Wednesday, November 27, 2019
Why Customers Are Key To Skyrocketing Conversion Rates with Talia Wolf
Why Customers Are Key To Skyrocketing Conversion Rates with Talia Wolf What does marketing look like today? Well, it’s a blend of art and science. It brings together creative visuals and copy with marketing research and analytics. Marketers are now creative creators dressed in lab coats. And, conversion rate optimization (CRO) a system that increases the percentage of visitors to a Website that are converted into customers is a perfect example. Today, we’re talking to Talia Wolf of GetUplift, which offers businesses and entrepreneurs training on how to increase conversions. Talia tells the truth and dispels myths about CRO. She also explains why CRO needs to be more customer centric and what it’s like when done right. CRO is not just about changing elements on a page and hoping for the best; it’s about solving people’s problems and improving the customer’s journey Talia gets into people’s heads because they buy on emotion and then rationalize with different reasons; she focuses on people behind the screen rather than data Emotional Targeting Process: Identifying emotions and getting to know customers better Utilize customer surveys/interviews and competitor analysis; talk to people, ask the right questions, and analyze answers Conversion Psychology: You’re not buying a product, but higher self-esteem and better versions of yourself People browse and search for solutions via Google, then hit Command and open a bunch of tabs; 3 seconds to grab their attention and understand their pain Do groundwork and run meaningful tests on strategies, concepts, or hypothesis Color Psychology: People are influenced by colors in different ways due to their culture, emotions, experience, and more factors Links: GetUplift GetUplift Blog Joanna Wiebe Claire Suellentrop Tiffany daSilva Color Psychology in Marketing Write and send a review to receive a care package If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Talia Wolf: â€Å"My entire goal is driven towards understanding my client’s customers. Getting into their heads, and then creating a better funnel for them, so that they enjoy converting, and you make more money.†â€Å"My take on conversion optimization is it’s not about changing elements on the page, it’s about solving people’s problems.†â€Å"Everything might change on the page, but everything will be working together to make people feel a certain thing to answer a certain question.†â€Å"Without doing the real groundwork, you’re never actually going to achieve those record-breaking results that you’re after.â€
Saturday, November 23, 2019
Advanced French Verb Conjugation
Advanced French Verb Conjugation Conjugation refers to the five possible inflections of a verb: Person, Number, Mood, Tense, and Voice. Once youve made a choice from each of these five, you have a conjugation or inflection. For example:Verb - parlerPerson - first personNumber - singularMood - indicativeTense - presentVoice - active je parleVerb - allerPerson - third personNumber - pluralMood - subjunctiveTense - presentVoice - active quils aillentWhen conjugating a French verb, the first things to figure out are the tense and mood, which work hand-in-hand. All moods have at least two tenses (present and past) out of the possible 8 (only the indicative has all 8). The verb timeline lists moods horizontally and tenses vertically.The indicative is the most common mood and is normally not stated. When you talk about the passà © composà ©, the imperfect, or the present tense, for example, you mean of the indicative mood. Its only with other moods like subjunctive and conditional that the mood is stated explicitly.All m oods have a present tense, which is again not made explicit except in the indicative and participle (parentheses indicate what normally goes unsaid): present (indicative)(present) conditional(present) subjunctive(present) imperative(present) infinitivepresent participle So for example, the imperfect (indicative) and the imperfect subjunctive are two different moods of the same tense. On the other hand, the (present) conditional and the past conditional are two different tenses of the same mood. The verb timeline can help you understand this, because it lines up moods and tenses so that you can see how they all fit together. X axis Y axis verb form and basis of individual conjugations. Voil - now that you understand the basics of French verb conjugation, study the lessons on individual tenses and moods (linked from the verb timeline) to learn more, or visit my French grammar glossary. Tricky Subjects When you understand subject pronouns, tenses, moods, and how to conjugate French verbs, youre in great shape. There are however some grammatical subjects which make conjugation a bit more difficult. Multiple Subjects When you have more than one subject, you have to figure out which subject pronouns would replace that group and then conjugate the verb accordingly. For example, toi et moi would be replaced by nous, as would David et moi. Toi et lui and Michel et toi would be replaced by vous. Lui et elle or Marc et Anne would be replaced by ils. The trick is to make this replacement in your head without actually saying it out loud, as denoted by the (parentheses):   Toi et moi (nous) pouvons le faire   You and I can do it   Paul, Marie et moi (nous) mangeons   Paul, Marie, and I are eating   Toi et elle (vous) à ªtes en retard   You and she are late   Sophie et toi (vous) devez partir   You and Sophie have to leave   Luc et sa femme (ils) sont arrivà ©s   Luc and his wife have arrived   Lui et elle (ils) lisent beaucoup   He and she read a lot Subject +Object Pronoun In a construction with an object pronoun, usually nous or vous, there is sometimes a tendency to conjugate the verb according to it, rather than to the subject pronoun, because the object directly precedes the verb. Though this tends to be a careless mistake made orally rather than a lack of understanding, its included here just as a little reminder.   