Do you need this or any other assignment done for you from scratch?
We have qualified writers to help you.
We assure you a quality paper that is 100% free from plagiarism and AI.
You can choose either format of your choice ( Apa, Mla, Havard, Chicago, or any other)
NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.
NB: All your data is kept safe from the public.
Poster, as an education technique, is a unique approach that helps to attract attention and transmit information. Today, many people have inadequate and ineffective dietary patterns and a lack of knowledge about healthy food and nutrition. The task of a poster is to inform and persuade, teach and inspire to use this information in everyday life. The best practice in nutrition education is the clear and concise message and vivid images. The more repugnant the messages are to the audience to whom they are directed, the larger the compensation that the audience as a whole will require in exchange for receiving the message. To repeat, a poster becomes a form of a transaction that will not occur without benefits to both parties. If one of the parties transmits messages that the other party will not find useful per se, then the party transmitting the message will find it necessary to compensate the receiver of the message. UNESCO materials vividly portray that message is the core of an effective campaign. it should be clear and simple, accurate and persuasive (Clow and Baack 2002).
Because the whole audience may not derive much benefit from the messages, there is all the more reason for the poster to be entertaining. When people say that the messages do not confer a benefit on the receivers of the messages, there is a sense in which this assertion is correct according to the arguments given above. The pin must have a sugar coating or the patient will not take it. It follows that if the members of the audience already know about the message in one way or another, then they are less likely to derive a benefit from the message. Their current stock of nutrition knowledge not only coincides but also coincides with the desired outcomes (Clow and Baack 2002).
Nutrition programs are based on careful information selection which influences a potential viewer. Even for experience qualities, the poster contains information–namely, the fact that the organization does promote. This technique is called indirect information in contrast to the direct information that is contained in the messages for search qualities. A celebrity endorsement is simply an efficient way to get consumers to remember that the information was promoted or to look at the poster in the first place. Whether the poster contains useful indirect information or not is the issue (Shimp, 2003). The poster may position its information and design by making comparisons with poor and inadequate behavior in dieting. Through posters, UNESCO might attempt to bring about perceived but not real changes in the amounts offered of given attributes and, in the process, provoke a self-defeating struggle to position nutrition problems at the most preferred location. On the other hand, the viewers’ ability to verify cheaply at least some messages and the incentive to establish and protect a reputation for credibility limit the scope for deception. The information provided by posters tends to be more valuable the greater the search costs, the greater the dispersion of viewers’ preferences, the greater the dispersion of information attributes associated with given nutrition varieties (Kitchen, 1999).
Another best practice is vivid design and clear images depicted in posters. they should be universal and understandable for all viewers. The UNESCO attempts to design a message that will add something to the actual stock of knowledge held by the unknown audience of potential recipients (Sugars & Sugars 2005) The design and images will not necessarily serve that purpose optimally for any individual member of the audience. For some members of the audience, the contents of the message may be utterly useless either because they already know about nutrition or because they already know about dieting. Posters are supported by written text which helps the audience to understand their meaning. Organizations are willing to support only those posters that can attract an interested audience, one with at least some members who will respond to the message by changing behavior patterns.
The main difficulties in designing and using posters are that nutrition education programs face an exceedingly complex task in seeking to persuade, much less manipulate, the public. Individual perceptions vary widely, and the impact of an ad on one person is generally different from its impact on another. In addition, the potential audience is aware of the self-interest of UNESCO and is naturally skeptical of his claims. The rationale for a tailored set of emotional responses or feelings is straightforward. It is difficult to use posters because they should produce a positive attitude toward the information and nutrition programs by evoking an intended sequence of emotional (and cognitive) responses in viewers. Ad-specific feelings are difficult to design because they should measure the particular emotional responses intended by the promoter. As such, these responses should be good predictors of the resulting overall attitudes (Schultz and Kitchen 2001).
Best practices, based on unique visual design and images, persuasive and concise messages aimed to evoke viewers’ emotional responses and “cognitive responses” as important predictors of post-exposure attitudes. This naturally leads to the consideration of how best to assess emotional responses. Nutrition education materials are audience-oriented. The sender of the message often does not know precisely who will receive the message. He may know only some general characteristics of those who are likely to receive the message. It leads to the generalization of the message and adaptability of information to an educated viewer.
Bibliography
Clow, K.E., and Baack, D. 2002, Integrated Advertising, Promotion and Marketing Communications, Prentice Hall/Pearson Education: Upper Saddle River, NJ.
Kitchen, P.J. 1999, Marketing Communications: Principles And Practice, International Thomson Business Press: London.
Schultz, D.E. and Kitchen, P.J. 2001, Communicating Globally: an Integrated Marketing Approach, Palgrave-Macmillan: London.
Shimp, T.A. 2003, Advertising, Promotion, and Supplemental Aspects of Integrated Marketing Communications, 6th edn, South-western/Thompson Learning: Mason, OH.
Sugars, B., Sugars, B. 2005, Instant Promotions (Instant Success). McGraw-Hill; 1 edition.
Do you need this or any other assignment done for you from scratch?
We have qualified writers to help you.
We assure you a quality paper that is 100% free from plagiarism and AI.
You can choose either format of your choice ( Apa, Mla, Havard, Chicago, or any other)
NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.
NB: All your data is kept safe from the public.