Resurrection of Jesus - 906 Words

There are times when fear becomes our worst enemy. We imagine things and situations and we become scared. But all we need to do is bring it in the open. Talk about your fears. For all you know, our fears are mere products of our imagination, and they will never happen in our lives. Discussing your problems with your parents will help a lot to overcome your fears. Of all people around you, your parents are the ones who will never let you down. Being open to hem shows maturity and you will gain your parents’ admiration and trust. There are times when they will turn down a request, but rest assured that they only want what is best for you. The Lord is risen On the first day of the week, Mary Magdalena came to the tomb early in the†¦show more content†¦But you will receive power when the holy Spirit comes upon you, and you will be my witnesses in Jerusalem, throughout Judea and Samaria, and to the ends of the earth.† When he had said this, as they were looking on, he was lifted up and a cloud took him from their sight. While they were looking intently at the sky as he was going, suddenly two men dressed in white garments stood beside them. They said, â€Å"Men of Galilee, why are you standing there looking at the sky? This Jesus who has been taken up from you into heaven will return in the same way as you have seen him going into heaven.† Then they returned to Jerusalem from the mount called Olivet, which is near Jerusalem, a Sabbath day’s journeyShow MoreRelatedThe Resurrection Of Jesus Christ1557 Words   |  7 PagesCHRISTIANITY Claim Christianity claims that God sent his only son, Jesus Christ, to earth over 2,000 years ago to save humanity from sin. One of the main reasons Jesus was sent to earth was to preach the word of God and convert people into Christians. Jesus is the perfect human and was created in God’s image. Although Jesus is not God, God is Jesus. So for those few individuals that saw Jesus Christ have seen the face of God. Unlike other religions, Christians do not have to ponder about what GodRead MoreThe Resurrection Of Jesus Christ1916 Words   |  8 Pagesdo not believe in the resurrection of Jesus. To take the resurrection out of Christianity is like taking the heat out of fire, the darkness out of the night, all the blood out of a man. Simply put, you cannot separate the resurrection from Christianity. The resurrection of Christ is the hinge on which Christianity hangs. It is the foundation of our faith. Yet there are many who try to refute this momentous history of the church. Josh McD owell said, â€Å"The resurrection of Jesus Christ is either one ofRead MoreSignificance Of The Resurrection Of Jesus1511 Words   |  7 Pageswhat is the significance of the resurrection of Jesus? Student No. D Essay Title: What is the Significance of the Resurrection of Jesus? In this task, I will investigate a range of academic literature to answer the essay question ‘What is the Significance of the Resurrection of Jesus?’ and the influence it has on the Christian life. As Christians Easter Sunday is the day that we celebrate the resurrection of Christ. Marcus, Borg and Wright (2009) discuss Jesus in terms of a pre-and post-EasterRead MoreCrucifixion And Resurrection Of Jesus1482 Words   |  6 Pages Crucifixion and Resurrection of Christ in History For the Jews, Jesus arrived as the long awaited Messiah. But on His arrival many did not recognize Him. Others refused to accept Him because He did not fit their image as a King. Everywhere He went in His short life on earth, He made enemies and devoted friends. Men hated Him so deeply that they sought to end His life and did crucify Him. Amazingly as the Bible had predicted centuries before their occurrence, all of the events of His life fromRead MoreThe Resurrection Of Jesus Christ1168 Words   |  5 PagesThe resurrection of Jesus Christ is one of the most debated issues throughout history. Christians place their trust in a resurrected Christ for salvation and a promise of eternal life. If the resurrection never happened, Christianity is a lie and people have been mislead for generations. On the other hand if the resurrection is true, Christianity is true also. This issue is of extreme importance because one’s soul is at stake. If all the claims that Christians make fo r the resurrection are trueRead MoreThe Resurrection Of Jesus Christ996 Words   |  4 Pagesthe resurrection of Jesus Christ there are many different theories on what actually happened. As Christians we believe what is said in the Bible, but sometimes our minds cannot help but wonder what if. The legitimacy of the Bible regarding the resurrection of Jesus has been questioned time and again, what most do not realize is, there is proof that Jesus rose from the grave. With the empty tomb, eyewitnesses and the changed lives of the Disciples, we are able to prove that the resurrection of JesusRead MoreThe Spiritual Resurrection Of Jesus785 Words   |  4 Pagesphysical resurrection of Jesus, yet still profess to be Christians. I am not sure how they work all that out, but for me the physical resurrection, taken together with the death of Jesus on the cross and the Ascension, are fundamental to the belief that Jesus Christ is the Son of God. Part of the proof of who Jesus is comes from the Resurrection. As we read in the Gospel stories and in the opening chapter of Acts of the Apostles, the physical resurrection of Jesus was proof for the Apostles, Jesus’ closestRead MoreEssay on The Resurrection Of Jesus Christ1523 Words   |  7 Pages The Resurrection of Jesus Christ nbsp;nbsp;nbsp;nbsp;nbsp;No other event in history has been the object of as much scrutiny and criticism as the resurrection of Jesus Christ. The resurrection of Christ is the basis upon which all Christianity stands. If the resurrection never happened, then there would be no Christianity, as the Apostle Paul says in 1 Corinthians 15:14, quot;And if Christ has not been raised, our preaching is useless and so is your faith.quot; This is why opponents of theRead MoreThe Cornerstone of Christian Faith: the Resurrection of Jesus864 Words   |  4 PagesThe resurrection of Jesus Christ separates Christianity from all other religions. Christianity without the literal, physical resurrection of Jesus Christ from the dead is merely one religion among many. And if Christ is not risen, said the Apostle Paul, then our preaching is empty and your faith is in vain†. (1 Corinthians 15:14) Furthermore, You are still in your sins!† Paul could not have chosen stronger language. (Mohler) Still, the resurrection of Jesus Christ has been under persistentRead MoreJesus s Death, Burial And Resurrection1977 Words   |  8 Pages This paper will show the facts in regards to Jesus’s death, burial and resurrection, as the bible states. This paper will also show how reading these passages have impacted my life and how I grasp and understand the scriptures. Being a college student at a Baptist school, many people believe that I should know what the scriptures say, because I am at a baptist school. Though I am not fluent in the scriptures, reading the passages from the views of different disciples helped me get an understanding

Abortion Matters of Life and Death Casts Dispersions on...

Abortion A. Jonathan Glover, in his article Matters of Life and Death casts dispersions on both pro-abortion and anti-abortion debates citing them as too knee-jerk emotional reactions diminishing the inherent complexity of the other side (1. Glover, CC2006, p. 0110). Glover comprehensively addresses the key points of both sides of the abortion debate and evaluates their inherent virtues, especially for those who hold these opinions, then methodically points out its flaws. Ultimately, Glover comes to the conclusion that though a fetus is a human at the moment of conception, the right to abort lies with the mother and her own self-determination. Glover begins his article by claiming that the status of the fetus, historically, has been†¦show more content†¦There are essentially three objections to murder: it takes away the victims autonomy, it prevents the victim from years of life it was due, and the effects of others who had some relation to the victim (6. Glover, CC2006, p. 0110). Casting aside religious teachings because of the variety of religions, Glover focuses on these three objections. Glover claims that a fetus has no real autonomy of its own, thus can not be afforded its own rights and that even if the fetus did have rights, the rights and autonomy of the mother supercede the rights of the fetus (7. Glover, CC2006, p. 0113). In this way, the second reason also falls by the leeway because years of life due to the mother if her life was threatened by the pregnancy or the years she has to invest in raising an unwanted child is usurped by the birth of the fetus. And finally, though not explicitly mentioned, th e only other person that a fetus has any relation or interaction with is the mother, thus if the mother wants the fetus aborted, the moral implications that arise reside solely with the mother. It is in this way that Glover returns to his original assertion that to deny women the right to control what happens in their bodies is wrong, but cautions that a fetus is a human right at conception, so ending the life of the fetus is equal to ending the life of any human, yet the rights afforded to women trump all of this and whatever moral pitfalls that aShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesGlobalization 16 †¢ Managing Workforce Diversity 18 †¢ Improving Customer Service 18 †¢ Improving People Skills 19 †¢ Stimulating Innovation and Change 20 †¢ Coping with â€Å"Temporariness† 20 †¢ Working in Networked Organizations 20 †¢ Helping Employees Balance Work–Life Conflicts 21 †¢ Creating a Positive Work Environment 22 †¢ Improving Ethical Behavior 22 Coming Attractions: Developing an OB Model 23 An Overview 23 à ¢â‚¬ ¢ Inputs 24 †¢ Processes 25 †¢ Outcomes 25 Summary and Implications for Managers 30 S A L Self-Assessment

The Impact of Corns on the Antalgic Nature of The Human Foot

Question: Discuss about the Impact of Corns on the Antalgic Nature of The Human Foot. Answer: Introduction Human gait refers to the forward propulsion of the human body through limb movement (Shutler, 2004). The following is an analysis of a patient with a tremendously painful corn located under the first metatarsophalangeal joint. This paper will attempt to elaborate the impact that a corn has on a persons gait. Gait Pattern, Impacts of Antalgic Gait, and Normal Gait According to Kennedy, (2010) corns are tiny circles of thick skin that typically develop on the upper and lower parts of the foot. The painful nature of corns comes about due to the constant skin irritation, done by a shoe (Hawke and Burns, 2009). Given that a corn is more than likely located under the metatarsophalangeal joint, then a patient's gait may be referred to as antalgic. Antalgic gait is an abnormality in a persons style of walking caused by worsening pain when bearing weight on one limb. Antalgic gait caused by pain in the foot may lead to a reduced walk length and lessened weight-bearing on the affected leg. If the problems arise from a corn related discomfort in the front of the foot, then the inclination is to avoid toe-off. The gait cycle refers to walking sequences that start when one foot touches the ground and ends when the same foot touches the ground again. A normal gait cycle is typically made up of two phases which include stance phase and swing phase. The stance phase accounts for 60% of the gait cycle while the swing phase accounts for 40% of the sequence (Mickle et al., 2011). The stance phase commences with the heel strike which is the moment when the heel touches the ground. In this step, the toe does not touch the ground thus patients with a corn may experience minimal pain. After the heel strike phase, the support period where the entire foot of the leading leg touches the ground and muscles work to relieve the force exerted. Here the patients may experience minimum pain while preparing to enter the toe-off stage. During the toe-off phase, the foot makes to thrust the entire leg until it leaves the ground. The toe off phase is where a patient gets compromised, and due to maximum pain caused by the corn, he or she feels extreme pain during movement. During normal gait, a person can smoothly coordinate his or her movement thus weight transfer from the right leg to the left leg takes place smoothly (Jordan et al., 2007). The subsequent swing stage follows while the patient struggles to regain normal gait. Acceleration and deceleration make up the final swing phase. In the acceleration stage, extreme corn related is present given that the swing leg propels the whole body forward. Here a person knows about the painful nature of the corn and knows acceleration will only lead to increased pain. Conclusion To avoid the stress and suffering experienced during gait, the person reduces the overall time taken in the stance phase to prevent further agony. A person with a corn may also avoid acceleration in the swing stage and walk with a slow, manageable pace. References Shutler, J.D., Grant, M.G., Nixon, M.S. and Carter, J.N., 2004. On a large sequence-based human gait database. InApplications and Science in Soft Computing(pp. 339-346). Springer Berlin Heidelberg. Kennedy, C.T.C., Burd, D.A.R. and Creamer, D., 2010. Mechanical and thermal injury.Rook's Textbook of Dermatology, Eighth Edition, pp.1-94. Hawke, F. and Burns, J., 2009. Understanding the nature and mechanism of foot pain.Journal of foot and ankle research,2(1), p.1. Mickle, K.J., Munro, B.J., Lord, S.R., Menz, H.B. and Steele, J.R., 2011. Gait, balance and plantar pressures in older people with toe deformities.Gait posture,34(3), pp.347-351. Jordan, K., Challis, J.H. and Newell, K.M., 2007. Walking speed influences on gait cycle variability.Gait posture,26(1), pp.128-134.

