Group+8

Thats So Beefy Group Members: Laura, Amy & Tom

**Tasks** **0.** Brainstorm using a graphic organiser as many questions and key words you can think of that could relate to our fertile question. You will need to assess your group under each heading
 * 1**. What three questions are your group going to be investigating.
 * 2**. Look at your questions, what do you think you will learn in your inquiry
 * 3**. Have your ghttp://ourrights.wikispaces.com/Group+8#roup conference with the teacher
 * 4**. Investigate questions - Find out as much information about your questions as you can. Record all information and answers on your wiki page.
 * 5**. Think deeper - Look back at your our major question, how are you now going to use the information you have to answer this question.
 * 6.** So What ! - How can you change things as part of your learning. You need to come up with a practical task to show what you have learned and how you could change things because of your new knowledge.
 * 7**. Before you put this into action conference with your teacher.
 * 8**. Record on your wiki page the steps you will take to make your "SO WHAT" a success.
 * 9**.Self assessment - Using the Key Competencies I want you to evaluate your group, giving evidence, how you successfully or unsuccessfully completed your assignment. If some of your assessment was unsuccessful what could you do better next time.
 * Managing self** - How did each member contribute and manage the jobs they had throughout your inquiry
 * Relating to others** - Did your group listen to each other, respond to points of view, value opinions, recognise alternative responses.
 * Thinking** - How well did you pose questions, collect and analyse info, consider values and responProxy-Connection: keep-alive Cache-Control: max-age=0 s made by other people, evaluate your findings.
 * Participating and Contributing** - Did you work and learn co-operatively in school or in the community. Did you share the jobs and responsibilities.
 * Using language symbols and text** - use and make meaning of the wide range of literacies including texts like newspapers, graphs, statistics, maps, visual and oral media etc.
 * 10.** Teacher assessment - set aside an area for a teacher assessment.

=0. Brainstorming and key words. =  Key Words: Misleading Boosting Fake Not Trustworthy Lies



=1. Our Three Questions. =  -What time of day is best to advertise? -Are fast food adverts making kids fatter? -Are adverts that use emotionalism more affective and why?

=2. What do you think you will learn in your inquiry. =  We think we will learn that the best time of day to advertise will be around 6 o'clock at night because more people are sitting down and watching the news. We think we will learn that fast food adds aren't making kids fat because its their parents decision what they eat and the kids don't have that much say in it. We think that emotionalism adds are very affective because people will see the emotion and think that the product will work or its affective etc.

= = =3. Teacher conference. =  Ok, I like your questions, they seem to be a little bit different form the other groups which is great. Make sure that you use a range of information. Try and gather as much information as possible. Now start thinking about your SO WHAT.

=4. Investigate deeper =

Are fast food adverts making kids fatter?


Children who are bombarded with junk food TV adverts will almost double the amount of unhealthy snacks and sweets they eat.

Youngsters who are already overweight or obese are even more at risk and will increase their consumption by up to 134%

fast food chains target their advertising at children and students. It is an important market for them. McDonald's Happy Meals are one example, which includes a toy. Ronald McDonald, first introduced in 1963, is a clown-like advertising mascot designed to appeal to young children. From 1996, Disney was an exclusive partner with McDonald's, linking their products together.

Every day, nearly one-third of U.S. children aged 4 to 19 eat fast food, which likely packs on about six extra pounds per child per year and increases the risk of obesity, a study of 6,212 youngsters found.

The numbers, though alarming, are not surprising since billions of dollars are spent each year on fast-food advertising directed at kids, said lead author Dr. David Ludwig, director of the obesity program at Children's Hospital Boston.

The findings suggest that fast-food consumption has increased fivefold among children since 1970, Ludwig said.

The nationally representative study included boys and girls from all regions of the country and different socio-economic levels.

The highest levels of fast-food consumption were found in youngsters with higher household income levels, boys, older children, blacks and children living in the South. The lowest levels were found in youngsters living in the West, rural areas, Hispanics and those aged 4 to 8, but more than 20 percent of youngsters in each of those groups still reported eating fast food on any given day.

Best Time to Advertise?
 When Consumers Are Too Tired for Anything Else New reasearch by Derek D. Rucker, an assistant professor of marketing at the Kellogg School of Management at Northwestern University.

Consumers' ability to exert control or regulate their attention is taxed every day. Gruelling work, demanding relationships or even following a diet can conspire to leave consumers rundown. In the academic world, prior research has shown that efforts to exert control in one area of life impair subsequent efforts to exert control in other areas of life. Psychologists Kathleen Vohs (University of Minnesota) and Roy Baumeister (Florida State University) put a name on this common phenomenon: depletion.

