Selling a product Essay Example for Free

Selling a product Essay The slogan is all part of the brand package for the meddeteranian cruise advert, and it combines with the images created with the use of the swan and Helen of Troy: Discoveries of a Lifetime; the elegent tone and formal vocabulary used combine with the images of the swan and Helen; there is dignity in the seriousness in the vocabulary, but it also insites a sense of adventure and excitement which would make a potential buyer keen to go on a cruise and see the amazing discoveries; it also conveys the uniqueness of the experiences you will have on a Swan Hellenic cruise. It makes the expereinces you will have on a Swan Hellenic cruise seem special, as well as unique, and makes it seem as if that if you turn down the chance to go on a cruise, you will never have the chance again. Once again, however, the Scottish Highlands advert lacks a concrete slogan. Because it doesnt promote any perticular company, and only a product (the Highlands themselves), there is no company slogan to use; really, it has more of a tag; the visitscotland web address; the advert is used to draw people in with its imagery before directing the reader to a resource for more information, rather than selling a product directly to the reader. The most striking contrast between the two adverts is the use of text and tone. The cruise advert uses a personal tone in the style of a postcard (together with a font which looks as if it is handwritten) to give the advert the style ofa one on one conversation between the reader and a friend; the personal style makes the dvert seem as if it has been purposefuly created for the reader and thus makes it seem more relevent to them. The description of the area is also personal rather than it shines like a beacon in the sun, which would be used ina formal desprition, the phrase it shone like a beacon in the sun is used to give the text the feeling of it being a persons despription, enhancing the personal feel. The text is of a relevent size to make it seem legitimately handwritten (and is spaced to achieve the same effect), but it is hugh up enough on the pafge for the glorious, sprawling and idyllic medeterranian scene to be seen in full. The use of we in the opening paragraph affirms the audience the product is aimed at; couples or groups, and also suggestes a shared experience, which the whole party enjoyed; the use of the phrase never knew existed not only enforces the uniqueness of the cruises but also suggest that you will learn and be entralled in the process by going on the cruise. The text reffering to the monks being hoisted up in a basket gives the text even more of a personal feel because it comes accros as a private joke; the final use of humour does what the phrase about the monks does and also makes the reader laugh, hopng to usethe humour to help them remember the advert. The body of text underneath the picture is used to push the cruises themselves. Within the first sentence, you have all the positives of a Swan Hellenic cruise laid out for you with a rheotorical question on the end to make you think about them all; the text also speaks directly to the target audience (couples or groups who want to get away from modern life) with the promise of places off the beaten track and also promises once again that you will learn whilst on the cruise. Having considered the rheotoricalquestion, the reader is confronted with still more of the cruises virtues Havinggiven the reader all the virtues of a cruise with Swan Hellenic in the firsttwo sentances, the text then details how to obtain them all in a plethora of ways, all guaranteed to be easy, quick, effective and hair-tearing free; the use of the phrase friendly team are waiting to assist you conjures up an office full of happy people who will wait for a time convinient to you to assist you in choosing a perfect holiday; another virtue, and only in the third sentence.  Where as the Swan Helenic advert uses an extensive amount of text, the Scottish Highlands advert uses short, snappy and witty (slightly sarcastic) phrases to give it a chic, modern air. The text stands out because of its position on the page and the sentences lead sraight on into each other. The other body of text is small and secreted away so as not to detract from the all-important picture; the phrase make your own entertainment makes use of innuendo and gives a certain allure to coming to the coming to the Scottish Highlands; the useof aquestion directly followed by an answer (Want to come? Go online.) points a reader where to go without giving him or her time to think; its almost s if he or she as nochoice. Those last two sentences are also short and snappy, as is the tag visitscotland.com, which is is easy to remember andstresses that you shoud visit Scotland; the use of an incomplete andshort address rather than a longwinded one also keeps up the modern theme (by missing off the http:// and www. sections of the website address and using something catchy like visitscotland.com and not something like uktourism.co.uk/scotland/highlands/visit_scotland.html the shot and snappy nature of the text is kept going and it is also a stylish ddress.). In conclusion, this study has shown how two adverts selling he same product (holidays) and aimed at a simmilar demographic (high-earning Times readers) can be vastly different. Whilst the Swan Hellenic advert relies on showcasing and using a built up image of the Medetteranian and the reputation of PO cruises the Scottish Highlands advert tries relentlessly to dispelpreconceptions about the Scottish Highlands through the use of modern colours, the internet, short, snappy phrases and a modern sense of humour. In my opinion, the Swan Hellenic is more successful becauseit has a built up image to rely on and fall back on and so the product is easier to sell throgh visual showcasing and the use of language techniques (,etaphor in like a beacon in the sun rheotorical questions), and the conotations of the swan and Helen of Troy to sell its product.

