Tuesday, December 24, 2019

Where The Wild Things Are By Maurice Sendak - 2262 Words

1. Where the Wild Things Are by Maurice Sendak is an exuberant picture book which will make it a fun and exciting read. The compressed language will guide children easily throughout the book. Sendak promotes a touching message of unconditional love, a message that even if one misbehaves, there will be supper waiting on the table (Max does get sent to his room, but no matter how much he has misbehaved, his mother will always love him and cherish him). Sendak also dives into deeper psychological emotions . Max might be seen and chastised as a wild thing by his mother, his emotional actions are described as an integral part of his being, maybe not quite appropriate, but also not completely inappropriate, rather as a living, breathing part of Max s being. It is these emotions, these feelings that are the impetus to Max s adventures in the realm of the Wild Things. 2. The Very Hungry Caterpillar by Eric Carle captures young readers with its vivid and colorful collage illustrations and its deceptively hopeful story. With its die-cut pages and finger-sized holes to explore, this is a satisfying book for children. The main character has to overcome his ravenous appetite on his journey to become a butterfly will simply entice children and hopefully inspire them. 3. The Polar Express by Chris Van Allsburg is a book filled with pure magic and wonder. The moral of the story is to dive in and believe, leaving reality behind. This book will not only let children indulge in theShow MoreRelatedWhere The Wild Things Are By Maurice Sendak1221 Words   |  5 Pages â€Å"Where the Wild Things Are† is an illustrated story by Maurice Sendak intended for children. This story clearly narrate the targeted audience – the children – the story of Max, a disobedient boy who ran away from home after being scolded vehemently by his mother. Due to Max’s reckless behavior, his mother furiously â€Å"sent him to bed without eating anything† (Sendak 8). After living together with the scary monsters in a place called Where the Wild Things Are, Max decided to return home since he couldRead MoreWhere The Wild Things Are By Maurice Sendak1248 Words   |  5 PagesI am analyzing the illustrations of the children’s book ‘ Where The Wild Things Are’, Written and Illustrated by Maurice Sendak, first published in 1963 in the USA by Harper and Rowe. Sendak uses layout in an interesting way throughout the book, which feels cinematic in approach. The first six illustrations gradually increase in size, until the illustration fills a single page. It creates a feeling of the viewer zooming in on the scene. It also carries the idea in the text of a forest, that ‘grewRead MoreWhere The Wild Things Are By Maurice Sendak1014 Words   |  5 PagesMaurice Sendak’s Where the Wild Things Are was published in 1963 and since then, remains a cornerstone of children’s literature. It has remained one of the most popular children’s books and has been described as a â€Å"watershed, ushering in the modern age of pictures books†. With all these accolades, it becomes very easy to view the book through different psychoanalytical and sociological lens and try to force a subliminal message on the story, even if it is less than 350 words. There have been interpretationsRead MoreWhere The Wild Things Are Written And Illu strated By Maurice Sendak1236 Words   |  5 PagesWhere the Wild Things Are written and illustrated by Maurice Sendak, is one of my all-time favorite children’s book because as a little girl, I remember before going to bed and picking out this book for my father to read to me. My father had a wonderful speaking voice that allowed for these characters to come alive in my mind. I could imagine being the protagonist character Max, and sailing off to place full monsters and mystery. There is a part in the middle of the story called â€Å"The Wild Rumpus†Read More Poor Parenting Techniques Displayed in Maurice Sendaks Where The Wild Things Are3338 Words   |  14 Pages Poor Parenting can cause poorly behaved children Where The Wild Things Are was first published in 1963 and is the first part of a trilogy of award - winning books by American author and illustrator Maurice Sendak. Where The Wild Things Are is haunting and imaginative and describes how a young child, called Max, creates a fictitious fantasy world in order to deal with the terrifying reality of anger. Poor parenting is a lack of parenting techniques and skills in relation to the responsibilitiesRead More Maurice Sendak: Through Controversy To Success Essay1301 Words   |  6 PagesMaurice Sendak: Through Controversy To Success â€Å"These are difficult times for children. Children have to be brave to survive what the world does to them. And this world is scrungier and rougher and dangerouser than it ever was before†Ã¢â‚¬â€Maurice Sendak Throughout the past fifty years, Maurice Sendak has been a challenging and inventive voice for children’s literature. His work will continue to be entertaining and educational for young children and adults alike for many years to come. SendakRead MoreEssay on Subtle Differences in Where The Wild Things Are1355 Words   |  6 PagesMake Where The Wild Things Are a Classic When one thinks of a childrens picture book, one usually thinks of bright colors and a story that involves a princess and a prince charming. One of the most classic childrens books, Maurice Sendaks Where The Wild Things Are, however, neither uses bright colors nor a traditional love story. Instead the readers meet a young boy, Max, who, when sent to his room without dinner, imagines a far off land. We meet his friends, the wild things, andRead MoreExploring William Moebius Article Introduction to Picture Book Codes and How it Relates to Maurice Sendaks Where the Wild Things Are1199 Words   |  5 Pagesand the right and round, the code of line and capillarity, and the code of colour. Each code speaks of a different aspect of the image and how it relates to psychology behind the implied meaning. These methods come together in Where the Wild Things Are by Maurice Sendak. Each page is filled with evidence supporting William Moebius theories and suggestions. In the code of position, size and diminishing returns, William Moebius talks about how the position of the character on the page relatesRead MoreThe Wild Things Are By Maurice Sendak904 Words   |  4 PagesOver the course of Where the Wild Things Are by Maurice Sendak, Max, the protagonist, displays in many ways that he is influenced by his mother. The story begins with Max misbehaving in a wolf suit and getting punished by her for it. After being sent to his room, his mind conjured a place where he could experience what it’s like to be in control. Max himself is a wild thing, and when he arrives at the island with the other wild things, he wants to understand why he was punished so he tames them.Read MoreAnalysis of a Picture Book--Where the Wild Things Are Essay1307 Words   |  6 PagesANALYSIS OF A PICTURE BOOK WHERE THE WILD THINGS ARE Written and Illustrated by Maurice Sendak Picture books can have a very important role in a classroom, from elementary school through middle and even high school. They offer a valuable literary experience by combining the visual and the text. Maurice Sendak’s Caldecott Award winning book, Where the Wild Things Are, is a wonderful blend of detailed illustrations and text in which a young boy, Max, lets his angry emotions create a fantasy

Monday, December 16, 2019

Immanuel Kant `To Perpetual Peace` Free Essays

Introduction: A common man, an intellectual, a philosopher and even a spiritual personality in his disposition at the secular level— are all conditioned by time. Their speech and writings strongly reflect the social life and beliefs of the era to which they belong. They mostly analyze and interpret what they see and experience. We will write a custom essay sample on Immanuel Kant `To Perpetual Peace` or any similar topic only for you Order Now Thomas Hobbes (1588-1679) or Immanuel Kant are no exceptions. Kant and Hobbes: Where do they stand? Before attempting to understand the views of Kant and Hobbes, one important problem with such mind-level intellectuals needs to be examined. All the arguments and counter-arguments are mind related problems. Their force lasts up to the mind-barrier only. Once the mind barrier is crossed, these philosophers will shake hands with each other, without any reservations. The inner world being the fountainhead of bliss, the communion with it paves the way for eternal happiness. Happiness of Kant and melancholy of Hobbes are the outcome of their own positive and negative thoughts respectively. The desire for peace and eternal happiness so eagerly sought by either these philosophers (or thinkers as one may wish to address them), calls for thought control or mind control. No King, no Dictator, no President, no Chairman, no Military Dictator, no Philosopher can bring peace in his area (country) of governance, unless peace prevails in the hearts and minds of each citizen. It can be achieved by an individual only. From the point of view of relationship between the State and People, it is true that the people need to be basically sound and industrious. But, basic conditions also need to be created for the people to become basically sound and industrious. It is the two way traffic. To control something, we need something more powerful than it. However, there is nothing but soul that is mightier than highly potent individual minds. Until now, our medical world has discerned out that sadness, melancholy, stress and depression (the qualities dearest to the heart of Hobbes) are related to imbalanced biochemical reactions. However, our physical world being supported by our psychological world, the whole range of biochemical reactions taking place in our body is linked with our thought pattern. Only when our thought process changes (of the common citizen and the rulers) the action process will also change. So, when the thoughts are changed, the mind is changed; when the mind is changed, the man is changed; when the man is changed, the society is changed; when the society is changed, the nation is changed. When the Nations change for the better, world peace becomes the reality. It is in this context, all the texts, all the theories, targeting peace need to be understood. 1. Explain as concisely and precisely as possible how Kant weds a pessimistic realism to an optimistic idealism in his political teaching.  The pages of human history daubed in bloodshed relating to the ambitious wars between the kings, violence under the flag of religion, territorial victories and defeats, ask the crying question. How to make this Planet Earth heaven-like? The answer is simple and direct. Eyes full of understanding, hearts full of love and the life that refuses conflicts—enough, these alone are enough. Kant said it long ago, in his own style. Traditions of historical thought are related to historical continuity. There are certain timeless issues, to which all scholars swearing by any school of thought must apply. Some see contradictions in the views of the authors in Realism and Liberalism. The area of confusion is, â€Å"On the one hand, the issues of war and peace provide a basis for continuity while, on the other, these authors are used to furnish contemporary theories with philosophical roots that lie outside the definition of the discipline. That is, Hobbes provides a theory of human nature and the state which underpin contemporary theories of power politics between states. Similarly, Liberals use the work of Kant to underline the domestic bases of international conflict and cooperation. In both cases, the attraction of the classics seems to lie in their holistic – or interdisciplinary – approach to social and political life which denotes a fundamental difference in the intellectual context of classical and contemporary theory.† (Classical†¦) 2. Specify exactly where Kant reveals his Hobbesian views. â€Å"Establishing the concrete nature of the intellectual context of classical texts is, thus, important for any conscious reflection on the limits and possibilities of the definition of International Relations and its core concerns. And here again we find that the invention and use of classical traditions for the purpose of defining and structuring contemporary theoretical as well as political debates is often characterized by a lack of attention to specific historical continuities and discontinuities.†(Classical†¦.). Hobbes for Realism and Kant for Liberalism are often quoted. Many debates between these approaches are presented as ‘timeless.’ In the International politics their application is one of understanding to a particular situation, and the identical situation in two countries, may invite different types of response. Hobbes is known as the natural law philosopher. He lived during the most tumultuous period of the European history. The socio-political then prevailing had a profound bearing on his theories and as for his assessment of human nature, he was thoroughly pessimistic. According to Hobbes, a human being is guided by self-interests, and if this craze is not properly checked, the consequences would be highly destructive. He will be at war with his fellow beings. The instinct for survival makes one give respect and take respect. One renounces one’s rights to secure them, one abhors violence to seek protection and guarantee from violence. â€Å"One of the interesting elements of Hobbes’s story is that concepts like morality, liberty, justice, property, etc. have no natural, intrinsic or eternal meaning.   They are pure social constructions. As history has shown no set of values will last forever but will evolve as circumstances change† What Hobbes and Kant wrote is in an entirely different context of International Relations as applicable to that era. The importance of theories of Kant or Hobbes becomes less important sometimes, and the objective to be gained holds relevance. In the final analysis, economic or political gains are important, and the ‘timeless’ views of Kant go hand in hand with the Hobbesian views. 3. Exactly what makes him think that law and order are possible in international politics? Globalization is the watchword for the twentieth century. Technological advancement and internet revolutions are pushing the concept of globalization very fast, prompting the politicians to move in that direction. They are left with no other choice. The views of the classical authors hold even well today and they play an important role in International Relations. Whether Kant believes in the relevance of his theories as for contemporary International Relations or not, the present day International Relations specialists do, and make intensive and extensive use and application of such texts. Realists quote Hobbes, and liberals Kant. Conclusion: Hobbes saw laws as commands. He had his special ideas about the legitimacy of laws and power of governments. He is the ardent supporter of the rule of law. However, one notices latent similarity between their apparently dissimilar views, quite often. Sometimes, the mouth of Kant speaks, through the heart of Hobbes. In yet another occasion, the mouth Hobbes speaks through the heart of Kant. They seem to walk together on a parallel path. References Cited: Kant, Immanuel: Book: Perpetual Peace: Paperback: 72 pages Publisher: Cosimo Classics (November 1, 2005) Language: English ISBN-10: 1596055499 ISBN-13: 978-1596055490 Article: Classical Theory in International Relations – Cambridge University Press www.cambridge.org/catalogue/catalogue.asp?isbn=9780521866859;ss=exc – 35k –Retrieved on December 9, 2007 How to cite Immanuel Kant `To Perpetual Peace`, Essay examples