My Ideal University free essay sample

Therefore, when a umber of different materials are pasted together to create a collage it can be said that a work of art has been created. The title of my college is, My Ideal University: University of Pennsylvania, Although it does not portray many aspects of the schools but it shows a summarized picture of what I want to see and like in an educational instruction. I can say that my collage is realistic because it depicts someone or something that actually exist. I decided to make a collage about the University of Pennsylvania because it the institutions where I have planned complete y doctorate degree. University of Pennsylvania offers full-time undergraduate study in four of its 12 schools and interdisciplinary programs that allow students to draw on the resources of the entire University. In as much as it is an ivy-league school, the institution help students shine like the sinking stars. We will write a custom essay sample on My Ideal University or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The institution was founded by Benjamin Franklin who was one of the founding fathers of the United of States.Looking at my collage once can see different pictures. These pictures depict what I want to see in next school I will attend further my education. The picture of books mean, I want to be able to have access to different kinds of book in order for me to explore across different disciplines. The picture of the Claire M. Fagin Hall is the home of the school of nursing; this is building where I see myself learning in a few years time after completing my studies here at Calvin University.The circled shaped picture with different students means, I want a school that is diverse. At University of Pennsylvania, they take pride in the myriad ways that diversity enriches their curriculum, and the cultural and social life of their campus. Their commitment to achieving eminence through diversity is ultimately a commitment to creating a more vibrant university so that their graduates will be both stimulated and empowered to shape a better world. I want to be part of such students that will make the world a better place.I want to be exposed to the vibrancy, richness and nuance of diverse life experiences. The picture of a large beaker with two test tubes in it means I want an institution where I would not only continue to do cutting edge research, but be able to conduct research in a well-equipped laboratory with smart scientist from efferent part of the word; an institution that will allow me to test-drive ideas in real world setting and preparing me to make impact in established and emerging fields.The picture of a young male on red sweater in collage is an imagination how I will see myself smiling and been happy for achieving my goals at university of Pennsylvania. The other picture on my collage generally shows what a good university should have. I find making a collage fascinating because it is different from the usual art techniques. For example, I can remember when my art appreciation instructor was bout to make a painting or a sculpture; he either starts with a clean board and fresh paints or a block of wood or tub of clay.But when he was making the demonstration for making a collage he started with collection of miscellaneous Junk bits and pieces of papers, magazines and glue. His demonstration was done in six minutes and his collage was created. Although collages differs, generally making a collage is not time consuming especially if the artist knows what he or she was to create. The material the artist gather will have a lot to do with the sort of results they get. When making the collage, I didnt go out looking for specific things.All I did was to cut photographs and pictures that I find interesting. I selected pictures what has a particular quality and suggestion about what I perceive. I ensured that the materials that I have decided to use were arranged and combined to make a dramatic, pleasing, interesting and beautiful composition. To achieve this goal, first of all, I imagined how I want my materials to be combined, I experimented with materials with different lines, shapes, form and colors and images and ideas. This part was fun cause with collage making an imagination was not hard to do.I continued to arrange and rearrange the materials I have chosen until I got a layout or pattern which stratified my artistic taste; I finally and permanently glued them down. When making this collage, I realized that the most important tool was a pair of good, sharp scissors. It was used to cut the pictures into fined shapes and form. Another important tool was a white Lemurs school glue. This was used because it was less expensive, washable, safe and non-toxic. I applied it with a large, soft brush which I eve gotten from the art lab class in Laymans Hall. I ensure the glued was spread to all the edges of each piece which I want to paste on my card board paper. After finishing my work, my hand were messy with the glue, I was sad at first because I thought the dirt would not clean off after I wash them, but I was excited that it did go off after I washed my hands. As an artist, I used a collage to explain my future academic goal of attending an Ivy League school University of Pennsylvania, an institution that is committed to making its education accessible to the most rumoring students from every background through no-loan financial aid.

Free Essays on Spanish American War

The end of the nineteenth century saw the birth of a new American attitude and ideology. The events that led up to the Spanish American War in 1898 and the results of it changed America’s view of expansion. The war with Spain was not fought over territory but for Cuban independence, yet war and the results of the Treaty of Paris gained the United States imperial status. The explosion of the US battleship Maine was the event that triggered the United States to fight a war with Spain. During the war President McKinley and others began to express the idea that it was the country’s â€Å"destiny† to have territories outside of the borders of the United States. The war also led to the end of Spanish rule in the Western hemisphere when Spain gave up Puerto Rico to the United States. The situation with Cuba and the decision not to take on Cuba as a territory along with the United States stance that wanted to see Cuba independent was a key factor to American imperialism. The United States acquiring the Philippines was the cornerstone of American imperialism. This group of islands would define America as an imperial nation but would also be the most controversial. The Spanish American War, and the results of it, led to the downfall of the Spanish empire and allowed for the emergence of the new American empire. The United States sent the battleship Maine to Havana Harbor to protect the Americans that were in Cuba. On February 15, 1898, the ship exploded in the harbor. 1 The results of the explosion led to an outcry from both politicians and the American public. In the opinion of the American people Spain had caused the explosion because of tension between the United States and Spanish governments. The people in the United States wanted to see retaliation against Spain for sinking the Maine. Newspaper journalist used yellow journalism to make the news sound more dramatic and incredible than it really was to amplify the emotions of the pe... Free Essays on Spanish American War Free Essays on Spanish American War The end of the nineteenth century saw the birth of a new American attitude and ideology. The events that led up to the Spanish American War in 1898 and the results of it changed America’s view of expansion. The war with Spain was not fought over territory but for Cuban independence, yet war and the results of the Treaty of Paris gained the United States imperial status. The explosion of the US battleship Maine was the event that triggered the United States to fight a war with Spain. During the war President McKinley and others began to express the idea that it was the country’s â€Å"destiny† to have territories outside of the borders of the United States. The war also led to the end of Spanish rule in the Western hemisphere when Spain gave up Puerto Rico to the United States. The situation with Cuba and the decision not to take on Cuba as a territory along with the United States stance that wanted to see Cuba independent was a key factor to American imperialism. The United States acquiring the Philippines was the cornerstone of American imperialism. This group of islands would define America as an imperial nation but would also be the most controversial. The Spanish American War, and the results of it, led to the downfall of the Spanish empire and allowed for the emergence of the new American empire. The United States sent the battleship Maine to Havana Harbor to protect the Americans that were in Cuba. On February 15, 1898, the ship exploded in the harbor. 1 The results of the explosion led to an outcry from both politicians and the American public. In the opinion of the American people Spain had caused the explosion because of tension between the United States and Spanish governments. The people in the United States wanted to see retaliation against Spain for sinking the Maine. Newspaper journalist used yellow journalism to make the news sound more dramatic and incredible than it really was to amplify the emotions of the pe...

Social Media Approval Process How to Build the Best One For You

Social Media Approval Process How to Build the Best One For You Trying to approve the numerous social media posts your try to publish every day is exhausting. The time it takes for your content to get approval all the way up your ends up costing the precious time your team needs. With a social media content approval process, your team will get back that much-needed time and publish content faster and easier. In this blog post youll learn: How to create your social media approval process How to plan out your teams time by tracking how long it takes to complete projects How to save your teams time by shortening your approval processHow to Create the Best Social Media Content Approval ProcessHow To Create Your Own Social Media Approval Process Creating your own social media approval process will take time. Remember before we start, that the social media approval process that we create for this example may look different then the one you create for your team. Thats okay! Lets get started. 1. How Much Time Do Your Higher Ups Need To Approve Content? If you have to send content up to your boss (or another level or two above them) it's going to take a while for that content to make its way up the ladder. Which means you need time. Talk to your boss (or their boss), and help determine how much time it will take them to review a standard social media campaign. For us, a standard social campaign contains: 1 Facebook post 10 Twitter posts 3 Pinterest pins 2 Google+ posts 2 LinkedIn posts Your campaigns could contain more Facebook posts, fewer tweets and more pins. How you build your campaigns will be determine by your audience, and where you want to concentrate your efforts. To keep track of what your standard social media campaign looks like, download our social media approval process workbook, and follow along with this post to fill it out. So if your social media manager takes three days to look over that content, your marketing manager takes 5  days to review that content, and your CMO takes seven  days, you have to send your content to your managers at least 15 days before publish. Time for approval may change if your standard social media campaign changes so don't be afraid to adjust times for different numbers of posts. Recommended Reading: How to Crush Social Media Campaign Planning How Much Time Does Your Social Media Specialist Need To Write All That Post Content? Now that you determined how much time your managers need to approve content, you need to figure out how much time your social media specialist needs to write that content. Again, we're going to use our standard social media campaign post numbers for this example. So you know that for our social media specialist writing social posts takes: 20 minutes per Facebook post 10 minutes per Twitter post 15 minutes per Pinterest post 10 minutes per LinkedIn post 10 minutes per Google+ post So with that information in mind you can continue filling out the workbook. With our social media campaign set you can estimate that it would take your social media specialist about 3 hours to complete the writing for the campaign. A little less than half a day. Recommended Reading: The Best Social Media Copywriting Guide to Be a Social Word Ninja 3. How Long Does It Take Your Media Team To Create Video/Graphics For Your Social Campaigns? As a final step to your planning, you have to figure out how long it takes your media and graphics team to work through and create their content. For some campaigns, this process could take much longer than the writing and approval process combined. Graphics + Design Let's start with your design team. So let's pretend that we need a standard graphic for each one of our example social posts. 1 for Facebook 10 for Twitter 3 for Pinterest 2 for LinkedIn 2 for Google+ That's 18 graphics. Now say those graphics, on average, take about 30 minutes a piece to design and 20 minutes to edit. That's about an hour per graphic. If we went by our example, it would take one graphic designer about 2 and a half days to complete the designs for one social media campaign. So what's the fix? Talk to your designers about the different kinds of graphics that they've created for your social media sites including: Static Images GIFs Infographics Have an estimate created on how much time it will take your designers to complete each image. By recording those estimated times you know: How far in advance you need to talk to your designers What types of graphics you have available for each channel Recommended Reading: How to Make the Best Social Media Images the Easy Way (+84 Free Images) Social Media Video How long your video can be on certain social sites will vary, so make sure you triple check those times before talking to your video team. Facebook Time Length: 45 minutes Twitter Time Length: 2 minutes and 20 seconds Instagram Time Length: 60 seconds Pinterest Time Length: no limit Google+: 15 minutes (but they can be longer since you can connect your Google+ and YouTube accounts) LinkedIn: no limit So if you go back to our example, we would need either: One video that is no longer then 2 minutes and 20 seconds long to fit all the channels Five different videos that can vary in length So how does that look in our workbook? Talk to your video team and layout the different video lengths you would need for each channel and the time they think it would take to film. Now are you ever going to have a 45 minute Facebook, probably not. But once your team knows how long it will take to film a five-minute video for Facebook, they'll know how long it will take to film a five-minute video for Google+. Once your video team can estimate filming time, they can move on to editing. It's important to include both times as it may take your team longer to edit a video then it did to film it. So for this example, we would need to let our video team know about the social media campaign 7 days before it needs to go to the first manager for approval. Recommended Reading: How to Get Started With Twitter Video Marketing How to Do Facebook Video Marketing the Right Way Transfer All Your Data Into An Approval Process So now that you have all your teams on a deadline, it's time to transfer all of that into an approval process. Our example would look something like this. Video creation and editing (23 days before publish) Graphics creation and editing (19 days before publish) Write social posts (18 days before publish) Approve content by Social Media Manager (16 days before publish) Approve content by Marketing Manager (13 days before publish) Approve content by CMO (8 days before publish) Publish content (0 days before publish) Looks pretty good huh? But that process means you still need to plan your content at least a month in advance. What if I told you I could make that process faster? How To Shorten Your Approval Process You can cut your approval process time in half. I'm not kidding. Wanna know how? Cut Out The Need For Your Content To Go All The Way Up To Higher Management If you're a CMO reading this, (and even if you're not) you probably know how long it takes to get the social content you need to see approved. It takes even longer if your team is trying to publish a lot of content. Shortening the approval process and cutting out the need for upper management to make smaller decisions not only free's up your time, it free's up your team's. In fact, The Harvard Business Review did a whole article on how a 4-step process can help your senior management team make decisions. But, you may think to yourself, letting my team role with the punches is nerve-wracking. Look at what happened to Sea World, Applebees, and Cracker Barrel. Sea World has a disastrous social media campaign that completely backfired on them. Applebees faced an angry mob and instead of fixing the problem, pour gasoline on to the flames. And then there's Cracker Barrel. They still have yet to respond to the extreme social media backlash they faced when they refused to answer a question posed by the husband of a fired employee. All of these companies bounced back, but the internet never forgets what happens with social media. It becomes vital that your team is vigilant, careful and incredibly observant of trends and what's going out on your social pages. This might make you panic and never want to send another social post without an extreme approval process. You can counter those fears by thoroughly training your team. Show them what you expect your social posts to look like, how to spot and correct errors, and what to do if something does go wrong. By showing your team how to correct the work and make decisions without you, you're empowering them to get more done. If you needed even more reason to remove yourself from the approval process, remember this. As a leader you're not judged by the product your produce but by your team. If you're able to show that your team is not only effective but extremely efficient, what better win for you is there?

