How to Get Your High School Diploma Online

How to Get Your High School Diploma Online A growing number of teenagers are earning their high school diplomas through the internet. Distance learning is often a great option for students who need to stay home for health reasons, desire to work at their own pace, find themselves unable to concentrate on their work in the traditional setting, or need to schedule their learning around a career (such as acting). Finding an online high school can be a challenge; many schools make big claims but few live up to their promises. Parents generally have two options for their children: private online schools or public online schools. Private online schools function much like traditional private schools, while public schools must follow national and state regulations. Private Online High Schools For the most part, private schools act independently of government regulation. Just like traditional private schools, they create their own regulations and have their own learning philosophy, which varies greatly from school to school. Tuition is often high since parents are charged for all costs related to their childs education, including hardware and software.These high schools may or may not be accredited by the proper regional association. If you choose a school that is not accredited, check with the academic advisers of a few colleges to make sure that the schools transcript will be accepted should your child apply to attend a college.Many well-established universities are beginning to offer online high schools; these schools are probably the best bet since they are tied to credible institutions that have been around for years. A few schools to consider include: Allied National High SchoolPenn Foster High SchoolKeystone National High SchoolChrista McAuliffe Academy OnlineMore online private high schools... Online Charter Schools If your state allows charter schools, you may be able to enroll in an online high school for free. Charter schools are publicly funded but have more freedom from government control than regular public schools. This is one of the best deals out there since public schools are not allowed to charge tuition and are generally accredited by the proper organization. States such as Minnesota and California have provisions in their state laws that permit students to enroll in charter programs that are paid for by the government. Schools Blue Sky in Minnesota offers students the chance to earn a diploma without paying for classes or materials. Choice2000 in California is completely online, completely free, and completely accredited by the Western Association of Schools and Colleges. Some schools even provide computer equipment and hands-on materials free of charge.Find a no-cost program in your area by searching the directory of online public charter schools. Transitioning to an Online Program Whether you choose a private school or a public school, do a little investigating before you enroll your teenager. Interviewing the school of your choice can be a great way to make sure that youll get the resources you need and checking with the correct regional accreditation board can ensure that your school is properly accredited. Finally, make sure your child is emotionally and academically prepared to learn through the internet. Many students struggle being away from social events and friends and have difficulty avoiding the many distractions in the home. But, if your teenager is prepared and you choose the right school, online learning can be a great asset to her future.See: Online High School Profiles

