11 of the Most Unprofessional Email Habits

11 of the Most Unprofessional Email Habits You have a good job and your life is off to a successful start. Trouble is, you didn’t get the memo that you’re supposed to conduct your email correspondence like a grown-up. Before you make any mistakes that can get you labeled as unprofessional at work, check over this list of totally unprofessional email habits to avoid at all costs. Whether you’re communicating to your boss, a client, or your coworkers, it’s important that you conduct yourself well. 1. RamblingYou don’t just say what you need to say, succinctly. You go on and on and on. You back into the point, reiterate the point, say a few things that aren’t relevant to the recipient- and therefore ensure nothing you say will really be digested.Respect your own time- and the time of the person(s) on the receiving end of your email. Be as straightforward and concise as possible. And don’t send emails just for the sake of sending them. Make sure you have something concrete and impo rtant to convey!2. Forgetting the AttachmentEven Gmail will alert you if you write â€Å"attached† anywhere in your email and forget to, you know, attach something. Always double check your messages before sending and try attaching the document first, before drafting the body message.3. Misspelling NamesHow hard is it to spell your recipient’s name correctly? It’s literally right there in front of you. In your sidebar, in your address line, in their signature, in your contacts list! Addressing to Philip instead of Phillip or Megan instead of Meghan when the email address is clearly Philip@ or Meghan@ is just embarrassing. Do better.4. Faking UrgencyOnly use the urgent function when the message is actually urgent. Don’t be the girl who cried â€Å"urgent!† or no one will care when you have to send a message that is actually urgent.5. ALL CAPSYou may think you’re being charming or funny or underlining a point, but really you just sound like yo u’re coming straight out of a teenage chat room. If you must emphasize in text, use bold or italics or underlining instead.6. Misjudging ToneYou can miss the mark if you go too casual (â€Å"Hey ya’ll, So I was thinking†¦Ã¢â‚¬ ) or too stiff (â€Å"Dear Sirs and Madams, Upon further consideration†¦Ã¢â‚¬ ). Keep it professional, snappy, and do your best to reflect the relationship you have with the recipient(s).7. Reply AllIf what you’re about to type isn’t absolutely crucial for everyone on the chain to receive, then please restrain yourself and reply only to the person who needs the information.8. The Inappropriate CCIf you don’t have someone’s permission to CC them, you could get in some hot water- say if they don’t want someone to have their contact information, or if they feel uncomfortable being put on the spot and looped into a discussion. Make sure never to assume it’s okay to drag someone new into a conver sation. Ask first.9. Subject ShenanigansNo nos: 1. using a subject line that’s vague, like â€Å"Hey† or â€Å"FYI.† Put in enough information so your recipient knows what the email will be about, roughly. 2. Starting a sentence in the subject line that you finish in the body of the email. 3. Not including a subject at all.10. Being SnideYou may be annoyed at having to explain something again, or just very busy! But there’s no need for you to let your snippiness show in your emails, nor to be unnecessarily curt- especially when communicating with respected colleagues and friends. Err on the side of politeness. Say please and thank you. Sign off with a â€Å"best.† Bare minimum.11. SloppinessYou may not think you’ll be judged on anything but the content/merit of your emails, but you will. Make sure to punctuate, capitalize, spell check, proofread, use correct grammar. And make sure to use a professional font. No goofy cartoonish text or fruit y colors. Keep it professional and easy for your recipient to read!

