Tuesday, May 26, 2020

The Ideal Approach for Writing Papers

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Friday, May 15, 2020

Alzheimer s Disease And Its Effects - 1257 Words

Alzheimer’s in its Full Effect Alzheimer’s disease is named after German physician, Dr. Alois Alzheimer. In 1906, Dr. Alzheimer noticed changes that happened in the brain tissue of Auguste D., who had died of an unusual mental illness. Her symptoms included memory loss, language problems, and unpredictable behavior. So, what exactly is Alzheimer’s? It is an irreversible, progressive brain disorder that slowly destroys memory and thinking skills, and eventually the ability to carry out the simplest tasks. Alzheimer’s has been detected in nearly 15% of people 71 years of age or older because it is caused by a genetic mutation, the disease gets worse over time, and there is currently no cure for it. Unfortunately, scientists do not fully†¦show more content†¦The Genetic Alzheimer’s disease form is extremely rare. A few hundred people have genes that directly contribute to Alzheimer’s disease. The majority of people with early-onset Alzh eimer’s disease have the common form of the disease. The disease will progress in roughly the same way as it does in older people with Alzheimer’s. Alzheimer’s disease leads to nerve cell death and tissue loss throughout the brain. Over time, the brain shrinks dramatically, affecting nearly all of its functions. In advanced Alzheimer’s, the surface layer that covers the cerebrum, shrinks and withers. This damage to the cortex destroys the normal ability to plan ahead, recall, and concentrate. Alzheimer’s also affects the hippocampus. This part of the brain plays an important role in memory. The disease causes the hippocampus to shrivel, which harms the brain’s ability to create new memories. The ability of doctors to diagnose the disease has improved in recent years, but a conclusive diagnosis can be established only when autopsy or brain biopsy shows that nerve cell loss has occurred in the parts of the brain associated with cognitive funct ioning (Alzheimer’s Disease). Alzheimer’s typically follows certain stages which will bring changes in the affected person’s and family’s lives. Because the disease affects each individual differently, the order in which they appear, and the duration of each stage