Isabella of Gloucester

Isabella of Gloucester Isabella of Gloucester Facts Known for:  married to the future King John of England, but put aside before or as soon as he became king, never considered a queen consortTitles: suo jure Countess of Gloucester (in her own right)  Dates:  about 1160? 1173? – October 14, 1217 (sources differ widely on her age and birth year)Also known as: Variations on her name include Isabel, Hadwise, Hawise, Hadwisa, Joan, Eleanor, Avisa. Background, Family: Mother: Hawise de Beaumont, daughter of Amica de Gael and Robert de Beaumont, 2nd Earl of LeicesterFather: William FitzRobert, son of Mabel FitzRobert and Robert FitzRoy, an illegitimate son of Henry I of England, who had been a strong supporter of his half-sister, Matilda, in her claim to the throneSiblings: Robert FitzWilliam, who died at 15; Mabel FitzWilliam, who married Amaury V de Montfort; and Amice FitzWilliam, who married Richard de Clare, 3rd Earl of Hertford.   Robert died before his father did, and the estates and titles fell to the three sisters as co-heirs. The title of Gloucester eventually passed to Amice’s descendants. Marriage, Children: Husband: John, son of Henry II: betrothed 1176, married 1189, annulled 1199; John was also called John Lackland and was the fifth and youngest son of Henry IIHusband: Geoffrey FitzGeoffrey de Mandeville, 2nd Earl of Essex: married 1214; he died 1216Husband: Hubert de Burgh, later Earl of Kent: married 1217; Isabella died a month later; he had already been married twice and would remarry again after Isabella’s deathChildren: Isabella had no children Isabella of Gloucester Biography: Isabella’s paternal grandfather was an illegitimate son of Henry I, made 1st Earl of Gloucester. Her father, the 2nd Earl of Gloucester, arranged for his daughter, Isabella, to marry the youngest son of Henry II, John Lackland.   Betrothal They were betrothed on September 11, 1176, when Isabella was between three and 16 years old and John was ten.   It was soon after his brothers had combined to rebel against their father, so John was at the time his father’s favorite.   She was a wealthy heiress, her only brother having already died, and the marriage would make John wealthy when, as the youngest son of many, he might not inherit much from his father.   The agreement for the marriage excluded Isabella’s two sisters who were already married from inheriting the title and estates.   As was the custom for couples where one or both was so young, they waited some years before the formal marriage.   Her father died in 1183, and king Henry II became her guardian, taking the income from her estates. John’s three oldest brothers pre-deceased their father, and his brother Richard succeeded as king in July of 1189 when Henry II died. Marriage to John The official marriage of John and Isabella took place on August 29, 1189, at Marlborough Castle.   He was given the title and estate of Gloucester in her right.   John and Isabella were half-second cousins (Henry I was great-grandfather of both), and at  first the church declared their marriage null, then the pope, probably as a favor to Richard, gave them permission to marry but not to have marital relations. At some point the two traveled together to Normandy.   In 1193, John was arranging to marry Alice, the half-sister of the French king, as part of a conspiracy against his brother, Richard, then held in captivity. In April of 1199, the 32-year-old John succeeded Richard as king of England when Richard died in Aquitaine, his mother’s duchy he had also inherited.   John very quickly moved to get his marriage to Isabella annulled – he had probably already fallen in love with Isabella, heiress to Angoulà ªme, and married her in 1200, when she was between 12 and 14 years old. John kept Isabella of Gloucester’s lands, though he granted the title of Earl to Isabella’s nephew.   It reverted to Isabella at her nephew’s death in 1213. He took Isabella under his guardianship. Second and Third Marriages In 1214, John sold the right to marry Isabella of Gloucester to the Earl of Essex. Such right to sell remarriages was limited by the Magna Carta, signed in 1215.   Isabella and her husband were among those who rebelled against John and forced him to sign the document. The Earl died in 1216, from wounds sustained fighting in a tournament.   King John died the same year, and Isabella enjoyed some freedom as a widow.   The next year, Isabella married for the third time, to Hubert de Burgh, who had been John’s chamberlain and became Chief Justiciar in 1215, and was a regent for the young Henry III.   He had been loyal to King John during the rebellion, but had urged the king to sign the Magna Carta. Isabella died a month after her third marriage.   She was at Keynsham Abbey which had been founded by her father. She was buried at Canterbury.   The Gloucester title went to her sister Amicia’s son Gilbert de Clare.

Human Resource Management Essay Example | Topics and Well Written Essays - 1500 words - 1

Human Resource Management - Essay Example According to Dr. Alfes, the most significant factor in developing an engaged workforce, is to determine whether or not employees find a meaning in their job. Therefore, it is necessary to involve all employees in an effective communication system, so as to determine how they contribute to the organization (McGovern & Shelly 97). As much as Dr. Alfes stressed that employees should be committed to their jobs, she also warned against excessive commitment to job. She said that if employees are unable to switch off from work, then they are likely to lower their performance and productivity, since working for longer hours is not sustainable (McGovern & Shelly 103). Dr. Alfes was categorical when she said that their research work and report were specifically relevant in the current economic environment. She said that their research successfully determined the positive impacts of employees’ engagement on both an individual’s wellbeing and organization’s success, especial ly during times of economic down play (Price 302). She argued that engaged employees usually do not mind going extra miles to achieve the company’s goals, when their organization is struggling to survive during economic recession. In one of their case study organizations, they established that plastic firms under pressure to cut production costs, made saving by encouraging employee engagement (Price 311). Initially, the plastic company did not give effective communication to employees a higher priority, but after establishing a more open culture that allowed employees suggesting how they wanted to work more productively and efficiently, this company was capable of cutting production costs. The significance of effective communication between employees and managers in improving productivity and... This essay refers to some international researches that have established that keeping employees happy is one of the most appropriate means of cutting production costs in the current economic environment. From the researches highlighted in the essay, it is obvious that happy people execute their duties better than unhappy people. Happy employees are a lot more fun to associate with, and consequently have better relations at work with each other. A happy employee has better teamwork with his/her colleagues, a happy manager has better employee relations, a happy sales person improves sales and a happy customer service employee improves customers’ satisfaction. The essay discusses that a happy workforce is determined to achieve the company’s set goals and standards, even during hard economic recess. Although fostering a happy workforce is one of the key challenges faced by most organizations, human resource managers should struggle to ensure that their staffs are happy, as this will increase their productivity and increase the organization’s revenue. A happy workforce is highly innovative, stress free and wise decision maker. In comparison, unhappy employees on the other hand, have fixed minds, and this implies that they only work under strict supervision, and this in turn lowers their productivity and efficiency. It is, therefore, recommendable by the researcher that all organizations should create and develop a happy workforce as this will significantly improve their profit margins and increase their success.