How to Teach the Present Continuous to ESL Students

How to Teach the Present Continuous to ESL Students Teaching the present continuous usually takes place after the present, past, and future simple forms have been introduced. However, many books and curricula choose to introduce the present continuous immediately after the  present simple. This order can be confusing as students may have difficulties understanding the subtlety of something that happens as a routine and an  action that takes places at the moment of speaking. No matter when you introduce this tense,  its important to provide as much context as possible by using appropriate time expressions, such as now, at the moment, currently, etc.   How to Introduce the Present Continuous Start by Modeling the Present Continuous Begin teaching the present continuous by speaking about what is happening in the classroom at the moment of introduction. Once students recognize  this usage, extend to other things you know are happening now. This can include simple facts such as The sun is shining at the moment. Were learning English at the moment. etc. Make sure to mix it up by using a number of different subjects. Im teaching the present continuous right now.My wife is working in her office at the moment.Those boys are playing tennis over there.etc. Choose a magazine or web page with lots of activity, go through a number of pages, and ask students questions based on the photo. What are they doing now?What is she holding in her hand?Which sport are they playing?etc. To teach the negative form, use the magazine or web pages to ask yes or no questions focusing on eliciting a negative response. You may want to model a few examples before asking students. Is she playing tennis? - No, she isnt playing tennis. Shes playing golf.Is he wearing shoes? - No, hes wearing boots.(Asking students) Are they eating lunch?Is she driving a car?etc. Once students have practiced a few rounds of questions, distribute magazines or other pictures around the classroom and ask students to grill each other on what is happening at the moment. How to Practice the Present Continuous Explaining the Present Continuous on the Board Use a present continuous timeline to illustrate the fact that the present continuous is used to express what is happening at the moment. If you feel comfortable with  the level of the class, introduce the idea that the present continuous can be used to speak about what is happening around the present moment in time. Its a good idea at this point to contrast the present continuous auxiliary verb to be with other auxiliary verbs, pointing out that ing must be added to the verb in the present continuous form. Comprehension Activities Comprehension activities such as using photos in magazines will help with the present continuous. Present continuous dialogues can also help illustrate the form. Present continuous worksheets will help tie in the form with appropriate time expressions. Review quizzes contrasting present simple with the present continuous will also help. Continued Activity Practice Its a good idea to compare and contrast the present continuous with the present simple form once students have understood the difference. Using the present continuous for other purposes such as discussing present projects at work or speaking about future scheduled meetings will help students become familiar with other uses of the present continuous form. Challenges with the Present Continuous The greatest challenge with present continuous is understanding the difference between a routine action (present simple) and an activity occurring at the moment. Its quite common for students to use the present continuous to speak about daily habits once theyve learned the form, so comparing the two forms early on will help students understand the differences. The use of the present continuous to express  future scheduled events  is best left for intermediate level classes.  Finally, students might also have difficulties understanding that stative verbs may not be used with continuous forms. Present Continuous Lesson Plan Example Greet the class and talk about what is happening at the moment in class. Make sure to pepper your sentences with appropriate time expressions such as at the moment and now.Ask students what they are doing at the moment to help them begin using the form. At this point in the lesson, keep things simple by not diving into the grammar. Try to get students to provide correct answers in a relaxed conversational manner.Use a magazine or find pictures online and discuss what is happening in the picture.  As you discuss what he/she or they are doing in photos, begin to differentiate by asking questions with you and we.  At the end of this discussion, write up a few example sentences on the whiteboard. Make sure to use different subjects and ask students to identify the differences between each sentence or question.  Point out the helping verb be changes, but note that the main verb (playing, eating, watching, etc.) remains the same.Begin contrasting the present continuous with the prese nt simple by alternating questions. For example:  What is your friend doing at the moment?  and  Where does your friend live?   Get student input on the differences between the two forms. Help students understand as necessary. Make sure to point out differences in time expression use between the two forms.  Ask students to write out ten questions, five with the present continuous and five with the present simple. Move around the room helping students with any difficulties.  Have students interview each other using the ten questions.  For homework, ask students to write a short paragraph contrasting what a friend or family member does every day and what they are doing at the moment. Model a few sentences on the board so that students clearly understand the homework assignment.

