48 Inspiring, Wise, and Witty Quotes to End Your Emails

48 Inspiring, Wise, and Witty Quotes to End Your Emails Your email signature- an optional footer you can add to every message you send out- is an ideal place to put your name and contact information, so people can easily reach you in a variety of ways. If youre using personal email, its also a field where you might add a quote- a few short words that are inspiring, wise, or humorous to enlighten the reader. The remarks of famous writers, politicians, activists, and entertainers can serve as personal statements in the digital age. Find a quote that speaks to you and then use it as a sign-off at the end of your emails. Inspiring Quotes These quotes from Maya Angelou to Confucius to Mark Twain were handpicked to help the seeker in all of us- to keep us bounding forward even during the most challenging days. Maya Angelou We may encounter many defeats, but we must not be defeated. Walter Bagehot The great pleasure in life is doing what people say you cannot do. Simone de Beauvoir Change your life today. Dont gamble on the future, act now, without delay. Josh Billings To bring up a child in the way he should go, travel that way yourself once in a while. Confucius The more man meditates upon good thoughts, the better will be his world and the world at large. William Hazlitt The more we do, the more we can do. Gary Player The harder you work, the luckier you get. Jim Rohn Discipline is the bridge between goals and accomplishment. Eleanor Roosevelt With the new day comes new strength and new thoughts. Charles R. Swindoll Life is 10 percent what happens to you and 90 percent how you react to it. Rabindranath Tagore You cant cross the sea merely by standing and staring at the water. Mark Twain The secret of getting ahead is getting started. Wise Quotes An email signature can be a place to share a nugget of wisdom, something that expresses your personal values or outlook on life. If you work in education, you might choose a quote about teaching or learning. If youre a writer or a painter, you might choose a quote about the power of art. Bill Clinton There is nothing wrong with America that cannot be cured by what is right with America. Paul Ehrlich To err is human, but to really foul things up you need a computer. Euripides Friends show their love in times of trouble, not in happiness. Robert Frost In three words I can sum up everything Ive learned about life. It goes on. Gandhi There are limits to self-indulgence, none to self-restraint. Khalil Gibran The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind. Omar Khayyam Be happy for this moment. This moment is your life. Thomas La Mance Life is what happens to us while we are making other plans. Jawaharlal Nehru Life is like a game of cards. The hand that is dealt you represents determinism; the way you play it is free will. General George S. Patton Jr. Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity. Pablo Picasso The purpose of art is washing the dust of daily life off our souls. Josiah Royce Thinking is like loving and dying. Each of us must do it for himself. Rumi Let the beauty of what you love be what you do. Bertrand Russell No one gossips about other peoples secret virtues. George Sand There is only one happiness in this life, to love and be loved. William Shakespeare A fool thinks himself to be wise, but a wise man knows himself to be a fool. Robert S. Surtees It is better to be killed than frightened to death. Oscar Wilde Keep love in your heart. A life without it is like a sunless garden when the flowers are dead. William Butler Yeats Education is not the filling of a pail, but the lighting of a fire. Witty Quotes Email signatures dont have to be serious. If youre known for being lighthearted and making people laugh, you might be happier using a funny email signature, such as a quote from a comedian. A snappy one-liner or a clever zinger can leave the person on the other end with a smile- just be sure you know your audience well. Fred Allen I dont want to own anything that wont fit into my coffin. Woody Allen I am thankful for laughter, except when milk comes out of my nose. Louis Hector Berlioz Time is a great teacher, but unfortunately, it kills all its pupils. Red Buttons Never raise your hands to your kids. It leaves your groin unprotected. George Carlin The day after tomorrow is the third day of the rest of your life. Lawrence Ferlinghetti If youre too open-minded, your brains will fall out. Carrie Fisher Instant gratification takes too long. Benjamin Franklin Keep your eyes wide open before marriage, and half-shut afterward. Fran Lebowitz Youre only as good as your last haircut. P.J. ORourke Cleanliness becomes more important when godliness is unlikely. Charles M. Schulz I never made a mistake in my life. I thought I did once, but I was wrong. George Bernard Shaw Youth is wasted on the young. Lily Tomlin Man invented language to satisfy his deep need to complain. Mark Twain Go to Heaven for the climate, Hell for the company. Never put off until tomorrow what you can do the day after tomorrow. Mae West I generally avoid temptation unless I cant resist it. Steven Wright If at first you dont succeed, then skydiving definitely isnt for you.

