SD # 2 Essay Example | Topics and Well Written Essays - 500 words

SD # 2 - Essay Example An image of a product is a very effective communication tool that makes lasting impressions among the viewers. In one way or the other, the customers are likely to respond to the market offering which shows that they have developed interest in the product. This enhances marketing communication between the marketers and the targeted consumers. 2. It is better to post an image that conveys an emotional response rather than a simple advertisement since it is likely to influence the customers to respond positively. Such images appeal to the emotions of the customers such that they can act when they come across products that may be of interest to them. Essentially, the aim of marketing is to stimulate the interests of the targeted customers so that they can buy the products offered. This can be possible if the image is designed in such a way that it will appeal to the emotions of the consumers. In most cases, customer response to a particular offering is mainly influenced by their emotions towards it. Therefore, it is imperative to design the images of the products that will appeal to the interests of the customers such that they can make a decision to purchase them. Thus, an image that evokes memories helps to stimulate the interests of the customers and consequently help them to make decisions to purchase the products being sold. Simple advertisements may fail to appeal to the interests of the targeted customers. 3. Pinterest acts as a customer relationship management tool in that the marketers are in a position to interact with different people on a personal level due to the fact that the images pinned by people to their boards reflect personal interests. As such, the marketers and the consumers can exchange information about a particular product. The consumers for instance can constantly get feedback from the marketers and this helps to develop

Absalom Absalom and Love Essay Example for Free

Absalom Absalom and Love Essay Many of the novels we have read this semester contain prevailing themes that provide insight into American society. One of these themes that we have closely examined throughout the semester is a person’s right to love. Love is undoubtedly a powerful force in one’s life. As we have seen through our readings, however, this force is often obstructed by the need to conform to social standards. Whether or not a couple is ALLOWED to be in love says a lot about what is socially acceptable for that particular area and time period. Although love is technically a right given to all, American Literature shows how it is often denied by social standards and therefore ceases to exist. William Faulkner’s Absalom, Absalom! tells Rosa Coldfield’s version of how Thomas Sutpen was the demise of her and her family. As the story progresses, it becomes known that Thomas’s son, Henry, kills Charles Bon to prevent him from marrying his sister, Judith. One would infer that Henry’s reason for his desperate need to prevent their marriage was because Charles was their half-brother, and therefore their marriage would be considered incest. We come to find out, however, that this is not exactly the case. In Chapter 8, in response to whether or not Judith will marry Bon she says â€Å"Yes. I have decided. Brother or not, I have decided. I will. I will (283). † As the chapter progresses, however, Quentin and Shreve accept that â€Å"it’s the miscegenation, not the incest, which (they) can’t bear (285). †In this case, two socially unaccepted taboos prevent Judith from pursuing her relationship with Bon. The fact that it is worse in the eyes of her family that Judith may be marrying a man with black blood than a man who is her relative, however, says a lot about how strong racial prejudices were in the south during the 1800s. Judith’s right to love Bon is forcefully obstructed by social norms, and is a perfect example of Southern culture during that time period. Another instance of love being obstructed by social standards is seen in F.  Scott Fitzgerald’s Great Gatsby. Jay Gatsby, a resident of West Egg and a symbol of new wealth, falls in love with Daisy, a resident of East Egg and a symbol of established wealth. Daisy and her husband, Tom, are described to have lived in â€Å"†¦a rather distinguished secret society (17)† to which members of old money had often tried and failed to become a part of. Throughout the novel, it is clear that Daisy had married Tom for his â€Å"†¦person and his position (151)† rather than for love. Yet when Daisy finally accepts that she had never loved Tom and was currently in love with Gatsby, the class divides remain too prevalent for her to pursue a relationship with Gatsby. Tom quotes â€Å" Nowadays people begin by sneering at family life and family institutions, and next they’ll throw everything overboard and have intermarriage between black and white (130). † From this quote and the happenings throughout the novel, the force obstructing the relationship between Gatsby and Daisy is the social condemnation of new money marrying old money. The Great Gatsby shows how in our society, is often difficult for people of different economic backgrounds to pursue a relationship. T. S. Eliot’s The Love Song of J. Alfred Prufrock is an examination of a typical man’s psychological struggle to express himself emotionally and conform to social standards. Throughout the poem, the narrator shows insecurity in almost everything he does, fearing that his moves will be frowned upon. He says â€Å"There will be time, there will be time to prepare a face to meet the faces that you meet† and often asks â€Å"Do I dare?  Ã¢â‚¬  and thinks about what â€Å"they will say. † His insecurity prevails in an encounter with what seems to be a woman he loves. He seems afraid that the woman will deny him because of his balding hair and thin composure, and thinks about what he should say in order to impress the woman; â€Å"And how should I then presume? How should I begin? † In the end the narrator concludes that â€Å" It is impossible to say just what I mean,† and he drifts into a fairytale by the sea until â€Å"human voice wake us, and we drown. † Eliot’s poem is an example of a man’s love for a woman being obstructed by his own need to conform to what is socially acceptable of a man. He refuses to open up and share with the woman his feelings in fear that he will be mocked and denied. â€Å"The Love Song of Alfred Prufrock† shows the struggles of maintaining masculinity, and the fear a man has of loosing his composure. While the last stories had similar circumstances and outcomes, love doesn’t always have to be between a man and a woman, and social norms aren’t always successful at obstructing love’s powerful force. In Mark Twain’s Huckleberry Finn, the love shared between Huck and Jim leads to a powerful revelation in Huck’s life and a groundbreaking relationship considering the South’s intrusive social standards. When Huck begins his journey with Jim, he is overcome by an instilled guilt for assisting in the runaway of Miss Watson’s slave. Huck says â€Å" It would get all around, Huck Finn helped a nigger get to his freedom; and if I was to ever see anybody from that town again, I’d be ready to get down and lick his boots for shame (226). †As their adventure progresses, however, Huck begins to realize how much he enjoys Jim’s company, slave or not; â€Å" But somehow I couldn’t seem to strike no places to harden me against him, just the other kind (227). † Huck struggles internally with this realization, but cannot get over the feeling in his heart telling him to keep Jim around. Finally, Huck decides that he would not turn in Jim, and that he would go to Hell if that were what it meant. In this instance, Huck valiantly goes against what is socially acceptable, and the force of love prevails. Huck and Jim remain friends even though it is extremely frowned upon. Although love is a freedom, one can see how easily and often this freedom is taken away due to what is acceptable in the eyes of others. The circumstances involved in the obstruction of love shows a lot about the society in which these characters live, and the values held by the people who lived there.

