Nutrition And Wellness Considerations Change As People...

How nutrition and wellness considerations change as people move through the three stages of adulthood. What are the most consequential concerns during each stage? What concepts and techniques can be put into place to optimize passage through each stage? . Though Research how nutrition and wellness considerations change as people move through the three stages of adulthood. What are the most paramount concerns during each stage? What concepts and techniques can be put into place to optimize passage through each stage? is a favourite topic of discussion amongst monarchs, presidents and dictators, it is infeasible to overprize its impact on modern thought. It still has the puissance to shock global commercial enterprises, whom I can verbalize no more about due to licit restrictions. Here commences my indepth analysis of the glourious subject of Research how nutrition and wellness considerations change as people move through the three stages of adulthood. What are the most consequential c oncerns during each stage? What concepts and techniques can be put into place to optimize passage through each stage? .Interweaving gregarious trends form a vigorous net in which we are all trapped. The immortal and indispensable phrase ‘honesty is the best policy’ [1] borrowed much from Research how nutrition and wellness considerations change as people move through the three stages of adulthood. What are the most consequential concerns during each stage? What concepts and techniques can be putShow MoreRelatedThemes Of Development : Prenatal6705 Words   |  27 PagesDevelopment: Prenatal Physical: Physical development of the human begins at conception when the egg is fertilized by the sperm. Once the ovum is fertilized, the process of mitosis begins, allowing the cells to split and form the human being. 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Adolf Hitler and the Holocaust Essay - 951 Words

The Holocaust. A proper noun representing the mas killing of around eleven thousand people from 1933 to 1945. The majority of those killed were people of Jewish faith. Jewish people were collected up and brought to different types of concentrarion camps where pogroms were set up to extinguish life in every form. People died from starvation, illness, exaustion, beatings, being gassed, shooting, and being burried alive. Before World War Two broke out, the trouble in Germany started in the year 1933 when a man named Adolf Hitler became chancelor after the previous chancelor died. He made his way up through Germanys government until he was second in command. Then he passed a low saying that if the current chancelor died, he would not be†¦show more content†¦The United States entered the was the day after Pearl harbor. Peral Harbor was when Japan bomed the Paciffic Fleet military base at Pearl Harbor, Hawaii to prove that they were serious about their roll in the Tripartite Pact. They attacked on a Sunday in the morning hours while people where either catcging up on their sleep, or were at church. This type of stratagy was not typically used in war times, and the United states wasnt expecting it at all. Thousands of soldiers, nurses, and civilians lost thier lives, and the next day President Franklin Delanor Roosevelt declared war on the Axis powers. Once the United States finally entered the war, and started fightinng in Europe, we really began seeing the full affect of what Hitler and the Nazis were doing. As we moved through the countries Germany had conquered, we began liberating concentration camps. For the first time in years, Jewish refugees and prisoners would be provided with access to clean water, food, and sufficient medical treatment. It was a terrible sight for the soldierss as the moved through the camps. Driving through paths lined with large graves filled with the dead, and partly the living who have given up all hope. If you were not killed at the concentration camps, your life was very hard and missarable. A large part of World War Two was the horrible treatment of Jews. In the yearShow MoreRelatedAdolf Hitler and the Holocaust1249 Words   |  5 PagesAdolf Hitler was the driving force behind the Holocaust. Many people think he was insane to torture the human race that way. Others praise him for attempting to exterminate the Jewish people. Some wonder what was going on inside his head when he had the first thought and/or plan of the Holocaust. A majority of the world just want to know what drove him or what made him hate the Jewish race so much. Studying Adolf Hitler’s beliefs can give the world history because he gave the world an insightRead MoreAdolf Hitler And The Holocaust1078 Words   |  5 Pages Adolf Hitler played a major role in WWII. Hitler was anti-Semitic. Anti-Semitic is to be against Jews. Hitler’s perspective of perfection was a blue-eyed, blonde-haired white person; most Jews did not fit this description. This view is what caused the Holocaust. The Holocaust was a period of time in which many Jews were killed in camps. He also believed that he could bring Germany to greatness once again. Because of Adolf Hitler’s actions and beliefs, he was an important figure inRead MoreAdolf Hitler And The Holocaust Essay905 Words   |  4 PagesAuschwitz On January 30, 1933 Adolf Hitler was appointed the German chancellor. This was the beginning of the most tragic and horrifying mass murder the world has ever known. Adolf Hitler was a man who despised Jews and blamed them for everything that had gone wrong in Germany. He wanted to annihilate every living Jew in Germany through a plan that he called â€Å"The Final Solution.† To fulfill his master plan, he appointed German SS officers to round up mass amounts of Jews and ship them off to deathRead MoreAdolf Hitler And The Holocaust Essay1105 Words   |  5 PagesAdolf Hitler and the Holocaust. The Holocaust is the word used to describe the mass murder of approximately six million European Jews during Adolf Hitler’s rule in Germany. Among the Jews were also other groups described as â€Å"Sub-Humans† such as Gypsies, homosexuals, intellectually challenged, political prisoners and most Eastern Europeans. German lacked confidence in their weak system, the Weimer Republic. Adolf Hitler, the chairman of the Nazi Party by 1921, was a World War I veteran who still believedRead MoreAdolf Hitler And The Holocaust1667 Words   |  7 Pagesthe more sharply they became distinguished in my eyes from the rest of humanity,† Hitler wrote in Mein Kampf, describing his feelings when he first arrived in Vienna in 1925 and began to develop anti-Semitic ideas. The Holocaust was when the Nazi’s eliminated the Jewish people under Hitler’s rule. This was one of the most gruesome events in world history. There were three main reasons why Hitler started the Holoca ust and exterminated the Jews: he had a need for power; he was convinced the loss ofRead MoreAdolf Hitler And The Holocaust2262 Words   |  10 PagesWhen Adolf Hitler rose to power in 1933, he had a belief that race was the sole matter that defined the culture of a civilization. He influenced the country of Germany to change the ideological values that they previously abided by. This change marked the beginning of a new era, which led to the most pure ideological genocide that can be remembered to this day since there was no pragmatic motivation throughout the time period the Holocaust took place. It is a dark mark in the