Asking for Directions in German

Asking for Directions in German In this lesson youll learn German vocabulary and grammar related to going places, asking for simple directions, and receiving directions. This includes useful phrases such as  Wie  komme  ich  dorthin? for How do I get there? Youll find all of this very helpful when traveling in Germany, so lets start the lesson. The Tips You Need to Ask for Directions in German Asking  for directions is easy.  Understanding the torrent of German you may get back is another story. Most German textbooks and courses teach you how to  ask  the questions, but fail to deal adequately with the  understanding  aspect. Thats why we will also teach you some coping skills to help in such situations.   For example, you can ask your question in such a way that it will elicit a simple ja (yes) or nein  (no), or a simple left, straight ahead, or right answer. And dont forget that hand signals always work, no matter the language. Asking Where: Wo  vs.  Wohin German has two question words for asking where. One is wo? and is used when asking the location of someone or something. The other is wohin? and this is used when asking about motion or direction, as in where to. For instance, in English, you would use where to ask both Where are the keys? (location) and Where are you going? (motion/direction). In German these two questions require two different forms of where. Wo  sind die Schlà ¼ssel?  (Where are the keys?)​Wohin  gehen Sie?  (Where are you going?) In English, this can be compared to the difference between the location question wheres it at? (poor English, but it gets the idea across) and the direction question where to? But in German you can only use  wo?  for wheres it at? (location) and  wohin?  for where to? (direction).  This is a rule that cannot be broken. There are times when  wohin gets split in two, as in: Wo gehen Sie hin? But you cant use wo without hin to ask about motion or direction in German, they must both be included in the sentence. Directions (Richtungen) in German Now lets look at some common words and expressions related to directions and the places we might go. This is essential vocabulary that you will want to memorize. Notice that in some of the phrases below, the gender (der/die/das) may affect the article, as in in  die  Kirche (in the church) or an  den  See (to the lake). Simply pay attention to those times when gender changes der  to den  and you should be okay. Englisch Deutsch along/downGo along/down this street. entlangGehen Sie diese Straße entlang! backGo back. zurà ¼ckGehen Sie zurà ¼ck! in the direction of/towards... the train station the church the hotel in Richtung auf... den Bahnhof die Kirche das Hotel left - to the left links - nach links right - to the right rechts - nach rechts straight aheadKeep going straight ahead. geradeaus (guh-RAH-duh-ouse)Gehen Sieimmer geradeaus! up to, untilup to the traffic lightup to the cinema bis zum (masc./neut.)biszur (fem.)bis zur Ampelbiszum Kino Compass Directions (Himmel Srichtungen) The directions on the compass are relatively easy because the German words are similar to their English counterparts. After you learn the four basic directions, you can form more compass directions by combining words, just as you would in English. For example, northwest is  nordwesten, northeast is nordosten, southwest is sà ¼dwesten, etc. Englisch Deutsch north - to the northnorth of (Leipzig) der Nord(en) - nach Nordennà ¶rdlich von (Leipzig) south - to the southsouth of (Munich) der Sà ¼d(en) - nach Sà ¼densà ¼dlich von (Mà ¼nchen) east - to the easteast of (Frankfurt) der Ost(en) - nach Ostenà ¶stlich von (Frankfurt) west - to the westwest of (Cologne) der West(en) - nach Westenwestlich von (Kà ¶ln)

Analysis of the Easy Jets mission statement's significance Essay

Analysis of the Easy Jets mission statement's significance - Essay Example Analysis of the Easy Jet’s mission statement's significance to current circumstances The mission statement of an organization can very crucial for a number of reasons. This can be a very effective tool for getting senior managers to talk about their differences and thrash out a common viewpoint. Mission statements are more usually an expression of a companys purpose and ambition. The mission statement of a company is a sort of company flag to rally round and a signpost for all stakeholders. Mission statement defines the values and behaviour standards for managers and stakeholders. A good mission statement is an influential document designed to give lucidity and evoke an emotional response. A mission statement must not be too far ahead of the current situation or it will be dismissed with If they think thats how we work around here, they are as crazy as I always thought they were.2 Hence, one of the salient objectives of the mission statement of an organization is to spell out the purpose of the organization. A mission statement also guides a signpost for the stakehol ders. â€Å"To provide our customers with safe, good value, point-to-point air services. To effect and to offer a consistent and reliable product and fares appealing to leisure and business markets on a range of European routes.† It is evident from the mission statement of EasyJet that the company’s target segments are the people who travel for pleasure and the business people who travel from one city or country to another city or country for business purposes.