Critical Review E Essay Example | Topics and Well Written Essays - 250 words

Critical Review E - Essay Example McDonough and partners’ conceptual project of rooftop gardening in China (2005) demonstrates how congestion entails the need for new buildings that cater to sustainable communities. See Figure 1. The project fits Manhattan urbanism because of its megalomania, but it also challenges the latter because it seeks to address and reduce the culture of congestion through a program that tackles spaces and actions. The project illustrates megalomania because of its localization of a â€Å"world totally fabricated by man† (Koolhaus, 325). Rooftop gardening is a localization of agriculturalism, through the conversion of a dimension of urban space to a local rural one. Though the project aims to improve the building’s sustainability, it remains as an evidence of the negative effects of the culture of congestion: an Urbanism that has created the loss of spaces dedicated to agricultural industries. The project is a garden, but it also depicts Urbanism through its features of human-made fabrication and integration into a congested culture. The same project, nevertheless, addresses and diminishes the culture of congestion through a program that tackles spaces and actions. It represents the programmatic function of architecture that Tschumi believes is its essential role. He argues that architecture must create places that â€Å"confront spaces and actions† (Tschumi 141). The project deals with urbanism through promoting an ecosystem in the megalomania, which combines social engagement (through its walkways) and sustainability. It confronts congestion through expressing its desire for ecological balance. The conceptual project of rooftop gardening in China reveals that Urbanism is experiencing a rupture, as it scrambles to invite back Nature into its form and function. It remains a megalomania that exhibits human-made fabrications of living systems, though it also confronts the culture of congestion by attempting to provide more agricultural spaces that attend to long-run

Women's and global leadership at bestfoods Case Study

Women's and global leadership at bestfoods - Case Study Example Ensuring that for each leadership position, a woman candidate must be present (Osland & Adler, 2007). Another method for promoting diversity include sending more women both of America and of non-American decent to senior management and development programs to shed a light on them on the possible leadership training offered to individuals. Understanding women and the barriers they face while at formal employment and support them. This is to be done by appreciating the effort that women contribute at work as well as the household needs they reach up to. At the same time, it is the look at work output in terms of delivery rather than time spent at work. Adding to that, many women at high levels to be selected for senior managerial positions at the company.Senior level management training offered to senior position holders promoted by companies could be beneficial to women if they had such positions(Osland & Adler, 2007). Brody is justified to hold the forum. This is because forums are an audience for all to be heard and the forum was to encompass women who are the sole victims in diversity at Bestfoods. The forum was to have 50% of women from outside the US, an enough indication of diversity. Possible alternatives that would generate the same agenda include holding seminars on gender diversity at work, pushing for bills that involve a certain limit in employment of women in each sector as well including women in the human resource departments of many companies (Osland & Adler, 2007). While pushing for the forum organization, Brody and Shoemate faced several challenges and programs. Brody and Shoemate’s ideas were not all met with a warm reception. Skeptical comments arose from some men and women who believed that the forum was not going to bear any results whatsoever. There was also the feeling of inferiority complex among some of the women selected to attend the forum. They felt that if in any case

Way in Which Piaget and Vygotsky Share Similar Ideas Essay Example for Free

Way in Which Piaget and Vygotsky Share Similar Ideas Essay While both Piaget and Vygotsky were similar in their views in certain ways. Most commonly shared were their views as constructivists (the idea of learning by doing) and believed that social forces set the limits of development. The most obvious difference is their view of cognitive development. Where Piaget felt that cognition develops in four discreet stages that are limited, Vygotsky believed the opposite, that there are no stages and development is continuous. Where there are a few areas that I relate with the theoretical views of John Piaget, I tend to relate more so with those of Vygotsky. Both were strong advocates for students having active participation in their learning. Like Vygotsky, I feel that learning and development are intertwined and in some cases learning can precede development. Vygotsky compared a learner’s actual development to their potential development; this potential area is called the â€Å"zone of proximal development†. When working with the children it is in this area that I observe any potential problem areas where a child might need help as well as recognize where I can push a child a little further in order to get them to reach their maximum potential. As far as instructional strategies, I tend to rely heavily on a Montessori style environment; where discovery, project based learning, and curiosity inducing strategies expands a child’s intellect. As a child care provider I often try to engage my pupil with activities and materials that challenge them. Most toys and instructional material I present to the children are usually slightly above their ages. Where Vygotsky felt that culture plays a large role in development, I too agree that development is improved when social interaction is guided by highly skilled people in the same culture.