Early civilization Essay Example | Topics and Well Written Essays - 500 words

Early civilization - Essay Example Today, people try hard to adopt the civilized ways some knowingly and others take part in it without the knowledge; largely, this is because of the different cultures and environmental settings that come with the ‘new generation’ where people inherit behavior and traits as part of culture. During civilization, nomadic writing was about how dissimilar aspects interact and change affecting people to become prospectus writers; this involved people using text to communicate about things and situations of their lives. Today, people are involved more in nomadic writing than oral as facilitated by the vast technology advancements; typically, people communicate more through messaging and other facets of the social media. Nonetheless, today’s relations do not necessarily fit the utter definition and characteristics of nomadic writing but the relations and mode of communication adds it all up. During civilization, the male gender dominated the women as they all significant and respected roles in the society; moreover, women felt unmindful and helpless before their suppression to men. The key aspect here was that the men were the head and most substantial in the community. Over the years, there have been changes in the male and female statuses with women making remarkable contributions to the growth of the society by working harder in all aspects and dominating some of the men i.e. education, careers etc. Nonetheless, despite the effort, men are still representing in high-level situations; for instance, the presidency and prime ministers seats in most of the nations have men sitting on them. Reflectively, before development, people used to clothe in a very different way based on the gender; assertively, men used to wear shorts or briefs alone, and women tops and under-garments too (all of the clothes made from animal skin). This mode of clothing was there to ensure that people covered the essential parts of the body, and during

Demonstrated in sports Essay Example for Free

Demonstrated in sports Essay Sportsmanship can not only be seen and demonstrated in sports, but also in our daily lives in many ways. I believe that the values learned in sports are also applicable to everyday life. Interaction with my siblings is one example. We should not fight over small things like who shall have what or who shall lead who. Everyone should have a part and each of us should enjoy the activities we are doing. I won’t tease them and won’t lose my temper with them. I will put them before myself. In school, even if I am not the star, I should still enjoy and have fun with my classmates. I will not cheat during quizzes and exams just to be on top. I will just try my best in getting good grades. I will also acknowledge my classmates’ good performances, congratulate them for getting an A when tests are handed back to us. When my friends have goals, I won’t tell them that it’s impossible to reach. Instead, I will help them achieve their goals by supporting them. Although the high levels of competition and the pressures from family and school can put a strain on maintaining sportsmanship, it is still the more important characteristic. Winning is not everything. Sportsmanship is more important than winning. It is treating people with respect. It includes small gestures like shaking hands and acknowledging good works. A child like me who practices good sportsmanship is likely to carry the respect and appreciation of other people into every other aspect of life. Through this, I am also gaining new skills, new friends, and attitudes that can help all through life. Everyday many opportunities occur that one can put into practice sportsmanship.

