English

For each of following engineering problems noted below answer the following questions- What engineering solution was applied to address this problem? What type of cleaner production strategy (e.g. input substitution) is this engineering solution? ho What are the economic and environmental benefits of the application of these strategies? The engineering production problems are as follows: Loss of concentrates through wind-induced airborne emissions at Newmont Australias underground zinc/copper mines and processing plant at Golden Grove, WA. At these plants A$70,000 per annum has to be spent on operating the on-site landfill for wet waste. Technological inefficiencies associated with Alcoa’s Pinjarra alumina plant. Part B From the experience of implementing an EMS in a Cable Manufacturing Company in Tema, Ghana, answer the following questions What are some environmental benefits from the implementation of IS014001 across Ghana’s industries to adopt this guideline? What are the key drivers of this ISO 14001 EMS Certification? Which one is the most powerful driver and why?

The Literature Review (LR) is a 4-5 page paper that examines academic articles by other researchers on your topic (or other relevant topics). The LR discusses the questions other researchers are asking, summarizes their findings, and compares and evaluates their claims. Purpose: The purpose of the Literature Review is to show that you understand the claims of other researchers on your topic, and to discuss your observations and judgments about what they say. The LR is different from the Background in two main ways: ·       Different sources: The Background used tertiary sources like encyclopedia articles, textbooks, or magazine articles. These are intended for a general audience and usually do not include original research. The LR uses academic articles written mostly by professional researchers working for universities or government agencies. These sources are much more specialized, more focused, more current, and more likely to contain original research. You will find these sources mostly through Library databases like JSTOR (Links to an external site.) and EBSCO Host (Links to an external site.). ·       Different goal: Although the LR continues the same topic as your Background, the purpose is different. The Background provided a basic understanding of the topic without considering any specialized or current research. It introduced the major issues and themes the rest of the FRA will focus on. In contrast, the Literature Review uses specialized information, going much deeper into the topic than the background, and considering the claims and findings of current researchers in your field. The LR should use the same question you’ve worked on in your Research Proposal and the Background, and continue to make it clearer, more focused, and more complex. As you work on your LR, you may realize that your focus is changing slightly: maybe a smaller part of your original question seems more important now, or maybe you notice that your attention has shifted to a different aspect of the problem. You should keep revising your question as you work: you can keep altering your question in small ways all the way until you finish revising your Final Research Article at the end of the quarter. Make sure to keep writing down your updated question somewhere you will see it every day. This will help you stay focused as you find sources, collect information, and start thinking about possible answers! After you write and revise your LR, it will become the second of the three main sections of your Final Research Article. The research question and plans for research you describe in the LR Conclusion will form the basis of the last section, the Original Argument. ·       Be 4–5 pages long ·       Be typed and in APA format ·       Use and cite at least 5 new academic sources ·       Include a References page ·       Have four clearly labeled sections: o   Introduction (1 paragraph): This section will present the topic of your research and the main themes your Summary and Discussion sections will cover. o   Summary (3–5 paragraphs): This section will collect, organize, and compare information from the sources you find in your research. You can show how their ideas connect or compare with each other, and whether their claims agree or disagree with each other. The tone will be objective, and you will not make any arguments, judgments, or evaluations. o   Discussion and Evaluation (3–5 paragraphs): This section will evaluate the sources you have already discussed in the Summary section. You should discuss the importance of their claims, problems with their research or reasoning, assumptions they may be making, and ideas they may not have considered. o   Conclusion (1 paragraph): This section will review what we do and do not know about your topic, clearly state the narrowed research question, and discuss what will come next in the Original Argument. Instructions 1.    Research and organize: As with the Background, you should start by identifying keywords you will search for. To start, use important terms that you noticed your Background using. As you start finding sources, pay attention to the terminology they use, and adjust your keywords to match theirs. Since you are looking specifically for academic sources, you should use library databases like JSTOR and EBSCO Host, not Google. For help using these databases, go through the tutorials on the Module 3 Overview. You should take notes and stay organized as you research, just like you did for the Background section. Write down complete bibliographic data for each useful new source as soon as you find it (or save it in Noodle Tools (Links to an external site.)!). Make sure to cite your sources even when you’re taking notes, so you don’t forget where an idea came from. Look out for ideas that seem connected or relevant to the question you are asking, and make notes about them. 2.    