The Powerful Effect of Fake News Essay -- Media Today News TV Essays P

The Powerful Effect of â€Å"Fake News† Introduction From the beginning days of the printing press to the always evolving internet of present day, the media has greatly evolved and changed over the years. No one can possibly overstate the influential power of the new media of television on the rest of the industry. Television continues to influence the media, which recently an era of comedic television shows that specialize in providing â€Å"fake news† has captivated. The groundbreaking The Daily Show with Jon Stewart and its spin-off The Colbert Report have successfully attracted the youth demographic and have become the new era’s leading political news source. By parodying news companies and satirizing the government, â€Å"fake news† has affected the media, the government, and its audience in such a way that Bill Moyers has claimed â€Å"you simply can’t understand American politics in the new millennium without The Daily Show,† that started it all (PBS). Old Media In order to understand new media, one must first have a solid background of the old media. The old media traces its origins back to the â€Å"elite or partisan press [that] dominated American journalism in the early days of the republic† (Davis 29). With the advent of the penny press around 1833, the press changed its basic purpose and function from obtaining voters for its affiliated political party to making profit (Davis 29). With more available papers, individual companies competed with each other with â€Å"muckraking journalism†Ã¢â‚¬â€investigative journalism exposing corruption—and â€Å"yellow journalism†Ã¢â‚¬â€sensationalist journalism that completely disregarded the facts (Davis 30). The press continued to evolve its journalistic approaches and next shifted to â€Å"lapdog journalism,† r... ...l Moyers. Originally broadcast July 11, 2003. Retrieved March 27, 2006, from http://www.pbs.org/now/transcript/transcript_stewart.html. Peyser, Marc. â€Å"The Truthiness Teller; Stephen Colbert Loves This Country Like he Loves Himself. Comedy Central’s Hot News Anchor is a Goofy Caricature of Our Blustery Culture. But he’s Starting to Make Sense.† Newsweek 13 February 2006: 50 Sabato, Larry J. Feeding Frenzy: Attack Journalism and American Politics. Baltimore: Lanahan Publishers, Inc., 1991. Stolberg, Sheryl Gay. â€Å"Laugh, and the Voters Laugh With You, or at Least at You.† New York Times 26 February 2006, New England ed.: Week in Review 1, 14. Wasserman, Edward. â€Å"Murder by Media: The Dean Scream.† Knight Ridder Newspapers 23 February 2005. Wolper, Allan. â€Å"Ethics Corner: Did Critical Media Send Dean Packing?† Editor & Publisher March 2004: 25.

