Wednesday, August 26, 2020

Season of Mists and Mellow Fruitfulness Essay Example For Students

Period of Mists and Mellow Fruitfulness Essay The sonnet utilizes nature to represent the phases in someones life, Season of Mists and Mellow Fruitfulness makes a very springtime climate yet it additionally proposes a feeling of readiness. We can see that this verse is speaking to the feeling of sight as it makes an ideal image of the Maturing Sun. At the start of this refrain it makes an image of delightful, abandoned mountains in the springtime, as all organic product is loaded up with readiness deeply. The sonnet is utilized to represent the phases in ones life and would recommend that this phase of the sonnet speaks to the prime of someones life as they might suspect warm days will never stop. Keats utilizes a progressively positive side of nature in the main refrain, the words productivity, readiness, swell and full assists with building a quiet bright air. Keats additionally utilizes strict words, for example, favored and vines which helps us to remember the wine at the last supper. To twist with apples the mossd bungalow tree bids to our feeling of touch, it constructs a tranquil image of magnificence in our brains. Not long after the honey bees figure summer will never end, this mirrors the momentary idea of life. The following verse depicts pictures of solace and unwinding, particularly when the artist portrays somebody as sitting thoughtless on a storage facility floor then there is a picture of an individual sound snoozing in a field. The writer causes it to appear as though everybody has quit everything and chosen to laze about. The artist has successfully made a fanciful mind-set here as he depicts the smoke of poppies. The entire thought of sluggishness in the sonnet identifies with the moderately aged time frame in a people life. It seems as though the individual doesnt need to get any more established and doesnt need winter to take its common turn. The refrain closes with the picture of laborer squeezing apples, the writer gives us a thought of the quiet, delicate mind-set that he has thou watchest the last oozings. The third and keep going verse brings the hotly anticipated and feared winter, the verse starts giving us that the artist is in a quiet and gathered state of mind. The artist acknowledges how spring is normally connected with cheerful occasions yet unequivocally dissents, he accepts that fall is the bearer of the great times. And contact the stubble-plain with blushing tone this paints a lovely yet melancholic image of harvest time which is totally different from the ready plenteous pictures of the initial two verses. This additionally express the principle subject of the sonnet, that life is a blend of good and awful occasions. I have inferred that the two writers have gone tossed comparable stages in there own lives, anyway I have seen that Keats acknowledges changes and attempts to proceed onward though Wordsworth leaves himself in a stressed state and cant very handle the way that life changes as we get more seasoned, once in a while generally advantageous and in some cases for the most exceedingly terrible.

Saturday, August 22, 2020

Great Gatsby Ending Essay

This book deciphers the general topic of expectation as what Gatsby had been driven by however at long last didn't accomplish. The green light of Daisy’s dock drove Gatsby and he had faith in it. He was evaded by it previously, yet there was still expectation that he would one day accomplish his objective. This book shows how Gatsby attempted to accomplish his objectives determinedly yet at long last he neglected to accomplish his deepest desires. The consummation of the book deciphers that you can't live previously, on the grounds that it will block your deepest desires. You can have expectations and dreams, yet living in the past will thwart your accomplishing them. Fitzgerald leaves the completion of the book not entirely clear. The purpose of having expectations and dreams is to accomplish an objective, anyway Gatsby didn't accomplish his at long last. Gatsby is preposterous and can't acknowledge the way that his fantasy is no more. He will keep on taking a stab at his objective, denying the way that at long last it won't occur. The general subject of the book is that you can have expectations and dreams that will drive you, at the end of the day these deepest desires are most likely out of reach. At last, the American Dream might be a fantasy, however that doesn't imply that you shouldn’t pursue your fantasies. The consummation of this book focuses on that Gatsby consistently was focused on his fantasy about being with Daisy once more. The green dock light helped Gatsby to remember this objective consistently and he centered his deepest desires upon this and imagined that they would one day be together once more. This be that as it may, was an awful move in light of the fact that Gatsby lived in the past so as to accept that his deepest desires would happen. He had once been locked in to Daisy five years sooner and felt that despite the fact that she was hitched and had a child that she could simply drop everything with the goal that things for Gatsby would simply return to how things were. This living in the past doesn't help dreams and objectives.

Thursday, August 13, 2020

10 Tips for Success with Outbound Marketing on LinkedIn

10 Tips for Success with Outbound Marketing on LinkedIn Outbound Marketing on LinkedIn â€" Tips from Dafna Rolls Ish of D|Rolls Associates Last week, you may have read about my adventures in Israel without a tour bus. One of the events I highlighted was my presentation to a standing-room-only audience at Google Campus Tel Aviv. The event included an enlightening talk by Dafna Rolls Ish-Shalom, CEO at D|Rolls Associates, about how to conduct outbound marketing on LinkedIn. What is Outbound Marketing? Outbound marketing on LinkedIn differs from inbound marketing. Inbound includes “making noise in a good way,” like publishing articles and participating actively in groups. In contrast, outbound marketing on LinkedIn entails understanding your target market and what types of people or companies you want to approach, and then creating a campaign to reach them. Dafna focused on B2B strategies, but many of her tips apply to job seekers as well. Regardless of your business or career situation, LinkedIn is an extremely strong tool for creating an initial connection â€" and you can use it to forge ongoing connections as well. As Dafna pointed out, while not everyone will connect, and not everyone who does will continue the conversation, either way you’re creating awareness. You’re starting a conversationâ€"and that has value. Dafna’s Top Tips on How to Succeed with Your Outbound Marketing on LinkedIn Identify and research your target market. Who are they? If they are investors, what type of investor? If they are CTOs, what type of companies do they work for? Once you know who they are, find out what projects they’ve been involved with in the past. Read their profiles and find out who you know in common, including any mutual connections you have at their company. Personalize and customize your connection requests. Tips on how to do that are in my book, How to Write a KILLER LinkedIn Profile. How you approach a person depends on the audience. You’d write a different message to a client than you would to a potential investor or partner. With anyone, the initial contact should be short and sweet. Don’t overwhelm with detail. Provide additional information as the relationship develops.For your first message, you might say something like, “I see you are involved with XYZ company. I’d like to speak with you about x venture.” Perhaps mention a common connection or an article the person published. Show the person you know who they are and that you care. If they respond, don’t leave them hanging. Keep the conversation going. Even a day’s delay can lose the connection. Practice! Start your campaign with your B-level list first, and use the response you receive to understand the mind of the decision-makers who are your target. Don’t make beginners’ mistakes with your A-list! Use a CRM (Dafna recommended Hubspot). Track which campaigns are effective and which audiences respond best to your message. And to state the obvious, create and maintain a database and ensure it’s accurate and up-to-date. You’re only as good as your leads. Connect with your colleagues throughout your career. You never know when you will benefit from those connections! Also don’t be shy about asking for and providing introductions â€" and recommendations. Move the conversation from LinkedIn to the phone or even a video call. Whenever you talk to someone in a business context, call from a quiet place â€" professionalism is more important than calling back fast when there is noise around (this one I learned the hard way). Always smile â€" it changes the tone of your voice. And be prepared for small talk. Check the weather, sports, events wherever your client is. Those details truly make a difference. Look professional. If you’re calling from home in your pajamas, put on a scarf so no one knows you just got out of bed! My favorite trick is putting on a suit jacket over my yoga clothes. Be on the lookout for how you can meet someone’s needs. Even if someone calls to sell you something, you never know when you might turn that into business for you! Use trade shows and conferences as an opportunity to connect with your LinkedIn network. If you’re attending something, post on LinkedIn saying “I’ll be in Paris for the xx event, and would like to meet xx people…“ Also join any specific LinkedIn groups that might exist for the trade show or conference. Optimize your profile and your company page. Your leads will check them! How to Write a KILLER LinkedIn Profile will teach you how to do that. Remember that optimizing your LinkedIn profile requires ongoing activity â€" publishing articles, posting to groups, and sharing updates and photos about your professional activities. Use hashtags to tag people and companies in images so that they are more likely to read your posts. And if you have a company page, use it! Share recommendations you receive from clients, as well as posting open positions in your company. While all of this might seem overwhelming, it’s essential that you set aside time every day to check your profile and work on lead generation. If that is not possible, don’t hesitate to use an experienced ghost writer who will do this for you with approved scripts and target lists. D|Rolls, based in Israel, has proven these strategies work. She has gotten meetings for top US food retailers for an Israeli company, set up meetings for CEOs during their travels, and landed qualified meetings with VCs in New York City for an investment round â€" all by starting a conversation on LinkedIn. What are your goals for outbound marketing on LinkedIn? If you’re looking for support on meeting them, please reach out!

