Cinematic Techniques Essay -- essays papers

Cinematic Techniques The extraordinary film The 400 Blows (Francois Truffaut, 1959) skillfully uses cinematic devices appropriately within the context of the theme. Part of the underlying theme of this movie as explained by Truffaut himself is, â€Å"... to portray a child as honestly as possible...†(Writing About Film, 1982). It is the scenes in this movie that are most helpful in disclosing the overall theme of the film. Within the scenes, the camera angles in this film play an important role in accentuating the emotions behind the scene. The camera angles used in this film will be the primary focus of this paper. The high angle shots utilized in The 400 Blows are effective in helping to develop the overall feel of a scene. This movie uses the high angle shot in three different scenes to evoke three different emotions and it still works extremely well. The opening sequence uses a series of high angle shots to assist in establishing a feeling of childhood innocence and indeed, the child in this film, Antoine Dionel (Jeanne-Pierre Leaud), starts out innocent. The camera focuses of the city buildings and the sky above. As shown from a ground point of view, the buildings are larger than life and intimidating. This is how most children view the world, as being large and intimidating. Take, for example, the scenario of dropping a child off for his/her first day of school. Most of them are devastated because they have to deal with a world that is larger than the one they know, an...

Two Neighborhoods

We'd make casual small conversation on Saturday mornings when no one had to work and we watched the kids play. We'd also go to the pool In the summer as another way for conversation and fun for everyone. Another good thing about that neighborhood was that it was in such a convenient location. My family and I were within walking distance from my high school, local gyms, flea markets and more. I was able to walk to any of these places whenever I wanted. Unfortunately, this all changed when my parents told my two younger brothers and me that we had to downgrade and move bout give minutes away.Originally I thought to myself, â€Å"that's not too bad†, but my thought was devastatingly wrong. Overtime I would figure this out. In this neighborhood I found that my ex-boyfriend lives one short block over from mine. Seeing him every morning on the bus to school was never the highlight of my day. Then, just when I thought I'd have a relief, summer came around. Of course, we both wanted t o be at the neighborhood pool all the time, so it was like I couldn't escape from him. Not only that disappoints me about this neighborhood, but also, we have to made as many friends in this neighborhood as the previous one.People just aren't as friendly and neighborly. People in this neighborhood hardly ever speak to one another. Also, this neighborhood, opposite to the one before, is farther away from all the attractions. I hate to be a complainer but the first neighborhood was just much better. That neighborhood is the opposite of this one and would easily be titled the best one my family and I have lived in since living in Charlotte NC. By Tiaras It was the year of 2007 that my family and I moved to our first house in Blatantly.In friendships with our other neighbors in that neighborhood. Everyone was so friendly amongst one another. We'd all show common curtsey and wave to those we'd see. And we watched the kids play. We'd also go to the pool in the summer as another way any of these places whenever I wanted. Unfortunately, this all changed when my Then, Just when I thought I'd have a relief, summer came around. Of course, we both not made as many friends in this neighborhood as the previous one. People Just from all the attractions. I hate to be a complainer but the first neighborhood was Just