Sunday, December 8, 2019

Spanish Settlement Of The West Essay Research free essay sample

Spanish Settlement Of The West Essay, Research Paper International boundary lines have ever been centres of struggle, and the U.S.-Mexican boundary line is no exclusion. With the European colonising the New World, it was a affair of clip before the powers collided. The Spanish settled what is today Mexico, while the English settled what is to twenty-four hours the United States. When the two colonial powers did run into what is today the United States? Southwest, it was non England and Spain. Rather the two powers were the United States and Mexico. Both Counties had broken off from their female parent states. The struggle that erupted between the two states where a direct consequence of different state policies. The United States had a policy of westbound enlargement, while Mexico had a policy of ego protection. The Americans neer had a written policy of enlargement. What they had was the thought of Manifest Destiny. Manifest Destiny was the belief that the United States had the right to spread out due west to the Pacific ocean. On the other manus, Mexico was a new state desiring to protect itself from outside powers. Evidence of U.S. enlargement is seen with the independency of Texas from Mexico. The strongest grounds of U.S. enlargement ends is with the Mexican-American War. From the beginning, the war was conceived as an chance for land enlargement. Mexico feared the United States enlargement ends. During the sixteenth century, the Spanish began to settle the part. The Spanish had all ready conquered and settled Central Mexico. Now they wanted to spread out their land retentions north. The first expedition into the part, that is today the United States Southwest, was with Corando. Corando reported a part rich in resources, shortly after people started to settle the part. The drive force behind the colony was silver in the part. The Spanish settled the part through three major corridors ; cardinal, western and eastern. The first colonies were chiefly through the cardinal corridor. The Spanish went thorough what is now the modern Mexican province of Chihuahua into the U.S. province of New Mexico. Finally the Spanish established the metropolis of Santa Fe in 1689. The eastern corridor was through modern twenty-four hours Texas and led to the constitution of San Antonio. The eastern enlargement was caused by the Gallic enlargement into modern twenty-four hours Louisiana. The Spanish Crown wanted a buffer between the Gallic in Louisiana and cardinal Mexico. The last corridor of enlargement was in the West, through the sea, which led to the constitution of San Diego in 1769 and Los Angles in 1781. The Spanish were non the lone European power to colonise the new universe ; Gallic, English and the Dutch besides settled North and South America. The Spanish and the Gallic settled what is present twenty-four hours U.S.-Mexico boundary line part. The Gallic settled modern twenty-four hours U.S. Midwest, while the Spanish settled present twenty-four hours Mexico and U.S. sou-west. As clip went on, European influence in the part diminished.. The Gallic sold there claims to the United States, in 1803 with the Louisiana Purchase. Mexico gained independency from Spain in 1821. Once the United States bought the Louisiana Purchase, western enlargement began. This set the phase for major struggle in the part. The United States gained independency from England in 1775. After 1775, the Americans started to spread out West. By the clip Mexico gained independency, the United States had reached the Mexican frontier. Mexico needed to protect its northern boundary lines. To protect the boundary line part, Mexico needed to dwell the country. Mexico continued the policy started by Spain of leting Americans to settle Texas. The Americans had to follow Mexican jurisprudence, faith and imposts. The colony of Texas played into the United States? enlargement programs. Finally Mexico City closed Texas from more Americans from come ining. This angered the Americans desiring to come in and Americans already populating in Texas. Texas revolted from Mexico in 1833. Mexicans did populate in Texas, and fought for the independency of Texas. The bulk of Texans were Americans and fought for their independency. After the war the Americans deliberately or non-intentionally forced most Mexicans out of Texas. The 1s that stayed faced racial tensenesss that continue to today. After deriving independency from Mexico, Texas wanted to fall in the United States instantly. The U.S. Congress voted against Texas from fall ining the Union. Congress was worried that appropriation of Texas would anger Mexico. Mexico had neer officially recognized Texas as independent. Congress was concerned that appropriation would get down a war with Mexico. Mexico? s rest to American appropriation was non the lone factor in make up ones minding against appropriation. If Texas was to go a province, it would be a slave province. At the clip, the United States an even balance between slave and free-soil provinces. Texas come ining Thursday e Union would interrupt the balance, giving slave provinces an advantage in the U.S. House and Senate. Since the United States was non ready to annex Texas, Texas declared itself a autonomous state. In 1837 President Andrew Jackson officially recognized Texas a state. Texas wanted to be portion of the United States. It needed the protection of the Untied States. President Tyler could non acquire the 2/3 bulk needed to admit Texas. Alternatively, he changed the jurisprudence to necessitate merely a simple bulk. It was non until 1845 and two Presidents later that Texas was annexed into the United States. Mexico protested the admittance of Texas into the United States. The United States saw Mexico? s protest as a alibi to pass military personnels into Texas The appropriation of Texas was a represented the United States enlargement ends. The United States wanted to settle in Texas, but Mexico owned the land. That did non affair to the United States, they settled in the part irrespective. The Americans that settled the part agreed to Mexican jurisprudence and imposts, but still considered themselves Americans. After the appropriation of Texas, Texas besides wanted to spread out. Texas claimed that New Mexico and California were portion of Texas. The boundary with Mexico was besides disputed. The United States claimed that the Texas boundary line was at the Rio Grande. Mexico disagreed, Mexico stated the boundary line was at Nueces River. The United States did seek to settle affairs diplomatically. The United States sent inexperient diplomat John Slidell. Slidell tried to purchase country known as the U.S. Southwest. Slidell, being an inexperient diplomat, was rejected. Not merely was he non successful in purchasing the land, he aroused Mexican frights. This put the phase for the Mexican-American War. . The United States besides had no written policy of enlargement, but the authorities softly supported it. The United States has ever had troops the part, even though they held no land in the part The United States kept ships off the seashore of California. In 1842 the U.S. commanding officer in the part, Commodore Thomas Jones, attacked and took the metropolis of Monterrey in California. He falsely believed that Texas and Mexico were at war. Once he realized his error he withdrew his forces and apologized to the Mexian authorities for his action and claimed that he did non move with orders from the U.S. authorities. Although Jones claimed that he did non move with orders from the U.S. authorities, clearly the authorities did non halt the pattern. Another illustration of the United State? s enlargement ends was the Mexican-American War. This is the first clip America has fought a war with land enlargement as its chief end. The war started on April 25 1846 with the onslaught from Mexican military personnels and the counter onslaught from General Taylor of the U.S. Army. Taylor sent a message to President Polk that belligerencies have started. President Polk, with a pre-drafted declaration of war, asked Congress to declare war against Mexico. President Polk knew that Mexico would lose the war and would derive new lands in the terminal. The Mexican-American war lasted two old ages, and ended with the sign language of the Treaty of Guadeloupe on February 2 1848. The United States had succeeded in winning the war. With the Treaty of Guadeloupe the United States had succeeded in finishing its Manifest Destiny. The Treaty itself represented the United States enlargement ends. The United States wanted to settle on were the international boundary line was to be. Mexico wanted the boundary line to north of the Rio Grande river, but eventually decided upon the center of the Rio Grande river. Mexico holding been belly-up from the war, agreed to take the 15 million as payment for the huge land. In add-on, the United States agreed to pay off all Mexican debts owed to the United States. This sum was little in comparing to what the United States gained in district. The United States took advantage of a weak state of obtained its enlargement ends. Another illustration of the United States taking advantage of Mexico is the Gasden Purchase. The Gasden Purchase was ratified in 1854 for the merchandising monetary value of 10 million. Mexico was traveling through unsmooth economical clip and urgently needed the money. The United States seeing an chance to construct a railway through the part brought the land at a inexpensive monetary value. The merchandising of the Gasden Purchase was the down autumn of President Santa Ana, and led to his replacing. The struggles along the boundary line part were a direct consequence of U.S. enlargement policies and Mexican fright for the United States. The Americans saw Manifest Destiny, westbound enlargement, as there God given right. The United States proved frequently that it supported policy of enlargement. With the Mexican-American war, the United States completed it # 8217 ; s Manifest Destiny. The United States completed Manifest Destiny at the cost of the Mexican authorities and its people.

Sunday, December 1, 2019

Explain Why It Is Important for Marketers to Understand the Consumer Decision Making Process Essay Example