Creating Hyperlinks :: Computer Science

Creating Hyperlinks To insert the button I clicked on insert-interactive images-flash button when the options screen came up I entered information such as; style, background color, button text, font, link, target screen and then name of the button. I then clicked OK. Creating Hyperlinks To link between pages I needed to create hyperlinks, to do this I first wrote the text that I wished the hyperlink to display I then highlighted it and entered the link into the box that appeared I then pressed enter Entering text To enter the text on my site I simply clicked where I wanted it to go and typed it in, I also changed the properties of the text i.e. alignment, color, size, bold, format, etc by highlighting the text and using the toolbar. Accuracy To check the accuracy of my work, e.g. all of my links worked and that there were no spelling errors in the pages I got my friend to read through the page for spelling errors and dead links. Here is a spelling error that was found. and here is the correction Back-up saving To ensure that I dint lose any work if the computer crashed I regularly saved my work, I did this by clicking on the file menu and then "save all frames" or "save" button depending on which file page I was working on. I have provided screenshots below of the buttons I used. I also saved it onto a cd incase the computer was damaged and the work was lost. Spelling and grammar checking To make sure that there were no spelling or grammatical errors on my site I copied the text into word and spell checked it. Changing the HTML code This is the HTML coding for the above table: href="hardFrameset.htm">Hardware href="sofinFrameset.htm">Software href="laptopFrameset.htm">Laptops Computer Systems I will demonstrate how changing the HTML coding can affect the look of a webpage. For example if I change the value of the table background color (highlighted above) I can change the way the table looks. I have changed the value from #000000 (black) to #FFFFFF (white) this changes the table background color href="hardFrameset.htm">Hardware href="sofinFrameset.htm">Software href="laptopFrameset.htm">Laptops Computer Systems This is what the table looked like after I had edited the html coding. Evaluation Plan I followed the plan I made almost exactly as I made sure that the plan was accurate and would work so that I wouldn't need to think about the design of the site while I was making it therefore allowing me to concentrate on making the site. Problems I only had one problem really and that was that some of the flash

A Project-Based Learning

A project-based learning approach is extended in which knowledge acquired in water resources engineering lessons is utilized to devise a storm-water management scheme. The goal of the project is to accentuate the significance of assessing design skills attained in the coursework. The students are expected to apply an understanding of material they learned from their lessons in water resources engineering and environmental engineering; which led them to develop a solution for storm-water management scheme. Also, the project aims to introduce students to the power of internet resources and computer technology and quickly carry out the many iterative analyses often required at the detailed stages of design. Considering the importance of project-based design work in enabling proficiency attainment and understanding fundamental natural resources along with engineering concepts are discussed with an approach proposed for facilitating the assimilation of design teaching within water resources engineering course. Approach presented seeks to exploit student enthusiasm for engineering project work in order to enhance an understanding for water resources engineering. The design project considers a â€Å"real† problem, i.e. storm-water management system. It is argued that reality plays an important role in maintaining student commitment, which is essential for effective learning. This paper provides an overview of how design teaching can provide an integrating theme within a water resource-engineering course. The emphasis of the current approach on student-centered active learning rather than the traditional passive learning methods is also discussed. Finally an assessment is made of the project-based approach to design teaching and its ability to develop an understanding of engineering principles, to develop skills in various software packages, and to maintain student enthusiasm using active learning techniques. Design teaching is seen as important, both in itself and as an integrated theme running throughout environmental degree courses. One of the prime objectives is to demonstrate the requirement for integrating the material covered in traditional environmental engineering courses within a design context. In this way, the importance relevance and application of water resources and environmental engineering courses can be emphasized. In addition to this, it is recognized that project-based work is important in developing student enthusiasm for engineering and can therefore provide a mechanism for maintaining the required levels of interest throughout the course. Design projects are very often carried out with the students working in groups, which can be applied to develop teamwork and effective communication. One of the major advantages of project-based design work over traditional, formal lectures is that it is student-centered, requiring active learning rather than the passive acquisition of information through lectures. Although the amount of material that is possible to cover within a single design project is demanding in