Saturday, May 23, 2020

The Ethics Of The Enron Case - 1407 Words

The Enron case is a very popular case to show how the profession of accounting is vital to make the corporate world of business flow reliably. Enron was recognized as one of the world’s major electricity, natural gas, communications and pulp and paper’s company. However Enron was found to record assets and profits at inflated, fraudulent and non-existent amounts. Debts and losses were found to be excluded from financial statements along with other major transactions between Enron and other companies to make their company’s book look better. This unethical behavior along with loopholes in the accounting standards and regulations allowed this massive scandal to occur. I believe with proper governance and more ethical management this scandal†¦show more content†¦I believe this is an excellent example to show the requirement of accounting profession in the corporate world and the consequences of not unethical management accounting. Section 2: Introduction – in this section: (i) provide the overall summary for the case and background information about the case organisation; (ii) describe the environment/context of the case organisation, major players, its accounting auditing practices, its corporate governance culture, and ethical foundations within the case organisation; (iii) describe the specific issues/challenges you identified which arose within the case organisation. You may include tables, figures, sidebars, charts and graphs to highlight key points. There are a number of beliefs that led to the fall of Enron. Some say it is the lack of ethical corporate behavior that led to Enron’s bankruptcy. Some say, it was due to the management’s inability to update themselves consistently with capital related information during its corporate gluttony. Some blame their accounting practices such as the mark- to- market that led to their downfall. Others pointed out on mismanagement of their risks as well as stretching out of their capital reserves as well as the various forms of management that were applied by the various company leaders were among the primary reasons to as why the company was led to bankruptcy as well as moral responsibility. (Prebble, 2010). ). Despite this various analysis

Tuesday, May 12, 2020

What Do You Think Would Be More Effective for Shaping...

Ethical concerns are an essential area in business practices, which is applied within organizations to examine ethical principles and ethical dilemmas arisen. In order to form long-term ethical conduct within an organization, usually, a company would organize for ethical business policies, for example, establishing codes of ethics combined with training programs, or/and execute these ethical policies which means â€Å"leadership in delegation, communication and motivation of the company’s ethical position to employees† (Murphy 1988, p.907). The comparison of the effects of these two approaches bring the question of which is more effective for shaping long-term ethical behaviors in an organization. Although codes of ethics are recognized as†¦show more content†¦According to Hegarty and Sims’ 1978 and 1979 studies, it also found that unethical behaviors increased with level of competitiveness and with rewards for such behaviors. For instance, Sanlu, a Chinese dairy corporation, has had a formal, written code of conduct which was implemented to encourage employees and leaders to engage in ethical business practices. Yet, in 2008, it was accused of producing melamine contaminated milk which resulted in more than 12890 infants and children being hospitalized for treatment. Obviously, some firms only take the ethics codes as â€Å"window dressing†, which in pursuit of economic interests and neglect social responsibilities. Hence, it is insufficient for the mere existence of ethics codes to fulfill the c odes’ visions in the long term. In order to uplift the moral climate of the organizations, a formal organization’s code of ethics should be formulated to govern individuals’ behaviors. Hence, according to the drawbacks of ethics codes mentioned above, in this part, four suggestions will be given. In the first place, the simple pronouncement in an ethical code, such as â€Å"bribery is unacceptable†, is ineffectual unless accompanied by guidelines (Brooks and Dunn, 2009). To take Motorola’s code of conduct as an example, it unambiguously and distinctly defines the bribery as the â€Å"funds and assets of Motorola shall not be used, directly orShow MoreRelatedNature of Strategic Management13243 Words   |  53 PagesProfessional Publishing CHAPTER OUTLINE What Is Strategic Management? Key Terms in Strategic Management The Strategic-Management Model Benefits of Strategic Management Why Some Firms Do No Strategic Planning Pitfalls in Strategic Planning Guidelines for Effective Strategic Management Business Ethics and Strategic Management Comparing Business and Military Strategy The Nature of Global Competition CHAPTER OBJECTIVES After studying this chapter, you should be able to do the following: 1. Describe the strategic-managementRead MoreLibrary Management204752 Words   |  820 PagesWilkinson and Linda K. Lewis Organization of Information, Second Edition Arlene G. Taylor The School Library Media Manager, Third Edition Blanche Woolls Basic Research Methods for Librarians Ronald R. Powell and Lynn Silipigni Connoway Library of Congress Subject Headings: Principles and Application, Fourth Edition Lois Mai Chan Developing Library and Information Center Collections, Fifth Edition G. Edward Evans and Margaret Zarnosky Saponaro Metadata and Its Impact on Libraries Sheila S. IntnerRead MoreGeneral Electric60506 Words   |  243 Pagessurrounding organizational strategy. It begins with an explanation of the term strategy and offers a basis for how to identify a company’s particular strategy. Next, it explores the importance of striving for competitive advantage in the marketplace and examines the role strategy plays in achieving this advantage. 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The most important thing you will get out of this course are the basicRead MoreFundamentals of Hrm263904 Words   |  1056 Pagestextbook with the most effective instructor and student resources With WileyPLUS: Students achieve concept mastery in a rich, structured environment that’s available 24/7 Instructors personalize and manage their course more effectively with assessment, assignments, grade tracking, and more manage time better study smarter save money From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize theRead MoreRetail Management30153 Words   |  121 PagesIntroduction to Retail Retail comes from the French word retailler, which refers to cutting off my hands, clip and divide in terms of tailoring (1365). It first was recorded as a noun with the meaning of a sale in small quantities in 1433 (French). 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Wednesday, May 6, 2020

Website Credibility Evaluation Free Essays

Evaluation of Website Credibility Evaluation of Website Credibility Familydoctor. org is a website that offers information on a health related topics and wellness. This website has a domain of . We will write a custom essay sample on Website Credibility Evaluation or any similar topic only for you Order Now org which means it is operated by an organization. The main purpose of this website is to provide families with information on health related topics and offer wellness information that will benefit all members of the family. This website was chosen based on the fact that many people have families. Anyone who is interested in any health topics and/or wellness can find this site by searching in various search engines, such as Google or yahoo, by typing into the search bar family health or whatever health topic of interest. Evaluation of Credibility Authority This website provides information from family practice physicians, medical students and family practice residents. All of the information available on this site has been written and approved by physicians and educators who have expertise in family practice and patient education. The affiliates of familydoctor. rg are found on the website along with all of the doctors and educators responsible for the information found on the site. The information on the website goes through an editorial board that reviews the content, and then sends it to a physician of the specialty topic for final review before being placed on the web. Information This website is comprised of information that goes through a process of critiquing and evalua ting before it is placed on the site. The information is written in a format that is understandable by all, regardless of the education. Objectivity The information provided on this site is not objective. The site has a partner and many sister sites that are listed. When health related information is to be displayed on the site by outside sources that information has to go through the same peer reviewing and critiquing that the information from the site itself goes through. As long as the criteria that is set is met, then information can be posted on this site. Ease of Navigation Once on this site, there are headings labeled across the top that will aid in searching for what the site offers. For example, the diseases chosen are in alphabetical order and can be chosen using the first letter of the word. Another example is the headings are set for children, teens and elders. All of the information listed on this site can be printed and used as education or information. All advertisements on this site are clearly marked as advertisement and guidelines are set as to what the advertisements cannot contain. With all of this, browsing on this site is not difficult. Privacy and Security On this site is a simple explanation of the privacy policy with a link to a more extensive privacy policy from the organization that operates this website. It is clearly stated when, what and how personal information is collected and how it is used as well as how cookies are used. The American Academy of Family Physicians is clearly stated as the operator of this site with contact information and other pertinent information. Empirical Evidence Determining the credibility of a website starts with tools that can be used to evaluate the site. The National Library of Medicine (NLM) offers information defining how to evaluate websites credibility. Key factors such as; â€Å"Who runs and pays for the website, what the website’s purpose is, Where id the information on the site come from and how is the content selected,† (NLM, 2012). This writer went through the www. familydoctor. org website; it was determined to be credible by using the factors from NLM. Importance to Nursing This site can be used by nurses for many purposes. Some purposes are: a) education to patients and family about diagnosis and treatment, b) information on wellness and prevention c) information to assist families with caring for their elderly family member. Patients may receive conflicting health-related information from family, friends, and the media. Part of nurses’ role as teachers is to help patients access and evaluate information so that they can make appropriate decisions and facilitate self-care (Anderson Klemm 2008). There are an endless number of uses for this website to the nursing profession. One can find this site to be easy to access and view. Conclusion Information found on the internet should not be the sole source of information, but can be used in adjunct to the education provided by the healthcare provider. Teaching the key factors to determine the credibility of a website is information that should be shared with patients and families. Although the Internet may be a source of empowerment for patients, it can overwhelm users because of the sheer amount of information that is available (Anderson Klemm 2008). References Anderson, A. Klemm, P. (2008) The Internet: Friend or foe when providing patient education? Clinical Journal of Oncology Nursing. 12(1) 55-63. National Library of Medicine (2012). Evaluating internet health information. A tutorial from the National Library of Medicine. Retrieved from http://www. nlm. nih. gov/medlineplus/webeval/webeval. html How to cite Website Credibility Evaluation, Essay examples

