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Competency Prepare and evaluate the use of media visuals to improve persuasive and marketing communication. Scenario You are a visual communication expert for a company that creates and maintains websites for large businesses and organizations. They called a meeting a few days ago to bring various departments together for a "think tank" session. The goal of this session was to update the images and visual elements on the website of your newest client: a large medical facility's website. Currently, they are using the same website images across all websites in the following American locations: New York City, Miami, Phoenix, and Denver. As the meeting progressed, several people posed several situational conversations. You took careful notes during the meeting, and as you review them at home, you decide to create a video to address all the issues discussed. In less than seven minutes, your video will outline the importance of using cultural familiarity, perspective framing, and emotional appeal in order to visually persuade viewers in all of these different locations. For clarity, you decide to include specific visual images and examples that could replace current website images for each situation. During the video, you plan to include audio explanations to prove your points to the other "think tank" members. You review the situational conversation notes: Carol asks: "Why can't we just use the same images that are already being used for all the different locations? All the images of the medical staff look American enough." Daniel states: "Let's use images of families in all of the images that scroll through the main website page. That will catch everyone's eye-everyone has a family somewhere." Caleb questions: "The pictures we use should all be outdoors and of people having fun. Isn't that what all patients want to see when they visit the medical facilities website?" Heather states: "Maybe we should think like the potential patients that might visit this website. What would those patients want to see regarding this facility?" Samuel asks: "How can we use images to get people to feel like they will get better, or experience a miracle, or receive better treatment here than at some other facility?" Instructions The presentation must include a visual and an audio recording .
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Deliverable 4 - Visually Persuading Your ViewerCompetencyPrepa.docx
Deliverable 4 - Visually Persuading Your Viewer
Competency
Prepare and evaluate the use of media visuals to improve persuasive and marketing communication.
Scenario
You are a visual communication expert for a company that creates and maintains websites for large businesses and organizations. They called a meeting a few days ago to bring various departments together for a "think tank" session. The goal of this session was to update the images and visual elements on the website of your newest client: a large medical facility's website. Currently, they are using the same website images across all websites in the following American locations: New York City, Miami, Phoenix, and Denver.
As the meeting progressed, several people posed several situational conversations. You took careful notes during the meeting, and as you review them at home, you decide to create a video to address all the issues discussed.
In less than seven minutes, your video will outline the importance of using cultural familiarity, perspective framing, and emotional appeal in order to visually persuade viewers in all of these different locations. For clarity, you decide to include specific visual images and examples that could replace current website images for each situation. During the video, you plan to include audio explanations to prove your points to the other "think tank" members.
You review the situational conversation notes:
1. Carol asks: "Why can't we just use the same images that are already being used for all the different locations? All the images of the medical staff look American enough."
2. Daniel states: "Let's use images of families in all of the images that scroll through the main website page. That will catch everyone's eye-everyone has a family somewhere."
3. Caleb questions: "The pictures we use should all be outdoors and of people having fun. Isn't that what all patients want to see when they visit the medical facilities website?"
4. Heather states: "Maybe we should think like the potential patients that might visit this website. What would those patients want to see regarding this facility?"
5. Samuel asks: "How can we use images to get people to feel like they will get better, or experience a miracle, or receive better treatment here than at some other facility?"
.
A2 media studies coursework evaluation
The document summarizes an evaluation of a student's A2 media studies coursework where they produced the opening 5 minutes of a documentary about university fees. It discusses how the documentary and supplementary materials like a listings page and radio trailer utilized or challenged conventions of real media to engage their target audience of 17-18 year olds considering university. Codes and conventions from channel 4 documentaries like interviews, shots, transitions, sound, and listings pages were employed, while some elements like transitions and images on the listings page were challenged.
Evaluation-3.pptx
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- The student conducted research on their target audience and social media platforms to develop their project ideas.
- They created a mind map to refine their ideas and decided to make a documentary.
- The completed documentary included interviews exploring different music tastes and influences among teenagers.
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The document discusses the process of creating a documentary about rising university tuition fees. It describes researching documentary filmmakers like Michael Moore and Louis Theroux for inspiration. The documentary uses conventions like interviews, a voiceover, and images to argue that tuition increases will negatively impact students. Audience feedback found the live footage captured the issue well but the intro voiceover could be louder. Various technologies like cameras, editing software, and microphones were used at different stages of research, planning, production, and evaluation.
Documentary Evaluation
1. The documentary evaluates the rise in university tuition fees in the UK and argues against cuts to education.
2. It uses conventions of expository documentaries such as interviews, voiceovers, images and facts to make its argument.
3. Feedback from the target audience of students was positive and suggested the documentary successfully conveyed the situation of rising fees.
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Deliverable 4 - Visually Persuading Your ViewerCompetencyPrepa.docx
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Competency
Prepare and evaluate the use of media visuals to improve persuasive and marketing communication.
Scenario
You are a visual communication expert for a company that creates and maintains websites for large businesses and organizations. They called a meeting a few days ago to bring various departments together for a "think tank" session. The goal of this session was to update the images and visual elements on the website of your newest client: a large medical facility's website. Currently, they are using the same website images across all websites in the following American locations: New York City, Miami, Phoenix, and Denver.