Managing a Golf Business Assignment Example | Topics and Well Written Essays - 3000 words

Managing a Golf Business - Assignment Example Rendering of ‘Custom-Fitting’ equipments for the individual golfers rather than depending on ‘Off-the-Shelf’ technique helped the company gain on larger revenue margins. The ‘Off-the-Shelf’ clubs depended more on the custom of ‘One-Size-Fits-For-All’ that tended to affect customer interests and thereby affected profits and revenues earned. Secondly the dry summer months add to the strength of the company in significantly contributing to the turnovers of the firm. Thirdly the work atmosphere in the Professional Golf Club is also found to be quite amicable and prosperous for development of business relations. The work atmosphere is also found quite congenial in fostering an environment that would promote innovation and empowerment. Weakness Firstly the current state of business affairs relating to the carrying out of the training operations of the Golf Professional Club is affected by the emergence of the winter and wet summer months. The business is affected owing to the wet outside soil restraining effective performance of golf training sessions.Such seasonal factors also happen to create obstacle to the optimal utilisation of the resources available with the Golf Club and thus restrain the effective meeting of customer care needs. Secondly the space rendered to carry out training activities indoors has also been seriously affected owing to unavailability of adequate space. Thus under-utilisation of the available space and resources coupled with bad weather and soil conditions contributed in weakening of the existing business conditions. Assessment of the Competition and the Market External Analysis of the Business Opportunities The demographic factors of the Mere Valley region render a host of opportunities for the P rofessional Golf Club to effectively thrive in the area. Mere Valley population consists of high income individuals and also composed of people from business backgrounds possessing a passion for Golf. These people are frequent visitors or members of the Golf Club that in turn reflects the opportunity for the club to further expand in helping the people to pursue Golf as an effective sport. Moreover the availability of large number of open spaces in the Mere Valley region also renders significant opportunities for the Golf Club to effectively grow and accommodate a larger crowd of trainees. Thus presence of required customer profiles along with open spaces effectively contributes in business continuity of the Golf Training and Professional Club in the region. Moreover the availability of baking facilities in the region also helps the different clubs to gain adequate loans for working on renovation and replenishment activities in an effective fashion. Threats Firstly owing to the pres ence of opportunities pertaining to required customer

What Special Educators Need to Know about Students with Learning Research Paper - 1

What Special Educators Need to Know about Students with Learning Disabilities - Research Paper Example With regards to the special education of the students with learning disabilities, some of these district policies usually find themselves in conflict with the CEC code of ethics. This creates a dilemma for both the teachers and the students under these policies. An example of such a conflict comes in with regards to the code of ethics outlining the disciplinary measures to be taken against students when they break the laws laid down by the institutions. According to the district policies, in the event of a discipline case, all the students are meant to receive the same kind of punishment without any form of biasness (Council for exceptional children, 2012). However, the code of ethics dictates that special consideration should be given to the students with learning disabilities. Their involvement in the disciplinary cases may not have been entirely their fault. This scenario presents a point of conflict between the district policies and the code of ethics. Another example is the evaluation of the students academically. This presents a conflict with the district policies, all the students are supposed to be evaluated on their merit based on the same rubric. However, the code of ethics clearly stated that these students with learning disabilities are supposed to be evaluated individually (Council for exceptional children, 2012). Their condition does not allow them to be evaluated on the same basis as other students. This presents a conflict in this issue. While looking at the characteristics of students with learning disabilities, it is very important that we do not overlook the fact that some of these students actually possess more than one of these characteristics. However, not all of the characteristics are commonly shared by the students.  

John Dewey on Education Essay Example for Free

John Dewey on Education Essay John Dewey, Mortimer Adler and Nel Noddings impacted our system of education in very profound ways. Dewey believed that there should be communication between the student and the teacher. Adler believed that schools should only teach the traditional courses (English, Math, Science, Social Studies and Foreign Language). Noddings believed that teachers should be more caring towards their students. John Dewey’s idea of education greatly affected our system of education today. John Dewey’s ideas for education were to concentrate on students’ psychological and sociological qualities. Dewey believed in promoting an â€Å"unconscious education† where â€Å"the individual gradually comes to share in the intellectual and moral resources which humanity has succeeded in getting together. He becomes an inheritor of the funded capital of civilization† (Dewey 261). In other words, he thought this was a good method for teachers to analyze a student’s behavior in order to teach them more effectively. This also provided an opportunity for the student to learn without even realizing it. Dewey stated that a student’s psychological needs were the basis of his method of education. The child’s own instinct and powers furnish the material and give the starting-point for all education† (Dewey 262). Dewey stressed the idea that, â€Å"Without insight into the psychological structure and activities of the individual the educative process will†¦be haphazard and arbitrary† (Dewey 262). Dewey was also extremely interested in the social aspects of a student. He said that the, â€Å"knowledge of social conditions, of the present state of civilization, is necessary in order to properly interpret the child’s powers† (Dewey 262). This was a new technique for an educator to see and distinguish the instincts and tendencies in a student. Therefore, in order for an educator to know more about a student he/she must first study the student’s psychological traits in order to understand the unique characteristics of a child’s capacities, interests and habits. Then the teacher must translate their findings into terms of what they believe the child is capable of in a social setting. In my opinion, Dewey showed a balance between the dialectic of academics and affective goals. This is also known as transaction, which is having both the teacher and the student interact in the classroom. Dewey believed that the academic goals of education should be, â€Å"a process of living and not a preparation for future living† (Dewey 263). He stated that the teachers’ job is not to influence him but to help guide the student into successfully forming with the community by letting the student experience some life occurrences. â€Å"The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child† (Dewey 263 – 264). Dewey also believed that tests should only be used to examine a child’s social capabilities in the real world. â€Å"Examinations are of use only so far as they test the child’s fitness for social life and reveal the place in which he can be of the most service and where he can receive the most help† (Dewey 264). In my opinion, this would be more of a conceptual test where the child can voice his or her own opinions. Dewey’s main affective goals were to deepen the child’s meaning of himself and his values. It is the business of the school to deepen and extend his sense of the values bound up in his home life† (Dewey 263). Dewey believed that it was important for the school to implement lessons that related to what a child would do at home. The school would also be responsible for simplifying their social life because; â€Å"existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction† (Dewey 263). Therefore, if the child is exposed to too much social stimulation he will become, â€Å"either unduly specialized or else disintegrated† (Dewey 263). I believe that Dewey’s views show that he is against standardization in schools. He believed that there was a lack of conscious states in schools. He asserts that children are, â€Å"thrown into a passive, receptive, or absorbing attitude† (Dewey 265). Dewey’s viewpoint is still an active discussion topic in today’s education system. However, some school districts insist on rote learning because their schools receive more funding when there is a high percentage of passing students on standardized tests. According to Linda McNeil, students are taught on how to pass these tests without really learning. For example, McNeil states that, â€Å"students report that in the drills on the TAAS reading section, they frequently mark answers without reading the sample text. They merely match key words in an answer choice with key words in the text† (McNeil 218). According to Dewey, this is â€Å"not permitted [in following] the law of nature† (Dewey 265), resulting in â€Å"friction and waste† (Dewey 265). Dewey believed that proper instruction should be exemplified by, â€Å"the preparation and presentation of lessons [which] might be more wisely and profitably expended in training the child’s power of imagery and in seeing to it that he was continually forming definite, vivid, and growing images of the various subjects with which he comes in contact in his experience† (Dewey 266). Standardization is not they key component of education, even though the state and federal government believe this is an important element for success. According to Gerald Bracey, when students are applying to college, the SAT exam should be used as a guideline and not the final decision in acceptance. Bracey stated that the, â€Å"SAT scores had been falling for fourteen years† (Bracey 47). He also stated that, â€Å"While the developers of the SAT still called their test a ‘mere supplement,’ the public now saw it as the platinum rod for measuring school performance. And that performance was getting worse† (Bracey 47). Somehow over time, a student’s SAT score developed into an extremely significant number which seemed to become the overall determination of a student’s intelligent. It seems harsh and unbalanced to put so much emphasis on one test. Of course, applicants are told that in combination with their SAT scores; their grades and outside activities are taken into consideration for college admittance. But the truth is these SAT scores still remain a huge factor for college applicants. Studies have shown that a high SAT score does not guarantee high grades in college however the politics behind these tests are stronger than the public’s opinion in order to get these tests repealed. Standardized tests do not lead the student to come into contact with the subject at hand or the experience related to it. They also do not show the overall picture of an individual or what he or she can contribute while attending college. Scott Thompson is against the test-based reform of today’s society. Thompson claims that, â€Å"The human hearts and minds of others, I believe, are simply too complex and too inaccessible to read as a book† (Thompson 160). Thompson argues that the differences between test-based reform and standards-based reform. He concluded that standards-based reform involves more cooperation from parents, teachers and the students. It also gives the students a high-quality method of learning and not simply learning techniques for test taking. â€Å"We should be interested in students who can produce high quality work rather than students who have mastered the ability to take standardized tests† (Thompson 159). Thompson would love to see that the idea of standardized tests be abandoned in the future. Thompson argues that by giving these students standardized tests that they are reducing their potential of demonstrating their intellect, social and personal sides to the community. Test-based reform, through its focus on high-stakes test, narrows the curriculum to what is included on the tests and reduces instructional practice to test preparation† (Thompson 159). In contrast, â€Å"standards-based reform†¦involves a complete abandonment of the bureaucratic, ‘seat time’ approach to education and replaces it with a system of learning communities dedicated to helping all students reach their intellectual, social, and personal potential† (Thompson 159). To summarize, without requiring students to take standardized tests they will greatly increase their academic potential and affective abilities. Bill Bigelow also stresses his concern of standardization. He believes that, â€Å"social studies knowledge is little more than acquiring piles of disconnected facts about the world† (Bigelow 231) and that â€Å"the world can’t be chopped into multiple choice questions, [in] that you can’t bubble in the truth with a number-two pencil† (Bigelow 239). Bigelow would be ecstatic to see the state do away with standardized tests. He demonstrates some strong educational goals that the state should follow that show a balance between academic and affective goals for education. He claims that teachers should, â€Å"construct rigorous performance standards for students that promote deep thinking about the nature of our society. These efforts should acknowledge the legitimacy of a multicultural curriculum of critical questions, complexity, multiple perspective, and social imagination. They should recognize that wisdom is more than information† (Bigelow 239). I agree with his statement. When considering the famous quote, â€Å"knowledge is power†; have we gained knowledge when we have learned the means by which to pass a standardized test? Or has knowledge been gained when a student has the sense of understanding conceptual ideas about society and civilization as a whole? I feel that standardized testing is something elected state officials want because these tests provide numbers and numbers are easy to put into a spreadsheets and show which schools are getting high scores and which schools are getting low scores. It is an easy format to determine budgets; one test is suitable for all students. It is harder to define guidelines on how or what teachers should teach conceptually because that leads to a broader spectrum of learning. In conclusion, I believe that standardized tests are the â€Å"dumbing down of America†. These tests inhibit our abilities to question and reflect. The state and federal governments do not really want the American public to get smarter. They want a simple way to control what students learn and how they learn it. While many people agree that standardization is not improving learning, we are still unable to do away with these tests due to all of the politics involved. I would love for high schools to be more like colleges in that, teachers can use whatever methods of teaching they like just as professors do. Unfortunately, this is not the case. Obviously, there are essential fundamental topics that much be taught that are necessary in order to have the basic foundation on which to grow intellectually. I feel that once a student has mastered the basics, it is crucial to one’s development to discuss controversial issues and to intelligently question the ways of the world. I agree with Bill Bigelow; I do not believe that one test is a thorough determinant of a student’s ability and mastery of various concepts. A famous quote by George Santayana states, â€Å"Those who cannot remember the past are condemned to repeat it†. With all the controversial issues and problems in the world, shouldn’t learning how to use one’s mind and think â€Å"outside the box† be considered an integral part of learning? Isn’t it important and valuable to society to be able to intelligently discuss solutions rather than just be considered smart because you aced the SAT?