Software Engineering Essay Example | Topics and Well Written Essays - 750 words

Software Engineering - Essay Example In this regard, as the year changed from 1999 to 2000, the day became 01-01-00, and the machine considered it as January 1, 1900. Hence Y2K millennium bug proved itself just like a clicking time bomb that affected all the major computer applications (YourDictionary; Halpern). Dates are much Critical A lot of transactions related to various economy circumstances match their dates with database account having a future date or today's date. Thus, if the machine fails to grip the dates in the approved manner, bills do not get compensated, notices do not deliver and also results in date driven computations toward failure. Moreover, after 2000, all the systems those were not familiar with the change in millennium caused mistaken output with those applications that dealt directly or indirectly with future dates (YourDictionary; Halpern). Precautions In this regard, if the problems like Y2K or millennium bug are not remedied in a well mannered way, this could result in disruptions that may c ause delays in air flights and also towards the interruptions of landline services to trade bankruptcies to power fluctuations, and it might also cause in civil disturbances and global decline (YourDictionary; Halpern). ... However, in simple words we can say that a software process model is a simple description of those software related processes which are useful in presentation from diverse perspective. In this scenario, a considerable fraction of the active software manufacturing is obliged to construct software that follows documentation either partially or fully. In addition, it is proposed to guarantee this factor though which delivered software product meets the requirements that are defined properly in documentation (Nutt; Sommerville; Pressman; Acuna and Ferre). Software process models are very useful for giving an inspiration about the development of a product, tool or application that meets the challenges of global economy as much as possible. In addition, by adopting software modeling techniques software developers could be able to characterize new horizons in which they must keep strong view on changing trends of market that could affect our software product a lot. Moreover, a software proc ess model could be helpful for define a process for implementing and designing a software invention/product that complies with the documentation necessities or requirements. Thus, there is a link between business and software process development that’s why they both affect each other. In this regard we can relate business process modeling expertise to the domain of software engineering, which results in exploring weaknesses along with strengths of our developing models of cluster collaboration. On the other hand, if we analyze the basics of software process models no doubt it provides us with an unconventional technique to analyze, design, and track the software production processes. Additionally, it also creates easiness for us to attempt to demonstrate how the replica or model can

