Learn How to Organize Your Content Marketing in 2017 (Free Course)

Learn How to Organize Your Content Marketing in 2017 (Free Course) Building new, effective habits  can be hard. That’s because we naturally resist change. Instead of going to the gym, we binge-watch TV shows. Rather than eat a salad, we raid the office candy supply. Despite our best intentions, these are the sorts of patterns we tend to fall into. Why? Goals worth achieving are typically difficult to attain. That’s part of the issue. Another is we sometimes lack the knowledge and tools required to help make new habits feel automatic. The key is finding ways to do things easier and automatically, until our old habits become distant memories. This principle is key to getting organized (and staying that way  for the long haul). And that’s exactly what youll learn to do when you join the Marketing Strategy Certification course  by . How To Organize Your Entire Marketing Strategy In Less Than 2 Weeks (FREE Course)So, What Is This Marketing Strategy Certification Course All About? The course is broken up into five lessons, each covering a different part of the long-term planning process. Each lesson includes a worksheet (plus free bonus guides and templates) to help you plan a lean and actionable marketing strategy. When you’re finished, you’ll have a fluff-free documented content strategy and marketing calendar to keep you focused and organized for an entire year. By the end of this FREE  two-week course, you’ll have learned the following: How to set overarching marketing goals that your content efforts will support. How to plan which types of content you’ll create (and never run out of ideas). How to keep it all organized on one calendar throughout the year. You’ll also get access to the following: Three  live-action workshops taught by our own Jordan Loftis  and Emma Tupa. A private Facebook user group to discuss the course content with other current (and past) students. If you’re new to , we’ll hook you up with an exclusive free 21-day trial. Recommended Reading: A Crash Course in Your New Content Calendar [Demo] And What Am I Going To Learn? So far, weve given you a high-level summary of what this course has to offer. Next, let’s take a deeper look at what you’ll learn. Lesson 1, Behind the Scenes: Setting Goals and Priorities You need goals before you start creating content. Otherwise, what’s the point? The first lesson in this course is devoted to determining which goals and metrics are most important for you. You’ll also establish which high-level business goals your marketing efforts are meant to help achieve. Lesson 2, Behind the Scenes: Establishing Content + Social Strategy Once you know why you’re creating content, you’ll need to know what content to create. Sometimes it’s hard to know where to start. If you’ve been creating content for a while with mixed success, you might want to know how to do more of what works best. If you’re beginning from scratch, you probably feel even more overwhelmed. After all, there are so many different things you could create, share, and talk about. How do you choose which ideas to pursue and which channels to use? That’s what we’ll figure out in this lesson. First, you’ll learn how to use Google Analytics to discover your top-performing content. With that data in hand, you can note what that content has in common, so you can create even more high-performing stuff. Then, we’ll move onto social media, determining which platforms you need to be on (and what to create and share so you don’t end up throwing in the towel by September). Lesson 3, Behind the Scenes: Brainstorming and Ideation No one likes staring at a blank page. Marketing requires constant creativity. You need fresh ideas all the time to build and retain your audience. That can be a lot of pressure, especially when you need to sustain a consistent schedule for a full twelve months (and beyond). That’s where this convenient brainstorming process comes in. After your goals are set and content strategy is established, it’s time to get down to brass tacks and decide what you’ll actually create. Following our three-step process, you’ll be able to easily generate a month’s worth of ideas in under an hour. Repeat that once a month, and your content calendar will never be blank. Learn how to keep your content calendar full with this free course from @Here’s how it works: 10 minutes of throwing out ideas. 10 minutes of scoring each idea. 10 minutes of narrowing those ideas down. Once you’ve talked through all your ideas with your team (and dropped them onto your calendar), you’ll likely find you’ve spent about an hour total on ideation. You’ll also probably notice the quality level of your ideas is higher than it would be struggling on your own or simply waiting for inspiration to strike. Lesson 4, Behind the Scenes: Understanding the Science of Scheduling One of the most common questions we get asked is, â€Å"When is the best time to publish [INSERT TYPE OF CONTENT].† Another variation we frequently hear is, â€Å"Do you know the best times to post on [INSERT SOCIAL CHANNEL].† You might even be wondering how much email you should be sending. You can stop wondering. After this lesson, you’ll know. Even better, you’ll be able to act and start scheduling content the best way. Recommended Reading: Best Time Scheduling is the Easy Way to Get More Engagement [New Feature] Lesson 5, Behind the Scenes: Building An Actual Content Calendar This is what it all comes down to, right? In the last lesson, you’ll build a real marketing editorial calendar you can actually use. We’ll walk you step-by-step through the process of creating a calendar yourself in Google Docs (or you can use the included template). We’ve written blog posts on how to create content calendars before. Quite a few of them, in fact. However, what this course offers is context for how to use a calendar effectively as an integrated piece of your overall marketing strategy. When you have content that’s connected to your goals, all mapped out in one place, your calendar becomes your central planning hub. It’s your main point of reference to see everything you’re working on, giving you a high-level view of what’s going on. Blog posts. Social messages. Email newsletters. You can even add podcasts, videos, brochures, events- literally anything you’re working on can (and should) go on your calendar. And this is what’s key to keeping yourself (and your team) organized for an entire year. The centerpiece that holds everything together. Recommended Reading: New Live Demo: An Insiders Look at Whats New (and Whats Next) for Course Registration Closes  Tuesday, July 25 If this sounds good (and we hope it does), the next step is to register by Tuesday, July 25, at 11:59 p.m. CT. Need extra convincing? Here’s a summary of everything you’ll get: A lean and actionable year-long marketing strategy in just two weeks. This course won’t just give you information and leave you on your own from there. It provides the templates you need to develop a simple strategy focused on helping you stay organized while executing great marketing. It won’t detail everything you could possibly plan out; rather, it’ll give you just the pieces you need to get to work without wasting time. A real calendar you can put to use. We’re big believers in content calendars (and we should be, considering we’re a content calendar company). If you’re curious what kinds of results an organized calendar can help you achieve though, look no further than us. Our blog receives 1.3+ million pageviews a month, our email list has 190,000+ subscribers, and our 120,000+ strong social media following grows every day. Everything you need to succeed. With more than a dozen additional bonus templates and guides, you’ll have a complete toolbox for marketing success. To cap it all off, course registrants will also get a free 21-day trial. That way, you can use our software free if you’d prefer it versus a spreadsheet (and we’re thinking you probably will- we eat our own dog food here, and we wouldn’t consider working without our own all-in-one tool). And you’ll be able to make â€Å"getting my content organized† one habit  you won’t break.