history of westernRead MoreAdolf Hitler And The Holocaust2948 Words   |  12 PagesAdolf Hitler, chancellor of Germany from 1933 to 1945 and fà ¼hrer of Nazi Germany from 1934 to 1945, was the mastermind behind both World War II within Europe and the Holocaust. In the â€Å"Final Solution,† concentration and extermination camps were implemented in an a ttempt to rid of the Jewish population entirely. Such a task, genocide, would not be done easily. By the end of World War II, over six million Jews had been killed. However, not merely Jews were subject to mass murder, but nearly five millionRead MoreAdolf Hitler and The Holocaust Essay729 Words   |  3 Pageshandicaps. This geonocide, led by Adolf Hitler, who was the chancellor and future dictator of Germany, resulted in the death of six million Jews and thousands of other innocents. The Holocaust is arguably the worst thing that has happened in our history. In our modern world we still have racist and religious problems accross the world particularly in the Middle East and Africa. By studying the Holocaust we can learn many things and gain a perspective on our lives. Adolf Hitler, leader of the Nazi politicalRead MoreAdolf Hitler and The Holocaust Essay1519 Words   |  7 Pages On January 30th, 1933, Adolf Hitler became a dictator of Germany, which marked the start of the twelve year massacre, the Holocaust. The Holocaust lasted until May 8th, 1945, when Europe won World War II. During the event of the Holocaust, six million Jewish followers were murdered; nearly two-thirds of the European Jewish population and one-third of all the Jewish population in the world. The Nazi Party not only targeted the Jews, but communists, Marxists, and anyone who stood up to, or posedRead MoreAdolf Hitler and the Holocaust Essay1114 Words   |  5 Pages Germany’s fate was changed on April 20, 1889, the day I, Adolf Hitler was born to German official, Alois and my dear, Klara Hitler. Little did they know of what a miracle that had blessed them that day. My destiny was decided for me every time my father lectured me about the abhor Jews, taking up our German property, and beat me for the childish mistakes I made. I realized my destiny was to punish the faults in our once perfect nation. My father’s strict upper hand was not the only contribution

List of Environmental Problems Free Essays

List of Environmental Problems The earth’s environment has become a pervasive and global problem. There is growing awareness about the need to conserve our environment. Read on to know the different environmental problems. We will write a custom essay sample on List of Environmental Problems or any similar topic only for you Order Now Today the earth’s environment is in a sorry state. Wherever one looks, one encounters pollution. Forests are disappearing. The green patches in the city are being replaced by concrete buildings. Waste products are being dumped indiscriminately. Water is too toxic to drink. The air is unfit to breathe. Global warming has become a menacing issue. There is a question mark over the survival of life on the earth. The human race is at the brink of a self-created disaster. Truly there is a surfeit of environmental problems today. List of environmental problems There are a number of significant environmental problems today. They are as follows: * Loss of forest cover. Forest are being cut down for timber, construction and for obtaining extra agricultural land. * Air pollution. This is caused by polluting industries and vehicular traffic. Burning incinerators, furnaces and stoves cause it. Wind is responsible for spreading air pollution. The Ozone layer has been damaged because of the use of CFC’s (Chlorofluorocarbons) which are used in a number of industrial, commercial, and household applications. * Water pollution. Industries and factories release toxic wastes into the water. Leakage from oil tankers causes pollution of the sea. Pesticides and fertilizers also cause water pollution. Sewage released by cities into water bodies. It is predicted that there will be conflicts among nations because water will become scarce. * Overpopulation. The increase in human population increases demands for the water resources. More land is required for housing. There is increased demand for food for which more agricultural land is needed. More fuel is required. More automobiles cause more pollution. * Erosion of soil. When trees and plants are destroyed that causes increase in soil erosion. * Climate change and Global warming. Human activities cause climate change like increase in temperature. Many animal and plant species may be destroyed by climate change. * Introduction of genetically modified species. Humans are tinkering with the genes of various plants and animals. We do not fully understand how the introduction of new species will affect the environment. * Destruction of biodiversity. Many plant and animal species have become extinct or are approaching extinction because of human activities. These endangered species may have important uses in medicine and science for humans. * Devastation of natural habitats. Species such as tigers and lions are reducing in numbers because humans are steadily destroying the natural habitats which sustain them. * Diminishing natural resources. Mankind is using up natural resources at an alarming rate. Fuel, water, minerals, timber are being consumed rapidly. Oil and natural gas resources are expected to get over by the end of this century. * Marine habitats are being polluted. Overfishing has led to the extinction of many fish species. The oceans are vast but still vulnerable to pollution. How to cite List of Environmental Problems, Papers

Making Effective Oral Presentation Essay Example

Making Effective Oral Presentation Essay Making Effective Oral Presentations Northeastern University, College of Business Administration Edward G. Wertheim, Ph. D. Associate Professor Human Resources Management Retrieved March 2, 2009 from http://web. cba. neu. edu/~ewertheim/skills/oral. htm#visual |Outline of this Note | |Introduction | |Podium Panic | |Four Basic Steps | |1. trategy | |2. structure | |3. style | |Are You Distracting the Audience and Drawing Attention away from your Message? |Regional accents or colloquialisms: (or Id rather jump in the Boston Hahbah than give a speech) | |Physical mannerisms | |Voice Tone | |Keeping your Audiences interest | |4. upplement: questions and challenges | |Conclusion: A Checklist for your Presentation | |Appendices | |[pic]An Outline for Your Presentation | |[pic]An evaluation form that will be used for your presentation | |[pic]Using Visual Aids Effectively | | Introduction While hard work and good ideas are essential to success, your ability to express those ideas and get ot hers to join you is just as important. Much of this verbal expression will be one on one or in small groups but periodically (and for some of us often) you will be involved in more formal and public speaking in front of larger numbers. If this thought makes you nervous you are not alone. Many speakers lack the skills and confidence to make effective presentations. We have all been victims of speakers (eg. teachers) who put us to sleep. Despite knowing how ineffective many speakers are, many of us have found that, despite the best intentions, we havent fared much better. We knew the topic and the ideas were written down, but the presentation still didnt go well. Was it the way you