Undertake a brief SWOT for Intel Essay Example for Free

Undertake a brief SWOT for Intel Essay Reading summary At the beginning, Intel had no distinguished trademark Intel launched the â€Å"Intel inside† campaign to build brand awareness of their microprocessors, which has their brand kept in mind by consumers. (Intel logo) The success of bunny people series – a successful marketing campaign in 1990 2003, Centino includes new micro processor, extended battery life and wireless features. Using Media. In mid 2000s, although PC industries went down, Intel focused on new opportunities fto seek a new growth in home entertainment and mobile phones. Brainy â€Å"microprocessor company† was repositioned to â€Å"warm and fuzzy company†. Slogan â€Å"Leap ahead† replaced â€Å"Intel inside†. New Logo was created. In 2007, Intel learning series was created, which is regarded as education-friendly. Core i7 – atom Microprocessor – cutting-edge. New campaign â€Å"sponsors of tomorrow†. Continue to be microprocessor-focused. Questions 1. Undertake a brief SWOT for Intel. Strength Intel has a large market share and it adds much value to its brand. Besides, Intel has their loyal customers throughout the world, most people are familiar with the brand of Intel. It can be discerned that the success of Intel’s microprocessor is due to its powerful team of RD. Weaknesses To some extent, Intel focused too much on PC, ignoring the mobile market, which is considered as a promising field. Opportunities As can be seen, Intel kept customers as their first preference and made changes on regular basis to meet their users’ needs. Threats Today, customer taste changes a lot, and their preferences might shift to the other competitive products easily given that they do not get what they need. Their threats also come from other strong competitors, such as Dell and IBM etc. 2. What growth strategies should Intel pursue based on information from the case? I think Intel could focus on laptop market, because the design of thinner and lighter laptops has been the trend. Intel could take the advantage of their microprocessor technology to expand their laptop market.

Gender Roles in Twelfth Night Essay -- William Shakespeare Twelfth Nig

Born on approximately April 23, 1564 in Stratford-upon-Avon, England, William Shakespeare is considered by many to have been the greatest writer the English language has ever known. His literary legacy included 37 plays, 154 sonnets, and five major poems. Among his many plays is the notable, Twelfth Night, a romantic comedy, placed in a festive atmosphere in which three couples are brought together happily. The play opens with Orsino, the Duke of Illyria, expressing his deep love for the Countess Olivia. Meanwhile, the shipwrecked Viola disguises herself as a man and endeavors to enter the Duke’s service. Although she has rejected his suit, the Duke then employs Viola, who takes the name of Cesario, to woo Olivia for him. As the play continues, Cesario falls in love with the Duke, and Olivia falls in love with Cesario, who is really Viola disguised. Maria, Olivia’s servant woman, desires to seek revenge on Malvolio, Olivia’s steward. â€Å"To the delight of Sir Toby, Olivia’s uncle, and his friend Sir Andrew, Maria comes up with a plot to drop love letters supposedly written by Olivia in Malvolio’s path. When she does, they observe him, along with Fabian, another servant, as Malvolio falls for the bait. Believing that Olivia loves him, he makes a fool of himself† (Napierkowski 3). The plot deepens as Cesario proceeds to woo Olivia for the Duke. It is only the second time that Cesario appears at Olivia’s home when Olivia openly declares her love for Cesario. Throughout this time, Sir Andrew has been nursing a hope to win Olivia’s love. When he plans to give up hope of her love, Sir Toby suggests that Sir Andrew fight with Cesario to impress Olivia. Cesario, however, refuses to fight. At the same time, Viola’s brother, Sebastian, who is also shipwrecked, makes his way to safe lodging in Illyria with Antonio the sea captain. After the fight between Cesario and Sir Andrew begins, Antonio intervenes to save Cesario, whom he takes for Sebastian. But the Duke’s officers promptly arrest Antonio for a past offense. Then, Olivia later comes upon Sir Andrew and Sebastian bickering at her home. Olivia, thinking Sebastian is Cesario, leads Sebastian to marriage in a nearby chapel. Finally, Cesario inevitably reveals that he is Viola and Sebastia n recognizes her as his sister. The Duke reciprocates Viola’s love offerings and proposes to her. Olivia assures Malvolio... ...e independent thinkers and advocates for their rights as women. In a time where women were not even able to act on the stage, Shakespeare created two strong characters that challenged the very ideals of Puritanical, Elizabethan society. Works Cited Dobson, Michael. â€Å"Twelfth Night† in The Oxford Companion to Shakespeare. New York: Oxford University Press, 2001. Dominic, Catherine C. â€Å"Twelfth Night† in Shakespeare for Students. Book II. Detroit: Gale, 1997. Fritze, Ronald. Historical Dictionary of Tudor England, 1485-1603. New York: Greenwood Press, 1991. Green, Renton. "Twelfth Night: Present Me As An Eunuch: Female Identity in Twelfth   Ã‚  Ã‚  Ã‚  Ã‚  Night." eNotes to Twelfth Night. Seattle: Enotes.com LLC, October 2002. Ed. Penny Satoris. 20 February 2005 . Jones, Elizabeth. Cliffs Noted Hardbound Literary Libraries. Shakespeare Library Vol. I. Traverse City: Moon Beam Publications, 1990. Malcolmson, Christina. â€Å"’What You Will’: Social Mobility and Gender in Twelfth Night† in Twelfth Night. New York: St. Martin’s Press, 1996. Napierkowski, Marie Rose. "Twelfth Night: One-Page Summary." Shakespeare for Students. Vol. 0. Detroit: Gale, 1998. 1 March 2005 .

