions and this is something that we are taught from a young age is an admirable quality. This is a rhetorical use of ethos, or persuasion from the proof of character (Aristotle, 2004). Nike demonstrates Pre’s determination and talent, personal qualities which amplify his ethos, and therefore his persuasive credibility. In turn, Nike’s praise of Pre amplifies its own ethos, because it aligns itself with these admirable qualities.
The ad uses ‘social proof’ in the way that it establishes the fact that Pre was admired by many people. First we find it in the phrase, “they called him, Pre” – implying that Prefontaine was known to a large group of people who gave him a nickname. Then the voiceover talks of how he was a man that would cause people “to stop and say ‘I’ve never seen anyone run like that before”’. This phrase uses the weapon of ‘social proof’ upon the viewer – it makes the viewer think, ‘if other people thought Pre was such an amazing runner, then I should admire him too’.

Finally, at the 17 second mark we see footage of Pre running with the USA Olympic shirt on. This ele- vates him to the status of an authority, an expert, in matters of sport and training. Cialdini (2001) writes about the way in which human society trains us to defer to those in positions of authority or who are ex- perts. An Olympic runner is an authority in the field of running. Nike makes running shoes. Nike uses Pre’s image to transfer the authority of an Olympic athlete to the brand. In an interesting twist, Nike describes Pre as a rebel. As mentioned above, for many of us a successful rebel is an admirable authority figure so Nike is covering its bases, using appeals to authority, but also making Pre the type of figure that would be attractive to those who bridle against authority.
Rhetoric
There are a number of rhetorical techniques that are used to strengthen the persuasiveness of the ad. First, we should note the use of alliteration, “a figure in which the first sound of several words is the same” (Smith, 2003, p. 140). “He was a kid from Coos Bay, Oregon”, alliterates on the ‘k’ of ‘kid’ and the hard ‘c’ of ‘Coos’. The word ‘kid’ is then repeated in the next line, establishing a slow rhythm which is then echoed by many other repetitions in the piece. “The man who…”, for example, starts two consec- utive sentences and acts as an epanaphora giving rhythmic emphasis to the sentiments expressed in the words (Smith, 2003). Once a rhythm is established by a speaker it often lends a sense of inevitability to the argument, because we expect the rhythm to continue. The audience may also focus less on the mean- ing of the words, or be less critical of them, because they are lulled by the attractiveness of the rhythm.
The last line, as well using alliteration on the letter ‘r’, also establishes a form of antithesis, which “takes pairs of terms opposed as contraries, contradictories, or correlatives and puts them in parallel phrases” (Fahnestock, 2011, p. 232). It is often used in arguments “when the rhetor wants to draw stark contrasts”. (Fahnestock, 2011, p. 233). It also makes the phrasing easier to remember. The antithesis between being “just a runner” and a “rebel who happens to run” helps to make the inspiration of the ad resonate beyond just running. Often, people who wear Nike clothes don’t wear them to do sports, they wear them for fashion. The antithesis persuades the audience that Pre would be a rebel in everything he did, not just in running. This means we don’t have to run to be a rebel – we can be rebels through what we wear, too. For those familiar with the Prefontaine backstory, the antithesis rings true in that Pre was seen by many in the professional athletics world as a rebel for openly endorsing a particular brand in the days when sponsorship and endorsement were not a normal part of athletics (Jordan, 1997).
When the voiceover says Pre “ran like fire everyday” we see the use of a simile. Pre’s speed is being compared to a natural force, like fire. This helps to increase the vividness and strength of the message and make us admire Pre’s ability even more.
At the end of the ad, when Prefontaine’s dates appear, we realize that this is a piece of epideictic rhetoric – an encomium or praising of someone or something (Aristotle, 2004). Nikes use the ad to praise the memory of Pre but at the same time it uses the association to praise itself because the core of its praise for Pre is that he ‘just did it’. He is a personification of the Nike spirit.
Argumentation
As noted above, the ad’s praise of Pre forms the core of its logical argumentation. The logos (Aristotle, 2004) in the ad can be outlined as follows: 1] Pre overcame obstacles in his early career and ‘Just did it’

2] He went on to great success 3] This demonstrates his praiseworthiness 4] In parallel, this also demon- strates the praiseworthiness of Nike, whose slogan is ‘Just do it’.
The argument uses inductive logic. Pre is a specific example of the correctness (the praiseworthiness) of the ‘Just do it’ philosophy, therefore proving its general applicability.
We might also say that Nike uses a ‘positive’ version of the ‘guilt by association’ fallacy (Smith, 2003, p. 127). It is not logical to say that those who are associated with good people are therefore themselves good, yet that is how Nike’s praise of Pre is designed to reflect upon itself.
To make the argument more convincing, the visual components of the ad are compiled from amateur and ’newsreel’ footage of Pre’s youth and professional life. The poor quality and shakiness of some of the footage helps the message because it increases the impression of veracity – these seem like visual ‘facts’ that help to support the truth of the argument and are therefore examples of what Scott (1994) calls ‘visual rhetoric’.
Conclusion
The praise of Steve Prefontaine that constitutes the bulk of this ad is designed to appeal to an audience who respect the authority provided by athletic success but also respect the tropes of the underdog and the rebel. Rhetorical figures are used to establish an attractive rhythm in the voiceover text. The ad attempts to establish a connection between the life of Pre and the spirit of Nike. It is done in a subtle way, as befits an encomium, but it is nevertheless a powerful piece of persuasion.
1490 words.
References
Aristotle (2004). The Art of Rhetoric. H. Lawson-Tancred (trans.). London: Penguin Books.
Cialdini, R. (2001). Influence: Science and Practice. Boston: Allyn and Bacon.
Fahnestock, J, (2011). Rhetorical Style: The Uses of Language in Persuasion. Oxford: Oxford University Press.
Jordan, T. (1997). Pre: The Story of America’s Greatest Running Legend. Emmaus, PA.: Rodale.
Scott, L. M. (1994). Images in advertising: The need for a theory of visual rhetoric. The Journal of Consumer Research, 21(2), 252-273.
Smith, C. (2003). Rhetoric and Human Consciousness: A History. Prospect Heights. Ill.: Waveland Press.
Appendix
Ad Copy:
He was a kid from Coos Bay, Oregon.
A kid that was too small and not fast enough.
They called him, Pre.
The man who caused people to stop and say, “I’ve never seen anyone run like that before.”