delivered the speech? Was it because the audience didnt seem interested? [pic]Podium Panic Everyone experiences stage fright, speech anxiety, or talking terror. Surveys show that fear of speaking in front of groups is one of the greatest fears people have. Some surveys find people actually claiming that the thought of giving a speech is more frightening than falling off a cliff, financial difficulties, snakes, and even death. We will write a custom essay sample on Making Effective Oral Presentation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Making Effective Oral Presentation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Making Effective Oral Presentation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The following lists some techniques people use for coping with this fright: †¢ your audience understands your nervousness; they know what you are feeling and will forgive it; similarly they will forgive honest mistakes †¢ nervousness is usually invisible; most will not notice the small changes in your voice or occasional mistakes; most speakers who describe themselves as nervous appear confident and calm to the audience †¢ be yourself; let the real you come through; relax, practice some deep breathing techniques; †¢ begin in your comfort zone; practice with friends; share your fears with friends †¢ check out the room first; check out the space, the equipment, the lights †¢ concentrate on the message †¢ begin with a slow, well-prepared introduction; have a confident and clear conclusion †¢ most important: be prepared and practice The problem of poor communication is complex and cannot be solved by a single book, a course, and certainly not by this short guide. We will point out the critical elements and questions to think about. The approach presented here is predicated on the notion that there is a speechmaking process that involves a few basic steps and within each are particular strategic decisions. [pic] FOUR BASIC STEPS †¢ formulate a strategy for the specific audience †¢ develop a flexible, flowing structure †¢ combined prepared material with an enhancing, not distracting, presentation style; it is important to remember that how you present is as important as what you present. †¢ supplement the presentation with confident, informed responses to questions and challenges [pic] 1. STRATEGY understand your purpose and role: It is critical to be clear about your purpose in the communication. This involves knowing your audience, the occasion, and the expectations of your audience. Knowing the audience will be a critical determinant in what information is presented and how it is presented. †¢ tailor your message to the audience understand their needs, desires, knowledge level, attitude toward your topic †¢ be concrete, specific, practical, and relevant †¢ clarify your objectives is it to motivate? inform? persuade? teach? each calls for a different approach †¢ clarify what role you will be performing coach? advocate? teach? be devils advocate, watch dog, or messenger? develop a logically compelling case for your plan how will it help resolve a pressing problem, advance a salient value, or help †¢ reach a common goal †¢ research your topic In the classroom situation you may have to make a presentation about a topic about which you are not an expert In the working world, you will likely know a lot about the topic. Nevertheless, you will likely have to research the topic through internal trade documents, trade journals, or special interest publications. You will also likely find computerized data bases useful as sources of information. Subscription data bases such as CompuServe, Dow Jones News/Retrieval, The Source, and BRS/After Dark are some examples. Obviousl y the World Wide Web is a growing source of information. Librarians will assist you in your search. For those services that base charges on time on-line, it is important to be very well prepared for your search. [pic] 2. STRUCTURE Once you know what you want to say, you need to consolidate the materials into a meaningful message. You cant assume that the information will speak for itself. Your audience is capable of hearing your information in very different ways based on your organization and presentation. The audience needs to have these basic questions answered. 1. Why should I pay attention to you when I can think about more interesting things? 2. Now that I am listening, why should I care about this issue? 3. I agree with the significance of the topic, but how are you justifying your ideas? 4. So, now that I am convinced, what do you want from me? The following lists some points to think about when organizing your ideas †¢ begin by placing your topic in context; you might want to provide an outline or a road map †¢ provide the intended, expected benefits, organization of the presentation, and ground rules †¢ organize the body of the presentation logically make it easy to follow go from the simple to the complex †¢ when appropriate, plan ways to encourage audience participation †¢ maintain credibility: discuss the pros and cons conclude on a high note include an overall summary and proposed actions or options †¢ incorporate visual aids effectively (see box below) dont let mechanics of presentation interfere with your message †¢ prepare for contingencies practice your presentation and prepare for contingencies rehearse †¢ think about what migh t happen and prepare what if the overhead bulb blows out; what if the audience is more prepared than you expected what if there is an unexpected question if a disruption is particularly obtrusive, you might relieve the tension with a joke or humorous comment [pic] 3. STYLE Effective presenters recognize that communication is both intellectual and emotional. Organizing your ideas is part of the task. The other is to gain and maintain attention. The following lists some basic techniques to maintain attention: †¢ convey controlled enthusiasm for your subject the audience will forgive a lot if the speaker is enthusiastic -pay attention to †¢ posture, tone; dont lean your audience will mirror your attitude radiate confidence without preaching †¢ dont confuse enthusiasm with loudness; try to convey a range of emotions from concern, anticipation, excitement, dismay †¢ where appropriate, candidly discuss pros and cons; explain advantages first; present risks or challenges; Are You Distracting the Audience and Drawing Attention away from your Message? When we want the audience to focus on what we have to say rather than on us, it is important to think about anything that might detract from our message. This can be a sensitive iss ue since some of these factors are personal or part of who we are. Regional accents or colloquialisms: If we are in an audience of people who share our accent no one will notice. However, if we are in a more general audience, our accent may make the audience focus on this rather than our message. This is not to say that you should abandon your ethnic or regional identity and individuality; however, you need to be aware of the impact of accents on audience. This can be done positively as the Kennedys have done; but more often these mannerisms tend to detract negatively. We dont have to all talk alike but we need to know how we are perceived. physical mannerisms: speakers who pace, pound the podium, jingle change in their pockets, or do other things can focus attention on themselves rather than the subject; sometimes