Anna Pavlova Ballerina Biography

Anna Pavlova Ballerina Biography Anna Pavlova, a renowned Russian ballet artist most popular for changing the goals for ballet artists, was the first to make expressive dance famous in America and the remainder of the world. Her affection for traditional expressive dance, assurance to play out her adoration for human expressions, impacts and pizzazz can even now be clearly felt. Conceived on 31 January 1881, in St. Petersburg, Russia, Anna Pavlova was awestruck by the primary artful dance execution she watched and was determined to turning into a ballet performer. Unimposing Pavlova entered the Imperial Ballet School in 1891 regardless of not having the favored body kind of a ballet performer which was a solid, strong and smaller body. Nonetheless, she gave the inspectors enough certainty that she would try sincerely and exceed expectations. In the later years, Pavlova got one of the most surprising ballet dancers. Youthful Pavlova was a capable and dedicated understudy. Preparing years were troublesome because of her exceptional body. She was considered genuinely feeble as she was little and slim combined with profoundly curved feet not at all like the favored body of a ballet performer around then. Pavlova was taken care of with cod-liver oil which tasted horrendous to her in the desire for getting the perfect body. Indeed, even so she stayed slim. So as to improve quicker, Pavlova took a stab at impersonating other ballet performers. Anyway her educator, Pavel Gerdt showed her toâ understand her novel moving of humility and delicacy and the significance to move out those uncommon characteristics. Her enthusiasm for artful dance was striking; she endeavored to reinforce her shortcoming and furthermore with what she had as opposed to attempting to be another person. Her readiness to defeat these obstructions at such a youthful age is exemplary. Before long, Pavlova developed in beauty and cou ld hold an up that her body shaped a delightful line where she had the option to curve and turn her middle easily and effortlessness. Rather than acing various fouettes turns and other specialized advances that the solid Italian style had actuated around then, Pavlova moved idyllically and expressively. She stuck out.. At long last upon graduation, Pavlovas difficult work took care of she graduated as a top notch artist. After Pavlovas school years, she kept preparing hard to improve her strategy and even took additional exercises with various educators, for example, Christian Johansson, Madame Sokolova and Nikolai Legat. Pavlova graduated at a time where virtuoso Italian ballet dancers and a solid artful dance stylewas well known. Despite the fact that Pavlova had aced troublesome advances and expressive dance strategy, her exceptionally curved feet were still unreasonably frail for the ostentatious pointe work. She explored different avenues regarding approaches to wear her pointe shoes with the expectation of augmenting her latent capacity. Through analyses, she found that by including a bit of hard cowhide to the soles, the shoes offered better help. Numerous individuals thought this as cheating in light of the fact that in a perfect world, ballet dancers ought to have the option to hold their own load on their toes. Be that as it may, her thought empowered her to perform better and permitted her to offset in her arabesque with ready and style perpetrating less torment andâ hence simpler to support on pointe. In doing as such, Pavlova made what is known as our pointe shoes today. Having the option to go on pointe effortlessly and having an excellent augmentation, adaptable middle and gigantic female expressive moving, Pavlova set a higher stylish of excellence in artful dance where ballet artists had the option to perform with balance and polish like a princess. With the entertainment of the pointe shoes, there was an interest for splendid and extravagant footwork like bounces, different turns and balances and that of ballet dancers performing on pointe. Pavlovas incredibly solid stage nearness got a great deal of consideration and dazzled a few people, for example, driving ballet performer, Kchessinskaya and expressive dance ace Marius Petipa, who later turned into her most venerated coach. Pavlova began performing at the Maryinsky Theater assuming minor jobs. Despite the fact that she was just ready to perform short performances, she was not unsettled. Learning under Petipa, Pavlova improved hugely winning the lead spot in Paquita, Princess Aspicia in The Pharaohs Daughter, Queen Nisia in Le Roi Candaule, and Giselle. She was named coryphã ©e in 1902, premiã ¨re danseuse in 1905, lastly prima ballet performer in 1906 after a resonating exhibition in Giselle. Petipa would alter different artful dance varieties to suit Pavlova and her extraordinary style of moving. With the cooperation among Pavlova and Petipa, they made expressive dance well known and was profoundly requested in places after Pavlova had performed. Pavlova and her expressive dance were famous to the point that she had a fans base who called themselves Pavlovatzi. Pavlovas notoriety and distinction rose with each presentation she embraced, both at home and abroad. Anyway she stayed humble and moved really. Subsequent to gaining the significant title of Prima Ballerina in a unimportant four years, Pavlova headed out the world over to advance artful dance. She felt that she expected to wander far and wide to search for her actual way of life as