My Writing Experiences Essay

I began to write composition in my highschool years. Firstly I was taught to writecomposition by preparing outline and then regulating it. Our english teacher gave us varioushomeworks on different topics. Firstly we used to write it in Turkish then translate it intoEnglish, so we could make a lot of mistakes. It was either a report about a book we read,movie we watched, or a topic from the teacherÂ’s sheet. But he always wanted to us obeygrammatical and punctuational rules while writing, althought we didnÂ’t know these rules verywell. Therefore I could only write in a limited way with a limited knowledge I had. On noaccount was I excited to write in highschool because I felt like I was forced to writesomething. It seems like there would have been a time in these years when I would have hadthe opportunity to write about something I wanted to write about. However, with all the otherwriting assignments we had to do that didnÂ’t excite me, itÂ’s hard to remember the goodones. It changed a little when I was second class. Our new teacher introduced some newthings.Sometimes he handed out our classmatesÂ’ papers to us which I liked very much,wecould have experiences by seeing their mistakes. Sometimes he asked to us analyse his ownwritings and we had the chance get some different ideas about what kind of details acomposition must include. I liked this teacher but I still wasnÂ’t contended. When I entered theuniversity enjoyed getting the chance to express myself in writing. With the helps of my newcomposition teacher I learnt a lot of new techniques about how to write a composition. Ourcomposition teacher asked to us make brain storming before start to write a composition. Itwas very hard to convey all my thoughts and feelings to just a simple piece of paper beforethis course. Our teacher gave us the chance to express ourselves in writing. Thus, by usingwriting, we can have a tangible outlook on who we are as writers and more importantly, whowe are as individuals. Thanks to my composition teacher I can convey all my thoughts topaper. Throughout my educational experience thus far, I have concluded that I have thenecessary skills to become a good writer; however, I must be willing to learn through trial anderror. Our composition teacher tolerates our mistakes and helps us to improve writing skills,so I donÂ’t afraid of making mistakes no longer. Thus I have confidence in writing and I canexpress myself more than before. One day if I become a teacher I will do my best to makewriting something my students find enjoyable and fun compared to boring and tedious.

Analysis of newton’s second law lab

Law Lab The first lab we did for chapter 4, Newton's Second Law, dealt with the relationships between force, acceleration, and mass. Our goal was to verify Newton's Second Law that says force is equal to the mass multiplied by the acceleration. Our procedures included setting up the lab according to the directions and collecting data as someone moved the cart that we set up forward and backward in two settings – with additional mass and without additional mass.For the part where we had to attach mass, we observed that the mass can be rotated sideways as we did our data collecting, so we decided to fix its position with tape, which did not affect the significant digits of the mass. After we were done with both trials, we showed linear relationships for both the force vs†¦ Acceleration graphs. In our first trial, we had a . 629 keg cart and an equation of F=O. AAA+O. 1289; in our second trial, we had a 1 . 143 keg cart with the added mass and an equation of F=l . AAA-1. 075 . In the equations, F represented force and a represented acceleration.We observed in the equations that he slope of the graphs were equal to, ignoring the insignificant digits, the mass of the cart used in the corresponding trials. The data were viable; the observations that we had made perfect sense to us since we knew that force is equal to mass times acceleration. The y-intercept, however, was unexpected; y Intercepts were not present in the second law of Newton. The Increased/decreased force then, I presumed, must have been caused by discrepancies made from minor friction caused by the wheel of the cart. Experiments regarding these y-landscapes should also be Interesting future experiments.