Instructional design Essay Example for Free

Instructional design Essay 1 â€Å"Well begun is half done†. So goes a saying. Action plans are like roadmaps for a meaningful journey toward a specific destination. Hence they are essential in any developmental work, including education and training. ADDIE is one of the most widely used action plan models used by instructional designers. It is an acronym for five terms â€Å"Analysis, Design, Development, Implementation and Evaluation† that constitute the five phases of the process. Analysis, the first phase, is a process of studying something by taking into account the characteristics of individual parts and their inter-relationship. The instructional designer curriculum content developers and teachers evaluate the cognitive â€Å"entry† behavior (knowledge, skills and attitudes) that his students possess before they are introduced to the prospective module, for instance a set of virtual laboratory experiments for use in a Grade 12 physics classroom. The team seeks answers to questions like â€Å"Are all students familiar with the theoretical concepts? †, â€Å"How much do they differ individually? † etc. It also considers the cognitive behavior that is expected from the learners at the end of the module (â€Å"What knowledge, skills and attitudes are they expected to have acquired after being taught in the virtual laboratory module? †) and the logistic aspects (â€Å"How best should the module be delivered? † â€Å"What is the time factor involved? †). The team considers all the pedagogic and logistic aspects of the issue in order to get a complete picture of any discrepancies between the â€Å"current† and â€Å"desired† levels of resources and processes used in the system. In effect, this is the phase in which measurable instructional aims and objectives are stated. In the design phase, the instructional designer and the design team develop a sequence of strategies that are most appropriate to realize the stated aims and objectives. Here the ID team creates comprehensive storyboards (Number and sequence of animations and interactivities, GUI, Voice over etc), uses wide range of strategies such as brainstorming, concept mapping, group discussions to collect information and implement Critical Path Networking etc.to monitor time and resources management. This phase answers â€Å"Why? †, â€Å"What? † and â€Å"How†? of the whole process. In the development phase, the ID works with the development team (consisting of content developers, animators and action script writers) to develop the virtual laboratory experiments as a pilot product, ready to be tested. This phase is usually more complex than the previous ones, as there is a higher probability of bottlenecks, such as lack of proper communication, unrealistic expectations, lack of convergence and inappropriate multimedia system configurations. This phase is mainly concerned with authoring and production and hence the most crucial. In the implementation phase, in practice the last phase of the model, the instructional designer and the team decide on the logistical aspects of implementation and the strategies for training the teachers, multimedia coordinators and learners. The team ensures that the process is smooth. The phase also includes delivery of the prototype. The most important phase in the model is â€Å"Evaluation† and it is carried out from beginning to end of the ADDIE process. Both types of evaluation, viz. formative and summative, are used in the process. The former is used to trouble shoot problems and apply alternative strategies when needed. The latter is used to assess the learner outcomes by providing evaluation tools such as criterion-based tests to the end users (learners). The feedback from them helps in bringing about modifications in the product, until all the stated aims and objectives are met. Thus ADDIE model serves as a wonderful canvas on which the concerned professionals can work on so that the instructional aims and objectives are realized in a smooth, efficient and effective manner. Thus, â€Å"Well begun, promptly followed by ADDIE, is almost perfectly done†. References Carliner Saul (2002) , DESIGNING E-Learning, American Society for Training and Development. http://alpha. nsula. edu/~gillan/08id. htm http://www. itrc. wvu. edu/coursedev/preproduction/addie. html.