an artist combined with the longing to be the best ballet performer ever. It went on for a long time and took her everything over the world. Pavlova left the Maryinsky Theater and joined another organization where she played out The Dying Swan which turned into her trademark. Pavlova performed widely, regardless of whether it implied little stages. She was genuine in the entirety of her exhibitions that she generally blew the crowds mind. Pavlova and her organization voyaged widely acquainting traditional artful dance with the world. Nations, for example, China, India and Australia were moved by her genui ne exhibition. Her first appearance in America, at the Metropolitan Opera House was an amazing one. The majority of the American crowds had never observed old style expressive dance and pundits couldn't delineate what Pavlova had offered to them. They finished up in any case, that it was delightful. Pavlova appearance in the different nations not just overpowered the individuals with her polish and elegance in moving yet additionally presented another sort of artistic expression, old style artful dance. In this manner, there was an ascent sought after and a better standard for expressive dance exhibitions of both method and feel. Progressively more individuals got keen on learning the work of art as they needed to move as smoothly and exquisitely as Pavlova. Pavlovas execution was constantly anticipated energetically. In 1904 when Russia was in disarray, Pavlova battled for artists rights, for example, aâ raise in the unjustifiably low compensations. She was firm in maintaining her standards, ;Pavlova was obstinate and decided in her qualities and yet regarded what others needed to do. Pavlova had little respect for the riches she got, she was progressively keen on spreading her adoration for old style expressive dance. She would give liberally to good cause and to artists who were paid low. This furnished the artists with an inspiration to try sincerely so their day by day costs were to a lesser extent a concern. Not long after turning into the Prima Ballerina at the Maryinsky Theater, Pavlova left the organization went far and wide to advance artful dance and later setting up her very own organization. From that point forward she contributed incredibly to both human expressions and her old neighborhood monetarily and creatively. Despite the fact that she was on visit during World War I, she gav e extraordinary foundation exhibitions to raise assets to send home and for the destitute, ensuring that ticket costs were moderate. Simultaneously, she elevated old style expressive dance to places where it was unfamiliar to them. Subsequently more individuals got the opportunity to have a brief look at traditional artful dance Pavlova utilized her adoration for old style artful dance as a wellspring of solace to the crowd. Also, she was extremely devoted. She set up a home for Russian exiles and sent a lot of all that she could to help them including from her own private assets, huge stimulations and altruistic exhibitions. She accepted that through move she would have the option to make and assist supporters with foregetting their issues, or the least overlook their issues immediately during the exhibition. Her earnestness and most extreme regard for the crowd during the exhibitions consistently awed them and this was what made her unique. Pavlova never put stock in showing her understudies how to mimic her in moving. Pavlovas understudy would attempt to insinuate her style of moving, after her wistful and sensational articulation, which she could never falter to reprimand the understudy. She accepted that by hinting another, one would just be an artist without a spirit. Everybody is exceptional to her and that nobody is replaceable. She also didn't put stock in showing an artist to be a specialized artist, she felt that communicating inward magnificence and emotions was progressively significant in light of the fact that that was the best approach to make earnestness in moving. Consequently Pavlova consistently encouraged her understudies to hit the dance floor with their heart prompting truly performed developments. In 1931 she contracted pleurisy. An activity would have spared her life anyway she could always be unable to perform once more. With her affection for move, Pavlova decided to bite the dust. At long last, she kicked the bucket before she had the option to play out The Dying Swan in front of an audience. Pavlovas love for move and consistently enduring assurance to give a valiant effort in consummating what she cherishes is broadly perceived on the planet. It was a result of her that artful dance and the use of her workmanship, the pointe shoes got well known till this day. Through her undying affection and innovativeness in making superb exhibitions in old style expressive dance, Pavlova contacted the hearts of numerous individuals. Pavlova showed individuals the genuine significance of craftsmanship through her wistful and exaggerated style of moving. Accordingly, artful dance moved past acing strategies, to the outflow of internal magnificence and true sentiments. Pavlova instructed individuals to be earnest with themselves and just so will they have the option to perform genuinely. Correspondingly, her solid character has shown numerous individuals to beâ humble and to have dignity for themselves, the work of art and the individuals around them. Notwithstanding Pavlovas request, old style expressive dance or any kind of da