Alzheimer´s Disease: An in Depth Look at Signs, Symptoms, and Disgnosis

â€Æ' Alzheimer’s disease is a form of dementia affecting the older population. Symptoms are more noticeable over time due to the severity of the stages worsening. Alzheimer’s is the most common form of dementia. It accounts for fifty to eighty percent of dementia cases. Contrary to belief Alzheimer’s is not a normal part of aging. Different parts of the brain are affected causing multiple symptoms sometimes not diagnosed until later stages in the disease. Nerve cell death and tissue throughout the brain is the most significant affect over time. Naturally by age twenty-five the brain starts to decrease in size. With Alzheimer’s, the amount decrease is extremely significant. The cortex begins to shrivel up which is the part of the brain required for planning, remembering, and thinking. The most noticeable shrinkage occurs in the hippocampus. The hippocampus is responsible for the formation of new memories, it is also located inside the cortex. Upon further inspection under microscope, tissue samples are observed and synapses and nerve cell count is severely decreased. Tangles, are also found which our twisted strands of another protein due to nerve cells dying and bunching together. Plaques and tangles are prime suspects in the death and tissue loss in the Alzheimer’s brain. Beta-amyloid is a chemical and is sticky which causes it to gradually build up into plaques. This chemical derives from a larger protein found in the nerve cells with fatty membranes. These tangles destroy a vital cell transport system made of proteins. There are seven stages of Alzheimer’s, classified by Dr. Barry Reisberg, M.D. clinical director of the New York University School of Medicine’s Silberstein Aging and Dementia Research Center. Each stage carr... ...ally during this stage patients will lose their ability to control movement completely, but still may say words and certain phrases. He/she will need assistance with most of their daily living and require personal care round the clock. Also, they lose the ability to smile or sit without support. Diagnosis of Alzheimer’s disease is not an exact science. Certain tests are completed to assist in the diagnosis. These tests include; mental status testing, neurological exam and thorough medical history, physical tests are also completed. There are no current treatments for Alzheimer’s disease. Researchers are constantly looking for new and advanced treatments to alter the course. Any breakthrough in progress will ensure the improvement of the quality of life of people with dementia. Works Cited www.alz.org www.nia.nih.gov/alzheimers/publication/alzheimers-disease

Republican Motherhood

Kaley Ganey and Allie Linaugh October 15, 2012 Stuart Harmening APUSH The Republican Motherhood and Education for Women The republican motherhood was essentially the beginning of the new era for women. Before, women were not allowed to go to school, and we not educated as they were thought to belong in the home. Before the late eighteenth century, their role was to God and the care of the home and their children.However, Enlightened thinkers knew that it was the role of the mother to make sure her sons morals and values were in pace, and also they knew the future of the United States was dependent on mothers. For these reasons, the education of women became more important and more accepted. Women were responsible for instilling proper values, and an education in the principles of liberty and government into their sons. What didn’t make sense was, women were not educated well enough, sometimes they were able to write their names, and read small stories, but not all the time.Dur ing the late eighteenth century, the idea of educating women became more and more practical. If a woman were to educate their children, the future leaders and government officials of America, shouldn’t the woman be well educated themselves? After much thought and consideration, it was believed that women should be taught to read, write, do simple math, and also should be knowledgeable about the English language.With their education, women were better able to educate their sons, which was better for the country in the long run. People justified the education of women by saying that it was a woman’s duty to her country to educate her sons; therefore she should be educated as well. Putting the responsibilities of children in the hands of the women essentially put the future of America in their hands. The women were the ones filling the heads of children with knowledge, and teaching them how to better serve their country.

