INDIVIDUAL RESEARCH REPORT Assignment Example | Topics and Well Written Essays - 2500 words

INDIVIDUAL RESEARCH REPORT - Assignment Example ........4 5. IMC Plan.....................................................................................................4 5.1 Communication Objectives...................................................................5 5.2 Creative Strategies................................................................................6 5.3 Media Plan...........................................................................................6 6. Conclusion...................................................................................................7 7. References...................................................................................................9 EXECUTIVE SUMMARY Global Vision International (GVI) is a volunteer tourism organization based in the UK, which mainly provides individuals with opportunities to volunteer abroad. With GVI, individuals can be able to get opportunities to work with different communities all around the world. In addition, individuals can be able to volunt eer in different areas such as construction projects, teaching projects and even wildlife and terrestrial conservation. Therefore, the organization gives the volunteers the opportunity to work in areas of their interest (GVI, 2012). Although the volunteer opportunities seem very attractive, most individuals are normally discouraged by the costs of volunteering that are normally charged when applying for the programs. Thus, the company seeks ways in which it can attract more volunteers despite the high costs included. Therefore, the report aims at examining and giving the key strategies that can be used to communicate to the public about the volunteer programs offered by the organization. The organization can increase the awareness of its services by using the right communication strategies to deliver information about its programs (Alder,  2001, 12). For instance, the report gives strategies such as use of social media sites, television advertisements, and billboards. All of these are methods that deliver a wide range of information within a short period and to a large number of people at the same time. The report has also segmented its markets in a way that each person of the targeted population will be well covered. The market was mainly segmented in terms of age due to the fact that; the organization accepts volunteers from a wide range of age. INTRODUCTION The world faces a number of crises today due to economic, social and political problems. These problems are mainly experienced in the less developed countries where there are limited resources to solve different problems facing the country. Due such problems, organizations have started volunteer projects where individuals volunteer abroad while also touring different countries. Therefore, the organizations have to organize different volunteers and post them to different countries depending on their countries of choice. Therefore, organizations have come up with ways of attracting individuals to volunte er with their organization. Organizations make a certain profit for organizing these volunteer projects since; individuals have to pay a certain fee before they can be accepted to volunteer with the organizations. In addition, there are many organizations, that an individual can volunteer with and thus, the marketing management of an organization has to market its offers well in order to attract many volunteers. GVI is an example of an organization that is seeking to increase the number of volunteers that it sponsors to travel abroad while volunteering in different

Hypertext as a Rhizome :: Literature Literary Essays

Hypertext as a Rhizome Hypertext is an innovative writing form that has been applied to many different facets of the internet. It provides flexibility for both authors and readers because of the way ideas are linked to one another. One of the most experimental forms is the hypertext novel. Until recently, readers were limited to only linear text. The introduction of hypertext allows for non-linear forms of text, which allow readers to move from one point in the text to another simply by clicking a link. One of the main features of hypertext is this interconnectivity. The way in which the parts of text are linked is best described as a rhizome. The first step in comparing hypertext to a rhizome system is to understand just what a rhizome is. The philosopher Gilles Deleuze came up with the idea and Janet Murray applied to hypertext. A rhizome is a tuber root system in which any point may be connected to another point. â€Å"Deleuze used the rhizome root system as a model of connectivity in systems of ideas† (Murray 132). One simplified example of this is the prewriting technique of making a web. There is one central idea and then several thoughts that branch out from it. These thoughts can be connected to each other so that the writer can move easily between them when creating a piece of writing. The rhizome system has also been applied to the notion of an allusive text system that is not linear like a book, but boundaryless without closure. Hypertext is one example of this phenomenon. In following with the web analogy, there is one main idea of the story and then many other branches that are embedded in the text. The reader does not necessarily have to move on to the next one on the list, but can choose from any of the available options. There is an opportunity later to come back to any ideas that the reader may have missed or skipped over. This format makes the text circular instead of linear. There is no start or finish, just a never-ending loop of information that changes order depending on the reader This rhizome feature of hypertext makes it interesting and creative for readers. They can choose which direction they want to take and essentially create a new story every time they explore the text.