Inflation Management in Sri Lanka Essay Example for Free

Inflation Management in Sri Lanka Essay Amarasekara (2008, p. 37) also concluded that in most sub-samples, inflation does not decline following a contractionary policy shock, possibly due to the longer lag effect. Innovations to money growth raise the interest rate, and when inflation does respond, it reacts to monetary innovations faster than GDP growth does. International Monetary Fund (2008) showed that changes in policy interest rates have significant effects on output but a small impact on inflation. Credit does not respond strongly to changes in policy interest rates. 3. Objectives of the Study The Central bank conducts monetary policy to achieve its one of primary objectives of price stability by changing interest rate and money supply. Therefore, the main objective of the study is to identify the relationship between the interest rate and inflation in Sri Lanka. A successful monetary policy strategy requires an understanding of the relationship between operating instruments of monetary policy (i. e. interest rate) and the ultimate goals like the price stability and output. Therefore, the study will help to identify the effectiveness of policy rates as a monetary policy instrument for inflation management. . Model, Methodology and Data Analysis Model and Methodology A regression model will be used to estimate the effect of key variables on inflation. The main concern of the study is the effect of the interest rate on the inflation. However, the model will be incomplete without including the variables below. This study tries to improve past models done by Sri Lankan economists by including additional macroeconomic variables namely; unemployment (UN), budget deficit (BD) and foreign inflation (FI) to remove any omitt ed variables bias. In this analysis, MMR is used as changes in policy rate are immediately transmitted to MMR. Inflation: According to previous literature, past inflation has an effect on current inflation through expectations. Here the Colombo Consumer Price Index (CCPI) is used. Exchange rate (ER): Changes in in the exchange rate affects the price of exports and imports in the country, and thus has a direct effect on inflation as Sri Lanka is heavily depend on international trade. GDP growth (GDP): The GDP is seasonally adjusted to capture seasonality. Unemployment (UN): According to the Phillips Curve there is an inverse relationship between unemployment and inflation. Foreign Inflation (FI): In 2011, imports accounted for 37. 6% of GDP (CBSL Annual Report 2011) in Sri Lanka, and therefore prices of goods and services of Sri Lanka’s major trading partners can have an influential effect on inflation. Budget Deficit (BD): Most of the past literatures in Sri Lanka have omitted this important variable. However, public finance is an important issue in Sri Lanka and the effect of Monetary Policy cannot be studied without it. Data Collection For this study quarterly data will be obtained for all the variables from the first quarter of 1996 to the last quarter of 2011. The main data sources of the analysis are Annual Reports of CBSL, Monthly Bulletins of CBSL, other publications of CBSL, Annual Reports and Quarterly Reports of the Department of Census and Statistics of Sri Lanka, and the World Bank Report 2011-2012. Analytical Tools The OLS regression model will describe the significance of key variables of the model and the effectiveness of the model in explaining the objective of the study. Apart from the simple OLS regression analysis, various econometric models will be used to obtain outcomes such as unit-root tests, Granger causality tests, impulse response and AR-root tests and Vector auto regression. The Ramsey’s Reset Test will be used for checking functional form mis-specification of the model. The normality of errors and other non-spherical disturbances will be checked using White’s Test (for Heteroskedasticity) and Durbin Watson Test (for serial correlation). The model also will be tested by omitting the interest rate variable and regressing the restricted model using J-Test to determine if the model is very different.

Great Gatsby :: essays papers

Great Gatsby Two prevalent themes portrayed in The Great Gatsby are money and social status, both which coincide with the novel’s four settings: East Egg, West Egg, the Valley of Ashes, and New York. As Natania stated, these different locations are used to â€Å"show the absurdities of modern life,† as well as to dictate social class from the upper royal status of the East Egg community to the common folk of New York. Fitzgerald uses these settings and the actions of characters within them to define and set boundaries between financial and social status of the roaring 20’s. An example of Fitzgerald’s technique lies in the comparison of Myrtle Wilson’s party in her New York apartment to one of Gatsby’s many summer parties in his West Egg mansion. Through descriptions of guests coming and going frequently, and the obnoxious drinking and wild conversation going on at the New York and West Egg parties, the reader can conclude that neither of these locations are above the social standing of an upper class party of East Egg, such as one at Tom and Daisy Buchanan’s without the slight insanity of their dysfunctional family. However, the differences between Myrtle and Gatsby’s parties are great and relevant to Fitzgerald’s theme. For example, the physical description of guests attending the party in New York gives knowledge to the reader of their lower class standing. Myrtle’s sister arrives with a â€Å"sticky bob of red hair† and wild, unnatural eyebrows and makeup, and Mr. McKee with lather showing on his cheekbone. His wife is described as â€Å"shrill, languid, handsome, and horrible,† quite the opposite of guests attending Gatsby’s party, and even the host himself. Fitzgerald describes Gatsby as a very clean cut, proud postured, gentlemanly looking man with hair which looks like it â€Å"were trimmed every day,† just as a stereotypical member of the social upper class should appear. Myrtle’s party included obnoxious, almost insane guests who were quick to speak their rude, blunt opinions and provide proof to Jordan Baker’s statement that â€Å"at small parties there isn’t any privacy.† In fact, Tom Buchanan was so uncivilized a guest as to punch Myrtle, his lover and the party’s hostess, and cause a bloody mess.

Assessment Of For And As Learning Essay

Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teacher’s role as a learning coach versus the teacher’s role of judging the extent of a student’s achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students’ observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr & Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a student’s prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives.