Ignored Technology :: Technological Writing Essays

Ignored Technology A problematic theory that has been hard for me to accept is the notion that writing itself is considered to be a technology. Whenever I think of what the word â€Å"technology† means the mental images that come to my mind are computers, automobiles and other modern conveniences. I had never considered writing to be in this category however, when all of the modern inventions are taken away it is easy to see this new truth. Writing is a technology that most Americans take for granted, probably due mostly to our advancement in technological resources, but nevertheless taken for granted. Through this writing experience I was both better able and prepared to come to my own conclusions and now I can accept this new classification in my mind and vocabulary. The first aspect of this project was to come up with a way of writing that was permanent, portable and creative. When I read over the assignment the first writing surface that popped into my mind was tree bark. This would be the perfect writing surface because the inside of the tree bark is usually somewhat flat and lightly colored. Next, I thought about how I would write on the inside of this bark. I remembered back to my days of being an outdoorsy type of young girl and the campfires my family would build. I distinctly remembered how the sticks would become black on the ends when we were cooking our marshmallows to make S’mores. We used to â€Å"write† on the wood that was piled and ready to be put into the fire with our blackened sticks. So, for this project I thought I might try the same principle from my campfire days. I was a little concerned about finding a nice piece of bark in this winter weather, but one day my dad was doing some outside work and happened to stumble across a dead tree that was just beyond the property line. The tree had a large piece of bark hanging from one of the limbs. He just gave the chunk of bark a tug and I had my writing surface. That part came much more easily than I had originally anticipated. The next part of the project was finding my writing tool.

Confidential Industrial Application Form

Return completed applications to [email  protected] Co. UK Application for the role of: Date of Application Candidate Number (Office use only) Personal Title: First name(s): Last name: Address: Post Code: Home Telephone: Mobile: Textron: Email: Work We may need to contact you during office hours (with discretion) National Insurance Number: Do you have any friends or relatives who work for First Response Recruitment Limited?Please specify; Date of Birth: Emergency contact (Please give details of a family member or friend who we can contact if necessary) Education, qualifications and training Include qualifications obtained and any other training courses attended. Dates Professional Qualifications held Please give details (if applicable) Employment history Current or most recent employment first Please note; We need a minimum of 26 weeks employment history, Fill out a section for all periods of no work.If you have been working for an Employment Agency you need to complete a section f or each contract you have worked on for the agency. Start Date Finish Date Employment Status Permanent Temp Through Gag Temp with Company Contract No Work (provide Reason) Sick Jury Service Maternity Leave Other (please Sate) Company Name Company Address Contact Name Telephone Agency Name Agency Address Position Brief Summary of Duties Salary / Rate & Benefits Reason For Leaving Please ask for additional forms if required.I hereby confirm the employment details provided is a true and accurate reflection of my employment history to date. Signed Interviewer Initials (Please do not sign this now, we will run through your history with you first during your interview) References: First Response Recruitment Limited will not offer you any work at all, unless we can obtain two years worth of references, these will be taken prior to any work or role been offered, for temporary workers only. References (2) years worth is required, you must complete this section Please give details of two refe rees who are able to comment on your work ability.One referee should be your current or most recent, employer. References must cover the last two years of employment and must not be provided by a family member or relative. You will not be offered ANY role or assignment without these references being on file. Name: Employer's name and address: Postcode: Relationship of Referee to you: We need to obtain the reference prior to you working for us If you cannot complete this section, you need to advise the Consultant or the Administrator.We will have no option but to cancel the application if you cannot provide information that is vital to our quality checks and screening process. Disability Discrimination Act 1995 (DAD) & Amended Act 2005 First Response Recruitment Limited has a policy of interviewing applicants who have a disability and who meet the essential short listing criteria. The DAD 1995 & 2005 defines disability as a â€Å"physical or mental impairment that has a substantial and Eng-term adverse effect on the ability to carry out normal day to day activities†.Do you consider yourself to have a disability, in accordance with the Act? Yes No Do you require any special arrangements if asked to go for an interview. We want to ensure you receive a fair interview, for example; a sign language interpreter, lip-reads, speech-to-text operator, audio transcription, wheelchair-accessible interview room etc†¦ Would you require any reasonable adjustments to be made if you were offered a position with First Response Recruitment Limited clients? Yes No If yes, please describe briefly what these adjustments would be: Confidential Industrial Application Form Return completed applications to [email  protected] Co. UK Application for the role of: Date of Application Candidate Number (Office use only) Personal Title: First name(s): Last name: Address: Post Code: Home Telephone: Mobile: Textron: Email: Work We may need to contact you during office hours (with discretion) National Insurance Number: Do you have any friends or relatives who work for First Response Recruitment Limited?Please specify; Date of Birth: Emergency contact (Please give details of a family member or friend who we can contact if necessary) Education, qualifications and training Include qualifications obtained and any other training courses attended. Dates Professional Qualifications held Please give details (if applicable) Employment history Current or most recent employment first Please note; We need a minimum of 26 weeks employment history, Fill out a section for all periods of no work.If you have been working for an Employment Agency you need to complete a section f or each contract you have worked on for the agency. Start Date Finish Date Employment Status Permanent Temp Through Gag Temp with Company Contract No Work (provide Reason) Sick Jury Service Maternity Leave Other (please Sate) Company Name Company Address Contact Name Telephone Agency Name Agency Address Position Brief Summary of Duties Salary / Rate & Benefits Reason For Leaving Please ask for additional forms if required.I hereby confirm the employment details provided is a true and accurate reflection of my employment history to date. Signed Interviewer Initials (Please do not sign this now, we will run through your history with you first during your interview) References: First Response Recruitment Limited will not offer you any work at all, unless we can obtain two years worth of references, these will be taken prior to any work or role been offered, for temporary workers only. References (2) years worth is required, you must complete this section Please give details of two refe rees who are able to comment on your work ability.One referee should be your current or most recent, employer. References must cover the last two years of employment and must not be provided by a family member or relative. You will not be offered ANY role or assignment without these references being on file. Name: Employer's name and address: Postcode: Relationship of Referee to you: We need to obtain the reference prior to you working for us If you cannot complete this section, you need to advise the Consultant or the Administrator.We will have no option but to cancel the application if you cannot provide information that is vital to our quality checks and screening process. Disability Discrimination Act 1995 (DAD) & Amended Act 2005 First Response Recruitment Limited has a policy of interviewing applicants who have a disability and who meet the essential short listing criteria. The DAD 1995 & 2005 defines disability as a â€Å"physical or mental impairment that has a substantial and Eng-term adverse effect on the ability to carry out normal day to day activities†.Do you consider yourself to have a disability, in accordance with the Act? Yes No Do you require any special arrangements if asked to go for an interview. We want to ensure you receive a fair interview, for example; a sign language interpreter, lip-reads, speech-to-text operator, audio transcription, wheelchair-accessible interview room etc†¦ Would you require any reasonable adjustments to be made if you were offered a position with First Response Recruitment Limited clients? Yes No If yes, please describe briefly what these adjustments would be:

World Terrorism

Terrorism. It is a word that strikes fear into many. Terrorism has been around since the beginning of time, and has caused empires to rise, fall, and allowed people to gain power. Terrorism is a growing problem in this unstable world. A simple act of terrorism can cause tensions to break between two countries, as seen with Israel and Palestineaâ‚ ¬Ã¢â€ž ¢s conflicts due to religious beliefs and territory disputes. Among the various potential threats are wars with neighboring countries, missile attacks on cites, biological and chemical terrorism, suicide bombings, and hostage taking.In an April 1999 survey the most feared terrorism was bombings on US soil. (Cole, 1) There are many ways to combat terrorism. First, would be an international team that is always on call to respond to terrorist threats, and retrieve hostages with minimal loss of life. The second is gun control, which would limit the weapons accessed by potential terrorists. The last thing is to recognize terrorist organ izations before they have a chance to attack. Terrorism has been around since the days of ancient Egypt.People have been killing leaders of countries to try and overthrow the government, and for the past one hundred and twenty years terrorists have had ne Terrorism, which has been around for as long as people can remember, has been on the rise for the past ten years. Terrorists use murder, kidnapping, hijacking, and bombings to almost always achieve a political purpose. These radicals are not just subject to the United States, terrorism is all over the world, in every way, shape and form. There are many different types of terrorism, for many different purposes.The primary reason for terrorist acts are to force a change in their nation's government. If terrorists are not satisfied with there government's political positions, they may end up taking the matters into there own hands. Another reason for terrorist acts are because of hate towards a race, nationality, or religion. For exam ple, in 1972 the Palestine Liberation Organization invaded Israeli dorms in the Munich Olympics, and held the Israeli athletes hostage until Israel would agree to release Palestinian terrorists that were captured in Israel.When Israel refused to comply with the terrorists demands, they blew up two helicopters which held the Israeli athletes, killing the whole team. This was one of the many cruel types of terrorism. In recent years, terrorism seems to be at a new high and attacks are more violent than in the past. With terrorism being so secretive and having no forewarning, it has been a real problem to deal with. The governments of many countries have tried to stop these cowardly acts, but they just seem to be on the rise.I have a few ideas that might work Solution: Since there are no fool-proof ways to predict when a terrorist will strike next, there can really be no complete answer to this problem. Even though there is no way to totally eliminate terrorism, my solutions may still prove valid. With the bombing of the World Trade Center, and the federal building in Oklahoma, rental moving trucks have been used to hold the bomb. An idea I have for this type of attack.