Je vous ai donnà © la liste   I gave you the list   xx Je vous avez donnà © la liste xx   Vous nous avez menti   You lied to us   xx Vous nous avons menti xx Cest... qui The construction cest  stressed pronoun  qui makes many people - including at times native French speakers - want to use the third person singular verb conjugation because of qui. But this is incorrect; in fact, the conjugation has to agree with the pronoun.   Cest moi qui ai gagnà ©Ã‚   Its me that won   xx Cest moi qui a gagnà © xx   Cest vous qui avez tort   Youre the one whos wrong   xx Cest vous qui a tort xx   Cest nous qui allons le faire   Were the ones who are going to do it   xx Cest nous qui va le faire xx Pronoun + Qui Similar to the cest... qui construction is a subject or demonstrative pronoun  qui. Again, the qui makes people want to use the third person singular, but once again the conjugation has to agree with the pronoun.   Vous qui avez mangà © pouvez partir   Those of you who have eaten may leave   xx Vous qui a mangà © pouvez partir xx   Ceux qui veulent aider doivent me voir   Those who want to help need to see me   xx Ceux qui veut aider doivent me voir xx   Je cherche celles qui à ©tudient   Im looking for the ones who are studying   xx Je cherche celles qui à ©tudie xx Collective Subjects Collective subjects can take the third person singular or plural:    Un tas de fleurs sont mortes / Un tas de fleurs est mort   A bunch of flowers died   Un grand nombre de livres ont disparu / Un grand nombre de livres a disparu   A large number of books disappeared Adverbs of Quantity Adverbs of quantity take the third person singular or plural, depending on the number of the noun that follows:    Beaucoup dà ©tudiants sont arrivà ©s   A lot of students have arrived   Peu de pluie est tombà ©e   Little rain fell   Combien de livres y a-t-il ?   How many books are there?Also see ...dentre... below. Indefinite Pronouns Indefinite pronouns always take a third person conjugation (either singular or plural, depending on the number of the pronoun).   La plupart a dà ©cidà ©Ã‚   Most have decided   Plusieurs sont perdus   Many are lost   Tout le monde est l   Everyone is thereAlso see ...dentre... ...dentre... When an adverb of quantity or indefinite pronoun is followed by entre  personal pronoun, many non-native French speakers (including myself) want to conjugate the verb according to the personal pronoun. But this is incorrect - in this construction, the verb has to be conjugated to agree with what comes before entre, not what comes after.   Certains dentre vous ont oublià ©Ã‚   Some of you forgot   xx Certains dentre vous avez oublià © xx   Beaucoup dentre nous sont en retard   Many of us are late   xx Beaucoup dentre nous sommes en retard xx   Chacun dentre vous peut le faire   Each one of you can do it   xx Chacun dentre vous pouvez le faire xx
Thursday, November 21, 2019
We Are What We Trade by David Sirota Essay Example | Topics and Well Written Essays - 1250 words
We Are What We Trade by David Sirota - Essay Example Organizations and nations can ship their companies to locations or destinations that one can consider less expensive. In the end, it makes it easy for companies and nations to benefit from free trade and the element of globalization (Sirota). Even though globalization seems to bring benefits, there are several disadvantages that it captures. For instance, the author rightly put it by capturing an instance where the concept of free trade seems to water down the aspects of job creation. The author seeks to study the effects and the role that free trade presents to the global society. People and, in this case, parties concerned in the trade need to understand the impact of globalization and how it defines our nature. Sirota mentions the roles of lobbyists and crusaders who are out to promote free trade and globalization as parties who are carrying out a boring job. The author shares the notion that the work presented by these lobbyists as dishonest. It is not clear what the lobbyists and crusaders are vouching for on this matter (Sirota). It seems that while they continue talking about the positives of globalization, the negative keep on playing out. It is quite clear that the author assumes the responsibility to share these insights to place the society in a better position when it comes to making choices in the society. Sirota’s article plays three major roles in writing. First, it seeks to inform the readers about the effects of free trade and globalization. It is quite clear that the article leaves the reader in a better position to comment on the society and their role in dealing or addressing issues. Secondly, the author seems to criticize some of the roles, tasks and aspects that the lobbyists are making about globalization. Thirdly, the author is persuading the readers not to be passive when it comes to passing bills and policies that affect them whether directly or indirectly. It is
Tuesday, November 19, 2019
GMO the Necessary Evil Essay Example | Topics and Well Written Essays - 750 words