this can be done for affect, but more often it is inadvertent and distracting. voice tone: Professional speakers generally emphasize the lower registers of their voices (both men and women) and avoid dramatic variations in the pitches of their voices. Occasionally this rule can be broken for affect. clothing and jewelry: same as under regional accents Keeping your audiences interest provide variety and relief if possible; novelty and uniqueness will increase the impact †¢ alternative moving and standing still, speaking and listening, doing and thinking; use physical space and body movement to enhance your message †¢ try to add stories, anecdotes, testimonials, analogies, demonstrations †¢ use humor appropriately make it in good taste †¢ presentations are movies not snapshots; prepare the space for movement †¢ try to position yourself to enhance rapport with the audience †¢ eye contact is your primary tool for establishing audience involvement; look at your audience in random rotating order †¢ use gestures naturally; do what is natural to you: some gestures are wrong jingling change in a pocket, toying with notes, shifting from one foot to the other; any repeated gesture Once you obtain attention, you must retain it. Audiences members drift in and out, without giving complete attention all the time. You need to help the audience refocus periodically. The following are some examples: †¢ I will give the three basic reasons why change is needed †¢ Transitions such as now that we have analyzed the problem, we need to look at the possible solutions. †¢ Conclusions: the discussion so far leads to this final thought †¢ Straightforward Conclusion: if you enact this program, three basic benefits will result [pic] 4. SUPPLEMENT: QUESTIONS AND CHALLENGES USE OF QUESTIONS †¢ ask friendly questions dont use questions to embarrass or badger; avoid known sore spots †¢ avoid asking risky questions that is, questions that may imply lack of knowledge or intelligence †¢ make the interchange a mutually satisfying experience; ive respondents time to think and phrase their answer; help people save face by summarizing what they have said so far and asking if anyone else has something to add †¢ dont let respondent wander or attempt to take control of the presentation; a polite thank you, thats what I was lookin g for can get you back on track †¢ if extensive audience discussion is desired, avoid isolated one-on-one dialogues with specific individuals †¢ when challenged, be candid and firm but avoid over responding †¢ maintain control of the session †¢ be firm and assertive without being aggressive or defensive †¢ dont let interruptions disrupt your composure †¢ avoid circumstances that require an apology anticipate questions and prepare responses; rehearse answers to difficult questions †¢ if necessary, offer to obtain additional information and follow up †¢ use questions to strengthen your main arguments-answer questions candidly but positively link objections to attractive features †¢ avoid rhetorical questions ask interesting questions that are thought provoking but not too difficult to answer †¢ ask some open ended question with no right or wrong answers encourage sharing experiences, feelings, opinions †¢ put you elements into questions make them relevant to the audiences personal experience †¢ prepare key questions prior to the presentation; it is difficult to think of good questions on your feet Guideline for Answering Questions | |Anticipate Questions: think of the ten most likely questions and plan out your answer | |Understand the Question: paraphrase it if necessary; repeat it if needed | |Plan the Answer: particularly if you anticipated the question | |Do Not Digress | |Be Honest: if you cant answer the question, say so | |Reinterpret Loaded Questions: if attcked try to show the similarity to ot her situations | |Control Interchanges: if a questionner becomes a heckler try to enlist the audience; if a questioner digresses, try to remind | |the audience of the goal of the presentation | |Use the Last Question to Summarize | [pic] Conclusion: A Checklist for your Presentation You owe your audience and yourself a good presentation, but creating an effective presentation takes planning and practice, so some final pointers Start preparing early; dont wait until the last few days to prepare †¢ prepare it early, let it rest a little bit and come back to it †¢ practice your entire presentation-including your slides †¢ if you can practice it before a group of colleagues or friends Think about Your Audience: †¢ who are they and why are they here; †¢ what are their interests; †¢ what do they know; what do they want to know; what is a worthwhile investment in their time Be clear about your purpose: †¢ are you informing or persuading; †¢ tell them what you are going to do, tell them, tell them what you told them; †¢ what do you want the audience to know, feel, or believe afterwards Use an Effective Introduction: orient the audience; explain why it is important; set the tone, †¢ establish a relationship between the sp eaker and the audience; establish credibility; †¢ avoid weak introductions such as apologies, jokes, rhetorical questions Organize your presentation clearly and simply: †¢ Prioritize topics and allocate time accordingly †¢ stick to only 3-5 main points; †¢ have a well thought pattern (examples are problem/solution, chronological, cause and effect, topical); use transitions to move smoothly from one point to the next Use supporting materials to flesh out main points †¢ Use examples, statistics, expert opinions, anecdotes Compose for the Ear, not for the Eye: †¢ use simple words, simple sentences, markers, repetition, images, personal language (You and I) Create an Effective Conclusion: summarize, set final image, provide closure; dont trail off, dont use trite phrases †¢ dont just present data or summarized results and leave the audience to draw its own conclusions †¢ you have had much more time to work with your information than your audience; share your insight and understanding and tell them what youve concluded from your work Sound spontaneous, conversational, enthusiastic- †¢ use key phrases in your notes so you dont have to read, use the overhead instead of notes; †¢ vary volume, dont be afraid of silence, dont use fillers like um †¢ Practice, Practice, Practice Use Body Language Effectively: relaxed gestures, eye contact; dont play with a pen or pointer, †¢ dont block visual aids Use Visual Aids to Enhance the Message: you will probably need to use overhead transparancies in your presentation but to be effective, they must be designed and used properly †¢ use visuals to reinforce and clarify, not overwhelm; †¢ keep visual aids uncluttered; use titles to guide the audience †¢ if you use tapes or disks, make sure the equipment is compatible Analyze the Environment: †¢ check out size of room, placement of chairs, time of day, temperature, distractions †¢ check out AV equipment ahead of time; have a spare bulb Cope with Stage Fright by Remembering: its normal; it can be helpful, everyone feels it [pic] Engleberg (1994) proposes a 7 P approach to the principles of public speaking. You might find these helpful. Purpose:- Why are you speaking? What do you want audience members to know, think, believe, or do as a result of your presentation People : Who is your audience? How do the characteristics, skills, opinions, and behaviors of your audience