Friday, March 13, 2020

Law Essay

Law Essay Law Essay Writing a law essay, you should pay special attention to the format and style of your writing. Law essays are formal in style and language. Please read the following sample law essay. If you need professional essay help with writing, if you have no time to write your own essay, do not hesitate to request our professional customwriting service. We are not newcomers in essay writing industry and we have already helped thousands of students throughout the country. Our prices are moderate while our quality is unquestionable. We do not tolerate plagiarism and we pay special attention to the quality of every single custom essay delivery. Law Essay Sample An international legislature, in the sense of a body having power to enact new international law binding on the states of the world or on their peoples, does not exist. The very notion that international law requires any deliberate amendment is, indeed, quite a modern one. The international community has been content to rely for the development of its law on the slow growth of custom, and perhaps the first recognition of the need of any consciously constructive process in building up the law was the declaration by the Congress of Paris in 1814 in favour of freedom of navigation on international rivers. This declaration was not very effective, but it was important as showing that in the conference the international community had obtained a sort of rudimentary legislative organ. Little use was made of conferences for this purpose until the latter half of the nineteenth century, but after the Conference of Paris in 1856, at which a famous Declaration dealing with the laws of maritime wa rfare was agreed to, quasi-legislation by conference became fairly frequent: The movement took different forms. In part it was inspired by the humane desire to mitigate the horrors of war; examples of this are the Geneva Conventions for ameliorating the condition of the sick and wounded, the first in 1864, and most of the Hague Conventions of 1899 and 1907. It took another form in the foundation of the international administrative system which is referred to in the next section. Lastly, conferences have often been used for the settlement of special political questions by action which is really legislative in character, although it generally preserves the forms of mere mediation between supposedly sovereign states. Instances are, the Conference of London which established the independence of Belgium in 1831; the Conference of London which established that of Luxembourg in 1867; the Congress of Berlin, 1878, which dealt with the affairs of Turkey and the Balkan States; the Conference of Algeciras which dealt with Morocco in 1906. On these and other occasions st ates, or more often the Great Powers, have asserted a right to decide, by their collective action, questions in which they all felt themselves to be interested, without much regard to the alleged rules of international law concerning intervention, which are based upon a theory of the independence of every sovereign state which is liable to be disregarded in an international crisis. There is no doubt that the conference used in this way has frequently been the means of preventing wars. Law Essay Writing Service Undoubtedly, good essay cannot be written in a couple of hours unless you are a professional writer. When you use our custom essay service, you get a perfectly written paper, essay written especially for you according to the requirements. All essays are carefully checked for plagiarism. We guarantee free and unlimited revisions. Read also: Need Help Writing a Paper Long Term Paper 10 Pages Islamic Religion Term Paper High School Term Paper Free Term Paper

Wednesday, February 26, 2020

Music Comparison Matrix Assignment Example | Topics and Well Written Essays - 250 words

Music Comparison Matrix - Assignment Example The time signature is 2/4 There are several accents and the piece is heavily syncopated. 1. Sound was produced by many instruments: Saxophone, piano, drums and bass. The intensity varies, usually dependent on the saxophone and trumpet. Range is not very wide, except for the trumpet. Tone color is rich, but dark because of the use of low notes. It is cool too. The duration is 5:28. Intensity varies throughout the piece, usually gets softer at when it is time to introduce another instrument. 2. The song is very rhythmic. The rhythm is steadily provided by the piano, which is different since most pieces usually depend on drums for rhythm. The drums became the main instrument in this piece starting at the 2 minute mark. The time signature for this piece is 5/4, which has 90 beats per minute. The measure has five beats and the quarter note represents one beat. 3. The melody is very catchy. The melody is vary obvious at the start of the piece and it maintains it throughout the piece. It is not dynamic. The range is narrow for the piano and drums. For the trumpet and saxophone, the range is quite wide. The chords flow smoothly, it is consonant. The song is heavily sequenced. The theme is evident throughout the whole song. The elements of music provide various facets of the sonata to the listener. It is Allegretto, and it’s upbeat tempo gave the classical music a bit of a difference because it is martial, which is uncommon for sonatas. Even if it is not as dynamic because the range is not as wide, it is still quite exciting because of the staccatos which provide exciting surprises. The arpeggios also accomplish the same function. And even though there are dissonances, it gets resolved by consonances. The major difference of this musical piece is the time signature. It is rare for musicians to adhere to the 5/4 time signature. Even if it has a lot of notes per