Wednesday, May 6, 2020

The New Jim Crow Mass Incarceration - 1547 Words

Kamoya Higgins June 3rd, 2017 SSP101 Final Michelle Alexander is a noble civil rights advocate and writer. She is best known for her 2010 book The New Jim Crow: Mass Incarceration in the age of colorblindness. Michelle Alexander writes that the many gains of the civil rights movement have been undermined by the mass incarceration of black Americans in the war on drugs. She says that although Jim Crow laws are now off the books, millions of blacks arrested for minor crimes remain marginalized and disfranchised, trapped by a criminal justice system that has forever branded them as felons and denied them basic rights and opportunities that would allow them to become productive, law-abiding citizens. In modern day, it is evident that†¦show more content†¦I expended much energy in rage and frustration of how this system came to be and is allowed to continue that I needed the frequent re-focus. About two-thirds of the way in, she offers this summation: This, in brief, is how the system works: The War on Drugs is the vehicle through which extraordinary numbers of black men are forced into the cage. The entrapment occurs in three distinct phases . . . The first stage is the roundup. Vast numbers of people are swept into the criminal justice system by the police, who conduct drug operations primarily in poor communities of color. †¦ The conviction marks the beginning of the second phase: the period of formal control. Once arrested, defendants are generally denied meaningful legal representation and pressured to plead guilty whether they are or not. †¦The final stage has been dubbed by some advocates as the period of invisible punishment. †¦ a form of punishment that operates largely outside of public view and takes effect outside the traditional sentencing framework. . . and collectively ensures that the offenders will never integrate into mainstream, white society. One of the most thought-provoking issues raised in The New Jim Crow is the concept of colorblindness, and how Martin Luther King’s call to create a society where people are not judged by the color of their skin but by the content of their character has been badly distorted byShow MoreRelatedThe New Jim Crow : Mass Incarceration1370 Words   |  6 Pagesunrecognizable ways that fit into the fabric of the American society to render it nearly invisible to the majority of Americans. Michelle Alexander, in her book, The New Jim Crow: Mass Incarceration in the Age of Colorblindness shatters this dominantly held belief. The New Jim Crow makes a reader profoundly question whether the high rates of incarceration in the United States is an attempt to maintain blacks as an underclass. Michelle Alexander makes the assertion that â€Å"[w]e have not ended racial caste in America;Read MoreThe New Jim Crow : Mass Incarceration1361 Words   |  6 PagesBook Review Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness The premise of the ‘The New Jim Crow: Mass Incarceration in the Age of Colorblindness’ by Michelle Alexander, is to refute claims that racism is dead and argue that the War on Drugs and the federal drug policy unfairly targets communities of color, keeping a large majority of black men of varying ages in a cycle of poverty and behind bars. The author proves that racism thrives by highlighting theRead MoreThe New Jim Crow : Mass Incarceration1477 Words   |  6 PagesThe New Jim Crow: Mass Incarceration in the Age of Color Blindness, by Michelle Alexander. The New Press, 2010. 290 pages. Reviewed by Ashlei G Cameron. Michelle alexander is a highly acclaimed civil rights lawyer, advocate and legal scholar. As an associate professor of law at Standford law school, she directed the Civil Rights Clinic and pursued a research agenda focused on the intersection of race and criminal justice. In 2005. Alexander won a Soros Justice Fellowship that supported the writingRead MoreThe New Jim Crow : Mass Incarceration1199 Words   |  5 Pagesthose who did read her book The New Jim Crow: Mass Incarceration In The Age of Colorblindness. Michelle Alexander stated that The most despised in America is not gays, transgenders, nor even illegal immigrants - it is criminals. That was an important quote since the stereotypical criminal in our racially divided America in most cases are those of color also known as blacks. This is why the criminal justice system in the United States promotes the mass incarceration of blacks that can be seen throughRead MoreThe New Jim Crow : Mass Incarceration1081 Words   |  5 Page s Michelle Alexander’s The New Jim Crow: Mass Incarceration in the Age of Colorblindness outlines how the criminal justice system has systematically designed new methods of discriminating against African Americans. The book advocates for racial justice, specifically, for African Americans and contends they [African Americans] were targeted and subsequently incarcerated, by white voters and public officials, through the War on Drugs campaign. President Reagan and his Administration exploited racialRead MoreThe New Jim Crow : Mass Incarceration1347 Words   |  6 PagesHunter Silver Dr. Kendall Smith English 103-4120 10 November 2015 High Incarceration Rates Due to Racism Racism effects the the high incarceration rates according to Michelle Alexander, the author of â€Å"The New Jim Crow: Mass Incarceration in the Age of Colorblindness. This scholar writes about how the civil rights movement has been taken back by the mass incarceration of black Americans in the war on drugs. Alexander also explains how the severe consequences that these black men carry on afterRead MoreThe New Jim Crow : Mass Incarceration Essay1401 Words   |  6 Pages Michelle Alexander’s book, The New Jim Crow: Mass Incarceration in the Age of Colorblindness, examines mass incarceration in the United States, why the criminal justice system works the way it does towards minorities, the detriments associated with mass incarceration as it relates to offenders, and much more. In the introduction of her book, Alexander immediately paints the harsh reality of mass incarceration with the story of Jarvious Cotton who is denied the right to vote among other rights becauseRead MoreThe New Jim Crow Mass Incarceration Essay1797 Words   |  8 PagesJim Crow laws are regarded as part of the racial caste system that operated in the Southern and Border States in the years between 1877 and the mid-1960s. Under the series of the anti-black laws, African Americans were treated as inferior and second class citizens. The laws have been argued to have represented the legitimization of the anti-black racism in the US. The book The New Jim Crow Mass Incarceration in the Age of Colorblindness is written by Michelle Alexander and originally published byRead MoreThe New Jim Crow : Mass Incarceration Essay1096 Words   |  5 PagesAlexander, Michelle. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: The New Press, 2010. Study Questions for â€Å"The New Jim Crow†: 1) What is the relationship between the War on Drugs and the spread of crack cocaine through inner city neighborhoods in the 1980s? President Ronald Reagan officially announced the current drug war in 1982, before crack became an issue in the media or a crisis in poor black neighborhoods. A few years after the drug war was declared, crackRead MoreThe New Jim Crow : Mass Incarceration1239 Words   |  5 PagesIn 2013, Michelle Alexander published her book, The New Jim Crow: Mass Incarceration in the Age of Colorblindness, hoping it served as a call to action. Immediately this book received a huge amount of attention because of the controversial topics presented. This book opened a lot of people’s eyes to the term colorblindness, a sociological perspective referring to the disregard of racial characteristics. There is no racial data or profiling, no classifications, and no categorizations or distinctions

