1 IMC Management & Program
Based on your reading of the text Chapter 16 (11th edition – "IMC Management") or Chapter 18 (10th edition – "Principles and Practices of IMC"), reflect and respond to the five questions below in the text box provided. Each response is worth 2 points for a total of 10 possible points. Write the amount of words and sentences necessary to fully answer the questions. Number your responses to correspond to the question numbers. Write responses in your own words using correct grammar, spelling, and punctuation. Do not copy and paste; do not copy responses from any person or source without proper citation. The originality report from Turn-it-in cannot exceed 10%; otherwise, the submission is considered plagiarized, and at a minimum the submission will receive a zero with further sanctions possible including failure of the course.
1) Explain cause marketing and mission marketing. How do they differ, and what do they contribute to an IMC program?
2) What are two types of controls used in an IMC program?
3) How does media planning in IMC do more than just deliver targeted messages?
4) Explain 360 degree communication program planning.
5) What is the purpose and use of the "Integration Triangle" in communication message planning?
2. Film journal: The Inuit film, “Atanarjuat
The term “Inuit” like the term “American Indian” or “Native American” refers to a diverse group of indigenous peoples living in the territories of the Arctic which were colonized by the Europeans (French and British) and later became the nation we know as Canada. The Inuit film, “Atanarjuat: The Fast Runner” was made in 2001, 2 years after literally centuries of battles with the Canadian government over land rights finally successfully led to the founding of an Inuit sovereign homeland, Nunavut (the Inukitut term for our land). “Atanarjuat” was produced by an Inuit film company, with an almost all Inuit production staff, with all Inuit actors, for the Inuit peoples. The film recreates the story of “Atanarjuat: The Fast Runner,” an ancient legend that had been previously told by grandmothers and grandfathers as “oral history” to Inuit children.
Write an essay about the film and the values embodied in the legend (as represented in the film). Include in your essay a discussion of the following (in any order):
•What life lessons and values do grandparents and elders hope to pass down to the next generation of Inuit by telling this story or showing this film to their children?
•How are these lessons or values represented in the film? Provide examples.
•Huhndorf (2003) provides a brief history of European colonization of the indigenous peoples of the Arctic. In what ways do the Europeans’ practices and treatment of the Inuit peoples resemble their practices and treatment of indigenous peoples elsewhere?
•According to Huhndorf (2003), the film serves to help revive traditions, languages, and practices of the Inuit peoples. What is the basis of Huhndorf’s argument? Explain.
•In ways is the film “political”?
•Huhndorf (2003) argues that the film “Atanarjuat” represents the integration and intertwining of culture, history and politics. Explain what she means and discuss the evidence she provides.
•Explain how the film “Ataranjuat” blurs the boundaries between fiction and documentary.
•What are the implications of the film for contemporary Inuit life?
•According to Ginsburg (2003), what immediate impact did the film have on contemporary Inuit life?
•According to Ginsburg (2003) and Huhndorf (2003), in what ways does the film represent continuity between the past and the future?
•According to Ginsburg (2003), what does “visual sovereignty” mean and why is “Atanarjuat: The Fast Runner” a good example of visual sovereignty?
•Ginsburg (2003) outli