Sunday, February 9, 2020

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

HR - Assignment Example A work life Program is a critical element of the total rewards of an organization in its effort to retain, motivate and attract employees. Recently, the organization has been losing employees due to inadequate planning regarding their employees benefits. High employee turnaround may reduce the performance of an organization by increasing reducing quality as well as increasing training costs. A work life projects training is aimed at training employees need to balance between healthy management of work life and life outside work. Essentially, it is considerably challenging to meet the entirely the requirements at work as well as at workplace. Therefore, employees require an initiative or a process that guide them to ensure that they remain healthy and safe (Harris 34). The training project can be categorized into various categories including when an individual works, how much one works, where one works. The program is expected to empower employees with the necessary skills to balance the objectives of the organization with that of employees. Sometimes it is very challenging to balance the balance the goals of an organization. One of the main purposes of an organization is to maximize profit. Sometimes, some employers find it challenging to incur additional expenditures that are not directly related to the organization’s operational costs (Harris 34). The point of this training is to provide employees as well as potential employees with skills on how they can provide initiatives to the employees that will help them remain productive in their workplaces as well as in their personal life. In addition, the program will help employees effectively manage their time, health and safety to ensure that neither their work performance nor their home performance will be compromised. At the end of the training, learners are expected to

Thursday, January 30, 2020

Big business affects ethics in promotion Essay Example for Free

Big business affects ethics in promotion Essay Ethics in marketing and promotion activities has been disregarded in the business world today. The reason again is the big profit at stake. Because big business entails big amount of profit, promotional ethics has been undermined. This gives birth to the deterioration of promotional ethics. History has shown many promotional activities that have evolved in style as well as in form while safeguarding the basic interest of promotions which is to profit just like in the lottery form of promotions. â€Å"In the 1960s, lottery-like contests designed to publicize products through sweepstakes competitions spread rapidly. In the 19th century, every state banned lotteries—defined as competitions in which chances to win prizes were sold—to protect citizens. In 1868, Congress prohibited the distribution of lottery materials through the mail. The mid-20th century sweepstakes, however, did not require contestants to purchase tickets or products to win prizes and were thus considered legal. † (Congress, 1970) In promoting a product, it is of a general rule that one must be honest. But looking at the business world today, honesty has vanished. The promotions in the business world have been characterized by deception. Majority of the companies promoting their products are only deceiving clients for earning purposes. They want a fast disposal of their products so that their capital and profit will soon be seen. They don’t care if the product is falsely advertised, all they care about is the people buying it. This absence of honesty and truthfulness plagues the business world. A product of such untruthfulness most of the time are discussed in court where a lot of clients give their complaints. Dishonesty can also be seen in instances like a company is telling the public that the product weighs like and the product gives vitamins such as these. But in reality, all they are saying are false and untruthful. This reality is very prevalent that sometimes people see it as just normal in marketing. Being dishonest sometimes is already accepted as part of the business world. In promotions, companies never look at the quality of their products. They just focus on promoting it and deceiving the public just again for profit. Promotions then become just words of manipulating the people. They do away from the criteria that what is said regarding a product must coincide with the truth about it. But in reality, truth about the product and the quality of the product diverge in two different directions. In promotion ethics, welfare of the clients must be first and foremost bannered. The clients are the ones giving life to the business world and they are the ones using the products. Again, with the prevalence of deception, businesses view the people as only tools for a desired end. They forget that the reason they indulge in business is not only for profit but for the service to the people. The people must experience good quality service from the business world. People must be given an honest and sincere service by businesses. The glamour for money of the people makes the promotional ethics deteriorate. This is a sad reality that we face. Now, it is true that it is very hard to overcome this because most people are very much inclined with money and the power in it. The constant desire of people to gain and assimilate material things brings about all the disease in promotional ethics. These are diseases that eat every persons’ being and not only deteriorates the promotional world but also the dignity of people inside it. SUMMARY While big business becomes bigger, media will continually be challenged to hold on to their ethical standards while balancing itself on the persuasive power of business to control media