Aims of education Essay

Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless bore on God’s earth. What we should aim at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art. We have to remember that the valuable intellectual development is self- development, and that it mostly takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. A saying due to Archbishop Temple illustrates my meaning. Surprise was expressed at the success in after-life of a man, who as a boy at Rugby had been somewhat undistinguished. He answered, â€Å"It is not what they are at eighteen, it is what they become afterwards that matters. † In training a child to activity of thought, above all things we must beware of what I will call â€Å"inert ideas†-that is to say, ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations. In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine. The reason is, that they are overladen with inert ideas. Education with inert ideas is not only useless: it is, above all things, harmful – Corruptio optimi, pessima. Except at rare intervals of intellectual ferment, education in the past has been radically infected with inert ideas. That is the reason why uneducated clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible burden of inert ideas. Every intellectual revolution which has ever stirred humanity into greatness has been a passionate protest against inert ideas. Then, alas, with pathetic ignorance of human psychology, it has proceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning. Let us now ask how in our system of education we are to guard against this mental dryrot. We enunciate two educational commandments, â€Å"Do not teach too many subjects,† and again, â€Å"What you teach, teach thoroughly. † The result of teaching small parts of a large number of subjects is the passive reception of disconnected ideas, not illumined with any spark of vitality. Let the main ideas which are introduced into a child’s education be few and important, and let them be thrown into every combination possible. The child should make them his own, and should understand their application here and now in the circumstances of his actual life. From the very beginning of his education, the child should experience the joy of discovery. The discovery which he has to make, is that general ideas give an understanding of that stream of events which pours through his life, which is his life. By understanding I mean more than a mere logical analysis, though that is included. I mean â€Å"understanding† in the sense in which it is used in the French.