Explain Why It Is Important for Marketers to Understand the Consumer Decision Making Process Essay Consumers are the centre of many marketers work. While the consumer is part of the marketing environment, it is also very important to recognise and understand the more personal and specific influences effecting consumers and the nature of the decision making process they use. Research suggests that customers go through a five-stage decision-making process when making any purchase. This is summarised in the diagram below: Figure 1, This model is important for anyone making marketing decisions. It ensures the marketers consider the whole buying process rather than just the purchase decision. This model implies that customers go through all stages in every purchase they make. However, in more routine purchases, such as cleaning products, customers often skip or reverse some of the stages. For example, a student buying a favourite hamburger would recognise the need which is hunger and go right to the ‘purchase decision’, skipping ‘information search’ and ‘evaluation’. However, the model becomes far more useful when it comes to understanding any purchase that requires some thought and deliberation. The buying process starts with need recognition. At this stage, the buyer recognises a problem or need (e. g. I am hungry) or responds to a marketing stimulus (e. g. you pass Starbucks and are attracted by the aroma of coffee and chocolate muffins). An â€Å"aroused† customer then needs to decide how much information is required. If the need is strong and there is a product or service that meets the need close to hand, then a purchase decision is likely to be made there and then. If not, then the process of information search begins. A customer can obtain information from several sources: †¢Personal sources, such as family and friends †¢Experimental sources such as handling and examining the product †¢Public sources, such as newspapers and television Commercial sources, such as advertising, retailers and packaging The usefulness and influence of these sources of information will vary by product and by customer. Research suggests that customers value and respect personal sources more than commercial sources (the influence of â€Å"word of mouth†). The challenge fo r the marketing team is to identify which information sources are most influential in their target markets. There are many factors that have an effect on buyer behaviour, Cultural factors have a significant impact on customer behaviour. We will write a custom essay sample on Explain Why It Is Important for Marketers to Understand the Consumer Decision Making Process specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Explain Why It Is Important for Marketers to Understand the Consumer Decision Making Process specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Explain Why It Is Important for Marketers to Understand the Consumer Decision Making Process specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Culture is the most basic cause of a person’s wants and behaviour. Growing up, children learn basic values, perception and wants from the family and other important groups. Marketing are always trying to spot â€Å"cultural shifts† which might point to new products that might be wanted by customers or to increased demand. For example, the cultural shift towards greater concern about health and fitness has created opportunities (and now industries) servicing customers who wish to buy: †¢ Low calorie foods †¢ Health club memberships †¢ Exercise equipment †¢ Activity or health-related holidays etc. Similarly the increased desire for â€Å"leisure time† has resulted in increased demand for convenience products and services such as microwave ovens, ready meals and direct marketing service businesses such as telephone banking and insurance. A customer’s buying behaviour is also influenced by social factors, such as the groups to which the customer belongs and social status. In a group, several individuals may interact to influence the purchase decision. The typical roles in such a group decision can be summarised as follows: Initiator The person who first suggests or thinks of the idea of buying a particular product or service Influencer A person whose view or advice influences the buying decision Decider The individual with the power and/or financial authority to make the ultimate choice regarding which product to buy Buyer The person who concludes the transaction User The person (or persons) who actually uses the product or service As time is changing it is becoming increasingly obvious that roles are changing within families, as increasingly more women are working full time, therefore marketer need to understand how this might affect demand for products and services and how the promotional mix needs to be changed to attract male rather than female buyers. Stimulus response model of buying behaviour suggest that a consumers emotions can be a mediating factor in the purchase process. Marketing stimuli consists of the marketing mix products, price, place promotion and other stimuli include other forces in the buyer’s environment: economic, technological, political and cultural. All these inputs enter the buyer’s black box, where they are turned into a set of observable buyer responses, i. e. product choice, brand choice, dealer choice, purchase timing and purchase amount. How the stimuli changes into responses inside the consumer’s black box is in two parts: 1 buyer characteristics and 2 buyer decision process, the buyers characteristics effects how he or she perceives and reacts to the stimuli, then the buyers decisions making process effects the buyers behaviour. The final stage is the post-purchase evaluation of the decision. It is common for customers to experience concerns after making a purchase decision. This arises from a concept that is known as â€Å"cognitive dissonance†. The customer, having bought a product, may feel that an alternative would have been preferable. In these circumstances that customer will not repurchase immediately, but is likely to switch brands next time. To manage the post-purchase stage, it is the job of the marketing team to persuade the potential customer that the product will satisfy his or her needs. Then after having made a purchase, the customer should be encouraged that he or she has made the right decision.

Tuesday, November 26, 2019

Ben essays

Ben essays Josiah Franklin (Bens dad) moved to America from England in 1682 with his wife and three children. After he moved to America the then had four more children with that wife and then had ten more children with Abiah (Bens mom) after his first wife died. Ben was number 15 out of seventeen children and was born on Boston on January 17, 1706. At this point is where a story about a man that started with nothing now is one of the most well none figures in American history and in world history. As a young boy Ben did not follow the same path as his other brothers that went to be apprentices for trade. Ben wanted more out of life so he went into grammar school at first to work with the church but found that writing was his passion. From there he worked for his brother, James at a printing press and signed a contract say Ben would work for him for the next eight years. Ben liked writing so much he would send in letter for the newspaper to be printed but James did not want him writing so Ben would send anonymous letters to the newspaper so his brother would not find out. One day he over heard James talking to some people about one of his anonymous letters and how the thought it was very good which made Ben very proud and fired up his urge to write more. By working at the press he had a lot of time and more resources to read from. Even though he liked to read he also knew that it was making him smarter and more knowledgeable about many new things. He started to have ma ny fights with James and eventually broke his contract and quit. At age 17 he secretly leaves home to find work and goes to New York City. After getting there he finds out that there is not any work for someone like him at that time. Because America is quite new still at the time there are many opportunities to find a job even for a young man at the age of 17. He finds out that he can work for a Printer named Andrew Bradford in Philadelphia. So he takes...

Friday, November 22, 2019

Doublet and Triplet Adjectives

Doublet and Triplet Adjectives Doublet and Triplet Adjectives Doublet and Triplet Adjectives By Mark Nichol Thanks to the tendency of the English language to borrow freely from various languages, we often end up with two or more similar words often, one derived from Latin and one or more taken from one of its daughter languages (French, usually) that develop distinct meanings. Here are five sets of such words. 1. Adamant/diamond (Latin adamas, â€Å"diamond†): Adamant originally denoted a supposedly impenetrably hard stone (including a diamond) and now applies to an extremely hard object or substance, while diamond refers to the hardest known mineral, which is, interestingly, employed in industry and in jewelry alike. Adamant, as an adjective, refers to an unyielding attitude. Diamond is used in adjectival form only to modify a reference to jewelry (for example, â€Å"diamond ring†) or machinery (for example, â€Å"diamond saw†) or to denote an exclusive category (for example, â€Å"Diamond Class membership†). 2. Frangible/fragile/frail (Latin frangere, â€Å"to break†): Frangible describes something easily broken, either accidentally (such as glassware) or deliberately (such as a frangible bullet, designed to disintegrate on impact rather than ricochet). Fragile and frail both mean â€Å"weak,† but fragile generally refers to objects, while frail usually applies to people. Both terms are also used in reference to intangibles (for example, â€Å"a fragile peace,† â€Å"a frail hope†). 3. Frantic/frenetic/frenzied (Latin phreneticus, referring to inflammation of the brain): These three words have similar meanings, but for the first two, at least, the connotations are distinct. Frantic refers to excited activity, but the sense is usually that a frantic person is in an anxious, distraught, highly emotional state. Frenetic more neutrally implies excessive activity, confusion, or excitement. Frenzied, meanwhile, suggests an abundance of excitement or emotion. 4. Regal/royal (Latin regalis, â€Å"kingly†): Regal and royal both pertain to something suitable for or suggestive of a king or his court, but regal has the added sense of â€Å"magnificent† (for example, â€Å"regal splendor), while royal is employed less often that way and is often used more neutrally (for example, â€Å"a royal pardon†). Royal may also apply to intensify the word it modifies, as in â€Å"a royal pain.† 5. Secure/sure (Latin securus, â€Å"without care†): Secure means â€Å"safe, protected† or â€Å"confident† or â€Å"dependable,† while sure suggests certainty, reliability, or inevitability. Secure has a more formal feel to it (for example, â€Å"She was secure in her knowledge†), while sure is often used casually (for example, â€Å"Are you sure?†). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Words with More Than One SpellingBest Websites to Learn EnglishWhat’s the Best Way to Refer to a Romantic Partner?

Thursday, November 21, 2019

Industry Analysis Research Paper Example | Topics and Well Written Essays - 4500 words

Industry Analysis - Research Paper Example This would also help in understanding the position of Macy’s Inc in the industry and the threat it possess on grounds of the five forces in the Porter’s Five forces analysis model. Finally the study would be concluding with an insight into the sum-up of the entire study followed by recommendations for further improvement. Company Analysis Macy’s Inc. is one of the American multinational holding companies which is headquartered in Cincinnati, Ohio. The company is the owner of all the departmental stores of Rich’s and Macy’s Bloomingdale’s that specializes in sale of footwear, clothing, furniture, bedding, accessories, beauty products, jewelry and house ware. The organization operates almost 850 stores in the entire United States. It is renowned for possessing the most prominent flagship stores in the country specifically Macy’s in New York, Los Angeles and San Francisco. The organization is the biggest fashion good retaining company in the world and 36th biggest retailer from overall perspectives on the basis of the sales revenue amount of $ 25 billion in the Company’s annual report of 2010. ... nancial analysis is defined as the procedure for evaluating relationship in between different components within the financial statement fir having a clear understanding of the position and performance of an organization. The financial analysis of Macy’s Inc would help the management in taking a concrete decision and avoid the chances of flaws. For avoiding any faulty decision, it is very important to analyze and interpret the results in a systematic manner. A comparative analysis of the performance of the organization with its competitors would also be performed in order to understand its position within the industry (Sinha, 2009). The competitors of the company include Dillard’s Inc and SAKS Inc (Hoovers, 2013). The next portion of the project would be displaying the income statement of Macy’s Inc. Year 2009-01 2010-01 2011-01 2012-01 2013-01 Revenue 24892 23489 25003 26405 27686 Cost of revenue 15009 13973 14824 15738 16538 Gross profit 9883 9516 10179 10667 11 148 Operating expenses                Sales, General and administrative 8481 8062 8260 8281 8482 Other operating expenses 5780 391 25 -25 5 Total operating expenses 14261 8453 8285 8256 8487 Operating income -4378 1063 1894 2411 2661 Interest Expense 588 562 579 447 437 Other income (expense) 28 6 5 4 -122 Income before income taxes -4938 507 1320 1968 2102 Provision for income taxes -135 157 473 712 767 Net income from continuing operations -4803 350 847 1256 1335 Net income -4803 350 847 1256 1335 (Source: Morning Star, 2013a) In the year 2009, the company was incurring losses. The aforementioned table shows that the company has started making profit from the next year i.e. 2010. The company has made impressive performance in terms of generating net earnings. The net earnings figure has increased yearly

Tuesday, November 19, 2019

Lawrence of Arabia Write Up Essay Example | Topics and Well Written Essays - 1500 words

Lawrence of Arabia Write Up - Essay Example tes, â€Å"History hardly offers a clearer case of a man born for a mission, of a life moving along a path pointed out by fate-even though twists in its course may have hid the direction.†(Hart, 1989, p, 3) In this article, the issues and incidents relating to the meritorious rise of Lawrence from a helping hand in the Military Headquarters of British, to an extraordinary leader, who led by example, is discussed. Apart from his military adventures, the account of his skilful role as a negotiator for the Arab interests with the Western Powers is also given. This man was appreciated by no less a person than Sir Winston Churchill, the then Prime Minister of Great Britain. He possessed excellent literary skills. The synopsis of the story goes thus. Lawrence is content to call him an ‘ordinary man’, but all extraordinary personalities are modest in saying thus about themselves. Born in Tremadoc, Wales, in 1888, Thomas Edward - known as Ned - was the second of five illegitimate boys. Sir Thomas Chapman fell in love with the family governess, Sarah Junner, left his first marriage, took a new name of Lawrence and remained unwed. â€Å"School†, he said later, â€Å"was an irrelevant and time-wasting nuisance, which I hated and condemned.†(Hart, 1989, p, 4)He appreciated the practical life and remained ever ready to face its harsh realities. Lawrence family settled in Oxford, and here Ned got the opportunity to go to school and university. As a youth his latent love for history and travel found outward manifestation, and he took fascination to explore castles and old churches. A study trip took him to Syria, where he walked over a thousand miles. He studied remote Crusader castles. After graduation, he decided to become an archaeologist. His thesis for his finals was: The Influence of the Crusades on European Military Architecture - to the end of the XII century. He arrived to the Middle East, to work in an excavation site in Carchemish from 1910-1914, in northern part