decisions of what to communicate and what information to keep away from public scrutiny. As these two forces contend with each other, using each other as leverage to further one’s own interests, balancers are needed. Social responsibility and media ethics are needed to strike the balance between these two forces from using each other’s strengths in order for the other to become bigger monsters that they are. â€Å"Big business has changed the world. The global growth of corporate culture has brought with it the spread of democratic systems, increased wealth and education, and diversified local economies. But it has also created extreme degrees of exploitation, greed, and environmental destruction. † (Enlightennext, 2006) It is a matter of time when consumers finally realize that they have the power to tip the scales between big business and media and forge these two giants to adhere to their social responsibility, ethical standards in a global setting. REFERENCES: American Advertising Federation Board of Directors, March 2, 1984, San Antonio, Texas.Berlau, John. March 18, 2002. Is big business ethically bankrupt? Insight on the News Blohowiak, Donald W. 1987. No Comment! An Executives Essential Guide to the News Media. Praeger Publishers Bowers, Chris. 2004. Media Conglomerate Will Attempt to Swing Election For Bush http://www. mydd. com/story/2004/10/9/153537/663 Congress, House, Select Committee on Small Business, Investigation of iPreselected Winnersi Sweepstakes Promotions: Hearings before the Subcommittee on Activities of Regulatory Agencies Relating to Small Business of the Select Committee on Small Business , House of Representatives, 91st Cong., 1st sess. , Washington, D. C. , November 12, 13, and 14, 1969 (Washington: Government Printing Office, 1970). DuBrin, J. , Andrew, (February 2004). Fundamentals of Organizational Behavior. South- Wester Publication, 2004 Donaldson, T (1988). Broadcasters Seek to Clean Up the Industry and Hope to Regulated Commercial Activities on the Air, â€Å"Ethical Dilemnas†. Chicago, 1988 Evans, Fred J. 1987. Managing the Media: Proactive Strategy for Better Business-Press Relations. Quorum Books. Ethics and Television. November 21, 2006 from http://www. museum. tv/archives/etv/E/htmlE/ethicsandte/ethicsandte. htm Enligthennext. 2006. Can Big Business Save the World? Retrieved November 21, 2006 from http://www. wie. org/business/ Gardner, Howard and Mihaly Csikszentmihalyi, William Damon 2001. Good Work: When Excellence and Ethics Meet. Basic Books Glover, JD. 1954. The Attack on Big Business. Harvard University Press How Much Do Television Ads Cost? November 21, 2006 From http://www. gaebler. com/Television-Advertising-Costs. htm Liebert, R. M., Sprafkin, J. (1988). The Early Window (3rd ed. )New York: Pergamon. McGuire, William J, 1986. The Myth of Massive Media Impact: Savaging and Salvaging. in C. Comstock (ed) Public Communication Campaigns. 2nd edition. Newbury Park CA: Sage. NBC. National Broadcasters Meet at Chicago and Adopt Code of Ethics New York Times (New York), March 26, 1929. Perse, Elizabeth M. 2001. Media Effects and Society. Lawrence Erlbaum Associates Smith. J. W. 1994. The Worlds Wasted Wealth II, (Institute for Economic Democracy, 1994), p. 224.

Wednesday, January 22, 2020

Miss Fozzard in Alan Bennetts Talking Heads Essay -- Papers

Miss Fozzard in Alan Bennett's Talking Heads The video, â€Å"Talking Heads Two† was made in 1998. It is a collection of six dramatic monologues by various different actors, each one telling their own story. Bennett wrote a series of monologues in 1988 for BBC 2 at a time when they were having financial difficulties. Monologues were chosen as they only required a few actors and cameramen. They were successful and Bennett decided to write a second series of monologues, the one which I am going to study is called â€Å"Miss Fozzard finds her feet† and I will be discussing how Alan Bennett creates her character and how her story is told. The monologues were written for, and shown on television. The use of the â€Å"talking head† as a dramatic device is effective as the audience sees the expression on the actors face and then feels the emotion the actor is portraying in their role. The effect of using the monologue form is effective as there is only one character so the audience can connect and understand the character better. In the collection of monologues there are no special effects used i.e. flashbacks, distractions also helps the audience understand the character. The audience also has to use their imagination as other characters are only spoken about and not seen so the audience has to imagine what they look like. Also, as the monologues are only set in one scene, for example Miss Fozzard’s lounge, the different locations described by the characters also have to be imagined. The purpose of the monologue is to entertain, however there is a limit to which effects the producers can afford to use however, many wouldn’t be used in a monol... ... tone of voices of the unseen characters used by Patricia Routledge (the actress) creates a successful character. I think her characters exterior seems boring to someone who takes a first glance, but as you get to know her throughout the monologue her character evolves into someone interesting and funny. If I was a member of the audience I think I would find Miss Fozzard inoffensive and quite eccentric. However, I think these qualities in a person are often amusing, as we frequently find in the monologue, and her prejudice views may be at times questionable, but are mostly harmless and funny. The audience would feel that this is only due to Miss Fozzard’s old fashioned manner and this is what she has been brought up to think. Overall, her character is excellently created and brought to life and I enjoyed the monologue.