Photo Assignments

1. Create at least three aâ‚ ¬? stock images. aâ‚ ¬? You may wish to browse a stock site online to see the types of images that are popular. For example, you might take a picture of a person cooking or a picture of a food item. 2. Early photographers took portraits of people. Practice taking portraits of someone. Submit at least two portrait photographs of the person. 3. The ability to create a color photograph was an important point in the history of photography. Practice taking some color photographs. Submit three of your favorite color photographs. 1.Practice taking some nighttime photographs using what you learned in the unit. Submit two of the photographs that you took. 2. Find a scene or object that youaâ‚ ¬Ã¢â€ž ¢d like to photograph. Take the photograph using three different modes on your camera (even ones that wouldnaâ‚ ¬Ã¢â€ž ¢t be ideal for the photograph, such as a landscape mode for a macro shot). Identify which modes you used when you submit the photographs. 3. Take several photographs of the same scene, but change the aperture setting for each photograph. Submit three photographs with different aperture settings. Be sure to note which settings you used. ) 4. Take several photographs of the same moving object, but change the shutter speed setting for each photograph (the object could be players on a soccer field, a waterfall, a pet, etc. ). Submit three photographs with different shutter speed settings. Be sure to note which shutter speed settings you used. 5. Choose one camera mode and practice taking photographs that the mode is best used for. Submit three photographs that you took using the particular mode. The photographs do not need to be of the same subject. 1.Practice using the Rule of Thirds to compose some photographs. Submit three of the photographs that you think best illustrate the Rule of Thirds. 2. Practice using the guideline of filling the frame. Submit three photographs that you think best illustrate this guideline. 3. Practice taking pictures of lines. Compose photographs that contain at least one horizontal, vertical, or diagonal line. Use the guidelines to help you compose a good photograph with the lines. Submit three of the photographs that you feel best use lines. 4. Practice taking some photographs from new perspectives.Submit three photographs that you feel best illustrate this guideline. 5. Instead of following the various composition guidelines, deliberately break them. Take two pictures of the same scene: one in which you follow the rules of composition and one in which you deliberately break the rule. Submit at least two sets of photographs (four photos total of two different scenes). 1. Choose one scene or object to photograph. Take at least three photographs of this scene at three different times of day. Be sure to note the times of day that you choose.Write a brief response about how the light changed in the photograph. 2. Take photographs of someone using frontlighting, backlighti ng, and sidelighting. You can use the sun or other lighting. 3. Practice taking photographs on a cloudy or rainy day. Turn in three of your favorites from that practice. 4. Take some portrait photographs using a reflector. (Remember that white paper, poster board, sheets, or a wall can all act a reflector. ) Practice moving the subject in different positions relative to the reflector. Turn in three of your favorite photographs. . Practice taking photographs in different lighting conditions (indoors and outdoors, different times of day, different weather, and so on) to help you better understand the impact of light on your photographs. Turn in three of your favorite photographs from your practice sessions. 1. Practice taking some photographs for conversion to black and white. When youaâ‚ ¬Ã¢â€ž ¢ve finished, use photo editing software to convert the images from color to black and white. Submit three of your favorite images. 2. Choose three different scenes or objects to photograph .When youaâ‚ ¬Ã¢â€ž ¢ve finished, save each color image and create a copy that you will convert to black and white. Submit the three sets of photographs (one color and one black and white) of each scene. Indicate which photograph of the pair (color or black and white) that you prefer. 3. Take at least five photographs and use photo editing software to apply at least one different filter to each photograph. Submit the five photographs that youaâ‚ ¬Ã¢â€ž ¢ve applied a filter to. 4. Take at least ten photographs as you would if you were creating a panoramic shot.If you have editing software that will stitch the images together, you can try it with the photographs that youaâ‚ ¬Ã¢â€ž ¢ve taken. Submit all of the photographs that you took for the project, showing the tips discussed in the unit. 5. Practice using a tripod or other stable foundation (rock, table, etc. ) to take photographs from. Turn in three photographs that you took using the tripod or stable foundation. 1. Pract ice taking portraits of people. Turn in three of your favorite portraits from your practice. 2. Take photographs of a child. (Be sure to obtain permission from the childaâ‚ ¬Ã¢â€ž ¢s parent(s) to do so. Turn in three of your favorite photographs of the child. 3. Take some photographs of a group (with three or more people). The group might be a family or a group of friends. Experiment with some different arrangements. Turn in two pictures that show a different arrangement of the people in the photographs. 4. Practice taking some posed photographs of someone. Experiment with different props and portrait looks. Turn in three photographs that you feel are the best. 5. Practice taking some candid shots of someone. Experiment with having the person engage in different activities.Turn in three photographs from your practice. 1. Practice taking landscape photographs of different scenes. Submit three of your favorite landscape photographs from your practice. 2. Practice taking photographs from each of the three types of landscape photographs. Submit one example of each type of landscape photograph. 3. Chose one of the landscapes discussed in the unit and spend some time photographing in one of these location types. Submit three photographs from your practice that illustrate some of the tips for photographing in that type of landscape. 4.Chose one location to photograph in. Photograph the scene from different angles and in different lighting. Submit five of your favorite photographs that illustrate some of these differences. 5. Practice taking landscape photographs in which you use different focal points. Submit three of your favorite photographs that use a strong focal point. 1. Practice taking macro photographs of everyday objects that you find. Submit three of your favorite photographs from your practice. 2. Choose one larger subject to photograph (this could be an animal, person, clock, or any other item).Take macro photographs of different elements of the subjec t and take photographs from different perspectives. Submit three of your favorite photographs from this activity. 3. Take macro photographs of flowers, plants, or trees. If you can, try taking photographs of different species, different colors, and different forms. Submit three of your favorite photographs from this activity. 4. Practice taking macro photographs of insects, spiders, or other small creatures. If you can, try taking photographs of different species and from different perspectives.Submit three of your favorite photographs from this activity. 5. Practice taking macro photographs of people. If you can, try to work with several different age groups/individuals. Submit three of your favorite photographs from this activity. 1. Practice taking photographs of moving subjects (people, animals, cars, etc. ) using the information from the unit to help you. Submit three of your favorite photographs. 2. Practice taking photographs of individuals playing sports (running, soccer, sk iing, etc. ). If you can, try photographing several sports.Submit three of your favorite photographs from your practice. 3. Practice panning in photographs with a moving subject using the information from the unit. Submit three photographs from your practice (Note: your moving subject may not be perfectly in focus. The important thing is to practice the technique. ) 4. Photograph some animals, either pets or wildlife. Submit three of your favorite photographs of animals. 5. Practice documentary photography. You might photograph a party, street scene, event, etc. Submit three of your favorite photographs.