GMO the Necessary Evil - Essay Example There have been many mixed reactions due to GM foods because of the rampant debate surrounding GMO technology. Today, the process of genetic modification is rapidly advancing throughout the planet. In 2004, 8.25 million farmers in 17 nations grew the crops (Ahmed 30). The production and marketing of GM foods are due to the superficial benefits they hold either to the producer or to consumption of these genetic foods. When it was first introduced, GM seeds developers needed their products to be accepted by producers and focus on innovations that have direct benefits to the farmers and the food industry at large. For example, the International Rice Research Institute located in the Philippines manufactured the GM golden rice to help people in South East Asia that were lacking food. Research has shown that GMO presents significant threats because of inconclusive research on their safety and their effects on the environment. However, I believe GMO is a necessary evil that the human race must contend with because it faces an imminent food crisis. GMO is the necessary evil that will solve the world food problem (Specter 34). GMO foods are unavoidable, and we cannot live without them. The World Health Organization (WHO), the Food, Drug Administration, and other scientific bodies in the world have strongly advocated for the use of GM foods, since they do not predispose the human health to any harm. Additionally, research shows that the risks to human health that may be brought about by the consumption of GM foods are the same as those that are produced by the consumption of non-GM foods. Moreover, GM foods are safe to use as they tested for food safety and passed the safety assessment. Some people believe that GM foods should be eliminated due to the risks they have like the health issues. It is a fact that people have eaten some of the GM foods unknowingly, but no complains of serious concerns (Ahmed 18). By 2040, the world’s population is predicted to increase
Sunday, November 17, 2019
The poems Half-past Two, Reports and Dear Mr. Lee Essay Example for Free
The poems Half-past Two, Reports and Dear Mr. Lee Essay Look again at the poems Half-past Two, Reports and Dear Mr. Lee. How does UA Fanthorpe create a sense of character in each poem and what does the reader learn about her view of the education system as presented in these three poems? The three poems analysed in this essay are Half-past Two, Dear Mr Lee and Reports all of which are written by UA Fanthorpe. The poems are linked to each other as they refer to the education system. The order of the poems are the least critical of the education system to the most critical. In the first poem I have selected to compare is Half-past Two. The poem follows the thoughts of a small boy, waiting in a classroom for his teacher to arrive at half-past two. The only problem is that he is unable to tell the time and so is unable to judge at what time he must leave the classroom. The minutes he waits in the classroom for his teacher to arrive, feel like eternity to the boy as hes lost in time. The poem shows the young pupils routine being broken, as he dreams of being lost in a world of confusion. The beginning of Half-past Two begins like a fairytale: Once upon in a child-like tone. The main character in the poem is the little boy. The boy is left to stay behind in the classroom as hed done Something Very Wrong. The capitilisation and repetition of the line two lines later, indicates to the reader the teachers angry tone and she was cross show the reader the feelings of the pupil being ashamed. Yet it doesnt go into detail what hed done: (I forget what it was). From the beginning of the poem it is obvious to the reader that it is written by the pupil as an adult remembering back a childhood memory, as the brackets throughout the poem show the adult perspective. As a pupil at the time he hadnt done anything serious as it had not played a significant part in his life. The use of vocabulary such as Grantime indicates to the reader its a small child. Due to the fact the little boys illiterate the spoken words sound like a single unit: Gettinguptime, timeyouwereofftime. This is represented by words being merged together as one. The little boy understands time in terms of actions or events that happened at these times and knows a lot of time for a small child: All the important times he knew. But not half-past two. The boy hadnt been taught time by his teacher, but he was too scared of being wicked to remind her. The little boy is innocent, scared and sad for what hed done and hasnt done anything serious, thus becoming the object of the readers sympathy. The clock face seems real and alive to the boy: the little eyestwo long legs for walking. As he stares at the clock the little boy thinks the clock is talking to him, as UA Fanthorpe uses onomatopoeia: But he couldnt click its language The personification of the clock symbolises how the childs imgagination starts to develop the only interesting and important object in the room indicating the boy feels very mundane: So he waited, beyond onceupona. The boy then starts to fall into a dream world like a fairytale due to the boredom he suffers, which reminds him of bedtime going to a world beyond onceupona. The boys daily routine has been broken, as there are no adults around to tell him when its time to do something. As he falls into a daze: Into the smell of old chrysanthemumsInto the air outside the window, into ever the repetition of the word into suggests the timelessness and the environment around the boy is