affect your purpose Place: Why are you speaking to this group now and in this place? How can you plan and adapt to the logistics of this place. How can you use visual aids to help you achieve your purpose Preparation Where and how can you find good ideas and information for your speech? How much and what kind of supporting materials do you need. Planning: Is there a natural order to the ideas and information you will use? What are the most effective ways to organize your speech in order to adapt it to the purpose, people, place, etc. Personality: How do you become associated with your message in a positive way? What can you do to demonstrate your competence, charisma, and character to the audience? Performance: What form of delivery is best suited to the purpose of your speech. What delivery techniques will make your presentation more effective. How should you practice? Further Reading †¢ Antonoff, Michael, Presentations that Persuade, Personal Computing, 27 July 1990, 60-68. †¢ Benjamin, James and Raymie E. McKerrow, Business and Professional Communication, Harper Collins, New York, 1994. †¢ Engleberg, Isa N. The Principles of Public Presentation, Harper Collins, New York, 1994. †¢ Osborn, M. and S. Osborn, Public Speaking, Houghton-Mifflin, Boston, 1988. [pic] Supplemental Information [pic] An Outline for your Presentation INTRODUCTION †¢ What? overview of presentation (use visual aids if necessary) †¢ Why? purpose of presentation why subject is important †¢ How? format you will use; what can the audience expect to see learn †¢ Who? if more than one person, provide introductions and indicate roles dont expect audience to memorize these BODY The following list suggests alternative formats for presenting information: multiple formats can be used within a single presentation: †¢ rhetorical questions and answers †¢ logical progression indicate steps e. g. A then B then C †¢ time series order information from beginning to end, earlier to later, and so on †¢ compare and contrast use same structure to compare different events, individuals or situations †¢ problems and solutions; dont present problems without working toward some recommended action †¢ simple to complex use successive building blocks to communicate complex processes or concepts †¢ deductive reasoning moving from general principles or values to specific applications or examples †¢ inductive reasoning from specific applications/examples to reach general principles or conclusions CONCLUSION †¢ review, highlight and emphasize key points, benefits, recommendations †¢ draw conclusions where are we? what does all of this mean? whats the next step? [pic] USING VISUAL AIDS EFFECTIVELY. PURPOSE both quality and number of visual aids should enhance, not distract from message display or distribute an outline to help audience follow lon g or group presentations use variety to increase interest; remember the value of pictures, graphs, symbols and objects APPEARANCE never use a transparency of a typewritten page use a plain font (e. g. Swiss or Helvetica) of substantial size (18 point or more) if you use color, dont use more than three colors ask yourself Can the audience quickly and easily grasp what they see? Are they spending time reading and not listening? FORMAT-TEXT make one and only one key point per visual unless the audience is very familiar with the subject organize material into natural categories and contrasts? before vs. after, problem and solution, advantages vs. disadvantages, beginning to end; costs vs. benefits include no more than three or four points under one heading dont use whole sentences or paragraphs use bulleted words or short phrases only, except for quotes FORMAT-GRAPHS no more than three curves on a line chart or graph dont use a page full of numbers translate complex numbers into representative pie charts or bar graphs use diagrams or models to present complex concepts; use multiple charts illustrating different stages or parts of the full model; start with simple framework and build components successively into the full model or process [pic]Properly Designed Transparencies †¢ use high quality lettering at least 3/16 high; avoid hand-written slides and low resolution dot matrix print †¢ limit the number of overheads used; allow at least 1-2 minutes per overhead †¢ a well designed diagram or chart can often make your point more quickly and clearly than words †¢ avoid visual clutter-dont over use fancy graphics that might distract the audience †¢ have a good reason for showing each and every overhead Be Careful: †¢ dont block the audiences vision; limit the time your back is to the udience †¢ make sure you know how to operate the equipment; practice it ahead of time; have backup cords, bulbs, adapters, etc; prepare for the worst †¢ make sure you know the lighting requirements for your equipment; know where the switches are and what settings are needed; bring a small penlight in case the room has to be darkened and you need to see notes or equipment [pic] Group Presentation Evaluation Form (ver. 5) Rate the Group Presentation (5= Excellent; 1= Poor NA= not applicable) Comments would be very helpful. Group Number:____ Group Topic:________________________________ ____1. Introduction: Did the introduction capture your interest; was necessary background given; was a clear purpose conveyed ___2. Organization: Was there a clear organization; were transitions between sections clear and effective; did the organization lead to a clear conclusion? ___3. Content: Did the group support their points; was the supporting material relevant, up to date? ___4. Visual Aids: Were visual aids used effectively and appropriately, carefully prepared? ___5. Conclusion: Were key points reinforced; was a sense of closure provided; if appropriate, was a course of action proposed? ___6. Delivery: Were the speakers natural, enthusiastic; did they speak clearly; were appropriate gestures, posture, expreesions used ___7. Discussion: Were questions answered accurately, clearly, effectively? ___8. Overall Rating General Comments (use back): [pic] Presenting Overseas An American woman making a presentation to a group of German male colleagues began in a casual, lighthearted style. Several of the men snorted, stood up and headed for the door, declaring her presentation a waste of time. She spoke loudly and sharply, telling them to sit down and be quiet. They did, and she switched to an assertive, formal tone without qany of her fun techniques. The Germans paid attention. International Hearld Tribune, May 20, 1997 This anecdote illustrates that doing business internally requires concise, to the point yet diplomatic communication due to the lack of time to build relationships and sell ideas. International execuitives have to discipline themselves to listen completely and ask questions; this is particularly important when not everyone in the room has the same native language. A particular problem for many is the niceness problem; these occur when nice people are shocked to see how aggressive top-level communications and team communi ations can be in some places, and when they cant cope with aggressive peers. Another problems is conciseness. Many of us are trained to give an introduction, body, and conclusion and the mroe you say the better. In some places there is no patience for this slow, gradual building. In this case, you need to make the point first, prove it concisely and make recommendations.