13 Interactive Content Examples That Will Engage Your Audience

13 Interactive Content Examples That Will Engage Your Audience Everyone wants to get ahead of the marketing game. It’s understandable - you want to beat the competition, attract more attention, and sell more products or services. Interactive content can help you achieve those goals. While interactive content has been around for some time, it’s only recently begun to gain serious traction among marketers. In a world that used to revolve around static copy, interactive elements seem a little intimidating. However, it’s important to get over your butterflies if you want to supercharge your marketing strategy. 13 Interactive Content Examples That Will Engage Your Audience by @MikeKamo of @TheHelloBar What is Interactive Content Marketing? Interactive content marketing involves using content to engage your audience based on their participation. It’s kind of like a conversation, but one in which you don’t have to actively participate. A simple example of interactive marketing is insurance companies that offer free, instant quotes. You visit the site, fill in some information, and go to the next stage in the process. At the end, you can have your quote emailed or texted to you. Does Interactive Content Perform Better Than Regular Content? Did you know that 90 percent of consumers report  that they want more visual and interactive content? That’s huge. Interactive content works better than regular content because it’s more engaging. It encourages consumers to compete, compare, test themselves, consume information faster, and achieve results quicker. It can also be highly immersive. Interactive video, for instance, bridges the gap between normal video and artificial intelligence to create a unique user experience. Why Interactive Content Is Considered the Future of Content Marketing: Interactive Content Statistics Several marketers and strategists have declared interactive marketing the future of content. That’s largely because it works. Take quizzes, for example. You can find them on Facebook, websites, and other social channels, and they’re arguably among the most popular content on the web. Did you know that 96 percent of consumers who start BuzzFeed contests actually finish them? You can bet that 96 percent of your website visitors don’t finish every piece of written content on your site. BuzzFeed  contests are often silly, highly specific, or even a little controversial, but that doesn’t matter. People love interacting with this type of content. In fact, one of those quizzes got more than 22 million views. How can you create a quiz that gets more than 22 million views?What Are the Forces That Make Interactive Content Such Powerful Lead Magnets? There are several reasons interactive content draws attention from consumers. Here are a few of the most important. More Appealing: Attract and Educate People Who Might Become Future Buyers Interactivity gives consumers a reason to stay on the page. It provides something different and unique while still bringing people into your sales funnel. Just because something is fun doesn’t mean it can’t be educational, too. Think about 360 video tours of destinations for future travelers or quizzes that test your knowledge on a specific subject. Just because something is fun doesn’t mean it can’t be educational, too.Social Media: Encourage People to Engage and Share Content With Friends Many interactive content experiences go viral on social media. Instead of directing followers to your typical blog posts, invite them to experience something new and original. Since most social platforms prove highly visual, it’s easier to attract attention when you post a screenshot or photo depicting interactivity. Use the copy to explain how they’ll benefit from the experience. It doesn’t have to be overly promotional. For instance, Orbitz ran an interactive quiz on its website so people could determine how worthy their travel partners were. This type of content is easy to share on social because it’s already visual. Recommended Reading: How to Boost Engagement on Social Media With Visual Content Increase Brand Exposure and Loyalty: With More Social Shares Comes More Brand Exposure and Loyalty Word of mouth remains one of the most powerful assets for any marketer. If people are talking about your business, you have an advantage in the industry. Interactive content increases your chances of going viral - or at least getting more exposure. And if you deliver a satisfying, enjoyable, entertaining, or educational experience, you’ll win viewers’ loyalty. More Website Traffic and Page Views: Enhance the Website’s Overall User Experience (UX) People revisit sites they like. If you’re consistently providing an awesome user experience, or UX, you can expect people to bookmark you and return to view future content. All of those views will help your content rank better organically in the search engines, which leads to even more page views. Plus, you’ll enjoy social shares and other forms of word of mouth that help businesses grow quickly. Human Nature: Humans Love to Interact Competitiveness is built into most of our DNA. We want to show that we’re better than everyone else - or, at least, the majority. That’s why gamification has become such an integral part of interactive content. If you’re always reaching for the next level, gaining more points, or otherwise proving your prowess, the business benefits. For instance, hubEngage, an employee engagement platform, uses gamification to help improve employee involvement. There’s a public leaderboard so employees can compete as well as rewards tied to quizzes and prizes. Competitive Advantage: It is Different, So It Will Cut Through All The Other "Noise" There’s a ton of content out there. Getting ranked organically on Google is more difficult than ever, and consumers have become almost blind to standard content. Unless they’re looking for something in particular, they’re not interested in your article or video. Interactive content provides something completely different from the norm. Your competitors probably aren’t doing it, so you get the advantage. Your audience will appreciate your desire to deliver a better UX, and you’ll stand out from the crowd. Interactive content provides something completely different from the norm.Interactive Content Provides Better Data to Optimize Your Buyer Persona and Your Sales Funnel Believe it or not, interactive content can prove remarkably effective at every stage of the sales funnel. As your consumers move closer to a purchase, you can continue to engage them with high-quality, interactive content. While UX is undeniably important, you also want to collect data. The better you know your target audience, the better you can serve them. Surveys, polls, and either-or quiz responses are the best ways to collect data about your audience. You can now host an Instagram Live  with an ongoing poll, which is a great way to combine two interactive types of content. Surveys, polls, and either-or quiz responses are the best ways to collect data about your audience.Awareness Stage: Top of Funnel At the top of the funnel, consumers don’t know much about you. That’s a good reason to give them a fantastic first impression. Show them you care about what they think. At the same time, collect data about their needs, desires, pain points, struggles, and goals. For instance, an interactive quiz  incentivizes the user to participate, especially if you’re creative with your copy, and you get access to the answers. Based on the data you collect, you’ll know what type of content to deliver later on the sales funnel. Cloud Sherpas  did this beautifully with an assessment geared directly at its target audience. You can also use this strategy as a lead generation tool. Over at NutritionSecrets.com, which was sold to another company several years ago, we discovered that we could collect more leads by asking our visitors to answer simple questions. Instead of immediately springing our lead magnet on them, we warmed them up - and collected data at the same time. We first asked them to identify as male or female. Then we asked about their nutrition goals. These sound like simple questions, but they provided us with tons of data. Plus, we increased our leads from 10 per day to 50 per day. Best of all, it was as simple as creating a Hello Bar  exit popup and using LeadQuizzes to create the quiz. In just a few minutes, you can create an interactive quiz that improves brand recognition, generates leads, and engages your audience. Recommended Reading: How to Map Content to the Marketing Funnel and Boost Conversions By 69.77% Evaluation Phase: Mid Funnel In the middle of the funnel, consumers are considering their options. You’re on their radar, but so are your competitors. Interactive content can give you an advantage by keeping visitors coming back for more and by helping them make their decision. A benchmark assessment, for instance, allows your visitors to take a quiz or test to find out what they need, what product suits them best, or where they are in their journey. Not only is it fun, but it provides you with even more data. The Women’s Health Network  has a beautiful quiz marketed as a weight loss assessment tool. People who take it get a free 10-minute call with a professional. Decision Stage: Bottom of Funnel Your target customer is finally ready to buy. What now? Consider deploying an interactive tool that helps the consumer determine what other products or services might meet his or her needs. You could create an interactive map, guide, infographic, or 360 video, as well. The possibilities are endless. College campuses often offer 360-degree campus tours. They’re highly immersive. I’m particularly impressed with Harvard’s. Remember that, at this stage, you want to delight the customer. That’s your chief goal. Deliver on your goal by creating interactive content that mesmerizes your customers. Deliver on your goal by creating interactive content that mesmerizes your customers.What Are Common and Effective Interactive Content Types You Can Use To Get More Leads? Examples and Ideas Maybe you want to create interactive content, but you’re not sure what kind would work best for your audience. Following are some of the most effective options. Give a few of them a try: Interactive Quizzes Interactive Infographics Surveys and Polls Interactive Calculators Assessments Interactive E-books Interactive Emails Webinars Mobile Apps or Games Diagnostic Tests or Troubleshooting Tools Interactive Timelines Augmented Reality Overlays Interactive 360 Videos Tips to Start Using Interactive The Right Way Now that you have a few ideas in mind, let’s look at some of the most important tips to ensure you use interactive content correctly. Consider if You Have a Compelling Reason to Use Interactive Content Don’t create interactive content just because. It won’t serve a useful purpose. Worse, you might drive potential customers away. Ask whether you can deliver the same experience or satisfaction with static content. If the answer is â€Å"yes,† don’t spend the time, money, and resources on interactive content. However, if you answer â€Å"no,† this might be the perfect opportunity. Other criteria to consider include the following: Do you have the money to create the desired interactive content? Will the content be unique to everything else available to your target audience? Can you boost conversions with the interactive content? Is your team excited about creating and launching the content? If you answered â€Å"yes† to those criteria, you should probably get creating. Recommended Reading: Publish Consistently With One of the 7 Top Content Planning Tools You Do Not Need to Invent If You Can Just Change What You Already Have Repurposing content makes you a marketing rockstar. You don’t have to create content from whole cloth to make it interactive. Let’s say you’ve written an e-book. Insert links, images, and quizzes in certain places to make it interactive. If you’re really creative, you might even replicate the Choose-Your-Own-Adventure concept. For instance, you could make an interactive quiz that takes the viewer on different routes depending on their answers. Set up scenarios based around your business. [: You don’t have to create content from whole cloth to make it interactive.] For instance, let’s say that you’re a travel agency. You could ask something like this: â€Å"You have five days of vacation in front of you. Money isn’t an object. Do you go urban or rural for your vacation?† Each answer takes the viewer to another question related to it. You could also turn your e-book into a quiz. Brainstorm a few questions directly from your e-book, then offer the custom plan to those who take the quiz. The same goes with email. Keep the email copy the same, but provide a link to an interactive experience. Consider Working With Third-Party Content Platform Specialists Creating interactive content  isn’t always easy. You might need to know how to program in certain languages, and you certainly need design skills. Third-party content platform specialists can help you create the best possible content. If you want to generate leads, Hello Bar is there for you. You can find a specialist for just about any niche. For instance, Engageform  is an excellent tool for creating quizzes and assessments. Similarly, GoToWebinar has incurred numerous accolades among customers who have used it to create and host live webinars. Find Methods to Measure Your Interactivity Results In Advancements Just because your content is interactive doesn’t mean it’ll produce results. Make sure you have KPIs in place to measure your content’s effectiveness. Measure metrics like time on page, bounce rate, lead generation, feedback, and social shares. That way, you’ll know whether you need to make tweaks or start over from scratch. Recommended Reading: How to Write a Marketing Resume That Will Help Land Your Dream Job Time to Take Action! 4 Steps to Create Interactive Content For Your Website Ready to roll? We’re with you. To help you create interactive content that generates results, follow these four stages. You’ll find yourself more organized and more efficient. Step 1. Brainstorming Stage Start by letting the ideas flow. I recommend involving multiple people in this stage so you can get more ideas. Put anything that comes to mind on the page - don’t censor yourself. Some of the best ideas come from brainstorming mindlessly. Ask yourself: If you were a prospective customer, what would help you make the decision to buy? In what ways does your website lack in visual content? How can you make the user experience more immersive? What types of information do you want to gather from your audience? Narrow down the ideas based on the time needed to create them, the expenses involved, and any other limitations. Most importantly, which of your brainstormed ideas will give your website visitors that OMG! moment? Recommended Reading: The Best 30-Minute Content Marketing Brainstorming Process Step 2. Creation Stage Once you’ve chosen an idea from your brainstorming session, create your interactive content. Focus on making it as entertaining and useful as possible for the consumer, but make sure you get the benefit of improved or increased data or better brand recognition. There needs to be a balance. If the experience isn’t fun, people will turn away. For instance, if you’re creating a quiz, add humor and personality to the questions. For a webinar, choose the most extroverted person on your team to host it. If you’re creating a quiz, refine your questions over and over until they’re poised to get the best possible responses. For instance, instead of asking people to rate a particular feature or benefit, ask them to expound on their answers. A good question is extremely specific. Instead of saying, â€Å"How much time do you spend on [task]?† ask, â€Å"How much time do you spend on [task] every day in minutes?† It’s far more specific. To make your questions more engaging, add some humor: Instead of asking, â€Å"What are the most urgent problems you’re facing with [task] today?† ask, â€Å"What aspects of [X] make you want to pound your head repeatedly against your keyboard?† Aesthetics matter, too. Don’t just throw something together. Work with a professional to make the interactive content unusual as well as aesthetically impressive. For instance, if you’re making a video, work with a professional videographer. Professional app designers, graphic artists, and copywriters can all come in handy. Survey your competition and make sure your interactive content is different from theirs. Step 3. Marketing Stage Promote your interactive content widely. The more you talk about it, the more people will view it. Encourage your followers to share it on social, send a link to your email list, and optimize a blog post for SEO so you can link to it from there. Encourage people to share your interactive content. Make it easy by using an embed code  for certain types of content, such as interactive infographics. Add a highly clickable headline and CTA so people feel compelled to pass on your good work. To create an embed code, simply enter the target URL from your website or social channel in the box at Embed.ly. A preview for the content will appear below. You can adjust specifics, such as whether you want social links included. Based on the options you choose, Embed.ly will provide your embed code. Step 4. Testing Stage Set a time period, such as 60 days, and pay attention to your metrics. How much engagement are you getting? Have you gotten more leads as a result of your content? What can you change to make it better? Focus on user experience and conversion rates. Those metrics will tell you how well you’re meeting your original goal.

