Needs Analysis Essay Example

Needs Analysis Paper Needs Analysis Name: Course: Date: We will write a custom essay sample on Needs Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Needs Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Needs Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Needs Analysis a. Just-in-time imperative is a mode of training that provides just the required knowledge when it is needed by the employees. The knowledge is divided into modules that are personalized to form relevant courses and they are modified and reused for various training purposes (Weintraub Martineau 2002). The modules are sorted to determine which ones are more relevant and which audience would benefit more from it. Experts are used in rendering the relevant information to the trainees through educational seminars and meetings and these sessions can even be recorded for future reference. This mode of training involves acquisition of quick knowledge and employees can even gain access to this knowledge while still working. It also addresses the objectives of various training objectives since it gives precise information that is relevant to the trainees. b. In school, the principals are faced with many issues that need their attention. For instance, they need to determine the best teaching methods to use on the students, best management policies for the employees, disciplinary actions to take on various wrong doings among others. With this workload, it is almost impossible for the principal to be an expert on every issue concerning the school since it would take him years to study all these courses. However, he can gain quick knowledge on these areas without having to spend so many years of learning or even take a break from his job (Jones 2002). c. This kind of problem could easily be solved by technologies supporting JIT such as portals that ensure efficiency in accessing information. Since just-in-time is all about modularization, the use of databases is a perfect solution to this kind of problems. It is therefore important for organizations to use computerized information systems instead of manual systems of keeping records in order to improve on efficiency. The use of internet and intranets could also come in handy in addressing this problem due to its richness in information. Databases could assist the management of school affairs recording and organization of data for east retrieval. It is a computerized library where you can access any information in it by searching using keywords (Weintraub Martineau 2002). This will help the principal access information on every department of the school easily without straining. Other people involved with the school like teachers, parents, workers, students could also gain easy access to the information. Portals could be helpful in a school environment since they improve on efficiency in data access. The school could develop portals such as student portals to help students access information about themselves without having to visit various offices for enquiries. The internet is always helpful since they contain diverse information on every field. Intranets contain information about the school and one could get all the information they need (Werth Werth 2011). In conclusion, the just-in-time training method is an efficient method of passing on knowledge to learners since it ensures only relevant information is passed on. It also saves on time spent on learning and the learners do not have to quit jobs to undergo training. Organizations are slowly embracing it since it proves to be very effective. It saves on costs since learners do not have to enroll in expensive programs, they can learn a lot when performing certain projects and this improves on quality. People with similar work, interests can create the knowledge they require, find the right channels to share it and apply it in their work. This promotes productivity of a business.

Enobarbus and Antony Essays

Enobarbus and Antony Essays Enobarbus and Antony Essay Enobarbus and Antony Essay In this extract Enobarbus is relishing the attention of his fellow Roman soldiers as he recounts the spectacular first meeting between Cleopatra and Antony. He chooses a highly poetic, descriptive vocabulary to paint a picture of the extravagant sight of Cleopatras barge on its stately voyage down the river, bringing the sights, sounds and colours vividly to life for his spellbound audience. The opening lines of the extract show the dominant position Cleopatra holds in his memory: she pursued up his heart. The verb suggests that Cleopatra was the active participant in the love affair with Antony, revealing her predatory sexuality and supreme confidence in her own power and attractions. Agrippas interjections take the form of awestruck exclamations, revealing the extent of curiosity about the exotic lifestyle in Egypt that the Roman soldiers can usually only speculate about. Enobarbus swells with importance as he begins his account, and the line I will tell you is both a reminder of his own participation in the events, and a way of heightening expectation. The potent imagery of his speeches portrays Cleopatra as a rival to the goddess Venus, an apt role model for a woman who wields her sexuality as a weapon in her fight for power and status. Gold is the prevalent colour of the costumes and decoration of the procession, a burnishd throne, which is a symbol of great wealth and majesty. Clearly Cleopatra has chosen the allegorical role of Venus as a way of asserting her own divine status, both to her people who the city cast upon her, and to Antony. Not immune to the spell Cleopatra cast, Enobarbus hyperbolically personifies the very elements to suggest the sexual magnetism of the great queen: so perfumed that The winds were love-sick with them Cleopatra has the universe itself at her feet. In a time when gender roles were far more limiting for women than today, especially in Roman society, the strength and superiority of Cleopatra in her relationship with Antony is a source of wonderment, admiration and anxiety for the Roman soldiers. Enobarbus makes it clear that Antony was slighted by Cleopatras highly theatrical entrance, and the triumvir actually comes across as a pathetic figure, sitting alone in the market place during the celebrations when even the air itself had gone to gaze on Cleopatra. She took the dominant role in their relationship by refusing Antonys invitation to dine, and the fact that Enobarbus makes no effort to hide this from Caesars loyal followers, suggests both his respectful attitude to the power Cleopatra exerts over all men and his pained contempt for Antonys weakness which eventually leads to his defection.