Summarize: Each paragraph of the Summary section should concentrate on one idea or topic, not on summarizing one source. To do this, read through your notes and look for three or four themes that seem important, and decide how you want to order them. Start with the first theme: o   Which sources talk about the theme? o   What do they say about it (or, what is their claim)? What evidence do they provide? o   How do their ideas connect with each other? How do they agree or disagree? Continue theme by theme for the rest of the Summary section. Your Summary should not be a collection of individual summaries. 3.    Evaluate: Use the same themes you chose for your Summary section, in the same order, to organize your Discussion and Evaluation. Just like the Summary, each paragraph should concentrate on one idea or topic, not one source. For these paragraphs, use your own observations, reasoning, and judgment to discuss what the sources are claiming. Start with the first theme you used in your Summary section: o   From the sources that mention this theme, what ideas seem especially important to the topic in general? o   What ideas seem like they might be important to helping you answer your question? o   What ideas, arguments, or methods seem like they might be problematic in some way? o   Are there possibilities or ideas related to the theme that none of the sources discuss? o   When you look at all the sources that discuss this theme, what new insights do you have about your topic or question? o   What new questions are raised by this discussion? Continue theme by theme for the rest of the Summary section. These are not your opinions: they are carefully reasoned judgments. 4.    Finish and revise: o   Make sure both the Summary and the Discussion and Evaluation section deal with the same themes, in the same order. Make sure the Summary objectively presents and compares your sources’ ideas, and the Discussion and Evaluation presents the judgments, questions, and insights you gain from comparing your sources. o   Write an Introduction that introduces your narrowed research topic. It is the same topic you worked on in the Background, but more focused and complex. You should discuss why this narrowed topic is important (within your academic field(s) or to a wider community), and list the main themes your Literature Review will be discussing within that larger topic. You can include your updated research question or a description of the problem it is based on. o   Write a Conclusion: Some parts of your original question may already have been answered, but other parts need to be explored more. First, sum up the relevant information we have learned about your topic as well as what questions remain to be answered. Based on that information, you should present the single, updated research question you want to focus on for the rest of the quarter. Considering the information and ideas you have presented in the Literature Review, explain why this question seems important to ask. It should be a complex question that cannot be answered with a simple yes or no, but that requires a thoroughly reasoned and researched answer. Describe any research you will need to do to be able to answer your question. o   Don’t forget a References page in APA format! You only need to include the sources you cite in the LR.

The goal of this assignment is to help you break down a broad topic into certain aspects of it that can be later developed into a thesis statement.  Choose any 1 topic to write your argumentative essay on: Video Games and Violence Use of animals for research purpose Technology and education What you need to do for this assignment: Step 1. Choose any 1 topic from the list provided above. Step 2. Do some research/read up on and around it.  Step 3. Make a mind map of the topic (refer to this video lecture: how to create a mind map  (Links to an external site.) ) Step 4. Choose any 1 aspect of it that you would like to focus your paper on. Step 5. Write a paragraph here that answers these questions: (a) What is your topic? (b) What made you choose it over the others in the list? (c) List at least 3 interesting aspects of this topic from your mind map. (d) Which 1 aspect of these 3 would you like to work on and why?

Academic articles and book chapters make specific interventions into an academic field (or fields) and participate in broader intellectual conversations. The argument that they put forth is typically in response to an issue or question that has several competing perspectives, methodologies, and conclusions. In preparation for your class presentation, answer the following questions about the article or book chapter you have read: (Note: italic notes in parentheses refer to the parts of the article where you might typically find the information you are seeking) (1)  Who is the author and what is their field of study? (2)  What journal/book is the article/chapter published in? If a book, what is the publisher? What does this tell us about access and audience? (3)  What is the article/chapter’s main argument? (title, abstract, intro, conclusion) (4)  What are the “big questions” (social, cultural, political, economic, aesthetic, etc.) that the article/chapter responds to, comments on, and/or engages with? (abstract, introduction, literature review, methodology, conclusion) (5)  Who is the author responding to, or engaging with? / What conversations are they entering into by writing this article/chapter? (intro, lit review, bibliography; possibly conclusion) [Note: respond on next page!] Make note of at least two particular ideas or arguments that the author responds to (engages with, builds on, acknowledges, critiques, etc.) a)  Idea / author:  Response: b)  Idea/author:  Response: (6)  What research methods did the author use to gather data to support their argument? (methodology) (7)  What are some things that you learned from this article/chapter? (8)  With your presentation partner, come up with two questions which you’d like the class respond to, based on your reading of the article. (Note: Your questions might be about the article’s terminology and theory, a particular case study, an issue or problem with which you agree/disagree, and so on. Feel free to use the class discussion board for inspiration!)