How to Make a Green Fire Halloween Jack-o-Lantern

How to Make a Green Fire Halloween Jack-o-Lantern One application of green fire is using it to light your Halloween jack-o-lantern. This is a super-easy effect that produces spectacular results (watch the video). Heres how you do it: Key Takeaways: Green Fire Jack-o-Lantern The green fire jack-o-lantern is a colorful flame-filled Halloween pumpkin.The project involves dissolving a salt in a flammable solvent and igniting it.The green flame comes from the emission spectrum of the chemical. Either the boron ion or the Copper II (Cu2) ion will produce a green flame.The project should only be performed by adults. While the salts used in this project are not particularly toxic, they are not safe to eat. Methanol (methyl alcohol) is toxic and should not be handled or inhaled. Green Fire Jack-o-Lantern Materials You only need a few simple materials for this project: Carved jack-o-lantern. Traditionally this would be a pumpkin, but you could use a watermelon, cantaloupe, etc.Boric acid (usually found in pharmacy or pest control section of store)Methanol (such as Heetâ„ ¢ fuel treatment, found in the automotive section)Aluminum foil or heat-safe container that fits inside your jack-o-lanternLong-handled lighter Boric acid is a different chemical from borax (commonly sold as the laundry boost 20 Mule Team Borax). Pure boric acid is used to make a disinfectant solution and as a powder to kill and control cockroaches and other insects in the home. Boric acid dissolves better than borax in methanol, so it produces a better green flame. However, if you cant find boric acid, you can substitute borax and still get green fire. The green flame color is used in the flame test to help identify sample chemical composition. Nayef Hajjaj / EyeEm / Getty Images Other Substitutions Switching out borax for boric acid is not the only substitution you can make. You can use copper sulfate as the salt and a different alcohol for the solvent. Good choices include rubbing alcohol (contains one or more different alcohols), ethyl alcohol (ethanol), or isopropyl alcohol (isopropanol). These alcohols are less toxic than methanol, plus they contain water. The water is important because it dissolves the copper sulfate so it can color the flame. Copper sulfate is sold as a pure chemical and also as a root killing chemical. It is available online and at some home supply stores. The container should be labeled as copper sulfate, copper sulphate, or copper sulfate pentahydrate. If you get copper sulfate, you can also use it for other projects, such as growing blue copper sulfate crystals or making a copper sulfate geode. Fun Fact: The copper ion can emit either green or blue light. Cu2 is green, while Cu is blue. Unfortunately, changing the copper oxidation state is not a simple matter. It requires a series of redox reactions that could cant easily do at home. Start the Green  Fire! Technically all you need to do is sprinkle boric acid in a heat-safe container, add a little methanol, set the container inside the jack-o-lantern and light the fire. Its important to use a long-handled lighter, since the vapor pressure of methanol is very high and you will hear that whoof sound when you light the mixture. The best result, in my opinion, comes from lining the inside of the jack-o-lantern with aluminum foil and using the pumpkin as the heat-safe container. You can sprinkle boric acid inside the jack-o-lantern, splash a little methanol around, and light the decoration. The aluminum helps contain the liquid, plus it is reflective so it enhances the brightness of the display. Do not add more fuel to the burning fire; wait until it goes out. Safety note: dont do this indoors! Holiday Clean-Up Tips The green fire can get very hot, so there is a good chance your pumpkin will get somewhat cooked by lighting it this way. The methanol is burned away by the fire, leaving some boric acid residue with your pumpkin. While boric acid is not particularly toxic, you dont want kids or animals to eat this jack-o-lantern, nor is it ideal for compost since too much boron can be toxic to plants. Be sure to throw your jack-o-lantern away before it rots in place. Just remember the pumpkin contains boric acid, so dont let anyone eat it.

Property law Case Study Example | Topics and Well Written Essays - 750 words - 1

Property law - Case Study Example This means that with Barney as the surviving owner, the actual owner of the piece of land was Barney and not Opie. In effect, Opie did not have the right to use the property as collateral, and the lender did not have legal possession in the property for foreclosure to take effect. Generally, foreclosure is applicable because foreclosure applies as a legal right given to a mortgage holder, who in this case was the lender to take total possession of the property or sell the property out so as to use the proceeds to pay an outstanding debt (Alfredo, 2012). The lender therefore had no covering for this as he had used a property that was not the legal ownership of the borrower. Hitherto, the only form of plea that can be available for Andy’s son is for him to seek repayment negotiations with the lender with more favorable terms of payment. As Barney’s lawyer also, a direct claim shall be made on the property forthwith. Abandoning of property for 20 years According to Article 1 to 40 of North Carolina Adverse Possession Law, The person in possession thereof, or defendant in the action, or those under whom he claims, has possessed the property under known and visible lines and boundaries adversely to all other person for 20 years. What this means that as the lawyer of Barnie, the best form of legal redress that can be sought to incriminate Ernest of his actions and thus get Barney back as the legal owner of the piece of land is by investigating into the time that Ernest had actually started any work on the land. This is especially important as construction of a cabin has already started taking place on the land. Even though Kubasek (2012) explains that adverse possession entitles a person to acquire ownership of property, with neither protest nor permission for the real owner, the North Carolina adverse possession law seems to supersede this in interpretation by giving a definite time frame when adverse possession can take effect. As investigations go on to claim the land back, law suits will also be made against the approach used by Ernest, which could be said to be a threat on the life of Barney. Eviction from residence due to eminent domain The eviction that Barney faces from his Carolina Beach residence is not just an ordinary eviction from a property but one that is explained in legal terms as eminent domain. In simple terms, this is a situation whereby the government is given the right to takeover a private property, once payment has been done for a purpose that benefits the general welfare (Kubasek, 2012). Since government has showed evidence that the property that was to be taken was going to be used for a resort, which will clearly generate jobs and income for the area, it is strongly posited that Barney would have no legal justification to litigate the claim of the property. As the lawyer however, what will be done is to ensure that the government through the town attorney is taken on its words to ensure that Barney gets the full compensation that is due him. In the bargain for compensation, it will not only be the market value of the property that will be looked at but also the personal interest that Barney will loss in having to relocate to a totally new

Retail Inter-Disciplinary Design Essay Example | Topics and Well Written Essays - 3000 words

Retail Inter-Disciplinary Design - Essay Example Thus the retail specific solutions have become very essential to create a competitive edge over its rival players. The two major components that design of a retials business tore must focus are design of interiors and establishing a favorable environment for effective the visual communication (Retail Systems, n.d.) Thus a good retail unit must be able to create the synergy between technologies and solutions used in creation of functional space for the business and the business operations. Thus such units would be able to achieve optimal delivery of consumer service and increased margins in the business. Some of the specific interventions in the retail system designs are (i) Reliable and secure systems based on efficient automated systems and (ii) Solutions that are environmentally friendly and cost effective operations (Salvador, et al. , 2006). Every retail store need to address different aspects of design issues ranging from systems that ensure customer retention to the mechanisms that could effectively monitor the shop lifting. The most basic aspect in the maintaining a memorable shopping experience to the customers is by keeping the store and its surroundings neat and clean. Though it is the least expensive method in attracting and retaining the customers , it is found to be the most difficult thing to be undertaken. The ten most important parameters that need special attention are as follows Avoiding dirty bathrooms: Whether the bathrooms and restrooms in the retail stores are to general public or not it must be a mandatory procedure to keep these facilities neat and clean. Untidy Dressing Rooms The dressing rooms need to be given appropriate attention to keep the unattended or discarded articles like, hangers, tags or empty packs etc. away. This place need to be closely monitored especially after the customers have used the room. Music turning very loud. Music could create a positive mood during the shopping period. But very loud music could generate a negative impact and could even force the customers to have an early exit from the store. Improper signs and display board The display boards and sign if placed improperly or in illegible manner would cause ambiguity in the minds of the customers. These display items must be professionally designed and placed in such way to make the shopping activity more simple, effortless and enjoyable. Stained and slippery floors. The shopping activities too at times lead to severe accidents. If the floors are not kept tidy or if have any stains on them could lead to some accidents. The regular cleaning of the floor by sweeping, vacuum cleaning or mopping need to be regularly carried out. The stains portions of the floors, ceiling or any directly visible portions must be immediately attended and necessary action for its removal need to be carried out. Poor lighting facility : Ensuring proper illumination is one of the most essential requirement in ant retail store. Only good illumination could help to make the shopping process less stressful. Thus any burned out lights shall be replaced immediately and illumination shall be maintain. Presence of Offensive Odors : Even though some familiar smell of fertilizers used in the indoor gardens

Canadian Federal of Independent Business. Big Opportunities, Bigger Assignment

Canadian Federal of Independent Business. Big Opportunities, Bigger Challenges - Assignment Example The report notes that confusing process of application, too much paperwork, and complex rules’ system frustrates the attempt of these enterprises to access federal procurement. The federal government recognizes the economic benefit of greater SME participation and involvement in procurement, but due to the many existing barriers, suppliers in these enterprises are locked out of many the available opportunities. This is a critique of this CFIB’s opinion that big opportunities are accompanied by bigger challenges, where the information found useful and relevant is highlighted followed by a recommendation on whether or not the report is worth being read by small business owners. Parent (2011) says that CFIB’s conducted several surveys on SMEs Perspectives on Procurement to determine the barriers which hinder transactions between that federal government and the SMEs. The survey reveals that there are about 60% of SMEs respondents who either feel selling to the federal is difficult, hence not worth the effort, or choose not to sell to the government. The rest of the respondents claim that there is no government effort to buy their product and service types. This, according to CFIB findings, is due to many barriers many of which are related to government procurement policy making. CFIB’s point that the restrictions put in place by government officials responsible for policy making bar SMEs participation in procurement is agreed upon. This is because most of these restrictions lead to death of involvement of smaller entrepreneurs in procurement.