Part Time Job Influenced Student’s Study Essay

The predominance of optional school understudies working low maintenance is connected to financial cycles: when there is a monetary upswing, more understudies work; when economies are discouraged, less work. Most understudies who work do as such in low-paying help, administrative, or deals occupations, with some proof that proportionately a larger number of understudies from white collar class families work than understudies from either poor or well off families. There seems, by all accounts, to be a general view that there is an association between working more than 15 to 20 hours out of each week and decreased school accomplishment regarding scholastic accomplishment, just as an expanded danger of dropping out of school. Be that as it may, it isn't evident whether expanded work causes the issues, or whether scholarly disappointment drives more understudies who are neglecting to build their work hours. Writing Review A scope of writing has been evaluated and a few subtleties from this writing are shared underneath. The pervasiveness of work It isn't clear what extent of understudies work, however in a (U. S. ) investigation of 21,000 senior secondary school understudies, 75% were working low maintenance for a normal of 16. 4 hours per week (Gordon, 1985). The examination found that working was identified with a requirement for guaranteed salary and to an absence of enthusiasm for school. In Canada, 40% of young people matured 15 to 19 had occupations in 1993, however these information incorporate full-time summer employments (Canadian Social Trends, Winter, 1994). B. C. young people are bound to be utilized than youngsters in Ontario, Quebec, or the Atlantic regions, with 44% utilized in B. C. Somewhat higher adolescent work rates than B. C. ’s were accounted for in Manitoba, Saskatchewan, and Alberta. At the point when just low maintenance work is thought of, 72% of those utilized worked low maintenance. 3% of full-time Canadian understudies matured 15 to 19 worked during the school year. The Statistics Canada (StatsCan) information detailed in Canadian Social Trends show up low in contrast with other information, however one potential clarification might be the separation among full-and low maintenance understudies, a distinction not generally explained in certain reports. Bernier (1995), utilizing Canadian Labor Force information, found that 40% of Canadian full-time understudies partook in the work power, contrasted with 77% of low maintenance understudies. There might be significant contrasts across financial gatherings, however there is minimal firm information to help this: Lawton (1992) states that white collar class understudies are bound to work than either lower-or high society understudies. Lawton likewise shows that around 66% of understudies in senior evaluations hold low maintenance occupations, discoveries closer to Gordon’s concentrate than to the information provided by StatsCan. The impact of working low maintenance on students’ scholastic accomplishment Most research shows that there is a negative impact on accomplishment if optional understudies work for more than 15 hours per week (Stern, 1997). Such understudies have lower grades, do less schoolwork, are bound to drop out, and are less inclined to enter post-optional training. Those understudies who work less hours endure less negative outcomes. These finding are upheld by a Toronto study (Cheng, 1995), and are like StatsCan information (Canadian Social Trends, 1994), which show that understudies who worked less than 20 hours seven days had a lot of lower dropout rates than the individuals who worked for over 20 hours every week. There were alarming contrasts between guys who worked less than 20 hours (16% dropout rate), and the individuals who worked longer than 20 hours (33% dropout rate), despite the fact that the most noteworthy female dropout rates (22%) happened among females who didn't work at all while at school. There is one significant proviso to the connection between low maintenance work and checks: there is blended proof regarding whether imprints decrease since understudies work more, or whether understudies whose imprints are declining decide to work more. Notwithstanding, Singh (1998) in an examination which figured in financial status and revious accomplishment, expressed that the more hours worked, the more noteworthy the negative consequences for understudy accomplishment. The ramifications for more youthful understudies working longer hours could be more serious than for more seasoned understudies (Barone, 1993). Numerous understudies who work discover a few issues adjusting school and work requests (Worley, 1995). Numerous who work low maintenance have restricted investment in extra-curricular exercises (Hope, 1990). The impact of working low maintenance on students’ by and large prosperity Stern (1997) and Cheng (1995) both express that understudies get profits by working, as long as the hours are beneath 15 every week. Harsh recognizes an advantage to future gaining potential and an increasingly inspirational demeanor to work shaped while working or during work involvement with school. These discoveries are likewise upheld by Canadian information. In any case, Lawton (1992) contends that the individuals who bolster this contention likewise will in general help a professional instead of a liberal perspective on training. Greenberger and Steinberg (1986), in an examination of psycho-social parts of working secondary school understudies, inferred that â€Å"it may make them scholastically rich however mentally poor. They additionally contended that as opposed to ingraining great work propensities, numerous understudies who worked low maintenance figured out how to cheat, take, and manage exhausting work. Mortimer (1993) found no proof to help the case that working extended periods of time cultivated smoking or expanded school conduct issues, however there was proof of expanded liquor utilization. Dif ferent investigations, be that as it may, have discovered expanded medication and liquor use, and higher paces of misconduct related with higher number of hours worked by understudies. A 1991 Oregon Task Force found the quantities of 16-and 17-year-olds who were attempting to have expanded as of late. Employments were regularly low-paying, unfulfilling, and offered little in the method of instructive worth or groundwork for grown-up work. Canadian information propose that patterns in high school work are connected to monetary cycles, with numbers rising and falling with light or discouraged economies. Most Canadian understudies (69%) work in administration, administrative, or deals enterprises, with more females (84%) than guys (57%) in these businesses. Multiple times the quantity of guys (16%) contrasted with females (4%) were utilized in development. Research likewise shows that an excessive number of long periods of work for young people builds weakness and may cause lower scholastic execution. Carskadon (1999) portrays changing rest designs during youth and talks about the impact of work on rest designs. She found that understudies working at least 20 hours announced later sleep times, shorter rest times, progressively visit scenes of nodding off in school, and all the more late appearances in school. An article in the American Federation of Teachers’ distribution, American Teacher (February 1999), refered to a report delivered by the (U. S. ) National Research Council (NRC) and the Institute of Medicine (IOM) which gave proof of what it claims is a belittle of 70 archived passings of kids and teenagers because of wounds at work, and 100,000 youngsters looking for treatment in clinic crisis wards because of business related wounds. In view of these information, an advisory group built up by the NRC/IOM is calling for C ongress as far as possible to the quantity of hours worked every day by young people, and to control teenagers’ work start-and finish-times on weeknights.