Background/Context Sontag ends her book with a discussion of Jeff Wall’s art piece, “Dead Troops Talk.”  (Links to an external site.)  The final section of her book begins with the question: “Is there an antidote to the perennial seductiveness of war?” (122). To which I would add: …and what role might images play in this antidote? The Jeff Wall picture seems to be one possible answer to her question–but why? What is it doing that other images in the book are not doing? Write an essay that argues for the importance/relevance of one or more of Sontag’s ideas about looking at images of pain and suffering.  Use research to establish the terms of your argument, and use a minimum of 8 quotes from Regarding to make your points/back up your claims. Explore and define the depictions—and implicit or explicit expectations of reaction that correspond to those depictions—of the pain of others in your general sphere of experience. The book is really about the effects (+/-) of the various common images of the outcomes of global violence. Which, if any, of these image types directly affect you?  Search for quotes that relate to your freewrites on the above bullet points. Three outside sources that cover distinctly different material (i.e. referring to three different social media sites to make one point does NOT constitute three sources). Cite all sources in MLA (and include a properly formatted Works Cited page—10 points). MLA document format: (see MLA Handbook and/or Purdue OWL link) typed, double-spaced, serif-font (Times New Roman or Cambria), 1” or 1.25” margins, name/pg.# on header.  our grade will be based, in large part, on the clarity of, and reasonable basis for, your claims (these claims will be contained in and/or explained in your reflections that can be part of this essay). It will also be based on how well you meet the requirements, and on syntax, grammar and structural integrity (paragraph-paragraph and sentence-sentence coherence). essays of sophisticated analysis and argumentation that reflect critical thinking in a style both rhetorically effective and conventionally correct . You will explore a line of inquiry and limit the topic appropriately, and you will establish and state a unifying thesis or proposition.  you will use examples, details, and other evidence to support or validate your thesis and other claims.

Due to the pandemic, all mass gatherings and events have been cancelled.  Many arts organizations are moving their art and performances online.  Find a digital art event presented by any non-profit arts organization.  Watch or explore the event online.  Then write a 500 word critique that answers these points: -Brief description of the organization- what is their mission, past types of programs, etc. -What is the event?  Give a brief description of the event. -Was this event one that was scheduled/already happening that got moved online? Or was it newly created during this crisis? -What did you think of experiencing the art in this virtual format from home?  What are the pros and cons of experiencing art this way?

respond to one question from “The Cask of Amontillado” and one question from “The Things They Carried” Make sure you are using evidence from the story to support your points.  “The Cask of Amontillado” Why does Montresor wait 50 years to talk of the murder? How might the story differ if it was told the morning after burying Fortunato? How would the story have been different if it was told in the third person? Do you think you are sympathetic to Montresor since it was in the first person? “The Things They Carried” What is the purpose of the long paragraphs? What is the purpose of the short paragraphs? “They used a hard vocabulary to contain the terrible softness” (para. 68). What does this mean? How does it affect the story and your perception of the characters in the story? The cask ofAmontillado: https://americanenglish.state.gov/files/ae/resource_files/the_cask_of_amontillado.pdf The Things They Carried : https://www.sfponline.org/Uploads/372/OBrien%20Story.pdf

For this assignment, I want you to put on your creative thinking hat. Imagine that your are a movie producer or a screenwriter. A major Hollywood studio (or a streaming service like Netflix/Hulu/Amazon Prime) has approached you and given you the green light to write and produce either a historical movie or a historical television series. This isn’t going to be a documentary, but rather a movie or series. The only requirements are that the events in your movie/series or the person your movie/series is about has to have either lived or the event has to have taken place prior to 1990. It can be something from US History or World History.1. What event or person did you choose and why?  2. Will you be making a movie or a television/streaming series? Tell me what format you’ll choose but also tell me why you think it is better than the other format.  3. How will you go about conducting the research to ensure that your movie/series is accurate. You also have to make it entertaining, so how will you decide how much liberty you will take with the facts.  4. Where will you film it? Will it be shot on location or in another place that looks like the actual place where the events happened.