Saturday, November 16, 2019

Computer History and Development Essay Example for Free

Computer History and Development Essay The dictionary defines a computer as an electronic device for storing and processing data, typically in binary form, according to instructions given to it in a variable program. Primarily created to compute; however, modern day computers do much more today: supermarket scanners calculate consumers groceries bill, while keeping track of store inventory; computerized telephone switching centers play traffic cop to millions of calls, keeping lines of communication untangled; and automatic teller machines let’s banking transactions to be conducted from virtually anywhere in the world. Technology has been around for a centuries; growing rapidly year by year. One of the most important items Technology has produced is computers. The Electronic Numerical Integrator and Computer also known as ENIAC was regarded as the first general purpose electronic computer. What came before the ENIAC; well, there is the abacas which some consider the first computer. Created over 5000 years ago in Asia and is still in use today. Using a system of sliding beads arranged on a rack, users are allowed to make computations. In early times, the abaca was used to keep trading transactions; until, this became obsolete with the introduction of pencil and paper. Within the next twelve centuries emerged a significant advancement in computer technology. The year was 1642, when Blaise Pascal, the 18 year-old son of a French tax collector, invented the numerical wheel calculator, also known as the â€Å"Pascaline. † Pascaline was a brass rectangular box that used eight movable dials to add sums up to eight figures long. This device was great and became popular in Europe; the only drawback was the limits to addition (Pascals calculator, 2010, para. ). Another event that epitomizes the Pascaline machine came from an inventor by the name of Gottfried Wilhem von Leibniz; a German mathematician and philosopher in the 1600’s. Gottfried Wilhem von Leibniz added to Pascline by creating a machine that could also multiply. Like its predecessor, Leibnizs mechanical multiplier worked by a system of gears and dials. Original notes and drawings from the Pascline machine were used to help refine his machine. The core of the machine was its stepped-drum gear design. However, mechanical calculators did not gain widespread use until the early 1800’s. Shortly after, a Frenchman, Charles Xavier Thomas de Colmar invented a machine that could perform the four basic arithmetic functions. The arithometer, Colmars mechanical calculator, presented a more practical approach to computing because it could add, subtract, multiply and divide. The arithometer was widely used up until the First World War. Although later inventors refined Colmars calculator, together with fellow inventors Pascal and Leibniz, he helped define the age of mechanical computation. The real beginnings of computers that we use today came in the late 1700’s, thanks to Charles Babbage with the invention of the Analytical Engine. Babbage machine was a steam powered machine; although, it was never constructed it outlined basic elements of a modern general computer. Several more inventors added to machines that were out in the late 1800’s to help pave the way for the first generation of computers (1945-1956) (LaMorte, C Lilly J, 2010, para. 4). Wars had a great deal in the advancement of modern computers; the Second World War governments sought out to develop computers to exploit potential strategic importance. Therefore, in 1941 a German engineer Konrad Zuse had developed the Z3. The Z3 was created to design airplanes and missiles (Computer History Museum Timeline of Computer History, 2010, para. 3). Another computer that was created for war times was the ENIAC, first commissioned for the use in World War II, but not completed until one year after the war had ended. It was installed at the University of Pennsylvania, with a partnership alongside the U. S. government, its 40 separate eight-foot-high racks and 18,000 vacuum tubes were intended to help calculate ballistic trajectories. There was also 70,000 resistors and more than 4 million soldered joints; truly a massive piece of machinery that consumed around 160 kilowatts of electrical power. This is enough energy to dim the lights in an entire section of Philadelphia. This computer was a major development with speeds 1000 times faster than the current Mark I. For the next 40 years John von Neumann along with the University of Pennsylvania team kept on initiating new concepts into the computer design. With the combined genius of all the personnel they continued with new products such as the central processing unit (CPU) and also the UNIVAC. The Universal Automatic Computer (UNIVAC) became one of the first commercially available computers to take advantage of the CPU. This helped out the U. S. Census bureau. First generation computers were characterized by the fact that operating instructions were made-to-order for the specific task for which the computers were to be used. Computers had different binary-coded program called a machine language that told it how to operate. This made the computer difficult to program and limited its versatility and speed. Other distinctive features of first generation computers were the use of vacuum tubes, which were known for their breathtaking size, and magnetic drums for data storage (LaMorte, C Lilly J, 2010, para. 10). The second generation of computers, from 1956-1963, began the age of smaller computers. With the invention of the transistor in 1948, bulky vacuum tube in televisions, radios and computers were all replaced. The transistor became available in a working computer in 1956, and the size of computers has been shrinking ever since (LaMorte, C Lilly J, 2010, para. 13). Along with smaller computers the transistors paved the way for faster, more reliable and more energy-efficient products; thanks in part to the advances made to the magnetic-core memory. The first to take advantage of this new found technology was the early supercomputer, from IBM and LARC. These supercomputers were in demand by atomic scientist because the enormous amount of data that these computers could handle. By 1965, most big business processed financial information using second generation computers. With the second generation computer came new career opportunities such as programmer, analyst, and computer systems expert. Although, transistors was and improvement over the vacuum tube, they still generated a lot of heat, which damaged sensitive internal parts of the computer; the quartz rock eliminated this problem (LaMorte, C Lilly J, 2010, para. 16). Third generation computers (1964-1971) began with Engineer Jack Kilby, with Texas Instruments, developing the IC (Integrated Circuit) in the mid 1900’s. The IC combined three components onto a small silicon disc, which was mad from the quartz. Later on scientist were able to fit even more electronic components onto a single chip, called a semiconductor. As a result, computers became smaller as more components were fitted on these chips. The third generation computer gave birth to the operating system. This allowed machines to run different programs all at once with a central program that coordinated and monitored the computer’s memory (LaMorte, C Lilly J, 2010, para. 16). With the fourth generation of computer’s (1971-2000) only thing to do was to go down in size. There were three major chips that helped with computer downsizing the LSI, VLSI, and ULSI. Large scale integration (LSI) could fit hundreds of components onto one chip. Very large integration (VLSI) could fit hundreds of thousands of components onto one chip. Ultra-large scale integration (ULSI) could fit millions of components onto chips (LaMorte, C Lilly J, 2010, para. 17). The size and prices of computers went down due to the fact, that so much was able to be put into an a area about half the size of a U. S. dime. Intel, which was founded in 1968, developed the Intel 4004 chip in 1971, which would become standard in everyday house hold items such as microwaves, television sets and automobiles. With such condensed power allowed for a new market, everyday people. Computers were no longer just developed exclusively for large business or government contracts. It was the late 1900’s, when computer manufacturers sought to bring computers to a more general consumer. These smaller and sleek computers came with a more user-friendly software packages such as word processing and spreadsheet programs. Early company who took advantage of selling these more user friendly computers was Commodore, Radio Shack, and Apple Computers. In 1981, IBM launched its personal computer for multi-purpose use in the home, office, and schools. IBM made the personal computer even more affordable and the numbers increased rapidly within the next year. Personal computer usage more than doubled, going from 2 million in 1981 to 5. 5 million in 1982. Fast forward 10 years later, there are 65 million PC’s owned by general consumers. With the introduction of Human Computer Interface (HCI), users could now control the screen cursor using a mouse mimicking one hands movement instead of typing every instruction. Smaller computers became more powerful, especially in the workplace, were they could be linked together to share memory space, software, and communicate with each other. This was achieved using telephone lines or direct wiring called a Local Area Network (LAN) (LaMorte, C Lilly J, 2010, para. 20). The fifth generation of computers (Present and Beyond) is a generation that is in the works of some great advancements in computer technology with the utilization of computer chips. One of the major components of a computer is the chip; these are conducted of semiconductor materials and semiconductors that eventually wear out. A semiconductor is a material that is typically made of silicon and germanium; both of them are neither a good conductor of electricity nor a good insulator. These materials are then fixed to create an excess or lack of electrons (Semiconductor, 2010, para. 2). Integrated circuits grow old and die or are discontinued. This process can happen in many ways; modern chips as used in computers have millions of transistors printed on a small chip of silicon no bigger than a fingernail. Each microscopically transistor is connected to the others, on the surface of the chip, with even smaller aluminum or copper wires. Over the years, the thermal stress of turning the computer on and off can cause tiny cracks in the wires. As the computer warms up the wires can part and cause the computer to stop working. Even a few seconds of off-time can cool the system enough to allow the wires to re-connect, so your computer may work just fine for a few minutes, or hours, then after it warms up, it may fail, letting it cool off can bring it back to life for a few minutes or more (Computer Freezes and Crashes, 2010, para. 16). Of course, some chips are much more inclined to failure than others. The competition tries to gain an advantage on the market by building cheaper or faster chips; cheaper and faster means hotter and shorter-lived parts. Better quality equals higher prices; when the price goes up and nobody buys the products. Low quality products die of old age too early and they get a bad names, this causes products to not be sold. Most modern computers are constructed from the cheapest parts available. With this information being known, Intel, one of the best chip manufactures, designs their parts to be very vigorous and endure heat and malfunction. Intel was founded on July 18, 968, as Integrated Electronics Corporation. Intel Corporation is a worldwide semiconductor chip maker corporation based in Santa Clara, California, and is the worlds largest semiconductor chip maker, based on revenue. They invented the series x86 microprocessors; these processors are found in most personal computers (Intel, 2010, para. 20). Intel along with other competing companies is predicting no more mouse or keyboards by 2020. Right now with Intel-developed sensor and brain waves scientist are hoping they can find ways to harness brain waves to operate computers. This all would be done of course with consumer’s permission. Scientists believe that consumers would want the freedom gained by using the implant. The idea may be far-fetched now but 20 years ago tell a person that it would become almost necessary to carry a computer around; that idea would have been rebutted. Look around now, people cannot leave a computer or computer device home or even in a vehicle without feeling like something is missing, an almost naked feeling. Scientists believe that consumers will grow tired of dependence of computer interface. Whether it’s fishing out accessories or even just using the hands to interact, Scientists think consumers would prefer to manipulate various devices with their brains. Currently a research team from Intel is working on decoding human brain activity. The team has used Functional Magnetic Resonance Imaging (FMRI), these are machines that determine blood flow changes in certain areas of the brain based on what word or image the consumer is thinking of. This idea sounds farfetched but almost two years ago, scientist in the U. S. and japan announced that a monkey’s brain was used to control a humanoid robot. Scientist and the Intel team are currently working on getting to a point where it is possible to mentally type words by thinking about letters (Intel Chips in brains will control computers by 2020, 2010, para. 4). The story of the computer is amazing; to see how far technology has come is almost unreal. Evolving from the first computer the ENAIC, a huge machine that had thousands of tubes everywhere; computers are now small enough to be placed in a brief case for on the go use. Furthermore, with the everyday advancement of technology it won’t be long before farfetched ideas become a reality.