Impact of Prejudice and Discrimination in Canadian Society

Impact of Prejudice and Discrimination in Canadian Society Arjun Pasricha Introduction Words like prejudice and discrimination have become common terms and they are referred often in our daily life, such as media, books, news, casual conversations, and political discussions. Prejudice and discrimination have been in focus since 1960s and these issues have been researched extensively since the last few decades. This surge of interest to understand the impact of prejudice and discrimination in Canadian society has defined the purpose for this report and the report attempts to explore and examine a complete picture of prejudice and discrimination in the contemporary Canadian society. The report is built on sociological, anthropological and psychological perspectives and aims to examine prejudice and discrimination issues that emerge in Canadian social situations because of social interactions (Eriksen, 2010). The conceptualization of prejudice and discrimination, two forms of social bias have evolved over a period of time and are acknowledged as one of the greatest societal challenges because of their dreadful negative effects on the Canadian society. Presently, there is a universal consensus among all that prejudice and discrimination are one of the serious social issues in Canada and they typically appear together, prejudice is considered as the thought, while discrimination is the action (Dovidio, 2010). According to Driedger and Palmer (2011) prejudice and discrimination is always seen to intersect each other and manifests in many forms. For example, people may have prejudices against some groups and end up engaging in a discriminating manner with them. For instance, social pressures may subject prejudices against women and marginalized population and discriminate them in employment, education, or social services (Chin, 2009). Prejudice is defined as a construction of negative preconc eived beliefs, notions, feelings, attitudes, and opinions about a group of people or individuals, that may be felt or expressed, usually because of ethnicity, religion or race (Chin, 2009). On the other hand discrimination is defined as discouraging or negative treatment towards others because of their sex, gender, race, disability, sexual orientation, religion or belief and age (Dawson, 2013). The discrimination construct not only involves biased treatment , but also unacceptable and inequitable behaviour towards some individuals or some group members, that are excluded from society because of prejudice (Dovidio, 2010). Ageism and Society Ageism is considered as one of the most prevalent prejudices in the society and can be defined as the denial of basic human rights to elderly population (Gutman Spencer, 2010). Sociologists are of the view that people have stereotype prejudice view of older population in the society because of their age, which leads to discrimination. Often aging population experience prejudice in their workplace and typically society holds negative stereotypes for aging population. They commonly presume that old adults are senile, sad, lonely, incompetent, have poor physical or mental health, have conservative thinking, and rigid ideas or opinions. Employment discrimination against old age manifests in different ways, old adults who worked for the company in their younger years are pushed out as they grow older, on the other hand, companies may refrain from hiring old adults, and aging population are unable to get similar employment opportunities as younger population (Gunderson, 2003). Moreover, younger population have negative stereotype thinking that aging population have massive medical expenses and they are a drain on the Canadian system. (Edwards, 2002). Therefore, these negative stereotypes and discriminations can have detrimental effects on aging population. They feel they are being unreasonably blamed for being a burden on health care systems, the Canada Pension Plan and Old Age Security. Therefore, these negative impressions of society foster discrimination against aging population (Mei, et all, 2013). It is time for all of us as individuals to increase our awareness and question our negative stereotype thinking, relook at our assumption about aging and older population. We need to take extra care to reach out to them with an open mind and treat them as valued and important contributors of our Canadian society. Employers too need to value them and make efforts to understand diverse needs of aging population. Moreover, Canadian government has a continued focus on expanding their age inclusive policies that facilitate aging population to have a choice to lead their life to the fullest. Thus, there is a great need for our society as a whole to address the societal issue of ageism. Although, change may not happen overnight, but we all can take the responsibility to collectively build an age-inclusive society. Social Anthropology Perspective on History of Immigrants Immigration to Canada led to an increase in population of diverse cultures. Immigrants were from varied economic and ethnic backgrounds. However, this led to rise in disagreements regarding aspects such as economic benefits or employment for immigrants. This report focuses on social anthropological point of view to describe impact of prejudice and discrimination on immigrants