Understanding What Zai Na Li Means in English

Understanding What Zai Na Li Means in English The Mandarin question word for where† is Ã¥Å" ¨Ã¥â€œ ªÃ¨ £ ¡, written in the traditional form, or Ã¥Å" ¨Ã¥â€œ ªÃ©â€¡Å', written in simplified form. The pinyin is zi nÇŽ li. This term is particularly useful to know if you are traveling in China and want to learn or ask about new locations to explore.   Characters The term for where is made up of three characters: Ã¥Å" ¨ (zi)  which means located at, and the two characters å“ ªÃ¨ £ ¡ / å“ ªÃ©â€¡Å' (nÇŽ li) which put together means where. Combined, Ã¥Å" ¨Ã¥â€œ ªÃ¨ £ ¡ / Ã¥Å" ¨Ã¥â€œ ªÃ©â€¡Å' (zi nÇŽ li) literally means, â€Å"Where is it located?† The term å“ ªÃ¨ £ ¡ / å“ ªÃ©â€¡Å'  (nÇŽ li) is sometimes used by itself as a single-word question. Pronunciation With regards to tone marks, Ã¥Å" ¨ (zi) is in the 4th tone and å“ ª (nÇŽ) is in the 3rd tone. è £ ¡ / é‡Å' is usually pronounced in the 3rd tone (lÇ ) but when used as a question word for where it takes on an unaccented  neutral tone (li). Thus, in terms of tones, Ã¥Å" ¨Ã¥â€œ ªÃ¨ £ ¡ / Ã¥Å" ¨Ã¥â€œ ªÃ©â€¡Å' can also be referred to as zai na li. Examples WÇ’ de shÃ… « zi nÇŽ li?我的æ› ¸Ã¥Å" ¨Ã¥â€œ ªÃ¨ £ ¡? (traditional form)我的ä ¹ ¦Ã¥Å" ¨Ã¥â€œ ªÃ©â€¡Å'? (simplified form)Where is my book? WÇ’ men zi nÇŽ li jin?我們åÅ" ¨Ã¥â€œ ªÃ¨ £ ¡Ã¨ ¦â€¹?我ä » ¬Ã¥Å" ¨Ã¥â€œ ªÃ©â€¡Å'è § ?Where are we going to meet? Yà ºnnn shÄ›ng zi nÇŽ li?é› ²Ã¥ â€"çÅ" Ã¥â€œ ªÃ¨ £ ¡Ã¤ ºâ€˜Ã¥ â€"çÅ" Ã¥Å" ¨Ã¥â€œ ªÃ©â€¡Å'?Where is Yunnan province? ShnghÇŽi zi nÇŽ li?ä ¸Å Ã¦ µ ·Ã¥Å" ¨Ã¥â€œ ªÃ¨ £ ¡?ä ¸Å Ã¦ µ ·Ã¥Å" ¨Ã¥â€œ ªÃ©â€¡Å'Where is Shanghai? NÇ  yo qà ¹ nÇŽlÇ  lÇšxà ­ng?ä ½  Ã¨ ¦ Ã¥Å½ »Ã¥â€œ ªÃ¨ £ ¡Ã¦â€"…è ¡Å'ä ½  Ã¨ ¦ Ã¥Å½ »Ã¥â€œ ªÃ©â€¡Å'æâ€"…è ¡Å'Where do you want to travel?