Understanding Inclusive Learning and Teaching in Lifelong Learning

Form 2Assessment front sheet and feedback record PTLLS Level 3/4 Unit No:| | Learner name:| | Enrolment number:| | Date issued:| | Date submitted:| | I confirm that the evidence for this unit is authentic and a true representation of my own work. Learner signature:| | Date:| | Feedback: Continue on a separate sheet if necessary, see overleaf Tutor/Assessor/Marker and IQA’s signatures (IQA if sampled) must appear on the following page. Learners do not complete this box| Feedback: Continued from previous page) | Marker/Tutor/Assessor name:| | Grade| | Date| | Resubmission date (if referred):| | Grade| | Date| | IQA’s name (if sampled)| | | Date| | Understanding inclusive learning and teaching in lifelong learning I have delivered a teaching session covering for a colleague on sick leave. It was the first time I had worked with the group within which there was an ESOL learner, a learner with dyslexia, a learner who receives learning support and a learner with disruptive te ndencies.I am writing a journal entry for my professional development file which is presented according to the stages of the teaching cycle (See: Figure 1A The teaching cycle, Wilson, 2008, p15). This text is an analysis of the learning and teaching strategies used with an evaluation of the effectiveness of your approaches to learning and teaching in meeting the needs of learners. Also, this text is an analysis of how I selected resources to meet the needs of learners with an explanation of how I created assessment opportunities that met the needs of learners.It has been a great challenge to deliver a unique teaching session to these learners for the first time. To ensure teaching to be effective, I have followed the teaching cycle mentioned earlier as follows: the Identify need stage; the Design stage; the Implement stage and the Evaluation stage. * The Identify need stage: Before the session day, I have gathered as much information as accessible, related to the all group of learne rs (i. e. umber of students, general behaviour of the group, etc. ), the programme’s progression (In this instance, based on an existing standardisation I have found out what had been taught previously and what I had had to teach. ). During the session, I started by introducing myself to the group with an explanation of the reasons why I was standing in front of them. This enabled the learners to acknowledge me as their teacher and get ready for the session.Then, I did a diagnostic assessment through an ice-breaker to ascertain the learners had prior knowledge of the subject to be taken, to identify their preferred learning styles, to let them to choose a colour (The colour was used as font for a power point presentation and prints on pastry paper to help the dyslexic learner. ) and to enable them introduce each other. I skipped the information, advice and guidance (IAG) procedures because the course is standardised and the group has attended few sessions with my colleague in the past. The Design stage This stage was important because â€Å"To fail to plan is to plan to fail† (Petty 2004: 422). I did not need to create a scheme of work because my colleague was expected to return back to teach the next sessions. I prepared a session plan to reflect how I would create an inclusive teaching session. I created hand-outs (In this instance, I used on side of coloured pastel paper to suit the dyslexic learner) and power-point presentation which promote all aspects of society, equality and diversity.I had a contingency plan in case anything has gone wrong. Having taken into account the fact that their learning needs, learning styles and learning goals were quite different, I planned for a differentiated delivery to address individual differences. I included small group work to suit kinaesthetic learners and weak learners (In this instance it is about the ESOL learner and the learner who receives learning support), discussion to suit auditory learners and simulation to suit visual learners. * The Implement stageAfter discussion with the learners, we agreed and established ground rules to promote good behaviour and respect for everyone in the group. Soon after the ice-breaker activity, I used another activity to negotiate with the learners, ground rules which banned disruptive tendencies expressively. Each rule of the ground rules was written by one learner on a single A4 paper visible during the session. Like the other learners of the group, the learner with disruptive tendencies felt included with the opportunity to take ownership, then, followed the rules.I avoided favouritism and positive discrimination. I ensured to comply with the Equality Act (2010) and to include all learners in the session. The ESOL learner was allocated extra time to complete tasks. The learner who receives learning support had the opportunity to work collectively with other learners of the group. To meet the needs of the dyslexic learner, the chosen colour of the group was used on hand-outs and as the power-point slides’ font.

Analysis Of The Book The Minstrel Show - 758 Words

Eleanor W. Traylor begins by explaining the fallacy in thinking that ragtime was the first and foremost contributor to black theatre art in America. She argues that the source of all that can be called representative American theatre is Aframerican (47). In other words, she elaborates, there were two kinds of ceremonies and narratives pervasive to black theatre before ragtime. The minstrel show is one example. The article stresses that the minstrel show was not invented by white plantation owners, but that the minstrel show was a failed attempt at satirical imitation. The real minstrel show came from the Afro American magic circle of creation (Traylor 48). In the same page, she argues that their African American Minstrel show had its roots in African tradition, specifically, the Yoruba tradition. In this tradition, the mask is wood until it becomes the mask in motion. Somehow, this mask got translated into blackface, into a tool for hiding rather than a tool for revealing. The mask used in African American minstrelsy would reveal the spirit of the mask wearer. Yoruba music would be wholly original, unusable by their white counterparts because it wasn t wholly understood. The apparatus of using the wholly spiritual and authentic to create an art that is fully American would evolve over the centuries until black theatre became what it is during contemporary times. Traylor argues that it is the only truly American theatre because it was created in America.Show MoreRelatedBlack Leadership, Politics, and Culture in Uplifting the Race by Kevin Gaines1225 Words   |  5 Pagestwentieth century. In the first part of the book, Gaines analyzes the black elite obsession with racial uplift ideology and the tensions it produced among black intellectuals. Gaines argues for the most part that during the nineteenth-century racial uplift ideology was part of a liberation theology as stated by Gaines, which stressed a group struggle for freedom and social advancement . 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