on basis of their ethnicity and culture. Historically, early Canadian immigration policies were largely discriminative Prejudice and discrimination emerged in 17th and 18th centuries in Canada between Aboriginals, and French and European colonizers. Europeans and French viewed those Aboriginals as uncivilized and uncouth. In the 19th century Canada opened its immigration policy and a number of immigrants from other origins were seen. However, Canadians shared prejudices concerning the capabilities of the immigrant groups. During the late 19th and early 20th centuries, whites considered themselves superior in front of nonwhite groups and nonwhites faced a great deal of social prejudice (Driedger Palmer, 2011). In the late 1800 and early 1900, Asian immigrants faced anti-Asian sentiments in British Columbia. They were considered inferior and were discriminated because of their willingness to work for lower wages than whites. Moreover, discriminatory social practices in British Columbia made Asians refrain from voting, practicing law, or careers with civil service. Numerous attempts were made by anti-Asians to prohibit Asians from studying in public schools (Driedger Palmer, 2011). Black Canadians also were subjected to extensive patterns of discrimination in the late 1900 and early 2000s in Nova Scotia and Ontario. They were forced to study in segregated schools, faced discrimination in housing, employment and use of public services. Moreover, on various occasions they were refused to be served in hotels or restaurants. Additionally, whites expressed prejudice toward Black Canadians and saw them as backward, ill-mannered, unaware, dishonest, violent, and law breakers (Driedger Palmer, 2011). After the Second World War, in response for human concern, Canada signed the United Nations charter on Universal Declaration of Human Rights in the year 1948 and The Canadian Bill of Rights was adopted in the 1960. This brought in new tolerance policies and helped to weaken the rigid relationships of prejudice and discrimination. The shift resulted in introduction of more unbiased immigration laws and by the 1970s globalization helped in greater inflow of multicultural immigrants (Driedger Palmer, 2011). Thus immigration policies and regulations have changed, mostly to eradicate overt discrimination on the basis of immigrants’ race or culture. Today Canadians are proud of being a tolerant society, where people of all different racial, ethnic, and national backgrounds live together harmoniously (Dion, 2002). An Ethnic Diversity Survey conducted in 2003 examined the ethnic and cultural backgrounds of Canadians and concluded that 93 per cent of population had never, or rarely, encountered discrimination or prejudice because of their ethnicity or cultural attributes. Nevertheless, some new immigrants did sometimes feel discriminated in personal, economic, social, or political situations (Driedger Palmer, 2011). References Chin, J. L. (2009). The psychology of prejudice and discrimination: A revised and condensed edition. Santa Barbara: ABC-CLIO. Dawson, C. (2013). Prejudice: Reed Business Information Ltd. Dovidio, J. F. (2010). The Sage handbook of prejudice, stereotyping and discrimination. London: SAGE. Driedger, L. , Palmer, H. (2011). Prejudice and Discrimination. The Canadian Encyclopedia. Retrieved on July 12, 2014, from http://www. thecanadianencyclopedia. ca/en/article/prejudice-and-discrimination/ Edwards, A. (2002). Its about time: A new campaign by the ontario human rights commission aims to advance rights for older citizens. Marketing Magazine, 107 (32), 12. Eriksen, T. H. (2010). Ethnicity and nationalism: Anthropological perspectives. New York; London: Pluto Press. Gunderson, M. (2003). Age discrimination in employment in canada. Contemporary Economic Policy, 21 (3), 318-328. doi: 10. 1093/cep/byg013 Gutman, G. , Spencer, C. (2010). Aging, ageism and abuse: Moving from awareness to action. San Diego: Academic Press. Mei, Z. , Fast, J. , Eales, J. (2013). Gifts of a Lifetime: The Contributions of Older Canadians. Retrieved on July 13, 2014, from http://www. rapp. ualberta. ca/~/media/rapp/Home/Documents/Gifts_of_a_Lifetime_2013Sep23. pdf Novak, M. W. , Campbell, L. D. (1993). Aging and society: A Canadian perspective. Scarborough, Ontario: Nelson Canada. Retrieved on July 12, 2014 from http://www. nelsonbrain. com/content/novak0043x_017650043x_02. 01_chapter01. pdf Lozen, J. C. Barratt, J. (2012). Revera report on ageism. Revera Inc. in partner-ship with Leger Marketing. Annotated Bibliography Chin, J. L. (2009). The psychology of prejudice and discrimination: A revised and condensed edition. Santa Barbara: ABC-CLIO. Dawson, C. (2013). Prejudice: Reed Business Information Ltd. Dovidio, J. F. (2010). The Sage handbook of prejudice, stereotyping and discrimination. London: SAGE. Edwards, A. (2002). Its about time: A new campaign by the ontario human rights commission aims to advance rights for older citizens. Marketing Magazine, 107 (32), 12. Eriksen, T. H. (2010). Ethnicity and nationalism: Anthropological perspectives. New York; London: Pluto Press. Gunderson, M. (2003). Age discrimination in employment in canada. Contemporary Economic Policy, 21 (3), 318-328. doi: 10. 1093/cep/byg013 Gutman, G. , Spencer, C. (2010). Aging, ageism and abuse: Moving from awareness to action. San Diego: Academic Press.