Ethics in Public Administration Essay

â€Å"The aim of every political constitution is, or ought to be, first to obtain for rulers men who possess most wisdom to discern, and most virtue to pursue, the common good of the society; and in the next place, to take the most effectual precautions for keeping them virtuous whilst they continue to hold their public trust. The elective mode of obtaining rulers is the characteristic policy of republican government. The means relied on in this form of government for preventing their degeneracy are numerous and various. The most effectual one, is such a limitation of the term of appointments as will maintain a proper responsibility to the people.1† How does one maintain proper responsibility to the people? Public Administration is a major contributor to democratic life. Its success advances to the building and maintaining of public trust built in democracy2. One of the greatest obstacles a public administrator is faced with are political and personal responsibilities. Friedrich believes that political and personal responsibilities are acquired through reasoned communication based on scientific knowledge3, while Finer argues that strict obedience to political administration superiors are ones political and personal responsibilities4. Finer also questions if there is such thing as being overly educated, and if those that are highly educated being scared away from governmental positions, thus leaving sub par people to take those roles5. The thought is that if there were better personnel in government positions than there would be a better political system; therefore a more ethically inclined system. Eric Raile agrees with Friedrich’s approach of reasoned communication; being  educated on ethics through training, personal interactions, and perceived knowledge will influence perceptions of ethical climate6. An interesting discovery though was that work tenure actually lessened the perception. This thought process of education is considered to be public ethics. Public ethics is the belief that results are gained from experience from care-oriented tasks7. Experience compared with a person’s age to how long he/she has been in office. The government has two types of approaches to determine ethics through efficiency and performance versus legal and democratic values. These two approaches are the legalistic approach and the managerialistic approach. The legalistic approach is just that, based on law. It relies on law-based priorities and processes to balance discretionary innovation and accountability. The managerialistic approach relies on innovation and efficiency to balance discretionary innovation and accountability. Whistle-blowing is an area of ethics that is often the most intimidating. While an employee is supposed to be protected it is not often guaranteed. There is a huge risk for not only the employee who reports perceived unethical behavior, but also to the company involved. Since there is always a question of whether one should report unethical behavior it is also interesting to examine what makes a person choose whether or not to report those behaviors. One study revolved around auditors, but its conclusion shows how the findings can be applied to public administration: to determine the likelihood of a person to report unethical behavior one must examine that person’s professional commitment and the organizations commitment versus colleague commitment and moral intensity of the unethical behavior9. The findings in the study of the auditors showed that moral intensity relates to both; higher level of professional identity increases as the commitment to the organization provides mo tivation. Another study showed results for where an employee is likely to report these incidences to: executives of larger organizations showed a higher level of employees voicing concerns to Equal Employment Opportunity Commission (EEOC), Occupational Safety and Health Administration (OSHA), and external  whistle-blowing. Executives with union workers showed a higher level of employees voicing concerns to EEOC, the media, and external whistle-blowing. Executives in the manufacturing industry showed a higher level of employees voicing concerns to OSHA10. While the results are not one hundred percent, and further investigation needs to be done, this study showed that employees are more likely to voice concerns to outside parties, rather than internally. Bibliography: Barnett, Tim. (1992). â€Å"A Preliminary Investigation of the Relationship between Selected Organizational Characteristics and External Whistleblowing by Employees.