Lesson Plan Topics for any Content Area, Grades 7-12

Lesson Plan Topics for any Content Area, Grades 7-12 While every school may have  different requirements for the writing of lesson plans or how often they are to be submitted, there are common enough topics that can be organized on a template or guide for teachers for any content area. A template such as this could be used in conjunction with the explanation  How to Write Lesson Plans. Regardless of the form used, teachers should be sure to keep these two most important questions in mind as they craft a lesson plan: What do I want my students to know? (objective)How will I know students learned from this lesson? (assessment) The topics covered here in bold are those  topics usually required in lesson plan regardless of subject area. Class: the name of the  class or classes for which this lesson is intended.    Duration: Teachers should note the approximate time that this lesson will take to complete. There should be an explanation if this lesson will be extended over the course  of several days. Materials Required: Teachers should list any handouts and technology equipment that is required. Use of a template like this may be helpful in planning to reserve any media equipment in advance that might be needed for the lesson. An alternative non-digital plan may be needed. Some schools may require a copy of handouts or worksheets to be attached the lesson plan template. Key Vocabulary: Teachers should develop a list of any new and unique terms that students need to understand for this lesson.   The title of Lesson/Description:  One sentence is usually enough, but a well- crafted title on a lesson plan can explain a lesson well enough so that even a brief description is unnecessary.   Objectives: The first of a the lessons two most important topics is the lessons objective: What is the reason or purpose for this lesson? What will  students know or be able to do at the conclusion of this lesson(s)? These questions drive a  lessons objective(s). Some schools focus on a teacher writing and placing the objective in view so that the students also understand what the purpose of the lesson will be. The objective(s) of a lesson defines the expectations for learning, and they give a hint on how that learning will be assessed. Standards: Here teachers should list any state and/or national standards that the lesson addresses. Some school districts require teachers to prioritize the standards. In other words, placing a focus on those standards which are directly addressed in the lesson as opposed to those standards which are supported by the lesson.   EL Modifications/Strategies: Here a teacher  may list any EL (English learners) or other student modifications as required. These modifications can be designed as specific to needs of students in a class. Because many of the strategies used with EL students or other special needs students are strategies that are good for all students, this may be a place to list all instructional strategies used to improve  student understanding for all learners (Tier 1 instruction). For example, there may be a presentation of new material in  multiple formats (visual, audio, physical)   or there may be multiple opportunities for increased student interaction through turn and talks or think, pair, shares. Lesson Introduction/Opening set: This portion of the lesson should give a rationale how this introduction will help  students make connections with the rest of the lesson or unit that is being taught. An opening set should not be busy work, but rather be a planned activity that sets the tone for the lesson that follows. Step-by-Step Procedure: As the name implies, teachers should write down the steps in the sequence necessary to teach the lesson. This is a chance to think through each action necessary as a form of mental practice to better organize for the lesson. Teachers  should also note down any materials they will need for each step in order to be prepared.   Review/Possible Areas of Misconception:  Teachers can highlight terms and/or ideas they  anticipate may cause confusion, words they will want to revisit with the students at the end of the lesson.   Homework:  Note any homework that will be assigned  to students to go with the lesson. This is only one method to assess student learning which can unreliable as a measurement Assessment:  Despite being the lone of the last topics on this template,  this is the most important part of planning any  lesson.   In the past, informal homework was one measure; high stakes testing was another.   Authors and educators  Grant Wiggins and Jay McTigue   posed this  in their seminal work Backward Design:   What will we [teachers] accept as evidence of student understanding and proficiency? They encouraged teachers to begin designing a lesson by starting at the end. Every lesson should include a means to answer the question How will I know students understand what was taught in a lesson? What will my students be able to do?   In order to determine the answer to these questions, it is important to plan in detail how you plan to measure or evaluate student learning both formally and informally.   For example, will the evidence of understanding be an informal exit slip with student short responses to a question or prompt at the end of a lesson? Researchers (Fisher Frey, 2004) suggested that exit slips can be generated for different purposes using differently worded prompts: Use an exit slip  with a prompt that records what was learned (Ex. Write one thing you learned today);Use an  exit slip  with a prompt  that allows for future learning (Ex. Write one question you have about todays lesson);Use an  exit slip  with a prompt  that helps to rate any the instructional strategies used strategies (EX: Was small group work helpful for  this lesson?) Similarly, teachers may choose to use a response poll or vote. A quick quiz may also provide important feedback. The traditional review of homework can also provide needed information to inform instruction.   Unfortunately, too many secondary teachers do not use assessment or evaluation on a lesson plan to its best use. They may rely on more formal methods of assessing student understanding, such as a test or paper. These methods may come too late in providing the immediate feedback to improve daily instruction. However, because  assessing student learning may happen at a later time, such as an end-of-the-unit exam, a lesson plan may provide a teacher the opportunity to create assessment questions for use later. Teachers can test a question in order to see how well students may do answering that question at a later date. This will ensure that you have covered all required material and given your students the best chance at success. Reflection/Evaluation: This is where a teacher may record the success of a lesson or make notes for future use.  If this is a lesson that will be given repeatedly during the day, reflection may be an area where a teacher may explain or note any adaptations on a lesson that has been given several times over the course of a day. What strategies were more successful than other? What  plans may be needed to adapt the lesson? This is the topic in a template where teachers could record any recommended changes in time, in materials, or in the methods used to assess student understanding. Recording this information can also be used as part of a schools evaluation process that asks teachers to be reflective in their practice.