The Socio-Economic Link Between Town and Country Essay example -- Karl

Nowadays, nine tenth of the global population are residents of cities. This implies that urbanization reduced modern world to a state where the vast majority of population dwells in the urban areas. Nevertheless, peripheral regions constitute a substantial segment of a state`s socio-economic pattern. One of the most prominent philosophers of the nineteenth century, Karl Marx, in his extraordinary 1848 political treatise The Communist Manifesto, wrote, â€Å"The bourgeoisie has subjected the country to the rule of the towns. It has created enormous cities, has greatly increased the urban population as compared with the rural and has thus rescued a considerable part of the population from the idiocy of rural life. [†¦] it has made the country dependent on the towns† (366). In fact, Marx establishes the idea that bourgeoisie by exploiting proletarians of rural areas encourages an essential social and economic inequality between town and country. Contrariwise, Ad am Smith, one of the most influential economic thinkers of the eighteenth century, in his distinguished 1776 work Of the Natural Progress of Opulence, asserted, â€Å"The great commerce is that between town and country, which is obviously advantageous to both† (351). Inherently, Smith states the concept that country and town exist in a ‘mutual and reciprocal’ socio-economic causation and consent, in which both participants succeed in a relevant mode. To sum up, there is a significant discrepancy in Marx`s and Smith`s opinions. Specifically, Marx maintains that the country is obliged to submit to the absolute dominion of the town, or, by means of Smith`s formulation, ‘the gain of the town is the loss of the country,’ and oppositely Smith argues that there is country modifying... ...nt mode, whereas Marx suggests that in these circumstances the country acts as a defeated party. Particularly, Smith might agree that there is inequality in lifestyles between country and town, nevertheless this inequality is determined not by the town exploiting the country, but is created by the disproportional distribution of opulence between them. The other disagreement manifests in the idea that despite Marx suggests that urban lifestyle is more acceptable than rural, Smith asserts that rural lifestyle is ‘original’ and more preferable for the ordinary citizen. However, despite obvious dissensions between Marx`s and Smith`s argumentations, generally they converge to the ideological balance, since, both Marx and Smith agree that the nature of socio-economic relationships between town and country is fundamentally positive for the general population of the state.

Peer Pressure and Drinking Essay -- Peer Pressure Essays

When the majority of us imagine what our college years should consist of, we see fun, friends, and frequent parties. It’s only natural considering all the hype that music, movies, and popular television shows portray. Singer Asher Roth describes what one should typically experience throughout his infamous single â€Å"I Love College.† Apparently, we should just dance, get each other naked, drink, and smoke then â€Å"pass out at 3, wake up at 10, go out to eat then do it again.† ABC Family’s hit series, Greek, produced an episode where all the fraternities and sororities were forced to comply with an alcohol ban during the campus’ â€Å"Dry Weekend.† All these students could do was whine and complain about how boring their lives would be for the next 48 hours. It is important to keep in mind that your friends probably can’t see past the stereotype of what they’re conditioned to believe college is all about. They’re under the fabricated impression that there’s a status quo to maintain and the only way to uphold this expectation is through Flip Cup and Power Hour. When you don’t want to submerge y...