As the meeting progressed, several people posed several situational conversations. You took careful notes during the meeting, and as you review them at home, you decide to create a video to address all the issues discussed.
In less than seven minutes, your video will outline the importance of using cultural familiarity, perspective framing, and emotional appeal in order to visually persuade viewers in all of these different locations. For clarity, you decide to include specific visual images and examples that could replace current website images for each situation. During the video, you plan to include audio explanations to prove your points to the other "think tank" members.
You review the situational conversation notes:
1. Carol asks: "Why can't we just use the same images that are already being used for all the different locations? All the images of the medical staff look American enough."
2. Daniel states: "Let's use images of families in all of the images that scroll through the main website page. That will catch everyone's eye-everyone has a family somewhere."
3. Caleb questions: "The pictures we use should all be outdoors and of people having fun. Isn't that what all patients want to see when they visit the medical facilities website?"
4. Heather states: "Maybe we should think like the potential patients that might visit this website. What would those patients want to see regarding this facility?"
5. Samuel asks: "How can we use images to get people to feel like they will get better, or experience a miracle, or receive better treatment here than at some other facility?"
.
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The document summarizes an evaluation of a student's A2 media studies coursework where they produced the opening 5 minutes of a documentary about university fees. It discusses how the documentary and supplementary materials like a listings page and radio trailer utilized or challenged conventions of real media to engage their target audience of 17-18 year olds considering university. Codes and conventions from channel 4 documentaries like interviews, shots, transitions, sound, and listings pages were employed, while some elements like transitions and images on the listings page were challenged.
Evaluation-3.pptx
The document summarizes a student's year two media production project on youth music tastes. The student created a documentary exploring how different teenagers' music tastes are, despite being the same age. Some key points included:
- The student conducted research on their target audience and social media platforms to develop their project ideas.
- They created a mind map to refine their ideas and decided to make a documentary.
- The completed documentary included interviews exploring different music tastes and influences among teenagers.
- Challenges included coordinating interviewees' schedules and technical issues with editing effects and sound, but the student was overall happy with the outcome.
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The document discusses the process of creating a documentary about rising university tuition fees. It describes researching documentary filmmakers like Michael Moore and Louis Theroux for inspiration. The documentary uses conventions like interviews, a voiceover, and images to argue that tuition increases will negatively impact students. Audience feedback found the live footage captured the issue well but the intro voiceover could be louder. Various technologies like cameras, editing software, and microphones were used at different stages of research, planning, production, and evaluation.
Documentary Evaluation
1. The documentary evaluates the rise in university tuition fees in the UK and argues against cuts to education.
2. It uses conventions of expository documentaries such as interviews, voiceovers, images and facts to make its argument.
3. Feedback from the target audience of students was positive and suggested the documentary successfully conveyed the situation of rising fees.
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The document summarizes the author's media evaluation of their short film project. They analyzed codes and conventions from other short films and used Todorov's narrative theory to develop their plot. Their film challenges conventions by including ambiguity and time cuts between real life and limbo. They employed typical conventions like a white flash but also left some plot points unclear to encourage re-watching. The author effectively linked their short film and ancillary texts through mise-en-scene and similar color schemes and fonts. They researched film posters to design their own poster. New media technologies like Adobe After Effects, Premiere, and Soundbooth were used at different stages of production and editing. YouTube and blogs supported research, planning
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The document provides feedback on a media production project that included a documentary, radio trailer, and magazine article. The summary analyzes how effectively the products worked together to promote the documentary and target their intended youth audience. While the products generally promoted the documentary's topic of stereotyping youth, the audience feedback revealed areas for improvement. The documentary sound quality was inconsistent at times, and the radio trailer and magazine lacked clear details about the air date. Overall, the combination of media promoted the topic well but could be strengthened by clearer scheduling information and consistent sound quality in the documentary.
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2) The production represents both working class and upper class groups through contrasts in the characters.
3) A media institution like Working Title could potentially distribute the production due to its professional quality and similarities to other successful films.
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My media production uses conventions of sci-fi genre films, with a black and silver title sequence. It challenges conventions by using a variety of edits. It represents both working class and upper class groups. A media company like Working Title might distribute it due to its professional quality and similarities to their other films. The target audience is 12+ teenagers and adults, attracted through a mysterious opening and cliffhanger ending like other successful films in the genre. Learning the editing software Adobe Premier Pro helped make the production look professional. Experience with a preliminary task improved camera angles, lighting, and effects for a stronger final product.
Danielle Evaluation 2
Our media production uses conventions of sci-fi genre films, with a black and silver title sequence. It challenges conventions through a variety of edits. The opening music may put some people off but fits the production.
The production represents both working class characters running casually through crowds, and upper class characters through a well-spoken woman who looks out of place on a train in heels.
A media institution like Working Title could distribute the film as it is professionally finished and uses conventions of other successful films they have produced. The target audience is 12A to attract teenagers and adults with its cliffhangers and mysteries.
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The document discusses feedback received from various sources on media products created by the author. Key learnings include:
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Documentary Evaluation
1. The documentary evaluates the rise in university tuition fees in the UK and the protests against it.
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3. Feedback from the target audience of current and future university students showed that the documentary successfully conveyed its message and engaged viewers on the issue.
complete a Detailed Research Outline based on the instructio.docx
complete a
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Refer to the CU Research Guide for Structure (file found under the Research Report Help section)
Refer to APA for format (web link found under the Research Report Help section)
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1) The importance of starting with brainstorming your key message and ideas on paper before beginning your slides, in order to generate creative ideas freely without constraints.