Sunday, May 3, 2020

Change Management Methods of an Organisation

Question: Discuss about the case study Change Management for Methods of an Organisation. Answer: Introduction As opined by Hayes (2014), Change Management is the approach to transitioning the process and methods of an organisation to gain more profit in future. The change in the use of business process, budget allocation, resources and modes of operations of a company is required to achieve the goals and objectives (Cameron and Green 2015). In this study, the various theories of change management will be discussed to analyze the relevance of those theories in the recent time of working environment. The theories of Lewin, Prosci Adkar, Kotter and Balanced Scorecard will be discussed in this study comparing with the management procedures of the organizations ING and QUANTAS. The study will examine the processes of these theories whether the ideas are relevant in present day working setting or not. Impact of Various Change Models in Todays Working Environment There are various Change models developed by different scholars that can be implemented in the organizations to gain the organizational change for the betterment of the company. The globalization and constant innovation of technology is forcing the organizations to implement changes in their organizational structure and business processes. Therefore, the four theories of change management are explained in the following to analyze the application in present time. Lewin Theory Kurt Lewin has presented the Three Phase Model of change management in 1940 but it is still relevant in the 21st century too. The concept of Lewins three-phase model theory is focusing on the procedure of the change implementation in an organisation. The model is consists of three steps such as, Unfreeze, Transition and Freeze. According to Bartunek and Woodman (2015), the organizations need to implement the change management policies to improve the company image or to tackle the increasing competition. It is an example of a straightforward change management system. According to the model the three steps has to be followed by an organisation to attain the change in the working environment. The three steps are, Unfreeze The first step of this model is concentrating on the external and internal forces that are continuously restraining the change to be implemented. If the company members are not agreed with the management that the change is required then the company will not be able to implement the change. Therefore, as per the model the company management have to determine the needs to change in the business procedure. Then they have to convince the employees to understand the need of changing the business policies with reducing the provocative events. It was seen in the ING bank to implement the change in their bank. Most of the staff and management was not following the rules and regulations of the company after informing them for numerous times about the merging policies of their with the PostBank, then the management have to understand the need for bringing change in the organizational system to resist this situation (Hornstein 2015). Transition The transition is the step where the change is actually implemented in the organisation. According to Lewins theory, when the organizations unfreeze the other provocations within the company and can about implementing the changes, then transition can be possible. By using this step, QUANTAS should communicate with the employees to know the interest of and feedback of them about it. After understanding these, the management can take the action plan for bringing the change in the organization. This is only can be possible with empowering action by involving the people in the process. Freeze As opined by Frankland et al. (2013), the change can be implemented only when the management will reach the last step of this Three Phase Model. The third step is referring to the real action is taken place to bring the change actually. This can be activated with introducing new systems of rewarding the employees and by celebrating the success of the company. These activities will motivate the employees to work with more dedication. This will help the management to reinforce the new rules and regulations for the benefit of the ING and QUANTAS. Figure 1: Lewins Change Management Model (Source: Worley and Mohrman 2014) Prosci ADKAR Theory According to the Change Management Model of Prosci, every organizational change can be executed by changing individuals perspective towards change. It is mainly used to understand the queries how, why and when to implement the changes. As opined by Shah (2014), it is the truth that the when people think about changing something, they expect others to accept the changes first. However, if they change individuals thinking regarding implementing the change then the change will be introduced in a fast manner. The theory is based on the five basic steps that have to abide by every individual to accept the change management. According to Prosci, these five steps are called as the building blocks of successful change in an organisation. These five steps are Awareness, Desire, Knowledge, Ability and Reinforcement (Parker et al. 2013). As per his theory, if the people in an organisation can follow these five steps for their individual change, then the organisation should be able to implement the change in their company. The five steps are Awareness Awareness refers to the process of understanding the need for the change in the organisation. If every employee in the organization feels the need for implementing the changes in the company to develop the condition of the business, then the management is forced to think about introducing new things there. As stated by the Adkar in his Change Management Model, individual awareness is very essential for the employees to take the initiative to implement the change in the ING and QUANTAS. The management has implemented the changes in the bank at the time of merging with the Postbank. Desire The second step of the model is the desire to support the change for the organizational betterment. Although the management of an organization tries to implement new ideas in their company, still the company should not acquire the changes if not every employee of that company is interested in it. The organizations like ING and QUANTAS use this element to introduce the changes in the internal rules and regulations. Knowledge The third step of this model is referring the knowledge about the change that can be implemented in any organisation. Knowledge refers to the skills and behavior that is required to bring the change in the company to increase the overall profit of the organization. Ability According to Booth (2015), ability is the skill that is very essential to understand the capacity of the employees within an organization. If the employees are not able to understand the changes then they cannot able to implement these in their work life. Reinforcement Change cannot be successful if it is only implemented in an ING and QUANTAS to betterment of any organisation. However, the change has to be reinforced to sustain the change there. Figure 1: Prosci ADKAR Change Management Model (Source: Shepherd et al. 2014) Kotter Theory Another scholar Kotter has presented the change management theory that is relevant still in the working environment. Therefore, the organizations are still using this model as their way to implementing the change and it is working in a good way to introduce change in their organisation. As opined by Hornstein (2015), the change management model of Kotter is referring to the eight steps to get success. Every business needs to implement the new innovative technologies for improvement and aims to remain in the top in business in the market. Therefore, this model is very relevant even nowadays to bring change in an ING and QUANTAS (Shepherd et al. 2014). Kotters change management model consists of eight steps that are needed to lead the change in an organisation where the company should implement a change with the help of executing these steps (Burke 2013). It helps the organisation to identify the elements of changes that is required to bring success for the company. The steps are Create sense of urgency The first step of this model refers the creation of the people in an organisation to create the sense of urgency for implementing the changes. According to Kotters model, if the whole unit of an organisation is not interested to accept the changes, then the company successfully implements the changes for betterment. Build Guiding Coalition The people have to convince the related people before implementing the change in an organisation. This process can help the organizations to identify the leader in the ING and QUANTAS who can set a change coalition to identify the change in the company. Create a Vision for Change Every company should set a value and goal for the organisation to create the change strategy for attain the high profitability. If the company cannot give any clear vision to their employees then they cannot able to explain the idea to their employees. However, setting a vision will help them to make people understand about the change vision. Communicates the Vision The fourth step of this model is referring to communicating the vision with the employees to make them understand about the requirement of change management in the organisation. Communication is very important to attain the vision through implementing change. Enable Action by Removing Barriers The organizations that want to implement the changes then will face various problem regarding implementing it. Therefore, the companies have to reduce the obstacles first to bring the changes. Create Short-term Wins Change management is a continuous process to implement a new idea within an organization. Therefore, this step is helping the management to set small targets and then work on that to get achievement. It will make the company employees interested to accept the change. Build on the Change Sometimes the organizational heads make an early decision to celebrate the changes in their business, but they failed to understand the ultimate effect of the change. Therefore, the company should not hurry to conclude anything. Anchor the Changes in corporate Culture The Company should utilize the change procedure as their continuous process to enforce the system in their organization. Therefore, the model is suggesting that the organizations can use the changes in their day-to-day corporate culture. The Kotters model has implemented by ING to change their organizational vision and objectives. This has enabled them to implement the changes in the business strategies. Likewise, the organization QUANTAS also has used the model. Figure 1: Kotters Change Management Model (Source: Mishra 2013) Balanced Scorecard (Kaplan and Nortons) This is a strategic planning and management system to measure the performance of an organisation presented by Kaplan and Nortons. The name of the theory is as the Balanced Scorecard. According to Gibbons and Kaplan (2015), this system has four perspectives with which the organization management can check the performance. All the perspectives are measuring the objectives, targets and initiatives of the company to reach the vision with implementing the change. The four perspectives are Financial Approach The financial approach of this model is successfully encouraging the look towards the shareholders. It helps the he organizational heads to understand that in what process they will appear before the shareholders. It is measured by the cash flow, operating income etc. Internal Business Process These perspectives enables to identify and measures the internal business procedures that will be implemented through the change management. This will help the management team to analyze the perfect business processes to satisfy the shareholders as well as the customers. Cycle time, yield, unit cost etc can be changed. Learning and Growth This approach helps to achieve the vision of an organization. It can be achieved through implementing new generation of products, to develop market competition and life cycle of products. Customer - This helps to measure the customers aspects toward the organizational changes are mainly measured by this perspective. This helps the organization to understand the customer. This was not applicable in the organizations ING and QUANTAS. Figure 1: Balance Scorecard Change Management Model (Source: Gibbons, R. and Kaplan 2015) The discussions of the various change management models are explained in contrast with the companies ING and QUANTAS. The ING bank has implemented the Lewins theory to bring the change in the company at the time of merging with the PostBank. They have also utilized the Prosci ADKAR model to implement the changes in the individual employee. In addition, the Quantas has used the Kotters change management model to include the changes in the organization for betterment. Conclusion The study has explained the four theories of Change Management to analyse their importance in the present time. The change is the only constant thing in the business platform and this is required to develop any organisations business processes. Therefore, the study has discussed the processes of four change management systems that are very relevant in present day business situations too. It has found that in the organization like ING and QUANTAS, the change management models have been used to bring change in the organisation and the companies had reached a good position in the business market. Reference List Bartunek, J.M. and Woodman, R.W., 2015. Beyond Lewin: toward a temporal approximation of organization development and change. Black, S., Washington, M. and Rasheed, H., 2014. Business Model Innovation and the Balanced Scorecard. Booth, S.A., 2015.Crisis management strategy: Competition and change in modern enterprises. Routledge. Burke, W.W., 2013.Organization change: Theory and practice. Sage Publications. Cameron, E. and Green, M., 2015.Making sense of change management: a complete guide to the models, tools and techniques of organizational change. Kogan Page Publishers. Frankland, R., Mitchell, C.M., Ferguson, J.D., Sziklai, A.T., Verma, A.K., Popowski, J.E. and Sturgeon, D.H., Applications In Internet Time, Llc, 2013.Integrated change management unit. U.S. Patent 8,484,111. Gibbons, R. and Kaplan, R.S., 2015. Formal Measures in Informal Management: Can a Balanced Scorecard Change a Culture?. Hayes, J., 2014.The theory and practice of change management. Palgrave Macmillan. Hornstein, H.A., 2015. The integration of project management and organizational change management is now a necessity.International Journal of Project Management,33(2), pp.291-298. Mishra, S., 2013, September. Relevance of Kotters Model for Change in Successfully Implementing Lean. InIFIP International Conference on Advances in Production Management Systems(pp. 540-547). Springer Berlin Heidelberg. Parker, D., Verlinden, A., Nussey, R., Ford, M. and Pathak, R.D., 2013. Critical evaluation of project-based performance management: change intervention integration.International Journal of Productivity and Performance Management,62(4), pp.407-419. Shah, M.H., 2014. An Application of ADKAR Change Model for the Change Management Competencies of School Heads in Pakistan.Journal of Managerial Sciences,8(1). Shepherd, M.L., Harris, M.L., Chung, H. and Himes, E.M., 2014. Using the Awareness, Desire, Knowledge, Ability, Reinforcement Model to build a shared governance culture.Journal of Nursing Education and Practice,4(6), p.90. White, K.M., 2016. Change theory and models: Framework for translation.Translation of Evidence into Nursing and Health Care. Worley, C.G. and Mohrman, S.A., 2014. Is change management obsolete?.Organizational Dynamics,43(3), pp.214-224. Create sense of urgency