Tuesday, January 14, 2020

Presentation Skills Essay

Introduction Presentations are a way of communicating ideas and information to a group. A good presentation has: †¢ Content – It contains information that people need. Unlike reports, it must account for how much information the audience can absorb in one sitting. †¢ Structure – It has a logical beginning, middle, and end. It must be sequenced and paced so that the audience can understand it. Where as reports have appendices and footnotes, the presenter must be careful not to loose the audience when wandering from the main point of the presentation. †¢ Packaging – It must be well prepared. A report can be reread and portions skipped over, but the audience is at the mercy of a presenter. †¢ Human Element – A good presentation will be remembered much more than a good report because it has a person attached to it. But you still need to analyze if the audience’s needs would not be better met if a report was sent instead. The Voice The voice is probably the most valuable tool of the presenter. It carries most of the content that the audience takes away. One of the oddities of speech is that we can easily tell others what is wrong with their voice, e.g. too fast, too high, too soft, etc., but we have trouble listening to and changing our own voices. There are four main terms used for defining vocal qualities: †¢ Volume: How loud the sound is. The goal is to be heard without shouting. Good speakers lower their voice to draw the audience in, and raise it to make a point. †¢ Tone: The characteristics of a sound. An airplane has a different sound than leaves being rustled by the wind. A voice that carries fear can frighten the audience, while a voice that carries laughter can get the audience to smile. †¢ Pitch: How high or low a note is. Pee Wee Herman has a high voice, Barbara Walters has a moderate voice, while James Earl Jones has a low voice. †¢ Color: Both projection and tone variance can be practiced by taking the  line â€Å"This new policy is going to be exciting† and saying it first with surprise, then with irony, then with grief, and finally with anger. The key is to over-act. Remember Shakespeare’s words â€Å"All the world’s a stage† — presentations are the opening night on Broadway! There are two good methods for improving your voice: †¢ †¢Listen to it! Practice listening to your voice while at home, driving, walking, etc. Then when you are at work or with company, monitor your voice to see if you are using it how you want to. To really listen to your voice, cup your right hand around your right ear and gently pull the -1-   ear forward. Next, cup your left hand around your mouth and direct the sound straight into your ear. This helps you to really hear your voice as others hear it†¦and it might be completely different from the voice you thought it was! Now practice moderating your voice. The Body Your body communicates different impressions to the audience. People not only listen to you, they also watch you. Slouching tells them you are indifferent or you do not care†¦even though you might care a great deal! On the other hand, displaying good posture tells your audience that you know what you are doing and you care deeply about it. Also, a good posture helps you to speak more clearly and effective. Throughout you presentation, display: †¢ Eye contact: This helps to regulate the flow of communication. It signals interest in others and increases the speaker’s credibility. Speakers who make eye contact open the flow of communication and convey interest,  concern, warmth, and credibility. †¢ Facial Expressions: Smiling is a powerful cue that transmits happiness, friendliness, warmth, and liking. So, if you smile frequently you will be perceived as more likable, friendly, warm, and approachable. Smiling is often contagious and others will react favorably. They will be more comfortable around you and will want to listen to you more. †¢ Gestures: If you fail to gesture while speaking, you may be perceived as boring and stiff. A lively speaking style captures attention, makes the material more interesting, and facilitates understanding. †¢ Posture and body orientation: You communicate numerous messages by the way you talk and move. Standing erect and leaning forward communicates that you are approachable, receptive, and friendly. Interpersonal closeness results when you and your audience face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided as it communicates disinterest. †¢ Proximity: Cultural norms dictate a comfortable distance for interaction with others. You should look for signals of discomfort caused by invading other’s space. Some of these are: rocking, leg swinging, tapping, and gaze aversion. Typically, in large rooms, space invasion is not a problem. In most instances there is too much distance. To counteract this, move around the room to increase interaction with your audience. Increasing the proximity enables you to make better eye contact and increases the opportunities for others to speak. †¢ Vary your voice. One of the major criticisms of speakers is that they speak in a monotone voice. Listeners perceive this type of speaker as boring and dull. People report that they learn less and lose interest more quickly when listening to those who have