Tuesday, May 5, 2020

Outline Financial Statement Analysis free essay sample

Transforming data into useful information for decision making. A. Purpose of Analysis To help users (both internal and external) make better business decisions. 1. Internal users (managers, officers, internal auditors, consultants, budget officers, and market researchers) make the strategic and operating decisions of a company. 2. External users (shareholders, lenders, directors, customers, suppliers, regulators, lawyers, brokers, and the press) rely on financial statement analysis to make decisions in pursuing their own goals. The common goal of all users is to evaluate: a. Past and current performance. b. Current financial position. c. Future performance and risk. B. Building Blocks of Analysis The four areas of inquiry or building blocks are: 1. Liquidity and efficiency—ability to meet short-term obligations and to efficiently generate revenues. 2. Solvency—ability to generate future revenues and meet long-term obligations. 3. Profitability—ability to provide financial rewards sufficient to attract and retain financing. 4. Market Prospects—ability to generate positive market expectations. Information for Analysis 1. We will write a custom essay sample on Outline Financial Statement Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Most users rely on general purpose financial statements that include: a. Income statement b. Balance sheet c. Statement of changes in stockholders equity (or statement of retained earnings) d. Statement of cash flows e. Notes related to the statements 2. Financial reporting—is the communication of financial information useful for making investment, credit, and other business decisions. Includes information from SCE 10-K or other filings, press releases, shareholders meetings, forecasts, management letters, auditors reports, and Webcasts. Standards for Comparisons Used to determine if analysis measures suggest good, bad, or average performance. Standards can include the following types of comparisons: 1. Intracompany—based on prior performance and relationships between its financial items. 2. Competitor—compared to one or more direct competitors (often best). 3. Industry—published industry statistics (available from services like Dun Bradstreet, Standard and Poors, and Moodys). 4. Guidelines (rules-of-thumb)—general standards developed from past experiences. E. Tools of Analysis – includes horizontal, vertical and ratio analysis. II. Horizontal Analysis Tool to evaluate changes in financial statement data across time. This analysis utilizes: A. Comparative Statements reports financial amounts for more than one period placed side by side in columns on a single statement. 1. Computation of Dollar Changes and Percentage Changes—usually shown in line items. a. Dollar change = Analysis period amount minus Base period amount. b. Percent change = Analysis period amount minus Base period amount divided by Base period amount times 100. Notes: (1) When a negative amount appears in the base period and a positive amount in the analysis period (or vice versa)— a meaningful percentage change cannot be computed. (2) When there is no value in the base period—percentage change is not computable. (3) When an item has a value in the base period and zero in the next period—the decrease is 100 percent. 2. Comparative balance sheets a. Consist of balance sheet amounts from two or more balance sheet dates arranged side by side. b. Usefulness is improved by showing each item’s  dollar change and percent change to highlight large changes. Comparative income statements a. Amounts for two or more period are placed side by side. b. Additional columns are included for dollar and percent changes. B. Trend Analysis used to reveal patterns in data across successive periods. Involves computing trend percents (or index number) as follows: 1. Select a base period and assign each item in the base period a weight of 100%. 2. Express financial numbers as a percent of their base period number. 3. Trend percent equals analysis period amount divided by base period amount times 100. III. Vertical Analysis Comparing financial condition and performance to a base amount. The analysis tools include: A. Common-Size Statements reveal changes in the relative importance of each financial statement item. All amounts are redefined in terms of common-size percents. 1. Common-size percentage equals analysis amount divided by base amounts multiplied by 100. 2. Common-size balance sheets—base amount is usually total assets. Common-size income statements—base amount is usually revenues. B. Common-Size Graphics Graphical analysis (e. g. , pie charts and bar charts) of common-size statements that visually highlight comparison information. IV. Ratio Analysis Using key relationships among financial statement items. Ratios organized into the four (items A through D below) building blocks of analysis: A. Liquidity and Efficiency 1. Liquidity refers to the availability of resources to meet short-term cash requirement. 2. Efficiency refers to how productive a company is in using its assets. Efficiency is usually measured relative to how much revenue is generated for a certain level of assets. 