McDonald's Advertising Campaign Term Paper Example | Topics and Well Written Essays - 1000 words

McDonald's Advertising Campaign - Term Paper Example The current Mcdonald’s advertising campaign is referred to as the ‘I’m lovin’ it’ campaign. This campaign extends to international borders and has been implemented in virtually every advertising medium available within the contemporary media climate. While many might have expected this advertising campaign to be developed by an American firm, in actuality it was constructed by an advertising agency located in Unterhaching, Germany referred to as DDB Worldwide Communications Group, Inc. Rather than debuting the campaign in the United States, the ‘I’m lovin’ it’ campaign was debuted in Australia and that later throughout parts of Europe and ultimately the United States. It seems in structuring the campaign in such a way McDonald’s was able to in a sense test out their advertising and fine-tune its various elements before debuting it in the larger Western markets. This strategy has a number of beneficial elements, namel y that despite pre-debut polling and surveys, the actual reception of the marketing campaign is not entirely discernable until after it is received within the public context; as a result numerous logistical and thematic errors can be worked out before it ultimately hits the most pivotal Western market. When it finally did debut in the USA on June 29, 2003 it did so with a large amount of fanfare. During its debut the campaign slogan was accompanied by the music of Tom Batoy and Franco Tortora (Mona Davis Music) and vocals by Justin Timberlake. In including such a large name (indeed, Justin Timberlake was at the top of the pop culture world at the time of this campaign) allowed McDonalds to significantly establish their new message and distinguish it from past advertising incarnations (Dicker 2010). In these regards, the debut functions as more than just a means of drawing significant attention to the product (which is one of the primary concerns), but it also functions to draw atten tion to the significant shift in tone and message from previous McDonald’s campaigns. This is important as it indicates that the campaign often does not simply signify a renewed approach to promotion, but oftentimes represents a philosophical shift in the nature of nature of the company’s vision. As advertising campaigns are implemented they oftentimes have been demonstrated to make subtle shifts within their production mechanisms. The McDonald’s ‘I’m Lovin It’ campaign is ne exception in these regards. Despite debuting with one set slogan and approach to promotion as the campaign progressed new forms of presentation were included; for instance, in 2007 a public casting call was issued which resulted in nearly 15,000 applicants (‘The Latest from McDonald’s’). From this pool twenty-four were selected and integrated into the advertising campaign. These individuals’ images and themes of inspiration were implemented on McDonald’s products throughout the world. This last method was a highly effective means of altering the campaign through becoming more directly involved in the customer’s perspective. Rather than simply relying on ad executives to determine what constitutes effective promotion, allowing actual customers to become involved functions to create a sort of raw and direct appeal to the audience. This method went beyond traditional television and print advertising, truly