Your choice Essay Example | Topics and Well Written Essays - 1000 words

Your choice - Essay Example r will discuss few methodological and evaluative strategies of the learning event, and such discussion will allow the teacher to include innovative methodologies based on students’ perspectives. After introduction, the teacher will endeavor to provide learning related to the: It is an observation that students are aware of few objectives, as well as functions of the United Nations from previous classes and personal discussions, so the teacher will endeavor to find out conceived perceptions about the United Nations before presenting his means of learning. Such an overview of known notions has huge significance in the learning theory of ‘Cognitivism’ that promotes consideration of prior knowledge for efficient learning (Horn, 2008). â€Å"The United Nations is an international organization founded in 1945 after the Second World War by 51 countries committed to maintaining international peace and security, developing friendly relations among nations and promoting social progress, better living standards and human rights† (UN, 2009). In conclusion of this class, students will be aware of learning objectives specified earlier in the lesson plan briefly, and will be ready to understand different functions of the United Nations in a detailed manner. Group discussions will be significant in evaluating the understanding capabilities of students in the class (Westwood, 2008), and will play a major role in developing leadership and teamwork skills in the students. In addition, crossword activity will facilitate teachers in assessing creative and cognitive skills of the students. Class will commence with a brief summarization of previous class from the students that will provide a compatible learning environment to them, and will allow absent or shy students to participate in the learning event confidently. Moreover, such an overview of learnt concepts plays a significant role in the learning theory of ‘Cognitivism’ (Horn, 2008) that promotes consideration of

2-1-2 Assignment Example | Topics and Well Written Essays - 500 words

2-1-2 - Assignment Example Prior to recession that started in 2008, economy of Lithuania was found to be growing at the rate of 8%. In 2004 the country joined in European Union. It has also joined World Trade Organization. Most of the trades take place with Russia and other neighbors that are located in Eastern Europe. The process of turning old traditional Lithuanian economy into a market economy is almost complete. Most of the state owned organizations have been made private. The recent global recession that started from mid of 2008, has greatly affected the economy of the country. In 2007 Lithuania’s real GDP was growing at the rate of almost 8%, but in 2008 the figure came down to 3%. In 2009 the country’s GDP shrank at the rate of 16.8%. Such negative growth is mainly due to the global financial meltdown that has affected almost all the developed and developing economies in the world. In 2008 Lithuania’s GDP per capita was $18,000 and in 2009 the figure reduced to $15,000 per capita. According to the prediction of Bloomberg, Lithuanian economy might have positive growth in 2010. It is also predicted that in 2011 the economy might grow at the rate of 4% (Hà µbemà ¤gi, December 23, 2009). In 2008, unemployment rate was almost 5.84%, but in 2009 it increased to 15%. Inflation rate has decreased from the past. In 2008 inflation rate in the country was 10.9% and in the next year it was around 4.7% (Central Intelligence Agency, n.d.). Lithuania’s economy was in growth track prior to the recession period. In 2007 GDP growth rate was 8.9%, but in the next year this rate was 3% and 2009 Lithuania’s economy was having negative growth rate. It is predicted that in 2010 economy will return on growth track. In 2011 economy is expected to grow at the rate of 3-4%. In 2008 discount rate offered by central bank was 4.73% which is almost unchanged from the previous year when the rate was 4.82%. Hà µbemà ¤gi, T. December 23, 2009, SEB: Lithuanian economy to expand 4% in 2011, Baltic

