Assignment 1: Read PDF ‘How to Get Ideas_Idea Success’ Please write a few lines about chapter three. Tell me what stood out to you, and any thoughts/personal reflections you have on the content. 5-7 sentences is the expected length. Assignment 2: Read PDF ‘How to Get Ideas_Idea Failure’ Please write a few lines about chapter three. Tell me what stood out to you, and any thoughts/personal reflections you have on the content. 5-7 sentences is the expected length. Assignment 3: 1. Choose a brand and a “problem/goal.” Earlier in the semester we did an exercise about Burger King’s breakfast sales being low, and we brainstormed ideas on how to increase sales. This is an example of the kind of brand and “problem/goal” you would choose for this assignment. 2. Underneath it, write 100 solution ideas as fast as you can using either a list form or idea map. 3. Select 10 of the best ideas and rewrite them. For each of the best solutions, write 5 pros and cons for each. 4. Select the best solution! Identify the winner with a star, or highlighter, or whatever! Assignment 4: Visit the link below to view and read about some big advertising fails: https://www.workzone.com/blog/bad-ads/ (Links to an external site.) Review the ads and ponder. Choose the one that you think was the worst failure. What was the failure? Why was it a failure? Most importantly, what IS the silver lining for the brand from this failure? What did the brand learn? What lesson did the brand walk away with? Assignment 5: Visit the pdf Caffeine week six, to view the three prompts and complete them. How to Get Ideas by Jack Foster Berrett-Koehler Publishers © 1996 (208 pages) Citation ISBN:9781576750063 Chapter 4: Set Your Mind on Goals/Visualize Success The brain is a wonderful organ. It starts working the moment you get up in the morning and does not stop until you get to the office. -­?-­?Robert  Frost     The trouble with the rat race is that even if you win, you’re still a rat. -­?-­?Lily  Tomlin     When I go to the beauty parlor, I always use the emergency entrance. Sometimes I just go for an estimate. -­?-­?Phyllis  Diller     I want you to imagine a steel beam about one foot wide and one hundred feet long. Let’s say I take that steel beam up to the top of a 40-story office building and lay it across to the top of a 40-story office building on the other side of the street. Now here’s the deal: If you walk across that beam from one building to the next I’ll give you $100. If you’re like most people you’ll say forget it. “Walk across that narrow piece of steel 40 floors up? No way. I could lose my balance and fall.” And you probably would have too. Now I go across the street to the other building and hold your 12-week-old baby girl over the side and tell you that unless you walk across that beam right now I’ll drop her. If you’re like most people you’ll walk across the beam. Not only that, you’ll probably make it easily, walking across it as effortlessly as you walk across a bridge. Why did you react so differently? The task—walking across the beam—didn’t change. You reacted differently because your goals changed. The first time your goal was not to fall. The second time your goal was to save your baby. The first time you were concerned about the getting there—how you should place your feet, how you should hold your arms for balance, how fast you should go, how long your stride should be, how you should keep from falling. The second time you didn’t think about any of those things. All you thought about, all you visualized, was saving your baby. And your mind automatically figured out how your body should move in order to get there. In the same way, if you set your mind on goals—on getting ideas for example—your mind will figure out a way to get them. Or ponder the case of the guy who was trying to develop a computer program that would determine where and when and how fast a center fielder should run when a baseball was hit in order to catch it like Willie Mays. He had to consider the wind and the humidity at the ball park, the sound of the bat hitting the ball, the kind of pitch the pitcher threw, what that particular batter had done in previous situations against that particular pitcher and that particular pitch in that particular ballpark, and how that particular batter had been hitting the ball lately. He had to consider the speed of the ball as it left the bat and how that speed would decrease the further it went. He had to consider the direction and rotation of the ball and the angle of its rise and descent. Then he had to consider how fast the fielder should run, and in what direction and at what angle, in order to catch the ball before it hit the ground or the wall. I don’t know if he succeeded in developing such a program. But I do know that Willie Mays did all that without consciously thinking about any of it. He just saw the ball being hit and ran to the precise spot on the field where the ball was going. All he visualized was the goal—catching the ball. His brain took all the information that his eyes and ears and memory were furnishing and did all the computing for him: it told his body where to go, his legs how fast to run, his arm how high to reach, his hand which angle to turn. Let me give you another example: Research Quarterly reported on a study that showed how practicing basketball free throws in your mind can affect your performance. One group of students actually practiced shooting free throws every day for 20 days, and each student was scored on the first and last day. Each student in the second group was also scored on the first and last day, but did no practicing in between. Students in the third group imagined shooting free throws every day for 20 days, mentally correcting their errors when the ball didn’t go in; they were also scored on the first and last day. Students in the first group—those who actually practiced—improved their shooting by 24%. Students in the second group—those who did nothing—showed no improvement. And students in the third group—those who practiced in their imaginations—improved their shooting by 23%. Experiments with dart throwers showed the same thing—that mentally throwing darts at a target improves aim as much as physically throwing darts at it. Case closed. Because don’t you see?—once again it’s a quantum leap versus a minor leap situation. If your mind can control the way your body behaves and acts on 12 inches of steel 40 floors up, or on a baseball field when a ball is hit, or in front of a dart board, or on a basketball court—if your mind can control the way your body works to that extent, just think of the way your mind can control the way your mind works. So if you want to get ideas, imagine having gotten them. Visualize the scene the way the students visualized the ball going in the hoop, the darts into the target. Visualize it the way divers visualize the dive, pool players the shot, tennis players the slam, golfers the putt. Do not imagine that you will get the idea. Imagine that you already have it. Imagine being praised and thanked and rewarded. You will be.   Chapter  5     Rejoice  in  Failure   Ca?eine  for  the  Crea-ve  Mind   WEEK  FIVE  PROMPTS   Purchase answer to see full attachment Tags: human brain Creative Advertising Mind Goals User generated content is uploaded by users for the purposes of learning and should be used following our company’shonor code & terms of service.

MLA In-Text Citations: The Basics

Guidelines for referring to the works of others in your text using MLA style are covered throughout the MLA Handbook and in chapter 7 of the MLA Style Manual. Both books provide extensive examples, so it’s a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question.

BASIC IN-TEXT CITATION RULES

In MLA Style, referring to the works of others in your text is done using parenthetical citations. This method involves providing relevant source information in parentheses whenever a sentence uses a quotation or paraphrase. Usually, the simplest way to do this is to put all of the source information in parentheses at the end of the sentence (i.e., just before the period). However, as the examples below will illustrate, there are situations where it makes sense to put the parenthetical elsewhere in the sentence, or even to leave information out.

General Guidelines

• The source information required in a parenthetical citation depends (1) upon the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on the Works Cited page.
• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry on the Works Cited page.

IN-TEXT CITATIONS: AUTHOR-PAGE STYLE

MLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

IN-TEXT CITATIONS FOR PRINT SOURCES WITH KNOWN AUTHOR

For print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. University of California Press, 1966.