3. Ratios in this block: a. Working capital—the excess of current assets over current liabilities. b. Current ratio—current assets divided by current liabilities; describes a companys ability to pay its short-term obligations. c. Acid-test ratio—similar to current ratio but focuses on quick assets (i. e. , cash, short-term investments and current receivables) rather than current assets. Days’ sales in inventory—ending inventory divided by cost of goods sold multiplied by 365; measures how many days it will take to convert the inventory on hand at the end of the period into accounts receivable or cash. h. Total asset turnover—net sales divided by average total assets; describes the ability to use assets to generate sales. B. Solvency 1. Solvency refers to a companys long-run financial viability and its ability to cover long-term obligations. Capital structure is one of the most important components of solvency analysis. 2. Capital structure refers to a companys sources of financing. Ratios in this block: a. Debt ratio—total liabilities divided by total assets. b. Equity ratio—total stockholders equity divided by total assets. Note: A company is considered less risky if its capital structure (equity and long-term debt) is composed more of equity. c. Debt-to-Equity Ratio – total liabilities divided by total equity; measure of solvency. A larger debt-to-equity ratio implies greater risk. d. Times interest earned—income before interest expense and income taxes divided by interest expense; reflects the risk of loan repayments with interest to creditors. Profitability refers to a companys ability to generate an adequate return on invested capital. 2. Return is judged by assessing earnings relative to the level and sources of financing. 3. Ratios in this block: a. Profit margin—net income divided by net sales; describes the ability to earn net income from sales. b. Return on total assets—net income divided by average total assets; a summary measure of operating efficiency; comprises profit margin (net income divided by net sales) and total asset turnover (net sales divided by average total assets). Return on common stockholders equity—net income less preferred dividends divided by average common stockholders equity; measures the success of a company in earning net income for its owners. D. Market Prospects 1. Market measures are useful for analyzing corporations with publicly traded stock. 2. Market measures use stock price in their computation. 3. Ratios in this block: a. Price-earnings ratio—market price per common stock divided by earnings per share; used to evaluate the profitability of alternative common stock investments. Dividend yield—annual cash dividends paid per share of stock divided by market price per share; used to compare the dividend-paying performance of different investment alternatives. E. Summary of Ratios Exhibit 13. 16 sets forth the names of each of the common ratios by category, and includes the formula and a description of what is measured by each ratio. F. Global View 1. Horizontal and Vertical Analysis – horizontal and vertical analysis helps eliminate many differences between GAAP and IFRS when analyzing and interpreting financial statements. Ratio Analysis – ratio analysis has many of the advantages and disadvantages of horizontal and vertical analysis. The ratios applied are fine, with some possible changes in interpretation depending on what and what is not included in certain accounting measures across GAAP and IFRS. V. Decision Analysis—Analysis Reporting Goal of financial statement analysis report is to reduce uncertainty through rigorous and sound evaluation. A good analysis report usually consists of six sections: 1. Executive summary. 2. Analysis overview. 3. Evidential matter. 4. Assumptions. 5. Key factors. 6. Inferences When a companys activities involve income-related events that are not part of its normal, continuing operations, it often separates the income statement into different sections as follows: A. Continuing Operations Reports the revenues, expenses, and income generated by the company’s continuing operations. B. Discontinued Segments 1. A business segment is a part of a company’s operations that serves a particular line of business or class of customers. 2. A company’s gain or loss from selling or closing down a segment is separately reported as follows: a. Income from operating the discontinued segment for the current period prior to its disposal. b. The gain or loss from disposing of the segment’s net assets. C. Extraordinary Items 1. Extraordinary gains and losses are those that are both unusual and infrequent. a. An unusual gain or loss is abnormal or otherwise unrelated to the company’s regular activities and environment. b. An infrequent gain or loss is not expected to recur given the company’s operating environment. 2. Reporting extraordinary items in a separate category helps users predict future performance, absent the effects of the extraordinary items. Items that are either unusual or infrequent, but not both, are reported in the income statement but after the normal revenues and expenses. D. Earnings per Share (EPS) is the amount of income earned by each share of outstanding common stock and is reported in the final section of income statement. One of the most widely cited items of accounting information. E. Changes in Accounting Principles 1. The consistency principle requires a company apply the same accounting principles across periods (examples in this context: (include inventory or depreciation methods). Changes in accounting principles are acceptable if justified as improvements in financial reporting. 2. Cumulative effect of the change on prior periods incomes should be reported on the income statement (net of taxes) below extraordinary items. 3. A footnote should describe and justify the change and report what income would have been under the old method. F. Comprehensive Income is net income plus certain gains and losses that bypass the income statement. The change in equity for the period, excluding investments from and distributions to its stockholders.