Thursday, March 26, 2020

William shaksphere Essay Example For Students

William shaksphere Essay William Shakespeare was a great English playwright, dramatistand poet who lived during the late sixteenth and early seventeenthcenturies. Shakespeare is considered to be the greatest playwright ofall time. No other writers plays have been produced so many times orread so widely in so many countries as his. Shakespeare was born to middle class parents. His father, John, was a Stratford businessman. He was a glove maker who owned aleather shop. John Shakespeare was a well known and respected manin the town. He held several important local governmental positions. William Shakespeares mother was Mary Arden. Though she was thedaughter of a local farmer, she was related to a family of considerable wealth and social standing. Mary Arden and John Shakespeare were married in 1557. We will write a custom essay on William shaksphere specifically for you for only $16.38 $13.9/page Order now William Shakespeare was born in Stratford in 1564. He was oneof eight children. The Shakespeares were well respected prominentpeople. When William Shakespeare was about seven years old, heprobably began attending the Stratford Grammar School with otherboys of his social class. Students went to school year round attending school for nine hours a day. The teachers were strict disciplinarians. Though Shakespeare spent long hours at school, his boyhood wasprobably fascinating. Stratford was a lively town and during holidays, it was known to put on pageants and many popular shows. It also held several large fairs during the year. Stratford was a exciting place to live. Stratford also had fields and woods surrounding it giving William the opportunity to hunt and trap small game. The River Avon which ran through the town allowed him to fish also. Shakespeares poems and plays show his love of nature and rural life which reflects his childhood. On November 28, 1582, Shakespeare married Anne Hathaway ofthe neighboring village of Shottery. She was twenty-six, and he wasonly eighteen at the time. They had three children. Susana was theirfirst and then they had twins, Hamnet and Judith. Hamnet,Shakespeares son, died in 1596. In 1607, his daughter Susana gotmarried. Shakespeares other daughter, Judith, got married in 1616. In London, Shakespeares career took off. It is believed that he may have become well known in London theatrical life by 1592. Bythat time, he had joined one of the citys repertory theater companies. These companies were made up of a permanent cast of actors who presented different plays week after week. The companies werecommercial organizations that depended on admission from theiraudience. Scholars know that Shakespeare belonged to one of the mostpopular acting companies in London called The Lord ChamberlainsMen. Shakespeare was a leading member of the group from 1594 forthe rest of his career. By 1594, at least six of Shakespeares plays had been produced. During Shakespeares life, there were two monarchs who ruledEngland. They were Henry the eighth and Elizabeth the first. Bothwere impressed with Shakespeare which made his name known. Thereis evidence that he was a member of a traveling theater group, and aschoolmaster. In 1594, he became an actor and playwright for LordChamberlains Men. In 1599, he became a part owner of the prosperous Globe Theater. He also was a part owner of the Blackfriars Theater as of 1609. Shakespeare retired to Stratford in 1613 where he wrote many of his excellent plays. There are many reasons as to why William Shakespeare is sofamous. He is generally considered to be both the greatest dramatistthe world has ever known as well as the finest poet who has written inthe English language. Many reasons can be given for Shakespearesenormous appeal. His fame basically is from his great understanding of human nature. He was able to find universal human qualities and put them in a dramatic situation creating characters that are timeless. Yet he had the ability to create characters that are highly individual human beings. Their struggles in life are universal. Sometimes they are successful and sometimes their lives are full of pain, suffering, and failure. .u2d64058934f04222034364a6941b79dc , .u2d64058934f04222034364a6941b79dc .postImageUrl , .u2d64058934f04222034364a6941b79dc .centered-text-area { min-height: 80px; position: relative; } .u2d64058934f04222034364a6941b79dc , .u2d64058934f04222034364a6941b79dc:hover , .u2d64058934f04222034364a6941b79dc:visited , .u2d64058934f04222034364a6941b79dc:active { border:0!important; } .u2d64058934f04222034364a6941b79dc .clearfix:after { content: ""; display: table; clear: both; } .u2d64058934f04222034364a6941b79dc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2d64058934f04222034364a6941b79dc:active , .u2d64058934f04222034364a6941b79dc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2d64058934f04222034364a6941b79dc .centered-text-area { width: 100%; position: relative ; } .u2d64058934f04222034364a6941b79dc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2d64058934f04222034364a6941b79dc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2d64058934f04222034364a6941b79dc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2d64058934f04222034364a6941b79dc:hover .ctaButton { background-color: #34495E!important; } .u2d64058934f04222034364a6941b79dc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2d64058934f04222034364a6941b79dc .u2d64058934f04222034364a6941b79dc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2d64058934f04222034364a6941b79dc:after { content: ""; display: block; clear: both; } READ: Nucleosynthesis EssayIn addition to his understanding and realistic view of humannature, Shakespeare had a vast knowledge of a variety of subjects. These subjects include music, law, Bible, stage, art, politics, history, hunting, and sports. Shakespeare had a tremendous influence on culture and literature throughout the world. He contributed greatly to the development of the English language. Many words and phrases from Shakespeares plays and poems have become part of our speech. Shakespeares plays and poems have become a required part ofeducation in the United States. Therefore, his ideas on subjects such as romantic love, heroism, comedy, and tragedy have helped shape th eattitudes of millions of people. His portrayal of historical figures and events have influenced our thinking more than what has been written in history books. The world has admired and respected many great writers, but only Shakespeare has generated such enormous continuing interest. My source states explanations rather than opinions on why Shakespeares contributions to literature are so vast. My source devoted thirty pages to William Shakespeare. Shakespeares plays are usually divided into three majorcategories. These are comedy, tragedy, and history. Three plays which are in the category of comedy are The Comedy of Errors, TheTaming of the Shrew, and The Two Gentlemen of Verone. Threeplays which are in the category of tragedy are Romeo and Juliet,Titus Andronicus, and Julius Caesar. In the category of history,three plays are Henry V, Richard II, and Richard III.