not learned to modulate their voices. -2- Active Listening Good speakers not only inform their audience, they also listen to them. By listening, you know if they are understanding the information and if the information is important to them. Active listening is NOT the same as hearing! Hearing is the first part and consists of the perception of sound. Listening, the second part, involves an attachment of meaning to the aural symbols that are perceived. Passive listening occurs when the receiver has little motivation to listen carefully. Active listening with a purpose is used to gain information, to determine how another person feels, and to understand others. Some good traits of effective listeners are: Spend more time listening than talking (but of course, as a presenter, you will be doing most of the talking). †¢ Do not finish the sentence of others. †¢ Aware of biases. We all have them. We need to control them. †¢ Never daydream or become preoccupied with their own thoughts when others talk. †¢ Let the other speaker talk. Do not dominate the conversation. †¢ Plan responses after others have finished speaking†¦NOT while they are speaking. Their full concentration is on what others are saying, not on what they are going to respond with. †¢ Provide feedback but do not interrupt incessantly. †¢ Analyze by looking at all the relevant factors and asking open-ended questions. Walk the person through analysis (summarize). †¢ Keep the conversation on what the speaker says†¦NOT on what interest them. Listening can be one of our most powerful communication tools! Be sure to use it! Part of the listening process is getting feedback by changing and altering the message so the intention of the original communicator is understood by the second communicator. This is done by paraphrasing the words of the sender and restating the sender’s feelings or ideas in your own words, rather than repeating their words. Your words should be saying, â€Å"This is what I understand your feelings to be, am I correct?† It not only includes verbal responses, but also nonverbal ones. Nodding your head or squeezing their hand to show agreement, dipping your eyebrows to show you don’t quite understand the meaning of their last phrase, or sucking air in deeply and blowing out hard shows that you are also exasperated with the  situation. Carl Roger listed five main categories of feedback. They are listed in the order in which they occur most frequently in daily conversations (notice that we make judgments more often than we try to understand): -3- 1. Evaluative: Makes a judgment about the worth, goodness, or appropriateness of the other person’s statement. 2. Interpretive: Paraphrasing – attempt to explain what the other persons statement mean. 3. Supportive: Attempt to assist or bolster the other communicator 4. Probing: Attempt to gain additional information, continue the discussion, or clarify a point. Understanding: Attempt to discover completely what the other communicator means by her statements. Nerves The main enemy of a presenter is tension, which ruins the voice, posture, and spontaneity. The voice becomes higher as the throat tenses. Shoulders tighten up and limits flexibility while the legs start to shake and causes unsteadiness. The presentation becomes â€Å"canned† as the speaker locks in on the notes and starts to read directly from them. First, do not fight nerves, welcome them! Then you can get on with the presentation instead of focusing in on being nervous. Actors recognize the value of nerves†¦they add to the value of the performance. This is because adrenaline starts to kick in. It’s a left over from our ancestors’ â€Å"fight or flight† syndrome. If you welcome nerves, then the presentation becomes a challenge and you become better. If you let your nerves take over, then you go into the flight mode by withdrawing from the audience. Again, welcome your nerves, recognize them, let them help you gain that needed edge! Do not go into the flight mode! When you feel tension or anxiety, remember that everyone gets them, but the winners use them to their advantage, while the losers get overwhelmed by them. Tension can be reduced by performing some relaxation exercises. Listed below  are a couple to get you started: †¢ Before the presentation: Lie on the floor. Your back should be flat on the floor. Pull your feet towards you so that your knees are up in the air. Relax. Close your eyes. Fell your back spreading out and supporting your weight. Feel your neck lengthening. Work your way through your body, relaxing one section at a time – your toes, feet, legs, torso, etc. When finished, stand up slowly and try to maintain the relaxed feeling in a standing position. †¢ If you cannot lie down: Stand with you feet about 6 inches apart, arms hanging by your sides, and fingers unclenched. Gently shake each part of your body, starting with your hands, then arms, shoulders, torso, and legs. Concentrate on shaking out the tension. Then slowly rotate your shoulders forwards and the backwards. Move on to your head. Rotate it slowly clockwise, and then counter-clockwise. †¢ Mental Visualization: Before the presentation, visualize the room, audience,and you giving the presentation. Mentally go over what you are going to do from the moment you start to the end of the presentation. -4- †¢ During the presentation: Take a moment to yourself by getting a drink of water, take a deep breath, concentrate on relaxing the most tense part of your body, and then return to the presentation saying to your self, â€Å"I can do it!