reflect on what it takes to create “innovation architecture” to support a culture of innovation within organizations. As part of the assignment, you will conduct an interview with a local business owner or leader or member of a management team to learn more about the techniques organizations utilize (or fail to utilize) to encourage and support the implementation of innovations. Select your interview candidate and contact the person to set up an appointment. Try to schedule your interview well in advance of the assignment’s due date. You may conduct your interview in person or via phone. You should present the consent letter attached in the Module materials to the person you intend to interview. Prepare a list of at least 5-7 questions for your interview. Your questions should focus on specific processes within organizations for encouraging and implementing innovations and challenges organizations face in when trying to innovate. After you complete the interview, write a 1,000-word reflection on what you learned in the interview and how your understanding of the importance of effective innovation architecture has developed or changed. Address the following in your response: What are the most valuable things you learned about effective innovation architecture? Identify some of the significant challenges you believe you might face when it comes to suggesting and seeing innovations through in the organizations in which you are or may be involved? How might you apply what you learned in your interview and about innovation architecture in general to help foster a culture of innovation within your own organization? Cite two additional reputable secondary sources on innovation architecture or on creating a culture of innovation in your reflection. Provide an interview summary at the end of your reflection that includes the following information: 1. The name of the person you interviewed and number of years he/she has been a manager. 2. The name of the company at which he/she is currently employed. 3. How long the person has been a manager at the current company. 4. Date of the interview and whether it took place in person or via phone. 5. Contact information for the person you interviewed. 6. The list of your interview questions.

Essay 3 Directions DIRECTIONS: In American culture, we are bombarded with plenty of messages and images encouraging us to buy, buy, buy! As consumers, we are persuaded to buy certain items through certain advertising techniques. Your first paragraph should preview your analysis by summarizing ethos, pathos, and logos for the reader. Then, using Janny Scott’s “How They Get You to Do That?” (1) choose two of these marketing tactics. (2) For each tactic, analyze how a specific advertisement from television, a magazine, newspaper, or another form of media demonstrates that marketing tactic and (3) how that advertisement uses ethos, pathos, or logos to appeal to the target audience. REQUIREMENTS  Write 4 full pages minimum. Integrate two sources: Source 1 should be Scott. Source 2 should come from any other reading indicated in the “Approved Sources” in the next slide. Use third person point of view only. Include a Works Cited page that contains your two sources. Refer to the MLA Citations PPT for help. Follow the structure provided in this PPT. Approved Sources for Essay 3 “When Algorithms Don’t Account for Civil Rights” (White) “Does Advertising Ruin Everything?” (Thompson) “Whistling Vivaldi and Other Clues to How Stereotypes Affect Us” (Steele) “The Danger of a Single Story” (Adichie) “Positionality” (Meriam and Bierema) “The Miseducation of the American Boy” (Orenstein) “Little Girls or Little Women? The Disney Princess Effect” (Hanes) Article: “How They Get You to Do That” How They Get You to Do That                                                                          Janny Scott So you think you’re sailing along in life, making decisions based on your own preferences? Not likely! Janny Scott brings together the findings of several researchers to show how advertisers, charitable organizations, politicians, employers, and even your friends get you to say “yes” when you should have said “no”—or, at least, “Let me think about that.” The woman in the supermarket in a white coat tenders a free sample of “lite” cheese. A car salesman suggests that prices won’t stay low for long. Even a penny will help, pleads the door-to-door solicitor. Sale ends Sunday! Will work for food. The average American exists amid a perpetual torrent of propaganda. Every­one, it sometimes seems, is trying to make up someone else’s mind. If it isn’t an athletic shoe company, it’s a politician, a panhandler, a pitchman, a boss, a billboard company, a spouse. The weapons of influence they are wielding are more sophisticated than ever, researchers say. And they are aimed at a vulnerable target—people with less and less time to consider increasingly complex issues. As a result, some experts in the field have begun warning the public, tipping people off to precisely how “the art of compliance” works. Some critics have taken to arguing for new government controls on one pervasive form of persuasion— political advertising. The persuasion problem is “the essential dilemma of modern democracy,” 5 argue social psychologists Anthony Pratkanis and Elliot Aronson, the authors of Age of Propaganda: The Everyday Use and Abuse of Persuasion. As the two psychologists see it, American society values free speech and pub- 6 lie discussion, but people no longer have the time or inclination to pay attention. Mindless propaganda flourishes, they say; thoughtful persuasion fades away. The problem stems from what Pratkanis and Aronson call our “message-dense ? environment.” The average television viewer sees