Friday, March 6, 2020

Assessing What Students Learn

Assessing What Students Learn Free Online Research Papers ASSESING WHAT STUDENTS LEARN AND HOW IT CAN BE MEASURED IN AN ADVERTISING CAMPAIGNE COURSE CHAPTER ONE BACKGROUND Assessing student learning outcomes in the advertising campaigns course: What do students learn and how can we measure it? The call for assessment is not new, nor is it a passing academic fad (Boyer, 1990; Maki, 2004, Rowntree, 1987). Accrediting bodies demand to know what our students are learning, while institutions of higher learning face growing political pressure to account for student learning. Evidence of this pressure comes in the form of the Spellings Report, an attempt to provide a comprehensive national strategy for postsecondary education in the United States (Chronicle Review, 2006). What do we think students in advertising programs should learn in our classes? How should we measure what they learn? How can we translate what we discover to improve student-learning opportunities? These are questions that accrediting bodies for journalism and mass communications, Accrediting Council for Education in Journalism and Mass Communication (ACEJMC) and business, Association to Advance Collegiate Schools of Business (AACSB) ask programs to answer in the accreditation process. Those questions are also asked at institutional levels by regional accrediting bodies and by national associations such as American Association for Higher Education and American Association for Colleges and Universities. In 2004 ACEJMC began requiring programs that ask to be accredited to provide not only a plan for assessment, but evidence demonstrating that results are used to improve curriculum and learning (ACEJMC Web site). Likewise, AACSB requires that â€Å"the school uses well documented systematic processes to develop, monitor, evaluate and revise the substance and delivery of the curricula of degree programs and to assess the impact of the curricula on learning† (AACSB International Eligibility Procedures and Accreditation Standards for Business Accreditation, 2006, p. 15). Maki (2002) and Hersh (2005) make strong arguments that the commitment to assessment should come from within the institution, not from politicians, businessmen or consultants outside the academy. They contend that by taking ownership for accountability through assessment, faculty may be able to avoid the one-size-fits-all No Child Left Behind-style testing regime. More importantly, they add, academicians need to work toward good assessment practices not because they are being forced to do so by institutions and accrediting bodies as an act of accountability, but because it reflects a commitment to learning about learning (personal correspondence Maki, 2006). Assessing student-learning shifts the focus from what instructors teach to what students learn. While this concept has been the topic of conversation in the academy for a while, exactly how to do this and how to measure what students learn haven’t been fully explored with respect to advertising. Jeremy Cohen, former editor of Journalism and Mass Communication Educator, issued a challenge to the academy: â€Å"If assessment is to play a meaningful role . . . it is time to create depth and breadth of understanding of assessment theory and implementation through increased availability of professional quality development† (Cohen, 2004, p. 6). Assessment is particularly challenging for advertising programs because they encompass different disciplines – communication studies, journalism and business – that have different sets of assessment/accreditation criteria. An appropriate place to start with assessment in journalism and mass communications is the capstone course, such as the advertising campaigns class (Rosenberry Vicker, 2006). However, literature regarding assessment of student learning in said courses is sparse. In fact, most studies that have dealt with issues in the advertising campaigns course focused on what skills the industry values (Ganahl, 2003; Benigni Cameron, 1999), students’ attitudes toward grades (Umphrey Fullerton, 2004), and the importance of teamwork (Ahles Bosworth, 2004). However, no studies that we were aware of measure direct and indirect indicators of learning as well as other outcomes of the campaigns course that may benefit students as they develop into advertising professionals. This study will investigate learning outcomes identified by professors and look at student comments about those course objectives. The findings of this study can help advertising educators develop assessment tools for stude nt learning related to competence in understanding and applying the skills and tools of the profession that are beyond the grades students receive. OBJECTIVES The purpose of this paper is to investigate how educators might define measurable outcomes for advertising campaigns courses to help faculty develop a sustainable plan to evaluate student learning. This paper argues that the appropriate place to start assessing learning for advertising students is the capstone advertising course. It offers a model for teaching and learning that employs several components of an assessment framework offered by Shulman (2007). CHAPTER TWO Literature Review Grading and Assessment Some faculty might argue that they are already â€Å"doing† assessment because they are grading student work. To some extent this is true. However, faculty needs to be careful to make some important distinctions (Cohen, 2004). Grading student work such as papers and exams produces summative evaluations, which means that the work that is generated is measured against specific outcomes designed for the course rather than evaluating information about the learning process. Secondly, according to Cohen, students, not instructors, are accountable for their learning. The power of assessment lies in the feedback that instructors receive to improve learning opportunities. Rather than a summative emphasis, he contends, the focus should be on formative work because grades are not considered to be a valid indicator of the process of learning that occurs in a course. How, then, can faculty systematically evaluate and improve student learning? Do faculty grade what students actually learn or only the assignments they submit? This question is especially perplexing, given the complex, collaborative enterprise that is part of the campaigns course, and will be explored in more depth later in this paper. Professors are often not entirely comfortable with grading (Barnes, 1985), but many use it as their main evaluation tool. Pollio and Beck (2000) found that â€Å"students wished professors were less grade-oriented, while professors wished students were more learning-oriented† (p. 45) In fact, students often â€Å"confuse grades with learning and do not view grades as a snapshot† (Giese, 2005, p. 255). Grades can be important in the advertising/public relations job search after graduation, although employers often look at other factors when making hiring decisions, including experience, level of confidence, and the quality of the applicant ’s portfolio. While professors appear to believe that grades in advertising and public relations courses generally reflect the quality of a student’s course work, they also think that grades are not necessarily an adequate predictor of a student’s potential as employee (Ganahl, 2003). Still, grades can be an important motivating factor, especially for younger, less experienced students (Umphrey Fullerton, 2004). In their study of advertising majors’ attitudes toward grades, Umphrey and Fullerton theorize that older and more experienced students may be less motivated by grades than younger students because they â€Å"notice less of a relationship between the time they spend studying and resultant grades† (p. 45). At the same time, they found that students who held creative positions on campaigns teams were not motivated by grades. Given that the course has a strong creative focus and almost all students enroll in it during their senior year, what other factors might motivate students to succeed in the course, if not the grade? A review of existing literature uncovers some factors that have been considered in the past. While grades are an important assessment tool for summative evaluations such as papers and exams, Cohen states that they are not considered to be a valid indicator of the process of learning that occurs in a course (Cohen, 2004). Shulman (2007) suggests that instead of measuring the learning that occurs in our classrooms by computing a grade based on how well students meet specific course objectives, learning should be measured via multiple measures such as course-embedded assessment. Why Begin Assessment with the Capstone Course? The Association of American Colleges and Universities (AACU) National Leadership Council (2007) provides support that the culminating experience â€Å"can be structured to show how well students can integrate their knowledge and apply it to complex problems, and students’ level of performance on them can be aggregated and made public.† Rosenberry and Vicker (2006) suggest that it is appropriate to begin assessment with the capstone course in mass communications programs because the culminating experience requires that students integrate and apply knowledge from their majors. The products they generate offer opportunities to reflect on the adequacy of students’ preparation in the program. The culminating experience gives students a chance to synthesize what they have learned during their academic careers and bring coherence and closure to their experience in the major. They suggest further that the capstone experience not only provides a sense of closure, but also one of exploration. Capstone courses push students to extend beyond their present knowledge. Rosenberry and Vicker offer three major themes that emerged from their research on capstone courses: (1) capstones reflect an integration and synthesis of knowledge, (2) they require students to apply knowledge to real-world situations, and (3) they help stu dents make a transition from the classroom to their careers. Other topics they identified include: â€Å"extension of knowledge, opportunities for in-depth study, reinforcement or extension of basic communication competencies, and development of higher-order or critical thinking skills† (Rosenberry Vicker, 2006, p. 270). Interestingly, they identify outcomes that are traditionally thought of as intellectual skills and abilities. Interpersonal skills do not emerge on their list. What should be taught in a campaigns course? A review of literature suggests students learn practical, professional and interpersonal skills (Benigni Cameron, 1999; Ahles Bosworth, 2004). The capstone course in most advertising and public relations programs has a â€Å"real-world† focus, meaning that students work on a campaign that will solve a real life client’s communication problem strategically and creatively. Benigni and Cameron argued the importance of real-world application: â€Å"perhaps the most important function of capstone courses in journalism and mass communications is to prepare students for the real world† (1999, p. 50). They suggest that these â€Å"real world† skills should include communication and planning skills, as well as an ability to base strategic decisions on sound research and theory. The goal of the capstone course is to synthesize skills learned from prerequisite courses in a collaborative learning environment, in which stu dents work in a team environment to create a campaign, they state. In their study, Benigni and Cameron investigated the role that interpersonal dynamics play in a student campaign both internally (within team structure) and externally (with client). They found that two-thirds of campaigns classes used a team approach as class format, with 94% of all presenters being graded on individual as well as team performance. Seventy-three percent of campaigns courses used peer evaluations, while 60% indicated that peer evaluations of other students were reflected in the final grade for those students. They conclude teamwork, therefore, is an important component of the campaigns course. Benigni and Cameron furthermore found that some programs teach about teamwork, team building, and problem solving, and consensus building, but teamwork is not covered in much detail in undergraduate advertising and public relations programs (Ahles Bosworth, 2004). Ahles and Bosworth suggest that effective teams generally earn higher grades and produce a better quality campaign for the client. They found that after students complete the campaigns course, they often have a â€Å"shared vision† of effective teams, characterized by strong work habits and human relations skills, but not necessarily professional skills. Human relations skills included reliability, dedication to the project, and teamwork attitude. Ahles and Bosworth conclude that students may rank human relations skills so high because they think those skills will help them achieve a better grade. Thus, the desire to have these skills is ultimately selfish. In the same study students ranked professional skills, such as advertising and public relations tactical skills, computer skills, and problem-solving skills, lowest. Principles of Assessment Understanding why assessment is needed and how assessment occurs in a cyclical process prepares us to explore what it is that faculty should assess. Lee S. Shulman, president of The Carnegie Foundation for the Advancement of Teaching, argues that assessment should be viewed essentially as a form of narrative (Shulman, 2007). He states that the story told by assessment is a function of the measurements taken, and those dimensions determine the possible directions the narrative might take. In other words, faculty needs to make clear their rationale for telling a particular narrative rather than alternative stories. What is it that advertising educators want to tell in their assessment story? What are the key indicators that those outcomes are being met that should be measured? Shulman (2007) offers â€Å"Seven Pillars of Assessment for Accountability† that can be used as a framework for developing an assessment plan. Four of them guided our work. 1. Become explicit about the story you need to tell and the rationale for choosing it. The story is driven by accrediting bodies to some extent. ACEJMC stipulates competencies that all graduates in accredited programs should know (see Appendix A for list). Another part of the story could be shaped by national standards for the discipline. The National Academic Committee of the American Advertising Federation (AAF), which is comprised of advertising practitioners and faculty, identified a coherent set of goals for advertising education (personal correspondence, Fullerton, 2007, see Appendix B for list). These competency lists give faculty some tools to use to set the outcomes they want their students to achieve – to create the story they want to tell about their programs. Another option for setting outcomes involves researching academic journals to see what other scholars have identified as important curricular areas for advertising. One direction the narrative could take could reveal how the goals of advertising education might link with goals of the institution’s general or liberal education, as some educators call for examining how learning and research are integrated across disciplinary boundaries (e.g., Gilbert, Schilt Ekland-Olson, 2005; AACU National Leadership Council, 2007). Ganahl, for example, surveyed alumni and faculty about the advertising/PR curriculum, finding those faculties were more supportive than professionals of a strong liberal arts education (2003). It is quite obvious at this point that to try to assess every possible aspect of the course at once is overwhelming, if not impossible. Faculty need not tell an epic story with their assessment. Rather they might conceptualize it as incremental steps over a period of time. This way assessment becomes an on-going activity and evolving story, rather than a snapshot taken just to have something to show an accrediting team. 2. Do not think that there is a â€Å"bottom line.