† †¢ You do NOT need to get rid of anxiety and tension! Channel the energy into concentration and expressiveness. †¢ Know that anxiety and tension is not as noticeable to the audience as it is to you. †¢ Know that even the best presenters make mistakes. The key is to continue on after the mistake. If you pick up and continue, so will the audience. Winners continue! Losers stop. Never drink alcohol to reduce tension! It affects not only your coordination but also your awareness of coordination. You might not realize it, but your audience will! Questions  Although some people get a perverse pleasure from putting others on the spot, and some try to look good in front of the boss, most people ask questions from a genuine interest. Questions do not mean you did not explain the topic good enough, but that their interest is deeper than the average audience. Always allow time at the end of the presentation for questions. After inviting questions, do not rush ahead if no one asks a question. Pause for about 6 seconds to allow the audience to gather their thoughts. When a question is asked, repeat the question to ensure that everyone heard it (and that you heard it correctly). When answering, direct your remarks to the entire audience. That way, you keep everyone focused, not just the questioner. To reinforce your presentation, try to relate the question back to the main points. Make sure you listen to the question being asked. If you do not understand it, ask them to clarify. Pause to think about the question as the answer you give may be correct, but ignore the main issue. If you do not know the answer, be honest, do not waffle. Tell them you will get back to them†¦and make sure you do! Answers that last 10 to 40 seconds work best. If they are too short, they seem abrupt; while longer answers appear too elaborate. Also, be sure to keep on track. Do not let off-the-wall questions sidetrack you into areas that are not relevant to the presentation. If someone takes issue with something you said, try to find a way to agree with part of their argument. For example, â€Å"Yes, I understand your position†¦Ã¢â‚¬  or â€Å"I’m glad you raised that point, but†¦Ã¢â‚¬  The idea is to praise their point and agree with them. Audiences sometimes tend to think of â€Å"us verses you.† You do not want to risk alienating them. Preparing the Presentation -5- Great presentations require some preplanning. First, read Meetings for an outline of preparing and conducting a meeting, such as acquiring a room, informing participants, etc. A presentation follows the same basic guidelines as preparing for a meeting. The second step is to prepare the presentation: †¢ A good presentation starts out with introductions and an icebreaker such as a story, interesting statement or fact, joke, quotation, or an activity to get the group warmed up. The introduction also needs an objective, that is, the purpose or goal of the presentation. This not only tells you what you will talk about, but it also informs the audience of the purpose of the presentation. †¢ Next, comes the body of the presentation. Do NOT write it out word for word. All you want is an outline. By jotting down the main points on a set of  index cards, you not only have your outline, but also a memory jogger for the actual presentation. To prepare the presentation, ask yourself the following: What is the purpose of the presentation? Who will be attending? What does the audience already know about the subject? What is the audience’s attitude towards me (e.g. hostile, friendly)? †¢ A 45 minutes talk should have no more than about seven main points. This may not seem like very many, but if you are to leave the audience with a clear picture of what you have said, you cannot expect them to remember much more than that. †¢ There are several options for structuring the presentation: Timeline – Arranged in sequential order. Climax – The main points are delivered in order of increasing importance. Problem/Solution – A problem is presented, a solution is suggested, and benefits are then given. Classification – The important items are the major points. Simple to complex – Ideas are listed from the simplest to the most complex. done in reverse order. †¢ Can also be You want to include some visual information that will help the audience understand your presentation. Develop charts, graphs, slides, handouts, etc. -6- †¢ After the body, comes the closing. This is where you ask for questions, provide a wrap-up (summary), and thank the participants for attending. Notice that you told them what they are about to hear (the objective), told them (the body), and told them what they heard (the wrap up).  