terms of both student and faculty time, it is argued that project-based work may be a more effective method for acquiring knowledge and developing understanding. The importance of reality in effective design teaching has been highlighted by other authors who argue that the production of the artifact or system designed is an essential part of the educational process. Project-based design teaching often provides the opportunity assessing an existing design through an audit or for producing a new prototype, which would not normally be possible within a conventional lecture coarse. Project-based teaching, therefore, offers the additional advantage to students of dealing with real problems and it is arguably more tangible than other teaching techniques. Although formal lectures provide an important means for acquiring knowledge, it is suggested that students often have more difficulty in understanding the material and seeing the relevance in course material when it is delivered in this way alone. The educational objective of project-based design teaching within water resources and environmental engineering degree courses are not always fully appreciated. Therefore, it is the aim of this paper to discuss a range of objectives and show how they may be achieved within the context of a particular stormwater management design project. A shelter belt system along with a stormwater transfer management system was analyzed using EPANET2 and EPANET2 at SWMM5 design software packages. The shelter belt technology is a proven technology being used in Germany and the Netherlands for controlling stormwater. It was combined with the most-advanced Japanese water transfer technology. A group of students worked on the software packages to simulate the experience while another group of students worked on stormwater management using rainwater gardens and calculated various parameters. Students were encouraged to search for the information on the internet and other sources. Required information and guidance were provided by the instructor. The projects aim to demonstrate the importance of integrating water resources and environmental engineering in the design process as well as to develop team work and communication skills. In addition, it is student-centered, requiring active learning. The project-based development, which enables the advantages discussed above to be achieved, is recommended as one that could readily be adopted within environmental and water resources engineering courses. In the following sections, an outline of the project specifications is first given. The educational objectives are then presented in detail and the educational value of project based design teaching is discussed. However, before discussing the detailed aspects of the design projects, it is helpful to consider the present projects in the context of an overall design model (a range of design models is discussed). The design process may be considered to comprise the following well-established phases: project specifications, common conceptualization, manifestation, and detail. This process pertains largely to original designs, but aspects of the overall process are also relevant to variant design into which category the current design projects in general fall. In variant design, an existing design solution is adopted and modified. Therefore, the present design projects identify a case study in variant design. The generation of design solutions requires some consideration of the original design process discussed above. But the majority of the project is concerned with the detailed design phase.Specification of design projects: The following projects were conceived based on the interest of various groups of students:Using shelter by technology for effective stormwater management.  Use of rainwater garden for stormwater management.Designing stormwater management for rural areas.Applying SWMM5 for real life data from Toledo, New Orleans, and Flint.The students were required to choose their topic in the beginning of the semester and were expected to carry out a litereature review, which was part of their final report.In addition, students were allowed to explore all the internet resources and EPA software, such as SWMM5. Objectives: The ultimate aim for the students is to establish a strategy for dealing with stormwater due to hurricanes (e.g. Katrina, Harvey).The aim is achieved by ensuring the following specific objectives are met: ? To use rainfall data.? To estimate runoff based on the current features for a particular site.? To explore possible solution for the problem.? To employ SWMM for modeling purposes.? To calculate various parameters manually.? To use EPMNET2 for finding the water transfer.The design projects are structured in this way to ensure that particular educational objectives are achieved, and these are discussed for each of the above items in a later section. Methods: The design project is carried out over a period of 12 weeks with a total of 10 hours allocated for the project. Students were encouraged to utilize Blackboard for communicating with the instructor and among themselves. During the first session, students came up with their interested project topic selection. If for any reason students were unable to come up with a topic, the instructor helped them by suggesting alternative topics. Students were given specifications and guidelines on a weekly basis depending on the progress they made on their projects. Students using the software were given a step-by-step procedure for utilizing the software package. Some exercises were also prepared for the students, which were directly related to the project. The