† Once an instrument has been selected to assess a learning outcome (or competency), it is important to recognize what it measures and what it does not. Assessment results should be examined in the context of the particular narrative that is being told. This means that assessment that is focused to find the answer to a specific question cannot be generalized to conclude that assessment is complete or successful with one instrument. Rather, assessment is an on-going process of discovery. 3. Design multiple measures. An array of instruments will help provide a variety of assessment evidence from which to make informed pedagogical decisions. ACEJMC guidelines stipulate that these should include direct and indirect methods. Direct methods require students to demonstrate their learning or produce work that lets others judge whether or not outcomes have been achieved. Examples of direct assessment include a paper or test or evaluation of the campaign by a professional expert. Indirect measures involve asking students their perceptions about what they learned. Asking students, alumni and employers about their satisfaction with a program and measuring their job placement rate are examples of indirect assessment. Direct and indirect measures can be complementary and each tells a different part of the assessment story (Maki, 2004; Walvoord Anderson, 1998). 4. Embed assessment into ongoing instruction. The key here, according to Shulman, is to assess early and often. He suggests that assessment that is employed late in a course or program yields helpful pedagogical information when it’s too late to be of much use to students in that course. He says that assessment should be â€Å"a regular physical exam rather than a public autopsy† (p.6). This calls for what Shulman refers to as bilateral transparency. Progress toward learning outcomes should be accessible to both faculty and students. Shulman’s Seven Pillars of Assessment for Accountability invite a challenge for advertising educators. These pillars can be used to guide assessment that is multiple method, embedded, intentional, and iterative. To summarize, there is a need for strategic, intentional learning that improves as a result of evaluation of curriculum. Based on the assessment literature and specifically Shulman’s recommendations, we developed an assessment model called IDEA (Identification, Development, Evaluation and Application). This model illustrates the Teaching and Learning Cycle that is essential to the development of the overall plan for assessment, while providing a manageable â€Å"roadmap† for faculty to measure and improve student learning. The model suggests that faculty begin the assessment process by identifying and aligning a set of interconnected goals, including institutional, college, departmental, major, and course goals. Then, a qualitative and/or quantitative ins trument should be developed to measure specific learning outcomes that will assess the extent to which these goals were achieved. Next, evidence of student-learning should be collected, analyzed, and evaluated based on the specific goals that were identified at the beginning. The most important step is to apply the findings to improve student-learning. Finally, in order to complete the cycle, it is important to identify and align the various goals again and continue the assessment process. IDEA Model of Teaching and Learning: Taking Shulman’s advice to create bilateral transparency, this study focuses the assessment lens on a perspective that is often neglected: the students’. What is it that they report having learned? How does that match what faculty think they are grading and the course objectives they set? This exploratory study will show how assessment of the campaigns course has been attempted by one advertising program by implementing the IDEA model. In this case, the research questions for this study helped us to assess student learning at the course level. We wanted to investigate whether we teach what we are grading and grade what students are learning: RQ1: In what ways do student comments relate to what they learned in the capstone course match the instructor’s learning objectives for the course? RQ2: How do students rate the extent to which they achieved learning outcomes that include professional guidelines (AAF Principles), accrediting competencies (ACEJMC) and personal expectations? RQ3: What types of learning outcomes do students identify as most important? CHAPTER THREE Methodology Based on our experience working with faculty in our college to help them understand what assessment is and how it can help improve their teaching, two questions arise in almost every discussion: How is assessment different from grading? And, what is the difference between a teaching-objectives approach and a student-centered learning approach? As a result, an assessment method was developed that might offer an example of how faculty members could move from a teaching-objectives approach to a student learning focus, and in the process learn what assessment offers beyond meeting the course objectives. The capstone course, Advertising and Public Relations Campaigns, was the target course for this study as recommended by Rosenberry and Vicker (2006). It is an example of a course where cumulative learning and various other types of learning might be assessed. The purpose of this exploratory sequential mixed methods design was to explore student reflections on learning in the campaigns course with the intent of developing and testing a survey instrument that measures a variety of learning outcomes. The first phase of the study was a qualitative exploration of how students who have completed the advertising campaigns course at a large Midwestern university reflect on what they have learned in the course and how the course objectives match what they say they learned. These initial course objectives had been developed by the course instructors based on the ACEJMC assessment levels of learning (awareness, understanding, and application). After completing the campaigns course, students were asked to reflect on their development throughout the semester, using the course objectives as a guide. A total of 40 written student reflections from three sections were collected and categorized as pertaining to learning outcomes identified in the course ob jectives listed in the syllabus or additional learning outcomes that emerged from student responses. Students mentioned some of the course objectives and also listed things not on the list of objectives in the syllabus. The reason for collecting qualitative data initially is that an instrument needed to be developed that included more than the course objectives developed by the instructors. In the second, quantitative phase of the study, students’ statements and/or quotes from the qualitative data were used to develop an instrument to measure a more accurate list of learning outcomes among students in the campaigns course. In addition, profession related learning goals offered by The American Advertising Federation (AAF) and professional values and competencies listed by the Accrediting Council for Education in Journalism and Mass Communication (ACEJMC) were added to complete the list. In short, the revised instrument included learning expectations from an accrediting body, a professional group, as well as students themselves. For the quantitative phase of the study a new group of students from three different sections of the next semester’s campaigns course was asked to complete the revised list of learning outcomes by evaluating whether their team achieved the original course objectives and to what extent they, as individuals, achieved the revised list of learning objectives. Students were then asked to list the top three things they learned from the campaigns course. This ranking was added to provide a measure of the importance of the learning objectives. The revised assessment forms were completed by 51 students from three different sections and three different instructors of the campaigns course at the same institution. CHAPTER FOUR FINDINGS A qualitative inventory of the responses to the initial form indicated that student comments were made about their learning on all three levels - awareness, understanding and application - and in about equal proportions. However, there were some learning objectives in each of the categories that were not mentioned in the open-ended comments. In addition, there were comments about what was learned that had not been identified by instructors. These additional comments were related to group learning as well as individual learning that had taken place. This finding was deemed by the researchers to be an example of how the professor’s view of what should be learned in a course may not match the students’ view of what they learned in the course. The traditional approach in higher education has been that the professor outlines the learning objectives, teaches to those expectations, and indicates in the grading how well the student has met those objectives. This first step in our investigation offered a reminder that what we teach may not be what students learn, but also made us cognizant that what students learn may be beyond the teaching objectives we set. The student comments related to individual and group learning were incorporated in the next version of the course evaluation form. The consistency of the student responses on the team and individual sections of the revised evaluation form offer evidence of content validity and reliability related to student-oriented learning outcomes. Almost every student indicated â€Å"yes† related to each of the team achievements on the list. Only one person answered â€Å"no† on four of the learning objective statements. There was greater diversity in the individual versus the team evaluations, but most of the students gave themselves a 4 or 5 on the learning outcome statements. On only four of the individual learning objectives did fewer than half of the students give themselves a high â€Å"5†. The following four statements had the lowest means and the highest standard deviations of this group of questions: â€Å"ability to speak in public† (M = 3.53, SD = 1.689), â€Å"developed leadership skills† (M = 4.18, SD = 1.090), â€Å"played mediator between group members† (M = 3.84, SD = 1.405), and â€Å"learned how to write clearly and concisely† (M = 3.96, SD = 1.371). It is possible that those who did not express high agreement with these statements may not have been presenters for the campaign presentation to the client, did not take a leadership role on the team, or did not think that this course was the place they learned to write clearly and concisely. It is also possible that students did not realize that they reinforced their writing skills in the course, even though those skills were not specifically taught in campaigns. We will need to investigate these learning outcome differences to determine if the statement wording needs revision or if the course does not provide everyone with the opportunity to advance in these areas. Qualitative analysis of student comments about the three top things learned in the campaigns course produced three skills categories identified by the students: professional, personal development and interpersonal. Those three categories were developed from 157 items identified by the 51 students in the three sections of the course. Of those, 43% (67) were professional skills related, 34% (53) were about interpersonal relationships and 23% (37) were personal development items. The differences between the three groups of students in number of items in each category were minimal (Professional 23, 23, 21; Interpersonal 20, 19, 14; Personal development 15, 14, 8). Personal development and interpersonal skills comments were categorized based on whether the comment was given in a group or team context or was offered as a statement about self-development. Student comments about professional skills included such things as: presentation skills, evaluation and application of research, strategy development, understanding of entire process, technology needed to produce what was needed, importance of attention to details, how to build a cohesive campaign, near perfection needed for client, and understanding of what it takes to develop a plans book. Interpersonal skills included such items as: team work, client communication, need to share ideas, put differences aside for the welfare of the group, learn to rely on others and let them rely on you, need to compromise in order to succeed, and group communication is important. Statements about personal development items included such things as: learn to accept criticism, keep an open mind, master multi-tasking, think outside the box, learn to take responsibility, don’t take it personally, learn to compromise, learn to handle frustration, time management, patience is key, my ability may be more than I thought, and this experience confirmed that I do love the ad business. The richness of the student comments provided evidence that they can delineate different types of learning emanating from the campaigns experience. One item, time management, was difficult to categorize because it wasn’t always part of a statement related to self, or the group. It was included in the personal development category for this study because it was often used in a personal trait context. However, this is an item that needs to be investigated in more depth. It may be that time management skills could be considered as important for all three categories. What We Learned From Conducting This Exploratory Study Research question 1 asked, â€Å"In what ways do student comments related to what they learned in the capstone course match the instructor’s learning objectives for the course?† We discovered that student comments indicate the instructor’s learning objectives do match their views of what they learned in many cases, but students also report that there are additional types of learning that go beyond what is traditionally measured with grades that are tied to requirements or expectations listed in the syllabus. Research question 2 asked, â€Å"How do students rate the extent to which they achieved learning outcomes that include professional guidelines, accrediting competencies, and personal expectations?