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1) Abbey's team targeted teenagers aged 12-20 and she believes she achieved the goals of raising awareness of declining wildlife and promoting donations to the Trust.
2) Abbey ensured the video's content was appropriate for the client and audience by only using suitable images and getting the intended message across.
3) Abbey and her group had an initial meeting with the client to review existing materials and get feedback on their ideas and plans. However, more contact during production could have ensured the client's requirements were fully realized.
4) Abbey compares her video to two professional examples,
Evaluation question 3
The document discusses the importance of receiving feedback from audiences to understand how a media product is received and whether it achieves its intended purpose. The author learned about audience feedback through research projects creating a magazine and movie trailer. Feedback was gathered from various sources, including a media studies teacher, classmates, friends/family, and online surveys, to get perspectives from different demographics. The author found feedback most helpful for improving aspects like visuals, sound, pacing, narrative clarity, and lighting in the movie trailer. Collecting feedback from multiple avenues helped the author tailor the media product to better achieve its goals.
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1) The production uses sci-fi genre conventions but also challenges conventions through varied editing techniques.
2) The production represents both working class and upper class groups through contrasts in the characters.
3) A media institution like Working Title could potentially distribute the production due to its professional quality and similarities to other successful films.
4) The intended audience is 12+ years old and targeting teenagers and working class viewers through trailers and posters with a mysterious tone.
Danielle Evaluation 8
The media product challenges sci-fi genre conventions through an unconventional editing style and soundtrack. It represents both working class and upper class social groups through the characters' clothing and behaviors. A media institution like Working Title could potentially distribute the product to its target 12+ audience of teenagers and working class adults. Through cliffhangers, mysterious edits, and promotional materials, the opening sequence aims to attract this audience and leave them wanting more. The process taught valuable skills in using editing software like Adobe Premier Pro to construct a professional-looking final product.
3. Proposal sf 2017
This proposal outlines a short film project about the concept of time titled "Tempus". The target audience is 16-25 year olds of both genders. Specialist techniques needed include sound editing and camera positioning. The schedule outlines pre-production, filming, editing, and evaluation over 5 weeks. Research sources include audience surveys, films, and online videos to help develop the project concept and techniques.
My Evaluation
My media production uses conventions of sci-fi genre films, with a black and silver title sequence. It challenges conventions by using a variety of edits. It represents both working class and upper class groups. A media company like Working Title might distribute it due to its professional quality and similarities to their other films. The target audience is 12+ teenagers and adults, attracted through a mysterious opening and cliffhanger ending like other successful films in the genre. Learning the editing software Adobe Premier Pro helped make the production look professional. Experience with a preliminary task improved camera angles, lighting, and effects for a stronger final product.
Danielle Evaluation 2
Our media production uses conventions of sci-fi genre films, with a black and silver title sequence. It challenges conventions through a variety of edits. The opening music may put some people off but fits the production.
The production represents both working class characters running casually through crowds, and upper class characters through a well-spoken woman who looks out of place on a train in heels.
A media institution like Working Title could distribute the film as it is professionally finished and uses conventions of other successful films they have produced. The target audience is 12A to attract teenagers and adults with its cliffhangers and mysteries.
Evaluation
The document provides an evaluation of a promotional video created for a college department. It discusses several key points:
1) The client brief asked for a 2-3 minute promotional video to be used on the college website, DVDs, and social media.
2) The creator felt the raw footage shot was not extensive enough, resulting in a video that stretched clips and lacked variety.
3) Feedback indicated more shots and a longer length were needed to better showcase the college and its programs.
Whose Page Is It Anyway?: Creating a content workflow that serves the audience
Malaika Carpenter presents strategies for aligning a company's content workflow with its target audience's goals. She recommends conducting research to understand audience needs, such as interviewing user-facing team members and gathering customer data. Teams should then workshop the user experience together, mapping out user journeys and identifying opportunities to better serve audiences. Key insights from this research should be documented and connected to daily work, such as through status updates and refined surveys, to keep the audience perspective central to a company's products and communications. The goal is to understand audiences rather than make assumptions and continuously ensure work is providing value for users.
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Evaluation question 3
The document discusses feedback received from various sources on media products created by the author. Key learnings include:
- Feedback from a media studies teacher and classmates on initial drafts helped improve visuals, audio, pacing, and narrative clarity.
- Surveying college peers early on helped determine the general direction but feedback shifted the focus, like adding psychological elements.
- While feedback from a wide audience online could be useful, the author chose to focus on the intended target demographic.
Evaluation media final jf
The document summarizes the media technologies used to construct a documentary project. It discusses using a Sony camera, tripod, Yeti microphone, and digital cameras to capture footage and audio. An Apple Mac was used for editing footage in iMovie. Blogger was used to plan and document the process. Wordle and Prezi were also used to create visual elements. The combination of different technologies allowed for the effective production of the documentary project.