Analysis of Amazon.Com

Ans: From the traditional bricks and mortar industry, Amazon. com is the first company to evolve â€Å"book retailing† by going online on a large-scale. To date, Amazon. com provides an online retail store which constitutes of numerous products across a common platform. The company's retail website includes established web portals spanning across all leading economies as depicted in the case. In revolutionizing the e-commerce industry, Amazon. com is able to leverage information by making use of existing and new technology effectively in order to gain a competitive advantage. In attaining a competitive advantage, Porter's five competitive forces can be used to analyze Amazon. com. These forces include threat of new entrants within the market, bargaining power of suppliers, substitution of products and services, bargaining power of buyers and industry competition. The Internet has changed the nature of doing business, so has the competition that surrounds it. By supplying a wide range of products to the consumer, Amazon. com shares a market space with the likes of Wal-Mart and eBay. Rivalries amongst existing firms are strong as the industry is growing and the products that are being sold to the consumer are not so differentiated. Amazon's business strategy â€Å"to become the best place to buy, find and discover any product or services available online†, has allowed for further competition within online and offline retailers. An example of online retailers would be eBay and offline retailers being Exclusive Books. Since the industry is increasingly attractive, it gives way to new entrants in the market as the Internet facilitates in reducing barriers to entries. Offline competitors such Wal-Mart which traditionally followed the brick and mortar approach is using technology such as the Internet to increase buyer awareness, capture a wider market of customers to increase its revenue. As the numbers of offline competitors that adapt their business strategy towards becoming online competitors are increasing, they pose a threat to existing online businesses such as Amazon. com by broadening the consumer's choice of vendors. By broadening the consumer's choice of vendors, the Internet offers customers an opportunity to compare product prices in the industry across various mediums. These mediums range from high-street book shops, online web portals such as Kalahari. net and online book databases such as Google books. These factors play an important role as high bargaining power is given to the consumer allowing them to easily switch to a competitor within the industry based on price where there is minimal product differentiation. Amazon. com offers several services such as loyalty discounts thereby making consumer switching to a competitor difficult. There is minimal loyalty to a brand as consumers are provided with numerous options in the industry. In general, Amazon's supplier bargaining power is low because the products existing in this industry are sold by numerous online and offline firms. Products such as books, CD's, DVD's and electronics provide a lower supplier bargaining power, caused by an existence of many suppliers in the industry. Amazon's diversified product portfolio range allows them to gain greater control in terms of price, delivery schedule and quality. Bargaining power of suppliers within the retail industry is limited as market dynamics dictate power to the retailers such as Amazon. om who have built the necessary infrastructure and scale required for the online retail industry. Information based industries such as Amazon. com can easily sell products to consumers over the internet which bring upon threats of substitute products or services within the industry. Substitute products or services that are priced lower such as books, DVD's and reduced online delivery charges can be a threat to Amazon. com as the consumer will be drawn to a lower price. Amazon’s Value Chain: Primary Activities and Support Activities. Primary activities are those needed to produce a product or services for the end customers. These activities typically include: ?Inbound Logistics: receiving goods from suppliers, and storing and moving those good ?Operations: Manufacturing or assembling the product ?Outbound Logistics: Sending the goods to wholesalers, retailers or directly to the end customer ?Marketing and Sales: Marketing involves understanding customer needs, communicating those needs, and promoting the end products. ?Service: Involves after-sales support (e. g. handling, complaints, installation, training) Support activities help to facilitate or assist the primary activities of producing product. Examples include: ?Procurement: purchasing raw material and other items used in operations ?Human Resource Management: recruiting, hiring, firing, training, developing, compensating ?Technological Development: research and development, process aut omation, software, hardware, equipment, etc. , to support operations ?Infrastructure: May include accounting, legal, finance, planning, public affairs, government relations, quality assurance and general management.