Similarities and Differences Between Communism and Democratic Socialism

Similarities and Differences Between Communism and Democratic Socialism The main similarity between revolutionary Communism and democratic Socialism is that both of these political ideologies consider Capitalism (as the form of a socio-political governing) historically outdated and utterly immoral. This is because, according to the proponents of both ideologies, in Capitalist countries, the majority of ordinary citizens are denied the right to have a fair share in the national wealth.Advertising We will write a custom research paper sample on Similarities and Differences Between Communism and Democratic Socialism specifically for you for only $16.05 $11/page Learn More This is because in Capitalist societies, it is namely a small number of the representatives of bourgeoisie that exercise a unilateral control over the means of production. In its turn, this allows them to enjoy an undisputed dominance within the society – even though that there are no objective reasons for this to be the case. That is, if we exclude the fac t that the wealthy members of social elites simply happened to have enough of ill-gotten money in their bank accounts. In its turn, this creates a situation when most citizens are being denied the opportunity of a social advancement – only the individuals affiliated with the rich and powerful qualify for a social uplifting. Such state of affairs, of course, is far from being considered thoroughly fair. Another thing, upon which revolutionary Communism and democratic Socialism agree, is the sheer inappropriateness of the Capitalist practice of subjecting workers to an economic exploitation. This is because this practice establishes preconditions for employees to be treated as a soulless commodity – hence, causing them to experience the sensation of a societal alienation. In its turn, this prevents hired laborers (regardless of the essence of their professional duties) from being able to attain happiness. Both ideologies refer to such a state of affairs, as utterly inapp ropriate. Revolutionary Communism and democratic Socialism also criticize Capitalism on the account of this political system standing in opposition to the concept of egalitarianism. After all, it is specifically the assumption of people’s perceptual/cognitive inequality, which justifies the Capitalist idea that, in order to ensure the free-market economy’s proper functioning; societies must remain stratified along class-lines. Both, Communists and Socialists proclaim this idea being not only unethical, but also as such, that contradicts the dialectical laws of history.Advertising Looking for research paper on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Revolutionary Communists and democratic Socialists also share a strongly negative attitude towards the concept of a private ownership. According to the proponents of both political ideologies, the continual institutionalization of this type of own ership contributes to the process of a gap between poor and rich citizens growing wider, and makes the economy more vulnerable to financial crises. This is why, just as it is being the case with democratic Socialists, revolutionary Communists advocate the concept of a state-ownership, as such that ensures a fair distribution of the national wealth among citizens. Nevertheless, even though that revolutionary Communism and democratic Socialism do share much of an ideological ground, out which they initially emerged, there are many more differences between them than similarities. The most fundamental of these differences is the fact that, while Socialists consider Socialism to be the final phase of the humanity’s socio-economic advancement, Communists refer to it in terms of an intermediary one. According to them, Socialism is the ‘transitional’ form of a political governing, which will be eventually replaced by Communism (Kors 3). In its turn, Communism presupposes the complete liquidation of a private ownership, the elimination of money, as the instrument of commercial transactions, and the establishment of the ‘dictatorship of proletariat’, as the mechanism of maintaining the society’s ‘classless’ functioning. Democratic Socialists, on the other hand, point out to the fact that the practical realization of the earlier mentioned Communist agenda will prove impossible, as it does not consider the actual essence of people’s genetically predetermined psychological inclinations. Another major difference between democratic Socialism and revolutionary Communism is that, while Socialists refer to the transition between Capitalism and Socialism in terms of an evolutionary process, Communists promote the idea that this transition should be revolutionary. That is, according to Communists, there is only one way for ensuring the eventual triumph of Socialism/Communism – an armed uprising (Dobbs 495). Social ists, on the other hand, suggest that rather than parting away with Capitalism in the revolutionary manner (by the mean of overthrowing the government and eliminating bourgeoisie, as a social class), progressively minded people should aim to create preconditions for the gradual transformation of Capitalism into Socialism.Advertising We will write a custom research paper sample on Similarities and Differences Between Communism and Democratic Socialism specifically for you for only $16.05 $11/page Learn More As Roberts noted: â€Å"In economics, their (Socialists’) main commitment is not to creating a new man by expropriating the expropriators but to taming the excesses of the market through state intervention. They (Socialists) have also been stubbornly reformist and gradualist rather than revolutionary† (358). Unlike their Communist counterparts, Socialists do not subscribe to the idea that a truly fair society must necessarily be classless. I n fact, the Socialist idea of a ‘welfare state’ presupposes that, instead of remaining antagonized against each other, the representatives of different social classes should be equally affiliated with the values of a ‘communal solidarity’. Partially, the earlier mentioned conceptual dichotomy