The Criticisms of Kohlbergs Moral Development Stages Essay -- Moral D

The Criticisms of Kohlberg's Moral Development Stages Part One:The criticisms of Kohlberg's moral development stages seem to center around three major points, his research methods, the "regression" of stage four, and finally his goals.The first criticism that I would like to address is that of his research methods. Kohlberg is often criticized for not only his subject selection, but also the methods by which he tries to extricate data from those subjects. His initial study consisted of school boys from a private institution in Chicago. The problem with this is fairly obvious, that this does not represent a significant portion of the population to allow for generalized conclusions. In other words, how can we test some boys from Chicago and ascertain that this is how all people develop worldwide?I believe that the answer to this criticism comes from the theory that it relates to. Kohlberg's moral development schema is highly dependent upon the idea that there are fundamental truths that cannot be dismissed. These ideas are "in the ether", wound into the very fabric that constructs human nature. Granted, his descriptions of the various stages also seem very dependent upon the surroundings and social institutions that an individual would be subjected to. Yet these institutions would be have to be built upon people, all of whom would share these ideological truths. It seems fairly obvious that all people have undeniable needs, survival and some group membership. Kohlberg's stages are merely methods by which one could fulfill these needs. For instance, Spartan societies were adamant about maintaining the purity and strength of the civilization. Citizens saw no wrong in exposing a sick or lame baby to the elements so that it might die. Surely an act of cruelty today, but in that society, a necessary evil The prosperity and wealth of the whole was of greater importance than that of the individual.In addition to these justifications, additional research substantiated Kohlberg's claims. Different subjects were tested, from all ages and regions, and the same conclusions were drawn from the data. Assuming that these conclusions are correct, and the data leads to the same interpretation, is there any other possibility? This argument seems most impressive, especially considering the differences between people that are evident in everyday life. Similarities ... ...o a small compromise to fit their needs. In conclusion, it seems that there is definitely a way to combine the Kohlberg justice theme and the Gilligan caring theme of moral development. Mr. Kohlberg provides a method to police a society that does not include 100 percent utopian citizens. Ms. Gilligan gives us the ability to relate to each and every person, as a person. She indicates ways that we can identify with their perspectives, understand their needs, and compromise. Although the real world seems infinitely more complex than either of these models, they bear a frightening resemblance to real societies and real people. Maybe someday, a perfect model will be constructed, judged by a perfect path of moral development. Until then, I hope that I have found a good combination of these two ideas. One last side note: I think I could spend weeks typing a paper on this subject. There are thousands of facets of each system that could fit into the other's potential flaws. However, I think I've been long-winded enough as it is. I have tried to make my points as succinct and reasonable as possible, but without sacrificing exactly what I wanted to say. Thank you for your patience.