Effectiveness of Psychoeducational Group for Improving EI

Effectiveness of Psychoeducational Group for Improving EI Effectiveness Psychoeducational Female Chapter 1 Introduction Background of Study Based on the view of Johnson and Johnson (2000, as cited in Glading, 2003), a group is form by two or more individuals, who meet in face-to-face interaction, interdependently, with the consciousness that each belongs to the group and for the reason to achieve mutually agreed-on goals. Wilson, Rapin and Haley-Banez (2000), the members of The Association for Specialist in Group Work (ASGW), which is a national division of the American Counselling Association, defines group work as â€Å"a broad professional practice involving the application of knowledge and skill in group facilitation to assist an interdependent collection of people to reach their mutual goals which may be intrapersonal, interpersonal, or work-related. The goals of the group may include the accomplishment of tasks related to work, education, personal development, personal and interpersonal problem solving, or remediation of mental and emotional disorders.† Jacobs, Masson and Harvill (2005) had created seven categories of groups which based upon their different goal: educational group, discussion group, task group, growth group, counselling group, support group and self help group. However, ASGW only focus on four types of group work, which are psychoeducational group, counselling group, psychotherapy group, and task and work group (Wilson, Rapin and Haley-Banez, 2000). This chapter comprises the background of the study and the research problem that arises in investigates the effectiveness of psychoeducational group on improving female adolescents’ emotional intelligence (EI). The research problem enhanced the objective to study on psychoeducational group and EI. Prediction of outcome was stated as hypotheses. Finally, definition of variables, significance and limitation of the study were discussed. Group work is identified as an important modality because it is not only enable the clients to develop feelings of belonging and awareness of others, but also to increase their socialization skills and self-confidence. Besides, work group provide the opportunities for clients to exchange their idea and feedback (Nelson, Mackenthum, Bloesch, Milan, Unrein Hill, 1956; as cited in Posthuma, 2002). Compare with individual counselling, group work is more efficiency because it consists of several clients who meet for common purpose and able to save considerable time and effort. When the group made in a group setting, the commitment to work on specific concerns often has become strength (Jacobs, Masson Harvill, 2005). According to Posthuma (2002), groups have been effective in various helping professions such as short-term psychiatric setting (Bradlee, 1984; McLees, Margo, Waterman, Beeber, 1992; Prazoff, Joyce, Azim, 1986), long-term psychiatric setting (Waldinger, 1990), counselling for special populations (Akos, 2000; Firth, 2000) and with the chronically physically ill (Gonen Soroker, 2000; Levine, 1979). Variety kinds of group work are believed to be helpful to adolescent in making a successful development and growth which related with psychological and social issues (Glading, 2003). During this transition period from childhood to adulthood, adolescent grow up psychically and mature mentally. They struggle with various psychological and social issues such as cope with crisis in identity, extraordinary peer pressures, dramatic physical changes, impending career decision, the desire for independence and self doubt (Wasielewski, Scruggs Scott, 1997; as cited in Glading, 2003). From a group, adolescents have the opportunity to identify their conflicting feeling, realize that they are not unique in their struggles, honestly question those value they decided to adjust, learn to communicate with peers and adults, learn from the modelling provided by the leader, and learn how to accept what others recommend and to give of themselves in return (Corey Corey, 2002). In this study, the psychoeducational group is used by the researcher to promote female adolescents’ emotional intelligence (EI). The term â€Å"Emotional Intelligence† was first introduced by Mayer and Salovey at arose in 1990 (Ciarrochi, Forgas Mayer, 2001). The initial ability definition of EI as â€Å"A type of emotional information processing that includes accurate appraisal of emotion in oneself and others, appropriate expression of emotion, and adaptive regulation of emotion in such a way as to enhance living.† (Mayer, DiPaolo Salovey, 1990; as cited in Ciarrochi, Forgas Mayer, 2001). Daniel Goleman, a science journalist, published the best-selling book, Emotional Intelligence at 1995. His popular book lead to an unusual turn of event as the field of EI become popularized and broadened. Theoretical and research modification in the area were taken place roughly since 1998 until present. At the same time, some new measures of EI have been developed. Problem statement Based on the information from American Psychological Association (APA) (2002), emotional development during adolescence involves establishing a realistic and coherent sense of identity in the context of relating to others and at the same time learning to cope with stress and manage emotion. Adolescents’ Self-concept and self-esteem are the two major concepts that involve in the developing a sense of identity. In the EI perspective, they need to be self-awareness and possess effective relationship skills. Emotional skills are necessary for the adolescents to master in for their stress management and be sensitive and effective in relating to others. The four important skills that identified as part for adolescents’ emotional development are: recognizing and managing emotions, developing empathy, learning to resolve conflict constructively and developing a cooperative spirit. Recently, there are some studies provided some indication of the predictive nature of EI in adolescents. The studies found that the adolescents with high EI score were inversely related to aggression (Rubin, 1999; as cited in Woitaszewski, Scott, Mattew Roeper, 2004) and related to lower admission of smoking and alcohol use (Trinidad Johnson, 2002; as cited in Woitaszewski et al, 2004). Mayer (2001; as cited in Woitaszewski et al, 2004) suggested that emotional intelligence was apparently related to the capacity to organize emotions that can occur in peer relationships. These evidences show that emotional intelligence is related to positive behavioural and social outcomes. Psychoeducational group is a type of group that originally developed for use in educational settings. Recently, young people who join in developmental psychoeducational group out of sense the needs and desire to gain experience and knowledge that will help them better handle their concern such as identity, sexuality, parents, peer relationship, career goals and educational problems (Carty, 1983; as cited in Glading, 2003). There are some examples showed the positive outcome for the adolescent who received in developmental psychoeducational group. Baker, Thomas Munson (1983, as cited in Glading, 2003) showed that cognitive restructuring group enabled the students learn skills related to resolving problematic situation. Besides, the study of Hudson, Doyle Venezia (1991, as cited in Glading, 2003) showed the effectiveness of communication skills group to improve their interpersonal relationship. The study of Jenau Anak Pawan (2007) and Siti Hawa Mohd Yusof (2007) showed that strcutured group enable improved the self-concept of orphans, who age of range from 12 to 17. Thus, in this study, the researcher would like to investigate whether psychoeducational group enable in improving the EI among female adolescents, who ages from 16 to 17 and have low or moderate level of EI score. Objective 1.3.1 General Objective The general objective of this study is to assess the effectiveness of psychoeducational group in improving EI among female adolescent. 1.3.2 Specific Objectives To identify the different score of EI between pre-test and post-test for experimental group and control group after psychoeducational group take place. To identify the different score of four elements of EI (perception emotion, managing emotion own emotion, managing others emotion and utilization of emotion) for Schutte-Self Report Inventory (SSRI) between pre-test and post test for experimental group and control group. To assess the validity and reliability of module for treatment for psychoeducational group. Conceptual Framework Emotional Intelligence (Module for Psychoeducational Group) Figure 1.0: Conceptual Framework This study consists of two sample group, which are control group and treatment group. The sample of both group are identified to have low or moderate level of SSRI score. Each group will be given SSRI during post-test, to identify their EI level. For control group, no any intervention is given. For instance, the treatment group will form a psychoeducational group with the used of module which will develop their EI level. After 10 sessions of treatment, both groups will be given SSRI again as post-test. The score between for pre-test and post-test for both groups will be compared. Research Hypotheses Hà Ã‚ ¾1a: There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for emotional intelligence. Hà Ã‚ ¾1b: There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for emotional intelligence. Hà Ã‚ ¾2a: There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for perception of emotion variable. Hà Ã‚ ¾2b: There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for perception of emotion variable. Hà Ã‚ ¾3a : There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for managing own emotion variable. Hà Ã‚ ¾3b: There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for managing own emotion variable. Hà Ã‚ ¾4a: There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for managing others emotion variable. Hà Ã‚ ¾4b: There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for managing others emotion variable. Hà Ã‚ ¾5a: There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for utilizing emotion variable. Hà Ã‚ ¾5b: There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for utilizing emotion variable. Significance of Study The study provides the contribution from the view of theoretical aspect and practical aspect. From the theoretical aspect, this study is view as an academic research that study with group work. Besides, the study showed the potential of psychoeducational group as an appropriate group work approach to promote clients’ socioemotional development. This study is an experiment that assesses the effectiveness of psychoeducational group. Thus, the outcomes of the study are able to serve as an evidence of the ability of group work to promote EI. This is the chance to promote the group work approach for the community of Malaysian to gain their trust on the group work’s effectiveness. Besides, this study provides the opportunity for researcher to assess the validity and reliability of the module that had been developed. This is significance and necessary for this study since the validity and reliability of the module able to guarantee its quality and effectiveness. From practical aspect, the study provides the module that had been developed to promote the development of EI for adolescent through group work. The modules are flexible and able to modify according to the needs of the group. For those helping professions who interest to implement the group for developing emotional intelligence, the modules can be the references. The effectiveness of module enables to generate the adolescent who possess with good emotional intelligence. It believed will be leaded them to gain self-awareness, not only able to make perception of their own emotion and managing their own emotion, but also able to guide them have a better interpersonal relationship. Definition Group Conceptual Definition A collection of two or more individuals who meet in face-to-face interaction, interdependently, with the awareness that each belongs to the group and for the purpose of achieving mutually agree-on goals. (Johnson and Johnson, 2000; as cited in Glading, 2003) Operational Definition A team that form by seven members who meet in face-to-face interaction, which lead by the researcher, with the purpose of improving their emotional intelligence. Psychoeducational Group Conceptual Definition A specialist group work with members who are relatively well-functioning individual but who may have lack of information in a certain area, with the specialization deals with importing, discussion and integrating factual information. New information is integrated through the use of planned skill-building exercises (Galding, 2003). Operational Definition A structured group with focus on EI theme and work with female adolescent who are low or moderate levels of EI, with the aim of providing members with increased awareness of their emotional problems in daily life and the tools or skills to better cope with it. Effectiveness Conceptual Definition An outcome which has production of intended result (Hornby, 1997). Operational Definition Creation of positive effect for the group members to help them improves their EI development through psychoeducational group approach. Emotional Intelligence Conceptual Definition The ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth. (Salovey, Peter David Sluyter, 1997; as cited in Wikipedia, 2007) Operational Definition The ability of an individual to percept emotion accurately, master the skill in managing own and others’ emotion, and utilize his emotion for creative thinking, flexible planning, mood redirected attention and motivation. Perception of Emotion Conceptual Definition The ability to recognize one’s own and others’ emotion base on â€Å"situational and expressive cues that have some degree of cultural consensus as to the emotional meaning† (Saarni, 1999; as cited in Ciarrochi, Chan Bajgar, 2000). Operational Definition The ability aware of own and others’ emotion and perceive such verbal and nonverbal emotion accurately. Managing Own Emotion Conceptual Definition The capacity for adaptively coping with aversive or distressing emotions by using self-regulatory strategies that rearrange the passion or duration of such emotional starts (Saarni, 1999; as cited in Ciarrochi, Chan Bajgar, 2000). Operational Definition The ability to manage and coping with own strong positive or negative emotion and restructure such emotion with stability. Managing Others’ Emotion Conceptual Definition The ability to arrange events others take pleasure in, cover negative emotions in order to avoid hurting others’ feelings and make others feel better when they are down (Saarni, 1999; as cited in Ciarrochi, Chan Bajgar, 2000). Operational Definition The ability manipulates and controls others’ emotion for creation of a harmony and joyful atmosphere. Utilization of Emotion Conceptual Definition The ability to