Week 3 Homework Aib Problems

Problem 1 The following data were obtained from a project to create a new portable electronic. ActivityDurationPredecessors A5 Days— B6 Days— C8 Days— D4 DaysA, B E3 DaysC F5 DaysD G5 DaysE, F H9 DaysD I12 DaysG Step 1: Construct a network diagram for the project. Step 2: Answer the following questions: (15 points total) a)What is the Scheduled Completion of the Project? (5 points) b)What is the Critical Path of the Project? (5 points) c)What is the ES for Activity D? (1 points) d)What is the LS for Activity G? (1 points) )What is the EF for Activity B? (1 points) f)What is the LF for Activity H? (1 points) g)What is the float for Activity I? (1 points) Problem 2 The following data were obtained from a project to build a pressure vessel: ActivityDurationPredecessors A6 weeks— B6 weeks— C5 weeksB D4 weeksA, C E5 weeksB F7 weeksD, E, G G4 weeksB H8 weeksF I5 weeksG J3 weekI Step 1: Construct a network diagram for the project. Step 2: Answer the follow ing questions: (15 points total) a)Calculate the scheduled completion time. (5 points) )Identify the critical path (6 points) c)What is the slack time (float) for activity A? (1 points) d)What is the slack time (float) for activity D? (1 points) e) What is the slack time (float) for activity E? (1 points) f) What is the slack time (float) for activity G? (1 points) Problem 3 The following data were obtained from a project to design a new software package: ActivityDurationPredecessors A5 Days— B8 Days— C6 DaysA D4 DaysC, B E5 DaysA F4 DaysD, E, G G4 DaysB, C H3 DayG Step 1: Construct a network diagram for the project.Step 2: Answer the following questions: (15 points total) a)Calculate the scheduled completion time. (5 points) b)Identify the critical path(s) (6 points) c)What is the slack time (float) for activity B? (1 points) d)What is the slack time (float) for activity D? (1 points) e) What is the slack time (float) for activity E? (1 points) f) What is the slack ti me (float) for activity G? (1 points) Problem 4 The following data were obtained from an in-house MIS project: ActivityDurationPredecessors A5 Days— B8 Days—C5 DaysA D4 DaysB E5 DaysB F3 DayC, D G7 DaysC, D H6 DaysE, F, G I9 DaysE, F Step 1: Construct a network diagram for the project. Step 2: Answer the following questions: (15 points total) a)Calculate the scheduled completion time. (5 points) b)Identify the critical path (6 points) c)What is the slack time (float) for activity A? (1 points) d)What is the slack time (float) for activity D? (1 points) e)What is the slack time (float) for activity E? (1 points) f)What is the slack time (float) for activity F? (1 points)