nearly 38,000 commercials a year, they say. “The average home receives . . . [numerous] pieces of junk mail annually and . . . [countless calls] from telemarketing firms.” Bumper stickers, billboards and posters litter the public consciousness. Athletic 8 events and jazz festivals carry corporate labels. As direct selling proliferates, work­ers patrol their offices during lunch breaks, peddling chocolate and Tupperware to friends. Meanwhile, information of other sorts multiplies exponentially. Technology 9 serves up ever-increasing quantities of data on every imaginable subject, from home security to health. With more and more information available, people have less and less time to digest it. “It’s becoming harder and harder to think in a considered way about anything,” said 10 Robert Cialdini, a persuasion researcher at Arizona State University in Tempe. “More and more, we are going to be deciding on the basis of less and less information.” Persuasion is a democratic society’s chosen method for decision making and 11 dispute resolution. But the flood of persuasive messages in recent years has changed the nature of persuasion. Lengthy arguments have been supplanted by slogans and logos. In a world teeming with propaganda, those in the business of influencing others put a premium on effective shortcuts. Most people, psychologists say, are easily seduced by such shortcuts. Humans are 12 “cognitive misers,” always looking to conserve attention and mental energy—leaving themselves at the mercy of anyone who has figured out which shortcuts work. The task of figuring out shortcuts has been embraced by advertising agencies, 13 market researchers, and millions of salespeople. The public, meanwhile, remains in the dark, ignorant of even the simplest principles of social influence. As a result, laypeople underestimate their susceptibility to persuasion, psychologists 14 say. They imagine their actions are dictated simply by personal preferences. Unaware of the techniques being used against them, they are often unwittingly outgunned. As Cialdini tells it, the most powerful tactics work like jujitsu: They draw their 15 strength from deep-seated, unconscious psychological rules. The clever “compli­ance professional” deliberately triggers these “hidden stores of influence” to elicit a predictable response. One such rule, for example, is that people are more likely to comply with a request 16 if a reason—no matter how silly—is given. To prove that point, one researcher tested different ways of asking people in line at a copying machine to let her cut the line. When the researcher asked simply, “Excuse me, I have five pages. May I use 17 the Xerox machine?” only 60 percent of those asked complied. But when she added nothing more than, “because I have to make some copies,” nearly every one agreed. The simple addition of “because” unleashed an automatic response, even 18 though “because” was followed by an irrelevant reason, Cialdini said. By asking the favor in that way, the researcher dramatically increased the likelihood of getting what she wanted. Cialdini and others say much of human behavior is mechanical. Automatic 19 responses are efficient when time and attention are short. For that reason, many techniques of persuasion are designed and tested for their ability to trigger those automatic responses. “These appeals persuade not through the give-and-take of argument and 20 debate,” Pratkanis and Aronson have written. “. . . They often appeal to our deep­est fears and most irrational hopes, while they make use of our most simplistic beliefs.” Life insurance agents use fear to sell policies, Pratkanis and Aronson say. Parents 21 use fear to convince their children to come home on time. Political leaders use fear to build support for going to war—for example, comparing a foreign leader to Adolf Hitler. As many researchers see it, people respond to persuasion in one of two ways: If 22 an issue they care about is involved, they may pay close attention to the arguments; if they don’t care, they pay less attention and are more likely to be influenced by simple cues. Their level of attention depends on motivation and the time available. As David 23 Boninger, a UCLA psychologist, puts it, “If you don’t have the time or motivation, or both, you will pay attention to more peripheral cues, like how nice somebody looks.” Cialdini, a dapper man with a flat Midwestern accent, describes himself as an 24 inveterate sucker. From an early age, he said recently, he had wondered what made him say yes in many cases when the answer, had he thought about it, should have been no. So in the early 1980s, he became “a spy in the wars of influence.” He took 25 a sabbatical and, over a three-year period, enrolled in dozens of sales training programs, learning firsthand the tricks of selling insurance, cars, vacuum cleaners, encyclopedias, and more. He learned how to sell portrait photography over the telephone. He took a 26 job as a busboy in a restaurant, observing the waiters. He worked in fund-raising, advertising, and public relations. And he interviewed cult recruiters and members of bunco squads. By the time it was over, Cialdini had witnessed hundreds of tactics. But he 27 found that the most effective ones were rooted in six principles. Most are not new, but they are being used today with greater sophistication on people whose fast-paced lifestyle has lowered their defenses.  