Learning - teacher Essay Example for Free

Learning teacher Essay Good afternoon everyone, today I am going to talk about education. Education has many affects but how does education affects our lives. Education affects people by opening them up to new ideas, thus broadening their thinking. As for example, A degree can also broaden opportunities in the job market. Sometimes education can change what you believe, if you find new truth and need to fit it into your worldview. As long as a person is careful to actually examine the information that is presented, and not just blindly accept anything from any source, education usually improves lives and minds and offers us more opportunities and possibilities. The education for society can be different, due to the fact that various types of education and learning methods and assumptions affect me and others in many different ways. An important key role in our life by far is education, because so far it has given me a different perspective of life. A well-known Greek Philosopher named Plato once said that the direction in which education starts a man will determine his future in life. He literally means the type of education we chose to follow or have leads to us becoming that. So far in my journey of life it has opened and shown my eyes to a lot to see in this world. Education has given me the chance to learn and discover new things around me; in addition it has taught me to believe about life. Education has made me who I am today, and will have a huge impact in my future to come, because it will determine how I will live. It has given me a picture and sense on what I can achieve and do in life. My education started at a very young age, just like most people start theirs. My first mentors and teachers were not from elementary school, but they were my own people that raised me from home. The education I received to this day has made me a better decision maker about life’s big questions. Nelson Mandela best said that education is the most powerful weapon which can be used to change the world. What Nelson Mandela is trying to mean is that education is the answer to move forward in life. I totally agree with Mandela on that.

Autism in Children :: detection, intervention, education

All children deserve to have an equal chance to learn and perform in any number of categories. The only problem is that not every child can function correctly for various reasons. The condition that I am covering is autism. Autism is a difficult symptom to correct because it is a brain disorder that takes time and much work with doctors and teachers. I wanted to learn more on this disorder because I have a family member that have this condition. Autism affects communication skills, social skills, creativity skills, and learning skills. The ways to help correct these symptoms would be early detection, early intervention, and how to educate children with autism. Every parent wants to know what causes autism for their child. The only problem is that no one knows what causes autism. There are many signs and different theories, but no answers to what causes autism. Many different methods have been conducted to see the cause of autism. Methods like brain research, genetics, and neurochemistry have not solved this dilemma. The causes of autism have not been solved, and might never be discovered. Parents want to know if their child can be cured and be able to live a normal life. The answer to that is no and yes. There is no cure for autism, but with the proper treatment and education, a child can grow and live a very normal life. There are many cases of people with autism living a normal based life, even though they still have autism. Autism is a life long condition that can not be cured, but people can still live normal lives. One person in particular (Peter) interested me as he lives a very normal life and is an inspiration to not only autistic people, but to everyone, Today, things are much easier for me. I go to Inver Hills Community College, where I?m working for my associate of arts degree. I am very hopeful about my future. I?ve taken some very difficult classes in geography, but I have passed all of them with a fairly decent grade?This past October, I gave a talk in front of nearly three hundred people up in the Twin Cities about my autism?I talked about what autism felt like for me, and I told some funny stories?On the whole, this talk was a very big success for me. My talk brought tears to the eyes of many.

Comparison Between the set roles of Late 19th Century men in the ‘Ms Julia’ and ‘A Dolls House’