† Journal of Business Ethics. 11. Brady, F. Neil. (2003). â€Å"’Publics’ Administration and the Ethics of Particularity.† Public Administration Review. 63. Christensen, Robert K., Holly T. Goerdel, and Sean Nicholson-Crotty. (2011). â€Å"Management, Law, and the Pursuit of the Public Good in Public Administration.† Journal of Public Administration Research and Theory. 21. Finer, Herman. (1936) â€Å"Better Government Personnel.† Political Science Quarterly. 51. Finer, Herman (1941). â€Å"Administrative Responsibility in Democratic Government.† Public Administration Review 1. Fredericksen, Patricia J. and Daniel Levin. (2004). â€Å"Accountability and the Use of Volunteer Officers in Public Safety Organizations.† Public Performance and Management Review. 27. Gobert , James and Maurice Punch. (2000). â€Å"Whistleblowers, the Pulic Interest, and the Public Interest Disclosure Act 1998.† The Modern Law Review. 63. Goodsell, Charles T. (2006). â€Å"A New Vision for Public Administration.† Public Administration Review. 66. Grant, Ruth W. and Robert O. Keohane. (2005). â€Å"Accountability and Abuses of Power in World Politics.† The American Political Science Review. 99. Huang, Yi-Hui (2001). â€Å"Should a Public Relations Code of Ethics be Enforced?† Journal of Business Ethics. 31. Huddleston, Mark W. and Joseph C. Sands. (1995). â€Å"Enforcing Administrative Ethics.† Annals of the American Academy of Political and Social Science. 537. Jos, Philip H., Mark E. Tompkins, and Steven W. Hays. (1989). â€Å"In Praise of Difficult People: A Portrait of the Committed Whistleblower.† Public Administration Review. 49. Kettl, Donald F. (2009). â€Å"Administrative Accountability and the Rule of Law.† PS: P olitical Science and Politics. 42. Kim, Seok-Eun. (2005). â€Å"Balancing Competing Accountability Requirements: Challenges in Performance Improvement of the Nonprofit Human Services Agency.† Public Performance and Management Review. 29. Luo, Yadong. (2006). â€Å"Political Behavior, Social Responsibility, and Perceived Corruption: A Structuration Perspective.† Journal of International Business Studies. 37. Madison, James. (1788) â€Å"The Alleged Tendency of the New Plan to Elevate the Few at the Expense of the Many Considered in Connection with Representation.† New York Packet. The Federalist. McNamee, Michael John and Scott Fleming. (2007). â€Å"Ethics Audits and Corporate Governance: The Case of Public Sector Sports Organizations.† Journal of Business Ethics. 73. Plant, Jeremy F. (2011). â€Å"Carl J. Friedrich on Responsibility and Authority.† Public Administration Review. 71 Raile, Eric D. (2013). â€Å"Building Ethical Capital: Perceptions of Ethical Climate in the Public Sector.† Public Administration Review. 73. Rodgers, Robert and Nanette Rodg ers. (2000) â€Å"Defining the Boundaries of Public Administration: Undisciplined Mongrels versus Disciplined Purists.† Public Administration Review. 60. Sayre, Wallace S. (1948). â€Å"The Triumph of Techniques over Purpose.† Public Administration Review. 8. Shanahan, Kevin J. and Michael R. Hyman. (2003). â€Å"The Development of a Virtue Ethics Scale.† Journal of Business Ethics. 42. Smith, Robert W. (2003). â€Å" Enforcement or Ethical Capacity: Considering the Role of State Ethics Commissions at the Millennium.† Public Administration Review. 63. Smith, Rogers M. (2008).â€Å"Religious Rhetoric and the Ethics of Public Discourse: The Case of George W. Bush.† Political Theory. 36. Stensota, Helena Olofsdotter. (2010). â€Å"The Conditions of Care: Reframing the Debate about Public Sector Ethics.† Public Administration Review. 70. Taylor, Eileen Z. and Mary B. Curtis. (2010). â€Å"An Examination of the Layers of Workplace Influences in Ethical Judgments: Whistleblowing Likelihood and Perseverance in Public Accounting.† Journal of Business Ethics. 93. Thompson, Dennis F. (1985). â€Å"The Possibility of Administrative Ethics.† Public Administration Review. 45.