Drama; the Crucible and Vinegar Tom

Introduction Vinegar Tom was written by Caryl Churchill, a feminist, in 1976 but set in the 17th Century. The play was inspired by the women’s rights act of 1970, and the discrimination of women. The title comes from the name of a horrible creature which is supposed to be a witch’s familiar. It is about how four naive and innocent women’s lives are affected throughout the Salem witch-hunts. Modernised song, dance and rhythm are used to combine the horror of the past and attitudes which have carried on to our world today. The plot includes lots of witchcraft and demonstrates clear discrimination of women at that time, outlining society’s rejection of people who have differences. Vinegar Tom was influenced by Bertolt Brecht, Churchill, like Brecht wanted people to think about what they had saw, instead of just engrossing themselves in an entertaining play, she wanted them to act on their decisions of the play, and not getting too emotionally involved with plot or characters. She does this by using epic theatre, so the audience thinks about what is happening, not what is going to happen, plus the use of non- realistic songs to break tension and add political comment. The play is relevant to today’s audience as it looks at how prejudice against women is still occurring. The Crucible was written by Arthur Miller in 1953 and set in 1692, based on the actual events which led to the Salem Witch Trials, leading to the deaths of over 150 people accused of witchcraft. The play was in response to McCarthyism: where a committee in America grew fearful that the communism would destroy the capitalist American way of life. They made witnesses come to answer charges that they were a communist and give names of other communists; Miller was made to appear before the committee. This was called McCarthyism; Senator McCarthy making the US government get rid of communists; mirrored in the play where women were accused because of unknown causes to bad events, they were then forced to name other ‘witches’, Adding to this Miller’s failed marriage with Monroe was partly because of his guilt and confusion from his previous marriage. This is represented in The Crucible, by Proctor having an affair with Abigail, behind his wife Elizabeth’s back. It all escalates, eventually Proctor is in court arguing his innocence, when he says, ‘I have three children – how may I teach them to walk like men in the world, and I sold my friends? ’ I think this is how Miller felt when in front of the committee, now expressing himself through Proctor. These events helped Miller connect with the witchcraft trials two centuries before in Salem, influencing him to write ‘The Crucible’. The story is about young girls who after dancing in the woods get accused of witchcraft, Reverend Parris, both father of one girl and uncle of another, calls an expert who agrees that the girls’ strange behaviour is the devil’s work. This leads the girls to accusing others and being scapegoats for the problems in the community. The religious court does not rest until it discovers who the cause of all the evil is. The crucible is relevant to today’s audience as it looks at betrayal and how gossip can have devastating effects. The play is influenced by Konstantin Stanislavski, because Miller wanted the play to be naturalistic to reflect the real story. Stanislavski is primarily known for Realism, where he bases his methods on personal experiences, using ‘emotion memory’, getting actors to this of their own experiences to embrace an emotion, making the performance as close to real life as it can get. Also using ‘Given circumstances’, where actors are aware of the facts about the character, not only in the script but the social, historical and political facts. Plus Stanislavski influenced Miller to use realistic sets, keeping everything as realistic as possible. Social Cultural Historical Political The Crucible was based on puritan people in Salem 1692. Their society was theocratic, where God was the states civil ruler. The tragedy all began from a combination of economic conditions, jealousies and teenage boredom. Adding to this, not far away there was an Indian war, which guided the community to believe the devil was around. There were lots of possible causes for the witch hunts in Salem, first the religious society strongly believed in Satan and how he had people performing witchcraft for him; believing you can tell which people are witches by certain symptoms. Plus, because Salem was having so many problems, it appeared likely that the devil was at work; smallpox, Indian war. Secondly, teenagers had little freedom; working on the land and focusing on religion. Adding to this, old feuds and ideas of revenge arose. People saw witch hunting as a possible way of sorting out enemies, and gaining land and arguments over land ownership (most of the accused where financially better off) was a major contributor to who lived and died. Miller uses this to add context to the play, he mirrors the hysteria in Salem to the fear of being accused of communism in the U. S. The Crucible is accurate to what went on in Salem 1692, but he changed some details to make it more accessible and relevant to today’s audiences; Abigail in truth was 14, but Miller thought this would distract away from the main plot, because it is socially unacceptable today for a man and 14 year old to have a sexual relationship, so he changed her age to 17; making the affair more realistic as Proctors life is supposed to make him look like a tragic hero A Contempory audience can relate to the play in the sense that everyone has been betrayed, or felt victimized at some point in their life, which helps the play have meaning and importance to the audience. Scenes which happened years ago, can still be reflected, one way or another, in today’s society. Similarly, Vinegar Tom links the ideology of witch hunts and hysteria and power with her feminist theme, about women’s sexuality, based around the 17th Century major English witch hunts and social changes. Churchill noticed how the poor have always suffered, and how silly the witches’ offences were. She wanted to write a play about witches with no witches in it, showing the prejudice against women and the humiliation they endured, about poverty humiliation and prejudice, how women accused of being witches saw themselves. The audience can also relate to Vinegar Tom, thinking about prejudices today, and how we can prevent them. Especially because she is a feminist writer, we think about the meaning of some of the prejudices we hold, and how women are treated back then and today, because there are still arguments today about women being equal to men, in religion and general society. In both plays, Salem warns us to improve