Documentary Evaluation
1. The documentary evaluates the rise in university tuition fees in the UK and the protests against it.
2. It uses techniques from documentarians like Michael Moore, including interviews, footage of protests, and a voiceover to argue strongly against rising fees.
3. Feedback from the target audience of current and future university students showed that the documentary successfully conveyed its message and engaged viewers on the issue.
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A non designer's guide to creating memorable visual slides
A non designer's guide to creating memorable visual slides
Whose Page Is It Anyway?: Creating a content workflow that serves the audience
Whose Page Is It Anyway?: Creating a content workflow that serves the audience
Intuitive images: tips and techniques for creating and evaluating graphics in...
Intuitive images: tips and techniques for creating and evaluating graphics in...
Question 3 what have you learned from your audience feedback
Question 3 what have you learned from your audience feedback
More from ardhowp
complete a Detailed Research Outline based on the instructio.docx
complete a
Detailed Research Outline
based on the instructions provided
Refer to the CU Research Guide for Structure (file found under the Research Report Help section)
Refer to APA for format (web link found under the Research Report Help section)
.
Complete a 3 page paper in APA format (plus cover sheet and referenc.docx
The document requests a 3 page paper in APA format that briefly describes the key human resources concerns in one selected country related to competencies, labor economics, legal systems, labor relations, and cultural norms and how these concerns could impact the success of a multinational company operating in that country.
Complete a 200-300 word action plan and supporting rationale bas.docx
Complete a 200-300 word action plan and supporting rationale based on the following scenario:
Mark is a Hispanic 8th grade student who has been identified as having an emotional/behavioral disorder, specifically Mood Disorder (Not otherwise specified). Currently, he participates in a general education inclusion classroom. During his annual IEP meeting, the team reviewed recent test scores and determined he qualifies
for the gifted program in the area of ELA only. He will continue to participate in the inclusion classroom for the remainder of his courses. He is very successful in all of his inclusion classes. Mrs. Stone, the gifted teacher, was not able to be present during the IEP meeting. She has never worked with a student who has an IEP before. Mark is the only Hispanic student in the gifted class, which tends to make him uncomfortable. He says the teacher does not include him in the classroom conversations and speaks abruptly to him, but not to the other students.
.
Complete a 2-part assessment in which you analyze and compute fi.docx
Complete a 2-part assessment in which you analyze and compute financial ratios and interpret the results of a multi-year financial ratio analysis.
Smart investors also execute due diligence by performing a bit of financial statement analysis (also known as ratio analysis), where financial statement numbers are used to evaluate three characteristics of an organization's performance: (1) liquidity, (2) profitability, and (3) solvency.
.
Complete a 2 page paper in APA format (plus cover sheet and referenc.docx
Complete a 2 page paper in APA format (plus cover sheet and reference page) that briefly summarizes how the Internet may affect public opinion in a positive or negative way with regards to brand reputation. Select a well-known brand (i.e. Nike or Microsoft) and discuss the current state of public opinion using the Internet as your research tool.
.
Complete 1 and 21) Search the web for syllabus examples and .docx
Complete 1 and 2
1) Search the web for
syllabus
examples and use your findings to help create your own
syllabus
. Make sure you only use the
syllabus
examples you find as a reference. -1 page
2) Discuss the different components of a
syllabus
.-at least 1 paragraph
.
Complete 1 and 21) Search the web for syllabus examples an.docx
Complete 1 and 2
1) Search the web for
syllabus
examples and use your findings to help create your own
syllabus
. Make sure you only use the
syllabus
examples you find as a reference. -1 page
2) Discuss the different components of a
syllabus
.-at least 1 paragraph
.
CompletarFill in the blanks.El [removed] envía sangre (sends.docx
Completar
Fill in the blanks.
El [removed] envía sangre (
sends blood
) al resto del cuerpo.
Un [removed] trabaja en un hospital y ayuda (
helps
) a los médicos.
El [removed] es la parte del cuerpo que está entre el pie y la pierna.
Si una persona está [removed], quiere decir que no sufre ninguna enfermedad.
.
CompletarFill in the blanks with the indicated demonstrative a.docx
Completar
Fill in the blanks with the indicated
demonstrative adjective or pronoun
.
1. ¿Viste a
____________
aquellos
chicas?
(those over there)
2.
¿Vas a gastar dinero en
_____________
aquellos
botas rojas?
(those over there)
.
CompletarComplete the chart with the correct verb forms.infini.docx
Completar
Complete the chart with the correct verb forms.
infinitivo
conducir
(1)
[removed]
(blank)
(2)
[removed]
(blank)
yo
(3)
[removed]
(blank)
(4)
[removed]
(blank)
quise
usted
(5)
[removed]
(6)
[removed]
(7)
[removed]
nosotras
(8)
[removed]
(9)
[removed]
(10)
[removed]
ellos
(11)
[removed]
pudieron
(12)
[removed]
Completar
Fill in the blanks with the preterite form of the appropriate verbs.
Tú le
[removed]
(traer, estar) un regalo a Julián, ¿verdad?
Ayer
[removed]
(blank)
(traducir, haber) una boda en el Club Campestre.
El sábado pasado yo
[removed]
(blank)
(dar, saber) una fiesta en mi casa, pero no
[removed]
(poner, venir) nadie.