Of mice and men †character analysis Essay

Because the boss is of higher position than George and Lennie he really makes it clear that he is by shouting and being very rude, then watching to see what George and Lennie are going to do because they can’t actually do anything. Because he’s boss and if they did do anything then they would not be able to get the job, so they just have to let it pass and ignore it. Curley is very rude as well, although he is of no higher position than them he is the boss’s son and if they do anything to him then its trouble again. The above basically means that a position any higher than any other worker is highly exploited. A man who used to work at the ranch called Bill Tenner is a good example of the way workers do not get close to each other, because he had worked at the ranch for years and three months after he left he was completely forgotten. What George and Lennie have is something special, a friendship a person they can turn to in times of need. In the 1930’s when the Great Depression was occurring friends were looked upon as a possession and possessions created jealousy and that is why friends were so rare, but George and Lennie fight through. When George is tired and doesn’t want to walk anymore Lennie helps him along. When Lennie is upset George comforts him. With the other workers no one does that for them, they’re on their own. QUESTION 1; Part E: The life the workers and George and Lennie live, involves much cruelty and isolation many unknown things go on that lie deep in the â€Å"group† but ones that stick out are the situation with crooks, because he is black he is isolated from the white people. Crooks is a good example because he is different, today he would not be different but in those days he was looked upon as a â€Å"nigger† or a â€Å"negro†. The other workers thought of him as dirty and he wasn’t aloud in the bunkhouse and he was not aloud to sit with the others in the lunch hall. All things were his own he had his own bunkhouse, his own bed, his own table and all right next to where he works, he’s isolated. Another good example is Candy he has a mangy old dog that he sees as a friend so the other workers are jealous. The workers say that the dog needs putting down so they kill the dog with no remorse :(, now they’re even. QUESTION 2; Part A: The dream which George and Lennie share is the most direct antithesis of all this. The dream is a dream that may become a reality, the dream is a dream which is a way of getting away from what life they have had, the dream is their only escape from the sheer horrible life they lead. The dream is of course a dream of freedom, freedom from the rules and regulations of the ranch. Freedom from the strict boundaries they are caged up in. Freedom to do what they want when they want and not have to be told to work, clean, move, shovel, drive, push and pull anything, they’ll do it when they see fit or when they can be bothered. It will be their little place to call home, and they won’t have to keep changing it either. In that era status was of large importance everyone was below and above someone, but this time THEY will be boss. QUESTION 2; Part B: Work: The two of them, George and Lennie will have the pleasure of living of the fatta the land. First they will plough the land to make it fertile for the seeds. Then they will sow the land. Then they will raise the crop like it were a field of children. Then just as the crop blossoms they will harvest the food and eat it and as they do they will feel fulfilled as if they have made it. The only work boundary they will have is the seasons (meaning if they don’t plant the crop by a certain season the ground will be too hard, wet e. t. c). They will have no one to fire them, which means they wont have to move around every other month. Both George and Lennie will have greater control, not only over the ranch but over their own lives. QUESTION 2; Part C: Home: There own place, nicer accommodation because there won’t have to be rows and rows of workers all in one room, they will have what they want. If their cold then they will get more blankets, or put more logs on the fire they wont need to ask if they can either. They won’t need a little work slip to get in and any friends they want to stay its there decision. All the food will be grown by them so just because of that it will taste better. It would taste better even if they hadn’t grown it themselves because they are only cooking for 2 unlike the cook at the ranch who had to cook for 20 so the food was not as well prepared. They can spend all the time they like on cooking it and cook what they like as well. QUESTION 2; Part D: Entertainment: When on the ranch George and Lennie only had the nearest town to go to because they were not aloud to go to any where else because it was to far from the ranch. If they had there own home it wouldn’t matter, Christmas, birthdays they could go wherever they wanted to go to celebrate whatever they wanted it did not matter it was there own life to live. QUESTION 2; Part E: Friends: On the ranch they had little friendships, and the little friend s they did have were not exactly the stereotypical friendships if either had the chance they would root out the other friend and not think twice. If they lived the dream it would be there own house so they could have who they want to stay, for example if they met someone in town they liked they could bring them back if they liked and have no hassle. Whilst on the ranch if a unfriendly worker came to work they had no authority to send them away but in there own house unwanted visitors came they could easily send them away and have no problems in doing so. QUESTION 2; Part F: Security: As we know George and Lennie are friends and they would both be living in this dream if it were made a reality, also we know that George is the brighter of the two and he looks after Lennie a great deal. The main problem the couple-face is the fact that Lennie can’t keep his hands to himself. George does his best to protect Lennie from this problem but as we know he cant always be there. When he is not then that’s when Lennie goes fiddling (Lennie’s fiddling problem is not strictly his fault its just the fact that he is so stupid that he sees something he likes and has to touch it like a child in a shop). If the dream were a reality though they would not have this problem because Lennie would be far from anywhere where he could do any harm. QUESTION 2; Part G: In the end though the dream is overpowered by the sheer cruelty of the life style, the dream for George, Lennie, Candy and Crooks has been shattered by once again Lennie. The rest of the group are doomed to an eternal life of wondering from ranch to ranch looking for work. For Lennie his life is over he has been shot in the back of the head by his, (humane? Selfish? ) Friend. So near and yet so far would be the best describing sentence for this whole book. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE John Steinbeck section.