changing and drifting as he becomes aware of every minute smells as his senses become alert. The other characters in the poem Half-past Two is the little boys teacher. The teacher comes to the little boys rescue. As when she enter there is a dramatic effect, and shes shocked when she see the little boy still in the classroom: And then, My goodness, she said The teachers disorganized, disorientated and forgetful as she scuttled about, panicking about the boy. The teacher is so busy, she cant remember what she has taught her pupils. The reader gets the impression that the teacher is young and doesnt have a lot of teaching experience being new to the field. Its ironic as she says Run along or youll be late as he doesnt know what time is. UA Fanthorpes presentation of the education system as presented in Half-past Two shows the reader how imperative time is in order to function and survive in modern day society. In the poem the importance of time is when the detention ends not when a particular event occurs. The message UA Fanthorpe is getting across to the reader about the education system is that time is crucial and that it must be taught earlier on in the school syllabus rather then a later stage in life, as a young childs sense in life is determined by routine events. The second poem is called Dear Mr Lee also written by UA Fanthorpe. The poem is written in form of a letter, by an English student expressing their love for a piece of literature by Laurie Lee. The student is writing a letter of apology, as they think they have failed an English exam yet may be proved wrong as the student seems pessimistic. The reader learns about why the student is writing the letter and the feelings and emotions of the student about failing an English exam. The beginning of the poem Dear Mr Lee is one long continuous stanza by the student whereas in Half-past Two the poem is written in short verses. The poems are both similar as in Half-past Two the short verses represent the childs short disjointed thoughts as also in Dear Mr Lee the structure of the poem follows the students thoughts like a stream of chaotic consciousness by using enjambment. The reader gets the feeling that the student is three dimensional, as even though the character is pessimistic, yet they are positive about Cider with Rosy. The student is very sarcastic about her English teacher, Mr Smart but shows maturity as she doesnt pass the blame for her failing exam. In contrast to Dear Mr Lee the vocabulary used in Half-past Two is very simple and the made-up words represent a young childs language. The reader learns that the main character in the book is an English student expressing their passion for their favourite author, Laurie Lee. The student addresses Mr. Lee is a sign of the students respect and admiration for him. The student refers to Mr. Lee as Laurie Lee as they see him as a friend: Its rude to call you Laurie, but thats how I think of you. The letter is friendly and informal yet trying to be formal in order to show respect. Other characters mentioned in the poem in Dear Mr Lee is also a teacher just like in Half-past Two. The student describes her English teacher Mr Smart as cynical and uninspiring, indicating to the reader he isnt a supporting and helpful teacher. The name Mr Smart may be an ironic nickname given by the student, yet the reader never finds out. Mr Smart is a direct contrast to Laurie Lee who is his dynamic opposite. He doesnt seem to motivate his students, which is due to the lack of enthusiasm shown by the student towards his English classes. In Half-past Two the teacher didnt mean to leave him in the classroom for that long a period of time to cruel. The teacher had genuinely forgot that she had left the poor little boy in the classroom and did everything she could to slot him back into his usual routine. Mr Smart is harsh and critical as he says to the student that anyone with her punctuation to consider poetry as a career is enough to make the angels weep. Mr Smart is only intereste d in exam results and not the subject. The presentation of the education system in Dear Mr Lee criticizes the education system, as it doesnt credit the students enthusiasm and passion for literature and English. From UA Fanthorpes poem, it indicates to the reader that education is interested in good exam results from pupils and wants a restrictive and analytical approach, which discourages a personal and intimate response from students. The student didnt enjoy studying Shakespeare, as she didnt understand what was being taught. The one book that the student was able to understand and love was the book Cider with Rosy yet when it came to the exam the student didnt much like the questions about social welfare in the rural community and the seasons as perceived by an adolescent. The exam doesnt credit the students enthusiasm and passion for the book, and so the student failed the exam. Unlike Dear Mr Lee the poem Half-past Two is less critical, as it only emphasis the necessity of time. While in Dear Mr Lee is very critical towards the education syllabus, and how the syllabus is being taught. The poems are both similar as the teacher plays a major role in the students view and thoughts. Mr. Smarts attitude towards one of his students has an affect on their motivation towards English. As a teacher Mr. Smart lacked to offer the support and passion the student required in order to appreciate and take leisure in English. The last poem I will analyse is Reports which is also written by UA Fanthorpe. The poem Reports is written from a teachers