Alejandra y Cristian
[removed]
(decir, hacer) que quieren celebrar su aniversario en México.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
nosotros / decir / verdad
Nosotros dijimos la verdad.
ustedes / darle / beso / recién casado
[removed]
(blank)
¿cuándo / saber / tú / fecha / de la graduación?
[removed]
(blank)
yo / poner / flan de caramelo / en / mesa
[removed]
(blank)
Antonio y yo / estar / Madrid / verano pasado
[removed]
(blank)
¿qué / hacer / Nicolás y Fernanda / después de / divorcio?
[removed]
(blank)
El cumpleaños
Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used.
dar
estar
haber
hacer
jubilarse
poder
poner
saber
sonreír
tener
traducir
traer
El mes pasado mi esposo y yo
(1)
[removed]
(blank)
una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo
(2)
[removed]
(blank)
veintiocho invitados porque la señora Casas y su hija no
(3)
[removed]
(blank)
venir. Mi madre
(4)
[removed]
(blank)
unas lasañas deliciosas y mis hermanas
(5)
[removed]
(blank)
flores (
flowers
) y globos (
balloons
) para decorar la casa. Después de comer pastel, mi hermano
(6)
[removed]
(blank)
música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo
(7)
[removed]
(blank)
que lavar los platos y yo
(8)
[removed]
(blank)
una lista de las tarjetas (
cards
) de agradecimiento (
gratitude
) que tenemos que escribir.
.
CompletarFill in the blanks with the correct present tense form .docx
El documento proporciona oraciones incompletas y párrafos con palabras faltantes sobre actividades y opiniones de varias personas. Se pide completar las oraciones y el párrafo con verbos en el tiempo gramatical indicado y los pronombres de objeto indirecto correspondientes.
CompletarComplete the chart with the correct verb forms.infi.docx
Completar
Complete the chart with the correct verb forms.
infinitivo
conducir
(1) [removed]
(2) [removed]
yo
(3) [removed]
(4) [removed]
quise
usted
(5) [removed]
(6) [removed]
(7) [removed]
nosotras
(8) [removed]
(9) [removed]
(10) [removed]
ellos
(11) [removed]
pudieron
(12) [removed]
Completar
Fill in the blanks with the preterite form of the appropriate verbs.
Tú le [removed] (traer, estar) un regalo a Julián, ¿verdad?
Ayer [removed] (traducir, haber) una boda en el Club Campestre.
El sábado pasado yo [removed] (dar, saber) una fiesta en mi casa, pero no [removed] (poner, venir) nadie.
Alejandra y Cristian [removed] (decir, hacer) que quieren celebrar su aniversario en México.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
nosotros / decir / verdad
Nosotros dijimos la verdad.
ustedes / darle / beso / recién casado
[removed]
¿cuándo / saber / tú / fecha / de la graduación?
[removed]
yo / poner / flan de caramelo / en / mesa
[removed]
Antonio y yo / estar / Madrid / verano pasado
[removed]
¿qué / hacer / Nicolás y Fernanda / después de / divorcio?
[removed]
El cumpleaños
Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used.
dar
estar
haber
hacer
jubilarse
poder
poner
saber
sonreír
tener
traducir
traer
El mes pasado mi esposo y yo
(1) [removed]
una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo
(2) [removed]
veintiocho invitados porque la señora Casas y su hija no
(3) [removed]
venir. Mi madre
(4) [removed]
unas lasañas deliciosas y mis hermanas
(5) [removed]
flores (
flowers
) y globos (
balloons
) para decorar la casa. Después de comer pastel, mi hermano
(6) [removed]
música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo
(7) [removed]
que lavar los platos y yo
(8) [removed]
una lista de las tarjetas (
cards
) de agradecimiento (
gratitude
) que tenemos que escribir.
.
Complet vector.dep.inc# This code depends on make tool being .docx
This document contains source code for a C++ program that uses a SimpleVector class. It includes function definitions to fill, add to, delete from, and print a vector of integers. The main() function initializes a vector, calls the fill, print, add, print, delete, and print functions in a loop. The Makefile and project files configure a Debug and Release build for a Cygwin-Windows platform.
Complementary Therapies in Medicine (2012) 20, 377—384Ava.docx
Complementary Therapies in Medicine (2012) 20, 377—384
Available online at www.sciencedirect.com
j o u r n a l h o m e p a g e : w w w . e l s e v i e r h e a l t h . c o m / j o u r n a l s / c t i m
Argentine tango dance compared to mindfulness
meditation and a waiting-list control: A randomised
trial for treating depression
Rosa Pinniger a,∗, Rhonda F. Brown a, Einar B. Thorsteinsson a,
Patricia McKinley b,c
a University of New England, Australia
b McGill University, Canada
c Centre Interdisciplinaire de recherché en réadaptation du Montréal metropolitain, Canada
Available online 3 August 2012
KEYWORDS
Depression;
Mindfulness;
Tango dancing;
Psychological stress
Summary
Objectives: To determine whether tango dancing is as effective as mindfulness meditation in
reducing symptoms of psychological stress, anxiety and depression, and in promoting well-being.
Design: This study employed analysis of covariance (ANCOVA) and multiple regression analysis.
Participants: Ninety-seven people with self-declared depression were randomised into tango
dance or mindfulness meditation classes, or to control/waiting-list.