how we judge people, and to rethink our prejudices. The crucible is strongly influenced by Stanislavski. Stanislavski was a realist who wanted performances to be as natural as possible. He founded the Moscow Art Theatre. His philosophy was that actors should be true to their given circumstances of the character -conveying internal thoughts and feelings. We did this by thinking about our past experiences, when we have felt jealous, alienated, or scared, this makes performance more authentic when we had to embrace these emotions. Plus, Stanislavski wanted believable acting, without exaggerating. Stanislavski also encouraged trial and error, so we kept practicing until we found appropriate emotion memories which stimulated the best response from the actor for the scene. Another way to create realistic acting was to put you in the circumstances as the actor; ‘given circumstances’. Using your imagination- you are the character you’re playing, as most actors haven’t actually experienced what their character has, so Stanislavski technique, the ‘magic if’ puts yourself in the situation. Circle of Attention’, another Stanislavski technique, the area of focus an actor should hold, without getting distracted, because if you become distracted, performance could look artificial. We used these techniques in workshops: ‘Given Circumstances’, making sure we were aware of the story properly, then thinking about how it must feel for everyone you knew to want you dea d, like the accused must have felt. Then putting this emotion into performance. ProctorDo you look for a whipping? AbigailI look for John Proctor that took me from my sleep and put knowledge in my heart! You loved me, John Proctor, and whatever sin it is, you love me yet! In a workshop, we focused on Act 1, where Abigail and Proctor are discussing their relationship. First, I played Abigail in the above section; I portrayed her to be very frustrated. Then before I tried again, I thought about how Abigail must feel, a young girl who has unrequited love for Proctor, seeing him still stand by his wife, I would feel jealous and angry, frustrated that he can’t see how we should be together. My parents were murdered in front of me when I was a young child, and I have never felt love since, so Proctors love I cannot loose! My heart would be breaking. When I applied this new feeling to my performance, it became for realistic and emotionally powerful showing my devastation and heart ache as well as frustration, making me more vocally aware. This gave me insight to how Abigail feels and helped me to characterize her. Secondly, we imagined Elizabeth being a ‘fly-on-the-wall’. What her thoughts would be watching: shocked but almost pleased that Proctor is rejecting Abigail, and then we imagined Abigail’s thoughts in Act 4, when Proctor is in the cell talking to Elizabeth. This gave us real insight to link the characters objective and the motivation for their activities. Additionally, realistic sets would be used in the crucible to add a sense of truth, realistic like Stanislavski idea. Moscow Art Theatres’ philosophy was to make theatre a central concern. Vinegar Tom is written with influences from Brecht. Brecht studied Marxism, the political philosophy which analyses capitalism and a theory of social change; which links to how Churchill focused the play around feminism and social change. He wanted theatre to provoke thought, the audience to make decisions on what they saw, instead of apathy. Brecht wanted the audience to be entertained without getting too emotionally involved. He did this by keeping things minimal- sets and costumes, using narrators to tell the audience what is going to happen, multi-character, montage scenes, epic theatre, songs to break tension and letting the audience remember they are watching actor’s not actual characters. Plus Churchill includes songs, which is a music influence from Brecht, entertaining songs to break tension, but with serious ideas behind them. In a workshop we explored scene fourteen: We decided to use epic theatre to exaggerate the alternation between characters and to make more amusing. In my pair, we decided to start off at the back of the stage and move forward at each line, acting what we said. Margery: ‘struck me in the head’ – jack literally strikes her in the head. Adding comedy and exaggeration, distancing the audience but keeping them connected to the themes. Plus we used minimal props to symbolize set. This kept the audience entertained still, but reminded them they were watching actors in a play. Characterization/ Interpretation: We each chose a character from The Crucible and selected some speech for them. Then we had to create a freeze frame stance and say their lines, the rest of the class then debated who we were: Parris’the devil lives on such confidences, without confidences there could be no conspiracy, your honor! ’ I stood in this position, non verbally portraying myself to be Parris –>> Leaning forward, as Parris leans towards destruction, with hand gestures, palms up almost in prayer, to show Parris’s religious side, showing my eagerness to persuade/ make a point about Proctors life and that devils don’t exist. Plus making eye contact with the person whom he’s talking too. Facially, I looked concerned but angry/frustrated. Vocally I sounded confident, sure of myself, Parris’s power, he feels guilty that he helped to create the appearance of witch craft so the first clause I said calmly and quiet, but then gained pace and volume. This had a powerful impact, showing Parris’s confidence and regret. Vinegar Tom we characterized Ellen in Scene Nine by trying her with different personalities, then deciding which one fit best. The three ideas we came up with were: †¢ Old lady – fragile, soft voice, quiet but firm, glasses, squinty eyes. †¢ ‘Hippy’ – Stood tall, confident, happy young voice, feminine, talked faster. ‘Witch’ – Hunched back, croaky voice, stutter, open-aware eyes, slow creepy voice. We decided the old lady worked best, as it made her look wise and knowledgeable but without making her look evil. The hippy looked to young and felt to naive for the character. Next we thought of the circumstances for Alice, she is young, single, her mother is an alcoholic- Joan, who Alice cares for. She wants to go and see the witch trials in London, ironically, as she gets hung in the end. Susan thinks Alice always talks about men. She doesn’t say she is lonely, but I think she wants a man to love her, for companionship. I like the use of language in Scene twenty-two Vinegar Tom, the alternation between Sprenger and Kramer, Brecht’s Epic Theatre to reduce tension, making it comical but at the same time keeping us involved with the story and facts about what is going on. Both characters say approximate