point of view unlike in Half-past Two and Dear Mr Lee which are written from the point of view of students. Out of all the poems Reports is the most critical, as the teacher shows his or her frustration towards the education system. The teacher is trying to write reports for their students yet in order to justify the truth about the students they must be politically correct. This leaves the teacher stranded and unable to write an accurate, truthful and fair report for the pupils. Due to not writing accurate reports, it leaves the teacher annoyed, as there is no more truth in the education system, which has become corrupt. The poem Reports is the most negative of the three poems, this is due to the fact there isnt one single positive comment made by the teacher. The beginning of Reports has the use of italics in order to indicate to the reader what the teacher is thinking of what to write unlike in Half-past Two where italics represent speech: Has made a sound beginning This is written in typical report style phraseology. The tone of the poem is formal from the start to the end, similar to the poem Dear Mr Lee except Reports is formal through out. The poem is written in stanzas just like in Half-past Two except they are longer showing the thoughts of the teacher are more sophisticated and more developed than the little boy in the poem Half-past Two. Using Pronouns are dangerous as the teacher doesnt want to be personal and indirect which may be considered rude. When the teacher uses the word dangerous they are using a mocking sarcastic tone, as the teacher will be in trouble for breaking a school policy. This proves to the reader that teacher and pupil relationships arent close as shown in Dear Mr Lee where teachers dont want to get personal with their students. The teacher has a very cynical view of reports, as they feel they are obligated to write what people want to hear. The teachers negativity is sensed in Dear Mr Lee as seen by the character M r. Smart. The teacher must constantly remind themself to: Be on your guard The teacher feels the report says something about the teacher and not just the pupil. The teacher must keep on thinking about what the officials want to hear yet something that will be easily understood as the teacher wants something that Should satisfy them. Near the end of the poem Reports the teacher is reminding themself why they wanted to teach in the first place. Like the teacher in Half-past Two the teacher from Reports used to think education was the most important thing in the world. Then after a few years teaching like in the poem Dear Mr Lee teachers were no longer idealistic and think they could change the world. This leads to the failure of pupils due to education. Other characters that are mentioned in Reports are Parent, child, head. In contrast to Half-past Two and Dear Mr Lee the characters mentioned in Reports arent direct and dont speak. The teacher thinks about who will read the reports and they are seen as evil as they will look for mistakes made by the teacher: Unholy trinity, will read Your scripture backwards The holy group of three becomes unholy. Through out the poem the Parent, child, head are mention by the teacher as them. Like evil, the devil will read backwards and three is seen as a magical number. The teacher doesnt want to set them any riddles which will be difficult to understand and interperate. The presentation of the education system in Reports by UA Fanthorpe compared to the other two poems is similar to the moral of Dear Mr Lee is that education is dieing because its becoming controlled and narrow. Pupils are failing because the education system is failing them similar to Reports when the student fails their exam. Yet, in Reports unlike in Half-past Two and Dear Mr Lee it indicates to the reader from the poem that people are no longer able to tell the truth and pupils have no more enthusiasm towards education like in Dear Mr Lee. The education system leads to disillusionment for both pupils, teachers and officials. The future of education will only be grave stones as death is the ultimate teacher ending with an epitaph saying: Rest in peace. From studying all three of the poems written by UA Fanthorpe it becomes obvious to the reader UA Fanthorpe doesnt agree the way education is being run through schools. The message comes across to the reader as UA Fanthorpe criticizes the education system as being corrupt and unjustified. As shown through the poem Reports UA Fanthorpe express her frustration through the teacher. UA Fanthorpe is saying that there is no longer truth and that the education system must be politically correct. My personal response to the poem is that education has become more restricted in the modern day society we are living in today. The education system syllabus concentrates more on getting the grades than getting a pleasurable response from the students. I think for students to be motivated further its imperative they get the inspiration to learn. Obviously this is no longer happening in the education syllabus. As mention in Dear Mr Lee the students passion for Laurie Lees literature, wasnt ever credited by their teacher at the time Mr Smart. The student wasnt enthusiastic about learning, so how is a student meant to progress? I felt there does need to be honesty in the education system in order for it to succeed and be efficient, Reports addressed my attention to this matter. I feel UA Fanthorpe is raising awareness about what the education system is becoming and make us aware of the issue and decide for ourselves.