Management consultancy is an insecure business Essays

Management consultancy is an insecure business Essays Management consultancy is an insecure business Essay Management consultancy is an insecure business Essay Management consultancy is an insecure concern â€Å"Management s seemingly relentless appetency for ‘solutions’ can be partially accounted for by the manner in which consultancy patterns, and the thoughts they promote, provide clients with the chance of a reassuring sense of control over organisation and individuality and yet at the same time reenforce such insecurities.† ( Sturdy, 1997 ) Indeed, Johansson ( 2004 ) claims that story-telling has been identified as a metaphor for direction consulting, as it focuses on the adviser as the â€Å"impression manager† . The converting power of strong narratives told by advisers is emphasised in Johansson’s article, in which direction consulting is conceptualised through the metaphor of story-making, placing co-operation and contemplation as characteristic characteristics. A specific consultancy procedure is interpreted as a co-operative attempt between the adviser and the client it which secret plan lines and characters are constructed, with secret plan s being either opened or closed and characters can be settled or negotiated. Therefore, story-making as a brooding act moves between heightening contemplation and preparing for action, and helps relieve client insecurities, by stating them a narrative where the consultant’s concluding solution is the 1 that fits the client’s demands. In contrast, Collins ( 2004 ) assesses the virtues of analyses that have called for a more developed and constructive academic battle with the direction consultancy industry. He argues that efforts to restructure academic involvement in the consulting industry will make little to better our grasp of the complex and mediated nature of direction advice so long as these both foremost remain trussed to a repudiation docket, and secondly concentrate entirely on the production of advice. As a consequence of these statements, he attempts to refocus attending on the ingestion of direction cognition, and on the users of advice, whilst directing attending to the users of formulas and cookery books as a metaphor. Hence, the article argues that a more constructive relationship with direction practicians awaits those who can â€Å"conceive of the grounds, fortunes and procedures that might interpret concern procedure reengineering ( BPR ) into entire quality direction ( TQM ) and ‘brandy b utter’ into ‘vodka margarine’.† In other words, Collins appears to believe that there advisers who can offer existent, touchable and mensurable solutions, instead than replies to client insecurities, have the chance to develop better relationships with their clients, and therefore diminish their exposure to market motions. Indeed, Craig ( 2005 ) is one of the biggest advocates of the instance against direction consultancy companies, and has existent credibleness, holding worked as a direction adviser for 20 old ages. Whilst Craig does non really cite the theories of Karl Marx ( 1867 ) , but he does corroborate Marx s observation that the staunchest advocators of capitalist economy will ever seek to pull strings the system in their favor. For illustration, a typical direction consultancy contract stipulates that the client will pick up the measure for the adviser s travel disbursals, which sounds sensible, until you consider that most consultancies have a trade with a travel agent, or agents, vouching them an terminal of twelvemonth volume price reduction. So, whilst the bill will be right at the clip of entry, the existent cost will be up to 25 per cent lupus erythematosus, a derived function that ends up in the consultancy’s histories, demoing that said consultancies are frequently diffident as to whether or non they will bring forth adequate gross from fees entirely. With respects to the work itself, harmonizing to Craig, most advisers are glorified time-and-motion analysts whose solution constantly plundering a big proportion of the work force. Once that has been achieved, along with the obvious cost nest eggs, they so move on to doing more money by selling â€Å"technology solutions† which, it emerges, are about ever contradictions in footings, as the jobs associated with the installing and direction of the new engineering frequently outweigh its benefits. Indeed, this is perchance one of the best illustrations of the insecurities which drive the industry: directors at houses are frequently so out of touch with modern engineering, and worried about being left buttocks, that they are willing to pass big sums of capital on implementing new systems, without sing whether or non they need them. ( Czarniawska and Mazza, 2003 ) It can credibly be argued that if concerns are foolish and insecure plenty to ask for advisers in, and so accept sub criterion or gratuitous work from them, so that is their job. Bruce ( 2004 ) argues that the thoughts of independency, nonpartisanship and good sense should be at the bosom of any direction plan, but these traits are mostly ignored by most companies. Therefore, the history of direction thoughts has been one of the seamless flows of ways by which companies, with a small aid from a consultancy house, have sought to transform their concern methods. However, these direction ‘fads’ have frequently been extraordinary, with nest eggs from changed procedures or additions in stockholder value, which seem to get down turn overing through the organisation, and frequently rather echt advantages do accrue. However, whilst most of these plans have produced initial successes, after a twosome of old ages, the direction squad which instigated the immense consultancy plan s tarts to interrupt up as people move on, and the new squad that bit by bit assembles does non needfully desire to transport on with what are now the old thoughts, as they are connected with the jobs and insecurities of the old direction. Besides, particularly when the consultancy favours manner and storytelling over substance, â€Å"it becomes really hard to place which successes or failures are to make with the planetary or domestic economic system traveling in different way and which to make with the internal and external attempts at the company.† ( Bruce, 2004 ) Many writers claim that the manner for ‘consultant bashing’ began with the most successful consultancy craze of recent history, re-engineering, which was driven by the managerial position of their current systems and processes as being outdated and deficient. â€Å"Critics claim that advisers treated re-engineering as a panacea for every complaint, and that they ignored the human side of direction, giving such intangible goods as committedness and creativeness to short-run efficiency. As a consequence, re-engineering normally led to demoralization and break instead than the radical betterments in efficiency touted by its proponents.† ( Wooldridge, 1997 ) Significantly, the academic laminitiss of re-engineering theory accept many of these charges, though they blame the direction advisers who, they say, misunderstood and misapplied their thoughts, in an effort to suit re-engineering to any job they discovered at a company. Although Wooldridge claims that many advoca tes of the theory admit that most efforts at re-engineering have ended in failure, Fincham and Evans ( 1999 ) explored concern procedure reengineering as a consultancy solution in the context of strategic alteration direction, instead than simply a one off ‘cure all’ attack. The found that modern procedure techniques used in consultancy, together with the nature of the responsible adviser function as being accountable to client, lead to the development of solutions which reliant on techniques and conceptual models, and therefore provided existent, touchable benefits. However Wooldridge ( 1997 ) claimed that these developments were excessively late, and that the recoil against re-engineering has turned into a recoil against direction crazes in general, and against the advisers who push them. Critics have two chief ailments, the first of which is that crazes fail to present, with re-engineering programmes being launched with great ostentation, merely to melt out as employees get bored, and directors move on to the following thing. Indeed, many consultancies react, and promote, managerial insecurity, by presenting so many crazes at the same time that directors have no opportunity of implementing them. The 2nd ailment is that, even where crazes lead to action, they frequently do more injury than good, by converting companies that they are undertaking their jobs, whilst deflecting clip and attending from the existent concern of direction. Above all, they frequently prompt the incorrect sort of action, frequently doing companies to acquire rid of in-between directors whose experience and connexions are unreplaceable, and bring forthing a â€Å"cult of empowerment† ( Wooldridge, 1997 ) , which has been blamed for promoting Bankss such as Denudations to manus excessively much power to junior staff, who so abused said power. In decision, many critics point out that many of the universe s best companies neer bother with crazes, as they have the assurance to trust on their ain judgement, and they have the common sense to gain that their jobs are peculiar to them and can non be treated with off-the-rack redresss. This can be said to be true of any peculiar company, and therefore direction consultancy can so by an insecure concern, if directors are insecure plenty to allow it be sold to them as such. However, if a house has the intelligence, common sense, and nervus to demand a trim solution, specific to their company’s jobs, so they can bask existent benefits from the alone solutions and external cognition and experience that consultancy houses can convey. Mentions: Bruce, R. ( 2004 )Is it clip to interrupt the adviser s enchantment?Accountancy ; Vol. 133, Issue 1329, p. 22. Collins, D. ( 2004 )Who put the con in consultancy? Fads, formulas and ‘vodka margarine’ .Human Relations ; Vol. 57, Issue 5, p. 553. Craig, D. ( 2005 )Heist! : The Scandalous Inside Story of the Management Consulting Money Machine.Original Book Company. Czarniawska, B. and Mazza, C. ( 2003 )Consulting as a liminal infinite.Human Relations ; Vol. 56, Issue 3, p. 267. Fincham, R. and Evans, M. ( 1999 )The advisers violative: Reengineering from craze to technique.New Technology, Work A ; Employment ; Vol. 14, Issue 1, p. 32. Johansson, A. W. ( 2004 )Consulting as story-making.Journal of Management Development ; Vol. 23, Issue 4, p. 339. Marx, K. ( 1867 )Das Kapital ; Vol 1.Progress Publishers ; Moscow, USSR. ( Published 1887 ) Sturdy, A. ( 1997 )The Consultancy Process-An Insecure Business?Journal of Management Studies ; Vol. 34, Issue 3, p. 389. Wooldridge, A. ( 1997 )The recoil begins.The Economist ; Vol. 342, Issue 8009, Management consultancy study, p. 20.