Setting: classes were conducted in a venue suitable for both activities in the metropolitan area
of Sydney, Australia.
Interventions: Participants completed six-week programmes (1½ h/week of tango or medita-
tion). The outcome measures were assessed at pre-test and post-test.
Main outcome measures: Depression, Anxiety and Stress Scale; The Self Esteem Scale; Satisfac-
tion with Life Scale, and Mindful Attention Awareness Scale.
Results: Sixty-six participants completed the program and were included in the statistical anal-
ysis. Depression levels were significantly reduced in the tango (effect size d = 0.50, p = .010),
and meditation groups (effect size d = 0.54, p = .025), relative to waiting-list controls. Stress
levels were significantly reduced only in the tango group (effect size d = 0.45, p = .022). Attend-
ing tango classes was a significant predictor for the increased levels of mindfulness R2 = .10,
adjusted R2 = .07, F (2,59) = 3.42, p = .039.
Conclusion: Mindfulness-meditation and tango dance could be effective complementary
adjuncts for the treatment of depression and/or inclusion in stress management programmes.
Subsequent trials are called to explore the therapeutic mechanisms involved.
Crown Copyright © 2012 Publish
∗ Corresponding author at: School of Behavioural, Cognitive and Social
Tel.: +61 2 6773 2410; fax: +61 2 6773 3820.
E-mail address: [email protected] (R. Pinniger).
0965-2299/$ — see front matter. Crown Copyright © 2012 Published by E
http://dx.doi.org/10.1016/j.ctim.2012.07.003
ed by Elsevier Ltd. All rights reserved.
Sciences, University of New .
Compile and present the data that will inform your project. Examples.docx
Compile and present the data that will inform your project. Examples: pie charts, bar charts, line charts, column charts, poll results, survey results, trend graphs, timelines, raw data table, summary table, narrative summary table, etc. Briefly introduce your data, present your data, then write a 200-word explanation of the data type and why this type of data is beneficial for your project. Example data types: primary, secondary, qualitative, quantitative, categorical, mixed, cross-sectional, longitudinal, etc. Incorporate concepts and key terms from the course.
Examples:
· Compile various poll results into a bar graph.
· Compile multiple financial results to develop a trend graph.
· Annotate studies in a narrative summary table.
· Create a timeline graph of historical events.
· Develop a bar graph of demographics.
· Compile raw data into a table.
.
Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin C.docx
Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin Colquitt, Ed.D
Updated September 2018. List is not inclusive.
Adaptive Sports Programs & Resources 2018
International & National Adaptive Sports Organizations:
Cerebral Palsy International Sport & Recreation Association (CPISRA) www.cpisra.org CPISRA is the
leading international sports organization governing and promoting sport and recreation for Cerebral Palsy
(CP) and related neurological conditions throughout the World. CPISRA is one of only four International
Organizations of Sport for the Disabled (IOSD) recognized by the International Paralympic Committee
(IPC) to represent impairment groups. CPISRA’s vision is that all people who have CP or related
neurological conditions have the opportunity to benefit from and participate in sport and recreation
throughout the World.
National Center on Health, Physical Activity and Disability (NCHPAD) http://www.nchpad.org
is positioned to effect change in health promotion/obesity management among people with disabilities
through its history of providing advocacy, services and programs to numerous organizations and people
throughout the country. The primary focus of the Center’s approach is to collaborate with the nation’s
leading health advocacy and disability organizations in linking them to the hundreds of program
initiatives ongoing across the nation, using this framework to build inclusion and integration into existing
programs.
US Paralympic Sport Clubs https://www.teamusa.org/us-paralympics/gateway-to-gold/paralympic-
sport-clubs U.S. Paralympics partners with community-based adaptive sport organizations from across
the US to create a network of Paralympic Sport Clubs providing local sport programming for individuals
with Paralympic-eligible impairments, including physical disabilities and visual impairments. While many
Paralympic Sport Clubs focus on grassroots programming, many also provide opportunities at the national
and international levels. By supporting Paralympic Sport Clubs with resources including coaching
education and program development courses, U.S. Paralympics and its National Governing Bodies/High
Performance Management Organizations have helped increase the availability of sport programming for
athletes with Paralympic-eligible impairments. Currently operating in 48 states and Washington, D.C.,
U.S. Paralympics is committed to partnering with organizations across the United States to ensure
Paralympic Sport Clubs are available in all 50 states.
Disabled Sports USA (DSUSA) http://www.disabledsportsusa.org - Disabled Sports USA’s mission is to
provide national leadership and opportunities for individuals with disabilities to develop independence,
confidence, and fitness through participation in community sports, recreation and educational programs.
Disabled Sports USA is a nation-wide network of community-based chapters offering a variety of
recreation programs. DSUSA sanct.
Compiled FRAMEWORK Framework for the Preparation and .docx
Compiled FRAMEWORK
Framework for the
Preparation and
Presentation of Financial
Statements
This compiled Framework applies to annual reporting periods beginning on
or after 1 July 2014. Early application is permitted. It incorporates relevant
amendments made up to and including 4 June 2014.
Prepared on 15 March 2016 by the staff of the Australian Accounting
Standards Board.