Friday, November 15, 2019
The Characters of Tom and Daisy of The Great Gatsby by F. Scott Fitzgerald :: F. Scott Fitzgerald
The characters' search of their own identities and the struggle that ensues is the most suffusive theme throughout The Great Gatsby . The fact that we never really know the characters, and the corrupt immoral things they do, directly represent the 20's high society lifestyle. The characters continued to cheat on their spouses, let money become their obsession, and debated the American dream for the hopes of one day obtaining happiness. But the fact remains that they have no true morals or ideals of themselves as individuals. These are a group of people who --no matter how cocky and self- confident they seem-- have absolutely no idea of what they are doing (as many men and women of the 20's do not). Tom and Daisy are two examples. Â Daisy is a hospitable character who had a love for parties and tended to lose herself in them and the drinking. Daisy once said, "What'll we do with ourselves this afternoon, and the day after that, and the next thirty years?" This quote not only means she lives for one day at a time never thinking of the future, but that she truly has no idea of what to do with herself. She is like loose change floating around wandering from party to party, man to man, friend to friend, in a big house in East Egg with no sense of purpose. She once attempted to plan something when she first reunited with Nick. She said, "What'll we plan? What do people plan?" meaning she has never had to make decisions nor has she had much responsibility. Not only does she have no purpose, she has no morals. She literally killed a woman and went home to eat cold chicken. What more, her lover was killed and she left on a trip missing his funeral. Show me a woman who has no morals or goals and I'll show you a woman who is searching for her own identity. Â Tom Buchanan is a small man hiding in a big house with an equally large ego. In fact, he once remarked that women run around too much and meet the wrong kind of people. This statement is both arrogant and ironic because he runs around with the wrong people, and women run around with him- he being the wrong people. Also, when stating this he was most likely referring to his wife, and subtly putting her down for her relationship with Gatsby in a most conceited way.
Tuesday, November 12, 2019
Als Reflective Thinking Essay
Reflective Thanking Essay I am a good leader. One who takes initiative in getting the tasks completed while keeping the morale tempo up and making it a good experience to all. I’m one who will take criticism and can listen even though I may not like what I’m hearing, but in turn apply those criticisms and make a better me. Simply being said, I like to take charge, inspire those around me, complete the mission and wait for the next challenge.Thank my mother for who I am, she inspired the person I am today. I was raised in a very strict environment where there were expectations. Rules, responsibilities, honesty and involvement were all considered necessities. I was introduced to community service when I was 5 years old when I was a Girl Scout. Then later when my late father and I would participate in an annual cancer awareness marathon it was a beginning point for me.So from then on there the feeling of accomplishment to help others inspired me. I’m one who wants p eople to come to be with their troubles so I can help, I’m the one who wants to reach out and touch others and just inspire. It’s easy for me to say that I’m a participative leader. I want to get involved with my fellow wingmen and know they’re comfortable coming to me with any issue they may have. I’m one who strives towards a positive workplace.I like to work next to my fellow crew chiefs and solve problems. I treat others with mutual respect on the job. I am open-minded to my fellow airmen and respect their thoughts and opinions, but understand that the final decision rest in my hands on any given situation. Based on the decision making process, I feel the type of NCO (non-commissioned officer), I’ll become will be similar to the image I uphold now will make people work for the correct answer or the right thing to do.Though I understand that this technique will not work with all, but it’s a starting point for me to evaluate an indi vidual. One of my strengths is that I’m very smart. I’m very accepting to challenges. Another one of my better traits is that I’m a very good listener. I can influence new views on issues and provide help to a better outcome when the issue is good or even bad. I just put myself is their position and think â€Å"what would Melissa do? â€