Conventional wisdom might dictate that it is best to advertise to bright-eyed and bushy-tailed consumers. One goal of advertising is often the precious encoding of a product's features. If consumers are feeling mentally and physically wiped out, one might suspect that their ability to grasp advertising messages would be hindered. With this in mind, advertisers face the challenge to find situations where consumers have their full faculties available for processing advertising messages, while avoiding situations where their resources have been taxed. Leahy's Law states that if a thing is done wrong often enough, it becomes right, and as a result, volume becomes a defense to error. When advertising fails to sway consumers, most advertisers follow Leahy's Law by increasing the frequency of the advertising hoping that more of what is not working will somehow work when consumers are subjected to more of the same.

-Are adverts that use emotionalism more affective and why?
<span style="color: #720fa3; font-family: 'Comic Sans MS',cursive;"> Use the following 10 simple rules to evaluate the advertising you encounter. You may be disappointed, but don't be surprised when you discover that most advertising fails to follow any of the rules.

1. Does the ad tell a simple story, not just convey information?

A good story has a beginning where a sympathetic character encounters a complicating situation, a middle where the character confronts and attempts to resolve the situation, and an end where the outcome is revealed. A good story does not interpret or explain the action in the story for the audience. Instead, a good story allows each member of the audience to interpret the story as he or she understands the action. This is why people find good stories so appealing and why they find advertising that simply conveys information so boring.

2. Does the ad make the desired call to action a part of the story?

A good story that is very entertaining but does not make a direct connection between the desired call to action - the purpose of the ad - and the story is just a very entertaining story. The whole point of the story in advertising is to effectively deliver the desired call to action. If the audience does not clearly understand the desired call to action after seeing the ad, then there is no point in running the ad. Contrary to popular belief, having an entertaining story and clearly delivering the desired call to action are not mutually exclusive.

3. Does the ad use basic emotional appeals?

Experiences that trigger our emotions are saved and consolidated in lasting memory because the emotions generated by the experiences signal our brains that the experiences are important to remember. There are eight basic, universal emotions - joy, surprise, anticipation, acceptance, fear, anger, sadness, and disgust. Successful appeals to these basic emotions consolidate stories and the desired calls to action in the lasting memories of audiences. An added bonus is that successful emotional appeals limit the number of exposures required for audiences to understand, learn, and respond to the calls to action - people may only need to see emotionally compelling scenes once and they will remember those scenes for a lifetime.

4. Does the ad use easy arguments?

"Jumping to conclusions" literally gave our ancestors an advantage even when the conclusions that made them jump were wrong because delaying actions to review information could have deadly consequences. Easy arguments are the conclusions people reach using inferences without a careful review of available information. Find and use easy arguments that work because it is almost impossible to succeed when working against them.

5. Does the ad show, and not tell?

"Seeing is believing" and "actions speak louder than words" are two common sayings that reflect a bias and preference for demonstrated behavior. This is especially true when interests may not be the same. Assume audiences are skeptical about any advertising and design advertising that shows and does not tell.

6. Does the ad use symbolic language and images that relate to the senses?

People prefer symbolic language and images that relate to the senses. People are far less receptive and responsive to language and images that relate to concepts. Life is experienced through the senses and using symbolic language and images that express what people feel, see, hear, smell, or taste are easier for people to understand, even when used to describe abstract concepts. The language and images used in advertising should "make sense" to the audience.

7. Does the ad match what viewers see with what they hear?

People expect and prefer coordinated audio and visual messages because those messages are easier to process and understand. Audio and visual messages that are out-of-sync may gain attention, but audiences find them uncomfortable.

8. Does the ad stay with a scene long enough for impact?

People have limited mental processing capacities. Quick cuts to different scenes require people to devote more of their limited resources to following the cuts and less resources to processing each scene. It takes people between eight and ten seconds to process and produce a lasting emotional response to a scene. Camera movement or different camera angles of the same scene can engage people through their orienting responses while providing enough time for them to process the scene.

9. Does the ad let powerful video speak for itself?

Again, the processing capacity of our brains is limited and words may get in the way of emotionally powerful visual images. When powerful visual images dominate - when "a picture is worth a thousand words" - be quiet and let the images do the talking.

10. Does the ad use identifiable music?

<span style="color: #720fa3; font-family: 'Comic Sans MS',cursive;">Are fast food ads making kids fatter?
<span style="color: #720fa3; font-family: 'Comic Sans MS',cursive;"> Music can be a rapidly identified cue for the recall of emotional responses remembered from previous advertising. Making the same music an identifiable aspect of all advertising signals the audience to pay attention for more important content.

The numbers, though alarming, are not surprising since billions of dollars are spent each year on fast-food advertising directed at kids, said lead author Dr. David Ludwig, director of the obesity program at Children's Hospital Boston.

The findings suggest that fast-food consumption has increased fivefold among children since 1970, Ludwig said.

The nationally representative study included boys and girls from all regions of the country and different socio-economic levels.

The highest levels of fast-food consumption were found in youngsters with higher household income levels, boys, older children, blacks and children living in the South. The lowest levels were found in youngsters living in the West, rural areas, Hispanics and those aged 4 to 8, but more than 20 percent of youngsters in each of those groups still reported eating fast food on any given day.