FRAMEWORK-compiled 2 COPYRIGHT
Obtaining Copies of the Framework
Compiled versions of the Framework, the original Framework and amending
pronouncements (see Compilation Details) are available on the AASB
website: www.aasb.gov.au.
Australian Accounting Standards Board
PO Box 204
Collins Street West Victoria 8007
AUSTRALIA
Phone: (03) 9617 7637
E-mail: [email protected]
Website: www.aasb.gov.au
Other Enquiries
Phone: (03) 9617 7600
E-mail: [email protected]
COPYRIGHT
© Commonwealth of Australia 2016
This compiled AASB Framework contains IFRS Foundation copyright
material. Reproduction within Australia in unaltered form (retaining this
notice) is permitted for personal and non-commercial use subject to the
inclusion of an acknowledgment of the source. Requests and enquiries
concerning reproduction and rights for commercial purposes within Australia
should be addressed to The Director of Finance and Administration,
Australian Accounting Standards Board, PO Box 204, Collins Street West,
Victoria 8007.
All existing rights in this material are reserved outside Australia.
Reproduction outside Australia in unaltered form (retaining this notice) is
permitted for personal and non-commercial use only. Further information
and requests for authorisation to reproduce for commercial purposes outside
Australia should be addressed to the IFRS Foundation at www.ifrs.org.
FRAMEWORK-compiled 3 CONTENTS
CONTENTS
COMPILATION DETAILS
COMPARISON WITH IASB FRAMEWORK
FRAMEWORK FOR THE PREPARATION AND PRESENTATION OF
FINANCIAL STATEMENTS
Paragraphs
Application Aus1.1 – Aus1.5
Introduction
Purpose and Status 1 – 4
Scope 5
Underlying Assumptions
Going Concern 23
The Elements of Financial Statements 47 – 48
Financial Position 49 – 52
Assets 53 – 59
Liabilities 60 – 64
Equity 65 – 68
Performance 69 – 73
Income 74 – 77
Expenses 78 – 80
Capital Maintenance Adjustments 81
Recognition of the Elements of Financial Statements 82 – 84
The Probability of Future Economic Benefit 85
Reliability of Measurement 86 – 88
Recognition of Assets 89 – 90
Recognition of Liabilities 91
Recognition of Income 92 – 93
Recognition of Expenses 94 – 98
Measurement of the Elements of Financial Statements 99 – 101
Concepts of Capital and Capital Maintenance
Concepts of Capital 102 – 103
Concepts of Capital Maintenance and the Determination
of Profit 104 – 110
FRAMEWORK-compiled 4 CONTENTS
Appendix: Objective and Qualitative Characteristics
Chapter 1: The Objective of General Purpose Finan.
Competitive Forces Analysis Group Assignment Do some research to.docx
Competitive Forces Analysis Group Assignment
Do some research to find an organization that is selling a product or a service. Using the Five Forces Model, write an analysis of how Information Technology/Information Systems (IT/IS) is or could impact EACH of the 5 forces (positively or negatively) in your chosen organization. For a richer analysis, feel free to discuss and reference any other strategic models or material from the text, but remember you MUST analyze the firm with respect to IT/IS and each of the forces. A grading rubric is also posted on BB along with these instructions.
Choose an organization that allows for a robust discussion. This includes firms you may know about or can find information about (via interviews, readings, research etc.).
This work should show that you clearly understand each of the forces, you understand how each force is impacting your organization, and you understand the role IT/IS either is having or could have with respect to each force.
You should be specific; general statements without examples or detail will not be well received. You may find that your firm is not using IT/IS to impact a particular force (as far as you can tell). Stretch yourself to come up with possibilities as to how they COULD use IT/IS for positive impact. Again, be specific. Do not simply say “they need an information system for customers.” Rather, be certain to describe what type of system (or functionality of the system) you would recommend and why this system would make a difference.
This is a formal paper and should be free of grammar, word usage, and sentence structure errors. The paper must be well organized and free of typos. All work MUST be cited in both a Works Cited page and inside the text. All group members should proofread the final draft CAREFULLY prior to submission.
No page length rule. Just get the job done – well. Each team member should contribute equally Please do not assign a different person to write sections of the paper and expect to just tie them together. This will lead to a fragmented paper and will not earn a solid grade. You should discuss the material (that each member contributes to) and come up with a cohesive product that flows well and meets all requirements.
YOU MUST SUBMIT PEER Review statements IN CLASS or Your grade will be drastically reduced if the review is NOT received. The reviews should follow the guidelines of the peer reviews that accompanied your previous group work.
A WELL DEVELOPED SUBMISSION should include the following material/discussions:
I. Introduction./Description of the Firm (This section is mainly devoted to facts about the firm to the “what”) its industry, its market, its competitive position (in general) including but not limited to the following: What kind of firm located where? i.e. medium sized manufacturing firm in the Midwest. What are their products/services or type of products/services? (what do they sell?)
II. Analysis Section. (Bulk of paper. Develop d.
Competitive AnalysisCompany HighlightsDirect C.docx
Competitive Analysis
Company Highlights
Direct Competitors:
Company Highlights
Lovers and Friends
Raissa Gerona, and Mitch
Moseley launched the fashion
brand, Lovers and Friends, in
2010. Since then, the brand
has become a blogger
favorite. The brand prides itself
in its origins, and strives to
create content and product
that reflect it.