Sunday, November 10, 2019
Of Mice and Men Film/Book Comparison
The lack of interaction between the Weak' ones of the ranch in the film version of Of Mice and Men results in the obscuring of the theme of handicaps that is present throughout the novel. In the film, the scene begins with Leonie approaching Crooks as the rest of the men are in the nearby town. They discuss Lien's desire to tend rabbits and later on, Leonie makes it clear his intention for George and he to be together till the end. George comes in, escorts Leonie out of the room where they encounter Curlers wife as she complains of her unhappy marriage and runs away.The book varies in the way that Curlers wife and Candy are both in the room as they all talk. As Candy, Leonie, and Crooks discuss the promise of a brighter future, Curlers wife is quick to crush their dreams with the reality of each of their situations. After she humiliates them, they are defeated and their harsh circumstances sink in. It is important to notice in the novel that each character has their own handicap, whe ther it is age, gender, race, mental capability, or physical capability; although they show strength even with their weak descriptions, the purpose of the theme is to convey the low tolerance their society has of handicaps.For example, Crooks, even being a bitter man, latches onto their dream of the little house for the promise of companionship, but because of his race and the prejudice during the time period, Curlers wife makes sure he knows that he will never be accepted. Although the handicaps are physically portrayed In the film, they are not reinforced well enough because there isn't as big of a power difference between Leonie and Crooks as there is between them and Curlers wife. Curlers wife may be handicapped as her loneliness makes her desperate, but she has the ability to take away any hope they eave.Also, in the novel, Curlers wife mentions that the men left the three Weak' ones at home. This comment serves to further describe the time period as there Is never enough prote ction for the weak from the strong. The theme of handicaps Is essential to the comprehension of the novel as It grasps the concept of Inequality; without the theme's distinction, there Is no closure, positive or negative, that Is needed for the reader to comprehend the negative Impact the fictional world has on a group of people that are not as strong as society requires them to be.
Friday, November 8, 2019
The Maasai essays
The Maasai essays Geographical Location: East Africa, in Kenya and Tanzania Neighboring Tribes: Samburu, Baraguyu (Ilumbma), Wa-Arusha, Njemps. Geographical sections of Maasai land: Ilkinsongo (largest), Ilpurka (2nd largest), Iloitai, Ilmalapato, Iloodokilani, Ilkeekonyokie, Ilkaputiei, Ildamat, Ilsiria, Ilwuasinkishu, Ildalalekutuk and Ilaitayiok. Each section has its own name, territory, dialect, ceremonies, ways of building houses and kraals and leadership authority. Staple food: Milk, ghee, meat, blood of cattle, various herbs and plants. 1) Lengipaata A ceremony boys undertake just before circumcision. 2) Emorta It is the circumcision ceremony. It initiates boys into warrior hood. 3) Eunoto It is the graduation of warriors into elder hood. 4) Olngesherr Confirmation of total elder hood. Four major stages of a Maasais life: 1) Ikera Youth (before circumcision). 2) Emarota Youth (after circumcision). The Maasai are a close-knit society, where every member is just as important as another. Uncircumcised youths (Inkera) are responsible for herding and well fare of the cattle, the most important commodity of the Maasai. Circumcised youths (Emorata), eventually become the warriors (Ilmoran), who are totally responsible for protecting the tribe from rivals and other dangers such as lions. However, the Elders (Ilpayiani) are probably the most important people of all in Maasai society. Highly respected, the respect reserved for them is unsurpassed. They take all major decisions for the clan. Only elders are present for the meetings where decisions are taken. A non-elder is present only if the meeting is about that person. When a senior warrior prepares himself for his new life as an elder, he is told, Now that you are an elder, drop your weapons and use your head and wisdom instead and Master the are the tongue and wisdom of the mind. A new junior...