Nutrition programs Essay

Traditionally, nutrition programs were targeted to the indigent and poor populations in developing countries. Many of today’s Americans are malnourished also, but they are inundated with unhealthy foods and require a multidisciplinary approach to nutrition education. What would be the three most important points to include in a public nutrition program? Provide current literature to support your answer and include two nutritional education community resources. Malnourishment is no longer an issue seen only in the indigent population and developing countries. Many Americans are also plagued with this issue, largely due to unhealthy food choices. Providing a multidisciplinary approach to public nutrition education will help in combating the problem. There are many aspects which should be covered in these programs, however, we will look at three top points. 1.) The relationship between eating behaviors and chronic diseases Several chronic diseases can occur in relationship to unhealthy eating. Cardiovascular disease, obesity and diabetes are a few. Eating foods high in fat can lead to coronary artery disease which can lead to heart blockage which can lead to death. High fat foods as well as over eating can lead to obesity, which can lead to cardiovascular disease and/or diabetes which can lead to death. Though most complications and/or diseases will manifest themselves in adulthood, looking back most will find the risk factors began in early childhood with poor food choices. As stated by Green Facts (n.d.), â€Å"The risks of developing chronic diseases begin in fetal life and continue into old age. Thus, adult chronic diseases reflect the combined effects of prior exposure to damaging environments.† As you can see, it is a vicious cycle we must be cognizant of throughout every stage of life. 2.) Mindful Eating Each time you prepare a meal your first thoughts should be on the nutritional value of the food and then â€Å"am I really hungry, or am I eating for some other reason?† For example, it is mid-afternoon at work and you are hungry and unable to wait until dinner time. Your choices are high calorie, high fat, nutrient dense items from the vending machine or a granola bar, fruit or yogurt. An appropriate snack choice would be the granola bar, fruit or  yogurt. Another example: you are sitting at home at 8:00pm on a Thursday night watching television. You go to your pantry and retrieve a bag of chocolate chip cookies. At this point, stop and ask yourself, â€Å"am I hungry or am I choosing to eat right now because I am bored?† If you are going to eat them out of boredom find something else to do to occupy your time, such as read a book, do a craft, or play a game with your family. As stated by Harris (2013), â€Å"The core principles of mindful eating include being aware of the nourishment available through the process of food preparation and consumption, choosing enjoyable and nutritious foods, acknowledging food preferences nonjudgmentally, recognizing and honoring physical hunger and satiety cues and using wisdom to guide eating decisions.† 3.) Cooking demonstrations When talking to individuals about healthy eating often times they say they do not know the proper foods to prepare or how to prepare them to maintain their nutritional value. Offering cooking demonstrations would offer a hands on approach to the issue. We also make sure we are teaching about foods that are affordable and easily accessible in the area. Nutritional education community resources in the greater Houston, Texas area: Houston Food Bank Portwall Headquarters 535 Portwall Street Houston, Texas 77029 713-223-3700 Texas Department of State Health Services, Women, Infants and Children Program (WIC) 711 N. Velasco, Ste. A Angleton, Texas 77515 1 (800) 942-3678 Reference: Harris, C. (2013). Mindful eating. Today’s Dietitian, 15. Retrieved from http://www.todaysdietitian.com/newarchives/030413p42.shtml Green Facts: Diet and nutrition prevention of chronic diseases. Retrieved November 17, 2014 from http://www.greenfacts.org/en/diet-nutrition/l-2/3-childhood-eating-habits.htm#1 Houston Food Bank: Nutrition education. Retrieved November 16, 2014 from http://www.houstonfoodbank.org/programs/nutrition-education/ Texas Department of State Health Services, Women, Infants and Children Program (WIC). Retrieved November 16, 2014 from http://www.dshs.state.tx.us/wichd/

Negotiating for Writers

Negotiating for Writers Spelling and proper grammar are essential skills for a writer. Negotiating and business sense are too, but those are the ones many people overlook. Here’s how to get higher rates, better jobs and walk out on top when it’s time to negotiate a deal. Spotting Room for Negotiation Some jobs offer terrible pay – and no amount of negotiating will get you more than $10 for 1,000 words. Other times a client states a set budget for the job and that’s it. But sometimes a client asks to discuss your rates for one or several articles. Right there’s your negotiation room. Diff’rent Strokes Your negotiation technique with a corporate blogger is going to differ from that with a self-published fiction author.   Each have different needs, and when negotiating, you’re speaking to those needs directly. There are five main negotiation styles – see Negotiations.com. Ask your client about their proposed budget and see how close it falls to what you would have normally quoted them. Don’t Agree Too Soon When you spot negotiation room, don’t agree to the first deal. Propose a counter-offer – one which offers a better deal for both of you. This can be quicker delivery at a higher rate for rush jobs, an extra blog post, a higher per-word rate when you have other projects in-between.   You have experience, and people will pay more for it. Higher Rates You can tell a new client, â€Å"I’m not okay with this rate. How about this?† You will lose some jobs, and that’s okay – you gain more in the long run. Higher rates can also be negotiated when jobs have a tight deadline or need very specialized research done. Work out the charge hourly and per word too: Which is better? (AllFreelanceWriting.com). Fatal Negotiating Mistakes Going in too high can scare potential clients off to a â€Å"no,† and so can going in too low – industry standard rates exist to minimize this (See: SAFREA, the EFA and the WGGB). Seeming desperate in negotiation will either scare clients off or teach them that you are to be taken advantage of: Never show outright desperation Swinging the Deal When several hopeful writers are negotiating, offer something others don’t in order to swing it your way. Often, this comes down to sending strong, relevant writing clips that tells the client, â€Å"This is the writer I want.† You can also swing the deal with the right counter-offer that says, â€Å"If you agree to my terms, here’s what I can do for you in return.† For one regular ghostwriting job, I offered the client two posts per week instead of one, and my rate was accepted. Compromising The whole point of negotiating is reaching the point where both parties walk away satisfied. This can also mean meeting in the middle – compromising. Always be willing to consider compromising. It can be summed up with a short, imaginary dialogue: â€Å"$500?† â€Å"$350?† â€Å"$480.† â€Å"Deal.†

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!