‘Ms Julia' and ‘A Dolls House' are both late 19th Century plays. In the late 19th Century, England was the most economically powerful nation in the world, with naval supremacy and an extensive empire. There was great social change; the nation was becoming more literate and expressive, giving birth to the expression ‘art for art's sake'. As a result, controversy and conflict occurred during this time of economic and social change. That caused a knock on effect throughout Europe. A new social class was also formed; this was the middle class, which ‘A Dolls House', is based on. During this time of change, men still had family duties which had to be conformed to in the society. Women's role in society stayed the same. Women were left at home while their husbands went to work. Not much was expected from them, but to provide offspring and keep their husbands satisfied. Family image was very important during this time period and loss of face was unacceptable, a tarnished image would lead to gossip and loss of respect from people of the same social class. Image and social status is clearly brought out in both plays and conflict is apparent when social roles are not adhered to. In Ms Julia, Jean is portrayed as the ambitious footman who crosses the social barrier to seduce the mistress of the house whereas Torvald remains the stereotypical husband of Nora who fulfills his role as her provider. Both plays ‘A Dolls House' and ‘Ms Julia' have dominating male characters. In ‘A Dolls House' the dominating character, Torvald, plays a middle-class man working as a bank manager. Dr Rank, a well-respected doctor, represents the weaker side of men, both physically through his illness which is probably a sexually transmitted disease inherited from his father and also being susceptible to Nora. In ‘Ms Julia' the main male character is Jean, whose rank in society does not exceed one of a footman. Even though he seems well educated and speaks French, his intentions are evil and disloyal. The Count, Jean's employer, does not appear in any scenes but he is known as a stern authoritarian man and his presence throughout the play is noticeable through references by the staff and the ‘bell' at the end of the play. Torvald, a man who has a secure source of income and is well respected by his acquaintances, conforms to the society he is placed in. Towards his wife, he seems only grateful for the company and entertainment that she provides for him and his friends. ‘Nora, I'd gladly work night and day for you, and endure poverty and sorrow for your sake. ‘ This is a typical male statement of that time where women had to rely on the men in that society. When Nora confesses to taking out the loan, to save his life. He does not really love Nora for who she is, but he loves her for what she does to satisfy her. Torvald feels that her actions were outrageous and something he would not expect from a wife. ‘This is unheard-of from a young girl like you'. This clearly shows how he feels about the position and role of a wife. After confessing, Nora leaves their well-established home under the protection of Torvald, and ventures off into the harsh world. At this moment Torvald is a broken man. His wife has left him with two children and a broken heart. ‘But to lose you – to lose you, Nora! No, no, I can't even imagine it†¦ ‘. More importantly there is an imbalance in Torvald's life as his role in society is not the same and his broken image cannot be repaired due to what the society expects from happy middle class families. But you're my wife – now'. How will he be viewed by others because his wife has left him? Dr Rank plays a distinctive role in the play ‘A Dolls House'. His name relates to society, Ibsen deliberately put it in to show the importance of social ranking. Rank is a family friend to the Helmers and makes frequent visits to their residence. When Rank and Torvald discuss matters, they confide themselves to a small room that does not welcome Nora and is not seen by the audience. The subject of these conversations are not known by Nora indicating a difference in the roles in society. When Rank finds death approaching, he confides in Nora, yet Torvald has no that they occur. ‘Well, at any rate you know that I'm at your service – body and soul. ‘ Helmer clearly states that he is at her service, which does not always equal love. Krogstad is an unemployed barrister in ‘A Dolls House'. During the time that Torvald was ill Nora turned to Krogstad for a loan to pay for a much-needed vacation to Italy. This loan was taken out without Torvald knowing. Throughout the play Krogstad always appears at the Helmers residence asking Torvald to hire him. He visits are not only intended to ask for a job, but also to blackmail Nora for the money that she had borrowed from him and the falsified signature. Near the end of the play Krogstad slips a note inside Torvald's private letterbox about the loan that he gave to Nora. In ‘Ms Julia' the dominant male character is Jean. He takes advantage of the Count's daughter and seduces her. Fear of being caught, they both plan to run away. Jean feels that he should be in a higher social class in society. He tries to fit in with people in a higher class, but tries to ignore the social class barrier. ‘In my dream, I'm in a dark wood, lying under a tall tree. I want to get up – right to the top, where I can see out over the country in the sunlight. ‘ However, he is unable to do so and is reminded constantly of his position in society by Kristin and finally by the bell ringing on the return of the Count. The Count is the master of the house, but not much is heard or seen of him. However, his heavy presence is constantly felt by the bell ringing. It's Jean, my lord. ‘ This brings fear to all the servants. From what is shown the Count expects certain standards from everyone including his daughter and shows a strong adherance to the social class system of the time. He lives upstairs and the servants live downstairs each to their altered position in society. In the two plays the men have completely different roles and attitudes to their place in society. Torvald is comfortable about his role and place in society. Yet Jean feels the opposite way as he feels that he deserves a higher position. Dr Rank feels that his life has not satisfied all his needs for women and he had an unfair chance at life because of his father's lifestyle. To conclude, Jean's role in society does not change throughout the play even though he tries very hard to change, he still holds his role as a footman. Dr Rank stays in his role in society as a doctor and a friend, but he tries to bend the rules in his last moments and attempts to flirt with Nora yet he must stay celibate because of his illness. Torvald looses a part of his role and has an increased role of being a single parent and a middle class working man at the same time. If Jean was to conform to society he would not have considered a relationship between himself and Ms Julia. He would have married Kristin and lived his life as a servant and husband. His dreams of owning a hotel would not happen due to his position as a footman. These men had different ideas and roles, but the end result still remains, society still controls who you are and what you can achieve. The bell in Ms Julia is the main image that restricts what you can achieve. In A Dolls House the sickness that Dr Rank has contracted controls his life and his place in society.