Hi, (gasp!) Im Kim

Hi, (gasp!) I’m Kim Wow. Ive had an intense week. And its only Wednesday. Now, finally, Ive gotten to a point where the workload will be manageable from here on out, and therefore I can say, Hello! Im Kim. Well, I guess Im Kimd when it comes to admissions blogging, since theres another Kim. As you can see in my bio, Im a senior at MIT this year. Im taking a lot of awesome classes. One of them is 6.131: Power Electronics. Its a lab class about the art of creating electrical devices which use power efficiently. Power Electronics is, for better or for worse, about as time consuming as it is awesome, so Ive spent most of the last week staring at this, From mitblog except that it got more and more complicated as time went on. Eventually I had a power amplifier that I could use to play music from my laptop through a lab speaker! Now that Ive finished the lab and shown it to a TA, I have a days break where I wont go into lab how exciting! Ive also been working on assignments for my other classes: 6.336, 6.012, 6.021 and 17.810 more about them later. Luckily Ive found some people to work with on some of the classes. Late nights always seem less painful when theres someone to share a chocolate chip and banana blueberry yogurt concoction with :) But, the night wears on and I have miles (well, a paper) to go before I sleep. Ttfn!

The Women In Transition Program (Wit) Was Created At The

The Women in Transition Program (WIT) was created at the Wayne Counseling and Family Services agency when a great need was identified in the community to assist displaced homemakers. These women are transitioning into the workforce due to the death, separation, or divorce of their spouse. In most cases, this displacement from their home was also due to physical or sexual abuse. Many of the women in the program were being abused by their spouse and in leaving them, to protect themselves, they needed to seek assistance in finding a job. The program provides groups for work readiness, improving self-esteem, and assertive communication training. In addition, they offer assistance with computer skills, resume writing, legal education, on-going†¦show more content†¦Additionally, the women compare this grieving to the mourning process when their partner dies. Moreover, when their spouse passes away, not only are they morning a death, but they are learning how to transition into pro viding for their family (Sakarida, 2015). Although these basic definitions are accurate, they are not fully complete. Currently, displaced homemakers also include individuals who are as young as 22 years old, women in poverty who lose public assistance, which is their main income, and women whose husbands are disabled and therefore unable to work (POPULATION AND NEEDS OF DISPLACED HOMEMAKERS). Also, for women who leave the workforce due to child birth, when seeking a job to return to, many of their job skills depreciate as they remain absent. Therefore, many of the women are in need of retraining to learn new skills (Greer, 2013). Additionally, a woman whose vocational self-efficacy and ability to work are influenced both by domestic violence and by situational barriers and supports, they can target vocational and personal self-efficacy, outcome expectations, and perceived obstacles and supports in order to facilitate career exploration, career interests, and career goals that fit t heir specific needs. Unfortunately, for battered women, there are limitations to the amount of available situations that increase job-related self-efficacy (Morris, Shoffner, Newsome, 2009). Therefore, the definitionShow MoreRelatedExploring The Territory Of The American Docu Soap1812 Words   |  8 PagesSecreast who is essentially the executive producer. The television show Keeping up with the Kardashian’s has a very loyal and engaged audience. The target audience for the show is men and women ranging from 18-34 years of ages. 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Effective leadership, ethics in decision making, and the...