used own emotion in the search of life goals and make decision based on feelings over logic (flexible planning), using emotion to facilitate different thinking (creative thinking), Interpreting strong negative emotion in a positive way (mood redirected attention) and pursuing one’s goal with drive, persistence and optimism (Motivating emotion) (Sample, 2007). Operational Definition The ability to use emotion to solve the daily life emotion related problems. Adolescent Conceptual Definiton Individual who ages from range of 11 to 21 and do involved into a transition period from childhood to young adulthood. It is generally a time of self-discovery in which young people aim to define their place in the world (Ariganjoye Daigneault, 2007). Operational Definition Members who ages from range of 16 or 17 and identified have a low or moderate level of EI. They participate in the study as a member for control group or treatment group. Limitation of Study Below are some of the limitations of study that identified by the researcher: The samples of the study are the female adolescent who ages from 16 to 17. The module that developed may not suit with the other population. The researcher unable to control the confidentiality among the sample from treatment group because they stay with the same place with the sample from control group. Perhaps if they break the confidential, some input from the psychoeducational group may receive by the sample from control group indirectly. The sample may answer SSRI without honestly and bias, this will lead to the inconsistency of the validity and reliability of the outcome. Perhaps some of the samples are not ready mentally to participate in the study or be involuntary. They may act with resistance, reluctant or absence for the group meeting, which will influence their improvement of EI development. Since the researcher is a counsellor trainer who still in supervision, perhaps the competency of researcher is limited to handle more crisis issue. Conclusion Overall this chapter is used to provide a general introduction for the study. The background and the problem statement of the study had been discussed. Besides, this chapter state with the objectives and hypotheses of the study. Besides, the important terms for this study had been defined. Finally, this significance and limitation of the study had been discussed. Chapter 2 Literature Review 2.0 Introduction This chapter explore the entire concept for this study in details. The key concepts for this study include psychoeducational group, module, emotional intelligence and adolescent. Besides, literature review of previous research that related with these concepts was organized to support the relationship of variable for this study. 2.1 Pscyhoeducational Group Psychoeducational group, sometimes are simply referred to as â€Å"educational group† or â€Å"guidance groups†, is originally developed fro the use in educational setting, specifically public schools (Galdding, 2003). The premised of psychoeducational groups is on the idea that education is treatment not only because of the knowledge acquired in the process but also because of the perception that may be changed as result (Young, 1998; as cited in Gladding). Corey Corey (2002) cited that â€Å"Structured groups focus on a particular theme and are often psychoeducational in nature.† Commonly in a structured group, the members are asked to complete a questionnaire at the beginning group to assess how well they are coping with the part of concern. When the groups terminates, another questionnaire is completed to assess their progress. According to Conyne (1996; as cited in Gladding, 2003), the major goal of pscyhoeducational group work is â€Å"to prevent future development of debilitating dysfunctions while strengthening coping skills and self-esteem.† Thus, it is suited to use in various setting such as schools, hospitals, mental health agencies, social service agencies and universities (Jones Robinson; as cited in Gladding, 2003). In general, it stresses growth through knowledge (ASGW, 2000; as cited in Gladding). Besides, it increases members’ awareness of some life problem and the tools or skills to better cope with it (Corey Corey, 2002). Carrell (2000, as cited in Janice DeLucia-Waack, 2006) points out that psychoeducational groups emphasize on support, learning of new skills, and how to help and be helped. The general contents or themes for psychoeducational group includes, but is not limited to, personal, social, vocational and education information (Bates, Johnson Blaker, 1982; as cited in Gladding, 2003). Some current topics for psychoeducational groups for adolescents include: loneliness, self-esteem social skills, career development, career exploration, children of divorce, grief, conflict resolution, bullying prevention, anger management, aggression, relationship skills, communication skills, prevention of depression, family relationship, cognitive coping skills and antisocial behaviour (Janice DeLucia-Waack, 2006 ) . These groups usually process in 50 minutes to 2 hours period and work best when they have a regular meeting such as once a week. The appropriate number for sessions is 8 to 10 (Gladding, 2003). To Corey and Corey (2002), the general sessions for psychoeducation group are about 2 hours for 4 to 15 weeks. However, if the group is for children or clients with a short attention span, 30 to 45 minutes session should be appropriated. Furr (2000, as cited in Gladding, 2003) introduced six-step process that essential for designing a psychoeducational group: Stating the purpose Establishing goals Setting objectives Selecting content Designing experiential activities Evaluating The activities or curriculum in these groups usually take in nonthreatening exercises or group discussion forms but it may present in variety forms actually (Bates, Johnson Blaker, 1982; as cited in Gladding, 2003). Certain technological application such as computer-assisted programs, video or audio transmission and computerized simulations take a role in the group to develop the members’ growth through knowledge in indirect way (Bowman Bowman, 1998; as cited in Gladding). According to Shechtman, Bar-EI and Hadar (1997; as cited in Janice DeLucia-Waack, 2006), adolescents able to take many advantages through group because they have a chance to relate to each other learn the life skills. Besides, they may practice the behaviours that generalized from the group into real-life situations. From the group, multiple feedbacks are received and through helping each others, their self-esteem may be increased. Psychoeducational groups are commonly utilized in school setting, for prevention purposes for students at risk (Vera Reese, 2000; as cited in Janice DeLucia-Waack, 2006). Psychoeducational group approach assist group members in sharing and developing coping skills and behaviours and apply such skills in dealing with new or difficult situation (Dagley, Gazda, Eppiger Stewart, 1994; Hoag Burlingame, 1998; as cited in Janice DeLucia-Waack, 2006). Through psychoeducational intervention, adolescents learn the improved way of functioning. They will expose with new cognitive concepts, ideas and exploration of their issues. The adaptive behaviours will be explored, discussed and practices for transfer to school and home. From the healing interaction of the group experience, their self-esteem, efficacy, and emotional satisfaction will be improved (Smead, 2002; as cited in Janice DeLucia-Waack, 2006 ). 2.2 Module Sidek Mohd Noah and Jamaludin Ahmad (2005) defined module as a unit of teaching and learning that discuss with certain topic, in a systematic and subsequent way. It helps the student able to learn alone and master the learning unit in an easy and accurate way. Module can be used in the non-academic setting such as the activities that related with self-growth, adventure and interaction. Thus, module suits to apply for individual or group in academic or non-academic form with the purpose to lead them for change in a positive direction (Rusell, 1974; as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005). According to Sulaiman Yasin, Saidin The Asma Ahmad (1986, as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005), the role of module is to assist someone to gain knowledge, awareness and adeptness which will lead to the improvement of management ability to achieve the objective that fixed by an organization. Thus, in this study, the module had been developed and be used in the psychoeducation group to assist the group members to gain knowledge, awareness and practice the skills that related with EI, with the goal of increase their EI level. The modules are important in this study because each module has the specific objective. When the members aware of the objective during the beginning of the session, such situation able to drive them to participate in the activity actively to achieve the goal. Besides, the modules that developed consists with assessment elements which will enable the member to receive and provide feedback that related with their achievement and understanding of the activities that they participated (Shaharom Noordin Yap Kueh Chin, 1991; as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005). Jamalidin Ahmad (2002, as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005) categorize module into four types with according to their purpose. They are teaching module, motivation module, training module and academic module. Teaching module is used in school setting, with the purpose to provide guidance for students to study alone. To develop the student motivation, motivation module is used by teacher, facilitator or moderator in variety form such as acitivities, trainings and games. Academic module is prepared by universities or colleges lecturers that complete with lecture notes and is provide to their students. Training module is a module in training form with strive for improve the worker performance in certain organization. The chart below illustrates the process to create a module. Set the objective Needs of research Identify theory, rational, philosophy, concepts, target and time period. Target creation Choose the contents Combine draft of module Assess validity and reliability Complete Draft Module Produced Choose strategics Assess effectiveness Combine draft of module Choose logistic Combine draft of module Quality module Choose Media Reevaluate Complete module and able to be used Note: Phase I, Draft Module Preparation Pahse II, Test and Evaluate Module Figure 2: Model Module Creation Sidek Source: Sidek Mohd Noah Jamaludin Ahmad (2006). Pembinaan Modul: Bagaimana membina Modul Latihan dan Modul Akademik. Serdang: Universiti Putra Malaysia. Sidek Mohd Noah introduced a module that is more comprehensive for module creation at 2001 (Sidek Mohd Noah Jamaluding Ahmad, 2005). This model has two phases. Phases one involves the steps to create draft for module, whereas phase two is a level to test and evaluate the module. The validity and reliability of the modules are assessed in this phase. Only the module with appropriate value of validity and reliability will be used. For in stance, of the value is inappropriate, the module need to modify and rebuilt until the appropriate value of validity and reliability been achieved. 2.3 Emotional Intelligence (EI) Mayer (2001) in his article A Field Guide to Emotional Intelligence proposed a fivefold division of years to explain the overview of the emergence of EI concepts. From 1990 to 1969, the psychological study of intelligence and emotion were separate. During the period of 1970 to 1989, psychologists focus on the study of how emotions and thought influenced each other. At 1990, the term of ‘emotional intelligence’ first introduces by Mayer and Salovey and leads to emerge the EI as a topic to study. When come to 1994 to 1997, the concept of EI was popularized by Goleman and his book Emotional Intelligence become a worldwide best-seller and was widely copied. From 1998 until present, a numbers of refinements of the concept of EI take place and a new measure of the concept of EI had been introduced as well. Now, EI become a popular topic for the scientific research. There are variety definitions for EI. According Mayer (2001), recently two lines of definition had emerged. First line consists of the original approach that defined EI as an intelligence involving emotion. For the second lines, the definition is mixed approaches that blended with other skills and characteristic such as well-being, motivation, and capacities to engage in relationship. Mayer, Caruso and Mayer (1999; as cited in Mayer, 2001) proposed the ability theory and divides EI into four brunches: ability at emotional perception, the ability to use emotions to facilitate thought, understanding emotions and managing emotion. For mixed definition, Bar-on (1997; as cited in Mayer, 2001) view EI as noncognitive competencies and categorized as intreapersonal, interpersonal, adaptability, stress management and general mood. Goleman (1998; as cited in Mayer, 2001) used the mixed definition as well. He proposed five-part elaboration of EI: self-awareness, self-regulation, motivation, empathy and social skills. The most common mental illness that relate with EI is Alexithymia. For people who suffer with Alexithymia, they suffer with the difficulty identifying feelings and distinguishing between feeling and the bodily sensations of emotional arousal. Besides, it is hard for them to describe feeling to others and have a poor fantasy life. They also have a cognitive style that is literal and focuses on the minute details of external events. High alexithymia individuals are identify to have a low EI because they unable to use emotions as information about their internal or external worlds and do not feel good about themselves (Taylor, 2001). Bar-on (2001) proposed four themes to define self-actualization: the ability and drive to set and achieve goals, being committed to and involved with our interests, actualizing our potential and enriching our life. His findings strongly suggest that the EI factors and facilitators such as happiness, optimism, self-regard, independence, problem-solving, social responsibility, assertiveness and emotional self-awareness are best predictors of self-actualization. He mentioned that the person who has high IQ does not guarantee that they will actualize their potential because his study showed that even EI individuals with average or even below-average cognitive capacity are able to actualize their potential in life. Empathy is one of the five domains of EI that proposed by Goleman (1995), which defined as ability recognizing emotions in others and the ability that built on emotional self-awareness and it serve as the fundamental â€Å"people skills†. Empathic accuracy is a measure of the ability to accurately infer the specific content of â€Å"reading† people’s thoughts and feelings (Ickes, 1997; as cited in Flury Ickes, 2001). These aspects are closely related with friendship and dating relationship (Flury Ickes, 2001). Ick