† Our findings indicate that students say they generally have met the professional and accrediting expectations in the capstone course as well as the personal expectations. However, we also were able to identify four skill areas where some students indicated the course did not help them meet the learning expectations. This provides information that could help develop changes in the course materials or assignments that might improve learning in those areas. Research question 3 asked, â€Å"What types of learning outcomes do student identify as most important?† Students in the campaigns course were able to help identify three types of learning that came from their class experience. The first type related to professional skills, which are often part of the grading rubric for courses offered in a professional program. Discovery of the other two types of learning – personal development and interpersonal skills – expands our knowledge of what students learn in a course beyond what was listed as learning objectives in the syllabus. It is our hope that the findings of this study might help faculty members understand the importance of developing assessment techniques that measure learning experiences outside and beyond the class assignments that are part of the grading rubric. Perhaps faculty will see that student input and feedback related to learning objectives can help make course instruction more student-centered. Our plan is to refine this method in the campaigns course and then apply it to other courses in the advertising program, as well as the capstone courses for the other majors offered in our college. CHAPTER FIVE Discussion The purpose of this paper was to investigate how educators might define measurable outcomes for a capstone course and to help faculty and administrators develop tools to build a sustainable plan to evaluate student learning. Based on current conventional practices in assessment, accrediting bodies demand that faculty complete the transition from teacher-centered education to learning-outcome accountability. The accrediting process requires that institutions not only create plans and assess student learning, but that they use the information from their activities to demonstrate how learning opportunities are improved as a result. One place to start assessing learning in the advertising major is the culminating experience students get in the capstone campaigns course. This paper offers the IDEA model for assessment of teaching and learning, which starts by identifying and aligning institutional, departmental and course goals. The goal in this example was to assess if we teach what we are grading and if we grade what we are teach what we are grading and if we grade what we are teaching. We then developed an instrument to measure evidence of student learning pertaining to this goal, collected and analyzed qualitative and quantitative data, and demonstrated how we used it to improve student learning. The last step of the IDEA model is to go back and start the cycle again by identifying and aligning goals. This study followed Shulman’s (2007) recommendation that assessment should be bilaterally transparent. Missing from existing literature is a notion that students had input or feedback into creating the learning objectives. This investigation focused the assessment efforts narrowly, exploring how students reflect on whether the course objectives matched their learning, and asking how they rate learning outcomes that include professional and personal expectations. Findings indicated what was expected to a certain extent. Students reported that they believed they learned what the faculty had established for course objectives. Most interesting however, was the notion that the students themselves believed they learned more than the instructors expected. Three themes emerged in the qualitative portion of the study, which categorized students’ responses: professional skills, interpersonal skills and personal development. To the literature about campaigns courses, this study adds the notion that the personal component is an important learning outcome of the campaigns course as identified by students. Overall, this study demonstrates that it is not necessary to assess every element in a program to be informed about certain parts of it. Incremental assessment conducted over time with multiple measures helps give a fuller picture of the learning experience. While this study is an example of an indirect measure of assessment, faculty needs to add to the assessment story with other evaluations of the course, such as critiques by professional panels and reviews by the clients, which directly measure student learning. Completing the assessment cycle, it is important to implement changes based on evidence generated in the process. Faculty has choices to accomplish improvements. To implement what was learned in this particular case, faculty could revise the learning outcomes and reflect that in the grading. One way to apply the findings of this study to the campaigns course would be to incorporate a â€Å"personal development† component into the grading rubric and share it with the students at the beginning of the semester. Grading rubrics are an effective way to articulate expectations to students (Lattuca, 2005). It involves establishing and defining standards that must be met. In this study, the first step is to define â€Å"personal development,† which can be accomplished in a variety of ways. For example, the instructor could provide one by referring to the literature. However, a much more student-centered approach would be to involve students and to ask them to define and reflect on what â€Å"personal development† means in the campaigns course. This could be achieved by implementing an assessment plan similar to the one we presented here. The definition could then become part of the grading rubric and measured by indicating to what extent â€Å"personal development† was achieved by each student. It would be the instructor’s discretion to determine the percentage of the grade that â€Å"personal development† should account for. The grading rubric should be re-evaluated each semester as part of the continuous assessment process. On the other hand, if the instructor does not believe that â€Å"personal development† should be graded, she could simply ask students to reflect on this particular learning outcome and again measure it based on an operational definition as another way to assess what students learn in the course. This study demonstrates that grading is not the same as assessment. We learned that students report learning personal development skills that are not taken into account when grades are given. We now know that an important part of the course includes that dimension. We, as faculty, can choose to integrate it in the grade with rubrics that reflect this component or keep it as a separate ungraded component of the course. The instructors teaching the campaigns course at our institution have incorporated the â€Å"personal development† component in different ways. One has included it in the grading rubric, while another chose to discuss it with students at various points throughout the semester. In both cases, students will be asked at the end of this semester to reflect on this important component, which will again become part of the assessment cycle. Limitations The primary limitation of this study is the relatively small sample size. The findings are meant to be an illustration of how one institution has assessed a specific component of the advertising campaigns course. Future Directions As indicated in the IDEA model of teaching and learning, the most important piece of assessment is to view it as an ongoing process. We need to assess student learning systematically over time so that we can continuously improve it. The next step for us is to assess what advertising alumni say they have learned in the capstone course. This will add another chapter to our assessment story because students who have just completed the course but haven’t had any professional experience may not know what they have learned until they are somewhat established in the professional world. References AACU National Leadership Council for Liberal Education America’s Promise. (2007). College Learning for the New Global Century. Washington, DC: Association of American College and Universities. Accrediting Council for Education in Journalism and Mass Communication (ACEJMC).Retrieved March 17, 2007 from http://www2.ku.edu/~acejmc/PROGRAM/STANDARDS.SHTML#std9 (assessment standard) 2ku.edu/~acejmc/PROGRAM/STANDARDS.SHTML#std2 (competency list) Ahles, C. B. Bosworth, C. C. (2004). The perception and reality of students and workplace teams. Journalism and Mass Communication Educator, 59 (1), 42-59. Association to Advance Collegiate Schools of Business. (AACSB). Eligibility procedures and accreditation standards for business accreditation. Retrieved March 21, 2007 from (aacsb.edu/accreditation/business/STANDARDS.pdf. Barnes, S. (1985). A study of classroom pupil evaluation: The missing link in teacher education, Journal of Teacher Education, 36, 46-49. Benigni, V. L., Cameron, G. T. (1999). Teaching PR campaigns: The current state of the art. Journalism and Mass Communication Educator, (59) 3, 50-60. Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Chronicle Review (2006, Sept. 1) The Spellings Report, Warts and All. Chronicle of Higher Education, 53 (2). Cohen, J. (2004). Assessment . . . yours, mine, ours. Journalism and Mass Communication Educator, 59 (1), 3-6. Creswell, J. W., Plano Clark, V. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage. Ganahl, D. (2003). Evaluating a professional advertising/PR curriculum: Aligning the liberal arts curriculum with professional expectations. Journal of Advertising Education, 7(2), 24-32. Gilbert, L. A., Schilt, P.E., Ekland-Olson, S. (2005). Engaging students: Integrated learning and research across disciplinary boundaries. Liberal Education (Summer/Fall 2005), 44-49. Giese, M. (2005). An educator’s journal: Evaluating and evaluated. Journalism Mass Communication Educator, 60 (3), 252-256. Hersh, R. H. (2005). What does college teach? It’s time to put an end to â€Å"faith-based† acceptance of higher education’s quality. The Atlantic Monthly, November 2005 , 140-143. Lattuca, L. R. (2005). Making learning visible: Student and peer evaluation. Journalism and Mass Communication Educator, 60 (3), 247-251. Maki, P. L. (2002). Moving from paperwork to pedagogy: Channeling intellectual curiosity into a commitment to assessment. AAHE Bulletin, May 2002. Retrieved Feb. 14, 2007 from http://wwww.aacsb.edu/resource_centers/assessment/Maki- Reprint.asp. Maki, P. L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: American Association for Higher Education. Pollio, H. R., Humphries, W. L., Milton, O. (1989). Components of contemporarycollege grade meanings. Contemporary Educational Psychology, 14, 77-91. Rosenberry, J. Vicker, L.A. (2006). Capstone courses in mass communication programs. Journalism and Mass Communication Educator, 61 (3), 267-283. Rowntree, D. (1987). Assessing students: How shall we know them? (2nd ed.) London: Kogan Page. Shulman, L. S. (2007). Counting and recounting: Assessment and the quest for accountability. Change, 39 (1), (carnegiefoundation.org/change/) Umphrey, D., Fullerton, J. (2004). Attitudes toward grades among advertising majors. Journal of Advertising Education (8)1, 39-47. Walvoord, B. E., Anderson, V. J. (1998). Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass. Appendix A ACEJMC PRINCIPLES OF ACCREDITATION: Professional values and competencies (adopted Sept. 16, 2000) Individual professions in journalism and mass communication may require certain specialized values and competencies. Irrespective of their particular specialization, all graduates should be aware of certain core values and competencies and be able to: Understand and apply First Amendment principles and the law appropriate to professional practice; Demonstrate an understanding of the history and role of professionals and institutions in shaping communications; Demonstrate an understanding of the diversity of groups in a global society in relationship to communications; Understand concepts and apply theories in the use and presentation of images and information; Work ethically in pursuit of truth, accuracy, fairness and diversity; Think critically, creatively and independently; Conduct research and evaluate information by methods appropriate to the communications professions in which they work; Write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve; Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness; Apply basic numerical and statistical concepts; Apply tools and technologies appropriate for the communications professions in which they work Appendix B A Statement of Principles for Advertising Education Programs, National Academic Committee American Advertising Federation (July 2006) 1. Advertising students should know the following: A. The institutions of advertising, their history, and how they relate to each other. B. How advertising is coordinated with marketing and other aspects of a company or organization’s activities. C. Management of the advertising function and personnel in agencies and client organizations. D. A wide range of alternatives for delivering advertising messages and how to use those delivery vehicles. E. The conceptual basis for crafting advertising messages. F. How advertising is regulated. G. Ethical principles for advertising practices. H. Research methodologies appropriate to guiding advertising strategy and evaluating its results. I. An appreciation for the diversity of markets and audiences for whom advertisers create campaigns and messages. J. Critical thinking, written, oral and visual communication, and presentation skills. K. The ability to work with others to solve problems creatively. 2. Instruction in advertising courses should include both theory and practical application, such as the National Student Advertising Competition (Relevant to ACEJMC Standard 2). 3. Advertising faculty members should have professional experience relevant to the courses they teach (Relevant to ACEJMC Standard 4). 4. Advertising students should be strongly encouraged to gain work experience before graduation through campus media and internships (Relevant to ACEJMC Standard 2) 5. Advertising students should be proficient in using equipment and technology they will use in their careers (Relevant to ACEJMC Standard 2). 6. Advertising programs should be assessed using multiple measures, which could include: Participation in regional and national competitions, such as the National Student Competition, ADDYs, and competitive internship programs Capstone papers Journals and reflection pieces Focus groups Benchmark measurements (pre-tests/ post-tests of courses and senior year Portfolios of student work Research Papers on Assessing What Students LearnStandardized TestingThe Relationship Between Delinquency and Drug UseThree Concepts of PsychodynamicInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andAnalysis of Ebay Expanding into AsiaThe Project Managment Office SystemIncorporating Risk and Uncertainty Factor in CapitalEffects of Television Violence on ChildrenHip-Hop is Art