equal amounts. Scene Twenty-One Sprenger: He’s Kramer. Kramer: He’s Sprenger. Kramer/ Sprenger: Professors of Theology Kramer: Delegated by letters apostolic Sprenger: (here’s a toast, non-alcoholic) Kramer: Inquisitors of heretical pravities Sprenger: we must fill those moral cavities Kramer: so we’ve written a book Sprenger: Malleus Maleficarum Kramer: The Hammer of Witches Sprenger: It works like a charm Kramer: to discover witches Sprenger: and torture no hitches. Kramer: Why is a greater number of witches found in the fragile feminine sex to men? Sprenger: Why is a greater number of witches found in the fragile feminine sex to men? Kramer: ‘All wickedness is but little to the wickedness of a woman. ’ Ecclesiastes. Non verbal Communication/ Interpreation: gesture, facial expression, movement, mime, freeze frames, physical theatre We watched the beginning of The Crucible, a film, the director elected to show the children going to the woods to dance. We thought this gave too much away too soon, so began thinking of other ways to begin the play and develop the appropriate atmosphere. We decided to experiment by doing a selection of still images about the ideas in the play; this is a Brecht idea, letting the audience know more before they have watched the play, but we wanted to set the scene with an original impact. We needed to communicate non-verbally, considering facial expression, gesture and levels. The tableau we did was the cross on the floor (physical theatre to create cross) with characters on blocks looking down at it; symbolizing the corruption of religion on the Salem society. Secondly we had all the characters on stage pointing at each other, at different levels, on chairs, floor etc; representing blame and rumours. Finally, there was a abstract image of a dance, with Elizabeth looking at Abigail and Proctor dancing, showing the juxtaposition of the innocent dancing girls on the final impact of the affair. I would include these images before the play to give the audience a taster of what is to come, to grab their interest and make them think about what they could mean. We used physical theatre in an exercise for Vinegar Tom, using our bodies as the set and props. For example, for scene 1, on the roadside, a few of us stood back to back with arms out; we were a sign post, and others used levels to create plants as it was a rural area. Visual/ Spatial We considered a few types of staging for Vinegar Tom and the crucible; in-the-round, Proscenium Arch and thrust. In-the-round staging wouldn’t fit with Brecht’s ideas as it is too realistic and the audience would feel really involved for Vinegar Tom. Plus, it would be difficult for the action to engage everyone in the audience, as there would always be a section which couldn’t see. I don’t think this would be best suited as it involves the audience too much. Alternatively, it would be good for The Crucible as it involves audience and creates an interesting, realistic atmosphere. But I think it would get too complicated when lots of characters are on stage; too busy to see clearly. Thrust staging like in-the-round, is intimate, and can still have blind spots. Although it can have more props and is easier to perform without blocking views too badly. Again, I don’t think this would suit Vinegar Tom s it would include the audience too much, but it would suit my interpretation of The Crucible as it IS intimate with the audience and includes realistic, props and staging. Throughout The Crucible there is a variety of locations, so it is difficult to choose a stage, particularly Act 3, The ‘Bird’ Scene because all characters are important to see, this is why I chose Thrust Staging, personal and realistic, and more room to see more action. If I were to direct this scene, I would have it diagonally, so action can be scene by all 3 sides. First, I would have Hale higher up then the other characters, this gives him authority. Abigail and Proctor are spaced so Abigail can be seen looking over at Proctor, as well as Elizabeth. The relationship between all three characters on stage is a triangle, like the love triangle they used to be in. ADD CELL SCENE LAYOUT? SOUNDS Proscenium Arch distances the audience from the drama, this links with how Brecht wanted the audience to remember they are watching a play. Plus the actors can address the audience directly, another idea of Brecht. Plus the simple set can be moved around easily. This is the stage I would choose for Vinegar Tom. Scene Nineteen JOAN and Ellen are hanged while MARGERY prays. MARGERY: Dear God, thank you for saving us. Let us live safe now. I have scrubbed the dairy out. You have shown your power in destroying the wicked, and you show it in blessing the good. You have helped me in my struggle against the witches, help me in my daily struggle. Help me work harder and our good harvests will be to your glory. Bless Miss Betty’s marriage and let her live happy. Bless Jack and keep him safe from evil and let him love me nd give us the land, ahem. [pic] AUDIENCE If I was to do this scene, on a proscenium arch, I would have Margery in the foreground and the girls in the background. This keeps attention on Margery, but the audience can relate her monologue to the hangings, putting it in context. After ‘glory’, I would have a pause, then the hanging. As the girls step down from the block (as they ‘hang’) I would have Marg ery go down on to her knees for prayer, ‘Bless†¦Ã¢â‚¬â„¢ This simultaneous change of levels would draw the audience in, thinking about how Margery’s prayer and the hangings are related. Ellen and Joan’s backs would be to the audience so that their hangings are more symbolic then emotional. I think Vinegar Tom could be modernized, and the actors could wear modern everyday clothes, this is a Brecht technique, reminding the audience they are actors. I think The Crucible can’t be modernized, it is the history of 1692, so characters would be wearing clothing (picture) from that period of time, using the slang and dialect from that period. ———————– The book title is violent. ‘Hammer’ is a destructive word, like the destruction of witches. Non-alcoholic makes them sound innocent and good, which is the contrast to their ideas and book on witches. Academic lexis, implying they are knowledgeable; so their book will be truthful and correct. The repetition emphasizes the fact that most witches are female. Informal introduction, comical stand up style, introducing each other. Scene twenty-one is like an Aside, a speech to the audience, but in the style of a comical stand up or advert. They alternate lines to add interest and capture people’s attention. Rhyme for comic effect, combining Kramer and Sprenger as one person. Reference to philosopher suggests wisdom. [pic] [pic] [pic]

