Branding and International Advertising Term Paper

Branding and International Advertising - Term Paper Example For branding to be efficacious, the wants and the needs of the consumer have to be kept in mind (AAKER, 1993, p. 32). There is a variety of objectives achieved via branding: motivation of the buyer, user loyalty is concreted, credibility is confirmed, the message is delivered clearly, and the target forecasts are connected emotionally. In marketing communication, it is referred to as a foundational piece. The goal for branding is to attain the long-term competitive advantage hence it is both a marketing and financial concept. It is more of a qualitative term rather than the thought of it as being related to the product thus it is immaterial. It is an idea that is altering and translates the tangible to something that is of value. The old notion of marketing involving the product has been outdone by the fact that the brand name has taken over the market. Basically, marketing relies on the brand name. The brand name wins over the loyalty of customers in a market. An illustration: custo mers who are loyal to products from Unilever are deemed to buy any product as long as the manufacturer is Unilever. This is showed the extent to which the brand name has an effect on the customers and in the marketing sector. Research has it that brand is more than a logo or a name, but it is the relationship with a customer. A brand name conveys a variety of ideas, possibly: a thought, emotion, mind, heart, feeling, a phrase, or a word. This depends on what is to be communicated to the customers (Dunn, 2004, p. 10). The mind and the heart of a customer get what the marketers want them to get via the branding name. People may buy brands based on image, awareness, knowledge, experience, trust, perception, feelings, and perceived quality. International advertising involves conveying the message to target audiences in different countries. Audiences of target differ from country to another depending on their response to emotional appeals or humor, interpretation and perception of signs and symbols, the language is spoken and the literacy levels too.  Ã‚  

Influence of Close Relationship Status and without Close Emotional Essay

Influence of Close Relationship Status and without Close Emotional Relationship Status on GPA - Essay Example This relationship can impact many aspects our day-to-day life. Friends in need are friends indeed. More than that, close relationship with friends will impact the way an individual reacts or respond to both positive and negative things. If the friends make a positive impact on an individual or student in a academic environment, then he/she will absorb those positive aspects and use it many aspects of life particularly education. However, if the friends are a negative influence on the student, it will wreck not only his/hers education, but whole life. â€Å"The influence of peers can be both positive and negative. On the positive side, it can serve as an important incentive for adolescents to perform well in school. On the negative side, peer influence can lead to discipline problems and delinquent behaviors both inside and outside school† (â€Å"Students’ Peer Groups in High School† 1997). Relationship is completely an emotional characteristic which affects the e ntire psychological processes and it particularly has impacts on the curriculum development. So when students are limited to move with the people around then how the relationship is affecting the entire GPA? My hypothesis is that how close relationship status or without close emotional relationship status affect the GPA in and out. Thus, in this study we are interested in analyzing the influence of GPA (junior GPA, California State University Northridge GPA (CSUNGPA) and overall GPA over (1_ Close relationship status and (2) without close emotional relationship status. The earlier studies mainly focused on finding how whether the student will perform better, if he/she has relationship with academically oriented friends, more than the delinquent oriented friends. According to the survey done by the National Center for Educational Statistics, it is suggested that â€Å"students who had more "learning-oriented" friends tended to perform better in school than other students over the co urse of their schooling, and students who spent time with those interested in delinquent activities were less likely to experience success in school.† (â€Å"Students’ Peer Groups in High School† 1997). Thus, it is clear that finding the influence of these relationships on the GPA is very much an important aspect because they are dependent upon each other, as relationship are omnipresent things, which will and will continue to have impacts on every aspect of human or students’ life. In addition, the correlation between relationships and GPA at colleges plays an important role in guiding them to choose a better future careers as well as other future course of actions. Our prediction is that close relationship status may influence the GPA scoring to a considerable extent. In my opinion, GPA is more when the close relationship is stronger. For this, we first of all see the distribution of close relationship status. From the PSY 320L Survey there are several v ariables involved in finding out the influence of the GPA viz. Junior GPA, California State University Northridge GPA (CSUNGPA) and overall GPA. We are interested in analyzing the influence of these GPAs over any of the two relationships (1) the closerelationship status as well as (2) withoutclose emotional relationship status. Method Participants Participants were all students at CSUN. The age ranged from eighteen to fifty-four