Wednesday, February 19, 2020

What does Jacks mask represent, and what does it show the reader about Essay

What does Jacks mask represent, and what does it show the reader about how Jack is changing - Essay Example His mark made him look like a barbarous creature as compared to his previous appearance of a civilized boy. With his mask, he considered himself a stranger and he wanted to hide behind his mask and do all the barbarous tasks. Jack masked keenly and others followed blindly. After masking his face, he started dancing and laughing with a â€Å"bloodthirsty snarling† that indicates towards the change that appeared in him. The mask hid his real personality of a civilized boy and turned him into a savage, who was ready to hunt, kill and hurt without any mercy. When he was masked, he had to take care of nothing because nobody was going to recognize him. He was hidden behind his mask. His mask compelled him to do the wrong and injurious. He was no more in the bounds of civilization. He was not Jack but someone else and could do anything he liked in his new position without blaming Jack. After masking his face, Jack became more violent. A ship arrived but there was no fire to indicate that the island has some civilized residents. Jack was involved in narrating his bravery story before the boys and he was not at all interested in the ship that has arrived and left them. He covered his face with mask and was a newly barbarous creature and he was not interested to return back to civilization. Jack did all the barbarous actions such as he hunted a pig mercilessly with a masked face and he â€Å"smudged blood over his forehead†. â€Å"Painted faces and Long hair† that is the title of chapter 4 indicates that the boys entered barbarism by masking their identities. Painted faces depict barbarians and it is also a war symbol. The barbarians paint themselves to hide themselves from their enemies or during a fight. Jack by covering his face with paints has converted himself from a civilized person to a savage, a brute who does not care about anyone and acts according to his own instincts. His attitude towards Piggy