Human Resource Management in Sweden Research Paper

Human Resource Management in Sweden - Research Paper Example As per Hofstede there are four broad cultural dimensions along which societies can be differentiated i.e. power distance, individualism, masculinity and uncertainty avoidance. Power distance comprises the extent to which less influential individuals of a society accept discrimination in society. This acceptance level varies along different culture. Individualism culture focuses on societies where people are concerned about self-interest and interest of family only while collectivism refers to a culture where individuals protect the society’s interest. Masculine culture expects men as compared to women of society to play the assertive and ambitious role who strive for material success and it defines a caring and serving role for women. Feminine culture on other hand defines an overlapping role for both men and women and it focuses on interpersonal relationship and shows concern for the weak. Sweden is depicted with a feminine culture as it does not require any gender to be more ambitious and highly competitive. A culture which avoid uncertainty is active, security seeking and intolerant while a culture which accepts uncertainty tolerant, less aggressive and unemotional (Vitell et al). In Table 2 index for Sweden has been given on the basis of power distance (PDI), Individualism (IDV), Masculinity (MAS), Uncertainty avoidance index(UAI). From the Table2 we see that Sweden is not likely to avoid uncertainty. They are risk oriented. We also see that Sweden is more of a feminine country which emphasizes on relationship with people than with money. Swedish businessmen prefer appropriate code of behavior in business meeting. They believe in reaching a solution via joint decisions. They believe in facts, delivery schedule and need a longer period of time to inculcate shared information. Since they believe in consensus for a solution so they worry about what others might think of them

The Street And Being One Of The Essay Example for Free

The Street And Being One Of The Essay Robert Swindells shows us that the life of being a dosser and being one of the invisible people is a grim one. Throughout the book he reminds us that living on the street is dangerous, tiring and uncomfortable. This is illustrated by the main character, Link, being homeless and having to doss in doorways. Link is the main character of the novel, Stone Cold. He is sick of his Mothers new boyfriend, Vince, Hes changed her. Thats one of the things I hate him for. He is then pushed over the edge and decides to become homeless. At first Link decides to remain in his home town of Bradford, in Yorkshire. For a while life is not too bad. He went to his sisters house, Carole, to get a weekly bath and cut his hair. After a while Caroles boyfriend Chris no longer wanted him around. He got resentful of my visits. He didnt actually say anything to me, but I could see it in his eyes and hear it in his tone of voice. It was because of this that Link decided to leave for London. During Christmas Link is invited back to stay with Carole and Chris. This may seem kind but as Link says it It was the worst Christmas Id ever had. This was because of his Christmas present. It was a sleeping bag. This told him that Carole and his mum thought of him as a dosser and a person that will always be a dosser, even if they were just trying to make his life on the streets as comfortable as possible. Later, when Link goes back to London he rents a room from Rat face, a unpleasant character who takes from Link of what little money he has. Fridays rent day, sunshine. But I moved in on a Monday I protested. And paid two weeks. That makes the room mine till Sunday night. Rat Face kicks him out. This is Links biggest mistake, spending money on a room instead of on food and also arguing with someone who is bigger than him.

Language in Wilfred Owens The Sentry :: essays research papers

Wilfred Owen’s ‘The Sentry’ To me Wilfred Owen’s poetry is visually descriptive, so much so that he seems to be able to effortlessly transport you into whatever situation he is describing. This particular poem leaves you in no doubt as to the horrors of war and the terrible atrocities these poor men endured. In the opening line he says ‘and he knew’ using the technique of personalisation he has turned the massive opposing force into a single person, someone who was actively trying to single them out, to attack them personally. This shows you just how desperate they felt and how to them no matter where they seemed to find shelter ‘he’ was never far behind. He goes on to say ‘and gave us hell for shell on frantic shell hammered on top, but never quite got through’. By using the word ‘hell’ he is actively describing the terrible endlessness of their situation or the perseverance of the enemy and the fact that they cannot escape. enduring the onslaught, hour on hour, day by day. ‘Frantic shell’ the word frantic to me describes the non-target based shelling, as the enemy knew they that their enemy was somewhere in front of them, so just seemed to shell anywhere within that vicinity in the sure hope that they would be causing death eventually. The use of the rhyming words ‘hell’ and ‘shell’ automatically connects the two words in the reader’s brain, forming a connection and reinforcing the idea of the battle being ‘hell’. ‘Hammered’is also a very thought provoking verb used in this line, this word used in this particular sentence is brilliant, it not only describes the noise, as you cannot hammer quietly, but describes the repetition, when hammering something you repeatedly strike it. Hammered is a violent verb and its two syllables makes the word sound short and harsh. In the following line, ‘rain, guttering down’ this makes me think the guttering I have on my house, a purpose made moulded channel used to transport water. He deliberately used this word to convey just how much rain had fallen that it had naturally moulded gutters out of the mud, channelling the slime and slurry into waterfalls. There is also assonance in this sentence emphasising the guttering (which I have already analysed above). Wilfred Owen is cleverly able to relate to you a description of a bomb without ever actually calling it a bomb.