And finally, the important part – practice, practice, practice. The main purpose of creating an outline is to develop a coherent plan of what you want to talk about. You should know your presentation so well, that during the actual presentation, you should only have to briefly glance at your notes to ensure you are staying on track. This will also help you with your nerves by giving you the confidence that you can do it. Your practice session should include a â€Å"live† session by practicing in front of coworkers, family, or friends. They can be valuable at providing feedback and it gives you a chance to practice controlling your nerves. Another great feedback technique is to make a video or audio tape of your presentation and review it critically with a colleague. Habits We all have a few habits, and some are more annoying than others. For example, if we say â€Å"uh,† â€Å"you know,† or put our hands in our pockets and jingle our keys too often during a presentation, it distracts from the message we are trying to get across. The best way to break one of these distracting habits is with immediate feedback. This can be done with a small group of coworkers, family, or friends. Take turns giving small off-the-cuff talks about your favorite hobby, work project, first work assignment, etc. It talk should last about five minutes. During a speaker’s first talk, the audience should listen and watch for annoying habits. After the presentation, the audience should agree on the worst two or three habits that take the most away from the presentation. After agreement, each audience member should write these habits on a 8 1/2†³ x 11†³ sheet of paper (such as the word â€Å"Uh†). Use a magic marker and write in BIG letters. The next time the person gives her or his talk, each audience member should wave the corresponding sign in For most people, this method will break a habit by practicing at least once a day for one to two weeks. Tips and Techniques For Great Presentations †¢ If you have handouts, do not read straight from them. The audience does they should read along with you or listen to you read. not know if †¢ Do not put both hands in your pockets for long periods of time. This tends to make you  look unprofessional. It is OK to put one hand in a pocket but ensure there is no loose change  or keys to jingle around. This will distract the listeners. -7- †¢ Do not wave a pointer around in the air like a wild knight branding a sword to slay a  dragon. Use the pointer for what it is intended and then put it down, otherwise the audience will become fixated upon your â€Å"sword†,  instead upon you. †¢ Do not lean on the podium for long periods. The audience will begin to are going to fall over. wonder when you †¢ Speak to the audience†¦NOT to the visual aids, such as flip charts or overheads. Also, do not stand between the visual aid and the audience. †¢ Speak clearly and loudly enough for all to hear. Do not speak in a inflection to emphasize your main points. monotone voice. Use †¢ The disadvantages of presentations is that people cannot see the punctuation and this  can lead to misunderstandings. An effective way of overcoming this problem is to pause at the time when there would normally be punctuation marks. †¢ Use colored backgrounds on overhead transparencies and slides (such as yellow) as  the bright white light can be harsh on the eyes. This will quickly cause your audience to tire. If all of your transparencies or slides have clear backgrounds, then tape one blank yellow one on the overhead face. For slides, use a rubber band to hold a piece of colored cellophane over the projector lens. †¢ Learn the name of each participant as quickly as possible. Based upon the atmosphere  you want to create, call them by their first names or by using Mr., Mrs., Miss, Ms. †¢ Tell them what name and title you prefer to be called. †¢ Listen intently to comments and opinions. By using a lateral thinking technique (adding  to ideas rather than dismissing them), the audience will feel that their ideas, comments, and opinions are worthwhile. †¢ Circulate around the room as you speak. This movement creates a the audience. physical closeness to †¢ List and discuss your objectives at the beginning of the presentation. Let the audience know how your presentation fits in with their goals. Discuss some of the fears and  apprehensions that both you and the audience might have. Tell them what they should expect of you and how you will  contribute to their goals. †¢ Vary your techniques (lecture, discussion, debate, films, slides, reading, etc.) †¢ Get to the presentation before your audience arrives; be the last one to leave. †¢ Be prepared to use an alternate approach if the one you’ve chosen seems to bog down. You should be confident enough with your own material so  that the audience’s interests and -8- concerns, not the presentation outline, determines the format. Use your background, experience, and knowledge to interrelate your subject matter. †¢ When writing on flip charts use no more than 7 lines of text per page and no more  than 7 word per line (the 7/7 rule). Also, use bright and bold colors, and pictures as well as text. †¢ Consider the time of day and how long you have got for your talk. Time of day  can  affect the audience. After lunch is known as the graveyard section in training circles as audiences will feel more like a nap than listening to a  talk. †¢ Most people find that if they practice in their head, the actual talk will take about 25 per cent longer. Using a flip chart or other visual aids also adds to the time. Remember – it is better to finish slightly early than to overrun.