Wednesday, April 15, 2020

Academic Writing Skills Guide free essay sample

Yet, it is also a means in itself. Writing helps you organize your own ideas, discover the strengths and weaknesses in your thinking, and internalize the knowledge you construct. We hope this guide will help you on your way. But like all guides, it does not contain everything. As Voltaire said, the best way to be boring is to leave nothing out This guide acts as a starter it is up to you to go deeper. Just as you will find with your writing assignments, We too have gone through the writing process in the construction of this guide.We constructed a plan, consulted numerous sources and people, wrote the text, bevies it, and edited it, all the time trying to keep it clear and simple. In putting together this guide, we have aimed to follow Ernest Hemingway who said, My aim is to put down on paper what I see and what feel in the best and simplest way. We will write a custom essay sample on Academic Writing Skills Guide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We hope we have succeeded. Henry Menses, Masc. Robber Wilkinson, Masc. second edition (2010) The second edition of this guide to academic writing is a thorough revision o the first edition (2002).Apart from changes to chapter 2, we have significantly changed chapters 3 and 5. In addition, we have completely rewritten chapter 4 on citing and referencing in line with the current (2010) citation and preference norms of the American Psychological Association. Major changes also entail the introduction of many more examples. In addition, the format requirements for submitting papers has changed. 2 We have not included information on grammar and punctuation, since we expect students at the School Of Business and Economics to have a good command of these aspects on entry.However, we are aware that many users of this guide will wish to seek reassurance in this respect. We recommend users to consult a good grammar book or one of the many good writing sites on the Internet. Robert Wilkinson, Masc. Jennet Homes, MA NOTE: the Guide is not presented in the format that you have to present your papers (see section 5). However, where extracts of student essays are given, these are in the required format. Acknowledgements We gratefully acknowledge the many people and sources we have consulted during the construction of this guide.In particular, we would like to express thanks to Henry Menses for his work on the first edition, and Keith Campbell of the Language Centre who adapted the first edition of this guide in 2006. We also thank the Academic Writing tutors of the Language Centre for their inputs ND the many students who have made use of the first edition. Furthermore, we are indebted to Mike Hannah and Lacuna Mackenzie, whose book Effective writing in English: A resource guide (both the 1 996 and 2002 editions) has been a major source of information for chapters 2 and 3.We acknowledge the American Psychological Association whose Publication manual (American psychological Association, 6th deed. , 2010) has been an excellent support in the construction of chapter 4 in this guide. Finally, we are grateful to the Director of the School of Business and Economics for purporting the pr oduction of this second edition. 3 1. Introduction Academic writing covers the wide range of specific writing tasks that you are required to write during the course of your academic studies: papers, reports, literature reviews, projects, case studies, dissertations, theses, research papers, and articles.Some of these text types are quite rare outside the academic environment (papers, literature reviews, dissertations, theses); others (reports, projects, etc. ) may well be aiming at a much broader public. However, what they all have in common is a similar type of reader: a person educated in the specialist field (here economics or business studies), and usually acting as a professional in that field. These target readers represent the professional community of which you aim to become a member. To be accepted as member requires you to meet the norms and standards that the professional community expects. Thus with regard to writing, you are expected to adhere to the norms expected by the (international) academic community. Compare this to a relay race in athletics. In the relay race, you run with three other runners. If you are one of the two middle runners, you eve to collect the baton smoothly from the previous runner and pass it on to the next runner. In the relay race your team runs against other teams (your local community). All of you have to run according to the set of rules agreed by the sports governing body (the professional community). If you do not, your team may be disqualified. The rules set the framework for a potentially great race, and within the rules there is vast scope for individual flair and talent. So with academic writing: you have to write according to the rules but to write well demands your own India, Vidal talent and enterprise. Just as a highly skilled athlete knows how to use the rules to his advantage, so an expert writer uses the norms and standards of professional academic writing to persuade readers of the power of his argument. We should not extend this athletics analogy too far: sports have clear sets of rules that everyone can read and study; academic writing does not.What a professional academic field has is a set of overt norms, such as a style guide. This guide is based on the editorial style requirements described in the sixth edition of the Publication Manual of the American Psychological Association 2010). Alongside these is a set of covert norms that are just as powerful. Examples of the covert norms will be the nature of argumentation that is considered acceptable in the field. Covert norms are hidden and therefore take a long time to acquire. Most novice writers acquire them through extensive reading in the field, and by paying active attention to the way other writers use 4 language.This process of acquisition demands close observation of how expert writers use words and expressions differently in different