between democratic Socialism and revolutionary Communism can be explained by the fact that democratic Socialists do not think that the continual functioning of Capitalist societies should necessarily result in strengthening the acuteness of class-related antagonisms. The validity of this suggestion can be illustrated in regards to the ideas of Eduard Bernstein, who is now being considered the ‘father’ of democratic Socialism. According to Sturmthal: â€Å"He (Bernstein) pointed out that by its progress labor was gradually transforming the capitalistic society and predicted that by this method of gradual reform and in co-operation with democratic middle-cl ass parties, European labor would win democracy, and, at the end of a long evolutionary process, establish Socialism† (101). Communists, on the other hand, promote the idea that, as time goes on; the intensity of class-antagonisms within Capitalist societies should increase. In its turn, this should eventually lead to the creation of a ‘revolutionary situation’, and consequently to the removal of bourgeois governments. This brings us to discuss another important difference between both political ideologies. Whereas, democratic Socialists do favor democracy, as the people-oriented form of a political governing, Communists do not think this is actually the case – especially when we talk about the democracy’s functioning within Capitalist societies. According Communists, ‘capitalist democracy’ is nothing but the instrument for the representatives of social elites to maintain its dominance within the society. The reason for this is simple. B y providing ordinary citizens with the illusion that they can indeed influence the process of a political decision-making, by the mean of casting their votes, capitalists are able to reduce the acuteness of economic tensions within the society – hence, making these citizens less likely to revolt against being continually exploited.Advertising Looking for research paper on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More After all, the very conceptual premise of democracy presupposes the process of people casting their votes being second in importance to the process of these votes’ calculation. This is exactly the reason why, according to revolutionary Communists, the concept of democracy is synonymous with the concept of corruption. It also explains why democracy is dialectically predetermined to transform itself into oligarchy/plutocracy. Hence, the Communist idea that the best form of government is the ‘dictatorship of proletariat’ when, after having eliminated capitalists physically, workers enjoy a shared ownership over the means of production. This idea derives out of the assumption that capitalists will never be willing to share some of their riches with the society’s underprivileged members – unless when they are being forced to do so by purely external circumstances. These circumstances, however, must be strong enough. Therefore, in order for socially under privileged citizens to cease being the subjects of an economic/societal exploitation, they must be ready to defy the very principles, upon which the continual functioning of Capitalist societies is based – including the principle of a democratic voting. In its turn, this explains why; whereas, democratic Socialists refer to their presence in the Capitalist countries’ legislative bodies, as such that serves the purpose of the society’s betterment, Communists do not make any secret of the fact that the only reason why they participate in political elections, is that this provides them with yet additional opportunity to undermine ‘bourgeois democracies’ from within. Revolutionary Communism and democratic Socialism also differ, in regards to how the proponents of both ideologies address the issue of people’s political opinions being formed. According to Communists, the manner in which a particular individual perceives the surrounding socio-politi cal reality reflects the specifics of his or her affiliation with one or another social class. In other words, it is namely people’s class-status, which causes them to be what they are, in the cognitive sense of this word. Democratic Socialists, on the other hand, refer to the Communist interpretation of what causes people to adopt a particular behavioral pattern, as being overly simplistic. According to them, regardless of what happened to be the particulars of people’s class-affiliation, it is in their very nature to strive to enjoy a social fairness. Hence, the democratic Socialist idea that it is possible for the representatives of different social classes to cooperate. It is needless to mention, of course, that Communists do not agree with this idea, because according to them, the wealthy representatives of social elites, on the one hand, and impoverished workers/peasants, on the other, are sworn enemies. Therefore, there can be no cooperation with then, by defini tion. The final difference between both ideologies is that, while revolutionary Communism implies that people’s likelihood to attain happiness is being solely concerned with their varying ability to satisfy their physiological needs, democratic Socialism suggests that, besides being provided with the opportunity to fill up their stomachs, people also need to be given the chance of an emotional/spiritual self-actualization. In its turn, this can be explained by the fact that, unlike Communists, democratic Socialists believe that there is so much more to a particular individual than solely his or her desire to enjoy having a plenty of food. In this respect, democratic Socialism appears much more intellectually refined, as compared to revolutionary Communism, because it avoids making simplistic assumptions about human nature. Dobbs, Darrell. â€Å"Communism.† The Journal of Politics 62.2 (2000): 491- 510.Print. Kors, Alan. â€Å"Can There be an ‘After Socialismâ⠂¬â„¢?† Social Philosophy Policy 20. 1 (2003): 1-17. Print. Roberts, Andrew. â€Å"The State of Socialism: A Note on Terminology.† Slavic  Review 63.2 (2004): 349-366. Print. Sturmthal, Adolf. â€Å"Democratic Socialism in Europe.† World Politics 3.1 (1950): 88- 113. Print.