Effective Studies Skills Essays

Effective Studies Skills Essays Effective Studies Skills Essay Effective Studies Skills Essay Effective study skill OMG Iâ„ ¢m gonna fail, I know it! doesnâ„ ¢t this sound all too familiar to you Itâ„ ¢s known as the Iâ„ ¢m not good enough syndrome. Everyone has fears. Itâ„ ¢s quite natural. The great American industrialist Henry Ford said if you think you can, or think you canâ„ ¢t â€Å" you are right! what he was saying is that intention and expectation shape our actions. Good morning everybody, firstly I would like to welcome you to the senior year of study that will round off your secondary school. It is the year that will lead either to further study or to the learning experiences of the workplace. I believe many of you, by this time you should have set up your personal goal. In order to achieve your goal, you firstly need to overcome your fears and you attain effective study skills. Thinking positively is the first step towards success. Here is a simple ABC formula you can use to overcome your fears. A for action! Nothing can be done without action, so get started now! B is for belief. Itâ„ ¢s terribly important to have the sense that you are capable of doing what it is your desire. So yeah, I guess you can practise saying I can do it and I will for ten times everyday until the words become as much a habit as breathing, and the action which follows becomes as instinctive as the blinking of your eyelids! C for commitment, it is the stick at it or never say die factor. Keep in mind the famous quote by Thomas Edison genius is ten per cent inspiration and ninety percent perspiration. Ok, so if you are one of those confident students who believe that if you try hard you can achieve whatever you want, then you are very lucky! What you need now are some effective study skills. When friends ask me what makes for effective study, I tell them four things. You must have a right place, a time, a plan and a tidy approach. You need to have a special place for your study thatâ„ ¢s completely free of distractions. That means, donâ„ ¢t study with your TV or msn on and make up excuses for yourself such as, Iâ„ ¢m not gonna watch it, and I wonâ„ ¢t chat! Thatâ„ ¢s right, if you not gonna use them, TURN IT OFF! Iâ„ ¢m sure your mum will be very please that you have helped to reduce the energy bill! Set up your room with a big table so you can spread out, and adjust the light so it strong enough to read but not too bright. Put up a noticeboard so can stick up all your maths formulas. It is vital to have your room arranged so itâ„ ¢s comfortable, not too hot (or youâ„ ¢ll go to sleep), not too cold (or you will be distracted by shivering) make sure that the chair you sit on is padded, and upright. No lounge chairs please! Obviously, you need to have regular hours set aside every day for study and nothing else. Iâ„ ¢m going to advice you that 10 hours per week of dedicated homework is absolute minimum for year 12. more than that is better, though beyond 20 hours you should be very careful indeed of the danger of burnout. Less then 10 hours you are asking for trouble. If you are an early bird you can rise at 6 and put in two hours before school, if you are a night owl study in the evening is best. It doesnâ„ ¢t matter when to study, as long as the time suits your personal rhythms of activities and concentration. Now how many of you uses a diary here Then you need to plan your study! A year planner is a great idea. This is a map of the whole year, with spaces for everyday. On it you write in all the projects, essays, exams and other events that will be parts of your year. A diary is a must; this has to go with you to school everyday. Whenever a teacher sets a deadline, you write it in your diary. The type of diary you buy is up to entirely, you donâ„ ¢t need to get the ugly school diary, but you just need to have one! (You can talk about time management as organising things, you can actually combine them into one paragraph) Itâ„ ¢s no good having your own room, your own desk, your own computer etc â€Å" and allowing them to get into a mess. Make sure your bookshelf is divided up by subjects. Mix the books and I guarantee you will lose them. Each subject must have its own folder, which stays together securely. That subject folder should be orderly, each section of the course with its own section. You might like to colour code each subject, for easier identification. Whenever you add anything new, it must go into the proper place. Then youâ„ ¢ll have no trouble finding your notes! Remember that itâ„ ¢s your life. You can make choices and follow then. You can set goals, motivate yourself, study effectively, without being stressed out of your brain. If you follow the simple rules I have just talked about, Iâ„ ¢m sure you can survive year 12! Nothing changes until we do. That I can promise! So good luck!