types of text, e. G. Literature reviews or case studies in a single field (e. . Marketing). Academic papers (and most other forms of academic writing) are typically expository or argumentative. An expository or informative paper describes or explains a particular set of phenomena, and provides an account of why these phenomena are found in one or more specific situations or contexts. The goal of the expository paper is also to acquaint the reader with a body of knowledge.An argumentative or persuasive paper must choose a side, make a case for it, consider and refute alternative arguments, and prove to the undecided reader that the opinion it presents is the best one. You must be aware of other sides and be fair to them; dismissing them completely will weaken your own argument. It is always best to take a side that you believe in, preferably with the most supporting evidence. To develop a good academic paper you should go through a number of stages, called the writing process.The following seven stages can be distinguished: The writing process 1 Thinking stage 2. Research stage 3. Outline stage 4. Drafting stage 5. Revising stage 6. Editing stage 7. Final version stage Planning process Transfer in a first draft output Revising editing F-IANAL output Figure 1. Stages of the writing process 1 . Thinking stage In this Stage you determine your topic area (which may Of course already be given), brainstorm about ideas on the topic, select, reject and focus those ideas, before arriving at your final choice. 5 2.Research stage Here you search for and study background literature and other materials, analyses the results, draw your own conclusions and interpretations, etc. 3. Outline stage In this stage you draft an outline of the paper you intend to write, setting out your main aim or purpose in the paper (the purpose statement or thesis statement), sketch how you will develop the mints that follow from the purpose, and indicate how you will conclude the paper. 4. Drafting stage Here you put down on screen successively improved versions of your paper. 5.Revising stage In this stage you scan your work on a macro level for logical coherence, checking whether you need to add or delete information, whether sections need rephrasing for clarification. 6. Editing stage Here you edit your text on a micro level, checking the grammar, spelling, punctuation, in-text citations, references and the layout. 7. Final version stage In this stage you set out the final paper neatly and clearly. Writing a paper is recursive: you do not start at the beginning, and work through straight to the end, and that is that.At all times you will be backtracking or looping that as you are , writing your first draft, you may discover you need to add more information and have to return to the research stage. During the revising stage, you may discover that your original plan was too broad, and so decide to cut out a whole section. You may produce several revised versions of the paper before your final version. Do not forget to allow yourself plenty of time between writing your first draft and your final version.Figure 2 illustrates the three groups of actions in writing a paper, the planning process, the transfer, and revision and editing. The figure emphasizes the recursive nature of writing a paper in that each action not only feeds into the next but feeds back into the previous actions, entailing revision of those actions. 6 You may Start with a plan, conduct some research (reading, library and/or Internet search), analyses and then synthesize the information you have acquired, construct a question or a statement tattoo will examine, draft an outline, write a rough draft of the introduction, start writing the body, then top.You go back, conduct some more research, adjust your outline, rewrite the body, write a bit more, adjust the introduction, perhaps adjust the statement of your purpose, then stop again. You conduct more research, rewrite the body again, draft a conclusion, go back to the introduction, adjust the purpose, rewrite the introduction, then stop. You let the paper isomerisms a while, then reread it, adjusting here and there for content accuracy, perhaps search or check for a contrary argument, throw o ut less relevant parts of the paper, check the logical development of your ideas and arguments, and wrap up the conclusion.Then you check again for spelling (using the spellchecker, but also reading carefully word by word), check for grammar (using the grammar checkers wisely), check all punctuation, check the layout, check the citations and the references. You check too for sentence length (eliminate very long, rambling sentences), check paragraph structure (particularly if the topic of the paragraph changes in the paragraph check the subjects of the main verbs), check the logical links between paragraphs and sections. And so on. Figure 2: The writing process and its recursive nature (Bauer, 1993).This guide is organized as follows. Chapter 2 focuses on the planning process, describing the planning activities and the construction Of an outline. Chapter 3 elaborates on the structuring of the paper, through a detailed discussion of the three parts of a paper, introduction, body, and conclusion. Moreover, structuring a paper effectively requires that you write wholeheartedly paragraphs: this chapter also provides brief guidelines on paragraph organization. Chapter 4 explains the importance of citing sources and giving references, and provides guidelines how to put them in the paper in a correct ay. Chapter 5 concentrates on finalizing the paper. This chapter discusses the format requirements, text revision and the evaluation of the paper. To conclude, this guide helps you to master the process of academic writing, which you can apply to the specific writing assignments during the course of your academic studies. It specifies the elements necessary to a successful academic paper. But keep in mind two things. First, each assignment will be different and require a different organization. Second, writing is a skill; 7 you only get better at a skill through regular practice. Regular practice leads o routine and expertise. The application of the principles of this guide can be of use until your last writing examination: the final thesis. However, this guide just contains a brief summary of the different topics discussed. For more information you should consult literature, especially the Publication Manual of the American Psychological Association (2010, 6th deed. , in the University Library), and the Internet. Besides, keep in mind that the writing process is not just simply following a set of rules. Try to develop your own style, expertise and talent, in order to distinguish yourself. Good luck with your rating career! 