Avoid These Common Mistakes While Learning Spanish

You want to learn Spanish but still sound like you know what youre doing? If so, here are 10 mistakes you can avoid in your studies: 10. Being Afraid To Make Mistakes The truth is that nobody learns a foreign language without making mistakes along the way, and thats true even with our native language. The good news is that wherever you go in the Spanish-speaking world, your sincere attempts to learn the language will almost always be appreciated, even when your grammar is inadequate and your vocabulary is less than complete. And if someone corrects one of your mistakes, take that as an opportunity to learn rather than being offended. 9. Assuming That the Textbook Knows Best Even educated people dont always talk according to the rules. Although Spanish according to the rules will almost always be understood, it can lack the texture and sincerity of Spanish as it really is spoken. Once you feel comfortable using the language, feel free to imitate the Spanish you hear in real life and ignore what your textbook (or this site) tells you. Just be aware that you may learn words on the street that may be offensive when talking in more formal situations or with people outside your peer group. 8. Ignoring Proper Pronunciation Spanish pronunciation isnt all that difficult to learn, and you should make an effort to imitate native speakers whenever possible. The most common mistakes of beginners include making the l of fà ºtbol sound like the ll in football, making the b and v sound different from each other (the sounds are identical in Spanish), and failing to trill the r. 7. Not Learning the Subjunctive Mood In English, we seldom make a distinction when verbs are in the subjunctive mood, a type of verb form usually used when not making factual statements. But the subjunctive cant be avoided in Spanish if you wish to do more than state simple facts and ask simple questions. You will be understood if you stick to the indicative mood, the one first learned by Spanish students, but youll sound like you dont care about getting verbs right. 6. Not Learning When To Use Articles Foreigners learning English often have a hard time knowing when to use or not use a, an and the, and its similar for English speakers trying to learn Spanish, where the definite articles (el, la, los, and las) and indefinite articles (un, una, unos, and unas) can be confusing and the rules often unclear. Using articles incorrectly usually wont keep you from being understood, but even when writing it will mark you as a foreigner. 5. Translating Idioms Word for Word Both Spanish and English have their share of idioms, phrases whose meanings cannot readily be determined from the meanings of the individual words. Some idioms translate exactly (for example, bajo control means under control), but many dont. For example, en el acto is an idiom meaning on the spot rather than in the act, and en efectivo means in cash rather than in effect. 4. Always Following English Word Order You can usually follow English sentence order (except for putting most adjectives after the nouns they modify) and be understood. But as youre learning the language, pay attention to the many times where the subject is placed after the verb. Changing the word order can sometimes subtly change the meaning of a sentence, and your use of the language can be enriched as you learn different word orders. Also, some English constructions, such as placing a preposition at the end of a sentence, should not be imitated in Spanish. 3. Not Learning How To Use Prepositions Prepositions can be notoriously challenging. It can be helpful to think about the purpose of the prepositions as you learn them, rather than their translations. This will help you avoid mistakes such as using pienso acerca de ti (Im thinking near you) instead of pienso en ti for Im thinking about you.. 2. Using Pronouns Unnecessarily With very few exceptions, English sentences require a subject. But in Spanish, that frequently isnt true. Where it would be understood by the context, pronoun subjects such as she, we, and it can and usually should be omitted in translation to Spanish. It usually isnt grammatically incorrect to include the pronoun, but doing so can sound clunky or give it unnecessary attention. 1. Assuming That Spanish Words That Look Like English Words Mean the Same Thing Words that have the same or similar form in both languages are known as cognates. Since Spanish and English share a large vocabulary derived from Latin, more often than not words that are alike in both languages have similar meanings. But there are plenty of exceptions, known as false friends. Youll find, for example, that embarazada usually means pregnant rather than embarrassed, and that an actual event is one that is happening now rather than one that is really happening.