Gen 105: Final Project: Student Survival Guide

Axia’s educational resources have been a great help to me throughout this course. The three educational resources covered in this course was, Downloading files for use on your machine or portable device, Navigating the University Library, and Identifying key information within articles. Being able to download reading materials onto cell phones, and MP3 players, improves the quality of the educational experience. Axia College provides other technological tools as well, such as: audio appendixes, digital stories, and tutorials. I myself prefer the audio appendixes and digital stories because when I am able to hear things I seem to be able to learn and remember it better. I’m also able to write better notes, and do better on my assignments without having to keep looking back and searching through the reading materials. The University Library has also helped me a great deal during the course. I prefer using it over going to a traditional library because all I have to do is log onto my student website, click on the library tab, then click on the University Library tab, next all I have to do is type in a keyword to the subject I am looking for. The University Library also has a link so you can send a message to a librarian too. So in my opinion the University Library is better than a traditional library because it has all the same things without you having to leave your house. This course also taught me how to identify key information within articles. Look for different fonts, like bold, italic, or underlined words. Also, words that are different colors. Upholding Academic Honesty was something that I will use during my whole college experience. Three educational resources covered in this course are Understanding Axia’s academic honesty policy, Understanding consequences of plagiarism, and Avoiding plagiarism. To find Axia’s academic honest policy, go to the materials tab, and then click on polices at the left side of your screen. It basically states that the students and instructors all agree to use their own work and not to plagiarize. The consequences of plagiarism are pretty simple, you could fail the assignment and the course, get suspended, or even expelled from the University. Some ways to avoid plagiarism are: *Crediting Authors and Sources, you should make notes of your source as you go. *Know the difference between a quotation and a paraphrase. *Use a citation for an acceptable paraphrase. *Understand that a paper that consists primarily of quoted material from other sources is not considered an original work. *Understand that lifting material off the Internet is plagiarism. *Solicit Feedback. *Citing Sources. (Effective Writing Communicating Your Message. ) Setting and Achieving Goals is actually something that I thought I knew everything about, and wouldn’t be able to learn anything else. I was wrong! The three educational resources that were covered in this course were, identifying long-and short-term educational and career goals, How to reach goals despite obstacles, and how an Axia degree relates to goals. I knew what long-term goals meant and what my long-term goals were; and I also knew what short-term goals meant, and what mine were. Identifying both my long and short-term educational and career goals was pretty easy. My long-term educational goal is to graduate from University Of Phoenix with my Associates Degree in Psychology. My long-term career goal is to use my degree to be a drug councilor. My short-term educational goals are to do all my assignments and participation on time and post them on time each week. Reaching my goals despite obstacles is what I need to work on. I need to prioritize my goals. Anticipate any problems that may accrue, and make a list of things to do if those problems to arise so it doesn’t mess with me meeting my goal. Such as, me not doing well in a class for a couple weeks; then for the remainder of that class I will work extra hard, and make sure to bring my grade up. Managing Time Wisely is a topic I’m very glad we covered in this course. The three educational resources are balancing time between courses at Axia, Juggling school, work, and family responsibilities, and Prioritizing and avoiding time-wasters. I’m a single mother of a two year old little girl, so it can get very hectic at my house. Every time I get on the computer to log onto my student website she will jump right in the middle of my computer and me. I usually have to wait until she is asleep before I can do any work. That means I am up most of the time at 3:00AM and 4:00AM and get up with my daughter at 7:00AM or 8:00AM. It’s very hard! There was an activity that we did, it was Appendix F : Time Management Log. The log had from 6:00AM to 9:30PM down the first column, the second was labeled â€Å"Activities†, and the third â€Å"Comments/observations. This assignment really helped me a lot to see what I was spending my time on, and to figure out how I could change that. Fostering Reading Comprehension and Retention helped be able to read the materials faster, and understand it too. The two educational resources in this course was Using reading comprehension echniques for successful reading, and Using SQ3R and other study habits. Some reading comprehension techniques for successful reading are find somewhere to read that is quite and you won’t be distracted, make yourself concentrate on what your reading, look ahead in the reading to see what’s next, become emotionally involved with what your reading, and define your reading purpose. SQ3R really helped me with my reading as signments. Skim, Question, Read, Recite, Review. When I have to read something new I use SQ3R. It really helps me to remember and learn the material. Applying Personality and Learning Styles was a lesson I found very interesting. The three educational resources for this course was, Using your personality type for distance learning success, Developing your multiple intelligences, Relating to others who have different personality types and intelligences. My personality type was an organizer, and that helps me in distance learning because I keep everything for each class separate so it’s easier to find, I also keep an agenda with my assignments wrote down for each class, and two dry erase boards one for each class.