In the current state of our economy and educational system of today, many individuals and organizations are currently looking towards how to resolve the issues revolving around the leadership within the organizations. The traditional ways of leading the organizations proves to fail, and new means are being created through innovation and adaptability (Laurie Heifetz, 2003). The purpose of this paper is to consider the effective leadership, ethics in decision making, and the systems approach. Effective Leader in a Learning Organization The leader within the learning organization must be able to make distinctions between their authority and the need for learning (Laurie Heifetz, 2003). The leaders in the organization must be able to†¦show more content†¦A leader should be willing to treat all of the members and employees as a team, instead of trying to be the main authority. The leader should allow collaboration amongst the team members, allows for flexibility for learning, and provide transparency throughout the organization ( U.S. Department of Education, 2011). A leader should posses the ability to motivate others, be willing to have open communication and listening between the team members, be willing to take risks, have a shared vision between all of the team members, and value others (DeKlein Penstone, 1994). The leader should create an environment allowing for the team members to have a safe learning environment (Garvin, Edmondson, Gino, 2008). Qualities a Leader Exhibits That Can Hinder the Learning Process A leader who fails to value those who are beneath them will allow for failure of their organization (Laurie Heifetz, 2003). The leader cannot expect to be seen as the only one who leads the business, but must be willing to allow for all of the members of the organization to learn and to take risks (Laurie Heifetz, 2003). Without allowing the members to think outside of the traditional box, the members will rely upon the leader and the organization will stagnate (Zenger, 2013). A leader shows risky behavior and thinking when they believe the way to get their organization to learn is by providing a clear vision, giving rightShow MoreRelatedA Comparison Assessment Of Leadership Competencies1396 Words   |  6 PagesAssessment of Leadership Competencies in Healthcare Michelle M. Fulop University of Cincinnati Healthcare Informatics â€Æ' A Comparison Assessment of Leadership Competencies in Healthcare There are a multitude of competency requirements needed to become an effective leader in the healthcare industry. Important leadership qualities are centered around skills and behaviors that assist in successfully executing an organization’s strategic vision. 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One of the most powerful ways to promote ethics in healthcare is to role model