Reciprocity. People have been trained to believe that a favor must be repaid in kind, 28 even if the original favor was not requested. The cultural pressure to return a favor is so intense that people go along rather than suffer the feeling of being indebted. Politicians have learned that favors are repaid with votes. Stores offer free 29 samples—not just to show off a product. Charity organizations ship personalized address labels to potential contributors. Others accost pedestrians, planting paper flowers in their lapels. Commitment and Consistency. People tend to feel they should be consistent— 30 even when being consistent no longer makes sense. While consistency is easy, comfortable, and generally advantageous, Cialdini says, “mindless consistency” can be exploited. Take the “foot in the door technique.” One person gets another to agree to a 31 small commitment, like a down payment or signing a petition. Studies show that it then becomes much easier to get the person to comply with a much larger request. Another example Cialdini cites is the “lowball tactic” in car sales. Offered a 32 low price for a car, the potential customer agrees. Then at the last minute, the sales manager finds a supposed error. The price is increased. But customers tend to go along nevertheless. Social Validation. People often decide what is correct on the basis of what other 33 people think. Studies show that is true for behavior. Hence, sitcom laugh tracks, tip jars “salted” with a bartender’s cash, long lines outside nightclubs, testimonials, and “man on the street” ads. Tapping the power of social validation is especially effective under certain con- 34 ditions: When people are in doubt, they will look to others as a guide; and when they view those others as similar to themselves, they are more likely to follow their lead. Liking. People prefer to comply with requests from people they know and like. 35 Charities recruit people to canvass their friends and neighbors. Colleges get alumni to raise money from classmates. Sales training programs include grooming tips. According to Cialdini, liking can be based on any of a number of factors. 36 Good-looking people tend to be credited with traits like talent and intelligence. People also tend to like people who are similar to themselves in personality, back­ground, and lifestyle. Authority. People defer to authority. Society trains them to do so, and in many situ- 37 ations deference is beneficial. Unfortunately, obedience is often automatic, leaving people vulnerable to exploitation by compliance professionals, Cialdini says. As an example, he cites the famous ad campaign that capitalized on actor 38 Robert Young’s role as Dr. Marcus Welby, Jr., to tout the alleged health benefits of Sanka decaffeinated coffee. An authority, according to Cialdini, need not be a true authority. The trappings 39 of authority may suffice. Con artists have long recognized the persuasive power of titles like doctor or judge, fancy business suits, and expensive cars. Scarcity. Products and opportunities seem more valuable when the supply is 40 limited. As a result, professional persuaders emphasize that “supplies are limited.” Sales 41 end Sunday and movies have limited engagements—diverting attention from whether the item is desirable to the threat of losing the chance to experience it at all. The use of influence, Cialdini says, is ubiquitous. Take the classic appeal by a child of a parent’s sense of consistency: “But you said…” And the parent’s resort to authority: “Because I said so.” In addition, nearly everyone invokes the opinions of like-minded others—for social validation—in vying to win a point. One area in which persuasive tactics are especially controversial is political 44 advertising—particularly negative advertising. Alarmed that attack ads might be alienating voters, some critics have begun calling for stricter limits on political ads. In Washington, legislation pending in Congress would, among other things, 45 force candidates to identify themselves at the end of their commercials. In that way, they might be forced to take responsibility for the ads’ contents and be unable to hide behind campaign committees. “In general, people accept the notion that for the sale of products at least, there 46 are socially accepted norms of advertising,” said Lloyd Morrisett, president of the Markle Foundation, which supports research in communications and information technology. “But when those same techniques are applied to the political process—where 47 we are judging not a product but a person, and where there is ample room for distortion of the record or falsification in some cases—there begins to be more concern,” he said. On an individual level, some psychologists offer tips for self-protection. Pay attention to your emotions, says Pratkanis, an associate professor of  psychology at UC Santa Cruz: “If you start to feel guilty or patriotic, try to figure out why.” In consumer transactions, beware of feelings of inferiority and the sense that you don’t measure up unless you have a certain product. Be on the lookout for automatic responses, Cialdini says. Beware foolish consistency. Check other people’s responses against objective facts. Be skeptical of authority, and look out for unwarranted liking for any “compliance professionals.” Since the publication of his most recent book, Influence: The New Psychology of Modern Persuasion, Cialdini has begun researching a new book on ethical uses of influence in business—addressing, among other things, how to instruct salespeople and other “influence agents” to use persuasion in ways that help, rather than hurt, society. “If influence agents don’t police themselves, society will have to step in to regulate 52 … the way information is presented in commercial and political settings,” Cialdini said. “And that’s a can of worms that I don’t think anybody wants to get into.”   MLA Citation Information: Scott, Janny. “How They Get You to Do That.” Los Angeles Times, 23 Jul. 1992,                https://www.latimes.com/archives/la-xpm-1992-07-23-mn-4130-story.html