Aida Model Essay

Every day we’re bombarded with headlines like these that are designed to grab our attention. In a world full of advertising and information – delivered in all sorts of media from print to websites, billboards to radio, and TV to text messages – every message has to work extremely hard to get noticed. And it’s not just advertising messages that have to work hard; every report you write, presentation you deliver, or email you send is competing for your audience’s attention. As the world of advertising becomes more and more competitive, advertising becomes more and more sophisticated. Yet the basic principles behind advertising copy remain – that it must attract attention and persuade someone to take action. And this idea remains true simply because human nature doesn’t really change. Sure, we become increasingly discerning, but to persuade people to do something, you still need to grab their attention, interest them in how your product or service can help them, and then persuade them to take the action you want them to take, such as buying your product or visiting your website. The acronym AIDA is a handy tool for ensuring that your copy, or other writing, grabs attention. The acronym stands for: Attention (or Attract) Interest Desire Action. These are the four steps you need to take your audience through if you want them to buy your product or visit your website, or indeed to take on board the messages in your report. A slightly more sophisticated version of this is AIDCA/AIDEA, which includes an additional step of Conviction/Evidence between Desire and Action. People are so cynical about advertising messages that coherent evidence may be needed if anyone is going to act! How to Use the Tool: Use the AIDA approach when you write a piece of text that has the ultimate objective of getting others to take action. The elements of the acronym are as follows: 1. Attention/Attract In our media-filled world, you need to be quick and direct to grab people’s attention. Use powerful words, or a picture that will catch the reader’s eye and make them stop and read what you have to say next. With most office workers suffering from e-mail overload, action-seeking e-mails need subject lines that will encourage recipients to open them and read the contents. For example, to encourage people to attend a company training session on giving feedback, the email headline, â€Å"How effective is YOUR feedback?† is more likely to grab attention than the purely factual one of, â€Å"This week’s seminar on feedback†. 2. Interest This is one of the most challenging stages: You’ve got the attention of a chunk of your target audience, but can you engage with them enough so that they’ll want to spend their precious time understanding your message in more detail? Gaining the reader’s interest is a deeper process than grabbing their attention. They will give you a little more time to do it, but you must stay focused on their needs. This means helping them to pick out the messages that are relevant to them quickly. So use bullets and subheadings, and break up the text to make your points stand out. For more information on understanding your target audience’s interests and expectations, and the context of your message, read our article on the Rhetorical Triangle. 3. Desire The Interest and Desire parts of AIDA go hand-in-hand: As you’re building the reader’s interest, you also need to help them understand how what you’re offering can help them in a real way. The main way of doing this is by appealing to their personal needs and wants. So, rather than simply saying â€Å"Our lunchtime seminar will teach you feedback skills†, explain to the audience what’s in it for them: â€Å"Get what you need from other people, and save time and frustration, by learning how to give them good feedback.† Feature and Benefits (FAB) A good way of building the reader’s desire for your offering is to link features and benefits. Hopefully, the significant features of your offering have been designed to give a specific benefit to members of your target market. When it comes to the marketing copy, it’s important that you don’t forget those benefits at this stage. When you describe your offering, don’t just give the facts and features, and expect the audience to work out the benefits for themselves: Tell them the benefits clearly to create that interest and desire. Example: â€Å"This laptop case is made of aluminum,† describes a feature, and leaves the audience thinking â€Å"So what?† Persuade the audience by adding the benefits†.giving a stylish look, that’s kinder to your back and shoulders†. You may want to take this further by appealing to people’s deeper drives†Ã¢â‚¬ ¦ giving effortless portability and a sleek appearance and that will be the envy of your friends and co-workers.† 4. Conviction As hardened consumers, we tend to be skeptical about marketing claims. It’s no longer enough simply to say that a book is a bestseller, for example, but readers will take notice if you state (accurately, of course!), that the book has been in the New York Times Bestseller List for 10 weeks, for example. So try to use hard data where it’s available. When you haven’t got the hard data, yet the product offering is sufficiently important, consider generating some data, for example, by commissioning a survey. 5. Action Finally, be very clear about what action you want your readers to take; for example, â€Å"Visit www.mindtools.com now for more information† rather than just leaving people to work out what to do for themselves. – See more at: file:///C:/Users/GOPAL%20RATHORE/Downloads/AIDA%20%20Attention-Interest-Desire-Action%20-%20Communication%20Skills%20Training%20From%20MindTools.com.htm#sthash.nCxC0EZx.dpuf