Whats a Bad ACT Score Nationally and By College

What's a Bad ACT Score Nationally and By College SAT / ACT Prep Online Guides and Tips Have you taken the ACT recently? Do you think you did badly? Or maybe you’re just wondering what the minimum score you need to get into college is. We will explain what a bad ACT score is, both in terms of the national averages and colleges you want to go to. Nationally, What’s a Bad ACT Score? If you look at the ACT percentiles, any composite score below 20 (the 50th percentile) is below average. (For more on how the ACT is scored and how the composite is calculated, see our guide.) In other words, to be above average nationally, you need at least a 21 ACT composite score. Any composite 16 or lower is in the bottom 25%. If you score below 16 or lower on the ACT, your score is definitely in the very low range nationwide. What Do Colleges Think Is a Bad Score? Your percentile rank is important, since it compares you to every other high school student who has taken the ACT. But it’s actually more important to think about what your score means in terms of the colleges you want to attend. After all, you take the ACT to get into college! If you’re above a college’s average ACT score range, even if your score seems low nationally, then your admissions chances aren’t compromised. On the flip side, you could have an ACT score that looks great nationally – say the 90th percentile, a 28 composite – but is far below the ranges of selective colleges like the Ivy Leagues, Stanford, and MIT. So it’s much more important to consider scores in context of your target colleges, rather than just the national percentiles. Let’s explore what a bad ACT score might look like at highly selective, selective, and less selective colleges. What’s a Bad ACT Score for the Most Selective Schools? If you’re aiming for the most selective schools – like Harvard, Stanford, Princeton, Yale, MIT – most scores that aren't considered amazing at the national level will be seen as low. For example, at Stanford, the middle 50% range for the ACT Composite is 31-34, which is between the 97th and 99th percentile nationally. Additionally, since these top tier schools often turn away applicants with scores in range, it’s best to aim for the top 50% of admitted student scores, not just to be within the middle 50% range. In fact, being in the lower end of score ranges can lower your chance of admission by half of the usual admission rate. For example, if the normal admission rate is 10% and you're at the 25th percentile for that college, it can lower your chance of admission to 5% or lower. So you shouldn’t just aim to break a 31 composite if you're set on a top school. Your ACT composite should be 33 or higher – in the 99th percentile nationally – to be very competitive at Stanford or other top colleges. And the closer you can get to 36, the more you will stand out. (Read more abouthow many students get a 36 ACT every year and how their admissions chances are improved.) So to recap, any ACT score below 33 will lower your chances at the most selective schools. And any score below a 30 is decidedly low for top colleges. What’s a Bad ACT Score for Selective Schools? Once you’re out of the top 15, a â€Å"bad† ACT score for a school is anything below their middle 50% ACT range. We say â€Å"bad† not because the score is necessarily bad on a national scale, but because it could lower your chances of admission at certain schools. Let’s look at NYU as an example. It’s a top 50 school, with an ACT middle 50% range between 28 and 32. That means a bad ACT score for NYU would be anything below 28. It’s still possible you would get in, but much less likely. Even though 28 is very strong nationally – it’s in the 90th percentile! – you need to get to that score or higher to be competitive at NYU. But the threshold for â€Å"bad† will vary by school, so definitely look up the ranges of schools you are interested in using our guide below. What’s a Bad ACT Score for My Local State School? When you are applying to large local universities or less-selective colleges (colleges that admit more than half of applicants), the ACT score ranges are often much more forgiving. As an example, let’s take a look at California State Long Beach. Their ACT middle 50% range is between 20 and 25. Fun fact: that giant pyramid is called the Walter Pyramid and is used for athletic events at CSU Long Beach. This score range is between the 50th and 80th percentile nationally. So you could get an average ACT score but still be competitive for admission at CSU Long Beach. In other words, many schools are more forgiving of an average ACT score. If you’re mainly applying to schools in this range, you won’t have to stress quite as much about studying! How To Find a College’s Score Ranges To see what any college’s ACT score ranges are, you just have to do a quick search online. Here at PrepScholar, we’ve compiled the ACT score ranges – as well as GPA averages and overall admissions rate – for colleges and universities nationwide. To find our data page for any school, search â€Å"[Name of College/University] ACT Scores site:prepscholar.com† in any search engine. We should be the first or second result. As an example, this is what a search for Harvard's ACT score ranges would look like. Click on the first link to see Harvard's ACT score ranges, as well as a tool that predicts your admission chances based on your GPA and ACT score. Next Steps Look up the middle 50% ACT ranges of all colleges you are interested in. This will help you get a better understanding of the ACT score you should aim for – and which scores to avoid. If you want, you can fill out the table below as you look up colleges’ ACT middle 50% score ranges. Name of College/ University ACT 25th Percentile ACT 75th Percentile If you haven’t taken the ACT yet or are planning to retake it, set your target score at the upper bound of the middle 50% range of the most competitive school on your list. For example, if NYU is the most competitive school on your list, set your ACT target score at 32. If you make that score, you’ll be competitive wherever you apply! But if you miss it by a bit and get a 30, you’ll likely be well within range for most colleges on your list, and still be competitive at NYU. What’s Next? So you know what a bad ACT score looks like. What's a good score? An amazing one? See our guide here to find out. Read our guide on getting a perfect ACT score by our 36 full scorer. Even if you’re not going for a perfect score, following these principles will help you reach your score goal. Not sure you can study alone? Consider using our online ACT prep program. We take the hard part out of studying by analyzing your weak spots and giving you targetted practice questions. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

New Product Packaging Research Paper Example | Topics and Well Written Essays - 1000 words

New Product Packaging - Research Paper Example It is important to note that the consumers recognize the colors and other forms that trigger the visual stimuli in the cognitive mind (Johnson, 2012). Once this happens the as, a survival instinct works, and you engage the consumer by the attraction nature. We shall use pink, blue and print the letters in black for total engagement. Pink is a color that symbolizes nurturing and unconditional love, giving the car owner the sense of love to the car and matching it with the product. Blue symbolizes the brand loyalty and confidence in the product; this communicates the sense of friendliness and consumer importance to us. The black letters print will represent the strength and brand authority also makes it stand out from the others, the letters are printed in aerial fonts for easier reading.The cartoon must have a simple design on one side indicating the number of piles for piling together plus other information like temperature and keeping it up. On the opposite side, it contains the add ress and location of the company. The other two sides show the content inside the carton. The simple design on the carton is effective in communication and branding. The print on the carton is tailor made to connect with the product inside hence the use of graphic design on two sides.For the small runs, flexography printing methods will be suitable for our production. It allows printing of up to three colors this make it a viable option for a high-quality small runs tailor made cartons for packaging the car perfumes.