Managing bullying and harassment in the workplace Research Paper

Managing bullying and harassment in the workplace - Research Paper Example 2. Discussion and Analysis Let’s give a brief discussion about bullying and harassment. Bullying based on sex, gender, race, ethnicity, color, language, cultural background, socio-economic background, physical impairment, and etcetera, comes under the concept of discrimination. For example, age discrimination includes bullying such as not selecting an old age candidate for a job posting, abusing an old employee, firing or demoting him, not providing him employee incentives, or preferring others to him when it comes to important decision-making and problem-solving. Quid pro quo is the situation in which the person’s employment status is decided based upon his response to the sexual advances by his employer. It can also be described as â€Å"do this and I’ll do that for you†. Reverse quid is the situation in which the employer behaves like â€Å"do this or I’ll do that†. This more generally involves threats and punishments. Hostile environment is the environment that results from offensiveness shown by the victim as a response to unwelcome sexual conduct from the harasser, and this situation starts hindering the victim’s job performance. ... 3. Literature Review Branch, Ramsay and Barker (2013) conducted a research on workplace bullying. They assert that researchers have long been formulating theories and explanations about bullying and harassment at workplace, especially after the emergence of the concept of school bullying. They state that although workplace bullying and harassment have become widely known aspects of organizational cultures, yet organizations face challenges in implementing management strategies to manage these. Workplace bullying and harassment not only affect the victims but also have hazardous impacts upon the bystanders. Hence, it becomes necessary for the organizations to consider all impacts of workplace bullying and harassment in order to work out such strategies that cater with the needs of not only the victims but also the bystanders. Deery, Walsh and Guest (2011) studied the effects of workplace bullying and harassment on job satisfaction. Their research sample consisted of nurses in British hospitals. They compared two types of harassment: insider harassment that came from seniors and co-workers, and outsider harassment that came from patients. They also studied the effect of anti-harassment policies on workplace environment. They concluded that the nature of bullying and harassment changed with the nature of the harasser (insider or outsider); however, anti-harassment policies were found to have a profound impact as they resulted in considerable decrease in the harassment incidents at the workplace. This research helps understand that anti-bullying and anti-harassment policies at the workplace are crucial if the aim is to reduce workplace bullying and harassment. Bentley et al.

Deontological Ethics Essay Example | Topics and Well Written Essays - 1750 words

Deontological Ethics - Essay Example The deontological moral systems define the reasons why certain actions are performed. Additionally, the systems do not approve following the correct moral rules as sufficient. It demands the people to follow the moral rules with the correct motivation. Furthermore, only the correct motivation could not justify the action in a deontological moral system. Nevertheless, a correct motivation cannot describe if an action is morally correct and cannot determine the correct duty to follow. There are key questions in deontological ethical systems. The key questions include â€Å"what is my moral duty?† â€Å"What are my moral obligations?† And â€Å"how do I weigh one moral duty against another?† Examples of deontological ethical theories include divine command, duty and rights theories, monistic deontology and contractarianism,. Divine command set their moral obligations from a god. For examples, the Muslims believe an action is morally correct whenever it goes hand in hand with the rules established by Allah. Duty theories define their action as morally correct if it abides by some list of duties and obligations. Duty based theories are the most successful and the strongest. Rights theories define an action to be morally correct if it respects the human rights. Contractarianism defines an action to be morally right if it abides by the rules that rational moral agents would observe when entering a social relationship. Monistic deontology defines an action is morally right it abides by some single deontological principle that guides the other subsidiary principles (Richard & Yvonne 150-300). There are many factors that make duty theories the most successful. The theory demands an action to abide by some list of duties and obligations if it wants to be morally right. Immanuel Kant was the philosopher behind Kantian duty based ethics. According to Kant, it would be possible to use