Perrier in america | Human Resource Management homework help

Scan the Internet or the resources in our university library’s periodical databases,, or some other Internet resource for an advertisement (in any medium–print, radio, TV, the Internet, etc., so long as you will be able to share it in print or video form during our face-to-face class). Assess the ad using the American Research Group’s “10 Rules for More Effective Advertising” and the media literacy questions we discussed at the beginning of this course. Ponder, too, why we need to understand the role that advertising plays in our media and society. For example, what are some of the implications of the ubiquity of advertising in today’s media environment? 

Come to class Tuesday, April 15, prepared to present your ad and to summarize and discuss your conclusions in an informal presentation based on the “10 Rules for More Effective Advertising.” Make sure you have some way online or in print to share your ad with the class. You also will need to submit your presentation or presentation notes through Assignments in the Week 5 forum in the LEO classroom before class meets face-to-face Tuesday, April 15. No credit will be given to presentations submitted online but not made face-to-face (except for certain extenuating situations by prior arrangement with the instructor).

The media literacy questions that we discussed at the beginning of the course is: 
1. What do you understand media literacy to be?
2. Do you consider yourself a media-literate person?
3. Do you think children in elementary and secondary school should be taught media literacy?
4. If so, what’s the most important thing students should know?

Ten Rules for More Effective Advertising

Leahy’s Law states that if a thing is done wrong often enough, it becomes right, and as a result, volume becomes a defense to error. When advertising fails to sway consumers, most advertisers follow Leahy’s Law by increasing the frequency of the advertising hoping that more of what is not working will somehow work when consumers are subjected to more of the same.

Use the following 10 simple rules to evaluate the advertising you encounter. You may be disappointed, but don’t be surprised when you discover that most advertising fails to follow any of the rules. 

1. Does the ad tell a simple story, not just convey information?

A good story has a beginning where a sympathetic character encounters a complicating situation, a middle where the character confronts and attempts to resolve the situation, and an end where the outcome is revealed. A good story does not interpret or explain the action in the story for the audience. Instead, a good story allows each member of the audience to interpret the story as he or she understands the action. This is why people find good stories so appealing and why they find advertising that simply conveys information so boring.

2. Does the ad make the desired call to action a part of the story?

A good story that is very entertaining but does not make a direct connection between the desired call to action – the purpose of the ad – and the story is just a very entertaining story. The whole point of the story in advertising is to effectively deliver the desired call to action. If the audience does not clearly understand the desired call to action after seeing the ad, then there is no point in running the ad. Contrary to popular belief, having an entertaining story and clearly delivering the desired call to action are not mutually exclusive.

3. Does the ad use basic emotional appeals?

Experiences that trigger our emotions are saved and consolidated in lasting memory because the emotions generated by the experiences signal our brains that the experiences are important to remember. There are eight basic, universal emotions – joy, surprise, anticipation, acceptance, fear, anger, sadness, and disgust. Successful appeals to these basic emotions consolidate stories and the desired calls to action in the lasting memories of audiences. An added bonus is that successful emotional appeals limit the number of exposures required for audiences to understand, learn, and respond to the calls to action – people may only need to see emotionally compelling scenes once and they will remember those scenes for a lifetime.

4. Does the ad use easy arguments?

“Jumping to conclusions” literally gave our ancestors an advantage even when the conclusions that made them jump were wrong because delaying actions to review information could have deadly consequences. Easy arguments are the conclusions people reach using inferences without a careful review of available information. Find and use easy arguments that work because it is almost impossible to succeed when working against them.

5. Does the ad show, and not tell?

“Seeing is believing” and “actions speak louder than words” are two common sayings that reflect a bias and preference for demonstrated behavior. This is especially true when interests may not be the same. Assume audiences are skeptical about any advertising and design advertising that shows and does not tell.

6. Does the ad use symbolic language and images that relate to the senses?

People prefer symbolic language and images that relate to the senses. People are far less receptive and responsive to language and images that relate to concepts. Life is experienced through the senses and using symbolic language and images that express what people feel, see, hear, smell, or taste are easier for people to understand, even when used to describe abstract concepts. The language and images used in advertising should “make sense” to the audience.

7. Does the ad match what viewers see with what they hear?

People expect and prefer coordinated audio and visual messages because those messages are easier to process and understand. Audio and visual messages that are out-of-sync may gain attention, but audiences find them uncomfortable.

8. Does the ad stay with a scene long enough for impact?

People have limited mental processing capacities. Quick cuts to different scenes require people to devote more of their limited resources to following the cuts and less resources to processing each scene. It takes people between eight and ten seconds to process and produce a lasting emotional response to a scene. Camera movement or different camera angles of the same scene can engage people through their orienting responses while providing enough time for them to process the scene.

9. Does the ad let powerful video speak for itself?

Again, the processing capacity of our brains is limited and words may get in the way of emotionally-powerful visual images. When powerful visual images dominate – when “a picture is worth a thousand words” – be quiet and let the images do the talking.

10. Does the ad use identifiable music?

Music can be a rapidly-identified cue for the recall of emotional responses remembered from previous advertising. Making the same music an identifiable aspect of all advertising signals the audience to pay attention for more important content.

the professor said that this presentation can be a PowerPoint, Q&A, informal comments, posterboard, whatever works for you. she also wants the ad to be a real ad. It can be a video or picture of the ad. Can you please have this done Sunday so i can practice my presentation.

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