Definition of Embodiment in Patents

Definition of Embodiment in Patents Embodiment by definition is a manner in which an invention can be made, used, practiced or expressed. Embodiment in Patent Applications The phrase embodiment will be in your patent application, as part of the legalese used. In a patent application, the specification will include descriptions of the preferred embodiments. If you read a patent you will often see a section headlined DESCRIPTION OF THE PREFERRED EMBODIMENT. You will often refer to some aspect of your invention as an embodiment in descriptions. Looking at examples of how the word is used should make what it means and how to use the word clearer. Examples The following examples are more fully described in the first link box below. DESCRIPTION OF THE PREFERRED EMBODIMENTFIG. 1 is a partial sectional view of a Halloween mask with a flash device in accordance with a preferred embodiment of the present invention.FIG. 1 is a front pictorial perspective view of a wireless telephone constructed in accordance with an embodiment the present invention;

PayPal Case Study Essay Example | Topics and Well Written Essays - 500 words

PayPal Case Study - Essay Example Lots of paypal sellers do not receive payment for items sold through paypal due to credit card fraud and blame paypal for it. Likewise, many buyers do not receivee the goods ordered and paid via paypal as the merchant was bogus and hence blame paypal for not verifying the sellers. Paypal contact number is not easily found on their website. The number is buried deep inside their website. Customers believe that paypal does it on purpose so that they will not be contacted easily. Morover, the customer service number for personal accounts is not toll free and since there is usually a long wait time. Many users also complain that the Terms of Service are not fully disclosed during sign-up. Due to a Paypal email password scam, a lot of user passwords have been hacked. Although the emails requesting passwords were not sent by paypal, this has affected a lot of customers and cost them a lot of money. Inspite of all the criticism it faces, paypal is an increasingly popular method of payment which satisfies a niche market of e-tailers who favor it due to its low transaction fees and global usage. Paypal has been accused of being unethical. But the steps which Paypal has taken to reduce criticism, given below, prove that this accusation is not true. Inorder to combat buyer fraud, paypal uses advanced software to