Thursday, November 14, 2019

Kidneys :: essays research papers

Kidneys   Ã‚  Ã‚  Ã‚  Ã‚  In vertebrates, kidneys are the two major organs of excretion. Excess water, toxic waste products of metabolism such as urea, uric acid, and inorganic salts are disposed of by kidneys in the form of urine. Kidneys are also largely responsible for maintaining the water balance of the body and the pH of the blood. Kidneys play important roles in other bodily functions, such as releasing the erythropoietin protein, and helping to control blood pressure.   Ã‚  Ã‚  Ã‚  Ã‚  Kidneys are paired, reddish-brown, bean-shaped structures. They are about eleven centimeters long. Kidneys are located on each side of spine, just above the waist. They are loosely held in place by a mass of fat and two layers of fibrous tissue. It is believed that the kidney first evolved in the original vertebrates where freshwater organisms needed some means of pumping water from the body. The kidney became adept at reabsorbing glucose, salts, and other materials which would have been lost if simply pumped out of the body by a simple organ.   Ã‚  Ã‚  Ã‚  Ã‚  The cut surface of the kidney reveals two distinct areas: the cortex- a dark band along the outer border, about one centimeter in thickness, and the inner medulla. The medulla is divided into 8 to 18 cone-shaped masses of tissue named renal pyramids. The apex of each pyramid, the papilla, extends into the renal pelvis, through which urine is released from the kidney tissue. The cortex arches over the bases of the pyramids (cortical arches) and extends down between each pyramid as the renal columns.   Ã‚  Ã‚  Ã‚  Ã‚  Urine passes through the body in a fairly complex way. The initial site of urine production in the body is the glomerus. The arterial blood pressure drives a filtrate of plasma containing salts, glucose, amino acids, and nitrogenous wastes such as urea and a small amount of ammonia through the glomerus. Proteins and fats are filtered out of the plasma, to remain in the normal blood stream. The plasma is now called glorular filtrate. One-hundred to one-hundred-forty milliliters of this filtrate are formed each minute!   Ã‚  Ã‚  Ã‚  Ã‚  The filtrate passes along a convoluted tibule. The majority of the water content and some of the dissolved materials are reabsorbed through the walls of the tibule and back into the blood. Water, sodium, chloride, bicarbonate, and all glucose are reabsorbed into the bloodstream, yet products such as urea and ammonia remain in the tibule. During the final stage of the passage process, most of the remaining filtrate is selectively reabsorbed until only about one percent of the original filtrate is to be excreted as urine.   Ã‚  Ã‚  Ã‚  Ã‚  Urine is eventually collected in the kidneys. The urine is collected in

Monday, November 11, 2019

Piaget Stages of Development Essay

Child development undergoes various stages from infancy to adulthood. This process of development is called by various psychologists as â€Å"progression through development† to which, age is often attached on each developmental stage. The first stage is called the infancy stage which is from birth to one year during which the physical and psychological occur most rapidly. In Piaget’s developmental theory, the child’s development during this stage is called â€Å"sensorimotor† because the child’s behavior at this stage is mostly simple motor responses to sensory stimuli† (Kalat 170). The stage of toddlerhood which is from one year to three years old is partly connected with infancy stage because as Olga Drebben asserts, â€Å"in these early childhood stages, the infants and toddler’s growth and development include very multifaceted processes of physical, cognitive, and psychosocial transformations. Drebben affirms that the primary modes of infant and toddler are sonsorimotor. The childhood stage or as Piaget calls it, the â€Å"preoperational stage of development† is the stage in which children are subject to externally imposed rules and adhere unquestioningly to rules and the directives of powerful adults. In this stage, peer relationship is an important factor towards constructing a self separate from others and towards developing the capacity to think in terms of other peoples’ attitude one self. Deutsch, Coleman and Marcus stated, â€Å"Equal peer relationships give children a chance to experience reciprocity which greatly assists them in perspective taking and problem solving† (Deutsch, Coleman, and Marcus 359). Adolescence stage on the one hand, is seen to takes place at the beginning of puberty or from 10 to 12 year for girls and 12 to 14 years for boys and end and at the age of 18 for girls and 21 for boys. While psychologist admits the lack of precision as to age limit, this stage â€Å"assume more responsibility for personal attainment and well being† (Arnett 168). It is also the stage to earn a living and a time when interest in fun increased. The stage of adulthood on the other hand are divided into three; early, middle and senior adults. The early adulthood which starts at age 21 up to 34 years, is concern on being able to engage in intimate relationships and in finding more satisfying work. This stage is also period of focusing on long term goals, nurturing other physically, finding a meaning in life, and developing a tolerance for delayed gratification to meet long-range goals (Corey and Corey 88). The middle adulthood ages 34 to 49 is regarded as the period of reassessment of one’s work satisfactions, of involvement in the community and of accepting choice made in life. According to Gerald and Marianne Corey, this period of life is a time for â€Å"solidifying one’s philosophy of life. The senior adults 50 to 64 are regarded as the beginning of the wisdom years. This period is characterized as the time for serving the community and planning for work transitions and retirement. Finally, the elderly, 65 years onward is the time â€Å"to find new levels of meaning in life and to appreciate what one has accomplished† (Corey and Corey, 89). This stage is a period of physical weakness because it is a time of diminished strength and increased dependence on others. Of all these stages, the development stage that is more susceptible to schizophrenia are the early adulthood ages 21 to 24 for men, while 40 and above for women. This is because the vast majority of the onset of this disease â€Å"falls within the interval of 15-54 years of age (Hirsch and Weinberger, 215). Steven Hirsch and Daniel Roy Weinberger noted that onsets of schizophrenia in men â€Å"peak steeply in the age group 20-24† (215), and it slowed down at lower level thereafter. This onset for men is the reverse for women above forties. The stages that are more prone to Alzheimer are definitely middle adults, senior adults and the elderly because this disease takes place during these stages of life. Question 2. Two of Piaget’s universal developments are the sensorimotor stage and the preoperational stage. The sensorimotor development stages starts from birth up to the end of the second year. Also called the neonatal stage, it is the period of development when the infant where simply a passive being that acts with out any systematic goal. Sensorimotor stage is the development of the child that includes intelligence based on perceptual experiences such as reflexes from 0-1month, primary circular reactions from 1to 4 months which is a repetition of certain pleasurable behaviors and formation of habits, secondary circular reactions 4 to 8 months, the coordination of secondary schemata and so forth. An example to this is the hand exercises. The child can follow simple instruction to close or open his or her hands as this is pleasurable exercise, during the infancy stage. But when the child is over one year old he can already follow basic instruction with basic understanding. Preoperational stage on the other hand begins at 2 up to 6 years of age. Salkind implies that Piaget’s preoperational stage of universal development is the progression of the infant from a reflexive organism to towards understanding of the symbolic world (248). Michie Swartwood and Kathy Trotter pointed out that in Piaget’s preoperational stage, the key feature of children’s thinking â€Å"is symbolic representation† (69). Swartwood and Trotter cited that during this stage, the child is able to use symbol, an object, or a word to stand for something else (69). Thus, though preoperational stage occurs right after the sensorimotor stage terminates, the child experiences tremendous progress during this stage. An example to this is the ability to follow simple instruction not to touch this or that, or that, on the ground that it will harm him or her, or that it will hurt him. In comparing both stages of development the child acquires certain degree of progression before each stage terminates. Both stages also display some degree of intelligence as the child now learns a lot of things through his or her experiences. But these stages also differ on some grounds. First, children in the sensorimotor stage do not think symbolically, while in preoperational stage they do think symbolically. Second, in the sensorimotor stage, the â€Å"child is limited to direct interaction with the environment, while in the second stage, the children learns to â€Å"manipulate symbols that represent the environment (Salkind, 248). In general however, both these stages show the child’s remarkable and development. Question 3. Some of the major stress that I am dealing with in my everyday life are first and foremost are the pressures from deadlines that must be met. This creates tension in me especially when I am running short of time. Biased treatment and sexism are also a great source of stress because it angers me. I really hate these things and I felt stress every time I encounter it. Some minor stressors however that I encounter everyday are the peer pressures. Peers insistences of something I do not like create pressures on me. Stern and unsmiling faces also s a source of stress especially those I meet daily. Some of the coping skills that I learned over time to keep the minor stressors from becoming major issues are; first, to ease my self of being too competitive. I learned this skill after I realized that I do not actually need to compete with my self. I simply need to make a list of priorities and take things at a time based on the priority list. Second, is to be friendly. I just realized that there is nothing wrong to great people with a smile regardless of how they would respond at me. I realized that by doing this, I could prevent the minor stress from becoming a major stress as I actually overcome it. Question 4. Schizophrenia is a disease. It is a chronic disease and severe mental disorder with a typical onset in adolescence and early adulthood and a lifetime prevalence of 1%. Dwight Evans cited that on average â€Å"male have their illness onset 3 to 4 years earlier than female† (78). Schizophrenia is not a developmental disorder but a chronic mental disease. The four type of schizophrenia are the following, paranoid, disorganized, catatonic, and undifferentiated. The characteristic and symptoms of paranoid are hallucinations and delusions. In the disorganized type, it symptoms and characteristic are reflected by disorganized speech, disorganized behavior, and inappropriate affect. The catatonic type manifest clinical syndrome such as excessive purposeless motor activity, extreme negativism, peculiar voluntary movements and so on. The undifferentiated sub type is diagnosed when the patient â€Å"does not meet criteria for the previous type yet does meet the criteria for schizophrenia† (Maddux & Winstead, 182). It is more likely that schizophrenia has a genetic cause than environmental. It is quite common that when there is schizophrenia in the family, it is passed down to another member. Thus this disease is called â€Å"psychobiological† illness amenable to chemical intervention and modification of the environment. An example to this is when a person is exposed to violence and all other abuses since birth, he has the tendency to have psychological trauma which causes schizophrenia. Question 5. One incident that happened in my lifetime was when I read the story about a plane crash killing all the more than two hundred passengers. After I read the story, I was shocked and I developed psychological fear regarding boarding an aircraft. Psychology fit in this scenario because I knew pretty well that it was simply an accident. In this experience, I developed some fear as it would always come to my mind that this plane might crash too. But as I came to realize, accident happens anywhere to anybody, at any given time and cause. Since I cannot prevent it nor predict it, the best thing to do is to just be very careful and avoid those that I can, but those that I cannot; I just leave my fate in the hands of God. The connection here between psychology and life is that, life is real; we should rather be practical and realistic than be overcome by fear and anxiety about our bad experiences. Question 6. I have incorporated in my work of art elements of psychology through my use of colors and designs. In using bright colors, I usually expressed strong emotion such as anger, or fear, or other emotions. I also incorporated psychology in my designs such as shapes that expresses meanings like lovely ideas or joyful situations. I will incorporate them in the future in the same way I incorporated it the last time with perhaps some improvement or modification. I could connect the process that I go through as an artist with psychology through putting meaning on my experiences in the light of what I have learned about psychology. That is, I must seek the context of what I am trying to portray to which I labor so much. It means that my work of art should be reflective of what life is, of the emotions, such love, fear, and other strong feelings that we often encounter or should I say, that always experience on a daily basis. Finally, one influence that will mesh with my future work of art is those that wear green colors, or things that are green. I am fascinated by this color and this influence in me can help meshed up with my future work of art. Work Cited Arnett, Jeffrey Jensen. International Encyclopedia of Adolescence, Volume 1 USA: CRC Press, 2007. Corey, Gerald & Corey Marianne Schneider. I Never Knew I Had a Choice: Explorations in Personal Growth USA: Cengage Learning, 2006 Deutsch, Morton; Coleman, Peter T. ; & Marcus, Eric Colton. The Handbook of Conflict Resolution: Theory and Practice USA: John Wiley and Sons, 2006 Drebben, Olga. Patient Education in Rehabilitation USA: Jones and Bartlett, 2010 Evans, Dwight Treating and Preventing Adolescent Mental Health Disorders: What We Know and What We don’t Know New York: Oxford University Press Hirsch, Steven & Weinberger Daniel Roy. Schizophrenia Great Britain: Wiley-Blackwell, 1995 Kalat, James W. Introduction to Psychology USA: Cengage Learning, 2008. Maddux, James & Winstead, Barbara. Psychopathology: Foundations for a Contemporary Understanding USA: Routledge, 2005. Salkind, Neil J. An Introduction to Theories of Human Development USA: Sage Publications, 2004 Swartwood, Michie & Trotter, Kathy. Observing Children and Adolescents: Student Workbook USA: Cengage Learning, 2004