The man who ran like fire everyday.
But Pre wasn’t a runner, he was a rebel who happened to run.
[copy on screen: ‘Just do it’, with Nike swoosh].
Splash screen, black background, white copy: “Steve Prefontaine, January 25, 1951 – May 30, 1975”.

21 August 2015,
 0

Starbucks “Mondays Can Be Great” Commercial https://www.youtube.com/watch?v=sj5NxPryPXEThis is the commercial the essay should be based on– Analise the persuasive techniques used in this advert […]


21 August 2015

Finance

Click here to download the selected financial statements for Micro Chip Computer Corporation. Answer questions 1 and 2 below based on the financial data.

Determine the year-to-year percentage annual growth in total net sales.
Based only on your answers to question #1, do you think the company achieved its sales goal of +10% annual revenue growth in 2009? Determine the target revenue figure, and explain why you do or do not feel that the company hit its target.
Next, consider Micro Chip's Consolidated Statement of Operations for the year ended September 25, 2008. Download the file here and answer questions 1 and 2.

Use the Percentage Sales Method and a 25% increase in sales to forecast Micro Chip's Consolidated Statement of Operations for the period of September 26, 2008 through September 25, 2009. Assume a 15% tax rate and restructuring costs of 5% of the new sales figure.
Discuss your results from question number #1. What assumptions have you made? Do any of your assumptions seem unreasonable?
To receive full credit on this assignment, please show all work, including formulae and calculations used to arrive at the financial values. Students using Microsoft Excel must provide an adequate explanation of the methodology used to arrive at that answer.

Assignment Guidelines

Download the financial statements and consolidated statement of operations by clicking on the links above in the assignment description.
Analyze the statements and then answer the four questions listed in the assignment description.
Show all work including calculations and formulas. If applicable, provide a detailed explanation of how you used Microsoft Excel to arrive at your answers.
Organize your answers, mathematical calculations, and Microsoft Excel data into a Word document of 1–2 pages.

21 August 2015,
 0

Finance Click here to download the selected financial statements for Micro Chip Computer Corporation. Answer questions 1 and 2 below based on the financial […]


21 August 2015

Should certain kinds of marketing ads be banned in the interest of health/morality/annoyance – alcohol, cigarettes, and prescription meds

Should certain kinds of marketing ads be banned in the interest of health/morality/annoyance – alcohol, cigarettes, and prescription meds




argins set to 1-inch Top/Bottom and 1-inch Right/left; Double-spaced ; 12-point Arial or Times New Roman font; double-spaced

Title Page with paper title, author’s name, and institution (Texas A&M University-Commerce) centered horizontally and vertically, and edited Header with Running head: TITLE IN CAPS and page number right aligned

Headers with Title (in all CAPS) left aligned and page numbers right aligned

Introduction, Discussion, Conclusion in APA format (6th edition); must include in text citations: Minimum ½ page Introduction, minimum 5 page Discussion, and minimum ½ page Conclusion; double-spaced content

A complete reference in APA format (6th edition) for each article (no “proxy URLs are to be used): Hanging indent used for each reference

A minimum of five articles; One paragraph (minimum of five sentences) summarization for each article: Paragraphs needs to be double-spaced

21 August 2015,
 0

Should certain kinds of marketing ads be banned in the interest of health/morality/annoyance – alcohol, cigarettes, and prescription meds Should certain kinds of marketing […]


21 August 2015

Nontraditional forms of Assessment and response to student writing.

Guidelines for Writing a Summary Theoretical Paper Assignment: Choose one of the articles we have studied. Write a one-page summary of the author’s main idea and supporting details. This summary is intended to provide you with practice in a) summarizing writing material you read b) documenting journal articles in APA style. Guidelines: • Choose an article among the articles you have studied in the course. • The one-page summary must be 400 words in length approximately. The text should be in Times New Roman, 12-point font, 1.5 space, margins 3, 3, 2.5, 2.5. • Read the article carefully. Identify the author’s main purpose in writing the article. Figure out the structure of the article. What are the main sections? • Use the following links to help you writing the summary.
http://academics.smcvt.edu/cbauer-ramazani/AEP/EN104/summary.htm http://twp.duke.edu/uploads/media_items/summary-method-and-genre-handout.original.pdf https://owl.english.purdue.edu/owl/resource/563/1/
• Document your summary in APA style. •
• The summary contains all of the key ideas in the original, including complete and accurate information about the source.
• The summary has a clear topic sentence and several sub-topic that explain key ideas from the – original. The summary is organized.
• All sentences paraphrase the original source completely. Good use of APA style. • All sentences are clear, accurate and complete
•The summary is free of errors

21 August 2015,
 0

Nontraditional forms of Assessment and response to student writing. Guidelines for Writing a Summary Theoretical Paper Assignment: Choose one of the articles we have […]


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