first session concludes with a discussion of the project specification between the project supervisor and the students enabling any initial problems to be overcome.At the beginning of the second session, it is expected that students will generate a conceptual diagram along with data and tables, which can be utilized towards laying out the flow of the project. Students utilizing the software were expected to learn the software. In the second session, students are expected to identify all the necessary specifications and to comment on their effect on the success of their projects. This is carried out by means of discussions during the second session with the project supervisor. By the start of the third and final sessions, students are required to present their findings in the class and critique by other groups. In the fourth session, they were required to write the final report, whichreceived comments by the project supervisor. Assessment/feedback: The work of the students is assessed by a group project report that shows details of all the hand calculations and details of the proposed design. A project report rubric was provided by the project supervisor to the students in the beginning of the semester when students came up with the project topics. Their final presentation was also assessed according to a presentation rubric, which was also posted in the same manner. Assessment is carried out in particular to identify the following: ? The ability to generate a simple model for a complex stormwater problem to enable realistic operating conditions to be calculated.? The ability to employ environmental and water resources engineering concepts.? The ability to interpret the results obtained.? The ability to produce a well-structured technical report in which arguments are put forward cogently and design decisions are justified.Feedback to the students takes place throughout the course of the project through discussions with the project supervisors and detailed comments relating directly to the students' reports. Educational objectives:Use of design, knowledge, and making simplified assumptions.Manual calculations.Discussion/conclusions: The design projects discussed in this paper had been run for six months, with some modifications as feedback became available. It is argued that the projects are successful in demonstrating the importance of environmental and water resources engineering within a design context. Furthermore, it provides an integrated approach combining computer software, environmental and water engineering, and design for the consideration of a real design problem. In this way, it is suggested that it is possible to maintain the students' interest and enthusiasm for environmental and water resource engineering through the use of project work. At the same time, this develops students' understanding of the required engineering and design principle. In addition, it develops students' skills in the use of computer software. Environmental and water resources engineering degree courses have been discussed in terms of the need for knowledge acquisition, the acquisition of skills, and the development of understanding. The projects described in this paper requiresknowledge acquisition, the accumulation of actual information, and the developing understanding of computer skills. The approach presented is effective for the development of understanding because it is student-centered, requiring active learning. It requires the students to express their understanding of concepts and discuss them, and to get rapid feedback during the discussion. The process of carrying out design projects in this way is closer. Therefore, to a tutorial approach to teaching and learning than to a lecturing approach and therefore has many advantages. The disadvantage of the project-based approach largely relates to instructor and student time requirements. In addition, it is argued that within given design projects, only a limited domain of environmental and water resources engineering can be considered. The project based approach to student learning, therefore, needs to be run in parallel with more traditional methods but cannot replace them. The projects discussed in this paper are highly suitable. It is argued for inclusion within conventional, environmental, and water resources engineering courses. This would then fulfill the purposes of both reinforcing the understanding of environmental and water resources engineering principles in a way that maintains the students' interest and enables the environment and water resources engineering courses to be run in an integrated way with the design teaching. The importance of design as an integrating theme running throughout environmental and water resources degree courses has not been established. There is growing concern among industrialists and employers of graduate environmental and water resources engineers of the way in which computer software packages and applying knowledge to real world problems are used. These design projects discussed in this paper address this issue directly and it is suggested that a more questioning attitude among students in the use of software packages achieved with a more integrated approach to engineering and design teaching. The importance of reality in teaching engineering design has been discussed by several authors since it is found that much greater impact and lasting effect on memory may be achieved if these students can see the necessity for what they are doing for the real world. The present design projects considered a stormwater management problem and the students applied their knowledge obtained through several sources.