Tuesday, November 5, 2019
Warren G. Harding - 29th President of the United States
Warren G. Harding - 29th President of the United States Warren G. Hardings Childhood and Education Warren G. Harding was born on November 2, 1865 in Corsica, Ohio. His father was a doctor but he grew up on a farm. He learned at a small local school. At 15, he attended Ohio Central College and graduated in 1882. Family Ties Harding was the son of two doctor: George Tryon Harding and Phoebe Elizabeth Dickerson. He had tour sisters and one brother. On July 8, 1891, Harding married Florence Mabel Kling DeWolfe. She was divorced with one son. Harding is known to have had two extramarital affairs while married to Florence. He had no legitimate children. However, he did have one daughter through an extramarital affair with Nan Britton. Warren G. Hardings Career Before the Presidency Harding tried being a teacher, an insurance salesman, and a reporter before buying a newspaper called the Marion Star. In 1899, he was elected as an Ohio State Senator. He served until 1903. He then was elected to be lieutenant governor of Ohio. He attempted to run for the governorship but lost in 1910. In 1915, he became a U.S. Senator from Ohio. He served until 1921 when he became president. Becoming the President Harding was nominated to run for president for the Republican Party as a dark horse candidate. His running mate was Calvin Coolidge. He was opposed by Democrat James Cox. Harding won easily with 61% of the vote. Events and Accomplishments of Warren G. Harding’s Presidency President Hardings time in office was marked by some major scandals. The most significant scandal was that of Teapot Dome. Secretary of the Interior Albert Fall secretly sold the right to oil reserves in Teapot Dome, Wyoming to a private company in exchange for $308,000 and some cattle. He also sold the rights to other national oil reserves. He was caught and ended up being sentenced to one year in jail. Other officials under Harding were also implicated or convicted of bribery, fraud, conspiracy, and other forms of wrongdoing. Harding died before the events affected his presidency. Unlike his predecessor, Woodrow Wilson, Harding did not support America joining the League of Nations. His opposition meant that America did not join at all. The body ended in failure without Americas participation. Even though America did not ratify the Treaty of Paris ending World War I, Harding did sign a joint resolution officially ending the state of war between Germany and America. In 1921-22, America agreed to a limit of arms according to a set tonnage ratio between Great Britain, the U.S., Japan, France, and Italy. Further, America entered pacts to respect Pacific property of Great Britain, France, and Japan and to preserve the Open Door Policy in China. During Hardings time, he also spoke out on civil rights and pardoned Socialist Eugene V. Debs who had been convicted of anti-war demonstrations during World War I. On August 2, 1923, Harding died of a heart attack. Historical Significance Harding is seen as one of the worst presidents in American History. Much of this is due to the number of scandals that his appointees were involved in. He was important for keeping America out of the League of Nations while meeting with key nations to attempt to limit arms. He created the Bureau of the Budget as the first formal budgetary body. His early death probably saved him from impeachment over the many scandals of his administration.
Sunday, November 3, 2019
External vs. Internal Recruitment Essay Example | Topics and Well Written Essays - 1250 words
External vs. Internal Recruitment - Essay Example Recruitment refers to the process of locating potential applicants and encouraging them to apply for the anticipated or existing job openings. In simple words recruitment strategies are adopted with the purpose of creating a group of qualified, experienced and skilled people beforehand so that selection processes becomes easier and effective. In other words, recruitment is all about finding the right people in the right place at the right time with the right price. The entire recruitment process involves five key steps. These are preparing, selecting the recruiter, sourcing the candidates, taking legislative aspects into consideration and selecting the methods to be applied. The preparation process involves deciding on the various alternatives of recruitments. Sourcing of candidates might be done through consultants, the internet, and advertising. Each and every recruitment exercise can be considered as an opportunity of analyzing the job, updating person specification and describing the job. The main objective of any recruitment process is to ensure the presence of adequate and effective staffs in the organization. To guarantee this, appropriate people must be made aware of the existing job opportunities and efforts must be taken to make sure to these vacancies are properly filled. There are internal recruitment and external recruitment. Between the two the one that would be chosen depends on human resource policies, organizational strategies, financial condition and employee morale.
Friday, November 1, 2019
Customized bags Industry for Entrepreneurship class Essay
Customized bags Industry for Entrepreneurship class - Essay Example When shopping for a gift, consumers look for a selection that will make a lasting impression on the minds. Consumers perceive personalized gifts as value for money. In the face of global warming, depleting natural resources and increasing concern among the nature activists, the environment friendly custom bag industry upholds a good opportunity for willing investors and enthusiastic entrepreneurs to venture into. The objective is to start small and gradually scale growth. The method devised to enter the custom made bags industry is to set a web platform whereby customers will login to the website also choose the size and type of bag they want and then choose their favourite design or upload their personal photographs or set the names to be printed on the bag. However the crux of the plan is to provide only eco-friendly bags made from paper, jute and other natural fibres. Customers will also have the option to choose from a range of fashion bags made from post-consumption and industrial waste. Our website works as a bridge between the manufacturers of eco-friendly bags, designers and potential customers. Once an order is processed the bags will be customized using in-house expertise in printing and sewing and thereby delivered at the door step of the customer. To start off with we would cater to the needs and requirements of both retail and corporate clients. Retail customers would comprise today’s fashionable youths who value fashion accessories but at the same time are committed to keep the environment clean. The customized eco-friendly bags apart from serving their generic functionality also add a personal statement to the user. These custom made fashionable bags speak for themselves and gives the user his or her individuality. These bags can also be used as excellent gift items and this is where the corporate clients come into the picture.
Subscribe to:
Posts (Atom)