Face Recognition Ability Inherited Separately from IQ Essay

This article supports the modularity hypothesis of the brain where it is expressed that the human brain is like a Swiss knife that is represented as â€Å"a general purpose tool with special-purpose devices† (Massachusetts Institute of Technology, 2010, n. p. ). Such kind of mentality is based on the idea that specialized genes are located in various regions of the brain which function for specific cognitive abilities like face recognition. In attempt to further investigate this issue, the researchers studied the relationship of face recognition to heritable characteristics by utilizing the help of 102 pairs of identical twins and 71 pairs of fraternal twins. The experiment made use of black-and white images of 20 different faces which were shown to each participant on a computer screen each for one minute and this step was followed by the mixing of 10 of the original 20 faces to 20 new faces. Results showed that identical twins, whose genes are 100% common, were more likely to provide matched results of the face experiment (Massachusetts Institute of Technology, 2010). Moreover, 39% of the variance is attributed to genetic effects thereby suggesting that face recognition is a heritable trait. IQ relatedness of face recognition, on the other hand, was investigated by employing the participation of 321 students which revealed that the ability to recognize faces is independent of IQ (Massachusetts Institute of Technology, 2010). The results gathered in this study affirm the hypothesis that some cognitive skills are not correlated with IQ which is the indicator of general intelligence (Massachusetts Institute of Technology, 2010). Subsequent studies are intended to investigate if other cognitive abilities like language processing, navigation, reading and the likes are related to IQ. Consequently, the significance of these findings is seen on the study of autism and dyslexia because these heritable developmental disorders might also be dictated by specific genes on the human brain. Lastly, the findings presented on this paper are believed to be credible because they are grounded on empirically derived evidence. However, it is suggested that a larger sample size must be used to further confirm the statistical acceptability of the results. Nevertheless, the researchers made substantial and highly qualified efforts on the choice of participants because identical and fraternal twins are really the most appropriate subjects for studies that investigate heritable properties. In general, this study is a timely research endeavor that can lead to a series of promising effects in the fields of neurobiology and developmental psychology. Reference: Massachusetts Institute of Technology (2010, January 20). Face recognition ability inherited separately from IQ. Science Daily.