Monday, January 6, 2020

Finding a College Teaching Position 2019

Institutions of higher learning are basically encampments of scholars herded by business professionals. Students are integral to the purpose of the institutions, but not necessarily to the nature of their functionality. Accordingly, some of the quirks of the prototypical academic bleed into the business processes of the school. One of those processes is hiring. Faculty prospects are interviewed by a committee from their chosen academic discipline. Following the interview an extended wait seems to by the typical experience. While the academic peers do the interviewing, school administrators do the hiring. Its an example of power sharing that faculties across the country have fought for over generations and a good example of division of duties that isnt very streamlined. One of the best routes to a successful interview is through the graduate assistant program. Graduate assistants are grad students that work in conjunction with a faculty member in teaching classes. Graduate assistants teach breakout groups, grade papers, counsel students and develop one-on-one teaching skills from which, no doubt, they develop some portion of their teaching philosophy. Once having obtained that doctorate, a graduate assistant will be in the position of knowing many of the department faculty members prior to the formal job application process. .u7073bcbd3b4d961bcf6392b788bd9164 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u7073bcbd3b4d961bcf6392b788bd9164:active, .u7073bcbd3b4d961bcf6392b788bd9164:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u7073bcbd3b4d961bcf6392b788bd9164 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u7073bcbd3b4d961bcf6392b788bd9164 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u7073bcbd3b4d961bcf6392b788bd9164 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u7073bcbd3b4d961bcf6392b788bd9164:hover .postTitle { text-decoration: underline!important; } READ Opening Doors to a Health Care Financial Management Career Otherwise, college teaching jobs are earned the old fashioned way: through successful interviewing, contacts, and possibly a little politicking. There are a number of websites that provide national job listings by academic discipline. Considerations include course load, the support that is supplied (i.e. the number of graduate assistants that are funded) research opportunities and publishing expectations. Once hired on in a college teaching position, tenure is the pot of gold at the end of a very long period of labor in the ranks. The provisions for gaining tenure and the process of granting it are too complex to go into; suffice to say that it is academic high drama. According to the U.S. Department of Labor, college teaching opportunities are expected to grow much faster than the average of all other types of employment over the next ten years. Many of these will be part-time positions, however. The growth pattern stems from the growing college-age segment of our population and the increase in adult education, combined with the retirement of existing college teachers. Community colleges and technical schools will offer some of the best opportunities due to the growth of continuing education. The part time status will be due in part to the decreasing support for education from state and federal government sources. .uda1112e1ff42182bf3b32e36c832cb67 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .uda1112e1ff42182bf3b32e36c832cb67:active, .uda1112e1ff42182bf3b32e36c832cb67:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .uda1112e1ff42182bf3b32e36c832cb67 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .uda1112e1ff42182bf3b32e36c832cb67 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .uda1112e1ff42182bf3b32e36c832cb67 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .uda1112e1ff42182bf3b32e36c832cb67:hover .postTitle { text-decoration: underline!important; } READ The Information Technology IndustryThe median annual earnings of all post-secondary teachers as of May 2004 was a little over $51,000. Salaries for full time faculty at four year institutions averages $68,000. There is a scale starting at the top with tenured professors of universities, descending through non-tenured faculty to assistant professors to instructors to community college staff and so on. In humanities and education fields, the teaching salaries were higher on the average than comparable positions in the industries. In medicine, law, engineering, business and other more lucrative pursuits the teaching salaries were lower on the average than their private sector counterparts. Related ArticlesDoctorate in Business Administration and the Theory of BusinessTeachers at the University LevelFind General Online Degree ProgramsObtaining a Degree in TeachingBusiness Practices and TheoryCollege and University Teachers