Saturday, November 9, 2019

Advertising Creativity Matters

Advertising Creativity Matters MICAEL DAHLEN Stockholm School of Could â€Å"wasteful† advertising creativity that does not add to the functionaiity of the advertisement (i. e. , it neither enhances recaii and iiking of the advertising, nor Economics micael,[email  protected] se increases comprehension and persuasiveness of the communicated message) be useful? An experimentai study shows that it can. By signaling greater effort on behaif SARA ROSENGREN Stockholm School of Economics sara. [email  protected],se of the advertiser and a greater ability of the brand, advertising creativity enhances both brand interest and perceived brand quaiity.The effects are mediated by consumer-perceived creativity, suggesting that consumers are important Judges of FREDRIK TORN creativity. Bringing advertising creativity into new iight, the resuits provide impiications Stockholm School of for the development, measurement, and positioning of creative advertising. Economics fredrik,[email   protected] se INTRODUCTION There is no guarantee that creativity in an advertisement makes it more memorable or appealing to consumers (Kover, Goldberg, and James, 1995). In fact, research by, for example, Kover, James, and Sonner (1997) suggests that many creative advertising efforts may be wasted, in the sense hat they do not add to the functionality of the advertisement (i. e. , they neither enhance consumer recall and liking of the advertising, nor increase comprehension and persuasiveness of the communicated message). However, this article argues that such wasteful advertising creativity may have other positive effects. Previous research on advertising spending has found that, when bypassing functional aspects of high spending, for example, that bigger advertisements increase attention or that repeated exposures facilitate comprehension and breed liking, wasteful expenses have positive effects on brand perceptions (e. g..Ambler and HoUier, 2004; Kirmani and Rao, 2000). The pres ent research investigates whether or not the same conclusion follows with respect to advertising creativity. A common view is that creativity is a mission of the entire advertising industry, its raison d'etre (Koslow, Sasser, and Riordan, 2003). The fact that 3 9 2 JDUBOIIL OF (IDUERTISinG BESEflRCH September 2 0 0 8 advertising agencies spend a great deal of time and energy competing for creative awards, even though they are not sure that these efforts actually increase the functionality of their work, suggests that creativity is perceived to be important in its own right (e. g. Helgesen, 1994; Kover, James, and Sonner, 1997). In a frequently cited study. Gross (1972) showed that wasteful advertising creativity in advertising agencies, in the form of an abundance of creative ideas, yield more effective advertisements in the long run. This article takes the notion of wasteful advertising creativity to the level of the individual advertisement to see whether an abundance of creativit y (that does not enhance functionality) in a single advertisement yields positive effects. Building on the research on marketing signals, we suggest it does. Studies show that the very employment of various marketing elements, such s warranties (long-lasting) or price (correlates with quality), sends signals about the brand that guide consumer evaluations and choice (e. g. , Kirmani and Rao, 2000). Advertising expense has been found to be a signal that consumers interpret as the marketers' efforts due to their belief in the brand (Kirmani, 1990; Kirmani and Wright, 1989) or as proof of the brand's superiority or â€Å"brand DOI: 10. 2501/S002184990808046X ADVERTISING CREATIVITY MAHERS fitness† (Amhler and Hollier, 2004): The greater the expense, the more confident the marketer and the more fit the brand. Categorizing advertising creativity as a arketing signal, we expect that greater creativity signals more effort (as creative advertising is harder to produce than â€Å"nofr ills† advertising) and greater fitness (as the sender must have the knowledge resources to take the extra communicative leap and communicate in a nontraditional marmer) and thus produces more favorable brand perceptions. By investigating the signaling effects of advertising creativity on brand perceptions, we bypass the functional aspects that have previously been in focus in creativity research. Previous research focuses on intermediate effects such as advertising recall, liking, and comprehension (e. . , Kover, James, and Sonner, 1997; Stone, Besser, and Lewis, 2000; Till and Baack, 2005), or different facets of creativity, such as originality, meaningfulness, and emotions (e. g. , Ang and Low, 2000; Kover, Goldberg, and James, 1995; White and Smith, 2001). As advertising (and creativity) can take many shapes and forms, it is not very surprising that most authors seem to agree that the research on advertising creativity to date is troubled by contradictory and inconclusive f indings (e. g. , ElMurad and West, 2004; Koslow, Sasser, and Riordan, 2003: Stone, Besser, and Lewis, 2000).For instance, some (awardwinning, which is often the criterion in these studies) creative advertising may be very original and yield high recall, but low liking, whereas other advertising could produce strong emotions and liking, but be harder to recall. Avoiding such obstacles may be achievable by focusing on creativity as a signal in itself, rather than its facets and intermediate effects. The present study includes a number of elements that are novel to advertising creativity research. First, rather than using real advertisements as representatives of more versus less creative advertising, the tudy manipulates advertising creativity in the same manner as Ambler and Hollier (2004) manipulate advertising expense. Thus, we are able to compare advertising for the same brands with the same messages and control for the functionality of the tested advertisements. Most research to date has employed real advertisements, which makes it harder to discern the effects of the creativity in itself, as it also becomes a matter of different brands with different messages. Second, our manipulation does not produce creative advertising that is â€Å"outstanding,† but rather moderately creative. As noted by Haberland and Dacin (1992), the focus n awards creates a dichotomous view of advertising as creative yes/no. It is more likely that advertising varies in its degree of creativity. Not all advertisements win prizes for creativity, but that does not mean that those advertisements are not creative. Third, in addition to manipulating advertising creativity, we also measure consumer-perceived creativity. Previous research has usually kept the degree of creativity â€Å"hidden† from consumers, utilizing awards and expert judgments as assessments of creativity. Whereas advertising effects materialize to a considerable degree without consumer awareness (e. g..He ath and Nairn, 2005), the present study tests the notion that consumer explicit thoughts about advertising creativity matter. ADVERTISING CREATIVITY AS A MARKETING SIGNAL Most markets are flooded with products for consumers to choose between. As consumers are unable to sample all products that are available to them, or even assess the quality of all the products they have actually consumed, they rely on marketing signals (Kirmani and Rao, 2000). Ad- vertising expense is the marketing signal that has gained most attention in advertising research. According to Kirmani and Wright (1989), advertising expense is an ndicator of marketing effort: The more money spent on advertising, the greater the effort—meaning that the advertiser must really believe in the product. Spending a great deal of money on advertising is a more powerful signal to consumers about the quality of the product than the content of the advertising, as the advertiser â€Å"put their money where their mouth is. † More money means greater risk, and thus consumers feel safe that the advertiser will deliver on her promise (Kirmani, 1997). In tests of advertising expense, Kirmani (1990,1997) manipulates advertising sizes, colors, endorsers, and repetition and finds hat they may all increase perceived marketing effort. Interestingly, Kirmani (1990) notes that it is possible that perceived advertising quality (â€Å"includes the care and creativity used to design the ad†) could also have an effect on perceptions of marketing effort. However, Kirmani (1990) does not manipulate advertising quality (and more specifically, advertising creativity). Such a manipulation would result in perceptions of greater marketing effort. Coming up with a creative concept is more demanding for the advertiser than simply applying a standard solution based one's own or others' previous efforts.Consumers are â€Å"advertising literate† enough today to infer that creative advertising is probably the result of a development process that is both longer and more costly (they may even refer this to the employment of a â€Å"fancy advertising agency†). HI: Advertising creativity increases perceived marketing effort. Ambler and Hollier (2004) suggest that advertising expense may not only serve September 2 0 0 8 JDUIIOIIL OF HDUERTISIOG RESEHRCH 3 9 3 ADVERTISING CREATIVITY IVIATTERS An extra degree of creativity may send signais about tiie advertiser tiiat rub off on consumer perceptions of tiie brand. as a signal of effort, but also as a more irect signal of â€Å"brand fitness. † Referring to the biological theory of handicapping, they argue that advertising expense may be a signal of wealth—arguably, the advertiser can afford such wastefully expensive advertising. The wealth, in tum, could be interpreted as proof of previous success due to the brand's great ability to serve the market. Extending the reasoning to advertising creativity, wasteful creativity (i. e. , the surplus creativity that does not add to the functionality of the advertisement) could work as a signal of wealth as well, wealth in the form of knowledge and smartness. For example, the literature n rhetorical figures (which are a form of wasteful creativity as they convey nessages in unnecessarily clever ways) suggests that they may signal smartness on behalf of the sender (e. g. , Toncar and Munch, 2001, 2003). However, this notion has not been tested. Ambler and Hollier's (2004) concept of â€Å"brand fitness† is especially interesting in light of the growing body of research on perceived corporate ability. Perceived corporate ability refers to consumers' beliefs that the company is able to improve the quality of existing products and to generate new products innovatively (Luo and Bhattacharya, 2006).Studies show that perceived corporate ability influences the success of new-product introductions and marketing activities, as well as the market value of the entire company. In fact, perceived corporate ability may be the most powerful source of sustainable competitive advantage (Brown and Dacin, 1997; Luo and Bhattacharya, 2006). Advertising creativity could be a signal of brand ability (the equivalent of corporate ability on the individual, advertised, brand level). Coming up with a creative advertising concept signals the ability and desire to â€Å"think outside the box† and think in new and different ways compared to he competition and compared to the brand's history. Thus, advertising creativity says less about the brand's historical success and more about what could be expected from it in the future. H2: Advertising creativity increases customers' perceived abuity in the brand. ADVERTISING CREATIVITY'S EFFECTS ON BRAND PERCEPTIONS Recent advertising literature argues that the most important and reliable measures of advertising effectiveness are consumers' perceptions and experiences of the brand rather than of the advertising its elf. This influence is due to the facts that consumers are not able to remember r discern all the advertising they encounter (e. g.. Heath and Nairn, 2005; Weilbacher, 2003). Powerful advertising affects consumers' perceptions of the brand immediately (Hall, 2002). As creativity is supposed to make powerful advertising, the expectation is that more versus less powerful advertising results in immediate effects on brand perceptions. The main brand perception that has been uncovered in previous studies of marketing signals is perceived quality. As mentioned previously, perceived marketing effort signals confidence on behalf of 3 9 4 JOUIIIlflL DfflDUERTISinGRESEflRCH September 2 0 0 8 he advertiser (e. g. , Kirmani and Rao, 2000). Perceived brand ability would also signal high quality, as corsumers expect the brand to improve quality over the competition. Therefore, the