8 The planning process 2. The planning process In order to get a good start to writing your paper, it is Important that you go successfully through the planning process. This chapter describes the different activities of the planning process. Then, section 2. 2 discusses the most important stage of the planning process: the construction of an outline. 2. 1. The planning activities During the planning process, according to Hannah and Mackenzie (2002), you are concerned with six major activities: 1 Generating ideas for the content.Ideas for content can come from several sources: from your own knowledge, room discussions with other people, and from various media sources (written texts, audio-visual media and electronic media). Brainstorming techniques help you to generate ideas in the first two categories. 2 Selecting and classifying points. Here you are concerned with ordering your ideas. Analyses them to determine the extent to which they are connected with each other. Ideas and concepts that are highly connected are likely to form key points in your texts. Those which are less closely connected may form essential supporting topics, or may need to be abandoned.Some may require more development. Always be prepared to get rid of ideas that prove not to be relevant to your argument. 3 Establishing your perspective. In this activity you need to decide what angle you are going to take with your material. Are you taking a historical perspective, or only discussing the present situation? Are you taking an objective position, or are you bringing in your own personal standpoint? Are you taking a general viewpoint, or only a specific case? Are you looking at the matter from your home country perspective? Are you discussing a general issue or only a NAS action situation? 4 Determining your intention. Now you need to consider what you want to do with the text. Do you want to present both sides of an argument equally, or do you want to present only one side? Do you need to give examples, or will your argumentation be sufficient on its own? Do you want to persuade the reader of your opinion, or are you only wishing to describe the matter? Do you want just to present a problem, or do you want to offer solutions as well? What you are going to do with your text must become very clear to the reader in the thesis statement: this statement directs the readers to the purpose of the text. Formulating a draft title, structuring the introduction and inclusion. Here you should set down a working title and devise a draft structure for the introduction and the conclusion. At this Stage your drafting should only be provisional: you should write the actual version only after you have written the body of the paper. This is because you do need to know what your introduction is indeed introducing, and you need to know what your conclusion is concluding. A us eful rule of thumb is: Plan your introduction, then your conclusion, and then your body, but write your body, then your conclusion and then your introduction. Drafting paragraph themes. At this stage, go back to the ideas (themes) you have selected and classified. Now you have to decide which will be suitable for your text. Each theme usually is the basis for a single paragraph. Each theme too will require sufficient development; so do not try to include too many. As a rough guide, you probably cannot treat adequately more than about 4 themes in a 1000-word paper (roughly 3 pages), while a 2500-word paper (roughly 6 pages) will seem overwhelming if it includes more than 9 or 10 themes. Once you have selected your themes, list the points that you need to make to support the theme in the paragraph. 2. The planning outline The goal of the planning outline is to help you organize your ideas, and present them in a logical order. It serves to identify the relationships between the ideas: it allows you to see how related ideas can be grouped together, and which ideas you can cut out, and which ideas need more support. A good outline helps you to maintain the direction in your paper, and prevents you from getting distracted into irrelevant information. 10 Figure 3 lists six steps that may be considered in the development of a planning outline. 1 Decide the purpose of your paper and the audience you re writing for.Develop a statement in which you define the goal or purpose of your paper (commonly called thesis statement). This clarifies what you are going to present or argue in the paper. At this stage you may not have a definitive version of this statement. List all the important points you want to handle in the paper. These points have to be split in three main parts: introduction, body, and conclusion. The points in the introduction include the items that lead to the purpose or thesis statement (so-called background information), and a statement of the purpose or goal that should now be defined precisely.When you are planning your paper, you will group all your ideas around one central theme. This theme forms the core of your purpose or thesis statement or research question. The points in the body have to be logically organized so that they follow from your purpose and lead towards the conclusion. In a larger paper (for example a Master thesis), you usually develop a set of subs questions, covering the s points that lead to an answer to the research question. By answering step by step the different substitutions in the body, you can draw a structured and well-founded conclusion at the end.