Why Does He Do Me This Why Free Essays

Osikenoya Usman-Aliu Professor Katherine A. James EN101 February 21,2013 Narrative Essay Why Does He Do Me This Way? I can remember the first day I laid eyes on him it was truly love at first sight. My name is Lily Jackson and I’ll tell you why love is blind. We will write a custom essay sample on Why Does He Do Me This Why? or any similar topic only for you Order Now I was 14 years old and in the eighth grade year. I hated eighth grade year because everyone had a boyfriend except for me. I was always the outcast. That all changed for me the second semester in eighth grade. My teacher Ms. Williams announced to the class that we were having a new student join room 411. Everyone was excited, but I wasn’t because it was going to be another student that didn’t like me. Ms. Williams went outside and said â€Å"Class meet Jerome† Everyone started whispering: â€Å"where is he going to sit†? â€Å"What if I don’t like him†? The boys stated† I might have to beat him up if he talks crazy to anybody†? I slouched back in my seat covering my face. When he finally walked in everyone’s mouth dropped. The girl’s eyes grew big and the boys were angry. He entered the class and said â€Å"hey everyone† in this nice deep voice. Jerome was tall, handsome, had a clean fade, and beautiful straight white teeth. â€Å"He’ll sit next to Lilly† said Ms. Williams. I shouted BUT I ALWAYS SIT BY MYSELF. â€Å"This will give you time to open up Lilly† Ms. Williams stated in her eager voice. When Jerome sat next to me he smelt so good. I was nervous, but actually I was happy to sit next to the new boy. It was around the time of graduation and Jerome and I had become very close. We were attending the same high school. We grew a bound that nobody could touch. We had become best friends. A few weeks after graduation high school had begun and Jerome and I had almost every class together. Around senior year we grew even closer he would come pick me up for school and drop me off at home. All the girls wanted Jerome because he had a nice body, he was nice, and he gave everyone the benefit of the doubt. The most popular girl in the school was Jenna Hawkins. Every boy dreamed of being with her because she had long beautiful hair, no pimples, and was extremely smart. Her parents were millionaires so she was very spoiled. She drove a Bentley to school, which was all white and was a drop top. One day Jenna approached Jerome and asked him would he like to go to homecoming with him of course he said yes because he never let people down. I was very angry because Jerome and I always attended homecoming together; it was our tradition. When Jerome had dropped me off he asked me who I was attending homecoming with. â€Å"I’m not going â€Å"I stated in my mad voice. â€Å"Are you mad? † Jerome asked. â€Å"I responded NO! † â€Å"Do you want to go with me? † he asked. â€Å"No have fun with Jenna she’s real nice† I responded. He finally drove me off. I ran in my room and started crying. The next day at school I found out that Jerome and Jenna started dating. I was extremely upset. There was a rumor going around that I liked Jerome. Jerome approached me and said â€Å"Do you like me? † I stated â€Å"NO† He stated, â€Å"If you do I understand† I finally stated, â€Å"Yes I like you, I love you Jerome† â€Å"But we’re just friends Lilly and you know that† Jerome stated. I ran off filled with embarrassment. I stopped getting rides from Jerome and I completely cut him off. When Graduation came around I was isolated once again. I didn’t talk to no one. Jerome said, â€Å"I love you Lilly, but only as a friend†. How to cite Why Does He Do Me This Why?, Essay examples

Neuroscience and Neuromarketing

Question: Reflect on the contribution you think that neuroscience can make to help us understand advertising. Is it just an expensive new toy or does it help us get inside how people's minds work? If you were the advertising manager of Metro Trains Melbourne, would you consider the report a good investment? Why or why not? Answer: Neuroscience and neuromarketing and its impact on the people Neuroscience is a scientific study of the nervous system, whereas the term neuromarketing is a field of marketing research which has been newly developed. Neuromarketing is still in the initial stages and needs further investigation (Kolar, 2015). It is different from the consumer neuroscience as it includes the scientific happenings of the research approaches. The goal of the consumer neuroscience is that it is related to the understanding of the consumer behavior. Neuromarketing in association with the traditional marketing research theories can add essential insights in the decision making process of the human beings (Schaik, 2015). For this reason, neuroscience can support the businesses in their decisions regarding the placement of the products and their contributions in optimizing the classical marketing-mix instruments like the product, price, promotion, and place of distribution policies, and also the brand research. Plato understood that the feeling and the emotions of the human beings should be seen as two separate phenomena. In reality neuromarketing tries to give details about the impact that a stimulus will make in consumers brain and a lot of researchers define neuromarketing to be a way to find the buy button in the humans brain. If I were the advertising manager of Metro Trains Melbourne then I would have definitely considered that the project was a good investment (Safety Risk, 2013). It is so because the amusing and a fun way to warn the people about the ways people can get hurt and even die. These are some of ways, the people will never think of dying. Thus the song starts as dumb ways to die. After watching the advertisement the people were more aware of the situations and were alert while stepping out on the road (TheAustralian, 2015). The success of the advertisement was that the ad was successful in creating an impact on the minds of the people and the short-term effect was that the accidents were reduced by 21 per cent. The second impact was a behavioral change campaign which aimed to change the attitude of the people and these campaigns need years to develop. References Kolar, E. (2015).Neuromarketing and Marketing Management: Contributions of Neuroscience for the traditional Marketing Mix(1st ed.). Retrieved from https://essay.utwente.nl/65319/1/Kolar_BA_MB.pdf Safety Risk,. (2013).Dumb Ways To Die and A Strange Sense of Success Safety Risk. Retrieved 7 March 2015, from https://www.safetyrisk.net/dumb-ways-to-die-and-a-strange-sense-of-success/ Schaik, K. (2015).How neuroscience contributes to neuromarketing(1st ed.). Retrieved from https://essay.utwente.nl/65341/1/vanschaik_BA_MB.pdf TheAustralian,. (2015).Dumb Ways to Die 'has reduced accidents'. Retrieved 7 March 2015, from https://www.theaustralian.com.au/business/media/dumb-ways-to-die-has-reduced-accidents/story-e6frg996-1226666677010