hypothesis is that advertising creativity enhances perceived brand quality. H3: Advertising creativity enhances custo mers' perceptions of brand quality. Conventional wisdom holds that creative advertising pushes the message into consumers' minds (e. g. , El-Murad and West, 2004; Kover, James, and Sonner, 1997). However, recent literature argues that the individual brand does not really have much to say (e. g. Ehrenberg, Barnard, Kennedy, and Bloom, 2002; Heath and Nairn, 2005). In the massive marketspace and mindspace competition, it is increasingly difficult to be unique and virtually impossible to persuade consumers to buy your product (Weilbacher, 2003). In line with this notion, a survey among top-level agency creatives ranked the sameness among brands as the number one reason for improved creativity; rather than communicating a specific message (which is likely to resemble competitors'), advertising creativity must make the brand interesting and exciting (Reid, Whitehill King, and DeLorme, 1998).This goal is particularly relevant to established brands, which make up the majority of the market place. The greatest enemies to these brands are predictability and consumer disinterest (Machleit, Allen, and Madden, 1993). Brands must continuously reinvent themselves and challenge expectations to stay in touch with consumers. This touch could be achievable with creative advertising. Creative advertising in itself suggests that the brand has something interesting to offer, as it signals effort and confidence, and ability to deliver ADVERTISING CREATIVITY MAHERS something different from the competition. Therefore, the study expects a positive elationship between advertising creativity and brand interest. H4: Advertising creativity enhances brand interest. CONSUMERS AS JUDGES OF ADVERTISING CREATIVITY Most research on advertising creativity conceptualizes it as a â€Å"hidden tool† for advertising professionals to create powerful advertising. That is, it is important that the professionals perceive the advertising to be creative for it to be effective, but consumers are not supposed to think in such terms, rather just to like the advertising, remember it, and select the brand (e. g. , Koslow, Sasser, and Riordan, 2003; Stone, Besser, and Lewis, 2000; Till and Baack, 2005).However, a professional judgment of advertising creativity is no guarantee that the advertising will be successful (e. g. , Kover, James, and Sonner, 1997). For instance. Stone, Besser, and Lewis (2000) found that while 70 percent of the advertising that consumers remembered and liked was categorized as creative by trained judges, 47 percent of strongly disliked advertising was also categorized as creative by the judges. White and Smith (2001) compare creativity ratings between advertising professionals and the general public and found that the two groups differed in their ratings. The question is, who is the better judge?Kover, James, and Sonner (1997) argue that less professionalism is needed in the judgments of creativity, as at the end of the day, consumers' perceptions are what m atter. The present study puts this argument to the test by testing whether manipulated advertising creativity (pretested on advertising professionals) has a direct effect on our hypothesized variables, without consumers being aware of this â€Å"hidden tool,† or if consumer perceptions of advertising creativity are necessary and mediate the effects. The hypothesis is that consumer perception of the advertising creativity is the first step n the process that leads to all the hypothesized effects in H1-H4: H5: The effects of advertising creativity are mediated by consumerperceived creativity. METHOD To test the hypotheses, we must be able to compare responses between consumers who have been exposed to a more creative versus a less creative advertisement for the same brand with the same message. Furthermore, to test with certainty whether consumer-perceived advertising creativity is an intervening, mediating step between manipulated creativity and our hypothesized effects, we mu st measure creativity perception before versus after he other variables (for H5 to hold, creativity perception should have a greater effect when measured before the other variables, cf. Kenny, 1975). To this end, we chose a 2 (more creative/less creative advertisement) X 2 (perceived creativity before/after) experimental design where informants were randomly assigned to one of the four cells. To avoid stimulus specific effects, four different brands and accompanying messages were used for a total of 16 experiment cells. All four brands are established and well known in their respective product categories (pain relief, coffee, vodka, and condoms). We chose well-known rands for two reasons. First, the majority of advertising in major media are for established brands (e. g. , Kent, 2002). Second, as consumer perceptions of wellknown brands are harder to influence than those of unfamiliar brands, the test brands make a more robust test of our hypotheses. Research instrument development Similar to Ambler and Hollier (2004), we wanted to ensure that only the wastefulness of creativity would differ between advertisements, not their functionality with respect to what was communicated. Therefore, we needed to develop advertising stimuli differing only with respect to the creative execution.To this end, a method similar to that of Toncar and Munch (2003) was used. Four pairs of print advertisements were developed, one pair for each brand. Print advertisements usually have three main elements: the brand, text, and pictorial. In our manipulation, the brand and the pictorial was kept constant, while the text was varied to communicate the same message in a more (employing rhetorical figures, cf. Tom and Eves, 1999) or less (without rhetorical figures) creative way. The number of words was kept constant. The advertisements were pretested to make sure that the pairs communicated the same message, and equally strongly.Twenty plus twenty consumers from the target population (be low) were asked â€Å"how well do you agree that the advertisement's main message is. .. † and rated one of the advertisements from each pair on a scale of 1 = totally disagree/ 7 = totally agree. There were no significant differences within the pairs (A^more creative = 5. 4 verSUS Mjess creative = 5. 5). Next, 12 plus 12 advertising professionals from eight major agencies rated one of the advertisements from each pair on creativity (scale: 1 = not at all creative/ 7 = very creative). The more creative advertisements rated significantly higher than the less creative advertisements Mmore creative = 4. 0 verSUS Mjess creative = 2. 7, p < 0. 01). Notably, although significantly different from each other, neither of the two groups of advertisements was seen as particularly creative. However, September 2 0 0 8 JOURIIIIL OF HDUERTISIOG RESERRCH 3 9 5 ADVERTISING CREATIVITY MAHERS By focusing too much on award-winning advertising and treating creativity as a yes/no variabie, one mis ses out on ail the improvements that can be made and effects that can be attained at more moderate leveis. â€Å"How much do you think development of the advertisement cost? † (1 = very cheap/7 = very expensive), and â€Å"How uch time do you think has been devoted to the development of the advertisement? † (1 = very little/7 = very much). We included the variables both separately and as an index (r = 0. 52) in the analyses. Perceived brand ability ( H2) was mea- we are not interested in the absolute levels of creativity; the goal is to compare differences in degree of creativity. This approach differs from most previous research, which often employs â€Å"outstanding† (award-winning) creative advertisements. The fact that the degree of creativity is fairly low in our more creative advertisements makes our test of the effects of advertising creativity more robust.It also makes the results more applicable in practice, as most advertisements do not win awards, but may still be creative (e. g. , Haberland and Dacin, 1992; Kover, James, and Sonner, 1997). Procedure We employed a procedure similar to Ambler and Hollier (2004). The participants were part of an internet panel of a professional market research firm and recruited to represent a cross section of the working population (56/44 female-male breakdown, age range 18-65 years, average 39 years). In total, 1,284 consumers participated in the study, making a cell size of approximately 80 respondents. Asked to participate in an advertising retest, consumers were randomly exposed to one of the stimulus print advertisements online and then directly filled out a questionnaire. Measures A number of measures were employed to test the advertisement's functionality (which is supposed to be the same across conditions): Brand identification w as measured as an open-ended question, where respondents typed in the brand name they believed was featured in the advertisement. Key message identification w as measured by asking respondents to tick the correct message out of four alternatives (the alternatives were the same across all cells and were designed to be plausible for all four rands). Furthermore, we measured difficulty of comprehension (1 = very easy to comprehend/7 = very difficult to comprehend), advertising attitude (â€Å"What is your opinion about the advertisement you just saw? â€Å"), and brand attitude [â€Å"What is your opinion of (brand)? ,† both on a scale from 1 (very bad) to 7 (very good)]. We also measured brand familiarity and price estimates to rule out confounding effects of consumer knowledge or competing signals (cf. Kirmani and Rao, 2000). Similar to Till and Baack (2005) familiarity with the brand was measured before exposure (1 = never heard of it/7 = know t very well). Price estimates were measured after exposure with an open-ended question where respondents were asked to type in how much they estimated that the advertised product cost (employ ing familiar brands and products in the study, we expected no differences between conditions). We calculated differences in price estimates within the advertising pairs and compared them by product category. The following measures were used for the hypothesis tests: Perceived marketing effort ( HI) was mea- sured with two items on a 7-point scale. 3 9 6 JOUBflflL OFflDUERTISlOGflESEflRCHS eptember 2 0 0 8 ured with three items (1 = do not agree/ 7 = agree completely): â€Å"(Brand) is smart,† â€Å"(Brand) is likely to develop valuable products in the future,† and â€Å"(Brand) is good at solving consumers' problems. † We included the items both separately and as an index (Cronbach's alpha = 0. 83) in the analyses. Perceived brand quality (H3) was as- sessed by asking: â€Å"What is the general quality level of the brand? † with answers given on a scale from 1 (very low quality) to 7 (very high quality). Brand interest (H4) was measured with two items on a 7-point scale: â€Å"I find (brand) interesting,† and â€Å"I want to buy the brand† 1 = do not agree/7 = agree completely). We included the variables both separately and as an index (r = 0. 68) in the analyses. Perceived advertising creativity (H5) was measured by asking: â€Å"To what extent do you think that the advertisement you just saw is creative? † (1 – not at all creative/ 7 = very creative). The question was placed before the measures of perceived effort (HI) and brand ability (H2) in one-half of the questionnaires and after the same measures in the other half. This design enables us to test the direction of causalities between the variables (Kenny, 1975). It has been used in previous research on, for xample, the causal effects between slogan evaluations and brand perceptions (Dahlen and Rosengren, 2005). RESULTS Manipulation and confound checks Comparing the groups of more creative versus less creative advertisements. ADVERTISING CREATIVITY M AHERS perceived creativity rated significantly TABLE 1 higher for the group of more creative ad- Effects of Advertising Creativity vertisements (M = 3. 94 versus M = 3. 37, p ; 0. 01), suggesting that our manipulation of advertising creativity was successful. See Table 1. Furthermore, the analyses include testing for differences in function- More Creative Less CreativeAdvertisements, Advertisements, Planned M {SD) M (SD) Comparisons ,. . ,. Manipulation check ality between the groups with respect to †¢ ^ 5 iF brand identification, message identification, comprehension, and advertising and brand attitudes. Only comprehension and advertising attitude differed between conditions, suggesting that the more creative advertisements were more difficult to com, , . , ,. , , , , prehend and were better liked than the less creative advertisements. To rule out competing effects from these variables. they were included as covariates in the subsequent analyses, meaning that these ^ †¢;  ° ifferences were accounted for in the re- r, †¢ ^ †¢Ã¢â‚¬ ¢ Perceived creativity 3,94 (1. 