Competitive Advantage:
Lovers and Friends’
competitive advantage is
attached to the fact that they
are very much connected to
their L.A. origins. This pride,
which reflects in their brands’
image as a whole, has allowed
them to attract and develop
an L.A.-loving cult that is
devoted to sporting their
goods.
Shrimps
Shrimps is a fashion label
created by London-based
designer, Hannah Weiland. It
was launched in 2013, and has
grown immensely since then.
Originally gaining widespread
recognition as a result of the
faux fur coat, the label has
now also become
distinguished for its
accessories.
Competitive Advantage:
Shrimps’ competitive
advantage is the fact that it
has become known for leading
the conversation on
cruelty-free fashion. As a
result of this, they have gained
a niche and special market
that only they can cater to.
Indirect Competitors:
Company Highlights
Nasty Gal
Nasty Gal was founded in
2006 by Sophia Amoruso in
San Francisco, California. It is
an L.A. based brand that
began by selling vintage
pieces on Ebay, and thirteen
years later has grown into an
appealing fashion brand
directed at young adults; it
now sells clothing, shoes, and
accessories under its own
label.
Competitive Advantage:
Nasty Gal’s competitive
advantage lies in the fact that
it was founded by a person
whose story has inspired its
customers, and which has
created a loyal and special
following for the brand.
Asos
Asos is a British online fashion
retailer. The company was
founded in June of 2000, and
is directed at young adult
consumers. The brand sells its
own line of goods, and also
carries other brands.
Competitive Advantage:
Asos has a competitive
advantage in that it provides
the customer with various
options in regards to brands
and styles. Not only that, but
the brand is inclusive of all
shapes and sizes, and makes it
evident through their website
and content.
Market Information
Shrimps
Target Market:
★ Ages 25-45
★ Includes various ethnicities
★ Mature female professionals
★ Income: $90,000-$120,000
★ Location: City
★ Lead a sophisticated, luxurious lifestyle
★ Aware of the impact of their purchases
Direct Competitors:
Market Information
Market Share:
Since its emergence in 2013, it is evident that Shrimps has gained
immense market share, and continues to do so. This is evident
through the brand’s faux fur specialty, which has created a unique
set of customers for the brand that only they appeal to.
Marketing Strategy:
As for their marketing strategy, like other newer brands, it seems t.
Competition and Qualityin Health Care MarketsFull text.docx
Competition and Quality
in Health Care Markets
Full text available at: http://dx.doi.org/10.1561/0700000024
Competition and
Quality in Health
Care Markets
Martin Gaynor
H. John Heinz III School of Public Policy and
Management, Carnegie Mellon University and
National Bureau of Economic Research,
Leverhulme Centre for Market and Public Organisation
University of Bristol UK
[email protected]
Boston – Delft
Full text available at: http://dx.doi.org/10.1561/0700000024
Foundations and Trends R© in
Microeconomics
Published, sold and distributed by:
now Publishers Inc.
PO Box 1024
Hanover, MA 02339
USA
Tel. +1-781-985-4510
www.nowpublishers.com
[email protected]
Outside North America:
now Publishers Inc.
PO Box 179
2600 AD Delft
The Netherlands
Tel. +31-6-51115274
The preferred citation for this publication is M. Gaynor, Competition and Quality
in Health Care Markets, Foundations and Trends
R© in Microeconomics, vol 2, no 6,
pp 441–508, 2006
Printed on acid-free paper
ISBN: 978-1-60198-007-6
c© 2006 M. Gaynor
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, mechanical, photocopying, recording
or otherwise, without prior written permission of the publishers.
Photocopying. In the USA: This journal is registered at the Copyright Clearance Cen-
ter, Inc., 222 Rosewood Drive, Danvers, MA 01923. Authorization to photocopy items for
internal or personal use, or the internal or personal use of specific clients, is granted by
now Publishers Inc for users registered with the Copyright Clearance Center (CCC). The
‘services’ for users can be found on the internet at: www.copyright.com
For those organizations that have been granted a photocopy license, a separate system
of payment has been arranged. Authorization does not extend to other kinds of copy-
ing, such as that for general distribution, for advertising or promotional purposes, for
creating new collective works, or for resale. In the rest of the world: Permission to pho-
tocopy must be obtained from the copyright owner. Please apply to now Publishers Inc.,
PO Box 1024, Hanover, MA 02339, USA; Tel. +1 781 871 0245; www.nowpublishers.com;
[email protected]
now Publishers Inc. has an exclusive license to publish this material worldwide. Permission
to use this content must be obtained from the copyright license holder. Please apply to now
Publishers, PO Box 179, 2600 AD Delft, The Netherlands, www.nowpublishers.com; e-mail:
[email protected]
Full text available at: http://dx.doi.org/10.1561/0700000024
Foundations and Trends R© in
Microeconomics
Volume 2 Issue 6, 2006
Editorial Board
Editor-in-Chief:
W. Kip Viscusi
Vanderbilt University
Editors
Richard Carson, UC San Diego (environmental economics)
Joseph Harrington, Johns Hopkins University (industrial organization)
Tom Kniesner, Syracuse University (labor economics)
Mark V. Pauly, University of Pennsylvania (health economics)
David Wild.
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