Free Essays on Utalitarianism

Utilitarianism is the ethical doctrine which essentially states that which is good is that which brings about the most happiness to the most people. John Stuart Mill believed that the decisions we make should always benefit the most people as much as possible regardless of the consequences to the minority or even yourself. He would say all that matters in the decision of right versus wrong is the amount of happiness produced by the consequences. In the decisions we make Mill would say that we need to weigh the outcomes and make our decision based on that outcome that benefits the majority. For Mill, pleasure is the only desirable consequence of our decisions or actions. The Judeo-Christian ethic embraced by Augustine places questions of right and wrong under the authority of a divine creator - God. The Judeo-Christian ethic can be summed up in one word - Love. In Matthew 22:40 Jesus says: â€Å"Love the Lord your God with all your heart and with all your soul and with all your mind. This is the first and greatest commandment. And the second is like it: Love you neighbor as yourself.† When Augustine said, â€Å"Love God and do what you will†, I believe he is asserting the fact that when a person loves God truly he or she is in God’s will. John 14:15 says, â€Å"If you love me, you will obey what I command.† If a person obeys God which is loving God and loving his creation then a person is in his will. The decisions made by a person in God’s will are thus ethical decision in view of the fact that God is the ultimate moral authority. To help his creation in determining right from wrong he has provided the Bible. Although not every ethical question is covered in the Bible he has also given us his Spirit for guidance. Utilitarianism like the Judeo-Christian ethic is viewing others in a high regard. Utilitarian desire the greatest happiness as an end and the Judeo-Christian perspective seeks love and obedience to God. These two ethical... Free Essays on Utalitarianism Free Essays on Utalitarianism Utilitarianism is the ethical doctrine which essentially states that which is good is that which brings about the most happiness to the most people. John Stuart Mill believed that the decisions we make should always benefit the most people as much as possible regardless of the consequences to the minority or even yourself. He would say all that matters in the decision of right versus wrong is the amount of happiness produced by the consequences. In the decisions we make Mill would say that we need to weigh the outcomes and make our decision based on that outcome that benefits the majority. For Mill, pleasure is the only desirable consequence of our decisions or actions. The Judeo-Christian ethic embraced by Augustine places questions of right and wrong under the authority of a divine creator - God. The Judeo-Christian ethic can be summed up in one word - Love. In Matthew 22:40 Jesus says: â€Å"Love the Lord your God with all your heart and with all your soul and with all your mind. This is the first and greatest commandment. And the second is like it: Love you neighbor as yourself.† When Augustine said, â€Å"Love God and do what you will†, I believe he is asserting the fact that when a person loves God truly he or she is in God’s will. John 14:15 says, â€Å"If you love me, you will obey what I command.† If a person obeys God which is loving God and loving his creation then a person is in his will. The decisions made by a person in God’s will are thus ethical decision in view of the fact that God is the ultimate moral authority. To help his creation in determining right from wrong he has provided the Bible. Although not every ethical question is covered in the Bible he has also given us his Spirit for guidance. Utilitarianism like the Judeo-Christian ethic is viewing others in a high regard. Utilitarian desire the greatest happiness as an end and the Judeo-Christian perspective seeks love and obedience to God. These two ethical...

Text Features to Navigate - Table of Contents, Glossary and Index

Text Features to Navigate - Table of Contents, Glossary and Index   A positive approach to teaching text features is not only to use them in instruction, or create worksheets, but to give students practice using those text features in other ways, as a group.   The features in this article (Table of Contents, Index and Glossary) are not found directly in the text but either in the front of the book (Table of Contents) or in the back (Index and Glossary) and are tools to help the student use the text to find information.    The Text Features Table of Contents The first page after the frontispiece and the publishers information is usually The Table of Contents.   You will find the same features in an ebook, as well (since they are usually digital forms of the printed text.)    Usually they will have the title of each chapter and the page number.   Some will even have subtitles for subsections which the author uses to organize the text. Glossary Often, especially in a student text book, words that appear in the glossary will be highlighted or even highlighted in a color.   As the age of the student and difficulty of the text increases, the glossary words will not appearthe student is expected to know that they can find specific vocabulary for the subject in the glossary.   Ã‚   Glossary entries are very much like dictionary entries, and will often have a pronunciation key and at least the definition for the word as used in the text and subject.   Sometimes authors will provide other definitions, but in either case, it is important for students to understand that when there is only one, there may be more than one meaning, and when there are multiples, only one definition should be chosen to make sense of the word in the context.    Index The index, at the end of the book, helps students find information in the body of the text.   We know that in order to research for a paper, we need to know how to find information in a text using an index.   We can also help students understand that when they have read a text and cant recall specific information, that information can be found in the index.   At the same time, students need to understand how to use synonyms to find information they are looking for - They may not know that to learn about the signing of the constitution, they should look first for Constitution in the index, and then hopefully find Signing as a sub subject.   Instructional Strategies Introduce the Terms Table of Contents, Index and Glossary First, of course, you need to find out if your students can name and then find text features.   Text features are being introduced almost as soon as students begin reading, in late first grade.    Still, students have significant difficulty with reading, they probably havent been paying attentionthey have probably been more attentive to ways to avoid having to read aloud.   So . . .   Choose a text.   It may be one you are using in your class, or you may want a non-fiction text that the students can have in front of them.   I find that Reading A-Z has excellent non-fiction.   (I will be using a text later to illustrate using the Treasure Hunt strategy for practice.)    I would recommend, for these purposes, to use a text that is at or below the students independent reading level, so that the code (decoding the text) is not the focus of your lesson.   Ã‚   Find the text features.   Send the students to specific page numbers and have students put their finger on the text feature, or have students find the particular item. i.e. Find the Table of Contents and put your finger on the words Table of Contents to show me you know how to find it.   Model using the text feature: Table of Contents:   i.e. Find the third chapter. What is the Title? What will you probably read about in this chapter? Index:   We know our book is about dogs.   I have a chihuahua, so help me find where I can read about chihuahuas.   (Be sure to check there is a section, first!) Glossary:   Find a word in the textIve chosen apprentice from Sellman, Jane.   Benjamin Franklin from Reading A - Z.   (p.7)   Read the text aloud.   When you get to the word, remind students where the glossary is and have a student find the word in the glossary, and read it aloud to you.    Games Cant beat games to get students motivated and give them practice!   Use favorite games and give your students practice.   here are some ideas for these text features. Glossary Go:   Put all the words in a books glossary on 3 X 5 cards and  shuffle.   Assign a caller, and divide your group into teams.   Have the caller read the word and place it on the table.   Have a child from each team ready when the word is read and find it 1) in the glossary and then 2) find the sentence in the text.   The first person to find the word in the text raises their hand and then reads the sentence.    This game asks the students to use the glossary to find the page and then to search the page for the word in context.   Text Feature Treasure Hunt Two ways I see to play this: Individually.   Make this a race to see who finds the items first:   i.e.   What does colonial mean? Go! The student who finds the answer first gets a point.   Play until you have a winner.   Requires some preparation. In a Group.   Make each task a clue from the text.   Make two or three sets so you can divide your group/class into more than one group.   Have the words in the answer correspond to something in your class, or . . . label locations where you hide the next clue with a word in the answer.