Night and Hotel Rwanda Similarities Essay - 1009 Words

Night and Hotel Rwanda Similarities Throughout the course of humanity, we have experienced terrible transgressions in our society. Although they took place sixty-one years apart, similar horrific events from the Holocaust (1933-1945) and the Rwandan Genocide (1994) occurred. In Night, the Holocaust was the systematic, bureaucratic, state sponsored persecution and murder of approximately 6 million Jews by the Nazi regime and its collaborators. The Nazis believed they were â€Å"racially superior† so they killed the Jews because they were deemed â€Å"inferior† and needed to be eliminated. Hotel Rwanda tackles a recent event in history where the Hutu extremists of Rwanda initiated a terrifying campaign of genocide, massacring approximately†¦show more content†¦Another similarity is that the Jews and Tutsis were transported in crowded wagons or cattle cars. There was a horrific experience in Night when the Jews had to fit 80-100 people in the cattle cars with temperatures ranging from below zero degrees in the winter, and up to 108 degrees in the summer. Not only did they have to deal with the weather, they also had little to no room to use the restroom and had to go in the corner of the wagon to relieve themselves. When Elie stated, â€Å"The doors were nailed up; the way back was finally cut off. The world was a cattle wagon hermetically sealed† (Wiesel 24)., he was explaining the prison like life he had to live for approximately two years. In Hotel Rwanda, Paul sends his wife, kids, and some Tutsis to escape from Rwanda in the back of a truck. H e thinks it is the best decisions for his family. However, when a pack of Hutus approach the truck, they find out that the Tutsis are in the back of it and states to Tatianna (Pauls wife), â€Å"What is your name? Move! Get out or Ill shoot you.†Tatianna cannot think or control her emotions whatsoever when her and her children are trapped in a wagon with approximately eighty other Tutsis. Even though it is not as tightly packed as the Holocaust cattle cars, the Jews and the Tutsis both experienced the same trauma of dealing with the enormous amount of people in a tight space, leaving family members behind, and the many experiences of almost getting murdered. TheyShow MoreRelatedThe Terrible Acts of Rwandan Genocide1296 Words   |  6 Pagesconsisted of the decimation of one single race, the Jews. This solemn event is very similar (and also quite different) to another event that took place only four thousand miles away. Like the Holocaust, this event is was a genocide a nd it took place at Rwanda in 1994. This genocide was between the Hutus and Tutsis. These two groups have a long background with each other that consisted of civil wars, switches in power and superiority, and tension. It began when the Europeans put the Tutsis in a superiorRead MoreThe Movie Is Based On A True Story About What Had Happen1233 Words   |  5 Pagestrue story about what had happen in Rwanda 1994. Paul Rusesabagina is the manager of the Sabena Hotel in Kigali. He lives happily with his wife, brother-in-law, and their children. One day that happy place they all knew changed for the worse. Massacre struck, the Hutu tribe took over after assassinating the president which cause great calamity to the land. The country went through a phase of madness, it seems as if the world turn their backs on the people of Rwanda. While being under arrest, Paul tookRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageslived, how they earned their livings, and their unprecedented ability to move about the globe. Moya and McKeown set the patterns of migration in the twentieth century against those extending back millennia, and they compare in imaginative ways the similarities and differences among diverse flows in different geographical areas and across ethnic communities and social strata. They consider not only the nature, volume, and direction of migrant movements motivated primarily by opportunities for economic