About Charles Follen McKim, Architect of the Gilded Age

About Charles Follen McKim, Architect of the Gilded Age With his partners Stanford White and William R. Mead, architect Charles Follen McKim designed grand Beaux Arts buildings, important mansions, and also relaxed Shingle Style homes. As the architectural firm of McKim, Mead White, these three architects brought European nobility and taste to Americas nouveau riche. Background of McKim: Born: August 24, 1847 in Chester County, Pennsylvania Died: September 14, 1909 at his summer home in St. James, Long Island, New York Education: 1866-1867: Lawrence Scientific School at Harvard University, Cambridge, MA1867-1870: Studied architecture at the École des Beaux-Arts in Paris Professional: 1867: Worked briefly in the New York office of Russel Sturgis1870: Joined the office of Henry Hobson Richardson1877: Partnered with William R. Mead1879: Stanford White joined the partnership and the influential architectural firm of McKim, Mead White was established Important Projects: McKim, Mead, White designed both relaxed summer homes and grand public buildings. Landmark examples of McKims influential designs include these: 1881-1883: Isaac Bell House in Newport, Rhode Island1887-1895: Boston Public Library1894: New York Herald Building1897: Low Memorial Library, Columbia University, New York City1906: Pierpont Morgan Library, New York City1910: Pennsylvania Station, New York City Styles Associated with McKim: Beaux ArtsShingle Style More About McKim: Charles Follen McKim was influenced by his study at Ecole des Beaux Arts in Paris. Along with his partners Stanford White and William R. Mead, McKim applied French Beaux Arts ideas to grand American buildings like the Boston Public Library and Pennsylvania Station in New York City. These historic styles were not associated with the new architecture of the day- the skyscraper- so the firm did not tackle skyscrapers. However, after McKims death, the firm built the 40-floor Municipal Building (1914) in Lower Manhattan. McKim was drawn to the clean lines of American Colonial architecture, and he admired the simple architecture of Japan and rural France. The architectural firm McKim, Mead, White became known for informal, open plan Shingle Style houses designed shortly after the partnership was formed. They could also transition into designing the more opulent styles prevalent in Newport, Rhode Island. McKim and White became the design architects of the firm, while Mead administered much of the firms business. What Others Say: McKims formal training and innate sobriety provided clarity of form to which White added richness of texture and plasticity in ornamentation.- Professor Leland M. Roth, Architectural Historian Learn More: Archives: The Charles Follen McKim papers,1838-1929, are held at the Library of Congress, Manuscript Division (PDF)Americans in Paris: Foundations of Americas Architectural Gilded Age by Jean Paul Carlhian and Margot M. Ellis, Rizzoli, 2014Triumvirate: McKim, Mead White: Art, Architecture, Scandal, and Class in Americas Gilded Age by Mosette Broderick, Knopf, 2010Making of the Morgan from Charles McKim to Renzo Piano by Paul S. Byard, Morgan Library Museum, 2008 Source: McKim, Mead, and White by Leland M. Roth, Master Builders, Diane Maddex, ed., Preservation Press, Wiley, 1985, p. 95

Middle East Militarization Essay Example | Topics and Well Written Essays - 500 words - 1

Middle East Militarization - Essay Example The whole concept of militarization in Iran brought its own doomsday. Though there has been many international arms control process and there has been numerous discussions on the weapons of mass destruction-free zones in the Middle East, the key powers in the province have seen biological, radiological, chemical, and nuclear arsenal as means of power. The same holds true for the long-range rocket systems, like missiles. Iran has been quite aggressive towards the United States since fundamental, spiritual forces overthrew the administration in 1979. Iran is primarily an Islamic Republic which has ties with the Soviet Union, from whom it purchases most of its military arsenal. However, during the 8-year Iraq-Iran war, the United States gave support to Iraqi President Saddam Hussein in order to topple the Iranian administration. And in a bizarre turn of events, the United States solicited Iran for support of Operation Desert Shield. However from the year 1987 to 1988, the U.S. warships made certain that the tankers that carried oil through the Persian Gulf had a safe passage. The U.S. forces engaged in combat with the Iranian navy and also attacked the Iranian oil sited in the Persian Gulf. The most spectacular use of the arms of mass annihilation in the Middle East took place between the years 1980-1988 during the Iran-Iraq War. Iran had an armoury of the Soviet SS-1 (Scud-B) missiles and wanted to develop their own surface-to-surface missile system. Iran had plans to purchase the Chinese M-9 missile, which has a 600-kilometer range. Iran claimed that they can manufacture their own adaptation of the SS-1. They had produced an edition of the Chinese Type 53 missile rocket, which they called the Oghab, which had a range of 40-kilometers. Iran was also building an unguided missile which they called â€Å"Iran 130†. This had a range of 130-kilometers. All these missiles are being manufactured to be custom fitted with the chemical