Challenges for Distance Learning Research Paper

Challenges for Distance Learning - Research Paper Example And, at the same time, geographic constraints and limited economic resources and increasing demand from students to get education at times that are accessible and convenient taking into account their personal commitments and busy schedules have further necessitated to avail this method of education(Roberts, 1998). The geographic constraints are mostly faced by those who live in developing countries and where the educational graph is below the standard under the international education ranking system; in which teaching and learning systems are ill-equipped and insufficient to deliver their expected educational objectives. Aggregately, both sides of education- teaching and learning- are not updated as they should be. As a result, they become inadequate to meet the educational objectives. Besides, the cost of obtaining education does not remain the same; it is constantly increasing with the passage of time. The issue of bearing educational expenses is also being faced by students both i n the developed and developing countries as well. ... Distance learning Moore and Kearsley (1996, p 2) defines distance education as planned learning normally occurring in a different place from teaching and consequently requires special techniques of course design, special methods of communication via electronic and other type of technology, particular instructional techniques, as well as special administrative and organizational arrangements. Godschalk & Lacey (2001, pp, 476) further clearly defines distance education as a process of teaching and learning that considerably depends on (1) a mode of delivery that can be availed anytime and anywhere facilitating the needs of individual students; (2) selective use of communication tools helping self-learning as well as group learning experiences and (3) collaborative learning approaches that provide assistance to student-to-faculty and student-to-student interaction. This entire process of learning requires efforts and commitment from both sides-teaching and learning. The teaching side is required to deliver its part of commitment by providing the required type of teaching approaches that could be easily understood and at the same be retained by the leaning side. The learning side must ensure that it properly understands the entire mechanism of learning. if the learning does not understand the entire process, it would be very difficult for both sides to ensure achieving the required educational objectives and as a result many compromises would start appearing from the learning side. Additionally, in order to ensure the attainment of educational objectives, the learning side, which is represented by students, must ensure that it is fully conversant with the use of technology and its related applications facilitating the entire learning process. And at

Community Health Project Coursework Example | Topics and Well Written Essays - 2000 words