51) 3. 37 (1. 64) p ; 0 . 01 ^^'^^  °^ advertising functionality †¦. ^rapd identification 0. 99(0. 26) iVIessage identification 0. 99(0. 18) Comprehension 4. 96 (1. 71) 0,98(0. 28) 0,99(0,11) 4. 64 (1. 79) n . s. n,s, p < 0 . 01 Advertising attitude  ° †¦.. ^. ‘[^uf?.. ^. ^^. ‘! ^. ‘^. ^.? Confounding variables Brand familiarity ^ ^. ^ . . ,. „ Estimated pnce, difference ,. ^ by product category 4. 08(1. 47) †¢ f^. :^l. ‘ih^^). 3. 81(1. 28) p < 0 . 01 †¢ †¢ †¢ †¢ †¢ ^. ^^.. {hf! ‘^). â€Å". :! ; 4-,58 (2,23) „„^ +0. 04 4. 44 (2. 23) :28. (1:45) 3. 14 (1. 54) 3,41 (1,75) 2. 96 (1. 58) 2. 78 (1,50) 3. 16 (1. 71) p < 0 . 01 p < 0 . 01 p < 0 . 01 3 . 67(1,71) †¢ †¢ 3. 22 (;i. 26) 4. 25 (1. 19) ^ . . ,^ ,-^^ 3. 44 (1. 51) 3,42(1. 40) †¢ †¢ †¢ 3. -. 04. (1. 37) 4. 00 (1 ,70) ^ ^ , r-^ 3. 12 (1,50) p < 0 . 01 †¢ †¢ P†¦ ; p < 0. 01 † r†¦ 7. Smart 4. 02 (1. 53) 2. 37 (1. 40) p ; 0. 01 significantly greater when consumer- Develop valuable products 5. 02 (1. 25) 3. 35 (1. 55) p ; 0. 01 perceived creativity precedes the other vari- Good problem solver 4. 20 (2. 44) 2. 29 (1. 67) p ; 0. 01 Perceived brand quaiity 5. 48 (1. 16) 4. 02 (1. 0) p ; 0 . 01 DiSCUSSION Waste in advertising creativity matters. Brand interest 4. 62 (1. 51) 2. 56 (1. 41) p ; 0. 01 The results of the present study show that Interesting 4. 50 (1. 62) 2. 39 (1. 43) p ; 0. 01 Purchase intention 4. 73 (1. 71) ;. ! 2. 73 (1. 78) . ; p ; 0. 01 † r:.. 7. ^^^ † â€Å"^^ ^†Ã¢â‚¬Ëœ^^^^ ^ ^ * ^ ^^^^- ^^^^^' * ^^† improving the functionality of the adver.. ^ j u .. u tisement and push the message into †¢^ †¦. P^. ‘P^. ‘y^. l^^O':* H2 consumer-perceived creativity and the mar, .. . , j /o^ ^u i†¢ ketmg signals, and (2) the correlations are ables, implying a causal direction from he former onto the latter. H3 H4 Note: F(4, 729) = 80. 40, p < 0. 01, Wilkes' lambda, 0. 53. Consumers' minds, which conventional September 2 0 0 8 JDUROHL OF RDUERTISIIIG RESEHRCH 3 9 9 ADVERTISING CREATIVITY MAHERS lished brands that consumers were familiar Regression Coefficients, Test of Mediation by Perceived _ .. Advertismg Creativity s ? Coefficient t-Statistic p< Dependent variable Perceived marketing effort Independent variables .^, ,^ .. v ertising creativity is a p owerful signal when communicating familiar brands a s ,, well. The signaling power of Advertising creativity 0. 18 2. 31 0. 1 Advertising creativity (after inclusion of 0. 02 0. 16 n. s. perceived advertising creativity) Perceived advertising creativity , v ant mamly when communicating with c onsumers that a re u nfamiliar with t he b rand (e. g. , Kirmani a nd R ao, 2000), a d- Standardized gg^g Variables k eting signals argues that they a re r ele- 0 . 33 7. 69 0. 01 advertising creativity Recent research suggests that it is b ecom†^g i ncreasingly harder t o p osition a nd differentiate brands with advertising (e. g.. Ehrenberg, Barnard, Kennedy, a nd Bloom, Dependent variable 2002; Heath a nd N airn, 2005). A s m arkets †¦ ^. ^. ‘[^^}}'. ^^.. ^. ^^! ^^.. ^'! ^'! }]^y.. a re c rowded with similar products, c om- Independent variables m unicating a u nique message or m aking Advertising creativity 0 . 29 2. 56 0. 01 a dvertising that sticks is v irtually impos- Advertising creativity (after inclusion of perceived advertising creativity) 0. 16 0. 99 n. s. 0. 38 5. 76 0. 01 ^^^^^ â„ ¢ ^ ^^^ ‘ ^^ ^ °Ã¢â‚¬ ^^ * ° ‘^†Ã¢â‚¬Ëœ^'^^^'^^ ‘ ^^^ † ‘^ â€Å"†Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬Ëœ^ important than ever to use creativity that really pushes the message ,, . / I T-,  » , , j , . , r,r,r,A^ t hrough (cf. E l-Murad a nd West, 2004). A nother Conclusion would b e t hat creativ-P erceived advertising creativity ^ Note: n. s. = noi significant. ity becomes less a m atter of m essage a nd content generation, a nd m ore a m atter of y/^BLE 5 form a nd s ignaling power. Crowded m ar- Correlation Coefficients, Test of Causality ^^*' ^†'^ ^^†^  °^ differentiation are the very reasons provided for the use of m ar- Perceived Creativity Perceived Creativity k eting signals such a s a dvertising e x-  »Ã¢â‚¬ ¢perceived creativity x „.. „ Perceived effort iVIeasured First -„_ 0 . 35 iVIeasured Last ^„, 0. 24 Difference „„^ p ; 0 . 05 P^-^ived ability Perceived quality 0 . 42 0 . 43 0. 32 0. 4 p ; 0 . 01 p ; 0 . 01 Brand interest 0 . 49 0. 40 p ; 0 . 01 p ense (Kirmani a nd R ao, 2000). Focusing on the execution in itself, rather than the actual message, t he a dvertiser could u se c reativity a s a p owerful marketing signal a s w ell. O † ‘ a nalysis reveals that more versus less advertising creativity pr oduces a s ignal of m arketing effort that is s imilar t o advertising expense. This is g ood news, wisdom holds t o be the major benefit of t aken a s proof of the b rand's smartness, a s t his revelation implies that t he a dver- creativity, a n e xtra degree of c reativity nd ability t o s olve problems a nd de- t iser does n ot n eed t o s pend excessive may send signals about t he a dvertiser that velop valuable products. A s a r esult, con- a mounts of m oney t o s ignal confidence i n rub off on c onsumer perceptions of the s umers became more interested i n the her p roduct. Instead of s pending money brand. I n our e xperiment, more versus brand a nd p erceived it to be of h igher o n b igger advertising spaces or l onger less creative advertising signaled greater quality. T he l atter is a p articularly inter- a nd m ore frequent campaigns (e. g. , Kir- ffort o n the a dvertiser's behalf a nd was e sting result, a s t he s tudy featured estab- mani, 1990, 1997), t he s ame effects m ay 4 0 0 JDUBnflL OF eOUERTISIIlG BESEIIIICH September 2 0 0 8 ADVERTISING CREATIVITY MAHERS be attainable by increasing creativity instead. Thus, the present study provides compelling evidence that creativity could be a way to produce greater results per advertising dollar. Creativity seems to have the greater effect through signaling brand ability than through effort. One reason for this is that creativity may fit more logically with what the brand, and advertising in general, is erceived to be about: displaying great solutions in the advertised product category. While high versus low creativity also has a signaling effect through perceived effort, most consumers would probably agree that trying hard is not the true purpose of any advertising or brand. Advertising is not primarily about spending money; advertising is about cleverly presenting the brand, and a desirable goal for any brand should be to deliver a more sophisticated product than the competition (cf. Brown a nd Dacin, 1997). The very (creative) form of the advertising could be a powerful clue to consumers about the brand.Creativity Is not a yes/no The presented numbers reveal that the advertising creativity in our study was not very high (ratings were not above the midpoint of the scale for either the more or the less creative advertisements). Thus, the study does not test the effects of outstandingly creative advertisements. Neither of the advertisements in the study would likely win an award. Still, at these (relative to previous research and to awardcompeting advertisements) low levels of creativity, increases did matter. This result provides evidence that creativity is not only important at an award-winning level, t is important at any level. By focusing too much on award-winning advertising and treating creativity as a yes/no variable, one misses out on all the improvements that can be made and effects that Consumer perceptions of the creativity in an advertisement mediate the adve rtisement's effects on the brand and malee the impact of the manipulated (â€Å"hidden†) creativity much greater. can be attained at more moderate levels. Considering the high risk that is associated with high levels of creativity (e. g. , El-Murad and West, 2003; West, 1999), taking baby steps is both easier and safer han quantum leaps—viewing creativity as a spectrum rather than a high absolute level encourages increases in advertising creativity across all advertising campaigns. Creativity is not a iiidden tool Given the signaling power of advertising creativity, viewing creativity as a hidden tool for advertising professionals is a mistake. Consumer perceptions of the creativity in an advertisement mediate the advertisement's effects on the brand and make the impact of the manipulated (â€Å"hidden†) creativity much greater. This is a powerful case for Kover, James, and Sonner's (1997) call to bring consumers nto the agencies' processes and invite them to pa rtake in the development—and definition—of creative advertising. Whereas copy testing is becoming more common in practice, advertising professionals still interpret the results on behalf of the consumer, deciding whether her responses indicate that the advertisement is creative or not. Not surprisingly, Koslow, Sasser, and Riordan (2006) find that formal testing had no effect on agencies' self-assessed creative output. If advertising professionals both ask the questions and interpret consumers' answers to them, what need is there to actuaUy ask consumers?If agencies had included consumer perceptions of the advertisements' creativity in the testing, Koslow, Sasser, and Riordan's findings would probably have been different. As Kover, James, and Sonner (1997) suggest, taking a consumer perspective offers new ideas and nuances in the creative process and provides more concrete feedback on the creative level of the advertising that would facilitate benchmarking and enhancem ent of the creative output. In enhancing perceived brand ability, the very creative form of advertising could be a way of branding. As suggested in the corporate ability literature, ability could e a powerful positioning in itself (Biehal and Sheinin, 2007; Brown and Dacin, 1997). For brands that have no particular unique feature, becoming increasingly common with the overwhelming number of alternatives available in most markets, ability in itself could be a sustainable source of advantage leveraging consumer expectations and trust in any product the brand introduces. This view is particularly interesting considering the trend toward continuously releasing new products under the same brand (Biehal and Sheinin, 2007). The research on marketing signals focuses mainly on unfamiliar brands (Kirmani and Rao, 2000).Whereas it still needs to be tested, creativity should have important effects on unfamiliar brands as well, as they may benefit more from marketing signals in general. However, the present study shows that high versus low creativity works as a signal for familiar and September 2 0 0 8 JDURHIIL OF BDOERTISIIIG RESEflRCH 4 0 1 ADVERTISING CREATIVITY MAHERS Creative advertising does increase consumer interest in ations and Consumer Product Responses. † Journal of Marketing 6 1, 1 (1997): 68-84. the brands, not by communicating a new message, but by COHEN, JACOB, a nd P ATRICI COHEN. Applied ommunicating the same message in another way. Multiple Regression/Correlation Analysis for the Behavioral Sciences. H iilsdale, NJ: Erlbaum, 1983. established brands. Such brands make up the bulk of advertising in major media (Kent, 2002), They need to stay interesting to consumers even when they have nothing new to say (Machleit, Allen, and Madden, 1993), Creative advertising does increase consumer interest in the brands, not by communicating a new message, but by communicating the same message in another way. The present study focuses on a small number of advertis ements for consumer products.We employed only one exposure that was forced on consumers. Our experimental design was a way to test previously uncovered effects of creativity in a controlled setting. This way, we show that advertising creativity may work in different ways than in previous literature and have powerful effects. Whether these effects materialize in a real setting (with noise, less motivated consumers), and for different kinds of products, must be subject to further research, within advertising, PR, and brand communications DAHLEN, MICAEL, a nd SARA ROSENGREN, † Brands have been published in, for example, the Journal ofAffect Slogans Affect Brands? Brand Equity, Com- Advertising Research, the Journal of Advertising, the petitive Interference, and the Brand-Slogan Link. † Journal of Current Issues and Research in Advertising, Journal of Brand Management 1 2,3 (2005): 151-64, and the Journal of Brand Management. 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