Thursday, March 12, 2020

The top 6 recruitment marketing tactics guaranteed to attract top talent

The top 6 recruitment marketing tactics guaranteed to attract top talent Recruitment marketing is a broad-based strategy that combines employer branding and time-tested marketing strategies with social media and technology to attract top talent to organizations. Often this type of marketing falls under the umbrella of the talent acquisition team- not simply to advertise a single job, but to also think bigger and attract talented candidates by increasing awareness of available jobs and improving how candidates view a company and its brand. Successful recruitment marketing can lead to better quality candidates and, in turn, better success for an organization overall.Chances are your organization already engages in some aspects of recruitment marketing, like posting on career sites or via social recruiting. Your company’s website likely even communicates its brand to prospective candidates for hire and clients. But recruitment marketing, as a forward-looking strategy, attempts to lay the groundwork for future hires by attracting talented candidates to the company before a particular job opens up. According to a survey conducted by Pandologic, â€Å"The State of Recruitment Marketing 2018,† top recruitment marketing performers take it one step further in two key areas: candidate engagement and use of a technology platform for recruitment marketing.So how can you turn your recruitment marketing from good to great?Cultivate a talent networkFirst and foremost, cultivate a talent network: a pool of talented candidates that may not actively be seeking jobs but will be potential leads for the next job you need to fill. Doing so will benefit your company and talent acquisition team by reducing time to hire.Hire internally whenever possibleLook at home whenever possible to cultivate talent from within. Nurturing talent within an organization has a dual benefit. Not only do you hire a known quantity and tested talent, but the practice also benefits the employer brand. A company that offers mobility within the organization and has a good retention rate of employees who fulfill their careers sends a good message to future job candidates and can be integral to both the brand and the workplace environment.hbspt.cta.load(2785852, '9e52c197-5b5b-45e6-af34-d56403f973c5', {});Engage candidates at each step of the hiring processThe key to better candidate engagement is personalization. That can entail tactics like â€Å"email lead nurturing,† which involves marketing the company to potential job candidates through targeted emails, or it can involve â€Å"career site personalization,† which targets specific groups of talent by understanding where and how a certain segment of job seekers actually search for jobs.More sophisticated than blanket posting on job sites, personalization requires a better understanding of specific groups of talent. For example, where and how do engineers look for jobs vs. where and how do truckers look for jobs? The answers for every group will be slightly different, and engaging a particular group will require some marketing analytics and even artificial intelligence. There are even sophisticated forms of technology like chatbots that can help engage candidates by answering questions or scheduling interviews as they advance through the hiring process.Use social media strategicallySocial recruiting is vital to recruitment marketing, as most candidates engage daily with social media. This is especially true as Millennials enter the workforce and become a prime demographic of jobseekers. Social media profiles and blogs can help you find the right talent for specific jobs, and can also provide an excellent source for targeted advertising for the right candidates.Turn to tech to streamline your jobMany aspects listed above require the use of tech and analytics in order to be truly effective. Technology platforms that incorporate a variety of these aspects into one comprehensive strategy can automate processes and create more effective targeted ads and contacts through job board distribution and social recruiting all while developing and responding to marketing analytics. Find the right tech that will most benefit your organization.Pay attention to your dataWhile it’s best to take a comprehensive approach and employ multiple recruitment marketing tactics, it’s also important to test out your weak spots, examine where your recruitment strategies could do better, and continue examining the effectiveness of your recruitment marketing. Looking at the data as a whole with a careful eye will help lead you to more effective hires in the future.

Tuesday, February 25, 2020

Justification Report Part 3 Assignment Example | Topics and Well Written Essays - 1000 words

Justification Report Part 3 - Assignment Example The methods used to gather data on the two options included physical (observational) which demanded for a tour at the companies’ premises to observe how some of the variables on the criteria list played out. Additionally, analysis of the companies’ business approaches and customer services were analyzed from their websites. Among the findings from the methods used show that Praxiar is exceptional in terms of cost effectiveness, fair in sales promotion, neutral in delivery and safety, and poor in care and maintenance. On the other hand, Luxfer Company is poor in both cost and sales promotion, neutral in safety, exceptional in care and maintenance, and fair in delivery cost and lead-time. Provided that Praxiar and Luxfer companies are both neutral in safety, Praxiar was chosen as the preferred supplier as its fair rating on sales promotion, exceptional rating on cost, and neutral rating on delivery and cost beat Luxfer’s poor ratings on cost and sales’ promotion, fair rating on delivery cost and lead-time, and exceptional rating in care and maintenance. Determining the right supplier for materials for use in a business model can be hectic. This report establishes an analysis of two companies that are considered potential suppliers for gas bottles. The report focus of variables such as sales promotion, customer service, safety precautions, and delivery & cost. These variables determine whether the companies are qualified as potential suppliers based on the benefits accrued from using any of them. The analysis in this case requires to identify what supplier would be the most suitable in promoting sales as our business approach looks forwards to discounts, safety and maintenance, and timely delivery of orders. The main aim of conducting a feasibility study on the potential supplies is to find a solution to the problem statement. I work as an electrician in the Air Force and on many occasions we have to service life rafts. On these rafts,