Community Health Project - Coursework Example With this concern, the community of Minneapolis MN can be determined as one of the largest cities in the United States with more than 387,000 citizens situated in the banks of the Mississippi river. The demographic description of Minneapolis signifies its increasing population which has been considered as one of the most populated areas among the 906 cities in the state of Minnesota. The average household income of Minneapolis can be estimated as USD 46,075 in the year of 2010. In the similar context, the median age has been estimated as 31.4 years old young people involving white, black and Hispanics within Minneapolis ethnic/racial groups (Cubit Planning, Inc., 2012). Windshield Survey The windshield survey of any community involves the collection of subjective data in a personal observation about any population or community. With this regards, the surveyors implement his/her good judgments in data collection process. In the context of conducting windshield survey for Minneapolis c ommunity, the assessment will be comprised with the comprehensive study of significant informational areas where the population or community resides. ... ding to systematic plans The general condition of the housing in the community were mostly traditional and hence require regular maintenance Open Space The space location within the community can be considered in a proper way of using open space among each building The open spaces are constructed noticeably in safe and attractive forms in Minneapolis community Common Areas The common areas for hangout in Minneapolis are the banks of Mississippi and Stone Arch Bridge The families, schools and college students spend their weekends in various attractive hangout areas within the community as well Transportation The transportation facility in Minneapolis consists of bus services, personal vehicles along with car rental facilities Moreover, the inhabitants use their motorbikes and bicycles as an efficient source of transportation Social Service Centers The community is surrounded with more than 25 healthcare institutions, both government and private as well Various healthcare facilities to cure different health issues are rendered to the locales A sufficient number of recreation centers along with special treatment centers and medical institutions are also present within the community Stores The resident shops in Minneapolis are mostly situated in the major streets of the community The shoppers of the community use personal as well as commercial vehicles during shopping The shops mostly serve with fresh food items including, groceries, fruits along with other necessities Street Scene The street environment of the community is significantly efficient due to a proper arrangement of shops and other business complexes There are no stray dogs and cats or â€Å"watchdogs† found on the street of Minneapolis community Condition of the Area The community can be considered as well-kept

AN INQUIRY INTO THE EFFICIENCY OF CELEBRITY ENDORSEMENT AS A MARKETING Dissertation

AN INQUIRY INTO THE EFFICIENCY OF CELEBRITY ENDORSEMENT AS A MARKETING COMMUNICATIONS STRATEGY IN MORDERN SOCIETY - Dissertation Example Furthermore, factors such as the gender and age of the focus group were also taken into consideration as it greatly affects the findings of the study. On the basis of this study, it was observed that findings regarding the effect of celebrity endorsements as a marketing communications strategy could be divided into three key areas, namely – the perception of consumers with regard to a particular celebrity and his /her association with a brand / product or service; key factors which must be taken into consideration while choosing a celebrity for endorsing a particular brand or product; and finally develop a strategic model for Data Analysis: In order to measure the attitudes and perception of consumers towards a product celebrity endorsements various variables will be studied such as - their views on the advertisement; perception of the brand based on that advertisement; and the influence on their purchase decision. The differences in their perceptions with regard to the celebr ity endorsements will be measured on the basis of their attitudes towards single celebrity ads (i.e. a product endorsed by one celebrity) and multiple celebrity ads (i.e. same product endorsed by multiple celebrities). The data will be then analyzed on the basis of percentage of respondents in accordance with these variables such as gender, age, educational background etc. On the basis of the literature review, and the observations likely to be made on the basis of the personal interviews, it could be stated that the success or failure of any celebrity endorsement is a result of several attributes, which will be presented in the questionnaire. This includes - match between the product and the celebrity endorsing it; the choice of celebrity and the target audience; the popularity of the celebrity; the credibility or image of that celebrity in the industry; the values they endorse; their physical appearances; their appeal i.e. locally as well as globally; the likelihood of the risk of them (celebrities) getting involved in a conflict or a controversy; and the number of brands endorsed by the said celebrity. These attributes play a key role in influencing the consumer’s purchase decision and hence must be taken into consideration by the marketers / organizations prior to associating themselves with a celebrity. This information will be presented in the form of graphs, for better clarification the same is depicted in the figure below: Figure 1: Factors taken into consideration while selecting a celebrity for endorsing a given brand / product: The rating will be shown on the x axis while the attributes will be shown on the Y axis. The numbers 1 to 9 indicate the attributes mentioned above, which are taken into consideration by marketers while endorsing a product. The findings in this chart will be based on the observations made as well as on the findings observed in literature review section. In recent times, the global business has become highly complicated and hence the choice of a right celebrity for the product is extremely crucial for the organizations. Their decision strategy may