Education Essay Example | Topics and Well Written Essays - 1500 words - 4

Education - Essay Example For instance, in order to answer the question about the pregnant boy, his photo was missing but after some time, the photo becomes visible. Laying emphasis on the information, I felt the information on it had a good description and the photos were informative. Reading The information described in the website is of exceptional help for public. It is appealing to the target group, which is the teenage bracket. From teenage, the author clearly explains the method that reduces the chances of having unwanted pregnancies and STIs infection. He uses an easy language and vivid description in explaining on the various prevention measures and clearly stating how the pregnancy the method works. The author uses diagrams in illustrating how to wear a male or a female condom to reduce the chances of it breaking and thus making it useless. The language used in the context is pure and appealing for public. The topic itself is also highly appealing since many teenagers; especially those in active sex engrossed in the idea of protecting themselves from unwanted pregnancy Example The examples given by the author are particularly appealing and easy to comprehend. He states, describe and explains how different methods of pregnancy prevention methods applied. This example not only helps the target age bracket, but the public can use them. The use of clear and uncomplicated language is ideal for anyone who is in need of health information greatly benefits from the website. The examples provided by the author are also appealing in the manner that they are readily available, true and of great importance. The author describes several methods used in order reduces chances of having STIs and unwanted pregnancies. The methods discussed include the use of condoms as birth control methods.... This paper approves that the language used is appropriate for the target group because there are no uses of medical terminologies. The language used is single and clear in describing the method needs to be used and its effectiveness. The author also puts himself in the shoes of the target group and uses language that they best understand. The language used also is in a manner that every person with the slightest education can read and comprehend what the website is emphasizing. The simple language used makes it possible for the author, to communicate the message to many people as possible without fear of alienation of a certain group due to their level of literacy. The author gives helpful tip in self-care management. Most of the teenagers risk their safety for fear that their partners may mot trusts them. The authors illustrate how someone would use a polite language especially when the other partner does not see the need of using a condom. The author also illustrates how a partner can help the other partner who does not appreciate the use of condoms. This essay makes a conclusion that the publisher of the article is also a humorous character. He or she knows how to get the attention of any reader. The pictures displayed at the homepage leaves one wondering what the article could be talking about and due to curiosity that forces one to read the message, he originally intended to deliver. The creativity of the homepage page also makes anyone yearning read more of the article thus delivering his message. The publisher also uses an easy language where anyone who knows how to read benefits from the website